Semi Final 2

a
Chasing One’s Dreams: The challenges Experienced
by SMI Scholar
__________________________________________________
A Qualitative Research
Presented to SHS Faculty
__________________________________________________
By:
Acedilla, Sheilla Marie A.
Candido, Rjohn E.
Daigdigan, Flora May C.
Lacida, James Miguel N.
Lorico, Mario
Manulat, Maria Shella
Ponto, Ariel S.
Table of Contents
Abstract
Introduction
Background of the Study----------------------------------------------------------------------------
Purpose of the Study----------------------------------------------------------------------------------
Research Questions------------------------------------------------------------------------------------
Theoretical Lens---------------------------------------------------------------------------------------
Importance of the Study-------------------------------------------------------------------------------
Delimitation and Limitation--------------------------------------------------------------------------
Definition of Terms------------------------------------------------------------------------------------
Review of Related Literature-------------------------------------------------------------------------
Methodology
Research Design---------------------------------------------------------------------------------------
Research Informants-----------------------------------------------------------------------------------
Data Sources--------------------------------------------------------------------------------------------
Data Collection-----------------------------------------------------------------------------------------
Data Analysis-------------------------------------------------------------------------------------------
Trustworthiness and Credibility---------------------------------------------------------------------
Ethical Consideration----------------------------------------------------------------------------------
Result and Discussion
Conclusion----------------------------------------------------------------------------------------------
Recommendation--------------------------------------------------------------------------------------
References-------------------------------------------------------------------------------------------------------
Appendix A
Audit Trail----------------------------------------------------------------------------------------------
Appendix B
Transcribe In-depth Interview -----------------------------------------------------------------------
Appendix
Transcribe Focus Group Discussion----------------------------------------------------------------
CURRICULUM VITAE
ABSTRACT
Growing population is one of the most problems that our society is facing. There’s a lot
of youth can’t go to school, some are aiming there dreams to succeed. On the other hand, a lot of
people wanted to go to school but cannot because of financial problem. This recent research
investigation gives to discover the different challenges experienced by the Junior High School
SMI scholars. This was a qualitative research that utilized phenomenological approach. The
researchers choose 5 Junior High School scholar students of Francisco Bustamante National
High School. We got the data from observations and interviews; one-on-one and focus group. In
emphasizing the essential concepts, an answer generated from the informants during the
interview was the primary basis. Emerging themes we extracted from highlighted important
concept in the audit trail. We only include the necessary details which can be used as a concept
for data analysis. Only the theme were come up from the answers of the informants were
analyzed and we did not include our analysis, the language they used by SMI scholar.
Afterwards, we discussed the results conclude from analyzed themes. Review of related literature
(rrl) was used then to support the result.

INTRODUCTION
Background of the Study
As the world grows into a high percentage of population, there is also increasing poverty
in this world. Nobody can deny the hand fact that education is an extremely important factor for
bringing change in the lives of individual. It has universally been recognized as the most
powerful instrument for gearing up the socioeconomic development of nation. Out of school
youth means having a vulnerable people who have needs . There's a lot of children and youth
can't go to school , some are aiming there dreams to succeed. On the other hand , a lot of people
wanted to go to school but cannot because of financial problem and thing that money involves on
something of the world (Cruz , 2018). Based on United Nation Educational , Scientific and
Cultural Organization (UNESCO) there is about 262 million children and youth are out of school
youth that based on VIS data for the end of 2017, while on Philippines Statistics Authority (PSA)
9℅ aged of 6 to 24 years are out of school youth that result from Annual Poverty Indicators
Survey. In Northern Mindanao they have 180 , 908 are out of school youth according to
Functional Literacy, Education and Mass Media Survey (FLEMMS) for the end of 2013.
Scholarship provide an opportunity for many people to earn an education. Without
assistance form an outside source, students may have trouble paying for the degree they need in
order to enter the workforce and become a contributing member of society (Cruz , 2018). It is
rewarded based upon various criteria , which usually reflect the values, purpose of the donor ,
founder and the money is not required to be repaid (Maxtremus , 2018 ).In the statement
scholarship really helps student to experience their education to th fullest. Problems will surely
be experienced by the student but when such problems begin to appear in combination and
cluster , or if they persist for long periods , educators must take close at it. There's challenges
and struggles that a student need to pass through to become a scholar and in these research those
problems will be unfold.
In addition , Sisters of Mary of Immaculate (SMI) in Tibungco , Davao City , is a
learning center that provides scholarship grants for those student that are having financial crisis
in their family , those out of school within vicinity of Tibungco . In Davao City the
local government also assist and help the student by providing scholarship through its
Educational Benefits System Unit (EBSU). Currently , the city has 1,059 scholars and out of the
number they expect 200 or more to graduate . By this program student who really work hard
will be able to graduate and pursue their dreams .
By these we can say that our research is unique and worthy in some manner , it gives us
different overviews and stories that is still unfold upon us and it gives comprehensive learning
and understanding on why do we need urgency to conduct the study regarding SMI
scholars in Tibungco , Davao City.
Purpose of the Study
The purpose of conducting this study is to unfold the challenges faced by the SMI
scholars based on their feelings, insight, and experiences. To determine their goals in life that
cost some student to pursue the scholarship and doubling their hard work just to assure that their
education is not on the line. Lastly, to inform that some of us doesn't have a wealthy life
that some doesn't able to pursue studies and go to school.
Research Questions
This qualitative study sought to answer the following:
1. What are the challenges experienced by SMI scholars?

