Name: ______________________________________________________________

Control No.: ____________________________________________________________

Address: ____________________________________________________________
Parent’s Signature: _______________________________________________________
Contact No.: _____________________________________________________________

1
 Learning Module in Practical Research 1

LESSON 1: Review of Related Literature

INTRODUCTION

This lesson will help you understand the process of writing the review of related
literature. You will be introduced with the essential components of review of related
literature. In addition, some of the frequently asked questions about writing a review of
related literature are also presented and answered in order for you to be guided for at the
end of this lesson, you are expected to craft your own review of related literature as part
of your output.

How to join the VSMART?

 Install VSMART application or visit the website :

[Link]
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of the lesson, you are expected to:

 Select relevant literature
 Cite related literature using standard style (APA, MLA or Chicago Manual of Style)
 Synthesize information from relevant literature
 Write coherent review of literature
 Follow ethical standards in writing related literature
 Present written review of literature

2
MODULE 1: Learning from Others and Reviewing the Literature

Three Components of Review of Related Literature:

 The introduction
 The body
 The conclusion

In the introduction, you should:

 Define or identify the general topic, issue, or area of concern, thus providing an
appropriate context for reviewing the literature.
 Point out overall trends in what has been published about the topic; or conflicts in
theory, methodology, evidence, and conclusions; or gaps in research
 Establish the writer's reason (point of view) for reviewing the literature; explain the
criteria to be used in analyzing and comparing literature

In the body, you should:

 Group research studies and other types of literature (reviews, theoretical articles,
case studies, etc.) according to common denominators such as qualitative versus
quantitative approaches, conclusions of authors, specific purpose or objective, etc.
 Summarize individual studies
 Make comparisons and analyses.

In the conclusion, you should:

 Summarize major contributions of significant studies and articles to the body of

knowledge under review, maintaining the focus established in the introduction.
 Evaluate the current "state of the art" pointing out major methodological flaws or
gaps in research, inconsistencies in theory and findings, and areas or issues
pertinent to future study.
 Conclude by providing some insight into the relationship between the central topic of
the literature review and a larger area of study (rationale)

Questions to be asked by the Researcher to Validate a Well Composed Literature

Review

1. What is the specific thesis, problem, or research question that my literature review
helps to define?
2. What type of literature review am I conducting? Am I looking at issues of theory?
methodology? policy? quantitative research]
3. (e.g. on the effectiveness of a new procedure)? qualitative research (e.g. studies)?
4. What is the scope of my literature review? What types of publications am I using (e.g.
journals, books, government documents, popular media)? What discipline am I
working in (e.g., nursing psychology, sociology, medicine)
5. How good was my information seeking? Has my search been wide enough to ensure
I’ve found all the relevant material? Has it been narrow enough to exclude irrelevant
material? Is the number of sources I’ve used appropriate for the length of my paper?
6. Have I critically analyzed the literature I use? Do I follow through a set of concepts
and questions, comparing items to each other in the ways they deal with them?
Instead of just listing and summarizing items, do I assess them, discussing strengths
and weaknesses?
7. Have I cited and discussed studies contrary to my perspective?
8. Will the reader find my literature review relevant, appropriate and useful?

Activity: Write Review of Related Literature

Instruction: Write a review of related literate about the research topic you are
interested to conduct. Your RRL should have the components: introduction, body and
conclusion. Apply the concepts learned in this module. Submit you work in a
separate sheet following this format (In a legal sized paper, use Arial font 12, double
space, left margin 1.5 inches, right, top and bottom margin 1.0).
*You may attach your output to your module or submit it in advance by sending it to
anajesalva@[Link].

3
 Criteria Excellent Good Satisfactory Needs Work Unacceptable Total
5 points 4 points 3 points 2 points 1 point
Ideas and Greatly Exceeds Meets Limited ideas Fails to meet
level of exceeds expectations expectations but and cursory expectations for
analysis expectations and develops does not go development; ideas and
and develops in a good but beyond them. does not meet analysis. May
ideas in a perhaps May respond to expectations or include too
consistently predictable the assignment the terms of the much plot
excellent fashion. in a satisfactory assignment on summary or so
manner. Rea Ideas may be but predictable one or more many
ders will good but or superficial dimensions. quotations that
learn perhaps not way. May have analysis is
something as insightful more plot missing.
from this or well summary than
piece of developed. analysis.
writing.
Organizati Organization Organization Exhibits a Focus may be Focus many be
on al plan is and thesis discernable unclear or the diffuse or
clear, as is are logical organization but essay may lack unclear.
the research but could be may not provide an arguable Sentences and
and purpose clearer. a clear research. paragraphs do
of the piece. Research is connection to Paragraph order not follow a
Research is solid but less the thesis. may be logical order.
original and innovative Research may confusing. May
interesting. than in an be obvious or lack adequate
exceptional too general. organization or
paper. Some Paragraphs may sufficient
transitions not follow the support for its
may be most logical argument.
missing. order.
Developme Develops its Includes a Development Relies strongly Thesis may be
nt and points thesis idea may consist of on missing.
support effectively, that is obvious generalizations Generalizations
logically, and generally generalizations rather than may be used in
in an original supported by that only tell support and place of
fashion. evidence and readers what may lack analysis.
Assertions a logical they already specific Insufficient
are order of know with references to the development for
supported by paragraphs. limited support text. Paragraphs the
evidence. Some from the text. may lack unity, requirements of
Paragraphs unsupported coherence, and the assignment.
are unified, generalizatio completeness.
coherent, ns may Paragraphs may
and occur, or be insufficiently
complete. some developed.
paragraphs
may lack
unity or
support.
Style Sentences Demonstrate May Contains many Serious errors
are fluent, s correct demonstrate errors in such as comma
graceful, and sentence little sentence sentence splices,
a pleasure to construction variety. Note: construction, fragments,
read. They for the most Grammatical including fused sentences,
are generally part, errors such as comma splices, and agreement
free from although comma splices, fragments, problems
errors, some fragments, fused sentences, obscure
although sentences agreement agreement meaning and
there may be may be errors, vague or problems, and make this paper
a minor error awkward or awkward awkward inconsistent
in the piece. unclear. phrasing may sentences. with college-
Papers will obscure the Some parts may level writing
generally meaning of an be difficult to standards. A
have few (1- otherwise good read and paper at this
2) or no paper. interpret. level may be
comma difficult,
splices, frustrating, or
fragments, confusing to
fused read.
sentences,
tense and
agreement
errors, or
other major
grammatical
problems.
Minor errors
in grammar
4
 may occur.
Mechanics Mechanics One or two May contain May Contains
(spelling, instances of odd word demonstrate numerous
usage, and an incorrect choices, significant errors in
punctuation use of words, consistent deficiencies in grammar,
such as spelling errors in punctuation, spelling, and
commas, errors, or punctuation, or word choice, punctuation.
semicolons, punctuation problems with and spelling.
and errors such usage.
possessive as missing
apostrophes, possessive
quotation apostrophes
marks, and may occur.
title
punctuation).
Papers will
be almost
entirely free
from
mechanical
errors.

