Senior High School

Practical Research I
Quarter 1 – Module 6
Importance of Qualitative Research Across
Fields of Inquiry
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 Senior High School

Practical Research I
Quarter 1 – Module 6
Importance of Qualitative Research Across
Fields of Inquiry

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Introductory Message
For the facilitator:

Welcome to the Practical Research I Self-Learning Module on Importance of

Qualitative Research Across Fields of Inquiry.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help

you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Practical Research I Self-Learning Module on Importance of

Qualitative Research Across Fields of Inquiry.

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.
 Lesson: Importance of Qualitative
Research Across Fields of Inquiry
CONTENT STANDARD
The learner demonstrates understanding of the importance of qualitative
research across fields of inquiry.

PERFORMANCE STANDARD
The learner is able to decide on suitable qualitative research in different areas
of interest.

LEARNING COMPETENCY
The learner illustrates the importance of qualitative research across fields.

Learning Objectives:
Clarify your understanding of qualitative research; justify the usefulness if
qualitative research; and compare and contrast the qualitative research across
fields of inquiry.

INTRODUCTION

Qualitative research is a form social inquiry that focuses on the way people
interpret and make sense of their experiences and the world in which they live. It is
like an ‘umbrella’ that covers the social reality of individuals, groups and cultures; and
exploring their behavior, perspectives, feelings and experiences are what comprised
the core of their lives. It is as large as life that occurs in a natural setting. For instance,
a simple school policy on No ID, No Entry can look into naturally-occurring events that
may lend itself an issue on school discipline and security concerns that may involve a
lot of people. Qualitative researchers can always find an interesting situation that
confronts them. It could be some things taken for granted as to why most students
wear IDs but some don’t; thus, giving it a new light and making the ‘familiar look
strange’. This can be achieved by digging down into facts for a qualitative inquiry.

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PRE-TEST

Name: ______________________________________ Score: _____________

Direction: Choose the letter of the correct answer. Write your answer on the space
provided.
1. Usually student research is judged using ____________________________.
A. conventional academic criteria such as technique skill and their
contribution to a topic
B. cow much data has been collected
C. its value to practitioners
D. whether it is worthy of publication

2. What could you do to generate topic ideas?

A. Spend a few hours looking through PsyncINFO or Web of Science.
B. Choose a topic relevant to your intended career.
C. Identify some major articles and read through their suggestions for
further research.
D. All of any of the suggestions.

3. If you find that someone else publishes work similar to yours before your project
is completed, what could you do?
A. Completely revamp your ideas so you are not replicating their study.
B. There is nothing you can do so do not mention it in your study.
C. Acknowledge it in your report and evaluate the study.
D. Change your hypotheses and aims.

4. Substantial student projects are largely modeled on ___________________.

A. replication studies
B. the style of academic publications
C. any previous student projects
D. the style of practitioner work

5. When reading a journal article, you should do what?

A. Read it as a way of obtaining more information.
B. Use the same ideas for your project.
C. Accept their ideas- after all they published authors.
D. Approach it with a questioning style.

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6. A straight replication study has provided results very similar to the original
study. As a result, what can we confidently say about this new information?
A. The new information has increased our understanding of the original
findings.
B. We can say that the original findings are replicable.
C. The new information explains why the original findings came about.
D. We can say very little.

7. Which of the ideas below would allow the temporal relationships between
variables to be examined and compared?
A. Surveys
B. Causality or experimental designs
C. A-B-C models
D. Longitudinal or panel designs

8. A meta-analysis would allow you to _______________________________.

A. identify the antecedents of a behavior
B. assess the reliability of a study
C. explore the variations or inconsistencies in the outcomes of lots of
studies
D. replicate many studies

9. Which of the following is incorrect?

A. A useful requirement is that you introduce relevant theory to your
study/report/writings.
B. A report may explore different aspects or an aspect of a theory.
C. Psychological theory has a modest level of generalization which can
make it unsuitable for application in new contexts.
D. If there is an absence of theory in published writing then it is best that
you don’t bring in theories from other fields.