2. How do SMI scholars cope with these challenges?
3. What insights can be generated from the challenges experienced by SMI scholars?
Theoretical Lens
Sanford’s Theory of Challenge .The essence of this theory is that a student or individual
develops through being challenged. This challenge can be either internal or external, and
only occurs if the challenges upsets the current equilibrium of the student (Evans , 2010). In turn,
the student may respond in a variety of ways.
If the challenge is too great and the student is not ready for the challenge, a student may
go into a state of retreat, where they cease to develop and pull away from the challenge (Evans,
2010). This is where support, and your work as student affairs professionals comes into play. By
providing support, you can help prevent this state of retreat. However, if too much support is
provided, the student may reach a state of stagnation, where the support is too much in
proportion to the challenge and therefore becomes unhelpful (Evans, 2010). In order to be most
affective, you must provide enough support to prevent retreat , but not so much that the student
stagnates in development. Finding this balance is called Optimal Dissonance (Fouber t, 2015). A
simple example of this is the idea that when you are working with a first-year student, they are
likely to need more support for any challenges they encounter because they are new to the
environment and are already in a state of constant learning, whereas, senior students are likely to
need less support as they are familiar with their environment and culture around them and have
had time to build higher order thinking and coping mechanisms.
Another key component of this theory is the idea of readiness, which happens when a
student reaching a tipping point, either in body, mind, or environment (Evans , 2010). According
to Sanford, this idea of readiness is essential for development, asserting that the student must be
ready for the challenge to be successful in developing through the challenge. Otherwise, they
may go into a state of retreat (Foubert, 2015).
In terms of student affair s practice, this theory is often one of the “go-to” theories
because of the intuitive nature of the theory. It makes sense that if a student is being challenged,
that they are in need of some support. Student services are often in an optimal place to provide
that support. However, there is one common misunderstanding to avoid with this theory. Many
student affairs professionals assume that they must be the ones to provide the challenge, when
this is not a requirement and often not the case in practice. Most often, the student’s life
situation
or the environment has already provided a challenge and professionals can then work to provide
the support needed for the student to develop through said challenge.
Moreover , this study has attached with theory (Solorzano , 1998) Challenges
experienced by the scholar students like felt out of place , felt their teachers had lower
expectations for them and scholars' accounts of subtle an not so subtle racial and gender
incidents. Meanwhile, the aim of this study was to explore whether students can be classified in
groups according to their coping strategies in dealing with school failure and to assess
relationship between coping strategies and various components of self regulated learning
(Rijavec and Brdar , 2002). In a study, authors found that stress associated with challenges in the
learning environment had a positive relationship with learning performance and that stress
associated with hindrances in the learning environment had a negative relationship with learning
performance. They also found evidence suggesting that these stress - learning performance
relationships were partially mediated by exhaustion and motivation to learn. Hindrance stress
was negatively related to motivation to learn, challenge stres was positively related to motivation
to learn, and motivation to learn was positively related to learning performance (LePine et. al,
2004). The scholarship on the students success particularly from minority groups, has two
limitations (Bensimon , 2007).
In addition , we discuss four challenges facing emotion scholarship in organizational
behavior : inconsistent definitions , aggregation of discrete emotions into affective
dimensions, aggregation across time, and failure to recognize the role of context
( Gooty et. al, 2009). Hence, study of ongoing engagement can be enriched by the incorporation
of Concepts of everyday resilience, focusing on what happens when students make mistakes
and encounter difficulties and failures in school(Skinner and Pitzer , 2012). Students experienced
increased engagement when the perceived challenge of the task and their own skills were high
and in balance the instruction was relevant, and the learning environment was under their control
(Shernoff , 2014).
Importance of the Study
The importance of studying the challenges experienced by SMI scholars is that
readers know and understand a lot about the challenges experienced by SMI scholars. It will
also gives them capacity to comprehend individual and circumstances in a clean way and change
the direction in order to provide as much as is needed of SMI Scholars. In addition, to determine
the reasons for acquiring an SMI scholarship. , and things they need to do in order to maintain
the scholarship. A scholar should not take the scholarship for granted instead one who have
this opportunity should work hard to maintain good grades. Moreover, this will also be used
as a basis and to raise awareness among educator , community members on the challenges
experienced by SMI scholars.

Delimitation and Limitation
This research was limited to the Junior High School SMI scholars in Francisco Bustamante
National High School. Only 5 Junior High School students that included in the study .We have
chosen them as the informants of this study to know the challenges faced by SMI scholar based
on their feeling, insight and experiences on the importance of chasing their dreams and
also strategies on how they overcome the challenges they faced , and to consider the
importance of what SMI scholars achieve but also what kind of relationship evolves in
order to minimize factors contributing to SMI scholar to sponsor .
This study was delimited to the conduct of theoretical analysis . Only the theme were come
up from the answer of the informants were analysed and we did not include our analysis , the
language they used by Junior High SMI scholar.
Definition of Terms
CHALLENGES - Life without challenges is boring, weak and meaningless. So
challenges since birth is already with us, Since when we are infant we already face challenges
but look now since in the present we passed the challenges we faced in the past but the more we
get older the more we struggle and the more lessons in life we learn from the challenges that
making us stronger, motivate and independent as a person.
CHASING - Chasing or to pursue to be strong to face the challenges, pursuing more to
our motivation to not GIVE UP, to chase our dreams to aim it, and also to chase ourselves
that whatever challenges it is.
SMI - Sister Mary Immaculate a community that leads by sisters and helping homeless
youth. SMI is not only a family but giving you Guidance to face the challenges and also the one
who believes that you can do it, and you can chase it. SMI is also the one who will not only help
you thru financially but also spiritually, and give you an advice that we can apply it to ourselves
specially in our difficult challenges in life.
Review of Related Literature
As written works were pondered , accomplishment I nspiration or on the other hand the
summed up propensity to take a stab at progress and to pick objective arranged , achievement or
disappointment exercises, is found to be a critical factor among students . It is the longing to
encounter achievement and to take an interest in exercises in which the achievement is reliant on
close to home exertion and capacities (Slavin, 1991). This inspiration is one of the individual
factors or factors inside students that influence their scholarly lives. Students with high
accomplishment are inspired and tireless to work for their objectives (Sprinthall , et. al.,
1998). In particular , accomplishment inspiration is characterized as a non-cognizant worry for
accomplishing greatness through individual endeavors. In any case, very inverse to this , is Gage
and Berliner (1984) that only one out of every odd student is roused exclusively by the trust
in progress. Once in a while our execution in errand is a result for our dread of disappointment.
Such dread of disappointment (disgrace, criticize by friends, and discipline from guardians) may
have more inspiration compel than a craving to do well.
There are numerous impacts of the companion or individuals who are level with in age or
status (Slavin, 1991) as the fundamental social object of an understudy. Be it as models , fortifies
as an object of social correlation . Be that as it may, generally vitally , ( Hetherington and Parke
1993) clarified that the companions are the suppliers of chances for mingling and learning just
as the advancement of a feeling of having a place. These capacities increment in significance as
the youngster creates and invests expanding measure of energy with friends than family . Gegato
(2007) examined the stressors that effect both the scholastic and individual existenc of
researchers. The outcome of the investigation demonstrates that scholarly or school related issues
(necessities , examination) are the three kinds of major stressors among the researchers in the
University. Other stressors are social and natural stressors (counting postponed remittances).
Course prerequisites with due dates can be the primary reason of weights and be a significant
stressor.
Surveyed a class of hospitality students a company scholars to determine if working at a
job while enrolled in classes had positive or negative on class attendance , hours spent studying,
and participation in social activities Kozar, Horton, and Gregoire (2005). The authors examined
the correlation between student variables including grades, attendance, study time, and work
time. Kozar et al. (2005) reported no statistically significant differences among the variables;
however when students’ work hours increased, their study time and time spent attending classes
decreased.
In addition , Carney , McNeish, and McColl (2005) examined the effects of students’
physical health , mental well-being, and academic performance while working as a company
scholar. On average, students worked 14.2 hours per week, four hours more than government
recommendation. Although students believed their part-time work had a negative effect on
academic performance , no statistically significant effects were found; however , slight
manifestations on their health (physically and mentally) were reported based on the correlation
between being in debt and needing to work. Carney et al. (2005) recommended schools increase
student time management training so students could better balance work and school life. Time
management training was deemed more beneficial than decreasing part-time work hours.
Moreover , Daniel, Kyle amd Steeper (2007) students in Macalester College examined
the challenges they face one of these Tranition Issues. There is the stress of making a good
adjustment because students believe their future depends upon their doing well. Did they make
the right choice? How can they be sure? Should they change courses, direction, major? Putting
choices into a longer-term perspective is useful. There are many people on campus that can assist
them in making decisions: professors, peers, and staff. Some students will be homesick, missing
their family, friends, and pets. They will miss old routines and structures.
Furthermore , according to Coburn and Treeger (2003) that some of their
challenges is Partying .Partying in itself is not a problem. Parties can be a great way for students
to blow off steam. However, sometimes partying can cause problems. Drugs and alcohol can
lead to poor choices, risky behavior, health risks, and even potentially deadly situations. Most of
the scholars longing and expected that open practices will widen access to education and
learning, lessen cost, improve the impact and reach of scholarship and education and cultivate
the advancement of progressively impartial, compelling, productive, and educational processes.
Wiley and Green (2012, p.88) take note of that " the only time will tell" regardless of whether
practices of open scholarship will transform education or whether the movement " will go down
in the history books as simply one more trend that couldn't satisfy its press." Given the emerging
nature of such practices, educators are finding themselves in a position in which they can shape
or be shaped by openness (Veletsianos, 2010). In contrast, challenges facing open scholarship are
related with every last one of this assumption. Examples include the misappropriation. of open
scholarship ; the requirement of scholars creating social and computerized proficiencies, is
neither neutral, nor a single solution to problems confronting education and scholarship; and the
thought that open scholarship acquaints new problems relating with power, decency, and equity
( Veletsianos, and Kimmons, 2012).

