Chapter 3

METHODOLOGY

This chapter presents the methodology that explains the research design, research

participants, data sources, data collection procedures, data analysis, trustworthiness of the

study, role of the researcher, ethical consideration.

Research Design

This study utilized qualitative design, specifically employing a phenomenological

approach, which entails exploring and understanding English language students' study habits in

the new normal situation.

Qualitative research is an inquiry intended to deeply explore, understand, and interpret

social phenomena within their natural setting to collect richer information and get a more

detailed picture of issues, cases, or events. ( Creswell 2010).

Phenomenology on the other hand is an approach to qualitative research that focuses on

the commonality of a lived experience within a certain group. The fundamental goal of this

approach is to arrive at a description of nature of the particular phenomenon (Creswell, 2013).

Hence, the purpose of this approach is to explain the sense of an experience, both in terms of

what was observed and how it was experienced (Teherani et al., 2015).

This study fits to the description of the research design since the researchers have seek to

know the experiences of the English language learners when it comes to their study habits in the

new context of learning, the online class. Through these research design, the researchers were

able to gather the data needed to know what their study habits are, the challenges they have

faced, how did they coped up and what their insights are.

As our study employed the qualitative design, particularly the phenomenological study,

we used in-depth virtual interviews in gathering data. Moreover, the phenomenological

qualitative method is appropriate for the research because it helped us understand the study

habits in the new everyday context as perceived by the participants. This design provided us

insight into how the participants overcame the challenges and struggles in studying their lesson

in the new normal situation. We have used the purposive sampling as basis to how we chose our

participants for this study. Scheduled an virtual in-depth interview

Research Participants

In this study, the participants were the 2nd year English major students under the

Department of Education from one of the private schools in Tagum City. There were 14

participants overall. They were selected as the participants because they have met the criterion

needed. In selecting the study participants, we used the purposive sampling technique through

selection criteria for virtual In-depth Interviews (IDI). This is under one of the

phenomenological study features that those participants can describe their lived experience

(Waters, 2016).

For practical reasons, the fourteen (14) participants for the qualitative study met the

proposal of Creswell (2007) who advised interview be conducted five (5) to twenty-five (25)

participants who have experienced the phenomenon in a qualitative method to maintain

authentic and genuine responses of the participants because of a close relationship that can be

established.

This study's participants were carefully selected based on the following criteria: the

student must be enrolled in the English class of Teacher Education program in one of the private

schools in Tagum City school year 2020-2021 and must have an experience on the new normal

way of learning.

Role of the Researcher

 In this study, we took the following roles: we were the interviewer, moderator,

transcriber, translator, data analyst, and verifier. In this ponder, we the researchers created the

fundamental devices just like the research questions down to making the sub questions. We also

identified our participants based on the purposive sampling criteria that we have set. Moreover,

we have established rapport with our chosen participants, we were ought to choose our

participants who can give us first-hand information regarding the concern since the basis of this

one is for those who can give us thorough information centered on their experiences. We were

the ones who individually asked for their permission through giving them an informed consent

and conducted the orientation regarding the purpose of the study and its procedures.

The researcher is the primary data collector; therefore, we took the role of being the

interviewer during the virtual in-depth interview (IDI) to get as much specific information as

possible about their experiences and difficulties in their study habits in the context of the new

normal. In addition, our point of view on the phenomena have set aside in the virtual interview

with the participants in order to maintain objectivity, thereby improving the credibility of this

report. The interview session was supplemented with the virtual meeting record to guarantee

that the discussion is reviewed well for translation and approval purposes.

In the in-depth virtual interview (IDI) the researchers also acted as the moderators,

where we facilitated all of the participants to speak and communicate with the interviewer.

Therefore, our role as the researcher here is to moderate the discussion, encourage participants

to speak, prompt the discussion in appropriate directions to ensure that all topics were

addressed, and shifted the course of the debate when a point was felt to have been adequately

covered. We will also ensure that the discussion is monitored to ensure that all participants'

points of view were expressed.

In addition, as we also did the transcribing, we ensured that all the virtual recorded

meetings had been transcribed correctly, regardless of how intelligible the transcript might be
when it is carefully read and how correct the transcripts are. Also, we assigned a code to the

participants to cover their identities in transcribing the results.

The participants were encouraged to speak in any language or dialect in which they are

comfortable with so that their ideas and perceptions are freely shared in detail. With this, as we

interpret and translated the responses, we made sure that the answers have been correctly

interpreted and carefully arranged into the Standard English statement.

