Oral Reflections of High Achieving, Economically Disadvantaged Students:

A Qualitative Study

Jex Lindsy S. Moring

Christian Lance Caballa

Ira Leigh A. Gasco

Jibreel Jayno

Aaron Karl Montesa

Dexter Placido

April, 2022
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ABSTRACT
Socio-economically disadvantaged students have high academic outcomes compared
to other peers globally. This situation is particularly acute in high poverty regions,
although there exists variability between schools within such regions, with some
schools achieving learning success for disadvantaged students. The focus of this
research study was to understand the feelings of being high-achieving, economically
disadvantaged students. Underpinned by phenomenology, semi-structured interviews
were carried out to examine the lived experiences of high-achieving students from
socio-economically disadvantaged backgrounds.With seven(7) students qualified as
participants, interviewed through a messaging app. Documenting their experiences and
hardships. Data collection techniques included individual interviews, focus group
interviews, and document review. The following conditions were discovered in relation
to economically disadvantaged students: Lack of opportunities, lack of advantages,
financial capabilities and having a hard time in conquering dreams. The results of this
study may help educators and government determine how to support and improve
learning conditions for economically disadvantaged students Recommendations for
improving how students of poverty are served include continuing to expand efforts
concerning Developing positive home-school relationships for economically
disadvantaged families and Full-service schools can be very beneficial for communities
that have high percentages of people living in poverty.
Keywords
High-achieving; Disadvantaged students; Low socio-economic; Education;
phenomenological approach
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Approval Sheet
This research entitled “Oral Reflections of High Achieving, Economically

Disadvantaged Students: A Qualitative Study” , prepared and submitted by Christian

Lance Caballa, Ira Leigh Gasco, Jibreel Jayno, Aaron Montesa, Jex Lindsy Moring and

Dexter Placido is hereby recommended for approval.

LEILANI T. SEÑIRES, PhD

Practical research
adviser

Recommending Approval:

PANEL OF EXAMINERS

EDWARD F. DIZON JIMMY REY O. CABARDO

Approved by:
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Acknowledgements

We would like to acknowledge everyone who made this project possible.We are

very appreciative to our Research Teacher, Ma’am Leilani Senires for her guidance and

patience through our struggles.

To the Panelists, Sir Edward Dizon and Sir Jimmy Cabardo who guided us from

the title defense all the way to the final defense.Without them, this research would not

have been possible.

To the two evaluators, Ms. Diosa Torrefiel and Ma’am Maria Luz Pecolados who

spared us some time to checked our research paper and guided us with our research

questions.

Gratitude that cannot be described in words is owed to each of our group

members who have all showed great understanding and cooperation during the whole

process.

We owe our deepest respect. For our parents, who kept asking when we were

going to be finished – it is finally finished.

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Dedication

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength to keep on going. They are the ones who

continually provided us with moral, spiritual, emotional, and financial support.

To all of the economically disadvantaged families who, against all odds, are

helping their children become successful despite their hardships. Your tireless efforts

are appreciated. And to all of the educators who teach every student, regardless of life

situation or lack of support, with understanding hearts and hopeful demeanors. You are

the unsung heroes.

And lastly, we dedicate this study to the Almighty God, who guided us, gave us

strength, wisdom, skills, and a healthy life. All of these, we offer to you.
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Chapter 1

Introduction

When we thought of poverty, we saw the faces of the children at school – many

children who are struggling and whose families ares truggling. An economically

disadvantaged student is a student whose household income is below average. The

struggle to provide economically disadvantaged students the equity necessary to ensure

opportunities exist, similar to those present for students of economic advantage,remained

a pervasive dilemma for which there are few solutions.

Poverty rates have increased nationwide, and the effects of the downward

spiraling economy are devastating. Successful education systems should offer equal

opportunity for learning to disadvantaged students by developing systems that absorb

socio-economic inequalities (OECD, 2011). The structure contained achieving goals in

the face of obstacles and coping with the difficulties skill (Masten, 2007). As a result, in

successful education systems, approximately half of the socioeconomically

disadvantaged students could exceed the international comparable performance

criterion and are considered successful from a global perspective.

Poverty incidence in the Philippines would average 46 percent in 2022. There

were entrenched barriers faced by children from socio-economic disadvantage which

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the system find difficult to overcome. These issues are evident in the Philippines.

Specifically, in Philippines over 25 % students are classified as disadvantaged.

Department for Education continues to report concerning attainment gaps between

students from disadvantaged outcomes and other peers. This gap is more acute in

poorer areas of Philippines.

This paper reported the experiences of High-achieving,economically

disadvantaged students in Senior High School in Digos City. A school that had numbers

of high achiever who have low socio-economic status. With such a numbers of students

considered economically disadvantaged, we cannot ignore their struggles. Instead, we

must take actions to help them express their situations to determine how we can

improved their ability to learn.

Using a qualitative phenomenology research method, our study discussed the

lived experiences of learners with low socio-economic status. There were four themes

revealed in this study: financial constraints, possible negative outcomes of their

education, lacking of opportunities because of financial problems, and hardships of their

situation. These were all challenging because of the emerging concerns on financial

stability and affective support contributed to interrupted learning engagement.

Nevertheless, the need to listen to the students’ lived experiences and provide a lending

ear to be heard and a voice to build a study that understand about their learning journey

despite of being economically disadvantaged.

Purpose of the Study

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Oral Reflections of High Achieving, Economically Disadvantaged Students: A

Qualitative Study presented a clear purpose or intent to express the student’s expertise

and feelings for being a high achieving, economically disadvantaged students. We

proved that they are worthy of attention and opportunities in education. We aimed to

gain a deep understanding of their situation. Also, in our study, we had set out to

examine whether low family income predicted long-term academic achievement. To

achieve this, we used two conceptual tools, qualitative phenomenological research

design and self-determination theory and motivation which provided a framework for

exploring these participants’ actions as agents in their own academic achievement.

Research Questions

1. What are the experiences of high-achieving economically disadvantaged

students towards schooling?

2. How do high-achieving, economically disadvantaged students cope with the

challenges towards schooling?

3. What are the insights and lessons gained from the study?

Theoretical Lens

This study is anchored on the Self-determination theory of psychologists Edward

Deci and Richard Ryan(1985) which provided that Self-Determination Theory (SDT)

represented a broad framework for the study of human motivation and personality. SDT

articulated a meta-theory for framing motivational studies, a formal theory that defined

intrinsic and varied extrinsic sources of motivation, and a description of the respective

roles of intrinsic and types of extrinsic motivation in cognitive and social development
 9

and in individual differences. Perhaps more importantly, SDT propositions also focus on

how social and cultural factors facilitate or undermine people’s sense of volition and

initiative, in addition to their well-being and the quality of their performance. This theory

is related to our study because despite being economically disadvantaged students,

they have the determination which result to their high-achievement, high quality forms of

motivation and engagement for activities, including enhanced performance, persistence,

and creativity.

Importance of the Study

The importance of the study was to gather information and solutions that can

help students on ecompassing such difficulties in both physical and mental health

matters of top students, brought by having a low economic status that primary affects

their educational performance at school and their interest of pursuing to continue their

study.

Scope and Delimitation

This study dealt mainly with the oral reflections of high achieving economically

disadvantaged students in selected schools in Davao del Sur. It aimed to find out the

different experiences the students have faced in their academic life as well as how they

cope up with the challenges of being economically disadvantaged. The study

considered the student’s personal information such as their name(optional), academic

achievements, and economic status. We gathered all our information through

interviews. The researchers limited the study to 7 high achieving economically

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disadvantaged students with no specific grade level. The study was conducted with

limited amount of time framework.

Defiition of Terms

Economically Disadvantaged- A student whose household income is below

average.

 Single parent condition

 Working students

 No stable job for parents

 Product of a broken family

 Poor parental involvement

High-achieving students- Dynamic, ambitious, and students who perform

much better academically than their peers.

 Productive mindset

 Psychological Strength

 Strength in social skills

 Loved for school

 Positive family influences

Review of Related Literature

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Operating from this perspective, a plethora of studies has shown how those with

lower access to capital (economic, social and cultural) are disadvantaged in various

ways that can be detrimental to their educational opportunities and outcomes from early

ages (Archer & Hutchings, 2000). As such, students from socio-economically deprived

areas are more likely to attend poor performing schools, and come from families with

little experience or familiarity with HE where underachievement may result from a

number of challenging factors. Conversely, economically affluent students with access

to the ‘right types’ of capital are more likely to attend competitive independent schools,

or high performing schools, which facilitate their progression to HE and particularly

research-intensive universities through high levels of support (Donnelly, 2014).

For many children born into poverty the public school system may be the only

place that offers an opportunity to be successful. Through public school children of

poverty have many of their needs met. School is where these children feel the safest,

where they eat their daily meals, where they feel valued, and where they are offered the

chance to advance in society (Books, 2004).

Poverty at School

Often students living in poverty struggle with excessive tardiness and

absenteeism. Overtime frequent absenteeism plays a large role in dropout rates. High

absenteeism also may be due to poor health care and lack of dependable transportation

(Jensen, 2009). Children of poverty also are more likely to have low rates of parent

involvement at their school. This involvement includes parent-teacher conferences,

family nights, and other family-related activities (Jensen, 2009). Due to lack of parental

involvement in most aspects of their lives, children of poverty are in desperate need of
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meaningful relationships with adults at school (Payne, 2005).The lack of positive

relationships with adults play out in the lives of students of poverty in many ways.

Teachers may perceive negative behaviors at school as acting out, but the cause of the

negative behavior may be that students do not know how to respond proper ly (Jensen,

2009). In addition, stress at home combined with lack of guidance and support can

result in long-lasting poor academic achievement (Jensen, 2009).

Community Involvement

The most effective schools form partnerships with the community. Partnerships

with community agencies allow the business and industry sector to work with students

on activities such as career exploration (Clark, Shreve, & Stone, 2004). Schools that

involve the business community benefit in a variety of ways including financially

(Marzano, 2003). The combination 26 of efforts by multiple community organizations is

essential in helping students obtain needed resources. One organization alone cannot

help students overcome the barriers they face from living in poverty (Beegle, 2005).

Opportunities for students to interact with the community through recreation and

community service act as protective factors in helping students become successful later

on in life (Rockwell, 2006). The community is extremely important in helping students

who are at risk deal with the stressors of everyday life. Families who have the resources

reach out to others in need within their own neighborhood and help though

encouragement and support (Santa, 2006).

Parent Involvement
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A common practice in many schools in the past was for parents to be excluded

from participation and involvement with schools, and parents were simply blamed for

poor student performance and behavior. Today, evidence shows that partnerships that

include families working together with schools can be of great benefit to students (Barr

& Parret, 2007). These schools show appreciation to parents who attempt to get

involved in their students‘ education, even if the involvement is not quite what school

officials want it to be. Parents of students living in poverty tend to be in constant stress

but do care about their children‘s progress (Beegle, 2003).

Parental Level of Education

Another complication of being a student from a low SES family with increased

risk of not finishing high school is the level of education attained by the parents. Many

authors agree that, as far as the family domain is concerned, one significant risk factor

is this lack of parent education (Duncan & Magnuson, 2005). In addition, studies

revealed that a child‟s test scores, grades, graduation, and college rates increased as

the mother's education level increased (Henderson & Mapp, 2002). Parents with more

education have children who score higher on academic achievement tests than children

of less educated parents, but parents‟ education level is hard to isolate as the reason

for children‟s higher test scores (Duncan & Magnuson, 2005). Tenenbaum et al. (2007)

maintained that mother's level of education,family income, and family structure were

great predictors of high school dropouts. According to Noack (2004), the level of

education of parents is a good predictor of a child‟s academic success. The level of

parental education has many influences on the child‟s education. These influences can

be seen through an increase in opportunities for the child, through attitudes and beliefs
 14

about education being transferred to the child,and through the actual teaching of skills

and competencies. When children observe parents either involved in educational

activities or in casual discussion about education, children are positively affected

(Noack, 2004).

Parent Training

Early intervention, including parent training on topics that relate to the

developmental needs of children in the early stages before they start school, is

beneficial in helping children enter school with the skills necessary to be successful

(Prince, Pepper, & Brocato, 2006).In addition, parents living in poverty benefit from

training on the importance of good nutrition and health care (Prince, Pepper, & Brocato,

2006). Parents can improve their communication, supervision, and parental

expectationsconcerning education when they receive training that teaches them to

improve parenting practices in a manner that makes their home environments

supportive of academic achievement (Marzano, 2003).The greatest benefit is seen

when schools place more emphasis on parents assisting their children at home with

academics and less emphasis on parent involvement through volunteering and

participating in school events (Ingram, Wolfe, & Lieberman, 2007).

Feelings of Self-Efficacy

Effective teachers are encouragers for students of poverty and help these

students understand that they can be successful (Barr & Parret, 2007).Students who

persevere in the face of extreme difficulties have a strong sense of self-efficacy

(Sternberg, 2008). To foster resiliency in young people who are at risk teachers must
 15

create situations that allow these students to be successful and learn from their

mistakes so that the students can understand what they are able to achieve (Kitano &

Lewis, 2005). Students who have a positive sense about their ability to achieve believe

that they are successful due to their determination and the support they receive from

those around them (Reis, Colbert, & Hebert, 2005).

Synthesis

The review of related literature showed that children of economically

disadvantaged parents lack access to resources and opportunities that undermine their

long-term social mobility. Parent Involvement and Parental level of education are the

reasons why these students have low socio-economic status. Feeling of self-efficacy is

why these students do well in academic because of their determination. Resulted to

them being high achievers.

Organization of the Study

This study was organized in four chapters. Chapter one introduced the study in

the context while defining the problem under investigation. This included the purpose of

the study, research questions, theoretical lens, importance of the study, scope and

delimitation of the study, definition of terms, review of the related literature and

synthesis. Chapter two reviews the related study with a view to generate relational

aspects of the concepts and discussed the specific methods chosen and used in this

particular study. This chapter also introduce the research design and materials, data

resources, data collection, data analysis, trustworthiness of the study, role of the

researchers, and ethical considerations which helps cite the major conclusion, findings,
 16

and methodological issues related the gap in the knowledge from chapter one. Chapter

three allowed researchers to present information about tens or hundreds of individuals

efficiently and with the significant visual appeal, making the results more easily

understandable and thus more attractive to the other users of the produced information.

Chapter four contained the summary of the findings, discussion of the findings based on

the themes from the study variables, implication for educational practice, conclusions,

recommendations, and suggestion for further research.

Chapter 2

Methodology

This chapter concerned the methodology that is used in the study. It included the

discussion of research design, research materials, data sources, data collection, data

analysis, trustworthiness and credibility, and ethical considerations that is utilized.

Research Design

This study is designed as a phenomenologically-based qualitative research that

conducted an in-depth understanding of the different experiences and perspectives of

high achieving economically disadvantaged students in their academic life. Qualitative

research also placed a high level of importance on the researcher because the

researcher is collecting the data whether through observing, or reviewing documents.

Among the qualitative research methods, interview research is used in this study to
 17

gather information about the different experiences of the research subject and how they

cope with the challenges associated with their academic life.

Research Materials

A scholarly publications and interview guide was used to explore in depth the

meaning, importance and structure of personal experiences considering the people

involved. Seven participants were involved to cater their oral reflections of being a high

achieving, economically disadvantaged students. It aimed a deep understanding of their

situations, and to gain more understanding on how they cope with being economically

disadvantaged.

Population

Seven High-achieving, economically disadvantaged students with no specific

grade level were contacted for this study. A consent letter was sent to each students

requesting volunteers to participate in individual interviews or focus groups. Out of these

15 students, 10 volunteered to participate. Seven (7) individuals were the chosen

sample that participated in this study. Five (5) participants were female, and two

participants were male. Seven (7) participants were grade 11 students with different

strands.

Data Sources

The data required for this investigation is through in-depth interview with the

seven participants who are high achieving, economically disadvantaged students with

no specific grade level. However, the sources gained from review of related literature

are obtained from journals, articles and online books.

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Data Collection

A letter was sent to all students with no specific grade level requesting volunteers

to participate. Volunteers were selected for either individual interviews or for focus

group interviews. Interviews were conducted online through messaging app. Volunteers

were selected based on who we would be of most benefit in providing meaningful

answers to the research questions (Creswell, 2009). All interviewees‘ identities were

kept anonymous, and pseudonyms were used when the data were reported. The

interviews were recorded digitally and were transcribed. We also reviewed and took

notes on documents pertaining to the study.

Data Analysis

The interviews and focus groups were transcribed from screenshots saved at

each session. All answers then were coded in order to find recurring themes and

similarities within the data. The process of coding requires the researchers to categorize

the data and search for commonalities that provide answers to the research question

(Creswell, 2009). To obtain a more thorough understanding of the data collected, all

answers were read in detail after data were organized (Creswell, 2009).We analyzed

each answers individually and make notes in the margin (McMillan, 2006). After all

answers were read and notes were taken, We listed the topics that emerged and

formed categories from the data. This process was conducted again to see if any new

codes emerged (Creswell, 2009). Afterwards, the categories were organized in a

manner that allowed us to interpret the meaning of all data analyzed (Creswell, 2009).

Trustworthiness of the Study

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To establish the trustworthiness of the study, we observed its four components.

These are the following: credibility, confirmability, transferability and dependability.

Credibility, to establish the credibility of our study, we see to it that accuracy was

properly observed during the data collection especially during the interviews. We made

sure that no relevant data was excluded and no irrelevant data was included.

This is supported by Suter(2014) that credibility refers to the confidence of the

believability of the findings which is enhanced by evidence such as confirming

evaluation of conclusions by research participants, convergence of multiple sources of

evidence such as interview transcripts, reflective field notes and investigator

triangulation (De Wet, 2010) are used. These strengthened the study.

Confimability, we address the confirmability of our study by setting aside our

personal opinions, assumptions and judgements in order to guard against distortion of

data. The use of in-depth interviews and journals we kept throughout the study is one

way of ensuring confirmability.

This is further substantiated by Ramsay(2010) that confirmability refers to how

well the results are confirmed by the others.

Transferability, to address transferability, we described in detail research context

and the assumptions that are central to our research and showed all the data as

transparent as possible.

Ramsay(2010) confirmed that transferability refers to how well the findings apply

to other school settings and depends upon the similarities between the two compared

settings
 20

Dependability, we established dependability in our study by ensuring consistency

during the data collection and analysis.

Dependability is a criterion which is considered equivalent to reliability and

similarly concerned with the stability of the results over time (Sikovics, Penz, & Ghauri,

2008)

Roles of the Researcher

The role of the researchers is to ensure that all data presented are accurate and

to give reliable information on the results and discovery of the research study. And also

to attempt to access the thoughts and feelings of study participants. According to Ary et

al. (2006), the role of the researcher in qualitative inquiry includes being personally

involved, having empathy and understanding, and recognizing that the process is value

bound. The researcher, taking into consideration the three components defined by Ary

et al. (2006), did the initial document study of data related to ED students; reviewed and

gathered literature to better understand the breadth of the problem and possible

solutions; designed and deployed both surveys; interviewed,transcribed, coded,

recoded, and delineated themes in all interviews; performed all data analysis; and,

compared results to published literature.

Ethical Considerations

As we build our data gathering approaches, we must examine if our research

practices are likely to cause bodily or mental harm. Harm can be produced by a variety

of factors, like: invading the privacy of informants by asking sensitive questions or

getting access to records that may include personal information; Observing informants’
 21

conduct without their knowledge (concealed observation should always be double-

checked or reviewed with other researchers for ethical acceptability).The researcher

discussed with each participant the informed-consent document that outlined the facts

that participation was voluntary and that individuals who decided not to participate

would not be penalized. Obtaining informed permission before the research or interview

begins; avoiding probing sensitive subjects until a good connection with the informant

has been built: maintaining data confidentially; and understanding enough about

informant answer to ensure it is respected during the data collection process. Failure to

observe or respect particular cultural norms, customs or taboos valued by your

informants, such as allowing personal information to be made public that your

informants would prefer to keep private.

Chapter 3

Results

Introduction

The primary purpose of this study was to explore the reasons students from

economically disadvantaged (ED) family were academically successful and to examine

perceptions of this success through the eyes of parents, students, and teachers. One

goal was to impact the school system that served the ED families by educating teachers

about why some ED students are more academically successful than others and offer

avenues for teachers to promote to students. Results from this study will, hopefully,
 22

contribute to theory and help schools to understand family factors that support low SES

students in being academically successful.

Student Interviews

The students that are high-achieving economically disadvantaged students,

grade 11 and labeled Student A-G, were interviewed through a messaging app and

were screenshot with permission; notes were taken. The notes taken by the researcher

included general information about grade level, education, and reasons for success.

The screenshots were reviewed and transcribed. Once all interviews had been

conducted, transcribed, coded, and recoded, themes based upon topics covered in

students data were delineated. The following themes and responses from students were

noted:

Research Question 1: What are the experiences of high-achieving

economically disadvantaged students towards schooling?

Table 1: Experiences of high-achieving, economically disadvantaged

students

Experiences Ways and Means

Borrowing money Don’t want to be a burden to parents.

Lack of advantage Stuck between choosing wants and

what you can afford, and mostly

financial matters.

Lack of money Parents couldn’t afford needs.

Lack of financial resources and Financial Problems in the family.

opportunities that leads in struggling

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to learn

Financial Capabilities Born as an economically

disadvantaged.

Not financially stable Parents have minimum salary.

Having a hard time in conquering Family is not financially stable.

dreams

In table 1, Participants revealed that there are financial limitation that makes it

impossible to afford anything. They revealed their experiences as well as what put them

in that situation.

Borrowing Money. Student A listed that he borrows money instead of being a

burden to his parents.

Lack of advantages. Student B stated that the common problem she have face

is the lack of advantages, choosing between what you want vs what you can afford.

Lack of money. Student C revealed that her parents couldn’t afford her needs

that sometimes she use her own savings.

Lack of financial resources and opportunities that leads in struggling to

learn. Student D stated that she cannot relate to other students since she does not

have her own gadgets in learning because they lack of financial resources that also

leads to less opportunities.

Financial Capabilities. Student E stated that going to school is mostly hard,

Since there are a lot of things that need to be purchase with money. She added that not

being privilege to equip for it, it might put her in a disadvantaged situation.
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Not financially stable. Student F stated that there are things that she cannot

have because of having no money to afford those.

Having a hard time in conquering dreams. Student G stated that its hard for

him to take a wide steps in conquering his dreams, especially when everything are

depending on money.

Research Question 2: How do high-achieving, economically disadvantaged

students cope with the challenges towards schooling?

Table 2: Coping Mechanism

Hard Time in Coping Strategies

Did not have a hard time coping as a Handling the problems calmly

student who struggles financially

Faced coping up during surge of Prayers and calling to God

pandemic, which makes it difficult.

Because of shyness and lack of Being positive in thoughts that these

confidence and those insecurities challenges can be overcome.

made it even hard to cope up with

everything.

Lacking of a student needs made it a Trusting in self

hard time to cope with the challenges

towards schooling.

Not being able to pass requirements, Communicating and doing exceptional

enter classes or being able to efforts

participate in group works on time

due to the lack of internet, made it a

hard time to cope up.

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Not being resourceful made it a hard Handling it properly, being resourceful

time to cope up with. and Having great time management.

Had a hard time to cope up with the Positive outlook in life

challenges towards schooling due to

the limited devices that made it

impossible to perform well in school

and not being to pass modules on

time.

In table 2, Participants were asked if they have a hard time coping with their

problems and their strategies in overcoming the challenges that give them a hard time

coping.

Did not have a hard time coping as a student who struggles financially.

Student A revealed that even being a student who struggles financially, he did not have

a hard time coping up with the challenges towards schooling since he handle it calmly

and can solve the problem.

Faced coping up during surge of pandemic, which makes it difficult.

Student B stated that adding the pandemic, it maked it even more hard to cope up with.

Since it affects her personal problems which includes her economic status and her

family.

Because of shyness and lack of confidence and those insecurities made it

even hard to cope up with everything. Student C addressed her shyness and

insecurities that made her have a hard time coping up with the challenges towards

schooling.
 26

Lacking of a student needs made it a hard time to cope with the challenges

towards schooling. Student D stated that lacking of student needs especially an

internet connection and a laptop what makes her have a hard time coping up with the

challenges towards schooling.

Not being able to pass requirements, enter classes or being able to

participate in group works on time due to the lack of internet, made it a hard time

to cope up. Student E listed all of these as what gave her a hard time coping.

Not being resourceful made it a hard time to cope up with. Student F stated

there are a lot of things that gave her a hard time to cope up but not being resourceful is

the most difficult.

Had a hard time to cope up with the challenges towards schooling due to

the limited devices that made it impossible to perform well in school and not

being to pass modules on time. When asked, Student G answered that having limited

devices in their family is the most challenging since it resulted to passing modules late

especially that classes are being conducted online. It made him not being able to

perform well in school.

3. What are the insights and lessons gained from the study?

Insights and learning from this study that high-achieving, economically

disadvantaged students identified as students who lack of opportunities and advantages

towards schooling. These experiences reflect a strong degree of common

understanding about the nature of meaningful success and how to go about achieving it.

The hope is that these insights provide a framework for individuals, or groups, to
 27

critically reflect on their experiences. The themes are listed and then explored in more

detail throughout the rest of the chapter.

Summary

Analysis of the data concerning the student’s perceptions of how they handle

being a high-achieving economically disadvantaged students and how they cope with

the challenges yielded several themes. Students were able to answer several ways of

how they cope and their situations. There were three tables that include the student’s

data, Table 1: Experiences of high-achieving, economically disadvantaged students and

Table 2: Coping Mechanism. Participants discussed a few experiences they have being

economically disadvantaged students.

In addition, participants named the ways on how they cope with the challenges.

Handling it calmly, Trusting in self, putting trust in God and communicating to others, to

understand their situations. One participant noted that the situation is not hard to

handle. Also the participants discussed several ways on thinking if they handle it

correctly.

CHAPTER 4
DISCUSSIONS

This chapter presents the discussion of the results, implications for educational

practice, suggestions for future researchers, and concluding remarks. They are treated

significantly in aid of providing a better understanding of how Economically

Disadvantaged students perform excellently in academics. This discussion is based on

the experiences of high-achieving students towards schooling and how they cope with
 28

their challenges. One perspective, students, were investigated in order to find commonalities

and differences in perceptions of why they are economically disadvantaged.

Answers to Research Questions

The following questions guided the Participants in this research project:

Research Question 1. What are the experiences of high-achieving economically

disadvantaged students towards schooling?

The following are the Experiences of high-achieving, economically

disadvantaged students. Participants of this study have revealed that there are limits to

what they can afford concerning their academic expenses.

The responses of the participants claimed that to dream is hard if you are in one

of the most crucial needs in education, financial that is. Economically disadvantaged

students have a lot to carry since today’s education setting involves a lot of expenses.

Some expenses in today’s education involve a lot of expenses. Some experiences in

today’s education involve the purchase of gadgets (laptops, smartphones, iPad, tables,

etc) internet connectivity, load purchase, printer, etc. Most of the participants value their

education since they are at a disadvantage it has been hard for them for the past year

to cope with the education setting nowadays. Their families face a lot of problems and

the expenses of today’s learning mode have made it worst. This study aims to show the

school systems show sympathy for economically disadvantaged students. They work

hard to have good grades but are just having problems in terms of finances.

Research Questions 2. How do high-achieving, economically

disadvantaged students cope with the challenges towards schooling?

 29

The following are how high-achieving, economically disadvantaged students

cope with the ongoing challenges they face in schooling. Students were asked if they

had a hard time coping with their problems.

The results illustrate that most of the participants have a hard time coping with

their problems. One claimed that he have none. Most of the participants have stated

that they have a hard time coping with their problems in academic and it has an impact

on their lives because of the pressure they face. Some have been depressing because

of the pressure they face and some have resulted that they have been overthinking

things. They find it difficult to handle such academic problems since they also are coped

up with the problems they have inside their homes and personal ones.

After conducting the study, we, the researcher, have gathered data and

information on how being economically disadvantaged affects our daily lives and the

lives of precious students. This study aims to inform teachers and schools about the

differences between students in terms of finances, that even if you are economically

disadvantaged you still strive to be successful in academics.

Participants have illustrated that being economically disadvantaged is a

frustration. It is a burden they must endure and get through. The financial problem they

face is a big obstacle in a student’s life but is a crucial part of one’s life.

Implications for educational practice

The following lists describe implication and recommendations for practice based

on the findings from this study

 30

Implications for Schoolwide Initiatives for High Achieving Students of

Economically Disadvantaged.

1. Developing positive home-school relationships for economically disadvantaged

families has a far-reaching impact on the success of students living in poverty (Barr &

Parrett, 2007). School needs to expand its efforts in developing positive home-school

relationships by finding additional ways to assist families in need in the areas of

academics, social-emotional status, and health.

2. Full-service schools can be very beneficial for communities that have high

percentages of people living in poverty. This approach transforms the school into the

hub of the community and provides health care, recreation, and other assistance to

families in need (Blank et al., 2009). Schools are urged to investigate the possibility of

becoming a full-service school in an effort to help students and their families have

access to muchneeded resources. The partnerships that are formed in the process will

benefit all stakeholders.

Implications for future researchers

The outcomes of this study suggest other areas for future research. This study,

entitled “Oral Reflections of High Achieving, Economically Disadvantaged Students”

conducted the researchers, leaves the door open for future researchers to further

expand the spectrum of the topic. The researcher recommends to future researchers to

further seek information about the issues of high-achieving, economically

disadvantaged students’ experiences, coping mechanism, lessons and insights. We

hope future researchers do everything to gather more and more findings on the topic
 31

and publish information that will help high-achieving, economically disadvantaged

students in the field of academics.

Concluding Remarks

Students may be economically disadvantaged and not even realize it, especially

if they have not viewed their circumstances as something to be concerned about. These

students have experienced a lot of burdens in their school life and are trying everything

to strive for the success they seek for their future. They have experienced downfall

because of financial limitations on what they can afford regarding their studies. But, in

midst of this obstacle they face, they find every way to cope with and overcome the

stress and pressure. To attain a higher name in midst of disadvantage, to put their

name at the top, and to prove that financial disadvantage is just a part of many

obstacles we face in life, and we must do everything to be victorious. This concludes

that whatever we face, we will get through it as long as we see positivity in our point of

view and have faith in the almighty one above, and in oneself, you will get through it.

References

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ethnically diverse , young working-class non-participants’ constructions of higher
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Ary, D. J., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.).
Belmont, CA: Thomson ; Wadworth.
Barr, R., & Parret, W. (2007). The kids left behind: Catching up the underachieving children of
poverty. Bloomington, IN: Solution Tree.
Beegle, D. M. (2003). Overcoming the silence of generational poverty. Talking Points, 15(1), 11-
20.
Beegle, D. M. (2005). Educating students from generational poverty: building blocks from a to z.
Tigard, OR: Communication Across Barriers.
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Books, S. (2004). Poverty and schooling in the U.S.. Mahwah, NJ: Lawrence.
Clark, M. A., Shreve, K., & Stone, C. B. (2004). Taking stock in children: Collaborating to
promote success for low-income secondary students. NASSP Bulletin, 88(64), 61-73.
Creswell, J. W. (2009). Research: Qualitative , quantitative, and mixed method approaches (3rd
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Donnelly, M. (2014). The road to Oxbridge: Schools and elite university choices. British Journal
of Educational Studies, 62(1), 57–72.
Duncan, G., & Magnuson, K. (2005). Can family socioeconomic resources account for racial
and ethnic test score gaps? The Future of Children, 15(1), 35-54.
Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, faimly, and
community connections on student achievement. Austin, TX: National Center for Family
& Community Connections with Schools.
Ingram, M., Wolfe, R. B., & Lieberman, J. M. (2007). The role of parents in high-achieving
schools serving low-income, at-risk populations. Education and Urban Society, 39, 479-
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Jensen. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what
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Lupton, al., B. e., & (DfE), D. f. (2004;2008;2014).
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McMillan, J. S. (2006). Research in education: Evidence-based inquiry (6th ed., pp. 354-361).
Boston, MA: Pearson Education.
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of maternal orientations and behavior. Journal of Educational Psychology, 96, 714-722.
OECD. (June 28, 2011). Against the Odds: Disadvantaged Students Who Succeed in School.
Ipinanumbalik mula sa/kay OECD Publishing, Paris:
https://doi.org/10.1787/9789264090873-en.
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APPENDICES

APPENDIX A

Individual Interview Questions

1. What problems do you frequently face as an economically disadvantaged student? What is the

most challenging problem for you? Does it significantly affect your life?

2. Does being an economically disadvantaged a hindrance in achieving your goals in life? In

what way does it become a hindrance in achieving your goals? Why do you say so?
 34

3. Does being an economically disadvantaged students give you less opportunities in academic

aspect? In what way does it give you less opportunities? What makes you say that?

4. Do you have a hard time coping up with the challenges towards schooling? What are these

challenges that give you a hard time coping up with? How did you work that out?

5. As a high-achieving, economically disadvantaged student, how do you handle the challenges

towards schooling? Do you think you handled it correctly? Why do you say so?

APPENDIX B1

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE

QUESTIONNAIRE

Schools Division of Digos City

Senior High School in Digos City
VALIDATION FORM FOR THE
QUALITATIVE RESEARCH GUIDE
QUESTIONNAIRE

Name of Evaluator: Diosa Torrefiel

Degree: Bachelor of Arts in Industrial Education major Industrial Arts
Position:High School Teacher
Number of Years in Teaching and Research:12 years
 35

To the Evaluator:
Using this assessment form, kindly determine the validity of the attached instrument in
relation to the purpose of the study; specifically with regard to the research questions as stipulated
(See also the attached documents revealing the Title and Purpose of the Study). There are three
areas to be examined, namely, Introduction Key Components, Questions, and Closing Key
Components. The question items must be evaluated in terms of their clarity, suitability,
understandability, and ability to elicit personal narratives, comments, opinions, and insights from the
research participants. Please check the corresponding rating and write the necessary remarks.

SECTIONS ITEMS EVALUATION

YES NO REMARKS
Introductio 1. Is there an opening statement expressing Yes The researchers
n Key gratitude to the research participant for express their
Components his or her willingness to join the session? gratitude to the
participants in
the opening
statement of the
guide questions.
2. Does this section of the questionnaire Yes The name of the
reveal the name of the researcher? (i.e. researchers are
the researcher introducing himself or revealed below,
herself) as well as their
signatures.
3. Is the purpose explicitly stated? Yes They stated the
purpose of their
study well.
4. Is the duration of the session clearly Yes They stated
stipulated? clearly the
duration of the
session below.
5. Is there a statement assuring the research Yes It is being
participant of the confidentiality of his or stated below
her responses? that if there are
questions that
the participants
are not
comfortable
with, they can
choose not to
answer them.
6. Does this section explain how the in-depth Yes They lack of
interview or the focus group discussion be explanation, but
conducted? they have
discussed how it
will be
conducted.
7. Does this section include a statement No The section did
assuring the research participant of his or not state that.
 36

her opportunity to be clarified further

before proceeding to the intended
activity?
8. Does this section provide spaces for the Yes It is provided at
signature of the research participant? the bottom of
the paper.
9. Does it require a witness to sign? No This section did
not include it.
10. Does this section stipulate the need for a No It is not
legal guardian to sign as in the case of a included in this
research participant under 18 years of section.
age?

Schools Division of Digos City

Senior High School in Digos City
VALIDATION FORM FOR THE
QUALITATIVE RESEARCH GUIDE
QUESTIONNAIRE

Questions 11. Are there no more than 15 questions (i.e. No They limit their
no more than 3 research questions with no questions
more than 5 probing questions each)?
12. Are the factual questions asked first before Yes It is clearly
the probing questions? asked first
before the
probing.
13. Are there questions requiring the Yes There is/are
participants to explain his or her question/s that
experiences? participants
need to explain
his/her
experiences.
14. Are there questions requiring the No The
participant to explain the meaning of his or questionnaire
her shared experiences? did not include
that.
15. Are the vocabulary level and language Yes I believe so.
structure of the questions appropriate to
the age and capability of the research
participant?
16. Are the questions clear and Yes The questions
understandable? are direct to the
point which
make it clear
and
understandable
17. Do the questions possess the ability to elicit Yes It is.
qualitative data relevant to the attainment
of the objectives of the study?
 37

Closing Key 18. Does this section guarantee the participant Yes It is being
Components of his or her chance to give additional stated after the
comments? guided
questions and
probing
questions.
19. Does this section inform the research No This section did
participant of the researcher’s plan not informed
regarding the data being collected, its that.
analysis, and the corresponding report and
what the researcher would do next?
20. Does this section of the questionnaire Yes It is being
express gratitude to the research stated before
participant? proceeding to
the
questionnaire.

Diosa Torrefiel
Evaluator’s Name and Signature Evaluator’s Name and Signature

APPENDIX B2

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE

QUESTIONNAIRE

Schools Division of Digos City

Senior High School in Digos City
VALIDATION FORM FOR THE
QUALITATIVE RESEARCH GUIDE
QUESTIONNAIRE

Name of Evaluator: Maria Luz Jayno Pecolados

Degree: Bachelor of Elementary Education
Position: Teacher II
Number of Years in Teaching and Research: 36 years

To the Evaluator:
Using this assessment form, kindly determine the validity of the attached instrument in
relation to the purpose of the study; specifically with regard to the research questions as stipulated
(See also the attached documents revealing the Title and Purpose of the Study). There are three
areas to be examined, namely, Introduction Key Components, Questions, and Closing Key
Components. The question items must be evaluated in terms of their clarity, suitability,
understandability, and ability to elicit personal narratives, comments, opinions, and insights from the
research participants. Please check the corresponding rating and write the necessary remarks.
 38

SECTIONS ITEMS EVALUATION

YES NO REMARKS
Introductio 1. Is there an opening statement expressing ✔
n Key gratitude to the research participant for
Components his or her willingness to join the session?
2. Does this section of the questionnaire ✔
reveal the name of the researcher? (i.e.
the researcher introducing himself or
herself)
3. Is the purpose explicitly stated? ✔
4. Is the duration of the session clearly
stipulated?
5. Is there a statement assuring the research ✔
participant of the confidentiality of his or
her responses?
6. Does this section explain how the in-depth ✔
interview or the focus group discussion be
conducted?
7. Does this section include a statement ✔
assuring the research participant of his or
her opportunity to be clarified further
before proceeding to the intended
activity?
8. Does this section provide spaces for the ✔
signature of the research participant?
9. Does it require a witness to sign? ✔
10. Does this section stipulate the need for a ✔
legal guardian to sign as in the case of a
research participant under 18 years of
age?

Schools Division of Digos City

Senior High School in Digos City
VALIDATION FORM FOR THE
QUALITATIVE RESEARCH GUIDE
QUESTIONNAIRE

Questions 11. Are there no more than 15 questions (i.e. ✔

no more than 3 research questions with no
more than 5 probing questions each)?
12. Are the factual questions asked first before ✔
the probing questions?
13. Are there questions requiring the ✔
participants to explain his or her
experiences?
14. Are there questions requiring the ✔
participant to explain the meaning of his or
 39

her shared experiences?

15. Are the vocabulary level and language ✔
structure of the questions appropriate to
the age and capability of the research
participant?
16. Are the questions clear and ✔
understandable?
17. Do the questions possess the ability to elicit ✔
qualitative data relevant to the attainment
of the objectives of the study?
Closing Key 18. Does this section guarantee the participant ✔
Components of his or her chance to give additional
comments?
19. Does this section inform the research ✔
participant of the researcher’s plan
regarding the data being collected, its
analysis, and the corresponding report and
what the researcher would do next?
20. Does this section of the questionnaire ✔
express gratitude to the research
participant?

Maria Luz J. Pecolados

Evaluator’s Name and Signature

APPENDIX C

PERMISSION LETTER FOR THE PARTICIPANTS

ORIGINAL SAMPLE OF PERMISSION LETTER FOR THE INFORMANTS

Republic of the Philippines
Department of Education
Region XI
School Division of Digos City
Senior High School in Digos City

1. I, _________________, volunteer to participate in a qualitative research study being

conducted by the student researchers of Senior High School in Digos City. The study is entitled
“Oral Reflections of High Achieving, Economically Disadvantaged Students: A Qualitative Study
.” I acknowledge that the purpose of the study is to obtain information on students' experiences
 40

on being High Achieving,Economically Disadvantaged and to gain a better understanding of their

coping techniques. I will be one of the number (ex. 7) students to be interviewed for this study.
2. My participation in this project is voluntary. I understand that I will not be compensated for
my time. I am free to withdraw and terminate my involvement at any moment. No one on my
campus will be informed if I decline to participate or withdraw from the study. If I am
uncomfortable in any manner throughout the interview, I have the option of declining to answer
any questions or ending the discussion.
3. Participation involves being interviewed by researchers from the Senior High School of Digos
City (SHSDC). The interview will last approximately 20-30 minutes. Notes will be written
during the interview. An audiotape of the interview and subsequent dialogue will be made. If I
don't want to be taped, I will withdraw my participation in the study.
4. I understand that the researchers will not identify me by name in any reports using information
obtained from this interview and that my confidentiality as a participant in this study will remain
secure. Subsequent uses of records and data will be subject to standard data use policies which
protect the anonymity of individuals and institutions.
5. Faculty and administrators from my campus will neither be present at the interview nor have
access to raw notes or transcripts. This precaution will prevent my individual comments from
having any negative repercussions.
6. I acknowledge that the indicated researchers' teacher in the Practical Research subject has
evaluated and authorized this research study and the research problems or questions.
7. I have read and understand the explanation provided to me. I have had all my questions
answered to my satisfaction, and I voluntarily agree to participate in this study.
8. I have been given a copy of this consent form.

(Note: This informed consent form has been adapted from

https://web.stanford.edu/group/ncpi/unspecified/student_assess_toolki
t/pdf/sampleinformedconsent.pdf)

Informant’s Signature: __________________ Date of interview: __________________

Researchers’ Signatures:

Jex Lindsy S. Moring Christian Lance T. Caballa Aaron Karl Montesa

Research Leader Member Member
 41

Ira Gasco Dexter V. Placido Jibreel P. Jayno

1. Member Member Member

Noted by: Leilani T. Señires

Research Adviser

APPENDIX D
QUALITATVIE GUIDE QUESTIONS
Date:

Dear Participants,

Thank you for your voluntary consent to participate in our research entitled “A RAY OF LIGHT:
EXPLORING STUDENT’S LOW ACADEMIC SELF-ESTEEM IN THE NEW LEARNING
MODALITY”. In this study, your valuable time and honest sharing in the In-Depth Interview (IDI)
would greatly contribute to the success of this endeavor which is estimated to be finished in less
than 30 minutes and will be recorded to guarantee that nothing will be missed during the
transcription of the proceedings. Furthermore, if you find some of the questions uncomfortable to
answer, you may opt not to answer them. Rest assured that the information gathered in the IDI will
be treated with highest confidentiality and will not be used in any way that may harm your
reputation and dignity.

Very sincerely yours,

JEX LINDSY MORING IRA LEIGH GASCO CHRISTIAN LANCE CABALLA

Research Leader Member Member

JIBREEL JAYNO AARON KARL MONTESA DEXTER PLACIDO

Member Member Member
 42

Part I. Preliminaries

Time of Interview:
Date:
Interviewee:
Status of Interviewee:

Part II. Interview Proper

During the process, the researchers will explain the purpose in conducting the IDI and will make
sure that the informants are in a comfortable manner in answering the questions.

RQ1: What are the experiences of students with low academic self-esteem in the new
learning modality?

Guide Questions Probing Questions

1. Do you experience low self-esteem in
the new learning modality?
2. What particular experience that made
you develop and have low academic
self-esteem?
3. What is the most difficult part or
challenging situation you have
experienced as a student with low self-
esteem in the new learning modality?
 Did you already have these
experiences even before the new
learning modality?
 Why do you think it developed in you?
 Was this particular experience difficult
for you?
 How did this experience affect you?
 Why did you find it difficult?
 Did you face that challenging alone or
with someone’s help?

RQ2: How do students with low academic self-esteem cope with the challenges in the
new learning modality?

Guide Questions Probing Questions

1. Do you have any way to manage or
deal with the challenges in the new
learning modality?
2. Is there someone who helped you cope
with the challenges in the new learning
modality?
 If so, what are these coping
mechanisms?
 Did these coping mechanisms really
help you to deal with those challenges?
2. How did they help you?
3. Why do you think their guidance helped
you with the challenges in the new
learning modality?

RQ3: What are the insights and realization gained from the study?

Concluding Statements
 43

1. Is there anything else you would like to share about our discussion/topic?
2. Can we see you in the future in case we will need further clarifications about your responses
in this interview?
3. Thank you very much for your cooperation during the interview

Participant’s Signature over Printed Name

APPENDIX E1
SCREENSHOTS INTERVIEWED
STUDENT A
 44

APPENDIX E2

SCREENSHOTS INTERVIEWED

STUDENT B
 45

APPENDIX E3

SCREENSHOTS INTERVIEWED

STUDENT C
 46

APPENDIX E4

SCREENSHOTS INTERVIEWED

STUDENT D
 47

APPENDIX E5

SCREENSHOTS INTERVIEWED

STUDENT E
 48

APPENDIX E6

SCREENSHOTS INTERVIEWED

STUDENT F
 49

APPENDIX E7

SCREENSHOTS INTERVIEWED

STUDENT G
50