RESEARCH CAPABILITY

TRAINING FOR TEACHERS

BOTOLAN DISTRICT
September 27 – 28, 2019
Things You Need to Know about

SDM No. 186, s. 2019

BRYAN JESTER S. BALMEO, MALT

Head Teacher I/Poonbato IS
Botolan District Research Coordinator
 2019 Schools Division Research
Evaluation, Congress and Writeshop
• October 8-9, 22-23, and 29-30, 2019, at
ZTTC, SDO, DepEd, Iba, Zambales
• The submission of entries is until October 4,
2019, and the ff. agreements are reiterated:
• Submission of 2 printed copies of the manuscript
• Research abstract and full paper following the enclosed
format; and
• Submission of e-copy of the manuscript to SD Research
Assistants on or before Oct. 8, 2019.
 2019 Schools Division Research
Evaluation, Congress and Writeshop
• October 8 – Evaluation of Research Outputs
• October 9 – Evaluation of Research Outputs and FGD on Research PPAs
• October 22 – Research Congress Day 1
– Elementary Teacher Category
– Junior High School Teacher Category
– Senior High School Teacher Category
– SPED Teacher Category
• October 23 – Research Congress Day 2
– Elementary School Head Category
– Secondary School Head Category
– Supervisor Category
– Non-teaching Category
– Special Program/ALS/IPED/Madrasah Teacher Category
• October 29 – Writeshop 2019 Research Congress Output
• October 30 - Writeshop 2019 Research Congress Output (cont’d)
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 2019 Schools Division Research
Evaluation, Congress and Writeshop
 Qualitative Research
(slides from Dr. Feljone G. Ragma
BRYAN JESTER S. BALMEO, MALT
Head Teacher I/Poonbato IS
Botolan District Research Coordinator

Facebook Page: Sir Bij the Researcher

Data Analysis Methods
BRYAN JESTER S. BALMEO, MALT
Head Teacher I/Poonbato IS
Botolan District Research Coordinator

Facebook Page: Sir Bij the Researcher

The data analysis spiral
• Organizing the data (convert files to appropriate text units –
e.g., a word, a sentence, an entire story. Materials must be
easily located in large databases of text or images.
• Reading and memoing (write notes or memos in the margins
of filed notes or transcripts or under photographs. The memos
are short phrases, ideas, or key concepts that occur to the
reader.)
• Describing the data into codes and themes (build detailed
descriptions, develop themes or dimensions, and provide an
interpretation in light of their own views or views of
perspectives in the literature.)
• Interpreting the data (making sense of the data, the
“lessons learned.” Abstracting out beyond the codes and
themes to the larger meaning of the data.
• Representing and visualizing the data (a packaging of
what was found in text, tabular, or figure form. Creating a
visual image of the information, a researcher may present a
comparison table or a matrix or a hierarchical tree diagram.

Creswel, J. W. (2013). Qualitative inquiry & research design: Choosing among

five approaches. Thousand Oaks, CA: Sage. (pp. 182-188)
The step-by-step process of analysis

• Category construction (coding - jot down notes,

comments, observations, and queries in the margins)
• Sorting categories and data (compiling all codes, themes,
and category names in a separate memo. The researcher
works on the particular set of data (i.e., an interview
transcript, field notes, written document) to analyze the
data, making notes in the margins and developing themes
or categories.
•Naming the categories (the names of your categories can
come from at least three sources: yourself, the researcher,
the participants, or sources outside the study such as the
literature.)
•Becoming more theoretical (making references,
developing models, or generating theory. When categories
and their properties are reduced and refined and then linked
together, the analysis is moving toward the development of a
model or theory to explain the data’s meaning.)

Merriam, S. B. (2009). Qualitative research: A guide to design and

implementation. San Francisco, CA: Jossey-Bass.
(pp. 178 – 196)
Taba inductive strategy

