CHAPTER II: METHODS OF RESEARCH

This chapter presents the research design used, the participants of the study, source

of data, the instrument used, the data gathering procedure, the ethical consideration and

data analysis.

RESEARCH DESIGN

The study employed the descripted-correlational type of research. The study, is one

hand, is descriptive because its major concern was to describe the role of physical education

in the improvement of personality traits of the student. It further described the personality

traits of the participant. On the other hand, the study was correlational because it dealt on

confirming the relationship between physical education and the personality traits of the

junior high school students.

PARTICIPANTS and SAMPLING

The conduct of this study will be confine in Basa Air base National High School

student-players and some teachers of grade 10 level. For the purpose of this study, the

researcher opted to include only 20 participants, 15 junior high school players in grade 10

and 5 physical educator teachers in grade 10.

The Special Program in Sports of grade 10 of Basa High School were selected to

participate in a way that they serve as a role model in school due to seniority perspective.

The personality traits that developed in each player were assisted in applying appropriate

skills into life situation at school.

SOURCE OF DATA
The participants were the sources of data. In recent years, the field of education has

seen an increase in the number of qualitative studies that include participant observation as

a way to collect information (Kawulich, 2005). Data were collected from students who

were enrolled in Basa National High School specifically in Special Program in Sports.

Using a survey questionnaire tool. Researcher distributed the survey questionnaire and an

information sheet to the students and gave token of gratitude to participants who completed

the questions.

Documentary analysis were also used as another source of data. Documents related

to the performance of the participants in this study were another valuable resource for data

collection (Hernandez, 2012). The researcher considered the used of secondary data from

the achievements of the participants. Also, the researcher used observation and interviews.

Interviewing is central to all qualitative research traditions (Creswell, 1998). They are "a

useful way to get large amounts of data quickly ... combined with observation, interviews

allow the researcher to understand the meanings that people hold for their everyday

activities" (Hernandez, 2012)

INSTRUMENT
The data needed in relation to the specific questions raised in the study were

obtained through the use of the following:

The researcher conducted a qualitative analysis to verify and validate a certain set

of characteristics. A pilot study was conducted; interviews and surveys were analyzed and

recorded (Terry, 2008).

 A trait measure. Factor Model Rating Form (FFMRF).

Formulating a Five Factor Model (FFM) profile for each participant from their

scores on the Five Factor Model Rating Form (FFMRF). For each participant the mean

score from items 1-21 on the FFMRF composed the Extraversion trait, mean scores from

items 22-40 created the Agreeableness trait, items 41-65 defined the Conscienctiousness

trait, items 66-88 the Neuroticism trait, and items 88-113 the Openness to experience trait.

DATA GATHERING PROCEDURE

The conduct of this study underwent the usual official processes. Initially, a basic

letter of request will be prepared by the researcher addressed to the Principal of Basa Air

Base National High School. The letter contained the request for approval to conduct the

study. That is, to distribute questionnaire to teachers, students and get the needed data.

Upon the approval of the aforementioned official, the researcher will personally

visit the schools included in the study. During the agreed visit, the researcher requested

for a short meeting with the teacher-respondents to obtain their full consent to participate

in the study. On the same meeting, the purpose of the study will also be discussed. Finally,

other ethical considerations were presented to the respondents like securing the

confidentiality of their responses, the objective assessment of responses and the

confidentiality of their identities.

After establishing the ethical considerations, the researcher personally administered

the questionnaires and requested for another time for retrieval of the accomplished

questionnaires. The needed interview were also requested on the same visit. As it was
agreed, the researcher personally undertook the retrieval and the obtained data were

organized and subjected to data analysis.

ETHICAL CONSIDERATIONS

Two types of ethical considerations that may impact qualitative research are (a)

privacy and confidentiality, and (b) deception and consent (Rossman & Rallis, 2003).

Because the nature of this research is extremely personal to the participants, great care was

taken to maintain the appropriate awareness and to take adequate steps in both regards

(Hernandez, 2012).

