scholarly journals EXPLORING THE STUDENTS' EXPERIENCE IN LEARNING LITERATURE: CHALLENGES OF CONTEXTUALIZATION

2021 ◽  
pp. 1-6
Author(s):  
Jennifer D. Suganob ◽  
Elleine Rose A. Oliva
Keyword(s):  
High School Students ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Group Discussion ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
School Students ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

This qualitative-phenomenological study aimed to explore the lived experiences of the Senior High School students in region 11, particularly their learning experience in contextualizing literature. This inquiry was gleaned from Vygotsky, Brunner, and Dewey (1997). Employing the sampling technique, snowball sampling, five (5) students were selected for the in-depth interview. Another five (5) students were selected for the focus group discussion with ten (10) students from five regions’ schools. As to the participants’ lived experiences in learning literature, the following four (4) significant themes emerged: Enjoying the familiarity of content, participating in discussions, developing knowledge expansion, and using familiar examples as learning guides. For the students’ perspective in situations that influence the challenges in contextualization, the following five (5) majors emerged: Listening carefully to the teacher, participating actively during classwork, acquiring life-long lessons, giving participation opportunities for community-based programs, and employing teaching materials. Finally, the students’ perspectives on overcoming contextualization issues were organized into three (3) primary themes. Improved knowledge through contextualization, effectively employing contextualization and learning to study well. The findings of this study are essential for academic institutions to comprehend students’ contextualization experiences. KEYWORDS:Contextualization, qualitative phenomenological study, thematic analysis, region 11, Philippines

scholarly journals The Meaning of Project-Based Learning among B’Laan High School Students: A Phenomenological Study

2018 ◽  
Vol 11 (2) ◽  
pp. 1582-1597
Author(s):  
Camilo D Malong, Jr ◽  
Lyndon A Quines ◽  
Eugene Soriano Guhao, Jr.
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Support ◽  
Phenomenological Study ◽  
Financial Burden ◽  
Project Based Learning ◽  
School Students ◽  
School Year ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

The purpose of this phenomenological study was to investigate the realites behind the Project-Based Learning in the perspective of Blaan High School students, their coping mechanisms to address the the challenges in the project-based learning, and their insights that were shared to their peers and to the academe in general. This qualitative phenomenological study was participated by 17 students from Pongoleel Integrated School in the Division of Sarangani for School Year 2015-2016. There were in-depth interview and focused group discussions conducted. The result of the interview generated themes that were transcribed, translated, coded, and described. As regards to the meaning of project-based learning, the themes that were  generated were as follows: offshoot of learning, grade augmentation, added financial burden and time demand. While for the coping mechanism of students, the themes that were generated: prioritization, resourcefulness and creativity, teamwork and collaboration, parental support,  industry and perseverance. As to their insights, the themes included: give it ample time, give it considerate effort, make it affordable, make it relevant and give distinct guidelines.

scholarly journals Lived experiences of routine antenatal dietetic services among women with obesity: A qualitative phenomenological study

Midwifery ◽  
2017 ◽  
Vol 49 ◽  
pp. 47-53 ◽  
Author(s):  
Nicola Heslehurst ◽  
Sarah Dinsdale ◽  
Helene Brandon ◽  
Camilla Johnston ◽  
Carolyn Summerbell ◽  
...  
Keyword(s):  
Lived Experiences ◽  
Phenomenological Study ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

scholarly journals Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School

2021 ◽  
Vol 2 (2) ◽  
pp. 63-100
Author(s):  
Roy Galenzoga Garing
Keyword(s):  
Elementary School ◽  
Time Management ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Lower Grade ◽  
Research Participants ◽  
Grade Levels ◽  
Continued Learning ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.

scholarly journals A PHENOMENOLOGICAL STUDY ON THE EXPERIENCES OF SCHOOL HEADS, TEACHERS AND LEARNERS ON A MAKESHIFT CLASSROOM: ACCOUNTS ON BENEFITS, DRAWBACKS, AND INSIGHTS

2021 ◽  
pp. 3-21
Author(s):  
Herrick O. Agustin ◽  
Dr. Ronald S. Decano
Keyword(s):  
Phenomenological Study ◽  
Group Discussion ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Information And Communication ◽  
Qualitative Phenomenological ◽  
Keywords Education ◽  
Sectional Analysis ◽  
School Heads

This phenomenological-cross sectional study navigates the views of school heads, teachers, and learners in Kapalong East District. This phenomenological study aims to describe and understand the experiences of school heads, teachers, and learners in makeshift classrooms. This perspective encourages educators, families, and schools to understand that learners develop and learn new skills and knowledge by reacting to their environment. Five school heads, five teachers, and five learners participated in the in-depth interview and focus group discussion, selected through the purposive sampling technique. The experiences of the school heads resulted in nine major themes, which include: the makeshift classroom is not safe and conducive to learners; the makeshift classroom is an immediate solution to lack of classrooms; a big challenge to face; accepting the situation; providing support and motivation to teachers; involvement of stakeholders in the improvement of classrooms; making use of available resources, and provision of the concrete classroom. Nine major themes also emerged for teacher-participants: the makeshift classroom is not conducive and not secured; teachers used varied teaching styles; a challenge to take; integrating different strategies in teaching; motivating one’s self to do the best; being positive despite the present situation; needs for support from DepEd; integration of Information and Communication Technology (ICT) in teaching. Eight major themes revealed from learner-participants: not conducive to learning; willingness to learn; the desire to have a concrete and spacious classroom; determination to study; classroom cleanliness; learners should give their best to succeed, and government should provide additional concrete classroom. These results imply that having a good environment for learning can affect learners’ learning, particularly and the quality of education in general. The results of this study are critical to school heads, teachers, learners, and stakeholders in promoting better education. KEYWORDS - education, views of school heads, teachers and learners on makeshift classrooms, school heads, teachers and learners, qualitative-phenomenological research, cross-sectional analysis

scholarly journals Limitation of therapeutic effort experienced by intensive care nurses

