Academic Adjustments of Grade 11 ABM Students 2

Republic of the Philippines
1
Department of Education
Region IV-A CALABARZON
Amadeo National High School
By-Pass Road, Brgy. 1, Amadeo, Cavite
Academic Adjustment of Grade 11 ABM Students
Villones, Adrian A.
Bayas, Charity May S.
Cadugo, Rica May
Creencia, Nicole
Practical Research II: Quantitative Research
Date to be submitted. (Month Date, Year)

2
CHAPTER 1
Introduction
Background of the Study
Education is a weapon to improve one’s life. It is probably the
most important tool to change one’s life. Education for a child begins at home. It
is a lifelong process that ends with death. Education certainly determines the
quality of an individual’s life (Abragan, 2022). The key to transforming a
weakness into a strength is education. It provides various methods and
instruments to comprehend upcoming issues and aids in their solution. More
significantly, education gives us the mental agility we need to make wise choices
and respond quickly when necessary. There are many ways we can learn things
especially when it comes to education, here is the academic field.
Academics form the cornerstone of educational institutions and are
instrumental in shaping the intellectual and personal development of students.
Academic achievement not only serves as a measure of individual knowledge and
skills but also has broader implications for personal growth, career prospects, and
societal advancement. Furthermore, academic success is influenced by a
multitude of factors beyond assessment methods, in clueding the quality of
teaching, the availability of educational resources, student motivation, and the
learning environment. Understanding these factors and their interactions is

3
essential for enhancing the educational experience and fostering improved
academic outcomes.
In the other hand, while education is being the fundamental basis on which
young people build their future. There is no denying that students endure
academic stress even while they obtain their desired grades. “Students
continuously experience pressure from different sources during academic life,
which ultimately causes stress among students”, (Deng et al., 2022). Students
frequently struggle with academic stress; thus, it is expected that they may
struggle to comprehend something new.
As students transition from junior high to senior high, they navigate a
crucial developmental shift. Junior high school plays a pivotal role in encouraging
self-discovery, urging students to identify their strengths and interests. This phase
serves as a foundation, laying the groundwork for fundamental academic skills.
As they progress to senior high, the focus shifts toward specialized learning and
skill refinement, preparing students for the nuanced demands of college or their
chosen career paths. The flow from junior to senior high encapsulates a
progression from self-exploration to targeted skill development, equipping
students for future success.
Additionally, it has to do with the K–12 curriculum that DepEd has
implemented, which now includes Senior High School. There is a divided track
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and strand in senior high. ABM, HUMSS, and STEM are all part of this strand.
K-12 program indicates a good quality of education especially for the standard of
education system worldwide, qualification to work abroad, and development of
skills in employment. The K–12 Basic Education Program's implementation aims
to establish a functional fundamental system that will generate productive and
responsible individuals who are equipped with the necessary knowledge and skills
for work. This is in keeping with President Aquino's plan, which emphasizes the
importance of high-quality education in overcoming poverty. K to 12 program
implementations aimed at creating more skilled students with basic skills for
lifelong learning and employment (Abragan, 2022). Furthermore, according to
Gurubat and Lumbu-an (2021), it includes more knowledge and learning,
increased competency, and future career chances Despite the difficulty adjusting
to the K-12 program, they tend to cope with the challenges using various coping
strategies such as time management, adjustment, acceptance, peer support, as they
are aware of the program's value to their academic advancement.
In this case, the students can develop their knowledge and abilities during
senior high school, which will benefit them in the course they will take. "This can
determine whether they will continue to pursue their degree in turn", (Flanders,
2017). Because of this new curriculum, it is impossible to deny that some pupils
will struggle to adjust to the additional year of learning and going to a strand that
will help them to gain more knowledge relating to their desired career. And from
5
the different positive notes on the implementation of the K-12 program, a number
of challenges were also seen and experienced by parents, teachers and students
(Abragan, 2022).
During their academic careers, students frequently encounter a variety of
challenges, and adjusting to new locations and educational systems can be a
difficult task. It can be challenging to move from one educational level to another,
such as from junior high school to senior high school and from senior high school
to college. Transitioning to college involves navigating social and contextual
shifts, which can present developmentally productive challenges and foster
maturation. According to Offidani-Bertrand (2019), how students manage these
shifts have consequences for their trajectories, and short- and long-term well-
being. But not all students have the same experiences, nor do all manage similar
experiences in similar ways. Students must adjust to different social and cultural
norms in addition to the increased academic standards. Feelings of loneliness,
worry, and an overwhelming sense of responsibility might result from this
adaptation process.
Speaking of adaptation, adapting to a new set of subjects introduced by a
new curriculum can be a daunting challenge for students. One of the primary
difficulties they face is the abrupt shift in their academic routine. Familiar
subjects and teaching methods are replaced with unfamiliar ones, and this abrupt
change can leave students feeling disoriented and overwhelmed. They may
6
struggle to grasp the new concepts, navigate different textbooks and materials,
and adjust to the pace of instruction, leading to academic stress and anxiety.
Supportive relationships with parents, school friends, and teachers constitute one
possible protective factor that may facilitate successful educational transitions;
these positive relationships can promote students’ feelings of relatedness and
facilitate adaptation to a new school environment (Kiuru , 2019). Moreover, the
transition to a new curriculum can also bring about logistical challenges.
Additionally, they may face difficulties in coordinating their schedules to
accommodate new subjects, extracurricular activities, and other commitments,
potentially leading to time management issues.
Nowadays, there is still a lack of research about students' difficulties in
transitioning and adapting. However, it is undoubtedly worthwhile to pursue study
on the challenges faced by Grade 11 ABM (Accountancy, Business, and
Management) students as they make the transition to senior high school for a
number of compelling reasons. First off, better support systems may be developed
if we are aware of the difficulties kids are facing throughout this crucial time in
their education. In order to create specialized treatments and resources to support
these students in navigating the transition, educators, schools, and policymakers
must first recognize the particular challenges that these students face. This in turn
may help Grade 11 ABM students retain more students, perform better
academically, and be more satisfied. Second, such research can shed light on
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broader educational issues, including curriculum and teaching methods.
Identifying common obstacles in the transition process may reveal gaps in the
current educational system, prompting discussions about potential reforms or
adjustments. These findings can contribute to improving the senior high school
experience for all students, not just those in the ABM track, by enhancing the
quality and relevance of the education provided. Lastly, the research can offer
valuable insights into the emotional and psychological well-being of students
during a pivotal stage in their lives. Transitioning to senior high school can be a
stressful and anxiety-inducing experience, and understanding these challenges can
inform the development of mental health support services and counseling
programs. Ultimately, this research has the potential to not only enhance the
academic journey of Grade 11 ABM students but also contribute to the overall
improvement of the educational landscape and the well-being of students in their
formative years.
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Statement of the Problem
This study aims to determine the academic adjustment of Grade 11 ABM
students at Amadeo National High School.
Specifically, it aims to determine the following objectives:
1. To determine the academic background of Grade 11 ABM
students.
2. To determine the study habits of Grade 11ABM students.
3. To identify the educational resources that help the academic
adjustments of Grade 11 ABM students.

