Practical Research 1-2nd Quarter_edON.pptx

Session Guide
in
Practical Research I
2nd Quarter

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

Group Activity 1
(10 mins)
1. Analyze the components of the Curriculum
Guide such as content, content standards,
performance standards, learning competencies
and coding. Use the template for your guide and
choose a leader who will report your output.

Group Presentation
It’s your time to
shine!

Group Activity 2
(20 mins)
2. Determine the appropriate pedagogy
in translating learning competencies.
3. Prepare proper assessment activities
for teaching learning competencies
across competencies

Curriculum guide PracticalResearch 1
(content)
Content Strategies/ Pedagogies/
Delivery Method
Assessment/Things to
Improved
Group 1 Learning from Others and
Reviewing the Literature
Group 2 Understanding Data and
Ways To Systematically
Collect Data
Group 3 Finding Answers Through
Data Collection
Group 4 Analyzing the meaning of
the Data and Drawing
conclusions

CONTENT 4
Learning from Others and
Reviewing the Literature

Learning from Others and Reviewing the
Literature
1. Selects relevant literature.
(CS_RS11-IIIf-j-1)
How does one select relevant literature. What are
the criteria in selecting relevant literature?

Review of related literature
What is a review of the literature?
The review of related research involves the
systematic identification, location and analysis
of documents containing information related to
the research problem.
Sources: articles, abstracts, reviews,
monographs, dissertations, books, research
reports and electronic media.

A literature review is an account of what has been
published on a topic by accredited scholars and
researchers. In writing the literature review, your
purpose is to convey to your reader what knowledge
and ideas have been established on a topic, and what
their strengths and weaknesses are.

As a piece of writing, the literature review must be
defined by a guiding concept (e.g., your research
objective, the problem or issue you are discussing, or
your argumentative thesis). It is not just a descriptive
list of the material available, or a set of summaries.

Besides enlarging your knowledge about the topic,
writing a literature review lets you gain and demonstrate
skills in two areas:
1. information seeking: the ability to scan the literature
efficiently, using manual or computerized methods, to
identify a set of useful articles and books
2. critical appraisal: the ability to apply principles of
analysis to identify unbiased and valid studies.

A literature review must do these things:
1. be organized around and related directly to the
thesis or research question you are developing
2. synthesize results into a summary of what is and is
not known
3. identify areas of controversy in the literature
4. formulate questions that need further research.

Ask yourself questions like these:
1. What is the specific thesis, problem, or research
question that my literature review helps to define?
2. What type of literature review am I conducting? Am I
looking at issues of theory? methodology? policy?
quantitative research (e.g. on the effectiveness of a new
procedure)? qualitative research (e.g., studies )?
3. What is the scope of my literature review? What types
of publications am I using (e.g., journals, books,
government documents, popular media)? What discipline
am I working in (e.g., nursing psychology, sociology,
medicine)?

4. How good was my information seeking? Has my
search been wide enough to ensure I've found all the
relevant material? Has it been narrow enough to
exclude irrelevant material? Is the number of sources
I've used appropriate for the length of my paper?
5. Have I critically analyzed the literature I use? Do I
follow through a set of concepts and questions,
comparing items to each other in the ways they deal
with them? Instead of just listing and summarizing
items, do I assess them, discussing strengths and
weaknesses?

6. Have I cited and discussed studies contrary to my
perspective?
7. Will the reader find my literature review relevant,
appropriate, and useful?

Ask yourself questions like these about each book or
article you include:
1. Has the author formulated a problem/issue?
2. Is it clearly defined? Is its significance (scope,
severity, relevance) clearly established?
3. Could the problem have been approached more
effectively from another perspective?
4. What is the author's research orientation (e.g.,
interpretive, critical science, combination)?
5. What is the author's theoretical framework (e.g.,
psychological, developmental, feminist)?

6. What is the relationship between the theoretical and
research perspectives?
7. Has the author evaluated the literature relevant to the
problem/issue? Does the author include literature taking
positions she or he does not agree with?
8. In a research study, how good are the basic components
of the study design (e.g., population, intervention,
outcome)? How accurate and valid are the measurements?
Is the analysis of the data accurate and relevant to the
research question? Are the conclusions validly based upon
the data and analysis?

