INTRODUCTION

Problem and Its Background

Attending college is the positive experience for many, yet

many students also experiences college as chronically stressful due

to academic requirements i.e., tests, papers, presentations.

Throughout the adolescent years, stressful experiences are

considered to be increasing in intensity, as prominent stressors

involving family dysfunction, peer demands and academic concerns

are faced by adolescents.

The classroom is one of the most important places where

students have the opportunity to learn the skills, attributes and

characteristics to achieve in a changing world. Advances in

psychology and education provide illuminating perspectives on how

some students learn to survive and thrive at school while some

students experience significant difficulties getting through. When

students make mistakes or fail (as they surely will), teachers are

expert at helping students take the lessons to be learnt then move

onwards and upwards. When fear arises these students result to

vagrant behavior that can be causative for them to experience

excessive academic failure in the process.

The high percentage of students who drop out of courses is

presently a significant concern. Recent figures published by the

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House of Commons (2014) suggest that 17% of students who enter

higher education in the UK dropout without gaining a qualification.

Student attrition is certainly a ‘hot topic’ at the moment, and indeed,

many universities and other educational institutions worldwide are

conducting research with the hope of discovering the reasons for

such high rates. Such a high percentage affects not only the

individual, but also the institution, the education system, business

and industry, and society as a whole. It is therefore important to

examine attrition and investigate what can be done to improve the

situation.

Recent research by the Student Retention Committee (Patrick,

2011) reported a rate lower than the national average at Glasgow

University (overall <12%, males 13.5%, females 10.8%). This rate

typically varies between courses, and unfortunately, the Department

of Computing Science did not fare so well, with a dropout rate of

approximately 40% in the academic year 2009-2010. Needless to

say, the department is concerned, and is keen to conduct an

investigation into first year attrition and retention.

This unending problem of deviant behavior and poor academic

performance of students call for a study that will study the causative

factors that are the stem of this actions and what are its implication

to the counseling interventions that can be done by the educational

institution.
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Purpose of the Study

The study aims to explore and understand the lived experience

of college students with excessive academic failures.

Research Question

The study sought to answer the following questions:

1. How do the participant’s recount their experience of having

excessive academic failures?

2. What were the factors related to the participant’s excessive

academic failures?

3. What are the participant’s goals and aspirations in life?

Conceptual Framework

The aim of this qualitative study was to explore the causes of

academic failure in undergraduate nursing students of Qom

University of Medical Sciences (Abbasi, Pourmiza, Taheri, Heidari,

Dheghani, 2015). To achieve this goal, the conventional qualitative

content analysis was used. Conventional qualitative content analysis

is a study method for subjective interpretation of texts data obtained

via the process of analysis and classification of the themes. The

study setting was the School of Nursing and Midwifery of Qom

University of Medical Sciences. Purposive sampling with maximum

variability was performed. For this purpose, the researcher attended

the Department of Education in School of Nursing and Midwifery

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identified the students with academic failure and students whose

average was decreased compared to the previous semester and

invited them to participate in the study. 18 males and 3 females (a

total of 21 nursing students) were selected. Interviews continued

until data saturation occurred. In order for students to easily speak

and to express their dropout risk factors, the interview was

conducted face-to-face individually in a private room. First, the

researcher stated the aim of the study, obtained the permission to

record their voice, and assured the confidentiality and anonymity of

the interviewed participants. They received written and oral informed

consent from all participants. Students were allowed to withdraw

from the research at any stage. The interviews started with general

questions about demographic characteristics, educational

background and family, how they entered university and if they were

interested in nursing or not. Then the students began to explain the

causes of academic failure. The researcher encouraged them with

follow-up questions such as "Explain more, please." or "What do you

mean?" for more explanation. The interview took 45 to 70 minutes.

To increase the reliability of data, all interviews were conducted by

one researcher. To immerse into the data and to gain a deep

understanding of research, interviews were listened carefully several

times. Data were analyzed in 8 steps based on conventional

qualitative content analysis to explain the causes of academic

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failure in nursing students. Researchers first transcribed the

interviews word by word. In the next step, the full text of interview

was considered as a whole, and the meaning units (highlight words,

sentences or paragraphs describing the students about the causes

of academic failure) were written in a form. After encoding

(transforming the units of meaning into the concept of general

statements), the interview texts were then revised and the codes

obtained were merged again based on similarities and differences

and finally categorized into different classes based on the same

criteria. To ensure the strength of the main themes, the classes

were identified. Finally, the findings were compared with other

classes carefully. To ensure consistency, accuracy and validity of

data obtained in qualitative research, criteria such as credibility,

dependability, confirmability and transferability were used (16). In

order to increase the credibility of this study, the researcher

engaged in the academic failure for a long time. In addition the data

derived from the interviews were reviewed by the participants, and

they provided some corrective comments. Comments from two Ph.D.

colleagues of nursing were also used. Also, to check the reliability

of data used in this study, step by step repeating and auditing was

done by reporting to the project referee. To confirm the findings, all

phases of the study were recorded accurately and confirmed by a

person familiar with qualitative research. The researchers also tried

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to provide participants quotes for the transfer of the findings.

