1

Chapter 3

METHODOLOGY

This chapter presented the methodology of the study that explained the

research design, research participants, role of the researcher, data sources,

data collection procedures, data analysis, the trustworthiness of the study,

and ethical considerations.

Research Design

This study employed a qualitative research method, specifically a

phenomenological approach to explore the teacher's perception of an

appropriate science curriculum in the new normal. Qualitative research is

studying things in their natural settings, tempting to make sense of or

interpret phenomena in terms of the meanings people bring to them (Denzin,

2009). It was an inquiry approach useful for exploring and understanding a

central phenomenon. Furthermore, Bhandari (2020) states that to

understand experiences, opinions, and concepts needed for qualitative

research, it must involve collecting and analyzing non-numerical data.

In this study, the qualitative inquiry was utilized as it explored diverse

views, perceptions, and personal experiences of junior high school science

teachers in the implementation of the science curriculum in the time of the

pandemic.

Moreover, Phenomenology is an approach that focused on the

resemblance of the lived experiences of individuals or groups. The

fundamental goal of the approach was to delve into the nature of the

phenomenon (Creswell, 2013). Furthermore, Creswell (2013) highlights that

this design was suitable for gathering data from a small group of peoples'

opinions, experiences, perspectives, and points of view. In addition, Sloan

 2

and Bowe (2014) accentuate that phenomenological inquiry provides several

ways of considering the phenomena of peoples' lived experiences to fully

extract necessary information; thus, it allows researchers to collect the finest

description of the participants' lived experiences in the context of the study.

Phenomenology was employed since the researcher delves into the

feelings, understandings, points of view, and perspectives of the participants'

lived experiences of implementing the Science curriculum in the time of the

pandemic. Also, the chosen participants involved in the study were the

science teachers from public junior high schools who have personally

experienced the said phenomenon.

Considering that this is a qualitative inquiry, the researcher utilized

interviews to gather relevant data from purposively selected participants,

and the data were analyzed through thematic analysis. Different constructs

were considered to establish its trustworthiness, and the principles of the

Belmont Report were considered to maintain the ethical soundness of the

study.

Research Participants

The participants in this study were 17 junior high school students

enrolled at Macgum Integrated School in Davao del Norte. The selection of

participants followed the purposive sampling technique, targeting

individuals who fit specific criteria. Then through the purposive sampling

technique
3
4
5
 6

. Purposive sampling is a process where the participants were picked

as they fit the criteria that the researcher deliberately examined and

established (Guetterman, 2015).

The researcher identified and selected the participants in

consideration of the following criteria: (1) a science junior high school

teacher in the Municipality of New Corella, Division of Davao del Norte; (2)

teaching science subjects in the present school year; (3) must have a referral

from his/her department head; and (4) willing to participate

in the research study.

Role of the Researcher

The researcher is considered an instrument that connects the parts of

the whole study and the primary person who communicated with the

participants and was

responsible for data collection (Fink, 2000 as cited by Kirilova & Karcher,
2017).

Furthermore, it was my responsibility to maintain smooth and

thorough process and procedures in the conduct of this research, to analyze

the actual learning phenomenon and to question selected participants about

their lived experiences and concerns as well as explore their views and

opinions, to be able to obtain accurate, reliable, valid and enough data on

the appropriate science curriculum content in the new normal.

In conducting this study, my first role was to identify the participants

who will undergo an in-depth interview and participate in the focus group

discussion. This was done by tightly following the selection criteria for the

participants.
 7

Being the primary data collector of this study thus, I played as an

interviewer during the virtual IDI and a moderator for the virtual FGD. I

threw questions and probed the participants as much as possible on the

appropriate science curriculum in the new normal. Furthermore, to ensure

objectivity during the interview, my view on the phenomenon was fully

discarded, thereby strengthening the study's integrity. Along with that, as a

researcher, I ensured that the entire virtual interview was properly

recorded; using the features of the meeting application, I took advantage of

its screen recording ability. It was done to take into account all research

participant’s responses and further guaranteed the validity of the process in

transcribing the data.

