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“FIRST BATCH OF K-12 GRADUATING STUDENTS IN FOCUS: FEARS,

CHALLENGES, AND DREAMS”

An Undergaduation Thesis

Presented to the Faculty and Administration of

Philippine Women’s College of Davao

In Partial Fulfillment

Of the Requirement for

Travel Services

Brina, Marcyl J.

Marcelino, Syra Mae G.

Monjardin, Christyl Joy L.

Bolonos, Marianne Mae S.

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ACKNOWLEGEMENT

The researchers would like to express our gratitude to all individuals, who have

significantly contributed to the realization of this study, through their financial, services,

encouragement and prayers:

To Mrs. Faye Lagaman, teacher, for her suggestions and encouragement to

complete this study.

To the researcher’s family for their patience, understanding, moral and spiritual

support, presence, love and financial.

To all the Grade 12 Senior High School students in Philippine Women’s College

of Davao for allowing us to conduct our research.

Most of all the researcher’s is genuinely grateful to our God Almighty who is the

source of everything and protection. Through Him nothing is impossible.

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TABLE OF CONTENTS

Page

TITLE PAGE 1

APPROVAL SHEET 2

ACKNOWLEGEMENT 3

TABLE OF CONTENTS 4

CHAPTER 1

Introduction 6

Purpose of the Study 7

Research Questions 8

Theoretical Lens 9

Review of Related Literature 12

Significance of the Study 16

Limitation and Delimitation 17

Organization of the Study 18

CHAPTER 2

Methodology 19

Research Design 19

Role of the Researcher 19

Research Participants 20

Data Collection 20

Analysis of Data 20

Trustworthiness 21

Ethical Consideration 22
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CHAPTER 3

Results 23

CHAPTER 4

Discussion 36

Concluding Remarks 38

REFERENCES 40

APPENDICES 42

A. Interview Guide and Questionnaire

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CHAPTER 1

INTRODUCTION

The strength of a nation greatly depends on the strength of its education system

and the Philippine government ideally adheres to this belief (Sergio, 2012). According to

the 1987 Philippine Constitution, “The State shall give priority to education, science and

technology, arts, culture, and sports to foster patriotism and nationalism, accelerate

social progress, and promote total human liberation and development” (Section 17,

Article 2) and “The State recognizes the complementary roles of public and private

institutions in the educational system and shall exercise reasonable supervision and

regulation of all educational institutions” (Section 4, Article 14). Hence, there is no doubt

that education is of primordial importance to the well-being of the people and

consequently creates a positive impact on the overall status of the country.

With this said, K-12 was published on October 5, 2010. The Department of

Education (DepEd) engaged in an aggressive awareness campaign along with

consultations at various levels (local, regional, national) with the academe, parents,

students, business, and industry in the hope that their inputs will contribute in the

framework of the K-12 with the necessary details. This is part of the President Benigno

Aquino III Educational Reform Program. The P-Noy Administration believes that adding

two more years to basic education in the Philippines could help solve the problem of

unemployment and keep up global standards. The students can able to choose a

specialization according to their interest, aptitude, and their dreams. According Luistro

(2010) “The student should go to their chosen school and enroll to their preferred career

tracks”. Also K-12 or Senior High School could be a bridge to a brighter economy where
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students can find a job once he/she is done with said program. K-12 has its side effects

which students will have 2 more years of education and it is hard for parents to support

them but this might help boost the progressing economy by educating people more.

Each student in Senior High School can choose among three tracks: Academic,

Technical-Vocational-Livelihood, and Performing Arts. The Academic track includes

three strands: Accountancy, Business, Management (ABM); Humanities, and Social

Sciences (HUMSS); and Science, Technology, Engineering, Mathematics (STEM).

These tracks will help the students to unlock many doors to their careers as well as their

personality.

Majority of the Senior High School students desire to complete their academic

studies and then aiming to possibly attain a college degree ensuring their future by

having an established career in supporting their family.

Based on the foregoing discussions, the researchers were prompted to

conceptualize and conduct a study on the extent of knowing the fears, challenges and

dreams of the first batch K-12 students. This study hopes to provide insights that will

enlighten and help the students to face their fear, embrace challenges and achieve their

dreams.

PURPOSE OF THE STUDY

The main purpose of this qualitative, descriptive research is to investigate and

analyze the fears, challenges, and dreams of the first batch K-12 graduating students.

The information gathered includes the students’ profile (sex, age and track). The data
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collections were obtained through an in-depth interviews and surveys at the locations

convenient to the participants.

RESEARCH QUESTIONS

This study aims to determine the fears, challenges and dreams of first

batch K-12 graduating students in Philippine Women’s College of Davao.

The study sought to answer the following questions:

1. What is the profile of first batch K-12 graduating students according to:

1.1 Sex

1.2 Age

1.3 Track

2. What are their fears as a student?

3. What are their perceived fears after graduation?

4. What are the challenges experienced by the students?

5. What are the perceived challenges by the students after graduation?

6. What are their dreams in life?

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THEORETICAL LENS

“We need to add two years to our basic education. Those who can afford

pay up to fourteen years of schooling before university. Thus, their children are getting

into the best universities and the best jobs after graduation. I want at least 12 years for

our public school children to give them an even chance at succeeding.” (President

Benigno S. Aquino III, 2011)

In an interview, Barrio Luz National High School Principal Gemma Bendeber said

that the new education program is effective in that there are already work opportunities

waiting for the graduates. Aside from certificates of completion from their respective

schools, the graduates also received certifications from the Technical Education Skills

Development Authority for the skills they have acquired.

DepEd Cebu City Division School Superintendent Dr. Bianito Dagatan admitted

that they met problems during the implementation but they were able to overcome

these. “We have encountered challenges considering that it is the first time of senior

high school implementation. However, with the collaborative planning with both internal

and external stakeholders, we were able to address it. For classrooms not completed on

time, schools adopted several strategies like utilization of non-academic rooms.” He

also added that they also linked with private companies, the local government unit and

non-government organizations.

This academic school year, as the country welcomes the first batch of Senior

High School (SHS) graduates under the K to 12 Program this year, concerns on their

job readiness are being raised by various stakeholders (Hernando-Malipot 2018).

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Contrary to the earlier “promise” of the K to 12 program, solons representing the

teachers sector reiterated that the K to 12 system will not solve the rising number of

unemployment in country. “It will instead worsen the problem with having a pool of

laborers with no jobs or opportunities available to hire them,” said ACT Teachers

Representatives Antonio Tinio and France Castro.

This is not the only factor that gives fear and challenges to the graduating

students to achieve their dreams. According to Allen (n.d.) “The common fear of

graduating students is failing”. Many graduating students are scared failing the program

because their energy, time and money will be wasted. Also failing the program can

lessen their self-esteem to go back to school.

Moreover, Gomes and Mendes (2007b) argue that the instability and change that

students experience at this time probably gives rise to an initial negativity or inability to

focus on a particular subject: “You're coming from very far, having to live down here by

yourself” and “I was really flailing around. I didn't have an idea if this is how I must

manage my time, didn't know anyone, no other students to help me, just thinking back, I

get emotional.” This feeling of fear, or rather the apprehension created by the emotional

and social changes of entering a new environment, may lead to confusion or cloud

understanding when the basic concepts of programming are presented (Jenkins, 2002).

“I don't know where my mind was at that time, but when they did classes, I couldn't

really understand them so well.” As initial concepts are vital to forming the strong

foundations for future knowledge to be built on, it is not difficult to understand how the

struggle with programming commences. “The greatest challenge of mine is to go back

to school. How will I compete with students? But in the end, I know that furthering my
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education is very important and that fear is only a small obstacle.” by Lisa (n.d). Dreams

can be a motivation to fight all the challenges in life. An obstacle to hold a person to

become more knowledgeable and to become a fighter with a high hopes in life.

Horner (1968, cited by Good & Good, 1973) postulated a concept to avoid

success which affects an individual’s quality of performance in competitive,

achievement-oriented situations. Theorists such as Gardner (2008) assert that students’

success in, and completion of, graduating students are contingent upon the quality of

their socialization experience at the school. This is defined as having learned the norms,

priorities, knowledge, and skills of value within particular social, cultural and institutional

group.

According to an article written by Angela Guzman, Not surprisingly perhaps, most

students have genuine desire to succeed in school, they are aware of their struggles,

and they would value opportunities to improve. It may be useful, therefore, to provide

students with understanding that although their struggles could impede their success;

these challenges are experienced by many. Findings from our study inform where those

efforts should be directed and mirror research that reveals the inextricable relationship

between skill building, personal efficacy, attributions, and academic self-concept. These

lessons are the foundations for success in life.

“Don't be afraid of fear. Because it sharpens you, it challenges you, it makes you

stronger; and when you run away from fear, you also run away from the opportunity to

be your best possible self.” - Ed Helms, 2013.

It’s very important for you to know and accept that fear is inevitable and

completely normal. You’ll discover that your fear is not something to be afraid of – in
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fact your fear is the very thing that has the power of pushing you to the point where

you’ll actually try new things and push you towards success. Coming face-to-face with

your fears will give you the opportunity to identify possibilities that lie within your future.

Instead of turning away from fear, look to it for inspiration and hope that you can

become stronger. Push the envelope and seek out ways you can become a better

version of yourself. Fight the urge to run away – despite the feeling in your gut that’s

telling you to stay on the path you’re familiar with (Guzman, 2017).

REVIEW OF RELATED LITERATURES

This section presents the related literature and studies on K-12 graduating

student’s focus in: fears, challenges and dreams. It considers both local and

international studies that served as a guide in the analysis of the study’s findings.

Local

The Philippines is the only country in Asia and among the three remaining

countries in the world that uses a 10-year basic education cycle. According to the South

East Asian Ministers of Education Organization (SEAMEO-INNOTECH) the Philippines

allots 10 years while other countries have either 11 or 12 years in their basic

education cycle (Caluyo, 2013).

According to Bigcas (2016) “The K-12 program offers a decongested 12- year

program that gives students sufficient time to master skills and absorb basic

competencies and the students of the new system will graduate at the age of 18 and
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will be ready for employment, entrepreneurship, middle level skills development and

higher education upon graduation.

