Senior High School

Practical Research 1
Quarter 4 – Module 23.1

Planning of Qualitative Data

Collection
Practical Research 1 – Grade 11
Quarter 4 – Module 23.1 : Planning of Qualitative Data Collection
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 23.1

Planning of Qualitative Data

Collection
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let’s Try This before moving on to the
other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 Panning of Qualitative Data Collection
Information about this ADM learner’s material

I. Objectives: The learner demonstrates

Ia. Content Standard understanding of data collection and
analysis procedures such as survey,
interview, and observation.
Ib. Performance Standard The learner is able to describe
qualitative research designs, sample,
and data collection and analysis
procedures.

. Ic. Learning Competency/ plans data collection (MELCs)

Objective
II. Content / Topic Planning of Qualitative Data Collection

Good morning, everyone! How are you today? I

wish you are feeling great! Today you will learn
about planning a qualitative data collection
assuming that you have already chosen an
appropriate qualitative research design for your
study.

You do not need to worry because this is just easy.

All you need to do is a careful understanding of
what to collect and how to collect a qualitative
data. All the needed information is provided in this
module in complete details.

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 Our lesson for today aims to deliver the
following objectives:
a. to enumerate techniques of qualitative
data collection;
b. plan a qualitative data collection using
the techniques

Are you ready? Let us proceed!

Introduction
Panning of Qualitative Data Collection
Every day we are confronted with issues and concerns that need
sound decision. As a Grade 11 senior high school student, you are now
at the phase of making choices what course to take and what school to
enroll. However, it is not as easy as you think. Your financial status
must be considered. Your academic potential must be assessed. The
decision of your parents must be consulted. You need to consult
yourself of your passion as well.
The reality of life is intriguing and a bit messy. You need to create
an order out of chaos. How will you create an order? You need to
consider those so later you will not have a problem. How will you do
that then? You need to hear their opinions. You need to listen to their
decisions. You need to reflect on your passion. This sounds usual but
this is an act of data collection!
So, what is data? Data is a form of information that must be
processed for meaning making. In research and in life, collecting data

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must be carefully planned so the desired results will be achieved.
Planning is the key. So, let us plan.

Got it? Let us continue and start the first

activity.

Activity 1
Recall an experience, regardless of where it happened, where you
violated a rule or policy and you were caught by someone in authority (a
principal, a police officer, or your mother). Narrate it here below.
_____________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________

Finish? Congratulations! Now, let us

proceed to the next activity. Get ready to
answer and remember how you completed the
items above.

Activity 2
Guide Questions
1. What did the authority do to know why you violated the rule or
policy? Was there an interrogation? Where was it done and in
what manner?
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________.

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 2. Do you think the manner of interrogation was appropriate? Why
did you say so?
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________.

3. Do you think the place where you were interrogated was

appropriate? Why did you say so?
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________.

Congratulations! What you just did is a

thinking process of how to collect a qualitative
data. I wish you understand by now the
importance of an appropriate data collection so
as not to spoil your data. Read on and learn the
specific qualitative data collection techniques.

Qualitative Data Collection Procedures and Techniques

Polit and Beck (2008) argued that data collection in qualitative
research is more flexible than quantitative research. Unlike in
quantitative data collection that the questionnaire is fixed, and the
questions are predetermined, qualitative data collection relies on what
happens in the field.
Guest, Namey, and Mitchell (2013) listed strategies for qualitative
data collection.
1. Participant observation. This is the most natural but challenging
type of qualitative data collection strategy. It is the most natural
because you will be immersing yourself to your target group,

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 interact with them, sleep with them, eat with them and even live
with them. A basic example is when you are observing and
learning how your colleagues in the workplace behave and interact
so you can fit in and establish rapport. We do participant
observation most in our lives. It is the most challenging as a
qualitative data collection strategy because you do this in a formal
sense. You will be taking notes, recording conversation, taking
pictures, and asking questions to better understand the problem
under investigation. What are the key elements of doing participant
observation?
a. On site Activity. This means that you have be where the
community is. This strategy cannot be done through a phone
call interview. You must be physically present and observe
how they do things. You will learn what they do in the most
natural manner.
b. Rapport Building. Since you need to be physically present
in observing and learning what they do, you need to
establish rapport or confidence with your target participants.
You need to assure that you are not a threat to them; thus,
you must act is if you are one of them.
c. Time. Prior elements are on site activity and rapport building.
These cannot be done overnight. Obviously, you need to
have more time to do participant observation. You cannot go
to your target community, ask straight to them your queries,
and leave. You must stay, build rapport, and do what
qualitative researcher should do—observe and conduct
informal interviews.
2. In-depth interview. As the name implies, in-depth interview is a
qualitative data collection strategy that uses an interview method

