ANALYSIS OF LIVED EXPERIENCES OF STEM-

INCLINED RESEARCHERS OF GRADE 11 STUDENTS

BATCH 2022-2023 OF LCSINHS

A Qualitative Research

Presented to the Faculty Members of

Lipa City Science Integrated National High School

In partial fulfillment of

Practical Research I

Fabella, Rohan H.
Corneja, Francelle Rica M.
Fabregas, Uella Blainne F.
Garcia, Allysa Jhoy T.
Ruiz, Elijah Mae K.
Silva, Ashley Jhoanne P.
 TABLE OF CONTENTS

TITLE PAGE...................................................................................................................................i
TABLE OF CONTENTS...............................................................................................................ii
ABSTRACT.....................................................................................................................................1
CHAPTER I
The Problem and Its Setting..........................................................................................................2
I. Background of the Study...............................................................................................2
II. Statement of the Problem..............................................................................................3
III. Significance of the Study..............................................................................................4
IV. Scope and Delimitations................................................................................................4
V. Definition of Terms.......................................................................................................5
VI. Conceptual Framework.................................................................................................6
CHAPTER II
Review of Related Literature and Studies....................................................................................7
I. Difficulties in Research….............................................................................................7
II. Balanced Academic Life …..........................................................................................8
III. Life Experiences and Stressors......................................................................................8
IV. Synthesis…………........................................................................................................9
CHAPTER III
Methodology..................................................................................................................................11
I. Research Design..........................................................................................................11
II. Data Gathering............................................................................................................11
III. Site Selection...............................................................................................................14
IV. Sampling and Selection of Participants.......................................................................15
V. Data Analysis..............................................................................................................16
VI. Flowchart of the Procedures........................................................................................17
CHAPTER IV
Analysis, Presentation, and Interpretation of Data...................................................................18
I. Introduction.................................................................................................................18
II. Participants..................................................................................................................20
III. Presentation and Interpretation....................................................................................21
CHAPTER V
Summary of the Findings, Conclusions and Recommendations..............................................33
I. Summary of the Findings............................................................................................33

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 II. Conclusions.................................................................................................................35
III. Recommendations.......................................................................................................37
LIST OF TABLES
I. Table 1. Parameters and Indicators, Research Questions, and Open-ended
Questions.....................................................................................................................13
II. Table 2. Sampled Participants ...................................................................................15

LIST OF FIGURES
I. Figure 1. Conceptual Framework..................................................................................6
II. Figure 2. Flowchart of the Summary of Procedure.....................................................17
BIBLIOGRAPHY.........................................................................................................................38
APPENDICES...............................................................................................................................40
Appendix A. Notice for Interview Letter........................................................................................40
Appendix B. Interview Answers (Non-Translated)........................................................................44
Appendix C. Gantt Chart................................................................................................................55
Appendix D. Summary of Pictures.................................................................................................57

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 ABSTRACT

Lipa City Science Integrated National High School incorporates research as a core
discipline into the curriculum from Grade 7 to Grade 12. It is critical to train students and instill in
them the scientific process of research to bridge the learning gap and promote a systematic approach
to learning. With research as an elective core subject, research papers are always an output for
students every year, being a valuable experience for each scholar to present a year-long study based
on extensive research.

This study examined the lived experiences: social relationships, optimal academic
functioning, psychological stressors, peer pressure, financial aspects, and learning growth of
STEM-inclined researchers at Lipa City Science Integrated National High School, which is limited
to Grade 11 students in the school year 2021-2022.

Research has since taught STEM-inclined LCSINHS' researchers of Grade 11 Batch 2022-
20223 on how difficult and time-consuming it is to generate new and meaningful knowledge—to
push the boundaries of human knowledge. The implications showed how difficult it is to delve into
the unknown and broaden one's knowledge base. The self-correcting nature of research study has
produced marvels that require careful intellectual scrutiny. Dealing with research, as a whole, from
the making of the paper to all the processes it acquires, puts one's sociological, mental, physical,
and holistic aspects at risk.

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 CHAPTER I
THE PROBLEM AND ITS SETTING

I. BACKGROUND OF THE STUDY

Research is a core subject of discipline in Lipa City Science Integrated National High
School as it is part of the curriculum for Grade 7 up to Grade 12. Research, in its broadest
sense, is an attempt to gain solutions to problems. More precisely, it is the collection of data in
a rigorously controlled situation for the purpose of prediction or explanation (Treece and
Treece, 1977). It is essential to train students and develop within them the scientific process of
research to aid in the learning gap a systematic approach of learning. Through research, learners
propose solutions in a more comprehensive approach. The problems in their community can
now easily be solved because fresh minds are involved with new developments and up to date
advancements for their community. Research being thought of to discover pathways of action
enables students to realize the maximum potential of their mental capabilities. With the
expectations of their community, scholars realize their responsibility to be part of the progress
and nation-building, in its broadest sense.

Lipa City Science INHS’s curriculum is under the supervision of the Department of
Education, with subjects leaning towards Science and Mathematics. This specialized
curriculum involves deeper inculcation of “careful, critical, disciplined inquiry, varying in
technique and method according to the nature and conditions of the problem identified” (Good,
1959). It pressures students to innovate studies within the field of Science and Mathematics
particularly, as required, life science, applied, and robotics. The institution took into advantage
the mental prowess and curiosity of scholars as they proposed developments for conventional
practices and new ideas for robotics. In the same sense, having these subjects specialized, the
school focused on having a strand falling under the four disciplines of Science, Technology,
Engineering, and Mathematics in the Senior High School Program. This strengthens the
implementation of the specialized curriculum as they further study their previous scientific
investigations from Junior High School or innovate better topics for Senior High School.

With the presence of research as an elective core subject, research papers are always
an output every year for students. It has been a valuable experience for every scholar to present
a year-long study that has been made through extensive investigation. May it be an action
research, science investigatory project, and even school-wide research that enables students to

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 be innovative and embody the core values as a scholar. Research has been a requirement for
scholars not only as a prerequisite of the specialized Science and Math curriculum, but because
conducting an investigational project is seen as a significant achievement for Science students.
These students learn how to apply gained information, scientific concepts, principles of
research, and laws of nature through scientific study and empirical observation. They can
conduct research using their higher-order process or cognitive skills, memory restoration and
protection, and problem-solving skills, all aided by research. As a result, it helps these minds
to understand concepts and theorize better. They also display improved recall for other,
extraneous facts they encountered at the same time — as if curiosity temporarily renders the
brain more receptive to new information (Grubet et al., 2014).

Important life lessons are gained through valuable experience. From choosing a topic
of interest, data gathering, experimentation, data collection, research paper making, and
preparation for defense, scholars underwent these rigorous steps not only for the grade
requirements, but also aiming the significance of their study for the greater good. Going
through these processes surely made an impact on their learning growth and character
development keeping in mind that every academic year, workload piles up on their table. With
this, the proponents aim to analyze different aspects within students’ academic life and as a
researcher.

II. STATEMENT OF THE PROBLEM

1. How do students promote balanced academic life with the indicators of social relationships,
optimal academic functioning, and psychological stressors in studying research whilst
learning valuable life experiences?
 How do students promote balance in the indicator of social relationship in studying
research whilst learning valuable life experiences?
 How do students promote balance in the indicator of optimal academic functioning
in studying research whilst learning valuable life experiences?
 How do students promote balance in the indicator of psychological stressors in
studying research whilst learning valuable life experiences?
2. How do students handle the indicators of learning growth, financial aspects, and peer
pressure in making their research papers while gaining valuable life experiences?
 How do students handle learning growth in making their research papers while
gaining valuable life experiences?

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  How do students handle financial aspects in making their research papers while
gaining valuable life experiences?
 How do students handle peer pressure in making their research papers while
gaining valuable life experiences?

III. SIGNIFICANCE OF THE STUDY

As research for STEM students becomes more extensive, learning the lived
experiences of previous researchers will help students to improve and best carry out present
and future studies. Learning from experiences helps one identify potential hitches enabling
researchers to grasp strategies and knowledge they might not otherwise have. The parameter
set forth in the statement of the problem, for example, analyzes indicators of balanced
academic life whilst gaining valuable life experience. Studying these indicators will enable a
deeper understanding of how STEM researches are constructed and put together, aside for
partial fulfillment of the discipline, but also for the knowledge that the study will instill within
them.

Mistakes and challenges are inevitable, ergo the making of recommendations with
personal experiences both significant to learn specific interventions or strategies to address
issues and constraints identified in the assessment. This study promotes comprehension so
that it will prevent or minimize such problems and difficulties for future STEM-researchers
in handling mishaps throughout their study. Therefore, the purpose of this study is to inform
future researchers of the challenges that are likely to be encountered for them to be guided
and to know how to weigh such and think of possible measures to overcome every pitfall
within the whole study process.

IV. SCOPE AND DELIMITATIONS

The center of the study is to analyze the lived experiences of STEM-inclined

researchers of Lipa City Science Integrated National High School which is only limited to the
population of Grade 11 students of school year 2021-2022. The time being, with respect to
chronological order and curriculum, is set on Grade 10 S.Y. 2020 – 2021 where students final
requirement is a research paper for their subject Research. This study is only limited to analyze
students who studied individually, by pair, and group of three. The researchers categorized
these groups with the field of interest namely life, applied, and robotics. The study is limited

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 to textual representations and interpretations of the data gathered and non-numerical data will
be presented in view of the requisites of a qualitative research. Thus, the data gathered are
qualified and analyzed based on the parameters defined in the problem.