According to Education Secretary Luistro [former Secretary], the new curriculum

is focused more on the learners and not on the teacher. Luistro said, “We are making it

a real learning experience for the students, meaning, it will be less on memorization and

more encouraging of critical thinking. Change is never easy, especially when it is about

a big undertaking such as the implementation of the new K-12 curriculum guide in the

Philippines. It is high time, however, that we join the rest of the world and improves the

quality of our basic education.

Foreign

According to Sarmiento (2016) The US basic education system varies from state

to state, similar to its SHS curriculum. There is no definite track as this is left to

individual state and their school districts to decide. There are purely academic, tech-voc

and other types of schools. The majority of those who choose academic track are a

student who plans to proceed to college. There are still stigmas in selecting tech-voc

and other courses as this are seen by many as the course for poor performing/-

problematic students.

Fears

Fear is analyzed both at the school and at the educational system level. Reasons

of stress and fear can be classified into those related to school and those unrelated to

school. School-related problems bring to light the role of school as an institution with its
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own culture, ethos and community and experience stress both family and school.

Bagdonas (2003).

Challenges

According to Neumann (2015) Academic challenges included communication

with professors, classmates, and staff. Consequently, they have to deal with social

isolation when engaging in different group activities. Culturally, they need to confront the

different ways of thinking and doing in the US. In order to overcome these challenges,

students have adopted resources that mainly are derived from the university to

overcome these challenges. A better understanding of these students’ academic

challenges, university faculty and staff can recognize students’ needs and effectively

offer supportive campus resources and services. The university needs to be prepared to

meet students not only academically but also socially and culturally.

The Challenge of Senior Year in Chicago Public Schools finds there is much

work to do to shift the focus of senior year in Chicago from finishing graduation

requirements to preparing for college or employment. (Roderick, 2013)

Dreams

According to Edday (2016) The initiative aims to guide SHS students in the city in

choosing their future careers, colleges and universities, and enable them to access

possible scholarship opportunities with a mission of democratizing access to higher

education and helping students make better-informed choices that will allow them to

achieve their dream career.

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Achieving the Dream, a completion-focused nonprofit group, is hoping a larger

national initiative to better connect K-12 with community colleges and four-year

institutions will help students be more successful progress, those goals, skills and

interests are narrowed down and correlated to their courses. (Smith, 2016)

According to Gonzalez (2018) The more you do early on the better experience

you will have and you will have strong opportunities come your way. Most people wait

till they are close to graduating but the competition is a stronger in life and prepare

yourself early on you will not only have strong experience but you will probably have a

great college experience. Motivation and the capacity to succeed is also a key factor

when admissions teams read your personal statement. Graduate schools want people

who will show the value and success of their program so that other students will

recognize their student's accomplishments and want to go to their graduate school as

well. Show them how you can improve the school's reputation by your motivation and

ability to succeed. Pivik (2017)

Theorists such as Gardner (2008) assert that students’ success in, and

completion of, graduate school is contingent upon the quality of their socialization

experience. Successful socialization is defined as having learned the norms, priorities,

knowledge, and skills of value within a particular social, cultural, or institutional group.
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SIGNIFICANCE OF THE STUDY

This study is significant and beneficial to the country, Department of Education

(DepEd), school administrators, teachers, parents and students.

DEPARTMENT OF EDUCATION (DepEd)

This research would be an eye opener to our government on the efficiency,

effectiveness, and readiness of the program.

SCHOOL ADMINISTRATORS

Through this study, school administrators would be able to help the teacher

structure the curricula and align their lesson plans with content found on local to

national standardized tests for the students contemporaneously, meeting the needs of

them by providing program that would unleash their full potential.

TEACHERS

The given data would be an instrument for the teachers to understand the

behavior of their graduating students, to realize their role as mentors and to recognize

their students’ adversities.

PARENTS

The collected data would give them an idea that their students need parental support and

encouragement. The findings would also help them learn and have knowledge of the actions of

their children.

STUDENTS

The results would provide the students a vast understanding and knowledge on

their fears, challenges and dreams in life. These are motivating factors in developing
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perseverance, maturity and self-discipline enabling the students to become a better

individual.

DEFINITION OF TERMS

To facilitate the readers’ understanding of the contents of this study, the

researcher included the operational and conceptual definition of the following terms:

Students. A person who is studying at school or college and formally engaged in

learning’s. And who takes an interest in a particular subject.

Fears. “As a psychological state which result in observable paralysis, withdrawal, or

retraction in the presence of consciously understood, subjective or objective goal which

is perceived by the individual at the moment of withdrawal.” (Pappo, 1983)

Challenges. A something difficult which requires great effort and determination.

Dreams. A series of thoughts, image or emotions occurring during sleep or a state of

mind marked by abstraction or release from reality.

K-12. As defined by Cruz (2010), refers to the most recently implemented basic

education curriculum signed into a law by the incumbent President Benigno Aquino III

through Republic Act 10533. The Filipino students are required to undergo one year in

kindergarten, six years in primary school, four years in junior high school and two years

in senior high school.

LIMITATION AND DELIMITATION OF THE STUDY

This study is limited to the first batch K-12 graduating students enrolled

during the academic year 2017-2018 at Philippine Women’s College of Davao. The
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researchers conducted FGD (Focusing Group Discussion) and key informal interview in

providing an accurate result. This study was started last January 2018 together with 100

respondents. The goal of this scrutiny is to come up with a result that would be

beneficial to the students and the academe.

