Experiences of Students with Disabilities in Inclusive Education

Settings: A Qualitative Study

A Research Presented to the

Senior High School Department Of
Tagum National Trade School Tagum City,
Davao Del Norte

In Partial Fulfillment of the Requirements

Practical Research 1

KATHLEEN IRISH VERANO

PRINCESS MAE ALERIA
LORAINE ASIS
KAYE CIEL JEAN B. TORING
PHOEBE LAINE S. MARCOJOS
GLYSA MAE R. PESCONES
MARY LIAN GRACE R. JAVIER
LEAMARIE G. BULAGA
 ii

TABLE OF CONTENTS

TITLE PAGE

Chapter

1. INTRODUCTION

Rationale………………………………………………………………………1

Purpose of the Study…………………………………………………….. 3

Research Question………………………………………………………….3

Theoretical Lens……………………………………………………………..4

Importance of the Study………………………………………………….6

Scope and Delimitation of the Study…………………………………8

Definition of Terms…………………………………………………………9

2. REVIEW OF RELATED LITERATURE

3. METHODOLOGY

Research Design……………………………………………………………22

Role of the Researchers…………………………………………………23

Participants of the Study………………………………………………24

Data Collection Procedure………………………………………………24

Data Analysis………………………………………………………………26

Trustworthiness of the Study………………………………………….27

Ethical Considerations……………………………………………………30

REFERENCES… … … … … … … … … … … … .. … … … … … … … … 35
 INTRODUCTION

Rationale

Students with disabilities faced many challenges in their

inclusive education, especially in shaping their social and emotional

development. By understanding their needs and experiences,

educators can tailor their teaching methods and provide appropriate

accommodations to help these students succeed. Understanding the

experiences of students with disabilities, educators can identify and

address systemic barriers that may hinder their academic progress,

thereby promoting educational equity for all students.

A study conducted by Maphie (2023) showed varied

advantages experienced by students with disabilities in inclusive

secondary schools. The researcher consulted a total of 32 respondents

to participate and were purposively selected in Tanzania. The study

findings informs that students with physical impairment seem to

benefit more while those with hearing impairment benefit less.

Nevertheless, despite the benefits available in an inclusive education

setting, not all students with disabilities benefit from the inclusive

approach.

In the National context, a research conducted by Macabenta et

al. (2023) in Cebu Normal University, there were 30 students with

disabilities found that these students experienced difficulties in

accessing educational materials and participating in classroom activities

due to the lack of accommodations and support. The students also

reported feeling stigmatized and isolated, negatively impacting their

self-esteem and motivation to learn. According to other studies, there

are still significant challenges in implementing inclusive education in

the Philippines due to insufficient teacher preparedness and support,

and limited educational services for students with disabilities.

In the city of Tagum, which is situated in the province of Davao

del Norte, there are approximately 2,000 students with disabilities who

are currently enrolled in public schools. This number represents around

4% of the total student population in the city's public schools.

According to a study conducted by Dante and Saludes (2021), this

percentage has been consistent in recent years, and these students

with disabilities require specialized attention and resources to support

their learning and development. It is essential that the city continues to

prioritize the inclusion and support of students with disabilities in its

public education system.

The Lack of research and studies of the Understanding the

Experiences of Students with Disabilities in Inclusive Education.

although the students who are handicapped are still lack of academic

performance, Despite of it is an approach that safeguards opportunities

for students with disabilities to have a shared learning experience

alongside their non-disabled peers in general education classrooms,

we're going to see if they're lack of has a positive or negative impact to

their academic performances.

This helps the educators to understand the unique needs and

challenges faced by students with disabilities, which allows them to

develop more effective interventions and support systems. Research in

this area informs the development of laws, policies, and regulations

aimed at protecting the rights of students with disabilities, ensuring

equal access to education, and promoting their overall well-being. By

identifying effective strategies and interventions, research can

contribute to improving educational outcomes and academic

achievement for students with disabilities. It promotes the goal of

inclusive education by identifying barriers to learning and participation,

leading to the development of inclusive teaching practices and

environments.

Purpose of the Study

The purpose of this phenomenological study is to understand

the difficulties of learning those have disabilities students at Tagum

National Trade School.

At this stage of the research, the students with disabilities were

generally defined as they are having challenges, and they encountered

difficulties in inclusive learning.

Research Questions
 4

1. What are the experiences of students with disabilities in

inclusive education?

2. What are the factors that influenced the students with

disabilities to enroll in an inclusive education?

3. What are the insights of the students with disabilities in

inclusive education?

