Crossroads of Learning: Navigating the Academic Probation

Journey of 3rd Year Teacher Education Students

A Qualitative Study

___________________________________________________

An Academic Research
Presented to Teacher Education Department - BEED
_________________________________________________

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
Generalist
_________________________________________________

Balayan, Kristine Mae B.

Tahum, Princess Jean P.
EED 17
Leonelle P. Samentar, Med
09153923121

2023
 Table of Contents

Pages

Title Page i

Table of Contents ii

CHAPTER 1

Rationale of the Study 1

Purpose of the Study 3

Research Questions 4

Theoretical Lens 5

Significance of the Study 9

Definition of Terms 11

Limitations and delimitations of the study 12

CHAPTER 2

Review of Related Literature 13

CHAPTER 3

Methodology 26

Research Designs 26

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Research Locale 27

Role of the Researchers 28

Research Participants 29

Research Instruments 30

Data Collection 31

Data Analysis 33

Trustworthiness of the Study 33

Ethical Considerations 35

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 Chapter 1

Rationale

Academic success is a crucial goal for students in higher education (Moussa, 2022).

They tend to be hard workers, especially when engaging in their schoolwork. However,

academic struggles are inevitable, and some students have yet to encounter the most

challenging situations, such as receiving failing grades, being placed on probation, or even

contemplating dropping out of their courses or switching to another program. This notion was

emphasized by Solaiman (2022), indicating that students under probation are more prone to

experiencing numerous academic challenges and are at a higher risk of dropping out of the

institution.

Despite the challenges highlighted in the previous study, Carlton (2022) reiterated that

low grades indicate that students must make changes immediately to continue their education.

Consequently, Qi Huang (2023) emphasized that proactivity, independence, and adaptive

thinking appeared as critical resilience attributes that may have aided students in efficiently

navigating academic probation issues. Moreover, strengthening targeted institutional support

could further improve their academic resilience.

In the Lyceum of the Philippines University Cavite Campus, freshmen and transferees

admitted on probationary status under the “Agreement of Undertaking” must achieve a GPA

of at least 2.75 in the first academic term of enrollment. Failure to achieve a GPA of at least

2.75 in the first academic term of enrollment automatically places the student on first academic

probation in the succeeding semester as provided under Conditional Retention Policy for Upper

Classmen. Students who have finished their fourth semester of study at LPU and have a GPA

of less than 3.5 in any subsequent semester will be placed on first academic probation. Students

who fail to meet the requirements for the first academic probation will be placed on the second

1
academic probation. They may enroll in a maximum of 12 units for the following semester and

must pass at least 75% of the load and have a GPA of at least 3.0 at the end of the semester.

Failure to comply with the conditions for Second Academic probation shall result in an

Academic Suspension for the following semester.

In the College Student Handbook of DDOSC, approved by the CVSC Board of Trustees

on April 12, 2018, through BOT Resolution No. 007, Series of 2018, for education students to

be retained in board courses, students must meet the following criteria: a) Semestral transcript

review and evaluation by the program coordinator and college dean; b) No derogatory records;

c) A minimum grade point average of 2.25 (84%-86%); and d) No grade below 2.50 (81%-

83%) for General Education Courses, 2.25 (84%-86%) for Professional Education courses, and

2.25 (84%-86%) for Major or Specialization courses. Moreover, this retention policy applies

only to first-year and second-year students. Therefore, students should enhance their learning

to continue their course, progress to the next-year level, and achieve academic success.

However, this study is not fully explored in our locality, where existing literature on

teacher education students' experiences with academic probation lacks a comprehensive

exploration of the specific challenges they encounter, the available institutional support

systems, and the long-term implications for their teaching careers. This indicates a substantial

gap in the existing literature, urging researchers to uncover the lived experiences of 3rd-year

teacher education students under academic probation in their first-year or second-year level.

The results of this study are beneficial for college students, especially freshmen and

sophomores who have faced similar challenges, to stay motivated and inspired on their college

journey. Additionally, this study will guide the teacher education program to revisit its

curriculum and implementation to produce well-equipped and globally competitive graduates.

2
 Purpose of the Study

This study aims to navigate the academic probation journey of the 3rd year teacher

education students that are under probation in their previous year level. This qualitative

investigation aims to have better understand the challenges and factors that contribute to

academic probation, as well as to identify the effective strategies and interventions to support

students in improving their academic performance. This will serve as the larger goal of

improving educational outcomes and ensuring that all students have the support and resources

they need to succeed in their academic pursuits.

3
Research Questions

This study primarily aims to answer and analyze research questions related to the academic

probation journey of 3rd-year teacher education students. Specifically, this study required

answers to the following questions:

1. What are the challenges that were encountered by the students who were on probation

during their previous year level?

2. What are the coping mechanism of the students for surviving their academic probation

journey?

3. What insights can be gained from the students who are on probation for future teacher

education students?

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Theoretical Lens

The researchers chose to conduct this study on the theories listed below because these

theories provided ideas for investigating into academic probations. These theoretical

perspectives and concepts can build a strong theoretical framework that exploration of the

academic probation journey of 3rd year teacher education students. It will also strategically

apply, guiding the researchers in understanding and capturing the ideas required for this study.

Social Learning Theory

The social learning theory which proposed by Albert Bandura, explain that observation

alone may not be adequate to achieve maximum learning; a person's motivation and mental

state also influence learning. Bandura agreed with behavioral theorists who observed that

external reinforcement modifies learning, but he also recognized that learning is not always the

product of external reinforcement (Kurt, 2019).

The mentioned theory claimed that learning is the product of intrinsic reinforcement. A

student, for example, might learn something out of pride, enjoyment, or to fulfill a sense of

success. Certainly, this approach can be used to teach pupils positive actions. Positive role

models can be used by teachers to enhance desired behaviors and thereby affect the culture of

a school. Positive role models in and out of the classroom will assist not only individual kids,

but the entire class and student body.

