METHODOLOGY

This chapter is a discussion of the methods that will be utilized by

the researchers in order to gather the necessary data from the experiences of

the 21st century TLE learners and how the data collected will be analyzed

by the researchers in order to form a definitive analysis.

Research Design

This study will employ a phenomenological design to characterize

the different coping mechanisms of TLE learners to the challenges of the

new normal classroom. According to Leedy and Ormrod (2015), a

phenomenological study seeks to comprehend people’s perspectives in

relation to a specific circumstance. This approach will allow researchers to

develop a description of the nature of the experience of the respondents,

which contains “what” and “how” they experienced it (Moustakas, 1994, as

cited in Creswell and Poth, 2018). The study will use this to explore the

challenges faced by TLE learners in the new normal classroom and their

perceived changeability of these situations; how these challenges affect them

mentally, emotionally, and socially; as well as how they cope with it.

Participants of the Study

The participants of the study will be ten 21ST century TLE learners of

the school year 2024-2025 from all TLE students at Marcelo H. Del pilar

National High School -Malolos, Bulacan. Inclusion criteria include:

(a) one-hundred TLE learners enrolled in any strand offered at the Marcelo

H. Del Pilar National High School Malolos, Bulacan during Academic Year

2024 - 2025; (b) learners who have been challenged in the new normal

classroom; (c) learners who are willing to take part in the study. In contrast,

the exclusion criteria include: (a) learners who were deemed severely

challenged in the new normal classroom; (b) learners who are unwilling to

participate in the study.

Sampling Technique

Purposive sampling, a sampling technique that requires the researcher

to personally select the participants, is the sampling technique that will be

utilized by the researchers to choose the participants of the study

(Nikolopoulou, 2022). By utilizing this sampling technique, the researchers

will choose the participants based on the inclusion and exclusion criteria.

This will allow the researchers to be able to maximize the data that will be

collected from the limited participants by ensuring that the participants have

a significant amount of experience with the scope of this study

(Regoli,2019).

Data to be Gathered

The researcher will utilize a semi-structured interview composed of

original questions as one of the research instruments for the study. The

formulated questions included are aimed to gather data about the challenges

faced by the 21ST century TLE learners during the new normal, the effect of
those challenges to them, their appraised changeability towards the

challenges they face, and the ways that they cope with the challenges.

However, before conducting an interview to any participants, the semi

structured interview will undergo thorough review with the help of the

research adviser. Once the semi-structured interview is validated, the

interviews will be conducted independently at an agreed time and place by

the participants and the researchers.

The researchers will also make use of observation sheets, audio

recorder and memo note, with the permission of participants, as research

instruments to effectively transcribe the interview for data analysis.

Data Analysis

The researchers will transcribe the responses of the participants and

analyze the data gathered through thematic analysis, a suitable and flexible

approach for comprehending qualitative information about ideas,

experiences or actions (Kiger and Varpio, 2020). This analysis includes:

(1) becoming familiar with the data;

The researchers will actively listen to the audio recording and

thoroughly reread the notes and transcription taken of the interview in order

to be well-acquainted with the information gathered (Braun and Clarke,

2012).

(2) constructing the initial codes;

This is the beginning of the analytical process of the data. The study
will employ the use of an inductive coding framework, or data-driven, in

which data will determine the themes. Researchers will dissect the responses

of participants and label, them with the applicable codes. (Attride-Stirling,

2001; Kiger and Varpio, 2020)

(3) searching for themes;

This step starts after the researchers have identified and assembled the

data codes. Researchers will analyze the connection between the codes and

collate them in order to create a theme. Themes will be recognized through

inductive thematic analysis, an approach to categorizing data without

attempting to fit it into an already existing coding framework or the

researcher's analytic presumptions. (Braun and Clarke, 2006)

(4) reviewing themes;

There are two levels included in this step according to Braun and

Clarke (2012). The first level re-evaluates the relation of themes and data

extracted, and evaluates whether the themes fit or ‘works’ in connection with

the codes. If it doesn’t fit, themes can be revised, merged, or discarded. The

researchers will move to the second level once they have a coherent set of

themes.

The second level utilizes a process similar to the first step, but in

relation to the data set as a whole. This phase requires conducting a last

read-through of all the data to assess whether the themes accurately

encapsulate the important elements of the complete dataset, in connection to

the research questions. If the set of themes performs this, the researchers can

then move on to the next step. If not, codes and themes will be previsioned

once again.

(5) defining and naming themes;

In this phase, researchers will need to write and perform a thorough

analysis of each theme, distinctly discerning what it is and what it is not. The

researchers will determine the core and unique idea of each theme.

Researchers will also identify whether each theme contains a sub-theme.

(Braun and Clarke, 2006)

(6) composing the report.

The last step I includes the task of producing a written output of the

final analysis. It is crucial for the analytic report to give more than merely a

description of the data; it also needs to provide an argument that responds to

the research questions. The researchers should write a narrative that is brief,

clear, and captivating (Braun and Clarke, 2012).

After the completion of the report containing the full analysis of the

data, the report will be sent to the participants of the study for them to

review the analyzed data and see if the interpretation of the data done by the

researchers are correct and no data has been misinterpreted (Birt et al.,
2016).

