I

GLOW IN THE DARK: THE LIVED EXPERIENCES OF STUDENTS

DIAGNOSED WITH CANCER

By

CUCAL, LEINARD V.

DAPROSA, ROSEMARIE

DEFEO, JOVERTH

ESTEVES, ERICA M.

MANALANG, JEROME A.

MATA, TONY B.

TOMAS, JENNY ANN M.

In Partial Fulfillment

of the Requirements for the Subject

Practical Research I
 II

Camp Vicente Lim Integrated School, Calamba City

March 2019
 CHAPTER I

THE PROBLEM

Introduction

Cancer has long been one of the most feared diseases that is widely

regarded as synonymous with a death sentence, even only hearing the word

cancer can evoke visceral response of dread and anxiety resulting in saying that

denotes an harmful process that destroys from within. Cancer is also concealed,it

will no let you feel that you have one at first then it became deadly when

detectable. It is like a deviant cell that forgot to act and to produce like its own and

grows uncontrollable, then after sometime this cells evades the other cell; corrupt

the normal functioning of the body; eventually, destroy the host which is the

human body.

Also, it creates a huge impact on most patients and family. It corrupts the

emotional and mental state by creating the feeling of depression, anxiety and fear

as response to this life-changing experience. Also, the changes in the body

image can affect the confidence and self esteem of the cancer diagnosis the

patient may lead to difficult emotion that is hard to handle. Further more, they

suffering from financial problem because treatment is frightfully expensive.

At the same time, Cancer does not discriminate. It does not care about

age ,race, religion or anything else and it certainly doesn’t care if you are a
student. In fact, many of the 72000 individuals between the ages of 15 and 39

diagnosed with cancer every year are students. Currently, there are estimated
 2

9.6 million people died worldwide because of cancer and been the second

leading cause of death according to World Health Organization (2018). One

Meanwhile, Cancer Coalition of the Philippines (CCPh 2017) reported that eleven

(11) new cancer cancer are reported every day in the Philippines and seven (7)

adults and eight children die (8) every hour . In addition, as stated in Philippine

Cancer Society Incorporation, 91 % of cancers occur between the ages of 35 and

above and 9% for the 34 and below. The top causes of cancer deaths in the

country at the year 2017 for men is Prostate followed by Lung, Cororectal, Liver

and Stomach cancer. While in women, the most common is Breast, Cervix and

Thyroid.

Moreover, going to school is more than just education. It establish a routine

and provides opportunity to socialize. Living with cancer is very difficult because

of the threat in the life of a person who diagnosed with this kind of illness. It may

cause problems not only in health but also in financial, physical and, emotional

aspect. A diagnosis of Cancer is a major disruption for the student and tends

to frequent absences from school. At the same time,the student could not focus in

class and was not engaged and had so much in head because of paperwork and

treatment. It is a challenging role to be a student and to be a cancer patient at

the same time. Furthermore, the effect of this illness to a students who diagnosed

with cancer is not just hindrance to their usual lifestyle but leads to a serious

situation.
 3

There are many researches who already conducted the study about the life of

cancer patients. However, until this time, there are limited studies about the

students living with cancer and how they still manage to keep up in school with

this kind of sickness. Professionals, medical and mental physicians, have begun

to realize that this kind of problem really affect the holistic being of individual

suffering with this disease. Moreover, the impact of cancer on the students

remains scarcely studied, the majority has focused on the patients life.

The researchers chose to investigate and know the life of the students

who diagnosed with cancer. By exploring the life, researchers may gain greater

insight about the how life of student changed through diagnosed with cancer,

difficulties they encounter, stress they experience, and the coping strategies they

employ in dealing with the situation. This knowledge may then be utilized to

promote positivity and hope that despite of having disease that is not curable, we

need to continue the life that we have and remember that everyone has low

times.

Researchers focused on the lived experiences of student with cancer. To

have a deep understanding in the said topic, Interpretative Phenomenological

Analysis (IPA) seemed appropriate in identifying the individual phenomenology.

This investigation sought to add literature by examining lived experiences of the

students living with cancer. This study will be one of the instruments for the

people to become aware, understand, and help those students who have

diagnosed with cancer.

 4

Statement of the Problem

This study aims to describe how cancer patients perceive their lives and their

personal thoughts about the said disease. Specifically, this study aims to seek

the following questions:

1. How may the profile of the participant/s be described?

2. What is the lived experience of the students living with cancer?

3. What are the recommendations for the others who also suffers from the same

illness?

Scope, Delimitation and Limitation of the Study

The purpose of this study was to deeply understand the life of the students

living with cancer. The study used a qualitative research design in which the

researchers conducted observations and interviews. The researchers included

two (2) students from different schools who will be selected purposively residing

in Calamba.

In the study the researcher will use the Purposive Sampling Technique in

choosing participants. The participants were chosen based on their knowledge

about the particular subject. Specifically, the researchers have their own

standards on choosing their own participants.

