Experiences and Challenges of student Inquiry-based Learning

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A Research Paper Presented to the Faculty and Staff

of Maa National High School

Davao City

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In Partial Fulfillment of Requirements

In Practical Research 2

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By

Vicente, Jane Myrell A.

January 2024
 Chapter 1

INTRODUCTION

Background of the Study

Inquiry-based learning is a method of teaching that uses in-depth research and

investigation to create connections between the classroom and real-world situations.

Knowledge, abilities, and comprehension are acquired. Experiences should be linked to

problem-solving, critical thinking, communication, cooperation, and inquiry-based

learning, and acquire useful talents that will help them in their future undertakings.

(Nasution, 2018). The effects of an inquiry whose openness level is gradually increased

on students’ understandings about the role that they have perceived and their

conceptions about how they have learned are not clear Inquiry provides a learning

environment in which the students can decide independently what is to be learned

according to their viewpoints, and in which students can encounter different outcomes at

the end of the study.

In the philippines learners face many different kinds of problems in philippines

that limit students' ability to learn. Teachers and administrators put a lot of effort into

overcoming such challenges, but it's frequently challenging. Certain elements are

unlikely to be completely eradicated, no matter what strategies schools use. Schools

must, however, make every effort to maximize student learning while minimizing the

effects of these problems. Teaching is a challenging task since learning is hampered by

so many natural barriers. However, given time difficulties, deep curricula, and learners'
lack of familiarity with it, implementing inquiry-based learning in fundamental science

classes become hard for teachers who lack significant experience with it. Instead of

offering and leading students on examining fascinating inquiry topics, many teachers opt

to engage connections, where students only provide low-level thinking responses for

teachers inquiry (Herbel-Eisenmann & Breyfogle, 2005).

Recently enacted curriculum reforms in the Philippines have been related the

advancement and use of inquiry-based education. According to Adamu, & Sadiq (2014).

A lot of efforts are being made through teacher professional development activities to

properly orient and communicate the benefits of inquiry-based education. Effective

inquiry-based teaching strategies are still notably lacking in classrooms, despite all these

efforts. Education experts are turning to lesson study, a professional development

approach that originated in Japan, because they see its potential to help in-service

teachers develop in a way that is collaborative, reflective, and long-lasting. The lesson

study framework was employed in this study to identify three obstacles to the

implementation of inquiry-based teaching in science education in Philippine Senior High

Schools: the difficulty and time-consuming nature of inquiry approaches; the

overemphasis on assessing content learning instead of learning through inquiry; and the

lack of support, training, and availability of inquiry-based materials.

 Purpose of the Study

The purpose of this phenomenology study is to describe the student’s

perspective on learning style. This would be generally defined as main problem of this

study. It is our hope that this study will be beneficial to the students, parents and

teacher.

Students: Students must active in there learning experiences on their school

activity.

Parents: Our parents must know what we encounter on experiences and

challenges educational institution’s.

Teacher: Our teacher plays a crucial role in challenging inquiry- based learning.

Teachers ensure that students stay on track, maintain focus, and make meaningful

connections in their learning journey.

Research Objective

This study aims to investigate the student’s perspective on inquiry-based

learning, challenge and the insight of the Students in Grade 12. Ma-a National High

school it’s specific goal was to.

To described the experience of student on inquiry-based learning.

Explore the challenges of student inquiry-based learning.

To describe the student- inquiry-based learning.

 Research Review Literature

This part presented the review of the researchers and literature. This covered the

role and offered analysis of the research. As a result, it provided a strong foundation for

the discussion of the feelings of students regarding their preferred method of learning

Based education receives much attention in educational practice and theory, since it

provides pupils and teachers with opportunities to actively engage in collaboratively

answering questions. However, not only do many teachers find this approach

demanding, it also remains unclear what they should do to foster this type of education

in their classrooms. However (Ben-David & Zohar, 2009). This review aims to evaluate

research evidence pertaining to the role of teachers in inquiry-based education and thus

contribute to understanding the potential effectiveness of this teaching approach in

everyday primary and secondary classrooms.

On other hand (Kirschner, Sweller, and Clark 2006) state that inquiry-based

learning is less effective than direct instruction, their main argument being the problem

of the limited amount of (teacher) guidance ( Klahr & Nigam, 2004). These are

conceiving inquiry-based learning as a process characterized by minimal supervision.

