SOCIAL CONSTRUCTIVISM ON THE CULTURE OF SENIOR HIGH SCHOOL

HUMSS STUDENTS TOWARDS STRENGTHENING VOTER’S EDUCATION

Jeremy Danielle Alto

Michelle Anne O. Carretas
Maria Kirsten A. Lopez
Raven Tyrese R. Pineda
Ahmir John Jasper D. Reyes
Reli D. Valenzuela, Jr.

11 HUMSS 04
Research Paper in Practical Research 1
Senior High School Department
Adamson University, Ermita, Manila, Philippines

Mr. June Ray O. Filler, LPT. Ms. Charlotte Crilet B. Correo

Research Adviser Content Adviser

Abstract
The study aims to attain an in-depth apprehension of, and better voting literacy in means of determining
practices and experiences which affect and greatly contribute to the perspective of the youth with regards
to the subject matter. Its research sample is Senior High School students in the HUMSS strand, further
utilizing the methodology of social constructivism tackling the importance of understanding the meaning
of things leading to capturing the settings that affect an individual’s ideas. The University’s environment
took a big part on the building of the students’ socio-political perspective, inclusive of both academic and
extracurricular activities; in essence, a specialized subject taught for the former, and student movement
activities for the latter such as uprisings and open discussions. In conclusion, it has been found that the
occurrence of these engagements then take a meaningful role on the students’ awareness of contemporary
issues the society is facing, and become more active in participating in socio political discussion resulting
to the improving of their interest and criticality as a voter.

Keywords: Voter's Education, Youth's Political Engagement, Cultures of Public

Institutions, Public School Students' Voting Literacy
INTRODUCTION
Background of the Study:

A student’s convictions, ideals, and perceptions are greatly influenced by their most extensive
environment, and one of which is the school setting (Garibaldi et al., 2014). An individual’s culture and
beliefs are molded and shaped in their adolescence (and in this stage wherein they are students), which is
proved to be the most crucial years in personal development. With regards to that, the cultures that
students bring and adapt to will immensely impact their societal decisions, and its effect as well to the
community. Moreover, one of the most critical and pivotal factors in our society is the youth’s political
participation for it can speak and make volumes of change in a country’s state. In relation to that, voter’s
education is a significant constituent to ameliorating and maintaining a progressive society. “ACE
Electoral Knowledge Network” (n.d.) defines voter education as an essential element to attain
well-informed citizens that can efficiently exercise their right to vote, and to achieve and sustain electoral
integrity, in which both are important to society’s growth. Comprehensively, the cultures that students
cultivate and upkeep substantially affects one’s knowledge and grasp on political participation and voter’s
education.

Scheper (2013) mentioned that environments in public and private schools may have common
grounds but are very much likely to be different due to the disparate cultures brought by the diverse and
contrasting characteristics of its students. With reference to that, the mores and practices in the two
separate settings (public and private) would clash with each other. Therefore, the approach and system
towards voter’s education will vary as well in these distinct educational institutions and its students.

In the study of Punongbayan (2018), findings state that the majority of Gen Z students at 86%
(aged 17 to 24) are politically apathetic despite the merit for critical thinking. The respondents, consisting
of 81,230 students from colleges in Metro Manila and other regions of the country, showed that the Gen Z
students’ political stand and viewpoints are not established at all (Punongbayan, 2018). In addition, the
interest for political and civic affairs are regretfully declining, thus the study being entitled “Does Gen Z
care?” Moreover, a part of the Filipino youth population beginning to lose faith in the country’s political
system is another factor to the problem (Santos, 2019). In connection to that, the dearth of voter’s
education in educational institutions in the Philippines play a major role in the pervasive issue. Voter’s
education is crucial and vital all the more so because the youth’s suffrage must be comprehended entirely
by themselves and understand its implications in society (Catamco, 2019). Based on the statistics from the
Commission on Elections (2020), there are over more than half of the Filipino population of millennial
and Gen Z voters. With this, the reverberations of these numbers show that the millennial and Gen Z
voting populace has the biggest impact on the future elections (Ramos, 2020).

Furthermore, research indicates that youth who are partaking in civic engagement and voter’s
education are most probable to be cultured and educated citizens and voters (Gilman & Stokes, 2020).
With the considerable and vast population of potential and current youth voters in the Philippines, the
notion of voter’s education is an advantageous and pivotal step to boost and reform the system and lead
the country to betterment.
 The latest statistics showed that there are 24.72 million Filipino students enrolled in public
schools, which comprises the majority of the student population with a percentage of 89.01%
(Montemayor, 2020). In connection to that, further studies must be done to fully comprehend the cultures
of students in public schools in the Philippines, and how this will affect not only the youth’s political
participation and voter’s education, but as well as other aspects such as sociopolitical and socioeconomic
status and several more. The insufficient research and studies about student culture and political
involvement in the Philippines creates a large gap to wholly understand the rationale of strengthening
voter’s education. In addition, further research must be done about the absence of voter’s education in the
Philippine’s school curriculum, and how its presence can impact the youth. Moreover, the lack or
abundance of awareness and interest of students in political participation, the deficiency or sufficiency of
concrete bases of students in terms of voting, and the potential cultures that educational institutions can
instill to improve voter’s education among youth are yet to be entirely apprehended and fathomed due to
the scarcity of studies regarding the topic. Furthermore, the cultures of students in public and private
schools in the Philippines have inadequate research to backup and testify that the latter topic is fully
grasped already. In connection to that, the opposing setting of public and private schools will make the
applications of the research diverse, thus the research gap is consequential and pervasive.

In light of the aforementioned conditions of students vis-à-vis political involvement and voter’s
education, social constructivism is a quintessential approach to the issue. As mentioned by Bada and
Olsegun (2015), such theory paves the way for an immersive way of building novel comprehension and
knowledge. Social constructivist learners are greatly attuned to critical thinking and intelligent
inquisitiveness, and they are able to expand their collaborative skills through interacting within the
society. In addition, a conducive environment for logical and conceptual growth gives a high leverage for
students to massively meliorate and refine their analytical capability and competence. The learning and
thought-building processes stemming from actual experiences and events contribute to the amalgamation
of prior knowledge in such an approach, and actuality is contrived and established through human
activities and interaction rather than solely recognized. Furthermore, a social constructivist’s frame of
view is set on a subjective point. With that being said, each reality and experience of every individual is
distinct from one another; consequently, there is no equitable and independent way of building ‘actual
truths’ (Nuncio, 2012). Through the method of social constructivism, students will become exceedingly
adept and proficient in their thought processes and skills; thus, it can tremendously affect their
sociopolitical perspectives and participation, and significantly boost their cognizance and liability for
voter’s education.

The purpose of the study is to discover the cultures of students in public schools in the
Philippines, and how these have influenced and shaped their political participation in society. The
necessity of fully understanding these cultures is critical for it can immensely amend several issues in the
country, and instill and strengthen voter’s education among the youth, and eventually to other age groups
as well. Extensively, this research, in the lens of constructivism, aims to wholly discern and grasp
emerging cultures of students in public schools, unleashing ideas and solutions to political stagnancy and
unawareness of the youth, and unearthing ways to reinforce voter’s education in the country.
Statement of the Problem:
The study’s intent is to discern and apprehend the present cultures of public institutions in strengthening
voter’s education to its students. The following questions aim to address and expound a clear and
extensive understanding of the central issue:
1. What are the experiences of public school students that led them to a lack of awareness and
interest in voter’s education?
2. How do these experiences affect their perspective towards voter’s education?
3. What culture of the public institution will help stir the student’s interest in participating in
political discussions to empower them with voter’s education?

Theoretical Framework:

In this study, the researchers interpret the institutional experiences of the students, the influence
of the public school’s cultures, and the public school students’ applied bases in their voting choices
through the theoretical framework of social constructivism: a sociological theory wherein the attainment
of learning and the evolution of man are products of social interaction and relationships.

Social constructivism asserts that knowledge is produced by humans through social and cultural
human-centered principles — influenced by the social context and culture towards voting literacy, in
which bounds in qualitative nature as relationships vary per individual.

This study will contribute to identifying the underlying factors affecting the public school
students’ voting capabilities through learning the roots, and relations of the data aforementioned. With
these factors collectively influencing the public school students’ political stance, this theory aids to help
the researchers gain apprehension on the roles these given data partake, and their unified essence
benignant in determining holistic recommendations to strengthen the youth’s voter’s education.

Conceptual Framework:

Constructivism deals with people’s views of the world, and its effect on their actions. The ideas
behind people’s views may be shaped by their identity, the norms in their society or the group they belong
to (Hay, 2011). Constructivism generally assumes that it is important to understand the meaning of things
rather than summing up findings in a table and calculate the relations between variables, to get a deeper
understanding of how people actually think. This leads constructivists to ask the questions of “how” and
“what” more often than “why” to capture the settings that affect an individual’s ideas. The study will
focus on four core elements: The cultures of public institutions, various political experiences of the public
students, leading up to the formation of their bases considering on electing a public official, comprising
their overall voting literacy. It is expected that the data understood through this theory would lead to a
careful and accurate explanation of the influence of cultures with regards to voters’ education.

Definitions of Terms:
These are the comprising terminologies of the study — defined in accordance to its usage in the study for
an improved apprehension of the flow of the inquiry:

Bases in electing a public official – standards, or characteristics that voters look for in a candidate for a
government position.
Institutional experiences – experiences in relation to the study, that were gathered in the time of being a
member of the institution.

Public Institutional Cultures – practices present in public institutions.

Public School Students – students studying in a public school.

Social Constructivism – a sociological theory emphasizing the relationship of human interaction and the
attainment of knowledge and human development.

Culture toward voter’s education – the public school students’ practices and manners in line with
voting literacy.

Sociopolitical stance – an individual’s beliefs and standpoint with regards to societal and political factors.

Voter’s education – The promotion and dissemination of information related to the electoral and voting
process and its importance in the current societal context.

Significance of the Study:

The findings of this research will be of use for the benefit of the public considering that the
opinions and ideologies of every individual plays an important part in the 21st century. In which the data
and information that will be recorded in this study may serve as its foundation, and the benefits they may
be able to acquire are as follows:

The individual or group of students may use this as a support to their own idea on the importance
of voter’s education, and as to why a single vote from an individual is a salient variable that can benefit
the nation. Most adolescents are not aware of the value of a single vote nowadays, thus, this study
signifies to raise awareness through successful attainment of duties as citizens of a democratic country.
Thus, students should be able to expound their approach and comprehension when it comes to voting.

Furthermore, this research may also help the educators identify their students who are lacking
knowledge about voter’s education. The study will help the teachers assess their cultures which affects
their students’ political awareness. The use and importance of civic education to their students may be
highlighted in the paper through careful consideration in modifying the current curriculum.

This study is equally important to help public schools in strengthening their cultures to improve
the students’ voter’s education. The results of this study are to help the schools nourish their practices,
and are anticipated to accumulate essential knowledge and upraise the youth’s voting literacy with the use
of this study.

Lastly, the findings of this study are to be used as an adequate reference and applicable
information that will benefit their research. The future researchers may use this paper to assist their
conducted study. This research can be used to further expand the existing information regarding the
culture of public school in terms of their voter’s education.
Scope and Limitations:
The study aims to gather and understand information that is reflective of public school students’
bases, opinions, and believed ideologies in electing public officials, understand their behavior towards the
electoral process, and identify the present cultures concerning the elections in Polytechnic University of
the Philippines – Senior High School. Participants of the research will include 15 Senior High School
HUMSS students.

