CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Various of problems are faced by Senior High School Students and they are loaded with

things and thoughts on how to cope up with it.

Being a Senior High School Student is the most difficult years in which important decisions

are made. Students must decide where school to go for higher education, if their vocation is one

that requires more training after high school. Electrical Installation and Maintenance students

face problems, challenges and difficulties in their Senior High School life such as financial

problem, time management, emotional problem and most especially academic problems. They

also need to think of the opportunities after their graduation.

Choosing a strand needs a lot of weighing. Future careers and skills must be considered.

Completion of academic requirements, certainty of having careers and graduating on time are

common concerns of EIM students.

Knowing these obstacles have an advantageous effect. Teachers, parents and EIM students

themselves should keep in mind all these challenges to provide coping strategies and prepare

themselves to address each problem.

As EIM students, the researchers acknowledge that they will also encounter the challenges

that any EIM students have encountered. It is an ease to know it for it will help them to be ready

for it.
Background of the Study

Senior High School takes two years to finish, but that day will not be easy as many

challenges will come and Electrical Installation and Maintenance students must find solutions to

over come those challenges. As researchers we are also be facing those challenges they must also

identify mechanisms that can be used to cope with it.

According to Dora Farkas, Phd, many students in their department left the school and they

conducted surveys asking to describe three most challenging problems they face or faced in

school. They found out that the current and previous graduating students faced the same

challenges. They are as follows:

Challenges

 Time managemen

 Examination

 Lack of motivation

 Writing thesis/ papers

 Submission of project

 Difficulty of the subject

Materials

 Textbooks

Graduating and finishing school is a dream for a researcher. They knew that it is not easy to

passed all the academic requirements, that is why they choose to conduct a research regarding
this. They wanted to know all the challenges and to provide solutions to be able to help future

students of Electrical Installation and Maintenance Program.

Statement of the Problem

This study is an attempt to find out the common difficulties and challenges that Electrical

Installation and Maintenance students encounter in Guinayangan National High School and how

they are going to cope with it.

However, EIM students faces common challenges but being Senior High School student is

not very easy because there are many obstacles that will be encounter. Electrical Installation and

Maintenance Strand is under Technical Vocational and Livelihood Track. This kind of strand

must practice skills and it is more on actual activities.

Specifically, this study will seek to answer the following questions:

1. What are the challenges faaced by the respondent?

1.1. Learning resources

1.2. Learning equipment

1.3. Learning environmental

1.4. Financial

1.5. Geographical location

1.6. Academic

1.6.1. Difficulty of subjects

1.6.2. Number of requirements

SIGNIFICANCE OF THE STUDY

The purpose of this study is to determine the common challenges faced by Electrical

Installation and Maintenance students in Guinayangan National High School.

This study will benefit the following:

Students: It will help them to provide a coping strategies. Findings of this study can possibly

help students to solve those problems.

Parents and Teachers: Having this study, they can prepare to address each problem faced

by Electrical Installation and Maintenance students.

Researcher: It will give them more information about the challenges faced by Electrical

Installation and Maintenance students. Researcher will be able to identify the common

challenges that EIM students faces.

The Future Researchers: Who were to conduct the same topic, this will serve as a guide for

their future work. This study will help them in adding relevant data and information for the

further understanding of the challenges encountered by the respondents.

SCOPE AND LIMITATION

This study focus on the challenges encountered by Grades 11 and 12 Electrical Installation

and Maintenance students in Guinayangan National High School on how they solve those

common problems.

Data will be gathered of grades 11 and 12 EIM students at Guinayangan National High

School. The researcher set them as the respondent and the one will answer the questions through
this study. The respondents of this study are composed of 20 students in grade 11 EIM and 40

students in grade 12 EIM students, with the total of 60 respondents.

Definition of Terms

Academics- the subject that is relevant in more theoretical interest rather than practical

application.

Challenges- the situation of being faced with the students. Something that needs great mental

or physical effort in order to be than successfully and therefore test a person’s ability.