5
LESSON 2: UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA

INTRODUCTION

The learner demonstrates understanding of what qualitative research design is all

about which includes description of sample, data collection, analysis, procedures in data
collection such as survey, interview and observation. The application of creative design
principles for execution in an actual research will be undertaken.

How to join the VSMART?

 Install VSMART application or visit the website :

[Link]
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of this module, you are expected to:

 Choose appropriate qualitative research design
 Describe sampling procedure and sample
 Plan data collection and analysis procedures
 Present written research methodology
 Utilize materials and techniques to produce creative work

6
Module 1: Qualitative Research Design

Qualitative research design is an umbrella term for a various range of approaches and
methods, which vary considerably in terms of focus, assumptions about the nature of
knowledge and the role of the researcher.

Qualitative research designs are good at answering ‘How?’ and ‘What?’ questions (in
contrast to the ‘Whether’ or ‘If’ queries commonly addressed by quantitative research).

The concept of ‘research design’ within qualitative research is more problematic than
within quantitative research, with alternative terms including ‘research methodology‘,
‘research approach‘ and ‘research type‘. Reflecting on qualitative research initially describes
‘research design’ as the way in which a research, idea is transformed into a research project
or plan that can then be carried out in practice by a research or research team’.

In this section, examples of different ‘qualitative research designs’ are presented and
discussed in the form of methodologies or approaches.

1) Ethnography is the direct description of a group, culture or community. The

meaning of the word ethnography can be ambiguous; it is an overall term for a number
of approaches. Sometimes researchers use it as synonymous with qualitative research in
general, while at other times its meaning is more specific. In this chapter, we adopt the
original meaning of the term, as a method within the social anthropological tradition. The
research methods are as follows:

 Immerse themselves in the culture or subculture they study and try to see the world
from a cultural member‘s point of view. Data are collected during fieldwork through
participant observation and interviews with the key informants as well as through
documents. Researchers observe the rules and rituals in the culture and try to
understand the meaning and interpretation that informants give them.

 They compare these with their own ethnic view and explore the local, ethnic perspective
of its members while making their own ethnic interpretations.

 The main evaluative criterion is the way in which the study presents the culture as
experienced by its members. Source: Holloway and Wheeler, Qualitative Research in
Nursing and Healthcare.

 Ethnographers describe, analyze and interpret the culture and the differences between
the two.

2) Grounded Theory (GT) is an approach that generates and modifies a theory. This
research design has become ‘a global phenomenon‘. It is an approach to collecting and
analyzing data. The finished product is also called a GT—it is a development of theory
directly based and grounded in the data collected by the researcher. From its very start,
this approach has been modified, not only by the main protagonists themselves but also
by researchers who adopted and adapted it during its application to their own inquiry.

Data usually are collected through non-standardized interviews and participant

observation but also by access to other data sources.

Data collection and analysis interact. Researchers code and categorize transcripts from
interviews or field notes. The researcher has a dialogue with the literature when
discussing categories. Throughout the analytic process, constant comparison and
theoretical sampling takes place. Memos— theoretical notes—provide the researcher with
developing theoretical ideas. The theory that is generated has ‘exploratory power’ and is
grounded in the data.

3) Narrative Inquiry includes stories that reflect on people‘s experience and the
meaning that this experience has for them. Narrative research is a useful way of gaining
access to feelings, thoughts and experience in order to analyze them. For many decades,
health research had focused on the decision-making and thoughts of professionals and
their measurement of the treatment outcomes, while the feelings and ideas of the patient,
the ‘insider‘, tended to be neglected. The perspectives of patients are uncovered through
their stories.
7
 Narratives are tales of experience or imagination and come naturally to human beings.
Narratives are rarely simple or linear, and they often consist of many different stories
rather than of a clearly defined tale. Illness narratives are expressions of illness, suffering
and pain. Narratives are often tales of identity.

Health professionals gain knowledge of the illness experience from their patients who
assists in understanding the condition and the person. There are a number of different
ways of analyzing narrative data, and all are legitimate.

In narrative inquiry the final story is constructed by participant, researcher and reader.
Illness and professional narratives are always located in the socio-cultural.

4) Phenomenology is a 20th century school of philosophy rooted in philosophy and

psychology which focuses on the subjective experience of the individual and seeks to
understand the essence or structure of a phenomenon from the perspective of those who
have experienced it.

Writers developed different conceptual formulations, (very broadly) descriptive (Husserl),

interpretive (Heidegger) and ontological-existential (Sartre) which have been adapted as
methods of inquiry by researchers.

Researchers who use phenomenological methods have formulated various methods of

data analysis.

The approach should not be mechanical but insightful and illuminate the phenomenon
under study and capture its essence.

5) Case Study is a bounded system, a single entity, a unit around which there are
boundaries. It has definite quality (time, space and/or components comprising the case).
It has ―no particular method for data collection or data analysis.‖ A case study uses an
interpretative research. It is chosen precisely because researchers are interested in
insight, and discover rather than the testing of a hypothesis.‖ Yin defines a case study as
an empirical enquiry that investigates a contemporary phenomenon within its real-life
context, especially when the boundaries between phenomenon and context are not
clearly evident.

Activity: Identifying the Research Design

Directions: Identify the particular research design by completing the blank in each
item.

