ACTI

AL
ESEA
CH 1
tative
arch
 PREFACE
(Hey! Don’t you dare skip this page!)

Hi! Welcome to your Qualitative Research Journey. Before we dive right in, let us talk about
this module first and how you should go about it.

This module is designed so that by its end, you would also have come up with full qualitative
research report using the IMRAD Format.

It has 8 Chapters in all, each of which was designed using the Understanding by Design
(UbD) paradigm. Thus, at the beginning of each chapter, you will find the Expected Output (EO) in
keeping with UbD’s Backward Design for lesson planning. This is always accompanied by its grading
rubric. This toll tells how your outputs will be graded.

The lessons immediately follow and are lain out still following the steps of the backward
design.

 In Explore, you will be asked to, well, explore your prior knowledge about the topic.
 In Firm Up, you will be asked to confirm whether your prior knowledge or initial impressions
are correct through the lecture notes and given lessons.
 In Deepen, you will be asked to do activities that will, well, deepen your understanding of the
topic by trying to apply it to other things.
 In Transfer, you will be asked to go back to EO and start doing it based on what you’ve
learned through Firm Up and Deepen. Lastly, you’ll be asked to reflect on your learning
experience after finishing the EO.

***
The EO’s will form 50% of your quarterly grade; so be sure to complete them. Equally
important are the Written Works (quizzes and reflection papers) which form 25% of the grade. The
remaining 25% will be from your Periodical Tests.

Should you have questions, please feel free to send me a private message via facebook
messenger. Just look for Bagwis Maya. If you can, drop me a line via melvin.viana@deped.gov.ph. I
would appreciate it if you could send a formal letter with all the parts intact.

Thanks and enjoy this journey.

General Workflow for Practical Research I

Complete Module 1: General Complete Module 9: Actual Data Gathering

Introduction to Research Conclusions and
Recommendations (1 week) (3 weeks)
(1 week)

Complete Module 7: Results

Complete Module 2: The and Module 8: Discussion of Writing of Presentation of
Qualitative Research Designs Results Findings/Results (1 week)
(1 week)
(1 week)

Writing of Discussion of
Complete Module 3: The Complete Module 6: The
Results, Conclusions and
Research Problem (1 week) Methodology (1 week)
Recommendations (1 week)

Complete Module 4: The

Research Introduction Finalization of Paper
Complete Module 5: The RRL (Including Bibliography and Presentation of Final Paper
(Proposal) (2 weeks for
(1 week for module; 2 weeks Formatting)
module; 1 week for (2 weeks)
for output)
finalization/presentation of (1 week)
proposal)
Practical Research I: Qualitative Research
Chapter 1: General Introduction to Research

STAGE 1: BEGINNING WITH THE END IN MIND

Hello, young researcher. Welcome to the first chapter of Practical Research I. Your Expected
Output (EO) for this chapter is a set of GUIDED ESSAYS on the following
topics:
a. Definition of Research
b. Types of Research
c. Research Approaches

You will be graded for these essays using the following criteria:
a. Completeness (65%) – The student researcher is able to answer the
guide questions in full details and with obvious comprehension of the topic. S/He cites
definitions, situations, and or examples to support his/her answers.
b. Coherence (20%) – The essays are written with unity, coherence, and emphasis. That ideas
are logically arranged and flow smoothly from the first to the last. Transitional devices are
properly employed.
c. Use of Graphics (10%) – Graphical representations like graphs, flowcharts, illustrations,
etc., are properly employed and clearly drawn to help clarify the writer’s salient points.
d. Grammar (5%) – The essays are written using good grammar and adheres to the rules such
as the subject-verb agreement, punctuation, spelling, diction, etc.

STAGE 2: THINGS TO KNOW AND UNDERSTAND TO GET TO THE END

Stage2A: EXPLORE
Before we dive right into the topic, let us first explore your prior knowledge and impressions on
research.

Activity 1. Essential Questions

First off, answer the following essential questions in the space provided below:
1. Why is research necessary?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 2. What is a good research? Draw a word map to show your answer in the box provided below.

Activity 2. I imagine doing this…

Complete the prompts below:

a. I imagine researching about ______________________________________________.

b. I will research about it because ___________________________________________.

c. I think researching on this will be easy/hard because

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________.

