can you tell me where or what is the Implications for Educational Practice in our research study?

Recognizing difficulties and Resilience: Coordinating Financial and Mental Health Challenges In Grade 10 Students' Academic Struggle






A Qualitative Research 
presented to

The English Language Faculty
Davao City National High School
Davao City 



RESEARCHERS:
 BACHARPA, JUSTINE
 YBAS, AKHON
  TUMOLVA, MARIE


May 2024
Table of Contents
                                                                                                	      	Page
Title Page                                                                                          		   i
Abstract                                                                                             		   ii
Table of Contents                                                                            	  	   iii
List of Tables                                                                                    	  
Chapter                                                      	                          	      	Page
   	1    	Introduction
Background of the Study                                        	   1
      	                	Purpose of the Study                                             	   3
Research Questions                                              	   4
      	                	Theoretical Lens                                                   	   4
      	                	Importance of the Study                                         	   5
      	                	Scope and Limitation of the Study                  	   	   6
      	                	Definition of Terms                                      	      	   6
                          	Review of Related Literatures                                	   7
                          	Organization of the Study        	                          	   20
   	2    	Methodology
                          	Research Design                                                   	   21
                          	Research Materials                                               	   22
                          	Data Collection                                                      	   23
                          	Data Analysis                                                        	   23
                          	Role of the Researcher                                          	   24
                          	Trustworthiness of the Study                                  	   25
                          	Ethical Consideration                                             	   27
   	3    	Results
 
   	4    	Discussion
 
References                                                                                       	 	   52
Appendices
 
Curriculum Vitae                                                                               	

 










Chapter 1

Introduction
Background of the Study
	Students at Davao City National High School (DCNHS) have complicated academic journeys made from threads of financial difficulties, mental health issues, and academic expectations. The experiences and results of students are greatly shaped by these interrelated elements, which produce a complex terrain of both academic achievement and personal hardship (Davao City National High School, 2016). Financial limitations, made worse by the necessity for part-time work and family responsibilities, create a stressful and anxious atmosphere (Davao City National High School English Department Blog Site, 2016). Students who are under such circumstances not only become overwhelmed but also suffer greatly from mental and general health issues including academic burnout, motivation loss, and a generalized sense of hopelessness (Edukasyon.ph, 2019).
Complicating these problems, students are forced to remain silent by the widespread stigma surrounding mental health issues, which makes their problems worse by preventing them from getting the support networks they need (Wikipedia contributors, 2024). The difficulty of the school to maintain supportive networks and offer sufficient mental health services—both of which are essential for the growth and success of students—strains this dynamic even more (Edukasyon.ph, 2019). Though DCNHS strives to create a caring environment, the lack of resources, mental health care, and extensive support networks frequently compromises these goals and exposes a serious deficiency in the services offered to students (Davao City National High School English Department Blog Site, 2016).
Within this context, this study aims to explore the complex interactions among financial constraints, mental health problems, and academic demands as they affect DCNHS students. Examining their actual lives, this study aims to clarify the intricate interactions between these factors and how they affect students' academic paths (Davao City National High School, 2016). The expected results are supposed to provide perceptive information that will help to create specialized support systems and guide legislative choices that will promote a more encouraging learning environment. The ultimate goal is to create an environment at DCNHS where every student may flourish without being hindered by obstacles related to mental health and financial hardships (Edukasyon.ph, 2019).

Research Questions
This study sought to answer the following research questions:
How do DCNHS students describe the impact of financial circumstances on their academic experiences?
1.1 To what extent do transportation costs and other school-related expenses influence their daily school life?
1.2 How do changes in family financial status affect students’ academic choices and performance?
1.3 In what ways do financial constraints intersect with mental health to shape students’ perceptions of their academic challenges?
2.1 How do students perceive the relationship between financial stress and their mental well-being?
2.2 What role does financial security play in students’ ability to cope with the rigorous demands of their studies?





Theoretical Lens

Figure 1.1
Lazarus and Folkman's (1984) Stress Appraisal and Coping Theory sheds light on how people evaluate trying circumstances and assess their ability to handle them. The process is twofold, according to this concept: students use their coping strategies to handle the problem or lessen its emotional impact after evaluating the relevance of the stressor.
The aspects of psychological health that affect and improve academic performance and personal happiness are clarified by the Well-Being Theory. This method emphasizes good qualities of the individual and encourages social environments, suggesting that developing them could increase academic resilience against adversity.





