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Practical Qualitative Research

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DOI: 10.13140/RG.2.2.21227.80167

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 Practical Qualitative
Research
DAVID CABABARO BUENO, LPT, AB/BSE,MASE, MPM, MBA, Ed.D, DBA c

Professor 6C
Dean, Graduate School
Dean, Arts/ Sciences & Education
Columban College, Inc.
Olongapo City
Lesson 1: NATURE OF INQUIRY AND RESEARCH (8:00-10:00)
 Definitions of Research; Characteristics; Purposes; Importance of Research
 Characteristics of Successful Research
 Qualitative and Quantitative Approaches Quantitative research emphasizes:
 Features or Characteristics of Qualitative Studies
 Limitations of Qualitative Studies
 Some Qualitative Approaches
 Importance of Qualitative Research across Fields and Daily Life
 Ethical Guidelines in Qualitative Research
 Worksheet #1
 Introduction
 Statement of the Problem
 Scope and Delimitation
 Significance of the Study
 Worksheets
 Performance Standard: The learner is able to use appropriate kinds of
qualitative research in decision-making.

 Learning Competencies: The learner:

 defines research as a scientific inquiry;

 describes characteristics, strengths, weaknesses, and kinds of
qualitative research;
 illustrates the importance of qualitative research across fields;
 describes ethics of research; and
 submits at least 3 tentative research titles for approval by the
teacher.
 Performance Standard: The learner is able to formulate clearly
the statement of research problem for qualitative research.

 Learning Competencies: The learner:

 designs a research useful in daily life;

 writes an acceptable research title;
 describes background of a specific research;
 states research questions or objectives;
 indicates scope and delimitations of study;
 cites benefits and beneficiaries of a specific research;
 defends feasibility of the research topic;
 presents written report of Chapter 1.
Purposes of Studying Research

 To orient students to the nature of educational research: its purposes,

forms and importance.
 To provide information which helps students become more intelligent
consumers of educational research: where to locate it, how to
understand it, and critique it.
 To provide information on the fundamentals of doing educational
research such as selecting a problem, using available tools, organizing a
project, etc.
 To generate new theories, confirm existing ones or disapprove them,
for example, the role of punishment in discipline.
Importance of Research
 To determine the accuracy or otherwise and validity of popular beliefs, and practices by
submitting them to systematic scrutiny.
 To enhance, modify or refine our knowledge of phenomenon or various theories.
 To generate new concepts and explanations of existing rules and policies, beliefs and
practices.
 To find answers to particular existing questions through investigation.
 To evaluate the findings of other researches/studies or build on where they stopped.
 To bring the legacy left behind by early scholars as well as the contributions of modern
scholars to the limelight.
 To seek validation or improvement for religious doctrines and practices, social interactions,
economic improvement, politics, ideology etc., etc. to enhance quality of ordinary and
spiritual life of man.
 To collect and analyze data which will enable us provide information and advice to policy
(or decision) makers.
Characteristics of Successful
Research/er
Wide–Reading
Thorough Understanding
Independent Opinion
Originality
Effectiveness
Qualitative and Quantitative Approaches to
Research
Orientation Quantitative Qualitative

Assumption A single reality, Multiple realities

about the i.e., can be
world measured by an
instrument.

Research Establish Understanding a social

purpose relationships situation from
between measured participants’
variables perspectives
Qualitative and Quantitative Approaches to
Research
Orientation Quantitative Qualitative

- procedures are - flexible, changing

Research established before strategies;
methods and study begins; - design emerges as
processes - a hypothesis is data are collected;
formulated before - a hypothesis is not
research can begin; needed to begin
- deductive in research;
nature. -inductive in nature.
Qualitative and Quantitative Approaches to
Research
Orientation Quantitative Qualitative

The researcher is The researcher

Researcher’s ideally an objective participates and
role observer who neither becomes immersed in
participates in nor the research/social
influences what is setting.
being studied.

