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LIVED EXPERIENCES OF STUDENT-MOTHERS IN THE NEW NORMAL

An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Samar State University
Catbalogan City

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in English

JEAN MARIZ A. GALVEZ

AURA MONICA S. LABINE

REINA APPLE G. MENDOZA

CLINT JOHNSEN M. PLASABAS

NELSA N. SALVOSA

MA. ROSELA B. TUTING

June 2021
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APPROVAL SHEET

This thesis titled “LIVED EXPERIENCES OF STUDENT-MOTHERS IN THE

NEW NORMAL”, prepared and submitted by JEAN MARIZ A. GALVEZ, AURA
MONICA S. LABINE, REINA APPLE G. MENDOZA, CLINT JOHNSEN M.
PLASABAS, NELSA N. SALVOSA, and MA. ROSELA B. TUTING in partial fulfillment
of the requirements for the degree BACHELOR OF SECONDARY EDUCATION major
in ENGLISH, has been examined and recommended for acceptance and approval for
Final Examination.

MAE SASCHIEL P. MONTALLANA

Adviser
________________________________________________________________________

Approved by the Committee on Final Oral Defense with a rating of PASSED.

ALONA MEDALIA CADIZ-GABEJAN, D.A.

Research Instructor, CoEd
Chairperson

JAKE BOY D. CARBONQUILLO ROSYBELLE T. SABLAD

Faculty Member, CoEd Faculty Member, CoEd
Member Member

JHONIL C. BAJADO
Faculty Member, CoEd
Member
________________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the degree,
BACHELOR OF SECONDARY EDUCATION major in ENGLISH.

GINA U. ESPAÑO, Ph.D.

Dean, College of Education

June 11, 2021

Date of Final Oral Defense

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ACKNOWLEDGMENT
First and foremost, the researchers would like to thank our Almighty God

for giving us the strength, wisdom, and passion to put our hearts into this study.

The researchers would like to thank themselves for putting in all their hard work

and perseverance only to make this research possible. The patience and

understanding, as well as all the efforts, were highly recognized throughout the

journey of this research.

The researchers want to take this opportunity to thank Samar State

University. The University's Research Office and the College of Education uphold

the best quality researches with elite advisers, mentors, and researcher experts. To

the SSU-IRERC, the researchers would like to thank you for giving us the

certificate of ethics approval and for offering relevant tips, too. To the Samar State

University Dean of College of Education, Dr. Gina U. Espano, the researchers

would like to thank you for allowing and trusting us to conduct our research that

involves students under your premise. To Ms. Mae Saschiel P. Montallana, the

researchers would like to thank you for your support, guidance, and presence as

our mentor throughout this thesis project. To Dr. Alona Medalia C. Gabejan, the

researchers would like to thank you for your never-ending enthusiasm and

supervision as our research adviser.

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To the English Majors Student-mothers, the researchers would like to thank

you for sharing your experiences, struggles, and coping mechanism for the success

of this study. Your cooperation led to this notable accomplishment. Forever

honored for wholeheartedly accepting the favor and letting yourselves be heard

in terms of your lived experiences in the new normal.

To the parents of the researchers that supported them from the start of their

research journey, the researchers would like to take this chance to thank you with

all of their hearts. To Macabenta family, the in-laws of one of the researchers, for

adopting us, sheltering us, and free meals every time we are doing our research.

We are forever grateful to all of you.

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DEDICATION

We would like to dedicate and give thanks and praise to the ALMIGHTY

GOD for His grace and blessings throughout the entire research. Without Him,

this would be nothing.

We also dedicate this thesis to our family and friends for the never -ending

love and support.

To our dearest parents and guardians:

Mr. and Mrs. Gregorio N. Galvez

Mr. and Mrs. Aurelio J. Labine

Mr. and Mrs. Ronnie D. Mendoza

Mrs. Chona M. Plasabas

Mrs. Adela N. Salvosa

Mrs. Mercedes B. Tuting

For all the love and support morally and financially which have served as

our inspiration to continue striving and finish the research and for everyone who

have extended their support to us.

Jean Mariz, Aura Monica, Reina Apple, Clint Johnsen, Nelsa, Ma. Rosela
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ABSTRACT

This qualitative study examined the lived experiences of the English major

student-mothers who were involved in dual responsibilities amid the new normal

setting. The primary data collection method was a semi-structured interview. Data

were analyzed per the research questions. Participants were chosen through

purposive sampling. A total of five participants were involved in the study. Each

of the participants had omitted their names to maintain confidentiality. The

research resulted in three major themes. The themes were the lived experiences of

student mothers, student mothers dealing with English subjects, and balancing

motherhood and studentship amid the pandemic. Researchers found that student

mothers consistently struggle to deal with their dual roles. They were caught up

to their motherhood responsibilities and studentship duties. This led to confusion

about what they need to fulfill the most. As much as they want to balance the

demands of their dual roles, they ended up prioritizing the most vital role, and

that is their motherhood responsibilities. The lived experiences determined on the

responses of the student-mothers can encourage and inspire others to continue

and survive higher education despite this health crisis we are facing.

Recommendations were offered for student-mothers, English majors,

administrators, and future researchers for further research possibilities.

Keywords: Family, Module, Multitasking, Time Management

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TABLE OF CONTENTS

CONTENT PAGE

TITLE PAGE………….……..…………………………………………………………i

APPROVAL SHEET…….……………………………………………………………ii

ACKNOWLEDGMENT…...………………………………………………………...iii

DEDICATION……………...…………………………………………………………v

ABSTRACT………………….………………………………………………………..vi

TABLE OF CONTENTS…………………………………………………………….vii

LIST OF TABLES……….……………………………………………………….……x

LIST OF FIGURES………...………………………………………………………....xi

Chapter 1-THE PROBLEM AND ITS SETTING

Introduction……………………………..………………………………………1

Problem Statement…………......……………………………………………….3

Research Assumption………..…………………………………………………3

Theoretical Framework……...…………………………………………………4

Significance of the Study…….…………………………………………………7

Scope and Delimitation……...…………………………………………………8

Definition of Terms…………..…………………………………………………9
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Chapter-2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……….....………………………………………………...10

Related Studies……..…………………………………………………………11

Chapter 3-METHODOLOGY

Research Design..…..……………….……………………………………….15

Instrumentation……..………...………..……………………………………15

Research Locale………………………...……………………………………16

Validation of Instrument………………………………….………………...16

Sampling Procedure…………………...………………….…………………17

Ethical Consideration………………….……………………………………17

Data Gathering Procedure……………..…………………………………...18

Data Analysis Procedure……………..…………………….……………….18

Chapter 4-PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Lived Experiences of Student-mothers…………………………..………..21

Student-mother Dealing with English Major Subjects

Amid Pandemic……………………………………………………………...37

Balancing Motherhood and Studentship.…………………………………50

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Chapter 5-SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings……..….……..………………………………………58

Conclusions...………………………...………………………………………60

Recommendations…...………………………………………………………62

REFERENCES……………………………….………………………………………64

APPENDICES……………………………………………………………………….69

Appendix A (Interview Questions)……………....………………………..70

Appendix B (Translations of Transcriptions)………………………..........71

Appendix C (Coding and Thematic Analysis)……………...…………….73

Appendix D (Letter of Consent)………………….………………………106

Appendix E (Request Letter).........………….……………………………..109

Appendix F (PlagScan Result of the Study)……………………………....110

Appendix G (Curriculum Vitae)……………….. …………………………115

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LIST OF TABLES

Table 1. Lived Experiences of Student-mothers. ………………………………...21

Table 2. Student-mother Dealing with English

Major Subjects Amid Pandemic………………………………………37

Table 2 Balancing Motherhood and Studentship…………………………….......73

LIST OF FIGURES
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Coding and Thematic Analysis……………………….…………………………..155

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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

The number of student-mothers entering universities has been increasing

around the world since 1996, and this statistic raises concerns about playing the

roles of being a mother and a student (White, 2008). A woman may enthusiastically

embrace the simultaneous roles of mother and student; however, undertaking

these two roles, even in ideal conditions, can pull one person in two directions

(Springer et al., 2009). At the onset of the pandemic, their struggle as a student-

mother became heavier since they needed to attend classes while doing parenting

for their children. Role challenges cause women to abandon one role for the sake

of the other (Springer et al., 2009). Myths, expectations, and ideals available in the

campus culture can influence this behavior. Therefore, motherhood

responsibilities impose a massive burden on the shoulders of the students. In

effect, it alters their mental and emotional security. Thus, they are bound with two

kinds of responsibilities: fulfilling motherhood and studentship. In the fulfillment

of the current study, the researchers can generate phenomenal lived experiences

that are yet to be discovered. This also aims to collate the responses of student-

mothers on how did the new normal setting alter their pre-existing coping

mechanisms to adapt to the current academic state.

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Taukeni (2014), in his study, shows that most of the dilemmas of the

student-mothers are to manage their studies and parental role. With the help of

this study, the researchers will be able to discover the different lived experiences

of student-mothers and how they deal with the various duties they have during

this pandemic. There is a need for researchers to have an in-depth understanding

of the lived experiences of the student-mothers to come up with concrete plans

and support on their educational endeavors. When university policies recognize

the unique situation of students being parents and grant them the necessary

support to fulfill their dual role, the university environment has the potential to

become a setting for enriching experiences that not only promote the integral

development of the student but also positively influence the development of their

child and their new family and contribute to a more inclusive university

environment (Raeis et al. 2018).

Balancing academics and motherhood is a great challenge for them. But, the

processes of how they consistently exchange roles only to work on the various

responsibilities that they bear are under-explored. Thus, there is a need for people

to be aware of these lived experiences of the student-mothers. It will continuously

give them assistance to fulfill their duties without giving up another role,

especially in this new normal set-up. To achieve a successful resolution of this

crisis, students require additional support from their families, as well as from the

higher education institution where they are studying (Raeis et al. 2018).
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Universities, schools, or workplaces need to recognize that women will fall

pregnant regardless of the spaces they occupy because of the nature of their

biological roles (Kubeka, 2016).

Problem Statement

This study explored the lived experiences of English major student-

mothers in the new normal. Specifically, this aimed to answer the following

questions:

1. What are the lived experiences of English major student-mothers in the new

normal setting?

2. How do you cope with the struggles you encounter on your English major

subjects during pandemic?

3. How do you balance studentship and motherhood amid pandemic?

Research Assumptions

In light of the current study, research assumptions were taken into account.

As stipulated within the selection criteria, participants must be willing to

participate in the study. Hence, it is assumed that they will be open to discuss their

lived experiences in the new normal. In the same way, it is also expected that they

answered the interview questions honestly and with utmost sincerity.

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This also held to the nature of the data that the researchers gathered by

sticking with the fact that the current study hinged on English major student-

mothers it is assumed that the responses include experiences and perceptions of

females only. Principally, it assumed that concurrent and sequential multitasking

were evident in the participants as reflected in the theory of Threaded Cognition

that explained how our brain functions when we are doing activities

simultaneously. The researchers also deemed that the participants encountered

numerous challenges in this new normal setting that juggled their dual roles.

This study determined how the student-mothers deal with their

motherhood and studentship responsibilities at the same time. Through their lived

experiences, the researchers were able to gather the data that are essential in

creating emergent themes. These emergent themes helped the student-mothers in

higher education, the administrators, teachers, and the community.

Theoretical Framework

This study entrusted on theories which helped on the construction of

interpretive framework. The theories that supported this study include Feminist

theory, Theory of Threaded Cognition, and Social Constructivism Theory. This

research presented contents showing how student-mothers fulfill their roles while

considering significant aspects such as social interaction, shared behaviors and

experiences. In this case, the student-mothers were linked to the different roles
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that made them encountered different tasks at the same time. It also discussed the

different good opportunities that women can get in the field of academe despite

their various roles that might affect their responsibilities. It served as an eye-

opener to the society, specifically to the women, with the underexplored reality of

student-mothers.

Feminist Theory focused on the promotion of women's rights and interests.

“To be ‘feminist’ in any authentic sense of the term is to want for all people, female

and male, liberation from sexist role patterns, domination, and oppression.” Bell

Hooks made this clear and powerful statement in her 1981 study of sexism, racism,

and the feminist and civil rights movements Ain't I a Woman: Black Women and

Feminism. Some feminist theory provided an analytic framework for

understanding how women's location in the community and experience of social

situations differ from men. Green (2007) asserted that feminism analyses the

diversity of women’s specific experiences. Feminist standpoint also allowed an

understanding of women’s experiences and challenges of having a child. This gave

a solid support to the study on explaining the various challenges that empowered

women to pursue their education amid the difficulties associated with maternal

responsibilities.

The framework of this research also incorporated Social Constructivism

theory. Social constructivism was an interpretive framework whereby individuals

sought to understand their world and develop their own particular meanings that
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correspond to their experience (Creswell, 2013). In elaborating constructivists’

ideas Arends (1998) stated that constructivism believed in personal construction

of meaning by the learner through experience, and that meaning was influenced

by the interaction of prior knowledge and new events. Furthermore, Social

Constructivism provided a guidepost on explaining how they adapted to their

new roles in the new normal setting. It involved explaining their behaviors

towards meeting the demands of the current situation.

Theory of Threaded Cognition was also one of the most important theories

that served as a framework of this study. It supported the different roles that a

student-mother needed to fulfill. The theory itself explained how student-mothers

handled the different responsibilities they had as a student and a mother.

Threaded Cognition stated that multitasking behavior can be expressed as

cognitive threads - independent stream thought or independent task that a person

is currently trying to perform that weave through mind's processing resource to

produce multitasking behavior (Salvucci & Taatgen, 2015). The independence of

cognitive threads is the key to our multitasking ability, the ability of to take single

task-skills and combine them as needed to accomplish a higher-level goal.

