i

UNVEILING THE JOURNEY OF STUDENTS-SMOKERS IN A NON-

SMOKING ENVIRONMENT

A Research Paper Presented to

The Senior High School Committee,
Lorenzo S. Sarmiento Sr. National High School
Poblacion Mawab, Davao De Oro, Philippines
In Partial Fulfilment
Of the Requirement for Practical Research 1
General Academic Strand

BARREZA, JAYMAR
CANO, JENES B.
DALDE, JEZA MAE CLOE G.
MALICSE, VENICE SANDRA
PEDRERO, REVECCA
QUIBOL, REYMOND C.
QUIBRAR, BEN JOSEPH L.
TOMAS, PHILIP C.
YECYEC, RANELYN S.

JULY 2023
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APPROVAL SHEET

This Research entitled, “UNVEILING THE JOURNEY OF STUDENTS –

SMOKERS IN A NON-SMOKING ENVIRONMENT’’ prepared and submitted by

LAIZA DALE AQUINO, JAYMAR BARREZA, JENES B. CANO, JEZA MAE

CLOE G. DALDE, VENICE SANDRA, REVECCA, REYMOND C.QUIBOL, BEN

JOSEPH L. QUIBRAR, PHILIP C. TOMAS, RANELYN S. YECYEC, in partial

fulfillment of the requirements for Practical Research 1, has been examined and

hereby recommended for approval and acceptance.

ERNIE VALLESTERO
PR1 Subject Teacher

RESEARCH REVIEW PANEL

APPROVED by the Committee on Oral Examination with the grade PASSED.

Chairperson

Member Member

Member External Member

APPROVED and ACCEPTED in partial fulfillment of the requirements for

Practical Research 1.

Comprehensive Examination:
Oral Examination: May 17, 2023
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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

TABLE OF CONTENTS iv

CHAPTER 1

1 INTRODUCTION

Purpose of the Study 4

Research Questions 5

Theoretical Lens 5

Significance of the Study 7

Definition of Terms 9

Delimitation and Limitation 9

Organization of the Study 12

2 REVIEW OF RELATED LITERATURE 14

Origin of Smoking 14

Popularity of Smoking 15

Effect of Smoking 18

Issues of Smoking 21
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Cigarette Addiction 25

3 METHODOLOGY 28

Research Design 28

Role of the Researcher 31

Research Participants 32

Data Collection 34

Data Analysis 35

Trustworthiness 37

Ethical Considerations 41
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Chapter 1

INTRODUCTION

Rationale

Smoking is a major public health problem worldwide, resulting in many

tobacco-associated deaths. It has been more than half a century since scientists

first pointed out the dangers of tobacco use.(Medicina 2022) In addition Tobacco

smoking is recognized as a major preventable cause of disease worldwide and is

linked to 6 million deaths annually, 30% of which are due cancer. The negative

health consequences of smoking currently represent one of the greatest public

health challenges.(Warnisher et al… 2018) Furthermore The global number of

smokers continues to rise, with smoking causing nearly 8 million deaths in 2019,

including one in five male deaths. 90% of new smokers become addicted by age

25-preventing adolescents from starting is crucial for changing the course of the

epidemic for the next generation (Lancet 2021).

In America more than 20.4 million students enrolled in colleges and

universities across America. College smoke-free and anti-smoking policies often

mirror local or statewide policies which restrict these activities in public places,

such as public buildings, restaurants and bars. However, these policies are far

more effective when they are enacted on a campus-wide level. Campuses that

are 100 percent smoke free can reduce student tobacco use twice as much

campuses that merely restrict smoking and tobacco use to certain

areas(Affordable Colleges Staff 2021).In addition Sudan Africa Schools are

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thought to be the best places to target tobacco use among students because of

their significance. Preventative and control measures can be most effectively

implemented in schools. Hostile to smoking strategies can lessen the

predominance of smoking by advancing counteraction, limitation, end, and by

keeping understudies from utilizing tobacco on school premises and

safeguarding non-smokers (Amin 2019).More over in China Smoke-free policies

are an important intervention to influence smoking behavior. This study

demonstrates that comprehensive smoke-free policies in public places in China

can effectively influence smoking behavior and show long-term trends in smoke-

free behavior, while also reflecting the need to promote comprehensive smoke-

free policies (Wen et al., 2023).

In San Juaquin Local government efforts have assisted the community in

developing smoke-free areas in San Joaquin, a barangay (neighborhood) of

Pasig city in Metro Manila. In particular, the number of places where low-income

Filipinos can purchase cigarettes has been limited. To remind people of the

ordinances, homes are encouraged to display smoke-free stickers and tarps, and

stores themselves display signs stating that they do not sell cigarettes (Garcia

2022).In Addition Ateneo De Manila University resolved to give a solid learning

and work space for understudies, personnel, heads and staff. No one, regardless

of status or business, is permitted to smoke anywhere on the University's

property or grounds at any time. Students who dismiss this strategy will be

focused by school policy (Cortez 2019). Furthermore in Metro Manila they

implemented a smoke free environment for Centers of youth activity such as

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schools, preparatory schools, elementary schools, high schools, colleges and

universities, youth hostels, and recreational facilities for person under

18( Gutierrez 2022).

In Iloilo Students in northern Iloilo are frequently breaking out of class to

smoke with friends and classmates, which is one of the most common issues

with the educational system. This act came about to slow exhibitions in every

single branch of knowledge(Tupas,Agreda 2020).In addition Northern Mindanao

have been declared smoke-free, according to the Department of Health (DOH).

The region's health department has also encouraged the LGUs to create an

ordinance that specifies where the designated smoking area and no smoking

area are located in a facility (Sablad 2022).

In the municipality of Mawab, particularly at Lorenzo S. Sarmiento Sr.

National High School, we, the researchers, observed that almost all of the male

students who are in Senior high school are smokers. Lorenzo S. Sarmiento Sr.

National High School is a non-smoking environment, or in other words, a smoke-

free environment. We notice that this place has many student smokers. Student

smokers have different experiences with how they cope with staying in a non-

smoking environment. They sacrificed a lot to follow the law because, even

though they have vices, they are still students and they need to follow the rules.

We the researchers, will capture some information from the student smokers

about their experiences and what they did to stop smoking inside the school.

Past studies mentioned mainly on smoking interventions, causes of

smoking, and how to quit smoking. However, we have not across any study that
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looked into social meanings instead we choose to conduct this study to know the

experiences of the student smokers in a non- smoking environment. We are very

interested on how these group of young smokers will share their experiences and

challenges they encounter in a non-smoking environment.

Purpose of the study

The purpose of this phenomenological study is to know the experiences of

the student smokers in a non-smoking environment inside the school campus of

Lorenzo S. Sarmiento Sr. National High School. Some senior high male students

are smokers, and the reason why we conducted this study is to know if there are

different experiences inside a non-smoking environment. It is not easy for them

to stay all day in a non-smoking environment, and we know that they are doing

their best to follow the school rules. It is very difficult for them, especially since

they already have vices, but because they are students at Lorenzo S. Sarmiento

Sr. National High School and this school is a non-smoking environment, they

must follow the school law.

At this stage in the research, almost all student smokers have different

experiences. We, the researchers, will gather some information from our

participants to see if they can handle this kind of school rule, even if they have

vices. It is not hidden from our knowledge that when a person has a habit, it is

very difficult to stop it, so this is what we did to research what they did to prevent

using cigarettes in a non-smoking environment, even if it was hard for them.

The usefulness of the theory of health belief in investigating social issues

such as student smoking will be explored. This theory will give knowledge to all
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student smokers to understand the negative effects of smoking, particularly those

who are minors and may not fully comprehend the impact of cigarettes on their

health. The study aims to capture the different experiences of student smokers in

a non-smoking environment.

Research Questions

1. What are the experiences of the student smokers in a non-smoking

environment?

2. How the student smokers cope with the challenges they encounter?

3. What are the insights of the student smokers in terms of smoking?

Theoretical Lens

This qualitative study is anchored on (Hochbaum 1958; Rosenstock 1966).

The Theory of health belief model as a useful lens in investigating issues and

concerns such as student smoker.Since our study is all about the experiences of

the student’s smokers in a non-smoking environment, Health Belief Theory is a

very useful lens in investigating this social issue. Participants of this study will

have knowledge about the possible effect of cigarettes in there body and make

them think to stop using cigarettes that's why this theory is very useful.

The Theory of Health Belief Model develop by (Hochbaum 1958;

Rosenstock 1966) in the 1950s, US public health researchers began developing

psychological models designed to enhance the effectiveness of health education

programmes. The Health Belief Model was developed in the 1950s as a way to

improve the effectiveness of health education programs by understanding the

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psychological factors that influence health behaviors. It has been used to identify

the factors that lead individuals to engage in preventative behaviors, seek

medical services, and adhere to medical advice. The model is based on the idea

that an individual's beliefs about health influence their behavior on the other hand

Health Belief Model specifies a series of potentially modifiable cognitions.

(Sullivan et al. 2004).

Moreover, Theory of Planned behavior is anchored on (Ajzen, 1985, 1987)

and this is relevance to our study because it is also connected about smoking.

The theory is about predicting behavior especially about smoking and this theory

will help a lot us a lot so that we can easily identify student’s smokers. We want

that this problem about adolescent's will be prevented and we all know that

young smokers did not have the knowledge about the possible result of

cigarettes on their body that's why we conducted this study to open there mind to

stop using cigarettes, the Health Belief Theory helps our study to know that the

possible exposed of Tobacco are the adolescence and it's relevant to our study.

According to Ajzen 1985, 1987 the theory is found to be well supported by

empirical evidence. Intentions to perform behaviors of different kinds can be

predicted with high accuracy from attitudes toward the behavior, subjective

norms, and perceived behavioral control; and these intentions, together with

perceptions of behavioral control, account for considerable variance in actual

behavior (Ajzen, 1985, 1987).

In Addition, Social Cognitive Theory is also relevance to our study and it

was anchored on Albert Bandura (1986) it is a fundamental resource in clinical,

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educational, social, developmental, health, and personality psychology. It has

been applied to such diverse areas as school achievement, emotional disorders,

mental and physical health, career choice, and socio-political change. (Albert

Bandura 1986)

According to Social Cognitive Theory (SCT) of Albert Bandura (1986)

human motivation and action are extensively regulated by forethought. This

anticipatory control mechanism involves expectations that might refer to

outcomes of undertaking a specific action. The theory outlines a number of

crucial factors that influence behavior (Albert Bandura 1986).

Significance of the study

We, the researchers, are confident that this phenomenological study

would add importance and significance to the journey of student smokers in a

non-smoking environment. In this study, we are able to obtain information about

the student smokers and their experiences in a non-smoking environment.

Moreover, it is very important to know the sides of the participants and listen to

them without judging.

The findings of this study are significant for the following reasons:

This study benefits the students who are smokers but are still studying in

a non-smoking environment on campus. Through this study, we can gather some

information about the student smokers and how they cope with staying in a non-

smoking environment. We can also gather some information on how they control

their vice to avoid it because smoking is prohibited in that place and what steps

they took to follow the school's law.

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In addition, this helps the teachers, or in other words, they can also

benefit from this study because it will no longer be difficult for them to teach the

young people to obey the law of the school because the student smokers

themselves are the ones who control themselves not to smoke inside the school

because it is a non-smoking environment.

