PR 1 NOTES

2nd QUARTER

WEEK 1
Qualitative Research Design
What is a research design? Similar to building a house, a research design is your guide for
you to finish your research. This may include answering the 5W’s: What? Why? Who?
Where? When? Dawson (2002) explains the importance of these questions on how you are
going to get the answers for your research questions. What is your research all about? What
do you want to find out? What problems do you want to solve? It is important to have
answers to these questions in the very beginning of your research. Answers to these questions
will give you a guide on how you are going to approach your research topic. Why do you
want to do your research?
Who will take part in your research? Who will participate in your study? You should have a clear indication on
the specific type of people that will take part in your study (age, gender, economic status, etc.). Where will you gather all
information needed for your research? This part of your research should take into consideration your capabilities as a
researcher. If you think that your data and participants in research will be too far away, then it’s much better to change
your topic. Finally, when are you going to start gathering information for your research? When will you do interviews?
When will you interpret and analyze your data? This should be answered immediately knowing that you only have a short
time in completing your work.
How do we relate the 5W’s to research design? Knowing how to answer those questions in your own topic saves
you a lot of time in thinking about your research as a whole. You need to have a clear indication on what your research is
all about, why do you want to do it, who will be your respondents, where are you going to get the information and when
will you get it.

There are 4 approaches to qualitative research: Ethnography, Case Study, Phenomenology, and Historical Approach
Ethnography - From the word ethno=people and graphy=writing. Ethnography translates to writing about
people. This type of approach to qualitative research aims to study a particular group of people in their natural settings.
This particular study wants to describe and interpret the behavior of different kinds of people, culture or population. This
can pertain to a specific type of culture, community, school or workplace. For example, you may want to study a
particular type of indigenous people or you may want to study about the behavior of students in a classroom. This type of
approach is the most appropriate for your research.
Case Study - If you want to learn deeper and more specific details of a certain situation, group of people or an
individual, you may want to use case studies. The difference of case study with other approach to qualitative research is
that it gives a more in-depth analysis to a topic with a use of more data gathering procedures at the same time. The
problem with case studies is that it’s more difficult to use, especially if it is your first time making a research paper.
Phenomenology - This type of approach to qualitative research wants to study the phenomenon or experiences of
people. The purpose of this approach is to give an idea on how individuals or a group of people react or experience a
certain phenomenon. A phenomenon can be a rare occurrence or an experience of an individual that is not common. An
example of this can be applied when we want to study about the experiences of teenagers to bullying or physical abuse.
Historical Approach - It is a systematic collection and evaluation of information which have occurred in the
past. This can be in a form of documents, stories, artifacts, videos, etc. What you want to do is to examine the validity of
these documents, or if you want to add more information about a past event that hasn’t yet emerged. You might want to
ask questions like “What is the purpose of the document?” “Are there other forms of documents or information that I can
add?” To give you a proper explanation of this type of approach, think of the 1986 EDSA Revolution, think about World
War II, or the past presidential elections.

WEEK 2
Sampling
Imagine playing the game The Boat is Sinking with your friends. You will group yourselves
according to whatever number you are asking. For example, if you would say the boat is sinking,
group yourselves into four, anyone that is not within a group of four shall be eliminated. You will
determine until how many people will be left and be the winner. If you were to apply the game of
the boat is sinking to your research, and you would want to choose people to interview or be part
of your study, then the winner/s of the game shall be your respondents or participants. This is the
concept of sampling.

Population - the complete group of people, animals or objects that have the same characteristics that the research needs
Sample - a group of individuals that represent the population. The process of choosing a sample is called sampling.

