A QUALITATIVE STUDY ON HOW POVERTY LIMITS ACCES TO GOOD

EDUCATION

A Research Paper Presented to

Baltazar Nicor Valenzuela National High School
Capungagan, Kapalong, Davao del Norte

In the Fulfillment of the Requirements

For the English 10

Researchers

CHARLIE BOY ANIENZO

IBANIE FERNANDEZ
RAVEN NIÑEL
ELIJAH TUNA
JENAICA TIMBOGAN
MARY CLAIRE TERIG
MERRIA FE NUAY
ACKNOWLEGEMENT

We researchers would like to express our deepest gratitude to the following

people who contributed in the successful completion of this study;
Above all, we thank our Almighty Father for the guidance, grace, wisdom, and
strength that He has given us that allows us in completing the study.
To our parents, we thank them for their unending moral and financial support.
We're grateful for their constant support during the research period. Their sacrifice,
understanding and instant provision of the information we need in our research has
made us reach our goal.
To our research adviser, Zion T. Doronio for providing us invaluable
supervision, support, and tutelage during the course of our research study. We would
also like to show our gratitude for her empathy, patience, and knowledge that she
imparts unto us. It was a great privilege and honor to work and study under her
guidance.
To the participants of our study who showed their willingness for the purpose of
this research, for sharing their time and responses needed for the success of the
research study.
To our friends, classmates and to the people who have not been mentioned
above, we thank you for the words of motivation, for sharing to us your knowledge and
giving your support.

The Researcher
 DEDICATION

We the researchers, would like to dedicate this study to the following: first, to our

Almighty Father for giving us the strength and faith to complete this study; second, to

our family who had been all the way giving us all the supports that we needed; third, to

our alma mater, Baltazar Nicor Valenzuela National High School; and to our friend,

classmates and teachers who gave us the reason not to give up and burn perseverance

all the way until the end.

CHARLIE BOY ANIENZO

IBANIE FERNANDEZ
RAVEN NIÑEL
ELIJAH TUNA
JENAICA TIMBOGAN
MARY CLAIRE TERIG
MERRIA FE NUAY
 ABSTRACT

This qualitative study examines how poverty influences a child’s education. It states that

low family income can affect a child’s academic performance and access to learning

resources. The study utilizes an interview method to collect data from students of

Baltazar Nicor Valenzuela National High School. Moreover, the study emphasizes that a

good education can help a child overcome poverty. It concludes that poverty is a

significant factor in a student’s educational outcomes.

 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEGDEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

LIST OF TABLES vi

ABSTRACT ix

Chapter
1 INTRODUCTION
Rationale
Purpose of the Study
Research Questions
Theoretical Lens
Significance of the Study
Definition of Terms
Delimitations and Limitations
Organization of the Study
2 REVIEW OR RELATED LITERATURE

3 RESULTS

Research Design

Research Participants

Role of the Researcher

 Data Collection

Data Analysis

Trustworthiness of the Study

Ethical Consideration

4 DISCUSSION

Implications for Educational Practice

Recommendations for Further Research

Concluding Remarks

5 REFERENCES

6 APPENDICES

A Letter of Permission to Conduct the Study

B Informed Consent

C Interview Guide

D Participant’s Verification Form

E Curriculum Vitae

7 CURRICULUM VITAE
 Chapter 1

INTRODUCTION

This chapter contains Rationale, Purpose of the Study, Research Questions,

Theoretical Lens, Review of Related Literature, Significance of the Study, Definition of

Terms, and The Delimitations and Limitations of the Study.

Rationale

Poverty has many dimensions and does not merely entail low levels of income or

expenditure. According to Sen (1992), poverty is the lack of capability to function

effectively in society. Inadequate education can thus be considered a form of poverty.

Education is widely accepted as the main exit route from poverty. It is the backbone of

growth and development of individuals and the nation. However, its achievement

continues to elude many who are poverty stricken (Julius, bawane,2011).

Additionally, In the last two decades of the twentieth century, many Africans have

experience decline or stagnation in the quality of their lives. The continued high rates of

poverty and declining educational enrolments in the region are outcomes of multiple

factors, including escalating debt and declining development assistance on the global

level and fiscal mismanagement, weak governance and continued population growth

within African countries (Claudia,1999).

 In the Philippine context, Education and Poverty are intricately interwind. Not

everyone who lacks an education lives in poverty. Underprivileged people do not attend

school because they must work, leaving them without the literacy and numeracy skills

required to change their circumstances. With little income and few opportunities, their

children are more likely to dop out of school, creating a generational cycle of poverty.

