Behind the Screen: A Phenomenological Study of Social

Media's Role in Shaping Fashion Preferences Among BTVTED

Students

In Partial Fulfillment of the Requirements in

RES 310 – Research Methodology
For the Program Bachelor in Technology and Livelihood Education
Department of Technical and Technology Education
College of Science and Technology Education
University of Science and Technology of Southern Philippines

NAMES
Cabason, Shane C.
Caspillo, Gwyneth Jane
Maxilom, Evon F.

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 TABLE OF CONTENTS

ABSTRACT.................................................................................................................................. 2
APPROVAL SHEET.......................................................................................................................3
DEDICATION (Optional)..............................................................................................................4
ACKNOWLEDGEMENT................................................................................................................5
TABLE OF CONTENTS..................................................................................................................6
LIST OF TABLES...........................................................................................................................8
LIST OF FIGURES.........................................................................................................................9
LIST OF APPENDICES................................................................................................................ 10
CHAPTER 1............................................................................................................................... 11
THE PROBLEM..........................................................................................................................11
Background and Rationale of the Study.............................................................................. 11
Theoretical Framework or Developmental Framework....................................................... 12
Statement of the Problem................................................................................................... 13
Research Objectives.............................................................................................................14
Research Questions............................................................................................................. 14
Significance of the Study..................................................................................................... 15
Curriculum implementers................................................................................................ 15
Students........................................................................................................................... 15
Parents............................................................................................................................. 15
Policy makers................................................................................................................... 15
Curriculum designers....................................................................................................... 15
Future researchers........................................................................................................... 16
Definition of Terms.............................................................................................................. 16
Academic Performance....................................................................................................16
Food Handling Practice.................................................................................................... 17
1.8 Scope and Delimitation..................................................................................................17
1.9 Summary........................................................................................................................18
CHAPTER 2............................................................................................................................... 19
REIEW OF RELATED LITERATURE.............................................................................................. 19
Introduction.........................................................................................................................19
Theoretical Framework........................................................................................................20
Web-Based Instructional Materials..................................................................................... 20

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 Flexible Learning Programs..................................................................................................21
Impact of Web-Based Instructional Materials on Academic Performance.......................... 21
BTLED Students and Flexible Learning................................................................................. 22
Gaps in the Literature.......................................................................................................... 22
Conceptual Framework........................................................................................................22
CHAPTER 3............................................................................................................................... 24
METHODOLOGY....................................................................................................................... 24
Introduction.........................................................................................................................24
3.2 Research Design.............................................................................................................24
3.3 Target Population...........................................................................................................25
3.4 Sample of the Study.......................................................................................................25
3.5 Sampling Procedure.......................................................................................................25
3.6 Research Instrument......................................................................................................26
3.7 Data Collection Procedure............................................................................................. 27
3.8 Data Analysis..................................................................................................................28
3.9 Ethical Considerations....................................................................................................28
REFERENCES.............................................................................................................................29

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 CHAPTER 1

THE PROBLEM

Background and Rationale of the Study

In today’s digital world, social media has become a powerful force in

shaping fashion trends and influencing how people express their personal
style. Platforms like Instagram, TikTok, and Pinterest have changed the game,
making it easier for individuals to discover new looks, connect with emerging
designers, and engage with sustainable fashion movements (ChaoGu, 2024).
According to Lapolla (2014), social media serves as a source of inspiration
and a valuable educational tool, especially for Gen Z and students studying
fashion. Meltwater (2024), highlighted that in the Philippines alone, around
86.75 million people are active on social media, marking an 8% increase from
last year.

The evolution of social media over the years has transformed how we
communicate and connect. It all started with platforms like Six Degrees and
Friendster, which allowed users to create profiles and connect with friends
(McIntyre, 2013). The launch of Facebook in 2004 took online interaction to a
new level, making it easier to share content and engage with others (Akram,
2014). Now, with visually-driven platforms like Instagram and TikTok, fashion
trends spread like wildfire through influencers and viral content, encouraging
users to adopt specific styles (Smith & Anderson, 2018).

