PRACTICAL RESEARCH 1 ( Qualitative Research)PPT.pptx

Qualitative Research

1. DIFFERENTIATE QUALITITATIVE FROM QUANTITATIVE

2. QUALITATIVE RESEARCH -requires non-numerical data, which means that the research uses words rather than numbers to express the results, the inquiry, or investigation about people's thoughts, beliefs, feelings, views, and lifestyles regarding the object of the study. These opinionated answers from people are not measurable; so verbal language is the right way to express your findings in a qualitative research.

3. QUANTITATIVE RESEARCH -- involves measurement of data. Thus, it presents research findings referring to the number or frequency of something in numerical forms ( using percentages, fractions, numbers)

4. The data you deal with in research are either primary or secondary data. Primary data- - are obtained through direct observation or contact with people, objects, artifacts, paintings etc. Secondary data- - if such data have already been written about or reported on and are available for reading purposes, they exists as secondary data.

5. APPROACHES TO RESEARCH

6. 1. SCIENTIFIC OR POSITIVE APPROACH -- in which you discover and measure information as well as observe and control variables in an impersonal manner. Therefore, the data gathering techniques appropriate for this approach are structured interviews, questionnaires, and observational checklists. Data given by these techniques are expressed through numbers, which means that this method is suitable for quantitative research.

7. 2. NATURALISTIC APPROACH -- uses words, this research approach directs you to deal with qualitative data that speak of how people behave toward their surroundings.

8. If you want to combine these two approaches in designing your research leads you to the third one, called TRIANGULATION APPROACH.

9. TYPES OF RESEARCH

10. TYPES OF RESEARCH 1. Based on Application of Research Method-- If it deals with concepts, principles, or abstract things, it is a pure research. If it is to apply your chosen research to a societal problems or issues, finding ways to make positive changes in society it is called applied research 2. Based on Purpose of the Research -- Depending on your objective or goal in conducting research, you do any of these types of research:

11. DESCRIPTIVE APPROACH Defining or giving a verbal portrayal or picture of a person, thing, event, group situation, etc.

12. CORRELATIONAL RESEARCH Shows relationships or connectedness of two factors, circumstances, or agents called variables that affect the research.

13. EXPLANATORY RESEARCH -- Elaborates or explains not just the reasons behind the relationship of two factors, but also the ways which such relationship exists.

14. EXPLORATORY RESEARCH To find out how reasonable or possible it is to conduct a research study on a certain topic.

15. ACTION RESEARCH Studies an ongoing practice of a school, organization, community, etc. That will bring improvements in the system

16. INDEPENDENT VARIABLE-- Can stand alone variable, which means its value can change without reference to another variable. It can be controlled or manipulated

17. DEPENDENT VARIABLE is a variable that changes as a result of the change in the independent variable.

18. IDENTIFY THE INDEPENDENT AND DEPENDENT VARIABLES IN THE FOLLOWING SITUATIONS

19. A. An educational researcher tests the effects of using a particular teaching strategy on the performance in mathematics of college students.

20. b. A medical technologist studies the effects of using a certain drug intreating cancer patients.

21. A. The independent variable is the teaching strategy and which class will not. The dependent variable is the performance in mathematics of the college students. The performance may be affected by the teaching strategy used by the teacher

22. b. The independent variable is the administration of the particular drug. The researcher can manipulate the length of time it will be administered or the dosage. The dependent variable is the impact of the drug on the treatment of the patients.

23. INDIVIDUAL WORK Directions: Express your judgement or decision about each line by checking the box representing your choice. On the lines provided, write your reasons to justify your agreement or disagreement on the given statement.

24. 1. Your zero or poor knowledge of research means you are not in a quality school. Agree ____ Disagree________ _______________________________________ ________________________________________

25. 2. To have a rich understanding of every aspect of your research means to approach it in a naturalistic way. Agree_____ Disagree______ ___________________________________________ ___________________________________________

26. 3. Research is exactly the same as inquiry. Agree________ Disagree_______ __________________________________ __________________________________

27. 4. You behave like a scientist in research. Agree_____ Disagree________ _____________________________________ _____________________________________

28. 5. How knowledgeable are you about your surroundings? How can you know more about people, places, and things in this world? Share with your classmates some ways and techniques you know about becoming knowledgeable about a lot of things in this world such as those within your own world, among your friends , schoolmates, loved ones, and so on

29. QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE

30. If you are curious about a person or a thing, you are inclined to conduct a qualitative research to discover such individual's thoughts, feelings, and attitudes about a certain topic, or to find out something beneath the surface of an inanimate thing or the effects of such object or place to some people. According to (Silverman 2013; Litchman 2013; Walliman 2014; Suter 2012)

31. CHARACTERISTICS OF A QUALITATIVE RESEARCH

32. 1. HUMAN UNDERSTANDING AND INTERPRETATION-- show an individua's mental, social and spiritual understanding of the world.

