Practical Research 1

40 • PRACTICAL RESEARCH 1 4. General periodicals such as Readers’ Digest, Women’s Magazine, Panorama Magazine, Time Magazine, World Mission Magazine, etc. 5. Previous reading assignments in your other subjects 6. Work experience – clues to a researchable topic from full-time or part-time jobs, OJT (on-the-job training) experience, fieldwork, etc. Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Identify the word or phrase referred to by the following expressions. 1. A descriptive word for a topic useful to society’s progress 2. The effect of a topic you like so much or find close to your heart 3. Topics appealing solely to a person’s thoughts and feelings 4. Topics needing an intensive reading in the library 5. A remedy against a very broad topic 6. The effect of working on a vague or not-so-clear topic 7. The reason behind a topic hard to investigate 8. Very easy research topics 9. Topics not needing factual data 10. An adjective for a topic attuned to current happenings Activity 2 Directions: PAIR WORK. Put a check () under the column of the right descriptive word for each number. Research Topics Controversial Vague Narrow Highly Technical Broad Hard-toInvestigate 1. Filipinos’ Admiration for the Current First Lady of the Philippines 2. Some Excessively Priced Imported Vehicles 3. The Rise and Fall of All Kings and Queens

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 41 Elaborating Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Check the title that appears to be the best in terms of narrowing down a broad topic. 1. _______ Symptoms of AIDS _______ Physical Symptoms of AIDS _______ Acquired Immune Deficiency Syndrome or AIDS 2. _______ History of Traditional Grammar _______ History of American Traditional Grammar _______ Traditional Grammar 3. _______ The Psychology of Reading _______ A Study of Human Behavior _______ Sensory Experience in Reading 4. _______ World Ideologies _______ Feminism in the Digital Era _______ Feminism in Nick Joaquin’s Latest Novel 5. _______ Communication Skills _______ The Writing Process _______ Pre-writing Strategies 4. Labor Unions before the Coming of Jesus Christ 5. Pluses and Minuses of all English 2 Textbooks 6. Definition of Research 7. The Extent of Filipinos’ Faith in God 8. The Structure of a Nuclear Weapon 9. Comma as a Punctuation Mark 10. Spaceship Building

42 • PRACTICAL RESEARCH 1 6. _______ War Among Nations _______ World War II _______ Japan’s Role in World War II 7. _______ Hotel and Restaurant Management _______ Food Serving Techniques _______ Russian-Plate Service 8. _______ The University of the Philippines _______ The History of the University of the Philippines _______ The University of the Philippines in the 1960s 9. _______ Philippine Transportation System _______ Metro Manila’s Transportation System _______ Manila’s LRT/MRT Systems 10. _______ The Enactment of Laws in Congress _______ The Governing Bodies of the Philippines _______ The Congress of the Philippines Activity 2 Directions: Use numbers 1 to 5 to show the order of these topics if you narrow them down from general to the most limited topic. 1. _______ Man’s Personality _______ The Right Lobe of the Brain _______ The Five Aspects of Personality _______ The Intellectual Aspect of a Person _______ Brain Components 2. _______ Prose and Poetry _______ Fiction _______ The Legend of Mayon Volcano _______ Philippine Literature _______ Legends

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 43 3. _______ Pluses and Minuses of Teenage Marriage _______ Teenage Marriage _______ The Advantages of Early Marriage _______ Marriage _______ Human Relationships Activity 3 Directions: GROUP WORK. As you work in a triad, narrow down each of the following general subjects to make it a good research topic. 1. General subject: Communications NARROWED _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ 2. General subject: The Philippine Government NARROWED _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________

44 • PRACTICAL RESEARCH 1 Assessing the Extent of Concept Learning Check the right column to assess how much you have learned the concept on each topic. Concepts Learned 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 5.0 Interesting topic Vague topic Hard-to- investigate-topic Narrow topic Timely topic Relevant topic Highly technical topic Broad topic Topic-selection pointers Sources of suitable research topics Transforming Learned Competencies Using your favorite online social communication network, ask your friends what college they belong to and what research experience they have already gone through. Specifically, ask about the title of any research paper they have already done, plus their reasons for having conducted such research studies. If they have not done any research work yet, express your curiosity as to what subject matter they may want to work on in the nearest future. Ask them, too, of their reasons for desiring to embark on such kind of academic endeavor. Ponder on their justifications on the basis of what you know are good reasons for doing any research work. Request each of them to try formulating an appropriate title for his or her topic. Based on the title given, determine the quality of the topic expressed by the title with respect to the guidelines or pointers you have learned about research topic selection.

45 LESSON 6 Research Problem and Research Question Intended Learning Outcomes After this lesson, you should be able to: 1. expand your vocabulary; 2. communicate your worldviews using newly learned words; 3. define a research question and a research problem; 4. give the relationship between research problem and research question; 5. formulate correct research questions; 6. identify the sources of research problem and research question; and 7. justify the essence of having background knowledge of the problem. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: INDIVIDUAL WORK. From the box, choose the expression that corresponds to the meaning of the italicized word in the sentence. Driving force .................. felt uncertain or doubtful result from Final Permanent decision riddle Being in a relative position Taking things as factual Deep coming before Sentences 1. You will be perplexed by something you know nothing about. 2. Their closeness stems from their two-month togetherness in the 2015 ClimateChange Summit in Alaska. 3. Why don’t you give me a clue to that conundrum you want me answer instantly? 4. Coming from different cultural backgrounds, you can’t have an alignment of beliefs and ideas about that matter.

46 • PRACTICAL RESEARCH 1 5. Wanting to graduate as a valedictorian could be the impetus behind that student’s frequent library work. 6. Try to get an intense understanding of that theory to avoid flunking the test. 7. Preceding number seven is eight. 8. You’ve already heard my conclusive statement; hence, close the deal now. 9. What you see around you, what you read in papers, and what you hear from people help you adopt an objective view of the case. 10. I’ve joined so many singing competitions already, this time, I’ll try The Voice, the ultimate contest I’ll be participating in. Activity 2: Using the Newly Learned Words Directions: Write a paragraph with seven to ten sentences about an interesting topic to you. Use some of the newly learned words in your short composition and give an interesting title to your work. Write this on the lines provided. Stirring Up Imagination What immediately comes to your mind the moment you hear these two words: PROBLEM and QUESTION? How would you compare and contrast the two? In the space below, make an appropriate graph (e.g., table or a Venn diagram) to show their similarities and differences. PROBLEM VS. QUESTION

