Data Gathering Procedure: Qualitative 1

Module
Module 3
1 Data Gathering Procedure:
Qualitative and Quantitative Research
Overview
After learning the rigors of writing a research proposal, a researcher is now ready to face
the challenges of collecting data. A Qualitative researcher gather descriptive and nonnumerical
data to get a clear insight of the phenomenon being explored. In contrast to qualitative data, a
quantitative researcher, collects a quantifiable or numerical data of the defined variables to test
the hypothesis of the phenomenon with the use of statistical tools. This module will provide
information on how to collect a qualitative and quantitative data.

Lesson 1. Qualitative Data Collection

Overview
The data to be collected will contribute to a rich understanding of the phenomenon being
explored. It is, then, necessary that a qualitative researcher should have the skills in collecting the
data to attain comprehensive and valid result. This lesson will help you, the researcher, to collect
qualitative data in a step by step procedure.
Pre-test
Direction: Read the following questions carefully. Encircle the letter of the correct answer.
1. Which is NOT Guba & Lincoln's criterion of trustworthiness?
a. Dependability c. Transferability
b. Credibility d. Measurability
2. Which type of observation is shown when the researcher takes full participation in the
activity and fully interacts with the participants?
a. Complete Observer c. Participant as Observer
b. Observer as Participant d. Complete Participant
3. Which type of collecting data is considered by the researcher if he collected data of a
phenomenon in their natural setting using his senses?
a. Interview c. Observation
b. Questionnaire d. Focus group
4. Which of the following should be avoided when recording and organizing field notes?
a. Have a preconceived ideas or assumptions about the phenomenon.
b. Don't talk about your observation until you've written down your field notes.
c. Start slowly and don't presume you know what you're looking for.
d. Always write the date, place, time, and subject of the field notes.
 Data Gathering Procedure: Qualitative 2

5. What is the role a moderator in a focus group?

a. Ask leading questions and dominate the conversation
b. Record the group’s performance
c. Keep the conversation on track by stimulating it
d. Observe the group and provide questions to be asked
6. Which of the following computer-mediated communication can be used in a synchronous
online interview?
a. Zoom c. Email
b. Google Meet d. Telephone
7. Which type of interview is used when a researcher does not have enough awareness of a
phenomenon?
a. Standardized c. Unstructured
b. Semistructured d. Structured
8. Which of the following should be avoided when conducting an interview?
a. Interrupt the participants.
b. Ask open-ended questions
c. Never hesitate to follow up on the response of the participants.
d. Don't argue with the responses
9. It refers to the stability (reliability) of data over time and over conditions.
a. Credibility b. Transferability
b. Dependability d. Confirmability
10. Which of the following strategies must be done by a researcher to ensure credibility of the
study?
a. Continually observe to spot recurring traits as well as atypical characteristics.
b. Create an "audit trail" by enlisting the aid of an external auditor to review the data
collection, examination, and interpretation processes.
c. Collect comprehensive descriptive data that will allow you to compare a given context
to other potential contexts for transfer.
d. Create detailed explanations of the context in order to make fit decisions for other
contexts.

Topic Learning Outcomes

At the end of this lesson, you will be able to:

1. Identify and describe the data collection sources and strategies in a qualitative
research;
2. Apply the strategies and techniques in collecting qualitative data;
3. Determine the strategies in ensuring trustworthiness and integrity in qualitative
data.
4. Describe the steps for getting started as a qualitative researcher ready to begin
 Data Gathering Procedure: Qualitative 3

Get ready as we board our first step in learning how to collect qualitative data.

Learning Activity

Activity 1
Identifying the Sources of Data

Direction: Download and read the following published qualitative research articles. Identify the
sources of data in each article and fill in needed the data in table 1.

Qualitative Articles:
Alvarez Jr., A. V. (2020). The phenomenon of learning at a distance through emergency
remote teaching amidst the pandemic crisis. Asian Journal of Distance Education,
15(1), 2020.

