A PHENOMENOLOGICAL STUDY OF LIVED EXPERIENCES OF SELECTED HIGH

SCHOOL STUDENTS IN INTERNATIONAL ACADEMIC COMPETITIONS

A Research Paper Presented to the Faculty of Science,

Technology and Engineering Program

Batasan Hills National High School

IBP Road, Batasan Hills, Quezon City

In partial fulfillment of the requirements for Practical Research I

Researchers

Magbanua, Mary May E.

Ocampo, Alyssa Patricia B.

Pagaduan, Kristel Marie M.

Quebec, Nerissa S.

March 2018
 Acknowledgement

We thank our colleagues from 11 STEM DOST A who provided insight and expertise

that greatly assisted the research, although they may not agree with all of the

interpretations/conclusions of this paper.

We thank Mrs. Soshiel Amparo for assistance on making this manuscript and the support

that she never fails to give us and Mrs. Florence Fiegalan for comments that greatly improved

the manuscript.

We would also like to show our gratitude to the Respondents for sharing their pearls of

wisdom with us during the course of this research, and we thank 3 “anonymous” reviewers for

their so-called insights. We are also immensely grateful to Panelists for their comments on an

earlier version of the manuscript, although any errors are our own and should not tarnish the

reputations of these esteemed persons.

 Dedication

We dedicate this project to God Almighty our creator, our strong pillar, our source of

inspiration, wisdom, knowledge and understanding. He has been the source of our strength

throughout this program and on His wings only we have soared.

M. M. E. M.

A. P. B. O.

K. M. M. P.

N. S.Q.
 Abstract

Students learn outside-of-school in all sorts of ways. Some of students’ more obvious

choices include electronic gaming, sports, and music lessons. Perhaps less well-known, however,

are the choice many students make to participate in academic competition, and sometimes in

international academic competition. The purpose of the study is to understand the experiences of

high school students who participate in international academic competitions. The researchers

used qualitative research design and, more specifically, the rationale made use of a

phenomenological approach. The researchers used interviews to gather the needed data.. Quota

sampling was a method that is used in qualitative research that focuses on gathering

representative data from a group. As opposed to random sampling, quota sampling requires that

representative individuals are chosen out of a specific subgroup. The researchers looked for 5

individuals and gathered their insights during the interview. Based on the gathered information

from the participants, the researchers concluded that International academic competition had

created a big impact to the participants since they went to a long journey process. International

academic competition needs a big support from the people around you. The support from

teachers or coaches and parents was very important to the participants since they faced a lot of

struggles.
 CHAPTER I

INTRODUCTION

Background of the Study

Academic competitions have long been an aspect of programming for the students. Based

on Otzurk and Debelak (2012), these competitions can facilitate a learning environment that

presents gifted students the academic challenge that often is difficult to create in a single

classroom or school. They can offer the types of experiences that foster the development of

productive attitudes and work habits and also nurture emotional and psychological growth.

According to Casey (2016), a historic overview of education, academic competition, and

academic competition within education is that it appears that large-scale formalized competitions

are a relatively recent phenomenon in the long history of education.

Statement of the Problem

The general problem of the study is: What are the students’ lived experiences in an

international academic competition? It specifically seeks to the following questions: how do these

experiences affect their competition itself?; did the participants get enough support from their

coaches and parents when they had competed? and what are the suggestions to the authorities

based from the gathered information?

Purpose of the Study

The purpose of the study is to understand the experiences of high school students who

participate in international academic competitions. The study also focuses more specifically on
challenges or problems that the participants experienced while on their journey. Another focus of

the study is the factors affecting the participants’ success with their competitions. The

participants of the study include five purposefully selected students of different gender and

various academic subject areas. The overall goal of the research is to add to the paucity of

literature in this area and attempt to engage student affairs and academic professionals in

conversations about how to best help and support students through their international academic

competition journeys. The study is designed to provide information that can be used in educating

and advocating for additional resources for this population of students. Additional findings from

this study may be used to educate and advocate for the necessary resources needed for the

involved population of students.

Scope and Delimitation of the Study

The study focuses on several areas of research that are explored in greater depth in the

literature review: affective benefits from academic competitions. Each of these areas is a source

of information of the present research. Nevertheless, this is a heretofore unexplored

phenomenon. There are no studies yet that have sought to understand the experiences of

students’ international academic competition. The existing literature was basically conducted to

understand the effects of academic competitions on students- whereas the current study being

carried out is to expand existing research making the competition engaged by the students

changed into international and understand their lived experiences.