Importance of the Study
	Realizing how much financial difficulties impact a student's academic career is the main contribution of this study. The understanding that financial barriers—best shown by growing tuition, debt, and a lack of financial aid—breed an atmosphere of uncertainty and stress is essential to this study. It is very difficult for a student in such a setting to focus on their academic objectives, get necessary learning materials, and participate completely in the educational process. This study aims to go extensively into the topic in order to follow the pathways by which financial concerns hinder students' academic success and engagement.
Moreover, this study unambiguously connects financial hardships with mental health. There is no shortage of research showing the trigger effect that financial stress has on mental health problems including anxiety, depression, and emotional upheaval, which poses serious problems for the general welfare of students. In order to comprehend the complex mechanisms by which financial difficulties exacerbate psychological distress and maintain a cycle of adversity that hinders students' academic and personal success, this study will examine the nuances of the relationship between financial difficulties and mental health.
Analyzing the relationship between student financial difficulties and mental health transcends the spheres of academics and personal health to have important societal value. By exposing the institutional obstacles students encounter in their pursuit of education and the best possible mental health, this study aims to guide the creation of advanced therapies, support networks, and legislative changes. These actions are intended to lessen the detrimental effects of financial stress on the student body, encouraging long-term resilience, well-being, and success among upcoming academics in addition to easing current problems. By this, the study hopes to address the need of raising a future generation with better chances of success and well-being in addition to the problems facing students today.

Scope and Limitation of the Study
Definition of Terms
To have a common understanding of the key terms to be used in this study, the following terms are conceptually and operationally defined:
1.1 Financial Difficulties
Conceptual Definition: Financial difficulties refer to the condition of having insufficient financial resources to meet necessary obligations or desired educational opportunities. This can encompass a broad range of scenarios including, but not limited to, inability to pay tuition fees, afford textbooks or academic resources, and manage living expenses.
Operational Definition: In the context of this study, financial difficulties are measured through a combination of indicators such as reported inability to pay tuition on time, reliance on financial aid or scholarships, engagement in part-time work to support educational expenses, and self-reported financial stress levels.
1.2 Academic Achievement 
Conceptual Definition: Academic achievement represents the extent to which a student has attained their short or long-term educational goals, often measured through grades, GPA, completion rates, or the acquisition of certain academic skills and knowledge. 
Operational Definition: For this research, academic achievement is gauged by students’ self-reported GPA, completion of educational milestones within expected timeframes (e.g., grade progression, graduation), and recognition of academic honors or awards.
1.3 Mental Health
Conceptual Definition: Mental health encompasses an individual’s emotional, psychological, and social well-being. It pertains to how people think, feel, and behave as well as how they cope with stress, make choices, and handle interpersonal relationships.
Operational Definition: This study will assess mental health using standardized self-reporting scales assessing symptoms of stress, anxiety, depression, and overall emotional well-being. Frequency of utilization of mental health services or support systems within the educational institution may also serve as an indicator.
1.4 Financial Stress
Conceptual Definition: Financial stress is a form of stress experienced due to financial difficulties or concerns, including worries about paying for one’s education, accruing debt, and financial insecurity about the future.
Operational Definition: Financial stress in this study is quantified through self-reported measures of stress levels attributed to financial concerns, using psychological scales to assess stress and anxiety levels specifically related to financial matters.
1.5 Educational Opportunities
Conceptual Definition: Educational opportunities refer to the avenues available for students to pursue learning and educational advancement, including access to courses, programs, extracurricular activities, and academic resources.
Operational Definition: Operationally, educational opportunities are identified in this study through the availability and accessibility of academic courses, scholarship programs, tutoring or mentorship programs, and participation rates in extracurricular activities.
1.6 Systemic Barriers
Conceptual Definition: Systemic barriers are obstacles within social, economic, and institutional structures that prevent individuals or groups from accessing resources or opportunities on an equal basis. These can include policies, practices, or societal norms that disadvantage certain populations.
Operational Definition: In the research, systemic barriers are examined through analysis of institutional policies on financial aid, student support services, discrimination, accessibility to learning materials, and interviews or surveys with students identifying perceived barriers within the educational ecosystem.