In our community, poverty is a major blockage for every student that wanted to

continue their education, to us who are in an urban community education has been and

is a way out of poverty. Lack of money is also a problem to some students, even with

the government lowering the school obligations it is still hard for parents who are in

deficiency of money to pay.

Purpose of the Study

The purpose of this qualitative study is to explore how poverty affects the

students from accessing good education. It aims to identify specific barriers and

challenges they face, such as lack of financial resources and limited access to

educational materials.By understanding these challenges, the study seeks to know the

ways to improve educational opportunities for economically challenged students. The

ultimate goal is to create policies and programs that can help overcome the barriers

posed by poverty and ensure that all students have equal access to a good education,

regardless of their economic circumstances.

Research Questions

The study will look into the experiences and challenges faced by economically

challenged students. Therefore, important questions that will be tackled are as follows:

1. What are the experiences of economically challenged students in accessing

good education?

2. How do you cope with the challenges at being economically challenged student?

Theoretical Lens

This research viewed through the effect of poverty on child development and

educational outcomes introduced by Engle & Black (2008). The theory focuses on how

poverty influences the behavior of families, which in turn impacts the development and

educational outcomes of children.

This theory suggests that many of the effects of poverty on children are

influenced by the behaviors of their families. Often, low-income families have limited

education, which reduces their ability to provide a responsive and stimulating

environment for their children. They may limit their children’s linguistic environment by

using language dominated by commands and simple structure, rather than by complex

and diverse vocabulary.

The theory also emphasizes that poverty affects a child’s development and

educational outcomes from the earliest years of life, both directly and indirectly. This

can be through mediated, moderated, and transactional processes. For instance,

poverty is associated with various factors that lead to poor academic achievement,

including a typical structural brain development, limited language development, and a

lack of school readiness.

School readiness, or the child’s ability to use and profit from school, has been

recognized as playing a unique role in escape from poverty. Therefore, this theory

underscores the importance of early interventions and support systems to enhance

school readiness and mitigate the negative impact of poverty on child development and

educational outcomes.

In context, the theory posits that addressing poverty and its associated challenges

can significantly improve child development and educational outcomes. Also, poverty

directly impacts children’s material, social, educational, and emotional well-being.

Parents with limited financial resources may struggle to meet their children’s material

and social needs. Furthermore, children born into poverty face numerous challenges.

The level of exposure to poverty can vary, and children may transition into or out of

poverty, which can affect different outcomes at different stages of their early life.

Review of Related Literature

This section will present the detail examination and review of prior literature such as

journals, publications, research, and published articles. Presented in this chapter of the

review of the related literature will be: (a) understanding poverty and education, (b)

effects of poverty on student behavior, (c) urban poverty and education, (d) description
of poverty and the role of education, (e) poverty in availability of resources, (f) poverty

as motivation, (g) impact of poverty on education.

Understanding Poverty and Education

It is important for teachers to understand the impact poverty plays on education

(White, 2009). Poverty affects education in many ways. Poverty is not just lacking in

material goods. Children who come from poverty are often lacking in healthcare,

adequate nutrition, and support at home. Children growing up in poverty experience

“double jeopardy.” Not only are they directly exposed to risks in their homes and

communities, including illnesses, crowding and family stress, lack of psychosocial

stimulation, and limited resources, but they often experience more serious

consequences to risks than children from higher income families (Engle & Black, 2008,

3). With these factors, children from poverty usually do not perform as well in school as

children from more affluent backgrounds. It has been found that most American

students who start school significantly behind their peers can never close the readiness

gap. Rather, the gap tends to widen as they move through school (Engle & Black,

2008). Ruby Payne suggests that “poverty” applies to anyone who carries the “mindset”

of the “poverty culture” (Bomer, Dworin, May & Semingson, 2008). Many have been

able to overcome poverty, but the values or beliefs of those people have not changed.

Payne states that while the income of an individual may increase, “patterns of thought,

social interaction, cognitive strategies, etc., remain” (Payne, 2005). Students from

households with incomes above the poverty line still may exhibit behaviors, attitudes,

and beliefs associated with those from poverty (Bomer, Dworin & Semingson, 2008).
Effects of Poverty on Student Behavior

Wadsworth and Achenbach have suggested (as cited in Wadsworth, Raviv,

Reinhard, Wolff, Santiago, & Einhorn, 2008) that students having grown up living in

persistent poverty will suffer detrimentally in their physical, psychological, and

educational health. Low achievement in schools due to factors such as poverty has

been linked as an indicator to crime and violence among adolescents. There are many

stressors poverty creates such as economic strain, family conflict, frequent moves,

transitions, exposure to discrimination, and other traumatic events that can have an

adverse effect on students’ behavior. The poverty-related stress students experience

can lead to truancy and deviant behavior. In Lipsey and Derzon’s meta-analysis (as

cited in Pharrington & Lober, 2000) it was found that a major factor contributing to

juvenile violence was associated with low socioeconomic status and family poverty.

