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Chapter 3
Methodology
Research Design
This study employed a qualitative research design to explore the role of
digital literacy, critical thinking, and metacognition in developing reading
comprehension skills. A qualitative approach was chosen because it allows for an
in-depth understanding of students’ reading experiences through open-ended
discussions rather than numerical analysis (Creswell & Poth, 2018). This design
enabled the researchers to gather detailed insights into students' reading
comprehension challenges, strategies, and overall experiences.
Research Participants
The participants of this study were Grade 11 students from Nagpayong
Senior High School enrolled in the School Year 2024–2025. A convenience sampling
method was used, selecting students who were readily available and willing to
participate in the study. This approach allowed the researchers to efficiently gather
data from students who could provide insights into reading comprehension skills.
The participants came from different academic strands, enabling the study to
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explore how curriculum differences, teaching methods, and academic backgrounds
influence their reading abilities.
Role of the Researcher
Researchers play a vital role in understanding how digital literacy,
critical thinking, and metacognition contribute to reading comprehension. This
study seeks to explore not just the technical aspects of reading but also the real
experiences of students—what helps them succeed and what challenges they face.
Instead of focusing solely on personal opinions or emotions, we aim to highlight the
factors that influence their reading development (Leu et al., 2004). By doing so, we
hope to provide meaningful insights that educators can use to support students in
becoming more effective readers.
To gain a deeper understanding, we used a descriptive research design and
conducted interviews with Grade 11 students at Nagpayong Senior High School.
Our carefully crafted questions explored the impact of academic strands,
curriculum differences, and teaching methods on their reading comprehension. We
ensured that all respondents gave informed consent and were fully aware of the
study’s purpose. Their privacy and confidentiality were strictly protected, allowing
them to share their experiences openly and honestly (Bryman, 2015).
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In addition to firsthand accounts, we also relied on academic sources such as
research studies, online articles, and journals to support our findings (Creswell,
2013). These sources helped us compare our results with existing research,
strengthening the validity of our study. By carefully analyzing the data we
collected, we aimed to present a well-rounded discussion on the role of digital
literacy, critical thinking, and metacognition in shaping students' reading
comprehension. Our hope is that this research will contribute to better teaching
strategies and improved learning experiences for student
Data Source
This study utilized both primary and secondary data to gain a
comprehensive understanding of reading comprehension skills. Primary data were
collected through interviews conducted by the researchers with the study
participants. Meanwhile, secondary data were gathered from various online
resources,
including
Google,
academic
literature,
research
studies,
and
downloadable PDFs discussing reading comprehension skills. These sources
provided valuable insights and contextual support for the study’s findings
(Creswell & Creswell, 2018).
The primary method of qualitative data collection involved open-ended interviews,
allowing for descriptive responses rather than numerical data. As Flick (2018)
suggests, qualitative research is an effective approach for understanding
participants' thoughts, attitudes, and experiences. In this study, open-ended
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interviews were chosen because they provide deeper insights into reading
comprehension skills. The interview questions were based on established theories,
such as the Schema Theory (Anderson, 2016), which explains that comprehension
involves integrating prior knowledge with new information; the Transactional
Theory (Langer, 2017), which emphasizes the interactive process between the
reader and the text; the Reader-Response Theory (Gallagher, 2019), which
highlights the role of personal experiences in shaping comprehension; the
Elaborative Interrogation Method (McDaniel & Donnelly, 2016), which enhances
comprehension through critical questioning; and the Construction-Integration
Model (Kendeou et al., 2014), which describes how meaning is formed by
connecting new information with existing knowledge structures.
To collect data, the researchers conducted semi-structured interviews with Grade
11 students from Nagpayong High School enrolled in the 2024–2025 academic year.
These interviews were conducted online via Facebook Messenger, allowing
flexibility while maintaining a structured format. Semi-structured interviews
follow a guided set of questions while permitting follow-up inquiries to explore
participants' experiences more deeply (Bryman, 2016). This approach helped the
researchers understand students' reading practices, the effects of reading
comprehension skills on their academic performance, their level of awareness
regarding the importance of reading comprehension, and their overall knowledge
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on the subject. Additionally, an intensive document review was conducted to
support the study’s findings with relevant literature (Silverman, 2020).
Data Analysis
The researchers play a crucial role in developing and implementing this
study by collecting, analyzing, and interpreting data on the impact of digital
literacy, critical thinking, and metacognition on reading comprehension skills. Our
objective is to comprehensively describe students' strengths, weaknesses,
challenges, and reading experiences, rather than focusing solely on their personal
emotions or opinions.
To achieve this, we employed a descriptive research design and conducted
interviews with Grade 11 students at Nagpayong Senior High School to explore
their reading comprehension experiences. We carefully designed our questions to
identify factors influencing their reading skills, such as academic strands,
curriculum differences, and teaching methods.
Furthermore, we reference various sources, such as online articles, research
studies, and academic journals, to support our investigation and provide a strong
analytical foundation.
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Lastly, to ensure the study’s reliability, we meticulously examined and assessed
the data collected from the interviews.
Trustworthiness of the study
In this study, we took careful steps to ensure that our research is both
trustworthy and reliable. We wanted to make sure that everyone, whether they're
fellow researchers or anyone interested in our work, could easily understand the
goals, methods, and data sources we used. We believe that transparency is key, so
we’ve shared our approach in a way that’s as clear and straightforward as possible,
helping others follow along and replicate our study if they wish to do so (Silverman,
2016).
We also paid close attention to the accuracy of our findings. This meant doublechecking and verifying our results to make sure they’re correct and consistent. To
do this, we cross-checked our data, using different methods and sources to ensure
our conclusions were reliable. This process helps reduce the risk of bias and errors,
which means we can have more confidence in what we’re presenting (Cohen,
Manion, & Morrison, 2017
Ethical Consideration
We made sure to follow all the necessary guidelines to protect the people
involved in our study. Before beginning the research, we obtained consent from all
participants, explained what the study was about, and ensured their involvement
was entirely voluntary. We also respected their privacy by keeping all personal
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information confidential, in line with ethical standards and data protection laws
(American Psychological Association [APA], 2020). These precautions are not only
essential for ethical research but also for fostering trust with participants,
ensuring they feel safe and respected throughout the process.
We also recognize that no study is perfect. While we’ve done our best to gather
reliable and accurate data, we’re aware that our research is not exhaustive. Our
study focuses on Grade 11 students at Nagpayong Senior High School, so the
results may not be the same in other settings. After all, the purpose of research is
to learn and grow, and we believe that sharing our findings with others can lead to
even more meaningful discoveries (Peer Review, 2023).
Ultimately, we hope that by being transparent about our methods, verifying our
findings, adhering to ethical standards, and being open to feedback, we are
contributing to research that can help improve the understanding of how digital
literacy, critical thinking, and problem-solving play a role in enhancing reading
skills among students. We’re committed to doing honest, reliable work that can
make a positive impact on education, and we hope our study helps guide future
research and practice in this important area