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Academic Challenges of BEED Students

The document outlines a study focused on the academic challenges faced by BEED students at Hyrons College, emphasizing issues such as time management, financial constraints, mental health, and academic workload. It reviews both foreign and local literature to establish a foundation for understanding these challenges and their impact on student performance. The study employs a quantitative descriptive research design to collect and analyze data through surveys, aiming to identify common challenges and coping mechanisms among students.

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visitacionkenneth5
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36 views7 pages

Academic Challenges of BEED Students

The document outlines a study focused on the academic challenges faced by BEED students at Hyrons College, emphasizing issues such as time management, financial constraints, mental health, and academic workload. It reviews both foreign and local literature to establish a foundation for understanding these challenges and their impact on student performance. The study employs a quantitative descriptive research design to collect and analyze data through surveys, aiming to identify common challenges and coping mechanisms among students.

Uploaded by

visitacionkenneth5
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Answer About RRL

Start with the Purpose:

"In this study, the Review of Related Literature (RRL) serves to


establish a foundation for understanding the academic challenges faced
by BEED students. It highlights both foreign and local research that
explores key issues such as time management, financial constraints,
mental health, and academic workload."

1. Foreign Literature

You can break this down by topic and study:

Time Management:

"Smith & Johnson (2023) emphasized that education students


with strong time management strategies—like proper
scheduling and use of digital tools—performed significantly
better academically."

Financial Constraints:

"Anderson (2024) showed that financial difficulties negatively


affect academic focus. Students who work part-time to cover
expenses are often unable to concentrate on their studies."

Mental Health:

"Williams & Lee (2023) linked academic stress and anxiety to


lower student engagement and performance. They
recommended stronger institutional support like mental health
services."

Academic Workload:

"Brown (2024) reported that excessive workload leads to


burnout and poor performance. The study suggested mentor
support and a better workload distribution."

2. Local Literature

Time Management:

"Dela Cruz (2023) found that BEED students in the Philippines


struggle with time management, especially when balancing
academics, internships, and activities. Students with structured
routines tend to perform better."
Financial Constraints:

"Reyes & Santos (2024) noted that students with financial aid
performed better than those who juggled work and school. The
lack of resources like internet and technology was also a major
issue."

Mental Health:

"Villanueva (2023) found that stress and anxiety are common


among BEED students, but mental health stigma prevents many
from seeking help."

Academic Pressure:

"Garcia (2024) highlighted the role of family and cultural


expectations in intensifying academic stress. The study
emphasized the need for institutional support and fair workload
management."

Close Your Explanation:

"Overall, the RRL clearly shows that the academic


challenges faced by BEED students are multi-
dimensional and align with both global and local
research. These studies helped shape the direction of
our research and justified the need to investigate the
unique experiences of BEED students at Hyrons
College."
How to Explain Your SOP

Start with the General Goal:

"The main goal of this study is to investigate the


academic challenges faced by BEED students at Hyrons
College Philippines, Inc. It also aims to understand how
these challenges affect their academic performance and
what strategies they use to cope."

1. What are the common academic challenges encountered by BEED


students at Hyrons Colleges?

"We want to identify the specific academic struggles


that students are dealing with—whether it’s time
management, workload, financial problems, or lack of
resources. This helps us understand the root of their
difficulties."

[Link] do these academic challenges affect their learning


experiences and academic performance?

"This question focuses on the impact. We aim to know


how these challenges influence their motivation,
grades, classroom engagement, and overall learning."

[Link] strategies or coping mechanisms do BEED students employ to


overcome these challenges?

"We’re also interested in how students respond to these


problems—whether through peer support, faculty
guidance, or self-discipline. This helps identify what’s
working for them."

[Link] role do students play in addressing and managing their academic


difficulties?

"Finally, this question looks at the students’ personal


responsibility. We want to explore how proactive they
are in handling their own academic journey, instead of
just relying on outside help."

Wrap it Up:
"These questions guide the study in capturing both the
challenges and the responses of BEED students, so we
can recommend practical interventions for the school to
better support them."

How to Explain Your Conceptual Framework

Start with the Purpose:

"The conceptual framework of this study illustrates how


various academic challenges faced by BEED students
influence their academic success, and how their coping
mechanisms can mediate or reduce the negative impact
of these challenges."

1. Academic Challenges (First Block - Left Side)

"The first part of the framework identifies the


academic challenges that students face. These
include:

These are the root problems that create obstacles in the


students’ academic journey."

2. Coping Mechanisms (Middle Block - Intervening Factor)

"In the center of the framework, we have the coping


mechanisms. These are the actions or support systems
that help students handle the challenges:

These mechanisms can help students reduce stress,


stay on track, and perform better."

3. Academic Success (Right Side - Output)


"The last part of the framework shows the expected
outcome, which is Academic Success. This is
measured through:

So overall, the framework shows that academic


challenges affect success, but with strong coping
mechanisms, students can still thrive."