Concept formation (focusing statement, enumeration of the

data – the data set can consist of anything that a researcher
can make meaning from, grouping of the data, labelling of
groups)
Interpretation of data (identify critical relationships –
identifying and exploring relationships between the data,
making references about the data)
Application of principles (explaining or supporting
principles – explain the logic behind principles).
Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:
Harcourt Brace & World.
Doing thematic analysis: A step-by-step guide
•Familiarizing yourself with your data (reading the data in an
active way – searching for meanings, patterns, and so on.
•Generating initial codes (generate an initial list of ideas about what
is in the data and what is interesting about them. Identify a feature of
the data that appears interesting to the analyst, and refer to the most
basic segment, or element, of the raw data or information that can be
assessed in a meaningful way regarding the phenomenon.)
•Searching for themes (re-focus the analysis at the broader level of
themes, rather than codes, involves sorting the different codes into
potential themes, and collating all the relevant coded data extracts
within the identified themes. Think about the relationship between
codes, between themes, and between different levels of themes)
Reviewing themes (the refinement of themes:
reviewing and refining your themes. Read all the
collated extracts for each theme, and consider
whether they appear to form a coherent pattern.
Consider the validity of individual themes in relation
to the data set, but also whether your candidate
thematic map ‘accurately’ reflects the meanings
evident in the data set as a whole.
Defining and naming themes (identify the ‘essence’
of what each theme is about and determine what
aspect of the data each theme captures.
Producing the report (the final analysis and write-up
of the report – a thematic analysis. The analysis
provides a concise, coherent, logical, non-repetitive,
and interesting account of the story the data tell -
within and across themes.)
Braun, V.,& Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
doi:10.1191/1478088706qp063oa
The Data Collection Activities from Creswell (2013)

Locating site/ Individual (find one or more individuals to

study, individuals who are accessible, willing to provide
information, and distinctive for their accomplishments and
ordinariness or who shed light on a specific phenomenon or
issue being explored)
Gaining access and making rapport (gain permission to
study the site in a way that will enable the easy collection of
data. Obtain approval from university of college institutional
review boards as well as individuals at the research site)
Purposefully sampling (select individuals and sites for study
because they can purposefully inform an understanding of the
research problem and central phenomenon in the study)
Collecting data (use a compendium of data collection
approaches: observations, interviews, documents, and
audiovisual materials)
Recording information (use a protocol, a predesigned form to
record information collected during an observation or interview)
Resolving field issues (view the issues as they relate to
several aspects of data collection, such as entry and access,
the types of information collected, and potential ethical issues)
Storing data(always develop backup copies of computer files,
develop a master list of types of information gathered, protect
the anonymity of participants by masking their names in the
data, develop a data collection matrix as a visual means of
locating and identifying information for a study)
Data Collection from Stake (2010)
Observing (an active form of observation is participant
observation where the researcher joins in the activity as a
participant, not just to get close to the others but to try to get
something of the experience they have down on paper. What
you have to do with observation – with and without recording –
is to work at it, practicing, modifying, to see what you can do
well. You have to expect to practice your data gathering
repeatedly before actually gathering data. Get a coach. Tape
yourself. Train yourself to be a minimally proficient data
gatherer.)
Interviewing (ask open questions, let the interviewees just
comment or tell stories – structuring them around their own
emic issues.)
Exhibit questions (push respondents to sharper concentration
by asking them to examine and respond to a specific
statement, a story, an artifact, a quotation, or some such. Give
respondents something to examine and draw out a recollection,
an interpretation, perhaps a judgment. Several questions may
follow the exhibit.)
Survey (a set of questions or statements or scales – on paper,
on the telephone, or on the screen – usually asked the same
way of all respondents)
Keeping records (should keep at least one journal, better two
or more)
Interview Structure Continuum

Highly structured/Standardized

Wording of questions is predetermined

Order of questions is predetermined

Interview is oral form of a written survey

In qualitative studies, usually used to obtain demographic data

(age, gender, ethnicity, education, etc.)
Examples: U.S. Census Bureau survey, marketing surveys
Interview Structure Continuum

Semistructured
Interview guide includes a mix of more and less structured
interview questions

All questions used flexibly

Usually specific data required from all respondents

Largest part of interview guided by list of questions or issues to

be explored

No predetermined wording or order

Interview Structure Continuum

Unstructured/Informal
Open-ended questions
Flexible, exploratory
More like a conversation
Used when researcher does not know enough about
phenomenon to ask relevant questions
Goal is learning from this interview to formulate questions for
later interviews
Used primarily in ethnography, participant observation, and
case study
Types of Questions

Experience and behavior questions — this type of question

gets at the things a person does or did, his or her behaviors,
actions, and activities. For example, in a study of leadership
exhibited by administrators, one could ask, “ Tell me about a
typical day at work; what are you likely to do first thing in the
morning?”
Opinion and values questions — here the researcher is
interested in a person’s beliefs or opinions, what he or she
thinks about something. Following the example above of a
study of administrators and leadership, one could ask, “ What is
your opinion as to whether administrators should also be
leaders?”
Types of Questions

Feeling questions — these questions “tap the affective

dimension of human life. In asking feeling questions —‘how do
you feel about that? ’— the interviewer is looking for adjective
responses: anxious, happy, afraid, intimidated, confident, and
so on” (p. 350).