Researchers in this field tried to provide the groundwork for other

researchers by providing more details about the profile of

participants and research environments in order to use in other

contexts.

Literature Review

The following studies provides additional insights into the

subject matter of the study and also shed more information on the

different factors that may be causative to excessive academic failure

of students.

Societal Factors

School dropout studies provide a picture of those students who

have gone beyond simply being at-risk to having left the system

without acquiring school leaving credentials (Ouellet &Deshaies,

2017). Students decide to drop out for three main reasons (Tanner,

Krahn, &Hartnagel, 2015). School-based reasons for dropping out

include: disliking school, finding school boring, being truant, not

getting along with teachers, or have had negative experiences with

school. Wanting to find a job is a second type of rationale cited by

dropouts. Third, students drop out for personal reasons, such as not

getting along with parents, being expelled from their homes, having

friends who drop out, abusing drugs or alcohol, being in trouble with

the law, or becoming pregnant.

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Academic Factors

According to Westbury (2014), School dropout studies suggest

that indicators that students will need help if they are to avoid

dropping out are observable early in their schooling (Neilson &

Ward, 2011). Indicators related to family characteristics, socio-

economic status, attend ance, frequency of discipline referrals and

declining grades tend to be well known to school personnel. The

implication is that they are not being acted upon early enough or

adequately.

Dropout prevention programs often attempt to improve student

attendance and achievement by changing students and their

behaviors. However, under standing and changing the environment in

which the student functions is also an essential part of an effective

intervention strategy (Blum & Jones, 2013). Exemplary dropout

prevention programs address student disaffection and make school a

place where at-risk students can function effectively to over come

risk factors. Such programs are characterized by active student

participation in learning and positive personal relationships between

students and teachers (Mayer et al., 2013). They provide both

challenge and experiences of success for a wide range of students

(Covington & Teel, 2016), minimize barriers for at-risk students, and

implement a curriculum that students consider relevant.

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Psychological Factors

Students who believe that effort enhances ability and school

success are more likely to pursue learning or mastery goals than

those students who attribute Suc cess primarily to a static ability trait

or to other factors such as luck (Weiner, 2012). In their striving for

mastery, such students tend to adopt metacognitive learning

strategies, resulting in stronger achievement. School staff can

enhance learning goal orientation among students by rewarding

effort, curiosity and improvement rather than emphasizing the

product (Stipek, 2013). Freeman and Schoper recom mend that

school counsellors recognize and build on at-risk adolescents’ social

need for peer acceptance, help them to correct self-defeating

attribution patterns, and aid parents and teachers in understanding

how students’ self-perceptions relate to their achievement.

In this context, Merton especially refers to social outcasts

(2008). As another type of adaptation, a person retreating either

refuses or abstains from the pursuit of legitimate goals and means.

Rebellion marks an exceptional case, as this type does not

adapt the given goals and means, but actively tries to reassess

them.

Physical Factors
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As cited by AziziYahya et al (2010), education attainment is a

crucial predictor of several health- related lifestyles and premature

mortality. However disturbing behaviors have potential to curtail

possibilities of meaningful academic achievement. Excessive

academic failures is a predictor of multiple health risk behaviors

among adolescents. Disturbing adolescents have been reported to

engage in risky sexual practices, illicit drug use, alcohol drinking

and cigarette smoking. Henry suggested that the unsupervised time

that adolescents have when they are disturbing allows them to

initiate and maintain unhealthy behaviors. Excessive academic

failures in childhood may be associated with adverse social and

health outcome later in life. Studies have reported that adults who

were disturbing as adolescents were more likely to experience

marital or job instability and psychological maladjustment when

compared to their counterparts who were not disturbing as

adolescents.

Peer Factors

The students’ notoriousness are not only confined to smoking

cigarettes, fighting with each other or behaving obscenely but also

involving dumping babies, running away from home, free sex and

mingling. According to Belthelheim (2010), now they even dare to

commit serious criminal acts such as joining bad syndicate and

become gangsters, murder, with or without firearms burglar, rape,

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prostitution, gambling, vandalism, drug abuse, alcoholic, and

pornography.

Truancy and its effect on students’ academic performance

Correspond by AziziYahya et al (2010), Excessive academic

failure is detrimental to student’s achievement, promotion,

graduation, self-esteem and employment potential. Clearly, students

who miss school fall behind their peers in the classroom. This, in

turn leads to low self-esteem and increase the likelihood that at-risk

students will drop out of school.

In longitudinal study of African-American males, Robins and

Retcliff (2013) found that of those students who were often

disturbing in high school and primary 75% failed to graduate. Failure

to graduate, in turn, is associated with diminished earning potential

in adulthood and other poor outcome.

Data from region education office show that 3,208 missed

regular class lessons in the region. However, the situation has been

attributed to excessive academic failures, the tendency, which

diminishes student’s performance. The Citizen (19 t h October 2011),

Pass rate in secondary schools in Mtwara dropped from 60.4% in

2009 to 29% last year.

