Exploring the lived experience's of students who struggle with their academics performance

John Paul Gonzales

PR1 Adviser

Rajane Alarcon
11 Humss B

April 2024

Chapter 1
Introduction

Background study

Academic performance is a cornerstone of the educational journey, reflecting not only the
mastery of subject matter but also the ability to navigate challenges, setbacks, and personal
circumstances. However, within every educational setting, there exists a cohort of students
whose academic journey is marked by struggles and hurdles that significantly impact their
performance. These students grapple with various factors that hinder their ability to excel
academically, ranging from learning disabilities and mental health issues to socioeconomic
barriers and personal hardships.

Understanding the lived experiences of students who struggle with academic performance is
imperative for educators, administrators, and policymakers alike. By delving into the
intricacies of their experiences, we can gain valuable insights into the multifaceted nature of
academic challenges and the systemic barriers that perpetuate them. Moreover, such
exploration fosters empathy, compassion, and a commitment to implementing targeted
interventions and support mechanisms that uplift and empower these students.

This qualitative inquiry aims to shed light on the lived experiences of students facing
academic struggles, providing a platform for their voices to be heard and their narratives to
be understood. Through in-depth interviews, thematic analysis, and contextual interpretation,
this study seeks to uncover the underlying factors shaping their academic trajectories, the
coping mechanisms employed in the face of adversity, and the institutional resources and
support systems that prove instrumental in their journey towards academic success.

By amplifying the voices of these students and acknowledging the unique challenges they
encounter, we strive to cultivate a more inclusive and equitable educational environment
where every individual is afforded the opportunity to thrive academically, irrespective of their
circumstances. Through collaborative efforts and informed initiatives, we aspire to dismantle
the barriers that impede academic achievement and foster a culture of empathy, support, and
resilience within our educational institutions.

Statement of the problem

The study aimed to explore the determinants of our students who struggle with their
academic performance. Specially sought to answer to the following sub-problem.

1. Why many students struggle with their academic performance?

2. How important the academics performance?
3. What are the challenge's?

Significant of the study

The significance of the explore the determinants in our high school is reference the senior
high school to explore their academic performance to guide and explore their potential .Many
studies have examined the importance of teacher–student relationships for the development
of children. Much less is known, however, about how these relationships impact the
professional and personal lives of teachers. This review considers the importance of
teacher–student relationships for the wellbeing of teachers starting from the Transactional
Model of Stress.

Scope and limitation

The scope and limitation of this study is for all about the students in Munoz national
highschool annex.This researcher study covers the determinants in highschool,the research
is qualitative .

Chapter 2
This chapter discusses various aspects of school learning and motivation. Motivation is a
topic introduced early in any discussion with teachers about student learning. Teachers
espouse hypotheses or beliefs about student motivation that influence their interaction with
students and the decisions that determine how they relate to students. Perspectives on
motivation, social and cultural factors, classroom contextual factors, internal factors, teacher-
directed interventions, authority dimension, recognition dimension, grouping dimension,
evaluation dimension, time dimension, student self-regulation strategies, goal setting, and so
on are discussed. “Socially negotiated” specifies that many rules of behavior or norms are
developed by individuals in response to the needs of the environments in which they interact.
Teachers, structure activities, reward, and interact with students in ways that influence the
students' personal learning goals or intentions for performing a task. A performance goal
focuses on social comparison and competition, with the main purpose of outperforming
others on the task. Tasks that are interesting, meaningful, challenging, and authentic in terms
of actual experiences—relevant to life outside school—can facilitate a mastery learning
orientation.