ORGANIZATION OF THE STUDY

This study will be organized as follows:

The first chapter discusses the background of the study, research questions,

theoretical lens, the significance of the study, the definition of terms, limitation and

delimitation of the study and Review of related literature that are relevant to support the

study. Said topics include the following: Fears, Challenges, and Dreams.

The second chapter discusses about the methodology. It contains the research

design, role of the researcher, research participants, data collection procedure, data

analysis procedure, trustworthiness and credibility as well as ethical consideration which

were ensured during the conduct of the inquiry.

The result of the study is presented in chapter 3 which has four parts namely: the

participants’ data, the data analysis procedure, and the steps in the categorization of the

fears and dreams. It also contains the summary of the responses.

Finally, the discussions and conclusions are in chapter 4.

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Chapter 2

Methodology

This chapter contains the Research design, Role of the researcher, Research

participants, Data collection, Analysis of data, Trustworthiness, and the Ethical

consideration.

Research Design

The study used Qualitative design. Qualitative research is intended to penetrate

to the deeper significant that the subject of the research described to the topic being

researched. It involves an interpretative, naturalistic approach to its subject matter and

gives priority to what the data contribute to the important research question or the

existing information (Noyeset.al, 2008).

Since the study is more on describing the experiences and the way of life of the

people in community, ethnographic qualitative method was used which includes

observation, in-depth interview with the permission and willingness of respondents.

Role of the Researchers

The researcher’s role of this study is to determine the fears, challenges and

dreams of the students in every track in Philippine Women’s College of Davao.

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Research Participants

The researcher used primary and secondary data. Primary will be taken from

information gathered during in-depth interview from the selected students from different

tracks in Philippine Women’s College of Davao. While the secondary was taken from

the sources of data were gathered from some references, such as related studies and

literature and articles from the internet.

Data Collection

The data collection method used by the researcher is through in-depth interview and

participant observation. The researcher conduct a Focused Group Discussion (FGD)

the process of FGD is that the researchers discuss specifically to the group about the

study and integrate the information being gathered.

The researcher gave full information to the participants as to the purpose of the

research and assures them that any personal information related to them shall be

treated with utmost confidentiality.

Analysis of Data

This chapter contains the data analysis and interpretation of data collected for in-

depth interview from the selected students from different tracks in Philippine Women’s

College of Davao.
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Trustworthiness

According to Olivia (2017), in qualitative studies, this concept is vaguer because

it is put in different terms. Since qualitative researchers do not use instruments with

established metrics about validity and reliability, it is pertinent to address how qualitative

researchers establish that the research study’s findings are credible, transferable,

confirmable, and dependable. Trustworthiness is all about establishing these four

things, which are described in more detail. Credibility is the how confident the qualitative

researcher is in the truth of the research study’s findings. Transferability is how the

qualitative researcher demonstrates that the research study’s findings are applicable to

other contexts. Confirm ability is the degree of neutrality in the research study’s findings.

In other words, this means that the findings are based on participants’ responses and

not any potential bias or personal motivations of the researcher. Dependability is the

extent that the study could be repeated by other researchers and that the findings would

be consistent. The combination of these four terms constitutes towards the

trustworthiness criteria, thus forming conventional pillars for qualitative methodology

(Phillimore and Goodson, 2004).

According to Devault (2015), Credibility contributes to a belief in the

trustworthiness of data through the following attributes: prolonged engagement,

persistent observations, triangulation, referential adequacy, peer debriefing and

member checks. Trustworthiness is a crucial aspect within qualitative research, and

should not be taken lightly. The author would advise researchers to also consider other

forms of limitations when carrying out their research, in obtain the most reliable findings

possible.
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Ethical Consideration

To consider the ethical aspect of respondents, the researchers guaranteed the

respondents that their personal profile, information given, will be handling with full

confidentiality, proper arrangements, and interviews were conducted with respect.

According to Orb (2001), Eisenhauer(2001), Wynaden (2001), ethical issues are

present in any kind of research. The research process creates tension between the

aims of research to make generalizations for the good of others, and the rights of

participants to maintain privacy.

In addition, according to Institute for Employment Studies (2002), to consider the

ethical aspect of respondents, the researchers should endeavor to ensure that research

is commissioned and conducted with respect for, and awareness of, gender differences,

reporting and dissemination are carried out in a responsible manner, methodology and

findings are open for discussion and peer review, all data are treated with appropriate

confidentiality and anonymity and research participants are protected from undue

intrusion, distress, indignity, physical discomfort, personal embarrassment, or

psychological or other harm.

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Chapter 3

This study explored the fears, challenges and dreams of the k-12 graduating

students. A qualitative framework was used to design this study. The results are a

culmination of the students’ voices and share a deep perspective into their lived

experiences. To study the fears, challenges and dreams of the graduating students, I

established my research framework based on 8 questions:

1. What are your fears as a grade 12 student?

Reporting

Thesis

Failing Grades

Teachers

Others. Specify ______________

2. What do you fear the most after graduating from Senior High School? Why?

3. What are the trials that you have experienced as SHS students?

4. Do these trials serve as a motivation to do better or did you feel discouragement

because of these?

5. What do you think would be the trials that you would face after graduation?

(Are you ready to face all these trials?)