Poverty has been linked to psychological behavior problems such as hyperactivity,

impulsivity, and attention problems which have led to low achievement in school and

crime. (Pharrington & Lober, 200).

Urban Poverty and Education

The urban poor experience heterogeneous conditions and deficiencies that

undermine, to a greater or lesser extent, their possibilities of reaching satisfactory levels

of well-being. This phenomenon is expressed in various ways in the different countries

considered in the SLR. While the most extreme deprivation was observed in the

informal settlements (slums) of Nairobi (Kenya), social deprivation was also reported
among poor families living in cities in highly developed countries such as Boston (USA)

or Birmingham (UK). Despite the heterogeneity, certain attributes are identifiable that

justify taking the urban poor as a specific object of study, and not merely as part of the

general population in conditions of poverty, among which are: a) economic vulnerability

arising from the dependence on frequently-precarious employment; b) poor access to

quality public goods and services; c) environmental and health risks; d) social

fragmentation, instability of social networks, socio-spatial segregation, violence and

insecurity (Winchester, 2008).

Description of Poverty and the Role of Education

The impact of poverty upon education is significant. The role of the educator has

increasingly changed as research shows that students in poverty are less receptive to

traditional teaching methods. In response, frameworks for understanding students in

poverty have been created and embraced by school districts all over the country. Ruby

Payne has been one such developer and has described poverty as a culture in which

specific rules are set in place. She has suggested that educational institutions operate

from a middle-class set of norms and fail to communicate to students in poverty through

ways in which they understand. Her work has been highly critiqued and viewed by some

as stereotypical and bigoted; having no valid research to confirm her claims. (Bohn,

2006)
“Each day countless students
come to school, each with their
own set of unique gifts,
abilities, and challenges. Recent
data has found that students
living in poverty often face far
more challenges than their
peers. According to the
National Center of Education
Statistics, 19
percent of individuals under 18
lived in poverty during the
2015–16 school year.
Furthermore,
24.4 percent of students
attended high-poverty schools
during that same year. The data
also show
that higher percentages of
Hispanic, African-American,
American Indian/Alaska
Native, and
Pacific Islander students
attended high-poverty schools
than white students,
underscoring that
poverty is also an issue of
equity that must be addressed.
“Each day countless students
come to school, each with their
own set of unique gifts,
abilities, and challenges. Recent
data has found that students
living in poverty often face far
more challenges than their
peers. According to the
National Center of Education
Statistics, 19
percent of individuals under 18
lived in poverty during the
2015–16 school year.
Furthermore,
24.4 percent of students
attended high-poverty schools
during that same year. The data
also show
that higher percentages of
Hispanic, African-American,
American Indian/Alaska
Native, and
Pacific Islander students
attended high-poverty schools
than white students,
underscoring that
poverty is also an issue of
equity that must be addressed.
“Each day countless students
come to school, each with their
own set of unique gifts,
abilities, and challenges. Recent
data has found that students
living in poverty often face far
more challenges than their
peers. According to the
National Center of Education
Statistics, 19
percent of individuals under 18
lived in poverty during the
2015–16 school year.
Furthermore,
24.4 percent of students
attended high-poverty schools
during that same year. The data
also show
that higher percentages of
Hispanic, African-American,
American Indian/Alaska
Native, and
Pacific Islander students
attended high-poverty schools
than white students,
underscoring that
poverty is also an issue of
equity that must be addressed
“Each day countless students
come to school, each with their
own set of unique gifts,
abilities, and challenges. Recent
data has found that students
living in poverty often face far
more challenges than their
peers. According to the
National Center of Education
Statistics, 19
percent of individuals under 18
lived in poverty during the
2015–16 school year.
Furthermore,
24.4 percent of students
attended high-poverty schools
during that same year. The data
also show
that higher percentages of
Hispanic, African-American,
American Indian/Alaska
Native, and
Pacific Islander students
attended high-poverty schools
than white students,
underscoring that
poverty is also an issue of
equity that must be addressed
Each day countless students
come to school, each with their
own set of unique gifts,
abilities, and challenges. Recent
data has found that students
living in poverty often face far
more challenges than their
peers. According to the
National Center of Education
Statistics, 19
percent of individuals under 18
lived in poverty during the
2015–16 school year.
Furthermore,
24.4 percent of students
attended high-poverty schools
during that same year. The data
also show
that higher percentages of
Hispanic, African-American,
American Indian/Alaska
Native, and
Pacific Islander students
attended high-poverty schools
than white students,
underscoring that
poverty is also an issue of
equity that must be addressed.
Poverty in availability of resources
 Each day countless students come to school, each with their own set of unique

