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SHS Inquiries Investigations and Immersion

The document provides guidance on designing questionnaires for qualitative and quantitative research. For qualitative research, exploratory questionnaires with open-ended questions are preferred to fully explore views without restriction. For quantitative research testing hypotheses, formal standardized questionnaires are used with prescribed wording, order, definitions, and response formats. Good questionnaires meet research objectives, obtain complete and accurate information, and consider question wording, order, and response options.
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Download as PDF, TXT or read online on Scribd
100% found this document useful (2 votes)
1K views20 pages

SHS Inquiries Investigations and Immersion

The document provides guidance on designing questionnaires for qualitative and quantitative research. For qualitative research, exploratory questionnaires with open-ended questions are preferred to fully explore views without restriction. For quantitative research testing hypotheses, formal standardized questionnaires are used with prescribed wording, order, definitions, and response formats. Good questionnaires meet research objectives, obtain complete and accurate information, and consider question wording, order, and response options.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

ENGLISH-SHS GRADE
Inquiries, Investigation and
Immersion
12

4
LEARNING QUARTER

MODULE WEEK 1-2

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 0


MODULE IN
Inquiries, Investigations, and
Immersion

QUARTER 4
WEEK 1-2

Gathering and Analyzing


Data with Intellectual Honesty Using
Suitable Techniques
Development Team
Writers: Jane Meryl B. Dalde Lenor M. Tunac
Editors: Maria Corazon H. Retutal
Reviewer: Adelyn C. Domingo
Illustrator: Ronie P. Fiesta
Lay-out Artist: Ronie P. Fiesta
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 1


What I Need to Know

This module contains some activities that can guide you on the appropriate method
analysis of data obtained, interpretation and presentation of results (if applicable).

This module has two lesson lessons in qualitative data analysis:


• Data Analysis method
• Interpretation of Data

Most Essential Learning Competency

Gathers and Analyzes Data with Intellectual Honesty Using Suitable Techniques

Learning Objectives

After going through this module, you are expected to:

1. Identify different methods in analyzing data;


2. know the different ways of interpreting data; and
3. construct research instrument.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 2


What I Know

PRETEST

Direction: Read each item carefully then write the letter of the correct answer.

1. Which method of data analyses used to analyze documented information in the form of
texts, media, or even physical items characteristics?
A. Content B. Grounded Theory
C. Narrative D. Thematic

2. Which statement pertains to thematic analysis of data?


A. It involves looking at each case narratively
B. It is used in conjunction with other methods
C. It shows the main themes that summarizes all the views collected
D. It enables one to focus on human behavior in an indirect way by analyzing their
communication.

3. It is a conversation between two or more people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information from the interviewee following a
structured guidelines or pointers.
A. Individual Interview B. Observation
C. Questionnaires D. Vlog

4. Which of the following best describes qualitative data analysis?


A. It is an awkward, haphazard process.
B. It begins after all data has been collected.
C. It builds from abstraction to specific, concrete examples.
D. It is ongoing, cyclic process integrated into all phases of research.

5. Which of the following is not included in qualitative data preparation and analysis?
A. Getting familiar with the data
B. Revisiting research objectives
C. Identifying patterns and connection
D. Describing relationship between two variables

