South Philippine Adventist College

PERCEIVED BARRIERS TO LEARNING WITH TOUCH-TYPING

AMONG CHRISTIAN HIGHER EDUCATION INSTITUTION

OFFICE ADMINISTRATION STUDENTS:

A PHENOMENOLOGICAL STUDY

by

Lizzie Love S. Velasco

June 2022
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 CHAPTER 1

INTRODUCTION

This phenomenological study explores the perceived barriers to learning touch-typing

among Cristian Higher Education Institution (CHEI) office administration students. It aims to

describe the walls and obstacles students face to meet the required keyboarding speed and pass

the subject. Also, it seeks to talk about what it is like to be learning touch-type as an office

administration student. This chapter addresses the background, problem statement, research

questions, and significance and ends with the scope and limitations.

Background of the Study

Touch-typing is a difficult task requiring sensory-motor coordination and the continual

improvement of several patterns. Learning 'touch-typing' is one approach to becoming a more

efficient typist (Weintraub & Marom, 2015). Moreover, it allows you to type more quickly. As a

result, you will be more productive, as tasks will take less time to complete, take on more work

or assignments, or spend less time sitting at a computer (Cicerchia, 2022). It is one of the integral

subjects that office administration students must take to complete the course. Unfortunately,

most of them still struggle to practice touch-typing to achieve the required keyboarding speed

and pass the subject. According to Daniel (2018), It is upsetting to hear about competent students

in so many aspects who cannot proceed because they cannot type quickly and accurately. 

The research of Daniel (2018) conducted in Michigan, United States, tells that It is also

essential to examine the quality of student practice. Four to five hours each week is

recommended. Learning to type well should be deliberate and meaningful, not just done now.

His research reveals that barriers to learning touch-typing include Lack of practice time, Lack of

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knowledge on enhancing their typing skills, and previously learned non-touch-typing habits.

Keyboarding abilities take time and practice to develop. Teachers must be aware that students

may find typing in English more difficult. More research is needed to determine which strategies

are most helpful in helping English language learners build well-formed typing abilities.

(Gondree, 2014). In Australia, the research of Alderman (2004) also reveals the barriers like time

spent unlearning bad habits, frustration, speed reduction at first, productivity loss during the

relearning phase, and deadlines all encourage reverting to old behaviors. California respondents

identified ambient noise as a barrier that continues to be a challenge. Hence, new ways need to

be implemented. (Mehring & Kueaster, 2004).

In addition, the Philippines is a developing country where computers have become an

integral part of daily life. The result of the study by (Salvo et al., 2016) revealed that

keyboarding is indeed necessary for productivity in various fields, including software

development and document processing. Touch-typing has long been and continues to be an

active study area among academics.

The study from Pope (1992) reveals that Greater reading independence; improved

vocabulary; improved reading comprehension, spelling, punctuation, and listening abilities;

greater engagement in school; and a longer attention span are some of the gains obtained from

typing or keyboarding skills. furthermore, keyboarding helps learners take responsibility for their

actions. The process of controlling time and production, as well as checking for errors, teaches

responsibility. It is directly related to organizational abilities and proofreading. In a broad sense,

Students learn to be accountable to others for various things when given responsibility.

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 Finally, this research aims to discover more about why students struggle to learn to

touch-type, as well as what makes typing precisely and quickly difficult for the BSOA students,

specifically in CHEI. This study is phenomenological research that describes the students'

experience of becoming proficient touch-typists and provides a helpful response to the problems

they presented.

Statement of the Problem

Over the last few years, technology has evolved at a fast pace. Hence people also need to

develop digital skills like touch typing. Knowing how to touch type allows everyone to be in a

calm state of mind. That is to say, there is no need to look at the keyboard, and students can

focus their attention entirely on the text (Alderman, 2004). Office Administration students must

learn this method since it is one of the skills that they must have for their future office careers.

Moreover, the lack of understanding of the significance of touch typing among these students

raises the question of why so many of them still struggle to learn and what makes it hard for

them to achieve the required speed and accuracy. It is impossible to supervise or confirm that the

keyboarding students are using the touch-type approach when practicing because they are

conducting the lesson work without supervision. Some students may spend hours each week

practicing keyboarding but not using the touch-type approach, putting them at risk of not

receiving credit for their keyboarding course (Daniel, 2018). Therefore, Wawrzynek (2019)

suggested that this situation generated the need for a study to determine the barriers they face to

mastering this skill. 

The researcher identified an apparent knowledge gap in the prior research that is

primarily concerned with when and how training should be taught in acquiring touch typing

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skills and also the significance of learning this typing method. However, the prior research did

not address the lived experiences of the office administration students and the barriers they face

while learning the course. This comprises several undiscovered aspects that have recently caught

the interest of researchers in different fields. According to Ericsson (2007), Participants who had

previously attended a typing class and adopted deliberate training during everyday typing had the

best degree of performance. The findings imply that practicing deliberately can provide an

opportunity for skill growth. According to Daniel (2018), practice must not merely random

typing words and sentences at whatever pace the typist desires. The exercise must be planned

and thoughtful (Daniel, 2018). In this study, the lived experiences of students who have a hard

time learning touch typing should be explored further to have greater understanding with the

phenomenon (Miles, 2017).

Research Questions

RQ1: What is it like to be learning touch-typing among office administration students?

RQ2: What are the challenges encountered by office administration students that hindered

effective learning the touch-typing?

RQ3: How training should be conducted to achieve the desired speed and accuracy through

touch-typing?

Significance of the study

The study's findings will be highly beneficial to the following:

BSOA chairperson: They will better understand how much practice time is needed to type

quickly and accurately, and effectively adjust the students' schedules.

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Keyboarding instructors: They can modify the keyboarding instruction approach based on the

students' preferences to improve performance. They can also gain insights into applying

strategies and techniques to help students embrace deliberate touch-typing, get motivated while

learning and find ways on how should they be taught (Daniel, 2018).

Students: This study helps them in expressing their struggles and difficulties learning touch

typing and lowers their chances of receiving failure remarks (Daniel, 2018).

Christian Higher Education Institution: This study will make them aware of students'

perspectives on learning to touch-type and assist students with programs and flexible approach to

typing that help students get the most out of their typing training. Furthermore, this allows the

institution to generate experienced, proficient, and accomplished students sooner (Cicerchia,

2022)

Researchers: The outcome of the study will benefit the both the present and the future

researchers because it will provide a roadmap for their research related to barriers while learning

touch-typing. It will also act as related material, allowing them to conduct a more valid and

reliable study (Albarracin, 2022).

Scope and Limitation

This research focuses on the Perceived barriers to learning with touch-typing among

Christian Higher Education Institution (CHEI) Office Administration students. This study is

limited to CHEI office administration students who have the capacity and expertise to make a

legitimate response to the researcher. They are those who have taken or are presently taking the

keyboarding course. Furthermore, this study does not include BSOA students who have taken

this course five years ago and beyond.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature review and studies after the in-depth search done by

the researcher. This section will also discuss the theoretical framework and the definition of

terms for better comprehension of the research. The said parts will help familiarize relevant and

similar information to the study.

