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LESSON 1 : Nature of Research approach (Jackson, Jackson, Sakile, & Sakile

2007)
Characteristics: (Creswell, 2013)
RESEARCH
○ Natural Setting - researchers often
- a process of steps used to collect and analyze collect data in the field at the site where
information to increase our understanding of a topic participants experience the issue or
or issue. (Creswell, 2008) problem under study
- Polit and Beck (2004), research follows a step-by- ○ Researcher as Key Instrument -
step process of investigation that uses a researchers collect data themselves
standardized approach in answering the question or through examining documents, observing
solving a problems. behavior, and interviewing participants
- Palipis (2004), research plays an important role. ○ Multiple Methods - researchers
Its main purpose is to answer a question or to solve
typically gather multiple forms of data,
an issue.
such as interviews, observations, and
Steps in conducting a research: documents, rather than rely on a single
● Identify research problem. data source
● Read related literature. ○ Complex Reasoning through Inductive
● Specify the purpose of research. and Deductive Logic - researchers build
● Determine specific research questions or their patterns, categories, and themes
hypotheses. from the “bottom up,” by organizing the
● Collect data. data inductively into increasingly more
● Analyze and interpret the data. abstract units of information
● Report the research output. ○ Participants’ Meanings - researchers
keep a focus on learning the meaning that
CHARACTERISTICS OF A RESEARCH the participants hold about the problem
or issue, not the meaning that the
● Systematic - follow orderly and sequential researchers bring to the research or
procedure writers from the literature
● Empirical - based on observations and ○ Emergent Design - the initial plan for
experimentation research cannot be tightly prescribed,
● Objective - all findings are logically based on and that all phases of the process may
empirical change or shift after the researchers
● Feasible - practical and achievable within the given
enter the field and begin to collect data.
constraints (time, resources, and scope)
○ Reflexibility - not just about
● Clear - well-defined; precise; concise and coherent
acknowledging biases but also about
DIFFERENCE BETWEEN QUALITATIVE & actively engaging with them to enhance
QUANTITATIVE RESEARCH the quality and trustworthiness of the
research
○ Holistic Account - researchers try to
develop a complex picture of the problem
or issue under study (reporting multiple
perspectives)

RESEARCH DESIGN
- according to Trochim (2005), research design
“provides the glue that holds the research project
together. A design is used to structure the research,
QUALITATIVE RESEARCH to show how all of the major parts of the research
- the “naturalistic method of inquiry of research project work together to try to address the central
which deals with the issue of human complexity by research questions.”
exploring it directly (Polit & Beck, 2008)
- an inquiry process of understanding a social or COMMON TYPES OF QUALITATIVE RESEARCH
human problem, based on building a complex, DESIGNS
holistic picture, formed with words, reporting 1) Ethnographic Study - researcher immerses with
detailed views of informants, and conducted in a the people and becomes a part of their culture
natural setting (Cresswell, 1994, 1998, 2002, 2) Case Study - involves a comprehensive and
and Cresswell & Poth, 2017) extensive examination of a particular individual,
- Aspers and Corte (2019) define qualitative group or situation over period of time
research as an iterative process in which improved 3) Historical Study - concerned with identification,
understanding to the scientific community is location, evaluation and synthesis of data from past
achieved by making new significant distinctions events
resulting from getting closer to the phenomenon 4) Grounded Theory - aims to generate or discover a
studied theory, a “unified theoretical explanation” (Corbin &
- primarily concerned with understanding human Strauss, 2007, p.107) for a process or an action
beings' experiences using a humanistic, interpretive
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shaped by the views of a large number of - Review of Related Studies (RRS) - includes
particcipants theses or dissertations on research topics
5) Narrative Analysis - main source of data are the studying the same variables (findings from the
life accounts of individuals based on their personal previous studies define the researcher's
experiences
approach in measuring the variables)
6) Critical Qualitative Research - seeks to bring
about change and empower individual by describing
and critiquing the social, cultural, psychological
perspectives on present-day contexts
7) Post-Modern Research - seeks to analyze the
facts that have been established as truths, the
ability of research and science to discover the truth,
and all generalizations and typologies
8) Phenomenological Design - examines human
experiences (lived-experiences) through the
descriptions provided by subject or respondents. the
goal of this study is to describe the meaning that
experiences hold for each subject
9) Basic Interpretative Qualitative Study -
identifying how individuals give meaning to a
situation or phenomenon
10) Interpretative Phenomenological - how
participants are making sense or give meanings in
particular experiences, events states for
participants. explore personal experiences and is
concerned with an individual’s personal perception
LESSON 3 : Qualitative Research Introduction
LESSON 2 : Parts of the Title Matrix
THE BEGINNING OF RESEARCH
RESEARCH GAP
- introduce the problem and clarify the important
variables, its delimitation, and its significance to the
- unanswered question or unresolved problem in a
field of study
field, reflecting a lack of existing research
- rationalization of the need to research on the
problem
Types of Research Gap:
- clarification of the important terminologies
○ The Classic Literature Gap - there is a
- establishment of the degree of seriousness of
new concept or phenomenon that has not the problem which prompted the researchers
been studied much, or at all to find solutions
○ The Disagreement Gap - there are
contrasting or contradictory findings in COMPONENTS OF BACKGROUND OF THE STUDY
the existing research regarding a specific
research question (or set of questions) - rationale
○ The Contextual Gap - there’s already a - setting of the problem
decent body of existing research on a - literature foundation
particular topic, but an absence of - research gap
- general objective
research in specific contexts
- general purpose
○ The Methodological Gap - a result of
the research methodology or design of
WRITING THE STATEMENT OF THE PROBLEM
existing studies (methodology of existing
studies is lacking in some way, or that writing the general problem in a qualitative study:
they are missing a certain perspective) - it should use single and not compound sentences.
- it should include the central phenomenon.
RESEARCH PROBLEM - it should clearly express the purpose of the study.
- it should use qualitative words (explore, discover,
- statement of the problem and explain).
- it should identify the participants in the study.
RESEARCH PURPOSE - it should state the research site.

