MODULE 7 Practical Research 1

For Senior High School

ANALYZING THE MEANING OF THE DATA AND DRAWING

CONCLUSIONS

Week 16

Content standard : Drawing out patterns and themes from data

Performance Standard : Analyze and draw out patterns and themes with
intellectual honesty
Competency code : (CS_RS11—IVd-f-2)

Objective : At the end of the lesson, the students will be able

to infer patterns and themes from the gathered
data.

Learning competency: The Learner infers and explain patterns and themes
from data.(CS_RS11—IVd-f-2)

Day 1-4

A. Motivational Activities

Suggested Task 1. (Group Activity)

1. Form groups of four to five members.

2. Read the selection entitled “ THE ARCHETYPE ”.Textbook: Practical
Research 1 for Senior High School, authors: Amado Pangilinan Cristobal, Jr.,
Ed.D., Maura Consolacion De La Cruz-Cristobal, Ed.D. pages 222-223.

B. Pre-Research Activities

Suggested Task 2.
Directions: Answer the following guide questions in the selection.

GUIDE QUESTIONS

1. What is an Archetype?
_______________________________________________________________
_______________________________________________________________

2. What is the function of an archetype in a story?

_______________________________________________________________
_______________________________________________________________

3. Did you recognize the archetypes in the characters mentioned in the selection?
_______________________________________________________________
_______________________________________________________________

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4. Cite one character and explain his or her archetype.

_______________________________________________________________
_______________________________________________________________

5. Did recognizing the archetype help you understand the story of a movie or a
book better? Why do you think so?

_______________________________________________________________
_______________________________________________________________

6. How can you relate the character archetypes in movies and books to the
patterns and themes drawn in research data?
_______________________________________________________________
_______________________________________________________________

C. Research Activities/Discussion Proper

Suggested Tasks Activities Other Suggested

Activities
TASK 3. TASK 3.1 (Group TASK 3.2
Activity) KWL Chart
LET THE LEARNERS (Group Activity)
DEFINE THE LEARNERS WILL
QUALITATIVE DATA DEFINE QUALITATIVE Directions: The
ANALYSIS DATA ANALYSIS USING learners will present in
GRAPHIC ORGANIZER group what they know,
what they want to
know, and what they
learned in qualitative
data analysis.
TASK 4. TASK 4.1
DATA ANALYSIS (Group Activity)
PROCESS THE LEARNERS WILL
(Class Lecture) PROOFREAD ON THEIR
RESEARCH STUDY BY
The process involved in GROUP TO ACHIEVE
the qualitative analysis THE FOLLOWING:
are as follows:
1. Assessed the quality
1. Getting to know of the data before the
the data. analysis;
2. Focusing the
analysis. 2. a. Focus by question
3. Coding. or topic, time,

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4. Entering and period, or event

organizing the b. Focus by case,
data. individual, or group;
5. Cleaning the
data 3. Categorized the data
6. Identifying (Have the students
meaningful define coding and its
patterns and function in research
themes. and ask them to
describe the two
types of codes.)
a. Predefined codes
b. Emergent codes

4. Organized the data

for finalized format
(Ask the students
what tool they prefer
in recording and
organizing the data
and why they prefer
that tool)

5. Checked data for

errors
(Common ways used
in cleaning
qualitative data and
their application.)
a. Spot-checking
b. Eye-balling
c. Logic-check
(The teacher will
explain the purpose
of cleaning the data
in research)

6. Identified patterns
and themes
(Two primary ways
of identifying
patterns and themes
in a research)
a. Content analysis
b. Thematic
Analysis

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D. Post-Research Activities

Suggested Tasks Activities Other Suggested

Activities
TASK 5.

After the discussion, the

teacher will show sample
coding scheme, sample The students will make their
coding and tallying tables, own coding scheme and also
sample key point coding, coding and tallying table of
sample display of recurrent their research study. They
themes. will explain their patterns
and themes from data
Group Activity (Peer present it in front of the class
Critiquing) and other groups will
critique their work.

Example:

Question: What do you need to continue your learning about evaluation?

Answers Coding
1. More advance data analysis Trg
2. More time and information on all concepts T, R
3. Just start doing it P
4. Another workshop Trg
5. Assessment feedback on the benefits of evaluation Fdbk
6. How to measure long range planning Trg
7. Do it P
8. Needs additional training Trg
9. Practice makes perfect P
10. Time to do actual problems T
Sample Coding Scheme

Source:Cristobal, De la Cruz Cristobal (2017)Practical Research 1 for

Senior High School 1.C & E Publishing, Inc. Page 223.

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Example:
Using data from a study, sample coding and tallying tables are given
below (See table 17.1 and 17.2). These show what an organized data may look
like in the actual research paper. However, the tables only serve an examples and
organized data can contain more details to provide more clarity to the information
that they represent.

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E. Guide Questions

1. What is qualitative data analysis?

2. What are the steps involved in qualitative analysis process?

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F. Assessment Activities

Exercise I
Directions: Read each statement and identify what is being define in each
number.