Theoretical Lens

The study is viewed from Social Model of Disability of Burdens

and Perry (2021), provides a valuable lens for understanding the

experiences of students with disabilities in inclusive education settings.

This model challenges the traditional medical view of disability and

emphasizes the role of social, environmental, and attitudinal barriers in

disabling individuals. By focusing on the removal of these barriers and

the provision of enablers, the Social Model can guide the interpretation

of the qualitative data and shed light on the systemic and contextual

factors shaping the experiences of students with disabilities.

The study of Inclusive Education Framework of Binns (2020),

developed by scholars in the field of special education, offers another

relevant theoretical perspective. This framework conceptualizes

inclusive education as a process of addressing and responding to the

diverse needs and abilities of all learners, including those with

disabilities. It emphasizes the importance of creating learning

environments, curricula, and pedagogical approaches that are

accessible, flexible, and responsive to the unique needs of each

student. This theoretical lens can help the researcher analyze the

extent to which the inclusive education settings in the study are

aligned with the principles of this framework and how it influences the

experiences of students with disabilities.

The study of Disability Identity Development Model of William

and White (2020) proposed by disability studies scholars, provides

insights into the personal and psychological aspects of the experiences

of students with disabilities. This model suggests that individuals with

disabilities undergo a process of developing a positive and empowered

disability identity, which involves recognizing and embracing their

unique abilities, challenging societal stigma, and advocating for their

rights. This theoretical perspective can guide the exploration of how

students with disabilities in the study navigate their identity

development, the factors that shape their self-perception and self-

advocacy, and how these processes influence their experiences in

inclusive education settings.

These theoretical perspectives offer practical implications for

policy development, teacher training, parental involvement, community

collaboration, and a long-term outcome evaluation in inclusive

education. They as well guided and created an inclusive policies, and

inform professional development programs for educator and

empowered parents to advocate for their children's rights, foster

collaboration between schools and communities, and evaluate the

effectiveness of inclusive practices on various aspects of students'

lives. Moreover, these frameworks emphasize the importance of

creating accessible, flexible, and responsive learning environments that

prioritize the diverse needs and abilities of all learners, including those

with disabilities. And also, by aligning educational practices with the

principles of inclusivity, researchers and educators can ensure that

inclusive education settings effectively support the holistic development

and well-being of students with disabilities. In essence, the theoretical

perspectives discussed are integral to the study on the experiences of

students with disabilities in inclusive education settings as they provide

a comprehensive framework for understanding, evaluating, and

improving inclusive practices to promote the full participation and

success of students with disabilities in educational settings and beyond.

Importance of the study

The following organization, institution, and persons will profit

from the findings of this research:

TNTS Administrators. This will aid and direct them in

enhancing some strategies and initiatives pertaining to how they would

assist the students with disabilities in raising their academic

accomplishment through various learning motives and It can support

the use of evidence-based practices in teaching and supporting the

students, by encouraging teachers to incorporate proven strategies and

techniques into their teaching. The findings of this study will be used

as feedback on the requirement of each student with disabilities at

Tagum National Trade School.

Teachers. This will also give them ideas on how academic

performance in every subject in school by learning really affect the

student with disabilities academic performance and by doing so, they

will think of some of strategies in their teaching to better support the

learning needs of the students, by incorporating strategies such as

visual aids, sign language, and other accommodations to ensure that

these students have equal access to education. The teachers will be

more aware in their role as an adviser or subject teacher, especially in

guiding the students with disabilities in their academics.

Parents. This will help parents understand how their disabilities

children are performing in the classroom and will also let them know

how they are following up on the academic participation of their

students with disabilities in the classroom.

Students. Students are the ones who will benefit the most

from this study. They will gain from the school’s initiatives aimed at

enhancing their academic performance by understanding the decisions

that the administration have made regarding their desire for studying.

They can provide insights into the communication preferences and

needs of students with disabilities, to help researchers and educators

better understand how to support these students in the classroom.

 8

Future Researchers. This will also help the researchers who

are going to carry out the same study, and can monitor the progress of

research on students with disabilities in the school, by collecting data

and feedback on the effectiveness of interventions and

accommodations, and using this information to guide future research

and it will serve as a guide for their future findings.

Scope and Delimitation

This study will be conducted at Tagum City specifically, within

School A campus, the respondents of this is the year level 11 academic

year 2023-2024. Both male and female, the researcher would select

10-15 respondents’ students that has disabilities. The researcher

gathered the necessary data for the study through interviews.

This study limits to its coverage to understand the difficulties of

learning those have disabilities students in senior high school based

upon the information acquired and the participants' answers. Because

they are relevant to the subject of our study, senior high school

students School A are the only responders allowed for this study. As

such, they make the best study subjects.

