TABLE OF CONTENTS

Cover Page
Letter to the Students
Course Outline 4
Course Objectives 4
Course Content 4
Course Requirements 5
Classroom Policies 5
Grading System 5
Lesson 1 6
 The Overview of English Language 6
 Input 1 6
 Activity 1 10
 Evaluation 11
Lesson 2 15
 The Indo-European Family of Languages 15
 Input 1 15
 Activity 1 23
 Input 2 24
 Activity 2 25
 Input 3 26
 Evaluation 29
Lesson 3 31
 The English Language in Britain 31
 Input 1 31
 Activity 1 43
 Input 2 44
 Evaluation 47
Lesson 4 48
 The English Language in America 48
 Input 1 48
 Activity 1 60
 Evaluation 62
Lesson 5 63
 The English Language in the Philippines 63
 Input 1 63
 Activity 1 72
 Evaluation 74
Lesson 6 76
 The Importance of English Language in Today’s World 76
 Input 1 76
 Activity 1 79
 Evaluation 80
Resources 82
 Senior High School Department
STEM | HUMSS | GAS | IA STRAND
BENJIE F. GOOD, LPT
JOMARIE G. TURTOGA, LPT
Mobile Number: 0995-229-7646 | 0910-039-7846
Email: benjiegoodgaga@gmail.com| jomarieturtoga@gmail,com
Consultation Hour: Every Saturday from 8:00am to 11:30am

JANUARY 11, 2021

Dear Student,

APP 3: PRACTICAL RESEARCH 1

We are pleased that you have chosen to study with us here at the Senior High School
Department of Assumption College of Nabunturan. It is our hope that we will be able to
provide the utmost support, boundless rapport and imperative information to succeed in
this subject.

We are the instructor of this subject and will be your primary point of contact in relation
to any academic matters concerning your study in this subject. My contact details and
our course code in the google classroom are shown above. I look forward to
communicating with you particularly by email or text messages. I also expect your full
participation in our incoming discussions in the google classroom. If you have doubts
with the concepts presented, feel free to ask for clarification by posting questions in the
dialogue box.

We recommend also that you take time to support your classmates by reading their
posts and leaving comments if you agree with their views and ideas on the topic
discussed. By then we will be able to build a supportive learning community in this
subject which is essential for the completion of the subject.

Once again, we welcome you. We look forward to work with you throughout the
semester.

Yours sincerely,

BENJIE F. GOOD, LPT

JOMARIE G. TURTOGA, LPT
Lesson 1: NATURE OF INQUIRY AND RESEARCH
 Definitions of Research; Characteristics; Purposes; importance of Research
 Characteristics of Successful Research
 Qualitative and Quantitative Approaches Quantitative research emphasizes:
 Features of Characteristics of Qualitative Studies
 Limitations of Qualitative Studies
 Some Qualitative Approach
 Importance of Qualitative Research across Fields and Daily Life
 Ethical Guidelines in Qualitative Research
 Worksheet #1
 Introduction
 Statement of the Problem
 Scope and Delimitation
 Significance of the Study
 Worksheets

Objectives: At the end of the Lesson, you will be able to:

 Defines research as scientific inquiry;
 Describes characteristics, strengths, weaknesses, and all kinds of qualitative
research;
 Illustrates the importance of qualitative research across fields;
 Describes ethics of research; and
 Submit at least 3 tentative research titles for approval by the teacher.

Objectives: At the end of the Lesson, you will be able to:

 Designs a research useful in daily life;
  Writes an acceptable research title;
 Describes background of a specific research;
 States research questions or objectives;
 Indicates scope and delimitations of study;
 Cites benefits and beneficiaries of a specific research;
 Defends feasibility of the research topic;
 Presents written report of Chapter 1.

THE NATURE OF QUALITATIVE RESEARCH

 Qualitative research is the collection, analysis, and interpretation of
comprehensive narrative data in order to gain insights into a particular
phenomenon of interest.
- Useful for describing and answering questions about participants and
contexts

PURPOSE OF QUALITATIVE RESEARCH

 Promote a deep, holistic understanding of a particular phenomenon.