Touch-Typing

According to Wawrzynek (2019), Touch-typing is the ability to type without glancing at

the keyboard. Touch typing is a technique that has been taught in typing classes and courses

since the 1890s. A person can memorize where the keys are by employing muscle memory. It

entails placing the eight fingers on the keyboard's first row (begins with ASDF). One finger is

assigned to each key. For typing, the typist moves fingers from the home row to the top and

bottom rows and returns them to the home row for rest. Keyboarding education aims to help

students become more computer literate and avoid re-learning keyboarding skills (Fleming,

2002). Touch typing also helps activate new memory muscles and generate more active and

robust cognitive connections, which will improve your total brain capacity and function because

it is a mental activity that engages most regions of your brain (Typesy, 2021).

In addition, in today's professional environment, knowing how to type isn't enough;

appropriate keyboarding techniques and typing efficiency are vital. Most people, their fingers

operate far faster than their eyes and brain when typing (University of Alabama, 2021).

therefore, Alderman (2004) stated that touch-typing allows individuals to divide the burden

among nine fingers, improves data entry speed and accuracy, and reduces the need to glance at

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the keyboard while hitting the keys. It also allows them to focus on content rather than process

mainly.

Learning Touch-Type Among Office Administration Students

Bachelor of Science in Office Administration (BSOA) is a four-year degree program

designed for students to develop business management and office operations skills needed in

different workplaces such as general business offices and legal or medical offices. Its program

also prepares students to carry out clerical, administrative, supervisory and managerial tasks. In

addition, the program trains students with core courses to develop their skills. It includes the

advanced keyboarding or touch-typing (interface Computer College, 2022) 

However, the study conducted by Daniel (2018) stated that most office administration

students struggle to learn touch typing because they are attached to their current informal typing

method. Others claim they do not have time to practice keyboarding. Some students admitted

dissatisfaction with the classrooms, computers, and keyboarding software. Others revealed that

they lack motivation for tedious work. Some students may be unwilling to participate because

typing practice drills aren't exciting. That is why his study proposed recommendations to solve

the said problems. one is to give students more than the current 14 weeks to learn touch-typing.

Another is Invest in-camera software so that students can record themselves typing and submit

the recordings to faculty members for feedback. Third, Students can receive coaching from

faculty members to assist them in learning what they need to improve their typing skills, submit

their practice work, and improve the course contents to explain diligent practice better. Today's

students need to know how to keyboard appropriately and effectively to succeed in the future

(Shannon, 2022). Because Wawrzynek (2019) said that although there are other methods for

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quickly entering data into a computer, touch typing remains the most successful and efficient

method.

Advantages Of Learning to Touch-Type

Typing quickly and accurately is a skill that will serve you well no matter where your

career takes you (Indeed Editorial Team, 2021). Agile Fingers (2022) claimed that the keyboard

is the best device for inserting text ever developed; if you spend a lot of time in front of your

computer, you should be able to type without looking down at your keyboard. According to

Fleming (2002), Accumulating evidence suggests that learning touch-typing or keyboarding has

multiple advantages. Such as, when students know how to touch-type, they are more excited

about utilizing the computer for their work and make higher progress in spelling than non-typing

students. An article from Fun tech (1996) stated that typing enhances your English language

abilities, provides students with a competitive advantage in their future careers, and conserves

their time. Furthermore, Billingsley (2022) stated that touch typing is beneficial for learning

letter patterns and spelling. It makes writing easier for people with dysgraphia or other

handwriting issues. Dysgraphia can make holding a pen challenging and uncomfortable. Touch-

typing removes this barrier, allowing them to concentrate on their work. Touch typing also

boosts your writing and spelling confidence. Unlike handwriting, it will enable students to make

several corrections. It also demonstrates that they can learn to spell and encourages good

spelling, giving them more confidence. 

In addition, touch typing also helps you find new ways to make a living, improve overall

health to avoid injuries, enhance concentration, boost productivity, and reduce tiredness. It might

be exhausting to type for long periods and continually fix typos or bend your head over the

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keyboard to find which keys to push. If you can enhance your typing, you'll feel less tired

mentally and physically (Billingsley, 2022). The research of Erthal (1998) also found out that

students with keying skills can compose faster and are more pleased with themselves and their

work, produce documents that are more visually appealing, and improve enthusiasm and

language arts skills. Teachers believed that touch typing abilities were crucial and that a lack of

touch-typing proficiency would harm students' performance on standardized tests (Poole et al.,

2016). Cicerchia (2022) suggests taking a modular typing course since it helps individuals grow

more skilled at dividing things into manageable parts. Typing work allows them to repair errors

and improve without giving in a disordered assignment.

Coping Strategies

Technology advances at an incredible speed, and many people find the responsibility of

keeping up with new technical advancements frustrating. One skill that will help you cope better

at home and work is learning to touch type more efficiently. You'll be able to be more productive

and effective on any keyboard-based device. Touch typing also will offer you self-assurance and

control over your technology (typesy, 2022).

Numerous authors suggest coping strategies to help deal with the challenges of learning

touch type. One of these is from Blank keyboard Ivanova (2018). They said to get a blank

keyboard if you can't stop yourself from looking at the letters. The letters are not printed on this

keyboard, and all keys are identical. A blank keyboard is optional; however, it may be beneficial.

It is essential to promote proper finger placement from the start and to encourage individuals to

develop automaticity by not looking down at their fingers (Weerdenburg, 2018). Another is from

Freeman et al. (2022), to cope with the difficulties, you need to have fun learning, and once you

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know how to find the keys through touch alone and build up typing speed, you have a masterful

skill for taking notes. You can also learn keyboard shortcuts and other helpful tips.

Ways (2022) also suggested using color-coded keyboard to determine which keys to push during

exercise. Also, to create muscle memory, trust yourself and locate the key with your finger.

Practicing is necessary to learn techniques, don't speed through the activities.

Briggs (2020) recommended using TypingClub, Dance Mat Typing, or Nessy. Over 300,000

professors and 23 million students utilize TypingClub, which is free for individuals and schools.

Every learning difficulty brings its own set of challenges. The teachers need to keep students

motivated because when they feel uncomfortable, it can be challenging to push them to learn

(Freeman et al., 2022). Lastly, Ways (2022) suggested rewarding yourself for achieving goals or

exercising regularly.

Deliberate Practice

According to Keith & Ericsson (2007), They adapt deliberate practice theory to

intermediate-level typing performance, a popular activity for several individuals. Sixty university

students with several years of typing experience participated in practical sessions that included

ability testing, a focus group interview about typing experiences, and various typing activities.

Thus, according to the deliberate practice theory, participants who had previously attended a

typing lesson and reported adopting the aim of typing efficiently during ordinary typing had the

best performance rating. The findings imply that if people are determined to drive themselves,

even after years of expertise, engaging in an everyday activity can provide an opportunity for

skill growth. As a result, the basic principle is that an individual's level of performance in a given

field is the outcome of years of effortful practice with the stated goal of improved performance.

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 In the Interviews done by Daniel (2018), all students admitted that they ran out of time

and did not finish the keyboarding practice that they thought they needed to keep their skills and

knowledge up. Therefore, in article from Ratatype (2022) suggests that continuous practice is

required to maintain their skill because Regular training is essential for success in any activity.

