Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
LASIP NATIONAL HIGH SCHOOL
BRGY. LASIP, LINGAYEN, PANGASINAN

PRACTICAL RESEARCH I
2nd Semester S.Y. 2023-2024

LESSON 1: The Importance of Research in Daily Life

Learning Competencies
The learners shall be able to
• shares research experiences and knowledge CS_RS11-IIIa-1
• explains the importance of research in daily life CS_RS11-IIIa-2
**************************************************************************************************

WHAT IS RESEARCH?
1. Research is defined as the scientific investigation of phenomena which includes collection,
presentation, analysis and interpretation of facts that lines an individual‘s speculation with reality.
2. Solutions to problems must be based on knowledge not on mere beliefs, guesses or theories.
3. In research a systematic and well-planned procedure is required to meet the need in order that
information is acquired and evaluate its accuracy and effectiveness.
4. It is a process of inquiring.

NATURE OF INQUIRY
1. Inquiry is defined as “a seeking for truth, information or knowledge”.
It is a problem solving technique.
2. The information and data pursued through questioning begins with gathering by applying the
different human senses.
3. Individuals carry on the process of inquiry from birth till death.
4. Inquiry is synonymous with the word investigation.

DIFFERENTIATE INQUIRY FROM RESEARCH

Inquiry is a term that is synonymous with the word ‘investigation’. When you inquire or investigate,
you tend to ask questions to probe or examine something to request for truth, information, or knowledge.
Research is systematic and objective creation of knowledge systematic (with a system or method, the scientific
method), objective (no bias, all angles presented), knowledge creation (a creative process)

PURPOSE OF RESEARCH
1. To inform action.
2. To prove or generate a theory.
3. To augment knowledge in a field or study.

IMPORTANCE OF RESEARCH IN DAILY LIFE

1. Research directs us to inquire about the right information by conducting further investigation of the
actual condition. It leads us to be cautious in giving results and findings by proving lies and
supporting the truth.
2. Research empowers us with knowledge and discovers new things and issues in life. It helps us solve
problems in health, crimes, business, technology and environment.
3. Research facilitates learning as an opportunity to share valuable information to others as a way of
recognizing various concerns for public awareness.
LESSON 2: The Characteristics, Processes, and Ethics of Research
Learning Competencies
The learners shall be able to
• describes characteristics, processes, and ethics of research CS_RS11-IIIa-3
• provide examples of research in areas of interest CS_RS11-IIIa-5
**************************************************************************************************

CHARACTERISTICS OF RESEARCH
1. Empirical - Research is based on direct experience or observation by the researcher.
2. Logical - Research is based on valid procedures and principles.
3. Cyclical - Research is a cyclical process because it starts with a problem and ends with a problem.
4. Analytical - Research utilizes proven analytical procedures in gathering the data, whether historical,
descriptive, and experimental and case study.
5. Critical - Research exhibits careful and precise judgment.
6. Methodical - Research is conducted in a methodical manner without bias using systematic method
and procedures.
7. Replicability - The research design and procedures are replicated or repeated to enable the
researcher to arrive at valid and conclusive results

THE SEVEN STEPS OF THE RESEARCH PROCESS

STEP 1. Define and develop your topic (Research Problem). Factors to Consider in Selecting a
Research Problem
1. Researcher‘s area of interest
2. Availability of funds
3. Investigator‘s ability and training

STEP 2. Find background information about your chosen topic (Review of Related Literature).
STEP 3. Plan your research design including your sample (Methodology).
STEP 4. Gather necessary data using open ended questions (for qualitative research) and closed-
ended questionnaire or paper pencil test questionnaire (for quantitative research) (Data Gathering
Activities).
STEP 5. Process and analyse data using thematic analysis (for qualitative research) and statistical
tools (for quantitative research).
STEP 6. Formulate new insights gained (for qualitative research) conclusions (for quantitative
research) and recommendations.
STEP 7. Define new problem.

ETHICS IN RESEARCH
Research ethics are guidelines for the responsible conduct of research which educates and monitors
researchers to ensure high standard. It promotes the aim of research, such as expanding knowledge and
supports the values required for collaborative work, such as mutual respect and fairness.

