The Need to Know How: A Phenomenological Inquiry on Students Familiarity
on Basic Automotive Concepts.
A Research Study to the Senior High School and Faculty Members of
Sigaboy Agricultural Vocational High School
By:
Cempron, Jude R.
Mancera, Alter
Abayon, Jhonglin C.
Monzales, Jimce Ivan
Villapaz, Loiyd Neil
Belacho, Lielou
Guzon, Jhan Natahniel
Olivo, Jerson O.
Lucero, Rhea
Onding, Danica C.
INTRODUCTION
Human beings, as all forms of living beings, are shaped by the characteristics of
their life environments, impacting on the development of their skills, preferences,
habits and behaviors. According to an ecological approach to human development,
child development occurs in a series of hierarchically organized environmental
systems, characterized by specific properties, components and rules and linked by
reciprocal, dynamic relations and interactions (Pirchio, 2023)
According to a study by Hanover Research, “Student choice makes students
active participants in their educations, thereby increasing levels of engagement.
Notably, researchers highlight the fact that such autonomy is generally associated
with greater personal well‐being and satisfaction in educational environments as well
as in terms of academic performance.” As British professor Dylan Wiliam notes, “The
amount of feedback we can give our students is limited. In the longer term, the most
productive strategy is to develop our students’ ability to give themselves feedback.”
We can empower our students to track their own progress by offering them “I can”
rubrics (like this one) that provide meaningful measures to help them monitor their
progress during an activity or project and we can circulate and confer as they use the
rubric to guide their work and ultimately improve their performance (Pandolpho,
2018)
Workplace learning was a principal attribute in school based vocational education
training. Nevertheless, various approaches to the composite area of workplace
learning called for an improvement of the notion as it linked to this study. Students'
experiences with workplace learning vary according to the different types of tasks at
work. Each secondary school made its accordance with relative work in the
emplacement (Mikkonen, S., & Rintala, H., 2017)
Understanding the lived experiences of students can help educational
policymakers and practitioners to better design and deliver programs that meet the
needs of students. Given the focus of this study on students in vocational education,
it provides a useful framework for examining the lived experiences of automotive
students in senior high school (Chopping, 2019)
Alber (2015) examines the lived experiences of student in technical vocational
education and training in the Philippines that understand the lived experiences
students is important for improving the quality of TVET programs in the country. The
study provides a useful example of how to approach the study of the lived
experiences of students in vocational education.
Many children grow up dreaming of becoming a racing driver. While it may be out
of reach for most, they can still pursue their passion with a ton of exciting jobs in the
automotive industry. You don’t have to be a trainee to get into the car industry, either.
Plenty of university graduates are hired every year in a variety of roles, and there are
many ways to get started. We're currently witnessing the connected car becoming a
reality, and autonomous driving will shortly become possible. It's time to share some
insights into this highly digital modern career in the automotive industry. (Hyundai,
2023)
Governnor Generoso Sigaboy Agricultural Vocational high school, offering
insight into the coping techniques used by senior high students After conducting a
brief literature search, it appears that there is a lack of research specially focused on
the lived experiences of automotive students in senior high school. While there are
studies that explore the experiences of students in technical education programs or
in TVL education more broadly, there is limited research that focuses solely on
automotive education at the junior high level.
PURPOSE OF THE STUDY
The purpose of this study is to explore the experiences of automotive students in
senior high school on their learning of car repair through actual learning. It also
aimed to find out the processes through which this shared knowledge were created.
This study also visualizes documenting the different experiences of the automotive
students in the positive and negative one from their learning. Moreover, the intent of
this study is to seek, listen, and understand the unheard stories of the participants as
they willingly share their experiences during the interview. In addition, this study aims
to gain additional knowledge in the field of research concerning the experiences and
challenges the automotive students face in their strand.
Research Questions
1. What is the automotive student experience on their strand?
2. How did students cope with the challenges they encounter?
3. What are the insights of student who enrolled in automotive?
THEORETICAL LENS
This study is anchored on the Concrete Learning Theory states that learner
gets a new experience, or interprets a past experience in a new way. This type of
learning can be defined as "the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combinations of grasping
and transforming the experience (David Kolb, 1984).