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 3


Lesson
Qualitative Data Interpretation
1 and Analysis Method

What’s In

A research following a qualitative approach is an exploratory way of finding the


explanation of “how” and why of a certain event or phenomenon. Qualitative data is using
mostly non-numerical data like texts, videos, and peoples written or spoken words. We can
gather data from simple interviews transcripts, documents, blogs, observations, survey, and
focused group discussion using a specific structure or unstructured guides.
Terms to remember:
Individual interview is a conversation between two or more people (the interviewer and
the interviewee) where questions are asked by the interviewer to obtain information from the
interviewee following a structured guidelines or pointers. As a researcher you can ask simple
to complex questions which are useful for exploring an individuals beliefs, values,
understandings, feelings, experiences and perspective of an issue.
Questionnaires are series of questions and other prompts for the purpose of gathering
information from respondents.
In Observation, a group or single participants are manipulated by the researcher, for
example, asked to perform a specific task or action. Observations are then used made for their
user behavior, user processes, workflow, etc. either in a controlled situation example in the
laboratory or in a real-world situation example in the classroom. It deals with actual encounter
with respondent particular activities of the day.
Surveys can be open or close-ended questions.
Themes are idea or categories that emerge from grouping of lowerlevel data points.
Coding are process of attaching labels to lines of text so that the researcher can group
and compare similar or related pieces of information.
Qualitative Data Analysis (QDA) is the range of process and procedures whereby we
move from the qualitative day that have been collected and procedures whereby we move
from the qualitative data that have been collected into some form of explanation,
understanding or interpretation of the people and situations we are investigating.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 4


What’s New

Direction: Read the following statements and decide if it is an example of Qualitative or


Quantitative data. Write your answer on the line before each number.

____________ 1. The cake recipe requires 3 cups of flour.


____________ 2. The shelf life of the Papaya Pickle is 3 days.
____________ 3. The temperature of the oven increased by 8 0 C.
____________ 4. The cloth of our table napkin feels rough.
____________ 5. The fish ball tastes sour.
____________ 6. One of the welding rods measures 9 cm long.
____________ 7. The mass of the computes is 2.5 kg.
____________ 8. Opening the wine bottle makes a loud pop sound.
____________ 9. Leonora earned 95% on her Math quiz.
____________ 10. The pastry in the canteen smells sweet.

What is It

No survey can achieve success without a well-designed questionnaire. Unfortunately,


questionnaire design has no theoretical base to guide the marketing researcher in developing
a flawless questionnaire. All the researcher has to guide him/her is a lengthy list of do's and
don'ts born out of the experience of other researchers past and present. Hence, questionnaire
design is more of an art than a science.

THE QUALITIES OF A GOOD QUESTIONNAIRE

The design of a questionnaire will depend on whether the researcher wishes to collect
exploratory information (i.e. qualitative information for the purposes of better understanding or
the generation of hypotheses on a subject) or quantitative information (to test specific
hypotheses that have previously been generated).

Exploratory questionnaires: If the data to be collected is qualitative or is not to be


statistically evaluated, it may be that no formal questionnaire is needed. For example, in
interviewing the female head of the household to find out how decisions are made within the
family when purchasing breakfast foodstuffs, a formal questionnaire may restrict the
discussion and prevent a full exploration of the woman's views and processes. Instead one

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 5


might prepare a brief guide, listing perhaps ten major open-ended questions, with appropriate
probes/prompts listed under each.

Formal standardized questionnaires: If the researcher is looking to test and quantify


hypotheses and the data is to be analyzed statistically, a formal standardized questionnaire is
designed. Such questionnaires are generally characterized by:

· prescribed wording and order of questions, to ensure that each respondent receives
the same stimuli

· prescribed definitions or explanations for each question, to ensure interviewers


handle questions consistently and can answer respondents' requests for clarification if
they occur

· prescribed response format, to enable rapid completion of the questionnaire during


the interviewing process.

Given the same task and the same hypotheses, six different people will probably come
up with six different questionnaires that differ widely in their choice of questions, line of
questioning, use of open-ended questions and length. There are no hard-and-fast rules about
how to design a questionnaire, but there are a number of points that can be borne in mind:

1. A well-designed questionnaire should meet the research objectives. This may seem
obvious, but many research surveys omit important aspects due to inadequate preparatory
work, and do not adequately probe particular issues due to poor understanding. To a certain
degree some of this is inevitable. Every survey is bound to leave some questions unanswered
and provide a need for further research, but the objective of good questionnaire design is to
'minimize' these problems.

