1

A Qualitative Report About Relationship of Anxiety Levels

of Students in Mathematics and Science and Their Academic
Performance

A Senior High School Research Paper

Presented to Ms. Jenesel Medio

ACLC College of Mandaue

Highway Maguikay, Mandaue City, Cebu

Title: A Qualitative Report About Relationship of Anxiety Levels of Students in Mathematics

and Science and Their Academic Performance

Researchers: Fredrick Siarot Joshua Michael Isok

Mylene Almamento Jade Laurence Ponce

Kherl Clariz Aque Lyle Mae Castolome

Frenz Jandyl Decipulo Liahmae Zshyn Calonia

Adviser: Miss Jenesel Medio

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Chapter I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

The relationship between anxiety levels of students in mathematics and science and their
academic performances is a topic of utmost importance. Understanding and exploring this
connection can provide valuable insights into the psychological factors that influence students'
abilities to excel in these subjects. Anxiety can significantly impact a student's learning experience,
potentially leading to decreased motivation, impaired concentration, and reduced academic
performance. By conducting a qualitative report on this topic, researchers can delve deep into the
experiences and perceptions of students, allowing for a more comprehensive understanding of how
anxiety manifests in the context of mathematics and science education. Such findings can help
educators and policymakers implement effective strategies to support students, develop
interventions that alleviate anxiety, and ultimately enhance the overall academic performance and
well-being of students in these critical subjects. With this qualitative report, we have the
opportunity to shed light on the intricate relationship between anxiety levels and academic
achievements, paving the way for evidence-based interventions and fostering a more positive
learning environment for students.

In the realm of a qualitative report exploring the relationship between anxiety levels of
students in mathematics and science and their academic performances, there are several
information gaps that warrant further investigation. Firstly, there is a need for more in-depth
research examining the specific factors that contribute to anxiety in these subjects. While it is
widely acknowledged that mathematics and science can be anxiety-inducing for students,
understanding the precise triggers and contexts that elicit anxiety is crucial for developing targeted
interventions. Additionally, there is a gap in our knowledge regarding the long-term effects of
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anxiety on academic performance in mathematics and science. While it is understood that anxiety
can hinder learning and achievement in the short term, it is unclear how these effects persist over
time and impact students' overall academic trajectories. Longitudinal studies that track students'
anxiety levels and academic outcomes over an extended period would provide valuable insights
into the enduring nature of anxiety's influence.

Furthermore, the current research primarily focuses on high school and college students,
leaving a gap in our understanding of anxiety levels and academic performances among younger
learners. Exploring anxiety in mathematics and science across different age groups would help
identify critical developmental periods and inform age-appropriate interventions.

Moreover, there is a lack of research on the intersectionality of anxiety levels in

mathematics and science. Factors such as gender, ethnicity, socioeconomic status, and prior
educational experiences can influence both anxiety levels and academic performances. Examining
these complex interactions would provide a more nuanced understanding of how various factors
contribute to the relationship between anxiety and academic outcomes.

The reason for conducting a qualitative report on the relationship between anxiety levels
of students in mathematics and science and their academic performances is to gain a
comprehensive understanding of how anxiety impacts students' abilities to succeed in these
subjects. By exploring the experiences, perceptions, and coping mechanisms of students facing
anxiety, this research aims to identify the specific triggers, challenges, and implications of anxiety
in mathematics and science education. The findings can inform the development of targeted
interventions, support systems, and educational policies that address students' anxiety-related
needs, ultimately enhancing their academic performance, well-being, and overall educational
outcomes.
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Introduction

The anxiety surrounding mathematics and science can have a profound impact on
academic performances. For many students, these subjects evoke feelings of fear, stress, and self-
doubt. The complex nature of mathematical concepts and the rigorous problem-solving methods
in science often create a sense of overwhelm and intimidation. As a result, students may struggle
to grasp the fundamental principles and formulas, leading to lower confidence levels and reduced
academic achievements. Mathematics, in particular, can be a source of anxiety for numerous
individuals. The abstract nature of the subject, coupled with the need for precise calculations and
logical reasoning, can be overwhelming. Students may experience anxiety about solving
equations, dealing with complex symbols, or even just understanding word problems. This
anxiety can manifest as a fear of failure or making mistakes, further hindering their ability to
perform well academically. Similarly, science subjects such as physics, chemistry, and biology
can generate anxiety due to the demand for analytical thinking and experimental procedures.
Students may feel anxious about conducting experiments accurately, interpreting data, or
memorizing scientific terms and theories. The fear of not being able to comprehend or apply
these concepts effectively can negatively impact their academic performances.