Furthermore The parents can also benefit from this study because if their

children have a habit of smoking, when they are in a non-smoking environment,

they will be able to stop smoking, or, in other words, it is possible for them to quit

smoking because it is easier when they are in school than at home. It is a big

benefit to parents if their children are in school because they will do more to

study than vice versa. Through this study, parents will be aware and give full

support to their children.

Moreover, this provides the administration with information on how they

can help the student smokers always follow the rules of the school because they

are in a non-smoking environment and smoking is prohibited in that place.

Similarly, the Department of Education will also benefit from this study

because one major problem in a school is smoking, and it is very hard to find a

solution for this, but the advantages are that the student smokers are in a non-

smoking environment and they are intended to follow the rules. In addition, it can

promote a safe and motivating environment for every learner.

Finally, this benefits future researchers by in knowing other details and

information about the experiences of the student smokers in a non-smoking

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environment. This gives them recommendations for designing further topics that

are in line with the topic being identified by the researcher.

Definitions of Terms

The following terms use in this study are defined operationally and

conceptually:

Unveiling-It is a dramatic verb we use when we uncover or reveal

something for the first time, often in front of a large gathering or as part of a

publicity campaign. (Vocabulary Dictionary 2023) Moreover in This study we use

this word when revealing or explaining in public and let the information be public

so that everyone will know and notice.

Non-smoking environment - It is called smoke free environment it is sometimes

used indiscriminately to discuss both 100 percent smoke free areas as well as

segregated and ventilated areas. A truly smoke free environment in a business is

one in which no smoking is allowed within any company building or vehicle (Ink

1899).In this study this words means that no one uses cigarettes in that place

and smoking is prohibited in that area and we really assure that it is 100 percent

smoke free environment and no one can smell a cigarette smoke.

Limitations and Delimitations

The focus of this phenomenological study is the social understanding of

different student smokers in a non-smoking environment of Lorenzo S.

Sarmiento Sr. National High School. The study seeks to capture both the

content as well as the processes through which those social meanings were

created. Theses social meanings were crafted from the experiences of student
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smokers in a non-smoking environment of Lorenzo S. Sarmiento National High

School during the interview both from the in- depth and the focus group

discussion. The study was able to capture information on how student smokers

talked about their experiences daily as students of a non-smoking environment.

Moreover the research will only focus on the students of LSSSNHS with the

specific target participants. This case study is delimited and aims only at

exploring the experiences of student smokers.

As affirmed by (Denzin and Lincoln, 2011), people make sense on the

phenomena that affects, defines, and attempts to make sense of them in their

natural settings. There were 14 number of informants in this study, 7 from the in-

depth interviews and seven from the focus group discussion. The student

smokers here refer to the school children who use cigarettes inside the campus.

Conducting interviews were quite difficult, especially in transcribing, coding, and

analyzing my data. In addition, we no longer included the gesture of my

participants during the interview in the full transcriptions of my data. Everything

however, was captured in the video and sound recorder and these files were

properly saved and were kept confidential. Since the number of sample for this

study was limited, there is probably lack of generalizability on the general

conception or principle on the phenomenon under investigation(Burns and

Groove, 2007).The informants answered all the guide questions of the interview

though there were times they felt hesitant and not sure of their answers. We

made follow through questions for them to be motivated to create more

comprehensive details of the data we wanted to gather.

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This study however does not mean that there were no weaknesses and

limitations. For instance, there were answers of the participants that were

rejected since they were not important anymore in designing the results.

Another was the data collection. We gather data here inside our school campus,

the data that we gather were not clearly saved so we need to repeat the

interviews. Their experiences were not enough. However, to produce good

results of our study, we started with our assumptions and used theoretical lens

that would fit to the natural setting in capturing the social or human problem

(Denzin and Lincoln, 2011) such as student smokers in a non-smoking

environment. However, we acknowledge the weaknesses which may not allow

this research to achieve the expected generalizability of this study. Due to the

small sample who participated in the study, results may not be generalized and

cannot adequately support claims of having achieved valid conclusions. In

addition, we cannot guarantee the perfect recollection of all the experiences of

the participants due to the fact that the real stories shared are past events and

are subject for human error in terms of memory.

Qualitative research has its own weakness it is because the

generalizability of the data cannot be concluded due to the number of

informants are less. At times, there are ethical issues that the researcher has to

think likely such as acknowledging the culture, customs, and traditions of the

participants and the venue of the research (Creswell, 2012). With this, it is very

important to gain consent and respect from the participants (Creswell, 2012).
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Organization of the Study

In the presentation of our Study, different ideas and concepts were

organized consequently. Discussions of the different chapters are presented in a

detailed and substantial manner in order for the readers to have a clear

understand of the phenomenon under investigation.

Chapter 1.It describes the phenomenon being studied. The importance of the

study is given emphasis on this chapter. It is followed by the discussion on the

purpose of the study to Ban the smoking inside the Campus, don't let the

students bring cigarettes and how the students smokers cope with these

experiences especially if they are addicted in smoking. The research questions

are also presented as utilized during interview of the participants and the focus

group discussion. Next is the presentation of the Theoretical lens that is linked

with the research study. After that we have Significance of the Study and the

people who will benefit from the research. Significant words in the study are

clearly defined to have a better grasp of the terms. Lastly, the Delimitation and

Limitations of the study is presented also including the participants of the study.

Chapter 2.It includes he review of literature and others related studies about the

phenomenon under investigation. The focuses of the review the following: Orgin

of smoking, How Popular the Smoking, Effects of smoking, Issues of Smoking

and the Addiction and Prevention of Smoking. It discusses to the different themes

emerge from the findings during in-depth interviews and focus group discussion

captivated from past studies.

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Chapter 3.This explains the design and methodology employed in this study.

These are the research design, role of the researcher, the research participants,

data collection, data collection, data analysis, and trustworthiness that includes

the following four criteria: credibility, transferability, dependability, and

confirmability. Ethical considerations of the study are also included in this

chapter.

Chapter 4. It generally presents the results of the study. The results have four

main parts namely: the participants’ data, the data analysis steps and procedures

in coding the evolving themes, the responses to the interview, and the synopsis

of the responses.

Chapter 5. It presents the discussion of the results. It explains further the most

important findings relative to the mentioned literatures. This chapter also enclose

simplication of the study, suggestions or implications for future observations in

the field of research and on educational practices, as well as the concluding

remarks.

However, I acknowledge the weakness which may not allow this research

to achieve the expected generalizability of this study. Due to the small sample

who participated in this study, results may not be generalized and cannot

adequately support claims of having achieved valid conclusions. In addition I

cannot guarantee the perfect recollection of all the experiences of the

participants because we can't force them to tell everything about their real

experiences.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter covers the review of related literature related to this study.

We will now present some previous studies that had been conducted on Banning

Smoking inside the campus.

Origin of Smoking

Smoking involves inhaling and exhaling the smoke produced by the

burning plant material, which can include various substances such as tobacco,

marijuana, and hashish. However, the most commonly associated substance with

smoking is tobacco found in cigarette, cigars, and pipes which contains nicotine,

an addictive alkaloid with both stimulating and calming effects (Sweanor et

al.,2023).In the early 1500s,beggars in Seville, Spain started collecting discarded

cigar butts ,tearing them up, and rolling them in scraps of paper to make the first

cigarettes ,which were called cigarillos .By the late 1700s,cigarettes had gained

respectability and spread to Italy and Portugal ,and Portuguese traders carried

them to the Levent and Russia. French and British soldiers in the Napoleonic

Wars became familiar with cigarettes and gave them their name (Rogers 2018).

In addition, James Albert Bonsack is a businessman and inventor of the

cigarette –rolling machine, was born at Bonsack in Roanoke Country, the son of
 15

Bonsack and Sarah Whitmore Bonsack invested a cigarette machine that

received a U.S.patent. This machine fed tobacco onto continuous strip of paper

and automatically formed, pasted, closed, and cut it to lengths using a rotary

cutting knife. (Roger 2018 ). Moreover cigarette were originally sold as an

expensive handmade luxury item for the urban elites of Europe. However,

cigarette manufacture was revolutionized by the introduction of a rolling machine

called the Bonsack machine, which was patented by America James Bonsack in

the United States in 1880. The machine was soon put into use by America

industrialist James Buchanan Duke, who founded the America Tobacco

Company (ACT) in 1890. (Hilton 2023).

Popularity of Smoking

According to three new studies published in The Lancet and The Lancet

Public Health, which used data from over 3,600 nationally representative

surveys, smoking continues to have a significant impact on global health.

(Lancet 2021) Furthermore in Japan, smoking is also the top risk factor

contributing to mortality from non-communicable diseases (Takakura et al.

2021).However in Australia smoking rates among students have decreased by

two-thirds since 1999. During the mid to late 1990s, the National Tobacco

Campaign was launched and helped to significantly reduce smoking rates among

adults. While the campaign wasn’t targeted at teens and children, it still had an

impact; the campaign correlated with a decrease in smoking rates among young

people too. Factors such as tobacco taxes, smoke-free environments, and

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stricter guidelines on selling tobacco products to minors are likely to have

influenced the downward trend among teenagers (Dr. Busby 2023).

In Addition European countries in Adolescent smoking remains a major

public health issue. Many European governments therefore require schools to

implement smoke-free school policies (SFSPs) that go beyond the traditional aim

to provide non-smoking adolescents a smoke-free environment. The

implementation of increasingly comprehensive SFSPs aims to contribute to

decreasing adolescent smoking behavior (Schreuders et al. 2019). In Addition in

Germany one in three people above the age of 14 now smokes. Despite public

health initiatives, the proportion of people who smoke in Germany has actually

risen in recent years, according to a new study (Carter 2022).More over In Italy,

tobacco smoking among adolescents is still high and stalling in the last decades

(37% in 15–16 year old students; 23% in students aged 13–15 years in 2014–

2015) (Gorini et al., 2019).

In Addition, Indonesia ranked third in the world for the percentage of

smokers who were men. The majority of Indonesian male smokers started when

they were 10 to 19 years old, the incidence in this age group increased by

9.1%1(Kodriati et al., 2020). Further more In Israel, it has been reported that

22.7% of the young adults who are 18 years old and over smoke, primarily

cigarettes. A water pipe known as a hookah or nargila is another way to smoke.

(Isralowitz et al., 2018) Moreover in Brazil the number of young adults who used

tobacco in 2019 was over 20.4 million (12.6% reported using smoked tobacco
 17

products, while 0.2% reported using smokeless or other types) (Smoke Free

World 2022).

In Columbia 25.3% of high school students smoked cigarettes on at least

one day in the past 30 days. Nationally, the rate was 6.0%.2 (Truth Initiative

2020). However in Singapore they has the lowest smoking prevalence rates in

the Southeast Asian countries (Tan et al., 2020). On the other hand In Russia

30.9% of Russian adults (age 15+) use tobacco (men, 50.9%; women, 14.3%),

nearly all of whom smoke cigarettes. 10.4% of adults use smokeless tobacco,

and 2.8% smoke water pipe tobacco. About 17% of boys and 10% of girls (age

15) smoke in the Russian Federation. 30% of these boys and 22% of these girls

report starting at age 13 or younger (Tobacco free Kids 2020). Moreover In

Spain, the percentage of adolescents aged 11 to 18 who regularly smoke

cigarettes has decreased from 8.9% in 2010 to 4.5% in 2018. The rate of

cigarette smoking climbed to 9.8% in 2018, even though this result was 2.5%

lower than in 2010, when the youngest smokers were excluded and the age

range was reduced to 14–18 years (Mogena et al., 2021).