Review of Related Literature
      	Numerous programs meant to raise educational results define Davao City's educational scene. Important conclusions from the studies cited are the need of teacher effectiveness in academic achievement (Bantasan et al., 2022), the advantages of the Alternative Street Education Program (ASEP) for improving learning among street children (Bagolong S. P., 2015), and the advantages of free education on infrastructure and student performance (Sawir, 2017). Furthermore emphasized have been phonemic awareness interventions to increase reading proficiency and the value of teacher professional development (Baog et al., 2023). Abad & Galleto, 2020b) reports that the Alternative Learning System (ALS) has been successfully implemented with supportive mechanisms and positive teacher attitudes.
Economical circumstances have a significant impact on academic achievement. Research indicates that because of benefits like financial stability, flexible study schedules, and greater parental involvement, students from higher socioeconomic backgrounds typically perform better academically (Sawir, 2017). Academic accomplishments, cultural resources, and family socioeconomic status are positively correlated (Baog et al., 2023). Abad & Galleto, 2020b argue that improving student performance and equitating educational possibilities depend critically on addressing socioeconomic inequalities.
Many variables affect academic success, including but not restricted to self-efficacy, gender differences, family structure, socioeconomic level, and academic procrastination. The results show that although academic procrastination has no statistically significant relationship with high school academic performance, other variables including socioeconomic status and academic self-efficacy are important success predictors (Bantasan et al., 2022; Bagolong, S. P. 2015; Sawir, 2017; Baog et al., 2023; Abad & Galleto, 2020b). Supporting student success and raising academic results need an understanding of and attention to these factors.
The current study investigated, among DCNHS students, the relationship between financial hardships, mental health problems, and academic performance using a mixed-methods approach. By use of surveys, interviews, and observations, the study aimed to reveal the complex effects of financial limitations on the academic and mental health of students. The talk goes into how mental health and financial difficulties interact to influence students' academic performance and perceptions. It emphasizes the critical need for focused solutions to address these issues and highlights as possible intervention channels financial literacy, resource availability, and mental health care. 

Organization of the Study
To present meaningful and coherent discussion and insights, this paper will be organized into four chapters.
      	






Chapter 2
 
Methodology
      	
Research Design
Using a qualitative research approach, this study examined how Grade 10 students at Davao City National High School (DCNHS) relate academic success to mental health concerns and financial instability. The ability of a qualitative approach to convey the richness, intricacy, and subtlety of students' real experiences with these related issues was selected. The purpose of the study was to find out the personal stories and coping mechanisms used by students as well as assess the effectiveness of the present support networks within the school.
Semi-structured interviews were used to gather data, as was institutional document analysis. The semi-structured interviews offered a means of delving deeply into the experiences of each student, enabling individualized stories that highlight the complexity of their financial, mental, and academic challenges. Policy papers and support service records were among the institutional records examined to determine the officially available services and resources for students coping with financial and mental health concerns.
Through a purposive sampling technique, participants were chosen with an emphasis on those who had personally dealt with mental health problems, financial difficulties, or had used school-based services. Through this approach, a thorough grasp of the subject matter was ensured by the study's ability to obtain focused insights from those most impacted by the identified issues.


Research Materials
The materials we selected for this qualitative study into the intricate relationship between financial instability, mental health issues, and academic achievement among Davao City National High School (DCNHS) Grade 10 students provided support for our study approach. The mainstay of our strategy was the data collecting with Google Forms. Because of its wide accessibility and intuitive design, this digital platform was chosen to enable interaction with a variety of students. We sent out well designed semi-structured surveys via Google Forms to learn about students' experiences with mental health issues, financial instability, and how they saw the academic impact. Because the site can mix open-ended and closed questions, we were able to collect quantitative information on the frequency and effects of the problems under investigation in addition to rich qualitative insights.

Data Collection
The researchers conducted a survey to investigate the financial management and mental health of Grade 10 students of Davao City National High School. The researchers sought to gain insights into the financial stressors impacting the students and the potential correlations between financial difficulties and mental health issues among Grade 10 students at Davao City National High School.

