CHAPTER III

METHODOLOGY

The chapter includes the research design, locale of the

study, profile of participants and sampling procedures, research

instrument, data gathering procedure, and data analysis and

interpretation.

Research Design

Descriptive-qualitative design, employing case study method

was used in this study. The descriptive-qualitative approach in

case study enables the researcher to come up of specific events

experiences by individuals or group of individuals (Sandelowski,

1984).

Case study, according to Yin (1984) is an empirical inquiry

that investigates a contemporary phenomenon within its real-life

contexts. This type of research method enables the researcher to

examine closely the data within a specific context and

investigate contemporary real-life phenomenon through detailed

contextual analysis of limited number of events or conditions,

and their relationships.

The researcher believed that this design was appropriate for

this study since it aims to describe life and aspirations of the

lifelong learners to come up with philosophical and/or

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theoretical underpinnings based on the narratologies made by the

them.

Locale of the Study

This study was conducted at the College of Education of the

CAPSU Main Campus, Roxas City from November 2018 to March 2019.

Profile of Participants

The participants of the study were the eight (8) lifelong

learners from College of Education of Capiz State University Main

Campus who were returnees in school, early married, second

courser, and shifter. Their ages ranged from 20 to 28 yrs. old

with different narratologies and stories in life.

Research Instrument

The study used various research tools. These included

interview, videography, audio-recording, and data analysis.

Unstructured interview was used in the study to gather the

necessary data needed. Through interview according to Tellis

(1997), the researcher will be able to prove that a chain of

evidence are systematically recorded and archived. In this study,

the unstructured interview, also known as the in-depth interview

would be primarily used by the researcher to obtain information,

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collect qualitative data and gain an understanding of the

underlying the lived experiences (negative psychosocial

experiences), coping mechanisms, and aspirations in life of the

students. Moreover, the unstructured interview was guided by

focus questions based from the objectives of the study. Secondary

questions were asked from the respondents to support the focus

questions in order to obtain appropriate data needed. Conducting

unstructured interview built rapport between the respondents and

the researchers in which the former had opened-up and expressed

to the latter naturally.

The participants, who were chosen purposively from the total

population, were engaged in a formal interview schedule. They

were scheduled for the visitation of researchers. Interviews were

conducted in the vernacular for easy and clearer understanding of

the participants.

Videography was used during the interview process. The

researchers had conducted the interview to the participants in an

isolated room where the identity of the participants was

protected.

Validation of the Interview Questions

The interview questions were checked by the adviser and

validated by the members of the panel. The researchers prepared

an interview guide with formulated focus questions and supporting

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questions. Suggestions and recommendations were incorporated by

the researchers before the conduct of scheduled interview.

Data Gathering Procedure

Upon approval of the proposal, data gathering followed which

was done by securing all pertinent permits from the research

adviser and the Dean of the College of Education in the conduct

of the study.

After gaining all the necessary permits, the researchers set

the interview schedule with the participants.

Inclusion of Informed Consent was properly observed. The

researchers explained/discussed to the respondents the contents

of the informed consent form and made revisions based on the

suggestions by the participants. Upon agreement, the researchers

asked the respondents to sign the form and then the interview

started.

Data Analysis Procedure

Based on Stake’s case study model, the following procedures

were undertaken:
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Establishing the purpose and

rationale

Describing the data collection and

management techniques

Describing the full case

Focusing on the analysis built on

themes linked to purpose and unit
of analysis

Analyzing the findings based on

the purpose, rationale, and
research questions

Establishing rigor of the findings

Figure 2. Flowchart showing the entire proceedings that involved in the

collection of data from the research participants.

Step 1.Establishing the purpose and rationale of the study.

In this step, the researchers rationalized the significance of

the phenomena in conducting the study. Likewise, research

questions were provided that served as direction of the data

gathering.
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Step 2. Describing the data collection and management

technique. This step involved the description of the research

design, instrument, and interview procedures to be conducted by

the researcher. Primarily, in order to obtain the data to answer

the research questions based from the interview conducted, the

researchers transcribed the interview.

Step 3. Describing the full case. After transcribing, the

researchers mapped the major concepts. Mapping the data from

multiple data sources was an important task. In this study,

principal data were derived from the lengthy interviews conducted

from the eight (8) respondents. Moreover, assembling tables,

charts, and grids were assisted with clustering of concepts that

would be done if applicable. The following were the clusters of

concepts based on the research questions

Dimensions of Dimensions of
Lived Experiences Aspirations
Coping Mechanisms

Activitie Aspiratio Aspiratio

Persons Psychosoc Aspirations
s engage ns for ns for for Self
giving ial Family Education
in comforts changes
Figure 3.
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Moreover, in this stage the researchers described the meaning

of each theme that arises by linking them on literatures

reviewed. Because the meaning of participants’ experiences based

on research questions was the most central aspect of this study,

literatures on meaning that had most relevance on the themes were

reviewed. “Meanings” were mapped according to symbols, events,

and life (Burbank, 1988).

Mapping of
Meaning

Meaning of
Meaning of Events Meaning of Life
Symbols
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Figure 4.General Map of Meaning based on the themes that

aroused from the narratologies/interviews.

Step 5. Focusing on the analysis built on themes linked to

purpose and unit of analysis. In this stage, the researchers made

generalizations based from the themes that had been built from

the findings. Stake (1978) states that the context must be

specific or in a naturalistic generalization. On this account,

the researchers resonated their findings, which would help the

people, as readers build connections and associations with the

meaning created from the responses made by the participants. It

was the researchers’ assumption that the people (as a whole and

as society) would have all the capacity to understand the

‘meanings’ and would build better understandings of the lifelong

learners and their lives and aspirations so as to be socially

accepted.

Step 6. Analyze findings based on the purpose, rationale, and

research questions. In this stage, the researchers analyzed the

findings if these had congruency with the rationale. Moreover,

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the researchers checked if the themes and findings had answered

the research questions.

Step 7. Establishing the rigor of the findings. This was the

final stage of the study. The researchers, after the

transcription, mapping of themes, and giving meanings on the

themes, went back to the participants and cross-examined with

them the findings. In other words, the researchers solicited the

confirmation and/or validation of the data from the participants.

Likewise, modifications and corrections were done based from the

desires or suggestions of the respondents. This stage was

conducted to establish the credibility and validity of the

findings of the study.