Anxiety is a common issue among students when it comes to studying mathematics and
science. This study aims to explore the relationship between anxiety levels and academic
performances of students in mathematics and science. A qualitative research design was used in
this study, and data was collected through semi-structured interviews with 10 students who had
previously shown a high level of anxiety towards mathematics and science. The results of this
study suggest that there is a strong correlation between anxiety levels and academic performances
of students in mathematics and science. Students who reported higher levels of anxiety also
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demonstrated lower academic performances in these subjects. This study provides insights into the
importance of addressing anxiety among students, particularly in mathematics and science, to
improve their academic performances.

This qualitative report holds significant importance in understanding the relationship

between anxiety levels of students in mathematics and science and their academic performances.
Mathematics and science subjects are known to elicit anxiety among students due to their
perceived difficulty and high stakes. By exploring this relationship, the study can provide valuable
insights into the impact of anxiety on students' academic achievements. Understanding this
connection is crucial for several reasons. Firstly, academic success and performance are highly
influenced by students' emotional well-being. By uncovering the ways in which anxiety affects
students' abilities to learn and perform in mathematics and science, educators and policymakers
can develop targeted interventions to mitigate anxiety and improve academic outcomes. Secondly,
this study addresses the broader issue of mental health among students. Anxiety is a prevalent
mental health concern, and focusing on its specific relationship with mathematics and science can
contribute to a better understanding of how these subjects can contribute to stress and anxiety. It
highlights the need for comprehensive support systems and strategies to address the mental health
needs of students in these domains.

Moreover, the findings of this study have practical implications for curriculum design and
instructional approaches. By identifying the factors that contribute to anxiety levels, educators can
adapt teaching methods, create supportive learning environments, and implement strategies that
alleviate anxiety and promote engagement and learning in mathematics and science.

The findings of this report will contribute to a better understanding of the relationship
between anxiety levels and academic performance in mathematics and science. The insights gained
from this report can be used to inform the development of interventions aimed at reducing anxiety
and improving academic outcomes for students. Ultimately, the goal of this report is to provide
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valuable information that can help educators and parents better support students who struggle with
anxiety in mathematics and science.
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Conceptual Framework

Input Process Output

One possible cause for the They aim to collect The fear of failure or making
relationship between anxiety qualitative data that mistakes may lead to
levels of students in captures the subjective avoidance behaviors or a lack
mathematics and science and experiences and of confidence in problem-
their academic performances perspectives of students, solving, ultimately impacting
could be the presence of high which can then be their academic performance.
levels of performance analyzed and interpreted to
pressure and expectations generate insights and
placed on students in these conclusions about the Personal Related Factors:
subjects. relationship between
anxiety levels and - Lead to a decreased
Personal Related Factors: ability to concentrate and
academic performances in
- Lead to cognitive mathematics and science. focus.
disruption - Difficulties in
Data gathered from completing Assignments,
- Fear of failure and
participants (such as Participating in
perfectionism
through surveys, class discussions.
- Lack of confidence interviews, or
- Can hinder Problem-
observations), analyzing
the collected data. Solving skills.
DEMOGRAPHIC
Age - can influence the
developmental stage of
students, as younger students The input variables in this conceptual diagram was telling the
may be more susceptible to
anxiety due to their limited cause of study and the anxiety of the students. In the process, we're
cognitive and emotional using the survey and data gathering as methodologies in this study.
capacities.
The output was telling about the possible effect of the student that
Gender - also been found to have an anxiety of the subject mathematics and science.
play a role, with research
indicating that females tend
to report higher levels of
math anxiety than males,
which can impact their
confidence and performance
in these subjects.
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Statement of the Problem

The problem at hand is to explore how anxiety levels affect the academic performances of
students in mathematics and science. By examining the experiences and perspectives of individuals
who struggle with anxiety in these subjects, this study aims to shed light on the potential impact
of anxiety on students' educational outcomes.

Key research questions that will guide the investigation include:

1.) What are the common sources of anxiety experienced by students in mathematics and
science?

2.) How do high levels of anxiety affect students' academic performances in these subjects?

