PRACTICAL RESEARCH 1

2nd Semester - 2nd Quarter

Week 3

LEARNING ACTIVITY SHEET

Division of Surigao del Sur
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 Competency:
The learner infers and explain patterns and themes from data.
(CS_RS11- IVd-f-2)

Objectives: At the end of the week, you shall have

a. familiarized the steps to correctly infer and explain patterns and
themes from the gathered data;
b. interpreted and analyzed the patterns and themes collected to
present findings; and
c. valued the significance of inferring and explaining patterns and
themes in Qualitative Data.

Learner’s Tasks

Lesson Overview

The starting point of data analysis in qualitative research is by “getting to

know” your data. This can be done by listening to your audios or reading your
transcripts (O’Connor & Gibson, 2003). After doing this, it will give you a general idea
of what people are saying and what results you are looking for.

Formal Systems

There are formal systems for analysis of qualitative data that have been
developed in order to help researchers get at the meaning of their data more easily
(Rubin & Rubin, 1995). These systems involve:

 coding techniques for finding and marking the underlying ideas in the data;
 grouping similar kinds of information together in categories; and
 relating different ideas and themes to one another.

O’Connor & Gibson (2003) provided the researchers a manual to guide them in
the process through a step-by-step guide to analyze qualitative interviews. The
components to this type of analysis were arranged step-by-step:

Step 1: Organizing the Data

According to Huberman & Miles (1994, p.432) as cited by O’Connor & Gibson
(2003), valid analysis is hugely aided by data displays that are focused enough to
permit viewing of all full data set in one location and are systematically arranged to
answer the research question at hand.
The best way to organize data is to go back to your interview guide. Identify
and differentiate between the questions/topics you are trying to answer, and those
that were simply included in the interview guide as important, but for the moment,
not essential.
Once you have answered your original questions, look at other ideas and
themes that have emerged from your data (surprises). Look at them in terms of how
they relate to your questions and in terms of future research considerations.

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 Data should be organized in a way that it is easy to look at, and that allows
the researcher to go through each topic to pick out concepts and themes.

Step 2: Finding and Organizing Ideas and Concepts

As postulated by Marshall & Ross (1995), identifying salient themes, recurring

ideas or language, and patterns of belief that link people and settings together is
the most intellectually challenging phase of the analysis and one that can integrate
the entire endeavor.

Observe the following upon identifying themes:

• Words/Phrases Used Frequently. Look for the words that are frequently
used and keep a list of these words.

• Meaning in Language. Sometimes, you will notice about the person’s

perceptions, attitudes, and feelings about something simply by noticing
the words they use to express themselves.

• Watch for the Unexpected. This is where you learn new things or things you
didn’t expect to hear. It is important to always follow up when your
participant seems to be going in a new or unexpected direction. These
situations are called “rich points” (Asar, 1998) and are often valuable.

• Hearing Stories. Stories are a way for the interviewee to communicate the
point of ideas or symbols indirectly. Many events, themes, and meanings
can come out of a story. It is important to pay close attention to them and
to their meanings.

• Coding and Categorizing Ideas and Concepts. Once you have identified
the words/phrases used frequently, as well as the ideas coming from how
the interviewee has expressed him/herself and from the stories that he/she
has told you, you have to organize these ideas into codes or categories.

Step 3: Building Over-Arching Themes in the Data

Each of the response categories has one or more associated themes that
give a deeper meaning to the data. Different categories can be collapsed under
one main over-arching theme.

Step 4: Ensuring Reliability and Validity in the Data Analysis and in Findings

Validity The accuracy with which a method measures what it is

intended to measure (Schopper et al., 1993) and yields data that really
represents “reality” (Goodwin et al., 1987). Validation does not belong in
some separate stage of the investigation, but instead as an ongoing principle
throughout the entire research process.

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 Reliability The consistency of the research findings (Kvale, 1996). Ensuring
reliability requires diligent efforts and commitment to consistency throughout
interviewing, transcribing, and analyzing the findings.

As themes and patterns emerge from the data, it is important to go through

the data, carefully searching for negative instances of the patterns. These are
sometimes called “outliers” (Miles & Huberman, 1994). It is often too easy to discard
these since they don’t fit into the patterns and themes of the data; however, it is just
as important that these are carefully examined and that possible explanations for
these outliers are thought out (Miles & Huberman, 1994).