9. In material written for a popular readership, does the
author use appeals to emotion, one-sided examples, or
rhetorically-charged language and tone? Is there an
objective basis to the reasoning, or is the author merely
"proving" what he or she already believes?
10.How does the author structure the argument? Can
you "deconstruct" the flow of the argument to see
whether or where it breaks down logically (e.g., in
establishing cause-effect relationships)?

11.In what ways does this book or article contribute to
our understanding of the problem under study, and in
what ways is it useful for practice? What are the
strengths and limitations?
12. How does this book or article relate to the specific
thesis or question I am developing?
Toronto. Copyright 2007

Notes:
A literature review is a piece of discursive prose,
not a list describing or summarizing one piece of
literature after another. It's usually a bad sign to see
every paragraph beginning with the name of a
researcher. Instead, organize the literature review into
sections that present themes or identify trends,
including relevant theory. You are not trying to list all
the material published, but to synthesize and evaluate it
according to the guiding concept of your thesis or
research question.

If you are writing an annotated bibliography, you may need to
summarize each item briefly, but should still follow through themes
and concepts and do some critical assessment of material. Use an
overall introduction and conclusion to state the scope of your
coverage and to formulate the question, problem, or concept your
chosen material illuminates. Usually you will have the option of
grouping items into sections--this helps you indicate comparisons
and relationships. You may be able to write a paragraph or so to
introduce the focus of each section.
Written by Dena Taylor, Director, Health Sciences Writing Centre, and
Margaret Procter, Coordinator, Writing Support, University of Toronto. Copyright
2007

Literature
2. Cites related literature using standard style
(APA, MLA or Chicago Manual or Style)
(CS_RS11-IIIf-j-2)

Literature
APA Format
 You should become familiar with the format of the American
Psychological Association (APA). This format is the one most used in
exercise physiology writing. A brief APA style guide will be provided,
however, it is recommended that you purchase or refer to the APA
Publication Manual for detailed information.
 Double space and use 1-inch margins around the perimeter of each
page.
 Keep print style and size reasonable (e.g., 12-point Times or similar size)
 Print dark enough for readability.

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
 Last Name, First
Initial.
 Tolstoy, L.
MLA
 Last Name, First.
 Tolstoy, Leo.

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

PERIODICALS
APA
 Shute, N. (2007, August
18). Why do we age? U.S.
News & World Report,
123, 55-57.
MLA
 Shute, Nancy. “Why Do
We Age?” U.S. News &
World Report 18 Aug.
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
 Rise, S. (2007, September 7).The
Bulwer fiction home page. San
Jose State U. Retrieved January
29, 2009 from
http://www.bulwer.com
MLA
 Rise, Scott. The Bulwer Fiction
Home Page. 7 Sept. 1997. San
Jose State U. Web. 29 Jan.
2009.
Notice date of WWW lookup and style of url address.

INTERNET WITHOUT AUTHOR
APA
 Fetal surgery. (2009, March).
Alliance for Women’s Health.
Retrieved January 31, 2009 from
http://www.alliance/fetal.com
MLA
 Fetal Surgery. Mar. 2009.
Alliance for Women’s
Health. Web. 31 January,
2009.

ONLINE JOURNAL
APA
 Herring, S. (2003) Gender
and Democracy in
computer-mediated
communication.
Electronic Journal of
Communication, 3.2.
Retrieved 7 September,
2009 from
http://www.cios.org
MLA
 Herring, Susan. “Gender
and Democracy in
Computer-mediated
Communication.”
Electronic Journal of
Communications 3.2
(1993). Web. 7 Sept. 2007

Literature
3. Synthesizes information from relevant literature.
(CS_RS11-IIIf-j-3)
How does one synthesize information from
relevant literature?

Literature
4. Write coherent review of literature.
(CS_RS11-IIIf-j-4)
How does one write a coherent review of related
literature?

