Methodology

This section streamlines the process of students’ response on Production of Social

Studies Instructional Materials for Economics subject in Senior High School of Capitol
University.
This study employed qualitative-descriptive research method with class discussion,
classroom observation and teaching subject as a way of collecting data by presenting the
instructional materials among the Senior High School students were classified and identified
through rubrics.
The best way of gathering data is qualitative-descriptive method because it describes
‘what is.’ It involves the description, recording, analysis and interpretation of the present
nature, composition or process of phenomena. The focus is on the prevailing condition, how a
person, group or thing behaves or functions in the present. Since the aim of the study is to
allow students evaluate the presenter’s way of using instructional materials in the class, the
researchers have chosen a research method that involves observation, evaluation, analysis,
interpretation and presentation. It incorporated the learning style of the students of Dunn and
Dunn Learning Style Model.
In line with qualitative-descriptive method, using instructional materials in class
demonstration was utilized in the study where respondents were given a chance to evaluate
the presenter. In this type of sampling, senior high school students will evaluate the
presenter’s demonstration of instructional materials.
This section explains the method used to elicit the learning styles of students is
differing from one another. The researcher will demonstrate in the class and the students’ will
evaluate the presenter with the use of rubrics is the best way to document the effectiveness of
instructional materials. In qualitative research, classroom observation is one of the several
forms of data collection. At the research site, it involves watching and observing students’
emotional and physiological elements towards the presenter’s way of using instructional
materials (educationalresearchtechniques.com). Demonstration of a lesson with the use of
instructional materials will be performing in one section of senior high school in Capitol
University but he respondents were selected and limited to use the rubrics and evaluate the
instructional materials used by the presenter to reach the saturation point. There are thirty
respondents who will use the rubrics reach the saturation.
This section explains the method used to elicit the relevance and effectiveness of
instructional materials. In this study, rubrics allowed the respondents to express their own
judgment about what they observed to the presenter’s instructional materials.
Qualitative methods such as focus group are intended to provide the researchers the means
for collecting data that can be used to construct a descriptive account of the phenomena being
investigated (Dollar and Merrigan (qtd in gianti.ea.ufrgs.br/files 6). Qualitative approaches
such as Focus Groups are particularly used because they allow a researcher to uncover
people’s subjective attitude and experiences that are typically inaccessible through other
means of research (Krueger and Casey( qtd in cals.arizona.edu) Focus Group also tap into a
subjective experiences and are an efficient way to collect large account of data that describes,
compares or explains a social phenomenon because they allow participant to interact and
build one another’s comments and they allow the facilitator to probe for details.
In this study, five respondents will be chosen to participate in the FGD; they will be carefully
recruited based on their GPA. Using an open-ended interview protocol to guide discussion,
interview questions (see appendix E) are developed with direction and input from the semi-
structured interview and were design to cover a range of paralinguistic skills in the academic
discourse of AB-English and address general to specific questions. FGD was tape recorded
with the permission of the participants. The anonymity of participants in the FGD is protected
in this report.