12

Inquiries,
Investigation
and Immersion
Quarter 2 – Module 2:
Conceptualized Framework for
Qualitative Research
Cresmen P. Terol
Compiler/Contextualizer

1
 Second Quarter
Module 2, Week 2
Conceptualized Framework for Qualitative Research
---------------------------------------------------------------------------------------------------------------------
Content Standard : Finding the Answers to the Research Questions
Performance Standard : Develops critical thinking and problem solving skills
through qualitative and quantitative research
Learning Outcomes : Gathers and analyzes data with intellectual honesty
Using the suitable techniques
Competency : Interpret the given data in qualitative research of their
choice relevant to one’s field of study
-------------------------------------------------------------------------------------------------------

What I Know
Directions: Read and understand each statement. Choose the letter of the
correct answer. Write your answer in a separate sheet of paper.
1.What is the widely accepted and the most frequently employed technique for data
analysis in qualitative research methodology?
A. Content Analysis C. Grounded Theory
B. Discourse Analysis D. Narrative Analysis
2. What method is used to analyze content gathered from various sources such as
personal interviews, field observation, and surveys?
A. Content Analysis C. Grounded Theory
B. Discourse Analysis D. Narrative Analysis
3. When you want to explain why a particular phenomenon happened, what method
for analyzing quality data is the best resort?
A. Content Analysis C. Grounded Theory
B. Discourse Analysis D. Narrative Analysis
4. Which method of data analyses used to document information in the form of text,
media, or even physical items characteristics?
A. Content Analysis C. Narrative Analysis
B. Grounded Theory D. Thematic Analysis
5. 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

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 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
6. What method of investigations to analyze the variables relevant to the subject under
study in its own natural settings?
A. Action Research C. Case study
B. Grounded Theory D. Phenomenology
7. What data analysis is used to study of a phenomenon to describe the “subjective
reality” of an event?
A. Action research B. Case study C. Historical D. Phenomenology
8. The following are necessary skills for the researcher to analyze the data, EXCEPT?
A. Relies only to the findings of other researchers.
B. Getting trained to demonstrate a high standard of research practice.
C. Knows how to select one statistical method over the other to obtain better
data insights.
D. Ideally, researchers must possess more than a basic understanding of the
rationale
9. What is the primary aim of data research and analysis?
A. Explore the impossibility
B. Share the desired outcomes
C. Explain the unnecessary events
D. Derive ultimate insights that are unbiased.
10. Quality data represents everything describing taste, experience, texture, or an
opinion. This type of data is usually collected through the following, EXCEPT?
A. Close-ended questions C. Open-ended questions
B. Focus Group Discussion D. Personal Interviews
11.What data analysis that studying documents, artifacts, and other materials to gain
insight into the group’s behaviors, actions, and other characteristics over a
period?
A. Case Study C. Historical research
B. Grounded Theory D. Philosophical research
12. Why do we analyze data in research?
A. To complete the parts of the research
B. The data has a rare quality of describing things.
C. It starts with a question, and data is nothing but an option.
D. Researchers rely heavily on data as they have a story to tell or problems to
solve.
13. What is the way of data reduction without compromising and changing the
meaning
of the data?
A. Coding B. Encoding C Summarizing. D. Themes

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For questions 14-15, refer to the Table of Responses of Grade 11 students in Bulua
National High School when asked about their General Mathematics Subject.

Question Response Theme

“Medyo lisod ang uban exercises wala man gud lain
textbook kami pa mangita ug laing resources.”
“I find some exercises a little harder because we
don’t have textbook.”
‘Pwedi man ma research online ang mga topic pero LEARNING
walay free internet sa school.” RESOURCES
“We can research online but we don’t have free
internet connectivity.”
“Wala mi libro sa balay para maka review.”
Kumusta “We don’t have books to review.”
man ang Gusto ko magpatutor kang Mam pero maulaw ko
inyong magnutana sa klase.”
General “I want my teacher to tutor me but I am a shame in
Mathematics the class.”
“Unta manghatag si Mam ug kopya sa iyang PREFERENCES
STUDENTS’
Subject? powerpoint.” TO ACHIEVE
Translation: “We want out teacher to give us a copy of LEARNING
powerpoint.”
How do you “Naa untay online tutorial.”
find your “We want online tutorial.”
General
Mathematics “Kay ga trabaho man ko, gamay sa akong time mag
review sa balay.”
Subject? “I have no time to review at home because I am
working.”
“Dugay nako naka undang mao medyo lisod SITUATIONS THAT HAMPER
namakasabot.”
“I find it hard to understand because I stopped STUDENTS
ACHIEVE
TO
schooling long time ago.”
“Kulang ra gyud ang isa ka adlaw nga discussion sa LEARNING
kadaghan sa module.”
“One day in a week is not enough to handle all the
modules.”
14. Which of the following statements does NOT belong to the theme Learning
Resources?
A. “We don’t have books to review.”
B. “One day in a week is not enough to handle all the module.”
C. “We can research online but we don’t have internet connectivity.”

