Jeanly Jocson-Villa (Author)
Abstract
This study explored the motivation and engagement of challenged students in learning English at the Home for Girls DSWD through modular-assisted instruction. Using a qualitative research approach, specifically Transcendental Phenomenology, the study aimed to understand the lived experiences of eight female students enrolled in the modular-assisted learning program in partnership with Tantangan National Trade High School during the school year 2024-2025. Participants were purposively selected based on specific inclusion criteria. Data were collected through semi-structured interviews, which allowed the participants to share their experiences, challenges, and coping strategies in learning English under a non-traditional educational setup. The researcher utilized Braun and Clarke’s method for data analysis, which involved identifying significant statements, formulating meanings, and clustering them into 21 emergent themes to reveal the essence of their learning experiences. Findings indicated that while students faced various challenges, including fluency and comprehension difficulties, mental and reading comprehension struggles, limited learning resources, and difficulties in listening and reading comprehension, they also developed coping mechanisms such as self-reliance on learning tools, motivational and social circles, and practice and support. Furthermore, the study revealed that intrinsic motivation, extrinsic motivation, professional examples, media exposure, and personal preference for English played a significant role in sustaining their engagement in language learning. Additionally, their experiences highlighted the influence of challenges on their motivation, as they demonstrated growth mindset and resilience and perseverance in achieving educational goals, despite environmental and institutional constraints.
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Keywords: Modular-assisted instruction, Motivation, Engagement, Juvenile offenders