A Phenomenological Study on Meaning-Making and Coping among Grade 12 STEM Students with Limited Vocabulary at a Senior High School in Bataan
DOI:
https://doi.org/10.65339/ijsis.V1.I2.79Keywords:
Academic Vocabulary, Coping Strategies, English Vocabulary, Grade 12 STEM Students, Meaning-Making, Phenomenology, STEM Education, Vocabulary SupportAbstract
This study examined the lived experiences, coping strategies, and meaning-making of Grade 12 STEM students with self-perceived limited English vocabulary at Limay Senior High School and used these experiences as the basis for context-responsive vocabulary support. The study was anchored in Moustakas' Transcendental Phenomenology, Lazarus and Folkman's Transactional Model of Stress and Coping, and Park's Meaning-Making Model. Using a transcendental phenomenological research design, ten Grade 12 STEM students were selected through purposive criterion sampling. Data were generated through semi-structured in-depth interviews and non-participatory classroom observations and analyzed using Moustakas' modified Stevick-Colaizzi-Keen method. Findings showed that limited English vocabulary affected students' comprehension of academic and technical terms, spoken and written expression, classroom participation, confidence, and selected social interactions. Difficulties intensified during formal, technical, public, and time-pressured situations. Participants coped through translation, Tagalog or Taglish, contextual clues, peer and teacher assistance, digital resources, reading, independent practice, and acceptance of corrections. They interpreted vocabulary limitations as weakness, pressure, challenge, preparation, or opportunities for improvement. The study concluded that vocabulary limitation was a context-dependent learning concern influenced by academic demands, relationships, emotional safety, and available support. It recommended coordinated vocabulary support across learning areas through the proposed BRIDGE-STEM Context-Responsive Vocabulary Support Framework, while future studies should evaluate its effectiveness in other educational contexts. The study primarily supports SDG 4, Quality Education, by promoting more inclusive and equitable access to STEM learning. Its sustainability impact is educational, institutional, and socio-economic through language-responsive instruction, coordinated learner support, and improved preparation for higher education and future professional communication.
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