Department of Education

Region IV-A CALABARZON

SCHOOLS DIVISION OF QUEZON PROVINCE
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

Practical Research 2
Quarter 2 Week 3
Understanding Data and Ways
to Systematically Collect Data
Presents Written Methodology

Day 1 (In-Person)
Practical Research 2

Session Objective/s:
At the end of the lesson, you will be able to:
1. identify and describe the components involved in writing your research methodology;
2. prepare materials and techniques to produce creative work; and
3. write the methodology of your research.
 Activity
DEAL or NO DEAL Say deal if the given statement is true and NO DEAL
if otherwise

1.The purpose of analyzing data is to obtain usable and useful information

2.The analysis, irrespective of whether the data is qualitative or quantitative
may only describe and summarize the data
3.Data analysis includes techniques like looking patterns, themes, statistic,
identifying key events, and making visual representations
4.Interpretation is the process of attaching meaning to the data
5.Data analysis is the process of bringing order, structure, and meaning to
the mass of collected data
 Analysis
•Why do we need to understand the
research methodology?

•How important is research methodology

in research?
 Introduction
Research Methodology
The research methodology section of any academic research
paper allows you to convince your readers that your research is
useful and will contribute to your field of study. An effective
research methodology is grounded in your overall approach –
whether qualitative or quantitative – and adequately describes
the methods you used. This gives an idea of the information
required in writing.
 Lesson Proper

1. Research Design
This section describes the specific research approach you will
use in the study. This can be ethnography, case study, historical,
phenomenological, and the like. The research design is independent of
the purpose of the study and the set of specific research questions you
have formulated.
 Lesson Proper

Quantitative research designs for cases where statistical

conclusions to collect actionable insights are essential. Numbers
provide a better perspective to make critical business decisions.
Quantitative research design methods are necessary for the growth of
any organization. Insights drawn from hard numerical data and
analysis prove to be highly effective when making decisions related to
the future of the business.
 Lesson Proper

Descriptive research design: In a descriptive design, a researcher is

solely interested in describing the situation or case under their
research study. It is a theory-based design method which is created
by gathering, analyzing, and presenting collected data. This allows a
researcher to provide insights into the why and how of research.
Descriptive design helps others better understand the need for the
research. If the problem statement is not clear, you can conduct
exploratory research.
 Lesson Proper

Experimental research design: Experimental research design

establishes a relationship between the cause and effect of a situation.
It is a causal design where one observes the impact caused by the
independent variable on the dependent variable. For example, one
monitors the influence of an independent variable such as a price on
a dependent variable such as customer satisfaction or brand loyalty.
It is a highly practical research design method as it contributes to
solving a problem at hand. The independent variables are
manipulated to monitor the change it has on the dependent variable.
It is often used in social sciences to observe human behavior by
analyzing two groups. Researchers can have participants change
their actions and study how the people around them react to gain a
better understanding of social psychology.
 Lesson Proper

Correlational research design: Correlational research is a non-

experimental research design technique that helps researchers
establish a relationship between two closely connected variables. This
type of research requires two different groups. There is no
assumption while evaluating a relationship between two different
variables, and statistical analysis techniques calculate the
relationship between them.
 Lesson Proper

A quasi-experimental research design is a research design in which

a treatment or stimulus is administered to only one of two groups
whose members were randomly assigned – are considered the gold
standard in assessing causal hypotheses. True experiments require
researchers to exert a great deal of control over all aspects of the
design, which in turn allows strong statements to be made about
causal relationships. In many situations, especially those involving
human subjects, it is simply not possible for researchers to exert the
level of control necessary for a true experiment. For example, it may
be unethical to expose subjects to a stimulus that the researcher
knows may cause harm. Also, researchers are often interested in
processes that are too complex or lengthy to be administered in an
experimental setting.
 Lesson Proper

In writing the research design, you need to Identify the research

design you will use in your study. Justify why the research
design is the best one suited for the purpose of the study.
Explain how you will implement the research design.
 Lesson Proper

2. Research Locale
This section describes the setting or location of your study. The
specific description of the setting is very important in qualitative
research since the setting or context may have an effect or impact on
the behavior of the respondents.
 Lesson Proper