1) If I could discover the reason behind a school‘s experience with organizational

development, I would ask_____________________.

2) If I could discover the shared lived experiences of one quality or phenomenon in

others, I would want to know about_____________________.

3) If I could experience a different culture by living/ observing it, I would choose to

experience_____________________.

4) If I could discover what actually occurred and was experienced in a single lived event,
that event would be _____________________.

5) If I could discover a theory for a single phenomenon of living as shared by others, I

would choose to discover the theory of_____________________.

8
Activity: What Is Your Take-Away?

Directions: Answer each of the following in paragraph forms.

1) Enumerate and define the different research designs in your own words.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________

2) For you, what is the most interesting and most creative research qualitative design
they can think of?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________

3) Select a research design for your research problem. Why did you chose it and how it
relates to your research purpose?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________

Your answers will be evaluated with the following criteria:

CRITERIA SCORING
 Expounds on the ideas presented in the 1 pt. for each
questions. present criterion
 Ideas are strategically placed, clear and 0 pt. no/irrelevant
organized score.
 Substantial evidences from the answers are
provided.
 Spelling, punctuation and errors in usage are
minimal.
 Answers are synthesized into an organized set of
ideas.

Module 2: Sampling Techniques and Procedures in Qualitative Research

The primary purpose of sampling is the selection of suitable populations (or ‘elements’) so
that the focus of the study can be appropriately researched. In qualitative research, effective sample
selection process is very important because inappropriate procedures may seriously affect the
findings and outcomes of a study. There are a number of types of sampling procedures that can be
adopted and the choice of qualitative research design will often guide that process.
A. Types of sampling
Sampling in qualitative research is non-probability sampling. It is unlike probability
sampling used in quantitative research where researchers recruit the population with
characteristics that represent a wider community. With non-probability sampling in qualitative
research the researchers recruit only specific populations to investigate a specific topic or when the
total population is unknown or unavailable. There are four main types of non-probability sampling:
1) Convenience sampling. This is the most common form of qualitative sampling and occurs when
people are invited to participate in the study because they are conveniently (opportunistically)
available with regard to access, location, time and willingness. Convenience sampling is a relatively
fast and easy way to achieve the sample size needed for the study.
2) Purposive (purposeful) sampling. This is also a commonly used sampling strategy, in that
participants are recruited according to pre-selected criteria relevant to a particular research
question. Sometimes referred to as ‘judgment sampling’, purposive sampling is designed to provide
information-rich cases for in-depth study. This is because participants are those who have the
required status or experience, or are known to possess special knowledge to provide the information
researchers seek.

9
3) Snowball sampling. Also known as ‘chain referral’ or ‘networking’ sampling, snowball sampling
occurs when the researcher starts gathering information from one or a few people and then relies on
these people to put the researcher in touch with others who may be friends, relatives, colleagues or
other signifcant contacts. Tis type of sampling is especially useful where the sample is
representative of marginalised or stigmatised individuals and to fnd and recruit ‘hidden
populations’, where individuals are not easily accessible to researchers through other sampling
strategies (Green & Torogood 2009), such as drug-users, prostitutes, AIDS/HIV suferers, etc
4) Theoretical sampling. This form of sampling is mostly used in grounded theory studies but is
increasingly being used to gather data from participants for theory generation. In order to identify
the similarities and differences amongst the selected cases, the research starts from a homogeneous
(small) sample and moves to a heterogeneous (larger) sample (Creswell 2007). It is sampling that
occurs sequentially and alongside data analysis.
B. Sample size in qualitative research.
Unlike quantitative approaches which aim to establish statistical significance by sampling a
predetermined number of subjects or elements, qualitative researchers do not usually begin a
project with a predetermined sample size. In qualitative research, there are no overall formal criteria
for determining sample size and, therefore, no rules to suggest when a sample size is small or large
enough for the study. Essentially, the ‘richness’ of data collected is far more important than the
number of participants (Tuckett 2004). Tis said, the researcher still requires insight to the size most
likely to achieve the purpose, context and the richness of the data collected (Patton 2002).

C. Data Collection In Qualitative Research

The process of data collection is directly related to sampling and is best viewed as complementary to
it. Data, therefore, are collected directly from the identified and selected sample population. Data
collected from the sample can be either ‘direct data’ or ‘indirect data’.
Direct data include recordable spoken or written words and also observable body-language, actions
and interactions. Here, the interactions may be human-to-human or human responses to inanimate
objects, such as a haemodialysis machine.
Indirect data are generated, in the first instance, by someone or something else, such as with
documents or photographs reporting an event or an artistic rendition of an event or experience (e.g.
novels, songs, paintings, poems, photographs).

Activity: Identifying Sampling Techniques and Data Collection

Directions: Identify the type of sampling techniques and procedures and the data
collection in qualitative research described in each of the following statements.
1) This type of sampling technique occurs when people when people are
invited to participate in the study because they are conveniently
(opportunistically) available with regard to access, location, time and
willingness. 
2) Participants are recruited according to pre-selected criteria relevant to
a particular research question.
3) It is also known as ‘chain referral’ or ‘networking’ sampling. It occurs
when the researcher starts gathering information from one or a few
people and then relies on these people to put the researcher in touch
with others who may be friends, relatives, colleagues or other
significant contacts.
4) This form of sampling is mostly used in grounded theory studies but
is increasingly being used to gather data from participants for theory
generation.
5) This type of data includes recordable spoken or written words and
also observable body-language, actions and interactions.
6) A type of data generated, in the first instance, by someone or
something else, such as with documents or photographs reporting an
event or an artistic rendition of an event or experience.

10
LESSON 3: Finding Answers through Data Collection

INTRODUCTION

The learner demonstrates understanding of interview and observation procedure skills.

The following are products and performances that learners are expected to come up with in
this module.
 Formal letters explaining the intention of conducting interview and/or observation
sessions
 Interview protocols and guide questions
 Observation protocols
 Simulations: observation and interview

How to join the VSMART?

