De La Salle University Dasmarias

College of Liberal Arts and Communication

Psychology Department.

Making Sense of Academic Failure from Private and Public School Students

A Research Paper

Presented To

Ricardo Clores

Faculty, Psychology Department,

De La Salle University Dasmarias

In Partial Fulfillment of the Requirements

For the Course PSYM408

Research in Psychology I

Carnalan, Nadazhda Nikita E.

Jimenez, Nikka Angela C.

TUTO
Introduction

Academic failure is one of the problems that became a serious concern in different

countries in the world. Several researches have tried to determine the different causes of failure of

a student in academics. Some countries have located some of the factors that are perceived to be

important for the students academic failure and the plan to take action. Internationally, the idea is

that the more often someone gets a negative feedback, the more likely it is he will lower the self-

set goal, under the goal set by the negative feedback (Campion and Lord, 1982; Ilgen et al.,1979).

Negative message makes people adapt their behavior more and put in more effort, where positive

feedback makes people repeat their task behavior more in the same way with the same effort (Ilgen

et al., 1979; Campion and Lord, 1982). Positive feedback makes people raise their self-set goals,

where negative feedback makes people lower their self-set goals (Podsakoff and Farh, 1989; Ilgen

et al, 1979; Campion and Lord, 1982).

However, the positive effect of positive feedback on self-efficacy might be diluted, for

people with low self-esteem and self-efficacy search for negative feedback, and even positive

feedback is more often received as negative for people with low self-esteem and self-efficacy

(Robinson and Smith-Lovin, 1992; Smith and Sarason, 1975). Evaluative feedback provides

students with information concerning the correctness of responses. It represents a judgment that

often carries a connotation of social comparison (e.g., letter grades, percentile scores, number of

solved items, etc.). Descriptive feedback, on the other hand, conveys information about how one

performs the task (not necessarily how well) and details possible ways to overcome difficulties

with a task and improve performance (Linn & Miller, 2005). Accordingly, many educators

nowadays try to inspire their colleagues to never criticize but always encourage since the type of

feedback someone gives to a person can greatly affect a person in terms of performance and self-

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esteem of a person. According to Mitch Carnell, Words are powerful. Use them wisely. We are

all works in progress. We are under construction. Finding the right words never becomes easy;

however, it does become easier with practice. Sadly, types of feedback is only one side of the coin,

there are other perspectives that are seen in the course of understanding Academic Failure.

Diving into another perspective of how academic failure rises and coped with, many

researchers have come to the consensus that stress is one major contributor that leads to failure in

the academic setting. According to Hussain (2008), common signs of stress are emotional

disabilities, aggressive behavior, shyness, social phobia, and lack of interest in enjoyable activities.

And it is firmly advised by Li and Yen (1998), that students at high risk should be given programs

such as counseling and their parents as well.

In South Korea, it is reported that last 2013 suicidal cases increased between the ages 9-24

years old. It is said that 7.9% of teens in Korea thought about suicide in 2014 and down to 3.3%

from 11.2% in 2012. It is said that one cause of teenage suicidal are pressure in aiming good grades

and school related issues with economic causes that contributes pressure. And in 2014 between

ages 13 and 24 said they are suffering from chronic stress with school and work pressure.

In the university in Korea called KAIST, 4 kids and professor committed suicide due to the

stress that contributed by the university. According to The Wall Street Journal, this high suicide

rate at KAIST create chaos because it shows that people at KAIST can fail or be miserable even

though they go to the top school. Meaning entering in top school can cause students to commit

suicide due to consistent pressure and increases students competent level which the organization

gives. In 2012, 139 South Korean students committed suicide for these cases: family conflict,

depression, and exam stress were the essential triggers. In general, fear of parental disappointment

and feelings of academic inadequacy are traits shared among the majority of student suicide cases.

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Korean students worked hard just to get into good or top university. Students in Korea think that

if they did not passed they are not good enough. Students choose committing suicide than letting

their parents see their failing grades.

