Module 5

CT-4: PRACTICAL
RESEARCH IN DAILY LIFE 1

Grade 11
1st Semester

Prepared by:
Mr. Michel E. Regalario, LPT

_________________________
Name of Student
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I. Students Guide ……………………………………………………………. 3

II. Introduction………………………………………………………………... 4

III. Most Essential Learning Competencies…………………………………… 5

IV. Lessons

A. Lesson 1- Designs in Qualitative Research …………………………... 6

B. Lesson 2- Sampling Procedure and Sample …………………………. 8

C. Lesson 3- Data Collection Methods in Qualitative Research ………… 10

D. Lesson 4- Designing the Instrument ………………………………… 12

E. Presenting Guidelines in Research Methodology ……………………. 16

V. References ……………………………………………………………….. 18

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1. This module is recommended for 3-weeks study time.
2. This is a self-paced module; you can accomplish this on your own pace but it is
recommended that you spend 30 minutes every day working on this module.
3. This module has several components:
a. Introduction: This contains the overview of the module.
b. Learning Objectives: These are the goals of the module which you need to
accomplish. They are packaged into skills and knowledge that you need to acquire.
c. Activities: This section contains all the lessons and task you need to do for the module.
d. Assessment: This contains tasks and/or tests to measure your learning.
e. Reflection: To evaluate your learning process, this section will ask you to reflect on
your learning process.
f. Additional Resources: This section allows you to access more resources you want to
expand your learning experience beyond the module.
4. You may contact your subject teacher for this module on the following schedules:
a. Schedule: Monday to Friday from 9:00am to 4:00 pm only during asynchronous time.
b. Contact Details: (email address/telephone/cellphone/messenger)
c. Format of online consultation:

Always include the following:

Your Name: _____________________________
Subject Area and Section: __________________
Question/Inquiry/ Concern: _____________________________________________

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 The module presents and discusses in-depth qualitative research designs and techniques

revolving around the five (5) primary branches or traditions. Presented as well as various data

collection of data gathering methods, including sampling techniques appropriate for qualitative

research. The module also teaches students how to analyze qualitative data.

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CHAPTER 5. UNDERSTANDING DATA AND WAYS SYSTEMATICALLY COLLECT
DATA
Most essential learning competencies

1.1 Chooses appropriate qualitative research design;

1.2 Describes sampling procedure and sample;
1.3 Plans data collection, data gathering instrument, and analysis procedures;
1.4 Presents written research methodology; and

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LESSON 5.1 DESIGNS IN QUALITATIVE RESEARCH
At the end of the lesson, the learners should be able to:
1.1 define research design;
1.2 discuss and explain the qualitative research designs and its types;
1.3 identify the type of descriptive research design applied in different situation; and
1.4 apply appropriate research design in making research.

A research design is a plan which structures a study to ensure that the data collected and generated
will contain the information needed to answer the initial inquiry as fully and clearly as possible.

Common Research Designs

A qualitative research chooses from a number of research designs. These are:
1. Grounded Theory Design – a qualitative theory in which the researcher derives a general abstract
theory of a process, action, or interaction grounded in the views of participants in a study
(Creswell, 2009);
2. Phenomenological Research Design – a qualitative strategy in which the researcher identifies
the essence of human experiences about a phenomenon as described by participants in a study
(Creswell, 2009);
3. Case Study Design – a qualitative strategy in which the researcher explores in depth a program,
event, activity, process or one or more individuals. The case (s) are bounded by time and activity,
and researchers collect detailed information using a variety of data collection procedures over a
sustained period a sustained period of time (Creswell, 2009);
4. Ethnographic Research Design - a qualitative strategy in which the researcher studies an instant
cultural group in a natural setting over a prolonged period of time by collecting primarily
observational and interview data (Creswell, 2009);
5. Narrative Research Design - a qualitative strategy in which the researcher studies the lives of
individual, and asks one or more individuals to provide stories about their lives (Creswell, 2009);
6. Action Research Design - a qualitative strategy in which the researcher examines rigorously his
own practice, such examination serving as basis professional development ang increased
effectiveness of his practice; and
7. Historical Research Design - a qualitative strategy in which the researcher makes use of past
records to understand the vents, situations, and problems which transpired in the past.