We shall go back to these answers later on and measure them up against the things you will learn
in the Firm Up and Deepen stages of this lesson. For now, let us proceed to the lessons themselves.
Stage2B: FIRM UP

Lecture 1: The Definition of Research

Like so many things, research may be defined in various ways. Broadly, it may be defined as the
process of collecting and analysing data for the advancement of knowledge.
 More narrowly, however, research may be defined within a specific discipline. For example,
historical research may be defined as “scientific critical inquiry of the whole truth of past events using
critical method in the understanding and interpretation of facts”. Narrow definitions are of course
discipline-based and pertains to the purposes of that particular discipline.

Checkpoint 1. Try defining “research” broadly and narrowly in your own words.
Broad Definition Narrow Definition

Whether narrowly or broadly defined, research is always a systematic study and as a system, it
entails the following steps:
 Defining a problem or investigating a question
 Formulating a hypothesis or argument
 Referring to different sources and ideas
 Collecting, analysing, and organizing data; and
 Making deductions that lead to conclusions.

This of course is what we call as the empirical approach to knowledge. This means that
“information, knowledge, and understanding are gathered through experience and direct data
collection/systematic observation” (Mendoza and Meligrito, 2017) as opposed to non-empirical
approaches to knowledge that rely on authority (interpretation of policy or laws), common knowledge,
and/or intellectual activity.

Checkpoint 2. Map out the research process in the matrix below:

Brain Break! Hey, give yourself a pat on the back for finishing Lecture 1. You may now take a break to breathe.
Doubtlessly, this pandemic has caused so much anxiety in all of us. For this Brain Break, I want you to start
practicing mindfulness. Jon Kabat-Zinn (n.d.), founder of mindfulness-based stress reduction (MSBR) defined
mindfulness as paying “attention to the present moment, without judgment.” Even to our breathing. Thus, for this
Brain Break, I want you to do the 7-11 Breathing Exercise. To do this, simply inhale slowly in seven counts, hold it
for a second, then exhale in eleven counts—ever so slowly. Do it three times. Did you feel relaxed? Do this
whenever you feel overwhelmed by all the activities you now have on your plate from all subject teachers. Relax.
Breathe. And stay sane. If possible, do record yourself doing the exercise for a 3-point Brain Break Badge (B 3)

which you can use to claim special prizes at the end of the semester.

Lecture 2A: The Necessity for Research

Why bother with all the rigorous steps of research? Why indeed?
Well, as the broad definition of research points out already: it advances our knowledge of so
many things. This consequently leads to a better quality of life.
Here are some ways research leads to better quality of life:
(1) Government policies use research to investigate the effectiveness of their programs. 4P’s for
example is a product of and is constantly improved by research undertakings.

(2) Decision-makers consult research data to improve choices and policies on marketing, sales, and
management

(3) Social and cultural interactions are understood and better programs and collaboration between
cultures are made.

(4) Medical and health research have helped save lives through innovation

(5) Environmental awareness and protection have more prominently been addressed because of
research

(6) Disaster-preparedness has also been improved because of research into this field

(7) Many other inventions are products of careful research.

Checkpoint 3. Which of the benefits of research given above may already be found in your own locale or
community? Are there any? If yes, discuss one or two of them below. If none, in what ways do you think your locale
or community benefit from research?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

____________________________________________________________________.

Lecture 2B: Other Benefits of Undertaking Research Projects

But why else should we conduct research?
Well, undertaking research projects can also be beneficial for you as students.

First, it improves your critical thinking skills by teaching you to not believe anything right away
until such time that facts have been analysed. You see, not all claims can be or should be taken as the
truth right away.

Second, it helps you become more organized—especially in terms of your writing. You see,
research reports require focus and coherence which are hallmarks of good writing. Also, the research
process itself requires one to be as organized as one can be due to the bulk of data and information he or
she has to deal with.

Third, research can help you become more self-disciplined and persevering. Research is not
easy. It requires the researchers to delay so many gratifications and focus first on the necessary tasks at
hand. But self-discipline and perseverance aren’t only important in research. They are also important in
daily life.

Fourth, it teaches you to work in teams. Hopefully, you will learn to facilitate and join in
meetings, clarify expectations, communicate effectively, and settle differences amicably throughout the
process.

