Chapter 1 5 Meow

KASIGLAHAN VILLAGE SENIOR HIGH SCHOOL 1
Phase 1K2 Kasiglahan Village San Jose Rodriguez, Rizal

“Home of authentic and lifelong learning”
Chapter I
INTRODUCTION
This chapter of the paper presents the problem and its setting. It includes the background
of the study, the statement of the problem, significance of the study, and scope and delimitation
of the study.
Background of the Study
The Grade 12 Humanities and Social Sciences (HUMSS) strand is a crucial stage in the
academic journey, marked by a diverse curriculum encompassing literature, philosophy, sociology,
and political science. This study aims to unravel the intricate dynamics of Grade 12 HUMSS, utilizing
a mixed-methods approach to delve into three key dimensions: academic proficiency, socio-
emotional well-being, and career aspirations.
Academic proficiency within the HUMSS strand is a multifaceted realm, encompassing not
only traditional measures of achievement but also the depth of understanding and critical thinking
cultivated in students. By employing quantitative assessments, such as standardized test scores and
GPA, alongside qualitative analysis of coursework, essays, and projects, this research seeks to
provide a comprehensive view of academic success within the HUMSS curriculum.
The socio-emotional well-being of Grade 12 HUMSS students is a critical aspect of their
overall development. Examining factors such as stress levels, self-esteem, and interpersonal
relationships, this study employs both surveys and interviews to capture the nuanced experiences
shaping students’ emotional landscapes. By blending quantitative data on mental health indicators
with qualitative insights into the lived experiences of HUMSS students, a holistic understanding of
their socio-emotional well-being emerges.
Career aspirations play a pivotal role in guiding students towards future endeavors. This
research incorporates both quantitative surveys gauging career preferences and
qualitative interviews exploring the motivations and aspirations of Grade 12 HUMSS students. By
integrating these methods, the study aims to uncover patterns, influences, and potential
correlations between academic choices and future career paths.
In summary, this mixed-methods inquiry into Grade 12 HUMSS strand endeavors to illuminate
the multifaceted nature of students’ experiences. By combining quantitative and qualitative
approaches, the study seeks to provide a nuanced understanding of academic proficiency, socio-
emotional well-being, and career aspirations, ultimately contributing to the ongoing dialogue on
the effectiveness and impact of the HUMSS educational pathway.
Statement of the Problem
1. How do the students perform academically in terms of:

1.1 GPA
1.2 productivity
2. How do the students handle academic setbacks or challenges?
3. How do the students interact with their fellow students?
4. How does academic performance affect the student negatively in terms of:
4.1 Emotional health
4.2 socialization
5. What is the coping mechanism of the students when dealing challenges?
Significance of the Study
Improving Education: Understanding the complex interplay of academic ability, socio-

emotional health, and career goals in the 12th grade Humanities and Social
Sciences (HUMSS) strand provides valuable insights for educators, curriculum designers, and policy
makers. By unraveling these mechanisms, research contributes to the improvement of teaching
methods, the design of adapted support systems, and the optimization of academic curricula to
better suit students holistic development.
Student Well-Being. Research focusing on social-emotional health addresses a critical

aspect of student well-being that is often overlooked in traditional academic assessments. By
examining how socio-emotional factors influence academic success and career aspirations, the
study facilitates the implementation of targeted interventions to promote the mental health,
resilience, and overall well-being of 12th grade HUMSS students
Career Counseling. By examining the relationship between academic ability, social-

emotional health, and career goals, research provides invaluable information to guide students
toward career opportunities that match their strengths, interests, and aspirations. The findings
provide career counselors and educators with evidence-based strategies to provide personalized
career guidance, guidance and support, empowering students to make informed decisions about
their future endeavors.
Policy Implications. The research and findings have important implications for educational
policy and practice at both institutional and administrative levels. By shedding light on the
multifaceted factors behind the academic success and career readiness of grade 12 HUMSS
students, policymakers can formulate targeted interventions, effectively allocate resources, and
implement policy reforms aimed at fostering an inclusive, supportive, and enabling learning
environment that fosters a student’s holistic development .
In essence, the research is a pioneering effort to unravel the complex dynamics shaping
the educational paths and future prospects of 12th grade HUMSS students. By unpacking these
mechanisms, research not only enriches the scholarly debate, but also
informs practical interventions and policy initiatives aimed at cultivating well-rounded individuals
ready to thrive in an ever-evolving global landscape.
Scope and Delimitation
Revealing the Mechanics of the grade 12 Student HUMSS(Humanities and Social Sciences)
Strand: An integrated Approached Study of academic proficiency, socio-emotional well being, and
career aspirations.
This study aims to determine the academic proficiency, socio-emotional well-being, and
career aspirations of grade 12 students enrolled in the Humanities and Social Sciences (HUMSS)
strand at Kasiglahan Village Senior High School. The research will focus on the factors influencing
these three key areas of student development in terms of career goals. And the data will be
collected primarily through survey questionnaires and interviews, targeting grade 12 students as
participants. And This study is expected to be completed within 2 to 4 months, by utilizing the
questionnaires for the students as a survey and reference.
Conceptual Framework
Input Process Output

