Batara:Good morning/afternoon everyone, our dear panelist, and our research adviser sir reynito guzman.

Migs: We are honored to present our study titled Exploring Challenges and coping strategies of Junior High School
Journalists in Balancing their journalistic obligations and Academic responsibilities.

Batara: I’m Batara, Lycka Johneileen. together with my group members,

Rodriguez, Juan Miguel Q.

Benaya, Audrey V.

Dasig, Michael James E.

Agcaoili, Angela Sheann M.

Nonan, Lance Jester T.

Pua, John Carlo C.

Dumaliang, Gian Carlo D.

Liberato, Kristian Mher A.

Picaza, Mark DJ F.

Our study aims to discover the different challenges and coping strategies student journalists use in balancing dual roles. To
begin I welcome the problem and its background.

Batara: Good day, everyone. Our study focuses on campus journalism, which has become increasingly popular among
students, especially those in Junior High School. Nowadays, many young students are already engaging in journalism as
reporters, writers, and editors. Several studies show that participating in campus journalism has many benefits. For example,
Chavez (2025) found that student journalists improve their writing skills and become more confident in their grammar.
Similarly, Docallas (2025) emphasized that campus journalism helps students develop communication skills, critical thinking,
ethical awareness, and a sense of responsibility. It also allows students to express their ideas freely while staying informed
about school and societal issues. However, despite these benefits, being a student journalist is not easy. Journalism requires
a lot of time, effort, and dedication. Because of this, many student journalists struggle to balance their academic
responsibilities with their journalistic duties. According to Medrano (2019), the combined demands of schoolwork and
journalism tasks often lead to stress and various challenges. In the Philippine context, student journalists commonly
experience problems related to time management, academic pressure, stress, and even financial limitations. Sabares and
Libago (2025) pointed out that limited financial resources affect the operations of student publications, which adds more
pressure on student journalists. These challenges may affect their class attendance, exam preparation, participation in
lessons, and timely submission of academic requirements. To cope with these difficulties, student journalists often develop
personal coping strategies, especially in managing their time. Kakungulu (2024) found that participation in extracurricular
activities like journalism can actually help students improve their time-management skills, allowing them to handle both
academic and journalistic responsibilities more effectively. Despite existing studies, most research focuses on senior high
school or college student journalists. There is still limited research that specifically examines the experiences of Junior High
School student journalists. This is important because students aged 12 to 16 are still developing their academic skills,
coping mechanisms, and time-management abilities, as stated by Wei Lun Lin and Yi Ling Shih (2022) and Compas et al.
(2017). Previous studies, such as Medrano (2019), have shown that journalism participation can significantly affect
academic performance, especially in terms of attendance, examinations, and academic outputs. Other studies in higher
education highlight the positive effects of journalism on communication and writing skills. In line with this, our study aims to
explore how participation in campus journalism affects the academic responsibilities and overall academic performance of
Junior High School student journalists, particularly in Odizee School of Achievers, Inc. We believe that journalistic duties
such as meeting deadlines, covering school activities, and producing written outputs require strong time-management and
coping skills. Unfortunately, these challenges are often overlooked, making student journalists more vulnerable to stress and
academic pressure. That is why this study is important—to better understand their experiences and help schools provide
more appropriate support for Junior High School student journalists.
Pua: Good day to our respected panelists, advisers, and fellow researchers.

This study focuses on Junior High School journalists who perform dual roles in the academic setting. As students, they are
required to meet various academic responsibilities such as attending classes, completing school requirements, and
preparing for examinations. Simultaneously, as members of the school publication, they are also tasked with journalistic
obligations including writing articles, conducting interviews, attending meetings, and meeting publication deadlines.
While these responsibilities are valuable in developing students’ skills, managing both academic and journalistic roles may
pose significant challenges. These challenges may affect their time management, academic performance, and overall
well-being. However, there is limited research that explores how Junior High School journalists experience and manage
these demands. In line with this concern, the study aims to explore how Junior High School journalists handle the challenges
placed upon them, the difficulties they encounter in managing both roles, and the coping strategies they employ to maintain
balance between their academic responsibilities and journalistic obligations. Specifically, this study seeks to answer the
following research questions:
First, what are the academic responsibilities and journalistic obligations of Junior High School journalists?
Second, what challenges do Junior High School journalists face in managing their academic responsibilities alongside their
journalistic obligations?