Gen Z is immersed in the digital landscape that influences their fashion

choices, whether scrolling through Instagram for outfit ideas, watching fashion
influencers on TikTok or curating Pinterest boards, they engage with a vibrant
online world that impacts their fashion preferences (Calande, 2021). As the
first real digital natives, Gen Zers speaking generally are extremely online,
Gen Zers are known for working, shopping, dating, and making friends online,

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in Asia, Gen Zers spend six or more hours per day on their phones
(McKinsey, 2024). According to Capucao et al. (2012) Gen Zers as the first
digital generation, individuals exhibit unique characteristics and preferences
that challenge traditional marketing strategies, It appears that Gen Z has very
different shopping habits from previous generations.These platforms
showcase the latest trends and introduce new brands and sustainable
practices, allowing them to express their individuality through fashion (Manley,
2023).

Research shows that social media encourages aspirational lifestyles, leading

individuals to compare themselves to curated online images, which can
impact their purchasing decisions and views on success (Stevens et al.,
2020). Influencer marketing has also seen tremendous growth, with an annual
spend of $93.79 million in the Philippines, underscoring its influence on
consumer behavior in the fashion and beauty sectors (Meltwater, 2024). This
suggests that students in fashion education are particularly susceptible to
these digital trends, which can shape their design preferences, brand
awareness, and career goals (Manley, 2023).

Despite the significant impact of social media on fashion, there is still a lack of
research on how these platforms work. McIntyre (2013) pointed out a gap in
understanding how social media has evolved in relation to niche audiences,
while Calande (2021) noted the absence of standardized guidelines for
assessing social media credibility. Additionally, Wang et al. (2012) highlighted
how digital platforms influence purchasing behaviors and self-perception,
especially among young adults. However, there has been little focus on how
social media impacts the style development and career aspirations of future
fashion educators. Additionally, it doesn't address how fashion trends evolve
over time or explore alternative fashion movements and subcultures (Lorenzo,
2022). Filling these gaps could provide valuable insights into fashion
conformity and its implications.

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Ahmad (2024), emphasized that social media impacts the daily lives of every
person. Nowadays, the use of social media is helpful in the selection of
various items online, supporting online shopping and social networking. This
study aims to explore the lived experiences of students at the University of
Science and Technology of Southern Philippines, particularly BTVTED-FGT
students, as they navigate social media roles and how these platforms shape
their fashion preferences. By exploring their stories, this research hopes to fill
a gap in the literature and enhance our understanding of social media’s role in
students' fashion preferences.This study highlights the unique ways in which
these students navigate their identities through fashion.

Theoretical Framework

This study explores how students from BTVTED fashion and garments course
express their fashion preferences, particularly through the Study of fashion
theories by James Lavers (Maghraby, 2022). James Laver's concept of
Objective Rhythms shows us that fashion trends are constantly changing,
influenced by shifts in society, cultural movements, and advancements in
technology (Maghraby, 2022). According to Maghraby (2022), James Lavers
idea of Personal Subjective Aesthetics highlights the individual tastes that
each student brings to their wardrobe, often inspired by what they see online,
from influencers to trends among their peers (Maghraby, 2022). The Law of
Fashion illustrates how quickly styles can change in today’s fast-paced digital
world, a look can shift from being considered "indecent" to "beautiful" in just a
few months, showcasing how fluid fashion norms are and how social media
shapes public perception (Maghraby, 2022). Despite James Laver's significant
contributions to the understanding of fashion, the study identifies a gap in
scholarly research concerning his theories, particularly regarding the
economic, social, and political factors that influence the life cycle of fashion
(Maghraby, 2022). The research calls for a deeper exploration of Laver's laws
and how they correlate with contemporary fashion practices, thereby enriching

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designers’ minds with innovative ideas and visions for fashion design
(Maghraby, 2022).

Statement of the Problem

Fashion trends have always evolved with cultural and technological

changes, with social media now playing a major role in shaping individual

preferences. Ideally, students would develop fashion choices based on

personal style and functionality, but constant exposure to online trends may

influence their decisions, leading to conformity and unrealistic beauty

standards.

At the University of Science and Technology of Southern Philippines, BTVTED

FGT students are immersed in social media, yet no existing research has

specifically examined its impact on their fashion preferences. The connection

between personal aesthetics, social identity, and digital influence remains

under examined, raising concerns about how students navigate these

pressures.

