Professional Documents
Culture Documents
Final Paper 1
Final Paper 1
Researchers
Quebec, Nerissa S.
March 2018
Acknowledgement
We thank our colleagues from 11 STEM DOST A who provided insight and expertise
that greatly assisted the research, although they may not agree with all of the
We thank Mrs. Soshiel Amparo for assistance on making this manuscript and the support
that she never fails to give us and Mrs. Florence Fiegalan for comments that greatly improved
the manuscript.
We would also like to show our gratitude to the Respondents for sharing their pearls of
wisdom with us during the course of this research, and we thank 3 “anonymous” reviewers for
their so-called insights. We are also immensely grateful to Panelists for their comments on an
earlier version of the manuscript, although any errors are our own and should not tarnish the
We dedicate this project to God Almighty our creator, our strong pillar, our source of
inspiration, wisdom, knowledge and understanding. He has been the source of our strength
M. M. E. M.
A. P. B. O.
K. M. M. P.
N. S.Q.
Abstract
Students learn outside-of-school in all sorts of ways. Some of students’ more obvious
choices include electronic gaming, sports, and music lessons. Perhaps less well-known, however,
are the choice many students make to participate in academic competition, and sometimes in
international academic competition. The purpose of the study is to understand the experiences of
high school students who participate in international academic competitions. The researchers
used qualitative research design and, more specifically, the rationale made use of a
phenomenological approach. The researchers used interviews to gather the needed data.. Quota
sampling was a method that is used in qualitative research that focuses on gathering
representative data from a group. As opposed to random sampling, quota sampling requires that
representative individuals are chosen out of a specific subgroup. The researchers looked for 5
individuals and gathered their insights during the interview. Based on the gathered information
from the participants, the researchers concluded that International academic competition had
created a big impact to the participants since they went to a long journey process. International
academic competition needs a big support from the people around you. The support from
teachers or coaches and parents was very important to the participants since they faced a lot of
struggles.
CHAPTER I
INTRODUCTION
Academic competitions have long been an aspect of programming for the students. Based
on Otzurk and Debelak (2012), these competitions can facilitate a learning environment that
presents gifted students the academic challenge that often is difficult to create in a single
classroom or school. They can offer the types of experiences that foster the development of
productive attitudes and work habits and also nurture emotional and psychological growth.
academic competition within education is that it appears that large-scale formalized competitions
The general problem of the study is: What are the students’ lived experiences in an
international academic competition? It specifically seeks to the following questions: how do these
experiences affect their competition itself?; did the participants get enough support from their
coaches and parents when they had competed? and what are the suggestions to the authorities
The purpose of the study is to understand the experiences of high school students who
participate in international academic competitions. The study also focuses more specifically on
challenges or problems that the participants experienced while on their journey. Another focus of
the study is the factors affecting the participants’ success with their competitions. The
participants of the study include five purposefully selected students of different gender and
various academic subject areas. The overall goal of the research is to add to the paucity of
literature in this area and attempt to engage student affairs and academic professionals in
conversations about how to best help and support students through their international academic
competition journeys. The study is designed to provide information that can be used in educating
and advocating for additional resources for this population of students. Additional findings from
this study may be used to educate and advocate for the necessary resources needed for the
The study focuses on several areas of research that are explored in greater depth in the
literature review: affective benefits from academic competitions. Each of these areas is a source
phenomenon. There are no studies yet that have sought to understand the experiences of
students’ international academic competition. The existing literature was basically conducted to
understand the effects of academic competitions on students- whereas the current study being
carried out is to expand existing research making the competition engaged by the students
The scope of the study is limited to a very specific population—high school at least age
13, who participate or participated in international academic competitions. All students will be
recruited from Batasan Hills National High School without regard to race, gender, sexual
identity, or academic performance. The researchers limit the study to a maximum of five
participants in order to ensure the richness of the data over what could have been collected by
having a larger participant pool. In addition, this study did not attempt understand any other
Research Paradigm
perspective. Epistemology is defined as the way we know what we know. Based on Davis
universal truth waiting to be discovered, that truth lies with individuals and their experiences in
the world. The study is a basic interpretive phenomenological fieldwork research study.
