Full Blown Qualitative Research SAMPLE GUIDE

Blended Learning Modality
Challenges in Course Selection Among Science, Technology, Engineering, and
Mathematics: A Road to Progress
_________________________
A Qualitative Research presented to the
Faculty of Integrated Basic Education Department of
THE RIZAL MEMORIAL COLLEGES, INC,
Davao City
________________________
In Partial Fulfillment
of the Requirements in Practical Research 1

_________________________
Legaspi, Clyde Ceasper Q.

Lamaan, Adrian Jude F.
Albay, Mary Angelica P.
Pomoy, Althea Gwen D.
Caballero, Giovanni M.
Pagobo, Abegail Y.
Aroma, Prince Adrian E.
APRIL 2024
CHAPTER 1
Introduction
Deciding to choose a college course can be really challenging for students, as selecting a
career is a lot more than just deciding what you will do for a living. When a student starts to decide
what specific course to pursue in college, various factors significantly influence their decision-making
process, including financial problems, familial pressure, and personal interests. In certain instances,
despite students' career aspirations, course affordability and financial problems can limit their career
options, leading them to prioritize financial stability over passion. In navigating these influences,
students tend to grapple with the tension between personal aspirations and external pressures,
highlighting the complex experience of students in course selection. No study was able to specifically
explore the obstacles that senior high school students at the Rizal Memorial Colleges encountered.
In Tanzania, East Africa, the exploration of the topic found that financial problems significantly
limit students' ability to choose a course in college due to their inability to afford the required
materials, impacting their performance and leading to college dropout (Abdallah et al., 2022).
In fact, a study in Nepal shows that over the years 2020–2022, socio-economic factors
significantly influence students' decisions to drop out. They also discovered that dropout rates vary
by academic level, indicating the necessity for effective engagement strategies (Kafle, 2024).
In addition, an investigation by Smathers et al. (2023) at Pacific Northwest University in the
United States revealed that financial problems often lead to financial stress, particularly from student
loan debt, which results in reduced course work, dropouts, or taking a break, impacting students'
college course selection.
In the Philippine context, in Nueva Ecija, a study discovered that in terms of education, poverty
is the main challenge for the indigenous Filipino people, as career options are limited due to a lack of
access to education. (Eduardo & Gabriel, 2021)
Meanwhile, findings of a study suggested that legislators in the Philippines subsidized tuition
fees to reduce the cost of education for students who have lower-income backgrounds while also
contributing to the overall development of the nation (Lomer & Lim, 2022).
However, a study conducted by Daway-Ducanes and Pernia et al. (2022) found that there is an
observable advantage for students from wealthy households in terms of being admitted to the UP
System. These students are more likely to gain admission, like access to policies for free tuition,
which may benefit higher-income families more.
RMC students: choosing courses can be challenging due to the wide range of options, making
it difficult for students, especially first-year ones, to decide. Balancing academic interests with future
career goals adds to the uncertainty, and pressure from parents or peers can further complicate the
decision-making process. These challenges highlight the importance of careful consideration and
planning to ensure students make informed decisions that align with their academic and professional
goals. Overall, the difficulty of course selection at RMC emphasises the value of thorough thought and
preparation in aligning course choices with students' long-term objectives.

Rationale of the Study
The purpose of this qualitative, phenomenological study is to know the reason that makes it
difficult for student to choose a college course and seeks to investigate factors that hinder them from
doing so, such as Familiar pressure, financial instability, personal interest, and peer influence that
contribute to the challenges students face in choosing STEM courses. By exploring these challenges,
the research aims to provide insights and recommendations for students to make well-informed
decisions for improving the course selection process and ultimately promoting progress in Stem
education and careers.
Department of Education Officials. Department of Education Officials. This study could be useful
to the Department of Education because it provides officials in the department with insightful information.
By identifying barriers students face in selecting STEM courses, it informs targeted policies to promote
STEM education. This includes improving guidance services, enhancing curriculum design, and promoting
diversity and inclusion in STEM fields. Ultimately, the study aids officials in developing strategies to
improve student outcomes and advance the Department's goals in STEM education and workforce
development.
School Heads. School Heads. This study mostly focuses on pinpointing obstacles students
encounter when choosing STEM courses , it equips school leaders with crucial insights to refine
counseling services and curriculum offerings. In addition, school heads to better guide students in their
academic pursuits, and align their institutions with the evolving needs of the STEM workforce.
Teachers. Teachers can benefit from this study as this will provide valuable insights into the
factors influencing students' choices, such as interests, perceived difficulty, and career aspirations.
Understanding these challenges allows teachers to offer better guidance to the students for their
career choices, and adjust curriculum to enhance student engagement and retention. Through these
efforts, teachers enhance students' ability to make well-informed and confident career choices,
leading to more successful and fulfilling professional paths. Nonetheless, the study can inform
professional development needs, ultimately enabling teachers to create a more supportive and
effective learning environment for their students.
Students. Publishing this study would have a positive contribution for people, particularly
students, as it provides them with detailed insights about STEM fields, helps them determine their
strengths and interests, and offers them inspiration and encouragement while also supporting students
with recommendations and guidance. As a result, this will improve students academic performance and
career readiness. Additionally, this would enhance students decision-making, leading to a more
successful and fulfilling career path.
Parents. Parents' concerns about their child's future can be lessened by actively participating
in their academic plans. Reassurance comes from knowing the academic path and participating in the
decision-making process. A parent feels proud and satisfied when they watch their child thrive in a
chosen area. Knowing that their participation helped their child succeed makes parents feel
rewarded. All things considered, parents' participation in their child's STEM course selection is
advantageous to both the student and the parents, strengthening their bond and capacity to assist
their child's academic and career endeavours.
Future Researchers. It helps future researchers find relevant literature for their own studies and
inspires innovative teaching methods and interdisciplinary research, enhancing overall STEM
education. Also, it identifies key difficulties STEM students face, such as academic challenges and
gender disparities, which can inform the development of targeted support programmes.
Research Questions
The grade 12 students within the Science, Technology, Engineering, and Mathematics strand
at Rizal Memorial Colleges, Inc. are identified as participants in this study as they encountered
challenges that significantly impacted their decision-making. The existence of the problem was
evidenced by observing Science, Technology, Engineering, and Mathematics students in the state of
their lived experiences in course selection.
This qualitative case study was guided by the following questions:
Research Question 1:
What are the struggles encountered by STEM students while choosing and advancing in their
courses?
How do STEM students cope with the challenges and pressure in course selection, and what are their
strategies to help them succeed in their learnings?
What are the valuable insights they gained from the obstacles in choosing and advancing in courses?
Course Selection
Refers to the process of choosing specific courses from a range of options available to
students. It involves considering various factors such as learning value, lecturer’s style, course
difficulty, and personal preferences.
STEM
Is an approach to learning and development that integrates the areas of science, technology,
engineering and mathematics. Through STEM, students develop key skills including: problem solving.
creativity.
Challenges
Are opportunities for growth and learning, pushing individuals to surpass their limits and
discover their potential; however, they can also be daunting obstacles that require resilience,
determination, and creative problem-solving to overcome.
Progress
Is the result of consistent effort, adaptability, and a willingness to embrace change, leading to
advancements in various aspects of life, society, and technology that contribute to overall
improvement and development. It's a continuous journey marked by small victories and incremental
steps toward greater goals and aspirations.
Review of Significant Literature
In this review, we delve into the corpus of significant literature pertaining to the challenges
faced by Stem students in their Course Selection, aiming to synthesize key findings, critically evaluate
methodologies, and elucidate emerging trends. By engaging with the rich tapestry of scholarly works,
this review endeavors to contribute to the ongoing dialogue within the academic community, enriching
discourse and fostering advancements in knowledge and practice.
Struggles Encountered by STEM students in Course Selection
Analysis conducted by Ostafiński (2022) in Jarosław, Poland, exploring how familial guidance
influences students course selection processes The study concluded that guidance and experience
from parents or guardians help students make more informed decisions about their career path.
Parents tend to encourage students' willingness to take a particular course as they perceive college
education as highly important and beneficial for their children's success.