10. The purpose of research is _______________________.

A. primarily to get more data
B. to extend the conceptual understanding of a topic
C. that the empirical work should be testing a theory
D. to produce work of publishable quality

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REVIEW OF THE PREVIOUS MODULE

The kind of data you want to work on reflects whether you wish to do a
quantitative (involves measurement of data) or a qualitative (non-numerical data)
research.

The data you deal with in research are either primary or secondary data.
Primary data are obtained through direct observation or contact with people, objects,
artifacts, paintings, etc. However, if such data have already been written about or
reported on and are available for reading purposes, they exist as secondary data.

PRESENTATION OF THE NEW MODULE

Resulting from internal aspects, people cannot measure worldviews but can
know them through numbers. Obtaining world knowledge in this manner directs you
to do a research called Qualitative Research. This is a research type that puts premium
or high value on people’s thinking or point of view conditioned by their personal traits.
As such, it usually takes place in soft sciences, politics, economics, humanities,
education, psychology, nursing, and all business-related subjects.

ACTIVITY

In the space provided, do any of the following activities:

A. Do a semantic map showing your imagination of the way a researcher conducts

his or her ethnographic research in a certain place.
B. Sketch the varied observational activities the researcher will do to gather data
about this topic: “The Favorite Brand of Sardines of Residents in the Malipayon
Subdivision.”
C. Draw a table with three columns where you can list down topics of your own for
a qualitative research. The first column is for the topic, second, for the purpose,
and third, for the type of qualitative research to be used.

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ANALYSIS

What do you know about qualitative research as a method of understanding

your surroundings better?

ABSTRACTION

In a qualitative research, the reality is conditioned by society and people’s

intentions are involved in explaining cause-effect relationships. Things are studied in
their natural setting, enough for you to conclude that qualitative research is an act of
inquiry or investigation or real-life events. Giving you more concepts about a qualitative
research are the following paragraphs that comprehensively present the types and
kinds of research.

Kinds of Qualitative Research

1. Case Study - a long-time study of a person, group, organization or situation

and an empirical inquiry that investigates a contemporary phenomenon within
its real-life context. The case can be an individual, person, event, group or an
institution.
2. Ethnography - a study of a particular cultural group.
3. Phenomenology - “live-experienced” of a phenomenon
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.
5. Historical Analysis - is a qualitative method where there is an examining of
past events to draw conclusions and make predictions about the future.
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.
7. Action Research - focuses on solving an immediate problem or working with
others to address particular issues.

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APPLICATION

Fill up the matrix below and give a clear distinction (think aloud) of the various
forms of qualitative research by making a descriptive statement. Give some points of
distinction.

The Qualitative Research

Main Feature
Form
Phenomenology
Case Study
Historical Research
Ethnography
Action Research

POST-TEST

Directions: Identify the form of qualitative inquiry depicted in the following problem-
situation. Use letter for your answer.

A. Phenomenology D. Ethnography
B. Case Study E. Action Research
C. Historical research

1. The meaning of death and the pain of dying- why a mother grieves for
the loss of a loved one.

2. The tribe in Mindoro has unique food production thru hunting with the
tradition in their eating behavior and food practices.

3. How the alternative learning system originated, from its early

beginning to contributions to the present educational system.

4. The group of students’ fraternity brotherhood and its implications to

the spirit of oneness.

5. The street children and their perspective on the meaning of life habitat
with a proverbial “roof under their heads”.

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6. The aim of developing computer skills for “baby boomers” (old
teachers) must first establish a need before a self-help manual is
developed.

7. What is the world of orphans? Is being alone without parents to look

up to a big constraint to pursue living?

8. Teachers in a school who “sell” goods for a lucrative income.

9. The Ifugaos of the Mountain Province and their indigenous marriage

customs and traditions.

10. The making of Filipino heroes thru their mighty pens- from pre-
Hispanic to modern times.

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REFERENCES

Esther L. Baraceros, Practical Research 1 First Edition. page 28-31

Ronald M. Henson and Robert F. Soriano, Practical Research 1 Qualitative
Research. page 15-26

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: [email protected]