IPA On What Was The Student Experience Of Transitioning Back To Face-To-Face Study

IPA On What Was The Student Experience Of Transitioning Back To Face-To-Face Study

INTRODUCTION: IPA Method: Enhancing Qualitative Analysis

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The process IPA or Interpretative Phenomenological Analysis is a guiding process which is used for conducting a good piece of qualitative analysis. The process of this method has been used for infusing the qualitative method and the experiences of the researcher in expanding the exploratory capability. The qualitative methodology using the IPA analysis influences interpersonal skills (Villar et al. 2022). Later, it helps in applying this process to develop their interpersonal skills. The approach of using the IPA method raises an advantageous element and provides the best opportunity for the researcher to understand the innermost deliberation on evaluating the life experiences of the participants. 

Utilizing the IPA research method for the participating students provides a qualitative study for them and later it goes on to reiterate the fact that it is completely relatable to the research study.  The main purpose of using the IPA method-based study help in exploring and experiencing live experiences. The advantage of using this IPA process is, it is not going to operationalize a specific philosophical idea (Turnbull, Chugh & Luck, 2021). On the other hand, it gathers a strong range of philosophical ideas by drawing them widely. IPA also experienced the researcher in providing subject-related experiences and it totally conducted based on participant-oriented. 

In discussing the thesis statement used to provide more information about the IPA method and about the study which helps in exploring the historical background of these participants. It helps in interpreting the analytical tradition of the participants. Here, the researcher targets and triggers the participants to switch the interview schedule and strongly maintains the ethics of the participants by conducting the interview procedure. Then the researcher needs to do an in-depth analysis of the time of using this IPA procedure and provide a discussion without distortion or prosecution.

METHOD

Participants

On the process of conducting the research using the IPA analysis method, the researcher has chosen the participants by sampling their size. The selection of the participants completely reflects and represents the homogeneity and the participants belonged from the homogeneous sample pool. The homogeneous participants were to be better in understanding and get to be a better gauge for experiencing the lived experiences of this methodological study. To do this, one secondary school in the UK has approached a state-funded school (Perera, Rainsbury & Bandara, 2021). Here, many more local feeders are there. From there almost 10 participants were taken and among them, 7 were girls and the rest were boys.    

Interview Schedule

In the case of conducting the following study, the selected participants need to be sent off to the informed consent where the interview takes place. Later, a letter will be provided to them, and as per their approval to discuss, when and how the interview is commenced (Jackson et al. 2020). For conducting the interview it is important to know about the time factor and this will provide immense help to the researcher in ending the interview process in a given and selective period.

It is important to know that the main purpose of the interview is to build up a rapport with the participants. This approach towards participants by the interviewer makes the participants feel free and comfortable and that will create a good communicative and information-sharing environment. This will also build extreme trust. 

Interview Procedure

The process interview is conducted by analyzing the participants on a depth basis and for that case, it is important to make the participants comfortable in front of the interviewer. By building a strong rapport, the interviewer could able to collect all pieces of information. The importance of interview needs to be done as it is going to discuss the process of IPA and its experiences and it needs to be followed in a traditional way (Bourne, 2018). The primary in-depth interview must be conducted first among the 10 individuals. However, the interview needs to be conducted in a reasonable period. The interview is conducted on maintaining a semi-private space, which is a busy area of the school.  

Ethical Issues

The ethical issues need to be maintained on an equal basis and need to reduce the chances of taking place the obligations from the participants to the interviewer. The IPA researcher has need to be participant-oriented and interpretative too. The privacy of the participants has need to be maintained in a good manner (Naylor & Nyanjom, 2021). The process of interviewing the participants needs to be conducted strictly on a voluntary basis. Similarly, it is also important to be very minimal near the participants. The researcher should maintain the dignity and rights of the participants and must present their interview on maintaining these two factors. 

Reflexivity

As per the researcher's statement, the interview process should need to be done completely participant-oriented. As per the researcher, I need to maintain this aspect and need to be interpretive and that will be a research tool for me. As per being an IPA researcher for the participants here, I need to discuss all the twists and turns and provide a brief narrative of the overall interview-taking process (Glendening, 2022). This will reflect my journey as an IPA researcher. Here, I need to maintain my ethnicity and dignity at the time of taking the participant-oriented interview. Similarly, I need to treat the participants based on my own perception and explore their problems in the time of proceeding with the IPA method. 

Analytical Approach

The analytical approach needs to be an inspiring activity where the researcher needs to manage the interview timing and simplicity. The researcher needs to neglect the complexities. The researcher needs to work on focusing on the aims of the IPA and investigate whether the participants make sense (Samuel, 2022). The researcher needs to gather the pieces of information from the participants through a psychological lens and be interpretive. The researcher needs to focus on the cultures of the participants in the time of applying theoretical approaches. The steps of the analytic approach should be based on the verbatims of the interview

RESULTS

The analysis of the IPA process and its advantages should be done by the researcher conducting two important themes. The themes were outlined below as, friendship and among them include making friends and changing the nature of friendship (Elrick, 2022). The next theme indicates family support and it includes Emotional support, Practical support and the Impact of older siblings. 

Considering the first theme of friendship shows that it is a key contributing factor and where making friends can happen, how the participants were able to make friends after a long gap (Kee, 2021). This goes to represent the long state of mind of the participants where some of the participants were able to make friends after joining the school or some of the participants joined the school as being in a group. 

In case of changing the direction of friendship shows that this is a very positive action where difficult deals needed to be done by the participants in case of making new friends. In this case, they formed groups, where the involvement of 2 or few girls was noticed (Quezada, Talbot & Quezada-Parker, 2020). At the time of making a new friend there, a language barrier is clearly noticed and the students feel a bit of anxiety. At that time, the language disruption among them takes place when they feel shy and they actually say "aaaarrrrgggghhhh" while freaking out. 

There is always initial anxiety at work when making new friends in school. The anxiety about making new friends makes quick dissipation where a feeling of worry ness takes place at the time of arriving at school (Abucejo et al. 2022). However, the initial anxiety was short term and after a few days the problems got over and the students became capable and started to make new friends.

The next theme about family support shows that it takes place first in giving practical support which indicates that, helps the student with the time doing homework (Delgado, 2022). This could be followed at that time when the student gets stuck in a problem and is unable to find a solution. This influence is going to release the additional pressure from them and make them feel comfortable. 

The next step in giving support on an emotional basis shows the importance of their family in their life and their family being with them. This makes a great pleasure come with great relief and mostly great comfort too (Abucejo et al. 2022). This actually increases their safe feelings for them and feels free that there is someone for them to listen to their issues and problems.

Similarly, the importance of having an older sibling shows that this has a positive impact on school children (Kee, 2021). This theme is consistent and that makes dissipation in the nerves of the students. Having older siblings is a relief factor where the children feel comfortable sharing their issues, school-related problems, personality-related problems, girl or boy-related problems and other things. Having the impact of the older siblings reduces their fear (Elrick, 2022). This also reduces the nerves at the time of arriving and these participants did not even need to visit the school before they started. This brings a familiar and comfortable place for them. Besides that, it makes them relaxed in any crucial situation. 

DISCUSSION

The concluding discussions over these chosen themes show the importance of choosing the themes for interviewing the school children. These themes also mentioned the managing strains where the children were managing their new peer relations in reducing self-worth (Childs & Holland, 2022). Similarly, few children were going to make continue their uncertain companionship, because they felt that, in having these, they were settled. However, in later cases, the uncertainty in friendships has turned into a reason for anxiety. 

There were other children are there who dismantled their old friendships and felt more willing to form new ones and were going to make a huge group first (Al-Freih, 2021). In that case, it seems important to make a better conversation. However, in the case of analyzing the interviews using the IPA method, most of the people in the school were now settled in the secondary school. The rest of the people face transition in primary schools and the majority of people are still in anxiety. The overall discussion and result have come into conclusion that the IPA method is highly recommended. Therefore, further future study should be conducted with special highlights to the key issues and factors to effects. Hence, it can explore greater opportunities. 

References

Abucejo, C. M., Amodia, J. B., Calorin, R., Deo, N. F., Fuentes, M. J., Lamila, K. N., ... & Minyamin, A. (2022). Going Back to Elementary Years: The Parents Lived Experiences in Modular Distance Learning. Psychology and Education: A Multidisciplinary Journal, 2(6), 477-489. 

Al-Freih, M. (2021). The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study. IAFOR Journal of Education, 9(2), 7-23. 

Bourne, J. (2018). The experience of videoconferencing and face-to-face counselling from an older client's perspective: an Interpretive Phenomenological Analysis (IPA) study (Doctoral dissertation, University of Roehampton). 

Childs, C., & Holland, F. (2022). Young peoples’ lived experiences of shifts between face-to-face and smartphone interactions: an interpretative phenomenological analysis. Journal of Youth Studies, 1-16. 

Delgado, F. (2022). Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University. Education Sciences, 12(9), 627. 

Elrick, N. J. (2022). Teaching Through the Pandemic: An Interpretive Phenomenological Analysis (IPA) of Experiences from New Zealand Physical Education Teachers (Doctoral dissertation, Auckland University of Technology).

Glendening, N. (2022). The Emotional Journey of Independent Learning: An Interpretative Phenomenological Analysis (IPA) of Undergraduate Adult Nursing Student’s Experience of Self-Managed Independent learning (SML) in one UK University (Doctoral dissertation, Bournemouth University).

Jackson, L., Otaki, F., Powell, L., Ghiglione, E., & Zary, N. (2020). Study of a COVID-19 induced transition from Face-to-Face to Online Team-Based Learning in Undergraduate Family Medicine. MedEdPublish, 9(232), 232. 

Kee, C. E. (2021). The impact of COVID-19: Graduate students’ emotional and psychological experiences. Journal of human behaviour in the social environment, 31(1-4), 476-488. Retrieved on: 14th December 2022.

Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236-1250. 

Perera, A., Rainsbury, L., & Bandara, S. (2021). Face-to-face delivery this week; online the next: a reflection. Accounting Research Journal. Retrieved on: 14th December 2022.

Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program‘s response to COVID-19. Journal of Education for Teaching, 46(4), 472-483.

Samuel, A. (2022). “I’m Not Trying to Recreate the Classroom”: A Qualitative Study to Help Faculty Make Sense of Online Interactions. American Journal of Distance Education, 1-14. 

Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?. Education and Information Technologies, 26(5), 6401-6419. 

Villar, M. C. G., Filipinas, J. P., Villanueva, J. B., & Cabello, C. A. (2022). The Transition, Transformation, and Adaptation from Modular-Printed Instruction to Limited Face-to-Face Classes: A Phenomenology.