Factors affecting the learning style preferences of the grade ten students

A Sequential Explanatory Mixed Methods Research on the Factors Affecting the

Learning Style of the Grade 10 Students in the Sisters of Mary School-Boystown,

Inc. School Year 2019-2020

In partial fulfilment of requirements in the subject Inquiries, Investigation and Immersion

(III)

Researchers:
Abellana, Christian T.
Capao, John Lloyd L.
Casundo, Jake
Dignos, Cyrel John
Opsinal, Renmark
Oboab, Jeffrey
Pantojan, Grego
Sisters of Mary School-Boystown, Inc.
Tungkop, Minglanilla, Cebu

2019

CORRECTIONS:
Tense of the verb
Grammar and spelling
Lacking information quanti and majority for the quali
Indention 0.5
Order of beneficiaries in the significance
Lacking details in definition of terms
LACKING CITATION
Be consistent with the school year use 2019-2020

Note: Use this file when you edit for the final paper. Revise or change those with red
marks.
Factors affecting the learning style preferences of the grade ten students

Chapter 1

Problem and its Setting

Introduction

Learning styles refer to the variations in your ability to accumulate as well as

assimilate information. Basically, your learning style is the method that best allows you

to gather and use knowledge in a specific manner. Most experts agree that there are

three basic learning styles. Each individual may possess a single style or could possess

a combination of different learning styles.

According to Lucas and Corpuz (2007), learning or thinking styles refer to the

preferred way of individual processes information and also describe a person’s typical

mode of thinking, remembering or problem solving.

Learning style of students are the key to either success or failure in their

ventures. For educational setting, there is the outcomes-based requirement that verifies

students’ learning. However, there are also factors affecting their learning behaviors.

These are observed in their value judgment about self, peers and classroom

environment (Salvador, 2013).

According to Mondal (2019), there are different factors that may affect the

learning behavior of the students it includes the environmental factors, teachers’

personality, emotional and social factors and even intellectual factors. These different

factors affect the learning behavior of the students in the environmental factors it may

include the classroom facilities and equipment, if the classroom are well organized and

maintain the students will have the greater chance to learn properly. The students are

also affected by the teachers’ personality and attitude, Teachers’ personality contributes
Factors affecting the learning style preferences of the grade ten students

to overall effectiveness in classroom teaching. The teachers who are energetic,

passionate and empathetic are able to bring the best in the students. Though a lot of

people aspire to take teaching as a career it is recommended that along with teaching

aptitude test, the personality test may also be carried out. The analysis and

understanding of teacher personality can provide insights to the teacher to identify his or

her strengths and areas of improvement (Mehta, 2015). The teacher’s behavior and

teacher’s methods of teaching, classroom setting and instructional materials, equipment

used; and, the informational guides the school provide during their stay in the school

environment (Salvador, 2013).

The Sisters of Mary School-Boystown, Inc. is a school that offers free education

to those students who can’t go to high school or for deserving students who comes from

the poorest of the poor family. The school aims to produce more skilled and equipped

students with high quality education. In this school, the students are coming from

different places in Visayas and Mindanao; they are group according to their year level

and that to be subdivided to call as a family. The students behave in different ways

inside the class. It has been observed that there are different learning behaviors they

show.

The researchers will conduct this study on the factors affecting the learning

behavior of the students specifically the grade ten students of the said school. This

study aims to identify the extent to which the identified factors affect the learning

behavior of the grade ten students and the relationship between the two variables. This

study will help the stakeholders (administrators, teachers, sisters) know the factors that
Factors affecting the learning style preferences of the grade ten students

may affect or that affect the existing learning behavior of the grade ten students and

recommend solution if problems exist.

THEORETICAL FRAMEWORK

Self-regulated theory

Self-regulated learning theory states that learning occurs form the students’ self-

generated behavior systematically toward the attainment of their learning goals. Self-

regulated learning process involve goal cognitive activities that students instigate,

modify and sustain (Zimmerman, 1986). In this research self-regulated learning involve

the emotional factors and perceptual learning styles.

Social Cognitive Theory

Social cognitive theory states that; students’ cognitions include such activities as

attending to instructions, processing and integrating knowledge, and rehearsing

information to be remembered as well as beliefs concerning capabilities for learning and

the anticipated outcomes of learning (Schunk, 1986). In this study teacher factor and

environmental factors, belong to social cognitive theory.

