Grade

11 Self-Learning
PRACTICAL RESEARCH I
Module in
Finding Answers through Data Collection and Analysis of Meaning of
Lesson: Qualitative Data
Quarter: IV Week: 5&6 Day and Time: April 15 and 16 12024

Learning competencies:
a.Collects data through observation and interviews
b. Infers and explain patterns and themes from data
c. Relates the findings with pertinent literature
Learning Tasks:
Activity Sheet
Post-Test (5-6)  Lesson 1:Activity 1; page 4

I. INTRODUCTION
This module was designed and written with you in mind. It is here to help you master the nature of
inquiry and research. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. After going through this module, you are expected to demonstrates
knowledge of collecting data in qualitative research using observation, interview, document review and audio-
visual data and materials. Demonstrates how to prepare and conduct observations and interviews. Manifests
ability in conducting document reviews and using audio-visual data in qualitative research. Demonstrates
knowledge in organizing qualitative data for analysis. Differentiates content analysis and thematic analysis of
qualitative data and relates findings to relevant literature.
In this module, you are expected to attain the following:
a.Collects data through observation and interviews
b. Infers and explain patterns and themes from data
c. Relates the findings with pertinent literature

II. A. DISCUSSION OF CONCEPTS

Lesson 1: Collecting Data Through Observation, Interview, and Other Methods
Observation is used in the social sciences as a method for collecting data about people, processes,
and cultures. Observation, particularly participant observation, has been the hallmark of much of the
research conducted in anthropological and sociological studies and is a typical methodological approach of
ethnography. It is also a tool used regularly to collect data by teacher researchers in their classrooms, by
social workers in community settings, and by psychologists recording human behavior.
Observation is the systematic description of the events, behaviors, and artifacts of a social setting
(Marshall & Rossman, 1989, p. 79).
Methods of Data Collection in Qualitative Research
Observation in Research
When using the observation method, you use your senses to observe and study people in their
natural settings. It involves observing behavior and recording the results of your observations using the
following systematic guidelines:
1. Observation should be certain and carefully planned.

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 2. An observation checklist should be prepared prior to the observation process. A video recording
may also be used when observing behavioral data that you want to measure or collect.

Interview
An interview is a personal conversation between two or more people which constitute the target
population for the purpose of collecting information for a research project. The interview method is
preferred by researchers on qualitative research projects due to its high response rate, longer time and
opportunity to view behaviours and listen to personal views and perceptions about a research topic of
interest.
Forms of Interview
1. Structured interview Structured interviews focus on the accuracy of different responses due to
which extremely organized data can be collected. Different respondents have different type of answers to
the same structure of questions – answers obtained can be collectively analyzed. The interviewer cannot
change the wordings of the questions nor rephrase the original question.
2. Semi – structured interview Semi-structured interviews offer a considerable amount of leeway
to the researcher to probe the respondents along with maintaining basic interview structure. Additional
respondent probing is always necessary to garner information for a research study.
The best application of semi-structured interview is when the researcher doesn’t have time to
conduct research and requires detailed information about the topic.
3. Unstructured interview
Also called as in-depth interviews, unstructured interviews are usually described as conversations
held with a purpose in mind – to gather data about the research study. These interviews have the least
number of questions as they lean more towards a normal conversation but with an underlying subject.
The main objective of most researchers using unstructured interviews is to build a bond with the
respondents due to which there are high chances that the respondents will be 100% truthful with their
answers.
Interviewing Individuals
When interviewing an individual to obtain detail informations or perceptions about a program or
issue, it is usually referred to as in-depth interview. In–depth interviews are used if respondents are not
comfortable discussing in a group.
Interviewing Groups of People (Focus Group Discussion)
Focus groups are used when your research interest is on the cultural norms of a group of people.
You will be able to generate views, perceptions, practices, and beliefs on issues unique to the cultural
groups or subgroups represented.
Documents Review
This method of data collection includes deriving relevant information from existing documents such
as annual reports, proceedings of seminars, statistical data, bulletins, newspapers, manuscripts, brochures,
pamphlets, proposals, data files, and various public records.
Document review can be used as a stand-alone method or a complement to the other research
methods. Even radio and television program scripts can also provide documentary materials for research
purposes.
Audio–Visual Data and Materials
These are sounds and images such as videotapes and films that researchers collect to assist in
understanding the research problem at hand.
The benefits of using audio-visual materials are the following:
1. It’s a cheaper and quicker way to gather data.
2. Actual situations recorded are novel and authentic.
3. The images could be transferred and stored in many ways.
4. The tool is easier to use.
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 5. Research findings could be presented easily through a visual presentation.
6. With the advent of ICT and social networking, recording videos is becoming a popular tool in
collecting data in research.