We were also the ones who analyzed the data, in order to understand the overall

narrative and come up with topics from the data collected, we evaluated the information

collected from the participants suitable for this qualitative study. We have sought assistance of

our research adviser and members of the panel to ensure that the collected knowledge was

evaluated wisely.

Lastly, we have verified, we validated the data by returning it to the English language

participants of the 2nd year college students to review if their responses were adequately

accounted for during the interview to improve their trustworthiness.

In a nutshell, during the conduct of the virtual interview, the questions that were posted

were the ones we formulated so that we might incorporate all the necessary questions that

would lead to the participant’s answers that we required.

Data Sources

Data sources that were typically gathered in multiple forms such as in-depth virtual

interview (IDI), the researchers did not apply the virtual focus group discussion (FGD)

(Creswell, 2007) because it is not applicable to be done virtually. As to the nature of a

phenomenological qualitative study, the researchers used only the virtual in-depth interview to

gather more information-rich data.

 Interview were the primary source of data in this study. According to Steber (2017), in-

depth interviews are a qualitative data collection method that involves direct, one-on-one

engagement with individual participants. According to Saldana (2015) the possible data sources

for the qualitative research are; words, conversations it is either alone or in group; observations

where researchers observes and records non-verbal reactions of the participant; documents and

artifacts; and lastly, journals, diaries, and reflections. Creswell (2014) as cited by Schwann

(2020) stated that there are four data collection types which are; observations, interviews,

documents and audiovisual materials.

Saldana M. (2015). The Qualitative Data Collection Cycle.

https://us.sagepub.com/sites/default/files/upm-assets/109476_book_item_109476.pdf.
Retrieved date: April 27, 2021.
Schwann, S. (2020). Method of Data Collection.
https://researchskillsgmm.files.wordpress.com/2014/10/research-design-creswell-chapter-
9.pdf. Retrieved date: April 27, 2021.
We recorded the whole process in collecting the data, the reactions of the students

interviewed, the way they answered, their eagerness to respond and participate in answering the

researcher’s questions. We have gathered the data through a virtual in-depth interviewing which

can take place face-to-face, or in some cases, over the phone, or virtual meetings. The secondary

sources were the articles and other papers we used in gathering and collecting the data for this

paper.

Moreover, we formulated the guide questions. These were aligned to the research

questions for this qualitative study.

Data Collection Procedure

Whatever philosophical standpoint the researcher is taking and whatever the data

collection method (e.g., focus group, one-to-one interviews), the process involved the generation

of large amounts of data. In addition to the variety of study methodologies available, there are
also different ways of making a record of what is said and done during an interview or focus

group, such as taking handwritten notes or video-recording (Austin & Sutton, 2015).

We took meticulous steps in the data collection process as researchers. Before

completing the study, we participated in a series of activities as part of the data collection

process.

First, we, the researchers wrote a letter to ask permission from the Dean of College to

gather data from the BSED 2 major in English students who currently are enrolled in one of the

private schools in Tagum City school year 2020-2021. The letter shall bear the signature of our

Research Teacher, Mary Jastine Torreon, MAEd.

Second, we ensured that those who were selected are fit to the set criteria and have

experiences on the phenomenon being studied, purposive sampling method was used to identify

the participants for this study.

Third, the researchers distributed informed consent forms (ICF) to the participants to

ensure their voluntary participation in our study. Also the conduct of orientation was done

before proceeding to the interview session.

Fourth, during the virtual interview, the researchers prepared open-ended questions. To

ensure validity and reliability, which are crucial in the conduct of the analysis, a cellular phone,

recording apps, and other devices will be used. The interview took place in real time after the

participants signed the consent form and were told of the study's goal.

According to Gill (2008) in qualitative research, a number of data collection methods are

used, including observations, textual or visual analysis (e.g., from books or videos), and person

or group interviews. However, interviews and focus groups are the most commonly used

methods, especially in healthcare research.

 Gill, P. et al. (2008). Methods of data collection in qualitative research: interviews and
focus groups. https://doi.org/10.1038/bdj.2008.192. Retrieved date: April 28, 2021.

And lastly, before the researchers conducted the interview, we made sure that we have

followed our set guidelines, which are; First we asked the participants if we can record the whole

duration of the interview, and informed them that they will be given codes to protect their

identity, asked them to wear earphones during the session to ensure that nobody can hear the

conversation and made them sure that they were alone when the interview was conducted. The

interviews were recorded and stored by the researchers in computers or any available gadgets

ready for transcription. Answers were transcribed verbatim to ensure a great degree of accuracy

during the data analysis.

