Category Archives: Empirical Research

Researches based on observed and measured phenomena.

Conceptual Framework: A Step by Step Guide on How to Make One

What is a conceptual framework? How do you prepare one? This article defines the meaning of conceptual framework and lists the steps on how to prepare it. A simplified example is added to strengthen the reader’s understanding.

In the course of preparing your research paper as one of the requirements for your course as an undergraduate or graduate student, you will need to write the conceptual framework of your study. The conceptual framework steers the whole research activity. The conceptual framework serves as a “map” or “rudder” that will guide you towards realizing the objectives or intent of your study.

What then is a conceptual framework in the context of empirical research? The next section defines and explains the term.

Definition of Conceptual Framework

A conceptual framework represents the researcher’s synthesis of literature on how to explain a phenomenon. It maps out the actions required in the course of the study given his previous knowledge of other researchers’ point of view and his observations on the subject of research.

In other words, the conceptual framework is the researcher’s understanding of how the particular variables in his study connect with each other. Thus, it identifies the variables required in the research investigation. It is the researcher’s “map” in pursuing the investigation.

As McGaghie et al. (2001) put it: The conceptual framework “sets the stage” for the presentation of the particular research question that drives the investigation being reported based on the problem statement. The problem statement of a thesis presents the context and the issues that caused the researcher to conduct the study.

The conceptual framework lies within a much broader framework called theoretical framework. The latter draws support from time-tested theories that embody the findings of many researchers on why and how a particular phenomenon occurs.

Step by Step Guide on How to Make the Conceptual Framework

Before you prepare your conceptual framework, you need to do the following things:

  1. Choose your topic. Decide on what will be your research topic. The topic should be within your field of specialization.
  2. Do a literature review. Review relevant and updated research on the theme that you decide to work on after scrutiny of the issue at hand. Preferably use peer-reviewed and well-known scientific journals as these are reliable sources of information.
  3. Isolate the important variables. Identify the specific variables described in the literature and figure out how these are related. Some abstracts contain the variables and the salient findings thus may serve the purpose. If these are not available, find the research paper’s summary. If the variables are not explicit in the summary, get back to the methodology or the results and discussion section and quickly identify the variables of the study and the significant findings. Read the TSPU Technique on how to skim efficiently articles and get to the important points without much fuss.
  4. Generate the conceptual framework. Build your conceptual framework using your mix of the variables from the scientific articles you have read. Your problem statement serves as a reference in constructing the conceptual framework. In effect, your study will attempt to answer a question that other researchers have not explained yet. Your research should address a knowledge gap.

Example of a Conceptual Framework

Statement number 5 introduced in an earlier post titled How to Write a Thesis Statement will serve as the basis of the illustrated conceptual framework in the following examples.

Thesis statement: Chronic exposure to blue light from LED screens (of computer monitors and television) deplete melatonin levels thus reduce the number of sleeping hours among middle-aged adults.

The study claims that blue light from the light emitting diodes (LED) inhibit the production of melatonin, a hormone that regulates sleep and wake cycles. Those affected experience insomnia; they sleep less than required (usually less than six hours), and this happens when they spend too much time working on their laptops or viewing the television at night.

conceptual framework
Fig. 1 The research paradigm illustrating the researcher’s conceptual framework.

Notice that the variables of the study are explicit in the paradigm presented in Figure 1. In the illustration, the two variables are 1) number of hours devoted in front of the computer, and 2) number of hours slept at night. The former is the independent variable while the latter is the dependent variable. Both of these variables are easy to measure. It is just counting the number of hours spent in front of the computer and the number of hours slept by the subjects of the study.

Assuming that other things are constant during the performance of the study, it will be possible to relate these two variables and confirm that indeed, blue light emanated from computer screens can affect one’s sleeping patterns. (Please read the article titled “Do you know that the computer can disturb your sleeping patterns?” to find out more about this phenomenon) A correlation analysis will show whether the relationship is significant or not.

e-Book on Conceptual Framework Development

Due to the popularity of this article, I wrote an e-Book designed to suit the needs of beginning researchers. This e-Book answers the many questions and comments regarding the preparation of the conceptual framework. I provide five practical examples based on existing literature to demonstrate the procedure.

So, do you want a more detailed explanation with five practical, real-life examples? Get the 52-page e-Book NOW!


McGaghie, W. C.; Bordage, G.; and J. A. Shea (2001). Problem Statement, Conceptual Framework, and Research Question. Retrieved on January 5, 2015 from

©2015 January 5 P. A. Regoniel

Cite this article as: Regoniel, Patrick A. (January 5, 2015). Conceptual Framework: A Step by Step Guide on How to Make One. In SimplyEducate.Me. Retrieved from

Quantitative Methods: Meaning and Characteristics

What are quantitative methods of research? What is its definition, when are these methods used and what are its characteristics?

This article defines quantitative methods and lists seven characteristics that discriminate these research methods from qualitative research approaches.

The methods used by researchers may either be quantitative or qualitative. The decision to select the method largely depends on the researcher’s judgment as well as the nature of the research topic. Some research topics are better studied using quantitative methods while others are more appropriately explored using qualitative methods.

Recently, many researchers use both methods, thereby the era of using mixed methods in research arose as a more desirable and encompassing approach in understanding phenomena. Qualitative methods may be used to explore a phenomenon and identify factors for a quantitative study. Or, a quantitative study may identify research areas that require the application of qualitative methods to provide an in-depth understanding of the phenomenon at hand or when the use of quantitative methods is insufficient to answer questions that relate to human behavior such as feelings, values, and beliefs.

J. Pizarro has already described qualitative research in this site, so this article focuses on quantitative methods, its meaning and characteristics.

What are quantitative methods?

Quantitative methods are those research methods that use numbers as its basis for making generalizations about a phenomenon. These numbers originate from objective scales of measurement of the units of analysis called variables. Four types of measurement scale exist namely nominal, ordinal, ratio, and interval (see 4 Statistical Scales of Measurement).

The data that will serve as the basis for explaining a phenomenon, therefore, can be gathered through surveys. Such surveys use instruments that require numerical inputs or direct measurements of parameters that characterize the subject of investigation (e.g. pH, dissolved oxygen, salinity, turbidity, and conductivity to measure water quality). These numbers will then be analyzed using the appropriate statistical application software to unravel significant relationships or differences between variables. The output serves as the basis for making the conclusions and generalizations of the study.

7 Characteristics of Quantitative Methods

Seven characteristics discriminate qualitative methods of research from qualitative ones.

  1. Data gathering instruments contain items that solicit measurable characteristics of the population (e.g. age, the number of children, educational status, economic status).
  2. Standardized, pre-tested instruments guide data collection thus ensuring the accuracy, reliability and validity of data.
  3. For more reliable data analysis, a normal population distribution curve is preferred over a non-normal distribution. This requires a large population, the numbers of which depend on how the characteristics of the population vary. This requires adherence to the principle of random sampling to avoid researcher’s bias in interpreting the results that defeat the purpose of research.
  4. The data obtained using quantitative methods are organized using tables, graphs, or figures that consolidate large numbers of data to show trends, relationships, or differences among variables. This fosters understanding to the readers or clients of the research investigation.
  5. Researchers can repeat the quantitative method to verify or confirm the findings in another setting. This reinforces the validity of groundbreaking discoveries or findings thus eliminating the possibility of spurious or erroneous conclusions.
  6. Quantitative models or formula derived from data analysis can predict outcomes. If-then scenarios can be constructed using complex mathematical computations with the aid of computers.
  7. Advanced digital or electronic instruments are used to measure or gather data from the field.


University of Southern California (2015). Quantitative methods. Retrieved on 3 January, 2015 from

© 2015 January 3 P. A. Regoniel

A Research on In-service Training Activities, Teaching Efficacy, Job Satisfaction and Attitude

This article briefly discusses the methodology used by Dr. Mary Alvior in the preparation of her dissertation focusing on the benefits of in-service training activities to teachers. She expounds on the results of the study specifically providing descriptive statistics on satisfaction of in-service training to them and how this affected teaching efficacy, job satisfaction, and attitude in public school in the City of Puerto Princesa in the Philippines.


This study utilized the research and development method (R&D) which has two phases. During the first phase, the researcher conducted a survey and a focus group interview in order to triangulate the data gathered from the questionnaires. Then, the researcher administered achievement tests in English, Mathematics and Science. The results found in the research component were used as bases for the design and development of a model. The model was then fully structured and improved in the second phase.

The participants were randomly taken from 19 public high schools in the Division of Puerto Princesa City, Palawan. A total of fifty-three (53) teachers participated in the study and 2,084 fourth year high school students took the achievement tests.

The researcher used three sets of instruments which underwent face and content validity. These are

  1. Survey Questionnaires for Teacher Participants,
  2. Guide Questions for Focus Group Interview, and
  3. Teacher-Made Achievement Tests for English, Mathematics, and Science.

