Challenges of Non-STEM Students in Psychology: Disruptive Learning Dynamics: A Literature Review

This research meticulously explores the complex terrain of disruptive learning encounters among non-STEM psychology students at Father Saturnino Urios University (FSUU), aiming to unravel the intricate moderating factors that shape the relationship between disrupted learning progression and psychological challenges. Situated within the framework of the K to 12 Program, which introduced diversified tracks in secondary education, students were empowered to align their academic pursuits with their unique aptitudes and career aspirations. Nevertheless, a pronounced misalignment between senior high school strands and subsequent college courses, particularly within STEM fields, has emerged as a notable concern. Guided by the theoretical underpinning of the vertical alignment theory, this study posits that the misalignment between high school strands and college courses not only adversely impacts academic performance but also engenders psychological challenges. Embracing an Exploratory Sequential Mixed Method Design, the research seamlessly integrates qualitative and quantitative methodologies, commencing with a qualitative exploration to inform subsequent robust quantitative measures. The findings of this study hold significance in unveiling nuanced factors underpinning disruptive learning, with the potential to inform educational policies and practices, fostering inclusive experiences for diverse student cohorts.