2016 ◽  
Vol 25 (7) ◽  
pp. 867-879 ◽  
Author(s):  
Juan Francisco Velarde-García ◽  
Raquel Luengo-González ◽  
Raquel González-Hervías ◽  
César Cardenete-Reyes ◽  
Beatriz Álvarez-Embarba ◽  
...  
Keyword(s):  
Intensive Care ◽  
Phenomenological Study ◽  
Medical Decision ◽  
Final Decision ◽  
Snowball Sampling ◽  
Research Committee ◽  
Intensive Care Nurses ◽  
Field Notes ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

Background: Nurses who practice limitation of therapeutic effort become fully involved in emotionally charged situations, which can affect them significantly on an emotional and professional level. Objectives: To describe the experience of intensive care nurses practicing limitation of therapeutic effort. Method: A qualitative, phenomenological study was performed within the intensive care units of the Madrid Hospitals Health Service. Purposeful and snowball sampling methods were used, and data collection methods included semi-structured and unstructured interviews, researcher field notes, and participants’ personal letters. The Giorgi proposal for data analysis was used on the data. Ethical considerations: This study was approved by the Ethical Research Committee of the relevant hospital and by the Ethics Committee of the Rey Juan Carlos University and was guided by the ethical principles of voluntary enrollment, anonymity, privacy, and confidentiality. Results: In total, 22 nurses participated and 3 themes were identified regarding the nurses’ experiences when faced with limitation of therapeutic effort: (a) experiencing relief, (b) accepting the medical decision, and (c) implementing limitation of therapeutic effort. Conclusion: Nurses felt that, although they were burdened with the responsibility of implementing limitation of therapeutic effort, they were being left out of the final decision-making process regarding the same.

scholarly journals Influencing factors and knowledge gaps on anemia prevention among female students in Indonesia

2021 ◽  
Vol 10 (1) ◽  
pp. 215
Author(s):  
Lafi Munira ◽  
Pramon Viwattanakulvanid
Keyword(s):  
High School Students ◽  
Influencing Factors ◽  
Group Discussion ◽  
Sampling Technique ◽  
Female Students ◽  
Deficiency Anemia ◽  
School Students ◽  
Total Study Period ◽  
Prevalence Of Anemia

<span>Adolescents (10-19 years old) are at high risk of developing iron deficiency anemia. Prevalence of anemia in young women in Indonesia was 37.1% which increased to 48.9% in 2018, with the proportion of anemia in the age group of 15-24 years and 25-34 years. The objectives of this study were to understand the influencing factors and gaps of knowledge related anemia prevention among female high school students. A qualitative case study design was conducted (April-May 2020) among nine female students (15-18 years old) from two senior high schools in Banjarmasin, Indonesia. Sampling technique used in this study was purposive sampling. Registered student who has total study period in the school not less than six months and students who refused to participate in this study were excluded. Data collection was used focus group discussion via WhatsApp messenger video call. Data analysis was mixed between content analysis and thematic analysis. Female students admit that they lack the initiative to find out about anemia. With the lack of understanding about anemia, the female students admitted that they did not really know whether preventing anemia was an important thing to do. The anemia education program at schools needs to enhance the female student’s knowledge about iron tablet consumption.</span>

scholarly journals A Symbolic Interaction Analysis of Waria (Transgender Women) in Makassar - Eastern Indonesia

Society ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Kurniati Abidin ◽  
Yusuf Djabbar
Keyword(s):  
Social Exclusion ◽  
Phenomenological Study ◽  
Symbolic Interaction ◽  
Interaction Analysis ◽  
Social Stigma ◽  
Sampling Technique ◽  
Transgender Women ◽  
Qualitative Descriptive ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

Transgender women (in Indonesia known as Waria) still experience social stigma and exclusion in society. This phenomenon is interesting to study because it is related to the existence of transgender women in dealing with stigma and social exclusion. This study aims to describe the way transgender women perceive social exclusion and to describe the construction of their knowledge which, despite facing social exclusion, still maintains their existence. This study used a qualitative-phenomenological study method, using a purposive sampling technique. Data collection was done by conducting observations, in-depth interviews, and documentation. Data were analyzed using qualitative descriptive using symbolic interaction theory. The results showed that transgender women perceive the stigma and social exclusion they faced was manifested by planned actions in the form of conditional neglect and delay in introducing their existence. They respond to social situations they face with adaptive and not frontal. Transgender women's knowledge construction to maintain their existence is passed through four stages, namely impulse, perception, manipulation, and completion.

IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION

2019 ◽  
Vol 9 (1) ◽  
pp. 313-325
Author(s):  
Janice C. Bone ◽  
Ariel Epan San Jose ◽  
Maria Gregoria Robles Concepcion
Keyword(s):  
Phenomenological Study ◽  
Group Discussion ◽  
Speaking Proficiency ◽  
English Speaking ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Many ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study ◽  
Esl Learners

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

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