The findings demonstrated that the challenges experienced by scholars, they are regularly
experienced problems in stress management, pressure, delayed allowances, enrolment, academic
loading, library, time, grades, and educators. Further, their other problems is love life, physical
condition, inborn alliances, homesickness, residences and relationship with others were limited
to some participants. The participants likewise announced of dealing with stress for everyone of
the counted problems. Consequently, they uncovered that these problems influenced their lives in
various ways. (Guimba, et al. 2015). Therefore , I. believe for some scholars with an
interdisciplinary research agenda, they may find inherent challenges when meeting with search
committees (Goings, 2018).
Some scholars have suggested that the scholarly community plays an important role in
how students experience their doctoral journal. Pyhalto et al. , for instance, found student's
membership experiences in this very community varied considerably: about one third of the PhD
students felt isolated from their academic community or found the relationship between
themselves and the community somewhat problematic. This suggests that one can consider and
experience even the same scholarly community in a variety of ways ( Pyhalto, et al. 2012).
Although in most instances the amount of student financial aid accounts for relatively
small amounts of the variance in persistence, more financial aid has a larger impact than less
aid nd receiving any two forms of aid (scholarships, loans, work-study, etc.) has a larger
positive effect on persistence than receiving only one form of aid. However, large, visible
programs that are easy to understand and provide a single source of significant financial aid
to students (as opposed to the usual patchwork of aid) have an even greater impact on
student outcomes (Hossler et al., 2009).
Oreopoulos (2009) as found in Bartik and Lachowska (2012) took a gander at the impacts
of legitimacy put together grants with respect to understudies who are strong entertainers, yet not
top-positioned, among entering first-year students at a substantial Canadian college. It was found
by the examination that there exist solid impacts for ladies, however none for men. All the more
in this way, Leuven, Oosterbeek, and Klaauw (2010) lead a comparable report on a randomized
trial among first-year college student at the University of Amsterdam. The trial under
investigation gave a money remunerate for those understudies who finished the majority of their
first-year necessities by the beginning of the following scholarly year. In this manner, it was
found by the investigation that rewards matter just for high-capacity gatherings.
This hypothesis was first utilized by Davenport and Prusak (1997) and later reached out
by Thomas (2009) and Marcum (2013), (as in Marcum, 2013). This hypothesis expresses that
different types of grant ought to be widened and extended to make the conceivable outcomes for
urban commitment in advanced education. It can also be known as the grant of commitment.
Along these lines, by stressing "grant" as opposed to "taking in," the grant of commitment
proposes a lot of practices that cuts over all parts of the conventional elements of higher
instruction. It expected that participatory research will in general react to issues of prohibition by
connecting with a underestimated or recently avoided gathering.
As refered to in the investigation of Abo and Tawacal (2001) that Light and
Keller (1975) buy in to the possibility that the family, not the school, is the major instructive
foundation indeed, even in the cutting edge society. Ronald and Schwatz (1978) advocating this
point keeps up that there are incalculable unpretentious routes by which the family may capacity
to advance or demoralize instructive goals and open doors for the youngster. An examination
by Berowa (1988) as refered to by Abo and Tawacal (2001) uncovered that home and family
issues appear to be a predominant reason for disappointments for the kids. Berowa (1988)
likewise refered to that family fluctuates enormously in degree to which they urge youngsters
to perform well in chool, however such condition can add to the achievement in the
classrooms. Abo and Tawacal (2001) referenced Gonzales (1986) who looked to draw a
profile of the expelled students deciding the explanations behind their scholarly inadequacy.
The reasons are observed to be social in nature, including substantial homes and family
issues intensified by close to home, enthusiastic, and relational relationship issues. The most
critical factor was money related status of rejected. students having a place with huge
families. An student's lacking stipend is one of the main issues of undergrads nowadays
(Galemba, 2005; Gegato, 2007; Polo, 2003). As indicated by Clifford and John (1982), one of
the budgetary issues identifies with the status of the student's family. Family funds may
seem, by all accounts, to be forcing genuine confinements on a given understudies
instructive professional designs.
Angelo (1995) in turn proposed a useful model to clarify what goals a particular teaching
or assessment strategy is designed to achieve and also to address learning challenges faced by
students in higher education. In fact, he stressed that the Teaching Goals Inventory should
include higher-order thinking skills; basic academic success skills; discipline-specific knowledge
and skills; liberal arts and aca demic values; work and career preparation as well as personal
development. The desired outcomes needed for the 21st century graduates as well as the lifelong
skills and values to be possessed by every educated person have been identified in systematic
way by a researcher in his study conducted in Philippine (De Guzman, 2006).
In addition, Lamanauskas (2012) stated that the problems of university education though
retain a complex character still become more and more pressing issues for a number of reasons.
Labour dynamics and a changing society require flexible, innovative and creative possibilities of
lifelong learning. Higher academic institutions are not limited to primary professional training of
students. Therefore, it is necessary to search for the new possibilities of improving the skills of
specialists and professionals in the direction of doing specializations, developing individual
abilities and acquiring high level professional competences. Continuing education at a university
plays a fundamental role in choosing strategic priorities identified in the field of European
education. Thus, it is necessary to strive for the highest standards of scientific activities, studies
and obtained results acknowledged by the international community. On the other hand,
competition between universities became more intense at both national and international level.
An insufficient focus on consumer (student) and offered services decrease the quality of
education. Solutions provided to any problem require relevant and accurate information.
Julal(2013) mentioned in his study that universities provide a range of problem focused social
support services to help students who are experiencing personal difficulties. The study examined
how the effectiveness of student problem-coping style, experience of personal difficulty and
psychological distress are associated with actual use of support services in the academic setting.
Results indicate that students who experienced a personal difficulty and who had a more
reflective problem –coping- style were more likely to use student support services. In addition,
students with less effective problem –focused coping styles (more recreative and suppressive,
less reflective) reported greater psychological distress. Abdelatife(2013)conducted a study about
coping with university life and its relationship with academic achievement of the students of
Menofia University. The research was conducted on a sample of students (144 male and female
students) from four different disciplines namely, Specific Education, Engineering, Commerce
and Home Economics during the second term. The results concluded that there are statistically
significant difference between the socioeconomic factor and academic achievement. Also,
statistically significant differences are observed in the aspect of coping with university life and
academic achievement. Laws&Fiedler(2012) stated that studying at university can generate
social pressures particularly in youth, which have been associated with the onset of a mental
illness or a worsening of an existing condition. Many universities provide health services to
support students with health problems.
However, many young people do not have effective help-seeking strategies and are in
need of well-defined pathways to locate appropriate assessment of, and support for their
emotional needs. Selesho(2012) presented an explanatory study that focused on the problems of
academic ability and the psychological challenges that affect first year students as they progress
from Grade 12 to first year university studies - a process that is significant for most universities.
A cause of transition can be found in the under preparedness of the university support system at
first year level. The results from this study showed that there is significant difference with regard
to student life, student expectation and psychological status between university first year students
and high school learners. Some of the findings of the study emphasizes that induction had an
insignificant influence on student academic ability social integration. Gudjonsson (2009)
revealed in their study that the students’ educational problems were different in various study
fields.
There were significantly more problems in male and nonnative students (who are less
supported by the families) compared to female and native ones. Family, financial and health
problems, lack of enough knowledge among students and tutors about educational rules are the
most important factors leading to the students’ educational problems. Akman(2007) conducted a
study aimed at finding the problems of Turkish university students and how their academic
problems are related to their family problems and how their age, gender, and identity status
impacted the problems. The study group was composed of 291 students from Hacettepe
University. The results of the study showed that there is a direct relation between gender and
identity - foreclosure and moratorium, and between age and identity status. Depending on the
evaluation of insensitivity and inconsistency within the family, the Identity Achievement scores
of the students decrease, however, the scores of moratorium and identity diffusion increase.
Horenstein(1977) described the psychological problems of students who seek counseling
services and attempts to determine whether the problems presented by these students differ in
any way from the types of emotional problems reported by the general college population studied
by previous investigators.
METHODOLOGY
Research Design
This study was use for qualitative research specially phenomenological research , where
qualitative research was defined as an inquiry process of human problem based on building a
complex , formed with words , reporting detailed views of informants and conducted in a nature
setting .In addition , phenomenological was a study of the development of human
consciousness and self awareness. (Detmer , 2013) supported this research by stating a
phenomenological approach that described the acts of consciousness by through which objects
were disclosed.
Research Informants
Informants are those individuals who contributed with a scientific investigation in the
role of information and data procedures, and to specified those who are being observed in the
course of investigation. The research informants in this study are the selected Junior High SMI
scholar student of Francisco Bustamante National High School . To specify , we selected 5 SMI
scholars who served as the research informants of this study . These informants were subjective
in-depth interview and focused group discussion (FGD) . They were selected through purposive
sampling that suitable for qualitative research. Codenames were assign to each informants to
ensure their privacy . Informant 1 was coded as S1 , informant 2 was coded as S2 , informant 3
was coded as S3 , informant 4 was coded as S4 , and informant 5 as S5.
Data Sources
The most common source of data in qualitative research are interview , observation and
review of documents ( Creswell , 2009 ; Locke , Silverman and Spirduso , 2010 ; Marshall and
Rosman , 1999).The source of data that was used in our qualitative research is in-depth interview
, observation notes and focus group discussion (FGD) with our informants by giving them a
phenomenological study about the challenges experienced by SMI scholars . Before the
conversation on the respective informants , we ask for permission first , set a date , time , setting
that will be recorded as a observation notes .Therefore , it will be the proof that our study is
applicable and reasonable .
Data Collection
Data collection is a process of collecting information from all relevant sources to find
answers to the our qualitative research , test the hypothesis and evaluate the outcomes. In
collecting the data of this study we followed a process . The first step we make our interview
questions that served as our guide for our in-depth interview . Second , we submit our interview
questions to our adviser to validate. Afterwards, when our research question was being
validated we eventually set an appointment in our participants from SMI scholar students , and
we choose time , and place which was relevant to our participants and comfortable to
conduct an in-depth interview and focus group discussion (FGD). Thereafter ,while the interview
was going on ,we recorded the whole conversation with the informant while taking notes of
what we have observed or notice on their gestures, emotions, and behavior as a part in our
research . After all interviews , we transcribed the whole conversation with different
informants word by word into text form to proceed to making an audit trail.
Data Analysis
The process of evaluating data using analytic and logical reasoning to examine each
component of the data provided. This form of analysis is just one of the many steps that must be
completed when conducting a research. Data from various sources is gathered , reviewed , and
then analyzed to form some sort of finding or conclusion. There are a variety to specific data
analysis method , some of which include data visualization and text analytics. In. data analysis ,
we made a theme that fits to our study that was conducted . Then we highlight the important
information that we gathered from the informants to make a concept and audit trail . As a
researcher we interpret their vernacular statements into English language and made the informant
confidential for their own security . Lastly , we supported our gathered data a review of related
literature (rrl).
Trustworthiness and Credibility
In the making of Qualitative Research trustworthiness and credibility is one of the most
important to apply and it includes credibility, transferability, conformability, and
dependability.
First, credibility of our study we collect data source in various informants, we ensured
that its accurate information and high percentage of truth, insurance . In achieving credibility
in our study we. undergo to gather data that is legitimate or valid. Like wise interview,
observation notes and review of related literature. Also our study undergo many
reviews, analysis and recommendations from our expert practitioner to make it more precise.
Secondly, transferability of our research means that every piece of detail or data in
the research should be versatile in applying for other contest of relatable in some ways if being
put in other context . Hence, our research ensure the transferability is clearly and logically
presented throughout the whole process.
Thirdly , conformability should be applied. In proving this, we provided the various

