Year: 2025
Type: article
Abstract: The purpose of this phenomenological study was to explore and understand the lived experiences of elementary students who participated in sci-math quizzes, focusing on the challenges they faced during preparation and competition. This study employed qualitative methodologies such as interviews, discussions, and observations of participants to gather in-depth information on the students’ experiences. The findings provided valuable resources for educators and coaches seeking to better support sci-math quizzers, contributing to a broader understanding of the unique challenges they faced. The respondents of the study were elementary Sci-Math quizzers who participated in in-depth interview and focus group discussion. Based on the results, it was gathered that the participants experienced the following; external pressure and forced expectations, facing time constraints in studying and preparation, undergoing rigorous training through daily practice and review, feeling anxious prior to the competition, finding relief after the competition, and getting life lessons and memories from others. The participants coped with these challenges by creating steady and purposeful study routine, integrating structured time management and prioritization, seeking divine providence and guidance, finding encouragement and guidance from coaches, and tapping into family support for strength and perseverance. Insights that emerged from the responses included; enhancing enthusiasm and mastery in science and math, strengthening competence and self-assurance through science and math, acquisition of new knowledge and learning strategies, exerting consistent effort through review and perseverance, and guiding and motivating future quizzers. This study highlights the importance of academic competitions in shaping students’ educational development and personal growth.
DOI: 10.64637/632813
Authors: Jairra Alexcia Gopio, Deveyvon Espinosa
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7083684393
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