Another country in Asia faces the same situation. A report from World Health Organization

states that Japan has one of the highest suicide rate that is 60% higher than the global average (Lu,

2015), with an average of 70 cases of suicide daily. According to Oi (2015), in 2014 Japans

leading cause of death in children aged 10-19 and the rate of child suicide keeps rising despite the

decreasing overall suicide rate (Whitman, 2015). School-related issues are the main cause of child

suicide in Japan. Contributors of school related child suicidal are school, work, and bullying.

Kenzo Denda a professor at Hokkaido University, reports shows that 1 in 12 primary school

students and 1 in 4 secondary school students suffer from depression that causes suicide among

students (Lu, 2015). According to Oi (2015), during September where children go back for school

after summer is the peak of childrens suicide. It is also considered as sort of part of Japanese

culture.

In India incidents of suicide among students are also high. In 2015, 8,934 incidents of

student suicide are reported. In five years leading to 2015, 39,775 students commit suicide. India

has also one of the worlds highest suicidal rates for youth ages 15-29. Conversations with

counselors revealed that students are hardly to cope with failure in examinations and careers, and

neither families nor other social institutions offer adequate support. Professional help is difficult

to find because India endures 87% shortage of mental-health professionals.

In Philippine context, Blona (2005) indicated that it is important to know what the possible

causes of stress are present in order to cope and give solution to it. The author also stated that

students experience stress particularly when they are trying to adopt or embrace a new

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environment, new peers, academic pressure, and sexual concerns. Another source of stress to both

student and family are financial stress upon entering college.

Accordingly, Duque (2007) mentioned common effects of stress such as, insomnia,

headaches, backaches, high blood pressure, heart disease, depression and alcohol, tobacco or drug

use. He advised students who experience the above mentioned effects of stress to (1) See a doctor

and tell to your friends and family about what you are going through. (2) If given prescriptions, do

not stop taking your medication until your doctor said it so. (3) Be mindful about all follow-up

appointments with your doctor. (4) Seek for professional counseling. Duque also said suggest that

if your coping mechanisms are not effective anymore, try to find other healthy ways in coping

stress such as 4 As, Avoid, Alter, Adapt or Accept. Focus on what makes you feel calm and in

control. In addition, according to Salvacion (2004), students in College of Dentistry of University

of the Philippines, Manila utilizes simple methods in coping stressful events, it includes, crying,

praying, talking, watching movies, and listening to music. With the emphasis on how stress can

contribute to failure, therefore, stress can either make or break a person, it might motivate or reduce

students performance.

Having in mind that Academic Failure is one of the problems that became a serious concern

in different countries in the world, it is deemed worthwhile that a detailed study be conducted on

the said topic, this paper therefore, aims to first, provide a description on how adolescents define

failure. Second, to describe the process of Academic Failure through lived experiences of

Adolescents and third, to compare the perception and processing of Academic failure of

adolescents from government and private schools.

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Academic Failure and Psychology

Academic performance, including academic failure, is often viewed in narrowed terms, as

an individual behavior limited to the early life course. However, academic performance has

implications that play out across life stages and on multiple levels. On the individual level,

academic struggles predict short-term problem behavior and dropout, and can derail educational

and occupational trajectories well into adulthood (Crosnoe 2002; Miller 1998; Rosenbaum,

DeLuca, and Miller 1999). On the institutional level, academic problems among students can

create disorder and undermine the general mission of schools (Steinberg, Brown, and Dornbusch

1996). On the population level, widespread academic failure influences rates of fertility, mortality,

marriage, and unemployment through its relation to educational attainment and the development

of human capital (Becker 1962; Mirowsky and Ross 2003; Wilson 1978). Thus, what appears

merely to be an aspect of the adolescent experience actually has far-reaching consequences across

a variety of social phenomena.

From the time children enter school, peers take on an increasingly meaningful and

influential role becoming key providers of support, companionship, advice, and affirmation

(Furman & Buhrmester, 1992). A large body of literature supports the link between the quality of

children's peer relations at school and their academic, behavioral, and emotional adjustment

(Kupersmidt & DeRosier, 1994; Parker, Rubin, Price & DeRosier, 1995). Educational research

has identified numerous family, peer, and economic factors that contribute to academic failure

(Schneider and Coleman 1993; Steinberg et al. 1996). However, often lost in this inquiry is the

focus on causal relationship of internal factors (interest, perception, and attitude) and Academic

Failure.