In addition, a similar study investigating the impact of familial influence on college and major
selection in Chile, Croatia, Sweden, and the United States demonstrates the significant effect across
diverse national contexts. They found out that younger siblings tend to follow the educational paths of
their older siblings in terms of choosing a college course. However, these benefits disappear when
the elder sibling drops out. as the younger sibling's decision to follow their educational path to the
same college major is no longer influenced by the older siblings' choices. (Altmejd et al., 2021)
Also, in China, family background has been known to impact students decision-making in
choosing college courses. Notably, according to Zhang and Liang (2023), parental education
significantly influences their children. as students with highly educated parents may be more inclined
towards subjects perceived as aligned with future career opportunities. Affluent families may have
more resources to support students in pursuing a career with a high status or future economic
prospects, leading them to favour more selective colleges and particular majors.
A study conducted by Perante (2022) within the Asian Journal of University Education in the
Philippines showed that most of the freshman engineering students felt somewhat equipped upon
entering college. However, a large number of students mentioned to have troubles with mathematical
topics, specifically those related to calculus and algebra. The investigation also discovered that
students showed a lack of preparation during K–12 education, a lack of interest in mathematical
topics, and ineffective teaching methods as factors that influence their mathematical difficulties, which
has led to the conclusion that these particular students are not mathematically college-ready.
Similarly, ALS Filipino students were observed to be academically unprepared for college life
given that they lacked the essential abilities required to succeed in general education courses.
including unfavourable study orientation, as poverty and diversity are two of the factors that contribute
to this unfavourable habit. As a result, these problems tend to influence students' readiness for
college, which could potentially become an obstacle for them to succeed in their learning (Mamba et
al., 2024).
In line with that, Rin and Domondon (2021) discovered that the majority of students are more
likely to decide on their career paths based on their personal interests rather than the influence of
their families and peers, despite considering potential hindering factors such as familial pressure, peer
influence, and societal expectation. Students are typically driven to pursue a particular course out of
their willingness.
In Davao City, students navigate diverse academic choices to reconcile passions with practicality,
balancing aspirations with societal expectations. The challenge of selecting the appropriate course
reverberates throughout a variety of educational institutions, from the busy campuses of Ateneo de Davao
University to the calm hallways of the University of Southeastern Philippines. Our research seeks to
uncover these challenges, providing valuable insights for students to make well-informed decisions about
improving the course selection process and ultimately promoting progress in STEM education and
careers.
SYNTHESIS
Studies in Poland, Chile, Croatia, Sweden, the United States, China, and the Philippines show that
parental assistance influences students' course-choosing processes in a variety of worldwide situations.
Parents play an important role in shaping their children's educational choices, frequently urging them to
choose courses that match future employment opportunities or societal expectations. While parental
influence remains considerable, personal interests continue to play a significant role in students'
professional decisions. Academic preparedness, societal expectations, and financial restraints all have an
impact on students' college readiness and success. Understanding these dynamics is critical for
improving course selection and promoting progress, especially in STEM education and jobs.
Coping mechanisms of STEM students in Course Selection
Forming a friend group and giving each other advice allows students to collaborate with peers,
share resources, and receive support, especially on the academic path. A study revealed that
students' decisions about their education are significantly influenced by their peers, as students often
consider their friends' preferences when deciding on a career path. It also showed that students from
lower socio-economic backgrounds tend to be more dependent on their friends' decisions than their
own, compared to students who are from higher socio-economic backgrounds. (Smith, 2023).
Naz et al. (2014) agree that peers and friends significantly influence various aspects of
academic and career choices for students. As many studies have discussed, despite the initial role of
parents, students' peers, and friends, they have a bigger impact on various aspects such as decision-
making, lifestyle, appearance, and educational choice. Many studies have shown that peer pressure
significantly impacts career choice since strong peer collaboration affects a student's decision to
pursue a particular course in college.
On the other hand, instead of relying on factors like peer influence and family obligations, many
students believe that effective career planning guides them towards a successful career choice.
Students recognise strategic career planning as necessary because it helps them become more
aware of their values, interests, and strengths, while this clarity provides a sense of direction,
reducing feelings of uncertainty and anxiety about their academic path. It also enhances students'
understanding of the importance of financial planning in career decisions and overall learning
satisfaction (Peng & Lin, 2019).