The topics in the achievement tests were in consonance with the Philippine Secondary Schools Learning Competencies (PSSLC) while the test items’ levels of difficulty was in accordance with Department of Education (DepEd) Order 79, series of 2003, dated October 10, 2003.

Results of Descriptive Statistics

Teachers’ insights on in-service training activities

Seminar was perceived to be the most familiar professional development activity among teachers but the teachers never considered it very important in their professional practice. They also viewed it applicable in the classroom but it had no impact on student performance.

Aside from seminar, the teachers also included conference, demo lesson, workshop and personal research as the most familiar professional development activities among them.

Nonetheless, teachers had different insights as to which professional development activities were applicable in the classroom. Science teachers considered team teaching, demo lesson, and personal research, but the English and Mathematics teachers considered demo lesson and workshop, respectively.

With regard to the professional development activities that were viewed very important in their professional practice and had great impact on student performance, all subject area teachers answered personal research. However, the Mathematics teachers added lesson study for these two categories while the teachers in Science included team teaching as a professional activity that had great impact on student performance.

Moreover, teachers had high regard for the INSET programs they attended and perceived them effective because they were able to learn and developed themselves professionally. They were also highly satisfied with the training they have attended as indicated in the mean (M=3.03, SD=.34). Particularly, they were highly satisfied with the content, design, and delivery of in-service training (INSET) programs, and with the development of their communication skills, instruction, planning, and organization.

Teachers’ teaching efficacy, job satisfaction and attitude

Teachers had high level of teaching efficacy (M=3.14, SD=.27) particularly on student engagement, instructional strategies, and classroom management but not in Information Communication and Technology (ICT). It seems that they were not given opportunities to hone their skills in ICT or they were not able to use these skills in the classrooms. Likewise, they had an average level of job satisfaction (M=2.91, SD=.27) and had positive attitude towards their teaching profession (M=2.88, SD=.44).

In conclusion, there are professional activities that are viewed very important in teaching and there are also which have great impact on students’ academic performance.  In addition, the study found the inclusion of ICT in teaching and for professional development.

To know more about the model derived from this study, please read 2 Plus 1 Emerging Model of Professional Development for Teachers.

© 2014 December 29 M. G. Alvior

How to Conduct Qualitative Interviewing

Interviewing is the most common method that is being used in qualitative research especially in phenomenological studies and other approaches that use principles of phenomenology. Its strength lies in its facility that allows active participation of the data source (interviewee) and firsthand data collection which if properly done would increase the research credibility.

The following is the general procedure of conducting an interview.


Depending on the type of interview setting, the researcher should prepare either a questionnaire set or guide questions that correspond to the research problem. This is called an interview schedule which may include a structured or semi-structured script designed to maximize time and minimize unnecessary elements that may enter the interview process.

Along with the interview schedule is the protocol that contains the reminders regarding the codes of ethics of research particularly in using interview, e.g., the do’s and don’ts. It is imperative that the researcher is aware of the ethical considerations of research. As long as a human being is involved in research, an informed consent that contains the topic, objectives, and uses of the data, the confidentiality as well as the rights and privileges of both the interviewee and interviewer should be prepared (see Dawson, 2007).

Choice of recorders depends on the setting. A structured interview may just need a questionnaire set wherein the interviewer may just tick on the boxes for every close-ended question. Or for open ended-questions, the interviewer may write the answers directly on the provided space on the questionnaires. Note-taking is useful as back-up for audio and visual recording and also if the interviewee refuses the other forms of records. The researcher should provide a recording format for notes which may include spaces for verbatim answers, behavioural observations, context elements, and voice details if these other details are needed.

The most common method being used in interview is audio recording. The researcher may also opt to use this if other details e.g. voice, intonation, enunciation for later analysis, aside from the verbatim answers are deemed necessary. If the interviewee allows it, audio recording may also be used as back-up or for convenience and time-maximization. Audio and visual recording like pictures and videos are effective in semi-structured and unstructured interview settings.

Whatever method the researcher decides to use, it is important that a back-up is provided in cases of unexpected setbacks from the first records.

Rapport Building

Interviewer-interviewee relationship should start with the invitation for participation. This could be done formally thru letters or in person verbally. This is the stage wherein the researcher introduces the study, objectives, importance of the interviewee’s participation, and interview details e.g. protocols and agreements, informed consent.

Be reminded that the first things in this stage are to gain the trust and establish the willingness of the participant to enter the interview setting. Otherwise, the interview will not be able to push through or the data that will be collected will be thin. The participant’s answers will be too limited due to some reservations brought about by half-hearted involvement. The goal of rapport building is to be able to extract full honest answers.