Threaded cognition can therefore account for the flexible way humans combine

previously unrelated tasks, and for the fact that many tasks can be learned in

isolation first and performed together later (Borst & Taagen, 2007).
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Significance of the Study

The researchers believed that the study will be beneficial to the SSU key

officials, teachers, English major student-mothers, the community and the future

researchers. The result and input of this study brought understanding to the

following:

To the English Major Student-mothers. The findings of the study will be

useful for all the English major student-mothers, especially in becoming aware and

understanding the different struggles they might encounter in studying not only

in the normal set-up, but also amid pandemic.

To the Teachers. The findings of the study will be a great help for the teachers

in understanding and dealing with their respective students especially with the

English major student-mothers.

To the SSU Key Officials. The findings of the study will be helpful towards

the SSU key officials in planning for several ways in dealing with the current

situation faced by the student-mothers in this pandemic. The findings of the study

will also be a source of enlightenment towards SSU key officials in managing and

attending to all the needs of the student-mothers.

To the Community. The findings of the study will be able to create an

opportunity to the people towards the idea of being a student-mother. It will

widen the perspective of the community in understanding the challenges of

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student-mothers. The findings of the study will also become an eye-opener to them

in eradicating the discrimination towards mothers who are continuously pursuing

education.

To the Future Researchers. The findings of the study will serve as basis and

as inputs to the future researchers who will conduct the same research.

Scope and Delimitation

This study explored the lived experiences of English major student-

mothers in the new normal. This sought to discover the strategies they applied to

balance their role as a mother and a student. Furthermore, the participants were

limited only to College of Education English major student-mothers of Samar State

University – Main Campus. It determined the following criteria: 1) A bonafide

English major student, College of Education, Samar State University – Main

Campus. 2) Had child/children. 3) Had the custody of her child/children. 4)

Either single parent or married. 5) Willing to participate in the study.

Due to the nature of phenomenology, the participants were limited to those

who are willing to participate in the data gathering. Hence, the validity of the

study was narrowed to the participant’s culture, society, and environment.

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Definition of Terms

Lived Experiences. Conceptually, this refers to a representation of the

experiences and choices of a given person, and the knowledge that they gain from

these experiences and choices (Cambridge Dictionary). Operationally, this refers

to the representation of the student-mother experiences and choices on dealing

with the new normal.

New Normal. Conceptually, this refers to the new way of living and going

about our lives, work and interactions with other people (Inquirer Philippines,

2020). Operationally, this refers to the new way of living and adjustment in the

educational setting of the student-mothers at the onset of pandemic.

Multitasking. Conceptually, this refers to the duties that are ought to be

fulfilled as a mother and student without missing any of those at one time

(Merriam Webster Dictionary). Operationally, it is the performance of several

tasks at the same time.

Student-Mother. Conceptually, this refers to the student-mothers that has

a dual responsibility and role to take in their respective lives (Student

International, 2019). Operationally, these are the students of College of Education,

Samar State University who have dual responsibilities as a mother and as a

student.
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Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter centers on the literatures and studies anent the lived

experiences of student-mothers in tertiary education.

Related Literature

Marandet and Wainwright (2010) reported one of the main issues of student

with dependents were time and timing. Student-mothers need to sacrifice one role

just to fulfill the other role. When a woman focuses all her attention on her studies,

her behavior may contrast with her traditional motherhood role (Visick, 2009).

While discourse regarding the “good mother” in any society is based on the

traditional motherhood role (Goodwin & Huppatz, 2010), its definitions vary by

society given the different experiences and challenges of motherhood in diverse

cultures (Zhang, 2011). In Saudi Arabia, a study was conducted to measure the

writing performance and to know the learning styles and strategies used by

English Majors. Results revealed that there was no correlation between the

participants’ learning style preference and writing strategies, nor their use of

writing strategies and their writing proficiency. As a whole, this study contributed

to the ESL/EFL field by providing information on Saudi undergraduate female

learners in terms of their preferred perceptual learning style, their level of writing

proficiency, and indeed their use of writing strategies (Alkubaidi, 2014). At the

onset of pandemic, a huge gap has arisen between our learning strategies during
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face-to-face classes and modular learning. Hence, the learning styles of English

majors were challenged and compromised to meet the demands of the new normal

educational scheme. This premise calls for an attempt to propose various ideas to

widen the learning styles and strategies of English majors in coping with the new

learning modality.

Related Studies

Cabaguing (2017) , conducted a study exploring the lived experiences of

student-mothers in Samar State University. This study shows how student-

mothers experienced a challenging yet fulfilling dual role. The researcher used

phenomenological approach to investigate their experiences being a student-

mother. The result shows three themed emerged, the sub theme would describe

the lived experiences of the student-mother these are; (1) Juggles and Struggles of

students Mothers; (2) Inspiration and Motivations, and (3) Ways of Managing

Dual Roles. Theme 1. Juggles and Struggles of Student-Mothers, its sub-themes are

conflicting demands, financial problem, social stigma, feeling of guilt and

inadequacy, self-neglect. The sub-themes for Inspiration and Motivation are

brighter future of the child, personal achievement and self-development, source of

strength and happiness while the subthemes of Coping Dual Roles are support of

other people, time management and priority.

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Manalang et al., (2015) explored the lived experiences of three college

student-mothers in Angeles City on how they manage their dual roles. The

researchers used purposive sampling and snowball technique in determining the

participants of the study, and in depth semi-structured interview as a tool in data

gathering. This study also used Interpretative Phenomenological Analysis

wherein according to Smith and Osborn (2007), it aims to explore in detail how

participants were making sense of their personal and social world” (p. 53), which

it captured and explored the life of the participants assigned to their experiences

(Reid, Flowers, & Larkin, 2005). Guided by the IPA’s data analysis, four master

themes have emerged from the data: (1) Struggles of student-mothers; (2)

Involvement of other people; (3) Motivation and outcomes of student-mothers;

and (4) Adjustment to motherhood. The study reveals that the participants were

having a hard time managing their dual roles, their social life was affected after

they became a mother, and they were being judged by other people because of

their situation.

Furthermore, independent learning and studying are more difficult for

those who have different roles to fulfill such as student-mothers. Taukeni (2014)

studied the phenomenal experiences of single student-mothers of University of

Namibia discussing their different challenges being a student and a mother. This

is not something that a mother who is not a student will experience and it is not

something that a student who is not a mother will experience (Lloyd-Smith & Tarr,
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2000). The study has five participants and the researcher used a semi-structured

interview in gathering data. This research is also informed by feminist theory. In

conclusion, the study reveals that being a student-mother is difficult to find

enough time to navigate between studying and parenting (Taukeni, 2014). Time

management is their greatest challenge in doing their responsibilities being a

mother and a student. As cited in Johnson and Nussbaum (2012), students having

multiple roles used the task-oriented coping strategies. It was used by the

participants to easily adjust to their situation, such as praying, positive self-

thought and ignoring people’s comments.

In the study conducted by Camila Raies (2018), participants described

how their new status as a future mother/father triggered demonstrations of

support, however in other cases, participants experienced discrimination by the

university environment, especially in the case of females. Moreover, the study

underscored that once the child had born a change in the hierarchy of roles

occurred, and the role of mother/father became the most important. Thus,

participants were faced with the task of redistributing their priorities, trying to

reconcile their maternal/paternal activities with their student activities. This

involved making changes to their life project, with their son/daughter becoming

the main motivation to move forward. The female students seemed to perceive

this change more acutely, since their biological condition forced them to miss their

university activities during delivery and the immediate postpartum period.

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Students also reported that during this process they required constant and strong

external support, identifying their families and the university environment as

fundamental pillars of support. Those who received the required support

indicated that a major aspect that had helped them to reconcile both roles was

having support from home and from their teachers and peers at the university.

Some participants indicated that they felt invisible to the authorities and lamented

the lack of institutional policies that considered the condition of being a

father/mother and student, which could be translated into concrete, practical

support.

Student-mothers also revealed through their narratives instructors who

shamed them in front of classmates for having to bring a child to class, or

castigated them for bringing a child to an inappropriate forum in which content

was not perceived as child-suitable. Student-mother narratives revealed

resentment regarding being exhorted to choose between being a parent and being

a student, when, in their opinions, they were forced to undertake both roles

concurrently, without sufficient support to engage in either role (Vyskocil, 2018).

The literature and studies cited above will act as a guide in the fulfillment

of the necessary undertakings that the current research demands. Truth be told,

combining motherhood and studying without compromising the activities of

either one is a great dilemma for student-mothers.

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Chapter 3

METHODOLOGY

This chapter presents in details the research design, research locale,

instrumentation, validation of instrument, sampling procedure, data gathering

procedure and data analysis.

Research Design

This study explored the lived experiences of English major student-

mothers in the new normal. Hence, it utilized a qualitative approach using

phenomenological inquiry as to its research design. Qualitative studies aim to

improve the understanding of phenomena through human experiences (Myers,

2000). Phenomenology aimed to accurately describe the phenomenon without a

pre-existing knowledge to a framework, but remaining truth to the facts

(Groenewald, 2004). Moreover, using qualitative research, the researchers would

able to connect with their participants and to see the world from their viewpoints

(Corbin & Strauss, 2015).

Instrumentation

The researchers used a semi-structured interview to gather responses from

the participants. By utilizing the latter, the researchers prepared questions

beforehand to help guide the conversation and keep participants on topic. It also
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allowed for open-ended responses from participants for more in-depth

information. Moreover, the researchers were guided by the research problem in

formulating the questions.

Research Locale

This study was conducted through virtual interview to investigate the lived

experiences of English major student-mothers in the new normal. On account of

the safety of the participants, the researchers followed the safety protocols of the

school.

Validation of Instrument

The content within the semi-structured interview was validated by certain

research advisers. They helped the researchers to make a better interview guide

questions that will make it easier for the researchers to come up with major

themes. Both research advisers and the office of SSU-IERC helped to validate the

instrument used to gather data for this study.

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Sampling Procedure

Purposive sampling was used in selecting the participants of this study.

This was guided by the following criteria: 1. A bonafide English major student of

College of Education, Samar State University-Main Campus 2. Had child/children

3. Had the custody of her child/children 4. Either single parent or parent 5. Willing

to participate in the study. Through the use of this procedure, researchers gathered

a total of five participants that are suited in the sampling method that also serve

as the criteria in choosing participants. There are three third-year English major

student-mother and two first-year English major student-mother collected. All

these participants were asked first for their consent before participating in the

study. It is to ensure their voluntary participation. Additionally, the researchers

used virtual communication to contact these participants such as via messenger

chat and phone call.

Ethical Consideration

The researchers handed the research study to the SSU-IERC, wherein it

conducted a thorough examination of the research study to ensure that the

information provided by the researchers is accurate. It also looks to see if the

researchers utilized suitable citations to avoid plagiarizing the author’s work. In

administering the semi-structured virtual interview, researchers asked

participants the date and time appropriate to their availability and convenience.
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The participants of the study had the right to withdraw their participation at any

given time. Upon the completion of all responses, the researchers transcribed and

analyzed the result generated from the interview.

Data Gathering Procedure

To officially man the present study, the researchers sought approval from

the research adviser, as well as the dean of the department under a request letter.

Upon approval, participants were screened if they are qualified with the given

criteria set by the researchers. Once fulfilled, informed consent was given to the

participants discussing the nature and importance of their involvement. As the

participants agreed to be interviewed by the researchers, they also asked them

when they would be available to conduct the interview. In collecting the data, the

researchers had phone calls with all of the participants and ask them questions

from the interview guide.

Data Analysis Procedure

Interpretative Phenomenological Analysis (IPA) was used in interpreting

the data that was gathered from the responses. According to Smith and Osborn

(2007), “IPA aims to explore in detail how participants were making sense of their

personal and social world” (p.53), which is captured and explored the life of the
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participants assigned to their experiences (Reid, Flowers, & Larkin, 2005). Guided

by IPA, the researchers employed multiple readings of transcripts and three

specific levels of coding to identify the emergent themes from the data collected

from the participants. The researchers first transcribe the recorded responses.

Afterward, a careful translation of the transcript was performed next. Each

transcript was analyzed individually using the levels of coding. The initial reading

was first utilized, wherein each transcript undergoes a preliminary reading for the

researchers to familiarize the data. It is to guarantee that no transcription errors

had occurred. In this, the researchers noted the engrossing words and phrases that

stood out in the data. When the descriptive coding is completed, researchers re-

read and analyze the responses to extract the frequently used words or phrases by

each participant to understand their lived experiences. In line to this was the

linguistic coding wherein the frequently used words or phrases were considered

and interpreted based on the meaning that each word/phrase implied that

describes their experiences. After this phase, conceptual coding thoroughly

provides more conceptual interpretations of their experience. It elicits deeper

levels of meaning that helped determined the emergent themes within the

experiences of the respondents.

 20

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the research findings of the data collected from the

participants’ diverse responses. This also includes a narrative discussion of each

emerging theme found in the responses of the participants during the interview.

Tables of themes are developed and analysed to determine concrete themes from

all the participants’ lived experiences.

Three (3) superordinate themes emerge from the data gathered which

narrow on the lived experiences of student-mothers in the new normal. The

superordinate themes are:

1. The lived experiences of student-mothers

2. Student-mothers dealing with English major subjects

3. Balancing motherhood and studentship

Each superordinate and subordinate themes are interpreted through an

exhaustive study of transcripts and a thorough analysis of participants' responses.

The process has in turn accumulates multiple results which help a great deal in

creating recurrent thematic patterns supported by various works of literature.