2. It should obtain the most complete and accurate information possible. The questionnaire
designer needs to ensure that respondents fully understand the questions and are not likely
to refuse to answer, lie to the interviewer or try to conceal their attitudes. A good questionnaire
is organized and worded to encourage respondents to provide accurate, unbiased and
complete information.

3. A well-designed questionnaire should make it easy for respondents to give the necessary
information and for the interviewer to record the answer, and it should be arranged so that
sound analysis and interpretation are possible.

4. It would keep the interview brief and to the point and be so arranged that the respondent(s)
remain interested throughout the interview.

Each of these points will be further discussed throughout the following sections. Figure 4.1
shows how questionnaire design fits into the overall process of research design that was
described in chapter 1 of this textbook. It emphasizes that writing of the questionnaire proper
should not begin before an exploratory research phase has been completed.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 6


PHYSICAL APPEARANCE OF THE QUESTIONNAIRE

The physical appearance of a questionnaire can have a significant effect upon both
the quantity and quality of marketing data obtained. The quantity of data is a function of the
response rate. Ill-designed questionnaires can give an impression of complexity, medium and
too big a time commitment. Data quality can also be affected by the physical appearance of
the questionnaire with unnecessarily confusing layouts making it more difficult for interviewers,
or respondents in the case of self-completion questionnaires, to complete this task accurately.
Attention to just a few basic details can have a disproportionately advantageous impact on the
data obtained through a questionnaire.

Use of booklets The use of booklets, in the place of loose or stapled sheets of paper, make it
easier for interviewer or respondent to progress through the document.
Moreover, fewer pages tend to get lost.
Simple, clear The clarity of questionnaire presentation can also help to improve the ease with
formats which interviewers or respondents are able to complete a questionnaire.
Creative use of In their anxiety to reduce the number of pages of a questionnaire these is a
space and tendency to put too much information on a page. This is counter-productive since
typeface it gives the questionnaire the appearance of being complicated. Questionnaires
that make use of blank space appear easier to use, enjoy higher response rates
and contain fewer errors when completed.
Use of color Color coding can help in the administration of questionnaires. It is often the case
coding that several types of respondents are included within a single survey (e.g.
wholesalers and retailers). Printing the questionnaires on two different colours of
paper can make the handling easier.
Interviewer Interviewer instructions should be placed alongside the questions to which they
instructions pertain. Instructions on where the interviewers should probe for more information
or how replies should be recorded are placed after the question.

In general, it is best for a questionnaire to be as short as possible. A long questionnaire


leads to a long interview and this is open to the dangers of boredom on the part of the
respondent (and poorly considered, hurried answers), interruptions by third parties and greater
costs in terms of interviewing time and resources. In a rural situation an interview should not
last longer than 30-45 minutes (Retrieved from: http://www.fao.org/3/w3241e/w3241e05.htm)

ANALYSIS AND INTERPRETATION OF DATA

The presentation of study results should be systematic and logical and expressed in
past tense. This contains general findings and not raw data. Analysis should be supported by
statistics. More important findings should come first represented by tables and figures shown
after or within analysis. Action on the hypothesis is taken whether accepted or rejected then
analyzed and interpreted based statistical test result.

1. Findings of the Study

Study results are presented based on empirical data or facts. The data must be
reported in an objective process and written using past tense, since data had been gathered
and analyzed before the writing of the report. Findings are the results of data analysis which
included description of samples, analysis and interpretation of the test of hypotheses.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 7


Descriptive statistics are used to present findings while inferential techniques are used in
studies where hypotheses are tested.

2. Presentation of Findings
Findings of the study are presented in various ways as follows:
a. Narrative form- This consists of direct quotes, summary of findings, meanings and
implications of the study, presented objectively, clearly and concisely.
b. Tables – The means for organizing data to make these easily understood and
interpreted.
Information presented in tables are discussed in the narrative report. It must
appear after they have been referred to in the text. It must be clear, concise and
explain relationships of variables in the study.
c. Figures are tern used to indicate any type of visual presentation other than the table.
It includes, graphs, diagrams, line drawings, and photographs. These also help
enliven narrative presentation and should be considered a concrete means of
presenting research results.