Agreement on the time and location of the interview should be done in this stage also. Consider the participant’s suggestions foremost. The researcher should avoid insisting his/her own time for convenience.

Interview Setting

The researcher should execute the designed setting on the agreed time and location. The design could be one-shot or multi-tiered depending upon the scope and depth of interview. One-shot is ideal for initial exploration, baseline studies or researches that require very limited data collection time. Multi-tiered is necessary for in-depth inquiries like case studies and some phenomenological researches. Dolbeare and Schuman (Schuman, 1982) designed a useful three interview series for phenomenological approach that is effective in enriching and strengthening the participant’s subjective meanings of a particular experience (see Seidman, 2006).

Be reminded that the interview is a dialogue with a particular focus on the defined topic. That is, there should be an exchange of words – the interviewer providing the guide by asking questions and delivering follow-ups and prompts; the interviewee as answering the questions and responding to the prompts and follow-ups. If the design is unstructured, the interviewer may also provide answers if necessary. The guide and prompts are needed to lead the process in its proper track.

Asking questions in this stage is critical. The interviewer should be trained to learn some skills especially in formulating and delivering questions. A question asked in the wrong way will not be able to extract full honest answers. Leading, loaded and double-barrel questions are some examples of these mistakes in question formulation.


This stage definitely ends the interviewer-interviewee relationship. Some researchers take this part for granted thinking that the relationship only starts once they begin asking questions and ends with the last questions and saying thank you. This is not the case however. The relationship should end properly by providing closure like sending a thank you letter and/or giving a token of appreciation. This is an implication that the established relationship ends permanently.


Dawson, C. (2007). A practical guide to qualitative research: A user-friendly manual in mastering research techniques and projects. Oxford: How To Content.

Schuman, D. (1982). Policy analysis, education, and everyday life. Lexington, MA:Heath.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in Education and Social sciences (3rd ed.) New York: Teachers College Press.

©2014 December 22 J G Pizarro

Qualitative Methods: How to Collect Data

You may not realize it but you have already been doing simple research almost every day. If you want to know the price of a particular canned good, for example, you may decide to go to the store to get your answer or simply ask someone you think has the answer. This activity per se is an example of simple undocumented everyday research.

The research that is being taught in school, however, is a more complex methodological documented process of inquiry. Since the focus of this inquiry is far more complicated than your everyday exploration, there is a need for an appropriate and strategized set of tools in collecting the answers (called as data) for the questions that you pose (Dawson, 2007). The process is documented as a contribution to the extant set of knowledge as confirmation, negation or addition.

The following are the methods or sets of tools that you could use in qualitative research.


This is a common method wherein the researcher/interviewer arranges a meeting with the interviewee/participant for a dialogue about a topic that is the subject of the inquiry. In here, personal and social interactions occur wherein the interviewee serves as the source of data (Jupp, 2006). This could be done one-on-one or by group and could be face-to-face, by phone or computer mediated. This is analogical to asking someone (say one-on-one) about the price of canned sardines.

A woman conducting an interview (Photo by Heinrich-Bö



As opposed to documents, the researcher gathers the data firsthand. He/She does the recording process personally using notes and/or audio/video. There are two ways of conducting observation, i.e., naturalistic and participant. If the researcher wants to retain the natural setting of the data source field so as to minimize the researcher influence, she or he may conduct a naturalistic observation without disturbing the participants in the field. In everyday research, if the individual wants to know how to fish, she may just observe others do it; otherwise she may join them and experience the activity herself. Participating in the setting is known as participant observation. Being a researcher-participant would further enrich the data as the researcher himself has additional point of comparison for analysis as long as he retains reflexivity. Reflexivity is a careful monitoring of the researcher’s biases, assumptions, and own perceptions regarding the experience.


While observation and interview involve social and personal interaction, and firsthand data collection, these are not available in documents. Documents as extant records of information; e.g., text, voice, sound and images are rich source of second-hand data which are still useful especially as supporting information for triangulation as such. Triangulation is a combination of data from at least two different sources to strengthen the findings. They could be journal entries, pictures, videos, audios, archives and other written (soft or hard) records like affidavits and legal papers.

Facebook statuses or comments on its walls are documents which could be used as data. Analogically, if you want to know the lyrics of a particular song, you may just surf on the net and read on the site.


This method does not require personal interaction and/or dialogue as the participant called as respondent may just fill out a set of items or answer a series of questions written on a paper or posted on the internet. This could be self-administered or guided by the prompts of the researcher. It is just like giving someone a piece of paper asking for her name and contact number.


