Student-Mother: The Dual Role in the New Normal Mode of Learning
Volume 1 Issue 1
Abstract
This phenomenological study aimed to determine the lived experiences, challenges encountered, coping mechanism of senior high school student-mothers in the new normal mode of learning. The participants were identified using purposive sampling technique while Colaizzi’s method of data analysis was utilized in interpreting the qualitative data. With regards to the lived experiences of student-mothers, four themes emerged: (1) source of inspiration; (2) respect; (3) school excuses; and (4) support by partner/husband, parents/relatives and others. For the challenges encountered by student-mothers during their schooling, six themes were identified: (1) conflicting demand; (2) treatment of other people; (3) time management; (4) financial problem; (5) distracted in school; and (6) social stigma. For the coping mechanism, there were two themes identified: (1) resiliency; and (2) ambition in life. In gaining understanding of student-mothers, the schools should have clear understanding of the students' situation and academic needs to help them succeed in their study. Likewise, the government agencies such as DSWD and DOH should provide assistance and programs for these student-mothers. Exploring the experiences and struggles of student-mothers will add a much-needed building block to foundation of empathic understanding of student services and other counselling.
Keywords
Student-Mothers, Dual Roles, New Normal Mode of learning, Lived Experiences
Author information & Contribution
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Acknowledgement
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Cite this article:
Villones, J.I. & Motus, R.H. (2023). Student-Mother: The Dual Role in the New Normal Mode of Learning. Industry and Academic Research Review, 1 (1), 245-251.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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