Practical Research 1

Quarter 1 – Module 4:
Characteristics, Strengths and
Weaknesses, Kinds, and Importance of
Qualitative Research
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Characteristics, Strengths and Weaknesses, Kinds, and
Importance of Qualitative Research
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Karl Angelo R. Tabernero

Editor: Niljoy G. Senina
Reviewer: Roanne S.J. Tolentino
Illustrator: Joshua D. Hernandez
Layout Artist: Jexter D. Demerin
Cover Design: LRMDS-Bataan

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent : William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, SHS :
District Supervisor, Limay : Elma P. Dizon
Division Lead Book Designer : Jenelyn D. Rivero
District LRMDS Coordinator, LImay : Melbourne L. Salonga
School LRMDS Coordinator : Karl Angelo R. Tabernero
School Principal : Marijoy B. Mendoza, EdD
District Lead Layout Artist :
District Lead Illustrator :
District Lead Evaluator :

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 Practical Research 1
Quarter 1 – Module 4:
Characteristics, Strengths and
Weaknesses, Kinds, and Importance of
Qualitative Research
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Characteristics, Strengths and Weaknesses, Kinds and
Importance of Qualitative Research!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills 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. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Characteristics, Strengths and Weaknesses, Kinds, and
Importance of Qualitative Research!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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 resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

iii
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it

iv
 What I Need to Know

This module is designed and written to help you in familiarizing the

characteristics, strengths and weaknesses, and kinds of qualitative research.
Moreover, this will also make you realize the importance of research, particularly the
qualitative type, in addressing problems across different fields.

At the end of the module, you are expected to:

1. describe characteristics, strengths, weaknesses, and kinds of qualitative research

(CS_RS11-IIIb-1); and
2. illustrate the importance of qualitative research across fields (CS_RS11-IIIb-2).

1
 What I Know

Identify whether the given situation describes or not a qualitative research.

Put a check (/) mark if the given situation describes a qualitative research. If not,
put a cross (X) mark instead on the space provided before the number.

_____ 1. Carlos conducts a study which focuses on real-life situations of working

students.

_____ 2. In selecting the participants of the study, Mika sets criteria in order to
determine who can provide more information regarding the problem under
investigation.

_____ 3. To solicit the opinion of the participants in relation to the challenges and
difficulties faced by struggling readers, Justine has utilized an objective type
of questionnaire.

_____ 4. In order to understand the life of indigenous people, Claire immerses herself
in their community for certain months.

_____ 5. In the data analysis of the study, Michael modifies some ideas came from
the responses of the participants because he believes that these might affect
the result of the study.

_____ 6. To understand the phenomenon, Joshua and his team employed the
deductive approach.

_____ 7. Nathan conducted his study through a linear and cause and effect relational
approach.

_____ 8. To ensure the reliability of the result of the study, Marco considered both
interview and observation as his primary research instruments.

_____ 9. To study the cases of the COVID-19 survivors in the province of Bataan,
Leandro utilized 200 samples.

_____ 10. Replication of his study was recommended by Joel in order to further
investigate the phenomenon.

2
_____ 11. Daniel uses statistical formula to analyze the data gathered from the
participants.

_____ 12. Catherine carefully observes the emerging themes from the responses she
gathered from her conducted interview to answer her research questions.

_____ 13. Noel proposes a study which aims to explain the phenomenon through
developing a theory.

_____ 14. Leah employed a discourse analysis approach in order to extract

meaningful context from the gathered documents.

_____ 15. Timothy collected numeric type of data in order to address the problems
encountered among the small businesses found in the municipality of
Limay.

3
 Lesson
Description and Importance
1 of Qualitative Research
You probably hear a claim that the opposite of number is word. This perhaps
can help you easily differentiate quantitative and qualitative type of researches. It is
said that number best represents a quantitative research while word best represents
a qualitative research. However, as a student-researcher, you should consider that
these concepts do not confine alone with just simply remembering key words such
as “number” for quantitative research and “word” for qualitative research. Now, you
may be wondering and may ask, “What makes a study a quantitative or a qualitative
research?” “Are there several considerations that I should know regarding
researches?” “Should I explore more on familiarizing them as two distinct types of
research?”

Since you are now taking Practical Research 1 course, this further deals on a
qualitative type of research. You must be equipped first with full understanding of
essential concepts that describe qualitative research before conducting such type of
investigation. Hence, in this module, you will explore qualitative research by
recognizing its characteristics, strengths and weaknesses, kinds, and importance
across different fields. Remember that having an in-depth understanding of these
concepts will make your qualitative research journey be guided and later be
successful.