Students learning will be less effective in these complicated learning environments than

in more supervised learning settings because they place a greater burden on their

working memory. However, (Hmelo Silver, Duncan, and Chinn, 2007) believe that

inquiry-based learning works better than traditional, teacher-directed learning methods.

(Kirschner et al. 2006), they claim that students' cognitive load is actually decreased

rather than increased by the kinds of scaffolding that teachers typically offer during
inquiry-based learning. They draw the conclusion that inquiry-based learning, when

combined with adequate scaffolding, improves students' learning, particularly in the

areas of knowledge acquisition, reasoning abilities, motivation, and self-regulated

learning. This conclusion is based on multiple studies. More precisely, Lazonder and

Harmsen (2016) examined the affectionate overall facilitate impacts of assistance on

learning activities, performance success, and learning outcomes in inquiry-based

learning environments.

Students Experience on Inquiry-Based Learning

Many advantages of inquiry-based learning include improved creativity and

invention, increased motivation, and the development of research and critical thinking

abilities in both teachers and students. Along with promoting cooperation and

communication, deeper learning, self-regulation, meta-cognition, and student

empowerment, it can also help students take charge of their own education. Because

they must create questions, gather and assess data, synthesize and present their

findings, generate new ideas, try out various strategies, share perspectives, plan and

monitor their own learning process and outcomes, connect previously learned material

with newly introduced concepts, and make decisions that will impact their educational

path, students are motivated by their own curiosity and passion. Students’ deep-

learning experiences are shared in relation to Sawyer’s Inquiry-based learning

approaches have been promoted as an instructional method for students at all levels.

An inquiry approach requires students to discover or construct knowledge through

relevant activities and personal investigations, Due to the student driven nature of

inquiry learning, it is reasonable to believe that students will become more motivated to
read and to engage in critical thinking after participating in the inquiry approach.

Students are encouraged to think critically about the material they are provided with

through inquiry-based learning. They are expected to challenge the data and come up

with original ideas. Students that get this kind of instruction benefit from increased

critical thinking and problem-solving abilities.

Student challenges on inquiry-based learning

Computer-supported collaborative inquiry learning is being advocated as an

effective approach to promote scientific literacy among students (Barron & Darling-

Hammond, 2010;de Jong, 2019). This collaborative learning strategy perfectly aligns

with a social constructivist vision of learning that emphasizes active knowledge

construction through interaction as students work actively together during group

learning activities in a computersupported learning environment (Chen et al., 2018)

Students may find it challenging to manage their time effectively and stay on

track with their inquiry project. Without proper time management skills, they may feel

overwhelmed or struggle to complete their work on time. While this can be empowering,

some students may struggle with the lack of clear instructions or guidance from the

teacher.

Student insight on inquiry-based learning

According to Hilsdon (2010). It includes of inference, synthesized explanation,

analysis, evaluation, interpretation, and self-control. To improve students' problem-

solving, decision-making, and communication skills, critical thinking must be

strengthened in higher education, particularly in academic writing. This can be achieved

by incorporating critical thinking into the teaching and learning process (Abdullah, 2014;

Adege, 2016; McLean, 200 It's a discovery-based learning approach where students

make observations, ask questions, look over sources, collect, analyze, interpret, and

synthesize data; they also propose answers, explanations, and predictions; they

communicate their findings through reflection and discussion; they apply their findings to

real-world situations; and they follow up on any new questions that may come up along

the way. The focus of inquiry-based learning is on developing students' capacity to

analyze, evaluate, and investigate diverse viewpoints and ideas of the actual world.

According to Rejeki (2017), inquiry-based language instruction can help learners

continue their continuous pursuit of knowledge by supporting lifelong learning. In a

similar vein, Lee (2014) said that communicative method and inquiry-based learning are

comparable. Thus, inquiry-based learning is a type of communicative language

teaching that breaks down the fundamentals of the communicative method and applies

it in a way that encourages inquiry and discovery in language classrooms (Lee, 2014;

Qing & Jin, 2007; Richards & Rodgers, 2001). However, various studies conducted on

students’ critical thinking skills and writing performance revealed that students are

commonly challenged to support their arguments through referring to and synthesizing

academic sources due to poor reasoning and unsupported claims. Especially,

synthesizing sources is a complex task to second and foreign language learners to

comprehend, paraphrase, and summarize written texts (Alagozlu, 2007; Goodwin,

2014). Evaluating and synthesizing sources into their own writing are the elements of

critical thinking that students find challenging to express their own academic thoughts

