Academic Struggles of Junior High School

ACADEMIC STRUGGLES OF JUNIOR HIGH SCHOOL
SCIENCE TECHNOLOGY AND ENGINEERING PROGRAM (STEP)

STUDENTS OF ENHS IN THE NEW NORMAL: A PHENOMENOLOGICAL
STUDY
ADOLACION, CLAICE TRIXIE H.

GEGONE, ESTHER LUCIA G.
FABRO, RICHNEL JOHN P.
LONDRES, CHAIRIEL HOPE A.
SUDAYON, LOURFAYE ANNE A.
A JUNIOR HIGH SCHOOL RESEARCH SUBMITTED TO THE FACULTY

OF ESPERANZA NATIONAL HIGH SCHOOL, POBLACION, ESPERANZA
SULTAN KUDARAT IN FULFILMENT OF THE REQUIRMENTS IN
RESEARCH 9
GRADE 9 PINK(SPFL)
JUNE 2023
Republic of the Philippines

Department of Education
Region XII
Division of Sultan Kudarat
ESPERANZA NATIONAL HIGH SCHOOL
School ID:304589
APPROVAL OF RESEARCH PROPOSAL
June 14, 2023

Date
JHS Research Coordinator
This School
Ma’am/Sir;
This is to inform your good office that the Research Paper entitled,
ACADEMIC STRUGGLES OF JUNIOR HIGH SCHOOL SCIENCE,
TECHNOLOGY, AND ENGINEERING PROGRAM (STEP) STUDENTS OF
ENHS IN THE NEW NORMAL; A PHENOMENOLOGICAL STUDY has been
carefully scrutinized by the Research Committee as reflected by their respective
signatures below and is recommended for the approval of the Research Proposal.
ANGELICA J. SORNITO
Research Committee/Panelist Date & Signature
REINA KAREN SALCEDO

JENNIFER L. EMEJAS
LEILYN SANTIZO
RODIE B. OÑOS
Approved:
DR. ANALIZA G. SUMIDO
Junior High School Research Coordinator
ACKNOWLEDGMENT
The completion of this undertaking could not have been possible
without the participation and assistance of so many people whose names may
not all be enumerated. Their contributions are sincerely appreciated and

gratefully acknowledged. However, the group would like to express their deep
appreciation and indebtedness particularly to the following:
Rodie B. Oños, our research adviser, for his guidance and constant
supervision as well as for providing necessary information regarding this
research and also for his endless support in completing this endeavor.
To the committee/panelist, Ma’am Reina Karen Salcedo, Ma’am
Jennifer L. Emejas, Ma’am Angelica J. Sornito, and Ma’am Leilyn Santizo
experts in the field of research and for helping the researchers, sharing their
expertise to improve the research study.
To Ma’am Lailanie Brille C. Valdez, English teacher, for your unending
support to the researchers, sharing your ideas and brilliant suggestion to
improve the study of the researchers.
To the validators, Sir Venscent G. Gegone MAEd Chem, Ma,am Reina
Karen Salcedo, and Ma,am Fairedel C. Danding for your help and support to
the researchers throughout the duration of the study.
To our parents, friends and others who in one way or another shared
their support, either morally, financially and physically, thank you.
Foremost, praises and thanks to God, the Almighty for his showers of
blessings throughout our research work to complete the research
successfully. We thank you.
TABLE OF CONTENT
Title Page……………………………………………..………………………………i
Approval sheet…………………………………………………..…………………..ii
Acknowledgement……………………………………………..……………………iii
Table of Contents……………………………………………...……………………iv
Chapter I:
Introduction…………………………………………………………..………………1
Framework of the Study…………………………………………………………….3
Statement of the Problem………………………………….……………………….4
Significance of the Study……………………………………………………………5
Definition of Terms…………………………………………………………………..6
Scope and Delimitation……………………………………………………………..6
Chapter II:…………………………………………………………………………….8
Review of Related Literature……………………………………………………….8
Academic Struggles…………………………………………………………………8
Science Technology and Engineering Program (STEP)…………………...….12
New Normal………………………………………………………………………..14
Chapter III:………………………………………………………………………….18
Methodology………………………………………………………………………..18
Research Design…………………………………………………………………..18
Research Locale…………………………………………………………………..18
Research Participants…………………………………………………………….19
Research ethics and protocols…………………………………………………..20
Research Instrument………………………………………………………………21
Data gathering procedure…………………………………………………………21
Data Analysis………………………………………………………………………23
Recommendations:…………………………………………………………………..
References……………………………………………………………………………
Appendices……………………………………………………………………………
Curriculum Vitae………………………………………………………………………
List of Figures:
Figure 1: Geographical Map of the Research Locale………………………….19
CHAPTER I
INTRODUCTION
Background of the Study
Many areas of people's lives and the community as a whole have
changed as a result of the Covid-19 pandemic. The only industries seriously
impacted by the aforementioned epidemic are those of medicine, trade, and
education. Additionally, its exceptional occurrence put the government's
system's readiness and initiative to the test. A plan for learning continuity has
been established for the field of education, and steps have been taken to
guarantee that students still have access to "education" despite the current
circumstances.
Implementing the various learning delivery modalities was part of the
Department of Education's (DepEd) learning continuity plan. These learning
modalities include in-person instruction, online instruction, blended learning,
and homeschooling. To protect the safety of both students and teachers, only
distance learning among these modalities was permitted to be used in public
schools. When using this modality, students complete modules at home while
listening to the radio or watching TV shows that feature educational
programming. They can also take online classes and complete assignments
and tests there. The "new normal" school configuration in our nation's
educational system looks like this. This new normal, as its name implies,
brought both many new changes and many new issues to the pupils.
According to the most recent study by (McNiff, 2020) the Coronavirus
pandemic had an immediate effect on students' mental health. When the
pandemic started in early March, the study noticed increases in melancholy