Completion- the act on process that needs of the students for the completing of

requirements.

Mechanism- a process on how students make an coping strategies to solve those problems.

Obstacles- a things that blocked the the way of student’s drift. It may bother the good

performance of a students.

Problems- the situation of being faced not only students but also all people sorrounds.

Respondents- the person who will answer the questions given by the researcher and also the

one who encountered of those challenges.

Students- a person who studies in school. The one who studies something.

Time Management- is the process of planing and exercising conscious control of time spent

on specific activities, specially to increase effectiveness, efficiency or productivity.

Weighing- to consider carefully spacially by balancing opposing factors or aspects in order

to reach a choice or conclusion. It is the technique to manage your time.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The researchers made a review of various literature and studies both local and foreign. This

chapter presents this related literature and studies in a manner and similarities and differences

were identified in order to give clarity on the present study. The theory that will be used as a

pattern in doing the researcher is discuss on their theoretical framework it is a part of this

chapter. In conceptual framework shows the connection of every variable on this research.

Research paradigm shows the process that will be done by the researchers to complete the study.

Related Literature

Nazareth (2018), stated that challenges and struggles are part of every one’s life. We faced

many challenges in our day to day journey. The challenges we face throughout our lives makes

as the person we are. Through our past experiences we have learned to deal with challenges. The

life of students is filled with many challenges. Students are experience when it comes to dealing

with challenges and end up being victims of stress, anxiety and depression. Not knowing the

right way to deal with challenges can become a great barrier in the lives of the students. Nazareth

stated that the most challenge that faced by the students is academics. He cited that students

faced a lot of stress when it comes to studies. The pressure of increasing cut- offs, parents’

expectations, strict university admissions etc. only makes the lives of the students much more

challenging. Apart from this, many students suffer from various learning disabilities, because not

all students are the same. Some are gifted learners and some are slow learners.
Related Studies

Selesho (2012) presented an explanatory study that focused on the problems of academic

ability and the psychological challenges that affect first year students as they progress from grade

12 to first year university studies- a process that is significant for most universities. A cause of

transition can be found in the under preparedness of the university support system at first year

level.

Theoretical Framework

Spady’s sociological theory

Spady was one of the first researchers to propose a widely recognized theory on student

retention in 1970 (Spady 1970, 77). The basic assumption of this theory is that student dropout is

best explained by a process involving an interaction between the individual student and the

university environment. In this interaction, the student’s attributes such as attitudes, skills and

interests are exposed to influences, expectations and demands of the university. The result of this

interaction will determine whether the student will be assimilated in the academic and social

system of the university and subsequently whether the student will be retained in the university.

Linked to this process are variables that promote the academic and social integration of students

in higher education. These variables are family background, academic potential, normative

congruence, grade performance, intellectual development and peer support. All these variables

are further linked to two other variables namely satisfaction with the university environment and

institutional commitment (Spady 1970, 77).

Bean’s psychological theory

In 1980 Bean (1980, 158) developed the psychological theory of student retention by

asserting that the background characteristics of students must be taken into consideration in order

to understand their integration into a new university environment. According to this theory, Bean

(1980, 183) further contends that the intentions of students to persist are influenced by their

attitudes and behaviors. These attitudes and behaviors might affect the degree to which the

student is satisfied with the institution. The level of satisfaction might increase the level of

commitment to the institution. In 1985, Bean and Metzner developed a theory on non-traditional

students. According to Bean and Metzner (1985, 2 of 3), these are older, part-time and

commuter students. The attrition of these students is mostly affected by the external environment

variables such as family responsibilities, finances and outside encouragements, rather than social

integration variables such as university memberships and friends which tend to affect traditional

students. In 1995, Eaton and Bean (1995, 617) added coping behaviour as a variable into this

theory, stating that students’ ability to adapt to the university environment reflects their ability to

cope, which is related to previous coping skills in other environments.

CONCEPTUAL FRAMEWORK

Challenges and coping strategies

faced by student GNHS/SHS
Guinayangan Qezon.