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 D. “I find some exercises a little harder because we don’t have textbook.”

15. Which of the following is not among the theme of the responses of Grade 11
students
in Bulua National High School when asked about their General Mathematics
Subject?
A. Learning Resources
B. General Mathematics
C. Students Preferences to achieve learning
D. Situations that hamper students to achieve learning

What I Need to Know

This module will guide you on how to analyze and interpret the gathered data in
your qualitative studies based in your field of specialization. This will help you to
conceptualized framework or interpretation or decision from your chosen variables on
how to treat data in your qualitative research.
This module contains some terminologies and activities that can help you
enhance your knowledge and skills in data analysis and interpretation in-order to
present and discuss thoroughly your findings based in your field of specialization.
After going through this module, you are expected to:
1. Analyze data with intellectual honesty using suitable techniques in
qualitative research
2. Discuss ways of presenting and interpreting data and
3. Apply the data analysis method and interpretation of data in qualitative
research of your choice relevant to your field of study.

In your previous modules, you already make your data gathering instrument,
sample, and data collection procedures. I want you to gather a simple data within your
neighborhood to verify the following statement whether it is True or False. Write your
answer in a separate sheet of paper.
Instructions: Choose ONE of the statements. Collect some data to show whether it is
true or false. You may like to make a display of your work.

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 Most people eat too many chips Children recycle more rubbish than adults

Tall people wear large shoes Left-handed people are more artistic
than right-handed

B. Review of the Qualitative data:

List 10 qualitative data that you use in your research paper or that might be
used in a research paper.
1
2
3
4
5
6
7
8
9
10

Do you believe in magic?

As what David Pomeranz emphasized in His Song:
Got to believe in magic
Tell me how two people find each other
In a world that's full of strangers
You've got to believe in magic
Something' stronger than the moon above
Cause it's magic when two people fall in love.

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 You got to believe in yourself that you can do your research paper. You are
almost done in your qualitative study based in your field of specialization. What you
are going to do is to read, read, and read all the responses from your respondents,
then make a code then finally make your own theme from the given qualitative data.
In the other word, you need to analyze and make an interpretation from the
given statements or sentiments or experience from the respondents without being
bias.

What is data analysis?

Definition of research in data analysis:
According to LeCompte and Schensul, research data analysis is a process used
by researchers for reducing data to a story and interpreting it to derive insights. The
data analysis process helps in reducing a large chunk of data into smaller fragments,
which makes sense.
Three essential things take place during the data analysis process — the first
data organization. Summarization and categorization together contribute to becoming
the second known method used for data reduction. It helps in finding patterns and
themes in the data for easy identification and linking. Third and the last way is data
analysis – researchers do it in both top-down or bottom-up fashion.
Marshall and Rossman, on the other hand, describe data analysis as a messy,
ambiguous, and time-consuming, but a creative and fascinating process through
which a mass of collected data is being brought to order, structure and meaning.
We can say that “the data analysis and interpretation is a process representing
the application of deductive and inductive logic to the research and data analysis.”
Why analyze data in research?
Researchers rely heavily on data as they have a story to tell or problems to
solve. It starts with a question, and data is nothing but an answer to that question.
But, what if there is no question to ask? Well! It is possible to explore data even
without a problem – we call it ‘Data Mining’ which often reveal some interesting
patterns within the data that are worth exploring.
Irrelevant to the type of data, researchers explore, their mission, and audiences’
vision guide them to find the patterns to shape the story they want to tell. One of the
essential things expected from researchers while analyzing data is to stay open and
remain unbiased towards unexpected patterns, expressions, and results. Remember,
sometimes, data analysis tells the most unforeseen yet exciting stories that were not
expected at the time of initiating data analysis. Therefore, rely on the data you have at
hand and enjoy the journey of exploratory research.

