The Quiet Struggle: Examining the Academic Depression

on Student Well-Being

Chapter 1

INTRODUCTION

The word “depression” is defined as “ sadness” and as a “medical illness”, a combination

of such symptoms like a change of mood, physical symptoms like changes in sleep, energy,

appetite, a person’s degree of confidence also self-esteem. Depression is also correlated with

abuse of substances, unemployment, early pregnancy, and educational failures that can lead

people to commit suicide. Apparently, it is unusual or unlikely that someone who’s having a

hardship from depression to be noticed and managed (ADAP, 2007).

Depression is one of the emotional problems, and hopelessness and helplessness are its

main causes. Depression is a prevalent problem among college's students across the world and it

effect on a students’ ability to perform activities of daily life. Depression is marked by sad

feelings among college students which are known as a common mental illness." National

Institute of Mental Health found that during their college life many students experience the first

symptoms of depression. Depressed Students often feel sad and reductions in academic

performance. Untreated depression usually interferes in day-to-day activities and lasts for a long

time. Depressed people ignore their own successes and good traits, while exaggerating their
faults and failures. (NIMH. National Institute of Mental Health. Revised 2012. NIMH

Publication No. 11-4266)

Depression is described as a common and serious mood disorder that results in persistent

feelings of sadness and hopelessness, as well as a loss of interest in activities that one once

enjoyed. Additional symptoms of depression include weight changes, difficulty sleeping, loss of

energy, difficulty thinking or concentrating, feelings of worthlessness or excessive guilt, and

suicidality. While a depression results from a complex interaction of psychological, social, and

biological factors, studies have shown that increased stress caused by college can be a significant

contributor to student depression (American Psychiatric Association [APA], 2013); Dyson and

Renk, 2006; World Health Organization, 2018)

Thus, depression is the most prevalent and well-known kind of mental disease, and it is

frequently characterized as strong levels of depression, which often contribute to a lack of

interest in daily life and how a person normally functions at school or work. Anxiety disorder

Anxiety in difference We encounter conventional connotations with powerlessness and terror

related to panic and stress. Stressors are defined as things that generate difficulty in a person's

psychological and emotional wellbeing, which can lead to mental health problems. (Shumaila

Khurshid, 2015; Bourne, 2010; Basco & Olea, 2013; Dy, Ferido, Espiritu-Santo, & Ria, 2015).

Depressive disorders are mostly associated with great feelings of sadness, loss of passion

or engagement with tasks and hobbies, feelings of regret, low self-esteem, disturbed sleep cycles

or eating habits, extreme fatigue, and poor concentration. Depression can be long-lasting or

recurrent, substantially impairing an individual's ability to function at work or school and

negatively view oneself, the environment, and the future. Only limited studies on Filipino
students have found that excessive sadness, a symptom of depression, is due to anxiety and stress

that are related to academics and subjective factors (Schwarzer, 1984; Zuora, Cantera, & Olan,

2017)

Depression includes a number of symptoms, such as sleep and eating problems, lack of

self-care, anxiety and poor interest in everyday activities. For university students, depression is

associated with poor academic performances, drop-out, insecure relationship, suicidal ideation

and attempts, poor work performance, substance abuse, acute infectious illnesses and poor

physical and mental health in general. Moreover, depression in this early period can result in

negative consequences during adult life through its impacts on career prospects and social

relationships (Ngan, Pal, Tout, et al. 2017).

Academically depress is frequently trend right now in this generation and as one of the

disposition concerns and it's growing more prevalent day by day. Based on our observation

depression among students lead to suicide attempt without thinking the consequences of their

own actions. Numerous methods have been presented and employed to reduce and settle with

this problem of the students nowadays. But many various types of questions still arisen about

depression.

Purpose of the Study

Studying depression from an academic perspective is important for a number of reasons.

First, it helps to provide insight into the causes and effects of depression, which can in turn help

to develop effective treatments. Second, it can help to raise awareness of the condition, which

can help to reduce the stigma associated with mental illnesses. Third, it can help to inform public

policy decisions about how to best address the issue of depression. Fourth, it can help to inform
clinicians about how to best evaluate and treat depression in their patients. Finally, studying

depression from an academic perspective can help to inform research into the development and

testing of new treatments for the condition. All of these reasons show why studying depression

from an academic perspective is important and beneficial for both individuals and society as a

whole.

Research Questions

1. Can you describe a time when you experienced academic depression and how it affected your

academic performance and mental health?

2.What coping strategies have you found most effective in managing academic depression, and

how have they helped you to continue with your studies?"

3. What insights can be gained from the experiences and perspectives of students who have

suffered from academic depression in terms of addressing this issue?

Theoretical Lens

In today’s world, depression is   rampant.  Depressionis a mood disorder which prevents

individuals from leading a normal life, at work socially or within their family.

Depression is now sicknesses in which to those people that have it.  For them, they no

longer have a cure.  And since many people or students suffer from it, it has become one of the

greatest issues that we have challenged in today’s 21st century era.

On a globe scale, there are about 300 million people who are affected by depression. In the

Philippines, the World Health Organization or more commonly abbreviated as WHO, has
released data stating that there are about 3,298,652 reported cases of depression among students

whose academic performance are affect due to depression in 2017 alone.

This study is anchored based on Freud’s Psychodynamic Theory (1939), Watson’s

Behaviorist Theory (1958), and Bandura’s Social Cognitive Theory of Depression (1977).

Freud’s Psychodynamic Theory by Sigmund Freud (1939), emphasizes that whenever a

student feels an intense number of heightened emotions it emits not only positive emotions but

also negative emotions hence the mental factors being stated. He stated that people have three

aspects in people’s mind namely: id, ego, super-ego. The theory has been influence given it as

the study of the unconscious mind.

He stated that as an individual we normally feel different emotions. Whether it might be

happy, angry, sad, afraid, and etc. and thus leads to depression.

Depressed students usually become much less socially active. In other words, depression

can also be caused through inadvertent reinforcement of depression behavior brothers. Student

nowadays on a modern era have been suffering because of depression.

That normal like that you have is changing, it has become dull and dark. Students lack

counseling, as they often shoulder their problems and school works that they have. The common

thing that causes the students to have depression start at home, eventually affecting their

academic performance.

Freud’s Psychodynamic Theory (1939) emphasized that due to our severe id, ego and

super-ego, we tend to balance things to satisfy our unconscious mind of it’s needs. Our feelings,

motives and decisions are actually powerfully influenced by our past experiences and stored in
the unconscious and that depression is simply due to an excessively severe super-ego. This, the

depressive phase occurs when the individual’s super- ego or conscience is dominant. In contrast,

the manic phase occurs when the individual’s ego or rational mind asserts itself and he feels

control.

However, there   is   an   important   difference, because depressed people regard

themselves as worthless. In order to avoid loss turning into depression, the individual needs to

engage in a period of mourning work, during which he recalls memories of the lost one.

This allows the individual to separate him/herself from the lost person, and so reduce the

inner-directed anger However, individuals that are very dependent on others for their sense of

self-esteem may not able to do this, and so remain extremely depressed.

Watson’s Behaviorist Theory by John B. Watson (1958) emphasizes   the importance of

the environment in shaping the behavior. The emphasis on this theory is how the students act on

regarding on their environment and the environmental factors that are mentioned. Therefore,

depression is the result of a person’s interaction with their environment. This eventually alienates

even close friends leading to even less reinforcement, increasing social isolation and

unhappiness. In other words, depression is a vicious cycle in which the person is driven further

and further down.

According to Lewinsohn (2015), if the person lacks social skills or has a very rigid

personality structure, they may find it difficult to make the adjustments needed to look for new

and alternative sources of reinforcement.

Bandura’s Social Cognitive Theory of Depression by Albert Bandura (1977),

emphasize that in a society, children are surrounded by many influential models, such as parent
within the family, characters on TV, friends within their peer group and teachers at school. And

his theories emphasizes that we learn to have new behavior just by imitating it and that those

with depression tend to hold themselves completely responsible for the bad things in their lives

and full of self-blame. In contrast, success tends to get viewed as having been caused by external

factors outside of the person’s control. Therefore, here rise the emotional and social factors.

This theory emphasizes that people who have depression tends to look down at themselves

and pity them because of how they act on a daily basis. In which when a person who has

depression likes only to just have a boring life that they have rather than just saying their

problems.

People with depression have problems of making up to their academic performance. They

are swallowed by the negative emotions that they hear almost have that thing that makes them

lose their focus, especially in academics.