In addition, to further validate the data, intercoder reliability will also be

utilized. In utilizing intercoder reliability, an intercoder will code the same

data that the researchers have coded, afterward the codes from the intercoder

will be compared to the codes created by the researchers and the similarity

of these two sets of codes will be numerically represented through the

intercoder agreement value. This value can help ensure the credibility of the

coding done by the researchers (Cheung & Tai, 2021).

Ethical Considerations
High school learners are young adolescents that may be
vulnerable to exploitation, neglect, stress, and induced negative emotions
(Arora et al., 2016). In addition, the topics that are included in this study
(e.g., challenges, coping mechanisms, effects of the challenges, and coping
mechanisms) may be deemed private, stressful, or emotionally taxing by the
participants (McCosker, Barnard, Gerber, 2001). Specifically, the sharing of
experiences done by the participant can induce negative affective states such
as anxiety and depression (University of Oregon, n.d.). Moreover, after the
interview, the participants may experience increased stress and negative
emotions (Labott, Johnson, Fendrich, Feeny, 2013). Therefore, the
researchers acknowledge these ethical considerations and to decrease the
potential risk of harming the participants in the interview, the researchers
will: (1) ensure the comfortability of the participant at the location where the
interview will be conducted, (2) brief the interviewee about the subject
matter, (3) approach the interviewee in a friendly manner, (4) offer breaks
frequently during the interview session, (5) employ nonmaleficence,
voluntary participation, confidentiality, anonymity, and consent taking
(Wilkinson, 2015). And in a situation where the participant shows signs of
stress such as intense perspiration, heavy stuttering, shaking, or heavy
breathing the researchers will ask the interviewee if he/she wants to stop the
interview momentarily to let the interviewee breathe. After the break, the
interviewee will be asked if he/she still wants to continue the interview, in
the case where the interviewee declined to continue the interview, the
interview will be stopped (Draucker, Martsolf, Poole, 2009).
Furthermore, before the interview, the researchers and the participants
must recognize all of the following considerations: the research was done
with no intention to harm the participants; the researchers have an obligation
to protect the participants from physical, social, and psychological harm
during the interview (Artal and Rubenfeld, 2017); and the researchers cannot
and did not coerce or force any individual to participate in the procedure of
the research studies. To ensure the consent of the participants before the
interview, an informed consent form was obtained. The informed consent
form contains the details of the study, where the provided data will be used,
and assurance of confidentiality and anonymity.
Appendix 1. Informed Consent Form

Marcelo H. Del Pilar

National High School-
Malolos Bulacan

Dear Participant,
We invite you to participate in a research study entitled. CHALLENGES AND
COPING MECHANISMS IN THE NEW NORMAL CLASSROOM: A
PHENOMENOLOGICAL VIEW OF 21ST CENTURY TLE LEARNERS. The main
purpose if this is to: identify the challenges faced by the 21st century TLE learners in the
new normal education; analyze the effect of these challenges to the 21ST century TLE
learners mentally, emotionally, and socially; discern the appraised changeability of these
challenges as perceived by the senior high school learners; and determine how the 21ST
century TLE learners cope with these challenges.
The interview questions have been designed to collect information on the challenges a
TLE learner is experiencing during the new normal, the effects of those challenges, the
individual's appraised changeability of the challenges, and the coping mechanisms
utilized by an individual in response to those challenges and effects.
Your participation in this research is completely voluntary. You may decline altogether,
or not answer some of the interview questions if you don't wish to answer. There are no
known risks to participation beyond those encountered in everyday life. Your responses
will remain confidential and anonymous. Data from this research will be kept
confidential and reported only as a collective whole. Only the researchers will know your
individual answers to the interview.
If you agree to participate in this study, please answer the interview questions as best as
you can and sign the informed consent form. It should only take approximately 20
minutes to complete. Please return the informed consent form as soon as possible.
The place where the interview will occur will be at your best convenience. In terms of
time and date, there is no specific time and date set for the interview; instead, the
researchers will stay in touch to set a time and date that is most convenient for both
parties. If you have any questions about this study, feel free to contact Edmond E. Rubio
LPT through the email address siredmond.lsa@gmail.com or +63915-1752-980.
Thank you for your assistance.
 Signature over printed name
Appendix 2. Structured Interview Questions

1. What challenges are faced by the 21ST century TLE learners in the new

normal classroom?

a. What is the modality you are using for the new normal classroom?

__________________________________________________________
b. What are the two most common challenges you are experiencing

during the new normal classroom?

__________________________________________________________
c. How often does this occur?

__________________________________________________________

2. How do these challenges affect the 21ST century TLE learners'

mental, emotional, and social health?

__________________________________________________________
a. From the challenges that you have mentioned and the frequency that
those occur, how does these affect your mental health?
_________________________________________________________
b. From the challenges that you have mentioned and the frequency that
those occur, how does these affect your emotional health?
_________________________________________________________
c. From the challenges that you have mentioned and the frequency that
those occur, how does these affect your social health?
_________________________________________________________
3. How do the 21ST century TLE learners cope with these challenges?
_________________________________________________________
a. How do you cope with the challenges? Please specify how you cope
for each challenge that you have mentioned.
________________________________________________________
b. Based on how you perceive things, do you succeed at coping?
________________________________________________________