When you miss a lesson, you forfeit the time you've already invested in learning. Hence, set

aside 2-4 weeks for daily 30-minute training sessions. The primary hypothesis is that a student's

level of performance in a particular domain is the result of years of effortful practice activities

with the ultimate aim of performance development.

Perceived Barriers to learning Touch typing

It takes far too much time and effort to learn to touch-type because, according to

Cicerchia (2022), your brain does not have to process the words you type fully; your fingers are

simply executing a series of movements. The main limitation of muscle memory is that you must

first learn the correct moves before automating them. Furthermore, Searsol (2020) stated that a

typical student with no learning disabilities could learn to touch type in eight to ten hours. They

could be touch typing at a prolonged rate (8 – 15 words per minute). However, if there is no

proper training and practice, many people will resort to hunt-and-peck typing, which requires

looking down at the keyboard and choosing the appropriate keys (Sikowski 2022).

According to Alderman (2004), numerous challenges are discussed by authors that

prevent students from learning the Touch-typing methods. These include the lack of confidence,

failed attempts in the past, hesitancy to change and frustration. According to Cicerchia (2022),

there are common complaints about learning to touch-type that frustrates everyone. These

include difficulty not looking down, hands being too big or too small, making too many

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mistakes, not fast enough, typing lessons are not attractive, too old to learn, and motor skill

deficiency. In addition, Kaye (2017) stated that at first, touch typing was extremely slow. So, it

was necessary for her to find a method to enjoy what she was doing in order to alleviate my

frustration. Students who answered the study questions found it challenging to change their once

learned typing habits to master the touch-type method. Students who arrive with poor typing

habits may be putting in the necessary amount of practice time for someone learning to touch-

type from scratch. They may, however, require even more practice time to unlearn their previous

typing habits. 

The observation of Kumar (2020) finds learning touch typing difficult because reading

the word first and then typing it slowed down the process. Secondly, being overly concerned

with passing a test without making any mistakes leads to the most faults and, therefore, slows

down efficiency. The third is he became tense and made most of the errors on the last 1–2 lines

or in the previous 10 seconds of the 1-minute count down practice session. Fourth he was

distracted by typing while listening to music or keeping his phone notifications. Fifth is Touch

typing over an extended amount of time reduces speed. And lastly, he has a hard time pressing

the keys. He then concluded that it is beneficial to learn Touch typing using several platforms.

Being confined to a single platform became tedious at times. Switching to a different medium

can help you freshen your mind and eyes in several ways. The research of Daniel (2018) also

discovered the lack of practice time. The result shows that none of the students practiced

keyboarding as much as required or preferred. They felt that there was no time left for

keyboarding practice after completing their class assignments, tests, and quizzes for other

courses.

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 Theoretical Framework

According to USCLibraries (2022), a theoretical framework is made up of concepts and

their definitions, as well as references to important scholarly literature that are employed in a

particular study. It takes a theory-based approach to the present research. It also provides a well-

defined and well-supported case for the study and explains the significance and validity of the

research (Afribary, 2020). There are Three theories backing up to this study about the perceived

barriers to learning with touch-typing. These include the Motor Learning and Keyboarding

theory by Donica, Giroux & Faust (2018) & Bell (2022), Theory of Student Involvement by

Alexander Astin (1984), and the Theory of Self efficacy by albert Bandura (1977).

Motor Learning and Keyboarding theory by Donica, Giroux & Faust (2018) & Bell (2022)

Keyboarding is an acquired skill that combines visual and kinesthetic input to locate keys

in order to produce written work (Freeman et al., 2005). Keyboarding is difficult to master

because it needs students to internalize motor sequences. To produce written work, students must

use visual and kinesthetic feedback to identify and use the correct keys. Students gradually

improve their keyboarding skills by focusing on cognition and vision, motor memory, and self-

correction. There are three stages to motor learning and keyboarding according to this theory:

cognitive, associative, and autonomous stage (Donica et al., 2018 & Bell, 2022).

Cognitive Stage

The cognitive stage is when the student is a beginner (i.e., new to the skill and task at

hand) and makes an intentional attempt to learn what to do (Bell, 2022). In this stage,

Movements are slow, uneven, and inefficient in the first stage, and major portions of the

movement are actively regulated until the learner develops a pattern (Weaver, 2015).

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Furthermore, learning in this stage is more explicit, and the student tries to figure out what tactics

are needed to do a task. They are attempting to understand the procedures required and to

internalize effective strategies to learn touch typing. Hence, Ineffective strategies should be

stopped (Donica & Faust, 2018).

Associative Stage

The associative stage follows the cognitive stage. The learner has established the

movement sequence and can fine-tune his or her tactics at this stage. She or he does not need to

rely on external instructions as much and is better equipped to respond to the context/

surroundings (Bell, 2022). At this stage, practice is essential for improving keyboarding

performance and consistency. Students may benefit during the early phases of motor learning by

learning and practicing particular skills before combining them into a larger task (Zwicker &

Harris, 2009). The skill eventually becomes internalized with practice and exposure and requires

little intellectual effort.

Autonomous Stage

Autonomous stage is the ultimate stage. This phase entails more practice of the skill in

order to improve performance and make it automatic. The learner has internalized the skill and

can perform it with minimal cognitive monitoring. This allows the learner to focus on other

things, such as other aspects of the task or environmental features. The performance is usually

error-free and adaptive, requiring less feedback (bell, 2022). Students who key at a functional

level can give more attention to the written composition's cognitive process and, as a result, may

be more successful at these computer-based activities. In addition, with more experience and

enhanced muscle memory, keyboarding speed and accuracy improved (Donica et al., 2018).

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 Fig 1: Motor Learning stages (Swanson, 2017)

Theory of Student Involvement 

The 1984 theory of Student Involvement by Alexander Astin discusses how desirable

outcomes for higher education institutions are considered in relation to how students grow and

develop as a result of involvement. This theory suggests that a department must generate

appropriate student effort and investment of energy to accomplish the desired outcomes and

achieve the necessary level of learning and development. In addition, the amount of time and

effort students dedicate to activities that yield these benefits determines their ability to

accomplish specific developmental goals. For instance, in keyboarding, if enhanced skill and

efficient typing is an important goal for the office administration students, the amount of time

they spend on activities like listening to professors about improving typing and deliberate

practice will determine how far they reach that goal.

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Theory of Self-efficacy

The theory of Self-efficacy by Albert Bandura (1977) refers to a person's belief to

manage his/her personal motivation, behavior, and social circumstance. Also, it is the confidence

to succeed or carry out the practices necessary to meet specific goals (Bandura, 1977). In

addition, these cognitive self-evaluations determine the goals for which people strive, the amount

of energy committed to goal accomplishment, and the feasibility of achieving specific levels of

behavioral performance. There are four factors introduced by bandura that affects self-efficacy.

This includes the Actual Performance, Vicarious Experiences, Some Types of Social Persuasion,

and Physiological Levels (Bandura, 1977). In this study about the perceived barriers to learning

touch-typing, actual Performance and Some types of Social Persuasion were factors that

increased students’ self-efficacy.