In writing the research locale, identify where you are going to

conduct your study and why you have chosen it as the time and
venue. Take time to explain possible influences of research setting
on the conduct of the study.
 Lesson Proper

3. Sample or the Respondent

This section describes the respondents of the study. The
description may include the demographic profile of the respondents
such as age, educational background, occupation and other
information that may be relevant in understanding the (behavior of
the) respondents.
 Lesson Proper

Identify who will be your respondents and how many. Explain

your rationale for choosing them. It is best to justify the reason
for choosing the population. Discuss the sampling procedure you
will use in choosing your respondents with accompanying
justification. Also, explain why and how you did the sampling of
the respondents.
For research materials, discuss what are the experimentation
materials, characteristics, and features. It is best to justify the
choice of materials in relation to the research objectives.
 Lesson Proper

4. Research Instrument
This section outlines the instruments you will use in the study
such as interview questions, interview protocols, observation, guide,
survey form, focus group discussion questions, and others
 Lesson Proper

Discuss the instrument you will use in gathering your data for
each of your research questions. Explain how you come up with
the research instrument or data gathering tool by citing the
source of your research tool and explaining its development
process.
Discuss the content of each part of the instrument. You may
also describe the validation process of the instrument.
 Lesson Proper

5. Data Collection Procedure

This section describes the steps you will undergo to collect data
from your study. In some types of researches particularly ethnographic
and case studies, the specific date (and sometimes, exact time) of doing
the steps (i.e., observing the participant) are important. The
instruments used to record data (eg., pen and paper, audio, and /or
video recorder) may also be mentioned.
 Lesson Proper

Discuss in detail each step that you are going to take in

gathering data beginning from the preparation of proposal to
instrumentation. Explain the essential steps for how you will
gather your data. You may simply state the things you have done
before, during, and after the conduct of the study.
 Lesson Proper

6. Data Analysis Procedure / Statistical Treatment

This section describes how you will analyze the data you will
gather.
 Lesson Proper

Identify and explain the statistical treatment used for each

research question based on the logical arrangement or application.
Include formula, scales, and other legends to be applied in
analyzing the data gathered.
 Lesson Proper

7. Ethical Considerations

Discuss here the steps you took to ensure that you follow ethical
conduct of research. This includes the consent form, plagiarism,
and ways to address possible harm.
Application
Understanding Data and Ways
to Systematically Collect Data
RESEARCH DESIGN PRINCIPLES AND ETHICAL STANDARDS IN CONDUCTING A STUDY

Day 2
Practical Research 2

Session Objective/s:
1. determine the ethical principles and standards in conducting research;
2. discuss the rudiments (before, during and after) of research; and
3. prepare the necessary documents (permits, letters) in conducting
research
 Group Activity

Group the students to 5. Each group will be given a printed

paper containing description on ethical principles of
guidelines of researcher
Group 1-Informed consent
Group 2-Beneficence and non-maleficence
Group 3-Respect for human digninity
Group 4-Justice and fairness
Group 5-Intellectual honesty and respect
 LESSON PROPER
In doing research, how can we say that we have done the right thing?
Can we strike a balance between what is right and what is moral? Are
things we have done widely accepted by the community? Ethics is
anchored on the moral standards that we follow. Morality is a set of
“unwritten” rules that guides us on the things that we should or should not
do to attain harmony and orderliness in any undertaking.
 Ethics is important in research because it keeps the researcher from
committing errors while seeking knowledge and truth. It promotes essential
values that help researchers working on a topic to have a common
understanding of how things should go about. Since research may involve
experts coming from different fields of expertise, ethics bind them together
by considering the important values such as accountability, cooperation,
coordination, mutual respect, and fairness among others
 Research studies and scientific research are being conducted to provide
results that will help with social, professional, and scientific evolution.
Gathering data and information and analyzing them is the only way for a
researcher to conclude. The process of conducting a research study starts
by focusing on tested hunches and ideas. With the collection of all the
necessary information, the results can come fast. Either positive or
negative.
 Conducting a research study has certain very, important steps that need
to be taken for the research to be successful. Here are the 8 most
important steps that you are going to take to conduct your research study:

 Step 1: Identifying the Subject There is always a problem, subject, and

issue or thematic that is being analyzed in a research study. Do you have
a clear view of what yours is? Unless you have identified the subject of
your research study, you cannot move on to the next step.