The scope of the study is limited to a very specific population—high school at least age

13, who participate or participated in international academic competitions. All students will be

recruited from Batasan Hills National High School without regard to race, gender, sexual
identity, or academic performance. The researchers limit the study to a maximum of five

participants in order to ensure the richness of the data over what could have been collected by

having a larger participant pool. In addition, this study did not attempt understand any other

students on a high school campus or anyone outside of a high school campus.

Research Paradigm

The study uses a constructionism epistemology framed with an interpretive theoretical

perspective. Epistemology is defined as the way we know what we know. Based on Davis

(2014), in a constructionism epistemological study, the researcher believes that there is no

universal truth waiting to be discovered, that truth lies with individuals and their experiences in

the world. The study is a basic interpretive phenomenological fieldwork research study.

According to Crotty (2012), phenomenology helps the researcher understand and interpret the

life experiences of individuals and the meaning they assign to those experiences. To complete

the research study, semi-structured interviews and observations will be done, analyzed,

interpreted, and reported.

Significance of the Study

There is no doubt that academic competitions or even better international academic

competitions can serve as strong motivators for students by providing an incentive to study and

work hard so they can be ready to compete at a certain level. High school students’ emotional

health, much like that of adults, is related to the development of their innate potential. The

process in which students strive to realize their intellectual or talent potential is an important part

of gathering self-confidence and self-awareness. The findings from this study may be used to
educate all the students and to motivate to join in international academic competitions. This

study also helps to advocate for the resources needed by this population of students, such as

access academic professionals, teachers and parents trained to guide the students in their

international academic competitions.

Research Questions

The research questions guiding the study focus on the lived experiences of the high

school students in their international academic competitions. Since the goal of the study is to

understand the experiences of the participants, the research questions are general enough to allow

their voices to come through in the study. Three research questions were addressed in this study:

1. How do students describe their experiences with their international academic

competition?

2. What are the challenges they faced in their academic international competitions?

3. How was the overall experience of the students in their international academic

competitions?
 CHAPTER II

METHODOLOGY

Research Design

Phenomenological Study

The primary goal of research was to seek more information about a specific

question or questions of interest. Based on the research questions in the study, a qualitative

research design is best suited to examine the research questions. Qualitative research focuses on

the socially constructed meaning of individuals and how those individuals develop meanings of

their experiences (Crotty, 2012). A phenomenological approach to this study was essential to

obtain the rich descriptions of each of the participants’ lived experiences and thoughts which

area phenomenon that has not been fully understood. Phenomenology was useful for exploring

topics in depth and understanding events and individuals, not just revealing that an event

happened (Rubin, 2015). Creswell (2013) described a phenomenological written report as one

that focuses on “describing the ‘essence’ of the experience”. The study was carried out to

understand fully the entire international academic competition experience through the students’

voices. According to Moustakas (2014), phenomenological qualitative research tries to

illuminate the experiences of the participants and provides detailed descriptions. Crotty (2012)

suggested that the goal of phenomenological research is to gather and reveal the participants’

holistic and subjective experiences.

Population and Sampling

Quota Sampling

Participants were chosen via quota sampling. Quota sampling was a method that

is used in qualitative research that focuses on gathering representative data from a group. As

opposed to random sampling, quota sampling requires that representative individuals are chosen

out of a specific subgroup (Glensne, 2016; Maxwell, 2015).

The researchers looked for individuals who participated in any international

academic competitions associated with the school. The reason for quota sampling is to gather

rich descriptive data that allows the researcher to understand many issues that are relevant to the

study (Patton, 2012). Maxwell (2015) outlined the four most important reasons for using

purposeful sampling as follows:

1. To achieve and illuminate representativeness or typicality of the settings, individuals, or

activities selected.

2. To sufficiently capture the heterogeneity in the population, hence ensuring that the

conclusions sufficiently represent a range of the entire variation.

3. To intentionally examine cases that are crucial for the theories that is used at the

beginning of the study.

4. To establish comparisons that highlights the reasons for differences between the selected

settings or individuals in the study.