3. Interpretation of Findings

A subjective section of a research report, this allows researcher to discuss findings in


the light of the theoretical framework, factual observations, interview results and within the
context of the literature review. It also explains results that are consistent with previews
research, and those that are not in agreement, as well as problems that occurred during the
study that may have influenced results.
4. Interpretation of Results of the test on the Null Hypothesis
Research hypotheses predict study results, based on the theoretical framework or on
previous research studies. Inferential statistics are used either to accept or reject the null
hypothesis and to support action taken through explanation of the implications of the
acceptance and rejection made.
There are some common ways to analyze qualitative data. These are content analysis,
discourse analysis, grounded theory, narrative, and thematic analysis. But in this module, you
will just be focused on thematic analysis which will deal with how to develop a coding theme.

Content analysis. This is one of the most common methods to analyze qualitative
data. It is used to analyze documented information in the form of texts, media, or even physical
items. When to use this method depends on the research questions. Content analysis is
usually used to analyze response from interviewees.

Discourse analysis. Like narrative analysis, discourse analysis is used to analyze


interactions with people. However, it focuses on analyzing the social context in which the
communication between the researcher and the respondent occurred. Discourse analysis also
looks at the respondent’s day-to-day environment and uses that information during analysis.

Grounded theory. This refers to using qualitative data to explain why a certain
phenomenon happened. It does this by studying a variety of similar cases in different settings

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 8


and using the data to derive causal explanations. Researchers may alter the explanations or
create new ones as they study more cases until they arrive at an explanation that fits all cases.

Narrative analysis. This method is used to analyze content from various sources,
such as interviews of respondents, observations from the field, or surveys. It focuses on using
the stories and experiences shared by people to answer the research questions.

Thematic Analysis. In a thematic analysis of qualitative data, the researcher looks


across all the data to identify some recurring issues. Main themes that summarize all the views
collected can be derived from these issues. The main stages of thematic analysis are as
follows: A. Read and annotate transcript. B. Identify themes C. Develop a coding scheme D.
Coding the data

Read and annotate transcript. In this stage, as a researcher youcan have a feel for
the data because primary observations are provided. However, an overview of the data cannot
be achieved in this early stage.

Identify themes. In this stage, you can look at the data in details to identify themes.
In each transcript, you may note at the outset what the interviewee is trying to impart in his/her
responses. It is suggested that these themes must be enumerated, and notes be made as
abstract as possible.

IDENTIFYING THEME
If your research topic is using qualitative data, utilize the data you gather to develop
and identify theme. Otherwise, choose a topic relevant to your research and conduct an
interview using the interview protocol you learned in Practical Research 1. Follow the format
of transcript of informant below. You may limit your questions up to 5 or depending on the
need of your research.
Develop a coding scheme. Initial themes can be collected to develop a coding
scheme. This includes the enumerated themes and the codes applicable to the data. Each
broad code have a number of sub codes. It is recommended to use a coding scheme as soon
as initial data have been gathered.
Coding the data. The next step is applying these codes to the whole data set. This
can be done on either the margins of the transcripts or the statements in line. In an ideal
setting, the whole set of data should be coded to ensure honest and exhaustive analysis.
There are six basic steps in coding data:

a. Get an idea of the entire set. After reading the transcriptions carefully, write down
some ideas as they arise in the margins and transcription.

b. Select one interesting document. Choose the shortest and perhaps the most
interesting transcript, reread it and ask questions, “What is the respondent talking
about?” Discern the underlying meaning and jot down in the margins of the transcript.

c. Start the document coding process. Divide the transcript into segments, put brackets
in each of the segments, and give specific code to each phrase or word that exactly
explains or describes the meaning of the text segment.

