Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
iangrancho
SAMPLE OF TITLES
• Experiences and Needs of Victims of Child Abuse Among Elementary
School Pupils in Tagum City
• Menopause: Women’s Perceptions and Experiences
• Underground Economy: A survival Strategy of Public School Employees
• Advertising: Its Effects on the Profits of Auto Parts Business
Establishment in Tagum City
• Domestic Violence: Ideas, Experiences and Needs of Married Working
Men in Tagum City
• Expenditure Patterns of young Professionals in Region 11
WHAT IS QUALITATIVE?
Research Design
Role of the Researcher
Research Participants
Data Collection
Data Analysis
Trustworthiness and Credibility
Ethical Consideration
Chapter 4 RESULTS
Chapter 5 DISCUSSION AND CONCLUSION
Introduction
RATIONALE
• Should be two to three pages
• Discussing problems and researches done by various authorities
around the world related to the present study .
• The last paragraph should also contain the “Research Gap” – a
personal statement that would signify that the research has not
come across any study dealing with the present research topic.
“The researcher (I,We) has/have not come across a study that
specifically discuss the _________________. Furthermore, this
study will provide relevant concepts that would possibly
create_____________ in the academic community.”
SAMPLE
There are various factors that cause the increasing number of non-
readers in the Philippines most specifically in public schools. Few to mention are the
less attention of parent involvement in child’s learning, intense poverty, lack of funds
for learning facilities and materials, inappropriate teaching techniques employed by
teachers, uneven teacher- pupil ratio inside the classroom, and the students who are
not prepared to learn (Eballe, 2012). To some point of view, these problems are also
the basic and common problems that the teachers in far-flung schools of Banaybanay
District in elementary level might be experiencing. And these problems were talked
daily by the teachers exchanging their ideas and opinions. As such, these teachers
“carry out” problems on non-readers, “breathe” problems on non-readers, and
“speak” about problems on non-readers every day.
Past studies mentioned mainly on reading interventions, causes of non-
readers and how to diagnose non-readers. However, I have not come across any
study that looked into the social meanings that the teachers teaching non- readers in
remote schools have constructed themselves and this kind of understandings have
become part of their daily life. I am interested how these groups of teachers socially
understand handling non-readers using a social representations approach.
PURPOSE OF THE STUDY
• Identify the approach applied in qualitative research
• Phenomenology
• Ethnographic
• Case Study
• Biographical Narrative
• Grounded Theory
• establish the purpose why the study should be conducted
• Who were the Informants and Participants
• A paragraph should contain a personal account on how the study will
benefit the discipline.
SAMPLE (PURPOSE OF THE STUDY)
The purpose of this phenomenological study was to capture the socially elaborated
knowledge of the teachers handling non- readers in remote schools of Banaybanay District in
elementary level. It also aimed to find out the processes through which these shared knowledge were
created.
At this stage in the research, handling non- readers in remote schools is a social issue
and a phenomenon that actually exists in the field of education. Teachers handling these non- readers
encountered many experiences that sometimes put them into risks, threatens them, or making them
unhappy and ineffective. With these daily undertakings, they may create a common knowledge
through their communication, allowing them to come up with different themes. These themes will
become part of their daily lives thus; they socially elaborate these themes in their conversations.
This phenomenological study would add to the growing body of knowledge about the
usefulness of the theory of Social Representation in investigating social issues such as of handling
non-readers in far-flung schools. Through this study, I would be able to acquire salient information that
would help us understand how human beings create meanings about a social phenomenon such as
handling non-readers in far-flung schools. It also aims to capture the unheard voices of teachers
handling non-readers in remote schools; and how these teachers cope with the common problems
they encountered in helping the non-readers to read at the end of the school year. It also seeks future
directions for teachers how to facilitate learning inside the classroom with non- readers even if they
put themselves into risks or hardships.
This study also visualizes documenting the different experiences of the ten teachers in in-
depth interviews and seven teachers in the focus group discussion both the positive and negative one
from their own workplaces, the remote schools of Banaybanay District, Division of Mati City.
Moreover, the intent of this study is to seek, listen, and understand the unheard stories of the
participants as they willingly share their experiences during the interview. In addition, this study aims
to gain additional knowledge in the field of research concerning teachers handling non-readers in far-
flung schools.
APPROACHES USED IN QUALITATIVE RESEARCH
• Case Study.
- involves a long-time study of a person, group, organization, or
situation.
- seeks to find answers to why such things occur to the subject.
- find the reason/s behind the occurrence
- to delve into relationships of people related to the case under study.