Privacy and Confidentiality

Rossman and Rallis (2003) addressed the issue of privacy and confidentiality in

terms of ensuring anonymity and preventing inadvertent disclosure. All participants had

the option of confidential, anonymous participation in this study. Rossman and Rallis

explained that "sharing this conditional aspect of confidentiality is a more ethical (and

accurate) stance than pretending that you can be omniscient and powerful and can protect

their identities no matter what".

Consent

The primary way to approach the topic of consent is through voluntary participation

(Babbie, 2004). The clearest way to ensure a clear understanding of the voluntary nature

of the participation of the athletes in this study is by having each one sign an informed

consent document prior to beginning the study. Glesne (2006) outlined the following

functions of the informed consent process:

1. That participation is voluntary;

2. That participants are informed any aspects of the research that might affect their well-

being; and

3. That participants may freely choose to stop participating at any point in the study.

DATA ANALYSIS

Descriptive analysis will be used to access data. Several stepwise linear regressions

were used to investigate the research questions and determine the associations among

factors influencing the personality traits to self-efficacy for the personality development.

Open-ended research questions produced qualitative data that revealed physical

education teachers’ thoughts and feelings regarding what motivates them to improve their

instruction and characteristics of an effective physical education program. Emergent

themes were identified from the interview transcriptions and coding procedure, and an

interview transcription of the focus group meeting. The process of triangulation was

utilized to validate the thematic findings (Creswell, 2008).

Bibliography

Adamson, E. I. (1994). Possibilities of Personality Development through Physical

Education. The Journal of Health and Physical Education, 5(10), 8–10.

https://doi.org/10.1080/23267240.1934.10619675

Brubaker, K. D. (2011). The importance of physical education in today’s schools (Ed.D.).

Ashland University, United States -- Ohio. Retrieved from

http://search.proquest.com/dissertations/docview/919707883/abstract/CEB03344

DF204EEDPQ/1

Coe, D. P. (2003). The importance of physical education classes in relation to physical

activity behaviors, physical fitness, and academic achievement in middle school

children (Ph.D.). Michigan State University, United States -- Michigan. Retrieved

from

http://search.proquest.com/dissertations/docview/305328420/abstract/29C5C31C

B5A4C9BPQ/3

Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO−PI−R)
and NEO Five-Factor Inventory (NEO−FFI) professional manual. Odessa, FL:
Psychological Assessment Resources, Inc.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. University of Nebraska-Lincoln, Upper
Saddle River, NJ: Pearson Prentice Hall.
Gardner, K., & Qualter, P. (2009). Reliability and validity of three screening measures of
borderline personality disorder in a nonclinical population. Personality and
Individual Differences, 46, 636 – 641. doi: 10.1016/j.paid.2009.01.005
Goldberg, L. (1995). An alternative description of personality:
The Big-Five factor structure. Journal of Personality and
Social Psychology, 59, 1216–1229.
Gould, D., Guinan, D., Greenleaf, C., Medberty, R., & Peterson, K. (2015). Factors
affecting Olympic performance: Perceptions of athletes and coaches from more
and less successful teams. Sport Psychologist, 13(4), 371-394.
Hampson, G. M. (2017). A hermeneutic phenomenological study of pre-service physical

educators’ perceptions of their professional preparedness (Ed.D.). Liberty

University, United States -- Virginia. Retrieved from

http://search.proquest.com/dissertations/docview/1973272161/abstract/B2AB592

1D094883PQ/11

Hernandez, J. M. (2012). Exploring the use of mental imagery and self-leadership for

performance enhancement (Ph.D.). Gonzaga University, United States --

Washington. Retrieved from

http://search.proquest.com/socialsciences/docview/1021457907/abstract/F967D77

D4B9649EBPQ/7

Hilgenkamp, K. D. (1987). The role of self-efficacy in various stages of exercise

involvement among novice female runners (Ed.D.). The University of Nebraska -

Lincoln, United States -- Nebraska. Retrieved from

http://search.proquest.com/dissertations/docview/303608045/abstract/AE1A9453

0BD54693PQ/11

Kant, S. (2014). Physical Education: A Healthy Way to Develop Personality.

International Journal of Science and Research, 3(1), 140–141.

Kawulich, B. B. (2005). Participant Observation as a Data Collection Method. Forum

Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2).