The coverage of this study is the students who were diagnosed with cancer

and are currently undergoing medical treatments. This study was delimited to the
 5

patient that is already a cancer survivor , died because of cancer and the coping

strategies of the students . This study is limited only for those students who have

been diagnosed with cancer and that is still undergoing treatment within the

area of Calamba.

Significance of the Study

The results and findings of this paper are considered significant and will

contribute to the following:

To Camp Vicente Lim Integrated School, the result of the study will help

them to create students with depth knowledge to the life of the students with

cancer. It will only be done by making the research accessible to the libraries of

the Junior and Senior High School in the said school.

To health - care professionals and practitioners, this study will provide

them information about the personal thought of a student who have diagnosed

with cancer that will lead to be more knowledgeable on how to deal with them.

To the teachers, this kind of study will be a medium for them to share the

experiences of the cancer patients that still continuing their studies and to know

how to simply appreciate them and give consideration to the said people

because of their illness.

 6

To the parents, this study will provide information to parents about how their

children affect that illness and provide sufficient ideas and thoughts for them able

to guide and lead their children to cope with the said illness.

To cancer patients, this kind of state may be hard to deal with, but with this

study, they will know that they must continue the life that they have started and

do not let the disease stop them from studying.

To future researchers, it will be beneficial to them because this research

can be a pattern in improving their research in the future. They can have already

the possible outcomes on their research related to this study.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter indicated the literature and studies about the changes in

different life aspects of the cancer patients and an overview of the research

presented by the literature study and review, for the researcher to have an

in-depth knowledge of the affects of the cancer on the different life aspects of the

students who diagnosed with cancer. It includes the conceptual literature,

research literature, synthesis, theoretical framework, conceptual paradigm and

definition of terms. These studies gave the researchers more insights, knowledge,

and learning for the expansion and completion of the present study.

Conceptual Literature

Cancer. It can result from abnormal proliferation of any of the different kinds

of cells in the body, so there are more than a hundred distinct types of cancer,

which can vary substantially in their behavior and response to treatment. One of

the fundamental of cancer is tumor clonality, the development of tumors from

single cells that begin to proliferate abnormally. Substances that cause cancer,

called carcinogens, have been identified both by studies in experimental animals

and by epidemiological analysis of a cancer frequencies in human populations.

(cancerquest.org)
 Seladi-Schulman (2018) stated that cancer is a group of diseases

characterize by unusual cell growth. These cells can invade different tissues of
 8

the body, leading to serious health problems. Currently, there’s no true cure

for cancer. But recent advances in medicine and technology are helping move us

closer than ever to a cure.

Cancer is defined by Lynch (2010) as a term used for diseases in which

abnormal cells divide without control and are able to invade other tissues. All

cancers begin in these cells – the body’s basic unit of life.The cancer cells

continue to grow and crowd out normal cells and may form a mass of tissue

called a tumour. Although there are many kinds of cancer, they all have this

“out-of-control” growth of cells in common. Different kinds of cancer can behave

very differently. They grow at different rates and respond to different treatments.

In the book Cancer concepts: A Guide Book For the Non-Oncologist (2016)

said that most of the only after the cell has acquired many mutations to create

chromosomal instability. As cells acquire mutation, it undergoes a variety of

changes. There is a continuum from perfectly normal cell often change their

appearance and behavior, a phenomenon called dysplasia, before they become

malignant

Diagnosing cancer at its earliest stages often provides the best chance for a

cure. For a few cancers, studies show screening tests can save lives by

diagnosing cancer early. For other cancers, screening tests are recommended

only for people with increased risk. Cancer stages are generally indicated by

Roman numerals — I through IV, with higher numerals indicating more advanced

cancer. In some cases, cancer stage is indicated using letters or words (Mayo

Clinic, 2018).
 9

According to World Health Organization, (2014) student cancers account for

1 percent of all new cancer diagnoses. In 2013, an estimated 11,630 childhood

cancer cases are expected to occur among children 14 years and younger.

Although uncommon, cancer is the second leading cause of death in children.

However, the risk of getting it increases with age. Most cases occur in

middle-aged adults or older. About 77% of all cancers are diagnosed in people

55-years or older. ( World Health Organization, 2014).

Ngelangel, et al., (2005) stated that Cancer is the third leading cause of

morbidity and mortality in the Philippines. Cancer survival rates are relatively low.

The Philippine Cancer Control Program, begun in 1988, is an integrated

approach utilizing primary, secondary and tertiary prevention in different regions

of the country at both hospital and community levels. Six lead cancers (lung,

breast, liver, cervix, oral cavity, colon and rectum) are discussed.

There are around 200 different types of cancer. Two in five people, at some

point in their lives, are susceptible to it. Cancer is the term given to a large group

of disease that varies in type and location. It is the result of a continuous,

abnormal and relatively autonomous cell proliferation, which is due to the

permanent alteration of some cells that get transmitted to the cell family. It is a

disease caused by the loss of control over a cell’s reproduction capacity. Rather

than dividing in a controlled and programmed manner, the cell continues to divide

and multiply abnormally, until a detectable lump or tumor develops (Holistic

Cancer Cures, 2012).