 21

Table 1. The lived experiences of student-mothers

Themes Sub-themes Meanings Illustrative

Quotation
1.1 Alteration 1.1.1 The change of The analyzed "My routine before
of routines time scheduled to interview unfurled pandemic is I always
before and fulfill dual role that student-mothers stay in town in
during responsibilities faced a negative Catbalogan and then I
pandemic change of routine invest more time in
anent allotting study than being a
sufficient time for mother and then
each role. Participant am… more focused
5 expressed that, in on what is needed in
face-face classes, they school rather now,
had the luxury of that is pandemic my
time to accomplish routine is change
school tasks and because I can be a
attend to their student, I can be a
motherhood mother and the thing
responsibilities once is my time is getting
they get home, but smaller. I have
with the current smaller time, minimal
approach, they can time… and for my
no longer juggle both study than the time
roles at an optimum for my family." (P5,
scale. lines 21-26 )

Participant 1 also "Before the pandemic,

shared the same I was able to have
concern as the latter. more time on my
studies because as we
know it was a face-
face interaction unlike
now during this
pandemic, though I
have the luxury of
time spent with my
family, I am
struggling with
answering my
 22

modules." (P1, lines

20-23)

Participant 1 "...the more that I am

addressed that, with home with my family,
the current set-up, the more that I need
their responsibility at to take responsibility
home gets even of doing household
heavier. chores..." (P1, lines 30-
32)

1.1.2 Heavier Participant 2 likewise "...I have also the

responsibility of articulated how her responsibility as a
doing household responsibility at mother while doing
chores home piled up the modules and
insofar as she became doing my housework,
bombarded with and cleaning and
multiple tasks at the cooking, taking care
same time. of the children... " (P2,
lines 10-12)
1.2 The 1.2.1 Concurrent Participant 2 "You have to
constant multitasking in described how she multitask because,
execution of doing modules struggled to perform you are in the... you
concurrent while attending to motherhood and are in your own
multitasking the needs of their studentship duties place, do not go to
than child/children simultaneously. school, do not go out.
sequential You can see your
multitasking responsibilities and
though you are
studying and you
are... studying in your
module there is um...
a hindrance because
you cannot
concentrate while
there was someone
talking to you,
someone asking um...
 23

favor from you." (P2,

lines 32-37)

1.2.2 Concurrent Participant 2 shared "... I experience a lot

multitasking in how she struggled to of difficulties because
answering keep up with her I have to do a
modules and responsibilities in multitasking, doing a
fulfilling their school and at home. house work and
household works doing my modules at
at the same time the same time
because there's some
modules have a
deadline so I need to
do such thing to
finish my module to
submit on time." (P2,
lines 22-25)
1.3 Positive 1.3.1 Strengthened According to “They really are of
effects of family Participant 4, the
big help to me.
modular relationships present mode of
Without their
learning learning has
support, I don’t think
strengthened their
I can juggle these
family relationship
things. They keep on
since they have
reminding me that
sufficient time for
‘It’s okay. You can do
family bonding.
it.’ They try to lessen
the burden on my
part through their
emotional support.”
(P4, lines 28-30”

1.3.2 More inspired Participant 1 likewise “…our bond became

to study shared the same much stronger for
sentiment. Despite they are all fond of
the hurdles brought the baby.” (P3, 25-26)
by the new set-up,
Participant 1 felt
 24

more inspired to “I am more inspired

study. of studying because I
have more time with
them, with my
family.” (P1, lines 29 -
30)

Participant 3 shared “I am inspired

the same perspective. because like when my
baby cannot fell
asleep, they are there
to look after my
baby.” (P3, lines 24-
25)
1.4 Negative 1.4.1 Participant 3 “My experience is
effects of Child’s/children’s addressed that she that, most of the time
modular interruption while cannot really focus on when I my baby
learning doing modules her modules because comes to me and was
her child would kind of interrupting
interrupt her from my studies, to the
time to time. extent that I cannot
concentrate in
answering the
modules.” (P3, lines
3-5)

Participant 2 “…studying in your

expressed the same module, there is
concern. um… hindrances
because you cannot
concentrate while
there was someone
talking to you.” (P2,
lines 34-37
 25

1.4.2 Poor internet Participant 5 “What I struggle the

connection expressed with most is the Wi-Fi, the
indignation how she network, the internet
dealt with the poor connection. It’s the
internet connection. best enemy for me to
fight with. That is
why it is sometimes
hard for me to online
and due to
brownout… there is
one day like four
exams to take and
there is no signal at
all.” (P5, lines 71-74)

Participant 1 likewise “I am struggling with

experienced the same answering modules
problem. due to slow internet
connection.” (P1, lines
22-23)

1.1 Alteration of routines before and during pandemic

The theme spawned under the superordinate theme as the participants

recounted their experiences as a student-mother in the new normal. Two sub-

themes were created which delved deeply on the lived experiences at hand. It

tackled how pandemic changed the participants’ daily routines.

 26

1.1.1 The change of time scheduled to fulfill dual role responsibilities

Combining motherhood and studying without compromising the activities

of either one is a great dilemma for student mothers. When a woman must focus

all her attention on her studies, her behaviour may contrast with her traditional

motherhood role (Visick, 2009). At the onslaught of pandemic, student-mothers’

felt the need to adjust their daily routines, particularly in managing time, as the

household per se, that was once a motherhood vicinity, became her learning

environment. This premise held true to the participants at hand as they share how

pandemic altered their time scheduled to fulfil dual role responsibilities.

The analyzed interview unfurled that student-mothers faced a negative

change of routine anent allotting sufficient time for each role. Participant 5

expressed that, in face-face classes, they had the luxury of time to accomplish

school tasks and attend to their motherhood responsibilities once they get home,

but with the current approach, they can no longer juggle both roles at an optimum

scale.

” My routine before pandemic is I always stay in town in Catbalogan and

then I invest more time in study than being a mother and then am… more focused on what
is needed in school rather now, that is pandemic my routine is changed because I can be a
student, I can be a mother and the thing is my time is getting smaller. I have smaller time,
minimal time… and for my study than the time for my family." (P5, lines 21-26 )

Participant 1 also shared the same concern as the latter.

"Before the pandemic, I was able to have more time on my studies because
as we know it was a face-face interaction unlike now during this pandemic, though I have
 27

the luxury of time spent with my family, I am struggling with answering my modules."
(P1, lines 20-23)

The responses indited above put a huge emphasis on how participants

experience difficulties in establishing healthy routines where they can allocate

equal time for studies and motherhood duties at home.

1.1.2 Heavier responsibility of doing household chores

Pare (2009) found that student-mothers face various obstacles within

universities designed around a traditional student role. She enumerated the

following as some of the significant challenges faced by student-mothers; health-

related problems, financial difficulties, child care and space problems. These

challenges intensified during the pandemic since much of the time is spent at

home. The set-up had them burdened with loads of household work.

During the interview, participants consistently mentioned how pandemic

added a heap of responsibility in doing household chores. Participant 1 addressed

that, with the current set-up, their responsibility at home gets even heavier.

"...the more that I am home with my family, the more that I need to
take responsibility of doing household chores..." (P1, lines 30-32)
 28

Participant 2 likewise articulated how her responsibility at home piled up

insofar as she became bombarded with multiple tasks at the same time.

"...I have also the responsibility as a mother while doing the modules and
doing my housework, and cleaning and cooking, taking care of the children... " (P2, lines
10-12)
With the sudden shift of learning scheme, the dual roles performed by

student-mothers had aggravated. The responses above signified that, since most

of their time are spent at home, student-mothers are more compelled to work on

their household responsibility.

1.2 The constant execution of concurrent multitasking than sequential

multitasking

Concurrent multitasking is when you literally try to perform two tasks at

the same time whilst sequential multitasking is when you perform two or more

tasks in rapid succession and in sequential order (Taatgen, 2008). The theme

basically centered on the premise written inside the theoretical framework of the

paper. The latter had mentioned concurrent multitasking and sequential

multitasking as two helpful ways by which student-mothers resort to when caught

up with their responsibilities as a mother and as a student. The theme developed

two sub-themes which revealed that student-mothers engaged more in concurrent

multitasking.
 29

1.2.1 Concurrent multitasking in doing modules while attending to the needs of

their child/children

According to Kirrane and Buckley (2004), juggling academic obligations

with family responsibilities such as breastfeeding has a detrimental effect on

individuals and organisations. Individuals subjected to this dual demand may

suffer from job stress, depression, and decreased marital and life satisfaction.

Despite these potential dangers, participants of the study were forced to engage in

concurrent multitasking just so they can fulfill their motherhood and studentship

roles without compromising the other.

Researchers found out that concurrent multitasking is rampant among the

participants. Participant 2 described how she struggled to perform motherhood

and studentship duties simultaneously.

"You have to multitask because, you are in the... you are in your own place,
do not go to school, do not go out. You can see your responsibilities and though you are
studying and you are... studying in your module there is um... a hindrance because you
cannot concentrate while there was someone talking to you, someone asking um... favor
from you." (P2, lines 32-37)

For contemporary families, juggling more than one task at once is becoming

a way of life. However, studies show that multitasking could be harmful to a

mother’s mental health. Moreover, multitasking moms are more prone to

 30

depression, compared to others who let things slide (Books, 2020). While

concurrent multitasking seemed to be inevitable among student-mothers, the

participants’ response unfurled how it worsen at the onset of pandemic.

1.2.2 Concurrent multitasking in answering modules and fulfilling their

household works at the same time

The roles of being a student and a mother are highly demanding and

stressful; together these place high demands on one’s body and mind (Springer et

al., 2009). Balancing the two roles and facing strain with respect to time, finances

and academic duties only increase pressure for student mothers. Students need to

deal with academic tasks, such as assignments, group projects and examinations,

while mothers have to perform maternal duties at home (Mayer, 2009; Ricco et al.,

2009). The stress rooted from these multitudinous duties had in turn redoubled as

far as the present set-up is concerned. Participants of the study shared that, they

constantly struggle in doing household works and academic tasks every day.

This sub-theme was highly evident in the participants’ response.

Participant 2 remarked how she struggled to keep up with her responsibilities in

school and at home.

"... I experience a lot of difficulties because I have to do a multitasking, doing

a house work and doing my modules at the same time because there's some modules have
a deadline so I need to do such thing to finish my module to submit on time." (P2, lines
22-25)
 31

Juggling two or more tasks distresses our brain and anxiety levels even we

are not multitasking. Multitasking is particularly stressful when the chores are

important, as a person is always on the task. The brain then responds to the taxing

demands by releasing adrenaline and other stress hormones that put a multitasker

on edge (Books, 2020). While multitasking is considered to be a normal activity for

student-mothers, its detrimental effect on their health is hard to dismiss.

1.3 Positive effects of modular learning

This theme emerged as student-mothers reflected on the effects of modular

learning to their lives. In one way or another, the participants deemed that amid

the difficulties brought by the new learning modality, they still have noted positive

sentiments in between. Two sub-themes were hence considered.

1.3.1 Strengthened family relationships

Families are the keystone that holds the educational framework together.

In a research report, Southwest Educational Development Laboratory (SEDL)

concluded: “When schools, families, and community groups work together to

support learning, children tend to do better in school, stay in school longer, and

like school more.” The synergy of these forces is infinitely more beneficial to

students when parents do their part. Since modular approach encouraged greater
 32

time with families, student-mothers saw it as an opportunity to strengthen family

bond.

The analyzed interview offered a positive response from the participants

anent how modular set-up made their family closer. According to Participant 4,

the present mode of learning has strengthened their family relationship since they

have sufficient time for family bonding.

“They really are of big help to me. Without their support, I don’t think I can
juggle these things. They keep on reminding me that ‘It’s okay. You can do it.’ They try to
lessen the burden on my part through their emotional support.” (P4, lines 28-30)

Participant 3 likewise shared the same sentiment.

“…our bond became much stronger for they are all fond of the baby.” (P3, 25-26)

For the most part, their responses revealed that student-mothers were able

to establish stronger affinity with their families. The current set-up had in turn

prompted support from their families and help them fulfill their dual roles.

1.3.2 More inspired to study

According to Waterford (2018), encouraging parent engagement is more

than common courtesy. It’s one of the best ways to create a positive learning

environment for every student. To create a community built on parent-teacher

relationships in your school, find out what parent engagement is and how to
 33

nurture it. Participants stressed that pandemic did not put off their spirit to

continue learning. If anything, they felt even more inspired to pursue their studies.

The analyzed interview shed light on this matter as participants state their

own reasons why they are more inspired to study. Despite the hurdles brought by

the new set-up, Participant 1 felt more inspired to study.

“I am more inspired of studying because I have more time with them, with
my family.” (P1, lines 29-30)

Participant 3 shared the same perspective.

“I am inspired because like when my baby cannot fell asleep, they are there
to look after my baby.” (P3, lines 24-25)

Additionally, this positive sentiment from the participants can be stemmed

from the emotional support they receive from their families and loved ones.

1.4 Negative effects of modular learning

On a flip side, student-mothers experienced the drawbacks and

disadvantages of modular learning as they shared common thoughts anent its

negative effects. This led to the creation of two sub-themes.

 34

1.4.1 Child’s/children’s interruption while doing modules

When at home with their children, student parents may have difficulty

getting work done or studying for exams as parenting needs are often

unpredictable and require immediate attention (University of Washington, 2021).

As participants managed to attend to their dual roles, they likewise endured the

predicament of being interrupted by their motherhood duties when doing

academic tasks.

Researchers found out that participants experienced interruption from their

child/children when answering modules. Participant 3 addressed that she cannot

really focus on her modules because her child would interrupt her from time to

time.

