CHAPTER 2

Methodology

This chapter provided a detailed overview of the methods utilized to conduct our research, which
included researcher design, sampling procedure and sample, research instruments, data gathering
method, data analysis, and ethical considerations.

Research Design

This study focuses on the cramming mentality of grade 11 ABM students. In determining the answer
of our respondents we conducted an interview and distributed a questionnaire. We employed the
qualitative research design anchored on the phenomenological tradition. The phenomenology is an
approach to qualitative research that focuses on the commonality of a loved experience within a
particular group. The fundamental goal of the approach is to arrive at a description of the nature of the
phenomenon (Creswell, 2018)

Sampling Procedure & Sample

In this study, the researchers will employ purposive sampling and criterion sampling to select
participants who exhibit cramming behavior. These methods will ensure that the selected individuals
have relevant experiences that align with the study's objectives.

Purposive Sampling

Purposive sampling involves selecting participants based on their firsthand experience with cramming
(Palinkas et al., 2015). The researchers will identify students who have a history of cramming through
self-reports, teacher referrals, and academic records.

Research Instrument

The primary data collection strategy employed in this study was in-depth interviews. In-depth
interviews are a qualitative research technique that involves conducting deep conversations with a
select number of participants (Hogg & Rutledge, 2020). The researchers created an interview
questionnaire to obtained the data needed for this investigation. Each research question in this study is
supported by specific questions that allowed participants to answered the research question on which
the study is based. The interview guided was evaluated by an expert. Furthermore, the respondent's
responses were audio recorded on the researcher's mobile with their approval for evaluation and
credibility, after which they were transcribed for analysis.

Data Collection Procedure

The Grade 11 ABM Students' responses were interpreted using Thematic Content Analysis to
determine their experiences on Cramming. After processing and analyzing their answers, the transcripts
underwent a thorough coding [Link] recordings taken during the in-depth interview will be
promptly transcribed. Meanwhile, each question's statements will be looked at for any common themes
by the researchers. During this stage, the researcher will examine the collected data using thematic
analysis.

Data Analysis

The interviews were thoroughly transcribed in order to precisely capture the Grade 11 ABM students'
responses using thematic analysis. Initially, to familiarize themselves with the data and begin spotting
possible patterns, the researchers went over the transcripts of the interviews multiple times. On the
basis of the initial reading, descriptions were created to represent common themes that surfaced,
including short-term memory, stress, peer pressure, and time pressure. Pressure and Time Management,
Stress and Anxiety, and Social and Peer Pressure are some of the more general themes that the
researchers then used to group these codes. Clarification and identification of the primary reasons
behind students' cramming behavior were aided by this classification.

Although Grade 11 ABM students frequently indulge in cramming, the data analysis shows that the
main causes of this behavior are not enough time management along with extra pressures. Additionally,
there are negative long-term impacts on mental health and learning. Students usually feel stressed after
cramming and admit that they don't fully comprehend the lessons. Furthermore, the social context is
important because students feel under pressure to adopt the cramming ways of their peers.

Ethical Standards

To be able to achieve compendious of the phenomenon of this study, the researchers made use of a
two-part instrument, a consent letter, and audio recording. A consent letter is a shred of documentary
evidence that the researcher is allowed to interview a particular interview (Mehra, 2017). It was
presented to the interviewees as validated by research instructors and attached to it is the Robotfoto; it
refers to personal data sheets of the research respondents, which include their vital personal and
professional information (de Guzman and Tan, 2007). It
includes the respondent‘s name, gender, civil status, contact number, email, address, and years of stay
in Qatar. The interviewers made use of an audio recording device to record the respondents‘ answers,
which were decoded and further analysed by the researchers after the interview. An interview refers to
interactive communication between two or more people that aims to accumulate information from the
participants by asking questions. Professional panelists were requested, and the preliminary defense
conducted to enhance the research title and research questions comprehensively. The researchers
request selected professionals to validate the interview questionnaires to improve the quality content of
the research study. Pre-Determined questions with thirtyone semi-structured interview items initiated
into a conversational manner wherein the participants had a chance to elucidate more on the matters
discussed (Clifford et al., 2010). The researchers were assigned You sent individually to conduct
interviews with international students in the senior high school department. Hence, the participants
were informed and agreed before the conduct of the interview.

Reference

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five
approaches (4th ed.). SAGE Publications.

Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of Nursing
Scholarship, 33(1), 93-96.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method implementation
research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5),
533-544.

Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th
ed.). SAGE Publications.