Chapter 3

METHODOLOGY

In this chapter, the research design, research participants, role of the

researcher, data sources, data collection procedure, data analysis, trustworthiness of

the study, and ethical consideration were presented.

Research Design

In focusing on the analysis of students’ academic challenges and experiences

in the newly establish STEM strand, researchers will conduct a qualitative study,

particularly utilizing a phenomenological design. The phenomenological design is

suitable for conducting Individual Depth Interviews (IDI) and Focus Group

Discussions (FGD) because its aim is to truly understand students' academic

challenges and experiences. Through IDIs, detailed explanations can be obtained

from each student individually, while in FGDs, group members can discuss and

collaborate on their experiences and opinions. In this way, researchers will gain

deeper insights and context into students' narratives, aiding in the thorough analysis

and interpretation of their academic challenges and experiences in the newly

established STEM strand at Maryknoll High School of Asuncion, Inc. Qualitative

research is a method for exploring and understanding the meaning individuals or

groups attribute to a social or human problem. The research process involves

emerging questions and methods, data typically collected in participant settings,

analysis of data ranging from details to overarching themes, and the researcher

making interpretations of the data's meaning (Flores, 2018).

Specifically, researchers will employ a phenomenological approach in this

study related to examining experiences from the perspective of individuals aiming to

identify phenomena. The phenomenology approach seeks to understand and

describe the universal essence of a phenomenon. The approach investigates

people's everyday experiences while suspending researchers' assumptions about

unusual things. In essence, phenomenological research studies bring experiences to

life to gain deeper insights into how people understand experiences (Delve, 2022).
21This study is a qualitative-phenomenological one as it examines the students’

academic challenges and experiences in the newly establish STEM strand at

Maryknoll High School of Asuncion, Inc. Hence, data will be gathered from

participants through in-depth interviews and focus group discussions.

Research Participants

In this phenomenological study, the participants are students from Maryknoll

High School of Asuncion Inc. who take the newly established STEM strand. The

qualified participants consist of fourteen (14) stem students from Grade 11 of

Maryknoll High School of Asuncion, Inc.

A purposive sampling of five (5) to fifteen (15) individuals will be used for the

phenomenological study. Additionally, to ensure the uniqueness and bias of the

experiences, age is a significant criterion for selection. All of these were done to

ensure the quality of behavior as well as the discoveries in the study (Ragas, 2010).

In this phenomenological study, the participants are grade 11 students who

take the newly established STEM strand at Maryknoll High School of Asuncion, Inc.

These students were selected as participants in seven (7) Focus Group Discussions

(FGD) and seven (7) Individual Depth Interviews (IDI) to thoroughly study their

academic challenges and experiences as the students enrolled in the newly

established strand. The number of participants was determined to be sufficient for

obtaining comprehensive data and reflecting on their opinions. Through purposive

sampling, the age of the teachers was considered to ensure that their challenges

and experiences would contribute to the understanding of the issues discussed in

the study.

Role of the Researcher

In this study, the researcher assumed various roles, including that of

interviewer, transcriber, translator, analyst, encoder, and narrator of the narrative

storytelling. As the interviewer, the researcher focused on establishing rapport and

friendship with participants through personal empathy, recognizing the importance of

building trust to encourage open expression of true feelings and thoughts about their
22experiences. The interview process was divided into three parts: preliminaries,

where the researcher introduced herself, presented the informed consent form, and

clarified its contents, allowing participants to ask questions for clarification before

proceeding. Participant convenience and the option to discontinue the interview were

prioritized.

Throughout the interview process, confidentiality was maintained, and

participants were informed about the researcher's contact information. All interviews

were recorded on a portable device owned by the researcher, with participants'

awareness of the recording. Data were later transferred to the researcher's personal

computer and stored securely.

As a transcriber and encoder, the researcher accurately transcribed and

translated all recorded interviews, organizing them into statements. Finally, serving

as both narrator and analyst, the researcher employed appropriate qualitative

research analysis methods and procedures. Drawing on the concepts of Corbin and

Strauss (2014), the researcher interpreted the meaning of hidden data, recognizing

their role as the primary instrument for data collection and analysis. Initial

interpretations were made before collaborating with data analysts to further analyze,

interpret, and validate the results.

Data Source

The researcher in qualitative usually gathers different forms of data through

interviews by Creswell and Poth (2007). The primary source of information or data

was through an in-depth interview with the seven (7) participants and a focus group

discussion with seven (7) participants as well from the Maryknoll High School of

Asuncion, Inc.

The data for this study were taken from the participants’ experiences, which

was obtained through individual in-depth interviews and focus group discussion

which is a qualitative research technique that seeks to convey why people have

thoughts and feelings that might affect the way they behave. Hence, both in-depth

interview and focus group discussion is more suitable in this study with the intention
23of uncovering details of the interviewee's experience and perspective on a subject

(Showkat & Parvee, 2017).

According to Prior (2017), both in-depth interviews and focus group

discussion provide an avenue for the both the interviewee and the interviewed.

During the interview, there are these emphatic moments when the interviewee

moved in and out across the interview sequences as they managed their affective

stances related to the events the interviewee described and, in turn, by managing

their emphatic alignments with each other. Thus, rapport was established to

encourage further reliable data from the participants.