In 2019, almost a quarter of adults aged 15 and above in the Philippines

were cigarette smokers, with a total of 19.9 million smokers in the country, of

which only about 3 million were female (Smoke Free World, 2022).In Addition

47.5% of Filipino students aged 13–15 were not prevented from buying cigarettes

despite their age, while only 67.1% were taught in school about the dangers of

tobacco use (Tamayo 2021). In Addition, in 2021 15.1 million Filipinos, or one out

of every five, currently smoke. Of these individuals, men were eight times more
 18

likely to smoke than women .While 11.2 million people, or around 14.5 percent of

the adult population, already smoke every day (Tobacco reporter 2022). In

Addition According to a survey in the Philippines, 14.5% of students currently

smoke tobacco, with boys more likely than girls to have smoked within the past

30 days (Ciriaco, 2021).

Effects of Smoking

Smoking has the potential to cause adverse and lasting impacts on the

body, such as heart disease, cancer, and diabetes. Whether consumed through

smoking or chewing, tobacco can be detrimental to one's health, containing

harmful substances ranging from acetone and tar to nicotine and carbon

monoxide(Goodwin, 2023).Smoking can cause lung disease by damaging your

airways and the small air sacs (alveoli) found in your lungs. Lung diseases

caused by smoking include COPD, which includes emphysema and chronic

bronchitis. Cigarette smoking causes most cases of lung cancer. If Smokers are

12 to 13 times more likely to die than non-smokers (Centers for Disease Control

and Prevention 2021).Smoking has no positive effects on your eyes. Smoking

increases your risk of age-related macular degeneration, the leading cause of

blindness in adults over the age of 65 (American Lung Association 2023).

Smoking allows dangerous substances to enter your lungs and travel

throughout your body. After your first cigarette, they can reach your brain, heart,

and other organs in about 10 seconds. Hurt any area of your body where your

blood circulates (Australian Government 2020) .It harmful to your health to

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smoke. Nearly every organ in the body is damaged, including malignancies such

as lung and oral malignancies. Chronic obstructive pulmonary disease (COPD),

for example, is a lungs illness. High blood pressure results from blood vessel

damage and thickening, clotting issues, and stroke. Cataracts and macular

degeneration (AMD) are examples of vision issues (Medline Plus 2019).

One of the most noticeable effects of smoking is on the appearance of the

skin. Smoking is an independent risk factor for premature facial wrinkling and

facial aging, and the more a person smokes, the greater the risk. The skin is the

largest organ in the body and hosts important inflammatory and immunological

processes (Ash Organization 2022).The cochlea, an inner ear organ shaped like

a snail, receives less oxygen when a person smokes. Mild to moderate hearing

loss and irreversible cochlea damage may result from this (Parkview Health

2023).In addition Inhaled smoke is a toxin if you are pregnant because it gets into

your circulation and then gets to the baby through the placenta. Your child's

health is harmed by these pollutants (Smoke Free 2022).Furthermore your

quality of life and wellbeing are significantly impacted by smoking. Tobacco use

has negative impacts, including foul breath, exhaustion, and waning energy. A

diminished sense of taste and smell, a persistent cough, shortness of breath, and

issues with fertility Menstruation issues and erectile dysfunction (Biron 2023).

In addition , Cigarettes is a public annoyance after use, cigarette butt

littering poses a risk to the environment and ecosystems where it is found( Ash

2021).When cigarette butts contaminate streams, fish get poisoned, which may

make people who eat fish sick. Respiratory diseases increase when tobacco is
 20

manufactured and shipped in an air-polluted environment. Additionally, even if

the health of the entire world is in jeopardy, residents of low- and middle-income

(LMIC) nations will suffer disproportionate(Global TobaccoIndustry2022)Moreover

the whole life cycle of tobacco products harms the environmental harm is not

always evident (Tobacco Tactics 2022).Every year, the tobacco business

destroys almost 600 million trees. Each tree typically yields 15 packs' worth of

paper. To wrap and package cigarettes and other products, tobacco makers need

four miles of paper per hour. As a result, the sector as a whole significantly

contributes to deforestation. Additionally, this causes the production of more than

2 million tons of packing trash annually (Truth Initiative 2023).

Moreover Tobacco products are the most polluting items on the planet,

containing over 7,000 toxic chemicals that end up in the environment when

discarded. About 4.5 trillion cigarette filters pollute our oceans, rivers, sidewalks,

parks, soil and beaches each year (World Health Organization 2022).In Addition

According to a recent CDC report, 15.5% of American adults smoke. Based on

the number of people who visit the National Park Service each year, 38.5 million

smokers can impact the environment when they visit. Cigarette butts are the

most commonly discarded item in the United States. 1.69 billion pounds pollute

the environment every year (National Park Service 2021).Besides, we all

understand that cigarettes are terrible for our health, but they are also bad for the

planet. It's quite simple - smoking pollutes the environment. Toxic air pollutants

enter the atmosphere that can have devastating effects on both human health

and the planet we live on (Clapton 2022). Furthermore, cigarette butts are the
 21

most trash on Earth. Each filter is made of 15,000 strips of micro plastic fibers.

Micro plastics contaminate our food, water, and air because they are made of

plastic, they can take years to break down, leaving behind mountains of toxic

micro plastics. Pollute our environment that can enter us. Faucets are also full of

toxic chemicals like arsenic and lead, which infiltrate our environment and

threaten our oceans and wildlife when they are dumped on land (Undo 2022).

Issues of Smoking

New Zealand is believed to be the first country in the world to introduce

an annual smoking ban, ensuring that cigarettes cannot be sold to those born on

or after January 1, 2009 (The Guardian 2022).In addition one possible strategy to

prevent or reduce youth smoking is to ban smoking in schools due to the

mandatory presence of youth. Although indoor bans are more or less the norm

internationally. Outdoor smoking bans in schools are becoming increasingly

evident. In the Netherlands, 53% of all secondary schools have so far banned

outdoor smoking (National Library of Medicine 2018).

More over Most young smokers in Europe smoke regularly in public

outdoor spaces. Young people smoke less often in places where the smoking

ban is strong. Smoking bans in bars and homes were combined with smoking

elsewhere (Lagerweij et al., 2019). Half of all smokers in Germany reported that

they started using tobacco at the age of 15 or younger, making teenagers one of

the most important target groups for anti-smoking campaigns and policies. Over

the past decade, all 16 German states have banned smoking in schools. The

results confirm that school bans are indeed effective in reducing smoking.
 22

Students affected by the ban smoke 14-22 percent less. In addition, current

smokers reduce their cigarette consumption by about 19-25 percent (The Journal

of Human Resources 2019).More over Smoking is prohibited in all Queensland

state and other schools (school premises) and 5 meters outside their boundaries.

The law applies at all times - during and after school, on weekends and during

school holidays. This includes the use of all smoking products (Queensland

Health 2021).In the City of Victoria, a person may not smoke or use cigarettes on

school grounds or within 4 meters of pedestrians on school grounds. Cigarettes

cannot be sold to persons under 18 years of age. Legislation requires schools to

post appropriate no smoking signs on school grounds at all pedestrian entrances

(Education Vic.Gov 2022).

In neighboring South Korea, a ban on tobacco sales to minors was written

into the National Health Promotion Act in 1995. Since 2003, smoking has been

strictly prohibited in kindergartens, schools, playgrounds and universities. Five

years later, the law was expanded to prohibit smoking within 10 meters of

nurseries and kindergartens(News CGTN 2020).In Addition The sale of cigarettes

is permitted and subject to a number of restrictions, including a minimum sales

age; sales ban near certain educational institutions; and a ban on sales through

vending machines and the Internet. The law also prohibits domestic sales of

tobacco-flavored electronic cigarettes. The ban on flavored cigarettes does not

apply to electronic cigarettes produced for export. The use of electronic

cigarettes is prohibited in schools, kindergartens and other public places where

minors gather (Tobacco Control Laws 2022). Furthermore In Mexico People are
 23

now Specifically prohibited from smoking in public outdoors such as parks, town

squares and beaches, as well as in offices, hotels, restaurants, schools,

stadiums, shopping malls and entertainment arenas. Smoking is already

prohibited in many of the aforementioned indoor space. (MND Staff 2023). In

Japan, under a new law, indoor smoking is completely banned in government,

educational, medical and child welfare facilities. The purpose of the change is to

protect women under 20, sick and pregnant women against second-hand smoke

due to its high impact. About their health (Kyodo News 2019). In Addition the

Tobacco Products and Smoking Control Act 2022, currently under discussion in

parliament, marks a dramatic shift in Malaysia's tobacco control strategy. Its

provisions include a ban on the sale, purchase and possession of cigarettes,

tobacco and vaping products, as well as a ban on smoking, tobacco use and

vaping among those born after January 1, 2007 (Kane, Mahal 2022).

The ban on public smoking in the Philippines has been implemented for

about a year now. Considered one of the strictest anti-smoking laws in Southeast

Asia, the smoking ban in the Philippines imposes fines ranging from PHP 500 to

PHP 10,000 to individuals caught smoking in public places. Establishments

selling cigarettes to minors are fined PHP 5,000 or jailed for up to 30 days. They

also risk cancellation of their business permits and licenses (Venus Zoleta 2022).

Moreover the support of the local government units (LGUs) is key in the strict

implementation of the no-smoking policy in schools, an official of the Department

of Education DepEd (Montemayor 2018).In 2008 Balanga City’s Mayor – Jose

Enrique S. Garcia III – successfully introduced a ban on tobacco products in all

 24

public places and public utility vehicles in the city’s University Town area. The city

also launched a tobacco-free program called YOYO Balanga (“No to cigarettes in

Balanga”). The following year, the City Health Office spearheaded the “Teaming

Up for a Smoke-Free Balanga City” program in 2009 in collaboration with

stakeholders to carry out information drives against smoking (World Health

Organization 2021).

In Manila, Six months after President Rodrigo Duterte’s ban on smoking in

public places went into effect, smokers have become a rare sight in the

Philippine capital. One of the strictest bans in Asia has forced many of the city's

central areas to close smoking areas(Endo 2018).In addition Schools and

depends on offices can also implement awareness activities to "warn against

smoking, promote healthy lifestyles, and counter tobacco industry tactics to

circumvent tobacco control measures, glamorize tobacco, and minimize or deny

the addictive and harmful nature of tobacco products," and set up signs indicating

that the school or office is a smoke-free zone in a visible and strategic location

within the school and depends on site(Seatca 2018). Furthermore in Ateneo De

Manila the ban is strictly enforced in all buildings, campuses and parked cars of

Ateneo properties, including all branches and auxiliary units located in Ateneo

buildings and campuses (Ateneo De Manila 2019).

Moreover the idea of not smoking is certainly not new in the Philippines.

The Tobacco Control Act 2003 prohibits smoking in public places. People are not

allowed to smoke in schools, hospitals and public institutions and public transport

terminals (Francisco 2022). In addition Banning of smoking in the jail is also a

 25

issue worldwide, according to NIHR that Banning of smoking in prisons has

reduced, the number of drugs used to treat smoking-related illnesses and

improved people's overall health. A new study found that the ban was more easily

accepted than expected. Both staff and inmates reported that they generally felt

better after the ban (NIHR 2022). Furthermore Smoking has many negative

environmental effects and a ban on smoking would stop them. Smokers emit

pollutants into the atmosphere, cigarette butts litter the environment, and the

toxic chemicals that remain pollute soil and water (The week staff 2022).

