GROUP 3 – HUMSS B

 LABOR, CHARMAINE

 QUISEL, YASH

 COPIO, RONALD

 FURTON, GEICEL

 FORTOS, JUSTINEE FAITH

 GALLONON, SHAINIE

 RESALUTE, JOVAN

 YAYONG, KHIRL

 BAJAMONDE, JOHN MARK

 PIÑERO, DHENRY JAY

Research Title: “The Lived Experience of SHS Students in Balancing Academic Demands with Family Responsibilities”

Introduction:

The world has witnessed groundbreaking changes in recent years, notably during the global crisis brought about by the COVID-19

pandemic. As schools transitioned to remote learning models, students faced not only the challenge of academic demands but also the pressing

responsibilities that came with being part of a family. In the 2024-2025 academic year, the high school experience continues to be shaped by

these challenges, particularly among Senior High School (SHS) students at San Jose Provincial High School.

In this era, where the balance between studies and family obligations becomes paramount, many students find themselves navigating a

complex landscape. Academic pressures have intensified, with rigorous curricular requiring significant time and effort, while family

responsibilities, including caregiving and household duties, add layers of complexity to their daily lives. The dual challenge of fulfilling

academic expectations while meeting family needs can lead to stress and feelings of inadequacy, prompting questions about the lived

experiences of these students.

Recent studies highlight the importance of understanding students’ mental and emotional well-being as they deal with simultaneous

demands. The National Center for Education Statistics (2023) revealed that almost 60% of high school students reported feeling overwhelmed by

their academic responsibilities. This phenomenon is particularly pronounced in regions where family structures dictate greater domestic

involvement from teens, such as in San Jose. As students balancing these roles, their academic performance, emotional health, and overall well-

being may be at stake.

In San Jose Provincial High School, a significant number of students are not just dedicated learners but also caretakers, breadwinners, and

active participant family members. This multifaceted situation raises a pivotal question: How do SHS students at San Jose manage the increasing

academic pressures while supporting their family responsibilities? The stories behind these students’ experiences are crucial for understanding

their reality and fostering better support systems within the educational framework.
 Thus, this research aims to explore the lived experiences of SHS students in balancing academic demands with family responsibilities. By

examining their unique narratives, we can identify the challenges they face and propose recommendations for improving their educational

experience. This study seeks not only to shed light on the persistent issue of student stress but also to contribute to more empathetic and

responsive academic policies that honor the realities of adolescent life in San Jose. Through this exploration, we hope to empower students to

thrive academically while maintaining their essential family roles.

While, this study has one assumptions that: SHS students taking on more family responsibilities, impacting their ability to manage academic

pressures effectively.

While this study has an assumption , this does not actually measure it. The researchers only want to know the students experience’s under

the experience of SHS Students in Balancing Academic Demands with Family Responsibilities and perhaps can think of a better solution that

can aid this problem.

Review of Related Literature

The researchers has thoroughly explored significant literature to support the study on “The Lived Experience of SHS Students in Balancing

Academic Demands with Family Responsibilities” at San Jose Provincial High School for the academic year 2024-2025.

Academic Demands in Senior High School

For Senior High School (SHS) students in the Philippines, the academic landscape is becoming more challenging. Today’s curriculum comes

with increased expectations, and students often find themselves juggling multiple subjects and projects at once. This intense pressure can be

made even more difficult with outside influences, especially responsibilities at home. As the Department of Education (DepEd). (2023)

“Navigating academic pressures in Senior High School” points out, students are navigating a chaotic environment that demands their attention

and focus.

Many studies highlight the stress and pressure SHS students face while balancing these academic demands. A study by Santos, R., & Cruz,

M. (2024) “Anxiety and academic performance in Senior High School students” that students often experience anxiety and stress due to the

overwhelming volume of assignments and impending deadlines. This academic pressure frequently affects students’ mental health, leading to

decreased motivation and academic performance.

The Role of Family Responsibilities

Family dynamics have a significant impact on the educational journeys of SHS students. Many of these students aren’t just focused on their

studies; they take on crucial roles at home, from caring for younger siblings to managing household chores. According to Reyes, L. (2024) “The

impact of family dynamics on SHS students’ academic performance” students with significant family responsibilities often report difficulties in

managing their time effectively, leading to conflicts between academic commitments and family obligations.