Scope and Limitation of the Study
The purpose of this study is to determine the level of familiarity on basic concepts
in Automotive among automotive students. This study focuses only on experiences
of automotive students in dealing with their familiarity of basic automotive concepts.
This researcher made questionnaire which is a valid tool to measure the basic
competencies on automotive servicing among automotive student.
IMPORTANCE OF THE STUDY
Automotive Students. This study will helped automotive student to know more
about the challenges and experience that is faced by the automotive students in
senior high school.
Future Researchers. This will guide them in making their in making their
research paper.
Definition of Terms
Familiarity- the state of knowing someone or something well; the state of
recognizing someone or something.
Automotive Concept- the repair, rebuilding or reconditioning of motor vehicles or
parts thereof, including collision service, painting and steam cleaning of vehicles and
commercial carwashes.
CHAPTER II
REVIEW OF RALATED LITERATURE AND STUDIES
This chapter presents related literature and studies that would help clarify the
variables as well as to establish ideas that would be beneficial to the study, materials
reviewed include books and internet source. It includes a discussion of conceptual
framework, as well as the definition of terms used in this study
AUTOMOTIVE CONCEPT
According to Meisner, & Hamdan (2013) explored students’ understanding of
basic automotive technology concepts. The authors found that students had limited
knowledge and understanding of automotive technology concepts, and that this lack of
understanding was due to a number of factors including inadequate prior knowledge, lack of
hands-on experience, and insufficient instruction. According to Goh, & Yow (2016) explored
students’ understanding of basic automotive technology concepts in a vocational school in
Singapore. The authors found that students had limited prior knowledge and understanding
of automotive technology concepts, and that this lack of understanding was due to a
number of factors including inadequate instruction, lack of practical experience, and limited
exposure to automotive technology.
Additionally Yeh & Lin (2019) investigated students’ knowledge and attitudes
towards automotive technology education. The authors found that students had limited
knowledge and understanding of automotive technology concepts, and that this lack of
understanding was due to a number of factors including inadequate instruction, lack of
practical experience, and limited exposure to automotive technology. The authors suggest
that educators should focus on providing hands-on experience and practical instruction to
improve students’ understanding of automotive technology concepts.
Based on Bhattacharya & Han (2001). Piaget describes learning as a process of
adaptation and organization. He theories that cognitive stage of a child (more or less of
adult in general) develops through four factors: biological maturation, experience with
physical environment; experience with social environment; and equilibirium between
individual cognitive structure and his or her environment (Bhattacharya and Han, 2001).
The central principle of Piaget’s learning theory is the role of pre-existing knowledge of the
individual (which he termed‘schemata’) that influences the processing of incoming
information, while mental process is acknowledged in the process of learning (see Russ-Eft,
2013)
The learning experience of students is not a value-free facet. Eraut (2013) notes that
constructivists do not simply emphasize the investment of individuals into learning (for
instance what I know; what I can do; and how I use what I learn (p.182) but they also
carefully consider the contribution of social context of the learning itself for example,
sharing, passing on, and developing through group, network, and communities) Such
learning occurs in a physical space (in school and workplace) where students engage on a
day to day basis through dialectical interaction within their community ( teacher, instructors).
While according to a study by Hanover Research, “Student choice makes students
active participants in their educations, thereby increasing levels of engagement. Notably,
researchers highlight the fact that such autonomy is generally associated with greater
personal well‐being and satisfaction in educational environments as well as in terms of
academic performance.” As British professor Dylan Wiliam notes, “The amount of feedback
we can give our students is limited. In the longer term, the most productive strategy is to
develop our students’ ability to give themselves feedback.” We can empower our students
to track their own progress by offering them “I can” rubrics (like this one) that provide
meaningful measures to help them monitor their progress during an activity or project and
we can circulate and confer as they use the rubric to guide their work and ultimately
improve their performance (Pandolpho, 2018)
Automotive Servicing
Automotive servicing is design to enhance the knowledge, skill and attitudes of
an individual in the of automotive servicing in accordance with industry standards. It covers
basic competencies, common competencies, and core competencies such as; performance
of basic engine servicing through removal and reinstallation of components for and diesel
engines. This course also designated to enhance the basic and common knowledge, skill
and attitudes of an individual in the field of automotive servicing.
