SHS

Practical Research I
Quarter 4: Week 3 & 4 Module 2:
Research Methodology
Practical Research 1
Grade 11 Quarter 4 – Week 3-4: Module 2: Research Methodology
First Edition, 2021

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Jeffrey O. Ballesteros

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel S. Sobremonte, Ed.D, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

 Target

Every human experience is a text to be read is one of the basic qualitative

sayings which aims to describe and clarify experience as it is lived and constituted
in awareness. It has something to do with how are you going to explore the
experiences of one person to another person based from existing phenomenon or
certain topic. To discover facts and information about the object of your interest is
to work collaboratively with some people, for the answers to your questions about
the topic.
In this module, you are going to design your own research methodology based
from the topic/problem of your chosen interest. You are going to learn what are the
different data collection plan, data gathering instrument and analysis procedures.

After going through this learning material, you are expected to attain the
following objectives:

Learning Competency:

• Plans data collection, data gathering instrument and analysis

procedures (CS_RS11Iva-c-3)
• Presents written research methodology (CS_RS11Iva-c-4)

Subtasks

• Describe and explain the different parts of a research methodology in a

Qualitative Research
• Explain the different processes involved in writing the research
methodology
• Apply the different strategies used in data analysis and interpretation
of a qualitative data
• Apply the guidelines in transcribing, coding, and theming the collected
data
 Lesson Presents Research
1 Methodology

Jump Start

For you to understand the lesson well, do the following activities.

Have fun learning and Goodluck!

I. Experience Exposee! Read and underline the layer of human

experience in the following qualitative research titles.

1. Why did the Pen Stop Writing?: The Struggles of Drop-Out Students
2. Ako’y Isang Sirena: A Phenomenological Study on the expectations and
Frustrations of An LGBTQ+ Member

3. First Blood, Double Kill: Understanding the Addiction of Mobile Legend

Players

4. My School, My Home: The Success Indicators of a True Eufemian

5. A Teachers’ Diary: Stories of Happiness and Anxiety of a Retired Teacher
6. If you prick me, do I not Bleed?: Representing the portrait of grief
experiences from the lens of a Traditional Pabalat Art

7. Killing Me Softly: The Struggles and Pain of Cancer Patients

8. Direct from the horses’ mouth: understanding the needs preference,
moods and frustrations of Filipino Elderly with Alzheimer’s diseases:
Implications to disease literacy among caregivers

9 The Rise of Plantitos and Plantitas: A Threat to Ecological Disorder

10. Why Did the Boat Sink?: The Reasons of Academic Failures
11. Valiance Under the Gun: The Challenges of Physicians During Disease
Treatment

12. COVID Ka Lang! The Stories of Resiliency and Hope of Teachers During
the Pandemic

13. Bridge Over Troubled Water: The Challenges of Front liners in Combatting
COVID-19

14. The Unseen Battle: A Phenomenological study on the Experiences of

Learners during Pandemic
15 As pliant as the bamboo: Unfolding the Self-concept, disposition and
resilience of post- stroke Filipino elderly patients with residual paralysis
from the lens of mask making

Discover

Writing the Research Methodology of a Qualitative Research

Writing the research methodology of your qualitative research is considered

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

Whose
Experience

Which
What to
Layer of
have after
Human
the journey
Experience

Start Here

Processes of
how to What
validate Qualitative Research Question
findings to Ask

How to
What
analyse the
Design to
gathered
Have
data

Where to
How many
source the
selection
data
 I. Writing the Research Design

You may choose from the following research designs:

Qualitative Nature of Focus of Selection/ Product

Design Question Question Population Realized
asked Asked
Narrative Story-oriented Story 1-2 Moderatum
generalization
Case Study In-depth Issue 1 to many Lessons
descriptive learned
Grounded Process Process 20 or more Theory
Theory (Use theory of
Saturation
Point)
Phenomenology Essence Meaning 3 - 13 Collective
description

• Moderatum generalization is a modest, practical generalization based on

personal experience that makes daily life possible through the resemblance of
order and consistency to social interaction (Payne & Williams, 2005)
• The appropriate research design should be specified and described. Explain
why this particular research design or procedure was chosen.
• Include likewise the research approach: qualitative. Discuss and explain its
use.

Sample Research Design

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

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

Locale and Population of the Study

The following steps or guidelines in writing your sources of data.