Cigarette Addiction

Nicotine addiction occurs when you need nicotine and cannot stop using it.

Nicotine is a chemical found in tobacco that makes it harder to quit smoking.

Nicotine has a pleasurable effect on your brain, but these effects are temporary

(Mayo Clinic 2022). In Addition Smoking or using other tobacco products causes

nicotine addiction. Nicotine is highly addictive, so even infrequent use can lead to

addiction (Burke, Gotter 2018). Nicotine affects people of all ages, but it is most

dangerous in the teenage years. Brain development continues into adolescence,

which facilitates nicotine addiction (Cleveland Clinic 2022). Furthermore anyone

who starts using tobacco can become addicted to nicotine. The younger you start

smoking, the more likely you will become addicted to nicotine (American Cancer

Society 2022).Nicotine is addictive. Nicotine raises your risk of heart attack and

stroke (Family Doctor 2022).

Moreover Nicotine is addictive and the main psychoactive substance in

tobacco, which means it changes how the brain works. According to the National
 26

Institute on Drug Abuse (NIDA), most smokers use tobacco regularly because of

nicotine addiction (Kandola, Sherrell 2023). In addition Nicotine, a naturally

occurring chemical in tobacco, can cause negative effects in the brain, such as

mood swings. Nicotine can kill brain cells and prevent the growth of new ones in

the hippocampus, an area of the brain associated with memory. The developing

brains of teenagers and young adults are particularly vulnerable to long-term

nicotine exposure. Young people can become addicted to nicotine more quickly

than adults. They also find nicotine more useful and underestimate the risks of

tobacco addiction. The addictive nature of nicotine is the main reason people

continue to use tobacco (Government of Canada 2023).Furthermore, you can

think of nicotine and tobacco as (negative) partners in crime. First, you have

tobacco, which contains a cocktail of thousands of deadly chemicals that damage

every organ and cause premature death, according to the FDA, which also

claims that one in three cancer deaths in the United States is smoking-related.

The World Health Organization reports that tobacco kills more than 8 million

people every year. Then the highly addictive nicotine kicks in and holds smokers

in its grip despite many wanting to quit. In addition to being addictive for users,

nicotine also has its own dangerous risks (Belani 2023).

Cigarette addiction have effects and these are the effects .Nicotine creates

pleasant sensations in the body and mind. When you use tobacco, your brain

releases neurotransmitters like dopamine, the feel-good chemical. It creates a

short-term feeling of satisfaction and pleasure. But in addition to nicotine,

tobacco cigarettes and smokeless tobacco contain many carcinogens and other
 27

harmful chemicals (Gabbey 2018). Furthermore Nicotine produces a temporary

feeling of well-being and relaxation and increases the heart rate and the amount

of oxygen used by the heart. When nicotine enters the body, it causes an

increase in endorphins, which are chemicals that help relieve stress and pain and

improve mood. The body quickly absorbs nicotine into the bloodstream to reach

the brain. Nicotine levels peak quickly upon entering the body, so the feeling of

reward is short-lived. This can create a cycle where people continue to smoke to

experience the pleasurable feelings (Wilson 2022). Moreover if you want to

successfully quit smoking, you have to deal with the addiction as well as the

habits and routines associated with it. But it can be done. With the right support

and a quit plan, any smoker can kick their addiction – even if you've tried and

failed many times in the past (Robinson, Smith 2023).

 28

Chapter 3

METHODOLOGY

This paper aimed to capture the experiences of the student smokers in a

non-smoking environment. This study is qualitative in nature.

This chapter presented the research design, role of the researcher,

research participants, and the process of data collection, data analysis, and

trustworthiness that includes the four criteria: credibility, confirmability,

dependability, and transferability. All individuals that were concern with this study

was also included as well as the process of ethical considerations.

Research Design

This phenomenological study will describe the lived experiences

(Creswell, 2009) of the student smokers in a non-smoking environment. It

focused into what common experiences the participants had encountered in non-

smoking environment, the phenomenon under investigation. We used

phenomenology because a group of individuals such as student smokers

personally experienced the same phenomenon in banning the smoking inside the

Campus. They were able to explore such single idea (Creswell, 2012) about
 29

student smokers into more composite descriptions based on ―what and how

they experienced the phenomenon (Moustakas, 1994; Creswell, 2012).

This qualitative study involved interviews with student smokers in Lorenzo

S. Sarmiento Sr. National High School who are, the observable fact under

investigation. Using descriptive method, the study examined the social meanings

of the behavior of the student smokers inside the non-smoking environment and

the processes through which those shared knowledge were created. On the

other hand, Burns and Grove (2007) illustrate qualitative research as concerning

more on human experiences conducted in natural settings where information are

processed through observed phenomenon. We used phenomenology of our

study because it is centered on the peoples’ lived experiences (Carpenter, 2007).

The study used a social representations approach, which was

constructivist in nature. As such, it looked into the real life situation of the

participants with the understanding that their stories may be the same from other

student smokers who were also exposed to the same experience or

phenomenon. The ontological assumption of our study is that reality is subjective

and can be created through human activity (Kim, 2001; Cohen et al.,

2000).Epistemologically, We saw knowledge as personal, partial, and unique

(Cohen et al.,2000).Data were gathered through interview, then, these socially

constructed realities were intertwined through interaction and communication

(Kim, 2001).The purpose of this phenomenological study is to describe the social

meaning of the people’s experiences as they understand them (Ariola, 2006).

 30

Significantly, the subject of this study is the world of student smokers in a non-

smoking environment.

Bracketing is necessary in a phenomenological study, which means the

researcher must identify first what he wants to discover (Ariola, 2006).Bracketing

is the researcher’s awareness on the possibility that their values, beliefs, and

decisions may influence the setting of the research (Porter, 1993; Jootun et al,

2009). As part of this study, we are cautious and observant at all times, being

aware on the pre- obtainable beliefs on the study. We sought to it that we could

fully capture the participants’ experiences as they shared it to us during the

interview. We heightened our awareness on the phenomenon that the

participants had given during the interview however; we made sure to set aside

our own views and personal experiences only of the participants by identifying its

real fundamental nature (Creswell, 2012).

In describing the expressed phenomenon of the participants, we used

analogy as our approach. This would mean making comparisons, finding

similarities and correlations of the different experiences of the teachers so that

common theme about the subject might be extracted. We interpreted then what

constitutes to the essence of the phenomenon to our personal experiences and

to the subject itself (Ariola, 2006).

As suggested by Creswell (2012), sources of qualitative data include

profoundly interviews, personal observations, and reliable documents. In this

study, we used specific strategies in obtaining information such as substantial

interviews using video recorder, taking down notes, and focus group discussion.
 31

We gave focus on the emotional details of the participants to create a significant

output and significance of the study.

Themes of the phenomena from the seven participants of the individual

interview and with seven members of the focus group discussion were described

using thematic analysis, which is widely used in qualitative analytic method

(Boyatzis, 1998; Roulston, 2001) because of its flexibility. Participants from seven

to fourteen individuals who experienced the phenomenon is ideal for in- depth

and multiple interviews.

Thematic analysis as a foundational method for qualitative analysis

(Holloway and Todres, 2003) provides a flexible and useful research tool, which

can potentially provide a rich, detailed yet complex account of data (Roulston,

2001). The sample size of 7 to 14 is already an ideal number of participants who

will be able to provide rich details of the phenomena.

Role of the Researcher

Our role was to carry out the research, which included data gathering

information through in-depth interviews, focus group discussions, observation,

data analysis, and interpretation, drawing conclusions and making

recommendations, and presenting the study to the research panel throughout the

study period. The researcher was presented as someone who assured ethical

conduct of the research, interviewer, transcriber, and primary data analyst.

First, we acted as an interviewer; it is the primary tool for gathering

information from participants and the person in charge of ensuring that the

qualitative research ethical guidelines were followed. The very first task of the
 32

researcher was to make friends and form positive relationships with the

participants. They were assured that privacy and security safeguard the

research's ethical conduct. The research participants were asked to participate

and give their signed consent to become research subjects to guarantee that

they were not forced or coerced in the study's conduct. During the interview, we

acted as a moderator during focus group discussion; we are responsible for

recording all of the responses using audio recording and taking backup notes

when they became unsuccessful. The permission of the participants was

required. On the other hand, we used questioning techniques to get to the bottom

of things by asking probing questions. It was an open-ended question to elicit

their thoughts and feelings on a specific topic. We also ensured that

confidentiality was maintained. All interviews were recorded in a portable device

we owned, provided that the participants were aware of the recording, then all

the data were transferred to the personal computer and saved in strict

confidentiality.

Second, we served as a data transcriber and encoder. Following the

interview, we transcribed the recorded data that occurred during the interview.

After transcribing, we encoded all participants' responses in local languages to

English statements and organized the data.

Finally, we served as a data analyst. This is the stage at which we

interpreted the significance of the data based on the transcribed and encoded

data. We used the research methods and procedures that were applied to the
 33

report. As a primary data analyst, we took charge of the coding and conducted

the thematic analysis.

Research Participants

This phenomenological inquiry involved 14 volunteer senior high school

students. This study will be conducted in Lorenzo S. Sarmiento Sr. National High

School. This is recommended as a research method for groups of five (5) to 25

people who have shared the same experience, according to Creswell (2013), as

cited by Mason (2010). Seven (7) participants underwent in-depth virtual

interviews (IDI), and another seven (7) participants underwent virtual focus group

discussion (FGD) to meet data saturation.

Purposive sampling will be used to select participants for this study.

Purposive sampling was distinguished by the inclusion of specific criteria met by

the participants during the selection process (Padilla-Díaz, 2015). This technique

was used in identifying the participants for the in-depth interview (IDI) and focus

group discussion (FGD). The participants were intentionally chosen because they

possess specific characteristics related to the purpose of the research and were

included in the sample (Macnee, 2004).

In this phenomenological study, the in-depth virtual interview (IDI) and

virtual focus group discussion (FGD) took place in the participant's spare time.

Participants in this study were chosen based on the following criteria: (a) must a

senior high school students who are studying in LSSSNHS; (b) talking strand

under GAS, STEM, TVL. The ability to engage in focus group discussions, the

willingness to participate in the interview, and the ability to express ideas. The
 34

researcher was the primary data collector. Our role in qualitative research was

crucial as we collected and analyzed data (Creswell, 2013). In this study, we

collected the participants' information through in-depth interviews. We presented

as someone who assures ethical conduct of the research, interviewer,

transcriber, and primary data analyst.

Data Collection

We employed in- depth individual interviews with the participants in

collecting data using multilingual in interviewing the participants. Meaning, the

participants had answered in English, Filipino, Bisaya, or a mix of any of these

three languages. Before we conducted the interview to the participants, we

conducted a mock interview with one of the student smoker. This is for to prepare

our art of questioning and to find out whether the participants answer the

questions directly or not. During the mock interview, we see to it if the student

smoker could freely and comfortably share their stories. Interviews were saved in

a video tape while notes were taken for future reference of the different answers

of the participants.
 35

Unfortunately, we are not able to prepare an extra memory card for our

gadgets in recording our data. In effect, during our interviews the recordings were

not properly captured. So sad because we need to went back another time to

complete our interview with our participants. It is not easy to repeat the interview

on the same date because our participants are still students and there is a

possibility that they don't want to answer again our questions. We conducted our

in- depth interviews twice to some participants and worst, for our FGD we

conducted it thrice due to the recordings were not substantially captured. We let

one of the student smoker in that particular school to capture our live

conversation while we took some imperative notes from every important detail

mentioned by the participant.

