CHAPTER 3

CHAPTER 3

Research Design and Methodology

To meet the objectives of this study, the researcher

used appropriate methods and procedures. This chapter will

discuss the methods of research design used, the respondents

as the sources of the data, the research procedures,

sampling technique, the tools of the formulation and

validation of the instrument, the statistical treatment of

the data, and the level of significance used in this study.

Research Design

The researcher used qualitative research methods in

this study about the causes of a broken family and its

effects on the emotional intelligence and academic

performance of the learners involved. They collected

qualitative information through survey questions.

The Qualitative research design is primarily

exploratory research. It is used to gain an understanding of

underlying reasons, opinions and motivations. It provides

insights into the problem or helps to develop ideas,

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hypothesis for potential qualitative research. It is also

used to uncover trends in thoughts and opinions, and dive

deeper into the problem. ( DeFranzo, 2011)

Interpretative Phenomenological Analysis (IPA) is used

for the treatment of the qualitative data gathered. It is

concerned with the detailed examination of personal life

experiences. The aim of it is to explore in detail how

participants are making sense of their personal and social

world, and the main currency for an IPA study is the

meanings particular experiences, events, states hold for

participants ( Smith, 2017). The themes that will emerge

from the gathered survey will be extracted through

interviews and observation with the lived experience of

students who undergo the effects of having a broken family.

This study is designed to assess the lived experience

of Grade 11 GAS students of Del Gallego National High School

who are experiencing a broken family through qualitative

research methods to result in an interpretation based on the

statements given by the learners in the interviews.

The Respondents of the Study

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The respondents of this study were the Grade 11 General

Academic Strand (GAS) learners in the Del Gallego National

High School namely: 1) Einstein; 2) Pascal, and 3) Galileo.

Table 1 presents the number of respondents in the three

public secondary schools. This study included the Grade 12

General Academic Strand learners of the Del Gallego

District, Division of Camarines Sur who participated and

cooperated in the conduct of this survey.

Table 1

The Respondents of the Study:

Grade-12 General Academic Strand (GAS) Learners

Total Number of
Public Secondary Schools Respondents
in Del Gallego, Camarines
Sur
No. %

1. Del Gallego National

86 48
High School
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2. Mansalaya National High

59 33
School

3. Sinuknipan National
33 19
High School

Total 178 100

The said respondents honestly filled out and

accomplished the questionnaire which helped aid the

researcher in determining the causes of having a broken

family and its effect on the academic performance and

emotional intelligence of the General Academic Strand (GAS)

learners. A total of 178 Teacher-Made Questionnaires were

gathered and retrieved.

Table 1 demonstrates that a total of thirty (30)

respondents from Del Gallego National High School's Grade 11

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General Academic strand were identified using the total

enumeration.

The Research Instrument

The data-gathering instruments of this study were a

researcher-made survey questionnaire on the Causes of having

a Broken Family of Grade 11 General Academic Strand (GAS)

learners and the problems encountered by the learners in the

acquisition of knowing the effects of having a broken family

on the emotional intelligence and academic performance of

the learners which had given to the respondents to determine

the causes and effects of having a broken family and other

related details for the formulation of giving information

about how to handle broken family that can improve the

Emotional Intelligence and Academic Performance.

Table 2

Table of Specification for the

Skill Test

PART EMPLOYABILITY-BASED No. of Item % Of

1 SKILLS Items Placement Items

1. Fixed Marriage 11 1-11 13.75

1. Health Issues 11 12-22 13.75

3. Problem-solving
11 23-33 13.75
Skills
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4. Decision-Making
11 34-44 13.75
Skills

5. Technical Skills 11 45-55 13.75

Subtotal 55 68.75

PART
PROBLEMS ENCOUNTERED
II
1. Students’ Attitudes
8 10
and Practices 56-63
2. Curriculum and
10 64-73 12.5
Teaching Pedagogy
3. Linkages Between
8.75
Industry Partners and 7 74-80
Educational Institution

Subtotal 25 31.25

Grand Total 80 100

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The survey questionnaire was divided into two parts. The

first part was the Causes and Effects of having a Broken

Family, the second part was the problems encountered by the

learners on the acquisition of the emotional intelligence

and academic performance.