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 Every kind of data has a rare quality of describing things after assigning a
specific value to it. For analysis, you need to organize these values, processed and
presented in a given context, to make it useful.
Qualitative data: When the data presented has words and descriptions, then we call
it qualitative data. Although you can observe this data, it is subjective and harder to
analyze data in research, especially for comparison.
Example: Quality data represents everything describing taste, experience, texture, or
an opinion that is considered quality data. This type of data is usually collected
through focus groups, personal interviews, or using open-ended questions in surveys.

Data analysis in qualitative research

Data analysis and qualitative data research work a little differently from the
numerical data as the quality data is made up of words, descriptions, images, objects,
and sometimes symbols. Getting insight from such complicated information is a
complicated process. Hence it is typically used for exploratory research and data
analysis.
Terms used in Qualitative data analysis
Theory: A set of interrelated concepts, definitions and propositions that presents a
systematic view of events or situations by specifying relations among variables
Themes: idea categories that emerge from grouping of lower-level data points
Characteristic: a single item or event in a text, similar to an individual response to a
variable or indicator in a quantitative research. It is the smallest unit of analysis
Coding: the process of attaching labels to lines of text so that the researcher can
group and compare similar or related pieces of information
Coding sorts: compilation of similarly coded blocks of text from different sources into
a single file or report
Indexing: process that generates a word list comprising all the substantive words and
their location within the texts entered a program
Principles of Qualitative data analysis
1. People differ in their experience and understanding of reality (constructivist-many
meanings)
2. A social phenomenon can’t be understood outside its own context (Context-bound
i.e. book is in the pen)
3. Qualitative research can be used to describe phenomenon or generate theory
grounded on data
4. Understanding human behavior emerges slowly and non-linearly

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5. Exceptional cases may yield insights in to a problem or new idea for further inquiry
Features of Qualitative data analysis
• Analysis is circular and non-linear
• Iterative and progressive
• Close interaction with the data
• Data collection and analysis is simultaneous
• Level of analysis varies
• Uses inflection i.e., “this was good”
• Can be sorted in many ways
• Qualitative data by itself has meaning, i.e., “banana”

The Process of Qualitative data analysis

Step 1: Organize the data
• Transcribe the data (you can use hyper TRANSCRBE software)
• Translate the data (You can use language translation software like SYSTRAN)
• Data cleaning
• Label the data – Structuring – Familiarizing
Step 2: Identify a Framework
• Read, Read, Read...
• Identify a Framework – Explanatory – Guided by the research question –
Exploratory-Guided by the data
• Framework will structure, label and define data
• Framework=Coding plan
Step 3: Sort data into Framework
• Code the data
• Modify the Framework
• Data entry if use computer packages
Step 4: Use Framework in descriptive analysis
• Descriptive analysis
– Range of responses in categories
– Identify recurrent themes
Stop here if exploratory research
Step 5: Second order analysis
• Identify recurrent themes
• Notice patterns in the data
• Identify respondent clusters
– Search for causality
– Identify related themes
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• Build sequence of events
• Search data to answer research questions
• Develop hypothesis and test
Types of qualitative analysis
Content analysis
• Content analysis is the procedure for the categorization of verbal or behavioral data
for the purpose of classification, summarization, and tabulation
• The content can be analyzed on two levels
– Descriptive: What is the data?
– Interpretative: what was meant by the data?
Narrative analysis
• Narratives are transcribed experiences
• Every interview/observation has narrative aspect-the researcher has to sort-out and
reflect up on them, enhance them, and present them in a revised shape to the reader
• The core activity in narrative analysis is to reformulate stories presented by people in
different contexts and based on their different experiences

Discourse analysis
• A method of analyzing a naturally occurring talk (spoken interaction) and all types of
written texts
• Focus on ordinary people method of producing and making sense of everyday social
life: How language is used in everyday situations?
– Sometimes people express themselves in a simple and straightforward way
– Sometimes people express themselves vaguely and indirectly
– Analyst must refer to the context when interpreting the message as the same
phenomenon can be described in a number of different ways depending on
context
Framework Analysis
• Familiarization: Transcribing & reading the data
• Identifying a thematic framework: Initial coding framework which is developed both
from a priori issues and from emergent issues
• Coding: Using numerical or textual codes to identify specific piece of data which
correspond to different themes
• Charting: Charts created using headings from thematic framework (can be thematic
or by case)
• Mapping and interpretation: Searching for patterns, associations, concepts, and
explanations in the data
Grounded Theory
• Analytic induction

