Academic resilience of selected K to 12 graduates in Iloilo City
List of Authors
  • Cristie S. Sumbilla , Evelyn Sevilla-Dominguez

Keyword
  • academic resilience, senior high school, coping mechanism

Abstract
  • This qualitative research was conducted to K to 12 graduates taking tertiary courses not aligned with their Senior High School (SHS) strand preparations in selected universities in Iloilo City. The purpose of the study was to explore the academic preparations, life challenges and obstacles encountered by students across the tertiary course, their coping mechanisms, and supports and services needed. Selected college learners from various private and state universities were interviewed using an open-ended interview guide. Descriptive-narrative theory of analysis provided the theoretical framework for the study, allowing the researchers to code the data to discover four emerging themes. The themes found included (a) difficulty adapting to college due to unrealistic expectations, (b) various life challenges encountered as a first-year or second-year college learner, (c) positive coping mechanisms, (d) the importance of social support and services for first year or second year college learners taking courses not aligned with their senior high school preparation to cope with their adjustment problems. The study confirms that selected K to 12 graduates attending university face problems in adjusting to university life. Time management, academic pressures, distance from home to school, academic competition and having a new learning environment along with having unrealistic expectations about college and difficulties balancing academics, work, family, and social interactions were reported as common life challenges. It appears that positive coping techniques alleviate the adjustment problems identified by the participants. Moreover, the presence of families, school teachers, classmates, and friends who offer moral and financial support to them also appear to have assisted participants in adjusting to college life. The need to provide these learners with meaningful support programs and services that can assist in their adjustment and to address the problem is necessary.

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