Barriers and Bridges: A Phenomenological Study of Academic Retention among First-year Students in State Universities and Colleges in Cebu, Philippines

This phenomenological study investigated the barriers and bridges that influence academic retention among first-year students in the selected SUCs in Cebu, Philippines. It sought to explore the factors affecting academic retention, identify challenges (barriers) and support systems (bridges), and propose enhanced retention policies. The study involved 20 first- year college students from the three selected state universities. Using purposive-snowball sampling, semi- structured interviews were conducted and analysed using Miles and Huberman’s qualitative framework. Findings revealed four overarching themes with sixteen subthemes. The factors shaping student retention are financial accessibility, institutional prestige, career prospects, and personal motivation. Financial support under the Universal Access to Quality Tertiary Education Act (R.A. 10931) emerged as the strongest bridge, helping students overcome economic barriers. However, academic adjustment difficulties, emotional stress, and competitive program pressures were significant barriers. Family, peers, faculty, and institutional support promoted persistence, while students adopted time management, collaboration, and self-care as coping strategies. Although retention policies encouraged discipline, they also induced anxiety due to strict requirements. The study recommends implementing a first-year adjustment grace period, mental health and counselling support, and training faculty in empathetic advising. Therefore, academic retention requires holistic, compassionate, and student-centred approaches that integrate financial, emotional, and institutional support for sustainable educational success Received: 20 June 2026 / Accepted: 26 October 2026 / Published: November 2026