GUIDE FOR DEVELOPING CHAPTER II:

CHAPTER II
METHODOLOGY

This chapter covers the research design, locale and participants, sampling procedure,

data gathering instrument, data gathering procedure, and data analysis.

1. Research Design
Research Design
 Start by introducing the qualitative research
design that is suitable for your study, such as This qualitative study applied a phenomenological research design to capture the
a phenomenological approach.
reasons and consequences of tardiness among Senior High School HUMSS students.
 Briefly explain the purpose of employing this
design (e.g. to capture the reasons and Phenomenology is a philosophical and methodological approach that is concerned with the
consequences of tardiness among Senior High
School HUMSS students). study of conscious experience as it occurs in the first-person- point of view. Moreover, the

 You may include a citation of a definition of approach aimed to understand the nature of experience and the meaning it has for the
that specific design.
individual experiencing it (Philo, 2023).
Qualitative Research Designs:
1. Phenomenology Locale and Participants
2. Case Study
3. Ethnography This study was conducted at Tabuk City National High School. Tabuk City National
4. Grounded Theory
5. Narrative Inquiry High School is a public educational institution located in Tabuk City, Kalinga
6. Content Analysis
(Edukasyon.ph, 2024). The participants involved in the study were the selected grade 11
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 HUMSS students of Tabuk City National High School who provided a qualitative data

related to the reasons and consequences of tardiness among Senior High School HUMSS
2. Locale and Participants
 Begin by providing details about the setting students.
(locale) where the study will take place and
the characteristics of the participants Sampling Procedure
involved.
The sampling technique used in this study was purposive technique. The purposive
3. Sampling Procedure
technique is a type of non probability sampling in which units are selected "on purpose", this
 Describe the appropriate sampling method
used to recruit participants. This could be sampling method relies on the researcher's judgement when identifying and selecting the
purposive sampling, quota sampling,
snowball sampling, and convenience individuals cases or events that can provide the best information to achieve the study's
sampling.
 Briefly explain the purpose of employing the objectives (Nikohopoulou, 2022). In this study, the researchers selected the participants
specific sampling method.
based on the criteria that they committed tardiness as reflected on their attendance sheet and
 You may include a citation of a definition of
that specific sampling method. they belong to the HUMSS strand of Tabuk City National High School.

Types of qualitative sampling (non-probability Data Gathering Instrument

sampling) methods:
The researchers utilized self-made open-ended questions as the primary instrument for
A. Purposive Sampling
 In this type of sampling, participants are gathering information. Each of these content questions was formulated to align with a
selected or sought based on pre-selected
criteria based on the research question. specific research objective. Subsequently, they were validated by subject matter expert/s and

B. Quota Sampling research teachers and were presented in Appendix A. Finally, these were used for data
 quotas (a certain number) are preset prior to
sampling collection.

C. Snowball sampling Data Gathering Procedure

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  Also known as chain referral To gather data from the participants, the researchers scheduled one-on-one structured
 For hard-to-find or hard-to-reach
participants interviews and informed them about the study's purpose and their role. They also provided a
D. Convenience sampling
 Selecting participants who are readily letter of consent (Appendix B) and guided participants with an interview protocol (Appendix
available and accessible to researchers
4. Data Gathering Instrument C). After agreement, the researchers conducted the content questions (Appendix A),

 Begin by introducing the data gathering presenting them one by one and allowing sufficient time for detailed responses. They
instrument (e.g. self-made open-ended
content questions). emphasized the importance of honesty and confidentiality. Recording responses was done via
 Describe the process of developing or
formulating the open-ended content questions audio or video recording, ensuring accuracy. Once all questions were addressed and
to elicit detailed responses related to the
research objectives. sufficient data collected, participants were thanked for their participation and honored their

5. Data Gathering Procedure request if they needed a copy of the study’s abstract.

Describe the steps for the data gathering Data Analysis

procedure, which includes introducing
participants to the study, administering The collected data or transcripts of interviews were analyzed using thematic analysis.
content questions, providing instructions to
participants, recording responses, probing The researchers meticulously scrutinized the data to identify recurring patterns, concepts, or
and clarification if necessary (for
unstructured or semi-structured ideas related to the reasons and consequences of HUMSS students tardiness. They followed
interviews), and concluding the data
collection process. several iterative stages of thematic analysis, beginning with familiarization with the data,
Methods for collecting qualitative data:
followed by coding to assign descriptive labels to segments of data. These codes are then
1. Interviews
a. Unstructured - Can be referred to as 'depth' or 'in grouped into broader themes, reflecting commonalities or significant patterns across the
depth' interviews - They have very little structure at
all - The interviewer may just go with the aim of dataset. Through constant comparison and refinement, themes are clarified and defined, often
discussing a limited number of topics, sometimes as
few as just one or two. supported by illustrative quotations from the data. Finally, the themes were interpreted within

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 the context of the research objectives, enabling researchers to draw meaningful conclusions
b. Structured - The interviewee will ask the
respondent the same questions in the same way. A and generate rich insights into the phenomenon under study.
tightly structured schedule is used - The questions
may be phrased in order that a limited range of
responses may be given.
c. Semi-structured

2. Focus group discussion

3. Observation
It may take place in natural settings and involve the
researcher taking lengthy and descriptive notes of
what is happening he/she is taking part in the
situation.

4. Survey
 Self-completion survey which includes
open-ended questions
 allows the participant to provide detailed
and unrestricted responses
 can be distributed through various channels
such as email, online platforms, or paper-
based form

6. Data Analysis

Outline the data analysis procedure.

Reference

Practical Research 1 Teacher’s Guide (2016).

Department of Education-Bureau of Learning
Resources (DepEd-BLR)

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Prepared by: Jasmine Munang