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

Types of Non-Probability Sampling you may select from.

a. Quota Sampling -using quota or a specific set of persons whom you believe
to have the same characteristics of the target population.
b. Voluntary sampling- no need to undergo selection process since the
subject of your research volunteers himself/herself to undergo the study.
c. Purposive sampling – selecting your participant with rich experience or
interest in your study.
d. Availability sampling- willingness of the people to take part in your study.
e. Snowball sampling- free to obtain data from any group increasing the
number of people you want to form the sample of your study.

Sampling Designs

Maximum Variation Involves the selection of participants with the

Sampling most diverging forms of experience
Homogeneous Sampling Involves the selection of participants from a
particular subgroup whose experience is
somewhat alike
Critical Case Involves the selection of participants whose
experiences are particularly significant because
of their intensity or irregularity
Criterion Sampling Involves the selection of participants who meet
some important predetermined criterion

4. It is important to take note that depth of responses is important than the

number of responses for qualitative research.
 Sample

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

The population of this study was composed of junior and senior high
school drop-out students during the school year 2015-2016. The study utilized
purposive sampling and Snowball sampling technique in determining the
participants. Black (2010) describes that purposive sampling is a non-
probability sampling method and it occurs when elements for the sample are
chosen by the judgement of the researcher. The selection of respondents
depends upon their characteristics and the will of the researchers.

III. Writing the Instrumentation and Data Collection

Instrumentation and Data Collection

In crafting your instrument in your research consider to describe the

instrument/s to be used., what each will measure; how they are crafted to whom
they will be administered and if possible, how they will be administered. Always
present the tools and procedures to be used to test the validity of the interview guide
questions. Reliability test is not required in the qualitative research. You may append
the computation for the validity. Explain also how the data collection is done. Say for
interview, how was the interview conducted? Was there a use of a video tape,
recording etc.?
The nature of central questions determines the overall research design; thus
research questions should elicit what is expected based from the research design
used in your study.
Question Typologies Nature Design
Story-Oriented Questions Questions about the life Narrative
experiences of individual and
they unfold over time
In-depth Descriptive Questions about developing an Case Study
Question in-depth understanding how
different cases provide
insight in an issue or unique
issue
Process Question Questions about experiences Grounded Theory
over time or changes that
stages or process
Essence Question Questions about what is at Phenomenology
essence that all person’s
experience about a
phenomenon
 Sample

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

To gather the necessary information from the identified students, the

researchers asked the principal or the Guidance Counselor to provide a copy of
the names of drop-out students.
The researchers utilized the interview method to extract information form
the participants. Relevant questions were formulated by the researchers to
comply with necessary requirements to conduct the interview. The questions
centered on the determining of struggles of drop-out students.
The interview was conducted by the researcher themselves. They used
audio recordings and video camera to record conversation between the
interviewer and the interviewee to easily facilitate the recording of information.
Also, the answers of the interviewee were jotted down by the interviewer.
Validity of the Interview Questions. Before the conduct of the
interview, the researchers let experts in the field Languages and Social Sciences
to validate the questions that would be raised. The validators were a guidance
counselor, an English teacher and a Filipino teacher to check the tagalog
translations of the questions. If the questions were rated 3-5, then they were
deemed appropriate for the collection of accurate data and information. The
validity rating is 4.67 indicating high validity, which means that the interview
questions were appropriate. Furthermore, the comments and suggestions of the
validators were highly observed.

IV. Writing the Data Analysis

It is presented usually in thematic analysis of data exposition and

interpretation will be used to analyzed the data. It indicated here also how the data
gathered from the responses will be treated and presented

Sample

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

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

Main Research Tools

1. Observation- a technique of gathering data whereby you personally watch,

interact, communicate with the subjects of your research.
2. Interview- a data gathering technique that makes you verbally ask the
subjects or participants questions to give answers to what your research study
is trying to look for.
 3. Documentary analysis – it uses a systematic procedure to analyze
documentary evidence and answer specific research questions.

The main treatment of qualitative data is through thematic analysis which

can be generated from the gathered data using the different research tools.

V. Qualitative Data Analysis

Every human experience has its own morphology. Just like every individual
has its own unique DNA. Qualitative data analysis is the process of examining and
interpreting qualitative data to understand what it represents. Data analysis (what
the data say) is an attempt by the researcher to summarize the collected data while
data interpretation (what does it mean) is an attempt of the researcher to find
meaning.

Knowing the nature of a qualitative data, iterative process is a must in data

analysis and interpretation. There is a repetition of each processes used in your
study. For example, after you have gathered the data, you have created themes and
yet it is not answering your research questions, you have to change the theme
generated at the same time validate if that theme formed is appropriate to your
research questions. This is the reason why qualitative research is a tedious process.
You have to make sure that your data analysis and interpretation should really
capture the human experiences you are trying to extract from your participants.

