• Describe the steps involved in a

phenomenological study.
• Describe the basic principles applied to
phenomenological methodology and data
collection.
• Discuss ways in which phenomenological
data can be collected.
I. BACKGROUND
A. As a Qualitative Research
B. Contributors
II. MEANING
III. PROCESS
A. The Problem
B. Introduction
C. Method
1. Participants
2. Instrument
3. Procedure
D. Results
E. Discussion
F. Conclusion
 PHENOMENOLOGY is qualitative
research
PURPOSE:
SAMPLE:
gain insight
purposive
of a
and small
phenomena

DATA
DATA
ANALYSIS: CONCLUSIONS
COLLECTION:
non- : tentative
unstructured
statistical
Characteristics of a GOOD problem
• Interest
• Genuine
• Relevant
• Practical
Formulation
• Specific
• Interrogative
 What does it mean to be…?
 What does it feel to be…?
 What is the experience of…?
 What is it like to be…?
 What is the nature of…?
 What characterizes…?
• WHAT CHARACTERIZES COLLEGE FACULTY
MOTIVATION TO CLASSROOM DISCIPLINE?
ACTIVITY:

What does it mean to be a public senior high school

teacher?
• Justification and/or significance of
the study
• Objective of the study
• Study question
• Design and Framework
• Selection
• Data Collection
• Mode of Analysis
• Design – qualitative and
phenomenological
• Framework – descriptive and
interpretative
• Filtering
• Saturation
• Ethical consideration
• Interview and Focus Group Discussion
• Spare the Rod, Spoil the Child: A Phenomenology of
College Faculty Motivation to Classroom Discipline,
Neofidel Ignacio B. Ramirez
• Documents: Journals and Reflections
• Artifact/Art
• Surfacing Filipino School Children’s Images of
Librarians Through Doodling, Allan de Guzman
• Conversation
• Pinoy ako, Chat Tayo: A Look at the Filipino
Communicative Behavior in the Chatroom, Lalaine
Vitug-Mallari
• Colaizzi (1978)
• Giorgi (1985, 2009)
• Moustakas (1988, 1990)
• Holstein & Gubrium (2012)
• Smith, Flowers, & Larkin (2009)
• Van Manen (1990)
• Colaizzi (1978)
1. Transcribing all the subjects’ descriptions.
2. Extracting significant statements [statements that
directly relate to the phenomenon under
investigation].
3. Creating formulated meanings.
4. Aggregating formulated meanings into theme
clusters.
5. Developing an exhaustive description [that is, a
comprehensive description of the experience as
articulated by participants].
6. Identifying the fundamental structure of the
phenomenon.
7. Returning to participants for validation.
Data analysis for phenomenological
generally involves the same four
essential steps:
1. Raw data management- ‘data cleaning’
2. Data reduction, I, II – ‘chunking’, ‘coding’
3. Data interpretation – ‘coding’, ‘clustering’
4. Data representation – ‘telling the story’,
‘making sense of the data for others’
• present the themes of the descriptions
of the participants' experience using a
typology
• label and define the themes, with
examples of narratives that illustrate
the themes.
• directly quote from the narratives for
each theme to illustrate it.
• relate results to theories
• develop discussion from the themes
• expand on the themes and relate
them to similar experiences found
discussed or described by your sources
• Non-teacher Ed. college faculty implements classroom
discipline
• Motivation is a “lived experience” that affects the
implementation of classroom discipline among non-
teacher ed college faculty
• Motivation comes in the form of self-driven, duty driven,
goal-driven, value driven