Kim, J. H. (2006). For whom the school bell tolls: Conflicting voices inside an alternative
high school. International Journal of Education and the Arts, 7(6), 1–19.

Table 1.
Research Design/
Research Title Method Sources of Qualitative Data

Example: “Preparing
Preservice Teachers in a
Diverse World” Ethnography

“For Whom the School Bell

Tolls: Conflicting Voices
Inside an Alternative High
School
“The phenomenon of
learning at a distance
through emergency remote
teaching amidst the
pandemic crisis”
 Data Gathering Procedure: Qualitative 4

Activity 2. Observing

Direction: Observe the images found in the left column below and identify the type of observation
that match the image from the boxes shown above. Explain your understanding of the type of
participant observation as illustrated in the images. Write your answers on the right column in
every item.

Participant Observarvation Types of Participant Discuss briefly your

Observarvation observation.

1.

2.

3.

4.
 Data Gathering Procedure: Qualitative 5

Activity 3. Recording Observation

Direction: Visit a place near your house or inside the house. Observe the place for 30 minutes (or
depending on the time needed). Record all your observations using the table below.

(Source: Gay, Mills, and Peterson, 2012)

Observation Guide:
1. Who is under observation?
2. How many individuals are being observed? What are the roles of each individual?
3. What is the conversation all about?
4. What are things they do? How do they interact with each other?
5. What are the usual and unusual things in the situation?
6. How does the physical environment look like?
7. What are the attitudes or behaviors of the people being observed?
 Data Gathering Procedure: Qualitative 6

Activity 4. Interviewing

Direction: Identify one science teacher who has been teaching science for 3 years and
above. Ask their lesson plan (if possible). Read and study their lesson plan. To avoid
duplication, each class will be assigned on the following:

Course & Section Grade Level Quarter Topics

BSED 3A Grade 7 4th Quarter Unit 4, Module 2 –
Solar Energy and
Module 3 Seasons
BSED 3B Grade 8 2nd Quarter Unit 2, Module 2 –
Understanding
Typhoons
BSED 3C Grade 9 3rd Quarter Unit 3, Module 2 -
Climate

Using the guide interview guide questions (see Appendix A), conduct an interview to a
qualified participant. Follow the following interview guide below by Gay et al. (2011). Video or
audio record the entire interview and present this in class. Transcribe the recorded interview.

1. Before doing the interview, take the time to prepare the interview setting and establish
support and trust with participants.
2. Listen to the responses of the participants and talk less.
3. Do not interrupt the participants. Wait until the participants stop.
4. Allow them to take a pause or to be silent for a moment.
5. Ask an open-ended question instead of leading questions.
6. Avoid asking leading questions. Ask an open-ended question instead.
7. Let the participant concentrate and search for more detailed information.
8. Never hesitate to follow up on the response of the participants. Ask questions if you did
not understand them.
9. Maintain a neutral outlook. Don't be judgmental about the thoughts or views of
participants. You aim to learn about the viewpoints of others, whether or not you agree
with them.
10. Don't argue with the responses of the participant. Remember that you are there to
record, not as a debater.
 Data Gathering Procedure: Qualitative 7

Activity 5
Ensuring the Trustworthiness and Integrity of Qualitative Research

Procedure:
1. Read the article entitled: “Application of four-dimension criteria to assess the rigor of
qualitative research in emergency medicine”.
Source:
Forero, R., Nahidi, S., De Costa, J., Mohsin, M., Fitzgerald, G., Gibson, N., McCarthy,
S., & Aboagye-Sarfo, P. (2018). Application of four-dimension criteria to
assess rigour of qualitative research in emergency medicine. BMC Health
Services Research, 18(1), 1–11. https://doi.org/10.1186/s12913-018-2915-2

2. Study Table 1 in the article and identify the criteria for ensuring the trustworthiness and
integrity of Qualitative Research.
3. Develop the strategies that you will apply in your respective studies. Use the table below
as your guide.
4. For non-qualitative researchers, adopt the research proposal of your classmates for this
exercise.
5. Fill in the needed data below.

