Practical Research 1 11 09 19 PDF

PRACTICAL RESEARCH 1
(QUALITATIVE RESEARCH)
SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II
Esperanza NHS, Esperanza, Sultan Kudarat, Region XII, Philippines
Email Address: samsudinabdullah42@yahoo.com
COURSE OUTLINE IN
PRACTICAL RESEARCH 1
(QUALITATIVE RESEARCH)
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.
I. NATURE OF INQUIRY AND RESEARCH
- What is Inquiry?
- Investigation and Immersion
- What is Research?
- Purposes of Research
- Importance of Research in Daily Life
- Characteristics of Research
- The Seven Steps in the Research Process
- Research Ethics
- Intellectual Property
- Kinds of Research across Fields
II. QUALITATIVE RESEARCH AND ITS IMPORTANCE IN
DAILY LIFE
- What is Qualitative Research?
- Nature of Qualitative Research
- Purpose of Qualitative Research
- How Qualitative Research Came into Existence
- Qualitative Research versus Quantitative Research
- Characteristics of Qualitative Research
- Strengths of Qualitative Research
- Weaknesses of Qualitative Research
- When to Use Qualitative Research
- Importance of Qualitative Research in Daily Life
III. TYPES OF QUALITATIVE RESEARCH
- Ethnography
- Grounded Theory
- Phenomenology
- Case Study
- Discourse Analysis
- Historical Research
- Biography
- Narrative Report
IV. QUALITATIVE DATA GATHERING METHODS
- Interview
- Key Informant Interview (KII)
- Focus Group Discussion (FGD)
- Participant Observation
- Participatory Rapid Appraisal (PRA)
- Document Analysis (Review of Records)
- Tape/Video Recorder
- Content Analysis
V. CONSTRUCTING QUALITATIVE RESEARCH TITLES,
BACKGROUND OF THE STUDY AND RESEARCH
QUESTIONS
- What is a Research Title?
- What is a Research Question?
- Tips on Constructing Research Questions
- What is a Background of the Study?
- Tips on Doing a Background of the Study
- Examples of Research Titles, Background of the Study and
Research Objectives
- Parts of Senior High School Qualitative Research Paper
I. NATURE OF INQUIRY AND RESEARCH
- What is Inquiry?
- Investigation and Immersion
- What is Research?
- Purposes of Research
- Importance of Research in Daily Life
- Characteristics of Research
- The Seven Steps in the Research Process
- Research Ethics
- Intellectual Property
- Kinds of Research across Fields
What is Inquiry?
INQUIRY is an act of asking
questions. It is a process that has the
aim of augmenting knowledge,
resolving doubt or solving problem. In
Merriam-Webster Dictionary, it is
synonymous with the word
“investigation”.
Investigation and Immersion
INVESTIGATION has a deeper meaning
compared to “inquiry”. It is a systematic
examination of a certain event or phenomenon.
IMMERSION is a process whereby a researcher
immerses (deeply involves) himself in the data
gathering activities and the data he has gathered
is carefully read or examined by him in detail.
Combining the idea of “inquiry”, “investigation” and
“immersion”, the concept of “research” comes in.
What is Research?

What is Research?

Purposes of Research

Importance of Research in Daily Life
- Research gives us a light or direction to
inquire about the right information.
- Research develops our attitudes to not
believe automatically without further
investigation of the real situation.
- Research sharpens our mind to give a
judicious vision to look.
- Research leads us to the ultimate philosophy of
life and it builds a graphic vision to improve the
community where we live.
- Research empowers us with knowledge and
efficient learning of new things.
- Research helps us in understanding various
issues of life and in giving solutions to our
problems.
- Research allows us to mark out the thin line
between truth (fact) and lie (fallacy).
- Research opens vistas news (new-age digital
media platforms) of opportunity before we pick
and choose.
- Research makes good habits of reading,
analyzing, thinking and learning.
- Research is a tool for building knowledge and
for facilitating learning.
- Research is a means to understand various
issues and to increase public awareness.
- Research is an aid to business awareness.
- Research is a way to prove lies and support
truths.
- Research is a means to find, gauge,
and seize opportunities.
- Research is a seed of sharing valuable
information.
- Research is the heart and soul of good
writing.
Note:
All of the essay questions throughout
the semester should be answered in
paragraph forms. This will let you to
prepare for your Research Paper. Writing a
Research Paper is done in comprehensive
paragraph forms with proper citation and
referencing.
Answer the following in paragraph forms.
1. What is research? Discuss it comprehensively.
2. Discuss the purposes of research. Why is
there a need to conduct a research?
3. How important is research in your daily life
activities?
4. Why is research considered to be the heart
and soul of good writing? Elaborate.
Characteristics of Research

The Seven Steps of the Research Process
Step 1. Define and develop your
topic (Research Problem).
Step 2. Find background information

about your chosen topic (Review of
Related Literature).
Step 3. Plan your research design including
your sample (Methodology).
Step 4. Gather necessary data using open-
ended questions (for qualitative research)
and closed-ended questionnaire or paper-
pencil test questionnaire (for quantitative
research) (Data Gathering Activities).
Step 5. Process and analyze data using
thematic analysis (for qualitative research)
and statistical tools (for quantitative research).
Step 6. Formulate new insights gained (for
qualitative research) conclusions (for
quantitative research) and recommendations.
Step 7. Define new problem.
Research Ethics
Research ethics provides guidelines for the
responsible conduct of research. In addition, it
educates and monitors researchers to ensure
a high ethical standard. It promotes the aim
of research, such as expanding knowledge. It
supports the values required for collaborative
work, such as mutual respect and fairness.
Research Ethics
INFORMED CONSENT. In order to safeguard the
rights of the participants in your study, secure
informed consent. Inform your participants about
the criteria set for choosing them as informants and
the schedule of one-on-one interview at the
convenient time they are available. Participation to
the study will be completely voluntary.
Research Ethics
HONESTY. Honestly report data, results, methods
and procedures, and publication status. Do not
fabricate, falsify and misrepresent the data.
OBJECTIVITY. Strive to avoid bias in
experimental design, data analysis, data
interpretation, peer review, personnel decisions,
grant writing, expert testimony, and other aspects
of research.
Research Ethics
INTEGRITY. Keep your promises and
agreements; act with sincerity; strive for
consistency of thought and action.
CAREFULNESS. Avoid careless errors and
negligence; carefully and critically examine
your work and the work of peers. Keep good
records of research activities.
Research Ethics
OPENNESS. Share data, results, ideas, tools and
resources. Be open to criticism and new ideas.
RESPECT FOR INTELLECTUAL PROPERTY. Honor
patents, copyrights, trademarks, trade secrets and
other forms of intellectual property. Do not use
published or unpublished data, methods, or results
without permission. Give credit where credit is due.
Never plagiarize.
Research Ethics
CONFIDENTIALITY. Protect confidential
communications, such as papers or grants
submitted for publication, personnel records,
trade or military secrets, and patient records.
RESPONSIBLE MENTORING. Help to educate,
mentor, and advise others. Promote their welfare
and allow them to make their own decisions.
Research Ethics
RESPONSIBLE PUBLICATION. Publish in order to
advance research and scholarship, not to advance
your own career. Avoid wasteful and duplicative
publication.
RESPECT FOR COLLEAGUES. Respect your
colleagues and treat them fairly. Don’t outsmart
others. Respect their opinions.
Research Ethics
SOCIAL RESPONSIBILITY. Strive to promote social
acceptance and prevent or mitigate social harms
through research, public education, and advocacy.
NON-DISCRIMINATION. Avoid discrimination
against colleagues or students on the basis of sex,
race, ethnicity, or other factors that are not related
to their scientific competence and integrity.
Research Ethics
COMPETENCE. Maintain and improve your
own professional competence and expertise
through lifelong education and learning; take
steps to promote competence in science as a
whole.
LEGALITY. Know and obey relevant laws and
institutional and government policies.
Research Ethics
ANIMAL CARE. Show proper respect and care for
animals when using them in research. Do not conduct
unnecessary or poorly designed animal
experiments.
HUMAN SUBJECTS PROTECTION. When conducting
a research on human subjects, minimize harms and
risks and maximize benefits; respect human dignity,
privacy, and autonomy.
Social Responsibility
SOCIAL RESPONSIBILITY is an ethical
framework or a duty that every
researcher has to perform so as to
promote social acceptance and prevent
or mitigate social harms through research,
public education and advocacy.
Human Rights
HUMAN RIGHTS are moral principles or
norms that describe certain standards of
human behavior and are regularly protected
as natural and legal rights. They constitute a
set of rights and duties necessary for the
protection of human dignity, inherent to all
human beings.
Intellectual Property
Intellectual Property refers to the
protection of creations of the mind, which
have both a moral and a commercial
value. It is the umbrella term encompassing
both copyright and industrial property such
as trademarks, patents and trade secrets.
Types of Intellectual Property
1. PATENT is a form of intellectual
property that gives the owner the
legal right to exclude others from
making, using, selling and importing
an invention for a limited period of
years.
Types Patents
There are three common types of PATENTS:
utility patents, design patents and plant patents.
Utility patents protect the utility or function of
a product. Design patents protect the aesthetic
appearance of the product. Plant patents protect
the discovery or invention of plants that are
asexually reproduced.
2. COPYRIGHT is an exclusive legal
right given to an originator or an
assignee to print, publish, perform,
film, or record literary, artistic, or
musical material, and to authorize
others to do the same.
Copyrightable Works
Copyrightable works include the following
categories: (1) literary works, (2) musical
works, (3) dramatic works, (4) choreographic
works, (5) pictorial, graphic and sculptural
(PGS) works, (6) audio-visual works, (7) sound
recordings and (8) architectural works.
3. TRADEMARK is a recognizable
name, insignia, phrase, word, or
symbol that denotes a specific product
and legally differentiates it from all
other products of its kind.
Types of Trademarks
Types of trademarks for products
include five main categories: (1)
generic mark, (2) descriptive mark, (3)
suggestive mark, (4) fanciful mark, and
(5) arbitrary mark.
Generic Trademarks
Generic trademarks include
phrases/taglines like “We find ways”
of BDO, “Making things possible” of
Globe, “Bida and Saya” of Jollibee,
and “Astig Tayo Dito” of TM.
Descriptive Trademarks
Descriptive trademarks
include “McDonald’s”,
“Wendy’s” and “Ayala Malls”.
Suggestive Trademarks

