Session Guide For Practical Research I

Session Guide
for
Practical Research I
SESSION OBJECTIVES
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

At the end of the 6-hour session, the
participants are expected to:
1. Analyze the components of the Curriculum
Guide such as content, content standards,
performance standards, learning competencies
and coding.
2. Determine the appropriate pedagogy in
translating learning competencies
3. Prepare proper assessment activities for
teaching learning competencies across
competencies
4 PICS
1 WORD
S R
A E
Y C
S T
O M
P H
T H E O R Y
U I
T E
Y N
S T
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P H
O U T P U T
U I
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C N
D T
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P A
E D U C A T I O N
Setting the Ground (Unpacking )
Form a group of 10 members and assign

a scribe and a reporter. Go over your copy of
the Curriculum Guide. Using the prescribed
template, write down the content standard, the
performance standard, the learning
competencies and the appropriate assessment
for Practical Research I. Analyze the
congruency between and among each
component.
Processing:
What observations did you get out of the
activity?
Is there a congruency between and among
the parts of the curriculum guide?
 What are the key concepts and skills to be
developed?
 What are the assessment criteria that need
to be considered? Are they attainable?
Presentation Flow
How important is
research in our
daily life?

It’s a Practical World!

Scan and Expand
(Walkthrough of the
Curriculum Guide)

Activity
Scan the topics included in the Practical
Research I. Comment on the way the topics are
selected and arranged.
Are the topics properly selected and
arranged?
What are your observations on the topics
included and the way they are sequenced?
Are there other topics that need to be
included?
QL VS. QT
Form a group of 10 members. Select a
leader and a secretary. For 10 minutes,
brainstorm on the differences between qualitative
and quantitative research. Using an appropriate
graphic organizer, write down your group’s
consensus and have your output posted on the
designated area. Be able to report it creatively to
the group.
Qualitative and Quantitative Approaches
Qualitative Quantitative
(Usually) Non-probability based Typically a probability-based
sample sample
Non-generalizable Generalizable
Answers Why? How? Answers How many? When?

Where?
Formative, earlier phases Tests hypotheses, latter phases
Data are “rich” and time- Data are more efficient, but may
consuming to analyze miss contextual detail
Design may emerge as study Design decided in advance
unfolds
Researcher IS the instrument Various tools, instruments
employed
Activity
Brainstorm on the qualities
of a good researcher especially
in the technologically driven
landscape of the 21st century.
After which, choose one trait
and perform a short skit or
scenario portraying/ embodying
the chosen trait/ characteristic.

QUALITATIVE RESEARCH
• Not measurements, but WORDS!
– Instead of asking how many times someone

purchased an item, you ask "WHY...?"
– Typically the samples are small, and not

"random"

Most Frequent Uses:
• Understanding basic issues
– why do people buy/use our product?
• Pretesting ideas or questions
– do people want a product that cleans their
refrigerator?
• Message testing
– How do people like this ad?
• Recommended to capture the basic feel of a
problem prior to conducting a more analytical
study
Strengths
•Good for examining feelings and motivations
•Allows for complexity and depth of issues
•Provides insights
Weaknesses
• Can’t extrapolate to the whole population
• Volume of data
• Complexity of analysis
• Time-consuming nature of the clerical efforts require
LECTURE
WORKSHOP

REEL TIME
Work with your group. Choose a
leader and a scribe. For 10 minutes,
brainstorm on a social or community
issue that interests you the most. Using
a bubble map, write down the chosen
issue at the center and around it fill in
the reasons for choosing that particular
issue as a research topic. Be ready to
present this to the group.
Titles Speak for
themselves

Track Research Titles
/Strand
HUMMS The Perception of the Stakeholders on the Implementation
of Senior High School in
GAS Factors Influencing Secondary Student’s Perception and
Preferences in Choosing a Strand in Senior High School
ABM The Effect of Word of Mouth Advertisement on the Stability
of Julia’s Bakery
TVL-ComProg. Employability of Computer Programmers : Job Market
Analysis
TVL-Bread and Perception of the Trainers on the Effectiveness of Bread
Pastry and Pastry Production Training Program in Pasig City
TVL-Tour The Effect of Tourist Attractions to the Development of
Guiding Servicing Economy in
TVL-Automotive Awareness on the Responsibilities, Contributions and

Servicing Significance of Automotive Technicians in Malolos City
What are criteria to be
considered in
formulating good
research titles?

