Advanced Qualitative Research

Exploring the Maxims of Filipino Kanal (canal) Humour through Semantic Analysis

2025-03-17T19:57:32+07:00

This study aims to systematically and semantically analyze kanal humour in conversation– its feature, the meaning behind it, as well as what it conveys or expresses to give clarifications and a more profound understanding of kanal humour. This study used the Semantic Analysis method to analyze and interpret the content of Kanal humour in Tiktok videos. Furthermore, the result shows that kanal humour uses specific linguistic strategies, such as homophonic puns and double entendres, and violates maxims of conversations to subvert expectations and entertain. The analysis of "kanal humor" supports current theories of humor, showing that reinterpreting word meanings creates humor through incongruity and the subversion of expectations. Furthermore, the study shows how this form of humour has influenced language use among TikTok users, creating a distinct linguistic style that may be vague to those outside the platform's community. This effect is consistent with studies of language and communication, which show that humour often stems from typical conversational patterns. Researchers recommend that this study is of use as a reference for future researchers that would also study kanal humour across various social media platforms such as Instagram, Facebook, X, etc., as well as to examine and compare the content of Kanal humour from these platforms. Lastly, this can be of use or contribute to the field of linguistics and digital communication.

Kaginhawaan in the Context of Survival: Street Children’s Struggle for Well-Being

2025-04-20T13:03:15+07:00

This study examines the well-being of street children, focusing on how they navigate daily struggles and find comfort despite challenging circumstances. With an estimated 150 million street children worldwide, including 250,000 in the Philippines, these children face unstable living conditions, abuse, and limited access to basic services. Drawing on Kaginhawaan, a Filipino wellness theory, and using Interpretative Phenomenological Analysis, this research explores how social, emotional, economic, occupational, and spiritual factors shape their resilience. Through participant narratives, five key themes emerged: (1) Atypical Family, revealing broken or nontraditional family ties; (2) Street Hustles, highlighting the survival work children engage in to meet basic needs; (3) Street Struggles, addressing bullying, exploitation, and lost childhoods; (4) Burden of Survival, focusing on exhaustion, debt, and social stigma; and (5) Faith in Survival, which illustrates how spirituality provides strength, comfort, and hope. These themes reflect how children construct meaning and preserve dignity amid harsh realities. The findings affirm that even in survival mode, children draw from internal and external resources, particularly faith, social bonds, and emotional resilience, to endure. Rooted in Kaginhawaan, the study emphasizes the importance of nurturing environments, compassion, and holistic interventions that support both immediate needs and long-term well-being. It highlights the complexity of street children's lives and how they find comfort not in the absence of struggle, but in their response to it. Ultimately, the research calls for policies and programs grounded in empathy and cultural insight to address the multifaceted needs of this vulnerable population.

Echoes of Neglect: Navigating Sibling Rivalry as the Unheard Child

2025-05-16T01:30:41+07:00

This interpretative phenomenological analysis (IPA) study delves into the personal experiences of children who feel unheard within the context of sibling rivalry. It focuses on how these children perceive their roles in the family, particularly in situations where they feel overshadowed or ignored in comparison to their siblings. The study involved semi-structured interviews with seven (7) children aged 18-37 years old, who shared their feelings and stories about sibling rivalry, especially when they felt excluded from family attention or support. The analysis revealed three (3) key themes: (1) Favoritism, which refers to the practice of giving unfair preferential treatment to one person or group at the expense of another. (2) Detachment, described as an emotional withdrawal to avoid pain or rejection, often develops in childhood. (3) Self-Doubt, referred to as the feeling of questioning one’s own worth and decisions, often caused by being ignored or dismissed by important people like parents. The study underscores the importance of fostering a more open, inclusive family environment where every child's voice is valued and heard, especially for those who may feel lost in the shadows of sibling dynamics. These findings highlight the emotional toll of sibling rivalry and suggest ways for families to better address the needs of all children, ensuring they feel seen and supported.

