Unraveling the Challenges Experienced by First Year Computer Programming

Students in Davao City: A Phenomenological Study

Romel P. Salazar PhD ITI -1

 Chapter 1

INTRODUCTION

Rationale

Due to the widespread development of computer technology in the

open world and globalization era, there has been a subsequent increase in

the demand for computer use. Recently, Information technology has been

widely used in different areas such as politics, the economy, and education. In

fact, it is said that the introduction of IT improved each student's academic

endeavor because it provides numerous advantages (Rebuta, 2022). In

recent years, modern businesses and jobs have been in high demand

throughout the United States needing IT majors to have competent computer

programming skills. However, programming can be like a new language, and

not everyone picks it up at the same speed. Because of this several

challenges emerge due to the complexity of learning computer programming

One common issue student experience could be the complexity of the coding

concepts. Sometimes, the programming language choice and methods of

teaching by the teacher can be a factor in the understanding of the student in

programming. Another factor could be the learning resources available. If the

materials provided aren’t clear or engaging, it can make understanding

programming difficult.

In Malaysia, the programming subject itself is a major factor in the

difficulty of the courses because most students are unfamiliar with it. Students
learn a foundational level of programming before moving on to more

advanced concepts. For instance, Students must first grasp the fundamentals

of syntax before progressively moving on to meaning, structure, and style.

Yet, throughout the professor will move on to the next topic without waiting for

the students to finish understanding it. Without it, the course curriculum is

unfinished (Rahmat, 2014)

In Cagayan de Oro the issue is that there are less and fewer IT

students as they advance in their university degree. And the primary cause of

this is because they encounter programming challenges. One of the most

captivating disciplines for students studying computer-related courses is

programming, it has been found. Any computer language's syntax and forms

are exceedingly challenging to comprehend (Babas, 2020).

In Davao Del Sur, programming abilities rely on the importance of the

student's education in relation to the course. The system of information.

Students who have had little or no exposure to programming, have learning

issues with how to code correctly (Rebuta, 2022). On the other hand, the

ability to program depends on the importance of the student's education in

relation to the course. The system of information students who have had little

or no exposure to programming have learning issues with how to build correct

code on the other hand, the perception Value of Programming Education is

Rooted in the Theory of the developed expectancy value (Charles, et al.

2015).
 Recognizing the importance of computer programming skills in the

Bachelor of Technical Vocational Education students, the writer tried to

conduct this research. However, despite the broad scope of the related

literature, still gap remains. Aside from the fact that there is scarce research

related to this topic, most of the studies conducted and cited in this paper

were focused mainly on computer programming students from other countries.

Likewise, the researcher has not come across research on challenges and

factors associated with it in Davao City. Hence, this research intends to

address the problems indicated in this study and to provide relevant

information that would benefit future research related to the topic or with a

similar focus. In this context, it is important to investigate and understand the

multiple elements that contribute to challenges that impact the computer

programming experiences of first-year computer programming students in

Davao City. Further, this could provide substantial information to students who

plan to study computer programming or who are already studying in any

university in Davao City.

Purpose of the Study

This study utilized a qualitative research design employing a

phenomenological inquiry. The purpose of this study was to investigate the

lived experiences and perceptions regarding the challenges and factors that

influence the programming difficulties of our participants. Thus, this study was
conducted to explore and contextualize the different perspectives of computer

programming students in Davao City.

Furthermore, the findings of this study will reveal threads of information

that may aid in the development and implementation of new regulations and

policies to improve compliance with rules and standards. This study's

definition was broad, but it may take responsibility for revealing its aim, which

is to confer perspectives on computer programming students.

Research Questions

Dealing with the issues presented in the rationale, this research aims to

explore the challenges encountered by Computer Programming students.

Basically, it sought to answer the following research questions:

1. What are the lived experiences encountered by first-year computer

programming students in Davao City regarding the challenges they

faced?

2. What are the perceived factors that contribute to the challenges

faced by first-year computer programming students at Davao City?

How do students perceive the impact of these factors on their

learning experiences?

Theoretical Lens

In this study, disposition was presented regarding the conceptualization

of the computer exploration challenges encountered by computer

programming students. This is anchored on the Self-Efficacy Theory

developed by Albert Bandura (1994). It describes in detail the value of

motivation in influencing any outcome. It is stated that people who do not feel

motivated to change events are less likely to strive to achieve a particular

outcome, especially when faced with obstacles. In relation to learning

computer programming, self-efficacy is a belief in a person's ability to

successfully perform a specific task. This theory emphasizes that students

with high self-efficacy are more likely to be confident in their programming

skills when learning computer programming.