33. 2. ACTIVE, POWERFUL, AND FORCEFUL-- consider varied was of getting answers, travel to places for data gathering

34. 3. MULTIPLE RESEARCH APPROACHES AND METHODS- Being multi-method research, applies to all research types

35. 4. SPECIFICITY OF GENERALIZATION- Inductive- example before lecture(specific to general Deductive- lecture then example(general to specific)

36. 5. CONTEXTUALIZATION- To understand human behavior examine context or situation of an individual's life-- who, what, why, how and other circumstances

37. 6. DIVERSIFIED DATA IN REAL- LIFE SITUATIONS - a qualitative researcher prefers collecting data in a natural setting like observing people as they live and work

38. 7. Abounds with words and visuals- Words, words, and more words come in big quantity in this kind of research. ( pictures, videos, drawing, and graphs)

39. 8. Internal Analysis-- (emotional, mental, spiritual characteristics) intermnal traits of the subject individuals

40. TYPES OF QUALITATIVE RESEARCH

41. --In the field of social care, nursing, psychology, rehabilitation centers, education, etc. This involves a long-time study of a person, group, organization, or situation. Varieties of data collection methods such as interviews, questionnaires, and documentary analysis are used in a case study.

42. Falling in the field of anthropology, ethnography is the study of a particular cultural group to get a clear understanding of its organizational set-up, internal operaion , and lifestyle

43. --Is a method of qualitative research that requires an analysis or examination of the substance or content of the mode of communication (letters, books, journals, photos, video recordings, audio-visual materials etc.)

44. “phenomenon” which means something known through sensory experience, phenomenology refers to the study of how people find their experiences meaningful. Its primary goal is to make people understand their experiences about death of loved ones, care for handicapped persons, friendliness of people etc.

45. HISTORICAL ANALYSIS Central to this qualitative research method is the examination of primary documents to make you understand the connection of past events to the present time.

46. --TAKES PLACE WHEN YOU DISCOVER A NEW THEORY TO UNDERLIE YOUR STUDY AT THE TIME OF DATA COLLECTION AND ANALYSIS. YOU WILL FIND A THEORY THAT APPLIES TO YOUR CURRENT STUDY.

47. ADVANTAGES OR STRENGTHS OF QUALITATIVE RESEARCH

48. 1. It adopts a naturalistic approach to its subject matter, which means that those involve in the research understand things based on what they find meaningful

49. 2. It promotes a full understanding of human behavior or personality traits in their natural setting.

50. 3. It is instrument for positive societal changes.

51. 4. It engenders respect for people's individuality as it demands the researcher's careful and attentive stand toward people's world views.

52. 5. It is a way of understanding and interpreting social interactions.

53. 6. It increases the researcher's interest in the study as it includes the researcher experience or background knowledge in interpreting verbal and visual data.

54. 7. It offers multiple ways of acquiring and examining knowledge about something

55. DISADVANTAGES OR WEAKNESSES OF QUALITATIVE RESEARCH

56. 1. It involves a lot of researcher's subjectivity in data analysis.

57. 2. It is hard to know the validity or reliability of the data

58. 3. Its open-ended questions yield “ data overload” that equires long-time analysis.

59. 4. It is time-consuming

60. 5. It ivolves several processes, which results greatly depend on the researcher views or interpretations.

61. Identifying the Inquiry and Stating the Problem

62. SUBJECT MATTER OF THE INQUIRY RESEARCH

63. GUIDELINES IN CHOOSING A RESEARCH TOPIC 1. INTEREST IN THE SUBJECT MATTER -- YOUR INTEREST IN A TOPIC MAY BE CAUSED BY YOUR RICH BACKGROUND KNOWLEDGE ABOUT IT AND BY ITS NOVELTY.

64. 2. AVAILABILITY OF INFORMATION -- COLLECTING A LOT OF INFORMATION AS EVIDENCE TO SUPPORT YOUR CLAIMS ABOUT YOUR SUBJECT MATTER.

65. 3. TIMELINESS AND RELEVANCE OF THE TOPIC THE TOPIC IS RELEVANT IT IF YIELDS RESULTS THAT ARE INSTRUMENTAL IN SOCIETAL IMPROVEMENT.

66. 4. LIMITATIONS ON THE SUBJECT THIS MAKES YOU LINK YOUR CHOOSING WITH COURSE REQUIREMENTS.

67. 5. PERSONAL RESOURCES ASSESS YOUR RESEARCH ABILITIES IN TERMS OF YOUR FINANCIAL STANDING HEALTH CONDITION, MENTAL CAPACITY, NEEDED FACILITIES AND TIME ALLOTMENT

68. RESEARCH TOPICS TO BE AVOIDED

69. 1. CONTROVERSIAL TOPICS- these are topics that depend greatly on the writer's opinion.

70. 2. HIGHLY TECHNICAL SUBJECTS- researching on topics that require an advanced study, technical knowledge, and vast experience is a very difficult task.

71. 3. Hard-to-investigate subjects - hard to investigate if there are no available materials about it.

72. 4. Too broad subjects -will prevent you from giving a concentrated or an in-depth analysis of the subject matter.

73. 5. Too narrow subjects- these subjects are so limited or specific

74. 6. Not clear subjects- choosing topics like these will prevent you from having a clear focus on your paper.

