PRACTICAL RESEARCH 1

Quarter 2 (Finals) – Semester 1 | Teacher:

God bless, GEMs! | ‘24-‘25

WEEK #1: (Identifying data collection method and sampling method)

I. DATA COLLECTION
● Is the process of gathering data which can be used in different fields just like
business to have a better decision-making, strategic planning, research, and
other purposes.

II. QUANTITATIVE DATA COLLECTION METHODS

● used to collect data vary based on the type of application. Some involve the use
of technology, while other are manual procedure. the following are the
common data collection methods.

A. INTERVIEW METHOD
● The researchers has a DIRECT CONTACT with the respondents or the
participants of the study.
● Gather data by asking their respondents series of question.
● This method is a good approach for ensuring a high response rate and gather
better quality data.

B. QUESTIONNAIRE METHOD
● The researchers distributes the questionnaire either PERSONAL OR VIA EMAIL
and collects them by the same process.
● This method can save a lot of time and money in gathering data because
questionnaire can be given in a large number of respondents.

C. REGISTRATION METHOD
● This method of collecting data governed by existing law, policies and
regulation.

D. EXPERIMENTAL METHOD
● This method used to find out the cause and effect relationship.

III. REASON FOR USING SAMPLES

● Samples can be studied more quickly than populations
● A study of a sample is less expensive than a study of an entire population
because a smaller number of subjects are examined
 ● A study of the entire population is impossible in most situations

IV. SAMPLING TECHNIQUES

● This is a method is used to determine which element is to be included in the
sample. in oder to obtain a genuine or unbiased sample.

A. PROBABILITY SAMPLING
● Each member of the population has a equal chance of being selected as
members of the sample.

B. RANDOM SAMPLING
● Basic type of probability sampling each individual.

C. SYSTEMATIC SAMPLING
● This method sampling is done systematically and it is done by NUMBERING
EACH MEMBER OF THE POPULATION and successively drawn the elements
from the population.

D. STRATIFIED SAMPLING
● This method will obtain its sample by dividing the population into its
categories, strata or sub population, then we obtain the sample proportionately
from each stratum.
EXAMPLE
The researchers want to equally obtained a total sample of 120 respondents from the
whole population Junior high school in a university

EXAMPLE SOLUTION:
E. CLUSTER SAMPLING
● Called as AREA SAMPLING because it is used on large population
● We select members of the sample by area and individuals are randomly chosen.

F. MULTI STAGE SAMPLING

● Combination of several sampling techniques, usually used by researchers who
are interested on studying in a very large population.

G. NON- PROBABILITY SAMPLING

● This is being used for its convenience to the researcher.
● It conducts the study at his own convenient time, preferred place or venue. He
specifies the place and time.

H. QUOTA SAMPLING
● A method which the researchers LIMIT THE NUMBER OF HIS SAMPLES base on
the REQUIRED NUMBER of the subject under investigation.

I. PURPOSIVE SAMPLING
● A non sampling method that the way researchers choose their samples based
on certain criteria and rules that were set by the researchers on their own

J. SNOWBALL SAMPLING
● This method will be useful when a member of the sample is chosen through the
referral of the other member of the sample

K. MULTI STAGE SAMPLING

● Method of non probability sampling where the members of the sample are
selected based on the typical, most frequent
● observation and modal cases.
 WEEK # 2: (Mixed methods of research and its importance in daily life)

I. WHAT IS MIXED METHOD

● Mixed methods research is a methodology for conducting research that
involves collecting, analyzing, and integrating quantitative (e.g., experiments,
surveys) and qualitative (e.g., focus groups, interviews) research. This approach
to research is used when this integration provides a better understanding of the
research problem than either of each alone.

GOAL OF MIXED METHOD RESEARCH

● The overall goal of mixed methods research, of combining qualitative and

quantitative research components, is to expand and strengthen a study's
conclusions and, therefore, contribute to the published literature. In all studies,
the use of mixed methods should contribute to answering one's research
questions".

Mixed methods research is particularly suited:

● When one wants to validate or corroborate the results obtained from other
methods.

Mixed methods research is particularly suited:

● When one needs to use one method to inform another method. For instance,
when little is known about a topic, it is necessary to first learn about what
variables to study through qualitative research, and then study those variables
with a large sample of individuals using quantitative research.

Mixed methods research is particularly suited:

● When one wants to continuously look at a research question from different

angles and clarily unexpected findings and/or potential contradictions.

Mixed methods research is particularly suited:

● When one wants to elaborate, clarily, or build on findings from other methods.
For instance, if a causal relationship has been established through
experimental research but one wants to understand and explain the causal
processes involved through qualitative research.

Mixed methods research is particularly suited:

 ● When one wants to develop a theory about a phenomenon of interest and then
test it. Usually, qualitative research is more suitable to build theory, while
quantitative research provides a better way of testing theories.