and anxiety right around the time that the school was pressuring students to
start remote learning. The researcher explained it by saying that these pupils
were less active as a result of the lockdown orders that were in place at the
time.
The move from the classroom to the computer is being made by
students and teachers at all educational levels as the number of confirmed
Covid-19 cases keeps increasing. As students and teachers have found, not
every subject lends itself to an easy transition to distant learning. Teachers
attempting to adjust to giving lectures online have encountered difficulties due
to distance learning (O'Keefe, 2020).
The Department of Education (DepEd) is supporting 198 republican
high schools around the nation that are putting the STE program into practice
as part of its continuous efforts to strengthen the teaching of Science,
Technology, and Engineering Program (STEP) in basic education. According
to Secretary of Education Armin Luistro, the specialist curriculum is taught in
two courses annually at the level of a select few conventional high schools
with a sizable enrollment.
There are students who are naturally gifted in the sciences, and we
have a responsibility to support them, Luistro continued, in accordance with
the government's national development agenda, which is mostly focused on
research and technology.
Additionally, concerns with professors and instructors, finances,
problems with parents or guardians, love lives, academic subjects,
requirements, and projects, oral and written exams, announced or

unannounced quizzes, and graded recitations are major reasons why
students struggle (Salvacion, 2004).
According to (Blona, 2005) some students struggle to deal with the
demands of adjusting to a new living situation, new friends, academic
pressure, and sexual worries, which leads to stress.
Due to the existing problems presented, the researchers decided to
explore on the academic struggles of Junior High STE Students of Esperanza
National High School (ENHS) in new normal education.
Framework of the Study
This study is anchored on Theory of Challenge and Support by
(Sanford, 1967). According to him, for growth to occur, a person needs a
balanced amount of challenge and support as appropriate for the task.
This foundational theory will certainly inform the way academic
advisors can achieve this balance with developmental advising. “Challenges
occur in situations for which a student does not have the skills, knowledge, or
attitude to cope (for example academic, social, psychological). Supports are
buffers in the environment that help the student meet challenges to be
successful. (Sanford, 1967) Keeping the theory in mind that these challenges
are a necessary and usually unavoidable part of the college experience,
student affairs professionals should not seek to eliminate them, but to support
students through these challenges.

The idea of challenge and support does not indicate that a student will
never fail or encounter bad repercussions, but it does suggest that there will
be people and systems in place to support the student while they learn from
the experience.
In addition, a person must be ready, physically and psychologically, in
order to grow. According to Sanford, when a person is given too much
support, they fail to learn, and when they are given too little support, they tend
to get frustrated by their challenges and quit trying.
This is related to challenge and support because students need to feel
like they have a strong support system to rely on in order to feel like they can
confront obstacles with confidence. The key is finding a balance between the
two because if students receive too much support, they may grow complacent
and comfortable since they aren't put in situations that may motivate them to
go beyond their comfort zone or accepted norms. However, if students feel
that they are continually being tested, they may feel overwhelmed and grow to
believe that they are unable to meet the constant barrage of demanding
requirements for their skills.
Statement of the Problem
This study explores on the academic struggles of Junior High School
STEP Students at Esperanza National High School Year 2022-2023 in the
New Normal Education.
Specifically, this study will be carried out to answer the following
questions:
1. What are the academic struggles of the Junior High School STEP
Students of ENHS in the new normal?
2. What are the causes of academic struggles of Junior High School
STEP Students in the new normal?
3. How do Junior High School STEP Students cope up with their
academic struggles in the new normal?
Significance of the Study
The findings of the study will be beneficial to the Students, Teachers,
School STEP Coordinator, School, Principal, DepEd, and Future
Researchers:
For the Students, the result of the study is to motivate them to open
themselves in the field as a STEP Students: Inspire them to pursue their goals
and encourage them to develop their creativity and skills which they can use
in the future.
For the Teachers, the result of the study will help them to be more
advance in knowledge and techniques in handling their STEP students based
on the academic struggles, this will be serve as basis for an intervention to
cater the needs of STEP Students in their academic journey.
For the School STEP coordinators, the result of the study will guide
the STEP Coordinators in decision making in upgrading their approaches in
dealing, to develop the behavior of STEP students.
For the School, the result of the study could provide them with the
baseline data to upgrade the STEP teachers in their teaching and strategies.
For the Principal, the result of the study will serves as a guide to
upgrade the curriculum of STEP and to train the STEP teachers on how to
handle STEP students who experienced academic struggles.
For the DepEd, the result of the study will be their basis to create a
program or seminars in informing the parents that children must not be
pressured.
For the Future Researchers, the result of the study is to know and
appreciate the academic struggles of Junior High School STEP Students.
Definition and Terms
For a better understanding of this study, the following terms are defined
in the context of this research.
Academic Struggles - it refers to the struggles of STEP students in their
academics.
Junior High School STEP Students - A Junior Students from grade 7 to 10
under STE program of Esperanza National High School.
New Normal - A new set-up of education in the Philippines.
Science, Technology, and Engineering Program (STEP) - A special
science program offered in public school which focuses in Science,
Technology and Engineering.
Scope and Delimitation
This study will focus on the Academic Struggles encountered by the
Junior High School STEP Students of ENHS in New Normal set-up of
education. The study will be conducted within the SY. 2022-2023. The
participants of this study will be two (2) STEP Students in grade 7, two (2)
STEP Students in grade 8, two (2) STEP Students in grade 9, and two (2)
STEP Students in grade 10 of ENHS.