Dawson, C. (2007). A practical guide to qualitative research: A user friendly manual in mastering research techniques and projects. Oxford: How To Content

Jupp, V. (2006). The Sage dictionary of Social Science research methods. Thousand Oaks: Sage Publications

©2014 December 3 J G Pizarro

Malthusians vs. Cornucopians: A Viewpoint on Population Growth

The prospects of human population growth may be viewed using two perspectives: the Malthusian and the Cornucopian. The latter views the growth positively; they believe that the larger the population, the better. On the other hand, if it is viewed negatively, this now take on the Malthusian viewpoint where the growth is associated with problems.

The Malthusian Point of View

This principle was named after Thomas Malthus. He believes that once a population increases, more resources are needed to support the growing demand of people. The food becomes insufficient since production could not keep up with the needs of an increased number of people.

Uncontrolled population is a major reason that causes environmental degradation. The theory looked unto resource depletion; degradation of soil, mineral and fuel; famine, crimes, and wars as a result of increased competition in availing of scarce natural resources.

However, the predicted scenarios through time under this theory have some contradictions with the existing population data. Thus, a new thought arose that explains the economic development despite of population growth. Thus, the Cornucopian’s principle started to develop.

Contrary to Malthus’ expectations, the scholars believe that population increase is neither a problem nor harmful to human life. Indeed, it leads to a more developed economy for there is greater number of people who can think and make new inventions.

The Cornucopian’s Principle

The continuous development of technologies from different areas worldwide and the application thereof is the main foundation of this principle. The Cornucopians believe that advances in technologies can give and sustain the needs of the society. The rapid increase in population is positively viewed: more population produces more ideas. Through these, a lot of high technologies and new inventions of systems and devices are carried in to address the problems with increasing human demands as well as improve life. In addition, this view believes that there are enough sources of matter and energy on the earth to cater the rising number of population around the world. So, an increase in food consumption is not an issue.

People become experts and specialized in their fields of interest thus are able to respond efficiently and effectively in the arising problems of society. For instance, advanced technologies in food production helps a lot since more food are produced using new systems.

The Current Reality: Growing Population Affects the Environment Negatively

Many inventions, technologies and new systems are continuously booming. Yes, these help the human beings to cope with the arising human problems. So, the Cornucopians’ thinking has a point.

On the other hand, the Malthusian perspective appears more reliable for we observe that increasing global population lead to increased use of natural resources to meet the growing economic demand. This results to environmental degradation as predicted by Malthus.

We have limited resources. Scarcity on food resources becomes common in many developing countries like Africa and Asia. The report of Food and Agriculture Organization, referred to as the 2013 Global Hunger Index (GHI) from 2008-2012, shows that the global hunger situation has improved since 1990. However, despite the progress made, the level of hunger in the world remains serious in which 870 million people still experience hunger (IFPRI, 2013).

Manila at nightime
Manila at night (©2014 P. Regoniel)

The pollution emitted from  production and consumption of natural resources regardless of technological advantages has negative impacts on the ecological aspects of environment especially on the health of human beings. In addition, due to anthropogenic activities, the climatic condition on a global scale is also affected.

Mobility of people affects the ecological condition of the environment. Encroachments of many lands in rural areas for expansion as identified for commercial establishments and different businesses happen. Settlers, then, in these occupied areas move to higher zones or transfer to other places. Environmental degradation, especially in the forested areas, then happens due to the disturbances brought by new settlers (Grimm et al., 2008; Fragkias et al., 2012).

How’s My City?

Population growth is also observed in the City of Puerto Princesa. The total inhabitants of the City in late 1870s was only 573 while the recorded population in year 2010 based on the latest census of the National Statistics Coordinating Board (2010) was 222,673; an increase of 38,760.91% was observed.

During early 1970s to 1990s, the City has 24 urban and 42 rural barangays. However, the classified urban villages around year 1998 until now increased to 35 barangays, while the classified rural regions decreased to 31 barangays.

Since not all families can afford to have their houses in designated areas of the government, some opted to settle in nearby coastal areas that resulted to squatting. Based from the conducted surveys of informal settlers by the city government during 1993 to 2005, there was a total of 5,326 households in 21 coastal areas of the City and 4,999 from various areas.

In order to solve the problem in housing and squatting, the local government launched a City Housing Program in 1993. One of the identified resettlement sites was Barangay Sicsican (CPDO, 2007).