Another role that I played was being a transcriber. As a transcriber, I

converted digital recorded data into written text through attentive, repeated

careful listening on the virtual recorded interview to ensure data accuracy

and that all the audio recordings were transcribed verbatim and to avoid

misinterpretation of data. Moreover, during the interview, the participants

were given the freedom to use their local language to fully express their

thoughts, feelings, and experiences. Thus, since English is the standard

language used in academic researchers, it was also part of my role as a

researcher to translate participants' responses from the local language to

Standard English.

Further, my role was to ensure that the transcripts accurately present

what the participants intend to convey during the virtual interview. This role

was carried out by letting the participants examine the transcriptions of

their responses and if all of their responses during the interview were
 8

properly accounted for, specifically during memberchecking. Moreover, I had

also served as the primary data analyst since I had analyzed the text to

understand and comprehend the context to get the themes of the

participants' responses. Lastly, it was my responsibility as a researcher to

ensure that ethical standards were observed in performing the above roles.

Thus, as a researcher, I asked for guidance from my adviser from time to

time.

Data Sources

There are basic classified types of gathering qualitative data

according to Creswell (2014), namely observations, conducting interviews,

and documentation of audio and visual materials. Furthermore, qualitative

research involves collecting and analyzing nonnumerical data to understand

concepts, opinions, and experiences needed for the research work

(Bhandari, 2020).

The data sources for this study were through in-depth virtual

interviews and focus group discussion (FGD), wherein the respondents are

subjected to answer pre-set openended questions. An in-depth interview is a

technique in which the participants were encouraged and prompted to talk

in-depth about the research topic (Akinyode & Khan,

2018). This was done to explore the perspective of the participants (Boyce &
Naele, 2006).

Moreover, focus group discussion is a method in qualitative data collection

wherein the research topic is discussed to a selected group of people with

the facilitation of the researcher as an external moderator (Eeuwijk &

Angehrn, 2017).
 9

In the context of this study, In-depth interviews and focus group

discussions were utilized in order to gather necessary data in which IDI

served as an instrument to delve into the depth of individual experiences,

perceptions, and points of view of junior high school science teachers with

the research topic. Meanwhile, FGD allowed the researcher to view

differences and similarities among the participants' experiences, opinions,

and perspectives during the rounds of an open discussion. The data were

collected in the setting of the participants, specifically in the Municipality of

New Corella located at Davao del Norte, the Philippines, through virtual

meetings.

In this research work, secondary sources of data were utilized, such as

sources from the reading of a review related literature, articles, journals,

and books to support the findings and results of the research study. Data

gathered was based on its relevance to the study and was acquired from

reliable sources and authors. This was done to strengthen the stands of both

the conceptual and theoretical lens of the study.

Data Collection Procedure

In qualitative research, there are sequences of activities done in

collecting the data from the participants before landing after the research

study; thus, as a researcher, I thoroughly followed the steps and procedures

in the data collection (Creswell, 2007).

In the conduct of the research study, the first thing I ensured was an

endorsement and approval from the office of the Graduate School and the

Research Ethics Committee (REC) of St. Mary's College, Inc., respectively.

To proceed with the conduct, I brought with me the evidence that I was

permitted to conduct the study; therefore, the endorsement letter by the

 10

Dean and the certificate of approval from the REC were the main indicators

that I am allowed and permitted.

Second, in order for a free following interview procedure, I submitted

my interview guide to my instrument validators to ensure that the questions

were aligned with the ultimate purpose of the study and to the specific

research questions.

Third, to continually proceed with the conduct of the study, I secured

permission from the Schools Division Superintendent of the Division of

Davao del Norte. After that I asked permission from the School Heads of the

different junior high schools where my participants were associated and

attached to the permission letter addressed to the principals was a copy of

the approval letter coming from the SDS of Davao del Norte.

Fourth, I asked for consent from participants. Each teacher

participant from the participating school was given an Informed Consent

Form (ICF) to inform them on the purpose, nature, and important details

regarding the study and the importance of their role in the study. The form

was sent and retrieved through messenger, affixed with it were their

signatures. Another important part of the ICF was asking permission from

the participants whether or not they shall allow me to screen record the in-

depth interview and focus group discussion through Google Meet features.