6. What are your career plans?

7. Do you plan to proceed to the aligned course of your track?

8. Do you have any fears of failing in your career plans?

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Chapter three presents’ findings that evolved from data collected through

interviewing a total sample of 100 involved students across all tracks (ABM, HUMSS,

STEM, and TECH-VO) at Philippine Women’s College. The interview protocol provided

a venue for rich depiction of the students’ experience and feelings. Careful analysis of

the interview transcriptions allowed this study to identify word and thought patterns

which set the stage for later theme emersion (Smith, Larkin, & Flowers, 2009). After

reading and analyzing each data, I came up with a clear interpretation. This was

accomplished by noting patterns in the way student participants described their

thoughts, judgments and perceptive. Ultimately, this effort led to the emergence of three

areas (Fear, Challenges and Dreams).

Summary of Participants

The results for this study developed through data collected from 5 face-to-face

interviews with involved graduating students. Criterion sampling helped focus the

population for my study and further promoted the probability in reaching students.

Strategically, I only included participants who are graduating students at Philippine

Women’s College regardless of their demographic backgrounds.

Table 1 shows data in tabular form supported with corresponding analysis and

interpretation.
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TABLE 1

FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE GRADUATING

STUDENTS IN TERMS OF GENDER, AGE AND TRACK

Profile Demographic Respondents Frequency Percentage

Variables
Male 40 40 %
Gender
100 Female 60 60 %
K-12 First 20 4 4%
Batch 19 15 15 %
Graduating Age
18 61 61 %
Students 17 20 20 %
HUMSS 25 25 %
ABM 25 25 %
Track
STEM 25 25 %
TECH-VOC 25 25 %

The table shows the profile of the 100 respondents in terms of demographic

variables.

For the gender profile (see Table 1), female displays frequency of 60 or 60%

while the male has 40 or 40 %. The finding clearly indicates that there are more female

than male respondents.

The age profile of the respondents (see Table 1), with age 18 posts the highest

frequency of 61 or 61 % of the total number of respondents. The other age group

presents the following frequencies: 4 or 4 % for age 20; 15 or 15 % for age 19 and 20 or

20 % for age 17. This result illustrates the reliability of the information gathered from the

respondents, considering their age status.

The track profile (see Table 1), exhibits a fair share of the respondents. Each

track shows frequency and percentage distribution of 25 or 25 %.

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Hence, the variation in the frequencies of the different demographic variables is a

strong indicator that this research is impeccable.

TABLE 2

FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE EXISTING FEAR OF

ABM STEM HUMSS TECH-VOC

FEARS
Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage
REPORT 0 0 2 2% 4 4% 2 2%
THESIS 3 3% 8 8% 1 1% 3 3%
FAILING 14 14% 18 18% 19 19%
GRADES
22 22%
TEACHERS 0 0 1 1% 1 1% 1 1%
OTHERS 0 0 1 1% 1 1% 0 0
TOTAL 100 RESPONDENTS OR 100 %
THE GRADE 12 STUDENTS

The above data collected indicates that the Grade 12 students have a fear of

failure with a frequency of 22 or 22 percent. This simply means that students are

conscious and aware of the consequences of a failed grade.

One of the respondents even said, “Nakakatakot kayang bumagsak. Magsisimula

ka pa sa upisa. Lahat ng effort mo bale wala. Kaya kahit nabusy at nakakapagod na,

laban pa rin para makatapos lang ng pag-aaral.” (Anonymous, STEM).

Mike is an ABM student expressed, “I have fear of failure kasi mataas ang

expectations sa akin ng mga magulang ko. As much as possible, matataas grades ko. I

don’t want to disappoint them.”

With the given interviews and data, it is clear that most of the graduating students

have fear of failure. They may have different reasons behind this apprehension but still,

they are fighting and clinging to what the future holds them.
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TABLE 3

FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE PERCEIVED FEARS OF

THE GRADUATING STUDENTS AFTER COMMENCEMENT

ABM STEM HUMSS TECH-VO TOTAL

FEARS
Frequency Frequency Frequency Frequency Frequency Percentage
Adult 0 4 4%
0 4 0
Responsibilities
Entering College 2 7 9 13 31 31%
Being Independent 0 0 1 0 1 1%
Thesis 0 3 0 1 4 4%
Peers 0 2 2 1 5 5%
Financial Problem 7 1 8 2 18 18%
New Environment 8 2 3 0 13 13%
College Subjects 1 0 0 0 1 1%
Grades 2 0 0 1 3 3%
Job Opportunities 0 0 0 4 4 4%
Unemployed 0 1 1 0 2 2%
College Exam 1 0 0 0 1 1%
Real World 0 1 0 0 1 1%
Teachers 0 1 0 0 1 1%
Choosing a Course 0 2 1 0 3 3%
Undecided 4 1 0 3 8 8%
TOTAL 100 RESPONDENTS OR 100 %

As the graduation comes to an end, many new graduating students are facing

the fear and anxiety of what to do next. Transitions always come with doubts and

concerns, but this one seems to be especially difficult. Unfortunately, many adult

students who desire to position themselves for a career change or entering college do

not do so because of fear.

Based on the above table, entering college displays the highest frequency of 31

or 31 percent out of the total number of respondents. This manifests the fear of the

graduating students to face their new endeavors after graduation.