And third, how do Junior High School journalists cope with the challenges they experience in balancing their academic
responsibilities and journalistic obligations?
The answers to these questions will provide a deeper understanding of the experiences of Junior High School journalists
and may serve as a basis for developing support mechanisms that can help them balance their academic and journalistic
responsibilities more effectively. Thank you.

Audrey:Junior High School journalists balance academic responsibilities and journalistic duties, which can be challenging.
This study aims to identify their responsibilities, the challenges they face, and how they cope with balancing academics and
journalism using a qualitative phenomenological approach guided by the Input–Process–Output framework.

Conceptual Framework

This study is guided by the Input–Process–Output (IPO) Framework, which serves as a structured way of explaining how the
research variables are connected.
According to LibreTexts (2019), the Input–Process–Output model is a widely used framework for analyzing and describing a
process. It involves identifying the inputs, applying appropriate processes, and producing meaningful outputs. In this study,
the IPO framework helps us understand how junior high school journalists manage their dual roles as students and
journalists.

Input
The input of this study focuses on the lived experiences of Junior High School journalists. Specifically, it seeks to answer the
following questions:
​ 1.​ What are the academic responsibilities and journalistic obligations of Junior High School journalists?
​ 2.​ What challenges do Junior High School journalists face in managing their academic responsibilities along
with their journalistic obligations?
​ 3.​ How do Junior High School journalists cope with the challenges they experience in balancing their
academic responsibilities and journalistic obligations?
These inputs provide the foundational information needed to understand the realities faced by student journalists.

Process
The process of the study involves the research methodology used to analyze the inputs. This research will employ a
qualitative approach, specifically using phenomenological research design, which aims to explore and understand the lived
experiences of Junior High School journalists.
The participants will be selected through purposive sampling, ensuring that only students who are actively involved in
journalism are included in the study. Data will be gathered using a semi-structured interview questionnaire, allowing
participants to freely express their experiences while still guided by the research questions.
The collected data will then be analyzed using thematic analysis, where common patterns, themes, and meanings related to
responsibilities, challenges, and coping mechanisms will be identified and interpreted.
Output
The output of this study is expected to provide the following:
​ 1.​ A clear identification of the academic responsibilities and journalistic obligations of Junior High School
journalists.
​ 2.​ A thorough understanding of the challenges they face in managing both academic and journalistic duties.
​ 3.​ An explanation of how Junior High School journalists cope with these challenges in balancing their
responsibilities.
The findings of this study aim to highlight the difficulties encountered by student journalists, their coping strategies, and
possible recommendations that may help schools, advisers, and future student journalists better support journalism
programs.
Conclusion
In summary, by using the Input–Process–Output framework, this research seeks to systematically explore how Junior High
School journalists manage their academic and journalistic responsibilities. The study’s findings will contribute to a deeper
understanding of student journalists’ experiences and may serve as a basis for developing support mechanisms that
promote both academic success and responsible journalism.

Lance: Our study is significant because it benefits several groups, who are also the beneficiaries of this research.‎First, the
student journalists. ‎They are the main beneficiaries because the study explains the common problems they face, such as
time pressure and heavy workload. It also shows simple coping strategies that can help them manage their responsibilities
and take better care of their well-being. Second, the teachers and school administrators. ‎They benefit from this study
because it shows how demanding being a student journalist can be. With this information, schools can create better
programs, rules, and support systems that help students balance academics and extracurricular activities. ‎Third, the parents.
‎Parents benefit because the study helps them understand the pressures student journalists experience. This allows them to
give better guidance, emotional support, and encouragement for both academic success and personal growth.
‎Lastly, the future researchers. ‎They benefit because this study can serve as a reference for future research related to
student journalists, including their challenges, coping strategies, workload management, and overall school experiences.
‎
‎In general, this study aims to support student journalists and everyone involved in helping them succeed in school.

