CHAPTER III
METHODOLOGY
RESEARCH DESIGN
Research design plays a crucial role in conducting successful research studies. It is a
framework that outlines the structure of a research study and its methods. It helps ensure that
the research is conducted systematically and that the methods used are appropriate and match
the research objectives. It will also assist in answering the questions of the study.
This study is a descriptive design as it focuses on describing the issues of the
Teachers in conducting remedial classes to non-readers in the Basic Education Department at
St. Louise de Marillac College of Sorsogon. The characteristics of descriptive design are
applied, which means that surveys are necessary for this investigation to be clear and to
answer the “what and why” of the researchers. This study also utilized the qualitative
approach as it sought an in-depth understanding of the participants and the study. Using
questionnaires, the researcher will know and study the participant’s perspectives and
experiences about the topic.
This study will be conducted inside the campus. The Teachers of Basic Education
Department at St. Louise de Marillac College of Sorsogon Inc. are the intended participants
for this. By using these approaches and questionnaires, the researchers will have a great
understanding of the study and human beliefs.
SAMPLING DESIGN
Sampling is a critical process in research, allowing researchers to draw conclusions
about a larger population by examining a smaller, manageable subset. Sampling methods are
essential for producing reliable, representative data without needing to survey an entire
population. This guide covers various types of sampling methods, key techniques, and
practical examples to help select the most suitable method for the research. Sampling design
can be either probability or non-probability sampling. Different types of sampling techniques
can be used in research. The present study used the Purposive sampling.
Purposive sampling also called judgmental sampling refers to a group of non-
probability sampling techniques in which units are selected because they have characteristics
that a researcher’s need in the sample. This sampling method relies on the researcher’s
judgment when identifying and selecting the individuals, cases, or events that can provide the
best information to achieve the study’s objectives. It is particularly useful to find information-
rich cases or make the most out of limited resources if needed, but is at high risk for research
biases like observer bias.
DATA GATHERING
This study needs to be done and approved before conducting surveys. Before we
begin the collection of data, there are many things to take into account. The primary data
collection method will be google form and/or pen and paper test. The survey will be semi-
structured questionnaires, allowing for flexibility while ensuring that specific themes related
to remedial classes are explored. These survey will be conducted face-to-face or online,
depending on the preference of the participants. The survey will be online survey or web
survey. Once the research is done, we will need to dedicate a lot of time to preparing the
questionnaires. The survey will use suitable questions that it is related to the research.
Since the target number of participants are 10 to 15 persons, the number of copies of
questionnaires that are needed will be 15. The survey will be conducted at St. Louise de
Marillac College of Sorsogon Inc. (Basic Education Department). There will be 5 questions
in each paper and they will be answered by the participants themselves. The Teachers will be
given time to respond to each questionnaire. The answers will be given at once.
After answering the questionnaires, we will start to analyze each answer, and those
participants with the same answers will be grouped. The data gathered from this survey will
be tallied and computed for interpretation according to the answers of the respondents.
THE QUESTIONNAIRES:
1. Check the most common factor that affects the reading ability of a student?
Internal Factors
Physical weakness
Lack of motivation
Attitude
Interest in reading
Mental and psychological imbalance
External Factors
Social environment
Family’s support
Faculty facilities
Reading strategies
2. Which is the best indicator for students in need for remedial classes?
Diagnostic Evaluation
Evaluation of Students Performance
When a learner receives a grade lower than 75 in any subject
Other(s):________________________________________________________________
[Link] method is most effective in assessing the progress of students in remedial classes?
Peer reviews
Standardized testing
Teacher observations
[Link] is the most common difficulties encountered by the teachers in conducting remedial
classes in terms of the following:
Reading Materials
Lack of Textbooks
Unavailable Digital Story Books
The school doesn't have children's magazine
Motivation of Students
C
Peers / Parental involvement
Technology for learning
Positive Feedback
Reward / Award
C Teaching Learning Process
The skills of teaching remedial classes
Application of remedial instruction
The role of the curriculum in conducting remedial
Other(s):_________________________________________________________________
[Link] is the impact of remedial classes on student self-esteem and motivation?
