Lived-Experiences on Resiliency of Economically Disadvantaged Students in Face-To-Face Learning

This study focused on the lived experiences of resiliency of economically disadvantaged students in face-to-face learning. Economically disadvantaged students faced different challenges to be resilient in learning, on how their day to day learning activities can survive due to financial difficulties to support their everyday needs. This phenomenon was considered since it had an impact on students' learning performance. The study was anchored on theories on Resilience Theory as popularized by Tellegen (2012) and Self-Determination Theory by Deci and Ryan (2008). This study employed a qualitative research method: namely, a transcendental method of research to explore and understand the lived experiences of resiliency of economically disadvantaged students in their learning, as well as their challenges and practices to continue in their learning, acquiring data from 10 participants in Barangay Bagnoy, San Juan, Aliaga, Nueva Ecija. The participants were chosen using purposive sampling technique wherein thematic analysis was used to analyze all the gathered data. The findings revealed that socio-economic status  impacted economically disadvantaged students’ educational experiences. The study generated five (5) themes, categories and codes. This study found out that being economically disadvantaged students do not prevent them to employ various strategies in learning towards improvement of their academic performance. It was also found out that classmates and friends, family and teachers were all the factors that contributed to students’ resiliency and academic success. And to overcome academic challenges, economically disadvantaged students used coping strategies such as good study habits, time management, financial planning, and high sense of self-determination.