What’s In

Inside a thought balloon are the words associated to either quantitative or

qualitative research. Encircle the word if it is linked to quantitative research. If it is
connected to qualitative research, underline the word instead.

subjective specific hypothesis generating

predictive quantifiable holistic objective
hypothesis testing explanatory non-quantifiable

4
 Notes to the Teacher
This module prepares the students to their qualitative research
undertaking. Here, they will learn the characteristics, strengths
and weaknesses, kinds, and importance of qualitative research.

What’s New

Find and encircle the five (5) words hidden in the grid. The words are hidden
in any direction. Below is the definition of each word which can serve as your clue.

q s i m p o r t a n c e c z q
w d q d f q z g f t h q v x z
r f w s g w x h d r a w b c x
t g r q t r c j s w r r m v c
y h t w y t v k a q a t p b v
p j y r p y b l q s c y y n b
s k p t h t g n e r t s t j n
s l l y m p n p r d e p r k h
e m k p n l m y t d r l w h m
n n j y b k l t y f i j q g k
k b h t v j k r p g s h d f l
a v g r c h j w l h t n g d p
e c f w x g h q k m i g h s y
w x d q z f g s j k c d n q t
s z d a s d f d g n z x b w r

1. It refers to a distinguishing trait, quality, or property.

2. It means a strong attribute or inherent asset.
3. It is the quality or state of being weak.
4. It pertains to a group united by common traits.
5. It implies the significant worth of something.

5
 What is It

The words that you found from the grid can help you gain an in-depth
understanding of qualitative research as a distinct type. In this part of module, you
may now look into important details to easily describe a qualitative research. This
goes similar when you are asked what social media platforms you often visit. You
probably give answers such as Facebook, Twitter, and Instagram among others. As
you observe, it is easy for you to respond from the question. Well, the reason behind
maybe is that you are familiar enough with these various social media sites and you
already know what makes such applications a kind of social media platform. Hence,
this suggests that you have known enough important details regarding social media.

Now, as a senior high school student, your life does not only confine with
acquiring a mastery in using social media platform for entertainment purposes. As a
matter of fact, you can do more. If you gain necessary details regarding researches,
especially the qualitative type, you can even address the problems that you may
observe in the field of your interest (e.g. social media).

To help you better understand qualitative research as a separate discipline,

the following should be explored: characteristics, strengths and weaknesses, kinds,
and importance in varied fields.

Characteristics of Qualitative Research

Qualitative research can be easily characterized by carefully observing how

some research elements such as: research design, data collection procedure, and
data analysis have been put into considerations. As cited from Spalding University
Library (2020), these three key elements will guide the researcher to properly conduct
a qualitative research study. To further understand this kind of research, its
characteristics are presented as follows:

1. Qualitative research is naturalistic. A study to be conducted by the researcher

should be based on real-life situations. Likewise, the researcher should also
unfold the study in a natural manner, that is, the findings are derived from the
analysis of authentic data gathered from the participants. Such concept makes
qualitative research known for its non-controlling characteristic.

2. Qualitative research is purposeful. In conducting a qualitative type of study, the

researcher should select the participants in a purposive manner, that is, they will
be selected because they either have an easy access to the information needed or
simply have the knowledge to provide a great deal of information needed to the

6
 study. Hence, these participants are called as “information rich” in the context of
research.

This type of participant selection will validate the concept that qualitative
study focuses on rich insights regarding the phenomenon rather than on mere
numerical data simply obtained from surveys and questionnaires.

3. Qualitative research is detailed. A thick description of gathered data from the

participants makes this type of study a detailed one. It is important that the
researcher should capture the direct quotations of the responses of the
participant/s from the conducted interview or observation.

4. Qualitative research requires engagement and neutrality. Direct contact with the
people, situation, and phenomenon under investigation should be established by
the researcher. Immersing oneself would enable the researcher to acquire
personal experiences and insights which are essential to better understand the
phenomenon. Further, the researcher should also be neutral in the responses
and observations he/she may get while engaging with the participant/s. The
researcher should likewise show openness, sensitivity, and respect.

5. Qualitative research follows an inductive procedure. As the researcher immerses

himself/herself in the phenomenon under investigation, specific details and data
will be gathered from the target participant/s. These data then can be used to
discover emerging patterns and themes. Following an inductive procedure, the
researcher will start from exploring the phenomenon and will end to confirming
findings of the works.