 Step 2: Find the literature What is the current information on the

topic? Surely some research has already been conducted at some point.
That research gave results, maybe answers to some of the questions. You
need to find that research and those results. You need the current
literature to create your own.
 Step 3: Clarify the Subject Once the literature has been reviewed and
the details of the initial Subject have been identified it is time to clarify
the subject. What is the scope of the study? If it is too big then it has to
be broken down into categories and studied separately. Many factors can
affect a subject and many variables. All of that needs to be taken into
account.

 Step 4: Definition of Terms and Concepts Every subject has terms and
Concepts. Either scientific, cultural, or social. These words and phrases
are going to be used in the study constantly. You need to know exactly
what they mean and how you should use them. Research studies are not
simple papers. The words you use will affect the outcome of the paper
itself and the way that people will understand the results and your ideas.
So always define the terms and concepts before you start using them.
 Step 5: Who is your audience? Your research study always has to do
with an audience. Either directly or indirectly. It is your responsibility to
define that audience. In the beginning, it can be rather confusing.
Separating those that are immediately affected by the results of your
study, from those that are not so connected with your results can help
you clarify your audience and of course, focus on the most important
parts of the research study. After all, working with a very large audience
is not going to give you the results that you are looking for. The bigger
the audience, the harder it will be for the study to be conducted.
 Step 6: Instrumentation Plan Consider this to be the roadmap for your
entire study. It will specify some of the most important parts of the study
like the participants, the main literature focus, the how, when, and
where the data is going to be collected and of course analyzed.
Everything you will do will be based on this particular plan. You can
choose when you are going to create it of course. However, the sooner
you do it the better the process of the research study and the faster the
results.
 Step 7: Collecting the Data After you have gathered the literature,
found your audience, and collected the original data of the subject, you
will conduct your own ‘’experiments’’ to make sure that your results are
the right ones. Those ‘’experiments’’ will give you data of their own.
Collecting that data and analyzing it is a very important part of the
process. You need to make sure that all that data will be safely stored
and properly analyzed. This will happen after the completion of the
instrumentation plan and during the start if the sturdy. One important
thing that you need to note here is where you are going to get the data.
Questionnaires and observation are always good places to start.
 Step 8: Analyzing the Data Finally is the analysis of the data itself. That
will be the last step that will give you the results and help you bind your
research together. Take your time with it. Double or even triple check
your analysis. Compare it over and over again. If a mistake is made here
you will have to start over with the analysis. That can take a long time
and it is certainly not something that you will want to do. This is the last
step to make sure that you will do it correctly.
 Step 8: Analyzing the Data Finally is the analysis of the data itself. That
will be the last step that will give you the results and help you bind your
research together. Take your time with it. Double or even triple check
your analysis. Compare it over and over again. If a mistake is made here
you will have to start over with the analysis. That can take a long time
and it is certainly not something that you will want to do. This is the last
step to make sure that you will do it correctly.
By following these 8 steps, you will find that conducting a research study
can be a lot easier than you think. But certainly not easy. Take your time
to familiarize yourself with these steps. Do not rush into anything. Proper
research studies require time to bring accurate and proper results. Always
remember that these studies can affect your future as a scientist or
research either positively or negatively. The more attention you pay to
them, while you conduct them, the more useful they will be for you and the
future of your career!
 Principles of Research Ethics
PRINCIPLE ONE: Minimizing the risk of harm

Research should not harm participants. Where there is the possibility that
participants could be harmed or put in a position of discomfort, there must
be strong justifications for this. Such scenarios will also require (a)
additional planning to illustrate how participant harm (or discomfort) will
be reduced, (b) informed consent, and (c) detailed debriefing.
 Principles of Research Ethics
PRINCIPLE ONE: Minimizing the risk of harm