According to Crotty (2012), phenomenology helps the researcher understand and interpret the
life experiences of individuals and the meaning they assign to those experiences. To complete
the research study, semi-structured interviews and observations will be done, analyzed,
competitions can serve as strong motivators for students by providing an incentive to study and
work hard so they can be ready to compete at a certain level. High school students’ emotional
health, much like that of adults, is related to the development of their innate potential. The
process in which students strive to realize their intellectual or talent potential is an important part
of gathering self-confidence and self-awareness. The findings from this study may be used to
educate all the students and to motivate to join in international academic competitions. This
study also helps to advocate for the resources needed by this population of students, such as
access academic professionals, teachers and parents trained to guide the students in their
Research Questions
The research questions guiding the study focus on the lived experiences of the high
school students in their international academic competitions. Since the goal of the study is to
understand the experiences of the participants, the research questions are general enough to allow
their voices to come through in the study. Three research questions were addressed in this study:
competition?
2. What are the challenges they faced in their academic international competitions?
3. How was the overall experience of the students in their international academic
competitions?
CHAPTER II
METHODOLOGY
Research Design
Phenomenological Study
The primary goal of research was to seek more information about a specific
question or questions of interest. Based on the research questions in the study, a qualitative
research design is best suited to examine the research questions. Qualitative research focuses on
the socially constructed meaning of individuals and how those individuals develop meanings of
their experiences (Crotty, 2012). A phenomenological approach to this study was essential to
obtain the rich descriptions of each of the participants’ lived experiences and thoughts which
area phenomenon that has not been fully understood. Phenomenology was useful for exploring
topics in depth and understanding events and individuals, not just revealing that an event
happened (Rubin, 2015). Creswell (2013) described a phenomenological written report as one
that focuses on “describing the ‘essence’ of the experience”. The study was carried out to
understand fully the entire international academic competition experience through the students’
illuminate the experiences of the participants and provides detailed descriptions. Crotty (2012)
suggested that the goal of phenomenological research is to gather and reveal the participants’
Quota Sampling
Participants were chosen via quota sampling. Quota sampling was a method that
is used in qualitative research that focuses on gathering representative data from a group. As
opposed to random sampling, quota sampling requires that representative individuals are chosen
academic competitions associated with the school. The reason for quota sampling is to gather
rich descriptive data that allows the researcher to understand many issues that are relevant to the
study (Patton, 2012). Maxwell (2015) outlined the four most important reasons for using
activities selected.
2. To sufficiently capture the heterogeneity in the population, hence ensuring that the
3. To intentionally examine cases that are crucial for the theories that is used at the
4. To establish comparisons that highlights the reasons for differences between the selected
The purpose of this study was to understand the experiences of the participants in
joining international academic competition. Participants for this study were included only if
In order to attain an abundantly rich and descriptive qualitative study that enables the
participants to tell their valuable stories, it was important that the students understand their
process and be able to reflect on their experiences, and someone just entering the action stage
Instrumentation
Interviewing
There are four basics methods for collecting data: interviews, observations,
document analysis, and audio and visual analysis (Creswell, 2013). In phenomenological
research, interviews were considered the main method of collecting data. Rubin (2015) noted
that interviewing helps researchers understand experiences that they might not have lived or
gives them a different perspective on an experience. They identified three elements that are
critical for researchers to understand when completing qualitative interviews. The first was to
accept that “understanding is achieved by encouraging people to describe their worlds in their
own terms”. The second was “that interviewing involves a relationship between the interviewer
and interviewee that imposes obligations on both sides”. The last component deals with ethics:
the humanity of the interview, and the importance of the written portion the research.
