EXPLORING THE EXPERIENCES OF VAPE USERS IN SENIOR HIGH

SCHOOL

A Research Presented to
the faculty of Hagonoy High School.
Senior High School.

In partial fulfillment of the Requirements in Practical Research I

DANIEL JESUS I. BOREMBAO

AVRIELLE JAMES B. RAUT

DANICA AMBATA MANALOP

JERLYN JOY V. DELACALZADA

SHEAN LEE BRIGOLE

MARTIN ANGELO G. BAG-O

AIRAH KYTE P. CAVAN

February 2024
 ii

Republic of the Philippines

Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL
(Formerly: Doña Grabiela Walstrom Memorial High School)
GUIHING, HAGONOY, DAVAO DEL SUR
SENIOR HIGH SCHOOL PROGRAM
Email Address: [Link].@[Link]@[Link]

APPROVAL SHEET

This research entitled “Exploring the Experiences of Vape Users in Senior High”
prepared by Borembao, Daniel Jesus I., Raut, Avrielle James B., Bag-o, Martin Angelo
G., Cavan, Airah Kyte, Dela Calzada, Jerlyn Joy V., Manalop, Danica A., Brigole,
Sheanlee, in partial fulfillment of the requirements in Practical Research I, has been
examined and is hereby recommended for approval and acceptance.

THERESA T. PLAZA, MA-ELT

PR I Adviser …………

PANEL OF EXAMINERS

APPROVED by the panel of examiners on oral examination with a grade of_____.

ALFIE V. ANDO, MASE THERESA T. PLAZA, MA-ELT

Chairperson Grammarian

POLICARPIO L. TIDOR JR., MA-ELT SHERYL S. TANGUANCO, MSERM

Panelist Panelist

MARIA FE AIMEE W. NIONES T-II

Secretary

ACCEPTED in partial fulfillment of the requirements in Practical Research I

ALFIE V. ANDO, MASE

MT II/Research Coordinator

Acknowledgement
 iii

The researchers would like to express their heartfelt gratitude to Mr. Jeuffrey
R. Paler, the highly respected School Principal of Hagonoy National High School. His
unwavering support have been instrumental in guiding and empowering the student
researchers throughout the conduct of this research.

The researchers would like to express their heartfelt gratitude to Ma'am

Theresa T. Plaza, the advisor and teacher of the researchers, for her careful
supervision, unwavering support, and guidance. Without the assistance of this
teacher, this research would not be complete.

The research panel, comprising Sir Policarpio L. Tidor Jr., Sir Florante Flora,
Sir Alfie V. Ando, and Ma'am Sheryl S. Tanguanco, offered helpful discussions and a
range of perspectives that significantly helped the study. Their insightful feedback
and suggestions were crucial in raising the quality of the study.

The participants of the study made a significant contribution by sharing their

experiences, which were crucial for the success of the project.

To the supportive parents, the researchers would like to express their sincere
appreciation for all the support provided during their research journey. The
consistent encouragement, support, and patience from the parents have been crucial
to their accomplishments. from offering emotional support, the contributions from the
parents have been invaluable.

Above all, the researchers wish to express their deep gratitude to the divine
God for the wisdom and knowledge imparted to them, which has profoundly inspired
their minds and hearts with hope, and granted them great patience to complete their
research.

The Researchers
 iv

DEDICATION

I humbly and whole heartedly dedicate this work with great affection
Almighty God the savoir for guiding and being with me throughout this journey, to our
ever loving, supporting and generous adviser Ma’am Plaza for the guidance and
knowledge, you have bestowed upon us
To my parents, Marites Bag-o for the financial and helping hand and;
To my friends, Francis, Micheal, Jhon Paul, Ivan and James
To my co-researcher who are very much cooperative.
I humbly offer this work

Martin Angelo
 v

DEDICATION

I would like to give heartfelt gratitude to our Almighty God who gave us knowledge
and wisdom for doing our research. To my family, especially my mother and
father,thank you very much for encouraging me to work harder. To my friends
Joyline, Andrelee, Ashby, and Danise, thank you for being there, especially to our
teacher who guided us. And to my coworkers, thank you for your hard work.

Airah Kyte
 vi

DEDICATION

This research is dedicated to the Almighty God, expressing gratitude for the strength
and knowledge given to me and also thanks to my parents, Gina Dela Calzada and
Danny Dela Calzada, and to my entire family.
Special acknowledge to my co-researchers. Thank you for the support from each
one of you.

Jerlyn Joy
 vii

DEDICATION

I dedicated this research to my dearest and lovable people those who have
supported me and motivate me every time.
I thank my family for always supporting my members and myself for encouraging us
to make our research.
and I also thank my teachers who have been guiding us for our research and giving
useful knowledge.
and I thank my lovely members for experiencing this hardship with them, I do hope
we have to make this experiences again.

Avrielle James
 viii

DEDICATION

I want to express my gratitude to the wonderful people who have supported and
motivated me throughout this research.
I am thankful to my family for their constant support and encouragement, to my
teachers for guiding us and sharing their valuable knowledge, and to my fellow team
members for enduring the challenges together.
I hope we can share more experiences like this in the future.

Daniel Jesus
 ix

DEDICATION

humbly and dedicate this work with great affection and also Almighty God who gave
us guiding me being with this journey , and also to my father, thank you very much
forr encourage me to work , especially to our teacher who guided us.

Sheanlee
 x

DEDICATION

I would like to thank all those who have contributed for the successful completion for
our research.
To my Adviser Ma'am Plaza without your assistance and guidance, I would have
been lost through this endeavor. Your mentorship has been an invaluable gift, and I
am forever indebted to your wisdom and support.
To my family who helped me throughout this entire journey and provided moral and
financial support.
To my dearest friends Sheanlee, Angelica, thank you for always listening, lifting, and
supporting me throughout this entire journey.
Lastly, I would like to express my deepest gratitude to myself for my dedication,
determination and the hard work that I put into completing this research study.
Throughout this journey I have face several challenges and there were moments that
I doubted my ability. This research paper is not just a collection of words and data, it
is a reflection of my dedication and resilience. As I move forward, I carry with me the
knowledge, experiences and I know that it will continue to shape my future.

Danica
 xi

TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS xi

ABSTRACT xiii

CHAPTER 1- INTRODUCTION

PURPOSE OF THE STUDY 2

RESEARCH QUESTIONS 2

THEORETICAL LENS 3

SIGNIFICANCE OF THE STUDY 3

SCOPE AND DELIMITATION OF THE STUDY 3

DEFINITION OF TERMS 4

ORGANIZATION OF THE STUDY 4

REVIEW OF RELATED LITERATURE

Vaping 5

EXPERIENCES OF VAPERS 5

COPING STRATEGIES OF VAPE USERS 6

INSIGHTS GAINED BY VAPERS 8

INSIGHTS 8

METHODOLOGY

RESEARCH DESIGN 9

RESEARCH PARTICIPANTS 9

DATA SOURCES 9
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DATA COLLECTION 9

DATA ANALYSIS 9

ROLE OF THE RESEARCHER 10

TRUSTHWORTHINESS 10

ETHICAL CONSIDERATION 10

RESULT AND DISCUSSION 11

IMPLICATION FOR PRACTICE AND FUTURE RESEARCHERS 24

LIST OF REFERENCES

LIST OF APPENDICES

APPENDIX A (PERMISSION LETTER)

APPENDIX B (LETTER OF ASSENT)

APPENDIX C (LETTER OF CONSENT)

APPENDIX D (PARTICPANTS PROFILE)

APPENDIX E (AUDIT TRAILING AND DIARY TYPE)

APPENDIX F (GANT CHART)

APPENDUX G (CURRICULUM VITAE)

 xiii

ABSTRACT

This study aimed to research the experiences of high school students who
engage in vaping, examining their motivations, coping mechanisms, and insights.
Employing a transcendental phenomenological approach, the study analyzed data
gathered from detailed interviews with ten vaping students at Hagonoy National High
School. Thematic analysis uncovered that student vape for reasons such as
curiosity, social bonding, and stress alleviation, yet it also reveald the risks of
addiction, adverse health impacts, and a potential reversion to smoking habits. The
intricacies of adolescent vaping, shaped by social and psychological elements,
underscore the necessity for further investigation to devise solutions and guide
practices such as peer education, curriculum integration, policy advocacy,
community support, and parental involvement. Future research directions include
examining long-term social influence effects, employing qualitative methodologies for
deeper insights, investigating the dynamics of peer influence, exploring
environmental determinants, and addressing health equity considerations.

Keywords: vaping, high school students, social connection, coping, addiction, health
 CHAPTER I

INTRODUCTION

Marviel, a senior high school student, found himself intrigued as he saw his
friend using vape. Influenced by the perceived sense of relief and the allure of
experimentation, Marviel's curiosity awakens, and he felt compelled to give vaping a
try. Under the weight of mounting stress, he surrenders to the temptation,
momentarily discarding his rational judgement. he borrowed the vape and tried a
puff, and as he did, a brief feeling of peace enveloped him, easing his heavy
burdens. Fascinated by the perceived benefits of beauty associated with vaping,
Marviel soon found himself turning to the device whenever stress overwhelmed him.
Despite being fully aware of the potential health risk and the long-term
consequences, the allure of stress relief and the desire to emulate his peers
overshadowed his rational concerns.

Marviel's story is not unique. Many high schoolers face similar challenges
navigating the world of vaping. Understanding what drives them and what they
experience is crucial to tackling this complex issue. This study aims to delve into the
challenges these students face, particularly their struggles against the use of vape.
By listening to students like Marviel, the researchers aim to uncover the experiences
of vape users.

Globally, the widespread use of e-cigarettes or vaping is evident, as

highlighted by over 2 million middle and high school students in the U.S. reporting e-
cigarette usage in 2021, with over 80% of them opting for flavored varieties (Ayer,
2023). Despite the acknowledged health risks, approximately 61% of adolescent
vapers have no desire to quit. When questioned about their vaping motivations,
teens commonly cited reasons such as "It helps with managing anxiety" and "I find
pleasure in the sensation it provides." However, a parallel study revealed that among
teenagers engaged in vaping, 72% harbor concerns about the health repercussions,
while 81% of those aspiring to quit are troubled by potential health effects (Rock,
2023).