There are several types of harm that participants can be subjected to.
These include:
 Physical harm to participants.
 Psychological distress and discomfort.
 Social disadvantage.
 Harm to participants? financial status.
 An invasion of participants? privacy and anonymity
 Principles of Research Ethics
PRINCIPLE ONE: Minimizing the risk of harm
Typically, it does not harm that we need to think about since a researcher
does not intentionally go out to cause harm. Rather, it is the risk of harm
that you should try to minimize. To minimize the risk of harm you should
think about:
 Obtaining informed consent from participants.
 Protecting the anonymity and confidentiality of participants.
 Avoiding deceptive practices when designing your research.
 Providing participants with the right to withdraw from your research at
any time.

We discuss each of these ethical principles in the sections that follow,

explaining (a) what they mean, and (b) instances where they should (and
should not) be followed.
 Principles of Research Ethics
PRINCIPLE TWO. Obtaining informed consent

One of the foundations of research ethics is the idea of informed

consent. Simply put, informed consent means that participants should
understand that (a) they are taking part in research and (b) what the
research requires of them. Such information may include the purpose of
the research, the methods being used, the possible outcomes of the
research, as well as associated demands, discomforts, inconveniences, and
risks that the participants may face. Whilst is it not possible to know
exactly what information a potential participant would (or would not) want
to know, you should aim not to leave out any material information; that is,
information that you feel would influence whether consent would (or would
not) be granted.
 Principles of Research Ethics
PRINCIPLE TWO. Obtaining informed consent

Another component of informed consent is the principle that

participants should be volunteers, taking part without having been
coerced and deceived. Where informed consent cannot be obtained from
participants, you must explain why this is the case. You should also be
aware that there are instances informed consent is not necessarily needed
or needs to be relaxed. These include certain educational, organizational,
and naturalistic research settings. We discuss these in more detail under
the section: Avoiding deceptive practices.
 Principles of Research Ethics
PRINCIPLE THREE. Protecting anonymity and confidentiality
Protecting the anonymity and confidentiality of research participants is another
practical component of research ethics. After all, participants will typically only be willing
to volunteer information, especially information of a private or sensitive nature, if the
researcher agrees to hold such information in confidence. Whilst it is possible that
research participants may be hurt in some way if the data collection methods used are
somehow insensitive, there is perhaps a greater danger that harm can be caused once data
has been collected. This occurs when data is not treated confidentially, whether in terms
of the storage of data, its analysis, or during the publication process (i.e., when submitting
your dissertation to be marked). However, this does not mean that all data collected from
research participants need to be kept confidential or anonymous. It may be possible to
disclose the identity and views of individuals at various stages of the research process
(from data collection through to publication of your dissertation). Nonetheless, permissions
should be sought before such confidential information is disclosed.
 Principles of Research Ethics
PRINCIPLE THREE. Protecting anonymity and confidentiality

An alternative is to remove identifiers (e.g., vernacular terms, names,

geographical cues, etc.) or provide proxies when writing up. However, such
stripping of identifiable information may not always be possible to
anticipate at the outset of your dissertation when thinking about issues of
research ethics. This is not only a consideration for dissertations following
a qualitative research design but also a quantitative research design.
 Principles of Research Ethics
PRINCIPLE THREE. Protecting anonymity and confidentiality

For Example: Imagine that your thesis used a quantitative research design and a
survey as your main research method. In the process of analyzing your data, it is
possible that when examining relationships between variables (i.e., questions in
your survey), a person's identity and responses could be inferred. For instance,
imagine that you were comparing responses amongst employees within an
organization based on specific age groups. There may only be a small group (or
just one employee) within a particular age group (e.g., over 70 years old), which
could enable others to identify the responses of this individual (or small group of
employees). Therefore, you need to consider ways of overcoming such problems,
such as (a) aggregating data in tables and (b) setting rules that ensure a minimum
number of units are present before data/information can be presented.
 Principles of Research Ethics
PRINCIPLE THREE. Protecting anonymity and confidentiality

A further alternative is to seek permission for access to data and analysis to be

restricted to the published material, perhaps only allowing it to be viewed by those
individuals marking your work. If the work is later published, adjustments would
then need to be made to protect the confidentiality of participants

There is also a wide range of potential legal protections that may affect what
research you can and cannot perform, how you must treat the data of research
participants, and so forth. In other words, you don't simply have a duty to protect
the data you collect from participants; you may also have (in some cases) a legal
responsibility to do so. Since this varies from country-to-country, you should ask
your dissertation supervisor or Ethics Committee for advice (or a legal
professional).
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices

At first sight, deceptive practices fly in the face of informed consent.