Research Design
1. The design of the research could be any of the following general classifications:
phenomenological, historical, ethnography, narrative, action research theory building, case
studies, time series, etc.
2. The appropriate reach design should be specified and described. Explain why the particular
research design/procedure was chosen.
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3.Include likewise the research approach: quantitative or qualitative. Explain also the details and
its application to the study and its use.
Sample Research Design
The researchers will utilize the qualitative research approach to explore the experiences
of students in solving mathematical problems which do not require numerical data. As stated by
Crossman (2019), qualitative research is a type of social science research that gathers and works
with non-numerical information and seeks to interpret meaning from these data that help
understand life experiences.
The phenomenological research design will be applied in the study to describe the
experiences of students in solving mathematical problems. Conforming to Neubauer (2019), a
phenomenological study investigates experiences of examined phenomena to become familiar
with the interpretations of human experiences.
The descriptive-narrative method will be used in the study since the experiences of the
participants will be described and narrated as well. In line with Bhat (2020), descriptive research
is defined as a research method that describes the characteristics of the population or phenomenon
that is being studied. As specified by Cuku (2014), a narrative research method is all about
collecting and telling a story or stories in detail. Researchers will write and describe narratives
about the life experiences of individuals.

Research Locale
1. Describe the place where the study will be conducted and the reason behind the choice.
Sample of Research Locale
The study will be conducted in Sacred Heart College which is located in Barangay 1, Merchan
Street, Lucena City, Quezon Province. It is one of the most prominent Catholic schools in Lucena
City that was first established in 1884. This school provides high-quality education and focused
on nurturing education and enriching values. The said school is one of the pioneers to initiate
comprehensive K-12 education. Additionally, it is equipped in providing innovative programs
where the four pillars of education are made visible; one of those is academic programs that aim
to provide the students with everything necessary to compete in a global economy that demands
innovation on one’s way of learning, thinking, decision-making, and problem solving.
The researchers will choose Sacred Heart College as the research locale of this study since the
researchers are currently studying in the said school and aim to prioritize the condition and to
address the concerns of the co-students that experiences difficulties in solving mathematical
problems that were encountered by most students since all the grade 11 senior high school students
in different strands have mathematical subjects and faces experiences of difficulties towards the
more serious and complicated mathematical lessons as preparation for them in college. Thus,
quality education is provided by the school but still, the students are having a hard time coping up
with the said quality education as personal barriers arise among them.

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LESSON 5.2 SAMPLING PROCEDURE AND SAMPLE

At the end of the lessons, the learners should be able to:

1. describes sampling procedure and sample in qualitative research;
2. distinguish probability sampling from non-probability sampling and its kinds;
3. explain the reason of using sample in research; and
4. cite examples from the given sampling procedure.
Sampling is a process through which a researcher selects a portion or segment from the population
at the center of the researcher’s study. Ex: Senior high school HUMMS students
Population is a group of persons or objects that possess some common characteristics that are of
interest to the researcher, and about which the researcher seeks to learn more. Ex: Senior high
school students
Two (2) Groups of Population
1. Target Population. It is composed of the entire group of people or objects to which the
researcher wishes to generalize the findings of the study.
2. Accessible population. It is a portion of the population to which the researcher has
reasonable access.
For example, in a study about the common difficulties encountered by Senior High School
students in their first semester of school year 2016-2017, the target population may be all Senior
High School students in Metro Manila. However, the researcher may have access only to the
students of a specific school – these students comprise the accessible population.