 Install VSMART application or visit the website :

[Link]
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of this module, you are expected to:

 Define observation method;

 Define interview method;
 Identify the different types of observation method: participant, non-participant, and systemic.
 Identify the different types of interview method: structured and unstructured.
 Define participant observation, non-participant observation, and systemic observation.
 Define structured interview method and unstructured interview method
 List the dos and don‘ts in conducting observation method. 2. List the dos and don‘ts in
conducting interview method.
 Differentiate participant, non-participant, and system observation with one another. 2.
Differentiate the types of interview methods with each other.
 Discuss how observation and interview methods are used as data gathering tools in
qualitative research
 Analyze the characteristics of an effective and purposeful observation protocol.
 Analyze the characteristics of an effective and purposeful interview protocol.
 Analyze sample observation protocols and determine how these procedures could be further
improved.
 Analyze sample interview protocols and determine how these procedures could be further
improved.
 Construct observation protocols and interview guides based on the chosen research topic.
 Implement observation protocols and interview guides.
 Plan data collection, data gathering instrument and analysis procedures;

11
Module 1: The Observation Method

Essential Question: How can you use the observation method as an effective tool in data
gathering for a qualitative research?

*This essential question will serve as your guide in going through with this lesson.

Steps in the Process of Observing (Creswell, 2007)

1. Select the research site. This refers to the site where you can best understand your
central phenomenon or topic being studied. Gaining access through letter of consent is a
prerequisite first step that a researcher must do.

2. Develop observational protocol. The observational protocol is a method used for

recording observation notes. It includes both ―descriptive‖ or those about what happened
and ―reflective‖ or learning based on what have been observed.

3. Focus the observation. Before writing any notes, think of what catches your attention.
There will be a lot in the site, but focus your observation only on what will help you
understand your research question.

4. Determine your role. What will you be as a researcher? Will you be a participant
observer or non-participant observer?

5. Record field notes. Using the Observation Protocol, record what you observe using your
five senses. The observation should be arranged chronologically or in order.

6. Slowly withdraw. After observation, slowly withdraw by thanking the participants for
their time.

Sample Observation Protocol (Creswell, 2007)

Duration of Activity: 60 minutes

Descriptive Notes Reflective Notes
General: What are the experiences of Grade
11 students as they study Basic Calculus?

Start of observation: 7:00 AM The class I wonder if these students always come
started on time, but some students arrived late? Can the teacher manage this big
late. There are more than 50 students in class? I wonder if it‘s the class that makes
the classroom. Some students seated at the them sleepy or their activity at night?
back start to become sleepy.

Activity: Observation Simulation

Directions: Using the observation protocol, conduct an observation of the given topic:

Observation Simulation
Duration of Activity: _______________
Descriptive Notes Reflective Notes
General: What are the experiences of Grade
11 students as they deal with the new
normal education?

Start of observation:

12
 *Based on your research topic and the skill you have learned during the simulation stage, you
are expected to apply these skills, strategies, and concepts learned in an actual observation. This
activity is best done together with an actual interview session which will be done in Lesson 2.

Module 2: The Interview Method

Essential Question: As a researcher, how can you make the interview method an effective data-
gathering tool for qualitative research?
*This essential question will serve as your guide in going through with this lesson.

Steps in Conducting a Qualitative Interview (Creswell, 2007)

1. Decide whether interviews are appropriate. To begin with, participants should agree to the
interview method; otherwise, this method is not necessary and will not yield any relevant
information. Assess if the information is sensitive and observation will be enough to gather the
needed information.

2. Choose the type of interview. Will you use structured or unstructured interview? What type
will you use on focus group discussion or one-on-one interview?

3. Invite Participants. A letter of permission should be sent to the participants and they must
reply indicating their consent before conducting the interview session.

4. Develop an Interview Protocol. This is a list of questions or guide questions which you will be
asking to the interviewees. The questions are based on your research questions and should be able
to produce information needed to answer your research questions.

5. Arrange the audio equipment. Make sure to be ready with your audio equipment. You may use
your cell phone or any other audio recording device. It should be stated in your letter of permission
that you will be recording the entire conversation and you are the only one who will have access to
it.

6. Arrange for a quiet setting for the interview. A comfortable and quiet place chosen by the
participants is preferable.

7. Conduct the interview. Check audio equipment before the interview. First, introduce yourself
and the research being conducted to the participant interviewee. Stay on topic and to the time
mentioned in the letter of permission.

8. Follow-up after an interview. Thank the interviewee after the session and honor their requests
such as copy of the abstract. In cases that a follow-up is needed in order to clarify some points
raised during the interview session, the interviewees must be notified.

Parts of an Interview Protocol (Creswell, 2007)

1. Basic Information about the Interview. It includes the time and date of the interview,
where the interview takes place, and who the participants to be interviewed are.

2. Introduction. This provides instructions to the interviewer which will serve as his/her guide
in conducting the session. It is a prerequisite that the interviewer introduce himself/herself
including the objectives of the research.

3. Opening Question. This is about getting to know participants so they will feel at ease.
Questions related to their work or activities are good opening questions. Very personal
questions must be avoided.

4. Content Questions. These are sub-questions based on the central phenomenon being
studied.

5. Closing Instructions. Thank the interviewee for his/her time.

13
 Sample Interview Protocol

Background Information on Interviewee

Date:
Location:
Name:

Introduction Good morning, Mr. Juan De La Cruz. My name is Mr. Gregg Adiz and I am
presently conducting a research about Grade 11 students’ experiences in their Basic Calculus
Class. The objective of this study is to gather empirical data and understand their experiences.

Opening Question:

 Tell me something about yourself, Mr. Juan De La Cruz.

*Provide spaces for taking notes in case audio will have problem

 How long have you been studying here? –

*Provide spaces for taking notes in case audio will have problem

Content Questions

 Tell me about your Basic Calculus class. Why do you say so? (Follow-up)
 What do you mean by difficult? (probe question)
 Can you provide concrete examples?

Closing Instructions

Thank you very much (Acknowledge the class for their time). I would like you to know that
I am the only one who will have access to this audio material and after the research, the content
will be erased. If you wish to have a copy of the abstract of this research, I would be very willing
to send you one. Do you have any question?

Activity: Interview Protocol

Directions: Simulate an interview based on the topic given in the Activity in Lesson 1. Use
the interview guide.

