Practical Research 1

90 • PRACTICAL RESEARCH 1 9. Do you know of one who has done a research based on one of the qualitative research designs? 10. If you were to conduct a study, on which qualitative research design would you like to base your research work? Justify your point. Elaborating Learned Concepts Activity 1 Directions: PAIR WORK. Facing each other, alternate roles in reading each of the following statements and in reacting to and commenting on the meaning of the sentence based on what you learned about choosing appropriate qualitative research designs. Grade each other’s performance. 1. Spend half a year living with the people in Ilocos Norte. 2. Have patience, time, and interest in listening to battered wives and raped victims. 3. Know the extent of Filipinos’ penchant for white-collar jobs during the Spanish era up to this period. 4. Give a verbal account or portrayal of the kindergarten pupils of St. Paul College. 5. Discover the reasons for the excessive aggressiveness of Dino Cruz, a grade 4 pupil. Activity 2 Directions: Draw a line linking two expressions in A and B. A. Research Topics B. Qualitative Research Designs 1. Depressed Bar Exams failures Grounded Theory 2. Kurdish Wedding Rites Case Study 3. Acquiring Intercultural Historical Study Competence via SFG Grammar

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 91 4. The Coming of Age of Filipino Phenomenological Novel in English 5. Ebola-stricken Babies in Bataan Ethnography Activity 3 Directions: Choose the qualitative research design that both of you can enact or play out. Assessing the Extent of Concept Learning Recall the concepts about research that you learned through this current lesson. In the space provided, list them down based on the extent of your understanding of them; meaning, those well understood concepts should be the first ones in the list, slightly understood; the middle ones in the list; poorly understood, the last part of the list. Transforming Learned Competencies Use one qualitative research design to direct a doable or practicable research study about one thing you are curious about. For instance, subject to a study a member of a group, organization, object, event, modern technological gadget or device, particular social media network, person’s selfie behavior, or any creature or entity in this world. Choose a research design that corresponds to the kind of researcher you are, who, as a beginner in the field of qualitative research, is inclined to facing the research constraints of time, money, know-how, etc.

92 LESSON 11 Sampling Intended Learning Outcomes At the end of this lesson, you should be able to: 1. expand your vocabulary; 2. communicate your world perceptions; 3. define sampling and other technical terms about sampling; 4. compare-contrast the sampling methods; 5. give a graphical presentation of sampling categories; and 6. pick out an appropriate sampling method for your chosen research topic. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: Choose the letter of the word that corresponds in meaning to the italicized word in the sentence. Be guided by the contextual clues. 1. Doing business is my parents’ way to derive our family income. a. keep c. display b. get d. budget 2. Name the islands that constitute the town of Hundred Islands in Pangasinan. a. represent c. compose b. advertise d. popularize 3. To land as top-paying is the impetus behind his desire to graduate as cumlaude. a. clue c. force b. reward d. secret 4. The cabinet members are ready to tackle issues propounded by the businessmen. a. questioned c. contrasted b. forwarded for mailing d. written for recording

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 93 5. Please categorize the books based on subject area. a. classify c. mark b. count d. arrange 6. Her religiosity was manifested by her regular attending of Holy Mass. a. pictures c. stressed b. shown d. signalled 7. Numerous stars blossom in the sky. a. glittering c. twinkling b. a big number d. a small number of 8. Give him more time to mull over your proposal. a. remember c. criticize b. question d. ponder 9. Give the mendicant on the street food rather than money. a. janitor c. street laborer b. beggar d. street vendor 10 Students getting grades of 75, 82, 88, 92, and 96 belong to a heterogeneous group; the same grade of 95–96, to a homogenous group. a. varied abilities c. same abilities b. little ability d. zero ability Activity 2: Using the Newly Learned Words Directions: Pantomime something that will lead to or express the meaning of one new term. Let your partner guess the target term and use such term in a sentence. Swap roles later. Stirring Up Imagination Accomplish the following KWL Chart about Sampling. For now, do KW without looking at the main reading material of this lesson; the L, after reading the text. What I Already Know What I Want to Know What I Learned

94 • PRACTICAL RESEARCH 1 Discovering More Concepts What do you think does this reading material have in relation to your KWL? Find it out by reading this material very well. SAMPLING Definition In research, sampling is a word that refers to your method or process of selecting respondents or people to answer questions meant to yield data for a research study. The chosen ones constitute the sample through which you will derive facts and evidence to support the claims or conclusions propounded by your research problem. The bigger group from where you choose the sample is called population, and sampling frame is the term used to mean the list of the members of such population from where you will get the sample. (Paris 2013) History The beginning of sampling could be traced back to the early political activities of the Americans in 1920 when Literary Digest did a pioneering survey about the American citizens’ favorite among the 1920 presidential candidates. This was the very first survey that served as the impetus for the discovery by academic researchers of other sampling strategies that they categorized into two classes: probability sampling or unbiased sampling and non-probability sampling. (Babbie 2013) Probability Sampling or Unbiased Sampling Probability sampling involves all members listed in the sampling frame representing a certain population focused on by your study. An equal chance of participation in the sampling or selection process is given to every member listed in the sampling frame. By means of this unbiased sampling, you are able to obtain a sample that is capable of representing the population under study or of showing strong similarities in characteristics with the members of the population. A sampling error crops up if the selection does not take place in the way it is planned. Such sampling error is manifested by strong dissimilarity between the sample and the ones listed in the sampling frame. (P) How numerous the sampling errors are depends on the size of the sample. The smaller the sample is, the bigger the number of sampling errors. Thus, choose to have a bigger sample of respondents to avoid sampling errors. However, deciding to increase the size of your sample is not so easy. There are these things you have to mull over in finalizing about this such as expenses for questionnaires and interview trips, interview schedules, and time for reading respondents’ answers. The right sample size also depends on whether or not the group is heterogeneous or homogeneous. The first group requires a bigger size; the second, a smaller one. For a study in the field of social sciences requiring an in-depth investigation of something such as one involving the national government, the right sample size ranges from 1,000

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 95 to 1,500 or up to 2,500. On the other hand, hundreds, not thousands, of respondents suffice for a study about any local government unit. (Suter 2012; Emmel 2013) Types of Probability Sampling 1. Simple Random Sampling Simple random sampling is the best type of probability sampling through which you can choose sample from a population. Using a pure-chance selection, you assure every member the same opportunity to be in the sample. Here, the only basis of including or excluding a member is by chance or opportunity, not by any occurrence accounted for by cause-effect relationships. Simple random sampling happens through any of these two methods: (Burns 2012) 1) Have a list of all members of the population; write each name on a card, and choose cards through a pure-chance selection. 2) Have a list of all members; give a number to member and then use randomized or unordered numbers in selecting names from the list. 2. Systematic Sampling For this kind of probability sampling, chance and system are the ones to determine who should compose the sample. For instance, if you want to have a sample of 150, you may select a set of numbers like 1 to 15, and out of a list of 1,500 students, take every 15th name on the list until you complete the total number of respondents to constitute your sample. 3. Stratified Sampling The group comprising the sample is chosen in a way that such group is liable to subdivision during the data analysis stage. A study needing groupby-group analysis finds stratified sampling the right probability sampling to use. 4. Cluster Sampling This is a probability sampling that makes you isolate a set of persons instead of individual members to serve as sample members. For example, if you want to have a sample of 120 out of 1,000 students, you can randomly select three sections with 40 students each to constitute the sample. Non-Probability Sampling Non-probability sampling disregards random selection of subjects. The subjects are chosen based on their availability or the purpose of the study, and in some cases, on the sole discretion of the researcher. This is not a scientific way of selecting respondents. Neither does it offer a valid or an objective way of detecting sampling errors. (Edmond 2013)