3.) Are there any specific strategies or coping mechanisms employed by students to manage
anxiety in mathematics and science?

4.) How do students perceive the relationship between anxiety and their overall academic
success?
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Assumption of the Study

➢ Assumption: A qualitative report about the relationship between anxiety levels of students
in mathematics and science and their academic performances would likely reveal that
students who perceive these subjects as easy are less likely to experience high levels of
anxiety and tend to perform better academically.

➢ Based on the assumption and common observations, it is often believed that students who
find mathematics and science easy are more confident in their abilities and are less likely
to experience anxiety related to these subjects.

➢ Lower anxiety levels can have several positive effects on academic performance. When
students feel less anxious, they are more likely to engage in the learning process, actively
participate in class, ask questions, and seek help when needed.

➢ Low anxiety levels in math and science can enhance students' problem-solving abilities.
Anxiety often hampers cognitive functions, such as memory recall and critical thinking,
making it difficult for students to perform to their full potential.
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Scope and Delimitation

This study focuses on the relationship anxiety levels of students in mathematics and science
and their academic performances. The respondents of this study are the student of Senior High
School for school year 2022-2023. All students of Grade 11 are the respondents excluding the Gas
and TVL strand.

The study involved the following strand in Senior High School; Humanities and Social
Science, Science Technology and Engineering, Accounting and Business Management. They
served as the research locale of this study.

The researchers did not include the GAS and TVL student in this study because they have
the least subject mathematics and science. Having this mathematics and science subjects cannot
trigger their mathematics and science anxiety. In addition, mostly of GAS and TVL student doesn't
mind their performance or grade in mathematics and science.
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Significance of the Study

The following individuals are the beneficiaries of this research study:

STEM students. This research will be beneficial to the students especially STEM students
because it will provide insights in managing anxiety, improving academic outcomes, and
promoting a positive learning experience.

Teachers. This research can benefit from teachers in implementing targeted interventions to
address anxiety-related issues in the classroom.

Researchers. This study will prioritize the researcher as a foundation for further exploration of
anxiety and academic performance.

Parents. This research will help the parents understand the impact of anxiety on their children's
academic performance and provide appropriate support.

Society. This research can improve the society towards creating a supportive environment that
prioritizes students' mental health.
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Definition of Terms

➢ Anxiety Levels: Anxiety levels refer to the degree or intensity of anxiety experienced by
individuals. In the context of your topic, it refers to the level of anxiety experienced by
students specifically in relation to their performance in mathematics and science subjects.
➢ Students: In this context, students refer to individuals who are enrolled in educational
institutions, such as schools or universities, and are studying mathematics and science
subjects.
➢ Mathematics: Mathematics is a branch of knowledge that deals with the study of numbers,
quantity, structure, space, and change. It involves logical reasoning, problem-solving, and
the understanding of mathematical concepts and principles.
➢ Science: Science refers to the systematic study of the natural world through observation,
experimentation, and analysis. It encompasses various disciplines, such as physics,
chemistry, biology, and environmental science.
➢ Correlation: Correlation refers to a statistical measure that quantifies the relationship
between two variables. It indicates the degree to which changes in one variable are
associated with changes in another variable. In your report, you may analyze the correlation
between students' anxiety levels in mathematics and science and their academic
performances.
➢ Academic Support: Academic support refers to various resources, strategies, and
interventions provided to students to enhance their learning and academic performance. It
can include tutoring, mentoring, study skills workshops, educational materials, and other
forms of assistance aimed at addressing students' challenges and promoting their success.
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Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researcher considered in
strengthening the importance of the present study. It also presents the common sources of the study
and consists of detail and particulars regarding the problem. It also composed the phobias about
the study.

A. Foreign Literature

1.1 Common sources anxiety experience by students in mathematics and science.

According to researchers Liebert and Morris, as well as Zeidner as cited in Bentil (2020),
test anxiety arises from two primary factors: worry and emotionality. The worry factor
encompasses the cognitive aspects of test anxiety, leading students to have pessimistic
expectations, become easily distracted, engage in self-criticism, and experience irrational thoughts,
all of which have been found to have a detrimental impact on academic performance.