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 – Starts with an examination of a single case from a ‘pre-defined’ population in
order to formulate a general statement about a population, a concept or a
hypothesis
– Then the analyst examines another case to see whether it fits the statement
– If it does, a further case is selected
– If it doesn’t fit there are two options
• Either the statement is changed to fit both cases or the definition of the population
is changed in such a way that the case is no longer a member of the newly defined
population
– Then another case is selected, and the process continues
– In such a way one should be able to arrive at a statement that fits all cases of
a population-as-defined – This method is only for limited set of analytic
problems: those that can be solved with some general overall statement
Strategies for analyzing observations
• Chronology: describe what was observed chronologically overtime, to tell the story
from the beginning to the end
• Key events: describing critical incidents or major events, not necessarily in order of
occurrence but in order of importance
• Various settings: describe various places, sites, settings, or locations in which
events/behaviors of interest happen
• People: describing individuals or groups involved in the events
• Process: describing important processes (e.g., Control, recruitment, decision-making,
socialization, communication)
• Issues: Illuminating key issues – how did participants change
Here is an example of a transcribed result of an interview conducted in Bulua
National High School to displaced learners during the Marawi Siege. They were able to
come up with varied theme depending on the questions asked. This is a result based
on one-on-one interview.
Informant 1
Verbatim Translation Theme
I: Paano ka naka recover I: How did you recover
sa nangyari sa Marawi? after the Marawi siege?
P: Para sa akin, naka P: For me, I have
recover nako sa nagyari sa recovered from what
Marawi. Magmula nung happened in Marawi ever RECOVERED
tumira kami dito sa Auntie since we started to live in
ko. Mas napalapit kami sa my Auntie because we
isa’t isa at nasanay din became closer and we
ako sa pamumuhay dito. started to get used to the
way of living here
I: May nagbago bas a I: Is there any changes in
pamilya ninyo magmula your family ever since that SEPARATION
nung nangyari yun? happened?
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P: Oo, kasi nagkahiwa P: Yes, my family got
hiwalay kaming pamilya separated because of what
nang dahil doon happened
I: Na apektohan ba ang I: Did it affect the cultural
culture ng mga Maranao? practice of the Maranaos?
P: Oo, kasi unti-unti nang P: Yes, because the
nagagaya ng mga Maranao Maranaos are starting to GETTING INFLUENCED
yung Gawain ng mga adopt the things that BY CHRISTIAN
Chrisitan tulad ng Christian did like getting
pakipagrelasyon at hindi in a relationship and not
narin pagsuot ng wearing a veil.
kumbong

Finding patterns in the qualitative data

Although there are several ways to find patterns in the textual information, a
word-based method is the most relied and widely used global technique for research
and data analysis. Notably, the data analysis process in qualitative research is
manual. Here the researchers usually read the available data and find repetitive or
commonly used words.
For example, while studying data collected from poor province of the Philippines to
understand the most pressing issues people face, researchers might
find “food” and “hunger” are the most commonly used words and will highlight them
for further analysis.
The keyword context is another widely used word-based technique. In this
method, the researcher tries to understand the concept by analyzing the context in
which the participants use a particular keyword.
For example, researchers conducting research and data analysis for studying the
concept of ‘diabetes’ amongst respondents might analyze the context of when and how
the respondent has used or referred to the word ‘diabetes.’
The scrutiny-based technique is also one of the highly recommended text
analysis methods used to identify a quality data pattern. Compare and contrast is the
widely used method under this technique to differentiate how a specific text is similar
or different from each other.
For example: To find out the “importance of resident doctor in a company,” the
collected data is divided into people who think it is necessary to hire a resident doctor
and those who think it is unnecessary. Compare and contrast is the best method that
can be used to analyze the polls having single answer question types.
Metaphors can be used to reduce the data pile and find patterns in it so that it
becomes easier to connect data with theory.