Two Types of Sampling Method

1. Probability Sampling - It is a type of sampling in which all the members of an entire population have
a chance of being selected. This is also called Scientific Sampling which is commonly used in quantitative
research.
Sub-Types of Probability Sampling
1.1 Simple Random Sampling - is a method of choosing samples in which all the members of the
population are given an equal chance of being selected. It is an unbiased way of selection, as samples are
drawn by chance.
There are various ways of obtaining samples through simple random sampling (Treece & Treece,
1986). These include the roulette wheel, fishbowl method, and the use of a table of random numbers.
1.2. Stratified Random Sampling - The population is first divided into different divisions, and
then the sampling follows. Age, gender, and educational qualifications are some possible criteria used to
divide a population into strata.
Example:
A researcher will study the common effects of smoking on High School students. The researcher
decides to select equal numbers of students from the Freshman, Sophomore, Junior, and Senior levels.
1.3 Cluster Sampling - It is used in large-scale studies, where the population is geographically
spread out. Sampling procedures may be difficult and time-consuming.
Example:
A researcher wants to interview 100 teachers across the country. It will be difficult and expensive
on their part to have respondents in 100 different cities or provinces. Cluster Sampling is helpful for the
researcher who randomly selects the regions (First Cluster), then selects the schools (Second Cluster), and
then the number of teachers.

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 1.4. Systematic Sampling - It is a method of selecting every nth element of a population. For
example, every fifth, eight, ninth, or eleventh element until the desired sample size is reached.
2. Non-Probability Sampling is a process of selecting respondents in which not all members of
the entire population are given a chance of being selected as samples. This is also called non-
scientific sampling, and is commonly used in Qualitative Research.
Sub-Types on Non-Probability Sampling
2.1 Convenience Sampling - It is also called accidental or incidental sampling.
Example:
A researcher intends to study the elementary students of a particular school, and has determined
the desired sample size. Due to the study’s constraints, the elementary pupils who are present at
the time of the researcher’s visit to the school will be chosen as respondents.
2.2 Quota Sampling - It is somewhat similar to stratified sampling, the researcher
deliberately sets specific proportions in the sample, whether or not the resulting proportion is
reflective of the total population. This is commonly done to ensure the inclusion of a particular
segment of the population.
Example:
A researcher wants to survey the employees of a company regarding their thoughts on the
company’s new policies. The researcher intends to have representatives from all departments in
his sample, but one department I so small that doing random sampling might result in that
department not being represented. The researcher then sets quota of respondents from that
department to ensure their inclusion in the sample.
2.3 Purposive Sampling - It involves handpicking subjects, usually to suit very specific
intentions. This is also called judgmental sampling.
Example:
In a study about honor students, the researcher uses a list of honor students and chooses
the necessary number of participants, to the exclusion of all other students
2.4 Snowball Sampling - It is sometimes referred to as chain referral sampling; is used
when the desired sample characteristics is rare. It is achieved by asking a participant to suggest
someone else might be willing for the study.
Example:
In a study about on-line gamers, the researcher relies on referrals from initial participant to
generate additional participants for his/her study.
2.5 Volunteer Sampling - It is made up of people who self-select into the survey. Often,
these folks have a strong interest in the main topic of survey
Example:
In a noontime show like It’s Showtime ask viewers to participate in an online poll, or to vote for
the winner of “Tawag ng Tanghalan.” This would be a volunteer sample. The sample is chosen by
the viewers, not by the survey administrator
Research Population and Sample
1. Describe the human participants in the study (respondents) and the sampling design to be used.
Research Population and Sample
The participants of this study will be the selected grade 11 senior high school students coming
from different strands. The sample size will be composed of twelve (12) willing participants
enrolled in AY 2019-2020 in the academic track namely Science, Technology, Engineering, and
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Mathematics (STEM), Accountancy and Business Management (ABM), and Humanities and
Social Sciences (HUMSS) in Sacred Heart College for the reason that grade 11 students have
experiences of difficulties toward the more serious and complicated mathematical lessons as
preparation for them in college. The study is limited to a small sample size as qualitative research
does not require large population sampling. As mentioned by Marshall et. al (2013), a small
population allows for deeper understanding in qualitative studies particularly when the goal is to
better understand a problem or issue.
The technique that will be utilized in taking participants in this study will be under the non-
probability sampling in which not all members of the entire population will be given a chance of
being selected as the research samples. According to Glen (2015), non-probability sampling is a
sampling technique where the odds of any member being selected have no equal chance.
One of its sub-types is purposive sampling that will be applied since the participants will be
chosen based on the purpose or certain criteria. The participants must possess the following
criteria: 1) they must be a senior high school student currently studying at Sacred Heart College.
2) Grade 11 student. 3) Students should have experiences of difficulties in solving mathematical
problems. In concordance with Crossman (2019), purposive sampling is under the non-probability
sampling wherein the selection is based on characteristics of the population and the goal of the
study.
The researchers will pick 4 participants in each strand composed of two males, one of them
must took up their junior high school in a private school and one in public school, the same criteria
for the two females.

