(Your Title)GLOSSOPHOBIA: THE VOICE OF THE GRADE 11

STUDENTS

(5 spaces)

____________________20 underscores

A Research Presented to the Faculty of Senior High School

St. Mary‘s College of Tagum, Inc.
Tagum City

____________________

In Partial Fulfillment of the Requirements for the Subject

Inquiry, Investigation, and Immersion
(IMM)

RAYMOND WONG DELA CUESTA

 January 2016
TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS ii

Chapter

1 INTRODUCTION

Purpose of the Study 2

Research Question 3

Theoretical Lens 3

Importance of the Study 3

Definition of Terms 4

Delimitation of the Study 5

Organization of the Study 5

2 REVIEW OF RELATED LITERATURE

3 METHOD

Research Design 17

Research Participants 17

Data Sources 18

Data Collection Procedure 19

 Trustworthiness of the Study 20

Role of the Researcher 21

Data Analysis 22

Ethical Consideration 23

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 Chapter 1

INTRODUCTION

Imagine a world without VOICE. Imagine for a second that no

human being could produce voice. How would lawyers defend their

client? How would salespeople, preachers or politicians convince people to

buy in to their idea? How would teachers educate? As teachers, we rely on

our voice to a great extent for with it, we transmit not only information,

but also mood, atmosphere and emotion. The sound of our voice and the

way we speak have a crucial impact on classes. A teacher may excellently

prepare a lesson content, but without a voice, it will not be delivered well.

(It should have your personal stand about your topic)

In Malaysia(Area First), Moy et al. (2015) conducted a research

which delves into the experiences of secondary school teachers who are

experiencing voice disorders. The result of the study revealed that the

Malay-VHI 10 is valid and reliable for assessment of voice disorder among

individuals who use the Malay language and that voice disorders among

school teachers lead to adverse outcomes such as reduction in quality of

life, decreased work performance, increased absenteeism, and restriction of

social activities or interactions. Given the result, it was recommended that

appropriate educational and preventive measures be taken and that

prospective study on non-Malays teachers should be carried out.

In the Philippines(Area First), an online article posted in The Voice

Masters Philippines (2015), mentioned that voice problems impact the

teacher’s job twice as much as other occupations. Up to forty-seven percent

(47%) of teachers experience some degree of voice abnormality in any

given day. Up to twenty percent (20%) of teachers report missing work

due to voice problem. In addition, one (1) in ten (10) teachers has been

forced to leave their profession because of voice disorder. Also written

were the places that their team had been to for training. In fact, there was a

training conducted by their team in Marikina last March, 2016 where more

than nine hundred (900) teachers have participated. Which implies that

there is really a great number of teachers who are affected with voice

problem and are seeking for ways for it to be patched.

In a prestigious school in Tagum City (Do not mention the name of

your research locale) where I am currently working, a number of teachers

are experiencing hoarseness. Whenever experiencing such, the supposed-

to-be a day of discussion will turn out into a video viewing or note taking

which will hinder them in completing the set competency on time. One
teacher even said that if only voice training for teachers has also been

conducted, there could have been a minimal chance for them to experience

hoarseness. Chewing a medicinal soar throat candy, gargling mouthwash

or salt with vinegar have been their ways in treating hoarseness, but these

surely will never happen if preventive measures were given.

(Research Gap, Social Relevance, and Urgency)Although studies

were conducted regarding dysphonia, its causes, and impact to teachers,

those were just limited to a number of teachers and were conducted mostly

in other countries. Also, in reviewing related studies, I have never seen a

study of this phenomenon that is conducted qualitatively. Added to this is

the fact that voice is very important in teaching profession. This could be a

powerful tool in sparking and keeping the students’ engagement in

lessons; without this, teachers cannot give justice to their role in the

community. With these compelling reasons, the researcher finds it

necessary to conduct this study and highlight recommendations that could

be done to help solve the problem of teachers with dysphonia and

eventually help the society.

Purpose of the Study(Follow Creswell’s Format)

The purpose of this phenomenological study is to explore and

understand the lived experiences of Junior and Senior High School

teachers having dysphonia.