The same idea was highlighted in the study of Kurt (2019), other teaching practices based

on social learning theory include motivating students and increasing self-efficacy. For example,

if a teacher is positive with their pupils and encourages them, this good energy and vocal

support helps create self-efficacy, which is the belief in one's ability to achieve in a variety of

settings. Bandura discovered that a person's self-efficacy influences how they approach tasks,

goals, and obstacles. Individuals with high self-efficacy see obstacles as tasks to be completed,

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have deep interests in the activities they participate in, make strong commitments to activities

and interests, and recover quickly from disappointments and setbacks. Those with a low sense

of self-efficacy, on the other hand, avoid difficulties, believe challenging jobs and situations

are beyond their skills, think adversely about their failures and outcomes, and lose confidence

in their talents easily.

This theory emphasizes the role of observational learning and social interaction in

shaping behavior and learning outcomes. Incorporating Bandura’s social learning theory into

academic probation programs can help educators and institution create and supportive

environment that encourage students to learn from their peers and mentors, ultimately

increasing their chances of success (Kurt, 2019).

Self-Determination Theory (SDT)

The self-determination theory (SDT) grew out of the work of psychologists, Edward

Deci and Richard Ryan. In the study of Moskal & Garrison (2020), stated that this theory is

highly relevant when studying how student navigate the academic probation journey. SDT

focuses on understanding human motivation and the factors that drive individual pursue their

goals. Self-determination theory (SDT) proponents propose a motivational continuum

spanning from externally regulated behaviors to those that are inwardly driven and so are self-

determined.

In the same idea was highlighted in the study of Moskal & Garrison (2020), this theory

asserts that intrinsic motivation (the drive to engage in activity for its own sake and not an

external reward) is maintained by satisfaction of three basic psychological needs: the need for

autonomy, the need for competence, and the need for relatedness. Proponents of SDT maintain

that students who experience intrinsic motivation tend to exhibit higher levels of academic

performance than extrinsically motivated peers. For intrinsic motivation, SDT emphasizes the

6
importance of intrinsic motivation, where individuals engage in activities because they find

them personally meaningful and enjoyable. SDT highlights the role of autonomy in motivation.

When students feel a sense of control and autonomy over their academic journey, they

are more likely to be engage and motivate. Academic support programs for students on

probation can incorporate the strategies to promote autonomy in goal setting and decision

making. SDT also underscores the significance of feelings competent and capable. Students on

probation may struggle with self-esteem and confidence issues. Understanding how to enhance

their sense of competence through appropriate challenges and feedback is vital. Also, SDT

emphasizes the importance of social connection and relationships (Moskal & Garrison, 2020),

Students on academic probation may benefit from mentorship, peers support, and a sense

of belonging within the academic community. educators and researchers can design

interventions and support systems that align with students' intrinsic motivations, promote their

autonomy, enhance their competence, and foster a sense of relatedness. This holistic approach

can be instrumental in helping students overcome challenges and succeed academically

(Moskal & Garrison, 2020).

Resilience Theory

In the study of Masten, & Barnes (2021), the resilience theory was proposed by Dr

Norman Garmezy. He stated that delving into resilience theory can help to understand how

students cope with academic challenges and setbacks. Analyze the factors that contribute to the

resilience of 3rd-year teacher education students facing academic probation. He also discussed

that resilience theory, defined as the study of how people recover from adversity, can assist us

in understanding how kids overcome obstacles.

Understanding how students constructively adapt to academic challenge when they

begin their college careers provides a comprehensive understanding of resilience, which may
7
influence their success in college and in life. The concept of resilience adds a contemporary

perspective to the study of human behavior, loaded with hope and possibility. Investigating the

various ways in which human development is adversely influenced by difficult or traumatic

events provides an inadequate picture of human behavior, as researchers Michael Rutter,

Norman Garmezy, and others have discovered. Resiliency theory training gives a practical

prism through which to observe human growth with optimism and hope for the student of

human behavior (Masten, & Barnes 2021).

Research into developmental psychopathology has overwhelmingly shown that the

quantity or intensity of risk variables cannot always be used to predict outcomes. Individuals

are present in their lives. Resilience theory with authors that supports the study about

navigating the academic probation journey of students. Some influential figures and authors

associated with resilience theory include: Norman Garmezy, is often considered one of the

pioneers of resilience research. His work in the 1970s and 1980s helped establish the concept

of resilience and its relevance to child development. His research laid the foundation for

subsequent studies in this area.

Ann Masten: Ann Masten is another prominent researcher in the field of resilience. Her

work has focused on understanding the factors that contribute to resilience in children and

adolescents, including those facing academic challenges. Michael Rutter: Rutter's research has

explored the concept of resilience in the context of child development. He has examined how

protective factors can mitigate the impact of adverse experiences. Bonnie Benard, work has

contributed to understanding resilience in schools and communities. Her research emphasizes

the importance of fostering resilience in students to help them overcome academic difficulties

and other challenges (Masten & Barnes 2021).

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 According to Masten & Barnes (2021), when applying resilience theory to the study of

students on academic probation, researchers can investigate the specific protective factors,

coping strategies, and support systems that enable some students to bounce back and succeed

despite facing academic setbacks. By identifying these factors, educators and institutions can

develop targeted interventions to enhance students' resilience and increase their chances of

academic success.

Significance of the Study

This study has global implications since it contributes to the knowledge on teacher

education and academic success. The investigation of teacher education students who are on

academic probation provides useful insights into the problems and techniques that can

influence their learning journeys. The study adds depth to the current body of information by

giving insight into these experiences, informing educators, policymakers, and academics

worldwide about effective interventions and support structures that might improve the

academic outcomes of teacher candidates.

The study's social significance extends to its contribution to humanity and the

community. Understanding the elements that influence academic probation in teacher

education students is critical for developing competent and resilient instructors. The findings

of this study can help educational institutions and communities establish targeted support

programs, thereby improving the teaching profession and the quality of education provided to

future generations. By addressing students' concerns, the study serves an important role in

fostering educational equity and ensuring that aspiring educators have the support they need to

succeed in their academic pursuits, ultimately influencing the educational landscape for the

benefit of society.

This study about navigating the academic probation journey of the 3rd year teacher

education students will benefit the following:

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Teacher Education Students: the primary beneficiaries are the teacher education students.

The students in the third year of teacher education are the primary beneficiaries. The study's

goal is to give students insights on the obstacles they may face during academic probation,

providing a broader understanding of their experiences. The study aims to empower students

to make educated decisions about their academic path by discovering effective techniques for

managing these challenges, ultimately supporting their successful completion of the teacher

education program.