Furthermore, the researchers are to criticize the promotion of balanced academic life
and the students’ handle which incorporate certain parameters to examine the learner's
valuable life experiences. Through this study, the researchers will measure the significance of
potential failures amidst the study's processes.

V. DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this study have been
defined. The following terms are:

1. Social relationships. The connections that exist between people who have recurring
interactions perceived by the participants to have personal meaning. Social relations
derived from individual agency form the basis of social structure and the basic object for
analysis by social scientists. In this study, social relationships are identified as indicators
of a balanced academic life bearing the interactions made by researchers outside of
academics.
2. Optimal academic functioning. Concerned with a person's achievement of maximization
in his/her functioning, whether it is mental, cognitive, emotional, or social. The extent to
which a student, teacher or institution has attained their short or long-term educational
goals. The study identifies optimal academic functioning as an indicator of a balanced
academic life bearing in mind the coexistence of performance in other disciplines while
conducting research.
3. Psychological stressors. The social and physical environmental circumstances that
challenge the adaptive capabilities and resources of an organism. These circumstances
represent an extremely wide and varied array of different situations that possess both
common and specific psychological and physical attributes. These stressors will be partly
tackled as an indicator of aspects of behavior and psychological state of the researcher.
4. Peer pressure. The direct or indirect influence on people of peers, members of social
groups with similar interests, experiences, or social statuses. It is also the term used to
describe the effect this influence has on a person to conform in order to be accepted by the

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 group. This study also included peer pressure as a parameter for gaining valuable life
experience in the pursuit of understanding how this affects a researcher.
5. Financial aspects. Of or relating to finance or finances. a term for the management,
creation, and study of money and investments. Specifically, it deals with the questions of
how an individual, company or government acquires money and how they spend or invest
that money.
6. Learning growth. A process of acquiring or changing knowledge, understanding,
behaviors, skills and competencies. Learning, growth and development – for individuals,
teams and organizations – are essential to resilience, adaptability and sustainability.

VI. CONCEPTUAL FRAMEWORK

Figure 1 . Conceptual Framework

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 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

I. DIFFICULTIES IN RESEARCH (LOCAL STUDY)

Bocar (2013) conducted a study to investigate the most difficult item of all the
problems that the student-researchers of Political Science 8 in De La Salle University
encountered during the first semester of the school year 2008-2009. It has been suggested that
some students do not have a clear understanding of why they are in college. It may be argued
that students attend college because their parents insist on it, even if they are unhappy with
what they are doing. With this, students' desire on what to do with their lives may differ from
what their parents want for them. Students undergo subjects although this has little to no
relevance to their genuine interests. Moreover, a researcher should conduct a study that he has
an interest in doing so overcoming all the difficulties they may face.

II. BALANCED ACADEMIC LIFE

The secret to achieving success in life is effectively managing resources

that everyone possesses equally and paying sufficient emphasis to planning (Macan, Shahani,
Dipboye & Phillips, 2000). Time is viewed as an infinitely divisible and usable commodity in
modern times. It aids in the installation of the sense of time throughout the process of the study.
The scientific process of research and human resources can be improved or altered through
time; however, the only asset that cannot be changed, purchased, or stored is time itself.
(Nasrullah, et. al., 2015).

A. SOCIAL RELATIONSHIPS

A study by Nasrullah, et. al. (2015) identified activities performed by university

students that act as a barrier between them and their academic performance caused by poor
time management. Their study analyzed the positive and negative impact
of time management on academic performance of students and decisions about changes for
recommendations. In the process of providing educational services, this issue has been a
subject of interest, discussed, and emphasized in several platforms and an attempt has been
initiated to assess and analyze time and the time management attitudes and behaviors of
students in educational institutes (Denlinger, 2009).

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 B. OPTIMAL ACADEMIC FUNCTIONING

In educational psychology, the concept of 'optimal functioning' has arisen as a

prominent area of scientific development. Optimal functioning, which represents the
positive psychology paradigm, is concerned with a person's attainment of maximum
functionality in any of his or her functions, whether mental, cognitive, emotional, or social.
Phan, et. al. (2018) emphasized the importance of flourishing, happiness, and the
proactivity of human endeavors. An important question in their study for consideration is
how researchers optimize the achievement of optimal functioning.

Researchers have recently made advances in the study of optimization by focusing

on empirical research development and methodological conceptualizations. It claims that
psychological, educational, and psychosocial variables act as sources of 'energization,'
resulting in increased motivation, personal resolve, effective functioning, strength, and
effort expenditure. Energization, from the postulation of Phan may then arouse, intensify,
and sustain a person’s internal state of functioning.

III. LIFE EXPERIENCES AND STRESSORS

Stress has a significant impact on our mood, sense of well-being, behavior, and health.
Acute stress responses in young, healthy people are often adaptive and do not have a negative
impact on their health. However, if the threat is constant, the long-term impacts of stress can
be harmful to their health. The nature, number, and duration of psychosocial stressors, as well
as the individual's biological sensitivity (i.e., genetics, constitutional variables), psychological
resources, and learned coping strategies, all influence the association between psychosocial
stressors and disease. Psychosocial therapies have been shown to be effective in treating stress-
related problems and may have an impact on the progression of chronic diseases.

A. LEARNING GROWTH

Vast learning and critical thinking must be prioritized, as they are critical to the
development of young brains as they become adults. It is widely believed that one's
personality and the way he or she responds with life problems are shaped by the learning
process. In schools, the shift in thinking from bookish knowledge to living knowledge has
resulted in a sea of change (Sharma, 2017). People are warming to the idea of education as

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 a means to a well-rounded growth rather than just a means to obtain degrees and financial
success. Education must aid in the development of a healthy thought process and the
enhancement of our cognitive talents. Education, after food, is a basic requirement for
human beings in today's competitive world.

B. PEER PRESSURE

Adolescents are more likely to be subjected to peer pressure at school. Peer

pressure is classified into four categories: social belonging, curiosity, cultural-parenting
orientation of parents, and education (Moldes V., et al, 2019) The findings of Moldes
(2019) would reveal a link between peer pressure perceptions and social belonging,
curiosity, cultural-parenting orientation, and educational attainment. In general, students
are encouraged to approach peer pressure with optimism in order to deal with the
detrimental impacts of peer pressure on their schoolwork. Studies show that the influence
of peer groups among students can boost their anxiety especially pertaining to their
education (Kadir, Atmowasdoyo & Salija 2018). Students who have the necessary peer
support are more likely to thrive and exceed their potential, to focus more on their studies,
and to perform well in school academic assignments.

C. FINANCIAL ASPECTS

Staying in school and graduating on time is an important factor for students and
their families. Greater financial burdens may lead students to reduce coursework or drop
out of school for paid work (So, et al, 2009). A web-based survey was conducted in fall
2004 at a large public university by So-Hyun Joo to examine the characteristics of students
who experienced dropping out or reducing credit hours due to financial reasons. The
respondents were compared to individuals who did not drop out or minimize their courses
in analyses. The study concludes financial stress and academic performance are linked.

IV. SYNTHESIS

Researchers must exercise caution when performing research. They must be

responsible and work a specified task or delegation of hours each week. Certain things take
longer than expected, and some stages of research work are more difficult than expected.
Pressure and hesitations greatly affect motivation to continue a course or program, contributing
to a level of difficulty in education. In effect, this disregards the impulse of students in studying
and investigating their research paper thoroughly.

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 Time is viewed as an infinitely divisible and usable commodity in modern times. The
scientific process of research and human resources can be improved or altered through time.
The only asset that cannot be changed, purchased, or stored is time itself. High performance
required by competitive conditions forces researchers to use time effectively. Optimal
functioning, on the other hand, is concerned with a person's attainment of maximum
functionality in any of his or her functions, whether mental, cognitive, emotional, or social.
Scholars emphasized the importance of flourishing, happiness, and the proactivity of human
endeavors. It claims that psychological, educational, and psychosocial variables act as sources
of 'energization' resulting in increased motivation, personal resolve, effective functioning,
strength, and effort expenditure. This entails the researcher's responsibility of wise usage of
time, optimal functioning, and as a parameter of balanced academic life.

Stress has a significant impact on our mood, sense of well-being, behavior, and health.
Acute stress responses in young, healthy people are often adaptive and do not have a negative
impact on their health. But if the threat is constant, especially in students, the long-term impacts
of stress can be harmful. On the other hand, school is the first avenue of socializing for a child.
With schools, children are exposed not only to new ideas but also to same aged compatriots.
This instills empathy, friendship, participation and assistance which turn out to be important in
an adult's life. School and stress should not mediate with each other but coincide and support
learning for students to invest greater understanding of the concepts and principles of
education.

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 CHAPTER III
METHODOLOGY

I. RESEARCH DESIGN

A qualitative research design was used to understand the lived experiences of Grade 11
students throughout their junior high school particularly in research-making. Qualitative research
connects people’s perceptions to the social world (van Manen, M., 1977). Qualitative research,
which focuses on people's experiences, is ideal for determining how they interpret events and
processes. Qualitative research is essential in this research as it reveals someone's perceptions of a
situation, allowing the proponents to comprehend respondents’ actions. The data collected through
interviews reveal the way things are or describe what is (Gall, Borg, and Gall, 1996).