Based on the aforementioned ideas, it is obvious self-efficacy is

associated with performance outcomes. Students with high self-efficacy are

more likely to perform well when faced with challenges and those students

with low self-efficacy are more likely to face challenges in learning a task. In

relation to that, those with high self-efficacy may view challenges as

opportunities for learning and improvement, while those with low self-efficacy

may become discouraged more easily. Self-efficacy theory is a suitable

scheme to justify the results of the challenges encountered by computer

programming students since their performance in learning may be determined

by the amount of their motivation and self-belief in accomplishing tasks.

Another relevant model proposed by Davis (1989), is the Technology

Acceptance Model (TAM). This suggests that there are two elements that

influence whether computer knowledge is accepted by potential users. (1)

Perceived usefulness; and (2) perceived ease of use. Perceived usefulness

suggests that one of the important factors influencing technology adoption is

its perceived utility. Students may encounter various challenges related to

learning computer programming, and technology tools are often used to

overcome these challenges. Perceived usefulness posits that it examines how

user-friendly the technology tools are for the learners. Students' learning

processes may be made more challenging if they believe that technology

tools are complicated and challenging to utilize. This theory will help explain

how learner’s acceptance and utilization of technology tools relate to the

challenges they face in learning computer programming.

The theories mentioned above are equally significant to the study

because such theories can help identify and describe the root cause of the

computer exploration challenges that computer programming students are

encountering in their studies.

Importance of the Study

The researchers aimed that this qualitative study may provide

information and additional knowledge on the experiences and factors that

influence the challenges encountered by first-year computer programming

students. Understanding the essential experiences that students describe as

their experiences may be relevant in assisting in college universities and

colleges in recognizing replicable approaches and tactics to increase student

success. Recognizing the specific challenges faced by first-year computer

programming students is essential in revealing the areas where curriculum or

teaching methods may need to be adapted to meet the needs of students.

Administrators, faculty, and staff who are concerned about student success

and retention may be able to use this research to help shape effective policies

and practices.

Moreover, the findings of this study could help to design specialized

assistance systems for first-year computer programming students. By

identifying the issues they confront, the institution can provide focused

assistance, resources, and direction to help students overcome these

obstacles. Thus, this study dealt with the collection of data to address the

questions of the study.

Furthermore, this study can be a source for future researchers,

especially in their queries about the experiences and perceptions of computer

programming students in their courses. This study adds to the field of

computer programming education by providing a phenomenological viewpoint

on the difficulties that first-year students confront. It contributes to the corpus

of knowledge in this field and can be a useful resource for future researchers.

Delimitation and Limitation of the Study

The nature of our study was to explore the challenges encountered by

first-year computer programming students. The qualitative research design

was utilized through the phenomenological method. The opted participants of

the study were ten (10) first-year computer programming students currently
enrolled in a certain school in Davao City. Ten (10) participants were the

informants of the study and were engaged in the one-on-one in-depth

interview. The study was conducted at a certain school within the vicinity of

Davao City, Philippines. The participants were selected through the objective

of the study which are the first-year computer programming students. Six in-

depth interviews and interview guides were utilized as an instrument in this

research to acquire knowledge on the experiences and factors that influence

the challenges encountered by first-year computer programming students.

The results of the study will provide new knowledge and additional intelligence

to the school administrators and staff, teachers, students, and future

researchers. Furthermore, the results of this study were mainly based on the

experiences of the participants and not far beyond what they knew.

This study has limitations associated with it. The participants in this

study were opportunely selected from the department source, Records and

Admission Center which was located in one state college in Davao City, which

might lessen the scope to which the results could be generalized to all

universities and colleges in Mindanao. Additionally, the measures were based

on the experiences of first-year computer programming students, hence

relating questions to respondents’ subjectivity. The survey questionnaires did

not assess the participation of students’ faculty and staff surrounding them;

the absence of these data hinders our understanding of the association

between computer programming students and their college faculty and staff.

To make light of the limitations of this study, future research should attempt to
reproduce these findings by using randomly selected localities samples.

Moreover, researchers should continue to refine survey instruments and other

suitable data collection methods to be used in this line of research.

Definition of Terms

The following terms used in this study are operationally defined to

establish a common frame of reference:

Computer Programming. This refers to the process of creating instructions

for computing devices and systems.