75. CHOOSING A RESEARCH TOPIC

76. 1. CHOOSE A TOPIC THAT TRULY INTERESTS YOU/ EXPERTISE

77. 2.BE SURE OF THE AVAILABILITY OF MATERIALS/DATA

78. 3. KEEP IN MIND YOUR TIME LIMITATIONS

79. 4. MAINTAIN INTELLECTUAL INTEGRITY/ ETHICAL STANDARDS

80. 5. ENDEAVOR TO CONTRIBUTE SOMETHING NOVEL

81. FORMULATING OF THE RESEARCH TITLE

82. 1. BRIEF BUT CAPTURE THE ESSENCE OF THE STUDY (PURPOSE, LOCALE, VARIABLES,PARTICIPANTS)

83. 2. IT SHOULD NOT BE LONG AND SHOULD NOT BE MORE THAN 20 WORDS

84. 3. AVOID REDUNDANCIES LIKE “A STUDY OF,” “AN ANALYSIS OF,” AN INVESTIGATION OF,”

85. EXAMPLE RESEARCH TITLE: PROBLEMS ENCOUNTERED BY THE STUDENTS IN THE DIVISION OF CAGAYAN ON THE IMPLEMENTATION OF G11 CURRICULUM

86. RESEARCH PROBLEM VS. RESEARCH QUESTION

87. MEANING OF RESEARCH PROBLEM THE WORD “PROBLEM” MAKES YOU WORRY AND PUSHES YOU TO EXERT CONSIDERABLE EFFORT IN FINDING A SOLUTION FOR IT.

88. When you feel perplexed or anxious about what to do about something you are doubtful or about a question you are incapable of answering, you then come to think of conducting research, investigation, or inquiry.

89. WHEN YOU DECIDE TO DO RESEARCH , YOU BEGIN WITH A PROBLEM THAT WILL LEAD YOU TO SPECIFIC TOPIC TO FOCUS ON.

90. BACKGROUND OF THE PROBLEM

91. First, spend time getting background knowledge about the problem that triggered off your research topic to discover its relation to what the world, particularly the experts, professionals, and learned people know about your topic.

92. Also, reading for rich background ideas about the problem is also another way to discover some theories or principles to support your study. (Braun 2014; Woodwell 2014)

93. RESEARCH QUESTIONS

94. THE RESEARCH PROBLEM ENABLES YOU TO GENERATE A SET OF RESEARCH QUESTIONS DEPENDS ON THE BACKGROUND KNOWLEDGE YOU HAVE ABOUT THE TOPIC.

95. TO GET A GOOD IDEA OF THE PROBLEM, YOU MUST HAVE A RICH BACKGROUND KNOWLEDGE ABOUT THE TOPIC THROUGH THE RRL (REVIEW OF RELATED LITERATURE) WHICH REQUIRES INTENSIVE READING ABOUT YOUR TOPIC.

96. A RESEARCH PROBLEM SERVING AS AN IMPETUS BEHIND YOUR DESIRE TO CARRY OUT A RESEARCH STUDY COMES FROM MANY SOURCES.

97. RESEARCH PROBLEM: THE NEED TO HAVE A SAFER, COMFORTABLE, AND HEALTHFUL WALK OR TRANSFER OF STUDENTS FROM PLACE TO PLACE IN THE UST CAMPUS RESEARCH TOPIC: THE CONSTRUCTION OF A COVERED PATHWAY IN THE UST CAMPUS GENERAL QUESTION: WHAT KIND OF COVERED PATH SHOULD UST CONSTRUCT IN ITS CAMPUS?

98. SPECIFIC QUESTIONS: 1. WHAT MATERIALS ARE NEEDED FOR THE CONSTRUCTION OF THE COVERED PATHWAY IN THE UST CAMPUS? 2. WHAT IS THE WIDTH AND HEIGHT OF THE COVERED PATH? 3. HOW CAN THE COVERED PATH REALIZE GREEN ARCHITECTURE?

99. GUIDELINES IN FORMULATING RESEARCH QUESTIONS

100. 1. ESTABLISH A CLEAR RELATION BETWEEN THE RESEARCH QUESTIONS AND THE PROBLEM OR TOPIC. 2. BASE YOUR RESEARCH QUESTIONS ON YOUR RRL OR REVIEW OF RELATED LITERATURE BECAUSE EXISTING PUBLISHED WORKS HELP YOU GET GOOD BACKGROUND KNOWLEDGE OF THE RESEARCH PROBLEM AND HELP YOU GAUGE THE PEOPLE'S CURRENT UNDERSTANDING OR UNFAMILIARITY ABOUT THE TOPIC,

101. REVIEW OF RELATED LITERATURE

102. LITERATURE-- IS AN ORAL OR WRITTEN RECORD OF MAN'S SIGNIFICANT EXPERIENCES THAT ARE ARTISTICALLY CONVEYED IN A PROSAIC MANNER.

103. DIRECT - EXPRESSIONS OF MAN'S KNOWLEDGE OF THE WORLD ARE IN BOOKS,PERIODICALS, AND ONLINE READING MATERIALS.

104. INDIRECT-- ARE HIS INFERENCES OR REFLECTIONS OF HIS SURROUNDINGS THAT ARE NOT WRITTEN OR SPOKEN AT ALL(RIDLEY 2012)

105. A REVIEW OF RELATED LITERATURE IS AN ANALYSIS OF MAN'S WRITTEN OR SPOKEN KNOWLEDGE OF THE WORLD. YOU EXAMINE REPRESENTATIONS OF MAN'S THINKING ABOUT THE WORLD TO DETERMINE THE CONNECTION OF YOUR RESEARCH WITH WHAT PEOPLE ALREADY KNOW ABOUT IT.