96 • PRACTICAL RESEARCH 1 Types of Non-Probability Sampling 1. Quota Sampling You resort to quota sampling when you think you know the characteristics of the target population very well. In this case, you tend to choose sample members possessing or indicating the characteristics of the target population. Using a quota or a specific set of persons whom you believe to have the characteristics of the target population involved in the study is your way of showing that the sample you have chosen closely represents the target population as regards such characteristics. 2. Voluntary Sampling Since the subjects you expect to participate in the sample selection are the ones volunteering to constitute the sample, there is no need for you to do any selection process. 3. Purposive or Judgmental Sampling You choose people whom you are sure could correspond to the objectives of your study, like selecting those with rich experience or interest in your study. 4. Availability Sampling The willingness of a person as your subject to interact with you counts a lot in this non-probability sampling method. If during the data-collection time, you encounter people walking on a school campus, along corridors, and along the park or employees lining up at an office, and these people show willingness to respond to your questions, then you automatically consider them as your respondents. 5. Snowball Sampling Similar to snow expanding widely or rolling rapidly, this sampling method does not give a specific set of samples. This is true for a study involving unspecified group of people. Dealing with varied groups of people such as street children, mendicants, drug dependents, call center workers, informal settlers, street vendors, and the like is possible in this kind of non-probability sampling. Free to obtain data from any group just like snow freely expanding and accumulating at a certain place, you tend to increase the number of people you want to form the sample of your study. (Harding 2013) Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. On the line before each number, write the letter of the expression in the box that corresponds to the expression outside the box.

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 97 a. sampling error f. stratified sampling b. quota sampling g. 1920 Literary Digest c. sampling frame h. population d. money i. probability sampling e. cluster sampling j. snowballing k. whole-nation subject _______ 1. List of names representing the target population _______ 2. Origin of sampling _______ 3. Dissimilarity of sample with those in the sampling frame _______ 4. Requires a big sample size _______ 5. Randomized sample _______ 6. Intentional choosing of sample _______ 7. No specific number of respondents _______ 8. Hindrance to big sample _______ 9. Group-by-group selection of sample _______ 10. Uses sub-groups Activity 2 Directions: Write P if the sentence talks about probability sampling; otherwise, write NP. _______ 1. Checking every 10th student in the list _______ 2. Interviewing some persons you meet on the campus _______ 3. Dividing 100 persons into groups _______ 4. Choosing subjects behaving like the majority members of NPC Town _______ 5. Choosing a group of subjects among several groups _______ 6. Choosing subjects capable of helping you meet the aim of your study _______ 7. Choosing samples by chance but through an organizational pattern _______ 8. Letting all members in the population join the selection process _______ 9. Having people willing to be chosen as respondents _______ 10. Matching people’s traits with the population members’ traits

98 • PRACTICAL RESEARCH 1 Elaborating Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Using the space below, categorize the sampling methods using a graph. SAMPLING METHODS Activity 2: Guessing Game Directions: Form a group of six, then subdivide the group into two smaller groups. One of the small groups will alternate in giving their explanations or descriptions about expressions in relation sampling (i.e., sample, sampling frame, population, probability sampling, different sampling techniques, and so on). The other group will take the task of guessing the correct terms referred to. Exchange roles later. Every correct answer will earn you five points. Submit your score sheet to your teacher at the end of the activity. Assessing the Extent of Concept Learning Using the range of 50% to 100%, rate the extent of your learning of concepts behind each of the following topics: 1. Meaning of sampling 2. History of sampling 3. Probability sampling 4. Non-probability sampling 5. Sample 6. Sample size

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 99 7. Sampling errors 8. Sampling frame 9. Population 10. Pure chance selection Transforming Learned Competencies Remember the qualitative research design you want to realize in the last section of Lesson 10. Decide on what sampling method to use. Choose one that you can concretize; meaning, one that can make you produce verbal descriptions and factual evidence of the selection process. Show such sampling process evidence to your teacher and classmates.

101 In a qualitative research, your interest lies in people’s thoughts and feelings about a certain subject matter. Your curiosity about such topic bombards your mind with several questions. Finding answers to your questions is possible through these theoretically based data-collection methods: observation, interview, or survey through questionnaires. Obtaining data through these methods requires you to perform necessary skills or strategies and to follow the right procedure in interviewing, observing, and conducting a survey through questionnaires. LESSON 12 Observation Intended Learning Outcomes At the end of this lesson, you should be able to: 1. accumulate more meaningful English words; 2. express your thoughts and feelings using newly learned words; 3. explain the ins and outs of observation as a data gathering technique; 4. compare and contrast observation types and methods; 5. enumerate the pluses and minuses of observation; 6. choose the appropriate observation type for a certain research topic; and 7. identify the right recording method for a certain type of observation. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: INDIVIDUAL WORK. Put a plus sign (+) under the feature related to the word on the left side and a minus sign (–) under a feature not related to the word. Be guided by the use of each word in the sentence below the table. Finding Answers through Data Collection Unit VI

102 • PRACTICAL RESEARCH 1 Vocabulary Concrete Trait Abstract Direction Action Whereby Authenticity Facilitate Divulge Entity Biased Derogatory Sentences 1. Please give me that piece of paper whereby I can write your message. 2. Its authenticity is proven by its inclusion of the list of Amorsolo’s award-winning masterpieces. 3. Your wide vocabulary will facilitate your understanding of Shakespeare’s poems. 4. Don’t be anxious for I will never divulge your long-time secret to them. 5. It’s not a spirit but an entity that you must learn to interpret. 6. Those nice words to the Filipinos, not to the Ebola-stricken Africans, indicate her biased attitude toward the former. 7. Derogatory remarks will discourage them from joining the conference. Activity 2: Using the Newly Learned Words Directions: Using the newly learned words, write a short paragraph on the lines provided about one topic close to your heart. Use as many newly learned words as you can.

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 103 Stirring Up Imagination What thoughts are running in your mind about the pictures in the box? Telescope Camera Magnifying glass Cell phone Window glass Microscope

104 • PRACTICAL RESEARCH 1 Sunglass Reading glass Discovering More Concepts What do you think will the following reading material say about your statements on the pictures inside the box? Discover the answer by reading the text very well. OBSERVATION Definition Observation is a technique of gathering data whereby you personally watch, interact, or communicate with the subjects of your research. It lets you record what people exactly do and say in their everyday life on Earth. Through this data gathering technique, proofs to support your claims or conclusions about your topic are obtained in a natural setting. Witnessing the subjects manages themselves in a certain situation and interpreting or expressing your thoughts and feelings about your observation, you tend to deal with the observation results in a subjective manner. Some say this element of subjectivity makes observation inferior to other techniques. (Meng 2012) This is not so, according to others, your presence as the researcher in the area where the subjects are situated, give authenticity to everything you get to observe among the subjects. Watching and listening to your subjects then recording what you’ve observed about them are the reasons many consider observation the foundation of all research methods. Realistically speaking, this is logical, for sensation precedes perception. Observation is the central method in qualitative types of research, most especially, ethnography, in which you observe the lifestyle of a cultural group. (Letherby 2013; Snort 2013) Types 1. Participant Observation The observer, who is the researcher, takes part in the activities of the individual or group being observed. Your actual involvement enables you to obtain firsthand knowledge about the subjects’ behavior and the way they interact with one another. To record your findings through this type of observation, use the diary method or logbook. The first part of the diary is called descriptive observation. This initial part of the record describes