The study is delimited to the bases of public school students’ considerations in electing a public
official, their political experiences, and the culture of public institutions influencing this capability. The
respondents’ immediate cooperation and participation in the study, together with the enforcement of
various community quarantine protocols in the country due to the ongoing COVID-19 pandemic, the
study is restricted to a select number of students in one particular institution in the Philippines, barring the
diversification of respondents. In addition, the study is limited to the use of the internet in distributing
survey questionnaires to the said respondents, wherein their access and mastery of the required
technology is recognized as another limitation.

Moreover, the public school students’ vocal statement of their political stance, such as their preferred
political party, as well as activism will not be incorporated and will not advance indicators excluded from
the present study.

Review of Related Literature and Studies:

This chapter includes the various literature and studies that have a correlation, and supports in the
expounding of the content of the current study. In addendum to this is its inclusion of the synthesis and
gap bridging of the inquiry.

Civic Education as a Foundation in Shaping the Youth’s Voter’s Literacy

Education is regarded as a social good, a basic right, and a cornerstone for broader social and
economic development. In essence, the failure to the obtainment of basic skills and competencies result in
a learning crisis, followed with potent socioeconomic, and political dimensions and effects (Shrestha et
al., 2018). Without having acquired enough knowledge and effective literacy, succeeds the failure to elect
capable leaders in pursuit of accord performance of duties as public servants, brought forth by the lack of
sufficient programs in the educational curriculum on focus with the subjugation of socio-political topics.
Civic education, in particular, contributes in redefining key learning processes, curriculum orientations in
formal and informal learning environments, and in the different societal pathways toward development.
Concerning the factors acting upon the people’s beliefs, commitments, and capabilities as members and/or
imminent members of communities, the present institutions, and their transmitting of values and norms to
become civically educated (Carretero, et al., 2016). Moreover, with interaction comes the diversification
of perspectives, ascertaining not only the relation of institutional education with voter’s literacy, but its
need for proper scholastic curricula in provision for ensuring the just transferring of objective
perspectives applied influencing the youth’s political stance.
Political Engagement of the Youth

Political engagement of the Filipino youth has evolved and varied throughout the years, with
different cultures and beliefs of every generation that has passed and are yet to come. To boot, a research
done by Bolo & Murcia (2017), found that college students’ political interests in terms of governmental
candidates and political involvement in the aspect of voting are greatly influenced by their personal
ideologies and principles. Unequivocally, the said research describes that the youth prefer a political
candidate (running for presidency to be precise) based on the following standards: political experience,
educational level, ideologies and philosophies, and character and personality. The study has found that the
most important factor is the candidate’s political experience, and the occupation or profession be the least
one. The youth’s engrossment in political notions in the form of presidential candidates and their standing
is significantly connected to the credence and convictions set by themselves, and how these political
factors are able to achieve and qualify to such standards and expectations.

Furthermore, a study conducted by Polias and Reyes (2019), showed that the political
disengagement and political distrust of the youth today are crucially linked to the country’s different
conditions and sociocultural contexts. The research emphasizes on the facet of the Philippines’ economic
and sociocultural dearth of development and progression, and how this affects the youth’s dubiety and
detachment from politics. In addition, Punongbayan (2018) reports findings that showed the youth’s lack
of taking a political stand as alarmingly high and prevalent. Polias & Reyes (2019), unbridled the concept
of allowing and encouraging the youth (and citizens altogether) to immerse themselves in the
sociocultural and sociopolitical sphere in a Vygotskian sense, and for government-induced political
activities for its people to be uplifted; in result, the latter will create and cultivate a conducive
environment for political awareness, interest, and participation among the youth.

Institutional Culture on Voter's Education in Public Schools

Monsanto, C.A (2016) stated that understanding the cultures of public secondary schools is an
essential ingredient to transform learning competencies and methods wherein students are able to pursue
their utmost academic excellence. The existence of a compelling demand requires certain categories of
reform that will support the idea of sustained improvement and not only some inessential adjustments that
will only do a small scale of alterations in the end results of the academic behavior of the students. In the
previous academic decades, worldwide schoolmasters have embellished awareness onto understanding of
culture represents an influential matter in improving the approach when it comes to the learning style of
the students. However, this comprehensive development has been ineffective due to production of plans
without the process of proper analysis on the factors affecting the impoverished constitution of education
in public schools. Young (2018) Also noted through his study that there were cultural issues such as
administrative support, student behavior, and cooperation issues that teachers find difficult to handle the
reason why teachers applying for a different job or transferring into another school. This could prove that
the culture of the school might be the reason for the departure of some teachers and could cause an impact
on student learning. Furthermore, education and school figureheads’ envisions for the improvement and
augmentation of academic proficiency mark as a pressing matter, a more settling opposition not only
accomplishing nor acquiring higher examination scores, but with the appraisal and the heightening of
literacy of the Filipino youth through holistic learning.

Political Environment in Public Schools

 In relation to an institution’s cultures, its environment can also affect a student’s perspective
politically. Civic education imparts understanding to the individuals in terms of the fact that they need to
recognize their rights and privileges (Kapur, 2019). This type of education is considered necessary to help
individuals gain awareness regarding political knowledge. One of the goals of civic education is the
legitimacy of decisions. When individuals participate in social, political, economic, cultural, and religious
events, acquire education, or engage in employment opportunities, they are expected to develop rational
and critical thinking abilities and make wise decisions, made possible through civic education. Pew
Research Center led a survey in 2019, revealing that only 17% of Americans residing in Washington trust
the government to do the right thing. This loss of political involvement is also seen with the decreased
participation of Americans in community organizations and weak participation in elections, especially
among young voters. Atwell, et al., (2017) estimated that 60% of all rural youth live in civic deserts, a
term coined by them that equates to places where people have few to no chances to “meet, discuss issues,
or tackle issues.” The students’ gap in social and political awareness is recognized; hence the inquiry of
how and whether schools forestall the downfall of young people’s political participation. Social studies
program material reflects social and political beliefs. Any curriculum reform should be replaced by a
consistent definition of both the meaning and citizenship application. It is clear that new types of
democratic networks are required in societies, considering the decrease in involvement which a large
proportion of Americans have continuously engaged in over the course of the 20th century.

Social Constructivism

Detel (2015) inferred that social constructivism, in its general sense, is the idea that some things
and concepts are produced by social actions. These include the activities one does by interacting and
socializing with other people. Social constructivists state that at instance, some things and concepts may
seem to depend solely on natural laws that cannot, in any way, be changed by human actions, but upon
closer examination, turns out to be socially constructed and therefore can be changed by humans based on
their understanding.

Rannikmäe et al., (2020) regarded social constructivism as one of the subsets of constructivism,
and that it focuses more on learning through social interaction. Social constructivism tends to focus on the
social nature of cognition that facilitates a commune of learners to engage in social activity. Moreover, it
explains that one actively constructs their own knowledge through the way of experiences and interaction
with other people. In a constructivist perspective, learning is defined four-fold: an active process open to
various changes to construct new ideas or concepts; an interactive process of adjusting to comprehend
physical, cognitive, emotional, and social experiences; a social process where one’s learning is linked
with their peers; and a contextual process, where one does not learn isolated facts and abstract theories
completely separated from learning. The study also expounded that knowledge is constructed and not
transmitted or reproduced; subjective as each person has its own personal meaning formulated from
experiences and ideas; and that it adds to the previous knowledge constructed.

In a constructivist type of environment, knowledge is regarded as dynamic. With that, the study
further inferred that the basis for learning and the furtherance of thinking within social constructivism is
activity. Engaging oneself in learning processes and social interactions allows one to construct their own
knowledge. Learners use varied thinking strategies that are solely reliant on the previous knowledge one
has had, and that learning involves the use of different social patterns, and regularity and predictability
must be clearly observed.
 Social constructivism focuses on the learning of a social group that emerges from the interaction
activities made within. In its entirety, social constructivism states that knowledge is a human product,
produced by culturally and socially constructed humanistic ideals; that learning is based on real-life
events and occurrences, and this learning takes place where new ideas are matched against current
existing knowledge; that reality is constructed and not discovered through human activities, and societies
as a whole invent the world; that people can have shared meanings and contexts which can be upheld
through discussions; and that the motivation to explore and construct knowledge is driven by two
components – intrinsic being driven by curiosity, and extrinsic being driven by rewards or the fruits of
interaction.

Nuncio (2012) asserted that in a constructivist standpoint, the researchers’ understanding of the
event or situation under study is solely dependent on the accounts of the experiences of the participants in
the study. A constructivist study is laid on a subjective standpoint of the situation. By that, there is no
impartial and independent process of constructing the ‘actual truth’ out of those contexts, as each reality
or experience is vastly different from every participant in the study.

In its real-life application, Sejzi & Aris (2012) concluded that the constructivist approach
contributes to an environment where students are in the position to examine thinking and learning
processes and provide opportunities for discussion among the student community and other stakeholders
of the education sector. It also provides for an opportunity to build essential skills and knowledge in
relation to the students’ specific interests. A constructivist environment contributes support for formative
evaluation and active, context-specific, social learning. In this context, the learners themselves construct
meanings for themselves during the course of learning. As such, Bada & Olsegun (2015) inferred that the
constructivist approach stimulates and engages students in a way that they learn to question things
surrounding them and broaden their natural curiosity, and that it promotes social and communication
skills by providing for an environment that upholds collaboration and exchange of ideas. The study made
it clear that a constructivist learning approach upholds and encourages logical and conceptual growth.

Synthesis

Voter’s education is a crucial factor that will immensely direct and shape our society for
betterment. With the youth population of the country hitting a massive peak, instigating and strengthening
voter’s education among students remains to be one of the lesser priorities of institutions and our
government, thus affecting other citizens as well. Gaining a more extensive and deeper understanding of
the cultures of schools is a substantial leverage to analyze and resolve the decreasing condition of political
engagements of the youth. The latter is a major component that contributes to the condition of voter’s
education in the country, and having public school students as the predominant population in the branch
of education in the Philippines is a notable feature that must be further examined with relation to
sociopolitical concerns. In congruence, the presence and prioritization of voter’s education and its lack
thereof in public institutions in the Philippines is ubiquitously seen and pervasively felt in the society. In
light of addressing and apprehending the problem in the lens of social constructivism, the culture of these
public school institutions and its students will be comprehended at last.The deficiency of civic education
in the curriculum of students chiefly constitutes the emerging youth’s meager quality of fundamental
skills and competencies that further result in societal and political cataclysm. The poor voting literacy of
youth is a manifestation of substandard civic education in the country. The several institutional cultures
widely affect the constructivist approach of students towards sociopolitical components such as civic
engagements and political involvements like voting literacy. Concordantly, the inadequate opportunities
for the students to actively partake in sociopolitical activities and discourses are impediments to the social
constructivist perspective. Moreover, the political distrust and disengagement of the youth plays a pivotal
role in sociopolitical growth in the Philippines. The paucity of cultivating social constructivism and
intentional involvement of the government and other institutions towards students in a sociocultural and
sociopolitical aspect leads to the decline of the youth’s detachment, indiscretion, ineptitude, and even
indifference towards any sociopolitical concepts, topics, and collaborations. With that being said, these
aforementioned conditions and findings from precedent studies severely constrain the strengthening of
voter’s education and literacy among public school students in the Philippines, and the prominence of the
social constructivist approach and further research must be done to fully penetrate the problem and
discern feasible solutions.