The potential consequences of mathematical phobias and anxiety can be significant. If

teachers who are anxious about math are responsible for instructing students in the subject, their
own anxieties can affect their students' performance in mathematics. Anxiety, as defined by Makari
and cited in Bentil (2020), is a broad term encompassing various disorders characterized by
nervousness, fear, apprehension, and worry. These anxieties arise from a lack of confidence,
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resulting in fears such as the inability to comprehend math, its perceived difficulty, or the fear of
failure. Students' emotions and behaviors are influenced by math anxiety, which can be
experienced both inside and outside of the mathematics classroom. While severe anxiety can lead
some students to develop a phobia of math, for others, it may paradoxically lead to improved
academic achievement.

In a compelling analogy provided by Kastrup and Mallow (2016), they illustrate the
distinction between fear and anxiety. They state that fear pertains to situations that warrant genuine
concern, such as discovering a viper in your bed. In contrast, anxiety refers to being scared of
something that is not inherently frightening. Science anxiety can be likened to the latter scenario—
it is not a literal viper in one's bed, but to someone experiencing science anxiety, it feels just as
distressing.

The objective of this study conducted by Kaya and YILDIRM (2014) was to examine the
sources of science anxiety among students who were unsuccessful in their chemistry course. The
sample consisted of six ninth-grade students who had failed the chemistry course, selected using
criterion sampling. Semi-structured interviews were conducted with these students, focusing on
their perceptions, experiences, and emotions regarding their chemistry classes. During the
interviews, a tape recorder was utilized to collect and record the data. The gathered data underwent
content analysis, involving the assignment of relevant codes and subsequent identification of
themes based on these codes. The findings of the study revealed that the students' science anxiety
stemmed from negative experiences during classroom activities, fear of tests, their perceptions of
chemistry, teacher attitudes, and parental attitudes.
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1.2 High levels of anxiety affect students' academic performances in these subjects?

Lew and Hwang (2019) discovered a negative association between mathematics anxiety
and academic achievement. Similarly, in a study involving 514 high school students, Milovanović
(2020) demonstrated a significant negative correlation between students' average grades in
mathematics and their levels of mathematics anxiety.

In the context of Vietnam, different grade levels present distinct mathematical challenges.
Students in grade 10 and grade 11 encounter numerous pressures and difficulties as they adapt
tonew mathematical concepts, principles, and formulas, resulting in worries and concerns. In their
final year of high school, grade 12, students face the dual challenges of deciding on future career
paths and preparing for university entrance examinations. Since mathematics is a crucial
requirement for various disciplines at the university level, students in this period experience
heightened anxiety compared to others. As a result, the authors aim to investigate the relationship
between grade levels and levels of mathematics anxiety. Numerous educators and researchers have
explored the impact of grade level (school year) on students' mathematics anxiety.

Anxiety among students is a significant concern in Vietnam. Thanh Tra (2019) conducted
a scientific study involving 500 university and college students in Ho Chi Minh City to explore
anxiety levels. The research findings indicated a high prevalence of anxiety among the participants
and identified factors that adversely affect students' mental well-being. Similarly, Van (2018)
highlighted that a considerable number of high school students in Ho Chi Minh City experience
academic anxiety due to distorted self-perceptions, difficulties in teacher relationships, and
academic pressure from parents.

The global trend shows an increasing number of students grappling with mathematics
anxiety, which detrimentally impacts their learning outcomes and academic performance.
Furthermore, it poses barriers to the learning process.
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In Ojediran and Oludipe's study conducted in (2016), the researchers investigated the
influence of test anxiety and gender on the academic performance of Nigerian pre-service science
teachers. They found that anxiety related to tests and examinations can hinder students from
achieving academic excellence by preventing them from showcasing their true abilities. The study
involved 450 pre-service science education students from a College of Education in South-West
Nigeria. The participants included students from different academic levels (200 level and 300
level) and various departments such as Biology, Chemistry, Computer Science, Integrated Science,
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Mathematics, Physical and Health Education, and Physics. The researchers used the Test
Anxiety Inventory scale to measure test anxiety levels and collected students' cumulative grade
point averages (CGPAs) from the aforementioned departments. Data analysis involved both
descriptive and inferential statistics. The major findings indicated that pre-service science teachers
with low test anxiety performed better and had higher CGPAs compared to their counterparts with
high test anxiety. Additionally, female pre-service science students displayed lower test anxiety
levels than male pre-service science students. The study provided valuable recommendations
based on these findings.