ETHICAL CONSIDERATIONS IN CONDUCTING RESEARCH

1. Objectivity and integrity
2. Respect of the research subjects ‘right to privacy and dignity and protection of subjects from
personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor
What are these ethics in research?
1. Informed Consent. This is required to secure in order protect the rights of the participants in your
study. Inform your participants about the criteria set for choosing them as informants and the
schedule of one-on one interview at the convenient time they are available. Participation to the
study will be completely voluntary.
2. Honesty. It reports data, results, methods and procedures, and publication status. Do not fabricate,
falsify and misrepresent the data.
3. Objectivity. Avoid bias in experimental design, data analysis, data interpretation peer review,
personnel decisions, grant writing, expert testimony, and other aspects of research.
4. Integrity. Keep your promises and agreements; act with sincerity; strive for consistency of thought
and action.
5. Carefulness. Avoid careless errors and negligence; carefully and critically examine your work and
the work of peers. Keep good records of research activities.
6. Openness. Share data, results, ideas, tools and resources. Be open to criticism and new ideas.
7. Respect for Intellectual Property. Honour patents, copyrights, trademarks, trade secrets and
other forms of intellectual property. Do not use published or unpublished data, methods, or results
without permission. Give credit where credit is due. Never plagiarize, fabricate and falsify.
8. Confidentiality. Protect confidential communications, such as papers or grants submitted for
publication, personnel records, trade or military secrets, and patient records.
9. Responsible Mentoring. Help to educate, mentor, and advise others. Promote their welfare and
allow them to make their own decisions.
10. Responsible Publication. Publish in order to advance research and scholarship, not to advance
your own career. Avoid wasteful and duplicative publication.
11. Respect for Colleagues. Respect your colleagues’ opinion, treat them fairly and do not outsmart
others.
12. Social responsibility. Strive to promote social acceptance and prevent or mitigate social harms
through research, public education, and advocacy.
13. Non-discrimination. Avoid discrimination against colleagues or students on the basis of sex, race,
ethnicity, or other factors that are not related to their scientific competence and integrity.
14. Competence. Maintain and improve your own professional competence and expertise through
lifelong education and learning; take steps to promote competence in science as a whole.
15. Legality. Know and obey relevant laws and institutional and government policies.
16. Animal Care. Show proper respect and care for animals when using them in research. Do not
conduct unnecessary or poorly designed animal experiments.
17. Human Subjects protection. When conducting a research on human subjects, minimize harms
and risks and maximize benefits; respect human dignity, privacy, and anonymity.

RIGHTS OF RESEARCH PARTICIPANTS

1. Human Rights. They are moral principles or norms that describe certain standards of human
behaviour and are regularly protected as natural and legal rights. They constitute a set of rights and
duties necessary for the protection of human dignity, inherent to all human beings.
2. Intellectual Property. It protects creations of the mind, which have both a moral and a
commercial value.
3. Copyright Infringement. It is the use or production of copyright-protected material without
permission of the copyright holder. Copyright infringement means that the rights accorded to the
copyright holder, such as the exclusive use of a work for a set period of time, are breached by a third
party
Examples:
a. Downloading movies and music without proper payment for use.
b. Recording movies in a theatre
c. Using others’ photographs for a blog without permission
d. Copying software code without giving proper credit
e. Creating videos with unlicensed music clips
4. Voluntary Participation. People must not be coerced into participating in research process.
Essentially, this means that prospective research participants must be informed about the procedures
and risks involved in research and must give their consent to participate.
 5. Anonymity. It is the protection of people’s identity through not disclosing their name or not exposing
their identity. It is a situation in data gathering activities in which informant’s name is not given nor
known.
6. Privacy. It is someone’s right to keep his personal matters and relationships secret. It is the ability of
an individual to seclude him from disturbance of any research activity.

ETHICAL STANDARDS IN RESEARCH WRITING

Research Misconduct includes fabrication, falsification, or plagiarism. It doesn’t include honest error
of differences of opinion. It can erode trust between researchers and funding agencies, which make it more
difficult for colleagues at the same institution to receive grants.

PLAGIARISM
Plagiarism refers to the act of using another person’s ideas, works, processes, and results without giving
due credit. It should not be tolerated as the unauthorized use of original works, a violation of intellectual
property rights.
Three different acts are considered plagiarism:
1. Failure to cite quotations and borrowed ideas,
2. Failure to enclose borrowed language in quotation marks, and.
3. Failure to put summaries and paraphrases in your own words.
LESSON 3: QUANTITATIVE AND QUALITATIVE RESEARCH
Learning Competencies
The learners shall be able to
• differentiates quantitative from qualitative research CS_RS11-IIIa-4
**************************************************************************************************
QUALITATIVE RESEARCH VERSUS QUANTITATIVE RESEARCH
Qualitative Quantitative
Objective It aims to create new theory based on • The purpose is to test a hypothesis or theory.
the • Measures problem using rating scale and other research
parameters of group similarities.
gathered data.

