Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.

Narrative is a qualitative approach for studying human behavior, identity,

culture, and social phenomena by using stories or narratives as data. It entails

investigating their structure, content, and context to disclose different views and

meanings. Interviews, participant observations, and analysis of written or oral

narratives are some of the methods used.

When engaging with narrative inquiry, we become co-participants to co-

construct the knowledge alongside the participants across particular places and time

(Lindsay & Schwind, 2016). Narrative inquiry is carried out in terms of two paradigm-

specific criteria, either an interpretative or a critical paradigmatic position in exploring

and understanding the ways people construct meaning of their experiences in social

contexts with emphasis on the dialectic stance between the researcher and participants

that aims to reach deep insights (Ravenek & Laliberte Rudman, 2013). Bruce and

colleagues (2016) position narrative inquiry as “the study of experience as story and a

way of thinking—through storying” (p. 2). The lives of participants represent the

starting point for narrative inquirers: “When we begin research with policies and

practices rather than with a focus on the lives of people and without attending to lives

first can result in silencing the experiences of participants” (Caine et al., 2018, p. 7).

Narrative inquiries engaged first in the conditions in which people live, grow, work,

and age, and the set of systems shaping their daily conditions (Caine et al., 2018).
 Elimination has varying degrees of relevance. crucial in molding students'

experiences and outcomes, whether in the competitive arena of academic contests,

performance evaluation, decision-making processes, or the construction of concentrated

study settings. Accepting and comprehending the many facets of elimination can help

students have a more productive and meaningful educational experience.

DEAK NAKAKA BILING CITATION HINE…

Irregular Students an irregular student is someone with a non-traditional

academic status, often with part-time enrollment or courses outside the conventional

sequence. They may face challenges in meeting standard academic criteria, leading to

academic probation or deficiencies. Irregular students can benefit from personalized

learning experiences and growth, allowing them to navigate their educational journey

according to their unique circumstances and goals. This concept reflects the dynamic

nature of modern education, which aims to cater to a broad spectrum of students with

varying needs and aspirations.

Students viewed as “different” for being irregular often fall into stereotypes,

which can hinder their success and cause stress (Graduateway, 2016). And while it can

be difficult to balance everything and decide what to put first, doing so can help the

irregular student to succeed in their future pursuits if they become used to it (Golamco,

2020). According to Evangelista et al., (2020), a "grouping" is one of the main concerns of

an irregular student because it requires them to speak or talk to the regular students.

Irregular students are the ones who have back subjects and/or advance, subject,

depending to their units allowed, which it may classified into four categories: transferee
students (the ones who are from other university/other PUP Campus/Branch/System),

shiftee students (the ones who are from other program), returnee students (the ones

who were discontinued to their study for a period of time that they can be considered

for re-admission depending on their previous academic performance and availability of

slots), and students who dropped/withdrawn/failed their subject/s which they need to

re-take it in order to proceed them to take pre-requisite subjects (The PUP Student

Handbook, 2013).

https://journals.sagepub.com/doi/full/10.1177/16094069221081594

https://d1wqtxts1xzle7.cloudfront.net/64311352/

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