LEARNING IN THE DARK: COPING WITH ACADEMIC CHALLENGES AMID PROLONGED POWER OUTAGES AMONG MARINDUQUE STATE UNIVERSITY LABORATORY SCHOOL STUDENTS

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351LEARNING IN THE DARK: COPING WITH ACADEMIC CHALLENGESAMID PROLONGED POWER OUTAGES AMONG MARINDUQUE STATE UNIVERSITY LABORATORY SCHOOL STUDENTSJaisef Krishia B. LacdaoIya Niña Ysabel M. GregorioVihnce Gaebriell L. LunaA Research Presented to theFaculty of the Laboratory SchoolCollege of EducationMarinduque State UniversityIn Partial Fulfillment of the RequirementsFor the Subject Practical Research 1December 2025

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351ABSTRACTThis qualitative phenomenological study explored the lived experiences of Junior and Senior High School students at Marinduque State University College of Education Laboratory School (MarSU CoEd LabSchool) as they coped with academic challenges caused by prolonged power outages in Marinduque province during the Academic Year 2025–2026. Using purposive sampling, eight students residing in areas experiencing outages of six to twelve hours daily, and in one case up to three weeks, participated through open-ended questionnaires. Data were analyzed thematically, revealing five major themes. First, demographic and geographic profiles confirmed widespread exposure across multiple municipalities and grade levels. Second, lived experiences highlighted academic, technical, emotional, physical, and financial challenges, including disrupted routines, missed submissions, extreme heat and darkness, anxiety, and additional mobile-data expenses. Third, perceived effects on academic performance included frequent missed deadlines, impaired learning, and reduced motivation and engagement. Fourth, coping strategies demonstrated resilience, combining problem-focused approaches—such as proactive charging, offline notes, mobile-data tethering, and environmental adjustments—with emotion-focused strategies, including family support, music, and brief rest periods. Fifth, participants proposed interventions emphasizing school-based study hubs with backup power, printed or offline modules, flexible deadlines, renewable-energy advocacy, and student coping handbooks. The study concluded that while MarSU students exhibited adaptability and determination to continue learning “in the dark,” prolonged power interruptions remain a significant barrier to educational equity, directly affecting

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351academic performance and well-being. Findings underscore the need for institutional and systemic support, with recommendations directed toward the university administration, faculty, students, and parents to implement sustainable academic and infrastructural solutions that ensure learning continuity in electricity-vulnerable communities.Keywords: prolonged power outages, academic challenges, coping strategies, lived experiences, MarSU CoEd Lab School, qualitative phenomenological study, student resilience, learning continuity

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Chapter ITHE PROBLEM AND ITS BACKGROUNDIntroductionThey say, “You can't learn in the dark,” yet for Laboratory School students at Marinduque State University, learning often means adapting to blackouts. At home, students try to finish experiments and assignments while lights and gadgets keep on flickering off. Some work by the glow of their phone's flashlight racing against draining batteries; others wake up early to study before the next outage occurs once again or charge their devices and fans at the neighbor’s house just to endure the heat. In the community, everyone also feels the weight of these frequent power interruptions: some parents struggle to finish their tasks, workers face delays, and in some cases, some businesses lose income. Nonetheless, it is the students who are most affected, those whose education heavily depends on electricity and technology, especially in today's technology-driven education.Power supply is one of the most crucial elements in modern education. Electricity lights up classrooms, powers electronic devices (computers, cellphones, smart TVs, projector, etc.), and gives way for teachers to connect learners to the digital world. In this generation, education heavily relies on modern technology, from online learning, virtual meetings and digital presentations for research and virtual discussions, and all of these depend on a stable power supply. As stated by the United Nations Department of Economic and Social Affairs (2014), bringing electricity to schools extends learners' study hours, provides access to better learning tools and materials,

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351improves teacher employment, and leads to higher enrollment and learners’ completion rates. The Independent Evaluation Group (2008) also revealed that children with access to stable electricity achieve higher educational levels due to better school facilities and prolonged academic engagement. Here in the Philippines, powered schools make use of computers, projectors, and digital learning materials that enhance teachers' quality of teaching and increase student engagement (Alampay, Berse, & Cabotaje, 2016). These findings demonstrate how electricity directly contributes to the quality of education and creates opportunities for growth.Despite that, not all schools and communities experience these benefits. Across many developing nations, millions of learners still attend schools without a reliable source of electricity. In Africa, for instance, roughly four out of five primary and secondary schools are deprived of electricity, significantly limiting their learning capacity. Without lights or computers, learners' classes are shortened, and students’ study hours are minimized. In Kenya and Nepal, studies revealed that scheduled power outages greatly impact students’ academic performance, especially during night hours when they could no longer read or review lessons because of the darkness that prevailed (Ahmed & Javed, 2021). The absence of power supply forces students to find other ways on how to cope, some learners study outside during daylight, while others use small lamps, candles or mobile flashlights. Some students sometimes also experience stress, anxiety, and poor concentration due to their disrupted study schedules caused by the frequent power interruptions (World Health Organization, 2022). These instances show how power outages are not just technical issues but also barriers to learning and personal well-being.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351In the Philippines, the issue of power interruptions remains a national concern. Frequent blackouts, often caused by insufficient power supply, maintenance operations, and severe weather disturbances, continue to disrupt the everyday lives of every Filipino citizen, especially in rural areas. These interruptions mostly affect schools and learners who heavily rely on online platforms and digital tools for their studies. To keep learning ongoing despite such challenges, the Department of Education (DepEd, 2023) introduced the Learning and Service Continuity Plan (LSCP), which promotes modular learning, radio-based instruction, and offline digital materials. While these measures have helped, many students are still having a hard time to adapt, particularly those in remote communities with unstable power supply and weak internet signals.Marinduque is among the provinces that continues to experience prolonged and unpredictable power outages. Since late 2023, residents have experienced power interruptions lasting eight to twelve hours, and in some instances, up to three consecutive days without electricity. The Marinduque Electric Cooperative (MARELCO) and the National Power Corporation (NAPOCOR) have implemented rotational blackouts several times a day to keep balance the limited power generation. This unstable supply affects not only businesses and households but also the school environment. At Marinduque State University Laboratory School, a generator is provided by the school that helps sustain classroom activities, but students of MarSULab School still face challenges at home where outages often occur and mostly at night. For those students living in rural barangays, studying becomes even more difficult due to poor internet connection and the lack of lighting. Since the school sometimes requires