• Survey Revealing the
questionnaire. Coping Mechanisms
• Administration and of the Grade 12
• Respondents: retrieval of Humss strand: an
Grade 12 HUMSS questionnaire Integrated
students. Approach Study of
• Statistical Academic Ability,
Treatment of data Socio- Health, and
Career Goals
Figure 1: Input process output (IPO model)

The researcher adopted the input-process-output (IPO) model. It includes all of the
materials and information that are required in the process, the specific details of the process itself,
and a guide to identify the mechanism of grade 12’s HUMSS strand in terms of their academic
ability, socio-emotional health, and career goals.
Figure 1 has 3 parts, the input, process and output. Input consist the dependent and
independent variables. Process is consist of the procedure that will be used in obtaining data.
Output includes the outcome of the research.
Definition of Terms
Academic Ability. The capacity of the student to successfully complete required work
Career goals. To be specific and give a concise overview of the next goal you’ve set for
BB career especially students.
Integrative approach. It is an approach where the learner brings together prior knowledge
and experiences to support new knowledge and experiences
Socio emotional health. It is the ability to understand and manage our emotions and to
form social connections and relationships with the world around us.
Valuable information: Helps them make better decisions, develop effective strategies, and
create innovative solutions that set their company apart from the competition.
Chapter 2
REVIEW OF THE LITERATURE AND STUDIES
This chapter of the paper presents the review of related literature and studies.
Review of Related Literature
The study of Ariel G. Plaza, et. Al (2022) shows that based on subjective emotional
experiences students often turn to emotion-focused coping mechanisms as a way to manage stress
according to the studys findings. That said problem-focused approaches are still widely used
suggesting that addressing root causes of conflict is crucial to reducing stress. Furthermore the
study indicates that coping mechanisms differ according to gender implying that male and female
students use distinct tactics. These differences highlight the need for specialized interventions and
support networks that recognize and respect the variety of coping strategies used by students
ultimately promoting their resilience and overall wellbeing.
Social and emotional learning and academic performance in Portuguese schools: A