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 Variable Partitioning is another technique used to split variables so that
researchers can find more coherent descriptions and explanations from the enormous
data.
Sample interpretation of data using the extracted table from the unpublished research
paper of Ms. Cristy G. Dablo, entitled, “TEENAGE PREGNANCY AND ITS
INTERVENTIONS: MINIMIZING FUTURE RISKS AMONG HIGH SCHOOL STUDENTS.”
Table 1. Experiences knowing that you are pregnant
R1 “Kanang nahadlok ko kay basin dili ko panagutan sa akong uyab, pero mas
nahadlok ko nga basin dili madawat sa akong ginikanan samot na nga dili sila
ganahan sa akong uyab”
(I’m afraid that my boyfriend won’t carry the responsibility, but I am more
afraid of my parents not accepting me for they don’t like my boyfriend)
R2 “Nahadlok kog ayo nga to the point nga nag plano ko nga ipalaglag ang bata
nga naa sa ako tiyan kay wala nay ginikanan na akong maduolan sa akong
pagburos og nag plano pod ko maghikog nalang”
(I am so afraid and reach to the point aborting the baby’s life inside my tummy,
since I don’t have the parents to turn to. With that, I planned to commit
suicide)
R3 “Kada gabii ko maghilak kay gahunahuna kung unsaon nako pagsulbad ani
nga problema. Gusto nako ipalaglag ang bata kay dili pa ko ready nga
mahimong inahan”
(I cried every night, thinking on how to solve the problem. I wanted to abort the
child for I am not ready to become a mother)
R4 “Pagkahibalo nako naburos mura kog na down og ayo tungod kay ga overthink
kog ayo sa mga possible nga mahitabo og wala pod ko kabalo unsa akong
buhaton. Mas samot ko nahadlok unsoan pag atubang sa problema nga
naburos ko sayo nga pangidad”
(As soon as I know that I’m pregnant, I felt so down because I overthink of
possibilities and do not know what to do)
R5 “Nahadlok ko.. kay maulawan akong pamilya. Naghunahuna ko nga dili padayn
ang akong gidala. Ug siguromagpalayo nalang, mu undang ug eskwela.
Nawad-an kog paglaum sa akong kinabuhi tungod ani nga bata”
(I’m afraid.. because I put to shame on my family. I thought of aborting my
baby inside my tummy. I want to stay away from them. I want to stop
schooling. I lost hope in my life because of the baby)
Interpretation for Table 1
All of the respondents’ responses were about fear, worries, and apprehensions.
Table 1 showed the emotions that respondents felt knowing that they were pregnant at
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an early age. Three (3) directly blurted out their feeling of fear and the rest indirectly
said. Fear on how the parents reacted to the shame they brought up, fear of
hopelessness that the baby shuttered their future dreams, fear on how they raise the
child knowing that they are incapable of supporting themselves. The fear felt push to
worry, apprehend and think of worst deed to abort the child.
According to Enyegue (2004) teenagers raised in a culture where parents are
really afraid to broach the topic to their kids are at risk of early pregnancy. With this
many teens worry about what their families will say when they find out that they are
pregnant. So, they avoid telling their parents or someone else who might be able to
help them find support. This delays their prenatal care, making the pregnancy even
more risky for themselves and their baby. With that fear, abortion came to their
thinking trying to solve the problem, facing the grim realities of teen pregnancy is not
pleasant.
Activity
Given the Verbatim questions and answers from the one of the respondents.
Translate the verbatim questions and answers into English language. Use thematic
analysis to come up a theme. You may use this format.
Informant 1
Verbatim Translation Theme
I: Unsay na sabtan nimo I:
about sa New Normal?
P: Para nako, ang new P:
normal kay pag protect
nato sa atong health para
dili matakdan sa COVID
19.
I: Unsay imong I:
nakat-onan niining atong
sitwasyon sa pandemya?
P: Nakat-on ko nga dapat P:
diay mag limpyo permi sa
atong kamot ug maligo
kay para dili ta matakdan
sa COVID. Kinahanglan
gyud ta magtinabangay
kay dili makita ang virus.
I: Unsay ikasulti nimo sa I:
atong mga opisyales sa
sugbo nga nagdumala sa
Task force against COVID?
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P: Nagbuhat ra man sila P:
sa ilang trabaho kutob sa
ilang mahimo kay dili man
pud sila perfecto. Dapat
kitang mga Sugbuanon
mo cooperate pud kay
para dili pud sila mag
stricto.