The purpose of this study was to understand the experiences of the participants in

joining international academic competition. Participants for this study were included only if

they met the following criteria:

 1. Batasan Hills National High School students who are classified as present students.

2. The students who participated in any international academic competition associated

with the school.

3. The students were willing to be interviewed for this study.

4. The students had to be age 13-18 years old only.

In order to attain an abundantly rich and descriptive qualitative study that enables the

participants to tell their valuable stories, it was important that the students understand their

process and be able to reflect on their experiences, and someone just entering the action stage

may not be able to completely do that reflection.

Instrumentation

Interviewing

There are four basics methods for collecting data: interviews, observations,

document analysis, and audio and visual analysis (Creswell, 2013). In phenomenological

research, interviews were considered the main method of collecting data. Rubin (2015) noted

that interviewing helps researchers understand experiences that they might not have lived or

gives them a different perspective on an experience. They identified three elements that are

critical for researchers to understand when completing qualitative interviews. The first was to

accept that “understanding is achieved by encouraging people to describe their worlds in their

own terms”. The second was “that interviewing involves a relationship between the interviewer

and interviewee that imposes obligations on both sides”. The last component deals with ethics:

the humanity of the interview, and the importance of the written portion the research.
 Asking follow up questions or simply asking for the participant to tell you more

about the topic can help probe more. The researchers conducted one or two face-to-face

interviews with participants to gain as much insight as possible about their international

academic competition experiences. Both interviews were semi-structured and occurred at a time

that was convenient to the participant. Semi-structured interviews enable the interviewer to

follow the lead of the participant being interviewed (Esterberg, 2012). In addition, the

interviews were conducted in a private location that minimized the risk of distractions and

interruptions and ensured confidentiality of the participants.

Procedure and Time Frame

The researchers used interviews gather data for the study. All interviews were audio

recorded, and the researchers noted verbal and nonverbal communication throughout the

interviews. After each interview, the researchers had their observations about the interview. The

interviews were fully transcribed as soon as possible to ensure having time to analyze each

interview before conducting a follow-up interview.

The interview with the participants took place in three phases. Phase one, which

occurred at the beginning of the interview, consisted of a review of all informed consent

information and allowed the participants to get any clarification that they may have needed

about their rights as participants. Then the researchers gathered demographic and background

information with each participant and built a rapport with the participants. Only after the initial

stage had been completed did the researchers start the next phase of the interview.

The second phase of the interview consisted of asking open-ended questions related to

the study and allowed the participants to answer and tell their stories in their own words. The
researchers asked for clarification as needed to make sure that the researchers understood the

participants’ stories as fully as possible. The questions and conversation revolved around the

following areas: life before joining international academic competition, the reason why they

participated and decided to be in an international academic competition, what methods the

participant used to join in international competition and what successes and struggles they had

encountered on their journey. Additionally, there were some questions about how teachers or

coaches on campus supported or could support the participants.

In the last phase of the interview, the researchers allowed the participants to include

anything that they had not had the opportunity to share that they felt should be included in the

interview that was missed in phase two. The researchers also had the opportunity to conduct

any final check for understanding before concluding the interview. After the interview, the

researchers immediately audio-recorded any thoughts and observations that they noticed in the

interview, as well as recording a thick, rich description of the participant for their records.

After the interview and analytic memo, the researchers took time to transcribe the

interview. After each interview was transcribed, the researchers completed a full data analysis,

starting with using basic open coding to analyze the interview. Open coding is described by

Esterberg (2012) as a process that enables the interviewer to make sense of the data by going

line by line of the transcript and making notes of the meaning of the lines. Focused coding

generally follows open coding and is the process of looking for the most common themes or

ideas. All identifying information of the participants, such as their names, unique physical

characteristics, etc., were omitted in the transcripts and dissertation to grant participant

confidentially. All audio recordings were deleted or erased after they were transcribed.
Validity and Reliability

Credibility

The researchers made sure to conduct member checks in follow-up interviews

and conversations, and the researchers allowed the participants to read the transcripts if they

elected to, in order to ensure that they accurately reflected their thoughts. Additionally, the

researchers conducted peer debriefing with other researchers to make sure that the researchers

were accurately understanding their data. The researchers triangulated the data whenever

possible by preforming member checks, follow up interactions, journaling, and reviewing the

interview transcripts.

