“Baha-La Na”: A Qualitative Inquiry into Challenges Faced by Computer Engineering Students in Bulacan State University in Complying with Academic and Laboratory Requirements on Post-Calamity Situations

Abstract

The focus of this study is to examine the lived experiences of third- and fourth-year computer engineering students at Bulacan State University-Main Campus with regards to their academic and laboratory needs in the face of the aftermath of calamities. The study examines how students deal with the adverse effects of resource constraints by examining how the "Bahala Na" sociocultural narrative manifests itself as a coping mechanism for stress on students. The qualitative phenomenological method that the researchers employed was based on the Socio-Cultural Resource Conservation Model, which combines Gripaldo's Theory of Bahala Na as Theistic Circumstantialism with Hobfoll's Conservation of Resources (COR) Theory. Researchers utilized purposive sampling, choosing cases with valuable and meaningful data from just third- and fourth-year Computer Engineering students. Using a semi-structured interview approach, which was validated by professionals in the fields of psychology and disaster risk reduction, the researchers gathered data and then utilized Braun and Clarke's six-phase thematic analysis framework to analyze the participant narratives. Due to the lack of access to physical labs, the students experienced "Logistical Paralysis," as evidenced by the "No Power, No Code" situation, as well as a "Simulation vs. Reality Gap." The students' learning experiences also showed "Communal Resourcefulness," while their "Bahala Na" coping strategy ranged from "Passive Bahala Na" (fatalistic resignation) to "Active Bahala Na" (courage in uncertainty). This study shows that "Bahala Na" is a resource-driven reaction brought on by the significant lack of material and environmental resources during post-calamity, rather than an underlying laziness. The research suggests creating institutionalized "Compassionate Flexibility" with deadlines that are specific to the situation, creating disaster-resilient lesson plans using asynchronous learning, and establishing community centers or student-friendly evacuation shelters with dependable power and internet connectivity.