106. PURPOSES OF REVIEW RELATED LITERATURE(RRL)

107. 1. TO OBTAIN BACKGROUND KNOWLEDGE OF YOUR RESEARCH. 2. TO RELATE YOUR STUDY TO THE CURRENT CONDITION OR SITUATION OF THE WORLD

108. 3. TO SHOW THE CAPACITY OF YOUR RESEARCH WORK TO INTRODUCE NEW KNOWLEDGE 4. TO EXPAND, PROVE, OR DISPROVE THE FINDINGS OF PREVIOUS RESEARCH STUDIES

109. CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

110. Chapter I heading is capitalized. The usual parts of this chapter are: Introduction; Statement of the Problem; Significance of the Study; Scope and Delimitation Definition of Terms.

111. Introduction Guidelines in Writing Introduction/Rationale

112. 1. Describe the problem-situation by considering global, national, and local situation. 2. Justify the existence of the problem situation by citing statistical data and authoritative sources( related studies and literature, constitutions,laws,orders,ordinances, circulars, memorandums, rules)as bases to support the problem

113. 3. The Introduction/ Rationale must be short as possible, an average of three pages. 4. Use the deductive line of reasoning, from macro perspective to micro perspective. 5. Maintain an objective tone throughout the paper. Keep in mind that a research paper is formal exposition of a research, not a forum for personal opinion.

114. 6. The researcher may indicate what is wrong in the present system and explain his desire to discover ways of enriching of improving something , thus the study. 7. At the end of the Introduction, the researcher should cite motives and justification which prompted him to conduct such as a study. Thus a clinching statement is made to relate a background to the research problem.

115. STATEMENT OF THE PROBLEM THERE ARE TWO PROBLEMS TO BE STATED: THE MAJOR (GENERAL OR MAIN) PROBLEM AND THE MINOR (SPECIFIC) PROBLEMS OR SUB-PROBLEMS. THE GENERAL PROBLEM CONSISTS OF THE GENERAL PURPOSE OF THE STUDY.

116. IT IS USUALLY PATTERNED FROM THE RESEARCH TITLE. THE GENERAL PROBLEM IS BROKEN DOWN TO SPECIFIC PROBLEMS OR SUB-PROBLEMS IN ORDER TO RSEARCHABLE. USUALLY, THE GENERAL PROBLEM STARTS WITH PHRASE: “ THE STUDY” WHILE THE SUB-PROBLEMS START WITH; “SPECIFICALLY, THIS STUDY.”

117. GUIDELINES IN WRITING THE SUB-PROBLEMS OF THE STUDY

118. 1. IT MUST BE COMPLETELY RESEARCHABLE UNIT. 2. IT IS ARRANGED IN A LOGICAL ORDER FROM FACTUAL TO ANALYTICAL ORDER

119. 3. IT SHOULD BE SPECIFICALLY , CORRECTLY, AND GRAMATICALLY WORDED IN THE LANGUAGE OF RESEARCH. 4. IT SHOULD NOT DUPLICATE OR OVERLAP THE OTHER SUB-PROBLEMS (MUTUALLY EXCLUSIVE DIMENSIONS) 5. IT IS NOT ANSWERABLE BY YES OR NO 6. EACH SPECIFIC PROBLEM HAS A CORRESPONDING STATISTICAL TOOL

120. CONCEPTUAL FRAMEWORK

121. CONCEPTUAL FRAMEWORK-- IS FIRST KNOWN AS CONCEPTUAL MAPPING WHIXH WAS ORIGINALLY DEVELOPED BY JOSEPH NONAH IN 1984. IT INCLUDES THE SYSTEMS OF CONCEPT, ASSUMPTIONS, EXPECTATIONS, AND BELIEFS THAT SUPPORT A RESEARCH STUDY.

122. A CONCEPT IS IN THE MIND OF THE PERSON AND THEREFORE IT IS NOT KNOWN BY ANY OTHER PERSON. THUS, IT CANNOT BE TESTED JUST LIKE A THEORY. CONCEPT MUST EXPRESSED OUT IN A DIAGRAM OR ILLUSTRATION BY IDENTIFYING THE KEY FACTORS, CONCEPTS, OR VARIABLES OF THE STUDY.

123. THIS ILLUSTRATION SERVES AS A GUIDE IN CONDUCTING THE STUDY.

124. CHAPTER 3 METHODS AND PROCEDURE

125. IN OTHER SCHOOLS, CHAPTER 3 HEADING IS CALLED METHODOLOGY, RESEARCH METHODOLOGY, METHODS AND PROCEDURE OR METHODOLOGY OF RESEARCH.