The Ziwani Secondary School headmaster, Mr. Abdallah

Kombo, said excessive academic failures is one of the challenges

hindering student’s academic performance. About 40 students,

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including girls, failed to complete their secondary education at the

school in the year 2011 due to excessive academic failures among

other factors. “We enrolled 106 students in 2008, but only 67, out of

them are 49 boys and 18 girls completed Form Four while 39

students, including 13 boys, failed to graduate due to excessive

academic failures, pregnancy and transfer,” the headmaster said.

Related studies about excessive academic failures based on

education were done, according to the Encyclopedia vol.VI E pp 87-

103. Most countries spend a large amount of time and money to

provide formal education for their citizens. The school system of all

modern nations provides both general education and vocational

training. Most countries also provide special education programs for

disabled or gifted children. The book explains that effective

classroom is one in which a warm relationship exists between

teachers and students as the teacher selects contents and

instructional strategies and use skills for better instructions and

classroom management to improve students achievement.

There is significant evidence that such an environment leads

to higher understanding and transfer of terming (Hunter 2012,

comings 2015). When this mutual respect and cooperation are

absent, tension builds up between individuals and problems of

discipline soon emerge.

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Parental Factors

Consist by Restuta Shirima (2012), Most parents do not visit

school except in response to problems. Parents’ involvement in the

school activities is likely to be related to their own educational

levels, and hence many illiterate parents may need encouragement

to become involved in the running of schools. Parent attitudes

towards education particularly not encouraging girls to acquire good

education are also critical to students’ performance. Potentiality

exists for academic based parents in all schools possibly at close of

the term before the June breaks.

Excessive academic failure is a serious problem for most

schools in Tanzania. In most schools, attendance deteriorates in the

higher classes i.e. form III and IV girls excessive academic failure is

lower than boys who are perceived as having less desire to learn

more and likely to be involved in petty trade. The most common

reason for excessive academic failure is illness followed by death

occurring in the family. Basic education statistics report (2009/10),

Indeed illness is a recurring factor which contributes strongly to

excessive academic failure, dropout and non-enrolment.

Synthesis of the study

The studies mentioned are all about the different factors that

could have been instrumental in the academic failure of some

students, ranging from, community factors, familial factors, peer

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pressure, emotional factors, societal factors and spiritual factors

among others. It shows how some school were able to counter the

excessive failure of some of their disturbing students and what

program they have implemented to prevent others starting on the

path to excessive academic failures divert to a better and more

productive future in academic.

Significance of the Study

Various groups of people will benefit from the findings of this

study.

For the School Administrators

This study will give them adequate information and data on

the causes and effects of excessive academic failures on the

academic performance of students and thus give way for an

academic program that could combat the incidence of excessive

academic failures among their students and also pave way to

guidelines on how they may be able to give counseling to the said

students involved in disturbing behavior.

For Teachers

This study will give the teachers better understanding on what

their role is in the prevention of disturbing behavior among their

students and will make them proficient in doing their responsibilities

when the situation calls for it.

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For Students

This study will help them in such a way that they will feel safer

knowing that they will be able to voice out their concerns and

attitude towards disturbing behavior and could be instrumental in

them being given the proper counseling so as for them to steer away

to being repeat offenders of disturbing behavior that could lead to

them having better academic performance.

For Parents

This study will help parents to know the cause and effect of

their child’s excessive academic failure. This way they could give a

proper guidance to their children, so that excessive academic

failures will not occur or can be avoided in the future.

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METHODS

Research Design

A qualitative approach was adopted to explore the respondents

of the study using phenomenological descriptive design, specifically

the interview method to collect the data. The descriptive interview

was utilized because the object of the research is to know the

reasons why the respondents are experiencing excessive academic

failure.

Qualitative approach is primarily exploratory research. It is

used to gain understanding of underlying reasons, opinions, and

motivations. It provides insights into the problem or helps to develop

ideas or hypotheses for potential quantitative research.

Participants & Study Site

The respondents were selected using Snowball Sampling from

the Students of the University of La Salette SY 2018 - 2019. The

Sampling method was used because respondents were selected

from referrals from previous participants and that they are also

currently experiencing excessive academic failures and are still

currently enrolled in the University. Ten students who are enrolled

during the summer terms of SY 2018-2019 were selected as

participants of the study. These students were chosen since they

have incurred at least 3 failing grades during the second term SY

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2018-2019. They were also referred by previous participants and are

also mentioned by some of their instructors

Research Instrument

An interview guide questionnaire was developed by the

researchers to gather the data needed for the completion of the

study, basing from the study of Matt Roddan (2016) in which he

studied the determinants of student failure and attrition of first year

students of Glasgow University, Scotland, UK. Some parts of his

interview guide were taken specifically those that are related to the

data needed to be gathered by the current study.