The process of research involves empirical work being carried out with the collection of
data which can concur, refute or contest theories which in turn allows for understanding and
clarification for different observations (May, 1997). The research design of this qualitative inquiry
was a semi-structured interview using open-ended questioning. Qualitative research entails a
number of steps. The proponents build notions and concepts based on the facts gathered. A
qualitative technique was deemed more appropriate for this study since it allowed for greater depth
and significance to be gained based on an individual's experiences. It will greatly analyze views
and attitudes as opposed to a quantitative method that is more structured, larger in scope, and
numerically comprehensive.

Using qualitative research, the proponents will be able to differentiate and conceptualize
notions and lessons from the respondents and interviewees. With this, the answers of the
respondents will be thoroughly organized, consolidated, and analyzed to conclude a deeper
understanding of the behavior of the STEM-related researchers. The research design will also
enable the proponents to infer and form a conjecture based on the evidence and results of the data
gathering in a textual manner and in an approach that is more factual and textual in opposition as
to being numerical.

II. DATA GATHERING

A qualitative inquiry and data gathering will be done using a semi-structured interview and
open-ended questioning. Semi-structured interviews permit scope for individuals to answer
questions more on their own terms than the standardized interview permits, yet still provides a good

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structure for comparability over that of the focused interview (May, 1997). Furthermore, obtaining
trustworthy data on the research issue can be problematic if there are a small number of participants,
as opposed to the quantitative technique, which involves a larger number of participants and thus,
in some cases, can produce more far-reaching and reliable data results.

Semi-structured interviews allowed the participants to expound, giving them more

flexibility, variety, and, as a result, the ability to elicit more information from them. Because the
interviewer has the chance to prepare a participant before asking sensitive questions and to explain
complex ones to them using the Zoom application, it is the best method for studying complex and
sensitive issues. The semi-structured interview was held providing 6 questions beforehand and the
follow-up questions by the interviewer thereafter. Semi-structured interviews are conducive to
candid and spontaneous responses. These characteristics allow for the exploration of reflections,
perceptions and feelings. The semi-structured interview seems best suited for garnering
descriptive insights (Bogdan and Biklen, 2003).

Qualitative research involves building a rapport with the respondents of the interview or
any data gathering tools. The proponents gathered the data in a conversational manner in order to
encourage participants to respond openly and honestly. At all times, the proponents protected the
integrity of the research by following professional ethics. During the conduct of the interview,
participants were safeguarded by getting their informed consent and providing information about
the study's nature, purpose, and ramifications, as well as the confidentiality and security of the data.
Respondents shared their experiences and situations of their first-hand knowledge about the
questions. Because in-person follow-up interviews may generate additional data, they were
undertaken after the semi-structured interview process was completed. Therefore, this qualitative
study examined perceived role of research in the respondents’ life and how these students are
meeting these challenges guided by the following research questions (see Table 1):

Parameters and Indicators, Research Questions, and Open-ended Questions

Parameters Indicators Research Question Open-Ended Questions

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Promotion of How do students
balanced academic promote balance in the
How did you manage to
life (How do students indicator of social
maintain a positive social
promote balanced Social relationship in
relationship while
academic life with relationship studying research
conducting your choice
the indicators of whilst learning
of study?
social relationships, valuable life
optimal academic experiences?
functioning, and
psychological How do students
stressors in studying What are the life lessons
promote balance in the
research whilst from your research
indicator of optimal
learning valuable life Optimal progress you have quoted
academic functioning
experiences?) academic to yourself in order for
in studying research
functioning you to balance both your
whilst learning
academic realm and
valuable life
research completion?
experiences?

How do students Given a wide range of

promote balance in the experiences, all of which
indicator of had both common and
Psychological psychological stressors specific psychological
stressors in studying research and physical attributes,
whilst learning how did it affect you as a
valuable life researcher during your
experiences? research process?

Gaining valuable life What role do you believe

How do students
experiences (How do the research experiences
Learning growth handle learning growth
students handle the played in your personal
in making their
indicators of learning growth?
research papers while

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learning growth, gaining valuable life
financial aspects, experiences?
and peer pressure in
making their What monetary life
research papers How do students
lessons have you acquired
while gaining handle financial
during the lead of your
valuable life aspects in making their
Financial aspects research?/How did you
experiences?) research papers while
manage to keep up with
gaining valuable life
the research's budgetary
experiences?
demands?

How do students What are the deduced life

handle peer pressure in lessons you have put in
making their research mind to keep up with the
Peer pressure
papers while gaining peer pressures thrown at
valuable life you throughout the
experiences? research progress?

Table 1 . Parameters and Indicators, Research Questions, and Open-ended Questions

III. SITE SELECTION

The study was conducted at Lipa City Science Integrated National High School Grade
11 of the School Year 2021-2022 with 73 students. The special curriculum of the Department
of Education for Lipa Science offered Research I for Grade 7, and Research II, III, IV for Grade
8, 9, 10, respectively. Practical Research is a core subject for Senior High School according to
the Department of Education. This discipline requires students to study the scientific method
of research such as analyzing a problem, formulating a research problem, experimentation, and
interpretation in their acquisition as fulfillment for their grade requirements. Whereas, in partial
fulfillment of the subjects, students are required to conduct an action research for Grade 7; a
science investigatory project for Grade 8; and a research paper for Grade 9 and 10.

Research, as a subject, has been vital for completion for grade requirements since the
work that researchers do is demanding. Responding to the growing need for solutions to certain

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 problems, the core of the researchers of Grade 11 has ignited their will to help their community.
Over the years, the students have proven their capabilities as young innovators with certain
achievement and distinction in the field of robotics and applied science. With this proposition,
the proponents were able to minimize the resources by gathering the population of Grade 11 as
it is within the reach of data gathering and at par with experience regarding the research
problem. The proponents, belonging to the batch of Grade 11 students of school year 2021-
2022, took this into advantage to produce a better analysis and findings of the problem.

IV. SAMPLING AND SELECTION OF PARTICIPANTS

The objective of the study, the resources available, the subject under examination, and
the project's limits must all be considered while developing a sample approach. This applies to
both sampling procedure and sample size. In choosing the sample of participants, the
proponents used a purposive sampling method. In a qualitative evidence synthesis, too much
data due to a large number of studies can undermine our ability to perform a thorough analysis.
Purposive sampling of primary studies for inclusion in the synthesis is one way of achieving a
manageable amount of data (Ames, et.al., 2019). This study used homogeneous and criterion
sampling. Homogenous sampling reduces variation and simplifies analysis. (Marino, 2012).
All of the participants in the study are from the same batch of grade 11 school year 2021-2022
of Lipa City Science Integrated National High School. In criterion sampling, criteria will be set
and only those cases that meet those criteria will be selected, for example, only students who
studied applied, life, or robotics, and in cluster of pair or individual. (See Table 2.)

Research Level Participant Field of Study Cluster

1 Applied Pair
2 Applied Individual

Grade 8 SIP (S.Y. 3 Life Pair

2018-2019) 4 Life Individual

5 Robotics Pair

6 Robotics Individual

Group 2 Grade 9 7 Applied Pair

Research Paper (S.Y. 8 Applied Individual

2019-2020) 9 Life Pair

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 10 Life Individual

11 Robotics Pair

12 Robotics Individual

Table 2. Sampled Participants

Participants were sought through personal contacts of the researcher. As highlighted,

the participants covered different field of study, including the perception of individual or paired
groups and presented very different perspective and feelings on the research topic.

V. DATA ANALYSIS

Through Zoom recording, proponents were able to transcribe the data. The process of
transcribing the interviews can aid the researcher in gaining a better knowledge of the subject
by allowing him or her to listen to and read the transcribed interviews multiple times. The
transcriptions were encoded and verified to fully prove the veracity of the data gathered. The
data was then analyzed and interpreted into themes and further sub-themes which emerged
through the deliberation of the group. The final stage involved data verification, this process
involves a process of checking validity of understanding by rechecking the transcripts and
codes again, thus allowing the researcher to verify or modify hypotheses already arrived at
previously (Sarantakos, 1998).

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VI. FLOWCHART OF THE PROCEDURES

Analysis of the Research Design and

Operationalising Concepts

Construction of Semi-
Structured Interview

Identification and Site

Selection

Sampling and Selection of

Participants

Data Gathering and

Collection

Data Analysis and Interpretation

Culmination of Findings and

Conclusions

Figure 1 . Flowchart of the Procedures

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 CHAPTER IV
RESULTS AND DISCUSSION

I. INTRODUCTION

This chapter will draw upon the presentation of the findings, which arose out of the
interview process and subsequent data analysis. A brief profile of each of the participants is
presented together with the field of study in Science, Technology, Engineering, and Management
(STEM). The key realizations that emerged following data analysis as a result of a study they
underwent: promotion of balance in the indicator of social relationship, optimal academic
functioning, and psychological stressors in studying research whilst learning valuable life
experiences and in the indicator of gaining valuable life experiences in learning growth, financial
aspects, and peer pressure. From analyzing the data, it emerged that an interconnected theme was
identified amongst all the participants’ answers and so as interpreted in this study.

II. PARTICIPANTS

1. Participant one is a group of two researchers who conducted Applied studies on Grade 8
of School Year 2018-2019. Their study is entitled, “The Comparison between Lime and
Lemon in Producing Electricity," providing an analysis of the greater provider of
electricity based on its properties. Being a pair in a research study, the researchers took
advantage of the experiences and dynamics of having a pair in conducting a study.

2. Participant two is also a group of two researchers who conducted Life studies
(Intervention) in Grade 8 of School Year 2018-2019. Their study is entitled, "The Use of
Banana Pseudo Stem Extract and Chili Pepper as Natural Insect Repellant to Flee Beetles
(Alcitini)." An all-natural intervention to beetle bites using the given ingredients
exemplifies their experiences in data gathering and experimentation all while working in
a group of two.