Educational Institutions: The research findings will benefit teacher education programs and

institutions because they will allow them to improve existing support structures and

interventions. Understanding the unique obstacles experienced by third-year students on

academic probation allows schools to customize their academic help programs, mentorship

initiatives, and resources to meet the special needs of this population, providing a more

supportive learning environment.

Policymakers: Education policymakers can utilize the study's findings to inform policies

aimed at enhancing teacher education programs. The research could point out areas where

policy changes or additional resources are needed to better support third-year students

confronting academic issues, hence improving the overall quality of teacher preparation

programs.

Community and Society: Well-prepared and resilient instructors assist the larger community

and society. By addressing the special needs of third-year teacher education students, the study

indirectly contributes to the advancement of education as a whole, favorably improving

teaching quality and, as a result, students' learning experiences in schools and communities.

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Definition of Terms

Since this study aims to explore the academic probation journey of the teacher education

students, the researchers define the term used.

Academic probation: The policy of notifying students that they have not meet the academic

standards of the institution and are restricted in their academic or social activities for a specified

period of time or until they raise their GPA to specific level. Academic probation is most likely

to occur if a student’s overall grade point average falls below a 2.8 (Gehrke,2006)

Grade Point Average (GPA): The computation of an average of all the grades a student has

earned within a certain semester. Overall, or cumulative, GPA is the average computation of

all student grades during the entire time the student is at a specific institution.

Retention: The institution’s ability to keep a student enrolled from admission through

graduation (Berger & Lyon, 2005).

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Delimitations and Limitations

This study uses a qualitative approach in order to gain a comprehensive understanding of

the students experience of being on academic probation of the 3rd year teacher education

students. Qualitative research allows for holistic and flexible approach to studying a

phenomenon in a real-world setting. It also allows for an in-depth and rich investigation into

the understandings and perceptions of people involve in a certain situations, events, or

happenstances (Tenny, et.al, 2022). Why and how questions, such as: Why does the institutions

place students on probation? Why do students believe they are placed on probation? How are

students removed from probation, can be addressed through qualitative research?

This study is limited to 3rd years students who have been on academic probation within

their first- and second-year level at DDOSC-Main Campus. The results cannot necessarily be

generalized to other institutions, to other students at the same institution who have not

experience academic probation, nor to other students on academic probation at the same

institution. Limitation of the study includes unwillingness by students to participate in the

study, or unwillingness to share openly and honestly the experiences of being on academic

probation by those who choose to participate.

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 CHAPTER 2

Review of Related Literature

The academic journey of teacher education students is a critical phase in their path towards

becoming effective educators. However, for some, this journey encounters a significant

challenge - academic probation. This literature review delves into the intricate crossroads of

learning that 3rd year teacher education students faced when navigating the often-unexplored

area of academic probation, exploring the experiences, and strategies that shape the path of 3rd

year teacher education students as they navigate this crossing of learning. In this study,

researchers seek to understand the factors contributing to academic probation, its impact on

teacher preparation, and the strategies employed to guide these students towards successful

academic recovery. This review ultimately provides insights to enhance support systems for

students facing this challenging crossroads in their academic pursuits.

Challenges Encountered by the Students with Academic Probation

According to the study of Dial (2018), the lived experience of a student placed on

academic probation expressed feelings of discouragement, emotional injury, dread, and

upheaval. When combined with the fact that students on academic probation are already more

likely to be affected by various mental health issues such as anxiety and depression, being

placed on academic probation may cause students to doubt their ability to succeed academically

and lower students' sense of self-efficacy.

Three topics were expressed by a probationary student. For starters, students expressed

astonishment or disbelief upon being placed on academic probation. Students also expressed

confusion over the academic expectations placed on them by the university. Shame and

embarrassment were also expressed by the student. Both "academic recovery" and "academic

warning" refer to the same general ideas. Students on probation frequently act as if their

circumstances are out of the ordinary. Students on probation may feel estranged from

13
classmates and peers who have achieved more academic success. They are also prone to feeling

estranged from family and loved ones back home, who have great expectations of them. Every

effort should be made to identify at-risk pupils early and connect them with academic and

social resources in order to intervene before the student faces serious academic consequences

(Dial, 2018)

Colleges and universities are working on programs to help students succeed. If students

don't do well academically, the schools keep an eye on them. These students might be put on

academic probation, a kind of warning, with the expectation that they'll improve in their studies.

This separates them from students who are doing well in meeting the school's academic

standards (Barouch-Gilbert, 2019). Being on academic probation tells students that they might

be in danger of being dismissed (Bowman et al., 2020). The school assigns people to watch

their progress and help them with any academic problems they might have (Vanacore & Dahan,

2021).

In Lyceum of the Philippines University Cavite Campus, freshmen and transferees

admitted on probationary status under the “Agreement of Undertaking” must achieve a GPA

of at least 2.75 in the first academic term of enrollment. Failure to achieve a GPA of at least

2.75 in the first academic term of enrollment automatically places the student on first academic

probation in the succeeding semester as provided for under Conditional Retention Policy for

Upper Classmen. Students who have finished their fourth semester of study at LPU and have a

GPA of less than 3.5 in any subsequent semester will be placed on first academic probation.

Students who fail to meet the requirements for the first academic probation will be placed on

the second academic probation. They may enroll in a maximum of 12 units for the following

semester and must pass at least 75% of the load and have a GPA of at least 3.0 at the end of

the semester. Failure to comply with the conditions for Second Academic probation shall be

result in an Academic Suspension for the immediately following semester.

14
 According to Sage (2018), students on academic probation navigate and make sense of

their experiences. Student experiences and obstacles, as well as how students navigated their

probationary placement with lower past academic achievement. Under-preparedness or a lack

of academic success techniques fit for college-level academic work were reported as the most

common reasons for academic challenges. Institutional and instructional challenges; a lack of

meaningful advising and mentoring experiences; a reluctance to seek help; a lack of knowledge

or use of support services; interference from disabilities; financial challenges; family, personal,

or social challenges; and extended absences were all factors that contributed to students' overall

difficulty in college.

Three factors popped out as specific concerns surrounding efforts to improve student

achievement and retention: the complicated and unique web of challenges that each student

encountered. Many students' unwillingness to seek help and others' passionate reaction to their

lack of academic achievement recommendations include aiding students in developing

academic success strategies, addressing institutional and instructional issues, enhancing

advising and mentoring procedures, and instituting a required probationary intervention

program (Sage, 2018).