“My experience is that, most of the time when I my baby comes to me and
was kind of interrupting my studies, to the extent that I cannot concentrate in answering
the modules.” (P3, lines 3-5)

Participant 1 expressed the same concern.

“…studying in your module, there is um… hindrances because you cannot concentrate
while there was someone talking to you.” (P2, lines 34-37)

1.4.2 Poor internet connection

According to a new report from Michigan State University’s Quello Center

(2020), slow internet connections or limited access from homes in rural areas can
 35

contribute to students falling behind academically. The educational setbacks can

have significant impacts on academic success, college admissions and career

opportunities. This problem was addressed by the participants, revealing how it

affected their academic performance, particularly in accomplishing school tasks

online.

The analysed interview signified that the unstableness of internet

connection remained a recurring problem to the students. Participant 5 expressed

with indignation how she dealt with the poor internet connection.

“What I struggle the most is the Wi-Fi, the network, the internet
connection. It’s the best enemy for me to fight with. That is why it is sometimes hard for
me to online and due to brownout… there is one day like four exams to take and there is
no signal at all.” (P5, lines 71-74)

Participant 1 likewise experienced the same problem.

“I am struggling with answering modules due to slow internet connection.” (P1, lines
22-23)

Modular learning has indeed taken a toll on student-mothers. Discounting

the huge responsibility brought by their status as a parent, they, too, experience

troubles in maintaining good internet connection to keep up with the demands of

the present mode of learning. Adonis (2020) cited that teacher suspected that the

decrease in class size was related to poor internet connection as millions of

students and parents struggled to familiarize themselves with the new learning
 36

platforms prompted by the new coronavirus pandemic. The Philippines’ slow

internet connection posed a great challenge among students, especially those who

are from remote places.

 37

Table 2. Student-mothers dealing with English major subjects amid pandemic

Themes Sub-themes Meanings Illustrative

Quotations
2.1 Studying 2.1.1 Hard to The analyzed “that is why in
English major grasp linguistic interview modular approach
subjects terminologies discovered that it’s really hard being
independently present in there are an English major
on modular modules. linguistic there are… in
learning terminologies module there is
that are hard to sometimes… there is
understand by a hard… a difficult
the participants, or a very… jargon?
especially if they Yeah…jargon…
are new to the I…I… I set and I…
topic. Participant I…I also… ahm I’m
2 shared her not awh… being
difficulties true to myself not all
experienced as the jargon or the
an English major specific word in
on this modular English I know the
approach. meaning so I need to
search… sometimes
in dictionary
sometimes in
internet for me to
catch up to our
lesson in modular
approach.”
(Participant 2, lines
95-101)

Participant 3 “Ahm, Diglossia.

also encounter Those that deals
difficulties with with low variety and
one of the high variety. That
linguistic topic makes me
terminologies confused.”
that they (Participant 3, lines
studied. 51-52)
 38

Participant 4 “I was shocked at

also shared the first when I realized
same sentiments that English major
about the was not what I
difficulties it thought it is. It’s
encountered in quite complex like a
English major maze. I was
subjects. bombarded with a
lot of
terminologies.”
(Participant 4, lines
46-48)

3.1.2 Complexity Researchers “Some subject that

of content of the found out from like for example in
learning materials the responses of great books which is
the participants different… different
that the content literatures…different
of the module is genre… there were
not enough for things that I do not
them to understand that I
understand the need to search that is
topics. my struggle in being
Participant 2 a major students”
also having a (Participant 2, lines
hard time to 102-105)
understand the
contents in the
module that are
not well-
elaborated.

Participant 3 “But sometimes, I

also shared its find it hard to
struggles on understand with
reading the only pure readings.”
modules. (Participant 3, line
60)
 39

Participant 4 “It’s “Language,

struggled on one Culture, and
subject because Society.” I’m a bit
of the terms. confused on some
areas, but our
teacher tries to help
us get through with
those difficulties.”
(Participant 4, lines
51-52)

“There are just terms

that I cannot discern
well. It’s still
difficult.”
(Participant 4, lines
53-55)
3.2 Coping 3.2.1 Alternatives Participants tend “Reading, like now,
mechanism on used to manage to resort to I am thankful
modular modular learning alternatives such because there are a
learning difficulties as searching on lot of sites where I
difficulties the internet or can download free
watching books and then in
YouTube videos YouTube, there are
to have a full alternatives for me
grasp of the to learn.”
topics. It is also (Participant 3, lines
their way to 58-59)
cope with the
difficulties they
encounter in
modular
learning.
Participant 3
answered some
of the
alternatives it
uses to further
understand their
topics on one of
their subjects.
 40

Participant 4 ” When I’m having a

also shared how hard time with a
she asked some certain topic, I seek
help from others help. Most of the
when she is time, I ask help to
having a hard my sister’s boyfriend
time with some - a graduate in SSU,
topics. and an English
major, too.
I would ask some
questions like: “Bro,
how is this being
done? Can you
explain this one?”
That’s when he’ll
send me voice
records explaining
those certain things.
In that way, I get to
understand hard-to-
grasp concepts.”
(Participant 4, lines
57-62)

Participant 2 “There are different

also share how ways that I cope…
she cope up with help me cope in my
the difficulties of struggles in my
modular English…in these
learning. English subjects…
sometimes I went to
my friends…to my
classmates and I…I
ask… I asked them
for help…some
help…a little help to
make me cope in my
 41

struggles in my
English majors’
subjects.”
(Participants 2, lines
138-142)
2.3 Academic 2.3.1 Expectations The analyzed “the most difficult
pressure of from people interview shown part for me of being
being an surround who that people an English major is
English Major them expect too much the fear of how
from English could you feel
major students. everyone’s
These expectations and
expectations assumptions about
pressure the your potential and
participants. capabilities but as I
Participant 1 entered the world of
shared her English, I realized
experiences that everything is
about her not about
struggle. perfection.”
(Participant 1, lines
45-48)

Participant 3 “It is when I realized

also experienced that being an
the same English major brings
pressure from too much pressure.
her friends and Because I have
classmates classmates and
because she is an friends to whom I
English major. asked for help
regarding my
essays, poems and
projects and when
there were times that
I forgot some
terminologies, they
were like “hagi
English major tapos
 42

sugad hito”.
(Participant 3, lines
39-42)

Participant 5 “As an English

shared her major we should be,
sentiment about we must be speak
being pressured English. I’m
academically. pressured it feels
like uh… your being
pressured and
bombarded.”
(Participant 5, 56-57)

2.1 Studying English major subjects independently on modular learning

The theme was developed under the superordinate theme as the

participants reflected their experiences on studying English major subjects amid

pandemic. Two sub-themes were identified by the researchers.

2.1.1 Hard to grasp linguistic terminologies present in modules.

It is important for ESL instructors and program directors to attain as

complete a picture as possible of the learner’s language learning profile in order

to help determine the possible and likely causes for the learner’s lack of expected

progress, not only to address the reasons, but also for the sake of the learner's self-

image, confidence, and motivation to continue the language learning process

(Shank; Comstock & Kamara, 2003). Hence, student-mothers English major had
 43

struggle to grasp linguistic terminologies present in the module because there is

no guidance from the teachers who can explain complex topics to them. They

experienced difficulties on grasping linguistic terminologies that are present in the

modules.

The analyzed interview discovered that there are linguistic terminologies

that are hard to understand by the participants, especially if they are new to the

topic. Participant 2 shared her difficulties experienced as an English major on this

modular approach.

“that is why in modular approach it’s really hard being an English major
there are… in module there is sometimes… there is a hard… a difficult or a very… jargon?
Yeah…jargon… I…I… I set and I… I…I also… ahm I’m not awh… being true to myself
not all the jargon or the specific word in English I know the meaning so I need to search…
sometimes in dictionary sometimes in internet for me to catch up to our lesson in modular
approach.” (Participant 2, lines 95-101)

Participant 3 also encounter difficulties with one of the linguistic

terminologies that they studied.

“Ahm, Diglossia. Those that deals with low variety and high variety. That
topic makes me confused.” (Participant 3, lines 51-52)

Participant 4 also shared the same sentiments about the difficulties it

encountered in English major subjects.

“I was shocked at first when I realized that English major was not what I
thought it is. It’s quite complex like a maze. I was bombarded with a lot of terminologies.”
(Participant 4, lines 46-48)
 44

The responses of the participants signified that there are some linguistics

terminologies that are beyond of their understanding. Additionally, these

terminologies also add up to their struggles of learning the topics more efficiently.

This struggle hinders them to learn smoothly on their own pace. Teachers can

enrich the courses by using supportive language teaching materials (Osman and

Ali, 2007).

2.1.2 Complexity of content of the learning materials

The complexity of content of the learning materials are also one of the

struggles faced by the English major student-mothers on studying English major

subjects on modular learning. Participants are having a hard time to deduce the

topics given to them, especially that they are new to the topics. Students

particularly more sophisticated adults and teenagers need to feel that the

materials from which they are learning have to be connected with the real world

and at the same time they must be related positively to the aspects of their inner

make up such as age, level of education, social attitudes, the intellectual ability

and level of emotional maturity (Cunningsworth, A., 1984).

Researchers found out from the responses of the participants that the

content of the module is not enough for them to understand the topics. Participant

2 also having a hard time to understand the contents in the module that are not

well-elaborated.
 45

“some subject that like for example in great books which is different…
different literatures…different genre… there were things that I do not understand that I
need to search that is my struggle in being a major students.” (Participant 2, lines 102-
105)

Participant 3 also shared its struggles on reading the modules.

“But sometimes, I find it hard to understand with only pure readings.”

(Participant 3, line 60)

Participant 4 struggled on one subject because of the terms.

“It’s “Language, Culture, and Society.” I’m a bit confused on some areas,
but our teacher tries to help us get through with those difficulties.” (Participant 4, lines
51-52)
“There are just terms that I cannot discern well. It’s still difficult.”
(Participant 4, lines 53-55)

2.2 Coping mechanism on modular learning difficulties

This theme has dig deep through the struggles and difficulties faced by the

participants in the modular learning. The theme tackled on how the student-

mothers manage and cope with the modular learning difficulties they encounter.

There was one sub-theme that was identified by the researchers.

2.2.1 Alternatives used to manage modular learning difficulties

The researchers found out that the contents of the modules are not enough

for them to understand a particular topic. Hence, they search and provide some
 46

alternative learning materials on the internet for them to have a full grasp of the

contents present in the modules. Teachers need to have information available in

alternative formats, include diverse classroom exercises, and let students show

their knowledge in different ways. All literacy should be age-appropriate,

interesting, of high quality, and meet students’ individual needs (EducationLink,

2020).

Participants tend to resort to alternatives such as searching on the internet

or watching YouTube videos to have a full grasp of the topics. It is also their way

to cope with the difficulties they encounter in modular learning. Participant 3

answered some of the alternatives it uses to further understand their topics on one

of their subjects.

“Reading, like now, I am thankful because there are a lot of sites where I can
download free books and then in YouTube, there are alternatives for me to learn.”
(Participant 3, lines 58-59)

Participant 4 also shared how she asked some help from others when she is

having a hard time with some topics.

”When I’m having a hard time with a certain topic, I seek help. Most of the
time, I ask help to my sister’s boyfriend - a graduate in SSU, and an English major, too. I
would ask some questions like: “Bro, how is this being done? Can you explain this one?”
That’s when he’ll send me voice records explaining those certain things. In that way, I get
to understand hard-to-grasp concepts.” (Participant 4, lines 57-62)
 47

Participant 2 also answered the question about how she copes with the

difficulties of modular learning.

“There are different ways that I cope… help me cope in my struggles in my

English…in this English subjects… sometimes I went to my friends…to my classmates
and I…I ask… I asked them for help…some help…a little help to make me cope in my
struggles in my English majors’ subjects.” (Participants 2, lines 138-142)

Online sources had been one of their options to further study some topics. With

the help of some instructional material given to them by their instructors, they are

able to comprehend what they are studying.

2.3 Academic pressure of being an English Major

English stands out as one of the most generative fields in all of higher

education. It has been, and continues to be, a wellspring for new approaches, new

ideas and new fields -- some of which have become full-fledged disciplines of their

own (Cartwright, 2019). Thus, the participants really feel pressured because of the

expectations put above their heads. The researchers identified one sub-theme.

2.3.1 Expectations from people who surround them

The society that we live in has high regard for academic excellence. Those

who fail to meet up to the expectations often face harsh criticism which creates

self-doubts about their abilities and intelligence. With a cut-throat competitive

world out there, Students are constantly pushed to the edge by their parents to
 48

build a bright future and succeed in life. However, the enormous pressure on the

students not only hinders their growth and learning but leads to increased stress

and anxiety (Poddar, 2020). Therefore, the participants expressed their fears and

doubts about their capabilities to become an English major student.

The analyzed interview shown that people expect too much from English

major students. These expectations pressure the participants. Participant 1 shared

her experiences about her struggle.

“the most difficult part for me of being an English major is the fear of how
could you feel everyone’s expectations and assumptions about your potential and
capabilities but as I entered the world of English, I realized that everything is not about
perfection.” (Participant 1, lines 45-48)

Participant 3 also experienced the same pressure from her friends and

classmates because she is an English major.

“It is when I realized that being an English major brings too much pressure.
Because I have classmates and friends to whom I asked for help regarding my essays, poems
and projects and when there were times that I forgot some terminologies, they were like
“hagi English major tapos sugad hito.” (Participant 3, lines 39-42)

Participant 5 shared her sentiment about being pressured academically.

“As an English major we should be, we must be speak English. I’m

pressured it feels like uh… your being pressured and bombarded.” (Participant 5, 56-57)
 49

Additionally, they are still motivated to continue what they have started

despite the pressure they are facing.

 50

Table 3. Balancing motherhood and studentship

Themes Subthemes Meanings Illustrative

Quotations
3.1 Fulfilling dual 3.1.1 Motherhood The analysed “... my priorities
roles through responsibilities in interviews on top is my
proper time the morning and revealed that family so I have to
management. studentship student mothers set first my...my
duties at night. budgeted their obligation in the
time wisely to house being a
perform both of mother... I can
their concentrate in my
responsibilities. studies late at
night...because in
Participant 2
the morning I am
shared her
a mother...”
earliest
(Participant 2,
experience on her
lines 270-273)
dual roles.

Participant 4 also “In my case, I

stated the same manage my
experience. responsibilities by
being a mother in
the morning and a
student at night.
That’s what I do.”
(Participant 4, line
65)

Participant 5 “…I pick her first

shared also her before mine, I
experience on make sure I finish
how she manages his module, and
her responsibility then I study at
as a mother and night…”
as a student. (Participants 5,
lines 47-48)
 51

3.1.2 Set goals to Participant 3 “I set my time.

accomplish described that she Like at 8, I should
allocates time to take my baby to
do her bath, feed him, his
responsibilities. vitamins, and at
10, it is our
playtime, pass
time and baby
time. Then at
noon, he should
be asleep and
when he is
sleeping, that is
now my time to
answer my
modules. When
he woke up, I will
attend to him
again...”
(Participant 3,
lines 68-71)

Participant 5 also “I make sure in

shared her the right time that
experience. I already cook
food for my
family so that I
have enough time
for the... for my
study.”
(Participant 5,
lines 87-88)

3.2 Motherhood 3.2.1 Motherhood The analysed “while being a

as a lifetime overrides interviews mother, you
responsibility studentship revealed that cannot stop and
student mothers say no, you
consistently cannot say I do
mentioned not like to do my
motherhood responsibilities.”
overweighs
 52

studentship since (Participant 2,

it is a lines 206-207)
responsibility for
a lifetime.

Participant 2 “as a mother it is

shared this very difficult for
experience that me because
her studentship imagine it is a
role is being mother is a full
overweighed by time, a lifetime
motherhood role. responsibility and
no one can take it
away from
you…”
(Participant 2,
lines 122-124)

Participant 5 “For me, it’s being

shared the same a mother, when
experience as you are a student,
Participant 2. you have the
luxury of time to
set your own
schedule in
studying”
(Participant 5,
lines 74-75)

Participant 4 also “But when you

shared her are a mother, you
experience. have to narrow
your full attention
to your child, you
have to be wary in
 53

every steps that

he takes… your
top priority is
your child”
(Participant 4,
lines 77-79)

3.1 Fulfilling dual roles through proper time management

The theme was developed under the superordinate theme as the

participants reflected their experiences on balancing studentship and motherhood

amid pandemic. Two subthemes were identified by the researchers.

3.1.1 Motherhood responsibilities in the morning and studentship duties at

night

(Mamabolo et al., 2009), stated that most research has described their two

roles as incompatible and unfulfilling, as the roles are both demanding. This puts

pressure on individuals to try to meet the standards of good mothering or ideal

mothering as per dominant ideologies.

Additionally, participants mentioned experiences regarding their dual

responsibilities, motherhood and studentship. This helps the researchers to

determine same experiences from the participants’ responses.

Participant 2 described her experience on balancing her dual

responsibilities.
 54

“... my priorities on top is my family so I have to set first my...my obligation

in the house being a mother... I can concentrate in my studies late at night...because in the
morning I am a mother...” (Participant 2, lines 270-273)

Participant 4 also stated the same experience.

“In my case, I manage my responsibilities by being a mother in the morning

and a student at night. That’s what I do.” (Participant 4, line 65)

Participant 5 also shared her experience on how she manages her

responsibility as a mother and as a student.

“…I pick her first before mine, I make sure I finish his module, and then I
study at night…” (Participants 5, lines 47-48)

The participants described same experiences on balancing dual

responsibilities. They both shared that they manage their time in morning and

afternoon in terms of motherhood and studentship roles.

3.1.2 Set goals to accomplish

(Macaluso, 2020; Musili 2018) stated that for student-mothers, it is a major

dilemma to mix motherhood and learning without losing the other. Her actions

may contrast with her traditional role as a mother if a woman has to focus all her

attention on her study.

 55

Moreover, it shows that student-mothers needs to allocate time to do their

dual responsibilities. With that, it helps student-mothers to maintain their dual

role without losing the other.

Participant 3 described that she allocates time to do her dual

responsibilities.

“I set my time. Like at 8, I should take my baby to bath, feed him, his
vitamins, and at 10, it is our playtime, pass time, and baby time. Then at noon, he should
be asleep and when he is sleeping, that is now my time to answer my modules. When he
woke up, I will attend to him again...” (Participant 3, lines 68-71)

Participant 5 also shared her experience.

“I make sure in the right time that I already cook food for my family so that I have
enough time for the... for my study.” (Participant 5, lines 87-88)

Both participants mentioned the same experiences on their dual

responsibilities, motherhood and studentship. It helped them manage their dual

roles without disregarding the other.

3.2. Motherhood overrides studentship

(Brown & Amankwaa, 2007; Hofferth et al, 2001) stated that caring for a

child is considered a full-time job and may be very stressful on female college

students if pregnancy is unplanned. Being a mother is a very demanding role and

being a student is also a very demanding role.

 56

In addition, student-mothers were caught up between motherhood and

studentship. However, they chose first motherhood over studentship since it

needs more attention rather than being a student that is why their parental role is

at their top priority.

Participant 2 described her experience on overweighing studentship for

motherhood.

“while being a mother, you cannot stop and say no, you cannot say I do not
like to do my responsibilities.” (Participant 2, lines 206-207)

Participant 2 also shared the same experience.

“as a mother it is very difficult for me because imagine it is a mother is a

full time, a lifetime responsibility and no one can take it away from you…” (Participant
2, lines 122-124)

Participant 4 also shared her experience.

“For me, it’s being a mother, when you are a student, you have the luxury
of time to set your own schedule in studying.” (Participant 4, lines 74-75)
“But when you are a mother, you have to narrow your full attention to your
child, you have to be wary in every steps that he takes… your top priority is your child”
(Participant 4, lines 77-79)

The participants stated responses coming from their experiences in

balancing motherhood and studentship. However, most of the time, they are
 57

consistently mentioning that motherhood still dominates studentship as it is their

topmost priority demanding role. Schooling is critical to young woman’s life.

 58

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

Due to the aftermath brought by the pandemic, student-mothers are

affected by this matter most importantly their status on handling dual

responsibilities considering their dual demands, motherhood and studentship.

The responses of the participants in addressing three superordinate themes; lived

experiences of student-mothers, student-mothers dealing with English major

subjects, and balancing motherhood and studentship amid pandemic are the bases

of this summary. There are prevailing themes that are taken into account to obtain

the goal of the data analysis as well as the result. Additionally, there are a lot of

factors determined by the researchers from the participants’ diverse responses.

The salient findings of the study are as follows:

1. One of the major changes that student mothers experience in the new normal

was the alteration of routines by which they encounter change of time scheduled

to fulfil dual roles and heavier responsibility in doing household chores.

2. Student-mothers were engaged in concurrent multitasking such as studying

while attending to their child’s/children’s needs; and doing modules whilst

fulfilling household works at the same time.

 59

3. Strengthened family relationship and feeling more inspired to study were the

positive effects of modular learning on student-mothers.

4. Child’s/children’s interruption while doing modules and poor internet

connection were perceived as negative effects of modular learning.

5. There were two difficulties the participants encountered in studying English

major subjects independently on modular learning. These are hard to grasp

linguistic terminologies present in the module and complexity of content of the

learning materials.

6. Student-mothers come up with strategies to cope with modular learning

struggles. The participants used alternatives to manage modular learning

difficulties and understand their lessons.

7. Academic pressure of being an English major had also emerged from the

responses of the participants. Expectations from people who surround them are

usually the cause of the pressure.

8. Balancing motherhood and studentship amid pandemic as a superordinate

theme, the researchers found out significant responses from the participants such

as they fulfill their dual roles through proper time management. They manage

their time a day by doing motherhood responsibilities in the morning while

studentship duties at night. Budgeting their time wisely helped them to balance

their parental and studentship role at the same time.

 60

9. Additionally, the researchers also found out that participants are stressing out

that motherhood overrides studentship because it is a lifetime responsibility. They

always prioritize parental role over studentship because they believe that this role

is the most dominating and demanding role above all.

Conclusions

Baed on the findings of the study, the following conclusions were drawn:

1. Since most of their time is spent at home, student-mothers are caught up

between motherhood and studentship responsibilities. This new set-up

induced changed to their daily routines insofar as they have to faced

heavier responisibilities in doing household activities.

2. While multitasking is considered to be a way of life for student-mothers,

the pandemic has prompted them to engage more at concurrent

multitasking as they need to accomplish both academic and maternal duties

at home.

3. Modular learning has helped student-mothers strengthen ties with their

families.

4. Their family inspired them to pursue studies amid pandemic.

5. Conclusion were drawn in the responses of the participants as they shared

their experiences in studying English major subjects independently on

modular. They struggled understanding lessons and modules due to the

 61

complex topics present in the module which is paired with hard-to-

understand terminologies that are new to them. It hindered them to learn

efficiently as they do not have background knowledge to the topics they

encountered in their learning materials.

6. The struggles they faced on hard to grasp linguistic terminologies present

in the module and complexity of content of the learning materials resulted

to their coping mechanism on modular difficulties. They used online

sources to aid and support their learning process. These alternatives made

learning their topics a bit efficient and more comprehensible for them

despite the set-up today.

7. Participants had been experiencing academic pressure because of the

expectations from people. Being an English major is not easy because

people think highly of them. With these misconceptions, they feel scared

and doubtful of their capabilities and potentials.

8. The participants state that fulfilling dual roles were done through proper

time management. They are also stressing out that their motherhood

responsibilities were done in the morning while studentship duties at night.

They also set goals to accomplish tasks on dual roles, motherhood

andstudentship. Hence, they budgeted their time wisely to meet the

demands of being a mother and a student at the same time.

9. The participants consistently mentioned that motherhood is a lifetime

responsibility. Studentship was being overweighed by motherhood

 62

considering its needs for the parental obligations. They always chose

motherhood over studentship since it is their topmost priority rather than

being a student. Hence, these student-mothers strongly describes that being

a mother is the most important role for them not just to meet its demands

but it as a lifetime responsibility to fulfill that they must prioritize.

Recommendations

This research was made to open an opportunity to explore and create future

studies that could suggest and bring up questions and solutions with regards to

the lived experiences of the student-mothers, not only in the new normal set-up,

but also in the daily basis experiences. The researchers had given the following

recommendations:

1. Student-mothers should undergo counseling to obtain guidance on how to

have a proper and equal time management to fulfill their dual roles, as well

as to escape from stress and difficulties.

2. English majors should prepare themselves with the program by having an

advance knowledge with the contents that will be given to them. They

could also seek help from their seniors or those who have enough

knowledge with the various contents to be studied.

3. Teachers must assess and evaluate the performance of student-mothers so

as to create more opportunities and support for them.

 63

4. Administrators should be able to come up with programs and assistance to

the student-mothers who are enrolled to their institutions. They must

provide consultation and counselling that will help them cope with their

struggles of dual responsibilities.

5. Future researchers can use this study as a guide to continuously delve the

under-explored experiences of the student-mothers.

6. Student-mothers could also seek help from their seniors or those who have

enough knowledge with the various contents to be studied.

7. Teachers and administrators should open opportunities in counseling these

student-mothers who are experiencing these experiences due to peoples’

expectations with regards their status as an English major.

8. Student-mothers should undergo counseling to obtain guidance on how to

have a proper and equal time management to fulfill their dual roles, as well

as to escape from stress and difficulties.

9. Future researchers can use this study as a guide to continuously delve the

under-explored experiences of the student-mothers.

 64

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APPENDICES

`
 70

Appendix A (Interview Questions)

LIVED EXPERIENCES OF STUDENT-MOTHERS IN THE NEW NORMAL

Introduction to the Interview

At the beginning of the interview the following information were discussed with
the informants:

• The nature and format of the interview will be discussed.

• It will be highlighted that there are no right or wrong answers.

• Participants will be reassured that they can take their time in thinking and

answering questions.

• Participants will be encouraged to ask questions as they arise.

• The approximate length of the interview will be discussed.

Interview Questions

Name (Optional): ______________________ Age: _____________

No. of Children: _________________

Occupation of Spouse: __________________

 71

I. Lived Experiences of Student-mothers

Q1: What are your experiences as a mother and as a student at the same time

during this modular learning?

Q2: What are the changes in your routines before and during the pandemic?

Q3: How does your family relationship impact your learning habits during this

modular learning?

II. Student-mother Dealing with English Major Subjects Amid Pandemic

Q1. How does being a mother affect your modular learning?

Q2. What is the most difficult part of being an English major?

Q3. How do you cope with the struggles you encounter on your English major

subjectss?

III. Balancing Motherhood and Studentship

Q1: How do you manage your time in meeting the demands of motherhood

responsibilities and studentship obligations?

Q2: What are the strategies you have come up to balance motherhood and

studentship in the new normal?

 72

Q3. What is the most difficult role? Being a mother or being a student? Why?