A study conducted by Fuente (2019) in the Philippines found that family influence plays a
significant role in students' decisions, with some students tending to be guided by relatives rather than
parents in their decision to pursue science. Teachers also have a lot of authority since motivated
students are inspired to do well in science and even think about becoming scientific teachers
themselves by their knowledgeable and engaging teachers. It emphasises the importance of
consulting advisors and seeking feedback from parents, teachers, and guidance counselors to assist
students in making informed decisions about their courses.
With that, family and school play an important part in shaping students' career decisions.
Research indicates that, despite personal interest, school and family are factors that impact more
students' decision-making processes in course selection. Parents-obtained information was
considered helpful, although some studies say mothers' influence on career decisions was not highly
significant, suggesting that both parents have more equal influence. Schools were also perceived as
influential, as comprehensive career guidance programmes help students make more informed career
choices (Lupas Jr. & Farin, 2021).
Moreover, a study conducted by Nerona (2021) revealed that listening to parents's advice in
career decisions is an effective strategy if the advice shows a connection between students' interests
and goals. Some parents tend to be more supportive of their kids, letting them make their own
decisions, as these students were more inclined to choose a major that relates to their interests and
strengths. However, when parents were controlling, students often felt pressured and obligated,
leading to dissatisfaction based on the major they chose.
Limjuco et al. (2018) found that students' career choices in Region XI influence the curriculum
options at senior high school. Students consider parental influence and future career goals in course
selection; it was revealed that students select courses based on what they believe will lead to fulfilling
and successful careers ahead with their parents' support, advice, and preferences for their academic
track. It also implies students' self-assessment, awareness of job demands, and trust in educational
institutions when making a decision about their academic path.
SYNTHESIS
Students use a range of course-choosing strategies, including peer influence, family advice,
personal interests, and strategic planning. Smith (2023) and Naz et al. (2014) found that peer
influence had a considerable impact, particularly for students from lower socioeconomic backgrounds.
Fuente (2019) and Lupas Jr. & Farin (2021) place an advantage on family guidance, emphasising the
significance of connecting parental counsel with personal interests. Additionally, Peng and Lin (2019)
emphasise the importance of strategic career planning in minimising ambiguity and improving
decision-making. Overall, students choose courses by combining information from peer collaboration,
family guidance, personal interests, and strategic planning to effectively influence their academic
paths.
Learned Insights Gained by the STEM students in Course Selection
According to Santos et al. (2016), students tend to seek family support when they feel
pressured at school. It was found that family support and control, especially from mothers, greatly
influence students' academic performance. It shows a positive impact and advantage on students'
education as long as it involves providing them with sufficient assistance. With that, it implies that
family support and encouragement from their household have a significant influence on students'
academic performance, leading to students being confident in school assessment and learning
environments.
Seeking family support can be necessary for course selection, as it helps students feel
encouraged and relieved. Parental support and encouragement were positively shown to have a
significant connection between adolescents' career decision-making self-efficacy and career
exploration behaviours, particularly parental autonomy support, defined as parents encouraging their
children to make their own career choices, which was associated with lower levels of career decision-
making difficulties and greater levels of self-efficacy in making career decisions among high school
students (Sethi, 2016).
A similar study conducted by Ho and Phan (2024) strengthens the idea that external factors
such as family support contribute to students' persistence in their learning environments. It was
observed to maintain students in school and lower dropout rates. Collaborating on decision-making
with your family about career aspirations creates a supportive network that empowers students to
thrive academically, to feel supported, and to feel motivated to achieve their educational goals with
the information they need as they complete their studies.
Ouano et al. (2019) observed that many students tend to determine the institutional aspect of a
college course before entering a particular university. Some students consider the geographical
location of the institution as a factor, such as home, climate, urban or rural setting, impacting students'
decisions depending on their preference. When it comes to educational facilities, this involves the
level of service and accessibility of the institution's resources and facilities, like the libraries,
laboratories, study space, and technology infrastructure, which contribute to students' perceptions of
the suitability of a particular institution.
Also, a study reported that students consider employment prospects when selecting courses,
which can significantly impact their future career paths and financial stability. Arts and Sciences Bs
psychology was shown to be the top choice of students in course selection due to its potential for
personal and professional growth. Students often chose courses that offer a positive employment
opportunity. Many students prioritise employment opportunities when selecting courses based on
perceived job availability and earning potential rather than personal interests or aptitudes (Briones &
Rubi, 2021).
Quiño (2022) revealed that many students avoid courses with higher costs, as the financial
condition and course availability influence students' course selection. Students would often choose a
major that would not cause financial stress for their parents; some say they would choose a course
based on their parents' income. These statements were agreed upon by many students at Cagayan
de Oro College, Philippines. This implies that Filipino students consider their financial capability,
tuition cost, and tuition opportunity as important factors that shape their decisions before choosing a
particular career in college.
In Davao City, residents skillfully navigate the delicate balance between personal ambitions
and family expectations. Students balance pursuing individual goals, such as entrepreneurial ventures
or educational pursuits, while honouring deeply familial values of unity and support. Furthermore, the
city's emphasis on community and tradition underlines the importance of considering family
expectations, even as individuals strive for personal growth and success. Compromise solutions
emerge organically as individuals negotiate to pursue their aspirations and their responsibilities to
their families.
Synthesis
✔ Begin your synthesis with an introduction that provides context for your topic.
✔ Thoroughly reviewing all the sources relevant to your research topic.
✔ Provide detailed information from your sources that relates to your research topic.
✔ Sythesis must have only 5 sentences only.

Theoretical Lens
FIRST PARAGRAPH
This qualitative-phenomenological study titled, Challenges in Course Selection Among

Science, Technology, Engineering and Mathematics: A road to Progress is anchored on the two
theories of (complete name of the proponent/s of the theory (1st theory), the name of the theory and
the year it was crafted) and (complete name of the proponent/s of the theory (2 nd theory), the name of
the theory and the year it was crafted).
SECOND PARAGRAPH
The theory of (mention the complete name of the proponent/s of the theory (1st theory), the
name of the theory and the year it was crafted) states that (mention what is your understanding about
the theory itself NOT on what is written on the internet-meaning you have to paraphrase what you
have read in the internet regarding the whereabouts of the first theory).
THIRD PARAGRAPH
The (mention the complete name of the proponent/s of the theory (1st theory), the name of the
theory and the year it was crafted) reveals that (mention the relevance of this 1 st theory to your own
study by crafting narratives from other authors following a PROPER IN TEXT CITATION)
FOURTH PARAGRAPH
The theory of (mention the complete name of the proponent/s of the theory (2 nd theory), the
name of the theory and the year it was crafted) states that (mention what is your understanding about
the theory itself NOT on what is written on the internet-meaning you have to paraphrase what you
have read in the internet regarding the whereabouts of the 2nd theory).
FIFTH PARAGRAPH
The (mention the complete name of the proponent/s of the theory (2 nd theory), the name of the
theory and the year it was crafted) reveals that (mention the relevance of this 2nd theory to your own
study by crafting narratives from other authors following a PROPER IN TEXT CITATION)
SIXTH PARAGRAPH
Draft a grand synthesis

How do STEM
Lived Experiences What are the
students cope
of Accountancy, valuable
with the
Business and insights they
challenges and
Management gained from
pressure in
Students in a the obstacles
course selection,
Blended Learning in choosing
and what are their
and advancing
strategies to help
in courses?
them succeed in
their learnings?
Figure 1. Conceptual Framework of the Study
CHAPTER 2- Methodology
This chapter contains the descriptions of the methods and processes that were employed in
the conduct of the study. It includes the Philosophical Assumptions, Qualitative Assumptions, Design
and Procedures, Ethical Considerations, Role of the Researcher, Research Respondents, Research
Instrument, Data Gathering Procedure and Data Analysis.
Collectively, these results may provide foundational information to guide the district in
addressing the local issue. Administrators might benefit from this information as it might enable them
to make informed decisions about what support is needed for (mention the phenomena that your
investigating)
In addition, this study will also discover the (discuss what is your another rationale of
conducting this study)
Philosophical Assumptions
It was assumed that all participants answered interview questions honestly and to the best of
their abilities. It was further assumed that the sample used for this study was representative of in-
depth in a face-to-face manner as a medium of communication.
There are beliefs about ontology (the nature of reality), epistemology (what counts as
knowledge and how knowledge claims are justified), axiology (the role of values in research), and
methodology (the process of research). In this discussion, we will first discuss each of these
philosophical assumptions, detail how they might be used and written into qualitative research, and
then link them to different interpretive frameworks that operate at a more specific level in the process
of research.
Ontology
Ontology, as a philosophical assumptions, refers to ideas or beliefs about the nature of reality and
existence. It addresses questions concerning what exists, which entities are real, and how they
connect to one another. Ontological assumptions serve as the foundation for one's worldview,
influencing how people perceive and understand their environment.

Ontological assumptions may revolve around whether reality is objective, existing independently of
human perception and interpretation, or subjective, constructed through human consciousness and
social interactions. Those who hold an objective ontological view believe in the existence of an
external reality that can be known and understood through empirical observation and rational
inquiry.
● Plot an understanding about the nature of reality of your research study and how it shapes
the research process.
EXAMPLE:
Ontology. When researchers embark on qualitative research, they acknowledge the concept of
different realities, such as the necessity for blended learning modality. Different researchers, as well
as the people being examined and the readers of a qualitative study, hold different perspectives.
Furthermore, qualitative researchers undertake individual investigations to report on these varied
realities. Evidence of many realities is demonstrated by the use of multiple forms of evidence in
themes, including the actual words of different individuals and the presentation of different
perspectives. For example, when authors create a phenomenology, they report on how study
participants view their experiences differently (Moustakas, 1994).
Epistemology.
Epistemology, as a philosophical assumption, is concerned with the nature, scope, and limitations of
knowledge. It is concerned with questions regarding how knowledge is obtained, justified, and
assessed. Individuals' opinions about what knowledge is, how it may be attained, and how it
connects to reality are all based on epistemological assumptions.
Epistemological assumptions address the sources or sources of knowledge. These sources may
include sensory perception (empirical evidence obtained through observation and experience),
reason (logical deduction and inference), intuition (direct insight or instinctual understanding), or
testimony (information obtained from others).