Data Collection Procedure

Approval and endorsement of the Dean of the College of Arts

and Sciences was sought before the conduct of the study. Interviews

were conducted basing from the guide questionnaires developed by

the researcher and the reason behind the study and items on the

questionnaires explained to the respondents for them to better

understand and give honest answers to the different items in the

given document. After conducting the interview with the use of the

interview guide, data from it was transcribed and described and then

collated to be able to come up with a conclusion that is in cohesion

with the main topic of the research.

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Data Analysis

The researchers’ made use of the transcripts of the interview

to come up with items that are almost identical in implications from

the given answers by the respondents and was used to come up with

a conclusion and interpretation that was used to provide the

necessary information in coming up with solutions to the problems

presented by the study.

Ethical Considerations

The following ethical guidelines was in place for the study:

Firstly the dignity and well-being of the respondents was

protected at all times, the confidentiality of the personal information

and data gathered from the study was ensured and the information

collected has only been presented to the thesis panelists and used

by the researcher. Then the researcher obtained the consent of the

respondents to interview and fill out questionnaires for the

concerned individual.
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FINDINGS

This section presents the significant findings of the study. In

line with the interview questionnaire used during the data gathering

process the answer of the participants were divided in to three major

themes namely (1.) How did the participants recount their

experience of having excessive academic failures? (2.) What were

the factors related to the participants excessive academic failures?

(3.) What are the participants’ goals and aspirations in life?

1. Participants’ Experience of Having Excessive Academic

Failures

When asked to share about their experience of having

excessive academic failures, the participants’ responses were

organized in to four main ideas namely: (a) The Experience Brought

Disappointment (b) The Participants’ Were Challenged (c) The

participants’ Were Motivated

The Experience Brought Disappointment

Participant 3 said that; “When I experienced excessive

academic failures, my family hoped that I will graduate on time but I

failed them” (Yung magulang ko umaasa na gragraduate on time,

pero nabigo sila kasi marami pa akong bagsak)

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Participant 5; “I felt disappointed because I did not do well in

school.” (Nabigo ako kasi hindi ko pinagbutihan yung pagaaral ko)

Participant 9 said that; “I felt that, I disappointed the people

who are expecting me to graduate, especially my parents.”

(nageexpect yung mga tao sakin na grumaduate, lalo na yung mga

magulang ko)

Participant 10 shared that; “nadidisappoint ako kapag

nagkakaroon ako ng academic failures, lalo na sa mga major

subjects ko”

The Participants Were Challenged

Participant 1 said that; “my goal is to finish and graduate with

a college degree even if it’s hard and very challenging for me” (ang

gusto ko matapos ko ‘tong college degree, kahit na mahirap ang

hamon sa buhay)

The Participants Were Motivated

Participant 1 said that; “For me, motivation comes from

yourself, don’t depend your motivation on anyone because you’re

the one who’s making the move on everything, not them” (Para

sakin, nakadepende sa sarili kung paano ka mauudyok kasi ikaw

lang mismo sa sarili mo ang makakagawa ng lahat, hindi sila) “My

family told me when I experience excessive academic failures, I can

do better next time and failure is a way to attain success” (sinabi sa

akin ng family ko na pag nakaexperience ako ng pagkakamali mas

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matututo ako at ang pagkakamali ay daan para matamo ang

tagumpay)

Participant 2 shared that; “pag alam nilang may mga bagsak

ako, minomotivate pa nila ako, para nextime hindi na ako babagsak”

(Even if they know that I experienced excessive academic failures,

they still motivate me, so that next time I will pass the subject)

Participant 3 says that; “I am very motivated at getting good

grades because, grades define your hardships and efforts on the

specific subjects.” (sobra akong motivated na makakuha ng

magandang grades kasi sumisimbolo ito ng lahat ng hirap na ginawa

ko.) “I need more support from my parents for me to be motivated to

study well.” (kailangan ko ng matinding suporta ng magulang ko

para mas ganahan ako magaral)

Participant 5 said that; “I am motivated to get good grades

because, I know it will pay off in the future” (motivated ako kasi

alam ko na magagamit koi to sa hinaharap)

Participant 7 expressed that; “every time we’re going to have a

quiz, they are distancing their self. It is not that I’m feeling

inadequate but they are motivating me to study more” (sa tuwing

mayroon kaming quiz, dumidistansya sila hindi dahil ayaw nila sakin

kung di dahil mas minomotivate nila ako para mag aral ng mabuti)

Participant 9 answered that; “I think, I can overcome my

excessive academic failure by changing my study habits, my

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everyday routine, and all the bad habits I will turn them into good

habits in order to overcome the excessive academic failures.” (sa

tingin ko mas maiiwasan ko na bumagsak kapag binago ko yung

araw araw na maling ginagawa ko tapos pagbutihin ko iyon)

2. Factors Related to the Participants Excessive Academic

Failures

The researchers asked participants on what are the factors

that leads to their excessive academic failures and by that the

researchers observed that some of the participants are hesitant to

answer some of the questions. The researchers gathered two sub-

themes (a) Lack of Focus (b) Poor Time Management (c) Laziness

Lack of Focus

Participant 1 shared; “The reasons of my failures are playing

games, not sleeping early, doing shits that makes me happy, but at

least I’m enjoying life and I’m not in a hurry to finish my studies

because failures is a part of our life”

