Unveiling The Struggles, Dreams, Aspirations and Academic Success Among Overaged IP Learners in the Public Schools: A Phenomenological Inquiry

Authors

  • Janelyn D. Sambog Department of Education Region XII, Philippines
  • Fredgie P. Pasco, EdD Ramon Magsaysay Memorial Colleges image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i3.135

Keywords:

Educational management, indigenous learners, academic success, educational resilience, aspirations, Philippines

Abstract

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.

References

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Published

2026-07-06

Issue

Vol. 2 No. 3: July-September 2026

Section

Articles

License

Copyright (c) 2026 International Journal of Educational Innovations and Research

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Sambog, J. D., & Pasco, F. P. (2026). Unveiling The Struggles, Dreams, Aspirations and Academic Success Among Overaged IP Learners in the Public Schools: A Phenomenological Inquiry. International Journal of Educational Innovations and Research, 2(3), 107-115. https://doi.org/10.63671/ijeir.v2i3.135

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