Computer Programming Challenges. This refers to the difficulties that first-

year Computer Programming students encounter in the course of their

studies.

Computer Programming Students. The students undertaking computer

programming courses in colleges or universities.

Review of Related Literature

Undergraduate students increasingly choose programming classes as

one of their electives. failed, particularly in departments that provide computer

instruction. Students frequently claim that Compared to other courses, these

are quite challenging. Students highlighted that the primary reasons for failure

in Lack of practice, a disregard for algorithms, and ignorance are the three

pillars of programming languages. Aside from that, it was discovered that

pupils with extensive programming experience have more advanced

programming skills. Alternative approaches can be used by lecturers and

professors to draw in pupils and heighten interest as it relates to

programming. In order to be more prepared, students should study the

material quickly before class, take notes, and subjects that will be covered:

taking notes during lectures and asking the speakers if they have any

questions regarding the theory, asking instructors during lab sessions if the

program's syntax is challenging to grasp extra drills and researching

additional information. Additionally, students are urged to develop their

learning style and become more aggressive in their competition (Rahmat,

et.al, 2014)

For many students, the first-year programming classes represent an

insurmountable barrier. Some academics suggest that programming is

influenced by one's aptitude for mathematics. Additionally, it was discovered

that there is a strong link between students' competence in basic

programming and arithmetic classes. It's important to carefully review the

curriculum for programming classes to see whether there are any

assignments. and the ideas put forward may encourage a mathematical style

of thinking. Following the second semester, courses include pupils who

overcame initial challenges and continued on their educational journey. Some

of them are still struggling and failing because their best potential may be

found in beginner programming classes (Kpran, et.,al.2015).

 The high rate of failure is influenced by a variety of factors of learners

taking courses in computer programming. One of the said factors is the

techniques and tactics used in teaching implementation and instructing

courses on programming. Here is a significant issue to take into account;

consequently, an examination of the reasons for students' failure in

programming classes from the learner's viewpoint on the instructional

approach used by instructors to instruct these courses is essential. Courses in

programming are included in the core focus places where students may study

information technology in particular. As an undergraduate major, consider (IT)

and Computer Science (CS). program. Students studying programming are

required to show knowledge of the logic and programming principles that even

if some of these are being taught in the course notions are highly abstract and

complex (Sarpong, et.al, 2013)

Professional programmers are an essential component of the current

economic sector. The teaching of beginners in programming is crucial.

Courses in programming are an essential component of all courses in

computer and information science. However, it's rather high failure rates and

ongoing difficulties programming beginners encounter The reporting of

programming principles and structures results in the conclusion that Learning

to program is a difficult endeavor that requires pupils to put in a lot of work

also from educators. Programming ideas' abstract nature is something that

students struggle with because they are not accustomed to dealing with it,

which prevents them from having a clear understanding of these ideas.

Students frequently quit paying attention during lectures because eventually,

they lose focus, which has an adverse effect and decreases their motivation

and increases their fear of dealing with programming (Konecki, 2014).

Learning programming has been a challenging endeavor, particularly in

the early stages of education, and this difficulty persists globally and

exacerbates at the local level. Despite the availability of numerous

educational tools to support the teaching and learning of programming, the

issue remains prevalent to this day. Even in introductory computer courses,

there have been notable instances of high failure rates and dropouts. The root

of this problem is not solely attributed to students' lack of problem-solving

abilities; it also involves the efficacy of teaching and learning materials.

Consequently, this review emphasizes the interconnected factors of students'

learning methods and the effectiveness of instructional materials. Extensive

literature suggests that addressing these two aspects concurrently is crucial to

overcoming the challenges associated with learning computer programming.

There is a pressing need for the development of more comprehensive,

effective, and universally applicable teaching and learning tools to tackle the

severity of this issue (Chea, 2020).

Concerning the attitudes towards learning computer programming,

examination reveals that favorable emotions encompass excitement and

overall positive sentiments regarding the enjoyment, challenge, and

engagement in writing programs. Conversely, unfavorable feelings involve

being nervous, anxious, and experiencing confusion, particularly when

grappling with the inherent difficulty of learning programming. IT students

encounter various challenges and issues, encompassing difficulties related to

program syntax, errors, and the debugging process. Additionally, challenges

extend to aspects like lessons, algorithms, analysis, resources, teaching

methods, time management, and personal factors. The researcher proposes

recommendations aimed at enhancing the quality of teaching computer

programming and suggests potential new avenues for future studies (Olipas,

2022).