To inform them and ensure full understanding of the participants regarding

the research protocol and the nature of their involvement, before their

voluntary participation, I conducted a virtual orientation through Google

Meet. If ever they cannot access the said platforms due to technological

limitations, I had sent the ICF to their respective schools during office hours.
 11

Following was a face-to-face orientation to them, abiding by the IATF

standard health protocol.

Moreover, the fifth procedure was conducting the individual in-depth

interview with the teachers using Google Meet. The schedules were

arranged according to their availability. Before the interview starts, I

reminded the participants of the necessary preparation (e.g., getting the

necessary technology, checking the stability of the internet connection,

checking and preparing the technology to be used, and searching for a

peaceful and quiet place). I also re-oriented them on the Google Meet

features to avoid and ease delays before the interview starts. As the

interview started, I had used the interview in the course of the in-depth

interviews. I took advantage of a semi-structured interview introduced by

Wengraf (2001). In this research work, semi-structured interview enable me

to allow the participants to provide necessary information that was vital to

them and to be able to comprehend and understand their experiences from

their point of view

in detail.

Simultaneous to this was the conduct focus group discussion with the

participants. Again, the conduct of the FGD was arranged according to the

availability of the participants. Before the virtual meeting, I sent a notice

about the upcoming virtual FGD session attached with it are the reminders

on the preparation for the virtual interview. Examples of these are getting

the necessary technology, checking the stability of the internet connection,

checking and preparing the technology to be used, and searching for a

peaceful and quiet place. In the conduct of the virtual FGD as a moderator, I

re-oriented them on the features and online etiquette of Google Meet

 12

application to avoid and ease delays before starting the interview. And

during the interview, I required them to use the "raise a hand" feature to

answer or say something for the discussion. It was a feature that notifies the

moderator if someone wanted to voice out something to maintain the order

and required them to turn off their microphones when they aren't answering

to ensure audio quality for clear transcription. I utilized the "round-robin"

format to avoid multiple people talking at once and ensure that all the

participants will be able to talk and share their experiences, opinions, and

views on the questions being raised by the moderator. I also checked

whether or not the technologies are working fine. Furthermore, I reminded

them of maintaining courtesy to others by respecting each other's opinions

and views.

All the participants' responses were recorded verbatim through the

on-screen recording feature of Google Meet while taking some notes to get

key points shared by the participants to guide the researcher and avoid

misleading data. Significantly, I throw follow-up questions relevant to the

topic to further extract important information. The conversation was

transcribed in a detailed and verbatim manner, and all the information

collected was transferred and stored to a flash drive and laptop secured with

a password for the safety and confidentiality of the data. The material copies

were stored in the locked cabinet. When the transcription was done,

thematic analysis followed.

A principle of the Data Privacy Act (2012) states that data were stored

for no longer than for initial purpose. As data collected in qualitative

researches are treated differently, after the study was published, all types of

data and records, whether electronic or not, are disposed of. Electronic data
 13

were deleted several times, certified that data could not be recovered while

hard copies and materials were shredded in a non-recoverable manner.

Data Analysis

The researcher used qualitative data analysis to create a vivid picture

of the data collated. Qualitative data analysis comes in several approaches

which conduce to be aligned with particular conceptual methods and

frameworks.

In this study, thematic analysis was utilized as a tool in the data

analysis procedure. Where thematic analysis was the process of categorizing

the strategy for qualitative data in the simplest form. Together with category

coding, thematic analysis was considered a foundational inductive approach;

the researcher looks for resemblance and connections within the given data,

often collected in the field, and eventually identifies thematic patterns. The

approach brought with it some suggested steps that can guide the

researcher (Williamson, 2018).

To categorize collected data, I need to be familiar with it by listening

and transcribing the participants' recorded interviews via virtual meetings. I

further keep on reading the answers that the participants had given to

recognize which of the data has resemblance and similar thoughts. After

familiarizing the data, I begin the data coding. I utilized codes that allowed

me to combine data to sort answers into particular themes, ideas, and

categories.

After codes were collected, I assigned labels on each category based

on their meaning or relationship that was commonly shared among the

codes. Meanwhile, the next process was assigning names on the codes. It

involves the utilization of labels created for the theme and providing a
 14

comprehensive name that described their conveyed meaning or relationship

in the theme.