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 105 the people, places, events, conversation, and other things involved in the activity or object focused on by the research. The second part of the diary is called the narrative account that gives your interpretations or reflections about everything you observed. 2. Non-participation or Structured Observation This type of observation completely detaches you from the target of your observation. You just watch and listen to them do their own thing, without you participating in any of their activities. Recording of nonparticipation observations happens through the use of a checklist. Others call this checklist as an observation schedule. These two observation types, participation and non-participation, can occur in either of the covert or overt observation models. The first lets you observe the subjects secretly; that is, you need to stay in a place where the subjects don’t get sight of or feel your presence, much less, have the chance to converse with you. The second permits you to divulge things about your research to the participants. (Birks 2014) Methods of Observation 1. Direct Observation This observation method makes you see or listen to everything that happens in the area of observation. For instance, things happening in a classroom, court trial, street trafficking, and the like, come directly to your senses. Remember, however, that to avoid waste of energy, time, and effort in observing, you have to stick to the questions that your research aims at answering. What you ought to focus your attention to during the observation is specified by your research problem in general as well as your specific research questions. 2. Indirect Observation This method is also called behavior archaeology because, here, you observe traces of past events to get information or a measure of behavior, trait, or quality of your subject. Central to this method of observation are things you listen to through tape recordings and those you see in pictures, letter, notices, minutes of meetings, business correspondence, garbage cans, and so on. Indirect observation takes place in the following ways. (Peggs 2013; Maxwell 2012) Methods of Indirect Observation 1. Continuous Monitoring or CM Here, you observe to evaluate the way people deal with one another. As such, this is the main data gathering technique used in behavioral psychology, where people’s worries, anxieties, habits, and problems in shopping malls, play areas, family homes, or classrooms serve as the focus of studies in this field of discipline.

106 • PRACTICAL RESEARCH 1 2. Spot Sampling This was done first by behavioral psychologists in 1920 with a focus on researching the extent of children’s nervous habits as they would go through their regular personality development. For a continuous or uninterrupted focus on the subjects, you record your observations through spot sampling in an oral manner, not in a written way. Named also as scan sampling or time sampling, spot sampling comes in two types: time allocation (TA) and experience sampling. In TA sampling, what goes into the record are the best activities of people you observed in undetermined places and time. Experience sampling, on the other hand, lets you record people’s responses anytime of the day or week to question their present activities, companions, feelings, and so on. Data gathering in this case is facilitated by modern electronic and technological gadgets like cell phone, emails, and other online communication methods or techniques. (Peggs 2013; Ritchie 2014) Advantages 1. It uses simple data collection technique and data recording method. 2. It is inclined to realizing its objectives because it just depends on watching and listening to the subjects without experiencing worries as to whether or not the people will say yes or no to your observation activities. 3. It offers fresh and firsthand knowledge that will help you come out with an easy understanding and deep reflection of the data. 4. It is quite valuable in research studies about organizations that consider you, the researcher, a part of such entity. Disadvantages 1. It requires a long time for planning. 2. Engrossed in participating in the subjects’ activities, you may eclipse or neglect the primary role of the research. 3. It is prone to your hearing derogatory statements from some people in the group that will lead to your biased stand toward other group members. Explaining Learned Concepts Activity 1 Directions: WHOLE-CLASS ACTIVITY. Answer each question intelligently. 1. Why is the psychological process of sensation important in observation? 2. Are the two psychological processes, sensation and perception, important in observation? Why or why not?

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 107 3. Is it right that the other name of observation is behavioral archaeology? Prove your point. 4. How are the methods of observation different from each other? 5. Make an analogy between an NBI detective and observation. 6. If you were to choose one data collecting technique, would you choose observation? Why or why not? 7. Which type of observation are you going to choose? Explain your answer. 8. How relevant is observation to ethnography? 9. Have you already done observation to be more knowledgeable about your surroundings? Explain your answer. 10. Right now, which around you would you subject to observation? Give reasons for your answer. Activity 2 Directions: Express your agreement or disagreement on each sentence. Justify your answer. 1. You may observe a group openly or secretly. 2. Interview can be a replacement for observation. 3. Observation can be enhanced by interviews. 4. Hurting people is possible through observation. 5. You can both be objective and subjective in research. 6. There is only one observation method. 7. The basis of all research types is observation. 8. Secondary data is supremely important in observation. 9. You can use covert observation in both observation types. 10. You can go covert and overt in all observation types. Activity 3 Directions: Which among these topics can lend itself to observation technique? Explain your choice. 1. K-12 Goals, Theories, and Methodologies 2. Historical Development of Cell Phones 3. Philippine Bridges in Metro Manila 4. Shoe Styles of UST Freshmen Architectural Students

108 • PRACTICAL RESEARCH 1 5. Human Respiratory System 6. First Friday Mass with Quiapo Devotees 7. Playground Bullying among Elementary Pupils 8. Molecular Contents of Water 9. Uniform Wearing by All Divisoria Vendors 10. Dirty Ice Cream Selling at UST Campus Elaborating Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Based on what you learned about observation, subject the following texts to critical evaluation. 1. The researcher has lived with one tribal group in Mt. Province for one summer time. In her stay there, she observed the paganism of people in the place. She spent two hours a day teaching the tribal people Christian practices to overcome their paganism. 2. The researcher did a participant observation. To see and hear the subjects better, he would mingle and exchange views with them. From the start to the end of the observation, he succeeded in keeping his identity secret. 3. The researcher writing his observation report used several pages for the descriptive part of his report. He limited his reporting only to describing every person, event, thing, and place involved in the observation. 4. The researcher has no time limit in observing the subjects. He can continuously do it for as long as he wants for there is this observation type called CM or Continuous Monitoring. 5. The researcher knows she can get data through observation. She then goes to the library and read all reading materials about her subjects. After a month of reading library books, she begins to write her observation results. Activity 2: A Visionary Directions: Visualize any previous observation you did in your life to expand your knowledge about such thing. Using the space below, make a semantic map or scene-by-scene drawing of your observations.

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 109 Assessing the Extent of Concept Learning Discover how much you have learned the concepts behind observation—its definition, types, methods, advantages, and disadvantages—by sending your friends an email about observation. Be sure to send them detailed explanations of each observation concept. Likewise, test the extent of your retention of ideas by not looking back anymore at the copy of the main reading material of this lesson. Transforming Learned Competencies Choose an entity around you that you want to be the object of your observation. Decide which observation type and method to use and prepare the research questions to guide you in observing. After some time, write your observation report. Depending on which method or type of observation to conduct, choose whether to record things through diary method, checklist, or oral method.

