METHOD

This chapter presents and discusses the research design, participants, sampling technique,

the sources of data, instrumentation, data collecting procedure and data analysis, which will

be used in the conduct of this research.

Research Design

The study employed the mixed method design using the sequential-explanatory

approach. Mixed method approach in the view of Creswell (2014) involves combining or

integration of qualitative and quantitative research and data in a research study. Qualitative

data tends to be open-ended without predetermined responses while quantitative data usually

includes closed-ended responses such as found on questionnaires or psychological

instruments.

Sequential-explanatory design, on the other hand, as explained by West (2012) has

the main purpose to use the qualitative findings as assistance in explaining and interpreting

the results of the quantitative part. Similarly, Creswell and Clark (2007) clarified that

explanatory sequential design consists of first collecting quantitative data and then collecting

qualitative data to help explain or elaborate on the quantitative results. The rationale for this

approach is that the quantitative data and results provide a general picture of the research

problem; more analysis, specifically through qualitative data collection is needed to refine,

extend or explain the general picture.

More specifically, the phenomenological method was used in the qualitative phase of

the aforementioned design. This method, as expounded by Bliss (2016), states clearly is a

deep investigation of participants’ experiences. The daily interaction and living of the

participants are analyzed, dissected and interpreted to be given meaning. The use of

phenomenological research gives the researcher opportunities to engage actively in data

gathering through interviews and observation of phenomenon. It requires the researcher to

have a strong skill in understanding the responses of the participants.

As applied in this study, the quantitative phase of the study dwelled on the extent of

the different forms of support in Adopt-A School Program. It also covered the school

performance based on the key thrusts of Access, Efficiency and Governance. IN addition, it

confirmed the significant relationship between the supports in the Adopt-A-School Program

and the school performance.

The qualitative phase as part of the sequential-explanatory design explored on the

distinct characteristics on convergence that were formed through the Adopt-A- School

Program. Lastly, it verified the success factors valued by the school heads to sustain supports

through the Adopt-A- School Program.

Respondents/Participants

The main locale of the study was the South Sector of Tarlac. The said sector has eight

(8) districts with 99 school heads.

Table 1. Respondents of the study

District School Heads Respondents

Apalit 15 15
Macabebe East 12 12
Macabebe West 15 15
Masantol North 9 9
Masantol South 13 13
Minalin 12 12
San Simon 14 14
Sto. Tomas 8 8
Total 99 99

In the selection of the respondents in the quantitative part, the researcher utilized the

total enumeration thus, the population of the 99 school heads was considered. IN the actual

data collection, the 99 were involved as the respondents. Table 1 presents the distribution of

the respondents.
 The qualitative part of the study, on the other hand were the same school heads who

participated in the quantitative phase. There were 15 school heads who were purposively

selected based on the following criteria: (1) recognized in partnership through the Adopt-A-

School Program, (2) SBM Level II in the level of SBM practices, and (3) consistently for

five (5) years was into Adopt-A-School Program.

Instruments

The following were the data collection instruments used by the researcher:

The quantitative phase of the study used the researcher-developed questionnaire

which was the Adopt A School Program Extent of Support Survey . The main reference used

by the researcher was RA 8525 or the Adopt A School Act of 1998. The different

components and indicators were lifted from the mentioned Act and were organized in the

form of survey questionnaire.

After completing the questionnaire, it was subjected to the validation of experts. The

content validation focused on the relevance of the items and this was participated in by the

following: Chief of SGOD, Principal IV, and Education Program Supervisor. Upon

completion of the validation, their suggestions were discussed with the researcher’s adviser

and necessary updating was completed.

Another important aspect established by the researcher was the reliability of the

questionnaire. The researcher took at least 30 school heads from the other sectors of Tarlac.