Improved assessment scores
Improved student participation
Enhanced Content Knowledge
Other(s):___________________________________________________________________
DATA ANALYSIS
The gathered data were analyzed, interpreted and evaluated by researcher using the
appropriate statistical tool. To determine the efficacy of remedial classes to non-readers in the
elementary level, test questionnaires was used, particularly the measure of …. ..
All data were processed and analyzed using the……
ETHICAL CONSIDERATIONS
The following ethical considerations will be adhered to:
Informed Consent: Participants will be informed about the purpose of the study, the potential
risks and benefits, and their right to withdraw at any time.
Confidentiality: Participants' identities will be kept confidential.
Respect: Participants will be treated with respect and dignity throughout the research process.
By following these guidelines, the researcher can conduct a rigorous and ethical
phenomenological study of remedial classes in the elementary level.
LIMITATIONS
The phenomenology of conducting remedial classes for non-readers at the elementary level,
with teachers as the main participants in the research, provides insightful data into the
challenges and realities of teaching non-readers. However, as with any research study, there
are several limitations that must be considered to better understand the scope and application
of the findings such as limited scope of the Teachers perspectives, subjectivity of Teachers
experiences, Impact of Teacher Training and Professional Development, possible researchers
bias, and focus on Classroom instructional practices. These limitations suggest that the
findings should be viewed within the context of the study's scope and constraints. Further
research that includes multiple perspectives, broader participant groups, and attention to
external factors would provide a more holistic understanding of the challenges and strategies
involved in remedial education for non-readers at the elementary level.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presented in this chapter is the e analysis, presentation and interpretation of the findings
resulting from this study. The analysis and interpretation is based on the result of the
questionnaires. Discussions are also provided to give a comprehensive explanation of the
themes that were generated in response to the objectives set in this study.
The data presented in this chapter are from the answers of Elementary Teachers from the
faculty of Saint Louise de Marillac College of Sorsogon (Basic Education Department), the
questionnaire given by the researchers under non-random sampling.
This study will focus to these following questions:
[Link] is the most common factor that affects the reading ability of a student?
2. Which is the best indicator for students in need for remedial classes?
[Link] method is most effective in assessing the progress of students in remedial classes?
[Link] is the most common difficulties encountered by the teachers in conducting remedial
classes in terms of the following:
[Link] is the impact of remedial classes on student self-esteem and motivation?
FIGURE 1: WHICH IS THE MOST COMMON FACTOR THAT AFFECTS THE
READING ABILITY OF A STUDENT?
FIGURE 1
External Factors Internal Factor
30% External Factors
Internal Factor
70%
LEGEND:
Internal Factors
Physical weakness
Lack of motivation
Attitude
Interest in reading
Mental and psychological imbalance
External Factors
Social environment
Family’s support
Faculty facilities
Reading strategies
Figure 1 shows that seventy percent (70%) of the respondents answered that Internal Factors
are the most common factor that affects the reading ability of the students. While twenty two
percent (30%) answered that it is the External Factors which are the social environment,
family’s support, faculty facilities and reading strategies mostly affects the learner’s reading
ability.
Therefore, based on the data gathered Internal Factors which are the physical weaknesses,
lack of motivation, attitude, interest in reading and mental and psychological imbalance
greatly affects a learner’s reading ability.
FIGURE 2: WHICH IS THE BEST INDICATOR FOR STUDENTS IN NEED FOR
REMEDIAL CLASSES?
FIGURE 2
Diagnostic Evaluation
Evaluation of Student's Overall
Performance
40% When a learner received a grade
50% lower than 75
10%
LEGEND:
Diagnostic Evaluation
Evaluation of Students Performance
When a learner receives a grade lower than 75 in any subject
Figure 2 shows that according to the survey result, fifty percent (50%) of the respondents
answered that Diagnostic Evaluation is the best indicator for students who are in need for
remedial classes, forty percent (40%), answered when a leaner receive a grade lower than
75(passing grade) they must attend remedial classes, ten percent (10%) answered that to
indicate the learner’s qualification for remedial classes the teachers must evaluate the
student’s overall performance.
Therefore, the best indicator for students who needs to attend remedial classes is by
conducting a diagnostic evaluation. Diagnostic tests are typically administered before or
during a learning unit to evaluate a student’s prior knowledge, learning abilities, and potential
gaps in understanding. By identifying these gaps early on, teachers can tailor their lessons to
meet the specific needs of students.