LESSON 5.3 DATA COLLECTION METHODS IN QUALITATIVE RESEARCH

At the end of the lesson, the learners should be able to:
1. identify the various techniques in collecting and analyzing qualitative data;
2. acquire the skills in interviewing and observing for data collection using a set of open-ended
questions; and
3. develop appropriate instrument used in gathering qualitative data.

Methods in Data Collection

Research Interview its purpose is to explore the views, experiences, beliefs and/or
motivations of individuals on specific matters. One of the most important skill is the ability to
listen attentively to what is being said. All interviews should be tape recorded and transcribed
verbatim afterwards.
Below are common data collection instruments in qualitative research.
Individual or in-depth interviews are like conversations that ae designed to obtain
specific kind of information. Life histories or experiences are narrative self-disclosures about the
individual.
Types of Individual or In-depth Interview
1.1 Unstructured – can be in the form of normal conversation or a freewheeling exchange of
ideas.
1.2 Structured – follows a particular progression and has a well-defined content.
1.3 Semi-structured – is in-depth interview; has a set of questions but there also additional
probes that may come in the form of follow-up questions where the
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 participants have to answer pre-set open-ended questions.
The instrument often used in this method is the interview schedule.
2. Group Interview or Focus Group Discussion is a moderator-led discussion among group of
individuals on a particular topic organized for research purposes based on life circumstances
relevant to the research; is conducted with several participants simultaneously (6-10).
Classification of Group Interviews
2.1 Focus-Group Discussion - participants are selected by the researcher/s according to
specific sampling criteria.
2.2 Natural Groups – participants belong to a group that exists independently of the study.
3. Observations are conducted to document and analyze behavior and social phenomena as they
occur in their natural context, and may be useful in identifying. The instruments to be used are
called an observation checklist makes use of ratings or numerical rankings (quantitative) whereas
observation guide allows for general descriptive documentation (qualitative).
Types of Observation
3.1 Structured - researchers device a checklist wherein expected behaviors of interest have
been specified.
3.2 Unstructured - researchers try to explain events without any pre-conceived ideas about
what will be observed.
4. Surveys also known as Questionnaires may also be used in qualitative research. It is the most
commonly used instruments in research particularly in quantitative research. It is also a planned,
written questions about a particular topic, with spaces provided for the response to each question,
intended to be answered by a number of persons.
Types of Questionnaires
4.1 Structured questionnaire if possible, answers are provided and respondents just have
to select from them. Structured questionnaires are generally use for quantitative research.
4.2. Unstructured questionnaire if the questions are open-ended -- no options are provided
and respondents are free to answer however they wish. Unstructured questionnaires are more
suited to qualitative research.
Types of Questions (for Research Instrument)
1. Yes or No type - items are answerable by yes or no.
Ex. Do call center agents have the right to refuse calls? ___YES ___ NO
2. Recognition type - fixed alternative answers are already provided, the respondents/participants
simple choose from among given choices.
Ex. Educational qualification
_____ Elementary school graduate ______ College graduate
_____ High school graduate ______ MA/ PhD
_____ Technical or vocational school graduate ______ Others (please specify) _____
3. Completion type - the respondents/participants are asked to fill in the blanks with the necessary
information. Questions are open-ended
Ex. As a teacher, after seeing a misbehavior done by a pupil, I will_______________________
4. Coding type - numbers are assigned to names, choices, and other pertinent data.
Ex. On the scale of 1 to 10, how will you rate your student’s communication skills?
5. Subjective type - the respondents/participants are free to give their opinions about an issue of
concern.

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 Ex. What can you say about teachers who are deeply committed to their work?
5. Documentary Analysis – this instrument may require the examiner available resources or
documents. Inspecting the primary and secondary sources is important when using this type of
data collection.

LESSON 5.4 DESIGNING THE INSTRUMENT

At the end of the lesson, the learners should be able to:
1. discuss instrument and instrumentation;
2. identify the types of questions use in a survey questionnaire; and
3. state the do’s and don’ts in constructing questions.