- significance of the study RESEARCH QUESTION CRESWELL AND CLARK (2014)

REVIEW OF RELATED STUDIES - the question should begin with words such as
“HOW” and “WHAT”
- Review of Related Literature (RRL) - - the question “WHAT HAPPENED?” should be asked
published materials that compare the study to help craft the description.
with existing knowledge on the research topic - the questions “WHAT WAS THE MEANING TO
PEOPLE OF WHAT HAPPENED?” should be asked
(defines, classifies, and facilitates objective
to understand the results.
comprehension of the variables being studied)
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- the question “WHAT HAPPENED?” should be asked - Subject of the Study

to explore the process - timeframe and Location of the Study
TWO TYPES OF RESEARCH QUESTIONS - Indicate Which Variables or Factors Are Not
○ Central Question - most general Covered by Your Research
questions that can be asked
○ Sub Questions - these questions LESSON 4 : Reviewing the Literature and
subdivided the central question into more Developing Your Writing Skills
specific topical questions and are limited
in number
REVIEW OF RELATED LITERATURE
■ they must be in question form
■ they must define the population and - critical evaluation of literature related to the
sample of the study (respondents) research topic, focusing on theories, concepts, and
■ they must identify the variables frameworks
being studied - synthesizes existing knowledge to provide context
and background for the research
TYPES OF RESEARCH QUESTIONS
○ Non-Researchable Questions - REVIEW OF RELATED STUDIES
questions of value and are answerable by
yes or no - comprehensive review of previous research studies,
highlighting data-driven findings and methodologies
○ Researchable Questions - questions of
- compares and contrasts past research results to
opinions, perceptions, or policy that are
inform or support the current study
raised to accumulate data
THEORETICAL FRAMEWORK
WRITING THE ASSUMPTIONS OF THE STUDY
Theories that serve as the building blocks or skeleton for
- assumption is a realistic expectation which is the foundation or bases of the study
something that we believe to be true - Theory - conceptual idea formulated to explain,
- statements that are taken for granted or are oredict, and understand a phenomena
considered true, even though they have not - Framework - skeleton, basic structure or frame of
been scientifically tested reference designed to support something

ELEMENTS OF THEORETICAL FRAMEWORK

WRITING THE SIGNIFICANCE OF THE STUDY

contribution or benefit that your study provides to

different people and organizations
- Topical arrangement - done in paragraphs and
based on the weight of the individual contributions
- Enumeration format - details must be arranged Relevant Theories
according to the beneficiaries - theories that are partially or fully relevant to present
study
WRITING THE DEFINITION OF TERMS - the researcher cites and discusses related theories that
serve as the foundation of the variables and their
- usually an annex to a work (book, research paper, relevance to the study
etc.)
- an important term in the study that is clearly
defined
- Conceptual Definition - the universal
meaning that is attributed to a word or group
of words, and which is understood by many
people (dictionary) DEVELOPING THE THEORETICAL FRAMEWORK
- Operational Definition - the meaning of the
concept or term as used in a particular study The university of South California (2016) provides the
(concrete term) following
strategies in formulating the theoretical framework:
WRITING THE SCOPE AND LIMITATION - Examine your title and research problem -
should be well-founded since it serves as the
states the concepts and variables your study covered. it foundation
tells readers which things you have included and excluded - Brainstorm about what is considered as the key
in your analysis variables in the research - have significant
- Review Your Study’s Objectives and Problem bearing on the results of the study
Statement - Review related literature and studies -
- State the Key Information To Explain Your Study’s supported by relevant literature and studies from
Coverage and Boundaries authors who had conducted extensive research
- focused concept in your research. - List the variables - research factors that are
- Independent and Dependent Variables measured in the study
Included
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- Review key theories - theories that best explain

the relationship between the key variables
- Discuss the assumptions or propositions -
relevance of the cited theories to the research
should be established