CHAPTER
1
Statement of the Problem
Introduction
At
the core of Filipino social life is the concept of community as reflected in
our own Barangays. Usherwood (1992: 19), a Library
Information Science commentator, conveyed that that there were at least 90
variations of the term community. The variations of community show
the remarkable fact that this term has meant so much for humankind as does the
term society since its inception in history. Hence, as much as it has
been written about in human history, the term community has always been
one of those perennial topics. In addition, community has not
only been written as tangentially related to any of its many senses, but it has
specifically been the topic of many books relating to it at a theoretical and epistemological
level. Delanty explains this concept of belonging like this:
“Community offers people what neither society
nor the state can offer, namely a sense of belonging in an insecure world.
However, community also destroys this by demonstrating the impossibility of
finality. The new kinds of community are themselves, like the wider society,
too fragmented and pluralized to offer enduring forms of belonging‖ (Delanty,
2003: 192).”
The
researcher uses this conception of belonging that people seek through
community. Moreover, Delanty was correct in affirming that the community is
a “communicative world that community is revived. In going beyond the symbolic
approach of community, I am arguing for a more pronounced constructive
approach. The notion of community as a ―symbolic construction suggests a too
affirmative sense of community, neglecting its capacity for cultural
transformation. It is in this stronger constructivist sense that I argue that
community is communicative – communicative of new cultural codes of
belonging.... Whether in the form of the numerous nationalisms, ethnicities,
multicultural, and communitarian politics, the new and essentially post
traditional assertions of community allow little room for a shared public
culture, although they presuppose the possibility of shared values... The forms
of community are multiple and are expressed in communicative structures that
are essentially abstract or imagined –they do not correspond to something
clearly visible or to an underlying identity (Delanty, 2003: 191). Therefore, community
or in our case the Barangay is a
communicative mechanism where people express their manifest and latent needs
and obtain a sense of belonging with other people. It is with this as a
backdrop that the researcher proposes a study on the selected communities or barangays in Binangonan,
Rizal.
Background of the study
The
Municipality of Binangonan is considered as one of the
first-class municipality in the Province
of Rizal Philippines
The three highlighted
barangays I choose for my study, these have been the communities of Asian
Social Institute as their community extension for exposures and community
development programs.
Information and Knowledge plays an
important role in the global economy, and this is seen as essential in the
development of countries, communities and its citizens. (Global Knowledge
Partnership, 2000). In the new era of
the information society, information is for all; information is the most
important factor in production and creation. How well an individual, an
organization, or an entire society can harness, access and share available
information will ultimately decide their ability to generate economic growth
and to enhance the quality of life for
all. In the information age, people must have adequate knowledge to earn their
living and have suitable development. The
effectiveness with which information is generated and communicated determines
the rate of progress of a community and the fulfillment of certain needs of its
people (Durrance and Pettigrew, 2000). Obviously, it is fundamental to
determine and meet the information needs of the community. (Ginman, 1990).
Martin (1995) expressed that to help a community develop and keep up with the
rapid changes of the global economy, an understanding of information in society
will help it to meet the challenges it fosters.
Every community possess localized body of knowledge and information,
which if harnessed, would enable it to prosper and thrive. The information needs assessment is a useful tool designed
not only to chart gather information about the attitude, issues and information
of residents in Barangays but also to take action and influence policy. This is also useful in establishing the
presence and resource for community information planning, management and
development for the barangays. Petersen
and Alexander (2001: 15) pointed out
that results from needs assessments “can offer useful information for a
wide range of reorganizational considerations, including organizational
placement of programs within an agency and service delivery approaches”. Though
this demonstrates a broad application and diversity of use for community
information needs assessment data, community information profile assessments
have particularly important implications in community service delivery. This is
also useful in “provide useful information on information use patterns as well
as the overall importance of information problems, and, above all, the
potential to complement efforts of government and international organizations”
(World Bank, 2008). Reviews the
changes taking place in the library and information profession globally, as a
result of the social and political changes taking place, considers the degree
to which the profession is considering its role as an agent of positive change.
It is further argued that the provision
of information in this context should be aimed at communities with the central
idea that the public library and other potential venues could provide community
information which is relevant and supportive of the what is needed in a
community information service.
Theoretical
Framework
Extant literature on theories about
community information needs and information pointed out to the most relevant to
this study are Maslow’s Hierarchy of Needs and Information. and Gibson’s
Community Information Needs. (Gibson, 2001; Norwood Clark
(2004) reported that Maslow’s hierarchy is best noted as a ladder structure,
with all humans having the potential to move or climb towards the realization
of the self-actualized person. “In this sense, information needs can also be
set in a hierarchical manner, and juxtaposed with the Maslow hierarchy for
comparative purposes as evinced in the figure presented by (Norwood
Figure 1.0
Hierarchy of
Needs
Gibson (2001) has reviewed community
information needs focusing on four (4) factors which comprised (1) community
rights, information access, varying information needs and encouraging access to
information. Figure 3.0 presents her
ideas about community information needs.
She argued that communities need information to participate in making
informed decisions; furthermore, she stressed that just providing information
would not ensure that it would be appreciated and understood, and that the
community will disseminate it widely.
The community’s perception and comprehension of information may be
affected by how the information itself is conveyed, the process of
communication and dissemination themselves, as well as access and use of the
information.
Figure 3.0
Gibsons’ (2001)
Community Information Needs
Conceptual Framework
The purpose of the research summarized here is
to expand community information practice and theory in a direction that
increases our understanding of the dynamics focused on a community setting.
Figure 1.0 below presents the diagram of the conceptual framework that will
guide this research study.
Based on the diagram the following
variables and parameters will be considered by the study:
Selected Barargays in Binangonan,
Rizal. This presents the context of the
problem. This will focus on the environment, condition and situation, as well
as identified needs of the community and the district. The needs and problems of the schools prior
to program implementation and during program implementation will be identified.
Information.
This
pertains to the current information sources and use of the communities as well
as the expressed need as a result of the study. The processes, activities,
Goals and Objectives, Change Strategy, and Social Dynamics, as well as
Facilitating and Hindering Factors will be documented.
Outcome. This presents
potential outputs and outcome as a result of the study. This may encompass the change process that
may be introduced. Outcome
will concentrate on the possible ultimate
result/s obtained that can be attributed to future intervention.
Statement of the Problem
The overall aim of
this is to conduct a community information needs analysis of selected barangays
of Binangonan, Rizal. The research question of this thesis is captured in the
question: What are the community information needs and provision of selected
Barangays of Binanonan, Rizal? Specifically,
the research problem can be captured by the following questions:
1)
What are
the different Coping Information Needs of the selected Barangays?
2)
What are
the different Helping Information Needs of the Selected Barangays?
3)
What are
the different Enlightening Information Needs of the Selected Barangays?
4)
What are
the different Empowering Information Needs of the Selected Barangays?
5)
What are
the different sources of these types of information for the selected barangays?
6)
Are there
differences in terms of Information Needs across the Barangays?
Scope and Limitations of the
Study
Results of this
study will be specific to the context of selected barangays of Binangonan,
Rizal. The possibility for the general applicability of the findings is limited
by the scope, the sample, and the socio-cultural and educational context of
this study.
This study is
an attempt to assess the information needs of eight (8) barangays in
Binangonan, Rizal. Specifically, the
study would concentrate on the following barangays due to limited time and
financial constraints:
Another
limitation of the study is the sample. This is limited only to the available respondents.
In terms of research approaches, survey and in-depth interview will be
conducted for this research. Eight
hundred (800) or one hundred (100) per barangay will be tapped for the survey.
Based on the initial results and to further supplement the survey, sixteen (16) or at least two (2) respondents
per barangay will be asked to be the key informants for the in-depth interview.
The
nature of the information and responses that will be obtained from respondents
may affect the participants’ openness and willingness to respond. Moreover, sample may be affected by respondents’
willingness and availability.
Significance of the Study
The study could
be a very significant one in the absence of similar studies in the context of
Binangonan, Rizal. The findings could be
helpful in informing the practitioners, the local and national authorities, and
all those interested in educational administration, information management and
community development. Accordingly, stakeholders and practitioners are likely to
benefit from the findings of this study in the following ways:
a. Community residents and leaders will be able to use the findings
as a venue to express their latent needs.
b. National, local and community level government institutions will
be able to use the findings in identifying the problems and issues confronted
by the barangays in order to reform, redesign, and formulate relevant policies
to address the problems.
c. The lessons learned from the study can also be applied to
similar contexts in other barangays as well as other contexts.
d. Finally, findings of this study will be a significant addition
to the existing stock of knowledge and understanding of Information Needs
Assessment in the country.
Definition of Terms
Analysis- The study we do in order to
figure out what to do.
Barangays- refers only to the selected barangays identified as site for the
study.
Community- This term refers to a group
of people living in a particular area.
Community-Based Library- It is a type of library that serves
the needs of the community. Its roles, goals and
objectives are based on the
community’s needs and is organized by its residents.
Information-
knowledge
given to somebody in a form they can understand
Information
needs- the
requirements of a user or group for information on specific
subjects
public library- a library that serves the
general public in a city, town or village
Stakeholders-
For the study, stakeholders
are the respondents/key informants
of the study. This is limited to
community residents and leaders, LGU and baranggay officials.
CHAPTER
2
Review
of Related Literature
This chapter
presents review of existing international and local literature on Information,
Information Needs Assessment and Community.
Foreign Literature
In the special report,
entitled Data, Data Everywhere, the
Economist reported that information became ubiquitous. The amount of digital information increases tenfold every five years. A
vast amount of that information is shared. By 2013 the amount of traffic
flowing over the internet annually will reach 667 exabytes, and the quantity of
data continues to grow faster than the ability of the network to carry it all.
The world contains an
unimaginably enormous amount of digital information which is getting ever
vaster ever more rapidly. This makes it possible to do many things that
previously could not be done: spot business trends, prevent diseases, combat
crime and so on. Managed well, the data can be used to unlock new sources of
economic value, provide fresh insights into science, hold governments to account,
and help in community development.
Understanding
what information the people in Barangay levels need and what other
information-related interests they might have is fundamental before
implementing an information project Eliciting these interests in an urban
setting may not be a clear-cut exercise, as barangay residents do not start by
understanding the potential of Information in their day-to-day life. The
community sometimes tend not to be conscious
of what their information needs may be, even though it is quite evident
in the community that there is a great need of information for development. Kaufman’s
Organizational Element Model (1987) pointed out to three different result levels of
each system (Micro, Macro, and Mega) which can be delved into in assessing
needs at each level.
Figure 4.0
Kaufaman Needs Assessment Model
A Practical
Guide to Needs Assessment, by Kavita Gupta and Heekap Lee (2007) initially discussed
historic foundation, data gathering methods, four needs assessment approaches
and a toolkit that could be of use by the reader in their assessment. The four needs assessment approaches denote
that there are different types of needs assessments that lead to different
results. Identifying the objective of
the needs assessment is critical and Gupta has outlined the factors that should
be presented to distinguish what assessment the reader should use. She further explains that a strategic
assessment focuses on business strategy and performance evaluation. Competency base assessments are needed to
find what leads to excelling performers.
The job and task analysis identifies what essential tasks are needed to
create a training plan. Lastly, training
needs assessments are done to close gaps in current training.
On
the other hand, Mulder et al. (2008) suggested that rich insights can be gained
for understanding a community through eliciting what they value and challenges
in the community that they are more familiar with, rather than focusing on the
potential of innovation and technology.
Altschuld
and Kumar (2010: 20) explained that “needs assessment is the process of
identifying needs, prioritizing them, making needs-based decisions, allocating
resources, and implementing actions in organizations to resolve problems
underlying important needs”. Echoing Bradshaw (1972), the authors elucidated
different types of needs viz., (1) Present-versus-Long-term Need; (2)
Severe-versus-Slight; (3) Maintennace/Upgrade; (4) Collaborative; (5) Asset or Capacity Building
Soriano (2012) in his book Conducting
a Needs Assessment: A Multidisciplinary
Approach, 2nd edition, is a concise, yet informative collection
of information that gives the reader a general understanding of needs
assessment and its importance in program implementation. Soriano states that information gathered from
a needs assessment is used to make decisions on how allocation of program
resources and services should be made.
The parties conducting the assessment must thoroughly understand every
aspect of the organization, stakeholders, objectives, goals, reason for
assessment, and people involved in the assessment. This broad approach is outlined so that it
may be applied to various organizations. This book goes into detail about
different data gathering methods such as focus groups, key informants,
interviews, and forecasting. It also
details how these methods can be of use in different service organizations,
what kind of results should be expected, and the strengths and weaknesses of
each method. At the end of each section
exercises are provided so that the reader may apply what has been learned. This book is an introductory overview with
preliminary steps in conducting needs assessments; however, it is very broad
and would need to be followed up using other reference materials in order to
truly understand and even remotely consider conducting a needs assessment.
Pade-Khene
et al. (2010: 272) explained that “information needs can be elicited from what
is said; and from there, it should be possible to understand the kind of
information that people would want to share”. The information needs can be
further categorized and analyzed to provides a general macro-level view,
supplemented with a micro-level analysis during the planning stage to
facilitate the understanding of how information programs and centers may be
used to support the local needs (Pade-Khene et. al.
2010). Moreover, Pade, Mallinson and
Sewry (2006) elucidated that, as the community interacts with the technology, a
local demand-driven needs analysis should be carried out to pinpoint emerging
information needs in the community, so as to promote the sustainability of the
programs in the long term. Buchanan
and Gibb (2007) identifying information needs is “central to the effective
organizational management of information”.
Henczel (2000) calls this as information audit, focusing on the
information sources, resources, show and how information contributes to the
objectives of an organization like the Baranggay. The author highlighted the need to assess
information resources as well as
understand 
how these
are used, by whom and for what purpose.
Henczel presented the
how these
are used, by whom and for what purpose.
Henczel presented the
information audit in the figure below.
Figure 5.0
Henczel (2000)
Model
Henczel
made examination into the use of the information as a first-step in the
development of a
knowledge management strategy, whereby data from
information needs analysis should be transformed to actionable knowledge. It was highlighted that “more research is
required on the topic of information and more of the methodologies need to be
tested in practice” (Botha and Boon 2003), as research emphasized the
divergence in both practitioners and academics means to develop more reliable
information needs assessment approaches that can be applied. Guenther (2004) stressed that there are no
formal rules, tools or methodology on how information needs can be delved into.
Jones et al. (2004) observed that Henczel’s model can be adapted as it is
systematic and is flexible in organizational context; however, it has not been
applied in a social setting like the baranggay.
Presently,
there is no standard or agreed methodological approach within the field, and it
is generally left to the practitioner to sort through a myriad of academic and
proprietary methods – some more comprehensive
than others. Once an appropriate methodology has been selected, the
practitioner is required to identify “the numerous tools and technique(s) required to
support the methodological
process" (Buchanan and Gibb 2007).
Fiacoff explained that, with the
changing times and variegated social needs, libraries should no longer be “strangers to delivering
community services, nor to goal-setting, but they need to ensure that they're
participants in these larger movements (often called collective impact). It's critical that they're providing
what their communities need, and that they, too, are collecting data that
illustrate the outcomes of their efforts and tell the stories of their
successes…” (Fiacoff, 2012: 1). This may imply a more active role for
libraries-based in the communities, moving from “tracking traditional library
outputs [like circulation] to tracking community outcomes that are influenced
by the presence of strong libraries” (Fiacoff, 2012: 2). However, this requires
more active roles for Librarians in aligning strategies and services to
outcomes, as well as becoming more immersed in community needs. It was reported
that things that are important for communities are employment skills and
workforce development, reading readiness, literacy, business development, and
the like. This may be a little bit
problematic as generally libraries are perceived to be receptacles of
information and information materials only, and not providers and venue to
process information. Compelling accounts like these can help reshape
perceptions of libraries as community partners and show real outcomes.
Foreign
Studies
Thomas (1998) explored the current
and potential role of information in Community Computer Networks (CCNs) in Canada
The SEAMLESS project in the United
Kingdom, a two year research project, funded by the British Library, aimed to
develop a new model for citizens to foster cooperation between various
information providers, and covered the designed and implemented common
standards of data transfer between different systems, and facilitation on
communication between all users, including the end users, the customers. Day
et. al. (1999) documented the considerable impact at local, national and
regional levels, with the project’s teams working with significantly more organizations
than originally envisaged, thereby demonstrating the need for, and viability of
an information model to assist in community empowerment.
In the United States O’Leary (2000)
pointed out that the community information model promoted by the North Star Net
(NSN) has produced noticeable results. In fact, it has transformed the local
library into a twenty-four hour regional information resource for the 1.6
million residents in the span of five years. Likewise, in Western Australia,
the Infolink was discovered to have facilitate the achievement of an information database system (Infolink) he
Library and Information Services of Western Australia (LISWA). LISWA.s mission
is to provide and promote equitable access to information resources and
services which support theintellectual, economic, cultural, social and
recreational needs of the people of Western Australia (LISWA, 2001).
Closer to home, in 1999, Thailand
tapped the community learning centre as avenue for information (Pyakuryal,
2000; United Nations Development Programme, 2002). It was able to pave the way
to the creation of open-learning communities, with particular emphasis on
innovative community-based programmes combining non-formal education and skill
training for income generation, poverty alleviation, and empowerment of
marginalized communities. Jorn (2002) reported a similar experience in Myanmar
with regards to community learning centre; in terms of outcome, almost 80% of
participants have reached a satisfactory level of literacy and numeracy, more
so 718 villagers participating where able to participate in these courses as
well as other post-literacy interventions.
Local
Studies
Many unpublished studies were written focusing on information needs in
the specific sectors and areas in the Philippines (Gozo, 1994; Daza, 1996;
Intano, 1999; Jonos, 1999; Umpa, 1999; Servigon, 2000; Jacalan, 2001; Laxamana,
2002; Abad-Jove, 2003; Aquino, 2005; Baylon, 2005)
Information needs analysis was done
at different organizational context for specific purposes. Daza (1996) tried to
identify the economic information needs and requirements in the Department of
Foreign Affairs.
In a Barangay setting,
but for a different purpose as sought by the current study, information needs
of Barangay Women volunteer workers in Iloilo City were studied by Servigon
(2000). Based on the findings, an information center should be set up by the
Social Laboratory Extension Program of the St. Paul College, Iloilo City.
Jacalan (2001) studied the information needs of resident physicians in Northern Mindanao Medical Center; revealing the need for a
medical informatics system that would
facilitate effective service delivery, as well as a pre-implementation
training to ensure the efficient use of this system.
In
2003, Abad-Jove focused on the information needs of mango producers in Nueva
Ecija in order to facilitate development of the mango producing farmers and
develop the industry. For her Master in
Communication Management in the Development Academy of the Philippines, Aquino
(2005) focused on the needs of the regional environmental education of the
Environmental Management Bureau.
Similar to the research endeavor, Intano (1999) delved in to the
information needs of barangay residents in Cantilan, Surigao Del Sur, and as a
result she recommended that a school-based information system be established in
one of the colleges' library near the area.
In the Library
Information Science literature, there were identified uses for information
needs and these were studied by several researchers. Close to the research at
hand, in the Barangay setting, Gozo (1994) used the
community of Manticao, Misamis Oriental; the research helped in
uncovering latent information needs of the community and established the need
to develop of its public library to ensure to effective rural library
services. Jonos (1999) look at the information needs of
potential and marginalized users of the Caloocan City public library; this
produced recommendation for community-based information services Umpa
(1999) concentrated on graduate students’ needs in the Mindanao State
University Library in their campus for Marawi City; as an outcome library
offerings and materials were improved. Similarly, for a Master in Library
Science thesis in University of the Philippines – Diliman, Laxamana (2002)
determined the users’ information need of the U.P. Diliman Libraries, where the
research primarily focused on the use of electronic technologies and fostered
its power. Most recently, Baylon (2005) had
reported about the information needs of Prosperidad, Agusan del Sur;
similar to the previous researches, data became bases for the establishment of a
community information center that caters
to community’s information needs.
Justification
for the current study
This
chapter comprises a review of the relevant literature which relates to this investigation.
At the outset the interrelatedness of information needs and community information
needs together with some of the related theoretical considerations behind these
concepts are explicated. The mining industry is examined as an example of how a
community and the advent of a business enterprise might interact. Then follows discussion
of the following concepts: community empowerment, information models and
information systems, community information database systems, information for community
development, and information as it relates to social quality. Some application
of these concepts to real life situations are recorded and Case Studies are presented
exemplifying their use in developed and developing countries The review ensures
a better understanding of the above concepts, thus providing insights into the many
aspects of community information needs in general, and for the aims of this
research to develop a new model for this endeavour.
Chapter 3
Research Methodology
This
section highlights the methodology used in this research and approaches that
will be utilized to gather the necessary data.
Research Design
This is a descriptive study as it is an information needs
assessment of the selected Barangays in Binangonan, Rizal.
The descriptive study is the general procedure employed
in describing social phenomena in detail as opposed to explaining and
specifying how social phenomena occurred (Babbie, 2003; Mertens, 1998; Yin,
2003).
Triangulation will be an integral methodological
thrust of this thesis as this is a
multitrait/multimethod/mixed-method research (Babbie, 2003; Creswell, 2006,
2008; Donaldson, et.al., 2008). For the
purpose of this study, Creswell's methodological rigor and scope of a mixed
method research is adhered to: “As a methodology, it involves philosophical
assumptions that guide the direction of the collection and analysis of data and
the mixture of qualitative and quantitative approaches in many phases of research
process.” (Cresswell, 2006: 5).
Research Methods Used
Creswell (2006: 5) conveyed that “...the use of
quantitative and qualitative approaches in combination provides a better
understanding of research problems than either approach allone.” Consequently, as this is a program-based
evaluation, a mixed-method methodology
will be utilized. This study is an
integration of both the collection and analysis of quantitative and qualitative
data (Creswell, 2006; Tashakori and Teddie, 2003).
Qualitative data sources are appropriate to ascertain
meaning (Denzin and Lincoln, 2007). Stake (1995: 45) declared that “Qualitative research tries to establish an
empathetic understanding for the reader, through description, sometimes thick
description, conveying to the reader what the experience itself would convey”. Denzin
(1989) emphasized that, when people talk about themselves, they convey
the meaning of their practices as well as the subjective interpretation of
their acts. Qualitative data investigate a contemporary social phenomenon
within its real-life context, especially when the boundaries between phenomenon
and context are not clearly evident (Creswell, 2007; Silverman, 2007; Silverman and Marvasti,
2008). Furthermore, Yin (2003) pointed
out that qualitative research that is based on multiple more data points,
mediates triangualtion and data convergence and leads to the prior development
of theoretical propositions to guide data collection and analysis.
On the other hand, quantitative data will come from the
survey of selected stakeholders. Quantitative information may also be found in
secondary data like LGU nd baranggay
formal reports.
Research Locale
This study is
an attempt to assess information needs of selected Barangays in Binangonan, Rizal. Specifically, the study would concentrate
on the following three (3) barangays:
•
Buhangin
•
Gulod
•
Janosa
Research Procedures
This
study will use a survey as the primary method for the study. Before the survey, the researcher prepared a
letter of requests to the Barangay for permission to conduct the study in the
respective communities.
A questionnaire
will be distributed per respondent per Barangay. Three hundred (300)
respondents or one hundred (100) per barangay will be tapped for the survey. Respondents
are stakeholders who have knowledge and prior understanding of certain
information needs of their communities.
Research Instrument
Bourke (2005) simply
states that questionnaires are used to obtain two different types of
information: (1) background information such as age, gender, amount of
schooling, etc, (2) attitudinal information about some specific events, way of
behaving, quality of life, other persons, etc.
In the first case, even though the same information could also be
gathered in other ways, e.g. from institutional records, a questionnaire is
simply a convenient way of obtaining the information. In the second case, a number of items are
asked about each attitude or opinion in an attempt to tap various aspects
underlying beliefs or feelings which gives rise to the attitudes. Similarly, Oppenheim (1996:174) affirms that
the questionnaires are one way of obtaining a measure of attitude. The
attitudes have two components: beliefs (cognitive) and feelings (emotional or
affective). Responses to questionnaire items are what respondents say their
belief or say they would do, which are taken as indicators of their beliefs,
attitudes and likely behavior.
According to Burns
(1994: 349) the use of questionnaires in research is based on one basic
underlying assumption: that the respondent will be both willing and able to
give truthful answers. He explains three
kinds of items which are generally used in the construction of questionnaires,
namely, closed items, open-ended items, and scale items. The close items allow
the respondents to choose from two or more fixed alternatives, for example, the
dichotomous items which provide two alternative only: yes or no. The open-ended items simply supply a frame of
reference for respondents’ answer, couple with a minimum of restraint or
command on their expression. Thus, in open-ended items, respondents provide the
answers in their own words. The scale is a set of items to which the
respondents respond by indicating degrees of agreement or disagreement.
The questionnaire will
be characterized by the three types of item construction mentioned above, as
well as a selected response format of Likert scale on specific areas.
For this purpose, the proposed questionnaire will be refined with a
pre-testing and face validity based on existing literature and with meeting
with academic researchers. Likewise, the
interview guide will be shown to an expert for review and approval.
Data Analysis and Interpretation
Socio-demographic
data and other quantitative data will be tabulated. Survey data will be
tabulated, analyzed and interpreted. When the
entire survey questionnaire has been collected, the researcher will use
statistics to analyse all the data. The statistical formulae that will be
employed in the survey questionnaire will be the following:
1. Frequency
– to determine the number of responses per item.
2. Percentage – to determine the
magnitude of the responses to the questionnaire.
n
% = -------- x 100
; n – number of
responses
N
N – total number of respondents
3. Weighted Mean
f1x1 +
f2x2 +
f3x3 + f4x4 + f5x5
x =
--------------------------------------------- ;
xt
where:
f – weight
given to each response
x – number of responses
xt – total number
of responses
4.
Ranking – Information needs
and sources will be ranked according to preference by the respondents.
5.
Chi-Square
To evaluate the information gathered, the following analysis instruments are
used: percentage analysis, mean and median analysis, standard deviation, and SPSS software will be used for complex
statistical analysis of information gathered from the questionnaire survey.
BIBLIOGRAPHY
Books
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