IMPORTANCE OF EXPLORING QUALITATIVE TOPICS

 Provide insight into the complexity of common occurrences
 Provide specific concrete details to guide understanding in a particular setting
 Provide insight into the “local” meanings that activities and practices for
participants
 Develop a comparative understanding of phenomena as experienced by different
participants in different settings

SIX GENERAL STEPS

 Identify the research topic
 Review the literature
 Select the participants
 Collect the data
 Report the results
These are the same steps as those used in qualitative research

PURPOSE OF STUDYING RESEARCH

 To orient students to the nature of educational research: its purposes, forms and
importance
 To provide information which helps students become more intelligent consumers
of educational research: where to locate it, how to understand it, and critique it
 To provide information on the fundamentals of doing educational research such
as selecting a problem, using available tools, organizing a projects, etc.
  To generate new theories, confirm existing ones or disapprove them, for
example, the role of punishment in discipline

IMPORTANCE OF RESEARCH
 To determine the accuracy or otherwise and validity of popular beliefs, and
practices by submitting them to systematic scrutiny.
 To enhance, modify or refine our knowledge of phenomenon or various theories.
 To generate new concepts and explanations of existing rules and policies, beliefs
and practices.
 To find answers to particular existing questions though investigation.
 To evaluate the findings of other researches/studies or build on where they
stopped.
 To bring the legacy left behind by early scholars as well as the contributions of
modern scholars to the limelight.
 To seek validation or improvement, politics, ideology etc., etc. to enhance quality
of ordinary and spiritual life of man.
 To collect and analyze data which will enable us provide information and advice
to policy )or decision) makers.

CHARACTERISTICS OF A SUCCESSFUL RESEARCH/ER

 Wide-Reading
 Thorough Understanding
 Independent Opinion
 Originality
 Effectiveness
FEATURES OR CHARACTERISTICS OF QUALITTAIVE STUDIES
 Field Focused/ Natural Context
 Self as Instrument/Personal Contact
 Interpretive Character
 Use of Expressive Language
 Depth of Perspective/Attention to Particulars
 Inductive Analysis
 Dynamic Systems
 Unique Case orientation
 Context Sensitivity
 Emphatic Neutrality
 Persuasiveness
 Focus on emic perspectives

LIMITATIONS OF QUALITATIVE STUDIES

 Subjectivity is inherent
 Labor intensive
 Misunderstanding of Novices
 Time Intensive
 Limited Generalizability
RANGE OF QUALITATIVE APPROACHES
1. CASE STUDY- An effort to seek an understanding of a single person or entity
2. ETHNOGRAPGY- An effort to describe and analyze all or part of the culture of a
community by identifying and describing participant’s practices and beliefs
3. ETHOLOGY- An effort to compare several cultures with one another
4. ETHNOMETHODOLOGY- An effort to examine people/s understanding of their
daily activities
5. GROUNDED THEORY- An effort derive theory grounded in the perspectives of
the participants
6. PHENOMENOLOGY- An effort to understand the meaning of an individual’s
experiences
7. SYMBOLIC INTERATION- An effort to seek common understandings that
emerge to give meanings to participants’ interactions
8. ACTION RESEARCH- An effort to seek a solutions or improvement to a practical
problems in the setting in which it is occurring
9. HISTORICAL RESEARCH- an effort to seek understanding the past by studying
documents, relics and interviews

TECHNICAL ISSUES
 VALIDITY- The degree to which the qualitative data collected accurately gauges
what is being measured. The two components are:
- Trustworthiness
- Understanding
 VALIDITY
1. Trustworthiness
 Credibility- taking into account all the complexities in the study and
addressing problems that are not easily explained
 Transferability- including descriptive context-relevant statements so the
reader can identify with the setting
 Dependability- collecting stable data
 Confirmability- assuring the neutrality and objectivity of the data
2. Understanding
 Descriptive validity- the factual accuracy of the account
 Interpretive validity- the meaning attributed to the behaviors of words of
the participants
 Theoretical validity- the explanations of the phenomenon being studied
in relation to a theory
 Evaluative validity- sufficient objectivity in reporting data to avoid bias,
preconceived judgments, or evaluations

 13 STRATEGIES TO ENSURE VALIDITY

1. Participate at the study site for a prolonged period of time
 2. Use persistent observation
3. Use peer debriefing
4. Collect mechanically recorded data
5. Use member checks
6. Establish structural corroboration/coherence
7. Establish referential adequacy
8. Collect detailed descriptive data
9. Develop detailed descriptions of the context
10. Overlap methods (i.e., multi-methods)
11. Establish an audit trail
12. Practice triangulation
13. Practice reflexibility
 RELIABILITY- The consistency with which data measures what is being
attempted to be measured over time.
- Qualitative perspective: the reliability of the techniques that are being used to
collect data
- Reliability is a necessary but not sufficient characteristic- validity is the
priority.
 GENERALIZABILITY- The applicability of findings to settings and contexts
different from the one in which they were obtained.
 Internal-external validity issues revisited
- A depth of understanding can only be achieved from a few participants in a
very limited number of contexts
- Generalizability is therefore very limited
- Qualitative researchers are primarily concerned with validity and reliability and
to a much lesser extent generalizability
 GENERAL STRATEGIES FOR ENSURING THE TECHNICAL MERIT OF A
QUALITATIVE STUDY
1. Talk a little, listen a lot
2. Record observation accurately
3. Begin writing early
4. Let readers see for themselves
5. Report fully
6. Be candid
7. Seek feedback
8. Write accurately