A researcher-made about Broken Family survey

questionnaire was used to determine the students’ emotional

intelligence and academic performance level. This rating

scale was used:

Scale Description
4.50 – 5.00 Outstanding (O)

3.50 – 4.49 Very Satisfactory (VS)

2.50 – 3.49 Satisfactory (S)

1.50 – 2.49 Needs Improvement (NI)

1.00 – 1.49 Poor (P)

A researcher-made survey questionnaire was used to

identify the problems encountered by the respondents on the

acquisition of emotional intelligence and academic

performance of learners, this rating scale was used:

Scale Description

4.50 – 5.00 Very Much Serious (VMS)

3.50 – 4.49 Much Serious (MS)
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2.50 – 3.49 Serious (S)

1.50 – 2.49 Fairly Serious (FS)
1.00 – 1.49 Not at All Serious (NAS)
Five-Point Rating Scale. The Likert-typed scale will be

used in quantifying and interpreting the weighted mean for

each indicator included in the study, which consists of the

following interpretations on the Academic Performance in

Practical Research 1 (PR 1) of the Respondents.

Scale Interval Verbal Interpretation

90-100 4.50-5.00 Outstanding (O)

85-89 3.50-4.49 Very Satisfactory (VS)

80-84 2.50-3.49 Satisfactory (S)

75-79 1.50-2.49 Fairly Satisfaction (FS)

Below 75 1.00-1.49 Did not Meet Expectation (DMP)

Validity and Reliability of the Instrument

The questionnaire underwent a series of validation;

however, it had shown to the researcher’s adviser and some

experts for comments, suggestions, and approval.

Furthermore, the questionnaire had undergone a series of

revisions before it was submitted for peer validation based

on the internal consistency method.

The researcher-made Survey Questionnaire was used to

determine the Level of Employability-Based Skills of Grade

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11 GAS learners in terms of Health Issues; Fixed Marriage;

Financial Problem; Having an Affair and Attitudinal. This

served as the instrument that provided the basis for

identifying how equipped the graduating GAS learners were in

terms of emotional intelligence and academic performance

while being in a Broken Family. It also helped in gauging

whether the senior high school learners are knowledgeable

enough about the topic of Broken Family.

The researcher-made survey questionnaire on the

problems encountered by the respondents in acquiring the

employability-based skills was used to identify the

hindrances encountered by the respondents in acquiring the

employability-based skills. This served as the basis for

identifying the root cause of the problem. It also helped

not only the Department of Education but also the Industry

Partners improve their linkages and system, to help the

learners enhance their Employability-Based Skills.

The researcher followed the usual procedure in the

process of validation. Several days interval was followed

before the re-administering of the corrected tool, where

analysis and interpretation were made before pronouncing the

readiness of the instrument for use.

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After the suggestions were reflected, the researcher-

made questionnaire’s validity and reliability were checked

by the use of the Kuder Richardson Formula 21 (Deiderich,

1976). Employing this formula, the reliability arrived at

0.95.

r = 1 - M (N – M)

M ¿

Where:

r= reliability

N= number of cases/items

M= mean score

S2= variance

1=constant

Its significance was determined using the t-test for

correlation analysis at 0.05 level of significance using the

formula (Freund, 1988):

t = r√ ❑

Where:

r = reliability

N= number of cases/ items

1 and 2 = constants
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To test the significance of the reliability the following

formula was used (Siegel, 1998):

t = r√ ❑

Where:

t - unknown

r - correlational coefficient

1 and 2 - constant

N - number of cases

Using the Kuder Richardson Formula 21, the computed r

was 0.95 while the computed t was 25.45.

The Research Procedures

The following procedures were considered in the conduct of

this study:

1. Presented the thesis proposal to the university thesis

committee of the University Graduate School;

2. Reflected all the suggestions and recommendations during

the title defense;

3. Sought permission from the higher authorities to conduct

the study. The approved request letter was forwarded to

the school heads of Del Gallego District, Division of

Camarines Sur, and the teachers;

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4. Constructed the researcher-made survey questionnaire, the

Employability-Based Skills and the problems encountered

on the acquisition of the employability-based skills was

shown to the adviser for checking and recommendations,

then the researcher reflected the suggestions and

recommendations from the research adviser. After that,

the researcher prepared the instrument for a dry run;

5. Validated the researcher-made survey questionnaire on the

Employability-Based skills and the problems encountered

by the respondents on the acquisition of the

Employability-Based Skills. It was validated by a set of

jurors which included the school heads, key teachers, and

the professors at the Graduate School;