The Theory of Multiple Intelligences

In the early 1980s, developmental psychologist and educational

researcher Howard Gardner verified what many parents intuitively know: different

children learn in different ways. He observed that even though all individuals in a group

seemed to be equally intelligent, a lesson plan that worked successfully for some

children didn’t work as well for others. Howard Gardner’s observations led him to

publish Frames of Mind: The Theory of Multiple Intelligences in 1983.He asserted that

different people approach learning in different ways and that children learn better in
Factors affecting the learning style preferences of the grade ten students

school when their individual learning styles are recognized and supported. He outlined

seven different learning styles: auditory, visual, kinesthetic, interpersonal, intrapersonal,

linguistic and logical-mathematical (Mead, S., n.d)

TEACHER

STUDENTS
MOTIVATIONAL LEARNING STYLE ENVIRONMENT

PERCEPTUAL LEARNING STYLE

 VISUAL  INDIVIDUAL
 AUDITORY  GROUP
 KINESTHETIC  TACTILE

Figure 1.1 Conceptual framework of the study

The framework in figure 1.1 shows the factors affecting the learning style of the

students also the perceptual learning style of the students. It shows the independent

variable which are the motivational factors, the teacher factors and the learning

environment factors. It also shows the dependent variable which is the learning style of

the students that would results to the following dimensions; visual, auditory, kinesthetic,

individual, group, and tactile.

Statement of the problem

This study aims to identify and explain the factors that affect the learning style

preference of the grade ten students in the Sisters of Mary School-Boystown, Inc.

Tungkop, Minglanilla, Cebu School year 2019-2020.

Factors affecting the learning style preferences of the grade ten students

It seeks to answer the following questions:

Phase 1: (QUANTITATIVE PHASE)

1. What is the learning style preferences of the grade ten students?

2. To what extent do the following factors affect the learning style of the grade

ten students?

 Environmental factor

 Teachers’ factor

 Motivational factor

3. Is there any significant relationship between the students’ learning style and

the factors that affect them?

Phase 2: (QUALITATIVE PHASE)

Based on the results derived in the first phase of the study, the

researchers constructed the following questions to help explain the quantitative

results.

1. What are the reasons why the following learning style of the grade ten

students are in the certain level?

 Visual; tactile; kinesthetic; group; individual; and auditory

2. How and why these following factors did affects the learning style of the

grade ten students?

 Environmental factor

 Teachers’ factor

 Motivational factor
Factors affecting the learning style preferences of the grade ten students

3. How and why do the different factors affect (or not) the learning style of

the grade ten students?

Hypothesis

Referring to the research questions of this study, this hypothesis will be put into

test.

 There is no significant relationship between the students’ learning style behaviour

and the factors that affect them.

Scope and delimitation

The main purpose of this study is to determine and explain if there exists a

significant relationship between the factors affecting the learning behaviour of the

students the learning behaviour. This research focuses only on the relationship of the

factors and the learning behaviour of the students and was conducted in the Sisters of

Mary school-Boys town, Inc. Tungkop, Minglanilla, Cebu. In this research the

respondents are the grade 10 students school year 2019-2020. The researchers

couldn’t choose all 329 students to be the respondents of the study thus, 240 students

only were chosen using stratified random sampling where the population was

partitioned into regions or strata and sample selected by some design which is stratum

(Thompson, 2012) 30 students were selected from every section.

Significance of the study

The study on the factors affecting the learning behavior of the grade 10 students

in the sisters of Mary School Boystown, Inc. Tungkop, Minglanilla, Cebu. Will be

beneficiary to the following beneficial to the following beneficiaries of this study:

Factors affecting the learning style preferences of the grade ten students

ARDC

They will be able to know the learning behavior of the students, and in order for

to give the most and the best for the students, the most and the best for the students,

the most and the best in the sense that the ARDC can now give some of activities and

rules that is appropriate for the students.

SCHOOL ADMINISTRATOR

They will be able to give more priority how to resolve the occurring problems that

has a connection to the factors affects students learning behavior.

TEACHERS

They can now assist the students to develop their learning styles and give them

some solution to the occurring problems of each students so that there will be no

misunderstanding that will occur between them.