6. Qualitative research is viewed in a holistic perspective. A study in a qualitative

type cannot be simply done in a linear and cause and effect relationship
approach. Rather, it requires the researcher to view the whole phenomenon under
investigation in a complex system, that is, different variables can either cause or
effect the phenomenon.

Strengths and Weakness of Qualitative Research

It is known that a qualitative type of research focuses more on explaining why

subjects under investigation think and behave in certain ways. With such purpose,
it can be observed that there are corresponding strengths and weaknesses a
qualitative research may have once it is employed by the researcher. As cited from
University of Denmark Library (2020), this type of research has its strengths and
weaknesses presented as follows:

7
 Strengths:

1. Qualitative research complements quantitative data. Interview and observation are

the common instruments used in the conduct of a qualitative study. Such
instruments can provide qualitative data that can be utilized as a support for any
quantitative data appeared in a study, hence, a more reliable result will be
ensured.

2. Qualitative research provides more detailed information to explain complex issues.

Since this type of research study requires the researcher to immerse
himself/herself in the phenomenon under investigation, direct experiences can
be acquired. Similarly, considering “information rich” participant/s, as well as
utilizing interview and observation as qualitative research instruments, may
enable the researcher to gather more accurate data needed in explaining complex
phenomenon.

3. Qualitative research is cost efficient. Small number of participants is usually

considered in a qualitative research. Hence, less resources will be needed to
accomplish the study. Likewise, interview schedule and observation checklist as
qualitative research tools demand the researcher to spend less resources unlike
questionnaires as a primary tool utilized in a quantitative research.

Weaknesses:

1. Qualitative research cannot generalize the findings to the study population. The
use of small number of participants in a qualitative research may result to limited
responses. Thus, findings of the study might not be possibly generalized to a
larger population. Replication of the study is often suggested.

2. Qualitative research is more difficult to analyze. Unlike quantitative research

which deals with numeric data and can be interpreted through statistical
formula, qualitative research presents non-numeric data which are all based on
the subjective responses of the participants. If data are not critically analyzed and
carefully interpreted, results may become biased and even less credible.

3. Qualitative research is time consuming. Though a qualitative research utilizes

small number of participants, this, however, demands the researcher to spend
more time in dealing and engaging with them. Similarly, the analysis and
interpretation phase of the study also requires the researcher to take more time
in observing the emerging patterns and themes derived from participants’
provided data.

8
 Kinds of Qualitative Research

In conducting a qualitative type of research on different fields such as

business, education, medicine, etc., there are six (6) widely used qualitative research
kinds namely: (1) phenomenological; (2) ethnographic; (3) grounded theory; (4) case
study; (5) historical; and (6) narrative.

1. Phenomenological. This kind of qualitative research focuses on subjective lived

experiences of the participants in order to understand phenomenon. Here, the
researcher is concerned with the feelings of the participants regarding a
particular event or activity, hence, the uniqueness of their lived situations can be
described. Interview is the common instrument used for its data collection with
the suggested sample size ranging from 5 to 25.

Examples:

o A researcher aims to determine the challenges and coping mechanisms of senior

high school working students in the second district of Bataan.

o A researcher aims to explain the lived experiences of the COVID-19 survivors in

the province of Bataan.

2. Ethnographic. It is a kind of qualitative research which concentrates on the study

of group of people in a particular environment. To characterize behaviors,
cultures, challenges, and possible occurring themes, the researcher is required
to engage himself/herself with the participants through immersion in an
extended period of time. Observation, along with the use of interview and survey,
is an essential instrument for this type of study.

Examples:

o A researcher seeks to determine the cultural practices and healthcare beliefs of

the ethnic group living in Bataan province.

o A researcher seeks to characterize the survival strategies of families in an urban

poor community.

3. Grounded Theory. This kind of qualitative research intends to explain

phenomenon through developing a theory. In comparison with phenomenological
study that primarily describes lived experiences, grounded theory aims to provide
explanation and theory behind those lived experiences. Interview and supporting
documents are the commonly used data collection instrument for its participants
approximately ranging from 20 to 30 or until data achieve saturation.

9
 Examples:

o A researcher attempts to conceptualize the breast cancer survivorship process

among Bataeños.

o A researcher attempts to generate a theory of defense mechanisms of students

who experience school bullying.

4. Case Study. It is a qualitative research kind which allows the researcher to have
an intensive analysis of the phenomenon. The aim of this study is to accurately
describe the case through an in-depth examination of a single person or single
institution. With this, thorough interview, observation, and documentation are
all utilized as multiple data collection instruments.