I. Research Title:

II. Researchers:

III. My Strategies in Ensuring Trustworthiness and Integrity

Criteria: Lincoln and Purpose Strategies on How to Ensure Proposed Strategies

Guba Trustworthiness and for our study
Integrity
Credibility

Dependability

Confirmability

Transferability
 Data Gathering Procedure: Qualitative 8

Read and Learn

Data Sources and Techniques

Exploring and understanding the phenomenon is necessary for selecting the appropriate
sources of data and techniques. Among the qualitative data sources and techniques are as follows:

A. Observing
Observation is a means of collecting data by observing the people and places in
their natural setting such as, in the workplace and home (Creswell, 2012). Observational
methods can also be used in collecting information of the topic of interest such as the
individual’s condition, activities, verbal and nonverbal messages and environmental
conditions. It helps the researcher see how the subjects view the phenomena to gain a rich
understanding and consider the dynamics of cultural differences on the phenomenon of
interest (Polit & Beck, 2010).

Dimensions of Observations (Polit & Beck, 2010).

• Focus of the Observation
An observation may concentrate on wide-ranging actions, or on a
particular action.

• Concealment
Researchers rarely inform the participants that they are under study
to safeguard the validity of the observation. Participants usually fake their
behavior once they learned that they are part of the phenomenon under-
investigated.

• Duration
The duration of observation varies in every phenomenon under
study. The research may be a single and brief observation that lasts for an
hour or multiple observations that may happen for a couple of days and
some last for months or years.

• Method of Recoding Observations

Recording an observation can be made through audio and video
equipment or with the paper-and-pencil method.

Participant Observation (Naturalistic Observations)

This method is a suitable data collecting method when your research is
concerned with people. Determining the meaning of their actions is the main
emphasis of participant observation. The researcher participates in the activities of
the subject and becomes a part of the group or organization. It allows the
 Data Gathering Procedure: Qualitative 9

researchers to share their own experiences, understand the participant's feelings,

and see the world in the eyes of the participants (Hatch, 2002).

However, it has disadvantages. For example, the researcher may lose

objectivity and become personally engaged with participants, or may have trouble
at the same time engaging and gathering data. Participation can create stress for
both the researcher and the community in situations where the group under study
is tight-knit and closely coordinated. The researcher must assess the probability of
engaging in the scenario and obtain the desired data concurrently before assuming
the role of a participant observer. It is better to be a non-participant observer if it
is not possible for the study to be a complete participant observer in the group
being tested (Gay et al., 2011).

Nonparticipant Observation

Four Observational Roles

1. Complete Observer
The researcher merely observes the activity. The participants are unaware
that they are being observed. This act of the researcher minimizes the
Hawthorne Effect – the participants appears to behave normally when they are
uninformed that they are being observed.

2. Observer as Participant
The researcher takes part in the activity and their goals and their identity is
known to the participants. Their interaction with the participants is limited
because they aimed to be neutral as much as possible.

3. Participant as Observer
The researcher takes full participation in the activity and fully interacts
with the participants. The participants are aware of the researcher’s identity.
They also treat the researcher as a friend or a colleague than as a neutral third
party.
This method is often used when the researcher wants to explore the
activities, behavior, and environmental conditions of the indigenous people.

4. Complete Participant
The researcher takes full participation in the activity and fully interacts
with the participants. But the participants are not aware that they are being
observed or studied.