Furthermore, to intensify the reliability of the data, I called on the

expertise of a data analyst who was knowledgeable in the field and asked for

further verification from my adviser to strengthen the study.

Trustworthiness of the Study

The trustworthiness of a research study is important in evaluating its

worth (Lincoln & Guba, 1985 as cited by Devault, 2019). The trustworthiness

of this qualitative research had four key components: credibility,

dependability, transferability, and confirmability.

Credibility is defined as the confidence that can be placed in the

truth of the research findings (Macnee & McCabe, 2008 as cited by

Korstjens & Moser, 2018). Moreover, credibility refers to the idea of internal

consistency, where the core issue was how we ensure rigor in the research

process and how we communicate to others that we have done so (Gasson,

2004). Despite the restrictions set by the new normal situation in

establishing the study's credibility, I, the researcher established rigor of the

inquiry by adopting the following credibility strategies: iterative questioning,

triangulation, and member checking. Iterative questioning was applied

during the interview. Iterative questioning, in a qualitative analysis is viewed

as a systematic, repetitive, and recursive process (Korstjens & Moser, 2018).

In the context of this study, I had the opportunity to change the way

questions were worded and had been able to throw prompts and rephrased

questions to further generate ideas from the participants. It allowed

participants to organize and elaborate their answers and justify it further

that led to a more relevant and apparent data. Through that, it aided me to
 15

build trust and rapport among the participants and further understands their

culture and context; on the other hand, they minimize the alterations of

information.

Moreover, triangulation refers to the use of different data sources,

investigators, and data collection methods (Korstjens & Moser, 2018). In this

study, triangulation was employed by having two methods of data collection,

namely, IDI and FGD. Aside from individual interview to 10 participants, I

conducted a group discussion consisting of seven members of science

teachers in the schools of the municipality of New Corella to verify the

consistency of data obtained from the two methods.

Furthermore, member checking is feeding back data analytical

categories, interpretations, and conclusions to members of those groups

from whom the data was originally obtained (Korstjens & Moser, 2018). In

this study, member checking was employed by allowing the participants to

check the transcribed data after it was being analyzed and interpreted in

order for them to evaluate and suggest changes if ever, they feel data are

lacking and misreported.

Dependability refers to the stability of findings over time. It was

important to trustworthiness because it establishes the research study’s

findings as consistent and repeatable (Korstjens & Moser, 2018). The study's

interpretation and recommendations were all supported by the data as

received from participants of the study.

To establish dependability, I used inquiry audit (external audit) and

triangulation. An inquiry audit involved having a researcher outside of the

data collection and data analysis examine the data collection process. It is
 16

important to keep in mind that this technique does assume that reality is

fixed and that truth is objectively perceived

(Korstjens & Moser, 2018). In this study, inquiry audit was used to address

dependability by allowing the research adviser, who is also a researcher to

examine everything about the research study and incorporate corrections

and suggestions to further stabilize the study's propositions.

Moreover, triangulation was also utilized to establish dependability. In

this study, as discussed in the previous construct, triangulation had been

employed by having two methods of data collection: the IDI and FGD.

Lastly, an audit trail involves an examination of the inquiry process

and product to validate the data, in which I the researchers had taken

account for all the research decisions and activities to show how the data

were collected, recorded, and analyzed (Bowen, 2009 as cited by Korstjens &

Moser, 2018). To contextualize, an audit trail was employed to address the

transparency of the data collected, which eventually establishes that the

findings are solely based on the participant's narratives and are not

influenced by the researcher's perceptions and biases. Moreover, the audit

trail created a vivid picture of how the data will be collected and analyzed

transparently.

Transferability refers to the degree to which the results of

qualitative research can be transferred to other contexts with other

respondents – it is the interpretive equivalent of generalizability (Korstjens &

Moser, 2018).

To ensure transferability, I made sure to provide a thick description

wherein the research that will be conducted was well-discuss and in the full

description on the experiences of junior high school teachers on the

 17

appropriate science curriculum in the new normal so that interested readers

and researchers specifically the educators and curriularist were given

enough references should they do to transfer data.