Participant 4 said that; “Kulang lang ako sa pakikinig atsaka

hindi ko sineseryoso yung mga subjects kaya binabalikan ko ulit” (I

don’t listen to my professors and I’m not serious with my studies)

Participant 5 shared that; “The subject is very hard and I am

out of focus” (mahirap yung subject tapos hindi ako makapokus)

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Participant 8 expressed that; “One of the reason kaya

bumagsak ako is family problems or kahit anong pinagdadaanan ng

istudyante kaya nawala ako sa focus para magaral”

Participant 9 expressed that; “I literally get stressed and

lacked of focus because, I am the type of student who crams before

the exam but I make sure to avoid to fail again, the better solution is

to review scan and research all of the subjects I have to focus on.”

“I think, one of the reason why I failed my subject is that I’m

not interested to the topic and I’m out of focus when the professor

discussing.”

Participant 10 says; “Sa tingin ko nakakaexperience ako ng

failures sa school kasi hindi ako masyadong nagbabasa, tapos hindi

ako nakafocus pag hindi ko gusto yung subjects” (I think, I

experience excessive academic failures with my studies because I’m

not the person who always read books and also I am out of focus

when I don’t like the subjects)

Poor Time Management

Participant 1 said that; “I just need to balance my time,

because I don’t have time management even if I control my own

time.” (kailangan ko i-balance yung oras kasi, hindi ko kaya kontrolin

yung oras ko)

Participant 2 says that; “nanghihinayang ako sa oras at

panahon na nasayang ko nung nalaman kong uulitin ko nanaman

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yung sabject, kasi pinapasukan ko yung subject tapos babagsak din

pala” (I regret the time I’ve spent on the subjects because I have

failed and have to repeat the subject again.)

Participant 4 shared that; “Yung naging reason sakin is parang

nabarkada ako tapos pag napasarap na yung kwentuhan namin,

hindi na papasok, lagi na akong absent tapos minsan umiinom kami

hindi nanaman ako papasok. Pinakarasonis nawalan na ko ng time

para magaral, kasi mas inisip kong ienjoy nalang, kasi sayang yung

oras kung puro nalang aral, pero mali na ganon, kasi para naman

sakin din yun” (The reasons why I experience academic failures are

hanging out with my friends, then I’m not attending my class just to

be with them, I’m always absent and we’re always getting drunk. The

main reason is I don’t have time to study, what I’m thinking is to

enjoy life with them than to study hard but it’s wrong because

studying is for my future.)

Participant 7 revealed; “The reason why do I have excessive

academic failure is being late, 7:30am is my weakness time because

it is really hard to get up early.” (ang rason kaya ako nagkakaroon

ng bagsak kasi lagi akong late, 7;30am ng umaga kasi yung oras na

pinakamahirap bumangon) “I think I will able to overcome my

excessive academic failures when I have more time”

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Laziness

Participant 2 said that; “tinatamamad ako pumasok eh, tapos

lagi akong late, tapos pag alam ko na FDA na ako, lalong hindi na

ako pumapasok, syempre wala na kaya itatake ko nanaman yung

subjects.” (I feel lazy on attending my class and I’m always late)

Participant 3 says; “The reason why I have excessive

academic failures is because I’ve felt lazy when the teacher is

boring and it pushed me to not go to school” (tinatamad ako

pumasok kapag yung teacher boring magturo kaya nakakawalang

gana pumasok)

Participant 4 says; “Sino ba naming hindi maiistress, bagsak

ka na nga mageexam ka pa, nakakatamad kaya kapag ganon na

alam mong babagsak ka” (Who do not get stressed when you know

that you will fail again, It makes me feel lazy when I know that I will

fail the subject)

Participant 6 shared that; “naiinis ako kasi alam ko sa sarili ko

na hindi ko talaga pinagbutihan yung pagaaral ko kasi tinamad na

ako” (I’m guilty because I know within myself that I did not study

hard because I feel lazy)

Participant 10 expressed that; “Sa tingin ko kaya ako

nakakaencounter ng failures kasi minsan tamad ako, hindi ko

ginagawa yung mga projects, hindi ako nagrereview tapos hindi ako

nageeffort para makakuha ng mataas ng grades” (I think I encounter

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excessive academic failures because sometimes I feel lazy, I’m not

doing my projects, I’m not reviewing and I don’t give efforts to get

higher grades)

3. Participants’ Goal and Aspirations in Life

The researchers asked participants of their aspirations in life;

from the information gathered, the researchers identified three sub-

themes they are: (a) Participants’ Just Find Failures as an Obstacle

that they can get through (b) The Participants’ Need Full Focus and

Determination (c) The Participants’ Aspire to Graduate and Be

Employed.

