Unit Title: Finding Answers Through Data Collection Date Submitted: March 06, 2019

Analyzing the Meaning of the Data

Strategies for Generating Meaning
from Qualitative Analysis
Subject/Course: Practical Research 1
Level: Grade 11 Designer/s: Ms. Abiguel C. Cabarles

Estimated Instructional Time: 5 days LP no. 2.4

STAGE 1 – DESIRED RESULTS

Content Standards: Performance Standards:
The learner demonstrates understanding of the The learner is able to gather and analyze data with
importance of research in daily life; the
intellectual honesty, using suitable techniques.
characteristics, the processes, and ethics of
research; quantitative and qualitative research; and
the kinds of research across fields.

Enduring Understanding (BIG IDEAS) Essential Questions:

Students will understand that:

 Collecting, processing, organizing and  What makes collected and organized data
accurate?
presenting data in qualitative research take a
determined mind and strong-willed heart to
follow certain rules and procedures to
maintain the quality and accuracy of data.
Students will know: Students will be able to:

 Coding Qualitative Data DAY 1

 Analyzing Qualitative Data 1. increase the number of English vocabularies
 Analyzing Qualitative Data (continuation) they know about research by giving
 Strategies for Generating Meaning from synonymous words of the terms used in the
Qualitative Analysis given sentences;
 Discussion of Chapter 4 2. conceptualize the importance of data in
 Writing Chapter 4 research; and
3. analyze the data using suitable techniques.

DAY 2
1. distinguish the types of data analysis; and
2. deliberate on the appropriateness of the types of
data analysis for their research.
DAY 3
1. distinguish the other types of data analysis; and
2. deliberate on the appropriateness of the types
of data analysis for their research.
DAY 4
1. discuss the strategies for generating meaning
from qualitative analysis; and
2. optimize their critical thinking ability by

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 combining two or more strategies for qualitative
analysis.

DAY 5
1. identify the parts of Chapter 4; and
2. examine how findings and results are articulated
in chapter 4.

STAGE 2 – ASSESSMENT EVIDENCE

PERFORMANCE TASK: Coding Sample Qualitative Data Other Evidence of Assessment:
The Language Area will have the second loop of Research  Review questionnaire
Seminar and Workshop to be conducted on March 18-19. Aligned with  Slogan making
this, you have been chosen as one of the class representative to  Quiz
present coded qualitative data accomplished during the workshop. You  Seatwork
will be given time to analyze and code sample qualitative data. For  Coding
standards, your work will be evaluated based on
Rubrics
To follow

STAGE 3 – LEARNING PLAN MARGINAL

NOTES
Day 1
Date: __________
Sections: ________, ________, ________, _________, _________

PRELUDE
OBJECTIVES:
At the end of the lesson, the students will be able to:
1. increase the number of English vocabularies they know about research by giving

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 synonymous words of the terms used in the given sentences;
2. conceptualize the importance of data in research; and
3. analyze the data using suitable techniques.

Subject Matter Coding Qualitative Data

Materials Review questionnaire, PPT for Check and X Hook, Quiz Bee
References  Arcinas, M. M., Applied Research: An Introduction to
Qualitative Research Methods and Report Writing. Quezon
City. Phoenix Publishing House, Inc. pp. 118-124
 Marquez-Fong, Stella Eloisa R. and Tigno, Cezar R. (2016)
Practical Research 1.Quezon City. Vibal Group, Inc. pp. 99-
101
ENACTMENT
HOOK: Vocabulary Development
Directions: Give the meaning of the underlined word in the sentence. Be guided by the
way it is used in the sentence.
1. Choose one from the several alternative techniques of data collection.
2. After collating the data, organize and analyze them critically.
3. Go straight ahead; do not make the mistake of deviating from the route of
gathering data we agreed upon.
4. Without drawing the graph, you can’t tabulate the test results.
5. In qualitative research, analyzing data is more on determining the common codes
among the gathered data.
PROCESS
 Call students to give the correct answer.
What are the synonymous words of the underlined terms?
Answers:
1. Substitute; replacement
2. Gathering; collecting
3. Changing one’s direction
4. Result presentation through a graph called Table
5. Symbols; words
 Ask these questions after giving their answers:
 How were you able to choose the synonymous words of the italicized words?
 How do you connect these words to our new lesson which is Coding
Qualitative Data?
DEVELOPMENT OF THE LESSON
ACTIVITY 1: Spider Map
 Use the spider map below to help the students conceptualize the importance of
data collection. Draw it on the board.
 Instruct the students to write their thoughts on the board.
importance importance