At this stage of research, dysphonia is generally defined as a vocal

loading or voice problem experienced by teachers that needs to be

researched on.

Research Questions (SAMPLE)

In order to understand and explore the lived experiences of teachers

having dysphonia, the following questions are formulated:

1. What are the lived experiences of teachers having dysphonia?

2. How do teachers manage instruction upon having dysphonia?

3. What are the insights and hopes of teachers in relation to

dysphonia?

Theoretical Lens (SAMPLE)

This study is gleaned from the Personality and Emotional

Adjustment Theory of Voice Disorder as proposed by Roy and Bless (2000)

which states that an individual’s personality and behavioral patterns may

contribute to the eventual development of a voice disorder such as

nodules. In turn, the subsequent voice disorder that develops creates

further emotional problems and personality effects for the individual with

the disorder. This implies that the manner in which teachers use their

voice contributes to the development of a voice disorder. Once a teacher

suffers from voice disorder, the prevention of continuing their professional

role, elimination of their professional identity, and jeopardization of their

career are possible.

Further, this study is premised on the proposition of Nichol et.al

(1993) which states that overactivity leads to hypertonicity of the intrinsic

and extrinsic laryngeal muscles, resulting in muscle tension dysphonia,

sometimes associated with adjustment or anxiety disorders and certain

personality trait disturbances. Thus, overusing of voice could cause

dysphonia.

Furthermore, Rigal (2012) has also made a proposition based on the

result of his study which states that multifactorial origin of voice disorders

includes class physical environment, medical, and psychoemotional

factors, as well as disregard for voice hygiene. Voice disorders impact

teacher’s physical, functional, and emotional condition.

 The aforesaid theories and proposition will certainly assist in the

conduct of this study especially that these offer ample rationalization on

the causes and effect of dysphonia in teachers. These theories and

proposition will also be an integral foundation for the researcher to come

up with a framework or practical strategies to give recommendations.

Likewise, the theories and propositions stated are wellspring of

salient points that will be a guide for the researcher in drafting and

finishing the research. Aside from being used countless times by other

researchers, these also support the objective of this research and that is to

address the issue of voice disorders among teachers.

Scope and Limitation of the Study(It should answer Who, What, and

When)

This study will be limited only on the experiences of ten (10)

purposely selected teachers who will be identified to have experienced and

struggled from dysphonia. The participants of this study will be the

teachers regardless of the gender who have experienced dysphonia for

twice or longer within a month and which would last for at least two days

and above.
 In addition, this study will be conducted on the second semester of

school year 2018-2019 from January to February. The participants will be

from the secondary schools in Cluster I of Davao del Norte.

Importance of the Study (SAMPLE)

This study is important and beneficial to the following entities

because it will reveal the actual experiences and the underlying causes of

dysphonia among teachers.

This study is seen to be beneficial to students; through this study,

they will gain information on the possible causes of dysphonia among

teachers thus coming up with a notion on the ways to help their teachers in

preventing the risk of experiencing dysphonia.

Further, the result of the study will also be of great help to teachers;

with this, they will be ableto gain information and knowledge out from the

experiences and struggles of teachers with dysphonia which will give

them an idea on how to manage instruction even if they will experience

dysphonia.

This could also serve as an eye-opener to the School

Administrators. With this, they could think and provide in-campus

trainings to teachers which will provide them the sufficient knowledge

about voice disorder and prevention.

This is also seen to be beneficial to Department of Education

Officials who are responsible of providing trainings and workshops to

educate teachers regarding voice care. With this, they may be able to

provide interventions or may invite experts for a monthly voice therapy

for teachers.

Correspondingly, it would be of great help to the futureresearchers

to know the struggles of teachers having dysphonia. They can also use the

data for further studies that are in line or similar with the topic being

identified by the researcher.

Definition of Terms

For a clearer and better understanding of the study, the following

terms used in the study are defined conceptually and operationally:

Voice of the Voiceless.In this study, this term refers to the opinions,

views, and perspectives expressed by teachers with dysphonia or those

teachers who are suffering from voice loss.

 Teachers with Dysphonia.In my study, this refers to the teachers

who are suffering from voice loss for at least two times or longer in a

month.