source of data in our research like in- depth conversation with information, concepts and theory
in analyzing any data in the creation of our study. By these can help to confirm and conclude that
our research is exactly served.
Lastly, dependability in our show our ways and means of gathering data might be
replicated by other research and similarly comparable. Informants might be have similar
context in doing in- depth interview . We gather a the data for our study from the conversation
that we recorded in observation notes and observing the informants, and that might be have
similar context and result in an in- depth interview and focus group discussion (FGD) we make.
Role of the Researcher
As a researchers, we became an interviewer, observer, transcriber, and interpreter. We,
researchers find an appropriate informants to the study we conducted. We set schedules and
interviewed the informants, we also recorded the whole conversation to use it in transcribing the
data. We prepare a follow- up questions when we do not fully understand a response, when
answers are vague or when we want to obtain more specific or in- dept information. We
also acted as an observer regarding to their movements, nonverbal actions, response showed by
our informants. After that process we transcribe the data based on the answers of the informants
and related literature. Lastly, we interpret the analyzed data through theory and concepts to
create a correct and appropriate conclusion.
Ethnical Consideration
Ethical Consideration pertaining the moral values including beneficence, veracity, privacy,
confidentiality and consent. Beneficence refers to the obligation on the part of the investigator
to maximize benefits for the individual participant and/or society, while minimizing risk of harm
to the individual. Beneficence is usually considered to rely on an objective view of what would
be best for the participant whereas respect for autonomy identifies what the participant
subjectively considers to be in his/her best interests. Veracity is the principle of truth telling,
and it is grounded in respect for persons and the concept of autonomy. In order for a person to
make fully rational choices, he or she must have the information relevant to his or her
decision. Privacy is the ability of an individual or group to seclude themselves, or
information about themselves, and thereby express themselves selectively. The boundaries and
content of what is considered private differ among cultures and individuals, but share
common themes. The protection of the privacy of research participants has to be
ensured. The ethical duty of confidentiality refers to the obligation of an individual or
organization to safeguard entrusted information. The ethical duty of confidentiality includes
obligations to protect information from unauthorized access, use, disclosure,
modification, loss or theft. Adequate level of confidentiality of the research data should
be ensured. Ethically, consent is about patient autonomy, meaning the patient understands and
freely agrees to the treatment. Ethics is not about prescribing a specific set of rules or
policies, rather it is about providing a framework for evaluating problems and determining
an appropriate course of action .