This study aims to analyze how social media affects BTVTED FGT students’

fashion choices, focusing on trend adoption, identity formation, and

self-expression. The findings will provide insights into how students balance

online influence with personal style and make informed fashion decisions.

Research Objectives

Specifically, this study aims to understand the different ways social

media impacts students' lives, particularly how it shapes their fashion choices,

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influences their sense of identity, and helps develop their personal style. To

achieve this, we have outlined the following objectives to guide our research:

1.​ To describe how Social Media Influence shaped the Fashion

Preferences among BTVTED FGT students.

2.​ To Analyze how Digital Trends inform the Personal Style Development

of BTVTED FGT students.

Research Questions

This study seeks to answer the following questions. The research questions

guiding the design and implementation of this study are:

1.​ How do social media platforms shape the fashion preferences of

BTVTED-FGT students at USTP?

2.​ How does exposure to digital fashion trends impact the personal style

development of BTVTED-FGT students?

Significance of the Study

This study holds significant importance for several reasons, each of

whom will gain valuable insights into how BTVTED-FGT students express

their fashion preferences through social media. First and foremost, the

students themselves will benefit by developing a greater sense of

self-awareness and confidence in their personal style. The findings will

empower them to navigate the often overwhelming influences of social media

and peer pressure, helping them feel more comfortable expressing their

individuality while fostering a sense of belonging among their peers.

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Educators in fashion programs will also find the research useful, as it sheds

light on the challenges students face, allowing them to create more supportive

and relevant learning environments.

Additionally, fashion industry stakeholders, including brands and

marketers, will gain a deeper understanding of the preferences and behaviors

of young consumers, enabling them to craft more effective marketing

strategies and product offerings. The study will also contribute to academic

discussions by addressing gaps in the literature about the experiences of

fashion students, paving the way for future research in this area. Finally, on a

broader level, the findings can spark conversations about the cultural and

social aspects of fashion, promoting diversity and self-expression, and

ultimately fostering a more inclusive society. This research aims to positively

impact students, educators, industry professionals, researchers, and society

as a whole by exploring the rich intersection of fashion, social media, and

identity.

Curriculum implementers

Teachers and school administrators can enhance their teaching

strategies using the findings to create a more engaging and relevant

educational environment that addresses the specific needs of fashion

students.

Students

The research will improve students' learning experiences and

outcomes by helping them understand the influence of social media on their

fashion choices, fostering confidence in their personal style.

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Parents

Parents will gain insights that enable them to better support their

children's education and development, providing guidance that aligns with the

challenges their children face in navigating fashion choices.

Policy makers

The findings can inform policy makers in creating initiatives that

promote inclusivity and support for fashion programs, ultimately benefiting

students and the educational landscape.

Curriculum designers

Curriculum designers can use the research to develop more effective

educational programs and materials that resonate with students' experiences

and the current fashion landscape.

Future researchers

This study will serve as a foundation for future researchers, allowing

them to build on the findings and explore related topics in fashion education

and social identity.

Definition of Terms

Fashion and Garments

A degree program that equips students with skills for teaching and

working in the fashion and textile industry. In this study, it refers

specifically to students at the University of Science and Technology of

Southern Philippines and their experiences influenced by social media.

Fashion Preferences:

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Individual choices regarding clothing styles, colors, and accessories
that reflect personal taste (Calande, 2021). In this study, it denotes the
specific styles chosen by BTVTED-FGT students influenced by social
media interactions.

Social Media:

Digital platforms that facilitate content creation and sharing, enhancing

social interaction (Smith & Anderson, 2018). For this study, it includes
platforms like Instagram, TikTok, and Pinterest, which students use to
explore fashion trends and express their style.

Social Identity Theory:

A theory suggesting individuals derive self-identity from group

memberships, influencing their behaviors (Tajfel & Turner, 1979). This
study uses it to analyze how BTVTED-FGT students choose clothing
that reflects their social affiliations.

Fashion Trends:

Prevailing styles in clothing and accessories influenced by cultural and

social factors (Laver, 1969). In this research, it refers to the styles
adopted by BTVTED-FGT students shaped by social media and peer
influences.