In the Philippines, Puyat et al. (2023) documented that, the usage of e-

cigarettes by 13- to 15-year-old Filipino youths surged by 110% between 2015 and
2019. Though 24.6% of Filipino youth attempted e-cigarettes in 2019, just 14.1%
reported using them. Furthermore, Mocon-Ciriaco (2023) reported, that in the
Philippines, approximately 2.7 million individuals were e-cigarette users, making up
around 3% of the global e-cigarette users (82 million). Additionally, Serra et al.
(2023) claimed, that the flavors, appealing packaging, sale prices, and peer use of e-
cigarettes make students more attracted to using them.

Within the local context, there are only few studies conducted. Davao's
comprehensive anti-smoking law was implemented in 2012, coupled with public
awareness campaigns, as featured by SEATCA (2023), which has demonstrably
 2

hampered widespread e-cigarette adoption. Quismundo et al. (2019) reported that

there is are relatively low prevalence of e-cigarette use in Davao City (3.8%),
suggesting the effectiveness of these measures. However, there is little research
about this study in Hagonoy National High School, thus highlighting the need for
further investigation.

Within the confines of Hagonoy Municipality, the investigation aims to explore

the experiences of senior high school students engaged in vaping. Observations
indicate a notable prevalence of this behavior, attributed to various factors such as
the allure of enticing flavors, peer influence, and sleek designs. However, beyond the
surface, the landscape of teenage vaping encompasses complex and multifaceted
experiences that warrant deeper exploration and understanding.

Numerous studies have investigated the factors that contribute to the

appeal of vaping among adolescents (Ayer, 2023). One prominent factor is the
enticing flavors often associated with vapes. These flavors, coupled with eye-
catching packaging and discounted prices, create a perception of harmlessness and
enjoyment, especially for younger users (Serra et al., 2023). Additionally, some
individuals utilize vaping as a means to manage stress or anxiety, similar to
traditional smoking (Rock, 2023). The act of inhaling and exhaling vapor can provide
a sense of comfort and relaxation for some users (Rock, 2023). Furthermore, social
influence plays a significant role, with individuals being more likely to try vaping if
they observe their peers engaging in it and perceive it as socially acceptable or
desirable (Rock, 2023). Thus, the researchers would like to delve into the
experiences or the views, challenges, and coping mechanisms faced by students in
the use of vape. This study aims to explore the experiences of senior high school
towards the use of vape.

Purpose of the Study

This research aimed to broaden the perspectives of students

regarding the individuals who use vape, with the goal to explore the experiences of
students associated with vaping. These are the reasons behind the researchers’
interest in investigating this topic.

Research Questions

The main purpose of this study is to explore the experiences of vape users in
senior high students. Specifically, to find the answer of the following questions:

1. What are the lived experiences of the Senior High School

students in using Vape?
 3

2. How do Senior High School Students Cope with the Challenges

in using Vape?

3. What are the Insights of the Senior High School Students

regarding their Experiences of using Vape?

Theoretical Lens

This study was anchored with the Theory of Planned Behavior (Ajzen,
1991), which extends the understanding by focusing on the cognitive factors that
guide and predict human behavior. According to the Theory of Planned Behavior, an
individual's intentions to engage in a specific behavior are influenced by three key
constructs: attitudes toward the behavior, subjective norms, and perceived
behavioral control. Understanding these concepts could provide insights into why
some senior high school students made the choices they did.

Significance of the study

Department of Education. The result of this study will strengthen on creating

awareness on the harmful effects of vape.

Hagonoy National High School. The school can advocate awareness program
through Symposia on the danger of using vape. This may include information about
the student health effects of vaping and the illness it can cause.

Students. In this study student will learn about the experiences of vape users in
hopes of widening their perspective about the effects of vaping.

Future Researchers. This study can serve as a foundation for future research on
qthe experiences of students using vape. The findings of this study can guide
researchers in designing studies that further explore this topic and contribute to a
deeper understanding of the intersection of the experiences of students in using
vape

Limitations and Delimitations of the study

This study aimed to focus on the students’ experiences on using vape

in the Municipality of Hagonoy. There will be 10 participants of this study who are
senior high school students around the age of 16 to 20 years old with continues use
of vape.
 4

Definition of terms

Vape. also known as electronic cigarettes or e-cigarettes, are battery-

powered devices used to smoke or "vape" a flavored solution, which usually contains
nicotine.

Electronic nicotine delivery systems (ENDS). Refer to device that heat a

liquid solution (often containing nicotine) to create an aerosol, which is then inhaled
by the user. These devices are often used as alternatives to traditional tobacco
products such as cigarettes, cigars, and pipes.

Organization of the study

The study's chapter 1 includes the introduction, research gaps,

purpose, research questions, theoretical lens, significance, limitations, and term of
definitions. In chapter 2 is the literature on the experiences of vape users is review.
The research design, including the methodology, sample size, data collecting, and
procedure analysis, is cover by chapter 3. The results of the investigation will be
described in chapter 4. Chapter 5 will focus on implication for future research and
practices.
 5

CHAPTER II

REVIEW OF RELATED LITERATURE

Vaping

Vape, also known as an electronic cigarette (e-cigarette), is a battery-powered

device that heats a liquid solution, typically containing nicotine, flavorings, and other
chemicals, to produce an aerosol that the user inhales (Marquies et al., 2020). These
devices have become increasingly popular, particularly among young adults, despite
concerns regarding their potential health risks (Wubin et al., 2020).

Vaping is the inhalation of aerosol produced by electronic cigarettes (e-

cigarettes), and has emerged as a significant public health concern due to potential
health risks (Soneira et al., 2021). For instance, Wubin et al. (2020) found an
association between vaping and respiratory problems in adults, such as cough,
wheeze, and shortness of breath. Similarly, Wang et al. (2020) reported a link
between e-cigarette use and a higher prevalence of respiratory problems, including
bronchitis-like symptoms.

Experiences of Vapers

Vapers' experiences are reportedly influenced by social factors according to

recent studies. Research by Rotermann & Gilmour (2022) suggests peer pressure
plays a role, with a strong link found between friends vaping and adolescents starting
themselves. Piombo et al. (2023) reported vaping even fosters social connection
among young adults, while Erhabor et al. (2023) found it can create conflict within
families due to differing attitudes, highlighting both positive and negative social
impacts of vaping.

Social and emotional factors significantly influence young adult decisions to

vape, according to recent studies. Abrams et al. (2021) identified social and
emotional motivations, such as the desire to appear cool and fit in with peers, as key
drivers of vaping in this age group. This aligns with observations in this study, where
participants reported feeling ostracized and pressured by friends who vape.
Shanahan et al. (2023) further strengthen this connection by exploring the link
between peer influence and adolescent risk-taking behaviors, including substance
use. This finding resonates with the participants' disregard for potential lung damage,
highlighting the need for interventions that address both the social pressures
surrounding vaping and the associated health consequences.

Recent research sheds light on the social dimensions of vaping experiences,

particularly among young people. Levy et al. (2023) highlight the significant role of
social pressure and the desire for peer acceptance in driving individuals to vape.
Vapers in their study reported feeling ostracized or pressured by friends who vape,
 6

suggesting a social element to their experiences. Cheng et al. (2022) further explore
this by demonstrating how observing friends vape can lead to feelings of envy and a
desire to imitate them. This suggests that social acceptance and the need to belong
can be powerful motivators for vaping, even outweighing concerns about potential
health risks. Groom et al. (2021) add another layer by highlighting the influence of
friendships in normalizing vaping behavior. Their research shows that friends can
influence individuals to experiment with vaping and eventually purchase their own
devices. These studies collectively paint a picture of vaping experiences as often
intertwined with social dynamics and peer pressure, particularly among young
people.

Li et al. (2020) highlights the effectiveness of vaping as a smoking cessation

tool and its potential for dual use, indicating both its promise and the risk of
continued tobacco dependency. Conversely, Thuru et al. (2022) underscore the
concerning aspects of vaping, including addiction, lung injuries, and negative health
effects among youth and young adults, suggesting significant public health
challenges associated with its use. Furthermore, Greil et al. (2021) bring attention to
broader public health concerns related to vaping, such as marketing targeting youth,
the renormalization of smoking behavior, and regulatory gaps, emphasizing the need
for comprehensive strategies to address the multifaceted issues surrounding vaping.

Miech et al. (2022) underscore concerning trends in vaping prevalence

and associated worries among US adolescents and young adults, underscoring the
imperative for sustained vigilance in public health efforts. Similarly, Berry and
Wakefield (2021) draw attention to potential negative consequences for youth,
including addiction, impaired brain development, and heightened susceptibility to
future cigarette smoking, raising profound concerns regarding the long-term
ramifications of vaping on their health and well-being.

Goniewicz et al. (2020) bring attention to the presence of harmful

chemicals in e-cigarette aerosol, raising significant concerns regarding the potential
health risks associated with vaping. Moreover, McAfee and Goniewicz (2021)
underscore the public health risks posed by flavored e-cigarettes, particularly their
attractiveness to youth and the potential gateway they create to traditional cigarette
use.

Lee et al. (2022) identified themes like stress relief, boredom management,
and social connection among young adult vapers, highlighting potential motivations
beyond nicotine dependence. Additionally, Zullen et al. (2023) explored the
association between emotion regulation difficulties and vaping in adolescents,
suggesting that vaping might be used as a coping mechanism for managing negative
emotions. Furthermore, Huang et al. (2023) utilized survey data to explore the
experiences and motivations of emerging adults who vape, suggesting potential links
between loneliness, social anxiety, and vaping behavior.
 7

Samir et al. (2020) emphasizes the appeal of flavored e-cigarettes

among younger users, indicating a significant factor driving their engagement with
vaping products. Additionally, Xu et al. (2022) shed light on the impact of social
media and peer influences, illustrating how these platforms and social dynamics can
heighten adolescents' susceptibility to vaping. Furthermore, Pepper et al. (2021)
suggest that vaping may serve as a coping mechanism for frequent users striving to
quit smoking or alleviate stress, indicating a multifaceted approach to understanding
vaping behavior.

