CHAPTER 2
RESEARCH METHODOLOGY
RESEARCH DESIGN
The present research describes the different leisure motivation of teachers for engaging in leisure activities and develops a Virtual Cooperative Recreation and Wellness Program based on teachers’ assessed needs.
This research is a descriptive study that utilized two survey questionnaires with the use of quantitative and qualitative approaches.
Participants were selected teachers from the Learning Community 1 and 2, in a private educational institution in Mandaluyong, whose ages are from 25 – 55 years. The questionnaires employed in this study were two survey questionnaires with the use of quantitative (closed-ended design survey) and qualitative (open-ended design survey) methods. The ease of completion of this sort of questionnaire allowed participants to respond by marking an appropriate choice from a set of alternative responses and answering open-ended questions in their own words. Upon the authorization of the permission to conduct the study by the grade school principal, the researcher personally handed the initial questionnaire to the respondents, and had them answer a Leisure Motivation Scale (LMS) during their vacant period. The researcher waited to collect the questionnaires from the respondents after they had completed them and by doing so, the researcher achieved a hundred per cent retrieval of the completed questionnaire. After data analysis of the first
questionnaire, a Leisure Needs Assessment Survey was given as the second questionnaire needed to further expound the research for a development of a Virtual Cooperative Recreation and Wellness Program. The Leisure Motivation Scale (LMS) and the Needs Assessment Survey were used as the data collection instrument in this research; while a Program Evaluation tool for the assessment of the virtual recreation and wellness program was used as well.
Steps in Making the Virtual Cooperative Recreation and Wellness Program plan
The structure of the Virtual Cooperative Recreation and Wellness Program as seen in the Work Breakdown Structure for reference in Figure 5 was based on the ADDIE Model of Program Design. The design model serves as the backbone of the whole program process. It shows here the comprehensive procedure of the development of the Virtual Cooperative Recreation and Wellness Program.
Figure 6: Virtual Cooperative Recreation and Wellness Program Work Breakdown Structure (WBS) Based from the ADDIE Model of Program Design
The following stages serve as brief explanation of the information from the Virtual Cooperative Recreation and Wellness Program Mind map:
COOPERATIVE RECREATION AND WELLNESS PROGRAM
1. Analyze
- This is the preliminary stage or goal-setting stage in formulating the guiding purpose of the Virtual Cooperative Recreation and Wellness Program. The researcher identified the concerns of the primary education teachers vis-à-vis their balanced lifestyle due to their varied roles and responsibilities for continuous professional development. Thus, formative evaluation using the data collected from the leisure motivation scale was used and analysed by the researcher for the formulation of the program’s guiding purpose.
2. Design
- Formative evaluation using the data collected from the leisure needs of teachers was used and analysed by the researcher in communicating the purpose of the Cooperative Recreation and Wellness Program to the administrators and officers of the Faculty Association. In this phase, the Recreation and Wellness Program was conceptualized in accordance with the theories and models of leisure motivation and dimensions of wellness. Activities and materials to be used for the program were presented to the administrators and officers of the Faculty Association. At the same time, faculty development personnel responsible for the dissemination of information to the faculty members were designated.
3. Develop
- The plans for the Virtual Cooperative Recreation and Wellness Program were strategically designed and thought about by the researcher. Activities to be undertaken were fully coordinated, sequenced, and followed through. Remote location or venue was considered due to the pandemic. The Virtual Cooperative Recreation and Wellness Program plan was notified to the faculty members.
4. Implement
- This stage highlights the process for implementation, as a Virtual Cooperative Recreation and Wellness Program due to the sudden emergence of virtual implementation because of the pandemic.
- Inclusion in the implementation particularly pertains to the program’s online publication through the school’s publication, Daily Bulletin. Coordination of the faculty development committee to school personnel and facilitators/in-house coaches involved in the virtual facilitation of the program. Materials needed were arranged. Plan for documentation was coordinated.
5. Evaluate
- This phase highlights the assessment process for the Virtual Cooperative Leisure and Wellness Program, and details were documented for future improvements or modifications of other recreation and wellness program plans.