CHAPTER ll
Review of Related Literature
This chapter presents the literature reviews of Academic Struggles of
Junior High School Science, Technology, and Engineering Program (STEP) in
New Normal. The said topics are comprehensively paraphrased to give
relevance to the present study and they will be very useful in discussing the
results of the study.
Academic Struggles
Education is crucial for producing trained labor that promotes economic
progress and resolves urgent struggles in a community. In order to graduate
with high academic status, students must also invest a lot of time in their
studies (Tadese, Yeshaneh, & Mulu, 2022). When teachers modify their
instruction to take into account the feedback from the students themselves
and make a distinction, they may be able to help academically struggling
public school students who drop out of regular education (Blaauw, 2016).
It can be challenging to balance school whether you are in middle
school, high school, or college. Academic Struggles can cause stress and
mental health problems, even if education is often a source of inspiration and
personal growth for many individuals. On the other hand, problems with
mental health might make school difficult.
Being occasionally anxious and stressed out in school is normal.
Everybody has likely been anxious before an exam or disappointed after
receiving a poor grade. Yet it's critical to seek help from a therapist if your
academic struggles consistently result in considerable stress, anxiety, or
mental health issues.

According to Essel and Owusu (2017), an increase in class work puts
students under stress because they become frustrated when given more work
than they can handle, which makes it difficult for them to concentrate and
think clearly. A student’s workload can also contribute to their stress levels
because they won’t have enough time to complete all of their coursework to
their fullest potential when they have so many rigorous classes to take at
school. The student then starts to ponder a lot and becomes stressed out as a
result. Consequently, the student’s academic performance will be significantly
impacted. When they don’t comprehend what their teachers are teaching in
class, many pupils become frustrated. Some people also misinterpret what
the teacher stated in order to make it imply something else. Due to their
aggravation at not understanding what the lecturers are saying in class,
students become anxious and worry about failing the course.
Students have been dealing with many struggles in many areas of their
lives even before the Covid-19 pandemic. (Mazo, 2015) noted that difficulties
faced by children can be found anywhere, including at home, with friends, at
school, and in the classroom. That is right around the corner. That just cannot
be avoided because it is a reality of being a student. In actuality, many
students struggle every day. There are a variety of things that could cause it.
Each person experiences problems differently, as do the reasons behind them
and their severity.
No one is immune to it, regardless matter how well-off, sensible,
cunning, or intelligent he may be. Frustrations, mistakes, setbacks, defeats,
losses, changes, and disagreements will occasionally present challenges to
all students.
Stress is not a typical occurrence that can be ignored. To prevent its
worst effects, you must pay close attention to it as soon as the symptoms
appear and take the appropriate action (Mazo, 2015). Essel and Owusu
(2017), highlighted that introducing a stress management course and
participating in extracurricular activities can help students handle their
difficulties.
Another study’s findings about the sources of students’ stress indicated
that a variety of factors influence students’ levels of stress. These variables
included: personal, intellectual, environmental, and relationship variables. The
major source of stress for students in terms of relationship variables was
interacting with new individuals at work. While class burden was the primary
source of stress with regard to academic considerations, fears about the
future were the leading source of stress among students when it came to
environmental factors. Financial issues were the personal component that
students felt the most stress from (Essel & Owusu, 2017).
Ways to deal with trying and stressful situations are referred to as
coping mechanisms or coping strategies. Richard Lazarus and Susan
Folkman defined, coping is the total of cognitive and behavioral efforts that
are continually changing and intended to address specific pressures, whether
they be internal or external (Guevarra & Cimanes, 2017).
The study of Kwaah and Essilfie’s (2017), utilized a variety of stress-
reduction techniques, primarily self-distracting behaviors like watching TV and
listening to music and praying or meditating. Support from loved ones, friends,
and professors served as additional crucial stress coping mechanisms.

As coping affects how much stress-related psychopathological
symptoms manifest, identifying healthy and unhealthy teenage coping
mechanisms may help with the prevention and treatment of mental health
issues in children and adolescents. Research has shown that students’ usage
of particular coping behaviors has significant links with academic and mental
health outcomes, making it vital to investigate the extent to which high-
achieving students use various coping methods in response to their
demanding academic demands (Hearon, 2015).
(Perino et al., 2016) recommended that teachers can properly guide
and monitor their students in order to give an immediate response and help to
students who are experiencing various types of stresses. They did this in light
of the significance of effective coping mechanisms. Giving students the
inspiration to approach their challenges with optimism is one technique to
assist their students. Seminars for students that are specifically tailored to
their academic needs might be held by schools. For the purpose of making
the students aware of and ready for any potential stress they may experience,
this session will cover several coping techniques.
(Guevarra & Cimanes, 2017) supported this idea and suggested that
professors assist pupils in overcoming their difficulties. They said that the
teachers might act as the pupils’ stress-coping mechanism. They must
therefore be accessible to their students by offering them guidance on what is
morally correct. By developing programs and activities for the students that
will improve their coping mechanisms while dealing with stress, schools can
also assist the children.