AUTOMOTIVE DISCIPLINE
The foundations of any discipline are its definition, knowledge base,
terminology, structure, methodology, and epistemology. As we move from basic knowledge
to the complex organization and hierarchies of information in the disciplines, we parallel the
levels of Bloom’s cognitive taxonomy (1): knowledge, comprehension, application, analysis,
synthesis, and evaluation. Research has shown that there are two essential tasks to foster
student achievement: help students see the relevance and importance of the information,
and make it understandable. In fact, the dimensions of teaching that are the strongest
correlates of student achievement are: 1) preparation and organization; 2) clarity of
communication; 3) perceived outcome of the instruction; and 4) stimulating student interest
in the course content. The first two concern the organization of information and its effective
presentation and have traditionally been part of a teacher’s preparation. The second two
deal with motivation and engaging students in their learning (Zull,2002)
If students understand why information is important and useful, if their
curiosity is piqued, if they are appropriately challenged, and if they perceive relevance of
the content, they will be willing to exert more effort and will perform better as a result (3, 4).
From a different, but nonetheless important perspective, these same dimensions are
among the most strongly correlated with overall student ratings of teaching and courses
(Michaelsen, 2004)
Young people can learn most readily about things that are tangible and directly
accessible to their senses visual, auditory, tactile, and kinesthetic. With experience, they
grow in their ability to understand abstract concepts, manipulate symbols, reason logically,
and generalize. These skills develop slowly, however, and the dependence of most people
on concrete examples of new ideas persists throughout life. Concrete experiences are most
effective in learning when they occur in the context of some relevant conceptual structure.
The difficulties many students have in grasping abstractions are often masked by their
ability to remember and recite technical terms that they do not understand. As a result,
teachers from kindergarten through college sometimes overestimate the ability of their
students to handle abstractions, and they take the students' use of the right words as
evidence of understanding. If students are expected to apply ideas in novel situations, then
they must practice applying them in novel situations. If they practice only calculating
answers to predictable exercises or unrealistic "word problems," then that is all they are
likely to learn. Similarly, students cannot learn to think critically, analyze information,
communicate scientific ideas, make logical arguments, work as part of a team, and acquire
other desirable skills unless they are permitted and encouraged to do those things over and
over in many contexts.
Students entering university possess years of educational experience, as well as
personal stories that shape how they respond to teaching and learning. Research in
educational psychology demonstrates that students’ prior knowledge can directly impact
their learning in class. For example, learners who have more extensive K-12 academic
preparation tend to have greater academic success in college (Kurlaender and Howell,
2012). Conversely, prior misconceptualizations or inaccurate knowledge can also hinder
future development (Ambrose, et. al 2010). As such, instructors should take the time
through assessments, active learning, and beginning-of-class activities to ascertain the
knowledge their students bring to the classroom, and strategize how this information can
inform pedagogy (Science for Americans, 2022)
Students naturally make connections between pieces of knowledge. When
those connections form knowledge structures that are accurately and meaningfully
organized, students are better able to retrieve and apply their knowledge effectively and
efficiently. In contrast, when knowledge is connected in inaccurate or random ways,
students can fail to retrieve or apply it appropriately. As students enter college and gain
greater autonomy over what, when, and how they study and learn, motivation plays a
critical role in guiding the direction, intensity, persistence, and quality of the learning
behaviors in which they engage. When students find positive value in a learning goal or
activity, expect to successfully achieve a desired learning outcome, and perceive support
from their environment, they are likely to be strongly motivated to learn (Ambrose, 2010)
A pair of studies conducted first in August 2020 then again in November 2021
by YPulse, the leading authority on Gen Z and Millennials, chronicled much of it. YPulse
noted last August, just a few months into the pandemic, that young people were already
thinking differently about mobility. They were eschewing Uber and the bus in favor of their
own rides. 34% of their 1,000-person sample told them that they no longer wanted to ride
public transportation, with another 56% saying they wanted a safe form of transportation.