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The American Psychological Association releases a yearly report from a survey

called Stress in America after Graduation. The results tend to be steady regarding the

stress that young people face. Millennia’s reported higher average stress levels. 88% of

them are likely to engage in stress-management techniques, and 30% of them feel like

they are not doing enough to manage the stress.

Further, 2 variables post higher frequencies: financial problem with an 18 or 18%

and new environment 13 or 13%. This finding reflects that the senior students are

foreseeing their needs and challenges that tremendously create fear in their hearts and

minds.

During the one-on-one face interview with the respondents, the researchers

summarized the 6 common answers of the graduating students.

1. I’m afraid I won’t fit in.

2. I’m afraid it will be too expensive.

3. I’m afraid it will take too much time.

4. I’m afraid I can’t take the pressure.

5. I’m afraid of new environment.

6. I’m afraid to meet inhumane teachers.

Napolean Hill once said, “Fears are nothing more than a state of mind.” Indeed! It

is only a state of mind. Everyone needs courage as Nelson Mandela asserted, “I

learned that courage was not the absence of fear, but the triumph over it. The brave

man is not he who does not feel afraid, but he who conquers that fear.”
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TABLE 4

FREQUENCY OF THE COMMON CHALLENGES OF THE GRADUATING STUDENTS

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Thesis/Defense 8 11 4 9 32
Projects (Overloaded) 6 5 2 0 13
On the Job Training
1 0 0 0 1
(OJT)
Extracurricular Activities 0 0 0 7 7
Performance Task 3 1 0 0 4
Finances 2 1 1 2 6
Time Management 1 1 6 1 9
Reporting 1 0 2 1 4
School Requirements 1 0 0 2 3
Falling Grades 1 2 3 2 8
Being Competitive 1 0 0 0 1
Teachers 0 2 0 1 3
Pressure 0 0 2 0 2
Conflict with
0 0 4 0 4
peers/teachers
Lack of Sleep 0 0 1 0 1
Assignment 0 1 0 0 1
Environment 0 1 0 0 1
TOTAL 100 RESPONDENTS

Based on the above data, thesis indicates the highest frequency of 32 or 32

percent out of the total number of respondents. This manifests the challenges of the

graduating students to do research studies.

One of the requirements of the graduating students is to conduct a research

study. Some students take this as a burden, but majority takes this as a challenge to

broaden their horizon and open doors for learning.

 30

The greater the obstacle, the more glory in overcoming it. (Molière, 2012) It is not

in the still calm of life, or the repose of a pacific station, that great characters are

formed. The habits of a vigorous mind are formed in contending with

difficulties. (Abigail Adams, 2012)

During the interview 2 students opened up their views and feelings about thesis/

research studies:

1. STEM Student – “Ang hirap gumawa ng thesis. Kailangan ng mahabang

panahon. Kailangan mo pang mag-overnight sa bahay ng kagrupo mo.”

2. HUMMS Student – “Nahihirapan kami. Marami na nga kami pero hindi pa

kami tapos. Malapit na ang deadline. Hindi naming alam ang gagawin namin.”

This finding clearly shows that students are affected and troubled on the

consequences if they cannot make it on the day of submission. However, despite of

these challenges, students are still motivated and optimistic (see Table 5).

TABLE 5

FREQUENCY RESPONSE OF THE GRADUATING STUDENTS TO THEIR EXISTING

CHALLENGES

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Motivated 25 23 22 22 92
Discouraged 0 0 1 3 4
Both 0 0 1 0 1
I Don’t Know 0 1 1 0 2
No Answer 0 1 0 0 1
TOTAL 100 RESPONDENTS
 31

The above tabular form shows motivated as the highest frequency of 92 or 92

percent out of 100 total numbers of respondents. This explains that graduating students

are is hopeful and keen to achieve their goals in life.

According to Leo Carver, life is full of challenges. Some people seem to meet

every challenge with confidence, while others struggle to overcome them. Especially if

one gets a sense of satisfaction from facing challenges head on—it brings a sense of

accomplishment and can be very fulfilling. On some level, you actually seek challenges.

Your highest self wants you to learn and grow, and life’s most effective tool toward

growth is experience.

TABLE 6

FREQUENCY OF THE GRADUATING STUDENTS’ ANTICIPATION IN FACING

FUTURE CHALLENGES POST-GRADUATION

ABM STEM HUMSS TECH- TOTA

CHALLENGES/TRIALS
VOC L
Entrance/College Exam 5 3 6 6 20
Finding a School 0 5 5 0 10
Finances 5 2 2 3 12
Choosing a Course 0 4 0 0 4
Overloaded with school works and 5 8
1 2 0
activities
New Environment 2 4 3 5 14
Time Management 1 0 0 0 1
Reporting 1 0 0 0 1
Job Opportunities/ Employment 1 0 0 3 4
Adult Responsibilities 1 1 5 0 7
I Don’t Know 8 3 4 3 18
Teachers 0 1 0 0 1
TOTAL 100 RESPONDENTS
 32

The above data given illustrates entrance/college exam as the highest frequency

of 20 or 20 percent out of the total number of respondents. This explains and proves

consistency found on Table 3 (Fear of Entering College).