(Ahmad et al., 2014; Melles, 2009; Wette, 2010)

 Synthesis

Inquiry-based learning refers to an individual's preferred way of Critical

Thinking,Curiosity and Motivation, and Active Engagement. When you learn in a way

that is aligned with your own experiences and challenges, you will gain a better

understanding of the subject matter and be better able remember it. According to this

theory, people learn in different ways, and being aware of one's own preferences could

make learning more effective. Possibly the most straightforward analysis of "inquiry-

based learning" may be to define them as distinctive ways of acquiring, understanding,

discussing, and wondering about one's own knowledge. Specific technique for learning

that develops connections among the classroom and real-world experiences through in-

depth research and probing questions. It's a method of teaching that pushes students to

solve problems and learn to use experience.

Theoretical Lens

The exploration on the experiences of inquiry-based learning can be intertwined

with the Behavioral theory of fetterman, (1998) The transitions between these

behaviors are well described as a Poisson process, with a rate constant proportional to

the rate of reinforcement in the experimental context. These behaviors may come to

serve as the basis for conditional discrimination of the passage of time. Varying the rate

of reinforcement will generate distributions of behavior whose mean and standard

deviation vary proportionate. The participants must be suggests that learning is more

effective when specific objectives are set and communicated to students.

Another possible theoretical lens of inquiry-based learning on students

perspective, Learning, as described by Pedaste et al. (2015), is " showing a new or

different behaviour due to a particular experience. Proneness Smith and Walker (2011)

summed up the process of learning and retrieval as "Educating yourself and keeping

your skills and information at your fingertips so you can get a understanding of future

challenges and opportunities. As is common practice in schools, teachers serve as

major information transmitters and students as primary information receivers (Abdi,

2014). Students in conventional classrooms were passive observers of the teaching

process until they were directly addressed by the instructor. Students are assumed to

take instructors' lectures and readings at face value. Traditional education produces

both active and passive pupils due to its idealistic perspective of the learning process.

Active student participation is discouraged in conventional behavioral

classrooms, which instead focus on studying the psychological effects of the classroom

setting and the teacher's role on pupils. According to proponents of the cognitive

approach to education, students learn more when they are actively involved in the

process than when they are passively observed (Ernst, Hodge and Yoshinobu 2017).

According to Rashty Misbah et al. (2018), one of the most crucial characteristics of

traditional education is that teachers dominate class discussions. As stated by Misbah

et al. (2018), the traditional learning process does not provide opportunities for students

to work in small groups or independently. As was mentioned in the previous section, it is

crucial to support your students in becoming independent learners since this will directly
affect their academic achievement. However, independent education also provides

learners with soft abilities that will make them more effective in other aspects of their

lives, like improved time management, initiative and proactivity, independence,

organization, and discipline.

 CHAPTER 2

Method

Presented in this chapter are the research design, participants and sampling, role of the

researcher, ethical consideration, data collection, data analysis and trustworthiness of

the study.

Research Design

This study will use a qualitative design which also follows a phenomenological

approach. According to Chi et al., Kang, 2022 the pursuit of understanding one's own

experiences and perceptions is connected to phenomenological learning.

Encouragement is needed for students to explore, explain, and describe their emotions,

experiences, and thoughts. The evolution of the social sciences has benefited greatly

from the use of phenomenology as a scientific research method (Luckmann, 1989). A

phenomenology is defined by Duquesne University (2023) as a form of qualitative

research that helps us to understand people experience their challenges in their lives. A

phenomenological investigation looks at people's experiences and concentrates on how

they perceive occurrences.

In this research, the phenomenological approach will serve as a big assistance in

knowing the experiences of student’s inquiry-based learning as this method emphasizes

the individual's unique experiences as the data itself. The phenomenological approach
will help us deepen our understanding about the experiences of these students and it

will also enable us to share detailed information to other individuals about this topic. It

will enable us to more fully and fairly portray the unsaid feelings, experiences, and

struggles these students go through on a daily basis, as well as the extent to which they

battled their own difficulties. This provided information about the challenges and

experiences that students utilizing inquiry-based learning have encountered with their

assignments, relationships with others, and even their own instruction. It also enables

the students to share valuable information about their coping mechanisms to the

hardships they face.