How to Analyze?
Depends on:
a. What research questions drive your study
b. Research questions is linked to methods chosen and types of analysis you
apply
Data Analysis during Collection
Ask the following questions:
a. Why do participants act as they do?
b. What does this focus mean?
c. What else do I want to know?
d. What new ideas have emerged?
e. Is this new information

Data Analysis after Collection:

Follow the iterative process:

a. Become familiar with the data through reading and memoing

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

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

A. Transcribing and Checking

Transcribing is a difficult process even for the most experienced transcribers,

but it must be done to convert the spoken word to the written word to facilitate
analysis. All audio recordings should be transcribed verbatim, regardless of how
intelligible the transcript may be when it is read back. Lines of text should be
numbered.

Once the transcription is complete, the researcher should read it while

listening to the recording and do the following:
a. Correct any spelling or other errors
b. Anonymize the transcript so that the participant cannot be identified from
anything that is said (e.g. names, places, significant events)
c. Insert notations for pauses, laughter’s, looks of discomfort
d. Insert any punctuation, such as commas and full stops (periods) and
include any other contextual information that might have affected the
participant (e.g. temperature of the room and comfort of the room)

Transcription Notation

Notation Meaning
? Rising intonation at the end of the sentence
. Falling intonation at the end of the sentence
/ Rising and falling intonation within the text
, Continuing intonation (like in a list)
CAPS Stress or emphasis on the text
(0.5) Pause in tenths of a second
… Short untimed pause
<> Talk spoken slowly
>< Talk spoken rapidly
: Lengthened syllable
- Word cut off (abrupt self-termination)
= Latched talk (no gap between two speakers)
[] Overlap speech
{} Backchannel Talk (someone who is being transcribed)
?? Spoken softly
ITALICS Spoken loudly
H Audible breath
.h Inward breath
(( )) Outward breath
( ) Paralinguistic behavior (non-verbal behavior)
^^ ^^ Words spoken with laughter voice
 Sample Transcript
The participants (age late 50’s) had suffered from a chronic mental
health illness for 30 years. The participant had become a “revolving door
patient”, some who is frequently in and out of hospital. As the
participant talked about past experience, the researcher asked:

1. What was the treatment like 30 years ago?

2. Umm(H)- well it was pretty much they could do what they wanted
with you because I was put into the er, the er kind of system, I
was on
3. endless section threes.
4. Really…
5. but what I didn’t realize until later was that if you haven’t actually
posed a <threat> to someone or yourself they can’t really do that
but I didn’t know
6. that. So wh-when(.h) I first went into the hospital they put me on
the forensic ward ‘cause they said, “We don’t think you’ll stay here
we think you’ll just
7. run-run away.” So they put me then onto the acute admissions
ward and( -er)-I can remember one of the first things I recall when
I got onto that
8. Ward was sitting down with (a er) a Dr XXX. He had a book this
thick (gestures) and on each page it was like three questions and
he went through

Coding

Coding refers to the identification of topics, issues, similarities, and

differences that are revealed through the participant’s narratives and interpreted by
the researcher. Coding can be done by hand on a hard copy of the transcript, by
making notes in the margin or by highlighting and naming sections in the text.

Coding is not a precise science; it’s primarily an interpretive act. There are
no rules, merely guidelines. Also be aware that a code sometimes summarizes or
condense the data, not simply reduce it. Coding can be done through open coding
by means of identifying the themes or elicit themes from the data; axial coding by
means of searching for the concepts from the data; selective coding which can be
done through the identification of key concept.

Examples of coding

Transcription Descriptive Code

1 I notice that the grand majority of 1 SECURITY
homes have a chain like fences in front (the code above summarizes the primary
of them. There are many dogs with signs topic)
on fences that say “Beware of Dogs”
Several codes applied to data from an interview

Transcription Descriptive Code

1 He cares about me. He has never told 1 SENSE OF SELF-WORTH

me but he does.
2 He’s always been there for me, even my 2 STABILITY
parents were not. He’s one of the few
things that I hold as a constant in my 3 “COMFORTABLE”
life. So it’s nice. 3 I really feel comfortable
around him.

Excerpt from an interview wherein a mother describes her teenage son’s trouble
over school years.