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351digital submissions into some of its classes, these power outages make it hard for students to meet the deadlines their teachers have set and maintain productivity.Despite the widespread experience of blackouts, few studies have focused on how students specifically cope with academic challenges during prolonged power interruptions, especially in Marinduque. Most of the published research addresses economic or community effects but not the students' personal and academic experiences. This gap makes it significant to conduct an in-depth study on how students from MarSU Laboratory School adjust their everyday study habits, manage their time, and sustain their motivation when faced with frequent power interruptions. Understanding the students' coping mechanisms can reveal how resilience, creativity, and persistence help them keep learning in difficult circumstances.In the end, \"learning in the dark\" is more than just a metaphor—it is a real and ongoing experience for many Filipino students, as well as learners across the world from developing nations. This study demonstrates that education is not only dependent on access to modern technology and stable electricity but is also influenced by one's unwavering dedication, adaptability, and the will to learn despite technical odds. By documenting these experiences, this research aims to highlight the persistence of learners who refuse to stop pursuing knowledge, even when faced with significant infrastructural challenges.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Objective of the StudyThe main objective of this study is to explore the lived experiences of Marinduque State University CoEd Laboratory School students who reside in areas frequently affected by long power interruptions, and to understand how they cope with academic challenges that arise during such situations.Specifically, this study aims to:1. Identify students affected by prolonged power outages and describe their demographic and geographic profiles.2. Describe the lived experiences and academic and personal challenges of students affected by prolonged power outages 3. Identify the effects of power interruptions on students’ academic performance as perceived by the students themselves.4. Identify the coping strategies they use to continue their studies and fulfill academic requirements despite limited power access.5. Formulate possible interventions that may help students facing similar conditions.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Conceptual FrameworkThis study follows the Input–Process–Output (IPO) model to illustrate how the research was conducted and how the findings were developed. The framework outlined the inputs, processes, and outputs of the research, providing a clear roadmap for understanding how power interruption affects MarSU CoEd Laboratory School 1) Demographic Profile1.1) Name1.2) Age1.3) Sex1.4) Year Level1.5) Address2) Lived experiences and academic challenges encountered due to prolonged power outages.3) Coping strategiesemployed by students to manage academic tasks during blackouts.INPUTDevelopment of a comprehensive, student-friendly educational brochure (or digital infographic) detailing concrete, effective study habits and preparation strategies designed to help students maximize learning and maintain academic continuity specifically during frequent power outages.OUTPUT1) Collection of data through consented surveys and questionnaires with students from areas experiencing frequent and extended power interruptions.2) Organization, analysis, and interpretation of survey data to identify recurring themes and shared experiences.3) Formulation of conclusions and recommendations based on analyzed data and observed coping patterns.PROCESSFigure 1. Conceptual Framework

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351students academically and how they cope with it. The researchers used interview questionnaires to gather open-ended responses, allowing them to explore the experiences and viewpoints of the respondents and identify recurring patterns in their answers. These patterns led to valuable insights and recommendations that address the specific needs and concerns of the students. Overall, this framework provides a clear guide for understanding how prolonged power interruptions influence students’ learning experiences and how the study’s findings can be transformed into practical, real-world recommendations for affected learners.Significance of the StudyThis study is important because it transforms students' struggles into useful insights by giving voice to their lived experiences navigating academic difficulties during prolonged power outages. By documenting their challenges and coping strategies, this research provides a foundation for developing better learning support, raising awareness, and creating solutions for those affected by frequent outages.Acknowledging these experiences helps students learn effective coping mechanisms from their peers and become more conscious of how blackouts impact their behavior, health, and academic performance. The findings can also inform parents and families about supportive household practices, while enabling educators and administrators to create flexible schedules and backup plans. Furthermore, this study provides researchers, policymakers, and local governments with essential data to develop targeted energy plans, educational programs, and future research that emphasizes educational continuity in the face of frequent power outages.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Marinduque State University College of Education Laboratory School Students.This study will help MarSU CoEd Laboratory School students cope with academic challenges during power interruptions by identifying effective practical coping strategies and sources of support. It aims to guide them in maintaining motivation, improving study habits, and adapting effectively to blackout conditions.Marinduque State University Administration. The administration can use the findings to implement support systems such as flexible class schedules, accessible learning materials, and contingency measures during power outages. These insights may also assist in planning campus-wide responses to ensure learning continuity.Faculty and Staff of Marinduque State University. Faculty members can use the results to adjust lesson delivery, create alternative activities, and design teaching approaches suited to power-limited conditions. This will allow them to support students more effectively when access to electricity and digital tools is restricted.Future Researchers. This research can serve as a foundation for future studies on education, power reliability, and coping strategies. It provides localized evidence that can be compared with findings from other schools or regions and can inspire further research on policies and solutions to lessen the educational impact of power outages.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Scope and DelimitationsThis study focuses on selected Junior High and Senior High students of the Marinduque State University – College of Education Laboratory School during the Academic Year 2025–2026, particularly those residing in areas frequently affected by long power interruptions lasting around 8–12 hours or more. It examines their learning experiences both at home and in school, emphasizing how prolonged blackouts disrupt academic activities, study habits, and access to digital learning resources. Although the school has backups that supports limited operations during outages, students’ learning outside school hours—especially their use of personal devices and completion of tasks—is significantly impacted.The study also explores the coping strategies these students use and the support they receive from peers, teachers, and the institution. Using a qualitative phenomenological approach through a survey and thematic analysis, this research aims to capture their lived experiences amid recurring power interruptions. However, it does not cover the technical causes of blackouts or measure academic performance based on grades. The findings are limited to College of Education Laboratory School students affected by long-duration outages and may not be fully generalizable to other schools, locations, or educational levels.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Definition of TermsAcademic Challenges. Difficulties or obstacles students face in completing learning tasks and meeting academic requirements during prolonged power interruptions.Academic Continuity. The ability to maintain learning activities and academic progress despite long power interruptions or related disruptions.Academic Performance. The measurable results of students' educational efforts, usually shown in grades, task completion, class participation, and meeting learning goals.Coping Strategies. The behaviors, actions, or methods students use to manage stress and adapt to the academic difficulties caused by frequent and prolonged power interruptions.Data Saturation. The point in qualitative research when no new insights or themes emerge from additional interviews or data collection.Ethical Considerations. The principles ensuring voluntary participation, confidentiality, informed consent, and respect for participants throughout the research process.Lived Experiences. The personal recounting and interpretations of students regarding their daily lives and academic struggles during recurring and prolonged power interruptions.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351MarSU. Marinduque State University, located in the province of Marinduque, Philippines, which offers tertiary education and maintains a Laboratory School under the College of Education for Junior High School and Senior High School programs.MarSU Laboratory Students. Students enrolled at Marinduque State University College of Education Laboratory School. For this study, it specifically refers to those from areas affected by long power interruptions during School Year 2025–2026.Prolonged Power Interruptions. The extended loss or disruption of electricity supply that lasts for approximately 8 hours or more, significantly affecting daily routines and academic tasks.Purposive Sampling. A non-probability sampling method where participants are specifically selected based on study-relevant criteria, such as residence in areas affected by long power interruptions.Qualitative Research Design. A research approach that, instead of concentrating on numerical data, aims to gain a thorough understanding of participants' experiences, perceptions, and coping mechanisms through non-numerical data.Support Systems. The networks or resources—such as teachers, family, and peers—that help students cope with academic difficulties during power interruptions.Thematic Analysis. A method of analyzing qualitative data by identifying, organizing, and interpreting recurring patterns or themes across participants’ responses.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Chapter IIREVIEW OF RELATED LITERATUREIntroductionThis chapter presents a review of recent literature published between 2022 and 2025 that relates to the present study, “Learning in the Dark: Coping with Academic Challenges Amid Prolonged Power Outages Among Marinduque State University College of Education Laboratory School Students.” The selected studies provide a clear foundation for understanding how prolonged power interruptions shape students’ educational experiences, particularly those living in rural and energy-insecure communities.The review begins by examining students’ demographic and geographic contexts, emphasizing how location and socioeconomic conditions influence their exposure to frequent blackouts. It then explores the academic and personal challenges students encounter when power outages disrupt their routines, study time, and access to learning resources. Following this, the chapter discusses the documented effects of prolonged outages on students’ academic performance, including reduced engagement, incomplete tasks, and increased stress. Another key focus of the review involves the coping strategies students adopt to continue learning despite unstable electricity. These include behavioral adjustments, resource management, emotional coping, and the use of alternative study methods. Finally, the chapter highlights recommended interventions from recent research—such as institutional support systems, flexible

