Research

Methodology
Every human experience is a text to be read is one of
the basic qualitative sayings which aims to describe
and clarify experience as it is lived and constituted in
awareness. It has something to do with how are you
going to explore the experiences of one person to
another person based from existing phenomenon or
certain topic. To discover facts and information about
the object of your interest is to work collaboratively
with some people, for the answers to your questions
about the topic.
Presents Research
Methodology
 Writing the Research Methodology of
a Qualitative Research

Writing the research methodology of your qualitative research is

considered the most important process because it will direct your
research as to how are you going to implement your study. The
following questions below will be your guide in crafting your research
methodology.
 Whose
Experience

What to have Which Layer

after the of Human
journey. Experience

Start Here Processes of

how to
Qualitative Research What
validate Question
findings to Ask

How to What
analyse the Design
gathered to Have
date

Where to
How many source the
selection data
01 Writing the
Research Design
 Writing the Research Design
Qualitative Nature of Focus of Selection/ Product
Design Population Realized
Question asked Question Asked
Narrative Story-oriented Story 1-2 Moderatum
generalization
Case Study In-depth descriptive Issue 1 to many Lessons learned

Grounded Theory Process Process 20 or more Theory

(Use theory of
Saturation
Point)
Phenomenology Essence Meaning 3 - 13 Collective description
• Moderatum generalization is a modest, practical
generalization based on personal experience that makes daily
life possible through the resemblance of order and consistency
to social interaction (Payne & Williams, 2005)
• The appropriate research design should be specified and
described. Explain why this particular research design or
procedure was chosen.
• Include likewise the research approach: qualitative. Discuss
and explain its use.
 Sample Research Design
Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

The case study method was utilized in this study. This design is a critical study of a particular situation and method
used to constrict a very broad field of research into one easily researchable topic. According to Green and Thorogod
(2009), it is an in depth study undertaken of one particular “case” which could be a site, individual or policy.
Moreover, the role of the case study method in research becomes more prominent when issues with regard to education
(Gulsecen and Kubat, 2006), sociology (Grasel and Schirmer, 2006) and community-based problems (Johnson, 2006),
such as poverty, unemployment, drug addiction, and illiteracy are raised. To make it clearer, it is the thorough
discussion of one certain phenomenon. This design is fitted for the study since it concentrates on the gathering of data
with regard to the struggles of students who abandoned their schooling.
In addition, qualitative research approach was used. Qualitative Research focuses on the description and interpretation
that might lead to development of new concepts or theory, or to an evaluation of an organizational process which
cannot be adequately expressed numerically ( Hancok et al, 2009). It aimed to get a better understanding about one’s
personal experiences that are to be interpreted for the formulations of solutions that may be imposed. This approach is
appropriate to the study since utilized qualitative techniques such as interview and observation to identify the struggles
of the drop-out students
02 Writing the
Sources of Data
 Locale and Population of the Study
The following steps or guidelines in writing your sources of data.

01 02 03

Describe the place Describe the human participants in the study

Usually purposive sampling and
where the study will and the sampling design to be used. Usually
snowball sampling are used, although
for qualitative approach, the theory of
be conducted and the SATURATION POINT (a theory stating that other sampling techniques can be used
when responses tend to repeat, then the and basically it falls under non-
reason behind the saturation point is reached. Thus, there is no probability sampling.
choice. need to further cull out more data) is used to
determine the number of respondents.
Discuss the selection in details.
 Sampling Designs
Maximum Variation Involves the selection of participants with the
Sampling most diverging forms of experience

Homogeneous Involves the selection of participants from a

Sampling particular subgroup whose experience is
somewhat alike
Critical Case Involves the selection of participants whose
experiences are particularly significant
because of their intensity or irregularity

Criterion Sampling Involves the selection of participants who

meet some important predetermined criterion
 Locale and Population of the Study
The following steps or guidelines in writing your sources of data.

