MALISUDAY GAYUD MA’AM!

: EXPLORING THE EXPERIENCES OF BEED

STUDENTS IN DAVAO ORIENTAL STATE UNIVERSITY AMIDST ONLINE

CLASSES

Members:

Abella, Karen Joy

Angana, Dary Jean
Donga, Jessa Mae
Galvez, Paola Angeline
Gumobao, Mae Ann
Langaam, Kezzia Aya
Lunay, Sarah Jane
Matapid, Allysa Grace
Quimpan, Rizza
Sayman, Ronna Mae
Sumaliday, Niña Fe
 Chapter 1

Introduction

Rationale

The COVID-19 pandemic had brought a significant impact on not only the

world's economic, psychological, and social elements, but especially the

education sector. The virus which initially appeared in December 2019,

quickly became a pandemic, forcing school closures and finally the migration

of all levels of educational institutions to remote learning in the new normal

education. The traditional delivery of instruction in education has changed and

learning environments have been reorganized (Cahapay & Rotas, 2020).

During the crisis, institutions, administrators, educators, students, and even

parents were caught off guard and forced to participate in the distance

education process. The transition from face-to-face to more indirect teaching

methods has forced schools into a flow of learning that is fraught with

complexities and limitations. The procedure has had a significant impact on

the schools, teachers and students. Individuals have invariably encountered

specific difficulties and obstacles in institutions during this process. School

closures, a lack of equipment to participate in courses, inability to access

online materials from home, and inability to leave home for an extended

period of time have all had psychological impact on students. Another factor

to consider is educational institutions’ inadequate technological infrastructure.

Such factors are an impediment to the success of the education implemented

(Ozudogro, 2021).

The Commission on Higher Education (CHED) declares flexible learning

in accordance with the Memorandum Order No. 4, Series of 2020 to be

implemented by public and private Higher Education Institutions (HEIs).

according to CHED, flexible learning for higher education involves a

combination of digital and non-digital technology; these are online, offline, and

a blended mode of learning. Globally, online learning has been implemented

to many Universities even before the pandemic. Online learning can be

defined as an alternative learning process that is done via the internet wherein

no physical classroom, no physical contact of students and teachers, as well

as no face-to-face lectures (Asoro, 2020).

The emergence of the COVID-19 pandemic has made changes in our

educational system from face-to-face to web-based learning in some

countries including but not limited to America, Nigeria, and South Africa. In the

context of America, too many students of color and low income, rural and

native students struggled to even log in to class due to inequitable access to

the internet (Acosta, 2021). The same goes to the two countries Nigeria and

South Africa who also experience the struggle of coping up of the new

learning set-up to sustain effective teaching and learning during the shutdown

of different institutions (Garcia, et.al., 2020). In addition, prior to the pandemic,

students often relied on campus resources to complete their academic task,

like libraries, computer labs, and campus Wi-Fi, but lost these essential tools

when campuses shuttered (Johnson, et.al., 2021).

In the national context, the sudden shift to a purely online method of

teaching and learning was a result of the lock down that was imposed by the
Philippine government (Ignacio, 2020). the Philippine Commission on Higher

Education (CHED) advocated for Flexible Learning Policy. However, the fact

remains that most youth cannot attend school, whether it is online or modular

class, due to lack of materials and provision. That Child Hope Organization

Website states that, the impact of pandemic forces students to endure the

hassles that come with online classes. As online classes in the Philippines

take off, College students are having a hardest time adjusting to the new

normal. Especially now that the educational system is focus on technology-

based learning. The greatest challenges of students were technological

literacy and competence. Also, their challenges were found to be aggravated

by the pandemic particularly in terms of learning quality, mental health,

finances, social contact, and mobility (Barrot et.al., 2021).

In Western Mindanao State University, the unfamiliarity of the new

modality, unstable internet connectivity, stress-including schoolwork, a lack of

technological learning resources, location-related stressors, and the

unpredictability of power of outages are among the challenges that freshman

language learners face in their online learning (Barrera, 2021). Hence, to

meet the challenges of developing innovative educational delivery

mechanisms in higher education, colleges and universities around the world

have experimented with distance education, online teaching, remote learning,

blended learning, and mobile learning (Cahapay & Rotas, 2020).

