Republic of the Philippines I.

OBJECTIVES
Department of Education
Region III A. Content Standards: The learner demonstrates understanding
Schools Division Office of Bulacan of drawing out patterns and themes from data
CARLOS F. GONZALES HIGH SCHOOL B. Performance Standards: The learner is able to analyze and
draw out patterns and themes with intellectual honesty

C.MELCs: infers and explain patterns and themes from data

(CS_RS11- IVd-f-2)
Practical Research 1
D. Specific Objectives:
Quarter 2 – Module 5: 1.generate themes from qualitative data; and

Data Patterns and Themes 2. explain the themes from qualitative data

ACTIVITY SHEET 5 II.CONTENT

Lesson 5 Data Patterns and Themes

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NAME: _______________________________________________________
GRADE AND SECTION: ______________________________________
DATE OF SUBMISSION: _____________________________________

General Directions: Carefully read all directions and supply

what is asked. Write your answers in a separate sheet of paper.

CFGHS-SHS-PR1__________

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III. PROCEDURES: Part B

A. Preliminary Activities Direction: Match the codes in column A with the correct themes in
Part A column B. Choose the letter of the correct answer. Write your
Direction: Identify what is asked from the given statements below. answers on a separate sheet of paper.
Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
Column A Column B
a. Codes 1. Student feels valued b. Familiarization
a. Self-love
Student feels her opinion matters b. Study habit
c. Pattern Student feels involved in her
d. own
Theme
learning c. Study problems
2. Life goals
e. Transcription f. Transitions d. Social influence
Money issues e. Student
empowerment
Identifying past improvements f. Perception of the
3. Care about the opinion of others future
1. This refers to the conduct of individual or group interviews and Majority prefer imported products
generally written verbatim or exactly word-for-word. Celebrities endorse such product
2. This is generated when similar issues and ideas expressed by 4. Taking care of oneself
participants within qualitative data are brought together by the Prioritizing own needs
researcher into a single category or cluster. Doing things that bring happiness
3. These are the shorthand labels to describe the content in the 5. Studying notes
highlighted sections of the text – usually phrases or sentences. Doing project ahead of time
4. This refers to something that happens in a regular and repeated Doing homework immediately
way.
5. This is the first step to get to know the data. Page 4

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B. Reviewing of previous lesson C. Presenting New Lesson
Tell whether the following words in the word cloud belong to
quantitative data or qualitative data collection. Write your answers Motivation
Read the following transcriptions and answer the questions that
on a separate sheet of paper.
follow. Write your answers on a separate sheet of paper.

Ken: What’s the most important lesson you’ve learned since launching
AppRRL?
J oshua: I would tell the most important thing is strategy is more
important than methods.
Ken: What bit of suggestion or piece of information do you wish you
would have known before launching AppRRL?

Quantitative Data Collection Qualitative Data Collection J oshua: I’d like to… I mean it would have been better to know the
exact strategy to succeed… ahead of time. And, so, what I am trying
to say is that we had our objective. We’ve always had similar objective,
which is assisting great clients discover great companies, and we’ve
devoted time, we established a reward level, we established a directory,
we attempted bundles, we’ve tried all these various methods. It would
have been better to know that the model that discovered now, you
know, a year ago. I would have saved a year of time. But it does help
us that we have that kind of institutional knowledge now that anybody
else attempts to do it is going to take a year or more
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1. Name the people in the interview transcription. Who is the