Dependability

In this study, the researchers made sure that the processes or collecting and

analyzing data was very clear and easy to follow. The researchers checked with other

researchers to make sure their explanations were clear. The researchers also analyzed their

codes within each other to ensure they were accurate and that they did not omit any areas.

Transferability

The researchers ensured that they provided thick, rich descriptions of the

participants, the interviews, and the data collection. The researchers also made sure that their

positionality are clearly available for the readers to understand their worldview. Ensuring

credibility, transferability, and dependability of the finding increases the validity and reliability

as a whole. The researchers’ responsibility as a researcher was to strengthen these three areas to

ensure that this study is considered good and trustworthy.

 CHAPTER III

RESULTS AND DISCUSSION

Results

Data were gathered by conducting in-depth interviews with the study’s five participants.

The participants had to be participated in any international academic competition. They also had

to be enrolled at Batasan Hills National High School where this study was conducted. Five

students participated in the study: Joey Anne Mireille Dela Cruz, Gabrielle Palaypayon, Jericho

Ryne Dahilan, Mercy De Felix and Jehiah Grace Chavez. They were all Grade 11 students from

Academic Track – Science, Technology, Engineering and Mathematics Strand. There were four

females and one male in the study.

Themes and Analysis

The analyzed data from this study yielded a total of four significant and frequently

discussed themes in the participants’ stories: (1) The need to consider the international academic

competition as long process of journey from preparing in the school up to going back home from

the competition. Participants talked about their reasons why they joined and the methods they

used in order to be one of the representatives of the country. (2) The role of support when it

comes to competing internationally. Support, whether from friends or teaches, is essential for the

participants to be successful in the international academic competition. All of the participants

alluded to being more successful when someone was helping and encouraging them in the

competition. (3) The stresses of being a high school student and how it affects being an

international academic participant. Time, money, and academic performance are major barriers
to join international academic competition and are factors that lead to struggling with the

competition. (4) The overall experience from the international academic competition can give

different lessons, insights and outcomes to participants. These themes are explored more in

detail, with participant data in a subsequent section in this chapter. Four major themes were

derived from the in-depth interviews. The four themes are identified and described briefly as

follows:

International Academic Competition as a Long Process

The participants talked about their experiences about their lived’ experiences in each of

their competitions. They shared their own reasons why they joined in that international academic

competition and methods they used in order to represent the Philippines internationally.

One participant talked about how they able to compete outside the country:

First of all, it was because we won here so we need to go there. Second, it’s Philippines

so it was a different feeling, you’re not competing anymore just for the school but now

it’s for the country, the feeling was nice. And first, for you to join the competition, you

need to win first here in the Philippines. Even if it’s just for a rank. Then after that, the

collection of funds is another big thing to achieve. So, the steps, first of all, you need to

register and assure the organizers that you will be going there.

The other one shared also her reasons and methods:

I participated in the competition because I want to represent our country in the

competition and it was such a great opportunity to showcase my abilities and make my

family proud. And also, because travelling outside the country is my dream. Our team's
 coaches made us participate in competitions wherein, if you were to make it in to the top

3, you'll be able to join international contest. That's why, our team trained and reviewed

hard and patiently joined competitions until we qualify.

While another participant gave a different reason and method to the researchers:

I wanted to be part of something bigger, I wanted to bring honor to my family and school,

and eventually my country. I became more open to new people. I went to outside of my

comfort, I tried new things. I swallowed my pride.

The next one talked about her own reasons and methods to join the international academic

competition:

Because I’m interested in robotics as well as the opportunity in it being good additional

academic points. We needed to qualify for the nationals first and once we qualified, we

needed to prepare for some time and practice.

Then the last participant, sharing her answer that is also quite the same to Joey’s:

First of all, we became qualified to participate for international academic competition.

And our team really wanted to participate there since it was our dream. So first, we

joined the competition then we started collecting funds for our trip because we did not

have money.

The Role of Support

The participants shared to the researchers how their teachers, coaches and parents

supported them throughout their journey in their international academic competition.

Here is one of the participant’s answer:

So first, our coaches/teachers Ma’am Clemente and Sir Garen were so strict and

technical.While Sir Aparis and Sir Vaflor’s words of encouragement were very

heartwarming. Personally, my parents were really very supportive since they even came

with me to the competition and it was very nice to have them with me.