110 LESSON 13 Interview Intended Learning Outcomes After studying this lesson, you should be able to: 1. increase the number of English words you know; 2. communicate your world views using the new words learned; 3. familiarize yourself with the nature of interview as a data gathering technique; 4. formulate effective interview questions; 5. compare and contrast interview approaches, types, and methods; 6. categorize interviews based on some standards; 7. enumerate the advantages and disadvantages of questionnaires; and 8. follow the right procedure in conducting an interview. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: PAIR WORK. Scan the main reading material of this lesson to find the differently printed words listed below. Based on their uses in the text, give their meanings. Be guided by the contextual clues. 1. Inevitable_______________________________________________________ 2. Alternative______________________________________________________ 3. Pegged_________________________________________________________ 4. Downside_______________________________________________________ 5. Salient__________________________________________________________ 6. Preoccupied_____________________________________________________ 7. Profuse_________________________________________________________ 8. Emanating______________________________________________________ 9. Foretell_________________________________________________________ 10. Wind Up________________________________________________________

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 111 Activity 2: Using the Newly Learned Words TITTLE-TATTLE Directions: Have a chat with your partner about any topic both of you love to talk about. Use some or all of the newly learned words in your conversation. Stirring Up Imagination Which of these two have you already experienced, interviewing people or being interviewed by people? Describe this experience. Discovering More Concepts How does the following selection add to what you already know about interview? Discover more about interview by reading it. INTERVIEW Definition In research, interview is a data gathering technique that makes you verbally ask the subjects or respondents questions to give answers to what your research study is trying to look for. Done mostly in qualitative research studies, interview aims at knowing what the respondents think and feel about the topic of your research. Traditionally viewed, this data gathering technique occurs between you, the researcher, and your respondents in a face-to-face situation. In this case, you speak directly with your respondent, individually or collectively. On the other hand, by using electronic and technological communication devices like the Internet, mobile phones, e-mail, etc., interview can be considered as a modern tool of research. All in all, be it a traditional or a modern type of interview, “it is a conversation with a purpose” that gives direction to the question-answer activity between the interviewer and the interviewee. (Babbie 2014, 137; Rubin 2011) Types 1. Structured Interview This is an interview that requires the use of an interview schedule or a list of questions answerable with one and only item from a set of alternative responses. Choosing one answer from the given set of answers, the respondents are barred from giving answers that reflect their own thinking or emotions about the topic. You, the researcher, are completely pegged at the interview schedule or prepared list of questions. 2. Unstructured Interview In this type of interview, the respondents answer the questions based on what they personally think and feel about it. There are no suggested

112 • PRACTICAL RESEARCH 1 answers. They purely depend on the respondents’ decision-making skills, giving them opportunity to think critically about the question. 3. Semi-Structured Interview The characteristics of the first two types are found in the third type of interview called semi-structured interview. Here, you prepare a schedule or a list of questions that is accompanied by a list of expressions from where the respondents can pick out the correct answer. However, after choosing one from the suggested answers, the respondents answer another set of questions to make them explain the reasons behind their choices. Allowing freedom for you to change the questions and for the respondents to think of their own answers, this semi-structured interview is a flexible and an organized type of interview. (Rubin 2012; Bernard 2013) Approaches 1. Individual Interview Only one respondent is interviewed here. The reason behind this oneon-one interview is the lack of trust the interviewees have among themselves. One example of this is the refusal of one interviewee to let other interviewees get a notion of or hear his or her responses to the questions. Hence, he or she prefers to have an individual interview separate from the rest. This is a time-consuming type of interview because you have to interview a group of interviewees one by one. 2. Group Interview In this interview approach, you ask the question not to one person, but to a group of people at the same time. The group members take turns in answering the question. This approach is often used in the field of business, specifically in marketing research. Researchers in this field, whose primary aim in adhering to this interview approach is to know people’s food preferences and consumer opinions; they also call this as focus group interview. The chances of having some respondents getting influenced by the other group members are one downside of this interview approach. (Denzin 2013; Feinberd 2013) 3. Mediated Interview No face-to-face interview is true for this interview approach because this takes place through electronic communication devices such as telephones, mobile phones, email, among others. Though mediated interview disregards non-verbal communication (e.g., bodily movements, gestures, facial expressions, feelings, eye contact, etc.), many, nonetheless, consider this better because of the big number of respondents it is capable of reaching despite the cost, distance, and human disabilities affecting the interview. It is a synchronous mediated interview if you talk with the subjects through the telephone, mobile phone, or online chat and also find time

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 113 to see each other. It is asynchronous if only two persons are interviewed at a different time through the Internet, email, Facebook, Twitter, and other social network media. (Goodwin 2014; Barbour 2014) Steps in Conducting an Interview Step 1: Getting to Know Each Other The interview starts from the time you, the interviewer, and your respondents see each other at the place of interview, that is, if this is a traditional interview. Naturally, seeing each other for the first time, your tendency would be to talk with each other to establish friendship and a relaxed mood for both of you. Although, in some cases, the place is your respondent’s residence, you have to show signs of appreciation and respect for the chosen venue of the interview. Your warm acknowledgement for each other must lead you to discussing several aspects of the interview such as where you have to do it, how comfortable both of you should be, and how long should the question-and-answer activity be. Step 2: Having an Idea of the Research This second step requires you to tell the respondents about the nature of the interview—its purpose, importance, scope, and so on. Telling them of these salient features of the activity enables them to anticipate not only the kind of questions they will get to face, but also the appropriate answers they will give. Things pertaining to the confidential treatment of responses are also tackled in this second step of interview. It is also in this period when you have to stress the idea to the respondents that the interview is for you to know and hear their own views and to let them express their own understanding of the topic of the question in their own words. Step 3: Starting the Interview You open this step with a question to encourage the respondent to talk about himself or herself, including his or her age, family, current activities, and other things you think appear special or interesting to him or her. Following these self-introduction questions are questions on the subject’s thoughts, attitudes, or performance of his or her job or any current work assignment. The respondent’s answers do not only help you get some clues on his or her ways or techniques of responding to interview questions, but also give you hints on the right ways to ask your subjects the questions that will elicit the right data for your research. Step 4: Conducting the Interview Proper Interview questions in this step are on the interviewee’s open and extensive talking of things related to the research theme or research questions and on those anticipated by him/her or emanating from his/her explanations, descriptions, or narrations of things. Open or unstructured questions asked in this step of the interview aim at investigating the

114 • PRACTICAL RESEARCH 1 respondent’s interests and eliciting substantial or profuse responses to questions. In asking a battery of questions, you see to it that you stick to the main point of your study, to the proper phrasing of questions, and to the sufficient time allotted for answering each question. List down on a piece of paper all questions you plan to ask your respondent and call this list of prepared questions schedule. This helps you construct or phrase your questions properly and enables you to foretell possible answers. In addition, using a schedule gives you the opportunity to make changes on the questions to adjust them to some inevitable circumstances caused by the respondent’s human nature. Lastly, this step of the interview, where you ask a number of questions in relation to your research problem is your time to determine how you should label the responses with codes and present them with a certain style like graphical or narrative presentation technique. Step 5: Putting an End to the Interview Signs of the approaching end of the interview work to alert the respondent in winding up with his or her talking. For instance, using words expressing your decision, wish, or attempt to ask the very last question serves as a clue for the respondent to think that the interview is nearing its end. This step also reminds you of your responsibility to let the respondent be free in airing whatever doubts or questions he or she has about the research design, method, interview time, and other aspects of the interview. Step 6: Pondering Over Interview Afterthoughts This last step of the interview gives the respondent the opportunity to ask questions about the interview activity and let him or her have an idea about what will happen next to the interview results. (Denzin 2013; Bernard 2013; Rubin 2012) Questionnaire A questionnaire is a paper containing a list of questions including the specific place and space in the paper where you write the answers to the questions. This prepared set of questions elicits factual or opinionated answers from the respondent’s through his or her acts of checking one chosen answer from several options or of writing on a line provided for any opinionated answer. (Babbie 2013) Purposes of a Questionnaire 1. To discover people’s thoughts and feelings about the topic of the research 2. To assist you in conducting an effective face-to-face interview with your respondents 3. To help you plan how to obtain and record the answers to your questions 4. To make the analysis, recording, and coding of data easier and faster

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 115 Types of Questionnaire 1. Postal questionnaire As the name connotes, this type of questionnaire goes to the respondent through postal service or electronic mail. It is through the mail or postal system that the accomplished questionnaires will be sent back to the researchers. In some cases, the researcher can personally collect finished questionnaires. 2. Self-administered questionnaire This kind of questionnaire makes you act as the interviewer and the interviewee at the same time. First, you ask the questions either in person or through phone; then, you will be writing the interviewee’s answers on a piece of paper. A questionnaire like this fits a structured kind of interview. (Barbour 2014) Advantages and Disadvantages of a Questionnaire Coming from the references listed at the last part of this book are the following paraphrased advantages and disadvantages of using a questionnaire: Advantages 1. It is cheap as it does not require you to travel to hand the questionnaires to a big number of respondents in faraway places. 2. It entails an easy distribution to respondents. 3. It offers more opportunity for the respondents to ponder on their responses. 4. It enables easy comparison of answers because of a certain degree of uniformity among the questions. 5. It has the capacity to elicit spontaneous or genuine answers from the respondents. Disadvantages 1. There is a possibility that some questions you distributed do not go back to you, and this prevents you from getting the desired rate of response. 2. Confusing and uninteresting questions to respondents fail to elicit the desired responses. 3. Owing to individual differences between the selected subjects and those in the population, in general, the questionnaire is hard up in obtaining unbiased results to represent the characteristics of the target population. 4. It prevents you from being with the respondents physically to help them unlock some difficulties in their understanding of the questions.