Influencer Marketing:

A marketing strategy that uses social media influencers to promote

products, enhancing consumer engagement (Stevens et al., 2020). In
this study, it refers to the influence of fashion influencers on students'
clothing choices.

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1.8 Scope and Delimitation

This study focuses on the lived experiences of students enrolled in the

Bachelor of Technical-Vocational Teacher Education – Fashion and Garments

(BTVTED-FGT) program at the University of Science and Technology of

Southern Philippines. It aims to explore how these students express their

fashion choices through the lens of social media influences, personal style,

and social identity. The research will examine the factors shaping their

clothing selections, including cultural trends and the impact of digital

platforms, utilizing qualitative research methods such as interviews surveys to

gather in-depth insights and open ended questions. However, the study is

limited to BTVTED-FGT students only, meaning the findings may not be

generalizable to students in other fashion programs or institutions.

Additionally, it will primarily focus on the students' experiences,

excluding the viewpoints of parents, or industry professionals, and will

concentrate on current fashion trends and social media influences while

omitting historical perspectives. The research will be conducted within a

specific timeframe, which may restrict the ability to capture long-term trends or

changes in fashion preferences. By clearly defining these boundaries, the

study aims to provide a focused analysis of the factors influencing fashion

preferences among BTVTED-FGT students.

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1.9 Summary

When writing the summary of Chapter 1, provide a concise overview of

the key points discussed in the chapter. This summary should briefly restate

the problem statement, the significance of the study, the research objectives

or questions, the scope and delimitations, and any other essential elements

introduced in the chapter. The purpose of the summary is to reinforce the

reader's understanding of the research's foundational elements and to ensure

that all critical aspects are clearly communicated before moving on to the

subsequent chapters. Keep the summary focused and succinct, highlighting

the core aspects that define the direction and purpose of your study.

CHAPTER 3

METHODOLOGY

Introduction

This chapter outlines the research methodology employed to explore

the factors influencing fashion preferences among BTVTED students and the

role of social media in shaping these preferences. The methodology ensures

a systematic approach to obtaining reliable and valid results that can inform

practical solutions for understanding the role of social media on students'

fashion choices in the contemporary landscape.

Research Design

This study employed a phenomenological research design to explore

and understand the lived experiences of BTVTED students regarding social

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media's role in shaping their fashion preferences. Grounded in the framework

of Shahid Khan, phenomenology aimed to uncover the essence of

experiences by examining how individuals perceived and made sense of their

world (Khan, 2014). This approach was considered appropriate for the study

as it sought to examine how social media platforms had shaped students’

fashion preferences.

The phenomenological method will be used because it will allow for an

in-depth investigation of how BTVTED FGT students interacted with social

media and how these interactions shape their fashion-related decisions. By

focusing on their subjective experiences, the study aimed to gain valuable

insights into the factors that had driven their fashion preferences, the trends

they had followed, and the ways in which social media had affected their

perceptions of style and identity. This approach enabled the capture of rich

narratives that reflected their thoughts, emotions, and the evolving nature of

their fashion choices in the digital era (Adam & Manen, 2017).

To gather data, in-depth interviews will be conducted particularly with

BTVTED FGT students, focusing on areas such as fashion inspiration

sources, engagement with influencers and trends, personal style evolution,

and the role of social media in shaping their choices. The data will be

analyzed using thematic coding to identify recurring patterns and themes that

encapsulate their lived experiences. This process aims to provide valuable

insights into how students navigate the vast landscape of digital fashion

influences and how these shape their clothing preferences and purchasing

behaviors

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Through this study, the phenomenon of social media’s role in shaping fashion

preferences among BTVTED students would be investigated, contributing to a

deeper understanding of their experiences. This phenomenological approach

would serve as a foundation for comprehending the digital-age influences on

students' fashion choices and could provide a basis for further research on

social media’s impact on personal expression and consumer behavior in

educational settings.