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 importance importance

 To process, let the students encircle the common words/phrases in their answers
on the board. Combining all the common words/phrases, ask them to
conceptualize the general importance of data collection.
 Ask: After collecting the qualitative data, what will be the next step? How will you
analyze the data gathered?
 Inject: When data are collected, these have to be summarized in understandable
and coherent form ready for data analysis. How are these done? The technique
adopted for summarizing qualitative data is through coding.

ACTIVITY 2: Coding Qualitative Data

 Introduce the concept of coding.
What is coding?
Coding is the process of examining the raw qualitative data which will be in
the form of words, phrases, sentences or paragraphs, and assigning codes
or labels.
How do you give/assign codes?
 For example, somebody observed and interviewed fourth and fifth grade children
to learn the ways they hurt and oppress each other. Initially their responses into
Physical and Verbal forms of oppression were categorized. Some of the codes
that fell under these categories were: (Show the examples below)
Category: Physical Oppression
Code 1: PUSHING Category: Verbal Oppression
Code 2: FIGHTING Code 1: NAME-CALLING
Code 3: SCRATCHING Code 2: THREATENING
Code 3: LAUGHING AT
 Explain that as coding continues, few codes may combine. It’s possible that to
participants, oppression was not about the body and voice; it was about “force”
and “feelings”. For example, instead of physical and verbal oppression, you may
have the following categories:
Category 1: Oppression through Physical Force (primarily but not exclusively by
boys)
Category 2: Oppression through Hurting Others’ Feelings (primarily but not
excessively by girls)
 Ask:
 What are the possible codes you could list down for each category?
(Direct the students to write their answers on the board.)
 Is it possible to rearrange these codes? If yes, how? (through using sub-
codes)
Category 1: Oppression through Physical Force (primarily but not
exclusively by boys)
Code: FIGHTING
Subcode: SCRATCHING
Show this as possible answer.
Subcode: PUSHING
Subcode: PUNCHING

Category 2: Oppression through Hurting Others’ Feelings (primarily but not

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Show this as possible answer.
 excessively by girls)
Code: PUTTING DOWN
Subcode: NAME-CALLING
Subcode: TEASING
Subcode: TRASH TALKING

 After showing how coding is done, state that there are different processes of
doing it.

ACTIVITY 3: Discussion of Three Types of Coding Qualitative Data

 Discuss the types of coding and give example for each type. May use the
Practical Research 1 book pp. 99-101 and Applied Research: An Introduction to
Qualitative Research Methods and Report Writing pp. 118-124 as references.
 First, introduce Open Coding.
Open coding is the process that refers to the assigning of labels or codes
initially assigned to concepts or meanings of a word or term or group of
words in an attempt to condense the mass of data into categories to answer
questions like “what is this about?” or “what is being referenced here?”.
 Give the example on the next page.
Data from an interview transcript in which a high school senior student describes
his favorite teacher.

Source: Transcript of an interview Assigned code

1. He cares about me. He has never told me SENSE OF SELF-WORTH
but he does.
2. He’s always there for me, even when my What code can you give to
parents were not. He’s one of the few things this response? (Let the
that I hold a constant in my life. It’s so nice. student assign code.)
3. I feel comfortable around him. “COMFORTABLE”

 Say: There are two types of open coding: Descriptive Code and “In Vivo Code”.
The assigned code in number 1 is an example of Descriptive Code and in
number, it is an “In Vivo Code”. What’s the difference between the two based on
the given examples?
 Direct the students to assign a code for number 2.
 Give another example:

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 Include this additional point about open coding:

Open coding is usually employed in ethnographic studies, phenomenology

and grounded theory in the process of organizing data collected as initial
step in data analysis.
 Ask: After assigning codes or categories that have been established, what will be
the next step?
 Introduce Axial Coding.
Axial coding is the process of finding connections or relationships to your
categories such as causal conditions, action strategies, and consequences.