bibliographic study. Research shows that SEL plays an important role in promoting healthy student
development and academic achievement. Extensive research confirms that SEL skills are teachable,
promote positive development, reduce problem behaviors, and improve student skills. Academic
achievement and citizenship. Internationally, several rigorous studies have identified programs and
practices that promote SEL. This study aims to identify the findings regarding his SEL programs
implemented in Portuguese schools and the association of these programs with academic
performance. The criteria are: (a) All time frames. (b) publications in Portuguese or English; (c)
Socio-emotional competence development programs in Portuguese schools. (d) academic level,
including elementary, middle school, and high school; and € students in general education. We
found very few publications on SEL programs implemented in Portugal, but over the past decade
there has been a growing interest in this topic, mostly from academic research.
Improving the social health of middle school students through the pyramid: an early school
intervention model. Policy makers are paying more attention to the role of schools in promoting
and supporting children's mental health and to evidence-based models of best practice. The
Pyramid Club is a school intervention that is particularly effective for elementary school students.
This study extends previous evaluations of soccer clubs by examining their effectiveness in high
school students. The views and experiences of service users were explored to improve
understanding of the impact of the dollar and support the improvement of practice. Participants (n
= 126) were selected students aged 11 – 14 years (52 boys, 74 girls) who completed a 10-week
program (pyramid group) and a no-intervention comparison group. Club leaders (n = 23) were
trained as pyramid leaders. The Strengths and Conditioning Questionnaire (SDQ), verbal version
(Goodman, 1997, J Child Psychol Psychiat, 38, 581) and self-report version (Goodman, Meltzer, &
Bailey, 1998, Europ Child Adolesc Psychiatry, 7, 125) measure. We measure: before the start of the
club (baseline assessment), after the test (within 2 weeks from the end of the program) and 12 -
Simple follow-up (information only about outcome assessment). Focus groups were conducted
separately with Pyramid students and club leaders. Descriptive and self-report results showed
significant improvement at posttest for all problems and related SDQ scales (eg, emotional
symptoms and peer relationship problems) in the pyramid group. Thematic analysis of the
qualitative data supported the quantitative findings and understanding of the Pyramid Club
experience. The findings contribute to an evidence-based intervention model for early childhood
populations and support the social status of soccer clubs.
Improving the social health of middle school students through the pyramid: an early school
intervention model. Policy makers are paying more attention to the role of schools in promoting
and supporting children’s mental health and to evidence-based models of best practice. The
Pyramid Club is a school intervention that is particularly effective for elementary school students.
This study extends previous evaluations of soccer clubs by examining their effectiveness in high
school students. The views and experiences of service users were explored to improve
understanding of the impact of the dollar and support the improvement of practice. Participants (n
= 126) were selected students aged 11–14 years (52 boys, 74 girls) who completed a 10-week
program (pyramid group) and a no-intervention comparison group. Club leaders (n = 23) were
trained as pyramid leaders. The Strengths and Conditioning Questionnaire (SDQ), verbal version
(Goodman, 1997, J Child Psychol Psychiat, 38, 581) and self-report version (Goodman, Meltzer, &
Bailey, 1998, Europ Child Adolesc Psychiatry, 7, 125) measure. We measure: before the start of the
club (baseline assessment), after the test (within 2 weeks from the end of the program) and 12 -
Simple follow-up (information only about outcome assessment). Focus groups were conducted
separately with Pyramid students and club leaders. Descriptive and self-report results showed
significant improvement at posttest for all problems and related SDQ scales (eg, emotional
symptoms and peer relationship problems) in the pyramid group. Thematic analysis of the
qualitative data supported the quantitative findings and understanding of the Pyramid Club
experience. The findings contribute to an evidence-based intervention model for early childhood
populations and support the social status of soccer clubs.
The ability of student, health and career. Education is a crucial aspect for the future
development of any nation, and the Philippines has recognized this by implementing a12- year pre
-university curriculum. This change is necessary to align with the global market demands, where
quality education is a requirement for success. Previously, the Philippine Educational system had a
10-year program, making it one of only three nations in the world with such a curriculum. However,
the system has now been modified to be more dynamic and suitable for the current education
landscape (Dizon et al., 2019). The new curriculum was introduced in response to national concerns
but it also
posed new challenges as it brought about significant changes in the country’s educational system.
Among the sectors affected are, teacher training institutes seem to be the most impacted because
the teachers they produce must be equipped to meet the demands of the K-12 curriculum (Saber,
2015). As such, It is crucial that teachers receive adequate preparation and professional
development training to ensure the seamless implementation f the new curriculum (Ednave et al.,
2018)
Review of Related Studies
Career goals
The study of Melodie Chamandy and Patrick Gaudreau showed a large indirect task-
oriented coping's impact on the associations between career doubt and both career advancement
and progress in the classroom. Despite the fact that career uncertainty was substantially and
favorably connected with disengagement-focused coping strategies for professional and
academic objectives, the resultant consequence of the coping strategy of disengagement was not
s
hown to be statistically significant. Overall, these findings provide clarity on the methods by which
college students work toward their objectives in an initial attempt to inform professionals with the
importance of coping to better get pupils ready in a professional field.
This research of Humira Mirza looked closely at three important areas: career choice
coping mechanisms and mindfulness. Living in the present moment is demonstrated by active
mindfulness learners who put their experiences ahead of their long-term career objectives. A
greater emphasis on professional development was also positively correlated with the skillful
application of constructive coping strategies like holding onto hope. According to these results
peoples assessments of their career paths are significantly impacted by mindfulness and useful
coping strategies.
Academic Ability
Emotional intelligence and academic Ability achievement in higher education.