Sample

04 Why Did the Pen Stop Writing?: The Struggles of Drop-Out

Students

It is important to take note that The population of this study was composed of junior and senior high
school drop-out students during the school year 2015-2016. The study
depth of responses is important utilized purposive sampling and Snowball sampling technique in
than the number of responses determining the participants. Black (2010) describes that purposive
for qualitative research. sampling is a nonprobability sampling method and it occurs when
elements for the sample are chosen by the judgement of the
researcher. The selection of respondents depends upon their
characteristics and the will of the researchers.
 Writing the
03 Instrumentation and
Data Collection
 Instrumentation and Data Collection

In crafting your instrument in your research

consider to describe the instrument/s to be used.,
what each will measure; how they are crafted to
whom they will be administered and if possible,
how they will be administered. Always present
the tools and procedures to be used to test the
validity of the interview guide questions.
Reliability test is not required in the qualitative
research. You may append the computation for
the validity. Explain also how the data collection
is done. Say for interview, how was the interview
conducted? Was there a use of a video tape,
recording etc.?
 Writing the Research Design
The nature of central questions determines the overall research design; thus
research questions should elicit what is expected based from the research design
used in your study.
Story-Oriented Questions about the life experiences of individual and they Narrative
Question unfold over time

In-depth Questions about developing an in-depth understanding how Case Study

Descriptive different cases provide insight in an issue or unique issue
Question
Process Question Questions about experiences over time or changes that Grounded
stages or process Theory

Essence Question Questions about what is at essence that all person’s Phenomenology
experience about a phenomenon
Sample

Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

To gather the necessary information from the identified students, the researchers asked the principal or the Guidance
Counselor to provide a copy of the names of drop-out students.

The researchers utilized the interview method to extract information form the participants. Relevant questions were
formulated by the researchers to comply with necessary requirements to conduct the interview. The questions centered on
the determining of struggles of drop-out students.

The interview was conducted by the researcher themselves. They used audio recordings and video camera to record
conversation between the interviewer and the interviewee to easily facilitate the recording of information. Also, the answers
of the interviewee were jotted down by the interviewer.

Validity of the Interview Questions. Before the conduct of the interview, the researchers let experts in the
field Languages and Social Sciences to validate the questions that would be raised. The validators were a guidance
counselor, an English teacher and a Filipino teacher to check the tagalog translations of the questions. If the questions were
rated 3-5, then they were deemed appropriate for the collection of accurate data and information. The validity rating is 4.67
indicating high validity, which means that the interview questions were appropriate. Furthermore, the comments and
suggestions of the validators were highly observed.
 Writing the Data
04
Analysis
It is presented usually in thematic analysis of data exposition and interpretation
will be used to analyzed the data. It indicated here also how the data gathered
from the responses will be treated and presented
Sample

Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

The data collected were subjected for the analysis in the development of a right
and clear interpretation. The interview method wad used to determine the
responses of drop-out students. The responses were transcribed carefully before
they were subjected to cool and warm analyses to bring out the themes. Further,
open and axial coding method was used in the over-all thematic analysis of the
study. To this effect, a synthesizing diagram of the reasons why students dropped
form school was crafted
 Main Research Tools

1. Observation
a technique of gathering data
whereby you personally watch,
interact, communicate with the
subjects of your research.
 Main Research Tools

2.Interview
a data gathering technique that makes
you verbally ask the subjects or
participants questions to give
answers to what your research study
is trying to look for.
 Main Research Tools

Documentary analysis

it uses a systematic procedure to

analyze documentary evidence and
answer specific research questions.
 Main Research Tools

The main treatment of qualitative data is

through thematic analysis which can be
generated from the gathered data using
the different research tools.
 Qualitative Data
05
Analysis
 Every human experience has its own morphology. Just like every individual has its own
unique DNA. Qualitative data analysis is the process of examining and interpreting
qualitative data to understand what it represents. Data analysis (what the data say) is
an attempt by the researcher to summarize the collected data while data interpretation
(what does it mean) is an attempt of the researcher to find meaning.

Knowing the nature of a qualitative data, iterative process is a must in data analysis
and interpretation. There is a repetition of each processes used in your study. For
example, after you have gathered the data, you have created themes and yet it is not
answering your research questions, you have to change the theme generated at the
same time validate if that theme formed is appropriate to your research questions. This
is the reason why qualitative research is a tedious process. You have to make sure that
your data analysis and interpretation should really capture the human experiences you
are trying to extract from your participants.
 How to Analyze?
Depends on:
a. What research questions drive your study
b. Research questions is linked to methods chosen
and types of analysis you apply

Data Analysis during Collection Ask the

following questions:

c. Why do participants act as they do?

d. What does this focus mean?
e. What else do I want to know?
f. What new ideas have emerged?
g. Is this new information
 Data Analysis after Collection:
Follow the iterative process:

