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Practical Research 1
Activity Sheet
Quarter 2 – MELC 1
Qualitative Research Design

REGION VI – WESTERN VISAYAS

Practical Research 1
Activity Sheet No. 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in
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exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Research Activity Sheet

Writer: Margie T. Piamonte

Illustrators:
Editors:
Layout Artist:
Schools Division Quality Assurance Team:
Marivir R. Flores
Margie T. Piamonte
Kent Charles G. Arnibal
Division of Sipalay City Management Team:
Renato T. Ballesteros
Regie B. Sama
Ronie T. Tababa
Annamor M. Eleccion
Noeme F. Luces
Key M. Espada
Regional Management Team:
Ma. Gemma M. Ledesma
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Mr. Donald T. Genine
Nestor Paul M. Pingil
Introductory Message
Welcome to Practical Research 1 Grade 11!

The Learning Activity Sheet is a product of the collaborative

efforts of the Schools Division of Sipalay City _ and DepEd
Regional Office VI - Western Visayas through the Curriculum and
Learning Management Division (CLMD). This is developed to guide
the learning facilitators (teachers, parents and responsible adults) in
helping the learners meet the standards set by the K to 12 Basic
Education Curriculum.

The Learning Activity Sheet is self-directed instructional

materials aimed to guide the learners in accomplishing activities at
their own pace and time using the contextualized resources in the
community. This will also assist the learners in acquiring the lifelong
learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Practical Research 1 Activity Sheet will help you

facilitate the leaching-learning activities specified in each Most
Essential Learning Competency (MELC) with minimal or no face-to-
face encounter between you and learner. This will be made available
to the learners with the references/links to ease the independent
learning.

For the learner:

The Practical Research 1 Activity Sheet is developed to help

you continue learning even if you are not in school. This learning
material provides you with meaningful and engaging activities for
independent learning. Being an active learner, carefully read and
understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed
 schedule.
Learning Activity Sheets (LAS)

Name of Learner:_______________________________________
Grade Level: __________________________________________
Section: ______________________________________________
Date: ________________________________________________

PRACTICAL RESEARCH 1 ACTIVITY SHEET

QUALITATIVE RESEARCH DESIGNS

I. Learning Competency with Code:

Chooses appropriate qualitative research design. (CS_RS11- IVa-c-1)

II. Background Information for Learners

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 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)
A challenge to students who are new to qualitative research is trying to
figure out what “kind” of qualitative research design they will be doing. There are
five types of qualitative research design: phenomenology, grounded theory, case
study, ethnography and historical.

Types
1. Case Study
To do a research study based on this design is to describe and present the
nature of existence of a person, things or any other creatures here on earth.
Your goal is to know why such creature (person, organization, thing or event)
acts, behaves, occurs, or exists in particular manner. It mainly focus on an
individual or single subject matter. Your method of gathering the information

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 using this design are to interview, observe and give questionnaires to your
respondents. (Meng 2021; Yin, 2012)
Example:
Studying the behaviors of twin sisters or twin brothers

2. Ethnography
This research design pertains to a cultural group or organization, this
a unique study in which the researchers must join or involve themselves in the study
to obtain the needed information. They must have to immerse to that certain group of
people to witness their behaviors, their ways and means and to deeply know them.
Realizing this qualitative research design is living with the subjects in
several months; hence, this is usually done by anthropologist whose interests
basically lie in cultural aspects. (Winn 2014)
Example:
Learning the lives of Badjaos on how they earn for a living.

3. Historical Study.
This research design determine the reasons for changes or
permanence of things in the physical world in a certain period (i.e., years, decades,
or centuries). The scope or coverage of 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.
To obtain the data needed, the researchers must gather
biography/autobiography, read documentaries and chronicling activities to trace the
progress of the identified topic or subject.
Example:
A Five –Year Study of the Impact of the K -12 Curriculum on the Philippine
Employment System

4. Phenomenology
This research design aims to understand on how people deal with the
different experiences in their lives. It is a phenomenon in which all human
beings have a tendency to experience it. These maybe of joy, sorrow, death
of loved ones, victories, defeat and the like.