After all, how can participants know (a) that they are taking part in
research and (b) what the research requires of them if they are being
deceived? This is part of what makes the use of deceptive practices
controversial. For this reason, in most circumstances, research should
avoid any kind of deceptive practice. However, this is not always the case.
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices

Deception is sometimes a necessary component of covert research,

which can be justified in some cases. Covert research reflects research
where (a) the identity of the observer and/or (b) the purpose of the research
is not known to participants. Cases, where you may choose to engage in
covert research, may include instances where:
 It is not feasible to let everyone in a particular research setting know
what you are doing.
 Overt observation or knowledge of the purpose of the research may alter
the particular phenomenon that is being studied.
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices

Let's take each of these in turn:

It is not feasible to let everyone in a particular research setting know what you
are doing

By feasibility, we are not talking about the cost of doing research. Instead, we
mean that it is not practically possible to let everyone in a particular research
setting know what you are doing. This is most likely to be the case where research
involves observation, rather than direct contact with participants, especially in a
public or online setting. There are several obvious instances where this may be the
case:
 Observing what users are doing in an Internet chat room.
 Observing individuals going about their business (e.g., shopping, going to work,
etc.).
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices

Clearly, in these cases, where individuals are coming and going, it may
simply be impossible to let everyone known what you are doing. You may
not be intentionally trying to engage in deceptive practices, but participants
are not giving you their informed consent.
Overt observation or knowledge of the purpose of the research may
alter the particular phenomenon that is being studied.
Where observations or participants? knowledge of the true purpose of
the research has the potential to alter the particular phenomenon that you
are interested in, this is a major concern in terms of the quality of your
findings.
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices
 Scenario A
You are conducting a piece of research looking at prejudice. Whilst participants are given
a questionnaire to complete that measures their prejudice, it is not obvious from the
questions that this is the case. Furthermore, participants are not told that the research
is about prejudice because it is felt that this could alter their responses. After all, few
people would be happy if other people thought they were prejudice. As a result, if
participants knew that this is the purpose of the study, they may well provide responses
that they think will make them appear less prejudice.
 Scenario B
You are interested in understanding the organizational culture of a single firm. You feel
that observation would be an appropriate research method in such a naturalistic setting.
However, you feel that if employees knew that you were monitoring them, they may
behave differently. Therefore, you may have received permission to go undercover or
provide a story to explain why you are there, which is not the truth.
 Principles of Research Ethics
PRINCIPLE FOUR. Avoiding deceptive Practices

Whilst such covert research and deceptive practices, especially where used
intentionally, can be viewed as controversial, it can be argued that they
have a place in research.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

There are several reasons why it is important to adhere to ethical norms

in research.
 First, norms promote the aims of the research, such as knowledge,
truth, and avoidance of error. For example, prohibitions against
fabricating, falsifying, or misrepresenting research data promote the
truth and avoid the error.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

There are several reasons why it is important to adhere to ethical norms

in research.
 Second, since research often involves a great deal of cooperation and
coordination among many different people in different disciplines and
institutions, ethical standards promote the values that are essential to
collaborative work, such as trust, accountability, mutual respect, and
fairness. For example, many ethical norms in research, such as
guidelines for authorship, copyright and patenting policies, data sharing
policies, and confidentiality rules in peer review, are designed to protect
intellectual property interests while encouraging collaboration. Most
researchers want to receive credit for their contributions and do not want
to have their ideas stolen or disclosed prematurely.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