This led to 79% agreeing that "Because of Covid, I appreciate my car more." Only 34%
said, "Because of Covid, I feel my car is less useful." And 59% of Gens Y and Z said they'd
prefer driving their own car to other modes of transportation (Mehta,2022)
In an effort to provide Career and Technical Education (CTE) professionals with
additional insight on how to better meet the educational needs of the learner, this study
sought to identify the preference for learning of postsecondary automotive technology
students. While it might appear logical to naturally classify auto-tech students as primarily
hands-onlearners, the results suggested that the sample was a diverse group of learners
with specific educational preferences within the automotive technology program. With a lack
of learning style research within the trade and industry sector of CTE, findings may be
useful to trade and industry teachers and or teacher educators interested in diversifying
curriculum and instruction via strategies to enhance the educational experience for the
student learner (Threeton, 2009)
In the Philippines, “automobile manufacturers can procure most of parts
domestically in Thailand and Indonesia.” 9 Furthermore, the country relies on imports to
procure many parts and the large number of imported items and little volume of auto-
production has led to high production costs. Given this analogy, it can be deduced that if
imported cars are cheaper than locally-made vehicles, production will soon decrease, thus,
threatening to put some strain on automotive employment (Aldaba, 2014)
On the other hand, the government is doing its best effort to uphold labor
conditions in the country (automotive industry included). According to the Micro, Small and
Medium Small Enterprise (MSME) Development Plan 2011-2016 of the Department of
Trade and Industry (DTI), 2 million employments in new and sustainable jobs are targeted
for the year 2016. In addition to that, economic contributions of SMEs will be raised to 40%
of gross value added so that it will be at par with the share of the SME sector to GDP of
other countries in the region (Asai, 2014)
Issues and challenges will always be around to hound the automotive industry.
Opportunities abound if issues and challenges are seen in positive lens. Section 5 of the
CARS Program identified various government agencies together to implement and to carry
on the CARS Program. One of those agencies is the Technical Education Skills
Development Authority (TESDA). TESDA aims to provide direction, policies, programs and
standards towards quality technical education and skill development to better the Filipino
workforce. Through its technical vocational education and training (TVET), TESDA has
been at the forefront in the development of the needed skills and training for automotive
jobs (Sugata, 2013)
IGNITION SYSTEM
In the nowadays cars is used high voltage systems for the ignition. For the here
under study and control engine (Honda GX22) the ignition is made using a magnet. For that
the construction is very simple and inexpensive. The ignition circuit is composed by a
primary low voltage circuit and a secondary high voltage circuit. The proposed ignition
system is divided into two blocks: the control block and the power block. The control block
is separated of the power block by an photocoupler, in order to isolate that two blocks. A
structure was built, to allow the synchronization of a Hall sensor signal with the crankshaft
movement and also to manually adjust the injection and ignition times. Fig.1 Support
structure for the Hall sensor and to adjust of the ignition and injection times.
According to Carla S (2006) The fuel burning time is not instantaneous, but
progressive. Accordingly, there is need of an ignition advance in order to obtain the
maximum cylinder pressure when the cylinder arrives to the TDC (Top Dead Center). That
way, the maximum work is obtained from the fuel injected into the cylinder. For an optimum
set-point, the ignition advance should not be constant, but a function of the crankshaft
rotation. The structure presented in Fig. 1 allows adjusting the ignition advancer permitting
to discover the optimum set-point for all the circumstances. The Hall sensor provides
negative voltage pulses, which are translated into a square wave of 5V amplitude. The
signal is then inverted to easier electronic manipulation.
Original Hall sensor signal and inverted one Four a four-stroke engine, the
crankshaft rotates twice per cycle and the sensor signal has to be divided by two, being
here adopted for that purpose a JK Flip-Flop (Fig. 3). Fig.3 Hall sensor signal inverted and
divided by two for the control of the ignition advance the signal obtained from the frequency
divider has also to be treated. For that, a 555 timer in the mono-stable mode [5,6] was used
and the pulse width was then controlled. The obtained signal has, this way, a pulse width
dependent of the crankshaft angular speed. Fig.4 Timer 555 input and output signals The
key member of the control block is a MOSFET, since it allows a fast commutation .