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 47 Discovering More Concepts How do you think are your thoughts about problems and questions similar to or different from what the following text discusses? Read the selection below to find out more about these words. RESEARCH PROBLEM VS. RESEARCH QUESTION Meaning of Research Problem The ultimate goal of the research is not only to propose ways of studying things, people, places, and events, but also to discover and introduce new practices, strategies, or techniques in solving a problem. The word “problem” makes you worry and pushes you to exert considerable effort in finding a solution for it. When you feel perplexed or anxious about what to do about something you are doubtful of or about a question you are incapable of answering, you then come to think of conducting research, an investigation, or inquiry. You consider research as the remedy for getting over any problem. When you decide to do research, you begin with a problem that will lead you to a specific topic to focus on. For instance, you are beset by a problem of year-by-year flash floods in your community. This problem drives you to think of one topic you can investigate or focus on for the solution to your community’s flood problem. Perhaps, you can research only one aspect of the flood problem, like examining only the neighborhood lifestyle in relation to floods in the area, the need to construct antiflood structures, or the practicability of more footbridges in the area. (Gray 2013) Background of the Problem You must not rush into gathering ideas and information about your topic. First, spend time getting background knowledge about the problem that triggered off your research topic to discover its relation to what the world, particularly the experts, professionals, and learned people know about your topic. Also, reading for rich background ideas about the problem is also another way to discover some theories or principles to support your study. (Braun 2014; Woodwell 2014) Research Questions The research problem enables you to generate a set of research questions. However, your ability to identify your research problem and to formulate the questions depends on the background knowledge you have about the topic. To get a good idea of the problem, you must have a rich background knowledge about the topic through the RRL (Review of Related Literature), which requires intensive reading about your topic. Apart from having a clearer picture of the topic, it will also help you in adopting an appropriate research method and have a thorough understanding of the knowledge area of your research. A research problem serving as an impetus behind your desire to carry out a research study comes from many sources. Difficulties in life are arising from social relationships, governmental affairs, institutional practices, cultural patterns, environmental issues,

48 • PRACTICAL RESEARCH 1 marketing strategies, etc. are problematic situations that will lead you to identify one topic to research on. Centering your mind on the problem, you can formulate one general or mother problem of your research work. (Punch 2014) To give your study a clear direction, you have to break this big, overreaching, general question into several smaller or specific research questions. The specific questions, also called sub-problems, identify or direct you to the exact aspect of the problem that your study has to focus on. Beset by many factors, the general question or research problem is prone to reducing itself to several specific questions, seeking conclusive answers to the problem. The following shows you the link among the following: research problem, research topic, research question, and the construction of one general question and specific questions in a research paper. Research Problem: The need to have a safer, comfortable, and healthful walk or transfer of students from place to place in the UST campus Research Topic: The Construction of a Covered Pathway in the UST Campus General Question: What kind of covered path should UST construct in its campus? Specific Questions: 1. What materials are needed for the construction of the covered pathway in the UST campus? 2. What roofing material is appropriate for the covered path? 3. In what way can the covered pathway link all buildings in the campus? 4. What is the width and height of the covered path? 5. How can the covered path realize green architecture? Research questions aim at investigating specific aspects of the research problem. Though deduced from the general or mother question, one specific question may lead to another sub-problem or sub-question, requiring a different data-gathering technique and directing the research to a triangulation or mixed method approach. Referring to varied aspects of the general problem, a set of research questions plays a crucial part in the entire research work. They lay the foundation for the research study. Therefore, they determine the research design or plan of the research. Through sub-questions, you can precisely determine the type of data and the method of collecting, analyzing, and presenting data. Any method or technique of collecting, collating, and analyzing data specified by the research design depends greatly on the research questions. The correct formulation of research questions warrants not only excellent collection, analysis, and presentation of data, but a credible conclusion as well. (Layder 2013) Hence, the following are things you have to remember in research question formulation. (Barbie 2013; Litchman 2013; Silverman 2013)

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 49 Guidelines in Formulating Research Questions 1. Establish a clear relation between the research questions and the problem or topic. 2. Base your research questions on your RRL or Review of Related Literature because existing published works help you get good background knowledge of the research problem and help you gauge the people’s current understanding or unfamiliarity about the topic, as well as the extent of their knowledge and interest in it. Convincing solutions to research problems or answers to research questions stem from their alignment with what the world already knows or what previous research studies have already discovered about the research problem or topic. 3. Formulate research questions that can arouse your curiosity and surprise you with your discoveries or findings. This is true for research questions asked about a problem that was never investigated upon. 4. State your research questions in such a way that they include all dependent and independent variables referred to by the theories, principles, or concepts underlying your research work. 5. Let the set of research questions or sub-problems be preceded by one question expressing the main problem of the research. 6. Avoid asking research questions that are answerable with “yes” or “no” and use the “how” questions only in a quantitative research. 7. Be guided by the acronym SMART (specific, measurable, attainable, realistic, time-bound) in formulating the research questions. Applying SMART, you must deal with exact answers and observable things, determine the extent or limit of the data collected, be aware of the timeframe and completion period of the study, and endeavor to have your research study arrive at a particular conclusion that is indicative of what are objective, factual, or real in this world. Explaining Learned Concepts Activity 1 Directions: WHOLE-CLASS ACTIVITY. Share with your classmates your understanding of the following expressions. 1. Research questions are comparable to a compass. 2. Research questions are inseparable from the research problem. 3. There are two kinds of questions to be asked in a research work. 4. The keyword in research question formulation is SMART. 5. You cannot ask any question in your research study. 6. Your research questions are linked to your RRL (Review of Related Literature).

50 • PRACTICAL RESEARCH 1 7. No research problem means no research questions. 8. Data not referred to by the research questions can be collected. 9. Collecting data immediately comes after pondering on the research problem. 10. You derive your research topic from your research questions. Activity 2: Question Hour for Speculative Thinking Ask one another thought-provoking questions about the text you have read. Your recitation grade will depend on the quality of your questions and answers. Thus, remember the HOTS (higher-order thinking strategies) of interpretative, critical, integrative/synthesis, and creative thinking as you formulate your questions. Have a draft of your questions on the lines provided to prepare yourself for asking questions worth 10 points each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Elaborating Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Put a check mark (✓) in the box that represents your judgment on the quality of the research question asked about the following research problem or topic: “Promoting Intercultural Competence through SFG or Systemic Functional Grammar.” Justify your choice by writing your reasons, comments, reactions, etc. Research Questions 1. Is SFG a contemporary language theory? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. To what particular subject is SFG applicable? Correct Incorrect

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 51 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. What is intercultural competence? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 4. Do you agree that SFG increases intercultural competence? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 5. How does SFG promote intercultural competence? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 6. In what way is SFG similar to intercultural competence? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 7. What Filipino cultural practices reflect Spanish influence on Filipinos’ lifestyle? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

52 • PRACTICAL RESEARCH 1 8. How is SFG applicable to Greek mythological characters? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 9. How does context, an SFG component, promote intercultural competence? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 10. What are the effects of SFG on the cultural practices of future graduates of UST? Correct Incorrect _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Activity 2 Directions: PAIR WORK. Keeping in mind what you learned in this lesson, do the following with your partner. 1. On a piece of paper, make a list of some problems in your environment that need immediate solutions. 2. Choose one problem in the list. Based on this problem you selected, identify your research topic, give or describe the justifications/reasons behind your decision to do a research work, and mention, too, the benefits and the beneficiaries of your research work 3. Formulate one general or “mother” question to reflect your research problem or topic. 4. Banking on whatever background knowledge you have about your chosen topic, formulate five research questions or sub-problems that are closely related to the general question.

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 53 Assessing the Extent of Concept Learning Using the range of 50% to 100%, rate how much you learned the concepts behind the following topics. 1. Research problem __________________________________________________ 2. Research questions _________________________________________________ 3. Research problem in relation to research topic __________________________ 4. Background knowledge about the topic _______________________________ 5. Formulating research questions ______________________________________ 6. Sources of research problems ________________________________________ 7. Importance of RRL to research question formulation ____________________ 8. Link between the RRL and the research problem ________________________ 9. Link between the research design and research questions ________________ 10. General questions vs. Research questions _______________________________ Transforming Learned Competencies Engage yourself in a conversation with some of your teachers. Ask them what research problem they worked on in their graduate studies, the research questions they formulated, and their reasons for engaging themselves in such kind of academic work. Keeping in mind what make people carry out research studies, describe or comment on their justifications for conducting the research. Subject the result of your inquiry to critical evaluation based on what you learned about research problem, research questions, and research goals or objectives. Share with your teacher and classmates a written report of your findings.