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351learning approaches, and community-based solutions—that aim to help students navigate recurring power interruptions.Students Affected by Prolonged Power Outages: Demographic and Geographic ContextRecent studies show that students living in remote, rural, or island provinces experience the most frequent and prolonged outages. Researchers confirm that the lack of stable infrastructure in off-grid and last-mile areas significantly hinders access to digital learning and modern education (OpenGov Asia, 2025). Reports confirm that electricity instability remains a persistent challenge in specific Philippine island provinces (Francisco, 2022).Furthermore, studies emphasize that socioeconomic status significantly shapes vulnerability. Students from low-income households face more severe educational impacts because they often lack the necessary financial means to acquire backup power, stable internet, or conducive, quiet spaces for studying (Granado, 2022). The analysis of power interruptions in Masbate, for instance, highlights the strong link between lower household income and the magnified negative impact of service disruptions (Granado, 2022). These findings support Objective 1 by confirming that students’ geographic location and socioeconomic status significantly shape their vulnerability to academic difficulties during outages.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Lived Experiences and Academic Challenges During Power InterruptionsResearchers describe how students endure multiple personal and academic hardships when outages interrupt learning. Power cuts cause severe disruption to academic routines, leading to missed lectures, limited access to resources, and challenges in submitting assignments (Malik et al., 2022).Recent international studies consistently highlight the intense emotional and physical toll of power instability. For example, a significant majority of students reported feeling anxiety, disturbed sleep patterns, and physical, mental, and emotional unwellness due to electricity crises (Tufail et al., 2022). The uncertainty and pressure to meet deadlines cause increased stress and anxiety (Mhlongo & Sefoka, 2024). Furthermore, the need to study under candlelight or wait for intermittent service often leads to lost hours of sleep, which negatively impacts attention and performance during morning classes (Molina & Landeta, 2024). These studies directly support Objective 2 by confirming that students lived experiences include academic, emotional, and physical challenges that influence how they study and perform in school.Effects of Power Interruptions on Academic PerformanceStudies from 2021 onward consistently show that prolonged outages reduce students’ academic performance by disrupting critical learning activities. Frequent power cuts lead to a decline in academic grades and a high number of delayed project completions (Nwokolo et al., 2024). This decline is particularly severe in technology-

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351intensive disciplines where power-dependent equipment and software are essential (Nwokolo et al., 2024).Furthermore, power interruptions significantly hinder practical and technical skill acquisition. Research on vocational and technical education shows that frequent power cuts in workshops prevent students from acquiring essential hands-on skills, leading them to be \"stuffed with abstract theories\" instead of practical competency (Kikula Commune Study, 2025). Unreliable electricity also disrupts online components of learning, affecting network connectivity, live sessions, and the ability to access digital learning resources (Mashau & Makgahlela, 2023). These findings support Objective 3 by emphasizing that prolonged power interruptions hinder both cognitive learning and the acquisition of practical competencies.Coping Strategies Used by Students During Power InterruptionsStudents actively employ a variety of adaptive strategies to mitigate the impact of electrical instability on their studies. These strategies can be categorized into problem-focused and emotion-focused coping.Problem-Focused Strategies involve active adjustments to the learning environment and routine. Students engage in practices like time management and planning, utilizing alternative power sources (if available), relying on offline study materials, and engaging in group study sessions (Mhlongo & Sefoka, 2024). They also adapt by prioritizing essential tasks and utilizing public spaces with stable electricity, such as libraries or cafes (Mhlongo & Sefoka, 2024).