Fanciful Trademarks
Fanciful trademarks are terms,
names or logos that are different
from anything else that exists. They
include Kodak, Nike, Adidas,
Penshoppe, Bench, etc.
Arbitrary Trademarks
Arbitrary trademarks might include a
term or phrase with a well-known
meaning, but the meaning in its case is
different. The best example an arbitrary
trademark is Apple. Other examples are
Shell Gas Station and Camel cigarettes,
4. TRADE SECRET is type of intellectual
property in the form of a formula, practice,
process, design, instrument, pattern, commercial
method, or compilation of information that is not
generally known or reasonably ascertainable by
others, and by which a person or company can
obtain an economic advantage over competitors.
Answer the following in paragraph forms (At least 200
words each).
1. Why is research empirical?
2. Research starts with a problem and ends with
a new problem. Explain it comprehensively.
3. Research can be replicated but its finding
cannot be duplicated. Elaborate.
4. Why is there a need to consider the Research
Ethics before doing any research work?
Pointers for the First Quiz
Characteristics of Research
Purposes of Research
Types of Qualitative Research
Types of Biography
General Types of Research
Types of Quantitative Research
Types of Questions
Two Methods of Data Analysis
Definitions of Inquiry, Investigation, Immersion, Research,
Qualitative and Quantitative Research
Quiz # 1 (50 points)

I. Enumerate the following.
1 – 6 Characteristics of Research
7 – 9 Purposes of Research
10 – 17 Types of Qualitative Research
18 – 22 Types of Biography
23 – 24 General Types of Research
25 – 26 Types of Quantitative Research
27 – 28 Types of Questions
29 – 30 Two Methods of Data Analysis
II. Identify what characteristic of a research is
described by each statement.
31. Research is based on direct
experience and observation by the
researcher.
32. Research utilizes proven analytical
procedures in gathering data.
33. The collection of data
relies on practical experience.
34. Research is based on valid
procedures and principles.
35. Research is repeated.
36. Research establishes the level of
significance, i.e., at 1% or 5% level of
significance.
37. How good you are in research
concepts, yet, you don’t experience
conducting research by yourself, you
cannot be expert in research.
38. Scientific investigation is done in
an orderly manner, so that researcher
has the confidence in the results.
39. The research design and
procedures are replicated to enable
the researcher to arrive at valid and
conclusive results
40. Results of the research are based on
correct and valid information taken from the
participants.
41. Research is learning by doing.
42. Research doesn’t automatically
believe on the available data. It exhibits
judicious evaluation of the information.
43. Research exhibits careful and
precise judgement.
44. Research starts with a problem
and ends with a problem
45. The more the research topic is
conducted, the more valid and
conclusive the results would be.
III. Identify the answer of each statement.
46. It is a process that has the aim
of augmenting knowledge,
resolving doubt or solving problem.
47. It is a systematic examination
of a certain event or phenomenon.
48. It is a process whereby a
researcher immerses (deeply
involves) himself in the data
gathering activities and the data
he has gathered is carefully read
or examined by him in detail.
49. It is a systematic, rigorous
investigation of a situation or
problem in order to generate
new knowledge or validate
existing principle or theory.
50. It is a process of naturalistic
inquiry that seeks in-depth
understanding of social
phenomena within their natural
setting.
Answer Key of Quiz # 1
I. 1. Empirical
2. Logical
3. Critical
4. Cyclical
5. Replicable
6. Analytical
7. To inform action
8. To prove a theory
9. To contribute in developing knowledge
10. Ethnography
11. Phenomenology
12. Grounded Theory
13. Case Study
14. Historical Research
15. Discourse Analysis
16. Biography
17. Narrative Report
18. Scholarly Chronicle
19. Life History Writing
20. Intellectual Biography
21. Memoir Biography
22. Narrative Biography
23. Qualitative Research
24. Quantitative Research
25. Experimental Research
26. Non-Experimental Research
27. Open-Ended Questions
28. Closed-Ended Questions
29. Inductive Method
30. Deductive Method
31. Empirical
32. Analytical
33. Empirical
34. Logical
35. Cyclical
36. Critical
37. Empirical
38. Logical
39. Replicable
40. Logical
41. Empirical
42. Critical
43. Critical
44. Cyclical
45. Replicable
46. Inquiry
47. Investigation
48. Immersion
49. Research

Identify the answer of each of the following.
1. It is a systematic, formal, rigorous and precise way
of investigation to gain solutions to problems or to
discover and interpret new facts and relationships.
2. Research starts with ______ and ends with ______.
3. It is a characteristic of research which states that the
collection of data relies on practical experience.
4. What characteristic of research is described by this
statement? “Research utilizes proven analytical
procedures in gathering data”.
5. “Research is based on valid procedures and
principles in such a way that scientific investigation is
done in an orderly manner”. What characteristic of
research is explained by that statement?
6. It is a characteristic of research which states that the
more replicated the researches are, the more valid and
conclusive the results would be.
7. They are open-ended questions personally designed
by the researcher in conducting interview or focus group
discussion.
8. It is a type of questionnaire having already the options for
the participants to choose their answers in responding to a certain
issue or phenomenon.
9. It is an act of taking someone else’s works or ideas and
passing them off as one’s own and is usually done without proper
citation and referencing.
10. It is a form of intellectual property that gives the owner the
legal right to exclude others from making, using, selling and
importing an invention for a limited period of years.
11. It is an exclusive legal right given to an originator or an
assignee to print, publish, perform, film, or record literary, artistic,
or musical material, and to authorize others to do the same.
12. It is a recognizable name, insignia, phrase, word, or symbol
that denotes a specific product and legally differentiates it from
all other products of its kind.
13. It is type of intellectual property in the form of a formula,
practice, process, design, instrument, pattern, commercial method,
or compilation of information that is not generally known or
reasonably ascertainable by others, and by which a person or
company can obtain an economic advantage over competitors.
14. It refers to the protection of creations of the mind, which
have both a moral and a commercial value. It is the umbrella term
encompassing both copyright and industrial property such as
trademarks, patents and trade secrets.
15. It is a legal term that refers to a duty of an individual
to refrain from sharing confidential information with others.
16. They are the moral principles that a researcher must
follow, irrespective of the status, place or time in conducting
a research. They focus on the moral principles that a
researcher must follow in his respective field of research.
17. It is an ethical framework or a duty that every
researcher has to perform so as to promote social
acceptance and prevent or mitigate social harms through
research, public education and advocacy.
18. They are moral principles or norms that describe certain
standards of human behavior and are regularly protected as
natural and legal rights. They constitute a set of rights and duties
necessary for the protection of human dignity, inherent to all
human beings.
19. What research ethics is described by this statement?
“When conducting a research on human subjects, minimizing
harms and risks and maximizing benefits should be the top
priority of the researcher”.
20. “Do not conduct unnecessary or poorly designed animal
experiments”. What research ethics is described by that
statement?
Answer Key (Quiz # 2)
1. Research
2. Problem
3. Empirical
4. Analytical
5. Logical
6. Replicable
7. Guide Questions
8. Closed-Ended Questionnaire
9. Plagiarism
10. Patent
11. Copyright
12. Trademark
13. Trade secret
14. Intellectual Property
15. Confidentiality
16. Research Ethics
17. Social Responsibility
18. Human Rights
19. Human Subjects Protection
20. Animal Care
Kinds of Research Across Fields
1. Arts-Based Research is defined as the use
of personal expression in various art forms as a
primary mode of inquiry. It includes studies that
may accompany or include the artistic
expressions of others. It is making and doing of
art as a means of understanding life.
Examples of Arts-Based Research
The examples of art-based research are
“How the Arts Benefit Student Achievement”,
“The Arts and the Transfer of Learning”, “The
Role of Color in Beautification and Urban
Aesthetics” and “Positive Classroom
Environment Through Classroom Design” .
2. Research in Humanities is designed to
explore human culture such as philosophy,
religion, literature, linguistics and history. It also
includes ancient and modern languages, human
geography, laws, politics and other social
sciences.
Humanities are academic disciplines that study
aspects of human society and culture.
Examples of Research in Humanities
The examples of research in
humanities are “Religious Education in the
Private Schools: Practices and Challenges”
and “Political System and Government in
the Bangsamoro Autonomous Region in
Muslim Mindanao (BARMM)”.
3. Sports Research is designed to help athletes reach
and sustain their ideal body and wellness goals through
proven high quality products. It is conducted to explain
the underlying mechanisms how athletes maintain their
good physical appearance and healthy lifestyle. It gives
the coaches and athletes a way to gain solid information
and apply it to sports performance. It helps the coaches
form beliefs to develop programs and coaching
techniques.
Examples of Sports Research
The examples of sports research are
“Participation of Students in Athletics and their
Academic Performance”, “The Role and
Experiences of the Sports Team Captains”, “The
Impact of Sports Activities on the Self-Efficacy
of Students” and “The Untold Stories of Sports
Enthusiasts”.
4. Science Research is designed
to discover laws, postulates theories
that can explain natural or social
phenomena. In other words, Science
research builds scientific knowledge.
Science Research
Science Research is performed by
applying systematic and constructed
scientific method to obtain, analyze
and interpret data. A strong and
testable hypothesis is the fundamental
part of the scientific research.
Examples of Science Research
The examples of science research are
“The Role of Sugar in Food Preservation”,
“Making Soup Out of Guava”, “Electrical
Resources Out of Fruits and Vegetables”, and
“Use of Reciprocal Peer Tutoring (RPT) in
Improving the Problem Solving Skills of
Students in Chemistry and Physics”.
5. Mathematics Research is a study that looks at the
myriad problems to enhance critical and logical thinking
abilities. It gives the opportunity to master mathematics
topics and it provides an understanding of mathematics
as an exact science.
Mathematics Research helps us to develop confidence
and increase enthusiasm to do more mathematical
problems. It may lead to find new formulas and it can
help finding ways to simplify calculations or problems.
Examples of Mathematics Research
The examples of mathematics research are
“Practical Work Approach (PWA) and Problem
Solving Skills of Students in Algebra”, “Students’
Misconceptions and Errors in Trigonometry”,
“Common Errors of Students in General
Mathematics: Analysis and Remediation”, and
“Mathematics Experiences of Women and Girls: A
Narrative Inquiry”.
6. Agriculture Research is aimed at improving
productivity and quality of crops by their generic
improvement, better plant protection, irrigation, storage
methods, farm mechanization, efficient marketing, and
better management of agricultural resources.
Agriculture plays a crucial role in the life of an
economy. It is the backbone of the economic system. It
does not only provide food and raw material but also
employment opportunities.
Examples of Agriculture Research
The examples of agriculture research are
“Effect of Different Rates of Nitrogen Fertilizers on
Growth and Quality of Rice and Corn”, “Shaping the
Modern Farming Through AgTech Fusion”, “Growth
and Development of Eggplant (Solanum Melongena)
as Influenced by Various Organic Fertilizers” and
“Modern Farming Methods: Changing the Face of
Agriculture”.
7. Fisheries Research is conducted to increase
the production of fishery resources for the
purpose of providing human food. It helps the
fisheries management authority such as Bureau of
Fisheries and Aquatic Resources (BFAR) to protect
different bodies of water so that sustainable
supply of aquatic resources is maintained.
Examples of Fisheries Research
The examples of fisheries research are
“Vulnerability of Inland and Coastal
Aquaculture to Climate Change”, “Effect of
Commercial Fishing Technologies on Marine
Ecosystem”, “Dredging: Habitant Destruction of
Clams and other Aquatic Resources” and “Why
Do Fish Stocks Collapse? An Exploratory Study”.
8. Information and Communication
Technology (ICT) Research is designed to ease
knowledge-gathering process and to enhance
resource-development. It is conducted to make
us ready to adapt with the changing times
and to understand today’s fast changing
knowledge and its peculiarities.
Examples of ICT Research
The examples of ICT research are “The Role of
ICT within Small and Medium Enterprises in the
Municipality of Esperanza, Sultan Kudarat”,
“Implementation of DepEd Computerization Program
(DCP) in the Public High Schools in Sultan Kudarat”,
“Art and Mathematics Modelling in Computers” and
“Role of Computers in Digital Forensics”.
9. Business Research is a process of
acquiring detailed information of all the
areas of business and using such information
in maximizing the sales and profit of the
business. It helps business firms determine
which product or service is most profitable or
in demand.
Examples of Business Research
The examples of business research
are “Financial Literacy, Spending
Practices and Performance of Teachers“
and “Budgeting Practices and Business
Efficiency of Large Enterprises at Sultan
Kudarat”.
10. Social Science Research is a study
that focuses on finding reasons for human
behavior. It is conducted to gather
information about people and societies. It
can change the already accepted principles
through its new research methodologies and
findings.
Examples of Social Science Research
The examples of social science research are
“The Impact of Deforestation on Wildlife”,
“Emotional Intelligence and Social Competence:
Antecedents of School Administrators’
Transformational Leadership Qualities”,
“Implementation of Ecological Solid Waste
Management (RA 9003) in the Municipality of
Esperanza, Sultan Kudarat”.