 10

Cancer is a major life stressor that can disrupt the lifestyles and routines of all

involved. Preexisting factors within the family unit related to life cycle changes

influence the struggle that families face in adjusting to a cancer diagnosis. Most

family members have some on-going life stressors that relate to their role in the

family. For the patient, physical symptoms, changes in responsibilities, financial

issues, and diminished social interactions are factors that contribute to stress.

Families often need to deal with many disease-related stressors in addition to

non-illness stressors that are part of the developmental life cycle. These

age-related stressors exist concurrently and affect the family’s ability to adjust to

illness (Eggert, 2010).

Students. According to Simanek (2003), the definition of “student” once was

“one who studies something. Today it can be mean merely “one who attends a

school, college or university. Being a student mean merely being a pupil. It take

four As (Attitude, Academic skills, Awareness and Accomplishment) for a student

stand out from the rest of the class.

A student or pupil is a learner, or someone who attends an educational

institution. The term student is used for anyone who is learning, including

mid-career adults who are taking vocational education or returning to universities,

or younger researchers or artists learning from a more experienced colleague

and mentor.

Students should be active participants in their education. They also should

contribute to classroom discussions by not only answering direct questions posed

by the teacher, but answers questions posed by their peers. Students should feel
 11

free to ask questions, or express their own ideas about a subject, not only to their

teacher, but also their peers. Their role is also to be motivated about their

learning. (Bailey, 2010)

Student’s rights are (1)student shall have the right to participate in a free

exchange of ideas, and there shall be no University rule or administrative rule that

in any way abridges the rights of freedom of speech, expression, petition and

peaceful assembly. (2) Each student shall have the right to participate in all areas

and activities of the University, free from any form of discrimination. (3) a student

has the right to personal privacy except as otherwise provided by law, and this

will be observed by students and University authorities alike. (4)Each student

subject to disciplinary action arising from violations of University Student Rules

shall be assured a fundamentally fair process.

According to EL Education (2016), the characteristic of 21 st century learners

are seek independence and mastery, thrive in the natural world, construct their

identities and build cultural bridges and express themselves in complex ways.

At the same time, Simenack (2016) said in his blog that the students in the

modern days are not only the one who are attending schools but also the who

are studying even in different locations like in an Open High School , Modulars

and technical vocational institution. There are certain characteristic of the student

that stand out to the rest of the class. (1) Attitude, has a primarily a genuine

desire to do hard intellectual work to achieve understanding. (2) Academic Skills,

it includes the ability to read with comprehension, intelligent, use of resource,

logical and mathematical skills, efficient study habits, and the ability to
 12

communicate clearly.(3) Awareness of what is going on with the world around,

and the habit of intelligently that to the academic sources.

Life transitions. According to Kralik (2005), Transition is the way we

respond to the changes in our lives… particularly when we experience the

change as disruptive. Disruptive change is usually when the change was

unwanted and/or unexpected. Times of transition can be very difficult periods in

people’s lives. We experience transition when one chapter of our life is over and

another is beginning.

Tough transitions are inevitable in our lives. Tough transitions may include life

changes such as the death of a partner or family member, loss of employment or

a chronic illness. Some have experienced chronic illness as a tough transition,

because the experience has disrupted every aspect of our lives. The vision for

our future was shattered because illness had not been a part of life plans and its

presence interfered with the goals had cherished. (Carol, 2005)

When illness intrudes old ways of living can come to abrupt ends and new

ways of living have to be created which cause great internal disturbance and

turmoil. People can spend time in an indeterminate space that termed ‘limbo’,

where they could not go back to the familiar and predictable way life was, neither

can they work out how to live and be themselves with the changes that had

entered their life. (Kerry, 2005)

According to Healy (2009), The life course of almost everyone marked by the

series of transition -major, relatively permanent changes in our physical or

 13

psychological environment that demand establish of new behavior patterns and

the ways of conceptualizing the world and the life tasks confront us.

It is usually life changing events that cause that cause the people to

re-examine the present sense of being. They can be predictable-such as children

leaving home or marriage but they can often be unpredictable- such as loss.

Many people will experience life transition during mid-life or deciding to change

careers or job focus (New Perspective Counseling, 2019)

As stated by Angone (2019), In every major transition you’re not only

breaking up with a season of your life; you’re breaking up with a version of

yourself. Transition is more gradual and less glaring. Every day “the way it’s

always been” slowly begins to change and we are forced to change with it.

In addition, a life transition can be positive or negative, planned or

unexpected. Some transitions happen without warning, and they may be quite

dramatic, as in cases of accidents, death, divorce, job loss, or serious illness.