ETHICAL ISSUES
 Ethics can be considered in terms of how the researcher treats the participants in
the research setting
 The nature of qualitative research provides the potential for conflict and harm.
- Qualitative research is intimate- there is little distance between the researcher
and the participants
 - Qualitative research is open-ended – the nature of the process requires the
use of an emergent design as the situation unfolds
 SIX GUIDELINESS TO HELP AVOID ETHICAL PROBLEMS
1. Research should have an ethical perspective that is close to their personal
ethical position
2. Informed consent should take the form of a dialogue that mutually shapes the
research and the results
- Confidentiality is more complicated even with the use of pseudonyms
- Consider the use of a video tape to illustrate a point being made
3. You should be able to identify broader social principles that are an integral
part of who you are as a researcher and a contributing member of the
community in which you live.
4. Avoidance of harm morally binds qualitative researchers to conduct their
research in a manner that minimizes potential harm to those involved in the
study.
5. Even though an action can bring about good results, it is not ethical unless it
also conforms to ethical standards such as honesty and justice.
6. The qualitative researcher must remain attentive to the relationships between
the researcher and the participants – a relationship that is determined by
“roles, status, language and cultural norms.”

SELECTING AND DEFINING A RESEARCH TOPIC

 Theory
 Personal experience
 Replication
 Library immersion
 Talk to experts in the field
RESEARCH TITLE
 Boldface
 12-15 characters
 Title by result (preferably; the most important result is made as the title.

ASSUMPTION COLLEGE OF NABUNTURAN

SENIOR HIGH SCHOOL DEPARTMENT

PRACTICAL RESEARCH 1
Qualitative Research Content Guide

Format of Qualitative Research

1. Title Page
2. Approval Sheet
3. Acknowledgement
4. Dedication
 5. Abstract
6. Table of Contents
7. List of Tables
8. List of Figures
CHAPTERS
I INTRODUCTION
The Problem and its Background
Purpose of the Study
Review of Related Literature and Studies
Theoretical Lens
Research Questions
Scope and Delimitation of the Study
Significance of the Study
Definition of Terms
II METHODOLOGY
Research Design
Research Locale
Role of Researcher
Research Participants
Data Collection Procedure
Data Analysis
Trustworthiness and Credibility
Ethical Considerations
III RESULTS
Subheadings of Results (based on Research Questions)
IV DISCUSSION AND CONCLUSION
Subheadings for Discussion (based on Research Questions)
Implications for Practice
Implications for Future Research
Concluding Remarks

References
Appendices
Letter of Endorsement
Informed Consent Guide
Interview Guide
Curriculum Vitae

WORKSHEET #1
Construct at least 3 tentative research titles for approval. But before indicating the title,
write at least maximum of three sentences explanation of a certain problem that
connected to the title.
1. Problem:
________________________________________________________________
________________________________________________________________
________________________________________________________________
 Title:
________________________________________________________________
________________________________________________________________
2. Problem:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Title:
________________________________________________________________
________________________________________________________________
3. Problem:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Title:
________________________________________________________________
________________________________________________________________

CHAPTER 1 CONTENT
INTRODUCTION
The Problem and its Background
 First paragraph is the problem regarding to your study, it may start with
vignette/quotations/anecdotes in relation to your study.
 Readings should be about topics or studies conducted related to the present
research in the following paragraph.
 Second paragraph will be the problem in the Global Setting regarding with your
study (ex. In South America, USA, North America or any country in the world)
 Third paragraph will be the problem in the National Setting regarding with your
study (ex. In the context in the Philippines)
 Fourth paragraph will be the problem in the Local Setting regarding with your
study (ex. In the context of the provinces, city or municipality in the Philippines)
 Fifth paragraph will be the research gap, the purpose why did you conduct the
study. It is the gap in the literature that the study intends to address.
Differentness of the study from other previous studies. Compelling reasons of the
writer for choosing the problem. You can use your assumptions in this area.
Sample

A PHENOMENOLOGY STUDY ON THE FACTORS AFFECTING TEST ANXIETY

AMONG THE SENIOR HIGH SCHOOL STUDENTS IN ASSUMPTION
COLLEGE OF NABUNTURAN
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Test anxiety may be defined as anxiety which subjectively relates to tests and

their consequences (the term ‘test’ being used in a broad way and including exams as

well). Typically, being afraid of failing a test, and of the consequences of failing, is at the

heart of this emotion. Test anxiety can be experienced both before and during the taking

of a test. Seen from the perspective of trait-state conceptions of anxiety, such anxiety is

a state emotion when it relates to a specified test and is experienced before or during

that test. As it is experienced habitually over extended periods of time and for

dispositional reasons, test anxiety is a situation-specific type of trait anxiety. Trait test

anxiety may be an important part of a student's personality (Pekrun & Stephens, 2015).

