Unveiling The Struggles, Dreams, Aspirations and Academic Success Among Overaged IP Learners in the Public Schools: A Phenomenological Inquiry
DOI:
https://doi.org/10.63671/ijeir.v2i3.135Keywords:
Educational management, indigenous learners, academic success, educational resilience, aspirations, PhilippinesAbstract
This study explored the lived experiences of overaged Indigenous Peoples (IP) learners in Kablon Elementary School during the school year 2025–2026. Ten Grades 3 to 6 learners were selected through purposive sampling and interviewed using semi-structured questions, with pseudonyms inspired by Blaan cultural terms to ensure confidentiality and respect for their heritage. Data were analyzed thematically to identify key patterns in their experiences.Findings revealed that overaged IP learners faced academic difficulties in reading, writing, and keeping pace with younger classmates, as well as social discomfort, poverty-related challenges, and difficulties balancing school and family responsibilities. Despite these challenges, learners demonstrated resilience through persistence in schooling, strong motivation to complete their education, and aspirations for improved livelihoods and support for their families and communities. Overall, the study highlights their determination and resilience, emphasizing the importance of culturally sensitive and inclusive educational support to strengthen learning outcomes among overaged Indigenous learners.
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