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 Many researchers have come to the consensus that stress is one major contributor that leads

to failure in the academic setting. Ang and Huan (2006) stated that academic stress and in

particular, academic expectations, is a factor contributing to suicidal ideation in adolescents At

school there is a range of academic pressure students feel, derived from a need for perfection,

worry over grades, parental pressure, competition, sports, or a tough class load. This shows that

Academic pressure then clearly does not begin in college although it has been established that

according to Aldwin and Greenberger (1987), anxiety and depression in college students was seen

as a result of academic stress or failure. The nervous breakdowns, panic attacks, burnouts, and

depression are also apparent in many younger students. The same situation is not always stressful

for all people, and all people do not undergo the same feelings or off-putting thoughts when

stressed, however, it is still appalling that in a country with young population, ensuring

competitivity for stability in the future in children is very challenging and imposes a dramatic

domino effect.

According to reports, students experience great stress academically during taking

examinations, studying exams, grade competition, and large content to master but lack of time to

study (Abouserie, 1994; Archer & Lamnin, 1985). Additionally, according to Murphy & Archer

(1996), physical and psychological deterioration that students experiences came from stress that

are seen negatively. Moreover, Wright (1967) stated that if stress were not properly handled

feelings such as feeling of being lonely and being tense, furthermore, student might experience

insomnia, and excessive worrying that are proven to stain a good academic performance.

Misra, McKean, West, and Russo (2000), suggest that stress levels differ by the students

gender, male and female. Female students are more prone to more academic stress than male

(Abouserie, 1994; Bang, 2009; Misra & Mckean, 2000; Rayle & Chung, 2008). Females undergo

6
greater stress because of negative judgment of stressful event and focus on emotional challenges

while male students display strength in facing academic stress according to Misra & McKean

(2000).

According to statistics, United States of America has one of the highest suicidal cases

worlds wide, for about 10% of adolescent attempts to commit suicide. According to Mori (2000),

American students experience feelings of anxiety and depression due to stress that school gives.

Some students who experience stress avoid the stigma of seeking psychological assistance.

Moreover, according to Winkelman (1994), excessive stress can contribute physical impairment

such as lack of energy, lock of appetite, headaches or gastrointestinal problems.

Accordingly, as reported by Essandoh (1995) & Mori (2000), college is a stressful event

among students academics as they go through change of environment and level of education,

another factor that contributes stress and pressure among international students are the adaptation

of cultural values and language. Increase of stressors can give burden to individuals ability to

cope and adjust these results to increase the possibility of having physical illness or psychological

distress (Lazarus & Folkman, 1994; Pearlin, 1999). Furthermore, Cheng, Leong, & Geist (1993),

stated that both American and international students share common academic stressors such as

family-related pressures, scholarship requirements, financial burdens, competition in class, and

course-related stress.

According to McKean et al (2000), students experience great stress each semester due to

academic commitments, financial pressures, and lack of time management skills which affects

students health, emotional state and academic performance. Thus, student needs to develop

effective coping mechanisms in managing stressful events. The academic stress faced by most

students is attributed to poor study habits, such as poor time management, studying for exams, and

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coursework, which may eventually lead to poor academic performance. Contrast to the attribution

of stress to the personal habits of the students, Radcliff and Lester (2003) stated that studies

revealed that most stressful contributors for students can be externally observed such as excessive

class workload, the socialization pressure, lack of guidance, and transition periods.

Academic Failure in the Philippines

Education is one of the cornerstones of development, particularly in a country where

majority of the population is of school age. Filipinos have a deep regard for education, which they

view as a primary avenue for upward social and economic mobility. From the onset of United

States colonial rule, with its heavy emphasis on mass public education, Filipinos internalized the

American ideal of a democratic society in which individuals could get ahead through attainment

of a good education. Middle-class parents make tremendous sacrifices in order to provide

secondary and higher education for their children. Luckily, the Department of Education has

released tons of data that allows us to shed light on the state of the Philippine education system.