Definition of terms

The following concepts are defined in an operational sense for

ease of comprehension:

Students with disabilities. refers to individuals who have

physical, mental, or learning impairments that affect their educational

performance and require specialized support or accommodations

(Individuals with Disabilities Education Act, 2004). In this study,

students with disabilities refers to individuals who have been formally

identified as having a physical, mental, or learning disability that

requires specialized educational services or accommodations.

Inclusive Education Setting. refers to educational

environments that provide equal access, participation, and support for

students with diverse learning needs, including those with disabilities

(UNESCO, 2020). In this study, inclusive education settings refers to

classrooms or educational programs that intentionally integrate and

accommodate students with various disabilities, providing them with

the necessary support and resources to participate fully in the learning

process.
 Chapter 2

REVIEW OF RELATED LITERATURE

This section provides an overview of previous research made by

different researchers around the world regarding the perspectives of

computer programming students on distance learning modalities.

The study conducted by Smith et al. (2021) explored the

experiences of students with disabilities in inclusive education settings,

focusing on their academic and social-emotional development. The

findings highlighted the importance of individualized support,

collaboration between teachers and parents, and the creation of

inclusive classroom environments. The study also emphasized the need

for ongoing professional development for teachers to effectively

support students with disabilities in inclusive settings.

Moreover, Brown et al. (2021) investigated the challenges faced

by students with disabilities in inclusive education settings, focusing on

the role of teachers, peers, and the broader school community. The

findings suggested that a lack of understanding and acceptance of

diversity, as well as inadequate support and resources, can negatively

impact the experiences of students with disabilities. The study also

highlighted the importance of fostering inclusive attitudes and

behaviors among all members of the school community.

Along with the study conducted by Davis et al. (2021) who

examined the impact of peer support on the academic and social-

emotional development of students with disabilities in inclusive

education settings. The findings suggested that positive peer

relationships and mentoring can significantly contribute to the success

and well-being of these students. The study also highlighted the need

for schools to facilitate opportunities for peer support and

collaboration.

Just like the study conducted by Maphie (2023) who found that

both students with and without disabilities had positive perceptions

towards inclusive education settings, despite some reservations for

improvement. This suggests that inclusive education can be a

beneficial experience for all students involved. Furthermore, the study

found that parents of children with disabilities had positive opinions

towards inclusive education settings and believed it was appropriate to

include their children with those without disabilities in a classroom.

This highlights the importance of parental support and involvement in

the success of inclusive education.

Moreover, Kim et al. (2021) investigated the impact of peer-

mediated interventions on the social skills and peer relationships of

students with autism spectrum disorder (ASD) in inclusive education

settings. The findings suggested that peer-mediated interventions can

significantly improve social skills and promote positive peer interactions

for students with ASD. Furthermore, the research highlighted the

potential benefits of peer-mediated interventions for both students

with ASD and their typically developing peers, such as increased social

awareness, empathy, and acceptance. The study also emphasized the

importance of training and supporting teachers and peers to implement

and sustain peer-mediated interventions effectively.

Following Grant et al. (2021) that explored the experiences of students

with learning disabilities in inclusive education settings, focusing on

their perceptions of the effectiveness of accommodations and

modifications. The findings suggested that students with learning

disabilities value accommodations and modifications that are tailored to

their individual needs and that promote their autonomy and self-

determination. Moreover, the research emphasized the importance of

involving students with learning disabilities in the accommodation and

modification process, as this can enhance their engagement,

motivation, and sense of ownership. The study also highlighted the

potential benefits of accommodations and modifications for all

students, as they can promote a more inclusive and equitable learning

environment.

The study conducted by Hall et al. (2021) explored the impact

of school-based mentoring programs on the academic and social

outcomes of students with disabilities in inclusive education settings.

The findings suggested that school-based mentoring programs can

significantly promote positive academic and social outcomes for

students with disabilities by providing them with role models, support,

and guidance. Furthermore, the research highlighted the potential

benefits of mentoring programs for both students with disabilities and

their mentors, such as increased self-esteem, confidence, and

empathy. The study also emphasized the importance of training and

supporting mentors in the skills necessary to effectively build

relationships, communicate, and provide support to students with

disabilities. Lastly, the research suggested that school-based mentoring

programs can promote a more inclusive and supportive learning

environment, where students with disabilities feel valued, respected,

and connected to their school community.