Factors Contributing Academic Probation

According to Qi Huang (2023), students with this problem most likely lack preparedness,

lack seriousness, or have some personal concerns. Students who received poor grades are

belong to under observation in probationary or will become an officially probationary student.

Poor study habits and lack of seriousness in studies; poor writing and presentation skills;

difficulty understanding the language; previous poor academic background; difficulty with test

or exam taking; incorrect course or study subject selection; poor interaction with teachers;

unfamiliarity with the grading system; irregularity in class attendance and lack of academic

15
goal setting; health problems; family problems; residential issues; excessive involvement with

unimportant and unnecessary activities; lack of self-motivation are the identified accusable

reasons by the probation students (Jony, 2022).

Academic probation implementation in higher education institutions aim to ensure that

students are meeting academic standards and making satisfactory progress toward their degree

or program requirements. One of the reasons are; (1) the feeling of self-doubt, It may lead to

procrastination, difficulty concentrating, and ultimately impact your ability to meet academic

requirements; (2) gaining focus due to limited units, Limited units can sometimes help students

focus more on each course, but it could also mean fewer opportunities to improve grades; (3)

fear of judgment, might lead to anxiety, avoidance of tasks, or reluctance to participate in class,

all of which can negatively impact academic performance. (4) being challenged to strive more,

can contribute to stress and negatively affect academic performance. and (5) keeping on

blaming the self, continuously blaming oneself can create a negative mindset and contribute to

a cycle of self-sabotage (Espinosa et al., 2023).

According to Smith (2018), students with poor academic performance were placed on

academic probation for each academic semester to monitor their progress. Previous studies

indicated that poor time management and a proclivity for putting off tasks were the most

significant variables contributing to students' poor academic performance. Other problems

include students' challenges in dealing with essential necessary subjects. As a result, this study

will concentrate on ways for improving students' academic performance in order to get them

off probation. ADP takes attrition seriously and has been adopting methods for several years.

In the study of Clemons (2019), students are placed on academic probation for a variety

of reasons. The student is responsible for some of the contributing elements. Attendance,

financial concerns, the number of hours worked, registered course hours, family problems, and

16
a lack of goal-setting are among these factors. Language barriers, poor communication skills,

involvement in other activities, incorrect course selection, personal problems, time

management, and procrastination have all been identified as contributing factors to students

being placed on academic probation in recent studies. Students on academic probation are also

affected by socioeconomic variables.

The same idea was highlighted in the study of Clemons (2019), financial restrictions,

emotional challenges, prior academic experience, and social experience have all been

highlighted as significant causes for students being placed on academic probation. The higher

education institution was also cited as a relevant factor. Funding, the expense of attending

college, academic support programs, advising, learning spaces, teachers, and technology were

among the criteria considered.

While the circumstances that contribute to academic probation are complicated, higher

education institutions are eager to help students on academic probation improve their academic

achievement and retention. Higher education institutions must continue to provide effective

support programs to assist students who struggle academically in order to increase the retention

and academic performance of academic probation students (Clemons, 2019).

According to Hoffman (2022), associate vice president of admissions and student

success, it's generally a combination of academic and nonacademic reasons. Experts mention

students not attending class as the top reason, while other factors include time management

issues, mental health struggles, family issues, or financial issues that throw additional strain on

students and drive them to prefer a job over school.

They are frequently faced with new freedoms, requirements, and time demands that

occasionally result in a lower-than-expected GPA in the first semester or year." Low Grade

Point Average (GPA): Failing to maintain a minimum GPA is a common reason for academic

17
probation. GPA requirements vary by institution and academic program. Failure to Pass

Courses: If a student fails one or more courses, it can contribute to a low GPA and may lead to

academic probation. Incomplete Coursework: Not completing assigned coursework or failing

to submit assignments on time can negatively impact academic performance. It's important to

note that academic probation is often a warning sign, and institutions may provide resources

and support services to help students improve their academic performance. Students on

academic probation may be required to participate in academic counseling, tutoring, or other

programs aimed at helping them succeed. Addressing the underlying issues and seeking support

can be crucial for overcoming academic challenges and returning to good academic standing

Claybourn (2020).

In the study of Solaiman (2022), students on academic probation are more likely to suffer

numerous academic challenges and, sadly, are more likely to drop out of the institution. As a

result, identifying the students who end up on academic probation and the grounds for academic

probation is critical. As a result, this study was done to ascertain the causes of academic

probation among students at a private institution. A semi-structured questionnaire was created

to categorize numerous grounds for academic probation, such as diverse academic difficulties,

personal concerns, study practices, preferences in learning strategies, and learning resources.

The study indicated poor study habits and a lack of sincerity in studies; poor writing and

presentation skills; difficulties understanding a previous bad academic background; problems

with test or exam taking; and an incorrect course or study. subject selection; poor interaction

with teachers; unfamiliarity with the grading system; irregularity in class attendance and lack

of academic goal setting; health problems; family problems; residential issues; too much

involvement with unimportant and unnecessary activities; and lack of self-motivation are the

identified accusable reasons by the probation students (Solaiman,2022).

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 Research indicates that students on academic probation are at a higher risk of dropping

out due to academic challenges. Therefore, it is crucial for academic advisors to identify the

causes of their difficulties and offer support. While academic issues are a primary reason for

underperformance, it's important to recognize that students end up on academic probation for

various reasons, encompassing both academic and non-academic factors. Notably, personal

factors such as family or health issues increase the likelihood of academic probation compared

to issues like a lack of interest in education or the transition to college. Additionally, Holland

(2005) observed that students may be placed on academic probation due to challenges in

managing roles and responsibilities in their families and social lives. The initial transition to

college presents added complexity for first-year students as they navigate a new environment,

balancing social and academic priorities (Mattucci, 2021).

When adapting to a new academic program, students may need to modify their study

habits from high school to thrive in college. Various factors, including inadequate academic

preparation, deficient time management skills, and a lack of study skills, can lead to a student

being placed on academic probation at the end of a semester. Even students who were

academically proficient in high school, may struggle to meet the academic demands of college,

leading to stress in the academic environment due to the learning curve (Mattucci, 2021).