Retrieved from http://www.qualitative-

research.net/index.php/fqs/article/view/466
Kirkcaldy, B. D. (1982). Personality profiles at various levels of athletic participation.
Personality and Individual Differences, 3(3), 321-326.
Lau, K. S. L. (2013). Big Five Personality Traits, Pathological Personality Traits, and

Psychological Dysregulation: Predicting Aggression and Antisocial Behaviors in

Detained Adolescents (Ph.D.). University of New Orleans, United States --

Louisiana. Retrieved from

http://search.proquest.com/dissertations/docview/1518715902/abstract/D535D497

F1024E6CPQ/1

Martin, J., McCaughtry, N., Kulinna, P. H., Cothran, D. (2009). The impact of a social
cognitive theory-based intervention on physical education teacher self-efficacy.
Professional Development in Education, 35(4) 511-529.
McCrae, R., Costa, P., Ostendorf, F. (2000). Nature over
nurture: temperament, personality, and life span
development, Journal of Social Psychology, 78, 173-186.

Merriam-Webster Dictionary. (2011) Definition of Traits.

http://www.merriam-websterdictionary.com
National Association for Sport and Physical Education, (2011).
http://www.naspe.org
Robinson, D. B. (2009). Understanding physical education attitudes: An investigation of

students’ experiences, beliefs, feelings, and motivations (Ph.D.). University of

Alberta (Canada), Canada. Retrieved from

http://search.proquest.com/dissertations/docview/305060857/abstract/42DC0DC0

60B046A6PQ/16

Rossman, G. B., & Rollis, S. F. (2003). Mixed methods in evaluation contexts: A

pragmatic framework. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed
methods in social and behavioral research (pp. 491-512). Thousand Oaks, CA:
Saale-Prasad, A. (2013). Personality traits of college athletes as predictors of athletic

performance (Ph.D.). Fairleigh Dickinson University, United States -- New

Jersey. Retrieved from

http://search.proquest.com/dissertations/docview/1510628359/abstract/4BAA7F4

84BDC4588PQ/2

Saksanit, W. (2012). A study of personality traits of physical education students at

university level in relation to certain variables (Ph.D.). Sardar Patel University

(India), India. Retrieved from

http://search.proquest.com/socialsciences/docview/1781996937/citation/FDFD57

FF079941E2PQ/4

Singh, K. (n.d.). Personality: Role of physical education. International Journal of Yoga,

3.

Smith, G. (2018). Examining the Impact of Mindset and Personality on Athletes’

Attitudes Toward Sports Psychology Consultants (Ph.D.(Educ.)). Drake

University, United States -- Iowa. Retrieved from

http://search.proquest.com/socialsciences/docview/2019735374/abstract/C14483

A3E5AA4290PQ/17

Smith, M. A. & St. Pierre, P. E. (2009). Secondary students’ perceptions of enjoyment in

physical education: An American and English perspective. Physical Educator,
66(4). Retrieved November 22, 2010 from Education Research Complete
database.
Smith, J. M. (2017). Associations Among Personality, Enjoyment and Physical Activity

Level: An Exploration of Sub-Facets (Psy.D.). Spalding University, United States

-- Kentucky. Retrieved from

 http://search.proquest.com/health/docview/1946178549/abstract/1CFDB4AAC56

E4DE4PQ/4

Sullivan, E. C. (2007). Character education in the gymnasium: Teaching more than the
physical. The Journal of Education, 85-102. Retrieved December 3, 2010 from
Academic Search Complete database.
Terry, K. Y. (2008). The role of the knowledge historian in the knowledge management

environment: What makes it work? (D.B.A.). Nova Southeastern University,

United States -- Florida. Retrieved from

http://search.proquest.com/docview/304811426/abstract/8003D7363F334CE4PQ/

Yang, X., Telama, R., Hirvensalo, M., Hintsa, T., Pulkki-råback, L., Hintsanen, M., …

Raitakari, O. T. (2012). Leadership Component of Type A Behavior Predicts

Physical Activity in Early Midlife. International Journal of Behavioral Medicine;

New York, 19(1), 48–55. http://dx.doi.org/10.1007/s12529-010-9134-5