There are several reasons why it is important to adhere to ethical norms

in research.
 Third, many of the ethical norms help to ensure that researchers can be
held accountable to the public.
 Fourth, ethical norms in research also help to build public support for
research. People more likely to fund a research project if they can trust
the quality and integrity of research.
 Finally, many of the norms of research promote a variety of other
important moral and social values, such as social responsibility, human
rights, animal welfare, compliance with the law, and health and safety.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

Ethical lapses in research can significantly harm human and animal

subjects, students, and the public. For example, a researcher who
fabricates data in a clinical trial may harm or even kill patients, and a
researcher who fails to abide by regulations and guidelines relating to
radiation or biological safety may jeopardize his health and safety or the
health and safety of staff and students. Given the importance of ethics for
the conduct of research, it should come as no surprise that many different
professional associations, government agencies, and universities have
adopted specific codes, rules, and policies relating to research ethics.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

The following is a rough and general summary of some ethical behavior to be observed in
conducting research.

• Honesty: Strive for honesty in all scientific communications. Honestly report data,
results, methods and procedures, and publication status. Do not fabricate, falsify, or
misrepresent data. Do not deceive colleagues, granting agencies, or the public.
• Objectivity: Strive to avoid bias in experimental design, data analysis, data
interpretation, peer review, personnel decisions, grant writing, expert testimony, and
other aspects of research where objectivity is expected or required. Avoid or minimize
bias or self-deception. Disclose personal or financial interests that may affect research.
• Integrity: Keep your promises and agreements; act with sincerity; strive for consistency
of thought and action.
• Carefulness: Avoid careless errors and negligence; carefully and critically examine your
work and the work of your peers. Keep good records of research activities, such as data
collection, research design, and correspondence with agencies or journals.
• Openness: Share data, results, ideas, tools, resources. Be open to criticism and new
ideas.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

The following is a rough and general summary of some ethical behavior to be observed in
conducting research.

• Respect for Intellectual Property: Honor patents, copyrights, and other forms of
intellectual property. Do not use unpublished data, methods, or results without
permission. Give credit where credit is due. Give proper acknowledgment or credit for all
contributions to research. Never plagiarize.
• Confidentiality: Protect confidential communications, such as papers or grants
submitted for publication, personnel records, trade or military secrets, and patient
records.
• Responsible Publication: Publish to advance research and scholarship, not to advance
just your career. Avoid wasteful and duplicative publication.
• Responsible Mentoring: Help to educate, mentor, and advise students. Promote their
welfare and allow them to make their own decisions.
• Respect for Colleagues: Respect your colleagues and treat them fairly.
 ISSUES TO BE CONSIDERED FOR DATA COLLECTION / NORMS IN RESEARCH

The following is a rough and general summary of some ethical behavior to be observed in
conducting research.

• Social Responsibility: Strive to promote social good and prevent or mitigate social
harms through research, public education, and advocacy.
• Non-Discrimination: Avoid discrimination against colleagues or students based on sex,
race, ethnicity, or other factors that are not related to their scientific competence and
integrity.
• Competence: Maintain and improve your professional competence and expertise
through lifelong education and learning; take steps to promote competence in science
as a whole.
• Legality: Know and obey relevant laws and institutional and governmental policies.
• Animal Care: Show proper respect and care for animals when using them in research.
Do not conduct unnecessary or poorly designed animal experiments.
 APPLICATION
Explain the five principles of research ethics
1.Minimising the risk harm
2.Obtaining informed consent
3.Protecting anonymity and confidentiality
4.Avoiding deceptive practices
5.Providing the right to withdraw
Finding answers through
data collection
COLLECTS DATA USING APPROPRIATE INSTRUMENTS

Day 3
Practical Research 2

Session Objective/s:
1. Explain the meaning of quantitative data.
2. differentiate the quantitative-data collection techniques
3. describe each quantitative-data collection instrument
Practical Research 2

Group activity
Who among you here are working student or have extra income
The class will be divided into two groups each group will be having a leader to collect the
desired data five minutes will be given to each group to complete the the table below