As articulated by Mendoza, P. (2023) “The dual burden of academic and family responsibilities among Filipino students” students in the

Philippines frequently navigate a dual burden — the pursuit of academic excellence alongside their family roles. Mendoza asserts that this
balancing act can lead to emotional exhaustion, particularly when students lack supportive structures that accommodate their responsibilities at

home. Understanding these realities is crucial for educational stakeholders, as it directly impacts student engagement and achievement.

In facing these challenges, students demonstrate remarkable resilience and creativity. Research by Villanueva, T. (2024) “Coping mechanisms

of SHS students in balancing academic and family responsibilities” indicates that SHS students utilize various coping mechanisms, such as time

management skills, seeking support from peers, and asking for understanding from teachers. Additionally, the encouragement from their families

can be uplifting and provide the motivation they need to keep pushing forward Alvarez, A. (2023) “Understanding the motivational factors for

SHS students with family responsibilities”.

Through the lens of the constructivist framework, we can better understand how students shape their experiences. According to Kurt, F. (2021)

“Piaget’s constructivist theory and its implications in education” Students balancing various responsibilities often use their home experiences to

inform their academic journey. This suggests that the integration of family life with education can empower students, helping them align their

personal responsibilities with their academic goals.

Implications for Educators

The insights gathered from this review underscore the necessity for educators to recognize the unique challenges faced by SHS students

juggling academic demands with family responsibilities. As highlighted by the recent publication from the Philippine Educational Research

Journal (2024) “Flexible learning frameworks for SHS students”, educational institutions are encouraged to develop flexible learning

frameworks that consider students’ personal circumstances. Such approaches could include offering support programs, resource-sharing

initiatives, and promoting open communication channels between students, families, and educators.

In conclusion, this review of related literature reveals that the lived experiences of SHS students in San Jose Provincial High School are

profoundly influenced by the intersecting pressures of academia and family obligations. Recognizing and understanding these dynamics will be

instrumental in fostering a more inclusive and supportive educational environment, ultimately enhancing student well-being and academic

success. The researcher aims to delve deeper into these complex interactions and capture the voices of students as they navigate their unique

journeys in balancing academic demands with family responsibilities.

Theoretical Underpinnings

As we look into the lives of Senior High School (SHS) students at San Jose Provincial High School during the 2024-2025 academic year,

it’s clear that these young individuals are carrying a heavy load. With the challenge of keeping up with schoolwork while also attending to family

responsibilities, they face a unique set of obstacles. To better understand their experiences, this research leans on Urie Bronfenbrenner’s

Bioecological Systems Theory. This theory helps us see how the different parts of their lives come together and influence each other, giving us a

clearer picture of what these students really go through every day.

Bioecological Systems Theory

Bronfenbrenner’s Bioecological Systems Theory highlights that our growth and development are greatly influenced by our interactions with

the people and surroundings around us. He describes several interconnected systems that play a role in shaping our experiences: the
microsystem, mesosystem, exosystem, macrosystem, and chronosystem. When we apply this framework to our study, we can gain a better

understanding of how SHS students juggle their academic life and family obligations.

 Microsystem

At the heart of the microsystem are the immediate environments that students engage with daily—like their families, friends, and schools. For

SHS students, family can be a major influence on their academic journeys. Many of these students take on important roles at home, whether that

means caring for younger siblings or helping with chores. These responsibilities can make it tough for them to focus on their studies and can

impact their emotional well-being. Understanding this connection helps us see how family dynamics shape their school experiences.

 Mesosystem

The mesosystem involves the connections between different parts of a student’s life, such as the relationship between their family and school.

When these two areas work together, it can really ease the pressure on students. However, when there’s a lack of communication and support—

like when teachers don’t fully understand family obligations—it can create additional stress. Recognizing these interactions helps us appreciate

how important it is for schools and families to collaborate in supporting students.

 Exosystem

Moving to the exosystem, we find larger social systems that impact students in indirect ways. Things like parents’ work schedules and

community resources can significantly shape how students manage their academic load alongside family responsibilities. By acknowledging

these outside influences, we can gain insights into the support these students need to succeed in both areas of their lives.