The researcher intensively reads or listens to materials, assimilating as much of the

explicit and implicit meaning as possible
The researcher systematically working through the data, assigning coding categories
or identifying meanings within the various segments/units of the text
The researcher knows about questioning or interrogating the meanings or categories
that have been developed? Are there other ways of looking at the data? Do some codes
mean the same thing?
The researcher finds ways in sorting through the categories. Deciding which categories
are recurring and central and which are less significant or are invalid or mistaken

The researcher is open minded in making sense of the data from a wider perspective.
Constructing a model or using an established theory to explicit the findings of the
study.

Directions: Conduct a survey within your family members or online interview.

Choose
at most 5 respondents, make five questions and ask them about their feelings
or status during this Corona Virus or COVID 19 Pandemic. Make a theme from
their responses and make your own interpretation from their experience.

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Directions: Read and understand each statement. Choose the letter of the correct
answer. Write your answer in a separate sheet of paper.
1. You should avoid using double-barreled questions in a survey because:
A. They rely too much on a respondent's memory
B. They make the questions too long, so respondents lose interest
C. They are too abstract and general in scope
D. They confuse respondents by asking about two different things
2. Which of the following is NOT an advantage of using closed questions in a survey?
A. It reduces the risk of variability in the way answers are recorded
B. It makes answers easier to process and analyze
C. They prevent respondents from giving spontaneous, unexpected answers
D. Closed questions are quicker and easier for respondents to complete
3. Which of the following is NOT a disadvantage of self-completion questionnaires
compared to structured interviews?
A. The respondent can read the whole questionnaire before answering the first
question
B. The researcher cannot ask many closed-ended questions
C. The researcher cannot probe or prompt respondents for more detail
D. The respondent may not answer all questions, resulting in missing data
4. Which of the following is not advised when planning the question order of a
structured interview?
A. Be wary of asking an earlier question that alters the salience of later
questions
B. Expect some variation in the order in which questions are asked
C. Leave questions about sensitive or embarrassing issues until later in the
interview
D. Group the questions into logically organized sections

5. Why is it helpful to keep a research diary or logbook while you are conducting your
project?
A. To give you something to do in the early stages of your research when
nothing is happening
B. Because funding councils generally demand to see written evidence that
you were working every day during the period of the research
C. To keep a record of what you did and what happened throughout the
research process

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 D. It can be added to your dissertation to ensure that you reach the required
word limit
6. Why is it "easier said than done" to ensure that the principle of informed consent is
adhered to?
A. It is not practicable to present every participant with all the information
about the study
B. Sometimes it is desirable to withhold certain pieces of information, such as
the length of time an interview will take
C. If the participants knew exactly what the researcher was intending to study,
they might change their behavior
D. All of the above
7. When planning to do social research, it is better to:
A. Approach the topic with an open mind
B. Do a pilot study before getting stuck into it
C. Be familiar with the literature on the topic
D. Forget about theory because this is a very practical undertaking
8. Which comes first, theory or research?
A. Theory, because otherwise you are working in the dark
B. Research, because that's the only way you can develop a theory
C. It depends on your point of view
D. The question is meaningless because you can't have one without the other
9. Which of the following is the most accurate?
A. Do what other students do
B. Always follow exactly the standard structure of a research report
C. Modify the standard structure appropriately if it does not work well for a
particular study
D. Use the standard structure only when its suits yourself
10. What is the primary aim of data research and analysis?
A. Explore the impossibility
B. Share the desired outcomes
C. Explain the unnecessary events
D. Derive ultimate insights that are unbiased.

11. The following are necessary skills for the researcher to analyze the data, EXCEPT?
A. Relies only to the findings of other researchers.
B. Getting trained to demonstrate a high standard of research practice.
C. Knows how to select one statistical method over the other to obtain better
data insights.
D. Ideally, researchers must possess more than a basic understanding of the
rationale