METHODOLOGY
In this section, elaborated are the essential knowledge on the methodology used in the study. It
introduces the approach and method employed to accumulate, assess, and interpret the data. The
inclusions of this part are as follows: Research Design; Population; Sampling Technique; Research
Instrument; and Data Gathering Procedures.

Research Design:
The study will utilize qualitative research as it entails personal views and judgement, therefore,
requires the gathering of phrased perspectives instead of numerical data. A qualitative research pivots in
understanding a research query as a humanistic or idealistic approach (Pathak et al., 2013). In this inquiry,
the researcher will apprehend the psychosocial well-being of the informant centering on the practiced
voting culture within the institution they belong to through the assimilation of their perspective and
experiences. Furthermore, the research design of phenomenology will be used in this study to help the
researcher in identifying and analyzing public school’s senior high school students' practices on voter’s
education in grasping knowledge on the students’ perspective and awareness, given their continued
interaction with the members of the institution. Webb and Welsh (2019) implied that phenomenology
directs on determining the coinciding meanings of the lived experiences of individuals regarding a
particular phenomenon. This research design will help attain the comprehensive account of the
institutional cultures, and student experiences in apprehending the phenomena. The aim of the study is to
attain holistic conception on the views of the students, and as to achieve this, the researcher ought to
eliminate personal biases and presuppositions on the study.

Population:

The Government of the Philippines (2012) has labeled the K to 12 Basic Education Curriculum as a
comprehensive education reform devoted to the specialization of learning based on the student’s aptitude,
interests or capacity. Camazo and Yambao (2019) said that the 12 years of basic education provides
sufficient time for students to master various concepts and skills and prepare them for higher tertiary
education. Upon entering senior high school, a student will be required to choose a track or strand that is
reflective of their scholastic, academic, and personal interests. For this reason, the study will require 12
Senior High School informants taking the Humanities and Social Sciences (HUMSS) strand. HUMSS
students are the most apt set of informants to be chosen being that they have long been interested and
exposed to various sociopolitical discussions and is most likely to expound it further at various
standpoints, with the inclusion of subjects that discuss the understanding of philosophy; formation and
development of culture, government and democracy; and other sociological theories (Department of
Education, 2019). Moreover, the strand specialization of HUMSS centers on society and its social fabric,
political theories, and the behavior of individuals within a group or society. With that being said, Baker
and Edwards (2012), as cited in Fugard and Potts (2015) recommended that qualitative studies have at
least 12 to 101 informants, while 6-10 informants in small projects (Braun & Clarke, 2013, as cited in
Fugard & Potts, 2015).

A constructivist study relies on the understanding and opinions of the participants (Nuncio, 2012).
Therefore, through the eyes of future voters – the informants, the study shall examine the different factors
and influences that affect voter’s education. With that being said, informants of the study should be an
eligible voter for the upcoming 2022 National and Local Elections so that a determinable and
encompassing interpretation of the accounts provided will be made.

Sampling Method:
The utilization of non-probability convenience sampling is the most apt and congruent technique,
being that the researchers of the study will be getting respondents who are readily available and most
convenient to invite as participants of the research. In the throes of gathering the interviewees, the
researchers ensure that a significant sum of the target informants were either preoccupied with their
academic responsibilities or were uninterested in participating. Having said that, the researchers resolved
on using the non-probability convenience sampling in order to successfully convene available respondents
and bypass the limitations experienced. In addition, convenience sampling amidst the Senior High School
community of the research’s locale will be highly efficient since the digital proximity of reaching out to
the HUMSS strand students is more accessible and favorable. The aforesaid sampling method comprises
comprehensive and in-depth probing, analysis, and thematic emergence, establishment and corroboration
towards the research and its informants. To boot, the study aims to examine and ascertain crucial elements
and factors such as social constructivism and voter’s education reinforcement, and validating its role and
significance towards the specific population through purposive sampling. Furthermore, the study will not
include the respondents’ vocal statement of their political stance (such as their favored political party),
and will not cover the aspect of activism in advancing the research.

Research Instrument:
The researchers will utilize the use of a semi-structured interview. Interviewers prepare a specific
set of questions that will be applied to determine the cultural effects on senior high school in
strengthening voter’s education, hence follow up questions are given to further clarify the respondents’
statements. Semi-structured interview, as defined by (Keller & Conradin, 2019), is expressing the
informants’ views in the relevant study; it does not only provide mere answers, but also the point or
thought behind their response. Semi-structured interviews allow the researchers to be prepared and
competent during the interview. This method allows participants to have an open response and promote
converging of in-depth information from the respondents (Shakespeare, 2020). The researchers are bound
to set up synchronous scheduled interviews to gather the needed responses to increase the time flexibility
of the respondents and increase the reliability and credibility of the information.

Data Collection Procedure:

The study will employ the Social Constructivism’s three-step method wherein each data will be
encoded and assessed. The focus group interviews (Zoom conference) will be transcribed to a Microsoft
Word document accomplished by the researchers. The following, in expounding, are the steps of the
method:

1. The data gathered, in essence, the informants' present awareness on voter's education, and
experiences and practiced cultures inclined towards voter's education within the institution, will
be encoded in a document through the utilization of Microsoft Word.
2. The discourse shall be analyzed through their given verbal responses, whereas the consistency of
the aforementioned will be ensured in means of thorough verification of their sustained answers
throughout the interview, in basis of the theoretical framework of Social Constructivism which
implies the relations created as a result of continued communal interaction that is then
accordingly inquired in the interview questions.
3. The gathered responses will appropriately be put into their respective themes, and will be
carefully examined in analysis. Preceding this, is the creation of results through discussing and
interpreting the data gathered — and with this given, in provision of meaningfully contributing to
the existing body of knowledge, coming up with apt recommendations.

RESULTS and DISCUSSION

THEMATIC ANALYSIS

SOP – Interview Cluster - Interpretation Themes

Research Question Categorization and Analysis
Question
1. What are 1.1 What do you A: “The definition for K-12 Students who Voting
the know about me is that voter’s have prior Fundamental
experiences of voter's education is that very understanding ity
public school education? essential, not just for about civics are
students that the youth but also for more likely to be
led those who are well-educated
them due to a registered to vote voters and active
lack of because I believe that sociopolitical
awareness just like Nina said a partakers in society
and interest while ago that voters who have a deeper
in voter’s now are more focused comprehension
education? on the politician towards
themselves, by their contributing to the
appearance, by not betterment of the
what they can but not
what they can give to community. –
the country.” Andes et al., 2020

B: “Voter’s education;
it’s essential to us as The informants
students, especially regard voter’s
because we are trying education as
to make a country important and vital
that’s better, suitable for the nation, and
for all of us. Not just that it is a
for the people who collective
have privilege but also responsibility as a
for the marginalized citizen to
and the oppressed participate in the
groups. Voter’s electoral process
education; it’s primary by voting. The
taught in schools. “ informants
acknowledge that
C: “Voters education voting might be a
is raising awareness minute civic act,
on the electoral, not one’s vote still
only the electoral matters in the
process in the country.
Philippines but also
the system of politics
in the Philippines.”

D: “Voters' education,
for me, is that the
voter is well educated
on who to vote and
their principles that
they hold onto. They
also know what they
need to look for when
voting and the
perspective that they
need to consider.”

E: “Voter’s education
is for people who want
to vote. It is the
capacity of their
knowledge on how to
vote properly.
Knowing how to vote
the right way and the
right people for
them to vote in the
election.”

F: “It’s technically
educating the voter’s
who are running for a
post, but also
educating the voters
on how much power
they can yield by
voting.”
G: “We know the
effects of our
contribution even if we
say that we are only
one out of millions, we
know that our
contribution and the
effect of that for our
country.”
H: “It is everyone’s
responsibility to be
educated, as a voter
and as a citizen of the
country
I: “The definition for
me is that voter’s
education is that very
essential, not just for
the youth but also for
those who are
registered to vote
because I believe that
just like Nina said a
while ago that voters
now are more focused
on the politician
themselves, by their
appearance, by not
what they can but not
what they can give to
the country.”
Lacking
A: “Our education Informants stated Institutional
system doesn’t directly that social actors Support
address politics and such as the
education system,
the government,
 the importance of and other social
voting.” institutions do not
give enough
attention and
importance to the
B: “They don’t give conduct of voter’s
importance to voter’s education in the
education. It will lead country, hence the
to a bad aspect.” lacking awareness
of the youth.

C: “I think the Voter’s education

government and other is not discussed in
institutions as well do detail inside of
not give enough classrooms, or not
importance to voter’s even incorporated
education.” in curriculums at
all. The informants
acknowledged that
this situation will
ultimately lead to
negative “effects to
the nation given
that the youth, as
the country's hope
of the future, are
not adequately
equipped with the
knowledge they
need so as to
accordingly better
the state.
1.2. What A: “I believe that just The informants Voting
competencies like in a cell, I know I state that their Awareness
inclined towards have vision of what a critical-mindedness
voter’s education good leader is. And I is their main
you believe you think that’s very competency that
now possess? important when it would allow them
comes to voting for to elect officials to
our future leaders the government
which is, because, that would
having a vision of represent their
what you think what a ideals, aspirations,
leader is, is very and interests for
important for you to the country.
make a very clear and Factors such as
logical decision that is social awareness,
not based on any other empathy, and
parts that don’t really personal criterias
need to make a may be considered
decision.” as
internal influences
B: “I admit that I’m toward voting
not very much that literacy.
inclined to the
competencies yet, but Personal moral
with regards to voter’s values and the
education I believe aptitude and skill
that since I am more to vote are facets
aware of the societal that impact one
issues going on in our another.
country and in other Communal moral
countries surrounding values and those of
us, not just us but politicians exhibit
different societal heterogeneity.
issues going on all Having said that,
over the world that people’s
one strength that I competencies on
would have as a future voter’s education
voter would be that I are being
can know just what undoubtedly
makes a good leader molded and greatly
because it’s been the constituted by
topic of many debates, personal moral
really.” values and
convictions. –
C: “I think I already Enke, 2020
have social awareness.
But there are things
that i still don't know
but the basic concept
of social awareness. I
think I have the
knowledge about the
political system of the
Philippines. I think
empathy for the people
of our country because
I think that I am
privileged enough to
have these resources
right now. So I think
empathy really plays a
really big role in
voter’s education.”
D: “I think I know how
to empathize with the
politicians or
candidates who are
not only assessing the
needs of the people for
their votes and for free
clout but if they are
really passionate on
serving the people of
this country full
heartedly.”

E: “I think one of the

competencies that I
possess, I have a
rubric that I follow
when voting... When a
politician or a
candidate achieves or
has these 5C’s, then I
believe that they are
worth voting for.”

F: “I think I have at
least the knowledge
regarding how to vote.
I need to be
considerate of what
my vote will do to
others instead of being
selfish if my vote is not
going to help for the
betterment of our
country. I also need to
look at the skills and
competencies of the
politicians and what
the public needs for a
leader.”

