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COLLEGE OF EDUCATION
VOICES OF RESILIENCE: THE LIVED EXPERIENCE OF STUDENTS

RESIDING IN RIVERSIDE SAN ISIDRO, CITY OF CABUYAO
A Thesis Presented to the
Faculty of College of Education Pamantasan ng

Cabuyao In Partial Fulfillment
Of the Requirements for the Degree of Bachelor

of Secondary Education Major in Social Studies
by
LAURORA, MA.LOWELYN P.
LAVIÑA, JOHN CARL B.
TOLENTINO, CHRISTIAN T.
JUNE 2024
ADVISERS CERTIFICATION
This is certified that this Doctor of Philosophy in Educational Management entitled

“Voices of Resilience: The Lived Experience of Students Residing in Riverside, San
Isidro, City of Cabuyao” prepared and submitted by Laurora, Ma. Lowelyn, Laviña, John
Carl, Tolentino, Christian has been edited by the undersigned.
DR. EDGARDO C. SALAZAR
Adviser
ACKNOWLEDGEMENT
The preparation of this study was made possible and meaningful through the
encouragement, assistance and inspiration of the following people nearest to the
researchers' heart.
To the University President, Dr. Charlemagne G. Laviña, for providing us the

opportunity to grow as learners and Dangal ng Bayan.
To the Dean of College of Education, Arts and Sciences, Dr. Nikki Crystel A. Elic,
who also served as a mother to our college, for her support to all students from his
department. She is always there to shape and mold learners that is essential for their
preparation in the real-world challenges.
To the research adviser, Dr. Edgardo C. Salazar, a full- time professor at

Pamantasan Ng Cabuyao (University of Cabuyao). He is always there whenever the
researchers ask something they do not know well or understand well. He taught them to
discipline themselves and to cooperate with their respective group mates. He is always
saying that there are good results from doing hard work for this research. Thank you for his
kindness and patience in editing some errors in the research throughout this semester.
To the qualitative data analyst, Prof. Cristine Lae C. Erasga, for helping the
researchers to transcribed and analyzed the data gathered.
To the panelists, Dr. Shienna Marie L. Caparas, Prof. King Arnold C. Satsatin,
and Prof. Norberto Jr. M. Ferrer, for guiding the researchers by sharing their valuable and
constructive suggestions that greatly improved this research. Thank you for all the patience
that they gave in evaluating the general quality of this study.
To the validators, Dr. Rosalia B. Pre, Prof. Cherry Lynn Y. Roloyan, and Maa’m
Margie A. Papasin, who have put their time and expertise in checking and reveiwing the
interview questions to be used by the researchers. Thank you for assisting the researchers
in producing credible and appropriate research instrument for the study.
To the research instructor, Dr. Greg W. Mapacpac Jr., for the advices and also
sharing his pearls of wisdom that really helped the researchers throughout this semester.
To the participants of this research, the senior high school students residing in
Riverside, San Isidro, thank you for the participation and time they gave to the researchers
in answering all the questions during the interview. This will not be successful without their
cooperation and meaningful responses. The researchers had a lot of fun experiences and
learnings interacting with people like them.
To Mrs. Gloria P. Laurora, the mother of Ma. Lowelyn P. Laurora, Mrs. Lourdes B.
Laviña, Mr. Erwin R. Laviña, the parents of John Carl B. Laviña, and Mrs. Janet T.
Tolentino, Mr. Crisostomo S. Tolentino, the parents of Christian T. Tolentino, for the
never-ending love and support and providing the researchers needs with regards to the
research.
To the Almighty God for making this possible and challenging, to exert more hard
work and to learn something about this research.
The Researchers
DEDICATION
This work is dedicated.
to
Our Almighty God,
for providing us with guidance, blessings, mental power,
strength, and skills, as well as a healthy life.
to
our loving parents,
who have always been a source of inspiration for us and
have never let us down when we felt like giving up,
and who continue to provide moral, spiritual, emotional, and financial support.
to
our brothers, sisters, friends, and classmates
who supported us to finish this study with their words of advice and encouragement.
We dedicated this to all of you.
Thank you and we love you.
MLPL
JCBL
CTT
CERTIFICATE OF ORGINALITY AND AUTHENTICITY
Research Title: VOICES OF RESILIENCE: THE LIVED EXPERIENCE OF

STUDENTSRESIDING IN RIVERSIDE, SAN ISIDRO, CITY OF CABUYAO
Department: Department of Education
I hereby declare that this submission is my own work, original, and authentic and that,
to the best of my knowledge and belief, it contains no material previously published or
written by another person nor material which, to a substantial extent, has been accepted for
the award of any other degree or diploma of a university or other institute of higher learning,
except where due acknowledgment is made in the text. The author takes full responsibility
for the accuracy of the data and the interpretation of findings.
I hereby confirm that all the data collected, analyzed, and interpreted in this
submission are original and of high quality.
I certify that I followed all ethical guidelines and research protocols, and that the
research methodology used is valid and reliable.
I also declare that the intellectual content of this research is the product of my work,
even though I may have received assistance from others on style, presentation, and
language expression. Pamantasan ng Cabuyao (University of Cabuyao) is hereby granted
the right to publish the research work, either in full or in part, in any academic or scientific
publication.
MA. LOWELYN P. LAURORA JOHN CARL B. LAVIÑA CHRISTIAN T. TOLENTINO

Signature over printed Signature over printed Signature over printed
name of Researcher name of Researcher name of Researcher
Date: June 6, 2024 Date: June 6, 2024 Date: June 6, 2024
DR. EDGARDO C. SALAZAR

Signature over printed
name of Research Adviser
Date:
THESIS ABSTRACT
ID# 2000031,1903640, 1801648
Name of Students: Laurora, Ma. Lowelyn P., Laviña, John Carl B., Tolentino, Christian T.
Department: College of Education
Degree Program: Bachelor of Secondary Education Major in Social Studies
Year: 2024
Title: Voices of Resilience: The Lived Experience of Students residing In Riverside San
Isidro,City of Cabuyao
Adviser: DR. EDGARDO C. SALAZAR ____________ ___________
Printed Name Signature Date
ABSTRACT
The lived experiences of students residing in Riverside, San Isidro, City of Cabuyao
focusing on their resilience in the face of various socio-economic and environmental
challenges. Through a qualitative methodology, in-depth interviews were conducted with a
diverse group of students to uncover the strategies and support systems that enable them to
thrive despite adversity. The findings reveal that these students exhibit remarkable
adaptability and determination, often drawing strength from community networks,
educational institutions, and personal coping mechanisms. Themes such as Community
factors influencing students, Daily observation of family Perseverance, Family support in
Fostering Student’s Resilience, Financial and Emotional Support, Community Resources
Supporting Student’s Resilience, Educational Opportunities and Challenges in Riverside,
Coping with family and support system changes in riverside, Utilizing social connections in
tough times, Engagement with community organizations and services, Handling conflicting
expectations and societal pressures, Managing academic stressors and setbacks, Future
aspirations and educational goals. This study utilized semi-structured interviews to gather
the data from the seven participants. The interview consists of 10 questions that aim to
answer the that are gathered because it is the most suitable to learn about this student’s
perspective personal insight, opinion, experiences from a set of data. Through the
challenges of the students.
TABLE OF CONTENTS
Page
Title Page…………………………………………………………………………. i
Approval Sheet…………………………………………………………………… ii
Advisers Certification…………………………………………………………….. ii
Acknowledgement…………………………………………………………………iv
Dedication…………………………………………………………………………. v
Certification of Originality and Authenticity………………………………… vi
Abstract…………………………………………………………………………….. vii
Table of Contents…………………………………………………………………. viii
List of Figures………………………………………………………………………ix
List of Tables………………………………………………………………………. x
CHAPTER
I THE PROBLEM AND IT’S BACKGROUND
Introduction…………………………………………………………. 1
Theoretical Framework……………………………………………. 4
Conceptual Framework…………………………………………… 5
Statement of the Problem………………………………………… 5
Scope and Delimitations………………………………………….. 6
Significance of the Study…………………………………………. 6

