Trials and Triumphs: Lived Experiences of DOST Scholars Pursuing Graduate Science Education

Trials and Triumphs: Lived Experiences of DOST Scholars Pursuing Graduate Science Education

Bernadeth A. Valiente¹, James L. Paglinawan²

¹Central Mindanao University, Graduate Student

²Central Mindanao University, Professional Education Department, Professor,

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500041

Received: 16 April 2025; Accepted: 25 April 2025; Published: 28 May 2025

ABSTRACT

This study explores the lived experiences of Department of Science and Technology (DOST) Science and Technology Regional Alliance of Universities for National Development (STRAND) scholars pursuing graduate degrees in science education. It aims to identify their reasons for applying, the challenges they face, how they manage these challenges, and their recommendations for future applicants. Using a qualitative phenomenological approach, the research involved semi-structured interviews with twelve DOST STRAND scholars enrolled in Biology, Chemistry, and General Science programs at Central Mindanao University. Data were analyzed using Colaizzi’s method to extract significant themes.

The findings reveal that scholars are primarily motivated by financial support and the opportunity for academic advancement. Key challenges include financial delays and academic pressure to maintain high grades. To cope, scholars strategically manage their resources and time through budgeting, scheduling, and seeking social support. Recommendations for future applicants emphasize the importance of preparedness and resilience, including financial planning and a strong mindset. The study highlights the need for timely disbursement of stipends and comprehensive support systems to enhance the success and well-being of DOST scholars, contributing to the development of science education in the country.

Keywords: Dost Strand Scholars, Graduate Science Education, Lived Experiences, Challenges, Coping Strategies

INTRODUCTION

Graduate science education is a key driver of national development, especially in a rapidly advancing, knowledge-based global economy. To strengthen the pool of highly skilled educators and researchers in the sciences, the Philippine government, through the Department of Science and Technology (DOST), provides scholarship programs that support qualified individuals in pursuing advanced degrees. One such initiative is the DOST STRAND (Science and Technology Regional Alliance of Universities for National Development) scholarship program, which offers financial assistance, training, and mentorship to graduate students majoring in Biology, Chemistry, and General Science Education.

Scholarships like the DOST STRAND not only improve access to higher education but also contribute significantly to the professional growth of science educators and the overall enhancement of science instruction in the country. Prior studies have demonstrated that scholarships positively influence student motivation, academic performance, and research engagement. For example, Ramadhianti & Soegoto (2024) found that financial support reduces students’ stress and enables greater focus on academic work, thereby enhancing outcomes. However, despite these benefits, graduate scholars often face multiple challenges, including intense academic demands, financial constraints, and difficulties in managing time and well-being. Arceño (2024) highlights how the combined pressures of academic workload and financial burdens adversely affect graduate students’ psychological health. Similarly, Altaf et al. (2013) report that time constraints among graduate students frequently lead to anxiety and sleep deprivation, especially for those balancing academic responsibilities with employment or family obligations. These stressors are further compounded by mental health concerns, as the competitive nature of graduate studies can intensify anxiety, stress, and emotional fatigue.

While research on scholarship recipients is extensive, there remains a notable gap in the literature concerning the specific lived experiences of DOST graduate scholars- how they navigate academic and financial challenges, what motivates their persistence, and how they cope with stressors unique to their context. Most existing studies focus broadly on undergraduate scholars or international graduate students, leaving the nuanced experiences of Filipino government-funded graduate science scholars underexplored. Understanding these perspectives is essential for developing targeted support systems, improving scholarship program effectiveness, and encouraging more science educators to pursue advanced degrees.

This study aims to fill this gap by exploring the lived experiences of DOST STRAND scholars pursuing graduate science education at Central Mindanao University. By identifying their reasons, challenges, coping strategies, and recommendations, the findings can inform policymakers, university administrators, and scholarship providers in designing more responsive programs that enhance scholar success and well-being.

Objective of the Study

This study aims to explore the lived experiences of DOST STRAND scholars pursuing graduate education in science. Specifically, it seeks to:

• Identify reasons for applying to the DOST scholarship program.
• Describe the challenges experienced by DOST scholars.
• Explore coping strategies used to address these challenges.
• Gather recommendations for future DOST scholarship applicants.

MATERIALS AND METHODS

Research Design

This study employed a qualitative research design using a phenomenological approach. Phenomenology seeks to explore and understand individuals’ lived experiences from their own perspectives. This design was appropriate for uncovering the motivations, challenges, coping mechanisms, and reflections of DOST STRAND scholars pursuing graduate studies in science education.

Respondents and Sampling

The respondents of this study were twelve (12) DOST STRAND scholars currently enrolled in graduate science education programs, majoring in Biology, Chemistry, or General Science. Participants were recruited via purposive sampling, targeting scholars with active scholarship status and ongoing enrollment in their respective graduate programs. This purposive sampling ensured that the participants could provide rich and relevant insights grounded in their lived experiences as government-funded graduate students.

Instrument

Data were collected using a semi-structured interview guide composed of open-ended questions. The guide was designed to explore four main themes: (1) participants’ reasons for applying to the DOST scholarship program, (2) the challenges they encountered during their graduate studies, (3) the coping strategies they employed to manage these challenges, and (4) their recommendations for future DOST scholars. The interview guide was reviewed and validated by experts in qualitative research and science education to ensure content validity and clarity.

Research Locale and Data Collection

The study was conducted at Central Mindanao University (CMU) in Musuan, Maramag, Bukidnon, where all

participants were enrolled under the DOST STRAND graduate scholarship program. Data collection was carried out through face-to-face and online interviews, depending on the availability and preference of the participants. Online interviews were conducted via platforms such as Messenger, and responses were also gathered using Google Forms to ensure accessibility and convenience for all participants.

Ethical Considerations

Informed consent was obtained from all participants prior to data collection. Confidentiality and anonymity were maintained throughout the research process by assigning codes to participants and securely storing all data.

Data Saturation

Data collection continued until thematic saturation was achieved, as indicated by no new themes or significant information emerging after the twelfth interview.

Data Analysis

The interview transcripts were analyzed using Colaizzi’s method, a structured qualitative data analysis technique commonly used in phenomenological studies. This process involved reading and re-reading transcripts, extracting significant statements, formulating meanings, clustering themes, and synthesizing an exhaustive description of the phenomenon (Wirihana et al., 2018). Direct quotes from participants were used to preserve the authenticity of their lived experiences and support the emerging themes.

RESULT AND DISCUSSION

What are your reasons why you applied in a DOST scholarship program?

Emerging Theme: Financial Support and Academic Advancement

A major theme that emerged from the responses of the DOST-STRAND scholars is financial support as a means to pursue higher education and professional development. Most of the participants emphasized how the scholarship helped reduce the financial burden of graduate studies, allowing them to focus on academic goals, research advancement, and career growth.

Respondent 1 shared, “So that I can focus in my studies while at the same not worry on the financial matters.” Similarly, Respondent 3 stated, “I applied for a scholarship because I am deeply committed to my education and personal growth, but I also recognize the financial challenges that come with pursuing higher studies.” These statements underscore how financial constraints can hinder academic pursuits and how scholarships can mitigate such challenges. Respondent 2 highlighted the desire for research advancement: “The main reason why I applied is because I want to expand my research abilities… I still aspire to learn more about research.” This reflects the scholarship’s role in facilitating not just academic continuity but also the deepening of scholarly competencies.

The significance of financial aid in academic success is well-documented. A study by Gabat-Lopez et al. (2024) found that government financial aid positively impacts students’ academic achievements by covering tuition and living expenses, thereby reducing stress and enabling better focus on studies. Additionally, Cagasan et al. (2020) reported that scholarship grants contribute to academic persistence and timely degree completion, as they provide the necessary financial resources that allow students to concentrate on their academic responsibilities without the distraction of financial worries. Moreover, the prestige associated with being a DOST scholar was a motivating factor for some. Respondent 10 noted, “Because I knew that the scholarship would open doors for me—not just through financial support, but also through the prestige and opportunities that come with being a DOST scholar.” This aligns with findings from Berlanga et al. (2022), who emphasized that scholarships not only provide financial relief but also enhance students’ motivation and commitment to their academic goals due to the recognition and expectations associated with such awards.

What trials did you encounter while studying as a DOST Scholar?

Emerging Theme: Financial Delays and Academic Pressure

A prominent theme that emerged from the responses of DOST-STRAND scholars is the challenge of managing financial delays and the academic pressure associated with maintaining scholarship requirements. While the DOST scholarship provides substantial support, scholars highlighted issues such as delayed allowances and the stress of upholding academic excellence.

Respondent 1 shared, “Delayed allowance is really a burden at first, but as soon as I was able to save that did not become a problem.” This sentiment was echoed by Respondents 3, 4, 8, and 9, who also cited delays in stipend releases as recurring challenges. Respondent 3 noted, “Waiting for an allowance every 2–3 months is a bit of a struggle… I have to manage my finances carefully until the next allowance is released.” These financial struggles underscore the importance of timely disbursement of stipends to support students’ academic continuity. The pressure to maintain academic excellence also surfaced strongly. Respondent 10 stated, “The pressure to keep your scholarship can be intense, especially when juggling major subjects, thesis, and laboratory work.” Similarly, Respondent 6 shared, “The trials I encountered is that I always chase to achieve the best result to show that I am deserving to be a scholar.” This sense of responsibility often brings about performance anxiety and mental stress, especially since the scholarship requires scholars to maintain a specific grade point average (GPA). Moreover, personal and familial expectations can exacerbate stress.

These findings align with existing literature. For instance, Cagasan et al. (2020) found that delayed release of scholarship stipends can negatively affect students’ persistence and degree completion. Additionally, Moneva et al. (2020) reported that students’ satisfaction with financial support correlates with their persistence in studies. Furthermore, a study by Balogun and Muhammed-Shittu (2019) indicated that scholarship recipients with monthly stipends exhibited lower levels of academic procrastination compared to non-recipients, highlighting the positive impact of financial support on academic behavior.

How did you manage to address the challenges you have encountered?

Emerging Theme: Strategic Management of Resources and Time

The analysis of the respondents’ narratives revealed a central theme: Strategic Management of Resources and Time. This theme encapsulates how DOST scholars addressed the challenges they encountered by employing deliberate strategies to manage their time, finances, and personal well-being while pursuing graduate science education. Graduate science education demands significant time, energy, and financial resources. The respondents demonstrated a proactive approach to overcoming these challenges by implementing structured routines, budgeting practices, and stress-relieving activities. Their strategies reflect a conscious effort to balance academic responsibilities with personal and financial well-being. Many respondents highlighted the importance of creating schedules to organize their academic workload. For instance, Respondent 1 stated, “Creating a schedule, and making sure I stick with it,” while Respondent 10 shared that they developed a study schedule prioritizing difficult subjects and thesis work. These practices helped minimize last-minute stress and improved productivity.

Financial constraints were addressed through strict budgeting, saving, or seeking additional income sources. Respondent 8 mentioned saving a portion of their stipend immediately upon receipt, while Respondent 4 emphasized the importance of monetary management after receiving stipends. Several respondents engaged in activities that helped them recharge mentally and emotionally. Respondent 2 shared their practice of reserving personal time in the evening and engaging in hobbies like diamond painting or watching series. Social support from peers was also noted as a significant factor by Respondent 7. A strong internal drive to succeed was evident among respondents who focused on their goals despite challenges. For example, Respondent 12 emphasized the importance of mindset, stating, “It is really about mind games and having that right mindset.” The findings align with existing literature on coping mechanisms among graduate students. Effective time management emerged as a critical strategy for reducing stress and maintaining focus on academic goals. Khosravi et al. (2019) emphasized that structured routines help mitigate anxiety caused by academic pressures, which resonates with the respondents’ experiences. Financial management strategies also reflect patterns observed in previous studies. Ramadhianti & Soegoto (2024) found that financial support reduces stress among students, allowing them to focus on their studies. However, delays in stipend release—an issue mentioned by some respondents—can exacerbate financial stress, underscoring the need for timely disbursements. Stress relief practices such as hobbies and social interactions align with Prakash et. al (2023) findings on mental health among graduate students. Engaging in self-care activities helps mitigate emotional fatigue caused by academic demands. Intrinsic motivation plays a crucial role in helping scholars persist through challenges. Burke, C., & Scurry, T. (2019) highlighted that psychological resilience and a positive mindset are essential for academic success—a sentiment echoed by several respondents who relied on goal-oriented thinking to overcome difficulties.

What are your recommendations for those who want to apply for a DOST scholarship to pursue a graduate degree program?

Emerging Theme: Preparedness and Resilience for Graduate Scholarship Success

The analysis of the respondents’ narratives revealed a central theme: Preparedness and Resilience for Graduate Scholarship Success. This theme highlights the importance of being well-prepared academically, financially, and mentally, as well as cultivating resilience to effectively navigate the challenges of the DOST graduate scholarship program. Graduate science education under the DOST scholarship demands not only academic excellence but also strong personal discipline and mental toughness. Respondents emphasized that success requires early preparation, clear commitment, effective time and financial management, and a resilient mindset to overcome inevitable challenges.

Respondents stressed the importance of understanding scholarship requirements, gathering necessary documents, and being mentally ready for graduate school demands. Respondent 3 advised, “Prepare early by understanding the requirements, gathering necessary documents, and staying updated on deadlines.” Respondent 7 added, “Think thoroughly first and go back to the plans you made. Make sure when you enter the program, there is no turning back.” This reflects the need for deliberate readiness and commitment. Effective management of time and finances was a recurring recommendation. Respondent 2 emphasized, “Set your time straight and follow through it. Simple time management is what I recommend most.” Respondent 8 advised saving a portion of the stipend due to possible delays, highlighting the importance of financial discipline. Respondents recognized that mental strength and motivation are crucial for enduring academic pressures. Respondent 12 stated, “It is really about mind games and having that right mindset.” Respondent 6 encouraged continuous self-development and performing one’s best despite challenges. Being a responsible scholar was also emphasized. Respondent 4 noted, “Be a responsible student so that you will not face difficulties more often,” underscoring the importance of accountability in maintaining scholarship benefits and academic progress.

The theme of preparedness and resilience aligns with existing literature on graduate student success. Early preparation and commitment are consistent with guidelines from the Department of Science and Technology – Science Education Institute (DOST-SEI), which stresses the importance of understanding scholarship obligations and planning ahead (Philippine Information Agency, 2023). Time and financial management recommendations echo findings by Shillington et al. (2023), who demonstrated that motivational coaching interventions helped graduate students develop resilience and manage stress effectively, including strategies for time management and prioritization. Similarly, fried et al. (2019) found that peer coaching programs enhanced graduate students’ ability to cope with stress and anxiety, emphasizing the importance of structured approaches to managing academic pressures. The emphasis on resilience and mindset corresponds with findings by Satinsky et al. (2021), who highlighted psychological resilience as a critical factor in graduate student persistence and success, particularly in mitigating anxiety and improving mental health outcomes. Responsibility and accountability are critical in scholarship programs, as noted in DOST-SEI policies, where maintaining good academic standing is required to continue receiving benefits (DOST-SEI Official Website).

CONCLUSION

This study revealed that DOST STRAND scholars are primarily motivated by financial support and academic advancement, yet face significant challenges such as delayed stipends and academic pressure. Despite these obstacles, they demonstrate resilience through effective time management, budgeting, and seeking social support. The findings highlight the need for more reliable stipend disbursement and holistic support systems to help scholars thrive. Addressing these issues will not only benefit individual scholars but also strengthen the future of science education in the Philippines.

ACKNOWLEDGEMENT

The authors express sincere gratitude to the validators for their expertise and to the DOST STRAND scholars who participated as respondents. Their willingness to share their experiences and insights provided the foundation for this research and made it truly meaningful. Also, to Dr. James L. Paglinawan for his guidance in this paper.

RECOMMENDATIONS

For future studies, it is recommended to include participants from multiple universities across different regions in the Philippines, which would offer a broader perspective on the DOST STRAND scholars’ experiences. Another valuable avenue for exploration is the mental health dimension of graduate education under scholarship. Lastly, the study could benefit from longitudinal tracking of DOST STRAND scholars beyond graduation. Understanding how the scholarship has impacted their careers, teaching practices, or continued research involvement would help evaluate the long-term effectiveness of the program.

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