Confirmability is concerned with establishing the data and

interpretations of the findings are not figments of the inquirer’s imagination,

but are derived from the data.

(Korstjens & Moser, 2018).

In addressing conformability, I utilized cross-checking process on the

documents, including raw data and interview notes. The detailed process of

the data collection was discussed. Also, the adviser and a panel of

examiners were allowed to evaluate the findings, the interpretation of data,

and the study's recommendations. By these aforementioned measures, it

can be ensured the data to be reported and later on be published were in

conformity and well-supported by the informants' narratives. Also, before

the interview process commence, the researcher admitted to her

participants her stance and assumptions about the topic of the study. The

same with the other constructs for the trustworthiness of the study, in-depth

methodological descriptions were employed.

Ethical Considerations

The protection of human subjects through the application of

appropriate ethical principles is important in all research studies. In a

qualitative study, ethical considerations had a particular resonance due to

the in-depth nature of the study process (Arifin, 2018). This research

honored the ethical standards set according to Belmont’s Report (1979) as

cited by Czubaruk (2019). The report is a statement of basic ethical

principles and guidelines that should assist in resolving the ethical problems
 18

that surround the conduct of research with human subjects. The three basic

principles that were particularly relevant to the ethics of research involving

human subjects are the principles of respect for persons, beneficence, and

justice.

Since the participants of this study were Junior High School Science

Teachers. The researcher followed the ethical standards as enshrined in

Belmont's Report to preserve the trust they gave.

The first principle, Respect for Persons, states that research

participants should be treated as autonomously - that pertains they were

self-dependent, self-governing, capable of deciding for themselves as long as

they were provided enough and well delivered information to decide whether

or not. The above-mentioned principle creates the foundation for informed

consent (Creswell, 2007 as cited by Czubaruk, 2019).

In adherence to the ethical considerations that St. Mary's College of

Tagum, Inc. Research Ethics Committee (REC) to ensure that the

researchers were guided enough in the conduct of the research study. In the

context of the study, I eventually made sure that before the conduct of the

study the informed consent was given to the participants to ensure that the

respondents were well informed about the purpose and the nature of the

study together with it were their signatures signifying that they decided to

participate and it was voluntary.

Since participation was voluntary, the respondents were coerced in

any manner and had been given the right to withdraw their participation if

they want to for whatever reasons. I, the researcher had ensured that the

respondents were not harmed in any segment of the research process. The
 19

respondents' identity remained confidential; hence any personal information

about them was not reflected in any part of the manuscript. The participants'

privacy was respected; thus, during the IDI and FGD, participants were free

not to answer questions they found their answers need to be reserved or

kept within themselves. The participants were also given the right to check

and modify the transcript of their responses if they feel the transcribed data

was lacking or misreported. This happened during the conduct of member-

checking.

Furthermore, measures on the vulnerability of the participants were

uphold through protecting their identity and to do so all the computer-based

files were encrypted, and all the documents leading to the participants

identity was secured in a locked cabinet, all the personal identifiers was

removed immediately and were stored in a password protected folder in a

password secured computer. Moreover, in the process, I, as the investigator

ensured the extent, timing, and circumstances in approaching privacy

consideration. In collecting participant’s information, I made sure that the

place was private where the discussion cannot be observed and no one can

overhear our

conversation. I as the researcher, I made sure to consider the participant's

welfare as they make this study possible.

The second principle, the principle of beneficence, refers to making

efforts to secure research participants' well-being or minimize the possible

benefits of the research and minimize its possible harm. Since all research

had both risks and benefits, the key to this principle is to make sure they

balance. Research benefits develops friendship with the researcher or other

 20

participants, knowledge or education gleaned from participation, or the

opportunity to do well for society or receive the esteem of others (Creswell,

2007 as cited by Czubaruk, 2019).

I, the researcher ensured that no harm will be incurred to the

respondents. The research questionnaires did not include sensitive items to

secure that the respondents were not harmed emotionally, and the

respondents' privacy was secured in the conduct of the study to avoid

unforeseen side effects. Moreover, as the researcher, I ensured that the

respondents were highly given the freedom to reschedule meetings on the

process of data collection in anytime they feel comfortable and available.