Definitions of Terms………………………………………………….. 8
II REVIEW OF RELATED LITERATURE AND STUDIES
Review of the Related Literature and Studies…………………….. 10
Synthesis………………………………………………………………. 15
Research Gaps ………………………………………………………..16
III RESEARCH METHODOLOGY
Research Design …………………………………………………….. 17
Population and Sampling……………………………………………. 17
Research Instrument and its Validity……………………………….. 18
Research Locale……………………………………………………….18
Data Gathering Procedure ………………………………………….. 19
Thematic Analysis…………………………………………………….. 19
Trustworthiness……………………………………………………….. 19
Ethical Considerations……………………………………………….. 20
IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
V SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
Summary of Findings ………………………………………………… 42
Conclusions……………………………………………………………. 44
Recommendations…………………………………………………….. 45
REFERENCES 46
APPENDICES
A. Certificate of Instrument Validation…………………………….. 50
B. Consent Letters………………………………………………….. 51
CURRICULUM VITAE
COLLEGE OF EDUCATION 1
CHAPTER I
THE PROBLEM AND IT’S BACKGROUND
In the quiet corners where resources are scarce and hope persists even in
adversity, there are stories of impoverished students. These students are like resilient
flowers sprouting in the smallest cracks of harsh terrain, overcoming obstacles.
Despite having little, their dreams are big. They are more than just statistics; they
embody courage, perseverance, and a determined spirit. Their hope remains strong in
bleak conditions, highlighting their ability to nurture dreams even in underprivileged
areas. These dreams are not mere wishes; they drive students to overcome
significant challenges. It celebrates the triumph of the human spirit over adversity,
showing that success is not measured by wealth or status but by a relentless desire to
learn and progress. The "resilient flowers" represent hope not only for themselves but
also for everyone who witnesses their inspiring journey. It calls on everyone to
acknowledge the potential in every student, regardless of their situation, and to strive
for a more equitable educational landscape where all can thrive and achieve their
fullest potential.
Education is considered the surest route to economic mobility. Thus, countries
invest more in human capital to ensure sustainable economic development. In the
Philippines, the "No Filipino Learner Left Behind" is one of the agendas that
educational sectors have pushed forward. This encouraged the creation of several
initiatives and programs that give a Filipino learner a chance to be schooled. These
initiatives are primarily in the form of scholarships to address why students cannot
attend school. It provides opportunities for low-income students to access education,
especially at the tertiary level. UNESCO Institute of Statistics (2024) reported that 258
million children and youth are out of school for the school year ending in 2018. The
2017 Annual Poverty Indicators Survey by the Philippine Statistics Authority revealed
3.6 million out-of-school children and youths (OSCYs) in the country.
Transitioning from high school to college can be difficult for most students.
These scholars, just like the rest of the students, have also encountered academic
and social challenges in school. However, their experiences are more demanding in
many ways because the academic, financial, and social challenges they face are
twice as many as other students because of preconceived notions and perceptions
about them. Stereotypes are prejudices and preconceived notions about
overgeneralized attributes associated with the members of a social group (Hinton,
2019). Transitions, academic and social stressors, language barriers, discrimination,
and prejudicial treatment are among those experienced by students who come from
different backgrounds (Selvitopu, 2020). The study of Gilmore et al. (2021) defined
the stereotypes, prejudice, and discrimination based on socioeconomic status as
Classism. Furthermore, this may create a toxic environment that affects the students'
beliefs and attitudes in school and, eventually, their school performance. These
vestiges of discrimination and stereotyping in schools among those who belong to a
low-income class may result in more severe problems when it comes to these
students' mental health.
Understanding these challenges is crucial for developing effective strategies to
promote educational equity. Anyon (2018) stated that one of the most concerning
issues is the risk of long-term educational disengagement. Students struggling with
basic needs insecurity, such as food and housing instability, often find it challenging to
focus on learning. Likewise, the study by Chadi et al. (2020) found that a lack of
support at home due to parents facing financial pressures can leave these students
feeling academically drifted. A curriculum that fails to resonate with their experiences
can contribute to feelings of disconnection and alienation within the school system.
These factors can create a vicious cycle, leading to disengagement that can ultimately
push students out of the educational system altogether.
The impact of poverty extends beyond academic challenges. Students from
financially disadvantaged backgrounds often experience increased psychosocial
challenges (Marks et al., 2019). The constant stress of poverty can lead to anxiety
and depression, negatively impacting their emotional well-being and ability to cope
with academic demands. These students may face social stigma from peers or within
the school system, further isolating them and hindering their sense of belonging.
Exposure to violence or instability in their communities adds another layer of
complexity, creating a stressful environment that makes learning difficult. The
challenges faced by students from low socio-economic status backgrounds are
multifaceted and interconnected. From long-term educational disengagement and
digital exclusion to poor technology management and increased psychosocial
challenges, the ripple effect of poverty casts a significant shadow on their educational
journey. By acknowledging these barriers and developing targeted support systems,
educators and policymakers can work towards creating a more equitable learning
environment where all students have the opportunity to succeed.
The Philippines Constitution emphasized the importance of education. Article
XIV Section 1 of 1987 stated, "The State is responsible for defending and advancing
every citizen's right to high-quality education at all levels and taking the necessary
actions to ensure everyone has access to it. The State must take appropriate actions
to ensure that everyone can access education. This includes removing barriers such
as geographical, economic, or social constraints. The State is responsible for
defending and advancing this right, and it must actively promote policies and
programs that enhance educational opportunities and outcomes.
The study delves into the lived experience of students residing Riverside San
Isidro, City of Cabuyao, as well as their aspirations, challenges, and coping
mechanisms. By opening up their stories, researchers aim to shed light on the often-
overlooked resilience that blooms amid poverty. Through qualitative exploration, we
seek to understand how these students navigate the complexities of education, family
dynamics, and societal expectations.
THEORETICAL FRAMEWORK
Bronfenbrenner’s Ecological Systems Theory
The Ecological Systems Theory was first developed by a psychologist named

Urie Bronfenbrenner in 1979. This theory looks at a child's development within the
context of the system of relationships that form his or her environment (Paquette et al.,
2019). It defines complex "layers" of the environment, each affecting a child's
development. Ecological Systems Theory identifies five environmental systems that
influence individuals: microsystem (immediate settings like family), mesosystem
(interactions between microsystems like family- school), exosystem (indirect influences
like parents’ workplace), macrosystem (cultural values), and chronosystem (historical
factors). A student's experience is shaped by all these systems.
After decades, Bronfenbrenner and Stephen Cesi proposed an extension of this
theory called "bioecological systems theory" to emphasize that a child's biology is a
primary environment fueling her development. The interaction between factors in the
child's maturing biology, his immediate family/community environment, and the societal
landscape fuels and steers his development. Changes or conflicts in any one layer will
ripple throughout other layers. To study a child's development, we must look not only at
the child and her immediate environment but also at the interaction of the larger
environment.
In conclusion, Bronfenbrenner's Ecological Systems Theory emphasizes the
interconnectedness of our environment. It highlights that development is not simply a
product of our genes or immediate surroundings but rather a complex interplay between
multiple ecological systems over time. Understanding these various influences is crucial
for anyone working to support a child's healthy development.
CONCEPTUAL FRAMEWORK
The conceptual framework that will be used in the study is illustrated in

Figure 1. To identify the student's problems and broadly understand their lived
experience, as well as to know the possible themes that emerged.
STATEMENT OF THE PROBLEM
This study aims to answer the following specific questions about lived
experiences of students residing in Riverside San Isidro, City of Cabuyao.
Central Question:
What is the essence of the lived experience of the students residing in Riverside
San Isidro, City of Cabuyao in terms of resiliency?
Corollary Questions:
1. How do students residing in Riverside, San Isidro, City of Cabuyao describe this
experience in their educational journey?
2. What themes emerge from the testimonies of the students living in Riverside San
Isidro, City of Cabuyao?
3. Based on the findings of the study, what program may be proposed?
SCOPE AND DELIMITATION OF THE STUDY
The scope and delimitation of the study will act as a guide, providing intentional
focus and defining the restrictions that determine the study's boundaries. The scope and
delimitation of the study will be as follows:
This qualitative study will make use of Interpretative Phenomenological Analysis
(IPA). In qualitative research, IPA aims to comprehend how students interpret their lived
experiences to the environment that they have. (Smith et al., 2022) described IPA as an
approach that seeks to investigate, characterize, analyze, and place the meanings that
people ascribe to their experiences.
The study will have seven (7) participants residing in Riverside San Isidro, City of
Cabuyao, Laguna. The selection of participants will be based on the inclusion and
exclusion criteria. This will include those senior high school students, either in Grade 11
or Grade 12, any of the genders, and belongs to a family included to the 4P’s Program,
and should only have one parent working to support the family. Participants should
provide informed consent to participate and should express willingness to share their
lived experiences. Excluded in the selection of the participants are those students
whose both parents are working. Those who will meet the inclusion criteria and agreed
to participate will be selected as the participants for the study.
The study will primarily focus on understanding the challenges and opportunities
these students face, the forms of resilience they demonstrate, and the impact of these
factors on their educational experiences and outcomes.
SIGNIFICANCE OF THE STUDY

Every research has significance to the people, society, and the world. This study
is about lived experience of students residing in Riverside San Isidro, City of Cabuyao.
The findings of this study would be a great contribution to a vast knowledge of the
following group of people.
Students residing in Riverside San Isidro. The study can give a voice to the
experiences of students and raise awareness about the challenges they face. The
findings can empower students and inspire them to overcome adversity and achieve
their educational goals.
Teachers. The finding of this study will help them to know the student’s backgrounds,
experiences, and challenges outside of school, teachers can tailor their teaching
methods to better meet their needs. This awareness allows teachers to provide support
or resources or to direct students to appropriate services.
Division office of Cabuyao. The study can inform the Division Office of Cabuyao
committee and personnel in developing targeted interventions and support systems to
address these students' unique needs and enhance their educational experiences. They
can work towards improving school completion rates. This will not only benefit the
students themselves but also contribute to the overall development of the city.
Local Government Unit. The study can help the LGU identify the specific needs and
challenges students face in Riverside areas, particularly those affecting student well-
being and educational attainment. This information can be used to develop targeted
programs that address issues like poverty, hunger, lack of access to necessities, and
limited community resources.
Researchers. This study as it served as a valuable source of data, enabling them to

construct a knowledge baseline by exploring, describing, and explaining voices of
resilience and the lived experience of students within the community context. The
insights gained from this study contributed to the existing body of research, deepening
our understanding of the complexities surrounding of working students’ dynamics.
Future Researchers. The findings can guide future researchers in developing targeted
interventions to support students from underprivileged backgrounds. This could involve
designing educational programs, creating after-school support systems, or exploring the
effectiveness of various social support models.
DEFINITION OF TERMS
The following terms are defined conceptually and operationally to understand the
study better. The terms here are the aspects of the Brofenbrenner Ecological Systems
Theory.
Chronosystem. It relates to shifts and transitions over the child’s lifetime. These
environmental changes can be predicted, like starting school, or unpredicted, like
parental divorce or changing schools when parents relocate for work, which may cause
stress (Olivia Guy-Evans, 2024).
Exosystem. It incorporates other formal and informal social structures while not directly
interacting with the child, the exosystem still influences the microsystems (Olivia Guy-
Evans, 2024). In this study, the point of considering the exosystem, even though the
child doesn't directly interact with it, is to understand the ripple effect on the child's
immediate environment.
Macrosystem. The outermost layer of Bronfenbrenner's Ecological Systems Theory

focuses on how cultural elements affect a child’s development, consisting of cultural
ideologies, attitudes, and social conditions that children are immersed in (Olivia Guy-
Evans, 2024). In this study it dictates the resources, opportunities, and limitations
present within the microsystems.
Mesosystem. It is where a person’s individual microsystems do not function

independently but are interconnected and assert influence upon one another (Olivia
Guy-Evans, 2024). This study emphasizes the interconnectedness of a person's
immediate environments it highlights that these environments don't operate in isolation,
but rather influence and interact with each other.
Microsystem. It is the innermost layer of Bronfenbrenner's Ecological Systems Theory

