Chapter 3

METHODOLOGY
This chapter presented the methodology applied which includes the research

design, population, sampling technique, locale of the study, data collection, and data

analysis.

Research Design

Phenomenological research design will be used in this study, which aims to

learn more about people’s lived experiences. Obtaining and evaluating non-

numerical data is a component of qualitative research. In order to comprehend

people's views, behaviors, attitudes, and experiences better, it is used. A Phenomena

is a reality or an event that can be observed. Phenomena is a collection of strange or

extraordinary events (Phenomenological Research Proofed Writing, 2022). The

researchers first define the phenomenon they’re studying, which is writing

difficulties encountered by HUMSS students in practical research 2.

Phenomenological research design helped the researcher to better understand how

HUMSS students experienced the phenomenon or how it has impacted HUMSS

students.

Participants and Location

The participant of this study will be 15 Grade-12 Humanities and Social

Science students enrolled at San Agustin High School Castillejos Zambales. The

participants will be gathered from San Agustin High School, preferably the senior

high school students who are enrolled in the HUMSS strand in order to get their

feedback to the study the researcher prepared a survey questionnaire. Grade-12

students who are enrolled in HUMSS strand, will answer the prepared

questionnaires and survey in order to get their own perceptions about the study.
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The researchers, use purposive sampling method in order to get participants.

Purposive sampling technique is the process of doing research with the sample

members that meet the inclusion criteria and are conveniently available. (Palinkas,

2015) The researcher set a criteria to Grade-12 HUMSS student enrolled at San

Agustin High School, and if the first subject meets the inclusion criteria will be

selected for

the study

and will be

the

participants

number one

if the second

subject also

meets that

criteria, they

will be

included,

and so forth.

San Agustin High School

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Figure: 2 Locale of the study

The locale of the study is at San Agustin High School located at Purok 3 San

Agustin Castillejos Zambales Region III Philippines, this place was selected for

knowing the efficiency of the said study among Humanities and Social Science

students. The research study was implemented inside the premise of San Agustin

High School Castillejos Zambales, this locale is the perfect location for the survey and

questionnaires because the researchers will be able to get a plentitude of significant

information or data, different ideas and distinct opinions from real experiences of the

Humanities and Social Science students in writing practical research 2 that are needed

for the study.

Instruments

The surveys and questionnaires provided the researchers with informative data

about participants' perspectives and experiences related to the study, which

eventually proved to be a time and resource-efficient technique of data collecting for

our study. The survey and questionnaire responses were utilized by the researchers

to collect information that helped them assess and comprehend the study's findings

in an accurate and efficient manner.

The tool that the researchers used to collect or obtain data, measure data and

analyze data that is relevant to the subject of our research is researcher made or

constructed, the first part of the researcher made instrument is the profile of the

respondents in terms of age, and sex. The second question that the researcher made

is to known the difficulties encountered by the HUMSS students as they write

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practical research 2. Next question is to known which part of the practical research 2

you find difficult to write. Then how they cope up or overcome this writing

difficulties. The last question in the survey questionnaire is to known what are the

opportunities they encountered as they write practical research 2.

Data Collection

Phase 1: The researchers asked permission to the San Agustin High School Principal

through letter asking permission to conduct the study.

Phase 2: The research collect data through researcher made questionnaires.

Phase 3: Survey is used to conduct the research at San Agustin High School. Grade-

12 students who are enrolled in HUMSS strand were given questionnaires by the

researchers who ask them to describe or to give their own experiences about the

challenges they faced during writing practical research 2.

Phase 4: The researcher explained to the participantss the importance of their

response to the study.

Phase 5: The researcher clarified some terms for the respondents so that they will

answer the questionnaire with full knowledge of their responsibility as the subject of

the study. Then, whatever how will be the data collected, the researcher assure that is

reliable, consistent and accurate.

Data Analysis

Thematic analysis is a method of analyzing qualitative data. It is usually

applied to a set of texts, such as an interview or transcripts. The researcher closely

examines the data to identify common themes, topics, ideas and patterns of meaning

that come up repeatedly. (Caulfield, 2019) Thematic analysis is the approach used
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by the researchers to find out what are the difficulties encountered by HUMSS

students in writing practical research 2, what are their perceptions and to share their

knowledge and experiences.

There are various approaches to conducting thematic analysis, but the most common

form follows a six-step process by (Braun & Clarke, 2019) First is the

Familiarization, the first step is to get to know our data. It’s important to get a

thorough overview of all the data we collected before we start analyzing individual

items. Second is the Coding, we need to code the data. Coding means highlighting

sections of our text usually phrases or sentences and coming up with shorthand

labels or “codes” to describe their content. At this stage, we want to be thorough: we

go through the transcript of every interview and highlight everything that jumps out

as relevant or potentially interesting. As well as highlighting all the phrases and

sentences that match these codes, we can keep adding new codes as we go through

the text. After we’ve been through the text, we collate together all the data into

groups identified by code. These codes allow us to gain a condensed overview of the

main points and common meanings that recur throughout the data. Third is the

Generating Themes, the researchers look over the codes we’ve created, identify

patterns among them, and start coming up with themes. At this stage, we might

decide that some of our codes are too vague or not relevant enough, what we decide

will vary according to what we’re trying to find out. We want to create potential

themes that tell us something helpful about the data for our purposes. Forth

Reviewing Themes, the researchers have to make sure that our themes are useful and

accurate representations of the data. If we encounter problems with our themes, we

might split them up, combine them, discard them or create new ones: whatever

makes them more useful and accurate. Next is the Defining and Naming Themes,
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defining themes involves formulating exactly what we mean by each theme and

figuring out how it helps us understand the data. Naming themes involves coming up

with a succinct and easily understandable name for each theme. Lastly is the Writing

up, Finally, the researchers write up our analysis of the data. Like all academic texts,

writing up a thematic analysis requires an introduction to establish our research

question, aims and approach. We should also include a methodology section,

describing how we collected the data through semi-structured interviews or open-

ended survey questions and explaining how we conducted the thematic analysis

itself. The results or findings section usually addresses each theme in turn. We

describe how often the themes come up and what they mean, including examples

from the data as evidence. Finally, our conclusion explains the main takeaways and

shows how the analysis has answered our research question.