Research Fatigue and Scientific Writing Difficulty among Thesis and Dissertation Writers in a Catholic University: A Qualitative Inquiry

Abstract

Graduate education places rigorous pressure on students to produce high-quality research, which can trigger research fatigue. This academic exhaustion often leads to substantial scientific writing difficulties, leaving students feeling unequipped in knowledge, skills, and attitude. Utilizing a descriptive qualitative research design, this study explored the experiences of research fatigue and scientific writing difficulties among eleven (11) purposively selected thesis and dissertation writers enrolled in a Catholic university for the academic year 2025-2026. Data collection involved semi-structured interviews, and qualitative insights were analyzed using Lichtman’s 3Cs (coding, categorizing, and conceptualizing). Qualitative analysis revealed three core themes for research fatigue, which include physiological and psychosomatic manifestations, cognitive and psychological exhaustion, and functional disruption and role strain. In addition, three themes of writing difficulties emerged which include structural and logical organization hurdles, technical and methodological barriers, and information literacy and pedagogical gaps. The findings of the study promote awareness of the critical challenges faced by thesis and dissertation writers especially regarding research fatigue and scientific writing difficulties during the writing process.