Identify what kind of research across fields is
given by each of the following research titles.
1. Emotional Intelligence and Social Competence:
Antecedents of School Administrators’
Transformational Leadership Qualities
2. Budgeting Practices and Business Efficiency of
Large Enterprises at Sultan Kudarat
3. Art and Mathematics Modelling in Computers
4. Role of Computers in Digital Forensics
5. Dredging: Habitant Destruction of
Clams and other Aquatic Resources
6. Modern Farming Methods: Changing
the Face of Agriculture
7. Students’ Misconceptions and Errors in
Trigonometry
8. Why Do Fish Stocks Collapse? An
Exploratory Study
9. The Role of Sugar in Food
Preservation
10. Making Soup Out of Guava
11. The Impact of Sports Activities on the
Self-Efficacy of Students
12. Dredging: Habitant Destruction of Clams and
other Aquatic Resources
13. Financial Management, Spending Practices
and Performance of Teachers
14. Effect of Different Rates of Nitrogen
Fertilizers on Growth and Quality of Rice and Corn
15. Effect of Commercial Fishing Technologies on
Marine Ecosystem
16. Children In-Conflict with the Law: A Resolution
and Intervention
17. Learning Stress and Stress Management of
Senior High School Students
18. Early Childhood Care Program and
Development of Personality of Children
19. Positive Classroom Environment Through
Classroom Design
20. The Impact of Deforestation on Wildlife
1. Social Science Research
2. Business Research
Technology (ICT) Research/Arts-Based
Research/Mathematics Research
Technology (ICT) Research
5. Fisheries Research
6. Agriculture Research
7. Mathematics Research
9. Science Research
10. Science Research
11. Sports Research
16. Research in Humanities
17. Research in Humanities/Social
Science Research
19. Arts-Based Research
II. QUALITATIVE RESEARCH AND ITS IMPORTANCE IN
DAILY LIFE
- What is Qualitative Research
- Nature of Qualitative Research
- Purpose of Qualitative Research
- How Qualitative Research Came into Existence
- Qualitative Research versus Quantitative Research
- Characteristics of Qualitative Research
- Strengths of Qualitative Research
- Weaknesses of Qualitative Research
- When to Use Qualitative Research
- Importance of Qualitative Research in Daily Life
What is Qualitative Research?
Qualitative Research is a scientific method
of observation to gather non-numerical data.
It refers to the meanings, concepts,
characteristics, metaphors, symbols and
description of phenomena, and not to their
counts or measures.
Nature of Qualitative Research
Qualitative Research is a process of
naturalistic inquiry that seeks in-depth
understanding of social phenomena within their
natural setting. It relies on the direct
experiences of human beings as meaning-
making agents in their every day lives.
Qualitative Research seeks to answer the
“Why”, “In what ways”, “What”, and “How” of
phenomena as opposed to the “To what extent”,
“Is there a significant difference/relationship” and
“How many” of phenomena. Qualitative analysis
calculates “meaning” while quantitative analysis
calculates “mean”.
Rather than by logical and statistical
procedures, Qualitative Research uses multiple
systems of inquiry for the study of human
phenomena such as biography, case study,
historical analysis, discourse analysis,
ethnography, grounded theory and
phenomenology.
Purpose of Qualitative Research
Qualitative Research promotes
a deep, holistic understanding of
a particular phenomenon.

How Qualitative Research Came into Existence
Human beings have always attempted to
understand the world where they live. Before the
19th century, questions about human existence
were answered from the Bible, the Church, and
from Greek philosophers such as Plato and
Aristotle who believed that the process of
“knowing” was absolute, systematic and logical.
th
It was during the late 18 century when the
pursuit of knowledge experienced a scientific crisis.
Other philosophers such as Immanuel Kant, William
Dilthey, Edmund Husserl and Maurice Merleau-Ponty
believed that life consists of what we experience in
our activities and reflections as we live out our
personal histories and that we live in a matrix of
complex relationships with others.
Therefore, humans cannot be studied as
isolated units but must be understood in the
context of their “lived world” or “cultural
and social connections”. The seminal work of
these philosophers paved the way for the
birth of naturalistic or qualitative research.
In short, Qualitative Research has a long
history in sociology and has been used
within it for as long as the field has existed.
This type of research has long appealed to
social scientists to investigate the meanings
people attribute to their behavior, actions,
and interactions with others.
Qualitative Research versus
Quantitative Research
Qualitative research is concerned with in-
depth understanding which is purely
described in words, phrases or sentences.
Quantitative research is concerned with
measurement and numbers. It is dependent
on statistical tools and numerical scales.
Qualitative research is primary exploratory research.
It is used to gain understanding of underlying reasons,
opinions, and motivations. It provides insights into the
problem or it helps to develop ideas or hypotheses for
potential quantitative research.
Quantitative research is used to quantify the problem
using rating scale and other research parameters. It is
used to quantify reasons, opinions and motivations.
Qualitative research uses interviews, participant
observation, focus group discussions (FGD),
participatory rapid appraisal (PRA), document
analysis and content analysis in gathering data.
Quantitative research employs survey
questionnaire, checklist, paper-pencil test and
experimentation in gathering data.
In terms of data gathering activities, Qualitative
research is inductive while quantitative research is
deductive.
In terms of discussing the gathered data, both
Qualitative Research and Quantitative Research employ
inductive and deductive methods. In other words, inductive
and deductive methods are not mutually exclusive with
each other in research.
In discussing the Qualitative Research data, arguments
based on experience or observation are best expressed
inductively. While arguments based on laws, rules, or
other widely accepted principles are best expressed
deductively.
Inductive method of discussing the data is also known
as “bottom-up” method. Deductive method of discussing
the data is also called “top-down” method.
In discussing the Quantitative Research data,
inductive method is used if the researcher discusses
first the indicators that receive the lowest and
highest means before he explains the overall
mean. If the researcher starts his discussion from
the overall mean before going to the lowest and
highest means, deductive method is employed.
Qualitative research is making “kwento” out of a certain
phenomenon. Open-ended questions are used. Pictures,
words, sentences, paragraphs, compositions, narrations
and short stories are used in qualitative research.
Quantitative research is doing “kwenta” out of a certain
phenomenon. Closed-ended questions are employed.
Numbers, scales, hypotheses, calculations, computations
and statistics are applied in quantitative research.
In what way is qualitative research inductive?
Qualitative Research is inductive since the
researcher starts with the observations and
the new theory or insight is generated
towards the end of the research process.
The researcher starts from a scratch, a
completely open mind without any
preconceived ideas of what will be found.
In what way is qualitative research inductive?
In Qualitative Research, the researcher
begins from gathering all the small or specific
details of the subject before he will give his
generalization towards the end of the research
process. This means that NO CONCLUSION will
be formulated. NEW INSIGHTS OR THEORIES
GAINED will be used instead of conclusions.
Why is Qualitative Research Subjective?
Qualitative Research is primarily subjective as it seeks
to understand human behavior and reasons that govern
such behavior using the personal views of the researcher.
Data analysis is influenced by the personal experiences
and opinions of the researcher. The researcher uses open-
ended questions in gathering data. There is no CRITERIA
used by the researcher in discussing the data.
The aim of qualitative research is to generate a new
theory based on the gathered data.
Why is Quantitative Research Deductive?
Quantitative Research is deductive as it starts
from an already constructed theory or principle.
The researcher begins with a hypothesis or
already constructed theory. He focuses on
exploring the previously researched
phenomenon from different perspectives.
The aim of quantitative research is to test
hypothesis or theory.
Why is Quantitative Research Deductive?
In Quantitative Research, the researcher begins with
an expected pattern “that is tested against
observations”. In other words, the researcher explores
a known theory or phenomenon and tests if that theory
is valid in a given circumstances. The reasoning starts
with a theory and leads to a new hypothesis. This
hypothesis is put into the test by confronting it with
observations that either lead to a confirmation or a
rejection of the hypothesis.
Why is Quantitative Research Objective?
Quantitative Research is objective as it only seeks
precise measurements and analysis of target
concepts to answer inquiries. The researcher
employs a standard criteria in analyzing data. He
doesn’t go beyond what is found in the set research
parameters. He employs closed-ended research
instrument in gathering data. Conclusion is
formulated towards the end of the research process.
Open-Ended Questions
OPEN-ENDED QUESTIONS are defined as the free-
form survey questions that allow a participant to
answer in open-text format. In other words, responses
to these questions are not limited to a set of options.
Guide questions for the interviews and focus group
discussions are examples of open-ended questions.
These questions elicit data needed by a qualitative
research.
Examples of Open-Ended Questions
1. What were your experiences during the
consecutive strikes of powerful earthquakes in North
Cotabato? How did you handle the trauma caused
by these earthquakes?
2. Was the support of the National and Local
Government enough for your basic needs? Did they
conduct stress debriefing for those who were
traumatized?
Closed-Ended Questions
CLOSED-ENDED QUESTIONS are questions that can
only be answered by selecting from a limited number
of options, usually “multiple-choice”, “yes or no”, or a
rating scale (e.g. from strongly agree to strongly
disagree).
CLOSED-ENDED QUESTIONS are the foundation of
all statistical analysis techniques applied on
questionnaires and surveys for quantitative research.
Examples of Closed-Ended Questions
1. Are you in favor of the implementation of
Reserve Officers Training Corps (ROTC) program in
senior high school students in both public and private
schools nationwide?
5 Very Much Favor 2 Not Favor
4 Very Favor 1 Very Much Not Favor
3 Moderately Favor
Examples of Closed-Ended Questions
2. To what extent are you affected by the strikes of
consecutive strong earthquakes in North Cotabato?
4 Very Much Affected
3 Very Affected
2 Moderately Affected
1 Not Affected
Two General Types of Research
Research
Experimental Research
Qualitative Quantitative
Research Research
Ethnography
Grounded Theory Non-Experimental Research Comparative Research
Phenomenology
Case Study
Discourse Analysis Scholarly Chronicle
Historical Research
Intellectual Biography
Narrative Report Life History Writing
Biography Memoir Biography
Narrative Biography