Moreover, Higher Education in the Philippines is offered through different

degree programs (commonly known as Filipino courses) from different

universities (HEI). These are managed and regulated by the Commission on

Higher Education (CHED). The pandemic has generated changes in the

teaching-learning process in higher education institutions and online learning

will become the default in 2020 in different universities and one of these

universities is Davao oriental State University. All courses within Davao

Oriental State University (DOrSU) adapted the new learning modality which is

done via virtual, offline, or blended learning. The Bachelor of Elementary

Education (BEED) is one of the courses in DOrSU which adapted and

adjusted to the new educational set up which “Malisuday Gayud Ma’am”

vernacular terms were commonly heard from students. Thus, the researchers

of this study aims to explore the experiences of BEED students amidst online

classes.

Research Questions

Generally, this study aims to explore the experiences of BEED students in

DOrSU, during Online Classes.

Specifically, this study aims to answer the following questions:

1. How do DOrSU BEED students describe their experiences in online

classes?

2. What are the struggles experienced by the BEED students during

online classes?

3. What are the coping mechanism of the BEED students in addressing

the challenges during online classes?
Theoretical Lens

This study is anchored in two theories namely; Social Constructivist

Theory and Online Collaborative Learning Theory.

Social Constructivist Theory

Online courses have created a collaborative learning environment that

enables students to share knowledge, learn new things, and experience a

variety of things in social context.

Social constructivist theory (Vygotsky 1978) the educational process and

learning as social activity are facilitated by teachers. Teachers foster learning

and maximize student learning by selecting engaging and challenging task,

promoting peer collaboration, providing proper feedback and using guided

instruction. Furthermore, in a constructivist classroom, learning involves social

negotiation and mediation, because social interaction aids in the development

of the communication skills and allow students to receive understanding from

others who are knowledgeable about subject being studied. Learning happens

in practical settings, like in which asynchronous communication allows for

cross-temporal and cross-distance social negotiation (Doolittle,1999).

(Anderson, 2011) explores the potential for developing an online

education theory, starting from the premise that doing so would be a

challenging and maybe impossible task. Additionally, he stated that access to

educational experiences that are at least more flexible in terms of time and

distance than campus-based education has long been a concern of online

learning, a subset of distance education.

Online Collaborative Learning Theory

 Online learning was seen to be convenient allowing students to study at

their own pace and time. Students claimed that independent learning and a

higher level of personal accountability were made possible through online

learning. The insufficient chance for human connection, which was considered

important for generating in-depth group discussion on subject matter and

establishing peer support, was a major barrier to online learning. These

results offer recommendations for future development and enhancement of

online teaching and learning approaches.

OCL has generally been regarded as a successful learning paradigm that

has a beneficial impact on student’s academic attainment in the majority of

earlier studies. For example, Tsai and Guo (2011) had 93 college students

participating in their experimental study that investigated the impact of OCL

on students achievement in a campus based “Internet Marketing” course. The

finding of this study indicated that OCL had a favorable impact on students’

academic performance and emphasized the necessity for additional research

in other field in nation at various educational level. According to Zhu (2012),

participants in her study reflected that each group member had an opportunity

to contribute to group work during online collaboration, which helped them

achieve more knowledge than those who studied alone. More recently, 92

master’s students took part in a study by a Magen-Nagar and Shonfeld (2018)

to investigate the impact of an OCL program on attitudes toward technology in

terms of technological anxiety, self-confidence, and technology orientation.

The findings of the study indicated that a high level of OCL could decrease

technological anxiety, improve technological self-confidence, and increase the

liking of technology.
Significance of the Study

The researchers are confident that this phenomenological study will add

to the importance ans significance of the students who experience online

learning in DOrSU. Through this study researcher will be able to obtain

information about the experiences of students on online learning specifically in

BEED students of DOrSU and how they cope with these unfavorable

experiences. Moreover, this knowledge would be helpful in attaining the

quality education goal by the;

CHED (Commission on Higher Education)- This study would serve as

guideline on the implementation of online learning in DOrSU this study would

assess the institution to give awareness regarding to this platform.

Administrator- the result of this study would help the Administrators as

their bases on how to manage those students who experienced struggles

during online learning. Also, they can conduct such program or events that

address those experiences encountered by the students.

Faculty and staff- there result of this study would give awareness to

faculty and staff. Also, they can help the students by giving assistance and

support with the difficulties that the student encountered while participating in

online learning.

Students - In general would benefit from this study since they will be able

to figure out how they deal with this concern. They will be the no. 1 benefit of

this study whatever the result of these findings.

Future Researchers - who are interested or involve in conducting a study

related to the experiences of students amidst online classes. They can get
information, and give latest data to their study .