1.3 Strategies or coping mechanisms employed by students to manage anxiety in

mathematics and science

The significance of instructors in addressing and mitigating student stress and anxiety,
which are known to negatively impact academic performance, is often overlooked. Hsu and
Goldsmith (2021) present summaries of evidence-based strategies that instructors can employ to
tackle and alleviate student stress and anxiety. While their focus is on students in science,
technology, engineering, and mathematics (STEM), these strategies can be more widely
applicable. The authors first emphasize the importance of instructors familiarizing themselves with
stress and anxiety-related issues and preparing to take action. They then discuss methods for
establishing stronger connections with students and creating an inclusive, equitable, and
empowering classroom environment. By combining these approaches with modifications to
student evaluation and assessment, instructors can collectively reduce student stress and anxiety
while improving their overall performance. The paper also explores how instructors can empower
students with skills related to time management, effective studying, and adopting a positive
approach to learning, thereby supporting their success in various academic pursuits. Finally, the
authors highlight the need for further research to identify best practices for alleviating student
stress and anxiety.
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B. Local Literature

1.1 Factor causing mathematics anxiety in Philippines

In a study published in the Asian Journal of Education and e-Learning (2019), the impact
of mathematics anxiety on students' academic performance, mastery of learning competencies, and
career choice was investigated, specifically focusing on Calculus anxiety among senior high school
students. The research utilized a mixed-method design, employing qualitative techniques to
identify the factors contributing to anxiety and a descriptive design to assess the anxiety levels of
the students. The study was conducted in five senior high schools in Southern Luzon, Philippines,
which offered the Science, Technology, Engineering, and Mathematics (STEM) Strand. The
Mathematic Anxiety Inventory (MAI) developed by Plake and Parker was administered to 69
participants. The findings indicated that nearly all participants experienced either high or moderate
levels of mathematics anxiety. The study concluded that the abstract nature of mathematical
concepts in Calculus, teaching style and attitude of the teacher, and poor comprehension and
analytical skills of the students were the primary factors contributing to mathematics anxiety
among the participants.

In a study conducted by Estonanto (2017) in the province of Sorsogon, Philippines, it was

concluded that mathematics anxiety influenced the low academic performance of Science,
Technology, Engineering, and Mathematics (STEM) students in Pre-calculus. This finding
highlighted the necessity of focusing on senior high school students and investigating the factors
that contribute to their mathematics anxiety.

Several studies have explored the factors that impact learners' mathematics anxiety. For
instance, Delgado and Kassim (2019) found that levels of mathematics anxiety vary between male
and female learners. Additionally, Guita and Tan (2018) as well as Santos (2015) discovered that
reciprocal learning strategies and mathematical modeling significantly reduce students'
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mathematics anxiety. However, these studies primarily focused on mathematics anxiety among
elementary pupils or junior high school students.

To address the gap in the existing literature, this study aimed to investigate mathematics
anxiety among senior high school students, particularly those enrolled in the STEM strand. It
recognized the significance of past experiences as factors influencing students' mathematics
anxiety. The study specifically examined the factors that affect mathematics anxiety among STEM
students at Pikit National High School. It determined the respondents' experiences regarding
teacher interactions, pedagogical practices, and mathematical content, assessed their level of
mathematics anxiety, and explored the significant relationship between their experiences and
mathematics anxiety levels.

1.2 Learning styles, study habits and academic performance of Filipino University students
in applied Science Courses

Magulod (2019) conducted a study aimed at preparing university students to become

proficient, versatile, and productive information and industrial technologists in the 21st century.
The study focused on implementing instructional strategies and activities that align with students'
predispositions to enhance their learning. Specifically, the research examined the learning style
preferences, study habits, and level of academic achievement among students enrolled in applied
science courses at Cagayan State University in Lasam, Philippines. The study utilized a descriptive
correlational research design and included a total of seventy-five purposively sampled
respondents. The researcher employed two sets of standardized instruments for data collection.
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The results indicated that students in applied science courses preferred visual, group, and
kinesthetic learning styles as their primary preferences, while displaying a moderate level of study
habits. Moreover, the students exhibited a good level of academic achievement. The study also
revealed significant differences in perceptual learning styles based on academic performance,
father's occupation, and type of high school attended. Differences in study habits were observed
when students were grouped according to their high school academic standing, writing skills,
mothers' education, and test anxiety. Furthermore, significant relationships were found between
learning styles, study habits, and academic performance among students in applied science
courses. The study's implications can assist instructors in planning and delivering appropriate
instructional interventions to enhance student learning outcomes.
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Chapter III

