Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET IN PRACTICAL RESEARCH I

Qualitative Research Design
Name of Learner:
Grade Level:
Strand/Track:
Section:
Date: _______________________
A. Background Information for Learners

This lesson covers the different qualitative research designs. Herein is provided a
comparison of those research designs in terms of their purpose and general
methodologies.
B. Learning Competency with code
Describes characteristics, strengths, weaknesses, and kinds of qualitative research.
(CS_RS11-IIIb-1)
C. Directions/ Instructions
After going through with this unit, you are expected to:
1. read and follow each direction carefully;

2. accomplish each activity for the mastery of competency;
3. use the Learning Activity Sheets with care;
4. record your points for each activity;
5. get at least 80% of the total number of given items;
6. contact your teacher through messenger or text, if you have further
questions.
D. Exercises / Activities
D.1 INTRODUCTION
a. What I need to Know
After going through with this unit, you are expected to:
1. differentiate the qualitative research designs from one another;

2. propose/cite sample topic for each qualitative research design.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
b. What’s New?
Activity 1: The Essential Questions
Directions: Answer the following essential questions in the space provided below
in not more than three sentences.
1. How do researchers explore various areas of human experiences to describe
the interpretations/meanings given to them by people?
2. What possible human experiences can I explore qualitatively in my own

community or barangay?
D.2 DEVELOPMENT
a. What I Know?
Activity 2: Try-outs
Directions: Match the terms in Column A to the definition that best
describes them found in Column B.
Term Definition
1. Case Study A. This research design aims “to understand an
experience from the research participant’s point
of view”; the “what” or “how” of the experience
itself.
2. Ethnography B. The research design is used to study a person,
program or event in a defined time frame and
marks their growth or lack of it.
3. Content/ C. In this research design, the theory or general

Discourse Analysis pattern of understanding will emerge as it
begins with initial codes and develops into
broader themes.
4. Phenomenological D. This research design calls for a detailed and
Study systematic examination of the contents of a
particular body of materials for the purpose of
identifying patterns, themes, or biases.
5. Grounded Theory E. This research design is interactive and requires
intensive observation, interviewing, recording,
and immersion in the research locale as it
seeks to understand the culture (the way of
doing things) in a particular group of people.
b. What’s In
Activity 3: “Take It”
Directions: Answer the questions below based on your understanding about the
previous lesson.
Question 1. Being netizens yourselves, did any group pop up in your mind
which we may investigate using digital ethnography? Describe this group briefly,
explaining why they are a good subject for an ethnographic study.
Question 2. In the space provided below, discuss the concepts of epoche and
eidos in your own words. Be sure to explain why they are important in
phenomenology.
Question 3. How are phenomenology and grounded theory similar? How are
they different? Present your answer using a Venn Diagram.
Question 4. In the previous module, we touched on humanities research as

another approach to research. Briefly discuss the relevance of thematic analysis
to conducting humanities research.
Question 5. Using a Venn Diagram, compare and contrast narrative analysis

and discourse and conversation analysis.
D.3 ENGAGEMENT
a. What is more?
Activity 4: “Remember my name…”
Directions. Which of the qualitative research designs corresponds to the
descriptions given in Column A? Write your answers on the space provided
beside each term.
Column A Answer
1. It focuses on the text as an object of analysis.
2. This research design may be done deductively and inductively on any given data
set. It is also the most commonly-used qualitative research design.
3. This research design is used to look into how people make sense of their
respective experiences.
4. The purpose of this research design is to build a general explanation for things
based on the rich and observable evidence.
5. This research design relies on narratives (as opposed to products of formal
interviews) as sources of data.
6. This research design is used to look into new or emerging topics that need to
be explored. It is unique among the qualitative research designs because it
involves a long-time observation for improvement or the lack of it.
7. This research design is used to study the culture of any group of people and
usually requires the immersion of the researcher in the research locale.
a. What other enrichment activities can I engage in?
Activity 5: “Getting Real”

Directions. Given below are sample qualitative research titles. Fill out the table by
inferring the qualitative research design used for each.
Sample Research Titles Possible Research

Design Used
1. Games from the Mangyans of Balatero, Or. Mindoro
2. The Lived Experiences of Newly-Retired Teachers in San Juan,
Batangas
3. Postcoloniality in Four Short Stories of Dean Francis Alfar
4. Stories of Survival: Post-Demolition Accounts from Residents of
Balakbakan
5. LAYF: A Qualitative Assessment of the Youth Formation Programs
of Brgy. Laiya Aplaya
6. P********a: Invectives and their Role in the Identity Construction of
President Rodrigo Duterte
7. Youth Organizing in the Catholic Church: A Study of Youth
Organizations in 16 Parishes in the Archdiocese of Lipa
8. Like Family: The Lived Experiences of Non-Medical Program
Graduates in Taking Care of Bed-Ridden Senior Citizens
9. Activism and Negotiations Among Teachers of Online fb Group Guro
PH
10. The Pioneers: A Longitudinal Study into the Lives of the First Batch
of K-12 Graduates in the Philippines
D.4 ASSIMILATION
a. What I have Learned?
Activity 6: “The Finale”
Directions. Write a research topic for each of the qualitative research designs.
E. Reflection
Learners will write their insights about the lesson on their notebooks or journals.
1. How did your understanding of research designs improve after this
lesson?
2. What is your biggest realization about practical qualitative research after
going through this module?
F. References
Books
Mendoza, D.J. & Melegrito, M.L. (2017). Applied research: An introduction to Qualitative
Research Methods and Research Writing.
Subject Teachers:
JOHN DALE E. EVANGELIO

TEACHER II
BERNALYN L. BRIONES
TEACHER I
Noted:
BILLY G. CASTILLO
PRINCIPAL II

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Republic of the Philippines

LEARNING ACTIVITY SHEET IN PRACTICAL RESEARCH I

A. Background Information for Learners

1. read and follow each direction carefully;

a. What I need to Know

1. differentiate the qualitative research designs from one another;

2. What possible human experiences can I explore qualitatively in my own

3. Content/ C. In this research design, the theory or general

Question 4. In the previous module, we touched on humanities research as

Question 5. Using a Venn Diagram, compare and contrast narrative analysis

Activity 5: “Getting Real”

Sample Research Titles Possible Research

a. What I have Learned?

Activity 6: “The Finale”

JOHN DALE E. EVANGELIO

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