Unseen scholars: A qualitative inquiry into the research experiences and challenges of SHS students in remote areas

In contemporary times, research and innovation have led to remarkable advancements, significantly influencing progress and shaping the future. This study provides an in-depth analysis of the unique obstacles, experiences, and challenges faced by students as they engage in writing and conducting research. Ten participants were purposively selected for the study, grounded in Social Capital Theory, Digital Divide Theory, and Self-efficacy Theory. A phenomenological research design, along with Colaizzi's data analysis method, was employed to derive the findings. Data were collected through in-depth, semi-structured, one-on-one interviews and focus group discussions (FGDs). The findings revealed several key themes. Participants described their experiences as transformative, varied, interpersonal, uncertain, and marked by elements of risk and safety. The challenges identified included socioeconomic factors, access to educational resources and technology, safety and well-being, and a lack of engagement and motivation. Notably, differences emerged between senior high school (SHS) students in accessible areas regarding educational opportunities and resources, as well as interest and knowledge. To cope with these challenges, students employed strategies such as time management, organization, and resourcefulness. The impact of these experiences on their academic and personal growth was significant, fostering expanded worldviews, perseverance, resilience, and enhanced knowledge and skills. The study's findings underscore the need for the education sector to implement targeted interventions that improve students' competencies in research writing and execution.