Interview Simulation

Background Information on Interviewee

Date:
Location:
Name:

Introduction Good morning, ________________________. My name is _______________________

and I am presently conducting a research about _____________________________________. The
objective of this study is ___________________________________________________________________.

Opening Question/s:

1)

2)

14
Content Questions

1)

2)

3)

Closing Instructions:

15
LESSON 4: Analyzing the Meaning of Data and Drawing Conclusion

INTRODUCTION

The learner demonstrates understanding of drawing out patterns and themes from
data. The learner should be able to analyze and draw out patterns and themes with
intellectual honesty.

How to join the VSMART?

 Install VSMART application or visit the website :

[Link]
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of this module, you are expected to:

 Define inference.
 Identify pertinent literature to support or refute present findings
 Read literature that could support or contradict present findings.
 Highlight findings from other literature that support or contradict present findings.
 Connect own findings with pertinent literature.
 Use tables to manage qualitative data (observation journal and interview transcripts).
 Analyze observation journal and determine patterns and common themes.
 Analyze interview transcripts line per line and determine patterns and common themes.
 Use codes to tag and classify the meaning being implied by the evidences from observation
and words/sentences from interview transcripts.
 Discuss the common patterns and themes identified during analyses of qualitative data.
 Relate common patterns and themes to other pertinent literature.
 Refute common patterns and themes based on the findings from other pertinent literature.
 Suggest hypothesis/es based on the analysis of the qualitative data.
 Summarize the entire process of data analyses.

16
Module 1: Patterns and Themes from Data

When was the last time you drew conclusion from something you have read or seen?
How did you come up with that conclusion? Was your conclusion correct or not? What
caused the accuracy or inaccuracy of your conclusion?

Determine the next figure in the sequence. Why did you come up with that choice?
What did you follow in the series in order to arrive at the last figure?

This lesson is guided by essential question: What are the common themes generated
from the observation journals and transcripts of interview?

Patterns and Themes Drawing

Conclusions from what we personally see or hear daily is very similar to drawing
conclusions from empirical patterns and themes from qualitative data gathered through research
methods such as observation and interview.

However, there are distinct differences between conclusions that we make every day and the
conclusions done in research because conclusions done in research are based solely on empirical
data. These conclusions based on reasoning and factual evidence are called inference.

Conclusions in qualitative research are based on patterns and themes. Patterns and themes
are words or phrases that collectively describe the experience or thoughts of every participant.
These words and phrases become themes because they appear on several occasions and are
mentioned by many participants. They represent broad categories of information. In order to
identify themes, qualitative researchers use codes. These codes are simply labels that help
qualitative researchers identify similar experiences or thoughts. Codes that are grouped together are
themes. These words or phrases that will manifest in the interview transcript and researchers
during analysis. Qualitative researchers should be able to identify and locate them. Hence, these
words or phrases that describe participants’ experiences and thoughts should be coded accordingly
for easy reference and classification when interpreting the results.

Coding

Coding is the process of analyzing the data and searching for essential information
that answers the research questions. They are considered essential if they occur of have
been mentioned several times by the informants. In other words, it is a process of filtering
the data (Farber 2006). These essential words are marked or labeled (coded). Codes are
words that represent themes or patterns.

There are two types of codes in qualitative research: emergent and preset (Taylor-
Powell and Renner 2003). Emergent codes are those that show up during analysis while
preset are codes that have been identified prior to analysis. Qualitative researchers use
codes to easily identify meanings and group similar patterns or themes that occur or
transpire in the interview transcript of each participant. By using codes, the researcher can
easily make an inference.
17
 How to Code

Coding is a laborious task; it entails deep and sharp understanding of the transcript
and the topic being studied. The coding that will be presented in this module is a
modification of the coding system being followed by adept researchers.

Earlier, it has been mentioned that there are two types of codes: preset and
emergent.

As can be seen from the example, all participants’ responses per question are
transcribed and arranged accordingly. Written before the responses are codes represented
by letters (V, R, F, A). These letters refer to Variety (V), Relevance (R), Facilitators (F), and
Attendance (A). As a researcher, it is your responsibility to generate possible and relevant
codes as dictated by the responses. ―Yes‖ or ―No‖ responses are not usable data in this
case.

How to Analyze Data and Use Codes or Categories (Taylor-Powell and Renner 2003)

1. Get to know your data. Read your data very well and have a good grasp of the meaning
that each statement tries to convey. Open-coding, the initial coding, is the process of
examining data and finding themes that are apparent (Strauss and Corbin 1990).
2. Focus the analysis. Your participants might be giving pieces of information that are not
related or significant to your present study. Be sure to identify and disregard them.

18
3. Review the purpose and go back to the research question. Always go back to the
purpose of your study and your research questions. They will guide and help you identify
what is important and they are your main guide in analyzing your data

4. Identify themes or patterns. Use codes or labels, such as the one in the example given,
during this process. Basically, we use labels or highlighter to identify themes or patterns.
Your thorough understanding of your data will facilitate this process.
5. Ask teammates to analyze. You can ask another person (your teammates) to reanalyze
the data to make sure nothing is missed during the opencoding.
6. Organize themes into categories: preset or emergent. Once codes have been identified,
you can now organize them in tabular form.
7. Identify patterns within and among categories. This is when you categorize patterns
and themes that you have identified in your data. This is the final step. You can further
streamline your categories by looking at those that you think could be combined to form
just one category. Go back to your research questions. Those themes and patterns that you
have identified are the answers to your research questions.

You are now ready to write the Presentation of Findings and Discussion section of your
paper.

Presentation of Findings and Discussion

This is the second to the last chapter of your research paper. This is the section where
you present the results you gathered through the data gathering techniques (instruments)
that you used. You present the results and discuss them by:

1. Commenting on the results obtained

2. Interpreting what the results mean and
3. Explaining any results which are unexpected.

You present the findings from the interview and/or observation and then compare them
to other bodies of research. You do this by analyzing your data which we have previously
discussed.

Example of Interview Transcript with Codes

19
Examples of Tabular Representation of Codes and Themes:

Here are two examples (from a work of Grade 11 students) that you may use as guide
in presenting the themes identified from your data:

A. What thoughts do teachers have when assigned to teach regular classes in

terms of impressions, standards, and expectations?