One of the important parts of research study is the instrument because the quality of the
research findings depends on the quality of research instrument. In research, instrument is the
general term use by the researcher for measuring device such as surveys, questionnaire, test, and
etc. On the other hand, instrumentation is the action which is the process of developing, testing
and using the instrument. Take note that instrument is the device while instrumentation is course
of action (Prieto, Naval, & Carey, 2017).
Background. Do a basic research on the chosen variables or construct of the research
study. Choose a construct that you can use to craft the objective of the questionnaire. Construct
means the characteristics that you wish to measure or evaluate (e.g. weight, academic
performance, etc.). After identifying the construct, it is easily to state the purpose or objective of
the questionnaire and the research
Data Collection Instruments are measurement tools or designed to obtain data on a topic of
interest from research subjects.
Based on the research question, the researcher chooses which type of instrument,
or instruments researchers can use.
Characteristics of a Good Data Collection Instruments
The following are pointers in developing or selecting good data collection instruments.
1. It should be brief but effective (elicit information-rich data that researchers need)
2. It must be able to gather information other than what is available.
3. The arrangement of questions in the instrument must be sequenced in increasing
difficulty.
4. It must be validated and evaluated for its validity and reliability. The following criteria of
the validators are:
a. has good educational attainment or background;
b. his or her position in the institution, government; and
c. his or her expertise in research.
5. The data to be collected from the instrument should easily be tabulated, analyzed. And
interpreted.
Research Instrument
1. The researcher/s should describe the following:
a. sources of data
b. the instrument/s to be used,
c. explains how the research tool will be validated,

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 d. who will validate the instrument,
d. what each will measure of the instrument,
e. to whom they administered the instrument, and
f. and if possible, how they will be administered it.
2. Present the tools and procedures to be used to test the validity and reliability of the
questionnaire or interview guide questions/schedule.
3. Append sample computation. Validation: Explain the validity coefficient.

Sample Research Instrument

The researchers will utilize interview schedule and at the same time researchers’ made
interview guide questions, wherein the data will be done through direct and personal
communication of the researchers to each individual participant with the prepared set of questions
as a guide for the participants that will be given to them beforehand to ensure accurate answers
and specially to link the questions in the research statement of the problem. In relation to
Luenendok (2016), an interview schedule is used in gaining deeper insights into people's
experiences with set of questions that have been prepared beforehand thereby ensuring that the
answers obtained are accurate.

The researchers will employ a semi-structured type of interview to obtain more particular
answers from the participants by providing a set of questions also follow up questions that are
open-ended to determine further their experiences in solving mathematical problems, and as well
as to let them express themselves freely. As specified by Bass (2015), the semi-structured
interview is a qualitative data collection strategy in which the researcher asks informants a series
of pre-determined but open-ended questions.

The instrument will be composed of two parts. Part one is the demographic profile of the
participants. Part two is the common problems encountered by the students in solving
mathematical problems in terms of comprehension skills in verbal and written form of problems,
and the application of knowledge.

The instrument of the study will be validated by two licensed professional teachers in grade 11
with major of mathematics in Sacred Heart College, Lucena City and an expert in the field of
research and education. The researchers will accept the comments and suggestions of the validators
to come up with the most accurate and reliable questions.
Qualitative Data Analysis Procedures
1. Process and record the raw data. Record the raw data immediately, while doing the data
collection process.
2. Start analyzing as the data is being collected. You should begin reviewing the data and start
processing them by classifying and coding the pieces of data, as well as grouping them by
themes and patterns.
3. Data reduction. You reduce or transform your raw data by identifying or focusing only
those data that ae meaningful and relevant to your research study.
4. Identify relevant themes and patterns. Process and record the raw data immediately, while
doing the data collection process.