RESULT AND DISCUSSION
What are • Financial

the Difficulties
challenegs • Acedemic
experienced Pressure
by SMI • Handling
scholar? Stress
Diagram 1 : The challenges experienced by SMI scholar
Financial Difficulties
One of the extracted themes that we got from interpreting and analyzing the data from the
informants based on what are the problems, challenges that was experiencing by the SMI scholar
is financial difficulties.
As what S1 said “parihas anang financial problem og kanang project nako sa
eskwelahan na ang scholar man dyud dili sila maghatag og pang project bali sila lang
ang naga bayad sa bayroon sa eskwelahan”
(just like financial problem and school projects because the scholarship does not
cover the school projects, they only pay those school obligations)
Financial problems are a situation where money worries are causing you stress. Many
people are facing hard financial times and the impact on mental health can be significant. These
problems can seems impossible to overcome (Lifeline , 2016). Financial constraints also
happened among scholars especially when their study (Matabalan , 2017). This problem are
common among scholar student.
Financial problems which has can have many causes, and produce disastrous results
when not handled promptly and properly. Uncontrollable factors such as unemployment can add
to families' financial problems. Other causes of family financial problems include addiction,
emotional problems and stress that lead to irrational spending patterns. Family financial
problems can lead to stress. Some couples fight over spending habits instead of searching for
solutions to their money-related issues. Sometimes disagreements over money become so severe
that they lead to divorce. Children may feel caught in the middle of the arguments, and feel guilt
when they benefit from purchases or disappointment when money problems prevent them from
having certain things (Whitney ,2018 ).
For some young people school and is their first money management experience.
However, many students are not adequately prepared to handle their own finances. One of the
leading reasons that students drop out of the school is because of finances often due to poor
personal money management and they do not know where to find money (Mass, 2004).
Academic Pressure
is academic pressure.
As what S2 said “ kaylangan kanang dako imong grado, kanang makapasar jud
siya”
(it is necessary to have high grades, to pass )
As what S3 said “kanang pirmente ko na pressure na buhaton akung
akong best aron mo dako akung grado”.
(I am always pressured to do my best so i could have good grades)
Pressure has become part of students academic life due to the various internal and
external expectations, placed own their shoulders (Reddy, 2018).Pressure is now understood as a
lifestyle crisis (Main&Gulies,2006). The amount of pressure that is put on students these days
between trying to balance school, homework, extra curricular activities, social lives, sleep and a
healthy lifestyle is being considered as a health epidemic. Students are obsessing over getting the
grades that are expected of them to please those that push them, and in return, lose sleep and give
up other aspects of their lives that are important to them such as time with friends and family as
well as activities that they enjoy. The stress that they endure from the pressures of parents,
teachers, colleges, and peers have many physical as well as mental effects on every student,
some more harmful than others. The extreme pressure on students to get perfect grades so that
they will be accepted into a college has diminished the concept of actually learning and has left
the art of “finagling the system” in order to succeed in its place. There are many ways that
should be implemented in order to reduce the stress on students so that they can thrive because,
withoutthem, the school systems will only be creating generations of stressed out, materialistic,
and miseducated students (Palmer, 2005). There are multiple causes when it comes to stressed
out students. First consider where the pressure is coming from for students to get good grades.
Parents and teachers tend to be the main suspects. Parents want to see their kids succeed in
everything they do and grades are no different. Some students see a bad grade as them failing
their parents because their parents believe in them so much (Weissbourd, 2011). Pressure has
become part of students academic life due to the various internal and external expectations,
placed own their shoulders (Reddy, 2018).Pressure is now understood as a lifestyle crisis
(Main&Gulies,2006).
Handling Stress
is hadling stress.
As what S3 said “ ug kuan pud kanang ma stress ko sa mga project kay usahay
wala kuy kwarta pampalit”
(And I get stressed over school projects cause I don’t have money to provide)
Handling stress everyone is prone to stress at some time in their lives, that uncomfortable
situation that affects our sense of well being and quality of life. The extracted themes showed
that scholar student stress in school. It is a process by which we perceive and cope with
environmental threats and challenges ( Myres and Health, 2005 ). According to ( Bansal and
Bhave , 2006; Arria, et. al 2009 ) that an excessive stress result in increased prevalance of
psychological problems like depression, anxiety, substance, abuse and suicide ideation. We all
know that stress is not ordinary problem. We need to survive or cope the challenges, we face in
our lives.
• Frugality
How do
• Faith
SMI scholar
• Maturity
cope with
• Time
these Management
challenegs?
Diagram 2:How do SMI scholars cope with the challenges
Frugality
informants based on how do SMI scholars cope with the challenges is frugality.
As what S1 said " kanang naga save nalang ko para naay pampalit sa materials
inig naay project "
(kanang naga save nalang ko para naay pampalit sa materials inig naay project )
Frugality now, everyone has things that they enjoy spending money on, and you probably
try to rationalize with yourself for why you deserve that extra spending. But, you probably don't
need a lot of the things that you spend money on. However, some people believe that saving
money alone doesn't work and that earning more is the only way to improve a person's financial
situation. Others believe that saving money is better than earning more. According to ( Garder,
2018 ) Spending less will still help you on your path to financial problem.
Faith
informants based on how do SMI scholars cope with the challenges is frugality.
S1:”Pray always ug mag salig lang sa Ginoo”
(Pray and always trust to God)
S2:”Always pray kay God”
(Always pray to God)
S3:”Kuan lang saling lang japon sa ginoo”
(Trust in God)
S4:”Salig lang kay Lord”
(Just believed in God)
S5:”Salig lang kay lord ug pray pirmente”
(Believed in God and always pray)
Faithful' means loyal, full of faith or trust; firmly and resolutely staying with a person,
group, cause, belief, or idea, without waver, despite the circumstances. Faithful is said to be
much more often used about dogs than people. The extrected themes slowed that scholar students
faithful believed, trust and keep praying in God because his the one who guided us to reach our
dreams. All important said " Kwan Lang Salig japon as Ginoo. ". According to Roxana Jones in
her quote " without unconditional faith, you may never bring your dream into life. Follow your
dreams wherever it takes you, be faithful to yourself.
Maturity
One the extracted themes that we conclude was maturity.