B.

Activity: Codes/Categories/Themes

Directions: Complete the table below. Think of possible preset codes/categories/themes for
the given questions.

Areas of Focus Codes/Categories/Themes

1. How do you deal with bullies?

2. What‘s the culture in your school?

3. What do you think is your secret why

customers keep coming back to you?

20
Activity: Coding

Directions: Analyze the given interview transcription. Use codes in order to identify
patterns and themes. Write your analysis on the space provided

Q1: What are the internationalization programs that your school has? A: At the moment if we talk
about a really comprehensive written program, we still do not have one. But what we have really
taken to heart is that we feel that if we are to improve as a school, we have to go out there and see
what is out there. Of course it is important that you have a guide and a plan, but at the moment
we don‘t have any.

So what we‘ve really done is to expose our school to other institutions by exposing ourselves to
other institutions and learning from the best practices from each school but not directly
transporting what they have done but looking at our own experience and how we can tweak their
practice and to having our own best practice. So basically that‘s how at least I have learned to
handle the linkages and internationalization program of the school.

1) Transcribe the interview with your participants. Arrange the responses in tabular
form such as the one shown below. Highlight words that represent a code. These
codes will form themes later on.

Area of Focus Codes/Categories/Themes

Question:

2) Discuss your findings. Apart from your interpretation of the data gathered, it is
essential that you relate your findings to other pertinent pieces of literature which
support or refute your own findings.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

21
LESSON 5: Reporting and Sharing of Findings

INTRODUCTION

The learner demonstrates understanding of guidelines in making conclusions and

recommendations, techniques in listing references, the process of report writing, and
selection criteria and process of best design (arts). The learner is able to form logical
conclusions, make recommendations based on conclusions, and write and present a clear
report.

How to join the VSMART?

 Install VSMART application or visit the website :

[Link]
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:

By the end of this module, you are expected to:

 Draws conclusions from patterns and themes.

 Formulates recommendations based on conclusions.
 Lists references.
 Presents a written research report.
 Finalizes and presents best design. 6. Writes short description and presents best
design.

22
Module 1: Guidelines in Making Conclusions and Recommendations

Parts of the Last Chapter of Your Study: What to Write

A. Purpose of the Chapter.
You may use this example to indicate the purpose of your study:

The purpose of this chapter is to present the conclusions, summary, and

recommendations of this study.

B. Introduction to the Chapter

Your introduction could be written this way:

This chapter reflects on the study‘s purpose and research design. A

summary of the research findings will be presented and organized around the
research questions. This is followed by the research conclusions and
recommendations for further research and study.

C. Purpose of the Study

This part should reflect the following:
 Your Statement of the Problem
 A summary of the Review of Related Literature
 Restatement of the Purpose

D. Research Design
This part could be written this way:

This study was primarily an exploration of the students perceptions about a

quality school. The research design was focused on the following questions:
1. How..
2. Why…

Continue with data gathering methods…

E. Limitations
Two areas that are included in this section are the following:
 Start with the brief purpose of the study.
 List the limitations

F. Research Question/s Addressed

This section presents a summary of the findings of the two research

23
questions.

Write Your Research Question Number One

– The literature identified a range of perceptions regarding a quality school. The first
question sought to understand the students‘ perceptions of a quality school. The
question asked: STATE YOURQUESTION (The one you asked to the participants)

This section could be written this way:

G. Conclusion
In writing the conclusion, you go back and discuss the findings in relation to your
research problem and research questions and elaborate these findings by citing
key results.

The following conclusions represent an attempt to better understand the views

regarding a quality school.

The findings identified the thoughts that teachers and students alike have
about the characteristics of and what it takes to be a quality school. ... Continue
highlighting these findings by enumerating them. End with a recapitulation of your
conclusion.
It could be structured this way:

H. Summary

The study identified the presence of two dominant contrasting views regarding quality
school.
• Identify those.
• Why are they important?
The recommendations identity possible courses of action to bring clarity and closer
agreement to perceptions of quality school..
Here‘s a sample and a guide in writing your summary:

I. Recommendation
When writing the recommendations, it is better to have an introductory paragraph
which recalls the conclusions of the study. The number of recommendations and
the number of conclusions are usually aligned. Hence, this section may be written
like this:

The conclusions of the research identify a number of issues emanating from diversity of
perceptions regarding quality school. The recommendations are the outcomes of
extensive interaction with participants and reflections of the researcher.
The recommendation is:

 That the administration should strengthen the information drive about quality school.

Activity: Practice Writing Conclusion and Recommendations

Directions: Look for a sample copy of a research paper in the internet. Select one
which is short, easy to understand, and suitable to your proficiency level. Your task is to
provide the conclusion and recommendation of the said research work. Do it on a legal
sized bond paper. Submit you work in a separate sheet following this format (In a legal
24
sized paper, use Arial font 12, double space, left margin 1.5 inches, right, top and bottom
margin 1.0).
*You may attach your output to your module or submit it in advance by sending it to
anajesalva@[Link].

Your output will be evaluated with the following criteria:

Criteria Excellent Good Satisfactory Needs Work
5 points 4 points 3 points 2 points
Discussion/
 Question and  Conclusions are  Conclusions  Conclusions
Conclusions hypothesis restated stated clearly with are stated are stated
(x2)  Conclusions are explicit reference clearly with but without
stated clearly with to the data that reference to sufficient
explicit reference to support a the data reference to
the data that conclusion that support the results
support a  Argument for a conclusion that support
conclusion conclusions is  Argument it.
 Argument for generally well for the  Lacking
conclusions well organized conclusions several of
organized  Importance of can be the
 Importance of conclusions understood characters
conclusions discussed but difficult of a good
discussed  Conclusions to follow discussion
 Conclusions related related to other  Final
to other studies and studies and put paragraph
put into a context of into a context of states the
current knowledge current knowledge major
 Clear differentiation  Final paragraph finding of
between states the major the study
speculations and finding of the (the take
conclusions study (the take home
 Final paragraph home message) message)
states the major
finding of the study
(the take home
message)