it includes the child’s most immediate relationships and environments (Olivia Guy-Evans,
2024). In this study, the microsystem forms the building blocks for a person's sense of
self, competence, and social skills.
Resilience. This refers to the capacity to overcome obstacles and recover from
misfortune and disappointments. It is an essential trait for conquering obstacles,
setbacks, and other forms of adversity (Backmann et al., 2019). In this study, resilience
plays a significant role in mental well-being it helps individuals manage stress, cope with
negative emotions, and maintain a sense of optimism even during difficult time.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies both foreign and
local collected from different books, journals, articles, and other electronic sources from
the internet about student’s resiliency, poverty in education, and resiliency during
pandemic.
Students’ Resiliency
Resiliency is a significant aspect to consider when examining the experiences of
working students. The concept of resiliency has been studied in a variety of fields. It can
be described as the ability to recover from change quickly, difficulty, or a problematic
situation (Center for Creative Leadership, 2019). It is important to recognize factors that
will foster a more positive lifestyle. Individuals exposed to stress have a track record of
positive adaptation and a likelihood of continued exposure to potential stress. Van Breda
(2019), defined resilience as a process that leads to an outcome, and the central focus
of resilience research is on the mediating processes.
The study of First et al. (2019) identified that the intervention could help students
develop resiliency by allowing them to share and validate their own experiences,
express and process their thoughts and feelings about a problem, observe their existing
coping strategies, learn new positive coping strategies from peers, participate in group
problem solving, and feel good about helping others. Positive results of fostering
resiliency include academic success, positive behavior patterns, school attendance, and
graduation rates. Recognized and described resilient college students. The resilient
group displayed higher job satisfaction and used precise cognitive emotion control
techniques such as strategic planning, constructive refocusing, and restructuring the
situation from an optimistic point of view.
The study of Theobald and Taylor (2019) aimed to inform the development of global
educational policies and programs that address the specific needs of students in
impoverished areas worldwide. It highlights the gap between existing policies and the
lived realities of low- income students. By uncovering the unique challenges faced by
students across the globe, this international study provide valuable data for international
organizations like UNESCO create more impactful educational initiatives. This
international study are more than just a way to understand students struggles in poverty.
By giving these students a platform to share their experiences and highlighting the
challenges they face, the research can spark a global movement for educational
equality. Increased awareness of these issues can lead to more support for educational
initiatives worldwide, particularly in developing countries and marginalized communities.
The research goes beyond simply identifying problems; it offers a powerful tool for
policymakers from different nations. This study can ensure that poverty no longer
determines a student's educational success by informing global education policies,
fostering collaboration, and ultimately creating a fairer education system.
According to Campagna (2023) found that community colleges are significant
economic and educational opportunity providers in urban areas. A summary of the
studies conducted on the pupils these institutions serve is given to the readers in this
section. Despite having many experiences in common with community college students
around the nation, this population's lived experiences are significantly different due to
the impact of their urban surroundings. It emphasizes that resilience is a notable good
trait of urban community college students, with the literature's heavy focus on the
economic, educational, personal, and social challenges these students confront.
The study conducted by Comi (2019) said that the American educational
environment, which has evolved due to technological advancements, socioeconomic
inequality, and a more diversified population. The functional barrier for technical and
professional careers in higher education. It is depressing to see the achievement
disparity between the number of students beginning and finishing a four- year degree. A
student's resilience is influenced by various circumstances when they move to college;
peer-to-peer relationships, institutional connections, pre-college preparation, and familial
support influence their resilience.
Moreover according to, Wilson et al., (2019) Students face difficulties moving
from high school to post- secondary education. Numerous factors are highly significant
predictors of student success. Resilience is the quality of overcoming challenges and
misfortunes, which could be particularly important when adjusting to tertiary education.
According to Angeles (2021) academic performance is improved by treatments

and programs centered on resilience. To improve academic performance, counselors
can incorporate resilience studies into their work and create counseling interventions
sensitive to cultural differences and resilience skill training for students.
Furthermore Lanuza et al., (2020) revealed that the institution needs a complete
contextualized curriculum for BSE pupils, as there is a significant difference in the
degree of academic resilience when grouped based on the specialty courses. It implied
that the children had diverse glasses in addressing academic hardship. Given the
importance of their chosen specialization, it is critical to develop a program for specific
areas of specialization rather than a broad one. Also, the age group of pupils, despite
being at the same year level, must be considered while improving the program because
it is equally important.
A study by Leal (2023) found that academic self-efficacy was strong, as
measured by perceived competence, social activities, and educational tasks. Life goals
were similar between poor yet deserving education students based on perceived ability,
social activities, and academic duties. There were little variations in the life goals of poor
but deserving education students based on perseverance, reflective and adaptive help-
seeking resilience, negative affect, and emotional response. Academic self-efficacy,
resilience, and life objectives were all positively related to poor but deserving learning
students.
Resilience as recovering or adjusting quickly from misfortune or change.
Resiliency might also be defined as an individual’s ability to cope with challenges in a
stressful environment effectively. Additionally, Norris (2019) does not account for those
who are, at one point, unable to cope with challenges effectively but who can reverse
this cycle over time. Agasisti (2019) showed that individual student characteristics are
not the only factors that matter. A supportive school environment is statistically
associated with resiliency. Educational systems that allocate more funds and defer
tracking may also assist underprivileged students in overcoming their difficult upbringing
and advancing greater opportunity equality.
Many students find that resilience keeps them progressing in challenging
educational and personal circumstances (DiTullio (2020) . It makes sense to us that
such resilience is an innate attribute of character that cannot be taught. Conversely,
when a teacher fosters a collaborative and communicative environment in the classroom

and provides just the appropriate amount of challenge, it can aid in developing resilience
in students.
Moreover, according to Martono (2023) positive consequences of student
mindfulness on psychological health, with student self-compassion and resilience
serving as essential mediating factors practices of mindfulness enabling students to
develop awareness of the present moment acceptance of others without judgment, and
emotional control, encouraging enhanced stress reduction joyful feelings and general
state of health. As well as Quierrez et al., (2021) stated that because of the environment
and stimuli that shape their growth and behaviors, Filipinos are naturally highly resilient
and self- sufficient, and they have developed these traits to become better members of
society who are effectively adaptive, prepared to face challenges, and hopeful during
this pandemic period.
According to Lupisan et al., (2020), resilience is believed to lessen unfavorable
health consequences caused by modifications to sleep, food, and adults' physical
activity patterns during the COVID-19 outbreak. Studying has demonstrated the
connection between resilience and wholesome habits, but not many have been carried
out among adult Filipinos within the pandemic's surroundings.
Likewise, Aruta (2022) studies showed that among adult Filipinos during the
COVID- 19 crisis, financial difficulties, individual resilience, and national resilience were
the best indicators of psychological distress. The COVID-19 pandemic has put people's
resilience to the test of youthful Filipinos. As we discovered there are documented
instances of mental health issues in the area over the previous few months, we also
acknowledge that young, in the face of a pandemic, Filipinos remain resilient. There are
numerous explanations for why many young Filipinos remain resilient amid the various
difficulties they encounter (Bayod et al., 2020).
Tanucan et al. (2021) clarified that the health of Filipino families living in
impoverished areas had been severely impacted by the pandemic and the many
mitigating efforts implemented to stop it. Still, this did not undermine their capacity for
survival and resiliency because of the social services and other crisis management tools
made available by the public and commercial sectors. Even if it was insufficient, the
Filipino people's distinctive characteristics and actions played a crucial role.
Poverty and Education