55 Introduction You want to discover truths about an animate creature or an inanimate thing you find wonderful or puzzling. Thinking speculatively, you tend to bombard your mind with varieties of questions about the object of your curiosity. Where do you get the answers to your questions? Get them from yourself and from other published written works containing people’s ideas, facts, and information about your subject matter. Aligning what you already know with what others know or have already done about your chosen topic indicates the timeliness and relevance of your work. Moreover, reading extensively about your subject matter enables you to obtain a rich background knowledge that will help you establish a good foundation or direction of your research work. LESSON 7 Review of Related Literature (RRL) Intended Learning Outcomes After this lesson, you should be able to: 1. increase the number of English words you know; 2. use the newly learned words in expressing your worldviews; 3. explain the meaning of review of related literature; 4. carry out a review of related literature properly; 5. compare and contrast the styles of review of related literature; and 6. critically evaluate review of related literature reports. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: INDIVIDUAL WORK. Give the meaning of the underlined word in each sentence. Be guided by the contextual clues. 1. Your facial expressions and gestures could easily convey your reactions to his statement. ________________ Learning from Others and Reviewing the Literature Unit IV

56 • PRACTICAL RESEARCH 1 2. Poems use poetic language; newspaper, prosaic language for an easy understanding of the news item by all kinds of readers, highly learned or not. ______________________ 3. I don’t need a catalog of ideas on a piece of paper. What I need is an application of ideas. _____________ 4. Myriad of people from all over the world witnessed the historical demolition of the Berlin Wall. _______________ 5. Through your facial expression, I will try to infer, rather than directly state the meaning of your sentence. _______________ 6. I would rather opt to stay here than go home at this time of the night. ___________________________ 7. Your performance of higher-order thinking strategies will ensure your victory in the academic contest. ___________________ 8. All those in Grade 6 belong to a peer group that excludes those not within their age bracket. __________________ 9. Love reading books to widen your world perception. ___________ 10. Embodied in the introduction are the major parts of your paper. _______________ Activity 2: Using the Newly Learned Words Directions: Use the newly learned words in narrating one incident in your life. Try combining or mixing them up in only one sentence. Write them on the lines provided.

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 57 Stirring Up Imagination Directions: PICTURE ANALYSIS. Examine the picture above. What comes to your mind upon seeing it? Explain. Discovering More Concepts Establish a link between the image and the title of the selection below. REVIEW OF RELATED LITERATURE (RRL) Meaning of Review of Related Literature Literature is an oral or written record of man’s significant experiences that are artistically conveyed in a prosaic manner. Embodied in any literary work like essay, novel, journal, story, biography, etc. are man’s best thoughts and feelings about the world. These recorded or preserved world perceptions of man are expressed directly and indirectly. Direct expressions of man’s knowledge of the world are in books, periodicals, and online reading materials. Indirect expressions are his inferences or reflections of his surroundings that are not written or spoken at all. (Ridley 2012) A review of related literature is an analysis of man’s written or spoken knowledge of the world. You examine representations of man’s thinking about the world to determine the connection of your research with what people already know about it. In your analysis or reading of recorded knowledge, you just do not catalog ideas in your research paper, but also interpret them or merge your thinking with the author’s ideas. Hence, in doing the RRL, you deal with both formal or direct and informal or indirect expressions of man’s knowledge. Fusing your world understanding with the authors’ world perceptions enables you to get a good analysis of existing written works that are related to your research study. (Wallman 2014) Purposes of Review of Related Literature (RRL) 1. To obtain background knowledge of your research 2. To relate your study to the current condition or situation of the world

58 • PRACTICAL RESEARCH 1 3. To show the capacity of your research work to introduce new knowledge 4. To expand, prove, or disprove the findings of previous research studies 5. To increase your understanding of the underlying theories, principles, or concepts of your research 6. To explain technical terms involved in your research study 7. To highlight the significance of your work with the kind of evidence it gathered to support the conclusion of your research 8. To avoid repeating previous research studies 9. To recommend the necessity of further research on a certain topic Styles or Approaches of RRL or Review of Related Literature 1. Traditional Review of Literature To do a review of literature in a traditional way is to summarize present forms of knowledge on a specific subject. Your aim here is to give an expanded or new understanding of an existing work. Being necessarily descriptive, interpretative, evaluative, and methodically unclear and uncertain, a traditional review is prone to your subjectivity. This kind of review does not require you to describe your method of reviewing literature but expects you to state your intentions in conducting the review and to name the sources of information. You experience much freedom or flexibility in doing a traditional RRL, so as an undergraduate student taking BA, BSE, BSEED, or any four-year bachelor degree and lacking much knowledge and expertise in research work, this is the appropriate method for you. Attaining mastery in doing a traditional RRL is an excellent preparation for the more demanding, second style of RRL called systematic review that is required at the graduate level. Hence, being unprepared for a systematic review, you have no other way but to do the traditional review to complete the requirements of your course. (Jesson 2011) Traditional review is of different types that are as follows: 1. Conceptual review – analysis of concepts or ideas to give meaning to some national or world issues 2. Critical review – focuses on theories or hypotheses and examines meanings and results of their application to situations 3. State-of-the-Art review – makes the researcher deal with the latest research studies on the subject 4. Expert review – encourages a well-known expert to do the RRL because of the influence of a certain ideology, paradigm, or belief on him/her 5. Scoping review – prepares a situation for a future research work in the form of project making about community development, government policies, and health services, among others

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 59 2. Systematic Review of Literature As indicated by its name, systematic, which means methodical, is a style of RRL that involves sequential acts of a review of related literature. Unlike the traditional review that has no particular method, systematic review requires you to go through the following RRL steps (Ridley 2012): 1. Have a clear understanding of the research questions. Serving as the compass to direct your research activities, the research questions tell you what to collect and where to obtain those data you want to collect. 2. Plan your manner of obtaining the data. Imagining how you will get to where the data are, you will come to think also of what keywords to use for easy searching and how to accord courtesy and respect to people or institutions from where the data will come such as planning how to communicate your request to these sources of data. 3. Do the literature search. Using keywords, you look for the needed information from all sources of knowledge: Internet, books, journals periodicals, government publications, general references, and the like. 4. Using a certain standard, determine which data, studies, or sources of knowledge are valuable or not to warrant the reasonableness of your decision to take some data and junk the rest. 5. Determine the methodological soundness of the research studies. Use a checklist or a certain set of criteria in assessing the ways researchers conduct their studies to arrive at a certain conclusion. 6. Summarize what you have gathered from various sources of data. To concisely present a synthesis of your report, use a graph such as a table and other presentation formats that are not prone to verbosity. A systematic review of literature is a rigorous way of obtaining data from written works. It is a bias-free style that every researcher wanting to be a research expert should experience. Limiting itself to peer-reviewed journals, academically written works, and quantitative assessment of data through statistical methods, this style of literature review ensures objectivity in every stage of the research. (Fraenbell 2012) The following table shows the way several books on RRL compare and contrast the two styles of RRL. Standards Traditional Review Systematic Review Purpose To have a thorough and clear understanding of the field To meet a certain objective based on specific research questions Scope Comprehensive, wide picture Restricted focus Review Design Indefinite plan, permits creative and exploratory plan Viewable process and paper trail Choice of studies Purposeful selection by the reviewer Prepared standards for studies selection