According to (Ballane, 2019) one of the most crucial factors in
enhancing academic performance, particularly among students going through
changes, has been self-confidence. In addition, it has been identified because
students who have higher self-confidence levels are more receptive to
academic struggles and are more eager to learn. Thus, (Bryant, 2017)
focused on the variables influencing students’ academic motivation and sense
of self-efficacy. She came to the conclusion that each student’s perceived
self-efficacy was dependent on the sources they had developed throughout
their lives, particularly their complete mastery of those sources. Additionally,
she came to the conclusion that academic motivation is always founded on
individual academic self-efficacy with regard to persuasion, physiology,
affection, competence and wisdom.
Science Technology and Engineering Program (STEP)
STEP stands for Science, Technology, and Engineering Program.
Despite being widely used, the acronym STEP still lacks a defined meaning or
agreement between instructors. The phrase is now used to refer to any
occasion, measure, program or activity that incorporates one or more STEP
disciplines (Reeve, 2013). The word that has been embraced by organizations
like as governments, schools, enterprises, and industries leaders to convey
the vital need to educate.
Science is the study of nature, including the treatment or application of
facts, ideas, concepts, or norms related to various disciplines, as well as the
laws of nature related to physics, chemistry, and biology. Both a body of
previously established information and gathered over time and a method
(scientific inquiry) that produces new information.

The engineering design process is informed by scientific knowledge.
Science incorporates knowledge based on facts from several investigations
into highly developed and well-tested theories. Theories that explain large
amounts of data and forecast the results of follow-up investigations. Despite
the fact that the methods employed to produce scientific hypotheses vary from
one field of study to another, sciences share this (NGSS, 2013).
Even though it is not a subject in the strictest sense, technology
includes both the actual technological products and the entire system of
individuals, groups, and institutions as well as the knowledge, techniques, and
tools used in their development and use. To meet their necessities and satisfy
their desires, people have been developing technology throughout history.
Science and engineering contributed significantly to the development of much
of modern technology, and both disciplines use technological tools. The
NGSS places a strong emphasis on fusing engineering and technology into
science teaching, which is noteworthy to notice. Committing to fully integrating
technology and engineering into the framework of science education by
elevating engineering design to the same level as scientific investigation in the
classroom. The central concepts of engineering and technology are accorded
the same standing as the central concepts of the other major science
disciplines, and they, too, support the “engineering problem-solving strategy
to “design” (NGSS, 2013).
The field of engineering encompasses both a body of knowledge
concerning the planning and production of manufactured goods as well as a
method for problem-solving. This procedure was created with limitations. The
natural laws or scientific principles are one restriction on engineering design.

Time, money, materials that are available, ergonomics, environmental
laws, manufacturability, and reparability. Technology is used in engineering as
well as notions from science and tools. Engineering is similar to science in
that it calls for both knowledge and a set of procedures. The primary objective
of engineering is to find solutions to issues that result from a particular human
need or desire. Engineers use their understanding of physics and
mathematics to accomplish this as well. As well as how well they comprehend
the engineering design process. Engineering is the process of defining a
problem, figuring out what is required, and then designing a solution to it. Due
to the importance of the design process in helping students comprehend
engineering as a profession and a potential career path, they give students a
setting in which to practice applying their scientific knowledge. In addition to
requiring specific knowledge, the work of engineers needs both individual and
team effort. Thus including both this framework contains engineering
standards and fundamental principles (NGSS, 2013).
New Normal
The process of adjusting to the COVID-19 outbreak is known as the
“New Normal”. As a result of their continued learning and adaptation after the
COVID-19 epidemic, humans will acquire new behaviors (Pragholapati, 2020).
Education in the new normal calls for a number of modifications because
teachers weren’t adequately prepared when the epidemic struck and schools
ceased holding in-person classes and suspended on-campus activities for the
purpose of student safety (Filho et al., 2021). The purpose of the study is to
determine the benefits, drawbacks, possibilities, and risks connected with the
new norm in public education in the Philippines utilizing the real-world

experiences of public school instructors. The phrase "new normal" initially
originated after the financial crisis to describe the enormous economic,
cultural, and social upheavals that led to precariousness and social unrest,
affecting societal perspectives and personal lifestyles. This phrase has been
used once more to describe how the COVID-19 epidemic has altered crucial
facets of human existence (Jamon et al., 2021)
The epidemic ushers in a “new” normal in which technology compels
new ways of working and learning. It drives education toward a greater
emphasis on technology, a tendency that is already well underway and is
being backed by market fundamentalism and commercialism (Pacheco,
2021).
One year after the COVID-19 outbreak, people are beginning to
comprehend how to combat the new coronavirus strain while regaining their
health, their economies, and their entire communities. While overcoming
significant obstacles, we must improvise, adapt, and prevail. Our immediate
attention should, in my opinion, be on addressing the complex issues brought
on by the epidemic by emphasizing resilience, recovery, and restructuring
because the new normal is still developing. As the COVID-19 epidemic broke
out, we were compelled to adapt to the new normal. This includes being
obliged to wear face masks and face shields in public, working from home,
having parents home-school their children, and being placed under lockdown
and quarantine. Distance learning must replace traditional classroom
instruction for students. Formerly taking place in a face-to-face setting in the
classroom, learning is now done remotely or at home using various media that
are readily available. The pupils became concerned since they employed
distance learning for their regular courses and to assess their academic
performance. The general capacity of students to absorb information is
constrained, and a variety of learning modalities is likely to result in cognitive
fatigue, impairing the capacity of students to acquire new material adequately
(Corpuz, 2021).
Khalid (2021) emphasized that the COVID-19 pandemic issue has
made distance learning a key component in all educational establishments,
including schools, colleges, and universities. Even though they encounter
difficulties in many ways, teachers and students must adapt to the distance
learning method in order for it to be used as usual. Some of them struggle
with anxiety and hopelessness. Past studies have shown that students
experience mental impairment and display symptoms of depression and
anxiety. Nevertheless, other studies revealed the exact opposite.
In addition, (Rasmitadila et al., 2020) said that in this Covid-19
pandemic, institutions, administrators, instructors, students, and even parents
found themselves unexpectedly involved in the distance learning process.
Schools have been forced into a learning flow that is complicated and
constrained as a result of the shift from direct instruction to indirect
approaches. This procedure has had a significant impact on the school,
teachers, and pupils (Mailizar et al., 2020). Individuals have unavoidably
encountered unique challenges and barriers in institutions during this process.
Closing schools, not having the necessary tools to engage in classes, being
unable to access internet resources from home, and being stuck at home for
an extended period of time have all had a psychological impact on students