Asking follow up questions or simply asking for the participant to tell you more
about the topic can help probe more. The researchers conducted one or two face-to-face
interviews with participants to gain as much insight as possible about their international
academic competition experiences. Both interviews were semi-structured and occurred at a time
that was convenient to the participant. Semi-structured interviews enable the interviewer to
follow the lead of the participant being interviewed (Esterberg, 2012). In addition, the
interviews were conducted in a private location that minimized the risk of distractions and
The researchers used interviews gather data for the study. All interviews were audio
recorded, and the researchers noted verbal and nonverbal communication throughout the
interviews. After each interview, the researchers had their observations about the interview. The
interviews were fully transcribed as soon as possible to ensure having time to analyze each
The interview with the participants took place in three phases. Phase one, which
occurred at the beginning of the interview, consisted of a review of all informed consent
information and allowed the participants to get any clarification that they may have needed
about their rights as participants. Then the researchers gathered demographic and background
information with each participant and built a rapport with the participants. Only after the initial
stage had been completed did the researchers start the next phase of the interview.
The second phase of the interview consisted of asking open-ended questions related to
the study and allowed the participants to answer and tell their stories in their own words. The
researchers asked for clarification as needed to make sure that the researchers understood the
participants’ stories as fully as possible. The questions and conversation revolved around the
following areas: life before joining international academic competition, the reason why they
participant used to join in international competition and what successes and struggles they had
encountered on their journey. Additionally, there were some questions about how teachers or
In the last phase of the interview, the researchers allowed the participants to include
anything that they had not had the opportunity to share that they felt should be included in the
interview that was missed in phase two. The researchers also had the opportunity to conduct
any final check for understanding before concluding the interview. After the interview, the
researchers immediately audio-recorded any thoughts and observations that they noticed in the
interview, as well as recording a thick, rich description of the participant for their records.
After the interview and analytic memo, the researchers took time to transcribe the
interview. After each interview was transcribed, the researchers completed a full data analysis,
starting with using basic open coding to analyze the interview. Open coding is described by
Esterberg (2012) as a process that enables the interviewer to make sense of the data by going
line by line of the transcript and making notes of the meaning of the lines. Focused coding
generally follows open coding and is the process of looking for the most common themes or
ideas. All identifying information of the participants, such as their names, unique physical
characteristics, etc., were omitted in the transcripts and dissertation to grant participant
confidentially. All audio recordings were deleted or erased after they were transcribed.
Validity and Reliability
Credibility
and conversations, and the researchers allowed the participants to read the transcripts if they
elected to, in order to ensure that they accurately reflected their thoughts. Additionally, the
researchers conducted peer debriefing with other researchers to make sure that the researchers
were accurately understanding their data. The researchers triangulated the data whenever
possible by preforming member checks, follow up interactions, journaling, and reviewing the
interview transcripts.
Dependability
In this study, the researchers made sure that the processes or collecting and
analyzing data was very clear and easy to follow. The researchers checked with other
researchers to make sure their explanations were clear. The researchers also analyzed their
codes within each other to ensure they were accurate and that they did not omit any areas.
Transferability
The researchers ensured that they provided thick, rich descriptions of the
participants, the interviews, and the data collection. The researchers also made sure that their
positionality are clearly available for the readers to understand their worldview. Ensuring
credibility, transferability, and dependability of the finding increases the validity and reliability
as a whole. The researchers’ responsibility as a researcher was to strengthen these three areas to
Results
Data were gathered by conducting in-depth interviews with the study’s five participants.
The participants had to be participated in any international academic competition. They also had
to be enrolled at Batasan Hills National High School where this study was conducted. Five
students participated in the study: Joey Anne Mireille Dela Cruz, Gabrielle Palaypayon, Jericho
Ryne Dahilan, Mercy De Felix and Jehiah Grace Chavez. They were all Grade 11 students from
Academic Track – Science, Technology, Engineering and Mathematics Strand. There were four
The analyzed data from this study yielded a total of four significant and frequently
discussed themes in the participants’ stories: (1) The need to consider the international academic
competition as long process of journey from preparing in the school up to going back home from
the competition. Participants talked about their reasons why they joined and the methods they
used in order to be one of the representatives of the country. (2) The role of support when it
comes to competing internationally. Support, whether from friends or teaches, is essential for the
alluded to being more successful when someone was helping and encouraging them in the
competition. (3) The stresses of being a high school student and how it affects being an
international academic participant. Time, money, and academic performance are major barriers
to join international academic competition and are factors that lead to struggling with the
competition. (4) The overall experience from the international academic competition can give
different lessons, insights and outcomes to participants. These themes are explored more in
detail, with participant data in a subsequent section in this chapter. Four major themes were
derived from the in-depth interviews. The four themes are identified and described briefly as
follows:
The participants talked about their experiences about their lived’ experiences in each of
their competitions. They shared their own reasons why they joined in that international academic
competition and methods they used in order to represent the Philippines internationally.