Transcription Descriptive Code

1 My son Barry, went through really 1 MIDDLE SCHOOL HELL
tough time about, probably started at
the end of fifth grade and went into sixth
grade.
2 When he was growing up young in 2 TEACHER’S PET

school he was a people-pleaser and his

teachers loved him to death.
3 Two boys in particular that he chose to 3 BAD INFLUENCES

try to emulate, wouldn’t, were not very

good for him.
4 They were very critical of him, they put 4 TWEEN SORROW

him down all the time, and he kind of

just took that and really kind of
internalized it, I think, for a long time. 5 THE LOST BOY
5 in that time period, in the fifth grade,

early sixth grade, they really just kind of (the codes above summarize the primary
shunned him all together, and so his topic)
network as he knew it was gone.

For active TB Cases

Question/Topic Responses Descriptive Code

History of illness
(emotional reaction
How did you feel 1 I was scared of what was 1Concern about not
when you first know going to happen to me. making healthy recovery
you had a TB? …most people I knew had TB
died. I was also scared of
what others would think and
what their reaction would be-
specially my family.
2 Also, I am scared – I don’t 2Concern over other
want to make anyone else people’s reactions
sick, so I try not to go places
 where I might give it to other
people
How has having TB 1 My body has been feeling 1 Physical Effects
affected your life? week. I don’t want to eat
much and I have lost a lot of
weight.

2 I had to miss some work, 2 Work/Financial Effects

and when my boss found out I
had TB, he made me go on
leave for a while

3Also, it is difficult because

my family – they have to be
careful and avoid touching 3 Feeling of being
anything that I touch so they “infectious”
don’t get sick

B. Theming

Theming refers to the drawing together of codes from one or more

transcripts o present the findings of qualitative research in a coherent and
meaningful way. During presentation of the research, themes will be used as
the heading and underneath will be the codes, examples from the transcripts,
and the researcher’s own interpretation of what the themes mean.
Implications to real life should also be given. Approaches to theme
development are apriori approach which means investigator’s prior
theoretical understanding of the phenomenon under study and inductive
approach which involves the identification of themes based on data gathered.

Example

Question/Topic Responses Descriptive Codes THEMES

History of illness
(emotional
reaction
How did you feel 1 I was scared of 1Concern about
when you first what was going to not making
know you had a happen to me. healthy recovery EMOTIONAL
TB? …most people I EFFECTS
knew had TB died.
I was also scared
of what others ISOLATION
would think and (because of
what their how TB is
reaction would be- perceived)
specially my 2Concern over
family. other people’s
2 Also, I am scared – reactions
I don’t want to make
anyone else sick, so
I try not to go places
 where I might give it
to other people
How has having 1 My body has been 1 Physical Effects
TB affected your feeling week. I don’t
life? want to eat much
and I have lost a lot ECONOMICAL
of weight. FINANCIAL
2Work/Financial EFFECTS
2I had to miss some Effects
work, and when my
boss found out I had
TB, he made me go
on leave for a while

3 Also, it is ISOLATION
difficult because 3 Feeling of being (as a result of
my family – they “infectious” being
have to be careful infections
and avoid
touching anything
that I touch so
they don’t get sick

NOTE: One of the questions that arises about qualitative research relates to the
reliability of the interpretation and representation of participants’ narratives. There
are no statistical tests than can be used to check reliability and validity as there are
in quantitative research.
However, according to Lincoln and Guba suggests that there are other ways
to “establish confidence in the truth of findings. They call this confidence
“trustworthiness”
These criteria are the following:
a. credibility -confidence in the truth of the findings);
b. transferability -showing that findings have applicability in another
context;
c. dependability -showing that the findings are consistent and could be
repeated;
d. confirmability- the extent to which the findings of a study are shaped by
the respondents and not the researcher bias, motivation, or interest

VI. Writing Ethical Considerations

Presents adequate measures and procedures to eb used that will safeguard the
well- being of the human participants (respondents), e.g. their informed consent,
freedom from coercion/physical or emotional harm, and confidentiality of certain
information, as well as the integrity of the sources/references.
 *Research Ethics relate to the standards that should be upheld to guard the
participants from harm or risk. Ethical considerations should be made at each stage of
the research design and include informed consent, voluntary participation and respect
for confidentiality.

Sample Ethical Considerations

Given the highly sensitive and confidential information is likely to surface
in a study of this type, a meeting was held with the participants prior to the
conduct of the interview in order to inform them the nature and purpose of the
research, the plans for using the results from the interview, and the protocol to be
observed to protect the anonymity of the participants and institutions they
represent (Creswell, 2009).
On the actual day of interview, the participants were requested to read and
sign the letter of consent to participate in the study and for the interview to be
recorded. The participants were assured that their participation in the research
was strictly voluntary and that they would have the freedom to withdraw their
consent at any time. To enhance participants’ openness to share their experiences
more freely and vividly, it was further reiterated that the participants may-at their
dissertation-choose not to answer questions posed by the researcher that they
deemed to be intrusive, or request for the recorder to be turned off at any time
during the session. These norms were observed by the researcher in a number of
cases when recording sessions had to be interrupted upon the request of
participants before using certain statements that they wished not to be recorded.