As what S5 said " kuanon magpakumbaba lang ko og dili saba sa kasuko
sa akong gibati”
(I just humble myself )
Meeting the challenges of tomorrow requires learning and development today. You have
have a desire to learn and a thirst for knowledge. Based on ( Gage, 2018 ) on sign of maturity
was recognize and accept your own feelings and needs that conveys, some of us struggle by
wallowing to much in our emotions, but giving them too much authority in our lives. Others
struggle by denying our feelings altogether, which is impoverished in another way. Hence we
can say that maturity was clearly possessed by the scholars based on their mentality and action
towards on adjustments and changes that they pass through on their differences challenges.
Time Management
Time Management is one of the extracted themes based on how do SMI scholars cope
with the challenges is time management.
As what S2 said “ gamit ug time management “
(use time management)
As what S3 said “ time management sa akung buhaton”
(Using time management )
Time Management refers to managing time effectively so that the right time is allocated to
the right activity. Effective time management allows individuals to assign specific time slots to
activities as per their importance. Time Management refers to making the best use of time as
time is always limited.

Balancing your class schedule, study time and all the daily activities that used to happen if you
cue to function effectively is a big challenge. If something slips through the cracks, you'll
discover the unpleasant truth that there is a domino effect that makes getting everything done
more difficult. The they to managing time are self-dicipline and cultivating good habits. Based
on (Harmon, 2014).managing time to accomplish goals can be challenging for exen highly
successful people. It is important to consider how you work best and even to seek assistance
from others If you find yourself struggling to meet deadlines. And balance work, schools, and
life demands .To get started on gaining a better serve of control over your time ,try these tips on
getting organized for better time management. You can also use the online study resources,
including a time management worksheet. Thus, by following tips things own help scholar on
decreasing their stress and challenges.
INSIGHT CAN BE GENERATED
CONCLUSION
RECOMMENDATION
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APPENDIX A
AUDIT TRAIL
Research Question 1. What are the challenges Themes

experienced by SMI scholar?
Interview Question 1. Are you SMI scholar?
S1: Yes
S2: Yes.
S3: Yes.
S4: Yes.
S5: Yes.
Interview Question 2. Since when?
S1: Since 2010.

S2: Since 2005.
S3: Since Grade 2 pako.
S4: Grade 1.
S5: Since 2004 hmmmm… 2005 diay.
Interview Question 3. How did you become a
scholar?
S1: Si ma’am Mary Ann ang nitabang sa ako.

S2: Kay didto ko nag kinder tapos gi pa apply
me ug scholarship.
S3. Ambot lang nakalimot nako…feel nako si
mama man guro
S4: am…kanang…kanang tungod kay sa akong
problema.
S5: Tungod gitabangan mi.
Interview Question 4. What factors that affects
you decision to apply for scholarship?
S1: Actually wala ko ni apply kanang gekuan ko

ni ma’am Mary Ann na ipa scholaron ko niya.
S2: Akung pamilya kay para makahuman kug
skwela ug para matabangan nako sila inig
pakalampus ko.
S3: Kuan kaning…para makakuan ko sa akong
goal nga makahuman ku og eskwela.
S4: Tungod sa akong …naman koy kuya
na…kuan ba kanang inborn sya na special child.
S5: Para makatabang sa akong pamilya
Interview Question 5.Do you encounter

problems of difficulties that you had encounter?
S1: Yes.
S2: : hmmmmm…. Murag wla man kay Okay
man sya kay naa may sponsor .
S3: Yes.
S4: Yes.
S5: Wala
Interview Question 6.Do you encounter
problems of difficulties that you had encounter?
S1: Parihas anang project, project nako sa

eskwelahan na ang scholar man jud dili sila mag
hatag ug pang project bali sila lang naga bayad
sa bayronon sa eskwelahan.
S2: kaylangan kanang dako imong grado kanang  Financial Difficulties
makapasar jud sya ug mag lisud pud kug  Academic Pressure
balanced sa time as a student ug a scholar.  Handling Stress
S3: Kanang pirminti ko pressured na buhaton
akong best aron mo dako akung grado. Ug kuan
pud kanang ma stress ko sa mga project kay
usahay wala kuy kwarta pampalit.
S4: Kanang ma stress ka sa pag manage sa
nabiling oras sa imo unsa nimo paggamit atu na
mahimo siyang productive.
S5: Mag lisud kug balance sa time lang.
Interview Question 7.Would you mind to share

some of your experienced being SMI scholar?
S1: Ang ginabuhat namo kay every second week

sa month kay naga attend mi didto sa SMI kay
para sa kuan man na siya event man na by kuan
by sponsor.
S2: kanang kung taga sabado kaya naga kuan me
mag klase klase . kanang mga ginikanan mag
brigada didto para malimpyo pud ang
eskwelahan sa SMI.
S3: Kanang naga gathering me … naga simba
naga brigada nag limpyo mi sa SMI.
S4: Naga gathering me.
S5: Naga kuan mi naga participate. Every
January 1 gina celebrate namoiyang kuan.
Research Question 2. How do SMI scholar cope

with the challenges?
Interview Question 8. How do you manage those
challenges?
S1: Kanang naga save nalang ko para naay

pampalit sa materials inig naay project.  Frugality
S2: Pray lang kay God og maningkamot .  Faith
S3: Ginabuhat lang nako akong best.  Time Management
S4: Kanang mao tu ang pag manage jud sa time
S5: Pray kay lord ug kailangan nako mag time
management.
Interview Question 9. When you struggling with

your grades and schedules how do you handle it?
S1: Pag handle nako kay kuan time management

, kanang kuan ipriority nako ang pag skewla.  Time Management
S2: Mangitag kog paraan arun dili mubaba akong
grades.
S3: Mag pursigido lang arun dli mabagsak ug
dayun.
S4: Gina…gina solve nako gina pangitaan jud
nakug way arun mo improve.
S5:Akung …kuan akong ginapaningkamutan na
mudako ang akong grade para dili matangal sa
scholar ug dapat i priorities nako akung pag
swkela.
Interview Question 10. What give you strength to
stay as a Scholar?
S1: Akung pamilya, gusto nako na makahuman

kug skwela para matabangan nako sila pag
makahuman tas maka kuha kug maayu ta
trabaho.
S2: Kay para maka college ko ug para
matabangan nako akung pamilya ma angat nako
sila sa kalisud.
S3. Kuan eskwela lang dili ko mo undang mo
tarong japon kug swkela dili mag absent absent.
Mao to sa akung goal, gusto nakong makahuman
, akung goal na mahimo kug engineer.
S4: Tungod sa akong kuya gusto nako sya
tabangan na ma maintain iyang mga tambal.
S5: Akung pamilya gusto nako sila matabangan.
Interview Question 11 . What adjustment did do
to cope up with the challenges you faced?
S1: Pray always ug mag salig lang sa ginoo ug

