Learning Area Grade Level 11

W1&2
Practical Research 1
Quarter 4 Date
I. LESSON TITLE Understanding Qualitative Data
II. MOST ESSENTIAL LEARNING Chooses appropriate qualitative research design; and describes sampling
COMPETENCIES (MELCs) procedure and sample.
Choosing qualitative research design and describing sampling procedure and
III. CONTENT/CORE CONTENT
sample.
IV. LEARNING PHASES AND LEARNING ACTIVITIES

I. Introduction (Time Frame: 30 minutes)

Welcome to Quarter 4 of Practical Research 1!

On the previous quarter, you already learned the basics of the qualitative research. This time, you will know the different
qualitative research designs, description of sample, data collection, and analysis procedures and application of creative
design principles for execution. It will also depict observation and interview procedures and skills for data collection and
analysis. As future researchers, it is essential to demonstrate comprehension of different qualitative research methods necessary
for the discovery of answers through observation and interview procedures.
We define research as an investigation or experimentation aimed at the discovery and interpretation of facts, revision of
accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws (Merriam-
Webster Dictionary, Retrieved from https://www.merriam-webster.com/dictionary/research).

D. Development (Time Frame: 120 minutes)

Qualitative Research Design

Design is a word that means a plan or something that the mind conceptualizes. In research, a design serves as a model
or structural structure of your research analysis. Thus, a research design is a step-by-step approach used by a researcher to
conduct a scientific study.
Choosing a research design allows you to finalize your mind on the intent, conceptual basis, and data types of your study,
including your data collection, analysis, interpretation, and presentation process. It is a plan which directs your mind to multiple
stages of your study.
Generally, qualitative research exercises five study designs that are widely found in qualitative analysis. Although these
are seldomly marked as qualitative research, these designs entail a greater role in the methodology and collection of data for
qualitative analysis.

Types of Qualitative Research Design

1. Case Study. It is a detailed study of persons, groups, events, decisions, periods, policies, institutions, or other systems and
investigates a phenomenon within its real-life context. A case study is mostly used by social scientists to examine
contemporary real-life situations since it provides detailed descriptions of specific and rare cases. A case study usually
centers on a single or individual subject matter. The intense exposure to this study may give biases to a researcher’s
interpretation of the findings.
2. Ethnography. It is a study of natural behavior in a culture or the entire social group. It requires an analysis of a specific
ethnic community or organization in which you, the researcher, will completely immerse themselves in the lives, culture, or
situation they are studying.
3. Historical Study. The primary purpose of a historical research design is to collect, verify, and create evidence from the past
to establish facts that defend or disprove a hypothesis. This research design utilizes secondary sources and various
evidence, such as diaries, official records, reports, archives, and non-textual information.
4. Phenomenology. This design focuses on the commonality of a lived experience within a particular group. The central
objective of the method is to arrive at a description of the nature of a phenomenon.
5. Grounded Theory. In this research design, the theory is developed and based directly on the collected and analyzed data
made by the researcher. The main purpose of this design is to develop or “ground” a theory in the situation in which the
phenomenon under study occurs.
6. Symbolic Interaction. It is a communication between human beings via symbols such as words, definitions, roles, gestures,
rituals, and others.
Data Collection Methods
The gathering of information or data is just the start of the research process. Once the information is collected, it is
necessary to organize and to think about it. Quantitative research makes use of data to provide numerically expressible
responses. The qualitative research, explored in this article, is all about context. Data is a word describing valid information
capable of helping a researcher answer his/her questions. It may derive from several different sources.

E. Engagement (Time Frame: 240 minutes)

Learning Task 1: Let us Reclassify!

Directions: Read each of the research topic in the first column and write the type of qualitative research design in the second
column.

Research topic Qualitative research design

1. The Philippines during the Japanese regime
2. The case of solo parents in Calamba City
3. Cultural beliefs and practices of Waray
4. Medical practitioners’ words, gestures and roles
5. The lived experiences of the COVID-19 survivors
6. HEARTT model in sustaining the culture of research

Learning Task 2: That’s my Interest!

Directions: Think about a topic that best suits your interest and complete the table by providing your answers.

Cite reasons why you have

Topic of interest Possible title Qualitative research design to use
chosen the topic

Learning Task 3: Its Checking Time!

Directions: Compare and contrast the following data collection methods.

Data collection methods Compare and contrast

1. Interview versus observation

2. Structured interview versus semi-structured interview

3. Interview versus focus groups

Learning Task 4: Let’s do a Chit-Chat!

Directions: Device a plan to do an interview - formal or informal, that will substantiate information about any current community
health issues. You may use recorders, notes, videos, questionnaires and or any data collection tool for documentation purposes.

Learning Task 5: Time to Analyze!

Directions: Start the analysis process by “getting to know” your data from the interview you have conducted. You do this by
listening to your audio records, transcribing interviews from audio/video records to paper, and reading over the written
transcripts/notes answered by the interviewee. After doing this, you might have a general feeling or idea of what people are
saying and what your results are looking like. Write it on the box.
A. Assimilation (Time Frame: 60 minutes)

Generalization
Qualitative research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and
motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research.
There are six basic qualitative research designs namely: case study, ethnography, historical study, phenomenology, grounded
theory and symbolic interaction. On the other hand, there are only four methods in obtaining qualitative data which are
interview, observation, open-ended surveys and focus groups.

V. ASSESSMENT (Time Frame: 15 minutes )

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Learning Task 6: Time to assess!

Directions: Read and analyze each item. Encircle the letter of the correct answer.

1. Which among the following terms is not an example of qualitative research design?
A. Case study B. Ethnography C. Experimental D. Grounded Theory

2. Cincy Merly wanted to conduct a study about the natural behavior of Rizalista in Calamba City, what qualitative research
design is appropriate to use?
A. Case study B. Ethnography C. Experimental D. Grounded Theory

3. Which of the following describes observation as a method?

A. It aims to know what the respondents feel about the research topic.
B. It encourages you to immerse yourself in a social environment.
C. It allows participants to express their opinions and detailed answers.
D. It aims to gather their perspectives on particular topics or questions.

4. Peejay wanted to generate his own theory about research culture, what qualitative research design is appropriate to use?
A. Case study B. Ethnography C. Experimental D. Grounded Theory

5. Which among the terms correlates to a plan, concept, and/or framework conceptualized by our mind?
A. Design B. Drawing C. Notes D. Research

VI. REFLECTION (Time Frame: 15 minutes)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

In your journal, write your personal insights about the lesson using the prompts below.

I understand that ___________________.

I realize that ________________________.
I need to learn more about __________.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
 Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES
REFERENCES

Abueg, L. C. Practical Research 1. University of the Philippines

Buensuceso, Dacanay, Manalo & San Gabriel (2016). Practical Research 1 Teacher’s Guide: First
Edition. Department of Education
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches.
Los Angeles: Sage.
Gecolea, Cincy Merly B. and Gecolea, Peejay G. (2020). Self-Learning Module in Practical
Research 1. Department of Education, Division of Calamba City
Guevarra (2020) Practical Research 1, Grade 11 Alternative Delivery Mode Quarter 2 Module 5:
Understanding Data and Ways to Systematically Collect Data. DepEd

Prepared by: PEEJAY G. GECOLEA, CINCY MERLY B. GECOLEA Checked by: ISABELITA R. HIZON