60 • PRACTICAL RESEARCH 1 Standards Traditional Review Systematic Review Nature of studies Inquiry-based techniques involving several studies Wide and thorough search for all studies Quality appraisal Reviewers’ views Assessment checklists Summary Narrative Graphical and short summary answers Structure of the RRL The structure of the whole literature review indicates the organizational pattern or order of the components of the summary of the RRL results. For the traditional review, the structure of the summary resembles that of an essay where series of united sentences presents the RRL results. However, this structure of traditional review varies based on your subject and area of specialization. For the systematic review, the structure is based on the research questions; so much so, that, if your RRL does not adhere to a certain method to make you begin your RRL with research questions, your RRL is headed toward a traditional literature review structure. Regardless of what RRL structure you opt to use, you must see to it that the organizational pattern of the results of your review contains these three elements: an introduction to explain the organizational method of your literature review; headings and subheadings to indicate the right placement of your supporting statements and a summary to concisely restate your main point. (Ridley 2013) Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL ACTIVITY. Circle the letter of the correct answer. 1. An informal or indirect expression of knowledge happens through a. gestures  c. words b. books d. sentences 2. Between world knowledge and RRL, the second serves as the a. summary  c. conclusion b. linker d. symbol 3. Your direction in your RRL is given by your research a. data  c. problem b. design d. question

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 61 4. Your purpose in doing RRL is a. dual  c. specific b. plural d. singular 5. Research question is a must in a literature review called a. traditional  c. systematic b. optional d. structural 6. Subjective literature review takes place in a review that is a. scoping  c. systematic b. statistical d. scientific 7. Among the types of traditional review, these two share some similarities. a. critical and conceptual  c. start of the art and scoping b. scoping and expert d. critical and expert 8. A year from now, I will start my thesis writing for my MA degree. I must then look forward to doing this RRL style. a. scoping  c. scoping b. state-of-the-art d. systematic 9. Being a first year BA student, I can conduct a literature review using this style a. systematic and traditional c. systematic b. multi-system d. traditional 10. Without research questions, your RRL structure can appear in a form called a. narrative  c. outline b. statistical d. tabular Activity 2 Directions: Explain each expression the way you understood them in relation to research. 1. Related Literature ________________________________________________ _________________________________________________________________ 2. Review of Related Literature _______________________________________ _________________________________________________________________ _________________________________________________________________ 3. Traditional review of Literature _____________________________________ _________________________________________________________________ _________________________________________________________________

62 • PRACTICAL RESEARCH 1 4. Systematic review of related literature _______________________________ _________________________________________________________________ _________________________________________________________________ 5. Structure of literature review results ________________________________ _________________________________________________________________ _________________________________________________________________ Elaborating Learned Concepts Activity 1 Directions: PAIR WORK. In the space provided, give a graphical presentation of the sequential acts of a systematic review of literature. Activity 2 Directions: GROUP WORK. Form a group of four. Imagine you are guest speakers in a seminar titled, “RRL or Review of Related Literature: The Key to a Successful Research.” Have a division of work. See to it that you divide the speaking parts equally among the four of you. Activity 3: Essay Writing Directions: INDIVIDUAL WORK. Using a comparison-contrast organization technique, write a short essay about the two styles of review of related literature. Give your work a good title. ___________________________________________________ _____________________________________________________________________

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 63 Assessing the Extent of Concept Learning Directions: Put a check mark (✓) under the heading that speaks of how much you learned the concepts behind each topic. Topics Very much Average Little Zero Definition of RRL Purpose of RRL Systematic Review Traditional review RRL structure Difference between Systematic and Traditional review

64 • PRACTICAL RESEARCH 1 Topics Very much Average Little Zero Research questions in relation to RRL The purposes of review of related literature Transforming Learned Competencies Visit the section of your school library that is taking care of theses and dissertations. Examine the Review of Literature section of these materials and based on what you learned about RRL, comment on how these appear in the book. Produce a written copy of your observations about the RRL section in the book and share this with your teacher and classmates.

65 LESSON 8 The Process of Review of Related Literature Intended Learning Outcomes At the end of this lesson, you should be able to 1. widen your vocabulary; 2. communicate your worldviews through newly learned words; 3. differentiate the three stages of review of related literature; 4. distinguish a superior source of data from an inferior one; 5. write a literature review in a critical or argumentative manner; 6. link authors’ ideas based on a certain pattern, theme, or theory; and 7. present and organize ideas using active verbs and transitional devices. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: PAIR WORK. Using the other words in the cluster as clues, give the meaning of the underlined word. 1. subject to, disposed to, liable, susceptible 2. merely, purely, only, just 3. mergers, fuses, unites, combines 4. inclination liking, penchant, prone 5. per individual, single, per, one 6. avoid, prevent, refrain, shun 7. empty, devoid, nothing, zero Activity 2: Using the Newly Learned Words TITTLE-TATTLE Directions: Use the newly learned words in a chat with your seatmate. Stirring Up Imagination FLASHBACK… FLASHBACK… FLASHBACK…

66 • PRACTICAL RESEARCH 1 Look back into one period of your life when you were so eager or desirous to know someone or something in this world. What did you do to satisfy your want to know more about such person or thing? In the space provided, write a brief memoir on your knowledge seeking. Discovering More Concepts What do you think? Will the following reading material freshen up or enliven your memoir on knowledge seeking? Read this text well to discover more about your quest of becoming knowledgeable about something. THE PROCESS OF REVIEW OF RELATED LITERATURE Curious about a person or a thing, you want to know more about the ins and outs of this object of your interest. In your quest of becoming knowledgeable about the “apple of your eyes,” you are inclined to find all ways and means to get a full view, knowledge, or understanding of the center of your attention. And if there is one activity of yours that really pushes you to continue searching knowledge up to a certain period of time about the focus of your attention, it is research. From the start up to the end of your research, you are prone to searching answers to the many things you are curious about.

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 67 Your search for knowledge happens in every stage of your research work, but it is in the research stage of review of related literature where you spend considerable time searching knowledge about the topic. Exposed to various sources of knowledge and conditioned by a timeframe of the research work, it is necessary that you adopt a certain method in reviewing or reading varied works of literature that are related to your research problem or topic. Going methodical in your review of related literature means you have to go through the following related stages of the process of review of related literature that are true for any style of review (traditional or systematic) that you want to adopt. (Lappuci 2013; Robyler 2013; Freinbell 2012) Stage 1: Search for the Literature This is the stage of review of related literature where you devote much of your time in looking for sources of knowledge, data, or information to answer your research questions or to support your assumptions about your research topic. Generally, there are three basic types of literature sources: general references that will direct you to the location of other sources; primary sources that directly report or present a person’s own experiences; and secondary sources that report or describe other people’s experiences or worldviews. Secondary sources of knowledge give the most number of materials such as the Internet, books, peer-reviewed articles in journals, published literary reviews of a field, grey literature or unpublished and non-peer reviewed materials like theses, dissertations, conference proceedings, leaflets and posters, research studies in progress, and other library materials. Websites introducing materials whose quality depends solely on every individual, social media networks (Twitter, Facebook, blogs, podcasts, YouTube, video, etc.) and other online encyclopedia such as Wikipedia, are the other sources of information that you can consult during this stage. You may find these reading materials valuable, especially, the Wikipedia, because of their timeliness, diversified knowledge or information, varied presentation formats (texts, sounds, animation) and 24-hour availability. But they are not as dependable as the other sources of knowledge. Some consider the information from these as not very scholarly in weight because it is susceptible to anybody’s penchant for editing. Since any person is free to use the Internet for displaying information that is peer-reviewed or not, you need to be careful in evaluating online sources. (Mc Leod 2012) You can have an access to these various sources of data in two methods: manually, or getting hold of the printed form of the material, and electronically or having a computer or online reading of the sources of knowledge. Regardless of which method you use, all throughout your literature search, your mind must be focused on the essence and purposes of the library because most of the data you want to obtain are in this important section of your school. Having familiarity with the nature of your library will facilitate your literature search. Here are the pointers you have to remember in searching for the best sources of information or data: (Fraenbell 2012) 1. Choose previous research findings that are closely related to your research. 2. Give more weight to studies done by people possessing expertise or authority in the field of knowledge to which the research studies belong.