- data collection methods such as interviews, questionnaires,
observations, and documentary analysis.
• Ethnography
- the study of a particular cultural group to get a clear understanding of
its organizational set-up, internal operation, and lifestyle.
- reveals the nature or characteristics of their own culture through the
world perceptions of the cultural group’s members.
• Phenomenological
- “phenomenon” means something known through sensory experience
- how people find their experiences meaningful and understand their
experiences (death of a loved ones, care for handicapped persons,
friendliness of people, etc).
• Content and Discourse Analysis.
- an analysis or examination of the substance or content of the mode
of communication (letters, books, journals, photos, video recordings,
SMS, online messages, emails, audio-visual materials, etc).
- A study on language structures used in the medium of communication
to discover the effects of sociological, cultural, institutional, and
ideological factors on the content or structures of the material
• Historical Analysis
- the examination of primary documents to make you understand the
connection of past events to the present time.
- help you specify phenomenological changes in unchanged aspects
of society through the years.
• Grounded Theory.
- to discover a new theory to underlie your study at the time of data
collection and analysis
- to find theory that applies to your current study
- Interview, observation, and documentary analysis
QUALITATIVE STUDY APPROACHES
• Biographical Narrative- Exploring the life of an individual
• Phenomenology- Understanding the essence of the experience
• Grounded Theory- Developing a theory grounded in data from the
field
• Ethnography- Describing and interpreting a culture-sharing group
• Case Study- Developing an in-depth description and analysis of a
case or multiple cases
NAME THE TYPE OF QUALITATIVE RESEARCH
BEST SUITED FOR THE FOLLOWING TOPICS
1. The Mangyan’s Burial Practices (Ethnography)
2. Relatives of Typhoon Victims (Phenomenological)
3. The Effectiveness of the K-12 Curriculum (Phenomenological)
4. Spiderman: The Very First Film in the 21 st Century (Content & Discourse Analysis)
5. Philippines’ Political Party System: Then and Now (Historical Analysis)
6. Filipino Caregivers in Japan (Phenomenological)
7. Travails of Senior Citizens at the LRT/MRT Stations (Phenomenological/Case)
8. The Lone Grade Vl Speed Reader of UM Tagum High School (Case Study)
9. Grade ll Science Textbook (Content and Discourse Analysis)
10. Student Activism Since the Marcos Era (Phenomenological)
RESEARCH QUESTIONS
• General questions
• What and How questions….
• Minimum of Two maximum of Three
• It should be personalized
• Chapter 1
• Chapter 2
• Chapter 3
• Chapter 4
• Chapter 5
SAMPLE
Chapter 1 presents the very nature of gay lingo that is unique in the Philippines and particularly in
schools in Tagum City. It also presents the factor of gay lingo conversations. It is here were some simple
questions on its origin was answered and will be the basis for a more elaborate discussion in the outcome of the
qualitative research. Moreover, bringing about all these essential facts on gay lingo would give way to why such
study is necessary.
Chapter 2 discusses varied studies and readings on gay lingo, sexuality, factors of gender, sexuality
indexing and the findings of other related studies specifically on how indexing contributes on the linguistic
features of gay lingo.
Chapter 3 deals with the design of the study, the role of the researcher and the participants involved.
Data Collection and analysis is included. Trustworthiness and Credibility of the study is explained together with
its ethical consideration.
Chapter 4 discusses the results of the study based from research questions conducted to the
participants, which would shed light on reasons underlying the phenomenological aspects of views. These are
the views gathered from the participants involved.
Chapter 5 shows the basis of findings and its divergence of the theories presented by sociolinguistic
authors. It also discusses the explanation of its implication in the practice, sociolinguistics and further research
to be conducted together with its concluding remarks.
CHAPTER 2
Methodology
RESEARCH DESIGN
• Identify the Approach applied in qualitative research
• Phenomenology
• Ethnographic
• Case Study
• Biographical Narrative
• Grounded Theory
• Should be with authors (preferably the works of Creswell)
• Give justification why the approach was used
• Three pages minimum
SAMPLE (RESEARCH DESIGN)
In order to have a better understanding and in-depth analysis of the
distressful experiences, coping strategies and insights of the teacher-
informants, I utilize a multiple case study research. Case study research is a
qualitative approach in which the investigator explores a real-life, either single
case or multiple cases over time, through detailed, in-depth data collection
involving multiple sources of information such as interviews, observations, audio-
visual material, documents, and reports, and generate a case description and
case themes (Creswell, 2013).