3. Participant three is an individual who had Life studies (Intervention) entitled, “Ecotiles;
Viability of Broken Ceramics/ Earthenware and Lahar Sand as Additive Component in
Pavement Tile Making." The proponents took advantage of the study of the participant as
an indicator of the hardships of an individual researcher.

4. Participant four is a pair of researchers who had Life studies (Human) in Grade 8 of
School Year 2018-2019. Bearing the title, "The Potential of Insulin Induced Rice as Anti-

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 Diabetes," a big responsibility was at stake as they study in aid of human comorbidity.
Although studied through lab rats, great pressure was put to test them as pairs and as
young innovators of the institution.

5. Participant five is a group of two researchers who had Applied studies on machines in
Grade 9 of School Year 2019-2020. “Development of Air Filtration Machine by Using
Electrostatic Propylene Media and Activated Carbon,” the two made advances on
conventional air filtration with innovations in mid. As a pair studying Applied, the
dynamics of two individuals' abilities were tested as they equally exert maximum effort.

6. Participant six is an individual with Applied studies in Grade 9 of School Year 2019-2020
of School Year 2019-2020. Entitled "Efficiency of a Throttle-Assisst Dynamo Hub-
Equipped Self-Charging E-Bike," the researcher was able to incorporate innovation with
ingenuity as a young inventor. The participant was able to share experiences as a one-
man team in an Applied study.

7. Participant seven is a pair of researchers who had Life studies (Intervention) and a
bioplastic as their final product in Grade 9 of School Year 2019-2020 of School Year
2019-2020. With the title, “Corn (Zea mays) Fibers as the Primary Component in the
Production of Bioplastic Bags,” the two made possible a resourceful use of corn fibers as
an essential ingredient for Bioplastic. The two researchers shared their insights and
experiences being able to innovate and work hand-in-hand with each other.

8. Participant eight is a one-man team of the researcher who had Life studies (Human) in
Grade 9 of School Year 2019-2020 of School Year 2019-2020 titled, “The Efficacy of
Squash (Kukurbita maxima) Seeds and Aloe Vera Gel Extract as Blood Sugar Stabilizing
Agents.” As an individual researcher with a great responsibility for humans, participant
seven made the rigorous process of experimentation and data gathering possible.

9. Participant nine is a group of two researchers who had Robotics as the main focus of study
in Grade 9 of School Year 2019-2020 of School Year 2019-2020. The study entitled,
“SEOBOT: A Seawater Trash-Collecting Robot with Dissolved Oxygen-Analyzing
Sensors,” was considered a breakthrough investigatory project as it innovated trash-
collecting robot, and the two researchers acclaimed recognition from research bodies of
Science.

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 10. Participant ten is a group of three individuals who studied robotics in Grade 9 of School
Year 2019-2020 of School Year 2019-2020 entitled, “MCPC: A Robotic Broom that
Utilizes Bluetooth to Assist in Sweeping & Keeping The Environment Clean." The
dynamics of working with three individual with a common goal was scrutinized and
analyzed by the researchers which would greatly take affect the understanding of their
lived experiences.

III. PRESENTATION AND INTERPRETATION

A. INDICATORS OF BALANCED ACADEMIC LIFE

1. SOCIAL RELATIONSHIP

Collectively, the participants exude the importance of in-person interaction in

conducting a research study. This enables them to freely impact not only their partner if
any but their fellow researchers from other clusters and groups also with their research
adviser and consultants.

“In my case, I did my research study as a solo for 2 years, with my peers
through being open for various suggestions for any help that they can lend and
vice versa. I’m able to help in my way for the improvement of their studies outside
since my study is all about treating diabetes, unlikely to affect possible social
relationship since it's not much affected.”

(Participant 8).

The groupings that happened in Grade 8 of School Year 2018-2019 were through
draw-lots. This somehow affected the relationship of the researchers, as they would have
to work professionally and complement each other.

“In conducting the choice of our study, we considered everyone in the

group, and our study back then was about a medicine that can cure diabetes. Since
we do not have a choice in terms of choosing our partners, we have to build up our
relationship as partners first to come up with a comprehensive study. You should
know your partner's weaknesses so you can fill each other's gaps. At first, we are
not doing well in terms of working together, but as time goes by, we get to be
comfortable in doing our research and it became successful at the end of our
school year”

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 (Participant 4).

"Not much problem, since friends. Also in choice of study, convenient

expense, and effort. The research process is both responsible, and a great fit for
each other. Established a character that will not conflict. Should be responsible
and disciplined, learn to take a rest, and then go back.”

(Participant 2).

The social relationship outside the study of research also became an essential way
to balance academic life. Great refuge from all the struggles in research was being able to
attest to the relationship outside the academics.

"We need constant communication, sharing of ideas, and dividing the

proper tasks about our research paper and the research product. Friends are also
a factor, through them we gained moral support, and that somehow strengthens
our friendship."

(Participant 5).

“I became closer with my friends and families since we only have each
other, and I also joined programs for the youth in the church to boost my faith in
God and other church youth.”

(Participant 3).

"I think I made another affiliate, which is my consultant since I've only met
him for the first time and also my dad since he's the one helping me in doing my
study. It was hard for me to maintain a good social relationship since; generally,
I'm not a very social person. In my group of friends, we do our research study
together.”

(Participant 6).

On the other hand, the studies conducted in Grade 9 of School Year 2019-2020 of
School Year 2019-2020 were in a free-pick manner in choosing a groupmate. This enabled
the same group of friends as partners in the conduct of their research.

“We were given a chance to choose our partners, chose our friends to
maintain a positive social relationship, within our interest of study. If you choose

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 your friends to be your partners, we can cooperate more to further our studies. I
can say that our study is not that high maintenance or not that hard so we'll still
be able to bond with the fam, and we're doing it at my house so that we have time
to interact with my fam when we're at home we don't research that much so we
have time."

(Participant 7).

The participants also emphasized the importance of teamwork as some of them

were in groups of two. The equal importance and division of labor should captivate both
the researchers so that productive deliberations will happen.

“It is where considering people you work with has a big impact with
regards to the progress of your research. You need to know how your partner or
even teammates function. For you to maintain a positive social relationship, you
need to be comfortable enough to note that it’s not according to our choice of
partner, we're lucky to be close with each other even before the research process,
unlike others. "

(Participant 1).

2. OPTIMAL ACADEMIC FUNCTIONING

The balance between the research completion and the academic realm was
intact and was kept in mind by the researchers. Research being only part of the
grade requirement was still a priority but not set aside for other subjects.

“When I was in grade 8, I remember being scolded by one of our teachers,

which is one of the crucial factors that has awakened me. At that time, our research
study was ongoing, and because of that, I tend to pass my activities late. From
then, I started doing my tasks ahead of time, and I learned how to be punctual, and
though I still procrastinate, it is not as strenuous as before.”

(Participant 3).

The participants had a fair share of thoughts on time management as this

would greatly help in achieving the goals of their research. As part of managing
time, a concrete plan to be attained was also considered for swift completion of
research and other subject areas.

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 "Time management and planning accordingly, organize tasks to avoid
burnout and finish on time. We should also consider our partner’s time and
availability.”

(Participant 5).

“I am also a fan of organizing and planning my week to comply with and

balance my academic schedules. I set timetables for when I will allocate time in
doing research-related things.”

(Participant 3).

"Time management, even if there's a hectic schedule, critical thinking that

no work is behind. Teamwork can make big work. Be patient. Setting unrealistic
objectives. Adapting the right approach. "

(Participant 2).

“Time is important. Time is vital and critical because we need to properly

divide it so that we can maximize it for doing the tasks. We have to give time to
ourselves not only for academics but for ourselves honestly there is no time that
we became late on passing our requirements, but in exchange, we don't have
enough time for ourselves like lack of sleep because of academics and
requirements. "

(Participant 7).

"Part of academics, time management, should know and consider the time
of each other because research requires time and attention. Used almost all of my
weekends to spend them with. Choose the best time, and use your free time for
research. Being optimistic pushes you to move forward to avoid feeling down when
problems occur.”

(Participant 9).

“To balance my research study and academics, I think the most prominent
thing that I can share is to balance your time and have a fixed schedule for you to
know what to do and when to do such activities. More than this, since my research
required a vigorous approach, and at the same time I am jammed up with various
activities, you can't finish all your tasks if you don't and can't function well. Just

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 give yourself the rest that you deserve for you to be productive and be able to
balance your tasks.”

(Participant 8).

“Set priorities according to the deadline. Do everything today as much as

possible. More time doesn't mean more productivity. Time management is very
significant, especially because the workload on other subjects is tough. Putting too
much effort in one thing can overlook another subject.”

(Participant 10).

The awareness of innovation in the field of STEM became an added

motivation that even if the participants are handling too much on their plate, a
constant reminder was always on their minds. A contribution to the fondness for
knowledge, as a purpose of research, was a humbling ground for the participants
to strive.

"We learned the will to help in the continuous growth of knowledge in

science and technology, which motivates me to comply with our research and
academic requirements. We didn't have a hard time balancing our research and
academics. That's when I realized that making your research is like being an
author, that means a lot because it is a contribution to the fund of knowledge and
it was manageable for us too. Also, our product’s goal is to cure diabetes,
meaning, it needs to be intaken by humans, it needs to undergo a series of lab tests
and as grade 8 students, it was hard for us.”