Examples:

o A researcher aims to explain the causes of the reading difficulty of a grade 5

struggling reader.

o A researcher aims to describe the language challenges of hearing-impaired

students in a SPED class.

5. Historical. This qualitative research kind is concerned with the identification,

evaluation, and synthesis of past event data. Further, it aims to understand
present patterns and to anticipate future choices through clearly relating the past
event data which are obtained from sources such as documents, relics and
artifacts, and oral reports.

Examples:

o A researcher attempts to explore the nature and context of the political

leadership of Bataan governors.

o A researcher seeks to explore the development in the courtship letter writing

style among Bataeños.

6. Narrative. Life accounts of individuals based on their personal experiences are

typically obtained and analyzed in the conduct of this kind of qualitative research.
The primary objective of the study is to extract meaningful context based on the
documented experiences. Unlike phenomenological research which focuses on
describing and explaining phenomenon through the lived experiences of the
participants, narrative research focuses merely on the nature of the story told by
the participants. Hence, a phenomenological research may use narrative, but
narrative research does not necessarily need phenomenological. Discourse

10
 analysis is one of the commonly and widely employed approaches of narrative
research.

Examples:

o A researcher seeks to characterize the struggles faced by student-athletes.

o A researcher seeks to describe the daily teaching experiences of millennial

teachers in the Schools Division of Bataan.

Importance of Qualitative Research

Qualitative research is known for providing meaning to understand an existing

phenomenon. With this, the perspectives, expressions, and activities of the
participants play a vital role to unveiling the local context across different fields.

The development in any fields such as in education, business, medical and

health allied services, etc. is made possible by means of qualitative researches.

For example, the researcher may study the experiences of individuals and
their access to health care by determining their perspectives. These solicited
responses reflecting their experiences, attitudes, and circumstances may help the
researcher to understand the phenomenon, hence, suggestion for improvement and
development can be sought.

Now that you have already explored qualitative research through its
characteristics, strengths, weaknesses, kinds, and importance, it is no doubt that
you have already acquired important details needed for pursuing the conduct of such
study leading to a successful result.

11
 What’s More

Complete the crossword by filling in a word that fits each clue.

1
6 3

2 7

4
9

10

Down Across

1. It analyzes life accounts. 6. It means non-controlling.

2. It involves immersion. 7. It considers thick description.

3. It means starting with specific. 8. It is used to get qualitative data.

4. It does an in-depth examination. 9. It implies repetition of the study.

5. It is an act of manipulating data. 10. It focuses on past events.

12
 What I Have Learned

Write the summary of your learnings through this “What’s on your mind?”
feature of Facebook. Make sure to present briefly the characteristics, strengths,
weaknesses, and kinds of qualitative research.

What’s on your mind?

13
 What I Can Do

From the presented illustration of a community below, choose one

organization which conducting a qualitative research is perceived to be important.
Write your answer on the space provided by presenting how a qualitative research
may help the chosen organization. Your answer will be graded based on the rubric
presented on the next page.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

14
 3 2 1
Strong Fair Needs
Improvement
Explanation Clearly explains Attempts to Contains little to
and analyzes the explain and no explanation or
information analyze the analysis of the
presented information, but information
the explanation is presented.
unclear
Evidence Supports the Attempts to Central claim is
central claim and support the not supported by
reason with facts central claim and any evidences
reason with facts,
but information is
unclear
Conclusion Ends with a Ends with a No concluding
concluding concluding statement
statement about statement that
the central claim does not clearly
relate to the
central claim
Organization Organizes the Attempts to Little to no
ideas in a logical organize ideas, but attempt at
way transitional organization
language is
needed
Mechanics A little to no errors Mechanical errors Distracting
(spelling and present, and they distract at times mechanical errors
Grammar) do not distract throughout

15
 Assessment

Encircle the letter that corresponds to the best answer.

1. How can a qualitative research be done in a naturalistic manner?

a. It should manipulate the data.

b. It should control the data.
c. It should focus on artificial responses.
d. It should solicit responses from real-life situations.

2. How can a researcher select participants in a purposive manner?

a. Select the participants based on mere convenience of the researcher.

b. Select the participants who can pass the set criteria.
c. Select the participants by means of “draw lots.”
d. Select the participants randomly.

3. Which of the following does not establish neutrality in the conduct of a study?

a. The researcher is open-minded.

b. The researcher is sensitive.
c. The researcher is biased.
d. The researcher shows respect.