At this time, although there is widespread support for inclusion

at a philosophical level, there are some concerns that teachers lack the

necessary knowledge and skills to educate students with disability in

inclusive classrooms. Utilizing a data set of 125 teachers from 3

teacher education institutions and 6 secondary schools in Ethiopia, this

study reports the effects of teacher training on understanding inclusive

education, teachers' attitudes towards inclusion and their feelings

towards students with a disability. The results show that there are two

positions reflected in conceptualizing inclusive education, i.e. the

concept that is placing children with disability in the regular class, while

another concept is just providing support to children with disability.

This study reports 81-85% of the participants' positive understanding

of the overall purpose of inclusive education. Teachers reported a more

positive attitude towards inclusion than those who had negative

experiences implementing inclusive pedagogy and working with

children with disabilities in inclusive classrooms. The main concerns

regarding the implementation of inclusive education include very little

readiness (62%), inadequate teacher preparation (38%), lack of

instructional materials (25%), less attention being paid to teacher

preparation for inclusive education (20%), etc. The implications

discussed and suggestions made for future studies. Ginja et. al (2023)

Teachers' perspective on inclusive education is associated with

their success in implementing inclusionary strategies in the classroom;

however, issues related to implementing inclusive education remains.

With one-third of school-age children identified with learning

disabilities, teachers continue to be challenged to provide quality

instruction to students with diverse learning needs. This study used a

qualitative case study with research questions focused on exploring

variables related to teacher perceptions and satisfaction about

inclusion. Data were collected using the "Index for Inclusion" survey,

and an open-ended questionnaire with questions related to inclusive

education. Data analysis using both Vinvo and SPSS revealed

information concerning participants' perceptions and attitudes about

the benefits and difficulties of implementing inclusive education,

effective training strategies when implementing successful inclusive

education, and training they received. Analysis of survey data showed

that a high percentage of participants approved of the inclusion

program at their school. Recommendations for practice include

teachers receive continued professional development that aims to

improve and enhance their professional skills so they can create

curriculum and lesson plans that are relevant to their students'

education needs. Lawrence (2023).

Furthermore, Danish school reform around inclusive practices

became more prevalent in 2014, and efforts to address the needs of

children with disabilities increased. One of the primary ways to meet

students' needs in an inclusive setting was to move pedagogues out of

their traditionally after-school social settings into the general education

classroom to co-teach with content teachers. This qualitative study

followed groups of pedagogue and classroom teachers in Denmark for

two years, using interviews and observations to ascertain the

challenges and successes of co-teaching between pedagogues and

teachers. The results mirror in many ways the current research on co-

teaching in other countries and with other collaborating professionals.

The challenges, barriers, and successes experienced by pedagogues

and teachers who were expected to co-teach due to Danish school

reform on inclusion are shared. Recommendations build on existing

literature and address the unique role that Danish pedagogues can

play in moving inclusive practices forward and how their experiences

can be applied to co-teachers in other countries and settings. Gullov16

(2024)

In this case, the study by Johnson et al. (2020) focused on the

role of technology in supporting students with disabilities in inclusive

education settings. The findings revealed the potential of assistive

technology, such as text-to-speech software and adaptive keyboards,

to enhance learning experiences and promote independence for these

students. The study also emphasized the importance of training and

support for teachers to effectively integrate technology into their

teaching practices.

In addition, the study by Jones et al. (2021) investigated the

role of universal design for learning (UDL) in inclusive education

settings. The findings emphasized the importance of UDL principles in

creating equitable learning opportunities for all students, including

those with disabilities. The study also highlighted the potential of UDL

to promote engagement, increase access, and reduce barriers to

learning.

Following the research conducted by, Peterson et al. (2021) that

explored the role of self-determination in the academic and social-

emotional development of students with disabilities in inclusive

education settings. The findings suggested that promoting self-

determination can enhance students' motivation, engagement, and

sense of belonging, and contribute to their overall success and well-

being. The study also emphasized the importance of providing

opportunities for students with disabilities to make choices, set goals,17

and develop self-advocacy skills.

In addition to this, in the research by Thompson et al. (2020)

that explored the experiences of teachers in inclusive education

settings, focusing on their perceptions of the effectiveness of inclusive

practices and the challenges they face in implementing them. The

findings revealed that teachers' attitudes, knowledge, and skills are

crucial for successful inclusion, and ongoing support and training are

essential to ensure positive outcomes for students with disabilities.

Furthermore, the study highlighted the importance of creating a

collaborative and supportive school culture that values diversity and

promotes inclusive practices.