Scope and Delimitation

The main objectives of the study are to determine the experiences in

online learning for BEED students in DOrSU and how they can address those

experiences that they have encountered before and during online learning.

For that reason, the variables being studied in this study are delimited to

experiences of students in online classes.

The study will be conduct at Davao Oriental State University (DOrSU)

among the 1st year to 4th year BEED students. researchers select 20

participants to participate in an in-depth interview using Google Meet.

This study will conduct during the 2nd semester of the academic year

2021-2022.

Definition of terms

The terms below are defined conceptually:

Online Classes - is the mode of learning implemented by the DORSU during

COVID-19 that includes both modular and online modalities.

BEED Students- all enrolled BEED students in Davao Oriental State

University.

Malisuday Gayud - it is a mandayan term that describe the word difficult.

Experiences - it refers to asking participants about their experiences of things

that happen in their lives. It enables researchers to obtain insights into what it

feels like to be another person and to understand the world as another

experience.

Coping Mechanism - It is the method by which the researchers deal with

stress and problems. It is attempting to survive in every step of the way.

Chapter 2

Review Of Related Literature

COVID-19 Pandemic

On December 29th 2019, a cluster of four novel disconnectedness

pneumonia cases were reported in Wuhan, China. The World Health

Organization (WHO) officially named this disease COVID-19. Within a few

weeks, China experienced an exponential development in the number of

infections with a peak of 3,893 new cases reported on February 5th 2020. On

January 23rd 2020, the Chinese government implemented a stringent

lockdown of Wuhan city, followed shortly after by other areas. Since mid-

March the incidence of COVID-19 has been below 100 cases per day, with

the majority of such cases being “imported” from other countries. Today,

China has gradually relaxed the measures within the country but has kept its

borders shut. In the meantime, COVID-19 has developed into a global

pandemic with a tremendous impact. Before the availability of an effective

vaccine(s), COVID-19 would most likely coexist with the human society. There
is no single global strategy against this pandemic. For example, some

countries rely on “Hammer” measures such as (almost) complete lockdown,

mandatory school closure, among other measures; other countries adopt

“Dance” strategies by promoting social distance, wearing face masks, etc.

COVID-19 has had far-reaching consequences practically every part of

society, including education. In March 2020, schools in the United States and

most other countries we’re closed as countries created lockdown measures to

prevent the virus from spreading further. Many issues developed as educators

moved from tradition or face-to-face learning to digital platforms for remote

teaching, necessitating swift answers and policy and procedure adjustments

to ensure equitable and suitable remote learning to all students. Teachers,

students, parents and other key educators encountered numerous problems

(Chakraborty et al., 2020). Despite the fact that developments in educational

technology over the last few decades proved extremely valuable during this

pandemic (Dhawan 2020). Parents juggled work demands with responsibility

of ensuring their children had access to instruction from home. And students

struggled to stay engaged and connected with their teachers and peers online

(Huck et al., 2021)

The Philippines is not alone in dealing with this issue. Its Southeast Asian

counterparts have come up with innovative solutions to the same problems

and have begun to transition to a new era of education (Biana, Dacela, and

Joaquin, 2020). In addition, India and China like other Asian countries, have

adopted a variety of approaches to higher education. Online learning is highly

valued in these countries. Teachers and students from both countries have

begun to use android phones and computer screens to participate programs

(Rahman et.al., 2021).

Online Learning

Online learning can be considered of as a tool for making the teaching-

learning process more student-centered, inventive, and adaptive. “Learning

experiences in synchronous or asynchronous environments using various

devices (e.g., mobile phones, laptops, etc.) with internet connection” is how

online learning is classified. Students are learning and communicate with

professors and other students from other school (independent) in these

contexts (Dhawan, 2020). Further, the majority of the global universities use

synchronous and asynchronous online teaching methods: synchronous refers

to faculty and students meeting at a predetermined time for interactive

learning classes, whereas asynchronous refers to the faculty giving the class

without interaction between students and instructors. Students can access

online information anytime they want with asynchronous types of online

learning (Almahasees, Amin, and Mohsen, 2021). Unified communication and

collaboration platforms like as Microsoft Teams, Google Classroom, Canvas,

and Blackboard have been used thus far to allow teachers to design

educational courses, training and skill development programs. It incorporates

features such as workplace chat, video meetings, and file storage to help

keep classes organized and efficient. It also shares a range of files, including

words, PDF, Excel, audio, and video (Chhetri and Pokhrel, 2021).