According to Minnesota (2017) “the higher education performance is depends upon the academic
performance of graduate students. Durden and Ellis quoted Staffolani and Bratti, (2013) who
observed that “the measurement of students previous educational outcomes are the most important
indicators of students future achievement; this refers that the higher the previous appearance, the
better will the student’s academic performance in future endeavors be. Graetz (2012) conducted a
study on socio-economic status of the parents of students and concluded that the socio economic
background has a great impact on student’s academic performance. It has been main source of
educational imbalance among students and students’ academic success. Considine and Zappala
(2012) also having the same views as Graetz (2011). In their study on the influence of social and
economic disadvantage in thea ademic performance of school students noticed, they have
stated that parents or guardians who have social, educational and economic advantage definitely
strengthen the level of their child’s success in future.
According to Robinson (2017), mindset is defined as an emotional factor that signifies attitudes
about their flexibility of astuteness, talents, or capabilities to perform skills. Yeager and Dweck
(2012) also mentioned that mindsets are considered the fundamental suppositions individuals make
about their characteristics. Regarding the educational contexts, Mercer (2013) states that foreign
language mindset “reflects the extent to which a person believes that language learning ability is
dependent on some immutable, innate talent or is the result of controllable factors such as effort
and conscious hard work. Dweck (2017) highlighted the importance of learners’ mindsets, and she
claimed that mindsets form the consecutive accounts that happen in learners’ minds. She
maintained that mindsets influence learners’ understanding. She maintained that individuals’
mindsets differ according to their theories about the flexibility or stability of their traits. In other
words, one can interpret that his trait is dynamic or that it is stable, which she denotes this category
as growth mindset and fixed mindset
Socio-emotional health
School-based mental health programs for students with emotional disabilities: Educational and
social outcomes. Most schools offer some form of school mental health services to students, and
there is a growing body of rigorous research examining the impact on student outcomes, education,
and student mental health. We examined changes in achievement levels and social and emotional
functioning of emotionally disturbed youth (n = 148) receiving special education using a
convenience sample of four types of mental health programs. Long-term results found that while
these youth improved in their emotional or social functioning across all four programs,
improvements in achievement levels were less consistent. Results show that these youth functioned
better academically, socially, and emotionally in sample programs that provided intensive or
multiple services. Implications for school mental health services are discussed. Data on student
perceptions of teacher social support, academic achievement, and civic engagement were
collected from 796 seventh- and eighth-grade students using the Child and Adolescent Social
Support Scale (CASSS; Malecki, Demaray, & Elliott) collected from students. , 2000 ), Iowa Test of
Basic Skills (ITBS), and school records, Child Behavior Rating Scale, 2nd Edition, Adolescent Version
(BASC-2 SRP-A; Reynolds & Kamphaus, 2004 ). The purpose of the current study was to examine
whether there are gender differences in academic outcomes and sociodemographic
characteristics related to perceived frequency and importance of various types of teacher
support. Female students rated emotional support and evaluative support as more important than
males. Teacher emotional support was significantly associated with grade point average (GPA) for
both boys and girls. For the social variables, emotional support was significantly and negatively
related to school problems, internalizing problems, apathy/environment, and emotional.general
symptoms, and was positively associated with personal change for both boys and girls. In addition,
girls were more likely to receive emotional support from teachers than boys.
Mindfulness‐based interventions for improving academic achievement, behavior and