Literature
James B. Fisher states, “To be EFFECTIVE, a literature review must be a CLEAR,
COHERENT, and PERSUASIVE analysis of the current state of the literature.”
“Writing the literature review requires a systematic approach:
 Gather the information
 Organize the information by logical categories
 Draft the report
 Review/revise for accuracy, completeness, consistency.

Group Activity
Let’s make some rubrics!
In your group, decide the criteria
in assessing a coherent review of
related literature.

Literature
Criteria in Assessing a Coherent Review of Related Literature

Literature
5. Follows ethical standards in writing related literature.
(CS_RS11-IIIf-j-5)

ETHICS define what is or is not
legitimate to do, or what “moral
research procedure involves.
Ethical issues are the concerns, dilemmas and
conflicts that arise over the proper way to
conduct research.

Ethics begin and end with the
researcher
Ethical research depends on the integrity of the
individual researcher and his or her values.
A researcher's personal moral code is the best
defense against unethical behavior.

Why be ethical?
The unethical researcher, if caught, faces public
humiliation, a ruined career, and possible legal
action.
Researchers have an ethical obligation.
As in biomedical research, ethical procedures in
social science research are established in order to
protect the individual's physical and mental
integrity, to respect the moral and cultural values
and religious convictions.

Respect for privacy and the opportunity to
pursue the highest attainable level of
health care.
 Research fraud occurs when a researcher fakes or
invents data that were not really collected, or falsely
reports how research was conducted.
 Plagiarism is fraud that occurs when a researcher
steals the ideas or writings of another or uses them
without citing the source.
 Unethical but legal is a kind of behavior that may be
unethical but not break the law.

POWER
The researcher's authority to conduct
research granted by professional
communities and the larger society is
accompanied by a responsibility to guide,
protect and oversee the interests of the
people being studied

example
 A physician was discovered to have conducted
experimental gynecological surgery on 33 women
without their permission. The women had trusted
the doctor, but he had abused the trust that the
women, the professional community, and society
placed in him

It is legitimated by credentials,
expertise, training and the role science
in the modern society
Some ethical issues involves an abuse of
power and trust.

The law and codes of ethics
recognize some clear prohibitions
Never cause unnecessary or irreversible harm to
subjects
Secure prior voluntary consent when possible.
Never unnecessarily humiliate, degrade, or release
harmful information about specific individuals that was
collected for research purposes.

Origins of human subject protection
The most notorious violations were “medical experiments”
conducted on Jews and others in Nazi Germany.
A symbol of unethical research is the Tuskegee Syphilis
Study also known as Bad Blood.
During the cold war era, the U.S. Government periodically
compromised ethical research principles for military and
political goals.

Physical harm
A straightforward ethical principle is that researchers
should not cause physical harm.
An ethical researcher anticipates risks before the research
begins, including basic safety concerns.
The researcher accepts moral and legal responsibilities for
injury due to participation in research

Psychological abuse, stress, or loss
of self-esteem
The risk of physical harm is rare, but researchers may
place people in stressful, embarrassing, anxiety-
producing, or unpleasant situations.
Researchers should never create unnecessary stress,
beyond the minimal amount needed to create the
desired effect,or stress that has no direct, legitimate
research purpose.

Legal Harm
A researcher must weigh the value of
protecting the researcher/subject relationship
and the benefits to future researchers against
potential harm to innocent people.

Deception
Never force anyone to participate in
research and do not lie unless it is required
for legitimate research reasons.

Deception is never preferable if the
researcher could accomplish the
same thing without deception.
It is only acceptable if there is a specific
methodological purpose for it, and even then, it
should be used only to the minimal degree
necessary.

Informed Consent
a written agreement to participate given
by subjects after they learn something
about the research procedure.

Informed consent statements
contain the following:
 A brief description of the purpose and procedure
of the research including the expected duration of
the study.
 A statement of any risks or discomfort associated
with participating

Informed consent (cont.)
 A guarantee of anonymity and the
confidentiality of records.
 The identification of the researcher and where
to receive information about subject's rights or
questions about the study.

continuation
 A statement that participation is completely voluntary
and can be terminated at any time without penalty.
 A statement of alternative procedures that may be
used
 A statement of any benefits or compensation provided
to subjects and the number of subjects involved.
 An offer to provide summary findings.

