Practical Research 1 – Grade 11

Quarter 2 – Module 5: Data Gathering Instruments

First Edition, 2020

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Practical
Research 1
11
Quarter 2
Self-Learning Module 5
Data Gathering Instruments
Introductory Message

For the Facilitator:

Welcome to Practical Research 1 Grade 11 Self-Learning Module 5 on Data

Gathering Instruments

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to Practical Research 1 Grade 11 Self-Learning Module 5 on Data

Gathering Instruments

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module aims to help you plan your data gathering instruments for your
research paper.
After going through this module, you are expected to:
1. describe the data gathering instruments in qualitative research;
2. distinguish appropriate data gathering instrument for qualitative research;
and
3. plan appropriate data gathering instruments for qualitative research.

PRETEST

Directions: Choose the letter of the correct answer. Write your answer in your
notebook.

1. Which is not a definition of a data gathering instrument for qualitative research?

A. Data gathering instrument is an important step in the research process.
B. Data gathering instrument refers to questionnaires, interview schedules or
guides, and observation.
C. Data gathering instrument refers to any tool designed for collecting
standardized data and making generalizations.
D. Data gathering instrument for qualitative research refers to open-ended
questionnaires, interviews, observation, or any other forms which are used to
collect information.

2. Which includes the commonly used data instruments for qualitative research?
A. questionnaires, interviews, observations
B. laboratory experiments, quasi-experiment, scales (measuring and weighing
tapes)
C. archival documents and government sources, laboratory experiments, quasi-
experiment
D. observations, archival documents, and government sources, laboratory
experiments

3. What data gathering instrument is not appropriate in conducting a

phenomenology?
A. Interview
B. Questionnaire
C. Participant Observation
D. Researcher’s own introspection
4. Which is the most frequently used data gathering instrument?
A. Interview
B. Focus group
C. Observation
D. Questionnaire

5. If you will be conducting a qualitative study on “the experiences of COVID-19

patients”, what instrument should you use to produce unbiased data?
A. Diary
B. Interview
C. Observation
D. Questionnaire

RECAP

In the previous lesson, you have learned some terms plans in collecting data,
write on the first box all the terms that you have learned, and write on the second
box the explanation to such terms. Accomplish this activity in your notebook. Use
the boxes below as your guide.

Terms learned Explanation

 LESSON

Study carefully the concept notes below.

Data Gathering Research Instruments

The data gathering instrument is an important step in the research process.
The instrument you choose to collect the data will depend on the type of data you
plan on collecting and how you plan to collect it. “Data-gathering instruments for
qualitative research” means open-ended questionnaires, interviews, observation, or
any other forms which are used to collect information. (Jones1985)

Let’s look at three of the most used data-collecting instruments in more detail.

1. Qualitative Questionnaires
Qualitative questionnaires attempt to elicit more in-depth responses and are
usually designed to find out what has changed as a result of the program, what the
mentees have learned, and what they are doing differently.
Answers obtained to open-ended questionnaire questions are analyzed using
qualitative methods and they involve discussions and critical analyses without the
use of numbers and calculations.
Questionnaires have many uses, most notably to discover what the masses are
thinking. These include market research, political polling, customer service
feedback, evaluations, opinion polls, and social science research (O’Leary, 2014).

Strengths
O’Leary (2014) suggests some obvious strengths for this research method, as
administering a questionnaire allows the researcher to generate data specific to their
own research and offers insights that might otherwise be unavailable. In listing the
additional benefits of questionnaires, O’Leary (2014) suggests that they can:
▪ Reach a large number of respondents
▪ Represent an even larger population
▪ Allow for comparisons
▪ Generate qualitative data through the use of open-ended questions
▪ Be confidential and even anonymous

Weaknesses
O’Leary (2014) offers some concerns in using questionnaires as a research tool,
as they are time-consuming, expensive, and sampling is difficult. He asserts that
questionnaires are ‘notoriously difficult to get right’ and they often do not go as
planned.
2. Interviews
An interview is a conversation for gathering information. A research interview
involves an interviewer, who coordinates the process of the conversation and asks
questions, and an interviewee, who responds to those questions. Interviews can be
conducted face-to-face or over the telephone. The internet is also emerging as a tool
for interviewing.
The interview is an appropriate method when there is a need to collect in-depth
information on people’s opinions, thoughts, experiences, and feelings. Interviews are
useful when the topic of inquiry relates to issues that require complex questioning
and considerable probing. Face-to-face interviews are suitable when your target
population can communicate through face-to-face conversations better than they
can communicate through writing or phone conversations (e.g., children, elderly or
disabled individuals).