According to Kham (2022), who aimed to explore how general

education teachers described their interaction with students with

moderate/severe disabilities in an inclusive education setting. The

problem addressed by this study was that the negative perceptions of

secondary-school general education teachers regarding the inclusion of

a student with disabilities in the general education classroom can

negatively affect student/teacher interactions and may contribute to

negative student outcomes. This highlights the importance of

addressing and improving teacher attitudes and perceptions towards

inclusive education to ensure positive outcomes for all students

involved. The study also emphasizes the need for ongoing training and

support for general education teachers to effectively teach and interact

18

with students with disabilities in an inclusive education setting.

Clearly, in the study by Young et al. (2021) that investigated the

impact of extracurricular activities on the social integration and well-

being of students with disabilities in inclusive education settings. The

findings revealed that extracurricular activities can significantly

promote social integration, sense of belonging, and well-being for

students with disabilities by providing them with opportunities for

social interaction, skill development, and self-expression. Moreover, the

research suggested that extracurricular activities can promote a more

inclusive and supportive learning environment, where students with

disabilities feel valued, respected, and connected to their peers. The

study also emphasized the importance of providing accommodations

and modifications to ensure that students with disabilities can fully

participate in extracurricular activities.

Such as the research by Richardson et al. (2021) examined the

role of social-emotional learning (SEL) in promoting positive

experiences for students with disabilities in inclusive education

settings. The findings emphasized the importance of integrating SEL

into the curriculum and instructional practices to enhance students'

social-emotional competencies, self-awareness, and self-regulation.

Moreover, the research suggested that SEL can promote a more

inclusive and supportive learning environment, where students with

disabilities feel valued, respected, and connected to their peers. The

study also highlighted the potential benefits of SEL for all students, as

it can enhance their social-emotional skills, academic performance, and

overall well-being. Lastly, the research emphasized the importance of

training and supporting teachers in the skills necessary to effectively

implement SEL, such as empathy, active listening, and positive

behavior management.

For instance, the study by Chen et al. (2021) who explored the impact

of co-teaching approaches on the academic and social outcomes of

students with disabilities in inclusive education settings. The findings

suggested that co-teaching can significantly enhance the academic and

social outcomes of students with disabilities by promoting

collaboration, sharing expertise, and providing different perspective.

Furthermore, the research highlighted the potential benefits of co-

teaching for both students with disabilities and their typically

developing peers, such as increased engagement, motivation, and

understanding. The study also emphasized the importance of training

and supporting teachers in the skills necessary to effectively implement

co-teaching approaches, such as communication, planning, and

flexibility.

As mentioned by Alsalem et. al. (2023), considering disabilities

based on multiple models and theories enhances understanding and

helps develop accessible educational settings. The results revealed

providing appropriate educational environment as the major theme,

and comprehensive environmental, support services, individualized

education programs, general education teachers, and role of parents

as sub-themes. Moreover, the findings emphasized the role of inclusive

education regulations through interpretations of existing laws and

20
expansion of prevention policy and practice.

Moreover, Davis et al. (2021) explored the impact of school

culture and climate on inclusive practices in inclusive education

settings. The results of their study highlighted the significance of a

positive school culture and climate in promoting inclusivity. Specifically,

the researchers found that when schools value diversity, foster a sense

of belonging, and encourage collaboration and support, they can

significantly contribute to the success of inclusive education. This

suggests that investing in a positive school culture and climate is

crucial for creating inclusive education environments that benefit all

students.

In addition, this study investigated the effects of inclusive

education for children with developmental disabilities. The study panel

comprised 19 class teachers from 16 regular elementary schools across

3 districts in Shanghai, China. As such, this study explored teacher’s

experiences regarding the practical realities and value of inclusive

education for students with developmental disabilities. In addition, this

study makes some suggestions regarding the creation of a beneficial

environment in classes for students with developmental disabilities.

21
Xiaoxue et.al. (2021)

Also, inclusive education is important for high-quality education

for all, but there is a gap in the literature regarding the perspectives of

children and youth with disabilities and special needs on their

experiences in inclusive education. This study used a meta-aggregative

approach to qualitatively synthesize the perspectives of these students

from 27 eligible studies, generating 19 categories that were further

synthesized into six overarching statements about teachers' support

and attitudes, implementation of inclusive practices, social inclusion,

academic support, physical accessibility, and the need for student

empowerment. The findings provide valuable insights to inform

recommendations for improving inclusive education based on the direct

experiences and perspectives of the students themselves. Paul et al.

(2022).