Significant challenges arise when trying to understand concepts such

as recursion, arrays, error handling, and function/procedure methods.

Furthermore, comparative analysis indicates that both student groups face

similar hurdles, but non-computing students tend to experience more

difficulties than their computing counterparts. Consequently, this paper

proposes the development of teaching methods and learning materials

tailored to address the specific needs of non-computer science students,

aiming to improve their comprehension and proficiency in computer

programming (Mbiada, et.al, 2023). Particularly in languages like Python,

face a spectrum of challenges. These challenges range from technical issues

with code compilation to misconceptions surrounding essential concepts and

skills. In contrast to existing research that gathers information retrospectively

through methods such as questionnaires and interviews, the current study

complements these findings by analyzing real-time interactions on an online

'Python help forum.' The analysis focuses on posts from a sizable cohort of

approximately 1500 first-year University distance learning students,

documenting their issues and discussions as they encountered specific

challenges. These posts were systematically coded based on topics and

subsequently grouped thematically into categories related to Python, general

problem-solving/programming, and module-specific issues (Piwek,2020).

Many majors mandate computer programming courses, yet the

significant rate of failures suggests that students struggle to grasp the subject

matter. This research aims to comprehend these challenges. By examining

students' diaries and conducting interviews with instructors, we pinpointed

issues associated with language comprehension and understanding, along

with some strategies employed to address them. Analyzing and

understanding these difficulties can contribute to the development of effective

teaching strategies and tools that facilitate the process of teaching and

learning computer programming (Bosse, 2017)

Colleges that provide non-technical degrees have often found it

challenging to incorporate practical courses into their curriculum. Among

these, computer programming poses a significant challenge, particularly in

fields such as computer science, information systems, and software

engineering. Students enrolled in these programs typically need to complete

2-5 computer programming courses, with the success rate in the initial course

usually being relatively low (Hegazi, 2015).

 In the study of Ali (2014), programming courses stand as crucial

elements in the academic curriculum, not confined solely to the realm of

Information Technology but extending across various fields like Science,

Mathematics, and Engineering at the tertiary level. Despite their significance,

programming subjects are often deemed challenging, intricate, and fall under

the umbrella of the seven grand challenges in computing education. This

research delves into the perspectives of students and the obstacles they

encounter while grappling with fundamental programming courses. The

findings indicate that students possess a moderate understanding of the

subject, with the most formidable hurdle being the comprehension of abstract

concepts related to the role of variable positioning in computer memory, such

as multi-dimensional arrays, looping statements, and functions during

program execution. Additional challenges include grappling with the basic

programming structure and the formulation of programs to address specific

tasks. A noteworthy observation is that students find practical situations, such

as laboratory activities, immensely beneficial for learning programming.

The field of teaching is a vocation aimed at enabling learners to acquire

fresh knowledge and perspectives. Consequently, a teacher must decide on

the subject matter to impart to students and determine how to present it in a

compelling and comprehensible manner. When it comes to teaching

programming, the selection of content and the task of engaging students pose

challenges. This difficulty arises because the term "programming" is employed

in diverse ways and contexts, necessitating a range of competencies. Certain

challenges emanate from the framework of programming, encompassing

aspects such as syntax, interfaces, methodologies, experience, and

qualifications. Simultaneously, other challenges emerge from the unique

context of the learning environment, including the role of the teacher,

students' motivation, and expectations. While the discipline of programming in

computer science is extensively documented in the academic literature, its

definition becomes less clear when applied to other professions. The

endeavor to teach computer programming across various courses introduces

distinct challenges. What proves challenging for computer science students in

learning programming may differ from the challenges faced by students in

non-data-centric fields (Fojcik, 2022)

Researchers have been exploring alternative approaches to teaching

programming courses, prompted by the inherent challenges and difficulty

associated with this mandatory subject in the field of Information Technology.

The complexity of these subjects often diminishes undergraduates' interest

and discourages further exploration and self-experimentation due to a lack of

conceptual understanding. This research aims to delve into the factors

contributing to undergraduates' challenges in learning programming courses

and to ascertain their perspectives on potential teaching methodologies that

could enhance the learning experience, making it more engaging and

enriching (Tan, 2014).