Any time the signal level coming from the timer changes, the MOSFET starts
conducting. Fig.5 Output signals from Timer 555 and MOSFET When the gate receives the
commutation order, the MOSFET stops conducting, stopping the current in the primary and
consequently the secondary flux tends to zero. The high voltage inducted in the secondary
is responsible by the spark production. Fig.6 MOSFET signals in the turn off commutation
and coil induced voltage One important factor in all system is the coil energizing time. The
timer pulse width must be adjusted to the current needed by the coil, which has an internal
resistance and can be treated as a RL circuit. When MOSFET commutation occurs, the
current in the circuit is given by (1): Using equation (2), the minimum time needed to obtain
the needed value of current for proper coil behaviour can be calculated. An excessive time
can damage the power circuit. Knowing the needed time, the timer output signal can be
changed accordingly, changing the timer capacitor and resistance.
HOW DO AUTONOMOUS CARS WORK?
Experiments have been conducted on automating cars since at least the
1920s; promising trials took place in the 1950s and work has proceeded since then. The
first self-sufficient and truly autonomous cars appeared in the 1980s, with Carnegie Mellon
University's Nav lab and ALV projects in 1984and Mercedes-Benz and Bundeswehr
University Munich's EUREKA Prometheus Project in 1987. (Kalašová et al., 2018) Since
then, numerous major companies and research organizations have developed working
prototype autonomous vehicles, including Mercedes Benz, General Motors, Continental
Automotive Systems, Autoliv, Bosch, Nissan, Renault, Toyota, Audi, Hyundai Motor
Company, Volvo, Tesla Motors and Peugeot. As of the year 2010 the Google company has
been developing its autonomous vehicle.
In July 2013, Vislab demonstrated BRAiVE, a vehicle that moved autonomously
on a mixed traffic route open to public traffic. In 2013, the government of the United
Kingdom permitted the testing of autonomous cars on public roads. Prior to this, all testing
of robotic vehicles in the UK had been conducted on private property. As of the year 2014
the company Tesla Motors has been installing the autopilot, which is a semiautonomous
driving assistant, in all its vehicles. In 2014 the Government of France announced that
testing of autonomous cars on public roads would be allowed in 2015. In Europe, cities in
Belgium, France, Italy and the UK are planning to operate transport systems for driverless
cars, and Germany, the Netherlands, and Spain have allowed testing robotic cars in traffic.
(Skrucany et al., 2017) In 2015, five US states (Nevada, Florida, California, Virginia, and
Michigan) together with Washington, D.C. allowed the testing of fully autonomous cars on
public roads (Ballay et al., 2018)
FUEL SYSTEMS
Diesel engines offer good fuel rate, flexible and more durability (Nagaraja et
al., 2016). So it plays a dominant role in the transportation, industrial and farming sectors
(Abedin et al., 2016). But, diesel engines contribute major environmental pollutants like
NOx, PM, SOx, and CO emissions (Seifi et al., 2016). These emissions have been affecting
the human health and environmental cycle. Generally, the exhaust emissions vary on
different parameters (Nagaraja et al., 2013); they are the types of the engine, operating
parameters, type of fuel, and availability of emission control system for that engine
(Hasannuddin et al., 2016). In recent years, researchers are facing a major problem with
NOx emissions (Nagaraja et al., 2012), NOx is formed due to the higher combustion
temperature in the cylinder (Barik and Murugan, 2014).
Typically, NOx emissions from the engine was controlled by using the water in
various techniques such as Fumigation method, direct water injection, and emulsified
method (Khan et al., 2017; Yahaya Khan et al., 2014; Scarpete, 2013; Mingrui et al., 2017).