Data Analysis
The survey looked into the difficulties and financial habits of the students in Grade 10. Examined were their sources of income, spending habits, and financial management skills. Many students, the researchers discovered, struggled with financial issues including restricted access to financial resources, a lack of financial literacy, and the weight of paying for school. Academic achievement and general well-being of the students were shown to be greatly impacted by these financial pressures.
Inquiring into elements like stress, anxiety, and depression, the survey also evaluated the mental health of the Grade 10 students. Numerous students said they were having mental health problems, which were frequently made worse by their financial problems, according to the data analysis. The researchers' strong correlation between the students' financial difficulties and their mental health emphasizes the reciprocal relationship between these two elements.
The results of this poll highlight how important it is to provide focused therapies and support networks to help Grade 10 students at Davao City National High School with their financial and mental health issues. The data analysis implies that the institution can lessen the negative impacts of these problems on the academic performance and general well-being of the students by offering financial literacy instruction, access to financial resources, and mental health support services.

Role of the Researcher
The integrity and success of this qualitative research depended critically on the researchers' multidimensional and crucial role. The researchers actively and morally participated in the study from its beginning to its end to guarantee participant confidentiality, accurate data, and insightful analysis.
First, in order to establish their study within the body of knowledge already available on the relationship between mental health, financial instability, and academic achievement, the researchers conducted thorough literature reviews. This basic study guided the creation of the semi-structured survey that was sent out using Google Forms, making sure that the questions were pertinent, considerate of the experiences of the participants, and able to provide in-depth understanding of the difficulties the students encountered.
Because financial difficulty and mental health are delicate subjects, the researchers collected data with empathy and consideration for participant autonomy and privacy. Every participant was guaranteed informed permission, which was obtained by outlining in detail the goal of the study, the nature of their involvement, the confidentiality protocols in place, and their right to withdraw at any time without penalty.
The researchers' responsibilities also encompassed technical management and analysis of the Google Forms data. Using methods of qualitative data analysis, they found themes, patterns, and insights in the answers. The researchers tried, by a strict coding procedure, to reduce the intricate stories that the students shared into logical themes that fairly represented their viewpoints and experiences.
Furthermore, the researchers assumed the position of proponents of information handling that is morally sound. They took great care with sensitive information and anonymized all data to protect participants' identities, making sure that results were presented in a way that honored participants' dignity and the privacy of their disclosures.
The researchers served as interpreters of the collected information, combining personal experiences with more general knowledge pertinent to academics, government, and DCNHS's wellness programs. They wrote a story that pointed to possible channels for help and intervention in addition to highlighting the difficulties that students encounter. In this capacity, complicated qualitative data had to be translated into useful information that could guide support services, school policies, and future study areas.
To be sure that their interpretations and conclusions were based on the facts rather than preconceived ideas, the researchers adopted a reflective attitude throughout the study, constantly challenging their prejudices and presumptions. Maintaining the validity and reliability of the research's conclusions required this reflexivity.
The researchers' responsibilities were basically defined by their dedication to rigorous data analysis, empathy and respect for participants, ethical research procedures, and providing insightful information to the DCNHS academic and educational community.

Trustworthiness of the Study
      	When conducting research, it is crucial to emphasize trustworthiness. Shenton (2003) iterated four criteria to be considered in the pursuit of a trustworthy study which are credibility (internal validity), transferability (external validity/generalizability), confirmability (objectivity), and dependability (reliability). The following paragraphs elucidate the process in achieving each criterion:

Credibility.
We created an extensive Google Forms survey to maintain the credibility of our research and to try to gather a variety of experiences among our peers about financial and mental health issues. Clear, succinct, and pertinent to our goals were the questions we made sure to ask. We gathered responses and then carried out in-depth analyses to search for trends and correlations that came straight out of the data. Though extended participation and peer debriefing were outside the purview of our project, we tried to improve credibility by:
1.1 Thoroughly examining the consistency of answers and debating these in our group to make sure we all understood the phenomena being depicted.
1.2 Having online conversations on our results to investigate many viewpoints within our group and advance a better comprehension.