Lee et al. (2022) shed light on the impact of social media and peer
vaping, indicating their significant influence on vaping behavior. Additionally, Dube et
al. (2021) underscores the role of vaping frequency, noting that more frequent users
often cite motivations such as smoking cessation and stress management. Although
not the primary focus, Short and Cole (2023) suggest the aspiration to quit smoking
as a potential driver for initiating vaping.

Coping Strategies of Vape users

Vapers reportedly conceal their devices for various reasons according

to studies. Fear of getting caught, especially in schools, is a major theme, with
vapers hiding their devices in pockets and bags (Jutla et al., 2021). Negative media
portrayals about vaping also contribute to secrecy, as reported by Kreslake et al.
(2023). Interestingly, even employed adults conceal their vapes, highlighting a
complex interplay of personal choice, external pressure, and desire to avoid
consequences (Lyu et al., 2022).

Etter et al. (2021) suggest that e-cigarettes may aid smokers in quitting
traditional cigarette smoking, hinting at vaping as a coping mechanism for managing
cravings and nicotine withdrawal. Similarly, Xu et al. (2021) propose an association
between stress, coping mechanisms, and vaping among college students,
suggesting vaping as a means of stress management. Krishnan-Subramaniam et al.
(2023) explore motivations for adult vaping, revealing factors such as coping with
negative emotions and social pressures. Additionally, Cullen et al. (2020) investigate
the correlation between vaping and symptoms of depression and anxiety in
adolescents, indicating a potential coping mechanism for mental health challenges.

Chen et al. (2023) suggests a link between stress and coping

mechanisms in young adults, potentially relevant to understanding coping
motivations among high school students who vape. Similarly, Huang et al. (2023)
found an association between loneliness, social anxiety, and vaping in emerging
adults, which might be relevant to understanding similar experiences in high school.
Additionally, Zullen et al. (2023) investigated the connection between emotion
regulation difficulties and vaping in adolescents, offering valuable insights into
potential coping mechanisms used by high school students who vape. Furthermore
 8

Lee et al. (2022) identified that there are potential connections between vaping and
various coping mechanisms, including stress relief, boredom management, and
social connection among young adults, offering a broader perspective applicable to
high schoolers. Additionally, Jha and Kraguljac (2022) highlight emotional
dysregulation, difficulties in emotional regulation, and higher stress levels as factors
associated with increased e-cigarette use and initiation among high school students,
suggesting that vaping may be used as a coping mechanism for these individuals.

Insights Gained by Vapers

Levy et al. (2023) underscore the importance of social pressure and the
desire for peer acceptance as driving forces behind vaping initiation. This suggests
vaping can be a social act, influenced by the need to belong and avoid ostracization.
Cheng et al. (2022) provide further insights by demonstrating how observing friends
vape can lead to feelings of envy and a desire to imitate them. This highlights the
potential for social comparison and the powerful influence it can have on decisions
about vaping, even outweighing health concerns. Additionally, Groom et al. (2021)
contribute insights by highlighting the role of friendships in normalizing vaping
behavior. Their research suggests that friends can influence individuals to
experiment with vaping and eventually adopt it themselves, revealing the significant
impact of peer pressure and social interactions on the spread of vaping among
young people. These studies collectively offer valuable insights into how social
dynamics and peer pressure shape decisions about vaping, moving the
understanding beyond individual choices.

Insights Gained

The related literature of vaping presents significant health risks, as

highlighted by studies associating it with respiratory problems, lung injuries, and
negative health effects among users. Moreover, the appeal of vaping extends
beyond nicotine dependence, with individuals turning to it as a coping mechanism for
managing stress, cravings, negative emotions, and the curiosity of trying something
new. Motivations for vaping include stress relief, boredom management, and social
connection, influenced by social media and peer dynamics. However, alongside
these motivations, concerns arise regarding addiction, the renormalization of
smoking behavior, and marketing tactics targeting youth. The complex interplay of
individual, social, and psychological factors underscore the need for comprehensive
strategies to address the multifaceted issues surrounding vaping, safeguard public
health, and mitigate the potential adverse effects on individuals and society.
 9

CHAPTER III

METHODOLOGY

Research Design

This study explored the lived experiences of senior high school vape
users through semi-structured in-depth interviews, delving into their motivations,
perceptions, challenges, and subjective experiences related to vaping. A
transcendental phenomenological approach, as outlined by Moustakas (1994), will
guide the analysis to identify essential themes, offering a deeper understanding of
the meaning-making process surrounding vaping for this population.

Research Participants

This research study was comprised of ten (10) senior high school
students in Hagonoy National High School who openly self-identified as vape users.
The researchers used purposive sampling to select the participants who met the
criteria.

Data Source

For this research study, the data was obtained using related literature,
interviews, and the audio recordings of the participants.

Data Collection

An in-depth interview was used with the participants, facilitated by an

Interview Guide Protocol (IGP) that underwent experts’ review. The researchers
asked permission first from the principal to conduct the study. The researchers
provided letters of consent for participants who were over 18 years old and letters of
assent for participants who were under 18 years old, along with consent forms for
the parents of the participants. The participants were able to choose the location and
time for their interview.

Data analysis

The data was carefully coded, arranged, translated, and assessed by

the researchers. Audible data interview transcripts were presented and carefully
examined (Bailey, 2008). The Colaizzi's Method, with its seven steps involving
transcribing, familiarizing oneself with the transcripts, examining them multiple times,
clustering themes based on the formulated meanings, developing an exhaustive
description of the phenomenon, producing fundamental structures that captured the
 10

essence of the phenomenon, and seeking validation of the findings through

comparison with the original data, was utilized by the researchers. This ensured a
complete understanding of all the information.

Role of Researchers

The role of the researcher was to investigate how Senior High School
students felt about vaping. Then, an Interview Guide Protocol was used, which was
validated and verified by a panel of experts. Personal interviews were conducted as
part of the research, and the audio recordings were kept for transcription. Both
participants and related sources provided data for this study.

Trustworthiness

To ensure the trustworthiness of the study, the researchers made use of

Lincoln and Guba’s (1985) four criteria, which were dependability, credibility,
transferability, and confirmability, for determining the reliability and validity of the
research. Dependability referred to the capacity to be counted on, implying
constancy and reliability. Credibility denoted the trait of being trustworthy or
believable. Transferability pertained to the degree to which the research study's
findings could be adapted or applied to various locations, persons, or circumstances.
Confirmability concerned the degree to which the results could be independently
corroborated or validated by other sources. The researchers considered all of these
components as the basis for the study’s reliability.

Ethical Consideration

The researchers carefully followed ethical guidelines throughout the study. They
gave credit to previous research, avoided plagiarism, and prioritized the protection of
participants' interests and dignity. To prevent discomfort, embarrassment, or
distress, they refrained from specific behaviors deemed inappropriate. Participants
were assured of the option to withdraw at any point if they felt uncomfortable.
Participation was voluntary and did not impact academic pursuits. Furthermore,
privacy was guaranteed for all participants, ensuring they were treated with respect
and fairness regardless of any individual differences. The researchers used the
ethical principle of non-maleficence and beneficence, which dictated that research
must be conducted with the utmost respect for participants’ safety and well-being,
eliminating any potential threats.
 11

CHAPTER IV

RESULTS AND DISCUSSIONS

From the analysis of interview data, four (4) distinct themes emerge regarding the
experiences, coping mechanisms, and insights gained through vaping among senior
high school students. The data are obtained through the transcripts of the interviews
with the participants

On the lived experiences of vape users

The analysis of the transcript data has produced two themes regarding the
experiences of students in vaping: (1) Exploration and Social Connection, and (2)
Societal Influences.

Theme Number One: Exploration and Social Connection

Students who use vaping claim that it helps them explore new things and build social
connections. This is evident in the excerpt from the participant's transcript provided
below.

Audio clip Transcription on the lived experiences of vape users

Theme - Exploration and Social Connection

Q: When and How did you start vaping?

P1: oh kabalo pinakauna ang contra jud akong mama naa syay mga makit-an sa
facebook nga kana nabuthan ana nabuthan ang baba namatay namatay tungod sa
vape. mama, sila lola kay dili daw mas maayo daw manigarilyo mao to ni ingon ko sa
ilaha (Yes, my mom knows, and she's against it. She's seen stories on Facebook
about people dying because of vaping, saying that if you vape too much, your lungs
will fill with water. That's what she's heard, and she's scared for me…….Yes, my mom
and my grandma. They said it's not good,)

P2: : kuan lang, kanang kuan gud dala sa barkada ba kanang kuan gud tilaw tilaw nya
kanang hiram hiram nya mao to na interisado pd kog palit pud………… O, murag
ingana jd na impluwensyahan, nya sa kuan, halos jd tanan batanon run nagagamit
ana. Nya mao to dala lang pd sa curiosity ba
(It was like (uhm), I got influenced by my friends then (uhm), I wanted to try and kept
borrowing, so that’s when I became interested on buying also…………..Yes,
something like that, I got influenced. Then (uhm), almost every teen agers uses that
(vape), so yeah it was also out of curiosity)
 12

P3: maong nang makuan ko ba ah ninduta uy nya nasyay lasa ba saimong baba nga
tamis ikaw kuan nga unsa imong flavor nya mao nang kay kanang mag ang naa
saimong huna huna ba ah ninduta uy kanang ma excite gud ka saimong paminaw gud
kay nag kuan ka sabay namong mga barkada nya nabay mga tricks tricks pud ba
kanang mga lingin lingin nang turnado sa lamesa mga ana ba
(That's why I felt good, you know, and it tasted sweet in your mouth, you chose what
flavour you want, that's what got you excited, right, like you're in a good mood,
listening to your friends, trying out tricks together, those spins on the table.)