(Apriyanti, 2020). Moreover, educational institutions’ poor technical
infrastructure can be evaluated.
According to Woloszyn (2020), many students have found remote
learning to be an emotional roller coaster. It has provided numerous options
for students to adopt online and modular learning environments. They have
faced a number of difficulties as a result, though. There are advantages and
disadvantages to the new system, despite the fact that it is in a different
setting. On the other hand, Wykowski (2020) emphasized that distance
learning has permeated many students' daily lives. Many schools are still
getting used to the challenges and advantages of the switch to distance
learning, which has required a lot of adjustment in a short amount of time.
Insights
In crafting our review related literature we learned that we must put an
effort if we want to succeed academically and live up to our aspirations. There
may be times when it seems pointless or difficult to jump through some
hoops. It can be challenging to learn from the challenges we encountered
while pursuing our academic objectives. We also learned that not only we
study technical knowledge at school, but we also learn how to manage
ourselves and the struggle.
Junior High School, Science, Technology, and Engineering Program
(STEP) students grapple with how they will fulfill their academic struggles in
the new normal brought on by the Covid-19 pandemic. Students need the
moral support of their friends and family to get through academic challenges.
Additionally, a lack of communication results in students losing interest in their
studies and could lead to them losing their morals and self-motivation.
CHAPTER lll
Methodology
This chapter represents the research design, research locale, research
participants, research ethics and protocol, research instrument, data gathering
procedure, and data analysis.
Research Design
The applied qualitative phenomenological design will be used to
determine the grasp of the phenomenon as experienced by student’s
interaction. The goal of the phenomenological study is to understand the
student’s interactions and how they experienced it. The phenomenological
approach developed independently from other qualitative designs, so
distinctive characteristics exist. The phenomenological approach is founded in
the philosophy of Edmund Husseri, which maintains that the self’s experience
of phenomena is the starting point for knowledge (Hultgren, 2021). The idea
of understanding the essences of a phenomenon is the primary key to this of
research. In other words, it is used to understand a phenomenon’s universal
nature 0by exploring the views of those who have experienced it.
Research Locale
The research will be conducted in Esperanza, Sultan Kudarat where
Esperanza National High School is located and where the participants will be
found. These students will be identified based on their academic struggles in
Junior High School as Science, Technology, and Engineering Program
( STEP) students.
Figure 1, show the geographical map of the locale of the study where the research
will be conducted. The map was obtained from the google map showing the detailed view of
the site and similarly with the wide range view of Esperanza, Sultan Kudarat.
Legend: Map of the school where the student’s of STEP selected as participants.
Research Participants
The participants of this study will be chosen and will be identified from
the students of Esperanza National High School (ENHS) under the Junior
High School Science, Technology, and Engineering Program (STE) Program.

The participants will be selected from four (4) different Grade levels of Junior
High School of ENHS School Year 2022-2023.
There will be eight (8) participants from different grade levels as the
researcher will search in depth the information regarding to the academic
struggles of the Junior High School Science, Technology, and Engineering
Program (STEP) students of Esperanza National High School (ENHS).
From the eight participants, two (2) will be selected from the Grade 7
STEP students of Esperanza National High School; two (2) will be selected
from the Grade 8 STEP students of Esperanza National High School; two (2)
will be selected from the Grade 9 STEP students of Esperanza National High
School; and (2) will be selected from the Grade 10 STEP students of
Esperanza National High School.
Research ethics and protocols
Applications for ethical approval differ across institutions. Regardless,
the researchers focused on the benefits of a research and the risk to benefit
the ratio concerning participants. Nevertheless, they were effectively
addressed both to get ethical clearance. The researchers made it clear that
individuals will provide with sufficient information in order to make an informed
decision on their participation. In addition, the researchers will demonstrate
the ethical issues of consent, confidentiality is clearly defined. Plagiarism is a
form of theft of intellectual property. As a result, correct referencing, citation
styles, citing resources, and paraphrasing were carefully followed. The
participants were also asked for their permission to be photographed and
have their voices recorded.

