Authors : Lea Mae G. Amba; Honey Jane J. Aquino; Roseviel V. Arellano; John Lyod A. Delantar; Laivin G. Gisma; Ma. Kristine A. Patarata

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/35k2cpda

DOI : https://doi.org/10.38124/ijisrt/25jun1047

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological study investigates the motivational factors and learning approaches of academically-challenged Second-year and Third-year Bachelor of Technology and Livelihood Education (BTLED) students at Davao Del Norte State College. These students, having received failing grades and been advised to shift programs, exemplify a remarkable commitment to their chosen course. Recognizing that academic journeys are often non-linear and fraught with obstacles like poor academic performance, the study addresses the critical need to understand student perseverance in the face of such adversity. Guided by Self-Determination Theory, Attribution Theory, and Self-Efficacy Theory, this research aimed to answer: 1) What motivational factors keep academically-challenged BTLED students engaged and striving for success? 2) What learning approaches do they utilize? and 3) What are their insights on staying in the BTLED program? Employing In- Depth Interviews (IDIs) with approximately 10 participants, data was collected during the academic year 2023-2024. The study focused on participants' lived experiences, coping mechanisms, and strategies for sustained academic competence. Preliminary findings indicate that intrinsic motivation, coupled with strong support systems from family and teachers, are key motivational factors. Students frequently employ adaptive learning approaches, including enhanced time management and seeking peer assistance, demonstrating significant resilience and a deep-seated commitment to their chosen field despite setbacks. Their insights reveal a transformative journey where academic challenges fostered greater self-awareness and determination. This study offers valuable insights for educators and institutions, enabling the development of targeted interventions and support systems to foster academic success and resilience in similar student populations.

Keywords : Academically-Challenge, Motivation, Self-Paced Learning, Teacher Support.

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