● Plot an understanding about the nature and structure of knowledge of the research study and
how it can be known.
Example:
Epistemology. When conducting a qualitative study, the researchers try to get as close to the
participants as possible. As a result, subjective evidence is compiled based on individual
perspectives. This is how knowledge is gained through people's subjective experiences. It is then
necessary to conduct studies in the field where the participants live and work, because these are
important contexts for understanding what the participants are saying. The more time researchers
get to know the participants, the better they "know what they know" from firsthand information. In
addition, it is supported by the idea of Guba and Lincoln (1998) by saying that the researcher strives
to reduce the distance that exists between himself or herself and those being studied.
Axiology
Axiology is a discipline of philosophy that studies values, such as ethics and aesthetics. As a
philosophical assumption, axiology is the belief in objective standards or principles for evaluating
values. It states that things or actions have natural characteristics that determine their value, which
can be understood through rational inquiry or intuition.
In layman's terms, axiology assumes that there are correct and incorrect ways to assess the worth
or quality of objects, acts, or ideas. This basic idea explains much of ethical and aesthetic research,
guiding us in determining what is ethically right or wrong, as well as what is aesthetically pleasant or
unappealing.
● Plot an understanding of your research study that will extend to the application of research
findings and will reflect on these findings align with broader societal values and norms.
Example:
Axiology. When creating blended learning programs, teachers need to take into account the
axiological aspects of their teaching methodology. This entails stating the moral precepts and ideals
that direct the creation of courses and coordinating instructional activities with these principles. A
dedication to diversity and inclusivity, for instance, can prompt teachers to include culturally
appropriate material, offer a variety of representational styles, and allow chances for interaction and
cooperation between students from different backgrounds. In addition, teachers ought to cultivate in
their students a culture of ethical thought and responsible decision-making, pushing them to think
about the moral ramifications of their choices, respect different viewpoints, and adhere to the values
of academic honesty and digital citizenship.
Qualitative Assumptions
The procedures used by the researcher are inductive and are based on the researcher’s own
experience in collecting and analyzing data. The research here is the product of the values of the
researcher. Through an inductive approach, raw textual data is condensed into a brief, summary
format. Clear links are established between research objectives and summary findings derived from
raw data. A framework of the underlying structure of experiences or processes that are evident from
the raw data is developed.
A phenomenological study describes the meaning of lived experiences of individuals about a
concept or phenomenon was used in this study. A phenomenological study intends to understand
and describe an event from the point of view of the participants. A key characteristic of this approach
is to study how members of a group or community interpret themselves, the world, and life around
them.
Collectively, these results may provide foundational information to guide the district in
addressing the local issue. Administrators might benefit from this information as it might enable them
to make informed decisions. In addition, this study was to discover the professional development
implemented through the state-required action sequence.
Design and Procedure
The researchers conduct an in-depth interviews to learn the things they cannot directly
observe. Qualitative interviewing is not used to get answers to questions, but to understand the
experiences of the participants and the meaning they make of that experience. Generally, qualitative
studies use unstructured, open-ended interviews, because they allow for the most flexibility and
responsiveness to emerging issues for both the participants and interviewer; however, the use of
semi-structured interviews is not uncommon and used when the researcher seeks to obtain specific
more focused information.
To ensure that the same information was collected from all the participants, an interview
guide question matrix was used. This include an open-ended questions and topics to help structure
the interview, but when needed, the interviewer also explored, probed, and asked additional
questions to clarify and expand on a particular topic. The interview guide question matrix helped
make interviewing across several different participants more systematic and comprehensive by
defining in advance the issues to be explored. The open-ended questions were framed in a way, so
the participants could represent their views and perspectives in their own words and terms, in
addition to taking the questions in any direction that they chose.
Since qualitative research studies subjects in their natural setting, all interviews took place
using a face-to-face format at a time convenient for the participants. All interview sessions were
tape-recorded for purposes of transcription. When needed, the researcher used follow-up interviews
after transcription to clarify meaning or explore areas in more depth.

Research Participants
The target population for this study will be the ten (10) participants from the line-up of Science,
Technology, Engineering, and Mathematic students of the Rizal Memorial Colleges Inc.
The researcher will use purposive non- random sampling wherein it is a sampling technique in
which the researcher relies on their judgment when choosing members of the population to participate
in the study. This survey sampling method requires researchers to have prior knowledge about the
purpose of their studies so that they can properly choose and approach eligible participants to be
conducted (Denzin, 2017). The participants of this study must be a bonafide student at Rizal Memorial
Colleges Inc., Grade 12 Science, Technology, Engineering, and Mathematics.
Ethical Considerations
Ethical standards are required in conducting research; thus, this phenomenological research
adheres to the basic elements and principles of Belmont Report (1979) which strictly observed the
principles of respect of persons, beneficence, and justice. Specifically, this study was subjected to the
evaluation of the Rizal Memorial Colleges, Inc. – Research Ethics Committee (RMC-REC) for the full
board review of the ethical aspects of the investigation as regards the dimensions of research ethics
that include social value, informed consent, vulnerability issues, risk-benefit ratio, privacy and
confidentiality of information, justice, transparency, qualification of the researchers, adequacy of
facilities and community involvement.
Social Value. The researcher investigated and carefully analyze one of the pressing problems
in our educational system. This study is expected to provide important information in recognizing the
extent and type of experiences that the basic education students experienced. The findings of this
study can provide more insights among basic education teachers and basic education students to
maintain quality teaching and learning. The researcher is hopeful that the output of the study is
relevant not only to the participants but to the school as a whole. The result of the study would be
presented in the local, national, and even international for and if given a chance to publish in an
international publication.
Informed consent. In this study, informed consent was secured from all the participants who
were involved in the study. The researcher conducted a detailed and comprehensive explanation
regarding the purpose of the study to ten (10) basic education students The researcher ensured that
the condition of the consent was a voluntary choice. The participants had sufficient information and an
adequate understanding of both the proposal and the implications of their participation in the study.
Codes were assigned to individuals in the data presented. Every page of the transcriptions of the in-
depth interview and focus group discussions were signed by the researcher to attest that the key
informant interviews were done with the consent of informants. In addition, the informants were
accorded with the needed respect. The researcher made it a point that the form must bear the
signature of the participant or agreement which would imply that she participated in the study
voluntarily.
Vulnerability of Research Participants. The researcher protected the participants from being
deceived, threatened, and/or forced to participate. The researcher treated them with the highest
respect. Thus, they were informed ahead that they may withdraw their participation in the study and if
ever inconvenience was felt during the interview and in answering the questionnaire, they would be
given the chance to raise their concern and opt to cancel the activity. Although the participants were
of legal age, 18 years old and above, still they were vulnerable because the researcher is an
elementary teacher in the basic education department of the Rizal Memorial Colleges, Inc. as one of
the selected research locales of the study. Student participants were treated with utmost respect so
as for them not to be vulnerable in the course of participating in this study. The researcher considered
the basic education students as participants in this study because they are mature enough to decide
for themselves to partake in this study or not.