Grammar  Paragraphs well  Most paragraphs  Many  Paper lacks

and organized well organized paragraphs well
mechanics  Sections with logical  Sections with well organized
organization of logical organized paragraphs
(x2) paragraphs organization of Several  Sections do
(especially paragraphs grammatical not contain
introduction, results (especially errors, typos, information
and conclusions) introduction, and presented in
 Few grammatical results and misspelling a logical
errors, typos and conclusions) may be order
misspellings  Several present  Many
 Appropriate word grammatical grammatical
selection errors, typos, and errors

25
  Correct use of misspelling may  Many
scientific terms be present misappropri
 Some ate word
misappropriate useage
word usage errors errors (e.g.,
(effect vs. affect) effect vs.
Some misuse of affect)
scientific terms  Many
misuses of
scientific
terms

Module 2: Techniques in Listing References

Part of the responsibilities of a good researcher is to recognize or cite all the resources
print or non-print at the resource page. American Psychological Association (APA) and
Modern Language Association (MLA) are just two of the well-known methods of citation.
The way the references section in a research work is written is very similar to that of a
bibliography. Every credible body of research work must have one. Emphasize to the
learners that each source cited in the paper must appear in the Reference List or in the
Works Cited; likewise, each entry in the reference list must be cited in the text.
There are guidelines which you need to know and be familiar with in order to make sure
that their resource page is correct.
The main differences between APA and MLA styles fall in these entries: date, author‘s
name, capitalization, and source page (references and works cited, respectively). Some
authors also include indentions, pages, publishers, and publications as key differences
between these two styles.
Resource Page: APA and MLA Styles
A resource page (references or works cited) is something similar to a bibliography
although there are some differences between the two. A bibliography is often used in books
and refers to all sources used whether referenced or not in the process of writing the work.
On the one hand, a references or works cited is where researchers acknowledge other
researchers and bodies of literature that are actually cited and helped them write their
research paper.
References and Works Cited are used differently depending on the style used.
References is used in APA Style while Works Cited is used in MLA Style.

APA and MLA Styles Compared and Contrasted

(California State University– Chico)

As you can recall, APA stands for American Psychological Society and MLA stands for
Modern Language Association. These two methods of citation are the ones more frequently
used by educational institutions in the country. Below is a table showing the similarities
and differences in formatting the APA reference list and MLA works cited.

APA MLA

Basic rules Basic Rules

1. Reference list starts on a new page. Type [Link] cited list starts on a new page.
the word ―References‖ centered at the top Type the words ―Works Cited‖ centered at
of the page. the top of the page.

26
2. Double-space all reference list entries. 2. Double space within and between
entries.
3. Use hanging indent form. The first line of
each reference is set flush left and 3. Use hanging indent form. The first line of
subsequent lines are indented 1/2 inch. each citation is set flush left and
subsequent lines are indented one-half
4. Arrange alphabetically, not by format of inch.
publication: book, journal, etc.
4. Arrange alphabetically, not by format of
5. The author should be the first element, publication: book, journal, etc.
even for web pages. If no author is present,
use the editor‘s name. If no editor is 5. The author should be the first element of
present, start with the book title or article a citation, even for web pages. If no author
title. is present, use the editor‘s name. If no
editor is present, start with the book title or
6. List author‘s last name, followed by a article title.
comma then initials for first and middle
name. Do not spell out author‘s first or 6. List author‘s last name, followed by a
middle name. comma then the author‘s first and/or
middle name. Spell out author‘s name. Do
7. Use "&" instead of "and" when listing not use initials.
multiple authors of a single work.
7. If a work has more than one author, only
8. For a journal article with more than invert the first author‘s name.
seven authors, list the first seven authors
and three periods, and then list the last 8. Underline or italicize titles of books,
author. journals, magazines, newspapers and films.

9. The date is always the second element 9. Article titles are placed within quotation
and is contained in parentheses. marks.

[Link] and periodical titles should be in [Link] use quotation marks for the titles of
italics. Volume numbers of periodicals short stories, book chapters, poems and
should be in italics. songs.

[Link] a journal has both a volume and an [Link] each word in the titles of
issue number, write the volume number articles, books, etc. This rule does not
followed by the issue number in apply to indefinite or definite articles (a, an,
parenthesis. There is no space between the the), short prepositions, or conjunctions
volume number and the open parenthesis. unless one is the first word of the title or
subtitle.
[Link] titles are plain text. No quotes or
italics. [Link] of a citation are separated by a
period and one space.
[Link] only the first word of the title
and the subtitle for books, book chapters,
and article titles.

[Link] the first letter of each word in

a periodical title except articles (a, an, the).

[Link] element (author, date, title, etc.) of

a citation is separated by a period and one
space.

BASIC FORMAT: BOOK CITATION

APA MLA
Author, A. A. (Year of publication). Title of Last Name, First Name. Title of Book. City
work: Capital letter also for subtitle. of Publication: Publisher, Year of
Location: Publisher. Publication. Medium of Publication.

Example: Example:

Yin, R. (2009). Case study: Design and Yin, Robert. Case Study Research: Design
methods. Thousand Oaks, CA: Sage. and Methods. Thousand Oaks: Sage, 2009.

27
 Print

BASIC FORMAT: JOURNAL ARTICLE (PRINT)

APA MLA
One Author One Author

Author, A. A., Author, B. B., & Author, C. Author(s)."Title of Article." Title of Journal
C. (Year). Title of article. Title of Periodical, Volume. Issue (Year): pages. Medium of
volume number(issue number), pages. publication.

Example: Example:

Mott, F. W. (1916). The effects of high Mott, Frederick Walker ―The Effects of High
explosives upon the central nervous Explosives Upon the Central Nervous
system. The Lancet, 1, 331-338 System.‖ The Lancet1 (1916): 331–38. Print.