Checkpoint 4. What characteristics do you have that will make you a good researcher? Which of the benefits above
do you still need to achieve?
_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

____________________________________________________________________.

Brain Break. Lecture 2 was a breeze, wasn’t it? Now, do the 7-11 Breathing Exercise
again. Of course, remember to relax, breathe, and stay sane. You may record yourself doing the
exercise again for a 3-point B3.

Lecture 3: Science, Scientific Method, and Scientific Knowledge

Before moving on to understand research and its various types, it should be beneficial that we
first understand research as a scientific endeavour. In Lecture 1, we mentioned the concept of the
empirical approach to knowledge. The relationship between the two is clear: all scientific endeavours are
empiricist in nature in as much as they follow the scientific method.

Remember, scientific knowledge pertains to a generalized body of laws and theories to explain a
phenomenon or behaviour of interest that are acquired using the scientific method.

Laws are observed patterns of phenomena or behaviours while theories are systematic
explanations of those phenomena or behaviour.

Of course, scientific research is employed to come up with these laws and theories. This is more
easily done in the natural sciences (i.e., physics, biology, chemistry) than in the social sciences
(sociology, demography, political sciences, etc.) because of the presence of so many unaccounted factors
that can influence the phenomenon under study.

Nonetheless, in both the natural and social sciences, the scientific method for conducting
researches have to have the following four criteria:

a. Replicability: Others should be able to independently replicate or repeat a scientific study and
obtain similar, if not identical, results.
b. Precision: Theoretical concepts, which are often hard to measure, must be defined with such
precision that others can use those definitions to measure those concepts and test that theory.
c. Falsifiability: A theory must be stated in a way that it can be disproven. Otherwise, that
theory cannot be scientific in nature.
 d. Parsimony: When there are multiple explanations of a phenomenon, scientists must always
accept the simplest or logically most economical explanation, thereby avoiding overly
complex and outlandish theories.

Lecture 4: Classifying Different Types of Researches

Now that you’ve seen the possible benefits of conducting research for yourself and for the larger
community, let us look at the types of research you can actually do based on their nature and purpose.

Lecture 4.1. Experimental vs. Naturalistic Research

Research can happen anywhere. It can happen in laboratories or on the streets. Thus, the first pair
of researches depend on their setting.

At one end is experimental research. In this setting, the goal is to predict and test hypotheses
(educated guesses) by controlling other variables that may affect it. For example, the effectiveness of a
particular teaching method may be experimented on by controlling variables such as age, class size, sex,
or grade level.

On the other end is naturalistic research. In this setting, the goal is to understand and interpret
the lived experiences of people without touching or changing anything in their specific contexts.

Another good way to think about settings is as a continuum.

We shall place the experimental setting (which we can also call the controlling space) on the far
left side and the naturalistic setting (which we can also call the watching space) on the far right side.

The controlling setting, as we already know involves the control or changing of variables and the
effects these changes would have to a particular phenomenon.

Next to it is the measuring space which comprises of quantitative analyses that do not have
experimental components.

Next to it, we shall put the asking/doing space wherein the researcher is able to interact and elicit
ideas from respondents (without changing any variable, of course) usually through interviews.

Lastly, we have the watching space where the researcher limits him/herself to observing people
without really interviewing or interacting with them.

Now, we can say that the research setting continuum can vary from the controlling space to the
measuring space, the asking/doing space and finally, the watching space.
Checkpoint 5. Fill out the research setting continuum below and provide brief explanations for them in the matrix
below.

Lecture 4.2. Conceptual vs. Empirical Research

The next two types of research are concerned with the type of knowledge the researcher is dealing
with.

Researchers who deal with abstract ideas as engaged in conceptual or theoretical research.
What they do really is to use different paradigms to derive new concepts and theories, develop a new
theory or reinterpret an old one, and form the base knowledge for testing and experimentation.

When these abstract ideas gets tested, then the study becomes an empirical research and is done
thru observations, experiences, and evidence. Its subjects of inquiry may be a phenomenon, a historical
fact or a social problem.

Got that? Again, if the subject of the study is an abstract concept, then that is a conceptual or
theoretical research whereas if its subject is something more concrete, then that is an empirical research.