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 5. Reporting the data. You should begin reviewing the data and start processing them by
classifying and coding the pieces of data, as well as grouping them by themes and patterns.
6. Interpreting findings and drawing. You reduce or transform your raw data by identifying
or focusing only those data that are meaningful and relevant to your research study.
Data Gathering Procedures
1. Describe the following:
a. asking permission to the principal in conducting the study
b. seeking permission with the participants to be part of the study
c. setting time or schedule for interview proper
d. asking permission to the participants if they allow to use video recorder for documenting
purposes
e. gathering or collecting the data
f. analyzing the data
g. interpreting the data
Sample of Data Gathering Procedure
The foremost step is that researchers will seek permission and approval with the
constructed and validated researchers’ made interview guide questions and consent letter to the
principal to conduct the study in his department. The researchers will provide information consent
for the target participants if they are willing to be involved in the study. In addition to that, the
participants will be first provided with explanation about the study and its purpose. The
researchers’ will then ask the consent of the students as participants of the study. Upon their
approval, the researchers will then schedule the interview to the participant.
In the interview proper, a semi-structured interview will be utilized which involves the
main questions together with the follow-up questions to acquire further specific answers. The
researchers will explore the thinking, assumptions, emotions, and lived experiences in solving
mathematical problems of the participants answering the set of questions freely.
The answers of the participants will be given orally. The researcher will record the
responses of the participants through cellphone voice recording, with proper consent from the
participants, to collect the data. The researcher will then transcribe verbatim before content
analysis can begin. The transcript of interviews will be coded and will be analyzed by the
researchers to identify the challenges encountered by the students in solving mathematical
problems. These coded transcripts of interviews will then be interpreted and common themes will
be presented.
Data Analysis
1. Usually, thematic analysis of data exposition and interpretation will be used to analyze data.
a. Indicate here also how the data gathered from the responses will be treated and presented.
Sample of Data Analysis
The researchers will utilize thematic, content, and coding system. The thematic analysis
will be used since the study aims to describe, pick out, and band recorded patterns or themes that
emerged from the participants' answers. Thematic analysis is to be applied since it is a qualitative
study and will apply a semi-structured interview as its research instrument. In line with Caulfield
(2019), thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of
texts; such as interview transcripts. The researcher closely analyzes the information to recognize
common themes, topics, thoughts, and patterns that come up constantly.

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 A thorough content analysis of the responses from the interview that will be conducted is
needed in analyzing the presence, meanings, and relationships of such certain words, themes, or
concepts and to systematically and objectively identify special characteristics of the data. The data
findings will be objectively, logically and carefully interpreted with comparison to the related
literature and studies. As stated by Janseen(2018), content analysis is a popular method and tool
for analyzing qualitative data and to discover the presence of some words, themes, or concepts
enclosed in some given subjective information. As mentioned by Roller (2018), content analysis
is used to maximize the discovery of valid analyzations that lead to the ultimate usefulness.
The researchers will utilize coding analysis since qualitative data will be labeled and
organized to identify different themes and relationships between them and to understand what it
represents. As stated by Moran (2020), coding is the process of assigning a label to phrases,
sentences, or paragraphs that hold important meaning.
Ethical Considerations
Present adequate measures and procedures to be 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 standards that should be upheld to guard 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
The researchers of this study will guarantee the rights, dignity, and worth of each
participant. The researchers were honest at the beginning of the research up to the last part. More
so, the researchers will not be biased and subjective throughout the study.
Consistency of thought and action were kept in mind by the researchers for the credibility
of the study. Also, the researchers were always mindful of the proper acknowledgment to all cited
and sources used. Thus, plagiarism was carefully observed by the researchers.
Throughout in conducting the study, the researchers were open and accepted criticism and
new ideas from the research adviser and panelists during the pre-oral defense. Also, immediate
changes and revisions to correct the research paper were well maintained by the researchers to
avoid further errors and misconceptions.
Furthermore, informed consent was made for the participants to ensure that they will not
be forced to be part of the study as an ethical rule for human subject protection. Questions to be
presented will be properly validated by the research adviser and by people who are expert in this
field. The identity of the participants will remain anonymous and confidentiality to their answers
will be maintained. The feelings of the participants will matter most. The researchers will also
respect the participants and will make sure to be free from any physical, financial and
psychological harm. The researchers will keep in mind that ethical rules are the keys to a good
research. Following those will result to fruitful and rightful outcome.

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LESSON 5.4 PRESENTING GUIDELINES IN RESEARCH METHODOLOGY
At the of the lesson, the learners should be able to:
1. discuss the guidelines in writing methodology;
2. acquire skills in writing research methodology;
3. summarize the information in methodology chapter using graphic organizer; and
4. write research methodology.