RESPONDENT WORKING STUDENT Estimate of the salary that

goes to the family
Erica 50%
 Analysis
Answer the following guide questions:
•Base on the activity how did the researcher
collected the data needed in the table?
•Therefore how do you define data collection?
•Are data collected from the activity from primary or
secondary data? Explain why
•How do you define primary data? Secondary data?
 LESSON PROPER
Data collection It is the process of gathering and
measuring information on variables of interest, in an
established systematic fashion that enables one to
answer stated research questions, test hypotheses,
and evaluate outcomes. The data collection
component of research is common to all fields of
study including physical and social sciences,
humanities, business, etc.
 LESSON PROPER
Quantitative data-It is numerical in nature and can be
mathematically computed. Quantitative data
measure uses different scales, which can be classified
as nominal scale, ordinal scale, interval scale and ratio
scale. Often (not always), such data includes
measurements of something. Quantitative
approaches address the ‘what’ of the program. They
use a systematic standardized approach and employ
methods suchas surveys and ask questions.
 LESSON PROPER
Typical quantitative data gathering strategies
includes:• Experiments/clinical trials.• Observing and
recording well-defined events (e.g., counting the
number of patientswaiting in emergency at specified
times of the day).• Obtaining relevant data from
management information systems.• Administering
surveys with closed-ended questions (e.g., face-to
face andtelephone interviews, questionnaires etc.)•
In quantitative research (survey research),
 LESSON PROPER
Typical quantitative data gathering strategies
includes:
• Experiments/clinical trials.
• Observing and recording well-defined events (e.g.,
counting the number of patientswaiting in emergency
at specified times of the day)
• Obtaining relevant data from management

