Title Layout
Subtitle
WRITING FOR THE
METHODOLOGY:
Understanding Data and Ways
To Systematically Collect Data
LECTURE NO. 8 IN PR1 QUALTITATIVE RESEARCH
Prepared by:
PRINCESS T. SANGALANG, LPT, MAEd
Describe
• Qualitative research designs
• Varied forms of qualitative sampling
• The kinds of data collection
• Analyze procedures
Learning Objectives:
at the end of the Explain
study, students are
expected to: • Data analysis according to research design
• Generic steps in data analysis
Apply imaginatively art/design principles to
create art work
1. RESEARCH DESIGN (2 2. LOCALE OF THE
Paragraphs): STUDY (1 paragraph)
Is it a descriptive, Where and When
PARTS OF phenomenological, case, will the study take
CHAPTER 2: ethnographic research?
place (Semester,
Define it.
Methodology Why did you decide to
School Year)?
use this particlar How long will the
research design? study take place (in
months)
3. RESEARCH PARTICIPANTS AND
INFORMANTS/CONSULTANTS (4 paragraphs)
Why did you
What sampling
use that
Who are they? Describe them design did you
sampling
choose?
design?
PARTS OF
CHAPTER 2:
Methodology
4. RESEARCH INSTRUMENT (2 PARAGRAPHS)
What instrument?
Where did you get the (Interview, Focused What are the exact
instrument? Group Discussion, questions?
Observation, etc)
5. DATA COLLECTION PROCEDURE (2
PARAGRAPHS):
• Who will administer the instrument?
• When will you administer? Where will you
administer?
PARTS OF • How will you go through the step-by-step process?
CHAPTER 2: 6. ETHICS OF RESEARCH (2
Methodology PARAGRAPHS)
• What ethics of Research are needed for your study?
• Why do you need these particular ethics?
• Did you include consent and assent forms?
What do I want to know?
Why do I want to know it?
Guide Questions
in Writing the What assumptions am I making about research and
knowledge (what are my theoretical and
Methodology methodological positions?)
What types of data would best answer these
questions?
What type of data will I use to tell me what I want to know? (The
answer to this and to the previous question is not always the same)
How much data will I need?
How will I collect my data?
If my research involves Who will I need to collect data from?
participants (and informants): How will I access and recruit these participants?
How will I analyze my data in
order to answer my questions?
What particular ethical issues
do I need to consider?
Are there any practical factors
that I need to take account?
Qualitative Research Design:
Case Study
Studies a person, place, or event in a defined time frame (Leedy &
Omrod, 2001)
Structure: the Problem, The context, The Issues, and Lessons
Learned
Sources of Information: direct or participant observation, interview,
archival records, physical artifacts, audiovisual records
Qualitative Research Design:
Case Study
The researcher spends time in the natural setting of people studied
Includes lessons learned and patterns found that connect with
theories
May be of an individual or group of persons
Used in order to gain deeper insight on a phenomenon, validate
earlier findings, and gather more deep-seated data
Qualitative Research Design:
Case Study
•Examples: Drug-
rehabilitated teenagers,
transgender, gay marriage,
success stories
Interactive, requires extensive time
in the participant’s natural setting
to observe, interview, and record
processes (MacMillan, 1993)
Qualitative
Research Design: Studies people that share a common
culture (Leedy and Omrod, 2001)
Ethnographic
Research
Studies an intact cultural group in a
natural setting over a prolonged
period by collecting observational
data (Creswell, 2003).
Researchers use a video camera or audio/voice
recorder if interviews are lengthy
Qualitative Aspects: Justification of the study, description of
Research Design: the group and method of the study, evidence to
support claims, and findings to the research
Ethnographic questions
Research
Provide evidence of the group’s shared culture
that developed over time
Qualitative Research Design:
Phenomenological Research
Search for the underlying meaning of the research participant’s
experience (Creswell 1998)
Purpose of the study is to understand an experience from the
research participant’s point-of-view (Leedy & Omrod, 2001)
Focus is on the research participant
After obtaining data from observations, videos,
lengthy interviews, etc, the critical question is asked:
What does the experience mean to the research
Qualitative participant himself?
Research Design:
How will he/she describe the lived experience of
Phenomenological being at the center of the research process?
Research
What are his/her significant comments/remarks?
•Examples: Comfort Women of World
War II, rehabilitated drug dependents,
rescued trafficked women, college
graduates who opt to do outreach in a
community instead of practicing their
profession
Qualitative Research Design:
Phenomenological Research
Procedural research format:
Writing the research questions that explore the experience
Conduct interviews
Analyze data to find cluster of meanings
Writing a report to understand more clearly the essential structure of the experience
Data collected should lead to themes of people’s perceptions of their experiences
Qualitative Research Design:
Descriptive Research
The goal of qualitative descriptive studies is a comprehensive
summarization, in everyday terms, of specific events experienced
by individuals or groups of individuals.
To some researchers, this design does not exist, forcing other
researchers to feel they have to defend their research approach by
giving it ‘epistemological credibility.’
Qualitative Research Design:
Descriptive Research
There are a number of researchers who believe and support the fact that
‘qualitative descriptive’ is a viable and acceptable label for a qualitative
research design.
While phenomenology, grounded theory, and ethnography also are
descriptive qualitative approaches, by nature, they are not exclusively in
the descriptive domain because they also tend to explain phenomena.
Qualitative Research Design:
Descriptive Research
(Lambert, C., & Lambert E., 2012)
According to Sandelowski (n.d.), qualitative descriptive research: should
be seen as:
a categorical, as opposed to a non-categorical, alternative for inquiry;
is less interpretive than an ‘interpretive description’ approach because it
does not require the researcher to move as far from or into the data; and,
does not require a conceptual or highly abstract rendering of the data,
compared to other qualitative designs.