d. List all the code words. After coding the whole text, look for redundant codes by
grouping the similar ones. Through this process, the list of codes can be reduced into

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 9


a more manageable number. It is recommended to limit the number of codes from the
start of the process, so that it is easier to manage the reduction of code number.

e. Review the list against the data. Apply this preliminary organizing process to the
same transcripts and find out if the new codes appear.

f. Categorize the codes for emerging themes or descriptions of the subject or setting.
Themes or categories are the same codes combined to identify major ideas in the data.
Identify five to seven categories representing the most discussed responses of the
subjects. These few themes will enable the researcher to write an in-depth information
about a few themes, rather than a broad description about many themes.

PRESENTING FINDINGS VISUALLY

With current technologies, it is possible for almost anyone to distill quantitative data
into text, or more visually, into a table or chart. The following notes are guidelines for how to
display your data as clearly as possible.

Whatever you choose, text, table, or chart (or all three), your visual information should
be self-explanatory. Any headings should be clear and informative. Any text accompanying a
table or chart should reference the key points you want to highlight, but the visual should be
understood even if the text is not read.

No matter which visual display you use for your data, keep these things in mind:

• Only include information pertinent to your key points. Too much extra data can
be distracting.
• If you include very involved visuals, those that will require time and attention to
wade through, use them as appendices, not in your summary.
• When formatting, whether decimal spaces or fonts and column widths, be
consistent throughout.
• Only get as technical as your audience and your data demands. Beyond means
and frequencies, are standard deviations, p-values, and t-values necessary to
clearly make your key points?
• Sort your data before finalizing any display. An unsorted table, chart, or graph is
not self-explanatory. With sorting comes enlightenment.
• As much as possible, group your information so there are less data points to
wade through. Grouping leads to clarity.
• Graphs, charts, and tables should answer more questions than they pose.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 10


More on Tables
Tables are very effective when used for reference purposes.
• Title your table in a meaningful way.
• Avoid abbreviations if possible.
• It will be more meaningful to your audience if you convert actual counts into
percentages.
• If you have historical data, include columns for comparison.
• Your data should make sense: earliest years to later years, largest down to
smallest amounts, highlight the most important points.
More on Charts and Graphs

A rule of thumb when working with visuals like charts and graphs:
“Just because you can, doesn’t mean you should.”

The point of your reporting is to communicate important information in a way that is as


accessible as possible. Sometimes “cooler” doesn’t mean “clearer communication.” For
example, three dimensional charts and graphs are more difficult to take in visually. There is
more for the viewer to mentally process in order to understand the data.

Pie Charts

Pie Charts work best for general findings (rather than nuanced differences) and are
best understood with no more than five or six slices. They can only be used to show parts of
a whole (if all parts total 100%).

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 11


• As with other graphics, remember to sort your data before finalizing and stay
away from 3-D formats.
• Dark to light hues of the same color communicate more clearly than a variety of
colors.
• Always include labels or a legend as well as percentages for each slice.

Bar Graphs

Bar graphs are often more effective than pie charts, particularly for comparing data directly.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 12


When working with bar graphs, keep the following in mind:

• As with other graphics, remember to sort your data before finalizing and stay
away from 3-D formats.

If you are reporting on several different series of data, clustered bar graphs are often
clearer than stacked bar graphs.

Line Graphs

Line graphs are most effective in presenting five or more data points over a period of
time.

• As with other graphics, remember to sort your data before finalizing and stay
away from 3-D formats.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 13


• Typically, the horizontal axis (x-axis) denotes time and the vertical axis (y-axis)
denotes the frequencies of what is measured.
• If more than one line appears on your graph, differentiate the lines by style,
color, or plotting symbols.
• More than five (and sometimes even four) lines can lead to confusion, working
against the clarity you are trying to achieve by using the graph. When possible,
group for clarity.