Determine whether each word or group of words
connotes an idea of Qualitative Research or
Quantitative Research.
1. Objective
2. Subjective
3. Naturalistic
4. To validate the already constructed
theory/principle
5. Interview
6. New Insights or Theories Gained
Instead of Conclusion
7. Survey Questionnaire
8. Checklist
9. Experimentation
10. Numeric
11. Participant Observation
12. Natural Setting
13. Exploratory
14. Thematic Analysis
15. Statistical Treatment
16. Personally Engaged
17. Researcher can hire someone in
gathering data.
18. Verbatim Quotes
19. Tabular Form of Data Presentation
20. Purely Textual Form of Data
Presentation and Analysis
21. Closed-Ended Questionnaire
22. Open-Ended Questions
23. Highly-structured Research
24. Hypothesis
25. Multiple Methods
26. Pure Words, Phrases, Sentences,
Compositions and Stories are used in
data analysis
27. Pre-Test/Post-Test
28. No Criteria
29. Research Parameters
30. More Scientific

17. Quantitative Research 26. Qualitative Research
18. Qualitative Research 27. Quantitative Research
19. Quantitative Research 28. Qualitative Research
20. Qualitative Research 29. Quantitative Research
21. Quantitative Research 30. Quantitative Research
Use the Venn Diagram below to compare and contrast
Qualitative Research and Quantitative Research.
Qualitative Research Quantitative Research
Similarities

Similarities and Differences of Qualitative Research
and Quantitative Research Using Venn Diagram
Qualitative Research Quantitative Research
Multiple Methods One to Two Methods
Natural Setting Dependent on Statistical Tools
Subjective Similarities Objective
Few Number Both are rigorous Large Sample
of Sample investigation of phenomenon Numeric
Both use textual form in data
Naturalistic Quantifiable
analysis Hypothesis
Thematic Analysis Both enhance our skills in
critical writing Closed-Ended Questionnaire
Open-Ended Question Survey Questionnaire
Verbatim Quotes Both satisfy our curiosity
Both undergo seven scientific Rating Scale
New Insights Gained More Precise
Exploratory methods More Scientific
No Criteria With Conclusion
Similarities of Qualitative Research and Quantitative Research
Similarities
1. Both undergo process of inquiry and
investigation. 2. Both improve life.
3. Both start with a problem and end with a new problem.
4. Both use textual forms in analyzing and interpreting data.
5. Both lead us to the ultimate philosophy of life and build a
graphic vision to improve the community where we live.
6. Both help us in understanding various forms issues of life
and in giving solutions to our problems.
7. Both use inductive and deductive methods of presenting data.

Identify what kind of research across fields is
described by each of the following.
1. Use of personal expression in various art forms as a
primary mode of inquiry.
2. Designed to explore human culture such as philosophy,
religion, literature, linguistics and history.
3. Designed to discover scientific laws, postulates and
theories that can explain natural or social phenomenon.
4. Looks at the myriad problems to enhance critical and
logical thinking abilities.
5. Designed to help athletes reach and sustain their
ideal body and wellness goals through proven high quality
products that complement their lifestyles.
6. Aimed at improving productivity and quality of crops
by their generic improvement, better plant protection,
irrigation, storage methods, farm mechanization, efficient
marketing, and better management of agricultural
resources.
7. Conducted to increase the production of fishery
resources for the purpose of providing human food.
8. Designed to ease knowledge-gathering process and
to enhance resource-development. It is conducted to make
us ready to adapt with today’s fast changing knowledge
and its peculiarities.
9. A process of acquiring detailed information of all the
areas of business and using such information in maximizing
the sales and profit of the business.
10. Focuses on finding reasons for human behavior. It is
conducted to gather information about people and
societies.
1. Arts-Based Research
2. Research in Humanities
3. Science Research
4. Mathematics Research
5. Sports Research
8. Information and Communication Technology (ICT) Research
Characteristics of Qualitative Research
NATURALISTIC INQUIRY. Qualitative research is naturalistic
because it studies a person or group in his/its natural setting.
Qualitative researcher often collects data in the field where
participants experience the issues or problems under study.
INDUCTIVE ANALYSIS. Qualitative research allows the
researcher to immerse in a subject. The researcher starts with
guide questions which continuously change depending on
what he wants to know. After gathering all the needed data,
he generalizes the new insights gained from the investigation.
HOLISTIC PERSPECTIVE. Qualitative research applies holistic
approach which states that “The whole is greater than the sum
of its parts”. Qualitative researcher tries to develop a
complex picture of the problems or issues under study.
RESEARCHER AS THE KEY INSTRUMENT. Qualitative
researcher collects data himself through examining documents,
observing behavior, and interviewing participants.
Researcher uses guide questions personally designed by him.
He does not tend to use or rely on questionnaires or
instruments developed by other researchers.
DYNAMIC SYSTEM. Qualitative research is not concerned
with having straightforward, right or wrong answers. In
addition, change in the study is common because the
researcher is not concerned with finding one answer only.
In other words, qualitative researcher is open to change his
research process as the research process succeeds.
UNIQUE CASE ORIENTATION. Qualitative researcher
must remember that every study is special and he must
observe in-depth attention to the subject matter.
CONTEXT SENSITIVITY. Qualitative researcher is
sensitive to the cultures, traditions and beliefs of his
subjects.
EMPATHIC NEUTRALITY. Ideally, qualitative
researcher is non-judgmental when compiling findings.
DESIGN FLEXIBILITY. Qualitative researcher can
continue to do research on other topics or questions that
emerge from initial research. He is flexible to the
research design applicable to the subject.
MULTIPLE METHODS. Qualitative researcher typically gathers
multiple forms of data, such as interviews, observations, and
documents, rather than relying on a single data source. Then he
reviews all the data and make sense of them, organizing them
into categories or themes that cut across all of the data sources.
THEMATIC ANALYSIS. Qualitative researcher develops themes
in reporting his findings. His reports reflect multiple perspectives
of the participants in the study. These multiples perspectives are
categorized into themes for comprehensible analysis.

Strengths of Qualitative Research
 Captures perception of local people
Details why people do certain things
Is interactive
Makes it easier for the people to understand the
research findings
Allows the researchers to make use of different senses
and look at non-verbal dimensions
Is responsive to field conditions; hence flexibility of
research design
 Develops partnership with communities
Effective in exploring sensitive issues
Gives voice to participants
Captures diversity of experiences and perceptions that
are segmented according to different lines of social
differentiation
Conveys the complexity, ambiguity and dynamic nature
of experiences of participants
 Elucidates complex processes (e.g. how men and
women make decisions, negotiate resources, manage
risk differently)
Identifies contextual influences, causalities and
drivers of vulnerability
Allows participants to freely exchange information
or ideas
Is best for intimate and sensitive issues
Weaknesses of Qualitative Research
 Is not easily replicable
Entails long periods in the field
Ethnographers experience difficult social pressures in
the field and it requires them to exercise
considerable social skills.
Generates vast amount of qualitative data that can
be very difficult to analyze
Is influenced by the researcher’s perceptions hence it
is subjective
Weaknesses of Qualitative Research
 Is less effective and efficient for solving specific decision
problems
Cannot guarantee that a wrong decision will not be made
Cannot compensate for the lack of factual knowledge
Requires multiple sessions, that’s why, aside from time
consuming, it is more expensive
Gathered data are valuable but difficult to present
Data created through qualitative research is not always
accepted
When to Use Qualitative Research
 Little or no research has already been conducted on the
topic.
 Objective of research is somewhat exploratory and
naturalistic.
 There is a need to explore some ideas in depth to
understand thoughts, feelings or percentions.
 There are some uncertainties abut the issues that may be
influencing behavior.
 There is a need for a fresh approach in studying the
problem.
When to Use Qualitative Research
 To establish new theories or principles
 To have in-depth assessment on behavioral issues
and emotional, attitudinal and personality factors
 To make sense of complex situations or social
processes
 To interpret the finding of quantitative research
 To preserve cultural heritage
 To explore new problem
Importance of Qualitative Research in Daily Life
 Qualitative Research unveils individual’s
perception, feelings and attitudes about a certain
topic or issue
 Information is precise and reliable since it
promotes collaboration of the researcher and the
members of the community.
 Qualitative Research stimulates people’s
interdependence or interpersonal relationship.
Importance of Qualitative Research in Daily Life
 Qualitative Research puts premium or high value on
people’s thinking or point of view conditioned by
their personal views.
 Qualitative Research gains an in-depth
understanding of underlying reasons, opinions and
motivations.
 Qualitative Research allows the research to immerse
in the community where the participants live.