The education system as recently been rocked by an unprecedented

health crisis that has shaken its foundation. Given the current uncertainty, it is

critical to gain more nuanced understanding of student’s online learning

experiences during the pandemic. Despite the fact that many students have

been conducted in this area, there is little information available about the

challenges and the specific strategies that students use to overcome them

(Barrot, et.al, 2021). There are numerous differences in the impact of the

COVID-19 on different countries’ educational systems, the start and end dates

of academic years, as well as the timing of school holidays, contribute to this

lack of unity. While some countries suspended in-person classes until further

notice in March/April, others were less stringent, and universities were only

advised to reduce face-to-face instruction and replace it with online solutions

wherever possible. In other cases, depending on the academic calendar, the

start of the summer semester could be delayed (Gonzales, et.al, 2020).

Experiences of students amidst online class

Almaiah et.al., (2020), identified numerous barriers to implementing the e-

learning system. They identified four categories of problems: (1) technological

challenges, (2) individual challenges, (3) cultural challenges, and (4) course

challenges. They also discovered that these problems vary greatly between

countries due to differences in culture, context, and preparation. The key

hurdles of e-learning system adoption in poorer nations, for example, were a

lack of ICT competence, a lack of network infrastructure, and a lack of content

production. Aside from that, a number of factors contribute to students’

academic difficulties in online education. Online learning involves more

autonomy from students that in-person classes, which may be difficult for

academically challenged students or students with non-traditional enrollment

trajectories. Lack of in-person connection in online courses can contribute to

feelings of isolation and separation from a learning community, making it more

difficult for students to engage with and learn from peers and instructors. In

response to these obstacles, researches and educators have devised a

number of ways to encourage more interaction and a stronger sense of

connection in online courses as an example, project compass enhanced the

frequency of synchronous class sessions and encouraged more participation.

Instructors and students have frequent individual interactions. We explore the

impact of giving students access to in-person office hours and more frequent

digital connection with teachers, and we discover that these changes to

students’ interaction resulted in improved performance (Bird et al., 2022).

In Guyana, online education, which has become the new normal because

to COVID-19, is currently confronted with a variety of issues, some of which

are listed below:

Lack of resources: digital inequalities among students and staff were

exposed, due to the absence of internet connection in many of the villages in

the hinterland areas where some students and staff reside. Students are

unable to connect to the online mode due to a lack of computers, laptops,

and/or tablets. Other lecturers were also affected by same deficiencies: Both

students and lecturers have received insufficient prior preparation on the

requirements of online instruction. Many lecturers and students were

concerned how to use the new tools successfully. Students' difficulty to use

lab or fieldwork due to social distance for courses that needed lab, fieldwork,

or practical activities;

Poor infrastructure investment: Slow network speeds at home due to

unexpectedly high internet traffic and internet providers' lack of preparedness

for the resulting massive demand on their services.

Inconsistent power source: Unlike advanced economies, Guyana has

struggled to ensure a reliable power supply, with power outages occurring

during lectures, hurting both students and lecturers.

Course delivery problems-Lower student–teacher interaction: Some of

teaching experiences, many students no longer participate in class discussion

as they would in a typical face-to-face class, and there is frequently little or no

feedback when questions are addressed. As a result, some online classes

might become uninteresting and stressful Students are the ones who learn.

Therefore, if they reject or minimize their involvement, attention, or

concentration in their learning, they will achieve nothing.

Slow and extended work: Due to power outages or internet troubles, students

are unable to turn in assignments on time, and lecturers are unable to keep

up with their timetables.

Compromise on deadlines: When students and staff failed to properly employ

technology resources to complete work on time, they had to compromise on

deadlines and even the standard expected of their performance due to other

constraints. Due to a lack of monitoring opportunities, many lecturers and

instructors have resorted to using multiple-choice questions (MCQ).

Misconduct: Because of the online testing technique and the reality that many

students are unable to use video services during some live class exercises

and tests due to technological limitations, students may obtain assistance and

guidance that the teacher is unaware of.

Student’s Problem
Students' inflexibility: Many students who were used to the old face-to-face

teaching method found the online technique difficult to adjust to, with some

being harsh and unpleasant to lecturers as a result of the stress.

Household difficulties: Many students were compelled to work at home, where

they were subjected to numerous distractions and other household

responsibilities. As a result, most students found it difficult to keep

concentrate during online learning.