The three techniques mentioned above have considerable effects on engine performance
and emission characteristics. First two need the additional retrofitting and also causes the
corrosion problem due to water. But the third method does not require any additional engine
retrofitting and also it gives the better reduction in NOx (Kadota and Yamasaki, 2002). The
water diesel emulsion was prepared by using the various methods (Leong et al., 2017). The
water and diesel are two immiscible liquids so they need a surfactant for mixing (Shinjo et
al., 2014). Water diesel emulsion combustion exhibits microexplosion phenomenon, it helps
for proper utilisation of energy (Sahoo et al., 2009). The water diesel has various volatility
properties and they lead to the micro explosion in the emulsion.
Most of the investigations are carried out on the diesel engine for blend, fumigation,
and emulsion on the engine performance and emission characteristics. Researchers
around the world are trying on the possibilities to reduce peak combustion temperature,
without declining the engine performance and reduce NOx emissions. The present review
paper covers the various research papers on the emulsified fuel in the diesel engine.
Learning Experience of Students in the Workplace
Learning in the workplace is commonly understood as informal learning, in contrast
to classroom learning, as Ellstrom (2001; 2013), Williams (2003) and Cairns (2013) have
noted. In relation to its location, learning in the workplace has been frequently viewed as
organisational learning (see, for example, Argrys and Schon, 1978; Marsick and Watkins,
1990). This view focuses on the positive relationship between three aspects of learning:
certain forms of work organisation, learning and outcomes that bring improved organisation
(Fuller and Unwin, 2013: 53). As such, successful organisational learning is determined by
the existence of a positive relationship (interconnected support) between individuals
involved.
Chapter 3
Methodology
This chapter will explain the various methodologies that will be useful in
gathering data and analysis which are relevant to the study. The methodology will
include areas such as research design, sample size and sampling technique,
research locale, data collection method, data analysis procedure, research
instrument, and ethical consideration.
Research Design
This qualitative research will employ a phenomenological approach.
According to Cresswell (2013), phenomenological study is an approach to qualitative
research that focuses of the lived experience within a particular group. The
fundamental goal of this approach is to arrive at a description of the nature of the
particular phenomena.
Furthermore, Wilson (2015), added that phenomenological research is a
method with a strong philosophy origins, which one sometimes be challenging for
novice investigators. A fundamental challenge is to understand the range of
philosophical and empirical approaches to situate one’s study. Additionally, Tenny,
Brannan, and Brannan (2023), defined phenomenology research as the “study of the
meaning of phenomena or the study of the particular”. It is essentially looking into the
‘lived experiences’ of the participants and aims to examine how and why participants
behaved a certain way.
This study will use phenomenological approach just like what Tenny, Brannan,
and Brannan (2023) stated that it will study the phenomena and the lived experience
of the participants which is similar to the researchers topic about the Familiarity of
automotive students. Moreover, the aims of this approach is to describe the nature of
the phenomena based on what.
Sample and Sampling Technique
This phenomenological study will have 6 participants that consist of Grade 11
students specifically the Technical Vocational Education (TVE), either male or female
who aged 17-18 years old who were studying at Sigaboy Agricultural Vocational High
School. An author named Moser and Korstjens (2018), proved that the sample size
for phenomenological research is between six (6) and ten (10). That would be
adequate, any sample size between four (4) and six (6) data sources would be ideal.
This participants are those who has enrolled in automotive qualifications.
Additionally, the researchers will use convenience sampling technique in
selecting a participants. Convenience sampling is a method of audience sampling
where researchers select participants through any means available, such as sending
a survey link to all email contact of the participants or asking passers (Hillman,
2023). The researcher will use the convenience sampling technique with the reason
that it is low-cost and easy, with subjects readily available (Nikolopoulou, 2022).
Research Locale
This study will be conduct at Barangay Poblacion Governor Generoso,
Province of Davao Oriental, situated at the southern part of Mindanao, Philippines
particularly at Sigaboy Agricultural Vocational High School specifically the Grade 11
students who takes Technical Vocational Education (TVE) during the second
semester of the school year 2022-2023 to explore their lived experiences in reading
during pandemic time. The six (6) participants will be selected in this location
because it is where the researcher and the available participants is studying. See the
map in figure 1.
Figure 1. Map of the Philippines showing the location of Sigaboy Agricultural
Vocational High school.