Generalizability Universal context- Detailed context-

free generalizations based generalizations
Differences of the two methods of
research
Sources of Qualitative Research Method Quantitative Research Method
Differences
 When in-depth understanding of a  To get a broad comprehensive
When to use specific issue is required understanding of the situation
it?  To understand behavior, perception  To get socio-demographic
and priorities of affected characteristics of the population
community  To compare relations and
 To explain information provided correlations between different issues
through quantitative data  When accurate and precise data is
 To emphasize a holistic approach required
(processes and outcomes)  To produce evidence about the type
 When the assessor only know and size of problems
roughly in advance what he/she is  When the assessor knows clearly in
looking for advance what he/she is looking for
 Recommended during earlier  Recommended during latter phases
phases of assessments of assessment
Objectives and  To explore, understand  To seek precise
main features phenomena measurement, quantify,
 Provides in depth confirm hypotheses
understanding of specific issues  Provides a general
 Detailed and complete overview
information, contextualization,  Provides demographic
interpretation and description characteristics
 Perspectives, opinions and  Objective and reliable
explanations of affected  Apt for generalization
populations toward events,  Objectively verifiable
beliefs or practices  Prediction, causal
explanation
Data format  Data can be observed  Data which can be
but not measured counted or
 Mainly textual (words, measured. Involves
pictures, audio, amount,
video), but also measurement or
categorical anything of quantity
 Mainly numerical
and categorical
values
  Answers questions  Answers a
Answers arising during the controlled
the discussion sequence of
questions -How? questions with
-Why? predetermined
-What do I need to possible answers
look for in more detail? -What?
-How many?

 Questions are  Questions are

generally open ended closed
  Looks at the whole  Looks at
Perspective context from within specific
 Searches for patterns aspects from
 Lends itself to the outside
community
participation. Seeks
depth of perspective
though ongoing
analysis (e.g. Waves of
data)
  Individual  Quick counting
interviews estimates
 Key informant  Sampling
interviews surveys
Methods  Semi-structured  Population
interviews movement
 Focus group tracking
discussions  Registration
 Observation  Structured
interviews
 Sampling  Non random  Random
(purposive)

Study design  Flexible, the  Fixed,

and assessor is the standards
instruments primary control the
instrument for assessor’s
data collection bias.
and analysis.
Questionnaire  Checklist  Predetermined
tool types with open questionnaire
questions with sequence
and flexible and structure
sequence
Analysis  Use inductive reasoning  Uses
 Involves a systematic and iterative deductive
process of searching, categorizing methods
and integrating data  Descriptive
 Describes the meaning of research statistics
findings from the perspective of  Inferential
the research participants statistics
 Involves developing generalizations
from a limited number of specific
observations or experiences
 Analysis is descriptive
Features or Characteristics of Qualitative
Studies
 Field Focused/Natural Context.
 Self as Instrument /Personal Contact.
 Interpretive Character.
 Use of Expressive Language.
 Depth of Perspective/Attention to Particulars.
 Inductive Analysis.
 Dynamic Systems.
 Unique Case Orientation.
 Context Sensitivity.
 Empathic Neutrality.
 Persuasiveness.
 Focus on emic perspectives.
Limitations of Qualitative Studies

 Subjectivity is inherent
 Labor intensive
 Misunderstanding of Novices
 Time Intensive
 Limited Generalizability
Worksheet #1
Construct at least 3 tentative research
titles for approval…
 ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Selecting and Defining a Research Topic

Theory
Personal experience
Replication
Library immersion
Talk to experts in the field
Research Title
Research Title
Revitalizing Institutional Policy Grounded on Work-Life
Balance of Employees in a Catholic Higher Education
Institution in the Philippines

DAVID CABABARO BUENO

http://orcid.org/0000-0003-0072-0326
[email protected]
Columban College, Inc.
Olongapo City, Philippines
INTRODUCTION
 First Section- Global situational analysis of the problem supported by the
literature from different continents.
 Second Section- Regional situational analysis supported by literature from
the region of the study. Researchers from the Association of Southeast
Asian Nations (ASEAN) such as Brunei Darussalam, Cambodia, Indonesia,
Laos, Malaysia, Myanmar, Singapore, Thailand and Vietnam must include
literature from these countries to capture the ASEAN perspective in the
study.
 Third Section –Local situational analysis (Studies conducted in the
Philippines.
 Fourth Section -Gap in the literature that the study intends to address.
Differentness of the study from other previous studies. Compelling reasons
of the writer for choosing the problem.
STATEMENT OF THE PROBLEM/ SCOPE/
SIGNIFICANCE…

 State the general and specific statement of the problem.