 Give the same examples in open coding as follows:

Source: Transcript of an interview Assigned code
1. He cares about me. He has never told me SENSE OF SELF-WORTH
but he does.
2. He’s always there for me, even when my FEELING SECURE
parents were not. He’s one of the few things
that I hold a constant in my life. It’s so nice.
3. I feel comfortable around him. “COMFORTABLE”

 Ask:
 How do you connect the three established codes/categories? What’s the
relationship between these three codes/categories?
 What are the causes of sense of self-worth/feeling secure/”comfortable"?
 What are the possible outcomes of sense of self-worth/feeling
secure/”comfortable"?

After finding the connections or relationships to the categories/codes that have

established, what will be the next step?
 Introduce selective coding.

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 Selective coding is used to synthesize and choose a core category, and
relate all other categories to that category to form a unifying and emergent
theme or theory; it is about finding the “driver” that impels the story forward.
 Ask:
 What is a theme?
 What will be the theme or main idea for the examples given in open
coding and axial coding?
 Show the tabulated results of the given examples.

Theme Major Minor Categories Details/Responses

categories
Sense of self-worth He cares about me. He
has never told me but he
does.
Feeling secure He’s always there for me,,
Characteristics Affectionate/lo even when my parents
of a favored ving teacher were not. He’s one of the
Teacher few things that I hold a
constant in my life. It’s so
nice.
Comfortable I feel comfortable around
him.

APPLICATION
ACTIVITY: Let’s Practice!
Directions: Analyze the given data through coding. State your initial coding on the
second column and your focused coding on the third column.

Question: “What in this course has helped you the most?”

Response Initial Coding Focused Coding

I appreciate how much the
instructor encouraged us to
voice our opinions and to ask
questions in class. As much as
possible, he took the time to
respond to everyone’s
questions and opinions, to
explain concepts, and then to
make sure everyone
understood his answers. This
helped me because I felt like I
was being heard and I became
more involved in learning the
material

CULMINATION

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WRAP-UP: Two Roses and 1 Thorn
Call a few students to share two things they have learned on today’s lesson and 1
thing they want to learn more.

HOMEWORK
 Research about the other ways of Qualitative Analysis. You may consult Practical
Research 1 as your reference.
 Write your answer on your notebook. Study in advance and be ready for oral
recitation on our next meeting.
Rubrics for checking the Homework
Score Mechanics
15 points Homework contains the fifteen (15) ways of Qualitative Analysis with
description/explanation each.
10 points Homework contains ten (10) ways of Qualitative Analysis with
description/explanation each.
5 points Homework contains five (5) ways of Qualitative Analysis with
description/explanation each./Homework contains the fifteen (15)
ways of Qualitative Analysis but no description/explanation each.

Day 2
Date: _________________
Sections: ________, ________, ________, _________, _________

OBJECTIVES:
At the end of the lesson, the students will be able to:
1. distinguish the types of data analysis; and
2. deliberate on the appropriateness of the types of data analysis for their research.

Subject Matter Analyzing Qualitative Data:

Typology Metaphorical Analysis Semiotics
Taxonomy Content Analysis Domain Analysis
Materials Rubrics for evaluating group presentation
References  Arcinas, M. M., Applied Research: An Introduction to
Qualitative Research Methods and Report Writing. Quezon
City. Phoenix Publishing House, Inc. pp. 118-124
 Marquez-Fong, Stella Eloisa R. and Tigno, Cezar R. (2016)
Practical Research 1.Quezon City. Vibal Group, Inc. pp. 99-101
ENACTMENT
HOOK: Let’s Review!
Modified True or False. Write TRUE if the statement is correct. If the statement is
incorrect, UNDERLINE the word or phrase that makes the statement incorrect and write
the correct answer in the space provided.
___________1. Coding is the process of examining the raw qualitative data which will be
in the form of words, phrases, sentences or paragraphs, and assigning codes or labels.
___________2. Open coding creates themes or categories by grouping codes or labels
given to words and phrases.
___________3. In axial coding, you “sweep” through the data and mark sections of the
text selected codes or labels.
___________4. Selective coding involves browsing over the documents/data and

