Asian Journal of Education and Social Studies

Aims: This study explored the lived experiences of Philippine board examination topnotchers to inform a proposed holistic Development Support Programme for future examinees.

Study design: A qualitative phenomenological approach informed by van Manen’s Phenomenology of Practice was employed.

Place and duration: Twelve individuals who achieved top-ten rankings in Professional Regulation Commission licensure examinations in the Philippines between 2023 and 2025 participated.

Methodology: Participants were selected purposively and interviewed using an expert-reviewed, semi-structured guide. The interviews were transcribed and analysed using Colaizzi’s phenomenological method. Member checking, an audit trail, reflexive journalling and contextual description supported trustworthiness.

Results: Five interrelated themes emerged: personal motivations and aspirations; study habits, strategies and practices; the influence of family, peers and mentors; challenges and coping mechanisms; and reflections and meaning-making. Participants described purposeful goals, structured yet adaptable study practices, emotional pressures, interpersonal encouragement and changing understandings of achievement. Coping approaches included rest, self-reflection and social support. Faith and prayer were personally meaningful to some participants but were not uniformly reported. Preparation demands also differed across professional fields.

Conclusion: Becoming a topnotcher was experienced as a multidimensional process involving academic effort, resilience, relationships and reflection, rather than examination performance alone. The findings informed a proposed Development Support Programme integrating preparation strategies, mentoring, well-being, coping and values-oriented reflection. The programme remains a proposal, and the findings should be understood in the context of these participants’ experiences.