P4: first kay suya suya ra sa amego ba, nya kita ma pud ta nga mag aso aso sila ba
niya cool kid kong baga ba cool kid ing-ana pero diligud kanang gina pakita gyud nako
nga naga vape ko mga ing-ana pero sukad gyud atong naka kwarta ko kaisa namalit
gyud kog vape ato didto gyud nag sugod ang tanan gyud nga kanang kat'on nakog
vape² tricks ingana…..
(At first, it's just about fitting in with friends, you know, and then we might also want to
be seen as the cool kids, like, the cool kids who smoke. But really, what I'm showing
off is that I vape, you know, like, ever since I got some money that one time and
bought a vape, that's when everything really started, you know, like, that's when I
started learning all those vape tricks and stuff.)

P5: uh. Intention nako sa vaping kay ... wala jud kwan ana jud bali sauna during unya
dala sa barkatda..unya.... bali try try lang sugod... nakabalo lami day ni ani Morag
confident pog kay ka mo kwan pudmo sulai ..para dili ka mag ignoranti ba na kani...
sulai tud na nabot sa addiction jud
(ugh. My intention with vaping is because ... there is no such thing as during the back
then.... just try to start... I know how to do it. ...so that you don't become ignorant
about it... try it until it reaches addiction)

P8: kuan na kuan nako siya, sa barkada then naga vape sila, naapil pud ko na
interested pud ko. Actually dili mg unta ko mag vape gyud kay kuan man gud na siya
bawal man gud na siya. Bisag e-cigarette na siya bawal jud na siya. Nya na kuan mn
ko nga ang vape daw maka kuan daw siya kanang maka relief daw sya. Kana pud
nga theory gina ano pu na nako gina search pud na nako sa google nga theory nga
kana nga butang, like cigarette or e-cigarette kay maka relief daw siyag kuan sa tao
kanang waka walag stress ana
(I saw my friends doing it, and i got interested. Actually, i didn’t plan to vape because
it’s not allowed. Even though it’s an e-cigarrete, it’s still not allowed. But i heard that
vaping can relieve stress. I also read about it online, that vaping, like cigarettes or e-
cigaretes, can relieve stress.)

P9: kuan kay sabay lang ko sa uso kay daghan kayg aso kay choi pajud kaayo kay
lain man ang sigarilyo kay iyang aso baho bitaw sa laing tao pero ang vape naa mn
 13

goy flavor gud bantog humot sa laing tao dima asohan ba mahumotan sila………..oh
naguol sila kay kabalo man sila naa koy vape , akong mga barkada pero akong mga
lola, lolo, mama kabalo sila nga naa koy vape.
(Because I just followed the trend, and there are many harmful substances in
cigarettes. Besides, cigarettes smell bad to others, but with vape, there are various
flavors known for their pleasant scent. It's not bothersome to others…………….Oh,
they are sad because they know that I have a vape. My friends know, but my
grandparents, grandfather, and mother are also aware that I have a vape.)

FRAME 1

Frame 1 reveals the participants’ motivation and social connection through the
use of vape, They discussed their connection of their families, friends and in the
community.

As shown in the frame above that curiosity and wanting to try it because of a
friends, like what P5 said “wala jud kwan ana jud bali sauna during unya dala sa
barkatda..unya.... bali try try lang sugod (... there is no such thing as during the back
then.... just try to start)” and P8 “kuan na kuan nako siya, sa barkada then naga vape
sila, naapil pud ko na interested pud ko. Actually dili mg unta ko mag vape gyud kay
kuan man gud na siya bawal man gud na siya gina search pud na nako sa google
nga theory nga kana nga butang, like cigarette or e-cigarette kay maka relief daw
siyag kuan sa tao kanang waka walag stress ana.( I saw my friends doing it, and i
got interested. Actually, i didn’t plan to vape because it’s not allowed I also read
about it online, that vaping, like cigarettes or e-cigaretes, can relieve stress.)” This
underscores the participants' inclination to explore vaping upon observing a peer
engage in the practice, igniting their own curiosity and inclination towards
exploration.

Vaping has also effected there social connection with people like what P5 said
“then aside nag pundo ka sa vape shop Kay klase klase tao nag nagadagsa naga
palit then gwapohon ana ana ba maaona diya Ang cycle of friends diya kasagaran
(then actually, when I started vaping, I went to a vape shop... When I went to the
vape shop, aside from stopping by the vape shop, there were all sorts of people
flocking to buy, once you hang out, all sort of people hang out there, you see, the
cycle of friend) and P1 also claimed “oh kabalo pinakauna ang contra jud akong
mama (Yes, my mom knows, and she's against it.)” This highlights the profound
impact of vaping on individuals' social connections, encompassing relationships with
friends and family.

As suggested in the accounts provided, individuals' initial curiosity about

vaping often stems from observing their peers engaging in the practice, indicating
the significant role of social influence in prompting exploration. Moreover, vaping can
 14

impact social connections, as individuals may gravitate towards environments like

vape shops, fostering new friendships and strengthening existing bonds with like-
minded individuals. However, conflicts may arise within familial relationships when
there are differing attitudes towards vaping, exemplifying the potential negative
effects on social connections. An additionally observation suggests that while some
individuals may find a sense of community and belonging in vape culture, there are
instances where this culture can foster exclusivity and peer pressure, particularly
among impressionable high school students. Overall, these narratives underscore
the intricate interplay between vaping, social dynamics, and familial relationships,
necessitating a nuanced understanding for the development of effective interventions
and policies addressing its social implications.

This can be supported the study of Rotermann and Gilmour (2022) who
claimed a strong association between peer vaping behavior and individual vaping
initiation among adolescents, emphasizing the pivotal role of social networks in
shaping vaping behavior among youth. Moreover, Piombo et al. (2023) reported that
vaping serves as a means to foster social connections and camaraderie within peer
groups, based on their research into the social dimensions of vaping among young
adults. Additionally, Erhabor et al. (2023) reported conflicts arising from differing
attitudes towards vaping among family members, supporting the claim that vaping
behavior is intricately linked to social influences and can have both positive and
negative implications for social connections, as observed in the narratives provided.

Theme Number two: Societal Influences.

Students who use vaping are influenced by societal factors that contribute to their
vaping behavior. This is evident in the excerpt from the participant's transcript
provided below.

Audio clip Transcription on the lived experiences of vape users

Theme - Societal Influences.

Q- How do your friends and family typically react when they see you vape?

P1- oo na implowensyahan ko sa akong amigo ba kay naa silay vape nasuya ko kay
bali kuan biya to no mga bantan-on, masuya jud ta kung unsay naa sa atong mga
kaila ………….. oh kabalo pinakauna ang contra jud akong mama naa syay mga
makit-an sa facebook nga kana nabuthan ana nabuthan ang baba namatay namatay
tungod sa vape
(Yes, I was influenced by my friends because they had vapes, and I felt left out
because I didn't have one. You know how it is with teenagers; we envy what our
friends have………….. Oh, my mom knows first-hand. There are things on Facebook
that she saw, that person got affected by it, affected by what happened, the person
died because of vaping.)
 15

P2- kuan lang, kanang kuan gud dala sa barkada ba kanang kuan gud tilaw tilaw nya
kanang hiram hiram nya mao to na interisado pd kog palit pud……. kanang kuan
nang, muana ana sila nga “hala cool kid” mga ingana gd.
(uhm), I wanted to try and kept borrowing, so that’s when I became interested on
buying also…... They always say “Ohh cool kid” or something like that)

P3- kuan kay nag sugod ko sa vape kay sauna saamong mga barkada kay kuan ay
naga example…….. ay tung una kay na silay reklamo kanang sige sige lang kag
bulhot ana ba kuan kanang maka daot na
( Well, I started vaping because before, with our group of friends, they were like an
example……… Like you keep on puffing away like there's no tomorrow, youre so
young damaging your lungs)

P4- first kay suya suya ra sa amego ba, nya kita ma pud ta nga mag aso aso sila ba
niya cool kid kong baga ba cool kid ing-ana pero diligud kanang gina pakita gyud
nako nga naga vape
(At first, it's just about fitting in with friends, you know, and then we might also want
to be seen as the cool kids, like, the cool kids who smoke.)

P5- siguro ....para sa akoa kanang ino ana? Isa pud ko na victama ana Sila
gwapong akong vape Palitini! Uginani nindot Ang vape Ani! Di pa ana sugod?
(Maybe... for me, that's how it is. I'm also a victim of that. They'll say, "Buy this cool
vape of mine! This vape is awesome!" Hasn't it started yet?)

P8- search pud na nako sa google nga theory nga kana nga butang, like cigarette or
e-cigarette kay maka relief daw siyag kuan sa tao kanang waka walag stress ana
(I also read about it online, that vaping, like cigarettes or e-cigaretes, can relieve
stress.)

P9- kuan kay sabay lang ko sa uso kay daghan kayg aso kay choi pajud kaayo
(I just followed the trend because there are many people who used it, and it is cool.)

Frame 2

The second frame above delineated the widespread impact of vaping on the
community, illustrating its prevalence and the shifts it induces in habits and
perspectives on health.

As evedences in the participant answer that vaping has been viewed as cool
and normal like what P1 claimed “akong amigo ba kay naa silay vape nasuya ko kay
bali kuan biya to no mga bantan-on, masuya jud ta kung unsay naa sa atong mga
kaila (I felt left out because I didn't have one. You know how it is with teenagers; we
envy what our friends have)” P2 also report that “kanang kuan nang, muana ana sila
nga “hala cool kid” mga ingana gd. (They always say “Ohh cool kid” or something
like that)” P3 report that ”ay tung una kay na silay reklamo kanang sige sige lang kag
bulhot ana ba kuan kanang maka daot na(Like you keep on puffing away like there's
no tomorrow, youre so young damaging your lungs)” P5 also said that “siguro ....para
sa akoa kanang ino ana? Isa pud ko na victama ana Sila gwapong akong vape
 16

Palitini! Uginani nindot Ang vape Ani! Di pa ana sugod? (Maybe... for me, that's how
it is. I'm also a victim of that. They'll say, "Buy this cool vape of mine! This vape is
awesome!" Hasn't it started yet?)” and P9 claimed “kuan kay sabay lang ko sa uso
kay daghan kayg aso kay choi pajud kaayo (I just followed the trend because there
are many people who used it, and it is cool.)” This proved that society view vaping as
something cool and normal among the adolescence, despite being aware of its
detrimental health effects.

