CHAPTER 3

METHODS OF RESEARCH
GATHERING AND GENERATING DATA

Having established what previous researchers have discovered, documented,

and published on the topic of interest, the next step in conducting a study is
gathering and generating new data.

This step requires the researchers to answer the following questions:

• What are the gaps in existing knowledge that the study seeks
to fill?
• What kind of information is needed to fill those gaps?
• How will the study collect that information?
• How does one ensure that the information collected in the
research is the kind needed to fill the gaps and answer the initial
inquiry?
• A method is a technique which the researcher uses to gather and
generate data about the subjects of their study.

• A methodology is the section of the research paper which

explains why the researcher chose to use particular methods.
The methodology also includes descriptions of any and all
theoretical and/or ideological concepts informing and
influencing the course of the study, and the researcher’s rationale
behind adhering to these concepts.

• A research design is a plan which structures a study to ensure

that the data collected and generated will contain the
information needed to answer the initial inquiry as fully and
clearly as possible.
MAIN METHODS USED IN QUALITATIVE RESEARCH

• Individual interviews are like conversations which are designed to elicit the
information that the researcher needs.

• Group interviews are conducted with several participants simultaneously, and may be
more appropriate in some cases, such as when the study concerns a community issue
or shared experience.

• Observations are conducted to document and analyze behavior and social phenomena
as they occur in their natural context, and may be useful in identifying, for example,
discrepancies between what people say (such as in interviews) and what they do.

• Although surveys and questionnaires are more often used in quantitative research,
they may also be designed to be applicable to qualitative studies. Doing so requires
that the questions be structured to be open-ended.
Title: The Effects of an Office Environment to the Employee’s Productivity and Well-Being in
Company X
 
Statement of the Problem
 
The study aimed to determine the possible improvements and solutions for productivity by
identifying the factors that contribute to it, particularly referring to those that exist in the
office environment of employees. Specifically, it sought to answer the following questions:
 
1. What are the respondent’s profile in terms of:
a. Gender b. Age c. Social Status
2. What are the factors in the work that affect employee activity in terms of:
a. Physical Environment b. Social Environment c. Emotional Environment
3. Which of the factors dominantly affect the productivity and well-being of the employees in
Company X?
4. What programs and interventions can the management of Company X do to increase the
productivity and maintain a positive well-being of the employees?
COMMON RESEARCH DESIGNS
Phenomenological Design
This design focuses on obtaining descriptions of the subjects’ or respondents’ lived experiences either in writing or
through interviews. The goal of this study is to analyze the meaning behind these experiences for each subject, rather
than generalizing to a greater population. (Donalek, 2004)

The following are characteristics of a phenomenological design:

1. The researcher applies bracketing by focusing on the meaning of the perceived experience or on the interpretation
of the said data.
2. It uses unstructured or semi-structured data collection. When conducting an interview, the researcher starts with an
open-ended question followed by general probes.
3. It uses appropriate and systematic data analysis methods or adapts established and credible processes to suit the
study’s purposes.
4. The research process is transparent.
5. It uses the first person perspective. For example, the participant may say, “I am experiencing sleepless nights….”
6. The researcher identifies the phenomenon not just in themes or categories.
7. It collects data in groups, such as in a focus-group interview.

Historical Design
Action Research Design
SAMPLING IN RESEARCH

Sampling is a process through which a researcher selects a portion or

segment from the population at the center of the researcher’s study. The
population is a group of persons or objects that possess some common
characteristics that are of interest to the researcher, and about which the
researcher seeks to learn more.

