CHAPTER III

METHODOLOGY

RESEARCH DESIGN

Research design plays a crucial role in conducting successful research studies. It is a

framework that outlines the structure of a research study and its methods. It helps ensure that the

research is conducted systematically and that the methods used are appropriate and match the

research objectives. It will also assist in answering the questions of the study.

This study is a descriptive design as it focuses on describing the issues of the Teachers in

conducting remedial classes to non-readers in the Basic Education Department at St. Louise de

Marillac College of Sorsogon. The characteristics of descriptive design are applied, which means

that surveys are necessary for this investigation to be clear and to answer the “what and why” of

the researchers. This study also utilized the qualitative approach as it sought an in-depth

understanding of the participants and the study. Using questionnaires, the researcher will know

and study the participant’s perspectives and experiences about the topic.

This study will be conducted inside the campus. The Teachers of Basic Education

Department at St. Louise de Marillac College of Sorsogon Inc. are the intended participants for

this. By using these approaches and questionnaires, the researchers will have a great

understanding of the study and human beliefs.

SAMPLING DESIGN

Sampling is a critical process in research, allowing researchers to draw conclusions about

a larger population by examining a smaller, manageable subset. Sampling methods are essential

for producing reliable, representative data without needing to survey an entire population. This
guide covers various types of sampling methods, key techniques, and practical examples to help

select the most suitable method for the research. Sampling design can be either probability or

non-probability sampling. Different types of sampling techniques can be used in research. The

present study used the Purposive sampling.

Purposive sampling also called judgmental sampling refers to a group of non-probability

sampling techniques in which units are selected because they have characteristics that a

researcher’s need in the sample. This sampling method relies on the researcher’s judgment when

identifying and selecting the individuals, cases, or events that can provide the best information to

achieve the study’s objectives. It is particularly useful to find information-rich cases or make the

most out of limited resources if needed, but is at high risk for research biases like observer bias.

DATA GATHERING

This study needs to be done and approved before conducting surveys. Before we begin

the collection of data, there are many things to take into account. The primary data collection

method will be google form and/or pen and paper test. The survey will be semi-structured

questionnaires, allowing for flexibility while ensuring that specific themes related to remedial

classes are explored. These survey will be conducted face-to-face or online, depending on the

preference of the participants. The survey will be online survey or web survey. Once the research

is done, we will need to dedicate a lot of time to preparing the questionnaires. The survey will

use suitable questions that it is related to the research.

Since the target number of participants are 10 to 15 persons, the number of copies of

questionnaires that are needed will be 15. The survey will be conducted at St. Louise de Marillac
College of Sorsogon Inc. (Basic Education Department). There will be 5 questions in each paper

and they will be answered by the participants themselves. The Teachers will be given time to

respond to each questionnaire. The answers will be given at once.

After answering the questionnaires, we will start to analyze each answer, and those

participants with the same answers will be grouped. The data gathered from this survey will be

tallied and computed for interpretation according to the answers of the respondents.

THE QUESTIONNAIRES:

1. Check the most common factor that affects the reading ability of a student?

Internal Factors
 Physical weakness
 Lack of motivation
 Attitude
 Interest in reading
 Mental and psychological imbalance

External Factors
 Social environment
 Family’s support
 Faculty facilities
 Reading strategies

2. Which is the best indicator for students in the need for remedial classes?
Diagnostic Evaluation
Evaluation of Students Performance
When a learner receives a grade lower than 75 in any subject

Other(s):________________________________________________________________

3.Which method is most effective in assessing the progress of students in remedial classes?
Peer reviews
Standardized testing
Teacher observations
4.What is/ are the common difficulties encountered by the teachers in conducting remedial
classes in terms of the following:

Reading Materials
 Lack of Textbooks
 Unavailable Digital Story Books
 The school doesn't have children's magazine

Motivation of Students
C
 Peers / Parental involvement
 Technology for learning
 Positive Feedback
 Reward / Award

C Teaching Learning Process

 The skills of teaching remedial classes
 Application of remedial instruction
 The role of the curriculum in conducting remedial

Other(s):__________________________________________________________________

5.What is/ are the impact(s) of remedial classes on student self-esteem and motivation?
Improved assessment scores
Improved student participation
Enhanced Content Knowledge

Other(s):_____________________________________________________________________

DATA ANALYSIS

The gathered data were analyzed, interpreted and evaluated by researcher using the appropriate

statistical tool. To determine the efficacy of remedial classes to non-readers in the elementary

level, test questionnaires was used, particularly the measure of …. ..

All data were processed and analyzed using the……

ETHICAL CONSIDERATIONS

The following ethical considerations will be adhered to:

Informed Consent: Participants will be informed about the purpose of the study, the potential

risks and benefits, and their right to withdraw at any time.

Confidentiality: Participants' identities will be kept confidential.

Respect: Participants will be treated with respect and dignity throughout the research process.

By following these guidelines, the researcher can conduct a rigorous and ethical

phenomenological study of remedial classes in the elementary level.

LIMITATIONS

The phenomenology of conducting remedial classes for non-readers at the elementary level, with

teachers as the main participants in the research, provides insightful data into the challenges and

realities of teaching non-readers. However, as with any research study, there are several

limitations that must be considered to better understand the scope and application of the findings

such as limited scope of the Teachers perspectives, subjectivity of Teachers experiences, Impact

of Teacher Training and Professional Development, possible researchers bias, and focus on

Classroom instructional practices. These limitations suggest that the findings should be viewed

within the context of the study's scope and constraints. Further research that includes multiple

perspectives, broader participant groups, and attention to external factors would provide a more

holistic understanding of the challenges and strategies involved in remedial education for non-

readers at the elementary level.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

REFERENCES

https://www.researchgate.net/publication/

373809840_Research_Methodology_Methods_Approaches_And_Techniques

George,(2016)https://www.researchgate.net/publication/

372165163_Exploring_Ethical_Considerations_in_Research_Guidelines_and_Practices

https://www.researchgate.net/publication/

365440197_Challenges_Difficulties_and_Effective_Enactment_of_Remedial_Reading_Program

s_A_Qualitative-Phenomenological_Approach