Recording Observation
Recording an observation requires a scientific technique to document or keep the
record of your observations. Among the most common record keeping techniques are as
follows:
 Data Gathering Procedure: Qualitative 10

1. Field notes
An observer synthesize and analyze the information from the recorded field
notes (Polit & Beck, 2010). It is an accurate and comprehensive record of the
events times, dates and locations (Dawson, 2002; Gay et al., 2011). Field notes
are categorized as:
▪ Descriptive notes (observational notes)
- Descriptive observations (also known as observational notes)
are factual records of incidents and conversations, as well as the
situations in which they took place.
▪ Reflective notes
- Reflective notes serve a variety of purposes, including
documenting researchers' personal experiences, thoughts, and
progress in the field.

To have a smooth flow in taking field notes, the following protocols may
be observed:
Observation Guide (Gay et al., 2011)
1. Who is under observation?
2. How many individuals are being observed?
3. What are the roles of each individual?
4. What is the conversation all about?
5. What are things they do? How do they interact with each
other?
6. What are the usual and unusual things in the situation?
7. How does the physical environment look like?
8. What are the attitudes or behaviors of the people being
observed?

The following instructions should also assist you in effectively recording

and organizing field notes (Gay et al., 2011):

▪ Start slowly, and don't presume you know what you're looking for until
you've had a chance to observe and feel the participants for a while.
▪ Before entering the area, clear your mind of any preconceived ideas or
assumptions about the phenomenon. Concentrate on the views of the
participants.
▪ Start writing your field notes as soon as possible. Make a list of the key
ideas or trends you've found and recorded. Don't talk about your
observation until you've written down your field notes; otherwise, it
may change your preliminary perception.
▪ Always write the date, place, time, and subject of the field notes.
Provided vacant spaces for your impressions, and for your preliminary
coding and analysis in every descriptive note. Arrange the field notes
 Data Gathering Procedure: Qualitative 11

into various groups, write it at one side of the page to save you a lot of
photocopying. Make diagrams of the venue.
▪ Create a list of key words that contribute to your observation. Write
down what you saw and heard and begin composing your
comprehensive field notes using the main words and description.
▪ Separate the descriptive and reflective portions of field notes even if
they were collected together.
▪ Use memos in writing your guesses, queries, and understandings after
every observation.
▪ Number the field notes' lines or paragraphs to make it easier to locate
relevant sections when needed.
▪ Using a computer program, enter your field notes.
▪ Organize your field notes in a computer program for further review and
study.

2. Log (Field Diary) – is a daily record of events and conversation.

B. Interviewing
A research interview as cited by Merriam & Tisdell (2009) is defined by DeMarrais
(2004) as “a process in which a researcher and participant engage in a conversation
focused on questions related to a research study”. Interviewer collect data that cannot
be gathered mainly by observation – information about previous events that can't be
replicated. They can dig deeper into the responses of participants to learn more about
their experiences and feelings (Gay et al., 2011).

Types of Interviews (Merriam & Tisdell, 2009)

1. BY STRUCTURE

Highly Structured/ Semistructured Unstructured/Informal

Standardized
• Predetermined wording of • The interview guide • Open-ended and
questions comprises a mixture of exploratory questions
• The order in which the organized and • Conversation like interview
questions are posed is unstructured interview • Usually used when a
predetermined. questions. researcher may not have
• An interview is a oral • All questions were enough awareness of a
version of a written answered in a versatile phenomenon to ask
survey. manner. pertinent questions.
• Usually used to collect • Generally, all respondents • The aim is to use what you
demographic data in are asked to provide learned from this interview
qualitative research (age, precise information. to generate questions for
gender, ethnicity, • Most part of the interview future interviews.
education, and so on) is driven by a list of • Mainly used in Ethnography,
questions or issues to be participant observation, and
explored. case studies.
• There is no fixed wording
or series.
 Data Gathering Procedure: Qualitative 12

