Participants of the Study

For qualitative study, sample size is also important for economic and ethical reasons. "An

under -sized study can be a waste of resources for not having the capability to produce useful

results, while an over-sized one uses more resources than are necessary," (Lenth R., 2011).

A common strategy for sampling in qualitative research studies, purposivesampling

places participants in groups relevant to criteria that fits the researchquestion. Factors that affect

sample size include available resources, study time, and objectives. However, sample sizes are

also determined by the concept of “theoreticalsaturation,” or “the point in data collection when

new data no longer bring additionalinsights to the research questions." Qualitative Research

Methods: A Data Collector’sField Guide.” Accessed on 22 June 2011.

In this study, the participants will be the language learners of Monkayo College of Arts,

Sciences and Technology. There were nine (9) language learners to be considered as participants,

they are either male or female, and in addition, willing to participate.

Data Analysis

The researcher will follow the steps in qualitative data analysis provided by Creswell

(2014). First is to organize and prepare the data for analysis. This involves transcribing

interviews and sorting and arranging the data into different types depending on the source of

information. In our study, we will prepare and organize our data in a careful manner. We will

listen carefully to the audio and keep an eye in our notes to transcribe the data.

Second, is to read or look at all the data. This step provides a general sense of the

information and an opportunity to reflect on its overall meaning. We, the researcher, will read

and look all the data carefully so that we can avoid mistakes.

Third, is to start coding all of the data. Coding is the process of organizing, the data by

bracketing chunks (or text or image segments) and writing a word representing a category in the
margin (Creswell 2014). It involves taking text data or pictures gathered during data collection

and labeling those categories with a term, often a term based in the actual language of the

participant (called am in vivo term).

We will do this step, after reading and analyzing, and transcribing the data we will start

bracketing and labeling for those categories with a term based on the common answers of the

participants.

Fourth, is to generate a description of the setting or people as well as categories or themes

for analysis. Braun & Clark (2006) states that thematic analysis is widely used for qualitative

analytic method. It offers an accessible and theoretically flexible approach to analyzing

qualitative data. Description involves a detailed rendering of information about people, places or

events in a setting. Thus, we, as the researcher, will categorized or make generalized themes

from the same answers of the participants. We will look for those same answers of the

participants.

Fifth, is to advance how the description and themes will be represented in the qualitative

narrative. The most popular approach is to use a narrative passage to convey the findings of the

analysis. This might be a discussion that mentions a chronology of events, the detailed discussion

of several themes (complete with subthemes, specific illustrations, multiple perspective from

individual, and quotations) or a discussion with interconnecting themes. We will do this by

discussing the major themes supported by some studies to stand by it.

As what Creswell (2007) recommended, researchers can analyze the collected data by

sequentially investigating the set of facts and putting emphasis to “key events” and be able to

develop a story. However, according to Tesch (1990), in analyzing the gathered data, there was

no recognized “right way”. Meaning, we can select a mixture of ways in the process of data

analysis.
  https://www.researchgate.net/publication/
331213078_ENSURING_TRUSTWORTHINESS_IN_QUALITATIVE_RESEARCH
 https://www.academia.edu/36030160/Chapter_3_METHODOLOGY
 methods_and_meanings__credibility_and_trustworthiness_of_qualitative_research.pdf
(yourhomeworksolutions.com)
 https://www.researchgate.net/publication/228667678_The_Research_Audit_Trial-
Enhancing_Trustworthiness_in_Qualitative_Inquiry
 https://uir.unisa.ac.za/bitstream/handle/10500/1962/04chapter3.pdf

Trustworthiness

This study will be carefully conceptualizing, plan and authentically establish by the researcher.

Trustworthiness. The term trustworthiness refers to an overarching concept used in

qualitative research to convey the procedures researchers employ to ensure the quality, rigor, and

credibility of a study while (re)establishing congruence of the epistemological and ontological

underpinnings of the researcher with the design, implementation, and articulations of a research

study. Hence, trustworthiness is both an aim and a practice.

In qualitative research, using Sandelowski (1993) that has further divided trustworthiness

into four issues that demand careful attention: credibility, conformability, transferability, and

dependability.

Credibility. Credibility refers to the truth of the data or the participant views and the

interpretation and representation of them by the researcher (Polit & Beck, 2012). A qualitative

study is considered credible if the descriptions of human experience are immediately recognized

by individuals that share the same experience (Sandelowski, 1986).

To establish credibility, we will secure that all of the data being gathered from this

research is true and accurate. Researchers addressed credibility in this study through building and

ensuring that the research interview questions were validated. To do this, we will conduct

member-checking for the verification of the information so that participants of this research can

assure that their answers will not be tempered by the ideas coming from the research. Moreover,
the answers of the participants will be recorded through audio recorder. These answers will be

translated and transcribed by the researcher. The participants will be provided copies of the

translated and transcribed copy to review and read so that the proper and authentic are followed

at all times.