 Embarking on a computer programming language course for the first

time poses a significant challenge for many students, often leading to failure

or dropout. Importantly, this challenge extends beyond computer science

students, as those in various engineering disciplines are also required to take

programming courses. This paper examines existing literature on teaching

approaches, challenges, and solutions aimed at enhancing students' abilities

and performance in the introductory programming language course within

undergraduate programs. One prominent challenge in teaching and learning

this course is the simultaneous need for students to grasp fundamental

programming techniques, high-level abstraction capabilities, the application of

these methods, and their relevance in problem-solving and design (Massoudi,

2019).

The allure of programming as a career is fueled by its robust job

demand and lucrative salaries, making it one of the most appealing

professions today. Consequently, an increasing number of young individuals

are enrolling in information technology (IT) and computer science (CS)

courses. Despite this trend, programming remains a challenging and intricate

endeavor, leading to substantial attrition in related courses. Notably,

introductory programming courses are known for their traditionally high failure

rates (Hamzabegovi,2016). Teachers worldwide acknowledge the difficulties

and intricacies of instructing foundational programming courses to students

who are new to computer programming in their initial year of degree

programs. The research indicates that issues associated with learning

computer programming for the first time persist and offers suggestions for

future investigation and intervention (Sign, 2022). Enrolling in an initial

computer programming course poses a significant challenge for numerous

students, leading to frequent instances of failure or withdrawal. Furthermore,

this challenge extends beyond computer science students, as those in various

engineering programs also encounter programming courses. This poster

introduces a teaching methodology aimed at enhancing student performance

in their first programming course (Machuca, 2016). Beginner students

frequently encounter challenges when grasping programming, resulting in

elevated rates of both failure and dropout. It prompts us to inquire whether

these issues stem from particular programming complexities or if other

courses are facing similar struggles (Gomez, 2014).

Originally, computer programming served as a skill adopted by

scientists, engineers, and mathematicians to support their respective

objectives. Over time, it evolved into a specialized field of study. However, in

contemporary times, many individuals who do not identify as "programmers"

find themselves needing to acquire programming skills as part of their daily

professional tasks, particularly in business or STEM-related roles.

Consequently, incorporating programming education as a "general education"

requirement has become increasingly pertinent. Despite this growing need,

introductory programming classes have historically exhibited notably high

dropout rates, potentially attributed to ineffective teaching methods. Moreover,

student performance is often subpar; a global study revealed that students

completing their initial programming courses scored an average of 22.89 out

of 110 points (approximately 21%) on a standardized programming ability

assessment. Notably, these scores indicate a significant disparity from course

grades, highlighting potential conceptual misunderstandings that persist even

months or years into the learning process. The paper proposes modifying

course delivery based on student submission data as a strategy to enhance

student success in programming education (Shaffer, 2013)

The allure of programming as a career is undeniable, given the high

demand for jobs and lucrative salaries. Consequently, a growing number of

young individuals are enrolling in information technology (IT) and computer

science (CS) courses. Despite the attractiveness of the field, programming

itself is a complex and challenging endeavor, leading to significant attrition

from related courses. Introductory programming courses, in particular,

consistently exhibit high failure rates. Given that programming often forms the

foundation of IT and CS curricula, these challenges can become formidable

obstacles for many students, hindering their progression in university studies

(Hamzabegovi,2016)

Many universities face the issue of a considerable dropout rate in first-

year programming courses, and the reasons for students leaving can vary.

The diverse backgrounds of students in these courses can impact the

relevance of teaching methods, as well as the level and pace of instruction

(Matthíasdóttir, 2013). Teaching approaches and experiences of an instructor

with over a decade of experience in educating computer science freshmen.

Problem-based learning has been incorporated into introductory programming

courses to elevate the learning quality. A common issue in these courses is

instructors often concentrating solely on programming language syntax and

usage, neglecting the practical applications of these language features in the

real world. Consequently, students may struggle to apply their programming

skills to solve intricate problems in more advanced courses. The introduction

of problem-based learning in introductory programming courses not only

exposes students to complex problem-solving but also allows them to cultivate

essential soft skills, such as teamwork, preparing them more effectively for

higher-level coursework and capstone projects (Yu,2016).

Organization of the Study

The qualitative research using the phenomenological approach was

classified into five (5) chapters:

Presented in Chapter 1 are the rationale of the study, the purpose of

the study, research questions, theoretical lens, significance of the study,

definition of terms, delimitations and limitations of the study, review of related

literatures, and organization of the study.

Exhibited in Chapter 2 are the importance of the research design, the

role of the researchers, and research participants, data collection, data

analysis, trustworthiness, and different ethical considerations

 Explained in Chapter 3 are the data, ideas, and perspectives being

analyzed and interpreted by experts accordingly. Summary of findings and

results follows the research process.

