1

EMILIANO TRIA TIRONA MEMORIAL NATIONAL HIGH SCHOOL

CHAPTER III

METHODS AND PROCEDURES

This chapter presents the research method and processes involved in answering the

statement of the venue where the study is to be conducted, the description of who will be

the participants, the data gathering instrument to be used in the study and data gathering

procedures in the collection of raw data to be put in the analysis of data.

3.1 RESEARCH DESIGN (Qualitative approach-Phenomenology)

A qualitative approach was the research method for this study. The process

of research involves empirical work being carried out with the collection of data

which can concur, refute or contest theories which in turn allows for understanding

and clarification for different observations (May, 1997). Qualitative research involves

exploring and understanding the meaning individuals or groups ascribe to a social or

human problem. The research design used in this study is Phenomenology which aims to

define, describe or portray a certain group of people possessing unique cultural traits

(Baraceros, 2016). A qualitative approach was considered relevant to undertake this

research as it allowed greater capacity to gain more depth and meaning based on an

individual’s experiences on the effective study skills. The process of research involves

emerging questions and procedures, data typically collected in the participant’s setting,

data analysis inductively building from to general themes, and the researcher making

interpretations of the meaning of the data. The final written report has a flexible structure.
 2

EMILIANO TRIA TIRONA MEMORIAL NATIONAL HIGH SCHOOL

3.2 RESEARCH INSTRUMENT (Unstructured Interview)

Unstructured interview was selected to carry out this research study. They allowed

the participants to elaborate and with that provided more flexibility, range and therefore the

capacity to elicit more information from the participant. Semi-structured interviews permit

scope for individuals to answer questions more on their own terms than the standardized

interview permits, yet still provides a good structure for comparability over that of the

focused interview (May, 1997).

The participants were asked the following questions:

1. What are the effective study skills that you employ in school?

2. How do these study skills improve your academic performance?

3. What other study skills do you think students need to develop?

4. How should we encourage students to enhance their study skills?

3.3 RESEARCH SETTING (Locale)

In the summer of 1946, the late Mr. Roberto T. Tirona, Assistant Principal of

Cavite High School (now Cavite National High School), Cavite City, proposed the

idea of creating a junior high school in Kawit, Cavite to his immediate superior, Mr.

Palaypay, as well as to Mr. Mr. Roman Lorenzo, Division Schools Superintendent

at that time. This was in view of the over increasing enrolment of students coming

from the towns of Noveleta, Kawit, Bacoor, Imus, Dasmarinas and Silang in Cavite

which the Cavite High School could hardly accommodate. Moreover, Senator

Emiliano Tria Tirona promised to allocate his Pork Barrel Fund of P500, 000.00 for
 3

EMILIANO TRIA TIRONA MEMORIAL NATIONAL HIGH SCHOOL

the construction of the school building and payment for the school site once the

proposal was approved. Eventually, the Kawit, High School, with a faculty of 29 teachers

and student population of 1, 200 was temporarily opened in June 1947 at the convent of the

Kawit Parish Church (now Saint Mary Magdalene Parish). In 1948, the Kawit Junior High

School became a full-fledged high school and was renamed Kawit High School. It turned

their first graduates in 1949. On April 5, 1950, classes of Kawit High School were

transferred to its new site at Gahak, Kawit, Cavite. It was renamed to Emiliano Tria Tirona

Memorial National High School, in honor to its benefactor. In 1962, the school was

converted into a national high school through the efforts of the late Congressman

Justiniano Montano and school principal, Mr. Guillermo Florencio.

3.4 RESEARCH PARTICIPANTS & SAMPLING METHOD (Participants)

The respondents of the study were three (3) Grade 11 and seven (7) Grade

12 general Academic Strand students. The respondents do not represent the whole

population of Grade 11 and Grade 12 students. The sample was determined using the

Purposive or Judgmental Sampling. The participants were purposefully chosen because

their experiences are relevant to the study.

3.5 DATA ANALYSIS (Thematic Analysis)

To analyze the gathered qualitative data, the conventional content analysis

method was used. Each word and phrase in the interviews were considered as a
 4

EMILIANO TRIA TIRONA MEMORIAL NATIONAL HIGH SCHOOL

unit to be analyzed. Repeated review of the interviews in the writing forms as well

as notes helped the researchers recognize the basic relationships between the concepts

extracted from the participants‟ statements. Content analysis also helped reveal hidden

themes and patterns in collecting the data. Data analysis was performed based on the steps

suggested by Graneheim and Lundman.

Step 1- The texts were read through several times to get a sense of the

whole.

Step 2- Meaning units were extracted from the text.

Step 3- An abstraction of the meaning units into codes was created.

Step 4- The various codes were read and re-read and compared against

each other. Based on these readings and a reflective process, the codes

were sorted out into sub-categories

Step 5- The next step in the analysis was to count the occurrence of each

subcategory in the interviews

Step 6- The sub-categories were compared with each other and with the

original text to create mutually exclusive categories.

Step 7- An independent analysis of all the texts was performed by each of

the two co-authors. All authors discussed the categorization and the content

and reached a consensus about the categorization. (See Appendix)

The respondents‟ statements were summarized and categorized and, then,

the themes were extracted from the data. Primary codes were also categorized by

their similarities and differences.

EMILIANO TRIA TIRONA MEMORIAL NATIONAL HIGH SCHOOL