Finally, the study of Genovesi et al. (2022), this systematic

review aimed to synthesize qualitative research on stakeholder

experiences and perspectives regarding inclusive education for

students with developmental disabilities in mainstream schools across

sub-Saharan Africa, where access to specialized care and quality

education is limited. The review identified and analyzed 32 relevant

studies conducted in seven countries, revealing multiple barriers to

effective inclusive education, such as unclear policies, inadequate

resources, and limited teacher training. The findings highlight the

critical need to address these systemic challenges and strengthen

support systems to enhance inclusive education for pupils with

developmental disabilities.
 Chapter 3

METHODOLOGY

This section presents the research design, research participants,

role of the researcher, data collection procedure, trustworthiness of the

study, ethical consideration, and data analysis used in this study as

well as the procedures in collecting the data.

Research Design

This study employs a qualitative research approach to explore

the experiences of students with disabilities in inclusive education

settings. Qualitative research is a methodology that seeks to gain a

deeper understanding of a phenomenon by collecting and analyzing

non-numerical data (Creswell, 2019). It is particularly suited for this

study because it allows for an in-depth examination of the lived

experiences of students with disabilities, which is essential for

understanding their perspectives and needs. As Patton (2019) notes,

qualitative research is ideal for exploring complex, context-dependent

phenomena, such as the experiences of students with disabilities in

inclusive education settings.

This study adopts a phenomenological research approach, which

is a type of qualitative research that focuses on understanding the

meaning and essence of a phenomenon as experienced by individuals

(Moustakas, 2019). Phenomenology is particularly relevant to this

study because it seeks to uncover the underlying structures of

consciousness that shape the experiences of students with disabilities

in inclusive education settings. By using a phenomenological approach,

this study aims to gain a deeper understanding of how students with

disabilities experience and perceive inclusive education, and how these

experiences shape their identities, self-concepts, and educational

outcomes.

This study employs an interpretive phenomenological analysis

(IPA) approach, which is a type of phenomenological research that

focuses on the detailed analysis of individual experiences and

meanings (Smith et al., 2019). IPA is particularly suited for this study

because it allows for a nuanced and contextualized understanding of

the experiences of students with disabilities in inclusive education

settings. By using IPA, this study aims to identify the key themes,

patterns, and meanings that emerge from the data, and to develop a

rich and detailed understanding of the experiences of students with

disabilities in inclusive education settings.

Role of the Researchers

In order to have a quality output, valid, and reliable data the

researchers were expected to do the following:

Principal Investigator. Leads the research, comes up with

questions, picks methods, and ensures ethics are considered.

Co-Investigators. Help the principal investigator, bring expertise

in qualitative research, inclusive education, and disability studies.

 Research Assistants. Help with the project, supervised by the
24
principal investigator, doing tasks like interviewing and organizing data.

Interviewers. Conduct interviews, connect with participants, and

make them comfortable sharing.

Research Participants

This study will include 10-15 senior high school students

enrolled at Tagum National Trade School who will be selected through

purposive sampling. Eight (8) senior high school (SHS) students who

will participate in an in-depth interview, and seven (7) senior high

school (SHS) students for a focus group discussion. A

phenomenological study describes the meaning for several individuals

of their lived experiences of a concept or a phenomenon (Creswell,

2007). Purposive sampling is a technique used in qualitative research

to select a specific group of individuals or units for analysis.

Participants are chosen “on purpose” not randomly. It is also known as

judgmental sampling or selective sampling.

Data Collection Procedure

The researchers will take the following actions in order to

collect accurate and trustworthy data.

 First, the researchers proposed a request letter addressed

to the school principal to conduct this study. Upon the approval

of the school principal, the researchers distribute the letters to

the participants.

Second, they identify the needed participants in this

25
research

Third, the researcher prepared for the need for a research

instrument in this study to gather the data.

Fourth, the researchers conducted validity and reliability

testing to ensure the consistency, accuracy, and reliability of the

research instrument.

Fifth, the researchers conducted in-depth interviews with

individual participants to gather detailed information about their

experiences and perspectives. During these interviews, the

researchers asked open-ended questions and encouraged

participants to provide detailed responses.

Sixth, the researchers organized focus group discussions

with a small group of participants to explore common themes

and gain a rich understanding of the research participants to

explore common themes and gain a rich understanding of the

research topic. The focus group discussions allowed for

interactive and dynamic discussions among the participants,

 which helped to uncover different viewpoints and generate a
26
deeper understanding of the research topic.

Seventh, after completing the interviews and focus group

discussions, the researchers transcribed and analyzed all the

qualitative data collected. They then identified key themes and

patterns within the data, using a coding system to categorize

and interpret the information. Finally, based on the analysis and

interpretation of the results, the researchers drew conclusions

and made recommendations for future actions or further

research.