Activity
Return to your group.
Formulate three research titles
out of the social or community
issue you have chosen. Post your
output on the designated area.

LRT (Look-React- Transcribe) Station
Assign other group to critique the
work of others utilizing the checklist/
rubrics made in the previous activity. Let
each group roam around each station
(designated group area) and write down
comments and suggestions for
improvements.
Processing:
Are the titles suited to the topic?
Which of among the titles is the
best?
Which one needs revision?
What are your suggestions on how
to improve the titles?
Research Questions
• Qualitative research questions are open-ended and
general
• They can change and/or emerge during the study
• Most of the time a few general questions are enough
• Neutral and exploratory language is used
– E.g. Generate, discover, understand, describe, explore
– INSTEAD OF
– Affect, relate, compare, determine, cause, influence
• Two types of questions can be used: central question and
subquestions

Central Questions
• It is the overaching question we want to explore.
• We consider the most general question we can ask
• There are some strategies to be used while designing this
quesiton:
• A) Begin with How or What (not Why) so you suggest
exploration
• B) Specify the central phenomenon
• C) Identify the participants
• D) Mention the resarch site
A Sample Script
• What is (the central phenomenon) for
(participants) at (research site)?
Example
• What is the effect of social media on the
study habits of HUMMS students at Pedro
Guevarra NHS?

ACTIVITY
With the same group, discuss among
members the scope and limitation of the
study in the previous activity. Then,
formulate your group’s statement of the
problem and write it down in a manila
paper. Report your finished output to the
group (plenary).
Session Guide
in
Practical Research I
2 Quarter
nd
SESSION OBJECTIVES

At the end of the 6-hour session, the
participants are expected to:
1. Analyze the components of the Curriculum
Guide such as content, content standards,
performance standards, learning competencies
and coding.
2. Determine the appropriate pedagogy in
translating learning competencies
3. Prepare proper assessment activities for
teaching learning competencies across
competencies
• Balikan ang nakaraan . . .
• Tungo sa kaunlaran . . .
• Halina’t magpangalan . . .
SLOGAN # 1
“Obey your thirst”

SLOGAN # 2
“Just do it”
SLOGAN # 3
“Connecting people”
SLOGAN # 4
“Finger-lickin’ good!”
SLOGAN # 5
“We’ve got it all for you!”

What are the ways to avoid
plagiarism?

More Specifically: Cite When…
• You use direct quotations
• You use arguable information that is not your
opinion
• You use information that is not common
knowledge
• The opinions and assertions of others
• Any information you did not generate yourself

AUTHOR
Comes FIRST.
Always.
Every Source.
• APA • MLA
• Last Name, First
• Last Name, First.
Initial.
• Tolstoy, L. • Tolstoy, Leo.

BOOKS
APA MLA
• Packard, V. (2005) The • Packard, Vincent. The
Hidden Persuaders. Hidden Persuaders.
New York: McKay. New York: McKay,
2005. 52-55.
Notice, the date’s placement. Notice the use of capitals and

underlining in the title.
PERIODICALS
APA MLA
• Shute, N. (2007, August • Shute, Nancy. “Why Do
18). Why do we age? We Age?” U.S. News &
U.S. News & World World Report 18 Aug.
Report, 123, 55-57. 2007: 55-57.
Notice the capitalization in article title, and the use of underlining,

and the addition of the volume number.
INTERNET WITH AUTHOR
APA MLA
• Rise, S. (2007, September
7).The Bulwer fiction home • Rise, Scott. The Bulwer
page. San Jose State U. Fiction Home Page. 7
Retrieved January 29, 2009 Sept. 1997. San Jose
from
http://www.bulwer.com
State U. Web. 29 Jan.
2009.
Notice date of WWW lookup and style of url address.