Dysphonia.This refers toa pathological condition of the vocal cords

or the voice box in which an individual has a problem with his or her voice

(Kerkar,2018). In my study, dysphonia refers to the voice disorder in

which the teachers of Sagayen National High School are experiencing.

Organization of the Study (Sample Format)

In this section of my research paper, appropriate and comprehensive

arrangements of the study are presented.

Chapter 1 presents the exploration and understanding of the study.

The research questions are posted and significant terms used are

operationally and technically defined. The limitation of this study is

articulated in this section.

Chapter 2 presents the review of related literatures, readings, studies

and concepts of some researchers and concerned individuals that are

similar to the present study. I will obtain the related literature used in my

study through books, internet articles, and other publications.

 Chapter 3 describes the application or usage of qualitative research

methodology, articulate the data collection, data analysis and issues

associated with participants’ confidentiality. The chapter will address

information related to research design appropriateness, the study

population and selection, and data collection approaches.

Chapter 4 discloses the results of the interview which will contain

analysis of data referring to the research questions.

Chapter 5 completes the report by discussing the major themes

extracted from the results coming from the participants’ ideas with

supporting statements coming from the various authors. It is in this

chapter that conclusions of the study, as well as its implications will be

cited.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents survey of related literature and writing of

recognized experts, both of which have significant bearing or relation to

the problem under investigation.

 2013 and above articles

 5 sub-headings

 Make it sure that it can be used in your chapter 5 (Discussion)

 Use of Transitional Devices

 Chapter 3

Methods

This chapter provides a clear picture of how the research process

was done. Exhibited in this chapter are the discussions about the research

design, the research subject, the research process, the trustworthiness of

the study, and the role of the researcher.

Research Design (Sample)

This study utilizes qualitative research using the phenomenology

approach to explore Text Seryeas a storytelling approach in the 21st-century

Philippine Literature. This study specifically employs the

phenomenological qualitative research design in order to acquire

prominent information and data which will be needed in the exploration

of Text Serye as a modern storytelling approach in the 21st-centry

Philippine Literature. Furthermore, I find it important to use this method

due to the fact that this will be the first time in which Text Serye will be

viewed as an academic phenomenon for modern storytelling. Thus, it is

essential to probe on the lived experiences of the avid readers pertaining to

the said format.

Qualitative researchis an approach for exploring and understanding

the meaning individuals or groups ascribed to a social or human problem.

The process of research involves emerging questions and procedures, data

typically collected in the participant’s setting, data analysis inductively

building from particulars to general themes, and the researcher making

interpretations of the meaning of the data. The final written report has a

flexible structure. Those who engage in this form of inquiry support a way

of looking at research that honors an inductive style, a focus on individual

meaning, and the importance of rendering the complexity of a situation

(Creswell, 2013).

Why do we use this approach, contextualize it in your study.

DEFINITION/CITATION about Phenomenology

Since I will explore a trending phenomenon in modern storytelling

known as Text Serye through acquiring salient data and information from

readers who are exposed to the said narrative format, getting the essence

of the experience is a must. To get at the essence or basic underlying

structure of the meaning of an experience, the phenomenological interview

should be the primary method of data collection (Aagaard, 2017). Prior to

interviewing those who have had direct experience with the phenomenon,

the researcher usually explores his or her own experiences, in part to

examine dimensions of the experience and in part to become aware of

personal prejudices, viewpoints, and assumptions The meanings that are

drawn out from the raw data of the participants’ descriptions are then

narrowed down into the essence that belongs to each phenomenon under

study (Merriam &Tisdell, 2015). It is through a continuous and

simultaneous process of analysis of the data that the essence of each

phenomenon is derived from.

Research Participants (Sample)

In this qualitative-phenomenology study, I will carefully select the

right participants who are able to answer the questions underlying Text

Serye as a phenomenon. I will be interviewing 18 participants all whom

will be selected through purposive sampling. The subject selection in

qualitative research should be purposeful (Patton, 2015). As there is no

specific number of participants required in qualitative study, as the

researcher I will consider the suggestion of Creswell (2013) that the

number of participants/informants depends on the qualitative design

being used.

