Asian Journal of Education and Social Studies

The return to face-to-face higher education following COVID-19 disruptions brought renewed attention to how students navigate university admission, retention and remediation. This study documented the back-to-school narratives of second- and third-year students at the University of Eastern Philippines and identified inputs for institutional mechanisms. A qualitative design was used. Participants were purposively selected, and an interview guide supported three focus group discussions involving 9, 11 and 10 students, respectively, during the 2024 school year. Responses were coded and analysed to identify themes. Admission narratives described difficulties obtaining places in preferred programmes, unclear procedures, delayed or limited communication, concerns about staff and equipment, and differing experiences of admission requirements. Retention narratives centred on students’ preparation and responsibilities, teachers’ feedback and assessment practices, academic grades, prerequisite courses and institutional standards. With regard to remediation, respondents reported some existing measures, including re-examinations and special projects, while also expressing interest in remedial or summer classes, clearer feedback and opportunities to retake courses. Drawing on these narratives and the university’s 2018 student handbook, the study proposed inputs for admission communication and qualification processes, student and faculty orientation, curriculum review and remediation at pre-college, in-semester and post-semester stages. The findings offer context-specific considerations for reviewing university mechanisms rather than evidence of their effectiveness.