Revealed in Chapter 4 are discussion of the results supported by the

works of different scholars, as well as implications to practice and possible

conclusions.
 23

Chapter 2

METHODOLOGY

In this study, we utilized a qualitative research using phenomenological

inquiry approach to understand the ideas, feelings, perspectives as well as the

experiences and the outbursts of student experiences in computer programming.

Qualitative research, as the name implies, puts emphasis on the qualities of entities

that is not measured through amount, quantity or frequency of data. Researchers in

this study stressed the social construction and connection of variables through the

nature of reality as well as the relationship between the study and its researchers. In

this sense, the study was driven through the value of inquiry and therefore seeks

answers to social issues and gives meaning regarding the situational context that

shapes reality (Labaree, 2009).

Research Design

It was Creswell (2009) who inveterate that qualitative research is a procedure

designed corresponding to a clear methodological tradition research procedure,

whereby researchers put up complex (Polkinghorne, 2007), holistic framework by

analyzing narratives and observations (Dunleavy, 2003) and conducting the research

work in the habitat (Elliot, 1999). Mason (2002) also argued that qualitative research

is characteristically exploratory, fluid and adjustable, data-driven and context sharp.

Assuming, that it is unsympathetic and unfriendly. On the other hand, Richards

 24

(2006), explicitly expresses that qualitative research is preemptive wherein whatever

the study and the method, the intimation of forms, quantity and scope must be

acquired from the questions, the chosen method, the chosen topic and goals as well

as on the data itself. Accumulating such is formidable and imperative, yet it is the

least to be bandy and is least serviceable component of many qualitative research

projects.

Qualitative research starts with the assumption, the worldviews, the use of

theoretical lens and the study of research problems inquiring into meanings and

perspectives of individuals or groups attributed to a social or human problem and

circumstances. To do so, the researchers uses an emergent qualitative approach to

inquiry, collection of data in setting which is natural and sensitive to the people and

the place involved as well as the data analysis that is inductive and demonstrates

patterns or themes. The final report encompasses the voices of the participants, the

reflexivity of the researcher, and the description and interpretation of the problem

and lengthen the literature that calls for action (Creswell, 2007). It was accentuated

by Creswell (2003) that qualitative approach is one wherein the inquirer constantly

makes knowledge pretension on constructivist perspectives, or

advocacy/participatory perspectives or both using either of the five strategies of

inquiry in this method. The researchers compose open-ended emerging data with

the primary purpose of developing themes and motive from the data.

On the other hand, phenomenological studies catechize human experiences

through the descriptions and data information provided by the people involved. A
 25

process in a qualitative research known as bracketing, put aside researchers own

emotions and beliefs about the phenomena under the study accounted to keep out

from biasing their observation (Donalek, 2004). There are misconceptions that

phenomenological approach of inquiry is applicable to all qualitative approaches, but

it is very important to consider the intention and the problem to be solved before

selecting this inquiry approach. Prevalently, the type of problem that is befitted for

this design is the study of lived/common experiences (Padilla-Diaz, 2015).

Participants

Our participants in this research study applying Phenomenological Inquiry

were fifteen (15) computer programming students in a certain school in Davao City

for the first semester of Academic Year 2022-2023. Sargeant (2012) stresses that

subject selection in qualitative research is purposeful, participants are chosen to who

can best tell and impart knowledge and idea in the research questions and furtherly

enrich understanding of the phenomenon of the study. He also stresses that

decisions regarding the selection of the participants are based on the research

questions, theoretical perspectives, and attestation or documentation informing the

study. The number of participants involved in the study depends upon the number

required to inform fully all significant and meaningful component of the phenomenon

being studied. We used non-probability sampling, as reasoned by Blackstone (2012)

as the sampling technique for which a person or individual’s probability of being

chosen for the involvement in the study sample is unknown. Purposive sampling is
 26

employed in accordance with the study wherein participants are selected based

upon the pre-service standards in the research question (Center for Innovation in

Research and Teaching, 2018). Glaser and Strauss (1967) recommended the idea

of saturation for the attainment of a suitable sample size in qualitative studies. For

Phenomenological studies, Creswell (1998) recommends five to twenty-five

interviews. However, Boyd (2001) suggested that in qualitative research two to ten

participants are adequate to reach saturation. Also, Creswell (1998) recommends

long and in-depth interviews with up to ten licensed teachers for Phenomenological

Inquiry is sufficient. Furthermore, data triangulation is needed in a study so that

distinct viewpoints and perspectives cast light upon a subject or certain topic (Olsen,

2004). It is a process of verification that accelerates or extends validity of and by

combining several viewpoints and methods (Yeasmin & Rahman, 2012).