Also, in FGD, rules and regulations were set and well established to maintain

a harmonious and distress-free environment.

In line with the principle of beneficence, the result of the study

brought more benefits to the respondents than the possible disadvantages.

For instance, in teaching science, the study was able to give information on

the appropriate science curriculum in the new normal, thus giving the

curriculum more established contents that will ease the burdens that

students and teachers were experiencing due to the changes given by the

crisis. The study unlocked and accessed possible valuable intervention for

the existing curriculum dilemma, increased understanding of how to work

over the problems in the science curriculum through the perspective of

Science teachers, and satisfaction of helping institutions having similar

issues. The research study provided information for researchers to cite,

strengthen their propositions and generate ideas in research. The research

study helped for the smooth transition of the curriculum and a lot more.
 21

Lastly, the third principle of the Belmont Report is the principle of

justice. All classifications of people are equally subjected to the risks and

benefits of research. People had been included or excluded only for reasons

that have to do with research questions or hypotheses (Adams, 2008 as cited

by Czubaruk, 2019).

To establish the principle of justice, I ensured that all the principles

were addressed to protect the rights of the participants. Purposive sampling

was utilized to fairly select the respondents. Hence, all that qualifies to the

selection criteria within the member of the population had equal opportunity

to become part of the study. The participants were fairly selected through

the selection criterion made by the researcher, and all the qualified

participants were given the opportunity to participate through a fishbowl

method. The questions asked during IDIs and FGD were relevant to the

study and the group where the participants belong. (Example: if

participants are teachers, the questions are really suitable and relevant for

the teachers). The researcher asked the participants to have the conduct of

the IDIs and FGD in a place and time that they find privacy, comfortability,

and convenience. The respondents were given just compensation in the form

of cellphone load that will reimburse the cellular data expended and were

given a token to send the warmest gratitude for their allotted time during

their participation in the study.

Since the conduct of the study was done through virtual meetings

given all the possible circumstances that may affect the process such as slow

internet connectivity, types of gadgets, online applications, and electrical

interruptions had already been anticipated. Further, possible measures were

already listed to set as alternatives on the different situations that may

 22

interrupt the process. Moreover, as the researcher, I am duly equipped with

the gadgets that were used in the process to avoid delays. Additionally, hard

drives were prepared to store all the important documents if the laptop

malfunction and anyway were destroyed. A special safe locked with

password was provided to secure all the important documents.

I, the researcher, am well equipped with all the necessary

qualifications to conduct the study. I am well informed and trained by the

institution on the research process, the ethical considerations, and the like.

In addition, during my tertiary years, I was already exposed to the different

research conferences, research forums, research exhibits, and research

competitions, so I have a firm background on how researches were being

conducted in the light of the participants' welfare. Moreover, I am confident

that all the advisers were endorsed because they were intellectually capable

and competitive in the field of research, and through their help and

guidance, the conduct of the research study will be as smooth as possible.

Furthermore, in abiding by the Data Privacy Act 2012, I, the

researcher ensured that all data and information were protected. Permission

to record the virtual interview and discussion were secured before the

virtual meeting. During the interview for IDI and FGD, the researcher and

the participants were required to use headphones to ensure that nobody can

hear the conversation except the interviewer (researcher) and the

interviewee (participant). Only the researcher had the access to the data and

information obtained in the entire research process. To do so, all electronic

files were secured by a password that only the researcher know. A

confidentiality agreement was also made between the researcher and the
 23

gatekeeper to ensure that private data was protected. Also, the data

obtained from the respondents were used only for this research study.

Concerning this, I ensured that all the reasons for the data collection

were explained and well understood by the participants to give a clear vision

on the giving and the receiving of information.

Researchers were facing varied ethical difficulties in all cuts of the

study, from designing down to reporting. In any research work, researchers

always considered the well-being of the population of the participating

bodies in their research studies. These include the confidentiality, anonymity,

informed consent, the unforeseen researchers’ potential impact on the

respondents and vice versa. Thus, as the researcher, all the ethical

considerations stated above were taken with careful consideration to serve

as guidance and fully ensure the welfare of each participant.