Many people experience stress or anxiety before an exam. In fact, a little

nervousness can actually help you perform your best. However, when this distress

becomes so excessive that it actually interferes with performance on an exam, it is

known as test anxiety.

In India, the educational standards of school children are based on written

examinations. Every year, the Indian government conducts two board exams, otherwise

referred to as public exams, at the end of the 10 th and 12th grades. Responsible for

these examinations are the Tamil Nadu State Board of School examination, Tamil Nadu

is one of the states in India. The scores obtained in the 10th board exams are

necessary not only to get admission in good higher secondary schools but also to

choose the preferred main stream of higher secondary education.

 Test anxiety is always present to some students in India. The competition to get

into higher secondary admission is always fierce, since the slots in high quality schools

in India are

limited, although there are several Colleges in Tamil, Nadu only a few of them are

preferred by the students. Thus, higher education being a contributor for successful

future, the board exams have been the source of stress and exam anxiety for several

students (Bondi, 2014).

In the Philippines, recent studies suggest that Filipino students’ mastery level in

mathematics and science are weak when they graduate from high school (Espinosa,

Monterola, & Punzalan, 2013). In addition, students attributed their perceived difficulty in

science to course information overload. Apparently, presence of test anxiety follows;

thereby, affecting their preparation for examination and performance in the examination

itself. As a result, their obtained score in the examinations often fall short of the average

which may lead to underachievement in the course.

Students in Assumption College of Nabunturan are having difficulties to achieve

their desired scores of their tests, quizzes or exams. It happens that they can’t

concentrate well because of overthinking things, like the outcome or the results after

taking the test, if they did great or not. So, the researchers conducted a study to look for

the factors affecting Test Anxiety among the students of Assumption College of

Nabunturan.

However we have not come across any study that specifically discussed the

factors affecting test anxiety among senior high school student in Assumption College of
Nabunturan. Furthermore, this study will provide relevant concepts that would possibly

help the students easily cope-up with test anxiety.

PURPOSE OF THE STUDY

Identify the approach applied in qualitative research
 Phenomenology
 Ethnographic
 Case Study
 Biographical Narrative
 Grounded Theory
-Establish the purpose why the study should be conducted
-Present the Informants and Participants
-A paragraph should contain a personal account on how the study will benefit the
discipline
Sample

The purpose of the researchers is to make the students, teachers and the

parents to be aware. Test anxiety could not just affect their attitude as a student but can

also affect their thinking and productivity during tests or exams. This phenomenological

study would help students with test anxiety to know the basic coping mechanism that is

very helpful and convenient for them during the occurrence of this type of anxiety.

This study also visualizes documenting the different experiences of the ten

students in in-depth interviews.

REVIEW OF RELATED LITERATURE

• Cluster the readings base on the important keywords and concepts of the study
• Should be ten years back
• Paraphrase the readings presented
• Use transition markers
• Avoid one sentence paragraphs
• Avoid Inset citation “….Robins (2013)…” should be at the last part of the
paragraph “…(Robins, 2013).”
• Use inventory “….(Chakraborty and Daz, 2005; Doepke, 2006; Lopez-Calva,
2001; Zimmerman, 2007)..” Note: should be alphabetical
• Provide synthesis
Sample

The related literature in this section includes articles reviews and research finding that

are related to this study and its factors. The study is on about Test Anxiety of the senior

high school students and its factors are afraid of failure; lack of preparation; difficulty of

the tasks; and how the test is prepared.

Test Anxiety. According to Zeidner (1998) test anxiety is a set of phenomenological,

physiological and behavioral responses that accompany concern about possible

negative consequences or failure on an exam or similar evaluative situation. As we see

from Zeidner’s statement, test anxiety is strongly related to failure consequences. This

connection can be noticed even in (Sarason and Sarason, 1990) who state that when

not in an evaluational situation, or anticipating one, the highly test anxious individual

may not worry about possibilities of failure, embarrassment and social rejection. But in

evaluational situations these possibilities become active. We should also emphasize

the fact that students who suffer from test anxiety do not necessarily lack in intellect or

drive. Test anxiety and other deficits related to test anxiety, interfere with academic

performance (Everson & Millsap, 1991).