01 02 03
Become familiar with the data through
reading and memoing
Memoing is the act of recording reflective
notes about what the researcher Exam the data in depth to Categorizing and coding pieces of
(fieldworker, data coder, and/or analyst) is provide detailed descriptions of
learning from the data. They are notes by data and grouping them into
the setting, participants and themes
the researcher to herself or himself about
activities.
some hypothesis regarding a category or
property and especially relationships
between categories.
 Data Analysis Strategies

After gathering the data, you have to apply the process of

transcribing and coding. Field notes compiled during an interview
can be a useful complementary source of information to facilitate this
process, as the gap in time and between an interview, transcribing,
and coding can result in memory bias regarding non verbal or
environmental context issues that may affect the interpretation of
data.
 Transcribing and Checking

Transcribing is a difficult process even for the most experienced

transcribers, but it must be done to convert the spoken word to
the written word to facilitate analysis. All audio recordings
should be transcribed verbatim, regardless of how intelligible
the transcript may be when it is read back. Lines of text should
be numbered.
 Once the transcription is complete, the researcher should read it while
listening to the recording and do the following:

Anonymize the transcript so that the

Correct any spelling or
a. other errors b. participant cannot be identified from
anything that is said (e.g. names,
places, significant events)

Insert notations for Insert any punctuation, such as commas and

full stops (periods) and include any other
c. pauses, laughter’s, looks
of discomfort
d. contextual information that might have
affected the participant (e.g. temperature of
the room and comfort of the room)
 Coding

Coding Coding refers to the identification of topics, issues, similarities, and differences
that are revealed through the participant’s narratives and interpreted by the researcher.
Coding can be done by hand on a hard copy of the transcript, by making notes in the
margin or by highlighting and naming sections in the text.
Coding is not a precise science; it’s primarily an interpretive act. There are no rules,
merely guidelines. Also be aware that a code sometimes summarizes or condense the
data, not simply reduce it. Coding can be done through open coding by means of
identifying the themes or elicit themes from the data; axial coding by means of searching
for the concepts from the data; selective coding which can be done through the
identification of key concept.
 Theming
Theming refers to the drawing together of codes from one or
more transcripts o present the findings of qualitative research in
a coherent and meaningful way. During presentation of the
research, themes will be used as the heading and underneath
will be the codes, examples from the transcripts, and the
researcher’s own interpretation of what the themes mean.
Implications to real life should also be given. Approaches to
theme development are apriori approach which means
investigator’s prior theoretical understanding of the
phenomenon under study and inductive approach which
involves the identification of themes based on data gathered
NOTE: One of the questions that
arises about qualitative research
relates to the reliability of the
interpretation and representation of
participants’ narratives. There are
no statistical tests than can be used
to check reliability and validity as
there are in quantitative research.
However, according to Lincoln and Guba suggests that there are other ways to “establish confidence
in the truth of findings. They call this confidence “trustworthiness”

credibility -confidence transferability -showing

that findings have
a. in the truth of the
findings);
b. applicability in another
context;

dependability -showing that confirmability- the extent to which the

c. the findings are consistent

and could be repeated;
d. findings of a study are shaped by the
respondents and not the researcher bias,
motivation, or interest
 Writing Ethical
06
Considerations
 Writing Ethical Considerations

Presents adequate measures and procedures to eb used that will safeguard the
well- being of the human participants (respondents), e.g. their informed
consent, freedom from coercion/physical or emotional harm, and
confidentiality of certain information, as well as the integrity of the
sources/references.
*Research Ethics relate to the standards that should be upheld to guard the
participants from harm or risk. Ethical considerations should be made at each
stage of the research design and include informed consent, voluntary
participation and respect for confidentiality.
Sample Ethical Considerations
Given the highly sensitive and confidential information is likely to surface in a study of
this type, a meeting was held with the participants prior to the conduct of the interview
in order to inform them the nature and purpose of the research, the plans for using the
results from the interview, and the protocol to be observed to protect the anonymity of
the participants and institutions they represent (Creswell, 2009).
On the actual day of interview, the participants were requested to read and sign the
letter of consent to participate in the study and for the interview to be recorded. The
participants were assured that their participation in the research was strictly voluntary
and that they would have the freedom to withdraw their consent at any time. To
enhance participants’ openness to share their experiences more freely and vividly, it
was further reiterated that the participants may-at their dissertation-choose not to
answer questions posed by the researcher that they deemed to be intrusive, or request
for the recorder to be turned off at any time during the session. These norms were
observed by the researcher in a number of cases when recording sessions had to be
interrupted upon the request of participants before using certain statements that they
wished not to be recorded.
 THANKS!

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