Finally, the transcriptions of the interview of the BSED 2nd year English major students

currently enrolled in this semester school year 2020-2021, in online class were the basis for the

analysis of themes.

Data Analysis

The data gathered during the study's execution was analyzed to arrive at conclusions that

would solve the study's problem. In science, data analysis entailed summarizing a vast volume of

data and presenting the findings in a way that conveyed the most critical aspects (Hancock et al.,

2009 as cited by Harding, 2013).

According to Creswell (2011) the analyzation of the data starts with organizing and

preparing the data to be analyzed. This involves transcribing the interviews, optically scanning

material, typing notes and arranging the data. It is followed by reading or looking at the data,

then the coding starts, which is the process of organizing the data by chunks. Then, use the

coding process to generate themes for the analysis.

Creswell (2011). Qualitative Methods.
https://researchskillsgmm.files.wordpress.com/2014/10/research-design-creswell-chapter-
9.pdf. Retrieved date: April 27, 2021.
In this study, we used thematic analysis in analyzing the gathered data. Thematic

analysis is a method of analyzing and reporting themes with the data (Kvale & Brickman, 2009).

Moreover, Braun & Clarke (2013) asserted that thematic analysis is a flexible data analysis plan

that qualitative researchers use to generate themes from interview data. In this research, we, the

researchers, underwent these processes for this purpose. Data was organized into logical

categories that summarize and bring meaning to the manuscript of notes. Specific codes were

developed, which allowed the researchers to categorize the responses into the construct

mentioned above while identifying emergent themes.

Following the concept of Seidman (2006), we followed the steps such as familiarizing the

data, generating initial codes, searching for themes, reviewing the articles, defining and naming

the pieces and constructing the report. Transcribing is the start of the investigation process. We

listened to and transcribed our participants' recorded interviews to familiarize ourselves with

the data so that we could code it later.

We read the data many times to become familiar with the responses and to quickly

recognize the most common responses provided by the participants. We grouped the standard

answers to find several themes and narrow them down into few major and familiar concepts.

The data was presented in an orderly and ordered manner using data display.

In this research, the data analysis was performed following the transcription of the

interview results among the participants. To classify concepts and find relationships between

responses, the researchers used data coding wherein we analyzed carefully the responses of the

participants in order to cluster it effectively that enabled the researchers to formulate accurate

themes.
 Miles and Huberman (1992) asserted that data reduction is choosing the primary data to

focus on the essential data and throw up the unnecessary one. In our study, we have employed

the data reduction wherein we deleted the unnecessary data and modified them into helpful

material for the task and categorize the data quickly so that the readers can understand it.

Trustworthiness of the Study

The utility and credibility of qualitative research results are based on the trustworthiness

or truth value of the findings and the transparency of the study's behavior (Cope, 2014).

The amount of confidence in the results, analysis, and methods used to ensure the

study's accuracy is related to the study's trustworthiness or rigor (Pilot and Beck, 2014).

According to Amankwaa (2016), researchers should establish the protocols and procedures

required for a study to be considered worthy of readers' interest in each lesson. Credibility,

dependability, confirmability, and transferability are all qualitative testing metrics used to

determine trustworthiness. In simple terms, trustworthiness refers to the process by which

qualitative researchers ensure that their findings are credible, reliable, confirmable, and

transferable (Lincoln and Guba, 1985).

Credibility. The most critical criterion is the study's credibility, trust in the study's

reality, and, therefore, the results (Polit & Beck, 2014). Internal validity in quantitative analysis

is similar to this concept. Credibility determines whether the study results are a valid

representation of the participants' original views and are based on plausible evidence taken from

the participants' original data (Graneheim & Lundman, 2004; Lincoln & Guba, 1985).

To establish the study's credibility, we, the researcher found rigor of the inquiry by

adapting the following credibility measures like iterative questioning and member checking.

Iterative questioning as stated by Kekeya (2016), is a process of questioning techniques

employed by the researchers in analyzing qualitative data. This may include the use of probes to

elicit data in which the researcher returns to matters previously raised by an informant and

extracts related data through rephrased questions (Ibrahim, 2012).