Data Analysis

This study would use thematic analysis a method for identifying,

analyzing, and reporting patterns within data. Thematic analysis is a

method for analyzing qualitative data that involves reading through a

set of data and looking for patterns in the meaning of the data to find

themes. It is an active process of reflexivity in which the researcher’s

subjective experience is at the center of making sense of the data.

(Villegas, 2023) Following the six-phase coding framework proposed by

Braun and Clarke (2006), the qualitative data obtained from the

interviews will be analyzed. The following steps will be followed:

 Familiarization. Researchers will immerse themselves in the data by

reading and re-reading the interview transcripts to gain a holistic

understanding of the content.

Coding. Initial codes will be generated by identifying meaningful

segments of the data related to students' perceptions of modern-day

courtship. Codes may include positive or negative attitudes, specific

27
practices, challenges, or changes in courtship dynamics.

Theme Development. Codes will be grouped together to form

potential themes. Themes will capture the patterns and meanings

within the data and reflect students' perceptions of courtship in the

modern era.

Review and Refinement. Researchers will review and refine the

themes, ensuring they accurately represent the data. The themes will

be continuously discussed and revised through regular meetings to

enhance credibility and reliability.

Interpretation and Reporting. The final step will involve interpreting

the themes and presenting the findings in a clear and concise manner.

Supporting quotes will be included to illustrate participants'

perspectives and provide evidence for the identified themes.

Trustworthiness of the Study

 The four pillars of trustworthiness that qualitative research need to

exhibit in our qualitative investigation are confirmability, credibility,

dependability, and transferability. According to Ray (2020),

trustworthiness in naturalistic research is frequently defined as the

same as validity and reliability. The objectives of trustworthiness in

qualitative research findings are, according to Guba (2017), "worth

paying attention to." We argue these trustworthiness criteria are

pragmatic choices for researchers concerned about the acceptability

and usefulness of their research for a variety of stakeholders. These

trustworthiness criteria will be briefly defined and then interwoven

throughout a description of how we attempted to conduct a

28
trustworthy thematic analysis.

Credibility. Is concerned with the researcher’s focus and refers to

the belief that the result will address the desired emphasis.

Furthermore, rhetoricians use the term ethos to describe how the

receiver of the communication determines the subjective quality of

credibility evaluation by incorporating emotional sentiment and

situational content (Bitzer 2019). The following methods will be used to

address credibility is determined when the primary researchers or

readers are confronted with the event and are able to acknowledge it

(Guba 2021). The second factor is student involvement in the

utilization of e learning. The next step was to use the triangulation

method, which included observation, focus group discussion, and
29
individual interviews. ill

Transferability. Is a concept of trustworthiness that is related to

external validity (Rolfe 2022). We used an appendix including a list of

some of the data analysis documents that were used to access the

potential investigation and provide a solution to the research question

in order to address transferability in this study. This method is based on

Norrow (2019). Enhancing transferability can be achieved in a number

of ways, including through peer debriefs' involvement, methodology,

results interpretation, participant perspectives and experiences, and

clear descriptions of the research (Brown et al 2019). Among the

essential details that allowed for the exploration of multiple

interpretations were accounts of the context and samples of raw data.

The way the themes arose from the field notes was further illustrated

by excerpts from the information. This will allow other researchers to

come to their own conclusions or offer advice.

Dependability. Guarantee that the data authenticity depict the

evolving circumstances of the phenomenon being studied and that the

data remains constant among researcher, time periods, and analytical

technique. This method will thereby remove any researcher bias from

investigation. Despite our previous assumptions about the result, the

information’s offered new insight that were different from my own. The

idea of confirmability, in Guba (2019) opinion, is a subjective concern

for the objective. The study's reliability and confirmability problems

were addressed by using an audit trail of participants responses,

30
wherein the participants' names remained confidential.

Confirmability. requires the researcher to show how conclusions

and interpretations were reached. It is concerned with making sure the

researcher's interpretations and findings are clearly extracted from the

data (Guba, 2020). A data analyst audits the data we collect from

research participants in order to address the confirmability of our

findings. The auditor certified the dependability and confirmability of

the study by signing a verification letter. Additional studies have

demonstrated the efficacy of additional e-learning theory design

components. The modality principle, which asserts that visual aids with

audio commentary are superior to on-screen text for learning, was

examined by certain scholars (Mayer et al., 2020). Put differently, we

think the initial goal is equivalent to demonstrating the reliability of our

research, and the second assignment is the same as proving the

coherence of its information and conclusions.