126. RESEACRH METHODOLOGY CONSIST OF THE FOLLOWING PARTS; METHOD OF RESEARCH, RESPONDENTS, RESEARCH INSTRUMENT/S DATA- GATHERING PROCEDURE, SOURCES OF DATA, DATA ANALYSIS

127. METHOD OF RESEARCH IN THIS SECTION, THE RESEARCHER MUST STATE THE TYPE OF RESEARCH, ITS MEANING, AND HOW IT IS APPLICABLE TO THE STUDY.

128. IF A CERTAIN RESEARCH METHOD IS USED (DESCRIPTIVE, HISTORICAL, EXPERIMENTAL, OR ANY OTHET TYPE) THE PARTICULAR TYPE OF RESEARCH MUST BE INDICATED.

129. RESPONDENTS THE RESPONDENTS ARE THOSE FROM WHOM THE DATA/INFORMATION ARE TO BE COLLECTED OR GATHERED. THE RESPONDENTS OF THE STUDY MAY EITHER BE UNIVERSAL/TOTAL POPULATION OR A SAMPLE FROM A POPULATION. IN A UNIVERSAL/TOTAL POPULATION ALL THE MEMBERS OF THAT POPULATION ARE INVOLVED. IF A SAMPLE IS TAKE FROM A POPULATION APPROPRIATE FORMULA IS USED. THIS FORMULA MAY EITHER BE SLOVIN'S FORMULA, IBE'S FORMULA OR THE MAJORITY RULE FORMULA.

130. THERE ARE THREE TYPES OF RESPONDENTS: TRY -OUT, TARGET AND ACTUAL. TRY-OUT RESPONDENTS ARE THOSE PEOPLE FROM WHOM THE TEST/INSTRUMENT IS TRIED OUT OR PILOTED TO DETERMINE THE INSTRUMENT'S VALIDITY AND RELIABILITY.

131. THE TRY-OUT RESPONDENTS SHOULD NOT BE INVOLVED IN THE ACTUAL STUDY. IN TARGET RESPONDENTS THEY ARE RESPONDENTS TO THE FINALIZED/VALIDATED INSTRUMENT, ALTHOUGH SOME OF THEM MAY NOT BE ABLE TO RESPOND, ACCOMPLISH OR RETURN THE DISTRIBUTED INSTRUMENT.

132. THE ACTUAL RESPONDENTS ARE THOSE WHO ACTUALLY RESPONDED, ACCOMPLISHED, AND RETURNED THE INSTRUMENT AND WHERE THE OBTAINED DATA FROM THEM ARE USED AS BASES FOR STATISTICAL ANALYSIS.

133. SUBJECTS ARE NOT RESPONDENTS BECAUSE THEY DO NOT RESPOND.

134. RESEARCH INSTRUMENT THIS SECTION OF THE THESIS IS ALSO CALLED TOOLS OF GATHERING DATA, RESEARCH TOOLS, INSTRUMENTATION OR INSTRUMENTATION AND DATA COLLECTION. THE INSTRUMENT TO BE USED MUST BE APPROPRIATE TO THE STUDY, VALID AND RELIABLE.

135. THE RESEARCHER MUST INDICATE HOW THE ITEMS IN THE INSTRUMENT WERE FORMULATED; PARTS OR SECTION OF THE INSTRUMENT MUST BE EXPLAINED; TO WHOM AND HOW IT WAS VALIDATED; HOW IT WAS IMPROVED/ MODIFIED AND INCORPORATED IN THE FINAL FORM; HOW THE FINAL FORM OF THE INSTRUMENT WAS USED/DISTRIBUTED TO THE RESPONDENTS.

136. GUIDELINES IN THE USE OF RESEARCH INSTRUMENTS 1. SPECIFY THE RESEARCH INSTRUMENT/S USED (MAIN INSTRUMENT AND SUBSIDIARY INSTRUMENT, IF NEEDED). JUSTIFY THEIR USES. 2. IF THE INSTRUMENT IS CONSTRUCTED BY THE RESEARCHER, HE HAS TO GIVE DETAILS OF CONSTRUCTION AND DATA ON VALIDITY AND 1. REALIBILITY

137. DATA-GATHERING PROCEDURE THE RESEARCHER SHOULD INDICATE BRIEFLY HOW THE INVESTIGATION WAS CONDUCTED. THE CONDUCT OF THE RESEARCH SHOULD START FROM THE APPROVAL OF THE PERMIT TO CONDUCT THE STUDY TO HOW THEIR INSTRUMENT WAS DISTRIBUTED; WHO WERE GIVEN THE INSTRUMENT;

138. IF AN INTERVIEW WAS USED, THE FOLLOWING MUST BE INDICATED: PREPARATION OF THE INTERVIEW, TYPES OF INTERVIEW USED, MANNER OF INTERVIEW, PERSONS INTERVIEWED, PERCENTAGE OF INTERVIEWED PERSONS, AND ALL OTHER INCIDENTAL MATTERS.

139. IN SOME INTERVIEWS, PICTURE ARE TAKEN DURING THE INTERVIEW TO SUBSTANTIATE THE PROCESS. MORE RECENTLY, THE VIDEO COVERAGE IS USED FOR THOSE WHO CAN FINANCIALLY AFFORD. IT IS VERY EXPENSIVE TO USE, BUT THE COST GIVES A GOOD RETURN. THIS SECTION IS ALSO CALLED PROCEDURE OF INVESTIGATION OR RESEARCH PROCEDURE.