STEPS IN SAMPLING
1. Identify the population of interest. If you want to focus your study on the reasons why teenagers are dropping out from
schools, then what will be your population of interest? When choosing your population of interest, you should think WHO
will be directly affected from this study and WHO will be the potential respondents/participants. In this case, your
population of interest should be teachers and out of school youths. However, it is still too broad to say that teachers and
youths will be your population because there are lots of schools in our city alone. Therefore, we need to proceed to the
next step.
2. Specify a sampling frame. It’s very difficult to say that your population will be teachers and out of school youths.
Teachers from what school? Out of school youth from what place? If we simply say those are your population, then it will
be difficult for us to identify who will be your respondents/participants. Therefore, we need to specify WHO we want to
include in our study. You may want to choose your sampling frame to a place where you are residing so that it will be
easier to gather respondents/participants. For example: I am currently residing at Mayapyap Norte, Cabanatuan City. I
would want my sampling frame to be taken from a population in Mayapyap Norte, Cabanatuan City. More specifically, I
would like to take samples at Mayapyap National High School (MNHS) because it is near where I am. Thus, my samples
will be taken from teachers working at MNHS and out of school youth at Mayapyap Norte, Cabanatuan City.
3. Specify a sampling method. There are many types of sampling method for qualitative research. Here are some of the
most common and easiest sampling methods to be used. You can either choose one method to use or have a mix of two or
more methods:
a. Snowball Sampling - This is done by asking relevant people if they know someone who will be willing to
participate in your research. You can put criteria or other qualifications for your respondents. You can use social
media for “crowd sourcing” or ask someone in your community on who is willing and qualified to participate in
your research.
b. Opportunistic Sampling - It is a type of sampling takes sample or respondents that are readily available. For
example, you may choose respondents in your community where you can just pick anyone within a close range.
c. Convenience Sampling - This involves selecting people that are the most convenient for you as a researcher.
You may use someone you already know as a respondent because it will save you time and effort in looking for
someone who will participate in your study.
These sampling methods are SOME of the methods that you can use for your research. There are many methods
to choose from, but it is important to keep your methods simple to avoid any confusion and complications.
4. Determine your sample size. A book on high school research by Clemente R. F., Julaton A. B. E. and Orleans, A. V.
discusses how to determine your sample sizes. There can be two approaches to determine your sample size:
a. You determine your sample size depending whether your data will reach its saturation point. What is a
saturation point of a data? When you conduct face to face interviews with your respondents, you may notice that
there will be patterns and similar answers to your questions as you increase the number of people that you are
interviewing. If you realize that there are no new answers and the pattern seems to be the same on, let’s say, the
10th interview, then it can be assumed that it will be your sample size because you have reached the saturation
point of your data.
b. Another way to choose sample size depends on the type of approach that you are going to use for your research.
It was cited from Creswell (2013) that 1-10 subjects are recommended for phenomenology. Dukes (1984) stated
that there should be 20-30 individuals for grounded theory and Charmaz (2006) indicated that there should be 4-5
respondents for case studies and a single culture-sharing group for ethnography. THEREFORE, your sample size
is the number of individuals that you are going to use for your study and it is up to you to determine which
approach you are going to use in choosing your sample size.
5. Implement the plan. That’s it! If you follow the steps correctly, with a little help and guidance, you can now implement
your sampling techniques and select respondents that can be a part of your research. It is important to take note of all the
details because you need to write it down in your research paper.

WEEK 3
The Data and Data Collection
What is a data? Your data is all the information that you will gather throughout your research.
How do we collect our qualitative data? One way to collect qualitative data is to gather your data
from different sources of information. Some of these sources can include books, encyclopedias,
websites, and first-hand information from people. There are two classifications of data based on
their use and source.
PRIMARY DATA refers to firsthand information based on actual experiences or observations.
This kind of data is more reliable to use because it is gathered by the actual researchers. Say you
want to ask people in the community if they agree to a certain law that is being implemented by
the local government. Their answers can be considered as primary data.
SECONDARY DATA are data that are gathered from secondary sources, meaning it is not you that have obtained the
information but rather, it comes from previous research, audio recordings, or books. One advantage of secondary data is
that it is readily available to use, comparing it to primary data where you have to gather the information yourself.

DATA COLLECTION INSTRUMENTS. These are the tools that you need to use so that you can gather your primary
data when you conduct your research. You can even choose one or more instruments to use:

1. INTERVIEWING. In qualitative research, doing interviews is the most common type of instrument that is being used.
Interviews are done by having a set of questions to your respondents and letting them answer as truthfully as possible.
There are mainly three types of interview:
a. Structured Interview - This type of interview has a set of pre-determined questions that are ready to use. If you
are using a structured interview as your instrument to gather data, take note that you should not ask beyond what
is written in your interview questions.
 b. Interview – It is the complete opposite of structured interview. You are not required to make a set of pre-made
questions, but rather make an OUTLINE or what kind of questions you want to ask your respondents. Dawson
(2002) calls this type of interview as life history interview. That is because you want to understand the point of
view of your respondents, hence it is not advisable to use a pre-made questions. You want them to tell you a story,
your respondents are free to talk about what they want to share with a little guide questions from you as a
researcher.
c. Semi-structured Interview - this type of interview is a mix of structured and unstructured interview. It may
be one of the most common types of interview. You have to prepare a set of questions, however, you are also
free to ask follow up questions to your respondents if you want to clarify something or add information that is
not available to you. This type of interview is also flexible that is why it is preferred to be used by most
researchers.
2. OBSERVATIONS. Another data gathering instrument that is being used most commonly in ethnography is
observations. This happens when a researcher observes and takes notes of the behavior of people that they want to be a
part of their research. There are three types of observations:
a. Naturalistic Observation - This happens when a researcher observes the behavior of a group of people in their
natural setting. For example, you want to observe the behavior of students inside a classroom without putting any
external disturbances on them then you are using naturalistic observation.
b. Participative Observation - It happens when a researcher takes part on the activities of the group of people that
they are observing. Say for example, you want to study the daily routine of a Lumad community. To have a better
understanding of what their everyday activities are, you as a researcher decided to join a community so that you
can immerse yourself in their daily life. This is utilizing participative observation.
c. Non-naturalistic Observation - It happens when you take your respondents out of their natural environment and
put them in an environment of your choice. You observe how people behave when they are not in their usual
settings. One situation for this is taking a group of high school students and letting them attend one or two college
classes where you have to observe their learning behaviors. Non-naturalistic observation is where you as a
researcher decides what is the “ideal” environment for you to complete your research.

3. QUESTIONNAIRE. This is also one of the most common types of instrument that is being used by qualitative
researchers. This is somewhat similar to interviews based on the format of questions that is being used. There are three
types of questionnaires:
a. Closed-ended - This type of questionnaire is similar to a structured interview. It is mostly used when you want
to conduct surveys on your respondents. This is mostly for statistical purposes and the questions are already
prepared for your respondents to answer. It usually has boxes for the respondents to put a check mark.
b. Open-ended - Unlike close-ended questionnaires, this type of questionnaire leaves a blank space for the
respondents to give their point of view about a specific question.
c. Combination of Both - This type of questionnaire combines both the close-ended and open-ended
questionnaires. For example, you may want to ask a yes or no question to your respondents and also want them to
explain why they have answered yes or no.

4. FOCUS GROUP DISCUSSION. This type of data gathering instrument focuses on groups of people being interviewed
at the same time. This relies on the respondents to give a discussion amongst themselves on the questions that you, the
researcher, give. You will serve as the moderator or facilitator. Put three or more people around a table and give them
guide questions for them to discuss among themselves. Your role as the researcher and facilitator is to take note of their
discussions.

WEEK 4
Writing your Research Methodology

Research Methodology is the third chapter of your research paper. It contains all the steps
and procedures that you are going to use for you to finish your paper. There is no general format
on the parts of the methodology since it can be different for qualitative and quantitative research.
For the sake of writing your methodology, it will be divided into two parts:

Locale of the Study - You are going to put the WHERE aspect of your paper. Going back to your first activity, you need
to describe the location where you are going to get your participants for you research. You can even put a map so that
your reader can have a visual presentation on where you plan to conduct your research. Try to give an accurate description
of the place where you want to conduct your study. If it’s a school, what is the address of that school? How many students
are currently enrolled there? If it’s a community, where is that community located? What is the population?

Data Gathering - this is where you are going to write WHO your samples will be and WHAT will be your sampling
technique. You can also write WHEN you will gather your data. This is also where you are going to write what will be
your data gathering instruments. You can incorporate your answers from your previous activities so that you can fill in the
data gathering section of your paper.
 METHODOLOGY
Locale of the Study
The research will take place at Mayapyap National High School located at Mayapyap Norte, Cabanatuan
City. It is a secondary public school with a population of 340 Grade 11 students, the ones who will participate in
the study.
Data Gathering
Samples will be taken from Grade 11 students and teachers. Opportunistic sampling will be used to select
respondents as researchers will only gather the participants that are available during the data gathering process.
Data gathering will take 3 weeks from the first week of January up to the last week of the month. Interview
materials will be the main data gathering instrument to be used. The researcher will use semi-structured interview
so that the researcher can freely give follow up questions.