Checked by:

MARIA LYME F. CORRECHE

MAE SASCHIEL P. MONTALLANA

JANET A. PADILLA
COED Teachers
 73

Appendix B (Translations of Transcriptions)

Name: P1 Age: 21

Number of children: 1 Job of spouse: Cook

1 Clint: Good afternoon, Ms. P1.

2 P1: Good afternoon, Clint.

3 Clint: How are you?

4 P1: I’m fine

5 Clint: Okay. So, I would like to introduce first our study. It is entitled as “Lived

6 Experiences of Student-mother in the new normal” and I know that you could

7 be suited on our selection criteria. Is that okay for you?

8 P1: Yes, It’s okay with me.

9 Clint: Okay. Thank you so much. Can I start asking you the questions?

10 P1: Yes, you can.

11 Clint: Okay. Thank you.

12 First question, what are your experiences as a mother and a student at the same

13 time during this modular learning?

14 P1: My experiences as a mother and a student at the same time during this

15 modular learning is I can say, a tough and at the same time a challenging
 74

16 experience for me because it includes the challenge of managing my time for

17 my daughter and my time for my studies as well.

18 Clint: Oh! I see. I see. So, next question is, what are the changes in your routines

19 before and during this pandemic?

20 P1: Before the pandemic, I was able to have more time on my studies because

21 as we know it was a face-to-face interaction unlike now during this pandemic,

22 though I have the luxury of time spend with my family, I am struggling with

23 answering my modules due to the slow internet connection.

24 Clint: Can you now handle those changes in your routines?

25 P1: Well, as of now I can say that I still have a difficulty of handling those

26 struggle like the slow internet connection/

27 Clint: Low internet connection. Next is, how does your family relationship

28 impacts your learning habits during this modular learning?

29 P1: I can say that the impacts are both positive and negative. The positive one

30 is that, I am more inspired of studying because I have more time with them,

31 with my family while the negative part of it is that, the more with I am home

32 with my family the more I need to take responsibility of doing the household

33 chores especially with looking after with my daughter.

34 Clint: That’s a great answer Ms. P1. Next, can we move on to the next question?

35 P1: Yes, we can.

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36 Clint: Okay. How does being a mother affect your modular learning?

37 P1: The responsibility and time management as a mother and a student are what

38 I can say the great things I need to consider in this modular learning because I

39 need to balance everything between being a mother and a student at the same

40 time.

41 Clint: Okay. So, do you have your modules already for this semester?

42 P1: Yes. I already have them.

43 Clint: Next, what it the most difficult part of being an English major?

44 P1: Well, the most difficult part for me of being an English major is the fear of

45 how could you feel everyone’s expectations and assumptions about your

46 potential and capabilities but as I entered the world of English, I realized that

47 everything is not about perfection. You can always try because there can always

48 be you know rooms for improvement. What matters the most is that, you have

49 this, the courage, the will, and the dedication to move forward and show that

50 you deserve to be an English major.

51 Clint: Okay. That’s a great answer. How do you cope with the struggles you

52 encounter on your English major subjects?

53 P1: Acceptance. It is all a matter of acceptance because it will always be a battle

54 between you and yourself alone. When you learn to accept the struggles, the

55 struggles that you are facing, you will learn that struggles are part of the success
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56 you are aiming for. It will be easy for you to cope up with any type of obstacles

57 you will be facing in the future on your subjects as an English major.

58 Clint: How can you say that acceptance is the key to solve those struggles?

59 P1: Well, I believe that acceptance will be the first thing that you should consider

60 so that you can solve the obstacles or any type of struggles you are facing

61 because when you learn to accept, you will take that struggles into strength and

62 not a weakness for you.

63 Clint: Yes, indeed, the pandemic really caused us so many struggles and we

64 should really accept it. Next, how do you manage your time in meeting the

65 demands of motherhood responsibilities and studentship obligations?

66 P1: I always think these two roles which is being a mother and being a student

67 fair and just. I always keep in mind that, I even though I’m a mother now, I can

68 still do my responsibilities as a student no matter how hard it is so I always

69 make sure I have an equal time for my daughter and my studies.

70 Clint: So, you are pointing this so-called time management. Next is, what are

71 the strategies you have come up to balance motherhood and studentship in the

72 new normal?

73 P1: The strategy is very simple. I answer my modules while my baby is sleeping

74 or away with her grandma or cousins. Simple as that.

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75 Clint: That’s a very substantial way to cope up those managements especially

76 on time. Okay, let’s come to the last question. What is the most difficult role?

77 Being a mother or being a student? Why?

78 P1: Oh! My God. That’s a tough question. Well, I can say that there is no difficult

79 role of being a mother because based on my experiences as a mother now, my

80 priority will always be my daughter because she carries all the reason now why

81 I still continue to live my purpose and my dreams. So, I make sure I’m with her

82 every step of the way, watching and guiding her as she grows.

83 Clint: I have point out your answers a while ago about acceptance. So, is this

84 acceptance still manageable in these trying times? Specifically, this time.

85 P1: Yes, I can say that.

86 Clint: Or should I say that, this acceptance develops during or before the

87 pandemic?

88 P1: I think both. When you say acceptance, it has nothing to with the type of

89 situation you are into. When you learn to accept everything, even though how

90 hard the situation is specially now we’re facing the pandemic, the choice you

91 only have now is to accept what is really happening because when you keep on

92 dealing with the pre-covid situation, let yourself exist in the past, you would

93 never experience the success you want to achieve especially now that we are in

94 the time of pandemic, we have no choice but to accept of what’s happening now
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95 and of course, we need to have determination to make a change. You have to

96 be ready with these changes. Being a mother is what I can say a more difficult

97 role than being a student. It's because in being a mother, you give all your

98 dedication, commitment and unconditional love, I mean everything you can

99 offer. Your whole self is the main requirement to be considered a good mother.

100 Sometimes, it isn't enough because there is no easy way of being a great mother

101 especially when you are experiencing tough times when your child is sick. All

102 the blame are put on you, expect that and you should be ready to accept it for

103 that's part of motherhood. And most importantly, the role of a mother never

104 stops on the part when they're child are already graduated or married. It's a

105 role that will never remain till’ death.

106 Clint: That’s it Ms. P1. I know that you could really handle the dual

107 responsibilities especially in these hard times. I am very grateful for your

108 answers. Thank you so much, Ms. P1. Keep safe and God bless.
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Name: P2 Age: 39

Number of children: 4 Job of spouse: Carpenter

1 Aura: What are your experiences as a mother and as a student at the same time

2 during this modular learning?

3 P2: I learn a lot of experiences this time of pandemic, one is the most difficult

4 experience that I have experience is when we started the modular approach, the

5 first sem in third year? I experience difficulties because it’s hard to understand

6 the lessons while no one giving basic info. about the subject and what are you

7 going to do with the… with the… wait, I’m getting stressed…

8 Aura: That’s okay, go ahead

9 P2: With the question and the activities that is in the module and as of that, there

10 is also, um… I have also the responsibility as a mother while doing the modules

11 and doing my house work, and cleaning, and cooking, taking care of my

12 children, and most of all doing that… I almost, I almost every day I’m doing

13 multitasking, doing a module, doing my responsibility as a mother and as a

14 student and it’s really hard because, when … before in our, before when, there,

15 um… In a normal situation before pandemic…studying… Being a mother is not

16 hard as now like for example, in face to face, face to face while I’m studying

17 going to school and going to school, and being a mother is not really difficult
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18 because, I’m do… before, before I go to school to study, I prepare all my

19 responsibilities as a mother, cooking their food, cleaning the house, and wake

20 up early, and after I do such work, I go to school and do my, my duty as a

21 student so it’s not hard. Unlike now, that the experience this pandemic, I

22 experience a lot of difficulties because I have to do a multitasking, doing a house

23 work and doing my modules at the same time because, there’s some modules

24 have a deadline so I need to do such thing to finish my module to submit on

25 time, that’s all.

26 Aura: So, like what…what are the major changes in your routine of being a

27 mother and a student before the pandemic?

28 P2: The major changes in my routine is that doing the multitasking, doing both

29 studying and preparing, um… studying and doing my responsibilities as a

30 mother in… in… our home because it’s, you do not have to go out to study, to

31 go to school and you do not have to wait, to go home, to do your responsibilities

32 as a mother. You have to multitask because, you are in the… you are in your

33 own place, you do not go to school, do not go out. You can see your

34 responsibilities and though you are studying and you are… studying in your

35 module there is um… a hindrance because you cannot concentrate while there

36 was someone talking to you, someone asking um… favor from you, someone

37 needs to um…needs to…

38 Aura: What?
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39 P2: needs to ask something that… or ask something, or you are feel sleepy and

40 tired because the module is so hard to understand. This is true, not all module

41 is um… a… easy to understand even…. It’s because the… a new… in a new

42 normal situation, you… approach… in a modular approach… you do not

43 understand what’s on the module what’s inside, you have to un…um… you

44 have to think critically, you have to understand, you have to search what’s the…

45 what’s really your subject is all about so , when you concentrate and you are in

46 the house and you are a mother and a student you cannot concentrate , as in

47 concentrate in your study so you were having a hard time and sometimes you

48 were just shout or you were just nag… you were just nag “You don’t disturb

49 me , I’m busy!” Like that and… you know it’s just a struggle in facing this, these

50 days and I wish um… the situation will come back to normal as it used…

51 Aura: How…how does your family relationship impact to your learning habits

52 during this modular learning?

53 P2: My relationship in my family during this time of pandemic is actually it did

54 not change… it’s just the same before and now… it’s the same because as… as…

55 ahm… being true to myself is not…ahm… I can say that well I also experience

56 and I feel there’s nothing change because you know as a mother and as a student

57 what I feel do not affect to what I do in the house to what’s my responsibility is

58 I… I act as mother and I act as a student and at the same time my responsibility

59 to my child… to my husband and to my… ahm… to my responsibility as… in

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60 the house as a mother is still I still do it and I don’t leave…ah I don’t set aside

61 my studies and my responsibilities…it’s always ahm… I always combined it

62 that is why I always do multitasking.

63 Aura: So, does your family help you with your studies?

64 P2: ah well… true to say, ahm… I can say that sometimes they help me but most

65 of the times they become my hindrances in…you know why? Because when do

66 you feel that I’m having a hard time learning in the modular approach… they

67 said “you’re having a hard time? ... stop studying. Oh my God! It’s a big no no

68 and I started studying…so I need to finish whether I like it or not I better like

69 it!

(Applause and chuckles)

70 Aura: ahm… student-mother dealing with English major subjects amid

71 pandemic so… how does being a mother affect your modular learning?

72 P2: being a mother affect the… my modular learning…ahm actually face to face

73 and modular learning is a… it’s ah… the same it affects me as mother because

74 ahm I studied… I study… I just study… come back to study this past few years

75 and… it’s I’m having a hard time…sometimes…ahm…I’m having a hard

76 time… coping with my students… with my classmates they’re already done

77 their module but I’m not yet because I’m a mother I have to do some

78 responsibilities and I have to cope up with my modules… I have to understand

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79 what’s on my modules… the lesson… that its in there and what… how… how

80 and what that’s always ah… questioning me when I am holding the module

81 how would I finish this as … as early as… before the deadline and what would

82 I do to the things that I don’t understand in my modules because in every

83 subject there’s ahh…always a different approach when you read it there’s an

84 approach that’s ahm basic approach which you can understand easily but there

85 were also some things that… that it’s really hard to understand that you need

86 to.. to search and search and search so you will understand what’s on it and

87 to… to sink… it’s really hard to sink it in and memorize what’s in the module

88 than in face to face you could easily memorize the… bacause… the professor…

89 the instructor discuss and they will let you understand and make it appropriate

90 for you to uhmm… it is really… its easy for you to cope up with the lesson that

91 is why in modular approach it’s really hard being an English major there are…

92 in module there is sometimes… there is a hard… a difficult or a very… jargon?

93 Yeah…jargon… I…I… I set and I… I…I also… ahm I’m not awh… being true

94 to myself not all the jargon or the specific word in English I know the meaning

95 so I need to search… sometimes in dictionary sometimes in internet for me to

96 catch up to our lesson in modular approach because there is ahm there is

97 some… some subject that like for example in great books which is different…

98 different literatures…different genre… there were things that I do not

99 understand that I need to search that is my struggle in being a major students

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100 but all in all its…it’s a little bit fun because I experience… because when I

101 discover some new things it’s also a challenge.

102 Aura: Okay…what is the most difficult part of being an English major?

103 P2: The difficult part of being an English major is to learn in all… all or learn

104 many many many words as in a very…a specific…words in English that you

105 know I cannot memorize all and I need sometimes… I’m being oh…I’m being

106 block…what is that…what’s that word? What is the meaning of that? So I need

107 to search again my God!

108 Aura: Are there some more like other aspects… like grammar…ahm

109 literature…

110 P2: Yeah in grammar…in grammar also because sometimes I think… I thought

111 that my grammar is correct but… but in the end… at end of the day when I

112 read it again…oh my God! It’s “chaka” (chuckles) it’s “chaka” there’s…there’s

113 something that it’s not…you know I need to change my…my the…the way I

114 approach… the…my grammar there’s something wrong with it because you

115 know being a student… being an English major you have to be careful with

116 the grammar because that’s the first thing you have to learn… then the

117 pronunciation…sometimes pronunciation I’m having a hard time because

118 there were words that I pronounce incorrectly that needs to be…needs for me

119 to correct it because I’m studying as an English major and before…before you

220 deliver some sentences in English language you have to know that correct
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221 pronunciation… the correct grammaring and there were times that I’m having

222 a hard time doing that.