The experience hurt us but we had to continue our undertakings. It is

normal to encounter such fall in collecting our data because technology will not

cooperate some time. However, on the second attempt of our in- depth

interviews, we made certain that everything will be set especially the gadgets we

are using. The same thing with our FGD, the third time we conducted the

interview with the FGD participants, we brought three different devices such as a

digital camera, tablet, and cellphone to make sure that we will not run out of

space to do our recordings. At last, everything was well- manifested and we are

able to capture every detail that our informants had said during the interviews.

In focus group discussion, we had focused our attention to every detail

that each member of the group had shared in order for us to have a thorough

understanding on their experiences and views about student smokers. We made

 36

certain that there were no obstacles while the discussion was going on. A well-

defined FGD depends on the researcher’s focus and the group’s communication.

Interviews were conducted during free time or after classes in the

afternoon in a quiet and private room to ensure there were no distractions that

might happen. In addition, to have privacy and confidentiality of the experiences

the participants have shared. Videos and photos during interviews were all well

taken. After all, data were coded, analyzed, and reduce into the most essential

themes.

Data Analysis

The answer of the participants were analyzed using thematic analysis.

Thematic analysis is a method of analyzing and reporting pattern or themes with

a data (Boyatzis, 1998; Roulston, 2001). Using thematic analysis on this study is

very helpful because it is flexible and a useful research tool that can probably

grant a substantial, complex, and rich account of the data. As suggested by

Boyatzis (1998), we performed the following steps in analyzing the data as to

mention: familiarize data, generate initial codes, search for themes, review the

themes, define and name themes, and construct the report.

Data reduction was used in analyzing the data, which means deleting

unnecessary data and modifying them into a useful material for the study so that

many readers can easily understand it (Namey et al, 2007; Atkinsol and

Delamont, 2006; Suter, 2012).In this method, we asked the help of an expert

one, a data analyst particularly in handling, sorting, and organizing voluminous

qualitative data for us to merge, manage, sort, and categorize data in easier way.
 37

Following the steps suggested by Boyatzis (1998), we first watched the

videos and then transcribed the interviews. This is to transform the data into texts

and so that it would be easier for us to code our data after. Then we read our

data many times to get acquainted with them. Then we have looked for possible

themes, coding them along the way. Several themes were found at first, but we

had to narrow them down to just few ones. To show data in an organized and

orderly manner, data display was used. Data display is the organization of data

and showing them through matrices, charts, and graphs that enable the reader to

draw out their ends (Suter, 2012).

Drawing conclusions and verification was the last step of analyzing

qualitative data. It is essential to review and revisit the data many times to double

check and verify the existing conclusions (Atkinsol and Delamont, 2006).These

conclusions were generated from the descriptive themes that came out from the

interview of the participants; these were woven together making it a useful

material for results and discussions.

The theoretical lens was then interpreted through inventory of related

literature on the theme to explicate, with a theory, the phenomenon being

investigated, which we did with the aid of two independent readers and expert

analysts on qualitative study to figure a team, which performed the triangulation.

Each of them scrutinized the data collected and contrasted individual judgments

to gain a more in- depth and comprehensive understanding of how each

investigator viewed the subject. Triangulation is used which means having more

than one person to collect the data augments reliability (Streubert and Speziale,
 38

2007) and thus producing reliable results of the research study. It is easier for us

to make an interpretation of our report if the findings of the different investigators

turn up at the same conclusion. We considered many different interpretations

before we formed a challenging and readable report, providing a sufficient

description allowing the reader to understand the interpretation (Zhang and

Wildemuth, 2009).

Trustworthiness

Parallel to the criteria of quantitative research as suggested byGuba

(1981), such as internal validity, reliability, and objectivity, qualitative research

has also different criteria for its evaluation (Lincoln, 1995).I considered the

trustworthiness criteria as suggested by Guba and Lincoln (1985) such as

credibility, confirmability or auditability, dependability, and transferability or

fittingness of the study (Cutcliffe & McKenna, 1999; Lincoln & Guba, 1985;

Sandelowski, 1986; Streubert-Speziale, 2007). Trustworthiness is the true value

on the findings of the study and the accuracy of data interpretations collected

from the paticipant’s experiences (Lincoln and Guba, 1985).

To institute credibility of our study, we ensured firmness on our data

collection such as the interviews, which were directly taken from the participants

and not a craft- up stories. We preferred that all-important data were includedand

those irrelevant one were deleted. During our interviews, we asked a colleague

to assist us especially on taking down notes and of taking photos and videos. In

addition, we asked a reliable person who could help us analyzed the collected

data. This results to more reliable findings of this study (Suter, 2012).
 39

To ensure more credibility of our study we made sure that we performed

the following as suggested by (Polit, Beck and Hungler, 2006; Sandelowski,

1986; Streubert- Speziale, 2007) such as having multiple sources of data,

debriefing, triangulation, and repeated contacts with our participants. Credibility

concerns with the extent on how the viewpoints of the participants correspond

with the description of the researcher. Ample times to interview the participants

were facilitated with the interview questions as guide. We are quite confident to

make good representations of their viewpoints because we are also familiar on

the status of being a student smoker. To be sure, on the processes and

interpretations of the collected data, we employed peer debriefing to the

dissertation adviser and to someone who is quite familiar on the complexities of

qualitative research. As a researcher, we are a part of the entire research

process, reflecting our personal experiences about the phenomenon as it was

discussed in the role of the researcher (Marshall and Rossman, 2010). We

conceded our personal biases on the way we communicated our participants and

on how the data were treated. To check the credibility of the findings and

interpretations, we have to go back to the participants to find out what they are

trying to convey during the interview.

Addressing confirmability or auditability of our study, we kept the audio

taped interviews, our personal reflexibility journal or diary, transcripts, and note-

takings. Confirmability or auditability (Polit et al., 2006; Streubert- Speziale, 2007)

refers to the researchers paper- trail, decisions, methods, and documentations

related to the study. We did not include our personal viewpoints, hypothesis, and
 40

conclusions to avoid misrepresentation of data. We refrained from putting our

own biases that is why we used bracketing as one of our methodologies. We also

used triangulation and peer debriefing to guarantee that the findings of the study

have no biases and chauvinism.

However, we preferred a little about what Gephart (1988) viewed about

confirmability. To him, confirmability accords with the issue on biases and

prejudices of the researcher (Gephart, 1988) aside from the reader’s own

roadway to track the data and interpretations presented (Guba & Lincoln, 1989).

The researcher can give her own biases and viewpoints on student smokers.

Nonetheless, it is our full responsibility to be conscious of our own reflections,

reactions, and even a close contact to our participants (Porter, 1993; Jootun et

al., 2009). If these presumptions occur on the conduct of our study, bracketing

and reflexivity are applied. Videos, transcripts, and all other documents available

were kept so that it can be presented to an interested party who would like to

look at the original sources or transcripts. On the other hand, after the

transcription of all data, we went back to our participants to confirm with them

that the data transcription is correct.

To establish the dependability of our study, we are consistent in the

collection and analysis of data through coding-recoding system. During data

reduction, we ensured that only relevant information were included. Next, we

applied peer debriefing for the triangulation of the data collected and analyzed.

Suter (2012) stressed out that to improve dependability common qualitative

strategies such as audit trail, peer debriefing, and triangulation are observed.
 41

Dependability was guaranteed by keeping track of the data through

documentation of the research processes or methods undertaken in the data

collection and analysis, the recorded interviews, and the utilization of the exact

transcripts. Copies of all transcripts and drafts were kept intact. This is in

accordance with the belief of Bond and Ramsey (2010) that researchers should

keep track of their data through wide-ranging documentation of the research

processes and methodological decision to ensure the dependability of the

research findings.

To deal with transferability we described the research context and

suppositions of our research in a possible detailed manner. We made sure that

the data are thick and rich in descriptions so that any interested person who will

transfer the results of this study to another context was held liable on the making

of the transfer.

Transferability refers to the extent to which results and findings of the

study can be applied or gained in other contexts or with other participants (Byrne,

2001; Streubert- Speziale, 2007). Parts of the transcripts of the interviews that

are thick and rich in details were quoted and cited. Transferability judgment by a

potential user is facilitated through thick description and purposeful sampling.

This means that participants in future studies like this will be selected reasonably.

These participants can visibly provide affluent information on the research

questions at hand. Transferability or fittingness of research findings means that

findings of the study is fitting outside the particular study and may possibly have
 42

meanings to another group or could be applied in another context (Byrne, 2001;

Streubert- Speziale, 2007).

Ethical Considerations

The main concerns of our study were individuals who are custody on the

code of ethics. To ensure their safety, give full protection so that they will not lose

their trust to us .We followed ethical standards in conducting this study as

pointed by (Boyatzis, 1998; Mack et al, 2005), these are the following: respect for

persons, beneficence, justice, consent and confidentiality.

Respect for Person's needs an obligation of the researcher not to exploit

the weaknesses of the research participants. Self-sufficiency was avoided in

order to maintain friendship, trust, and confidence among the participants and the

researcher. Before hand, we asked permission from the Schools Division

Superintendent in high school where data collection belongs to. Next, we also

sought permission from the different school heads of the research participants

before conducting the research (Creswell, 2012). This was done to pay respect

for the individuals concerned in the study.

Consent is another most important way of showing respect to persons

during research (Creswell, 2012). This is to let all participants became aware on

the purpose and objectives of the research study that they are going to involve.

Written consent was provided for them to get their approval. After getting their

nod, they have actively participated the in-depth interviews and focus group

discussions. Of course, they were informed on the results and findings of the

study.
 43

Beneficence requires a commitment of minimizing risks to the research

participants rather maximizing the profits that are due to them. Anonymity of the

interviewee was kept in order not to put each participant into risks. At all times,

participants were protected, so every files of information were not left unattended

or unprotected (Bricki and Green, 2007).

Confidentiality towards the results and findings including the safeguard

of the participants, coding system were used. Meaning, the participants’ identities

were hidden (Maree and Van Der Westhuizen, 2007). As recommended by

Maree and Van Der Westhuizen (2007), all materials including videotapes,

encoded transcripts, notes, and others should be destroyed after the data were

being analyzed. Some of the informants were hesitant to be interviewed at first

because they were afraid what to say but because of our reassurance to them in

regards to the confidentiality of their responses, they later gave us the chance

and showed comfort in answering the interview questions. We are extra careful

with our questions and due respect was given importance to this study.

Justice requires a reasonable allocation of the risks and benefits as

results of the research. It is very important to acknowledge the contributions of all

the participants as they generally part of the success of the research. They must

be given due credits in all their endeavors (Bloom and Crabtree, 2006). They

were not able to spend any amount during the interview. Sensible tokens were

given to them as a sign of recognition to their efforts on the study. We are hoping

that through this study, they will be set free into whatever negative experiences
 44

they had as a student smokers and maintain a good name into what positive

contributions they could offer in this study.

Chapter 4

RESULTS

In this chapter, the experiences of the participants of the study are

discussed including both stress and pressure, as well as their social

understanding of being a student in a non-smoking environment are presented

which was gathered through in- depth interviews and focus group discussion.
 45

With the following research questions, data production from the participants was

directed.

1. What is your experiences as a student smokers in a non-smoking

environment? 2. How do student smokers cope with this challenges they

encounter?