68 • PRACTICAL RESEARCH 1 3. Consider sources of knowledge that refer more to primary data than to secondary data. 4. Prefer getting information from peer-reviewed materials than from general reading materials. Stage 2: Reading the Source Material Reading, understanding, or making the materials meaningful to you is what will preoccupy you on the second stage of reading RRL. You can only benefit much from your reading activities if you confront the reading materials with the help of your HOTS. In understanding the sources of knowledge with your HOTS, you need to think interpretatively through these ways of inferential thinking: predicting, generalizing, concluding, and assuming. On top of these should be your ability to criticize or evaluate, apply, and create things about what you have read. Hence, reading or making sense of the source materials does not only make you list down ideas from the materials, but also permits you to modify, construct, or reconstruct ideas based on a certain principle, theory, pattern, method, or theme underlying your research. Stage 3: Writing the Review You do a great deal of idea connection and organization in this last stage of RRL to form an overall understanding of the material by paraphrasing or summarizing the it. In doing either of these two, you get to change the arrangement of ideas, structures of the language, and the format of the text using appropriate organizational techniques of comparison-contrast, chronological order, spatial relationship, inductive-deductive order, and transitional devices. Also, you make effective changes not only on language structures and format but also the quality of ideas incorporated into the summary or paraphrase as well. This means that in writing the review, based on the focus, theme, or theory underlying your research, you are free to fuse your opinions with the author’s ideas. (Corti 2014) A simple presentation of the findings or argumentations of the writers on a particular topic with no incorporation of your own inferential, analytical, and comparative- contrastive thinking about other people’s ideas indicates poor literature review writing. This mere description, transfer, or listing of writer’s ideas that is devoid of or not reflective of your thinking is called dump or stringing method. Good literature review writing shuns presenting ideas in serial abstracts, which means every paragraph merely consists of one article. This is a source-by-source literature writing that fails to link, compare, and contrast series of articles based on a theory or a theme around which the research questions revolve. (Remlen 2011) Juxtaposing or dealing with studies with respect to each other is your way of proving the extent of the validity of the findings of previous studies vis-a-vis the recent ones. Reading the source material and writing the review analytically, argumentatively, or critically, you give yourself the chance to express your genuine or opinionated knowledge about the topic; thereby, increasing the enthusiasm of people in reading your work. (Radylyer 2013) Another good approach to writing an excellent review is adopting good opening sentences of articles that should chronologically appear in the paper. Opening an

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 69 article with a bibliographical list that begins with the author’s name like the following examples is not good. Aquino (2015) said... Roxas (2016) stated… Perez (2017) wrote... Mendoza (2018) asserted... Examples of better article openings manifesting critical thinking through analysis, comparison and contrast of ideas and findings are as follows: One early work by (Castro, 2017) proves that... Another study on the topic by (Torres, 2017) maintains that... The latest study by (Gomez, 2018) reveals that... A research study by (Rivera, 2017) explains that... Coming from various books on literature review writing are the following transitional devices and active verbs to link or express authors’ ideas in your paper. Using correct words to link ideas will make you synthesize your literature review, in a way that evidence coming from various sources of data, will present an overall understanding of the context or of the present circumstances affecting the research problem. o Transitional devices – also, additionally, again, similarly, a similar opinion, however, conversely, on the other hand, nevertheless, a contrasting opinion, a different approach, etc. o Active verbs – analyze, argues, assess, assert, assume, claim, compare, contrast, conclude, criticize, debate, defend, define, demonstrate, discuss, distinguish, differentiate, evaluate, examine, emphasize, expand, explain, exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline, persuade, propose, question, relate to, report, review, suggest, summarize. Explaining Learned Concepts Activity 1 Directions: PAIR WORK. Write the letter of the word or phrase in column B that corresponds in meaning to the expression in column A. A B 1. Theme or theory a.  Some paragraphs but one article per par. 2. Wikipedia  b. Lacking in well-learned ideas 3. Websites  c. Comparing-contrasting two findings 4. HOTS d.  Elicits opinions on the topic

70 • PRACTICAL RESEARCH 1 5. Dump method  e.  Biographical list 6. Serial abstract    f.  Inferring, criticizing, applying, creating 7. Juxtaposing ideas  g.  Dependent on readers for its quality 8. Argumentative review h. Basis of linking authors’ ideas 9. Aquino (2018) suggested...    i.  Reading comprehension 10. Grey literature    j.  Thesis, dissertations, posters  k. Plain union of authors’ Activity 2: Modified True or False Directions: Write T if the sentence is true and F, if it is false. Then, underline the part that makes the sentence false and write the correct word/s on the line provided. 1. Doing a literature search alone proves that literature review writing is an interconnected process. 2. Editing by readers contributes to the inferiority of Wikipedia as a source of information. 3. Much editing by readers happens in grey literature. 4. Bibliographical list is not a good way to begin an article. 5. A researcher is discouraged from using this opening: One study by (Lim, 2017) asserts that... 6. Being an interconnected process, literature review stages affect one another. 7. HOTS take place extensively in Literature-review reading and writing. 8. Primary source is better than secondary source. 9. Similarly, also, on the other hand are good article openings. 10. You begin your review of related literature by peer-reviewed journals.

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 71 Elaborating Learned Concepts Activity 1 Directions: GROUP WORK. Form a group of three. Pretend that you are guest speakers in a conference who will talk about each stage of the RRL, titled “Enhancing Students’ Research Skills.” Take turns in playing the role of a conference speaker. Activity 2 Directions: GROUP WORK. Form a group of five, agree on one thing you want to know more. Ask three questions about this puzzling thing, and then list down as many sources of information as you can through which you can obtain knowledge to answer your questions. Such information about your chosen topic may come from your school library and research databases and other online resources such as the DAAI, ACM, ERIC, CINAHL, PROQUEST, EBSCOHOST, etc. Read the articles found in these sources of information, and then synthesize or summarize them into one coherent written discourse or composition to shed light on your research questions. Assessing the Extent of Concept Learning Directions: Choose which of these words—poor, good, very good, and excellent—can indicate the extent of your understanding of the ideas behind each topic. 1. Manual searching of information 2. Inferiority of online encyclopedia 3. Stringing method of review writing 4. Thematic writing of the review 5. Argumentative review 6. Bibliographical list 7. Transitional devices 8. Active verbs in review writing 9. RRL stages as interconnected process 10. Grey literature

72 • PRACTICAL RESEARCH 1 Transforming Learned Competencies POSTER MAKING Create a poster reflecting the three stages of Review of Related Literature. Invite more students to attend a conference on research by displaying your finished poster in a conspicuous place in your classroom. Label your poster with a caption or a general title reflecting the theme or idea of the conference. Likewise, provide each colorfully illustrated RRL stage with a catchword or short, eye-catching expression.