Sample (Synthesis)
The above-mentioned articles discuss the provisions of the government in its program

to reduce the risk of drop-out if not, to eliminate the problem. It also presents readings

on the relevance of the topics concerning drop-outs since they have become the bases

of the researcher in the formulation of the support to the problem presented,

conclusions and recommendations. The readings also elaborated the importance of the
programs initiated by the school in order reduce the drop-out rate of the enrolment.

This, has become the springboard in the formulation of the enhancement program.

THEORITICAL LENS
• Theory, Proposition, Concept, Result of a Study….that served as the basis in
conducting the qualitative study.
• Note: it is only a working theory, this may change as results of the study will
come in and deviates with the course of the research
• Give your justification why the theory was chosen
• Should be two to three pages
• The older the year the better…
SAMPLE
This study is anchored on the Cognitive-Attentional Theory, strongly influenced

by Wine Jery (1980) This theory states that test anxiety affects performance. He opined

that individuals with test anxiety divide their attention between task relevant activities

and preoccupations with worry and self-criticism. Such preoccupations leave less

attention for task-directed efforts, causing a hindrance in performance. Most importantly,

findings from past studies have indicated that highly anxious individuals perform poorly,

especially when the task is hard or when performance is evaluated. During exams,

these individuals are likely to engage in negative, self-deprecatory thoughts about

themselves and about test consequences (Lee, 1999). According to Dutke and Stober

(2001), these thoughts partially occupy the working memory, restricting both storage

and processing capacity, which explains many of the 'blank-outs' students report during

exams.

Researcher Khalid & Hasan (2009), later supported this theory. He conducted a

study with selected sample of 187 undergraduate students to explore the relationship

between test anxiety and academic achievement and found that students with high

academic achievement have low test anxiety scores and vice versa. Additionally,

Chapell et al. (2005), test anxiety has been identified by many under graduate and
graduate students as an important problem they want to help in dealing with. The result

of the large scale study helps provide a clearer picture in the reductions of grade point

average associated with high, moderate and low test anxiety found in undergraduate

and graduate students. The fairly small effect sizes and differences in GPA related to

test anxiety in the study suggested that test anxiety is just one of the many factors

influencing undergraduate and graduate students. There is Test Anxiety of Academic

Performance 37 significant but small inverse relationship between test anxiety and GPA

in both undergraduate and graduate students.

RESEARCH QUESTIONS
• General questions
• What and How questions….
• Minimum of Two maximum of Three
Sample
This study seeks to answer the following questions:

1. What are the experiences can the senior high school students share to public/general

audience?

2. What are the challenges experienced by the Senior High School students in handling

test anxiety?

3. What effects did test anxiety brought to you?

4. How do these senior high school students cope with the encountered challenges to

alleviate the current situation?

DELIMITATIONS AND LIMITATIONS

• Half of the Page

• Identify the setting of the Study

• Establish why the study is limited to a certain point

• Discuss the perceived weakness of the study

 • Establish that the data to be gathered doesn’t represent the general view

(Generalizability)

Sample

Concerning this aspect, we can say that some limitations can be noted. The

study is limited to the students of only one institution, namely the Assumption College of

Nabunturan. Secondly, the study is limited to the subject variables such as: age, grade

and achievement scores of the students. Lastly, background education is not a variable.

As a conclusion, considering the study is limited to test anxiety of the Assumption

College of Nabunturan students, further research should focus on more analytic issues

such as students attitudes on test anxiety and feedback before and after the exam.

However, we acknowledge the weaknesses which may not allow this research to

achieve the expected generalizability of this study. Due to the small sample who

participated in the study, results may not be generalized and cannot adequately support

claims of having achieved valid conclusions. In addition, we cannot guarantee the

perfect recollection of all the experiences of the participants due to the fact that the real

stories shared are past events and are subject for human error in terms of memory

SIGNIFICANE OF THE STUDY

• Two paragraphs only!
• The first Paragraph should contain an introductory statement on “how relevant is
the study to the discipline”
• It should be personalized
• Second paragraph will contain Macro to micro presentation of the beneficiaries

Sample
We are confident that this phenomenological study would add to the importance

and significance of educating the students with Test anxiety specifically in the institution

of Assumption college of Nabunturan. It is through this study that we were able to gain
information about how the students was able to handle their emotions, hardships and

any other different problems they encounter while having anxiety.

Moreover, this knowledge would be helpful in attaining the quality education goal

by the Department of Education. Thus, this study is premeditated and strategic way of

promoting quality education.

Students. This study will remind students the importance of self-care.

Parents. This study will monitor their children’s behavior in and out of school. Parents

will be able to help their children with test anxiety to easily recover.

Teachers. This study will help teachers guide the students in their classes; to focus the

students on their lesson and improve more of their school activities.