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attempt to develop selectively a core category that illustrate themes and make
comparisons and contrasts after most or all of the data collection is complete.
___________5. The essential idea in selective coding is to develop a single category
around which all everything else revolved.

PROCESS
 Let the students give the correct answer.
Answers:
1. TRUE
2. open- axial
3. axial- open
4. TRUE
5. category- storyline
DEVELOPMENT OF THE LESSON
ACTIVITY 1: Checking of Homework
 Instruct the students to bring out their homework and exchange with their
seatmates to check using the rubrics below:
Rubrics for Checking the Homework
Score Description
15 points Homework contains the fifteen (15) ways of Qualitative Analysis with
description/explanation each.
10 points Homework contains ten (10) ways of Qualitative Analysis with
description/explanation each.
5 points Homework contains five (5) ways of Qualitative Analysis with
description/explanation each./Homework contains the fifteen (15)
ways of Qualitative Analysis but no description/explanation each.

ACTIVITY 2: Word Play and Discussion

 Post the jumbled letters of the following words on the board. Direct the students
to arrange the jumbled letters to form the words which are ways of qualitative
analysis.
Words to be jumbled:
Typology Metaphorical Analysis
Taxonomy Content Analysis
Semiotics Domain Analysis
 After arranging the jumbled letters, call students randomly to define the terms. (As
part of their homework, the students were tasked to study in advance these terms
and be ready for an oral recitation.) Ask them to share what they have studied
about these terms.
 The teacher will also give additional points regarding ways of Qualitative Analysis.

APPLICATION
ACTIVITY: Let’s do Typology!
 Instruct the students to create a typology for research as shown below as
example:

 They will do this on their PR notebook for 10 mins.

 To process, call two students to draw on the board their outputs and briefly
explain it.

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 CULMINATION
WRAP UP: Let the students answer the
following question:
Why is data analysis necessary in
research?
Day 3
Date: _________________
Sections: ________, ________, ________,
_________, _________

OBJECTIVES:
At the end of the lesson, the students will be able to:
1. distinguish the other types of data analysis; and
2. deliberate on the appropriateness of the types of data analysis for their research.

Subject Matter Analyzing Qualitative Data

Hermeneutical Analysis Logical Analysis Narrative Analysis
Discourse Analysis Quasi-statistics
Analytic Induction Event Analysis
Materials Rubrics for evaluating group presentation, Aralinks Assessment
References  Arcinas, M. M., Applied Research: An Introduction to
Qualitative Research Methods and Report Writing. Quezon
City. Phoenix Publishing House, Inc. pp. 118-124
 Marquez-Fong, Stella Eloisa R. and Tigno, Cezar R. (2016)
Practical Research 1.Quezon City. Vibal Group, Inc. pp. 99-
101
ENACTMENT
HOOK: Let’s Review!
 Using the “Select a Question” assessment activity from ARALinks, the students
will recall the previous lesson. (The designer will provide the PPT.)
 In this activity, the students will select a question number which the student has to
answer. The type of questions varies such as True or False, Multiple Choice and
identification.
Questions:
1. What way of qualitative analysis counts the number of times something is
mentioned in field notes as very rough estimate of frequency?
A. Analytic induction C. Semiotics
B. Metaphorical analysis D. Taxonomy
2. It refers to the classification of system derived from patterns, themes, or other
kinds of group of data.
3. Analytic induction looks at event and develops a hypothetical statement of
what happened. TRUE or FALSE
4. A science of signs and symbols; involves determination of the meanings of
signs and symbols constructed.
5. Content analysis is a sophisticated typology with multi-levels of concepts.
TRUE or FALSE
 Ask: What are the other types of qualitative analysis?