In a study done by Alampay et al., (2019) Filipino families place great importance
on their children's academic achievement. Filipino parents place a high priority on their
children's education, and children, in turn, view academic achievement as a way to fulfill
parental expectations and family responsibilities. The interdependence of Filipino
families means that decisions and actions about education impact the well-being of the
family rather than just the individual. Likewise, these children can't attend school
because of poverty. Children at schools are encouraged to participate in the workforce
due to prospects for temporary income (Fernandez, 2019). But there isn't a connection
between the frequency of child labor and the proportion of children who work but do not
go to school. Empirical information showed that, in comparison, the percentage of
impoverished people in CARAGA, ARMM, and Zamboanga is higher than in other parts
of the nation, where many students don't attend school. It is determined that
discontinuing children who work leave school has an impact when revenue is insufficient.
Children involved in this study must take responsibility for enhancing and meeting their
financial needs at home. Child labor is not limited to risks the labor force's standard
while promoting a harmful cycle of utilizing students as a safeguard against
unanticipated event.
Therefore Montilla et al., (2020) Program Pantawid Pamilyang Pilipino here in
the cash distribution scheme the Department of Social Welfare in the Philippines. The
goal of welfare and development is to end Investing in the Philippines' extreme poverty
health and education, especially for young children (0–3) eighteen years old. The
study's primary focus was on the education of students with the support of the 4Ps. It
has a crucial influence on students' learning according to its recipient conditions, and it
is willing and capable of attending classes due to sufficient school resources, content
meals, a stomach free of parasites, and supportive, engaged parents.
Furthermore, Nedal (2019) stated that all children came from highly low- income
families that made P1000 a month and were compelled to miss school to work in the
fields in their community. Furthermore, because of limited finances and inadequate
accessibility, their school lacked educational supplies that hindered the pupils' ability to
study, and the classroom used was uncomfortable.
SYNTHESIS
The researcher selected the deeper part of the study to comprehend and keep
up with through the content of analysis and developed the following investigations. The
lived experience of students residing in Riverside, San Isidro, City of Cabuyao their
aspirations, challenges, and coping mechanisms and so on. The researcher
implementation of an idea for this study which was produced and synthesized.
According to the study by Angeles (2021), Campagna (2023) and Corni (2019),
they identified several factors that influence student resilience, including peer
relationships, institutional support, pre-college preparation, and family support.
Transitioning from high school to college can be particularly challenging, and resilience
is essential for student success. Studies on working students found that resilience is
associated with positive academic and behavioral outcomes. Resilient students have
positive coping mechanisms and a history of adapting to stress. For urban community
college students, resilience is crucial in overcoming the economic, educational, personal,
and social challenges they face. Interventions focusing on building resilience skills have
been shown to improve academic performance. Counselors can promote resilience by
incorporating resilience training into their work and developing culturally sensitive
interventions. These studies highlighted the importance of resilience for student success.
By understanding the factors contributing to resilience and developing effective
interventions, educators and counselors can better support students in overcoming
challenges and achieving their academic goals.
The study conducted by Alampay (2019) and Montilla et al.,(2020) said that
Filipino families prioritize education, but poverty often forces children to work, hindering
their academic achievement. Child labor is common in impoverished areas and
perpetuates a cycle of poverty. The Program Pantawid Pamilyang Pilipino can help by
providing resources that enable children to attend school and focus on learning. For
instance, sufficient resources like meals, healthcare, and engaged parents significantly
influence student learning.
Lupisan et al., (2020) explored the resilience of Filipinos during the COVID-19
pandemic but examined it from different angles. They focused on how individual
resilience helped Filipinos cope with negative health impacts, like changes in sleep or
financial difficulties. Others looked at the strength of specific groups, such as young
Filipinos or those in poverty. All the studies acknowledge the challenges brought on by
the pandemic but also highlight the resourcefulness and adaptability of Filipinos in the
face of adversity. The resilience played a significant role in buffering Filipinos from the
negative impacts of COVID-19. Individual resilience, social support, and community
resources helped Filipinos navigate the pandemic's disruptions and maintain their well-
being.
RESEARCH GAPS
From the above review of related literature, the following gaps were determined.
Some research focuses only on statistics and educational outcomes, neglecting
students' subjective experiences in impoverished areas. The research gap exists
because there have not been enough thorough studies about the lived experience of
students residing in Riverside San Isidro, City of Cabuyao. Qualitative research must
provide more in-depth insight by considering other factors and variables. That is why it is
essential to conduct further research in different settings. By addressing these gaps, this
study will contribute valuable insights into the lives of students in Cabuyao and inform
strategies to promote their academic success, well-being, and overall resilience.By
addressing these gaps, this study will contribute valuable insights into the lives of
students in Cabuyao and inform strategies to promote their academic success, well-
being, and overall resilience.
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes the research design, population and sampling procedures,
description of the participants, instruments and its validation, data collection and
procedure, as well as the statistical tool and treatment.
Research Design
The phenomenology qualitative research design method will be used to explore
and understand the lived experiences of individuals or groups. It focuses on uncovering
the subjective meaning people assign to their experiences rather than measuring
quantifiable data. According to Qutoshi (2018), phenomenology research design refers
to the everyday world of lived experiences that is shared by members of a particular
culture or group. Phenomenology seeks to understand the common structures and
meanings that shape these lived experiences.
This research design aims to explore and understand the lived experience of
students facing adversity and uncover the resilience strategies employed by these
students in the face of challenges in Riverside San Isidro, City of Cabuyao. The study
will use interviews as the primary data collection method. According to Bhandari (2020),
data collection is a systematic process of gathering observations or measurements to
gain insights into student’s subjective experiences. This research aims to provide a rich
and detailed description of the experiences of these students as well as identify adaptive
strategies and coping mechanisms that may help illuminate the challenges and issues
they face.
Population and Sampling

The study will have seven (7) participants residing in Riverside San Isidro, City
of Cabuyao. The study aims to explore their lived experiences and understand how
they perceive and navigate resilience during challenging circumstances. By delving
into their narratives, the researchers will be sought to uncover valuable insights that
could contribute to our understanding of resilience and inform future interventions or
support mechanisms for these students. The sample size will be determined using
purposive sampling, where participants were selected based on the inclusion and
exclusion criteria and could provide relevant and insightful information about the
research topic.
Research Instrument and its Validity

This research instrument aims to explore the lived experiences of students
residing in Riverside San Isidro, City of Cabuyao, focusing on how they develop and
navigate resilience. The qualitative data collected will provide valuable insights into their
challenges, coping mechanisms, and sources of strength. The research questions will
have been defined to guide the data collection process and identify the data type that
must be collected.
The propose study will focus on selecting a purposive sample of students
residing in Riverside San Isidro, City of Cabuyao, for investigation. Through a structured
interview guide, the study aims to delve into various themes pertaining to the lived
experiences of poverty among these students. Specifically, the interview protocol will
inquire about the challenges encountered as a result of poverty in their academic
pursuits, the diverse strategies and mechanisms employed to navigate these challenges,
the sources of resilience and strength they draw upon, and their conceptualization and
understanding of resilience as it relates to their circumstances.
Prior to commencing the interview phase, the research instrument will be
constructed utilizing semi-structured interview questions, which will undergo validation
by experts within the relevant field. Following the validation process, the instrument will
be deployed during interviews to uphold its credibility and reliability. Additionally,
participants will be afforded the opportunity to review transcripts of their interviews to
confirm the accurate portrayal of their experiences.
Research Locale
The study will be conducted at Riverside San Isidro, City of Cabuyao. The
participants will be interviewed in their houses or any comfortable place, depending on
their availability. The research will be conducted during the second semester of 2023-
2024.
Data Gathering Procedure

The following data collection procedure will be implemented to conduct in-depth
interviews with the students residing in Riverside San Isidro, City of Cabuyao.
Initially, a formal request letter will be submitted to the barangay official for
approval. The letter outlines the study’s purpose, data collection process, and expected
results. It emphasizes the study’s potential benefits to the city government, barangay,
and stakeholders. Once approval was granted, participants were selected using a
purposive sampling method, explicitly targeting students residing in economically
disadvantaged areas. Inform consent will be obtained by explaining the study’s purpose,
interview process, and the rights of research participants.
Participants will receive a consent form, which they sign if they agree to
participate. The interviews will be arranged at a convenient time and location, ensuring
privacy and comfort for the participants. During the semi-structured interviews, open-
ended and follow- up questions are used to explore deeper understanding and clarify
information. All interviews were recorded with the participant’s permission, and any
personally identifiable details were kept confidential.
Following the interviews, the data will be transcribed exactly as spoken and
verified by sharing the transcript with participants for their review and confirmation. This
procedure was repeated with additional participants until data saturation occurred,
indicating no new information or themes emerged from the interviews. The researchers
addressed ethical concerns, ensuring that the collected data was reliable, precise, and
reflective of the real- life experience of students. The study had obtained the required
approvals from the barangay.
Thematic analysis
This technique involved identifying patterns or themes in the findings that are
appropriate for the research questions. The interview data has been transcribed and
thematically analyzed to determine key themes and patterns that emerged from the data.
These themes may be compared with existing literature on students' experiences
in other contexts. The result was reported in a descriptive and interpretive way, using
quotes from the interviews to support the analysis.

The study employed a qualitative approach. This approach seeks to answer
questions from the real world, gaining an in-depth understanding of human behavior and
the factors that influence it. The qualitative approach intends to make meanings out of
text and images, segmenting and taking apart the data, then putting it back together
again (Creswell & Creswell, 2018).
In the research approach, the following steps are considered in analyzing the
data gathered (Creswell, 2013, as cited by Alase, 2017) Bracketing. Moustakas (1994),
as cited by Marshall and Rossman (2016), explains that the researchers'
preconceptions, expectations, assumptions, and personal biases should be set aside to
avoid adverse effects on the study findings.
Afterward, the researchers proceed to horizontalization. In this process, the
researchers began reading and re-reading the interviews, then highlighted statements
that form a cluster of meanings (Creswell, 2013 as cited by Alase, 2017).
The next phase was coding it is a process by which the researcher brackets the
data into chunks (Rossman & Rallis, 2012; Creswell & Creswell, 2018), segmenting it
through categories, and labeling each category with a theme that is usually based on
the actual stated by the participants. These significant statements were clustered into
structural descriptions. Structural descriptions emphasized the how and were more likely
imaginative. Each theme was supported with descriptions and direct quotations from the
participants as evidence. The textural and structural descriptions were combined to form
the 'overall essence" of the studied phenomena.
Lastly, the researchers talked again with the individuals so that the participants
themselves could clarify and fix their responses, so the validity of the essence was
established, thus establishing credibility.
Trustworthiness
To build trust with the participants and strengthen the believability of the
research, the researcher spent considerable time conducting fieldwork. It will allow them
to develop rapport and thoroughly understand the participants' environment, ultimately
enriching the research.
The researchers invested significant time immersing themselves in the

participants' world to enhance the credibility of the findings. This in-depth engagement
fosters rapport and a nuanced understanding of the research context. The researcher
opted for extended interaction with the participants for a more trustworthy study. It
involved dedicating substantial time to build rapport and gain a comprehensive grasp of
the research setting.
To enhance the credibility of the research, the researcher engaged in prolonged
engagement with the research participants. It involved spending significant time in the
field, building rapport with participants, and gaining a deep understanding of the context
in which the research was conducted.
The researchers used consistent data analysis methods to ensure reliable
findings. It involves applying coding frameworks to organize and interpret the
information in a structured way. The researcher prioritizes consistent data analysis to
strengthen the trustworthiness of the results. It involved coding techniques that helped
organize and systematically make sense of the information. The researcher used
various methods, including coding frameworks, to consistently interpret the data. These
tools help manage and analyze the information in a structured manner.
Finally, to ensure the research remains unbiased, the researcher constantly
reflected on their background and potential preconceptions throughout the study. This
self- reflection helps them understand how their biases might have affected the research
process and the final results. The researcher prioritizes objectivity by continuously
examining their biases and assumptions during the research. They acknowledge these
potential influences to improve the trustworthiness of the study's findings. The
researcher practices reflexivity throughout the research, critically analyzing their biases
and how they might have shaped the study. This awareness aims to strengthen the
objectivity and credibility of the research.
Ethical Considerations
In research involving human participants, obtaining informed consent is a crucial
ethical aspect. Participants will receive comprehensive information about the study’s
purpose, associated risks and benefits, and their right to withdraw at any point. Participants
obtained written consent unless they cannot provide it in writing.The information of the
participants, such as the names, years, and course, will remain confidential as the
researchers follow the guidelines from Republic Act 10173, Data Privacy Act of 2012.
This study does not offer a compulsory response; this is pressure-free