2. FOCUS GROUP INTERVIEWS

Focus groups are interviews with groups of 5 to 10 individuals in which their

thoughts and perspectives are solicited at the same time. The conversation is led
by the interviewer or moderator. When performing focus groups, it's important to
make sure that everyone has a chance to talk and to encourage a group consensus.
The focus group should not be controlled by one or two individuals (Polit & Beck,
2010).
Hennink (2014) explained as cited by Merriam & Tisdell (2009) that “Perhaps
the most unique characteristic of focus group research is the interactive discussion
through which data are generated, which leads to a different type of data not
accessible through individual interviews. During the group discussion participants
share their views, hear the views of others, and perhaps refine their own views in
light of what they have heard”.
3. ONLINE INTERVIEWS
Hewson (2010) as cited by Salmons & Salmons (2015) stated that “online
interviews are used for primary Internet-Mediated Research (IMR), that is, they are
used to gather original data via the Internet to subject them to analysis to provide
new evidence concerning a specific research question”.
Qualitative data are collected through various forms of social media. Among
these types of social networking includes online chat groups (messenger), blogs,
tweets, Skype, and electronic mail. Online interview is either synchronous or
asynchronous. Synchronous online interviews are a real-time face-to-face
interview with video components through computer-mediated communication
(CMC) such as Skype, Messenger, Google Meet, Zoom, or other Adobe Connect.
Voice-to-voice data can also be collected over the telephone. Meanwhile,
asynchronous online interviews are text-based or written interviews (with lag time)
performed via email or an online discussion (Merriam & Tisdell, 2009).
Guidelines for Interviewing
Follow the following interview guide below by Gay et al. (2011)

1. Before doing the interview, take the time to prepare the interview setting and establish
support and trust with participants.
2. Listen to the responses of the participants and talk less.
3. Do not interrupt the participants. Wait until the participants stop.
4. Allow them to take a pause or to be silent for a moment.
5. Ask an open-ended question instead of leading questions.
6. Avoid asking leading questions. Ask an open-ended question instead.
7. Let the participant concentrate and search for more detailed information.
 Data Gathering Procedure: Qualitative 13

8. Never hesitate to follow up on the response of the participants. Ask questions if you
did not understand them.
9. Maintain a neutral outlook. Don't be judgmental about the thoughts or views of
participants. You aim to learn about the viewpoints of others, whether or not you
agree with them.
10. Don't argue with the responses of the participant. Remember that you are there to
record, not as a debater.

C. Questionnaires
Gay et al. (2011) explained that “a questionnaire is a written collection of
self-report questions to be answered by a selected group of research participants.
The major difference between a questionnaire and an interview is that, with a
questionnaire, the participant writes the responses on the form provided.
Questionnaires allow the researcher to collect large amounts of data in a relatively
short amount of time. Often, researchers administer questionnaires and then
conduct follow-up interviews with research participants who provided written
feedback that warrants further investigation”.

Guidelines for developing and presenting questionnaires:

• Make the questionnaire presentable. If necessary, use larger prints.
• Proofread the questionnaires carefully to avoid errors before giving them to the
participants.
• Avoid a long inquiry form. Conduct a pilot testing to have a realistic time frame in
answering the questionnaire.
• Ask the necessary questions only.
• Use structured items that allow multiple answers. Clearly define the words in the
questionnaire for the participants to understand what you mean, such as the words
often and frequently.
• If possible, provide "Other Comments" section in order to allow the participants to
freely answer and ask new questions. This is good source for discrepant data and
an excellent chance to follow up with casual interviews to extract more
information.
• Decide if you want the participants to write their names on the questionnaire or
use codes to track them. Do not forget to assure the participants that their
identity and responses will remain confidential and protected. In case you need to
track them, make sure that they will not be affected negatively. These will allow
them to feel comfortable and answer the questions directly with utmost honesty.
 Data Gathering Procedure: Qualitative 14

Trustworthiness and Integrity in Qualitative Research

In qualitative analysis, the words "trustworthiness" and "integrity" are widely used to
characterize validity. By addressing the credibility, dependability, confirmability, and
transferability of a study, qualitative researchers can establish the trustworthiness of their
findings.