3. What are the insights of the student smokers in terms of smoking?

This chapter is segregated into four parts. The first part is all about the

data of the participants from which the qualitative data were assembled. The

second part discusses the data analysis dealings and the steps in the

classifications of the emergent themes collected from the in- depth interviews

and focus group discussion of the participants. The third part deals with the

answers to the in- depth interviews and the focus group discussion questions

under each research problem. Lastly, part four includes the outline of responses

from the different informants.

Participants

Key informants. There were ten key informants in this study; all of them

were men, who were all senior high school students at Lorenzo S. Sarmiento Sr.

National High School Davao de Oro, student smokers have different experiences

of being in a non-smoking environment. They were selected based on the

purposive sampling to which they were assigned. These schools make it very

easy to interview the students. The social experiences of these informants were

assigned to Lorenzo S. Sarmiento Sr. National High School would be a lens for

resolving issues and concerns about student smoker’s experiences in a non-

 46

smoking environment. Participants were given pseudonyms in order to preserve

confidentiality and privacy as presented in Table 1.

Focus Group .A focus group discussion was conducted with seven

participants: seven male student smokers who have different experiences in a

non-smoking environment .All of them were from the same school. The student

experiences of these participants in the focus group discussion ranged from the

senior high school students to the discussion was conducted to gain more

insights and develop social constructions among the participants on the issue of

the student smokers in a non-smoking environment. The original name of the

participants were not mentioned vividly; instead pseudonyms were used to make

their activities obscure. They were presented in Table 1 according to their number

.The key informants and the participants in the focus group discussion answered

the same set of interview questions. The researchers knew most of them since

they were students at Lorenzo S. Sarmiento Sr. National High School. Moreover

some of them were the researcher friends, while the rest were unfamiliar to the

researchers. The researches learned through our interaction about their happy

and sad experiences of the students smokers in a non-smoking environment. IN

addition, the researchers learned from their various experiences, including

problems of the student smokers in a non-smoking environment and their

defense mechanisms for coping with these the researchers agreed together

during the meetings with the help and support of the school. Personally we found

it not easy during the data collection since the researcher was able to repeat the

conduct of our interviews because at first the audio recordings could not be
 47

heard. The only thing that make the researcher courageous was the individual

support of our informants. They were also able to give the best answer they

could to every question the researchers ask them. However, with the support of

our FGD participants ,we were able to finish our interaction in a very interesting

way .Most of our participants have similar experiences as student smokers in a

non-smoking environment of Lorenzo S. Sarmiento Sr. National High School;

however all of them had fascinating and exceptional experiences. The

researchers used a video recorder and our cellphone. The research have also

taken personal notes of the answers that they thought were very important and

took salient observations during the interviews.

Categorization of Data

After conducting in-depth interviews and a focus group discussion, the

data from the recorded audio tapes were transcribed. Any responses in the local

language were carefully translated into English. Following Boyatzis' (1998)

recommendations, the researchers watched the videos and listened to the

recordings, converting them into text for easier coding of the data. The data

analysis process consisted of three steps: data reduction, data display, and

drawing conclusions and verification. These steps aimed to identify the central

themes related to the phenomenon under investigation (Burns & Grove, 2007).

To eliminate unnecessary data, data reduction was employed to extract

the essential and logically understandable material from the transcriptions

(Moustakas, 1994; Creswell, 2012). Thematic analysis was used to organize and

categorize the data. Through data reduction, the extensive qualitative data
 48

collected was condensed and made more manageable, facilitating

comprehension and control. The researchers sought assistance from a data

analysis expert to ensure accuracy.

Table 1

Participants Information

Assumed Name Gender Age Location Section Grade Study Group

 49

Charl Male 18 LSSSNHS Jade 11 In-depth Interview

Kyre Male 17 LSSSNHS Zircon 11 In-depth Interview

Nash Male 17 LSSSNHS Jade 11 In-depth Interview

Jan Male 17 LSSSNHS Jade 11 In-depth Interview

Ram Male 18 LSSSNHS Peridot 11 In-depth Interview

Sammy Male 17 LSSSNHS Zircon 11 In-depth Interview

Joe Male 17 LSSSNHS Zircon 11 In-depth Interview

Win Male 17 LSSSNHS Peridot 11 Focus Group

Jaisi Male 18 LSSSNHS Athena 12 Focus Group

Frank Male 18 LSSSNHS Athena 12 Focus Group

Richard Male 17 LSSSNHS Aquamarine 11 Focus Group

Marl Male 18 LSSSNHS Aquamarine 11 Focus Group

Wegie Male 17 LSSSNHS Aquamarine 11 Focus Group

Kent Male 17 LSSSNHS Peridot 11 Focus Group

The next phase involved presenting the data using visual tools like

matrices or tables to help the viewer draw conclusions. During this step, the

researchers carefully reviewed the data multiple times to become familiar with it.
 50

Initially, they identified several themes, but with the assistance of a data analyst,

they narrowed them down to a few key ones.

Finally, the researchers conducted the process of drawing conclusions

and verifying them for qualitative analysis. They revisited and examined the

analyzed data repeatedly to ensure the validity of the emerging conclusions.

Through this process, conceptual categories and descriptive themes emerged

from the data. These interconnected themes were developed into a meaningful

framework (Van Manen, 1990). Additionally, the researchers referred to relevant

literature on the investigated phenomenon (Grove, 2007) to provide theoretical

explanations.

When interpreting the report, the researchers carefully determined which

data to include and which information to exclude. The interpretation was written

in a dear and precise manner. Sufficient descriptions were provided to allow the

reader to understand the basis for the interpretation, ensuring that the

interpretations were meaningful and comprehensible (Polkinghorne,1989 ,p.46).

Various criteria for evaluating qualitative research must be taken into

consideration (Lincoln, 1995). The researchers followed the trustworthiness

criteria proposed by Guba and Lincoln (1989) which include credibility.

Confirmability, dependability, and transferability. They engaged extensively with

the participants to gain a thorough understanding of every aspect of the studied

phenomenon. To achieve triangulation, the researchers used muldple sources of

evidence, including interview transcripts from key informants and focus group

discussions, detailed field notes, and relevant literature readings (Polit, Beck, and
 51

Hungler, 2006; Sandelowski, 1986; Streubert-Speziale, 2007). This was done to

strengthen the study.

Furthermore, peer debriefing was conducted as an additional method. The

researchers collaborated with a peer debriefed to identify the essential themes.

Before that, the researchers sought input from friends and classmates to review

and analyze the transcriptions. They considered their comments and

suggestions, including the removal of irrelevant data from the study.

Research Question No 1: What is your experiences as a student

smokers in a non-smoking environment?

During the in-depth interviews and focus group discussion, the following

questions were asked in order to generate a wide ranging discussion for the

above research problem. Can you tell us about your situation in a non-smoking

environment? What are your common experiences as a student smoker in a non-

smoking environment? Can you describe a specific instance where you faced a

major challenge as a student smoker? What difficulties did you encounter in

school being a student smoker? Have you ever experienced any challenges or

barriers in school related to you as a student smoker?

There were three major themes emerged from the data collected on the

experiences of the study participants as presented in Table 2 such as Stressed ,

Pressured, and Time Management.

Table 2
 52

Essential Themes and Core Ideas on the Experiences of Student Smokers

in a Non-smoking Environment
Essential Themes Core Ideas

 For me, this is very difficult

 I find it extremely difficult to not be

permitted to smoke here
Experienced Difficulties
 It's hard because you have to look for
cigarettes after eating.

 Ah for me I don't even have a major

problem as a student because I follow
Obeying the school rules the rules

 I respect the school and I follow the

protocol

 I am not against the rules of our

school
 My classmates really think that I'm a
bad influence to them
Being Judged
 My neighbor school mate's always
teasing me for being a smoker

 I'm always accused of smoking in the

comfort room even though I didn't do
that

Experienced Difficulties

Almost all the information and the FGD participants share the same

statement; they find out that having a vices is not easy when you are in a non-

smoking environment particularly in Lorenzo S. Sarmiento Sr. National High

 53

School. They really felt that having a vices with difficulties is not easy, especially

if there is a rule that needs to follow.

Win (not his real name), stated about his situation that it is very difficult for

him to be in a non-smoking environment

"Para sa amoa lisod kaayong ingon ani kay

manigarilyohay mi unya way smoking area
ang eskwelahan hahaha."

(For us, it's very difficult because we are

smoker and the school doesn't have a
smoking area hahaha.) (UJSSN_FGD1-Q1)

Richard (not his real name) described his difficulties

inside the campus

"Sa akoa lisud sad kaayu kay sa isa ka adlaw

maka hurot kog Isa ka kaha unya diri sa
eskwelahan Wala jud bisan Isa."

(For me it is very difficult because in one day

I can smoke many cigarettes but in the
school I can't even use one stick of cigarette.)
(UJSSN_FGD4-Q1)

In addition to expressing their difficulties caused by the rules that needs to

be follow, some participants also revealed the dis advantages in a non-smoking

environment of Lorenzo S. Sarmiento Sr. National High School.

Marl (not his real name) stated his reason of why it is very difficult for him

to be in a non-smoking environment

"Para sa akoa no nga lain kaayu labi nag

masanay ka taga human nimog kaon unya
manigarilyo unya pariha ani naa ta sa sulod
sa eskwelahan lisud kaayu unya wasad tay
mahimo."
 54

(It's different for me. After you eat, you can

smoke, but when we are inside the school
campus It's hard, but we have no choice.)
(UJSSN_FGD5-Q1)

Obeying the school rules

Almost all the information and the FGD participants share the same

statement; they obey the rules rather than breaking the rules of Lorenzo S.

Sarmiento Sr. National High School. They really felt that it was not easy to be in a

non-smoking environment but as a student they follow the rules instead of

disobeying.

Jan (not his real name) stated that he obey rather than breaking the rules

"Ah para sa Akoa, para sa akoa Wala man

pud Koy major problem as a student Kay ga
follow mn kos rules."

(Ah for me, for me I don't even have a major

problem as a student because I follow the
rules.) (UJSSN_IDI4-Q1)

Charl (pseudonym) stated that he obey rather than breaking the rules

"Ah Wala man hinoon Koy mga Barriers nga

nasinati or challenges drias eskwelahan Kay
kanang Kuan ga respeto mn tas eskwelahan
for example dli ko manigarilyo drias
eskwelahan Kay gi respeto nkong
eskwelahan og Gina follow Nako Ang
protocol."

(Ah, I don't have any barriers or challenges at

school because I respect the school, for
example I don't smoke at school because I
 55

respect the school and I follow the protocol.)

(UJSSN_IDI1-Q1)

Kyre (pseudonym) stated that he obey rather than breaking the rules

"Wala mn Koy experiences Kay d mn ko ga

supak sa balaod sa eskwelahan."

(I don't have any experiences because I am

not against the school law.) (UJSSN_IDI2-
Q1)

Being Judged

Almost all the information and the FGD participants share the same

statement; they felt judged about their vices, other students really think that they

are not good anymore. They really felt that it was not easy being judged,

especially since they know that they are good even if they have vices.

Charl (pseudonym) stated about how his classmates judged him

"Ang challenge para sa akoa kay mindset

sakong mga classmates kay bad influence
ko."

(My classmates really think that I’m a bad

influence.) (UJSSN_IDI1-Q1

Ram (not his real name) described being judged by the people around him

"Wala, wala koy major challenge kay wa sila

kabalo pero panagsa manungog akong
silingan nga school mate diko ganahan.”

