1

The Quiet Struggle: Examining the Academic Depression

on Student Well-Being

Exploring the Lived Experiences of Students with Academic Depression: A Qualitative

Inquiry

Understanding the Triggers and Manifestations of Academic Depression among Students: A

Phenomenological Study

Chapter 1

INTRODUCTION

The word “depression” is defined as “ sadness” and as a “medical illness”, a combination of

such symptoms like a change of mood, physical symptoms like changes in sleep, energy, appetite, a

person’s degree of confidence also self-esteem. Depression is also correlated with abuse of

substances, unemployment, early pregnancy, and educational failures that can lead people to

commit suicide. Apparently, it is unusual or unlikely that someone who’s having a hardship from

depression to be noticed and managed (ADAP, 2007).

Depression is one of the emotional problems, and hopelessness and helplessness are its

main causes. Depression is a prevalent problem among college's students across the world and it

effect on a students’ ability to perform activities of daily life. Depression is marked by sad feelings

among college students which are known as a common mental illness." National Institute of
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Mental Health found that during their college life many students experience the first symptoms of

depression. Depressed Students often feel sad and reductions in academic performance. Untreated

depression usually interferes in day-to-day activities and lasts for a long time. Depressed people

ignore their own successes and good traits, while exaggerating their faults and failures. (NIMH.

National Institute of Mental Health. Revised 2012. NIMH Publication No. 11-4266)

Depression is described as a common and serious mood disorder that results in persistent

feelings of sadness and hopelessness, as well as a loss of interest in activities that one once

enjoyed. Additional symptoms of depression include weight changes, difficulty sleeping, loss of

energy, difficulty thinking or concentrating, feelings of worthlessness or excessive guilt, and

suicidality. While a depression results from a complex interaction of psychological, social, and

biological factors, studies have shown that increased stress caused by college can be a significant

contributor to student depression (American Psychiatric Association [APA], 2013); Dyson and

Renk, 2006; World Health Organization, 2018)

Thus, depression is the most prevalent and well-known kind of mental disease, and it is

frequently characterized as strong levels of depression, which often contribute to a lack of interest

in daily life and how a person normally functions at school or work. Anxiety disorder Anxiety in

difference We encounter conventional connotations with powerlessness and terror related to

panic and stress. Stressors are defined as things that generate difficulty in a person's psychological

and emotional wellbeing, which can lead to mental health problems. (Shumaila Khurshid, 2015;

Bourne, 2010; Basco & Olea, 2013; Dy, Ferido, Espiritu-Santo, & Ria, 2015).

Depressive disorders are mostly associated with great feelings of sadness, loss of passion

or engagement with tasks and hobbies, feelings of regret, low self-esteem, disturbed sleep cycles

or eating habits, extreme fatigue, and poor concentration. Depression can be long-lasting or
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recurrent, substantially impairing an individual's ability to function at work or school and

negatively view oneself, the environment, and the future. Only limited studies on Filipino students

have found that excessive sadness, a symptom of depression, is due to anxiety and stress that are

related to academics and subjective factors (Schwarzer, 1984; Zuora, Cantera, & Olan, 2017)

Depression includes a number of symptoms, such as sleep and eating problems, lack of self-

care, anxiety and poor interest in everyday activities. For university students, depression is

associated with poor academic performances, drop-out, insecure relationship, suicidal ideation

and attempts, poor work performance, substance abuse, acute infectious illnesses and poor

physical and mental health in general. Moreover, depression in this early period can result in

negative consequences during adult life through its impacts on career prospects and social

relationships (Ngan, Pal, Tout, et al. 2017).

Academically depress is frequently trend right now in this generation and as one of the

disposition concerns and it's growing more prevalent day by day. Based on our observation

depression among students lead to suicide attempt without thinking the consequences of their

own actions. Numerous methods have been presented and employed to reduce and settle with this

problem of the students nowadays. We researchers urgently propose that we start researching

academic depression among students in the Senior High School department at Elizalde National

High School. This issue needs immediate attention because academic depression can have severe

consequences on a student's mental health, academic performance, and future success.

Academic depression is a type of depression that specifically affects students and their

academic performance. It is a prevalent problem among high school students, and it can lead to a

lack of motivation, poor academic performance, and a decrease in self-esteem. Students who suffer

from academic depression may also experience anxiety, stress, and a lack of interest in activities
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they used to enjoy. Moreover, academic depression is a complex issue that requires in-depth

research to fully understand its causes and effects. By conducting research on academic

depression among students in the Senior High School department at Elizalde National High School,

we can identify the factors that contribute to this problem and develop effective interventions to

prevent and address it.

Therefore, we strongly urge that we begin this research as soon as possible to ensure the

well-being and academic success of our fellow students. By doing so, we can create a safe and

supportive learning environment that promotes mental health and academic excellence.

Purpose of the Study

Studying depression from an academic perspective is important for a number of reasons.

First, it helps to provide insight into the causes and effects of depression, which can in turn help to

develop effective treatments. Second, it can help to raise awareness of the condition, which can

help to reduce the stigma associated with mental illnesses. Third, it can help to inform public

policy decisions about how to best address the issue of depression. Fourth, it can help to inform

clinicians about how to best evaluate and treat depression in their patients. Finally, studying

depression from an academic perspective can help to inform research into the development and

testing of new treatments for the condition. All of these reasons show why studying depression

from an academic perspective is important and beneficial for both individuals and society as a

whole.

Research Questions

1. What are the experience of the students when it comes to academically depressed?
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2. How do the participants cope up with the effects of the depression regarding its negative effects

to their academic performance?

3. What insights can be met by the students whose academic performance are being affected by

depression?

Theoretical Lens

In today’s world, depression is   rampant.  Depression is a mood disorder which prevents

individuals from leading a normal life, at work socially or within their family.

Depression is now sicknesses in which to those people that have it.  For them, they no longer

have a cure.  And since many people or students suffer from it, it has become one of the greatest

issues that we have challenged in today’s 21st century era.

On a globe scale, there are about 300 million people who are affected by depression. In the

Philippines, the World Health Organization or more commonly abbreviated as WHO, has released

data stating that there are about 3,298,652 reported cases of depression among students whose

academic performance are affect due to depression in 2017 alone.

This study is anchored based on Freud’s Psychodynamic Theory (1939), Watson’s

Behaviorist Theory (1958), and Bandura’s Social Cognitive Theory of Depression (1977).

Freud’s Psychodynamic Theory by Sigmund Freud (1939), emphasizes that whenever a

student feels an intense number of heightened emotions it emits not only positive emotions but

also negative emotions hence the mental factors being stated. He stated that people have three

aspects in people’s mind namely: id, ego, super-ego. The theory has been influence given it as the

study of the unconscious mind.

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He stated that as an individual we normally feel different emotions. Whether it might be

happy, angry, sad, afraid, and etc. and thus leads to depression.

Depressed students usually become much less socially active. In other words, depression can

also be caused through inadvertent reinforcement of depression behavior brothers. Student

nowadays on a modern era have been suffering because of depression.

That normal like that you have is changing, it has become dull and dark. Students lack

counseling, as they often shoulder their problems and school works that they have. The common

thing that causes the students to have depression start at home, eventually affecting their

academic performance.