Special population
and coercion
It is unethical to coerce people to participate,
including offering them special benefits that they
cannot otherwise attain.

example
It is unethical for a commanding officer to
order a soldier to participate in a study, for
a professor to require a student to be a
research subject in order to pass a course.

Special type of
coercion
Teachers who require students in social
science courses to participate as subjects in
research projects.

Limited coercion
Is acceptable only as long as it has a clear
educational objective, the students are
given a choice of research experience, and
other ethical principles are upheld.

New inequalities
A type of harm when one group of subjects
is denied a service or benefit as a result of
participation in a research project.

example
A researcher might have a new treatment for
subjects with terrible disease, such as AIDS.
In order to determine the effects of the new
treatment, some subjects receive it while
others are given a placebo.

continuation
The design will show whether the drug is
effective, but subjects in the control group who
receive the placebo may die. Of course, those
receiving the drugs may also die, until more is
known about whether it is effective.

continuation
Is it ethical to deny subjects who have
been randomly assigned to the control
group the potentially life-saving
treatment?

continuation
What if a clear, definitive test of whether
the drug is effective requires a control
group that receives a placebo?

3 ways to reduce new
inequality
 Subjects who do not receive the “new improved”
treatment continue to receive the best previously
acceptable treatment.
 Researchers can use cross over designs, whereby
the control group for the first phase of the
experiment becomes the experimental group in the
second phase , and vice versa.

Continuation
Researchers carefully and
continuously monitors results

Privacy, anonymity, confidentiality
Researchers violates privacy only to the
minimum degree necessary and only for
legitimate research purpose. In addition, he or
she protects the information on research
subjects from public disclosure.

anonymity
The subjects identity is protected, and
the individual is unknown or
anonymous

confidentiality
Anonymity without confidentiality means that all
the details about a specific individual are made
public, but the individual's name is withheld.

continuation
Confidentiality without anonymity means that
information is not made public, but a researcher
privately links individual name to specific
responses.
Confidentiality may protect subjects from physical
harm.

Subject information as private property
Information is a form of private property.
Like other “intellectual” property and unlike
most physical property, information
continues to have value after it is
exchanged.

continuation
The ethical issues is strongest where the
information is used against subjects or used
in ways they would disapprove or if they
were fully informed.

Code of ethics
The codes formalize professional standards
and provide guidance when questions arise in
practice.
It states proper and improper behavior and
represent a consensus of professional on
ethics.

Nuremberg code
Which was adopted during the Nuremberg
Military Tribunal on Nazi war crimes held by
the Allied Powers

Nuremberg code
 The principle of voluntary consent.
 Avoidance of unnecessary physical and mental
suffering.
 Avoidance of any experiment where death or
disabling injury is likely.
 Termination of research it its continuation is
likely to cause injury, disability or death.

continuation
 The principle that experiments should be
conducted by highly qualified people using the
highest levels of skills and career. The principle
that the results should be for the good of the
society and unattainable by any other method.

continuation
The principles in the Nuremberg code dealt with
the treatment of human subjects and focused
on medical experimentation, but they became
the basis for the ethical codes in social
research.

Basic Principle of Ethical Social Research
 ethical responsibility rests with the individual researcher.
 do not exploit subjects or students for personal gain.
 some form of informed consent is highly recommended
or required.
 honor all guarantees of privacy, confidentiality and
anonymity.
 do not coerce or humiliate subjects.

continuation
 use deception only if needed and always accompany it
with debriefing.
 use the research method that is appropriate to a topic.
 detect and remove undesirable consequences to
research subjects.

Continuation
 anticipate repercussions of the research or publication
results.
 identify the sponsor who funded the research.
 cooperate with host nations when doing comparative
research.

continuation
 release the details of the study design with the results.
 make interpretation of results consistent with the data.
 use high methodological standards and strive for accuracy.
 do not conduct secret research.