Students

Challenges Coping
strategies

 Awareness on the
 schedules
 Academic  Parents and also
performance students need to be
 Lack of motivation counseled
 Stress from  Effective help-seeking
uncertainty to strategies
graduate on time
 CHAPTER III

METHODOLOGY

This chapter is the methodology of the study. It includes research design, research sampling,

respondents, research locale, research instrumentation, data gathering procedures and statistical

treatment.

Research Design

The study used the quantitative approach of research employing the discriptive research

method.

The discriptive method used in the study as the study aims to gather relevant information

about the situation. It will include the process of identifying challenges encountered by Grades

11 and 12 EIM students in Guinayangan National High School.

Data gathered using the validated self- devised questionnaire in collecting the needed data.

Research Respondents

The research will conduct sixty (60) selected students in Guinayangan National High School.

The respondents of this study will include the strand of Electrical Installation & Maintenance

students in Guinayangan National High School, because they’ve encountered many challenges.

This study will help them to cope up of those challenges. The research will conduct sixty (60)

selected students. The respondents are going to answer the questions given by the researcher

about the challenges that encountered on their study.

Research Locale

The research will be conducted in Guinayangan National High School in Bliss Site Bgy. Sisi

Guinayangan, Quezon. Guinayangan National High School is a implimenting the K- 12

curriculum offering the STEM, ABM, GASS, HUMSS and TVL Strand.

Research Sampling

The population of the study includes 60 students of GNHS/ SHS from same strand, 20 EIM

students in grade 11 and 40 students in grade 12 EIM. Porposive sampling was used in

determining the population in Guinayangan National High School/ Senior High School.

Research Instrument

One set of questionnaire which were made by the researchers will be used on the conduct of

the study. The set of questionnaire is a likert- type with the following choices: Agree, Strongly

Agree, Disagree, Strongly Disagree.

Research Procedure

This section presented the following procedures that the study will consider the following:

First, the researchers formulated questions of the problem that were guided toward the whole

study.

Second, the researchers randomly selected sixty (60) grades 11 and 12 EIM students as the

respondents of the survey.

Third, the created survey questionnaires that were based on challenges encountered by EIM

students.
Statistical Treatment

In order to determine what are the challenges encountered by Grades 11 and 12 EIM

students, the weighted mean and percentage formula will be used.

Percentage Formula:

P= f × 100 Where: P= percentage

N
F= frequency

N= total number of respondents

100= constant
The percentage formula was used in determining the demographic profile of the Grades 11 and
12 EIM students in Guinayangan National High School, which are the respondents for this study.
Weighted Formula:
WM= 4n+3n+2n+1n Where:
N
WM= weighted mean

(4, 3, 2, 1) represent the weight

n= number of respondents

N= total number of respondents

Weighted Mean Formula was used to compute and determine the level of agreement of the

challenges encountered by EIM students.

 CHAPTER IV
RESULTS AND DISCUSSIONS
The purpose of this study is to identify the challenges encountered by Grades 11 and 12 EIM
students. This chapters presents the results gathered from the responses given by the respondents.
In addition, this section also discusses the results of the survey questionnaire that was given to
the respondents. In here, the collected data are presented, analyzed and interpreted using
Weighted Mean and its Rank.
Demographic Profile
Table 1. Respondents’ Gender
Gender Frequency Percentage
Male 46 77%
Female 14 23%
Total 60 100%

Sales

14

46

Male Female

Figure 2. Respondents’ Gender

The demographic data presented above is about the respondents’ gender, which is shown on
the table above (Table 1). The table and its graphic presentation (see Figure 2) indicates that
there are a total of 60 respondents, consisting of 46 males and 14 female. Male has a percentage
of 77% and 23% of female which completes the respondents for the proposed study.
 Results
Table 2. Learning Resources
Statements Strongly Agree Disagree Strongly WM Description Rank
Agree (3) (2) Disagree
(4) (1)
1. There is an 13 20 25 2 2.73 Disagree 4
adequate
references for us to
learn in our
subject.
2. There are 10 21 27 2 2.65 Disagree 5
sufficient books
for learning
resources.
3. The learning 18 33 8 1 3.13 Agree 1
resources are
supplemental and
applicable to the
strand we are in.
4. The learning 12 28 19 1 2.85 Agree 3
resources are up-
to- date and free
from breakage.
5. Mobile phone is 21 23 11 5 3 Agree 2
enough for
learning resource.
 Chart Title
30
20
10
0