Participants and Sampling

To identify the participants of the research for the in-depth interview, the

researchers will apply purposive sampling. Purposive sampling, also known as

judgmental, selective, or subjective sampling, is a form of non-probability sampling in

which researchers rely on their own judgment when choosing members of the

population to participate in their surveys (Alchemer, 2021). The following will be the

researcher’s criteria: the research participants will be students that are experiencing the

challenges of student inquiry-based learning, they can be in any grade level with the

exception of students under the age of 18 since they are not in an applicable maturity

level to answer and give insights on the in-depth interview.

To recognize the participants for the focused group discussion, the researchers

will still utilize purposive sampling. The inclusion criteria will be also be identical with the
inclusion criteria for the in-depth interview which implies that the research participants

should still be students experience of inquiry-based learning that are above the age of

15. The total target of participants is 10, five of which are students who are to participate

in the in-depth-interview and the other five students to participate in the focused group

discussion. According to Dworkin (2012), while some experts in qualitative research

avoid the topic of “how many” interviews “are enough,” there is indeed variability in what

is suggested as a minimum. An extremely large number of articles, book chapters, and

books recommend guidance and suggest anywhere from 5 to 50 participants as

adequate. Thus, having 10 participants would be a valid amount for the study.

Research Instrument

To assist the researchers in collecting data, we will be using an interview guide

as our research instrument. Verlinden (2020) describe an interview guide as a

document that enables organizations to structure the way they conduct their interviews.

It helps interviewers to know what to ask about and in what order and it ensures a

candidate experience that is the same for all applicants. The content of the interview

guide will differ depending on, among other things, the interview method you decide to

use and your specific organizational requirements.

In the time of the interview, the researchers will bring out the copy of our

interview guide so that we can easily access through the questions, be fluid with our

inquiries, and adjust with the participants’ answers. According Sheppard (2019), an

interview guide is called a guide because it is simply that – it is used to guide the
interviewer, but it is not set in stone. Interview guides should outline issues that a

researcher feels are likely to be important.

Participants are asked to provide answers in their own words and to raise points they

believe are important, so each interview is likely to flow a little differently. While the

opening question in an in-depth interview may be the same across all interviews, the

information that each participant shared will shape how the interview proceeds.

Role of the Researcher

In this study, the researchers are primary collectors of the data. Interviews will be

conducted with the interview guide among ten students that are living in single parent

households. A researcher is an information professional who uses research

methodologies to gather data, analyze that data and present their findings. Researchers

focus on using their discoveries to solve problems, address issues and predict trends in

a specific field (Indeed Editorial Team, 2022). The researchers will accumulate and

combine all the participants’ responses and will examine their answers as clearly and

objectively as we can. All records of the responses will be in strict seclusion in order to

honor each of the participants’ privacy. We are also liable to all the information and facts

gathered and will only narrate relevant components that will make the study successful.

Ethical Considerations
 The researchers will observe the following ethical standards in the conduct of our

study to ensure the welfare and protection of our research participants.

Social Value: Social value refers to the relevance of the study to an existing social or

health problem such that the results are expected to bring about a better understanding

of related issues, or contribute to the promotion of well-being of individuals, their

families, and communities. Furthermore, to get full participation from the students the

researcher explained the main purpose of the study and the procedure for data

collection. Results of the study will be presented to the respondents and will be

disseminated to other possible audiences who will benefit from this study. More

importantly, the researcher adhered to social value in research.

This study is aimed to tackle the social problems pertaining to students living with single

parents. The outcome of this research will present important information that will assist

and guide school administrators in handling students that live in a single parent

household. Moreover, this study will also benefit teachers, scholars, and researchers

who can scan the result of the study as an opportunity to conduct more research

involving students living with single parents. It will also alter the minds of school

administrators and an advantage to faculty for they are considered as the main

beneficiaries of this study.

Informed Consent Form. An informed consent form will be secured. The participants

of the study will be informed by the researchers regarding the effects of being involved

in any research. Consent forms will be explained to the participants to be fully be aware

that they can withdraw at any time from participating in the study. Their responses will

be held confidentially.
Vulnerability of Participants. In this study, the respondents will be considered as

student participants for they have the capacity to make a sound judgement if they

wanted to be part of the study. They can make decisions for themselves as respondents

of this study.