According to an article released by GMA News, entitled, A look at dropout rates in the

Philippines, last August 27, 2015, throughout years 2013 to 2015, statistics show that Survival

rates of Grade 1 classes that is expected to graduate high school have been steadily below 75%.

Rate of dropouts in the country have been above half of the rate of students that had accomplished

primary and secondary school. According to department of Education, for the past 5 years,

statistics shows that the rate for elementary dropouts does not increase more than 6% since 2008.

And for the secondary level stands still in 7% since 2007. 5 years earlier the statistical rate for

secondary level dropout reached 12.51% and elementary level reached 7.33%. Nevertheless,

dropout rates began to increase slowly since 2007. For the school year 2007-2008 dropout rate

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stands in 5.99% and for the years 2012-2013 it raised up to 6.81%. And same flow goes for the

secondary level which ranged from 7.45% for the year 2007-2008 to 7.82% in year 2011-2012.

The Annual Poverty Indicators Survey (APIS) is one of the few nationally representative

surveys that ask for reasons for not being in school for the school-aged population of 624 years

old. The explicitly mentioned reasons for dropping out of school reveal interesting pieces of

information. The most popular reason, particularly at the elementary level, is lack of personal

interest. It is important to note that the proportion citing this particular reason declines rapidly

from the elementary school-aged children (35%) to the secondary school-aged children (16%).

The next most popular reasons which is not surprisingare economic in nature, i.e., high costs

and looking for work or doing housework. But what is seemingly surprising is that these reasons

are popular even at the elementary school level (22% and 21%, respectively) despite the fact that

elementary school attendance is mostly in public schools where there are virtually no school fees.

This highlights the commonly forgotten fact that there are other costs besides school fees that have

prevented school-aged children from attending school.

The data gathered by APIS have clearly showed that there are still external factors to be

considered in a childs journey to finish school. It is known to everyone that government schools

in the Philippines cater students five times more than the students that private schools procure. For

this reason, researchers find it fitting to observe both systems and their effects to the objectives of

the study.

It is said that private schools are independent and produces their own fund through the

students tuition, private allocation and endowments. Because private schools raise their own fund,

they can provide above and beyond the standard curriculum they may also accept children with

special needs and who are gifted. Private schools also provide alternative programs where they

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excel students choose programs such as drama, art program, technology, and much more. For the

quality of education that they decided to provide it was decided by the school board and their

curriculum was created by them. Private schools teachers may not be certified but often hold a

graduate degree or high degree. When it comes to technologies because they have high tuition fees

private schools are much updated technology.

While in public schools students are funded by the government they provide free education for

children they get funds from the peoples tax or donations. Public schools education they follow

the common core national standards. Public schools are accredited by State Board of Education.

Public schools teachers are required to meet the state mandated requirements and they must

accomplished their subjects well. Most teachers in Public schools have Masters Degrees. Public

schools can be modernized the technology and facilities or it may be outdated. With different

systems and status, how do the students perceive defeats and debacles on the course of their

academic journey?

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Methodology

The study is in a qualitative design using Interpretative Phenomenological Comparative

Analysis. According to Creswell, the origin of Qualitative research are, anthropology, sociology,

the humanities, and evaluation. The general principles which underpin qualitative approaches to

research inform the type of data we should aim to collect in the research process. The type of data

we collect for a qualitative study need to be naturalistic.

Additionally, Phenomenological research, a design that are typically difficult to understand

came from individuals philosophical and psychological lived experiences of an individual. The

final result will be described by several individuals who experienced a phenomenon. The goal of

phenomenological studies is to describe the meaning that experiences hold for each subject. This

type of research is used to study areas in which there is little knowledge (Donalek, 2004).

Interpretative phenomenological Analysis (IPA) also acknowledges a debt to symbolic

interactionism (Denzin, 1995) with its concern for how meanings are constructed by individuals

within both a social and a personal world. Also, IPAs emphasis on sense-making by both

participant and researcher means that it can be described as having cognition as a central analytic

concern, and this suggests an interesting theoretical alliance with the cognitive paradigm.