Depressed   individual   tends   to   view   themselves   as helpless, worthless, and

inadequate. They interpret events in the world in an unrealistically negative and defeatist way,

and they see the world as posing obstacles that can’t be handled. Finally, they see the future as

totally hopeless because their worthlessness will prevent their situation improving.

The students who are depressed can be full of negative things; he/she can feel not only

sadness but a feeling of anxiety, insecurity   and   attention.   Thus, making   their academic

performance and self-confidence low. They feel as if they have not done their best and they feel

worthless and feel regret for it.

Republic Act 11036 otherwise known as the Mental Health Act, emphasize that mental

health should be treated. The government itself stated that everyone’s mental health should be
treated fairly and prevented. With this law or act, the appropriate mental health care for everyone

is made public. Everyone has the right to be treated in every mental problem that they have. The

mental law can be the cure for those people have depression.

According to Seligman (2010) depression is referred to as the ‘common cold’ of

psychiatry because of its frequency of diagnosis. Being depressed is common for students

nowadays, it is however like a parasite because it sucks the excitement that you have.

According to Summer (2016) , depression can be a hindrance to every aspect of a person’s

life, especially one’s academic performance.

Depression is  a mood disorder that is most commonly associated with low mood but there

is a wide range of other symptoms (Hass, et. al., 2015).

Depression that affects the academic achievement is the most common psychological

problems among students. Literature highlighted those moderate levels of anxiety is helpful in

academic performance, in the sense that students are more motivated to do better in school, and

thus obtain higher achievement but when students reach high levels of anxiety, this can be

problematic. Researchers about the relationship between anxieties were significantly and

negatively correlated with grades and other measures of academic achievement.

More general symptoms include becoming easily distracted and working memory deficits;

a more specific symptom is self- handicapping in academic ( Frojd et al.,2008).

Students said that their depressive symptoms made it hard to function and reported feeling

overwhelming anxiety. Many of these students are also more likely to harm themselves or

attempt suicide. Like anxiety, depression is a common mental health disorder that takes on many
forms with varying difference. Unlike, sadness, depression alters parts of the brain especially for

those adjusting to life in senior high school.

A study conducted by DeRoma, et al., (2009) round that 53% of students suffered from

depression of varying severity in comparison to 10% in the public. The finding that students are

experiencing particularly high prevalence of depression is cause for concern and therefore

research is needed to examine the effects it is having on their lives. Due to the high prevalence of

depression in students, it is important to understand how it impairs everyday life to create

interventions to help sufferers live without impairment.

Vogel and Collins (2016) list several factors that can influence the relation between

academic achievement and high anxiety, such as, motives, aptitudes, cognitive assessments of

the task and past experience. There is other study that

pointed out those adolescents  who demonstrate  moderate levels of imperfection,

avoidance  and  socially   desirable behaviors are more likely to be motivated in school and, thus

improve their academic performance the moderator effect of negative life events in the

relationship between anxiety and depression.

According to TIME MAGAZINE (2012), depression and anxiety rates in adolescents

have steadily raised giving rise to student’s low academic performance. Whenever they get older

or have low marks on tests, whenever they get burdened by the people around them, they get

conscious, anxiety get in the way therefore depression occurs.

One reasons that people or students have depression is the lack of emotional support of the

people among them. They tend to have lack of emotional support, one that they need the most in

their lives.  Emotionally hurt, yet physically smiling in order to hide their pain.
 With   more   accurate   reports   from   subjective   measures, understanding an

individual’s own perspective on the reasons behind their depression will help explain the

difference in effects on academic performance from different individuals. Therefore, the cause of

depression may have been a bearing on which everyday processes affect the academic

performance so it must be explored further.

In addition to the relationship of academic performance to depression is that depression is

one of the main reasons why a student gets low grades and loses focus.

Depression limits their social lives too. They hide too many emotions all at once affected

by the people surrounding them. Aforementioned, the academic performance of the students is

affected because of their depression.

Limitations and Delimitations of the Study

Scope:

This study will focus on academic depression among students in Elizalde Senior High

School. The study will investigate the experiences and perspectives of students who have

experienced academic depression, and will explore the factors that contribute to this condition.

The study will use a qualitative research design, and data will be collected through in-depth

interviews with purposively selected participants. 

Delimitation:

This study is limited to students in Elizalde Senior High School and does not include other

schools or educational institutions. The study will only focus on academic depression and will

not cover other types of depression or mental health issues. The study will also be limited to the
perspectives and experiences of the selected participants, and the findings may not be

generalized to other populations. Additionally, the study will not explore the experiences and

perspectives of teachers, parents, or other stakeholders who may have an impact on the students'

mental health.

Significance of the Study

The study of depression is of great importance in academic settings both for the students

and faculty. For students, depression can have a huge impact on their mental and physical health,

as well as their academic performance. It can lead to increased absence, lack of focus, decreased

motivation, lower grades, and even dropping out of school. For faculty, the effects of depression

can be seen in decreased productivity, greater teacher burnout, and a lack of empathy for their

students.

  Furthermore, depression can lead to long-term negative effects, such as increased risk of

substance abuse and suicide. Therefore, it is of paramount importance to understand and address

depression in academic settings. This can be done through various methods, such as providing

mental health resources and support, creating a school climate of acceptance, and providing

awareness of available services.

By understanding the causes and effects of depression in students and faculty, schools can

develop policies and programs that better address the needs of those affected. This can lead to

better access to mental health services, increased acceptance and support of those dealing with

depression, and improved academic performance.

Overall, the study of depression in academic settings is essential in order to create a

healthier and more supportive learning environment for all. By understanding the importance of
addressing depression in schools, we can create a space of acceptance and understanding that can

lead to improved mental health for all.

The findings of the study hoped to benefits the following:

This study helps a lot especially to the school administrator or school head for the fact it

would be easier to manage a company of students and teacher when things are dealt accordingly

considering the fact that secondary schools involve student with an irresponsible attitude who are

always being late to school because of academically depressed.

For the teachers who are frontlines of the disciplinary actions about   students’ depression,

this research provides very significant information that ensure understanding to the situation of

both of the teachers and students on matters relative to depression. The investigation that has

been conducted provides an answer to some issues like the difficulty and embarrassment of the

students who are habitually tired for being early in school.

Parents should be informative into their child’s attendance at school on the other hand;

parents had a vital role in the formation of every child. Whatever the child becomes has he or she

grows is probably a result on how this certain child was reared by his or her parents. This study

conducted can help parents to deal with their children accordingly. There should be a wide

dissemination of information concerning student’s academically depression among the parents so

they could help the teacher to lessen the burden of the latter when it comes to discipline instead

to put the blame only to the teachers. This study reminds that discipline starts at home with the

parents for they have a great role in the disciplinary measures of their children.

The students who are always being pressured, late and absent are the main concern behind

the creation of this study. Students involve in in this case would be greatly transform and they
themselves would somehow change their habitual attitude making themselves more responsible

students in the institution and I the community as well.

Hopefully, the result of this study will arouse the interest and concern of the academy and

the Department of Education in general about students’ tardiness, their coping mechanism in

dealing with their experiences and the insight gained from those students who experiencing

academically pressured or depressed.

Definition of Terms

In the desire to have a better understanding of the terminology use in the study, the

following words are defined.

Academic depression - "A type of depression that is specifically related to academic

performance, and can be triggered by factors such as academic stress, academic failure, or

academic pressure" (Hamaideh, 2011).

Student well-being - "The state of being healthy, happy, and comfortable as a student,

both physically and emotionally" (O'Driscoll et al., 2017).

Mental health stigma - "Negative attitudes and beliefs that people have about mental

illness, which can lead to discrimination, prejudice, and mistreatment of those who experience

mental health problems" (Corrigan, 2004).

Coping strategies - "Efforts to manage stress, such as seeking social support, problem-

solving, and using cognitive or emotional techniques" (Folkman & Lazarus, 1980).

Psychological distress - "A broad term that encompasses a range of negative emotional

experiences, such as anxiety, depression, and stress" (Kessler et al., 2002).

Organization of the Study

The composition of this is organized in the following chapters:

Chapter 1. Introduction. This chapter presents the problem situations that will justify the

conduct of the study wherein the researcher cites many situations, instances and reasons why

there is a need to conduct the said study. Purpose of the study consist some goals to follow: Find

out the different challenges, discriminations and problems that are being faced by the student late

comers and identifying the reasons why many of the students usually go to school late.