As implied from the participants' answers, vaping is commonly regarded as a

fashionable and socially acceptable practice among adolescents, despite their
awareness of its adverse health effects. This normalization of vaping is reflected in
the sentiments of feeling left out, as expressed by some participants for not owning a
vape device. Additionally, peers are often seen glorifying vaping, labeling those who
engage in it as "cool." Furthermore, individuals are enticed by friends to purchase
vape products, emphasizing the societal allure associated with vaping. Concerns are
also raised about the reckless behavior of young individuals who disregard the
potential harm to their lungs. Moreover, there is a prevalent attitude of conformity,
with many individuals admitting to following the trend simply because it is perceived
as fashionable. Despite the widespread acceptance of vaping, it is imperative to
acknowledge and address the associated health risks, promoting informed decision-
making among adolescents.

This is corroborated by by the study of Abrams et al. (2021) claimed that

social and emotional motivations, like appearing cool and fitting in with peers, drive
vaping use among young adults. This aligns with observations in this study, where
participants felt ostracized and pressured by friends who vape. Additionally,
Shanahan et al. (2023) explored the link between peer influence and adolescent risk-
taking behaviors, including substance use. This aligns with the participants' disregard
for potential lung damage, emphasizing the need for interventions that address both
social pressures and the health consequences of vaping.

On Coping Mechanism of vape users

The examination of the transcript data has revealed a single theme regarding
the Coping mechanism of vape users, which is Social Navigation and Concealment.

Theme Number Three: Social Navigation and Concealment

Vape users often navigate social situations and conceal their vaping habits to
manage their interactions and maintain their social image. This is evident in the
excerpt from the participant's transcript provided below.

Audio clip Transcription on the Coping Mechanism of vape users

Theme – Social Navigation and Concealment

Q - Have you developed any strategies to hide your vaping habit from your
 17

friends, family, and even your teacher?

P1- oh naa, pariha karun diha sa guardhouse ginataguan jud nako diri isuksuk nako
diria, isuksuk nako akong vape para, katong pinakauna palang i expection mana
nilang bag isuksuk nako diria usahay mag kalo ko ibutang nako sa kalo ana para
maka vape lang jud ko.
(Yes, I hide it here in the guardhouse. I hide my vape there, like when I first got it, I
expected them to check our bags, so sometimes I hide it in my hat or somewhere
else just so I can vape.)

P2- hadlok ko makasab-an, pero kong naalang koy trabaho ngano eh tago man
nako, kanang naga pangayo man ko kwarta sa ilaha gud, tapos mao eh himo bisyo
ba maomana bati gud
(I’m afraid of getting scolded, but if I already have a job, why do I have to hide?
Especially when I’m the one asking them for money, then it becomes a habit, right?)

P3- aw oh, uhm naka kuan pud kay syempre kay kanang vape ka nya naimong
maestra masuko man sila ana.
( Aw yes, uhm, of course, if you’re vaping and then the teacher catches you, they’ll
get angry like that. )

P4- oh naa labaw na sa skwelahan or family side pud taguon gyud ang
vape………… kailangan gyud taguon gyud kay maglikay lang ta sa naay ma suko
ing-ana l.
(Yeah, especially at school or around family, you have to hide it…………… Yeah,
you have to hide it to avoid getting into trouble.)

P5- tagoon jud Ang vaping ...Kong maihino did to ka sa Lugar nga walay tao
(You really need to hide vaping... If you’re smart, you’ll do it in a place where there’s
no one around)

P6 – oh sa kuan sa skwelahan butang gud sa bulsa gud basta naay maestro,

usahay sa bag para dili herman ba kay isa ka vape katorse ka baba ba (hahaha)
(Yes at school I put it in my pocket, or sometimes in my bag so it’s not obvious,
because if there’s a teacher around, I won’t show it.)

P7 – gi tagutaguan nako sa kuan sa mga secret place (hahahhaahuh). Oh kailangan

jud siya taguan kay daghan kayg kuan daghan kayug masuko
(I hid it in secret places. Yes, it needs to be hidden because there are many angry
people)

P9 – Tung first time nako palit ug vape akoa jud tong gitagoan jud nga lakita nako
akong myday myday ah didto nako gi kiryawan lang ba ana kay dili lang daw
magpalabi kay basin daw ing ana parihas sa tv nabuthan ang mga baba mao na.
feel jud oy kailangan tagoan samot nag ing-ani pariha ani nga eskwelahan basin
embargohon makit-an imong vape unya embargohon sa maistra ba ing-ana ba.
(The first time I bought a vape, I really hid it well, like I would just keep it in my bag
every day. But then I got scolded because they said not to be too obvious, in case
it’s like on TV where people’s mouths get burned from it. Yes, i feel like i really need
 18

to hide it, especially like thi’ in school, maybe they'll embargo it, someone might see
your vape and report it to the teacher.)

P10 – gi tagoon pud nako, basig imbargohoon

( I hide it from them, afraid they might confiscate it.)

Frame 3

The frame above demonstrates how participants feel the necessity to conceal
their vaping devices, even in places like guardhouses, to evade potential trouble with
authority figures such as teachers and to avoid conflicts within school or family
settings. They go about their days discreetly concealing their vaping habits from
others.

The conversation reveals a complex interplay of fear, habit, and social

dynamics surrounding the act of hiding a vape device. Participants discuss
concealing their vapes in various locations, such as pockets, bags, and secret
places, driven by the fear of being scolded or having their device confiscated,
particularly in environments like school where strict regulations may apply. One
participant expresses, “oh naa, pariha karun diha sa guardhouse ginataguan jud
nako diri isuksuk nako diria, isuksuk nako akong vape para, katong pinakauna
palang i expection mana nilang bag isuksuk nako diria usahay mag kalo ko ibutang
nako sa kalo ana para maka vape lang jud ko (I hide it here in the guardhouse. I hide
my vape there, like when I first got it, I expected them to check our bags, so
sometimes I hide it in my hat or somewhere else just so I can vape.)” as conveyed
by P1 Another participant reflects on the paradox of hiding despite having a job,
questioning, “hadlok ko makasab-an, pero kong naalang koy trabaho ngano eh tago
man nako, kanang naga pangayo man ko kwarta sa ilaha gud, tapos mao eh himo
bisyo ba maomana bati gud (If I already have a job, why do I have to hide?
Especially when I’m the one asking them for money, then it becomes a habit, right?)”
reported by P2 There’s acknowledgment of the fear of authority figures, such as
teachers, as one participant notes, “- oh naa labaw na sa skwelahan or family side
pud taguon gyud ang vape………… kailangan gyud taguon gyud kay maglikay lang
ta sa naay ma suko ing-ana l. (Especially at school or around family, you have to
hide it… Yeah, you have to hide it to avoid getting into trouble.)” claimed P4
Concerns about health risks and negative portrayals in media are also highlighted,
with one participant mentioning, “ Tung first time nako palit ug vape akoa jud tong
gitagoan jud nga lakita nako akong myday myday ah didto nako gi kiryawan lang ba
ana kay dili lang daw magpalabi kay basin daw ing ana parihas sa tv nabuthan ang
mga baba mao na. feel jud oy kailangan tagoan samot nag ing-ani pariha ani nga
eskwelahan basin embargohon makit-an imong vape unya embargohon sa maistra
ba ing-ana ba. (But then I got scolded because they said not to be too obvious, in
case it’s like on TV where people’s mouths get burned from it.)” as claimed by P9
Overall, the dialogue captures the nuanced motivations behind concealing vaping
 19

devices, encompassing a blend of personal choice, social pressure, and risk

avoidance.

As hinted in the conversation, there is a lot to unpack about why people hide
their vaping devices. Participants discuss it in detail, showing that it is not just about
one thing. They talk about hiding their vapes in different places like pockets or bags
because they are worried about what might happen if someone finds out, especially
in places like school where rules are strict. They also mention how teachers play a
big role in this fear. People are also worried about the health risks and how vaping is
shown negatively in the media. However, financial independence can alleviate the
apprehension associated with concealing vaping habits. This perspective argues that
individuals who are financially independent, perhaps through employment, may feel
less obligated to hide their vaping behaviors. Overall, it seems like a mix of personal
choice, feeling pressure from others, and trying to avoid trouble.

The participants’ detailed discussions reveal the multifaceted reasons behind

concealing vape devices. Fear of consequences is a major theme, with participants
describing hiding strategies like pockets and bags to avoid detection, especially in
environments with strict rules, like schools (Jutla et al., 2021). The role of authority
figures, particularly teachers, is highlighted as a source of apprehension. Health
concerns also contribute to the secrecy. This aligns with research by Kreslake et al.
(2023) who found that negative media portrayals of vaping influence users to
conceal their behavior. Interestingly, the need for concealment transcends
demographics, with employed individuals mentioning it as well. This complex
scenario, as suggested by Lyu et al. (2022), reflects a combination of personal
choice, external pressure, and a desire to avoid consequences that motivates people
to hide their vapes.

On Insight Gain of vape users

The examination of the transcript data has uncovered a single theme

regarding the insight gained by vape users: the role of social influences and
dynamics intrapersonal

Theme: The Role of Social Influences and Dynamics Intrapersonal

The role of social influences and dynamics in intrapersonal interactions often

prompts vape users to manage their interactions and uphold their social image. This
is evidenced in the excerpt from the participant’s transcript provided below.