This positive way of thinking or believing that one is capable of achieving tasks they set

out for themselves – is a boon because part of the struggle of getting better at anything or

learning something new is making sure the person believes they are capable of carrying out said

task successfully.

Appropriateness of the theory

The motor learning and theory by Donica, Giroux & Faust (2018) provides a framework

for understanding that learning has stages and that it is impossible to acquire the skill in just one

sitting. Students gradually improve their typing efficiency as they progress through the cognitive,

associative, and autonomous stages. The cognitive stage helps touch-typing learners develop an

overall understanding of the skills. The associative stage aids students in processing the training

of the brain to learn and adjust behaviors. The autonomous stage occurs when learners have

gained sufficient knowledge and skills through independent effort and have fully acquired touch-

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typing (Ho, 2022). While Alexander Astin's theory of student involvement provides a more

profound understanding that meaningful student involvement in touch-typing encourages

learning Cognitive abilities that will allow them to understand more about the course. It means

that the more students get involve, the more they can enhance their skills Daniel (2018). The

theory of self-efficacy adds another understanding to the study because it emphasizes that

students who have a positive mindset or belief in their ability to acquire the required typing

speed is helpful because part of the effort of improving typing skills or learning how to touch-

type is convincing students that they are capable of completing their goals successfully.

Definition of Terms

Accuracy- The lack of errors in typing or percentage of correct entries typed out of the total

entries entered (Groeber, 2022).

Deliberate practice- A coping strategy that the students do in order to improve typing skills

(Ericsson, 1992).

Office administration- A four-year degree program in which students are required to master

touch typing (Daniel, 2018).

Timed writing- The type of training that requires students to type paragraph text for two

minutes (McPherson, 1995).

Touch typing/Keyboarding- It is a typing method without looking at the keyboard. It involves

placing your eight fingers on the keyboard home row and the typing is governed by muscle

memory (Techopedia, 2022).

41nwpm- (Net words per minute) is the average number of five-letter-words typed for one

minute (Knowles, 2021).

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Shorthand speed test- To measure the students' ability to read touch notes and transcribe them
correctly on the typewriter.

Transcription test To measure the amount of speed that has been gained by the studentswhile
writing shorthand on the machine cropper 1972

CHAPTER III

METHODOLOGY

This chapter discusses the methodology used for collecting the data for the study. It

explains the research design, data collection, data analysis and gives details about the research

settings, sample, and sampling procedure. It also covers how to build trustworthiness, reflexivity

as well as ethical considerations to be observed when doing the study.

Qualitative Research

Qualitative research is a type of research that examines and elaborates real-world issues

(Tenny et al., 2021). This chapter discusses the definition, historical context, and philosophical

foundations of qualitative research. These contain details on the methodological process and

accurate information to better understand the study's phenomena.

Definition

According to Busetto et al. (2020), The meaning of qualitative research is "the study of

the nature of phenomena," A more practical guideline can strengthen this definition: qualitative

research typically involves data in the form of words rather than statistics. At its essence,

qualitative research asks open-ended questions like "how" and "why" that is difficult to quantify.

One of qualitative research's strengths is its capacity to describe processes and patterns of human

behaviour that are impossible to measure. Phenomena like experiences, attitudes, and behaviours

are difficult to quantify precisely (Tenny et al., 2021). Furthermore, Patton (2005) defines

qualitative research as analyzing data from direct fieldwork observations, in-depth, open-ended
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interviews, and writing. Qualitative research reveals patterns and themes through inductive

examination across situations. Bhandarri (2021) perceived qualitative research as understanding

concepts, opinions, or experiences to be used to understand and develop new ideas.

Suitability of the Approach

The purpose of this qualitative research is to study about the perceived barriers of

learning touch typing among office administration students. Learning this type of skill is really

complicated and challenging (SchoolRun.com, 2022). That’s why this study intends to better

understand and discover the first hand lived experiences of students while learning the course.

Qualitative method will be used to answer questions regarding their experience and viewpoint

because qualitative research develops real sense of understanding to the situation. Moreover, in-

depth interviews will be used to understand the condition and experience from the personal

perspective of these students

Research Design
Phenomenological Hermeneutic

According to Guillen (2018), Experiential and reflective activities are used to perform

hermeneutic phenomenology research. According to Van Manen (1984), the methodologies used

in this case are personal experience descriptions, conversational interviews, and attentive

observation to be described and interpreted. It also emphasizes the value and importance based

on the information gathered. In this method, a researcher aims to create a detailed and rich

description of a phenomenon by intuition, emphasizing discovery rather than accuracy and

amplification by avoiding previous knowledge (Cohen, 2001). In addition, Landridge (2007)

stated that to comprehend reality, we must investigate the experiences individuals talk about in

their lives, sometimes with some specialized interpretive or hermeneutic approach. We

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acknowledge the difficulties of bracketing by utilizing this method. We recognize our implicit

assumptions and try to clarify them to avoid this challenge (Cohen, 2001). The most important

feature of hermeneutic phenomenological research is maintaining the quality of the entire

research process and outcome. There are some quality issues opposing opinions on the quality

claims made by this type of research (Guba,1999).

This research design is suitable for this study because Heidegger's concept in this type of

research design emphasizes the importance of the researcher's involvement. It is essential that the

researcher possess firsthand experience of the phenomenon (Adz, 2022). As an office

administration student who has already completed the keyboarding course, I have a firsthand

knowledge of the issues that my participants encounter. Therefore, my ideas are crucial for

interpretation.

Historical background. Edmund Husserl established the philosophical paradigm of

phenomenology in the 20th century (Guillen, 2018). According to Spiegelberg (1969),

Phenomenology is a movement whose primary goal is the direct exploration and description of

things as they are directly experienced, without hypotheses about their causal explanation and as

accessible as possible from unstudied beliefs and theories. On the other hand, the term itself is

far older. History goes back to the 18th century when Swiss German mathematician and

philosopher Johann Heinrich Lambert used it to describe the component of his knowing theory

that distinguishes truth from illusion and error. In the 19th century, the term was most closely

connected with Georg Wilhelm Friedrich Hegel's Phänomenologie des Geistes (1807), which

described the development of the human spirit from mere sense experience to "absolute

knowledge." However, the so-called phenomenological movement did not begin until the early

20th century.

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 Research Setting

This study will be conducted in a Christian Higher Education Institution located in

Matanao Davao del Sur. Matanao is a landlocked municipality in Davao del Sur's coastline

province. According to the 2020 Census, it consists of a population of 60,493. It has accounted

for 8.89% of the total population of Davao del Sur province, or 1.15% of the Davao Region's

total population (PhilAtlas, 2022). 

On the other hand, Christian Higher Education Institution is an institution with a strong

educational foundation dedicated to involving students in service-learning opportunities and

helping them acquire service skills (Pawelke, 2022). It is also important for the preservation and

transmission of Christian traditions, denominational distinctive, and religious philosophy. They

are the church's academic arm in many aspects (Oms, 2020). It is also a biblically-based

education that develops convictions necessary for one's personal life, family, vocation, church,

and participation in God's purpose (Chou et al., 2021). Furthermore, this is the best option where

the study will be conducted because this institution is very convenient, and the researcher wants

to discover more of the issues faced by office administration students in this area. The researcher

is also confident to gather the best and most authentic experiences with the phenomenon to

support the study. Currently, there are 86 students officially enrolled in the office administration

course for the academic year 2021-2022, ranging from the first year up to the fourth year. The

Office administration department of the Christian Higher Education Institution's primary goal is

to generate graduates who can exhibit their competence, knowledge, and abilities in office

administration, live a Christian life, and support the Seventh-day Adventist Church's values and

standards. 