interviewee? Who is the interviewer.
2. What does the transcription all about?
3. Write down all the important words/phrases that talk about the
topic of the transcription.
4. What have you observed? Do all the words jotted down have the
same essence or implied meaning?
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3. Discussion of the topic (Abstraction) 2. Indigenous categories. Alternative way to look for themes is to
look for local words that may sound unfamiliar or are utilized in
Transcription is the act of providing a written account of spoken unfamiliar ways.
words. In qualitative research, transcription is steered by individual
or group interviews and commonly written verbatim or precisely 3. Key-words-in-context (KWIC). It is thoroughly associated with
word-for-word. Transcription is mostly the source of qualitative indigenous categories. KWIC is based on a plain observation: if you
analysis through identification and explanation of themes, which want to comprehend a concept, then look on manner it is used. In
this module is basically all about. this technique, researchers pinpoint keywords and then analytically
search the corpus of words to find all instances of the word or phrase.
Patterns and Themes Each moment they find a word, they make a copy of it and its
The heart of qualitative data analysis is the mission of uncovering immediate context. Themes get identified by physically categorizing
the themes and themes are acquired through patterns. Pattern. It the examples into piles of similar meaning.
is a repeated arrangement or design particularly used to decorate
or write something - something that occurs in a frequent and 4. Compare and Contrast. The compare and contrast approach is
repeated way. Theme. It is the major product of data analysis that established on the concept that themes signify the ways in which
generates helpful results in the field of study. A theme is created words are either similar or different from each other.
when the same issues and ideas conveyed by participants within
qualitative data are carried together by the researcher into a 5. Social Science Queries. Besides identifying indigenous themes
particular category or cluster. It may be categorized by a word or — themes that describe the experience of informants — researchers
expression taken precisely from the data or by one formed by the are concerned in understanding how textual data explain questions
researcher because it appears to best illustrate the essence of of importance to social science. Searching interviews for evidence of
what is being stated. social struggle, cultural inconsistencies, informal methods of social
regulation, things that individuals do in handling objective social
Techniques to Identify Themes in Qualitative Data relations, methods by which people obtain and maintain achieved
1. Word Repetitions. We start with word-based methods. Word and ascribed status, and information about how individuals resolve
repetitions, keyindigenous terms, and key-words-in-contexts problems.
(KWIC) all illustrate on a simple observation—if you want to
comprehend what individuals are talking about, look at the words 6. Searching for missing information. The ultimate scrutiny-
they use. Word repetitions can be examined formally and based approach we define works in reverse from normal theme
informally. In the informal manner, investigators simply read the identification techniques. As an alternative of identifying themes that
text and note words or synonyms that individuals use a lot. A arise from the word, researchers search for themes that are lacking
further formal analysis of word occurrences can be done by in the text.
creating a list of all the extraordinary words in a text and counting
the number of times each occurs. 7. Metaphors and analogies. It is seeking through text for
Page 7 metaphors, similes, and analogies and the examination that
individuals often embody their ideas, behaviors, and experiences
with analogies. The purpose is to look for metaphors in rhetoric and
determine the schemas or underlying principles, that might generate
patterns in those metaphors.
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8. Transitions. Seek for naturally appearing changes in thematic 12.Cutting and sorting. Cutting and sorting is a more proper way
content. Linguistic forms of transition differ between oral and written of pawing and a technique we both utilize quite a bit. It is especially
words. In written texts, new paragraphs are often used by writers to beneficial for identifying subthemes. The approach is centered on a
signal either subtle or abrupt changes in topics. In oral speech, powerful trick most of us learned in kindergarten and involves paper
pauses, shift in tone, or specific phrases may indicate thematic and scissors. We first read through the text and identify quotes that
transitions. An example is the reappearance of elements like "Now," seem somehow essential. We cut out each quote (making sure to
"Then," "Now then," and "Now again." These often indicate the maintain some of the contexts in which it appeared) and paste the
separation of verses and "once such patterning has been uncovered material on small index cards.
in cases with such markers, it can be understood in cases without
them. The 6 Steps of Thematic Analysis
Thematic analysis is a technique of analyzing qualitative data. It is
9. Connectors. Look thoroughly at words and phrases that imply generally utilized to a set of texts, such as interview transcripts. The
relationships among things. For example, causal relationships are researcher thoroughly explores the data to find common themes.
often signaled by such words and phrases such as “since,”
“because,” and “as a result.” Words such as “if” or “then,” “instead Step 1: Familiarization The initial step is to get to know our data. It is
of” and “rather than,” often indicate conditional relationships. The essential to get a comprehensive overview of all the data we
phrase is frequently linked with taxonomic categories. gathered before we begin analyzing separate items. This might
include transcribing audio, reading through the text and taking initial
10.Unmarked texts. One method to identify new themes is to notes, and commonly looking through the data to get acquainted
analyze any text that is not already related with a theme. This with it.
technique entails multiple readings of a text. On the initial reading,
significant themes are clearly noticeable and can be quickly and Step 2: Coding Next step, we need to code the data. Coding means
readily marked with various colored pencils or highlighters. In the highlighting sections of our text – normally phrases or sentences –
next step, the search is for themes that stay unmarked. This tactic– and coming up with shorthand labels or “codes” to illustrate their
marking obvious themes early and quickly—forces the search for content. Let us take a short example word. Say we are investigating
new, and less major themes. opinions of climate change among traditional voters aged 50 and up,
and we have gathered data through a series of interviews. An
11.Pawing. Pawing through texts and marking them up with various extract from one interview looks like this:
colored highlighter pens. Examination of words starts with
proofreading the documents and simply underlining major phrases
“because they make some as yet undeveloped sense.” In this way,
you get a feel for the word by processing your data several times.
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 Codes Themes
Uncertainty Uncertainty
Leave it to the experts
Alternative explanations
Distrust of scientists Distrust of experts
Resentment toward experts
Fear of government control
Misunderstanding of science Misinformation
Biased media sources
Incorrect facts

At this point, we might conclude that some of our codes are too
vague or not significant enough (for example, because they do not
occur frequently in the data), so they can be removed.

In this extract, we have highlighted different phrases in different colors Other codes might become themes in their own right. In our
relating to various codes. Each code defines the idea or feeling example, we opted that the code “uncertainty” made impression as
conveyed in that section of the text. a theme, with some other codes integrated into it.