Research Setting

The study will be conducted at the University of Science and Technology of

Southern Philippines (USTP CDO CAMPUS), focusing on students enrolled in

the Bachelor of Technical-Vocational Teacher Education particularly Fashion

and Garments Technology (BTVTED-FGT) program. This research setting is

selected using convenience sampling and purposive sampling as it aligns with

the researchers' academic affiliation and familiarity with the institution. This

proximity provides accessible entry points to the university community and

allows for a deeper understanding of the specific influences shaping students'

fashion preferences.

The USTP CDO campus will be chosen for its representative characteristics,

particularly its strong emphasis on technology-driven education and its

integration of both traditional and contemporary approaches to fashion design.

This consistency ensures that the findings will be relevant and applicable to

similar academic institutions offering fashion-related programs. Conducting

the study in a setting with which the researchers are familiar enables more

12
efficient data collection and enriches the depth and quality of insights into how

social media shapes the fashion choices of BTVTED-FGT students.

Participants of the Study

In this qualitative study, participants will be selected using a purposive and

convenience sampling, which is particularly suitable for phenomenological
research as it allows for the selection of individuals who have specific
experiences relevant to the research question (Alkassim et al. 2015). The
target population will consist of approximately 8 students enrolled in the
Bachelor of Technical-Vocational Teacher Education – Fashion and Garments
Technology (BTVTED-FGT) program at the University of Science and
Technology of Southern Philippines (USTP). This sample size aligns with
qualitative research guidelines, which suggest that data saturation, the point
at which no new information or themes emerge should guide the decision on
the number of participants (Fusch & Ness, 2015).

The inclusion criteria for participants will be: (2) current enrollment in the
BTVTED-FGT program, (4) active engagement with social media platforms
(such as Instagram, TikTok, and Pinterest) for fashion-related content, and (3)
willingness to share personal experiences regarding the influence of social
media on their fashion preferences. Exclusion criteria will include students
who are not actively using social media for fashion or those who are unwilling
to participate in interviews. This selection process is supported by Stratton,
(2024) who emphasizes the importance of purposeful sampling in qualitative
research to ensure that participants can provide rich, relevant data.

To practically apply this technique, participants will be recruited through

announcements in BTVTED-FGT classes, social media posts inviting students
to participate. The recruitment process will ensure a diverse demographic

13
representation, primarily focusing on Gen Z students aged 18-25. Ethical
considerations will include obtaining informed consent and ensuring the
confidentiality and anonymity of participants throughout the research process.
By employing purposive sampling, this study aims to gather in-depth insights
into how social media influences fashion preferences and identity formation
among BTVTED-FGT students at USTP, contributing to a deeper
understanding of the intersection between digital culture and fashion
education.

In this section, describe how you will select participants for your

qualitative study, emphasizing whether you will use a purposive or

non-random sampling approach. If you choose purposive sampling, specify

the predetermined inclusion and exclusion criteria that will guide your

participant selection, and cite the relevant author who discusses these criteria.

Detail the specific sampling technique you plan to employ, such as purposive

sampling, snowball sampling, convenience sampling, or theoretical sampling.

Be sure to identify the author or scholar who supports the use of your chosen

sampling technique and provide a rationale for why this method is suitable for

your study. Additionally, explain how you will practically apply this technique to

identify and select participants, ensuring that you justify your choices with

appropriate references in APA format.

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Role of the Researcher in a Qualitative Study

As the primary instrument in this phenomenological study, we will be

responsible for gathering and interpreting participants' lived experiences. Our

responsibilities will include conducting in-depth interviews, engaging in

reflective data analysis, and ensuring that our interpretations remain true to

the participants' narratives. Since phenomenological research seeks to

understand how individuals perceive and make sense of their experiences, we

must remain attuned to participants' emotions, expressions, and meanings

conveyed beyond their words (Xu & Storr, 2012). To minimize personal bias,

we will practice bracketing, a process that requires us to set aside

preconceptions and prior knowledge to focus on participants' authentic

experiences (Tufford & Newman, 2010). Engaging in self-reflection throughout

the study will further help us maintain credibility and ensure that findings are

shaped by participants’ narratives rather than our own perspectives (Creswell

& Poth, 2018).