26
 Sample and Sampling Procedure

Sample Size

In qualitative research, selecting an appropriate sample size is a topic of conceptual

debate and practical concern. The fact that sample size rules, standards, and tools have been

established to help researchers set and justify suitable sample sizes indicates that the issue is a

critical indicator of qualitative research validity (Vasileiou, 2018). According to Ellis (2016),

Different textbooks recommend different sample sizes for phenomenological research, but a

sample of between 6 and 20 respondents is adequate and sufficient. The sample size should be

able to adequately describe the phenomenon of interest and answer the research question.

However, a large sample size increases the possibility of repeating data. Thus, the purpose of

qualitative research should be to reach saturation (Shetty, 2022).

The sample chosen in this form of research is often a purposeful sample. Informants are

chosen based on their ability to explain a given theme, concept, or phenomenon. In addition,

Almero (2020) stated that the quality of the data is the most significant factor in such a study, not

the number of participants. Furthermore, this research intends to collect data from six people

enrolled in a Christian Higher Education Institution. These include three students currently

taking the keyboarding course and three students who have taken this course at any year level.

Vasileiou (2018) recommended qualitative researchers be more transparent about their sample

size sufficiency assessments to produce valid conclusions and reliable results.

Purposeful Sampling

Purposeful Sampling is a sampling approach used by qualitative researchers to determine

individuals who can provide in-depth information about the topic under research. It is also

27
known as purposive and selected sampling (Statistic Solutions, 2022). The respondents of the

study are those who can provide the best and most relevant information to the researcher and

draw valuable conclusions

The first three participants are office administration students who are presently taking the

keyboarding course. In the Christian Higher Education Institution, the first-year office

administration students will take the keyboarding course during the second semester. The

respondents that will be selected must meet the following criteria: (a) enrolled at the Christian

higher education institution, (b) currently taking the keyboarding course, (c) office

administration student, and (d) willing to be interviewed and participate in the study.

The next and the last participants will be the office Administration students who have

taken the course. These individuals are well-experienced and are knowledgeable about learning

touch typing. These students may be at any year level and will be chosen using the following

criteria. (a) Enrolled in the Christian Higher Education Institution, (b) any year level as long as

they have taken the course (c) office administration student (d) can provide meaningful

experiences to the researcher (e) willing to be interviewed and participate in the study.

After identifying the participants, the researcher will use judgment sampling. It means that when

choosing who to ask to participate, the researcher relies on his or her judgment. As a result,

researchers may choose an essentially "representative" sample to meet their goals or target

individuals with specific qualities.

Data Collection Methods

During the data gathering a formal letter will be issued to the target respondents asking

for their permission to be interviewed at the time they prefer. It will be sent through email or any

28
internet site indicating the procedures such as recording the whole interview through video or

audio recording. Data collection is a method of gathering reliable information from a variety of

sources in order to provide insights and answers (Egnyt, 2021). Moreover, in order to generate a

more reliable and valid results, the researcher will also conduct triangulation through focus group

discussion and observation.

In-depth Interview

In-depth interviews, according to Creswell, are the major means of gathering information

for a phenomenological study, and that the important aim is to characterize the meaning of a

phenomenon for a small number of individuals who have experienced the phenomenon

(Creswell, 2007). Boyce & Neale (2006) perceived in-depth interviewing as a qualitative

research technique that entails conducting in-depth individual interviews to learn about their

viewpoints on a specific idea, program, or situation. In-depth interviews are useful when you

need detailed information about a person's experience, beliefs and behaviors, or you want to dig

deeper into a new topic. Because in-depth interviews can be so insightful, it is possible to

uncover extremely useful information (Communications for research 2021).

According to QuestionPro (2022), the advantages of in-depth interview when conducting

a phenomenological study includes establish a comfortable relationship between the researcher

and the participants, allowing for more in-depth responses to difficult topics. Second is to gain a

greater understanding of the participants' perspectives, researchers can ask follow-up questions,

obtain additional information, and return to critical questions. Next is to acquire a deeper

understanding of participants' viewpoints, researchers can track changes in tone and word choice.

Lastly, when a detailed report about a person's perspective and behavior is required, in-depth

29
interviews can be very useful. It also investigates new concepts and situations, providing the

researcher with a complete view of the phenomena.

In this study, the in-depth interview will be participated by a total of 6 participants. 3 for

those students who were done learning keyboarding and 3 for those who are presently taking

keyboarding. Each student will be requested to share 45 mins of their time for the conduct of this

interview. There will be a total of six session for the interview because participants will be

interviewed individually.

Focus Group Discussion

A Focus Group Discussion (FGD) is a qualitative research method and data gathering

technique in which a small group of people explores a topic or issue in-depth with the help of a

moderator. This method is used to discover participants' attitudes and perspectives, as well as

their knowledge, experiences, and practices, which are shared during interactions with various

people (Eeuwijk & Angehrn, 2017).

In this study, the researcher will initiate a separate FGD sessions where first group would

be the 3 participants who are done taking the course. The second group will be the other 3

participants who are presently taking the course. The session will be conducted according to

what the participants prefer whether it is online using zoom or google meet or they can also

choose face to face discussion

Observation

According to an article by iterators (2021), observation is a method of data collection that

involves monitoring people in a certain situation or area at a specific time and day. Essentially,

researchers examine the behavior of these individuals or settings they are studying. The

30
observation method is utilized when you wish to prevent making an error due to bias during the

evaluation and interpretation process. It's a technique for gathering objective data by watching

and recording a participant for later analysis (Bhasin, 2020).

With their permission, this study will conduct an observation of the target participants.

The researcher will examine the behavior of the office administration students, particularly those

who are currently enrolled in a keyboarding course, to see how they deal with the challenges of

learning to touch-type and discover more barriers they are encountering while acquiring the skill.

The researcher, on the other hand, will also conduct an observation for those students who were

done taking the course to observe their typing performance and net words typed per minute.

Data Collection Procedures

           Data collection is the systematic gathering and measurement of information on variables

of interest to answer research questions and evaluate outcomes. It provides a foundation to assess

reliability. This will be followed to ensure that the regulations and data collecting procedures

have been correctly adhered.

1. Seeking endorsement letter from the vice president of academic and student affairs. A

letter of invitation will be sent to these highly respected individuals indicating the

significance of the student’s participation with the study. The letter will endorse the

researcher to gather data with the students from their institution.

2. Seeking endorsement letter from the BSOA department chair. The respondents of this

study are the office administration students of the Christian Higher Education Institution.

As a result, the researcher wants to get endorsed and have permission from the

department chair to gather insights from the students under his/her supervision.