Strongly Agree Agree Disagree Strongly Disagree

Figure 3. Learning Resources

Table 2 and Figure 3 presents the data or information gathered by the researchers on the
respondents which is about the challenges encountered by Grades 11 and 12 EIM students. These
are the challenges and whom it was measured by their level of agreement or disagreement.
Statement number 1 ranked 4th on the listed learning resources. It garnered a weighted mean
of 2.73. This just means that the respondents disagreed that references to learn in their subject are
adequate. Statement number 2 which has a weighted mean 2.65 was ranked 5th upon the list of
learning resources. Respondents disagreed that there are sufficient books for learning resources.
Statement number 3, having a weighted mean 3.13 ranked 1st on the listed learning resources.
Most of the respondents agreed that the learning resources that they used are supplemental and
applicable to their strand. Statement number 4 which states that the learning resources they used
are up- to- date and free from breakage gained a weighted mean of 2.85. Statement number 4
ranked 3rd among the listed learning resources. Statement number 5 states that the respondents
agreed that mobile phone is enough for learning resources.

Table 3. Learning Environment

Statements Strongly Agre Disagree Strongly WM Description Rank
Agree e (3) (2) Disagree
(4) (1)
1. The place for our 20 33 5 2 3.18 Agree 1
practical activities
are free from
 hazards.
2. I feel safe 17 29 11 3 3 Agree 3
whenever I am
dealing with the
equipment.
3. I can approach my 19 28 13 0 3.1 Agree 2
teachers easily
whenever I have a
problem in
understanding
some lessons.
4. I believe that our 18 21 18 3 2.9 Agree 4
classroom is sturdy
even in times of
calamity.
5. My classmates are 18 20 18 4 2.87 Agree 5
cooperative and
helpful.

Chart Title
30

20

10

Strongly Agree Agree Disagree Strongly Disagree

Figure 4. Learning Environment

Table 3 and figure 4 shows the answers given by the respondents about the challenges that
they encountered with regards to the learning environment. Table 3 shows the individual data, its
weighted mean, its description and its rank. Figure 4 shows the graphical presentation of the
answers given by the respondents.
 Statement number 1 which is all about the hazards that can take from the place of doing
practical activities gained a weighted mean 3.18. The statement was ranked 1 st, which means to
say that the respondents agreed that the place for their practical activities are free from hazards.
Statement number 2, with a weighted mean of 3, was ranked 3rd among the challenges in learning
environment listed by the researchers. This also means that the respondents agreed that the
equipment they used is safe. Statement number 3 gained weighted mean 3.1 was ranked 2nd. This
just means that most of the respondents can easily approach their subject teachers when they
have a problem in understanding to their subject. Statement number 4 has a weighted mean 2.9
ranked 4th among the challenges with regards to the learning environment listed by the
researchers. The statement is all about vitality of the school building. Most of the respondents
agreed that the classrooms are sturdy even in times of calamity. Statement number 5 garnered a
weighted mean of 2.87, which has ranked 5th. The statement focuses on the cooperativeness and
helpfulness of the respondents. The result means that most of the respondents does not
experience the lack of cooperation and helping others in their strand.