Other life transitions come from positive experiences such as getting married,

going away to college, starting a new job, moving to a new city, or giving birth to a

child. Even though events like these are usually planned and anticipated, they

can be just as life-altering as the unexpected events. Whether positive or

negative, life transitions cause us to leave behind the familiar and force us to

adjust to new ways of living, at least temporarily. They can leave us feeling

completely unprepared and we may be thrown into a personal crisis, feeling

shocked, angry, sad, and withdrawn.

 14

Students with cancer. Students who are fighting cancer must often

interrupt their education and cannot work to save money for college or participate

in extracurricular activities. Students who are first diagnosed with cancer while in

college should talk with the dean of students and the director of student financial

aid at their school. There are many groups and organizations who have

developed grant and scholarship opportunities to help students currently battling

or who have battled cancer as well as students whose family members have

been affected by cancer.

The more you can keep that child's life normal the better it is for them

psychologically. And that helps in their treatment. When you get to young adults, I

think we encourage them to not drop out of school, if the treatment is not

disrupting that ability enough. We want to keep them in school, if we can. We

certainly want to keep their activities as normal as they can be. On the days that

they feel well and can do that. The more normalcy the better. That's the principle

(Siegel, 2016).

As stated by Bruce (2015), a diagnosis of cancer is a major disruption for the

student and leads to frequent absences from school.Students may also worry

about falling behind, particularly if that might mean being separated from their

peer group when they do return to school.

Tremolada et, al. (2017) stated that adolescents with cancer may

demonstrate problems in their self-esteem and schooling. School difficulties was

reported by parents, such as the problematic social relationships with

companions or with teachers, and the attention and concentration keeping

 15

problems. Self-esteem was worse in relation to interpersonal relationships and

academic success .

RelatedStudies

This section imparts reviews of related studies from different researchers to

serve as background for the present study.

Gorman, et al. (2009) studied that the experience may cause them to avoid

medical attention because they are fearful of what the symptoms could men. Pain

or discomfort created by the symptoms teds to motivate people to seek medical

attention.

In the study conducted by Pini S, et al. (2012), there is a significant absences

from regular schooling for teenagers during first year after diagnosis of cancer

and subsequent treatment averaging 40-60 days. Sometimes, ill teenagers need

to repeat an entire school year. Further studies are needed to better understand

the nature of such interventions.

In the study of Gardner P, et al. (2016), One main theme emerged: regulation

and calibration. Remaining engaged in school allowed teenagers to maintain

noncancer versions of themselves as well as incorporating new cancer

experiences. Six subthemes emerged: (1)examinations/grading; (2)school

 16

community; (3)miscommunications; (4)peers; (5)altered appearances and

(6)normality.

According to the study conducted by Savio et al. (2013), the 10 themes

identified for the cancer patients were: (1)all change, (2)feeling of helplessness

and hopelessness, (3)uncertainty, (4)wishing to fulfil their role, (5)accepting loss

of control, (6)feeling of becoming a burden, (7)fear of death and loss, (8)desire to

live, (9)wish to be with dear ones, and (10)developing trust in god's plan. The

essence of the phenomenon, experience of living with cancer, was to regain a

control over the existential changes i.e. the situation and one's own body. The

study can increase the understanding of what it is like to have cancer in its

advanced stage.

Ramathuba, et. Al (2014) found out that cancer patients experienced poor

communication and attitudes, experienced body changes, sense of withdrawal

and depression and problems with follow-up care. Understanding the cultural

perspective of what it is like to have cancer and filling the gaps of patient’s

expectations and addressing emotional and physical needs.

In the study of Hay, et al., (2015), many students with pediatric cancer

developed a cognitive impairments, learning difficulties and have extensive

school absences which affects their educational attainment as well s social life in

the school community.

According to Brown M, et al, (2011), many of the students diagnosed with

cancer have experienced in diminishing academic performance which affects the

 17

child’s desire to go to school and ability to be successful in school.

Reedy, et al. (2015) found out on his study that going back to school is the

top priority of the the students with cancer and injuries resulting from trauma

because it gives the children a sense of normalcy and as important part of their

social and academic development.

 19

Synthesis

This part presents an overview of the similarities and differences of the

present study to the above-mentioned studies. It provides support to the studies

that there is a need to recognize the necessary strategies that the families used

in coping with the situation.

As studied by Gorman, et al. (2009), Pain or discomfort created by the

symptoms teds to motivate people to seek medical attention. Both studies uses

qualitative approach as their research methodology; both cancer patients as the

respondents of their study. On the contrary, the study uses face to while the

present study uses semi-structured interviews

In the study of Pini S, et al. (2012), there is a significant absences on the

cancer patient after the diagnosis and on the worst part teenagers with cancer

need to repeat entire school year. The studies were similar in terms of study’s

respondents. On the other hand, the study used semi-structured interviews and

survey questionnaire while the researcher’s study is only semi-structured

interviews; in terms of methodology the reasercher’s study only uses qualitative

approach.

In the study of Gardner P, et al. (2016) found out that school allowed

teenagers to maintain noncancer versions of themselves as well as incorporating

new cancer experiences. A qualitative research design and respondonts of the

study which are cancer patients are both used in the study. The study used visual
 20

interviewing while the present study uses semi-structured interviews as the

research instrument.

As mention on the study of Savio et al. (2013), there are 10 themes

identified for the cancer patients were: all change, feeling of helplessness and

hopelessness, uncertainty, wishing to fulfil their role, accepting loss of control,

feeling of becoming a burden, fear of death and loss, desire to live, wish to be

with dear ones, developing trust in god's plan. The present study was similar in

the respondents of the study which is cancer patients; research methodology

which is phenomenological approach; research instrument which is Interviews

were recorded and verbatim were transcribed also both focuses on the changes

in the different life aspects of the patients.

Ramathuba, et. Al (2014) revealed on their study that cancer patients

experiences poor communication and attitudes, experienced body changes,

sense of withdrawal and depression and problems with follow-up care. A

qualitative research design which was phenomenological is used as research

methodology by the both studies and also both focuses on the perspective of the

cancer patients. In contrast, the study uses in-depth interviews while the

present study uses semi-structured interviews as their research instrument.

As studied by Hay, et al., (2015), Many students with pediatric cancer

developed a cognitive impairments, learning difficulties and have extensive

school absences which affects their educational attainment as well as social life

in the school community. Both studies uses qualitative approach as their

research methodology; both cancer patients as the respondents of their study;

 21

and semi-structured interviews as the research instrument. On the contrary, the

recent study focuses on the educational attainment of the students with cancer

while the present study will focus on the lived experience of the respondents

not only in their school progress.

In the study of Brown M, et al, (2011), students diagnosed with cancer have

experienced in diminishing academic performance which affects the child’s desire

to go to school and ability to be successful in school. The studies were similar in

terms of study’s respondents. On the other hand, the present study used

semi-structured interviews while the researcher’s study is in-depth interviews and

survey questionnaires ; in terms of methodology the researcher’s study only uses

mixed method while the present study uses only qualitative approach.

As mention on the study of Reedy, et al. (2015), going back to school is

the top priority of the the students with cancer and injuries resulting from trauma

because it gives the children a sense of normalcy and as important part of their

social and academic development. The present study was similar in the

respondents of the study which is cancer patients. On the other hand, mixed

method was used by the researcher’s study while qualitative approach in the

present study as the research methodology; in terms of research instrument, the

researcher’s study used survey questionnaire and focus group discussion while

the present study uses semi-structured interviews.

Theoretical Framework
 22

Schlossberg, Anderson and Goodman (2006) theory of transition, is a

Psychosocial model of development that examines life events affects the various

aspects of individual’s life, roles and their societal roles. They defined the

transitions as an event or non-event that results to changed in their roles,

relationships or assumptions, as long as it is characterized by the person who is

experiencing it. At first people are consumed by their new role. Gradually, they

begin to separate from the past and establish new roles, relationships, routines,

and assumptions. Transitions may provide opportunities for growth, as well as

decline in their life. This research investigates how transition impacted a

particular person and how it alters ones daily life. They study recommended that

people should moved on to the situation by familiarizing themselves with the rules,

norms, and expectations of the new system and must learn also to balance their

activities with other areas of their lives as they move through the transition.

This theory is beneficial to the researchers’ current study. The respondents

also experience the transitioning from being a student to the tragic event

happened to them. Also, this transition caused them to malfunction to their daily

life and academic performance.

 23

Conceptual Paradigm

This part presents the researchers’ concepts and their ideas about the entire

study. It consists of the input, process and output of the study.

Input Process
Output

The lived
000
experiences of In-depth Recommendatio
students interview and ns of the study to
diagnosed with Interpretative the students who
cancer. Phenomenologic are diagnosed
al Analysis used with cancer
to gather
information.
 24

Figure 1
Research Paradigm of the Study

Definition of Terms

Cancer. It is the uncontrolled growth of abnormal cells in the body. Cancer

develops when the body’s normal control mechanism stops working. Old cells do

not die and instead grow out of control, forming new abnormal cells. These extra

cells may from a mass of tissue, called a tumor. (Cancer Treatment Centers of

America 2018)

Cancer Patient. It is the person who is diagnosed with cancer and

undergoing of chemotheraphy.
 25

Depression. According to MacGill (2017) depression is a mood disorder

characterized by persistently low mood and the feeling of sadness and lost of

interest.

Anxiety. It is a normal reaction to stress and can be beneficial in some

situation. It is also disorders differ from normal feelings of nervousness or

anxiousness and involve excessive fear ( American Psychiatric Association).

Chemotherapy. it is a widely used treatment for cancer. The term

chemotherapy refers to the drugs that prevent cancer cells from dividing and

growing. It does this by killing the dividing cells (Nordqvist, 2017).