Qualitative Research Design:
Descriptive Research
Qualitative descriptive studies are the least “theoretical” of all of
the qualitative approaches to research.
In addition, qualitative descriptive studies are the least
encumbered studies, compared to other qualitative approaches, by
a pre-existing theoretical or philosophical commitment.
Qualitative Research Design:
Descriptive Research
•Qualitative descriptive studies tend to
draw from naturalistic inquiry, which
purports a commitment to studying
something in its natural state to the
extent that is possible within the context
of the research arena.
Qualitative Research Design:
Descriptive Research
Regarding the use of sampling in a qualitative descriptive design,
virtually any purposeful sampling technique may be used.
The goal is to obtain cases deemed rich in information for the
purpose of saturating the data.
Of basic importance is for researchers to be able to defend their
sampling strategies to meet the purposes of their studies.
Qualitative Research Design:
Descriptive Research
Data collection of qualitative descriptive studies focuses on
discovering the nature of the specific events under study.
Involves minimal to moderate, structured, open-ended,
individual or focus group interviews.
Data collection also may include observations, and examination
of records, reports, photographs, and documents.
Qualitative Research Design:
Descriptive Research
• The presentation of data from a qualitative
descriptive study involves a straight forward
descriptive summary of the informational contents
of the data that is organized in a logical manner.
• How the data are organized depends upon the
researcher and how the data were rendered.
data presentation can be arranged by:
time of occurrence;
Qualitative categories/subcategories;
Research Design:
Descriptive actual or reverse chronological order of events;
Research most prevalent to least prevalent themes;
moving from a broad context of an event to a more narrow context (i.e. specific
cases); or, describing an event from the perspective of more than one participant.
Source of information for Qualitative
Qualitative Descriptive Research:
Research Design:
Descriptive file:///C:/Users/User/Downloads/5805-
Research Article%20Text-10951-1-10-
20130211.pdf
Grounded Theory
Other
Qualitative
Research
Designs Content and Discourse
Analysis
SAMPLING PROCEDURES
Sampling means the size/number of Research Participants in your study
Qualitative Sampling enables us to get a representative sample, a small collection of
units or cases from a much larger population so that the researcher can study the group
meticulously and make generalizations about larger groups (Neuman, 2017)
Wise decisions on sampling can contribute to the study’s
soundness.
Classified into two:
Probability and Non-Probability Sampling
Convenience Sampling:
choosing respondents at the
convenience of the researcher:
Non- Where you can have easy access
Probability
Sampling Samples: Snowballing or
friendship pyramiding
Non-Probability Sampling
Quota Sampling: Population has been divided into
classes or categories
Probability of being selected is known by the
participant
Members of the population selected are not
disqualified from being included in the results
Example: Surveying in order to obtain a desired
number of participants from various categories
Judgmental Sampling:
Non- The researcher uses his own
Probability “expert” judgment
Sampling
Example: study of potential users
of a new recreational facility
Probability Sampling
Computerized
Simple Random
From the list, a sample sampling programs or
Sampling: Draw a list
is drawn to give equal random number tables
of all members of the
chance of being drawn may be used to avoid
population
bias
Probability Sampling
Categorizing members of Example: Categorizing by
the population into Average Yearly Income of
Stratified Random
mutually exclusive and Street Vendors: The
Sampling:
collective exhaustive researcher may stratify
groups them by barangays
Probability Sampling
Groups are defined in order Clusters are representative
Cluster Sampling: to maintain heterogeneity of samples of the population as
the population a whole
After the clusters are
established, a simple random Example: Measuring the age
sample of clusters is drawn distribution of persons in a
and members of the chosen locality
clusters are sampled
Probability Sampling
The researcher uses the nth member after randomly
selecting the first through nth element as starting point
More used for quantitative researches
Other forms of Sampling
Homogenous Sampling:
Criterion Sampling:
Selection of participants
selection based on
with the same
specific characteristics
experiences
Maximum Variation Deviant Case Sampling:
Sampling: the objective is Seeking cases that differ
to obtain more in-depth from the dominant
views. Otherwise known pattern
as Total Enumeration
DATA COLLECTION AND ANALYSIS
PROCEDURE
•Primary Data Collection Techniques
–Interview
–Participant Observation
–Focused Group Discussion/Interview
–Observational Evaluation
–Biography/Autobiography
–Questionnaire
Interview
Participants talk about their experiences, point-of-views, feelings, beliefs
Can take the form of open-ended questions, informal conversations, formal interviews,
and in-depth discussions
Can be one-time interviews or multiple interviews
May be structured, unstructured, or semi-structured
THERE HAS TO BE A TRANSCIPT OF THE WHOLE INTERVIEW
Participant Observation
Researcher immerses himself in the natural setting of the
participant
Natural setting: home, office, school, etc
Immersion enables the researcher see, hear, feel, and experience the
participant’s daily life
The researcher participates and observes fully in the activities of the
group without them knowing he is a researcher
Focused Group Discussion/Interview
Participated by 6 to 8 Different views and
Advantage: Critical and
persons (usually the perspectives are
sensitive issues can be
research informants or expressed: a rich source
freely discussed
consultants) of data
Moderator/Researcher
TRANSCRIPT OF THE
must be skilled in
WHOLE
facilitating group
PROCEEDINGS IS
discussion and stay
NEEDED
focused on the topic
WORK ON YOUR
CHAPTER 2