G: “Having a critical
thinking mindset,
whereas I foresee the
future I expect from my
chosen leader.”

H: “Being a
critically-observant
person, I do think that
would help me as a
voter to elect good
people to our system.”

I: “I’m also good at

researching and
background checking
on the whereabouts of
the candidates.”

J: So in terms of
voting competencies,
actually the act of
voting, I don’t think
I’m that
knowledgeable in that
area as well but, when
it comes to voters
education, ever since I
was in elementary, I
was always interested
in the Philippine
history so, especially
the political history of
the Philippines; That’s
why, I believe that
just like in a cell, I
know I have vision of
what a good leader is.
And I think that’s very
important when it
comes to voting for
our future leaders
which is, because,
having a vision of
what you think what a
leader is, is very
important for you to
make a very clear and
logical decision that is
not based on any other
parts that don’t really
 need to make a
decision.

Electoral
A: “I served as a Informants have Process
PPCRV [volunteer] in stated that by
our church. So, I have participating to
been doing that work local programs
for several elections. during the election
So I really know how it season, first
works.” handedly seeing
the process of
voting – either
through being a
B: “I became a volunteer or
volunteer for the SK accompanying
elections, so I already their parents, they
know the process. I get to attain a
know what’s personal
happening, the experience as to
ambiance during knowing the
election season.” logistics of voting.
In analysis, it may
be inferred that
C. “I know how it through early
works since I engagement in
accompanied my local programs
parents every related to voting,
election.” the youth are able
to attain principal
knowledge, and
familiarize the
general affairs of
voting, in essence
its ambiance and
environment, in
which they can
apply as future
voters themselves.
1.3. What A: “I don’t think I As stated by study, Socio-politic
sociopolitical have a very solid the economic, al Voting
experience of sociopolitical stand social, and political Influence
yours that stood currently because I’m issues raised and
out you believe still open to learning upheaved by the
has had an the more issues and- COVID-19
impact on your and more topics that pandemic are
sociopolitical would help me upsettingly
stand? strengthen and build a exorbitant, thus
stronger foundation leading to a
for a sociopolitical negative effect on
stand. My very focus is our community.
on the experiences and Moreover, the
the things I see more long-existing and
than the things I read underlying
that could not have distortions,
been very reliable difficulties, and
especially on social problems in
media.” countries that were
more spotlighted
B: “As a student that’s by the current virus
primarily taken their crisis immensely
high school days in shaped the people’s
PUP, you always see perspective not
these rallies around only in politics, but
talking about equality. in the general lens
That’s one of the of the welfare of
things that I’ve society. – Tisdell,
experienced. But then 2020
again, during the US
elections, I’m an avid
supporter of the
democrats winning
because the Trump
administrations has
done enough damage
to the country and I
think that’s one of the
things that had an
impact on my
socio-political stand
because we are trying
to make the world a
better place for the
generations to come
after us, because why
not?”

C: “Even in our
school and the school
education system. Of
course we’re students
and that's one of the
socio-political
experiences we're
having right now. It
really showed this
pandemic the
educational system
that we have is broken.
I think the
socio-political
experience is the
education right now in
the Philippines,
especially in this
pandemic.”

D: “If I were to
compare it with a
critical analysis, the
person with more
connections and
influence to the mass
is more likely to be the
winner. That being
said, people should
vote for the ones who
know how to handle
the position with the
skills and knowledge
not by just voting for
the people with
influences and
connections.”

E: “One of the
socio-political
experiences I think
stood out for me is the
current situation that
our country is facing.
The current
administration does
not know how to face
the problem properly.”

F: “War on drugs had

the most impact when
it came to my socio
political stand because
in today's time, we
tend to ask ourselves if
the war on drugs is
even portraying the
truth. In my
perspective the real
drug lords are the one
who opposes drugs
because if we really
think about it, they are
using it as an excuse
in order for them to
fully control and
influence more people
leaving the people at
the bottom to suffer
more.”

G: “When I became a
campus journalist in
our school now, we’d
always listen to the
radio and read
newspapers where the
rising cases of
extrajudicial killings
of students broke.”

H: “The sociopolitical
experience I’ve
witnessed is our
everyday life. Like the
homeless people I see
that are still left out.

I: “I saw and there

changed my political
perspective that those
things are not right. It
is not right to
disregard human
rights.”

J: “Because I see
here among us the
unfair treatment when
you are poor,
especially when faced
with cases, especially
when you are rich, you
have to pay good
lawyers. The bias that
is happening in our
country is what
changed my political
stand.”
Constantly seeing Student
A: “I’ve noticed many the organizing of Influence
people rallying rallies within their
outside. Our teachers campus vicinity,
would also encourage the informants
us to think critically, stated that these
usually through have exposed them
reading books and to the
articles to enrich our contemporary
knowledge.” issues Philippines
is facing —
opening their
minds to politics
B: “I have a brief and the elections.
understanding on why That their
people participate in interaction with the
rallies. My partaking other members of
in that organization the university's
opened my eyes to community
have a political stand, constitute a big
up to the time where I part to their
will become a voter.” societal awareness.
With this, a logical
inference can be
C: “By being a
made that the
politically and socially
students/stakeholde
aware person, I saw in
rs of an institution
my environment... that
themselves have
things are not right.”
the power to
insinuate
D: “So socio political
awareness to their
experiences. I believe I
co-members,
was raised in a very
whereas through
sheltered environment.
the courses of
I came from an all
actions done, they
girl’s catholic school,
are able to be
so there’s not much to
influenced, be
see inside that is
 sociopolitical. I don’t curious, and do the
think I have a very same.
solid sociopolitical
stand currently
because I’m still open
to learning the more
issues and- and more
topics that would help
me strengthen and
build a stronger
foundation for a
sociopolitical stand.
My very focus is on the
experiences and the
things I see more than
the things I read that
could not have been
very reliable
especially on social
media.”
2. How do 2.1. What are the A. “Being perceptive Progressing their Progressing
these most significant and intuitive of the minds to become Responsible
experiences personal impacts candidates.” more broad Citizens
affect their that you have minded. It changed
perspective on gained from your B. “It really has their mindset and
voter’s previous taught me to be became more
education? experiences? critical, and be critical in terms of
curious. It has taught voting. It gives
me to become a more them the ability to
responsible citizen.” be meticulous and
open minded. Just
C. “Everything I’ve like what we
realized really always say, think
changed who I am. I before you vote.
started asking the
credibility of our
current leaders and
what is happening in
our country today.”

D. I used to support
the administration, but
as of now, I despise it.
I had a dream and it
basically taught me
what real fear is. Fear
is turning into the
person that you really
 hate. From that
moment on, I decided
to change for the
betterment of myself.

E: “The significant
personal impact that I
acquired from previous
experiences is
awareness and
wisdom. I believe these
two qualities are very
important in making
future decisions,
logical decisions
rather, in awareness
you are knowledgeable
in both sides of the
story.”

Results:
Table 1. Student experiences
Themes Defining Elements Co-Informa
“very essential, not just for the youth but also for those nt
who are registered to vote”
Voting Fundamentality “essential to us as students, especially because we are Co-informant
trying to make a country that’s better, suitable for all of 1
us.” Co-informant
“raising awareness on the electoral,” 2
“the voter is well educated on who to vote and their Co-informant
principles that they hold onto.” 3
“capacity of their knowledge on how to vote properly.” Co-informant
“educating the voter’s who are running for a post, but 4
also educating the voters on how much power they can Co-informant
yield by voting.” 5
“We know the effects of our contribution.” Co-informant
“It is everyone’s responsibility to be educated,” 6
Co-informant
7
 Co-informant
“Our education system doesn’t directly address politics 8
and the importance of voting.”

“They don’t give importance to voter’s education. It will

lead to a bad aspect.”

“I think the government and other institutions as well do

not give enough importance to voter’s education.”

“having a vision of what you think what a leader is, is

very important for you to make a very clear and logical
decision”
“ I am more aware of the societal issues going on in our
country”
“So I think empathy really plays a really big role in
voter’s education.”
“ I know how to empathize with the politicians or
candidates”

“I need to be considerate of what my vote will do to

others”

“I also need to look at the skills and competencies of the

politicians and what the public needs for a leader.”
Lacking Institutional Co-informant
Support 1
“Having a critical thinking mindset, whereas I foresee Co-informant
the future I expect from my chosen leader.” 2
Co-informant
“Being a critically-observant person, I do think that 3
would help me as a voter to elect good people to our
Voting awareness system.” Co-informant
1
“I’m also good at researching and background checking Co-informant
on the whereabouts of the candidates.” 2
Co-informant
3
“I served as a PPCRV [volunteer] in our church. So, I Co-informant
have been doing that work for several elections. So I 4
really know how it works.” Co-informant
5
Co-informant
“I became a volunteer for the SK elections, so I already
6
know the process.”
Co-informant
7
“ I accompanied my parents every election.”
 “I’m still open to learning the more issues and more Co-informant
topics that would help me strengthen and build a 8
stronger foundation for a sociopolitical stand.” Co-informant
“You always see these rallies around talking about 9
equality. That’s one of the things that I’ve experienced.”
Electoral Process “I think the socio-political experience is the education Co-informant
right now in the Philippines, especially in this 1
pandemic.” Co-informant
“people should vote for the ones who know how to 2
handle the position with the skills and knowledge” Co-informant
“The current administration does not know how to face 3
the problem properly.” Co-informant
“War on drugs had the most impact when it came to my 4
socio political stand.”
Socio-political Voting “we’d always listen to the radio and read newspaper Co-informant
Influence where the rising cases of extrajudicial killings of students 1
broke.” Co-informant
“the homeless people I see that are still left out.” 2
“ It is not right to disregard human rights.” Co-informant
“The bias that is happening in our country is what 3
changed my political stand.” Co-informant
““I’ve noticed many people rallying outside. Our 4
teachers would also encourage us to think critically,” Co-informant
“My partaking in that organization opened my eyes to 5
have a political stand,” Co-informant
6
Co-informant
7
Co-informant
8
Co-informant
9
Co-informant
10

Student Influence Co-informant

1
Co-informant
2

Discussion:

The common idea of voter’s education is to be knowledgeable and aware of what an individual’s
vote can do for the betterment of society. Being a knowledgeable person in terms of voter’s education is
an attestation of an informed and responsible citizen who willfully participates in voting responsibly.
According to an article by Polyas (2018) voter’s education provides the fundamental information for
democracy when we partake in elections. The lack of attention and importance of the government
institution, educational system and the like is the main purpose of why not a lot of people are aware of the
importance of voter’s education. The lack of addressing politics and voting importance in the educational
sector is one of the causes of why there are students who are illiterate in voting. Meanwhile, voting
awareness is knowing what a vote can do, based on the co-informants. Empathy being critical in assessing
the candidates' skills and competencies are some bases with regards to voting, since the co-informants
from PUP-SHS prioritize candidates that the needy and unprivileged necessitate.