magtarung kug skwela para dili ko mabagsak ug  Faith
dili ko matangal sa pagka scholar.  Maturity
S2: Kuan maging masinabtanun nalang kay ako  Time Management
man ilang gipaskwela.
S3: Kuan lang salig lang japon sa ginoo og sa
time management sa akung buhaton ug mag
participate gihapun sa mga buhatonon sa SMI
pariha atung mag brigada manglimpyo.
S4: Salig lang kay lord.
S5: Kuan magpakumbaba lang ko ug dili ko
sabay sa kasuko sa akung gibati.
APPENDIX B
In-depth Interview
Informant number one coded as S1
Research Question 1. What are the challenges experienced by SMI scholars?
Researcher: Are you SMI scholar?
Informant: Yes.
Researcher: Since when?
Informant: Since 2010.
Researcher: How did you become a scholar?
Researcher: Nganong nahimo kang scholar? Naay ning tabang sa imo?
Informant: Oo, naa.
Researcher: Kinsay ning tabang sa imo nganong nahimo kang scholar?
Informant: Si ma’am Mary Ann ang ni tabang sa ako.
Researcher: What factors that affects your decision to apply for scholarship?
Informant: Actually wala ko ni apply kanang gekuan ko ni ma’am Mary Ann na ipa scholaron ko
niya.
Researcher: Kinsa na si ma’am Mary Ann?
Informant: Si ma’am Mary Ann kuan katong head sa SMI.
Researcher: Do you encounter problem or difficulties while being SMI scholar?
Informant : Yes
Researcher: What kind of problems of difficulties that you had encounter?
Informant: Parihas anang project, project nako sa eskwelahan na ang scholar man jud dili sila
mag hatag ug pang project bali sila lang naga bayad sa bayronon sa eskwelahan .
Researcher: Would you mind to share some of your experienced being SMI scholar?
Informant: Ang ginabuhat namo kay every second week sa month kay naga attend mi didto sa
SMI kay para sa kuan man na siya event man na by kuan by sponsor.
Research Question 2. How do SMI scholar cope with the challenges?
Researcher: How do you manage those challenges?
Informant: Kanang naga save nalang ko para naay pampalit sa materials inig naay project.
Researcher: When you struggling with your grades and schedules how do you handle it?
Informant: Pag handle nako kay kuan time management , kanang kuan ipriority nako ang pag
skewla.
Researcher: What give you strength to stay as a Scholar?
Informant: Akung pamilya, gusto nako na makahuman kug skwela para matabangan nako sila
pag makahuman tas maka kuha kug maayu ta trabaho.
Researcher: What adjustment did do to cope up with the challenges you faced?
Informant: Pray always ug mag salig lang sa ginoo ug magtarung kug skwela para dili ko
mabagsak ug dili ko matangal sa pagka scholar.
Informant number two coded as S2
Informant: Yes.
Informant: Since 2005
Informant: Kay didto ko nag kinder tapos gi pa apply me ug scholarship.

Informant: Akung pamilya kay para makahuman kug skwela ug para matabangan nako sila inig
pakalampus ko.
Informant: hmmmmm…. Murag wla man kay Okay man sya kay naa may sponsor .
Researcher: Wala jud kay problema?
Informant: kaylangan kanang dako imong grado kanang makapasar jud sya ug mag lisud pud kug
balanced sa time as a student ug a scholar.
Informant: kanang kung taga sabado kaya naga kuan me mag klase klase .
Researcher: Unsa pa?
Informant: kanang mga ginikanan mag brigada didto para malimpyo pud ang eskwelahan sa
SMI.
Informant: Pray lang kay God og maningkamot .
Researcher: When you struggling with your grades and schedules how do you handle it??
Informant: Mangitag kog paraan arun dili mubaba akong grades.
Informant: Kay para maka college ko ug para matabangan nako akung pamilya ma angat nako
sila sa kalisud.
Informant:Kuan maging masinabtanun nalang kay ako man ilang gipaskwela.

Informant number three coded as S3
Informant: Yes.
Informant: Since Grade 2 pako
Informant: Ambot lang nakalimot nako…feel nako si mama man guro
Informant: Kuan kaning…para makakuan ko sa akong goal nga makahuman ku og eskwela
Researcher: Unsa imong goal sa imong kinabuhi?
Informant: Ma kuan mahimog kung kuan architect engineer.
Informant: Yes.
Researcher: What kind of problems of difficulties that you had experienced?
Informant: Kanang pirminti ko pressured na buhaton akong best aron mo dako akung grado.
Informant: Ug kuan pud kanang ma stress ko sa mga project kay usahay wala kuy kwarta
pampalit.
Informant: Kanang naga gathering me … naga simba naga brigada nag limpyo mi sa SMI.

Informant: Ginabuhat lang nako akong best.
Informant: Mag pursigido lang arun dli mabagsak ug dayun.
Informant: Kuan eskwela lang dili ko mo undang mo tarong japon kug swkela dili mag absent
absent.
Researcher: Unsay strength nimo nganong gusto nimo stay as scholar?
Informant: Mao to sa akung goal, gusto nakong makahuman , akung goal na mahimo kug
engineer.
Informant: Kuan lang salig lang japon sa ginoo og sa time management sa akung buhaton ug
mag participate gihapun sa mga buhatonon sa SMI pariha atung mag brigada manglimpyo.
Informant number four coded as S4
Informant: Yes.
Informant: Grade 1.
Informant: am…kanang…kanang tungod kay sa akong problema.
Informant: Tungod sa akong …naman koy kuya na…kuan ba kanang inborn sya na special child.
Informant: Yes.
Researcher: What kind of problems of difficulties that you had encounter?
Informant: Kanang ma stress ka sa pag manage sa nabiling oras sa imo unsa nimo paggamit atu
na mahimo siyang productive.
Informant: Kanang mao to pag manage sa time.
Informant: hmmmm… mao ratu.
Informant: Kanang mao tu ang pag manage jud sa time
Informant: Gina…gina solve nako gina pangitaan jud nakug way arun mo improve.
Informant: Tungod sa akong kuya gusto nako sya tabangan na ma maintain iyang mga tambal.
Informant: Salig lang kay lord.
Informant number five coded as S5
Informant : Yes.

Informant: Since 2004 hmmmm… 2005 diay.
Informant: Tungod gitabangan mi.
Informant: Para makatabang sa akong pamilya
Informant: Wala
Informant : Time management lang.
Informant: Naga kuan mi naga participate.
Researcher: Unsay gina participate nimo?
Informant: Every January 1 gina celebrate namoiyang kuan.
Informant: Pray kay lord ug kailangan nako mag time management.
Informant: Akung …kuan akong ginapaningkamutan na mudako ang akong grade para dili
matangal sa scholar ug dapat i priorities nako akung pag swkela.
Informant:Akung pamilya gusto nako sila matabangan.
Informant: Kuan magpakumbaba lang ko ug dili ko sabay sa kasuko sa akung gibati.