Future Researchers. This study will help future researchers gain more information

about the effects of test anxiety.

DEFINITION OF TERMS
• Define the important terms used in the study
• Base the terms on the title
• Operational definition is preferred, but a combination of conceptual and
operational definition can be done
• May be one to two pages
Sample
Definition of Terms

Anxiety. It refers to your body's natural response to stress. It's a feeling of fear or

apprehension about what's to come. The first day of school, going to a job interview, or

giving a speech may cause most people to feel fearful and nervous.

Trait–State. It refers to the concepts that people use to both describe and understand

themselves and others. Trait concepts permit people to predict the present from the
past; state concepts identify those behaviors that can be controlled by manipulating the

situation.

Experiences. It refers to the first person effects or influence of an event or subject

gained through involvement in or exposure to it.

Challenges. It refers to something that tests strength, skill, or ability, especially in a way

that is interesting.

Effects. It refers to a change which is a result or consequence of an action or other

cause.

Coping Mechanism. It refers to the ways to which external or internal stress is

managed, adapted to or acted upon.

LESSON 2: WAYS TO SYSTEMATICALLY COLLECT DATA

 Research Design
 Research Locale
 Role of Researcher
 Research Participants
 Data Collection Procedure
 Data Analysis
 Trustworthiness and Credibility
 Ethical Considerations

Objectives: At the end of the Lesson, you will be able to:

 Write and discuss the methodology of the study; and
 Submit and present Chapter 2 of the research.

RESEARCH DESIGN
• Identify the Approach applied in qualitative research
• Phenomenology
• Ethnographic
• Case Study
• Biographical Narrative
• Grounded Theory
• Should be with authors (preferably the works of Creswell)
• Give justification why the approach was used
Sample

This study applied the qualitative research specifically using the

phenomenological approach design through the use of an interview guide to gather data

from the Senior High School Students.

Phenomenology is an approach to qualitative research that focuses on the

commonality of a lived experience within a particular group. The fundamental goal of the

approach is to arrive at a description of the nature of the particular phenomenon

(Creswell, 2013). Typically, interviews are conducted with a group of individuals who

have first-hand knowledge of an event, situation or experience. The interview(s)

attempts to answer two broad questions. What have you experienced in terms of the

phenomenon? What contexts or situation have typically influenced your experiences of

the phenomenon (Creswell, 2013). Other forms of data such as documents,

observations and art may also be used. The data is then read and reread and culled for

like phrases and themes that are then grouped to form clusters of meaning (Creswell,

2013). Through this process the researcher may construct the universal meaning of the

event, situation or experience and arrive at a more profound understanding of the

phenomenon.

Phenomenology methods are specifically effective at bringing prior to the

experience and perceptions of individual from their own perspective and therefore at

narrative supposition in this study through surveys, interview, and observation, it can

gather information. This study discovers the different effects on Test anxiety among
Senior High School Students, also the individual experience to share and get ideas into

evidence and data.

RESEARCH LOCALE

It is the place where you conduct your study with picture of the place.

Sample

The study will be conducted in the Assumption College of Nabunturan in Purok 19,

Poblacion Nabunturan, Compostela Valley Province. The city of Nabunturan is located

at 114.1 kilometers away from Davao City and it only takes 2 hours and 9 minutes to

reach it by transportation. The Assumption College of Nabunturan built near from the St.

Therese Church of Nabunturan, the Assumption College of Nabunturan is private and a

catholic institution and owned by the F.M.A Sisters. The Assumption College of

Nabunturan; the population of the students are escalating for they are added grades 11

and 12. The school provides, good values, best facilities and best quality of teaching, in

which students can solace their future and can graduate with honors.
 Figure 2. Location Map of Assumption College of Nabunturan
ROLE OF THE RESEARCHER

• Establish the roles played in the research

• Give statements with authority
• Should be personalized
• One page

Sample

The role of the researcher in qualitative research is an important matter to be

considered in the successful pursuit of investigation of any social phenomena. In this

study, I am highly inclined and qualified to pursue this investigation because I am also a

teacher by profession, and has encountered distressful experience, pain, and frustration

when I was not promoted, despite of my best qualifications, of which I can also relate

the feelings of my informants. Besides, I possess some abilities and aptitude in writing,

keen observation, great interest in psychology, and deep concern to help my fellow

mentors to also overcome distress and maintain a healthy living for good. Although, I
have some biases, especially that I can feel what my subjects are feeling, but I see to it

that theories and related studies are respected and considered.