research.Cultural, religious, gender and other belief differences are much respected. The
respondents for this study will asked for their consent to answer the interview questions.
They collect data, build trust, and convey the anticipated disruption in gaining access. All
participants will received the same treatment. Before collecting the response of the
participants, the researchers will discuss the purpose of the study.
In analyzing the data collected, the researchers are expected to respect the privacy
and anonymity of participants in reporting, sharing, and storing data. The researchers must
avoid falsifying authorship, evidence, data, findings, and conclusion as they only provide
data and findings honestly. The supporting theories, studies, and literature of this study
follow the APA (2019) 7th edition guidelines for permission needed to reprint or adapt the
work of others without involving any plagiarism. Researchers should communicate in
clear,straightforward, appropriate language with the use of unbiased language appropriate
for the audiences of the research. Researchers shall provide complete proof of compliance
with ethical issues and lack of conflict of interest if requested by disclosing funders for
research and by disclosing who will profit from the research.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The treatment, analysis and interpretation, and verification of data are generally
aligned with the approach of Creswell & Creswell (2013) as cited by Alase (2017) as
previously discussed in Chapter 3. This definition explains that research is a process of
steps used to gather and analyze information to increase our understanding of a topic or
issue. A research is a methodical way to find a solution to a problem and that solution
assists in contributing to the available knowledge. Forming an issue, gathering data to
address it, and analyzing that data to draw conclusions about it are all steps in this
methodical process.
Theme 1: Community Factors Influencing Student Resilience
1.1 Determination to Finish School Despite Hardship & Aspiration for Higher
Education
The participants resilience is fueled by the challenging living conditions in their
community, which often lead to emotional breakdowns. Despite these difficulties, they
are determined to complete their education. Moreover, expresses a desire to emulate
someone who has successfully graduated from college. This reflection underscores their
aspiration for higher education and a better future. The 2 participants shared statement:
“Ano po parang… ano po kase gusto ko po kase po umahon sa kahirapan, kase
nga po mahirap po dito diba? Like pag may bagyo tapos dikit dikit pa po yung bahay
parang pag may sunog po mahihirapan po kami umano… so bali parang ano yung
pagpasok ko po lang parang nagiging ano ko po para po pagdating po sa panahon
maingat ko naman po yung pamilya ko po sa kahirapan.”
“Ah kase po ang sakin po kase, ayun nga po iniisip ko po na.... makapagtapos
ng pag-aaral kahit dito sa amin ay mahirap nga po ang pamumuhay kaya po aaah
minsan kase ate nagbe-breakdown den kase ako (naluluha, tinatakpan ang mukha)
kase po ano… gaya nga po dito mahirap ang pamumuhay kaya gusto ko po magtapos
ng pag-aaral po.”
Reports abound about the challenges that first-generation, low-income students
face on the path to higher education. Yet despite these barriers, millions of low-income,
first-generation students persevere. What or who influences their motivation to “stay the
course” to higher education? Using self-determination theory as a framework, this cross-
case study highlighted the motivational experiences of seven low-income, first-
generation students and their parents on the path to college. (Mitchall and Jaeger 2018).
1.2 Daily Observations of Family Perseverance

This theme explains resilience is inspired by the perseverance displayed by
families in their community, including their own, despite facing daily hardships. The
participants shared statement:
“Dito po ako pinanganak at nagkaisip at sa araw - araw pong nakikita ko na

pamumunay ng bawat pamilya dito at pati po kami na mahirap ang buhay ayun po ung
nagpapatrigger sa akin na magpatuloy sa pag-aaral at huwag sumuko sa buhay.”
“Simula po noon dito na po ako isinilang at lumaki palagi ko po nakikita ang

bawat sitwasyon po namin lalo na po ang kahirapan na nararanasan po ng aking
pamilya sa ngayon po meron naman po naitutulong sa amin ang brgy katulad na
lamang po sa pagbibigay ng school supplies pero eto pa din po ako patuloy pa din po sa
pag-aaral.”
The characteristics of individuals, contexts and relationships that facilitate

learning: positive emotional states such as love, enjoyment and flow, and character
traits such as empathy, hardiness and perseverance. The contributors present several
innovative teaching ideas to bring out these characteristics among learners. (MacIntyre
et. al 2019).
Theme 2: Family Support in Fostering Student Resilience
2.1 Family Traits and Support

One participant draws resilience from the hardworking nature of their father and
the patience of their grandmother. Their family's support, even through the daily
commute and fatigue, inspires them to pursue their education. In the another hand,
receives support and necessities for their education from both their mother and
father,aiming to change their family's circumstances through education.This support
helps participant remain resilient amidst their community's challenges. The 2
“Nagbibigay lang po sila ng suporta yun lang po… then doon mas naaano po
kailangan lumaban ako then matapos yung pag-aaral na to kahit na naninirahan kami
dito sa riverside dahil nandito naman po yung mga parents ko yung kapatid ko na
sumusuporta po sa akin diba ganun po…”
“Yung ano po pagiging ano po hardworking po ni papa tapos yung ano po
pagiging patient po ni lola na lagi niya po akong inaasikaso kada papasok po ako at
aalis po ako ganun doon po mas napupursue po ako makapagtapos po ng pag-aaral na
kahit po 30 minutes po yung byahe sa araw-araw tapos pag uwe but still gusto ko pa rin
po magpursue sa education po.”
“Si mama at si papa is nagbibigay naman po sa akin ng suporta at
pangangailangan sa aking pag-aaral upang makapag tapos po sa aking pag aaral para
naman po maiba yung takbo po ng buhay at sitwasyon po namin dito.”
We use a social support perspective and hypothesize that the scope of start-up
activities is positively associated with two types of instrumental family support, financial
and social capital. we further argue that the effect of instrumental family support is
enhanced by the level of emotional support, in the form of family cohesiveness.
(Endelman et. al. 2017).
2.2 Financial and Emotional Support

It explains that a student receives both financial and emotional support from their
family, particularly regarding tuition fees. Their parents provide encouragement, offering
to support them whether they choose to continue studying or work.The participants
shared statement:
“Ayun nga po… kina… Kinakausap po nila ako lagi kung… kung kaya pa po ba
namin yun nga po lalo na po mage-SVCC po ako ayun lagi po akong kinakausap kase
nga po may tuition ayun po.”
“Si mama po lage po ako kinakamusta kung ano po ginagawa namin sa school
na kahit busy at pagod po sya galing work hindi nya po kami napapabayaan. Si papa
naman po kada linggo po sya nauwi kase malayo po yung trabaho nya ayun po yung
naiisip ko na dapat tapusin ko to para makabawi at makatulong kayla mama at papa.”
While college education is a key to upward mobility, low-income students are

substantially less likely to earn bachelor’s degrees than their more economically
advantaged peers. Prior higher education literature illuminates various factors
contributing to student success, but few studies consider the role of family support after
students enter higher education. (Roksa and Kinsley 2019).
Theme 3: Community Resources Supporting Student Resilience
3.1 School Supplies Distribution

The participant answer is not entirely sure but mentions occasional donations of
school supplies and food from external sources within the community. The distribution of
school supplies within Riverside is occassionally, although scholarships are not
available. The participants shared statement:
“Diko kase alam eh… pero may mga bumababa naman po dito nagbibigay po ng school
supplies minsan po mga pagkain.”
“Meron po dito na namimigay po sila ng mga school supplies po ganon pero sa

scholarship po wala.”
The usual occupation and daily work of most 4Ps parents are farming, thus,
parents can still allocate budget for food and school supplies from the cash grants
although Conditional Cash Transfer (CCT) is not enough for recipients with big family
members that leads them to pawn their cash cards. The student-4Ps beneficiaries are
aided by the educational needs that helped them achieve and perform well in their
academic pursuits where none of them failed in the different subjects of basic education.
(Balacuit Jr. 2018)
3.2 Limited Access

They mentions the challenge of accessing resources due to the difficulty of
transportation in their area. However, they sometimes travel to the nearby town for
school supply distributions. The participants shared statement:
“Parang wala namn po hahaha, parang wala namn po atang programa dito.”
“Wala po e kase nga po mahirap ang daan dito samin minsan naman po pag may
bigayan ng school supplies pupunta pa po kami sa nayon.”
Filipino children and map out existing initiatives by non-government

organizations to mitigate the problems of illiteracy and poverty. It also attempts to
describe the aspirations of these children in terms of education. (Lumayag 2017).
3.3 Government Assistance

The mayor provides free school supplies to students in Riverside, and
occasionally financial assistance is also available, although they haven't received a
scholarship yet. They highlight the significant assistance provided by the government's
4Ps program, which offers financial aid every two months, supporting families with
limited income. The participants shared statement:
“Yung mayor po naming is nagbibigay po sila ng libreng gamit po sa mga

estudyante dito tapos yung iba is nagbibigay lang din po sila ng mga gamit po”
“Ano po malaking tulong naman po yung ano 4 P’s na program po kase
nakakatulong po siya financially kase di man po kalaki yung sahod o kinikita po ng papa
ko so nakakatulong yung nakukuha naming every 2 months sa 4 P’s”
“Ah yung ano po yung… minsan po nagbibigay po sila ng gamit at pagkain dito
upang magkaroon po ng support po sa amin na taga dito po.”
The Philippines and measures to foster financial inclusion. The primary policy
challenge faced by the government is defining its role in creating the broad and
interconnected ecosystems needed for safe and efficient product delivery to the poor.
(Llanto 2017).
Theme 4: Educational Opportunities and Challenges in Riverside
4.1 Financial Struggles and Academic Support