Participants’ Just Find Failures as an Obstacle that they

can get through

Participant 1 said that; “The reasons of my excessive

academic failure are playing games, not sleeping early, doing shits

that makes me happy, but at least I’m enjoying life and I’m not in a

hurry to finish my studies because failing is a part of our life” (ang

dahilan kaya ako may mga bagsak kasi sa paglalaro sa cellphone,

hindi natutulog ng maaga, pag gawa ng mga bawal na ikakasaya ko,

pero dahil don naenjoy ko yung buhay ko kasi hindi naman ako

nagmamadali sa pagaaral kasi ang failures ay bahagi ng buhay)

Participant 2 says; “pag may reward mas pinagiigihan ko

magaral kasi pag mataas yung grade ko may extra allowance na

ibibigay sakin.”
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Participant 5 expressed that; “Getting good grades are

important because it felt rewarding on my part” (makakuha ng

mataas na grado ay napakaimportante kasi parang sukli yun sa mga

paghihirap ko)

Participant 9 shared that; “those people who work hard just to

give me a good education, are the ones who motivate me to study,

for me to achieve my goals in life” (nabibigyan ako ng lakas ng mga

taong nagtratrabaho para makapagaral ako, para maabot ko yung

pangarap ko sa buhay)

Participant 10 says; “Ang goal ko kahit na nakakaexperience

ako ng academic failures is mabawi ko lahat at maitama yung mga

nagging failures ko sa pag aaral)

The Participants’ Need Full Focus and Determination

Participant 1 expressed that; “I’m not afraid to fail my exams

because I know I can achieve success and failing is a progression

that turns into success” (hindi ako natatakot na bumagsak sa exam

kasi alam ko na kaya ko)

Participant 4 revealed that; “I will study well, focus on my

subjects and of course when the professor is teaching, I will listen

for me to pass the exams” (magaaral na ako ng mabuti, pokus sa

mga subjects at syempre makinig na sa prof kapag nagtuturo para

maipasa ko yung mga exams)

 27

Participant 5 says; “My goals in life is to never give up and try

harder next time” “to overcome with my excessive academic failures

is to review a lot and refocus my attention more to my study”

Participant 6 said that; “My aspirations is to attend my class

always and listen to the teacher, and review a lot” (wag ng lumiban

sa klase at makinig sa teacher lagi, magreview)

Participant 7 says that; “I will just review and focus on my

majors, set aside the gadgets and any other things that can cause

for the failure of my studies” (magrereview na ko at magpopokus sa

mga major subjects, iwasan na ang gadgets at mga possible na

makakasira sa pagaaral ko)

Participant 8 shared that; “Think positive always. Once you

think on the brighter side, everything will be smooth. You can never

go wrong on being positive.” (laging magisip ng positibo. Pag ang

iniisip mo ay positibo, lahat ay mas madali. Hinding hindi ka

magkakamali pag ikaw ay positibong tao)

Participant 10 spoke; “I think I can overcome my excessive

academic failures when I study harder and give more time and effort

to my studies.” (sa tingin ko maiiwasan ko bumagsak kapag nagaral

ako ng mabuti at nagbigay ako ng oras at effort para sa pagaaral ko)

 28

The Participants’ Aspire to Graduate and Be Employed

Participant 1 said that; “My goal is to finish and graduate with

a college degree” (ang goal ko is matapos at makagraduate na sa

kolehiyo)

Participant 2 spoke; “Try and try, because I don’t rush in life

and jump to conclusions. Until now, the others who graduated still

don’t have jobs.” (subok lang ng subok, hindi naman ako

nagmamadali. Hanggang ngayon, yung ibang grumaduate na wala pa

namang trabaho)

Participant 3 shared; “My goal is to finish my studies, I need

to be more patient to avoid failure subjects” (ang pangarap ko ay

makapagtapos sa pagaaral, kailangan ko magpursigi para maiwasan

ang mga bagsak na subjects)

Participant 4 said that; “Don’t be tempted to everything that

can destroy you, think wisely what can be better for you” (wag

magpatukso sa mga bagay na makakasira sayo, magisip mabuti

kung ano ang makakabuti para sayo)

Participant 7 told; “My goals and aspirations in life is to

pass this course” (ang pangarap ko ay maipasa itong kurso na

kinuha ko)

Participant 8 says that; “My goals are to be better and finish

my studies” (ang goal ko ay maging mabuti at matapos ang

pagaaral)
 29

Participant 9 expressed that; “My short term goal is to finish

my degree despite of all the hindrances I’ve experienced. Even

though I’ve failed to some aspects, I make sure I stand up again and

continue to pursue my dreams and my long term goal which is to

have my own family, build my own house and I can also see myself

loving my own craft and passion in life.” (ang goal ko sa ngayon ay

makatapos ng pagaaral, dahil sa lahat ng naranasan ko sa buhay,

sinisigurado ko na babangon ako ulit at ipagpapatuloy ang aking

pangarap at ang pinakapangarap ko sa buhay ay makabuo ng

sariling pamilya, magkaroon ng sariling bahay, at nakikita ko ang

sarili ko minamahal lahat ng meron at tarabaho ko sa buhay)

 30

DISCUSSION

This section discusses the analysis and possible implications

basing from the results of the study. From these results, findings

were given, conclusions were made and recommendations for future

studies suggested. The findings of the study were hereby discussed

in the following order (1) Participants’ Recount their Experience of

Having Excessive Academic Failures (2) Factors Related to the

Participants Excessive Academic Failures (3) Participants’ Goal and

Aspirations in Life.