The same idea was highlighted in the study of Mattucci (2021), academic stress, is a

significant factor influencing students' adjustment and is directly linked to academic

performance. This stress can impact social integration, institutional commitment, and a

student's overall intention to reenroll in college (Isaak, Graves, & Mayers, 2006). The transition

to a new college environment is influenced by a combination of social and academic factors,

underscoring the importance of available interventions to support students in navigating these

complexities

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Strategies to Overcome Academic Probation

According to Albert & Wozny (2019), academic probation policies may be implemented

by institutions for a variety of reasons. Policies may be designed to encourage inadequate pupils

to work harder or locate the necessary resources in order to succeed. They should work harder

to improve their grades. Alternatively, policies might be used as a first step toward dismissal

to improve an institution's quality by dismissing students who perform poorly academically.

The causal influence of these rules on individual pupils' academic achievement is led by

motives and attrition to be conceptually confusing. Students may overspend if they risk

dismissal because they will spend more time studying and developing their study skills,

resulting in improved academic achievement and a higher chance of degree completion. A

negative signal, on the other hand, may discourage students, resulting in lower academic

accomplishment, higher attrition, or course design tweaks to improve scores without actually

improving academically (Albert & Wozny, 2019).

According to Espinosa (2023), academic probation in higher education institutions

strives to ensure that students are fulfilling academic standards and making good progress

toward their degree or program requirements. It serves as a warning to students who are not

fulfilling these standards that their academic performance has to improve. As a result of the

difficulties they have, they stressed the following coping strategies when confronted with

mechanisms as essential: obtaining motivation from significant others, time management, and

becoming positive, and acceptance is a state of mind.

Also, he emphasized, when reflecting on their overall experiences, the following

realizations: never giving up, taking full responsibility and accountability among results, the

policy challenge of achieving self-awareness, and avoiding taking advantage. The findings

imply that some interventions must be undertaken within the institution in order to expand

20
support for the student’s problems. Academic probation is intended to discourage poor student

performance, to make students aware of the seriousness of their academic situation, and to

identify students who may be on the verge of leaving the institution so that proactive measures

can be taken to help them improve their performance (Espinosa,2023).

In the study of Frink (2021), students are placed on academic probation when they fail to

satisfy the minimum academic standards for their program or cumulative grade. Point average.

When students fail to complete a semester, they must negotiate campus surroundings and

academic expectations while working toward degree completion. Empirical investigations

revealed that students use interpersonal skills and intrapersonal characteristics to overcome

academic obstacles. Students identified purposeful institutional structures and support from

family, friends, and faculty as providing emotional support and strategies to improve academic

performance.

Attempts were made to comprehend the obstacles and support of students' persistence

institutions. Two themes evolved from their study: the first social and emotional experiences

of students on both campuses depended on support and campus involvement; second, students

linked their high or low energy level of confidence to their studies seemed to care authentically

about student success and academic achievement and engage students in collaborative learning.

Techniques which increase student interactions with diversity and retention (Frink,2021).

Students are given the option to interact as one of the services provided to all students,

regardless of whether they are on probation or not. with faculty members (both academic and

non-academic) to offer them with necessary support. Lecturers serve as academic advisors and

hold weekly consultation hours to ensure that they are available to students. When students

have the opportunity to interact with instructors at higher levels, they are more likely to perform

academically better. Faculty-student interactions result in higher grade point averages (GPA),

21
increased contentment with college, less feelings of alienation, and improved achievement in

a student's major (Smith, 2018).

In the study of Hansen et al., (2020), because of the students' diverse degrees of academic

preparation and the distinct challenges they experienced, we were able to analyze the results

using a consistent comparison approach. A core story of optimistic thinking emerged, which

interacted with four major themes: a) generating alternative pathways when confronted with

obstacles to social and academic integration, b) goal setting and planning, c) active use of peer

and academic supports, and d) experiencing a positive institutional context.

Stay Positive and Persistent: Overcoming academic probation may take time, so remain

positive and persistent. Focus on the progress you are making and learn from setbacks.

Remember, overcoming academic probation is a gradual process, and it's important to stay

committed to making positive changes. If you're unsure about the specific resources available

at your institution, don't hesitate to reach out to your academic advisor or the relevant support

services for guidance (Hansen et al., 2020).

Educational Interventions

According to Chenomas (2019), academic probation is an intervention program to help

at-risk students attain academic success. For the program to be more effective, it must

determine the cause(s) of failure and address them with appropriate interventions. Counseling

and follow-up sessions were vital, as they helped these students process their different

circumstances and relevant emotions to overcome their struggles and difficulties better. This

intervention could be more effective if it includes the family in the session for a more holistic

approach.

In the study of Espinosa et al., (2023), there are certain interventions to be made within the

institution to extend assistance to the students’ situations, such as tutorial sessions, and enhance

22
the guidelines of the academic probation policy to strengthen collaboration with its

stakeholders. This study is therefore deemed significant as this highly contributes to the body

of knowledge related to academic probation policy implementation by higher education

institutions.

A well-implemented monitoring mechanism for probationary students is beneficial since

it is preventive measure as it employs imtimely intervention instead of waiting for the at-risk

students to fails before intervention is given. Academic success can be complicated, and a

strong support system is needed to manage difficulties. Although the probationary program's

implementation may be improved, participants valued its interventions and considered them

essential to their academic success (Chernomas, 2019).

Higher education institutions create probation rules for students who are struggling

academically. Studies of academic probation programs have not looked at the impact of

personalised academic coaching models aimed at increasing students' sense of belonging and

self-efficacy. Using longitudinal administrative records from students on probation at a public

university in the Northeastern United States, they estimated the unbiased effects of this

academic probation intervention on earned GPA using fixed effects regression methods. The

findings revealed a moderate-to-large effect that was robust to several intervention designs.

They examine practice recommendations, such as the need to be proactive, collaborative, and

adaptable in order to hold students accountable (Vanacore, 2021).

In the study of Eisaghalian (2018), many students who are placed on academic probation

struggle to return to their schools because they believe they are powerless to improve their

academic standing in college. As a result, the feeling of not having control over their academic

careers might be discouraging. Students can use various resources supplied by their community

college programs to avoid this sinking path. Findings from high-involvement models of

23
academic performance have suggested that for a program to be effective, participation from the

entire institution is required to properly support academic probation students.