4. Which of the following does not characterize a qualitative research?

a. The research follows an inductive procedure.

b. The research is done using a linear and cause and effect relationship
approach.
c. The research considers thick description of the gathered data.
d. The research focuses on personal experiences and insights.

5. Which of the following is not commonly used in a qualitative research?

a. interview
b. observation
c. questionnaire
d. documents

16
6. Why does the use of small number of participants become a weakness of a
qualitative research?

a. It requires more resources; hence, it is not cost-efficient.

b. It cannot provide detailed information of the phenomenon to be investigated.
c. It cannot provide sufficient information of the phenomenon to be investigated.
d. It cannot be a source of data.

7. What is a strength of a qualitative research?

a. Qualitative research cannot generalize the findings to the study population.

b. Qualitative research is time consuming.
c. Qualitative research provides more detailed information to explain complex
issues.
d. Qualitative research is more difficult to analyze.

8. What is the objective of a phenomenological research?

a. to explore the lived experiences of the subjects

b. to understand the past events
c. to characterize the culture of the subjects
d. to develop a theory

9. Which of the following qualitative researches requires an in-depth examination of

an individual subject?

a. narrative
b. case study
c. grounded theory
d. historical

10. What kind of research is a discourse analysis?

a. phenomenological
b. ethnographic
c. narrative
d. case study

11. Which of the following researches requires an immersion?

a. grounded theory
b. historical
c. ethnographic
d. phenomenological

17
12. What kind of research commonly analyzes life accounts from the subjects?

a. narrative
b. ethnographic
c. phenomenological
d. grounded theory

13. Which of the following is not true about grounded theory research?

a. It intends to develop a theory.

b. It explains the lived experiences of the subjects.
c. It uses interview with supported documents.
d. It allows one participant as a source of data.

14. What kind of qualitative research can be best done when the researcher seeks to
conceptualize the survivorship process of COVID-19 patients?

a. historical
b. ethnographic
c. phenomenological
d. grounded theory

15. Which of the following fields can a qualitative research be beneficial?

a. education
b. business
c. medicine
d. all of the above

Additional Activities

Search for a sample qualitative type of research study from either a printed or
an online reference. Then analyze it by identifying its kind, strengths and
weaknesses, and importance.

A. Research title
B. Author/s
C. Kind
D. Strengths
E. Weaknesses
F. Importance

18
 19
What’s More:
1. narrative
2. ethnographic
3. inductive
4. case
5. biased
6. naturalistic
7. detailed
8. interview
9. replication
10.historical
What’s New: What’s In: What I Know:
1. characteristic Encircled: (in no order) 1. /
2. strength 2. /
3. weakness 1. specific
3. X
2. predictive
4. kind 4. /
3. quantifiable
5. importance 5. X
4. objective
5. hypothesis testing 6. X
Underlined: (in no order) 7. X
8. /
1. subjective 9. X
2. hypothesis generating 10./
3. holistic 11.X
4. explanatory
12./
5. non-quantifiable
13./
14./
15.X
Answer Key
 20
Additional Assessment: What I Can Do:
Activities:
1. d Answer may
Answer may 2. b vary.
vary. 3. c
4. b
5. c
6. c
7. c
8. a
9. b
10.c
11.c
12.a
13.d
14.d
15.d
References
El Comblus. “Importance of Qualitative Research across Fields of Inquiry.” Last
modified April 14, 2020. Accessed June 22, 2020.
https://elcomblus.com/qualitative-research-characteristics-uses-strengths-
weaknesses-and-importance/

Ibrahim, Muhammad. “Types of Qualitative Research.” Last modified March 2016.

Accessed June 22, 2020.
https://www.researchgate.net/publication/299532851_Types_of_Qualitative
_Research

Leonard, Kimberlee. “Six Types of Qualitative Research.” Last modified January 22,
2019. Accessed June 22, 2020.
https://bizfluent.com/info-8580000-six- types-qualitative-
research.html

Spalding University Library. “Characteristics of Qualitative Research.” Last modified

May 12, 2020. Accessed June 22, 2020.
https://library.spalding.edu/c.php?g=461133&p=3153021

University of Southern Denmark Library. “Strengths and Limitations.” Accessed

June 22, 2020.
https://betterthesis.dk/research-methods/lesson-1different-
approaches-to-research/strengths-and-limitations

Statistics Solutions. “Types of Qualitative Research Designs.” Accessed June 22,

2020.
https://www.statisticssolutions.com/types-of-qualitative-research-
designs/

Ezez. 2020. Catlintucker.com.

https://catlintucker.com/2018/08/middle-school-writing-rubrics/.

21
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph