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WHAT IS QUALITATIVE?
Qualitative research begins with an assumption, a
worldview, the possible use of a theoretical lens, and the study
of research problems inquiring into the meaning individuals or
groups ascribe to a social or human problem.
• Multiple Sources of Data- researchers typically gather multiple forms of data, such as
interviews, observations, and documents, rather than rely on a single data source.
• Inductive Data Analysis- researchers build their patterns, involves researchers working back
and forth between the themes and the database until they establish a comprehensive set of
themes.
• Participant's Meanings- researchers keep a focus on learning the meaning that the
participants hold about the problem or issue, not the meaning that the researchers bring to
the research or writers from the literatures.
• Emergent Design- means that the initial plan for research cannot be tightly prescribed, and
that all phases of the process may change or shift.
• Theoretical Lens- researchers often use lens to view their studies, such as the concept of
culture. Sometimes, the study may be organized around identifying the social, political, or
historical context of the problem under study.
• Holistic Account- this involves reporting multiple perspectives, identifying the many factors
involved in a situation, and generally sketching the larger picture that emerges.
QUALITATIVE STUDY APPROACHES
• Biographical Narrative- Exploring the life of an individual
• Phenomenology- Understanding the essence of the experience
• Grounded Theory- Developing a theory grounded in data from the
field
• Ethnography- Describing and interpreting a culture-sharing group
• Case Study- Developing an in-depth description and analysis of a
case or multiple cases
CONTENTS
Chapter 1 INTRODUCTION
Purpose of the Study
Research Question
Theoretical Lens
Definition of Terms
Research Design
Role of the Researcher
Research Participants
Data Collection
Data Analysis
Trustworthiness
Ethical Consideration
Chapter 4 RESULTS
Concluding Remarks
REFERENCES
APPENDICES
CHAPTER 1
Introduction
RATIONALE
• Should be two to three pages
• Discussing problems and researches done by various authorities
around the world related to the present study .
• The last paragraph should also contain the “Research Gap” – a
personal statement that would signify that the research has not
come across any study dealing with the present research topic.
“The researcher (I,We) has/have not come across a study that
specifically discuss the _________________. Furthermore, this
study will provide relevant concepts that would possibly
create_____________ in the academic community.”
SAMPLE
There are various factors that cause the increasing number of non- readers in the
Philippines most specifically in public schools. Few to mention are the less attention of
parent involvement in child’s learning, intense poverty, lack of funds for learning facilities
and materials, inappropriate teaching techniques employed by teachers, uneven teacher-
pupil ratio inside the classroom, and the students who are not prepared to learn (Eballe,
2012). To some point of view, these problems are also the basic and common problems that
the teachers in far-flung schools of Banaybanay District in elementary level might be
experiencing. And these problems were talked daily by the teachers exchanging their ideas
and opinions. As such, these teachers “carry out” problems on non-readers, “breathe”
problems on non-readers, and “speak” about problems on non-readers every day.
Past studies mentioned mainly on reading interventions, causes of non-readers
and how to diagnose non-readers. However, I have not come across any study that looked
into the social meanings that the teachers teaching non- readers in remote schools have
constructed themselves and this kind of understandings have become part of their daily life.
I am interested how these groups of teachers socially understand handling non-readers
using a social representations approach.
PURPOSE OF THE STUDY
• Identify the approach applied in qualitative research
• Phenomenology
• Ethnographic
• Case Study
• Biographical Narrative
• Grounded Theory
• Establish the purpose why the study should be conducted
• Present the Informants and Participants
• A paragraph should contain a personal account on how the study
will benefit the discipline
SAMPLE (PURPOSE OF THE STUDY)
The purpose of this phenomenological study was to capture the socially elaborated knowledge of the
teachers handling non- readers in remote schools of Banaybanay District in elementary level. It also aimed to find out
the processes through which these shared knowledge were created.
At this stage in the research, handling non- readers in remote schools is a social issue and a
phenomenon that actually exists in the field of education. Teachers handling these non- readers encountered many
experiences that sometimes put them into risks, threatens them, or making them unhappy and ineffective. With these
daily undertakings, they may create a common knowledge through their communication, allowing them to come up
with different themes. These themes will become part of their daily lives thus; they socially elaborate these themes in
their conversations.
This phenomenological study would add to the growing body of knowledge about the usefulness of the
theory of Social Representation in investigating social issues such as of handling non-readers in far-flung schools.
Through this study, I would be able to acquire salient information that would help us understand how human beings
create meanings about a social phenomenon such as handling non-readers in far-flung schools. It also aims to
capture the unheard voices of teachers handling non-readers in remote schools; and how these teachers cope with
the common problems they encountered in helping the non-readers to read at the end of the school year. It also
seeks future directions for teachers how to facilitate learning inside the classroom with non- readers even if they put
themselves into risks or hardships.
This study also visualizes documenting the different experiences of the ten teachers in in-depth
interviews and seven teachers in the focus group discussion both the positive and negative one from their own
workplaces, the remote schools of Banaybanay District, Division of Mati City. Moreover, the intent of this study is to
seek, listen, and understand the unheard stories of the participants as they willingly share their experiences during
the interview. In addition, this study aims to gain additional knowledge in the field of research concerning teachers
handling non-readers in far-flung schools.
RESEARCH QUESTIONS
• General questions
• What and How questions….
• Minimum of Two maximum of Three
• It should be personalized
• Chapter 1
• Chapter 2
• Chapter 3
• Chapter 4
• Chapter 5
SAMPLE
Chapter 1 presents the very nature of gay lingo that is unique in the Philippines and particularly in
schools in Tagum City. It also presents the factor of gay lingo conversations. It is here were some simple
questions on its origin was answered and will be the basis for a more elaborate discussion in the outcome of the
qualitative research. Moreover, bringing about all these essential facts on gay lingo would give way to why such
study is necessary.
Chapter 2 discusses varied studies and readings on gay lingo, sexuality, factors of gender, sexuality
indexing and the findings of other related studies specifically on how indexing contributes on the linguistic
features of gay lingo.
Chapter 3 deals with the design of the study, the role of the researcher and the participants involved.
Data Collection and analysis is included. Trustworthiness and Credibility of the study is explained together with
its ethical consideration.
Chapter 4 discusses the results of the study based from research questions conducted to the
participants, which would shed light on reasons underlying the phenomenological aspects of views. These are
the views gathered from the participants involved.
Chapter 5 shows the basis of findings and its divergence of the theories presented by sociolinguistic
authors. It also discusses the explanation of its implication in the practice, sociolinguistics and further research
to be conducted together with its concluding remarks.
CHAPTER 2
Methodology
RESEARCH DESIGN
• Identify the Approach applied in qualitative research
• Phenomenology
• Ethnographic
• Case Study
• Biographical Narrative
• Grounded Theory
• Should be with authors (preferably the works of Creswell)
• Give justification why the approach was used
• Three pages minimum
SAMPLE (RESEARCH DESIGN)
In order to have a better understanding and in-depth analysis of the
distressful experiences, coping strategies and insights of the teacher-
informants, I utilize a multiple case study research. Case study research is a
qualitative approach in which the investigator explores a real-life, either single
case or multiple cases over time, through detailed, in-depth data collection
involving multiple sources of information such as interviews, observations, audio-
visual material, documents, and reports, and generate a case description and
case themes (Creswell, 2013).
This phenomenological study described the lived experiences (Creswell,
2009) of teachers handling non- readers in remote schools. It focused into what
common experiences the participants had encountered in teaching non-readers,
the phenomenon under investigation. I used phenomenology because a group of
individuals such as teachers from far- flung schools personally experienced the
same phenomenon which is handling non- readers. They were able to explore
such single idea (Creswell, 2012) about teaching non- readers into more
composite descriptions based on “what and how” they experienced the
phenomenon (Moustakas, 1994; Creswell, 2012).
ROLE OF THE RESEARCHER
• Establish the roles played in the research
• Give statements with authority
• Should be personalized
• One page
SAMPLE (ROLE OF THE RESEARCHER)
The role of the researcher in qualitative research is an important matter to be considered in the
successful pursuit of investigation of any social phenomena. In this study, I am highly inclined and qualified to pursue
this investigation because I am also a teacher by profession, and has encountered distressful experience, pain, and
frustration when I was not promoted, despite of my best qualifications, of which I can also relate the feelings of my
informants. Besides, I possess some abilities and aptitude in writing, keen observation, great interest in psychology,
and deep concern to help my fellow mentors to also overcome distress and maintain a healthy living for good.
Although, I have some biases, especially that I can feel what my subjects are feeling, but I see to it that theories and
related studies are respected and considered.
With regards to my basic roles, I followed the principles which states that qualitative inquiry is for the
researchers who are willing to commit extensive time to collect data, engage in data analysis, does reflexivity, and
write long passages by themselves. Hence, I played many roles as a researcher such as interviewer, transcriber,
translator, analyst, and encoder. As an interviewer, I established first rapport and friendship with my participant. I
called all the informants through the help of my gatekeepers for some introductions, and asked them if they are
willing to participate in my study. As an interviewer, I used personal emphaty to make the participants feel more
willing to tell their stories. During the interview and observation, I applied some techniques like: asking probing
questions, then listening and thinking, then asking more probing question to get to deeper levels of the conversation.
As a transcriber and encoder, I transcribed all the recorded interviews, and translated correctly and organized them
into a standard English statements. Lastly, as an analyst, I employed suitable analysis methods and procedures fitted
for a qualitative research, such as thematic analysis, numeration, and cross- case analysis. Based on the concepts of
Corbin and Strauss, it is the duty of the researcher to interprete the meaning of hidden in data because he is a
primary instrument for data collection and analysis (Creswell, 2013; Corbin & Strauss, 2014; Miller, et al., 2012).
RESEARCH PARTICIPANTS
• Identify the informants and participants of the study
• Give supporting statements with author
• Informants are for in-depth interview while participants are for
focus group discussion
• Purp osive sampling will be used as technique to get the sample
• Establish the inclusion and exclusion criteria
• One page
• Biographical Narrative- One Unique Story
• Phenomenology- 10 to 25 participants/informants
• Grounded Theory- 20-60 participants/informants
• Ethnography- 20-60 participants/informants
• Case Study- 1 to 5 cases
(Creswell, 2013)
SAMPLE (RESEARCH PARTICIPANTS)
This section describes the participants and stipulates the criteria for selection and number of
participants, type of sampling, and the recruitment strategy. One of the most important tasks in the study
design phase is to identify appropriate participants because informants are the very people who can best
provide information on their lived experiences, culture, awareness, knowledge, and expertise regarding the
phenomenon under inquiry. Decision about selection was based on the research questions and theoretical
perspectives. Moreover, my informants were chosen through purposive sampling technique. Creswell
explains, purposive sampling considers a particular group of people or when the desired population for the
study is rare or very difficult to locate, it may be the only option (Creswell, 2007; Creswell, 2013; Lingard,
Albert & Levinson, 2008).
I followed some criteria for selection of participants like the type or nature of the phenomenon,
suitable characteristics of the subjects, and theoretical perspective. The informants of this study are five public
secondary female teachers, teaching more than 15 years in big schools in Davao del Norte division of Davao
Region, Philippines, and who had undergone distressful experiences in school and personal life, but were able
to cope successfully. I intentionally preferred female teachers because women are reported as more
emotional, have higher levels of negative affect and depression, and have more intense experience of
emotions and expressiveness than men. Moreover, I chose five informants because this number of cases is
ideal for a multiple case study, and already sufficient to provide information with regards to the opportunity to
identify and generate the themes of the cases, as well as for the cross-case analysis. It is recommended that
in case study research, it should not be more than four or five cases in a single study. Moreover, it has been
emphasized that excessive number of cases will just dilute the level of details that a researcher can provide
(Creswell, 2013; Denzin, et al., 2008; Larsen & Diener, 1987; Wolcott, 2008).
DATA COLLECTION
• Personalized the discussion for the data collection
• Use authors to support some statements
• Identify the steps done using transition markers
(first…then…and…second…third…finally)
• Establish the statement how “Triangulation of data” was done
• One and a half page
SAMPLE (DATA COLLECTION)
The following steps were employed in gathering the data:
First, through purposive sampling technique, the participants were identified. They
were requested to sign a consent form and agree to the condition stipulated that their participation
is voluntary and that they were willing to impart their knowledge as needed in the study.
Second, the participants were given an orientation about the study and were asked to
participate through a focus group interview as a means of data collection. The process started
with an introductory phase, in which the moderator welcomes the participants, outlines the
purpose of the discussion and sets the parameters of the interview in terms of length and
confidentiality. Researcher also spent some time explaining why they recorded the interview and
what sort of technical issues this raises in a group discussion (particularly talking one at a time).
Finally, it is important to emphasize that the discussion is about personal views and experiences
To establish trustworthiness and credibility in the study, Creswell and Miller (2000)
suggested the choice of legitimacy of the procedures. The discussions about trustworthiness are
governed by the research lens and its paradigm assumptions that can help the procedures in the
study. I contend that in this study, the plausibility was determined by the response of the informants.
Silverman (2007) posed the questions on “Does it matter?” and “How is the credibility be sustained
and recognized?”
Results
RESULTS
• Present the results base on the arrangements of the research questions.