Learner Agency for Autonomous Learning in Higher Education of Nepal: Beliefs and Practices of English Language Learners

2025-06-08T23:38:53+07:00

This Paper explores the role of learner agency in promoting autonomous learning within the English language classrooms of Far Western University, Nepal. The paper basically focuses on how university students perceive and exercise learner agency, the factors shaping its development, and its reflection in actual classroom practices. Employing a qualitative ethnographic research method, information was collected over a year from four selected campuses through focus group discussions and classroom observations. The recorded data were manually transcribed, translated, and coded for thematic interpretation. The paper highlights that learner agency is minimally exercised, with student engagement largely confined to teacher-dominated instructional structures. Despite the availability of resources such as internet access, digital tools, and libraries, their integration into autonomous learning practices was limited. Students displayed low confidence, strong dependence on teachers, and anxiety driven by exam-oriented education systems. These attitudes, shaped by entrenched cultural norms and institutional rigidity, restricted students' participation in goal-setting, material selection, and self-evaluation. While isolated instances of student initiative, such as informal use of smartphones, were observed, they did not translate into sustained autonomous learning behaviors. The findings suggest the need for a multidimensional reform agenda that includes pedagogical shifts toward learner-centered strategies, institutional support for flexible curricula and assessment systems, and capacity-building for both students and teachers. This research offers valuable insights for policymakers, educators, and curriculum designers aiming to enhance learner agency and support lifelong learning competencies in the context of Nepalese higher education.

Challenges in Teaching Good Manners and Right Conduct at The Intermediate Level: Educators’ Perspective

2025-09-02T08:26:35+07:00

This study explored the challenges faced by Grade 4 public school educators in teaching Good Manners and Right Conduct (GMRC) and the strategies they use to address them. Using a qualitative phenomenological approach, eight (8) teachers from the Bongabong North District with at least two years of teaching experience were interviewed. Findings revealed several challenges, including cultural diversity, lack of student discipline, social media influence, behavioral issues, limited teaching materials, and insufficient training. Despite these difficulties, teachers applied strategies such as storytelling, role modeling, and experiential learning to promote moral values and discipline among students. The study also emphasized the importance of a well-managed classroom, where student cooperation and engagement play a key role in the success of GMRC instruction. Furthermore, teachers stressed that parental and community involvement is vital in reinforcing values education beyond the school setting. In addition, this research contributes to the application of qualitative methodology in education by demonstrating how phenomenological inquiry can capture the lived experiences of teachers and provide insights into value-laden instruction.

Teaching Methods and Creativity in Vocational Education: A Case Study of SMK Negeri 3 Bandung

2025-09-27T15:31:10+07:00

Vocational education plays a crucial role in preparing students for the creative economy, requiring teaching methods that not only build technical competencies but also foster creativity and socio-cultural innovation. However, little is known about how these pedagogical strategies are implemented in Indonesian vocational schools, particularly within the arts and creative economy fields. This study explores how teaching methods in the Creative Arts and Creative Economy programs at SMK Negeri 3 Bandung support students’ creativity and socio-cultural innovation. Using a qualitative exploratory design, data were collected through interviews and focus group discussions with 7 teachers and 15 students, selected via purposive sampling. Thematic analysis was applied to identify patterns, supported by triangulation across teacher and student perspectives, and assisted with NVivo software to enhance systematic coding and analysis. Four interrelated themes emerged: (1) diverse and participatory teaching methods; (2) creativity as a core outcome fostered through experimentation and tolerance of failure; (3) integration of socio-cultural heritage into modern projects; and (4) teachers acting as facilitators of innovation, while addressing challenges such as limited resources, time constraints, unequal participation, and varied student preferences. The findings confirm and extend existing theories of creativity, socio-cultural learning, and 21st-century skills, while highlighting the importance of balancing autonomy with structured guidance. Beyond education, the study contributes to broader social science and management discussions by showing how culturally grounded pedagogical practices can enhance innovation capacity and human capital development in the creative economy. Practically, the study recommends training teachers in flexible pedagogy, enhancing digital resources, allowing more time for inquiry, and embedding cultural heritage into vocational education.