Data Collection Procedure
The method aims to obtain data from a purposely selected group of
individuals rather than from a statistically representative sample of a broader
population. Hence, in collecting the data, the following steps will be undertaken.
1. Asking a permission. Following the panelists’ acceptance, the researchers will
write a letter to the school principal requesting permission to investigate Senior High
School students.
2. Giving a consent. The researcher will go to the building of Senior High School
and whoever available will be the possible participants, they will be given a paper of
consent that hereby states if they will agree or not with the interview that will be
conducted.
3. In-dept interview. The researchers will use in-dept interview. An in-depth
interview is a qualitative research technique that is used to conduct detailed
interviews with a small number of participants. In contrast to other forms of
qualitative research, researchers using an in-depth interviewing approach invest a
significant amount of time with each participant employing a conversational format.
Interview questions are primarily open-ended and lead to a discovery-oriented
approach (Rutledge & Hogg, 2020).
4. Readying the equipment to be use. Before the interview start, the researchers
will ready the important things that can be use during the interview such as audio
recorder, video recorder and a sheet of papers to take notes.
5. Introduction. The researcher will start to introduce herself/himself and give the
participants a knowledge about the study and what is the purpose of it to make the
participants aware and become prepared ahead of time how to answer the
impromptu questions.
6. Formal interview. In this phase, the researchers will interview 6 participants,
having 10 questions that would address the 4 statement of the problems.
7. Appreciation. At the end of the interview, the researchers will give appreciation to
the participants and will thank them for answering the question truthfully.
8. Transcription of data. After the interview, the researchers will transcript the
collected data from the participants.
9. Analyzing and interpreting the data. After transcripting the data, the researchers
will analyze and interpret the transcripted data.
10. Conclusion. After that, the researchers will make a conclusion about the
analyzed and interpreted data.
Data Analysis Procedure
In analyzing the data, the researchers will utilize the coding and theming
analysis. Coding analysis is the process of analyzing qualitative text by taking apart
the text to see what they yield before putting the data in a meaningful way (Elliott,
2018). In addition, Medelyan (2023) stated that coding is the process of labeling and
organizing your qualitative data to identify different themes and the relationships
between them. Medelyan (2023) shows the five (5) steps in coding data.
Steps in coding data
1. Choose whether you’ll use deductive or inductive coding.
2. Read through your data to get a sense of what it looks like. Assign your first set of
codes.
3. Go through your data line-by-line to code as much as possible. Your codes should
become more detailed at this step.
4. Categorize your codes and figure out how they fit into your coding frame.
5. Identify which themes come up the most — and act on them.
According to Braun and Clarke (2006), theming analysis (TA) is a method for
systematically identifying, organizing, and offering insight into patterns of meaning
(themes) across a data set. Through focusing on meaning across a data set, TA
allows the researcher to see and make sense of collective or shared meanings and
experiences. Braun and Clarke (2006), suggest the five (5) steps in theming a data.
Steps in theming data
1. Get familiar with the data. If your data is in the form of audio files, transcribe
them yourself or get them transcribed (see how to transcribe interviews). Read
through the transcripts and actively observe meanings and patterns that appear
across your data set. You won’t be formally creating codes yet, but you should jot
down thoughts and memos about potential codes to create.
2. Create your initial codes. Now that you’re familiar with the data, practice
thematic analysis coding, and create a set of initial codes that represent the
meanings and patterns you saw in the data. Create a codebook to keep track of the
codes. Read through your data again, and identify interesting excerpts and apply the
appropriate codes to them. Excerpts that represent the same meaning should have
the same code applied.
3. Collate codes with supporting data. Now, group together all the excerpts
associated with a particular code. If you’re using pen and paper, cut out the excerpts
and group them together by code.
4. Group codes into themes. Now that you have a set of initial codes, sort the
codes into potential themes. Themes in qualitative research are a powerful way to
see trends and patterns in your data. See how various codes can be combined, and
see if there are themes that can be made into sub-themes.