(Participant 4).

3. PSYCHOLOGICAL STRESSORS

A divided opinion among the participants was gathered with psychological

stressors given that the respondents were in different fields of study and clusters.
Such differences were observed by individual researchers.

"Juggling tasks stressed me out especially when the adviser has a lot of
inputs since you don't know how to get on with your study, and given that I don't
have a proper consultant and was too unstable, and at some point of my research,

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I wasn't healthy since I was stressed, stress eating was there which affected my
physical health and I lacked time for exercise, I was affected back then."

(Participant 8).

Even if in groups, the participants also encountered stressors as to the

deadlines ergo the different factors that piled up through the process of research.

“Stress and frustration, on balancing everything Fulfilling on the end

while doing the research process, formulating and others Attributes physically are
the sleepovers and creating the product”

(Participant 5).

"To be honest, last grade 8, this is not much of a thing that affected me the
way it bothered me last 2 years ago when I was making my SIP for grades 9 and
10. In these recent times where the pandemic still thrives, there is a lack of human
interaction that also affected my psychological state.”

(Participant 3).

With respect to the time being, the participants were able to adjust to the
rigorous and demanding task of research compliance. The research subject has
been an elective subject for the participants from Grade 7 to even elementary level.

"Since we already have experience in doing research studies since grade

school, this time, robotics is more complicated and very stressful, and new. The
style and type are different. Just enjoyed the whole research process. Fueled
competitiveness, since other studies pushed us to do better on their project."

(Participant 9).

"Mentally, it doesn't have an impact because as I've said, I love what I'm
doing and I'm happy with it so it doesn't have a negative impact. Since in our
school, the workload is always heavy, so by grade 9, I can say that I'm used to it
so it doesn't have that much effect."

(Participant 6).

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 “Considering that the said study was strenuous, I think we just got used to
it, that this could also be an additional experience in doing research, especially in
further thesis making."

(Participant 1).

In hindsight, a participant shared the advantage of working with a partner

as it equally divided the responsibility putting less burden on the other. The tasks
that others did individually were handled by the pair fair and square.

“Learn to work more with a group, not only as an individual because it is

easier. Because you can share ideas and tasks, it is hard to be alone, that's why
it's important to have a partner so you can brainstorm with your partner and ideas,
reminding each other of some certain key points is also important."

(Participant 7).

The same optimism was shared when a participant shared the humbling
gratification of being able to be called a researcher and the commitment that will
unfold as the appreciation is given to a student.

"It gave me a wider and better lens in understanding human beings and
finding ways to talk to them and finding the needed data for our research study.
Research requires more attention and commitment, at some point, we have to go
through a lot of circumstances, and at the same time, it taught me mental toughness
because, to have an excellent output, I have to redirect my negative thoughts and
emotions.”

(Participant 4).

B. INDICATORS OF GAINING VALUABLE LIFE EXPERIENCE

1. LEARNING GROWTH

The research captured the participants that they were able to maximize its
full potential and enable it as a part of their learning growth. A fair share of
experiences and lessons they learned in conducting a research project was also a
chunk of the presented data.

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 “There are three things. First, since I am fond of reading, I ensure it is
practical, logical, and relevant, especially now that fake news is inevitable and
easily spread, just as information is, which helps me become aware and alarmed.
Second, I learned to be punctual, and lastly, I do not look for inspiration only when
I need it, but now I learn how to build my motivation and work not only when I
want.”

(Participant 3).

"Research played a big factor in gaining knowledge. It helped me become

a wise decision-maker, and it helped me to grow as a student, especially since it's
a vital requirement in school. It helped me manage my time and taught me to be
careful with the choices that we make because in every step we go through, we
must put it in mind that this can highly affect our path.”

(Participant 8).

“Helped to be a more critical thinker. L.earning leadership and to be a

good member. Learned the type of environment and explored things that are not
that familiar.”

(Participant 10).

Research is also fueled through realizations of performance in terms of the

roles it imparted in these academic activities. In so far as a group, a collaborative
approach must be taken for granted with its existence.

"For me, it is a collaboration. There was a lot of work in research and

working it by pair, tasks should be deliberated properly, no one does more and
none does less. Also, be responsible when it comes to submission. I remember we
went directly to my partner’s house to finish our thesis and at the same time be
responsible for the left academics.”

(Participant 1).

Research ethics were also learned hardly throughout the project. From
Grade 7, their research adviser was always prudent in extinguishing important
attributes a researcher should embody. Becoming a researcher, a participant was
able to embody and apply it to their personal life and learning growth

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 “Research teaches us to be critical about our understanding of this world.
No matter what the context is. Research is all about commitment even if
circumstances come our way. Even if it's hard, we should continue, and also, I
realized that we should have guidance to know whether if we're having progress
and we're on the right track."

(Participant 4)

“Help gain skills in this type of environment, test out motivation to pursue
other certain cases. Able to be more critical, and consider the capabilities.
Something interesting. Find answers to questions, and identify the strengths and
weaknesses. Communication skills, beneficial for college years.”

(Participant 2)

Learning growth doesn't only entail everything about anything inside

academics but more so in real life. A participant shared the important lessons that
made them grow as an individual.

“Made an important role to manage our time to do things and prioritize

what you need, certain time table to complete the tasks and making schedules
developed our discipline because we have to follow our plan to have a track of
what we are doing and added up my self-confidence because of presentations and
defense.”

(Participant 7).

“It played a big role in my personal learning growth since I’m the one
who chose my study because I am interested and curious about electromagnetism
and through my consultant, I also learned a lot so it's a great experience for me."

(Participant 6).

As a research contestant, a participant shared an experience that made her

someone better brought about by the added learning growth by their study. The
tasks that come before, during, and after were tough but they made something
better out of themselves.

“The research process taught me to be rational, in terms of as a partner,

individually, research itself, and a lot more. Learned how to be transparent, and

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 to indicate the downside. Emotionally and financially prepared since super tiring.
Warned about the misunderstanding. Learned about the issues in our environment.
Experienced workloads with stressors, GSP, contests, and academics. Pressured
since we are carrying the Science School but able to win and that's the most
satisfying reward after everything. Giving, taking, and compromising."

(Participant 9).

2. FINANCIAL ASPECTS

Participants were divided on their responses talking about financial

aspects. As per the cluster of individuals, ensuring a budget for expenses made the
financial aspect easy to handle.

“Since I work alone, it is easier for me because I do not have someone to

share my tasks with. But since I make it a point to consider my resources, I ensure
that I will not spend much and will only make use of those only available at home.
My instruments and materials needed for my eco tiles are not of a big deal--
financially, because almost all of those I need are available in our area.”

(Participant 3).

A participant studying individually had monetary reflections in terms of

the field of study that would be less costly as well as the experimentation.

“I'd rather pick life than robotics and applied because it was cheaper, but
it wasn't mentioned that in the life category, you will test a lot of magnesium
content, etc. In monetary terms, be practical enough to know various laboratories
that offer a lot of services and I think I spent more than I could've. After all, I didn't
have a chance to explore others because I was in a rush. After I tested my extracts,
there were a lot of labs that offered the same services but were cheaper. Another
thing, don't rush your testing because it's limited."

(Participant 8).

“Not financially capable. Did records about the money to observe where
it is coming and going through. Do not be impulsive, and be practical always. Use
the materials that you already have.”

(Participant 2).

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 On the other hand, a participant also studying individually shared
limitations and advantages of having a supportive background in monetary terms.

"It is really expensive and my expenses are quite heavy but since it's part
of academics, my parents said that it was okay because we don't have a tuition fee,
so it’s okay to spend that much money on my study.”

(Participant 6).

"Thanks to our parents, they did not complain about expenses. The
consultant is also kind because he's someone that they knew already. Parents are
very supportive, in return for winning in the contests.”

(Participant 9).

Important financial lessons were also shared by the participants especially

those who have a comparable cost to the others. These lessons reflected how
discipline on money should also be a discipline in life.

“Nothing in life is free. You can't cram paper to have good research.
Giving up on your first try is not a choice, money has never been an issue. The cost
is expected and not that very surprising.”

(Participant 10).

“We also learned to take risks, all about experiments to try different things
for the betterment of our study. our research project does not require that much
time and money, unlike others, so we don't have that problem."

(Participant 7).

3. PEER PRESSURE

Participants handled peer pressure differently. Others were bothered but

took it to advantage while others contemplated and did everything at their own
pace.

"Peer pressure is not a big deal for me. If I hear someone submit, I also
ensure to make it so that I could also submit it on time. Positively, I also become
motivated to accomplish and submit my needed tasks ahead of time. Outside my

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main circle, pressure has not been a thing since my friends from church have no
idea about my research, so I don't feel any stress or some sort. "

(Participant 3).

“In my group of friends, almost all of them are grade conscious and they
wanna submit their requirements on time, so that motivated me to do my academic
requirements early and submit them on time. I also didn’t experience cramming.”

(Participant 6).

Some participants defined peer pressure as having a competition with their

friends. They were mindful of their actions that would contribute to others'
pressure.

"Lack of sense of competition. Focus on your study, and stop comparing

yourself to others that way you’re making it efficient. You do it because you like it
and not because they do it. It leads you to be more knowledgeable about the study.
Enjoy the moment.”

(Participant 9).