Beyond bracketing, we will take several measures to enhance the

trustworthiness of the study. Building rapport with participants will be essential

to encourage open and honest sharing, fostering a safe space where they feel

comfortable discussing their experiences (Merriam & Tisdell, 2015). To uphold

credibility, we will employ member checking, where participants review their

responses for accuracy, and peer debriefing, which allows external

perspectives to validate our interpretations (Shenton, 2004). Additionally, we

will use thick descriptions to provide rich contextual insights, strengthening the

transferability of our findings (Geertz, 1973). Maintaining a reflexive journal

15
will also ensure dependability and confirmability, allowing us to document our

thought processes and decision-making transparently (Patton, 2002). By

integrating these practices, we will preserve the integrity, depth, and rigor of

our study, ensuring that participants' lived experiences are represented with

authenticity and accuracy.

Interview Protocol

For the purpose of data collection, we will develop an interview protocol

as a structured guide to ensure consistency and depth throughout the

research process. This protocol will serve as a roadmap, outlining procedures

and key questions for conducting interviews. It will include an introduction to

establish rapport, a series of open-ended questions that directly address our

research objectives, probing prompts to encourage detailed responses, and

concluding remarks to summarize the discussion (Creswell & Poth, 2018). As

a phenomenological study, this protocol will be essential for exploring

participants’ lived experiences with social media’s influence on fashion

preferences and personal style development. Our aim is to capture the

essence of these experiences, and the well-structured protocol will ensure

that all relevant aspects of the phenomenon are examined. Establishing

rapport will be a priority, ensuring that participants feel comfortable and

encouraged to share their experiences openly and in detail (Merriam & Tisdell,

2015).

To refine the interview guide and ensure clarity, we will conduct a pilot

interview with a small group of participants. This step will help identify

ambiguous or leading questions, allowing for necessary adjustments before

16
the full data collection begins (Tufford & Newman, 2010). Additionally, we will

establish clear entry and exit protocols to foster a trusting environment. At the

start of each interview, we will introduce ourselves, explain the study’s

purpose, and assure participants of confidentiality and anonymity. At the

conclusion, we will express gratitude, invite any final comments or questions,

and explain the next steps in the research process. These measures will

ensure a respectful and ethical interaction, essential for obtaining rich and

authentic data (Kvale & Brinkmann, 2009).

Development of the Interview Protocol

The development of the interview protocol for this study will begin with

establishing rapport with participants. This step is crucial in creating a

comfortable and trusting environment, encouraging them to share their

experiences openly and honestly. The interview will start with a brief

introduction, where we will explain the study’s purpose, ensure confidentiality

and anonymity, and provide participants with the opportunity to ask any initial

questions. This initial conversation will help ease anxieties and build a

connection between the researchers and participants.

The interview questions will be carefully designed based on our research

objectives and questions to guide the conversation effectively while allowing

for flexibility to explore unexpected insights. The protocol will include main

questions that directly address the study’s research questions, as well as

probing questions to encourage deeper responses and clarifications. For

17
example, to explore how social media platforms shape fashion preferences,

we will ask participants to describe their experiences with fashion-related

content online. Similarly, to examine the impact of digital fashion trends on

personal style development, we will ask about the trends they follow and how

these influence their clothing choices. This structured yet adaptable approach

will help capture meaningful data while ensuring that all relevant aspects of

the study are explored.

Ensuring the Validity of the Interview Protocol

In developing the interview questionnaire for this study, we will ensure

its validity by carefully designing questions that accurately capture the

concepts they are intended to measure. Validity in this context refers to the

extent to which the interview questions elicit responses that genuinely reflect

participants' experiences and perspectives. Yeong, Ismail, Ismail, and

Hamzah (2018) emphasize that the credibility and authenticity of qualitative

research findings largely depend on the design of interview questions.

Acknowledging this, we will ensure that our questions align with our research

objectives and are capable of generating reliable and meaningful data.

To further enhance the validity of the interview protocol, we will conduct

a pilot interview with a small group of participants. This process will allow us

to assess the clarity, relevance, and effectiveness of the questions in eliciting

comprehensive responses. Any ambiguities or biases identified during the

pilot testing will be addressed before proceeding with full data collection

18
(Tufford & Newman, 2010). Additionally, we will ensure that all questions are

clearly worded and free from leading language, allowing participants to

express their thoughts freely. By implementing these measures, we aim to

establish a rigorous and credible interview protocol that ensures the accuracy

and trustworthiness of the data collected (Kvale & Brinkmann, 2009).