223 Aura: Ahm… how about your reading comprehension?

224 P2: Ahw… in my reading comprehension…ahm my only struggle in reading

225 comprehension is that when I have …when I read… when I read ahm…a word

226 that is not familiar to me I would pause for a minute or sometime and look for

227 that simple definition or the…what’s appropriate that would fit to the sentence

228 that the word is in…

229 Aura: Ahh okay so…

230 P2: And the rest it’s none

231 Aura: And…how do you cope with the struggles you encounter on your

232 English major subjects?

233 P2: There are different ways that I cope… help me cope in my struggles in my

234 English…in this English subjects… sometimes I went to my friends…to my

235 classmates and I…I ask… I asked them for help…some help…a little help to

236 make me cope in my struggles in my English majors’ subjects.

237 Aura: that’s all?

238 P2: Yeah.

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239 Aura: Are there times that you search for the word? Or did your studying

240 routine changed so you could cope with the struggles?

241 P2: Ah…I already mentioned that

242 Aura: Ahw… I’m sorry

243 Aura: How do you manage your time in meeting the demands of motherhood

244 responsibilities and studentship obligations?

245 P2: Well, as I have said earlier as a mother and as a student is you have to do

246 a multitasking…you have to manage your time while you’re doing your

247 responsibilities as a mother and you’re doing your module as a student… you

248 have to manage your…ahm you can manage it one by one…or you can

249 manage it…at the same time while doing your house work doing…doing your

250 responsibilities as a mother in your house and doing your module but it’s

251 just…it’s really difficult because you cannot focus on your module but as you

252 said managing your time you have to do multitasking whether

253 you…you…you can concentrate or not in your studies…that’s all.

254 Aura: So… you manage it like by multitasking?

255 P2: Yeah multitasking… but there are times when I felt like I have no energy

256 to do the chores.

257 Aura: So what are the strategies you have come up to balance motherhood and

258 studentship in the new normal?

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259 P2: Ahw…when I struggle ahm… difficulties I would balance…balancing it is

260 just when I’m so stress I stop doing my responsibilities… I stop studying and

261 stop waiting my module…and I’m all…I just do sit and hold my

262 phone…scrolling in the Facebook…watching TV and sometimes I do watch

263 Korean movies and when I do not have load that ahm…it’s always ahh… most

264 of the time so I just read e-book.

265 Aura: So, what are the strategies you have come up to balance motherhood

266 and studentship in the new normal at the same time…

267 P2: At the same time…

268 P2: Balancing my mother…my being a mother… balancing it is just like that,

269 you have to set your priority… your priority is like this, your goal is to finish

270 your studies…your goal is to take care of your children… take care of the

271 house…you have to manage what is your most priority doing…while modular

272 approach…my my most…my priorities on top is my family so I have to…to

273 set first my…my my obligation in the house being a mother… being a husband

274 and then after that I finished that I would do the multitasking because I cannot

275 finish all my responsibilities as a mother so after that the priorities I do the

276 multitasking…doing my module, my studies while I do the other things that I

277 need to finish as a mother. So balancing that… sometimes I… I… I can

278 concentrate in my studies at late at night but in…in early like for example

279 afternoon and the morning I cannot concentrate… I always stay awake at 12
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280 noon until 1 to finish my deadline in my modules to be ahm to be to be… ah

281 for me… to be able to concentrate because in the morning you know I’m a

282 mother I have to…responsibilities also but they were both my responsibilities

283 but my mother… the mother thing is most priority and my study is ahm my

284 prior ahm… also my priorities but it can wait for a little while… so I set this to

285 make sure that I become… I can focus in my module… I set this in midnight

286 while in the morning and afternoon a responsibilities being a mother so I

287 stay… I lack sleep.

288 Aura: Yes… so last question, what is the most difficult role being a mother or

289 being a student? Why?

290 P2: The most difficult is being a mother…being a student you can…you can

291 take it easy…yes you can take it easy because yeah when your stress so much,

292 stress with your module you can stop and watch…you can stop and listen to

293 music you can stop and read books and you can stop to watch some

294 telenovelas while being a mother you cannot stop and say no… you cannot

295 say I do not like to do my responsibilities, I want to sit, I want to watch and do

296 my thing… I want to be happy…stress…do not stress myself but when you’re

297 a mother you have to do it whether you like it or not it won’t stop… it won’t

298 stop… it’s a continuous like a studies it’s a continuous process because when

299 you are mother every day you learn something… you learn something from

300 the nature outside your house…you learning something in your

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301 house…something from your husband, you learn something from your kids

302 so the most difficult thing is being a mother than being ah…student

303 Aura: thank you so much, Mrs. P2.

Name: P3 Age: 20

Number of Children: 1 Job of Spouse: N/A

1 Rosela: What are your experiences as a mother and a student at the same time

2 during this modular learning?

3 P3: My experience is that most of the time, when I am answering my modules,

4 there were points when my baby comes to me and was kind of interrupting my

5 studies, to the extent that I cannot concentrate in answering the modules. So what

6 I do is that I set aside answering my modules so I can attend to my baby.

7 Rosela: So, next. What are the changes in your routines? Like you mentioned

8 right, that there were times your baby interferes with your study. So what are

9 the changes in your routines before and during the pandemic? Like how did you

10 adjust?
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11 P3: Before, when there was no pandemic, you have to wake up early to take a

12 bath. Now that we are in a modular learning and in a pandemic, you have the

13 control of your time. Like anytime and anywhere, you can answer your

14 modules. Something like that…

15 Rosela: Like, you’re answering your modules with your baby? Or you ask

16 someone to attend to your baby?

17 P3: Ahm, it was like, I only find the time to answer my modules whenever my

18 baby is sleeping. That’s it.

19 Rosela: But usually, you attend to your studies at night?

20 P3: Yes, like right now, my baby is asleep so I have the time to answer my

21 modules.

22 Rosela: Okay next, how does your family relationship impact your learning

23 habit during the modular learning?

24 P3: Ahm, right now, I am inspired because like when my baby cannot fall

25 asleep, they are there to look after my baby and our bond became much stronger

26 for they are all fond of the baby.

27 Rosela: So they help you taking care of your baby?

28 P3: Yes, they looked after my baby. That is why they are a huge help and I thank

29 God for it especially now that my baby is getting more active.

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30 Rosela: Okay, so now we are done with the first part.

31 P3: Yes.

32 Rosela: Now, we are going to focus on your experiences in dealing with your

33 English major subjects. So first question for the second part, how does being a

34 mother affect your modular learning, especially in dealing with your English

35 major subjects?

36 P3: Like what I have mentioned when my baby interrupts when I am answering

37 my modules.

38 Rosela: For you, what is the most difficult part of being an English major?

39 P3: It is when I realized that being an English major brings too much pressure.

40 Because I have classmates and friends to whom I asked for help regarding my

41 essays, poems and projects and when there were times that I forgot some

42 terminologies, they were like “hagi English major tapos sugad hito”. It seems

43 like they didn’t understand that English is not my first language and I am not

44 fluent with it and that is the reason why we studied. They are questioning my

45 capability as an English major whenever I committed mistake.

46 Rosela: Okay. So how many major subjects do you have this sem?

47 P3: Two.

48 Rosela: Two. So what is the most difficult subject for you?

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49 P3: Language, Culture, and Society.

50 Rosela: Like what kind of topics you are having a hard time?

51 P3: Ahm, Diglossia. Those that deals with low variety and high variety. That

52 topic makes me confused.

53 Rosela: Are the learning materials given to you, enough?

54 P3: Yes, because Ma’am Sassy was also giving us videos to widen our

55 understanding of the topic.

56 Rosela: How do you cope with the struggles you encounter in your English

57 major subjects? Like what did you to solve or lessen your difficulties?

58 P3: Reading, like now, I am thankful because there are a lot of sites where I can

59 download free books and then in Youtube, there are alternatives for me to learn.

60 But sometimes, I find it hard to understand with only pure readings.

61 Rosela: Because sometimes, what is written in the modules are too complex to

62 understand.

63 P3: Yes, that is why I go to Youtube sometimes.

64 Rosela: Okay so, earlier you have mentioned how you dealt with your English

65 major subjects. Now, we are in balancing motherhood and studentship. How

66 do you manage your time in meeting the demands of motherhood

67 responsibilities and studentship obligation?

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68 P3: I set my time. Like at 8, I should take my baby to bath, feed him, his vitamins,

69 and at 10, it is our playtime, pass time and baby time. Then at noon, he should

70 be asleep and when he is sleeping, that is now my time to answer my modules.

71 When he woke up, I will attend to him again because like my mother, she also

72 has a work so it is indeed me that should have to look after my baby.

73 Rosela: What are the strategies you have come up to balance motherhood and

74 studentship in the new normal?

75 P3: Time management.

76 Rosela: Like you have goals to finish…goals like…

77 P3: Yes, like now, I should have fed my baby. I should have taken him to bath,

78 play with him. Like that.

79 Rosela: So, for the last question. What is the most difficult role? Being a mother

80 or being a student? Why?

81 P3: For me, being a mother. The thought itself like you have to think of your

82 baby’s food, it’s indeed challenging because a baby didn’t like to eat the same

83 food, they are choosy of their food that is why you have to feed him different

84 foods every day. That’s all.

85 Rosela: Thank you so much!

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Name: P4 Age: 21

Number of children: 1 Job of spouse: Online seller

1 Rosela: Good afternoon!

2 P4: Good afternoon po.

3 Rosela: What are your experiences as a mother and as a student at the same time

4 during this modular learning?

5 P4: Uhm, before pandemic like I spend my day purely doing mother thingy.

6 Babysitting like that. But, when modular came, I found it hard to adjust… to let

7 yourself study alone. Now that I’m already in college, it really is a heavy burden

8 to me. I don’t know where to start, how to start, it’s really hard. It took me a very

9 long time before I learned to adjust.

10 Rosela: Thank you, what are the changes in your routine? You just mentioned

11 earlier that you did some adjustments, what are the changes in your routines

12 before and during pandemic.

13 P4: Well, before, I focused solely on what I want to do, my whims like that. I

14 have the control of my time. But when I became a mother, it’s difficult. I don’t

15 know how to begin… how to do it. But, I’m trying you know. I want to raise

16 my child well. That is why even it’s hard, and no one is there to help me, I still

17 am trying to be the best mother I can be. Every day, I learn new things. Mother

18 instincts like that.

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19 Rosela: Now that you are in the modular learning, how do you manage your

20 time?

21 P4: In the morning, I make sure to spend it entirely on my baby… especially

22 now that he’s getting more active and I really have to pay more attention on

23 him. Other times, when he’s calm and asleep, I pick up my modules and do a

24 tad of work. But, mostly I do it at night because that’s only when I get enough

25 time for myself and for my studies.

26 Rosela: Okay. What are the changes in your routine? Now, how does your

27 family relationship impact your learning habit during this modular learning?

28 P4: Uhm, they really are of big help to me. Without their support, I don’t think

29 I can juggle these things. They keep on reminding me that “It’s okay. You can

30 do it.” They try to lessen the burden on my part through their emotional

31 support. They also help me in taking care of my baby so I could rest.

32 Rosela: How old is your baby now?

33 P4: 1 year and four months.

34 Rosela: Next question, how does being a mother affects your modular learning?

35 P4: Well, modular learning is really hard. I have no idea how to cope with the

36 recent shift of learning modality. Especially on our part, as a neophyte, we are

37 still uncertain as to how to manage our college life… unlike in face-face classes
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38 that we somehow find some motivation to learn. With the current set-up, I don’t

39 know.

40 Rosela: You mean; the resources are not enough to stimulate learning?

41 P4: I think so. The teachers are good. It’s just different. I mean, in face-face I feel

42 like I am way more encouraged to learn and my mind functions better. But right

43 now, I feel like I am alone. Sometimes, the readings are not enough for me to

44 grasp the idea.

45 Rosela: What is the most difficult part of being an English major?

46 P4: English major? Well, I was shocked at first when I realized that English

47 major was not what I thought it is. It’s quite complex like a maze. I was

48 bombarded with a lot of terminologies. There are topics that I can’t explain well.

49 I worry I might not be ready enough when face-face resumes.

50 Rosela: Is there any subject in particular that you find most difficult?

51 P4: Yes, I have one. It’s “Language, Culture, and Society.” I’m a bit confused on

52 some areas, but our teacher tries to help us get through with those difficulties.

53 The good thing is, she supplies some videos to further explain the topic. There

54 are just terms that I cannot discern well. It’s still difficult.

55 Rosela: Okay, so how do you cope with struggles you encounter on your

56 English major subjects?

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57 P4: When I’m having a hard time with a certain topic, I seek help. Most of the

58 time, I ask help to my sister’s boyfriend - a graduate in SSU, and an English

59 major, too. I would ask some questions like:

60 “Bro, how is this being done? Can you explain this one?” That’s when he’ll send

61 me voice records explaining those certain things. In that way, I get to

62 understand hard-to-grasp concepts.

63 Rosela: Now, how do you manage your time in meeting the demands of

64 motherhood responsibilities and studentship obligation?

65 P4: In my case, I manage my responsibilities by being a mother in the morning

66 and a student at night. That’s what I do.

67 Rosela: What are the strategies you have come up to balance motherhood and

68 studentship in the new normal?

69 P4: I think it’s still the same. Since my baby is still young, I need to spend much

70 of my time attending him. My husband is also busy at work; hence I’m the one

71 in-charge with the babysitting. I only get to study when I have free time.

72 Rosela: Okay next, third question. What is the most difficult role? Being a

73 mother or being a student? Why?

74 P4: For me, it’s being a mother. When you are a student, you have the luxury of

75 time to set your own schedule in studying. You can accomplish things anytime.