In line with the electoral process and environment, the students have familiarized the logistics and
technicalities of the elections. This is due to prior experiences such as Student Council Elections, SK
Elections, and the Pastoral Council for Responsible Voting. The experiences affected the co-informants'
voting literacy. The socio-political stand emphasizes the importance, magnitude, and crucial desire and
need of being socio-politically adept. Having an upright socio-political stand can greatly mold voting
perspectives and the country's socio-political structure. A solid socio-political stand recognizes how
ineptness can lead to incompetent, irresponsible, and substandard voting literacy. Apropos to experiences
that had consequential influences on their socio-political stands, 4 co-informants disclosed that the
institutional environment of PUP has led them to a significant number of sociopolitical exposures such as
rallies, active student NDMOs, and highly vocal and socio politically outspoken students in the student
community. The co-informants shared a common ground of being able to develop and widen their
sociopolitical grasps due to their institution’s environment and community. Furthermore, according to a
journal article, cultivating cultures inside a school that promotes progressive ideologies and values can
build more effective and efficient ways to grow and guide young voters, and make them sociopolitically
aware and responsible not only as students, but as citizens of the country (Sparks, 2020).

Voter’s education is acknowledged as a vital part of our nation, and that it is a citizen’s
responsibility to participate in voting. In connection, voting awareness is acknowledging the power of
voting. Some factors that may affect the voters’ standards according to the co-informants are critical
mindedness and empathy. The education system, the government, and other social institutions do not
focus enough on the country’s voter’s education and voting literacy, explaining why the youth lacks
awareness. Though not given enough focus, the students from PUP-SHS were able to grasp information
regarding the voting process and environment in the Philippines due to the events of the different
institutions. These socio-political experiences helped them in building their own foundation of their
socio-political stand and beliefs, and has also affected their voting standards. The environment of voting
in organizations, student councils, national and local elections, and youth councils are residing factors in
one’s socio-political perspective and knowledge.

SOP – Interview Cluster - Interpretation Themes

Research Question Categorization and Analysis
Question
2. How do 2.1. What are the A. “Being perceptive Progressing their Progressing
these most significant and intuitive of the minds to become Responsible
experiences personal impacts candidates.” more broad Citizens
affect their that you have minded. It changed
perspective on gained from your B. “It really has their mindset and
voter’s previous taught me to be became more
education? experiences? critical, and be critical in terms of
curious. It has taught voting. It gives
me to become a more them the ability to
responsible citizen.” be meticulous and
open minded. Just
C. “Everything I’ve like what we
realized really always say, think
changed who I am. I before you vote.
started asking the
credibility of our
current leaders and
what is happening in
our country today.”

D. I used to support
the administration, but
as of now, I despise it.
I had a dream and it
basically taught me
what real fear is. Fear
is turning into the
person that you really
hate. From that
moment on, I decided
to change for the
betterment of myself.

E: “The significant
personal impact that I
acquired from previous
experiences is
awareness and
wisdom. I believe these
two qualities are very
important in making
future decisions,
logical decisions
rather, in awareness
you are knowledgeable
in both sides of the
story.”
A. “That time I didn’t Realization in their Future
know what I’m doing. mistakes became a Action
I’ll become more lesson that led Reforms
critical when them to become
deciding.”
B. This pandemic critical and careful
made me realize that in decisions.
we should appreciate
even the smallest
things that we have
because there are a
few who have been
neglected with
privilege. Being
grateful should not be
the end of it, we should
do something for the
people who need
assistance. There are
at least a few ways for
us to be able to help
them not only
financially but, we can
use our platforms to
reach out and ask for
help.
I realized that even the
innocent ones, the
forces who contribute
power for the war on
drugs, do not think of
what their actions
would do to someone,
may it be a drug
dealer or an innocent
one. The impact on
this is my biggest fear
when it comes to
losing the people
closest to me even
though that was not
intentional. I am living
in fear where one
night I would walk on
the streets with
policemen on it then
one moment they shoot
me and fabricate an
evidence of possession
of drugs. D. The
pandemic also had an
impact on my
socio-political stand
since a lot of people
lost their jobs
including my family.
We learned to live with
ourselves and do
everything just to
survive a month.
A. “It helped me be The outcome of Leadership
a responsible leader, being aware who Skills
to be more proficient to vote makes a
in decision-making, voter a good
critical to what’s example of
happening in our choosing the right
environment, to be public leader. It
more aware, and of gave a voter the
course becoming knowledge to be a
involved. It is not responsible
fitting that we are only decision for the
aware, we need to be future of the
involved and people in our
envisioned for our society.
environment.”
B. “Perhaps the most
significant personal
impact it’s given me is
perception and
awareness with
regards to everything
that’s inclined with
voter’s education;
being a voter, choosing
the right leaders.”
A. “For me it is rather In choosing who to Emotional
emotional, now I need vote, Aspect
to be critical disappointment is
especially that it is my one of the
responsibility now to emotional aspects
be careful in choosing that make us be
my votes, choosing more critical in
who to sit back in the choosing who to sit
position.” back in.

B. “I didn’t really
think that I was
privileged enough but
now, I realize that I
 had so much and that
others are suffering
more that I think they
are. This pandemic
made me really realize
that I should be more
compassionate, and I
had a deeper sense of
empathy within me,
and I mean. I have
empathy but now it has
become deeper. This is
where the- concept of
nationalism is
applied. I really felt
that we do not deserve
this treatment from the
government and, we
cannot do anything
right now because of
this and because of
what they’re doing and
what they’re trying to
do to anyone who tries
to go against them.”
2.2. How do you A. “I really think that As the informants Social
think these most of our stated, there’s a Awareness
impacts affect countrymen and not huge difference
your perspective just like the Gen-Zs between the past
on voter’s and Millennials who generations and
education? are slowly coming to this generation in
open their eyes to the terms of voting. In
injustices of this the past generation,
society, I think that they tend to be
voter’s education, unaware and close
voter registration, and minded in terms of
voting in general is voting a candidate
more needed more with lack of
than ever so that we advanced
can build a better technology they
future together and tend to based on
build a better future” popularity.
Today's generation,
B. “I think that with the help of
everyone, not the social media, helps
majority but everyone the way they
should be aware and analyze the
woke up when it comes situation on what’s
to the situation of our happening in our
country right now.” society and
government and
C. “...most of us are they become more
aware of who will be aware in choosing
running for the the right leaders.
specific positions for
the national
government.”
A. “The means to Reforms in the Widespread
provide the needs of government in institutional
the public, remove general would be reform
what needs to be greatly needed in
removed. That part of achieving
perspective where I change in the
wish that not only society, not just
myself is awake but through the
mostly all of the collective power of
Filipinos” the people’s vote.

B. “asking for an
institutional reform or
a change of system is
better and will really
drastically change
everything or what
we’re experiencing
right now rather than,
just targeting
individuals, individual
voters”
A. “You feel that the A sense of Collective
people are a part of additional Social
yourself. That responsibility as a Responsibilit
responsibility, if you citizen had been y
were to connect it to felt by the
being a voter, of informants
course, you would find preceding their
politicians that would impactful socio
benefit those political
surrounding you, not experiences. They
only for yourself.” regard this
responsibility as
B. “There had been an part of one’s duties
additional as a Filipino
responsibility for me to citizen. In
teach other people on analysation, it is
what I know about inferred that these
politics and voting, socio political
and influence them to experiences are
partake in achieving catalyzing agents
the change that we aim which positively
for.” affect the people to
become a part of
C. “I don't think it's the movement to
enough just to inform educate, teach, and
the masses, on what to inform others
do, what are the ways within their
to choose, or which community, and
leader to vote for.” partake in pursuit
of improving the
masses' voting
literacy in means
of these impactful
personal
experience leading
them to
acknowledge their
responsibilities to
the nation.
A. First, we should The scrutinization Voting
take a look at the of these Standards
educational characteristics are
background of those vital for the voting
candidates running – public to elect
if they are really people that would
proficient for that represent their
public post, if they are interests into
really qualified for the public positions.
position they are
running. These forms of
scrutiny and
B. “when we vote it is examination allows
not only about the the voter to see and
credentials he's done verify the
to occasional authenticity of the
politicians who run for candidates and
the position, of course teaches the voter to
we also need to know be critical of the
that as a voters promises they
credited that person made during the
for the position not campaign trail,
enough to achieve one
of the qualifications, ensuring that
he needs to run the promises are kept.
perspective or
principles that should
be.”

C. “...I should be wary

on what are they
feeding me as a future
voter. It allows me to
see whether the
candidates running
are true to what they
are saying or not,
allowing me to be
critical of their words,
if they are able to
stand on the promises
they give.”

D. “There really
should be
characteristics, certain
characteristics that we
will be looking for in a
politician, those who
are running for
election.”

E. “I think that the

impacts that affected
my perspective in a
way on voters'
education, in a way
that I’m aware that the
Filipinos lack voters'
education. It’s not just
them not being
knowing how to
actually vote but, them
not knowing how to
choose a good leader
depending on their
qualities not on the
things that they can
give and show on T.V,
but actually on the
abilities that they can
 that they can use and
the qualities that they
have that would
actually help the
country.”
2.3. How did A. “I think that it is Recognizing the Patriotism
these our duty to carry and social
experiences help other people demarcations
influence your since some of them are present in the
sociopolitical below our levels and society, the
perspective? status in life or informants still
unprivileged enough. I inferred that
think we can say that regardless of those
we can help them to be demarcations, it is
more aware and to set their utmost
them free and we’re in responsibility and
the middle and we commitment to the
lived our lives in peace nation to impart
compared to them, and share
they have to suffer in knowledge to the
order to go day by people in their
day” environment, in a
move to actualize
B. “it made me involvement and
responsible to educate awareness. The
the people in my respondents
environment, believed that it is
regarding the things an undeniable
they need to learn. responsibility of
That’s what formed my someone to help
personality, that’s one within their
what initiated my environment.
responsibility as a Without these
person.” actions, they
themselves
C. “it made me go to recognize that they
paths that teach or wouldn’t be as
share someone. It's an socially conscious
adorable thing to as they are right
share your knowledge now.
when you're in this
piece of matter that
you're going to
educate someone
else.”

D. “It gave me a sense

of responsibility to
educate and influence
others. Because if I
weren’t educated by
the right people, and if
I weren’t influenced by
the right people, my
stance wouldn’t
change”

E. “...incorporating
the values and the
realizations that I
gained throughout
those experiences,
since I know my place
now in the
socio-political
hierarchy, it made me
look in the lenses that
I’m lucky enough and
that is why I need to
speak for the others
who can’t.”