 Macrosystem

The macrosystem looks at the cultural values and societal norms that affect education. In the Philippines, expectations surrounding family roles

and academic achievement play a crucial role in shaping students’ experiences. Many SHS students may feel pressured to prioritize their family’s

needs, which can lead to tension and emotional stress. By diving into these cultural narratives, we can understand the broader context of their

daily lives.

 Chronosystem

Lastly, the chronosystem brings our attention to the element of time. This includes how life events and historical moments—like the ongoing

effects of the COVID-19 pandemic—change the educational landscape. The pandemic has altered how students interact with their studies and

families, making it even harder to maintain that delicate balance. Recognizing the influence of these changes is vital for grasping the current

realities faced by SHS students.

By applying Bronfenbrenner’s Bioecological Systems Theory in this research, we aim to shed light on the intricate realities of SHS students as

they handle both academic challenges and family duties. By exploring how these different systems interact in their lives, we hope to uncover

their unique struggles and offer recommendations for creating better support structures in schools. Ultimately, we want to honor their

experiences, contributing to their overall well-being and academic success as they navigate the complexities of their worlds.
 Research Flow

RESEARCH
QUESTIONS

LITERATURE QUALITATIVE FOCUS GROUP SURVEY

DATA DATA
COLLECTION ANALYSIS/
INTERPRETATION

CONCLUSION

Statement of the Problem

This study aims to explore the challenges faced by Senior High School (SHS) students as they navigate the complexities of balancing academic

demands and family responsibilities. The researcher seeks to address the following questions:

1. What are the lived experiences of SHS students in managing their academic workload alongside family responsibilities?

2. How do SHS students perceive the impact of their family obligations on their academic performance and mental health?

3. What specific academic challenges do SHS students report in relation to their family responsibilities?

4. How do different family structures and dynamics influence the academic experiences of SHS students?

5. What resources or support systems do SHS students wish they had to help them balance their academic and family responsibilities more

effectively?
Through this qualitative study, the researcher aims to illuminate the experiences of SHS students as they juggle their dual roles. The researcher

believes that understanding these challenges will contribute to developing effective support strategies that can foster both the academic success

and personal well-being of SHS students.

Significance of the Study

This study is essential for understanding the challenges faced by senior high school (SHS) students in balancing their academic demands with

family responsibilities. The results of this research will have far-reaching implications, benefiting various stakeholders:

 Students – This study provides a voice for SHS students, allowing them to share their experiences, validate their struggles, and highlight

the impact of their dual roles on their academic performance, mental well-being, and overall development.

 Parents/Guardians - This research will help parents and guardians understand the unique pressures their children face, fostering

empathy and encouraging them to provide appropriate support. This might lead to more open communication, shared responsibility for

household tasks, and a more conducive home environment for learning.

 Teachers and School Administrators – The findings will provide valuable insights for educators to develop targeted support programs

and resources to address the specific needs of students balancing academic demands with family responsibilities. This might include

flexible scheduling options, academic advising focused on time management, and workshops on stress management and communication

skills.

 School Counselors – This research can help counselors develop more effective strategies for supporting students struggling with

academic and family pressures. The study can inform counseling interventions focusing on time management, stress reduction, and

healthy communication skills.

 Educational Policymakers- The findings of this study could inform policy decisions regarding student support services, curriculum

design, and resource allocation to better address the needs of students juggling academic and family responsibilities.

 Future Researchers - This study will serve as a valuable foundation for future research in this area. It can provide a framework and

baseline data for exploring more specific aspects of student well-being, family dynamics, and the impact of educational policies on

student success.

By understanding the lived experiences of SHS students navigating these challenges, we can create a more supportive and equitable learning

environment for all students.

Family Responsibilities, tasks and obligations that students have within their families, such as:

1. Caregiving – Providing care for family members, siblings, elderly, or those with disabilities.

2. Household Chores – Managing domestic tasks, e.g., cooking, cleaning, laundry.

3. Financial Support – Contributing to household expenses or supporting family members financially.

4. Time Management – Allocating time effectively between academic and family responsibilities.

5. Financial Stress – Difficulty managing financial obligations, impacting well-being.