APPENDIX C
Focus Group Discussion
Informant number one coded as S1
Informant : Yes
Informant: Gitabangan mi.
Researcher: Kinsay nitabang?
Informant: Si ma’am Mary Ann.
Informant: Akong pamilya.
Informant: Yes.
Informant: kanang…kanang mag lisud kung manage sa time as a scholar ug as a student.
Impormant: Kuan pud …kanang… wala na diay.
Informant: Hmmmm…naga gathering me.

Informant: Kanang mag gamit kug time management.
Informant: Kanang mag tarung ko og eskwela ug time management lan.
Informant: Akung pamilya gusto nako matabangan nako sila.
Informant: Pray kay God.
Informant number two coded as S2
Informant: Yes.
Informant: 2005
Informant: Gitabangan ko didto man ku nag kinder sa SMI gi pa apply me.
Researcher: Kinsay ning tabang ninyu?
Informant: hmmmm… ambut lang nakalimut nako.
Informant: Gusto sa akong mama na makahuman kog eskwle.
Informant: Yes

Informant: Kanang kailangan nako ma maintain akong grado.
Researcher: Kailang jud dako imong grado?
Imformant: Dili man , kanang kuan lang pasar tanan dapat wlay bagsak.
Informant: Naga kuan among mga mama sa scholar naga brigada naga limpyo.
Impormant: Naga simba pud mi naga gathering me.
Informant: kanang time management gina priority nako akung pag swkela.
Informant: Kailangan ko mag focus sa akung pag eswkela para dili ko mabagsak para dili ko
matangal sa pagka scholar.
Informant: Akung pamilya.
Informant: Always pray kay God ug mag gamit ug time management.
Informant number three coded as S3
Informant: Yes.
Informant: Grade 2
Informant: Naay ni tabang sa amo.
Researcher: Kinsa?
Informant: hmmmm… nakalimut ko hehehehe.
Informant: Akung pamilya ug gusto nako makab.ot akung goal sa kinabuhi.
Researcher: Unsa imong Goal?
Informant: Ang akong Goal?
Researcher: Yes.
Informant: Ay okay, ang akung goal ma himong engineer .
Informant: Yes.
Informant: Kanang kuan sa grado dapat wala kay bagsak.
Informant: Wala naman basig.
Informant: Naga gathering me, naga pray me.
Informant: kanang mag time management.
Informant: Time management ug dapat kabalu ka sa imong priority.

Informant: Akung pamilya gusto nako sila matabangan
Informant: Pray lang kang lord.
Informant number four coded as S4
Informant: Yes.
Informant: Since Grade 1
Researcher: Gitabangan mi.
Informant: Tungod sa akong pamilya ug labaw na sa akung kuya gud na special child.
Informant: Yes
Informant: Mag lisud kug kuan sa time.
Informants: Kanang sa project kanang unsahay wala kuy pang palit ug materials ug kanang sa
grado pud.
Informant: Naga gathering me.

Informant: Time management.
Informant: ahhhh kanang kuan kanang unahon ang pagswkela para dli mo gamay ang grado.
Informant: Tungod sa akung kuya gusto jud nako na matabangan siya.
Informant: Pray lang kay lord ug salig lang na malampasan nako ni na mga problema.
Informant number five coded as S5
Informant: Yes.
Informant: hmmmmm…
Researcher: Nganong nahimo kang scholar?
Informant: Gitabangan mi.
Researcher: Kinsa may nitabang sa imo?
Informant : Ambut lang nakalimut nako.
Informant: Para makalapus sa pag eskwela.

Informant: Yes
Informant: Kanang sa grade dapat wala kay bagsak.
Researcher: What if naa kay bagsak maunsa manka?
Informant: Murag matangal sa pagka scholar.
Informant: Na simba mi , naga klase klase.
Informant: Kanang I priority ang pag eswkela.
Informant: Time management para dili ka mabagsak.
Informant: Ang …akung pamilya gusto nako sila matabangan.
Informant: Salig lang kay lord ug pray pirmente.

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a

Chasing One’s Dreams: The challenges Experienced

Presented to SHS Faculty

Acedilla, Sheilla Marie A.

Daigdigan, Flora May C.

Lacida, James Miguel N.

Manulat, Maria Shella

Background of the Study----------------------------------------------------------------------------

Purpose of the Study----------------------------------------------------------------------------------

Importance of the Study-------------------------------------------------------------------------------

Delimitation and Limitation--------------------------------------------------------------------------

Review of Related Literature-------------------------------------------------------------------------

Trustworthiness and Credibility---------------------------------------------------------------------

Result and Discussion

Transcribe In-depth Interview -----------------------------------------------------------------------

Transcribe Focus Group Discussion----------------------------------------------------------------

(rrl) was used then to support the result.

Background of the Study

Scholarship provide an opportunity for many people to earn an education. Without

problems will be unfold.

In addition , Sisters of Mary of Immaculate (SMI) in Tibungco , Davao City , is a

will be able to graduate and pursue their dreams .

scholars in Tibungco , Davao City.

Purpose of the Study

that some doesn't able to pursue studies and go to school.

This qualitative study sought to answer the following:

1. What are the challenges experienced by SMI scholars?

the student may respond in a variety of ways.

had time to build higher order thinking and coping mechanisms.

may go into a state of retreat (Foubert, 2015).

limitations (Bensimon , 2007).

In addition , we discuss four challenges facing emotion scholarship in organizational

behavior : inconsistent definitions , aggregation of discrete emotions into affective

Importance of the Study

The importance of studying the challenges experienced by SMI scholars is that

experienced by SMI scholars.

order to minimize factors contributing to SMI scholar to sponsor .

language they used by Junior High SMI scholar.

CHALLENGES - Life without challenges is boring, weak and meaningless. So

making us stronger, motivate and independent as a person.

CHASING - Chasing or to pursue to be strong to face the challenges, pursuing more to

that whatever challenges it is.

specially in our difficult challenges in life.

Review of Related Literature

disappointment exercises, is found to be a critical factor among students . It is the longing to

1998). In particular , accomplishment inspiration is characterized as a non-cognizant worry for

have more inspiration compel than a craving to do well.

as the advancement of a feeling of having a place. These capacities increment in significance as

Surveyed a class of hospitality students a company scholars to determine if working at a

academic performance , no statistically significant effects were found; however , slight

Furthermore , according to Coburn and Treeger (2003) that some of their

the advancement of progressively impartial, compelling, productive, and educational processes.

scholarship ; the requirement of scholars creating social and computerized proficiencies, is

( Veletsianos, and Kimmons, 2012).

experienced problems in stress management, pressure, delayed allowances, enrolment, academic

committees (Goings, 2018).

student outcomes (Hossler et al., 2009).

connecting with a underestimated or recently avoided gathering.

seem, by all accounts, to be forcing genuine confinements on a given understudies

instructive professional designs.

way by a researcher in his study conducted in Philippine (De Guzman, 2006).

specialists and professionals in the direction of doing specializations, developing individual

less reflective) reported greater psychological distress. Abdelatife(2013)conducted a study about

academic achievement. Laws&Fiedler(2012) stated that studying at university can generate