The first step in the empirical research process is to obtain concrete

and detailed descriptions from people who have experienced

situations in which the phenomenon has taken place. Such

descriptions are mostly elicited by conducting interviews (Aagaard, 2017).

Therefore, I need to select participants as to who can best inform the

research questions and enhance understanding of the phenomenon under

study(Creswell, 2013). Thus, in this case, inclusive criteria are taken into

consideration to properly extract the right information from the right

participant.

In the context of the study, the participants must be (a) exposed in

reading Text Serye (b) able to expound the experience with common

knowledge in the elements of fiction: character, setting, plot and point of

view, (c) able to relate Text Serye in other storytelling platforms for a

comparative perspective and (d) 18 years old and above. Alongside with

the said criteria, the willingness of the participant to provide relevant data

will be taken great consideration. Thus, I will be asking for their “informed

consent” as the interviewees are the primary unit of analysis (Bless

&Higson-Smith, 2000).

Data Sources (Sample)

The primary source of information for this qualitative-

phenomenology study is qualitative interviews. Face-to-face interviews

with participants, telephone interviews, or focus group interviews with six

to eight interviewees in each group as types of data sources in qualitative

inquiry. These interviews involve unstructured and generally open-ended

questions that are few in number and intended to elicit views and opinions

from the participant (Creswell, 2013).

In this study, I will employ two sources of data which are in-depth

interview (IDI) and focus-group discussion (FGD). There will be 10

participants in the in-depth interviews and 8 participants in the focus-

group discussions. The interviews will be recorded and transcribed before

they were showed them back to the participants to confirm the validity of

data. The transcribed audio recordings will be translated into English and

will be analyzed according to the research questions of this study.

Data Collection (Sample and Format)

The meaning of the context is greatly considered in a qualitative

inquiry. Thus, the data collection instrument must address the sensitivity

of the contexts of the study when gathering and interpreting data (Kuper,

Lingard& Levinson, 2008).

The first step of the study will be submitting a letter of approval to

the dean of the graduate school in order to acquire the permission to

implement the study.

The second step will be conducting the data gathering through IDI

and FGD to the two separate groups of research participants. In this step,

the IDI group will be asked with probing questions about Text
Seryeindividually. The data gathered should be relevant to the study and

that it should be able to narrate how the said phenomenon unfolds

(Merrian&Tisdell, 2015). The FGD group will then follow. The probing

questions will be asked and the expected answers are in a form of

interactive discussion among the participants and the interviewer

(Hennink, 2013).

The third step will be recording the data and information from both

interviews by writing handwritten notes and by audiotaping. Then, the

data gathered from the IDI and FGD will be transcribed, organized and

analyzed according to the research questions raised in this study. To

accomplish the study completely, I will acquire the necessary facilities and

resources needed such as the interview guide who will be validated by

three experts, audio recorders, facilitators of the interviews and the

participants as the sources of data.

Data Analysis (Format/Copy and Paste BUT CONTEXTUALIZE it with

your Study)

Data analysis involves segmenting and taking apart the data as well

as putting it back together (Creswell, 2013). This also refers to the process

of classifying and interpreting linguistic material to make statements of

meanings which are either implied or clearly depicted in the material itself

(Flick, 2014).

As suggested by Merriam and Tisdell (2015), the data set must be

organized and labeled accordingly to its categorized scheme which will

make sense to the researcher and will enable convenient access to any

piece of data at any time. Thus, I will have to categorize the acquired data

through proper labeling. Furthermore, the organization of the data will be

done through initial reading of the information, coding of the data,

developing from the codes a description and thematic analysis,

representing the findings and finally interpreting the findings (Creswell,

2013).

Moreover, the preparation of the data must employ the process of

horizontalization. This is the process of putting all the data for

investigation, treating it with equal weight especially in the initial way of

the categorization – paving to a cluster or theme of organized data.