9
Conceptual Framework
INPUT PROCESS OUTPUT
 Students'  Formulation of Academic Adjustment

Academic questions of Grade 11 ABM
Students
 Conducting Survey
Background
 Analyzing and
 Students' Study
Interpretation of
Habits
Data
 Educational
 Adapting Statistical
Resources
method.
Figure 1: Conceptual Framework Table
The table above shows the Input, Process, and Output of the study whereas
Input includes the independent variable which are the students’ academic
background, study habits, and educational resources. The process includes on how
the study will undergo in the methodology chapter and the output shows the
expected outcome of the study.

10
Scope and Delimitation
This study aims to determine the academic adjustments of Grade 11 ABM
(Accountancy, Business, and Management) Senior High School Students at
Amadeo National Highschool. The research will be carried out exclusively at
Amadeo National High School. This study will involve the participation of Grade
11 ABM students during the school year 2023-2024. The research will be
conducted in the English language to ensure clear communication and
consistency in data collection and analysis.
Significance of the Study
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Definition of Terms
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CHAPTER II
Methodology
This chapter includes the research design, which is quantitative &
descriptive, as part of the study's methodology. Population and sampling
approaches are also considered, which are non-probability and purposive
sampling.
Research Design
This study employs the quantitative research method. According to
Bhandari (2020), quantitative research is the process of collecting and analyzing
the numerical data. It can be used to find patterns and averages, make predictions,
test casual relationships, and generalize results to wider populations.
The research design that was utilized in this research is descriptive, as the
researchers study the academic adjustment of Grade 11 ABM students. Descriptive
research design is a type of research methodology which aims to describe or document
the characteristics, behaviors, attitudes, opinions, or perception of a group or population
being studied (Hassan, n.d.). This research design helps the researchers to gain deeper
understanding in their experiences and provides valuable insights that can inform future
studies.
13
Population and Sampling
In this study, the main target population are Grade 11 ABM
(Accountancy, Business, and Management) students at Amadeo National High
School. The sampling technique utilized by the researchers is non-probability
sampling. Non-probability sampling is a method in which not all population
members have an equal chance of participating in the study (Fleetwood, 2023).
Purposive sampling is a non-probability way of gathering a sample in which
researchers utilized their knowledge to select particular volunteers to participate
in the study and achieve its objectives (Frost, n.d.). It is a type of sampling
technique that selects participants who only meet the set criteria preferred by the
researchers. The criteria that was used are as follows: students who are
experiencing an academic adjustment, and located within Amadeo National High
School. With purposive sampling, researchers intentionally choose participants
who can provide valuable insights, allowing the researchers to thoroughly explore
of their research topic.