73 LESSON 9 Standard Styles in Review of Related Literature, Citation, or References Intended Learning Outcomes After this lesson, you should be able to: 1. unlock the meaning of an unfamiliar word through context clues; 2. express your thoughts and feelings using the newly learned words; 3. compare and contrast the styles and patterns of in-text citations; 4. enumerate the purposes of citations; 5. evaluate the accuracy of citations to reading materials; and 6. identify the causes and effects of plagiarism. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: INDIVIDUAL WORK. Using contextual clues, give the meaning of the underlined word in the sentence 1. Those are my words that you want to appear in your book. Hence, you must give them the proper citation in your work to tell the readers of my ownership of the ideas behind the language structures. 2. Refusing to acknowledge the presence of the Iranian guest, he turned the microphone to somebody, and then left the stage. 3. People, topic, place, and time, among others, make up the context of communication. 4. Judiciously, the buyer analyzes and criticizes the item before he decides to say yes to the seller. 5. A flower is generally known as a part of a plant, but varied connotations by every individual have been given to this blossom. Activity 2: Using the Newly Learned Words Directions: On the lines provided, use each newly learned word in a sentence.

74 • PRACTICAL RESEARCH 1 Stirring Up Imagination SPECULATE... SPECULATE... SPECULATE... How will you compare the text in the frame with an essay you encountered in the past? Why does this text look like this? One recent study by (Castro, 2016) defined Intercultural competence as an ability to interact harmoniously with people from different cultural background. Giving this expression another name, (David, 2017) calls it Crosscultural or Inter-culture Competence. Described by Tolentino (2018, p. 38) as a social-based activity, intercultural competence has context as its “One latest study by (Tuazon, 2018) explains context as a broad term that refers to all the circumstances affecting social interaction Discovering More Concepts What additional ideas about your guesses are revealed by the following reading material? Read the selection to discover more about the text on the frame STANDARD STYLES IN RELATED LITERATURE CITATIONS OR REFERENCES In reviewing related literature, you come to read varieties of reading materials containing knowledge related to your research. It is a fact that these ideas, including the language structures to express these ideas, belong to other people. They are not yours. One cardinal principle in research is acknowledging or recognizing the owners of any form of knowledge you intend to include in your research paper. Doing this practice signals not just honesty and courtesy to learned people whose ideas lend information to your paper, but also indicates your appreciation for their contribution to the field. (Hammersely 2013)

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 75 The following are the three terms used to express your appreciation for or recognition of people’s ownership of borrowed ideas (Sharp 2012): 1. Acknowledgment – the beginning portion of the work that identifies individuals who have contributed something for the production of the paper 2. References or Bibliography – a complete list of all reading materials, including books, journals, periodicals, etc. from where the borrowed ideas came from 3. Citation or In-text Citation – references within the main body of the text, specifically in Review of Related Literature The third one, citation, is the focus of this lesson. Citation, also called in-text citation, has many purposes and style, which are as follows (Badke 2012): Purposes of Citation 1. To give importance and respect to other people for what they know about the field 2. To give authority, validity, and credibility to other people’s claims, conclusions, and arguments 3. To prove your broad and extensive reading of authentic and relevant materials about your topic 4. To help readers find or contact the sources of ideas easily 5. To permit readers to check the accuracy of your work 6. To save yourself from plagiarism Styles of Citation 1. Integral Citation This is one way of citing or referring to the author whose ideas appear in your work. You do this by using active verbs like claim, assert, state, etc. to report the author’s ideas. Using these types of verbs somehow expresses the author’s mental position, attitude, stand, or opinion in relation to the information referred to. This is the reason integral citation is often used in social sciences or any subjects belonging to the soft sciences. Examples of Integral Citation: APA MLA One study by Manalo (2015) reveals... One study by (Manalo 70) The latest work by (Lee, 2015) asserts... The latest work by (Lee 123) According to Abad et al. (2015) context is... According to (Abad et al.: 54) 2. Non-integral Citation In contrast to integral citation that reflects the author’s personal inclinations to a certain extent, this second citation style downplays any

76 • PRACTICAL RESEARCH 1 strength of the writer’s personal characteristics. The stress is given to the piece of information rather than to the owner of the ideas. Examples of Non-integral Citation: a. The Code of Ethics for Intercultural Competence give four ways by which people from different cultural background can harmoniously relate themselves with one another. (De la Cruz, 2015) b. Knowledge is one component of not only Systemic Functional Grammar but Intercultural competence as well. It is the driving force beyond any successful collaborative activities to develop interpersonal relationships and communicative competence. (Smith 2015) c. The other components of Intercultural Competence which are also present in SFG are: context (Harold, 2015), appropriateness (Villar, Marcos, Atienza, 2016; Santos, and Daez, 2016), and emotions (Flores, 2016). Patterns of Citation 1. Summary. The citation in this case is a shortened version of the original text that is expressed in your own language. Making the text short, you have to pick out only the most important ideas or aspects of the text. 2. Paraphrase. This is the antithesis of the first one because, here, instead of shortening the form of the text, you explain what the text means to you using your own words. In doing so, it is possible that your explanations may decrease or exceed the number of words of the original text. 3. Short Direct Quotation. Only a part of the author’s sentence, the whole sentence, or several sentences, not exceeding 40 words, is what you can quote or repeat in writing through this citation pattern. Since this makes you copy the exact words of the writer, it is necessary that you give the number of the page where the readers can find the copied words. Example: Contexts is influenced by these four factors: “language, culture, institutions, and ideologies.” (Aranda, 2015, p.8) 4. Long Direct Quotation or Block Quotation, or Extract. Named in many ways, this citation pattern makes you copy the author’s exact words numbering from 40 up to 100 words. Under APA, the limit is eight lines. Placed at the center of the page with no indentation, the copied lines look like they compose a stanza of a poem. Example: The latest study by (Hizon, 2015) reveals the social nature of language. Stressing this nature of language, he says: Language features result from the way people use language to meet their social needs. In their interactions, they use language to describe, compare, agree, explain, disagree, and so on. Each language function requires a certain

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 77 set of language features like nouns for naming, adjectives for comparing, verbs for agreeing, prepositions for directing, and conjunctions for connecting ideas. (p. 38) You should quote judiciously because having so many quoted words or lines in your paper signals your lack of understanding of such part of the text. Besides, frequent copying of the author’s words indicates your lack of originality in conducting your research work. To avoid negative connotations about direct quotations in your paper, have in mind the following reasons to justify your act of quoting or repeating in writing other people’s words. (Ransome 2013) 1. The idea is quite essential. 2. The idea is refutable or arguable. 3. The sentence is ambiguous or has multiple meanings. 4. There’s a strong possibility that questions may be raised about the citation. 5. It is an excellent idea that to make it a part of your paper will bring prestige and credibility to your entire work. There are two basic methods of referencing, pointing to, or identifying the exact author referred to by your paper. These are the APA (American Psychological Association and the MLA (Modern Language Association). Each of these two methods has its own in-text citation style. The following shows the difference between them as regards citation format. APA – (Ramos, 2015) or Ramos (2016) (Manalo, 2015) or Manalo (2016) MLA – (Bautista 183), Flores et.al. 150-158) (Acosta, Hizon, Lopez 235-240) (Velarde 4: 389-403) – for periodicals 5. Tense of verbs for reporting Active verbs are effective words to use in reporting authors’ ideas. Present their ideas in any of these tenses: present, simple past, or present perfect tense. The APA system, however, prefers the use of present perfect tense. Examples: Present tense – Marcos explains... Past tense – Marcos explained... Present perfect tense – Marcos has explained... Plagiarism Plagiarism is an act of quoting or copying the exact words of the writer and passing the quoted words off as your own words. The leading act of plagiarism is