(No, I don’t have a major challenge because

they don’t know that I’m smoking but my
neighbor who is also my schoolmate
sometimes tease me and I don’t like it.)
(UJSSN_IDI5-Q1)
 56

Marl (pseudonym) described being judged by the people around him

"Hmm, kanang akong major challenge kay

pirme ko pasanginlan nga ga sigarilyo sac r
bisan wala ko gahimo ana.”

(Hmm, my major challenge is thet I was

always accused of smoking in the comfort
room even though I didn’t do that.)
(UJSSN_FGI5-Q1)

Research Question #2: How the student smokers cope with the challenges

they encounter?

The following questions were asked during the in-depth interview and

focus group discussion to find out the defense mechanisms of students in

Lorenzo S. Sarmiento Sr. National High School who encountered challenges in a

non-smoking environment: What is your strategy as a student smoker in order to

overcome the challenges you are facing? What is your technique as a student

smoker so you can't smoke inside the campus? What adjustments have you

made in order to cope or follow the school rules? Is it challenging for you to be in

a non-smoking environment? How did you adjust? Do you think that being a

student smoker will affect your studies? In what way? These defense mechanism

involves the student’s strategies being in a non-smoking environment.

 57

Table 3
Essential Themes and Core Ideas on students who encountered challenges
in a non-smoking environment
Essential Themes Thematic Statement

 For me, I go to the canteen and

buy food to get rid of the
unpleasant feelings.
Seek ways to avoid taking
 For me, my strategy is to wander
around and have fun so that I
cigarettes
can't smoke cigarettes.

 My technique is also that I go to

canteen and immediately buy
candy
 The only thing I changed was
that when I was in school, I didn't
smoke.

 I don't change my behavior at

Change of behavior
home because I keep smoking
and I wander, but in school I just
sleep

 At home, I don't like candy

because I have cigarettes, but
here at school, I use candy.
 For me I always control my
emotion not to find cigarette

 For me I control my mouth not to

find cigarette
Control the vices
 For me I forget thinking about
cigarette so that I won’t miss and
I can control no to use cigarette
 58

Seek ways to avoid taking cigarettes

Seeking ways: As a students, they need to prevent using cigarette

especially if they are inside the school campus because smoking is banned

inside the school

This was the general response of the participants regarding on prevention

is better.

Charl (pseudonym) stated what he do to prevent using

cigarette

“Para sa akoa no mo adto kog canteen og

mamalit kog pagkaon na para mawala ang
kaloud.”

(For me I go to the canteen and buy food to

get rid of the unpleasant feelings.)
(UJSSN_IDI1-Q2)

Frank (not his real name) also described his strategy to prevent using cigarette

"Para sa akoa ang strategy nako ilaag-laag

ra nako og ilingaw lingaw para dili nako maka
Kuan og sigarilyo."

(For me, my strategy is to wander around

and have fun so that I can't smoke cigarettes)
(UJSSN_FGD3-Q2)

Jaisi (not his real name) stated his technique to prevent using cigarette

"Akong teknik pud kay mo adto kog canteen

og palit dayog candy na halang hahaha."

(My technique is also that I go to the canteen

and immediately buy candy) (UJSSN_FGD2-
Q2)
 59

Change of Behavior

Changing Behavior: As students, they need to change their behavior when

they are in school, they need to be formal and follow the rules

This was the general response of the participants on Changing Behavior.

Win (pseudonym) stated about how he change his behavior inside the campus

"Ah ang kausaban nako para sa akoa kay

pag naa ko dirias eskwelahan dili jud ko
manigarilyo Kay ga respeto jud kos rules
drias campus nato."

(Ah, the change for me is that when I go to

school, I don't smoke because I respect the
rules of our campus) (UJSSN_FGD1-Q2)

Jaisi (not his real name) described how he change his behavior inside the
campus

"Ang akong kausaban kay sa balay kay sige

kog sigarilyo, laag perog naa sa eskwelahan
tulog gyud na pirme, recess, udto og free
time."

( I don't change my behavior at home

because I keep smoking and I wander, but in
school I always sleep to forget cigarette,
maybe free time,recess or lunch)
(UJSSN_FGD2-Q2)

Frank (not his real name) described how he change his self-inside the campus

"Sa akoa sa balay dili ko hilig og candy Kay

naay sigarilyo pero diri sa eskwelahan candy
jud akong gamit."
 60

(At home, I don't like candy because I have

cigarettes, but here at school, I use candy)
(UJSSN_FGD3-Q2)

Control the vices

As a students, they always need to control their vices especially smoking

because smoking is prohibited inside the school campus of LSSSNHS

This was the general response of the participants regarding on controlling

vices.

Win (pseudonym) states about controlling vices

"Para sa ako always nako gina control akong

emosyon para para dili maka sigarilyo."

(For me I always control my emotion not find

cigarette) (UJSSN_FGD1-Q2)

Jan (not his real name) also states about controlling vices

"Para sa akoa I kontrol nak akong baba nga

dili magpangita og sigarilyo HAHA. "

(For me I control my mouth not to find

cigarette) (UJSSN_IDI4-Q2)

Jaisi (not his real name) states about controlling vices

“Para sa ako ginakalimtan nako nga mag

huna huna og sigarilyo para dili ko mingawon
og I control nako para dili ko maka sigarilyo
HAHA.’’

(For me I forget thinking about cigarette so

that I won’t miss and I can control not to use
cigarette) (UJSSN_FGD2-Q2)
 61

Question #3What are the insights of the student smokers in terms of

smoking?

In order to grasp fully the social meanings of the student smokers in a

non-smoking environment, there were three specific questions being asked

during the in-depth interview and focus group discussion, namely: What did you

do to support the school rules even if you are against on it? How do parental

involvement and support contribute to the academic and social development of

student smoker? Can you define yourself as a smoker? What advice would you

give to other students who have the same vices as you? What recommendations

or suggestion would you give to school administrator to help the student smokers

in their respective school?

From the responses of the participants Table 4 we have 3 major themes

emerged to mention; supporting the rules, Effects of being a smoker and

reducing smokers inside the Campus.

 62

Table 4

Essential Themes Core Ideas on what are the Insight can they Share
to Other students

Essential Themes Core Ideas

 The support I did to the school would not

break that law.
Follow the school policies
 The support I do is just following the policy for
and rules everyone's sake.

 So as a student, I support the school rules by

following the rules

 Don't start smoking because it is very difficult

to quit.

 Don't start smoking if you don't have money,

Avoid taking cigarette because you can only think of stealing to buy
cigarettes.

 Stop smoking as soon as possible because it

is harmful to the body and you can become
addicted to it.
 Students need to be watched because they
might be smoking in the comfort room.
Make adjustments with
 Check the students' bags because there might
school policy be cigarettes in their bag.
implementation
 Open the bag of the boys student
 63

Follow the school policies and rules

As a student they need to support the rules of the school particularly if it's

about smoking issues.

This was the general response of the participants regarding to support the

school rules even if they are smokers in a non-smoking environment

Jaisi (not his real name) states about how he support the school rules

"Ang pagsuporta nga akong gihimo sa

eskwelahan kanang dili ko mo tutul sa kana
na balaod sa eskwelahan, di sad mo ambak
ana."

(The support I did to the school would not

break that law and also not to jump over the
fence.) (UJSSN_FGD2-Q3)

Frank (not his real name) states about how he support the school rules

"Ang suporta nako nga gihimo is masunod

lang gyud sa patakaran para sa kaayohan sa
tanan."

(The support I do is just following the policy

for everyone's sake.)(UJSSN_FGD3-Q3)

Jan (not his real name) also described how he support the school rules

"So simple lang as a student is naga support

kos rules sa eskwelahan by following the
rules Kay dire man ko ni eskwela."

(So as a student, I support the school rules

by following the rules because I am still
studying here) (UJSSN_IDI4-Q3)
 64

Avoid taking cigarette

As a student, they will have effects particularly as a student smoker

because cigarette is a toxic chemicals that will enter our body.

This was the general response of the participants regarding about the possible

effect of being a smoker at a young age.

Win (not his real name) states about the possible effect of being a smoker

"ayaw jud og sudli kay lisod na kaayo

undangan Ang pag panigarilyo."

(Don't start smoking because it is very

difficult to quit). (UJSSN_FGD1-Q3)

Jaisi (pseudonym) also states about the possible Effects of being a student
smoker

"ayaw nag sulod samot nag way kwarta

magpa ngita jud mo og maka hunahuna nag
pangawat."

(Don't start smoking if you don't have money,

because you can only think of stealing to buy
cigarettes.) (UJSSN_FGD2-Q3)

Frank (not his real name) described the possible effect of being a student smoker

"Undangan najud mintras sayo pa Kay maka

daot sa Lawas og maka adik."

(Stop smoking as soon as possible because

it is harmful to the body and you can become
addicted to it) (UJSSN_FGD3-Q3)
 65

Make adjustments with school policy implementation

Prevention: Being a student, with vices need to be prevented and also

reduce especially since they are too young

This was the general response of the participants regarding the reducing

of smokers inside the campus

Kent (Not his real name) States about reducing smokers inside the

campus

“Pabantayan ang mga estudyante basin

gasigarilyo sa cr.”

(Students need to be watched because they

might be smoking in the comfort room.)
(UJSSN_FGD7-Q3)

Joe (pseudonym) states on how to reduce smokers inside the campus

“Ipa check ang mga bag sa estudyante kay

basig naay sigarilyo.”

(Check the student’s bags because there

might be cigarettes in their bags.)
(UJSSN_IDI7-Q3)

Jan (not his real name) states about how to reduce smokers inside the campus

“So ang akong mahatag na

recommendations sa eskwelahan is mag
conduct og smoking prevention program para
ma reduce ang student smokers.”

(My recommendation to the school is that

they conduct a smoking prevention program
 66

to reduce the number of students who

smoke.) (UJSSN_IDI4-Q3)

Chapter Summary

From the results of the study taken from the responses of both the in-

depth interviews and the FGD participants, most of them experienced

Disadvantages being in a non-smoking environment, Obeying rather than

breaking the rules, being judged, preventing is better, changing behavior , stress

reliever, supporting the rules, Effects of being a smoker and reducing smokers

inside the campus. All these burdened the students and prevented them from

there vices, which is to rehabilitate there situation in a non-smoking environment.

On the other hand, teachers were very passionate about helping their students to

prevent using cigarettes, and there were mitigating elements that emerged as

one of the themes in the first research question. After all, one hundred percent of

the participants felt disadvantage in a non-smoking environment because it is

very difficult for them. Students being in a non-smoking environment try their best

to cope with their difficult situation. Despite the common problems they

encountered as students at Lorenzo S. Sarmiento Sr. National High School, such

as being judged and the disadvantages in that situation, obeying rather than

breaking the rules, and effects of being a smoker. IN fact. They also used various

activities and strategies to catch the difficult situation in a non-smoking

environment. In general, they were able to face all the challenges brought about
 67

by non-smoking environment at Lorenzo S. Sarmiento Sr. National High School.

Most often, students with vices encounter a difficulties inside the campus. These

students are also stressed and pressured, and the parental support is passed on

to the teacher handling student smokers. They have always had the ability to

make new things or think of new ideas for the benefit of their body. They were

able to deal with difficult situations and find solutions to whatever problems might

arise. Meaning they are persistent in their responsibilities as students; hence,

they can surpass every situation as a student smoker at Lorenzo S. Sarmiento

Sr. National High School. It is uplifting to know that the informants are willing to

take all the risks involved in a non-smoking environment that being assigned to

Lorenzo S. Sarmiento Sr. National High School. What is important to them are

their clients, not their personal comfort zones.

