Application of Connectivism Theory in the Development of Academic Resiliency Model for Science Education Students: A Participatory Action Research Approach

Academic resiliency is understood to be the capacity of students to perform well in school despite of disadvantaged background. Addressing this global concern requires various initiatives tailored to the needs of learners and their context. Thus, in this study, the researchers proposed an academic resiliency model designed for Science Education program anchored to the Connectivism Theory. To develop this model, the researchers employed three stages: stage 1: identifying issues; stage 2: developing solutions from the issues; and stage 3: building an academic resiliency model from issues and solutions. The use of participatory action research approach was utilized employing both In-Depth Interviews (IDI) and Focus Group Discussions (FGD). A total of five batches (batch 2018-2019 to 2022-2023) of the science education program of UM Digos College are the subject of the study and participated by 60 students (freshmen, seniors, alumni). Based on the IDI (stage 1), there were 13 issues that the students experienced that affected their studies in the program. Following stage 2 (FGD 1), solutions were developed from the identified issues focusing on the five essential skills - flexibility, determination, planning, interpersonal, and positive attitude. The stage 3 (FGD2) developed the academic resiliency following issues and solutions identified by the participants. The model developed focuses on transferring five essential skills from alumni to senior students to freshmen students to attain academic resiliency. Moreover, the developed model allows students in the program to be equipped with the essential skills to move forward and become successful in their chosen field by building connections from each batch. Thus, this study recommends using the developed academic resiliency model to foster resiliency among students in the Education Science program.