LIEZEL C. SANCHEZ
Teacher II-Guidance Designate
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Questions 1 and 2
are both quantitative Action
Research questions.
Both require numerical data.
Question 3 is a qualitative
Action Research question.
It requires descriptions or
narratives as data.
BETWEEN QUALITATIVE AND QUANTITATIVE
ACTION RESEARCH METHODS
Qualitative Action Research Quantitative Action Research
• focuses on how students look or
feel about their experiences with
the intervention or treatment as
implemented in the classroom
• describes in detail the classroom
phenomenon before, during, and
after intervention or treatment
by portraying the real-world
classroom context
• focuses on quantitative or numerical
assessment of the effects of the
intervention or treatment as
implemented in the classroom
• summarizes the classroom
phenomenon before and after
intervention or treatment by
precisely stating differences in scores
or grades
BETWEEN QUALITATIVE AND QUANTITATIVE
ACTION RESEARCH METHODS
Qualitative Action Research Quantitative Action Research
• studies effect of intervention or
treatment using students’
narrative accounts as data
• examines the effect of intervention or
treatment using tests, rating scales,
or numerical instruments
• uses thematic analysis of narrative
reports of experiences
• uses statistical techniques
• more flexibility such that the
procedures are “emergent”
• adheres to the prescribed procedure of
the specific experimental design
selected
•
Deep understanding of one individual or class
•
Researcher immerses himself in the environment
of the participant
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OF QUALITATIVE
RESEARCH
Examination of “lived experiences” through
participant’s own descriptions
Purposive sampling
Snowball (referral sampling)
Quota Sampling
According to number of interviewees
 Individual Interview
 Focus-Group Discussion
According to structure
 Structured interview
 Semi-structured interview
 Unstructured interview
According to mode of conduct
 Face-to-face interview
 Distant interview
Methods
 Overt Observation
 Covert Observation
Types
 Controlled Observations
 Naturalistic Observations
 Participant Observations
Event Sampling
 preselection of the types of behavior or
events the researcher is interested in
Time Sampling
 The researcher decides in advance the
specific period of time during which the
observation will be carried out.
Instantaneous (Target Time)
Sampling
 Moments during which observation will
take place are selected ahead of time.
 Field Notes
 Audio and Video Recordings
 Rating Scales
 Checklists
 Anecdotal Records
 Questions that start with
“what”, “how”, and “why”
In what way/s do LAC sessions
help individual teachers develop
their competencies in teaching?
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Preparing qualitative data
for analysis
Getting to know the qualitative
data
Developing themes or categories
Classifying responses according
to themes
Summarizing the results in a
table
Preparing
qualitative
data
for analysis
Getting to
know the
qualitative
data
• dividing responses into
chunks or segments
• thorough examination of the
messages especially the
repetitive or recurring
responses
• labeling of chunks or
segments.
Developing themes or categories
• Coding scheme
• 3 to 5 themes
Classifying responses according to themes
Continuation…
Summarizing the results in a table
Themes
Sample
Responses
Frequency
Percent (%)
Rank