MOTHER SISTERS AND HELPING BROTHERS

The result of this study will provide them some information regarding to the

occurring learning behavior of their “alaga” and they will be able to adjust and deal to

them so that there will be harmonious relationship between them.

GRADE 10 STUDENTS

Upon identifying the different factors that affect their learning styles, they will be

able to improve their learning styles as they continue their journey to higher years.

Definition of terms

To understand and clarify complex words the following terms are defined

conceptually and operationally:

Behavior – is a social product in which every individual developed after learning.

Factors affecting the learning style preferences of the grade ten students

Education- is what a person acquire and a learning that was encountered by the person,

in his or her daily life.

Emotional factors – it is used in the study as the factors affecting the learning behavior

of the students.

Environmental factors – this term was used in the study as the factors coming from the

environment that affects the learning style of the students.

Family- is a group of students with one helping brother as their elder brother or

guardian.

Knowledge- is to an enterprise of an individual, the possession of information or the

ability to quickly locate it. (Samuel Johnson, 2005).

Learning behavior – refers to how the students behave and respond upon learning and

it is the effect of the factors that was encountered by the students.

Quantitative- is a type of research which generalize the population from the data

gathered from the sample population.

Skill- is formed by the person as he or she deal with something and is upgraded by

practicing the same thing.

Society- is the actual of social relations. (Geertz, 2006).

Spiritual- focuses on the things that has a relation to God, a person spiritualty is affected

by his or her surroundings.

Stratified random sampling- a collection of data in which population is divided into

subgroups (strata) are members are randomly selected from each groups.

Traditions- in this study it refers to the different practices that a person does and is

carried throughout his or her life.

Factors affecting the learning style preferences of the grade ten students

Variables - in this study it refers to the characterized on attitude of an individual.

Chapter 2

Review of Related Literatures and Studies

This chapter shows and discusses the related literatures and studies that are

used in the study. This is divided into subtopics, relationships between the independent

variables and dependent variables and a synthesis at the later part.

Factors affecting learning behaviour

Teacher factor

Research made by Lucas (1990); Weinert and Kluwe (1997) shows that several

styles could be employed by the teachers to encourage students to become self-

motivated independent learners. According to Schlecty (1994), students who

understand the lesson tend to be more engaged and show different characteristics such

as they are attracted to do work, persist in the work despite challenges and obstacles,

and take visible delight in accomplishing their work. In developing students’

understanding to learn important concepts, teacher may use a variety of teaching

strategies that would work best for his or her students. It means that the teaching

strategies of the teachers will affect the students upon learning, if the teachers has a

good and better strategies to make his or her class engaging the more the students can

acquired learning in a good way and style. According to Wlodkowski and Ginsber

(1995), research has shown no teaching strategy that will consistently engage all

learners. According to Saucier (1989), directly contributes to all learning. The key is

helping students relate lesson content to their own backgrounds which would include
Factors affecting the learning style preferences of the grade ten students

students’ prior knowledge in understanding new concepts. It means that the teachers

should help the students in developing their own knowledge from the lesson or their

background upon the certain topic and that they could relate to it and be motivated to

acquire more knowledge.

Motivational factor

According to a research made by (Gottfried, 2001), motivation to learn is the

involvement and commitment of the students to learn and acquired eminence academic

grades that can facilitate them in their future occupational carrier. It means that if the

students are committed to their learning they are more motivated top gain more

knowledge and insight, they will do their best in their studies in order to get higher

grades in academics. According to Condry (1987), motivation can created in classroom,

home are at the level of school administration. Students must have strong motivation to

acquire knowledge. If the teacher has passable leadership qualities then students are

more motivated towards learning process. Instructional practices can enhance the

motivational level and academic achievement among the students. The students will do

better in their behavior upon their study if they are motivated properly.

Learning environment factor

According to Chan, (1996), In order to meet the learning needs of the students,

the educational institution require sufficient facilities. A classroom with adequate

learning resources is more likely to succeed than classes with poor facilities.

According to Dwyer et al; (1991), Physical conditions of the class such as

lighting, temperature, air\ quality, and resources should be of concern prior to beginning

of the teaching and learning process. Conductive environment will enhance students
Factors affecting the learning style preferences of the grade ten students

interest in learning and they are more likely to focus on the lesson delivered by the

teachers. The use of appropriate teaching aids could enhance teaching effectiveness.