Checkpoint 6. Write a brief comparison-contrast between conceptual research versus empirical research
in your own words.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________
_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________________________________________________

Lecture 4.3. Pure Research vs. Applied Research

Another way to differentiate researches is based on their aims. They can either generate theories
or help build practical solutions.

Studies that increase knowledge of a phenomenon or an intellectual challenge that may not have
practical application when originally studied fall under the category of pure research.

This type of research is often found in areas such as mathematics and philosophy. Some of them
have been applied only after their discovery while some have no applications at all.

Meanwhile, studies that are motivated by practicality and usefulness and the improvement of the
lives of peoples, organizations or ecosystems fall under the category of applied research.

Some examples of applied research are evaluation of education programs, understanding criminal
patterns, solving environmental issues, and the like.

Checkpoint 7. Can you now think of instances for both? Jot three examples for each in the table below.
Pure Research Applied Research

Brain Break. Wew! Having information overload yet? Wait, there’s more. But
take a breather for now. Thich Nhat Hanh (1990) pioneered the practice of mindful
hugging. These are his words: “As you hug, continue to practice breathing
consciously three times. Breathing in (recite in your mind), “I am hugging him
(or her)”. Breathing out, “it is so wonderful.” Breathing in, “he is alive in my
arms”. Breathing out, “I am really hugging him”. Breathing in, “my loved one is
so precious”. Breathing out, “I am completely here.””
For this Brain Break, practice a mindful hug with any member of your family, or
any friend you feel perfectly comfortable with. Be sure to ask their permission first, of
course. As always, remember to be mindful and be “in the moment” of that hug. Right after, you may take
 a twofie with the person you hugged and post it in our private group, if your bandwidth allows. Otherwise,
just keep the photo in your gallery and claim your 3-point B3 at the end of the grading period.

Lecture 5. Research Approaches

The last and most common ways we can distinguish researches is the way they are approached.

A research approach pertains to the general way the study will be conducted and the way data
will be treated.

Of course, each approach would differ in their assumptions, methods, and the disciplines that use
them.

Their goals also differ. In qualitative research, the goal is to describe the kind of characteristics
of the person, event, phenomenon or issue.

In quantitative research, the goal is to give attention to the amount, measurement or intensity of
the research topic.

In humanities research, the goal is to open dialogue with an art work, a text, a narrative, a
concept or an idea.

Let us take them one-by-one.

Lecture 5.1. Introduction to Quantitative Research

The quantitative research approach is used for three main purposes:

a. To understand magnitude
b. To test hypotheses
c. To make predictions about human behaviour

These three can be done of course by focusing on the extent and measurement of a phenomenon.
For example, the percentage of out-of-school youth in a given place can show the enormity of this social
issue.

Quantitative research is postpositivist in its ontological assumption. This means that a

phenomenon is true outside man’s belief, perception, or interpretation of it.

The truth is therefore always objective and does not need a human agent that would interpret its
truthfulness, this truth being accessible or comprehensible through patterns, regularities, and causal
relationships—all of which can be measured or represented mathematically.

Data in quantitative research is collected via surveys, public datasets, administrative files, Likert
scales, and census reports. Data collected are then analysed using percentages, cross tabulations, or
correlations or regression statistical analyses.

Your PR2 teacher will teach you more about this next semester for sure.
Given the breadth of the data collection procedures, sample is often larger and more representative of a
population.
 For example, a survey about the readiness of students for online learning cannot be done with
only a handful of people but should involve a majority of the student body.

Lecture 5.2. Introduction to Qualitative Research

The qualitative research approach is often used in exploring new ideas or explaining concepts in
greater depth.

The researcher is therefore more concerned about depth than breadth. So to speak, qualitative
research is not concerned with “how many” experienced a particular phenomenon but “how” it is
experienced by even just a small group of persons.

Qualitative research is interpretivist in its ontological assumption. That means that the meaning
of reality and reality itself is dependent on how human beings interpret their experiences.

For example, while death of a family member may be experienced by everyone, the way it is
experienced differs from one person to another.

Thus, the task of the researcher is to explore different forms of collected data from different
perspective and experiences. Data in qualitative research is collected via case studies, personal
experiences, individual interviews, focus group discussions, observations, and archived materials.