 68

Chapter 5

DISCUSSION AND CONCLUSION

This chapter presents the discussion, conclusions, implications for

practice and implications for future research supported from the themes emerged

during the data analysis. This study clearly stated its purpose that is to describe

the social meanings created by the students from Lorenzo S. Sarmiento Sr.

National High School in unveiling the Journey of the student smokers in a non-

smoking environment. It aims to go deeper in bringing about their experiences

under the implementation of banning of smoking inside the campus, their

insights, feelings, and coping mechanisms in their given tasks and to verify what

concepts may be pulled together from the findings.

This phenomenological study was able to capture the social meanings of

the participants on their experiences amidst blended from Lorenzo S. Sarmiento

Sr. National High School public secondary schools. Phenomenological study is

very much concern on the human perception of events or phenomena created

from the concrete proceedings in the real world (Creswell, 2007). These concrete

proceedings are given ―breath based from the experiences of the participants

involved in this study through lengthy discussions for phenomenological study

describes the common meaning of the ―lived experiences for several individuals

about a concept or phenomenon (Creswell, 2012).

 69

This study supports the Theory of Health belief model, it is a very useful

lens in investigating issues and concerns such as student smokers. Since our

study is all about the experiences of the student’s smokers in a non-smoking

environment. Health Belief Theory is a very useful lens in investigating this social

issue. Participants of this study will have knowledge about the possible effect of

cigarettes in there body and make them think to stop using cigarettes that's why

this theory is very useful. The results have added to the growing knowledge

concerning the value of experiences of senior high school male student smoker

amidst non-smoking environment of Lorenzo S. Sarmiento Sr. National High

School. Knowing how those students handle their day-to day difficulties being in

a non-smoking environment socially understand the framework is a valuable

feedback to the Department of Education.

Phenomenological qualitative approach is perfect in explaining sensitive

issues such as exploring the experiences of senior high school students under

the implementation of non-smoking from Lorenzo S. Sarmiento Sr. National High

School. Bracketing is taken into consideration to look into the things to discover

(Ariola, 2006).It is in this structure of situation that 14 participants, 7 from the in-

depth interviews 7 for the focus group discussion were asked to contribute and

share their experiences with the implementation of non-smoking, as well as their

insights and views to what had happened to them. All of them are currently

students from Lorenzo S. Sarmiento Sr. National High School of Mawab District,

Davao De Oro Division. The participants are selected students who experienced
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the difficulties in a non-smoking environment in grade eleven and grade twelve

students in senior high school.

Experiences of student smokers in a non-smoking environment.

Base on the results of the study students have various experiences in a

non-smoking environment. On the experiences of students towards in a non-

smoking environment, three essential themes emerged Experienced Difficulties

(1), Obeying the school rules (2) and Being Judged (3).

Experienced Difficulties

Experiencing difficulties inside the campus is not easy because they don’t

have the freedom that they wanted and they need to obey the school policies.

Many of our participants say that as a smoker it is very difficult for them to be in a

non-smoking environment but besides of the difficulties they still follow the rules

because they know that banning smoking inside the campus is good for

everyone.

This is in line with the study of Simple et al,(2022) that most of smoker

didn't like to be in a non-smoking environment and It is very difficult for them but

smoke-free policy measures have been shown to be useful in protecting non-

smokers from secondhand smoke, and can additionally increase cessation and

reduce smoking. Furthermore in experiencing difficulties this is in line the study of

Goodwin (2023) it is very difficult to the smoker to be in a non-smoking

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environment but then smoking impacts your cardiovascular health and also

affects the health of those around you who don’t smoke. Exposure to

secondhand smoke carries the same risk to a nonsmoker as someone who does

smoke. Risks can include: stroke, heart attack, heart disease.

Obeying the school rules

Besides of having difficult experiences Informants and participants also

stated their experienced in obeying the school rules because even if it is very

difficult for them to be in that place they will always obey the rules. They said that

as a student it is our responsibility to obey the school rules even if we are

against on it because it just for our own good.

This is in line with the study of Milcarz et al., (2017),Smoke-free

environments not only protect non-smokers, but they also positively affect

tobacco use in continuing smokers by helping them to reduce the number of

cigarettes smoked daily and encouraging them to quit. Furthermore Briones

(2022) As far as there policy is concerned, the schools have always been smoke-

free. The DepEd has institutionalized a comprehensive tobacco control policy

that prohibits smoking near schools and among the learners.

Being Judged

Beside of Experiencing Difficulties and obeying the school rules students

also experienced being judged because of their vices, it is not easy for them to
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be in a difficult place and to follow the school rules and to be judged. Most of our

participants said it is very difficult for them to judged because according to them

they just have vices but they have a good heart.

This is in line with the study of Quora (2023), Smoking is an individual's

choice. Judging anybody at any time is a human weakness. Always looks can be

very deceptive. Somebody looking ugly in someone's eyes, walking with a

cigarette in the mouth, can be judged adversely, but he may be very kind and

humane inside. To confirm with the study of Monash (2022) Current smokers

may be reluctant to access services due to embarrassment or fear of being

judged and perceive themselves to be receiving a reduced level of service,

Feelings of being judged, feelings of guilt and shame can lead patients to hide

their smoking history or their diagnosis of a respiratory illness while others may

not feel worthy of treatment.

Student smokers cope with the challenges they encounter.

Attending to their children's basic developmental requirements, such as

those for autonomy, competence, and relatedness, parents can also support their

children's autonomous motivation (Ryan et al., 2019).This shows that Seek ways

to avoid taking cigarettes, Change of Behavior and Control the vices are

coping mechanisms that students use when they experience challenges amidst

non-smoking environment.

All of the informants and participants stated their insight in terms of self-

controlling concepts. The result shows that they have a Controlling technique

to cope up in a non-smoking environment.

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Seek ways to avoid taking cigarettes

Seeking ways to avoid using cigarette is very difficult for the smokers,

Most of them says that they did their best just to forget using cigarette and they

control there emotion but is very difficult for them. One of our participant said that

he have techniques just to forget using cigarette like for example is that he

always eat candy just to forget cigarette and he wander around to enjoy other

things .

This is in line With American Cancer Society (2020) If you miss the feeling

of having a cigarette in your hand, hold something else – a pencil, a paper clip, a

coin, or a marble, for example. If you miss the feeling of having something in your

mouth, try toothpicks, cinnamon sticks, sugarless gum, sugar-free lollipops, or

celery. Some people chew on a straw or stir stick. Avoid temptation – stay away

from activities, people, and places you link with using tobacco. Create new habits

and a tobacco-free environment around you. Furthermore Australian Government

(2023), states that avoid situations that will trigger a desire to smoke, distract

yourself with new activities, get support from family and friends, focus on the

benefits of not smoking.

Aside from Seek ways to avoid taking cigarettes, students also mentioned

Change of behavior because student smokers change their behavior when they

are in school unlike when they are in there house they always use cigarette but in

school they control there vices so that they can obey the school policy. Many of

them said that they are scared to disobey school rules that’s why they are
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following the rules and policies as well as they change their behavior inside the

campus.

This is in line with Eatough (2021) Most of the behavior is habitual.

Behaviors become automatic when repeated over time. Intentional behavior

change requires weakening a strong neural connection to break the old habit. At

the same time, you strengthen the new one. This is hard because setbacks can

easily knock us back into our old mental patterns and behaviors. Furthermore

Cherry (2022) During this stage, people become more and more aware of the

potential benefits of making a change, but the costs tend to stand out even more.

This conflict creates a strong sense of ambivalence about changing. Because of

this uncertainty, the contemplation stage of change can last months or even

years.

Other than that student smokers also control there vices when they are

inside the school campus of LSSSNHS because smoking is prohibited on that

place. Controlling the things that they wanted is not easy for them because they

think that they don’t have the freedom to do what they want but then they analyze

the smoking is not allowed inside the campus because it is not good for the

health of everyone.

This is in line with Savoie (2018) No matter what your vices are example

is smoking cigarette, it is important to quit. This is simply not healthy for us .Vices

shorten your lifespan and make you look older than you actually are. In Addition

Dennis (2019) Vices and habits tend to become harder to break because they
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are deeply wired to constant repetition in your brain that's why vices need to be

control

Insights of student smokers in terms of smoking

About the insights of the students smokers in terms of smoking. There

were only three themes emerged from the research question these are

Follow the school policies and rules, Avoid taking cigarette and Make

adjustments with school policy implementation.

All of the informants and participants stated their insights in terms of

smoking concepts. The result shows that they are following the school policies

and rules. All of the participants said that following the school policies and rules is

better than breaking the rules.

They said that it's better to follow the school policies because it is good

for everyone. Following the school rules and regulations is not just for our own

good but also for the people around us and the reason why smoking is not

allowed inside the campus is that the people around the smoker will smell the

smoke of cigarette and it can cause many disease on our body that’s why for

everyone’s safe they need to follow the school policies even if it is very difficult

for the smoker.

This is in line with the study of Neogov (2020) School policies and

procedures establish expectations, keep students safe, and make sure they

receive a good education. To confirm with the study of Amin (2019) Anti-smoking

policies can reduce the prevalence of smoking by promoting prevention,

restriction, cessation, and by preventing students from using tobacco on school

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premises and protecting non-smokers. Well-known statements document that

smoking behavior is mainly recognized and established at or before the age of

18. Consequently, smoking prevention programs have been focused on

adolescents, mainly within school settings.

Otherwise Avoid taking cigarettes was also mentioned by the Informants

and participants; they said that when you use cigarette it is very difficult to quit

and smoking is very harmful to our body because it has nicotine that will make us

addicted on it. The reason why many smoker is become addicted on cigarette it

because of the nicotine because once you try to smoke they will always find a

way just to use cigarette.

It is in line with the study of Yoruk &Yararbas (2018) Smoking is a common

addictive behavior found among young people particularly in students. In the

case of smoking addiction the substance nicotine has the most important

influence. Therefore, in the fight against smoking addiction it is considered to be

important to know the smoking habits of students and the factors that might affect

these students’ nicotine addiction. To confirm, Gercek (2018)Smoking addiction is

the most common addiction among young people especially due to the fact that

cigarettes are sold legally, and it is known that one out of two young people who

try smoking become addicted. Being knowledgeable about youth’s smoking

addiction will also raise the effects of health education activities.

All of the informants and participants stated their insight in terms of

smoking concepts. The result show that they want to make adjustments with

school policy implementation. All informants and participants said that

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students need to be watched because they might be smoking in the comfort

room. They said that in this way student smokers will be prevented using

cigarettes inside the campus.

In line with the study of Thompson (2018) By implementing smoke- and

tobacco-free policies, colleges and universities are creating healthy places for

their campus community to learn, live, work and play. In addition to helping to

reduce smoking rates, smoke- and tobacco-free policies change attitudes toward

tobacco use, helping to reduce its social acceptability, and they also make it

easier for current smokers to quit. To confirm, Jayyousi (2019) Smoke-free

policies reduce tobacco product use among youth. Within university campuses,

they have a positive impact on health and are associated with lower smoking

rates among students, reduced secondhand smoke exposure, increased

socialization, and fewer cigarette butts on campuses.