BASIC FORMAT: JOURNAL ARTICLE (ONLINE)

APA MLA
Without DOI * Author and/or editor names (if available)
* Article name in quotation marks (if
Author, A. A., & Author, B. B. (Date of applicable)
publication). Title of article. Title of Online * Title of the Website, project, or book in
Periodical, volume number(issue number if italics.
available), pages if available. Retrieved * Version numbers available, including
from[Link] revisions, posting dates, volumes, or issue
[Link]/full/url/ numbers.
* Publisher
Example: * Publishing date.
* Page numbers (if available).
Longaretti, L., & Wilson, J. (2006). The * Medium of publication.
impact of perceptions on conflict *Date you accessed the material.
management. Educational Research * URL (if required, or for your own personal
Quarterly, 29(4), 3– 15. Retrieved from reference; MLA does not require a URL).
Academic Search Premier database.
Author’s last name, first name (if available).
"Title of work within a project or database."
With DOI Title of site, project, or database. Editor (if
available).
Author, A. A., Author, B. B., & Author, C.
C. (Year). Title of article. Title of Periodical, Electronic publication information (Date of
volume number(issue number), pages. publication or of the latest update, and
[Link] name of any sponsoring institution or
organization). Date of access and <full url>
Example:

Gaudio, J. L., & Snowdon, C. T. (2008). Scholarly Journal

Spatial cues more salient than color cues in
cotton-top tamarins (Saguinus oedipus) Dolby, Nadine. ―Research in Youth Culture
reversal learning. Journal of Comparative and Policy: Current Conditions and Future
Psychology, 122, 441–444. doi: Directions.‖ Social Work and Society: The
10.1037/0735- 7036.122.4.441 International Online-Only Journal 6.2
(2008): n. pag. Web. 20 May 2009.

From an Online Database

Junge, Wolfgang, and Nathan Nelson.

―Nature's Rotary Electromotors.‖ Science
29 Apr. 2005:642–44. Science Online. Web.
28
 5 Mar. 2009.

Example of a Resource Page: APA STYLE

References

Anderson, J. (2003, October) Superego. Journal of Psychology, 41. Retrieved November 10,
2003, from EBS cohost.

Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.

Donaldson, S. (1995). Protecting the troops from hemingway: an episode in censorship. The
Hemingway Review, 15, 87–93.

Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th ed. New York: MLA.

Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky and the birth of the
modern fringe. Chicago, IL: University of Chicago Press.

Klaphake, E. (1999). My life as an English professor. Bellevue, Nebraska: Bellevue

University Press.

Marcuse, S. (1975). A survey of musical instruments. New York: Harper and Row.

Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and emotional dysphoria among
listeners. Psychology of Popular Media Culture, 2, 74–85. doi:10.1037/a0031722

Example of a Resource Page: MLA STYLE

Works Cited

Anderson, John. "Superego." Journal of Psychology October 2003: 41. Academic Search
[Link] host. MSB Brooklyn Center Campus Library, Brooklyn Center, MN. 10
November 2003.

Binns, Tristan Boyer. The Bald Eagle. Chicago: Rourke, 2001. Print.

Donaldson, Scott. "Protecting the Troops from Hemingway: An Episode in Censorship." The
Hemingway Review 15 (1995): 87– 93.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA,
2003.

Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the
Modern Fringe. Chicago: U Chicago P, 2012. Print. Green, Joshua. ―The Rove Presidency.‖
The [Link]. Atlantic Monthly Group, Sept. [Link].15 May 2008.

Klaphake, Elizabeth. My Life as an English Professor. Bellevue, Nebraska: Bellevue

University Press. 1999.

Klaphake, Elizabeth. My Life as an English Professor. Bellevue, Nebraska: Bellevue

University Press. 1999.

Shafron, Gavin Ryan, and Mitchell P. Karno. ―Heavy Metal Music and Emotional Dysphoria
Among Listeners.‖ Psychology of Popular Media Culture 2.2 (2013): 74–85. PsycNET. Web.
11 Feb. 2014.

Activity: APA and MLA Resource Page

29
 Directions: Write a Reference List and a Works Cited for the following entries:

Title of Book: Vanishing Wildlife of North America

Author/s: Thomas B. Allen Copyright: 1974
Publisher: National Geographic Society
Place of Publication: Washington, D.C.

Title of Book: The Creators: A History of the Heroes of the Imagination.

Author/s: Daniel J. Boorstin Copyright: 1992
Publisher: Random
Place of Publication: New York, New York

Title of Article: Cultivating Positive Emotions to Optimize Health and Well–being

Name of Journal: Prevention and Treatment 3
Author/s: Barbara L. Frederick
Date Published: March 7, 2000
Date accessed: April 4, 2004
URL: [Link]

Title of Article: Judging Who Should Live: Schneiderman and Jecker on the Duty Not to Treat
Name of Journal: Journal of Medicine & Philosophy 23.5
Author/s: Lawrence Schneiderman and Nancy Jecker
Date Published: 1998
Pages: 500–515
Database: Academic Research Premier
Date accessed: March 20, 2005

Title of Article: Playing with Technology: Mother–Toddler Interaction Sores Lower During Play With
Electronic Toys
Name of Journal: Journal of Applied Developmental Psychology
Author/s: Michaela B. Wooldridge and Jennnifer Shapka
Date Published: 2012
Pages: 211–218
Volume: 33
Number: 5
Date accessed: May 4, 2016
DOI: [Link]

References:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________
30
__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Works Cited:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

References:

31
 ABDULLAH, S.N. (2020).Practical Research 1: Qualitative Research). Ramon Magsaysay Memorial
Colleges, Gen. Santos City

Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative Study
Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.
Dr. Biglete’s lecture on Models of Research at De La Salle University – Manila on March 2016
Mack et al., Qualitative Research Methods: A Data Collector’s Field Guide. and Qualitative Sampling
Methods
Farber, Nancy K. "Conducting Qualitative Research: A Practical Guide For School Counselor". ASCA 9, no. 5
(2006): 367-375.
Strauss, Anselm, and Juliet Corbin. Basics Of Qualitative Research: Grounded Theory Procedures And
Techniques. 1st ed. Newbury Park, CA: Sage, 1990.
Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data. Madison, Wisconsin: University of
Wisconsin-Extension: Program Development and Evaluation, 2003.
[Link]

Citing Sources - - APA". CSU, Chico - Meriam Library Research Station, 2015.
[Link]

"Citing Sources - - MLA". CSU, Chico - Meriam Library Research Station, 2015.
[Link]

32