Freud’s Psychodynamic Theory (1939) emphasized that due to our severe id, ego and

super-ego, we tend to balance things to satisfy our unconscious mind of it’s needs. Our feelings,

motives and decisions are actually powerfully influenced by our past experiences and stored in

the unconscious and that depression is simply due to an excessively severe super-ego. This, the

depressive phase occurs when the individual’s super- ego or conscience is dominant. In contrast,

the manic phase occurs when the individual’s ego or rational mind asserts itself and he feels

control.

However, there   is   an   important   difference, because depressed people regard themselves

as worthless. In order to avoid loss turning into depression, the individual needs to engage in a

period of mourning work, during which he recalls memories of the lost one.

This allows the individual to separate him/herself from the lost person, and so reduce the

inner-directed anger. However, individuals that are very dependent on others for their sense of

self-esteem may not able to do this, and so remain extremely depressed.

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Watson’s Behaviorist Theory by John B. Watson (1958) emphasizes   the importance of

the environment in shaping the behavior. The emphasis on this theory is how the students act on

regarding on their environment and the environmental factors that are mentioned. Therefore,

depression is the result of a person’s interaction with their environment. This eventually alienates

even close friends leading to even less reinforcement, increasing social isolation and unhappiness.

In other words, depression is a vicious cycle in which the person is driven further and further

down.

According to Lewinsohn (2015), if the person lacks social skills or has a very rigid

personality structure, they may find it difficult to make the adjustments needed to look for new

and alternative sources of reinforcement.

Bandura’s Social Cognitive Theory of Depression by Albert Bandura (1977), emphasize

that in a society, children are surrounded by many influential models, such as parent within the

family, characters on TV, friends within their peer group and teachers at school. And his theories

emphasizes that we learn to have new behavior just by imitating it and that those with depression

tend to hold themselves completely responsible for the bad things in their lives and full of self-

blame. In contrast, success tends to get viewed as having been caused by external factors outside

of the person’s control. Therefore, here rise the emotional and social factors.

This theory emphasizes that people who have depression tends to look down at themselves

and pity them because of how they act on a daily basis. In which when a person who has

depression likes only to just have a boring life that they have rather than just saying their

problems.
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People with depression have problems of making up to their academic performance. They

are swallowed by the negative emotions that they hear almost have that thing that makes them

lose their focus, especially in academics.

Depressed   individual   tends   to   view   themselves   as helpless, worthless, and inadequate.

They interpret events in the world in an unrealistically negative and defeatist way, and they see

the world as posing obstacles that can’t be handled. Finally, they see the future as totally hopeless

because their worthlessness will prevent their situation improving.

The students who are depressed can be full of negative things; he/she can feel not only

sadness but a feeling of anxiety, insecurity   and   attention.   Thus, making   their academic

performance and self-confidence low. They feel as if they have not done their best and they feel

worthless and feel regret for it.

Republic Act 11036 otherwise known as the Mental Health Act, emphasize that mental

health should be treated. The government itself stated that everyone’s mental health should be

treated fairly and prevented. With this law or act, the appropriate mental health care for everyone

is made public. Everyone has the right to be treated in every mental problem that they have. The

mental law can be the cure for those people have depression.

According to Seligman (2010) depression is referred to as the ‘common cold’ of psychiatry

because of its frequency of diagnosis. Being depressed is common for students nowadays, it is

however like a parasite because it sucks the excitement that you have.

According to Summer (2016) , depression can be a hindrance to every aspect of a person’s

life, especially one’s academic performance.

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Depression is  a mood disorder that is most commonly associated with low mood but there is

a wide range of other symptoms (Hass, et. al., 2015).

Depression that affects the academic achievement is the most common psychological

problems among students. Literature highlighted those moderate levels of anxiety is helpful in

academic performance, in the sense that students are more motivated to do better in school, and

thus obtain higher achievement but when students reach high levels of anxiety, this can be

problematic. Researchers about the relationship between anxieties were significantly and

negatively correlated with grades and other measures of academic achievement.

More general symptoms include becoming easily distracted and working memory deficits; a

more specific symptom is self- handicapping in academic ( Frojd et al.,2008).

Students said that their depressive symptoms made it hard to function and reported feeling

overwhelming anxiety. Many of these students are also more likely to harm themselves or attempt

suicide. Like anxiety, depression is a common mental health disorder that takes on many forms

with varying difference. Unlike, sadness, depression alters parts of the brain especially for those

adjusting to life in senior high school.

A study conducted by DeRoma, et al., (2009) round that 53% of students suffered from

depression of varying severity in comparison to 10% in the public. The finding that students are

experiencing particularly high prevalence of depression is cause for concern and therefore

research is needed to examine the effects it is having on their lives. Due to the high prevalence of

depression in students, it is important to understand how it impairs everyday life to create

interventions to help sufferers live without impairment.

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Vogel and Collins (2016) list several factors that can influence the relation between academic

achievement and high anxiety, such as, motives, aptitudes, cognitive assessments of the task and

past experience. There is other study that

pointed out those adolescents  who demonstrate  moderate levels of imperfection,

avoidance  and  socially   desirable behaviors are more likely to be motivated in school and, thus

improve their academic performance the moderator effect of negative life events in the

relationship between anxiety and depression.

According to TIME MAGAZINE (2012), depression and anxiety rates in adolescents have

steadily raised giving rise to student’s low academic performance. Whenever they get older or

have low marks on tests, whenever they get burdened by the people around them, they get

conscious, anxiety get in the way therefore depression occurs.

One reasons that people or students have depression is the lack of emotional support of the

people among them. They tend to have lack of emotional support, one that they need the most in

their lives.  Emotionally hurt, yet physically smiling in order to hide their pain.

With   more   accurate   reports   from   subjective   measures, understanding an individual’s

own perspective on the reasons behind their depression will help explain the difference in effects

on academic performance from different individuals. Therefore, the cause of depression may have

been a bearing on which everyday processes affect the academic performance so it must be

explored further.

In addition to the relationship of academic performance to depression is that depression is

one of the main reasons why a student gets low grades and loses focus.
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Depression limits their social lives too. They hide too many emotions all at once affected by

the people surrounding them. Aforementioned, the academic performance of the students is

affected because of their depression.

Limitations and Delimitations of the Study

Scope:

This study will focus on academic depression among students in Elizalde Senior High School.

The study will investigate the experiences and perspectives of students who have experienced

academic depression, and will explore the factors that contribute to this condition. The study will

use a qualitative research design, and data will be collected through in-depth interviews with

purposively selected participants. 

Delimitation:

This study is limited to students in Elizalde Senior High School and does not include other

schools or educational institutions. The study will only focus on academic depression and will not

cover other types of depression or mental health issues. The study will also be limited to the

perspectives and experiences of the selected participants, and the findings may not be generalized

to other populations. Additionally, the study will not explore the experiences and perspectives of

teachers, parents, or other stakeholders who may have an impact on the students' mental health.

Significance of the Study

The study of depression is of great importance in academic settings both for the students and

faculty. For students, depression can have a huge impact on their mental and physical health, as

well as their academic performance. It can lead to increased absence, lack of focus, decreased
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motivation, lower grades, and even dropping out of school. For faculty, the effects of depression

can be seen in decreased productivity, greater teacher burnout, and a lack of empathy for their

students.

  Furthermore, depression can lead to long-term negative effects, such as increased risk of

substance abuse and suicide. Therefore, it is of paramount importance to understand and address

depression in academic settings. This can be done through various methods, such as providing

mental health resources and support, creating a school climate of acceptance, and providing

awareness of available services.