socio‐emotional functioning of primary and secondary students: A systematic review Brandy R
Maynard, Michael R Solis, Veronica L Miller Campbell Systematic Reviews 11 (1), 1-47, 2015 over
the past two decades, increased attention on improving academic outcomes of students to
compete in a global environment has led to significant changes in education policy, with greater
emphasis placed on academic versus other competencies (ie, social, emotional, behavioural). An
increased focus on improving academic rigor and the use of and emphasis on high stakes testing
have been two of the more significant factors affecting education, particularly in the US but also
in other countries (Gregor, 2005; Von Der Embse, Barterian, & Segool, 2013). Recent policy
initiatives in the US (eg, No Child Left Behind Act, 2001; Race to the Top, 2009) have emphasized
school accountability for educational programming and outcomes to facilitate students
developing academic proficiency. In short, present-day US education policy has narrowly focused
on ensuring high levels of academic achievement, a departure from a broader mission of schools
to support vocational education, physical and mental health,
all of which had been promoted in the past (Kataoka, Rowan, & Hoagwood, 2009). Despite
increased emphasis on academic rigor and high stakes testing, findings from the National
Assessment of Educational Progress (NAEP) continue to indicate poor performance for many
children in the US Indeed, the US continues to lag behind most Organization for Economic Co-
operation and Development (OECD) countries (National Center for Education Statistics, 2012; OECD,
2008), suggesting that existing educational programming is currently not meeting the needs of
many students. In addition to changes in education policy requiring an increased emphasis on
academic standards and accountability, schools are increasingly expected to attend to the social,
emotional, and behavioral needs and problems of students. Although schools have long functioned
as a context for improving youth developmental outcomes, the myriad issues that negatively
impact students’ social, emotional, and behavioral functioning in schools serve as the impetus to
revive schools’ focus on non-academic issues (Greenberg Domitrovich, & Bumbarger, 2001;
Schonert-Reichl & Lawlor, 2010). Moreover, a substantial body of evidence linking social,
emotional, and behavioral factors to learning and academic achievement continues to expand,
pointing to the critical need for schools to attend to these factors to enhance academic
achievement (Denham & Brown, 2010; Eisenberg et al., 2010). Evidence suggests that students
today are experiencing high levels of stress as well as other emotional and developmental
challenges that may impede their ability to learn and succeed in school (APA, 2009; Merikangas et
al., 2010; Pope, 2010). Approximately 13%-20% of children in the US experience at least one
mental disorder, and these rates have been on the rise since 2005 (Centers for Disease Control and
Prevention, 2013). The increased prevalence of stress and anxiety, and at earlier ages than prior
generations, has been at least partially attributed to school-related stress—particularly, high
stakes testing, increased academic pressure, and the overscheduling of students in multiple
extracurricular activities (APA, 2009; Gregor, 2005; Pope, 2010; Suldo, Shaunessy, Thalji,
Michalowski, & Shaffer, 2009). Indeed, students report school-related stress as being their greatest
source of stress (APA, 2009), and teachers rate behaviors associated with anxiety as some of the
most.
Chapter 3
METHODOLOGY
This chapter includes the research design, the sample, the instruments, the data collection
procedure, and the plan for data analysis.
Research Design
Research design is a detailed strategy on how the research questions will be answered. It
describes how the samples will be selected, the process of collecting the data, and the analysis of
the data.
The Grade 12 Humanities and social sciences strand of Kasiglahan Village Senior High
School is the chosen population of this study. Stratified random sampling method will be used in
order to get the most accurate result as they give every student in every section in Humanities and
social sciences strand (HUMSS) an equal chance of being selected for the study it also help to
avoid bias and ensures that the study results accurately reflect the characteristics and opinions of
the broader population. The total of 50students from grade 12 Humanities and Social Sciences
strand will participate in the survey that we will be conducting. 9 student from section A, 10
students for section B, 9 for section C, 12 for section D, and 11 for section E. this is calculated
through the use of Neyman allocation formula (nh = n×Nh/N).
The data collection procedure section plays a critical role in ensuring the validity and
reliability of the study findings. It serves as the foundation for the research, providing a structured
framework for gathering precise information.
Random sampling techniques will be used in selecting sample, this is for the accuracy and
correctness of the data as it gives everyone equal chance without bias. It is the best technique as
it reflect best the population. Each of the sample will receive a survey questionnaire for them to
answer. The gathering of the data will be done only on the school premises at the respondent’s
free time. All of the data is recorded in the survey questionnaire that we disseminate, this means
that every questionnaire will be collected back once they are done for the analysis process to be
done by the researcher.
The main point of analyzing the data is to look at the information we gathered and see if it
can help us answer the questions we had at the beginning of the study or check if the guesses we
made (hypotheses) were right. It also helps researchers make sure their findings are solid. When
they really dig into the data, they can see if their results are strong and trustworthy, which makes
other people more likely to believe what they found.
The data from the survey questionnaire will be analyzed by organizing them using tables
and charts, every question has its own graphic organizer for easier access. The researcher
describes and analyzes the findings after transforming the data into a graphic organizer. All of
the findings will be summarized when the analysis is done.
The Sample
Figure 1.
Map of Kasiglahan Village Senior Highschool to
To be able to complete our research, the researcher will conducted the study at
Kasiglahan Village senior high school. And to further know the collecting data, the target
participants are the Grade 12 HUMSS students (S-Y 2023-2024) from HUMSS A to E Which will help
the researcher to complete the study. The Revealing the coping mechanism of the Grade 12
students. These respondents are the ones who are knowledgeable enough to answer the problems
posed in the present study. They will answer the questionnaire that the researchers provided them
which supplies the information that the researchers need.
The Instrument(s)
This study used questionnaires that are used to survey the Grade 12 HUMSS students in
Kasiglahan Village Señior High School (KVSHS). Our research suggests a comprehensive research
study aimed at understanding how students in the Grade 12 HUMSS (Humanities and Social Sciences)
strand cope with various challenges. The study likely examines how coping mechanisms relate to
academic performance, socio emotional well-being, and career aspirations. It seems to adopt an
integrated approach, considering multiple factors simultaneously, which can provide valuable
insights into the holistic development and needs of students in this educational context. The
questionnaire was developed based on the study's objectives. The questionnaire consisted of twenty
eight (28) items. The first part of the questionnaire consisted of three (3) items about Academic
performance and the second part consisted of two(2) items about handling academic challenges.
The third part of the questionnaire consisted of three (3) items about interaction with other
students, the fourth part of the questionnaire consisted of five (5) items about effects of negative
emotional health. The fifth part of the
questionnaire consisted of three (3) items about emotional health, the sixth part of the
questionnaire consisted of three (3) items about socialization. The Seventh part of the
questionnaire consisted of five(5) about negative effects of socialization, while the last
part of the questionnaire consisted of four(4) items about coping mechanisms. Some of the
questionnaires are answerable by using the 4-point likert scale: Often, frequently, occasionally,
rarely.
Data Gathering Procedure
A letter of request to conduct the study was prepared. The researcher constructed a survey
questionnaire checklist validated by the professor of subject and we the researcher distributed the
checklist. The researcher conducts the research in Kasiglahan Village Senior High School (KVSHS)
through surver questionnaire because of the advantages of the survey method. The researcher
explains the Importance about Coping Mechanism, Socio Emotional and Academic Ability. The
researcher clarifies some terms to the respondents so that the respondent can answer the
questionnaire with full knowledge of their responsibility as the subject of the study. The researcher
requested the KVSHS students our respondent to answer the questionnaire with all honesty.
Plan for Data Analysis