Identify what characteristic of Qualitative Research is
described by each of the following statements.
1. A researcher does not tend to use or rely on
questionnaires or instruments developed by other researchers.
2. Qualitative research studies a person or group in his/its
natural setting.
3. A researcher tries to develop a complex picture of the
problems or issues under study.
4. A researcher often collects data in the field where
participants experience the issues or problems under study.
5. A researcher gathers specific information about
a certain phenomenon before he generalizes the new
insights gained from the investigation.
6. Qualitative research applies the adage “The
whole is greater than the sum of its parts”.
7. Qualitative research is personally engaged.
8. Change in the research design is common
because the researcher is not concerned with finding
one answer only.
9. Every study is special and a researcher must observe
in-depth investigation to the subject matter.
10. Qualitative research process changes as the research
progresses.
11. A researcher collects data himself through examining
documents, observing behavior and interviewing
participants.
12. Every participant’s answer is unique and a researcher
should not stop gathering data unless the information
becomes “saturated” already.
13. A researcher is sensitive to the cultures,
traditions and beliefs of his participants.
14. A researcher is ideally non-judgemental and
neutral when compiling findings.
15. A researcher is flexible to the research
design applicable to the subject.
16. A researcher may not ask questions which
might touch the ego of the participants.
17. A researcher investigates first the small
details of the phenomenon before he arrives at the
generalization.
18. Qualitative research is not concerned with
having straightforward, right or wrong answers.
19. A researcher can change his research design
depending upon to the flow of the research process.
20. A researcher provides the new insights gained
after series of inquiries and investigations.
21. A researcher develops themes in reporting his
findings.
22. A researcher is aware of the things that may
cause participants to be hurt or to be upset.
23. It is also known as “bottom-up” analysis.
24. Verbatim quotes from the participants are
categorized into themes for comprehensive analysis.
25. A researcher employs multiple forms of data.
1. Researcher as the Key Instrument
2. Naturalistic Inquiry
3. Holistic Perspective
4. Naturalistic Inquiry
5. Inductive Analysis
6. Holistic Perspective
8. Design Flexibility
9. Unique Case Orientation
10. Dynamic System
12. Unique Case Orientation
13. Context Sensitivity
14. Empathic Neutrality
18. Dynamic System
20. Inductive Process
25. Multiple Methods
Answer each of the following in paragraph forms (At
least 200 words).
1. What are the strengths of Qualitative Research?
2. Explain the weaknesses of Qualitative Research.
3. When will you use Qualitative Research? Give
situations and explain.
4. Why is Qualitative Research personally
engaged?
5. In what ways does Qualitative Research applies
inductive approach?
III. TYPES OF QUALITATIVE RESEARCH
- Ethnography
- Grounded Theory
- Phenomenology
- Case Study
- Discourse Analysis
- Historical Research
- Biography
- Narrative Report
1. ETHNOGRAPHY is the most familiar and
applicable type of qualitative research. It refers to
the investigation of a culture through an in-depth
study of the members of the cultural society. It
involves the systematic collection, description, and
analysis of data for development of theories of
cultural behavior. Its main purpose is to preserve the
cultural heritage of an ethnic group.
Examples of Ethnography
The examples of ethnography are “Cultural
Awareness and Integration of Peace Education in the
Indigenous Peoples (IP) Communities”, “Folklores and
Cultural Presentation of Maguindanaon”, “Kulintang
Ensemble of Maguindanaon: Reflection and Preservation of
their Cultures and Traditions”, “Traditional Marry-Making of
Indigenous Peoples (IP’s)”, “Inaul: Maguindanaon Fabric of
Pride and Heritage” and “T’nalak: Reflection of T’bolis’
Dreams, Beliefs, Myths and Religion”.
2. GROUNDED THEORY is designed to discover what problems
exist in a given social environment and how the persons involved
handle these problems. It is a naturalistic and exploratory research
used primarily to generate theory through relevant information
taken from very reliable sources. In other words, its focus is theory
development.
In Grounded Theory, data collection and analysis occur
simultaneously until “saturation” is reached. If little things are known
for the topic and no available review of related literature from
printed materials, Grounded Theory is very useful.
Grounded Theory
In GROUNDED THEORY, the researcher begins with a broad
query in a particular subject and then collects relevant information
about the topic. As the action processes of data collection continue,
each piece of information is reviewed, compared, and contrasted
with other information. From this constant comparison process,
commonalities and differences among categories of information
become clear, and ultimately a theory that explains observations is
inductively developed. Grounded Theory can also be useful in
modifying existing theory or to expand or uncover differences from
what is already known.
Grounded Theory
GROUNDED THEORY requires extensive and
repeated sifting through the gathered data and
analyzing and re-analyzing multiple times in order to
identify new theory. It is an approach best suited to
research projects where the phenomenon to be
investigated has not been previously explored. This
means that Grounded Theory can be best employed if
there is no available review of related literature
regarding the phenomenon.
Examples of Grounded Theory
The examples of Grounded Theory are “The Life of Bangsamoro
People Before Spanish Colonial Period”, “The Story Behind the Migration
of Christians from Visayas and Luzon to Mindanao”, “How the Land
Areas in Mindanao are Dominantly Owned by the Christians”,
“Bangsamoro People: Minorities in their Homeland”, “The Magical
Powers of Christians in Developing the Fertile Island of Mindanao” and
“Life and Struggle of Bangsamoro People Living along the Rio Grande de
Mindanao”.
NOTE: The above research titles are just only examples to let
you conceptualize your Qualitative Research Titles. Little things are
known for that stated topics. So, Grounded Theory is very applicable.
3. PHENOMENOLOGY is designed to focus on the
commonality of a lived experience with a particular group.
The fundamental goal of this research is to arrive at a
description of the nature of the particular phenomenon. The
common gathering method is this research is Participatory
Rapid Appraisal (PRA).
PHENOMENOLOGY aims to determine what an
experience means for the persons who have had the
experience of living in a certain community which is the
subject of the research.
Phenomenology
PHENOMENOLOGY seeks reality from individuals’
narratives of their experiences and feelings, and to produce
in-depth descriptions of the phenomenon.
The examples of phenomenology are “Life without
Gadgets”, “Post-Traumatic Experiences in the Battle Fields of
Maguindanao: A Phenomenological Study”, “Resilience of
Indigenous Peoples (IP’s) in their Mountainous Homeland” and
“Students Today and Students Now: A Phenomenological
Study”.
4. CASE STUDY is an exploration of a
“bounded system” or a “case” or “multiple cases”
over time through detailed, in-depth data
collection involving multiple sources of information
rich in interesting stories. The context of the case
involves situating the case within its natural setting,
which may be physical, social, historical and/or
economic.
Examples of Case Study
The examples of case study are “Teenage Pregnancy in
the Public High Schools”, “Fly-By-Night Schools: Quality
Education or Quantity of Enrolment?”, “He Does, I Do: A
Crab Mentality in the Workplace”, “Bringing Home Office
Goodies”, “Health Behavior Tracking via Mobile Games: A
Case Study among Students”, “Students’ Discipline and
Academic Performance through Child-Friendly School (CFS)
Environment: A Case Study” and “Victims of Love: A Case
Study”.
5. DISCOURSE ANALYSIS is defined as the analysis
of language “beyond the sentence”. It deals with texts,
interactions and social practices at the local,
institutional and societal levels. It is a broad term for
the study of the ways in which language is used by the
people, both written and spoken contexts. It melds
linguistics and sociology by taking into account the
social and cultural context that language is used.
Materials and Topics for Discourse Analysis
Materials that are suitable for Discourse
Analysis include books, newspapers, periodicals,
brochures and advertisements.
Topics for Discourse Analysis include sounds or
intonations, gestures, syntax, lexicon, style, rhetoric,
meanings, speech acts, moves, strategies and other
aspects of interaction or communication.
Examples of Discourse Analysis
The examples of discourse analysis are “The
Music of Everyday Speech: Prosody and Discourse
Analysis”, “Talk that Counts: Age, Gender and
Social Class Differences in Speaking English”, “What
Good Speakers Do in Conversation: A Discourse
Analysis”, and “A Discourse Analysis on the Impact
of Modern Technologies on Communication”.
6. HISTORICAL RESEARCH is a method of
examination of evidence in understanding the past
events. It is particularly applied to evidence
contained in documents, although it can be applied
to all artefacts. It involves studying, understanding
and interpreting past events. The purpose of
historical research is to reach insights or conclusions
about past persons or occurrences.
Examples of Historical Research
The examples of historical research are “The
Cold War and Its Consequences for the World”, “The
Impact of Martin Luther King’s Speech”, “The
Crusades and the Jihads: Similarities and Differences”
and “The Bangsamoro Identity Struggle and
Bangsamoro Basic Law as the Path to Peace:
Historical Analysis”.
7. NARRATIVE REPORT is designed to
present things or events that have
happened in the past through a logical
progression of the relevant information. The
main purpose of a narrative report is to
present a factual depiction of what has
occurred.
Examples of Narrative Report
The examples of narrative report are
“High School Life: The Most Unforgettable Life
of Students”, “Finding Love: How I Met my
Soulmate”, Finding Beauty in the Printed Word:
How I Learn Poetry”, “Vocabulary Building of
Students Through Proper Solid Waste
Management” and “My First Love: Never Dies”.
8. BIOGRAPHY is the study of an individual’s
life and struggles and how they reflect cultural
themes of the society. It deals with an interesting
story found in documents and archival materials.
It is concerned with the reconstruction of life
histories and the constitution of meaning based
on biographical narratives and documents.
Five Common Types of Biography
Five common types of biography
are (1) Scholarly Chronicles; (2)
Intellectual Biography; (3) Life History
Writing; (4) Memoir Biography; and (5)
Narrative Biography.
Types of Biography
1. SCHOLARLY CHRONICLE is the most
fundamental (common) type of biographical
research with focus on the historical portrayal of
an individual life. The basic research orientation
constitutes telling the subject’s story in
chronological order with emphasis upon the
development of plot (life-pattern stages) and the
description of acts of recognition or achievement.
Examples of Scholarly Chronicle
The examples of this type of
scholarly chronicle are “The Secrets of
Outstanding Teachers of Esperanza
NHS” and “Biography of Dr. Eskak M.
Delna, the First Muslim Principal of
Esperanza National High School”.
Types of Biography
2. INTELLECTUAL BIOGRAPHY is another genre of biographical
research which forsakes the need for basic chronological structure
and it develops a narrative of a life through the conceptual
analysis of the subject’s motives and beliefs within the world of
ideas.
Intellectual Biographer recognizes and accepts the invasive yet
justifiable analysis and it overcomes the intrusive nature of inquiry
with care and resulting in self-reflective thoughtfulness and insight.
The example of intellectual biography is “Life and Works of Dr.
Jose Rizal”.
Types of Biography
3. LIFE HISTORY WRITING is the recording of life
memories, experiences, whether one’s or another’s.
This applies to many genres and practices such as
autobiography, diaries, letters, testimonies, personal
essays and more recently, digital forms such as
blogs and emails. The purpose of life history writing
is to enable family information as well as emotions
and feelings about history to be remembered.
Examples of Life History Writing
The examples of life history writing are
“Behind the Effective Leadership of Dr. Eskak
M. Delna”, “My Story: Your Story and the
Story of All”, “Sunshine Behind the Clouds:
The Picture of My Life” and “The Sacrifices of
Overseas Filipino Workers (OFW’s)”.