PARTICIPANTS
The fishbowl method was employed by the researcher as a random sample technique. The researcher recorded the names of teachers from Nursery, Kinder, Grade 1, Grade 2, Grade 3, and Grade 4 on pieces of paper, which were collected in a sampling list. One number for each 30 members, then the papers were rolled up and shuffled in a bowl. The group of participants were divided into six divisions based on the needed level. Then, the researcher took the rolled paper from the bowl five times for each division. From this, the researcher got 30 participants as a sample. All of them are faculty members in a private educational institution in Mandaluyong. The faculty from Nursery are two female teachers; in Kinder, there are five female teachers, six teachers from Grade 1 (one of which is male), six teachers from Grade 2 (one of which is male), six teachers from Grade 3, all female; and five female teachers in Grade 4. All within the age range of 25-55 years of age.
SOURCES OF DATA/INSTRUMENT
Two questionnaires were employed in the study. To determine what motivates a teacher to
engage in leisure activities, The Leisure Motivation Scale (LMS) developed by Beard and Ragheb (1983) was used. The 48 items comprising this scale leads to identify the four leisure motivation factors; four out of the five of Maslow’s need categories were linked to these leisure motivation factors; whereas Hettler’s Six Dimensions of Wellness were also incorporated to assess further individual’s motivation on productivity through wellness as follows:
1) Physiological needs / Physical and Occupational Dimension: Intellectual (items 1-2) which determines the extent to which the individual is motivated to engage in leisure activities that involve mental activities such as learning, exploring, discovering, creating or imagining.
2) Social contacts / and Social Dimension: Social (items 13 to 24) deals with the extent to which an individual engages in leisure activities because of the need for friendship and interpersonal relationships and the need to be valued by others.
3) Appreciation and recognition / Emotional and Spiritual Dimension: Competence-mastery (items 25 to 36) gauges the extent to which the individual engages in leisure activities in order to achieve, master, challenge, and compete, and
4) Self-actualization / Intellectual Dimension: Stimulus-avoidance (items 37 to 48) which evaluates the extent that an individual needs to escape and get away from over-stimulating life situations and strives towards overall wellness.
A five-point Likert scale was used to rate the forty-eight items on the Leisure Motivation Scale (LMS) from 1 to 5 as:
1 - “never true”
2 - “ seldom true”
3 - “somewhat true”
4 - “often true”
5 - “always true”
reference for range interpretation of means gathered from the respondents. Reference for the motivation level is cohesively discussed from the results found in table 1.1 to table 1.4.
INTERPRETATION OF MEAN SCORE OF MOTIVATION LEVEL
MOTIVATION LEVEL SCALE MEAN RANGE
Never True 1.00 – 1.80
Seldom True 1.81 – 2.60
Somewhat True 2.61 – 3.40
Often True 3.41 – 4.20
Always True 4.21 – 5.00
The overall instrument reliability in this study was 0.92, and the reliability of the subscales ranged between 0.85 and 0.93 indicating a strong measure of reliability.
The second questionnaire administered to the participants was a Leisure Needs Assessment survey to identify the need of teachers for activities in recreation and wellness. Lastly, the evaluation tool for the assessment of the virtual recreation and wellness program was used as well to note future improvements or modifications of other recreation and wellness program plans.
DATA GATHERING PROCEDURE
The researcher was granted permission to conduct the study by the grade school principal after choosing and submitting the list of participants among the grade school teachers who are available for testing. Thus, these participants are selected teachers from the Learning Community 1 and 2 whose ages are from 25 – 55 years. Upon the authorization of the permission to conduct the study by the grade school principal, the researcher personally handed the initial questionnaire to the respondents, and had them answer a Leisure Motivation Scale (LMS) during their vacant period. The researcher waited to collect the questionnaires from the respondents after they had completed them
and by doing so, the researcher achieved a hundred per cent retrieval of the completed questionnaire.
After data analysis of the first questionnaire, a Leisure Needs Assessment Survey was given as the second questionnaire needed to further expound the research for a development of a leisure program plan. The Leisure Motivation Scale (LMS), Leisure Needs Assessment Survey and Program Evaluation Tool were used as the data collection instrument in this research.
DATA ANALYSIS
The responses of the participants were classified and tallied according to the sections specified in the questionnaire. The collected data were analysed using descriptive statistics specifically computing for the mean, standard deviation, frequency and percentage.
The data obtained from the four leisure motivation factors were analysed and computed with their general weighted mean. Thus, information on the different factors in leisure motivation were descriptively analysed and identified.
On the other hand, graphical representation with the use of charts and graphs were utilized to visually display, analyse, and interpret numerical data based from the results of the Leisure Needs Assessment.