• A fact-finding research used to gain

understanding of individual differences in
terms of feelings and experiences.

Data • natural setting • measurement setting

Description • making stories out of a certain phenomenon. • performs measures out of a certain phenomenon.
• Uses pictures, words, sentences,paragraphs, • Uses numbers, scales, hypotheses, calculations,
compositions, narrations and short stories computations and statistics tools.

Sample • Small judgment (by decision) sampling Large sample representatives of population
(size)

Data • Unstructured or semi structured (flexible Standardized /Structured

Gathering processes)
• Uses interviews, participant observation, • Uses census, survey questionnaire, checklist, paper pencil
group discussions. test and experimentation.
Ex: Case Study, field research • Uses closed ended questions.
• This questions can only be answered by selecting from a
• Uses open ended questions. limited number of options,
• It is a freeform survey questions allow a • usually “multiple-choice”, “yes” or no”, or a rating scale
participant to answer in open-text format,
responses are unlimited to a set of options. Example:

Example: Strongly agree to strongly disagree

Guide questions for the interviews In quantitative research closed ended questions are the
basis of all statistical analysis techniques applied on
1. What was your experiences during
quarantine period on the COVID-19 pandemic? questionnaires and surveys.
How did you handle the situation caused by the
Sample Question:
pandemic?
2. Was the support of the National and Local Do you agree on online modality class in transitioning the
Government enough for your basic needs? Did
new normal of education?
they conduct evaluation for those who were
affected? a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
Activities Inductive Deductive

The researcher starts with the observations, an Starts from a hypothesis or already created theory
open mind without biases, gathering all exact emphasizing the previously researched phenomenon from
details of the topic and generalization or new different views (tested against
theory is
observations).
given towards the end of the research process.

Data Uses both inductive and deductive

discussions
and • They are not mutually exclusive with each other in research. Inductive method or “bottom-up” is used if the
Presentatio researcher starts discussions from the lowest and highest means then explains the overall mean.
n • Deductive or “top-down “if discussion is from the overall mean going to the lowest and highest means,
deductive.

• Opinions are based on experience or • Opinions are based on laws, rules, or other recognized
observation. principles.
• There are no criteria used in data
discussions.
Data • Synthesize data, interpret, thematic. • Statistical
Analysis • Subjective • Objective
• Data analysis is influenced by the personal • The researcher employs standard criteria in analyzing
experiences and views. data.

Outcome Cultivates understanding with high validity. • Endorse a development.

• Has high output replicability.
• There are no conclusions formulated. • Conclusion is formulated towards the end of the research
process.

Similarities: Qualitative Research and Quantitative Research

1. Both have the process of inquiry and investigation.
2. Both improve life and help us in understanding various issues of life and in giving solutions to our
problems
3. Both start with a problem and end with a new problem.
4. Both use textual forms in analyzing and interpretation of data.
5. Both use inductive and deductive methods of presenting data.

LESSON 4: CHARACTERISTICS, STRENGTHS, WEAKNESSES AND KINDS

OF QUALITATIVE RESEARCH
Learning Competencies
The learners shall be able to
• Describes characteristics, strengths, weaknesses, and kinds of qualitative research CS_RS11-IIIb-1
**************************************************************************************************
Qualitative Research is a scientific method of observation to gather non-numerical data. It refers to
the meanings, concepts, characteristics, metaphors, symbols and description of phenomena, and not to their
counts or measures. The purpose of Qualitative Research is to promotes a deep, holistic understanding of a
particular phenomenon.
CHARACTERISTICS OF QUALITATIVE RESEARCH
1. Human understanding and interpretation in data analysis
2. Active, powerful and forceful in data gathering and rephrasing interview questions
3. Multiple research approaches and methods that allows you to plan your study and being
multi-method research
4. Specificity to generalization on specific ideas will lead to generalizations or conclusions.
5. Contextualization - context or situation of individual’s life
6. Diversified data in real-life situations on collecting data in a natural setting
7. Abounds with words and visuals that presents people’s view in a picture, video, drawing or graphs.
8. Internal analysis on examining the data yielded by the internal traits of the subject persons.
STRENGTHS OF QUALITATIVE RESEARCH
1. It adopts a naturalistic approach to its subject matter.
2. Promotes a full understanding of human behavior/personality traits in their natural setting.
3. It is instrumental for positive societal changes.
4. It engenders respect for people’s individuality.
5. It’s a way of understanding & interpreting social interactions.
6. Increases researcher’s interests in the study.
7. Offers multiple ways of acquiring and examining knowledge about something.
WEAKNESSES OF QUALITATIVE RESEARCH
1. It involves a lot of researcher’s subjectivity in data analysis.
2. It is hard to know the validity/reliability of the data.
3. It is open-ended questions yield “data overload” that requires long-time analysis.
4. It is time-consuming.
5. It involves several processes, whose results greatly depend on the researcher’s views or
interpretations.