116 • PRACTICAL RESEARCH 1 Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Read through the text then, fill in the blanks with the correct answers. 1. A 1 consists of a set of 2 that is prepared by the 3 before having an 4 with the interviewee. Answering the questions with 5 makes the question fit for unstructured interview. On the other hand, answering them with facts makes the questionnaire good for 6 interview. 2. Refusal to let others know of one’s answer is the reason behind the holding of 7 but agreeing with others on their answers to questions is one disadvantage of 8 . These two interview approaches, 9 and 10 , are different from the 11 approach in that, this last approach makes use of 12 . Involving at the same time a group of respondents makes the mediated approach, 13 ; having just 14 respondents separately from each other, makes it 15 . Activity 2 Directions: Without going back to the reading material about Interview, and by using your own words, compare and contrast the following: 1. Structured interview vs. unstructured interview _________________________________________________________________ _________________________________________________________________ 2. Factual answers vs. opinionated answers _________________________________________________________________ _________________________________________________________________ 3. Objective vs. subjective question _________________________________________________________________ _________________________________________________________________ 4. Sample vs. population _________________________________________________________________ _________________________________________________________________ 5. Synchronous vs. asynchronous mediated interview _________________________________________________________________ _________________________________________________________________

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 117 6. Closed questions vs. open-ended questions _________________________________________________________________ _________________________________________________________________ 7. Group interview vs. focus group interview _________________________________________________________________ _________________________________________________________________ 8. Postal questionnaire vs. self-administered questionnaire _________________________________________________________________ _________________________________________________________________ 9. Schedule vs. questionnaire _________________________________________________________________ _________________________________________________________________ 10. Self-introduction questions vs. interview proper questions _________________________________________________________________ _________________________________________________________________ Elaborating Learned Concepts Activity 1 Directions: Recall one research topic or research problem you specified in Lesson 6, including two specific questions related to this research problem. Pretend you have already chosen a set of respondents. Formulate a set of interview questions to elicit answers to your specific questions. Keep in mind the guidelines for formulating effective interview questions. Activity 2 Directions: PAIR/GROUP WORK. Depending on the number of respondents to answer the interview questions you formulated in the previous activity, work with a partner (one as the interviewer; the other as the interviewee) or with three or more (one as the interviewer; the rest as the interviewees). Assessing the Extent of Concept Learning Read the interview topics surrounding the three circular figures. Write the topic in the circle that speaks to the extent of your understanding of concept behind this topic.

118 • PRACTICAL RESEARCH 1 Transforming Learned Competencies Keep track of computer-assisted research studies using questionnaires. Download one questionnaire and critique this based on what you learned about interview questions, specifically, about a schedule or a questionnaire. Share to your teacher and classmates your discoveries about what you downloaded from the computer.

119 Unit VII Analyzing the Meaning of the Data and Drawing Conclusions Using a certain method of collecting and analyzing data, you get to gather varied world perceptions from different people. Through all these diverse opinions coming from a set of people, you are able to discover a certain idea or pattern governing the entire data collected. Geared toward a common theme, idea, or pattern, the collected facts and information are capable of guaranteeing evidence-based conclusions. Factual data and logically collected ones are meaningful data to yield valid and credible conclusions. LESSON 14 Data Analysis Intended Learning Outcomes After this lesson, you should be able to: 1. widen your vocabulary in English; 2. construct sentences using newly learned words; 3. define data analysis; 4. differentiate the steps in analyzing data; 5. explain the meaning of qualitative data analysis; 6. relate research questions with data analysis results; and 7. analyze and interpret thematically or theoretically organized data. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: PAIR WORK. Pick from the box below the word or phrase that corresponds to the meaning of the italicized word in the sentence. stick together with respect to not to mention

120 • PRACTICAL RESEARCH 1 gathering friendly summarize main idea extra hard, exact examine, study symbol Sentences 1. I have nothing to say vis-a-vis to the school’s new policy on scholarships. 2. I need more time to collate those photocopied pages of the book. 3. The synthesis of the award-winning literary piece is one-third of the original text. 4. Adhere to the school policies; otherwise, transfer to another school. 5. Taking a medical course is mentally challenging let alone the big amount of money involved in it. 6. Do you understand the matrix that is composed of number and words between parallel lines? 7. You need patience and determination to go through that rigorous activity. 8. A skillful driver can easily interpret traffic codes. 9. Analyze the object the way psychologists study human behavior. 10. “Trees” is the title of the poem and its central theme is “love and take care of trees for they are beneficial to mankind.” Activity 2: Using Newly Learned Words PANTOMIME Directions: Act out one of the newly learned words. Let your partner guess the word referred to by the pantomime and use it in a sentence, too. Unless your partner comes out with the correct answer and sentence, he or she cannot exchange roles with you.

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 121 Stirring Up Imagination What would you like to become someday? If you were one of the following, how would you put something into an in-depth study? a lawyer an agriculturist a scientist a writer a judge a philatelist a biologist a physical therapist a teacher an engineer a medical technologist an architect a surgeon a nurse a businessman a restaurateur an electrician a pharmacist a priest a beautician a poet a musician an accountant an actor Discovering More Concepts What does the selection say about people’s act of studying or examining things? Does it have the same thoughts as those of an engineer, a doctor, or an architect? Find it out by reading this text very well. DATA ANALYSIS Nature Data analysis is a process of understanding data or known facts or assumptions serving as the basis of any claims or conclusions you have about something. You collect these data in many ways: observation, interview, documentary analysis, and research instruments like questionnaires, tests, etc. Your primary aim in analyzing recorded data is to find out if they exist or operate to give answers to the research questions you raised prior to your acts of collecting them. In analyzing data, you go through coding and collating. Coding is your act of using symbols like letters or words to represent arbitrary or subjective data (emotions, opinions, attitudes) to ensure secrecy or privacy of the data. Collating, on the other hand, is your way of bringing together the coded data. Giving the data an orderly appearance is putting them in a graph, specifically a table of responses. Data Matrix The term “data matrix” is also used to name this table of responses that consists of table of cases and their associated variables. This data matrix is of two types: the profile matrix that shows measurements of variables or factors for a set of cases or respondents and the proximity matrix that indicates measurements of similarities and differences between items. Under proximity matrix, if the measurements show how alike things are, it is called similarity matrix. If they show how different they are, it is called dissimilarity matrix. (Denzin 2013) Qualitative Data Analysis In a qualitative research, you analyze or study data that reflect the respondents’ thoughts, feelings, attitudes, or views about something. These are subjective data that