There are two groups of population: the target population and the accessible
population. The target population is composed of the entire group of people
or objects to which the researcher wishes to generalize the findings of the
study, while the accessible population is a portion of the population to
which the researcher has reasonable access.
SAMPLING IN RESEARCH

The individual participants in the study are often referred to as subjects or

respondents. The subjects are individuals or entities which serve as the
focus of the study. Respondents are individuals or groups of people who
actively serve as sources of information during data collection.
Various Approaches to Determining the Sample Size

1. Sample sizes as small as 30 are generally adequate to ensure that the sampling distribution of the
mean will approximate the normal curve (Shott, 1990).
2. When the total population is equal to or less than 100, this same number may serve as the sample
size. This is called universal sampling.
3. Slovin’s formula is used to compute for sample size (Sevilla, 2003)

n=N
1 + Ne2

where:

n – a sample size
N – population size
e – desired margin of error

4. According to Gay (1976), the following are the acceptable sizes for different types of research:
a. Descriptive research – 10% to 20% may be required
b. Comparative research – 15 subjects or group
Types and Subtypes of Sampling
In the book, Nursing Research: Principles and Methods, Polit and Beck (2004) list the different
types and subtypes of sampling:

1. Probability sampling is a type of sampling in which all the members of an entire

population have a chance of being selected. This is also called scientific sampling.

a. Simple random sampling is a method of choosing samples in which all the members
of the population are given an equal chance of being selected.
b. In stratified random sampling, the population is first divided into different strata,
and then the sampling follows.
c. Cluster sampling is used in large-scale studies, where the population is geographically
spread out.
d. Systematic sampling is a method of selecting every nth element of a population,
e.g., every fifth, eighth, ninth, or eleventh element until the desired sample size is
reached.
Types and Subtypes of Sampling
In the book, Nursing Research: Principles and Methods, Polit and Beck (2004) list the different
types and subtypes of sampling:

1. Non-probability sampling. It is a process of selecting respondents in which not all

members of the entire population are given a chance of being selected as samples. This is also
called non-scientific sampling, and is commonly used in qualitative research.

a. Convenience sampling. It is also called accidental or incidental sampling.

b. Quota sampling is somewhat similar to stratified sampling, in that the
population
is divided into strata, and the researcher deliberately sets specific proportions in
the
sample, whether or not the resulting proportion is reflective of the total population.
c. Purposive sampling involves handpicking subjects, usually to suit very specific
intentions. This is also called judgmental sampling.
Data Collection

RESEARCH METHODS AND THEIR INSTRUMENTS

MOST FREQUENTLY USED DATA COLLECTION METHODS

Interviews - are conversations that are designed to obtain specific kinds of information.

Types of interview

1. Unstructured. The researcher must be skilled in steering the course of the interview. The
interviewer must be knowledgeable on the subject or topic of concern.

2. Structured. The conduct of questioning follows a particular progression and has a

well-defined content.

3. Semi-structured. There is a specific set of questions, but there are also additional probes that may
come in the form of follow-up questions that are not included in the list of original questions.
Data Collection

RESEARCH METHODS AND THEIR INSTRUMENTS

MOST FREQUENTLY USED DATA COLLECTION

METHODS

Observation
This method enables the researcher to conduct research in
an immersive manner, collecting
data on natural phenomena or behavior as it occurs. The
instrument often used in conjunction
with this method is called an observation checklist or
observation guide.
MOST FREQUENTLY USED DATA COLLECTION METHODS

Surveys or Questionnaires

Surveys, also known as questionnaires, are perhaps the most commonly used instrument in research—
particularly in quantitative research.

Types of Questions
1. Yes or No type. Items are answerable by a yes or a no.
Example: Do call center agents have the right to refuse calls? ( ) Yes ( ) No
2. Recognition type. Fixed alternative answers are already provided, the respondents simply choose from among
the given choices. It contains close-ended questions.
Example: Educational qualification
Elementary school graduate College graduate
High school graduate MA/PhD
Technical/Vocational school graduate Others (pls. specify)
3. Completion type. The respondents are asked to fill in the blanks with the necessary information. Questions
are open-ended.
Example: As a teacher, after seeing a misbehavior done by a pupil, I will _____________.
4. Coding type. Numbers are assigned to names, choices, and other pertinent data. This entails knowledge of
statistics on the part of the researcher, as statistical formula application is necessary to arrive at the findings.
Example: On a scale of one to ten, how will you rate your student’s communication
skills?
5. Subjective type. The respondents are free to give their opinions about an issue of concern.
Example: What can you say about teachers who are deeply committed to their work?