While the other’s lived experience, here is the role of support for her:

Our team's coaches are the ones who made our international competition into reality.

They supported and coached us even during summer breaks to make sure we learn and

win in the competitions we're joining. Our parents are always supportive by letting us

train during weekends and summer breaks, financial and moral support. It is them that

made everything possible.

Another participant talked about how great coaches and hardworking parents he has:

They were so supportive especially my family as they were the one that really went to the

city hall everyday just to follow up the budget that we need. The coaches were fantastic

as they provided us all the flavors we needed to make the best recipe for success.

Then, the next one somehow shared some not so positive about her coach:

The coach was guiding us not as much as we want to, he kinda makes the mood bad. My

parents were supporting me along the way through.

And last participant, pointed out how her coaches and parents fully supported her and their team:
 Our coaches really helped us. They did everything they could to collect fund for our

team. And also, my parents also helped to find fund. Our coaches trained us even in

summer. My parents were the one that came with us to Singapore to support our team.

Struggles as a High School Student and an International Academic Competitor

The participants talked about how it was so stressful being a high school student who

needs to maintain academic performance while being an international academic competitor who

was always busy outside the classroom. Also, the struggles they faced through their journey were

also explained.

Here is one of the particpant’s own encountered problems:

Struggles first, here in the Philippines the struggles before the competition, first of all the

fund. Since we’re public school, it was so difficult to collect fund and we were 10

(participants) and how much it will cost per student? 100,000? So it was very hard to get

fund. Second, we were so complacent that there were still a lot time but when the time of

the competition was near we then started cramming. Another thing, we had struggle in

getting a visa. In internationally, our struggle was since we were all on high and our

feelings back then were different from each other and even if we went there we still

wanted to bring something back to our country. At least it would be a payback for almost

one-month absence from our classes.

The other one talked about her own struggles in her international academic competition lived

experience and how all of it were finally worth it at the end:

 Joining competitions and winning at least one of them is not easy. But after a lot of

competitions, we managed to win one that made us qualified for the international

competition. But, we have to train after class, during weekends and sacrifice our summer

break to make sure we are ready for the competition. Our team encountered hardships

while soliciting money as well, we went to our relatives, friends, government, and many

more because to make sure we have enough to be able to stay there for five days. We only

eat snacks we brought during our stay and walk (though we did enjoy walking around).

And another particpant shared his own lived experience struggles through the competition:

We had some difficulties with the finance as we’re from public school, but God provided

for us. Also, we had some problems with communication, but that’s what strengthened

ourteam. We had trouble with the visa but the organizers managed to contact the

Australian embassy to lend us some tourist visa.

Here is the next one’s answer about the successes and struggles she encountered as a high school

student and international academic competitor at the same time:

The success was the fact that we get to compete for our country in India, and the

struggles were lack of support, money and time to properly prepare for the robot. The

papers were fairly easy to get by since we were guided by the facilitators of the

competition, also Indian embassy’s requirements aren’t that many.

And last participant, talked about her own struggles through her international academic

competition:
 Our biggest struggle was we didn’t have enough money to fly in the competition. And it

was also difficult to be rejected by people you gave letter to hoping you’d be able to

collect fund from them. Another struggle was our review as a group, because we hardly

became complete, either one was absent or one was only present. And our success was

being able to compete and represent our country.

The Overall Experience

Here at the last theme, the participants answered how their overall experience was like

and they gave great responses to the researchers.

This is one of the participant’s statement:

Of course, it was happy. I think it is because, partly, we competed outside and we won.

We didn’t just go there but we did something.

Here is another participant’s overall experience:

It was very surreal and life-changing! Until now, I still can't believe I went all the way to

Singapore to compete with all the other countries! We've encountered a lot of hardships

along the way but it all paid off when we got there. And though we didn't win, the

memories we made were the best take home I got.

The other one’s words are quite simple but meaningful:

It was fun, one hell of a ride. A ride that I wish never ended.

Next one’s answer about her overall experience is really something to be proud of:
 The competition definitely taught us how to be more independent and how to handle

difficult people (like our coach), it was difficult but fun.

And last participant’s overall experience about her international academic competition:

It was happy and fulfilling because it was our team’s dream to win and to compete

outside the country.

