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This study explored challenges and coping strategies of public elementary school teachers in embracing the transition from modular distance learning to limited face-to-face classes in Liliongan Schools of Carmen North District, Division of Cotabato During the school year 2022-2023. There were ten (10) teachers and five (5) school heads purposively selected as the participants of the study. The study utilized the qualitative phenomenological research design. The data were gathered using interview guide question formulated by the researcher. The data were analyzed using Creswell (2013). The findings revealed that the experiences by the public elementary teachers and school heads generated two major themes were extracted on the challenges of teachers: (1) Compliance with health and safety protocols, and (2) Feelings of stress and anxiety; and three major themes were extracted on the coping strategies of teachers: (1) Following health and safety protocols, (2) Fostering partnership through 3C’s: Communication, Cooperation, and Collaboration, and (3) Framing one’s mindset in accepting and embracing challenges. The different coping mechanisms in each area were not a solution or direct suggestions. Rather, a technique and strategy employed by the teachers to partially address the challenges encountered.

The sudden shift from traditional to blended learning as a result of the pandemic has posed numerous challenges and has had noticeable effects as the country gradually transitions back to face-to-face classes. This study aims to examine the teaching strategies employed by English language teachers to address the learning gaps caused by COVID-19. A convenience sampling method was used to select six teachers from different grade levels (G7 to G12) who participated in the study. A phenomenological approach was employed to identify and explore the teaching strategies that were utilized to address the learning difficulties stemming from the pandemic. Based on the teachers' interviews, the following strategies were identified: (1) incorporating activities that relate to students' daily experiences to enhance language skills, (2) providing ample opportunities for learning through recitation, repetition, and practice to improve knowledge and skills, and (3) implementing scaffolding techniques, such as demonstration, modeling, and inquiry methods, to foster understanding and develop critical thinking skills. The study recommends that parents should support their children’s learning by creating a conducive environment, providing necessary materials, and promoting motivation and engagement.

Stuttering is a chronic communication disorder resulting in challenging life experiences for many individuals. This qualitative study aimed to examine the Causes and Coping Strategies of the selected students who are stuttering in Speaking English at Nabalawag High School in Midsayap North Cotabato. The Collaizzi’s (1978) Seven steps strategy in data analysis in phenomenological was utilized to provide rigorous analysis.The purposive sampling technique was used to select the participants relevant to the research study they were (3) three students, (3) three teachers, and (3) three parents. Thus, small group of people selecting participants were resulted in better data and easier for the researchers to build close relationships with the participants during in-depth interview employing semi-structure research questionnaire made by the researchers’ to explicit the data gathered relevant to the research study. The findings of the study revealed that there are some causes why do students stutter in speaking English. It includes their hesitation to speak English, afraid of committing slip; errors, mistakes, unfamiliar words, they tend to to be bullied by their peers, lack of confidence in speaking as well as the physical feature of their tongue affects the way they utter words. The researchers concluded that the causes of stuttering students in speaking English had been lessened by doing some strategies such as need enough time to practice themselves to speak constant use of English words, socialize with others, and enhance interpersonal skills. Also, proper motivation, engagement, inspiration, confidence, and interest towards learning in speaking English.

This study delved into the key informants' demographic profiles, particularly the combined family monthly income and household set-up and their lived experience as learners at risk of dropping out. Extracts were collected through interview guides and were analyzed using Colaizzi's descriptive phenomenology. Based on the data, 75% of the key informants belong to a poor-income family cluster with ₱12, 082.00 monthly income, while the remaining 25% belong to the low-income class with a salary between ₱12, 082.00 and ₱24, 161.00 a month. Moreover, 37.5% are from broken families, and 62.5% live with biological parents. Extracts revealed that the following factors are the compelling reasons learners are at risk of dropping out. Firstly, loss of interest in academics because of poor parenting style, the sudden death of loved ones, and family conflicts. Secondly, time management between school and household responsibilities since few play a massive responsibility at home. Thirdly, they are incapable of performing academic tasks due to insufficient comprehension. Lastly, the financial incapability of the family to support students' educational needs. Therefore, learners at risk of dropping out performed unsatisfactorily because of their personal and academic baggage. With this, concerned individuals should be lenient and sensitive in dealing with these learners.

The purpose of this phenomenological study is to explore the mothers’ perspectives on how gadgets affect their children in middle childhood in relation to school and behavior. Using interpretative phenomenological analysis on data gathered indicates that the mother's guidance is vital for the children's social and behavioral development. To avoid excessive gadget use that may harm their children's health, mothers limit usage by making sure all of the schoolwork is completed before allowing them to use their devices. Some children's behavior changes when they are asked to follow parental instructions, and they often spend the majority of their time on the gadget they have neglected to use for their chores. The findings of this study brought out recommendations and proposed programs specifically for the mothers of children in middle childhood.

The end of a relationship entails a significant change in one’s life. Separation of parents is defined as living in a household with only one parent or in a home where the parents are married but eventually stop living together as a couple. Typically, the experience of having a dysfunctional or unsatisfying relationship precedes the parents’ separation. This study aims to explore the lived experiences of young adults towards their parents’ separation, specifically: (1) to describe the lived experiences, advantages and disadvantages, towards parental separation; (2) to determine young adults’ specific attitudes towards parental separation; and (3) to identify the coping mechanisms regarding parental separation. Utilizing the Interpretative Phenomenological Analysis (IPA) method, the study findings are the following: (1) Young adults experienced more disadvantages from parental separation than advantages. Most participants battled mainly with longing for parental support, early childhood responsibility, and delinquency. (2) Young adults displayed various attitudes regarding affect, mainly sadness, perplexity, anger, fear, frustration, and envy. Some of them displayed inappropriate behaviors towards social relationships, such as avoidant, apathetic, disrespectful, and violent behaviors. (3) Most young adults, primarily males, coped mostly through acceptance and forgiveness, social support, positive changes, optimism, and lessons from the situation. &nbsp

This phenomenological study looks into the experiences of victims of workplace harassment; and how it affects them, their work performances and relationships with others. Paricipants came from various professions, purposively chosen and consented to either an audio recorded face-to-face or virtually recorded interview. In analyzing the data, thematic analysis was used following the common six-step process: familiarization, coding, generating, reviewing, defining and naming themes and writing-up. Results show that the forms of harassment experienced by the participants are psychological, personal, power, cyber/on-line, verbal, discriminatory and sexual. Moreover, harassment evokes strong negative emotions and thinking. Participants withdraw from others, perceived to have tarnished reputation and jeopardized mental well-being. In terms of work performance, participants lack motivation and are anxiety-laden at work. With a toxic working environment, participants mistrust their perpetrators although they remain professional dealing with them. One note-worthy finding in this study is that two participants opt for pro-active behaviors, such as being focused and challenged. This implies that personal dispositions of targeted victims play a major role on how they would react. Hence, those victimized must be encouraged to take harassment as a challenge and prove their perpetrators wrong.

The outbreak of COVID-19 pandemic as a massive global concern has brought unprecedented challenges in different sectors of the world. One of it is education which posed as one of the most vulnerable sectors significantly impacted by it. This phenomenon changed the mode of instructional delivery and the viewpoint of education stakeholders on the kind of learning continuity applicable to the learners amidst the looming uncertainty brought about by the health crisis. Using phenomenology, this study explored the voices of public Science school teachers regarding their instructional dilemmas to adapt in the demands of the new normal teaching and learning. Findings uncovered seven emerging emotional themes capped as HOPEFUL: Hard-working and dedicated; Optimistic amidst uncertainty; Problematic yet reflective; Evenhandedness in responsibilities; Frightened but ready; Undisruptive desire to reach; and Life-long learner. Despite the evident uncertainties of the situation, this paper describes the experiences of the Science teachers in their response to their mission of shaping today’s generation towards undisruptive education.

The convergence of mobile telephony and financial services has the potential to significantly expand access to financial services to individuals at the base of the pyramid. In Uganda, roughly 80 percent of the population has no access to banking services and mobile phone money, a financial service and transaction made on a mobile phone could address this financial gap. The focus of this phenomenological study was to explore access to mobile phone money in Uganda, in particular, from the experiences of 4 mobile network operators, 8 network agents and 19 mobile phone money users in Kampala district. The question for this research was: What are the factors influencing access to mobile phone money in Uganda? The conceptual framework for this study was based on Kim and Mauborgue’s concept of Blue Ocean Strategy (Kim & Mauborgue, 2005). Key findings revealed that a wide network of agents was the most important factor for access to mobile phone money services. The most used mobile phone money service was transfer of money to relatives and friends. The main conclusion from this study is that mobile phone money has improved financial inclusion in Uganda as over 2 million adults who were previously unbanked are accessing financial services using their mobile phones.