Academic Challenges Experienced by Grade 11 Students at Libertad

National High School in Transitioning from Junior High School to

Senior High School.

CHAPTER III

Methodology

This chapter addressed the different approaches utilized in the

study, including the research design, research materials, data source, data

collection, data analysis, trustworthiness of the study, role of the researcher

and ethical consideration.

Research Design

In this study, the researcher employs a phenomenological research

design, which is a qualitative approach that explores and understands the

shared lived experiences of individuals. This design is appropriate because it

allows the researcher to capture how Grade 11 students experience the

challenges of transitioning from Junior High School to Senior High School. By

focusing on their personal accounts, the study seeks to describe the essence

of their struggles in areas such as subject difficulty, study habits, time

management, and overall well-being (Creswell, 2013).

Research Participants

The participants of this phenomenological study consist of a

relatively homogenous group of Grade 11 students from Libertad National

transition from Junior High School to Senior High School. Purposive sampling

was used to select the participants, as this method focuses on small groups

to gain an in-depth understanding of the phenomenon and to build rapport,

ensuring authentic and detailed responses (Hesse-Biber & Leavy, 2011).

Following Creswell (2013) and Lichtman (2012), purposive sampling allows

the researcher to choose the most appropriate informants for the study. In

this research, an approximate sample of 10 participants was identified,

chosen based on their experiences with subject difficulty, study habits, time

management, and overall well-being. The final number of participants was

determined through data saturation, when no new themes or insights

emerged (Faulkner & Trotter, 2017).

Research Materials

This study used an interview guide with 20 open-ended questions

through In-Depth Interviews (IDI) to explore the academic challenges faced

by Grade 11 students in their transition from Junior High to Senior High

School, a method recognized as effective for gathering lived experiences

(Boyce & Neale, 2006). The development of the interview questions was

anchored on the work of Pascoe, Hetrick, and Parker (2020), who

emphasized how academic stress influences students’ academic

performance, motivation, and overall well-being. By anchoring the interview

guide to this study, the researchers ensured that the questions are grounded
in existing literature while allowing participants to share their personal

experiences in depth.

Data Source

This phenomenological study collects information from the

personal experiences, stories, and perspectives of the participants. These

lived accounts serve as the main source of data, providing valuable insights

that directly address the research questions of the study.

Data Collection

In gathering the necessary data, this study follows the steps for

qualitative interviewing outlined by Creswell (2012). The process begins with

identifying the participants and determining the type of interview to be

conducted. During the interview, responses will be audio-recorded while the

researcher also takes brief notes to capture key details. Prior to the

interview, participants will be asked for consent to ensure ethical conduct

and to maintain a respectful researcher–participant relationship. The data

will be collected solely through semi-structured interviews, as

phenomenological research emphasizes understanding participants lived

experiences and perspectives on the phenomenon under study (Merriam,

2009).

Data Analysis
 Using content analysis, the data were analyzed and classified

thematically. Each problem mentioned is classified in a graph consisting of

themes. To demonstrate the detailed analysis of the results, extracts from

the students' answers and interviews were transcribed and presented.

The Trustworthiness of the Study

This qualitative study follows the framework of Lincoln and Guba

(1985, as cited in Loh, 2013), which identifies four key criteria to ensure

trustworthiness: credibility, transferability, dependability, and confirmability.

These factors guide the procedures and ethical practices applied throughout

the research process.

To ensure credibility, the study employs careful design and ethical

practices in data collection and interpretation. Participants’ confidentiality is

strictly protected, and no information that could compromise their identity or

integrity will be disclosed. The researchers commit to honesty and

transparency, fostering trust with participants.

For transferability, the documentation of the study will be organized

and retained, allowing future researchers to examine or apply the findings in

similar contexts.

Regarding dependability and confirmability, the study uses thematic

analysis to identify patterns and themes from participant responses. This

process ensures that the findings reflect the participants’ experiences rather
than researcher bias. In addition, an audit trail of data and procedures will be

maintained to establish transparency and reliability.

Role of Researcher

As Grade 12 students of Libertad National High School, the

researchers have direct experience with the challenges of transitioning from

Junior High School to Senior High School. This personal connection makes the

study meaningful, as we have encountered academic difficulties in areas

such as subject demands, time management, and study habits. Because of

these shared experiences, we are in a strong position to understand the

struggles faced by our fellow Grade 11 students.

Our role in this study is not only to collect and analyze data but also to

ensure that the voices and lived experiences of the participants are heard

and valued. By reflecting on their insights and challenges, we aim to identify

common struggles, understand their effects on student well-being, and

recommend appropriate interventions. As student-researchers, we are

committed to maintaining honesty, empathy, and confidentiality throughout

the research process.

Ethical Consideration

In conducting this study, the researchers ensured that the rights and

welfare of the participants were respected at all times. Before participating,

the students were informed about the purpose of the research, the

procedures involved, and their right to withdraw at any stage without

that their involvement was voluntary and based on a clear understanding of

the study.

Following the ethical standards outlined by Mack et al. (2005), the

principles of respect for persons, beneficence, confidentiality, and justice

were strictly observed. The researchers made every effort to protect

participants from harm, ensure their safety, and build trust throughout the

process. Confidentiality was maintained by anonymizing responses, replacing

names with codes to safeguard the identity of participants.

In line with Creswell (2009), the researchers aimed to promote the

integrity of the study by fostering trust, avoiding misconduct, and ensuring

that the research process reflected honesty and responsibility. Participants

were reassured that their responses would only be used for academic

purposes and would remain strictly confidential. By upholding these ethical

standards, the study sought to maintain both the credibility of the research

and the dignity of its participants.