Risks-Benefit Safety. A careful assessment of foreseeable risks, burdens, and benefits to the
participants was made. The questionnaire that the researcher administered did not contain any
degrading, discriminating, or unacceptable language that was offensive to the participants so that the
risks were avoided. An extra careful approach was used in collecting the data so that irrelevant and
confidential details were rejected. The study did not involve any high-risk situation that the participants
may experience in their social and emotional needs. Furthermore, this study ensured that the
potential benefits of the participants were greater than the potential harm. The results of this study
would benefit the entire basic education department; teachers, students, parents, and the Rizal
Memorial Colleges Inc. community as a whole, in terms of getting a clear rationalization to synthesize
various activities.
Practically the researcher identified only minimal risks if not negligible regarding physical harm
or discomfort that they may experience during the conduct of the study. However, some risks were
discussed because of the existing situation of the pandemic. In this manner, the researcher properly
made the respondents follow the protocols as laid by IATF. Specifically, whatever might cause
adverse effects on personal relationships, loss of status, privacy, or time of the respondents were
taken into consideration in the planning stage of the conduct of the study so that such things would be
minimized if not prevented fully. The mild inconvenience was a possible minimal risk that the
researcher had identified that respondents may experience due to their busy schedule brought about
by the varying tasks in the school and at home.
Privacy and Confidentiality of Information. The current study ensured the privacy and
confidentiality of the information of the respondents. The researcher adhered to the principles of the
Data Privacy Act of 2012 or Republic Act 10173 which mandates transparency, legitimate purpose,
and proportionality in the collection, retention, and processing of personal information (Congress of
the Philippines, 2012). This act protected the fundamentals of human rights on the privacy of
information which ensured the free flow of information that promotes innovation and growth.
The researcher protected the respondent/participants’ right to privacy wherein their responses
were given with the highest respect. Unless required by the law, the confidentiality of information shall
at all times be observed. Other personal information will not be asked in the study to safeguard their
identities and to enable them to participate without any fear of the revelation of involvement in the
study.
Any information will be taken with utmost care to ensure the anonymity of the data sources and
de-identification of any personal information that would be shared. Such names and identities were
protected by using a pseudonym. The tracing of the information of these codes was reflected in an
archival log. Hence, personal names were not used in the tracing of identification. Written responses,
if any, were captured through a camera. Recordings were saved and documents were kept in one
single place that is protected or encrypted.
Justice. In this study, justice requires an equitable distribution of both the burdens and the
benefits of participation in research. There was a fair selection in the choice of population, sampling,
and assignments. Provision of appropriate care to research participants regardless of their economic
status, gender, race, or creed was provided. With this, the researcher assured the respondents who
were involved were appropriate for the study. The researcher provided just compensation and
reimbursement for data used and costs incurred by the participants. The participants were adequately
informed on the objectives of the study before they were involved in the process. It was emphasized
that they were the source of data and encouraged to give their honest answers in the survey
questionnaire. In return, they were the priority on the benefits for the possible offshoots of the study
findings.
Transparency. To be ethical, all the parties need to be transparent by making sure that the
process, the nature of the study, and the extent of participation are clear and understandable to the
participants. The researcher tried to get the willingness of the participants to participate in the study
and ensured that they can withdraw their participation if necessary. The researcher was transparent
about the aspects of the study, especially that information that has bearing on the decision of
participants to give or withhold their informed consent. The participants can access and scrutinize the
findings of the study if the findings were scientifically valid and have significant implications on the
participant’s well-being.
The researcher assured that the study was conveyed in full scope and with accuracy.
Specifically, in qualitative data analysis, findings were identified, confirmed, or rejected accordingly.
Moreover, data transcriptions were presented to the participants to attain precision. Consequently, the
researcher ensured the reasonable availability and accessibility of the research outcomes to the basic
education teachers, students, parents, and the whole Rizal Memorial Colleges community.
Qualification of the Researcher. The researcher is ultimately responsible and accountable for
the research. For the research to be carried out with necessary skills and knowledge. We are aware
of the limits of personal competence in research.
Adequacy of Facilities. The researcher is adequately equipped with the budget and equipment
needed for the conduct of the study. This is to ensure that the researcher has the best facilities in the
completion of the research. The laptop, printer, internet connection, and other facilities needed are
personally owned by the researcher making the facilities adequately and readily available.
Furthermore, the library resources, both non-online and online, are readily available such as
books, ProQuest, OECD, EBSCO, and google. In addition, if possible, google meet was the form
used in gathering the data. Aside from the enumerated resources, some experts provided the
researcher the guidance needed in the conduct of this research like the adviser, RMC-Research
Ethics Committee, and panel members who are also the expert validators.
Role of the Researcher

The primary instrument in qualitative research is human, so all observations and analyses are
filtered through that human being’s worldview, values, and perspectives Therefore, researchers must
reflect on the values, assumptions, beliefs, and biases that they bring to their research. This is
important, because when another researcher looks at the data collected, they may sort and interpret
the findings differently. A researcher can achieve an unbiased attitude through the process of self-
disclosure, where the researcher considers the research problem about their background and
attitudes before conducting the interviews.
Data Collection
In a qualitative phenomenological study, research data involved the researcher spending as
much time as possible. As an active participant in the research process, the researcher constantly
evaluated their role, their relationship with participants, and applied this to develop an understanding
and interpretation. This resulted in an evolving research process both in terms of the direction and
type of data derived and also in terms of a personal transformation for the researcher.
After doing so, participants were notified. The notification described the voluntary nature of
participation and the confidentiality of all data gathered throughout the research period. All
participants signed an informed consent form before being interviewed. Questionnaires will be
translated by the researcher to the language commonly used by the participants. Data from
interviews, field notes, and recorded videos through in-depth interviews and focus group discussion
will be collected. Field notes will be used to record nonverbal communication and participants’
interactions with the environment. The questionnaire was a combination of closed and open-ended
questions administered by the researcher orally. Interviews were semi-structured, employed open-
ended questions, and will be based on an interview guide question matrix. The researcher will also
use question and answer format so that participants may have chances to ask follow-up questions.
Data will be generated through field notes, a voice recorder or cellphone videos, during the
interviews with participants. A piloted interview questionnaire was used with all participants
Data Analysis
The data analysis procedures will be explained and the steps taken to ensure the results from
this study are credible, transferable, dependable, and authentic will be thoroughly described.
Data analysis begins with organizing the data. The organization of the data involved keeping
information provided by each participant separate and in sequence with the order of the interviews.
The process of organizing the data allowed it to remain manageable, easily accessible, and readily
available. The digital audio files from the interviews were carefully transcribed into written form.
Next, the researcher became familiar with the data through extensive reading of the interviews
to gain an understanding of the content. This involved reading through the interviews at least three
times. The researcher created a sheet of notes for each participant. The summary sheets were a
quick way to refer back to the original data as the data analysis continued.
After the initial readings, researchers read data through completely with one typology in mind.
Typologies are generated from the theory, common sense, or research objectives. For this study, the
researcher used the typologies or themes from the literature review as the constructs through which
to view the data.
After reading through the data, the researcher coded the data from the literature by taking
excerpts of text from the data. After everything was coded, the researcher read through the data
again while writing analytic memos on her thoughts and insights and began the process of offering
interpretations. During this stage, the researcher began to interpret the data to find significance and
meaning in the teachers’ instructional experiences through pulling salient themes, reoccurring ideas,
and patterns of belief that resonated collectively throughout the interviews.
The data analysis brings meaning to the themes and categories and allows the researcher to
develop links between the interviews. The researcher began to interpret the data to find significance
and meaning in the phenomena being studied.
Analytical Framework
Table 3. Steps in Colaizzi’s Descriptive Phenomenological Method
STEP DESCRIPTION
The researcher familiarizes him or herself with
1. Familiarizing the data, by reading through all the participant
accounts several times
The researcher identifies all statements in the
2. Identifying Significant Statements accounts that are of direct relevance to the
phenomenon under investigation
The researcher identifies meanings relevant to
the phenomenon that arise from a careful
consideration of the significant statements. The
researcher must reflexively “bracket” his or her
3. Formulating Meanings pre-suppositions to stick closely to the
phenomenon as experienced (though Colaizzi
recognizes that complete bracketing is never
possible).
The researcher clusters the identified meanings
into themes that are common across all
accounts. Again, bracketing of pre-suppositions
4. Clustering Themes is crucial, especially to avoid any potential
influence of existing theory
The researcher writes a full and inclusive
5. Developing an Exhaustive description of the phenomenon, incorporating
Description all the themes produced at step 4
The researcher condenses the exhaustive