To further develop an effective data analysis, the researcher used a mixed method, and to
analyze the data, it will be done by gathering survey questionnaires from the respondents. After
the collected data is evaluated, a proper interpretation will be provided. Additionally, this
research is descriptive, and no hypothesis will be made. The statistical techniques that will be
applied in this research are stratified random sampling techniques, which are very useful to reach
the target sample.
Chapter 4
PRESENTATION AND ANALYSIS OF DATA
This chapter presents, analyzes, and interprets the data obtained from the survey questionnaire.
Table 1
Frequency and percentage of the students’ GPA
GPA Frequency Percentage (%)
70-75 1 2%
75-80 9 16%
80-85 8 16%
85-90 9 20%
16 32%
90-95
95-100 8 16%
Table show that majority of the Humanities and Social Sciences students of kasiglahan village senior
high school has achieved a high grade. This show that the majority of the students perform well in
academically. It is also evident that it has a low percentage of failing as only one student had achieved a
70-75 GPA.
Table 2
Percentage (%)
Frequency
7%
Watching educational videos or
4
tutorial
3%
Forming study groups 2
43%
Reviewing lecture notes 22
27%
Taking breaks to avoid burnout 14
17%
Creating study schedule 9
Frequency and percentage of the approach of studying of the respondents
The figure describes the peparation of the Humanities and Social Sciences students of Kasiglahan
village senior high school. Most of the students review their notebooks as their preparation for assignment
and quizzes, it also show that every students has their own way of studying. Surprisingly, only 2 students form
study groups as their study technique, which is contrary to what many are used to, this shows that many of
the students prefer to study alone.
Table 3
Frequency and percentage of the respondents’ strategies to stay focus and motivated
Frequency Percentage (%)
Breaking tasks into 13 25%

smaller, manageable chunks
Practicing mindfulness 12 21 %
or meditation to improve
concentration
Setting specific goals 14 27%

and deadlines
Eliminating multitasking 14 27%

and focusing on one task at a
time
Total 100%
The table shows that most of the Humanities and Social Sciences students of Kasiglahan village
senior high school are puctual. It is also present that there are many students who is only focus on their goal
and not easily distracted, Furthermore more, the students of kasiglahan village are motivated.
Table 4
Frequency and percentage of the reactions of students when faced with challenges
Frequency Percentage (%)
Persevere, believing in 18 35%

continued hard work
Doubt abilities 7 13%
Feel frustrated 12 23%
Seek help from various 14 27%

sources
This table shows that most Humanities and Social Sciences students of kasiglahan village senior high
school are determined and commited to hard work, most of them does not give up even when faced in to
different challenges. However, 19 students reacts negatively to the challenges, it is evident that not
everyone can handle things easily, they are the one who needs more attention for them to overcome their
situation.
Table 5
Frequency and percentage of the respondents’ management to frustration and disappointment
Frequency Percentage
Stepping away from the 11 21%

