Republic of the Philippines

Department of Education Region I

Schools Division Office I Pangasinan
Lingayen
DUMPAY NATIONAL HIGH SCHOOL
Basista, Pangasinan

SEMI-DETAILED LESSON PLAN IN PRACTICAL RESEARCH I

GRADE 11 – 4TH QUARTER, SCHOOL YEAR 2023-2024

I. LESSON TITLE: Analyzing Data

II. COMPETENCY: The learner infers and explain patterns and themes from data.
III. LEARNING OBJECTIVES: The learners should be able to:
a) Define qualitative data analysis;
b) State the processes in doing a qualitative analysis; and
c) Perform a qualitative data analysis from data collected sample.
IV. INSTRUCTIONAL Slide presentation
MATERIALS/ REFERENCES: SLMs

V. PROCEDURE
A. PRE-ACTIVITY
1. Checking of Attendance

2. Review
Title: Methodology Match-Up
Objective:
To reinforce understanding of different research methodologies and their characteristics in a short and engaging
manner.
Procedure:
Each student will be given a part of a puzzle with written different kinds of research methodology. They will be given
a 2-minute time frame to find their matches to form the words. After they found their partners, they will define each
research methods that they formed.

3. Motivation
The teacher will ask the students how was their experiences in conducting their survey among their respective
participants and will highlight the importance of teamwork, communication, and enthusiasm in the data collection
process. Reinforce the idea that every survey response collected contributes to the larger research effort.

B. LESSON PROPER
1. Reading of Objectives

2. Presentation

For most researchers, this is the heaviest task, but it is the most fulfilling. 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.
1. Know your data. Reread your written observations, relisten the audio recorded interviews, or rewatch the movie
or clip.

2. Focus your analysis. Focus yourself on 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, waking up late, tons of chores prior to going to school, sleeping late, etcetera.

3. Do coding. Always consult your research questions or you might end up coding unnecessary information. Coding
is simply categorizing the data and reducing them.

4. Clean your data. Go through your data once more if there are data errors.
5. Identify meaningful patterns and themes. Identifying meaningful patterns and the theme is the heart and soul of
the entire qualitative data analysis. In this stage, you can look at the data.

6. 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.

Here is another example of a transcribed result of an interview during the Marawi siege. They were able to
come up with varied theme depending on the questions asked. This is a result based on one-on-one interview.
Responsible Mentoring

3. Application

Extracted from an unpublished research paper conducted by Ms. Cristy Dablo of the Division of Misamis
Oriental is the narrated experience of teenagers realizing the inevitable pregnancy. The research is entitled,
“TEENAGE PREGNANCY AND ITS INTERVENTIONS: MINIMIZING FUTURE RISKS AMONG HIGH
SCHOOL STUDENTS”.

There were three central themes which emerged based on the interviews with the five (5) respondents
experiences that cherished relationships as substantial and tough acquisition of love in the acceptance of being
pregnant at an early age towards successful adjustment. The three central themes are the following: (1) Life’ turning
point: a baby bump, (2) role changing: new set of responsibilities, and (3) Glint of hope: a blessing in disguise.
Choose which themes best fit each table
 4. Generalization
The teacher will ask the students to state the processes in doing a qualitative analysis and explain each step.
C. EVALUATION
Short Quiz
Choose the best answer in each situation that requires an ethical action. Write the letter of your answer on a piece of
paper.
Here's a 5-item quiz based on the processes of qualitative analysis:

1. What is the first step in qualitative analysis?

a) Coding
b) Cleaning the data
c) Identifying meaningful patterns and themes
d) Knowing your data
2. What should researchers focus on during qualitative analysis?
a) Cleaning the data
b) Identifying patterns and themes
c) Consistent and/or varied responses
d) Consulting research questions
3. What is the purpose of coding in qualitative analysis?
a) Identifying patterns and themes
b) Cleaning the data
c) Categorizing and reducing the data
d) Synthesizing tables into paragraphs
 4. After conducting coding and organizing the data, what is the next step in qualitative analysis?
a) Interpreting the data
b) Cleaning the data
c) Identifying patterns and themes
d) Conducting further analysis
5. Which stage of qualitative analysis involves synthesizing tables into a paragraph?
a) Cleaning the data
b) Identifying patterns and themes
c) Interpretation of the data
d) Conducting coding

VI. ASSIGNMENT

Provide the required information below. Refer to your proposed research study.
(Answer may vary)
Name: _____________________________________ Date: _____________
RESEARCH ACTIVITY: ANALYZING QUALITATIVE DATA
1. Proposed research: _________________________________________________
___________________________________________________________________
2. Conduct an interview using the guide questions you formulate from unstructured Interview to start coding and
identifying themes and categories.
3. Write examples of transcript derived from the interview:
Question: ______________________________________________________
Interviewee 1: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Interviewee 2: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Interviewee 3: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Based on the transcripts, what code can be formulated?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What themes did you identify? _________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What categories emerged from the analysis? _________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What level of interpretation will you apply to your findings? Provide a sample opening
paragraph below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Prepared by: Checked by: Approved:

JENNEL V. GALAN RIO D. DE VERA, PhD MARIA LUZ G. MANZON EMMA A. DE GUZMAN, EdD
Special Science Teacher I Master Teacher II Head Teacher III School Principal III