Types of Biography
4. MEMOIR BIOGRAPHY is designed to give
emphasis on the stylistic presentation of the biographer’s
reflections and insights in relation to the factual account
of life. An interpretive narrative of the writer, alongside
the presentation of the biographical subject, becomes
part of the research. A life story is told, yet in relation to
the transactional experiences of the biographer that in
turn influences and foreshows similar experiences of the
reader.
Examples of Memoir Biography
The examples of memoir biography are
“Memories of Consecutive Earthquakes in Mindanao: A
Biographical Analysis”, “Millennial Students: Full of
Modern Gadgets and Lack of Study Habits”, “The
Experiences of Maguindanaon Students in the Conflict
Areas of Maguindanao”, “The Worst Nightmare in My
Life” and “Life Before and After Maguindanao
Massacre”.
Types of Biography
5. NARRATIVE BIOGRAPHY is a
nonfiction account of life experiences of a
person. In this type of writing, the
description of a person is through the eyes
of the writer. This type of narrative writing
relies on concrete or key facts or events
within a person’s life.
Examples of Narrative Biography
The examples of narrative biography
are “My Grandfather’s Teenage Life”,
“Sultan Kudarat: A Quiet Philippine Hero”
and “Beautiful Life Without Loved Ones: A
Narrative Biography of Successful Women
with No Boyfriends Since Birth”.
Do each of the following in paragraph forms. Use Arial font
12, double space, left margin 1.5 inches, right, top and bottom
margin 1.0 (At least 300 words each).
1. Write a composition entitled “MY AUTOBIOGRAPHY”.
2. Conduct an interview with your favorite teacher here at
Esperanza NHS. Then, write a composition about his/her
biographical data. The title of your composition is
“BIOGRAPHY OF DR. ANALIZA G. SUMIDO” (Sample only).
3. Think of your favorite school activity that was already
celebrated or conducted. Write a “NARRATIVE REPORT”
about that activity.

Identify what type of Qualitative Research is described
by each of the following.
1. The focus of this qualitative research is theory
development.
2. It is the most familiar and applicable qualitative research
which deals with the traditions and cultures of an ethnic group.
3. It is designed to focus on the commonality of a lived
experience with a particular group.
4. It is an exploration of a “bounded system” or a “case” or
“multiple case” over time through detailed, in-depth data
collection of information.
5. It is the analysis of language “beyond the sentence”.
6. It is a method of examination of evidence in
understanding the past events.
7. It is the study of an individual’s struggles and how
they reflect cultural themes of the society.
8. It is designed to present things or events that have
happened in the past through a logical presentation of the
relevant information.
9. It refers to the investigation of a culture through in-
depth study of the members of the society.
10. It is primarily conducted to generate theory through
relevant information from very reliable sources.
11. Its main purpose is to appreciate, reflect and
preserve cultural heritage.
12. If little things are known for the topic and no
available review of related literature from printed
materials, what type of qualitative research is very useful?
13. It involves the systematic collection, description, and
analysis of data for development of theories of cultural
behavior.
14. This research can be useful in modifying existing
theory or to expand or uncover differences from what is
already known.
15. The fundamental goal of this research is to arrive at a
description of the nature of the particular phenomenon.
16. The context of the case involves situating the case
within its natural setting, which may be physical, social,
historical and/or economic.
17. It aims to determine what an experience means for
the persons who have had the experience of living in a
community which is the subject of the study.
18. It melds linguistics and sociology by taking into
account the social and context that language is used.
19. The purpose of this research is to reach insights or
conclusions about past persons or occurrences.
20. It is concerned with the reconstruction of the
histories and the constitution of meaning on biographical
narratives and documents
21. It is the most fundamental or common type of
biographical research with focus on the historical portrayal
of an individual life.
22. It is another genre of biography which
forsakes the need for basic chronological
structure and it develops a narrative of a life
through the conceptual analysis of the subject’s
motives and beliefs within the world of ideas.
23. It is a type of biography which refers to
the recording of life memories, experiences,
whether one’s or another’s.
24. It is a type of biography which is
designed to give emphasis on the stylistic
presentation of the biographer's reflections
and insights in relation to the factual account
of life.
25. The purpose of this biography is to
enable family information as well as emotions
and feelings about history to be remembered.
1. Grounded Theory
2. Ethnography
3. Phenomenology
4. Case Study
7. Biography
8. Narrative Report
9. Ethnography
10. Grounded Theory
11. Ethnography
12. Grounded Theory
13. Ethnography
14. Grounded Theory
15. Phenomenology
16. Case Study
17. Phenomenology
20. Biography
21. Scholarly Chronicle
22. Intellectual Biography
24. Memoir Biography

Identify what specific type of qualitative research is
described by each of the following research titles.
1. Kulintang Ensemble of Maguindanao: Reflection
and Preservation of their Cultures and Traditions
2. Post-Traumatic Experiences in the Battle Fields
of Maguindanao
3. Life and Struggle of Bangsamoro People Living
along the Rio Grande de Mindanao
4. Bringing Home Office Goodies
5. T’nalak: Reflection of T’bolis’ Dreams, Beliefs,
Myths and Religion
6. Mindanao: The Troubled Land of Promise
7. Maguindanaon Literature: The Untold
Narratives
8. Andres Bonifacio: The Father of Philippine
Revolution
9. Alibata: The Traditional Phonetic Alphabet of
Maguindanaon
10. The Old Churches of Iloilo
11. The Journey Towards Fame: The Training
Practices of Palarong Pambansa Players from Region
XII
12. From Rugs to Riches: The Stories of Successful
Businessmen
13. Money-Making Through Baking: A Case Study
14. The Life of Working Students
15. Diet Practices to Lose Weight
16. Cultural Practices of the Tribal Communities in
the Province of Ilocos Sur, Philippines
17. Myths, Cultures and Fashion Styles of Manobo
18. The Untold Stories of the Survivors of the
Moro Gulf Earthquake in 1976
19. The Heroic Martyrdom of Josefa Llanes
Escoda
20. The Mindanao Problem: History, Geography
and Demography
1. Ethnography
2. Phenomenology
3. Grounded Theory
4. Case Study
5. Ethnography
6. Phenomenology
7. Narrative Report
8. Biography
12. Biography
13. Case Study
14. Biography
16. Ethnography
17. Ethnography
18. Grounded Theory
19. Biography
IV. QUALITATIVE DATA GATHERING METHODS
- Interview
- Key Informant Interview (KII)
- Focus Group Discussion (FGD)
- Participant Observation
- Participatory Rapid Appraisal
- Document Analysis (Review of Records)
- Tape/Video Recorder
- Content Analysis
Qualitative Data Gathering Methods
1. INTERVIEW is a one-on-one conversation
where questions are asked by the researcher and
answers are promptly given by the participant. It
is conducted when there is a need to collect in-
depth information on people’s opinions, thoughts,
experiences and feelings. Verbatim quotes from
the interviewee should be noted.
2. KEY INFORMANT INTERVIEWS (KII) are
designed to explore a topic before digging for
the details of the situation. Its purpose is to
collect information from a wide range of
people – including the community leaders,
professionals, or residents – who have first hand
knowledge about the situation or community.
Key Informant Interviews (KII)
KEY INFORMANT INTERVIEWS (KII) are
commonly conducted face-to-face and can include
closed-ended and open-ended questions. They
involve interviewing people who have particularly
informed perspectives on an aspect of the
program being evaluated. They are in-depth
interviews of 15 to 35 people selected for their
first-hand knowledge about a topic of interest.
3. FOCUS GROUP DISCUSSION (FGD) involves
gathering people from similar backgrounds or
experiences together to discuss a specific topic of
interest. The main purpose of FGD is to enhance,
change or create a common idea or concern. FGD
is a way of observing a small group of people
talking about a particular issue to develop a
topic with some directions from a mediator.
4. PARTICIPANT OBSERVATION allows the
researcher to not only observe the participants but
also actively engages in their activities. It provides
the researcher with access to different types of
information that may not be easily accessible to
outsiders. Participant observer integrates himself
into the environment and is often considered part
of the culture and group.
5. PARTICIPATORY RAPID APPRAISAL
(PRA) is a qualitative research method that
enables the researchers to interact with
vulnerable people to share, enhance and
analyze their knowledge of life conditions
to plan, act, monitor and evaluate what they
have observed and experienced.
Participatory Rapid Appraisal (PRA)
PARTICIPATORY RAPID APPRAISAL (PRA) is an intensive,
systematic but semi-structured learning experience carried out in
a community by a multi-disciplinary team which includes
community members.
The conduct of PRA requires the following: (1) respect for
community members; (2) interest in what the people know, say,
show and do; (3) patience’ without rushing and interrupting; (4)
listening, not lecturing; and (5) humility.
One of the dangers of PRA is that going too quickly may
lead to superficiality.
6. DOCUMENT ANALYSIS (REVIEW OF
RECORDS) is a qualitative method in which
documents are reviewed by the researcher to
assess what is the story behind those records.
It is far more cost efficient and time efficient
than conducting your own research or
experiment.
Examples of Documents
The examples of documents are written
or printed materials, program records,
memoranda, official publications, personal
diaries, letters, artistic works, photographs,
memorabilia, minutes of the meetings,
archival materials, etc.
Archival Materials and Artifacts
ARCHIVAL MATERIALS include books, manuscripts, papal
records, local Church records, photographs, oral histories, audio-
visual materials and architectural drawings. All of these materials
can be sources of interesting stories to make.
ARTIFACTS (Artefacts) are simple objects showing human
workmanship or modification that was made in the past. These
include stone tools, pottery vessels, metal objects such as weapons
and items of personal adornment such as buttons, jewelry and
clothing. Bones that show signs of human modifications are also
examples of artifacts. Artifacts can be sources of data for potential
qualitative research.
7. TAPE/VIDEO RECORDER is a qualitative data
gathering method that enables the researcher to
record the voices and scenarios during the data
gathering activities. It replaces the researcher’s
handwritten notes while conducting the interview or
focus group discussions.
No recording of interview or focus group
discussion will happen without the consent of the
participants.
8. CONTENT ANALYSIS is the study of
recorded information which has been
documented in texts, media, or physical items. It
is used to make replicable and valid inferences
by interpreting and coding textual materials
(e.g., documents and communication artefacts),
graphics, pictures, audio, video, paintings, etc.