This phenomenological study described the lived experiences (Creswell,
2009) of teachers handling non- readers in remote schools. It focused into what
common experiences the participants had encountered in teaching non-readers,
the phenomenon under investigation. I used phenomenology because a group of
individuals such as teachers from far- flung schools personally experienced the
same phenomenon which is handling non- readers. They were able to explore
such single idea (Creswell, 2012) about teaching non- readers into more
composite descriptions based on “what and how” they experienced the
phenomenon (Moustakas, 1994; Creswell, 2012).
ROLE OF THE RESEARCHER
• Establish the roles played in the research
• Give statements with authority
• Should be personalized
• One page
SAMPLE (ROLE OF THE RESEARCHER)
The role of the researcher in qualitative research is an important matter to be considered in
the successful pursuit of investigation of any social phenomena. In this study, I am highly inclined and
qualified to pursue this investigation because I am also a teacher by profession, and has encountered
distressful experience, pain, and frustration when I was not promoted, despite of my best qualifications,
of which I can also relate the feelings of my informants. Besides, I possess some abilities and aptitude
in writing, keen observation, great interest in psychology, and deep concern to help my fellow mentors
to also overcome distress and maintain a healthy living for good. Although, I have some biases,
especially that I can feel what my subjects are feeling, but I see to it that theories and related studies
are respected and considered.
With regards to my basic roles, I followed the principles which states that qualitative inquiry
is for the researchers who are willing to commit extensive time to collect data, engage in data analysis,
does reflexivity, and write long passages by themselves. Hence, I played many roles as a researcher
such as interviewer, transcriber, translator, analyst, and encoder. As an interviewer, I established first
rapport and friendship with my participant. I called all the informants through the help of my gatekeepers
for some introductions, and asked them if they are willing to participate in my study. As an interviewer, I
used personal emphaty to make the participants feel more willing to tell their stories. During the
interview and observation, I applied some techniques like: asking probing questions, then listening and
thinking, then asking more probing question to get to deeper levels of the conversation. As a transcriber
and encoder, I transcribed all the recorded interviews, and translated correctly and organized them into
a standard English statements. Lastly, as an analyst, I employed suitable analysis methods and
procedures fitted for a qualitative research, such as thematic analysis, numeration, and cross- case
analysis. Based on the concepts of Corbin and Strauss, it is the duty of the researcher to interprete the
meaning of hidden in data because he is a primary instrument for data collection and analysis (Creswell,
2013; Corbin & Strauss, 2014; Miller, et al., 2012).
RESEARCH PARTICIPANTS
• Identify the informants and participants of the study
• Give supporting statements with author
• Informants are for in-depth interview while participants are for
focus group discussion
• Purposive sampling will be used as technique to get the sample
• Establish the inclusion and exclusion criteria
• One page
• Biographical Narrative- One Unique Story
• Phenomenology- 10 to 25 participants/informants
• Grounded Theory- 20-60 participants/informants
• Ethnography- 20-60 participants/informants
• Case Study- 1 to 5 cases
(Creswell, 2013)
SAMPLE (RESEARCH PARTICIPANTS)
This section describes the participants and stipulates the criteria for selection and number of
participants, type of sampling, and the recruitment strategy. One of the most important tasks in the study
design phase is to identify appropriate participants because informants are the very people who can best
provide information on their lived experiences, culture, awareness, knowledge, and expertise regarding the
phenomenon under inquiry. Decision about selection was based on the research questions and theoretical
perspectives. Moreover, my informants were chosen through purposive sampling technique. Creswell
explains, purposive sampling considers a particular group of people or when the desired population for the
study is rare or very difficult to locate, it may be the only option (Creswell, 2007; Creswell, 2013; Lingard,
Albert & Levinson, 2008).
I followed some criteria for selection of participants like the type or nature of the phenomenon,
suitable characteristics of the subjects, and theoretical perspective. The informants of this study are five public
secondary female teachers, teaching more than 15 years in big schools in Davao del Norte division of Davao
Region, Philippines, and who had undergone distressful experiences in school and personal life, but were able
to cope successfully. I intentionally preferred female teachers because women are reported as more
emotional, have higher levels of negative affect and depression, and have more intense experience of
emotions and expressiveness than men. Moreover, I chose five informants because this number of cases is
ideal for a multiple case study, and already sufficient to provide information with regards to the opportunity to
identify and generate the themes of the cases, as well as for the cross-case analysis. It is recommended that
in case study research, it should not be more than four or five cases in a single study. Moreover, it has been
emphasized that excessive number of cases will just dilute the level of details that a researcher can provide
(Creswell, 2013; Denzin, et al., 2008; Larsen & Diener, 1987; Wolcott, 2008).