Data Collection Procedure

Set up guidelines for collecting, organizing, and storing archival

materials. Determine the types of archival materials needed, such as

documents, images, or historical records, and plan how to access and retrieve

these materials while preserving their authenticity and integrity.

Whatever is your data collection tool used in your study, be sure to

maintain an audit trail by documenting all decisions related to data collection

and analysis, including the development and changes to data collection tools

and methodological choices. Ensure this documentation is detailed enough to

allow replication, supporting the reliability and validity of the study.

Data Analysis

When analyzing data in a qualitative study, it is crucial to employ a

systematic approach that aligns with the objectives of your research. Here are

detailed instructions on how to conduct this analysis, ensuring each step is

underpinned by appropriate academic citations. When discussing, write as if

19
you are detailing to the readers what steps you will actually carry out in the

conduct of the following steps in data analysis:

1.​ Choosing a Data Analysis Approach: Select a method that best fits

the nature of your data and research questions. Common qualitative

data analysis approaches include thematic analysis, grounded theory,

content analysis, or narrative analysis. Clearly identify the chosen

approach and cite key authors who have developed or advocated for

this method.

2.​ Organizing Data: Before analysis, organize your data systematically.

This could involve transcribing interviews, categorizing field notes, or

arranging data according to sources or types. Use software tools like

NVivo or ATLAS.ti if applicable, to aid in data management. Cite

authors who discuss effective data organization techniques in

qualitative research.

3.​ Coding Data: Begin by creating initial codes from your data reading.

Codes can be derived deductively from your research questions or

inductively from the data itself. Cite seminal works or contemporary

studies that discuss coding strategies and their application to ensure

methodological rigor.

4.​ Developing Themes: As you code, identify patterns and themes that

emerge across the data set. This involves collating all the relevant

coded data into potential themes and reviewing these against the

dataset to ensure they represent what is conveyed by the participants.

Cite authors who have detailed theme development in qualitative

analysis, such as Braun & Clarke in the context of thematic analysis.

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 5.​ Refining Themes: Refine your themes by checking them for

coherence, ensuring each theme is distinct and clearly supported by

data. This step may involve splitting, combining, or discarding initial

themes. Authors like Saldaña who discuss the iterative process of

thematic refinement should be cited here.

6.​ Writing the Analysis: When writing up your findings, clearly describe

how the data led to the themes, including examples from the data to

substantiate each theme. Discuss how the themes relate back to the

literature and your theoretical framework, citing relevant authors to

situate your findings within existing research.

7.​ Ensuring Credibility: Apply strategies to ensure the credibility and

trustworthiness of your analysis. Techniques such as triangulation,

member checking, thick description, and peer debriefing should be

included, with citations from authors who have discussed these

techniques in depth.

8.​ Finalizing the Analysis: Conclude your analysis by summarizing how

the findings address your research questions and the implications for

the field. Ensure every claim is backed by data and cited references to

authors who support the interpretative framework you have employed.

Remember, each step in your data analysis should be accompanied by

relevant citations from qualitative research methodology literature. This not

only supports the choices you make but also enhances the credibility and

academic rigor of your analysis.

21
3.9 Ethical Considerations

​ In qualitative research, adhering to ethical considerations is crucial for

maintaining the integrity of the study and safeguarding participant welfare. Below is a

comprehensive guide for detailing the "Ethical Considerations" section of your

qualitative study. Ensure that you provide explicit steps for each ethical

consideration, outlining the actions you will take to allow other researchers the ability

to replicate your study's methodology effectively.

1.​ Informed Consent: Describe how informed consent will be obtained

from all participants. This includes explaining the purpose of the study,

the procedures involved, any potential risks, and their rights as

participants, including the right to withdraw from the study at any time

without penalty. Document the process for obtaining consent, whether

verbal or written, ensuring that consent is informed and voluntary.

2.​ Confidentiality: Outline the measures that will be implemented to

ensure the confidentiality and privacy of participants. This involves

anonymizing participant data, securely storing data, and limiting access

to it. Specify any data encryption methods, secure storage locations,

and procedures for handling sensitive information.