Chapter 2. Related literatures. Consist of theoretical lens and a conceptual review on

students’ tardiness, irresponsible attitude and being lazy going to school. The chapter concludes

of students challenges on how to cope up their studies when they constantly go to school late.

Chapter 3. Methodology. Explains what methodology governs the choice and the use of

the methods and the rationale behind selecting the methodology. It describes in detail, the

methods and techniques used for the data collection and analysis, as well as the research

trustworthiness, credibility, and ethical considerations. Research participants is the person who

will answer the interview or he/she will be called as interviewee. Data collection in this study is

by the interview questionnaires and focus group discussion. Data analysis will be done by

software or by manual, trustworthiness and credibility shows that the researcher will seek the

true reasons and evaluation about the students having a problem in gossiping. The ethical

consideration can be done by protecting the participants due to privacy reasons.

Chapter 4. Results. This chapter reveals the findings of the study base on the three

research questions. A grid present different themes with corresponding thematic statements

which support every theme. Themes were formulated based on the different responses of the

informants and participants during the individual interview and focus group discussion. This
chapter also contains tables for the profile of the informants. Sample responses of the informants

in every theme were presented in this chapter. A translation is provided for vernacular responses.

Chapter 5. Discussion. This chapter discusses all formulated themes in each research

question supported with consent and theories from different authors. This chapter also contains

implications to practice to practice, implication to further research. Conclusion is stated at the

last part of this chapter.         

 CHAPTER 2

Review of Related Literature

Depression is a state which a person feels very sad, hopeless and unimportant and often is

unable to live a normal way. A lot of physicians did not believe that depressive disorders existed

in the youth 40 years ago. Nowadays, the youth are very prone to depression due to many factors

that can affect their emotional, mental, psychological state of mind in their everyday life

especially being a student. This study about depression is a quite strange topic because it is

mysterious yet the majority of people in school setting lacks knowledge about this topic.

( Bansal, Gayal, and Srivastava 2009).

In addition, it defined depression more than just a sadness, but also a mental disorder.

People experience depression because of lack in interest and pleasure in daily activities,

significant weight loss or gain, insomnia or excessive sleeping, lack of energy, inability to

concentrate, feeling of worthlessness or excessive guilt and recurrent thoughts of death or

suicide. ( American Psychological Association 2017).

Mental health is defined as a “state of well-being in which every individual realizes his or

her own potential, copes with the normal stresses of life, works productively and fruitfully, and is
able to make a contribution to her or his community”. It is viewed as a dimension of overall

health that spans a continuum from high-level wellness to severe illness. The promotion of

mental health consists of any action taken to create living conditions and environments that

support mental wellness and allow individual families, groups or communities to adopt and

maintain healthy lifestyles fostering optimal emotional functioning and social inclusion

(O’Reilly et al., 2018; WHO 2005; WHO, 2013)

Another study on the topic, teenage depression is somehow connected to cyber bullying in

social media according to new researchers that study different online phenomena. Number of

people who examines the victims of cyber bullying increases especially when news of suicide

occur. Teenagers use social media more often this days according to Michele Hamm, but the

effects of it in one’s health is unknown. It is most likely for teens to experience depression in

their adulthood when they are being bullied ( Pappas 2015).

Depression is an illness that intervene with a person’s functional ability. The

characteristics of depression can be from the feeling of boredom, irritability, and the inability to

feel pleasure instead of sadness. Depression cases that it is not treated can last over 7 to 9 months

and most likely occur again in adulthood. Symptoms of depression are most likely to be found in

children and adolescents that is why it is hard to figure out the signs of depression. Depression

affects the daily activities of both children and adolescents. Both male and female child have the

same prevalence rate of depression but there is a sudden increase female rate when they reach the

stage of puberty. There are also many factors that promotes the development of depression in

children and adolescents such as genetic and biologic vulnerability, environmental factors,

negative life events, and personality, temperament, and vulnerability of the child (Ranttila &

Shrestha, 2011).
 The factors that leads to depression in youth specifically in students can be inherited, also

because of stress in social interaction. Additionally, in the study of 2005, an early article about

stress that also leads to depression is categorized by feelings of tension, frustration, too much

worrying, and sadness. Because of that, depression are severe and lasts longer that have been

categorized by extreme feelings of hopelessness, sadness, isolation and worthlessness that lasts

for two weeks or more. There many factors that may lead a student to be depressed, this is also

as true as the article that has been stated, a student may feel depressed when he/she experience

loneliness in his/her current state because of those factors and the most severe effects of

depression is an attempt or to commit suicide, most young people who experience depression are

at high risk in attempting suicide than the young ones who do not experience depression,

however, not all youth who are depressed are attempting to commit suicide (A. Thapar,

Collishaw, Pine, & A.K Thapar, 2012; Walker 2005; ADAP, 2007; Ranttila & Shrestha, 2017)

Depression is a common psychological disorder where there is a persistent feeling of

sadness. It is accompanied by anxiety, loss of interest, and low self-esteem which often happens

without a clear cause. Depression is now proven to be a disease which we cannot cure overnight

and needs active treatment. If it is not given the proper attention, it will negatively affect a

person’s work, education, and their general health. However, because it is a mental illness, it is

difficult to understand by many find its real cause. According to the combination of genetic,

environmental, and psychological factors is believed to be the cause of depression ( National

Institute of Mental Health, 2016).

Identified the following types of intrapersonal connections of human beings that influence

depression: “(a) within the family, such as between the parents and between parents and

children; (b) the social environment where differences in ethnicity and social class come into
play; and (c) interactions between genders across age groups for both females and males.” The

family has the most weight and impact on the development of depression. Marital problems

among spouses lead to their children blaming themselves and a parent/s who experience

depression may influence their children which results to negative intrapersonal behavior.

Socializing contribute to building or maintaining a healthy relationship with others. However, it

can have an adverse effect on people. A person becomes sensitive to the opinion of others will

build an anxiety of people rejecting their own ideas and opinions, resulting in lower participation

in social activities. Evident differences on ethnicity and social class can trigger depression as one

will compare themselves to others. The different experiences of genders influence moods

disorders such as discrimination and expectations to conform to the societal standards (Gregory

S. Beattie, 2005).

Anxiety and depression are mental disorders affecting a wide percentage of the population,

and their severity is increased if the onset is at a younger age. These disorders not only involve

the affected individuals, but also their connections at work, their family and social environments.

Stress is frequently listed among the contributing factors to the development of disorders such as

depression and anxiety, and it has been described and studied in the academic environment, often

in medical students.(Vos, T., Flaxman, A.D., Naghavi, M., Lozano, R., Michaud, C., Ezzati, M.,

Memish, Z. a.,2012;   McEwen, B.S., Eiland, L., Hunter, R.G., & Miller, M.M. 2012; Riga, S., &

Riga, D. 2008; Andrews, B., & Wilding, J.M. 2004; Dyrbye, L.N., Thomas, M.R., & Shanafelt,

T.D. 2006; Rosenzweig, S., Reibel, D.K., Greeson, J.M., Brainard, G.C., & Hojat, M. 2003).

The relation between stress and academic performance has different aspects. On the one

hand, stress could have positive effects, being a motivator for study and achievement of better

grades. A study analyzing the correlation between academic performance, stress and motivation
in medical students found that there is a feedback loop between these elements, any imbalance

arising at any level consolidating the other two (as a protection mechanism). Thus, decreased

academic performance raises stress levels and motivation, which leads to improved grades. On

the other hand, there are findings revealing that stress has a negative impact on academic

performance. This may be due to the presence of significant levels of anxiety and depression

among medical students. (Park, J., Chung, S., An, H., Park, S., Lee, C., Kim, S.Y., Kim, K.S.

2012; Doherty, E.M., & Nugent, E. 2011; Ferguson, E., James, D., & Madeley, L. 2002 et al.)

We noticed that academic performance is inversely correlated with depression scores,

regardless of gender or cognitive function, this being more important in first year students, in

agreement with other reported results. The reason for this could be the fact that subjects reporting

symptoms of depression have sleep disorders, feelings of sadness, hopelessness, lack of

motivation, which makes them more vulnerable to problems in focusing, memorizing, or

studying issues. It is possible that depression and anxiety raise concerns regarding examinations,

which decreases academic performance. The results are in line with other research, which found

an inversely proportional correlation with negative affectivity in young adults and academic

performance. The fact that this association is maintained irrespective of gender and more

pronounced in first year students shows the necessity of certain routine prevention methods,

especially in first year students, to prevent emotional distress, especially depression. (Dahlin, M.,

Joneborg, N., & Runeson, B. 2005; Owens, M., Stevenson, J., Hadwin, J.A., & Norgate, R. 2012;

Keogh, E., Bond, F.W., French, C.C., Richards, A., & Davis, R.E. 2004).

Health is important to be preserved as without good health we will not be able to live in

harmony. According to World Health Organization mental health is “a state of wellbeing in

which the individual realizes his or her own abilities, can cope with the normal stresses of life,
can work productively and fruitfully, and is able to make a contribution to his or her

community". ( WHO 2014).

Mental health is about how we feel about ourselves, others, and also how we are able to

meet the demands of life. It is an escalating issue among professional accountants

internationally, which requires serious attention from the community. Mental health may impact

the development and productivity of people, and will ultimately affect a person’s livelihood at

home, at work and with others (Eisenberg, Golberstein, & Hunt, 2009; WHO,2014, et. al).

A student may experience mental health problem due to academic related demands such as

transitions to university, demands of various tasks by lecturers, getting essential skills; the

student may not be able to handle the pressures of these expectations (Carveth, Gesse, & Moss,

1996).

Depression is defined as psychiatric disorder and the common mental illness of present

century which is known as psychiatric cold. Depression has negative effects on our behaviors

such as loss of interest, productivity, and social contact. the 11th leading cause of death is suicide

in United States Suicide, which occurs approximately every 16 minutes and Psychiatric disorder

have diagnosed at the time of their death in almost all the people who commit suicide. Through

positive mood we feel good, which this has positive consequences and motivate us to do what we

need. (American Association of Suicidology. USA. 2007; AFSP 2007; Sudak, H. S. Suicide. In

B. J. Sadock& V.A. Sadock (Eds) 2005; Isen, A. M. Positive affect as a source of human

strength. In LG Aspinall and Staudinger U (Eds.) (2003).

When an infant is separated from a primary attachment figure, as in the Harlow studies of

rhesus monkeys, the result is not commonly despair and passivity, immune system is also gotten
harm, which lead toward depressive illness. History of separations, rejections, and insecure

attachments can be associated with depressed people. As we noted earlier, however, people with

a history of happy and secure attachments may also fall into prolonged depression because of the

loss of a beloved lifelong partner. When depressed and non-depressed people asked to recall

happier times, nondepressed people cheer up. But depressed people feel even worse, as if the

happy memory makes them feel that they will never be happy again. (Hennessy, M. B., Schiml-

Webb, P. A., &Deak, T 2009; Hammen, C. 2009; Nolan, S. A, Flynn, C., & Garber, J. 2003;

Weissman, M. M., Markowitz, J. C., & Klerman, G. L. 2000; Wakefield, J. C., Schmitz, M. F.,

First, M. B., &Horwitz, A. V. 2007).

Depressed people exhibit a negatively explanatory style than non-depressive people.

Depression is linked with a negative, pessimistic way of explaining and interpreting failure.

Stressed caused negative emotions may have various effects on health. This is especially so far

depressed or anger prone people. We become more friendly, our thought processes open up,

when we feel happy, we want to approach others, and helpful to others. When we are tired, we

often get depressed. College students suffer symptoms of depression, which affect their academic

performance. Depressed mood also affects behavior. According to McCarthy et al. (2008)

depressed mood is a leading cause of suicide among adolescents. Women are more depressed

than as men, and social and environmental conditions can be the main cause of this. (DeDreu, C.

K., Baas, M., & Nijstad, B 2008; Lindsey, B. J., Fabiano, P., & Stark C 2009; McCarthy, J.,

Downes, E. J., & Sherman, C. A. 2008; Kuehner, C. 2003; Winstead, B. A., & Sanchez, J.

2005).

Association between depression and academic performance has been investigated by many

researchers. Depression can also affect student's academic performance in college. There are
negative effects of depression on student success. Student success is negatively related with

depression. Depressed students usually spend less time on homework and achieve lower grade

point averages. They don’t have distinct dimensions because Negative and positive affect are

interrelated. A nationwide survey conducted by American College Health Association on college

students in 2011 at two- and four-year institutions and it concluded that almost 30 percent

college students found to be depressed even it is difficult to perform function. University

Counseling Center survey, completed in 2006, 91.6% respondents was observed and investigated

that an increase number of students experiencing psychological problems in the recent years. In

American Universities Depression is a topic of major concern, so for enabling them to be

successful in their college careers” health and counseling centers for students, are implementing

by many institutions. According to Heiligenstein and Guenther (1996) increased risk for

academic harm can be display by college students having moderate levels of depression.

(Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. 2007; Keyes, C. L. M 2003;

American College Health Association. 2012; Blanco, C., Okuda, M., Wright, C., Hasin, D. S.,

Grant, B. F., Liu, S., &Olfson, M. 2008; Depression 2004; Heiligenstein, E., & Guenther,

G. 1996).

A developing global epidemic of rising mental health disorders is afflicting roughly one-

third of the world's population. Mental well-being, in general, refers to the emotional and

psychological well-being that determines how a person thinks, feels, and reacts to life's events.

Adolescence, which lasts from the age of ten to the age of nineteen, is a transitional period from

childhood to adulthood. This is the stage of a person's development when key physiological and

mental changes occur. There are around 1.2 billion teenagers worldwide, with 10-20% of

children and adolescents suffering from some form of mental illness. Remember that some
studies have shown that a student's academic performance can be influenced by his or her mental

health as early as primary school (Riley 2019; WHO 2019; Marryat, Thompson, Minnis, &

Wilson, 2017).

Almost every adolescent is subjected to some type of educational progress, from basic

school to higher education. In the sphere of education, the transition to puberty and high school

is not uncommon. Although, in certain cases, the move to a new location is frequently

accompanied by new challenges and people who can contribute to an immediate shift in student

socialization and behavioral influences that trigger short-term and long-term consequences on

their mental health (Van Rens, Haelermans, Groot, & van den Brink, 2017).

      Furthermore, several studies investigated the relationship between the mental health issues

such as depression, anxiety, and stress on academic performance, and results indicated a

significant indication (Moreira de Sousa, Moreira, & Telles-Correia, 2018; Sharma & Pandey,

2017; Wyatt, Oswalt, & Ochoa, 2017).

Thus, depression is the most prevalent and well-known kind of mental disease, and it is

frequently characterized as strong levels of depression, which often contribute to a lack of

interest in daily life and how a person normally functions at school or work. Anxiety disorder

Anxiety indifference We encounter conventional connotations with powerlessness and terror

related to panic and stress. Stressors are defined as things that generate difficulty in a person's

psychological and emotional wellbeing, which can lead to mental health problems (Dy, Ferido,

Espiritu-Santo, & Ria, 2015; Shumaila Khurshid, 2015; Bourne, 2010; Basco & Olea, 2013).

Mental health is most commonly associated when a person becomes fully aware of their

abilities, can adapt to the normal stressors and problems in their life, can work within one's self-
fulfillment and satisfaction efficiently, and can make the right contributions to society. It can be

applied to an individual's ability to develop themselves harmoniously with or without other

people and to deal with the circumstances of life efficiently. Furthermore, the concept of mental

health defines from a more general point of view that is comprised of a positive and negative

dimension. The positive signifies psychological well-being, affected mostly by elements of

happiness, contentment, quality of life, and even health as a whole. Whereas the negative

concept indicates the opposite as in Amental health problems" or "mental health distress".

Depression, anxiety, and stress are always correlated with mental health disorders. Often denoted

and seen as real problems within the world. These conceptual factors adhered to individual

development especially with adolescents or developing teens (Loewen et al., 2019; WHO, 2013;

Pilgrim, 2017; Kutcher, Wei, & Coniglio, 2016).

Depression and anxiety are the most common types of mental disorders, and comorbidity

is also prevalent with these two disorders, which means that depression and anxiety may be

simultaneously present in one person. Many individuals with anxiety also have depression and

vice versa. The most common mental disorders refer to two main diagnostic categories:

depressive disorders and anxiety disorders. These disorders are highly prevalent in the world and

impact the mood or feelings of affected persons. These symptoms range in terms of their severity

from mild to severe and last for months to years. These are diagnosable health conditions and are

distinct from feelings of sadness, normal anxiety, stress, or fear that anyone can experience from

time to time in their everyday lives. At a global level, it's been reported that over 300 million

people are estimated to suffer from depression, while more than 250 million people are estimated

to suffer from anxiety disorder (WHO, 2017; Beiter et al., 2014; Holliday et al., 2015).
 Only limited studies on Filipino students have found that excessive sadness, a symptom of

depression, is due to anxiety and stress that are related to academics and subjective factors

(Zuorba, Cantara, & Olan, 2017).   

  Stress is the typical reaction of a person's physical and mental aspect towards any change

that requires an adjustment or response to perceived threats in a person's life. May it be literal or

imagined, stress affects the physiological and psychological well-being of people. In turn, these

effects can result in several stress reactions, such as the fight-or-flight response. In a conducted

study amongst Filipino students, stress was positively associated with their everyday routine and

significantly affected their mental state. Such routines that correlate with their stress response

were ranked in the following order: academics, amount of workload, and time management (Dy,

Ferido, Espiritu-Santo, & Ria, 2015; Seaward, 2018).

Depression and substance use are the leading causes of disability and suicide worldwide.

In the general population, depressive disorders alone accounted for two fifth of Disability

Adjusted Life Years (DALYs) caused by mental and substance use disorders. In the general

population, depression adversely affected functioning, increased sufferings and reduced

productivity. In Ethiopia, depressive disorders contribute 6.5% of the disease burden, which was

even greater than disease burden contributed by either HIV, TB, or malaria (Abdulahi, 2001;

WHO, 2017; Whiteford et al., 2013; Senturk, 2012; Fisher et al., 2012; Hartley et al., 2011).

Depression during adolescence increased school dropouts, reduced cognition such as

sustained attention; verbal memory and planning reduced neuropsychological functioning and

reduced sleep quality and increased negative emotions and behavioral disorders and reduced

social satisfaction in the adolescent population. However, substance use is a common risk factor

for both depression and poor academic outcomes and previous studies did not control substance
use to investigate the independent effect of depression on academic outcomes. Indeed, the

prevalence of depression and its consequences on academic outcomes independently of

substance use and anxiety is seldom examined in the context of higher educational institutions of

northwest Ethiopia. Besides, there was high rate of attrition among freshman students in college

of technology which motivated the authors to conduct the study. (Boyraz et al., 2016; Wagner et

al., 2014; Al-Khani et al., 2019; Sadeghi Bahmani et al., 2018; Alsanosy et al., 2013; Cummings

et al., 2014; Ingles et al., 2013).

Stress levels can differ on the basis of how one reciprocates to a certain situation. Some

people just do not care and do not get anxious; they perceive stress as trivial knock and move on

in life on daily basis. Others actually worry themselves more than required and affect their

health. Stress is considered as negative, behavioral, physiological process that takes place when

the person tries to adapt or compromise with stressors. Stressors are the circumstances that

disrupt, or threaten to disrupt, individuals, ‟daily functioning and cause people to make

adjustments” , in their study concludes that stream wise difference in stress does exist in

students. It is important to deal with stress at personal, social and institutional level. Remedies

such as feedback, yoga, life skills training, mindfulness, meditation and psychotherapy have been

found useful to deal with stress. To identify the main reason of stress is the key to deal with it.

Professionals can develop tailor made strategies to deal with stress. The integrated wellbeing of

the students is important not only for the individual but for the institute as well. ( Bernstein et al.

2008; Auerbach and Grambling,1998; Reddy et al. 2018).

In his study claimed that stress can be addressed by ensuring that the students give utmost

importance to their welfare. Food, exercise, work, recreation is some of the areas to focus on. He

also concluded that the education system is more to do with the academic qualifications and does
not contribute enough to the holistic development of students. Students are usually conditioned

in a way that makes them fearful to take up upcoming challenges as the focus is only the

academics and not the development of a go getter mentally. There are not many choices for the

medium of education. English being the only option available can pose as a hindrance for the

students from rural background. There are not many courses available that are employment

centric. Fresh graduates need more communication skills development for better placements.

(Dimitrov 2017).

Revealed the link between academic stress and mental health among students. He

endorsed that academic stress and mental health are correlated and that students are cramped

with the academic structure. Parents and schools pressurize the student’s way too much for the

higher grades that disheartens the students, further to add on there is not enough support from the

parents and school in terms of guidance. The students are mentally healthy when they perform

constructively in the academic forums. They also propounded that student from private schools

are more pressurized as compared to students from government schools due to the excess of

homework and other academic related assignments. Significant difference in mental health of

students from private and government schools was found. He asserted that students from private

schools have a different nurturing and vast exposure as compared to government school students

who belong to poor socio-economic background and lack of exposure. This is one of the reasons

for the escalation of stress. (Subramani and Kadhiravan 2017).

In their study stated the use of various methods to curb stress. Doing one physical exercise

on daily basis can address the concern of stress. One can also adopt to various time management

tools and get involved with leisure activities which can benefit students. Also, it was suggested

that colleges should have a conducive ambience to curtail the stress. Change in the style of
delivery from teachers end and providing mentors can bring fresh air to the teaching style.

(Sharma et al. 2016).

According to Agolla (2009) stress has become an important topic in academic circles.

Many philosophers have carried out considerable research on stress and concluded that this topic

needs way more attention. Radcliff and Lester (2003) studied the anticipated stress among final

year undergraduate students and acknowledged that class assignments, not enough guidance,

pressure to mingle and to get associated were the reasons for the stress to build up. McKean et al.

(2000) argue that undergraduate students experience higher stress at expected times in each

semester. Academic engagements, financial pressures and lack of time management skills lead to

building up of stress. Excessive stress can affect wellbeing, emotional attitude and academic

performance. There upon it becomes essential that undergraduate students establish methods to

deal with stressful situations.

Depression is a worldwide epidemic that affects the large percentage of the population.

The prevalence of depression is far more increasing in student population around the world. In

fact, in Africa alone, almost half of the student population suffer from depression. The number

can be even more alarming around the world. Unfortunately, only a small percentage received

the appropriate intervention. The sheer amount of help received by the affected ones might stem

from two main issues; (a) because depression is, in most cases, invisible. In effect, any effort to

examine the number of people affected by depression is often inaccurate. As a result, the

available data on depression is only the tip of the iceberg. More students are affected than the

reported number. This leads educators and mental health professionals unable to respond to the

problem effectively. Even school records could not accurately assess depression. As a result,

many depressed students remain untreated. When this happened, suicide cases may become even
more prevalent. In the Philippines for instance, suicide cases in adolescents and young adults are

increasing. On the other study, finding suggested that approximately one in every ten Filipino

youth had suicidal thoughts. The reported rate of suicidal ideation in the Philippines is higher

than the neighboring Asian counties such as Malaysia where only 6.3% were reported to have

suicide ideation. Previous studies had provided clues on the current psychological states of

youths around the world. The need for urgent action is clear. The challenge for teachers,

academicians, and school administrators is to correctly identify depressed students and give

corresponding and appropriate intervention. However, the process can be extremely difficult.

Partly because depression is often concealed and repressed by the bearer. Generally, because of

the stigma of being labeled as “depressed” or “psychologically ill” is a significant reason why

most depressed students do not truly share their psychological turmoil. Academic performance

becomes relevant at a young age. In grade school, children are given report cards to inform their

caretakers on how they are doing. In middle school, academic performance determines whether

you are in remedial, regular, or advanced courses. In high school, students that perform well

academically can take advanced placement (AP) classes which can lead to college credit,

depending on AP test scores. At the high school level, grade point average (GPA) and class

ranking carry more weight as they are relied on by college admissions staff. Students study for

and take Scholastic Aptitude Tests (SAT) and American College Tests (ACT) and hope to get

higher scores to increase their chances of getting accepted to the colleges that they apply to. The

pressure increases to perform well academically as a student journey through the education

system, and after high school this pattern continues. College students are under immense

pressure internally and externally to succeed. Higher educational settings reinforce the message

that performing well academically is critical to being successful. Many universities invest
resources to assist students to succeed, such as tutoring, supplemental instruction, or other

support services, such as SOAR. SOAR provides support and connects students to available

resources. Some students perform better than others in this environment depending on a

multitude of factors. Intellectual aptitude, cognitive ability, physical health, and mental health are

just some of the factors that affect students’ ability to be successful in college (Dusselier, Dunn,

Wang, Shelley, & Whalen, 2005; (Tam, Lo, & Pachero, 2018; Rotenstein, et al., 2016; Kuo,

Stoep, Herting, Grupp, & McCauley, 2013; Quintos 2017; Maniam et al., 2013).

Depression is a condition that is marked by sadness, emptiness, hopelessness, and loss of

interest for most of the day. Other indicators can include: significant weight loss or gain,

insomnia or hypersomnia, fatigue/loss of energy, psychomotor agitation or retardation, feeling

worthless, excessive guilt, inability to concentrate, thoughts of death, and suicide ideation. Five

of the symptoms must be notable for a two-week period or longer and cause impairment in

functioning to meet the criteria for a depressive disorder. (American Psychiatric Association,

2013).

Moreover, several of the depressive symptoms are things that would have a negative

impact on academic functioning. Sleep disturbances and fatigue may make it difficult to show up

or stay awake during class. Loss of interest and perpetual feelings of sadness may be barriers to a

student being able to retain information and do well in his/her classes. The American Psychiatric

Association (2013) states that “those engaged in cognitively demanding pursuits are often unable

to function…a precipitous drop in grades may reflect poor concentration”. These symptoms and

effects show a connection between depression and poor academic performance.

Stress is a perception of emotional or physical tension. There are number of incidents in a

person’s life that leads to negative emotions like anger, frustration and nervousness that further
develops stress in an individual. Stress is the body’s reaction to challenge or demand. It can be

positive at times; however prolonged stress can lead to severe health conditions. Stress levels can

differ on the basis of how one reciprocates to a certain situation. Some people just do not care

and do not get anxious; they perceive stress as trivial knock and move on in life on daily basis.

Others actually worry themselves more than required and affect their health. Stress is considered

as negative, behavioral, physiological process that takes place when the person tries to adapt or

compromise with stressors. Stressors are the circumstances that disrupt, or threaten to disrupt,

individuals, ‟daily functioning and cause people to make adjustments” (Auerbach and

Grambling,1998; Bernstein et al. 2008).

Defined stress as the insight of incongruity between environmental burden (stressors) and

person’s ability to fulfill these demands. Regarded any situation that can stimulate any kind of

threat or danger to the wellbeing can be contemplated as stress. (Malach, Pines and Keinan 2007;

Auerbach & Grambling 1998).

Depression is a common mood disorder resulting in persistent feelings of hopelessness,

sadness, and loss of interest in activities that an individual once enjoyed. Other symptoms

include insomnia, loss of energy, weight loss, difficulty concentrating, feeling worthlessness, and

suicidality. A recent report indicates that depression is increasing in severity and numbers among

university students. It is associated with significant impairment, poor quality of life, substance

abuse, comorbidity, and mortality. It is a risk factor for suicide and suicide attempts, the third

leading cause in this age group. It also affects academic performance and the ability to

participate in community activities. A study in Chiropractic University indicated that 60% of

undergraduate students dropped out due to anxiety, depression, and, maladjustment. (Association

AP, 2013; Seki T, Hamazaki K, Natori T, Inadera H.2019; Dyrbye LN, Harper W, Durning SJ,
Moutier C, Thomas MR, et al. 2011; Puthran R, Zhang MW, Tam WW, Ho RC. 2016; Rubin

LE. 2008).

The most common psychological problems of adolescence are depression and anxiety.

While depression is less common during childhood, it increases during the onset of adolescence.

During adolescence, depression is experienced mostly short and depending on the certain

conditions. Adolescents suffering from depression are sad and broken down. They feel

loneliness, but can continue doing their daily chores. However, in deeper cases of depression,

adolescents show the symptoms of low self-esteem, self-blame, hopelessness, suicide thoughts,

anger, and peevishness. From the bulk of search, it can be inferred that depression and anxiety

may be experienced at the same time. It has been declared that depression and anxiety are

accompanied with 12 to 75% of the surveys conducted (Kashani and Orvaschel, 1988; Beest and

Baerveldt, 1999; Elgard and Arlett, 2002).

Education has an essential role in every country, and Iran is not an exception. However,

academic failure is one of the major problems of the families. Many factors affect academic

achievement. Researchers have indicated that depressed and anxiety mood are negatively related

to academic achievement. In addition, depressed and anxiety youth are at risk for many

comorbidities, including conduct problems, personality disorders, substance abuse, obesity,

interpersonal conflict, unfulfilling social relationships, and educational and occupational

underachievement. Literatures have shown that performance in school was found to be affected

by many symptoms of anxiety and depression, such as difficulties in concentration, lack of

interest and motivation, preoccupations, fatigability, and poor attendance( Modabernia MJ,

Shodjai-Tehrani H, Moosavi SR, Jahanbakhsh-Asli N, Fallahi M, 2007; Modabernia MJ,

Shodjai Tehrani H, Fallahi M, Shirazi M, Modabbernia AM, 2008; Al-Qaisy LM, 2011; Lousefi
F, Mariani BM, Rumaya BJ, Marof R, Mansor A, 2010; Surtees PG, Wainwright NWJ, Pharoah

PDP, 2022).

Mood disorders are psychological problems that are common among students. According

to Porter (1990), up to 60% of students left school without finishing their degrees. Depression

and anxiety were found to be interrelated to each other. The overlapping symptoms of these two

psychological problems can lead to all sorts of academic problems that can give impact to

academic achievement among students. For example, researchers have found that students’

performance in school, college, and university is influenced by the symptoms of depression,

anxiety that could lead to difficulties in concentration, lack of motivation and interest, poor

attendance, and physical health such as headache and fatigability. These conditions will

influence students’ academic achievement(Fine JM, Carlson C, 1994; Stark KD, Brookman CS,

1994; Anson A, Bernstein J, Hobfoll SE, 1984).

The findings indicate that lots of students endured from psychological problems, which in

turn affected their academic performance. Many studies were conducted to deal with this matter

and it absolutely was found that psychological problems such as depression and anxiety do have

influence on the academic achievement of the students and, for instance, reported that stressful

life events are significantly elevated in anxious and depressed youths and thus could cause low

performance in academic achievement. A study by Safree and his colleague (2010) also indicated

the exactly same results. They found that anxiety and depression negatively correlate with

academic achievement (Williamson DE, Birmaher B, Ryan ND, Dahl RE, 2005; Safree A,

Yasin MA, Dzulkifli MA, 2011).

       Chapter 3

METHODOLOGY
 The purpose of this study was to examine the impact of depression on academic

performance among senior high school students, as well as analyze how that relationship is

affected based on the level of social support. This study was designed to decipher whether

students with depression symptoms may prevent lower academic performance through social

support and how they cope up it while gathering also their proof of surpassing these challenges

towards their journey.

Research Design

In this study, we endeavored to investigate the experiences of students regarding with

their chronic challenges which is associated with some factors. A phenomenological approach is

well suited to study on how they deal with their insecurity matters. We endeavor is a

phenomenological study. This study is an intuitive experience of phenomena, and or the premise

that reality consist of objects and events as consciously perceived by conscious beings (Husseri,

2005).

The basic purpose of phenomenology is to reduce the individual experiences with a

phenomenon to a description of the universal essence or a group of the very nature of thing.

Researchers identify a phenomenon followed by gathering data from persons who have

experience the phenomenon and develop a composite description of the essence of the

experience for all the individuals. This description may come of what they experienced and how

they experience it (Van Manen, 1990).

There are identified three steps to phenomenological study that includes epoche',

phenomenological reduction, and structural synthesis. Epoche' refers to the period of

examination when the researcher identifies bias and removes all traces of personal involvement

in the phenomena being studied to achieve clarity of perception. Consequently, it was enunciated
that the first step in phenomenological research is to collect data from individuals who have

experienced the phenomenon. It recommends in-depth interviews with participants. Long-hours

interviews with those teachers were arranged to discover how they dealt with their professional

journey. The researcher asked open ended questions to allow them to describe their experiences

and share their success in their professional journey (Creswell, 2013)

The phenomenological design is the method used in this study for it explores the structure

of consciousness in human experiences. The findings of the phenomenological research are

descriptions of the essential structure of the experience. It contributes to deeper understanding of

lived experiences (Holloway, 2000).

Phenomenology is commonly understood in either of two ways: as a disciplinary field in

philosophy. The discipline of phenomenology may be defined initially as the study of structures

of experience, or consciousness. Literally, phenomenology is the study of phenomena:

appearance of things, or things as they appear in our experience, or the way we experience

things, thus the meanings things have in our experience. This studies conscious experience as

experienced from subjective or first-person point of view. This field of philosophy is then to be

distinguished from, and related to, the other main fields of philosophy: ontology the study of

being, epistemology the study of right and wrong action (Hycner, 2014).

This methodology is the most suitable for the exploratory study on the professional

journey of teachers. In this method Furthermore, describe phenomenology as a low hovering, in

dwelling, meditative philosophy that glories in the concreteness of person world relationship and

accord lived experiences (Kvale, 2005).

The purpose of the phenomenological approach agrees the idea of illuminating the

specific, identifying the phenomena through how they are perceived by the actors in a situation.
In the human sphere this normally translates into gathering deep information and perceptions

through inductive, a qualitative method such as interviews, discussions, and participants'

observation, and representing it from the perspective of research participants (Lester, 1999).

Basically, phenomenology studies the structure of the various types of experience ranging

from perception, thought, memory, imagination, emotion desire, and volition to bodily

awareness, embodied action, and social activity, including linguistic activity. The structure of

these forms of experience typically involves what Husserl called intentionality, that is, the

directedness of experience towards things in the world, the property of consciousness that it is

the consciousness of or about something. Classical Husserlian phenomenology said that our

experience is directed toward -- represents or intends -- things only particular concepts, thoughts

ideas, images, etc. These make up the meaning or content of a given experience, and are distinct

from the things they present or mean. The discipline or phenomenology is defined by its domain

or study, its method, and its main results (Stanford Encyclopedia of Philosophy, 2013).

In addition to this type of study, structure of consciousness experience as experienced

from the first-person point of view, along with relevant conditions of experience. The central

structure of an experience is its intentionality, the way it is directed through its concent or

meaning toward a certain object in the world. We all experience various types of experience

including perception, imagination, thought, emotion, desire, volition, and action. Thus, the

domain of phenomenology is the range of experiences including these types among others.

Experience includes not only relatively passive experience as in vision or hearing, but also active

experiences as in walking or hammering a nail or kicking a ball. The range will be specific to

each species of being that enjoys consciousness; our focus is our own human experience. Not all

conscious beings will, or will able to, practice phenomenology, as we do.

 However, phenomenology is concerned with the study of experiences from the

perspective of the individual, bracketing taken for granted assumption and usual ways of

perceiving. Epistemology, phenomenological approaches are based on a paradigm of personal

perspective and interpretation. As such, they are powerful for understanding subjective

experiences, gaining insights into people's motivations and actions, and cutting into the clutter of

taken-for-granted assumption and conventional wisdom (Lester, 1999).

To gather the lived experiences on the travails of students in the special science

curriculum, phenomenological research seeks essentially to describe rather than explain, and to

start from a perspective free from hypothesis preconception. More recent humanist and feminist

researchers refute the possibility of starting without preconception, or bias, and emphasize the

importance of making clear how interpretations and meanings have been placed on findings as

well as making the researcher visible in the frame of the research as an interested and subjective

actor than a detached and impartial observer (Stanley & Wise, 1993).

Qualitative research does not introduce treatments or manipulate variables, or impose a

researcher's operation definition variables on the participants. Rather it lets the meaning emerge

from the participants. It is more flexible and that it can adjust in the setting. Concept data

collection methods can be adjusted as the research progresses.

As a researcher, our point of view on focus group discussion that is used in qualitative

research is a good way in getting data from the chosen participants. In the way, it is not just the

information that you need that is what you learned but the most important thing is you also

learned the deepest part of their experiences and their challenges in life. As a data gathering went

on, the researcher learned to build rapport and establish trust with the participants.
 Focus group discussion provides a common concept and understanding that exist in the

norm of society. The researcher believed this will help concretize the experiences revealed by the

informants during the individual interview. Through this process of getting information, the

researcher could access and formulate common themes from the information disclosed by the

participants. From these themes, these will lead the researcher to come up with the findings that

will probably answer the doubts, confusions and misunderstanding especially in dealing with

school discipline and students’ behaviors.

Research Participants

The researcher used Creswel's random selection of participants who were selected from

Junior High School and Senior High School in Elizalde National High School in the

Municipality of Maco, Compostela Valley Province. The researcher identified seven students as

respondent for in-depth interview while another seven students forming 1 group for the focus

group discussion a total of (14) students as respondents of this study who directly or indirectly

experience tardiness.

The study used the purposive sampling since it is the most effective technique when one

need to study certain students' background with knowledgeable experts within the participant's

selection is highly relevant for this research as people are constantly looked upon the knowledge

and information. Choosing the purposive sample is fundamental to the quality of data gathered.

Thus, reliability and competence of the participant must be entrusted. The selection of

participants is based on their school days that they were challenge with gossiping behavior as

whether are from group of students who are experiencing challenges towards social interaction.
 The researcher's contribution to the research setting can be useful and positive rather than

detrimental. The role of the researcher in a quantitative study is theoretically non-existent

however in qualitative studies; researcher's role is quite different. Since qualitative study

research is considered an instrument of data collection, this means that data are mediated through

human instruments, rather than through inventions, questionnaires or machines (Denzin &

Lincoin, 2003).

It has been a tradition and culture of the school that had successful climates had many

intervention programs to help students. Schools used those interventions to help struggling

students before major problem occurred. Being students of Elizalde National High School, our

role in this study is too encouraged and gives them moral support since it will help us to widen

and open up our mind to have a more comprehensive understanding in dealing with time

management of the students. With this study we would be able to know our scope and limitations

of our duties and responsibilities as Senior High School students.

One of our researchers is also an unstable of learning about time management that could

relate much in dealing with challenges on his/her experiences being late. Making ourselves as

responsible students in dealing of this attitude is the key factor for successful life. The researcher

could orient his/her co-students to implications of their school truancy. It is so important that

both the students and teachers were fully understood every action for there will be a

corresponding implication once unstable is made.

As a researcher, they are confident that they will be one of the instruments that is

sufficiently complex to comprehend and learn about how teachers succeed and failed to deal with

students’ behavior. The implication is that social research will benefit from being performed as

field research based on interaction between me and the individual studied (Patton, 2005)
 The researchers together with the participants shall willingly offer their time, effort, and

knowledge as they hope to inculcate and leave the present generation the reason why there is a

need to know the central phenomenon of chronic in dealing with student tardiness among Junior

and Senior High School students.

Data Collection

The researchers chose to employ the two common qualitative research methods, the in-

depth interviews and focus group discussion. In-depth interviews are ideal or collecting data on

individual's personal histories, experiences, and point of view, particularly when tackling

sensitive issues or topics such as the key informants' experiences in students’ behavior, (a) What

are the problems you encountered being a late comer? (b) How did you cope up with the

challenges of being a late comer? (c) What insights can you share on time management? Among

Junior and Senior High School students. Focus groups on the other are a qualitative data

collection method effective in helping researcher's students in time management, (a) What are

the problems you encountered being a late comer? (b) How did you cope up with the challenges

of being a late comer? (c) What insights can you share on time management? Among Junior and

Senior High School students. For the purpose of this study, the focus group discussion was

intended to saturate the data to be collected by the researcher.

Phenomenological interview guide requires a special attention in the study of time

management, and coping mechanism in dealing, and insights on student tardiness. First,

researchers will ask the permission of the School Principal to conduct the said study. Thus, he

will also ask the permission of the participants to interview them.

The approaches employed in gathering data were, interviews, focus group discussion and

research to elicit information from the participants about late comers, challenges in dealing with
time management, coping mechanism in dealing with time management, and insights on time

management.

The primary instrument used in an interview guide is mobile camera. The validated

interview guide will be used to draw information of time management, challenges in dealing

with time management, coping mechanism in dealing with time management, and insights on

time management, about how the students face their challenges and experiences being a late

comer student and how they perform well in their journey as learners. As a starting point, a draft

will be prepared and will be shown to my adviser for refinement. I will follow the suggestions

and will make some improvement on the interview guide. The refined interview guide will

further be shown to the panel of experts for validation and for further until such time that the said

interview guide will be realized and established as valid. When the validity of the interview

guide will be established, it will be administered to the participants.

In this phenomenological research fieldwork is based on informal conversation and

formal interviews of the participants about their real-life teaching experiences and situations,

writing up the data and analyzing it. I consider participants’ active participation. The participant

is going to share about time management, challenges in dealing with time management, coping

mechanism in dealing with time management, and insights on time management, wizard of how

they feel especially in a situation where challenges of students arises and what are the hardships,

they’re going through in order to be successful in their journey.

The fieldwork with the data collection method, which is based on an interactive process

and participation, is demanding for my phonology consciousness as a researcher. When finding

the participants, I keep in mind that the concern has a right to be protected by not writing there

true and complete name for privacy reason.