F. “I can assume that

the unprivileged
people just don't know
how to voice out the
support and help that
they need or they are
just stuck in the idea
that nothing will
happen even if they
try. This idea goes to
both privilege and
unprivileged people.”
A. “...but now I’m Attained socio Shifting
more on left leaning political socio-politica
because of these experiences have l ideologies
experiences and I’ve an effect on one's
definitely become stand with regards
more of a liberal to the faced
person than I was contemporary
when I was younger.” issues of the
society. Per the
B. “...it is still not informants, this
possible for each and have been
every one of us to find
peace because of acknowledged by
different perspectives, them in which they
ideologies and perceive as
behaviors. This is recognizing
when my idea applies society's ailing
whether we can elements as to
change the system on determining apt
which we can not only solutions. With
change our this, it is inferred
perspective but the that these
others as well.” experiences create
a lasting impact
C. “gave me a lot of within the people
room to think about, wherein their shift
pondering whether in believed socio
what is right or wrong, political ideologies
and has influenced my are steered to spark
sociopolitical change, most
perspective given my specifically in
change in way of politics, resulting
thinking.” to their improved
perspective on
voting as an act of
revolutionizing the
society.
A. “All of my The informants Comprehend
experiences made me stated that these ing politics
want to study politics experiences helped
and the society more, them to cultivate
to understand the one’s curiosity and
struggles of the poor capacity to learn
and the lower class, politics and the
and analyze these affairs of the
politicians and government, and
determine who we how can it be
really need.” understood and be
contextualized to
B. “I understand more the pressing
about how political contemporary
interests and political issues the society
interests have been to faces. The
interconnect with each informants
other how important expressed their
politics to make desire to
political flow better.” understand further
the inner workings
of the society, and
 C. “I think that the the struggles of the
impacts that affected lower class, and to
my perspective in a analyze social
way on voters' actors in order for
education, in a way the people to
that I’m aware that the achieve what they
Filipinos lack voters' need.
education. It’s not just
them not being
knowing how to
actually vote but, them
not knowing how to
choose a good leader
depending on their
qualities not on the
things that they can
give and show on T.V,
but actually on the
abilities that they can
that they can use and
the qualities that they
have that would
actually help the
country.”

D. "I still don’t have

any socio political
stand but, in terms of
perspective, these
experiences taught me
to be more curious and
actually study and
research what really
happened and how
they actually came to
that conclusion. So I
hope that I actually
finally arrive at a
sociopolitical stand
that I would be very
proud with."

Results:

Table 2: Experiences' sociopolitical culminations

Themes Defining Elements Co-Inform

ant
Progressing “It has taught me to become a more responsible citizen.” Co-informa
Responsible Citizens “Being perceptive and intuitive of the candidates.” nt 1
“What is happening in our country today.” Co-informa
nt 2
“...we should do something for the people who need Co-informa
assistance. There are at least a few ways for us to be able nt 3
to help them not only financially but, we can use our Co-informa
platforms to reach out and ask for help.” nt 4
Co-informa
“..change for the betterment of myself.”
nt 5
Future Action “I’ll become more critical when deciding.” Co-informa
Reforms nt 1
.

Leadership Skills “It helped me be a responsible leader,” Co-informa

nt 1
“being a voter, choosing the right leaders” Co-informa
nt 2

Emotional Aspect “For me it is rather emotional.” Co-informa

nt 1
“I realize that I had so much and that others are suffering Co-informa
more than I think they are. This pandemic made me really nt 2
realize that I should be more compassionate, and I had a Co-informa
deeper sense of empathy within me” nt 3
“do not think of what their actions would do to someone..”

Social Awareness “Open their eyes to the injustices of this society.” Co-informa
“Aware and woke.” nt 1
“Most of us are aware.” Co-informa
nt 2
Co-informa
nt 3
Widespread “Not only myself is awake but mostly all.” Co-informa
institutional reform “Asking for an institutional reform or a change of system.” nt 1
Co-informa
nt 2
Collective Social “You feel that the people are a part of yourself.” Co-informa
Responsibility “Responsibility for me to teach other people on what I nt 1
know.” Co-informa
“To inform the masses.” nt 2
Co-informa
nt 3
Voting Standards “We should take a look at the educational background of Co-informa
those candidates running.” nt 1
 “I should be wary on what are they feeding me as a future Co-informa
voter.” nt 2
“He needs to run the perspective or principles.” Co-informa
“Characteristics that we will be looking for in a nt 3
politician.”

Patriotism “Our duty to carry and help other people.. Co-informa

underprivileged.” nt 1
“To educate the people in my environment.” Co-informa
“To educate someone else.” nt 2
“…educate and influence others...” Co-informa
“To speak for the others who can’t.” nt 3
“The unprivileged people just don’t know how to voice Co-informa
out...” nt 4
Co-informa
nt 5
Shifting socio “…but now I’m more on left leaning because..” Co-informa
political ideologies “…change… perspective…” nt 1
“Given my change in way of thinking.” Co-informa
nt 2
Co-informa
nt 3
Comprehending “… made me want to study politics and the society Co-informa
politics more…” nt 1
“…more about how political interests and political Co-informa
interests…” nt 2

Discussion:

In the answers given by the respondents to the presented question, three co-informants agreed that
it has initiated the realization of becoming a responsible citizen. The experiences they stated gave them
the opportunity to be perceptive, intuitive, and critical thinkers - a realization that is part of becoming a
responsible citizen. As future voters themselves, the co-informants will be able to actualize their desires
for change and social aspirations through their vote. The outcome of their experiences made them a good
leader given their actualized realizations of being critical and aware through the means of accordingly
representing the genuine interests of the people they serve. Moreover, it was mentioned that in order to
put forth actions and developments, the youth must have access to opportunities and information that
would transform them to become agents of change. For two co-informants, the intuition is rather
emotional. Emotional aspects conflate the informant’s desire to partake for and advocate for change. The
experiences they have had developed and culminated in an emotional struggle for the desire of change
and reform.

Meanwhile, in social awareness, three co-informants agreed that to the self-actualization of

awareness and education, every citizen has the responsibility to educate and spread awareness to people in
the society. n widespread institutional reform, the informants has cited their rather negative experiences
from the institution's poor student management. With collective social responsibility, the informant
addressed the very essence of owing up to one's responsibility to others, and the effect it created
accumulated. One with this is their pondering on the importance of attaining just knowledge and the
rationalization of the society's future as to accordingly elect the worthy candidate. As per the voter's
scrutiny and evaluation of a candidate's qualification, the informant has shared their stand inclined on
choosing the qualified public leader who possesses genuine understanding on their chosen platform and
their plans for the people. A highlighting on the need for a strengthened scrutinization process in which
the voters examine political candidates extensively has also been given by the informant. Looking at
educational backgrounds, track records, characteristics, and political principles, the informants further
inferred that through these actions, social change and stability will be achieved. However, in an article by
Vergara (2019), political analyst Dindo Manhit said that people who blame voters for voting as
“bobotante” have no real and legitimate basis, as most candidates who win in elections won in all social
classes; exemplifying that information is one of the essential factors affecting the decision of a voter.

It has been deduced by the informants that through their attained experiences, they have come to
realizing their shared responsibility to other people. Acknowledging the presence of varied views on the
society, the informants have inferred that despite these demarcations — imparting their possessed
knowledge to the members of the society in pursuit of actualizing involvement and awareness remain to
them as their utmost responsibility, and commitment to the nation. The informants recognized that with
their attained experiences, it is certain that stance and personal sociopolitical ideologies change.
Experiences, in general, definitively impacts the diversity of intrapersonal, interpersonal, and
organizational outcomes, including morality and individual/group performance as an effect of continued
interaction with other people (Maddux et al., 2020). With the informants' socio-politically inclined
experiences, it had been found to have shaped their need to understand politics and the government as to
gain knowledge on where it can be steered to the accord resolving the conflicts of today. Furthermore, the
informants have expressed their desire to be able to perceive the society in different lenses in means of
understanding how the aforementioned work, inclusive of knowing the faced struggles of the lower class
and analyzing social barriers, in order for reform to be actualized and that the people's needs be met.

SOP – Interview Cluster - Interpretation Themes

Research Question Categorization and Analysis
Question
3. What 3.1. How will A: “The people that I The proactive Student
culture of the you describe the actually encountered, socio-political sociopolitical
public sociopolitical the people there and environment in the movement
institution environment of the environment is Polytechnic
will help stir your institution? very, I find them very University of the
the student’s admirable since they Philippines has
interest in are very determined to enabled the
participating fight for what they informants to
in political believe in and voice observe, and
discussions to out the injustices that participate in
empower they see in the- in the progressive
them with country and that very movements that
voter’s nice to see in the instigate the
education? world now where interest and
everything follows a engagement of its
trend.” students to be
empowered and
B: “In my opinion, the socially aware. In
socio-political analysis, it is
environment of PUP through this
consists of a lot more engagement that
of left-leaning people further instilled
because there is unto the students
activism everywhere, the interest in
fighting for the rights partaking in socio
of the people. But political
there are also those discussions,
who refuse to see and resulting to their
hear the cries of the developed
people, the cries for awareness, and
equality and such. I improved
don’t really think it’s participation in the
balanced, I think it’s elections.
more of left leaning.
But there are certainly
different opinions that
they have regarding
political stances and
such.”

C: “They say PUP is

known as the “little
Philippines” and it's
really true. The way
the government
functions is the same
with the institution of
PuP. The idea of “if
you support this
group, dilawan ka”.
Compare it to the
political ideologies of
the different parties.”

D: “For me, PUP has

an unbalanced system
however, there are
students who have
critical thinking skills
and the like, and there
are students I still
can't find a word to
label them. There are
a few who do not care
about politics and
there are those who
stand up when it
comes to political
activities and
injustices.”

E: “I believe that PUP

is a diverse community
with different kinds of
people with its own
culture and religion,
political stands and
point of view. There
are some, even though
it's PuP, are people
who support the
government... it
sounds nice but
actually, it's not.”

F: “I have a lot of
experiences when I
started the first 2 years
in PUP. From what I
have observed.
Whoever is at the top
are the ones who are
to be followed by, we
have no choice but to
follow. When it comes
to education, PUP is
impressive since a lot
of alumni and
graduates from PUP
are successful to this
day on. “

G: “PUP is like an
eye opener for us in
this reality in our
country.

H: “In PUP SHS it is

interesting, engaging.
It's interesting how
they convey. Their own
body on how they
express their rights.
There are some people
singing, that's why it's
engaging.”

I: “The institution
itself makes us feel
free to express our
advocacies in many
different ways that we
can.”

J: “The people that I

actually encountered,
the people there and
the environment is that
I find them very
admirable since they
are very determined to
fight for what they
believe in and voice
out the injustices that
they see in the- in the
country and that very
nice to see in the
world now where
everything follows a
trend.”

Expressive
A. “I remember and engaging
this line: “Mahaba The students make creativity
ang Tanikala''. I relate their voices heard
to that. As said by my through different
fellow classmates here, mediums, and that
the administration of it is contextualized
PUP SHS is somewhat and related in the
repressing, which is standing issues
true. It is like we can present in their
be called to the own environment.
 principal’s office
anytime for violating
something that we do
not want to follow,
which is wrong in the
first place. But
generally, I can say
that PUP is a cradle
for social and political
awareness. Because
you would see the
engagement of the
youth, of students, of
PUPians, on how they
use activism through
art, through singing”.

B. “PUP SHS is
a bit left-leaning. The
people around here
are very expressive
with different
ideologies to profess.
The people are vocal
against the
questionable policies
the administration is
imposing”
3.2. Throughout A. “There’s this Extracurricular Extracurricu
your Senior High practice where activities in the lar Activities
School years, different organizations institution, id est
what are the will come to our room projects
practices inclined and discuss certain spearheaded by
toward voting issues the school and different school
literacy have you the society is facing. organizations, are
observed? Through this, most of means of
the time, voting is practicing voter’s
being given highlight education per the
and importance.” informants—progr
ams highlighting
B. “We do a lot of the very essence of
seminars in PUP.” voting that engage
and encourage
students to become
aware.
A. “When a group of The presence of Student
people campaign in student council Council
our room, we are campaign and Elections
engaged to ask elections;
questions of how they room-to-room and
do or how they can online, are that of
implement their practiced by the
platforms.” institution. It is
through this that
B. “The practices the students are
inclined with voter’s able to exercise
literacy that I their institutional
experienced in my right to democracy
senior high school as they critically
years is the assess which
room-to-room leaders to vote.
campaign of student With this, they are
council candidates.” given the
opportunity to
C. “In these virtual attain experience
classes, there are on being familiar
online campaigning with how elections
for student councils.” are done, and be
trained on
D. “One thing really is becoming
the Senior High responsible voters.
School Student
Council elections.”