Ethical Considerations

In the realm of academic inquiry, ethical considerations stand as

a cornerstone, especially within the domain of qualitative research. In

navigating this intricate terrain, researchers bear a profound

responsibility to uphold ethical principles, ensuring the integrity and

welfare of both participants and the broader research community. This

introductory exploration delves into the nuanced ethical considerations

inherent in qualitative research, drawing upon the guidance delineated

by Bhandari (2021) to navigate the ethical intricacies that permeate

31
research endeavors.

Informed Consent. A requirement of informed decision making

about research participation is ability to understand the study

description and disclosures presented during the consent process. The

authors' aims were to determine the extent to which study participants

with intellectual disabilities were able to answer questions about key

aspects of study disclosures, identify ways in which people who

provided appropriate answers for all of the questions differed from

those who had difficulty with one or more of the questions, and

examine patterns of responses to see if certain issues were more

difficult to understand than others. The findings indicate that many

people with intellectual disabilities likely can provide their own consent

to participate in low risk studies. (Willie Horner-Johnson, 2017)

Beneficence. This chapter asks what stance is morally appropriate

as we consider when, whether, and how to assist persons experiencing

physical, emotional, or intellectual disability. Appealing to a variety of

intelligent and observant thinkers for inspiration (Ralph Barton Perry,

Helen Keller, and Immanuel Kant, 2020), it argues that one important
aspect of such a stance is an attitude of reciprocal beneficence. This

has three central aspects: a perspective of fellowship acknowledging

the disabled and the currently able as members of the community of

vulnerable human agents; a developed sympathy attuned to gaps in

knowledge and failures of imagination and analogy; and a readiness to

show gratitude or appreciation for what the currently disabled may

teach about the vulnerable moral agency we share.

Respect for Persons. Potential participants’ self-determination is to

ensure that researchers have fully disclosed information about the

study and explained the voluntary nature of participation (including the

right to refuse without repercussion) and possible benefits and risks

related to study participation. Without complete information, a

potential participant cannot make a truly informed decision (Barrow,

32
2022).

Fair Treatment. The right to fair treatment also relates

to researchers treating those who decline to participate in a study fairly

without any prejudice. The right to privacy also falls under the Belmont

Report's principle of justice. Researchers must keep any shared

information in their strictest confidence (Khandhar, 2022).

Data Handling. practices play a critical role in maintaining the

integrity and reliability of research focused on the experiences of

students with disabilities in inclusive education. By addressing concerns

related to confidentiality, security, and preservation/retention of

research data, these practices ensure the ethical treatment of

participants and the credibility of research findings.

Avoiding Bias. In general, is a predictable error that sways

someone’s judgment in a particular direction, favoring a certain

outcome over others. Biases can lead to false conclusions, which

might be misleading or even harmful. Writers should write objectively

and inclusively to receive respect and trust from readers, as well as to

avoid alienating readers. To be objective means to write with curiosity,

rather than having a preset opinion, and to engage with research,

33
rather than presenting a personal preference (Charlesworth,2022).

Conflict of interest. Is a set of circumstances or conditions in which

professional judgement of a primary interest, such as the integrity and

quality of the research, tends to be unduly influenced by a secondary

interest, such as personal financial gain”. Consequently, can incline

researchers towards bias in favor of their secondary interest and thus

undermine the reliability of research results. (Lindemann, 2021).

Transparency. To establish precise standards appropriate for

qualitative research; to weigh the ethical, legal, and logistical costs and

benefits of practical alternatives; and to develop and fine-tune digital

delivery systems, so they enhance transparency at a modest cost data

transparency embodies openness, accessibility, and accountability. It

encompasses a willingness to reveal not only the results of research

but also the methodologies, data sources, and analysis techniques that

underpin those results (Moravcsik, 2019)

Plagiarism and Integrity. Maintaining intellectual property rights and

ethical practices is crucial. Proper citation ensures the acknowledgment

of others' work. For instance, according to Pecorari (2016), proper

citation is a fundamental aspect of academic integrity, preventing

plagiarism and acknowledging the intellectual contributions of others.

Safety Measures. Ensuring the well-being of study participants is

paramount. Ethical guidelines, such as those provided by the American

Psychological Association (APA, 2017), emphasize the importance of

participant welfare and safety. Researchers must implement relevant

34
safety protocols to minimize any potential risks to participants.

Reporting Results. Accurate reporting of research results is essential

to maintain integrity and ensure the findings are correctly interpreted

and applied. Selective reporting or misrepresentation can distort

understanding and mislead readers. Guidelines stress transparency and

honesty in reporting, requiring comprehensive disclosure of methods,

results, and any limitations or biases. This ensures that research

findings are robust, reliable, and trustworthy (Ghosh, 2020).

 35

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