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Grade 11 Personal Development Study

This study employs a qualitative phenomenological research design to explore the lived experiences of Grade 11 students in the Personal Development subject through in-depth interviews and reflective journals. A purposive sampling scheme will select 8-15 participants currently enrolled or who have completed the subject, focusing on data saturation for rich descriptions. Data analysis will involve inductive coding to identify themes related to self-awareness and personal growth, culminating in a narrative presentation of how the subject influences students' experiences.

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Printhouse Studio
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6 views2 pages

Grade 11 Personal Development Study

This study employs a qualitative phenomenological research design to explore the lived experiences of Grade 11 students in the Personal Development subject through in-depth interviews and reflective journals. A purposive sampling scheme will select 8-15 participants currently enrolled or who have completed the subject, focusing on data saturation for rich descriptions. Data analysis will involve inductive coding to identify themes related to self-awareness and personal growth, culminating in a narrative presentation of how the subject influences students' experiences.

Uploaded by

Printhouse Studio
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This study will use a qualitative phenome­nological research design to explore the

lived experiences of Grade 11 students in the Personal Development subject. Phenomenology

is right because it focuses on how individuals make meaning of their experiences and allows

the researcher to describe the essence of students’ perceptions and reflections from their own

viewpoints. Focusing on exploring the lived experiences of high school students in test­taking

situations. The researchers employed in­depth interviews with selected participants to

describe and interpret the students lived experiences, generating themes that reveal students’

perspectives and emotional responses during tests.

Sampling Scheme

This study will use a purposive sampling scheme, specifically criterion­based

purposive sampling, to select participants. This approach is common in phenomenological

research where the aim is to understand the essence of lived experiences from individuals

who have directly encountered the phenomenon of interest in the Grade 11 Personal

Development subject. Participants will be selected based on the criteria that they are currently

enrolled in or have completed the Personal Development subject in Senior High School. A

targeted sample of 8–15 Grade 11 students will be recruited. The number of participants will

be determined on the basis of data saturation; whereby additional interviews no longer yield

new information or themes relevant to the research questions. This sampling approach

ensures that the study captures rich and detailed descriptions necessary for

phenomenological analysis.
Data gathering instrument

A semi­structured interview allows to explore students’ personal experiences deeply,

while keeping some consistency across participants. Interviews are ideal for lived experiences

— ask follow­up questions, clarify meanings, and let students tell their stories in their own

words. Students write their thoughts over a period. Reflective journals capture ongoing lived

experiences and internal thought processes related to the subject. Group discussions among

students to explore shared experiences. Students might uncover themes together and

articulate experiences they might not share one­on­one.

Data Analysis Plan

This study will use a qualitative phenomenological approach to analyze the lived

experiences of Grade 11 students in the Personal Development subject. All interview

recordings and written reflections will be transcribed to ensure accuracy. The researcher will

carefully reads and re­reads the data to gain a deep understanding of students’ experiences.

Next, the data will be coded inductively, identifying meaningful statements related to

students’ self­awareness, personal growth, emotions, and real­life application of lessons.

Similar codes are grouped together to form themes that represent common patterns in the

students’ experiences.

These themes will be reviewed and refined to ensure they truly reflect participants’

perspectives. Each final theme is clearly defined and supported by direct student quotations.

The results are presented in a narrative form that explains how the Personal Development

subject shapes students’ sense of self, personal values, and lived experiences.

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