The participants faces challenges with finances, often using leftover lunch
money for transportation. However, they see learning as an opportunity to teach their
siblings and help with assignments. The participants shared statement:
“ Minsan po pag… wala kaming pera pambaon tapos yung mga natira kong
baon ng this yung natira kong baon nung mga nakaraang araw ayun po yung ginagamit
kong pamasahe tapos po hindi na po ako nagrerecess para po may pamasahe rin po
ako pauwi.”
“Yung pagsubok lang po na kinakaharap po is… ano po financial po tapos yung
ano po kase magka college na ako ang point dun parang ano mas lalaki yung bayarin
po ganun… trabaho po working student kung hindi man po mabigay ni mama po.”
All of these interdependent factors can improve with targeted programs that
complement each other. Some challenges for reform include instructor resistance to
changing teaching and a lack of coordination, or even competing emphases, among
university policies and resources, such as course scheduling, academic support,
advising, career counseling, and financial aid (Cromley et. al. 2017).
4.2 Environmental Disturbances

This theme highlights the noisy and cramped living conditions, making it
challenging to study at home. They adapt by studying late at night or at a classmate's
house in San Isidro. And faces difficulties with attendance during floods but prioritizes
going to school to avoid missing out on lessons and opportunities.The participants
shared statement:
“So ayun po dito po kase tabi-tabi lang po yung bahay so pag nag-aaral po
sobrang ingay so rinig po kahit sa labas, rinig po pag may nagsisigawan (natawa) so
rinig po agad yon sa bahay tas masikip din po yung samin so ayun nga po mahirap… eh
di ang gianagawa ko po sa gabi po ako nag-aaral sa madaling araw po ako nag-aaral o
kaya dun po sa kaklase ko hahaha sa San Isidro”
“Dito po kase kahit bumabaha mahirap ang pag-akyat iniisip ko po na pumasok kase po
diba... mas pinipili ko po kaseng pumasok kase pag na-absent po kase hindi ko carry,
sayang din po kase. “
Environmentally aware and empowered youths are potentially the greatest agent
of change for the long term protection and stewardship of the environment. Thus
environmental education which promotes such change will enable these youths to have
a greater voice on environmental issue if effectively implemented in Nigeria. (Erhabor
and Don 2016).
4.3. Safety Concerns

They navigates the safety hazards of commuting at night, especially during rainy
weather. They communicate with group members to ensure early departures for group
work.The participants shared statement:
“Bilang student, mahirap po talaga lalo na po paguuwi ng gabi mahirap po kase

nga po kami ung bahay po namin sa baba pa kaya dapat dahan- dahan ka lalo pag
umuulan kase po madulas at madilim pa. Kaya pag may group works po kami iniisip ko
po na umuwi ng maaga at nagsasabe naman po ako sa mga kagrupo ko.”

“Bilang mag-aaral po syempre napaka hirap po dito kase sa may bandang baba
po at malapit po sa ilog ang bahay po namin minsan po pag may bagyo o sama ng
panahon di po maiwasan na madumhan po ang akin uniform sa tuwing papasok po sa
school makapag aral lamang po upang maiba po ang takbo ng sitwasyon ng buhay po
namin.”
Based on the parents’ testimonies, there is a strong association between the
participation of their children in the program, their learning competence, and their social
and emotional well-being. The program has increased the readiness of the learners for a
smooth transition to kindergarten. The improvement of the learners’ dependability level
had helped the parents ease their concern for their children’s safety. (Ruiz et. al. 2019)
Theme 5: Coping with Family and Support System Changes in Riverside
5.1 Coping with Broken Family Dynamics

It describes feeling powerless during family conflicts and resorts to distracting
themselves with phone use. They also face challenges during natural disasters like
floods, requiring potential evacuation due to the proximity of their home to the river. The
“Sa… family ko po pag nag-aaway po sila wala naman po kase akong nagagawa
kase po anak lang naman po ako tapos ang ginagawa ko nalang po is nag…aano po
hinahayaan ko nalang po sila tapos nagpo-phone po ako para po madestruct yung sarili
ko. Sa community naman po… like pag may bagyo po ganun nahihirapan po talaga
kami kase po yung ilog is malapit lang po sa bahay namin sa baba lang po pag may
bagyo po minsan po inaabot po ng baha ayun lang po tapos yung… mga… kailangan
pang lumikas or what noh.”
“Diba sabe ko nga po broken family po ako malaki po yung impact... mahirap po
lexplain. May times po na nakaka apekto pero hinahayaan ko nalang po kase parang
mas inintindi ko po yung pag-aaral hindi ko na po kinibigyan ng pansin.”
The perception of the family for broken home of young people, among others:
family is a selfish, frightening, and unhappy person. Family conditions that are
inharmonious also affect young people's behavior; broken home in family and friends.
(Firdausi et. al. 2020).
5.2 Financial Adaptations

This theme mentions adapting to sudden budget shortages by walking home
instead of taking transportation to save money for school expenses. Participants from a
financially constrained family, sacrifices comfort and sometimes goes to school with
minimal resources to ensure attendance and avoid idling at home.The participants
shared statement:
“Parang pag biglaan po pag mashoshort po minsan sa budget minsan po

naglalakad na lang po pauwe para mas maipon po yung pera para may pambayad po
ulit sa school.”
“Ayun po nag-iisip na rin po ko kung ititigil ko na po yung (natatawa) ano or
magsisimula sa work… magsisimula na po sa working student pagsabayin yung pag-
aaral at pagtatrabaho.”
“Ayun po kahit pareho pong may work sina mama at papa kinakapos po kami
kase po apat po kaming magkakapatid at ako po yung panganay na minsan pumapasok
po ako na pang pamasahe lang dala at nagbabaon nalang po ako.”
Although resilience and indirect effect were found to be significant, resilience

only partially mediated the relationship. (Miranda and Cruz 2022).
Theme 6: Utilizing Social Connections in Tough Times
6.1 Limited Social Connections

They mentions a lack of close relatives nearby, resulting in limited social
connections for support during challenging situations. The participants shared statement:
“ Wala naman po akong nilalapitan.”

“Wala po kilala…kase konti lang po hindi po kase ako masyado maano… si

mama po marami nakakatulong naman po.”
“Hindi pa po ako nakakapagano… malayo rin po kase yung kamag-anak namin
so wala po talaga.”
The impact of the pandemic on students (particularly first-generation students in

the public university sector), as well as what resources are needed to address this
impact. We explored social support, interpersonal connection, and relationship loss
among university students during the first 12 months of the COVID-19 pandemic, and
whether those experiences differed as a function of generation status. (Regan et. al.
2022)
6.2 Seeking Help from Extended Family

The participant sometimes approaches relatives, particularly when facing
financial constraints, such as needing to pay for school fees, especially now that they
are entering college. They relies on supportive extended family members for financial
help during times of need, appreciating their willingness to lend a hand in difficult
situations.
“Yung mga kamag- anak ko po tinutulungan po ako lalo na po nung online class
may times po kase na hirap ako nun kaya pag minsan dun sa load nga po gaya ng ano
minsan mahina gung cignal kaya ayun natutulungan naman po nila ako.”
“Minsan po pag nade delay ang sahod nila mama at pala lumalapit po kami kela
tito lalo na po pag may kailangan akong bayaran sa school ganun lalo na po ngayon na
magka college na ako.”
“Meron naman po kaming kahit papaano na kamag-anak na tumutulong po sa
amin lalo na po sa financial po kase minsan po kapos din po kaya mabuti po may ganun
po kaming kamag anak na willing po tumulong sa amin dito…”
Recently, the education system has faced an unprecedented health crisis that
has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced
understanding of students’ online learning experience in times of the COVID-19
pandemic. Although many studies have investigated this area, limited information is
available regarding the challenges and the specific strategies that students employ to
overcome them. (Barrot et al. 2022).
Theme 7. Engagement with Community Organizations and Services
7.1 Occasional Participation for Support

The participants occasionally joins other organizations to support fellow students,
aiming to strengthen themselves and others in pursuing education to change their
lifestyle in the community. The participants shared statement:
“ Minsan po pag may time po minsan po nasama po ako kase atleast yon yung
minsan kase nakakapagpamotivate satin kahit gaano kahirap ang buhay.”
“Minsan po nakikijoin din po ako sa ibang organization upang makatulong po sa
aming mga mag-aaral para po mapatibay ang aming sarili upang magpatuloy po sa
aming edukasyon para mabago po ang lifestyle po namin dito.”
The concept of social participation is highly valued in old age. However, there is
ambiguity and disagreement in the definition and attributes of this concept among the
elderly. (Shahbouglaghi, 2020).
7.2 Limited Engagement

The participants doesn't actively participate in community programs or
organizations, indicating a lack of involvement in community services. The participants
shared statement:
“ Hindi naman po ako masyado sumasama sa mga ganun…”

“Wala po eh talagang pasok lang po ako at diretso bahay.”
“ Ako po... wala po akong sinalihan na organizations e kase nga po malayo sa
amin ang nayon kaya pasok sa school at uwi lang po talaga ako.”
Abundant evidence indicates that personality, social, cultural, and contextual

factors predict career adaptability. However, little research attends to the roles of
academic engagement and achievement in career adaptability, especially in non-
Western cultural contexts. We examined the associations of perceived academic

engagement dimensions, behavioral and emotional engagement and academic
achievement with facets of career adaptability among 324 Filipino high school students.
(Datu and Buenconsejo 2021).
7.3 Lack of Awareness

They expresses a lack of awareness about community programs and
organizations, often not informed about available opportunities. The participants shared
statement:
“Wala po talagang aral lang po kase hindi ren po kase naiinform dito pag may
mga programs po.”
“Wala po akong alam na ano dito eh…mga ganyan po..hehe pero wala din po
talagang ganyan dito di ko lang po sure.”
Difficult times can happen anywhere and anytime. When calamities occur in a
place where people are not ready to respond, the subsequent damage can lead to
mortality, loss, and suffering. The school is an example of such communities where
many vulnerable children are susceptible to the negative impact of natural or manmade
hazards (Lapada 2022).
Theme 8. Handling Conflicting Expectations and Societal Pressures
8.1 Managing Envy and Contentment