gifts, abilities, and challenges. Recent data has found that students living in poverty

often face far more challenges than their peers. According to the National Center of

Education Statistics, 19% of individuals under 18 lived in poverty during the 2015-16

school year. Furthermore 24.4% of students attended high-poverty schools during that

same year. The data shows that higher percentage of Hispanic, African - American,

American Indian/Alaska Native, and Pacific Islander student attended high-poverty

schools than white students, underscoring that poverty is also an issue of equity that

must be addressed.

These data show the reality of what our public education is facing today. Nearly

one-fifth of students nationwide are either living in poverty, attending a high-poverty, or

both. Poverty negatively impacts students in a variety of ways with K-12 education and

beyond. This can be through a variety of different factors that are often symptoms of

poverty, like health issues stemming from a non-nutritional diet, homelessness, lack of

food, or the inability to receive medical treatment for illnesses. These factors often place

more stress on a student, which can negatively impact the student’s ability to succeed in

school.

Students living in poverty often have fewer resources at home to complete

homework, study, or engage in activities that help equip them for success during the

school day. Many impoverished families lack access to computers, high-speed internet,

and other materials that can aid a student outside of school. Parents of these families
often work longer hours or multiple jobs, meaning they may not be available to assist

their children with their schoolwork.

Furthermore, in many high-poverty school districts, resources are sorely lacking

in schools. Nearly every state has its own division of funding for school districts and

education based on property taxes. Unfortunately, this system unfairly affects

individuals living in poverty and the students attending school in those areas. Because

property taxes are often much lower in high-poverty areas, schools in those areas

receive much less than their more affluently located counterparts. Recent data from the

U.S. Department state that 40% of high-poverty schools are not getting a fair share of

state and local funds. This often leaves schools with limited budgets to address a

multiple of issues, including hiring educators, updating resources for students, preparing

students for postsecondary education or the workforce, dealing with unsafe

infrastructure, and much more. There are often instructional gaps for those attending

high-poverty schools as well, Data from the 2015-16 National Teacher and Principal

Survey show that students from low-income families “are consistently, albeit modestly,

more likely to be taught by lower-credentialed and novice teachers” (Garcia and Weiss).

Poverty as Motivation

“By law, the poor in the Philippines are defined as “individuals and families whose

income fall below the poverty threshold as defined by the National Economic and

Development Authority and/or cannot afford in a sustained manner to provide their

minimum basic needs of food, health, education, housing and other amenities of life.” In
relation to this, 68.8% of the total poor are those whose heads of households have at

most an elementary education. Average family income increases with higher

educational attainment of household head. In similar trend, according to statistics,

children who come from rich or mediocre family are more likely to obtain a college

degree than children who grow-up in a family that has less than the poverty threshold of

annual income. Obviously, the former have an advantage as they can afford to send

their children in better institutions that can develop and prepare themselves in acquiring

a better future.

Stories of people from rags to riches are no ordinary for us. In fact, these stories

are widely told because they tend to inspire a lot of us. They inspire us because they

are proof that nothing in life is impossible with determination and perseverance. A

concrete example of this is Mr. Many V. Pangilinan (MVP), a very successful

businessman. His business has greatly expanded owning majority of Philippine Long

Distance Telephone Company (PLDT), TV5, Philex Mining and Metro Pacific

Investments Corporation (MPIC). MVP has survived his education by applying to

scholarship programs. He was able to outlast his days with only a 25 centavo (every

centavo at that time is very valuable) as his daily allowance for snacks and

transportation fee during his elementary and high school years. From 25 centavos, his

allowance became P10 per week in his tertiary education at Ateneo de Manila

University. However, this amount is still not enough for his daily expenses that should

be paid. His ambition did not stop from there. After graduating from the university, he

managed to become a scholar at the University of Pennsylvania’s Wharton School

where he obtained his MBA. From there, with his degree at hand, his journey towards

success continues. He proved that we are all capable of choosing our fate.