The table below shows the Lincoln and Guba’s (1985) as cited by Gay et al. (2011) and (Polit
& Beck, 2010) criteria for developing trustworthiness of a qualitative inquiry.

Criteria Definition Strategies (Gay et al., 2011)

Credibility • “Credibility refers to • Participate at the study site for a longer period
confidence in the truth of of time to overcome the distortions formed by
the data and the presence of researchers and to test the
interpretations of them. prejudices and perceptions.
Qualitative researchers • Continually observe to spot recurring traits as
must strive to establish well as atypical characteristics.
confidence in the truth of • Have peer debriefing to test your insights by
the findings for the interacting with other experts.
particular participants and • Collect all documents, films, videos, and audio
contexts in the research” copies, objects and other unprocessed data.
(Polit & Beck, 2010). • Practice *triangulation.
• Perform member check to verify the overall
• “The researcher’s ability to report with the research participants.
take into account all of the • Ensure that there are no internal disputes or
complexities that present inconsistencies by maintaining systemic
themselves in a study and coherence.
to deal with patterns that • Verify that findings and interpretations
are not easily explained” correctly represent the records, videos, films,
(Gay et al., 2011). and other primary sources of data obtained
during the analysis.
Transferability • “Transferability, analogous • Collect comprehensive descriptive data that
to generalizability, refers to will allow you to compare a given context to
the extent to which other potential contexts for transfer.
qualitative findings can be • Create detailed explanations of the context in
transferred to (or have order to make fit decisions for other contexts.
applicability in) other
settings or groups” (Polit &
Beck, 2010).
• “The researcher’s belief
that everything is context-
bound (Gay et al., 2011).”
 Data Gathering Procedure: Qualitative 15

Dependability • “It refers to the stability • Use an overlapping method to collect data.
(reliability) of data over • Create an "audit trail" by enlisting the aid of an
time and over conditions. external auditor to review the data collection,
The dependability question examination, and interpretation processes.
is: “Would the study
findings be repeated if the
inquiry were replicated
with the same (or similar)
participants in the same (or
similar) context?” (Polit &
Beck, 2010).
• “The stability of the data”
(Gay et al., 2011).

Confirmability • “It refers to objectivity, that • Practice *triangulation.

is, the potential for • Intentionally expose any implicit beliefs or
congruence between two prejudices that might have affected the way
or more independent you formulated a collection of questions or
people about the data’s presented your results.
accuracy, relevance, or
meaning. This criterion is
concerned with
establishing that the data
represent the information
participants provided, and
that the interpretations of
those data are not figments
of the inquirer’s
imagination” (Polit & Beck,
2010).
• “The neutrality or
objectivity of the data” (Gay
et al., 2011).

*Gay et al., (2011) explained that “triangulation is the process of using multiple methods, data
collection strategies, and data sources to obtain a more complete picture of what is being studied
and to cross-check information. The strength of qualitative research lies in collecting information
in many ways, rather than relying solely on one, and often two or more methods can be used in
such a way that the strength of one compensates for the weakness of another.”
 Data Gathering Procedure: Qualitative 16

Enhance ment Activities

(Learn, Connect and Share)

After reading the information about the sources of literature review, you are now ready to
communicate with experts through messenger and connect with me/ our class through your
Google Classroom account.

Messenger Platform
- Through a messenger group chat, communicate with a person (preferably professional
with qualitative research publication) whom you know and do an interview:
Guide questions:
1. What data sources and strategies did they use in their study? And Why?
2. How did you collect the data for your study?