Explore

Activity 1. Research Methodology Map

Directions: Create a concept map about writing a research methodology in a

qualitative research. It should have 10 concepts showing interrelatedness based from
the main topic. Use separate sheet to answer this activity.

Activity 2. Let’s Identify!

Directions: Identify what is being asked in each question. Write your answer
on the space provided in each number. Write your answer on a separate sheet.

_________________ 1. What is the focus question asked in a case study?

_________________ 2. What do you call the theory when the participant’s
responses tend to repeat thus, no need to cull out more
data?
_________________ 3 It relates to the standards that should be upheld to guard
the participants from harm or risk.
 _________________ 4. It refers to the identification of topics, issues, similarities
and differences revealed through the participants
narrative and interpreted by the researcher.
_________________ 5. It is a data gathering technique that makes you verbally
ask the subject or participants.
_________________ 6. It is the act of recording reflective notes about what the
researcher is learning from the data.
_________________ 7. It means investigators’ prior theoretical understanding of
the phenomenon under study.
_________________ 8. One of the criteria in establishing confidence in the truth
of findings by means of showing the findings thar are
consistent and could be repeated.
_________________ 9. A technique in gathering data whereby you personally
watch, interact, communicate with the subjects of your
research.
_________________ 10. It is a type of coding which can be done by means of
searching for the concepts from the data.

Activity 3. Code Connect!

Directions: Read the transcript verbatim below and identify the descriptive codes and
possible themes to complete the table

Question: How does the self-learning module Descriptive Themes

help you in understanding quantitative Codes
research
With the new learning modality, we have right now,
it is difficult to grasp and understand the different
concepts in studying quantitative research. The
self-learning modules in a way it gives the gist or
important concepts already but still if I am going to
study independently, it is very hard. I need to
search from the internet possible explanations and
ask other classmates if they also know the lesson.
Unfortunately, some of the information are
unclear. I ask my teacher and that’s the only time
that I will understand the lesson. It is an added
pressure to us specially no teachers around to
teach you … I mean I’m referring to the face to face
orientation. In general, the content of the modules
will help me a lot but If I could not understand the
content, I think it won’t help me. That is why, I am
really hoping that we would go back to the face to
face orientation and I think the best thing to do is
to accept the reality and ask for God’s guidance,
wisdom and understanding.
 Deepen

Directions: Conduct an interview with your parents/guardian regarding the

prescribed topic below. Any form of language will be accepted provided you have to
provide the translation of their answers. Use separate sheet to answer this activity.

Do the following:
a. Audio-record their responses or interview
b. Do the transcribe verbatim of the audio recorded responses of your
participants
c. Include the transcription notation from the transcribed verbatim.
Observe the guidelines in writing the transcribed verbatim.
d. Give or identify the descriptive codes and themes.
e. Complete the table below.
Topic: I Will Survive: Struggles and Frustrations of Parents during Pandemic

Question/Topic Responses Descriptive Code Theme

How will you describe
your life during
pandemic?
Describe your
experiences during
pandemic.
What are your
struggles and
frustrations during the
pandemic?
What are the
adjustments you did in
order to cope-up with
the challenges brought
by the pandemic?
 Gauge

Direction: Construct your research methodology based from the given topic below.
Consider the examples found in this module. Use separate sheet to answer this
activity.

Topic: I Will Survive: Struggles and Frustrations of Parents During the

Pandemic

A. Research Design
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. Sources of Data

Local and Population of the Study

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Sampling Design
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

C. Instrumentation and Data Collection

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

D. Data Analysis
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Lesson 1
Jumpstart
Layer of Human Experience
1. struggles
2. expectations/frustrations
3. addiction
4. success indicator
5. happiness and anxiety
6. grief
7. struggles and pain
8. needs preference, mood,
9. threat
10.academic failures
11.challenges
12.resiliency and hope
13.challenges
14.experiences
15.self-concept, disposition, resilience
EXPLORE
Activity 1.Answers may vary
Activity 2
1. story
2. saturation
3. research ethics
4. coding
5. interview
6. memoing
7. apriori approach
8. dependability
9. observation
10.axial coding
Activity 3. Answers may vary
Deepen and Gauge- Answers may vary
Answer Key
References

Babbie, E. (2004). The Basics of Social Research. 6th ed. USA: Wadsworth- Cengage
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