Discussion

International Academic Competition as a Long Process

The participants viewed their competitions as a great opportunity and a once in a lifetime

success. The reasons why they joined were all rational and realistic. A chance to represent the

Philippines to other countries was certainly an achievement that everyone would want to have.

The five participants were able to share their own reasons why they became part of their

international academic competition. They talked about their lived’ experience precisely that are

enough to understand quickly by the researchers. There are also methods that these participants

used in order to be able to compete outside the country. Their answers were all correlated to each

other and gave one whole idea that they needed to qualify first in the nationals before competing

outside. The participants were able to talk about their methods with a little background or short

stories that made the researchers understood their answers very well. Overall, after hearing the

responses of the five participants the researchers concluded that international academic

competition is indeed a long process.

The Role of Support

The teachers, coaches and parents were a big part of the journey of these five participants. The

support they received from these people were overflowing. The participants answered the

questions with full observations based from their journey. They even emphasized how helpful

their teachers or coaches and their parents in their international academic competition.

Struggles as a High School Student and an International Academic Competitor

Stress came within if you are both a high school student and an international competitor.

The five participants faced a lot of struggles through their journey. They talked about how

difficult it was to collect fund in order to fly out of the country. But they also shared how

everything was paid off once you’re there and even when you finally bring home the bacon.

The Overall Experience

Engaging to international academic competition will surely leave some things or

memories that the five participants will treasure for a long time. For their overall experience, all

of the participants concluded that their international academic competition was fun. Some of

them even stated that this competition left them a lot of lessons in life that they will nourish

someday.
 CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The five participants’ lived experiences in their international academic competitions are

all quite the same. The reason why they participated is either since they won nationally and they

wanted to represent the country or it is their dream goal and wanted to achieve it. The methods

they used in joining the competition were not easy. All of them had problems collecting funds

from different people. Since all the participants are from public school, they had a difficult time

to have enough money to buy tickets. The five participants faced a lot of challenges through their

journey. They encountered same problem which is the lack of fund but in the end since they

already competed outside the country it means that they did overcome that struggle. After all,

everything was paid off at the end because the experience is remarkable. The support they

received from their coaches or teachers and parents were also overflowing that made them

stronger and encouraged not to give up. Lastly, the overall experiences of the five participants

are all positive and they treat this journey as a huge achievement of their lives.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. International academic competition has a big impact to the participants since they went to

a long journey process.

2. International academic competition needs a big support from the people around you. The

support from teachers or coaches and parents is very important to the participants since

they faced a lot of struggles.

 3. There are many challenges associated with the participants’ lived experiences in their

international academic competitions.

Recommendation

Based on the results of the study, the following recommendations were presented:

1. The researchers recommend the coaches of the participants to support and motivate more

the participants

2. The researchers also recommend the participants to influence more students to engage in

international academic competitions.

3. Further research needs to be carried out on the effects of international academic

competition to the students.

4. Conduct study which is similar in nature of the current paper.

 REFERENCES

Casey, T. (2016). The Role of Education. Retrieved from

http://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/competit.html

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods

approaches (Vol. 3). Thousand Oaks, CA: Sage

Crotty, M. (2012). The foundations of social research. Thousand Oaks, CA: Sage.

Davis, M. (2014). Constructionism Epistemological Study. Retrieved from

https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4277&context=etd

Debelak, C. &Otzurk, M. (2012). Affective Benefits from Academic Competitions. Retrieved

from https://files.eric.ed.gov/fulltext/EJ789919.pdf

Esterberg, K. G. (2012). Qualitative methods in social research. New York: Mc Graw Hill.

Glesne, C. (2016). Becoming qualitative researchers: An introduction (3 rd ed.). Boston, MA:

Pearson Education, Inc.

Maxwell, J. A. (2015). Qualitative research design: An interactive approach (2nd ed., Vol. 41).

Thousand Oaks, CA: Sage.

Moustakas, C. (2014). Phenomenological research methods. Thousand Oaks, CA: Sage.

Patton, M. Q. (2012). Qualitative evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Rubin, H. J., & Rubin, I. S. (2015). Qualitative interviewing: The art of hearing data (1st ed.).

Thousand Oaks, CA: Sa

 APPENDIX

Figure 1 Figure 2

Figure 1 Figure 1

Figure 3

Figure 1

Figure 4 Figure 5

Figure 1