Experiences of an Ambulant Vendors

A Qualitative Research Proposal Presented to

The Faculty of the Senior High School Department

La Consolacion College Bacolod

In Partial Fulfillment

of The Requirements for the Course

Research 112 – Qualitative Research

Custodio, Grace L.

Demerin, Anjanette

Espigol, Cleir Mae P.

Mati-ong, Nichole

Miranda, Patricia Anne

Partosa, Regine

Peroja, Jia Marie

Varona, Alaina Felice B.

Grade 11 St. Jude Thaddeus

Febuary 2019
 TABLE OF CONTENTS

Title Page PAGE

Table of Contents i

ii

Chapter

1 INTRODUCTION

Objective of The Study 1

Scope and Limitation 1

Significance of The Study 1

Definition of Terms 2

Chapter

2 METHODOLOGY
Research Design 3
Research Locale 3
SOURCES OF DATA 3
Conversation Partner 3
Inclusion Criteria 4
Gate Keeper 4

Data Gathering Procedure 4

Rigors of the Findings 6
Data Explication 8

REFERENCES 13
 CHAPTER 1

INTRODUCTION

Objective of the study

This study aims to know the experiences of an ambulant vendor in Bacolod City in
terms of starting up and sustaining their business.

SCOPE

This study is mainly concerned with the experiences of the selected ambulant vendor in
Bacolod City in terms of starting up and sustaining their business. This study covers the selected
ambulant vendors in Bacolod City for more than 7 years. The limitation of this study is in
Downtown Bacolod City with 3 respondents. The data of study would come from the selected
ambulant vendors in Downtown Bacolod City. Moreover, the data result from this study would
be in qualitative research through direct interview method.

Significance of the study

The useful and relevant information acquired from the study will encourage the
young entrepreneurs to gain their knowledge about starting up and sustaining their business. This
study is significant to the following:

The Young Entrepreneurs. This study will help the young entrepreneurs who are planning to
have a small business and be able to learn from the experiences of an ambulant vendors in terms
of starting up and sustaining th business.

Parents. This study will benefit the parents who have not yet encountered some experiences in
terms of starting up and sustaining the business.

Vendors/Seller. This study will benefit the vendors/seller that are planning to expand and
emprove the quality of their services.
Scholar. This study will help the scholars to have an extra income, enable them to sustain their
personal needs and their financial needs in school.

Informal Settlers. This study will help the informal settlers to start up a small business.

Consumer.This study will help the consumersave us much they buy in the convenient store.

Future reseaercher. This study will help the future researcher tp gain knowledge.

Definition of Terms

Ambulant Vendors – refers to the people offers goods for sale to the publicat large without
having a permanent build up structure from which to sell (Duraisingnamm, 2002). In this study,
ambulant vendors are the subject where the data will be gathered about the experiences of an
ambulant vendor.

Experiences – refers to concept of experience allows a holistic approach to education, in the

sense that it is based on the interaction between the human being and the world (Dewe,N.D.). In

this study, experiences are the knowledge gained by the street vendors for they had done that the

job for a long time.

Researcher – A person who carries out academic or scientific research

(Oxfordlivingdictionaries). In this study researcher is the one who is doing the

 Chapter 2

METHODOLOGY

This chapter contains of the research design, research locale, conversational partners,

inclusion criteria, gate keepers, rigors of the findings, and procedure for data explication.

Research Design

This qualitative study will be anchored on the Narrative Inquiry approach.

Narrative Inquiry is defined as a way of understanding and inquiring into experience through

“collaboration between researcher and participants, over time, in a place or series of places, and

in social interaction with milieus” (Clandinin & Connelly, 2000, p. 20).

This study will use the selected design because it is easy for us to gather information

by using this selected design.

Research Locale

This study will be conducted in Bacolod City.

