Lived Experiences of Bachelor of Science in Chemistry Graduates during Comprehensive Examinations

This study explores the lived experiences of Bachelor of Science in Chemistry graduates (2022–2025) at Central Mindanao University regarding the implementation of comprehensive examination as preparation for the Chemist Licensure Examination. Using a transcendental phenomenological design, data were collected from seventeen graduates through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis.
Findings show that the comprehensive examination helped students integrate foundational chemistry concepts, thereby strengthening their academic readiness, and develop self-directed learning practices. At the same time, it exposed them to significant emotional and cognitive demands. Participants reported challenges related to limited preparation time, concurrent academic requirements such as thesis work, and gaps in prior knowledge, particularly among those affected by pandemic-related learning disruptions. To cope, they relied on peer support, time management, and personal belief systems to sustain motivation.
These findings suggest that comprehensive examinations function not only as summative assessments but also as complex learning experiences that shape students’ academic readiness, enhance their preparedness for licensure examination conditions, and build their confidence in their ability to succeed. The study underscores the need for assessment practices that balance cognitive rigor with adequate institutional support for students’ well-being, including structured review programs, manageable scheduling, and access to academic and psychosocial support services.

comprehensive examination, lived experiences, licensure examination preparation, chemistry

1. Arrogante, O., González-Romero, G. M., López-Torre, E. M., Carrión-García, L., & Polo, A. (2021). Comparing formative and summative simulation-based assessment in undergraduate nursing students: Nursing competency acquisition and clinical simulation satisfaction. BMC Nursing, 20, 92. https://doi.org/10.1186/s12912-021-00614-2 [Google Scholar] [Crossref]

2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

4. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. [Google Scholar] [Crossref]

5. Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 33. https://doi.org/10.1186/1472-6920-13-33 [Google Scholar] [Crossref]

6. Chen, H., Cao, Z., Zhang, X. (2025). The association between perceived stress and resilience among medical staff during public health emergencies: Mediating effect of self-efficacy. BMC Psychology, 13, 1167. https://doi.org/10.1186/s40359-025-03496-0 [Google Scholar] [Crossref]

7. Department of Budget and Management–Commission on Higher Education. (2016). Revised guidelines on the implementation of the SUC levelling instrument. DBM–CHED Joint Circular No. 1, s. 2016. [Google Scholar] [Crossref]

8. Drake, S. M., & Reid, J. L. (2020). 21st century competencies in light of the history of integrated curriculum. Frontiers in Education, 5, 122. https://doi.org/10.3389/feduc.2020.00122 [Google Scholar] [Crossref]

9. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087 [Google Scholar] [Crossref]

10. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance. University of Chicago Consortium on Chicago School Research. [Google Scholar] [Crossref]

11. Ferrer, J. C. (2024). Academic Performance and Predictors of the Licensure examination for teachers of the Bachelor of Elementary Education. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(11), e003091. https://doi.org/10.47405/mjssh.v9i11.3091 [Google Scholar] [Crossref]

12. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept. Review of Educational Research, 74(1), 59–109. [Google Scholar] [Crossref]

13. Fu, Y., Wang, Q., Wang, X., Zhong, H., Chen, J., Fei, H., Yao, Y., Xiao, Y., Li, W., & Li, N. (2025). Unlocking academic success: the impact of time management on college students’ study engagement. BMC Psychology, 13(1), 323. https://doi.org/10.1186/s40359-025-02619-x [Google Scholar] [Crossref]

14. Gilar-Corbi, R., & Pérez-Soto, N. (2024). Emotional factors and self-efficacy in the psychological well-being of trainee teachers. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1434250 [Google Scholar] [Crossref]

15. Giorgi, A. (2009). The Descriptive Phenomenological Method in Psychology. Duquesne University Press. [Google Scholar] [Crossref]

16. Johnstone, A. H. (2009). You Can’t Get There from Here. Journal of Chemical Education, 87(1), 22–29. https://doi.org/10.1021/ed800026d [Google Scholar] [Crossref]

17. Kane, M. T. (2005). The Role Of Licensure Tests. In THE BAR EXAMINER. [Google Scholar] [Crossref]

18. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press. [Google Scholar] [Crossref]

19. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 [Google Scholar] [Crossref]

20. Lehmann, T. (2022). Student teachers’ knowledge integration across conceptual borders: The role of study approaches, learning strategies, beliefs, and motivation. European Journal of Psychology of Education, 37, 1189–1216. https://doi.org/10.1007/s10212-021-00577-7 [Google Scholar] [Crossref]

21. Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer. [Google Scholar] [Crossref]

22. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. [Google Scholar] [Crossref]

23. Masten, A. S. (2014). Ordinary Magic: Resilience in development. Guilford Press. [Google Scholar] [Crossref]

24. Moustakas, C. (1994). Phenomenological research methods. SAGE [Google Scholar] [Crossref]

25. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1 [Google Scholar] [Crossref]

26. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422 [Google Scholar] [Crossref]

27. Pekrun, R. (2006). The control-value theory of achievement emotions. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9 [Google Scholar] [Crossref]

28. Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press. [Google Scholar] [Crossref]

29. Professional Regulation Commission (PRC). (2011-2025). Chemist Licensure Examination Results. PRC. [Google Scholar] [Crossref]

30. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 [Google Scholar] [Crossref]

31. Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168. https://doi.org/10.1108/QAE-09-2011-0059 [Google Scholar] [Crossref]

32. Tan, D. A., Borres, T. H., & Caballes, D. G. (2023). ACADEMIC TRAINING AND INSTITUTIONAL INTERVENTIONS ON GRADUATES’ PERFORMANCE IN THE LICENSURE EXAMINATIONS. Sci.Int.(Lahore) 35(4), 467–475. [Google Scholar] [Crossref]

33. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

34. York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(1):5. https://doi.org/10.7275/hz5x-tx03 [Google Scholar] [Crossref]

35. Yu, F. L. T. (2016). Outcomes-based education and student learning. International Journal of Educational Reform, 25(3), 319–333. https://doi.org/10.1177/105678791602500306 [Google Scholar] [Crossref]

36. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass. [Google Scholar] [Crossref]

37. Zeidner, M. (1998). Test Anxiety: The State of the Art. Plenum Press. [Google Scholar] [Crossref]

38. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study