In this study we ask probing questions until data are saturated. Also, we repetitively

asked same questions and rephrased questions to check the consistency of the participants’

answers. Another strategy for improving the quality of qualitative data is allowing member

checks. Member checks mean that the data and interpretations are continuously tested as they

are derived from members of various audiences and groups from which data are 36 solicited

(Guba, 1981). Member checks are a crucial process that any qualitative researcher should

undergo because it is the heart of credibility (Lincoln & Guba, 1985, cited by Anney, 2014). It is

required to include the voices of respondents in the analysis and interpretation of the data. The

purpose of doing member checks is to eliminate researcher bias when analyzing and interpreting

the results.

In our study, we employed member checking to establish credibility in our study. The

checking relating to the data's accuracy took place wherein the English language students were

asked to read the transcripts of dialogues in which they participated in. Here, the emphasis was

on whether the participants consider that their words match what they intended to say. Also, our

study was analyzed and interpreted data was shared and sent back to our participants for them

to evaluate the interpretation made by us and make a suggestion to change if they were not

happy with it or it has been misreported.

Dependability. The word "reliability" refers to the data's accuracy over time and

through study conditions (Polit & Beck, 2014). Dependability refers to participants' evaluations

of the study's results, perceptions, and recommendations, all of which are backed by data

obtained from study informants (Cohen et al., 2011; Tobin & Begley, 2004).
 To address dependability of the study, we asked assistance from our adviser to check our

research in order to ensure that the formulated codes and themes were in lined to the answer

the questions in this study, after member-checking we made sure that we knew what the

participants were thinking about the results shown to them. This study's processes were

reported in detail to enable future researchers to repeat the work. The documents used and

acquired were kept for crosschecking the inquiry process, including raw data, interview, and

observation notes, documents, and records from the field, test scores, and others (Guba &

Lincoln, 1982 as cited Shenton, 2004).

Transferability. The nature of transferability, or the degree to which results can be

applied to people in other contexts, differs from other aspects of the study. Readers decide how

relevant the findings are to their situations (Polit & Beck, 2014).

To ensure transferability in our study, we provided a thick description of the findings of

the phenomena understudied. We ensured that is it well-discussed and thoroughly explained as

to how the mode of teaching affects the study habits of the students and their experiences on

their new study habits in this new context of ordinary education so that interested readers and

researchers, especially English teachers, were given sufficient references to transfer data.

Confirmability. Confirmability refers to the degree to which results are consistent and

repeatable. In quantitative analysis, this is similar to objectivity (Polit & Beck, 2014).

Furthermore, as cited by Anney (2014), Lincoln & Guba (1985) suggest that confirmability is a

measure of how well the inquiry's conclusions are confirmed by the data obtained in which

neutrality has been established. Confirmability is concerned with demonstrating that the data

and interpretations of the findings are derived from the data and are not the result of the

inquirer's imagination.

An audit trail was used to ensure that the researchers were able to follow this, it involves

an examination of the inquiry process and product to validate the data, whereby a researcher
accounts for all the research decisions and activities to show how the data were collected,

recorded and analyzed (Bowen, 2009 as cited by Anney, 2014).

Moreover, we included maintenance of an audit trail of process logs. The process logs are

our notes of all activities that happen during our study and decisions about aspects of our

research, such as whom we interviewed and what we have observed.

To fix the question of confirmability, we, the study's researchers, made sure that the

conclusions were the concentrating investigation product rather than the researchers'

prejudices. As for the use of the audit trail, it served as our proof to find and know easily what

IDI said the response as an evidence of our claims. The transcription through pdf files will be

given back to the respondents for authentication and verification, which they will sign. We also

made sure that all the records were organized, kept, and stored correctly concerning the study's

conduct so that other personnel, such as the research panel and the adviser, could check to see if

legitimate sources could be traced to the interpretations and conclusions.

Ethical Consideration

The protection of human subjects is essential in all research studies, and this can be

achieved by following applicable ethical guidelines. The qualitative analysis raises ethical

questions due to the study process's in-depth nature (Arifin, 2018).

The ethical principles outlined in Belmont's Report are followed in this review (1979).

The thesis is a declaration of basic ethical standards and guidelines that can aid in the resolution

of ethical problems that occur during human subject’s research. Respect for individuals,

benevolence, and fairness are three fundamental principles that are especially important to the

ethics of research involving human subjects.

 Since the participants of this study are English language students, we, the researchers,

will follow the ethical standards as enshrined in Belmont’s Report to preserve the trust they

gave.