Reflection

1. What characteristic do I need to have for me to comply with the requirements?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Which activity did I enjoy the most? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How will I use what I've learned in this lesson for my research?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 Data Gathering Procedure: Qualitative 17

References:

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative

and qualitative research. In Educational Research (Vol. 4).
https://doi.org/10.1017/CBO9781107415324.004
Dawson, C. (2002). Practical Research Methods (A User-friendly guide to mastering research) (C.
Brueton (ed.)). How to Books. https://doi.org/10.16309/j.cnki.issn.1007-1776.2003.03.004
Dennis, H. (2016). INTRODUCTION TO QUALITATIVE METHODS IN PSYCHOLOGY. In Pearson
Education (Thid Editi).
http://dx.doi.org/10.1016/j.cirp.2016.06.001%0Ahttp://dx.doi.org/10.1016/j.powtec.2016.1
2.055%0Ahttps://doi.org/10.1016/j.ijfatigue.2019.02.006%0Ahttps://doi.org/10.1016/j.matl
et.2019.04.024%0Ahttps://doi.org/10.1016/j.matlet.2019.127252%0Ahttp://dx.doi.o
Forero, R., Nahidi, S., De Costa, J., Mohsin, M., Fitzgerald, G., Gibson, N., McCarthy, S., &
Aboagye-Sarfo, P. (2018). Application of four-dimension criteria to assess rigour of
qualitative research in emergency medicine. BMC Health Services Research, 18(1), 1–11.
https://doi.org/10.1186/s12913-018-2915-2
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational Research: Competencies for Analysis
and Applications (10th Editi). Pearson.
Hatch, J. A. (2002). DOING QUALITATIVE RESEARCH IN EDUCATION SETTINGS. State University of
New York Press.
Merriam, S. B., & Tisdell, E. J. (2009). Qualitative Research: A Guide to Design and
Implementation. In Higher and Adult Education Series.
https://doi.org/10.1097/NCI.0b013e3181edd9b1
Polit, D. F., & Beck, C. T. (2010). Essentials of Nursing Research (Appraising Evidence for Nursing
Practice) (I. B. M. M. C. K. D. P. S. / C. A. Acquisitions Editor: Hilarie Surrena Managing
Editor: Helen Kogut Director of Nursing Production: Helen Ewan Senior Managing Editor /
Production: Erika Kors Production Editor: Mary Kinsella Art Director, Design: Joan Wendt Art
Director (ed.); 7th Editio). Lippincott–Raven Publishers.
https://doi.org/10.1017/CBO9781107415324.004
Salmons, J., & Salmons, J. (2015). Designing and Conducting Research with Online Interviews.
Cases in Online Interview Research, 1–30. https://doi.org/10.4135/9781506335155.n1
 Data Gathering Procedure: Qualitative 18

Appendix A
Interview Exercise 1
Guide Questions
Interview Guide Questions:

Paraphrase the questionnaire if they will not answer the question. Let the participant elaborate
and explain their responses. Do not leave any unanswered items. If their answer is none, have a
follow-up question by letting them explain why. (Remember that your target is to get the exact
information.)

1. Please tell me your experience regarding the teaching of the topics on

________________ (refer to the assigned topics for each grade level).

2. How did you deliver the learning competencies-for every topic?

3. What teaching strategies did you use? Please provide an example.

4. Which topics did you find (a) easiest, (b) hardest to teach– and why based on the existing
module?

5. What changes, if any, do you think would benefit the existing module (refer to the
learning material that they are using)? Why? and, What should not be changed?

6. What are the topics do you think need to be included in the module? Why?

7. What can you say about the module (DepEd Learning material) you are using – (let them
refer to the activities, topics, and related concerns on the LM that they are using)?

8. What are the features you like in the Learning Material? What are the parts that need to
be improved? Why?

9. What is the meteorological information that you wanted to teach not indicated in the
existing module?

10. How do you think these concepts be taught to your students (lecture, homework, reading
assignments, class discussions, etc.)?

11. Is there any pre-requisite knowledge required for the identified topic/s?

12. Is there any pre-requisite knowledge required before learning this information?

13. Is there any pre-requisite skill(s) required?