E. “I think the SHS

club, and elections.”
A. “We had a subject A course in the Educational
called “Philippine current educational Curriculum
Politics and curriculum has
Governance” that has been cited by the
taught us very much informant to have
on how the served as a means
government works. It of application for
taught us how much actualizing voter’s
power our vote can education in the
change the status quo. institution.
We also do yearly Moreover, it has
elections for student also been said to
councils, that taught have equipped
me well about being them with adequate
literate on voting. information to gain
” an in-depth
apprehension on
B. “We have a subject the importance of
named Philippine voting.
Politics and
Governance and I
think that subject has
really taught me a lot
in terms of choosing a
good leader. It’s
because in terms of the
way we see politics. It
really broadened my
perspective when it
comes to specific
terms and concepts in
politics.”
A. “The practices that In terms of the Scholastic
I observed applied by practices, students Relationship
PUP as a whole, is asking for liability s
asking for for their situation
accountability. We opens their mind in
really try to raise the voting the right
students’ concern leaders. A leader
asking for with concern and
accountability. with a specific plan
Looking for a concrete not a person who’s
plan for everything, doing it for fun.
those are the practices
inclined towards
voters literacy that I
have observed.

B. “From what I have

observed, PUPians, in
terms of voting
literacy, we vote for
the person not of who
they are, but we look
for what they can do
for the school and its
students.”

E. “From the
practices that I have
observed in my 2 years
in PUP, the students
have a lot of
knowledge and will
 always vote for the
person who is truly
worth their vote. They
all know what they are
fighting for.”
3.3. Which of A. “That we really Having political Institutional
these have you need to be responsible knowledge Societal
picked up, and in making sure that enhances people's Practices
how did it everyone will engage responsibilities.
contribute to the in politics, and the As the informants
building of your elections.” responded a wise
sociopolitical and smart
perspective? B. “First of all, be individual can
responsible. To be make a huge
critical, know what impact for the
you need to do. To people and the
know how big of an society, being
impact that is for the aware of what's
people around you.” happening to the
society is one
C. “You should be move to make a
wise and smart for you change for the
and the society. For future. Educating
only that we can people on how to
change our future.” be responsible and
how serious the
D. “You’ll become politics are, is
responsible for the needed for the
importance of having people to achieve
a political stand, you the changes that
know the issues that the society is
need to be solved.” struggling to attain.

E. “I learned how
important education
is, not only in voting,
but also in taking
politics seriously in
order to achieve the
change we want.
Seeing the struggles of
the society through
different ideologies
and lenses is the only
time we truly
understand them. We
really need to be
responsible in making
sure that everyone will
engage in politics, and
the elections.”
A. “Definitely, the Institutional efforts Communal
subject that we had – such as the enlightenme
it’s a special subject mobilization of nt
for us. Philippine crucial
Politics & sociopolitical
Government. It’s subjects in the
taught a lot of things; curriculum, as well
how the world works, as things that are
how these different yet to be done such
branches of the as mitigating the
government affect the current educational
country as a whole, system for the
what the powers are of benefit, fairness,
the president. So, and welfare of the
we’ve already picked entire student
up the knowledge and community are
we just have to apply it constituents to the
in the upcoming respondents’
elections. It building of
contributed to the sociopolitical
building of the perspectives while
socio-political being in PUP.
perspective.” Furthermore, the
informants
B. “What we’re expressed great
experiencing right now need and want for
as a government of the the mass to be
Philippines, just put it enlightened and
in the context of educated by
education, put it in the continuous efforts
context of school, put committed,
it on the academe. exerted, and
With that, it really invested by those
helped me build a who are privileged
perspective that I to be
should really fight for knowledgeable
what’s right and, I regarding
picked up the value sociopolitical
and the concept that concerns. The
“just because you’re building of
opposing doesn’t mean sociopolitical
that hate. It means that perspective
you know what’s right, vis-à-vis the
you know you deserve experiences and
more, you know what practices they’ve
the others deserve and observed and
what’s good for applied, the
everyone and I also aspiration and
picked up the value , preference for each
using your voice to Filipino citizen to
raise awareness of our be proactive and
situation, our well-versed about
socio-political the country’s state
situation.” of affairs are
discerned and
C. “I think that my perceived.
perspective or my idea
that the people at the
top should help the
people at the bottom,
with the minimum at
least . In today’s time
and situation, we
cannot expect
something great from
the administration for
now. Therefore we
should help each other
in a socio-political
way or in ways that we
can voice out the
mourns for help of the
unprivileged people.
Help not in
economical ways but
help them to be
knowledgeable in
terms of what this
administration is truly
doing and raise
awareness of what
situation we are truly
in.”

D. “I said that PUP’s

environment is very
wide and beautiful,
and the system is okay.
And then I found out
or realized why I
should fight or oppose,
why I actually resist.
And then I realized,
yes there is something
wrong. I mean, they
(PUP people) are
right, and before I was
like “why do you have
to fight, you are
against the
government.”

E. “My socio political

perspective grew when
I came to PUP and I
learned many different
things in politics that I
didn’t even know
about. I learned that
we need to fight for
what is right, not just
for ourselves but for
others too. All of us
may serve as a way in
order for the people to
be aware, we just need
to be the one to
educate them on what
is truly right.”

F. “The exposure to
such ideologies and
the instructions of our
professors in our
subject taught me well.
I took them up, and
helped me build my
sociopolitical
perspective. With my
use of critical thinking
and analysis, it helped
me shape my
sociopolitical
perspective.”

G. “I think that
subject should not be
just taught to the
HUMSS students but
to actually to all the
 students may it be
from the lower level. I
think that it’s actually
important because it
would lead students to
become more aware of
what they actually
believe in and that is
not influenced by what
they see in social
media.”

Results:
Table 3: Public institution cultures

Themes Defining Elements Co-Informa

nt

Student sociopolitical “The people that I actually encountered, the people there Co-informan
movement and the environment is very, I find them very admirable t1
since they are very determined to fight for what they believe Co-informan
in” t2
Co-informan
“the socio-political environment of PUP consists of a lot t3
more of left-leaning people because there is activism Co-informan
everywhere” t4
“ The way the government functions is the same with the Co-informan
institution of PUP.” t5
“For me, PUP has an unbalanced system however, there Co-informan
are students who have critical thinking skills and the like,” t6
“PUP is a diverse community with different kinds of people Co-informan
with its own culture and religion, political stands and point t7
of view” Co-informan
“Whoever is at the top are the ones who are to be followed t8
by, we have no choice but to follow” Co-informan
t9
“PUP is like an eye opener for us in this reality in our Co-informan
country” t 10

“In PUP SHS it is interesting, engaging. It's interesting

how they convey their own body on how they express their
rights.”
 “The institution itself makes us feel free to express our
advocacies in many different ways that we can.”

“the people there and the environment is that I find them

very admirable since they are very determined to fight for
what they believe in and voice out the injustices that they
see”

Expressive and engaging Co-informan

creativity “I remember this line: “Mahaba ang Tanikala''. I relate to t1
that. As said by my fellow classmates here, the Co-informan
administration of PUP SHS is somewhat repressing, which t2
is true.”
“PUP SHS is a bit left-leaning. The people around here are
very expressive with different ideologies to profess.”

Extracurricular Activities “There’s this practice where different organizations will Co-informan
come to our room and discuss certain issues the school and t1
the society is facing. Co-informan
“We do a lot of seminars in PUP.” t2

Student Council “When a group of people campaign in our room, we are Co-informan
Elections engaged to ask questions of how they do or how they can t1
implement their platforms.” Co-informan
“The practices inclined with voter’s literacy that I t2
experienced in my senior high school years is the Co-informan
room-to-room campaign of student council candidates.” t3
“In these virtual classes, there are online campaigns for Co-informan
student councils.” t4
“One thing really is the Senior High School Student Co-informan
Council elections.” t5
“I think the SHS club, and elections.”

Educational Curriculum “We had a subject called “Philippine Politics and Co-informan
Governance” that has taught us very much on how the t1
government works Co-informan
“We have a subject named Philippine Politics and t2
Governance and I think that subject has really taught me a
lot in terms of choosing a good leader.”

Scholastic Relationships “The practices that I observed applied by PUP as a whole, Co-informan
are asking for accountability. We really try to raise the t1
students’ concern by asking for accountability.” Co-informan
“From what I have observed, PUPians, in terms of voting t2
literacy, we vote for the person not of who they are, but we Co-informan
look for what they can do for the school and its students.” t3
 “From the practices that I have observed in my 2 years in
PUP, the students have a lot of knowledge and will always
vote for the person who is truly worth their vote. They all
know what they are fighting for.”

Institutional Societal “That we really need to be responsible in making sure that Co-informan
Practices everyone will engage in politics, and the elections.” t1
“First of all, be responsible. To be critical, know what you Co-informan
need to do. To know how big of an impact that is for the t2
people around you.” Co-informan
“You should be wise and smart for you and the society. For t3
only that we can change our future.” Co-informan
“You’ll become responsible for the importance of having a t4
political stand, you know the issues that need to be solved.” Co-informan
“I learned how important education is, not only in voting, t5
but also in taking politics seriously in order to achieve the
change we want.”

Communal "The subject... contributed to the building of our socio Co-informan

Enlightenment political perspective." t1
"What we're experiencing right now with the Philippine Co-informan
government... put it in the context of education... it really t2
helped me build a perspective." Co-informan
"... in today's time you can't expect something great from t3
the administration... help in socio political ways... " Co-informan
"... realized why I should fight... resist... " t4
"My socio political perspective grew when I came to PUP... Co-informan
" t5
"The exposure to such idealogies and the instructions of our Co-informan
professors taught me well." t6
"... that subject (Philippine Politics and Government) Co-informan
should not be taught to HUMSS students but to all students t7
from the lower levels... "

Discussion:
The informants described the institutional environment as expressive and socio-politically aware.
Moreover, they deduce that the people are very much demonstrative of their thoughts, opinions, and
stances in terms of their socio-political ideologies. The students inferred that the people within the
community are very much expressive of their thoughts, opinions, and stances on a particular
socio-political ideology. The environment, therefore, is conducive and for critical and creative ways of
thinking. Saldana (2013) described the education system function as a catalyst for movement and
dynamism society. Further insinuating, the education system is designed out of the necessity to maintain
an established perspective of the world.

An educational curriculum is a set of courses offered by a school, university, or other educational

institution as part of its academic system of education. The informants claimed that their course,
"Philippine Politics and Governance", have shaped their perception in terms of how the government
operates, and has sharpened their knowledge, skills and other competencies that can be enhanced and
refined in scholastic institutions towards a more inclusive and progressive society.