Table 4. Financial
Statements Strongly Agree Disagree Strongly WM Description Rank
Agree (3) (2) Disagre
(4) e (1)
1. I can’t go to 14 16 24 6 2.63 Disagree 5
school sometimes
because I have no
money.
2. I can’t comply to 15 26 17 2 2.9 Agree 3
other requirement
because I can’t
afford to buy
them.
3. I tend to give my 14 30 16 0 2.97 Agree 2
allowance to my
family than to
consume it by
myself.
4. I encounter 21 33 5 1 3.23 Agree 1
financial shortage
often.
5. I feel envy to my 10 25 22 3 2.85 Agree 4
classmates
because they can
buy whatever they
want during
recess.
 Chart Title
30
20
10
0

Strongly Agree Agree Disagree Strongly Disagree

Figure 5. Financial
Table 4 and Figure 5 presents the data gathered by researchers from EIM students when
asked if they encountered financial problem. Table 4 shows the individual data for the
respondents’ answers and is represented by the graph above (see Figure 5).
Statement number 1 is all about the not enough money for going to school. This
statement was disagreed by the respondents and gained a weighted mean 2.63 and was ranked 5th
of the list of financial problem. Statement number 2 gained weighted mean of 2.9. Respondents
agreed that most of them cannot comply to other requirement because they can’t afford them.
Statement number 3, having a weighted mean of 2.97 was ranked 2nd on the list of challenges in
financial of EIM students. The researchers agreed that they tend to give their allowance to their
family than to consume it by their selves. Statement number 4 which is all about the financial
shortage that they encountered gained a weighted mean of 3.23 was ranked 1st on the list of
financial problem listed by the researchers. The respondents agreed that they encountered
financial shortage. Statement number 5 was gained weighted mean of 2.85 ranked 4th on the list
of financial problem listed by the researchers. This just means that most of the respondents
agreed that they feel envy to their classmates because they can buy whatever they want.

Table 5. Geographical Location

Statements Strongly Agree Disagree Strongly WM Description Rank
 Agree (3) (2) Disagree
(4) (1)
1. I leave near the 10 20 21 9 2.52 Disagree 3
school.
2. It is not hard for 13 19 21 7 2.63 Disagree 2
me to go to school
every rainy day.
3. The location of the 10 17 26 7 2.5 Disagree 4
school have
available internet
connection.
4. I can ride a 17 24 14 5 2.88 Agree 1
tricycle/ bus easily
for going to
school.
5. I can walk from 12 15 22 11 2.47 Disagree 5
my home to
school.

Chart Title
30
25
20
15
10
5
0

Strongly Agree Agree Disagree Strongly Disagree

Figure 6. Geographical Location

Table 5 and Figure 6 presents the data or information gathered by the researchers on the
respondents which is about the geographical location of the school. Table 5 shows the individual
data, its weighted mean, its description and its rank. Figure 6 shows the graphical presentation of
the answer given by the respondents.
Statement number 1 garnered a weighted mean of 2.52 was ranked 3rd among the list of
geographical location listed by the researchers. The result of this statement means that most of
 the respondents are live far from the school. Statement number 2 has a weighted mean of 2.63
and ranked 2nd to the list of geographical location listed by the researchers. This just means that
most of the respondents can’t go to school every rainy day. Statement number 3 which is all
about the availability of the internet in the location of the school gained weighted mean of 2.5,
ranked 4th among the list of geographical location. The respondents disagree to that statement.
Statement number 4, having a weighted mean of 2.88 ranked 1st. respondents agreed that they
can ride a tricycle/ bus easily for going to school. Statement number 5 which is all about the
distance of the school from the house of every respondent gained weighted mean of 2.47 and
ranked 5th among the list of the geographical location listed by the researchers. This just means
that most of the respondents live far from the school.

Table 6. Academic
Statements Strongly Agree Disagre Strongly WM Description Rank
Agree (3) e (2) Disagree
(4) (1)
1. I can catch up the 13 25 21 1 2.83 Agree 2
lessons easily.
2. I always pass my 16 17 25 2 2.78 Disagree 3
projects on tine.
3. I am having a hard 27 25 8 0 3.32 Strongly 1
time balancing the Agree
requirements
needed on the
different subjects.
4. I can comply with 12 23 24 1 2.77 Disagree 4
my academic task
easily.
5. It is easy for me to 10 16 25 9 2.45 Disagree 5
write a academic
paper.
 Chart Title
30
25
20
15
10
5
0