____________1. This is the core process of qualitative data analysis.

____________2.A process of checking data for errors.
____________3.This process reduces the data into smaller groupings so that
they are more manageable.
____________4.This process aims to assess the quality of the data before the
analysis.
____________5.It refers to codes that are formulated by the researcher based his
or her knowledge through the reviewed literature.
____________6.This can be done manually by using a piece of paper or
through computers.
____________7.A technique in cleaning qualitative data that involves comparing
the raw data to the electronically entered data check for data entry
and coding errors.
____________8.It refers to codes that become apparent as one reviews the data.
____________9.A technique in cleaning qualitative data that involves a careful
review of the electronically entered data to make sure that
answers to the different questions “make sense.”
____________10.A technique in cleaning qualitative data that involves reviewing
the data for errors that may have resulted from a data entry for
coding oversight.

G. Enrichment Exercises

Suggested Tasks Activities Other Suggested

Activities
TASK 6 Ask the learners to
formulate guide questions
Unstructured Interview for unstructured
interview.

Week 17

Content Standard: Drawing out patterns and themes from data

Performance Standard: Analyze and draw out patterns and themes with
intellectual honesty
Competency Code: (CS_RSS11-IVd-f-3)

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Day: 1-4

Objective: Relate patterns to several literatures.

Learning Competency: Relates the findings with pertinent literature.
(CS_RSS11-IVd-f-3)

A. Motivational Activities
Suggested Task 1. Paragraph Writing
Activity:
1. Learners will do a paragraph writing.
2. Ask the learners to write a short paragraph about their favorite sport.
3. Give all the information about their favorite hobby and explain why
the sport is so wonderful.
4. The learners will share their paragraph in front of the class.
B. Pre-Research Activities

Group Activity

Let the learners present their thesis statement by group with the use
of concept map. Elaborate the things that they need to prove about their
thesis statement.

C. Discussion Proper

Interpreting the data

After identifying and analyzing, coding and organizing a presentation, and identifying
the themes and patterns, the next step is to interpret the results. In this process, the
results are synthesized into a coherent whole. Meaning and significance are attached
to the analysis of data. The themes and patterns serve to explain the findings. The
implications of the study are highlighted in this section as a preface for the final parts
of the research paper which are the summary of the findings, conclusion, and
recommendations.
The following are the steps in interpreting research findings:
a. Points or important findings should be listed.
b. The lessons learned and new things should be noted.
c. Quotes or descriptive examples given by the participants should be included.
d. The newfound knowledge from other settings, programs, or reviewed
literatures should be applied.

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The following are the levels of interpretation as considered in organizing the

discussion of the results (Ducut & Pangilinan, 2006):
a. Level 1. Data collected are compared and contrasted and any
unexpected results may be included. Comments on certain
shortcomings of the study may be made but they should not overly
emphasize the flaws.
b. Level 2. The internal validity of the results, as well as their
consistency or reliability, is explained. The causes or factors that may
have influenced the results are described
c. Level 3. The external validity of the results, that is, their generally or
applicability of the external condition is explained.
\ d. Level 4. The data are related to theoretical research or with reviewed
\\ literature.

D. Post-Research Activities

Suggested Task 2. Peer Critiquing

Activity:

1. The learners will finalized the interpretation of data in their research

study through PowerPoint Presentation.
2. The learners will include their theoretical research or reviewed
literature that they cited on their research study.
3. The learners will present the findings, interpret, infer and imply the
data of their research study in front of the class.

E. Guide Questions
As the researcher moves between and within the steps of analysis,
it is important to always keep some guide questions in mind that will help
one reflect on the study’s purpose, research, questions, and potential.

1. What patterns or common themes emerged around specific items in the

data? How do these patterns helped shed light on the broader data
analysis?
2. Is there any deviation from these patterns? If there is, what factors
could explain these atypical responses?
3. Do any of the patterns or common themes needs additional data to be
collected? Do any of the study questions need to be revised?

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F. Assessment Activities
Suggested Task 3. Group Activity
Activity:

1. The learners will wrap up the data analysis, results, and

discussions and pass it in hard copy.

G. Enrichment Activities
Suggested task 4. Analyzing Qualitative Data
Activity:
1. Let the learners fill in all the sections with the required
information
2. Allow them to go to the library to research on relevant resource
materials and utilize the computers for research purposes.
3. The learners will submit the accomplished Research Activity 4.

Name:_____________________________________ Date:_____________

RESEARCH ACTIVITY 4
ANALYZING QUALITATIVE DATA

Provide the required information below. Refer to your proposed research

study.

1. Proposed research: _______________________________________________

_______________________________________________________________

2. Conduct an interview using the guide questions you formulate from

unstructured interview to start coding, and identifying themes and categories.

3. Write examples of transcript derived from the interview:

Question: ______________________________________________________

Interviewee 1:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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Interviewee 2:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Interviewee 3:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Based from the transcripts, what code can be formulated?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. What themes did you identify?

_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________

6. What categories emerged from the analysis?

_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________

7. What level of interpretation will you apply to your findings? Provide a sample
opening paragraph below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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