The traffic situation is worsening in urban areas of the City along Rizal Avenue, Malvar Street and within the National Highway of Barangay San Miguel and San Pedro (CPDO, 2007). In year 1985, the Bureau of Land Transportation, Puerto Princesa Branch (1992) registered a total of 2,989 vehicles generally composed of motorcycles and tricycles. There was an increase of about 1,241.39% or 37,105 in year 2012 (40,094 registered vehicles) from year 1992.

Those are just some of the evidences that the Malthusian Theory may be the right after all.


City Planning and Development Office (2007). Socio-economic and physical profile. Puerto Princesa City. Philippines.

Fragkias, M., et al. (2012) Typologies of urbanization projections, effects on land use, biodiversity and ecosystem services. Chapter 7, p. 30-41.

Grimm, N. B., et al. (2008) The changing landscape: ecosystem responses to urbanization and pollution across climatic and societal gradients. 6(5) p. 264–272. Available:

International Food Policy Research Institute (2013). Global Hunger Index. The challenge of hunger: building resilience to achieve food and nutrition security. Available: Retrieved on 8 September 2014.

Land Transportation Office-Puerto Princesa City Branch (LTO-PPC)(2012). Number of registered vehicles (2001-2012). Puerto Princesa City. Philippines.

Qualitative Research: Definition and Principles

What is the difference between qualitative and quantitative research? This article defines qualitative research, its focus of inquiry,  principles, and seven qualitative research approaches.

Research is a process of inquiry. It starts with a question whose answer could be acquired through a chosen approach and designed methods perceived as suitable. There are two approaches for inquiry, i. e., quantitative and qualitative which could also be mixed together if deemed appropriate.

What is qualitative

Quantitative research uses numerical data for analysis while qualitative research uses non-numerical data and those other information which are not amenable to quantitative measurement, for description and interpretation (Jupp, 2006). In simple terms, when numbers are used to answer the question, then it’s quantitative otherwise it is qualitative; e. g., images, statements, and stories.

What is its focus of inquiry?

Qualitative approach is often small-scale and/or micro-level (Jupp, 2006) as it focuses on the ‘thick’ description of a particular phenomenon, culture, social reality, discourse, theory, and experience (Flick et al., 2000). These things could not be substantially inquired about with just the use of numbers. If a researcher wants to describe the life ways of a particular group for example, the data that will be needed involve images, narratives, conversations, text and other documents.

The three world views

The principles of qualitative approach could be summarized into three views, i. e., interpretivism, constructivism, and inductivism (Jupp, 2006).

1. Constructivism recognizes that meanings of things are not objectively discovered; rather they are subjectively created and imposed by people in given contexts. If the context changes so is the construct. For example, meanings created by a Filipino mother for motherhood will be different from the definitions provided by an American mother.

playing at the beach
Mother and child playing at the beach (Photo by:

2. Interpretivism emphasizes that the definitions of both are equally important for analysis and that there is no exact standard definition that requires one universal objective interpretation that is apparent in the tradition of positivism (a view of quantitative approach).

3. In inductivism, the new set of knowledge, meanings or theories are emergent through the process of induction. The approach does not require the testing of a particular extant theory or set of knowledge; rather it aims to produce new ones.

The seven approaches

There are about seven qualitative approaches being utilized across the different areas of Sciences, Humanities and Education.

1. Ethnography is usually useful in cultural studies as it aims to explore, describe and understand an intact cultural group.

2. Case study is particularly being utilized in clinical and health settings. Its goal is to collate and analyze all relevant information about a particular case under investigation such as an HIV patient or an individual with schizophrenia.

3. Grounded Theory focuses on emerging a theory about a particular reality so it undergoes a rigorous process of reflexivity, cross-analysis and emergence.

4. Phenomenology puts into the surface the participants’ subjective meanings of a phenomenon as experienced by him/her.

5. Autoethnography is an approach wherein the researcher himself/herself is the researched. This is usual in queer theory, sexuality studies, research areas, and emotionally loaded experiences.

6. Meta-analysis and discourse analysis are common in philosophical researches. These involve putting together theories or discourses for cross-analysis, confirmation, debates, and/or theory generation.

7. Narrative research is for the exploration and description of events and personal accounts which are chronologically connected, thus historical. This is interconnected with larger events beyond the individual.


Flick, U., Kardoff, E.V., & Steinke, I. (Eds). (2000). A companion to qualitative research. Thousand Oaks: Sage Publications

Jupp, V. (2006). The Sage dictionary of Social Science research
methods. Thousand Oaks: Sage Publications

©2014 November 16 Jemimah Pizarro

Aloe Vera Benefits: Amazing Cure to Chapped Lips

Do you have chapped lips? Have you tried different medications to no avail? This may be the solution to your problem. Read on and experience the curative benefits of Aloe vera.