It is a visible truth that education serves as a symbol and a determiner of a

person’s status quo. We always feel that poverty will pull us as far from where we want

our life to be. We often make the judgement that people living in are forever stagnant.

We fail to realize that there are also possibilities. The good news here is there are no

exceptions to the rules of the established strata. There were people who spun the

roulette and won not actually by chance but by faith. It became a fact that there are

individuals who, despite the drawbacks of being in their advantage. They were able to

win by faith because they devotedly believe that social mobilization in the society is

possible.”

Impact of Poverty on Education

I extreme cases of poverty, parents are unable to provide a balance diet for their

children. As a result, children in high-poverty families are at an increased risk of being

either overweight or undernourished (Engle & Black, 2008). When students do not

receive the proper nutrition, they are more likely to miss school due to illness and more

likely to get distracted or fall asleep during school. Students can have a difficult time

finding a reason to complete a reading, study for a test or even go to class when they

are not sure where their next meal will be coming from. High-poverty students not only

face poor nutrition, but they may also lack a bed to provide good night’s rest. They may

face bullying because of academic achievement, the clothes they wear or improper
hygiene (Brooks-Gunn & Duncan, 1997). These factors can each leave student

exhausted and distracted, which often prevents student from focusing classroom

instruction.

The level of education obtained by parents often influences poverty. Students from

high-poverty households face significant academic challenges in their home

environment. While parents may feel very strongly about the importance of education,

they may be unable to help their children work on homework or developing an academic

vocabulary. Many parents of high-poverty households are unprepared, and possibly ill

equipped, to send their children to school. Occasionally, well-meaning educators will

hear comments like these from students in their classroom: “I couldn’t do the homework

online last night because my mom didn’t pay the bill and the power got shut off”

(anonymous student, 2014). Parents may not be able to afford many of the resources or

materials that their child will need to be successful in school. This results in children of

poverty not having the scales necessary to be ready for school when they reach school

age (Ferguson, Bovaird & Mueller, 2007). These children are essentially starting behind

their high-income peers and if significant changes to the home environment are not

made, these low-income students can continue to fall further and further behind.

Children in low-income families often do not receive the stimulation that their peers

from high-income families receive. Since parents of low-income families have often

receive less schooling, they may be missing the necessary skills to fully prepare their

children to start school. Improving student’s academic vocabulary through a higher level
of cognitive stimulation at home could prevent many high-poverty students from falling

so far behind (Guo & Harris, 2000). Teachers believe that this is directly influenced by

parent’s level of education. Therefore, if a child’s parent has more education, then the

child is more likely to have a stronger vocabulary when they start school. This may lead

to a greater opportunity to use that vocabulary at home, improving their understanding

of essential terms.

On the other hand, if a child’s parents has less education, the child is more likely to

have a weaker vocabulary and may only receive vocabulary help and practice in a

formal school setting. When individuals observe a vocabulary test data they can see the

results of this advantage for low-income children. Reports conclude that children from

low-income households score substantially lower on vocabulary and communication

skills than children from high-income households (Ferguson et al., 2007). Decreased

vocabulary skills put high-poverty students at disadvantage when compared to their low

poverty peers in most subject areas. Vocabulary and communication skills are important

for students reading directions in math, understanding a process in science or

completing a reading assignment in English.

While poverty currently has a significant negative impact on students, the effects of

poverty can be countered with the appropriate policy. School and state policies focused

on improving adult and early childhood education can help curve the effects of poverty.

If many students are not getting the cognitive stimulation at home necessary to promote

academic achievement, then adult education needs to be improved. Ferguson et al.

(2007) argues that improved adult education will allow parents a brighter opportunity to

help their children on homework and engage their children at high level cognitively,

which can improve low-income students’ readiness for school. If low-income students

are unable to get the needed cognitive stimulation at home, then they should have the

opportunity to get the needed stimulation in classroom before the age of four or five.

Instead of allowing high-poverty children to enter school already behind, these

programs could work to bridge the gap preventing these students from falling behind in

the first place. Appropriate educational policy could serve the negate or lessen some of

the severe effects of poverty making students better prepared when they enter school.

Poverty is one of many educational issues that continue to impact students around

the world. Childhood poverty has been closely associated with dropping out of school,

low academic achievement, teenage pregnancy, and poor mental and physical health (a

cited in Guo & Harris, 2000). Students from low-income households likely suffer from

poorer physical and social health as a result of the conditions of poverty than students

from high-income households. Additionally, students growing up in low-income

households are more likely to fall behind grade level when it comes to vocabulary and

math that their high-income peers. While the issue of poverty proves significant, only

limited changes have been made in reducing the achievement gap. Appropriate

educational policy reforms will serve to better prepare high-poverty students for school

and keep them from falling “through the cracks” and falling behind in the beginning.

