this will be used in practical research as pr4esentation and for class discussion. This is best for lecture and collaborative discussion

1. PRACTICAL
RESEARCH
1
SUBJECT TEACHER:
RAFFY M. NOBLEZA

2. • Directions: Read each item carefully. Write TRUE if the statement is true
and FALSE if it is false. Write your answers in your activity notebook.
• 1. The main purpose of sampling is the choice of appropriate
participants to enable the focus of the study to be correctly researched.
• 2. Wrong sampling approaches may totally affect the results and
outcomes of a study.
• 3. In the case study, the data could be collected primarily through
indepth interviews with individuals.
• 4. In the Ethnography, an equal number of individuals from 2 cultures
could be in random.
• 5. Case study is in-depth analysis of a person, situation or event. Hence,
it is difficult to operate.

3. • 6. Conducting a study that involves a high-performing police
department who uses questionable methods, department that does
not take much risks, and a police department that has a close
relationship with the community is an example of qualitative multi
case study.
• 7. A phenomenological viewpoint pays attention to the perceptions
and feelings of people associated with what they experienced.
• 8. The grounded theory methodology is used to develop a theory
about a phenomenon from data inductively.
• 9. In grounded theory, the data will be collected primarily through
interviews.
• 10. The study that will use theory of culture is phenomenological
theory.

4. •Directions: Analyze the
given pictures and each
given formula (addition and
subtraction) to form the
correct words/phrases.

5. -IC + O + + IC
1.

6. ETHNOGRAPHIC

7. +
2.

8. CASE STUDY

9. - N + + AL
3.

10. PHENOMENOLOGICAL

11. G + + ED
+
4.

12. GROUNDED THEORY

13. + - NA
5.

14. NARRATIVE

15. + +
6.

16. SNOWBALL SAMPLING

17. PUR + + SIVE
7.

18. PURPOSIVE

19. - STORE +
8.

20. CONVENIENCE SAMPLING

21. Process questions:
How did you find the activity? Is it easy or
difficult?
What are these words all about?
Do you have any idea about qualitative
research designs and sampling technique?

22. QUALITATIVE
DESIGNS
PHENOMENOLOGICAL
ETHNOGRAPHIC
NARRATIVE

23. SAMPLING
TECHNIQUE
IN
QUALITATIVE
PURPOSIVE
CONVENIENCE
SNOWBALL

24. Group Activity
The class will be divided in to 2 groups and each group
will be given 15-20 minutes to do the task assigned to
them. They will be graded using the rubrics to be
presented by the teacher.
•Group 1- Talk Show: Different Qualitative Research
Designs
•Group 2- Reporting using Graphic Organizer : Different
Sampling Technique

25. RUBRICS FOR TALK SHOW

26. CRITERION
Expert
10-9pts
Proficient
8-7pts
Competent
6-4pts
Needs Work
3-1pts
Knowledge
of Material
Expert
Student displays thorough knowledge of
material presented. Questions and answers
thoroughly reflect characterization of Talk
Show guest/host portrayal.
Proficient
Student displays thorough knowledge of
material. Questions and answers greatly
reflect characterization of Talk Show
guest/host portrayal.
Competent
Student displays some knowledge of material
presented. Questions and answers mostly reflect
characterization of Talk Show guest/host portrayal.
Needs Work
Group members make serious errors in
material presented. Questions and answers
do not reflect characterization of Talk Show
guest/host portrayal.
Organizatio
n
Expert
Presentation and materials are well
organized. Student knows her role well.
Proficient
Presentation is well-organized, but student
shows some minor disorganization.
Competent
Students portrayal shows minor disorganization,
and contributes to the group appearing
disorganized.
Needs Work
Student seems very disorganized. Student
does not seem to know her role well.
Presentation Expert
Student speaks clearly and loudly and make
good eye contact.
Proficient
Student speaks clearly, but there are minor
problems with volume or eye contact.
Competent
Student speaks clearly, but there are major
problems with volume and eye contact.
Needs Work
Student does not speak clearly, and there
are problems with volume and eye contact.
Creativity Expert
Presentation shows significant effort.
Student goes beyond basic questions and
answers. Good use of supporting
visuals/dress.
Proficient
Presentation shows effort. Students
occasionally go beyond basic
questions/answers. Some use of supporting
visuals/dress.
Competent
Presentation is acceptable. Discussion is adequate,
but does not go beyond basic questions/answers.
Very little use of supporting visuals/dress.
Needs Work
Discussion is somewhat lacking in basic
questions/answers. No use of supporting
visuals/dress.
Time and
Participation
Expert
The student's presentation was 4-7 minutes,
and allowed free conversation between
guest and interviewer.
Proficient
The student's presentation was not within
4-7 minutes, or allowed limited
conversation between guest and
interviewer.
Competent
The student's presentation was much
shorter/longer than 4-7 minutes, and did not allow
others to converse.
Needs Work
The student's presentation completely
ignored time limits and/or or did not allow
conversation between guest and
interviewer.