Thus, the study shall utilize the following designs for it aims to provide a description on

how adolescents define failure, describe the process of Academic Failure through lived

experiences of adolescents and lastly, to compare the perception and processing of Academic

Failure of adolescents from government and private schools in which there is little knowledge and

are expected to be achieved by looking into the first-hand accounts of individuals that is

experiencing and had experiences with Academic Failure. Furthermore, Survey forms and Focused

group discussions are the methods to be used to execute the research design accordingly.

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Sampling

The respondents for this study will be sampled by non-probability purposive quota

sampling technique wherein the researchers decide on the criteria needed for the selection of the

participants or respondents of the study. Non-probability sampling does not involve random

selection of samples. In a type of Non-probability sampling called the Purposive sampling

technique, samples are taken with a purpose in mind. Purposive Sampling is very useful for

situations wherein a target sample needs to be reached quickly and where sampling for

proportionality is not the primary concern. Furthermore, Quota Sampling is a subcategory of

Purposive Sampling where samples are selected non-randomly to some fixed quota.

The criteria needed to be met for the needs of the study includes 20 respondents within the

young adolescent stage, aging from 13-20 years old, currently belongs to Grade levels 7 10. 10

respondents with 5 honor students from the public sector and another 10 5 honor students from the

private sector. The type of study the researchers are in to gather much quality rather than quantity

of data.

Adolescence is a time when young people changes, physically. Adolescents also mature or

through their experiences in cognitive, social, emotional and interpersonal changes. They also

grow with the influence of their environment and from their parents, peers, community, culture,

world events and media. Researchers find that it is best fitting to look at adolescents experiences

of academic failure for many researches in this topic have been made in university contexts but

little to none on the secondary school setting. Additionally, in this particular stage of development,

individuals are vulnerable to different factors as they go on the process of maturity in different

aspects of their lives.

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Instrument

The study will utilize self-made questionnaire created by researchers in both methods that

will be used, survey and Focused Group Discussion (FGD). The questionnaire (See Appendix A)

is made of 9 questions, of which 2 items are related to personal understanding of failure (nos. 1,

2), wherein respondents are expected to respond accordingly with their personal insights on

Academic Failure. Next, five (5) items are related to the actual experience of failing (nos. 3, 4, 5,

6, 7), wherein respondents are expected to answer in all honesty and in sequence for the

questions are in accordance to the before, during and after timeline of experiencing Academic

Failure. Thereafter, an item (1 item) is allotted for assessing ones coping strategies (no. 8) and

the last item (1 item) related to anticipation of failing. The possible answers to every question are

in freeform. The answers obtained after the survey and/or a session of FGD, is thereafter

analyzed, labeled and interpreted as enumerated in the Data Analysis section.

According to Beaudin & Pelletier (1996), Focus groups are not only used to get new

knowledge but also to look for opinions, values, and beliefs in a collective context. Focus groups

are best use for collecting a scope of ideas and needs to gather information to advise a large scale

of quantitative study. It is also said that it is important for the participants in a Focus Group

Discussion to listening to others perspective and learn from their experiences. The supporting

structure of the method is the individuals who are the source of information and who has the

ability to express their feelings and behavior.

According to Kitzinger (1995), Focus Group is a technique which uses group interview

that produces data expressed by the participants individually. It is also said that Focus Group is

used to analyze participants opinions and experiences to provide better understanding into the

motivation and rationale of these behaviors.

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 On the other hand, according to Dave Vannette (2015), Survey is a method in gathering

data from a population. Survey provides a source of data and insights like, in economy, business,

and media, to government and academics. According to Vannette, there are 4 modes of survey data

that are commonly used: (1) Face-to-face survey, (2) Telephone survey, (3) Self-administered

paper and pencil survey, (4) Self-administered computer survey (online survey). Surveys are

typically standardized to make sure that they are reliable and valid. It should be standardized so

that the results can be generalized to the larger population. Survey method then allow researchers

gather data conveniently and cheap. Data can be collect through phone, in person, or in computer.

It also allows a large amount of sample or participants. It helps researchers to administer it quickly

and easily. It also can be used for gathering information including, personal facts, attitudes, past

behavior, and opinions.