Audio clip of the Insights Gain of Vape users

Theme – The Role of Social Influences and Dynamics Intrapersonal

Q – In your opinion, What are the main factors that contributed to student
becoming vape users?
 20

RP1: mga bantan-on, masuya jud ta kung unsay naa sa atong mga kaila ana mga
nakit-an nato gusto nato paliton….. oh kabalo pinakauna ang contra jud akong
mama naa syay mga makit-an sa facebook nga kana nabuthan ana nabuthan ang
baba namatay…… oh naa kay makadaot lagi daw ana ba, makadaot daw sa akoa
sa ubang tao nang naga vape makadaot daw maoy istorya sa uban, pero sa amoa
nga naga vape dili man mawala man gani among ka stress ana ba ma ma kuwas
kuwasan man gani among kuan kaguol ingon-ana kung mag vape mi, pero ang kuan
sa ubang tao makadaot daw ana, sa amoa dili.
(You know how it is with teenagers; we envy what our friends have and want to buy
it….. Yes, my mom knows, and she's against it. She's seen stories on Facebook
about people dying because of vaping,…… Yes, they say it's bad, that it's harmful.
But for us who vape, it doesn't go away, our stress is reduced when we vape, but for
other people, they say it's bad. For us, it's not.)

RP2: kuan lang, kanang kuan gud dala sa barkada ba kanang kuan gud tilaw tilaw
nya kanang hiram hiram nya mao to na interisado pd kog palit pud. kanang kuan
nang, muana ana sila nga “hala cool kid” mga ingana gd. Mura lang pd ka nilag kuan
pd garagraan “bata ani oh vape vape nag gahi na kaayu ning bata ani ba” mga ana
ana gd.
(It was like (uhm), I got influenced by my friends then (uhm), I wanted to try and kept
borrowing, so that’s when I became interested on buying also. (Uhm) They always
say “Ohh cool kid” or something like that, they're kept teasing me like “Oh this kid
using vape, maybe you’re a tough kid now” something like that.)

RP3: kuan kay nag sugod ko sa vape kay sauna saamong mga barkada kay kuan ay
naga example no kay sigarilyo nga nay inom nya sila kay naga vape man sila nya
kadugayan kay mag huna huna ko ba nga nindot man pud naay vape para sabay
sailaha ba uhm wala man pud, ay tung una kay na silay reklamo kanang sige sige
lang kag bulhot ana ba kuan kanang maka daot na bata pa kayka madaut na imong
baga nya sige pajud kag inom kabalo naka mo inom kabalo naka mo ana bisyo
makadaot mao na ilang reklamo nya gahi mantag ulo sige ratag tando oh ana
katawa hantud karun nadala nagyud nya huna huna nako napulan napud silag
badlong guro mao nang pasagdaan nalang ba
(you know, they smoked and drank, then they started vaping, and over time, I
thought, well, it's also nice to have a vape to join them. Uh, it's not like Its nothing,
oh at first they were the ones complaining. Like you keep on puffing away like there's
no tomorrow, youre so young damaging your lungs, and you keep on drinking as if
you're an expert, Their complaints are because of the harm it causes, yet im
stubborn, always insisting, laughing it off, until now, it's really gotten out of hand. And
now, I think they're just tired of scolding, so they just let it be.)

RP5: Actually, is ano jud sila. Sa akoa ang reaction nila sa akoa is nasuko jud sila
permero nga nisulod ko niana…… Misunderstanding tungon sa vape? nga kanang
magaway tunog sa vape kanang lagi, mas nindot ang vape, tul, tul tawag nga sa
mga vape. Kani akoa tul palit ni akoa tul. Kani tul nindot nako tul. Palit nako tul nga
2k ani tul unya, hatah nako ni og 2,500 tul kay na upgrade nako, unya naasad na isa
ka barkada mi ingon. na pud, mas nindot ni akoa tul, kay naka copying naka gold
tanan, nindut pud og color….. Kani pud akoa uh nindot pud pila lang. Unya as a
buyer ma libog kang ana. Ana pud ka kani nang akoa, ingong pud ang isa, ako ka
una unta sayang unta ang kwarta unta ni. Ana ana post na ang away dira
 21

(Actually, they really are. Their reaction towards me is they're always annoyed, that i
got into this….. Misunderstanding about vaping? It's when people argue about which
vape sounds better, like, "This vape is better, it sounds cooler." For example, I
bought this vape because I thought it was good. I bought this one)

RP6: ay oh sa karenderya ana sila vape2 naka bata pakayka akong gi ignan nga
nganu mag buot manmo na wamanko nangayo bisag Piso ninyo para palit vape
akoa mani sariling kwarta mao to hilom sila
(Oh yeah, at the eatery, they're vaping, even kids. I asked why they want to do it,
and they even asked me for money to buy a vape, using their own money. So they
stayed quiet. for 2000 pesos, then I upgraded it and spent 2500 pesos because I
thought it was better. Then one of my friends said, "My vape is better because it's all
gold-plated, and the color is nice." Mine is also good, and it's cheaper. As a buyer,
it's confusing to decide. Another thing is, someone might say, "I wanted that one, it
would've been better if I got it." This kind of argument often happens online.)

RP8: kuan nako siya, sa barkada then naga vape sila, naapil pud ko na interested
pud ko. Actually dili mg unta ko mag vape gyud kay kuan man gud na siya bawal
man gud na siya. Bisag e-cigarette na siya bawal jud na siya na kuan mn ko nga ang
vape daw maka kuan daw siya kanang maka relief daw sya. Kana pud nga theory
gina ano pu na nako gina search pud na nako sa google nga theory nga kana nga
butang, like cigarette or e-cigarettekay maka relief daw siyag kuan sa tao kanang
waka walag stress ana. Pero saakong research dili man siguro na siya maka daot,
ay makadot sya in a way nga naa siyay nicotine nga gamay, pero mas makadaot jud
ang sigarilyo
(I saw my friends doing it, and I got interested. Actually, I didn't plan to vape because
it's not allowed. Even though it's an e-cigarette, it's still not allowed. But I heard that
vaping can relieve stress. I also read about it online, that vaping, like cigarettes or e-
cigarettes, can relieve stress for people who are feeling stressed out. But based on
my research, it probably doesn't cause harm. It might be harmful in a way because it
contains a small amount of nicotine, but cigarettes are definitely more harmful)

RP9: pa choy choy ba (hahaha) pa choy choy murag dungag dungag sa kanang
ross sa kinabuhi ba
( Being cool, right? (hahaha) It's like an added boost, like adding ross to life.)

Frame 4

Frame four portrays the participants' inclination to justify their vaping habits,
often rationalizing them as stress relievers. Despite facing disapproval, particularly
from family members like mothers or fathers, they persist in their belief that vaping
helps alleviate stress. This highlights a prevalent trend where individuals seek solace
in vaping, regardless of external criticisms, attributing it to the perceived relaxation it
provides amidst life's challenges.

As shown in the frame, it is evident that society plays a significant role in

influencing students to become vapers, thereby impacting the dynamic of
 22

intrapersonal interactions. Participants delve into the multifaceted factors contributing

to their initiation into vaping, with social influences emerging as a predominant
theme. P1, highlights the allure of peer pressure and social status, stating, " mga
bantan-on, masuya jud ta kung unsay naa sa atong mga kaila ana mga nakit-an nato
gusto nato paliton …… oh naa kay makadaot lagi daw ana ba, makadaot daw sa
akoa sa ubang tao nang naga vape makadaot daw maoy istorya sa uban, pero sa
amoa nga naga vape (Teenagers envy what their friends have and want to buy it...
My mom knows, and she's against it. She's seen stories on Facebook about people
dying because of vaping.)" This underscores how social circles can exert a powerful
influence on behavior, shaping individuals' decisions regarding vaping. P2 reflects
on the influence of friendship dynamics, noting, " kuan lang, kanang kuan gud dala
sa barkada ba kanang kuan gud tilaw tilaw nya kanang hiram hiram nya mao to na
interisado pd kog palit pud. (It was like, I got influenced by my friends then, I wanted
to try and kept borrowing, so that’s when I became interested in buying also.)" This
illustrates how interpersonal relationships contribute to the normalization and
adoption of vaping behaviors. Additionally, participants express concerns about
negative perceptions and conflicts arising from their vaping habits, indicating the
intricate interplay between social norms and individual behavior.

As indicated by the responses, the use of vape is not simply an individual

decision but rather intricately connected to social dynamics and peer influence. The
participants in the conversation emphasize how social pressures and the desire to fit
in with their peers often lead individuals to start vaping. For instance, one participant
discusses how seeing their friends using vape devices creates a sense of envy and
a desire to emulate their behavior. This indicates that social acceptance and the
need to belong to a particular group can outweigh concerns about the potential
health risks associated with vaping. Additionally, participants highlight how
friendships and social circles play a crucial role in normalizing vaping behaviors.
They recount experiences of being influenced by friends to try vaping and eventually
becoming interested in purchasing vape devices themselves. This demonstrates the
significant impact of peer influence and social interactions on the widespread
adoption of vaping among young people. However, it's important to note that not all
individuals succumb to social pressures to vape. Moreover, family members or
educators who emphasize the dangers of vaping can effectively counteract peer
pressure. This counteracting influence highlights the role of personal awareness and
familial opposition in deterring individuals from vaping. Overall, the conversation
sheds light on the complex relationship between social influences and individual
vaping behaviors, emphasizing the importance of addressing social factors in efforts
to prevent and reduce vaping among youth.

the utilization of vape is not solely an individual choice but rather intricately
intertwined with social dynamics and peer influence. Levy et al. (2023) underscored
the role of social pressures and the desire for peer acceptance in prompting
individuals to initiate vaping. For instance, studies by Cheng et al. (2022) indicate
 23

that observing friends using vape devices fosters a sense of envy and a desire to
imitate their behavior. This suggests that social acceptance and the need for group
belonging can outweigh concerns about potential health risks associated with
vaping. Additionally, research by Groom et al. (2021) highlights the influential role of
friendships and social circles in normalizing vaping behaviors. Their findings
demonstrate that individuals are influenced by friends to experiment with vaping and
eventually consider purchasing vape devices themselves. This underscores the
substantial impact of peer influence and social interactions on the widespread
adoption of vaping among young people.
 24

CHAPTER V
IMPLICATION FOR PRACTICE AND FOR FUTURE RESEARCH

Implication for practices based on the experiences of Senior High School vaper

A. Implications for Practices

1. Peer-Led Education: Collaborative efforts between DepEd, WHO, and student

bodies can drive peer-led education initiatives, fostering open discussions on
vaping risks and building resistance to peer pressure. These programs
cultivate informed decision-making and healthier behaviors among students.