122 • PRACTICAL RESEARCH 1 are expressed in words, and these words serve as the unit of analysis in a qualitative type of research. You examine these subjective data to understand how related or relevant they are to your research problem or specific research questions. You collect qualitative data through interviews, observations, or content analysis and then subject them to data analysis. In your data collecting activities, you indispensably experience a lot of things vis-a-vis the sources of data, such as their sizes, shapes, ideas, feelings, attitudes, and so on. If you record these data through verbal language or graphic means, you get to immerse yourself in a qualitative data analysis, not quantitative data analysis, for the latter deals with data expressed in numerical forms. (Layder 2013) Qualitative data analysis is a time-consuming process. It makes you deal with data coming from wide sources of information. It is good if all the data you collected from varied sources of knowledge work favorably for your research study, but, ironically, some of these may not have strong relation to your research questions. Data analysis in a qualitative research is a rigorous act of a thematic or theoretical organization of ideas or information into a certain format that is capable of presenting groups of responses. Analyzing the data and synthesizing them based on one principal idea, theory, or pattern demand a lot of time and effort, let alone, the methodical ways you have to adhere to in presenting the results as long written discussions containing verbal or graphical explanations of your findings. (Letherby 2012; Silverman 2013; Litchman 2013) Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL ACTIVITY. Circle the letter of the correct answer. 1. The results of data analysis are presented as a. percentages c. fractions b. written discussions d. literary criticism 2. The research activity preceding collating is a. coding c. synthesizing b. summarizing d. categorizing 3. Qualitative data analysis focuses on examining a. numbers c. words b. visions d. concepts 4. To show how variables are closely related with one another, you must use a. data matrix c. proximity matrix b. profile matrix d. table matrix

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 123 5. Questionnaire is to data-collection instrument; observation is to data-collection ____. a. process c. analysis b. method d. results 6. Qualitative research has words as its a. qualitative data c. quantitative data b. unit of analysis d. analysis of data 7. You encode or symbolize data that are a. subjective c. objective b. symbolical d. numerical 8. Symbolizing data is preserving their a. origin c. confidentiality b. source d. significance 9. 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 10. A graphical presentation of data-analysis results ensures a. privacy of data c. completeness of data b. genuineness of data d. orderliness of data Activity 2 Directions: Check the sentence that expresses what is true about qualitative data analysis. ______ 1. It is a time-saving analysis of data. ______ 2. Its unit of analysis is large language structures like paragraphs. ______ 3. It centers its analysis on opinionated knowledge. ______ 4. It is prone to examining numbers. ______ 5. It cannot use data matrices. ______ 6. It examines verbal language as well as non-verbal language. ______ 7. It puts into codes abstract qualities of people. ______ 8. It analyzes data first before it collects them. ______ 9. Exempted from qualitative-data analysis are prose and non-prose materials. ______ 10. Coding is not for numerical data.

124 • PRACTICAL RESEARCH 1 Activity 3 Directions: On the lines provided, write the number of every unchecked sentence in Activity 2. Then, opposite this number, write your reason for not checking such sentence. Unchecked Sentences Reasons ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Elaborating Learned Concepts Activity 1 Directions: Put a check mark () under Agree if the research question is answerable by a qualitative data analysis; otherwise, put a check mark under Disagree. Then, accomplish the last column to justify your choice. Research Questions Agree Disagree Reasons, Comments, Reactions 1. What can you say about Mr. Lim’s election victory? 2. How many kinds of promises did Mr. Lim make in front of the STV4 homeowners? 3. What kinds of promises did Mr. Lim give the STV4 homeowners? 4. What percentage of the job applicants came from the city?

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 125 5. What background knowledge do you have about the job you are interested in? 6. In how many Philippine provinces is Filipino language spoken always, sometimes, and never? 7. What personality traits did Gina reveal through her ways of answering the guests’ questions? 8. How many of the 500 students refused to buy the algebra book? 9. How systematic was Justin Sarmiento in presenting his design? 10. In the order of their frequency, which sentences, based on structure, indicate the 500 students’ lack of mastery on sentence sense? Activity 2 Directions: Without going back to the pages explaining data analysis and qualitative data analysis, compose a short text titled Qualitative Data Analysis on the following lines. QUALITATIVE DATA ANALYSIS ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____ ______________________________________________________________________ _____ ______________________________________________________________________ ___________________________________________________________________________ _____ ______________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

126 • PRACTICAL RESEARCH 1 Assessing the Extent of Concept Learning How much did you learn about the concepts of data analysis on the following topics? Write the letter of the corresponding topic on the appropriate grade to gauge the extent of your learning. 100 95 93 90 88 86 83 81 75 60 Topics A – Research questions in relation to data analysis results B – Emotions, attitudes, and views as subjective data C – Qualitative data analysis as time-consuming process D – Coding of data with letters E – Words as unit of analysis F – Orderliness of data through data matrices G – Themes or theories as bases of data synthesis H – Steps in data analysis I – Reasons for coding data J – Verbal language and graphs in qualitative data analysis Transforming Learned Competencies Considering your time and abilities, think of one research problem for a doable qualitative research. Formulate research questions to guide you in the kind of data you want to collect. Choose one data collection technique that fits your chosen topic. Use a sampling method in selecting your respondents. Subject the collected data to analysis and find out if the data analysis results answer your research questions. Present the results of your data analysis through a composition, with the first part giving the descriptions of the data and the second part, the interpretations of data. Give your teacher a copy of your written work.

127 LESSON 15 Drawing of Conclusions Intended Learning Outcomes After this lesson, you should be able to: 1. list down as many meaningful words as you can; 2. communicate your world views using newly learned words; 3. explain the meaning of conclusion; 4. justify a good conclusion section of a research paper; 5. specify the contents of the conclusion part of a research paper; 6. describe a good evidence to support a conclusion; and 7. form credible conclusions about your surroundings. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: INDIVIDUAL WORK. Circle the letter of the word that is similar in meaning to the underlined word in the sentence. 1. I can say that, by and large, with the involvement of all community members, the Climate-Change conference will be successful. a. minimally c. shortly b. generally d. individually 2. Those negative comments may debunk the capacity of the delegates to hold a successful conference. a. affect maliciously c. doubt continuously b. silence totally d. question critically 3. I’m giving you this registered land title to warrant the payment of my arrears. a. justify c. express b. ensure d. record

128 • PRACTICAL RESEARCH 1 4. Highlight his positive comments but downplay his negative arguments. a. restate c. deemphasize b. record d. undo 5. Drivers of public utility vehicle must do their work with utmost care and diligence. a. attentive c. necessary b. required d. greatest Activity 2: Using the Newly Learned Words Directions: Engage yourself in a chat with your partner about any topic both of you find interesting. Use the newly learned words in your conversation. Stirring Up Imagination Game of Senses: Have fun in experiencing each of these now! Then, give your conclusion about each experience. Touch your hair, your face, your neck, your arms… Conclusion ____________________________________________________________ ______________________________________________________________________ Touch the cover of your book, the pages of your notebook, the surface of your chair, the screen of your cell phone or music player... Conclusion ____________________________________________________________ ______________________________________________________________________ Listen to sounds coming from someone or something... Conclusion ____________________________________________________________ ______________________________________________________________________ Smell the people and things around you... Conclusion ____________________________________________________________ ______________________________________________________________________ Look at your surroundings—people, things, places, etc. Conclusion ____________________________________________________________ What made you arrive at such conclusion? What then is the meaning of conclusion? Discovering More Concepts What does the following reading material say about conclusion? Read this very well to find out its connection with the conclusions you draw about what you experienced.