WEEK 5
Analyzing and Interpreting Gathered Data

Qualitative data analysis is an ongoing and cyclical process which includes identification,
examination, and interpretation of certain patterns and themes in the data. It determines how these
patterns and themes help answer the research questions. This part will guide you on how to make
this task easy. Below are the processes in doing a qualitative analysis. This are the processes on
how to do a qualitative analysis.
Know your data. Reread your written observations, relisten the audio recorded interviews, or
rewatch the movie or clip. After doing either those things to a number of times, write down
peculiar things you have noticed.
Focus your analysis. Focus yourself to consistent and/or varied responses. For example, your research question is, “Why
are some high school students sometimes late for school?” Common responses would be school’s distance, woke up late,
tons of chores prior going to school, slept late, etc.
Do coding. Always consult your research questions or you might end up coding unnecessary information. Coding is
simply categorizing the data and reducing them thereby making them more manageable.

Kinds of Codes:
a. Predefined codes- codes formulated by the researcher based on literature reviews.
b. Emergent codes- codes that becomes apparent as one reviews the data.

Sample coding:
“What can you suggest about our school canteen?”
Answers Coding
Affordability of items AI
Personality of vendors PV
Cleanliness C
Availability of common school materials AV
Accessibility of the canteen AC
Discipline D

Table 1. Sample Coding

Enter and organize your data. It’s easy- you may either use a computer or even just a piece of paper however, this
requires a bucketful or even an ocean of patience to succeed. First go back to your transcribed interviews (word for word
written conversation), observation data, and focus group data. Underline and annotate which responses typically answer to
a specific code. (Sometimes, participants answer using the vernacular. Allow them to do so, so that they can express their
feelings better.)

For example:
Perceptions of Mayapyap National High School Senior High School Students on the School Canteen
“What can you suggest about our school canteens?”

Interviewee 1: “My suggestion in our canteen is hopefully there will be another canteen at least two canteens in our
school. It is very far from our classroom. We are always scolded by our teachers because we are always late especially in
the 3rd floor and 4th floor in Junior High and we are about 800 students. The vendors are not approachable when we buy
in the canteen and we are already very hungry.”

Interviewee 2: “For me, the foods or snacks in the canteen are too expensive. Our money is only limited since we are only
students and sometimes I want to buy some viand but it is too costly. I ended up eating sardines, noodles or sometimes
eggplants. How I wish foods in the canteen are affordable and students will have proper discipline in buying. Also, I hope
school canteen will be organized so that I will not be late for the next class. Hahahaha!”

After underlining and marking up significant responses with their respective codes, we are now ready to tally them.

Table 2. Sample Coding and Tallying of School Canteen Suggestions

School Canteen Suggestions N (number of times it was answered)
Affordability of items 1
Personality of vendors 2
Cleanliness 0
Availability of common school materials 0
Accessibility of the canteen 2
Discipline 1

Clean your data. Go through your data once more if there are data errors. Remember to stay truthful to the raw data as
much as possible.

The following are ways to clean your data:

a. Spot-Checking. Revisit how the translation was done. Check whether it was faithful to the response of the participant
and attributed to the correct participant.
b. Eye-balling. Revisit the correctness of the entered data- AV, AI, and AC. These codes could easily be interchanged. So,
check whether it was typed precisely.
c. Logic check. Review whether the responses are connected so that you might not end up getting confused with the data.
For example: “Are you late in going to school?” Your participant responds with a, “No”. But still proceeds in answering
the following question, “What makes you late in going to school?” Logically, the second question should not have been
answered, if so, then erase.
Identify meaningful patterns and themes. Identifying meaningful patterns and theme is the heart and soul of the
entire qualitative data analysis. To do this, the codes and themes are checked and from there, you will interpret the
meaning of the data in relation to the research questions.

Table 3. Sample Recurring Themes from Perceptions of Mayapyap National High School Senior High School Students on
the School Canteen

Questions Categories
“What are the products sold by our canteen?” food, uniform, school supplies
“What can you suggest about our school canteens?” Affordability of items (AI), Personality of vendors (PV),
Cleanliness (C), Availability of common school materials
(AV), Accessibility of the canteen (AC), Discipline (D)

Interpret your data. After analyzing, coding, and organizing the data, identifying the patterns and themes, you are now
ready to interpret your data. In interpreting the data, you will synthesize your tables to a paragraph. The themes and
patterns explain your findings and they are backed up with literature review.