2. Curriculum Integration: Partnerships among DepEd, DOH, WHO, and NGOs

can embed evidence-based vaping education into school curricula, ensuring
consistent messaging and equipping students with comprehensive insights.
Engaging activities and discussions enhance critical thinking and media
literacy.

3. Evidence-Based Policies: Policymakers collaborating with WHO and

community stakeholders can enforce regulations to limit vaping access and
curb marketing targeting youth. These policies aim to discourage vaping
initiation and promote public health awareness.

4. Community Support: Peer networks and counseling services provide vital

resources for youths struggling with vaping addiction, raising awareness and
offering cessation support. These initiatives promote healthier behaviors
through community engagement.

5. Parent Engagement: Schools partnering with DepEd, DOH, and WHO can
organize workshops for parents, equipping them with knowledge about vaping
trends and effective communication strategies. Transparent communication
and parental involvement strengthen protective measures against vaping
initiation.

B. Implications for Future Research

1. Long-term Effects of Social Influences: Investigating how social dynamics

impact vaping behavior over time is crucial for targeted interventions. Longitudinal
studies can reveal persistent risk factors and inform strategies to address vaping
prevalence among senior high school students.

2. Qualitative Insights: Integrating qualitative methods alongside longitudinal

studies provides nuanced perspectives on vaping behaviors. In-depth interviews
offer valuable insights for developing evidence-based prevention and intervention
strategies tailored to students' needs.
 25

3. Peer Influence Dynamics: Further exploration of peer interactions' role in

vaping initiation is essential. Longitudinal studies can identify key mechanisms to
counteract negative peer pressure among students.

4. Environmental Factors: Understanding how school policies and community

norms shape vaping behaviors is critical. Mixed-methods approaches can inform
policy recommendations to create supportive environments for youth.

5. Health Equity Considerations: Incorporating health equity into research

ensures interventions reach all students. Examining disparities in vaping prevalence
can guide targeted interventions to reduce health inequities among senior high
school students.
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 Appendix A
(PERMISSION LETTER)
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL

March 05, 2024

POLICARPIO L. TIDOR, JR., MA-ELT

Master Teacher II
Hagonoy National High School
Guihing, Hagonoy, Davao del Sur

Sir:
Greetings of Peace!
I am Daniel Jesus Borembao, a Grade 11 HUMSS-CHOMSKY student currently
undergoing a study entitled: “Exploring the Experiences of Vape Users in Senior
High School.” This is in partial fulfillment of the requirement in Practical Research I,
as a prerequisite for the completion of the K-12 Curriculum here in Hagonoy National
High School, for the school year 2023-2024.
In this regard, we would like to ask permission from you to allow me to conduct my
study as part of the data gathering process. Rest assured that the necessary ethical
considerations will be observed in the conduct of the said study.
Your favorable action in response to this request will be highly appreciated.

Respectfully yours,

(SGD) DANIEL JESUS I. BOREMBAO

Lead Researcher

Recommending Approval:

(SGD) ALFIE V. ANDO MASE

Master Teacher II/ SHS Research Coordinator

Noted: Approved:

(SGD) SHERYL S. TANGUANCO, MSERM (SGD) POLICARPIO L. TIDOR, JR.,

MA-ELT
MT-II/SHS Coordinator Master Teacher II/ Panel
Member
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL

March 05, 2024

ALFIE V. ANDO, MASE

Master Teacher II
Hagonoy National High School
Guihing, Hagonoy, Davao del Sur

Sir:
Greetings of Peace!
I am Daniel Jesus Borembao, a Grade 11 HUMSS-CHOMSKY student currently
undergoing a study entitled: “Exploring the Experiences of Vape Users in Senior
High School.” This is in partial fulfillment of the requirement in Practical Research I,
as a prerequisite for the completion of the K-12 Curriculum here in Hagonoy National
High School, for the school year 2023-2024.
In this regard, we would like to ask permission from you to allow me to conduct my
study as part of the data gathering process. Rest assured that the necessary ethical
considerations will be observed in the conduct of the said study.
Your favorable action in response to this request will be highly appreciated.

Respectfully yours,

(SGD) DANIEL JESUS I. BOREMBAO

Lead Researcher

Recommending Approval:

(SGD) ALFIE V. ANDO MASE

Master Teacher II/ SHS Research Coordinator

Noted: Approved:

(SGD) SHERYL S. TANGUANCO, MSERM (SGD) ALFIE V. ANDO, MASE

MT-II/SHS Coordinator Master Teacher II/ Panel Member
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL

March 05, 2024

SHERYL S. TANGUANCO, MSERM

Master Teacher II
Hagonoy National High School
Guihing, Hagonoy, Davao del Sur

Ma’am:
Greetings of Peace!
I am Daniel Jesus Borembao, a Grade 11 HUMSS-CHOMSKY student currently
undergoing a study entitled: “Exploring the Experiences of Vape Users in Senior
High School.” This is in partial fulfillment of the requirement in Practical Research I,
as a prerequisite for the completion of the K-12 Curriculum here in Hagonoy National
High School, for the school year 2023-2024.
In this regard, we would like to ask permission from you to allow me to conduct my
study as part of the data gathering process. Rest assured that the necessary ethical
considerations will be observed in the conduct of the said study.
Your favorable action in response to this request will be highly appreciated.

Respectfully yours,

(SGD) DANIEL JESUS I. BOREMBAO

Lead Researcher

Recommending Approval:

(SGD) ALFIE V. ANDO MASE

Master Teacher II/ SHS Research Coordinator

Noted: Approved:

(SGD) SHERYL S. TANGUANCO, MSERM (SGD) SHERYL S.

TANGUANCO, MSERM
MT-II/SHS Coordinator Master Teacher
II/ Panel Member
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL

March 05, 2024

THERESA T. PLAZA, MA-ELT

Master Teacher II
Hagonoy National High School
Guihing, Hagonoy, Davao del Sur

Ma’am:
Greetings of Peace!
I am Daniel Jesus Borembao, a Grade 11 HUMSS-CHOMSKY student currently
undergoing a study entitled: “Exploring the Experiences of Vape Users in Senior
High School.” This is in partial fulfillment of the requirement in Practical Research I,
as a prerequisite for the completion of the K-12 Curriculum here in Hagonoy National
High School, for the school year 2023-2024.
In this regard, 23 would like to ask permission from you to allow me to conduct my
study as part of the data gathering process. Rest assured that the necessary ethical
considerations will be observed in the conduct of the said study.
Your favorable action in response to this request will be highly appreciated.

Respectfully yours,

(SGD) DANIEL JESUS I. BOREMBAO

Lead Researcher

Recommending Approval:

(SGD) ALFIE V. ANDO MASE

Master Teacher II/ SHS Research Coordinator

Noted: Approved:

(SGD) SHERYL S. TANGUANCO, MSERM (SGD) THERESA T. PLAZA, MA-

ELT
MT-II/SHS Coordinator Master Teacher II/ Research
Adviser
 APPENDIX B
(Letter of Assent)
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL
GUIHING, HAGONOY, DAVAO DEL SUR
To the Participant:

Good Day!

In behalf of my co-researchers, I am Daniel Jesus I. Borembao, a Grade 11-HUMSS

Chomsky student who is undergoing a study entitled “Exploring the Experiences
of Vape Users in Senior High School.”

I am asking you to allow me to conduct an interview with you with the permission of
your parents/guardians. This endeavor only aims to get your views, challenges, and
coping mechanism as vape users.

Your participation in this study will be at your choice and convenience. Hence, your
contribution is purely voluntary and unforced. If you feel uncomfortable before and
during the interview, your freedom to withdraw from continuing the discussion is
always your right and will be accepted and respected. The researcher will take all
necessary precautions to prevent any potential harm or risk to the participant.
Whether or not the discussion is beneficial to you, we would like you to know that
you are greatly contributing to the knowledge about the lived experiences of senior
high school students who vape.

Inquiries about this study will be catered, If you have future queries or clarifications
you can email me at bdanieljesus09@[Link]. If you agree to the terms and
conditions underlying this study,

please sign your name in this letter below.

You can keep a copy of this letter.

Thank you for your interest!

Sincerely,

DANIEL JESUS I. BOREMBAO

Lead Researcher
AGREEMENT

I have read the foregoing information, or it has been read to me. I had the
opportunity to ask questions about it and any questions that have been asked have
been answered to my satisfaction. I consent voluntarily to be a participant in this
study.

_____________________________ _____________________
Participant’s Signature Date

I have explained to the abovenamed individual the terms and conditions, nature and
purpose, benefits and possible risks associated with participating in this research. I
confirm that the participant was given an opportunity to ask questions and that I have
answered all questions that have been raised correctly and to the best of my ability. I
confirm that the individual has not been coerced into giving consent, and the consent
has been given freely and voluntarily. I have provided the participant with a copy of
this form.

_____________________________ ___________________

Researcher’s Signature Date

 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL
GUIHING, HAGONOY, DAVAO DEL SUR

March 2024

_______________________
_______________________
_______________________

Ma' am/Sir:

Good day!

I am the lead researcher Daniel Jesus I. Borembao, a senior high school student of
Humanities and Social Sciences (HUMSS) - 11 Chomsky, currently undergoing a
study entitled "Exploring the Experiences of Vape Users in Senior High School”.

I am humbly asking for your permission to let me conduct an interview with your
daughter/ son.

I am also assuring you that the information gathered will remain confidential, and that
you and your daughter/son’s privacy will be my outmost consideration.

I am looking forward that my request will merit your positive response.

Thank you and more power!