“I learned that doing research is not a race. This isn't something you do
overnight, something you don't rush because there are different parameters and
variables to examine. Even though some are faster, it gave me pressure but I
focused on myself and my study. I didn't mind that they were too fast because that's
not my research. Focus on your research, you are expected to improve day by day,
pat yourself saying you did a great job today and a better job tomorrow."

(Participant 6).

The lessons on peer pressure made a significant change in the outlook on

academics and other realizations for life.

"Time, of course, competition based on how the other groups made their
studies, we try to divide our outlook on what our perspective is in this study."

(Participant 7).

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 “Since we’re not that close in the beginning, we learned how to be
comfortable with each other as time goes by, and it will also be better for us to do
our study.”

(Participant 9).

“Since we’re not that close in the beginning, we learned how to be

comfortable with each other as time goes by, and it will also be better for us to do
our study.”

(Participant 10).

“Trust with your partner, and be considerate of your work team. When it
comes to other researchers, they did suggest some things to us. Communication
with my partner is very important. From the moment we thought of our topic we
did have a mutual opinion about it."

(Participant 10).

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 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATIONS

I. SUMMARY OF FINDINGS

1. In the indicator of social relationships, the participants agree that in-person

connection is critical while conducting a research project. This allows them
to freely influence not only their partner, if there is one, but also their co-
researchers from various clusters and groups, as well as their research
advisers and consultants. Draw-lots were used to arrange students in Grade
8 for the 2018-2019 school year. This had an impact on the researchers'
relationship because they would have to work professionally and
complement one another. Outside of research, social relationships have
become an important part of maintaining academic balance. Being able to
attest to the relationship outside of academics was a great relief from all the
challenges in research. Because some of the participants were in two-person
groups, they also stressed the significance of teamwork. Both researchers
should be captivated by the equal importance and division of labor in order
to have good discussions.
2. In the indicator of optimal academic functioning, the researchers maintained
the balance between the completion of the research and the academic world.
Even though Research was only part of the grade requirement, it was still a
priority, and it was not delegated to other subjects. The participants had a
lot of ideas about time management, which would assist them achieve their
research objectives. The awareness of STEM innovation became an added
drive, and even though the participants already had a lot on their plates, a
constant reminder was always on their minds. The participants were
humbled to try for a contribution to the fondness for knowledge as a
research goal.
3. Given that the respondents were from various fields of study and groups,
psychological stressors elicited a mixed attitude among the participants.
Individual researchers noticed variances like these. Even when working in

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 groups, participants faced deadlines and other stressors as a result of the
various elements that accumulated over the study process. The participants
were able to adjust to the hard and demanding task of research compliance
for the time being. The research subject is an elective subject for participants
ranging from elementary to high school.
4. In the indicator of learning growth, research studies captured the
participants' attention and enabled them to maximize their full potential in
their academic progress. A portion of the data presented included their
experiences and lessons learned while conducting a research project.
Learning development is not only about academics but also everything
about the entirety of real life. The participants shared the significant lessons
that helped them grow as individuals. They shared how complicated tasks
given before, during, and after were difficult, but they produced something
better and learned more than what their research suggests.
5. In the indicator of financial aspects, When it came to financial
considerations, participants were split in their opinions. Having a budget for
costs made the financial component easier to manage. A participant who
was studying independently had monetary considerations in terms of the
least expensive topic of study as well as the experimental. On the other side,
a participant who was also studying independently discussed the financial
restrictions and benefits of having a supporting background. Participants,
particularly those with comparable costs to the others, shared important
financial insights. These teachings demonstrated how financial discipline
should also be a life discipline.
6. Peer pressure was handled differently by participants. Others were disturbed
but took advantage of the situation, while others pondered and proceeded at
their own pace. Peer pressure was characterized by some participants as a
rivalry with their peers. They were aware of their activities that may put
others under stress. The teachings on peer pressure changed my perspective
on academics and other life realizations significantly.

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II. CONCLUSIONS
The following concepts were concluded in the course of the data gathering
and analysis of the lived experiences of Grade 11 students of Batch 2022-2023:
1. The small population of the batch is one of the biggest factors for the
researchers to finish their study without causing unease. In addition to that,
being able to interact with each other while performing their research helped
them expand their social relationship, given that most of the research was
all by pair. As for their interactions outside the research progress, like
family, they said that it was not hard to maintain their relationship with
them, since it was their parents and family who were supplying and
supporting their needs.
2. In the indication of optimal academic functioning, the researchers were able
to strike a balance between research completion and the academic world.
Given that research is an integral aspect of academics, if not a full
requirement, the participants offered various time management tips to aid
them in achieving their academic objectives. The participants shared some
situations that they feel burdened by the research but then again, research is
part of academics so there is no need of neglecting other subjects to comply
in research and vice versa. Incorporated with the experiences they stated are
life lessons on managing general subjects and a big project.
3. Psychological stressors prompted a diverse response from the participants,
given that they came from various fields of study and groupings. Individual
researchers face the same research problems such as deadlines but since it
is themselves they are working with, it is not hard to consolidate the needed
parts. As for pairs and groups, it was not also a big issue since there wasn’t
a need of collecting parts for multiple members. For the time being, the
participants were able to acclimate to the difficult and demanding task of
research compliance.
4. Learning development encompasses not only academics but also a wide
range of life experiences. The participants discussed the most important
lessons that helped them develop as individuals. They discussed how

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 challenging the complex tasks were before, during, and after, but that they
achieved better results and learnt more than their studies indicated.
5. Participants exchanged valuable financial information, especially those
with similar expenses. These lectures demonstrated how financial discipline
should be a lifelong habit. Due to different fields of study, varies the
expenses spent during the research progress. It taught the participants to
have an advance thinking for the research topic that will be dealing only
with minor outlay. One thing they’re all grateful for is that they were all
able to finance the needed aggregates for the researchers research product.
6. Peer pressure lessons profoundly altered their perspective on academics and
other life perceptions. They are the ones who said that picturing other
researchers as a competitor will not benefit their research since everyone is
running at their own pace and different topics. Handling pressure is up to
the researchers, at the end of the day, the goal is to finish the year long
research. It is within the researcher's determination and self uplifting that
matters.

To conclude, Research taught Stem-incline researchers from LCSINHS

how difficult and time-consuming it is to generate new and meaningful
knowledge—to push the boundaries of human knowledge. Being a researcher
showed LCSINHS's Stem-inclined researchers how difficult it is to probe the
unknown and expand our knowledge base. The self-correcting nature of research
study has given us marvels that necessitate thorough intellectual scrutiny. Dealing
with research, research papers, research products is like risking your sociological,
mental, physical and holistic aspects. Indeed, research is a sacrifice. Researchers
have different ways of coping up, gladly this study involves the investigation of the
life experiences and suggestions from the researchers themselves. Therefore the
stressors and parameters of this study led us to results that are both beneficial and
serve as assistance for the following researchers who would share the same
intentions with this research’s objective.

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III. RECOMMENDATIONS

The following areas and ideas are advocated for future researchers that will
study the lived experiences of students with their research papers in the field of
STEM:

1. The researchers recommend using the Delphi method for gathering data to
attain a deeper understanding in the research.
2. The researchers recommend having a wider population to participate in this
kind of study to have a wider understanding of the study.
3. The researchers recommend having proper categorization of participants
based on the type of study they are conducting and based on the level of
difficulty of each study.
4. The researchers recommend having more possible parameters to further
analyze their respondents’ experiences.

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V. BIBLIOGRAPHY

1. Ames, et. al. (2019). Purposive sampling in a qualitative evidence synthesis: a worked
example from a synthesis on parental perceptions of vaccination communication.
Accessed on April 22, 2022. Retrieved from
https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/s12874-019-0665-4.
2. Bocar, A. (2013, March). “Difficulties Encountered by the Student – Researchers and the
Effects on Their Research Output” Accessed on March 22, 2022. Retrieved from
https://www.researchgate.net/publication/255967042_Difficulties_Encountered_by_the_
Student_-_Researchers_and_the_Effects_on_Their_Research_Output.
3. Bogdan, R. C., & Biklen, S. K. (2003). Qualitative Research of Education: An
Introductive to Theories and Methods (4th ed.). Boston: Allyn and Bacon.
4. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Education research, an introduction. New
York: Longman Publishers. Accessed on April 22, 2022. Retrieved from
https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx
?ReferenceID=393966.
5. Kadir, H., et. al. (2018, May). The Influence of Peer Groups on Students’ Anxiety in EFL
Learning. Accessed on April 04, 2022. Retrieved from
https://ojs.unm.ac.id/ELT/article/view/5771.
6. Marino, Kathleen J., "A Qualitative Study Exploring Faculty Perception and Adaptation
of Social Presence in the Online Classroom" (2012). Seton Hall University Dissertations
and Theses (ETDs). 1796.
7. May, T. (1997). Social Research – Issues, Methods & Process. (2nd Ed.). Buckingham:
Open University Press. https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/
8. Moldes V., et al. (2019, January) “Students, Peer Pressure and their Academic
Performance in School.” Accessed on April 04, 2022. Retrieved from Students, Peer
Pressure and their Academic Performance in School (ijsrp.org)
9. Phan H., et al. (2018, November) “The Importance of Mindfulness in the Achievement of
Optimal Functioning: Conceptualization for Research Development” Accessed on March
22, 2022. Retrieved from https://www.intechopen.com/chapters/63876
10. Sharma D. (2017, April) “The importance of school education in child development”
Accessed on April 04, 2022. Retrieved from https://www.educationworld.in/the-
importance-of-school-education-in-child-development/.