Data Sources

We chose to have fifteen computer programming students in a certain school

in Davao City to be our informants in the in-depth interview and four participants in

the focus group discussion. It was our quest, duty and challenge to find answers

based on our research questions, it was also a need to have formulated guide

questions to understand the challenges and experiences of computer programming

students.

Data Collection
 27

Interview was the main approach employed to collect data in this study.

Interviews (in-depth) was a technique systematized to evoke a vivid picture of the

participant’s perspective on the research topic (Mack, Woodsong, et.al., 2005).

Likewise, Potter (1996) has defined interviewing as a technique of gathering data

from humans by asking them questions and getting them to react verbally.

Obtaining sufficient and quality data to draw and generate worthwhile findings

requires researchers to enwrap themselves with the participants in more than one

shot, one-hour session. Subsequently, they need to accompany themselves in

establishing trust, open relationship with the participants and concentrate on the

content of their live experiences rather than on the accuracy of his or her recall

(Polkinghorne, 2005). In addition, Creswell (2009) also noted that in the interview

situation, open-form questions can give opportunities in the integration of additional

information for a more depth proof of the experiences and perspectives.

Tesch (1991) identified multiplicity of perspectives and reduces these to

three basic operations, namely; language-oriented approach,

descriptive/interpretative approach and theory building approach. In our data

analysis, we will be utilizing the descriptive/interpretative approach for us to provide

thorough definition and explanation of the social phenomena including the meaning

of it to those who experience it. In addition, Creswell (2009) described that the

analysis of data follows a simplified version of the general steps of qualitative data

analysis. Individual steps of the procedure will be listed and will be taken account on

the licensed teacher’s individual and personal lived experiences. We will record and
 28

transcribe the data in a common core of understanding in a Phenomenological

Inquiry under investigation. Likewise, Caswell (2009) noted that in transcribed

interviews, all parts of the recorded data is relevant. So, it is recommended to

translate audio to a text format. Hence, we will see to it that narratives to be recorded

will be of value and importance, so that all information given by the informant will be

considered.

In order for us to understand, comprehend and analyze the data and

information thoroughly, transcribed interviews was read thoroughly. Our

compendious understanding of the narratives and lived experiences of licensed

teachers will provide us the foundation and relevance of the codes and themes for

the subject of the study. This resembles the idea of Riessman (2008) who stressed

that coding is a process or method of systematizing materials or information into

bunch or chunks of text before analyzing the meaning of the data given. These

chunks or segments of the data given are then referred to as the level of processes

that describes the terms of the data into different levels of abstraction (Caswell,

2009).

In our study, coding procedure was observed applying predefined linear

categories at the higher level of abstraction known as themes. It was then deduced

from the central subject and focus of the study, posed and presented in the research

questions of the study. After having the systematized and accumulated interview

data, it was then be interpreted using the information found in the literature or

theories and not on the background of our own culture and experiences. This is
 29

necessary because according to Caswell (2009), qualitative research is an

interpretative research.

Role of the Research

As the lead researcher in the phenomenological investigation titled 'Exploring

the Difficulties Encountered by First-Year Computer Programming Students in Davao

City,' the researcher takes on a varied role as a careful observer, compassionate

listener, and active participant in examining the firsthand experiences of first-year

computer programming students. Using a phenomenological approach, the

researcher aims to set aside preconceived notions and delve into the subjective

realities, recognizing their own background as an integral aspect of the research

process. The researcher's responsibilities encompass building a connection with

participants, fostering an environment conducive to open conversations, and

applying reflective methods to navigate the complex layers of challenges faced by

these students. Through this interactive approach, the researcher aims to uncover

the essence of these experiences, adding to a nuanced comprehension of the

distinct obstacles confronted by first-year computer programming students in Davao

City and offering insights that can shape educational strategies and support

structures.
 30

Trustworthiness

In establishing the validity and reliability of our study, it was our imposition as

researchers to substantiate trustworthiness by showing the certified experiences and

perspectives of the participants. Patton (2001) stated that qualitative research uses a

naturalistic approach that seeks to extrapolate phenomena in context-specific

settings, such as real-world setting [where] the researcher does not attempt to

exploit the phenomenon of interest. Extracting and analyzing qualitative data is not a

straightforward course due to the nature of the method. Furthermore, unlike the

analysis of quantitative approach, there is not a clear method to expound the data

collected (Bryman, 2012). Qualitative analysis results in a different type of

knowledge than does quantitative inquiry because one party contends from the

underlying philosophical nature of each paradigm, enjoying detailed interviewing and

the other centers on the ostensive compatibility of the research methods, enjoying

the rewards of both numbers and words (Glesne & Peshkin, 1992).