KINDS OF QUALITATIVE RESEARCH

1. Case Study - Long time study of a person, group, organization or situation and an empirical inquiry
that investigates current phenomenon.
Example: “Teenage Pregnancy in the Public High Schools”
2. Ethnography- a study of a particular cultural group.
Example: “Cultural Awareness and Integration of Peace Education in the Indigenous
Peoples (IP) Communities”.
3. Phenomenology- “live-experienced” of a phenomenon.
Example: “Life without Gadget”
4. Content and Discourse Analysis-
• Content Analysis- is a research technique that analyzes the modes of communication such as
letters, e-mails etc.
• Discourse Analysis- is the study of social life, understood through analysis of language it
includes face-to-face talk, non-verbal interaction, images and symbols. Materials for Discourse
Analysis include books, newspapers, periodicals, brochures and advertisements.
Example: “A Discourse Analysis on the Impact of Modern Technologies on Communication”
5. Historical Analysis- is a qualitative method where there is an examining of past events to draw
conclusions and make predictions about the future.
Example: “The Impact of Ferdinand Marcos’ Speech”

6. Grounded Theory- takes place when there is a discovery of new theory which underlies your study
at the time of data collection and analysis.
Example: “The Story Behind the Migration of Christians from Visayas and Luzon to Mindanao”
7. Narrative Report - designed to present things or events that have happened in the past through a
logical progression of the relevant information. The main purpose of a narrative report is to present
a factual depiction of what has occurred.
Example: “Vocabulary Building of Students through Proper Solid Waste Management”
8. Biography- is the study of an individual’s life and struggles and how they reflect cultural themes of
the society. It deals with an interesting story found in documents and archival materials. It is
concerned with the reconstruction of life histories and the constitution of meaning based on
biographical narratives and documents.
Five common types of biography are
a. Scholarly Chronicles -focus on the historical portrayal of an individual life. e.g.
“Biography of Gloria M. Arroyo, the First Woman President of the Philippines”
b. Intellectual Biography- narrative of a life through the conceptual analysis of the subject’s
motives and beliefs within the world of ideas. e.g. “Life and Works of Dr. Jose Rizal”
c. Life History Writing- recording of life memories, experiences, whether one’s or
another’s. e.g. “The Hardships of Overseas Filipino Workers (OFW’s)”.
d. Memoir Biography- stylistic presentation of the biographer’s reflections and insights in
relation to the factual account of life. e.g. “The Experiences of Stranded Students in the
COVID-19 Pandemic”
e. Narrative Biography-a nonfiction account of life experiences of a person.
9. Action Research- is a classroom-based or school-based research seeks transformative change
through the process of taking action and doing research, which are linked together by critical
reflection. This type of research is commonly conducted by the teachers to give solutions to the
existing problems to improve students’ academic performance and positive attitudes.
LESSON 5: THE IMPORTANCE OF QUALITATIVE RESEARCH ACROSS
FIELDS OF INQUIRY
Learning Competencies
The learners shall be able to
• Illustrates the importance of qualitative research across fields CS_RS11-IIIb-2
**************************************************************************************************
Qualitative research is oriented toward analyzing concrete cases in temporal and local particularity. It
starts from the respondents’ perspectives, expressions, and activities in their local context. In this case,
qualitative research is important across many fields of inquiry because it is designed for social sciences,
psychology, and other fields. With this, qualitative research would verify or validate the tendencies, transform it
into research programs, and maintain the necessary changes toward its objectives and tasks. For example,
qualitative research can be employed in health care research. One may study people’s experiences of and
access to health care. Various perspectives of patients and professionals can be understood using qualitative
research. An individual’s experiences, attitudes, and circumstances in life that affect his/her health needs and
behavior can likewise be studied.