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Emotion-Focused Strategies are used to manage the associated psychological stress. Students resort to self-care practices, including listening to music, walking, and physical exercise (Tufail et al., 2022). For Filipino students, prayer, self-motivation, and perseverance are noted as crucial psychological resources to maintain their academic commitment despite continuous disruptions (Rotas & Cahapay, 2020). Institutionally, the Department of Education (DepEd) in the Philippines also facilitates flexibility, recommending that schools shift to distance learning delivery modalities (online, modular, or blended learning) during class suspensions due to emergencies, which covers frequent power disruptions (DepEd Order No. 022, s. 2024). These studies support Objective 4 by identifying the problem-focused and emotion-focused strategies students use to keep up with their academic responsibilities.SynthesisRecent literature demonstrates that prolonged power interruptions create significant and recurring academic, physical, and emotional challenges for students, particularly those in rural, low-resource settings. Outages interrupt both face-to-face and online classes, severely disrupt laboratory and practical learning, and lead to mental health concerns such as anxiety and stress. Students respond with adaptive coping strategies—such as adjusting schedules, utilizing offline materials, and employing stress-management techniques—but these methods often cannot fully compensate for lost instructional time and resource constraints.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351While extensive research exists on the impact of load shedding globally, and on general challenges faced by Filipino students, the literature lacks localized qualitative studies focusing specifically on the nuanced, firsthand experiences of students in island provinces like Marinduque. The present study addresses this critical gap by investigating how MarSU College of Education Laboratory School students live through and cope with these academic challenges, providing a localized context to the broader global problem.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Chapter IIIRESEARCH METHODOLOGYResearch DesignThis study employed a qualitative research design to explore the coping mechanisms of students who experienced prolonged power interruptions at Marinduque State University College of Education Laboratory School (MarSU CoEd LabSchool). A qualitative approach was considered appropriate because it allowed for an in-depth understanding of the lived experiences of students who resided in areas frequently affected by long power outages, typically lasting ten hours or more.To achieve this, the researchers aimed to capture the students’ personal insights, emotional responses, and adaptive strategies in dealing with academic challenges caused by extended electricity interruptions. Data were collected through surveys and questionnaires, which contained open-ended questions designed to elicit rich, descriptive responses. These instruments gathered comprehensive information about the students’ experiences, challenges, and coping practices.The use of open-ended survey questions allowed participants to freely express their thoughts, feelings, and personal reflections without being limited by predetermined answer choices. This approach provided flexibility, encouraged honest and detailed responses, and enabled the researchers to identify recurring patterns and themes. Through thematic analysis, the researchers examined how prolonged power outages influenced students’ learning, motivation, daily routines, and coping behaviors.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Figure 2. Map of MarinduqueResearch LocaleThe study wqas conducted at Marinduque State University College of EducationLaboratory School, located in Barangay Tanza, Boac, Marinduque. The focus was on Junior High School (JHS) and Science, Technology, Engineering, and Mathematics (STEM) students enrolled in the academic year 2025–2026.Research Population and SampleThe study population consisted of Junior High School and Senior High School students enrolled at Marinduque State University College of Education Laboratory School (MarSU CoEd LabSchool) for the Academic Year 2025–2026. Using purposive sampling, the researchers selected 8 participants who had personally experienced

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351prolonged power interruptions—lasting around 8 hours or more—in their residential areas.The selection ensured representation across different grade levels and both sexes to capture a variety of experiences and coping strategies. Participants were required to be currently enrolled MarSU CoEd LabSchool students who had experienced difficulties in studying or attending classes due to frequent power outages. Students who had not encountered such interruptions or who declined to provide consent were excluded from the study.Data Gathering ToolThis study utilized open-ended surveys and questionnaires as the primary datagathering tools. The questionnaires were designed to collect essential information about the participants’ demographic profiles, experiences, and coping practices related to prolonged power interruptions. The open-ended format of the questions allowed students to freely express their thoughts, emotions, and personal experiences without being restricted by predetermined choices.Using questionnaires as the sole data-gathering tool enabled the researchers to obtain both broad and detailed insights into how prolonged power outages affected students’ academic routines, motivation, and coping strategies. The written responses provided rich, descriptive data that could be analyzed for recurring patterns and themes.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351All responses were compiled, organized, and prepared for thematic analysis. This process ensured that the researchers could interpret the students’ lived experiences accurately and meaningfully, based on the depth and authenticity of their written narratives.Data Gathering ProcedureThe researchers first sought approval from their research adviser, the Marinduque State University College of Education administration, and other relevant authorities before conducting the study. Once approval was granted, the researchers finalized the open-ended questionnaire to ensure that all items aligned with the study’s objectives.Participants were selected through purposive sampling, focusing on students who had personally experienced prolonged power interruptions in their homes or communities. The researchers invited eligible students to participate voluntarily and explained the purpose of the study, the procedures involved, and the ethical considerations, including confidentiality, anonymity, and the right to withdraw at any time without consequences.Before data collection began, informed consent was obtained from each participant. The open-ended questionnaires were distributed either in printed form or through email and were designed to gather demographic information as well as detailed descriptions of students’ experiences, challenges, and coping strategies related to prolonged power outages.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Once the participants completed the questionnaires, the researchers compiled, organized, and reviewed all collected data. The responses were then coded and categorized into emerging themes based on recurring ideas, patterns, and shared experiences. This thematic organization allowed the researchers to analyze the data meaningfully in addressing the research questions. To ensure privacy and confidentiality, all identifying information was removed, and the data were stored securely in password-protected files accessible only to the researchers.Data Analysis ProcedureThe study employed a qualitative research design focusing on Junior High School and Senior High School students at Marinduque State University College of Education Laboratory School (MarSU CoEd LabSchool) during the Academic Year 2025–2026. The researchers used purposive sampling to select eight participants who had personally experienced prolonged power interruptions, lasting eight hours or more, in their residential areas. The objective was to explore and capture the essence of the students' lived experiences, personal insights, and adaptive strategies in coping with the academic challenges caused by these extended electricity outages.Data were primarily collected through an open-ended questionnaire, which were designed to gather rich, descriptive responses regarding the participants' experiences, challenges, and coping practices. The researchers first sought ethical approvals and informed consent from all participants before the questionnaires were distributed. The