31
 3. Securing Approval from the college research committee. The approval of the research

committee is highly needed before conducting the data collection to show that the

research is worthwhile and has attained the standard. Thus, the researcher will secure

approval from these committee by sending an email indicating the purpose of the study

and other significant information in order to assure the transparency, integrity and

validity.

4. Securing approval from the participants. These individuals are an integral piece in

competing in the research process. A formal letter will be sent to the target respondents

indicating the purpose and the need for their participation in the study.

Data Analysis

Data analysis is the practice of systematically applying statistical or logical approaches to

explain, demonstrate, condense, recap and assess data (Shamoo & Resnik, 2003). This study will

use the data analysis by Van Manen (1984). This approach is used for phenomenological

hermeneutic studies.

1. Orienting to the phenomenon

Phenomenology is the study of essences," where "essence" refers to a description of a

phenomenon. A good description of essence is designed to structure a lived experience

and revealed to us in a way that we are now able to understand the nature and significance of this

experience in a previously undiscovered way (Manen, 1984). As a result, this study will focus on

questioning the essential nature of the lived experiences of office administration students as they

learn touch-typing and discuss the significance of their experiences. The researcher will make

sure to come up with a good description with the phenomenon in order to be understood clearly

32
by the participants and readers may comprehend the significance of the experience in a

previously unseen way.

2. Formulating the question

To do phenomenological study is to phenomenologically question something while also

being addressed by the question of what something "truly" is like. A crucial reminder for all

phenomenological inquiry, at all phases, is to keep one's initial question in mind and thus to stay

oriented to the lived experience that allows one to ask the "what it is like" question in the first

place. In addition, A phenomenological question must be not only clarified and comprehended,

but also "experienced", the researcher must "draw" the reader into the topic in his

phenomenological description in such a way that the reader cannot help but wonder about the

nature of the phenomenon in the same way that the phenomenologist does (Manen, 1984).

This study questions like what is learning touch-typing like? What is it like to be an office

administration student learning touch typing? what about touch typing that causes the sense of

having the barriers or difficulties? Manen (1984) stated that researchers must be mindful with the

original question and must focus on the lived experiences.

3. Exploring assumptions and preunderstandings

Our "common sense" preconceptions, suppositions, assumptions, and existing bodies of

scientific information incline us to interpret the nature of the experience before we've even

grasped the significance of the phenomenological inquiry (Manen, 1984).

Another way to put it is that scientific and common knowledge believe they have already

said a lot about a phenomenon, such as what the phenomenon of learning touch-typing is, or

what students do or should not do before they truly understand what it means to be a leaning

33
touch-type in the first place. So, as the researcher explores studies about the challenges faced by

students while learning touch typing, the majority of them do not answer the question of

what really are the barriers towards learning touch typing, but rather ask the question by offering

advice on how to learn this type of skills. The researcher has also notice that touch-typing is

considered as an obtainable skill and has its principles. The study of Aydemir (2022), mentions

the metaphor perceptions for keyboarding which includes, high level attention/ production

(24.3%), superficiality/forgery (21.4%), easy/effortless (17.1%), thought and feelings (12.9%),

sound (10%), skill (8.6%) and future (5.7%). 

4. Exploring the phenomenon:

From a phenomenological perspective, this stage of the research process should be

viewed as the researcher's educational development: that is, finding ways to develop deeper

knowledge and comprehensions of the phenomenon under investigation. It typically consists

of a thorough examination of the breadth of lived experience of the types of material that can

be discovered and that may eventually have an impact on the possibility of developing a

deeper understanding of the phenomenon's nature (Manen, 1984).

The study will conduct an interview, focus group discussion and observation from the

chosen respondents who can share their meaningful experiences to support the study and to

further explore their understanding with the phenomena and what learning touch typing

experience is like for the office administration students in the Christian Higher Education

Institution.

5. Consulting phenomenological literature

 literature and other artistic sources can provide us with effective experiences and insights

that are normally outside the scope of our personal everyday experiences and may contain

34
 material that has already addressed the topic or question that we are interested in in an

interpretive manner. We can use selected phenomenological materials to think more deeply

about how we interpret lived experience and, as a result, to exceed the limits of our

interpretive norms (Manen, 1984).

In this study, several literatures are discovered. This includes the works of Ertl (2007),

Poole & Preciado (2016), Weerdenburg (2018) and Daniel (2018). These authors conducted

four studies that discusses about learning touch typing. Ert Writes about the touch-typing

skill retention, Poole & Preciado discusses about touch typing beliefs and practices, while

Weerdenburg tackles about the essence of learning the-touch typing and lastly is Daniel who

focuses on the insights of the students while learning the skill.

6. Conducting thematic analysis

The structures of experience are phenomenological themes. So, this study attempts to analyze

a phenomenon, and attempts to determine the themes, or experiential structures, that comprise

that experience. Themes, on the other hand, should not be regarded as conceptual formulations or

categorical statements. After all, we are attempting to describe lived experience, and lived

experience cannot be captured in conceptual abstractions (Manen, 1984).

In this study, the researcher will analyze the themes about “how the experience lived”.

Through the interview, the researcher will capture all the possible themes of the data gathered

which are essential in revealing about the experience being described by the participant.

7. Determining essential themes

35
 According to Manen (1984), the first thing to do is to define first the topics around which

the phenomenological description will be constructed before the researcher will attempt to create

a more comprehensive phenomenological description. Then, there's the stage when the

researcher's transcript topics are discussed in a more interactional conversations in which both

the researcher and the interviewee participate to interpret the importance of the preliminary

themes in light of the initial phenomenological question.

In this study, in order to make a more comprehensive phenomenological description, the

researcher will look for the themes that will be intertwined with the phenomenological

description in relation to the topic of perceived barriers to learning with touch-typing

The following topics could possibly be included:

 Challenges to learning touch typing

 What do they feel while learning?

 Coping strategies

 Trainings that should be done

8. Attending to spoken language

The skill, or rather the art, of being responsive to the subtle undertones of words, to the way

language talks when it allows things to speak for themselves, is a characteristic of the

phenomenological method (Manen, 1984).

In this study, the researcher will practice listening carefully and paying attention, like

listening to the deep tonalities of language that are normally beyond the regular range of hearing.

It is critical for the researcher to keep in mind that respondents' levels of linguistic proficiency

may differ. Therefore, the respondents will be asked first English is their first language, if they

36
can communicate in another language and if so, what is the language, what is the most common

language they use with their friends and which language do they use with their family the most.

This will be very helpful to avoid misinterpretation and incorrect analysis.

9. Varying examples

This study about the perceived barriers to learning touch-typing among office administration

students aims to give a detailed, reliable and valid description with the way the participating

student experience learning touch-typing. To put it another way, every phenomenological

description is essentially just an example, a symbol pointing to the "thing" we're attempting to

describe (Manen, 1984). The method we approach the phenomenological themes of a

phenomenon is to vary the examples so that the "invariant" aspect(s) of the phenomenon itself

comes into focus.