Significance of the Study

 Understanding how poverty limits access to good education in economically

challenged students is a topic of significant importance. By studying this issue, we can

address educational inequality and work towards providing equal opportunities for all

students, regardless of their socio-economic background. Additionally, studying this

topic promotes social justice by advocating for equitable educational opportunities and

ensuring that education is a fundamental for all. It also has economic implications, as

empowering economically challenged students through education enhances their

productivity and contributes to overall economic growth. Ultimately, by studying how

poverty affects access to education, we can inform policy and practice, leading to

evidence-based interventions and support systems that effectively address the needs of

economically challenged students, resulting in improved educational outcomes and

opportunities for a brighter future.

Definition of terms

Poverty - can be defined as a state of inadequate access to necessities and resources,

including food, shelter, healthcare, education, and economic opportunities. It is

characterized by a lack of material wealth and financial resources, often resulting in

limited opportunities for individuals and communities to thrive and improve their quality

of life.
Education- is the process of acquiring knowledge, skills, values, and attitudes through

formal or informal means. It involves the systematic instruction, guidance, and learning

experiences that enable individuals to develop their intellectual, social, and practical

capabilities. Education equips individuals with the tools and understanding needed to

navigate the world, pursue personal growth, and contribute to society.

Delimitations and Limitations of the Study

This study will focus on how poverty limits access to good education in

economically challenged students at Baltazar Nicor Valenzuela National High School.

The study will only include a specific number of students, which may limit the

generalizability of the findings to a larger population. The study will only rely on specific

methods of data collection, such as surveys or interviews, which may limit the types of

data that can be collected.

The study may rely on self-reported data from students, which may be subject to

biases and inaccuracies. The findings of the study may not be generalizable to other

populations of contexts outside of the specific geographic area and time frame. The

study may not account for external factors that may influence students’ perspectives of

poverty and education. The study may only focus on economically challenged students

which may limit the understanding of students’ situation across different places.
Chapter 2

METHODOLOGY

This chapter discusses the methodology used in this qualitative study. It includes
the research design, research participants, role of the researchers, data collection, data
analysis, trustworthiness of the study and the ethical consideration.

Research Design
The multiple-case qualitative research design will be used as an approach. This
research design is used because it will allow the researcher to achieve the study's
objectives, which are to understand how poverty limits access to good education in
economically challenged students. According to Rashid, Rashid, Warraich, Sabir, and
Waseem (2019), qualitative multiple-case studies provide a descriptive examination of a
specific phenomenon in each given context. Furthermore, this research design
exemplifies a procedural attempt to determine the experiences, perspectives, insights,
and observable specific context through interview and interactive discussion of the
phenomena (Aspers and Corte, 2019).

Additionally, qualitative research is conducted in a situation where a natural

problem already exists and where the presence of the problem clearly depends on the
study’s intended participants. Further details are provided, including how the researcher
is the study’s instrument and how the environment acts as a direct source of data. This
approach placed more focus on gathering information and knowledge through firsthand
experiences through interviews, group discussions, and recordings (Fraenkel & Wallen,
2006).

It is also made clear that qualitative research is carried out to depict and
comprehend social marvels in terms of the meanings that the public assigns to them. It
was also asserted that the best method to illustrate how a problem is happening in
people’s life is to comprehend how the public views it. Its addition to seeking to
represent, understand word meaning, offer equivalence, and comprehend the meaning
of naturally occurring social phenomena, qualitative research is also regarded as a
technique that offers security (Boeije, 2010).

Qualitative research reveals an in-depth understanding and interpretation of verbal

definitions, ideas, and explanations of individual behavior and practices. The objective
of the interpretative research is to extrapolate how a study participant encounters the
real issue and responds to it (David, 2002).

Research Participants
The participants of this study will be students from Baltazar Nicor Valenzuela
National High School (BNVHS) and is an economically challenged situations. They must
be at least 18 years of age. There were 14 participants included in the research study.
Seven of them had undergone an in-depth interview and the other seven for focus
group discussion. In a qualitative study, the selected numbers of participants were at
least seven for the in-depth interview and at least seven for the research discussion to
reach the saturation point where themes extracted (Mason, 2010).