6. Conducted the dry run. The researcher-made survey

questionnaire on the Employability-Based Skills and the

problems encountered by the students on the acquisition

of the employability-based skills was prepared and tried

out to Grade 12 GAS learners from Del Gallego District;

7. Finalized the items, printed, and got ready for

reproduction;

8. Administered and retrieved the researcher-made survey

questionnaires. The researcher-made survey questionnaire

was administered to Grade 12 GAS learners of the

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different public secondary schools of Del Gallego

District; the grades in English subjects of the

respondents were also determined to identify the academic

performance in English of the learners;

9. Processed the data. The data from the accomplished

researcher-made survey questionnaires on the

Employability-Based skills, the problems encountered by

the learners, and the Grades in English subjects of the

respondents were tallied, tabulated, and analyzed using

statistical treatment to compute for the necessary data.

The data were tabulated and were visualized in figures;

10. Interpreted the data. The data were presented, analyzed,

and interpreted. A summary of the findings was made where

the conclusions and recommendations were derived;

11. Encoded all the findings to complete the manuscript;

12. Presented the manuscript for the oral defense panel of

the graduate school;

13. Reflected the suggestions and recommendations during the

pre-oral;

14. Defended the manuscript for final oral defense;

15. Reflected the suggestions and recommendations for the

finalization of the manuscript;

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16. Submitted the final copies to the Commission on Higher

Education;

17. Secured a special order;

18. Submitted results to the concerned authorities;

19. Published the research output.

Activities 2021 2022

July. Sep. Dec. Jan. Feb. Mar.

1. Presented the thesis proposal to
the university thesis committee of
the University Graduate School.
2. Reflected all the suggestions and
recommendations during the title
defense.
3. Sought permission from the higher
authorities to conduct the study.
The approved request letter was
forwarded to the school heads of Del
Gallego District, Division of
Camarines Sur, and the teachers.
4. Constructed the survey
questionnaire.
5. Validated the survey questionnaire
on the Employability-Based
Competencies and the Problems
encountered. It was validated by a
set of jurors which included the
school heads, key teachers, and the
professors at the Graduate School.
6. Conducted the dry run.
7. Finalized the items, printed, and
got ready for reproduction.
8. Administered and retrieved the
questionnaire from the respondents.
9. Processed the data.
10. Interpreted the data.
11. Encoded all the findings to
complete the manuscript.
12. Presented the manuscript to the
oral defense panel of the graduate
school.
13. Reflected on the suggestions and
recommendations during pre-oral;
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14. Defended the manuscript for final

oral defense;
15. Reflected the suggestions and
recommendations for finalization of
the manuscript;
16. Submitted the final copies to the
Commission on Higher Education;
17. Secured a Special Order;
18. Submitted results to concerned
authorities;
19. Published the Research output.

Figure 4

Gantt Chart on the Research Procedure and Time Budget

Statistical Treatment of the Data

The results of the study were tallied and tabulated.

Appropriate statistical tools were used after all the survey

questionnaires were gathered.

The Mean Proficiency Level will be used to measure the

level of Employability-Based Skills of Grade 11 General

Academic Strand (GAS) learners, the academic performance in

English of the learners, and the problems encountered by the

respondents on the acquisition of Employability-Based

Skills.

Kendall’s Coefficient of Concordance W will be utilized

to determine the significant agreement on the rank orders of

the level of the Employability-Based Skills of Grade 11

General Academic Strand (GAS) learners, and the significant

agreement on the rank orders of the problems encountered

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that affect the acquisition of the Employability-Based

skills among the group of respondents. (Siegel, 1988)

S
W =
1/12 (K2) (N3-N)
Where:

S = the summation of the deviation from the

mean difference

K = number of groups of respondents

N = number of cases

1/12 = constant

The significance of agreement will be determined by the

corresponding Chi-square formula (Siegel, 1988).

χ2 = K (N-1) W

Spearman Rank-Order Correlation Coefficient (Broto,

2005) was used to determine the significant

relationship between the level of academic performance

and emotional intelligence of learners who are

experiencing the difficulties of having a Broken

Family.
❑
6 ∑ D2
r s=1− ❑
❑
Where:

r s=¿ Spearman Rank-Order Correlation

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Coefficient
❑

∑
❑
2
D= Sum of the squares of the difference

between Rank x and Rank y

n = sample size

6 = constant

This formula considered:

t=r s √ ❑
❑