CHAPTER 2

METHOD
This study employs a phenomenological qualitative research approach. It aims to explore
the lived experiences of students who have been raised by their grandparents. Within this
chapter, details are provided regarding the research design, criteria for selecting respondents,
methodologies for data collection, the roles undertaken by the researchers, strategies for data
analysis and interpretation, trustworthiness of the study, and the ethical considerations essential
for maintaining credibility.
Research Design
This study is phenomenological qualitative in design for it documented the students’
academic struggles, support systems, and coping mechanisms while living with their
grandparents. What contributed to the deeper understanding of the lived experience is the
findings of the phenomenological research, which described the structure of the experience in a
comprehensive perspective. This methodology described the relationship between a person and
their surroundings as well as the interconnectedness of the lived experiences, which is most
suitable for the exploratory study on the experiences of the students living with their
grandparents.
The purpose of this phenomenological approach is to dig into the perception of the
students about how they see and react to phenomena they experienced. So that, it agrees to the
idea of Valde-Mamales, G.L.C., Daclan, G.S.T., & Gempes, G.P. (2016) that this approach is
highly relevant to understanding the struggles and success of students from fosters homes,
particularly those from grandparents. In layman’s term, this approach documents in depth
information and perceptions thru qualitative methods like focused discussion, participative
observation, and interviews and representing it from the point of view of the respondents.
Phenomenology can be understood on how a certain event or experience is perceived by
consciousness and emotion leading to reactions, idea, understanding, and concepting judgment.
The participants in the study will be asked open-ended interview questions, such that their
specific experiences can be identified (Creswell, 2013; Adams et al., 2007; Hancock, Ockleford
& Windridge, 2007; Creswell, Plano & Vicki, 2002).
In phenomenological study, the purpose of interviews is to make access to participant life
experience. In conducting interview, the researcher will listen to learn from the participant who
has the expertise of his own experience. In this view point, there is an interesting conversation
between the participants and the interviewer leading in the discussion of a particular experience
the participants willing to share (Adams et al, 2007; Neuman, 2006; DeMarrais & Lapan, 2004).
 Data Collection
The employment of Focus Group Discussions (FGD) and In-depth Interviews (IDI) as the
primary data collection methods for this study has helped to do the documentation properly,
avoiding interpretation and analysis barriers.
Prior to data collection, permissions were obtained from both school authorities and
student respondents. Ethical validation of interview questions was conducted by the office of the
Principal and the subject teacher to ensure appropriateness and comprehensibility. Participants
were selected based on specific criteria, and informed consent was secured before data
collection. FGDs facilitated group interactions to explore shared experiences, while in-depth
interviews provided a platform for individual narratives. Creswell (2008) emphasized that
phenomenological study involves the widest array of data collection as the researcher attempts to
build an in-depth picture of the case. Data collection procedures prioritized confidentiality and
participant comfort, with audio recordings and detailed notes taken during sessions. Thematic
analysis was employed to identify recurring themes and patterns, while ethical considerations
were paramount throughout the study, including respect for participant autonomy and
confidentiality.
The study acknowledges potential limitations such as social desirability bias and sample
representativeness and aims to address them through rigorous data collection and analysis
procedures.

Data Analysis
Thorne (2000) mentioned that data analysis, often deemed the most complex and
mysterious phase of a qualitative project, involves several key steps. Researchers begin by
transcribing audio recordings or written notes from focus group discussions (FGDs) and in-depth
interviews (IDIs) into text format.
Many researchers use thematic analysis as a way of getting close to their data and
developing a deeper appreciation of the content (Silverman, 2005; Streubert, 2000; Boyatzis,
1998). After transcription, researchers familiarize themselves with the data by reading through
the transcripts multiple times to gain insight into the content.
As researchers delve into the transcripts, they systematically categorize segments of text
based on their content or meaning, a process known as coding. These codes serve as labels or
categories that help organize and analyze the data, forming the foundation for subsequent
analysis.
Following coding, researchers identify and develop overarching themes or patterns within
the data. Themes represent broader concepts or ideas that emerge from the coded data, providing
insight into participants' perspectives and experiences.
Researchers analyze the data within each theme to explore relationships between
different concepts, identify variations across participants, and draw interpretations or
conclusions. This involves comparing responses from different focus groups or interviews,
examining the frequency or intensity of themes, and looking for explanations for observed
patterns.
To ensure the validity and reliability of the findings, researchers may triangulate the
results by cross-checking findings from different data sources or methods. Triangulation helps to
corroborate the findings and enhance the credibility of the analysis.
Finally, researchers interpret the findings in the context of existing literature, theories, or
frameworks, and report their results in a research report or manuscript. This involves
synthesizing the key findings, discussing their implications, and making recommendations for
future research or practice.
Each sentence integrates a step of the data analysis process within the broader context
provided.