The dynamics of the interaction between the interviewer and the interviewee
will be influenced by the personal characteristics of both parties. Differences in age,
gender, education, background, and language will all have an effect on the
outcome of the interview (Miles & Huberman, 1994).

Triangulation
Triangulation is a method used to increase the credibility and validity of
research findings. Findings are more dependable when they can be confirmed from
several independent sources. Their credibility and validity is enhanced when they
are confirmed by more than one “instrument” measuring the same thing.

Different types of triangulation

 Triangulation from different sources
For example, interviewing different members of the community who can give
different perspectives on a specific question or topic. Personal journals are
also an example of this.

 Triangulation from different methods

Looking at the same questions/topics but trying to answer them using
different research methods, such as surveys, focus groups, and individual
interviews (often blending qualitative and quantitative methods).

 Triangulation from different researchers

Having two different researchers conduct the same interview, for example, or
analyze the same data is a good way to test validity.

What can you expect from triangulation?

Inconsistent or conflicting findings

- these can elaborate the findings and often lead
Corroboration of to more complex and context-respective
the findings explanations. Through triangulation, it is not
uncommon to find things that were missed in the
or
- they are both original data collection process. Sometimes, it
valid and means that our assumptions were off base, and
reliable. that we need to change our questions or do more
research.

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Obtaining Feedback from Participants
The best way to examine the validity of the research findings and of the
researcher’s interpretation of them is for the researcher to go back and ask those
individuals who participated in the study or who can speak on behalf of them.

“Local informants can act as judges, evaluating the major findings of a study”
(Denzin, 1978).

After all the interviews have been completed, a series of focus groups will be
conducted in order to obtain feedback from community members on the
accuracy, the validity, and the appropriateness of the research findings. The
implications of the research findings and how the dissemination of information
should be done will also be discussed.

External Validation of Coding Strategies

Not only is it important to ensure validity in the research process and findings
but also in the data analysis process. One way to do this is to compare how you (the
researcher) have categorized and coded the results into themes with how a
colleague would have done it. Randomly select a few passages from
questions/topics that you have already coded and analyzed. Give the list of your
codes/categories to a colleague as well as all of the responses for that
question/topic. Have them code the responses and you can compare the coding
with your own as a measure of validity and reliability of coding strategies.
Remember, however, to always protect the identity of your participant, even if you
are working with a trusted colleague.

Step 5: Finding Possible and Plausible Explanations for Findings

a. So, what did you find?
 Start by making a summary of your findings and your themes.
b. Ask yourself some questions
 Are these findings what you were expecting, based on the literature?
 Were there any major surprises in the findings?
 How are they different/similar to what is stated in the literature from
other similar studies?
c. Important sources to answer those questions
d. Literature
 Go back to the literature and compare your findings. This may also
help you find possible explanations for them.

An Overview of the Final Steps

“What are the Implications of the Findings?”

Once you have developed your over-arching themes, you need to think
about the implications. Your implications should answer the following questions:
 Why is your work important
 Why should anyone pay attention to it?
 What are the implications within each community?
 How are the partners within the communities reacting to the findings?

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 This is where the action comes in from Participatory Action Research. The
findings from the research should help us not only in identifying strategies to bring
about change, or to be more responsive to a community’s needs, but also help us
find realistic ways of implementing those strategies.

Communicating the Information

Determine (before writing the final report) who will have access to the
information and how those people/communities will be affected by it. Keeping in
line with the foundational principles of the research project, we aim to disseminate
the results carefully, sensitively, and in conjunction with those affected. It is important
to remember that some study results are sensitive to some people and communities.
Hence, ask yourself, “What is the most appropriate way to let people know of the
results of the study?”

There are many options:

 newspaper
 newsletter
 mail
 radio or video
 council meeting
 focus groups
 community workshops/seminars
 formal report

These decisions may also have funding implications to be considered.

Organizing the Information into a Final Report

This includes not only the results but also how the entire research process was
carried out, what went right, what went wrong, highlighting the strengths and
limitation as well as what you would do differently and how it could be improved.
One of the most important things to take into consideration when writing the final
report is knowing who your target audience is going to be (who is actually going to
be reading the report?)