Types of Qualitative Interviews:

Interviews can be designed differently depending on the needs being addressed
and the information.

a. Semi-structured interviews:
In a semi-structured interview, the interviewer uses a set of predetermined
questions and the respondents answer in their own words. Some interviewers use a
topic guide that serves as a checklist to ensure that all respondents provide
information on the same topics. The interviewer can probe areas based on the
respondent’s answers or ask supplementary questions for clarification. Semi-
structured interviews are useful when there is a need to collect in-depth information
in a systematic manner from a number of respondents or interviewees (e.g., teachers,
community leaders).

b. Unstructured interviews:
In an unstructured interview, the interviewer has no specific guidelines,
restrictions, predetermined questions, or a list of options. The interviewer asks a few
broad questions to engage the respondent in an open, informal, and spontaneous
discussion. The interviewer also probes with further questions and/or explores
inconsistencies to gather more in-depth information on the topic. Unstructured
interviews are particularly useful for getting the stories behind respondents’
experiences or when there is little information about a topic.

Strengths
▪ Interviews provide useful information when participants cannot be directly
observed.
▪ The interviewer has better control over the types of information that they
receive. They can pick their own questions.
▪ If worded effectively, questions will encourage unbiased and truthful
answers.
Weaknesses
▪ Can be time-consuming and inexperienced interviewers may not be able to
keep the questions properly focused The interviewee may provide biased
information or be unreliable if only one interviewer is interpreting the
information. The best research requires many different point of views.
▪ The interview answers may be deceptive because the interviewee tries to
respond in a way that will please the interviewer.
▪ Equipment may be a problem. Equipment may be costly and require a high
level of technical competence to use.
3. Observation
Observation is a systematic data-collecting technique that involves watching
individuals in their natural environment or a naturally occurring situation. The
processes under observation are normal and not contrived. They can range from
individual cases to groups and whole communities. They provide highly detailed
information about natural processes. The data collection is laborious and time-
consuming and may have to be repeated to ensure reliability. However, observation
schedules based on a set of expectations can make data collection easier.

What is an observation?
• A way to gather data by watching people, events, or noting physical
characteristics in their natural setting.
• Observations can be overt (subjects know they are being observed) or covert
(do not know they are being watched).

Participant Observation
• Researcher becomes a participant in the culture or context being observed.
• Requires researcher to be accepted as part of culture being observed in order
for success

Types of Observation
1. Direct Observation
• This observation method makes you see or listen to everything that
happens in the area of observation. For instance, things happening in a
classroom, court trial, street trafficking, and the like come directly to your
senses.
• To avoid waste of energy, time, and effort in observing you have to stick to
the questions that your research aims at answering.
• What you ought to focus your attention to during the observation is
specified by your research problems

2. Indirect Observation
• Results of an interaction, process or behavior are observed (for example,
measuring the amount of plate waste left by students in a school cafeteria
to determine whether a new food is acceptable to them).
 • The level of observer participation can vary from wholly participant to a
non-participant. The non-participant observer has limited interaction with
the people being observed.
• Observers can collect data through field notes, video, or audio recordings,
which can be analyzed using qualitative analytical tools. If you code your
observations to exact numerical data, it can be analyzed using a
quantitative approach.
• One of the main benefits of using wholly or partial participant observation
is that the level of immersion and prolonged involvement with participants
can lead to a good rapport, thereby encouraging participants to speak up
freely. This helps with the rich details of the collected data.
Strengths
• Due to disguised form of observation, behavior is naturally studied and data
is not distorted.
• The subjects behave in the desired natural manner and do not get influenced
by what the observer wants to listen.
• Observation techniques are cost effective and produce valid results.
• People are observed and their willingness to participate is not taken into
account as in case of focus group discussions or personal interviews.drb-
biology2011-ecological-method-of-observation-OrgzGq-clipart.gif
Weaknesses
• Time consuming and may involve large amount of inactivity.
• Observations may lack depth and qualitative richness.
• If the ethics are not handled well, legal action can be taken.