140. SOURCES OF DATA

141. LOCALE OF THE STUDY ALSO REFERRED O AS RESEARCH SETTING OR RESEARCH ENVIRONMENT. THE LOCALE OF THE STUDY IS REQUIRED IN SOME STUDIES SUCH AS EXPERIMENTAL AND DESCRIPTIVE STUDY. IF THIS SECTION IS INCLUDED, THE PLACE WHERE THE STUDY IS CONDUCTED AND THE RESONS BEHIND THE CHOICE OF THE PLACE MUST BE DISCUSSED.

142. ?

143. HOW CAN WE FIND ANSWERS THROUGH DATA COLLECTION?

144. 1. INTERVIEW

145. IN RESEARCH, INTERVIEW IS A DATA GATHERING TECHNIQUE THAT MAKES YOU VERBALLY ASK SUBJECTS OR RESPONDENTS QUESTIONS TO GIVE ANSWERS TO WHAT YOUR RESEARCH STUDY IS TRYING TO LOOK FOR.

146. DONE MOSTLY IN QUALITATIVE RESEARCH STUDIES, INTERVIEW AIMS AT KNOWING WHAT THE RESPONDENTS THINK AND FEEL ABOUT THE TOPIC OF YOUR RESEARCH.

147. TRADITIONALLY VIEWED, THIS DATA GATHERING TECHNIQUE OCCURS BETWEEN YOU, THE RESEARCHER, AND YOUR RESPONDENTS IN FACE-TO-FACE SITUATION.

148. TRADITIONAL OR A MODERN TYPE OF INTERVIEW, “IT IS A CONVERSATION WITH A PURPOSE” THAT GIVES DIRECTION TO THE QUESTION-ANSWER ACTIVITY BETWEEN THE INTERVIEWER AND THE INTERVIEWEE. (BABBIE 2014, 137;RUBIN 2011)

149. TYPES OF INTERVIEW

150. 1. STRUCTURED INTERVIEW -- THIS IS AN INTERVIEW THAT REQUIRES THE USE OF AN INTERVIEW SCHEDULE OR A LIST OF QUESTIONS ANSWERABLE WITH ONE AND ONLY ITEM FROM A SET OF ALTERNATIVE RESPONSES.

151. YOU, THE RESEARCHER , ARE COMPLETELY PEGGED AT THE INTERVIEW SCHEDULE OR PREPARED LIST OF QUESTIONS.

152. CHOOSING ONE ANSWER FROM THE GIVEN SET OF ANSWERS, THE RESPONDENTS ARE BARRED FROM GIVING ANSWERS THAT REFLECT THEIR OWN THINKING OR EMOTIONS ABOUT THE TOPIC.

153. 2. UNSTRUCTURED INTERVIEW -- THE RSPONDENTS ANSWER THE QUESTIONS BASED ON WHAT THEY PERSONALLY THINK AND FEEL ABOUT IT.

154. THERE ARE NO SUGGESTED ANSWERS. THEY PURELY DEPEND ON THE RESPONDENTS' DECISION -MAKING SKILLS , GIVING THEM OPPORTUNITY TO THINK CRITICALLY ABOUT THE QUESTION.

155. 3. SEMI-STRUCTURED INTERVIEW YOU PREPARE A SCHEDULE OR LIST OF QUESTIONS THAT IS ACCOMPANIED BY A LIST OF EXPRESSIONS FROM WHERE THE RESPONDENTS CAN PICK OUT THE CORRECT ANSWER. HOWEVER, AFTER CHOOSING ONE FROM THE SUGGESTED ANSWERS, THE RESPONDENTS ANSWER ANOTHER SET OF QUESTIONS TO MAKE THEM EXPLAIN THE REASONS BEHIND THEIR CHOICES.

156. ALLOWING FREEDOM FOR YOU TO CHANGE THE QUESTIONS AND FOR THE RESPONDENTS TO THINK OF THEIR OWN ANSWERS, THIS SEMI-STRUCTURED INTERVIEW IS A FLEXIBLE AND AN ORGANIZED TYPE OF INTERVIEW: (RUBIN 2012;BERNARD 2013)

157. APPROACHES 1. INDIVIDUAL INTERVIEW-- ONLY ONE RESPODENT IS INTERVIEWED HERE. THE REASON BEHIND THIS ONE-ON-ONE INTERVIEW IS THE LACK OF TRUST THE INTERVIEWEES HAVE AMONG THEMSELVES. THIS IS A TIME-CONSUMING TYPE OF INTERVIEW BECAUSE YOU HAVE TO INTERVIEW A GROUP OF INTVIEWEWS ONE BY ONE.

158. 2. GROUP INTERVIEW -- YOU ASK THE QUESTION NOT TO ONE PERSON, BUT TO A GROUP OF PEOPLE AT THE SAME TIME. RESEARCHERS IN THIS FIELD, WHOSE PRIMARY AIM IN ADHERING TO THIS INTERVIEW APPROACH IS TO KNOW PEOPLE'S FOOD PREFERENCES AND CONSUMER OPINIONS; THEY ALSO CALL THIS AS FOCUS GROUP INTERVIEW.