How to Explain Chapter 3 (Quantitative Style)

1. Research Design

"This study uses a quantitative descriptive research


design. It aims to collect numerical data through a
survey and analyze it statistically to describe the
academic challenges faced by BEED students at Hyrons
College."

"We chose quantitative because it allows us to measure


how common specific challenges are, and see the
patterns based on students' responses."

2. Population and Sampling

"Our population includes all BEED students currently


enrolled at Hyrons College. To get the sample size, we
used [specify if you used Slovin’s Formula or
another method], and we applied random sampling
to avoid bias and give each student an equal chance of
being selected."

"This helps make the results more generalizable to the


whole BEED student population."

3. Research Instrument
"We used a structured questionnaire as our main
tool for data collection. The questionnaire is divided
into sections, focusing on:

Demographic profile of the respondents

Academic challenges they face (time management, financial problems, etc.)

Coping mechanisms they use

Perceived academic performance

The questionnaire uses a Likert scale, where students rate their experiences from
strongly agree to strongly disagree."

4. Validation of Instrument

"Before the actual data gathering, we conducted a pilot


testing of the questionnaire with a small group of
students. Their feedback helped us improve the clarity
of the questions."

"We also had the questionnaire reviewed by research


experts to ensure validity and reliability."

5. Data Gathering Procedure

"We distributed the questionnaires to the selected


respondents during class hours with the permission of
instructors. We explained the purpose of the study and
ensured that participation was voluntary and
confidential."

6. Data Analysis

"After collecting the responses, we used statistical


tools like frequency, percentage, weighted mean, and
ranking to analyze the data."
"These tools helped us identify which academic
challenges were most common and how they affected
students’ academic performance."

Conclusion Wrap-up:

"Overall, the quantitative method allowed us to present


the data in a measurable and objective way. This
approach was ideal for understanding the extent and
impact of academic challenges among BEED students."

Common questions

Powered by AI

Research indicates that academic stress and anxiety have a detrimental impact on student engagement and performance. Williams & Lee (2023) linked these mental health issues to lower levels of student engagement and poorer academic outcomes . Villanueva (2023) further found that stress and anxiety are common among BEED students in the Philippines, although stigma around mental health prevents many from seeking help .

Financial challenges such as the need to work part-time to cover expenses negatively affect academic focus among BEED students. Anderson (2024) found that financial difficulties often prevent students from concentrating on their studies . Locally, Reyes & Santos (2024) noted that students with financial aid performed better, as affordability issues like lack of resources, internet, and technology access impacted their ability to study effectively .

Coping mechanisms play a crucial role in mediating or reducing the negative impacts of academic challenges. Effective coping strategies can help students handle stress, maintain their academic track, and consequently improve performance . Students utilizing coping mechanisms such as peer support, faculty guidance, and self-discipline are better equipped to manage their academic challenges and achieve success .

The availability of financial aid has positive implications for the academic performance of BEED students, as it alleviates the need to juggle work and school responsibilities. Reyes & Santos (2024) found that students receiving financial aid performed better academically due to reduced stress and better access to educational resources .

The conceptual framework illustrates that academic challenges serve as the root source of obstacles in BEED students' academic journeys, while coping mechanisms intervene to mediate these effects. Consequently, these coping strategies can mitigate the adverse impacts leading to enhanced academic success. This relationship underscores the importance of effective support systems and personal coping strategies in overcoming academic challenges to achieve success .

Mental health stigma significantly deters BEED students from utilizing available mental health services. Villanueva (2023) found that despite prevalent stress and anxiety, the stigma surrounding mental health prevents many students from seeking the support they need, leading to persistent unmanaged mental health issues that hinder academic engagement and performance .

According to the literature, effective time management strategies, such as proper scheduling and the use of digital tools, are linked to better academic performance among education students. Smith & Johnson (2023) found that students who manage their time well perform significantly better academically . Locally, Dela Cruz (2023) supports this by showing that BEED students in the Philippines with structured routines also tend to perform better .

Cultural and family expectations intensify academic stress by adding additional pressure on BEED students to perform well, as outlined by Garcia (2024). These expectations contribute to higher stress levels, affecting student performance and requiring schools to offer more tailored support to manage these pressures effectively .

The study employed a quantitative descriptive research design, chosen for its capacity to gather numeric data through surveys and analyze it statistically. This method reveals the prevalence of specific academic challenges, identifies patterns in student responses, and offers objective insights into the overall extent and impact of these challenges. The structured approach and statistical analysis enable clear identification of key academic issues faced by BEED students at Hyrons College .

An excessive academic workload leads to burnout and poor performance, as observed by Brown (2024). This study suggested the need for mentor support and a better distribution of workload to enhance academic success . The local context also supports this view, with Garcia (2024) discussing how intense family and cultural expectations further augment academic stress among BEED students, necessitating institutional support and fair workload management .

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