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Ethical Considerations

Researchers have responsibilities to their profession, clients and respondents, and must adhere to

high ethical standards. Writers differ widely on ethical issues in research. Nonetheless, the

following are the Ethical considerations addressed by the study:

Researchers shall sought permission from target participants through a letter of consent

containing conditions of the respondents participation and explanations including the provision

of explicit opportunities to refuse to participate and to terminate at any time. (See Appendix B)

Additionally, since respondents are more willing to express their views and opinions if they know

that the information is going to be used in a confidential manner, a promise of anonymity is also

stated in the consent form to be given to the target participants. The identity of individuals from

whom information is obtained in the course of the research project shall be kept strictly

confidential. At the conclusion of the project, any information that reveals the identity of

individuals who were subjects of research shall be destroyed unless the individual concerned has

consented in writing its inclusion beforehand. Furthermore, the collection of responses and

personal data shall be rest assured utilized solely for the accomplishment of the objectives of the

study.

And lastly, Researchers had taken the responsibility to protect the subjects from whatever

harm which might befall them. The experience of being involved in the study is expected to be

informative and inherently interesting, and generally a positive experience. The knowledge to be

gained in the participation of the subject in the study will be of value to the field of Psychology.

15
Procedure in Gathering the Data

I. Survey

a. Initial Data gathering to be disseminated in public and private schools covering the

ages of the target respondents.

II. Focused Group Discussion

The following sequence of activities planned for the execution of Focused Group

Discussion sessions are patterned according to Guidelines for Conducting a Focus Group

by Elliot and Associates (2005).

a. Introduction

1. Of the Moderators/Researchers

2. Brief Description of the study

3. Purpose of the session

4. Flow of the Discussion

5. Presentation of house rules (See Appendix C).

6. Dissemination of guide questions.

b. Discussion Proper

1. Probe Questions

2. Follow-up Questions

3. Exit Question

c. Closing Remarks

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Data Analysis:

After the collection of substantial data the following will be the step-by-step analysis for

all the responses gathered concerning the objectives of the study. The procedure below is patterned

with the typology Smith et al (2008) presented in the paper entitled, Narrative analysis and sport

and exercise psychology: Understanding lives in diverse ways. The data collected from private

and government schools shall be analyzed separately but by the same procedure below:

1. Tabulation:

For the collected responses using the initial data gathering instrument, the survey, the

tabulation of answers will be needed to establish first to gain initial insight and guide for the

analysis of the insights gained from the Focused Group Discussion (FGD).

2. Transcription:

Since the data to be collected in the Focused group Discussion is in an audio form,

transcription of the discussions is the second step of Data analysis.

3. Noting:

Noting of initial thoughts and observation of the text resulted from the transcription of the

discussion. This involves review of actual descriptive, linguistic and conceptual comments

written during the actual session. As early as this stage, abstract notions may be identified to

produce an initial sense of the participants accounts.

4. Identification:

There are themes that will be emergent in the characterization of text on the noting stage. The

goal in this stage is to identify and label them and these labels aims to acquire the essential

quality of what was presented by the reviewed transcript.

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5. Structuring

Stage IV will deal with finding the relationship of the themes identified on Stage III.

Identification and labelling of natural clusters and hierarchical relationships shall be observed

in this stage.

6. Summary Table

After structuring the themes into clusters, production of summary table will be used to

illustrate the themes generated by actual quotations from the respondents. This is also the

stage where the inclusion and exclusion of themes shall be decided accordingly by the

researchers and the studys interests.

7. Comparative Analysis

After accomplishing the summary tables for both groups of data, a thematic comparative

analysis shall be executed.