Mixed methods research is particularly suited:

● When one wants to generalize findings from qualitative research.

ADVANTAGES
● Provides strengths that offset the weaknesses of both quantitative and
qualitative research. For instance, quantitative research is weak in
understanding the context or setting in which people behave, something that
qualitative research makes up for. On the other hand, qualitative research is
seen as deficient because of the potential for biased interpretations made by the
researcher and the difficulty in generalizing findings to a large group.
Quantitative research does not have these weaknesses. Thus, by using both
types of research, the strengths of each approach can make up for the
weaknesses of the other
● Provides a more complete and comprehensive understanding of the research
problem than either quantitative or qualitative approaches alone.
● Provides an approach for developing better, more context specific instruments.
For instance, by using qualitative research it is possible to gather information
about a certain topic or construct to develop an instrument with greater
construct validity, ie., that measures the construct that it intends to measure.
● Helps to explain findings or how causal processes work.
● Reflects participants' point of view. Mixed methods give a voice to study
participants and ensure that study findings are grounded in participants in
experiences.
● Fosters scholarly interaction.

Disadvantages & Limitations

● The research design can be very complex.
● Takes much more time and resources to plan and implement this type of
research.
● It may be difficult to plan and implement one method by drawing on the
findings of another.
● It may be unclear how to resolve discrepancies that arise in the interpretation
of the findings.
 II. TYPES OF MIXED METHODS RESEARCH DESIGNS

Sequential Explanatory Design

● This design involves the collection and analysis of quantitative data followed by
the collection and analysis of qualitative data. The priority is given to the
quantitative data, and the findings are integrated during the interpretation
phase of the study.

When to use it?

1. To help explain, interpret or contextualize quantitative findings.

2. To examine in more detail unexpected results from a quantitative study.

Strengths:

* Easy to implement because the steps fall into clear separate stages.

* The design is easy to describe and the results easy to report.

Weaknesses:

• Requires a substantial length of time to complete all data collection given the two
separate phases.

Example:

The researcher collects data about people's risk and benefit perceptions of red meat
using a survey and follows up with interviews with a few individuals who participated
in the survey to learn in more detail about their survey responses (e.g., to understand
the thought process of people with low-risk perceptions).

Sequential Exploratory Design

● In this design, qualitative data collection and analysis is followed by

quantitative data collection and analysis. The priority is given to the qualitative
aspect of the study, and the findings are integrated during the interpretation
phase of the study.

When to use it?

1. To explore a phenomenon and to expand on qualitative findings.

2. To test elements of an emergent theory resulting from qualitative research.

3. To generalize qualitative findings to different samples to determine the

distribution of a phenomenon within a chosen population.

4. To develop and test a new instrument.

Strengths:

* easy to implement because the steps fall into clear, separate

* The design is easy to describe and the results easy to report.

Weaknesses:

* Requires a substantial length of time to complete all data collection given the two
separate phases.

* It may be difficult to build from the qualitative analysis to the subsequent data
collection.

Example:

The researcher explores people's beliefs and knowledge regarding nutritional

information by starting with in-store interviews and then uses an analysis of the
information to develop a survey instrument that is administered later to a sample
from a population.

Concurrent Triangulation

● In this design only one data collection phase is used, during which quantitative
and qualitative data collection and analysis are conducted separately yet
concurrently. The findings are integrated during the interpretation phase of the
study. Usually, equal priority is given to both types of research.

When to use it?

1. To develop a more complete understanding of a topic or phenomenon.

2. To cross-validate or corroborate findings.

Strengths:

* Provides well-validated and substantiated findings.

* Compared to sequential designs, data collection takes less time.

Weaknesses:

* Requires great effort and expertise to adequately use two separate methods at the
same time.

* It can be difficult to compare the results of two analysis using data of different
forms.

* It may be unclear how to resolve discrepancies that arise while comparing the
results.

* Given that data collection is conducted concurrently, results of one method (e.g.,
interview) cannot be integrated in the other method (e.g., survey).

Example:

The researcher uses a survey to assess people's self-reported food safety practices and
also observes those practices in their natural environment. By comparing the two
types of data, the researcher can see if there is a match between what people think
they are doing and what they are doing in terms of food safety practices.

Concurrent Nested

● In this design only one data collection phase is used, during which a
predominant method (quantitative or qualitative) nests or embeds the other
less priority method (qualitative or quantitative, respectively). This nesting
may mean that the embedded method addresses a different question than the
dominant method or seeks information from different levels. The data collected
from the two methods are mixed during the analysis phase of the project.

When to use it?

1. To gain broader and in-depth perspectives on a topic.

2. To offset possible weaknesses inherent to the predominant method.

Strengths:

* Two types of data are collected simultaneously, reducing time and resources (e.g.,
number of participants).

* Provides a study with the advantages of both quantitative and qualitative data.
Weaknesses:

* The data needs to be transformed in some way so that both types of data can be
integrated during the analysis, which can be difficult.