Confirmability. Confirmability refers to the researcher’s ability to demonstrate that the

data represent the participants’ responses and not the researcher’s biases or viewpoints (Polit &

Beck, 2012; Tobin & Begley, 2004). The researcher can demonstrate confirmability by

describing how conclusions and interpretations were established, and exemplifying that the

findings were derived directly from the data.

In the study, we will adopt an audit trail of which we shall keep research notes and make

the researcher's decisions and activities public in order to maintain study transparency. By means

of audit trail, the current study can be conformed and authenticated by means of other study.

Koch (2006) suggests that a study’s trustworthiness may be established if a reader is able to audit

the events, influences and actions of the researcher, while Akkerman et al (2006) suggest that

audit trails represent a means of assuring quality in qualitative studies.

Further, this study is also conformed through the process of interview to be used in this

study. Interviews are a flexible and useful method of data collection and are especially

appropriate for collecting information on participants’ experiences, beliefs and behaviours. Tod

(2006) suggests that the flexibility of the interview structure is one of its greatest strengths. To

ensure a successful and meaningful outcome, the complexities of planning and implementing the

interview need to be viewed from the perspective of both the interviewer and interviewee.

Reference:

* Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence or

nursing practice. Philadelphia, PA: Lippincott Williams and Wilkins.

Journal of Advanced Nursing, 48, 388–396.

*Koch, T. (2006). Establishing rigour in Qualitative Research: the decision trail. Journal of

Advanced Nursing. 53, (1), 91-103.

*Akkerman, S., Admiral, W., Brekelmans, M. and Oost, H. (2006). Auditing quality of research

in social sciences. Quality and Quantity, 42 (2).

*Tod, A. (2006) Interviewing. In: Gerrish K, Lacey A eds. The Research Process in Nursing.

Blackwell Publishing, Oxford: 337-52

Transferability. Transferability refers to findings that can be applied to other settings or

groups (Houghton, Casey, Shaw, & Murphy, 2013; Polit & Beck, 2012). A qualitative study has

met this criterion if the results have meaning to individuals not involved in the study and readers

can associate the results with their own experiences.

Researchers will provide sufficient information on the informants and the research

context to enable the reader to assess the findings’ capability of being “fit” or transferable.

However, the criterion of transferability is dependent on the aim of the qualitative study and may

only be relevant if the intent of the research is to make generalizations about the subject or

phenomenon (Sandelowski, 1986).

To this, we will use the vernacular language or any language that the participants prefer

to be sure that the participants understand the question correctly and can express accurately

his/her ideas. Hence, we will use audio recording material to record all the data being given and

will translate the participant’s answer. This will make my interview reliable as Robson (2002)

explains that reliability refers in qualitative studies is mostly a matter of “being thorough, careful

and honest in carrying out the research.

yields accurate results, ensuring the study's credibility. As a result, the grade seven pupils will

receive adequate care and a kind approach, ensuring them that their responses would be

safeguarded with greatest confidence.

Reference:

* Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative case-

studyresearch. Nurse Researcher, 20(4), 12–17.

* Sandelowski, M. (1986). The problem of rigor in qualitative research. Advances in Nursing

Science, 8(3), 27–37.

* Robson, C. (2002). Real world research: a resource for social scientists and practitioner-

researchers. Oxford, UK: Blackwell Publishers.

Dependability. Dependability refers to the constancy of the data over similar conditions

(Polit & Beck, 2012; Tobin & Begley, 2004). This can be achieved when another researcher

concurs with the decision trails at each stage of the research process. Through the researcher’s

process and descriptions, a study would be deemed dependable if the study findings were

replicated with similar participants in similar conditions (Koch, 2006).

In addition, we, the researcher will transcribe and translate the data from the audio record

into written forms and will explain the data. The data will be organized based on the research

question and formulated codes and themes, this was also addressed through ensuring that the

data gathered through interview will be reviewed and validated by pool of experts for the other

researchers’ bases in their studies. Likewise, researchers consulted varied sources of literatures to

support the discussion. Thus, the data being gathered could be sufficient if other researchers will

conduct the study.

* Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence or

nursing practice. Philadelphia, PA: Lippincott Williams and Wilkins.

* Tobin, G.A., & Begley, C.M. (2004). Methodological rigour within a qualitative framework.

Journal of Advanced Nursing, 48, 388–396.

* Koch, T. (2006). Establishing rigour in Qualitative Research: the decision trail. Journal of

Advanced Nursing. 53, (1), 91-103.

“PETER PAN”