DATA COLLECTION
• Personalized the discussion for the data collection
• Use authors to support some statements
• Identify the steps done using transition markers
(first…then…and…second…third…finally)
• Establish the statement how “Triangulation of data” was done
• One and a half page
SAMPLE (DATA COLLECTION)
The following steps were employed in gathering the data:
First, through purposive sampling technique, the participants were
identified. They were requested to sign a consent form and agree to the
condition stipulated that their participation is voluntary and that they were
willing to impart their knowledge as needed in the study.
Second, the participants were given an orientation about the study
and were asked to participate through a focus group interview as a means of
data collection. The process started with an introductory phase, in which the
moderator welcomes the participants, outlines the purpose of the discussion
and sets the parameters of the interview in terms of length and
confidentiality. Researcher also spent some time explaining why they
recorded the interview and what sort of technical issues this raises in a
group discussion (particularly talking one at a time).
Finally, it is important to emphasize that the discussion is about
personal views and experiences and therefore there are no right or wrong
answers (Dornyei, 2007).
DATA ANALYSIS
• Personalized the discussion for the data analysis
• Use authors to support some statements
• Identify the steps done using transition markers
(first…then…and…second…third…finally)
• highlight how transcribing was done
• One and a half page
SAMPLE (DATA ANALYSIS)
The answer of the participants were analyzed using thematic analysis.
Thematic analysis is a method of analyzing and reporting pattern or themes with a
data (Boyatzis, 1998; Roulston, 2001). Using thematic analysis on this study is very
helpful because it is flexible and a useful research tool that can probably grant a
substantial, complex, and rich account of the data. As suggested by Boyatzis
(1998), I performed the following steps in analyzing the data as to mention:
familiarize data, generate initial codes, search for themes, review the themes,
define and name themes, and construct the report.
Data reduction was used in analyzing the data, which means deleting
unnecessary data and modifying them into a useful material for the study so that
many readers can easily understand it (Namey et al, 2007; Atkinsol and Delamont,
2006; Suter, 2012). In this method, I asked the help of an expert, a data analyst
particularly in handling, sorting, and organizing voluminous qualitative data for me
to merge, manage, sort, and categorize data in easier way.
TRUSTWORTHINESS
• Personalize discussion
• Divide sections of discussion using the four elements
• Credibility
• Dependability
• Conformability
• Transferability
• After discussing how each element was addressed (personalized statements) cite authors
to support the claim
SAMPLE (TRUSTWORTHINESS)
When I conducted the qualitative research, I put into account the responses of my
informants. I also meticulously consider all the details of the data. I checked and
rechecked all the transcriptions and the importance of the data that relate to each other
on their themes.
To establish trustworthiness and credibility in the study, Creswell and Miller (2000)
suggested the choice of legitimacy of the procedures. The discussions about
trustworthiness are governed by the research lens and its paradigm assumptions that
can help the procedures in the study. I contend that in this study, the plausibility was
determined by the response of the informants. Silverman (2007) posed the questions on
“Does it matter?” and “How is the credibility be sustained and recognized?”
Credibility is an evaluation of whether or not the research findings represent a
“credible” conceptual interpretation of the data drawn from the participants’ original data
according to Lincoln & Guba (1985). To address credibility, I used three techniques.
First, I presented the credibility of the experiences as an intent of truthfully illustrating
and knowing the facts which are phenomenon in which my participants are included.
Second, in designing the research procedure, I conducted a focus group discussion
which extracted ideas on the evolution of gay lingo in schools and also its process and
systems how it is being used. Third, I deliberately asked the informants to lists gay
words they used during conversations and compared them with the gay words used in
the simulation. My intention here was to create layers of data from each participant.
Transferability is the degree to which the findings of this inquiry can apply or
transfer beyond the bounds of the project according to Lincoln & Guba, (1985). To
address transferability in this study, I have included in the Appendix about several
of the data analysis documents used to give answer to the research question in
order to gain access to the possible inquiry. This will give other researchers the
facility to transfer the conclusions or recommendation as bases for further study.
Results
RESULTS
• Present the results base on the arrangements of the research questions.