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 to understand a phenomenon. However, not all in-depth interview
produces an ‘in-depth’ conversation. The following should be
considered:
a. One-on-one. In-depth interview must be conducted only
between the participant and the interviewer. The questions of
the interviewer must be constructed in a dynamic manner
keeping in mind the purpose and objective of the study. The
interviewer needs to be spontaneous as well. He/She can
ask questions based on the previous answer of the
participant.
b. Use of Open-Ended Question. Qualitative research
concerns on providing a thick description of a phenomenon.
Hence, the researcher must ask an open-ended question
where the participant can openly express and share his/her
thoughts, insights, perspectives, and experiences.
c. Use of General to Specific Questioning. This is referred to
the process of developing an interview based on the
responses of the participants. You need to do this to ensure
that everything is just casual and there is no big deal to the
participant’s answer whether it is correct or not.
d. Use of conversational style. As previously mentioned,
conduct of qualitative interviews must be casual and informal
as much as possible.
3. Focus Group. Focus group is another qualitative data collection
strategy. It has the following characteristics:
a. Small group. Unlike in in-depth interview that needs to be
on-on-one, focus group needs a group of individuals. These
individuals will answer questions on a specified topic from

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 the researcher. One question will be answered by all the
members in the group then another question.
b. Common Membership. Members of a small group need to
be of the same level of membership or characteristics
relevant to the purpose and objective of the study. They
could be all female group or all fraternity member group. This
is to promote confidence and comfort among the members of
the group; thus, rapport is built.
c. Non-relationship of Members in a Group. This means that
members in a focus group, although of similar
characteristics, should not be related by membership of any
particular social group. This is to promote honesty and trust
among the members of a focus group. Members who have
prior or existing social relationship with other members of the
group may feel inferior or judged specially when superior-
subordinate relationship exists in the group.
d. Presence of Moderator. Since the interview involves a
group of people, there is a need to have a moderator, the
researcher him/herself, who will control the focus and flow of
the conversation. If the moderator is other than the
researcher, he/she should be knowledgeable to the purpose
and objective of research so he/she knows how to direct the
interview.
Focus group like in-depth interview is a flexible and effective
method of qualitative data gathering. However, not all research area and
interest can be catered using a focus group. Focus group is ideal when
the study concerns about public interest or when opinions and shared
expectations are desired. For example, when you study about the lived
experiences of medical front liners in dealing with COVID-19 patients, a

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focus group is suitable. On the other hand, if your study is about the
struggles of persons living with AIDS and how they cope with the
struggles, an in-depth interview is appropriate.
In the current time where the community is in quarantine, the use
of technology can facilitate the conduct of in-depth interview and focus
group discussion. The researcher does not need to have a face to face
contact with the participants. A voice or a video conferencing is now
possible through the use various media such as Zoom, Google Meet,
and even Facebook messenger. The researcher just needs to set the
day and time where everybody is free and comfortable. In the conduct of
in-depth interview and focus group either face to face or online, a
conducive environment free from unnecessary noise and distractions is
a rigid requirement. Meaningful conversation cannot take place in a
disturbing environment.
Additionally, all conduct of interviews must be recorded using an
audio only or audio video recording application or gadget for an ease of
transcription later. Permission from the participants must be sought first
before recording interviews.
How long should the interview take? Although qualitative data is
determined by the quality of interview, duration of interview should also
be taken into consideration. A short interview may have compromised
depth of conversation. Nastasi (n.d.) suggested that a total of 10-20 hour
interviews of the study is sufficient for a quality qualitative paper.
However, depending on the methods used in the study, the hour per
interview may be adjusted. The purpose of specifying interview duration
is to ensure that there is a sufficient time to explore the problem from the
participants. Specifically, the following table serves as a guide to the
length of conducting an interview.

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 Number of Interviews Length of Each Interview
10 1-2 hours
20 30 minutes – 1 hour
30 20-40 minutes

Nastasi (n.d.) elaborated that if other forms if data collection are

involved in a qualitative study, like a 2-hour focus group and 10
interviews, duration of each interview listed in the table above MAY BE
SHORTENED OR ADJUSTED.

Wooah! It seems a long read. Isn’t it?

However, it was what you need to know and
understand about qualitative data collection
procedures and techniques. Now, let us test
your understanding. Perform the activity
below.

Activity 3
Instruction: Below are sample situations. Use your knowledge learned in
the lesson above to make an appropriate plan for data collection in the
following situations
Situation 1
Maria would like to explore the challenges of COVID 19 survivors in
Davao region.
Plan of Data Collection
Conditions to Consider Specific Plan Explanation
(Why is the plan appropriate?)
Data Collection
Technique

Place or Environment
of Data Collection

Tool or Gadget to Use

of Data Collection

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Number and Duration
of Interview

Situation 2
Jose would like to explore and understand the perspectives of local
officials on the anti-terrorism bill.
Plan of Data Collection
Conditions to Consider Specific Plan Explanation
(Why is the plan appropriate?)
Data Collection
Technique

Place or Environment
of Data Collection

Tool or Gadget to Use

of Data Collection

Number and Duration

of Interview

You have gone so much already, and I

wish you enjoy! At this juncture, let us
enumerate the key concepts of this lesson.
Bring these with you as you will learn more
on your next lessons.

1. Qualitative data collection is way different from quantitative data

collection. While proxy may be allowed in quantitative data
collection, the presence of the researcher is a requirement in
qualitative data collection.

2. Qualitative data collection can be done through a combination of

either a participant observation, in-depth interview, and focus
group discussion.

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 3. Careful planning of qualitative data collection must be done if
quality data and findings are desired.

Let us see if you have mastered the

lesson. Perform the activity below.

ACTIVITY 4
The following are prompts for planning qualitative data collection
strategies. Answer the items below bearing in mind your chosen
problem, purpose of the study and research questions.

What combination of data collection strategy is appropriate for your

study?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________.

How long will each interview take? Why did you say so?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________.

Where will you conduct the interview? Why did you say so?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________.

How does your chosen data collection strategy help you achieve your
research purpose?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________.

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Answer Key:
Answers of Activity 1 and Activity 2 may vary. However, the answers
must be pointed towards appreciation of an appropriate data collection
method.

Activity 3
Possible Answers
Situation 1
Maria would like to explore the challenges of COVID 19 survivors in
Davao region.
Plan of Data Collection
Conditions to Consider Specific Plan Explanation
(Why is the plan appropriate?)
Data Collection Use of IDI and IDI is appropriate to know in
Technique FGD depth the challenges of COVID
19 survivors

Since the research focus is not

highly sensitive and allowing the
participants to interact among
themselves to get a meaningful
understanding of the research
focus is necessary, an FGD will
also be used.

Place or Environment
of Data Collection

Tool or Gadget to Use

of Data Collection

Number and Duration

of Interview

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Situation 2
Jose would like to explore and understand the perspectives of local
officials on the anti-terrorism bill.
Plan of Data Collection
Conditions to Consider Specific Plan Explanation
(Why is the plan appropriate?)
Data Collection Use of IDI and IDI is appropriate to know in
Technique FGD depth the perspectives of local
officials on the anti-terrorism
bill.

Since the research focus is not

highly sensitive and allowing the
participants to interact among
themselves to get a meaningful
understanding of their struggles,
an FGD will also be used.

Place or Environment
of Data Collection

Tool or Gadget to Use

of Data Collection

Number and Duration

of Interview

Activity 4
Answers may vary.

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References

Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting qualitative

data: A field manual for applied research. Sage.

Nastasi, B. (n.d.) Qualitative Research: Sampling & Sample Size

Considerations. Study Notes.
https://my.laureate.net/Faculty/docs/.../qualit_res__smpl_size_con
sid.doc

Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and

assessing evidence for nursing practice. Lippincott Williams &
Wilkins.

For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [email protected]

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