The students who have experience with poverty had been chosen from different
year levels with their specific preference for the in-depth interview and also seven for
the focus group discussion. They have served as the key witness to testify their
experiences in the experiment conducted. The identified participants were truly
student’s at BNVHS who were in poverty. These students had the source of information
to reveal their experiences in dealing with the language on behalf of their situation.

It was also suggested that the standard practice was to run several focus groups
in any research project. In order to achieve adequate breadth and depth of information,
it is usually recommended that a project involve 2 groups as a minimum. The two
groups of this research were surely identified as a student in poverty of Baltazar Nicor
Valenzuela National High School (BNVHS).
Role of the Researcher
To investigate this topic, the researcher shared all the labor and responsibilities
to ensure the success of this investigation. First, the researcher worked to develop the
study's concept. Then, to provide context for the study, researcher conducted research
and paraphrased literature. Following that, the researcher managed to be the audio
recorder, interviewer, and moderator to verify the study's and discussions' conducts.
Then, researcher oversaw transcribing and translating the verbatim statements provided
as reported by the informant and participants (Sutton and Austin, 2015).

The researcher who considers himself or herself to be a member of the qualitative

paradigm must set aside all preconceptions, judgments, or prejudices toward a specific
topic to conduct an objective analysis of the information brought to an investigation by
participants (Diaz, 2015).

Data Collection
In gathering vital data for this study, formal procedures were followed. These
procedures include everything from requesting permission to conduct a study to data
collection.
The first thing we did before conducting the interview process with the researcher
is to have permission to conduct research. The researcher will seek to ask permission
from the research adviser with regards to conducting the study using the endorsement
paper.
Following acceptance, the researcher sent a letter to the underprivileged
students Baltazar Nicor Valenzuela National High School in Capungagan, Kapalong,
Davao del Norte, requested their permission to participate in the study. The participants
were chosen at random by the researcher. The researcher then waited for the chosen
potential participants' acceptance before conducting the actual interview.
The researcher sought validation and consent from the adviser before using the
created interview questions with participants. Following the validation process, the
approved interview questions were used by the researcher as a guide during the
interview phase.
 Finally, after obtaining the participants' consent and approval, the researcher
conducted the interview via online chat or personal interviews, whichever is more
convenient. Underprivileged students from Baltazar Nicor Valenzuela National High
School in Capungagan, Kapalong, Davao del Norte were interviewed in this case.

Data Analysis

After the collection of data from the interview and after transcribing and
translating have been completed, data analysis was performed through Creswell’s
(2000) method of analyzing data.
The data for this case study were analyzed using thematic analysis from coding
of the participants' translated responses. Coding is the process of categorizing
responses in order to create a structure of thematic ideas related to the text. It is
typically used when the researcher wishes to create an index of ideas from participant
responses by analyzing the text, determining an appropriate conceptual understanding,
and connecting everything together (Braun & Clarke, 2006).
The researcher relied on the transcribed and translated responses repeatedly
during coding until a form of thematic analysis is obtained and established through the
help of the data analyst. The ideas were sorted and analyzed based on their
relationships, similarities, and oppositions.