Sources of Data

Conversational Partners

The researcher will be using the primary sources of qualitative data in which it

include the conversation partners as the giver of information by sharing experiences and

knowledge to a certain question. We asked some several questions to the selected vendors in
Downtown Bacolod City. One of the interviewee is a housewife and only her husband is the one

that is working but the salary of her husband is not enough to sustain their family’s needs then

she decided to start up a small business. She said that she borrowed capital to lending

corporation in order to start up her business because according to her the primary reason for

wanting to earn is to support basic needs of his family and the finance education of her children.

Inclusion Criteria

Must be male or female and a Filipino citizen that lives in Bacolod City that is at least 25

to 70 years old. Use the business to sustain the needs of the family to support the financial needs

of children in order to graduate. These are the qualified characteristics needed in order to

participate in the study.

Gatekeeper

The possible gate keepers of the study will be the husband of the participants. The

husband has the ability and power to protect her wife, keep their information confidential and a

power to decline or accept the planned interview to make sure the safety of their family.

Data Gathering Procedure

The sources of data that will be used in this study will come from the data/information

taken from .The characteristics of a good qualitative interview is that researchers must come to
the interview well prepared with backround knowledge of the subject, familiarity with your

interview paper, and consent from the interviewee will sign giving you permission to ask

questions for research purposes. Make the participant as comfortable as possible. Interviews

should not begin abruptly, take time for a small introduction and a briefing about the study, and

take time to find a quite spot in which to conduct a interview. Remember that any should can add

distracting noises interview and may also distract you and the participant, affecting of overall

quality of the interview researcher’s must begin the interview with a few simple questions one at

a time and do not rush the interviewee to respond. Allow interviewee time to think and respond,

do not become anxious by silence and pause at least ten second before asking a new questions.

Speak clearly so that the interviewee can easily understand and hear you. Keep the questions as

brief as possible so that what you are asking will be clear to the interviewee, repeat the question

if you need to. Ask as many as open ended questions as possible, these questions encourage the

interviewee to tell story rather that providing yes/no responses. When constructing a question,

write them in clear, plain English, remember that your interviewee are not academics. Listen

actively to the interviewee’s answers and then ask follow up questions. Do not contradict or

correct your interviewee and keep personal opinions to yourself as much as possible. Do not rush

the end of the interviewee, have a good closing question that helps the interviewee summarize or

come to a conclusion. You might consider asking them if there is anything they wish to say that

may not have already told you, before stopping the interview. Always give encouragement to

your participant for their time and generosity before leaving the area where the interview is

conducted.

The researchers of this study will utilize the creative self-expressive activities of

storytelling through an interview. Individual interview will the primary data gathering method to
be used. The conversation partner will be interviewed until crucial questions are consistently

clarified. In the conduct of the interview, the researcher will observed the facial expression,

gestures, pauses, and silences of the conversational partner. The interview will be written in a

sheet of paper.

In-depth interview is an appropriate technique for collecting qualitative data. Interview

question in the conversation partners mother tongue will be conducted in order to generate

detailed information, clarify concepts and develop question that will lead to a much deeper

proving of generated ideas.

Rigors of the Findings

In a conducting a qualitative research, researchers consider dependability, credibility,

transferability, and confirmability as trustworthiness criteria for investigation (Guba, 1981;

Schwandt, Lincoln, & Guba, 2007; Nichelle ,2015)

Credibility is defined as the confidence that can be placed in the truth of the research findings

(Holloway & Wheeler, 2002; Macnee & McCabe, 2008). Credibility establish whether or not the

research findings represent plausible information drawn from the participants original data and is

a correct interpretation of the participants original views (Graneheim& Lundman, 2004;Lilcoln

& Guba, 1985). This is a classic example of ‘quality not quantity’. It depends more on the

richness of the information gathered, rather than the amount of data gathered.
 In order to provide credibility to this study, the researchers will utilize member check.

The researchers will present to the conversational partner the result of the interview once it has

been transcribed for verification of the data for its truthfulness and accuracy.