Transferability.
Recognizing the unique characteristics of our study (limited time frame, Grade 10 students, use of Google Forms for data collecting), we tried to facilitate transferability by giving thorough explanations of our approach and participant demographic (without sacrificing anonymity). We are aware that there may be some limitations to the applicability of our results to other contexts; nevertheless, by providing a detailed description of our methodology and the study environment, next researchers or students may determine how relevant our work is to related circumstances

Confirmability. 
From creating the Google Forms survey to analyzing the data, we carefully recorded every step of our research process in order to address confirmability. In order to reduce individual bias and guarantee that conclusions drawn were firmly based in the answers of our participants, all group members kept notes of their contributions and thoughts on the data interpretation process. Through group review of our data analysis, we sought to increase objectivity and make sure that the data, not our prejudices, produced our conclusions.

Dependability.
The project was short-term, so it was difficult to prove dependability in the conventional sense—by overlapping techniques or repeated studies. But we aimed for dependability, so we approached our Google Forms survey and data analysis methodically and thoroughly documented. The blueprint of our research process that this documentation offers enables future replication or review of our work for consistency.

Ethical Considerations
      	Privacy and Confidentiality.
Moral honesty was essential. Using Google Forms for our data collection, privacy and anonymity were our top concerns. We made it quite evident to the participants what our study was about and stressed their free will to participate as well as the confidentiality of their answers. Just our research team had access to the safely stored data.
Even with our time and money restrictions as Grade 10 students, we worked hard to follow recognized qualitative research standards and guarantee the validity of our study. We think our results on the coordination between financial and mental health issues and their effect on academic difficulties among Grade 10 students offer insightful information that is true to the real experiences of our peers because we used a careful and methodical approach.
      	
Social Value.
With an explicit goal of producing insights that can greatly benefit society and particular communities, our study seeks to investigate the intricate relationship between financial difficulties, mental health issues, and the academic performance of Grade 10 students. Through our investigation of these urgent problems in the educational setting, we hope to educate educators, legislators, mental health specialists, and the general public. The ultimate objective is to initiate conversations and activities that result in the creation of more accommodating, sympathetic, and successful interventions for pupils. Our results, we hope, will act as a spark to improve the mental health and educational support networks, encouraging a more accepting and understanding atmosphere for kids dealing with such difficulties.
We have taken a number of measures to protect the welfare of our participants and optimize the advantages resulting from our study in order to make sure the beneficence principle directs our research. We have given anonymity and privacy top priority in our Google Forms data collecting process because we understand how delicate financial and mental health issues can be. By taking this tack, participants can tell their stories without worrying about being recognized or encountering any kind of criticism. There have been no strings attached to the totally voluntary survey participation, and withdrawal at any time will not have any negative consequences.
We carefully considered all of the potential risks and benefits of our research before starting the survey. This was essential to making sure our work would not unintentionally hurt our colleagues but rather provide a forum for bringing attention to their difficulties in a way that honors their dignity. Among the measures we took to further protect our participants was to give them a list of mental health resources. Our precaution was to provide prompt assistance to any participant who might have been impacted by the delicate subjects we addressed in our poll. By means of these meticulous and morally sound considerations, our study aims to not only provide insightful academic information but also to promote a constructive and encouraging conversation on the important topics of adolescent mental health and financial insecurity in the hopes of enhancing educational practices and policies.

Chapter 3

Results
The results of our study—which sought to investigate the relationships between financial hardships and mental health issues and how they affect Grade 10 students' academic performance—are presented in this chapter. By cautious and scientific investigation, we have gathered information that clarifies the real-life experiences of students dealing with these difficult challenges. Our Google Forms survey results offer a solid basis for comprehending the intricacies of these encounters and their different effects on students' academic paths. We look at a number of important topics, including how common financial difficulties are among students in Grade 10, what kinds and how often mental health issues they encounter, and how these things affect their academic performance both directly and indirectly. The chapter also looks at how the students see the support networks that are available to them, emphasizing their strong points and pointing up areas where more help is required. The results are presented progressively, starting with a summary of the participants' financial struggles. Examining the reported mental health problems—stress, anxiety, and depression—and their relationship to financial difficulties comes next. Parts of the chapter that follow examine how these obstacles affect motivation, engagement, and academic achievement. Supporting each section are quantitative data from the survey responses together with qualitative insights from open-ended questions that enable a more in-depth examination of the students' individual experiences and opinions. Our goal in interpreting these results is to give a thorough picture of the difficulties Grade 10 students encounter, so forming the foundation for well-informed conversations about possible interventions and support networks. Reflections on the study's consequences for educational policy and practice that highlight the need for comprehensive strategies to tackle these problems both inside and outside of the classroom close the chapter.
Significant insights into the financial stability, academic impact due to financial challenges, mental health issues, and coping strategies used by the students were obtained from the online survey administered among Grade 10 students at Davao City National High School.

