CHALLENGES ENCOUNTERED BY THE SELECTIVE STEM STUDENTS ON GENERAL DE JESUS COLLEGE DUE TO ACADEMIC STRESS

Abstract

Students facing academic challenges often rely on others for support. Separation from peers due to academic stress can exacerbate these difficulties. This study explored the challenges encountered by STEM students at General De Jesus College who were experiencing academic stress. A phenomenological approach was used to investigate the lived experiences of a group of stressed Grade 11 students. The study examined the duration of their academic stress, the primary obstacles they encountered, and the support systems they relied on. Semi-structured interviews were conducted with stressed students at General De Jesus College. The majority of participants reported experiencing academic stress for one to two years after entering senior high school. They faced demanding coursework and frequent changes in academic topics, with primary support coming from friends and family members. This research highlighted the significant impact of academic stress on students. Although participants were able to overcome challenges, they expressed that their support systems could be stronger. The findings, which emphasized student resilience and reliance on friends and family, underscored the need for further research on support networks. Future studies may explore school-based programs or community initiatives designed to assist adolescents experiencing academic stress.