Analyzing the Meaning of Qualitative Data

Here are the steps and guidelines for you to follow throughout the qualitative analysis procedure:
1. Process and record the raw immediately, while doing the data collection process.
2. Start analyzing as the data is being collected.
3. Data Reduction
4. Identify Relevant Themes and Patterns
5. Reporting the Data
6. Interpreting Findings and Drawing Conclusions

Activity 1: “Family Observation Checklist”

Direction: Create a checklist of your family members for possible positive behaviors and negative
behaviors being shown before, during and after the pandemic COVID19.

Lesson 2: Inferring and Explaining Patterns and Themes from Data

The analysis of qualitative data involves identifying, examining and interpreting patterns and
themes in the new data gathered by the researcher.
There are two primary ways of doing the analysis, namely:
 Content analysis
 Thematic analysis
Content analysis
This technique could be used when qualitative data had been collected through interviews, focus
groups, observations and documentary analysis.
Steps of Content Analysis
Content analysis does not measure or quantify data. It is a research method for subjective
interpretation of the content of text data through the systematic classification process of coding and
identifying themes and patterns (Hsieh and Shannon, 2005).
1. Prepare your data.
2. Determine the unit of analysis.
3. Develop the categories and coding system.
4. Pre-test the coding.
5. Code all the textual data.
6. Check the validity and reliability of the data.
7. Draw inferences
8. Present the results.
Thematic Analysis
It provides a simple interpretation and concise description of themes and patterns in the data set.
You identify the themes after coding and categorizing the data.

Steps in Thematic Analysis

The most widely-used steps for conducting thematic analysis was provided by Braun and Clarke
(2006): a six-step process of conducting thematic analysis.
These steps are as follows:
1. Familiarize yourself with your data.
2. Generate initial codes.
3. Search for themes.

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 4. Review the themes.
5. Define and name the themes.
6. Prepare the report.

Differences Between Content Analysis and Thematic Analysis

The following are the main differences:
1. Content analysis focuses more on how frequently various categories appear or occur while
thematic analysis is involved in identifying themes and analyzing each theme to build up the whole picture
of the data.
2. Thematic analysis can be more in-depth and broader in analysis and understanding.
3. Content analysis can be used for bot qualitative and quantitative data while thematic analysis is
mainly used for qualitative research.
4. Content analysis is focused on codes while thematic analysis is more focused on themes

POS-TEST
Choose the letter that corresponds to the best answer.
1. An ordinal scale is:
A. the simplest form of measurement
B. a scale with an absolute zero point
C. a rank-order scale of measurement
D. a scale with equal intervals between ranks
2. Which term measures the extent to which scores from a test can be used to infer or predict performance in some
activity?
A. Face validity B. Content reliability C. Criterion-related validity D. Construct validity
3. The ‘reliability’ of a measure refers to the researcher asking:
A. Does it give consistent results?
B. Does it measure what it is supposed to measure?
C. Can the results be generalized?
D. Does it have face reliability?
4. Interviewing is the favoured approach EXCEPT when:
A. There is a need for highly personalized data
B. It is important to ask supplementary questions
C. High numbers of respondents are needed
D. Respondents have difficulty with written language
5. Validity in interviews is strengthened by the following EXCEPT:
A. Building rapport with interviewees
B. Multiple questions cover the same theme
C. Constructing interview schedules that contain themes drawn from the literature
D. Prompting respondents to expand on initial responses
6. Interview questions should:
A. Lead the respondent
B. Probe sensitive issues
C. Be delivered in a neutral tone
D. Test the respondents’ powers of memory
7. Active listening skills means:
A. asking as many questions as possible
B. avoiding silences
C. keeping to time
D. attentive listening
8. All the following are strengths of focus groups EXCEPT:
A. They allow access to a wide range of participants
B. Discussion allows for the validation of ideas and views
C. They can generate a collective perspective
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 D. They help maintain confidentiality
9. Which of the following is not always true about focus groups?
A. The ideal size is normally between 6 and 12 participants
B. Moderators should introduce themselves to the group
C. Participants should come from diverse backgrounds
D. The moderator poses preplanned questions
10. A disadvantage of using secondary data is that:
A. The data may have been collected with reference to research questions that are not those of the
researcher
B. The researcher may bring more detachment in viewing the data than original researchers could muster
C. Data have often been collected by teams of experienced researchers
D. Secondary data sets are often available and accessible