Lived Experiences, Challenges, and Support Systems: A Phenomenological Study of Student Participation in the South Cotabato Division Science and Technology Fair

Aim: Science and technology fairs are powerful avenues for experiential learning, yet students' personal experiences remain largely underexplored.This paper aimed to explore the lived experiences of STEM students participating in the South Cotabato Division Science and Technology Fair.It sought to understand how students perceived the challenges and successes they encountered during the preparation and presentation of their projects, how they cope with these experiences, and how teachers, mentors, peers and family members influenced their journey throughout the event.Methodology: A qualitative research methodology was employed in the study, specifically Moustakas' (1994) transcendental phenomenological design, which is grounded in Husserl's philosophical framework.Eight STEM students were interviewed using semi-structured interviews, and the data were analyzed following Moustakas' approach.Participants were selected through purposive sampling.Results: Findings revealed that an emotional rollercoaster, personal growth, social connections, hardships and sacrifices, and a sense of accomplishment shaped students' experiences.Their motivations stemmed from external influences, recognition and achievement, learning and academic development, research purpose and scientific contribution, peer influence, and social motivation.Students faced challenges in time management, emotional regulation, fear of mistakes and criticism, and dealing with feedback but overcame them through stress management, collaboration, resilience, and a growth mindset.Teachers, mentors, peers, and families played significant roles in academic guidance, emotional and financial support, and teamwork. Conclusion:The results of this study show that participation in the Division Science and Technology Fair (DSTF) fostered significant emotional, academic, and personal growth among STEM students.Their experiences were driven by motivation, shaped by challenges such as limited preparation time and public speaking anxiety, and supported by coping strategies like time management and emotional regulation.The presence of strong support systems from teachers, mentors, peers, and families played a crucial role in guiding students through their journey.Overall, the DSTF served as a powerful platform for developing students' resilience, research skills, and collaborative competencies.