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11. Shazia Nasrullah_Phd, Muhammad Saqib Khan (2015, January) “The Impact of Time
Management on the Students' Academic Achievements” Accessed on March 22, 2022.
Retrieved from
https://www.researchgate.net/publication/313768789_The_Impact_of_Time_Managemen
t_on_the_Students'_Academic_Achievements
12. Schneiderman N., et al. (2016, October) “STRESS AND HEALTH: Psychological,
Behavioral, and Biological Determinants” Accessed on March 22, 2022. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568977/
13. So-Hyun Joo, et al. (2009, January) “The Academic Impact of Financial Stress on
College Students” Accessed on April 04, 2022. Retrieved from
https://journals.sagepub.com/doi/abs/10.2190/CS.10.3.c
14. van Manen, M. (1977). From Second Chance Learners and Second-Class Citizens to
Competent Addiction Practitioners. Accessed on April 22, 2022. Retrieved from
https://tinyurl.com/2vkf6n9a.

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Appendix A
Notice for Interview Letter

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Appendix B
Interview Answers (Non-Translated)

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Participant 1

1. “Siguro dito pumapasok yung kapag cino-consider mo ung mga taong involved sa study
mo lalo na yung mga kasama mo na researchers para mapanatili ang social relationship,
kaya kung team, kailangan kung sino man ang kateam mo, alam nyo kung paano makisama
sa isa’t-isa at patas ang hatian sa study nyo habang pina-panatili ang positibong relasyon
nyo sa isa’t-isa. Para mapanatili, mas madali kung komportable kayo sa isa’t-isa, swerte
ako na si kurt ang partner ko, di gaya ng iba na hindi sila magkasundo nung partner nila
kaya ginawa nilang mag-isa yung study.”
2. “Ang sa tingin kong natutunan ko ay yung pag-aayos ng oras ko kasi kung tutuusin ay
malaki syang obligasyon, ang paggawa ng thesis lalo na kung dalawa lang kayo. Sa iba nga
anim o lima ang mga kagrupo lalo na kung dalawa lang kayo, mas mahirap.“
3. “Sa tingin ko, yung ginawang study, mahirap ‘yun kasi chapters 1-5 yun eh dalawa lang
kami, kaya parang nasanay na lang kami na parang nadagdagan yung experience sa
paggawa ng research. Hindi naman kami dumating sa point na nag-cram kami sa
pagpapasa, kasi parehas naman kaming responsable. Hindi rin naman gaano na
nakakaapekto sa mental health namin kasi okay naman kaming dalawa kaya walang
conflict.”
4. “Para sa akin, yung collaboration, kasi andaming gawain sa research, eh dalawa lang kami
kaya kailangan na mahati namin nang maayos ung gawain na ginagawa ng bawat isa,
walang lumalamang at walang kulang, parehas may ginagampanan. Isa pa, mas maging
responsable sa oras.”
5. “Wala naman kaming nagastos don masyado, lime at lemon lang tas pako at wire eh meron
naman dito ang tatay ko. Isa pa, gawa noong battery, madali lang talaga yung research
namin that time, may kontribusyon sya sa kaalaman pero sa komunidad, parang wala
naman. Parang yung lesson ay paghahati ng tasks nang maayos.”
6. “Tiwala sa kasama mo, iconsider mo din yung mga kasama mo, sa ibang researcher
naman, may nasusuggest sila minsan, trust sa isat isa tas pag may naiiwan sa isa, gawin
ang lahat para maging sabay kayong may progress sa study.”

Participant 2

1. “Not much problem, since friends. Also in choice of study, convenient expense and
effort. Research process is both responsible, great fit for each other. Established a

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 character na ‘di magko-conflict between. Should be responsible and disciplined,
learn to take a rest, then go back.”
2. Time management, kasi may hectic schedule, critical thinking so that no work is
behind. Teamwork can make a big difference. To be patient. Setting unrealistic
objectives. Adapting the right approach.
3. Much easier to accomplish.
4. Help gain skills in this type of environment, test out motivation to pursue and other
certain cases. Able to be more critical, and consider the capabilities. Something that
is interesting. Find answers to questions, Identify the strengths and weaknesses.
Communication skills, beneficial for college years.
5. Not Financially capable. Did records about the money to observe where it is coming
and going through. Do not be impulsive, and be practical. Always think of wag
do’n sa mapagmahal. At mga materials na nasa paligid para di gumastos.
6. Didn't have conflicts since working with a friend. taking it seriously. critical
thinking, hard work and team work. Set your goals and celebrate. ‘Di maiiwasan
ang pressure kapag nakikita mo ang iba na progressive then kayo naghahanap pa
and it is nature. Need to see your own progress, don't compare. Need to work hard
to accomplish the goals.

Participant 3

1. “Solo naman kasi ako noon eh, solo ako maggawa ng study nung Grade 8, but to
maintain positive relationship with other groups, I hang out with them but not in a
bad way, nagtatanong lang ako or tulungan lang. Mas naging ka-close ko yung
kapatid ko and yung parents since kami lang naman ang magkakasama ditto,
program for the youth sa church, kasama ako do’n to boost my faith in God and
boost my relationship that I have to other churches’ youth. An,d para naman sa
outside ng church and fam[ily], sa friend di pa masyadong face-to-face kaya
through chat o virtual connection na lang with them or discord and sa family naman,
nagbo-volunteer din ako and that’s good for the community naman.”
2. “Nung Grade 8, ‘di ba sa Mendel napagalitan ako ni Ma’am Guce which I think ay
kasama s’ya do’n, that time na napagalitan ako ni Ma’am guce, undergoing ‘yung

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 paggawa ng paper, so dahil do’n, pahuli huli ako lagi. Natuto akong maging
punctual sa mga bagay-bagay which I think kasama pa rin sa research progress,
nagpo-procrastinate pa din pero ‘di tulad ng dati na tulad ng madaling araw ay nagi-
grind, ngayon ay hindi kaya I’m very happy. I am a fan of organizing and planning
my week, para ma-comply ko s’ya and also mabalance yung acad[emics], nag-set
ako ng day for research lang so isang araw research lang, Friday. So Friday, nag-
aayos ako ng product at doon ako gumagawa ng research paper.
3. “Wala naman, feel ko hindi ko s’ya masyado na-focus nung G8 [Grade 8], pero
ngayon tinitingnan ko s’ya nakikinig na ako ngayon, sa physical at psychological
ko ngayon, is okay compared sa g9-g10 [Grade 9 - Grade 10], pero nung g8 [Grade
8], hindi ko sya nakita kasi school - bahay lang so wala akong time na i-absorb
[ang] mga nangyayari kaya hindi ko sya napansin.”
4. “Tatlo. ‘Yung una, mahilig naman talaga ako magbasa, na dapat logical, practical,
and naia-apply ko na s’ya ngayon sa’kin, andami ng fake news ngayon na nagsi-
spread and misinformation na mabilis na, nakatulong s’ya sakin para alam ko yung
nangyayari. Pangalawa, may natuto ako maging punctual, nagkaroon ako ng target
sa dulo ng week o araw noong g8 [Grade 8] nagawa ko ‘yun sa research paper ko
and ngayon ginagawa ko na everyday. Pangatlo, hindi nagsi-strike ang inspiration
kung kailan mo siya kailangan, ngayon natuto ako na i-build up ‘yung motivation
at work hindi yung kung kailan ko gusto, saka ko gagawin.”
5. “Dahil nga solo ako, madali sakin kasi wala akong kahati, walang male-late na
magbibigay sa’yo, pero mahirap nga kasi wala ngang kahati pero ‘yung sakin ay
hindi naman mabigat sa bulsa since madali lang yung pinili ko, ginawa ko lang
‘yung nandito sa bahay. Naka-program na sa’kin na ah eto kaya ko ‘tong makuha
dito na kalahati lang ‘yung gagastusin ko. Ecotiles study n’ya, hindi big of a deal
ang financial since, nandito na halos lahat sa’min ang gagamitin.”
6. “Ayos lang naman, ‘pag may pinasa na ‘yung isaay gagawin ko na din parang
magpapasa na din ako ngayon, parang in a positive way na namo-motivate ako na
gumawa na rin at magpasa and I think positive ‘yung impact saken. For the outside
naman, ayos lang kasi hindi naman kasi masyadong alam ng kaibigan namin sa

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 church na gumagawa ako ng research and schience ako napasok so wala naman
masyadong peer pressure.

Participant 4

1. “In conducting our study, our Grade 8 study was about the medicine na nagku-cure
ng diabetes. Thinking na wala tayong choice sa magiging partner natin, since draw
nga ‘yon, we have to build up ung relationship muna as partners to come up with a
comprehensive study. Dapat alam mo ‘yung weakness ng partner mo to fill the
gaps, nung una nangangapa pa kmi kaya it took us a lot of time. Na-manage naman
namin yung research and successful naman sya at the end of the school year.
“Not a hindrance pero challenge. We have to be professional, we still have to do
our part as a team, dapat walang hindrances lalo na ‘pag relationship gano’n, naging
successful naman.”
2. “Will to help in continuous growth of knowledge in Science and Technology, that
motivates me para ma-comply yung research and academic realm. Hindi kami
nagkaroon ng hard time na i-balance yung research at academics. Doon ko na-
realize na it's like being an author, and for me that means a lot kasi I contributed to
the knowledge and it was naging madali and manageable for us naman.”