10. Writing and Rewriting

The researcher will guarantee that the data analysis is well written in this study. It means that

the descriptions are secured to be well structured. It may be beneficial to organize one's writing

in a way that corresponds to the phenomenon's basic structure (Manen, 1984). Hence, the

researcher will also conduct extensive research for a better foundation of the study. For instance,

the researcher will identify how the descriptions are helpful by exploring various types of

learning touch typing modalities. Like visual modalities in which Learners utilize their hearing

and touch senses, yet prefer to study with visual aids. Another is auditory modalities, learners

that use the auditory modality focus heavily on their sense of hearing. They learn best when

information is delivered in an audible format. Next is kinesthetic modality, Movement is

beneficial to a kinesthetic learner. Because they learn mostly by touch, they must be able to

37
move around during the learning process. Each type of learning modality could possibly shed

light on some crucial features of the nature of learning touch typing (Baldwin, 2022).

Trustworthiness

The most crucial feature of hermeneutic phenomenological research is maintaining the

quality of the entire research process and outcome. There are various viewpoints on the quality

claims made by this type of research in terms of quality. Guba and Lincoln (1999) defined four

criteria for determining the reliability of qualitative research: credibility, transferability,

dependability, and conformability. 

Credibility

  According to Guba and Lincoln (1989), the study's credibility is determined when

co-researchers or readers are challenged with the experience and can acknowledge it. Moreover,

these authors proposed various approaches for dealing with credibility, including activities such

as prolonged eye contact, engagement, constant observation, data collection triangulation, and

researcher triangulation. Perhaps increasing credibility as well as assessing referential adequacy

as a technique of comparing preliminary findings and interpretations to the raw data. In this

study, triangulation and member checking or respondent validation will be used as means to

maintain validity and credibility of results.

Member checking. According to Lincoln & Guba (1985), member checking allows the

participant to assess intentions, correct factual errors, challenge what are perceived to be

incorrect interpretations"; and allows the participant to volunteer additional information. During

this process, it is essential to construct a member check that is culturally, contextually, and

38
linguistically sensitive to the circumstances of the sample participants. This method allowed

researchers to present data in a form that was concise, accessible, and contextually relevant

(Zerón, 2021).

In this study, the interviewer will first seek to make rapport with the participants in order

to achieve honest and open responses. The researcher will give the data or results to the

interviewee to check for accuracy and relevance with their own experiences. This

enables participants to critically evaluate and comment on the findings.

Triangulation. The method of analyzing results from the same study utilizing various

data collection methods is called triangulation. It is utilized for three major reasons: to improve

validity, to create a more detailed image of a research topic, and to investigate multiple

perspectives on a research subject (Nightingale, 2020). Moreover, different perspectives are

aligned through triangulation, which leads to a more comprehensive understanding of the

phenomenon of interest (Salkind, 2010). It also verifies the consistency of data obtained using

several instruments and raises the chances of eliminating or at least assessing, some of the

dangers or many reasons that influence the results (Parpa, 2021).

In this study, triangulation will be applied through in-depth interview, focus group

discussion and observation to further enrich the understanding with the research question and to

ensure the credibility of the study.

 Dependability 

According to Tobin et al. (2004), Dependability refers to the consistency or stability of

the research process used over time. To determine whether a qualitative study is dependable, one

39
must look if the researcher was careless or made mistakes in designing the study, collecting data,

interpreting findings, or reporting results. The dependability of this study will be ensured by

strictly checking the references and the research methods to making sure that it is consistent and

accurate. Also, the data will be collected with the proper approach, and the sample size is

ensured to be sufficient. Readers can evaluate the research's Dependability by examining the

research procedure thoroughly (Lincoln & Guba, 1985).     

Transferability

           The generalizability of an investigation is referred to as transferability. This only applies

to case-to-case transfer in qualitative research (Tobin & Begley, 2004). Someone may want to

transmit the findings; nevertheless, the researcher must first approve them. The researcher is in

charge of writing detailed descriptions so that individuals wishing to apply the conclusions to

their site can assess transferability (Lincoln & Guba, 1985). The individual who seeks to

"transfer" the results to a different context is then in charge of determining whether the transfer is

acceptable (Trochim, 2022).

To ensure transferability of this study, the researcher will examine all the research

process to check if it is applicable in other context or studies. Also, the researcher will

thoroughly define the research setting and fundamental ideas that provide effective evidence for

the readers.

Confirmability

           Confirmability is how other researchers could also confirm the research study's

conclusions. Confirmability is concerned with demonstrating that the data and interpretations of

the findings are drawn from the data and are not the result of the researcher’s imagination

40
(Kirstjens & Moser, 2018). According to Guba and Lincoln (1989), confirmability is established

when credibility, transferability, and Dependability are achieved.

To increase confirmability in the study, several methods are to be followed. The

researcher will document the techniques and process for checking and rechecking the data. The

study is also ensured to have accurate outcomes from the respondents' experiences and insights.

Furthermore, it also adopts an audit trail to examine the transparency of the research path and

prevent any risks to the result’s validity. According to Cohen, (2006) Audit trail is a transparent

description of the research processes conducted from the start of a research work through the

development and reporting of findings.

Reflexivity Statement

I believe that touch-typing is an excellent skill that office administration students must

acquire. I agree that it will take a longer time to practice and it requires dedication, effort, and

deliberate practice to master this skillfully. Touch-typing has plenty of challenges and barriers

that students will surely encounter while learning. Researching this topic enlightens everyone

about what it is like to be learning touch typing and be able to execute strategies that will help to

master it quickly.

In addition, I am currently enrolled as a 3rd year office administration student in a

Christian HEI and I have already taken the advance keyboarding subject during my first year.

Thus, I already experience the difficulties and challenges to be encountered before passing this

course. I have also seen so many students struggle and get frustrated and uncomfortable while

trying to continue learning. Moreover, I was also able to observe how trainings are

implemented, and how long is the needed practice time to achieve the required speed and

accuracy. Hence, this prior experience might influence the analysis of my research topic.

41
 Overall, I believe in God and am aware that He is guiding the researchers throughout the

research process. He understands the difficulties that office administration students experience

when learning touch typing. If you've noticed that I refer to God in my analysis, it is because I

believe in him as the giver of knowledge and the master of all things.

Ethical Considerations

According to Bhandari (2021), research ethics promote scientific integrity, human rights and

dignity, and a partnership between science-society. These principles ensure that study

participants' involvement is voluntary, informed, and safe. Following ethical guidelines benefits

both the researcher and the respondents to reach a conclusion and discover more information

(Kang & Hwang 2021). This study will use measurements by Kang & Hwang (2021) and

Creswell (2009) to ensure and defend the welfare of participants. Researchers must adopt ethical

practices to limit potential harm, mental or bodily discomfort, social disadvantage, or danger.

Negligence complaints are less likely to happen when ethical behaviors are followed.

1. Maintaining relationships with research participants. This is essential when researching

because, in many ways, the quality of the data is determined by the researcher's

relationship with the participants. On the other hand, the researcher must not be

judgmental and establish rapport with the respondents because fostering mutual

relationships is an ethical practice that is frequently regarded as a necessity for

developing trust, which will help the researcher receive more honest responses and more

profound findings. 

42
 2. Upholding informed consent. Researchers who collect data through interviews are

responsible for ensuring the validity of the findings. The researcher must inform the

Participants to the best of her ability about the complete information of the critical

elements or nature of the research or study, including how long the interview will take to

complete the study. Participants will be emailed copies of the transcript. Moreover,

presenting the study must be in the most appropriate and easiest manner for participants

to easily understand and allow them to make voluntary and rational decision to

participate. They are also free to withdraw their answers by immediately contacting the

researcher. 