With regards to my basic roles, I followed the principles which states that

qualitative inquiry is for the researchers who are willing to commit extensive time to

collect data, engage in data analysis, does reflexivity, and write long passages by

themselves. Hence, I played many roles as a researcher such as interviewer,

transcriber, translator, analyst, and encoder. As an interviewer, I established first

rapport and friendship with my participant. I called all the informants through the help of

my gatekeepers for some introductions, and asked them if they are willing to participate

in my study. As an interviewer, I used personal emphaty to make the participants feel

more willing to tell their stories. During the interview and observation, I applied some

techniques like: asking probing questions, then listening and thinking, then asking more

probing question to get to deeper levels of the conversation. As a transcriber and

encoder, I transcribed all the recorded interviews, and translated correctly and

organized them into a standard English statements. Lastly, as an analyst, I employed

suitable analysis methods and procedures fitted for a qualitative research, such as

thematic analysis, numeration, and cross- case analysis. Based on the concepts of

Corbin and Strauss, it is the duty of the researcher to interprete the meaning of hidden

in data because he is a primary instrument for data collection and analysis (Creswell,

2013; Corbin & Strauss, 2014; Miller, et al., 2012).

RESEARCH PARTICIPANTS
• Identify the informants and participants of the study
• Give supporting statements with author
• Informants are for in-depth interview while participants are for focus group
discussion
• Purposive sampling will be used as technique to get the sample
 • Establish the inclusion and exclusion criteria
• One page
• Biographical Narrative- One Unique Story
• Phenomenology- 14 to 25 participants/informants
• Grounded Theory- 20-60 participants/informants
• Ethnography- 20-60 participants/informants
• Case Study- 1 to 5 cases (Creswell, 2013)

Sample

Selected through purposive sampling and based on a criterion to confirm the

presence of test anxiety, the research participants in the study are the Senior High

School Students in Assumption College of Nabunturan. The ten participants are truly

important in this study because if not for them, this study would not be successful.

Researchers must be able to explain the use of purposive sampling in any study and

discuss the implications for the research results. Poor description often leads to criticism

of qualitative research based on inadequate sampling designs.

DATA COLLECTION
• Personalized the discussion for the data collection
• Use authors to support some statements
• Identify the steps done using transition markers (first…then…and…second…
third…finally)
• Establish the statement how “Triangulation of data” was done
• One and a half page

Sample

The following steps were employed in gathering the data:

First, through purposive sampling technique, the participants were identified.

They were requested to sign a consent form and agree to the condition stipulated that

their participation is voluntary and that they were willing to impart their knowledge as

needed in the study.

 Second, the participants were given an orientation about the study and were

asked to participate through a focus group interview as a means of data collection. The

process started with an introductory phase, in which the moderator welcomes the

participants, outlines the purpose of the discussion and sets the parameters of the

interview in terms of length and confidentiality. Researcher also spent some time

explaining why they recorded the interview and what sort of technical issues this raises

in a group discussion (particularly talking one at a time). Finally, it is important to

emphasize that the discussion is about personal views and experiences and therefore

there are no right or wrong answers (Dornyei, 2007).

DATA ANALYSIS
• Personalized the discussion for the data analysis
• Use authors to support some statements
• Identify the steps done using transition markers (first…then…and…second…
third…finally)
• highlight how transcribing was done
• One and a half page

Sample

The answer of the participants were analyzed using thematic analysis. Thematic

analysis is a method of analyzing and reporting pattern or themes with a data (Boyatzis,

1998; Roulston, 2001). Using thematic analysis on this study is very helpful because it

is flexible and a useful research tool that can probably grant a substantial, complex, and

rich account of the data. As suggested by Boyatzis (1998), I performed the following

steps in analyzing the data as to mention: familiarize data, generate initial codes, search

for themes, review the themes, define and name themes, and construct the report.

Data reduction was used in analyzing the data, which means deleting

unnecessary data and modifying them into a useful material for the study so that many
readers can easily understand it (Namey et al, 2007; Atkinsol and Delamont, 2006;

Suter, 2012). In this method, I asked the help of an expert, a data analyst particularly in

handling, sorting, and organizing voluminous qualitative data for me to merge, manage,

sort, and categorize data in easier way.

TRUSTWORTHINESS
• Personalize discussion
• Divide sections of discussion using the four elements
• Credibility
• Dependability
• Confirmability
• Transferability
• After discussing how each element was addressed (personalized statements)
cite authors to support the claim

Sample

When I conducted the qualitative research, I put into account the

responses of my informants. I also meticulously consider all the details of the data. I

checked and rechecked all the transcriptions and the importance of the data that relate

to each other on their themes.

To establish trustworthiness and credibility in the study, Creswell and

Miller (2000) suggested the choice of legitimacy of the procedures. The discussions

about trustworthiness are governed by the research lens and its paradigm assumptions

that can help the procedures in the study. I contend that in this study, the plausibility

was determined by the response of the informants. Silverman (2007) posed the

questions on “Does it matter?” and “How is the credibility be sustained and

recognized?”