Figure 1.1
On a five-point rating system, respondents ranked the financial stability of their household from 1 (very unstable) to 5. 33.3% of participants rated their financial stability as 2, suggesting a general feeling of financial instability. With the least common rating of 5, the majority of students believe their home financial situation to be unstable or just average. Ratings of 1, 3, and 4 each received 20%.

Figure 2.1
A surprising 73.3% of students said that having financial problems had negatively affected their attendance or academic performance. The difficulties listed included having to work part-time, not being able to afford required school supplies, and the stress of financial uncertainty impairing their capacity to focus and do well academically.


Figure 3.1
Surprisingly, every respondent said they had felt stressed, anxious, or depressed during the previous year because of their academic experience. This unanimity of response emphasizes how urgently mental health support is needed in the educational setting.
Of those who sought help for these mental health issues, 66.7% went to friends and just 26.7% went to a teacher. Twenty percent saw a psychiatrist, and a startlingly low six percent asked family members for support. Fascinatingly, 6.7% of students never asked for assistance.

Figure 4.1
46.7% of students sought scholarships or financial aid to handle financial issues affecting their education, and a comparable proportion used budgeting or saving money as coping mechanisms. To make ends meet, 26.7% of them shared or borrowed school supplies.


Figure 5.1
53.3% of students talked to friends or family members about managing stress, anxiety, or depression; an equal proportion participated in sports or physical activities. Just 6.7% went to a school counselor or psychologist for assistance. As coping strategies, 20% also engaged in mindfulness or meditation, and 33.3% followed interests and pastimes.

Chapter 4

Discussions
We investigated in this qualitative study at Davao City National High School how Grade 10 students' academic performance was impacted by mental health issues and financial instability. We find a compelling story of hardship, resiliency, and a pressing need for institutional assistance.
According to the survey, a significant number of the students thought their financial status was unstable; about one-third said it was somewhat low. According to the literature now in publication, financial security is a prerequisite for academic success, and this perception of financial instability was strongly associated with detrimental effects on academic engagement and performance (Bantasan et al., 2022; Sawir, 2017). The obvious relationship between financial stress—such as the inability to pay for necessary educational materials—and academic performance emphasizes how important socioeconomic variables are to educational success.
Another crucial issue was mental health; every responder said they had felt stressed, anxious, or depressed in relation to their academic demands. The fact that mental health problems are acknowledged by all emphasizes how common this problem is in the educational system and is consistent with Stress Appraisal and Coping Theory by Lazarus and Folkman (1984). Peer support is more important than official mental health services at the school, which suggests a serious weakness in the support system and suggests a stigma around getting professional help.
Student resilience is demonstrated by their applications for scholarships, their budgeting for financial difficulties, their participation in physical activities, and their social support for mental health. But the preference for unofficial help emphasizes how urgently the school system needs to provide easily available, culturally appropriate mental health services.
These conclusions have a great deal of ramification. They emphasize the need for integrated support systems that simultaneously address mental health issues and financial instability as they argue that these problems work in concert to discourage academic success. Interventions ought to improve mental health support in addition to easing financial strains, creating an atmosphere that supports academic achievement.
We have two main limitations to our study: first, it is limited to Grade 10 students at a single school; second, bias may be introduced by depending only on self-reported data. To more widely apply the results, future study should try to investigate these dynamics through a variety of methodological lenses and across larger demographics.
Based on our study, we suggest that comprehensive financial aid programs catered to the needs of students be implemented, that easily accessible mental health services be established on campus, and that peer support networks be created to promote a feeling of community resilience. These tactics promise to help students not only with their immediate problems but also to create the foundation for a more encouraging educational environment.
Finally, this study clarifies the complex ways that mental health issues and financial instability interact to affect Davao City National High School students in Grade 10. For an educational setting where every student has the chance to succeed free from financial and mental health limitations, these problems must be addressed holistically. Our results support a kind and resource-rich strategy that acknowledges the complex issues students encounter and opens the door to their academic and personal success.
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