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351gathered data were then analyzed using a phenomenological thematic analysis. This process involved multiple readings of the responses, coding, and categorizing recurring patterns and themes to accurately interpret how prolonged power outages influenced the students’ learning, motivation, and daily routines, ultimately ensuring the findings were clear, credible, and aligned with the study's purpose.Ethical ConsiderationsTo ensure the ethical treatment and dignity of all respondents, this study heavily emphasized voluntary participation. Prior to taking part, each participant was fully informed about the study’s purpose, procedures, potential risks, and their absolute right to refuse or withdraw at any time without penalty. Informed consent was obtained before data collection began, and participants’ privacy was protected through strict anonymity—ensuring no identifying details appeared in the final report. Furthermore, all collected responses and materials were kept confidential and securely stored, with access limited solely to the researchers involved, thereby upholding the trustworthiness and credibility of the study's findings.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351CHAPTER IVPRESENTATION, ANALYSIS, AND INTERPRETATION OF DATATheme 1. Profile of the Students Affected by Prolonged Power OutagesTable 1. Demographic and Geographic Profile of the ParticipantsID Age Grade / Section Address Average duration of Power OutagesP1 13 Gr 8 - Phoenix Tanza, Boac, Marinduque 4 hoursP2 16 Gr 11 - STEM Mendez, Mogpog, Marinduque 3 weeksP3 14 Gr 9 - Sapience Balanacan, Mogpog, Marinduque 8 hoursP4 15 Gr 10 - Sophia Buliasnin, Boac, Marinduque 9 - 12 hours P5 15 Gr 10 - Sophia Poras, Boac, Marinduque 6 hoursP6 16 Gr 11 - STEM Brgy. Tres, Gasan, Marinduque 8 - 10 hoursP7 16 Gr 11 - STEM Bagacay Buenavista Marinduque 8 hours P8 16 Gr 11 - STEM Ino, Mogpog, Marinduque 12 hoursNote: Outage duration reflects participants’ reported average power interruption length.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Table 1 presents the demographic and geographic characteristics of the eight purposively selected participants from the MarSU CoEd LabSchool. The sample demonstrated relevant diversity, with respondents ranging in age from 13 to 16 years and covering both Junior High School and Senior High School grade levels (Grades 8–11). This variation ensured that the identified coping mechanisms and challenges were representative of students across different academic stages. Significantly, half of the sample were 16-year-old students enrolled in the academically demanding STEM track, suggesting that the research findings are particularly relevant to students facing rigorous, technology-dependent curricula.Crucially, the respondent profile validated the pervasive nature and severity of the power interruption issue. Participants resided across four distinct municipalities—Boac, Mogpog, Gasan, and Buenavista—confirming that the problem is systemic and widespread across the province. The recorded average duration of power outages further confirmed the extreme challenge faced by students. While minor outages were reported, the majority of participants consistently endured prolonged interruptions ranging from 8 to 12 hours, with one participant reporting outages lasting as long as three weeks (P2). This level of exposure to chronic and extended power loss ensures that the collected data reflects genuine, profound adaptive strategies, thereby strengthening the credibility and applicability of the study's conclusions.‘

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Theme 2. Understand and Describe the Lived Experiences and Academic Challenges of Students Affected by Prolonged Power OutagesProlonged power outages profoundly shape the academic and personal lives ofstudents at Marinduque State University Laboratory School, creating barriers that disrupt their ability to study and maintain well-being. Participants described outages lasting from hours to a month, which transform their home environments into spaces marked by darkness, heat, and limited access to digital resources. These conditions hinder concentration, task completion, and emotional stability, as students navigate both academic demands and personal frustrations. For instance, one student shared, “I find it difficult, especially that many of my activities are passed via online” (P1), underscoring the reliance on electricity for academic engagement. Another expressed, “Nahihirapan po ako mag-aral kasi madilim po tas wala din po akong maintindihan sa inaaral ko dahil sa sobrang init at sobrang dilim ng paligid” [I struggle to study because it’s dark, and I can’t understand my lessons due to the extreme heat and darkness] (P3). The unpredictability of outages further compounds these challenges,forcing students to adapt constantly. Through thematic analysis, three sub-themes emerged: academic and technical barriers, emotional and financial strain, and reduced academic performance, each capturing the intertwined lived experiences and challenges faced by students.2.1 Academic and Technical BarriersPower outages created significant technical and academic barriers, instantlydisrupting students' access to digital platforms, devices, and structured study routines.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351The loss of electricity prevented essential activities like powering laptops, charging phones, and accessing the internet for submissions and online classes, effectively halting academic progress. Participants reported that technical issues were often compounded, such as weakened mobile data signals during outages, as noted by P7: “Kapag nagbabrownout… naapektohan din yung bilis ng internet.” [When there’s a brownout… the internet speed is also affected.] The disruption also ruined planned study time, with P8 stating: “Kapag nawalan ng kuryente, lahat ng plano ko kong gawin sa araw na yun, nasisira.” [“When there’s no power, all my plans for the day are ruined.”] Furthermore, students were forced to make difficult trade-offs by conserving device batteries, which limited productivity instead of enabling them to work on activities (P2), fostering a persistent sense of academic disconnection.These technical failures translated directly into severe reduced academic performance due to missed submission deadlines and inadequate preparation. The cumulative effect of the power interruptions often resulted in grades being directly impacted, as one student lamented: “I didn’t manage to pass an activity worth 60% of my grade because of power outages, and because of it I was deducted a portion of my grade” (P1). Another participant described the frustration of missing a deadline completely: “Edi ayun gumagawa ako activities tapos… biglang nawalan ng kuryente… lipas na lipas na nga ako sa due” [So there I was, working on activities, and then... suddenly the power went out... I completely missed the deadline.] (P2). The disruption also affected exam readiness, with P6 sharing: “Nag brown out tapos may exam kami, hindi ako nakapag-review. Nag cram ako mag review sa school tapos I am not satisfied with my exam result.” [There was a brownout, and we had an exam; I

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351couldn't review. I crammed to review at school, and I am not satisfied with my examresult.] These disruptions—missed assignments, absences, and inadequate preparation—significantly eroded students’ academic outcomes and confidence.2.2 Emotional and Financial StrainPower outages impose significant emotional and financial burdens, eroding students’ motivation and exacerbating stress in already challenging study environments. The physical discomfort of studying in dark, hot conditions fosters frustration, anxiety, and a sense of helplessness, as participants described losing their drive to learn. One student articulated, “Naiinis ako, nawawala ako sa momentum, nawawala yung drive ko sa pag-aaral, nawawalan ako ng gana at focus” [I get annoyed, I lose momentum, my drive to study disappears, and I lose interest and focus] (P6). Another shared, “It’s hard to focus knowing I have activities to finish but can’t even use my laptop or charge my phone” (P4), emphasizing the emotional toll of unmetacademic obligations. The oppressive heat and darkness intensify these feelings:“Sobrang init at sobrang dilim ng paligid” [It’s extremely hot and dark around] (P3), a participant noted, describing an environment that stifles concentration.Financially, students face added costs to maintain connectivity, such as purchasing mobile data, which strains limited household budgets. “Need mo pa magpaload if ever need na need na magpasa or maka-attend ng online class, dagdag pa sa gastusin yun” [You need to buy load if you urgently need to submit or attend a class, adding to expenses] (P2), one student explained. This financial pressure compounds

