Abstract
Writing research is one of the most tedious academic tasks. The study aimed to determine students lived experiences in terms of the difficulties faced and coping mechanisms in writing research. Ten (10) participants were purposively selected for the study. Maslows motivation theory and Collaborative learning theory were the foundation theories of the study. A phenomenological research design and Collaizis data analysis (Gumarang Jr. et al., 2021) were utilized to obtain the result of the study. Researchers collected data through a semi-structured questionnaire via google forms, virtual focus group discussion, and observation notes. Researchers gathered information using a semi-structured questionnaire administered via google forms, a virtual focus group discussion, and observation notes. The findings revealed that the difficulties encountered were relevant research dilemmas, unamenable behavior of members, scarcity of time, and insufficient academic assistance in learning. Additionally, coping mechanisms include seeking academic assistance, autodidact behavior, time efficacy, and self-acceptance. The study findings enable the education sector to provide interventions for students to improve the quality of their research writing by attending enhancement programs, training, and webinars.
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