At this phase, we want to be comprehensive: we go through the Once more, what we choose will differ according to what we are
transcript of every interview and highlight the whole thing that jumps attempting to find out. We want to generate possible themes that
out as significant or possibly interesting. As well as highlighting all the tell us something useful about the data for our intentions.
phrases and sentences that fit these codes. We can continue adding
new codes as we go through the text. Step 4: Reviewing themes Now we have to make sure that our
themes are helpful and precise representations of the data. Here,
After we scrutinize the text, we collect together all the data into we go back to the data set and relate our themes against it. Are we
groups identified by code. These codes permit us to achieve a lacking anything? Are these themes really appear in the data? What
condensed overview of the key points and familiar meanings that can we adjust to make our themes work better? If we face
reappear throughout the data. challenges with our themes, we might divide them, combine them,
remove them or generate new ones: whatever makes them more
Step 3: Generating themes Next, we look over the codes we have valuable and precise.
produced, identify patterns among them, and begin coming up with
themes. Themes are normally broader than codes. Most of the time, Step 5: Defining and naming themes Now that you have a definitive
you will bring together several codes into a single theme. In our list of themes, it is time to label and describe each of them.
example, we might begin combining codes into themes like this: Defining themes includes devising precisely what we mean by each
theme and figuring out how it supports us comprehend the data.
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Step 4: Reviewing themes Now we have to make sure that our 3. Jim: My grandfather is so strong. He could build a house all by
themes are helpful and precise representations of the data. Here, himself. He could carry two sacks of rice at once. He could work 10
we go back to the data set and relate our themes against it. Are hours on the farm a day.
we lacking anything? Are these themes really appear in the data? a. Being workaholic b. Being industrious
What can we adjust to make our themes work better? If we face c. Enormous strength d. Display of weakness
challenges with our themes, we might divide them, combine them, 4. Anna: I can’t control my feelings for him. I want to see him every
remove them or generate new ones: whatever makes them more day. I am very happy every time we talk. I think I’m in love.
valuable and precise. a. Being lonely b. Being happy
c. Being in love d. Being obedient
Step 5: Defining and naming themes Now that you have a 5. Shiela: I have been so busy with my new job that I don’t have time
definitive list of themes, it is time to label and describe each of to do much else. I even failed to attend my cousin’s birthday. You
them. Defining themes includes devising precisely what we mean know. It is hard to be absent when you are new in the company. I
by each theme and figuring out how it supports us comprehend need to learn everything as much as possible.
the data. a. Feeling of laziness b. Absence of self-love
c. Diligence in the new job d. Not happy with the new job
Independent Activities
Activity A B. Choose the correct themes of the following codes. Write the letter
Direction: Identify the appropriate codes of the following coded of your answers on your notebook.
data. Write the letter of your answers on your answer sheet. 1. Smile at the patient
Talk with the patient
1. Jenny: Glad to see things are going well and business is starting Approach patient immediately
to pick up. Rea told me about your outstanding performance a. Healthcare loyalty b. Healthcare affection
yesterday. Keep up the good work. c. Healthcare loneliness d. Healthcare responsiveness
a. Job not done well b. Satisfactory performance
c. Poor working relationship d. Failed to meet expectation 2. Conducting seminars
Informing the parents
2. Mr. Kim: I am sad that many students failed my exam. I know Collaborate with barangay officials
something went wrong. I guess they did not study well. a. Job satisfaction b. Interaction with parents
a. Happy on students’ performance b. Surprise on students’ c. Stakeholders participation d. Communication and
performance collaboration
c. Excited about students’ performance d. Disappointed with 3. Work from home
students’ performance Social distancing
Wearing of facemask and face shield
a. Job diligence b. Home security
c. Safety and welfare d. New work arrangement

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4. Pass all the exams
Reading and note taking Assessment
Concentration during class hours Match the codes in column A with the correct themes in column B.
a. Study habits b. Student talent Choose the letter of the correct answer. Write your answers on your
c. Study negligence d. Student irresponsibility answer sheet.
Column A Column B
5. Talk with the adviser 1. Cutting classes a. Poverty
Attend parenting seminar Cigarette smoking b. Mental health
Ask children about school matters Teenage pregnancy c. Being respectful
a. Parent Involvement b. Student involvement 2. Malnourishment d. Effects of pandemic
c. Teacher involvement d. Student empowerment Many are homeless e. Student empowerment
Plenty are unemployed f. Heroism and volunteerism
Reflection 3. Extreme loneliness g. Parents’ active cooperation
Assess your learning progress by completing the following statements. Experiencing anxiety h. Online business enthusiast
Overcoming depression i. Influence of Korean culture
I have learned that 4. Fan of KPop singers j. Lack of dedication in studying
_________________________________________________________________________ Listen to KPop music k. Students’ problems and issues
Watch Korean dramas
_________________________________________________________________________
5. Many people died
_________________________________________________________________________ Many lost their job
_________________________ Many companies became bankrupt
I have realized that I learn best when 6. Know one’s privacy
_________________________________________________________________________ Listen to other’s opinion
_________________________________________________________________________ Ask for majority’s approval
_________________________________________________________________________ 7. Always absent
________________________ Do not jot down notes
I have deepened my understanding of the topic by Feel bored during class
_________________________________________________________________________ 8. Donating to the needy
Participating in clean-up drive
_________________________________________________________________________
Volunteering in charitable activities
_________________________________________________________________________ 9. Buy products online
_________________________ Participate in live online selling
Have Shopee and Lazada applications
10.Student has study habit
Student is active in student organization
Student participates in leadership training
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