Mental health conditions: As a consequence of the abrupt transition, some

pupils experienced fear and worry. Depression, mental disorders, and suicide

ideas were some of the topics discussed during this time due to some

students' struggling to manage with the combination of their academic rigors

and household challenges (Cao & Xu, 2020).

Along with the study of Suryaman et al. (2020), investigated how the

pandemic affected learning at home. Their findings revealed that students in a

home learning environment encountered numerous challenges, including lack

of technological proficiency, expensive internet costs, and restricted

interaction/socialization amongst and among students. In a related study,

Kapasia et al. (2020) studied how lockdown affects pupils’ learning. The

lockdown caused considerable disruptions in pupils’ learning, according to

their findings. Students also mentioned certain difficulties they had when

taking online programs. Anxiety, sadness, poor internet connectivity, and an

unsuitable home learning environment are all factors that are exacerbated for

marginalized and remote students.

Furthermore, lack of accessibility and availability of the internet and the

insufficient of latest technology results organizational responsiveness

(Karademir et al., 2020: Zhong, 2020). Deficient of proper interaction with the

instructors is other major concern to the link of online learning (Zhong, 2020).

As online learning has risen in popularity and become more prevalent, critics

have legitimately questioned whether it really worsens inequality, particularly

for people living in poverty, in rural areas, or within specific socioeconomic or

cultural minorities. (Sator and Williams, 2020). Sator and Williams (2020), also

addressed are mostly aspects of online learning that are important to equality

concerns. Equity minded, culture affirmation, and social engagement are the

three core underpinnings for online learning teaching methods. Yusuf (2020),

to enhance internet access and establish an interactive educational style,

universities must provide more suitable e-learning platforms. Although online

learning appears to be beneficial in terms of protecting learners' and faculty's

health in the event of a pandemic, numerous researches have stated that this

might not be as effective as expected. (Gok & Kara, 2020: Klapproth et al.,

2020).
 Chapter 3

Methods

This chapter explains the details and information of our research design,

research participants, role of the researchers, and the process of data

collection, data analysis, and trustworthiness that includes the three criteria:

trustworthiness, transferability and confirmability. All individuals that were

concern with this study was also included as well as the process of ethical

considerations.

Research Design

The overarching goal of any qualitative research is to gain a richly detailed

understanding of a specific topic, issue, or meaning based on first-hand

experience. Since the main purpose of this research is to explore the

experiences of BEED students in DOrSU during online learning, the

researchers utilizes Qualitative Research to deeply investigate, understand

and interpret social phenomena within its natural setting (Creswell, 2002).

This is accomplished by using a small but focused sample base collecting

data can be time consuming; qualitative data is concerned with in depth rather

than quantity of findings. A qualitative research design is concerned with

determining the whys and hows of the phenomenon under consideration

unlike other research design (DJS Research, 2022).

This study employs a qualitative phenomenological research design in

order to understand and explore the experiences of students' learning

journeys during this pandemic crisis. Essentially, it facilitates a deeper

understanding of a specific phenomenon as described by the participants

(Alvarez Jr., 2020). The focus of this occurrence is on addressing the lived

experiences of BEED students learning remotely in the face of a global health

threat.

Research Locale

This study will be conducted in Mati City, Province of Davao Oriental in

the south-eastern part of Mindanao Philippines particularly in Davao Oriental

State University as depicted in figure 1. The researchers of this study have

chosen the school where they are currently enrolled. This is address at

Guang-guang, Barangay Dahican, City of Mati. The said school has 5

institutes which is headed by the University President Dr. Roy Ponce. The

participants of the group discussion interview are those who are officially

enrolled in the institute of Education and Teachers Training specifically the

Bachelor of Elementary Education students. This area was selected for

knowing the low capacity of adapting internet connection which resulted in

varied difficult experiences of BEED students. Therefore, the researchers

chose the place of implementation because it will give them the needed
information for students’ lived experience during online learning. This study

will cover 2nd semester during the academic year 2021-2022.

Figure 1. Map of the Davao Oriental State University, Mati City, Davao

Oriental

Research Participants

The approach of phenomenological study is concerned to know and

understand student’s experiences in online learning amidst pandemic. This

study will use focus group discussion as the basis for result. It describes a

process for integrating focus group data into phenomenology. In this case, the

researchers decided to find respondents in DOrSU specifically the BEED

students. The researcher agreed to have (20) twenty respondents to

participate in this study. 5 participants in each year level.