Open High School Program. Is an alternative mode of secondary

education that uses distance learning. It is designed to cater to learners who are

unable to attend regular class program due to physical impairment, work,

financial difficulties, distance of home to school, and other justifiable and

legitimate reason (Bunagan, 2016 )

 26

CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter provides a brief description of the method of research, the

respondents of the study, data gathering instruments, and interpretative

phenomenological analysis.

Research Design

The study will use a qualitative research design to gain an a depth

knowledge, insight and complexities inherit in phenomenology. A qualitative

research is probably the most flexible of the various experimental techniques,

encompassing a variety of accepted methods and structures.

To further understand the experience of students living with cancer , an

interpretative phenomenological analysis (IPA) was employed. It explore in detail

how participants are making sense of their personal and social world, and the

main currency for an IPA study is the meanings particular experiences, events,

states hold for participants (Smith and Osborn 2007). It also attempts to explore

personal experience and is concerned with an individual’s personal perception or

account of an object or event, as opposed to an attempt to produce an objective

statement of the object or event itself. This theoretical approach allowed the

researchers to deeply understand the world of students with cancer,revealing

 27

patterns of meaning in their thoughts, feelings, and behaviors that shape their

experience in life. In a sense, integral to this approach is a holistic and unified

 28

understanding of a person showing how students make sense of their

experience how they deal with the everyday practical concerns having this

psychological maladjustment.

IPA has assumptions, namely phenomenology, and hermeneutics.

Phenomenological research is the study of lived experience. It is the study of

the lifeworld - the world as people immediately experience it rather than as

people conceptualize, categorize, or theorize about it. Phenomenology is an

attempt to describe lived experiences without making previous assumptions

about the objective reality of 49 those experiences (Holloway & Wheeler 1996). In

this study, it was used to describe in details experiences of the family members of

patients diagnosed with cancer and the battle they encounter as they go through

the illness.

IPA is highly associated with hermeneutics or the process of meaning

making (Smith, 2007). It acknowledges the role of the researcher’s interpretation

in understanding a participant’s experiences. However, it moves beyond a

one-sided interpretation of the researcher into a reflexive stance vis-a-vis a

participant’s own process of meaning-making. Smith and Osborn (2009)

explained that “IPA combines an emphatic hermeneutics and a questioning

hermeneutics” (p.53). This means that IPA follows a two-step interpretative

activity. On one hand, the researcher’s task is concerned with trying to

understand the point of view of the participant, i.e. to empathize with the

participant’s experience of illness. On the other hand, the researcher was also
 29

critical of what the participant was saying or not saying (may be less aware of), i.e.

to make sense of the participant’s experience of illness.

Respondents of the Study

The participants of the study were two (2) selected cancer patient undergoing

treatment by using non - probability sampling method in Calamba City. This kind

of sampling method used the purposive sampling to identify families with cancer

patient. Alternatively, this sampling method may prove to be effective as only

limited number of people can serve as primary data sources due to the nature of

research design and objectives.

The researchers uses the purposive sampling technique in choosing the

respondents. This sampling technique is a type of non-probability sampling in

which the population selected is based on its characteristic and the objective of

the study. According to Crossman (2017), this sampling is very useful in

situations when you need to reach a targeted sample quickly, and where

sampling for proportionality is not the main concern.

Participant’s age, sex, and religion were not limited in this study. Any

family member of the cancer patient was considered. Informed consents were

being sought from the participants and their family/caregiver. Full disclosure of

information, background and demographics were likewise withheld. The

researchers had taken reasonable steps whenever they foresee any kind of harm

to research participants. Their utmost sincerity in answering the question on the

 30

conducted in an in-depth interview helped a lot in analyzing the participants’ life

experiences. They were assured that all information gathered will be kept

confidential and will be used for research purposes only.

Data Gathering Instruments

The researchers used an semi-structured interview and observation in

gathering information. The particular instrument has been chosen due to different

opinions of the participants. This study conducted interview with students in the

partially structured manner, described as “the area is chosen and the questions

are formulated but the order is up to the interviewer. Interviewer may add

questions or modify them as deemed appropriate. Questions are open ended and

responses are recorded nearly verbatim, possibly taped.

Krathwohl (1998) stated that no interview succeeds unless interviewer

builds a relationship with the respondent in which both are comfortable talking

with one another.

In this study, interviews were taped and fully transcribed as the purpose of

taping and transcription was to have the discussions available to the researcher

for considerations of key words, phrases and ultimately, essences. The

phenomenological interviewer, if truly wanting to go beyond asking questions to

record answers, is required to attempt to enter the life-world of the interviewee

(Lake, 2006).
 31

The interview was guided by questions in understanding the lived

experiences of the participants. The researchers likewise thoroughly observed

and analyzed the research participants’ experience and situation. These were

essential in interpreting their responses. All the responses, answers, and

information gathered were held and treated with utmost confidentiality by the

researchers.

Data Gathering Procedures

The researchers will make a preliminary draft of the guide questions and

presented them to the thesis adviser for suggestions and corrections. The

questions focused on the lived experiences of the students diagnosed with

cancer.