Some suggested adopting new criteria for determining reliability and validity,

and hence ensuring rigor, in qualitative inquiry (Lincoln & Guba, 1985; Leininger,

1994; Rubin & Rubin, 1995). In seminal work in the 1980s, Guba and Lincoln

substituted reliability and validity with the parallel concept of trustworthiness,

containing four divisions: credibility, transferability, dependability, and conformability.

Credibility refers to the confidence in the 'truth' of the findings. Transferability means

showing that the findings have applicability in other contexts. Dependability is

 31

showing that the findings are consistent and could be repeated. Confirmability

pertains to a degree of neutrality or the extent to which the findings of a study are

shaped by the participants and not researcher bias, motivation, or interest.

For credibility concern, we ensured that our study measured and tested the

different perspectives and emotional outburst of professional teachers on continuing

professional development. We made sure that participants will be identified and

described in our study. Graneheim and Lundman (2004); Lincoln and Guba (1985),

states that credibility substantiate whether or not the research findings represent

presumptive information drawn from the participants’ original data and is an on-target

interpretation of the participants’ original views.

Suchlike, transferability was observed in our research work showing that the

findings and results of our study was useful in some other mediums. According to

Bitsch (2005), the researcher facilitates the transferability judgment by a potential

user through thick description and purposeful sampling. This means that when the

researcher hand over a detailed description of the inquiry and participants were

selected purposively, it facilitates transferability of the inquiry.

In other case, dependability was also presented in our study showing that it

can be repeated. According to Bitsch (2005), dependability refers to the sturdiness of

findings over time. Dependability entails participants evaluating the findings and the

interpretation and recommendations of the study to make sure that they are all
 32

supported by the data received from the informants of the study (Cohen et al., 2011;

Tobin & Begley, 2004).

As to conformability upshot, we ensured in our study that there are no biases

in the findings and results of our study. As Tobin & Begley (2004) stated,

conformability is concerned with establishing that data and interpretations of the

findings are not figments of the inquirer’s imagination but are clearly derived from the

data. It appertains to the degree to which the results of an inquiry could be confirmed

or corroborated by other researchers (Baxter & Eyles, 1997).

Ethical Consideration

As to be the researchers with ethics, it was our devoir to strictly consider the

rights of the computer programming students. Capron (1989) said that any kind of

research should be guided by the principles of respect for people, beneficence, and

justice. He considered that respect for people is the recognition of participants’

rights, including the right to be well-founded about the study, the right to freely

conclude whether to participate in a study, and the right to withdraw at any time

without penalty.

Sincerely speaking, ethical consideration was a significant phase in our

study for these are perceptive bang away to work with, so careful means are

necessarily required. Confidentiality and sensitivity of the participants were strictly

administered. We fully understood that ethical measures were important in the

qualitative research to accentuate ethical conduct towards participants’ information

 33

over and above honest reporting of the results. The ethical measures in this study

included consent, letter of permission and willingness of time.

In qualitative study, informed consent was a very important tool to consider

before the researchers conducted the interview and focus group discussions. We

asked permission from the AVP for Academics and Research to conduct the study.

Written permission was also addressed to the fifteen computer programming

students in a certain school in Davao Region before we conducted our interview and

focus group discussions regarding their different perspectives, lived experiences and

emotions on continuing professional development. Moreover, in our study the real

names of the licensed teachers were not mentioned instead pseudonyms were used

to identify them. This was done throughout the study for according to Streubert &

Carpenter (1999), confidentiality and anonymity can be breached by legal

requirements such as when researchers’ data are subpoenaed for legal purposes. If

legal reporting is required, such as cases of child or elder abuse, participants should

be informed that this information would be excluded from confidentiality and

anonymity. Despite the need for confidentiality, qualitative research requires

conformability, that is, documentation of all activities included in a research study.

This audit trail is there for other researchers to carry out.

Moreover, results was disseminated in the form of research report to the

AVP for Academics and Research. Thereupon, this report showed up the secrets

and weaknesses of the institution to the readers.

 34

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