• First part, preliminary discussions on how the data was gathered, the sample
of the study, process
• Discuss the Categorization of Data
• Present results by themes
• Provide sample quotations of the theme with the file name
• Note: Purely presentation of results no discussion
• Should be comprehensive
• Provide Table for themes generated
SAMPLE (RESULTS) OPENING STATEMENT
This chapter is segregated into four parts. The first part is all about the data of the participants from
which the qualitative data were assembled. The second part discusses the data analysis dealings and the steps in the
classifications of the emergent themes collected from the in- depth interviews and focus group discussion of the
participants. The third part deals with the answers to the in- depth interviews and the focus group discussion
questions under each research problem. Lastly, part four includes the outline of responses from the different
informants.
Participants
Key informants. There were ten key informants in this study, all of them were women who are all
teaching public elementary non- readers in far- flung schools of Mati City Division. They have different teaching
experiences of which six months are the youngest while nineteen years is the oldest in the service. They were
selected based on the location of the school where they are assigned. These schools are said to be far- flung, far
away from the central office, mountainous, and the means of transportation is at- risk. The social experiences of
these informants being assigned in far- flung schools would be a lens in resolving issues and concerns about
teaching non- readers. The participants were given pseudonyms in order to preserve confidentiality and privacy as
presented in Table 1.
Focus Group. A focus group discussion was conducted with seven participants, all of them were female
teachers handling non- readers. All of them were from the same school but most of them were living in the Poblacion
commuting everyday back and forth. The teaching experiences of these participants in the focus group discusion
ranged from one year to nineteen years. The discussion was conducted to achieve more insights and to develop
social constructions among the participants on the issue of handling non- readers in a far- flung school. The original
names of the participants were not mentioned vividly instead, pseudonyms were used to make their identity obscure.
They were presented on Table 1 according to their number.
SAMPLE (RESULTS)
Categorization of Data
Upon accomplishing the in- depth interviews and the focus group discussion, data
from the audio- tape recordings were directly transcribed and for those answers in
vernacular were carefully translated into English. Following the steps suggested by Boyatzis
(1998), I first watched the videos and listened cautiously to the sound recordings. This was
to transform the data into texts and so that it would be easier for me to code my data later.
Three steps were being taken during the data analysis that consists of data reduction, data
display, drawing conclusion and verification. These were done in order to identify core and
essential themes about the phenomenon under investigation (Burns and Grove, 2007).
To delete unnecessary data from the transcription, data reduction was employed
to convert those data into essential and logical material, simply understood by many
(Moustakas, 1994; Creswell, 2012). Thematic analysis was the approach used in pairing and
separating data, a way of sorting and categorizing. Through data reduction, the lengthy and
large volumes of qualitative data gathered came out consolidated and manageable, easier
to control and understood. I also asked for assistance from a professional who was expert
on analyzing data.
SAMPLE (RESULTS)
Sex Talk. The reasons why gays use gay lingo would identify not only the
evolution of gay lingo in schools but also the frequency of its influence. Its influence and
addictive qualities made a mark not only among the gay community but also in pop culture.
Gays use gay lingo to have a sense of confidentiality when they discuss topics about sex.
The result of the analyses in the linguistic features (phonology, morphology, semantics and
syntax) could be used for teaching on the influence of language in social context. It could also be
helpful in explaining how subgroups in society could develop their own language to communicate
with each other. This will also be helpful on explaining how language is affected by situations and
The results would also concretize the structure of gay lingo. This will also motivate other
learning institutions in the country to study the gay lingo that developed in their locality. They could
use the classifications made on each linguistic feature as reference in conducting their own study.
SAMPLE
Implication for Future Research
The result in the focus group discussion gave an overview on how gay lingo evolves in the academic
community. Its evolution was traced back on the stream of influence it has to the community where it is
being used. Gay lingo defines being gay. It gives a sense of identity for a homosexual who longs for respect
from a society where he belongs. The evolution of gay lingo is much deeper and should be given credit by
A larger community as the setting for further research would be relevant to give wider perspective as
to how it evolves in the society. The informants could be upgraded to gays belonging to the working class.
Finding out the difference of how gays used gay lingo from those who were working in salons,
establishments, companies and high esteemed professions. It would also be beneficial to find out how gays
are treated in communities to find whether this affected on their usage of gay lingo. Another study could be
attributed on the linguistic features of gay lingo in different areas whether they are distinctive or similar.
CONCLUDING REMARKS
• Final Statement
• Personalized
• Discuss the experience as you conducted the research
Concluding Remarks
Sample Titles:
Morpho-Semantic Analysis of Gay Lingo: A PHENOMENOLOGY
Note: Computer Programs could help save time but is limited on arranging codes
of transcribed data with similar coding features of quotations (themes)