FIGURE 3: WHICH METHOD IS MOST EFFECTIVE IN ASSESSING THE
PROGRESS OF STUDENTS IN REMEDIAL CLASSES
FIGURE 3
10%
Peer Reviews
10% Standardized Testing
Teacher's Observation
80%
LEGEND:
Peer reviews
Standardized testing
Teacher observations
Figure 3 shows that eighty percent (80%) answered that Peer Reviews is effective in
assessing the progress of the students in remedial classes, ten percent (10%) answered that
Standardized Testing and Teachers Observation.
Therefore, based on the result, Peer Reviews is the most effective in assessing the progress of
the students in remedial classes. Peer assessment or peer review provides a structured
learning process for students to critique and provide feedback to each other on their work. It
helps students develop lifelong skills in assessing and providing feedback to others, and also
equips them with skills to self-assess and improve their own work.
FIGURE 4: WHAT IS THE MOST COMMON DIFFICULTIES ENCOUNTERED BY
THE TEACHERS IN CONDUCTING REMEDIAL CLASSES IN TERMS OF THE
FOLLOWING?
FIGURE 4
10% Insufficiency in Reading Materials
20% Motivation of Students
Teaching-Learning Process
70%
LEGEND:
Reading Materials
Lack of Textbooks
Unavailable Digital Story Books
The school doesn't have children's magazine
Motivation of Students
C
Peers / Parental involvement
Technology for learning
Positive Feedback
Reward / Award
C Teaching Learning Process
The skills of teaching remedial classes
Application of remedial instruction
The role of the curriculum in conducting remedial
Figure 4 shows that seventy percent (70%) of the respondents answered that Motivation of
the students is the common difficulty encountered by the teachers in conducting remedial
classes, twenty percent (20%) answered in insufficiency in Reading Materials, ten percent
(10%) answered the Teaching-Learning Process.
Therefore, the most common difficulty encountered by the teachers in conducting remedial
classes is the lack of motivation of students. Several things will affect students’ academic
performance, especially those related to motivation. It starts from within the students
themselves, from the family environment, and even lecturers greatly affect student motivation
in improving academic performance.
FIGURE 5: WHAT IS THE IMPACT OF REMEDIAL CLASSES ON STUDENT
SELF-ESTEEM AND MOTIVATION?
FIGURE 5
10%
20% Improved Assessment Scores
Improved Student Participation
Enhanced Content Knowledge
70%
LEGEND:
Improved Assessment Scores
Improved Student Participation
Enhanced Content Knowledge
Figure 5 shows that seventy percent (70%) of students answered that Improved Student
Participation is the major impact of remedial classes on students’ self-esteem and motivation,
twenty percent (20%) answered Enhanced Content Knowledge, ten percent (10%) answered
Improved Assessment Scores.
Therefore, the major impact of remedial classes on student self-esteem and motivation is it
helps to improve student participation.
PHENOMOLOGY OF REMEDIAL CLASSES
NO. OF RESULT/
RESPONDENTS PERCENTAGE
QUESTIONS
1 2 3 1 2 3
[Link] is the most
common factor that affects
the reading ability of a 8 4 0 70% 30% 0%
student?
2. Which is the best
indicator for students in
need for remedial classes? 6 1 5 50% 10% 40%
[Link] method is most
effective in assessing the
progress of students in 10 1 1 80% 10% 10%
remedial classes?
[Link] is the most common
difficulties encountered by
the teachers in conducting
2 9 1 20% 70% 10%
remedial classes in terms of
the following:
[Link] is the impact of
remedial classes on student
1 9 2 10% 70% 20%
self-esteem and motivation?
The Table shows the full result of the respondents’ assessment from the questions/
questionnaire given by the researchers in the study entitled PHENOMOLOGY OF
REMEDIAL CLASSES. The result/percentage included in the figure shows the number of
responds in each question from the survey test.
REFERENCES
[Link]
373809840_Research_Methodology_Methods_Approaches_And_Techniques
George,(2016)[Link]
372165163_Exploring_Ethical_Considerations_in_Research_Guidelines_and_Practices
[Link]
365440197_Challenges_Difficulties_and_Effective_Enactment_of_Remedial_Reading_Progr
ams_A_Qualitative-Phenomenological_Approach