Credibility is an evaluation of whether or not the research findings

represent a “credible” conceptual interpretation of the data drawn from the participants’
original data according to Lincoln & Guba (1985). To address credibility,  I used three

techniques. First, I presented the credibility of the experiences as an intent of truthfully

illustrating and knowing the facts which are phenomenon in which my participants are

included. Second, in designing the research procedure, I conducted a focus group

discussion which extracted ideas on the evolution of gay lingo in schools and also its

process and systems how it is being used. Third, I deliberately asked the informants to

lists gay words they used during conversations and compared them with the gay words

used in the simulation. My intention here was to create layers of data from each

participant.

Transferability is the degree to which the findings of this inquiry can apply or

transfer beyond the bounds of the project according to Lincoln & Guba, (1985). To

address transferability in this study, I have included in the Appendix about several of

the data analysis documents used to give answer to the research question in order to

gain access to the possible inquiry. This will give other researchers the facility to

transfer the conclusions or recommendation as bases for further study.

Dependability is an assessment of the quality of the integrated processes

of data collection, data analysis, and phenomenal explanation. Confirmability is a

measure of how well the inquiry’s findings are supported by the data collected according

to Lincoln & Guba (1985) To address the issues of dependability and confirmability in

this study, I banked on an audit trail of the participants responses wherein their identity

were treated with confidentially. After the video and audion tape was transcribed, the

text were given back to the respondents for authentication and were asked to sign a

verification form. For confirmability, I asked the audit of a competent peer who is a
language teacher and a Master in Applied Linguistics in Australia. After the completion

of my data analysis, the results in Chapter Four, and the discussions in Chapter Five,

my auditor had assessed carefully my audit trail with original transcripts from the

interview, data analysis documents. The auditor had assessed the dependability and

confirmability of the study by signing the verification letter.

ETHICAL CONSIDERATION
• Personalized statements with authors to support in addressing ethical
consideration in the conduct of the research
• Establish the use of the “Informed Consent”
• Discuss the how “Confidentiality” was addressed
• Emphasize how benefits outweigh the risks

Sample

The main concerns of my study were individuals who are custody on the code of

ethics, they are teachers and in general, they are professionals. Therefore, I have to

ensure their safety, give full protection so that they will not lose their trust to me. I

followed ethical standards in conducting this study as pointed by (Boyatzis, 1998; Mack

et al, 2005), these are the following: respect for persons, beneficence, justice, consent

and confidentiality.

Respect for persons needs an obligation of the researcher not to exploit the

weaknesses of the research participants. Self-sufficiency was avoided in order to

maintain friendship, trust, and confidence among the participants and the researcher.

Before hand, I asked permission from the Schools Division Superintendent in

elementary where data collection belongs to. Next, I also sought permission from the

different school heads of the research participants before conducting the research
(Creswell, 2012). This was done to pay respect for the individuals concerned in the

study.

Consent is another most important way of showing respect to persons during

research (Creswell, 2012). This is to let all participants became aware on the purpose

and objectives of the research study that they are going to involve. Written consent was

provided for them to get their approval. After getting their nod, they have actively

participated the in-depth interviews and focus group discussions. Of course, they were

informed on the results and findings of the study.

Beneficence requires a commitment of minimizing risks to the research

participants rather maximizing the profits that are due to them. Anonymity of the

interviewee was kept in order not to put each participant into risks. At all times,

participants were protected, so every files of information were not left unattended or

unprotected (Bricki and Green, 2007).

Confidentiality towards the results and findings including the safeguard of the

participants, coding system were used. Meaning, the participants’ identities were hidden

(Maree and Van Der Westhuizen, 2007). As recommended by Maree and Van Der

Westhuizen (2007), all materials including videotapes, encoded transcripts, notes, and

others should be destroyed after the data were being analyzed. Some of the informants

were hesitant to be interviewed at first because they were afraid what to say but

because of my reassurance to them in regards to the confidentiality of their responses,

they later gave me the chance and showed comfort in answering the interview
questions. I was extra careful with my questions and due respect was given importance

to this study.

Justice requires a reasonable allocation of the risks and benefits as results of the

research. It is very important to acknowledge the contributions of all the participants as

they generally part of the success of the research. They must be given due credits in all

their endeavors (Bloom and Crabtree, 2006). They were not able to spend any amount

during the interview. Sensible tokens were given to them as a sign of recognition to their

efforts on the study. I am hoping that through this study, they will be set free into

whatever negative experiences they had as they teach non-readers and maintain a

good name into what positive contributions they could offer in this study.