 Being the moderator at the same time a researcher, he primarily involves himself with

directing the discussion, and keeping the direction flowing. As participants arrived, nametags

were made to familiarize the participants and the rest of the group. The researcher asked and

started the discussion with a brief welcome statement and overview of the topic to be talked

including the ground rules. Participants have been engaged to discussion and the conversation

has been recorded, and they were asked to sign a consent form. This explains that Focus Grouped

is conducted according to procedure (Becker, 2006).

The focus group moderator nurtures disclosure in an open and spontaneous format. The

moderator’s goal is to generate a maximum number of different ideas and opinions from as many

different people in the time allotted. The ideal time to be set aside for a focus group is anywhere

from 45 to 90 minutes. Beyond that most groups are not productive and it becomes an imposition

on participant time. Focus groups are structured around a set of carefully pre-determined

questions – usually no more than 10 but the discussion is free flowing. Ideally, the participant

comments will stimulate and influence the thinking and sharing of others. Some people even find

themselves changing their thoughts and opinions during who will probably never see each other

again (Becker, 2006)

After consent form were signed the interview begin with the welcome statement and

ended with a closing statement. The main themes were summarized by the researchers and

participants. A sample interview guide used for the focus group discussion was provided.

Towards the end of the questioning, participants are given the opportunity to immediately add on

to, classify and either confirm or renounce certain ideas or information that one member is going

to express or presents. Follow up questions relevant to the pieces of information revealed and
shared will be raised and articulated in order to classify and specify vague matters. Focus group

discussion lasted for a couple of minutes.

Data Analysis

The researchers had analyzed data according to the recommended analysis procedures for

phonology. As recommended, data analysis started at the initiation of the study. When they

started to undergo this study, they begin to formulate his own thoughts and ideas and find it

easier to gather related reliable information and data, since he was one of those students who

encountered and experienced tardiness, challenges in dealing with time management, coping

mechanism in dealing with time management, and insights on time management, challenges of

students.

The researchers had recorded observations and did more research about student tardiness,

challenges in dealing with time management, coping mechanism in dealing with time

management, and insights on student tardiness experiencing difficulties of time management and

how they succeeded in their journey without sacrificing the task. They translated the interview

questions from English to Tagalog and from Tagalog to Bisaya dialect for better understanding

of the question ask. The researchers had transcribed all the audio tapes soon after the interview

so that data analysis can be done continually. As the study moved forward, more interviews have

been transcribed and observations have been recorded.

Trustworthiness and Credibility

The quality of the data analysis was assessed by trustworthiness, transferability and

conformability. Trustworthiness is the quality achieved in a study when the data collected is

generally applicable and consistent. Data is applicable when the reader can become familiar with

the study and assess whether the setting and result will transfer to their particular setting or future
research study. The applicability of this study relies on the thick description of the observations,

settings, and participants that the researcher had provided. In this study, the researcher ensured

consistency by continuing in collecting data until the point of saturation (Lofland, J. et.al., 2005).

Transferability is defined as the potential of the results of one setting to be transferred to other

settings. This is very important when deciding if the results may be useful in another research

setting. Since generalizability is not a goal of qualitative inquiry, and most qualitative research

studies do not benefit from large randomly selected populations. Transferability is an important

quality to establish in qualitative studies. Thick description plays a role in transferability.

Without a rich description of the settings, participants, and observations, a reader will not be able

to determine whether what is going on in my research setting is the same thing that happening in

the setting they are looking to apply the research to. Field notes have been a tool used to help me

recall different aspects of the study that were not in the transcripts. The field notes on the setting,

participants, and observations were used to give a rich description (Lofland et.al., 2005).

Dependability is an assessment of the quality of the integrated processes of data collection, data

analysis, and phenomenal explanation. To address the issue on dependability the researcher is

very much willing to share the materials in which it could help other researchers in some future

researches.

Confirmability deals with the issue of research bias and addresses whether another individual

can place faith in the results. It is a measure of how well the inquiry’s findings are supported by

the data collected according to Lincoln & Guba (1985). To address the issue on confirmability,

in my study, the researcher baked on an audit trail of the participants’ responses wherein the

identities were treated. The author did a member checking and triangulation. All participants will

be asked to review transcript and add anything that might be lacking. The information will be
shared to participants in focus group discussion to ensure that the researcher had interpreted the

data correctly. Focus group discussion is a method of discussion that can be comforting to

research participants because this provides sharing of ideas and point of view in a certain

question.

We did not disclose any individual’s identity or interview data during focus group discussion

because the researcher believes that this will make them comfortable in reviewing the

information and conclusions that contributes to the discussion. During the talking, the researcher

encouraged the participants to discuss and share their thoughts on a certain topic. The only rule

was no interruptions of another person when one person is talking.

Triangulation is the use of two or more methods used to build a coherent justification of the

information. The observational field notes and the informal interviews have been used to

triangulate the data by providing a source odd at to validate and crosscheck the findings of the

interviews. In this study, the three data sources provided similar results, and then there is an

increased chance that my results are trustworthy (Patton, 2005).

Ethical Considerations

The researcher did not reveal the names of the participants in order to protect their

privacy unless the concern wants to. The researcher only wanted to know the result of the,

students’ challenges on composition writing and nothing else more. Moreover, the researcher

would like to emphasize that whatever the comments and suggestions of the researcher, all of

them does not affect the entire organization of DepEd and all other participants.

The researcher used the Halai (2010), five key of ethical principles of ethical research

appeared across the ethical codes of research institutions. These are a.) informed and voluntary

consent; b.) confidentiality of the information shared; c.) anonymity of research participants; d.)
beneficence or no harm to participants; and e.) reciprocity. The participants in this study will be

volunteers where they can relate their experiences within their educational environment and

sensitive information to share. It is important to ensure that they will be fully aware of the

purpose of the study and that it will be fully explained (Cresswell, 2013).

The inform and voluntary consent of the participants is to gained informed consent via a consent

form which lays out what will be involved in the research, and the rights and responsibilities

each side has. Most of us could perhaps agree that the ideal would be to provide people with

sufficient understanding (not just information) to make a reasonable judgment for themselves

about whether or not they want to participate in the research. As already noted, because of the

very fact that participants in the research have other concerns, many of them may not be very

interested in spending time gaining an understanding of what would be involved in participating

in the research. And it maybe it is not worth their spending time on this because the decision is

not a consequential one: it will not make much difference to their lives one way or the other. It

simply follows the principle of Halai, that this usually include prior information on key elements

of research such as purpose, procedures, time period, risks, benefits, and a clause stipulating that

participation is voluntary and the participants have the right to withdraw from the study (Halai,

2010).

In addition, confidentiality of information shared is also concerned with offering respect and

protection to research participants through assurance of confidentiality of information shared and

anonymity by not revealing the identity of the individuals and institutions involved (Halai,

2006). An important ingredient would be to build a relationship of trust and mutual respect

within the research participants so that information could be shared without risk of harm to those
concerned. Typically, anonymity is provided through the use of pseudonyms. It will be used to

avoid the impact of the results of the research on the participants (Joungtrakul & Allen, 2012).

Furthermore, beneficence or no harm to participants means they will be protected. There will be

no harm and no embarrassment to protect confidentiality. Names will not be mentioned even the

places are disclosed. The valuable part of this study is the participant’s willingness to share in-

depth interview. The purpose of the study will be explained to the participants to fully

understand the importance. They will be protected from any risk, physical, personal, or

psychological. It simply connected with the Halai’s principle that researchers are expected to

provide the participants with an outline of risk and benefits involved to the participants in the

study. The principle of reciprocity requires that the researchers consider actively ways through

which participants could be compensated for their time and effort. Typically, information about

risks and benefits are expected to be provided in summary in the consent form and/or in a brief

write up attached with the consent form (Halai, 2006).

Therefore, reciprocity and unstructured interactive interviews provide participants considerable

control over the interview process, thereby creating a different risk profile. The interview

processes literature for evidence of benefit and harm. Although there is evidence there is

evidence that qualitative interviews may cause some emotional distress, there is no indication

that this distress is any greater than in everyday life or that it requires follow-up counselling,

although the authors acknowledge distress is always a possibility essential to preventing

participant. Distress is the researcher’s interviewing skills and a code of ethics. When research is

conducted with sensitivity and guided by ethics, it becomes a process with benefits to both

participants and researchers. Halai consisted that these principles and procedures of an ethical
engagement with a research study are laid out with the best of intentions to protect participants

from malpractices and breach of ethics (Halai, 2006).

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