The same idea was highlighted in the study of Eisaghalian (2018), a high-involvement

model requires meetings with advisors who oversee contract-like agreements to use resources,

promote activities to improve study strategies, and initiate follow-up contact, in addition to

notifying students of their poor performance and resource availability for probation students.

Professionals who practice this technique of supporting academic probation students believe

that by influencing the student's intellectual and motivational state, academic progress will

improve and the student will enjoy increased individual fulfillment.

High-involvement schools believe they will keep students from dropping out. Many

academic probationary students require more definition of their academic, personal, and

professional career development objectives. Low motivation, poor time management,

unexploited or weak study skills, and a lack of control over external conditions are some of the

characteristics of probation students. Although these are the characteristics of probationary

students, schools that lack intrusive guidance for students who fail to improve their

performances assume that these students are either not ready for college or education is not one

of their goals (Eisaghalian, 2018).

In the study of Paabo (2022), measuring the success of first-year seminars is challenging

because students who choose to enroll in them are already inclined towards learning and

voluntarily opt for these seminars. The most common types of first-year seminars fall into two

categories: those emphasizing orientation and success in higher education, and those that are

academically focused and inquiry-based.

Seminars designed to support student success aim to teach skills such as time management,

goal-setting, study techniques, test-taking, note-taking, and familiarize students with campus

24
resources. Additionally, students receive guidance on academic matters and career

development. Providing students with both a first-year seminar and academic advising proves

to be more effective than offering only a first-year seminar. According to a recent survey,

around one in three first-year students in Canada utilized academic advising, but fewer than

one in seven sought assistances for writing skills, study skills, learning resources, and tutoring

(Paabo, 2022).

25
 CHAPTER 3

METHODOLOGY

This chapter includes presenting the methods used in collecting data, the procedure of

analysis, the participants, the location of the research, and the ethical consideration.

Research Design

This study uses qualitative research design. According to Steven Tenny et. al (2022),

qualitative research explores and provides more in-depth insights into real-world issues.

Qualitative research collects information about individuals' experiences, perceptions, and

behavior. One of qualitative research's strengths is its ability to explain processes and patterns

of human behavior that are difficult to measure. Experiences, attitudes, and actions might be

difficult to quantify, whereas a qualitative method allows participants to explain how, why, or

what they were thinking, feeling, and experiencing at a specific time or during an event of

interest.

Researchers will employ phenomenological type of qualitative research design in this

study as Eckel (2023) specifies that phenomenological research focuses on investigating

individuals' subjective experiences and viewpoints. Phenomenology seeks to understand how

people make sense of their experiences and interpret their surroundings. In-depth interviews or

focus group conversations with persons who have witnessed a certain phenomenon or

occurrence are common in phenomenological research. Thematic analysis is used to analyze

the data gathered during these interviews or discussions. This design uses approaches such as

in-depth interviews and reflective narratives enables a comprehensive understanding of the

complexities involved in navigating the academic probation. It allows us to understand the

personal aspects of this experience and gain useful insights to enhance educational support

systems.

26
 Moreover, to find out the insights and experiences faced by the students with academic

probation, the researcher focused on the three research questions. From there, the researchers

will create an interview guide questions to find out the participant’s experiences in dealing with

academic probation.

Research Locale

The map of Compostela, Davao De Oro is presented below, where the Davao De Oro

State College is located. Davao De Oro State College is a public educational institution in

Davao De Oro.

Figure 1. Map of the Philippines highlighting the location of Davao De Oro State College in

Compostela Davao De Oro

This study will be conducted at Davao De Oro State College-Main Campus particularly

among the teacher education students, providing a rich and relevant locale for the study. The

institution is at Purok 10 Poblacion, Compostela, Davao De Oro. The choice of this locale is
27
integral and will help explore the challenges and successes of teacher education students on

academic probation.

Role of the Researchers

The role of the researchers here is to navigate the academic probation journey of the

teacher education students. The researchers must carefully plan and use appropriate ways to

learn about the experiences of teacher education students facing academic probation. This

includes conducting an in-depth interview with the students, listening to their insights, and

looking at the information they share.

The researchers will conduct a study at Davao De Oro State College-Main Campus in

Compostela, Davao De Oro. By doing this, they want to discover the challenges and successes

these students have during academic probation. The researchers play a crucial role in finding

out the reasons behind the students' academic journeys during this challenging time. The

researcher's role in this study is to provide accurate data. In order to ensure that participants

understand the proper study and proper instructions, present them with an overview of the study

and proper study, and translate their responses into English to make it more convenient for

them if they are familiar to English.

The researchers also need to be ethical, which means they must be fair and respectful to

the students they talk to. The researchers use methods like interviews and focus groups, so

good communication skills are essential. Researchers need to be good listeners to understand

the students' stories. Being familiar with the local culture is important too, as it helps the

researchers connect with the students and understand their experiences better. During the

observation process, field notes were taken and transcribed. Videos about the settings of the

environment where the participants typically work for classes were also taken. Participants

could schedule their observation at their convenience and in a setting conducive to them. Each

28
participant was observed twice. During the process of observation, extensive field notes were

taken. Those notes included participants experiences dealing with students with academic

probation. The transcriber writes down what participants say. After the interviews, data will

be organizing, analyze, and different documents will be gathered. Researchers make sure data

is in expected, clean, and well-modeled form for conclusions and actual results. Finally, the

researchers need patience and dedication because studying academic probation and its impact

takes time and effort.

Research Participants

The participants of this study are the 3rd year teacher education students of Davao De

Oro State College-Main Campus at Compostela, Davao De Oro who were under the academic

probation in their first and second year. The researchers will identify 7 participants who will

undergo an in-depth interview. These 7 participants are appropriate for this study because they

face challenges related to academic probation. According to Creswell and Poth (2018), no set

number of participants is required for qualitative research. However, the number of participants

depends on the qualitative research methodology employed. Moreover, Creswell and Creswell

D. (2018) reaffirmed that narrative consists 0f 1-2, phenomenology of 3-10, and grounded

theory of 20-30.

Researchers will use purposive sampling method in choosing this study participants.

purposive sampling is employed to choose a particular group of people or things for analysis.