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351emotional distress, as students worry about both academic setbacks and economic burdens. “Experiencing long power interruptions makes me frustrated especially while studying at home” (P5), another participant admitted, capturing the intertwined emotional and financial challenges that diminish students’ resilience and academic engagement during outages.Theme 3. Determine the Effects of Power Interruptions on the Academic Performance of Students as PerceivedPower interruptions significantly impair the academic performance of students at Marinduque State University Laboratory School, as evidenced by their perceptions of missed deadlines, disrupted learning, and diminished engagement. Participants reported that outages, ranging from hours to weeks, prevent timely submission of assignments, hinder effective study, and reduce motivation, leading to lower grades and decreased academic confidence. These disruptions are particularly pronounced during critical academic tasks or occasional online classes held for events or programs, where power loss creates immediate barriers to participation and preparation. One studentshared, “My experience was when I didn’t manage to pass an activity worth 60% of my grade because of power outages, and because of it I was deducted a portion of my grade” (P1), illustrating the direct impact on academic standing. Another noted, “Kapag nawawalan ng kuryente, parang bumababa agad ang motivation ko” [When there’s no power, my motivation drops immediately] (P6), highlighting the emotional toll on performance. Through thematic analysis, three sub-themes emerged: missed deadlines and occasional missed classes, impaired learning and resource access, and

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351reduced motivation and engagement, each capturing distinct effects on academic performance as perceived by students.3.1 Missed Deadlines and Missed ClassesPower outages frequently result in missed deadlines and, less commonly, missed online classes, both contributing to lower academic performance. Participants described how sudden power loss prevents them from submitting assignments on time, often leading to significant grade deductions. One student recounted, “Edi ayun, gumagawa ako ng activities tapos ang due ngayon na rin… biglang nawalan ng kuryente… lipas na lipas na nga ako sa due” [I was working on activities due today, then the power went out… I completely missed the deadline] (P2). Another shared, “I once failed to submit an online project because the power went out before I could send it. I felt disappointed because I worked hard on it but couldn’t meet the deadline” (P4), underscoring the emotional and academic impact of these disruptions. These missed deadlines accumulate, creating a cycle of academic setbacks that erode students’ grades and confidence.Missed lessons and online discussions are also affected, though less frequentlysince power outages disrupt internet access needed for participation. “Yes, I have. There was a day when we had a power interruption on the same day we had online classes. I missed all of my classes and even submitted my activities late because the electricity only came back at 2 a.m.” (P5), one participant explained. Another noted, “Kapag nawalan ng kuryente, hindi ako nakaka-attend ng klase kasi wala kaming internet.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351Minsan napuputol din sa gitna ng discussion kaya hindi ko nasusundan ang lesson” [When there’s no power, I can’t attend classes because we have no internet. Sometimes it cuts off mid-discussion, so I can’t follow the lesson] (P4). These rare missed classes result in uncompleted lessons and reduced understanding, further impacting students’ academic performance and engagement during critical academic moments.3.2 Impaired Learning and Resource AccessPower outages significantly hinder students’ ability to learn effectively and access essential academic resources, leading to gaps in comprehension and preparation. Without electricity, participants cannot use laptops, charge phones, or connect to the internet, limiting their ability to study, research, or complete assignments. One student described, “Nag brown out tapos may exam kami, hindi ako nakapag-review. Nag-cram ako mag-review sa school tapos hindi ako satisfied sa exam result ko” [There was a brownout, and we had an exam; I couldn’t review. I crammed at school and wasn’tsatisfied with my results] (P6). Another shared, “Kapag nawalan ng kuryente, hindi ako makagamit ng laptop o phone para mag-research o gumawa ng assignments” [When there’s no power, I can’t use my laptop or phone for research or assignments] (P8), emphasizing the loss of critical tools.The dependence on online resources, such as Google Classroom or study materials, exacerbates these challenges, as outages sever access to these platforms. “I am unable to pass some activities online or it will be marked as late due to these power outages. This also disrupts my daily study routine since I advance study our lessons

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351and I can’t search the topics online” (P1), a participant noted. Weak or absent data signals during outages further complicate connectivity: “Kapag nawawalan ng kuryente, nawawala din ang signal ng data” [When there’s no power, the data signal also disappears] (P7). These barriers prevent students from preparing adequately for exams, engaging with course content, or maintaining consistent study habits, resulting in reduced academic understanding and performance over time.3.3 Reduced Motivation and EngagementFrequent power outages erode students’ motivation and engagement, as environmental discomfort and academic disruptions foster frustration and disinterest. Participants reported that studying in dark, hot conditions diminishes their enthusiasm for learning, making it difficult to sustain focus. One student explained, “These outages really affect my motivation because I feel unproductive when I can’t study properly” (P5). Another shared, “Kapag nawawalan ng kuryente, parang bumababa agad angmotivation ko. Naiinis ako kasi nasisira ang momentum ko sa pag-aaral” [When there’s no power, my motivation drops immediately. I get annoyed because my study momentum is ruined] (P6), capturing the emotional impact on academic drive.The physical and emotional toll of outages, combined with repeated academic setbacks, further reduces engagement. “Hindi po ako nakakapag-aral ng maayos lalo na po kapag may upcoming exams kasi sobrang dilim at init” [I can’t study properly, especially for upcoming exams, because it’s too dark and hot] (P3), a participant noted. The cumulative effect of missed deadlines and limited resources compounds this

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351disengagement, as one student described, “Nawawala rin ang focus kasi mainit, tahimik, at minsan nakakabagot” [My focus disappears because it’s hot, quiet, and sometimes boring] (P8). This reduced motivation and engagement lead to decreased effort, lower participation, and a sense of academic disconnection, ultimately contributing to poorer performance and diminished confidence in academic abilities.Theme 4. Identify the Coping Strategies Used by Students to Continue Their Studies and Fulfill Academic Requirements Despite Limited Power AccessStudents at Marinduque State University Laboratory School employ a range of coping strategies to navigate the academic disruptions caused by prolonged power outages, demonstrating resilience in the face of limited resources and uncomfortable study conditions. Participants described practical, social, and anticipatory approaches to maintain productivity, including leveraging digital and offline resources, adjusting their environments, seeking support from family, and preparing proactively for outages.These strategies mitigate challenges such as missed deadlines and lack of internet access, though their effectiveness is often constrained by financial costs, battery life, and environmental factors. One student shared, “Nag l-load ako para matapos ko na yung mga gawain” [I buy load to finish my tasks] (P2), highlighting the reliance on mobile data to stay connected. Another noted, “Kapag sobrang dilim o mainit, nagpapahinga muna ako sandali, tapos binabalikan ko na lang ulit ang mga gawain” [When it’s too dark or hot, I rest for a while, then return to my tasks] (P8), reflecting adaptive environmental adjustments. Through thematic analysis, four sub-themes emerged: digital and offline resource use, environmental adjustments, family and