A method is a technique which the researchers use to gather and generate data about the subject
of their study.
A methodology is the section of the research paper which explains why the researcher chose to
use particular methods. It also includes descriptions of any and all theoretical and/or ideological
concepts informing and influencing the course.
Research methodology is a description of how exactly you conducted your research. You should
provide detailed information on the research design and approaches, research locale, population
and sample, research instrument, data gathering procedures, data analysis, ethical considerations
and actions taken by the participants. The method section should provide enough information to
allow other researchers to replicate your study. The part is critical because it allows other
researchers to see exactly how you conducted the research.
How to Write Research Methodology
Describe what you did and how you did it. The interested reader should be able to repeat
the study from the account provided.
 Be concise, precise, and logical in your writing.
 Use the past tense in writing the methods section.
 Provide enough detail to enable the reader to make an informed assessment of the methods
used in obtaining the results in relation to the research problem.
In the collection process, the researcher is guided by steps inherent to a qualitative inquiry
called methodology, this set of procedures is meant to gather data characterized by depth (digging
down) and (breadth (coverage) to fulfill the requirements of a qualitative research. Qualitative
research collects large amounts of information on participants/subjects that are often too complex
to be quantified (Jackson, 2013). These techniques can be used to explore ideas, experiences or
beliefs. The data used in such research are usually text that has been collected from interviews,
observations, documents or artifacts.
Methodology of Qualitative Research
1) Tradition of inquiry (phenomenological, historical, case study, ethnography, action research)
2) Techniques (focus group discussion, focused interview, conversation, etc.)
3) Sampling techniques and procedures (oftentimes purposive)
4) Making the research instrument (open-ended questions)
5) Data generation and informed consent (some ethical considerations)
6) Tools used in generating qualitative data (transcription and thematic and content analysis)
Take note of the following (Faltado, Bombita, & Boholano, 2017):
 Design. Explain if your study is within or between group design. Include the variables
included and approach you used in the study.
 Participants. Describe the participants in your study including their total number and
the process of selecting them.

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  Procedures. Properly explained your procedure. It includes the procedure you have
done before, during and after gathering data.
 Always write your methods in past tense.
 Provide enough details when doing experimental research. It is for the other
researchers to replicate your work.
 Used proper APA format.
 Take a rough draft of your work with your research teacher for additional assistance.
B. Part of the research paper is discussing the methods you used in accomplishing your
study. It discusses the type of research you used, your process of collecting and analyzing
the data, the materials you used, and your rationale for doing those methods.
 Always proofread your paper.
RESEARCH METHODOLOGY
This chapter provides an introduction which spell out the parts of the chapter. This part is
written in future tense if the study is not yet completed or past tenses if the study is already done.
Research Design: this potion describes the kind of research and why such research design
is used in the study, whether the study is experimental, descriptive, or historical research.
Research Locale: it describes the research venue or site where the study will take place or
where the data will be collected; e.g. schools, hospitals, churches, offices or homes,
barangays/communities, municipalities/town/barrios. The researcher provides brief information
about the chosen locale and an explanation on why such area was chosen.
Research Population and Sample: There are two parts in this section: the population
which describes the participants or respondents of the study and the sampling plan or technique
which explains the process of selecting the participants.
Research Instrument: There are many kinds of research instrument depending on the
research design and the research questions. As stated by (Bui, 2014), in the qualitative studies, the
instruments commonly used are observations, interview schedule or in-depth interviews and focus
group discussions. The researcher also mentions in this part the expert validators (at least 3) of the
instrument.
Data-Gathering Procedures: this part describes the step-by-step process on how the data
will be collected which include requesting permission from the principal/superintendent to
administer the research instrument or retrieve the data. The period when the data will be gathered
needs to be indicated.
Data Analysis: this part describes the how the data will be analyzed by the researchers
through applying appropriate analysis which is very essential on this part such as content analysis
and thematic analysis, coding system and types of coding and the like.
Ethical Considerations: this part discusses and explains what are the ethical standards or
procedures to be observed by the researchers throughout the research course.

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