SOCIAL PERCEPTION ON HUMANITIES AND SOCIAL SCIENCES STRAND IN

CHOOSING THE STRAND AMONG GRADE 11

A partial fulfillment of the requirements for Practical Research II.

BY:

Asis, Jeffrey

Buenconsejo, Walves Rouge

Floro, Joseph Lorenzo

Gabane, Avejoy

Orbita, John Paulo

Padilla, Annamae

Parico, Juliana

Pelonia, Wendel

Ymas, Shiela Marie

College of Saint Adela, INC.

 Chapter I

Introduction

In the ever-evolving landscape of education, the choices made by high school students
as they enter Grade 11 represent critical milestones that shape their academic and, ultimately,
their career path. One of the key decisions faced by students in many educational systems is
the selection of a specific strand or field of study. In recent years, the Humanities and Social
Sciences (HUMSS) strand has gathered increasing attention, as it offers a diverse range of
subjects encompassing literature, history, and social sciences. This quantitative research
attempts to explore the intriguing domain of social perception surrounding the selection of
the HUMSS strand among Grade 11 students. The motivation behind this study is rooted in
the profound implications that students' perceptions can have on their academic choices and,
ultimately, their future career paths.

The Humanities and Social Sciences strand, often known for its emphasis on critical
thinking, communication skills, and a broad understanding of society and culture, stands as
an intriguing choice for many students. However, the decision to pursue this strand is not
solely influenced by personal preferences or academic aspirations. Social factors, peer
pressure, parental expectations, and perceived career prospects all intertwine to shape the
perceptions surrounding this educational pathway. Thus, the investigation into the social
perception of Grade 11 students' choices regarding the Humanities and Social Sciences strand
offers valuable insight into the intricate web of influences that guide educational decisions
today. This research aims to unveil the motivations, misconceptions, and external pressures
that inform these choices, ultimately contributing to more informed educational policies and
practices.
Background of the study

The theory of Perceptions, Challenges, and Effectiveness of Modular Distance

Learning Approach to The Academic Performance of Humanities and Social Sciences
(HUMSS) Students of Botolan National High School by Ocampo, N (2023), emerges in the
context of the global shift towards distance learning prompted by the COVID-19 pandemic.
Across the world, education systems have had to adapt to this new reality, and in the
Philippines, the Department of Education responded by developing Self-Learning Modules
(SLMs) to ensure continued access to quality primary education. In this study, the focus is on
the Grade 12 Humanities and Social Sciences students at Botolan National High School,
aiming to identify the challenges and assess the effectiveness of the modular distance
learning approach.

To conduct this research, a descriptive research design was employed, and data were
collected using a validated questionnaire. The collected data were analyzed using various
statistical methods, including weighted arithmetic mean, frequency, percentage distribution,
and Pearson-r correlation. The study revealed several key demographic characteristics of the
student-respondents, including a majority being female, with an average age of 17.31 years
old, and a notable achievement of very satisfactory academic grades.

The research findings shed light on how students perceived the modular distance
learning approach. Generally, students found this approach agreeable, but they identified self-
motivation as a challenging aspect. On the effectiveness front, the ability to express ideas
emerged as the most effective aspect, while the ability to answer without pressure was
considered the least effective. Interestingly, the study found no significant relationship
between students' perceptions of the modular distance learning approach and their academic
performance.

Based on the insights gained from this research, the study offers recommendations. It
suggests the continued use of the modular distance learning approach, emphasizing the need
to develop policies that address students' mental health issues, which have become more
prominent during the pandemic. Furthermore, the study highlights the need for additional
research to investigate teacher readiness and technology competency, as well as other
variables not covered in this study, to further enhance the effectiveness of the modular
distance learning approach. In conclusion, despite the challenges posed by the pandemic, this
study demonstrates that modular distance learning can be an efficient alternative to traditional
face-to-face education, with the potential for ongoing improvements and refinements.

The theory of Factors Influencing the Career Preference of Senior High School
Students during Pandemic by Quiño, J (2022). Selecting the appropriate course is critical for
a student who has not yet decided which career path to pursue most, especially during this
time of pandemic. The study's primary objective was to determine students' career interests in
senior high school to better prepare them for college.

The researcher used a descriptive research design to investigate the research

objectives and gain a new understanding of the collected data. The respondents were 231
Senior High School students enrolled in 2nd Semester SY 2020-2021 using a stratified
random sampling technique. Researchers used an online survey questionnaire to collect and
sum up data on the five factors, using a five-point Likert scale for each one and analyzing the
responses of those who took the survey.

Results revealed that the factors influencing a student's decision to enroll in college
are financial aid, educational quality, tuition affordability, and environment and culture. The
findings imply that the various factors that influence students' choices are adaptable
regardless of their age, gender, or family wealth.

The theory of "Sustainable or Unsustainable" in Higher Education Internationalization

Development, as explored in the context of the post-doctoral system in the Humanities and
Social Sciences by Li, J. & Xue, E. (2022), delves into the ongoing reforms within China's
higher education institutions. These reforms are a result of a combination of governmental
and institutional policies, particularly significant in the field of humanities and social
sciences. They are part of a broader strategy aimed at internationalizing China's post-doctoral
system, reflecting the evolving landscape of global higher education.
 To gain insights into this internationalization process, the study conducted an in-depth
analysis of 34 institutional post-doctoral recruitment documents. Additionally, 36 interviews
were conducted with various stakeholders, including academics, university senior
administrators, and vice presidents. The research findings illuminated the complexities and
challenges that accompany the internationalization of the post-doctoral system within the
humanities and social sciences.

The study's findings indicated that while progress had been made, significant
challenges and difficulties persisted in internationalizing the post-doctoral system. These
challenges included the ambiguity surrounding the role of postdocs as "temporary
researchers" without job security, the lack of guaranteed funding resulting in a competitive
"survival of the fittest" environment, debates over the quality versus quantity of work with an
emphasis on "paper as the primary productivity," and issues related to governance and
management transitioning from "management to service." These complexities underscored
the dilemmas associated with internationalizing the post-doctoral system.

Considering these challenges and dilemmas, the study highlighted the need for further
research in this area. The concluding section of the study presented suggestions for future
research endeavors, emphasizing the importance of continued exploration and analysis to
better understand and address the issues surrounding the internationalization of the post-
doctoral system in the humanities and social sciences. This research serves as a critical
foundation for ongoing discussions and improvements in higher education
internationalization efforts.