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351emotional support, and proactive preparation, each illustrating distinct strategies to sustain academic progress.4.1 Reliance to Digital and Offline ResourceStudents rely on both digital and offline resources to continue studying during power outages, adapting to the unavailability of electricity and internet access. When power is lost, participants use mobile data to access online platforms or complete tasks,often tethering phones to laptops to maintain connectivity. One student explained, “I normally use my cellular data and connect it to my laptop to continue my work online” (P1). Another shared, “Nag l-load ako para matapos ko na yung mga gawain o para mapagpatuloy ko yung activity” [I buy load to finish my tasks or continue the activity] (P2). However, the high cost of data and weak signals limit this strategy’s effectiveness, forcing students to prioritize critical tasks.When digital resources are inaccessible, students turn to handwritten notes or offline materials to maintain progress. “I try to study using the notes I wrote during our face-to-face classes, and if my phone still has battery, I use it to review my offline saved lessons in Google Classroom” (P4), one participant noted. Another described, “Binabasa ko na lang yung notes ko sa notebook o mag-write ng notes” [I just read my notebook notes or write new ones] (P8). These offline strategies allow students to review lessons and prepare for assessments without relying on electricity, though they are constrained by the lack of access to updated or comprehensive materials, highlighting the adaptive yet limited nature of their resource use.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 03514.2 Adjusting the Study EnvironmentTo cope with the physical discomfort of dark and hot study environments, students adjust their surroundings to create more conducive conditions for learning. Participants often relocate to brighter or cooler areas, such as balconies or open spaces, to maximize natural light and ventilation. One student shared, “Ang ginagawa ko po ay pumupunta po ako sa may balcony ng bahay namin… para less dilim, at less init” [I go to our balcony… so it’s less dark and less hot] (P3). Another noted, “Kapag sobrang dilim o mainit, nagpapahinga muna ako sandali, tapos binabalikan ko na lang ulit ang mga gawain kapag may ilaw na” [When it’s too dark or hot, I rest for a while, then return to my tasks when the light comes back] (P8). These adjustments help students maintain focus despite challenging conditions, but their effectiveness varies with external factors like weather or time of day. For instance, studying outdoors during evening outages is often impractical due to insufficient light or safety concerns. “Minsan po, kahit pumunta ako sa labas, mahirap pa rin mag-focus kasi gabi na at wala namang ilaw” [Sometimes, even if I go outside, it’s hard to focus because it’s night and there’s no light] (P7), a participant explained. These environmental adaptations reflect students’ resourcefulness in managing immediate physical barriers, though they cannot fully compensate for the lack of electricity.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 03514.3 Family and Emotional SupportStudents draw on family members and emotional outlets to cope with both academic and emotional challenges during power outages. Family often provides practical assistance, such as sharing devices or explaining lessons, as well as emotional encouragement to alleviate frustration. One participant shared, “Ang tumutulong po sa akin ay mga ate ko… tinutulungan po nila ako sa pag-intindi ng mga inaaral ko… at pagpapa-connect sa phone nila” [My older sisters help me… they assist with understanding my lessons and let me connect to their phone] (P3). Another simply noted, “Si mama po” [My mom] (P4), indicating reliance on parental support.Emotional coping also involves distractions like music, pets, or family interactions to maintain morale. “Music helps me cope… I also talk to my siblings and play with my dogs as I wait for the electricity to come back” (P5), one student described. Another shared, “I usually just play around with my cousin” (P6), highlighting how social interactions reduce stress. These support systems help students stay motivated and manage the emotional toll of outages, though they do not directly address academictasks, underscoring the complementary role of emotional resilience in their coping strategies.4.4 Proactive PreparationStudents develop proactive habits to anticipate and mitigate the impact of power outages, focusing on resource management and task prioritization. Charging devices and saving materials offline in advance are common strategies to ensure access during

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351outages. One participant explained, “Oo, kadalasan nagcha-charge ako ng mga gadgets at power bank bago pa man dumating ang scheduled brownout” [Yes, I usually charge my gadgets and power bank before a scheduled brownout] (P8). Another noted, “Sinesave ko na agad yung mga lessons sa cp ko so I can access it with and without internet” [I save lessons on my phone right away so I can access them with or without internet] (P6).These routines also include completing tasks early or preparing offline alternatives to avoid disruptions. “I’ve learned to charge my devices and finish my tasks early in case of a power outage” (P1), one student shared. However, unpredictable outages and limited resources can undermine these efforts, as one participant noted, “Minsan po, kahit naghanda ako, biglang nawawala pa rin ang kuryente nang hindi inaasahan” [Sometimes, even if I prepare, the power goes out unexpectedly] (P7). These proactive strategies demonstrate students’ foresight and adaptability, though their success depends on the frequency and duration of outages, highlighting the need for more systemic solutions.Theme 5. Ideas and Potential Interventions Derived from the StudyMarinduque State University Laboratory School students face significant academic and personal challenges due to prolonged power outages, necessitating targeted interventions to support their learning continuity and well-being. Participants proposed practical solutions to mitigate the impact of outages, emphasizing infrastructure improvements, accessible resources, and community support, which

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351align with their coping strategies and address performance declines identified in earlier themes. These recommendations, combined with researcher-derived interventions, aim to empower students, enhance school support systems, and advocate for systemic change in outage-prone areas. One student suggested, “Mag invest sila sa mga renewable energy” [They should invest in renewable energy] (P2), highlighting the need for reliable power infrastructure. Another proposed, “Maglaan ng mga ‘study hubs’” [Provide study hubs] (P8), envisioning dedicated spaces for learning during outages. Through thematic analysis, three sub-themes emerged: school-based support and resources, community and infrastructure solutions, and student empowerment and awareness, each offering actionable interventions to help students facing similar conditions.The study generated three main sets of recommendations aimed at mitigating the impact of prolonged power outages on students. Firstly, School-Based Support emphasized the need for academic flexibility and resource provision, including the development and distribution of offline materials like printed modules—as noted by P2, “Makakatulong ang printed modules”—and the establishment of dedicated study hubs equipped with backup power, a necessity highlighted by P8: “Maglaan ng mga ‘study hubs’ na may kuryente at internet.” Secondly, Community and Infrastructure Solutions focused on addressing the root cause by advocating for reliable electricity through long-term investments in renewable energy, a change urged by P2, “Mag invest sila sa mga renewable energy para hindi na kami mag-brownout palagi.” This also included utilizing community facilities like libraries with generators, which P6 noted would make studying easier. Finally, Student Empowerment and Awareness aimed to