It is important because it:

• Provides insight into the complexity of common occurrences
• Provides specific concrete details to guide understanding in a particular setting
• Provides insight into the “local” meanings that activities and practices have for participants
• Develops a comparative understanding of phenomena as experienced by different participants in
different settings.

LESSON 6: THE SUBJECT MATTER OF THE RESEARCH

Learning Competencies
The learners shall be able to
• designs a research project related to daily life Week 3 to 4 CS_RS11-IIIce-1
• writes a research title CS_RS11-IIIce-2
• provides the justifications/reasons for conducting the research CS_RS11-IIIce-3
**************************************************************************************************
WHAT IS A RESEARCH TITLE?
1. The most important element that defines the research problem.
2. It is usually read first and the most read part of the research.
3. It contains the least words enough to describe the contents and the purpose of your research paper.
4. It can be revised any and many times as the research develops and reach its final phase. It becomes
final on its final defense before the panel of judges.

ELEMENTS OF A RESEARCH TITLE

The research title does not need to be entertaining but informative. A part of a research title has the
following information:
1. The subject matter or topic to be investigated. (“What?”)
2. The place or locale where the research is to be conducted. (“Where?”)
3. The population like the respondents’ interviewees. (“Who”?)
4. The time period of the study during which the data are to be collected. (“When”?)

Examples:
Subject matter: The teaching of English Subject matter: The effects of the use of cell
Place or locale: in the high schools of Province A phones on the academic performance
Time period: during the school year 1989-1990 Population: to senior high school students
Population: as perceived by teachers and students Place or locale: at Department of Education
Time period: during the first semester, school year
2018-2019
RULES IN CHOOSING A RESEARCH TOPIC
1. Interest in the subject matter. Interest in a subject drives you to research, investigate, or
inquireabout it with full motivation, enthusiasm, and energy.
2. Availability of information. Information will serve as evidence to support your claims about your
subject matter from varied forms of literature like books, journals, and newspapers, among
others, isa part and parcel of any research work.

What to include in the investigation of the available materials?

a. Update and authority of the materials.
b. Copyright dates of the materials? Are they new or old?
c. Expert or qualification of the writers of reading materials about your topic

3. Timeliness and relevance of the topic.

How relevant is the topic?
a. It yields results that are useful in society
b. Related to the present. (Except for pure or historical research)

4. Limitations on the subject. Connect your choice with course requirements. You need to
decide on one topic to finish your course.
5. Personal resources. Do an assessment on your research abilities in terms of your
financial standing, health condition, mental capacity, needed facilities, and time schedule
to enable you to complete your research. You have to raise an amount of money needed to
spend on questionnaireprinting and interview trips.

RESEARCH TOPICS TO BE AVOIDED

1. Controversial topics. It depends more on the writer’s opinion leading to biases. Facts cannot
support this topic.
2. Highly technical subjects. Not advisable for beginners as these topics require an advanced
study,technical knowledge, and skills.
3. Hard-to-investigate subjects. Happens if there are no available reading materials about it
and ifsuch materials are not up-to-date.
4. Too broad subjects. It prevents you from to focus on the subject matter of the paper.
Narrowdown or limit the subject to eliminate the problem.
5. Too narrow subjects. Subjects that are so limited where an extensive searching is necessary.
6. Vague subjects. Titles beginning with indefinite adjectives such as several, many, some,
etc., as in “Some Remarkable Traits of a Filipino” or “Several People’s Comments on the
RH Law,” are vagueenough to decrease the readers’ interests and curiosity.

SOURCES OF RESEARCH TOPICS

1. Mass media communication – press (newspapers, ads, TV, radio, films, etc.)
2. Books, Internet, peer-reviewed journals, government publications
3. Professional periodicals like College English Language Teaching Forum, English
Forum, theEconomist, Academia, Business Circle, Law Review, etc.
4. General periodicals such as Readers’ Digest, Women’s Magazine, Panorama, Magazine, Time
Magazine, World Mission Magazine, etc.
5. Previous reading assignments in your other subjects
6. Work experience – clues to a researchable topic from full-time or part-time jobs, OJT (on-
the-jobtraining) experience, fieldwork, etc.

Reference:
Pastor, M. E. (2020). Practical Research 1 Alternative Delivery Mode 1st ed. Department of
Education– Region X – Northern Mindanao