Horizontalization thus is the interweaving of a person, conscious

experience and phenomenon. In the process of explaining the

phenomenon, the essence and qualities are recognized and described. In

the context of the study, I will arrange the data by sorting the information

based form their relevance to the purpose of this qualitative-

phenomenology inquiry. This is due to the richness and density of such

type of data that not all of the information can be used in a qualitative

study (Creswell, 2013). Guest, Macqueen &Namey (2012) refers to this as a

process of focusing in on some of the data and disregarding other parts of

it.

After which, I will proceed to the coding of data. I will assign

designations to various aspects of my data so that I can easily retrieve

specific information and pieces, relevant to the questions. Next step will be

comparing one unit of information with to the other piece thereby looking

for recurring regularities within the categorized data. According to Dey

(1993), the process is one of breaking data down into bits of information

and then assigning “these bits to categories or classes which bring these

bits together again, if in a novel way. In the process we begin to

discriminate more clearly between the criteria for allocating data to one

category or another. Then some categories may be subdivided, and others

subsumed under more abstract categories”.

At the end of the process, these abstract categories will be the

themes that will emerge during the analysis which I will define and

interpret sufficiently in the context of the research questions posted in this

inquiry. Finally, I will formulate the conclusions and answers to the

questions reflected in the study. Further recommendations and reflections

were also indicated based on the results of the analysis.

Trustworthiness of the Study (Copy Paste BUT CONTEXTUALIZE)

SEARCH: Lincoln and Guba (Credibility – focus on Member-

Checking, Confirmability – focus on the Audit Trail, Transferability – focus

on the Thick Description of the Methodology and Dependability – focus on

the External Audit.

Role of the Researcher (FOLLOW FORMAT GIVEN)

My roles in this qualitative-phenomenology inquiry are …

Provide citations as well.

Ethical Consideration (SAMPLE BUT CONTEXTUALIZE)

DO NOT MERELY COPY AND PASTE

There are three basic principles on how to secure ethical

consideration as suggested by Belmont (1974), which are accepted in our

cultural tradition, particularly relevant to the ethics of research involving

human subject: respect of persons, beneficence and justice.

According to Punch (2005) as cited by Albite (2014), doing research

involves the collection of data from people about people. The researcher

needs to protect and respect the research participants. Thus, the trust must
be established. In my study, after identifying the participants, I will ensure

to send consent letter to the Tribal Chieftain since my study is related to

their native language. Also, I will make sure to present to the research

participants a consent stating my purpose and ask them to sign the letter

signifying that they will voluntarily participate in my study as my research

participant. The letter will be written in English and in the native language

of the participants in details. They will also be informed that they may

withdraw their participation since it is voluntary. They will not be forced

to provide information which they are not comfortable with. Furthermore,

codes and pseudonym will all also be used to each of the participants.

Ford and Reutter (2008) stated that beneficence or no harm to the

participants refer to the principle of beneficence includes the professional

mandate to the effective and significant research so as to promote the

welfare of our constituents. In the context of my study, I will not disclose

any information that may lead to the identification of the interviewee. The

beneficence or no harm to the participants will also be considered through

making the participant’s safety and comfort.

The principle of justice requires that those who undertake the

burden of research must be likely to benefit the research. Justice demands

equitable selection of participants like avoiding population that may be

unfairly coerced into participating (Adams, 2013). In my study, I will

present my research to the community for them to be aware of what is the

effect of native language in acquiring the English phonology. With these,

they may be able to craft some interventions or strategy to minimize the

problem related to the phenomenon being studied.

As the researcher, I will ensure that all the principles stated above

will be addressed appropriately, with manner, and justice to protect the

rights of the participants.

 ST. MARY’S COLLEGE OF TAGUM, INC.
Tagum City, Davao delNorte

Senior High School Program

(Inquiry, Investigation, and Immersion)

In-depth Interview Guide

Name of Interviewer: Leader’s surname et.al

Date: __________________________
Name of Interviewee: __________________________
Strand and Year: __________________________

Good Morning! ___________________________.

“ We conducting a research study entitled, (Title). This interview is

conducted to know your perceptions about fear of public speaking.