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351build resilience by compiling and sharing effective coping strategies—such as reviewing offline notes (P8) or using music (P5)—through school publications and integrating preparedness into the curriculum to ensure students can proactively manage academic life during interruptions.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351CHAPTER VSUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONSummary of the FindingsThis chapter presents the summary of findings and the conclusions derived from the study, which explored the lived experiences and coping mechanisms of Marinduque State University College of Education – Laboratory School students during prolonged power interruptions. It also outlines recommendations for possible interventions that may be implemented by the school, its personnel, and the students themselves.The study successfully achieved its objectives by identifying the students’ experiences, the challenges they encountered, and the coping strategies they employed during extended power outages. The key findings are summarized and categorized as follows:1. Profile of Students AffectedThe participants were composed of Junior High and Senior High School students residing in various municipalities of Marinduque (including Boac, Mogpog, Gasan, and Buenavista). These locations experienced varying, but consistently prolonged, power outages, with reported durations ranging from a few hours up to three consecutive weeks.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 03512. Lived Experiences and Academic ChallengesThe prolonged power outages create intertwined academic, emotional, and financial challenges for the students.• Academic and Technical Barriers: Students experience severe disruption to their study routines, loss of access to essential digital learning tools (laptops, phones), and inability to access online platforms (Google Classroom) due to poor internet connectivity exacerbated by blackouts.• Emotional and Physical Strain: The necessity of studying in dark, hot, and unproductive environments leads to stress, anxiety, loss of academic momentum, and disturbed sleep patterns. Students reported feeling frustrated and annoyed, which diminished their focus and drive to study.• Financial Strain: Students incur added costs for mobile data to maintain essential connectivity, placing an extra burden on limited household budgets.3. Effects on Academic PerformancePower interruptions significantly undermine students' academic performance, primarily through disruption of critical learning activities.• Missed Deadlines and Submissions: The inability to charge devices or access the internet frequently leads to late or missed submissions, resulting in grade deductions.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351• Impaired Learning: Students are unable to conduct necessary research, join occasional online classes, or adequately prepare for quizzes and exams, leading to dissatisfaction with their academic results.• Reduced Motivation: The cumulative stress, discomfort, and repeated academic setbacks contribute to a significant drop in students' motivation and engagement in their studies.4. Coping Strategies Used by StudentsStudents demonstrate resilience by utilizing both problem-focused and emotionfocused coping strategies:• Problem-Focused Strategies: These include proactive measures like charging devices and power banks in advance, utilizing offline resources (handwritten notes, saved lessons), and adapting their study environment by relocating to well-lit areas (e.g., balconies) during daylight. They also purchase mobile data as a temporary digital backup.• Emotion-Focused Strategies: Students rely on family and peer support for help with lessons and emotional encouragement. They also engage in self-care activities such as listening to music, talking to siblings, or playing with pets to manage stress and frustration.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351• Alternative Learning Environments: Students utilize alternative learning environments by seeking out places where the power connection is stable, such as neighbors’ houses or public spaces, to maintain critical online engagement.ConclusionsBased on the findings, the following conclusions are drawn:1. Prolonged power interruptions have a significant, detrimental impact on students’ academic performance and overall well-being by creating academic, technical, emotional, and financial challenges.2. The primary mechanism of academic disruption is the sudden and prolonged loss of power-dependent resources (digital devices, internet access, and adequate lighting), leading directly to missed deadlines, incomplete tasks, and reduced study time.3. Despite these challenges, MarSU CoEd Laboratory School students are highly adaptable and resilient, employing a variety of self-regulated learning strategies, peer support, and resource management tactics to maintain learning continuity.4. The study confirms that while students show great initiative in coping, the severity of the power crisis necessitates systemic and institutional interventions to ensure equitable and uninterrupted access to education.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351RecommendationsThe following recommendations are suggested to concerned parties to mitigate the negative educational impacts of prolonged power interruptions on MarSU CoEd Laboratory School students:For the Marinduque State University (MarSU) Administration1. Invest in Secondary Power Sources: The researchers strongly recommend that the school administration invest in secondary sources of electricity (e.g., solar panels, heavy-duty generators) for essential areas beyond the classrooms, such as a designated, centralized \"Study Hub\" on campus. This hub should be accessible to students for charging devices, accessing stable internet, and studying during prolonged outages.2. Facilitate Flexible Academic Policies: The administration should encourage faculty to create and implement flexible deadline policies and alternative submission methods (e.g., printed assignments, email submission when power returns) to account for verified outage periods, minimizing the negative impact on student grades.3. Create and Disseminate Coping Handbooks: The school administration should support the creation of publication materials or handbooks related to effective coping strategies, time management, and resource conservation for students, utilizing the findings of this research.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351For the Faculty and Staff of MarSU1. Develop Offline Learning Resources: Faculty should prepare and utilize printed modules or offline-compatible digital materials (PDFs, pre-downloaded videos) that students can access and use without an active internet or power connection, reducing reliance on online platforms.2. Adapt Lesson Delivery: Educators should remain attentive to the struggles faced by students in outage-prone areas and allow students to keep their educators informed about academic difficulties due to power interruptions so appropriate adjustments can be made.For the Students1. Proactive Preparation: Students must prepare for power interruption by having a backup plan for studying or completing school work, including charging all essential gadgets (phones, power banks) and saving necessary academic files offline before scheduled or anticipated outages.2. Utilize Support Systems: Students should actively seek and utilize their peer and family support systems, communicating openly about their challenges and collaborating on assignments or study sessions when feasible.

MARINDUQUE STATE UNIVERSITYCOLLEGE OF EDUCATION – LABORATORY SCHOOLEmail Address: [email protected] No.: 332 0351For Parents and Guardians1. Provide Supportive Assistance: Parents and guardians should remain attentive and provide assistance when necessary, particularly regarding their children's academic performance. This includes helping them find alternative study spaces or providing emotional support during periods of stress and frustration caused by the blackouts.