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DEVELOPMENT OF THE LESSON
ACTIVITY: Word Play and Discussion
 Post the jumbled letters of the following words on the board. Direct the students
to arrange the jumbled letters to form the words which are ways of qualitative
analysis.
Words to be jumbled:
Hermeneutical Analysis Logical Analysis
Discourse Analysis Quasi-statistics
Analytic Induction Event Analysis
Narrative Analysis

 After arranging the jumbled letters, call students randomly to define the terms. (As
part of their homework, the students were tasked to study in advance these terms
and be ready for an oral recitation.) Ask them to share what they have studied
about these terms.
 The teacher will also give additional points regarding ways of Qualitative Analysis.

APPLICATION
ACTIVITY: Appraise, Collaborate and Talk
 Direct the students to deliberate on the appropriate type of data analysis for their
research. They will be given 8-10 minutes to collaborate and share their ideas
and opinions.
 Afterwards, call at least two groups to share what they have talked about. Ask the
following questions:
 What type of data analysis is appropriate to your research? Justify your
answer.
 Do you think you can combine two or more types of data analysis to analyze
your data? Name them and explain why.
 Check as well the chosen type of qualitative analysis of the other groups.

CULMINATION
WRAP UP: Let the students answer the following question:
Why is data analysis necessary in research?

HOMEWORK
Instructions:
 Study the Strategies for Generating Meaning from Qualitative Analysis.
 Each group will have the assigned topic to discuss as follows using PowerPoint
Presentation:
STEM Sections
Group 1- Noting Patterns, Themes and Group 5- Counting and Making
Contrasts/Comparisons
Group 2- Seeing Plausibility Group 6- Partitioning Variables and
Subsuming Particulars into General
Group 3- Clustering and Factoring Group 7- Noting the Relations between
Variables, and Finding Intervening
Variables
Group 4- Making Metaphors Group 8- Building a Logical Chain of
Evidence and Making

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 Conceptual/Theoretical Coherence
 The length of the prepared presentation should not be more than 5 minutes.

Day 4
Date: __________________
Sections: ________, ________, ________, _________, _________

PRELUDE
OBJECTIVES:
At the end of the lesson, the students will be able to:
1. discuss the strategies for generating meaning from qualitative analysis; and
2. optimize their critical thinking ability by combining two or more strategies for
qualitative analysis.

Subject Matter Strategies for Generating Meaning from Qualitative Analysis

Noting Patterns, Themes and Seeing Plausibility
Partitioning Variables and Subsuming Particulars into General
Clustering and Making Metaphors
Factoring, Noting the Relations between Variables, and Finding
Intervening Variables
Counting and Making Contrasts/Comparisons
Building a Logical Chain of Evidence and Making
Conceptual/Theoretical Coherence
Materials PPT, research samples, video clip
References  Melegrito, Ma. Lourdes F. and Mendoza, Diana J. (2016)
Applied Research: An Introduction to Quantitative Research
Methods and Report Writing. Quezon City. Phoenix
Publishing House, Inc. pp. 101-173
 Marquez-Fong, Stella Eloisa R. and Tigno, Cezar R. (2016)
Practical Research 1.Quezon City. Vibal Group, Inc. pp. 112-
117
ENACTMENT
HOOK: “Quiz”
 The type of quiz is analogy. (To follow the attached document.)

DEVELOPMENT OF THE LESSON

ACTIVITY 1: Checking of Homework
 Direct the students to group themselves according to their assigned group and
form a circle.
 Instruct them to bring out their homework and exchange notebook to check.
Present again the criteria for checking their answers. Here’s the criteria:

Rubrics for Checking the Homework

Score Mechanics
15 points Homework contains the thirteen (13) strategies for generating
meaning from qualitative analysis with description each.
10 points Homework contains at least eight (8) strategies for generating
meaning from qualitative analysis with description each.