Dumaliang: Good day, panelists. For the scope and delimitation of our study, this research focuses on junior high school
student journalists and the challenges they face in balancing their academic responsibilities with their journalism duties.
Specifically, the study includes selected junior high school students who are members of the school publication or campus
media program of Odizee School of Achievers, Inc. Our research examines issues related to academic–journalism balance,
such as time management, academic workload, and the pressure of meeting both academic and journalism deadlines. It
also explores the coping mechanisms that student journalists use to manage these responsibilities.

However, this study is limited only to junior high school students. Students from the elementary and senior high school levels
are not included. Junior high school students were chosen as respondents because this stage is considered a critical period
in development. During this phase, academic skills, time-management abilities, and coping mechanisms are still being
developed. Compared to younger students, junior high school students face greater academic demands, while older
students usually have more developed skills that help them balance multiple responsibilities more effectively. For this
reason, the study is limited to the junior high school level

Kristian:For better understanding of this study, let's define some key terms. Academic Responsibilities refer to the tasks and
requirements that students must accomplish in school, such as assignments, projects, quizzes, examinations, and other
classroom-related activities. Coping Strategies are the methods or techniques used by students to manage stress, balance
multiple tasks, and effectively deal with the challenges of fulfilling both academic and journalistic duties. Extracurricular
Activities are school activities that take place outside regular class hours, such as clubs, organizations, sports, and
special-interest groups, including participation in the school's journalism program. Journalistic Obligations refer to the duties
and responsibilities of student journalists, such as writing articles, conducting interviews, gathering information, editing,
attending meetings, and covering school events. These definitions will serve as a foundation for our discussion on balancing
academic and journalistic responsibilities.
PIcaza:Good day everyone. This presentation discusses the academic responsibilities and journalistic obligations of student
journalists, the challenges they face, and how they cope with these demands. Student journalists are students first. They
must fulfill academic responsibilities such as attending classes, taking quizzes and examinations, and maintaining good
academic performance. At the same time, they have journalistic obligations, including writing articles, covering school
events, attending trainings, and meeting deadlines while following ethical standards. Balancing these roles is challenging
due to time constraints, deadline pressure, workload overload, and stress. To cope, student journalists use strategies such
as time management, preparation, self-discipline, and positive thinking to balance their academic and journalistic
responsibilities.

Agcaoili: Good day. This study explains that student journalists carry dual roles: they are students first, and journalists at
the same time. According to the Journalism Education Association and the International Center for Academic Integrity,
student journalists are expected to meet academic responsibilities while developing journalistic skills and ethics.
Academic responsibilities include examinations, quizzes, and regular class attendance. Exams and quizzes assess
knowledge, critical thinking, and learning retention, while attendance helps students build discipline, responsibility, and time
management. Despite extracurricular involvement like campus journalism, maintaining academic commitment remains the
primary role of student journalists. At the same time, junior high school student journalists have clear journalistic obligations.
They are expected to report fairly, truthfully, and accurately, follow ethical standards, meet deadlines, and perform tasks such
as writing articles, conducting interviews, covering events, and working with peers and advisers. Republic Act No. 7079
mandates structured training and participation in journalism activities, making these obligations legal and institutional
requirements However, student journalists face significant challenges in balancing these roles. These include role conflict,
missed classes due to trainings, deadline pressure, workload overload, limited institutional and instructional support, lack of
technological skills, resource limitations, and mental and emotional stress. Research shows that these challenges affect
academic performance, time management, and well-being. In conclusion, the data show that while student journalists are
required to fulfill both academic and journalistic responsibilities, multiple challenges make this balance difficult, highlighting
the need for proper support, structured training, and understanding of their dual roles.