description down to a short, dense statement
6. Producing the Fundamental that captures just those aspects deemed to be
Structure essential to the structure of the phenomenon.
The researcher returns the fundamental
structure statement to all participants (or
sometimes a subsample in larger studies) to
7. Seeking Verification of the ask whether it captures their experience. He or
Fundamental Structure she may go back and modify earlier steps in
the analysis in light of this feedback.
Descriptive phenomenology is especially valuable in areas where there is little existing
research, as was the case in the example we have given of the experience of recreational camping.
For psychologists, Colaizzi’s method offers a clear and systematic approach; its thematic nature may
be more familiar and accessible than the “distilling” style offered by Giorgi.
Trustworthiness of the Study
The researcher purposefully avoids controlling the research conditions and concentrates on
recording the complexity of situational contexts and interrelations as they occur naturally. This study
took many extra steps to ensure the results from the data analysis were credible, transferable,
dependable, and authentic.
Credibility. Mertens (2020) defines credibility as a correspondence between the way a
participant perceived social constructs and the way the researcher portrays the participant’s
viewpoints. To ensure credibility in this study, the researcher used persistent observation that allowed
for interviews that were long enough to identify salient issues.
Transferability. Establishing transferability provides the degree to which the results can be
generalized to other situations. The researcher kept an audit trail, which is a meticulous record of the
research process so other researchers can recapture steps and the same conclusions. Extensive and
careful descriptions of the time, place, context, and culture of the study were kept to develop a thick
description (Mertens, 2020). Not only was the data kept, but also the evidence of how the data were
reduced, analyzed, and synthesized as well as the process notes that reflect the ongoing inner
thoughts, hunches, and reactions of the researcher (Newton & Rudestam, 2001).
Conformability. “Conformability means that the data and the interpretation are not figments of
the researcher’s imagination” (Mertens, 2005). In this study, the data gathered will be analyzed and
interpreted properly to arrive at a convincing theme that would further discuss the importance of
instructional practices for English learners in Elementary Mathematics. To establish conformability,
the researcher kept track of the qualitative data so it can be tracked to its source in the interviews.
Authenticity. To establish authenticity within the study, the researcher present a balanced view
of all perspectives, values, and beliefs. As a researcher, we must avoid bias in gathering the data.
This study used peer debriefing to play the role of “devil’s advocate” asking tough questions about the
data collection, data analysis, and data interpretations (Newton & Rudestam, 2001).
CHAPTER 3- Results and Discussions

A qualitative-phenomenological study is hereby presented in this chapter which is followed by
the discussions which could be explanations on the phenomenological data taken from the
experiential confessions of the participants.
Analysis of the data revealed three themes; namely, execution of vocabulary drills, power
teaching and meaningful activities. The first theme has also four sub-themes, namely: using a
vocabulary wall, modeling appropriate mathematics vocabulary, questioning techniques and hands-
on learning activities. In like manner theme number two revealed four sub-themes namely: team
points, cooperative learning, turn and talk and random reporting. Finally, theme number three
revealed four sub-themes to wit: question and answer, practicing on paper, use computer programs
and use innovative materials. These themes are taken from the responses of the participants during
the interviews.
Execution of Vocabulary Drills
✔ Discuss something about the theme using you own words. (3 sentences only)
✔ Support your discussion with the narratives from a certain authors. (3 sentences only)
✔ Draft a discussion form 3 different authors.
Meanwhile, in response to the question, “what are the challenges encountered by the teachers
in teaching English learners in mathematics?” participants commented with the following responses
which are anchored on the theme “using a vocabulary wall”, to wit:
Provide an approach to meaningful teaching of vocabulary with an

emphasis on student engagement and higher-level thinking skills (IDI_03).
Reinforce understanding of subject-specific terminology with a focus on

students internalizing key concepts (IDI_04).
Encourage increased student independence when reading and writing

(IDI_05).
Execution of vocabulary drills impacted

using a vocabulary wall
Furthermore, the participants were also asked “what are the activities that you usually do for
English learners in mathematics?” Participants commented this way based on the theme “modeling
appropriate mathematics vocabulary”.
Math class doesn’t seem like the most obvious choice for word walls,
glossary lists, and word of the day games (IDI_02).
A strong understanding of math terms is essential for mastering

concepts meaning strategies for building robust vocabulary are surprisingly
useful (IDI_03).
What I discovered in my students’ responses was that learning math

terminology is more than studying a list of words,” she said, concluding that
regular practice with new math terminology facilitates mathematical
discourse and understanding (IDI_04).
Execution of Vocabulary Drills impacted modeling

appropriate mathematics vocabulary

Similarly, during the in-depth interview, the participants were asked the verbatim question
which says “describe your personal experiences on achieving the best practices for English learners
in mathematics?” Their answers are anchored to the theme “questioning techniques”, to wit:
Questions are a way of engaging with students to keep their attention

and to reinforce their participation. Therefore, I considered this as one of the
best practices in teaching (IDI_02).
I believed that questions can review, restate, emphasize, and/or

summarize what is important. This is my experience in teaching (IDI_04).
There are several ways to consider as best practices in teaching such

as questions which stimulate discussion and creative and critical thinking,
as well as determine how students are thinking (IDI_05).
Execution of Vocabulary Drills impacted

questioning techniques
Finally, during the in-depth interview, the participants were asked the verbatim question which
says “how do these practices of elementary teachers affect English learners in mathematics?” Their
answers are anchored to the theme “hands-on learning activities”, to wit:
Hands-on learning is a form of education in which children learn by

doing. Instead of listening to a teacher or instructor lecture about a given
subject, the student engages with the subject matter to create something or
solve a problem (IDI_03).
Hands-on is by no means a “new” movement in the classroom. That

being said, even today, many schools find it difficult to incorporate hands-on
projects and principles into student work. This can be a particular challenge
for public schools, which often have tight budgets and less freedom in
developing curriculum (IDI_05).
Hands-on learning allows for equal visibility of common learning styles

in the classroom. Some children learn best by looking at visuals, some by
listening to a parent or teacher speak, and some by reading and writing
about a given topic. These are called visual, auditory, and
reading/writing learning styles, respectively (IDI_02).
Challenges in Implementing
Instructional Practices
EXECUTION OF
VOCABULARY DRILLS
Appropriate
Hand-on Learning
Vocabulary Wall Mathematics Questioning
Activities
Vocabulary Technique
Figure 2. Challenges in Implementing Instructional Practices
Power Teaching
The participants shared during the in-depth interview the following lines about “how do
teachers cope with the challenges in teaching English learners in mathematics” Their responses were
greatly anchored to the theme “team points”, to wit:
For students to achieve a comprehensive, well-rounded education,

integrated teamwork on several fronts is vital. Teamwork is necessary
between students, between students and teachers, and among parents and
educators (IDI_03).
The more teamwork fundamentals exhibited, the more opportunity

exists for students to learn the vital skills of compromise and collaboration
(IDI_04).
Many classroom environments employ the use of paraprofessionals,

teaching assistants, student teachers and even parent volunteers to help
with fundamental classroom exercises (IDI_05).
Power Teaching impacted

team points
In response to the question “do you think that those strategies effective?”, the participants
shared during the in-depth interview the following lines following the theme “cooperative learning
goal”, to wit:
To qualify as doing cooperative work, rather than individuals working in

parallel in a group, students need each other to complete the task. Students
are expected to participate in tasks that are clearly constructed and
necessary for the group’s success (IDI_01)
The inclusion of belonging to a group, where a student feel valued,

builds resilience, social competence, empathy, and communication skills
(IDI_03).
The interactive and interdependent components of cooperative learning

offer the emotional and interpersonal experiences that boost emotional
awareness, judgment, critical analysis, flexible perspective taking, creative
problem-solving, innovation, and goal-directed behavior (IDI_04).