78 • PRACTICAL RESEARCH 1 using the words of the original text in expressing your understanding of the reading material. The right way to avoid plagiarism is to express the borrowed ideas in your own words. (Ransome 2013) Taking ownership of what do not belong to you is a criminal act that is punishable by imprisonment and indemnity or payment of money to compensate for any losses incurred by the owners of expressions that you copied without their permission. The safest way to avoid plagiarism is to be aware of the fact that the copied words are not yours. If you want these words to appear in your paper, you must reveal the name of the author in your paper, including the pieces of information (title, date, place of publication, publisher, etc.) about the book from where you copied the words. (Hammersely 2013) Nowadays, due to the proliferation of “Grey Literature” or unpublished reading materials or of non-peer reviewed online publications, many reading materials as sources of information for research studies appear questionable as to how qualitative, credible, and authoritative they are. Notwithstanding the doubtful reputation of these grey literature, to free yourself from any guilt of plagiarism, you must identify in your paper the owners of any idea, word, symbol that you quoted or copied verbatim, summarized, or paraphrased. (Sharp 2012; Gray 2013) Explaining Learned Concepts Activity 1: Speculative Thinking Directions: WHOLE CLASS ACTIVITY. Ask one another thought-provoking questions about the reading material you have read. Remind yourself of the levels of thinking your question must trigger off among your classmates. Be sure that you give yourself the chance to ask your classmates some questions as well as answer your classmates’ questions. Activity 2 Directions: Based on what you have finished reading, explain or clarify what you mean about the following lines. 1. Be judicious in quoting words. 2. Apply honesty and courtesy in Literature-review writing. 3. A stanza-like part of a text possibly appears in your paper. 4. You can’t personally say, “Thank you” to the authors, but can have other ways to express your gratitude to them. 5. Quotations indicate lack of the paper’s originality. 6. You don’t have an absolute freedom to quote the words of the author.

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 79 7. Produce a condensed form of the reading material. 8. Citation is just one of the many ways to acknowledge the sources of information. 9. Integral citation has a personal touch. 10. There’s a limit to your act of quoting words. Elaborating Learned Concepts Activity 1 Directions: PAIR WORK. Together with your partner, do these two things about each sentence or paragraph. First, identify the citation style used; second, comment on the accuracy of each text based on what you learned about in-text citation. Write your answers on the lines provided. 1. Many gave their comments about the medicinal powers of ampalaya. For instance, the latest study by Santos and Gomez revealed that the juice of this vegetable can be a good cure against diabetes. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. De Jesus and Roces felt that one research study by (Collanto and Fernandez p. 88) and Vallejo, 2015 validated Meneses findings on the Ebola virus. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. A number of medicinal plants can be found in one’s family’s backyard. Fruit trees like santol, mango, guava, tamarind, atis, and guyabano, among others, grow robustly in any spacious area in a yard. Needing no regular watering, these plants always make themselves available to people believing in their medicinal qualities. (Rafael Corpuz) _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 4. One study by Laguardia (2015) has identified the seven components of Intercultural competence that according to Florentino (2015, p. 45) are likewise the leading elements of one “contemporary language theory called Systemic Functional Grammar.” _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

80 • PRACTICAL RESEARCH 1 5. According to William Smith, the K–12 curriculum is the key to the Philippines success in this era of globalization. Agreeing on this, Mariano (2016) in his latest book said, “Any opposition against the immediate implementation of K–12 curriculum must not be entertained by the government agencies in charge of monitoring the operation of this educational program.” _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Activity 2 Directions: Get three books or journals with citations. Explain to your partner the nature of each citation such as its style and pattern. Assessing the Extent of Concept Learning Directions: Recall every significant concept you have learned in this lesson. Write such idea under the heading that speaks of the extent of your understanding of the concept. Excellent Understanding Very Good Understanding Good Understanding Poor Understanding Zero Understanding Transforming Learned Competencies 1. Pick out one broadsheet. Go to the editorial page and focus on one column. Read this thoroughly, and then using one citation, pattern a particular citation style and apply the concepts you have learned on in-text citation. 2. Read other sources of information like those in your school library, databases, and other online resources that are related to the newspaper column referred to in no. 1. In the text you created in no. 1, cite a portion of the book, journal, or article that is related to the newspaper column. Keep in mind what you learned about in-text citation and referencing styles.

81 Understanding Data and Ways to Systematically Collect Data Spending months or years in gathering facts and information about your research topic may turn in voluminous amount of data. However, such data of great size can be valuable only in so far as they result from standard- or criterion-based data-collection methods. Dealing with a lot of qualitative data such as people’s beliefs, opinions, views, feelings, or attitudes about a particular topic requires you to devise a systematic way of identifying, classifying, and organizing facts and information coming from people you interviewed or observed. Unless you adopt principled methods of collecting data, you cannot come up with understandable or question-free research findings. LESSON 10 Qualitative Research Designs Intended Learning Outcomes At the end of this lesson, you should be able to: 1. widen your vocabulary in English; 2. freely express your world views using newly learned words; 3. explain the meaning of a research design; 4. familiarize oneself with the nature of each qualitative research design; 5. compare and contrast various qualitative research designs; and 6. conduct a doable or practicable research study based on one qualitative research design. Connecting Concepts Linking Old and New Knowledge Activity 1: Making Words Meaningful Directions: PAIR WORK. Together with your partner, give the meaning of the word in the middle of the Frayer Model Map below. Writing your ideas about the word under the heading in every quadrant will help you arrive at the meaning of the word. More ideas on this word are given by the sentence below the graph. See the example below. Unit V

82 • PRACTICAL RESEARCH 1 Definition/Meaning images, intelligence, memories, knowledge Characteristics abstract, intangible, invisible books, stones, trees, people, shoes to form ideas in the mind Examples Non-examples conceptualize Sentence – Let an architect conceptualize the house you want the carpenters to construct next year. Sentence – His reactions to Daffodil’s comments were obvious to all those at the lobby. Definition/Meaning Characteristics Examples Non-examples obvious

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 83 Definition/Meaning Characteristics Examples Non-examples drawback Definition/Meaning Characteristics Examples Non-examples inevitable Sentence – The use of marijuana is a drawback to adolescents’ personality development but not to terminally ill hospital patients. Sentence – Since you did not review well, your flunking in the exams is inevitable.

84 • PRACTICAL RESEARCH 1 Sentence – Becoming a student in Harvard University entails passing through a number of screening procedures. Definition/Meaning Characteristics Examples Non-examples entails Activity 2: Using the Newly Learned Words Directions: Find a partner. Give a sentence expressing the idea behind the newly learned word. Let your partner guess the new word referred to by your sentence. A correct guess from your partner means giving him or her the chance to construct a sentence about a newly learned word that you, in turn, must identify. Do this alternatively. Stirring Up Imagination LOOPING OR LAZY WRITING In the space provided, unmindful of your grammar, write everything that comes to your mind about the word DESIGN. Discovering More Concepts What can the following reading material add to what you already know about the word “design”? Read this text to find out more about this word.