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Appendices

19
 Appendix A: Sample Questions
Name (optional):___________________________________ C/Y/S:________ Age:_________
Contact No:____________________________
Instruction: Answer the following questions as honest as you can.
1. When you hear of Academic Failure,
what comes in to your mind?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
2. How do you view/perceive failure?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
3. Have you experienced failing?
Academically? Give a general example.
____________________________________
____________________________________
____________________________________
4. How did you manage such experience?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
5. What do you do after experiencing
failure?
____________________________________
____________________________________
____________________________________
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____________________________________
____________________________________
6. What are the steps you do to overcome
the experience?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
7. What did you learn after failing?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
8. Did your actions help you overcome the
failure that you experienced?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
9. If you are sensing that youre going to
fail, what do you always tell yourself?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 Sample Questions
(In Filipino)
Pangalan(opsyonal):__________________________________Kuro/Taon:________Edad:_____
Kontak No.: _________________________

Panuto: Sagutan ang mga sumusunod na katanungan sa naaayon na paraan at purong katotohan.
1. Ano ang unang pumapasok sa isip mo
kapag naririnig ang pagkabagsak sa eskwela?
____________________________________
____________________________________
____________________________________
____________________________________
2. Ano ang tingin o pagkakaintindi mo sa
pagbagsak sa eskwela?
____________________________________
____________________________________
____________________________________
____________________________________
3. Nakaranas ka na ba ng pagkabagsak
pagdating sa pag aaral? Magbigay ng
halimbawa.
____________________________________
____________________________________
____________________________________
____________________________________
4. Paano mo pinangasiwaan ang ganoong
karanasan?
____________________________________
____________________________________
____________________________________
____________________________________
5. Anong ginawa mo pagkatapos mong
maranasan ang pagkabagsak?
____________________________________
____________________________________
____________________________________
____________________________________
6. Ano ang mga hakbang na iyong ginawa
upang malagpasan o maharap ang
pagkabagsak?
____________________________________
____________________________________
____________________________________
____________________________________
7. Anong natutunan mo pagkatapos mong
bumagsak sa akademiko?
____________________________________
____________________________________
____________________________________
____________________________________
8. Nakatulong ba ang mga kilos na iyong
ginawa sa pagharap sa pagkabagsak na iyong
naranasan?
____________________________________
____________________________________
____________________________________
____________________________________
9. Ano ang sinasabi mo sa sarili mo kapag
nakakaramdam ka ng pagkabagsak?
____________________________________
____________________________________
____________________________________
____________________________________

21
 Appendix B: Consent Form

DE LA SALLE UNIVERSITY-DASMARIAS
College of Liberal Arts and Communication
Psychology Department

An Interpretative Phenomenological Analysis on how adolescents make sense of Academic Failure

Name of the Participant: ____________________________ Contact No.: ______________

Name of the Researchers: Carnalan, Nadazhda Nikita E., Jimenez, Nikka Angela C..

You may contact the researchers for further clarifications through: 09361998994, 09959480699
I voluntarily agree to participate in this study. The researchers understand that I may withdraw from the
study at any point without any penalty and withdrawal will, in no way jeopardize my standing at my school.
I will be asked to contribute to the study of the researchers by being one of their participants of one of the
Focused Group Discussion sessions of the study. With this, I will be asked different questions that the researchers
deemed to be important to their study. It is believed that the knowledge to be gained in participating in this study
will be of value to the field of Psychology. Moreover, the experience is expected to be informative and inherently
interesting, and is generally a positive experience.
My participation is subject to the following conditions:
1. That adequate safeguard will be provided to maintain the privacy and confidentiality of my responses.
2. That my name will not be used to ultimately identify my responses, instead, code numbers will be used.
3. That my individual statement will not be reported; instead, data will be reported as aggregate or
collectively.
The flow of the session has been described to the participants by the researchers, who have answered all my
questions.

In St. La Salle,

Nadazhda Nikita E. Carnalan

Group Representative, PSY31

Endorsed by:

Ricardo Clores Silfa K. Napicol

Faculty, Psychology Department Chair, Psychology Department

22
__________________________________________________________________________________________

If you agree to participate in this study, please sign and date the form below in the spaces provided. This is not
intended to waive any of the participants legal rights.