 Use objectives that show what the researcher shall do with the data and
not words to indicate what the researcher intends to do as a research
process.
 Number the statement of the problem/s.
 The scope and delimitation are well stated/ discussed.
 The significance & beneficiaries of the study are fully identified &
discussed.
Worksheet #2: INTRODUCTION
 Review the guidelines and principles in writing the introduction and prepare an initial draft of
your introduction. You can have three to four paragraphs to introduce you research topic.

 Introduction
 ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
 Worksheet #3: GENERAL AND SPECIFIC PROBLEMS
 Go back to your approved research title and formulate the general and
specific problems. Let your teacher check your work.

 General Problem
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Specific Problems (You can have at least four to five specific problems)
1.
2.
3.
4
Worksheet #4: SCOPE AND DELIMITATION
 Go back to your general and specific problems and think of the
possible research design you will be using in your investigation
and discuss in this portion.

 Scope and Delimitation

 ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Worksheet #5: SIGNIFICANCE OF THE
STUDY
 Review the guidelines and principles in writing the significance
of the study. Identify the beneficiaries of your research/
investigation and discuss. You can have three to five for this.
 ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Lesson 2: LEARNING FROM OTHERS AND REVIEWING THE LITERATURE and
WAYS TO SYSTEMATICALLY COLLECT DATA (10:15 – 12:00)

 Selecting, Citing and Synthesizing Related Theory, Literature and

Studies
 Sources of Information
 Ethical Standards in Writing Related Literature
 Framework of the Study
 Definition of Terms
 Worksheets
The literature review serves several
important functions:
 Convinces your reader that your research will make a significant and substantial
contribution to the literature
 Demonstrates your knowledge of the research problem.
 Demonstrates your understanding of the theoretical and research issues related to
your research question.
 Ensures that you are not "reinventing the wheel".
 Gives credits to those who have laid the groundwork for your research.
 Indicates your ability to integrate and synthesize the existing literature.
 Provides new theoretical insights or develops a new model as the conceptual
framework for your research.
 Shows your ability to critically evaluate relevant literature information.
Sources of Information for the Literature
Review

The Library

Online Computer Searches:

Database Access to Literature
and studies/ journal publications
How to Write on the Related Literature

 Computerize as much as possible

 Be systematic and thorough
 Get the proper psychological orientation
 Emphasis relatedness
 Review the literature, do not reproduce it !!!
Ethical Standards in Writing Related
Literature
 Report literature review with the highest level of accuracy

 Give an unbiased description of observations and produce an

objective discussion, never presenting false or misleading
statements

 Never manipulate results of previous studies

Ethical Standards in Writing Related
Literature
 Carry out literature searches for original publications describing closely
related work

 Cite every publication that in some way contributed to the research

 Avoid ‘citation stuffing’. While citing, an author should only refer to

truly relevant papers for the conducted investigation, avoiding
improper inclusion of their own articles
Ethical Standards in Writing Related
Literature
 Compose a manuscript using your own words, ideas and materials

 The use of the author’s own published work, without proper

acknowledgment, can be considered self‐plagiarism

 Protection of the author’s legitimate interests should always be

regarded through the establishment of adequate material transfer
agreements, restraining its field of use. If originally supplied by a
person external to the publication and investigation, proper
authorization should be obtained and citation made
Ethical Standards in Writing Related
Literature
 Assure, prior to a manuscript submission that all the consulted authors
are properly cited in the list of references

