student persistence

This study explored the academic validation experiences of internal migrant college students and their implications for proposed psychosocial support activities. Specifically, it examined forms of academic validation, their influence on psychosocial well-being and academic persistence, and challenges in obtaining institutional support. Using a qualitative research design and Interpretative Phenomenological Analysis, the study examined interview accounts from eight internal migrant college students at Cavite State University–Main Campus during the academic year 2025–2026. Findings revealed that students experienced academic validation through faculty recognition, constructive feedback, peer encouragement, and academic achievements. Such experiences fostered motivation, confidence, belonging, and continued academic engagement. Conversely, limited recognition contributed to discouragement, self-doubt, and emotional distress. Participants also described homesickness, social isolation, language barriers, unfamiliar cultural practices, communication difficulties, and hesitation in seeking academic or emotional assistance. Despite these challenges, personal resilience, supportive classmates, and determination helped students adjust and persist in their studies. Based on the findings, the study proposed the BRIDGE Program, emphasizing peer mentoring, support circles, cultural integration, wellness activities, academic assistance, counseling, and opportunities for emotional expression. The study concluded that academic validation and accessible psychosocial support are important to the adjustment and educational persistence of internal migrant students. It aligns with Sustainable Development Goal 3, Good Health and Well-Being; Goal 4, Quality Education; and Goal 10, Reduced Inequalities. Its potential sustainability contribution lies in guiding inclusive institutional support practices that strengthen student welfare, social belonging, and equitable participation in higher education. These practices may also encourage more responsive and supportive campus communities.

Scholarship initiatives support students by easing the financial burdens of their academic experiences and facilitating access to higher education. Literature on scholarship programs primarily emphasizes their benefits, including reduced stress and broader opportunities. Yet the results show contrasting findings. Some studies report greater persistence and better examination performance among recipients, while others show no statistically significant difference in overall achievement compared to non-recipients. This inconsistency underscores the need to further examine whether academic results consistently differ by scholarship status. Although scholarships are widely recognized to alleviate financial problems and expand access, evidence remains inconclusive about whether these benefits consistently translate into improved academic performance. Thus, this study examined whether accounting students’ final examination scores and General Weighted Average (GWA) differed by scholarship status. These questions were tested using the Jamovi software to determine whether a statistically significant difference exists between the two groups. Results showed a contrasting pattern: scholarship recipients performed better on the final examination, while non-recipients performed better in the GWA. These outcomes indicate that scholarship status was associated with different patterns across the two academic performance measures. Thus, the results provide empirical evidence to inform scholarship program refinement and support higher education policy decisions.