Data Gathering Instruments to Use According to Research Design

The plan on what instrument to use, definitely vary to the objectives of the
research study. the types of design are factors to decide what data gathering
instrument is to be used.

Table 1. Data Gathering Instruments to Use According to Research Design

Research Designs Qualitative Research Instruments
➢ Surveys
➢ interview
Case studies
➢ documentation review
➢ artifact collection
➢ observation
➢ interview
Ethnography
➢ survey and
➢ analysis
➢ Interviews
➢ participant observation
Phenomenology.
➢ reflective diaries and
➢ researcher’s own introspective accounts
 ➢ interviewing participants with open-ended
questions.
Grounded theory ➢ Participant Observation (fieldwork)
➢ focus groups
➢ Study of Artifacts and Texts

ACTIVITIES

Directions: Accomplish the following tasks below. Write your answers in your
notebook.
1. Provide the descriptions of the data gathering instruments.

Data Gathering Instruments Descriptions

a. Qualitative Questionnaire
b. Semi- Unstructured Interview
c. Unstructured Interview
d. Participant Observation
e. Direct Observation

2. Identify the appropriate research design and data gathering instrument for each
picture.

Picture 1 Picture 2 Picture 3

Philippine Tribes PBA victim of violence

pinterest.com PBA.ph/gallery shutterstock.com

Picture 4 Picture 5
Series of Theories Teenage Pregnancy

philippinelifstyle.com
3. Decide a qualitative topic and design, then think of the appropriate data gathering
instrument to use. Provide a short explanation of using such instrument. Use the
format below as your guide.

Research Topic: ______________________________________________________________

Research Design: ____________________________________________________________
Data Gathering Instrument: __________________________________________________
Short Explanation of the Data Gathering instrument: _________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

WRAP–UP

In five or more sentences, give what you have learned about data gathering
instruments for qualitative research. Write the answer in your notebook.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

VALUING

What data gathering instrument would you use to the current situation of
our country? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 POSTTEST

Directions: Read the statements carefully. Write the letter of the best answer in your
notebook.

1. Which best describes the qualitative questionnaire?

A. It uses close-questions.
A. It uses open- ended questions.
B. It uses list of answers to choose from.
C. Its questions require a limited answer.

2. Which is not included as the strength of the qualitative questionnaire?

A. Time consuming
B. Allow for comparisons
C. Represent an even larger population
D. Reach a large number of respondents

3. Which is a strength of an unstructured interview?

A. A set of predetermined questions and the respondents answer in their own
words.
B. The interviewer can probe areas based on the respondent’s answers or ask
supplementary questions for clarification.
C. The interviewer has better control over the types of information that they
receive. They can pick their own questions.
D. Some interviewers use a topic guide that serves as a checklist to ensure
that all respondents provide information on the same topics.

4. What should you do to avoid waste of energy, time, and effort in observing?
A. Observe results of interaction, process, or behavior.
B. Stick to the questions that answer the research aims.
C. Have a varied level of observer participation from wholly participant to a
non-participant.
D. Collect data through field notes, video, or audio recordings and analyze
them using qualitative analytical tools.

5. If you will conduct a case study, what is the best data gathering instrument should
you use?
A. Interview
B. Questionnaires
C. Artefact Collection
D. Participant observation
 KEY TO CORRECTION

Pretest Posttest
1. D 1. B
2. A 2. A
3. C 3. C
4. A 4. B
5. C 5. D

References

Jones, Straw. 1985. Depth Interviewing. Applied Qualitative Research.

Aldershot, UK: Gower

Silverman, David. 1997. Qualitative Research: Theory, Method, and Practice.

London: Sage.

Finlay, Linda. 2013. Unfolding the phenomenological research process: Iterative

stages of "seeing afresh”. Journal of Humanistic Psychology, 53(2), pp.172-
201.

DeWalt, K. M., and B. R. DeWalt, 2011. Participant observation: A guide for

fieldworkers. Lanham, Md: Rowman & Littlefield.

Reinharz, S. 2011. Observing the observer: Understanding our selves in field

research. NY: Oxford University Press.