Identify what qualitative data gathering method is
described by each of the following statements.
1. It allows the researcher to not only observe the
participants but also actively engages in their activity.
2. It is a one-on-one conversation where questions asked
by the researcher and the answers are promptly given by
the participant.
3. It involves gathering of people from similar
backgrounds or experiences together to discuss a specific
topic of interest.
4. It enables the researchers to interact with vulnerable
people to share, enhance and analyze their knowledge
of life conditions to plan, act, monitor and evaluate what
they have observed and experienced.
5. Documents are reviewed by the researcher to assess
what is the story behind those records.
6. It enables the researcher to record the voices and
scenarios during the data gathering activities.
7. These include books, manuscripts, papal records,
local Church records, photographs, oral histories, etc.
8. These are the simple objects showing human
workmanship or modification that was made in the
past.
9. It is the study of recorded information which has
been documented in texts, media, or physical items.
10. It can be done via phone calls or social media.
11. It is a way of observing a small group of
people talking about a particular issue to develop a
topic with some directions from the mediator.
12. It is an intensive, systematic but semi-structured
learning experience carried out in a community by a
multi-disciplinary team which includes community
members.
13. It is used to make replicable and valid inferences
by interpreting and coding textual materials.
14. Bones that show signs of human modifications are
examples of _______.
15. It is also known as review of records.
1. Participant Observation
2. Interview
3. Focus Group Discussion (FGD)
4. Participatory Rapid Appraisal (PRA)
5. Document Analysis/Review of Records
6. Tape/Video Recorder
7. Archival Materials
8. Artifacts
9. Content Analysis
10. Interview
11. Focus Group Discussion (FGD)
12. Participatory Rapid Appraisal (PRA)
13. Content Analysis
14. Artifacts
15. Document Analysis
V. CONSTRUCTING QUALITATIVE RESEARCH TITLES,
BACKGROUND OF THE STUDY AND RESEARCH
QUESTIONS
- What is a Research Title?
- What is a Research Question?
- Tips on Constructing Research Questions
- What is a Background of the Study?
- Tips on Doing a Background of the Study
- Examples of Research Titles, Background of the Study and
Research Objectives
- Parts of Senior High School Qualitative Research Paper
What is a Research Title?
A Research Title is the part of a paper that is read
the most, and it is usually read first. It is, therefore, the
most important element that defines the research
problem. A good title contains the fewest possible
words that adequately describe the contents and/or
purpose of your research paper. It can be revised any
time as the research progresses. It just only becomes
FINAL upon the final defense before the panel of
adjudicators.
What is a Research Question?
A Research Question (Statement of the Problem) is
the question around which you center your
research. It is a question that a research paper
sets out to answer. Specifying the research question
is the first step the researcher has to take when
undertaking a research. It helps the researchers
focus their research by providing a path through
the research and writing process.
Research Question should be:
CLEAR. It provides enough specifics that one’s
audience can easily understand its purpose without
needing additional explanation.
FOCUSED. It is narrow enough that it can be
answered thoroughly in the space the writing task
allows.
CONCISE. It is expressed in the fewest possible
words.
Research Question should be:
COMPLEX. It is not answerable with
simple “yes” or “no” but rather requires
synthesis and analysis of ideas and sources
prior to composition of an answer.
ARGUABLE. Its potential answers are
open to debate rather than accepted facts.
Tips on Constructing Research Questions
1. Specify your specific concern or issue.
2. Decide what you want to know about the specific
concern or issue.
3. Turn what you want to know and the specific
concern into a question.
4. Ensure that the question is answerable.
5. Check to make sure the question is not too broad
or too narrow.
What is a Background of the Study?
A background of the study includes a review of the
topic being researched, current information surrounding
the issue, previous studies on the issue, and relevant
history on the issue. Ideally, the study should effectively
set forth the history and background information on your
research problem. It is best used to present contextual
or prerequisite information that is important or essential
to understand the main body of your research paper.
Tips on Doing a Background of the Study
1. Conduct preliminary research in the beginning
stages of formulating a research paper, when
many issues are unclear and thoughts need to be
solidified. Conducting preliminary research on
your area of the study and specific topic will
help you formulate a research question that will
lead to more specific and relevant research.
Tips on Doing Background of the Study
2. Read the information and develop a
research question that will guide your research
topic. You will need to take notes and keep
accurate track of the sources that you used up to
this point. Be sure to cite the source of the
information on the note cards so you don’t forget
where each piece of information came from,
should you decide to use it in your paper.
3. Write research questions. Think about what
you’ve read and look for issues, problems or
solutions that others have found and determine
your own opinion or stance on the issue. Write
your opinion as an authoritative statement on the
issue, problem or situation. At this point, you can
do more detailed research and find sources that
are more relevant to your research objectives.
4. Complete your research using your
research questions as your guide. You will find
relevant sources that will provide insight into
your specific research problem. Make sure
that your sources provide details on the
history and past researches related to your
research question.
5. Create relevant paragraphs as you write
the background of your study. As you
evaluate your research and begin to write the
background of your study, create separate
paragraphs that cover the key issues, major
findings, and controversies surrounding your
research.
6. Identify any further study that needs to
be done in that area, or provide possible
solutions to the issue that haven’t been
considered before. You can expound your
major research objective and explain the
major reason why you need to conduct your
present study.
7. Revise and edit the background of
your study. Complete several drafts of
your work. Each time you read over your
work, try to leave it better than it was
before. It’s also a great idea to have
someone else look it over as well because
two heads are better than one.
T’NALAK: REFLECTION OF T’BOLIS’ DREAMS,
BELIEFS, MYTHS AND CULTURES
General Objective of the Study
This study generally aims to explore
the dreams, beliefs, myths and culture of
T’bolis as reflected in their T’nalak, a
hand-woven cloth made of abaca fibers.
Specific Objectives of the Study
Specifically, the research seeks answers
to the following questions:
1. Why are traditional female weavers
called dream weavers?
2. What particular dreams of T’bolis are
reflected in the intricate and patterns of
T’nalak?
3. What mythical stories of
T’bolis are influenced by
T’nalak?
4. How does T’nalak fabric hold
a prominent place in T’bolis’
culture?
POST-TRAUMATIC EXPERIENCES OF THE VICTIMS
OF CONSECUTIVE STRONG EARTHQUAKES IN
NORTH COTABATO
General Objective of the Study
This study explores the post-traumatic
experiences of the residents of
consecutive strong earthquakes in North
Cotabato.
Specific Objectives of the Study
Specifically, this study will be carried out to
answer the following questions:
1. What are the damages caused by the
consecutive strong earthquakes in North
Cotabato in terms of:
1.1 Infrastructures;
1.2 Livelihood; and
1.3 Power Interruption?
2. What government and humanitarian
responses are deployed to help the
victims and to conduct rapid damage
and needs assessment in affected
areas?
3. What are the priority needs of the
affected residents?
4. How do the consecutive strong
earthquakes affect the communities of the
residents?
5. What are the post-traumatic
experiences of the affected residents?
6. How do the residents handle the traumas
caused by consecutive strong earthquakes?
First Major Research Task
Group yourselves into 4
members. Look three qualitative
topics/temporary titles you are
curious with. Then identify what
type of qualitative research for each
topic/temporary title.
Second Major Research Task
From each of the three research
topics you are curious with, give its
general objective and at least three
specific objectives.

Third Major Research Task
Out of the three topics you have
submitted to your teacher, select only
one topic that interests you most. Then
make at least 2 – page background of
that topic. You can use the examples in
the following slides as your guide.
STRUGGLE OF MAGUINDANAON STUDENTS IN THE
CONFLICT AREAS OF MAGUINDANAO: BASIS FOR
SOCIAL SERVICES DEVELOPMENT PLAN
By:

Esperanza National High School
Esperanza, Sultan Kudarat, Region XII, Philippines

Background of the Study
Islam, the oldest recorded monotheistic religion, reached the Mindanao during
the 14th century with the arrival of Muslim traders from the Persian Gulf, Southern India
and their followers came from several sultanate governments of Malay Archipelago.
The arrival of Islam in the Philippines was 200 years before the colonial Spanish
Catholics, and a number of Sultanates were able to resist attempts of external
dominance until the United Sates (US) took over as the colonial power in 1898 (Koerner,
2005). The US and later the newly independent Government in Manila promoted the
settlement of Christians from the rest of the Philippines to the fertile lands of Mindanao.
This displaced local populations, Bangsamoro (Filipino Muslims) and non-Islamized
indigenous peoples (IPs), from their ancestral domain (The World Bank, 2005). In fact,
some historians stressed that if it were not for the interlude of 375 years of Spanish and
American colonial rule, the Philippines would be likely be a Muslim country today
(Taylor, 2017).
During the Spanish and American colonial periods, Maguindanaon had no
interest to go to schools as they were afraid of being Christianized. When the
Christians went to the Mindanao for Greener Pasteur, Maguindanaon really
accommodated them with all their open arms. Many Maguindanaon then were not
diligent to maintain their fertile land. So, they sold their lands with a very minimal
price and some just gave the parcel of their land without any assurance of
payment. Christians were educated enough and they improved the lands they
bought from the Bangsamoro. They secured the land titles (Grounded Theory). The
World Bank (2005) stressed that the local populations of Bangsamoro and IPs
have become minorities in their own homeland since 1960s. Data from Philippine
Statistics Authority (2017) revealed that only 4.28% of 1,032,824 population of
SOCCSKSARGEN Region and 14.30% of 3,451,644 population of Autonomous
Region Muslim Mindanao (ARMM) are Muslims. This is a concrete proof that
Bangsamoro are now minorities in their homeland and a very reason why
Bangsamoro have struggled enough to get back their ancestral motherland.
Cycles of conflicts in Central Mindanao have reportedly destroyed people’s
lives and livelihoods in the past decades. “All Out War” declared by Former
President Estrada in 2000 led to the displacement of nearly a million individuals.
Repeated bouts of conflict and armed displacement have hardly hit the poor
communities in Mindanao. Many families have been uprooted from their homes and
have been displaced many times over past decades when fighting between Moro
Islamic Liberation Front (MILF) and Government of the Philippines (GPH) escalated
in their localities. Currently, thousands of people across Mindanao remain
displaced, particularly in Maguindanao. At the heart of the conflict in Maguindanao
lies a deeply rooted prejudice against a minority Muslim. People of Maguinadanao
are highly exposed to violence and suffered the worst poverty, food security and
access to basic services (Bell, 2011). Decades of armed conflict have hampered
development in Mindanao where most of the Philippines poorest provinces are
located. In fact, Maguindanao is the 4th poorest province in the country with 54.5%
poverty incidence (Sabornido, 2015).
As a result of extensive efforts of the former Aquino
administration and current Duterte administration, Mindanao is finally
beginning to see a possible end to the unrest 50-year old jihad
(Bangsamoro struggle). With a ceasefire now in place, both government
security forces and armed Muslim groups have come to an agreement to
end the war through a peace talk. The Bangsamoro Organic Law (BOL)
is considered a key to end the Muslim rebellion in Mindanao.
Maguindanaon and other Filipino Muslims express hope that BOL will
make their “dream of peace” a reality (Inquirer.Net, 2018).
Nevertheless, conflict still exists due to several family feuds or clan wars
(rido). This prompts the Maguindanaon to live again in fear. It is reported
that most of the Muslim families in the far flung areas of Maguindanao
possess high calibre of guns.
Municipality of Esperanza, Sultan Kudarat is very adjacent to the Province of
Maguindanao wherein more than 1,000 Maguindanaon students are enrolled at
Esperanza National High School in spite of the fact that there are also public high schools
in their local communities. These students reiterated that they enrolled in this school to
acquire quality education without fear of hearing guns of conflicts. Records from School
Guidance office revealed that one of the major reasons why Maguindanaon students are
always absent from their classes is that they are affected by the clan war (rido) in their
local communities. Some opted to drop from their studies as their parents don’t allow them
anymore to go to school for security reasons. Yet, there are many Maguindanaon students
who have incessantly sacrificed a lot just to pursue their dreams to earn high school
education. In their very young age, they have already encountered various challenges
brought by the unending conflicts. Despite of these struggles they meet in their quest for
quality education, their aspirations cannot be underestimated. Are these aspirations
affected by the challenges they experience? What are their coping strategies to escape
from the adverse effect of these conflicts?
Thus, this research is initiated.
Statement of the Problem
This study will be conducted to determine
the struggle of Maguindanaon students living in
the conflict-affected areas of Maguindanao. It
will also explore the effect of the challenges
experienced by the Maguindanaon students on
their personal, economic, environmental,
political and social aspirations.
Specifically, this study will seek answers to the
following questions:
1. What are the aspirations of Maguindanaon
students relative to the following:
1.1 Personal;
1.2 Economic;
1.3 Environment;
1.4 Political; and
1.5 Social?
2. What are the challenges met by Maguindanao
students relative to:
2.1 Oppression;
2.2 Peace and Order;
2.3 Poverty;
2.4 Parental Practices; and
2.5 Access to Quality Education?
3. What are the struggles of Maguindanaon
students and parents during and after the conflicts?
4. What are the effects of the conflicts to the
lifestyles of Maguindanaon students and parents?
How do they deal with these effects?
5. What are the coping strategies of
Maguindanaon families to escape from the
adverse effects of conflicts or clan wars?
6. What social services development plan can
be designed based from the results of the study?
KULINTANG ENSEMBLE OF MAGUINDANAO:
REFLECTION AND PRESERVATION OF THEIR
CULTURES AND TRADITIONS
By:

Esperanza National High School
Esperanza, Sultan Kudarat, Region XII, Philippines

Data from National Statistics Office (NSO) Census in 2010
reveal that the country’s Muslim population is 4,493,170. More than
22% of that statistics are Maguindanao, the most dominant Filipino
Muslim in the Philippines. The term Maguindanaon comes from the
two terms “maginged” meaning “people” and “danaw” which means
“river”. In other words, Maguindanaon means "people of the flood
plain" since they mainly inhabit in the broad valley of Rio Grande
de Mindanao, the largest and longest river in Mindanao.
Maguindanaon are subdivided into two principal groups, each with
their own accent and traditional location: Taw-sa-Ilud (people of the
lower valley), and Taw-sa-Laya (people of the upper valley).
The Taw-sa-Ilud are concentrated in the areas around
Cotabato City and extend to the municipalities of Datu
Odin Sinsuat, Parang and some areas in North Cotabato.
Traditionally, they constituted the Sultanate of Maguindanao
(now Cotabato City). The Taw-sa-Laya are primarily
concentrated in the areas of Datu Piang and extend to
southern areas of Mindanao, which include Buluan, Datu
Paglas and some municipalities in Sultan Kudarat and South
Cotabato. They established the Rajahship of Buayan which
is the present-day town of Datu Piang, Maguindanao.
On the other hand, music is one of the important parts of
the Maguindanaon cultures and traditions. Many of their
ceremonies and festivities are accompanied by some sort of
music. However, it can be observed that there is a distinction
between their music for rituals, which is basically vocal without
instruments, and their music for entertainment which involves
instruments specifically Kulintang Ensemble which is well known
entire the Philippine archipelago because of its great influence
to the Maguindanaon way of living. The most emblematic of
Maguindanaon musical traditions is manifested in the percussion
and exhibition of their Kulintang Ensemble.
Thus, the researcher is motivated to have a
comprehensive analysis on the cultures and
traditions of Bangsamoro People (Maguindanaon)
as influenced by their Kulintang ensemble to let the
young generation appreciate their rich cultural
heritage and help the tribesmen preserve their
traditional practices before these beautiful cultures
and traditions will be blown into oblivion due to
modernization.
This study generally aims to determine
some cultures and traditions of
Maguindanaon as influenced by their
Kulintang ensemble. It also discusses on how
important is this musical ensemble in
preserving their adat-betad (cultural
heritage).
Specifically, the research seeks answers to the
following questions:
1. In what ways is each component of Kulintang
Ensemble used to reflect the cultures and traditions of
Maguindanaon:
1.1 Kulintang,
1.2 Gandingan,
1.3 Agong,
1.4 Babendilan, and
1.5 Debakan?
2. What Maguindanaon cultures and
traditions are influenced by Kulintang
ensemble?
3. What specific practices in which playing
of Kulintang ensemble is restricted?
4. How do Maguindanaon preserve their
cultural heritage using Kulintang ensemble?
MORO LEADERS’ PERPECTIVES ON ISLAMIC LAWS FOR
HOMOSEXUALS IN BANGSAMORO AUTONOMOUS
REGION IN MUSLIM MINDANAO (BARMM)
By:
MOHAMAD M. KUDAY, MAPD

Notre Dame University
Cotabato City, Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM)
The Philippine Constitution guarantees that every
individual deserves equal treatment regardless of
gender, ethnicity, religion, preferences and many
others. This is embodied in Philippine Constitution
specifically on Article 3, Section 1 which states “No
person shall be deprived of life, liberty, or property
without due process of law, nor shall any person be
denied the equal protection of Laws”.
The Universal Declaration of Human Rights is in
consonance with the Philippine Constitution. It is clearly
stated in almost all the articles that human beings are of
equal rights. Everyone is protected by this declaration
regardless of sex preference, tribes, religion and nationality.
There are also international laws such as the Magna Carta
for all Mankind, International Bill of Human Rights, and
European Convention for Human Rights that also recognize
equality among individuals. This is to ensure that everyone
enjoys humane treatment in all dimensions of life.
However, many of these rights are not observed in reality
especially to the homosexuals. Trifkovic (2003) mentioned that gays in
the Islamic countries are fighting for the recognition of their basic human
rights. In fact, prejudice among homosexuals has been happening
everywhere in the Islamic countries. It should be considered that
homosexuals indeed are not different from the ordinary people.
Generally, they also aspire for a normal living condition in the society.
Being homosexuals should not be a reason to be discriminated. Some of
them have shown exemplary skills and talent in different fields that
made them globally known. Hence, it is unfair to generalize them as
people who do not have manner, unethical and immoral if some of them
committed mistakes.
This study would like to find out the perspectives of Moro
Leaders on Islamic laws for homosexuals in the proposed
Bangsamoro government since the projected Bangsamoro territory
is dominated by Islam believers. Although crafting, exercising and
implementing Islamic laws is unclear yet but the implementation of
an Islamic Laws towards homosexuals might be pursued. The draft
of the Bangsamoro Autonomous Region in Muslim Mindanao
(BARMM) in relation to homosexuals is still a puzzle and might
undergo challenges to compromise both the human rights in the
International Laws and the Philippine Constitution versus the Islamic
Laws.
It is important to note that there is
no provision under the BARMM that
specifically addresses the issue on
homosexuality. Hence, this study is
conducted.

This study generally aims to explore
the perspectives of the Moro Leaders
on Islamic Laws for Homosexuals in
Bangsamoro Autonomous Region in
Muslim Mindanao (BARMM).
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH)
This study seeks answers to the following
questions:
1. What are the participants’ personal beliefs
pertaining to homosexuals?
2. What is the participants’ knowledge on Islamic
Teaching regarding homosexuals?
3. What are the participants’ perspectives on Islamic
Teachings that are implemented in the
Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM)?
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH)
Parts of Senior High School Qualitative Research Paper
Preliminary Pages CHAPTER II. METHODOLOGY
Title Page Research Design
Approval Sheet Participants of the Study
Abstract Locale of the Study
Acknowledgement Sampling Technique
CHAPTER I. INTRODUCTION Data Gathering Methods
(Review of Related Literature (RRL) is already Data Gathering Procedure
integrated here; no more separate chapter for RRL)
CHAPTER III. PRESENTATION, ANALYSIS, AND
Background of the Study INTERPRETATION OF DATA
Statement of the Problem (Objectives) CHAPTER IV. SUMMARY OF FINDINGS, INSIGHTS
GAINED AND RECOMMENDATIONS
Significance of the Study
REFERRENCES
Scope and Limitation of the Study
GUIDE QUESTIONS
Definition of Terms
COMMUNICATION LETTERS

References
1. Baraceros, E. L. (2015). Practical Research 1. Quezon City:
Rex Bookstore
2. Sumido, A. G. (2015). Qualitative Research Powerpoint
Presentation during the Mass Training of Senior High
School Teachers, DepEd – Region XII, Carpenter Hill,
Koronadal City
3. Zulueta, F. M. & Costales, Jr., N. B. (2005). Methods of
Research: Thesis Writing & Applied Statistics,
Mandaluyong City: National Book Store

Webliography
1. https://www.pat.nhs.uk/education-and-research/why-is-
research-important.htm
2. https://www.coursehero.com/file/26735019/KINDS-OF-
RESEARCH-ACROSS-FIELDSpptx/
3. https://imotions.com/blog/qualitative-vs-quantitative-research/
4. http://www.emgo.nl/kc/qual-data-collection/
5. http://www.qualitative-
research.net/index.php/fqs/article/view/2961/4227
research.net/index.php/fqs/article/view/2961/4227research.net/in
dex.php/fqs/article/view/2961/4227
Webliography
7. https://english.washington.edu/what-humanities-research
8. https://edutechwiki.unige.ch/en/Arts-based_research
9. https://ebn.bmj.com/content/21/1/7
10. https://link.springer.com/chapter/10.1007/978-1-4020-
6057-1_1
11. https://www.journals.elsevier.com/fisheries-research
12. https://www.waikato.ac.nz/study/subjects/social-science-
research
13. https://www.academia.edu/Documents/in/Mathematics
14. https://www.sciencedirect.com/topics/neuroscience/grounded-
theory
Webliography
15. https://education.seattlepi.com/stepbystep-background-study-
thesis-1626.html
16. https://www.journals.elsevier.com/fisheries-research/most-
downloaded-articles
17. https://www.journals.elsevier.com/fisheries-research
18. https://www.alliedacademies.org/journal-fisheries-research/
research.net/index.php/fqs/article/view/2961/4227
20. http://www.sciencepublishinggroup.com/journal/index?journal

SHS Master Teacher II
ESPERANZA NHS, Esperanza, Sultan
Kudarat, Region XII, Philippines

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PRACTICAL RESEARCH 1

SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

Step 2. Find background information

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

4 Very Favor 1 Very Much Not Favor

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

MOHAMAD M. KUDAY, MAPD

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

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