• First part, preliminary discussions on how the data was gathered, the sample
of the study, process
• Discuss the Categorization of Data
• Present results by themes
• Provide sample quotations of the theme with the file name
• Note: Purely presentation of results no discussion
• Should be comprehensive
• Provide Table for themes generated
SAMPLE (RESULTS) OPENING STATEMENT
This chapter is segregated into four parts. The first part is all about the data of the
participants from which the qualitative data were assembled. The second part discusses the data
analysis dealings and the steps in the classifications of the emergent themes collected from the in-
depth interviews and focus group discussion of the participants. The third part deals with the answers to
the in- depth interviews and the focus group discussion questions under each research problem. Lastly,
part four includes the outline of responses from the different informants.
Participants
Key informants. There were ten key informants in this study, all of them were women who
are all teaching public elementary non- readers in far- flung schools of Mati City Division. They have
different teaching experiences of which six months are the youngest while nineteen years is the oldest
in the service. They were selected based on the location of the school where they are assigned. These
schools are said to be far- flung, far away from the central office, mountainous, and the means of
transportation is at- risk. The social experiences of these informants being assigned in far- flung schools
would be a lens in resolving issues and concerns about teaching non- readers. The participants were
given pseudonyms in order to preserve confidentiality and privacy as presented in Table 1.
Focus Group. A focus group discussion was conducted with seven participants, all of them
were female teachers handling non- readers. All of them were from the same school but most of them
were living in the Poblacion commuting everyday back and forth. The teaching experiences of these
participants in the focus group discusion ranged from one year to nineteen years. The discussion was
conducted to achieve more insights and to develop social constructions among the participants on the
issue of handling non- readers in a far- flung school. The original names of the participants were not
mentioned vividly instead, pseudonyms were used to make their identity obscure. They were presented
on Table 1 according to their number.
SAMPLE (RESULTS)
Categorization of Data
Upon accomplishing the in- depth interviews and the focus group discussion, data
from the audio- tape recordings were directly transcribed and for those answers in
vernacular were carefully translated into English. Following the steps suggested by Boyatzis
(1998), I first watched the videos and listened cautiously to the sound recordings. This was
to transform the data into texts and so that it would be easier for me to code my data later.
Three steps were being taken during the data analysis that consists of data reduction, data
display, drawing conclusion and verification. These were done in order to identify core and
essential themes about the phenomenon under investigation (Burns and Grove, 2007).
To delete unnecessary data from the transcription, data reduction was employed
to convert those data into essential and logical material, simply understood by many
(Moustakas, 1994; Creswell, 2012). Thematic analysis was the approach used in pairing and
separating data, a way of sorting and categorizing. Through data reduction, the lengthy and
large volumes of qualitative data gathered came out consolidated and manageable, easier
to control and understood. I also asked for assistance from a professional who was expert
on analyzing data.
SAMPLE (RESULTS)
Sex Talk. The reasons why gays use gay lingo would identify not only the
evolution of gay lingo in schools but also the frequency of its influence. Its influence and
addictive qualities made a mark not only among the gay community but also in pop culture.
Gays use gay lingo to have a sense of confidentiality when they discuss topics about sex.
The result of the analyses in the linguistic features (phonology, morphology, semantics and
syntax) could be used for teaching on the influence of language in social context. It could also be
helpful in explaining how subgroups in society could develop their own language to communicate
with each other. This will also be helpful on explaining how language is affected by situations and
The results would also concretize the structure of gay lingo. This will also motivate other
learning institutions in the country to study the gay lingo that developed in their locality. They could
use the classifications made on each linguistic feature as reference in conducting their own study.
SAMPLE
Implication for Future Research
The result in the focus group discussion gave an overview on how gay lingo evolves in the academic
community. Its evolution was traced back on the stream of influence it has to the community where it is
being used. Gay lingo defines being gay. It gives a sense of identity for a homosexual who longs for respect
from a society where he belongs. The evolution of gay lingo is much deeper and should be given credit by
A larger community as the setting for further research would be relevant to give wider perspective as
to how it evolves in the society. The informants could be upgraded to gays belonging to the working class.
Finding out the difference of how gays used gay lingo from those who were working in salons,
establishments, companies and high esteemed professions. It would also be beneficial to find out how gays
are treated in communities to find whether this affected on their usage of gay lingo. Another study could be
attributed on the linguistic features of gay lingo in different areas whether they are distinctive or similar.
CONCLUDING REMARKS
• Final Statement
• Personalized
• Discuss the experience as you conducted the research
Concluding Remarks
Sample Titles:
Morpho-Semantic Analysis of Gay Lingo: A PHENOMENOLOGY
Note: Computer Programs could help save time but is limited on arranging codes
of transcribed data with similar coding features of quotations (themes)