76 When get bored, you always have the opportunity to divert your attention and
 98

77 take some leisure for yourself. But when you’re a mother, you have to narrow

78 your full attention to your child. You have to be wary in every step that he takes,

79 lest he might get hurt. Your top priority is your child.

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Name: P5 Age: 29

No. of children: 1 Job of spouse: Fisherman

1 Nelsa: The question number 1 would be the lived experiences of being a student

2 mother. What are your experiences as a mother and as a student at the same time

3 during this modular learning?

4 P5: Its impact?

5 Nelsa: Your experience as a mother and a student especially in this modular

6 learning.

7 P5: Well. Okay, am… actually am… the experiences that I have encounter during

8 this modular learning as a mother and as a student okay- as a student it is okay

9 for me the current situation in modular learning am it’s, modular learning gives

10 me a great help because through it. I could manage my time in motherhood and

11 studentship status at the same time. In the morning, I could adjust on the time.

12 In the morning when I woke up, do some household chores, cooking, and in the

13 afternoon, my time is for my module as well as in night. But, before that I am

14 inserting my household chores and responsibilities as a mother. So my

15 experiences are all good, still manageable.

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16 Nelsa: So, let’s go to the number two. What are the changes in your routines

17 before and during the pandemic? Compare and contrast your experiences in

18 your routines before Covid-19 up to the present time.

19 P5: Well, my experiences are…

20 Nelsa: Your routines.

21 P5: My routine before pandemic is I always stay in town in Catbalogan and then

22 I invest more time in study than being a mother and then am… more focus on

23 what is needed in school rather now, that is pandemic my routine is change

24 because I can be a student, I can be a mother and the thing is my time is getting

25 smaller. I have smaller time, minimal time… and for my study than the time for

26 my family. Right now that I am pregnant is really hard to… You have to wake

27 up early in the morning, you have to cook for breakfast, drink some coffee and

28 then suddenly wash the dishes, do the household chores, and then suddenly

29 after that you need to focus… in the afternoon you need to focus in your study.

30 So, that’s only the changes in my routine because before I focus in my study,

31 and then now it feels like… half-half, half for my family and other half for my

32 study.

33 Nelsa: So, let’s go to the number 3 question. How does your family relationship

34 impact your learning habits during this modular learning?

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35 P5: Well, impact am… It’s okay, actually the relationship we have of my family,

36 there’s no changes, maybe they were just give time because…am… let say in

37 the afternoon, once I study… once I’m studying I make sure that I finish the…

38 the Alfred’s modules first before mine, and then time for my husband, he can

39 understand because once I’m doing all my work, my paper work, he just watch

40 tv, as long as I already finished cooking, or whatever it is. So, there’s no impact

41 at all and I’m all good , much better because, At least I have enough time for

42 my family, enough time for my husband, enough time for my study and of

43 course, the family bonding, we need it, so all good, nothing negative.

44 Nelsa: So, the next question is, how does being a mother affect your modular

learning?

45 P5: Being a mother is really hard because being a mother you have to do all the

46 things you have responsibility for your children, right? So, am… it’s hard to be

47 a mom but, am. I can manage because I pick her first before mine, I make sure

48 I finish his module before mine, and then I study at night, actually I study at

49 night until two o’clock and… I still awake two o’clock and then suddenly my

50 husband will go for fishing at two o’clock and he will tell me “Hey! It’s already

51 late and you still awake” and I said “It’s okay, in the morning I will sleep

52 anyway, no worry” and he’ll say “Just make sure is the baby is safe” that’s all.

53 Nelsa: So, what is the most difficult part of being an English major?
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54 P5: The most difficult part? My God, it is… for me, to have confidence to speak

55 fluently because I don’t have that much confidence to speak fluently in English

56 language. As an English major we should be, we must be speak English. I’m

57 pressured it feels like uh… your being pressured and bombarded. Yes, that’s

58 all. Pero, the other things like quizzes and other staff, I’m fine, I can manage I

59 just accept what’s the result is, that’s all. Just fight! fight! fight! fight! whatever

60 it takes because like I already said I’m already in here so, I just need to finish

61 this one. As a mother, my God, I’ve been through a lot of things and I will do

62 this, and I will do my best for my future and for my children.

63 Nelsa: Wow, next is how do you cope with the struggles you encounter on your

64 English major subjects?

65 P5: I think, as long as you manage your time, and then, understand the lesson

66 and then bit by bit, you need to do simple things like, do some… like ,

67 answering the LP, the module, you need 1,2,3, and then 123 again , everyday

68 make sure that you do something, so that there’s no that much struggle you

69 have to pay when the deadline is come, so that’s all . Time management

70 indeed… my way to deal are there are times I am struggling to understand via

71 online. What I struggle the most is the Wi-Fi, the network, the internet

72 connection , it’s the best enemy for me to fight with. That is why, it is sometimes

73 hard for me to online and due to brownout, too. When there is no light, I’m

74 stressed and there is one day like four exams to take and there’s no signal at all,
 103

75 it’s hard for me to enter until it’s already 2 o’clock, I am at my mother’s terrace

76 just to answer.

77 Nelsa: Is Wi-Fi serves as your resources that time?

78 P5: I keep on connecting on the one-peso coin Wi-Fi. That’s all I do but it’s okay,

79 I can manage.

80 Nelsa: How do you manage your time in meeting the demands of motherhood

81 responsibilities and studentship obligations?

82 P5: Well, for me as a mother time management… manager…as a mother the

83 obligation is always there, every minute, every second, every day. For student

84 whatever that demand it is… if it is really the deadline or whatever it is, I can

85 manage, I can do them both with one row because with my son I didn’t have

86 to… you know, I don’t need to look after him whatever he does, once I told him

87 enough, then it’s enough, and then I make sure in the right time that I already

88 cook food for my family so that I have enough time for the … for my study, and

89 then for the demand of my study, it’s okay to me, I always put time and invest

90 time for that, cause my mother is always there, I don’t worry too much for him.

91 Nelsa: okay so, what are the strategies you have come up to balance

92 motherhood and studentship in the new normal?

93 P5: New normal? Like what? about the face-to-face?

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94 Nelsa: In this Covid19 pandemic, what are the strategies you used to balance

95 motherhood and studentship?

96 P5: Time management, it’s all and it’s my way to strategy and make sure that

97 when I wake up early in the morning, I do all the household chores first then,

98 easy and the rest are for later, give enough time for my son, as long as I finish

99 his module, and after that he can go out, then I have enough time for myself,

100 for my study , until afternoon, until night I have enough time. It depends on

101 the situation like emergencies or I am experiencing pain. So, my strategy is

102 time management, the best thing is time management, cause no one can

103 balance it, it’s only you.

104 Nelsa: Yes, so here’s the last question, what is the most difficult role? Being a

105 mother or being a student? Why?

106 P5: Being a mother, it is the difficult role for me because, as a student I can

107 do my best , I can do whatever I can, to fulfill it or finish it, and give enough

108 time and effort to invest whatever I have for my study but, as a mother it is

109 very difficult for me because, imagine it is… a mother is a full time, a lifetime

110 responsibility and no one can take it away from you as long as your children

111 are standing with you so, whatever it is it’s the mother, that’s the difficult part

112 for me.

113 Nelsa: That’s all, Ms. Cajano. Thank you.

 105

114 P5: Thank you.

 106

Appendix C (Coding and Thematic Analysis)

107
108
 109

Appendix D (Letter of Consent)

March __, 2021

Dear Ms./Mrs.,

Good day!

We, the 3rd year English Majors of Samar State University, would like to ask for
your consent to be one of our participants in the study titled “Lived Experiences
of Student-Mothers in the New Normal.” It aims to study the underexplored
experiences of the English major student-mothers amid the pandemic. In light to
this purpose, we will be exploring your experiences in managing your dual roles
as a mother and as a student through a virtual interview. This will last for 10-15
minutes. Rest assured that your responses will be kept with utmost
confidentiality and for academic purposes only. We are looking forward for your
favorable approval.

Thank you and God bless!

Respectfully yours,
JEAN MARIZ A. GALVEZ
AURA MONICA S. LABINE
REINA APPLE M. MENDOZA

Noted by: CLINT JOHNSEN M. PLASABAS

NELSA N. SALVOSA
ALONA MEDALIA C. GABEJAN, D.A. MA. ROSELA B. TUTING
Research Teacher
Researchers
 110

Appendix E (Letter of Request)

 111

Appendix F (PlagScan Result of the Study)

112
113
114
 115

Appendix G (Curriculum Vitae)

JEAN MARIZ ABAIGAR GALVEZ

Purok 3, Brgy. Rawis, Hinabangan, Samar

Cell Number: 09107287537

Email: jeanmariz.galvez@ssu.edu.ph

PERSONAL INFORMATION

NICKNAME: Jeanjean

BIRTHDAY: November 6, 1999

BIRTHPLACE: San Leonardo, Nueva Ecija

AGE: 21

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Gregorio N. Galvez

MOTHER’S NAME: Jeania A. Galvez

 116

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: JUAN R. LIWAG MEMORIAL HIGH SCHOOL

Gapan City, Nueva Ecija

2012-2014

HINABANGAN NATIONAL HIGH SCHOOL

Hinabangan, Samar

2014-2018

SENIOR HIGH: HINABANGAN NATIONAL HIGH SCHOOL

Hinabangan, Samar

2014-2018
 117

ELEMENTARY: NIEVES ELEMENTARY SCHOOL

2006-2012
 118

AURA MONICA S. LABINE

Brgy. Karunungan Jiabong, Samar

Cell Number: 09978974549

Email: auramonica.labine@ssu.edu.ph

PERSONAL INFORMATION

NICKNAME: Aura

BIRTHDAY: August 20, 2000

BIRTHPLACE: Catbalogan City, Samar

AGE: 20

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Aurelio J. Labine

MOTHER’S NAME: Monina S. Labine

 119

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: SAMAR NATIONAL HIGH SCHOOL

Catbalogan City, Samar

2012-2016

SENIOR HIGH: SAMAR NATIONAL HIGH SCHOOL

Catbalogan City, Samar

2014-2018
 120

ELEMENTARY: JIABONG CENTRAL ELEMENTARY SCHOOL

2006-2012
 121

REINA APPLE G. MENDOZA

Purok 2 Brgy. Canlapwas Catbalogan City, Samar

Cell Number: 09383272811

Email: reinaapplemendoza@gmail.com

PERSONAL INFORMATION

NICKNAME: Apple

BIRTHDAY: March 13, 2000

BIRTHPLACE: Catbalogan City, Samar

AGE: 21

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Ronnie D. Mendoza

MOTHER’S NAME: Roselia I. Mendoza

 122

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: SISTERS OF MARY SCHOOL GIRLSTOWN INC.

Talisay City, Cebu

2012-2016

SENIOR HIGH: SISTERS OF MARY SCHOOL GIRLSTOWN INC.

Talisay City, Cebu

2016-2018
 123

ELEMENTARY: BLISS CENTRAL ELEMENTARY SCHOOL

2006-2012
 124

CLINT JOHNSEN M. PLASABAS

Purok 1 Brgy. Canlapwas Catbalogan, Samar

Cell Number: 09473622622

Email: clintjohnsen.plasabas@ssu.edu.ph

PERSONAL INFORMATION

NICKNAME: Clintoy

BIRTHDAY: June 25, 2000

BIRTHPLACE: Catbalogan City, Samar

AGE: 20

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Sonny P. Yorong (Deceased)

MOTHER’S NAME: Chona M. Plasabas

 125

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: SAMAR NATIONAL HIGH SCHOOL

Catbalogan City, Samar

2012-2016

SENIOR HIGH: SAMAR COLLEGE, INC.

Catbalogan City, Samar

2016-2018
 126

ELEMENTARY: CATBALOGAN 1 CENTRAL ELEMENTARY

SCHOOL

2006-2012
 127

NELSA N. SALVOSA

Purok 5, Brgy. Rawis, Hinabangan, Samar

Cell Number: 09460823511

Email: nelsasalvosa0@gmail.com

PERSONAL INFORMATION

NICKNAME: Nels

BIRTHDAY: January 8, 1999

BIRTHPLACE: Brgy. Rawis Hinabangan, Samar

AGE: 22

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Ernesto A. Salvosa (Deceased)

MOTHER’S NAME: Adela N. Salvosa

 128

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: HINABANGAN NATIONAL HIGH SCHOOL

Brgy. Rawis Hibangan Samar

2012-2016

SENIOR HIGH: HINABANGAN NATIONAL HIGH SCHOOL

Hinabangan, Samar

2014-2018
 129

ELEMENTARY: MALIGAYA ELEMENTARY SCHOO

2006-2009

QUEZON CITY, METRO MANILA

HINABANGAN CENTRAL ELEMENTARY

SCHOOL

2009-2012
 130

MA. ROSELA B. TUTING

Brgy. Mancol, San Jorge, Samar

Cell Number: 09355809267

Email: marosela.tuting@ssu.edu.ph

PERSONAL INFORMATION

NICKNAME: Pepay

BIRTHDAY: October 4, 1999

BIRTHPLACE: San Jorge, Samar

AGE: 21

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Jerry B. Tuting (Deceased)

MOTHER’S NAME: Mercedes B. Tuting

 131

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: SAMAR STATE UNIVERSITY

Bachelor of Secondary Education

Major in English

Catbalogan City, Samar

3rd year

SECONDARY: NORTHWEST SAMAR STATE UNIVERSITY

San Jorge, Samar

2012-2016

SENIOR HIGH: CLARENCIO CALAGOS MEMORIAL SCHOOL

OF FISHERIES

San Jorge, Samar

2014-2018
 132

ELEMENTARY: SAN JORGE CENTRAL ELEMENTARY SCHOOL

2006-2012