 Give proper credit to all sources of information, assistance, and other

relationships that were relevant for the research. It is the authors’
responsibility to appropriately cite and acknowledge individuals that
provided assistance, through the supply of materials or providing useful
discussion; funding sources; institutional or corporate support; and
other
Lesson 2: LEARNING FROM OTHERS AND REVIEWING THE
LITERATURE and WAYS TO SYSTEMATICALLY COLLECT DATA
…(10:15 – 12:00)
 Research Designs; Participants in the study; Qualitative Sampling and Selection
 Data Sources; Interviews; Questionnaires; Focus Groups; Observational Evaluation
 Textual/Content Analysis (artifacts, documents, records)
 Personal Experience (journaling and other methods)
 Field Notes
 Ethical Consideration
 Data Analysis
 Transcribing Qualitative Data
 Using Qualitative Software
 Research Evaluation: Trustworthiness of the Study
 Validity and Reliability” Concepts in Qualitative Research
 Worksheet
Lesson 3: PRESENTING ANSWERS FROM DATA COLLECTED and
DRAWING CONCLUSIONS (1:00-3:00)

 Data Processing, Organizing and Analysis

 Preparing to Analyze
 Organizing the Data
 Data Analysis
 Data Interpretation
 Worksheet
 Summary of the Problem
 Findings
 Conclusions
 Recommendations
 Worksheet
 Performance Standard: The learner is able to describe
adequately quantitative research designs, sample, instrument used,
data collection, and correct procedures and data analysis.

 Learning Competencies: The learner:

 constructs appropriate instruments for data collection;

 describes sampling procedure and sample;
 plans data collection and analysis procedures;
 decides appropriate sample for research;
 describes correct procedures in data analysis; and
 submits written form of Chapters 3, 4 and 5 of the research.
RESEARCH METHODOLOGY

 The research design is appropriate.

 The research locale is fully discussed/ described. No
need to present a LOCATION MAP.
 Participants
 Instrumentation. Construction, Try-out, Reliability and
Validity. The instrument is valid and reliable.
 Research Ethics Protocol/ Informed consent
 The data gathering procedure is scientifically discussed.
Worksheet # 9: RESEARCH DESIGN
 Based on the principles discussed relative to the
research design, discuss in detail the appropriate
design to answer the specific questions in your
study.
Worksheet # 10: PARTICIPANTS

Based on the concepts discussed relative

to the selection of the participants,
discuss in detail your sampling design in
this section.
Worksheet#11: DATA COLLECTION
INSTRUMENT

To answer the specific problems posited in

chapter 1 of your study, discuss the data
gathering instrument(s) you will be using in
this section.
Worksheet#12: ETHICAL
CONSIDERATION

Discuss in detail the ethical considerations

and processes you have considered. Keep in
mind the various principles discussed for this
section. Ask your teacher to check your
work!
Worksheet#13: DATA COLLECTION
PROCEDURE

Discuss in detail the process you will be

using or doing to gather relevant data for
your study. Keep in mind the various
principles discussed for this section.
PRESENTING ANSWERS FROM DATA
COLLECTED
 Usekeywords from objectives as side-head of the
Results and Discussion.

 Intercontinental literature support of the data (in-

text citation)

 Validation
of the theory used (integrated) vis-à-vis
the themes/ characteristics

 Provide a critique on the methods and theories used

in the last paragraph.
Some authors classify qualitative
analysis in this way:
Descriptive analysis - - researcher gives an account of
a place or process, helping to visualize the situation as a means
of understanding it.

Interpretive analysis - - the researcher explains or

creates generalizations to help develop new concepts or
elaborate on existing ones with a goal to provide insights.
Some authors classify qualitative
analysis in this way:
Verification analysis - the researcher verifies
assumptions, theories, and generalizations.