At last, I discovered the best cure to my persistent chapped lips problem. It’s a simple fleshy plant called Aloe vera.

I once learned the curative properties of this plant a few years ago, and it just occurred to me to try it. That’s because I have already tried many remedies to my cracked, injured lips which usually happens when the ambient air is dry.

I tried applying to my lips different sorts of remedy. These include lip balm, petroleum jelly, glossy lipstick, olive oil, and even alum (locally called tawas) that made it even worse (of course).

I was so desperate that I thought I had a serious internal condition. But I didn’t have any bodily symptoms except my painful lips. And boy I’m glad I tried Aloe vera.

What is Aloe vera?

Aloe vera is a succulent plant species. Succulent means a tender, juicy, or fleshy plant. This means that if you hold the leaf of the plant, it is plump.

Once you remove the epidermis or outer leaf material of the plant, a gel in between the covering is revealed. I show a picture of the Aloe vera leaf with about an inch of the epidermis removed below.

How I Used Aloe Vera to Treat My Lips

The procedure I used in using Aloe vera to cure my lips is simple. I removed a leaf from the plant, sliced a little of the upper part of the leaf along its width then made another slice lengthwise, about an inch, to show the jelly-like substance inside it (see picture).

aloe vera benefits
How I cut the aloe vera leaf to access the gel.

I placed the gelatinous substance (open, dorsal side of the leaf) onto my lips and spread it all over my upper and lower lips. Subconsciously, I ate a little of the gel and tasted it just for curiosity and thinking it is edible.

It took me only about one to two days to see the results. My lips were healed in just a matter of three days, applying the gel only in the morning before going to work and at night before sleeping. It’s some miraculous cure.

The gel works best if the leaf is first cooled in the refrigerator. You will experience the cool, soothing relief of the gel after cutting through the leaf and applying the substance to your lips.

Healing Properties of Aloe vera

Before writing this article, I read a few lines about Aloe vera and discovered its many uses. Traditionally, people use Aloe vera as herbal medicine in many countries. It is a multi-purpose skin treatment. It is an effective moisturizer.

Even in the ancient times, the plant’s healing properties have been recognized. It even earned the name “a plant of immortality.”

Despite the health benefits of Aloe vera, however, there are apprehensions about its medicinal uses. It can be harmful if ingested in large doses. Topical applications seem to be okay.

There is, therefore, a need to study this plant further to confirm whatever possible complications that may arise from its use. There is a clear research gap along this area. For me, however, Aloe vera has shown its curative effects.

The underlying rule to apply if you worry about the harmful effects of medicinal plants is to use them in moderation. Once you have availed of its benefits, stop using it.

That’s just what I did. My lips got cured fast so there’s no need to use Aloe vera anymore. One thing I need to do to make sure I avoid having chapped lips is to drink more water. That will keep me internally hydrated and prevent drying up my lips again.

© 2014 October 18 P. A. Regoniel

A Case Analysis on Nell’s Language Acquisition

This article is a case analysis on how a language can be acquired and what language theories can explain it.

Nell’s case is quite peculiar as the movie depicted it. She had developed her own impenetrable language. Some of the words listed and interpreted by Paula Olson, a hot-shot city psychologist are the following:

spee – speakga-inja – guardian angel
af or afa – afterfelises – happy
kay – crybin – been
fearly – afraidafi – don’t
reckontata – (if she was scared)
chikabeetee in a wind – tree in a wind

From Nell’s utterances that Ms. Olson gathered and interpreted, she concluded that she spoke English.

Since this article aims to zero in on language acquisition, let me discuss some contradicting theories and experiments in order to explain language acquisition. I will explain how Nell spoke such language, and later speak English as the way native speakers do.

The Language Acquisition Theories

Yule (1996) described two experiments to find out how language originates. Here is the first experiment conducted in Egypt.

An Egyptian pharaoh named Psammetichus conducted an experiment with two newborn infants around 600BC. The infants had a mute shepherd as their only human companion for two years. The goats’ bleat or wavering cry was the only thing they heard. After a while, the children were reported to have spontaneously uttered some words, not an Egyptian, but something Phrygian (Indo-European language). It’s the word “bekos” meaning bread. But if one will drop the ‘kos’- ending, it could approximate the sound of the goats’ “beeeh”.