Norlia et al; (2006), Investigated the relationship between environment, element

of input and output of students found through multiple regression analysis that

environmental factors such as learning resources was a significant contribution.

A study conducted by Md Tahir (2010), in assessing the level of community

colledge student generic skills revealed that the learning facility was a significant

contribution to the students’ generic skills development. In order to meet the learning

needs of the students, the educational institutions require sufficient facilities. Moreover,

although individuals may have some strong style preferences and tendencies, learning

styles are not fixed modes of behaviour, and, based on different situations and tasks,

styles can be extended and modified (Reid 1987; Oxford 2011). Therefore, learning

styles are not fix and must not be understood as classifiable only by those enumerated

in this study, learning styles are dynamic and are added from time to time according to

the situation encountered by the students. However, the extent to which individuals can

extend or shift their styles to suit a particular situation varies (Ehrman 1996).

Identified Learning styles of the students

Visual learning style (spatial): You prefer using pictures, images, and spatial

understanding. The visual or spatial learning style is preferred by students who

like to use pictures, maps, colors and images to organize and communicate

information to others. Students who use the visual learning style usually have a

good sense of direction and enjoy drawing and doodling. They learn best using

flash cards, written instructions, graphics, computer assisted learning, sight

Factors affecting the learning style preferences of the grade ten students

words and silent reading. As the name suggests, visual learners learn best when

their sense of sight is engaged. They quickly show an affinity for books and reading,

starting with picture books and quickly moving on to books with text. They are engaged

by bright colors and clear diagrams and can learn from videos, demonstrations and

classroom handouts. Of the three different learning styles, visual learning most closely

conforms to traditional classroom teaching methods. Visual learners can glean

information from reading assignments, from taking and reviewing handwritten notes and

from the flip charts, diagrams and other visual aids that many teachers use (Mead, S.,

n.d.).

Auditory learning style (auditory-musical): You prefer using sound and music

Auditory learners prefer to listen, take notes, discuss, memorize and debate.

Students who use the auditory learning style can recall what they hear, follow

oral direction and speak effectively. They repeat words out loud to memorize

and like to hear stories. They learn best in learning groups, discussions and

listening to tapes or CDs. Auditory learners learn best through their sense of hearing.

This means they remember and understand new concepts better when they are

explained out loud—even if they’re doing the speaking themselves. They can even

better retain knowledge when new ideas are paired with nonverbal sounds such a s

music, drum beats or clapping (Mead, S., n.d.).

Kinesthetic learning style (physical): You prefer using your body, hands and

sense of touch. Students who use the kinesthetic learning style like to use their

whole body to learn. They express themselves through movement. They use

large hand gestures when talking and use body language to communicate.
Factors affecting the learning style preferences of the grade ten students

They need to actively explore the physical world around them. Kinesthetic

learners use their bodies and sense of touch to learn. They have a good sense

of balance and good eye-hand coordination. They learn by getting their hands

on objects, taking them apart, and putting them together. They enjoy making

models, working jigsaw puzzles, dancing and sports. The most physical of all the

learning styles, kinesthetic learners absorb information best through touch, movement

and motion. The word kinesthetic refers to our ability to sense body position and

movement. This means that to really understand something, they need to touch it, feel it

and move it around (Mead, S., n.d.).

Tactile learning style: Tactile learning, which is also known as kinesthetic

learning, is a learning style that suggests that people learn through touching, feeling and

moving. This learning style emphasizes that learning for some and most people is done

by doing (Jandhava, D., 2017)

Group learning style: It is a type of learning style which is develop by the

students through group activities, collaboration, brainstorming and group interaction.

Individual learning style

The learning style which the students learned by their own. The students learn

better and acquired more learning s through individual activities (Jandhava, D., 2017)

RELATIONSHIP BETWEEN THE FACTORS AND LEARNING STYLE

According to Abucay (2009), pupil’s difficulty in learning may be due to these

factors: Intellectual factor which refers to remarkable praises in school is generally

Factors affecting the learning style preferences of the grade ten students

closely related to the intellectual level of a pupil; learning factors which is lack of

mastery of what has been taught, limited background of a certain topic or issue and

faulty methods of work and study are related factors that affect learning; physical factors

which is health, visual and physical defects, nutrition and physical development affect

the learning process; emotional and social factors which recognizes that various

responses of the individual to various kinds of stimuli are determined by a wide variety

of tendencies; mental factors which attitude plays a large role in the mental organization

and general behavior of the individual; environmental factors which is the type and

quality of instructional materials and equipment play an important role in the efficiency

of the school’s instruction; and teacher’s personality wherein the teacher is an important

element in the learning environment or in the failures and success of the learner. The

vital tasks of the teacher should have the power to lead and to inspire pupils through the

influence of his personality and example.