Sincerely yours,

Daniel Jesus I. Borembao

Lead Researcher

________________________
PARENT’S SIGNATURE
 APPENDIX C
(LETTER OF CONSENT)
 Republic of the Philippines

Department of Education
REGION XI – DAVAO REGION
DIVISION OF DAVAO DEL SUR
HAGONOY NATIONAL HIGH SCHOOL
GUIHING, HAGONOY, DAVAO DEL SUR

March 2024

_______________________
_______________________
_______________________

Ma' am/Sir:

Good day!

I am the lead researcher Daniel Jesus I. Borembao, a senior high school student of
HUMSS- Chomsky, currently undergoing a study entitled "Exploring the
Experiences of Vape Users in Senior High School”.

I am humbly asking for your permission to let me conduct an interview with you
regarding the abovementioned study

Please be assured that all the information gathered will be kept confidential and be
used only as a basis of research conduct. It is my prime concern to establish your
anonymity to protect your identity. Moreover, guidance and supervision from experts
are highly crucial in reviewing the interview questions.

Your participation in this study will be highly appreciated

Thank you and God Bless!

Sincerely yours,

(SGD) Daniel Jesus I. Borembao

Lead Researcher

________________________
(SGD) PARTICIPANT’S SIGNATURE
 APPENDIX D
(PARTICIPANTS PROFILE)
 PARTICIPANT PROFILE

Participant 1
aged 16, is enrolled as a senior high school student at Hagonoy
National High School. Studying in the strand of Shielded Metal Arc
Welding (SMAW).

Participant 2
aged 18, is enrolled as a senior high school student at Hagonoy
National High School. They are in the strand of Humanities of
Social Sciences (HUMSS)

Participant 3
aged 17, is currently enrolled as a senior high school student at
Hagonoy National High School, Studying in the Humanities and
Social Sciences (HUMSS).

Participant 4
aged 18, currently enrolled at Hagonoy high school in Senior high
with a strand of Humanities and Social Sciences (HUMSS)

Participant 5
aged 18, enrolled in Humanities and Social Sciences (HUMSS) at
Hagonoy National High School, in Senior high

Particpant 6
aged 16, in the strand of Shielded Metal Arc Wielding (SMAW) in
the Senior high School program, at Hagonoy Nation High School
 Participant 7
aged 16, a Shielded Metal Arc Wielding (SMAW) Senior high
student at Hagonoy National High School

Participant 8
aged 18, a Senior high student enrolled in Humanities and Social
Sciences (HUMSS) at Hagonoy National High School

Participant 9
aged 17, a Senior High School Student in Hagonoy National High
School, in the strand of Shielded Metal Arc Wielding (SMAW)

Participant 10
aged 17, a Senior High School Student in Hagonoy National High
School, in the strand of Shielded Metal Arc Wielding (SMAW)
 APPENDIX E
(AUDIT TRAILING AND DIARY TYPE)
 Making of Chapter
Making of Chapter
Title Making Title Defense 1
15-16
Februry 5, 2024 Februry 13, 2024 Februry 15-16,
Februry 15, 2024
2024

Checking and
Making of chapter Making of Chapter
editing of chapter
2 3 Stage 1 defense
1,2,3
Februry 15-16, Februry 15-16, March 01, 2024
Februry 19-23,
2024 2024
2024

Signing and
Finalization of Making Validation approval of the Making of letter of
chapter 1,2,3 of Approval research to be ascent and consent
March 02, 2024 March 04, 2024 conducted March 05, 2024
March 04, 2024

Giving of the letter Conducting the Transcribing the

to the participant Making of IGP interview of the recording of the
beforehand March 09-14, 2024 research participant interview
March 08, 2024 March 15-16, 2024 March 16-20, 2024

Assigning themes
Translating the Transcribing Data Color Coding
to us
transcript date March 23-25, 2024 April 03, 2024
April 04, 2024
March 21-22, 2024

Making of PAIS for Checking of Theme Making of PAIS for Checking of

theme 1 1 all themes Themes
April 6-7 April 12, 2024 April 14-21, 2024 April 22, 2024
Feb 5 Title making
-tasked to write 5 titles
Feb 13 Title Defense
-The defense that decided the researchers title which is “Exploring
the Experiences of Vape Users in Senior High School”
Feb 15-16 Making of the chapter 1-3
Feb 19-23 Checking of the Chapters and Finalizing
March 1 stage 1 defense
March 5 Making of letter of consent and assent
March 8 Giving the letter’s to the participant
March 9-14 Making of IGP
March 15-16 Conducting the interview of the research participants
March 16-20 Transcribing the recording of the interview
March 21-22 Translating the transcript date
March 23-25 Transcribing data
April 3 Color coding
April 4 assigning themes to us
April 6-7 Making of PAIS for theme 1
April 12 Checking of theme 1
April 14-21 Making of PAIS for all themes
April 22 Checking of themes
 APPENDIX F
(GANTT CHART)
 Task Date Amount Source of funds
Making Title February 5, 2024 Personal

Compiling titles February 7,2024 Personal

Making PPT for February 8, 2024 Personal

Title defense
Title Defense February 350 Personal
13,2024
Finding RRL February Personal
13,2024
Introduction February 15- Personal
Making 16,2024
Making of February 19-23 Personal
Chapter 1, 2,
and 3
Stage 1 Defense March 1, 2024 490 Personal

IGP making March 5,2024 Personal

In-depth March 15- 700 Personal

Interview 16,2024
Transcribing March 16- Personal
20,2024
Finalizing the March 23-25 Personal
Transcripts
Color coding April 3,2024 Personal

Passed it to the April 4,2024 Personal

teacher
Making the April 5,2024 Personal
themes
Dedication April 19,2024 Personal

Curriculum Vitae April 19,2024 Personal

Acknowledgeme April 21, 2024 Personal
nt
Participants April 22,2024 Personal
Profile
 APPENDIX G
(CURRICULUM VITAE)
Curriculum Vitae
Daniel Jesus I. Borembao
Bdanieljesus09@[Link]
09454030207
Personal Data:
Home Address: Gemvill, Guihing, Hagonoy, Davao del
Sur
Date of Birth : December 25, 2007
Place of Birth :Guihing Hagonoy Davao del Sur
Parents : Dante A. Borembao
Kristine I. Borembao
Sibling/s : Prince Dan I. Borembao
Prince Kristopher I. Borembao
Prince KD I. Borembao
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Guihing Central Elementary School
From Grade 1 to Grade 6
S.Y 2014-2019
Curriculum Vitae
Martin Angelo G. Bag-o
Martinhandsome95@[Link]
09351067600
Personal Data:
Home Address: Purok 3, Gilda Subdivision, Hagonoy,
Davao . del Sur
Date of Birth : September 5, 2007
Place of Birth : SPMC Davao city
Parents : Rendel C. Bag-o
Marites G. Bag-o
Sibling/s : Hannah Isabel G. Bag-o
Yohan Miguel G. Bag-o
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Saint Micheal School of Padada
From Grade 7 to Grade 8
S.Y 2019-2021
Hagonoy National High School
From Grade 9 to Grade 10
S.Y 2021-2023
Elementary : Guihing Central Elementary School
From Grade 1 to Grade 6
S.Y 2014-2019
Curriculum Vitae
Avrille James B. Raut
k4r0h4sh21@[Link]
09535649480
Personal Data:
Home Address: Purok 2, Gilda subdivison, Hagonoy,
Davao . del Sur
Date of Birth : April 11, 2007
Place of Birth : National Hospital Digos city
Parents : Mary Ann B. Raut
Joemar G. Raut
Sibling/s : Angelo James B. Raut (Deceased)
Jomryann James B. Raut
Princes Jommia B. Raut
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Guihing Central Elementary School
From Grade 1 to Grade 6
S.Y 2014-2019
Curriculum Vitae
Jerlyn Joy V. Dela Calzada
jerlyndelacalzada4@[Link]
09947109891
Personal Data:
Home Address: Purok 1, Gilda subdivision, Hagonoy,
Davao . del Sur
Date of Birth : May 21, 2007
Place of Birth : Purok 1, Gilda subdivision Guihing
Hagonoy . Davao del Sur
Parents : Gina V. Dela Calzada
Danny S. Dela Calzada
Sibling/s : Jeck V. Dela Calzada
Jennifer V. Dela Calzada
Jericho V. Dela Calzada
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Guihing Central Elementary School
From Grade 1 to Grade 6
S.Y 2014-2019
Curriculum Vitae
Airah Kyte P. Cavan
airahkytecavan@[Link]
09639148417
Personal Data:
Home Address: Caballes street, Guihing River side,
Hagonoy, . Davao del Sur
Date of Birth : June 13, 2007
Parents : Ginalyn P. Cavan
Klynt Dione P. Cavan
Sibling/s : Mizzy P. Cavan
Christian P. Cavan
Kally P. Cavan
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Hagonoy Central Elemtary Shool
Grade 1
S.Y 2014-2015
Guihing Central Elementary School
From Grade 2 to Grade 6
S.Y 2015-2019
Curriculum Vitae
Sheanlee Brigole

09705531717
Personal Data:
Home Address: Purok 10, Sitio Bodoy
Date of Birth : September 23, 2007
Place of Birth : Sityo Bodoy purok 10
Parents : Agnes S. Brigole
Charlie P. Brigole
Sibling/s : Aisley S. Brigole
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Guihing Hagonoy Davao del Sur
From Grade 1 to Grade 6
S.Y 2014-2019
Curriculum Vitae
Danica Manalop

09483796771
Personal Data:
Home Address: Sinayawan Hagonoy Davao Del Sur
Date of Birth : April 30,2007
Place of Birth : Sinayawan Hagonoy Davao del Sur
Parents : Rebecca A Galvez
Danilo B Manalop
Sibling/s : Reyna Dawn A Manalop
Educational Background:
Senior High School: Currently Grade 11 HUMSS
Hagonoy National High School
S.Y. 2023-2024
Junior High School: Hagonoy National High School
From Grade 7 to Grade 10
S.Y 2019-2023
Elementary : Sinayawan Elementary School
From Grade 1 to Grade 6
S.Y 2014-2019