1. Participants’ Experience of having excessive Academic

Failures

The Experience Brought Disappointment

Most of the participant’s family feels very disappointed

when the participants experience excessive academic failure,

especially during the first and second days that they were informed

as such from the study of Onder and Akif (2019) were some students

lack family support in their academic endeavors and lack appropriate

physical environment for studying. As quoted from one of the

participants “I disappointed the people who are expecting me to

graduate, especially my parents”. Eventually though most of their

family gets over their disappointment and just provide moral support
 31

and advice the participants that their failures in their subjects are

just challenges that they can get over with as said by one of the

participants “Ok lang yan, pagbutihan mo na lang sa susunod (it’s

fine, just strive to do better next time)”. They just have to put out

more effort so that they would not fail the next time. Although some

of the participants never tell their own families about their academic

failures they try to get over the disappointment of the failure

themselves and are able to pick themselves up in the process and

try harder the next time.

The Participants Were Challenged

A small part of each participant felt upset that they failed

many subjects, from what participant 1 said “I feel disappointed and

stressed sometimes, but despite of these we have to accept what we

have lacked in doing”. They stress themselves out but there comes a

time that they get over the pain and stress and are able to move on

and think of their failures. In the study of Michael Bamidele Fakoya

of the University of Limpopo (2019) the findings of the study often

times repeating students are not funded for repeating their course

thus in conjunction with the present study participants are

challenged to avoid repeating courses for the simple reason that

financial support cannot always be available. They find it as a sign

that they only need to give more of their time and focus as said by

participant “try and try, kasi di naman ako nagmamadali eh. (try and
 32

try, because I’m not rushing)”, so that the next time they take their

failed subject again they are mentally prepared and psychologically

challenged to do better this time around.

The Participants’ Were Motivated

As said by participant “Masaya ako kapag mataas ang

grade ko kasi napapasaya ko ang mga magulang ko (I am happy

when I get high grades because I am able to make my parents

happy)”. The findings are similar to what Loft and Parry (2019) were

teachers forge a growth mindset and create cultures in this

classroom to foster this though there is challenge to recreate this

mindset to their students. Getting good grades not only makes the

participants grateful that they were able to pass their subjects but

also delights their friends and families. The appreciation seen from

the faces of the participant’s parents inspires them to do good at

their subjects and the feeling of exhilaration they experience when

they know that they are able to get recognition for the efforts they

put in studying their subjects inspires them to be better

academically.
 33

2. Factors Related to the Participants’ Excessive Academic

Failures

Lack of Focus

Giving their full and undivided attention to whatever they are

doing is somehow the main problem of the participants which may be

causative their excessive academic failures. As mentioned in

Fakoya’s study (2019) sometimes distractions causes academic

failure some of these are male students drinking during weekends as

well as broken relationships as a results of cheating and physical

abuse from partners. Losing interest in their subjects because they

could not understand their lectures and having instructors that

somehow makes it hard for them to get grades in quizzes and

examinations because of the way they give questions that are very

hard to understand. Having too much distraction from their peers

whether it be during class hours or after classes when they hang out

with them also is one of the factors that affect their academic

performance. Mobile phones and other gadgets also take away time

and attention on their studies somehow being instrumental to them

failing their subjects.

Poor Time Management

One of the things that we cannot change on a daily basis is

the fact that every day there is only a twenty-four hour period and
 34

we cannot control it, it continues to run no matter what. But even

though we can’t control time, we can control how the time is used.

As per mentioned in the study of Khan, et. al. (2019) active study,

setting appropriate goals a good study environment and effective

time management is considered important for academic success.

Failing academically is attributed primarily to lack of study, poor

time management inadequate goal setting. This understanding is the

most important thing to become an effective student and avoid

excessive failures. However most of the time student take time for

granted and end up losing the important things to do and prioritize

he non-important things.

Time management is one of the factor that most student

compromise which in the end results to missing out quizzes and

projects then absences which turn into successive failures in school.

Developing time management skill can change a student life

drastically for it can help in planning a students’ schedule and guide

him in his short term and long term goals.

Laziness

One can reveal his talents only when he works hard.

Laziness is a negative act in the process of education. When a

student prefers leisure than creating projects and finishing his

requirements, his learnings were poor and most possibly his grades
 35

are low. Parents always worry about the progress of their child,

because they know that only hard work can help one reach his goal.

It is impossible to learn a new knowledge or skills or talents without

working hard. If you want to succeed in any discipline, a student

should devote much time to self-development and improvement of

background knowledge.