5. Review and revise themes. Now that you have your initial set of themes, review
and revise your themes. Ensure that each theme has enough data to support them
and is distinct. Consider merging together themes that are similar, and removing
themes that don’t have enough data to back them up. Begin formulating how your
themes can come together into a narrative.
Research Instrument
This study will utilize in-dept interview specifically the structured interview. An
in-depth interview is a qualitative research technique that is used to conduct detailed
interviews with a small number of participants. In contrast to other forms of
qualitative research, researchers using an in-depth interviewing approach invest a
significant amount of time with each participant employing a conversational format
(Rutledge and Hogg, 2020).
According to Kumar (2011), a structured interview, also known as a
standardized interview or a researcher-administered survey, is a type of interview
that consists of a series of questions designed to elicit a specific response or answer
from the participants. The questions are normally specific and always offer a fixed
range of answers. They are relatively quick and easy to administer, and the
respondents will simply place a tick in a box for the answers selected. The ultimate
aim of this type of interview is to ensure that each session is presented with exactly
the same or identical questions in a similar order (Abdul-Rahman et al., 2012).
Interviews will be record by using audio recorder with the permission of the
participants and the researchers will take a brief notes of the conversation as well as
observe and record nonverbal cues, including the distraction. After the interview,
audio recordings will be transcribe by the researchers.
Research title
The Need to Know How: A PHENOMENOLOGICAL Inquiry on Students Familiarity
on Basic Automotive Concepts.
Research objectives
The purpose of this phenomenological study is to explore the lived experience of
students in terms of Familiarity.
Introduction
I would like to thank you once again for being the participants in this interview aspect
of my study. As I have mentioned to you, my study seek to understand the Familiarity
on basic automotive concept. The aim of this study is to explain the level of
familiarity on basic concept in automotive among automotive students . This
interview will last approximately one hour which I will be asking you about the
hardships that you have encountered.
Lately, you completed a consent form indicating that I have your permission (or not)
to audio record our conversation. May I ask again if you still ok with me recording (or
not) our conversation today?
If yes. Thank you! Please let me know if at any point you want me to turn off the
recorder or keep something confidential.
If no. Thank you for letting me know. I will only take notes then to write our
conversation.
Body
Research Questions Interview Guide Questions
What is the automotive • Have you ever take automotive classes or training
student experience on program before?
their strand? • How often do you encounter automotive related
issues in your daily life?
• How much important to you think it is for individuals
to have a basic understanding of automotive
concepts?
• Have you ever sought professional help for
automotive issues? If yes what was your experience
like?
• Have you ever attempted to repair or maintain a
vehicle on your own? If yes, what is the outcome?
How did students cope • How familiar are you with basic automotive concept
with the challenges they such as engine types, transmission system, and brake
encounter? system?
• Do you think having a basic understanding of
automotive concepts can benefit individuals in there
personal and professional lives? If yes, how?
What are the insights of • How confident do you feel in your ability to perform
student who enrolled in basic automotive maintenance task such as changing
automotive? a tire or checking oil levels?
• What resources do you use to learn more about
automotive concepts and maintenance?
• How do you think schools and educational institution
can better prepare students for basic automotive
knowledge and skills?
Conclusion
Before we end this interview, is there something about your experience about
reading during the pandemic that you think we have not yet had a chance to
discuss? Again, thank you very much for your time.
Ethical Consideration
Ethical considerations in research are a set of principles that guide your
research designs and practices such as voluntary participation, informed consent,
anonymity, confidentiality, potential for harm, and results communication.
1. Voluntary participation. Your participants are free to opt in or out of the study at
any point in time.
2. Informed consent. Participants know the purpose, benefits, risks, and funding
behind the study before they agree or decline to join.
3. Anonymity. You don’t know the identities of the participants. Personally
identifiable data is not collected.
4. Confidentiality. You know who the participants are but you keep that information
hidden from everyone else. You anonymize personally identifiable data so that it
can’t be linked to other data by anyone else.
5. Potential for harm. Physical, social, psychological and all other types of harm are
kept to an absolute minimum.
6. Results communication. You ensure your work is free of plagiarism or research
misconduct, and you accurately represent your results.
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