Research Instrument
There will be two gathering tools to use in obtaining the data for this
study. Data gathering will be facilitated through motive questions for the
interview and focus group discussion.
A. Interview
The interview will be conducted through the use of motive questions,
which will be used to ask the participants regarding their academic struggles
in the new normal of education; follow-up questions will then be asked
regarding the academic struggles they encountered and how they address
such struggles, problems, and challenges.
B. Focus-Group Discussion
The motive questions for the focus group discussion (FGD) will be the
academic struggles of junior high school science, technology, and engineering
students in the new normal of education. Questions will also be asked about
the difficulties, challenges, and problems encountered by the participants in
the new normal. During the FGD, the researcher will allow the participants to
express themselves in vernacular or in any dialect they are comfortable with.
Data gathering procedure
A letter from the Principal of the Esperanza National High School is
requested to allow the researcher to conduct the study. The letter will first
handed personally to the Science, Technology, and Engineering (STEP)
Coordinator for approval. Upon approval, permission will also requested from
the various heads to gather the data from Science, Technology, and
Engineering (STEP) Students of the concerned school.
An orientation then is given to the participants on how the interview and
FGD will be administered. The privacy of open – ended responses, as well as
the identities of participants will be assured to be given utmost security. A
semi – structured interview is conducted to allow participants to share his/her
Academic Struggles they encountered as Science, Technology, and
Engineering Program (STEP) Students and how they address their Academic
Struggles.
Then directed interview will be conducted to gather data on the
practices utilized by the Administrator from the Science, Technology, and
Engineering Program (STEP) Students in Esperanza National High School
(ENHS). Follow up questions will be asked to explore the Academic Struggles
of Science, Technology, and Engineering Program (STEP) Students. Focus
group discussion (FGD) will be conducted, and this is done in structured small
group interview. According to Taylor-Powell (2002), FGD focused on two
ways. First, the persons interviewed will be similar in some ways, being a
Science, Technology, and Engineering Program (STEP) Students.
The participants heard the interacted with each other. Second, they
give either different or similar information and could expound on their
responses than when they will be individually interviewed.
The purpose of focus group interviews will be develop a broad and
deep understanding rather than a qualitative summary. The emphasis is on
the insights responses, and opinions of the participants. In this study, the
participants will be considered experts in their fields and, at the same time,
Science, Technology, and Engineering Program (STEP) Students in
Esperanza National High School. Motive questions will be asked from the
participants who are follow – up by more specific questions regarding their
Academic Struggles as Science, Technology, and Engineering Program
(STEP) Students. The responses of the participants will be recorded and
transcribed. Themes and categories will be identified based on the
commonalities of the responses of the participants.
The motive questions for the interview will be used in the conduct of
FGD. These will be, however, further followed – up with questions on the
Academic Struggles encountered by the Science, Technology, and
Engineering Program (STEP) Students and how they addressed their
Academic Struggles.
Data Analysis
Data gathered through FGD and interviews will be analyze using
phenomenology. Phenomenology emphasize the formulation of concepts from
the nature of things through the way people experiences. Phenomenology is
an approach to qualitative research that focuses on the communality of a live
experience within a particular group. The fundamental goal of the approach is
the to arrive at a description of the nature of the particular phenomenon
(Creswell, 2013). Phenomenology is the philosophical name for the method of
inquiring into the meanings of our experience as we live them. The method is
phenomenological reflecting on pre-reflective or live experience.
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Outbreak. Retrieved from http://jurnal.unissula.ac.id
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Students (Doctoral dissertation , Walden University)
Blaauw, J. (2016). Listening to the Voices of Struggling Students: A Literature

Review. Teachers and Curriculum. 16(2), p55-60.
Blona, R. (2005). Coping with stress in a changing world.
Bryant, S.K (2017). Self-Efficacy Sources and Academic Motivation: A

Qualitative Study of 10th Graders
Creswell, J.W. (2013). The Interpretative Phenomenological Analysis (IPA).

Retrieved from https://files.eric.ed.gov/fulltext/EJ1149107.pdf
Corpuz, J.C.G. (2021). Adapting to the culture of ‘new normal’: an emerging

response to COVID-19. Journal of Public Health. 43(2), p. e344–e345,
https://doi.org/10.1093/pubmed/fdab057
Essel, G. & Owusu, P. (2017). Causes of students’ stress, its effects on their
academic success, and stress management by students (Master’s
thesis, Seinäjoki University of Applied Sciences, Finland).
Filho, L., & Wall, T. (2021) Impacts of Covid-19 and social isolation on
academic staff and students at universities
Guevarra, R. & Cimanes, R. (2017). Stress coping mechanism and its

impact to their age among Senior High School students at Parañaque
National High School-Baclaran. International Journal for Innovative
Research in Multidisciplinary Field,3(7).
Hearon, B. (2015). Stress and coping in High School students in accelerated

academic curricula: Developmental trends and relationships with
student success (Master’s thesis, University of South Florida, U.S.A).
Jamon, B.E.V., Boholano, H.B., Cabanes-Jamon, M.G., Pardillo, M.F.

(2021). Teachers lived experiences in the new normal in Philippine
public schools: A phenomenology. International Journal of Research.
8(02), p773-782
Khalid, (2021). A Review of Psychological Impact on Students Online

Learning during Covid-19 in Malaysia. Retrieved from: DOI:
10.4236/ce.2021.126097
Kwaah, C.Y. & Essilfie, G. (2017). Stress and coping strategies among
Distance Education students at the University of Cape Coast, Ghana.
Turkish Online Journal of Distance Education,18(3).
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School
Mathematics Teachers’ Views on e-Learning Implementation Barriers
During the Covid-19 Pandemic. Retrieved from https://www.ejmste.com
Mazo, G. (2015). Causes, effects of stress, and the coping mechanism of the
Bachelor of Science in Information Technology Students in a Philippine
university. Journal of Education and Learning,9(1),71-78.
McNiff, S. (2020). Students struggle with mental health in pandemic. Health

Days News.
Next Generation Science Standards, (NGSS). (2013). Next Generation

Science Standards (Online)
O’Keffe, J. (2020). Distance learning poses challenges for students, teachers.