By understanding the causes and effects of depression in students and faculty, schools can

develop policies and programs that better address the needs of those affected. This can lead to

better access to mental health services, increased acceptance and support of those dealing with

depression, and improved academic performance.

Overall, the study of depression in academic settings is essential in order to create a healthier

and more supportive learning environment for all. By understanding the importance of addressing

depression in schools, we can create a space of acceptance and understanding that can lead to

improved mental health for all.

The findings of the study hoped to benefits the following:

This study helps a lot especially to the school administrator or school head for the fact it

would be easier to manage a company of students and teacher when things are dealt accordingly

considering the fact that secondary schools involve student with an irresponsible attitude who are

always being late to school because of academically depressed.

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For the teachers who are frontlines of the disciplinary actions about   students’ depression,

this research provides very significant information that ensure understanding to the situation of

both of the teachers and students on matters relative to depression. The investigation that has

been conducted provides an answer to some issues like the difficulty and embarrassment of the

students who are habitually tired for being early in school.

Parents should be informative into their child’s attendance at school on the other hand;

parents had a vital role in the formation of every child. Whatever the child becomes has he or she

grows is probably a result on how this certain child was reared by his or her parents. This study

conducted can help parents to deal with their children accordingly. There should be a wide

dissemination of information concerning student’s academically depression among the parents so

they could help the teacher to lessen the burden of the latter when it comes to discipline instead to

put the blame only to the teachers. This study reminds that discipline starts at home with the

parents for they have a great role in the disciplinary measures of their children.

The students who are always being pressured, late and absent are the main concern behind

the creation of this study. Students involve in in this case would be greatly transform and they

themselves would somehow change their habitual attitude making themselves more responsible

students in the institution and I the community as well.

Hopefully, the result of this study will arouse the interest and concern of the academy and the

Department of Education in general about students’ tardiness, their coping mechanism in dealing

with their experiences and the insight gained from those students who experiencing academically

pressured or depressed.

Definition of Terms
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In the desire to have a better understanding of the terminology use in the study, the

following words are defined.

Academic depression - "A type of depression that is specifically related to academic

performance, and can be triggered by factors such as academic stress, academic failure, or

academic pressure" (Hamaideh, 2011).

Student well-being - "The state of being healthy, happy, and comfortable as a student,

both physically and emotionally" (O'Driscoll et al., 2017).

Mental health stigma - "Negative attitudes and beliefs that people have about mental

illness, which can lead to discrimination, prejudice, and mistreatment of those who experience

mental health problems" (Corrigan, 2004).

Coping strategies - "Efforts to manage stress, such as seeking social support, problem-

solving, and using cognitive or emotional techniques" (Folkman & Lazarus, 1980).

Psychological distress - "A broad term that encompasses a range of negative emotional

experiences, such as anxiety, depression, and stress" (Kessler et al., 2002).

Organization of the Study

The composition of this is organized in the following chapters:

Chapter 1. Introduction. This chapter presents the problem situations that will justify the

conduct of the study wherein the researcher cites many situations, instances and reasons why

there is a need to conduct the said study. Purpose of the study consist some goals to follow: Find

out the different challenges, discriminations and problems that are being faced by the student late

comers and identifying the reasons why many of the students usually go to school late.
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Chapter 2. Related literatures. Consist of theoretical lens and a conceptual review on

students’ tardiness, irresponsible attitude and being lazy going to school. The chapter concludes of

students challenges on how to cope up their studies when they constantly go to school late.

Chapter 3. Methodology. Explains what methodology governs the choice and the use of the

methods and the rationale behind selecting the methodology. It describes in detail, the methods

and techniques used for the data collection and analysis, as well as the research trustworthiness,

credibility, and ethical considerations. Research participants is the person who will answer the

interview or he/she will be called as interviewee. Data collection in this study is by the interview

questionnaires and focus group discussion. Data analysis will be done by software or by manual,

trustworthiness and credibility shows that the researcher will seek the true reasons and

evaluation about the students having a problem in gossiping. The ethical consideration can be

done by protecting the participants due to privacy reasons.

Chapter 4. Results. This chapter reveals the findings of the study base on the three research

questions. A grid present different themes with corresponding thematic statements which support

every theme. Themes were formulated based on the different responses of the informants and

participants during the individual interview and focus group discussion. This chapter also

contains tables for the profile of the informants. Sample responses of the informants in every

theme were presented in this chapter. A translation is provided for vernacular responses.

Chapter 5. Discussion. This chapter discusses all formulated themes in each research

question supported with consent and theories from different authors. This chapter also contains

implications to practice to practice, implication to further research. Conclusion is stated at the last

part of this chapter.         

CHAPTER 2
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Review of Related Literature

Depression is a state which a person feels very sad, hopeless and unimportant and often is

unable to live a normal way. A lot of physicians did not believe that depressive disorders existed in

the youth 40 years ago. Nowadays, the youth are very prone to depression due to many factors

that can affect their emotional, mental, psychological state of mind in their everyday life especially

being a student. This study about depression is a quite strange topic because it is mysterious yet

the majority of people in school setting lacks knowledge about this topic. ( Bansal, Gayal, and

Srivastava 2009).

In addition, it defined depression more than just a sadness, but also a mental disorder. People

experience depression because of lack in interest and pleasure in daily activities, significant

weight loss or gain, insomnia or excessive sleeping, lack of energy, inability to concentrate, feeling

of worthlessness or excessive guilt and recurrent thoughts of death or suicide. ( American

Psychological Association 2017).

Mental health is defined as a “state of well-being in which every individual realizes his or her

own potential, copes with the normal stresses of life, works productively and fruitfully, and is able

to make a contribution to her or his community”. It is viewed as a dimension of overall health that

spans a continuum from high-level wellness to severe illness. The promotion of mental health

consists of any action taken to create living conditions and environments that support mental

wellness and allow individual families, groups or communities to adopt and maintain healthy

lifestyles fostering optimal emotional functioning and social inclusion (O’Reilly et al., 2018; WHO

2005; WHO, 2013)

Another study on the topic, teenage depression is somehow connected to cyber bullying in

social media according to new researchers that study different online phenomena. Number of
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people who examines the victims of cyber bullying increases especially when news of suicide

occur. Teenagers use social media more often this days according to Michele Hamm, but the effects

of it in one’s health is unknown. It is most likely for teens to experience depression in their

adulthood when they are being bullied ( Pappas 2015).

A depressed mood is the experience of unhappiness or distress. Depression may involve

feelings of being sad, weak, disappointed, frustrated, despairing, helpless, and hopeless. Many

depressed individuals may be struggling to perform well in academic life because they do not have

courage in what they are doing. They may feel that they are not reaching the standard of

performance set for them. As a result, they continuously feel disappointed and despairing. They

perceive things negatively and consider themselves as failures. This problem can definitely

contribute too many serious problems in their academic life such as poor grades(Sarason IG,

Sarason BR (2002); Modabernia MJ, Shodjai-Tehrani H, Moosavi SR, Jahanbakhsh-Asli N, Fallalhi

M. (2007); Sadock BJ, Sadock VA. (2007); Busari AO. (2012).

Depression is an illness that intervene with a person’s functional ability. The characteristics

of depression can be from the feeling of boredom, irritability, and the inability to feel pleasure

instead of sadness. Depression cases that it is not treated can last over 7 to 9 months and most

likely occur again in adulthood. Symptoms of depression are most likely to be found in children

and adolescents that is why it is hard to figure out the signs of depression. Depression affects the

daily activities of both children and adolescents. Both male and female child have the same

prevalence rate of depression but there is a sudden increase female rate when they reach the stage

of puberty. There are also many factors that promotes the development of depression in children

and adolescents such as genetic and biologic vulnerability, environmental factors, negative life

events, and personality, temperament, and vulnerability of the child (Ranttila & Shrestha, 2011).
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The factors that leads to depression in youth specifically in students can be inherited, also

because of stress in social interaction. Additionally, in the study of 2005, an early article about

stress that also leads to depression is categorized by feelings of tension, frustration, too much

worrying, and sadness. Because of that, depression are severe and lasts longer that have been

categorized by extreme feelings of hopelessness, sadness, isolation and worthlessness that lasts

for two weeks or more. There many factors that may lead a student to be depressed, this is also as

true as the article that has been stated, a student may feel depressed when he/she experience

loneliness in his/her current state because of those factors and the most severe effects of

depression is an attempt or to commit suicide, most young people who experience depression are

at high risk in attempting suicide than the young ones who do not experience depression,

however, not all youth who are depressed are attempting to commit suicide (A. Thapar, Collishaw,

Pine, & A.K Thapar, 2012; Walker 2005; ADAP, 2007; Ranttila & Shrestha, 2017)

Depression is a common psychological disorder where there is a persistent feeling of

sadness. It is accompanied by anxiety, loss of interest, and low self-esteem which often happens

without a clear cause. Depression is now proven to be a disease which we cannot cure overnight

and needs active treatment. If it is not given the proper attention, it will negatively affect a

person’s work, education, and their general health. However, because it is a mental illness, it is

difficult to understand by many find its real cause. According to the combination of genetic,

environmental, and psychological factors is believed to be the cause of depression ( National

Institute of Mental Health, 2016).

Identified the following types of intrapersonal connections of human beings that influence

depression: “(a) within the family, such as between the parents and between parents and children;

(b) the social environment where differences in ethnicity and social class come into play; and (c)

interactions between genders across age groups for both females and males.” The family has the
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most weight and impact on the development of depression. Marital problems among spouses lead

to their children blaming themselves and a parent/s who experience depression may influence

their children which results to negative intrapersonal behavior. Socializing contribute to building

or maintaining a healthy relationship with others. However, it can have an adverse effect on

people. A person becomes sensitive to the opinion of others will build an anxiety of people

rejecting their own ideas and opinions, resulting in lower participation in social activities. Evident

differences on ethnicity and social class can trigger depression as one will compare themselves to

others. The different experiences of genders influence moods disorders such as discrimination and

expectations to conform to the societal standards (Gregory S. Beattie, 2005).

Anxiety and depression are mental disorders affecting a wide percentage of the population,

and their severity is increased if the onset is at a younger age. These disorders not only involve the

affected individuals, but also their connections at work, their family and social environments.

Stress is frequently listed among the contributing factors to the development of disorders such as

depression and anxiety, and it has been described and studied in the academic environment, often

in medical students.(Vos, T., Flaxman, A.D., Naghavi, M., Lozano, R., Michaud, C., Ezzati, M., Memish,

Z. a.,2012;   McEwen, B.S., Eiland, L., Hunter, R.G., & Miller, M.M. 2012; Riga, S., & Riga, D. 2008;

Andrews, B., & Wilding, J.M. 2004; Dyrbye, L.N., Thomas, M.R., & Shanafelt, T.D. 2006; Rosenzweig,

S., Reibel, D.K., Greeson, J.M., Brainard, G.C., & Hojat, M. 2003)

We noticed that academic performance is inversely correlated with depression scores,

regardless of gender or cognitive function, this being more important in first year students, in

agreement with other reported results. The reason for this could be the fact that subjects

reporting symptoms of depression have sleep disorders, feelings of sadness, hopelessness, lack of

motivation, which makes them more vulnerable to problems in focusing, memorizing, or studying

issues. It is possible that depression and anxiety raise concerns regarding examinations, which
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decreases academic performance. The results are in line with other research, which found an

inversely proportional correlation with negative affectivity in young adults and academic

performance. The fact that this association is maintained irrespective of gender and more

pronounced in first year students shows the necessity of certain routine prevention methods,

especially in first year students, to prevent emotional distress, especially depression. (Dahlin, M.,

Joneborg, N., & Runeson, B. 2005; Owens, M., Stevenson, J., Hadwin, J.A., & Norgate, R. 2012; Keogh,

E., Bond, F.W., French, C.C., Richards, A., & Davis, R.E. 2004).

Health is important to be preserved as without good health we will not be able to live in

harmony. According to World Health Organization mental health is “a state of wellbeing in which

the individual realizes his or her own abilities, can cope with the normal stresses of life, can work

productively and fruitfully, and is able to make a contribution to his or her community". ( WHO

2014).

Mental health is about how we feel about ourselves, others, and also how we are able to meet

the demands of life. It is an escalating issue among professional accountants internationally, which

requires serious attention from the community. Mental health may impact the development and

productivity of people, and will ultimately affect a person’s livelihood at home, at work and with

others (Eisenberg, Golberstein, & Hunt, 2009; WHO,2014, et. al).

A student may experience mental health problem due to academic related demands such as

transitions to university, demands of various tasks by lecturers, getting essential skills; the

student may not be able to handle the pressures of these expectations (Carveth, Gesse, & Moss,

1996).

Depression is defined as psychiatric disorder and the common mental illness of present

century which is known as psychiatric cold. Depression has negative effects on our behaviors such
 21

as loss of interest, productivity, and social contact. the 11th leading cause of death is suicide in

United States Suicide, which occurs approximately every 16 minutes and Psychiatric disorder

have diagnosed at the time of their death in almost all the people who commit suicide. Through

positive mood we feel good, which this has positive consequences and motivate us to do what we

need. (American Association of Suicidology. USA. 2007; AFSP 2007; Sudak, H. S. Suicide. In B. J.

Sadock& V.A. Sadock (Eds) 2005; Isen, A. M. Positive affect as a source of human strength. In LG

Aspinall and Staudinger U (Eds.) (2003).

Depressed people exhibit a negatively explanatory style than non-depressive people.

Depression is linked with a negative, pessimistic way of explaining and interpreting failure.

Stressed caused negative emotions may have various effects on health. This is especially so far

depressed or anger prone people. We become more friendly, our thought processes open up, when

we feel happy, we want to approach others, and helpful to others. When we are tired, we often get

depressed. College students suffer symptoms of depression, which affect their academic

performance. Depressed mood also affects behavior. According to McCarthy et al. (2008)

depressed mood is a leading cause of suicide among adolescents. Women are more depressed than

as men, and social and environmental conditions can be the main cause of this. (DeDreu, C. K.,

Baas, M., & Nijstad, B 2008; Lindsey, B. J., Fabiano, P., & Stark C 2009; McCarthy, J., Downes, E. J., &

Sherman, C. A. 2008; Kuehner, C. 2003; Winstead, B. A., & Sanchez, J. 2005).

Association between depression and academic performance has been investigated by many

researchers. Depression can also affect student's academic performance in college. There are

negative effects of depression on student success. Student success is negatively related with

depression. Depressed students usually spend less time on homework and achieve lower grade

point averages. They don’t have distinct dimensions because Negative and positive affect are

interrelated. A nationwide survey conducted by American College Health Association on college

 22

students in 2011 at two- and four-year institutions and it concluded that almost 30 percent college

students found to be depressed even it is difficult to perform function. University Counseling

Center survey, completed in 2006, 91.6% respondents was observed and investigated that an

increase number of students experiencing psychological problems in the recent years. In American

Universities Depression is a topic of major concern, so for enabling them to be successful in their

college careers” health and counseling centers for students, are implementing by many

institutions. According to Heiligenstein and Guenther (1996) increased risk for academic harm can

be display by college students having moderate levels of depression. (Eisenberg, D., Gollust, S. E.,

Golberstein, E., & Hefner, J. L. 2007; Keyes, C. L. M 2003; American College Health Association.

2012; Blanco, C., Okuda, M., Wright, C., Hasin, D. S., Grant, B. F., Liu, S., &Olfson, M. 2008;

Depression 2004; Heiligenstein, E., & Guenther, G. 1996).

A developing global epidemic of rising mental health disorders is afflicting roughly one-third

of the world's population. Mental well-being, in general, refers to the emotional and psychological

well-being that determines how a person thinks, feels, and reacts to life's events. Adolescence,

which lasts from the age of ten to the age of nineteen, is a transitional period from childhood to

adulthood. This is the stage of a person's development when key physiological and mental changes

occur. There are around 1.2 billion teenagers worldwide, with 10-20% of children and adolescents

suffering from some form of mental illness. Remember that some studies have shown that a

student's academic performance can be influenced by his or her mental health as early as primary

school (Riley 2019; WHO 2019; Marryat, Thompson, Minnis, & Wilson, 2017)

      Furthermore, several studies investigated the relationship between the mental health issues

such as depression, anxiety, and stress on academic performance, and results indicated a

significant indication (Moreira de Sousa, Moreira, & Telles-Correia, 2018; Sharma & Pandey, 2017;

Wyatt, Oswalt, & Ochoa, 2017).

 23

Thus, depression is the most prevalent and well-known kind of mental disease, and it is

frequently characterized as strong levels of depression, which often contribute to a lack of interest

in daily life and how a person normally functions at school or work. Anxiety disorder Anxiety

indifference We encounter conventional connotations with powerlessness and terror related to

panic and stress. Stressors are defined as things that generate difficulty in a person's psychological

and emotional wellbeing, which can lead to mental health problems (Dy, Ferido, Espiritu-Santo, &

Ria, 2015; Shumaila Khurshid, 2015; Bourne, 2010; Basco & Olea, 2013).

Mental health is most commonly associated when a person becomes fully aware of their

abilities, can adapt to the normal stressors and problems in their life, can work within one's self-

fulfillment and satisfaction efficiently, and can make the right contributions to society. It can be

applied to an individual's ability to develop themselves harmoniously with or without other

people and to deal with the circumstances of life efficiently. Furthermore, the concept of mental

health defines from a more general point of view that is comprised of a positive and negative

dimension. The positive signifies psychological well-being, affected mostly by elements of

happiness, contentment, quality of life, and even health as a whole. Whereas the negative concept

indicates the opposite as in Amental health problems" or "mental health distress". Depression,

anxiety, and stress are always correlated with mental health disorders. Often denoted and seen as

real problems within the world. These conceptual factors adhered to individual development

especially with adolescents or developing teens (Loewen et al., 2019; WHO, 2013; Pilgrim, 2017;

Kutcher, Wei, & Coniglio, 2016).

Depression and anxiety are the most common types of mental disorders, and comorbidity is

also prevalent with these two disorders, which means that depression and anxiety may be

simultaneously present in one person. Many individuals with anxiety also have depression and

vice versa. The most common mental disorders refer to two main diagnostic categories:
 24

depressive disorders and anxiety disorders. These disorders are highly prevalent in the world and

impact the mood or feelings of affected persons. These symptoms range in terms of their severity

from mild to severe and last for months to years. These are diagnosable health conditions and are

distinct from feelings of sadness, normal anxiety, stress, or fear that anyone can experience from

time to time in their everyday lives. At a global level, it's been reported that over 300 million

people are estimated to suffer from depression, while more than 250 million people are estimated

to suffer from anxiety disorder (WHO, 2017; Beiter et al., 2014; Holliday et al., 2015).

Only limited studies on Filipino students have found that excessive sadness, a symptom of

depression, is due to anxiety and stress that are related to academics and subjective factors

(Zuorba, Cantara, & Olan, 2017).   

  Stress is the typical reaction of a person's physical and mental aspect towards any change

that requires an adjustment or response to perceived threats in a person's life. May it be literal or

imagined, stress affects the physiological and psychological well-being of people. In turn, these

effects can result in several stress reactions, such as the fight-or-flight response. In a conducted

study amongst Filipino students, stress was positively associated with their everyday routine and

significantly affected their mental state. Such routines that correlate with their stress response

were ranked in the following order: academics, amount of workload, and time management (Dy,

Ferido, Espiritu-Santo, & Ria, 2015; Seaward, 2018).

According to Agolla (2009) stress has become an important topic in academic circles. Many

philosophers have carried out considerable research on stress and concluded that this topic needs

way more attention. Radcliff and Lester (2003) studied the anticipated stress among final year

undergraduate students and acknowledged that class assignments, not enough guidance, pressure

to mingle and to get associated were the reasons for the stress to build up. McKean et al. (2000)
 25

argue that undergraduate students experience higher stress at expected times in each semester.

Academic engagements, financial pressures and lack of time management skills lead to building up

of stress. Excessive stress can affect wellbeing, emotional attitude and academic performance.

There upon it becomes essential that undergraduate students establish methods to deal with

stressful situations.

Depression is a condition that is marked by sadness, emptiness, hopelessness, and loss of

interest for most of the day. Other indicators can include: significant weight loss or gain, insomnia

or hypersomnia, fatigue/loss of energy, psychomotor agitation or retardation, feeling worthless,

excessive guilt, inability to concentrate, thoughts of death, and suicide ideation. Five of the

symptoms must be notable for a two-week period or longer and cause impairment in functioning

to meet the criteria for a depressive disorder. (American Psychiatric Association, 2013).

Moreover, several of the depressive symptoms are things that would have a negative impact

on academic functioning. Sleep disturbances and fatigue may make it difficult to show up or stay

awake during class. Loss of interest and perpetual feelings of sadness may be barriers to a student

being able to retain information and do well in his/her classes. The American Psychiatric

Association (2013) states that “those engaged in cognitively demanding pursuits are often unable

to function…a precipitous drop in grades may reflect poor concentration”. These symptoms and

effects show a connection between depression and poor academic performance.

Depression is a common mood disorder resulting in persistent feelings of hopelessness,

sadness, and loss of interest in activities that an individual once enjoyed. Other symptoms include

insomnia, loss of energy, weight loss, difficulty concentrating, feeling worthlessness, and

suicidality. A recent report indicates that depression is increasing in severity and numbers among

university students. It is associated with significant impairment, poor quality of life, substance
 26

abuse, comorbidity, and mortality. It is a risk factor for suicide and suicide attempts, the third

leading cause in this age group. It also affects academic performance and the ability to participate

in community activities. A study in Chiropractic University indicated that 60% of undergraduate

students dropped out due to anxiety, depression, and, maladjustment. (Association AP, 2013; Seki

T, Hamazaki K, Natori T, Inadera H.2019; Dyrbye LN, Harper W, Durning SJ, Moutier C, Thomas

MR, et al. 2011; Puthran R, Zhang MW, Tam WW, Ho RC. 2016; Rubin LE. 2008).

Education has an essential role in every country, and Iran is not an exception. However,

academic failure is one of the major problems of the families. Many factors affect academic

achievement. Researchers have indicated that depressed and anxiety mood are negatively related

to academic achievement. In addition, depressed and anxiety youth are at risk for many

comorbidities, including conduct problems, personality disorders, substance abuse, obesity,

interpersonal conflict, unfulfilling social relationships, and educational and occupational

underachievement. Literatures have shown that performance in school was found to be affected

by many symptoms of anxiety and depression, such as difficulties in concentration, lack of interest

and motivation, preoccupations, fatigability, and poor attendance. (Kashani JH, Orvaschel H.

(1988); Modabernia MJ, Shodjai-Tehrani H, Moosavi SR, Jahanbakhsh-Asli N, Fallalhi (2007);

Modabernia MJ, Shodjai Tehrani H, Fallalhi M, Shirazi M, Modabbernia AM. (2008); Al-Qaisy LM.

(2011); Yousefi F, Mariani BM, Rumaya BJ, Marof R, Mansor AT.( 2010); Surtees PG, Wainwright

NWJ, Pharoah PDP.(2002).

Mood disorders are psychological problems that are common among students. According to

Porter (1990), up to 60% of students left school without finishing their degrees. Depression and

anxiety were found to be interrelated to each other. The overlapping symptoms of these two

psychological problems can lead to all sorts of academic problems that can give impact to

academic achievement among students. For example, researchers have found that students’
 27

performance in school, college, and university is influenced by the symptoms of depression,

anxiety that could lead to difficulties in concentration, lack of motivation and interest, poor

attendance, and physical health such as headache and fatigability. These conditions will influence

students’ academic achievement(Fine JM, Carlson C, 1994; Stark KD, Brookman CS, 1994; Anson

A, Bernstein J, Hobfoll SE, 1984).

The findings indicate that lots of students endured from psychological problems, which in

turn affected their academic performance. Many studies were conducted to deal with this matter

and it absolutely was found that psychological problems such as depression and anxiety do have

influence on the academic achievement of the students and, for instance, reported that stressful

life events are significantly elevated in anxious and depressed youths and thus could cause low

performance in academic achievement. A study by Safree and his colleague (2010) also indicated

the exactly same results. They found that anxiety and depression negatively correlate with

academic achievement (Williamson DE, Birmaher B, Ryan ND, Dahl RE, 2005; Safree A, Yasin MA,

Dzulkifli MA, 2011).

Chapter 3

METHODOLOGY

The purpose of this study was to examine the impact of depression on academic

performance among senior high school students, as well as analyze how that relationship is

affected based on the level of social support. This study was designed to decipher whether

students with depression symptoms may prevent lower academic performance through social

support and how they cope up it while gathering also their proof of surpassing these challenges

towards their journey.

 28

Research Design

In this study, we endeavored to investigate the experiences of students regarding with

their chronic challenges which is associated with some factors. A phenomenological approach is

well suited to study on how they deal with their insecurity matters. We endeavor is a

phenomenological study. This study is an intuitive experience of phenomena, and or the premise

that reality consist of objects and events as consciously perceived by conscious beings (Husseri,

2005).

The basic purpose of phenomenology is to reduce the individual experiences with a

phenomenon to a description of the universal essence or a group of the very nature of thing.

Researchers identify a phenomenon followed by gathering data from persons who have

experience the phenomenon and develop a composite description of the essence of the experience

for all the individuals. This description may come of what they experienced and how they

experience it (Van Manen, 1990).

There are identified three steps to phenomenological study that includes epoche',

phenomenological reduction, and structural synthesis. Epoche' refers to the period of examination

when the researcher identifies bias and removes all traces of personal involvement in the

phenomena being studied to achieve clarity of perception. Consequently, it was enunciated that

the first step in phenomenological research is to collect data from individuals who have

experienced the phenomenon. It recommends in-depth interviews with participants. Long-hours

interviews with those teachers were arranged to discover how they dealt with their professional

journey. The researcher asked open ended questions to allow them to describe their experiences

and share their success in their professional journey (Creswell, 2013)

 29

The phenomenological design is the method used in this study for it explores the structure

of consciousness in human experiences. The findings of the phenomenological research are

descriptions of the essential structure of the experience. It contributes to deeper understanding of

lived experiences (Holloway, 2000).

Phenomenology is commonly understood in either of two ways: as a disciplinary field in

philosophy. The discipline of phenomenology may be defined initially as the study of structures of

experience, or consciousness. Literally, phenomenology is the study of phenomena: appearance of

things, or things as they appear in our experience, or the way we experience things, thus the

meanings things have in our experience. This studies conscious experience as experienced from

subjective or first-person point of view. This field of philosophy is then to be distinguished from,

and related to, the other main fields of philosophy: ontology the study of being, epistemology the

study of right and wrong action (Hycner, 2014).

This methodology is the most suitable for the exploratory study on the professional

journey of teachers. In this method Furthermore, describe phenomenology as a low hovering, in

dwelling, meditative philosophy that glories in the concreteness of person world relationship and

accord lived experiences (Kvale, 2005).

The purpose of the phenomenological approach agrees the idea of illuminating the specific,

identifying the phenomena through how they are perceived by the actors in a situation. In the

human sphere this normally translates into gathering deep information and perceptions through

inductive, a qualitative method such as interviews, discussions, and participants' observation, and

representing it from the perspective of research participants (Lester, 1999).

Basically, phenomenology studies the structure of the various types of experience ranging

from perception, thought, memory, imagination, emotion desire, and volition to bodily awareness,
 30

embodied action, and social activity, including linguistic activity. The structure of these forms of

experience typically involves what Husserl called intentionality, that is, the directedness of

experience towards things in the world, the property of consciousness that it is the consciousness

of or about something. Classical Husserlian phenomenology said that our experience is directed

toward -- represents or intends -- things only particular concepts, thoughts ideas, images, etc.

These make up the meaning or content of a given experience, and are distinct from the things they

present or mean. The discipline or phenomenology is defined by its domain or study, its method,

and its main results (Stanford Encyclopedia of Philosophy, 2013).

In addition to this type of study, structure of consciousness experience as experienced from

the first-person point of view, along with relevant conditions of experience. The central structure

of an experience is its intentionality, the way it is directed through its concent or meaning toward

a certain object in the world. We all experience various types of experience including perception,

imagination, thought, emotion, desire, volition, and action. Thus, the domain of phenomenology is

the range of experiences including these types among others. Experience includes not only

relatively passive experience as in vision or hearing, but also active experiences as in walking or

hammering a nail or kicking a ball. The range will be specific to each species of being that enjoys

consciousness; our focus is our own human experience. Not all conscious beings will, or will able

to, practice phenomenology, as we do.

However, phenomenology is concerned with the study of experiences from the perspective

of the individual, bracketing taken for granted assumption and usual ways of perceiving.

Epistemology, phenomenological approaches are based on a paradigm of personal perspective and

interpretation. As such, they are powerful for understanding subjective experiences, gaining

insights into people's motivations and actions, and cutting into the clutter of taken-for-granted

assumption and conventional wisdom (Lester, 1999).

 31

To gather the lived experiences on the travails of students in the special science

curriculum, phenomenological research seeks essentially to describe rather than explain, and to

start from a perspective free from hypothesis preconception. More recent humanist and feminist

researchers refute the possibility of starting without preconception, or bias, and emphasize the

importance of making clear how interpretations and meanings have been placed on findings as

well as making the researcher visible in the frame of the research as an interested and subjective

actor than a detached and impartial observer (Stanley & Wise, 1993).

Qualitative research does not introduce treatments or manipulate variables, or impose a

researcher's operation definition variables on the participants. Rather it lets the meaning emerge

from the participants. It is more flexible and that it can adjust in the setting. Concept data

collection methods can be adjusted as the research progresses.

As a researcher, our point of view on focus group discussion that is used in qualitative

research is a good way in getting data from the chosen participants. In the way, it is not just the

information that you need that is what you learned but the most important thing is you also

learned the deepest part of their experiences and their challenges in life. As a data gathering went

on, the researcher learned to build rapport and establish trust with the participants.

Focus group discussion provides a common concept and understanding that exist in the

norm of society. The researcher believed this will help concretize the experiences revealed by the

informants during the individual interview. Through this process of getting information, the

researcher could access and formulate common themes from the information disclosed by the

participants. From these themes, these will lead the researcher to come up with the findings that

will probably answer the doubts, confusions and misunderstanding especially in dealing with

school discipline and students’ behaviors.

 32

Research Participants

The researcher used Creswel's random selection of participants who were selected from

Junior High School and Senior High School in Elizalde National High School in the Municipality of

Maco, Compostela Valley Province. The researcher identified seven students as respondent for in-

depth interview while another seven students forming 1 group for the focus group discussion a

total of (14) students as respondents of this study who directly or indirectly experience tardiness.

The study used the purposive sampling since it is the most effective technique when one

need to study certain students' background with knowledgeable experts within the participant's

selection is highly relevant for this research as people are constantly looked upon the knowledge

and information. Choosing the purposive sample is fundamental to the quality of data gathered.

Thus, reliability and competence of the participant must be entrusted. The selection of

participants is based on their school days that they were challenge with gossiping behavior as

whether are from group of students who are experiencing challenges towards social interaction.

The researcher's contribution to the research setting can be useful and positive rather than

detrimental. The role of the researcher in a quantitative study is theoretically non-existent

however in qualitative studies; researcher's role is quite different. Since qualitative study research

is considered an instrument of data collection, this means that data are mediated through human

instruments, rather than through inventions, questionnaires or machines (Denzin & Lincoin,

2003).

It has been a tradition and culture of the school that had successful climates had many

intervention programs to help students. Schools used those interventions to help struggling
 33

students before major problem occurred. Being students of Elizalde National High School, our role

in this study is too encouraged and gives them moral support since it will help us to widen and

open up our mind to have a more comprehensive understanding in dealing with time management

of the students. With this study we would be able to know our scope and limitations of our duties

and responsibilities as Senior High School students.

One of our researchers is also an unstable of learning about time management that could

relate much in dealing with challenges on his/her experiences being late. Making ourselves as

responsible students in dealing of this attitude is the key factor for successful life. The researcher

could orient his/her co-students to implications of their school truancy. It is so important that

both the students and teachers were fully understood every action for there will be a

corresponding implication once unstable is made.

As a researcher, they are confident that they will be one of the instruments that is

sufficiently complex to comprehend and learn about how teachers succeed and failed to deal with

students’ behavior. The implication is that social research will benefit from being performed as

field research based on interaction between me and the individual studied (Patton, 2005)

The researchers together with the participants shall willingly offer their time, effort, and

knowledge as they hope to inculcate and leave the present generation the reason why there is a

need to know the central phenomenon of chronic in dealing with student tardiness among Junior

and Senior High School students.

Data Collection

The researchers chose to employ the two common qualitative research methods, the in-

depth interviews and focus group discussion. In-depth interviews are ideal or collecting data on
 34

individual's personal histories, experiences, and point of view, particularly when tackling sensitive

issues or topics such as the key informants' experiences in students’ behavior, (a) What are the

problems you encountered being a late comer? (b) How did you cope up with the challenges of

being a late comer? (c) What insights can you share on time management? Among Junior and

Senior High School students. Focus groups on the other are a qualitative data collection method

effective in helping researcher's students in time management, (a) What are the problems you

encountered being a late comer? (b) How did you cope up with the challenges of being a late

comer? (c) What insights can you share on time management? Among Junior and Senior High

School students. For the purpose of this study, the focus group discussion was intended to saturate

the data to be collected by the researcher.

Phenomenological interview guide requires a special attention in the study of time

management, and coping mechanism in dealing, and insights on student tardiness. First,

researchers will ask the permission of the School Principal to conduct the said study. Thus, he will

also ask the permission of the participants to interview them.

The approaches employed in gathering data were, interviews, focus group discussion and

research to elicit information from the participants about late comers, challenges in dealing with

time management, coping mechanism in dealing with time management, and insights on time

management.

The primary instrument used in an interview guide is mobile camera. The validated

interview guide will be used to draw information of time management, challenges in dealing with

time management, coping mechanism in dealing with time management, and insights on time

management, about how the students face their challenges and experiences being a late comer

student and how they perform well in their journey as learners. As a starting point, a draft will be

prepared and will be shown to my adviser for refinement. I will follow the suggestions and will

make some improvement on the interview guide. The refined interview guide will further be
 35

shown to the panel of experts for validation and for further until such time that the said interview

guide will be realized and established as valid. When the validity of the interview guide will be

established, it will be administered to the participants.

In this phenomenological research fieldwork is based on informal conversation and formal

interviews of the participants about their real-life teaching experiences and situations, writing up

the data and analyzing it. I consider participants’ active participation. The participant is going to

share about time management, challenges in dealing with time management, coping mechanism in

dealing with time management, and insights on time management, wizard of how they feel

especially in a situation where challenges of students arises and what are the hardships, they’re

going through in order to be successful in their journey.

The fieldwork with the data collection method, which is based on an interactive process

and participation, is demanding for my phonology consciousness as a researcher. When finding

the participants, I keep in mind that the concern has a right to be protected by not writing there

true and complete name for privacy reason.

Being the moderator at the same time a researcher, he primarily involves himself with

directing the discussion, and keeping the direction flowing. As participants arrived, nametags

were made to familiarize the participants and the rest of the group. The researcher asked and

started the discussion with a brief welcome statement and overview of the topic to be talked

including the ground rules. Participants have been engaged to discussion and the conversation has

been recorded, and they were asked to sign a consent form. This explains that Focus Grouped is

conducted according to procedure (Becker, 2006).

The focus group moderator nurtures disclosure in an open and spontaneous format. The

moderator’s goal is to generate a maximum number of different ideas and opinions from as many

different people in the time allotted. The ideal time to be set aside for a focus group is anywhere

from 45 to 90 minutes. Beyond that most groups are not productive and it becomes an imposition
 36

on participant time. Focus groups are structured around a set of carefully pre-determined

questions – usually no more than 10 but the discussion is free flowing. Ideally, the participant

comments will stimulate and influence the thinking and sharing of others. Some people even find

themselves changing their thoughts and opinions during who will probably never see each other

again (Becker, 2006)

After consent form were signed the interview begin with the welcome statement and ended

with a closing statement. The main themes were summarized by the researchers and participants.

A sample interview guide used for the focus group discussion was provided. Towards the end of

the questioning, participants are given the opportunity to immediately add on to, classify and

either confirm or renounce certain ideas or information that one member is going to express or

presents. Follow up questions relevant to the pieces of information revealed and shared will be

raised and articulated in order to classify and specify vague matters. Focus group discussion lasted

for a couple of minutes.

Data Analysis

The researchers had analyzed data according to the recommended analysis procedures for

phonology. As recommended, data analysis started at the initiation of the study. When they started

to undergo this study, they begin to formulate his own thoughts and ideas and find it easier to

gather related reliable information and data, since he was one of those students who encountered

and experienced tardiness, challenges in dealing with time management, coping mechanism in

dealing with time management, and insights on time management, challenges of students.

The researchers had recorded observations and did more research about student tardiness,

challenges in dealing with time management, coping mechanism in dealing with time

management, and insights on student tardiness experiencing difficulties of time management and

how they succeeded in their journey without sacrificing the task. They translated the interview

questions from English to Tagalog and from Tagalog to Bisaya dialect for better understanding of
 37

the question ask. The researchers had transcribed all the audio tapes soon after the interview so

that data analysis can be done continually. As the study moved forward, more interviews have

been transcribed and observations have been recorded.

Trustworthiness and Credibility

The quality of the data analysis was assessed by trustworthiness, transferability and

conformability. Trustworthiness is the quality achieved in a study when the data collected is

generally applicable and consistent. Data is applicable when the reader can become familiar with

the study and assess whether the setting and result will transfer to their particular setting or

future research study. The applicability of this study relies on the thick description of the

observations, settings, and participants that the researcher had provided. In this study, the

researcher ensured consistency by continuing in collecting data until the point of saturation

(Lofland, J. et.al., 2005).

Transferability is defined as the potential of the results of one setting to be transferred to other

settings. This is very important when deciding if the results may be useful in another research

setting. Since generalizability is not a goal of qualitative inquiry, and most qualitative research

studies do not benefit from large randomly selected populations. Transferability is an important

quality to establish in qualitative studies. Thick description plays a role in transferability. Without

a rich description of the settings, participants, and observations, a reader will not be able to

determine whether what is going on in my research setting is the same thing that happening in the

setting they are looking to apply the research to. Field notes have been a tool used to help me

recall different aspects of the study that were not in the transcripts. The field notes on the setting,

participants, and observations were used to give a rich description (Lofland et.al., 2005).

Dependability is an assessment of the quality of the integrated processes of data collection, data

analysis, and phenomenal explanation. To address the issue on dependability the researcher is
 38

very much willing to share the materials in which it could help other researchers in some future

researches.

Confirmability deals with the issue of research bias and addresses whether another individual

can place faith in the results. It is a measure of how well the inquiry’s findings are supported by

the data collected according to Lincoln & Guba (1985). To address the issue on confirmability, in

my study, the researcher baked on an audit trail of the participants’ responses wherein the

identities were treated. The author did a member checking and triangulation. All participants will

be asked to review transcript and add anything that might be lacking. The information will be

shared to participants in focus group discussion to ensure that the researcher had interpreted the

data correctly. Focus group discussion is a method of discussion that can be comforting to

research participants because this provides sharing of ideas and point of view in a certain

question.

We did not disclose any individual’s identity or interview data during focus group discussion

because the researcher believes that this will make them comfortable in reviewing the

information and conclusions that contributes to the discussion. During the talking, the researcher

encouraged the participants to discuss and share their thoughts on a certain topic. The only rule

was no interruptions of another person when one person is talking.

Triangulation is the use of two or more methods used to build a coherent justification of the

information. The observational field notes and the informal interviews have been used to

triangulate the data by providing a source odd at to validate and crosscheck the findings of the

interviews. In this study, the three data sources provided similar results, and then there is an

increased chance that my results are trustworthy (Patton, 2005).

Ethical Considerations

The researcher did not reveal the names of the participants in order to protect their

privacy unless the concern wants to. The researcher only wanted to know the result of the,
 39

students’ challenges on composition writing and nothing else more. Moreover, the researcher

would like to emphasize that whatever the comments and suggestions of the researcher, all of

them does not affect the entire organization of DepEd and all other participants.

The researcher used the Halai (2010), five key of ethical principles of ethical research

appeared across the ethical codes of research institutions. These are a.) informed and voluntary

consent; b.) confidentiality of the information shared; c.) anonymity of research participants; d.)

beneficence or no harm to participants; and e.) reciprocity. The participants in this study will be

volunteers where they can relate their experiences within their educational environment and

sensitive information to share. It is important to ensure that they will be fully aware of the

purpose of the study and that it will be fully explained (Cresswell, 2013).

The inform and voluntary consent of the participants is to gained informed consent via a consent

form which lays out what will be involved in the research, and the rights and responsibilities each

side has. Most of us could perhaps agree that the ideal would be to provide people with sufficient

understanding (not just information) to make a reasonable judgment for themselves about

whether or not they want to participate in the research. As already noted, because of the very fact

that participants in the research have other concerns, many of them may not be very interested in

spending time gaining an understanding of what would be involved in participating in the

research. And it maybe it is not worth their spending time on this because the decision is not a

consequential one: it will not make much difference to their lives one way or the other. It simply

follows the principle of Halai, that this usually include prior information on key elements of

research such as purpose, procedures, time period, risks, benefits, and a clause stipulating that

participation is voluntary and the participants have the right to withdraw from the study (Halai,

2010).

In addition, confidentiality of information shared is also concerned with offering respect and

protection to research participants through assurance of confidentiality of information shared and

 40

anonymity by not revealing the identity of the individuals and institutions involved (Halai, 2006).

An important ingredient would be to build a relationship of trust and mutual respect within the

research participants so that information could be shared without risk of harm to those

concerned. Typically, anonymity is provided through the use of pseudonyms. It will be used to

avoid the impact of the results of the research on the participants (Joungtrakul & Allen, 2012).

Furthermore, beneficence or no harm to participants means they will be protected. There will be

no harm and no embarrassment to protect confidentiality. Names will not be mentioned even the

places are disclosed. The valuable part of this study is the participant’s willingness to share in-

depth interview. The purpose of the study will be explained to the participants to fully understand

the importance. They will be protected from any risk, physical, personal, or psychological. It

simply connected with the Halai’s principle that researchers are expected to provide the

participants with an outline of risk and benefits involved to the participants in the study. The

principle of reciprocity requires that the researchers consider actively ways through which

participants could be compensated for their time and effort. Typically, information about risks and

benefits are expected to be provided in summary in the consent form and/or in a brief write up

attached with the consent form (Halai, 2006).

Therefore, reciprocity and unstructured interactive interviews provide participants considerable

control over the interview process, thereby creating a different risk profile. The interview

processes literature for evidence of benefit and harm. Although there is evidence there is evidence

that qualitative interviews may cause some emotional distress, there is no indication that this

distress is any greater than in everyday life or that it requires follow-up counselling, although the

authors acknowledge distress is always a possibility essential to preventing participant. Distress is

the researcher’s interviewing skills and a code of ethics. When research is conducted with

sensitivity and guided by ethics, it becomes a process with benefits to both participants and

researchers. Halai consisted that these principles and procedures of an ethical engagement with a
 41

research study are laid out with the best of intentions to protect participants from malpractices

and breach of ethics (Halai, 2006).

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