One participant talked about how they able to compete outside the country:
First of all, it was because we won here so we need to go there. Second, it’s Philippines
so it was a different feeling, you’re not competing anymore just for the school but now
it’s for the country, the feeling was nice. And first, for you to join the competition, you
need to win first here in the Philippines. Even if it’s just for a rank. Then after that, the
collection of funds is another big thing to achieve. So, the steps, first of all, you need to
register and assure the organizers that you will be going there.
competition and it was such a great opportunity to showcase my abilities and make my
family proud. And also, because travelling outside the country is my dream. Our team's
coaches made us participate in competitions wherein, if you were to make it in to the top
3, you'll be able to join international contest. That's why, our team trained and reviewed
While another participant gave a different reason and method to the researchers:
I wanted to be part of something bigger, I wanted to bring honor to my family and school,
and eventually my country. I became more open to new people. I went to outside of my
The next one talked about her own reasons and methods to join the international academic
competition:
Because I’m interested in robotics as well as the opportunity in it being good additional
academic points. We needed to qualify for the nationals first and once we qualified, we
Then the last participant, sharing her answer that is also quite the same to Joey’s:
And our team really wanted to participate there since it was our dream. So first, we
joined the competition then we started collecting funds for our trip because we did not
have money.
The participants shared to the researchers how their teachers, coaches and parents
So first, our coaches/teachers Ma’am Clemente and Sir Garen were so strict and
technical.While Sir Aparis and Sir Vaflor’s words of encouragement were very
heartwarming. Personally, my parents were really very supportive since they even came
with me to the competition and it was very nice to have them with me.
While the other’s lived experience, here is the role of support for her:
Our team's coaches are the ones who made our international competition into reality.
They supported and coached us even during summer breaks to make sure we learn and
win in the competitions we're joining. Our parents are always supportive by letting us
train during weekends and summer breaks, financial and moral support. It is them that
Another participant talked about how great coaches and hardworking parents he has:
They were so supportive especially my family as they were the one that really went to the
city hall everyday just to follow up the budget that we need. The coaches were fantastic
as they provided us all the flavors we needed to make the best recipe for success.
Then, the next one somehow shared some not so positive about her coach:
The coach was guiding us not as much as we want to, he kinda makes the mood bad. My
And last participant, pointed out how her coaches and parents fully supported her and their team:
Our coaches really helped us. They did everything they could to collect fund for our
team. And also, my parents also helped to find fund. Our coaches trained us even in
summer. My parents were the one that came with us to Singapore to support our team.
The participants talked about how it was so stressful being a high school student who
needs to maintain academic performance while being an international academic competitor who
was always busy outside the classroom. Also, the struggles they faced through their journey were
also explained.
Struggles first, here in the Philippines the struggles before the competition, first of all the
fund. Since we’re public school, it was so difficult to collect fund and we were 10
(participants) and how much it will cost per student? 100,000? So it was very hard to get
fund. Second, we were so complacent that there were still a lot time but when the time of
the competition was near we then started cramming. Another thing, we had struggle in
getting a visa. In internationally, our struggle was since we were all on high and our
feelings back then were different from each other and even if we went there we still
wanted to bring something back to our country. At least it would be a payback for almost
The other one talked about her own struggles in her international academic competition lived
competitions, we managed to win one that made us qualified for the international
competition. But, we have to train after class, during weekends and sacrifice our summer
break to make sure we are ready for the competition. Our team encountered hardships
while soliciting money as well, we went to our relatives, friends, government, and many
more because to make sure we have enough to be able to stay there for five days. We only
eat snacks we brought during our stay and walk (though we did enjoy walking around).