All respondents were asked of their readiness in facing their future challenges

and with a frequency 58 or 58% out of the total number of participants said “yes” (see

Table 6.1). They are geared up.

TABLE 6.1

FREQUENCY OF THE GRADUATING STUDENTS’ READINESS IN FACING

FUTURE CHALLENGES POST-GRADUATION

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Yes 15 11 17 15 58
No 6 8 2 7 23
Maybe 4 1 5 3 13
I Don’t Know 0 5 1 0 6
TOTAL 100 RESPONDENTS

Being defeated is often a temporary condition. Giving up is what makes it

permanent (Marilyn vos Savant, 2015).

 33

TABLE 7

FREQUENCY OF GRADUATING STUDENTS’ CAREER PLANS

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Sports/Athletes 2 0 0 0 2
Inventor 0 0 1 0 1
Crew Ship Employee 1 0 0 0 1
Businessman/Businesswo 8
3 4 5
man 20
Accountant 15 3 0 0 18
Teacher 2 1 9 0 12
Doctor 0 4 0 0 4
Lawyer 2 0 0 0 2
Social Worker 0 0 3 0 3
Pharmacist 0 1 0 0 1
Psychologist 0 0 2 0 2
Office Worker 0 0 0 3 3
Fashion Designer 0 0 0 2 2
Pilot 0 1 1 0 2
Architect 0 1 0 0 1
Policeman/woman 0 0 2 4 6
Call Center Agent 0 3 0 2 5
Soldier 0 2 0 1 3
Engineer 0 3 0 2 5
Undecided 0 2 2 3 7
TOTAL 100 RESPONDENTS

The career profile of the respondents (see Table 7), business posts the highest

frequency of 20 or 20 % of the total number of respondents. The second and third

chosen career paths are following with frequencies of 18 or 18% for accountancy and

12 or 12 % for education.

On the other hand, inventing, cruising, dispensing of medicines, and building

posts the lowest frequency of 1 or 1% of the total number of respondents.

 34

TABLE 8

FREQUENCY OF GRADUATING STUDENTS IN TERMS OF ALIGNING THEIR

COLLEGE PROGRAM TO THEIR CURRENT TRACK

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Yes 17 17 11 13 58
No 5 5 9 12 31
Maybe 3 3 5 0 11
TOTAL 100 RESPONDENTS

Table 8 shows that majority of the students with a frequency of 50 or 50% out of

the total number of respondents are planning to choose a career in parallel to their

current track. This explains that more than half of the respondents will continue the path

they have started.

TABLE 9

FREQUENCY OF GRADUATING STUDENTS’ FEAR OF FAILURE IN THEIR

SELECTED CAREER PATH

CHALLENGES/TRIALS ABM STEM HUMSS TECH-VO TOTAL

Yes 19 15 18 23 75
No 6 10 7 2 25
TOTAL 100 RESPONDENTS

Table 9 points out that majority of the students with a frequency of 75 or 75% out

of the total number of respondents have fear of failure in their selected career path.

Because of this, students are doing their best to finish schooling

 35

Summary

In this chapter, the researchers present findings that describe and explain the

fears, challenges and dreams. I reiterated the strategic determinations in both design

and analysis. This research decisions purposefully aligned with strategies designed to

investigate the lived experiences and thoughts of the students interviewed. Also, this

scrutiny provided a narrative of the participants and also demonstrated frequencies in

their demographics and inclusionary representations.

This study proves that the first K-12 graduating students have fears to overcome,

challenges to embrace and dreams to achieve.

This study proves that the first K-12 graduating students have fears to overcome,

challenges to embrace and dreams to achieve.

 36

Chapter 4

Discussion

This qualitative, descriptive research is to investigate and analyze the fears,

challenges, and dreams of the first batch K-12 graduating students. It is interesting to

know and discover the thoughts and views of the senior graduating students. The face-

to-face interviews and surveys with the 100 respondents make this research in-depth

and above reproach.

The intent of this study is to augment the body of knowledge surrounding the

academe and the graduating students at Philippine Women College. This offers relative

insight to the researchers, students, parents, teachers, school administrators and the

Department of Education (DepEd).

“Learning and teaching are central activities in the increasingly complex and

multi-facetted educational endeavors that are a prominent feature of post-graduation”

(Hager, 2005, p. 633). It is hoped that this research will help educators/non-educators to

understand the inhibiting force of fear and, through this understanding, not only enable

their students to graduate as competent individual, but also help students to realize that

they are more prepared than they think, in spite of how they feel.

“We sought to describe the experiences of the students, but also uncover the

larger cultural and societal factors that drive the problem, since schools, families, and

youth don’t operate in a vacuum,” said Amanda Ritchie, MAA, a study collaborator. “We

know schools and families are embedded in society and are responding to its changing

requirements and demands, with respect to the competitiveness of the college

 37

admissions process, the kinds of skills needed to succeed in the workforce, and even

uncertainties in the global economy.”