Meanwhile, James IV of Scotland conducted the same experiment in AD1500. The children were reported to have started speaking Hebrew; but when they lived without access to human speech in their early years, they grew up with no language at all.

Interpretation of the Language Experiments

Using the lessons derived from the first experiment, I could explain why Nell had such kind of language. She imitated the words uttered by her mother who was then suffering from stroke. When the mother died, she became alone, wild and unsocialized. Nevertheless, what really amazed me is – why Nell learned to speak English at the end of the movie. Although I heard only the sentence “remember that,” I already assumed that she learned it well.

According to the article, “How Did You Learn to Speak Your Native Language?” I got from the net, there is a critical period (2-7 years) wherein children can master a language. If this is true, any child not hearing language during this period not only will not learn to speak but also will not be able to learn to speak. Two evidences intensify this claim.

The first bit of evidence comes from Victor, the so-called Wild Boy of Aveyron. Victor is the name given to a boy found roaming the woods of Aveyron in southern France toward the end of September 1799. He behaved like a wild animal and gave all indications that wild animals had raised him: eating off the floor, making canine noises, disliking baths and clothes. He also could not speak. Doctor Jean Marc Itard, who had developed a reputation for teaching the deaf to speak, took him in. After years of work, however, Itard failed to teach Victor to more than a few lexemes or words that have meaning.

A similar event unfolded in Los Angeles in 1961 when a 13-year-old girl was discovered who had been isolated in a baby crib most of her life and never spoken to. She was physically immature, had difficulty walking and could not speak. Psychologists at UCLA spent years trying to teach ‘Genie’, as they called her to protect her identity, to speak. While Genie did get to the point that she could communicate, her speech never advanced beyond the point where the language explosion in normal children begins. In other words, she could use words to the same extent as chimpanzees but could not manipulate grammar, as indicated in the prefixes, suffixes and ‘function’ words she used. At middle age, she stopped talking altogether and was soon committed to a mental institution.

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Intangible Things as Institutions Towards Attaining Environmental Sustainability

How can people’s beliefs help keep the environment from destruction? Is there a relationship between intangible things and environmental sustainability? This article shows how indigenous people’s thoughts, beliefs or cultures contribute to environmental sustainability.

The environment is defined as the totality of tangible and intangible things that surround us. Those things that can normally perceive by our five senses are considered as tangible things while things like norms, values, beliefs, culture and traditions are some of the intangible things that greatly influence one’s behavior.

The Pala’wan, an indigenous group of people once living in the hinterlands of Palawan Island in the Philippines, are usually known for these things. They have lots of beliefs and practices that they kept for thousands of years as part of their culture. These beliefs and practices are linked with the environment. Thus, they managed the natural resources effectively.  Their ways are  compatible with the environment as they adopt simple living (Docto, 2008).

The Pala’wan‘s cultural identities, social and spiritual relationships are deeply originated in their area and they believe that the environment is governed by gods and goddesses. In this way, they contribute to the conservation and protection of the environment for they respect their sacred resources (Tauli-Corpuz et al., 2010).

Fear of Owls and Night Herons

The Pala’wans are afraid of birds such as owls and night herons, locally known as “gukgok” and “tikwara,” respectively.

What really are the beliefs of the Pala’wans about these species? What causes them to cringe with terror as they hear the sound of these birds?

Let us take a deeper look on these unfounded fear among the indigenous peoples (IPs).

Do not Touch, Catch nor Even Mimic the Calls! You Better Hide Instead!

Through an interview with my dad, I’ve found that the Pala’wans who generally live in the remote areas of southern Palawan, particularly in Quezon and Rizal, harbor the fear of the Rufous Night-heron and the Palawan Scops-owl.

They should not touch, catch or even mimic the calls of these birds, particularly the owl, for they will suffer once they do. They should hide whenever they hear these creatures.

Although my dad is a Pala’wan, and of course I’m a Pala’wan too, we do not subscribe to this belief. However, the IPs in Quezon and Rizal still adhere to this belief; and I know that these beliefs helped conserve the natural resources of the place.

What is the Belief about the Rufous Night-Heron (Nycticorax caledonicus)?
Night Heron
Night heron. Picture modified from Frank (cc)

The rufous night-heron, locally known as “tikwara,” is believed to be owned or is a pet of an unseen person. Anyone who dares touch, catch or even imitate the sound that this bird makes will get sick, and even die as a result.

A curse befalls a person if he violates this rule. To be relieved of this curse, he needs to consult an albularyo (a local medicine man) to humbly ask for forgiveness. He goes through a series of rituals; and this is the only remedy to stop the evil consequences.