* Inequality between different methods may result in unequal evidence within the
study, which can be a disadvantage when interpreting the results.

Example:

The researcher collects data to assess people's knowledge and risk perceptions about
genetically modified food by using a survey instrument that mixes qualitative
(open-ended) and quantitative (closed-ended) questions, and both forms of data are
integrated and analyzed.

WEEK # 3: (FORMULATING RESEARCH QUESTIONS)

I. What is a Research Question?

● A research question is the question around which you center your research.
A. SAMPLE RESEARCH QUESTIONS

* Unclear: How should social networking sites address the harm they cause?

* Clear: What action should social networking sites like MySpace and Facebook take
to protect users' personal information and privacy?

* Unfocused: What is the effect on the environment from global warming?

* Focused: What is the most significant effect of glacial melting on the lives of
penguins in Antarctica?

* Not concise: What effect does social media have on people's minds?

* Concise: What effect does daily use of Twitter have on the attention span of
under-16s?

* Not Complex: Has there been an increase in homelessness in the UK in the past ten
years?

* Complex: How have economic and political factors affected patterns of

homelessness in the UK over the past ten years?
* Arguable: Should the death penalty be abolished?

II. Steps to developing a research question:

1. Choose an interesting general topic

2. Do some preliminary research on your general topic.
3. Consider your audience.
4. Start asking questions
5. Evaluate your question
6. Begin your research

III. Guide to Writing the Specific Research Questions

Example

When your main objective is to find out the relationship between sleep quality and
mental health. Your questions should follow the sequence of:

1. Finding out whether the respondents are deprived of sleep or not.

2. Finding out the status of mental health of the respondents.

3. Find out if there is a significant correlation between sleep deprivation and mental
health.

Establish each variable first in the research objective because they are necessary in
attaining the research objective. They are usually stated in question form. Thus, each
specific objective should be in question form as follows:

1. How much sleep do the respondents have in a day?

2. What is the status of the mental health of the respondents?

3. Is there a significant correlation between sleep quality and mental health of the
respondents?

For Quantitative Research For Qualitative Research

State first the general objective of the instead of research questions qualitative
study followed by the specifics in the researchers have a research objective.it
form of questions. there are two type of states the goal and the sole purpose of
questions: the descriptive and the the study.
inferential (states the hypothesis of the
study)

Sample: Research Questions

This study aimed to find out the correlation on students level of perceived effects to
their level of participation in Class with the implementation of technology-based
teaching strategies in Grade

11-STEM students of the University of Saint Louis-Tuguegarao.

Specifically, this study seeks to find out specific answers to the following questions:

1. What is the level of participation of students when technology-based teaching

strategies are implemented in the classroom?
2. What is the level of perceived effects with the implementation of
technology-based teaching strategies?
3. 3. Is there a significant association between the level of participation of
students and their level of perceived effects with the implementation of
technology-based teaching strategies?

IV. WRITING THE SIGNIFICANCE OF THE STUDY

A. What is significance of the study?

● Significance of the study is basically the importance of your research.
The significance of a study must be stated in the Introduction section of
your research paper.
B. CHARACTERISTICS OF THE SIGNIFICANCE OF THE STUDY
1. Mainly anchored from the Gap/s and Research Problem
2. Significance is Inclusive
3. No less than written as a Reason
 4. Written as General to Specific and is Brief
5. Still a part of Introduction

Format and Composition

● Traditionally, this is written in bulleted form where each receiver/participant of

the study will be of segments. This is true in our University format, the more
refined it is, the better. But we may also utilize this as a strategy to classify
individually the contributions of the study while it may serve as a blueprint
before writing the final one.

C. PARADIGM OF EVENTS

● Chain diagrams, also called sequence of events diagrams, are a type of graphic
organizer that describe the stages or steps in a process. In this activity, I want
you to think of an event which made a huge difference in your life. You must
show the sequence of events, showing the continuous movement of events.
After which, the presentation follows. Use the diagram below.

D. RESEARCH PARADIGM/ SIMULACRUM

In a research paradigm, the variables used in the study are the ones to be included in
the diagram to be used. The variables are defined. Thus, this is applicable in a
quantitative study

On the other hand, if the study cannot identify the variables in the study but just
concepts, the study will make use of research simulacrum. Only concepts can be
identified and not variables. This is applicable in a qualitative type of study.

It could be presented both in graphical (traditionally called paradigm) and Narrative

form (especially for qualitative studies). These are supported by hypotheses
(quantitative studies) or assumptions (qualitative studies).
● Box - it contains the variables. Normally, it answers a question in the
Statement of the Problem which needs descriptive analysis.
● One-headed arrow - illustrates influence on one variable or another.
● Two-headed arrow - it represents association or relationships between
variables.
● Connector line - connects one variable with another but does not necessarily
mean that the variables will be subjected to a statistical tool.