“Goal ng product namin ay maka-cure ng diabetes, need s’ya i-intake ng tao. Need
ng lab tests and as g8 [Grade 8] students nahirapan kami do’n, need naming mag-
conduct ng lab tests at humanap ng profs na may alam sa study namin, mahirap s’ya
compare sa applied studies, hindi gaya ng hirap namin kasi hindi kailangan i-intake
ng tao o hindi medicinal studies.”

3. “Nagbigay ito sa akin ng isang mas malawak at mas mahusay na pag-unawa sa mga
tao at paghahanap ng mga paraan upang makipag-usap sa kanila at paghahanap ng
mga kinakailangang data para sa aming pananaliksik na pag-aaral. Ang
pananaliksik ay nangangailangan ng higit na atensyon at pangako, sa ilang mga
punto kailangan nating dumaan sa maraming mga pangyayari at sa parehong oras,
ito ay nagturo sa akin ng mental na katigasan dahil upang magkaroon ng isang
mahusay na output, kailangan kong i-redirect ang aking mga negativities.”

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 4. “Research teaches us to be critical about our understanding in this world. No matter
what the context is. Research is all about commitment even if circumstances come
in our way. Even if it’s hard, we should continue and alsoI realized that we should
have guidance to know whether we're making progress and we’re on the right
track.”
5. “Before finalizing a research topic, you should consider your resources.”
6. “Since we’re not that close in the beginning, we learned how to be comfortable with
each other as time goes by, and it will also be better for us to do our study.”

Participant 5

1. We need constant communication, sharing of ideas and dividing the proper tasks
about our research paper and the research product. Friends is also a factor, through
them we gained moral support, and that somehow strengthen our friendship.
2. Time management and planning accordingly, organize tasks to avoid burn out and
finish on time. We should also consider our partner’s time and availability.
3. Stress and frustration, on balancing everything Fulfilling on the end while doing
the research process, formulating and others Attributes physically are the
sleepovers and creating the product
4. To avoid shortage of time plan things accordingly Learned to consider schedule of
your partner.
5. Consider cheap but high quality as a requirement in our product
6. Consult partner during workloads, don’t pressure your partner because of the
deadlines.

Participant 6

1. I think I made another affiliate, which is my consultant since I’ve only met him for
the first time and also my dad, since he’s the one helping me in doing my study. It
was hard for me to maintain a good social relationship since, generally, I'm not a
very social person. In my group of friends, we do our research study together.

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 2. It’s not that it’s balancing since research is a part of our academics, and I also like
my study so it’s fine for me if it would take a lot of time since I’m happy with what
I’m doing.
3. Mentally, it doesn’t really have an impact because as I’ve said, I love what I’m
doing and I’m happy with it so it really doesn’t have a negative impact. Since in
our school, the workload is always heavy, so by grade 9, I can say that I’m used to
it so it doesn’t have that much effect.
4. It played a big role in my personal learning growth since I’m the one who chose
my study, because I am interested and curious about electromagnetism and through
my consultant, I also learned a lot so it’s a great experience for me.
5. Actually, it is really expensive and my expenses are quite heavy but since it’s part
of academics, my parents said that it was okay because we don't have a tuition fee,
so it’s okay to spend that much money on my study.
6. In my group of friends, almost all of them are grade conscious and they wanna
submit their requirements on time, so that motivated me to do my academic
requirements early and submit them on time. I also didn’t experience cramming.

Participant 7

1. “We were given a chance to choose our partners, chose our friends to maintain a
positive social relationship, within our interest ung study. If you choose your
friends to be your partners we can cooperate more to further our study, I can say
that our study is not that high maintenance or not that hard so we’ll still able to
bond with the fam, and were doing it on my house so that we have time to interact
with my fam when were at home we don't do research that much so we have time.”
2. “Time is important, time is vital and critical because we need to properly divide it
so that we can maximize it for doing the tasks, and we have to give time to our self
not only to acads but on yourself honestly there are no time that we became late on
passing our requirements, but in exchange we don't have enough time for ourselves
like lack of sleep because of academics and requirements.”
3. “Learn to work more with a group, not only as an individual because it is easier.
Because you can share ideas and tasks, it is hard to be alone , that's why it's

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 important to have a partner so you can brainstorm with your partner and ideas,
reminding each other of some certain key points is also important.”
4. “Made an important role to manage our time to do things and prioritize what you
need, certain time table to complete the tasks and making schedules developed our
discipline bec we have to follow our plan to have a track of what we are doing and
added up my self confidence bec of presentations and defense.”
5. “We also learned to take risks, all about experiments to try different things for the
betterment of our study. our research project does not require that much time and
money unlike others, so we don't have that problem.”
6. “Time, of course competition based on how the other groups made their studies, we
try to divide our outlook on what our perspective is in this study.”

Participant 8

1. "In my case, since solo ako for 2 years, in my own research study, with my peers
through being open to various suggestions for any help that they can lend and vice
versa. I’m able to help in my own way for the improvement of their studies. Outside
naman, since my study is all about treating diabetes, unlikely to affect possible
social relationship kasi di sya gaano ka-affected.”
2. “Take risk of diff avenue, kasi if you stucked sa isang limit ng study mo with
exploring others, hindi sya mag-iimprove and magde-develop to its full potential,
since vigorous ‘yung approach ng different studies, it affected me, kaya important
na u give yourself time to rest kasi you may not be able to function well if you're
too stressed or too tired and I have the time to rest pa, because I was a balanced
person noon.”
3. “‘Pag jinuggle ng tasks and that made me stressed lalo na pag ‘di masyadong
maraming input ‘yung adviser, kasi ‘di mo alam kung paano ka uusad, and given
na wala naman akong maayos na consultant, were too unstable. At some point of
my research study, I was not healthy since stressed ako, pumasok ‘yung stress
eating, that affected my physical health and I lack time by doing exercises, I was
really affected back then.”

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 4. “Research played a big factor in gaining knowledge, it helps me to be a wise
decision maker, it helps me as a person to grow and also as a student, since vital
requirement ito sa ating school, it helped me to balance task and help me to manage
my time and be careful to the choices that we make because every step that we go
through, we must put into mind that this can highly affect our path”
5. “I'd rather pick life than robotics and applied because it was cheaper, but it wasn't
mentioned that in the life category, you will test a lot of magnesium content etc. In
monetary terms, be practical enough to know various laboratories that offer various
services and I think napamahal ako kasi I didn't have a chance to mag-explore ng
iba kasi . I was in a rush. After I tested my extracts, there are a lot of labs that offers
the same services pero cheaper, one thing also is don't rush your testing, kasi limited
siya.
6. “I have learned that research paper-making is not a race, this is something that you
don't do overnight, something that you don't rush because there are different
parameters and variables to examine. Even though ‘yung iba, mabilis, it gave me
pressure but I focused on myself, on my study don’t mind kung masyado mabilis
because that's nor your own research. Focus on your own research, you are expected
to improve day by day, pat yourself na you did a great job today and better job
tomorrow.”

Participant 9

1. “Friends before SIP, learned to work together in a sense na no pressure, walang

sisihan kapag may mistakes, walang halo yung issue sa mismong study, both
professional, not that strict and mini-measure yung isa't isa, they liked and enjoyed
their own project to win the study.”
2. “Part of academics, time management, should know and consider the time of each
other because research requires time and attention. Used almost all of weekends to
spend it with. Choose the best time, use free time for research. Being optimistic
pushes you to move forward to avoid feeling down when problems occur.”
3. “Experienced SIP way back elementary, this time, robotics is more complicated
and very stressing, and new. Iba na ang mga style and type. Just enjoyed the whole

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 research process. Fueled competitiveness, since other studies pushed us to do better
on their project.”
4. “The research process taught me to be rational, in terms of as a partner, individually,
research itself and a lot more. Learned how to be transparent, and to indicate the
downside. Emotionally and financially prepared since super tiring. Warned about
misunderstanding. Learned about the issues in our environment. Experienced
workloads with stressors, gsp, contests, acads. Pressured since we are carrying the
Science School but able to win and that's the most satisfying reward after
everything. Giving, taking and compromising.”
5. Thanks to our parents, they did not complain about expenses. The consultant is also
kind, because he's someone that they knew already. Parents are very supportive, in
return of winning in the contests.
6. Lack of sense of competition. Focus on your study, stop comparing yourself to
others that way you’re making it efficient. You do it because you like it and not
because they do it. It leads you to be more knowledgeable about the study. Enjoy
the moment.

Participant 10

1. “Try to comply on the deadline, so that walang nakakaaffect sa social relationship.

Asked each other and proper communication. Familiarity, since I know na g7
[Grade 7] pa lang. Giving opinions and such. Try to spare time. Being real with
family on what is happening about the research process. Communication between
not misunderstood things out.”
2. “Set priorities according to the deadline. Do everything today as much as possible.
More time doesn't mean more productivity. Time management is very significant,
especially because the workload on other subjects is tough. Putting too much effort
in one thing can overlook another subject.”
3. “Some delays happened. Experience from g7 hanggang ngayon ay mas naging
madali na and taught more of them lessons.”
4. “Helped to be a more critical thinker. Learning leadership and to be a good member.
Learned the type of environment and explored things that are not that familiar.”

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5. “Nothing in life is free. You can't cram paper to have good research. Giving up on
your first try is not a choice, money has never been an issue. The cost is expected
and not that very surprising.”
6. “Set to myself that this is what it is. Do your best, and do not be extravagant because
you're just pressured. Research is a team effort, so always do your best. Pressured
after the 7th time of rejection.”

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Appendix C
Gantt Chart

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Appendix D
Summary of Pictures

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