It is deemed important to establish trust and rapport with the students who

are participating in the study. The researchers presented the informed consent to

the family of the students ,as well as to themselves, explained to them the

purpose of the study and asked for the permission for the researchers to conduct

an semi-structured interview. The researchers assured that the information

gathered were confidential and they would not be forced to answer the questions

they are uncomfortable with.

The researchers asked if they could schedule the interview. The interview

process was conducted on the participant’s house. The researchers allotted

enough time to interact and get to know the participants in order to establish
 32

rapport with each other. The conversations were recorded as per the permission

of the participant. After the interview, the researchers retrieved the data gathered

and transcribed them in details. The researchers then interpreted and analyzed

the data gathered.

Data Analysis

The data gathered were analyzed through the use of Interpretative

Phenomenological Analysis which has the following steps:

The first step of the analysis is looking for themes in the first case. This

involves a detailed reading and rereading of the transcripts and a free textual

analysis to allow salient themes to emerge. The second stage involves

connecting the themes. This layer of analysis aims to produce initial lists of

themes, a clustering of themes into higher-order or superordinate themes, and a

table of superordinate themes and sub-themes. The analysis at this stage is

checked with the data. The third stage is analysis of other cases. Convergences

and divergences across cases are then identified towards developing the final set

of superordinate themes. The fourth and the last stage is the writing up of the

narrative account where themes are explained and illustrated. Throughout the

analysis, the researcher engaged in an interactive process of going back and

forth from analysis to text to ensure the validity of the analysis (Canoy&Olfreneo,

n.d.)
 33

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains presentation, analysis, and interpretation of the yielded

research findings and results. It also includes the participants’ personal

background.

Personal Background

Participant 1 is 16-year old female, single, and residing at Silangan Village,

Canlubang, Laguna. She is a Roman Catholic and currently studying at Camp

Vicente Integrated School as an open high school student. She was diagnosed

with Stage 1 Brain Cancer last March 2014. She is the eldest among her 3

siblings and a consistent honor student. She is currently undergoing medical

treatment and being taken care of her parents.

Participant 2 is a 17-year old male, single, and he is currently living at Parian,

Calamba City. He is a Born Again Christian and studying at Laguna College of

Business and Arts as a Senior High School STEM student. He is diagnosed with

a Stage 3 Leukemia, cancer with the Bone Marrow. He is the second to the eldest

child among the three children of Nilda and Boyet. Currently, he is confined at

Calamba Medical Center undergoing chemotherapy and he is scheduled to have

a Bone Marrow transplant this coming April.

 34

Personal information are limited because the research adviser advised the

researchers not to dig too much of their personal lives for their privacy. Moreover,

the participants of the study received an informed consent so that they are aware

of what will be the researchers’ actions.

To answer the research question, “What are the lived experiences of the

students diagnosed with cancer?” Interpretative Phenomenological Analysis was

employed. The interview of the two participants: Niki (not the real name) and Josh

(not the real name), presented as the ideographic case illustration of the study.

Data analysis established five higher-order themes that captured the students

lived experiences with cancert. Synthesis table is presented to visualize the

emerging superordinate and sub-themes across cases (see Table 2). These

themes are then illustrated using Niki and Josh’s idiographic case illustration.

Table 2. MAJOR THEMES AND SUB-THEMES

Major Themes Sub – themes

1. Incapacity in Physical work - lessened household chores

- Unable to help parents in taking

care of siblings
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2. Academic Performance - Frequent Absences

- Significant decreased of

grades

- Learning Difficulties

- Stop attending school

3. Interpersonal Relationship - Poor communication in the

people around them

- Closer connection to family

- Less communication with friends

- Openness to the family

members

4. Mental Health - Hopelessness

- Feeling of being a Burden

- Desire to live

- Poor Decision making

- Wanting to be treated normally

5. Fatigue - Fatigue that comes from trying to

keep up with family and friends

who don’t have a chronic illness.

- Tired-wired, exhaustion that

 36

comes from certain medications.

- Fatigue caused by School

works.

- Emotional Fatigue

The synthesis table explains the lived experiences of family members with

cancer patients. The experiences of family members are clustered on six major

themes: (1) Incapacity in Physical work (2) Academic Performance (3)

Interpersonal Relationship (4) Emotional Health (5) Fatigue. The first major

theme stated how the cancer patients lacks in ability to do physical works or

activities such as lessened household chores; and unable to help parents in

taking care of siblings. The second major theme is about how the sickness affects

the academic standing of the student with cancer in school for instance frequent

absences; significant decreased of grades; learning difficulties; and stop

attending school. The third major theme is about the bond or the close

association of the cancer patients towards their family, friends and relationship to

other people consist of poor communication in the people around them; closer

connection to family; less communication with friends; and openness to the family

members. The fourth major theme covers how cancer affects the students in

terms of their psychological and emotional state including hopelessness; feeling

of being a burden; desire to live; poor decision making; and wanting to be treated

normally. The fifth major theme is about the different reason why the cancer

patients experience an overall feeling of tiredness or lack of energy like fatigue

 37

that comes from trying to keep up with family and friends who don’t have a

chronic illness; tired-wired, exhaustion that comes from certain medications;

fatigue caused by school works; and emotional fatigue.