SYNTHESIS

To sum up everything, the literatures and studies shows the different factors that

affects the learning style or preferences of the students. In the teacher factor it

emphasizes the role of the teachers as one of the factors that affect the students’

learning style. On the other hand, the interest of the students for learning are showed in

the motivational factors, and the environmental factors emphasizes the environment as

one of the factors that affect the learning style and preferences of the students.
Factors affecting the learning style preferences of the grade ten students

CHAPTER 3

Research Methodology

This chapter presents the research procedures which will be undertaken in the

study. (1) research method and design; (2) population and sampling; (3) respondents of

the study; (4) research instruments; (5) validation of instruments; (6) data gathering

procedures; and (7) statistical treatment and analysis of data for both phases, the

quantitative phase followed by the qualitative phase.

Method and Design

This sequential explanatory mixed method will use the correlational study for the

quantitative approach while phenomenology was used in the qualitative phase.

Sequential explanatory mixed method is

Quantitative research aims to predict, established facts and examine hypothesis

that have already been stated, through finding evidence which supports or does not

support on existing hypothesis (Serrano, 2016). In order to identify the relationship

between the learning style of the grade ten students and the factors that affect them, the

researcher used correlational study that test the relationship between the two variables

(Serrano, 2016). Correlational type of study is appropriate to use in this study because

the purpose of this study is to identify the relationship of the two variables which are the

learning behaviour of the students and the factors that affect them.

After identifying the results in the first phase, the second phase follows which is

the qualitative research. In this phase the research design chosen is the

phenomenology because the purpose of a phenomenological approach in research is to

clarify and enlighten how people understand and comprehend certain phenomena, in
Factors affecting the learning style preferences of the grade ten students

which the phenomena here is how those named factors affect the students learning

styles. Phenomenology is a study that attempts to understand people’s perception,

perspectives and understanding of a particular situation (waters J., 2016)

Population and sampling

The population of this study will be the grade 10 students of the Sisters of Mary

School-Boystown, Inc. Tungkop, Minglanilla, Cebu, School Year 2019-2020. In the first

phase of the study, stratified random sampling technique will be used in selecting the

respondents. The sections will serve as the strata. For each stratum, 35 students will

be selected. Stratified sampling is used to highlight differences between groups in a

population, as opposed to simple random sampling, which treats all members of a

population as equal, with an equal likelihood of being sampled (Hayes A., 2019).

Out of 329 grade ten students, 181students will be the sample size. The Slovin’s

formula will be used in getting the minimum sample size;

𝑁
𝑛= 1+𝑁𝑒 2

where: n=sample size N=population size e=margin of error

In the qualitative phase of the study, the researchers will choose 15 participants,

using purposive sampling. Purposive sample is a non-probability sample that is selected

based on characteristics of a population and the objective of the study. Purposive

sampling is also known as judgmental, selective, or subjective sampling (Crossman A.,

2019). The results in the quantitative phase will be used as basis in selecting the

participants.

Respondents/Participants of the study

Factors affecting the learning style preferences of the grade ten students

The respondents of the study will be the grade of the Sisters of Mary School-

Boystown, Inc., Tungkop, Minglanilla, Cebu School Year 2018-2019. The Grade ten

students will be chosen because they are already staying in the school for almost four

years and the researchers assumed that they have observed the things that may affect

their learning behavior, styles and references. Furthermore, the Grade 10 students will

be chosen because they could easily identify their learning behavior based on the

experiences that they encountered.

Research instrument

In the quantitative phase of the study, the researchers will use the factors

affecting learning behavior and the perceptual learning style questionnaire. This is an

adapted revised questionnaire. The factors affecting learning behavior questionnaires

consists of three different factors such as the teacher factor which has 15 items; the

learning environment factors which has 10 items; and the motivational factors which has

13 items. The learning style questionnaire is composed of 30 items questions that will

help the researchers to identify the learning style of the students. The researchers will

use this questionnaire in order to identify the learning style of the grade ten students.