Furthermore, the students will know the nature of the study. Vulnerable participants are

those relatively or absolutely incapable of deciding for themselves whether or not to

participate in a study for reasons such as physical and mental disabilities, poverty,

asymmetric power relations, and marginalization, among others and who were at

greater risk for some harm (NEGHHR, 2017).

Risk, Benefits, and Safety. The participation is completely voluntary and anonymous

to protect the privacy of participants. This study can generate relevant information which

can be useful to students, teachers, and parents. The result discussions and findings

from this study can provide evidence-based information which can be used by students,

teachers, and parents to further understand the students experience the challenges on

inquiry-based learning. More so, the researcher will value their participation and place

their welfare as the highest priority during the study.

Privacy and Confidentiality of Information. The researcher will adhere to the

principles of transparency, legitimate purpose, and proportionality in the collection,

retention, and processing of personal information (Data Privacy Act of 2012). Added to

this, the researcher has to protect her participants’ privacy for they had a moral and

legal obligation for involving them in their study. Moreover, participants were not forced

to disclose information out of his or her willingness. In answering the interview

questionnaire, their names will not appear in the study and their answers will be held
confidentially. The researcher will assure that the names and details of the respondents

will be secured. The researcher will also orient her research assistants or

representatives, documenters on the terms and conditions of privacy and confidentiality

observed in this study. In particular, the researcher will not mention their names to

protect their identity.

Justice. To ensure that the objectives of the study are achieved, only those students

above the age of 15 will be selected to be the participants of the study because they in

an appropriate age to be inquired. Results and findings of the study will be given back to

the participants if they would ask to. It will be the commitment of the researcher to share

the results of the study. The researcher should share the benefits of the knowledge

gained from the respondents for taking the burden of participating in the research.

Transparency. In this study, everything will be laid down to the respondents. This is a

manifestation that the researcher follows the element of transparency. The researcher

will be transparent about the aspects of a study that may have an impact on the rights,

health, and safety of the participants. The researcher safeguards the proper

implementation of the methods used in the study by being compliant to the ethical

standards of research. He will include all the necessary documents that will support the

data analysis and will give the readers the access to read through these in order to gain

a better understanding of the results and findings of the study if asked to. All

participants involved in the data gathering should complete a conflict-of-interest

management plan, which is to be reviewed by research committee and approved by the

school head of before the data gathering can go through. The researcher who is also a
student of the school where the study is to be conducted would not be involved or

influence the responses of the respondents as they answer the online questionnaire.

Qualification of the Researcher. Being a student in Grade 11 is considered a capable

student researcher. Further, the researcher has a background in the field of research in

both quantitative and qualitative. Moreover, he always seeks direction and advices from

his mentor and the panelists, as well as his peers who are proficient in this method.

Likewise, he is guided by these experts in order to implement the methods properly and

to be able to gather the needed data for the intended purpose.

Adequacy of Facilities. The researcher needs to secure the materials to address the

adequacy of facilities. Other tools to secure will be internet connection, laptops and

software applications which are needed for the study. Added on, the e-library of the

institution is accessible. Moreover, the adviser of the researcher is always available.

Adequacy of facilities will be addressed as the materials are readily available and

accessible to the researcher. The researcher rests assured that there are available and

accessible resources needed in this study. Books, online journals, thesis and

dissertations are available for further readings and references which will provide varied

literatures and studies that support the association of the variables used in the study.

Community Involvement. Community involvement will be taken into account in this

study as there will be a community of teachers involved. Also, the beneficiaries of this

study are part of the community where the study will be conducted. Added on, findings

of the study will be made known to the school stakeholders and the community. All

activities done are subject to the permission of the school head and the research

adviser as well.
 Data Collection

The following procedures will be followed by to get sufficient information from the

participants:

For the researchers’ in-depth interview, first we will identify the participants and ask their

consent if they are willing to be interviewed for the study. When the participants give

their consent, we will prepare the interview guide for the in-depth-interview. Moreover,

since narrative study is a research approach that focuses on the interpretation and

analysis of stories or narratives told by individuals or groups, the interview will be

performed first through in-depth interview. In that instance, we will be able to explore the

meaning of the experiences of the participants and how they described their

experiences with being a student in a single parent household. The data that will be

gathered throughout the interview with the audio recordings will be analyzed and then

presented thematically.

