Lived Experiences of Technical-Vocational Students in Learning Science: Challenges and Adaptation

This qualitative study explored the lived experiences of Grade 11 Technical-Vocational students in learning science at Kapaya National High School, Sultan Kudarat, Philippines. Employing a phenomenological approach, the study examined how environmental and behavioral factors influence students’ engagement with science education. The findings revealed several challenges, including cognitive difficulties in understanding abstract scientific concepts, as well as stress and anxiety linked to academic demands. Despite these barriers, students demonstrated resilience through adaptive coping mechanisms such as time management, peer and teacher support, and self-regulation strategies. Classroom climate and teacher-student interaction emerged as key environmental factors shaping their learning experiences. While students recognized the relevance of science to their vocational aspirations, many expressed a lack of confidence in applying scientific knowledge to their field. These insights emphasize the need for differentiated instructional methods, comprehensive student support systems, and a more inclusive, student-centered learning environment. The study contributes to the limited literature on science education in vocational tracks and underscores the importance of contextually grounded interventions. Its findings aim to inform educational stakeholders in developing responsive policies and practices that enhance both the academic success and personal well-being of Technical-Vocational students.