“Would it be alright if we will record our conversation through

audio-tape recorder? Our purpose of recording our conversation is to
gather as much as possible all the necessary information that we need in
this study, and to be able to have a smooth and spontaneous flow of
discussion regarding this matter. We can assure you that all your
responses will be held confidential by assigning you an alias to protect
your name. If you agree with us and with this interview and the recording
of your responses, then you can please sign this consent form that we will
be distributing to you.

“We will begin our conversation by asking you some questions and
please answer these as best as you can. You can expound your answer to
make it clear and comprehensible. May I start.

(Sample)
1. What are the lived experiences of Grade 11 students in relation to
public speaking?
1.1. As a grade 11 student, have you come across personal
issues in your as a public speaker? Why do you say so?
1.2. Can you describe how was your 1st performance as a
public speaker?
1.3. What did you feel before and during public speaking?
1.4. Can you describe any particular difficulty or traumatic
experiences in giving a speech to the public?
1.5. How those difficulty or traumatic experiences affect you as
a public speaker?

2. How do students manage their fear in public speaking?

2.1. Can you cite instances wherein you were able to manage
your fear in public speaking?
2.2. How did you deal with your fear in public speaking?
2.3. Did those manifestations/symptoms block/hinder you
from continuing your performance as a public speaker?
Why do you say so?
2.4. What are your strategies in managing your fear in public
speaking?

3. What can they suggest to control fear in public speaking?

3.1. What advice would you give to others in coping with their
fear in public speaking?
3.2. In your own experience, what do you find to be most
benefit especially in controlling your fear in public
speaking?
3.3. What should someone else in the same situation do to
overcome their fear in public speaking?
3.4. What are your insights in controlling fear in public
speaking?
“ Thank you so much for your generosity in sharing your time today. Your
views and opinions are very much indispensable for the completion of this
study.” Again, rest assured that all your opinions are kept confidential.
Thank you and may God bless us all.
Leader’s Surname et.al
Researchers
ST. MARY’S COLLEGE OF TAGUM, INC.
Tagum City, Davao delNorte

Senior High School Program

(Inquiry, Investigation, and Immersion)

CONSENT FORM FOR QUALITATIVE RESEARCH STUDY

Title of the Study: ________________________________________

Name of Researcher: ______________________________________

1. I volunteer to participate in the above research study and I understand

that this research is designed to gather information about the perception of
(Core of your study). I am aware that my participation is voluntary and I
am free to withdraw or discontinue my participation without giving any
reason.

2. I do not have any hesitation if my interview is video-taped or audio-

taped and transcribed for content analysis, and I am aware that the copies
of the transcripts will be returned to me.

3. I understand that the researcher will not identify me by name in any

reports using information obtained from the interview, and that my
confidentiality as a participant in this study will remain secure by
assigning me an alias.

4. I have read and understood the explanation provided to me, and I am

free to ask questions and be answered to my satisfaction.

5. I have been given a copy of this consent form.

________________________________________ ________________
 Name and Signature of the Participant Date

________________________________________ ___________
Name and Signature of the Researcher Date
 This inquest was deepened by the study of Illich (2001) which he

describes that school as an oppressive which, despite some efforts at

reform (higher funding or even the introduction of new methods and

technologies in education) always tends to favor those who are already

advantaged. Likewise, school, despite its declared primary function of

education, above all caries out the task of selecting and allows only those

students who have a greater ability to continue in education to acquire

symbolic wealth (i.e. the education required to understand information). In

this way schools select those faster elements and thus confirm the social

status of students, regardless of their potential (Bourdieu, 2008). The

specific role of the school is also perceived by Ivan Illich (2001) who points

out that the school supports social polarization and mental passivity on the

part of members of the society. In this way school encourages the

perception of institutionalized rules as social norms. He sees the path from

the world of institutionalized learning to lie in learning networks, which

allow one to build on individually motivated learning instead of

employing teachers who force students to find the time and the will to

learn. Another possibility which learning networks reveal is connections

with the real world (we also find this possibility, or rather necessity, in

Freire).
 Further, this study is premised on the theory of Knowles (1980)

which he explains that the personality is the foundation of good adult

education and identifies as the self-directed person. He points out that

even when adolescents are already able to take on responsibility, despite

this maturity the educational system keeps them in certain state of

dependence.