On the other hand, in the second phase, the researchers will use semi-structured

interview questionnaires in this study to identify and explain the quantitative results of

this study. The questions will be constructed based on the results in the first phase.

Validation of instruments

In the quantitative phase of this study, the researchers will adapt and revise a

questionnaire; the factors affecting the learning style of the students and perceptual
Factors affecting the learning style preferences of the grade ten students

learning style preference questionnaires from the C.I.T.E Learning Style Instruments,

Murdoch Teacher Center, Wichita, Kansas 67208.

In the qualitative phase, the researchers will use semi-structured interview guide

questionnaire in order to gather necessary data that will be used to explain the data

gathered in the first phase. This guide questions will be checked by the research advisers

Ms. Clarissa Escasinas and Mr. Godofredo Mier. The same teachers also will validate in

the instrument that will be used in the quantitative part of the study.

Data gathering procedure

In gathering the data that are needed in the first phase of this study, the

researchers will follow the following procedures.

Quantitative phase:

Phase 1: Preparation Stage

The researchers will prepare the instruments that will be used in the study. After

that, the researchers will ask for the approval from the school principal Sr. Eva R.

Aringo, SM., to conduct the survey to the selected respondents during class hours or

study time.

Phase 2: Distribution of Instruments Stage

After the permission, the questionnaires will be distributed to randomly chosen

210 respondents. The researchers will give them an ample time to answer the given

questionnaires.

Phase 3: Retrieval and Analysis Stage

After a day, the researchers will retrieve or will collect the questionnaires. The

data will be organized and analyzed using appropriate statistical tools.

Factors affecting the learning style preferences of the grade ten students

On the second of this study, qualitative phase, the researchers will follow the

following steps in order to gather the necessary data:

Phase 1: Preparatory Stage

After gathering the data for the first part of this study, the researchers will create

a semi-structured questionnaire to be used in the interview. The questionnaires will be

validated by the practical research advisers, and will ask permission from the school

administrators, teachers and mother-sisters of the grade ten students in order to

conduct the interview.

Phase 2: Data Gathering Stage

Once permitted, the researchers will conduct the interview to the selected 15

participants.

Phase 3: Data Analysis

The researchers will organize and analyze the data using narrative analysis.

Statistical tools

In this study, the researchers will use some statistical tools to analyze the data

gathered in quantitative phase, and the tools that will be used to analysed the data from

qualitative phase.

QUANTITATIVE PHASE

Frequency counts and percentage where in the variable are counted as to how

many times it was repeated in the data. The researchers will use these tools to count

the scores of every factor on how many times it appears. Frequency count is a measure

of the number of times that an event occurs (Hargrave M., 2019).

Factors affecting the learning style preferences of the grade ten students

The third statistical tool that will be used in the study is the mean. It helps the

researchers identify the average scores of the grade ten students. The statistical mean

refers to the mean or average that is used to derive the central tendency of the data in

question. It is determined by adding all the data points in a population and then dividing

the total by the number of points. The resulting number is known as the mean or the

average (Hargrave M., 2019).

The fourth statistical tool that will be used in the study is the standard deviation,

it helps the researchers identify how scatter the score with respect to the mean. The

standard deviation is a statistic that measures the dispersion of a dataset relative to its

mean and is calculated as the square root of the variance. It is calculated as the square

root of variance by determining the variation between each data point relative to the

mean (Hargrave M., 2019).

PPMC (Pearson Product Moment Correlation Coefficient) will be the last

statistical tool used in interpreting the third question. Pearson product moment

correlation coefficient is a measure of the strength and direction of association that

exists between two variables measured on at least an interval scale. The Pearson

product-moment correlation coefficient (or Pearson correlation coefficient, for short) is a

measure of the strength of a linear association between two variables and is denoted

by r. Basically, a Pearson product-moment correlation attempts to draw a line of best fit

through the data of two variables, and the Pearson correlation coefficient, r, indicates

how far away all these data points are to this line of best fit (i.e., how well the data

points fit this new model/line of best fit) (Hargrave M., 2019). It will be used to identify
Factors affecting the learning style preferences of the grade ten students

the significant relationship between the learning behavior of the students and the factors

that affect them.

QUALITATIVE PHASE

The researchers will use narrative presentation and analysis of the data in the

qualitative part.