This method is suitable when the researcher knows exactly what characteristics or features they

want to study and aims to pick a sample that reflects those traits. People are picked on purpose,

not randomly. This is also called judgmental sampling or selective sampling (Heath (2023).

29
The participants are also selected based on the inclusion criteria:

a.) BSED and BEED Teacher Education Department students currently enrolled as 3rd-

year students and are under probation during their first- and second-year level.

The participants in this study, they will share their stories and experiences during

academic probation with the researchers. These students play a big role in helping us

understand the challenges and successes they face in their studies. The researchers talk to them

in interviews and group discussions, and the students' honest and open sharing provides

valuable information. It's like a team effort between the researchers and the students to learn

more about academic probation. The participants' input is crucial in making the study

meaningful and helping improve support for students going through tough times in their

education.

Research Instruments

It is crucial to define the research instrument in the study. According to Pangan (2019),

research instrument is a tool used to collect data. Madondo (2021) stated that, qualitative

research includes observation guides, focus group discussion guides, interview guides,

audio/video recorders, and cameras. These tools are used to learn about the experiences of

students studying to become teachers who are facing challenges in their studies. The

researchers want to know more about what these students go through when they're having a

hard time in their classes. It's like a map that helps the researchers explore and discover the

stories of these students.

In this study, the researcher will use an unstructured interview to collect the data. George

(2023) stated that unstructured interview is when you ask people questions to learn about

something, and it doesn't have a specific plan. It's also called non-directive interviewing

30
because the questions aren't decided beforehand, and there's no fixed order for asking them.

Since it's a qualitative study looking at the experiences of teacher education students facing

academic probation, the research instrument could include interviews. This means the

researchers might talk directly to the students and ask them questions about their challenges

and experiences. An interview uses questioning to get data. It consists of an interviewer who

guides the discussion and poses questions, and an interviewee who answers them. Interviews

are a suitable technique to gather comprehensive data about people's beliefs, ideas, experiences,

and emotion.

The researchers will ask questions to understand what it's like for these students who are

studying to become teachers and facing challenges in their classes. The researchers use

interviews to hear the students' stories in their own words. It's like opening a window into their

experiences, allowing the researchers to learn about the ups and downs these students go

through during their academic journey. By using interviews as part of the research instrument,

the researchers aim to get deep insights into the thoughts, feelings, and experiences of teacher

education students during academic probation. This tool helps make the study richer and more

personal, providing a closer look at the unique paths these students navigate in their educational

endeavors.

Data Collection

In gathering the data, the researcher will conduct an in-depth interview, specifically to

the students who experienced academic probation during their previous year level. In order to

gather the information about the study that will be conducted, a formal letter will be send to

Admission and Student’s Record Office at Davao De Oro State College-Main Campus,

31
requesting permission to conduct the study. Respondents with characteristics relevant to the

research question will be sought.

Formal letters will be sent to the selected 3rd year teacher education students who

surpassed the academic probation during their previous year level, requesting permission to

participate and contribute to collecting the necessary data. Following approval, informed

consent forms will be given to them, and the researchers will ask them to sign them and

schedule an interview date.

To ensure the richness of data, an individual face-to-face interview will be conducted

with the study’s respondents, using unstructured interview or an open-ended question will be

asking for elaboration and clarification on the responses given. At least 7 students will be

interviewed for 2 hours, particularly the participants that undergo an in-depth interview. Using

purposive sampling; the researchers will interview the students for an in-depth interview (IDI)

who probably experienced academic probation. Afterward, the researchers will contact the

identified participants through email, or any convenient platform for both parties to request an

interview. Additionally, the researchers will create a group chat (GC) on a messenger to quickly

communicate what, when, where, and how the researchers will conduct the interview based on

participant’s willingness, availability, and convenience.

The schedule for gathering the data is set at their most convenient time to avoid

disruption of classes. After everything is taken into consideration, the actual in-depth interview

will be conducted. During the interview, the researcher will ask the permission of the

participants to record their responses for documentation and verification process. Rutledge &

Hogg (2020), stated that in-depth interview is a way to do detailed interviews with a few people

for qualitative research. The questions are open-ended to encourage discovery, aiming to gather

detailed info about a person's thoughts, experiences, and feelings on a specific topic or issue.

32
 After gathering the data, the collected data will be transcribed. Then the researcher will

secure a signed certification from the participants as a proof and justification that the

transcribed data was checked and verified by the participants. Lastly, the researchers will

analyze the collected data.

Data Analysis

The researchers will use a thematic analysis to analyze the collected data, because it is

a method of analyzing qualitative data. It is an effective method for gathering information about

people's perspectives, opinions, knowledge, experiences, or values from a collection of

qualitative data (Caulfield, 2023).

The researcher familiarised, categorized, evaluated, interpreted, and validated the data

after data collection. Transcribing the data recorded interviews allowed the researchers to better

understand the subject by listening to and reading the transcribed interviews repeatedly. When

all the data has been decoded l, the researcher will generate initial codes. The codes applied

were common words use to classify or arrange text and are considered to be essential to

qualitative research. This analysis is instrumental and suitable in this study since the

researchers employ in-depth interview to collect the data from the participants.

Trustworthiness of the Study

This study has important implications for assuring the reliability and validity of its

findings. The study combines rigorous research methods and ethical considerations to construct

a foundation of credibility in order to comprehend the diverse experiences of third-year teacher

education students facing academic probation. This overview delves into the key aspects that

contribute to the research's dependability and confirmability, including elements such as

research design, collecting data, transparency in reporting, ethical treatment of participants,

33
and the overall commitment to the study's dependability and confirmability. By examining

these components, we may learn how the study maintains a high level of credibility, ensuring

that its qualitative findings provide a real and thorough knowledge of the academic probation

journey within the framework of teacher education.

Credibility- The credibility of the study is created by thorough research design and

implementation. In-depth interviews and thematic analysis are used in qualitative research to

dive deeper into the experiences of third-year teacher education students facing academic

probation. The combined use of data from different sources, such as participant observations

and maybe document analysis of academic records, strengthens the study's credibility by

offering a broader overview of the topic under the study.

