#QuesayDOOMED: A Phenomenological Study of Student Online Civic Discourse in Quezon Science High School

Proponent/s Name/s (Last Name, First Name, Middle Initial)

• John Edison E. Alegre, Quezon Science High SchoolFollow
• Leon Kirby M. Arciaga, Quezon Science High SchoolFollow
• Earl Jann Mae A. Baltar, Quezon Science High SchoolFollow
• Hamza M. Ghnaim, Quezon Science High SchoolFollow
• Gabriella Alaine O. Mallari, Quezon Science High SchoolFollow

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

21st Century Learning and Innovations (CLI)

School Name

Quezon Science High School

Track or Strand

Science, Technology, Engineering, and Mathematics (STEM)

Research Advisor (Last Name, First Name, Middle Initial)

Lopez, Jenina Nicole, E.

Start Date

23-6-2026 1:30 PM

End Date

23-6-2026 3:00 PM

Zoom Link/ Room Assignment

DLSU Manila Campus (In-person) - Don Enrique T. Yuchengco Hall - Y306

Abstract/Executive Summary

The emergence of social media changed traditional participation in discourse, serving as a platform that amplifies and disseminates conversation to a broader audience. This study explores the lived experiences of Quezon Science High School (QSHS) students in online civic discourse on Twitter (now X) using the hashtag #QuesayDOOMED. Using a phenomenological approach, semi-structured interviews were conducted to capture personal narratives and experiences using a purposive sample of five (5) QSHS students. The data collected was interpreted through thematic analysis, identifying four (4) significant themes: (1) From institutional neglect to collective online action, (2) Social media as an outlet when formal channels are lacking, (3) From protest to reform-oriented student voice, and (4) Shared struggles as a source of courage and collective clarity. Findings revealed that students experienced unresponsiveness from the institution, indicating that such movement is triggered when the administration fails to coordinate changes with students' appeals or feedback; emerging as a means of asserting student civic agency, seeking accountability, and institutional reform. Analysis of the composite structural themes revealed that online discourse was not merely ranting or a form of rebellion, but rather a collective and risky act of making shared struggles, grievances, and concerns visible when formal school responses are perceived as insufficient, delayed, or dismissive. These insights contribute to a more nuanced understanding of online civic discourse and the factors influencing student participation.

Keywords

student voice; digital civic discourse; phenomenology; institutional responsiveness; civic agency

Initial Consent for Publication

yes

Statement of Originality

yes