METHOD AND PROCEDURES

Research Methodology

A qualitative research methodology specifically a semi-structured interview approach were

selected to carry out this research study. They allowed the participants to elaborate and with that
provided more flexibility, range and therefore the capacity to elicit more information from the
participant. Semi-structured interviews permit scope for individuals to answer questions more on
their own terms than the standardized interview permits, yet still provides a good structure for
comparability over that of the focused interview. Qualitative research methodology focuses on
understanding and interpreting the subjective experiences, perspectives, and meanings of
individuals or groups. It aims to explore the complexity and richness of human behavior, emotions,
thoughts, and interactions within a specific context. This method was chosen for this study to
explore and to have an comprehensive understanding of the feelings and emotions of the students
of grade 11 specifically the STEM students who are experiencing the level of anxiety in studying
mathematics and science and how it would affects their performance.

Research Instrument

The main data gathering instrument utilized in this study was a questionnaire. The
questionnaire was specifically designed to address the research problem, focusing on the anxiety
levels of students in mathematics and science and the impacts on their academic performances. It
consisted of five (5) questions, which would be distributed to the respondents.
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The researchers developed a researcher-made questionnaire as the instrument to collect the

required data. In designing the instrument, they took into account the criteria for creating an
effective data collection tool. The questionnaire included open-ended options to allow respondents
to freely express their views and thoughts on the topics or issues at hand. The survey questions
were aimed at capturing relevant information about the students' perceptions and emotions related
to anxiety levels when studying mathematics and science. Participants were instructed to respond
based on their opinions and perceptions.

The questionnaire was formulated based on the researchers' observations of students

experiencing anxiety, characterized by feelings of nervousness and negative thoughts while
studying mathematics and science.

A draft of the questionnaire was shared with the research advisers for feedback, corrections,
and suggestions. After the research advisers validated and enhanced the questionnaire, the
researchers prepared the final draft.

Research Participants

We employed random sampling to select participants for our study, specifically targeting
students enrolled in ACLC College of Mandaue in the year 2023. A total of fifteen (15) respondents
were recruited, all of whom were between the ages of 16 and 17. The purposive sampling technique
was used to ensure that the selected participants met specific criteria relevant to our research topic.
These criteria included factors such as gender, academic performance, and levels of anxiety in
mathematics and science subjects. Participants were chosen based on their unique experiences,
perspectives, and individual meanings, as well as their willingness to take part in the study. By
including participants who excelled in math and science as well as those who found these subjects
challenging, we aimed to obtain a comprehensive understanding of the relationship between
anxiety and academic performance in this field. The researchers believed that this sample size
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would provide sufficient and essential information to address the research questions raised in the
study.

Research Environment

The researchers conducted a study titled "An Investigation on the Relationship between
Anxiety Levels of Grade 11 STEM Students in Mathematics and Science and Their Academic
Performances." The focus of the study was on the students of AMA ACLC COLLEGE in Mandaue
City, specifically the grade 11 STEM students. The researchers chose this school because of its
proximity and easy accessibility. Additionally, the school had a significant number of STEM
students, with more than 30 students in each of the eight sections, including morning and afternoon
classes. The school is situated in M.C Briones, Mandaue City, Philippines. The researchers felt
comfortable approaching the students to seek answers to their questions due to the students'
kindness and understanding.

Data Gathering Procedure

After selecting respondents randomly for interviews, each respondent will receive a
consent form before the interview. This form serves as proof that they have given permission to be
interviewed by the researchers. The consent form contains a brief description of the study,
including information about confidentiality and the use of respondents' names during and after the
study. Once the respondents have signed the consent form, the interviewer will inform them when
the interview officially begins, including the recording of their answers. This ensures that the
respondents' answers are handled in accordance with the agreement between them and the
researchers. After all the respondents have been interviewed, their recorded answers will be
transcribed into text for analysis. As this study is descriptive in nature, a semi-structured interview
format is used, allowing the researchers some flexibility in how they word the questions for each
respondent. This approach also enables the researchers to seek additional information or
clarification when needed. The researchers must possess the skill to match the interview questions
with appropriate techniques.
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