Transferability- Another important feature of trustworthiness is the thorough explanation of

the research background, participants, and methodology. The study's transparency is enhanced

by a comprehensive description of the educational institutions involved, the characteristics of

the third-year teacher education students, and the specific qualitative research methodology

used. This transparency allows readers to judge the findings' relevance to similar educational

settings or student populations.

Dependability- The comprehensive recording of the research process ensures dependability,

stability, and consistency of the study findings. This comprises a clear description of data

gathering procedures, participant selection criteria, and a methodical approach to data analysis.

The study builds a foundation of dependability by offering a roadmap of the research journey,

assuring readers that the provided conclusions are anchored in a well-executed and reliable

research method.

Confirmability- The study's objectivity and impartiality are maintained by procedures such as

keeping an audit trail—a systematic record of decisions made during the research—and

engaging in reflexivity. The understanding of the researcher's own biases and their potential

34
impact on the study's interpretation contributes to the findings' confirmability. Involving an

external auditor or peer debriefing can also improve the objectivity and credibility of the

research.

Ethical Consideration

This study is focused on the academic probation journey of the 3rd year teacher

education students. The researchers wil ensure the participant's safety, and prove complete

protection, not lose their trust in researchers. The researchers observed the following ethical

considerations to ensure that the participant's secrecy and confidentiality:

Conflict of Interest. In this study, a conflict of interest occurs when financial or other

personal factors influence or appear to influence a researcher's professional judgement in

conducting or reporting research. Additionally, conflict of interest is defined by the

circumstances, not by the action or character of an individual investigator (Abbadia, 2020).

The researchers will strive to consider the participants or respondent's personal interest, such

as family friendships, financial, or social factors that compromise their judgement, decisions,

or actions in this research. This study reviews the management of conflict for respondents or

participants to provide an attempt to heighten sensitivity, increase awareness, and enhance

judgements when conflict to interest influenceor appear to influence professional conduct.

Privacy and Confidentiality. The researchers will inform the participants about the

purpose of their participation in the study during the recruiting phase. The participants will be

assured that their identities will be kept anonymous, and their responses will be treated with

the utmost care and confidentiality. Respecting participants privacy rights, the study and its

researchers adhered to and followed the Data Privacy Act of 2012. According to the Data

Privacy Act of 2012, Chapter 1, Section 3, the policy safeguards the fundamental human right

35
to privacy. Individual data will be handled before the arrangement. The data subject’s consent

must be written, and any recorded evidence of the subject’s informed consent may be used.

Informed Consent. The participants will be given an inform Consent before gathering

he data. The researchers will distribute the inform Consent to the participants individually

before the data collection begin. A form of consent was provided; the title of the study, the

identity of the researchers, the institution conducting the research, inform about the interview

process, and the other information that requires the participant's consent were all included in

the form. The Data Privacy Act of 2012, Chapter 4, Section 16, which outlines the data subject's

privacy rights, is adhered to by the Informed consent form.

Vulnerability. Since academic probation experiences are sensitive, there is a potential

of accidental influence on participants' reactions. To prevent this, the researchers should take

a reflexive approach, understanding their own opinions and actively aiming to reduce any

potential discrimination during data collection, analysis, and interpretation. Transparent

documentation of the researchers' reflexivity and adherence to rigorous methods for qualitative

research will improve the study's credibility and ensure that the findings truly reflect the

participants' viewpoints rather than the researchers' expectations.

Recruitment. The researcher will undertake the recruiting process with them most

significant ethical concerns. The following points were highlighted during the recruitment

process: (a) Voluntary-the researchers will not force the participants to participate; instead, the

researchers will ensure that the participants had ample time to consider their involvement in

the study. (b) Respect for privacy- information provided by the participants will handle it with

the utmost care and keep it secret until the study is completed. Thus, the data acquired from

the participants should only be utilized for the study. (c) Accurate Information- the researchers

will inform the participants about the study, its goal, and the importance of knowing how their

data will be used.

36
 Assent. The researchers will discuss and inform the participants about the goal of the

data collection and the possible risks and measures before the actual gathering about the

involvement of the 3rd year teacher education students who surpassed academic probation.

Assent is the agreement to participate in an activity by someone who is unable to give legal

consent. Work with children or individuals who are unable to give consent necessitates the

consent of the parent or legal guardian as well as the subject’s assent (Cotrim, 2021). The

participant’s involvement in this study is voluntary, and they have the right to withdraw their

participations at any moment in the study without any sanction.

Risks. While the focus of research ethics has traditionally been on participant risk, there

is growing recognition that researchers face ethical risks as well, including the emotional

consequences of sensitive topic research. There is still much room for debate about what it

means to conduct sensitive research and how such works affects researchers (Stahlke, 2018).

The researchers will strive to ensure the participants avoid social risks, public embarrassment,

physical harm or legal harm, like sensitive data could lead to legal risks or breah of privacy.

Benefits and Access Results. Students who participate have the opportunity to share

their experiences, challenges, ideas, and suggestions. Although participants may not gain

directly or immediately from the study, the study is still helpful since it may provide valuable

information to the wider population, particularly students on probation. The participants have

the right to access the outcomes of this research project, and upon request, a soft copy of the

research output will be delivered.

Incentives and Compensation. Compensation is an expected kind of payment

provided to researcher participants in exchange for their participation in a research activity.

Offering a direct advantage or incentive for involvement may encourage participants to

participate in the study (Muscente, 2021). The researchers will strive to offer some gifts or

rewards as appreciation to the participants in exchange for their participation in the study.

37
 Community Consideration. a collaborative formed between local academic

researchers and community representatives is to investigate, collaborate, and encourage more

respectful, community-responsive research while discouraging exploitive or disrespectful

research (Neufeld et al., 2019). The researchers will strive to consider the value of community

involvement, especially the participants of this study, with clear communication and support

required.

Collaborative Study Terms of Reference. The researchers will strive to establish

collaborative study of terms of references for the validity of information and define the purpose

and structures of a study, property rights, publication rights, or any similar collection of

people’s who have agreed to work together to accomplish a shared goal in this study.

Other issues. The researchers will strive to consider other issues in conducting this

study, especially in gathering data, signing legal documents, technical errors, participant’s

location, and their obligation as researchers. Moreover, the researchers will need to learn how

to determine the nature of the problem and consider the issues as well stated from first to second

to the last ethical consideration, clarify the problem, decide to solve the problem and analyze

the problem.

38
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