Sample Interpretation
Question 1: “What can you suggest about our school canteens?”
(See Table 2)
The responses from Mayapyap National High School Senior High School students with regards to their
suggestions about the school canteens vary from discipline, affordability, accessibility, and personality. Most of the
students think that the school should look into or improve the canteens’ accessibility, vendor personality first and
followed by the discipline and affordability. Such is supported in a comparative study done by Gadais (2014)
regarding Jollibee versus McDonald’s. Jollibee overpowers McDonald’s in the Philippines. First, in terms of
accessibility, most customers prefer Jollibee because there are many branches with drive-thru than its counterpart.
Second, in terms of customer-salesperson relationship, Jollibee crew members are rated higher than the latter
because they are more child-friendly and family oriented. Such then can be said with the Senior High students of
Mayapyap National High School. Accessibility of the area and personality of the crew contribute meaningfully to
the overall satisfaction of the customers thereby increasing profits.
In the study conducted in Caalibangbangan National High School, the researcher shared that the top
problem of the students is affordability of the foods served in the canteen. Most public schools, students have tight
budgets because of their socioeconomic status. Most then of their food choices are limited and worse unhealthy.

WEEK 6
Relating the Findings to Relevant Literature

Since you already know how to infer and explain patterns and themes from data, you will now
proceed to relate your research findings with pertinent literatures. It is one of the most important
features in doing a qualitative research and how you will compare the context with its existing
knowledge. The discussion of your research findings should not only limit in the summary of the
results you have found but it should also include original thinking or novelty. It must be well
organized, broad in scope as you relate its findings to pertinent literature.
There are several opportunities in the discussion of research findings. These are the following:
1. The opportunity to discuss and highlight how the findings of your study have already been covered by other researchers
in the same field. Clear links must be recognized to the literature you have reviewed of your research project.
2. The opportunity to read carefully how your study differs from existing knowledge where you have chosen to start your
research. You can compare your result with the findings of other studies similar to your field.
3. The opportunity to justify the contribution of your work to the field.
4. The opportunity to explain why you thought it is necessary to get on the research you have done. You have to identify
the gaps in current works of other researchers about the topic of interest which will justify the need of your research.
For qualitative studies, organize this section around your themes. For each question or theme, go back to your
literature review and look at the major findings of previous studies. Relate your findings to the findings of those previous
studies and indicate where your findings aligned and where they did not align. Offer possible explanations as to why your
findings corroborated or contradicted the findings of previous studies. If your findings are novel, mention and expand on
that. In short, the Interpretation of the Findings section is your opportunity to make sense of your findings by situating
them in relation to previous findings.
Methodological weaknesses, for example, can partly explain non-significant findings. Non-significant findings
can also indicate that an intervention is not effective, or that a variable, construct, or instrument may not be appropriate for
the study of a particular phenomenon.
Interpreting your results is important. All of your work setting up the proposal and collecting data has been
leading to the interpretation of your findings. Additionally, other key sections of your discussion follow from your
interpretations, including the implications, recommendations for further research, and conclusions.
Finally, it also helps to think of your discussion not as the final hurdle to be cleared, but as an opportunity for you
to make sense of your findings and offer readers a final message about the meaning of your research.

WEEK 7
Drawing Conclusions from Patterns and Themes

A conclusion is similar to the falling action of a story. At this point, you as a researcher shall have
the chance to leave an important and lasting note to your readers or in a story make the readers
understand the reasons why the villain is the way he is or the protagonist understands his or her
purpose. A conclusion contains insights drawn from the findings of each problem which answer
the questions presented at the beginning of the research paper.

Dos and Don’ts in Writing a Conclusion

Include a complete summary of findings.
Highlight key points based on the analysis or results of the study.
Note important suggestions.
Share what you learned from the study.
Use clear and simple language.
Never add new information.
Describe the value of your research.
Strategies in Writing the Conclusion
Echo the introduction expressed in the other sections of the research.
Challenge the readers into applying your study in their own lives.
Look to the future by emphasizing the importance of your paper.
Pose questions where the readers can gain a new perspective on the topic or you may also bring your main ideas
together to create a new meaning.