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 5 points Homework contains at least (5) strategies for generating meaning
from qualitative analysis with description each./Homework contains
the thirteen (13) strategies for generating meaning from qualitative
analysis but no description/explanation each.
 Instruct the chosen presenter of the group to get ready for the discussion.
ACTIVITY 2: Discovery Stations
Mechanics:
 Each group shall have one presenter (driver of the station) to discuss the
assigned topics within five minutes to his/her respective group (commuters).
 After five minutes, the members (commuters) shall move to the next
group/station. The assigned presenter (driver of the station) shall stay at the
same station, and then discuss to the new set of commuters the assigned topics.
The rotation happens until all members have heard the discussion of the
presenters or when they return to their respective group station.
 When the members have returned to their respective group/station, each member
shall share to their presenter what they have learned from other stations. You will
be given another five minutes to do this.

PROCESS
 Using the Name Shuffler (Aral Links PPT), call students randomly to share what
they have learned about the following words/phrases.
 Patterns and Themes
 People are finders of meaning
 Clustering
 Metaphors and Contrasts
 “number of times” and “consistency”
 Strengths and limitations of partitioning variables
 Factoring
 A C (Where’s B?)
 “enumerative induction” and “eliminative induction”
 “Concepts without corresponding facts are hollow”

 The teacher will also give additional points regarding the strategies for generating
meaning from qualitative analysis.
CULMINATION
WRAP UP: “Fusion”
Ask at least two groups to state two or more strategies that they could possibly
combine to generate meaning from their analyzed data. (Mention that they could still
change them if deemed necessary.)

Day 5
Date:
Sections: ________, ________, ________, _________, _________

PRELUDE
OBJECTIVES:
At the end of the lesson, the students will be able to:
1. identify the parts of Chapter 4; and
2. examine how findings and results are articulated in chapter 4.

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 Subject Matter Discussing Chapter 4
Materials PPT for the mechanics of PT, sample of Chapter 4, Aral Links
Assessment Material
References  Marquez-Fong, Stella Eloisa R. and Tigno, Cezar R. (2016)
Practical Research 1.Quezon City. Vibal Group, Inc. pp. 72-
117
 https://www.csun.edu/~lisagor/2010%20Spring/690M-
10Spring/Thesis-ProjectRub.pdf retrieved on August 01, 2018
ENACTMENT
HOOK: Quiz Bee (By group)
 Using Short Answer with Random Number (Aral Links Assessment Material),
flash the following questions to be answered by group:
Directions: Identify the word/s being asked.
1. Grouping and conceptualizing objects that have similar patterns or
characteristics.
2. A statistical method of data analysis for representing a large number of
measured variables in terms of smaller number of hypothetical variables.
3. A method in building logical chain of evidence wherein you collect a number
and variety of instances all going in the same direction.
4. A method in building logical chain of evidence in which you switch from
“progressive focusing” to “constant comparisons” and “structural
corroborations”.
5. This strategy states that concepts without corresponding facts are hollow.
Answers:
1. Clustering
2. Factoring
3. Enumerative induction
4. Eliminative induction
5. Making conceptual/theoretical coherence

 The highest scorer group will receive points for recitation.

DEVELOPMENT OF THE LESSON
 Distribute a sample of Chapter 4.
 Direct the students to observe how it is constructed. (To follow the sample.)
 Let them identify the parts of Chapter 4.
 To process, ask the following questions:
 What needs to be included in the chapter?
 How do you articulate the data?

APPLICATION

ACTIVITY: Performance Task- Coding Sample Qualitative Data

PERFORMANCE TASK: Coding Sample Qualitative Data
The Language Area will have the second loop of Research Seminar
and Workshop to be conducted on March 18-19. Aligned with this, you have been
chosen as one of the class representative to present coded qualitative data
accomplished during the workshop. You will be given time to analyze and code
sample qualitative data. For standards, your work will be evaluated based on

14
 CULMINATION
WRAP UP/GENERALIZATION
 Ask,
What makes collected and organized data accurate?

Other Comments/ Suggestions:

Checked by:

Abiguel C. Cabarles, LPT

SHS Language Area Chair

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