27. RUBRICS FOR REPORTING

28. s1
Excellent
10-9 pts
GOOD
8-7pts
FAIR
6-4pts
POOR
3-1 pts
ORGANIZATI
ON
Smooth flow
of
presentation
Excellent
The presentation was well
organized, well
prepared and easy to follow.
GOOD
The presentation had
organizing ideas but could
have been much stronger
with better preparation.
FAIR
There wereminimal signs of
organization or preparation.
POOR
The presentation lacked OF organization
and had little evidence of preparation.
CONTENT
Information
Excellent
Presentation had an exceptional
amount of valuable material and
was extremely
beneficial to the class
GOOD
Presentation had a good
amount of
material and benefited the
class.
FAIR
Presentation had moments where
valuable material was present but
as
a whole content was lacking.
POOR
Presentation
contained little to
no valuable
material.
PRESENTATI
ON
Delivery
Excellent
Presenters were all very
confident in
delivery and they did an
excellent Job of engaging the
class. Preparation is very
evident.
GOOD
Presenters were occasionally
confident with their
presentation
however the presentation
was
not as engaging as it could
have been for the class.
FAIR
Presenters were not consistent
with the level of confidence/
preparedness they showed the
classroom but had some strong
moments
POOR
Presenters were unconfident and
demonstrated little
evidence of planning prior to
presentation.
Graphic
Organizer
Presentation
Clear and
readable.
Excellent
Graphic Organizer was well
prepared, organized. Text was
clear and readable, Followed
GOOD
Graphic Organizer was
somewhat prepared,
organized. Text was clear and
readable, somewhat followed
FAIR
Graphic Organizer was
unprepared, unorganized. Text
was a little bit clear and readable,
POOR
No Graphic Organizer was prepared.

29. Ethnographical Research. Ethnographic research is probably the
most
popular and applicable type of qualitative research. In ethnography,
you engage yourself in the target participants' environment to
understand the behavior, cultures, challenges, motivations, and
themes that occur.
Purpose: To describe a culture’s
character
Outcome: Description of culture

30. Case Study. Case study involves an in-depth examination of a
single person or single individual or single
institution/organization. The goal of a case study is to provide
an accurate and complete description of the case; the
principal benefit of a case study is that it can expand our
knowledge about the human behavior or attitude
Purpose: To give an in-depth description of
the experience of one person, family, group,
community, or institution
Outcome: In-depth description of the
experience

31. Phenomenological Research. In a phenomenological study, you use a
combination of methods, such as conducting interviews, reading
documents, watching videos, or visiting places and events, to
understand the meaning that participants place on whatever is being
examined
Purpose: To describe experiences as people lived (e.g.,
examines uniqueness of individual’s lived situations)
Outcomes: Findings described from subject’s point-of-
view Researcher identifies themes. Structural
explanation of findings is developed.

32. Grounded Theory. While a phenomenological study looks to describe
the essence of an activity or event, grounded theory looks to provide an
explanation or theory behind the events. According to Ralph, Birks, and
Chapman (2015), grounded theory is “methodologically dynamic” which
provides a means of constructing methods to better understand
situations that humans find themselves in.
Purpose: To develop a theory
Outcome: Theory supported by
examples from data

33. Narrative/Historical Research Design. A synonym of the term ‘narrative’ is
‘story’ or ‘history’ (Kramp, 2004). Narratives are related with life stories.
Moen (2006) defined it as “a story that tells a sequence of events that is
significant for the narrator or audience or her/his audience”. This
means that the narrative approach weaves together a sequence of
events, usually from just one or two individuals to form a cohesive story.
Purpose: To describe and examine events of the past
to understand the present and anticipate potential
future effects
Outcomes: Select means of presentation—biography,
chronology, issue paper

34. Convenience Sampling
This is the most common form of qualitative
sampling, and it occurs when people are invited to
participate in the study because they are conveniently
(opportunistically) available with regard to access,
location, time, and willingness.

36. Purposive sampling is designed to provide
information-rich cases as participants are those who
have the required status, experience, or knowledge of
interest to the researcher.

38. Snowball Sampling
Also known as ‘chain referral’ or ‘networking’
sampling, snowball sampling occurs when the
researcher starts gathering information from one or a
small number of people and then requests to put the
researcher in touch with others who may be friends,
relatives, colleagues, or other significant contacts.

40. Theoretical Sampling
This form of sampling is mostly used in grounded
theory studies but is increasingly being used to
gather data for the purpose of theory generation. The
research starts from a homogeneous (small) sample
and moves to a heterogeneous (larger) sample (Babbie
2014).

42. Mind Check :
In the given research title, what research design and
sampling technique can be used or applied on this?
Research Title: “Alcoholism among high school
students: A critical study”

43. QUALITATIVE
RESEARCH DESIGNS
1. 2. 3. 4. 5.

44. SAMPLING
TECHNIQUE IN
QUALITATIVE
RESEARCH