Business Mirror.
Pacheco, J.A (2021). The “new normal” in education. PROSPECTS.
Perino, G. A., Gomez, Q. M., Abecia, M. F., Moneva, J. (2016). Coping

strategies of Senior High School graduating students with academic
tasks. International Journal of Science and Research,7(12).
Pragholapati, A. (2020). New Normal “Indonesia” After COVID-19 Pandemic
Rasmitadila, A., R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E.,

Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of
Primary School Teachers of Online Learning During the COVID-19
Pandemic Period. Retrieved from https://www.ejecs.org
Reeve, E.M. (2013). Implementing Science, Technology, Engineering, and

Mathematics (STEM) Education in Thailand and in ASEAN (Online).
Salvacion, S. (2004). Stress profile of students of the University of the

Philippines College of Dentistry.
Sanford, N. (1967). The Challenge of Support. Retrieved from

https://therainmakercompanies.com
Tadese, M., Yeshaneh, A. & Mulu, G.B. (2022).Determinants of good

academic performance among university students in Ethiopia: a cross-
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Learning.Retrieved from https://spotlight153.com
Appendices

Region XII
DIVISION OF SULTAN KUDARAT
Poblacion, Esperanza, Sultan Kudarat
FB Page: DepEd Tayo Esperanza NHS
May 29, 2023
Ma’am,
We, the researchers are asking your permission to scrutinize our
research proposal entitled “Academic Struggles of Junior High School
Science, Technology, and Engineering Program (STEP) Students of ENHS in
the New Normal: A Phenomenological Study”.
Your suggestions, comments and critics will be greatly appreciated for
the improvement of the study.
Truly yours,
Adolacion, Claice Trixie H.
Gegone, Esther Lucia G.
Fabro, Richnel John P.
Londres, Chairiel Hope A.
Sudayon, Lourfaye Anne A.
Researchers
Rodie B. Oños, MAGS Lailanie Brille C. Valdez
Research Adviser Critic Reader

Region XII
May 29, 2023
Reina Karen C. Salcedo
Teacher l
Ma’am,
We are submitting to you our Focus Group Discussion and Interview
question for our proposed research entitled " Academic Struggles of Junior
High School Science, Technology, and Engineering Program (STEP)
Students of ENHS in the New Normal: A Phenomenological Study”.
In this regard, please evaluate the motive questions which we have
formulated to gather the needed data for our study.
Your suggestions and comments will be greatly appreciated to improve
and validate our instrument.
Truly yours,
Researchers

Region XII
May 29, 2023
Fairedel C. Danding
Teacher ll
Ma’am,
Truly yours,
Researchers

Region XII
May 29, 2023
Venscent G. Gegone, MAED CHEM
Teacher lll
Sir,
Truly yours,
Researchers

Region XII
Validation Rating Scale for Qualitative Research Instrument
Instruction: Please indicate your degree of agreement or disagreement with the

statements provided below by encircling the number that corresponds to your best
judgment. This survey instrument validation rating scale is taken from the criteria for
evaluating the survey questionnaire developed by Good and Scates (1975) as
modified by Oducado (2021).
1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree
Criteria Rating Scale

1. The items in the instrument are relevant to answer the
1 2 3 4 5
objectives of the study.
2. The items in the instrument can obtain depth to constructs
1 2 3 4 5
being measured.
3. The instrument has an appropriate sample of items for the
1 2 3 4 5
construct being measured.
4. The items in the instrument are stated clearly.
1 2 3 4 5
5. The items on the instrument can elicit responses which are
1 2 3 4 5
stable, definite, consistent and not conflicting.
6. The terms adapted in the scale are culturally appropriate. 1 2 3 4 5
7. The layout or format of the instrument is technically sound. 1 2 3 4 5
8. The responses on the scale show a reasonable range of
1 2 3 4 5
variation.
9. The instrument is not too short or long enough that the
1 2 3 4 5
participants will be able to answer it within a given time.
10. The instrument is interesting such that participants will be
1 2 3 4 5
induced to respond to it and accomplish it fully.
11. The instrument as a whole could answer the basic purpose
1 2 3 4 5
for which it is designed.
12. The instrument is culturally acceptable when administered in
1 2 3 4 5
the local setting.
Comments and Suggestions:

_______________________________________________________________
Reina Karen C. Salcedo

Name and Signature of Validator
Region XII


1 2 3 4 5
1 2 3 4 5
being measured.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
variation.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
the local setting.
___________________________________________________________________
Fairedel C. Danding
Name and Signature of Validator

Region XII


1 2 3 4 5
1 2 3 4 5
being measured.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
variation.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
the local setting.
___________________________________________________________________
Venscent G. Gegone, MAED CHEM

Name and Signatures
of Validator
Region XII
Research Instrument
Focus Group Discussion
Participant’s Demographic Profile
Name of Participant:________________________________________
Name of School:___________________________________________
Address:_________________________________________________
Year Level:________________
Age:__________
The Focus Group Discussion (FGD) is a predetermined semi-

structured interview to elicit responses and general discussion among the __
participants from Junior High Science, Technology, and Engineering Program
(STEP) Students in Esperanza National High School. The given period is
between 60-90 minutes.
The following questions will be used to assess a deeper level of

understanding of the Junior High School Science, Technology, and
Engineering Program (STEP) in their academic struggles.
1. What are the academic struggles of the Junior High School STEP students
of ENHS in the new normal?
1.1 What are the struggles you faced in terms of academics?
1.1.1 What are the most pressing academic struggles that you faced?
1.1.2 What are the primary factors that contributed to the struggles
that you faced in academics?
1.1.3 Can you recall a specific instance that you faced struggles in
your studies?
1.2 What support did your teacher and parents give you with, in order to
help in solving your academic struggles under the new normal?
1.2.1 What support did you receive from your teachers during the new
normal?
1.2.2 How did your parents support you in coping with the academic
struggles in the new normal?
1.2.3 As an STEP student, what are the positive feedbacks you
received lately from your teachers/ parents?
1.3 How did you adapt the study routines to overcome the struggles in the
new normal?
1.3.1 What are the struggles that you encountered while adapting the
study routines during new normal?
1.3.2 What changes did you make to your study routines to adjust the
1.3.3 As an STEP student, what lesson did you learn from adapting
your study routines to overcome the struggles in the new
normal?
2. What are the causes of academic struggles of Junior High School STEP
students in the new normal?
2.1 What are the struggles/problems of Junior High School STEP
students in the new normal?
2.1.1 What are examples of causes of academic struggles as a Junior
High School STEP student in the new normal?
2.1.2 As an STEP student, what are the factors that can affect your
academic performance and how will you address the problem?