14
Instrumentation
Survey is a general view, examination, or description of someone or
something, and it is a way for gathering information. Survey questionnaires
contains questions that are related to the objectives of this study. The researchers
have formulated a question that will be used to gather the necessary information.
In this study, three research questions were used to generate five survey questions
created by the researchers. For the validation of researchers–created interview
questions, each question had been reviewed by an English teacher. To assess the
dependability and utility of the researchers – created interview questions for the
researchers’ respondents. In addition, the researchers’ survey questions
concentrate on academic challenges of Grade 11 ABM students.
Data Gathering Procedure
The researchers considered the students’ academic background, study
habits, and their educational resourcers. To be able to collect data, researchers
provided a survey questionnaire that will be used for conducting this study. Prior
to performing the survey, the researcher must confirm first that the chosen
respondents are willing to participate. The researchers will give respondents their
time to be able to answer those given questions and gather the necessary data.

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Republic of the Philippines

Academic Adjustment of Grade 11 ABM Students

Bayas, Charity May S.

Cadugo, Rica May

Practical Research II: Quantitative Research

Amadeo National High School

Date to be submitted. (Month Date, Year)

Background of the Study

Education is a weapon to improve one’s life. It is probably the

quality of an individual’s life (Abragan, 2022). The key to transforming a

weakness into a strength is education. It provides various methods and

instruments to comprehend upcoming issues and aids in their solution. More

especially when it comes to education, here is the academic field.

Academics form the cornerstone of educational institutions and are

instrumental in shaping the intellectual and personal development of students.

Academic achievement not only serves as a measure of individual knowledge and

societal advancement. Furthermore, academic success is influenced by a

multitude of factors beyond assessment methods, in clueding the quality of

teaching, the availability of educational resources, student motivation, and the

learning environment. Understanding these factors and their interactions is

essential for enhancing the educational experience and fostering improved

continuously experience pressure from different sources during academic life,

struggle to comprehend something new.

As students transition from junior high to senior high, they navigate a

serves as a foundation, laying the groundwork for fundamental academic skills.

progression from self-exploration to targeted skill development, equipping

students for future success.

Additionally, it has to do with the K–12 curriculum that DepEd has

education system worldwide, qualification to work abroad, and development of

skills in employment. The K–12 Basic Education Program's implementation aims

to establish a functional fundamental system that will generate productive and

importance of high-quality education in overcoming poverty. K to 12 program

lifelong learning and employment (Abragan, 2022). Furthermore, according to

Gurubat and Lumbu-an (2021), it includes more knowledge and learning,

strategies such as time management, adjustment, acceptance, peer support, as they

are aware of the program's value to their academic advancement.

During their academic careers, students frequently encounter a variety of

challenges, and adjusting to new locations and educational systems can be a

to college. Transitioning to college involves navigating social and contextual

shifts, which can present developmentally productive challenges and foster

maturation. According to Offidani-Bertrand (2019), how students manage these

norms in addition to the increased academic standards. Feelings of loneliness,

worry, and an overwhelming sense of responsibility might result from this

Speaking of adaptation, adapting to a new set of subjects introduced by a

possible protective factor that may facilitate successful educational transitions;

these positive relationships can promote students’ feelings of relatedness and

facilitate adaptation to a new school environment (Kiuru , 2019). Moreover, the

transition to a new curriculum can also bring about logistical challenges.

Additionally, they may face difficulties in coordinating their schedules to

accommodate new subjects, extracurricular activities, and other commitments,

potentially leading to time management issues.

Nowadays, there is still a lack of research about students' difficulties in

transitioning and adapting. However, it is undoubtedly worthwhile to pursue study

on the challenges faced by Grade 11 ABM (Accountancy, Business, and

their education. In order to create specialized treatments and resources to support

these students in navigating the transition, educators, schools, and policymakers

broader educational issues, including curriculum and teaching methods.

current educational system, prompting discussions about potential reforms or

valuable insights into the emotional and psychological well-being of students

stressful and anxiety-inducing experience, and understanding these challenges can

inform the development of mental health support services and counseling

improvement of the educational landscape and the well-being of students in their

Statement of the Problem