Common types of misuse in
evaluation of research
 Asking wrong research questions.
 Requesting an evaluation study after a decision on a
program has been made, using the study only as a way
to delay or justify the decision already made.
 Demanding the use of a research design/data collection
technique that is inappropriate for the program
evaluation task.

continuation
 Interfering with the research design or data collection
process to ensure that it produces desired results.
 Continuing a program when the evaluation results
unambiguously show it to be ineffective or ending a
program when the results unambiguously show it to be
highly effective.

continuation
 suppressing/deleting positive results to
eliminate/reduce a program, or
suppressing/deleting negative results to
continue/expand a program.

ACADEMIC FREEDOM
Is the existence of an open and largely
unrestricted atmosphere for the free exchange of
ideas and information

Is related to the autonomy of research
The major threat of academic freedom comes
from social or political groups that want to
restrict discussions or impose a point of view.

Objectivity and value freedom
Some argue that social science must be as
objective and unbiased as the natural sciences:
others maintain that value-free, objective social
science is impossible

objective
 Opposite of subjective; external, observable, factual,
precise, quantitative.
 Logical; created by an explicit rational procedure;
absence of personal or arbitrary decisions; follows
specific pre-established rules.

value-free
 Absence of any metaphysical values or assumptions;
devoid of a philosophical elements; amoral.
 Lack of influence from personal opinion; no room for
unsupported views; neutral.

unbiased
 Nonrandom error eliminated; absence of systematic
error; technically correct.
 Lack of influence from personal prejudice or cultural
values; devoid of personal opinion; no room for
unsupported vies; neutral.

Continuation
 The positivist approach holds that science is value-free,
unbiased, and objective. It collapses the definitions together.
 The scientific community is free of prejudice and governed by
free and open discussion. With complete value freedom and
objectivity, science reveals the one and only, unified,
unambiguous truth.

summary
Power comes with responsibilities. These responsibilities
can and do come into conflict with each other at times.
As a researcher, you must decide to conduct research in
an ethical manner, to uphold and defend the principles of
the social science approach you adopt and to demand
ethical conduct by others.

Literature
Video on ways to avoid plagiarism

Literature
Group Activity
Role play a situation showing breech of
ethical standards in writing review of
related literature.

Literature
Lights. Camera. Action!

summary
Power comes with responsibilities. These
responsibilities can and do come into conflict with
each other at times.
As a researcher, you must decide to conduct
research in an ethical manner, to uphold and defend
the principles of the social science approach you
adopt and to demand ethical conduct by others.

Literature
6. Presents written review of related
literature.
(CS_RS11-IIIf-j-6)

Literature
Group Activity
Design rubrics in assessing a written review of literature.

CONTENT 5
Understanding data and ways to
systematically collect data

1. Chooses appropriate qualitative research
design. (CS_RS11-IVa-c-1)

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.
ACTIVITY

Problem Approach Research technique
to obtain reliable test people in a Laboratory, experiment,
information under laboratory simulation
controlled conditions
to find out how people watch them natural observation
in public
to find out how people ask them to keep diaries personal documents
behave in private
to learn what people ask them interview, questionnaire, think
attitude scale

Problem Approach Research technique
to learn what people ask them interview, questionnaire, think
attitude scale
to find out where chart their movements behavioral mapping.
people go trace measures
to identify personality administer a psychological testing
traits or assess mental standardized test
abilities
to identify trends in systematic tabulation content analysis
verbal material
to understand an detailed and lengthy case study
unusual event investigation

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

2. Describes sampling procedure and sample
(CS_RS11-Iva-c-2)

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’

Stages in the Analysis of Qualitative Data
 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

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

3. Describes sampling procedure and sample
(CS_RS11-Iva-c-2)

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
ACTIVITY

4. Presents written research methodology
(CS_RS11-Iva-c-4)

RESEARCH METHODOLOGY
The following research methodologies are the
most often used by education students
Biography
Phenomenological research
Grounded theory
Ethnography (cultural & critical)
Action research
Case study