Aside from writing responses of the participants, with the permission of the

participants, a voice recorder was used to make sure that the answers were not be

misinterpreted. The written and recorded responses were analyzed carefully. Written

and audio recordings contain a variety of identifiable information that may be used to

identify the participant were secured in privacy. In addition to the words that a person

expresses vocally, vocal characteristics they provide - their speech pattern, accent,

vocabulary – may be sufficient to determine their identity and their thoughts (Knight,

2018).

It is to be noted that the researcher used In-Depth Interview accompanied by

Focus Group Discussion (FGD). While IDIs were chosen as the primary data source

to delve deeply into individual experiences, FGDs were utilized to capture group

dynamics, interactions, and shared perspectives. This methodological combination

allowed for a comprehensive exploration of the research topic, offering insights into

both the intricacies of personal narratives and the collective understandings within

the group context. By utilizing both IDIs and FGDs, the researcher could triangulate

findings, enhancing the credibility and validity of the study's conclusions.

Data Collection Procedure

In this study, the researcher meticulously understood the research nature and

the underlying motivations for conducting it. Following Creswell (2002), a systematic

procedure was followed in collecting data for this qualitative study.

permitting us to conduct the study.

Secondly, permission letters to conduct interviews were sent to the school

principal and informed consent was obtained from each participating STEM student.

Thirdly, comprehensive grand tour questions, along with probing questions,

were developed and validated by experts to ensure that the research questions

would be adequately addressed. These questions guided the interviews and

discussions, facilitating the acquisition of essential data for the study's feasibility.

Fourthly, participants were asked to complete informed consent forms,

serving as guides for both the researcher and participant throughout the process.

Fifthly, essential materials and instruments for data gathering, such as

interview questions, audio recorders, and notebooks, were prepared for recording

participants' responses. Prior permission was sought from participants for data

recording, with assurances of confidentiality. Participants were also given access to

the data upon request.

Finally, during the data collection process, special attention was given to

ensure accuracy and reliability. In-depth interview data were stored securely on a

computer with backups and transcribed verbatim, including paralanguage, to

generate interview scripts. Transcripts were translated and checked for accuracy. A

meeting was then conducted with participants to review the transcripts and confirm

their accuracy by affixing their signatures. Subsequently, themes were analyzed from

participants' responses, with guidance from the researcher's advisor to ensure

careful analysis.

Data Analysis

This study will be analyzed using interpretative phenomenological analysis

(IPA) to understand the experiences, perspectives, and behaviors of teachers

regarding the provision of MHSAI to their students. By categorizing texts into

different categories, the main themes or ideas prevailing in teachers' experiences

and perspectives will be identified (Demuth & Mey, 2015). Phenomenological

significance and meaning of teachers' experiences regarding the provision of MHSAI

to their students (Applebaum, 2018).

Proper data analysis is crucial in research to ensure that the outcomes are

accurate, meaningful, and aligned with the study's objectives. Here are ways to

demonstrate that the presented data analysis is correct and appropriate:

Using interpretative phenomenological analysis (IPA) is a well-known and

effective methodology for analyzing people's experiences and perspectives. Steps

such as phenomenological reduction allow for a thorough understanding of teachers'

experiences. By employing a recognized methodology, we can ensure precise and

systematic data analysis.

Identifying appropriate sources such as literature and research that

corroborate or contain related concepts demonstrates the validity and reliability of

the data used. Using reliable sources shows credibility in the analysis conducted.

Placing the analysis in the proper context of the studied problem

demonstrates a correct understanding of the community's or organization's needs.

Having a deep understanding of the context provides a logical basis for conclusions

and recommendations.

Each part of the data analysis should have a clear connection to the research

objective. Every category and theme derived from the data should help address

research questions and contain meaningful information that can be used to improve

the school's educational system.

Seeking feedback or evaluation from teachers or respondents themselves

regarding the presented interpretation of their experiences validates and ensures the

appropriateness of the analysis conducted. Their feedback serves as a basis for

confirming conclusions.

By aligning the results of data analysis with the methodologies used, credible

sources, study context, relevance to the research objective, and validation from

26respondents, we can ensure that the data analysis is accurate, meaningful, and
aligned with the study's objectives.

Ethical Considerations

In this research, it is important to consider ethical considerations to ensure the

quality and accuracy of the data obtained (Newman, et al., 2021).

To ensure systematic research skills, ethical codes need to be emphasized

and applied to informants and even to the context regarding the agreement of both

researchers and participants. This qualitative paper revolves around the main

principles of research ethics, including consent, confidentiality, anonymity, harm and

nature, reflecting power issues, empowerment, and ownership (White, 2017).

One foundational aspect is obtaining informed consent, where participants are

made fully aware of the study's purpose, methods, potential risks, and expected

outcomes. This transparency, as outlined by Craig (2016), is essential for

participants to make an informed decision about their involvement. Furthermore,

respecting individuals' autonomy and decision-making processes, as emphasized by

Mantzorou et al. (2018), entails avoiding coercion and fostering an environment of

trust and mutual respect between researchers and participants. To safeguard

confidentiality, Trinidad (2018) suggests employing stringent measures such as data

encryption and destruction of identifying information post-analysis. Additionally,

justice in research, as discussed by Fereday (2018), necessitates treating

participants fairly and acknowledging their contributions appropriately, thus ensuring

equitable distribution of benefits. Collectively, these principles form the ethical

framework that guides researchers in conducting studies responsibly while

prioritizing participant well-being and upholding the integrity of the research process.