The Other Side of the Achiever’s Heaven: Exploring the Lived

experiences of the Outstanding Grade 11 Students of Ramon

Torres National High School – Senior High School

A Research Study Presented to the Faculty of Ramon Torres

National High School Senior High School S.Y. 2023-2024

In Partial Fulfillment of the Requirements in Practical The

Research 1

Proponents:

Miniosa, Norilee Meliz, Castillo, Claire D., Rollo, Danica

Krizzia P.,

De Los Santos, Adrian Dave E., Paira, Elaiza S., Dy Guaso,

Franco U.,

Arana, Imy Road L., Tenerife, Jazzee E., Gallego, Jen Marie

B.,

Dara-ug, May Pearl M., Alvarez, Ereneo A., Dela Cruz,

Rashley P.

Humanities and Social Sciences

2025
 APPROVAL SHEET

The research entitled "The Other Side of Achiever's

Heaven: A Qualitative Research Exploring the Lived Experiences of

the Outstanding Performer Students of Ramon Torres National High

School — Senior High School". Prepared and submitted by Norilee

Meliz Miniosa, Adrian Dave De Los Santos, May Pearl Dara-ug,

Claire Castillo, Imy Road Arana, Jazzee Tenerife, Elaiza Paira,

Franco Dy Guaso, Jen Marie Gallego, Ereneo Alvarez, Rashley Dela

Cruz, Danica Krizzia Rollo of Grade 11 HUMSS - Corinthians in

partial fulfillment of the requirements in Practical Research 1

has been examined and hereby recommended for approval and

acceptance.

Jazel K. Medel
RTNHS-SHS Teacher

Accepted and approved in partial fulfillment of the

requirements in Practical Research 1.

i
 ACKNOWLEDGEMENT

First and foremost, we would like to thank our

Almighty God for His withstanding grace, guidance, and

protection that He had bestowed upon us during this research

study.

We would also like to sincerely thank to our teacher,

Jazel K. Medel, for helping us along the process and giving

us insightful criticism. We were able to keep on course and

get past every obstacle thanks to the support and

encouragement you provided. Your assistance were crucial in

enabling us to realize our greatest potential.

We also want to express our gratitude to our assistant

principal, Girlie Panaguiton, for granting us permission to

conduct this research project. We would also want to thank

Sir Joel Lachica for his help and advice to improve our

study.

Lastly, we would like to thank each and every student

in our group and the students who participated in our study

for their collaboration, hard work, and dedication during

the course of our research. In the end, our work was

triumphant since each person contributed their unique

abilities and strengths.

ii
 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION……………………………………………………………………………………………1

Background of the Study……………………………………………………………………………………………1

Theoretical Framework…………………………………………………………………………………………………4

Conceptual Framework……………………………………………………………………………………………………7

Statement of the Problem…………………………………………………………………………………………8

Significance of the Study………………………………………………………………………………………9

Scope and Limitations………………………………………………………………………………………………10

Definition of Terms……………………………………………………………………………………………………11

CHAPTER 2: REVIEW OF RELATED LITERATURE………………………………………………13

CHAPTER 3: RESEARCH METHODOLOGY……………………………………………………………………21

Research Design………………………………………………………………………………………………………………21

Research Instrument……………………………………………………………………………………………………21

Data Gathering Procedure………………………………………………………………………………………23

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION……………25

Profile of the Respondents…………………………………………………………………………………25

Data Analysis……………………………………………………………………………………………………………………30

Themes and Patterns……………………………………………………………………………………………………32

iii
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATION……………………………………………………………………………………………………….………40

Summary of the Findings……………………………………………………………………………………….40

Conclusions…………………………………………………………………………………………………………………………41

Implications of the Researchers………………………………………………………………….42

Recommendations………………………………………………………………………………………………………………43

Bibliography………………………………………………………………………………………………………………………44

APPENDICES……………………………………………………………………………………………………………………………49

Appendix A: Letter Requesting for Permission to Conduct the

Study……………………………………………………………………………………………………………………………………….50

Appendix B: Letters for Respondents……………………………………………………….51

Appendix C: Non-disclosure Agreement………………………………………………………52

Appendix D: Interview Questions…………………………………………………………………54

Appendix E: Inclusion Criteria………………………………………………………………………64

iv
 ABSTRACT

The Qualitative Research, "The Other Side of

Achiever's Heaven: Exploring the Lived Experiences of the
Outstanding Grade 11 Students of Ramon Torres National High
School — Senior High School", explores the experiences,
undermines the challenges, and unravels the coping
mechanisms of the selected students from the three academic
strands of Grade 11 Senior High School department. Purposive
sampling technique was utilized in determining the target
respondents of the study, which are the students who got the
highest average in their respective sections, then the
gathered data from the three selected respondents. The data
were acquired using semi-structured interviews. The
researchers evaluated the collected information using
thematic and coding analysis. The study's conclusions showed
that the top students are indeed facing struggles coming
from both academic and non-academic dimensions, which are
rooted from familial and social relationship challenges. In
order to cope up with it, the top students resort to
different managing techniques such as isolation and time
management.

v
 CHAPTER I

INTRODUCTION

Background of the Study

Achievers are noticeable in any field. These people

inspire others to push beyond their limits and to

consistently attain and exceed their goals. A high achiever

is someone who succeeds in their work or study, typically as

a result of their hard work. In all facets of life, high

achievers establish and accomplish high expectations

(Collins Dictionary, 2025). They have exceptional desire and

an unwavering determination that frequently surpasses their

own expectations. (Datta, 2023). Thus, often times, the top

students or the high achievers receive a different treatment

and less attention compared to average students who are more

vocal with their struggles, whether it is academic or

personal related.

Nowadays, the word 'achiever' itself has become a

title for some, a persona that almost every students in the

society aim to develop and to achieve. Take the students in

a local high school as an example. With the current grading

system the Philippines have, it is possible that almost all

of the students in a class would be classified as achievers

1
or honor students (average of 90-94), with at least a few of

them being the high honors (average of 95-97) or with the

highest honor (average of 98-100) of their class, which in

simpler terms, are the high achievers. The Department of

Education of the Philippines believes that the current

grading system helps the students in the country to be

motivated in striving academically. When it comes to global

context, there is nothing much different. In order to

succeed in this competitive setting, students worldwide

aspire to be their best selves, frequently motivated by the

satisfaction of achievement (Ajayi, 2024). Every single one

of the students want to excel in their respective classes.

However, some people never succeed in bridging the gap

between wanting and attaining, which are two quite different

things (Walden University, 2024). Not all students in a

class of forty have the same level of intelligence.

Scholastically, some persons are naturally better than

others (Morris, 2015). Therefore, out of forty students,

only a few of them would be recognized as the high achievers

and the top performers of the class.

There are a lot of reasons as of why being recognized

as the top student can feel overwhelming, often in both

ways. It is a mixture of pride after an accomplishment and

2
immense pressure of maintaining an excellent performance

which led to an outstanding result. However, under all the

benefits of being an achiever is a long endurance of

struggles. Being the most successful student of the class is

a formidable undertake. The top student may experience a

series of struggles, which may vary from one student to

another.

The struggles of a top student, although noticeable,

most of the time are neglected compared to an average

student. More studies are conducted and focused on the

average students or the students as a whole. Various studies

focus on the struggles of all students in the new normal.

The difficulties faced by the top students, however, are

rarely or never highlighted in research (Cabello, 2022).

This research study must be urgently pursued because

often times, there is a negligence or ignorance towards the

top student's welfare, whether the struggle is obvious or

not. Excellent grades doesn't guarantee excellent mental,

physical, and social health status of a student, mainly, of

the preeminent student. In the Philippines, there is an

occurring stigma regarding the aforementioned aspects that

are at stake when a student is faced with a struggle, mostly

with mental issues such as depression and anxiety. If left

3
unresolved, it could lead to depression, substance use or

suicide. The suicide rate in the Philippines continues to

rise each year and in which most cases are students.

Therefore, this study might offer further knowledge

regarding the reason behind the challenges the top students

face, help in spreading awareness regarding these

challenges, and offer a handful of resolutions to the gap as

the researchers aim to further scrutinize the experiences

and struggles of the top performing students. This study

also tackles the strategies the student uses in order to

cope with their struggles and identify whether they are

effective or in need of a better solution.

Theoretical Framework of the study

According to Hurley (2024), the concept of

Resilience theory deals with how people respond and adjust

to difficult situations such as risk, loss, change, and

adversity. In accordance with the theory, the top student

may be having difficulties due to a variety of circumstances

that can have detrimental effects while under stress. These

could originate from either an external or internal source.

Furthermore, how the student handles the difficulties may

affect how well they achieve. The top student's performance

would undoubtedly suffer and their welfare may be affected,

4
potentially leading to additional dissatisfaction on their

part, if they had no prior knowledge of how to manage or

adapt to the underlying cause of their difficulties.

Another theory called Academic Stress Theory by

Campbell-Philips, Halder and Hasib (2020) explains that the

causes of academic discontent were teacher-student

relationships, interpersonal issues with teachers, fear of

failing, personal inadequacies, and inadequate school

facilities. Students frequently experience this phenomenon,

especially those pursuing subjects with a lot of material,

and it can have a big influence on how they develop as a

whole while they are in school. (Briones et al. 2024).

Numerous studies attest to the strong link between students'

mental health and academic stress. (Córdova Olivera et al.

2023; Barbayannis et al. 2022; Ojewale, 2020). According to

this view, the aforementioned circumstances may be causing

the top student to struggle. Stress associated to school can

result in poorer academic performance, lower motivation, and

a higher chance of mental health issues like substance

addiction, anxiety, depression, and sleep disorders.

(Córdova Olivera et al. 2023; Pascoe et al. 2020).

Therefore, through the5 theories listed above, there

is indeed a struggle among the top students of a Senior High

School class. The reason might vary from student to another,

however, it's outcome is just the same: it causes

disturbance to the student’s performance and health which

can be difficult for the top student to manage when left

unresolved.

Conceptual Framework of the study

6

Lived Experiences
of Outstanding
Grade 11 Students
 Challenges Coping Mechanisms

Figure 1. Schematic Diagram of the Study’s Conceptual

Framework

This conceptual framework focuses on the lived

experiences of the top students based on their perspectives,

its impacts on performance and health of the top student,

and their ways of managing the struggles which is shown in

Fig. 1. Throughout the study, the reasons behind their

struggles and their way of managing the struggles would be

further explored.

Statement of the Problem

Students from Ramon 7

Torres National High School —

Senior High School face a lot of struggles in their

perseverance of pursuing excellence. The primary objective

of this study is to explore the struggle of the top Grade 11

students of three academic strands, specifically from STEM,

HUMSS, and ABM, of Ramon Torres National High School during

the school year 2O24-2O25 and determine their ways to cope

with these challenges. Specifically, this study answers the

questions:

1. What are the specific struggles being faced by the

highest performing Grade 11 students of Ramon Torres

National High School - Senior High School?

2. In what ways do the struggles affect their

performance and welfare as the top students of their

respective classes?

3. How do the top Grade 11 students of Ramon Torres

National High School - Senior High School manage their

challenges?

8
Significance of the Study

This study aims to provide essential information

and knowledge concerning the struggles being faced by the

preeminent performer students of Ramon Torres National High

School - Senior High School Students. Furthermore, this

study would be a great benefit to the following:

Students. The collected data of the study may offer a

deeper understanding and resolution regarding the struggles

being faced not just by the top students but also to the

students who aim for a good performance in school.

Teachers. This study may be beneficial to the

teachers as it may give them an idea on how to help their

students who deals with struggles as the preeminent

performer of the class.

Parents. The findings of this research study may give

the parents cautions and basis in order to aid their

children who experience the struggles of being the top

student of the class.

School. The results of this study could spread

awareness in Ramon Torres National High School — Senior High

School and may offer solutions to help cope with the

troubled students belonged to the top performers of the

school.
9

Future Researchers. The information gathered by this

study may help future researchers for additional support and

knowledge to their own study. They might identify the gaps

that are the former researchers failed to notice and be the

focus of the future researchers' study.

Scope and Delimitation of the Study

This study primarily focuses on the lived

experiences of top performing Grade 11 students of Ramon

Torres National High School-Senior High School— their

struggles and their ways to manage it while maintaining a

good performance in school. The respondents of this study

are the selected sections from three strands, specifically

from STEM, HUMSS, and ABM, and the student who got the

highest average in their class.

Definition of Terms 10

Adversity. It means difficulty or misfortune. (Oxford

Dictionary, 2024)

Operationally, it is a difficult situation or

event; a challenge or a struggle.

Persona. It refers to a particular type of character that

a person seems to have and that is often different

from their real or private character. (Cambridge Dictionary,

2025).

Operationally, it is a representation of a person

to be conducted by the study.

Procrastination. It means to put off intentionally the doing

of something that should be done (Merriam Webster, 2025).

Operationally, it is the delaying of something

until the very last minute.

Reticence. It means an unwillingness to do something

or talk about something, for example because you

are nervous or being careful (Cambridge Dictionary, 2025).

Operationally, it means being reserved or private

when it face of a struggle or challenge.

Time Allotment. It is the time

11 limit (Dictionary.com, 2025).

Operationally, it is the time allotted for a

specific task.
 CHAPTER II
12

REVIEW OF RELATED LITERATURE

Academic excellence is a fundamental goal of

education, representing the highest levels of achievement

and performance in scholarly pursuits (Johnson,2024).

Excelling in academics requires a combination of

intellectual ability, critical thinking, perseverance, and a

strong desire to gain knowledge. Academic success is

influenced by multiple factors, including personal effort,

environmental conditions, and institutional support (Wenwen

Cao et. al. 2024). A student’s engagement, motivation, and

approach to learning play a crucial role in determining

their academic potential. However, not all students are able

to achieve and sustain excellence in their studies.

Students’ study habits and attitudes significantly

impact their academic performance. Expecting high grades and

possessing the necessary skills to navigate learning

activities effectively in response to assessment demands are

key elements of academic success (Ohrstedt & Lindfords,

2018). Due to differences in students' learning approaches,

variations in performance, potential, and achievement

naturally emerge.

As a result of these differences, a hierarchical

13
system emerged among the students, which divides the low

achievers and the high achievers. These two types of

students have significantly showed difference when it comes

attitude and performance inside the classroom.

 These differences contribute to a hierarchical

system among students, distinguishing high achievers from

low achievers. These two groups demonstrate notable

disparities in attitude and performance within the

classroom. According to a study by Hirt et al.,(2021) high

achievers, regardless of their previous accomplishments,

exhibited lower tendencies toward work avoidance, boredom,

and hopelessness while demonstrating higher use of effective

learning strategies. In contrast, low achievers with higher

prior achievement reported experiencing less joy, greater

fear, and weaker emotional regulation skills than high

achievers. Meanwhile, low achievers with lower prior

achievement displayed significantly lower levels of

essential motivation. These findings emphasize the varying

needs of learners based on their past academic performance

and underscore the importance of providing personalized

learning support.High achievers are often the top students

in their class. These pupils have various perspectives on

how they approach their education. High-achieving students

14
are typically polite, well-organized, and have good time

management abilities. They adjust well to the classroom

atmosphere and actively participate in class discussions.

They earn good scores and do everything they can to improve

their academic performance.(Coles, 2023). To attain high

15
status, high academic achievers must do well, have high ego

ideals, be confident, competitive, hardworking, and seek and

sustain self-esteem (Jnanashakti et. al. 2017).

Despite this, the high achiever or top student faces

challenges as well. One such example is pressure. Academic

pressure is defined as the tension, discomfort, and other

emotions induced by pressure from school, family, and

society throughout the learning process (Luo et. al., 2020).

One of the primary causes of this pressure is the

traditional school system, which requires students to meet

its requirements. We currently live in a world where factors

relevant to success, such as academic achievement and job

performance, are placed on a pedestal of great value (Red

Oak Recovery, 2018).

The focus on academic success in families, as

demonstrated by significant parental expectation to succeed,

will place students under a great deal of stress. Parents

place pressure on their children to achieve because they

care about their children's well-being and are aware of the

competition for admission to respectable institutions. Some

parents lay a responsibility on their children in order for

them to attain the aspirations they were unable to attain as

students or achievers themselves (Deb, Strodi, & Sun 2015).

Parents, guardians, and educators encourage and, in some

cases, force children to look ahead and achieve academic

goals from a young age. This habit of always anticipating

the next step can be difficult for pupils, causing tension,

discomfort, and other undesirable emotions. While minor

academic pressure is typical among young students, many have

bad experiences with it, particularly when it is excessive.

Learning to balance the demands of life is part of a young

person's development during adolescence, and academic

pressure can stymie growth. (Vallejo, 2023).

Another explanation for the problems that top

students confront is their quest of academic excellence.

According to a study conducted by Lee et al. (2017), these

students' unwavering pursuit of academic success increases

their risk of developing anxiety and depressive disorders.

Their mental health may suffer as a result of the stress of

juggling multiple responsibilities and the need to excel

16
academically. The intense pursuit of academic success would

have an impact on the top student. If the top student is

involved in a lot of academic and extracurricular activities

16 no prior knowledge of time

in pursuit of excellence, having

management and balancing these activities may lead to

additional frustrations and stress for the top student,

which only adds to their personal challenges as a student

and the top student in the class.

Another factor contributing to the top student's

difficulties may be the inability to establish positive

relationships with family and peers. Divorce, money

problems, and bullying between siblings are examples of

family problems that can have a detrimental impact on all

family members, including children. (2019, Benette). Healthy

two-way communication is something that parents should

encourage in their family. Children who communicate with

their parents are less likely to experience stress, mental

health disorders, and communication problems as adults.

Children need to be taught to believe in themselves (Cheree,

2019).

The top student's struggles may also be related to

17
socialization and building relationships with others. It's

crucial that high-achieving students are able to take breaks

to reflect on their lives, even though they may find it

difficult to handle the pressures of studying remotely and

living in social isolation. Their social group can also

assist them by providing support and ensuring that their

requirements are met (Gallagher, 2021). But according to a

study by Medura et al. (2024) students who participate in

high-quality peer relationships typically experience

positive emotional and intellectual outcomes. The survey

also revealed that students typically do more proficient

academically when they have supportive relationships with

their parents, instructors, and peers. Additionally, the

results underscored the significance of fostering a caring

and supportive social environment in order to improve

students' academic performance, motivation, and involvement

in the classroom; therefore, if the top student struggles to

interact with others and form relationships with their

peers, it will undoubtedly have an impact on them.

Distraction and procrastination are two related

issues that are also seen to be contributing factors to the

difficulties faced by top students. In order to manage the

extreme pressure and

workload, participants acknowledged
18
utilizing cramming and procrastination as coping mechanisms.

(Milgram & Rosenbaum, 2020). Procrastination and the

practice of putting things off

18 till the last minute were

noted by high performers in the classroom. They discuss the

challenges with time management that result in late-night

study sessions and cramming. They acknowledge that cramming

18
raises brain activity, but they also acknowledge the

negative consequences and stress it causes. (Coles, 2023).

The top student's performance is also impacted by

distractions, both subtly and visibly. High achievers

usually experienced disruptions that interfered with their

study schedule and ability to focus. (Bärkner, 2017). They

talk about how the allure of social media and smartphones

promotes ineffective time management and procrastination.

They understand that using a phone excessively might lead to

wasted study time and information that they might otherwise

forget. (Coles, 2023).

Challenges along the journey of the top student's

strive for excellent performance are inevitable. Therefore,

a good coping strategy is needed in order to control stress

and increase academic achievement. In order to combat these

struggles, a study conducted by Anzures (2023) claim that

students utilize social media and entertainment media like

19
television to unwind, seek solace in prayer and meditation

when they are feeling pressured, and seek out their friends

for support and discourse.

 20 III
CHAPTER

RESEARCH METHODOLOGY

This chapter presents the design of the study,

specifically the research methods and techniques to be used,

how questions and organization of data will be made, how the

sample size is established, and the research instrument to

be used to collect data.

Research Design

The Qualitative Research Design was used since the

goal of this study was to know the lived experiences of the

top students, including their struggles and coping

mechanisms. Qualitative research3 collects participants'

experiences, understandings, and behaviors. It answers the

hows and whys instead of how many or how much (Tenny et. al.

2022). A descriptive study is meticulously designed to

ensure the complete narratives of each students, making sure

that there is minimum bias and to reduce errors in

interpreting the data collected. Particularly, the

researchers used the interview as the method in

collaborating, understanding, and investigating the

participants' experiences.

21 Study
Subject and Respondents of the

The participants of this study were the selected

Grade 11 students of Ramon Torres National High School in

Bago City, Negros Occidental who got the highest average

last semester from their respective strands and sections.

The students were considered as the respondents of the study

because they are the top students of their section which is

the main subject of this study.

Population and Sample

As for the population size, there are a total of

1,491 students in Ramon Torres National High School — Senior

High School, with 771 Grade 11 students. There re 15

sections in Grade 11, with 10 of them from the three

academic strands of HUMSS, ABM, and STEM. Specifically, only

3 respondents were selected based on the criteria in each

aforementioned strands.

Sampling Techniques

Methods for Purposive sampling technique were

utilized in this research. It is a non-randomized sampling

method that determines sampling units according to

established criteria (Bisht, 2024). The following criteria

were used to purposively select the participants:

22
The respondents must be a bonafide student of Ramon Torres

National High School — Senior High School.

The respondents must be Grade 11 students.

The respondents must be the student who got the highest

average in their class.

Data Gathering Instrument

To gather data for this study, which focused on the

lived experiences of the top performing Grade 11 students,

interviews and observations were used in order to acquire a

thorough understanding of their experiences, perspectives,

and coping mechanisms. The methods of observation and

interview were chosen given that they were cost-effective

and could capture rich, objective information.

Data Collection Procedure

The study "Exploring the Lived Experiences of the Top

Performing Grade 11 students" adopted the following

methodologies. In order to conduct the study, the

researchers first sought approval from the suitable

educational administrators, such as from the Senior the High

relevant School Administrators at Ramon Torres National High

School — Senior High School. The researchers pushed forward

and prepared the interview questions that would be used in

the study after receiving 23authorization. The respondents

from three academic tracks from Grade 11 of Ramon Torres

National High School — Senior High School and the student

with the highest first semester average are thereafter

selected by the researchers. The respondents who were

selected were then given a summary of the study's objectives

and asked for their informed consent. To learn about in

greater detail the experiences and viewpoints of the

participants, individual interviews were conducted. The data

was collected and analyzed by the researchers, who then

looked for patterns and themes. The findings were

distributed in a thorough report that incorporated

recommendations, limitations, and implications into account.

Ethical standards were adhered to at every stage to protect

the privacy and welfare of respondents. The main objective

of this study was to contribute knowledge and comprehension

of the experiences of the top student pupils, as well as the

difficulties they encountered and coping strategies.

CHAPTER IV
24

PRESENTATION, ANALYSIS, AND INTERPRETATION

The results of the investigation, analysis, and

interpretation of the Grade 11 Senior High School students'

experiences at Ramon Torres National High School—Senior High

School—with connection to the lived experiences of the top-

performing students are presented in this chapter.

Profile of the Respondents

The profile of Ramon Torres National High School

respondents can be seen in Table 1. The table presents the

respondents' strands, gender, age, and grade. These students

also belong to the learners who obtained the highest average

in their respective sections during the first semester.

TABLE 1 RESPONDENTS’ PROFILE.

RESPONDENTS SEX AGE GRADE STRAND

X FEMALE 16 11 HUMSS

Y FEMALE 16 11 STEM

Z FEMALE 17 11 ABM

Note: Code names were used to ensure the participants’

privacy and safety.

25
Respondent X

Respondent X is a 16 year old female student from

Grade 11 HUMSS. Her overall average last semester was 97,

which determined her title as the top student of their

class. Respondent X spare 3 to 4 hours for studying, while

she spares 3 hours for leisure time and rest. Being viewed
as the most outstanding student in her class makes her feel

all good. Despite her difference in class standing, people

from outside and inside of their classroom treats her the

same. She's the person her classmates refers to whenever

they have questions and confusions to be clarified. Because

of this, her relationship with her classmates and teachers

is peaceful and absent of any conflicts. Regardless of being

the top student, she still struggles with the subject

Statistics, mainly because subjects that focus on numbers

isn't her forte. Aside from academics, she also struggles

because of family problems. As a result, Respondent X cannot

focus with what she is doing, has the tendency to isolate,

and develops trouble with sleeping. She only recognized

these struggles when she noticed that she is already

distancing herself from her friends and starts to close

herself off from them, creating a gap with their friendship.

To cope up with all of these, she seeks guidance from God

through praying and makes sure to manage her time well.

Respondent Y

Respondent Y is a 16 year old female student from

Grade 11 STEM. Her overall average from the previous

semester was 98, earning her the first place in their class

standing. For studying, Respondent Y spends 3 to 4 hours and

the remaining 7 hours for resting. Being viewed as the top

student of her class makes her feel pressured instead of

motivated because of the difficulties with maintaining her

grades. With her current class ranking, people were much

nicer to her compared to her other classmates. Respondent

Y's relationship with her classmates are all okay because of

their busy schedule that gives them no time for arguments.

In contrast with this, Respondent Y feels intimidated with

some of her teachers because of the way they conduct tests

which are difficult most of the time. However, she believes

that her intimidation comes from the difficulty of the

subject, not directly with the teachers. The subject she

finds the most difficult is General Chemistry. They would

only have one meeting to discuss, with brief explanations

being presented about the current topic, then after that,

they would have a test the following day. Respondent Y also

struggles to interact with others due to her tight schedule,

making her feel anxious when she thinks of joining others.

Despite not feeling any weight of pressure from her family

and friends, she still feels anxious when it comes to

interacting with them. In order to cope up with these

struggles, Respondent Y writes in her diary to express

herself and lift the weight of emotions that she feels,

which she reflects with later on right before she sleeps.

Respondent Z

Respondent Z is a 17 year old female student from

Grade 11 ABM. Her total average last semester was 98, and

that makes her title as the top student of her respective

class. She usually spares an hour to study when there is no

upcoming exam or test. However, if there is an exam or test,

she usually spends 3-4 hours studying. Actually, most of her

time gets spent on leisure time or resting. Being viewed as

the most outstanding student in her class makes her feel

pressured, at the same time, motivated. Regardless of her

position in their class ranking, people from outside of

their classroom treat her the same. However, some of her

classmates treat her as their number one competitor, but the

relationship between her and her classmates is still all

good. Respondent Z treats her teachers as they are, with no

28
other special connections. Regardless of being the top

student, she still struggles with the subject FABM, because

the concept is difficult for her to understand, and the

teacher is very fast in discussing, and the definition of

terms are most likely the same. Aside from academics, she

struggles in socializing or interacting with other people,

but it does not affect her academic performance. Respondent

Z makes her own reflection for the whole day, and she
realizes that she is indeed facing a struggle or a problem

that she didn't handled that well. To cope up with all of

these, she writes prose and poems to express herself and her

feelings. Respondent Z does this because she finds it hard

to express herself to other people. She also does this

because she finds it easy to comprehend herself and she can

determine what traits she should remove and what part she

should improve.

Data Analysis 29

Thematic and coding data analysis strategies and

processes were utilized in this study. In order to make it

easier to identify important themes, Thematic analysis is

utilized as a methodical way to deconstruct and arrange rich

material from qualitative research by assigning relevant

codes to individual observations and statements (Rosala,

2022). Conversely, Coding is the process of classifying and

arranging qualitative data in order to find various themes

and their connections (Medelyan, 2025). Following an

assessment of the participants' responses to the interview

guide questions, the researcher paid attention to their

recorded responses with the objective to analyze the data.

With this, the researchers found out that in terms of

duration with their studying time, Respondents X, Y, and Z

tends to spend 1 to 4 hours of their day, with the remaining

time for rest or leisure time. When it comes to academic

related struggles, the respondents find mathematical related

subjects difficult to grasp because of the inadequate time

for delivery of lessons. In terms of relationship with

classmates and teachers, the respondents have little to no

problem with it. Socialization, however, seems difficult for

both Respondents Y and Z. Respondent X showed no trouble

with interacting with others.

Two of the respondents, Respondents Y and Z, feels

subtle pressure from their classmates given their status in

their class ranking. Respondent X showed no similarity when

it comes to pressure from peers or classmates. In terms of

pressure from family, all of the respondents showed no signs

of pressure or tension at all. When it comes to the effects

of their struggles to them, only Respondent X showed

difficulties in sleeping and mental aspect while Respondent

Y and Z gets affected socially. In order to combat their

struggles, Respondent Y and Z resort to writing in order to

express their feelings. Respondent X, on the other hand,

seeks guidance from God through praying alongside with

proper time management.

Themes and Patterns 31

Questions:

1. How do the top student manage their time for studying and

resting?

2. What are the similar struggles being faced by the top

students?

3. How do the top students cope with their struggles?

 THEMES RESPONDENTS SIGNIFICANT
RESPONSE

Time Allotment “I guess, three to

X
four hours.”

“What I said last

time that I only

study for 3 to 4
Y
hours was true. I

spend 7 hours for

sleeping.

“It depends—if
32
there are no tests

or exams, about 1

hour, but if

there’s an exam, 3-

4 hours. Most of
Z
the time, I usually

study at dawn, from

2:00-6:00 in the
 morning, so I

consider it as part

of my leisure.”

Adversity “Family Problems. I

guess I can’t

really focus in
X
what I am doing

because I keep

thinking of those

problems.”

“Maybe like, my
33
struggle to

interact with other

people because I am

too busy with my

academics, so I

really don’t have

Y
much time to

interact to others,

to my family, my
 friends, and that’s

why I struggle to

interact with

others.”

“In terms of social

interactions or my

social life, I’m

not a social

butterfly- I’m

Z quite introverted.

I don’t interact

much with people,

and I don’t know

34 how to approach

them. But it’s fine

because my friends

have been with me

since Junior High,

so they already

know my limits and

capabilities. As

for my family, they

 don’t pressure me.”

“I isolate and I

can’t sleep
Reticence
properly. I tend to

distance myself to

my friends and

they’re not that

open with me and

our relationship

gradually becomes

unpleasant.”

35

“That’s my answer,

I write on my

diary- I write what

happens in my

everyday life, I

write it on my

diary and I also

reflect on my

actions because I

always think about

 it before I sleep.”

“As I mentioned, I

reflect a lot.

After reflecting, I

enjoy writing prose

or poems because I

find it easier to

express myself

through writing

than talking to

people. When I talk

36 to others, I

struggle to express

my thoughts, but

when I write, it’s

easier to

understand my

emotions. I also

become more aware

of what aspects of

myself I need to

improve or change.”
Time Allotment

Time allotment is the maximum duration in which an

individual spares for an activity or needs to be fulfilled.

It is suggested that time management behaviors or abilities

boost positive academic output by helping students better

manage their curriculum and meet learning objectives. In

conclusion, students believe that arranging their studies in

advance has improved their academic achievement (Alyami et.

al. 2021). With proper time allotment for certain

activities, less stress would be felt by the top students.

Adversity

Adversity is a very difficult or unfavourable

situation (Collins Dictionary, 2025). The top students face

difficulties in their social and familial interactions,

which frequently causes them to feel distressed. All family

members, including children, may suffer as a result of

family problems like divorce, financial issues, and bullying

between siblings (Benete, 2019). It's crucial that high-

achieving students are allowed to have time to reflect on

their lives, even though they may find it difficult to

handle the pressures of studying remotely and living in

social isolation while still striving to achieve their goals

(Gallager, 2021).

Reticence

Reticence is a state or condition of a person of

being reserved or restrain. People who are reticent tend to

keep their thoughts, feelings, and opinions to themselves.

Sharing personal issues with others might cause anxiety or

stress to a reticent person as they find it difficult to

express themselves to others. According to students,

disclosing personal information frequently makes them feel

vulnerable (The New York Times, 2023). Because they feel

uncomfortable discussing personal matters with others, the

38
top students tend to keep things to themselves and

frequently turn to isolation. We can strengthen our bonds

and establish connections with others by being vulnerable

with them. However, it can also be frightening (Burns,

2022).
 39
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The research findings summary, conclusions drawn from

the data, and suggestions developed and put forth by the

study’s researchers were all covered in this chapter.

Summary of the findings

This study was conducted in order to explore the lived

experience of the top performing Grade 11 students of Ramon

Torres National High School- Senior High School from the

academic strands of HUMSS,STEM,and ABM which includes their

struggles and techniques to cope up with it. With this, the

results of the study presented in Chapter 4 were revealed:

The selected top students from Grade 11 HUMSS, STEM,

and, ABM are indeed facing different challenges in spite of

their status in class. These struggles came from both

academics and non-academic related sources. In terms of non-

academic dimension, the respondents’ challenges are mainly

rooted from familial and social relations, affecting them in

more ways than one. One of the students showed difficulties

with sleeping, while the others stated that they’re likely

to be affected socially. In order to cope up with their

challenges, the top students present their ways of coping

and showed subtle similarities. Sharing these struggles to

40
others might seem difficult for the top students, therefore,

resorting to isolation seems to be their best way in

managing their struggles.

Conclusion

The findings of this study are in accordance with the

results of the previous available studies in relation with

the top student’s experiences and struggles.

 1) All of the respondents in the study feels no

pressure when it comes to their family. However, some

admitted that they are slightly pressured by their

classmates due to competence. The top students also stated

that they struggles when it comes to numerical related

subjects despite being the student who attained the highest

average in their respective class. It was noted that the

challenges of the top students also originate from non-

academic related sources. came from different dimensions

such as familial and social sources.

2) As a result of these struggles, there are

significant influences and effects in the students’

behavior, their health and their social life. Inside of

their class, there’s only minimal to none effects in their

performance.
41
3) It was also found out that when the top students

are in face of stress or adversity, they tend to isolate and

keep themselves from telling anyone about their challenges

and feelings.

Implications of the Researchers

According to the findings of the study, all of the

top students who participated don’t spend too much time

with studying unlike what most expected. Less time spared

than leisure time don’t have any affects with their

performance inside of their class. When it comes to

relationships with their classmates and teachers, some

admitted getting a different treatment from them but still,

it doesn’t really affect the top students’ performance

either. Therefore, the researcher imply that difficulties

with building connections with their peers are the factors

that imposes challenges on them. With this. The top students

must practice proper communications with their struggles

regarding maintaining a healthy relationship with them.

Recommendations

Based on the research findings and conclusions of the

study, the following recommendations were generated.

1) The top students should practice good communication and

openness with their family and peers as one of the

resolutions for their struggles in regards of keeping a

healthy relationship with them.

2) Teachers of their respective classes must involve the

students in an activity which involves two or more

individuals, such as group activities. This would help

improve the top students’ social skills and will gradually

encourage them to participate more in a group setting with

minimum to no lingering feelings of anxiousness towards

their peers.

3) The school should implement programs such as “Parent-

Student Counselling: We Grow Together” which involves

counselling of parents and the students. Through this, the

issues of the students, such as mental, familial or social

struggles, would be relayed by the teachers to the parents

and will be further discussed through a one-on-one talk

between the parent and the child (student). Difficulties

with opening up could be gradually resolved through these

series of counseling between the parent and the student.

43
 44
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 48

APPENDICES
49