information systems.
 LESSON PROPER
• Administering surveys with closed-ended questions
(e.g., face-to face andtelephone interviews,
questionnaires etc.)
• In quantitative research (survey research),
interviews are more structured than inQualitative
research.
Paper-pencil-questionnaires can be sent to a
large number of people and saves
theresearcher time and money.
 LESSON PROPER
Mixed MethodsMixed methods approach as design,
combining both qualitative and quantitativeresearch
data, techniques and methods within a single
research framework. Mixedmethods approaches may
mean a number of things, i.e. a number of different
typesof methods in a study or at different points
within a study or using a mixture ofqualitative and
quantitative methods.
 LESSON PROPER
Some of the common areas in which mixed-method
approaches may be used includes:
• Initiating, designing, developing and expanding
interventions;
• Evaluation;
• Improving research design; and
• Corroborating findings, data triangulation or
convergence. Some of the challengesof using a mixed
methods approach include
 LESSON PROPER
–• Delineating complementary qualitative and
quantitative research questions;
• Time-intensive data collection and analysis;
• Decisions regarding which research methods to
combine.
 LESSON PROPER
Primary Data Data that has been collected from first-
hand-experience is known as primary data. Primary
data has not been published yet and is more reliable,
authentic and objective. Primary data has not been
changed or altered by human beings; therefore its
validity is greater than secondary data. Importance of
Primary Data: In statistical surveys it is necessary to
get information from primary sources and work on
primary data.
 LESSON PROPER
Sources of Primary Data
1. Experiments: Experiments require an
artificial or natural setting inwhich to
perform logical study to collect data
2. Survey: Survey is most commonly used
method in social sciences,management,
marketing and psychology to some
extent.
 LESSON PROPER
3. Questionnaire: It is the most commonly used
method in survey. Questionnaires are a list of
questions either open-ended or close-ended for
which the respondents give answers.
4. Interview: Interview is a face-to-face conversation
with the respondent.
5. Observations: Observation can be done while
letting the observing person know that s/he is
being observed or without letting him know.
 LESSON PROPER
Advantages of Using Primary Data
• The investigator collects data specific to the
problem under study.
• There is no doubt about the quality of the data
collected (for the investigator).
• If required, it may be possible to obtain additional
data during the study period.
 LESSON PROPER
Disadvantages of Using Primary Data
1. The investigator has to contend with all the hassles
of data collection-
• deciding why, what, how, when to collect;
• getting the data collected (personally or through
others);
• getting funding and dealing with funding agencies;
• ethical considerations (consent, permissions, etc.).
 LESSON PROPER
2. Ensuring the data collected is of a high standard-
• all desired data is obtained accurately, and in the
format it is required in;
• there is no fake/ cooked up data;
• unnecessary/ useless data has not been included.
3. Cost of obtaining the data is often the major
expense in studies., etc.).
 LESSON PROPER
Secondary Data
Data collected from a source that has already been
published in any form is called as secondary data. The
review of literature in any research is based on
secondary data. It is collected by someone else
for some other purpose (but being utilized by the
investigator for another purpose).
 LESSON PROPER
Sources of Secondary Data The following are some
ways of collecting secondary data –
• Books
• Records
• Biographies
• Newspapers
• Published censuses or other statistical data
• Data archives
• Internet articles.
 LESSON PROPER
Secondary data can be less valid but its importance is
still there. Sometimes it is difficult to obtain
primary data; in these cases getting information
from secondary sources is easier and possible.
Sometimes primary data does not exist in such
situation one has to confine the research on
secondary data.
 LESSON PROPER
Advantages of Using Secondary Data
• No hassles of data collection.
• It is less expensive.
• The investigator is not personally responsible for
the quality of data (‘I didn’t do it’).
 LESSON PROPER
Disadvantages of Using Secondary Data
• The data collected by the third party may not be a
reliable party so the reliability and accuracy of
data go down.
• Data collected in one location may not be suitable
for the other one due variable environmental
factor.
• With the passage of time the data becomes
obsolete and very old.
 LESSON PROPER
Disadvantages of Using Secondary Data
• Secondary data collected can distort the results of
the research. For using secondary data a special
care is required to amend or modify for use.
• Secondary data can also raise issues of authenticity
and copyright.
 LESSON PROPER
Measurement Scales for Quantitative Data
• Nominal
o Each variable has a different value but there is no
order, categorizing people based on gender,
religion, position, etc. For example, in a survey
where there are values of gender, male and
female may come with a numerical value (male =
0, female = 1).
 LESSON PROPER
• Ordinal
o Data follows a specific progressive order based on
values (for example, degree types like bachelor’s,
master’s, and doctoral). When we are interested
in ranking data, we can use the ordinal level of
measurement. The identification of runners who
came 1st, 2nd or 3rd in a race is an example of
ranking.
 LESSON PROPER
• Interval
o This data is continuous and has an order along a
scale (e.g., ratings of1 to 5). Each value is equally
spaced from the value before and after(e.g.,
distance between 1 and 2 is equal to the distance
between 2 and3). Suppose a student got zero in a
test in English vocabulary. Does it mean that the
student has absolutely no knowledge of
 LESSON PROPER
• Ratio
o Data is continuous and has an absolute zero. The
zero point indicates the total absence of the
attribute measured. Ratio data is very similar in
properties to interval data. A good example is
temperature, which can go down to zero degrees.
Data relating to area, volume, and weight are
examples of variables that can be measured on a
ratio scale.
 APPLICATION
Direction: Classify the type of data that will be
obtained from the following variables as Nominal,
Ordinal, Interval or Ratio.
1. The scores of basketball players in a game
2. The different breeds of dogs
3. The ranks in the Philippine National Police
4. Place of residence
5. Birth order of children in the family
 APPLICATION
6. Sex : Male
7. Weights of students of Silangang Malicboy NHS
8. Political Preference: “Malicboyin Baga”
9. Body temperature of the Grade 7 students
10. Ranking procedures of responses of teachers in
Pagbilao District 2.
11. The monthly income of households in Quezon
Province
 APPLICATION
12. Weight in kilograms of Teacher applicants
13. Name of School
14. Educational attainment
15. Height of the buildings in DepEd Quezon
 HOMEBASE ACTIVITY
Directions: Research Exercise. Construct a short
interview protocol on a topic of interest to you. Go to
the local shopping mall and interview five (5) people
who are demographically different. After interviewing
the people, write up what you found out about the
topic. Write up also your methodological observation
about whether trust and rapport affected the
interview process and how you could improve your
interview procedure.