Role of the Researcher

The researchers choose to conduct this study to let everyone know about

the experiences of BEED students in DOrSU in online learning. Researcher

can relate with this study since as a student, they also experienced in this new

mode of learning. Researchers can personally present their personal ideas

and feedback in this study.

With regards to the basic roles, researchers will play many role such as

interviewer, transcriber, analyst and encoder. As an interviewer, they called all

the informants and asked their permission to participate in this study. During

the interview and observation, they will apply some techniques like asking

probing questions, then listening and thinking and asking probing questions to

get to deeper levels of conversation. they will interview random BEED

students in DOrSU and gathered our data by conducting focus group

discussion through virtual with twenty (20) respondents.

Research Instrument

The researchers will use a semi structured interview in order to gather in-

depth information by asking an open ended questions to the participants.

Data Collection

Before they will interview, the researchers of this study will have a

conversation through online platforms with Bachelor of Elementary informants

and asked them if they can participate and sign the consent of the researcher.

After the informants agreed to participate by signing the consent letter that the

researchers created, the researchers will conduct a preliminary meeting

through virtual together with the informants for them to be oriented about the

focus group discussion through virtual specifically by using the Google meet

app.

During the focus group discussion, the informants will be given a set of

questions in order for them to answer without a time limit. All answers will be

recorded by the use of screen recorder and researchers will also writing while

listening to the answer of each informant by the permission and consent of the

informants. The language that they will be use in answering the question is

depend on where they are comfortable to answer.

Analysis of Data

The researchers will gather the data through focus group discussion and

the researchers will analyze the answers of the informants using the thematic

analysis. Wherein it is a method by analyzing the qualitative data, there are

six phases of this called analysis; familiarization, it is a process that

researchers becoming familiarize with data gathered by reading and re-

reading the interview transcripts; Generating the initial code, when the

researchers already familiarized the data, researchers will start coding the

data; Create the initial themes, After the transcripts have been coded, the

qualitative researchers take the list of codes and begin to group the codes

that have similar meanings or are related; Review the initial themes, The

researchers compare the themes to the data to ensure that they capture the

most important parts of the data; Names and define the themes; and Writing

the final report where in researchers will presents the findings and

interpretation of the data (Braun and Clarke, 2013).

 Data Reduction

A data reduction is a method of minimizing data by simplifying,

summarizing, and analyzing it. The researchers begin by coding, simplifying,

and summarizing the information acquired. The data will process in the middle

phases through analysis and comprehension. The data will acquire and

explain in the final stages of the study. Data Displays a visualization aid in the

presentation of findings and conclusions by illustrating different ways of

organizing, summarizing, simplifying, or changing data (Verdinelli and

Scagnoli, 2013).

Drawing and Verifying Conclusions

It is the last step of qualitative data analysis was drawing conclusions and

verifying them. It’s vital to go over the data again and again to double-check

and confirm the conclusions that have already been drawn (Atkinson and

Delamont, 2006).

Trustworthiness

From data collection to results reporting, the primary qualitative approach

steps were described in terms of trustworthiness. Trustworthiness is the true

value on the findings of the study and the accuracy of data interpretations

collected from the participant’s experiences (Lincoln and Guba, 1985).

Transferability

External validity is a term that describes how something is true

outside of itself. The extent to which phenomena or discoveries presented

in one study are applicable or valuable to theory, practice and future

 research. (Lincoln and Guba,1985). To deal with transferability, we will

describe the research context and suppositions of our research in a

possible detailed manner. We will make sure that the data are thick and

rich in descriptions so that any interested person who will transfer the

results of this study to another context was held liable on the making of

the transfer.

Confirmability

Refers to the record, or paper-trail, or the researchers’ thoughts,

decisions, and study techniques. (Polit, Beck & Hungler et al,.2006). The

reader can follow the researchers’ decision-making through field notes,

transcripts, and the researchers’ reflexivity log or diary. We will not include our

personal viewpoints, hypothesis, and conclusions to avoid misrepresentation

of data. And we will refrain from putting our own biases.

Ethical Consideration

To ensure the balance between the potential problems of research, ethical

problems must be considered at all stages of the qualitative study (Arifin,

2018).

Informed consent was sought from the participants after they were

recognized, and this stage was first completed by reading with the participants

both informed consents of participation and screen recording and asking them

to sign to acknowledge and prove their consent.

Ethical considerations are important in research, specifically in a

qualitative research context, as researchers are in an authoritative position

when interpreting participant's words (Steffen, 2016). The researchers must

not harm their participants, as respect will be highly rewarded.

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