Understanding the Lived Experiences of Students Struggling with Physics Anxiety: A Descriptive Phenomenological Study

This study aimed to explore and understand the lived experiences of junior high school students struggling with physics anxiety within the Science, Technology, and Engineering (STE) program in the Philippines. Employing a descriptive phenomenological design following Giorgi’s method, data were gathered through semi-structured interviews with four purposively selected students who openly acknowledged significant anxiety in learning physics. Giorgi’s five-step analysis involved phenomenological reduction, identification and transformation of meaning units, and synthesis of essential psychological structures. The findings revealed four major constituents of students’ experiences: (1) feelings of inferiority, isolation, and shame in relation to peers and academic expectations; (2) cognitive shutdown and a sense of overwhelm caused by mathematical complexity and fear of failure; (3) physiological reactions and performance paralysis during anxiety-inducing situations; and (4) emotion-focused and socially mediated coping strategies in learning physics. These results indicate that physics anxiety is a multidimensional and deeply internalized experience that disrupts students’ emotional balance, cognitive functioning, and sense of belonging in the classroom. In conclusion, physics anxiety emerges not merely as an academic difficulty but as a profound psychological experience that shapes how students think, feel, and engage in learning. By uncovering these lived experiences, the study provides a deeper understanding of the emotional realities behind students’ struggles, offering a foundation for developing more empathetic and supportive physics learning environments.