The questionnaire was pre-tested to them and their responses were organized and subjected

to the statistical analysis using the Cronbach Alpha. The results of the statistical analysis

showed the following: Infrastructure (0.856), Learning Support (0.767), Health and

Nutrition (0.742), Reading Program (0.723), Training and Development (0.855), and

Assistive Learning Device for Students with Special Needs (0.949). Evidently, the developed

questionnaire was reliable because the stated values exceeded the cut-off 0.70.
Table 2. Reliability analysis of the instrument
Dimensions Cronbach’s Alpha
1. Infrastructure 0.856*
2. Learning Support 0.767*
3. Health and Nutrition 0.742*
4. Reading Program 0.723*
5. Training and Development 0.855*
6. Assistive learning device for students 0.949*
with special needs
*( Cronbach’s Alpha ≥ 0.70, acceptable index, Fornell & Larcher, 1981,
Nunnally & Bernstein, 1994))

The other source of data was the documentary analysis. The researcher included

secondary data from the school records such as the following:

For the Access, the Net Enrolment Rate which was taken from the School Report

Card of SY 2019-2020.

For the Efficiency, the Cohort Survival Rate, Completion Rate, Graduation Rate

which were also taken from the School Report Card of SY 2019-2020.

For the Governance, SBM Level of Practices, Child-Friendly School and Brigada

Eskwela Performances similarly taken from the School Report Card of SY 2019-2020.

The qualitative aspect of the study used the semi-structured interview to elicit the

direct responses form the purposively selected school head-participants. The focus of the

interview was guided by the initially analyzed quantitative findings on characteristics of

convergence and the success factors.

In order to ensure the validity of the interview guide, it was subjected to validation. It

was validated by the Professors handling qualitative research, School Heads, Master Teacher

in English and the Chief of the School Governance and Operations Division (SGOD) who is

directly supervising the implementation of the Adopt-A-School Program. They were

requested to assess the items as to relevance to the research questions, clarity and structure.

After completing the validation, their suggestions were integrated in the final

interview guide for the data collection.

Data Collection

The two phases of data collection were undertaken adhering to the below-stated

procedure, to wit:

In the data collection of the quantitative phase, it started with the securing of

necessary permit from the Schools Division Superintendent. After securing the approval, the

researcher initially coordinated the plan of the data collection to the school heads covered in

the study. There were also discussions on how the questionnaires were administered and

retrieved.

The researcher made the proper scheduling with the Presidents of the Principals

District Association. The initial engagement was undertaken during the virtual district

meetings of the school heads and this was the opportune time for the researcher to discuss the

main objectives of the study and discuss in detail the ethical norms agreed and observed.

Lastly, it was also the best time to obtain the consent of the school heads to participate as

respondents and eventually as participants in the qualitative part.

On the same occasion, the researcher virtually administered the questionnaire to the

school head-respondents, that is the soft copies were distributed to them. The list of the

needed secondary data was also given to them for collection and organization. After the

agreed period, the researcher received the accomplished questionnaires and the secondary

data and thereafter were organized for statistical treatment.

Upon completion of the quantitative data analysis, the researcher consulted his adviser

to discuss on the qualitative follow-up. The specific questions were formulated and validated

to the same experts involved in the validation of the questionnaire. After completion, the

semi-structured interview was undertaken to the purposively selected school head-

participants.
 In the data collection on qualitative phase, the researcher connected with the

participants and their consent was also reconfirmed. The interview protocols were also agreed

to ensure that the conduct of the interview remained non-intimidating and in a collegial

manner.

Participants were given ample time before the actual interview. They had the soft

copy of the questions prior to the date of the actual interview. This lessened the chance of

having a participant who was hurrying to answer the questions because of conflict of

schedule. Ensuring the comprehensiveness of the responses was the main reason for doing

this. The data which were collected virtually, were recorded to capture accurately the

significant information shared by the key informants. This helped the researcher in coming up

with the accurate transcriptions and consequently the valuable themes in the light of the

qualitative questions posed in the study.