Retrieved from: https://www.belmont.edu/oair/assessment-support/pages/quantitative-data.html

What’s More

Directions: After knowing the different ways of analyzing and interpreting data complete the
table below by filling in the possible preset codes/categories/themes for the given questions.

Area of Focus Codes/Categories/Themes

1. What is the consumers and vendors


perception on the NO PLASTIC POLICY in
Cagayan de Oro City?
2. What is the response of chain smokers on the
No Smoking Ordinance in the Province?
3. How do you deal with bullies?
4. How effective is the Policy on Wearing School
Uniform
5. What is the most common reason for
Students who enrolled in the Open High
School?

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 14


What I Have Learned

1. Thematic, narrative, content, discourse, and grounded theory are ways in analyzing
qualitative data.

2. Data can be interpreted through extending the analysis by asking questions, linking results
to personal experiences, asking for advice from teachers, contextualizing in the literature, and
directing data interpretation using theory.

3. In interpreting data, it is important to group similar responses into categories and identify
common patterns for easier analysis.

What I Can Do

Performance Task:

Goal Construct a questionnaire for the data gathering process

Role You are a researcher

Audience Teacher and selected respondents

Situation You are asked by your research teacher to conduct a study related to
your specialization and part of it is constructing a survey questionnaire
for the data gathering process.

Performance Based on your research study, construct a survey questionnaire or your


research instrument to be used for your data gathering process.

Standards You instrument will be evaluated through the rubric presented on the next
page.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 15


WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 16
Assessment

POST TEST

Direction: Read each item carefully then write the letter of the correct answer.

1. It is used to analyze content from various sources, such as interviews of respondents,


observations from the field, or surveys. It focuses on using the stories and experiences shared
by people to answer the research questions.

A. Content B. Grounded Theory


C. Narrative D. Thematic

2. It a step in qualitative analysis of data which simply means converting all the data into a text
format by either exporting the data into a spreadsheet or manually typing in the data or choose
from any of the computers assisted qualitative data analysis tools.

A. Arranging data B. Coding Data


C. Validating Data D. Setting a Code to the Data Collected

3. Which of the following is not included in the main stages of thematic analysis?

A. Coding the data B. Summarize data


C. Identify themes D. Develop a coding scheme

4. These are series of questions and other prompts for the purpose of gathering information
from respondents.

A. Questionnaires B. Blog C. Interview D. Survey

5. Which of the following does NOT describe qualitative data interpretation?

A. It must also be remembered that interpretation does not necessarily depends on the
point of view of the researcher

B. Interpretation of findings is making sense of the data collected, and an act to identify
the lessons learned from the study

C. Interpretation of qualitative findings is a process of intellectualizing beyond the


emerging themes to broader perspectives of the data

D. In interpreting results, it is helpful to group similar responses into categories then


identify usual patterns to derive meanings from what may seem unrelated and wordy
responses

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 17


Answer Key

5. D 5. A
4. B 4. A
3. A 3. A
2. C 2. B
1. A 1. C
What I Know Assessment

References

Dablo, Cristy G., 2019. “Teenage Pregnancy And Its Interventions: Minimizing Future Risks
Among High School Students”, unpublished action Research, Child Protection Policy
Category, Alubijid National Comprehensive High School, Division of Misamis Oriental

Tabamo, Emily A., 2019. CoOl Mo-Learn (Collaborative Online MobileLearning): an


Alternative Instructional Delivery in General Mathematics for Senior High Open High,
unpublished action Research, Teaching Learning Category, Bulua National High School,
Division of Cagayan de Oro City
https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data- analysis-methods/

http://onlineqda.hud.ac.uk/methodologies.ph
http://www.fao.org/3/w3241e/w3241e05.htm

https://www.belmont.edu/oair/assessment-support/pages/quantitative-data.html

WBLS-OBE MELC-Aligned Self-Learning Module SHS English III 18


For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address:[email protected]

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