Each of these will be methods will be discussed in depth later on. It should suffice for now to
note that these data collection techniques are used for much smaller sample sizes. Also, that usually only
a few people who meet certain criteria for the research’s purpose are observed or interviewed.

N.B. There however are problems, topics, and instances that are best approached both
qualitatively and quantitatively. These researches will then fall under what is known as the mixed
method approach. While there are methodological issues to the mixed method approach, it simply goes
to show that qualitative and quantitative researches are not really polar opposites but complementary
methodologies that can fill in each other’s gaps.

One example that might be cited on this is on the many researches done by behavioural scientists
in Romania in the early 1990s. Some 10 years before the said year, the despotic Romanian government
under the communist Nicolae Ceaușescu took infants from their families and raised them in government-
run institutions where, in the word of one survivor, “life was hell”. This institutionalization rendered
thousands of children without proper parental care, affecting them physically, emotionally, and
intellectually throughout their lives.

In the 1990’s, behavioural scientists from the United States were invited by the new Romanian
government to look into the cases of institutionalized children and the short- and long-term effects of
institutionalization. These scientists employed both qualitative and quantitative research approaches,
using coding and categorization along with statistical measures to properly describe the effects of parental
absence. The results, sad as they were, proved beneficial in the long run, with the Romanian government
banning institutionalization for children under 7 years old and promoting foster care instead ever since.

(A moving story on this may be read at https://www.theatlantic.com/magazine/archive/2020/07/can-an-

unloved-child-learn-to-love/612253/?
fbclid=IwAR3YpTdLwb1MVVV2JSIav6afm6RSvRfOKgUUEAtRzwnkA8IlJ GFVvj7WGv8.)
Lecture 5.3. Introduction to Humanities Research
The last approach to research is the humanities approach.

It is quite different from the previous two in that it does not deal so much with people but on their
products—creative works, texts, and other materials borne out of creativity and passion. In short, art.
Its assumption is more interpretive and closer to qualitative research because works of art need
to be interpreted and reinterpreted for their many layers of meaning.

As mentioned, data may be collected from texts in the broad sense of the word: novels, artworks,
dances, films, television, shows, music, ideas, religious practices, buildings, or any human work that has
meaning or to which meaning can be ascribed.
This ascription of meaning relies on careful interpretation that includes “critical reflection, historical
consciousness, and analytical distance” with the text.

This means that a researcher cannot just give whatever meaning he would want for the text but
that he “dialogues” with the text’s ideas and meanings that are part of the human experience.

Checkpoint 8. Fill out the table below with details that would differentiate the three research
approaches.
Quantitative Qualitative Humanities

Primary Purpose

Ontological
Assumption

Data Collection
Techniques

Data Analysis

STAGE 2C: DEEPEN

Activity 1: The Research Process
In Lecture 1, we learned that as an empirical exercise, research always goes through a systematic
process. Try to remember any research task you undertook in the last two or three years of your study and
fill out the table below with details from a particular experience on undertaking a research project:

Process Example from any previous research undertaking

 Defining a
problem or
investigating a
question

 Formulating a
hypothesis or
argument

 Referring to
different
sources and
ideas

 Collecting,
analysing, and
organizing
data; and
 Making
deductions that
lead to
conclusions.

Activity 2: Going Practical with Research

Refer back to your brief write up for Check Point 3 and ponder again on the areas and issues
within your barangay that may be researched on to fulfil any the benefits of research given in the lecture.
Then, write a formal letter to your Barangay Chairperson or SK Chairperson proposing a research
undertaking on the issue you have chosen and asking them for financial support. You may use any of the
letter formats you learned from Reading and Writing and EAPP for this purpose.
Your letter will be graded using the following criteria:
a. Content (65%) – Letter identifies an important issue in the community,
proposes a way to research on and address the issue, asks
for material/financial assistance for the undertaking.
b. Format (10%) – Letter employs the conventions of formal letter-writing, i.e., has
all the parts of a letter.
c. Organization (15%) – Letter follows a logical order and gives strong
justification for the conduct of the proposed research
undertaking by citing the benefits of research given in the
lecture.
 d. Grammar (10%) – Letter is written using the conventions of prescriptive
grammar, i.e., subject-verb agreement, and other
conventions such as spelling and punctuation.