Strongly Agree Agree Disagree Strongly Disagree

Figure 7. Academic
Table 6 and Figure 7 presents the data or information gathered by the researchers on the
respondents which is about the academic performance of EIM students. Table 6 shows the
individual data, weighted mean, its description and rank. Figure 7 shows the graphical
presentation of the answer given by the respondents.
Statement number 1 garnered weighted mean of 2.83 was ranked 2nd among the list of
academic performance of EIM students. Respondents agreed that they can catch up easily their
lessons. Statement number 2 gained weighted mean of 2.78 and ranked 3rd. This just means that
the respondents didn’t pass their projects on time. Statement number 3 which is all about the
time balancing for the requirements needed of EIM students gained weighted mean of 3.32
ranked 1st among the list of academic performance listed by the researchers. The result of this
statement means that the respondents having a hard time balancing for the requirements needed
for their subjects. Statement number 4 gained weighted mean of 2.77 was ranked 4th to the list
given by the researchers. This just means that most of the students can’t comply for their
academic task easily. Statement number 5 which is all about writing academic papers gained
weighted mean of 2.45 ranked 5th among the list of academic listed by the researchers.
Respondents disagreed to the statement that writing academic papers is easy.
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings and the conclusions obtained by the researchers

on the study. This section also includes the possible recommendations of the researchers on the

proposed problem.

Summary

This study aims to identify what are the challenges encountered by Grades 11 and 12 EIM

students in Guinayangan National High School, for the school year 2018- 2019.

Basically, this dissertation is sought to answer the following:

1. What are the challenges faced by the respondent?

1.1. Learning resources

1.2. Learning equipment

1.3. Learning environmental

1.4. Financial

1.5. Geographical location

1.6. Academic

1.6.1. Difficulty of subjects

1.6.2. Number of requirements

This quantitative study is presented in descriptive design wherein the researchers are said to

study and identify the challenges encountered by Grades 11 and 12 EIM students in

Guinayangan National High School, S. Y: 2018- 2019.

 This is a study that uses the quantitative type of approach and is conducted mainly at

Guinayangan, Quezon, specifically at Guinayangan National High School- Senior High School.

For the computation of the respondents’ answers, the researchers used the weighted mean and

percentage, enabling the researchers to come up with an accurate result from the gathered data

given by the chosen respondents for the said study.

Findings

Based from the results given by the respondents, the following finding are obtained:

1. In terms of learning resources encountered by EIM students, respondents disagreed that

there is an adequate references for them to learn in their subjects with a weighted mean of

2.73 the sufficient books for learning resources with a weighted mean of 2.65, another is

that the respondents agreed that the learning resources are up-to-date and free from

breakage with a weighted mean of 2.85.

2. In terms of learning environment encountered by EIM students, respondents disagreed

that they feel safe whenever they are dealing with the equipment with the weighted mean

of 3.

3. In terms of financial encountered by EIM students, respondents agreed that they can’t

comply to other requirement because they can’t afford to buy then with a weighted mean

of 2.9, financial shortage with a weighted mean of 3.23.

4. In terms of geographical location respondents disagree on the student of “ It is not hard

for me to go to school every rainy day” with a weighted mean of 2.63 ,also respondents

disagreed that there are available internet on the location of the school with a weight

mean of 2.5.
Conclusions

Based from the finding obtained by the researcher upon conducting the study, the

researcher one able to conclude the following:

1. In terms of learning resources encountered by EIM Students in Guinayangan National

High School-School High School are having a problem in learning resources life look

and also respondents agreed that the learning resources that they used are up to-date and

free from breakage.

2. Regarding with the learning environment encountered by EIM Students, respondents feel

not safe with equipment that they used.

3. The most challenges that respondents encountered in financial is they encountered

financial shortage and they can’t comply easily of those requirements they need because

they can’t afford it.

4. in terms of geographical location, the respondents disagreed that there’s no difficulty to

go to School rainy day the respondents also disagreed that there are available internet

connection on the location of the school.