Lived Experiences of Bachelor of Science in Chemistry Graduates during Comprehensive Examinations

This study explores the lived experiences of Bachelor of Science in Chemistry graduates (2022–2025) at Central Mindanao University regarding the implementation of comprehensive examination as preparation for the Chemist Licensure Examination. Using a transcendental phenomenological design, data were collected from seventeen graduates through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings show that the comprehensive examination helped students integrate foundational chemistry concepts, thereby strengthening their academic readiness, and develop self-directed learning practices. At the same time, it exposed them to significant emotional and cognitive demands. Participants reported challenges related to limited preparation time, concurrent academic requirements such as thesis work, and gaps in prior knowledge, particularly among those affected by pandemic-related learning disruptions. To cope, they relied on peer support, time management, and personal belief systems to sustain motivation. These findings suggest that comprehensive examinations function not only as summative assessments but also as complex learning experiences that shape students’ academic readiness, enhance their preparedness for licensure examination conditions, and build their confidence in their ability to succeed. The study underscores the need for assessment practices that balance cognitive rigor with adequate institutional support for students’ well-being, including structured review programs, manageable scheduling, and access to academic and psychosocial support services.