LIVED EXPERIENCES OF STUDENT-PARENTS IN PASSING THE CRIMINOLOGIST LICENSURE EXAMINATION: AN APPLICATION OF ACHIEVEMENT MOTIVATION THEORY
Abstract
Student-parents often face greater challenges in both parenting and schooling compared to traditional students. Their experiences worsened during the COVID-19 pandemic, as they had to juggle remote learning, childcare, and household responsibilities, often without adequate support. This qualitative study aimed to explore the experiences, coping strategies, and insights of student-parents in passing the Criminology Licensure Examination (CLE). This study collected data from five (5) student-parents who successfully passed the CLE through in-depth interviews. The gathered data were analyzed using thematic analysis. Results revealed that student-parents faced significant challenges during their CLE preparation, including inconsistent review schedules, difficulties balancing their responsibilities, financial struggles, mental health concerns, and challenges in applying for the exam. Despite these obstacles, they managed to cope through faith in God, strong support systems, and a positive attitude. They also emphasized the importance of having a positive mindset, striving for academic growth, and strengthening one's faith in preparation for the licensure exam. The study's findings suggest that administrators and teachers play a crucial role in fostering the academic growth of their students, ensuring they are well-equipped and prepared to take their licensure examinations.
SDG Indicator #4: (Quality Education)
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DOI: http://dx.doi.org/10.46827/ejsss.v11i1.1954
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