159. 3. MEDIATED INTERVIEW NO FACE -TO-FACE INTERVIEW IS TRUE FOR THIS INTERVIEW APPROACH BECAUSE THIS TAKES PLACE THROUGH ELECTRONIC COMMUNICATION DEVICESSUH AS TELEPHONES, MOBILE PHONES, EMAIL AMONG OTHERS.

160. NONETHELESS, CONSIDER THIS BETTER BECAUSE OF THE BIG NUMBER OF RESPONDENTS IT IS CAPABLE OF REACHING DESPITE THE COST, DISTANCE, AND HUMAN DISABILITIES AFFECTING THE INTERVIEW.

161. STEPS IN CONDUCTING AN INTERVIEW

162. STEP 1: GETTING TO KNOW EACH OTHER YOUR WARM ACKNOWLEDGEMENT FOR EACH OTHER MUST LEAD YOU TO DISCUSSING SEVERAL ASPECTS OF THE INTERVIEW, AS WHERE YOU HAVE TO DO IT, HOW LONG SHOULD THE QUESTION-AND-ANSWER BE.

163. STEP 2: HAVING AN IDEA OF THE RESEARCH THIS SECOND STEP REQUIRES YOU TO TELL THE RESPONDENTS ABOUT THE NATURE OF THE INTERVIEW-- ITS PURPOSE, IMPORTANCE, SCOPE , AND SO ON.

164. STEP 3: STARTING THE INTERVIEW YOU OPEN THIS STEP WITH A QUESTION TO ENCOURAGE THE RESPONDENT TO TALK ABOUT HIMSELF OR HERSELF INCLUDING HIS OR HER AGE,FAMILY, CURRENT ACTIVITIES, AND OTHER THINGS YOU THINK APPEAR SPECIAL OR INTERESTING TO HIM OR HER.

165. STEP 4: CONDUCTING THE INTERVIEW PROPER In asking a battery questions, you see to it that you stick to the main point of your study, the proper phrasing of questions and to the sufficient time alloted for answering each question.

166. STEP 5: PUTTING AN END TO THE INTERVIEW SIGNS OF THE APPROACHING END OF THE INTERVIEW WORK TO ALERT THE RESPONDENT. THIS STEP ALSO REMINDS YOU OF YOUR RESPONSIBILITY TO LET THE RESPONDENT BE FREE IN AIRING WHATEVER DOUBTS OR QUESTIONS HE OR SHE HAS ABOUT THE RESEARCH DESIGN, METHOD, INTERVIEW TIME, AND OTHER ASPECTS OF THE INTERVIEW.

167. LIST DOWN ON A PIECE OF PAPER ALL QUESTIONS YOU PLAN TO ASK YOUR RESPONDENT AND CALL THIS LIST OF PREPARED QUESTIONS SCHEDULE.

168. STEP 6: PONDERING OVER INTERVIEW AFTERTHOUGHTS THIS LAST STEP OF THE INTERVIEW GIVES THE RESPONDENT THE OPPORTUNITY TO ASK QUESTIONS ABOUT THE INTERVIEW ACTIVITY AND LET HIM OR HER HAVE AN IDEA ABOUT WHAT WILL HAPPEN NEXT TO THE INTERVIEW RESULTS.

169. QUESTIONNAIRE

170. A QUESTIONNAIRE IS A PAPER CONTAINING A LIST OF QUESTIONS INCLUDING THE SPECIFIC PLACE AND SPACE IN THE PAPER WHERE YOU WRITE THE ANSWERS TO THE QUESTIONS. THIS PREPARED SET OF QUESTIONS ELICITS FACTUAL OR OPINIONATED ANSWERS FROM THE RESPONDENT'S THROUGH HIS OR HER ACTS OF CHECKING ONE CHOSEN ANSWER FROM SEVERAL OPTIONS OR OF WRITING ON A LINE PROVIDED FOR ANY OPTIONATED ANSWER. (BABBIE 2013)

171. PURPOSES OF A QUESTIONNAIRE 1. TO DISCOVER PEOPLE'S THOUGHTS AND FEELINGS ABOUT THE TOPIC OF THE RESEARCH 2. TO ASSIST YOU IN CONDUCTING AN EFFECTIVE FACE-TO-FACE INTERVIEW WITH YOUR RESPONDENTS 3. TO HELP YOU PLAN HOW TO OBTAIN AND RECORD THE ANSWERS TO YOUR QUESTIONS 4. TO MAKE THE ANALYSIS ,RECORDING, AND CODING OF DATA EASIER AND FASTER

172. TYPES OF QUESTIONNAIRE 1. POSTAL QUESTIONNAIRE -- AS THE NAME CONNOTES, THIS TYPE OF QUESTIONNAIRE GOES TO THE RESPONDENT THROUGH POSTAL SERVICE OR ELECTRONIC MAIL. IT IS TROUGH THE MAIL OR POSTAL SYSTEM THAT THE ACCOMPLISHED QUESTIONNAIRES WILL BE SENT BACK TO THE RESEARCHERS.