Incapacity in Physical Work

Lessened Household Chores. After the official diagnosis of the

participants, the family members of the patients did not let them do their usual

household chores. This includes washing of clothes, doing dishes, and cleaning

the house because they are forbidden by their doctors to be physically stress

which can lead to seizures and other effects of the illness. As a result the

diagnosed students has limited number of household chores.

Respondent 1

“Nagagawa ko pa rin naman yung mga gawain ko noong…. wala pa

akong sakit tulad ng ano.. pagliligpit ng plato ganun. Kaya ko pa din naman

gawin e tsaka gusto ko din gumawa ng gawain dito sa bahay, kaso.. ahm…

madalas di ako pinapayagan nina mama o binabantayan nila ako kasi…

naano.. ahm… natatakot sila na baka mapagod o mastress ako tapos

magseizure katulad ng nangyari sakin kahapon na ano… nagseizure ako.

Sabi kasi ng doctor na… bawal daw ako ng sobrang pagod, mga stress

ganun kaya ayun bantay ako nina mama dito sa bahay.”

Respondent 2

“ Noong wala pa akong sakit..uhmm. Gumagawa ako ng mga gawaing

bahay katulad ng paghuhughas ng plato at paglilinis ng bahay, pero

 38

uhmm…aaaahhh.… noong nagkasakit na ako diba? Halos wala na akong

ginagawa. Ayaw na ni mama at ni papa, ni hindi na nga nila ako pinapatayo

kung hindi kinakailalangan, malalala na kasi yung sakit ko stage 3 na siya

madalas na akong nagkakaroon ng mga pasa sa katawan at iyon ang

nagpapa alala kina mama. Hindi na rin ako inuutasan ng mga kamag-anak

kong maglinis ng labas… aaa.. yung labas ng namin, kahit na sa labas

madumi, alam niyo yung garden namin madumi pero kahit na ganoon, ako na

nga nagiinsist eh na maglinis eh. Pero ayaw nila…… Sinabi ba daw doctor ko

na wag na masyadong gumawa baka ma stress.”

What the students with cancer underwent can be seen from what Shahidi, et

al. (2014) mentioned about the changes in daily activities of the cancer patients.

More than 40 percent of the patients reported changes after the diagnosis in at

least 8 out of 22 daily activities including household chores, exercises and etc.

Most frequently, changes in specific daily activities of cancer patients after

diagnosis are perceived as negative.

Unable to help parents in taking care of siblings. Both of the

respondents are the eldest among the siblings they have the responsibility to take

care of their younger siblings. Also, when their parents are not at home, they are

the one who are in charge of all the needs of their siblings such as food and other

needed. Since, they have cancer they cannot do whatever their obligation in their

family in consideration of their state.

 39

Respondent 1

Respondent 2

“ Hindi ko na magawang alagaan yung mga kapatid ko….ahhmmmm.. kasi

lagi na lamang akong nakahiga. Lalo na sa kalagayan, lagi akong may nahihilo

gawa nga may leukemia ako.so, kaya lagi nahihilo.. Medyo nahihiya ako sa mga

kapatid ko kasi parang nagkulang ako sa kanila. Pero sa palagay ko kung wala

akong sakit magagampanan ko ang mga tungkulin ko.”

Academic Performance

Frequent Absences.

Respondent 1

Respondent 2

“ Tuwing magpapacheck kami lagi akong absent. Tuwing nagseizure ako

at anemia hindi ako pinapapasok ako ni mama. Nagbibleed din ako at

nahihilo grabe hindi ko talaga kayang pumasok.”

Learning Difficulties
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Respondent 1

Respondent 2

“ Nahihirapan ako makahabol sa aking pag-aaral, kasi masyadong

mahirap na aming mga topic kasi STEM kaya medyo difficult talaga, lalo na

kapag basic calculus na ang topic namin nahihirapan ako makahabol

talaga…hmmm.. kaya nababa din standing ko sa rank namin sa school. Lalo

na ngayon nakaconfine ako sa hospital, iknababahala ko talaga yung lessons

namin. Balita ko talaga mahirap na sila. Pati yung research namin kasi wala

na akong naitutulong.”

Stop attending school.

Respondent 1

Respondent 2

“ Noong grade 8 ako huminto ako ng pag-aaral kasi duon ako nadiagnosed

ng may cancer talaga ako. I was so frustrated that time, isama pa na ang sama

ng pakiramdam pero itnuloy ko pa rin. Masyadong malala yung pangyayari kaya I

decided, we decided rather na hindi ko nalang ituloy ang aking pag-aaral”

Interpersonal Relationship
41