Running head: QUALITATIVE RESEARCH STUDY PSY 200

Qualitative Research Study PSY 200 Name: Reisel Ann Ramos Chaminade University

QUALITATIVE RESEARCH STUDY PSY 200 Abstract

Case study analysis is a widely used research method to investigate the why of a phenomenon or process (Yin, 2008). This research paper reflects the critical element of data interpretation. The particular research investigation was to explore the perceptions of a learner as they relate to learning factors of the tradition learning environment at Chaminade University. Keywords: Qualitative research, data presentation, case study, learning factors

QUALITATIVE RESEARCH STUDY PSY 200 Qualitative Research Study PSY 200 Overview of Research Study Research Problem

The purpose of this study is to understand the individual perceived experience of learning factors at Chaminade University

Purpose of the Study The purpose of this study is to understand the individual perceived experience of learning factors at Chaminade University

Significance of the Study The significance of this problem is to provide an understanding of the perceived experience of learning factors at Chaminade University. It allows us to discover the experiences that students at chaminade face that affect their learning. No other research such as this has been done specifically on Chaminade students.

Research Question What are learning factors in the traditional setting at Chamiande University?

QUALITATIVE RESEARCH STUDY PSY 200 Methodology and Approach Research Design Qualitative study, collective data and its a case study

Methodological Model The proposed qualitative research method selected is a case study design. The question matches the research selection in the nature of what it is the research is attempting to uncover. The research is not investigating a relationship, but rather exploring the personal perspectives of the student participants.

Rationale The case study allows the investigator to look at a contextual meaning rather than concrete meaning. This becomes important when the phenomenon under investigation may not be confined to seeing a clear relationship between the context of the investigation and the phenomenon (Baxter & Jack, 2008). Population and Sampling Population One The Sample Student at Chaminade University Sampling Procedures 1. 5 questions 2. Take home 3. Written Sample Size Single case study- One person

QUALITATIVE RESEARCH STUDY PSY 200 Demographics 1. 2. 3. 4. Gender- Female Ethnic Background- Filipino Age- 18 Work status- Unemployed

Ethical Considerations (informed consent and procedure) The information was only to be viewed by the interviewee and it was anonymous.

Instruments, Field tests, Data Collection Data Collection Instrument(s) Pen / pencil, Paper. Example of a procedures diagram. Obtain Permission from School Obtain Permission from participant Gave participant instructions and consent form Conduct interviews via hand written document Instructed participant on deadline for completion Obtain completed document from participant Secured document for privacy and ethical considerations Made 1 additional copy for working copy Disposed of copy and original when information was no longer needed Data Collection Methods We had given one individual five questions in a packet. They took home the packet and asked them to answer the questions to their best ability and provide as much information possible.

QUALITATIVE RESEARCH STUDY PSY 200 Data Analysis and Presentation Definitions of Terms University Student- A person attending university course(s) as an enrolled student Academic setting- A setting whereby a trained and experience education professional delivers course material to students. Learning factors: increase ability to use information, make learning easier, make learning relevant to coursework, life and self. Can be internal and external Factor: are defined as influences, aspects, reasons or causes in relation to learning.

Qualitative Questions 1. Describe learning factors you have encountered in a traditional learning environment at Chaminade University 2. In the future, if there were any learning factors you could change, what would they be and explain how youd change them? 3.How do external and internal factors affect your learning environment at Chaminade University? 4. Describe how extracurricular factors impact your educational goal at Chaminade University. 5. What learning factors in service learning have had an impact in your learning experience?

*See Appendix 1 for written answers Response Statement Examples My extracurricular activities are with the campus ministry and the nursing club though with a busy schedule, I have yet to take part in the nursing club. I believe that extracurricular clubs allow for better networking as well as a type of support for classes being taught. To be able to

QUALITATIVE RESEARCH STUDY PSY 200

network makes sure that I am on track with everything I need to complete to graduate as a nurse with a BSN. With campus ministry, it serves as a personal growth to make me holistically whole.

Coding EE- emotional effect PE- physical effects IE- Intellectual effects

Categories (if needed)\ (+)- Positive (-)- Negative

Interpretation of findings and conclusion From doing this research project, I have read a lot of things that I myself wouldnt have noticed to place as answers but after reading them are more open to such answers. Doing this research has really impacted the way I perceive learning factors at chaminade university. Some of my findings matched up to my own yet some answers dont really relate to me. After looking at the data I have collected, I have been opened to a whole bunch of data that will nowmy fellow impact

QUALITATIVE RESEARCH STUDY PSY 200

me for the rest of my time at chaminade. I found out that this person has a lot of intellectual ideas and is affected by learning factors in an emotional and intellectual way. When the person was asked how internal factors affect the learning environment at CUH, the person gives out a response regarding an emotional effect. The interviewee responds to this by saying My major internal factor is staying motivated, especially when I see myself fail quizzes with low grades. Then the internal factor is my emotions wanting to give up. These are example of negative learning factors. When this person was asked if in the future, if there were any learning factors you change, what would they be and explain how you would change them. The interviewee responded by saying I would change the fact that I have to commute to school and be in traffic. A statement such as this is a negative impact and its taking a toll against the person physically and emotionally. I see physical impact because commuting to school can get exhausting and an emotional impact because the person seems to have stress regarding commuting to school. The interviewee had also provided me with decent amount of learning factors that she perceived to be positive. When asked to describe learning factors encountered, positive or negative student talks about class sizes of this school. Interviewee says Class size is kept small, allowing professors to get to know students and be available for help. I felt that with a small class I am able to get to know my fellow classmates. This is a positive learning factor that has impacted her life because shes happy about the results she receieves with this learning factor. This learning factor gives options for socializing and networking which is a form of intellectual effects. The significance of this problem was to provide an understanding of the perceived experience of learning factors at Chaminade University allowing for us to get a better understanding of students perceptions. I believe that this was achieved as many of us have been able to see how others students feel about this campus.

References Yin, R. K. (2009). Case study research: Design and methods (4thrd ed.). Thousand Oaks, CA: Sage Publication. Baxter, P. & Jack, S. ( 2008). Qualitative case study methodology: Study design and

QUALITATIVE RESEARCH STUDY PSY 200 implementation for novice researchers. The Qualitative Report Volume 13 Number 4 December 2008 544-559 Retrieved 16 February, 2012 from: http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf