Coping With Academic Failures: Lived Experiences of a G12 ABM Student

CHAPTER 1

INTRODUCTION

Background of the Study

Academic failure is significant challenge faced by students in their educational

journey. It can be a distressing and demoralizing experience which can potentially affect

students’ self-esteem, motivation, and overall all well-being. Understanding how students

cope with academic failures is crucial for the provision of appropriate support and

guidance to overcome these challenges.

There are many reasons of academic failures it may be lack of motivation,

ineffective study habits, learning difficulties, external distractions, lack of support, health

issues and etc. (Bhandari, 2022).

One of the reasons is the degree of course’s difficulty which the students may

have found very challenging; especially to those students who are considered slow in

their ability to process the information and use it effectively in their classes (Joyce,

2017).

In the ABM 12 cope with their academic failure is crucial in order to provide appropriate

support and guidance to help them overcome these setbacks. Grade 12 is a crucial year

for students as they approach the end of their high school journey and make preparations

for higher education or career paths. However, academic failure can be a challenging

reality for some students, impacting their self-esteem, future opportunities, and overall

well-being. This study aim to explore the emotional and social aspects of coping with
academic failure among 12th grade ABM students. It seeks to understand their experience,

the coping mechanism, academic failure.

In psychological and educational contexts, the term "academic failure" has

been defined as "the inability to meet the demands of a specific task or set of tasks within

the given constraints and expectations" (Maltese, 2016, p. 390). This definition suggests

that academic failure is not limited to poor grades or academic performance, but rather

refers to any instance where an individual is unable to meet the demands of a specific

task or challenge. While academic failure can take many different forms, such as failing

to understand a concept or to complete an assignment on time. Academic failure refers to

the inability to achieve academic goals or meet academic standards. Academic failure is

also associated with negative social and emotional consequences, such as low self-

esteem, anxiety, and depression (Elliott ET. AL., 2020). This can occur due to a variety

of reasons, including lack of motivation, lack of study skills, personal difficulties, and

health issues. The impact of academic failure on students' sense of self, motivation, and

overall well-being is well documented and is a significant concern in the education field

(e.g., Harris, 2020).

Feeling stress is natural “Coping is defined as the thoughts and behaviors

mobilized to manage internal and external stressful situations. It is a term used

distinctively for conscious and voluntary mobilization of acts, different from 'defense

mechanisms' that are subconscious or unconscious adaptive responses, both of which aim

to reduce or tolerate stress." (EMAD B. Algorithm, 2023). Coping mechanisms refer to

the strategies and responses employed by individuals in managing adversity. They

encompass a wide range of behaviors, thoughts, and emotions aimed at reducing stress,
alleviating negative emotions, and maintaining equilibrium. Common coping

mechanisms include problem-solving, seeking social support, avoidance or denial,

emotional regulation, and adaptive behavior modification.

Coping mechanisms refer to the strategies that individuals adopt to deal with

stressful or difficult situations. These strategies help individuals to manage and minimize

the impact of these experiences on their overall well-being and quality of life. Coping

mechanisms may take different forms, such as seeking social support, engaging in

problem-solving, expressing emotions, or engaging in self-talk (e.g., Lazarus & Folk

man, 1984; Scheier, Carver, & Weintraub, 1983)

Students in the ABM strand may face academic stressors such as heavy

workload, time management, and difficulty in understanding complex concepts. To cope

with these stressors, students can adopt various coping mechanisms such as: Problem-

focused coping: This involves taking practical steps to address the problem at hand.

Emotion-focused coping: This involves regulating one’s emotional response to the

stressors.Social support coping: This involves seeking support from friends, family, or

teachers. It’s important to note that different coping mechanisms work for different

people and situations also academic failure. Students should experiment with different

strategies to find what works best for them.

The researchers figured out that there are still lack or absence of articles and

publications in the Philippines about of students with academic failure and their coping

mechanisms; thus, this paper will be conducted to shed some lights in these experience

and coping mechanisms.

Statement of the Problem

This study is with the goal of exploring the experiences of academic failure

and coping mechanisms among grade 12 ABM students in Southland College and seeks

to answer the following specific questions:

1. What are the reasons of the academic failure among grade 12 students?

2. What are the coping mechanisms of ABM 12 students with failing grades?

Significance of the study

This study aims to determine the reason of academic failures among ABM 12

and their coping mechanisms. Furthermore, this study could be of importance to the

following:

Teachers. The results of this study may provide information to the teachers on the

reason of academic failures among their students.

Parents. The results of this study may help parents to learn more about their child’s

emotional and academic difficulties and give the right advice and assistance

especially when they encounter academic failure.

Students. The results of this study may provide information to students who are self-aware

of their coping method can improve their study habits, stress-reduction

techniques, and problem-solving abilities.

Researchers. This data may be used by academic researchers to create plans and

interventions that will enhance the performance and well-being of students.

Definition of Terms

The following are the key words defined conceptually and operationally.

Academic failure. Conceptually, this phrase refers to a student’s inability to meet the

expected academic standards or achieve satisfactory academic

performance, which may include low grades, incomplete assignment or

exams, repeated course failures, or not fulfilling promotion or graduation

requirements (Wang, R. K. Zhang, M., & Liu, S. 2021). Operationally, this

means academic failure can take various forms when students are unable to

complete a task or resolve a problem that could prevent them from

pursuing their academic standards or objectives.

Coping mechanisms. Conceptually this phrase refers to the strategies people often use in

the face of stress and/or trauma to help manage painful or difficult

emotions (GoodTherapy,2018).Coping mechanisms can help people adjust

to stressful events while helping them maintain their emotional well being

(GoodTherapy,2018). Operationally, this means the ability of ABM

students at Southland College are adjusting to manage and minimize the

impact of their experience by seeking supports and experimenting with

various strategies.
Theoretical Framework

This study is anchored on the following theories: Academic Failure Attribution theory,

learned helplessness Theory, Coping Mechanism, Resilience Theory and Coping with

academic failure.

Academic Failure Attribution Theory

This theory suggested that attributions for their academic success or failure can

affect their motivation and future performance. Students who attribute their failure to

internal factor, such as their own capability and effort, are more likely to experience

negative emotions, such as anxiety and shame. This can lead to them giving up on theirs

academic on the other hand, students who attribute their failure to external factors, such

as the difficulty of the material or the unfairness of the test, are more likely to maintain

their motivation. (Weiner, 1985). This theory also distinguishes between stable and

unstable attributions, which refer to whether the cause of success or failure is likely to

change overtime. Students who attribute their failure to unstable factor, may be more

optimistic and willing to try harder next time.

Learned Helplessness Theory

This theory suggests that the students who experience repeated failure in a

particular are may eventually learn to expect failure. This can lead to them giving up on

their academics without even trying. (Seligman, 1987).learned helplessness is also a

psychological phenomenon in which a person’s learn that they cannot avoid bad things

happening in the future this causes a person to stop trying to prevent them. This theory

assumes individuals seek explanations for events, particularly negative events such as

school failure, poor health, and interpersonal problems. Students who developed learned

helplessness tend to attribute their failures to lack of ability. However, when these

students succeed they attribute it to external factors, such as luck, rather than ability.

(Schunk, D. H., Pint rich, P. R., & Meece, J. L.(2008)

Coping Mechanism Theory

A psychological theory that proposes that people use a variety of strategies to

manage stressful or difficult situations. Coping mechanism can be conscious or

unconscious, and they can be affective or ineffective. It can also be adaptive or

maladaptive. Adaptive mechanism are those that help people to manage stress and

difficulty in a healthy and constructive way. Maladaptive coping mechanism are those

that are unhealthy or destructive, and may actually make the situations worse. (Lazarus,

R. S., & Folk man, S.1984. Stress, appraisal, and coping. New York: Springer Publishing

Company). Coping mechanism theory is valuable tool for understanding how people cope

with stress and difficulty. It can help people to identify and develop more effective
 coping mechanism, and it may also help educators and other professionals to develop

interventions to help people to cope more effectively.

Resilience Theory and Coping with Academic Failure

Resilience theory emphasizes a capacity to bounce back and adapt positively in

the face of adversity, including academic failure. It suggests that some students develop

resilience and overcome academic setbacks by employing various coping strategies.

These strategies may include seeking social support, developing problem-solving skills,

and maintaining a positive outlook. (Masten, 2001). This theory emphasizes an

individual’s capacity to bounce back and adapt positively in the face of adversity,

including academic failure.

Learned Helplessness
Theory
(Seligman, 1987)

Coping Mechanism
Academic Failure Theory Reason, Coping of
Attribution Theory (Lazarus, R. S., & Folk Academic failure: Lived
(Weiner, 1985) man, S.1984. Stress, experiences of G12
appraisal, and coping. ABM student
New York: Springer
Publishing Company).B
Resilience Theory and
Coping with Academic
Failure
(Masten, 2001)
 Figure 1: Schematic Diagram of the Theoretical Framework

Conceptual Framework

This current study revolves around three variables parents’ contributions with their

children, absentee, and attitude.

Students who wish to lead businesses and start their own businesses should

enroll in this senior high school strand. ABM is the right strand if managing a company,

interacting with clients, and devising financial strategies sound like your dream job.

Student with failing grades is the act of grading itself has come under fire for

a number of reasons, including a decline in curiosity, a preference for the simplest

assignment, a decline in cognitive ability, an increase in cheating, and a foster dread of

failing.

Students who do not consistently show up for class or who do not actively

participate in learning activities are referred to as absentee students. These students may

not participate in class or attend for a variety of reasons, including a general lack of

enthusiasm, personal problems or concerns, or a lack of interest in the subject area. These
pupils’ absences might provide difficulties for teachers and have an effect on the class’s

overall education.

Attitude of students who miss class” is the way in which those who miss class

behave. This can involve a lack of understanding of the significance of showing up to

class and participating in educational activities, as well as a lack of respect for their

teachers, fellow students, and the learning environment.

The degree to which parents participate in their children’s education and

development is referred to as their contribution to their offspring. This can involve

offering counsel that is both practical and emotional, as well as financial help. They

achieve this by speaking positively, showing love and respect, and fostering a sense of

security. In addition to teaching their children skills and values, parents also have a

significant impact on how their children learn and develop in the early years.

Accessibility and availability are two words that are often used to describe the

ease of obtaining goods or services. Accessibility refers to the ability to access or use

something, while availability refers to the presence of something and its ability to be

obtained. In other words, accessibility means that something is easily reachable or

approachable, while availability means that something is present and can be obtained if

needed. When it comes to understanding the differences between accessibility and

availability, it is important to note that the two terms are not interchangeable.

Accessibility is about the ease of use or access, while availability is about the presence of

something. For example, a product may be readily available, but it may not be accessible

to everyone due to physical or financial barriers

 The terms “availability” and “accessibility” are frequently used to characterize

how simple it is to acquire goods or services. Whereas availability relates to something’s

presence and capacity for acquisition, accessibility refers to something’s capacity for

usage or access. Put differently, availability denotes that something is there and may be

gotten if necessary, whereas accessibility refers to something being easily approachable

or reachable.

The act of parents being involved in their children's education and growth from

infancy to maturity is known as parental involvement. Helping with schoolwork, going to

school functions, interacting with teachers, and participating in decision-making are a

few examples. Parental participation seeks to assist children’s learning and development

while acknowledging that parents are the primary influence in their life. Parental

engagement is different from parental involvement in that it entails working together with

parents to create activities and make decisions.

The transition from having academic failure is a big challenge for the students’

life, characterized by several of adjustment. This study will examine the adjustment and

challenges of ABM 12 students and what are the coping mechanism.

 Reason
Participant
 Parents contributions with their
 Students with failing
children
grades
 Absentee
 ABM 12
 Attitude

Coping:
 Accessibility and availability
 Parental involvement
 Behavioral or psychological
response

Interview Questionnaire

Coping with Academic Failure: Live Experience of a

G12 ABM students
 Figure 2: Schematic Diagram of the CONCEPTUAL Framework of the study

Review of Related Literature

This section provides studies the review of the papers and article relevant to this

study. The review captures in theme: attendance and engagement, parental involvement

and support, learning facilities and resources, individual and contextual factors,

motivation and study habits, coping strategies, the Emergence of Networks.

Attendance and Engagement

One of the most consistent and significant predictors of academic performance is

student attendance and engagement in class activities. Students who miss classes or do

not participate actively tend to perform poorly compared to those who attend regularly

and are involved in the learning process. This is because attendance and engagement

enhance students’ understanding of the course material, foster their motivation and

interest, and provide them with feedback and support from teachers and peers. Students’

attitude of skipping classes has become a prevalent phenomenon in higher education and

is a major concern for university instructors (Oldfield et al., 2018). Therefore, it is

important to encourage and monitor student attendance and engagement, and to provide

incentives and

Interventions for those who are at risk of absenteeism or disengagement.

Parental Involvement and Support:

Another key factor that influences academic performance is the level and quality of

parental involvement and support. Parents play a vital role in shaping their children’s

attitudes, values, and behaviors towards education. They can also provide academic

guidance, emotional support, and material resources for their children. Parents who are

active participants in their children’s education are thought to promote children’s social,

emotional and academic growth (Green, Walker, Hoover-Dempsey, & Sandler, 2007).

Research shows that parental involvement and support have positive effects on students’

academic performance, especially when they are consistent, appropriate, and responsive

to the students’ needs and preferences. Parental involvement and support can also buffer

the negative effects of other factors, such as poverty, stress, or peer pressure, that may

hinder academic performance.

Learning Facilities and Resources

The availability and accessibility of learning facilities and resources, such as

libraries, computers, textbooks, and laboratories, can also affect academic performance.

Learning facilities and resources can enhance students’ learning opportunities, stimulate

their curiosity and creativity, and facilitate their acquisition and application of knowledge

and skills. However, many students face challenges in accessing or using learning
facilities and resources, due to factors such as distance, cost, quality, or compatibility.

These challenges can limit students’ learning potential and performance, and widen the

achievement gap between different groups of students. Therefore, it is essential to ensure

that all students have equal and adequate access to learning facilities and resources, and

to provide them with guidance and support in using them effectively.

Coping Strategies

Coping strategies are specific efforts that individuals employ to manage stress.

Coping strategies are classified into active and avoidant coping strategies. Active coping

strategies are either behavioral or psychological responses designed to change the nature

of the stressor itself or how one thinks about it, while avoidant coping strategies lead

people into activities (such as alcohol use) or mental states (such as withdrawal) that keep

them from directly addressing stressful events.

The Emergence of Networks

Several mechanisms could explain this phenomenon, but, given our focus on

education, we were most interested in the academic behaviors that might link health

problems to academic failure. Physical health and nutrition have profound effects on

school readiness, as demonstrated by the classic Perry Preschool Project that linked basic

health and nutritional needs with learning (Berrueta-Clement et al. 1984). Among the

most important known predictors of physical and mental health problems are age, gender,

and family socioeconomic status, with older adolescents, females, and those from low-

income families reporting poorer self-rated health (Vingilis, Wade, and Seeley 2002).
 CHAPTER 2

Methodology

This chapter consist and explains the different procedures including The

Research Design, Respondents, Research Instrument, Research Procedure, Data

Gathering Procedure, Data Analysis Procedure, Ethical Considerations, and Researcher’s

Reflexivity.

Research Design

This study will utilize case study research design since the motive of the

research study is to determine the difficulties of ABM 12 student who have failing grade

in Southland College and the coping mechanisms they developed. A case study has also

been described as an intensive, systematic investigation of a single individual, group,

community or some other unit in which the researcher examines in-depth data relating to

several variables(Halmstad, Sweden: Halmstad University, 2017.)

A case study is an appropriate research design when you want to gain concrete,

contextual, in-depth knowledge about a specific real-world subject. They keep your

project focused and manageable when you don’t have the time or resources to do large-

scale research (Shona McCombes,202023).

Given the assistance that student with academic failure, this study approach is

used to better understand the situation or obstacles that student with failing grades

encounter.
Research Respondent

This study will involve the participation of grade 12 student of Southland

College, specifically, those who fall under the following criteria: ABM 12, student with

failing grades, which means that the participant will be someone who have failing grades

last semester of School year 2022-2023.

RESEARCH INSTRUMENT

To obtain the accurate data needed, the researchers will set up an interview

that involves an interview to gather the information in order to get the precise data they

require. “Interviews”, as defined by George (2023), “is a qualitative research method that

relies on asking questions in order to collect data”. The interviews incorporate research

questions that seeks answers. The said research questions are: (1) What are the reasons of

the academic failures among Grade 12 ABM students?; (2) What are the coping

mechanisms of ABM 12 students with failing grades? The interview will be carried out

with a recorder in place.

Data Gathering Procedure

To acquire the quality outcome of the study, the researchers will systematically

follow the method. A consent letter will be formally submitted to ask the Senior High

School Coordinator for the conduct of the study. A letter of consent will be formally

submitted to the school’s guidance office, requesting for the list of senior high school
students with single parents in Southland College, Records from the guidance office will

be beneficial to easily determine the senior high school students who have academic

failure.

Upon approval, the researchers will proceed to acquire formal permission from

the chosen group of respondents for an interviews. Explain the purpose of the study and

the importance of their response in the study.

When the interview has been completed, data will subsequently be collected by

the researchers. Researchers will examine and analyze the data they have collected from

the respondents.

This procedure will be useful in interpreting how students with failing grades

in Southland College cope with the difficulties they encounter.

Data Analysis Procedure

The data will be analyzed following the guidelines presented by Saldana (2009.

FGD transcript and answer to written interview question passed through various first

cycle coding methods based on the recommendations made by Saldaña for neophyte

qualitative researchers.

There are varied perspective on what coding method is appropriate to use in a

particular study. Some feels that careful reading and rereading of data may “develop

connections that lead to flashes of insights” (DeWalt & DeWalt, 2002). Some considered

the use of more than one “different analytical approaches” in every study to “enhance

accountability and the depth and breadth of findings” (Coffey & Atkinson, 1996: Leech

& Onwuegbuzie, 2005; Mello, 2002). Another important notion, on which coding to use,
that is worthy of consideration is the “necessity and payoff of coding for selected

qualitative studies” and the researcher should keep an open mind during the initial data

collection and review before defining the coding method(s) will be most appropriate and

most likely to yield substantive analysis (Saldaña, 2009). This study thus adhere to these

notions and used several first cycle coding methods, known as mixed-method ending.

The following are the coding methods used in this study: Attribute Coding, In

Vivo Coding, Versus Coding, Evaluation Coding, and Domain and Taxonomic Coding.

Attribute coding is used to provide essential participant information and

contexts for analysis and interpretation. In Vivo coding is widely used since this study

explore the experiences of the participants for this coding enables the researcher to be

attuned with the “participants language, perspective, and worldwide” (Saldiña, 2009).

Some portions of the data appropriate the use of process coding, particularly when

dealing with the effects of the curriculum to the teachers and students. Versus coding is

also used specifically on the data which reveal how they perceived the nature of the new

curriculum in comparison to the old one. Evaluation coding is the “application of non-

quantitative codes into qualitative data that assign judgment about the merit and worth of

programs or policy” (Rallis & Rossman, 2003, p. 492). Domain and Taxonomic coding is

also used to create categories by “taking unique thing and classifying together”

(Spradley, 1980, p. 88). “Domain and taxonomic analysis are separate steps combined

together into a single process’ (Saldaña, 2009). “We call categories that categorize other

categories domains and the words that name them cover terms…Taxonomies are simply

[hierarchal] lists of different things that are classified together under a domain word by
members of a micro culture in the basis of some shared certain attributes” (McCury,

Spradley, & Shandy, 2005, pp. 44-5).

Saldaña (2009) describes a theme as an “outcome of coding, categorization,

and analytic reflection, not something that is, in itself, coded.” DeSantis and Ugarizza

(2000) however, have proposed a more stable definition of a theme after an extensive

literature review on the use of themes. According to them themes are an abstract that

brings meaning and identity, something that captures and unifies that nature or basis of

the experience into a meaningful whole (p. 362 as cites in Saldaña, 2009).

The incorporation of analytic memos done by the researcher throughout the

process have ushered in the shaping of codes and understanding the participant,

phenomenon or the process under investigation by thinking hem writing and thinking

even more about them: Memos are sites of conversation with ourselves about our data”

(Clarke, 2005, p. 202).

These first cycle coding methods will be applied to different portions of the

participants’ answers to written interview questions and the transcribed FGD data. The

choices of what coding method to use depends on the kind of data under security and the

research question each portion is answering.

Theming the data is the final step in the first cycle coding where the categories

were identified already. Second cycle coding involves the grouping of the themes into a

unified concept. In this study, Pattern Coding is widely used, when there is still a need for

the second cycle coding.

Ethical Considerations

The researchers has made sure that ethical considerations are strictly adhered.

Although the participants are acquaintances, they made sure that they were all informed

about the study and that all the possible risks and harms were removed before the

conduct. Informed consent was sent out to them promising of the safety and

confidentially of their answer.

Non-disclosure agreement form were read to each of them before the FGD

allowing them to feel that Considerations were not violated and that their opinion will not

be taken against them. Participants were also given the freedom to not answer the

question that are difficult for them or that they were to answer. Interview protocols were

followed and the researchers has deliberately employed tact and professionalism in the

person.

Researcher’s Reflexivity

In this study, the researchers made deliberate notes on the FGD transcripts

where they found themselves to be saying something that they thought should not be said

based on the interview protocol. These note where then referred back and appropriate

follow-up question were asked to a particular participants for clarifications and clearance

of the researcher’s biases. Aside from the notes on the transcripts, analytic memos were

also religiously written to express the researcher’s reflection of their interpretation of the

data, their decision for the coding method chosen and the codes used, and their influence

to the findings of the study. The researcher made a deliberately decision to let the
participant’s answer speak for themselves and give them an avenue to make sense of their

experiences and to find solutions to the perceived difficulties.

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