The participant deals with feelings of envy by not showing them and finding
contentment in what their family can provide, focusing on their resilience for the sake of
their family's future. They acknowledges occasional feelings of envy but remains content
with what they have and believes they can acquire what they need after finishing their
education.The participants shared statement:
“Sa… ano naman po sa school po pag may mga nabibili silang gamit or
something para sa sarili nila minsan po naiinggit po ako minsan hindi kase po yung…
sakin po kung ano lang po yung nabibigay sakin nila mama ayun lang po ayun lang po
yung sakin tapos yung ano ko po para makapagpatuloy sa pag-aaral yung pagiging
matatag po is yung family ko po then yung sarili ko po para yung kagaya po nung sinabi
ko kanina para po sa future para po sa family para maiahon ko sila.”
“Ano po kase ako eh pag naiingit po kase ako eh hindi ko na po pinapahalata
pero ano lang po hindi naman po sa total na naiingit po ako pero mas ano po… ok lang
po ako kahit wala naman po akong ganun kaya ko naman po bilhin po yun pag
nakatapos po.”
The study underscores the importance of emotional well-being in cultivating

psychological resilience among college students. Limitations include the sample's
homogeneity and the cross-sectional design, suggesting the need for future longitudinal
studies across diverse populations. Implications include the development of intervention
strategies within educational institutions to enhance emotional well-being and resilience
among students (Tokas, 2024).
8.2 Authenticity over Adjustment

Being stays true to themselves and doesn't adjust to societal pressures,
occasionally bringing friends to their home to showcase their reality. Remains resilient
by setting an example for their siblings, viewing themselves as a role
model to uplift their family from poverty. The participants shared statement:
“Ano po pag alam ko pong hindi ko po kaya hindi ko po ano.. sasabayan yung lifestyle
na meron sila.”
“Hindi po kase ako nagaadjust eh… like nagpapakatotoo lang po ko minsan
dinadala ko po sila dito.”
“Ayun po maging matatag lang po kase kung sasabayan mo po ang problema at
susukuan magiging talo ka. Bilang kuya po sa mga kapatid ko sila po ung tinitignan ko
na kailangan maging role model po ako sa kanila para makaahon po kami dito sa
kahirapan.”
Due to the changing landscapes of higher education, a large body of research

has studied how scholars make sense of academic identities and careers. Yet, little is
known about how academics actually ‘work’ on their identities to navigate normative
demands and complex career structures. (Nastesjo 2021).
Theme 9. Managing Academic Stressors and Setbacks
9.1 Time Management and Flexibility

To seeks assistance from others to understand challenging subjects and
manages academic stressors through effective time management to avoid feeling
overwhelmed.They utilizes time management and flexibility per subject to prevent
cramming and reduce pressure during review sessions. The participants shared
statement. The participants shared statement:
“Yung mga iba pong mga subjects po hindi ko po siya nagegets ayun po parang
ano…parang pag nagbibigay sila ng activities hindi ko po masyadong… kailangan ko pa
pong magtanong sa iba para lang po maintindihan ko po. Ang ginagawa ko namn po
yung strategy ko para matapos ko yung activities is time management po yung pag-
binibigay po sya agad ginagawa ko po tapos.. ayun po ginagawa ko po agad.
Iwas stress po.”
“Ano po time management tapos yung ano po pagiging flexible per subject
ganun.. para maiwasan po ang pagkaka cram pagka nagrereview para hindi po ma
pressure ganun po.”
Overall, the students' perceptions regarding both synchronous and

asynchronous online learning were positive. As both methods have their
advantages/limitations, a mix of both synchronous and asynchronous methods may be
adopted depending upon the content of the topic and the desired learning outcomes.
(Alzahrani et. al. 2023).
9. 2 Drawing Strength from Family and Resilience

The participants finds motivation in their family, reminding themselves of the
potential consequences if they give up, thus drawing upon resilience to persevere. The
participant struggles with finding peace at home due to noise and chaos, sometimes
opting to stay at school instead. Despite the challenges, they persevere to fulfill their
aspirations. Other participant, deals with stress by allowing themselves to cry and find
solace in listening to music after facing academic challenges. The participants shared
statement:
“Minsan naiyak na lang din po ako na pagod na po ako sa school tas uuwi po
ako na nasa mahirap pa ding Kalagayan Stress na nga po ako sa school, stress pa rin
po pag-uwi. Pagstress naman po ako na nahihiga nalang po ako at nakikinig ng music.”
“ So ayun po bumabalik lang din po ako sa ano… sa umpisa po tinitingnan ko lang po
yung pamilya ko kapag po tumigil ako kapag po ahmmm… pag nag-give up ako
tinitignan ko po iniisip ko po kung anong mangyayari samin ganun… ganun lang po
ginagawa ko para magsimula po ulet.”
“Yun nga po pag kailangan mo ng peace of mind hindi ko po nakukuha dito kase
maingay at magulo kaya minsan iniisip ko na magstay nalang sa school kesa po sa
bahay. Malaking challenge po talaga yung bilang student na maaga papasok pero puyat
kase pag may gulo maririnig mo agad pero iniisip ko nalang po na tapusin tong
nasinulan ko para maalis ko po yung family ko dito.”
Previous research has found that parenting style influences academic resilience.
Nonetheless, few studies have focused on the mechanism underlying the relationship
between parenting style and academic resilience.(Shengyao et. al. 2024).
Theme 10. Future Aspirations and Educational Goals
10. 1 Dream of Becoming a Flight Attendant or Teacher

The three participants dreams of being a flight attendant but considers becoming
a teacher due to financial constraints. They are determined to finish their education
despite challenges and aim to repay their parents' sacrifices. The participants shared
statement:
“Ano po yung… ano ko po kase yung… pangarap ko po kase is ayun po yung

una po is maiahon ko po sila mama sa hirap tapos yung para po sa sarili ko is yung
maging Flight Attendant po ako tapos yung maging masaya po and may peace sa.. ano
po…parang nakikita ko po kase pag nag-aaral ako is parang nahihirapan po ako tapos
yung… (naiiyak na natatawa) ano po… parang mahihirapan po akong maabot yung
pangarap ko kase kagaya nga po nang wala pong pera minsan tapos yung mga
(unaudible) yung sa future po di ko po alam I mean yung college po hindi ko po alam
siya kung… kung itutuloy ko pa po kase gawa nga po ng pera ayun po.”
“Gusto ko po maging flight attendant gusto ko po kase ano makarating ng ibang
bansa gusto ko din pong ipasyal ang buong pamilya ko po. Peo hindi ko rin po
masasabe ang panahon pero gusto ko po mag-college pero iniisip ko na kakayanin ko
ba magcollege may ganun po ako sa isip ko eh kase nga po sa financial problems at
mahirap po sa college.”
“Actually, I want to be a Flight Attendant pero ano po kase financial problem,
pero ok lang naman po maging teacher it was my second choice po ayun po, tapusin ko
po no matter what kung kailangan mag trabaho ko po kung kailangan ko po magtrabaho
habang nag-aaral para lamang po makapagtapos para po maibalik yung paghihirap po
ng parents ko po (naiiyak).”
A little girl dreams of flying a jet, but as each year passes the dream seems
unrealistic and out of reach. When she is old enough, she becomes a flight attendant. It
is then she learns that being a pilot is not just for men in the military, and that it is an
attainable goal for anyone that sets their mind to it (Dunbar, 2023).
10.2 Aspiration to Provide a Better Life for Family and Become a Professional
The three participants aims to improve their family's living conditions and
dreams of buying land to escape natural disasters. They aspire to become a
professionals within ten years and hope to no longer live in their current situation. The
“Gusto ko po kase talaga maalis sila mama dito like makabili po ng… kase ang
hirap po talaga pag nag-kabagyo iniisip ko po kung aabutin kami ditto ayun po... ayun
lang po kase talaga ang gusto ko pag nakapagtapos yung maibili na po sila ng ano… ng
lupa. 10 years po sana po maging psychologist na ako. Sana wala na rin po kami dito.”
“Ang pinaka pangarap ko po sa buhay ay magtapos ng pagaaral para maiahon
ko po ang pamilya ko at makaalis po kami dito. Gusto ko po na after 4 years simula
ngayon isa na po akong successful engineer at may maginhawang buhay kasama po
ang aking pamilya.”
“Ako po bilang isang mag-aaral dito gusto ko lamang makatapos ng pag-aaral
kase gusto ko po maging isang sundalo para po mabigyan si mama at papa ng
magandang buhay at makapag serbisyo po sa bayan ng sa ganon po magbago po ang
takbo ng buhay namin dito.”
It documents how these students’ school and home environments enable the
development and realisation of “aspirational capacity”. Aspirational capacity is not just
about having a dream, but also the resources and knowledge to realise one’s dream.
(Ho 2023).
Table 1. Themes that Emerged
THEMES SUBTHEMES
1.Community Factors Influencing Student 1. 1 Despite Hardship & Aspiration for
Resilience Higher Education
1.2 Daily Observations of Family
Perseverance
2. Family Support in Fostering Student 2.1 Family Traits and Support
Resilience 2.2 Financial and Emotional Support
3.Community Resources Supporting Student 3.1 School Supplies Distribution
Resilience 3.2 Limited Access
3.3 Government Assistance
4.Educational Opportunities and 4.1 Financial Struggles and Academic
Challenges in Riverside Support
4.2 Environmental Disturbances
4.3. Safety Concerns

5.Coping with Family and Support System 5.1 Coping with Broken Family Dynamics
Changes in Riverside 5.2 Financial Adaptations
6.Utilizing Social Connections in Tough 6.1 Limited Social Connections
Times 6.2 Seeking Help from Extended Family
7.Engagement with Community 7.1 Occasional Participation for Support
Organizations and Services 7.2 Limited Engagement
7.3 Lack of Awareness
8.Handling Conflicting Expectations and 8.1 Managing Envy and Contentment

Societal Pressures 8.2 Authenticity over Adjustment
9.Managing Academic Stressors and 9.1 Time Management and Flexibility
Setbacks 9. 2 Drawing Strength from Family and
Resilience
10.Future Aspirations and Educational 10.1 Dream of Becoming a Flight
Goals Attendant or Teacher
10.2 Aspiration to Provide a Better Life for
Family and Become a Professional
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion, and

recommendations to provide further enhancement of the concepts and facts discussed
in the previous chapter as provided by the results of the data analysis for the research.
The study focuses on knowing the lived experience of students residing in
Riverside, San Isidro, City of Cabuyao in terms of resiliency.
1. What is the essence of the lived experience of the students residing in Riverside San
Isidro, City of Cabuyao in terms resiliency?
2. How do students residing in Riverside, San Isidro, City of Cabuyao describe this
experience in their educational journey?
3. What themes emerge from the testimonies of the students living in Riverside San
Isidro, City of Cabuyao?
4. Based on the findings of the study, what program may be proposed?