According to the informants' perspectives, institutional policies do not support the promotion of
social responsibility among students. Students, according to Barton (2019), interpreted human rights
violations primarily in terms of personal characteristics and experiences, such as prejudiced attitudes that
lead to discrimination, and their recommendations for improving attitudes were limited to increased
education and self-awareness in such circumstances. Education is a long-term process and results that
influence is not only through stakeholders including students and parents, but industry and society as a
whole as well (Cao & Li, 2014). The people around the co-informants and the environment in the
educational institution they are in has contributed to their way of socio-political thinking.

Conclusion:
The study conducted by the researchers determined the present cultures of the Polytechnic
University of the Philippines – Senior High School affecting its students’ voter’s education. The aspect of
technological interruptions and conglomerating accessible students for the focus group interview are one
of the crucial limitations of the study. In addition to the latter, the current pandemic has hindered the
researchers to learn extensively through fully immersing themselves inside the environment of the
institution. Nevertheless, the study factually persevered and resulted in significant findings. With regards
to the aforementioned, the experiences of public school students that led them to a lack of awareness and
interest in voter’s education are conspicuously miniscule. The respondents are deeply aware of the
importance of voter's education and are persistent to continuously learn about it. The poor experience
ensuing the dearth of interest or knowledge regarding voter’s education wasn’t caused by the student’s
environment or surroundings; instead, the inferiority of their personal experiences are what made the
PUP-SHS students’ socio-political knowledge expand and hungered their perspectives to know and do
better. Furthermore, due to the institution’s culture, the co-informants were able to establish and broaden
their sociopolitical understandings. Having said that, it is evident and factual that social constructivism
plays an active, crucial, and major role in strengthening voter’s education among the youth today, and
novel and innovative ways must be pursued and tested to promote and extend the instigation and
reinforcement of voter’s education in the country.

Recommendation:

The researchers recommend that the current educational curriculum be modified and
strengthened, to focus on the promotion of voting literacy and other related civic activities that would
enhance student’s awareness. Moreover, co-curricular activities such as, but not limited to webinars,
school-wide events and projects related to election awareness, voter’s registration, and other important
components can be launched with the intention of engaging students’ interest in socio-political
discussions. Student and other civic organizations outside a school’s jurisdiction can organize and launch
similar activities as well to engage and stimulate marginalized student’s interest in participating in civic
activities and discussions. Vast government resources can also be mobilized to strengthen people’s
 collective socio political discourse. The researchers further recommend that a partnership with the
Commission on Elections (COMELEC), National Telecommunications Commission (NTC), and the
major telecommunications providers in the country disseminate information vital to civic engagement
through periodic text messages, and other vital information. These can include but not limited to election
updates, voter registration updates, and others. The Government can also partner up with giant social
media platforms with wide audience reach to disseminate factual civic information. The researchers also
recommend that COMELEC launch and strengthen civic-based initiatives such as but not limited to voter
registration campaigns, infomercials to be aired nationally, and accessible voter helpdesk centers, where
voters and future voters can ask questions and air grievances. Lastly, the researchers recommend that
further study should be conducted in the future, with expansive choice of informants coming in from
different universities and educational institutions across the country to search for other testifying themes
that can contribute to an all-encompassing understanding of the study at hand.

References:
ACE Electoral Knowledge Network. (2014). Basic Voter Education. Basic Voter Education .

https://aceproject.org/ace-en/topics/ve/vea/vea03.

Agius, C. (2013). Social constructivism. Contemporary security studies, 3, 87-103.

Andes, S., Kiesa, A., Junco, R., & Medina, A. (2020). Youth Who Learned about Voting in High School

More Likely to Become Informed and Engaged Voters. Center for Information and Research on Civic

Learning and Engagement.

https://circle.tufts.edu/latest-research/youth-who-learned-about-voting-high-school-more-likely-become-i

nformed-and-engaged.

Atwell, M., Bridgeland, J., & Levine, P. (2017, November 1). Civic Deserts: America’s Civic Health Challenge.

Jonathan M. Tisch College of Civic Life. Retrieved from

https://tischcollege.tufts.edu/research/civic-deserts-americas-civic-health-challenge.

Bada, S., & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR

Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670

Bolo, R., & Murcia, J. (2017). Millennial Voters’ Preference for the 2016 Philippine Presidential Elections: A

Simulation Using Conjoint Analysis. University of Mindanao. doi:10.2139/ssrn.2983023.

Camazo, M. D., & Yambao, P. S. (2019). Educational Transition Support to K to 12 Program: A Model for Career

Planning. Southeast Asian Journal of Teaching and Innovation, 1(1), 1–1.

https://ejournals.ph/article.php?id=14493

Carretero, M., Haste, H., Bermudez, A. (2016). Civic Education. American Psychological Association. Retrieved

from https://psycnet.apa.org/record/2016-02743-0222.

Catamco, N. (2019). NoCot gov-elect to push for voter education among youth. Philippine News Agency .

https://www.pna.gov.ph/articles/1071774

Clark, J. (2019). The Impact of School Culture upon an Educational Institution. Retrieved from

https://digitalcommons.cedarville.edu/cgi/viewcontent.cgi?article=1010&context=educati

Department of Education. (2019, August 22). Policy Guidelines on the K to 12 Basic Education Program.

Department of Education. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf

Detel, W. (2015). Social constructivism. In J. D. Wright (Ed.), International Encyclopedia of the Social &

Behavioral Sciences (Second Edition, pp. 228–234). Elsevier.

https://doi.org/https://doi.org/10.1016/B978-0-08-097086-8.63081-7

Enke, B. (2020). Moral Values and Voting. Harvard University and National Bureau of Economic Research.

https://benjamin-enke.com/pdf/Values_voting.pdf.

Fugard, A. J. B., & Potts, H. W. W. (2015). Supporting thinking on sample sizes for thematic analyses: a

quantitative tool. Null, 18(6), 669–684. https://doi.org/10.1080/13645579.2015.1005453

Garibaldi, M. L., Osher, D., Kendziora, K., & Spier, E. (2014). School Influences on Child and Youth

Development. Defining Prevention Science, 151–169. https://doi.org/10.1007/978-1-4899-7424-2_7

Gilman, H., & Stokes, E. (2020). The civic and political participation of millenials. Millennials Rising New

America.

https://d1y8sb8igg2f8e.cloudfront.net/documents/The_Civic_and_Political_Participation_of_Millennials.

pdf

Government of the Philippines. (2012). The K to 12 Basic Education Program | GOVPH. Official Gazette of the

Republic of the Philippines. https://www.officialgazette.gov.ph/k-12/#section-2

Hay, C. (2011). Constructivist Institutionalism. Cambridge University Press.

https://www.cambridge.org/core/journals/british-journal-of-political-science/article/abs/do-we-really-need

-a-new-constructivist-institutionalism-to-explain-institutional-change/1E169EA9EE058A0F1691B4EF57

03E5B7.

https://digitalcommons.wku.edu/stu_hon_theses/437
Kapur, R. (2019, September). Civic Education. ResearchGate. Retrieved from

https://www.researchgate.net/publication/336114793_Civic_Education.

Keller, S. & Conradin K. (2019, June 30). Semi-Structured Interviews.

https://sswm.info/planning-and-programming/decision-making/gathering-ideas/semi-structured-interview

s.

Maddux, W. W., Lu, J. G., Affinito, S. J., & Galinsky, A. D. (2020). Multicultural experiences: a systematic

review and new theoretical framework. Academy of Management Annals, (ja).

Monsanto, C. (2016). Towards a Framework of Understanding the School Culture of Public Secondary Schools in

the National Capital Region, Philippines. Retrieved from

https://college.cksc.edu.ph/files/Inquest%20Volume%201%20Issue%202/2_5.pdf

Montemayor, T. (2020). DepEd reports '100% enrollment' in public schools. Philippine News Agency .

https://www.pna.gov.ph/articles/1117915.

Nuncio, R. V. (2012). Exploring Cybercultures: Critical and Constructivist Studies on the Internet. Asia-Pacific

Social Science Review, 12(2), 1–1. https://ejournals.ph/article.php?id=5977

on_research_projects
Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in clinical research, 4(3).

PEW: Public Trust in Government: 1958-2019. (2019). Pew Research Center - U.S. Politics & Policy. Retrieved

from https://www.pewresearch.org/politics/2019/04/11/public-trust-in-government-1958-2019/.

Philippine Statistics Authority. (2021). National Quickstat for 2021. Retrieved from

https://psa.gov.ph/statistics/quickstat/national-quickstat/all/*
Polias, S., & Reyes, M. (2019). A Sociocultural Model of Youth Political Disengagement: Political Distrust

amidst Varying Country Contexts. De La Salle University. Retrieved from

https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2019/sepl-I-

004.pdf.

Polyas. (2018, May 3). Voter Education. Polyas Electoral.

https://www.polyas.com/election-glossary/voter-education.

Punongbayan, J. (2018). Does Gen Z care about political and social issue. Far Eastern University. Retrieved from

https://www.scribd.com/document/450961540/ANALYSIS-Does-Gen-Z-care-about-social-and-political-i

ssues.

Ramos, P. (2020). The voice of Filipino youth: silver linings in the 2019 midterm elections. European Institute for

Asian Studies.

https://www.eias.org/news/the-voice-of-the-filipino-youth-silver-linings-in-the-2019-midterm-elections/

Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism—Jerome Bruner. In Science

Education in Theory and Practice: an Introductory Guide to Learning Theory (pp. 259–275). Springer

Texts in Education. https://doi.org/10.1007/9783030436209_18

Santos, A. (2019). Philippine youth losing faith in political system. DW Akademie.

https://www.dw.com/en/philippine-youth-losing-faith-in-political-system/a-48816118.

Scheper, E. (2013). Comparing Public and Private Schools. Mahurin Honors College Capstone Experience/Thesis

Projects. Paper 437.

Sejzi, A. A., & Aris, B. bin. (2012). Constructivist Approach in Virtual Universities. Procedia - Social and

Behavioral Sciences, 56(1), 426–431. https://doi.org/10.1016/j.sbspro.2012.09.672

Shakespeare, V. (2020, December 22). A Quick Guide to Semi-Structured Interviews. Fuel Cycle.

https://fuelcycle.com/blog/a-quick-guide-to-semi-structured-interviews/.

Shrestha, U., Williams, T., Al-Samarrai, S., Van Geldermalsen, A., Zaidi, A. (2019). Background Paper for World

Development Report 2018. Retrieved from

 http://pubdocs.worldbank.org/en/856881567524290888/Reforms-to-improve-learning-30-Aug-TPW-FIN

AL.pdf.

Sparks, S. (2020). How Schools Can Be More Effective at Growing Young Voters. Education Week.

https://www.edweek.org/teaching-learning/how-schools-can-be-more-effective-at-growing-young-voters/

2020/02.

Tisdell C. A. (2020). Economic, social and political issues raised by the COVID-19 pandemic. Economic analysis

and policy, 68, 17–28. https://doi.org/10.1016/j.eap.2020.08.002

Vergara, R. (2019, May 16). “Move on,” don’t blame “bobotante” for election results – experts. CNN

Philippines.

https://cnnphilippines.com/news/2019/5/16/2019-midterm-elections-senatorial-race-bobotante.html

Proof of Content Adviser’s Approval (Screenshot of the conversation entailing

the Content Adviser’s APPROVAL.)