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 129 DRAWING CONCLUSIONS Meaning of Conclusion Conclusion is a type of inferential or interpretative thinking that derives its validity, truthfulness, or reasonableness from your sensory experience. Touching, seeing, hearing, tasting, and smelling things around you lead to a particular conclusion about each of those experiences. The results of your sensory experience are factual data to support the truthfulness of your conclusions. Drawing Conclusions In your research work, your next move after analyzing the data you have gathered is drawing conclusions. This makes you form conclusions that arise from the factual data you encountered and analyzed. Any conclusions drawn or deduced by you from facts or statements resulting from logical thinking rather than from another assumption, prediction, or generalization are the only ones included in the conclusion section of your research paper. (Decilo 2014) Any conclusion that you give about what you found out through your analysis of the data you collected is a “warranted conclusion,” which explains how the evidence or findings resulting from your data analysis stands to prove or disprove your conclusion. And, by and large, the best kind of proof to back up your conclusion is one that is factual and logical or given by correct reasoning. Downplaying, much less, excluding warrants from this section of your paper reserved specifically for stating conclusions about your findings makes your readers cast doubts about the credibility or genuineness of your conclusions. (Thomas 2013, 38). Research is about discovering things and engaging yourself in an exchange of theoretically supported ideas with those in the academic world. And you state all your discoveries in the conclusion section of your research paper. But it is not merely making your conclusions visible in your paper, but also making these related with the claims or arguments of varied research studies and written works you’ve subjected to your RRL or review of related literature. Creating a link between your discoveries and your review of literature indicates the ability of your paper to expand or enhance any existing knowledge about your research study. (Harding 2013) Thinking of research as the means by which you, as a member of academic institution, debate or argue with others on some principles in any area of knowledge, you have to write the conclusion section of your paper with conviction. Convinced of the validity of your findings to prove your conclusions, you must confidently state how your conclusions work to debunk or contradict existing theories, correlative assumptions, and published works. Conversely, your conclusions must obviously provide sufficient evidence to justify their alignment with or its support for recent theories and research findings. Most importantly, your conclusions must present your judgment of the truthfulness of your findings and your assessment of their capacity to answer either positively or negatively your research hypotheses or research questions. (Silverman 2013; Morgan 2014)

130 • PRACTICAL RESEARCH 1 Pointers in Writing Conclusions 1. Explain your point in simple and clear sentences. 2. Use expressions that center on the topic rather than on yourself, the researcher. 3. Include only necessary items; exclude any piece of information or picture not closely related to your report. 4. Have your conclusion contain only validly supported findings instead of falsified results. 5. Practice utmost honesty and objectivity in stating the results of your critical evaluation of outcomes that you expect to support your conclusions. Explaining Learned Concepts Activity 1 Directions: WHOLE-CLASS ACTIVITY. Expound or explain with great detail the following expressions: 1. Conclusion as interpretative thinking 2. Conclusion as valid or true 3. Warranted conclusion 4. Best evidence 5. Conviction in stating conclusions 6. Research as an academic debate 7. Conclusion in relation to the review of related literature 8. Data analysis results with respect to conclusion 9. Conclusion vis-à-vis previous findings 10. Assumptions, generalizations, predictions vs. conclusion Activity 2 Directions: Answer each question intelligently. 1. Give the connection between conclusion and data analysis results. 2. Why should the conclusion section be the final part of your paper? 3. How do you determine the validity of evidence to back up your conclusion? 4. How can drawing conclusions improve your logical thinking? 5. What is falsified evidence? 6. In what way do your conclusions appear unbelievable?

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 131 7. Would you rather avoid revealing the findings of your paper that run counter to previous research findings than discuss them extensively with others? Why? Why not? 8. In research, what conclusion sounds detrimental or damaging to others? 9. Are you playing the role of a debater in writing the conclusion of your paper? Justify your point. 10. How could you help your classmates create a good conclusion section of their paper? Elaborating Learned Concepts Activity 1 Directions: INDIVIDUAL ACTIVITY. Check () the column with the heading that expresses your judgment about the following purported evidence to prove a conclusion. Evidence Good Evidence Poor Evidence Reasons, Comments, Reactions 1. The workers seem willing to file a labor case. 2. They worked hard the way the characters in the movie, The Bible, did their jobs. 3. The company’s records show the number of absences the laborers incurred. 4. Apparently, the laborers failed to get their 13th-month pay last year. 5. For returning the lost and found wallet containing ₧15,000, the laborer received a certificate of merit. 6. Words have been going around that the laborers may stage a sit-down strike. 7. Probably, some officers thought it’s reasonable for them to file a labor case.

132 • PRACTICAL RESEARCH 1 Evidence Good Evidence Poor Evidence Reasons, Comments, Reactions 8. The president’s printed decision on their demands is posted on the bulletin board. 9. The CCTV caught 38 laborers marching to the president’s office at 8:00 a.m. on May 2, 2015. 10. Some are contemplating on staging a mass resignation. Activity 2 Directions: Write in the middle of the graph one conclusion you have about a person, thing, event, and so on. Keeping in mind the best evidence rule, let your graph surround your conclusion with statements to prove the soundness of the conclusion. A sample conclusion that you can replace with another one (optional) appears in the middle of the graph.

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 133 Assessing the Extent of Concept Learning Directions: Put a check mark () under each column that truly represents the extent of the learning you’ve had about the concepts behind the given topic. Topics Excellent Learning Little Learning Zero Learning 1. Meaning of conclusion 2. Content of conclusion 3. Credibility of conclusion 4. Language of conclusion 5. Warranted conclusion 6. Falsified conclusion 7. Conclusion with conviction 8. Conclusion as a debate 9. Logical thinking vs. conclusion 10. Conclusion based on the best evidence Transforming Learned Competencies Form conclusions about the existing Philippine government, organizations, or any institutions you have come to be knowledgeable about through experience with them or readings about them. Be sure to document any information coming from literary works. Do this graphically like what you did in Activity 2 under Elaborated Learned Concepts. Display this in one conspicuous area of your classroom. Or, if it is not injurious or damaging to others, forward this to your friends in any social media platforms like Facebook, email, Twitter, Instagram, and the like.

135 Sharing and reporting research findings follow a special way of knowledge presentation. It is not any kind or way of revealing discovered truths about people or things in this world. It adheres to a certain standard and format or structure. Made up of various components reflecting exhaustive acquisition of declarative and procedural knowledge, a research report adopts an academically accepted ways of placing or positioning each section of the report and of acknowledging the sources of data. Abiding by these research-reporting formalities warrants an existence of a genuine or honest-to-goodness kind of a research study. Reporting and Sharing the Findings Unit VIII LESSON 16 Reporting and Sharing the Findings Intended Learning Outcomes After this lesson, you should be able to: 1. increase the list of English words you know; 2. discuss things with others using the newly learned words; 3. report to or share with others your research findings properly; 4. adopt the standard way of structuring your research paper; 5. compare and contrast the APA and the MLA referencing styles; 6. judge existing materials based on their application of referencing rules; 7. carry out the proper referencing of your research paper; and 8. show evidence of your honesty and gratefulness to owners of ideas you included in your paper by documenting their contributions properly. Connecting Concepts Linking Old and New Knowledge Activity 1: Making New Words Meaningful Directions: PAIR WORK. Give the meaning of the underlined word in each sentence. Be guided by the contextual clues.