Batara: Now, we will discuss the challenges faced by student journalists. Student journalists face multiple challenges as
they try to balance their dual roles—as students and as journalists. They are expected to fulfill both academic responsibilities
and journalistic commitments at the same time, and neither role should be neglected. However, accomplishing both is not
easy, and this often affects their time management, academic performance, and overall well-being. One major challenge is
role conflict. This happens when the demands of schoolwork and journalism clash with each other. Student journalists often
experience difficulty fulfilling both roles effectively because academic tasks and journalistic duties require equal attention.
According to Caluluan National High School (2024), constantly shifting between these roles causes psychological strain and
can lead to missed lessons and increased time pressure. When responsibilities overlap, students face a prioritization
dilemma—deciding whether to focus on academics or journalism first. Studies show that this often results in sacrificing one
role to meet the demands of the other, which may negatively affect academic grades or journalistic performance (Agatep,
2021; Santos & Delos Reyes, 2022). Another challenge is maintaining regular class attendance. Journalism-related activities
such as trainings, seminars, and coverage often conflict with class schedules. Tinto (2017) emphasized that frequent
absences can cause students to miss important lessons, assessments, and discussions, which negatively impacts academic
performance. Because of this, managing time becomes even more difficult for student journalists. Deadline pressure is also
a major concern. Campus journalism requires articles to be submitted on time to allow editing, layout, and publication. Seely
(2020) explained that strict deadlines and high expectations cause stress, which may lead to burnout and reduced
well-being. Similarly, Sabares and Libago (2025) found that balancing academic tasks alongside journalism deadlines often
results in exhaustion, stress, and role conflict, affecting students’ motivation and academic outcomes. Another significant
challenge is the lack of institutional and instructional support. When schools fail to provide proper mentoring, training, and
academic coordination, student journalists experience heavier workloads. Darling-Hammond et al. (2020) noted that
insufficient guidance increases students’ cognitive load, forcing them to exert extra effort to meet both academic and
journalistic expectations. Kuh et al. (2015) also highlighted that without accommodations such as flexible deadlines during
peak journalism periods, student journalists are more likely to experience role conflict. This lack of support also affects
language and writing development. According to Graham (2018), insufficient instruction in writing and journalism skills
pushes students toward self-directed learning, which can reduce productivity and worsen time management. Myhill and
Jones (2015) added that limited linguistic competence makes it difficult for students to produce clear and accurate texts,
which are essential in both academic and journalistic writing. As a result, student journalists struggle not only with workload
but also with meeting language demands. Another challenge is limited technological knowledge. As journalism increasingly
relies on digital platforms, student journalists are expected to have technical skills such as editing, layouting, and online
publishing. However, Villanueva (2024) found that limited technical skills force students to spend more time on journalistic
outputs, reducing the time available for academic tasks. Cabello et al. (2023) also noted that these added demands increase
stress and exhaustion. In the local context, Ramos and Suizo (2024) observed that adapting to digital journalism platforms
heightens pressure, especially during periods of heavy academic workload. Workload overload is especially evident among
junior high school student journalists. Academic tasks and journalism duties often overlap, making time management
extremely challenging. Villanueva (2024) found that extended hours spent on reporting and writing lead to stress and fatigue.
Cabello et al. (2023) further emphasized that these overlapping demands can result in burnout. SunStar Philippines (2024)
also reported that student journalists often sacrifice personal time, especially during exams and major school events.
Resource limitations also hinder student journalists from balancing their responsibilities. Journalism requires access to
computers, stable internet, cameras, and other equipment, which are not always available. Due to these limitations, students
spend extra time securing resources, which reduces time for academic work. A study from the International Journal of
Research Studies in Education (2023) found that limited access to resources negatively affects students’ ability to balance
academics and journalism. Docallas (2025) also identified equipment shortages and budget constraints as major challenges
in implementing the Campus Journalism Act. In the Philippine context, Tinîg ng Plaridel (2019) reported that limited funding
forces student journalists to prioritize journalism over academics, increasing role strain. Lastly, mental and emotional stress
is a serious challenge. Managing overlapping academic tasks and journalistic duties can lead to anxiety, fatigue, and burnout
(Villanueva, 2024; Cabello et al., 2023). Ramos and Suizo (2024) further explained that meeting deadlines while maintaining
content quality intensifies emotional pressure. SunStar Philippines (2024) supports these findings, noting that many student
journalists sacrifice personal time just to meet both academic and journalistic demands. Overall, these challenges highlight
the need for effective time management, resilience, and stronger institutional support to help junior high school student
journalists successfully balance their academic responsibilities and journalistic roles.