problem for a short time
Remind yourself that it’s 7 13%

okay to feel disappointed or
frustrated
Take some time to reflect 20 39%

on what happened and identify any
factors that contribute to the
outcome
Engage in mindfulness or 13 25
relaxation techniques
The table clearly states that most of the Humanities and Social Sciences students cautious to their actions,
they don’t act without thinking and, in other words, they think before the act, furthermore, there are also
students who take a break before trying again.
Table 6
Frequency of interactions of students
Often Frequently Occasi Rarely
onally
Do you engage 12 19 11 5
in discussions or
conversation with your
classmates outside of
class?
Do you 16 21 7 1
communicate with peers
about academic topics
or assignment?
Do you ever 12 12 21 3
prefer to communicate
with classmates
individually rather than
as part of a group?
table shows that most of the Humanities and Social Sciences students of kasiglahan village are sociable,
most of them commicate effectively on their classmates, however, there are also many students who prefer
to be alone and they don’t interact frequently with their classmates.
Table 7
Frequency of mental health issues of the respondents
often Frequently Occasionally

Rarely
How often do you 21 24 5 4
experience stress or anxiety
related to academic
performance?
How often do you find it 9 25 14 5
difficult to maintain a balance
between academic
responsibilities and your
emotional wellbeing?
How often have you 13 21 20 5

experienced feelings of
depression or burnout due to
academic pressures?
How often do you 16 15 18 2

sometimes struggle to
concentrate or focus on your
studies due to emotional distress
How often have you felt 14 11 16 2

overwhelmed by academic
pressures to the point where it
negatively impacted your
emotionally?
The table shows that majority of the Humanities and Social Sciences students from KVSHS frequently
experience negative effects on their emotional health such as stress,
depression, and inability to maintain balance due to their academic performance and the pressure it has
on them. In addition, some of them often struggle to concentrate and become overwhelmed by it. While a
few of the students rarely experience these occurrences.
Table 8
Frequency of respondents’ negative effects of unhealthy mental health
Yes No
Do you seek support from friends or family when 20 19

facing challenges related to mental ealth?
Do you engage in regular physical exercise as 24 26

away to improve your mental well-being?
Have you ever set boundaries with others to 38 8

protect your mental well-being, such as limiting
exposure to stressful environments or toxic
relationships?
The data above indicates that most KVSHS’s Humanities and Social Sciences students have
established bounderies to safeguard their mental health. Although over half of the respondents don’t
participate in regular physical activities, the majority still rely on friends and family for support.
Table 9
Frequency of interaction between other student of the respondents
Often Freque Occasi Rarely
ntly onally
How often do you prioritize 11 25 17 1
academic work over social
activities or spending time with
friends?
How often have you declined 10 18 15 5
social invitations or
opportunities due to academic
commitments?
How often do you feel that 10 14 16 4
your academic workload
negatively affects your ability
to connect with peers or
participate in social events?
This table reveals that the majority of the participants greatly value their academic responsibilities
more than socialization. As it is evident here that the students frequently prioritize their academic work and
decline social invitations rather than join them. As a result, this has also affected them negatively in being
able to connect with their peers.
Table 10
Frequency of negative experience of the respondents
Yes No
Have you experienced increased stress 39 10
or anxiety due to social interactions?
Do you feel pressure to conform to 39 10
societal norms during socialization?
Have you ever experienced bullying or 19 29
harassment in social situations?
Do you find it challenging to set 34 14
boundaries wiith others during
socialization?
Do you find yourself avoiding social 36 12
situations because of negative past
experiences?
This table further solidifies the fact that the Humanities and Social Sciences students of KVSHS
suffer socially as they frequently experience social anxiety. Along with it, they also find difficulty in setting
social boundaries and on top of that they also feel pressure in conforming to social norms hence the
avoidance of having social interaction. On the positive aspect, the figures show that the majority of these
students do not suffer from bullying or harassment.
Table 11
Frequency of respondents’ coping mechanism
Frequency Percentage
Seeking emotional assistance from loved 13 25%
ones or friends.
Taking part in pastimes or leisure 14 27%