Furthermore, we will also conduct a focused group discussion for triangulation. This will

be conducted in order to validate the data that was gathered, triangulation strategy was

utilized. According to Carter, Lukosius, DiCenso, Blythe, and Neville (2014),

triangulation refers to the use of multiple methods or data sources in qualitative

research to develop a comprehensive understanding of phenomena (Patton, 1999).

Triangulation also has been viewed as a qualitative research strategy to test validity

through the convergence of information from different sources. Through this, all the data
collected from the in-depth interview and focused group discussion will be cross

examined to direct and focus on the objective of the study. To accomplish this, we will

be collecting and analyzing related literatures, studies and categorizing similarities and

differences from the findings. Then, the implications of the study will also be presented.

Data Analysis

Kelley (2023) stated that data analysis is the process of cleaning, changing, and

processing raw data and extracting actionable, relevant information that helps

businesses make informed decisions. In addition, the University of Pretoria (2023) said

that data analysis is the most crucial part of any research. Data analysis summarizes

collected data. It involves the interpretation of data gathered through the use of

analytical and logical reasoning to determine patterns, relationships or trends.

In this study, the researchers will use thematic analysis to identify, analyze, and

interpret the data collected. According to Delve and Limpaecher (2020), thematic

analysis is a qualitative data analysis method that involves reading through a data set

(such as transcripts from in depth interviews or focus groups), and identifying patterns in

meaning across the data to derive themes. Thematic analysis involves an active

process of reflexivity, where a researcher’s subjective experience plays a central role in

meaning making from data. Delve and Impeachers added that thematic analysis is a

flexible approach to qualitative analysis that enables researchers to generate new

insights and concepts derived from data. One of many benefits of thematic analysis is
that novice researchers who are just learning how to analyze qualitative data will find

thematic analysis an accessible approach. Subsequently, to establish the final thematic

construct, groups of theme clusters were developed.

Trustworthiness of the Study

The quality of the researcher’s data is the cornerstone of research excellence. In the

study of Stumbler (2017), she cited that Lincoln and Guba (1985) created a

corresponding set of criteria for trustworthiness of qualitative research: credibility,

transfer-ability, dependability and confirm ability in order to provide a different set for

criteria that can be used for ascertaining the quality of the research.

Credibility. This depends on the richness of the data and analysis and can be

enhanced by triangulation (Patton, 2002), rather than relying on sample size aiming at

representing a population. To achieve this, I will ask the confidence of the language

teachers to respond to the guide questions spontaneously without hesitations to make

this research sound factual and believable as it is.

Transferability. The degree to which the results of qualitative research can be

transferred to other contexts or settings with other respondents. I will facilitate the

transferability judgment by a potential user through thick description. Merriam writes that
external validity is concerned with the extent to which the findings of one study can be

applied to other situations. It provides sufficient detail of the context of the fieldwork for

a reader to be able to decide whether the prevailing environment is similar to another

situation with which he or she is familiar and whether the findings can justifiably be

applied to the other setting (Shenton, 2004). In this study, I will provide rich account of

data from the excerpts one on one interview, focused group discussion, number of

participants, interview procedures which can also be varied to different in future

researches. The findings could be a reference point to further study online education

even in different field and location.

Dependability. This refers to the consistency and reliability of the research findings and

the degree to which research procedures are documented, allowing someone outside

the research to follow, audit, and critique the research process (Sandelowski 1986; Polit

& Beck 2006; Speziale, Streubert & Carpenter 2007). Detailed coverage of the

methodology and methods employed allows the reader to assess the extent to which

appropriate research practices have been followed (Shenton 2004). Thus, will document

the research design and implementation, including the methodology and methods, the

details of data collection.

Confirmability. To achieve confirmability, researchers must demonstrate that the

results are clearly linked to the conclusions in a way that can be followed and, as a

process, replicated. Its relevance to application is similar to credibility, where

confirmability has particular implications for studies that provide policy

recommendations. In line with this, I will report the steps taken both to manage and

reflect on the effects of their philosophical or experiential preferences. Although bias

was present, it helped explain how the researcher’s position can manifest in the

research findings while still yielding useful insights.

.