Migs:Good day everyone. Today, we will be discussing the coping mechanisms or strategies of student journalists,
particularly junior high school students who face the challenge of balancing their academic responsibilities and journalistic
duties Student journalists encounter countless challenges as they perform their dual roles. While they are expected to meet
academic requirements such as homework, projects, and examinations, they are also responsible for writing articles,
conducting interviews, and meeting publication deadlines. Because of these overlapping demands, many student journalists
struggle with time constraints, pressure, stress, and fatigue. According to Sabares and Libago (2025), the pressure to
complete school tasks while meeting journalism deadlines often results in overwhelming stress among student journalists
Despite these challenges, student journalists develop various coping strategies to manage their responsibilities effectively.
These coping mechanisms help them reduce stress, stay productive, and maintain balance between academics and
journalism. Some of the common strategies include time management, seeking support, maintaining discipline and routines,
practicing self-care, and developing adaptability and problem-solving skills. One important coping strategy is preparation.
Student journalists who plan ahead—such as organizing interviews, outlining articles, and drafting content early—are better
able to manage overlapping tasks and unexpected changes. Research by Sabares and Libago (2025) shows that structured
planning allows student journalists to perform well in both academics and journalism. Similarly, Handayani et al. (2024)
found that students use problem-solving and cognitive strategies, such as preparation and planning, to cope with academic
stress. Another coping mechanism is positive thinking. Maintaining a positive mindset helps student journalists view
challenges, such as tight deadlines or critical feedback, as opportunities for growth rather than obstacles. Positive thinking
improves motivation and productivity, allowing students to manage stress more effectively. Studies by Al-Lafi and Juma
(2025) and My Private Professor (2023) indicate that students who practice positive self-talk and solution-focused thinking
are better able to organize tasks and meet deadlines. Relaxation is also a crucial coping strategy. When academic and
journalistic workloads become overwhelming, students may experience burnout and decreased motivation. Relaxation
techniques, such as deep breathing and mindfulness exercises, help reduce stress and restore focus. Salmela-Aro and
Upadyaya (2018) emphasize that continuous pressure can negatively affect students’ well-being, while Handayani et al.
(2024) identified relaxation techniques as effective strategies for managing academic stress. Another essential coping
strategy is time management. Student journalists must balance homework, projects, and exams with journalism tasks like
writing articles and conducting interviews. Effective time management allows students to prioritize tasks and break large
responsibilities into manageable steps. Lalunio (2025) highlighted that high school student journalists commonly use time
management and organizational skills to balance their academic and journalistic demands. Lastly, adaptability and resilience
play a vital role in helping student journalists cope with pressure. Journalism often involves sudden changes in deadlines
and unexpected challenges. Adaptability allows students to adjust their plans, while resilience helps them recover from
stress and remain focused. Ramos and Suizo (2024) found that student journalists demonstrate strong adaptability and
resilience, enabling them to perform effectively despite academic and journalistic pressures. In conclusion, although student
journalists face significant challenges in balancing their dual roles, the use of effective coping strategies allows them to
manage stress and perform well in both academics and journalism. These coping mechanisms not only help them succeed
as students but also prepare them for future responsibilities. Thank you.
Audrey: Student journalism plays an important role in developing critical thinking, communication skills, and social
awareness among learners. However, junior high school journalists often face the challenge of balancing their academic
responsibilities with the demands of journalistic work. Understanding their experiences is essential in identifying the
challenges they encounter and the strategies they use to manage both roles. This study aims to explore the lived
experiences of JHS journalists as they navigate the demands of school and journalism.

Research Design This study employs a qualitative research design to explore the lived experiences of junior high school
(JHS) journalists as they balance their academic responsibilities with their journalism activities. Qualitative research focuses
on gathering and analyzing non-numerical data to gain a deeper understanding of individuals’ experiences, perspectives,
and social contexts. According to Bhandari (2025), qualitative research is particularly useful for examining complex human
experiences and generating in-depth insights into a given phenomenon. Specifically, this research adopts a
phenomenological qualitative approach, which aims to understand participants’ firsthand experiences and the meanings they
attach to them. This approach allows the researchers to examine how JHS journalists perceive, experience, and manage the
challenges of fulfilling both academic and journalistic roles. As emphasized by Tavakol (2025), phenomenological research
seeks to investigate the everyday experiences of individuals while setting aside the researchers’ pre-existing assumptions
about the phenomenon. Through this approach, the study aims to capture authentic and rich descriptions of the participants’
lived realities, providing valuable insights into how young student-journalists navigate the demands of school and journalism.