Ethical Considerations

In every research, ethical consideration is one of the paramount considerations. Even

Resnik (2008) highlighted that it has a huge effect on the outcome of the study if it will be set

aside. To ensure, therefore, the researcher conformance with the ethical norms, the researcher

, from the initial engagement with the school head-respondents and participants, observed

the ethical norms. The conformance was reconfirmed in the second engagement and some of

the important aspects that were consistently observed were the following: proper orientation

on the objectives of the study, full consent to participate as respondents and participants,

securing their anonymity, observance of collegiality and respect.

Data Analysis

The data analysis was done in two phases, the quantitative and qualitative.

The quantitative involved the following statistical treatment:

1. Weighted mean was used to determine the extent of support of the partner agencies to the

school as to the different supports in the Adopt-A-School Program. The following served

as the basis for interpretations:

Scale Value Descriptive Ratings Numerical Value

4 Very Great Extent 3.25 -4.00

3 Great Extent 2.50-3.24

2 Some Extent 1.75-2.49

1 Not at All 1.00-1.74

2. Mean was used to determine the level of performance of the schools on the different key

thrusts. The following served as the guide for the interpretations:

Access and Efficiency

Mean Range Interpretations

96-100 Outstanding

91-95 Very Good

86-90 Good

81-85 Very Satisfactory

76-80 Satisfactory

71-75 Fair

Drop-Out Rate

Mean Range Interpretation

0 – 0.50 Outstanding

0.51- 1.50 Very Good

1.51-2.50 Good

2.51-3.50 Very Satisfactory

3.51-4.50 Satisfactory
 4.51-5.00 Fair

School-Based Management Level of Practices Based on Deped Order 83 s 2012

Mean Range Verbal Interpretations

2.50-3.00 Advanced

1.50-2.49 Maturing

0.50-1.49 Developing

Child-Friendly School)
(DepEd Order 44 S. 2015)

Mean Range Verbal Interpretations

35 Very Outstanding Child-Friendly School

30-34 Outstanding Child-Friendly School

25-29 Child-Friendly School

3. Pearson r was applied to verify the relationship between the different forms of supports

in Adopt-A-School Program and the school performance based on the different key

thrusts.

The qualitative part followed the steps in the Thematic Analysis of Braun and

Clarke (2013).

Figure 2 summarizes the model.

Phase 1: Familiarization with the data

Phase 2: Creation of Initial Codes and

Categories

Phase 3: Searching for Themes

Phase 4: Reviewing the Themes

Phase 5: Defining and Naming the

Themes
 Phase 6: Producing the Report

Figure 2. Braun and Clarke’s Model of Thematic Analysis

(1) Familiarization with the data. The researcher listened to the recorded interview

to the participants. A professional transcriber assisted the researcher in the transcriptions of

the interviews.

(2) Creation of Initial Codes and Categories. In here, the researcher, with the

guidance of his adviser, formed the Key Points Coding. From the transcript, the researcher

marked the worth capturing responses of the participants in each question and thereafter,

labelled with initial Key Points Coding.

(3) Searching for Themes. The researcher made the clustering of similar Key points

to form the Codes. A cluster of Key Points were labeled in a singular code. Thus, the many

identified Key Points were reduced to Codes.

The formed codes were further clustered together and the clustered codes formed

the Concepts. Thus, the many codes were reduced to concepts.

Lastly, the similar concepts were clustered together and this led to the formulation

or induction of the themes.

(4) Reviewing the Themes. This was the part that necessitated the researcher in

ensuring that the formed themes are properly stated . The researcher was guided by some

important reminders such as avoiding making a sentence or too long themes, themes must

be catchy and relevant to the questions being answered.

(5) Defining and Naming the Themes. This was the part of the finalization of the

themes after they were presented to some of the participants. This was to ensure that the

formed themes were truly representing the responses shared by the participants.
 (6). Producing the Report. This was the part of the model that requires the

interpretations of the themes. The interpretations comprised of the own analysis of the

researcher on the very meaning of the theme. The analysis was supported by the responses

of the participants to prove the direct connection of the theme with their responses. Lastly,

literature was integrated to support he formed analysis of the themes.