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 85 QUALITATIVE RESEARCH DESIGNS Definition Design is a word which means a plan or something that is conceptualized by the mind. As a result of a mental activity characterized by unfixed formation of something but an extensive interconnection of things, a design in the field of research serves as a blueprint or a skeletal framework of your research study. It includes many related aspects of your research work. A choice of a research design requires you to finalize your mind on the purpose, philosophical basis, and types of data of your research, including your method of collecting, analyzing, interpreting, and presenting the data. It is a plan that directs your mind to several stages of your research work. (De Mey 2013) There are five research designs that are commonly used in a qualitative research, but these are also labelled as types of qualitative research by some books on qualitative research because when you speak of a research design, you plan your methods or techniques in collecting and analyzing data. Your research design is realized by any of these types of qualitative research that has its own data collecting technique: case study, ethnography, historical study, phenomenology, and grounded theory. Whether you think of them as research types or research designs, just the same, you get to deal with the same features or aspects involved in each type or design. Types In addition to what Lesson 3 has already explained about these research designs, this present lesson discusses these as qualitative research designs detailing both your plan and method or technique on doing your research study. 1. Case Study To do a research study based on this research design is to describe a person, a thing, or any creature on Earth for the purpose of explaining the reasons behind the nature of its existence. Your aim here is to determine why such creature (person, organization, thing, or event) acts, behaves, occurs, or exists in a particular manner. Usually, a case study centers on an individual or single subject matter. Your methods of collecting data for this qualitative research design are interview, observation, and questionnaire. One advantage of case study is its capacity to deal with a lot of factors to determine the unique characteristics of the entity. (Meng 2012; Yin, 2012) 2. Ethnography A qualitative research design called ethnography involves a study of a certain cultural group or organization in which you, the researcher, to obtain knowledge about the characteristics, organizational set-up, and relationships of the group members, must necessarily involve you in their group activities. Since this design gives stress to the study of a group of people, in a way, this is one special kind of a case study. The only thing that makes it different from the latter is your participation as a researcher in the activities of the group.

86 • PRACTICAL RESEARCH 1 Ethnography requires your actual participation in the group members’ activities while a case study treats you, the researcher, as an outsider whose role is just to observe the group. Realizing this qualitative research design is living with the subjects in several months; hence, this is usually done by anthropologists whose interests basically lie in cultural studies. (Winn 2014) 3. Historical Study This qualitative research design tells you the right research method to determine the reasons for changes or permanence of things in the physical world in a certain period (i.e., years, decades, or centuries). What is referred to in the study as time of changes is not a time shorter than a year but a period indicating a big number of years. Obviously, historical study differs from other research designs because of this one element that is peculiar to it, the scope. The scope or coverage of a historical study refers to the number of years covered, the kind of events focused on, and the extent of new knowledge or discoveries resulting from the historical study. A clue about the scope is usually reflected by the title of the study such as the following examples: A Five-Year Study of the Impact of the K-12 Curriculum on the Philippine Employment System The Rise and Fall of the Twenty-Year Reign of Former Philippine President, Ferdinand E. Marcos Filipino-Student Activism from the Spanish Era to the Contemporary Period Telephones from the Nuclear Era to the Digital Age The data collecting techniques for a study following a historical research design are biography or autobiography reading, documentary analysis, and chronicling activities. This last technique, chronicling activities, makes you interview people to trace series of events in the lives of people in a span of time. However, one drawback of historical study, is the absence, or loss of complete and well-kept old that may hinder the completion of the study. 4. Phenomenology A phenomenon is something you experience on Earth as a person. It is a sensory experience that makes you perceive or understand things that naturally occur in your life such as death, joy, friendship, caregiving, defeat, victory, and the like. This qualitative research design makes you follow a research method that will let you understand the ways of how people go through inevitable events in their lives. You are prone to extending your time in listening to people’s recount of their significant experiences to be able to get a clue or pattern of their techniques in coming to terms with the positive or negative results of their life experiences. Comparing these two qualitative research designs, phenomenology and ethnography, the first aims at getting a thorough understanding of an

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 87 individual’s life experiences for this same person’s realistic dealings with hard facts of life while the second aims at defining, describing, or portraying a certain group of people possessing unique cultural traits. Focusing on people’s meaning and making strategies in relation to their life experiences, phenomenology as a qualitative research design finds itself relevant or useful to people such as teachers, nurses, guidance counselors, and the like, whose work entails giving physical and emotional assistance or relief to people. Unstructured interview is what this research design directs you to use in collecting data. (Paris 2014; Winn 2014) 5. Grounded Theory A research study adhering to a grounded theory research design aims at developing a theory to increase your understanding of something in a psycho-social context. Such study enables you to develop theories to explain sociologically and psychologically influenced phenomena for proper identification of a certain educational process. Occurring in an inductive manner, a research study following a grounded theory design takes place in an inductive manner, wherein one basic category of people’s action and interactions gets related to a second category; to third category; and so on, until a new theory emerges from the previous data. (Gibson 2014; Creswell 2012) A return to the previous data to validate a newly found theory is a zigzag sampling. Moving from category to category, a study using a grounded theory design is done by a researcher wanting to know how people fair up in a process-bound activity such as writing. Collecting data based on this qualitative research design called grounded theory is through formal, informal, or semi-structured interview, as well as analysis of written works, notes, phone calls, meeting proceedings, and training sessions. (Picardie 2014) Explaining Learned Concepts Activity 1 Directions: INDIVIDUAL WORK. Circle the letter of the correct answer. 1. A research design is made up of things indicating a. separation c. singularity b. relationship d. craftsmanship 2. Wanting to increase your understanding of the burial practices of the Mangyans, you choose the qualitative research design called a. historical c. phenomenological b. ethnographical d. grounded theory

88 • PRACTICAL RESEARCH 1 3. Grounded theory involves a series of a. theories c. designs b. books d. instructions 4. A great degree of man’s emotionality surfaces in a research design called a. case study c. historical b. ethnography d. phenomenology 5. Determining what makes an individual distinct from others is the goal of a. case study c. phenomenology b. historical d. ethnography 6. No research design means no research a. motivation c. direction b. title d. data 7. This cliché—When you are in Rome, do what the Romans do—is true for a. case study c. phenomenology b. historical study d. ethnography 8. The who, what, why, and how of your research study are determined by your research a. data c. question b. title d. design 9. Zigzag sampling requires data a. analysis c. recording b. accumulation d. review 10. A researcher’s personal participation in people’s activities is necessary in a. historical c. ethnography b. phenomenological d. case study

UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 89 Activity 2 Directions: Answer the following questions intelligently and concisely. 1. In what way are the qualitative research designs also called qualitative research types? 2. Which aspect of your personality is significantly involved in designing a research study? Why? 3. What comes to your mind when you think of the word “research design”? 4. Are you going to work on old and new data in a grounded theory research design? Why? Why not? 5. In choosing historical design, what could prevent you from finishing your study? 6. Could an impatient researcher prosper under a phenomenological research design? Why? Why not? 7. If one teacher of yours requires you to do a research following the historical research design, would you fully agree with him/her on such kind of study? Explain your answer. 8. Does choosing which qualitative research design to follow demand a lot of HOTS? Give reasons for your answer.