Knowledge questions — these questions elicit a participant’s

actual factual knowledge about a situation.
Types of Questions

Sensory questions — these are similar to experience and

behavior questions but try to elicit more specific data about
what is or was seen, heard, touched, and so forth.

Background/demographic questions — all interviews

contain questions that refer to the particular demographics
(age, income, education, number of years on the job, etc.) of
the person being interviewed as relevant to the research study.
For example, the age of the respondent may or may not be
relevant.
Types of documents

Public records (actuarial records of births, deaths, and

marriages, the U.S. census, police records, court transcripts,
agency records, association manuals, program documents,
mass media, government documents, and so on. Locating
public records is limited only by the researcher’s imagination
and industriousness.)
Personal Documents (any first-person narrative that describes
and individual’s actions, experiences, and beliefs. Personal
documents include diaries, letters, home videos, children’s
growth records, scrapbooks and photo albums, calendars,
autobiographies, and travel logs.)
Types of documents

Popular culture documents (television, film, radio,

newspapers, literary works, photography, cartoons)
Visual documents (film, video, and photography. Public
records, personal documents, and popular cultural materials
can all be in visual formats.)
Physical material/artifacts (physical objects as artifacts which
include the tools, implements, utensils, and instruments of
everyday living.)
Types of documents

Researcher-generated documents (documents prepared by

the researcher or for the researcher by participants after the
study has begun. The researcher might request that someone
keep a diary or log of activities during the course of the
investigation. Or a life history of an individual or historical
account of a program might be solicited to illuminate the
present situation.)
 MOOE Group

1. What are the challenges that you experience in liquidating

MOOE?
2. What part of the process do you find the most difficult? Why?
3. What part of the process do you find the easiest? Why?
4. What best practices that you use in liquidating MOOE that you
have proven to be effective?
5. Do you think the MOOE liquidation consumes majority of your
time as a school head? Why or Why not?
6. If given the chance to revise the process of MOOE liquidation,
what are the changes that you want to make? Why?
7. If your going to choose a thing that would best represent your
experience, what would be this thing and why?
 Baytan Group
1. What is your initial reaction when you found out that you will be
assigned in the eastern schools?
2. What is the most difficult part of being a Baytan head?
3. How do you overcome these challenges?
4. What do you consider as the most unforgettable experience you
had so far?
5. What is the role of your teachers, students, and other
stakeholders in your experiences as a Baytan head?
6. What is your motivation to continue your work as a Baytan head?
7. What practices of the DepEd do you think must be
changed/revised to improve the working conditions of DepEd
employees in the Eastern Schools?
8. If your going to choose a thing that would best represent your
experience, what would be this thing and why?
 IS Group
1. What prompt you to establish an integrated school?
2. What are the challenges that you face while establishing the
integrated school?
3. How did you overcome these challenges?
4. What do you consider as the most unforgettable experience you
had while establishing the integrated school?
5. How do you describe your experience while establishing the IS?
6. What best practices would you recommend to future school
heads that also want to establish an integrated school?
7. What process in the establishment of IS in the Department of
Education that you would like to change?
8. If your going to choose a thing that would best represent your
experience, what would be this thing and why?
 New School Heads
1. What challenges did you encounter to become a SH?
2. What is your first impression when you found out that you are
promoted as a school head?
3. What challenges did you face or are still facing as a new school
head?
4. How do you overcome these challenges?
5. What do you consider as the most unforgettable experience you
had so far?
6. Can you honestly say that you do not regret your decision to
become a school head? Why or Why not?
7. What support from the Department of Education do you think
they should give for new school heads like you?
8. If your going to choose a thing that would best represent your
experience, what would be this thing and why?
 LAC Session Group
1. How do you describe the implementation of LAC Session in your
school?
2. As a school head, how do you ensure that your teachers really
learn from the LAC sessions you are conducting?
3. What challenges do you encounter in conducting these LAC
sessions?
4. How do you overcome these challenges?
5. What are the needs of your teachers that must be given priority
during LAC sessions?
6. What current practices during the LAC session conducted in your
school do you think must be changed/revised?
7. If your going to choose a thing that would best represent your
experience, what would be this thing and why?
 RPMS – PPST group
1. How do you describe the implementation of RPMS – PPST in
your school?
2. What challenges do you encounter in the implementation of
RPMS – PPST?
3. How do you overcome these challenges?
4. What current practices during the implementation do you think
must be changed/revised?
5. What support does your school head give for you to comply in
this policy?
6. Do you recommend the continuation of this policy? Why or Why
not?
7. If your going to choose a thing that would best represent your
experience, what would be this thing and why?