In the final report, you are summarizing why the research question(s) you were
looking at was an important one, how you went about answering it (methods), what
your findings were, the implications of those findings, recommendations, and
strategies, and areas of future research that you were able to identify.

Now that you have already known the steps in inferencing and explaining
patterns and themes from data you collected, then you are now ready to answer
the following activities prepared for you.

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Activity 1. FACT or BLUFF

Directions: Read each item carefully. Write FACT if the statement is true and BLUFF if it
is not true. Write your answers on a separate sheet of paper.

1. Listening to your audios or reading your records is part of a formal system in

analyzing data.
2. Results are more reliable when they are complete from numerous
independent bases.
3. Validity is enriched when they are confirmed by more than one “instrument”
measuring the same thing.
4. It is not necessary to arrange the data since it is understandable and easy to
analyze.
5. Recognizing noticeable themes, repeated ideas, or verbal expression and
patterns of belief that link people and settings together is the most
intellectually challenging phase of the analysis.

Activity 2. WRITE MY FINDINGS

Directions: Have a brief research on the use of Facebook in modular classes and ask
your friends (at least 3) about their own opinion about it. From the given online
survey, analyze and summarize the gathered data. Present the summary of your
findings and analysis in a paragraph form. Don’t forget to attach the evidence of
your interview (screen shots, answers, notes).

Questions:
What are the advantages and disadvantages of using Facebook in the
learning process during this modular distance learning?

Refer your work to the given rubric:

EXEMPLARY GOOD POOR
Elements
10-8 7-5 4-1
Data sets were
Data Data sets were appropriately Data sets were outlined
selected, but not
Collection selected and well-matched and matched with
matched with
Technique with questions research questions
research questions
The report does not
The report narrative
reflect true
The report narrative uses utilizes raw data
Reporting qualitative narrative
thick, rich, narrative in collected throughout
and Writing and is void of thick,
presenting data the study that reflect
rich, descriptive
the situational milieu
language

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Activity 3. MY REFLECTION

Directions: Answer the following questions. Write your reflection on a separate sheet
of paper.

1. What challenges did you encounter upon analyzing the Qualitative Data you
have collected?

2. What did you do to address the challenges you have encountered?

Formative Test

Directions: Read carefully the statements or questions below and write your answers
on your activity notebook.

1. The value of data analysis results is determined by their connection with your
________________________.

a. research method c. research design

b. research title d. research questions

2. What is the best way to organize data?

a. by familiarizing it c. by stocking them all

b. by calling other researchers d. by looking the interview guide

3. The features of participants’ accounts characterizing particular perceptions

and/or experiences that the researcher sees as relevant to the research question
are_________________________.

a. interviewees c. themes
b. respondents d. subjects

4. The accuracy with which a method measures and what it is intended to measure
is _____________.

a. validity c. reliability
b. dependable d. durability

5. The consistency of the research findings is ______________________.

a. assurance c. insurance
b. reliability d. measurable

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 Answer Key

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

1. FACT Answers may vary. This Answers may vary.

2. FACT may serve as
3. FACT performance task for the
4. BLUFF students.
5. FACT

Key Terms to be remembered!

Coding-is the process of identifying themes in accounts and attaching labels

(codes) to index them.

Data Analysis-is the process of systematically applying statistical and/or logical

techniques to describe and illustrate, condense and recap, and evaluate data.

Informant-is a person who provides privileged information about a person or

organization to an agency.

Themes-are features of participants’accounts characterizing particular perceptions

and/or experiences that the researcher sees as relevant to the research question.

Triangulation-refers to the practice of using multiple sources of data or multiple

approaches to analyzing data to enhance the credibility of a research study.

References

DepEd. 2020. "K to 12 Curriculum Final Most Essential Learning Competencies."

Practical Research 1. Department of Education.
Torres, Mary Ann & Jean Fabugais (2020). Practical Research 1 Quarter 2 – Module 8:
Writing Conclusions, Recommendation, and References. Daro, Dumaguete
City, Negros Oriental: Department of Education – Region VII Schools Division
of Negros Oriental.
Reazon Systems, Inc.. iRubric: Qualitative Research I. Retrieved May 19, 2021, from
https://www.rcampus.com/rubricshowc.cfm