Abstract
This study explores the academic experiences of STEM Grade 11 students in Philosophy under an online mode of instruction. Given the challenges of distance learning, particularly in a subject that requires critical thinking and deep reasoning, the study examines the factors that impact student engagement, comprehension, and performance. Using a narrative research design, qualitative data were collected and analyzed to assess students' study habits, learning challenges, and instructional delivery effectiveness. The findings indicate that students struggle with the conceptual and abstract nature of Philosophy, particularly in developing reasoning skills and applying philosophical concepts to real-world situations. The modular learning system, lack of interactive discussions, and limited teacher feedback further compound these difficulties. The research highlights the importance of fostering an interactive and inquiry-based learning environment that promotes questioning and deeper understanding. Drawing on theoretical insights from Heidegger and Kant, the study underscores the need to bridge the gap between theoretical knowledge and practical application through innovative teaching strategies. To address these challenges, the paper recommends enhancement programs such as webinars, online debates, and interactive student conferences to improve engagement and comprehension. The study contributes to the broader discourse on online learning in the humanities, emphasizing the necessity of tailored instructional designs that support student-centered learning. The findings serve as a valuable resource for educators, school administrators, and policymakers in refining teaching methodologies to enhance students' philosophical reasoning and overall academic performance.