Summary of Findings
The significant findings of the study were as follows:
1. The essence of the lived experience of the students residing in Riverside, San Isidro,
City of Cabuyao in terms resiliency.
This study focused on the lived experience of the students residing in Riverside,
San Isidro, City of Cabuyao in terms resiliency. After reading and analyzing the verbatim
transcriptions several times and highlighting significant statements with their meanings,
three themes emerged describing the experiences of students.
Theme 1: Community Factors Influencing Student Resilience, participants
resilience is fueled by the challenging living conditions in their community despite these
difficulties, they are determined to complete their education. Theme 2: Family Support in
Fostering Student Resilience, participant draws resilience from the hardworking nature
of their father and the patience their family's support, even through the daily commute
and fatigue, inspires them to pursue their education. Theme 3: Community Resources
Supporting Student Resilience, the mayor provides free school supplies to students in
Riverside, and occasionally financial assistance is also available, although they haven't
received a scholarship yet.
2. Students residing in Riverside, San Isidro, City of Cabuyao describe this experience
in their educational journey.
Three relevant themes emerged explaining students residing in Riverside, San

Isidro, City of Cabuyao describe their educational journey. Theme 4: Educational
Opportunities and Challenges in Riverside, they navigates the safety hazards of
commuting at night, especially during rainy weather. They communicate with group
members to ensure early departures for group work. Theme 9: Managing Academic
Stressors and Setbacks, they utilizes time management and flexibility per subject to
prevent cramming and reduce pressure during review sessions. Theme 10: Future
Aspirations and Education, they are determined to finish their education despite
challenges and aim to repay their parents' sacrifices.

3. Themes emerge from the testimonies of the students living in Riverside San Isidro,
City of Cabuyao?
The three emerged themes answer the first research question namely: Theme 1:
Community Factors Influencing Student Resilience, participants resilience is fueled by
the challenging living conditions in their community, which often lead to emotional
breakdowns. Despite these difficulties, they are determined to complete their education.
Theme 2: Family Support in Fostering Student Resilience, their family's support, even
through the daily commute and fatigue, inspires them to pursue their education. Theme
3: Community Resources Supporting Student Resilience, participant answer is not
entirely sure but mentions occasional donations of school supplies and food from
external sources within the community. Theme 4: Educational Opportunities and
Challenges in Riverside, participants faces challenges with finances, often using leftover
lunch money for transportation. Theme 5: Coping with Family and Support System
Changes in Riverside, they also face challenges during natural disasters like floods,
requiring potential evacuation due to the proximity of their home to the river.
Theme 6: Utilizing Social Connections in Tough Time, resulting in limited social

connections for support during challenging situations. Theme 7: Engagement with
Community Organizations and Service, aiming to strengthen themselves and others in
pursuing education to change their lifestyle in the community. Theme 8: Handling
Conflicting Expectations and Societal Pressures, focusing on their resilience for the
sake of their family's future. They acknowledges occasional feelings of envy but remains
content with what they have and believes they can acquire what they need after
finishing their education. Theme 9: Managing Academic Stressors and Setbacks, to
seeks assistance from others to understand challenging subjects and manages
academic stressors through effective time management to avoid feeling
overwhelmed.They utilizes time management and flexibility per subject to prevent
cramming and reduce pressure during review sessions. Theme 10: Future Aspirations
and Educational Goals, They are determined to finish their education despite challenges
and aim to repay their parents' sacrifice.
Conclusions
The researchers came up with the following conclusions:
1. The essence of the lived experience of students residing in Riverside San

Isidro, City of Cabuyao shows a profound demonstration of resilience. Despite facing
various challenges, these students exhibit remarkable strength, adaptability, and
perseverance in navigating their circumstances. Their resilience serves as a testament
to their ability to overcome obstacles, thrive amidst adversity, and continue to pursue
their academic and personal aspirations with determination and resilience.
2. The descriptions provided by students residing in Riverside, San Isidro, City of

Cabuyao offer invaluable insights into their educational journey. through their narratives,
themes of perseverance, resourcefulness, and community support emerge as central
components of their experiences. Despite facing challenges, these students
demonstrate a profound resilience and a relentless pursuit of knowledge. Their stories
highlight the importance of fostering a supportive learning environment that empowers
students to overcome obstacles and achieve their academic goals.
3. The testimonies of students living in Riverside San Isidro, City of Cabuyao

show several general themes that resonate deeply within their experiences. These
themes include resilience in the face of adversity, the importance of community support,
the value of perseverance, and the transformative power of education. Through their
narratives, these students illustrate how they navigate challenges with unwavering
determination, drawing strength from their connections with family, peers, and mentors.
Their stories underscore the profound impact of socio-economic circumstances on
educational journeys, while also highlighting the resilience and agency of individuals in
shaping their own destinies.
4. The lived experiences of students residing in Riverside, San Isidro, City of

Cabuyao illuminate the intricate intersection of socio-economic factors and educational
opportunities. The findings of the study underscore the resilience, determination, and
resourcefulness exhibited by these students in navigating their educational journeys

despite facing various challenges.
Recommendations
Based on the research findings, the researchers recommend the following that
can be adapted and used by beneficiaries of the study:
1. The researchers recommend that the Barangay Officials should be aware to

their duties and responsibilities regarding on having a program to support the students
residing in Riverside, San Isidro in their educational journeys.
2. The program in terms of education like, scholarships and financial assistance

should be performed regularly to maintain the sustainability of their actions.
3. Barangay officials must ensure that all the needs of the students residing in
Riverside, San Isidro are considered before making a program.
4. The Barangay officials must be flexible because they will not only focus on
education but also they need to support them by having a better future and safety of the
students.
5. Barangay officials can also talk to other sponsor or schools to give a free
tuition fees or other sector of the community to help the programs.
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AND RESILIENCE AMONG UNDER-GRADUATE AND POST-GRADUATE
STUDENTS,availableat:https://www.psychopediajournals.com/index.php/ijiap/article/
APPENDIX A
Certificate of Instrument Validation
This is to certify that the research instrument created by the researchers, Laurora,
Ma. Lowelyn P., Lavina, John Carl B., Tolentino ChristianT. were validated and checked
for the improvement of the research. It is certified that the research instrument will be eligible
to use with consideration to the suggestions and recommendations of the validators. The
research instrument is recommended to be utilized in the data gathering for the research
entitled, “Voices of Resilience: The Lived Experience of Students residing in Riverside, San
Isidro, City of Cabuyao”.
DR. ROSALIA B. PRE, LPT, PhD CHERRY LYNN Y. ROLOYAN, LPT, MAEd
Professor, Pamantasan ng Cabuyao Professor, Pamantasan ng Cabuyao
MARGIE A. PAPASIN, LPT, MAEd
JHS Teacher, Southville 1 Integrated National High School

APPENDIX B
Consent Letters

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COLLEGE OF EDUCATION

VOICES OF RESILIENCE: THE LIVED EXPERIENCE OF STUDENTS

A Thesis Presented to the

Faculty of College of Education Pamantasan ng

Of the Requirements for the Degree of Bachelor

This is certified that this Doctor of Philosophy in Educational Management entitled

DR. EDGARDO C. SALAZAR

To the University President, Dr. Charlemagne G. Laviña, for providing us the

To the research adviser, Dr. Edgardo C. Salazar, a full- time professor at

This work is dedicated.

Our Almighty God,

for providing us with guidance, blessings, mental power,

strength, and skills, as well as a healthy life.

our loving parents,

who have always been a source of inspiration for us and

have never let us down when we felt like giving up,

our brothers, sisters, friends, and classmates

We dedicated this to all of you.

Thank you and we love you.

CERTIFICATE OF ORGINALITY AND AUTHENTICITY

Research Title: VOICES OF RESILIENCE: THE LIVED EXPERIENCE OF

Department: Department of Education

MA. LOWELYN P. LAURORA JOHN CARL B. LAVIÑA CHRISTIAN T. TOLENTINO

DR. EDGARDO C. SALAZAR

ID# 2000031,1903640, 1801648

Department: College of Education

Degree Program: Bachelor of Secondary Education Major in Social Studies

Adviser: DR. EDGARDO C. SALAZAR ____________ ___________

Printed Name Signature Date

Certification of Originality and Authenticity………………………………… vi

Table of Contents…………………………………………………………………. viii

I THE PROBLEM AND IT’S BACKGROUND

Statement of the Problem………………………………………… 5

Scope and Delimitations………………………………………….. 6

Significance of the Study…………………………………………. 6

II REVIEW OF RELATED LITERATURE AND STUDIES

Review of the Related Literature and Studies…………………….. 10

Research Gaps ………………………………………………………..16

III RESEARCH METHODOLOGY

Research Design …………………………………………………….. 17

Population and Sampling……………………………………………. 17

Research Instrument and its Validity……………………………….. 18

Data Gathering Procedure ………………………………………….. 19

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

V SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings ………………………………………………… 42

A. Certificate of Instrument Validation…………………………….. 50

THE PROBLEM AND IT’S BACKGROUND

Bronfenbrenner’s Ecological Systems Theory

The Ecological Systems Theory was first developed by a psychologist named

The conceptual framework that will be used in the study is illustrated in

STATEMENT OF THE PROBLEM

SCOPE AND DELIMITATION OF THE STUDY

SIGNIFICANCE OF THE STUDY

Researchers. This study as it served as a valuable source of data, enabling them to

Macrosystem. The outermost layer of Bronfenbrenner's Ecological Systems Theory

Mesosystem. It is where a person’s individual microsystems do not function

Microsystem. It is the innermost layer of Bronfenbrenner's Ecological Systems Theory

According to Angeles (2021) academic performance is improved by treatments

Adviser: DR. EDGARDO C. SALAZAR __ _