The first principle, respect for persons, suggests that study subjects should be

regarded as autonomous individuals, which means that they are sovereign, self-governing, able

to make decisions on their own if adequate knowledge is provided to make those decisions. The

foundation of informed consent lies in this theory (Creswell, 2007).

We, the researchers, gave our participants ethics review forms; these were shown to our

research adviser for the manuscript to be checked first and to ensure that we followed the

appropriate protocols before conducting the interviews. We contextualized the informed consent

only because to be fit for our study. Only informed consent was modified since this is the only

consent used because the study participants are already of legal age.

The contextualized informed consent was submitted to Ms. Mary Jastine Torreon, MAEd

to ensure that all the information needed for the participants were included in the approval and

to check if the ethical considerations were religiously followed. Before the research's conduct,

the approved contextualized informed consent written in English was provided to the

participants. They were given complete details on the study, both risks, and benefits, and

encouraged to determine for themselves upon giving them enough time to read the datasheet

whether they would participate or not and that they will remain autonomous throughout the

whole process of this research. Before the virtual interview, they were asked to sign the informed

consent document to signify their authorization to be part of the study. The signature was

checked before or at the interview session. The report advances the thought that in most cases,

regard for people requests that individuals enter inquire about deliberately and with adequate

information. The participants were fully treated with utmost respect before, during, and after
the interview The researchers ensured that the participants feel safe and free to express their

opinion on the subject matter.

The second rule, the rule of beneficence, the key to this principle is that since all

research has both risks and services, the balance. Help to research might develop a friendship

with the researcher or other participants, knowledge or education gleaned from participation, or

the opportunity to do well for society or receive others' esteem (Creswell, 2007).

To ensure beneficence in our study, we used coding to maintain their responses and

identity with anonymity and confidentiality. Also, it is ensured that the outcome of the research

would be positive and beneficial to our research participants, especially the significant English

students, for them to be able to have effective study habits in this new typical setting. Also, the

principle of reciprocity was adhered to by considering how the participants can be compensated

for their time and effort.

The researchers made sure that the English language students’ participants benefited

from this study by the new study habist in this unique typical setting, to maximize their

knowledge about this study, for them to learn a new strategy on how to deal with effective study

habits in this new familiar setting. The researchers also made sure that the participants were not

hurt at any cost, physically and mentally.

Lastly, the third principle of the Belmont Report is the principle of justice. All

classifications of people were equally subjected to the risks and benefits of research. People

should be included or excluded only for reasons that have to do with research questions or

hypotheses (Adams, 2008).

We, the researchers, ensured that all the principles have been discussed to protect the

participants' rights to create the concept of justice. We also made sure that no amount was spent

on this study by the participants. Participants were fairly chosen with the help of selection
criteria and that we made sure that they were treated fairly, appropriately accommodated and

given tokens as a sign of appreciation for participating in the research. For all the time, effort,

and wisdom contributed, this qualitative study's participants were given due credit. To further

address the Belmont Report's last principle, the focus of justice, we ensured that all the research

questions that will be asking to our participants are relevant to our study.

Furthermore, this research adheres to RA 10173, also known as the Data Privacy Act of

2012, which states that the state must protect the fundamental human right to privacy and

communication while maintaining a free flow of information to foster innovation and

development. In its declaration of policy, the law states that, while the free flow of information

encourages creativity and development, personal data must be secured and protected in

government and private sector information and communications systems.

In connection with this, we ensured that the data collection is clear to the participants

and that information was given and received. And the researchers used codenames for each

participants to avoid the disclosure of the participants’ personal information. All assembly was

done with the proper consent of the participants. The researchers also agreed that there is a

need to make sure that data collection procedures were flawless and that the whole process was

regularly shared with data subjects.

Researchers strived to ensure the well-being of the people who take part in their studies.

These guidelines were created to provide guidance such that the well-being of each participant is

always considered. Public members were aware of these research ethics principles and how to

apply them in their settings. To resolve the ethical concerns raised by Bryman and Bell (2007),

we ensured that participants can participate in the study voluntarily and with informed consent.

We also reminded the participants that they have the right to withdraw from the study at any

time.
 Additionally, we made sure that there was no offensive, discriminatory, or other

unacceptable languages in the interview guide's crafting by submitting it to our research adviser

and panel for checking before it was utilized. The privacy and anonymity of the participant are of

paramount importance in any research. Thus, in this study, the participants were assigned with

different codes to keep their identities anonymous throughout the study