Transferability is defined as the degree to which the results of qualitative research can be

transferred to other context with other respondents –it is the interpretive equivalent of

generalizability (Bitsch, 2005; Toblin & Begley,2004). According to Bitsch (2005), the

“researcher facilitates the transferability judgement by a potential user through ‘thick

description’ and purposeful sampling”. This means that when the researcher provides a detailed

description of the inquiry and participants were selected purposively, it facilitates transferability

of the inquiry. The reader notes the specific details of the research situation and method, and

compares then to a similar situation that they are more familiar with (Lilcoln & Guba, 1985).

Transferability refers to the degree in which the research can be transferred to other contexts; this

section is defined by readers of the research.

For this study, the transferability will be done by researchers by selecting the

conversational partner purposively. The conversational partner must also be qualified in the

inclusion criteria that the researchers made such as male or female, ages 40-70, must have a

small business used as a source of income, Filipino citizen and a residence of Bacolod city.

Confirmability is defined as the degree to which the results of an inquiry could be confirmed or

corroborated by other researchers (Baxter & Eyles, 1997). Confirmability is concerned with

establishing that data and interpretation s of the findings are not figments of the inquirer’s

imagination, but is clearly derived from the data (Tobin & Begley, 2004). It is a process to
establish whether the researcher has been bias during the study; this due to the assumption that

qualitative research allows the research to bring a unique perspective to the study. An external

researcher can judge whether this is the case by studying the data collected during the original

inquiry (Lincoln & Guba, 1985).

For this study, the researchers of this study will be used repeated interviews with the

conversation partners will be done until the data will be confirmed accurate based on consistent

response.

Dependability is defined as the stability of findings over time (Bitsch 2005). Each process in

the study should be reported in detail to enable an external researcher to repeat the inquiry and

achieve similar results. This also enables researchers to understand the methods and their

effectiveness (Lincoln & Gubs, 1995). This is measured by the standard of which research is

conducted, analyzed and presented. Dependability involves participants evaluating the findings

and the interpretation and recommendations of the study to make sure that they are all supported

by the data received from the informants of the study (Cohen et al., 2011; Tobin & Begley,

2004). It ensures that the research findings are consistent and could be repeated.

This will be done by the researchers through evaluating the findings and the interpretation

and recommendation of the study to guarantee that they were all supported by the data received

from the interviewees of the study.

Data Explication

All qualitative data that will be gathered from the interview will be transcribed by the

researchers in preparation for explication. Before explication, member checking will be done

through giving the conversation partner a hardcopy of their transcribed statements fir

verification, validation, and authentication. Through this procedure, the conversation partner will

be able to correct statements and ideas they wish to elaborate better.

Thematic analysis as documented by Braun and Clarke (2006) will be presented here as

a linear, six-phased method; it is an iterative and reflective process that develops over time and

involves a constant moving back and forward between phases (Nowell, Norris, White, &

Moules, 2017).

Familiarization regardless of who collected the data, it is vital that researchers immerse

themselves with the data to familiarize themselves with the depth and breadth of the content

(Braun & Clarke, 2006; Nowell et al., 2017) Whether or not you are aiming for an overall or

detailed analysis, are searching for talent or semantic themes, or are data-or theoretically-driven

will inform how the reading proceeds. Regardless, it is important to be familiar with all aspects

of your data. At this phase, one of the reasons why qualitative research tends to use far smaller

samples, for example, questionnaire meanings are created, rather than simply a mechanical act of

putting spoken sounds on paper (Lapad & Linday. 1999).

The researcher of this study will read through the entire data gathered at least one

before beginning coding, as ideas and identification of possible patterns may be shaped as

researcher become familiar with all aspects of the data.