Sample Conclusion
A Comparative Study on the Effects of Korean Drama Consumption to the Patriotism of University of the East - Caloocan
Grade 12 HUMSS Fans and Nonfans

The researchers conducted this study in an attempt to prove the causal relationship
Go back to between watching South Korean TV Drama and patriotism. To achieve this objective, the
Chapter 1- researchers employed qualitative method through an in-depth, one-on-one interview. A total of
Introduction ten participants were interviewed individually. In order to qualify for the study, participants had to
be a grade 12 HUMSS student of University of the East – Caloocan, five of which should be
This brings the Korean TV drama fans while the other five are non-fans. A purposive sampling method was used
readers back to in order to identify the participants. In addition to that, the researcher applied a semi-structured
the reason why interview so as to counterbalance the structure and the freedom of the interviewer to conduct the
you wrote this interview. This study employed a comparative analysis of the perception of the two groups,
research. namely; South Korean TV drama fans and non-fans. The Korean TV drama fans group is
composed of three female fans and two male fans while the non-fans group is composed of three
The numbered 1. The study conducted found out that Korean TV drama fans are dependent on foreign
paragraphs are media, specifically South Korean TV drama, because of their increasing and continuous
conclusions dependence to the said media in satisfying their needs and wants, as explained by “Media
coming from the Dependency Theory”. A similar pattern could be seen through the lens of the “Uses and
research Gratifications Theory” the Korean TV drama fans’ desires are gratified by the South Korean
questions. TV drama. The reason behind this dependency is due to the common characteristics between
South Korea and the Philippines, in terms of Geographical aspects (geo linguistic proximity)
and Cultural aspects (cultural linguistic proximity). Several fans also stated that there are
certain qualities of TV drama that are not met by Filipino TV drama – and in light of this,
WEEK 8
Formulating Recommendations Based on Conclusions

You might ask, “What is the reason behind having to write a recommendation in the first place?”
Research readers need insightful comments and for them to be able to cite your study or even
apply it in their daily lives, they need the recommendations. This is similar when you go to a
doctor. The doctor checks and has his/her diagnosis about the problem. Ultimately, s/he is to
recommend a drug or avoidance of food.
A recommendation is a suggestion that improves the study for future research to be conducted in
the field.

Dos and Don’ts in Writing Recommendations

1. Be logical by addressing the conclusion sensibly.
2. Revisit your introduction (purpose of the study and the scope) so that the recommendations will be relevant.
3. Keep in mind that recommendations are written to improve the study.
Strategies in Writing Recommendations
Brief: Write short recommendations and only give when necessary.
Clear and Precise: Show how the implementation will be done.

For example, the research, “A Comparative Study on the Effects of Korean Drama Consumption to the Patriotism of
University of the East – Caloocan Grade 12 HUMSS Fans and Non-fans,” highlighted in the conclusion that the
researchers were unable to find the connection to their research question number 3 which asked “How do the Korean
drama fans and non-Korean drama fans’ perception towards their country differ?”
The causal relationship of South Korean TV drama and the patriotism is deemed by the researchers to have a fragile
connection, since the results of the interview did not show an outcome where and when this causation is manifested.
Additionally, the low sample size is seen.
The recommendation above is quite wordy and somehow lost its main point because of the vague language.
The following statement may be a revision: The researchers recommend the increase of participants in the future studies
so as to set a connection between the causal relationships.

Sample Recommendation
A Comparative Study on the Effects of Korean Drama Consumption to the Patriotism of University of the East - Caloocan
Grade 12 HUMSS Fans and Nonfans

(Source: Cabello, Melo Mar Y., Joanne Mariel T. Palisoc, Remar Paulo L. Panganiban, Janna T. Santosidad, and Robbin
L. Sarreal. A Comparative Study on the Effects of Korean Drama Consumption to the Patriotism of University of the East
– Caloocan Grade 12 HUMSS Fans and Non-fans. Research Report, University of the East, 2018. 80-82.)

The numbered 1. For other researchers who are interested in conducting a similar study about patriotism and
paragraphs are watching South Korean TV drama, they are advised to include all the Senior High School strands
that this study failed to do due to the lack of time. Since this study focused only on the
recommendations
Humanities and Social Sciences strand, there is only a low level of generalizability and the strand
again answering
itself might be a confounded variable that could possibly affected the answers of the participants.
specific 2. Another perspective that future researchers may take a look on is the participants’ choice of
improvements to words. The researchers noticed the participants’ choice of words. The participants would often
be in the research use the word “nila” or “they” in English to describe the Filipinos. From this the researchers infer
study. that the participants are not considering themselves as one with the Filipinos thus contradicting
their previous statements stating that they are very proud to be a Filipino. The statement can also
be a manifestation of the distinction of patriotism and nationalism wherein patriots criticizes their
country whenever it is wrong or lacking as compared to nationalist that devotes themselves
entirely to the country.