3. Upholding confidentiality and anonymity. In qualitative research, protecting

confidentiality while giving detailed, rich, and extensive descriptions of social life

presents unique challenges. Even if the researcher is knowledgeable of the participant's

identity, they must take appropriate precautions to prevent it from being recognized or

identified by others. For instance, the researcher will maintain their research records and

secure data through password-protected files and encryption when sending data over the

internet. In addition, this study does not only protect participants but the specific

institution where this study will also be conducted. It is covered by altering its name to a

Christian higher education institution. The reason is to avoid issues and bad records and

protect the school's privacy.

4. Upholding honesty and integrity. The researcher will not perform any research that

contradicts or misleads the participants' prior knowledge. They will also ensure that

participants are aware of the risks and advantages associated with their participation and

any underlying risks and potential benefits they may receive. To secure the integrity of

43
 the study, the researcher will present all the research goals, intentions, methods, and

procedures to the respondents, as well as acknowledge and give credit to the work of

other researchers.

5. Safety of the participants and the researcher. Researchers have the general obligation to

protect participants from harm caused by their research. People taking part in the study

should not be exposed to risks higher than or additional to those they face in their daily

lives. To ensure participants' safety, the researcher will interview through any meeting

platform at a time convenient to the participants. This is also to avoid becoming infected

with the virus. Hence, doing the interview online is safer. Participants are also free to

refuse to answer any questions they find offensive or uncomfortable discussing.

44
 INTERVIEW PROTOCOL

(OFFICE ADMINISTRATION STUDENTS PRESENTLY TAKING AND HAVE

ALREADY TAKEN THE COURSE)

Before we get started, let me give you an idea of what we'll be talking about today. First is that
this is going to be an in-depth interview in which you will be asked about all of your meaningful
and relevant experiences with touch-typing. The result of this interview will provide a rich
understanding of the topic and reflects on the lived meaning of your experiences.
Now, I am going to read you some important information about this interview. a) you are assured
of your confidentiality, b) your participation is completely voluntary, and you can withdraw
anytime without any consequences, c) the study will not inflict any physical or emotional harm,
and d) no rewards or compensation will be given in participating in this study. If you agree with
all these terms, kindly affix your signature to the consent form.

This interview will be completed quickly. It will take about 45 minutes of your time. I have some
questions for you to answer at this time. I'd be grateful if you could help me in completing our
desired activity within the allocated time. Do you have any questions or clarifications before we
start?

INTERVIEW GUIDE

1. Research Question: What is it like to be learning touch-typing as an office administration

student
Presently Taking the Course Done taking the course
Think about the time when you were learning touch-typing. You will likely recall all the
challenges and barriers you encounter while trying to achieve the required speed and accuracy.
For the moment, I will be glad if you will reflect and share with me that memorable experience
while learning the said skill.
Probing questions:
a) What were your feelings and insights about it?
b) what were your impression of learning this type of skill?
c) can you describe your experiences?

45
2.  Research Question: What are the challenges encountered by office administration students
that hindered effective learning the touch-typing?

 
Presently Taking the Course Done taking the course
  Probing questions
a) Can you tell me about the barriers or problems you have while practicing keyboarding?
b) Can you describe your experience with the timed writing sessions?
c) What do you think is the hardest challenge you have encountered while learning touch-
typing?

1. Research Question: How training should be conducted to achieve the desired speed and
accuracy through touch-typing?
Presently Taking the Course
  Probing questions  
1. What is the current training method
you are implementing?
2. What do you think are the effective
training strategies to be implemented
to quickly acquire the skill?
Done taking the course
Probing questions
1. Can you share with me how you learn
best? Like playing music while
learning.
2. Can you share any suggestions you
have on how to improve training?
3. Can you share with me what you think
is the ideal practice time?

 
Wrap up
           I am deeply honored to be given a chance to interview and to listen to your thoughts and
meaningful experiences today. I would like to know if there is anything you would like to add?
You can share some more.
 
           Thank you so much for your time. I will just send you a copy of the transcript of this
interview. You may add or remove parts from what you have shared today.

46
 INFORMED CONSENT FORM
(Office Administration students presently taking and have already taken the course)

"Perceived Barriers to Learning with Touch-Typing Among Christian Higher Education

Institution Office Administration Students: A Phenomenological Study"

My name is Lizzie Love S. Velasco, and I am currently enrolled as an Office Administration

student at South Philippine Adventist College (SPAC), km.68 Camanchiles, Matanao Davao del
Sur. I want to ask for your participation in a research study about barriers to learning with touch
typing. The purpose of the study is to (a) describe the meaningful experiences of students while
learning touch-typing and (b) discover the walls and obstacles students face to meet the required
keyboarding speed and pass the subject. (c) develop and implement effective strategies to acquire
the skill efficiently. I believe you have prior knowledge and accurate experience to support the
study for these given purposes.

As part of my data gathering procedures, I am seeking voluntary participation from you. This
means you have the freedom to participate or not. If you agree to participate, you will be asked to
(a) Sign this consent form (b) participate in a 45mins in-depth interview (c) share your highly
significant experience and insights. After you sign the consent form, you have the right to
withdraw without giving a reason at any time. Withdrawing from this study will have no impact
on your relationship with the researcher if you have any. If you leave the interview before the
data collection is finished, your information will either be returned to you or discarded.
If anything needs to be clarified, a follow-up interview will be conducted online or by phone at
your availability. The entire process of data collection procedures will only take approximately
45mins of your time. With your consent, the interviews will be audio or video-recorded. 
Your answers to these interview questions will be kept private. Your interview transcript will be
assigned a number and will be anonymized in the study results once you have approved it. The
researcher will make every attempt to protect your privacy, including the following:
 Assigning code names/numbers for participants that will be used on all research notes and
documents 
 Keeping notes, interview transcriptions, and any other identifying participant information on
encrypted USBs in a locked file cabinet drawer in the personal possession of the researcher.

47
 Five years after the study has been completed, any paper documents in the locked file cabinet
drawer will be cross-shredded, and the USBs will be destroyed.

Your participation in this study is highly beneficial for the present and future office
administration students, keyboarding instructors, and most especially for the researcher to
formulate a meaningful conclusion and develop a framework with the strategies to become an
efficient typist.

If you have any questions regarding this study or if you suffer any negative effects due to your
participation in the study, you can contact me at (0915) 181 8920 or email me
at lizzielovevelasco777@gmail.com. Also, if you have any clarifications about your rights as a
research participant, don't hesitate to contact me.

CONSENT
I know that this study was approved by the Ethical Review Board of SPAC. I have read and
comprehended the information presented, and I have had the opportunity to ask questions. I
understand that my involvement is entirely optional and that I am free to leave at any moment
without explanation or cost. I am aware that a copy of this consent form will be handed to me. I
willingly accept to participate in this research.

_______________________ ___________________ _________________

    Name of Participant Signature Date

_______________________ ___________________ _________________

    Name of Participant Signature Date

48
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