Generating Initial Codes. Sections of text can be coded once or as many times as deemed

relevant by the researcher. Account that depart from the dominant story in the analysis should

not be ignored when coding (Braun & Clarke, 2006; Nowell et al 2017). When you have read

and familiarize yourself with data, and have generated an initial list of ideas about what is in the

data and is interesting about them. This phase involves the production of initial codes from the

data. Codes identify a feature of the data (semantic content or latent) that appears interesting the

analysis, and refer to the most basic segment, or element, of the raw data or information that can

be assessed in a meaningful way regarding the phenomenon’ (Boyatzis, 1998).

This phase begins once the researchers have read and familiarized themselves with the

data, having ideas about what is in the data and what is interesting about them

Searching for Themes. This phase involves sorting and collating all the potentially

relevant coded data extracts into themes (Braun & Clarke, 2006; Nowell et al., 2017). When all

data have been initially coded and collated, and you have a long list of the different codes that

you have identified across the data set. This phase, which re-focuses the analysis at the broader

level of themes, rather than codes, involves sorting the different codes into potential themes, and

collating all the relevant coded data extracts within the identified themes. Essentially, you are

starting to analyze codes and consider how different codes may combine to form an overarching

them. (Braun & Wilkinson, 2003)

At the end of the phase, researchers will have a good idea of the different themes, how

they fit together, and the overall story they can tell about their data.
 Reviewing Themes. The fourth phase begins once a set of themes has been devised,

and they now require refinement. Some themes may collapse into each other while other themes

may need to be broken down into separate themes (Braun & Clarke, 2006; Nowell et al., 2017).

Devised a set of candidate themes, and it involves the refinement of those themes. During this

phase, it will become evident that some candidate themes are not really themes (e.g., if there are

not enough data to support them, or the data are too diverse), while others might collapse into

each other (e.g., two apparently separate themes). Other themes might need to be broken into

separate themes. Data within themes should cohere together meaningfully, while there should be

clear and identifiable distinctions between themes (Braun & Clarke, 2006).

At the end of the phase, researchers have a good idea of the different themes, how they

fit together, and the overall story they can tell about the data.

Defining and Naming Themes. During the fifth phase, researchers determine what

aspect of the data theme captures and identify what is of interest about them and why (Braun &

Clarke, 2006; Nowell et al., 2017). For each individual theme, you need to conduct and write a

detailed analysis. As well as identifying the story that each theme tells, it is important to consider

how it fits into the broader overall story that you are telling about your data, in relation to your

research question or questions, to ensure there is not too much overlap between themes. So you

need to consider the themes themselves, and each theme in relation to the others. As part of the

refinement, you will identify whether or not a theme contains any sub-themes. Sub-themes are

essential themes-within-a theme. They can be useful in giving structure to a particularly large
and complex theme, and also for demonstrating the hierarchy of meaning within the data (Braun

& Wilkinson, 2003).

At this phase, the researchers may consider how each theme fits into the overall story

about the entire data set about the research questions.

Producing the Report. The final phase begins once the researchers fully established

the themes and is ready to start the final analysis and write-up of the report (Braun & Clarke,

2006; Nowell et al., 2017). It is started when you have a set of fully worked-out themes, and

involve the final analysis and write-up of the report. The task of the write-up of the thematic

analysis, whether it is for publication or for a research assignment or dissertation, is to tell the

complicated story of your data in a way which convinces the reader of the merit and validity of

your analysis. It is important that the analysis (the write-up of it, including data extracts)

provides a concise, coherent, logical, no repetitive, and interesting account of the story the data

tell - within and across themes. Your write-up must provide sufficient evidence of the themes

within the data; enough data extracts to demonstrate the prevalence of the theme (Braun &

Clarke, 2006).

The researchers aim to articulate what each theme means, as well as the assumptions

that underpin it and the implications of each theme.

 References

Jasmin Nario Galace, Discipline: Economics, Social Science, Dec.18,2017

Braun & Wilkinson, 2003, Braun & Clarke, 2006; Nowell et al., 2017

Braun & Clarke, 2006 Boyatzis,1998 Lapad & Linday. 1999 Duraisingnamm, 2002 Dewe,N.