173. 2. SELF-ADMINISTERED QUESTIONNAIRE -- THIS KIND OF QUESTIONNAIRE MAKES YOU ACT AS THE INTERVIEWER AND THE INTERVIEWEE AT THE SAME TIME. FIRST, YOU ASK THE QUESTIONS EITHER IN PERSON OR THROUGH PHONE; THEN, YOU WILL BE WRITING THE INTERVIEWEE'S ANSWERS ON A PIECE OF PAPER. A QUESTIONNAIRE LIKE THIS FITS A STRUCTURED KIND OF INTERVIEW. ( BARBOUR 2014)

174. ADVANTAGES 1. IT IS CHEAP AS IT DOES NOT REQUIRE YOU TO TRAVEL TO HAND THE QUESTIONNAIRES TO A BIG NUMBER OF RESPONDENTS IN FARAWAY PLACES. 2. IT ENTAILS AN EASY DISTRIBUTION TO RESPONDENTS. 3.IT OFFERS MORE OPPORTUNITY FOR THE RESPONDENTS TO PONDER ON THEIR RESPONSES 4. IT ENABLES EASY COMPARISON OF ANSWERS BECAUSE OF A CERTAIN DEGREE OF UNIFORMITY AMONG THE QUESTIONS

175. 5. IT HAS THE CAPACITY TO ELICIT SPONTANEOUS OR GENUINE ANSWERS FROM THE RESPONDENTS.

176. DISADVANTAGES 1. THERE IS A POSSIBILITY THAT SOME QUESTIONS YOU DISTRIBUTED DO NOT GO BACK TO YOU, AND THIS PREVENTS YOU FROM GETIING THE DESIRED RATE OF RESPONSE. 2. CONFUSING AND UNINTERESTING QUESTIONS TO RESPONDENTS FAIL TO ELICIT THE DESIRED RESPONSES. 3. QWING TO INDIVIDUAL DIFFERENCES BETWEEN THE SELECTED SUBJECTS AND THOSE IN THE POPULATION, IN GENERAL, THE QUESTIONNAIRE IS HARD UP IN OBTAINING UNBIASED RESULTS TO REPRESENT THE CHARACTERISTICS OF THE TARGET POPULATION.

177. 4. IT PREVENTS YOU FROM BEING WITH THE RESPONDENTS PHYSICALLY TO HELP THEM UNLOCK SOME DIFFICULTIES IN THEIR UNDERSTANDING OF THE QUESTIONS.

178. CHAPTER 4 PRESENTATION ,INTERPRETATION AND ANALYSIS OF DATA

179. IN THESIS WRITING, THE MOST DIFFICULT PART TO DEFEND IS CHAPTER 4 BECAUSE IT IS IN THIS SECTION WHERE YOU WILL PRESENT THE RESULTS OF THE WHOLE STUDY.

180. RESULTS AND DISCUSSION

181. \ SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

182. This is the last chapter of the thesis and the most important part because it is here where the findings and the whole thesis are summarized; generalizations in the form of conclusions are made; and the recommendations for the solutions of problems discovered in the study are addressed to those concerned.

183. SUMMARY GUIDELINES IN WRITING THE SUMMARY FINDINGS 1. THERE SHOULD BE A BRIEF STATEMENT ABOUT THE MAIN PURPOSE OF THE STUDY, THE POPULATION OF RESPONDENTS, THE PERIOD OF THE STUDY, METHOD OF RESEARCH USED, THE RESEARCH INSTRUMENT, AND THE SAMPLING DESIGN. THERE SHOULD BE NO EXPLANATIONS MADE.

184. 2. THE FINDINGS MAY BE LUMPED UP ALL TOGETHER BUT CLARITY DEMANDS THAT EACH SPECIFIC QUESTION UNDER THE STATEMENT OF THE PROBLEM MUST BE WRITTEN FIRST TO BE FOLLOWED BY THE FINDINGS THAT WOULD ANSWER IT. THE SPECIFIC QUESTIONS SHOULD FOLLOW THE ORDER THEY ARE GIVEN UNDER THE STATEMENT OF THE PROBLEM.

185. 3. THE FINDINGS SHOULD BE TEXTUAL GENERALIZATIONS, THAT IS SUMMARY OF THE IMPORTANT DATA CONSISTING OF TEXT AND NUMBERS. EVERY STATEMENT OF FACT SHOULD CONSISTS OF WORDS, NUMBERS OR STATISTICAL MEASURES WOVEN INTO A MEANINGFUL STATEMENT.

186. NO DEDUCTION, NOR INFERENCE NOR INTERPRETATION SHOULD BE MADE OTHERWISE IT WILL ONLY BE DUPLICATED IN THE CONCLUSION.

187. 4. ONLY THE IMPORTANT FINDINGS, THE HIGHLIGHTS OF THE DATA, SHOULD BE INCLUDED IN THE SUMMARY, ESPECIALLY THOSE UPON WHICH THE CONCLUSIONS SHOULD BE BASED.

188. 5. FINDINGS ARE NOT EXPLAINED NOR ELABORATED UPON ANYMORE. THEY SHOULD BE STATED AS CONCISELY AS POSSIBLE. 6. NO NEW DATA SHOULD BE INTRODUCED IN THE SUMMARY OF FINDINGS.

189. REFERENCES

190. APPENDIX