Dasig:Good day. For this study, we focused on understanding the experiences of junior high school student journalists,
especially how they manage both schoolwork and their journalism responsibilities. To get accurate and meaningful
information, we carefully selected participants using purposive sampling. Purposive sampling is a method where
participants are intentionally chosen because they have specific experiences, knowledge, or skills that are relevant to the
study (Etikan, Musa, & Alkassim, 2016). This is especially helpful in qualitative research, where we want detailed and
reliable insights from those who really understand the topic. In this study, we focused on student journalists who actively
balance academics and journalism duties. Not all students can provide relevant information, so purposive sampling ensures
that only those with firsthand experience are selected. This approach helps collect rich and trustworthy data (Nikolopoulou,
2023). The research will be done at Odizee School of Achievers, Inc., in San Antonio, Alicia, Isabela, which was chosen
because of its active junior high school journalism program. A total of fifteen (15) student journalists will be included, and
they will be identified with the help of the school’s journalism adviser to make sure they meet the study’s criteria.

Nonan: For our research instrument, we used a semi-structured interview guide. ‎This means we had prepared open-ended
questions, but the interview was still flexible. The questions focused on the experiences of junior high school student
journalists, especially how they balance their journalism work with their school responsibilities. ‎We asked about their school
tasks, journalism duties, the challenges they experience, how they deal with those challenges, and the support they get from
teachers, parents, and friends. ‎Since the interview was semi-structured, we could ask follow-up questions when needed.
This helped us get more detailed and honest answers. ‎Overall, we used this instrument because it helped us understand the
real experiences of student journalists in a deeper and more meaningful way.

Agcaoili: Good day. This section explains the data collection procedure of the study, which will be conducted in a systematic
and step-by-step manner. First, permission will be obtained from the school administration of Odizee School of Achievers,
Inc. After approval, participants will be recruited, and informed consent will be secured from each participant.
Next, individual interviews will be scheduled at a time and place that are convenient and comfortable for the participants.
The interviews will use a semi-structured interview guide with open-ended questions to explore the participants’ experiences,
challenges, and strategies in balancing journalistic responsibilities with academic obligations. According to Ruslin et al.
(2022), semi-structured interviews allow in-depth data collection while maintaining research focus. All interviews will be
audio-recorded to ensure accurate transcription. Finally, the collected data will be transcribed and prepared for thematic
analysis to identify patterns and themes relevant to the research questions.

Dasig: Good afternoon. In this part of the study, we explain how the collected data were reviewed and interpreted to
understand the experiences of the participants. It shows how the responses were organized and how common patterns or
themes were identified to answer the goals of the research. Data analysis is the process of organizing and reviewing the
data collected in order to understand the participants’ experiences and identify common patterns or ideas. In qualitative
research, this helps the researcher better interpret what the participants are sharing through their responses. For this study,
the responses from the junior high school student journalists of Odizee School of Achievers, Inc. will be carefully reviewed
and organized. The data gathered from semi-structured interviews and open-ended questionnaires will be analyzed using
thematic analysis. This method is used to identify repeated ideas, patterns, and themes related to the challenges and coping
strategies of student journalists. As explained by Ahmed et al. (2025), thematic analysis is a flexible approach that allows
researchers to draw meaningful themes from participants’ stories. In this study, it will help identify key themes about
academic responsibilities, journalistic duties, the challenges students face, and the strategies they use to manage both
roles. This process will provide a clearer understanding of the experiences of junior high school student journalists.

Batara: To conclude, this study highlighted the realities faced by Junior High School student journalists as they balance their
academic responsibilities with the demands of campus journalism. While journalism plays a vital role in developing students’
communication skills, confidence, and social awareness, it also presents challenges that are often overlooked within the
academic setting.

By focusing on the challenges experienced by student journalists—such as role conflict, time pressure, workload overload,
limited support, and resource constraints—this study emphasizes the need for greater understanding and recognition of their
dual roles. These challenges are not simply personal struggles but reflect gaps in institutional support and academic
coordination.

Ultimately, this research aims to give voice to Junior High School student journalists and serve as a foundation for schools,
teachers, and journalism advisers to develop more responsive policies and support systems. Through this, student
journalists can be better guided in fulfilling both their academic responsibilities and journalistic duties without compromising
their well-being and academic performance.