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12. Why is it important that personal data about research participants are kept within
secure, confidential records?
A. So that the participants cannot find out what has been written about them
B. So that individuals, places or organizations cannot be harmed through
identification or disclosure of personal information
C. So that government officials, teachers and other people in authority can
have easy access to the data
D. To enable the researcher to track down individuals and find out more about
their lives
13. Why do we analyze data in research?
A. To complete the parts of the research.
B. The data has a rare quality of describing things.
C. It starts with a question, and data is nothing but an option.
D. Researchers rely heavily on data as they have a story to tell or problems to
solve
For questions 14-15, refer to the Table of Responses of Grade 11 students in Bulua
National High School when asked about their General Mathematics Subject.
Question Response Theme
“Medyo lisod ang uban exercises wala man gud lain
textbook kami pa mangita ug laing resources.”
“I find some exercises a little harder because we
don’t have textbook.”
‘Pwedi man ma research online ang mga topic pero LEARNING
walay free internet sa school.” RESOURCES
“We can research online but we don’t have free
Kumusta internet connectivity.”
man ang “Wala mi libro sa balay para maka review.”
inyong “We don’t have books to review.”
General
Mathematics Gusto ko magpatutor kang Mam pero maulaw ko
magnutana sa klase.”
Subject? “I want my teacher to tutor me but I am a shame in
Translation: the“Unta
class.”
manghatag si Mam ug kopya sa iyang
STUDENTS’
PREFERENCES
How do you powerpoint.” TO ACHIEVE
find your “We want out teacher to give us a copy of LEARNING
General
Mathematics powerpoint.”
“Naa untay online tutorial.”
Subject? “We want online tutorial.”
“Kay ga trabaho man ko, gamay sa akong time mag SITUATIONS
review sa balay.”
“I have no time to review at home because I am THAT HAMPER
STUDENTS TO
working.” ACHIEVE
“Dugay nako naka undang mao medyo lisod LEARNING
namakasabot.”

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 “I find it hard to understand because I stopped
schooling long time ago.”
“Kulang ra gyud ang isa ka adlaw nga discussion sa
kadaghan sa module.”
“One day in a week is not enough to handle all the
modules.”
14. Which of the following is not among the theme of the responses of Grade 11
students in Bulua National High School when asked about their General Mathematics
Subject?
A. Learning Resources
B. General Mathematics
C. Students Preferences to achieve learning
D. Situations that hamper students to achieve learning
15. Which of the following statements does NOT belong to the theme Learning
Resources?
A. “We don’t have books to review.”
B. “One day in a week is not enough to handle all the module.”
C. “We can research online but we don’t have internet connectivity.”
D. “I find some exercises a little harder because we don’t have textbook.”

A Additional Activities

Once you are done with the assessment part, you can now proceed to your own
data analysis based on the approved topic from your research teacher. Decide, with
the help of your teacher, what data analysis method in qualitative research to used
and manipulate so that you can easily interpret the result of your study.

Answer Key

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Glossary
Analysis is a detailed examination of anything complex in order to understand its
nature or to determine its essential features.
Conceptualized framework is a written or visual representation of an expected
relationship between variables. It represents the researcher’s synthesis of the
literature on how to explain a phenomenon.
Data is information, usually in the form of facts or statistics that can be analyzed.
Data Analysis is a process for obtaining raw data, and subsequently converting it into
information useful for decision-making by users.
Qualitative Data is defined as the data that approximates and characterizes. It can be
observed and recorded, and it is a non-numerical in nature.
Variables are simply the characteristics or properties that you want to study.

References
Books:
Arcinas, M. (2016). Applied Research: An introduction to qualitative research methods
and report writing. Quezon City: Phoenix Publishing House
Barrot, J. (2017). Practical Research 2 for Senior High School. C & E Publishing, Inc.
Cristobal, A. and Dela Cruz, M. (2017). Practical Research 2 for Senior High School.

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 Quezon City: C&E Publishing, Inc.
McGaghie, W. C.; Bordage, G.; and J. A. Shea (2001). Problem Statement, Conceptual
Framework, and Research Question. Retrieved on January 5, 2015 from
http://goo.gl/qLIUFg
Tomakin, F. (2010). Fundamentals of Research Methodology. Cebu City: Statlink
Research Training and Development
Online/Website:
Retrieved from https://ryanstutorials.net/software-design-and-development/input-
process-output.php
Retrieved from https://simplyeducate.me/2015/01/05/conceptual-framework-guide/
Retrieved from https://www.scribbr.com/dissertation/discussion/
Retrieved from https://www.questionpro.com/blog/qualitative-data/
Retrieved from https://simplyeducate.me/2015/01/05/conceptual-framework-guide/
Retrieved from https://www.thefreedictionary.com/data
Retrieved from https://www.merriam-webster.com/dictionary/analysis
Retrieved from https://en.wikipedia.org/wiki/Data_analysis

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