3.​ Anonymity: Commit to maintaining the anonymity of participants

unless they have explicitly waived this right. Discuss how personal

identifiers will be removed or altered in your study's results and any

publications resulting from your research.

4.​ Protection from Harm: Explain how you will protect participants from

potential psychological, social, or legal harms. This includes being

sensitive to emotional distress during interviews or discussions and

providing participants with support resources if needed. It also involves

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 assessing the risk of harm before conducting the study and

continuously throughout the research process.

5.​ Debriefing: Plan for a debriefing session at the end of participation,

where participants can receive a clear explanation of the study findings

and the context of their contributions. This is also an opportunity to

address any misconceptions or misunderstandings that may have

arisen during the research process.

6.​ Ethical Approval: Mention any ethical approval obtained from relevant

institutional review boards or ethics committees. This approval is

crucial for ensuring that the research meets the accepted standards of

ethical practice.

7.​ Handling of Sensitive Topics: If the research involves sensitive

topics, discuss additional safeguards you will put in place to handle

these responsibly. This might include specialist training for researchers,

measures for immediate response if a participant becomes distressed,

and specific considerations in the consent process.

8.​ Transparency with Participants: Commit to being transparent with

participants about any changes in the research scope or objectives and

about how their data will be used in publications or presentations.

9.​ Data Retention and Destruction: Provide details on how long data

will be retained after the conclusion of the study, who will have access

to it, and when and how it will be destroyed or anonymized.

By addressing these ethical considerations, you will demonstrate your

commitment to conducting your qualitative research responsibly and ethically,

respecting the dignity and rights of all participants involved.

23
 REFERENCES

List here the refences of your concept paper. Use the APA 6th edition format.

You are not sure how to do it, visit Dr. Sarah Namoco’s YouTube and find the

tutorial video that she created so you will be guided. Here is the link to her

YouTube channel:

https://www.youtube.com/user/sarahnamoco/videos

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches (3rd Edition ed.). Thousand Oaks, California,
USA: SAGE Publications, Inc. Retrieved October 14, 2021, from
http://www.mim.ac.mw/books/John%20W.%20Creswell%27s%20Rese
arch%20Design%203rd%20Ed.pdf
Namoco, S., & Zaharudin, R. (2020). EXPLORING THE ROLE OF
PEDAGOGICAL BELIEFS TOWARDS THE INTEGRATION OF
TECHNOLOGY IN THE TEACHING PRACTICES AMONG
PHILIPPINE HIGHER EDUCATION INSTITUTION EDUCATORS.
Science International Lahore, 32(6), 615-620. Retrieved October 14,
2021, from http://www.sci-int.com/Search?catid=132

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NOTE:
●​ Write your manuscript in an A4 bondpaper

●​ Margins are 1 in (top), 1 in (bottom), 1 in (right), 1.5 in (left)

●​ Double-spaced, justified

●​ Font style (Choose from Arial, Times New Roman, Garamond)

●​ Font style shall be:

o​ HEADING 1 (size 14, bold, all upper case letters,

center-justified)

o​ Heading 2 (Size 13, bold, upper and lower case, left

justified)

▪​ Main sections in each chapter

o​ Heading 3 (Size 12, bold, upper and lower case,

italicized, left justified)

▪​ Subsections in each section of each chapter

o​ Heading 4 (size 12, sentence case, italicized, left

justified)

●​ Abstract from 150-250 words

●​ Keywords are three to five words/phrase, alphabetically

arranged, separated with a comma

o​ The word keyword is bold

o​ The three to five keywords are italicized

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●​ Page numbers

o​ No page number in the title page

o​ Page numbers for sections like Approval Sheet,

Acknowledgement, Dedication, Table of Contents, List of

Tables, List of Figures, and Abstract must be written in

Arabic numeral

o​ Page numbers for the text is Roman numeral

o​ Appendices are arranged in the order they are mentioned

in the body of the text.

o​ Before submission of the manuscript for final defense, the

manuscript must:

▪​ have already been checked for plagiarism. The

acceptable similarity index is 30%.

▪​ Be free from grammatical and punctuation errors.

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