Case Study
Methodology
… justification for
orchestrated selection of
strategies
Strengths:
•Describes human interaction in a particular
setting, in-depth empirical investigation
•Thick description, in-depth knowledge
•“How?” “Why?” questions – ideal
•Real-life context
•Bounded (time and cost)
•Global in the local, no generalisations
•Multiple strategies – trustworthiness
•Condensed timeframe possible
•Causal links, recommendations
•Studies a holistic unit
•Voice of actors
Challenges:
•“particularises not generalises”
•Volumes of data
•Positivist arguments re lack of
rigour, biased views (all research
needs to be unbiased)
•
Margaret Lee

PARTICIPANTS
EXPLAIN & JUSTIFY
Who is “in” or “out” WHY?
• In interpretative research “sampling” is not
a possibility. WHY?
• Purposeful selection
• Naturally occurring groups
• Self selection
• Volunteers
• Ethics clearance
At the conclusion of this section, if appropriate, generate a table to summarise what you
have been explaining.

Table 6.1
Research Participants
Categories of Participants Data Collection Strategies
Individual
Interviews
Focus
Group
No of
Groups
Focus
group
No of
Persons
Survey Total
University Participants 10 4 22 55 87
Employed Participants 4 1 6 10 20
Vocational / Technical training
participants
2 4 14 10 26
Unemployed Participants 0 0 0 0 0
NDOE Coordinators 5 0 0 0 5
Academics / Teachers in PNG 12 0 0 0 12
Student Services Personnel 5 1 4 0 9
Parents / Guardians 5 0 0 0 5
Total 43 10 46 75 164

DATA GATHERING STRATEGIES
EXPLAIN & JUSTIFY
Documentary analysis
Observation – participant/ non participant
Reflective journals
Interviews
• structured
• informal
• Focused
• surveys
Samples of strategies are placed in the appendix
(alphabetically coded) and referred to in text.
Stages in data collection matrix to summarise

Data
Collection
Techniques
Stages for Data Collection (Matrix example)
Exploratory
Phase
Step 1a: Initial Exploratory Survey – Conducted in 1998
1st Visit to PNG; Meet various stakeholders – SSSP graduates, personnel from tertiary
institutions, NDOE, parents etc
Step 1b: Analyze responses for trends and patterns
Step 2: Select stratified sample from step 1 according to predetermined criteria for individual
interviews
recipients in employment
recipients at universities
recipients at vocational institutions
Individual
In-depth
Interviews
Focus
Groups
Step 3: Interview selected sample
Step 4: Focus groups at universities and colleges
Step 5: Analyse data collected in step 3 and 4
Step 6: Interview selected officials, personnel from tertiary institutions, employers, parents &
guardians
Documentary
&
Final
analysis
Step 7: Analyse official interviews
Step 8: Analyse interviews of secondary sources
Step 9: Document analysis
Step 10 Final analysis

5. Utilizes materials and techniques to
produce creative work.
(CS_RS11-Iva-c-5)

CONTENT 6
Finding Answers through Data
Collection

Finding Answers through Data
Collection
1. Collects data through observation and interview.

CONTENT 7
Analyzing the Meaning of the Data and
Drawing Conclusions

Analyzing the Meaning of the Data
and Drawing Conclusions
1. Infers and explains patterns and themes from
data.

Analyzing the Meaning of the Data
and Drawing Conclusions
1. Relates the findings with pertinent literature.

Reporting and Sharing the Findings

1. Draws conclusions from patterns and themes.

2. Formulates recommendations based on
conclusions.

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.
ACTIVITY

3. Formulates recommendations based on
conclusions.

FINDINGS CONCLUSIONS RECOMMENDATIONS

4. Presents a written research report.

5. Finalizes and present best design.

6. Writes short description and present best
design.

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
Activity

So sorry friends this still needs a lot of checking hehehe…please finalize
nalang ha…have an enjoyable training!
your new friend,
eva

Practical Research 1-2nd Quarter_edON.pptx

Practical Research 1-2nd Quarter_edON.pptx

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