Laziness is one of the factor that result in to excessive failure

in academics of most students, one of the reason why students start

to get lazy on school is that because they prioritize some other

things which is non-important. Most student do not see the

essentials and benefits of studying hard and working on earning

their diploma therefore they focus more on short term happiness and

entertainment than reading and writing and creating school works.

3. Participants’ Goal and Aspirations in Life

Participants’ Just Find Failures as an Obstacle That

They Can Get Through

Incurring excessive academic failures is just one of the

obstacles that most of the participants have to get through to obtain

their goal of performing good academically to ensure that when they

are able to graduate, they would be able to secure a financially

rewarding job. Same as in the study of Hayford Nsiah (2019) it is

said that letting down significant others important others losing

 36

interest is one of the source of fear of failure by 93% of students

from low income families which they stated that they disliked. They

were of the perception that not meeting expectations leads to letting

down significant others. The participants aspire that someday they

would graduate and would be able to get behind their excessive

academic failures and be proud of their efforts and call themselves

degree holders.

The Participants’ Need Full Focus and Determinations

Removal of all distraction be it mobile phones, and

gadgets, excessive hanging out with friends who never help

academically, and full commitment to their studies are just some of

the ways the participants think that could be instrumental for them in

getting good grades. Challenging themselves that they could do

better on their academic performance and thinking of the

appreciation their friends and families give them when they are able

to pass their subjects and receive their Diplomas. Giving their full

commitment that if they divert their full attention on their studies and

hope that their efforts were good enough to pass all their subjects.

The Participants’ Aspire to Graduate and Be Employed

As said by participant “My short term is to finish my

degree despite of all hindrance, my long term goal is to have my

own family, build my own dream house and I am seeing myself

 37

loving my own craft and passion in life.” Majority think that they are

able to get over their academic failures and are able to finish their

studies. The participants see themselves working their first jobs to

get experience.

CONCLUSION

Feeling disappointed in their academic failures is normal for

everyone, getting over that disappointment is important and that is

where moral support from family and friends come in handy.

Encouragement that they get from their relatives and their peers

factor very highly on how they are able to perform better

academically especially on the subjects that they have failed.

It is important that the participants feel that they have not

been able to give their full attention to their subjects being causative

to their failures and thus being able to stay in focus helps them pass

their failed subjects.

It is also concurred that most of the participant feel motivated

enough to aspire for good academic grades and thinks about their

future when they are able to receive their degrees and are hunting

for they are seeking for employment opportunities.

Distractions such as mobile phones, gadget and extracurricular

activities with friend are some of the factors that affect the focus of

the participants on their studies thus it has to be mellowed down or

 38

be set aside entirely for them to give undivided attention to their

studies.

RECOMMENDATION

As for the aforementioned conclusions, the researchers

came up with the following recommendations:

For the Students it is recommended that they must prioritize on

things that they must do when they are studying. If they would want

to perform admirably in their academic they must give their full

attention to their studies and forget the distractions that take time

from their study time.

For the Teachers, make the students proficient in doing their

responsibilities when the situation calls for it.

For the Administrators through the human development center to

conduct activities that will pave way to guidelines on how they may

be able to give counseling to the said students involved in disturbing

behavior.

For the Parents give a proper guidance to their child’s who have

experiencing excessive academic failure so that will not occur or can

be avoided in the future.

For the Psychology Students being able to understand what

motivates individuals in doing better academically and what they feel

 39

when they incur excessive academic failure helps them better

understand on what approach they must take to their peers, friends

and relatives that are experiencing excessive academic failures.

For the future researchers it is suggested that they learn from the

generalizations and findings of the study. They could use it for a

more in depth analysis of factors affecting excessive academic

failure of students and could study how they may be able to find

ways to overcome such problems.

For the result of the study to be disseminated to psychology

students, faculty and staff of schools and related individuals and

also to future so that it may be used as a basis for making programs

to help or assist students and also as another subject matter for

future studies.
 40

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 42

APPENDIX A

SEMI-STRUCTURE QUESTIONNAIRE

The following questions answer the research question number

1. How do the participants recount their experience of having

excessive academic failures?

1. What does your family say to you when you experience excessive

academic failures?

2. How did you feel incur excessive academic failures in your

subjects?

3. How did you feel that you would take your subject again for the

second or third time?

4. How did other people make you feel when they know that you

have excessive academic failures?

5. How difficult has it been to make friends with other students to

your school, knowing that you experience excessive academic

failures? Why?

The following questions answer the research question number 2.

What were the factors related to the participants excessive

academic failures?

6. How important is getting a good grade in your subjects?

 43

7. How motivated are you at getting good grades in your subjects?

8. What do you think are the reason why you are having excessive

academic failures?

The following questions answer the research question number 3.

What are the participants’ goals and aspiration in life?

9. What are your goals and aspirations in life despite your

excessive academic failures?

10. How do you think you will able to overcome your excessive

academic failures? Why?

11. How do you cope with exams, especially when you know that you

are going to fail again? Do you get stressed?