2.1.3 What makes you experienced those academic struggles?
2.2 What are the effects of the struggles in your academic performance as
an STEP student?
2.2.1 What are the academic struggles you encountered as an STEP
student?
2.2.2 How do you maintain the integrity despite these struggles?
2.2.3 With those struggles/problems you encountered, which do you
have affected your academic performance the most?
2.3 What are your reflections as a Junior High School STEP student on
the struggles you experienced?
2.3.1 As a Junior High School STEP student, do you think that with
the new normal setting, academic struggles have worsened? If
yes, how has it worsen?
2.3.2 In what way that the new normal setting affected your academic
performance?
2.3.3 How did you carry out other responsibilities in the new normal
despite the academic struggles?
3. How did Junior High School STEP students, cope up with their academic
3.1 As an STEP student, does technology help Junior High School STEP
students with their academic struggles?
3.1.1 What are the uses of technology in your academics as a Junior
High STEP student?
3.1.2 As a Junior High School STEP student, what are the effects of
using technology in your academics?

3.1.3 As a Junior High School STEP, how does technology make your
academic tasks easier?
3.2 What are the strategies that you employed to overcome these
struggles?
3.2.1 What specific strategies did you implement to address the
struggles you experienced as a Junior High School STEP
student?
3.2.2 Did you seek an advice and support from others? What kind of
support you receive from them?
3.2.3 How did your parents assist you in coping with the academic
3.3 As a Junior High School STEP student, what are the coping
mechanisms you use during the new normal?
3.3.1 As a Junior High School STEP student, do your classmates help
you in dealing with academic struggles in the new normal?
3.3.2 Based on your experience as a Junior High School STEP
student, does time management help you in dealing with
academic struggles in the new normal?
3.3.3 What have you done to cope up with the struggles you faced in
your academics as a Junior High School STEP student?

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ACADEMIC STRUGGLES OF JUNIOR HIGH SCHOOL

SCIENCE TECHNOLOGY AND ENGINEERING PROGRAM (STEP)

ADOLACION, CLAICE TRIXIE H.

A JUNIOR HIGH SCHOOL RESEARCH SUBMITTED TO THE FACULTY

Republic of the Philippines

APPROVAL OF RESEARCH PROPOSAL

June 14, 2023

REINA KAREN SALCEDO

The completion of this undertaking could not have been possible

not all be enumerated. Their contributions are sincerely appreciated and

appreciation and indebtedness particularly to the following:

supervision as well as for providing necessary information regarding this

To the committee/panelist, Ma’am Reina Karen Salcedo, Ma’am

Jennifer L. Emejas, Ma’am Angelica J. Sornito, and Ma’am Leilyn Santizo

expertise to improve the research study.

To Ma’am Lailanie Brille C. Valdez, English teacher, for your unending

support to the researchers, sharing your ideas and brilliant suggestion to

improve the study of the researchers.

To the validators, Sir Venscent G. Gegone MAEd Chem, Ma,am Reina

the researchers throughout the duration of the study.

their support, either morally, financially and physically, thank you.

blessings throughout our research work to complete the research

successfully. We thank you.

Framework of the Study…………………………………………………………….3

Statement of the Problem………………………………….……………………….4

Significance of the Study……………………………………………………………5

Scope and Delimitation……………………………………………………………..6

Review of Related Literature……………………………………………………….8

Science Technology and Engineering Program (STEP)…………………...….12

Research ethics and protocols…………………………………………………..20

Data gathering procedure…………………………………………………………21

Background of the Study

Many areas of people's lives and the community as a whole have

changed as a result of the Covid-19 pandemic. The only industries seriously

impacted by the aforementioned epidemic are those of medicine, trade, and

education. Additionally, its exceptional occurrence put the government's

Implementing the various learning delivery modalities was part of the

Department of Education's (DepEd) learning continuity plan. These learning

modalities include in-person instruction, online instruction, blended learning,

distance learning among these modalities was permitted to be used in public

listening to the radio or watching TV shows that feature educational

According to the most recent study by (McNiff, 2020) the Coronavirus

pandemic had an immediate effect on students' mental health. When the

pandemic started in early March, the study noticed increases in melancholy

The move from the classroom to the computer is being made by

students and teachers at all educational levels as the number of confirmed

every subject lends itself to an easy transition to distant learning. Teachers

attempting to adjust to giving lectures online have encountered difficulties due

to distance learning (O'Keefe, 2020).

The Department of Education (DepEd) is supporting 198 republican

as part of its continuous efforts to strengthen the teaching of Science,

Technology, and Engineering Program (STEP) in basic education. According

to Secretary of Education Armin Luistro, the specialist curriculum is taught in

with a sizable enrollment.

have a responsibility to support them, Luistro continued, in accordance with

the government's national development agenda, which is mostly focused on

research and technology.

Additionally, concerns with professors and instructors, finances,

problems with parents or guardians, love lives, academic subjects,

requirements, and projects, oral and written exams, announced or

students struggle (Salvacion, 2004).

According to (Blona, 2005) some students struggle to deal with the

demands of adjusting to a new living situation, new friends, academic