cooperative learning goal
The participants shared their experiences on “what specific solution do you consider
significant”? This is anchored to the theme “turn and talk”. They mentioned that:
Turn and Talks help students apply content to their lives, practice
discrete skills, access background knowledge, and answer content related
questions (IDI_02).
Optimize your Turn and Talk by planning opportunities within a lesson

prior to being in front of students. Turn and Talks are most effective if a
backwards design is used where teachers ask themselves (IDI_03).
Turn and talk is an instructional routine in which students use content

knowledge during a brief conversation with a peer. Students are provided
with a short prompt to discuss content or a skill. Students turn to their
predetermined partner and answer the prompt while their partner listens
(IDI_04)

turn and talk
The participants shared their experiences on the “what are the reasons they have to consider
useful and meaningful in improving instructional practices”? The participants mentioned a series of
comments which was anchored to the theme “random reporting”, to wit:
Understanding how instructional techniques and classroom norms

influence in-class student interactions has the potential to positively impact
student learning. Many previous studies have shown that students benefit
from discussing their ideas with one another in class (IDI_03).
There is an additional way to hold students accountable for their

engagement in class without a grading incentive: “random call” of
individuals or groups of students to report their ideas to the whole class. In
this model, a task is demonstrated to be important with a reward of in-class
validation, emphasizing the learning process and the value of sharing
scientific ideas rather than correctness (IDI_05).
Individual random call, they showed that a greater number and variety
of students volunteered to answer questions after random call became part
of the classroom culture than when the only mechanism of calling on
students was through asking them to volunteer (IDI_04).
Coping Strategies to Improve

Instructional Practices
Power Teaching
Cooperative
Team Points Random Reporting
Learning Goels Turn and Talk
Figure 3. Coping Strategies to Improve Instructional Practices
Meaningful Activities
Continuously, in response to the question, “do you think that the attributes of teachers
important? Participants commented with the following responses which are anchored on the theme
“question and answer”, to wit:
Questions are a teacher’s most powerful tool, they can keep a lesson
flowing, highlight misconceptions or open up a discussion that gives the
students a deeper understanding of the topic (IDI_02)
Effective questioning sessions in classroom requires advance

preparation. While some instructors may be skilled in extemporaneous
questioning, many find that such questions have phrasing problems, are not
organized in a logical sequence, or do not require students to use the
desired thinking skills (IDI_04).
Questioning should be used to achieve well-defined goals. An

instructor should ask questions that will require students to use the thinking
skills that he or she is trying to develop (IDI_05).
Meaningful Activities impacted

question and answer
In the same way, when the participants were asked “in what circumstance are those teaching
and learning insights applicable? They expressed their sentiments which are anchored to the theme
“practicing on paper”, to wit:
Big paper is a learning strategy that encourages students to silently

discuss and explore topics through writing. In this collaborative strategy,
students are instructed to write their responses on a piece of paper that is
passed between group members (IDI_02).
Big paper is a multi-purpose strategy that can be used by teachers to

introduce topics, to link new information with past knowledge, to review and
clarify information and to assess for knowledge. The strategy promotes
student-centered learning by giving students the freedom to maneuver the
direction of the silent discussion through their written ideas and comments
(IDI_06).

practicing on paper
✔ .Discuss something about the theme using you own words. (3 sentences only)
To elaborate further, the participants were also asked “what lessons do you consider as
significant to enhance instructional execution? Participants commented this way based on the theme
“use computer programs”, to wit:
Gaining basic knowledge as well as skills to operate computers to

perform better jobs. Computer education is all about extending to its various
branches of study in different fields & sectors (IDI_02).
Computer, along with internet facility is the most powerful device that
children can use to learn new skills & abilities in education (IDI-03).
Computer plays a significant role in each n every field of life. They help
us in several ways. For example, they find applications in medicine,
industrial process, aviation industry, making bills in various big shops &
malls, creating presentation slides in application software for making notes
& delivering lectures in colleges, universities and a lot more (IDI_05)

use computer programs

To summarize the last theme, participants were asked the verbatim question which says “what
lessons learned are most important and useful in improving instructional execution for English
learners? Their answers are anchored to the theme “use innovative materials”, to wit:
When we think of innovation nowadays, we usually think of technology.

However, in a field such as education, it’s just as important to focus on
innovations in areas such as child psychology, learning theories, and
teaching methods (IDI_03).
Technology and other changes in society demand innovation in

education. While many schools face challenges such as underfunding,
unengaged students, and outdated curriculums, innovation offers a path
forward (IDI_05).
Innovation isn’t just important for businesses. In many ways, education

stands to benefit the most from both utilizing and teaching innovation in the
classroom. By exploring new and better ways to educate students and also
teaching the skills students need to become innovators themselves, today’s
educators can have a tremendous impact on the future of our world
(IDI_06).
Educational Insights to Improve

Instructional Execution for
English Learners in
Mathematics Insights and
Lessons Learned
Meaningful Activities
Practicing on Question and Use innovative

Use computer
paper answer materials
program
Figure 4. Educational Insights to Improve Instructional Execution for English Learners in Mathematics
Insights and Lessons Learned
Insights and Lesson Learned
The purpose of this qualitative research is to provide teachers with the knowledge, skills, and
resources needed to support the learning of English lover learners in mathematics in the Elementary
level. The following learning outcomes will be addressed: First, engage teachers in a data dive to get
to know the language, cultural, and academic characteristics of their students. Second, provide
teachers with an overview of language acquisition and resources to help teachers support the
learning of elementary students in mathematics. Third, provide teachers with instructional strategies
to support elementary students during mathematics discussions and collaborative activities. Fourth,
engage teachers in creating and modifying lessons, activities, and assessments to meet the varying
language needs of elementary students.
Seemingly, the best lesson that the researchers learned is to assist teachers in creating
student profiles to help guide the differentiated instruction of their students. Provide strategies to help
teachers create modify mathematics assessments to meet the varying language needs of their
students. Outline the process of collaborative inquiry and provide time for PLC groups to engage in
foundational steps of the process to be continued throughout the school year. Provide mathematics
assessments to help teachers identify EL students’ mathematics skills and needs. Lastly, establish a
platform for sharing instructional resources to support EL students in math.

CHAPTER 4- Implications and Future Directions
✔ PLOT AN INTRODUCTORY PARAGRAPH ON THE IMPLICATION AND FUTURE
DIRECTION OF YOUR RESEARCH STUDY
EXAMPLE:
In this qualitative research, we will look at the numerous implications of blended learning,
including its impact on teaching approaches and learning outcomes, as well as its potential to
promote more equality and accessibility in education. Furthermore, we analyze blended learning's
future directions, anticipating creative ways and upcoming technology that could increase its efficacy
and reach. By addressing these consequences and future directions, we hope to illustrate the
transformative potential of blended learning and stimulate ongoing innovation in educational practice.
Implications
✔ THESE PERTAIN TO THE REAL-WORLD APPLICATIONS OF THE RESEARCH FINDINGS.
IT INVOLVES CONSIDERING HOW THE FINDINGS CAN INFORM ACTION, IMPROVE
PRACTICES, OR ADDRESS SOCIETAL ISSUES.

EXAMPLE:
Schools must provide quality education to attract students and maintain their brand. For
sustainable development, leaders are expected to strengthen the professional competency of
teachers and staff, formulate strategic plans, and build collaborative relationships with external parties
to manage change. Principals, as instructional leaders, are primarily responsible for promoting
effective teaching implementation. Effective principals continually engage teachers in instructional
dialog and reflective practices to ensure that they are thoroughly equipped to improve student
performance. Effective principals are aware of the varied instructional strategies that directly or
indirectly improve teachers’ professional development.
In the knowledge-society era, knowledge management (KM) has become a primary strategy for
improving a school’s competitiveness and a reference for teachers’ professional knowledge. If
teachers can get useful feedback from principals’ supervision of their instruction, they can implement
KM behaviors into their professional development. Effective organization, storage, sharing, and
leveraging of knowledge can propel teachers to become more adaptive, innovative, and intelligent.
Research has shown that the sharing of knowledge among teachers can predict teachers’
professional development. Principal instructional supervision can directly influence teachers’
professional development; knowledge sharing can mediate this effect and indirectly improve teachers’
professional development. In other words, if teachers can share their knowledge with other teachers,
they can improve their professional development through the process. If teachers properly apply KM
and the principal’s opinions to their teaching, they can improve their self-understanding and
professional abilities.
Conclusion
This qualitative study has shed light on the lived experiences of students engaged in blended
learning modalities. Through in-depth interviews and thematic analysis, we have uncovered a
nuanced understanding of the challenges, opportunities, and implications inherent in this educational
approach.
The findings of our study reveal that students navigating blended learning environments encounter a
complex interplay of factors that shape their experiences. While blended learning offers flexibility and
autonomy, students also grapple with issues of time management, technological barriers, and a sense
of isolation. Furthermore, disparities in access to resources and support systems exacerbate these
challenges, highlighting the need for equitable solutions in educational policy and practice. Lastly, this
study contributes to the growing body of research on blended learning by providing valuable insights
into the lived experiences of students. By addressing the multifaceted needs of learners and fostering
inclusive, student-centered learning environments, we can maximize the benefits of blended learning
and empower students to thrive in an ever-changing educational landscape.
Recommendations
✔ RECOMMENDATIONS IN QUALITATIVE RESEARCH PROVIDE GUIDANCE FOR FUTURE
ACTIONS OR DECISIONS BASED ON THE FINDINGS OF THE STUDY.
The researchers have made the following recommendation based on the findings and
interpretation generated from this study.
Department of Education Officials.
School Heads.
Teachers.
Parents.
Students.
Future Researchers.
NOTE: Create 4 sentences as to how these entities can benefit from your study.
Future Directions
School principals may consider implementing instructional supervision in the school to
strengthen teachers’ professional competency, formulate effective policies, and seek external
resources for sustainable development. If principals only enact instructional supervision, disregard the
importance of KM within the organization, and neglect to allow teachers to use formal and informal
channels to circulate ideas among themselves, the effectiveness of instructional supervision will be
limited to English enthusiasts in their mathematics subject.
Principals should also foster teachers’ concept of KM and the willingness to share knowledge.
They should encourage teachers to apply knowledge and innovate knowledge together. These
behaviors will help teachers to improve their planning and preparation, teaching skills (techniques and
strategies), teaching materials, learning-atmosphere management, teaching achievements, and
evaluation. With good KM, appropriate changes and innovations can be implemented in teaching to
improve teachers’ effectiveness and development in the e-generation learning era.
Therefore, studying the instructional strategies in teaching elementary students as described
by the participants using a quantitative approach would also be beneficial. One of the findings from
this study was the lack of collaboration between parents and mathematics teachers during the COVID
19 pandemic. Further research is recommended to explore what type of co-teaching and alternative
school program models increase the collaboration between parents and mathematics teachers and
better serve students with difficulty in learning mathematics.
Moreover, educators, parents, and individual students assess each student’s situation and
discuss adjustments needed for home distance learning. Some examples include using alternatives to
print, such as audio or other formats in instruction, as well as pictures, flexible scheduling and
deadlines, and assistive technology. Learning in a remote setting may differ from mainstream,
classroom-based environments. This includes expectations for students and course methodology.
Curricula must often be adjusted. For example, homework can be simplified, allowing students to
dictate rather than type, and audio materials can be provided for reading assignments during online
classes.
Finally, more time and resources are required for students with learning difficulties in
mathematics to actively participate in learning. This includes equipment, internet access, and
specially designed materials and support.
References

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Blended Learning Modality

Challenges in Course Selection Among Science, Technology, Engineering, and

Mathematics: A Road to Progress

A Qualitative Research presented to the

Faculty of Integrated Basic Education Department of

THE RIZAL MEMORIAL COLLEGES, INC,

of the Requirements in Practical Research 1

Legaspi, Clyde Ceasper Q.

Aroma, Prince Adrian E.

In addition, an investigation by Smathers et al. (2023) at Pacific Northwest University in the

college course selection.

access to education. (Eduardo & Gabriel, 2021)

which may benefit higher-income families more.

preparation in aligning course choices with students' long-term objectives.

Rationale of the Study

education and careers.

effective learning environment for their students.

successful and fulfilling career path.

their child's academic and career endeavours.

their lived experiences in course selection.

This qualitative case study was guided by the following questions:

strategies to help them succeed in their learnings?

difficulty, and personal preferences.

determination, and creative problem-solving to overcome.

steps toward greater goals and aspirations.

Review of Significant Literature

discourse and fostering advancements in knowledge and practice.

Struggles Encountered by STEM students in Course Selection

education as highly important and beneficial for their children's success.

parental assistance influences students' course-choosing processes in a variety of worldwide situations.

Coping mechanisms of STEM students in Course Selection

pursue a particular course in college.

satisfaction (Peng & Lin, 2019).

themselves by their knowledgeable and engaging teachers. It emphasises the importance of

students in making informed decisions about their courses.

students' decision-making processes in course selection. Parents-obtained information was

choices (Lupas Jr. & Farin, 2021).

leading to dissatisfaction based on the major they chose.

institutions when making a decision about their academic path.

Learned Insights Gained by the STEM students in Course Selection

significant connection between adolescents' career decision-making self-efficacy and career

students (Sethi, 2016).

the information they need as they complete their studies.

the suitability of a particular institution.

particular career in college.

✔ Thoroughly reviewing all the sources relevant to your research topic.

✔ Sythesis must have only 5 sentences only.

This qualitative-phenomenological study titled, Challenges in Course Selection Among

Draft a grand synthesis

Instrument, Data Gathering Procedure and Data Analysis.

conducting this study)

depth in a face-to-face manner as a medium of communication.

influencing how people perceive and understand their environment.

the research process.

Furthermore, qualitative researchers undertake individual investigations to report on these varied

participants view their experiences differently (Moustakas, 1994).

connects to reality are all based on epistemological assumptions.

testimony (information obtained from others).

how it can be known.

participants as possible. As a result, subjective evidence is compiled based on individual