Evaluative analysis - the researcher provides

judgments about policies, practices, and attempts to answer
questions such as “How was a process implemented?”, “What
was the process like?”, “How has it worked, for whom, and are
there exceptions?”
Worksheet #14: PRESENTATION, ANALYSIS
AND INTERPRETATION OF RESULTS

 Aftergathering and statistically treating the

relevant data for your study, refer to the
guidelines and principles regarding the
presentation. Refer to the sequence of your
specific problem and present the data/ themes
accordingly.
Worksheet#15: CONCLUSION
AND RECOMMENDATION
 Afterthe presentation, analysis and
interpretation of the findings, you are now ready
to formulate conclusions and offer
recommendations.
Lesson 4: REPORTING AND SHARING FINDINGS/ WRITING
PROPER ( 3:15 – 5:00)
 Planning a Research Report
 Principles of Writing
 Evaluating the Research Report
 Format for the Research Report
 References

 Appendices

 Curriculum Vitae
 Worksheet
Performance Standard: The learner is able to write
and prepare clear and complete research report and ready for oral
presentation.

Learning Competencies: The learner:

 lists accurately the references used in the study;
 prepares all the materials and documents to be appended;
 prepares curriculum vitae for inclusion in the final report;
 presents full written research report.
 prepares for oral presentation to be schedules by the
research adviser and teacher.
Planning a Research Report

 A research report has a relatively simple format. In general, it

should achieve three objectives :
 It should acquaint readers with the problem that has been
researched;

 It should present the data fully and adequately.; and

 It should interpret the data for the reader and demonstrate exactly
how the data resolved the problem that has been researched.
Principles of Writing

Neatness and Clarity

Precision
Evaluating the Research Report

Step 1: The Problem

 Is the problem clearly and concisely stated?

 Is the problem adequately narrowed down into a research effort?
 Is the problem significant enough to warrant a formal research
effort?
 Is the relationship of the identified problem to previous research
clear?
Step 2: Literature Review

 Is the literature review logically organized?

 Does the review provide a critique of the relevant studies?
 Are gaps in knowledge about the research problem identified?
 Are important relevant references omitted?
Step 3: Theoretical Framework

 Is the theoretical framework easily linked with the

problem?

 If a conceptual framework is used, are the concepts

adequately defined, are the relationships among these
concepts clearly identified?
Step 3: Research Design

 Is the research design adequately described?

 Does the research design control for threats to internal and
external validity of the study?
 Are the data collection instruments described adequately?
 Is the ethical consideration clearly discussed?
 Is the data gathering adequately described?
Step 4: Sampling
 Is the sample size adequate?
 Is the sample representative of the defined population?
 Is the method of selection of the sample appropriate?
 Are the sample criteria for inclusion into the study identified?
 Is there any sampling bias in the chosen method?
Step 5: Data Collection Methods

 Are the data collection methods appropriate for the study?

 Are the data collection instruments described adequately?

 Are the reliability and validity of the measurement tools

adequate?
Step 6: Data Analysis

 Is the result section clearly and logically organized?

 Is the type of analysis appropriate for each

variable/ theme?
Step 7: Interpretation and Discussion of the Findings

 Are the interpretations based on the data obtained?

 Does the investigator clearly distinguish between actual findings and
interpretations?
 Are the findings discussed in relation to previous research and to the
conceptual / theoretical framework?
 Are unwarranted generalization made beyond the study sample?
 Are the limitations of the results identified?
 Are recommendations for future research identified?
 Are the conclusions justified?
Format for the Research Report
TitlePage
Approval Sheet
Acknowledgement
Abstract
Introduction
Objectives
Review of Literature
Research paradigm
Format for the Research Report
Methodology
Resultand Discussions
Conclusions
Recommendations
References
Appendices
About the Authors
REFERENCES

At least five from each continent

Use recent sources (at least from year 2010 onwards, unless
a justification is given

Arrange in alphabetical order

Include all the names of authors which are cited in the body
of the paper

Double space in between referenced literature items; single

space in between lines of each literature cited.
REFERENCES

All references used in the manuscript should be

traceable online.

Prefer references which have earned citations already.

The URL of the online article as reference must be

copied and pasted in the end part of the reference with
the words “retrieved on (date) from (copy the URL)”.
Without the URL, the reference is understood as print only
and hence has inherent problem of poor traceability.
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