CHAPTER 3

METHODOLOGY

1. Research Design:

Mixed-Methods Approach:
Utilize a mixed-methods research design to gather both quantitative and
qualitative data. This approach allows for a comprehensive
understanding of the extent, causes, and implications of student
tardiness.
2. Participants:

Sampling Strategy:
Employ stratified random sampling to ensure representation across
different grade levels, programs, and demographic characteristics within
COSCA.
Sample Size:
Determine an appropriate sample size based on statistical
considerations and the heterogeneity of the COSCA student population.
3. Data Collection:

a. Surveys and Questionnaires:

- Develop surveys to collect quantitative data on the frequency and
reasons for tardiness. Include questions on time management, external
commitments, and awareness of COSCA policies.
- Administer surveys to students using an online platform, ensuring
anonymity to encourage honest responses.

b. Interviews:
- Conduct semi-structured interviews with a subset of students to gather
in-depth qualitative insights into their experiences with tardiness.
Explore individual challenges, perceptions of COSCA policies, and
potential solutions.
- Include interviews with COSCA educators and administrators to
understand their perspectives on student tardiness and the efficacy of
existing interventions.

c. Observations:
- Conduct observational studies during peak class times to record
instances of tardiness. Document any observable patterns, such as
specific days or classes with higher tardiness rates.
- Use observational data to validate and complement self-reported
information from surveys and interviews.

4. Data Analysis:

a. Quantitative Analysis:
- Utilize statistical software to analyze survey data. Calculate descriptive
statistics to determine the average frequency of tardiness, identify
common reasons, and assess correlations between variables.
- Apply inferential statistics, such as chi-square tests or regression
analysis, to explore relationships between demographic factors and
tardiness.

b. Qualitative Analysis:
- Conduct thematic analysis on interview transcripts to identify recurring
themes related to tardiness.
- Use coding techniques to categorize qualitative data into themes and
sub-themes, providing rich insights into the underlying reasons for
tardiness.

5. Triangulation:

Triangulate findings from surveys, interviews, and observations to

enhance the validity and reliability of the study. Consistent patterns
across multiple data sources strengthen the overall conclusions.
6. Ethical Considerations:

Ensure ethical standards by obtaining informed consent from

participants. Guarantee confidentiality and anonymize data to protect
the privacy of respondents.
Obtain approval from the COSCA administration and relevant ethics
review boards before initiating data collection.
7. Limitations:

Clearly acknowledge potential limitations, such as the self-reporting bias

in surveys and the influence of external factors beyond the scope of the
study. Discuss these limitations in the context of data interpretation.
8. Recommendations:

Based on the research findings, provide actionable recommendations for

COSCA. Propose targeted interventions, policy adjustments, or
educational programs to address the identified causes of student
tardiness.
9. Dissemination of Results:

Present the findings through comprehensive reports, visualizations, and

presentations. Share results with COSCA administrators, educators, and
students to foster understanding and collaboration in implementing
effective solutions.
This methodology aims to offer a holistic investigation into students'
tardiness in class within COSCA, combining quantitative and qualitative
methods to provide a nuanced understanding of the issue and inform
strategic interventions.