INTERNET WITHOUT AUTHOR
APA MLA
• Fetal surgery. (2009, • Fetal Surgery. Mar.
March). Alliance for
2009. Alliance for
Women’s Health. Retrieved
January 31, 2009 from Women’s Health. Web.
http://www.alliance/fetal.c 31 January, 2009.
om
ONLINE JOURNAL
APA
MLA
• Herring, S. (2003) Gender • Herring, Susan. “Gender
and Democracy in and Democracy in
computer-mediated Computer-mediated
communication. Electronic Communication.” Electronic
Journal of Communication, Journal of Communications
3.2. Retrieved 7 September, 3.2 (1993). Web. 7 Sept.
2009 from 2007
http://www.cios.org

ACTIVITY
Form a group of 10 members.
Choose a leader and a scribe. Discuss
among group members the process of a
qualitative research. Using a flow chart
of your chosen design, illustrate the
steps and present it to the group.
Philosophy and Qualitative Research
Frameworks are not used the same as in quantitative
The goal is not theory testing
Each study should be guided by a particular
philosophical stance
Philosophical Stance assists to:

(a) directs the question(s) that are asked
(b) the observations which are made
(c) the interpretation of data
Qualitative Designs
PHASES of a Qualitative Study:
Orientation an overview
Focused exploration
Focused confirmation and
closure
Qualitative Design Features
Control over the independent
variable
Type of group comparisons
Number of data collection points
Occurrence of the independent &
dependent variables
ACTIVITY
Perform a simulation activity showing a
scenario depicting how data could be
obtained from different sources:
Grp 1- Interview
Grp 2- Focus Group Discussion
Grp 3- Observation
Grp 4- Documents
Grp 5- Social Media/Other Media
Stages in the Analysis of Qualitative Data
• Stage 1: Immersion
– The researcher intensively reads or listens to material, assimilating as much
of the explicit and implicit meaning as possible
• Stage 2: Categorization
– Systematically working through the data, assigning coding categories or
identifying meanings within the various segments / units of the ’text’
• Stage 3: Reduction
– questioning or interrogating the meanings or categories that have been
developed? Are there other ways of looking at the data? Do some codes
mean the same thing?
• Stage 4: Triangulation
– sorting through the categories. Deciding which categories are recurring and
central and which are less significant or are invalid or mistaken
• Stage 5: Interpretation
– making sense of the data from a wider perspective. Constructing a model or
using an established theory to explicate the findings of the study
EDUC 7741/Paris/Terry
Developing Descriptions &
Themes from the Data
(case study approach)
• Coding data
• Developing a description from the data
• Defining themes from the data
• Connecting and interrelating themes

Making comparisons with the
Literature
• Interpret the data in view of past research
• Show how the findings both support and contradict
prior studies
– “These findings are consistent with other studies in regard to
duration. It has been found that the length or duration of
service learning projects has an impact on student outcomes,
with the longer duration projects having greater impacts.
However, significant differences are not found in projects
lasting over 18 weeks (Conrad & Hedin, 1981). The project
on which this study focused was examined over a year and a
half period of time; thus it is considered to be long in
duration which helps to explain its impact on student
outcomes.” EDUC 7741/Paris/Terry
ACTIVITY
Form a group of 10 members.
Discuss among group members possible
conclusions and recommendations out of
the given findings. Using a prescribed
template, write down the formulated
conclusions and recommendations.

FINDINGS CONCLUSIONS RECOMMENDATIONS

ACTIVITY
Do a mock oral presentation based
from the previous activity Create an
assessment tool in evaluating the
research output. Include criteria for
both paper and oral presentation.

Activity
Craft a lesson log on Practical
Research 1 by selecting one
competency from quarter 2.
Incorporate appropriate pedagogy
and assessment

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Session Guide

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Form a group of 10 members and assign

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Answers Why? How? Answers How many? When?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

– Instead of asking how many times someone

– Typically the samples are small, and not

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

TVL-Automotive Awareness on the Responsibilities, Contributions and

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

“Obey your thirst”

“We’ve got it all for you!”

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Notice, the date’s placement. Notice the use of capitals and

Notice the capitalization in article title, and the use of underlining,

Notice date of WWW lookup and style of url address.

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Philosophical Stance assists to:

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

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