Trustworthiness of the Study

This study emphasizes the significance of trustworthiness. According to Kyngas
et al., (2020), qualitative research can achieve trustworthiness if it has credibility,
transferability, dependability, confirmability, and authenticity. It is also agreed that the
study is trustworthy when the research data is generalizable and consistent.
Credibility is defined as the accurate description of the phenomenon of interest
and the formulation of credible research claims, and it can be improved by adhering to a
methodical procedure throughout the research process (Liao & Hitchcock, 2018).
 The researcher rephrased several questions to the participants in order to obtain
the most pertinent data for the study. Furthermore, probing inquiries would aid
participants in sharing their feelings related to their experiences.
Triangulation, on the other hand, is a strategy for improving the validity, reliability,
and legitimacy of research findings, which includes credibility, dependability,
confirmability, and transferability. Triangulation is a research approach that combines
numerous data sources, researchers, theories, or research methodologies to guarantee
that a research study's data, analysis, and findings are as thorough and accurate as
feasible. It also aids in identifying areas that require more research (Moon, 2019). This
is what I am doing in this research. Instead, I'm triangulating my data by enlisting the
help of participants and key informants from several study locations. The researcher will
be performing triangulation of the data by enlisting the help of participants and key
informants from several study locations.
Confirmability is achieved by explaining the facts and findings in such a way
that others can verify their veracity. The "audit trail," in which the researcher documents
and rationalizes all the procedures performed and judgments made about data
categorization and analysis, is one effective technique. These records are then made
accessible for additional analysis and verification (Nassaji, 2020).
To address the study's confirmability issues, the researcher will ensure that the
conclusions are based on the participants' experiences and thoughts, rather than the
researcher's personal characteristics and preferences.
Transferability refers to the extent to which qualitative research findings can be
expanded or applied to different contexts or circumstances. Transferability is primarily
the responsibility of the individual who is qualitatively generalizing. By clearly describing
the study environment and basic assumptions, the qualitative researcher can improve
transferability. The person who wishes to transfer to a different context must first
determine whether the transfer is acceptable. Transferability, according to Johnson et
al. (2019), occurs when the researcher provides extensive contextual information so
that readers can determine whether the findings apply to themselves or other contexts.
The researcher provides sufficient details about the individuals and study
procedure to ensure transferability. The researcher will explain the environment in which
the study is being conducted, the location, sample size, sampling strategy and methods,
as well as the themes, for the benefit of future researchers. Other people's research
findings may aid in the development and modification of these techniques.
Dependability refers to the consistency of the research results, as well as the
researcher's effort to account for any changing conditions in the study, design, or
technique, as appropriate. To ensure dependability, the researcher must provide
enough information to the reader to assess the study's and researcher's dependability.
Using qualitative content analysis to analyze focus group data, for example, may make
it easier to replicate results and make accurate inferences from text to their settings, all
with the goal of generating new insights, a better understanding of a phenomenon, and
well-informed practical actions (Kalu & Bwalya, 2017).
The procedures of the study, such as the in-depth interview, are fully described
to address the study's dependability, allowing future researchers to obtain the same
results if appropriate. Readers can evaluate the research methodology and gain a
thorough understanding of the study's methods with in-depth details.
Ethical Consideration
The sole purpose of ethics in scientific research is to exert control over both the
participant and the researcher's situation. Analysts point out that in a typical qualitative
study, the participant's relationship with the researcher during data collection may have
moral ramifications. As a result, to avoid ethical ramifications, different rules must be
established and followed (Adhabi & Anozie, 2017).
Respect is an ethical principle that deals with the recognition of study
participants' autonomy. The concept of autonomy can be upheld by providing
participants with relevant information about the research study in a clear and
understandable manner in the participants' information booklet, thereby improving their
informed consent (Kalu & Bwalya, 2017).
The researcher is already preparing information consent forms for the
participants. The letter is being written to notify everyone who is interested in the
progress of the study. This will be done out of courtesy to those involved in the
research. Everyone who is interested in participating in this study will be given the
opportunity.
 Consent was established to aid in the formation of trusting and honest research
partnerships, as well as to protect people's right to choose whether to participate in
research. A crucial requirement for the validity of consent is that an individual's decision
is voluntary and based on clear, unambiguous information about what participation in
the research would entail (Klykken, 2021).
Participants in this study are encouraged to make informed decisions and to
participate voluntarily. The researcher ensures that all research participants are
enthusiastic about the project and eager to participate. It is also critical to obtain
consent from study participants to record their responses and share their experiences
when collecting data and information.
Beneficence refers to the researcher's responsibility to always ensure the safety
of the study participants. Two maxims that have been applied to this concept are "do not
harm" and "do everything in one's power to maximize benefits while limiting damage"
(Farrugia, 2019).
No information file will be left unattended or unprotected, and all participants will
be always protected. Data will be kept safe and secure, and harmful behavior will be
avoided. In terms of what the study contains for participants, there will be no direct
benefit from the interview.
Confidentiality refers to a researcher's obligation to safeguard information
entrusted to them. Breach of confidentiality may have serious consequences if other
stakeholders are able to identify participants. It is also critical to establish trusting
relationships with participants (Tremblay & Cadieux, 2018).
The researcher is removing identities to produce a "clean" data collection. There
is no information in a clean data collection that could be used to identify respondents,
such as their name or address (such identifying information might be stored elsewhere,
in separate, protected files). Some identifiers are simple to identify and manage.
Justice refers to the treatment of all people equally; this means that everyone
has an equal opportunity to share the benefits and costs of the research without regard
to their age, gender, ethnicity, religion, or socioeconomic status, among other factors.
Nonetheless, the researcher has an ethical responsibility to ensure that her research
does not result in injustice or prejudice at any stage of the process, particularly in the
selection of research subjects, so that no group is excluded (Farrugia, 2019).
The researcher will be giving appropriate tokens to participants of the study as a
way of saying thank you and acknowledging their contributions to the study throughout
the investigation. Every participant's contribution to the study will be recognized.