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 To gather information, the researcher must have to interview the respondents
to listen to their recounts on how they conquered such experiences.
Example: A Study to the Students who came from an Orphanage
5. Grounded theory
This research design enables you to develop theories to explain the
sociological and psychological influenced phenomena for proper identification
of a certain educational process. Occurring 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)
Collecting data based on this design 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)
Example: Experiences of Students Involved in Hard lockdown areas during
Covid -19 Pandemic

III. Accompanying DepEd Textbook and Educational Sites

Baraceros, Esther (2016). Practical Research 1, pp. 85 -91
Cristobal, Amadeo (2017). Practical Research 1 for Senior
High School, pp. 154 – 167
https://www.slideshare.net/muthuvenkat/qualitative-
research-designs-58035580

IV. Activity Proper

Activity 1. Test Your Understanding!

Directions: Match column A with column B. Write the letters only.

Column A Column B

___1. A research design that focuses on the ways A. Case Study

of how people go through inevitable events B. Ethnography
in their lives such as defeat, victories, C. Historical
death and etc. D. Grounded Theory
E. Phenomenology
____2. In this design, the researchers are required
to have an actual participation in the group
____3. A design that describes a person, thing, or
any creature on earth for the purpose of
explaining the reasons behind its existence
____4. It entails a long period of time to finish
the study.

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 ____5. A study developing a theory to increase your
understanding of something in a psycho-social
context.

Activity 2. Guess What?

Directions: Choose the appropriate research design in the given study:

1. “What are the experiences of a student who loss his parents due to Covid
-19 pandemic?”

a. Phenomenology b. Grounded Theory c. historical d. case study

2. “What happens during the EDSA Revolution?”

a. Historical b. Case study c. grounded theory d. ethnography

3. The qualitative research entitled, “The experiences of Students Engaged

in Bullying: Basis for the Program of Prevention”, is a type of______.

a. Grounded-theory b. Case-study c. historical d. ethnography

4. Wanting to increase your understanding of the burial practices of

Mangyans, you choose the qualitative research design called

a. historical b. ethnographical c. phenomenological d. grounded

5. Discover the reasons for the excessive aggressiveness of Stanley, the

grade 4 pupil.

a. Ethnography b. Historical c. case study d. grounded

theory

Activity 3. You Can Do More!

Directions: Read the question carefully. Choose the best answer.
1. A great degree of man’s emotionality surfaces in a research design
called
a. Case study b. ethnography c. historical d. phenomenological
2. Determining what makes an individual distinct from others is the goal of
a. Case study b. historical c. phenomenology d. ethnography
3. No research design means no research _____________
a. Motivation b. title c. direction d. data
4. The who, what, why and how of your research study are determined by
your research ____________
a. Data b. title c. question d. design
5. This cliché –When you are in Rome, do what the Romans do – is true
for

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 a. Case study b. historical study c. phenomenological d.
ethnography

Activity 4. Express your Ideas!

a. Directions: Read and answer the following questions.

1. What comes to your mind when you think of the words “research design’?
__________________________________________________________
__________________________________________________________
2. If one teacher of yours requires you to do research following the historical
research design, would you fully agree with him/her on such kind of
study? Explain your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. What aspect of your personality is significantly involved in designing a
research study? Why?
__________________________________________________________
__________________________________________________________
__________________________________________________________
4. If you were to conduct a study, on which qualitative research design
would you like to base your research work? Justify your point.
__________________________________________________________
__________________________________________________________
__________________________________________________________
5. Is choosing an appropriate qualitative design important to your research?
Why?
__________________________________________________________
__________________________________________________________
__________________________________________________________

b. Reflection:
As a beginner in research, what are the traits that you must have to possess
to finish your chosen topic and design?

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Activity 1.
1. E
2. B
3. A
4. C
5. D
Activity 2.
1.A
2. A
3.A
4.B
5. D
Activity 3
1.D
2. A
3. C
4. D
5. D
Activity 4. Answers may vary
Reflection: Answers may vary
c. Answer Key