136 • PRACTICAL RESEARCH 1 1. Summarize the text in a nutshell by using the fewest possible number of words. Meaning _________________________________________________________. 2. Throw the useless portion of the object but keep the salient part of it. Meaning___________________________________________________________. 3. Stop replicating my words to avoid echoing sounds in this room. Meaning _________________________________________________________. 4. Looking at the object with your own beautiful eyes is your way of validating your statement that you want us to believe. Meaning _________________________________________________________. 5. Criticizing the story thematically makes you draw from the text some insights or world perceptions to serve as your guiding philosophy in life. Meaning _________________________________________________________. Activity 2: Using the Newly Learned Words GUESSING GAME Directions: One gives a sentence expressing the idea behind the newly learned word. The other one guesses the new word referred to. Swap roles later. Stirring Up Imagination How do you share your new discoveries about the world with your loved ones or friends living far away from you? Is it through Facebook, Twitter, Instagram, email, or other ways? Is there a certain format you have to adhere to in reporting or sharing about your findings? What do you think could guarantee the truthfulness of things you display in these social media network? Discovering More Concepts What additional concepts about your acts of reporting or sharing things with people are contained in the following reading material? Find it out by reading the text intelligently and interestingly. REPORTING AND SHARING THE FINDINGS Meaning of Reporting and Sharing the Findings The findings of your research are meant to be reported to or shared with others because your primary aim in researching is to strengthen existing knowledge or

UNIT VIII – REPORTING AND SHARING THE FINDINGS • 137 discover new ones for the improvement of the world. Hence, you have to bring your findings out to the readers in a way that you must communicate things you procedurally performed and things you found out through your principled data collecting and analysis methods. Your report about the findings of your research study must adhere to a standard structure or format that has the following elements: (Corti 2014; Braun 2013; Remlen 2011) Structure or Format of the Research Report 1. Title The title gives information and description of the subject matter of the research. Being the short catchy part of your paper that has the power to instantly attract a reader, it must contain keywords to predict the content and tone of the research paper. An attention-getting kind of a title is short, informative, made up of only 15 to 20 words. Owing to this essential role of a research title, you must think of one that is meaningful, specific, and reflective of the standards of writing research titles like: the title is not a sentence; not all capitalized; and not negative in tone. In addition, jargons and acronyms are a big no-no to research title writing. 2. Abstract The abstract concisely discusses the essential aspects of your paper such as the background of the problem, objectives, significance, research design, data collection technique, data analysis method, discussions of the findings, scope, conclusions, among others. Giving 100- to 150-word discussions of the salient parts of the research paper, your abstract suffices as the summary of your research report. Since an abstract explains in a nutshell all essential components of the research paper, it usually comes to its written form only after the final stage of the research work. 3. Introduction This part explains the background of the research problem, states a set of specific research questions, and of optional hypotheses or assumptions. The purpose of this section is to let the readers see the connection of the purposes of your research questions not only with the current world condition, but also with theoretical principles that underlie your topic and other aspects of your research. 4. Method This section explains the types and sources of data as well as the method you used in collecting and analyzing the data you have gathered. Doing this part accurately enables the readers to determine how objective and ethical you were in conducting the research and how possible it could be for them to replicate your research study for validation purposes. 5. Findings Present as findings of your study those that you have analyzed and commented on. There are several ways of doing this: by means of graphical presentation, statistical method, or written discussion.

138 • PRACTICAL RESEARCH 1 6. Discussion and Conclusion Findings resulting from thematically or theoretically gathered and analyzed data with the capacity of leading you to a valid conclusion are explained in this section. Any conclusions stated in this part of the paper derive their validity or truthfulness from factual or logically determined data. Also, such conclusions become valuable as they are able to answer the specific research questions and render any research hypotheses or assumptions right or wrong. 7. Recommendations To broaden the readers’ knowledge and understanding of the area covered by the research, recommend or let the readers positively consider some activities they can possibly do to extend, modify, replicate, or validate the findings of your research work. 8. References Follow a standard documentary style. Alphabetize, identify, and list down in this section all sources of knowledge you used in carrying out your study. 9. Appendix This contains copies of table, questionnaires, interview rates, observation checklist, and other materials that are indispensable or necessary in completing your research study. Referencing Your Research Referencing your research means directing your readers to the exact sources of data or information stated in your report, particularly those stated in the review of related literature. This is easy for you if the moment you collect data, you begin practicing a systematic, accurate, and complete recording of the identities of the sources of data. Unmindful of proper referencing of your research causes the readers to question the genuineness of the contents of your research paper. There are several styles of referencing your research, namely, Harvardian, Vancouver, Turibian, APA, and MLA. (Silverman 2013; Litchman 2013; Tracy 2013) Many prefer using the last two styles. The following are the important things you have to know about these commonly used referencing styles. MLA Style MLA stands for Modern Language Association and it has this other name, Humanities Style. This referencing style is often used in literature, history, and arts. It provides bibliographic citation in notes that correspond to reference number in the body of the paper. These notes are called footnotes when they are printed at the foot of the page; notes or endnotes (sometimes, back notes) when they are printed at the back of the book, at the end of a chapter, or at the end of an article in a journal. Some authors prefer using endnotes rather than footnotes to economize space, time, and effort of the artist and to make the paper appear more physically presentable.

UNIT VIII – REPORTING AND SHARING THE FINDINGS • 139 In using footnotes or notes, you number the notes consecutively from number 1 throughout each chapter or article. Place the note number at the end of the sentence, of a clause, and right after a quotation. Do not put the number at the end or within a chapter title or at a subheading because this suggests negligence in organization. Notes to charts, tables, and other graphs make use of symbols, letters, and, sometimes, numbers. These notes on graphs, which are numbered independently in the text, must be placed below the table or illustration, not at the foot of the page or at the end of the book or article. Notes consisting of explanations or elaborations of the discussions in the text are called substantive or discursive notes. Examples of Substantive or Discursive Notes 1. The CAS of U.P. Diliman has a different version of K-12 Curriculum. (Jaime Tamayo. Globalization vs. K-12 Curriculum. Quezon City: U.P. Press, 2016, pp. 56–65) Find an expanded discussion of this in (Luis Hizon. Changes in the Philippine Educational System. Manila: Abaya Publishing Co. 2017, pp. 78–90) 2. Documentary evidence of the continuous increase of the country’s rice importation in 10 years is shown in (Ana Perez and Norma Pascual. The Perennial Rice Shortage. Baguio City: St. Louis Press, 2017, pp. 38–45) 3. Liza Mabalot gives a special attention to the 15th SAMPRA’s failure to issue certificates to participants right after the conference in (Global Trends in Language Teaching and Learning. Manila: Rex Bookstore Inc., 2016, pp. 78–85) 4. In 2016, the recipients of the TOYM award mostly came from the NCR (National Capital Region). Only one hailed from the southern part of the country. (Mario Yulo. 2017. Awards for World Progress. Quezon City: National Press Club, 2017, p. 38) Examples of End Notes p. 20 3.89 Fredo Gomez, Language and Culture, in “On Intercultural Competence,” p. 68. p. 20 3.24 Helen Smith, The 21st Century Movies trans. William Burns. New York: Vintage House 2016, p. 356. p. 21 3.57 Have more on this. See Phillip L. Morgan, Cultural Impact of 21st Century Movies. Washington: ABC Press. 2017, pp. 34–56; Vissher Hilton. 21st Century Movies. vol.3. “The Timeliness and Relevance of 21st Century Movies” (trans. Suxy Sean. New York: Penguin Press. 2016); and Chloe Collins. Culture and Movies. London: Routlege. 2017, pp. 367–350. p. 22 3.35 “Ethnicity vs. 21st Century Movies,” in Movie World, trans. T.J. Castro: Australia: Kegan Paul, 2017, p. 457. p. 23 3.53 Ibid., p.256 p. 25 3.45 Contemporary Movies, p. 478