Activity 3: Classifying research samples

Given in Column A are sample research ideas. Try to classify each by writing your answers on
the succeeding columns.

Column A Experimental/ Conceptual/ Pure/

Naturalistic Empirical Applied
Survey of voters’ preference in
elections
Single parents’ perceptions and
experiences regarding their
children’s learning difficulties
A comparative study of male and
female students’ time in social media
The correlation between height and
IQ
A political prisoner’s ordeal inside
his or her prison cell
Population density and
environmental degradation
Whether a student learns better in
offline or online distance learning

Activity 4: I’m Interested in Doing…

Refer back to Lecture 5. If you were to propose a research undertaking using each of the research
approaches, what would it be? Explain your choices in the matrix below.

Quantitative Research
Topic/Problem/Title:

Brief Statement of
Purpose:

Target Participants:

Number of
Participants:

Qualitative Research
Topic/Problem/Title:

Brief Statement of
 Purpose:

Target Participants:

Number of
Participants:

Humanities Research
Topic/Problem/Title:

Brief Statement of
Purpose:

Target Field of Art

(Literature, Music, Fine
Arts, etc)

Brain Break. Wooohooo! Congratulations for reaching this far! After this Brain Break shall be the
last stretch of this module. Kaya ‘to! For this Brain Break, I want you to make your TICKETS
TO HEAVEN jar. Well, it can be any decent container. Decorate the jar nicely with a theme
that would reflect the thing you like best about yourself. Then cut out strips of paper. On
one of these strips, write an achievement you had today, or any good thing or deed you’ve
done. Be sure to drop a record of your good deeds or achievements into this jar every time you
have them. This jar is up for 15 B3 points at the end of the semester. As always, do not forget to
take a snapshot of your jar for sharing on our fb group!

STAGE 2D: TRANSFER

Congratulations for reaching the last stage of this module. As promised at the beginning, your EO
for this chapter are a set of guided essays to be graded using the following criteria:

Hello, young researcher. Welcome to the first chapter of Practical Research I. Your Expected
Output (EO) for this chapter is a set of GUIDED ESSAYS on the following topics:
a. Completeness (65%) – The student researcher is able to answer the guide questions in full
details and with obvious comprehension of the topic. S/He cites definitions, situations, and or
examples to support his/her answers.
b. Coherence (20%) – The essays are written with unity, coherence, and emphasis. That ideas
are logically arranged and flow smoothly from the first to the last. Transitional devices are
properly employed.
c. Use of Graphics (10%) – Graphical representations like graphs, flowcharts, illustrations,
etc., are properly employed and clearly drawn to help clarify the writer’s salient points.
d. Grammar (5%) – The essays are written using good grammar and adheres to the rules such
as the subject-verb agreement, punctuation, spelling, diction, etc.

Here go the questions, then:

 1. Considering all the lectures given in this module, define research in your own words. Then, tell us
what a good research is. (In not less than 10 sentences, please.)
2. Reflecting on the relationships among the different types of research given in Lecture 4, describe
the nature of human knowledge and the importance of the scientific method to all research
undertakings. (In not less than 30 sentences, please.)
3. Reflecting on Lecture 5, describe the relationship between qualitative and quantitative researches
and their importance to our daily lives. You may cite examples and propose research endeavours
that would show the practicability, importance, and impact of both on our personal and social
lives.
4. Why is it important to engage in humanities research? Can it have any impact to our lives?
Explain how and show how.

***

Congratulations for finishing the first module of Practical Research 1! Should you
have questions, please do not hesitate to reach me through the following:

Gmail: melvin.viana@deped.gov.ph
Facebook/Messenger: Bagwis Maya (https://www.facebook.com/fanmengli123)

Prepared by:

Melvin L. Viaña
Teacher III
Laiya National High School (SHS Department)
Works Cited

Mendoza, D.J. & Melegrito, M.L. (2017). The padayon series applied reseach: An introduction to
qualitative research methods and report writing. Phoenix Publishing House

Trinidad, J.E. (2018). Researching Philippine realities: A guide to qualitative, quantitative, and
humanities research. Blue Books: Ateneo De Manila University Press

https://www.mindfulnessbell.org/archive/2016/03/hugging-meditation