And another particpant shared his own lived experience struggles through the competition:
We had some difficulties with the finance as we’re from public school, but God provided
for us. Also, we had some problems with communication, but that’s what strengthened
ourteam. We had trouble with the visa but the organizers managed to contact the
Here is the next one’s answer about the successes and struggles she encountered as a high school
The success was the fact that we get to compete for our country in India, and the
struggles were lack of support, money and time to properly prepare for the robot. The
papers were fairly easy to get by since we were guided by the facilitators of the
And last participant, talked about her own struggles through her international academic
competition:
Our biggest struggle was we didn’t have enough money to fly in the competition. And it
was also difficult to be rejected by people you gave letter to hoping you’d be able to
collect fund from them. Another struggle was our review as a group, because we hardly
became complete, either one was absent or one was only present. And our success was
Here at the last theme, the participants answered how their overall experience was like
Of course, it was happy. I think it is because, partly, we competed outside and we won.
It was very surreal and life-changing! Until now, I still can't believe I went all the way to
Singapore to compete with all the other countries! We've encountered a lot of hardships
along the way but it all paid off when we got there. And though we didn't win, the
It was fun, one hell of a ride. A ride that I wish never ended.
Next one’s answer about her overall experience is really something to be proud of:
The competition definitely taught us how to be more independent and how to handle
And last participant’s overall experience about her international academic competition:
It was happy and fulfilling because it was our team’s dream to win and to compete
Discussion
The participants viewed their competitions as a great opportunity and a once in a lifetime
success. The reasons why they joined were all rational and realistic. A chance to represent the
Philippines to other countries was certainly an achievement that everyone would want to have.
The five participants were able to share their own reasons why they became part of their
international academic competition. They talked about their lived’ experience precisely that are
enough to understand quickly by the researchers. There are also methods that these participants
used in order to be able to compete outside the country. Their answers were all correlated to each
other and gave one whole idea that they needed to qualify first in the nationals before competing
outside. The participants were able to talk about their methods with a little background or short
stories that made the researchers understood their answers very well. Overall, after hearing the
responses of the five participants the researchers concluded that international academic
The teachers, coaches and parents were a big part of the journey of these five participants. The
support they received from these people were overflowing. The participants answered the
questions with full observations based from their journey. They even emphasized how helpful
their teachers or coaches and their parents in their international academic competition.
Stress came within if you are both a high school student and an international competitor.
The five participants faced a lot of struggles through their journey. They talked about how
difficult it was to collect fund in order to fly out of the country. But they also shared how
everything was paid off once you’re there and even when you finally bring home the bacon.
memories that the five participants will treasure for a long time. For their overall experience, all
of the participants concluded that their international academic competition was fun. Some of
them even stated that this competition left them a lot of lessons in life that they will nourish
someday.
CHAPTER IV
Summary
The five participants’ lived experiences in their international academic competitions are
all quite the same. The reason why they participated is either since they won nationally and they
wanted to represent the country or it is their dream goal and wanted to achieve it. The methods
they used in joining the competition were not easy. All of them had problems collecting funds
from different people. Since all the participants are from public school, they had a difficult time
to have enough money to buy tickets. The five participants faced a lot of challenges through their
journey. They encountered same problem which is the lack of fund but in the end since they
already competed outside the country it means that they did overcome that struggle. After all,
everything was paid off at the end because the experience is remarkable. The support they
received from their coaches or teachers and parents were also overflowing that made them
stronger and encouraged not to give up. Lastly, the overall experiences of the five participants
are all positive and they treat this journey as a huge achievement of their lives.
Conclusion
Based on the findings of the study, the following conclusions were drawn:
1. International academic competition has a big impact to the participants since they went to
2. International academic competition needs a big support from the people around you. The
support from teachers or coaches and parents is very important to the participants since
Recommendation
Based on the results of the study, the following recommendations were presented:
1. The researchers recommend the coaches of the participants to support and motivate more
the participants
2. The researchers also recommend the participants to influence more students to engage in
http://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/competit.html
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Patton, M. Q. (2012). Qualitative evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Rubin, H. J., & Rubin, I. S. (2015). Qualitative interviewing: The art of hearing data (1st ed.).
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