___________________________________ _______________
(Participants Signature over Printed Name) (Date)

PARENTS CONSENT FORM

(For Minors)

After reading this form:

_____ I am allowing my son/daughter to participate in your research study
_____ I am not allowing my son/ daughter to participate in your research study

_______________________ _______________
(Signature over printed name) (Date)

23
 Consent Form:
(In Filipino)

UNIBERSIDAD NG DE LA SALLE- DASMARIAS

Kolehiyo ng Malayang Sining at Komunikasyon
Kagawaran ng Sikolohiya

An Interpretative Phenomenological Analysis on how adolescents make sense of Academic Failure

Pangalan ng kalahok:________________________________________ Kontak No.:_________________

Pangalan ng mananaliksik: Carnalan, Nadazhda Nikita E., Jimenez, Nikka Angela C.
Kung may ibang katanungan maaaring tawagan o itext sa: 09361998994, 09959480699
Ako ay sumasang-ayon na makilahok sa pananaliksik. Maiintindihan ng mga mananaliksik kung sakaling
iurong ko ang pakikilahok sa sinasabing pananaliksik ng walang multa at ang pag alis sa naturang pananaliksik
ay hindi, sa anumang paraan makaaapekto sa aking estado sa aking paaraalan.
Ako ay hinihingan pahintulot na maging parte ng pananaliksik sa pamamagitan ng pagiging isa sa kalahok
sa bawat sesyon ng Focused Group Discussion. At dahil dito, ako ay tatanungin ng ibat ibang katanungan na
tingin ng mga mananaliksik ay importante para sa pag aaral. Ang mga kaalaman na makakalap sa aking
pakikilahok sa pag aaral na ito ay mariing pahahalagahan sa larangan ng sikolohiya. Bukod dito, ang karanasan
na ito ay inaasahang makadadagdag ng kaalaman at kainteres-interesado, at inaasahang ito ay makadudulot ng
positibong karanasan.
Ang aking pakikilahok ay nakasalalay sa mga sumusunod na kondisyon:
1) Kasiguraduhan na ang mga sagot na aking ibibigay ay konpidensyal at mapapanatiling pribado.
2) Ang aking pangalan ay hindi magagamit para malaman ang aking mga kasagutan at mga elyas ang
gagamitin.
3) Ang akin mga sinalaysay ay hindi mailalabas, ilalabas lamang ito bilang pang kalahatang salaysay.

Ang daloy ng mga sesyon ay ipinaliwanag sa mga kalahok sa pag aaral ng mga mananaliksik na sumagot sa
lahat ng aking mga katanungan.
Sa ngalan ni St. La Salle,

Nadazhda Nikita E. Carnalan

Kinatawan ng Grupo, PSY31

Endorsed by:

Ricardo Clores Silfa K. Napicol

Propesor, Kagawaran ng Sikolohiya Chair, Kagawaran ng Sikolohiya

24
Kung ikaw ay sumasang-ayon na makilahok sa pag aaral, maari lamang pirmahan at ilagay ang
araw kung kailan ito pinirmahan sa ibaba.

__________________________ _________________
Pirma Petsa
(Sa ibabaw ng buong pangalan)

PARENTS CONSENT FORM

(Para sa menor de edad)

Pagkatapos basahin ang form:

______ Ako ay sumasang-ayon at binibigyag pahintulot na makilahok ang aking anak sa pag aaral.
______ Ako ay hindi sumasang-ayon na makilahok ang aking anak sa pag aaral.

________________________ _______________________
(Pirma sa ibabaw ng pangalan) Petsa

25
 Appendix C:

Focused Group Discussion House Rules

1. We want you to do the talking. Moderators would like to hear everyone speak so they/we

might ask people who have not spoken up to comment. Lets hear from everyone, one person

at a time.

2. There are no right or wrong answers. Please respect each others opinions. Theres no

right or wrong answer to the questions we will ask. We want to hear what each of you think

and its okay to have different opinions. Everyones ideas and experiences are valuable. Its

important to hear all sides including both positives and negatives. We will not always

agree, but we must always show respect for one another.

3. What is shared in this room stays in this room. We will be recording this session so we

dont miss anything. Please keep everything you hear today confidential. Moderators would

like ask that you not discuss other participants responses outside of the discussion. However,

because this is in a group setting, the other individuals participating will know your

responses to the questions and we cannot guarantee that they will not discuss your responses

outside of the focus group.

4. Moderators might move the participants along in conversation. Since the discussion

have limited time, moderators will ask that questions or comments off the topic be answered

after the focus group session.

26
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