In Chapter 3, majority of the students expressed their fear in entering college. It

has never been more difficult to enter one of these top-tier institutions, which may

accept only 5 or 6 percent of their applicants, although in general a strong student will

be able to gain access to any number of good colleges or universities. These highly

selective schools and parents are responding to this competitive climate. Private

schools have reacted by providing more difficult classes (which may require longer

hours of challenging homework), college-level classes, and requiring extracurricular

activities, as well as other opportunities for students to stand out, such as

entrepreneurial or community service opportunities. Parents, in turn, may demand their

children take Advanced Placement courses, even in cases where they are told their

child is not a good fit for the course and may not be able to handle the work. Thus

schools, parents, and students may feel caught in a cycle of escalating demands and

expectations, largely out of their control and driven by greater societal factors.

"For students to be able to learn at their peak capacity, they need to be

physically, emotionally, intellectually and spiritually well," says Douce. "Students who

struggle are more likely to drop out of school, but by providing services for their anxiety,

depression and relationship issues, we can help them manage these issues, focus on

their academics and learn new ways to be in the world."

Certainly the bread and butter of what counseling centers do is seeing and

treating individuals, but there's a significant amount of campus policy, faculty and staff
 38

training, consultation, outreach/prevention, and crisis work they provide as well. (Douce,

2014)

For that reason, “Schools have an opportunity to engage and train families on

ways to increase their capacities to serve as resources for their children; to educate

families on the deleterious effects of fear and the role of substances in coping with it;

and engage families and students in a dialogue about expectations for achievement and

a wider definition of success, all of which may allow students to fully participate in the

richness of the private school environment,” (Leonard, 2015)

Concluding Remarks

The researchers had been surveyed Grade 12 Senior High School students from

different tracks in Philippine Women’s College of Davao.

SCHOOL

Most of the students have fear about failing their grades, making thesis and

reporting. We recommend that the academe should have remedial classes and tutorials

with the students who are failing in their classes, also clubs that can develop the

confidence of the students in front of the crowd. The academe and the government encourage

students in their respective areas of responsibilities, such as providing study materials, conducive place

of study, recognizing excellence, appreciating students hard work as soon as possible among others.

These will help to motivate the students positively towards their study and academic achievement.

STUDENTS
 39

According to Jones (2010) “Higher education will have an essential role to play in

preparing teachers to help students reach these standards and in ensuring that

assessments provide students, parents and teachers with an accurate indication of

students’ progress toward college readiness”, since it serves as motivation to test their

ability to face their fears, challenges and to recognize their dreams.

 40

References

Colina, A. L., IV. (2016, June 6). DepEd-Region 11 admits first year of K-12 might be
difficult.
Retrieved from
http://www.mindanews.com/top-stories/2016/06/deped-region-11-admits-first-
year-of-k-12-might-be-difficult/

Schuemann, K. (2014). A Phenomenological Study into How Students Experience and

Understand the University Presidency.
Retrieved from
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1263&context=dissert
ations

Lacorte, E. (n.d.). Research K to 12 chapters 1 to 5 READINESS.

Retrieved from
http://www.academia.edu/6791837/Research_K_to_12_chapters_1_to_5_READI
NESS

Retrieved from
https://www.ideals.illinois.edu/bitstream/handle/2142/15450/Thesis-Ch_1-3.pdf
Retrieved from
https://repository.up.ac.za/bitstream/handle/2263/25564/01chapter1.pdf?sequenc
e=2
Balbalosa, J. (n.d.).
Retrieved from
https://www.slideshare.net/jennilynbalbalosa/chapters-1-5

Sarmiento, D. H. (2016).
Retrieved from
https://www.researchgate.net/publication/318494693_Senior_High_School_Curri
culum_in_the_Philippines_USA_and_Japan

Bigcas, J. (2016). K12 Basic Curriculum Education.

Retrieved from
https://www.researchgate.net/publication/305388829_K-
12_Basic_Education_Curriculum

Luistro, A. A. (2018). K12 Basic Curriculum Education.

Retrieved from
https://www.researchgate.net/publication/305388829_K-
12_Basic_Education_Curriculum
 41

Dodge, P. R. (2011). Managing school behavior: a qualitative case study.

Retrieved from
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3016&context=etd

Bagdonas, A. (2003). The Pupils' Stress and Fear: the Content and Peculiarity of the
Expression in the Context of Educational System.
Retrieved from
http://webcache.googleusercontent.com/search?q=cache%3A5rMyJPR1baYJ%3
Awww.leeds.ac.uk%2Feducol%2Fdocuments%2F00003519.doc
&cd=3&hl=en&ct=clnk&gl=ph

Jones, J. (2010, June 3). Recommendations for National K-12 Education Standards
Target College Readiness.
Retrieved from
http://diverseeducation.com/article/13851/
 42

Appendices

A. Interview Guide and Questionnaire

PHILIPPINE WOMEN’S COLLEGE OF DAVAO

University Avenue, Juna Subd, Matina, Davao City

SY: 2017-2018

Interview Questionnaire

Name (Optional):
Age:
Sex:
Track:

1. What are your fears as a grade 12 student?

Reporting
Thesis
Failing Grades
Teachers
Others. Specify ______________

2. What do you fear the most after graduating from Senior High School? Why?

3. What are the trials that you have experienced as SHS students?

4. Do these trials serve as a motivation to do better or did you feel discouragement

because of these?

5. What do you think would be the trials that you would face after graduation?
(Are you ready to face all these trials?)

6. What are your career plans?

7. Do you plan to proceed to the aligned course of your track?

8. Do you have any fears of failing in your career plans?