activities
Practicing mindfulness or relaxation 21 41%

techniques
Consulting a counselor or other expert 0 0

Others 2
The table portrays that most of the participants typically practice mindfulness or engaging in
relaxing techniques as a way to cope up with academic challenges. However, none of the participants have
ever gone to consult with a counselor or expert to deal with these challenges.
Table 12
Frequency of respondents’ coping mechanism
Yes No
Do you actively seek out 32 16
supportive friends or social groups to
help cope with negative social
experiences
Have you sought professional 15 33
help or counseling to address the
negative effects of socialization?
Do you engage in activities or 32 15
pursuits that boost your self-esteem and
sense of identity outside of social
settings?
The final table illustrates that the majority of the Humanities and Social Sciences students tend to
rely on supportive friends as a way to cope with social negativity. Aside from this, they also choose to
engage in activities which will enhance their self-esteem and identity outside socialization. The numbers
also reinforce the earlier data as it shows here that the majority of the students do not seek professional
help in addressing the negative effects of socialization.
Chapter 5
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations of the study.
Summary of Findings
The study “Revealing the Coping Mechanisms of the Grade 12 HUMSS Strand: An Integrated
Approach Study of Academic Ability, Socio-Emotional Health, and Career Goals” delved into the
coping mechanisms employed by Grade 12 students in the Humanities and Social Sciences (HUMSS)
strand. Here’s a summary of the findings:
1. Academic Ability: The study investigates the academic performance of Grade 12 HUMSS
students, analyzing components impacting their accomplishment levels. It examines not as it
were conventional measurements like grades but moreover components such as basic
considering aptitudes, composing capability, and intrigue understanding.
2. Socio-Emotional Health: Understanding the socio-emotional well-being of students is

fundamental for comprehensive education. This study investigates different perspectives of
socio-emotional health, including stress levels, self-esteem, peer connections, and coping
mechanisms. It aims to uncover how these factors impact academic performance and
generally well-being.
3. Career Goals: The career goals of Grade 12 HUMSS students are examined in depth.
Researchers investigate the components shaping students’ career choices, including
personal interests, societal impacts, and future prospects. Understanding these inspirations
can provide insights into the effectiveness of the HUMSS educational programs in preparing
students for their desired career ways.
4. Integrated Approach: One of the distinctive features of this study is its integrated approach,
which considers the interplay between academic ability, socio-emotional health, and
career goals. By examining these factors holistically, researchers aim to uncover
underlying mechanisms that contribute to student success or challenges within the HUMSS
strand.
5. Implications for Education Policy and Practice: The findings of this study have significant
implications for education policy and practice. By gaining a deeper understanding of the
dynamics within the Grade 12 HUMSS strand, educators and policymakers can tailor
interventions and support mechanisms to better meet the diverse needs of students. This
may involve curriculum adjustments, targeted support programs, or initiatives to enhance
socio-emotional well-being.Furthermore, the study provides valuable insights into the
complex interactions between academic ability, socio-emotional health, and career goals
among Grade 12 HUMSS students. By addressing these dynamics comprehensively, educators
and policymakers can strive towards fostering holistic development and success for all
students within the HUMSS strand.
Conclusion
The conclusion of the research paper focuses on discussing the coping mechanisms of grade 12
HUMSS students in terms of Academic Ability, Socio-emotional health, and Career Goals. The
findings and conclusions are stated below:
1. The researchers conclude that most grade 12 HUMSS students have their own strategies and
coping mechanisms to overcome pressure related to academic ability, socio-emotional
health, and career goals.
2. Furthermore, the researchers conclude that despite facing numerous challenges, students
persist in pursuing their goals and desire for self-development.
3. Lastly, the researchers conclude that students are capable of finding alternative ways to
overcome the challenges they encounter
Recommendations
1. To identify the academic stressors experienced by Grade 12 HUMSS strand students.
2. To explore the coping mechanisms employed by Grade 12 HUMSS students in
Managing academic stress.
4. To examine the relationship between coping strategies, academic performance, and socio-
emotional well-being among Grade 12 HUMSS students.
5. To investigate the influence of coping mechanisms on the career aspirations and decision-
making processes of Grade 12 HUMSS students.
6. To provide recommendations for educational institutions and stakeholders to enhance

support systems for Grade 12 HUMSS students.
Methodology:
1. Surveys: Administerstandardized surveys to Grade 12 HUMSS students to assess their

perceived stress levels, coping strategies, academic performance, and career aspirations.
2. Academic Performance Analysis: Analyze academic records to correlate coping strategies

with academic achievement and identify any patterns or trends.
3. Data Integration: Integrate quantitative survey data, qualitative interview transcripts, and
academic performance data to provide a comprehensive understanding of coping
mechanisms among Grade 12 HUMSS students.
4. Ethical Considerations: Ensure confidentiality, informed consent, and ethical treatment of

participants throughout the research process.
Expected Contributions:
This research is expected to contribute to the existing literature by providing a nuanced

understanding of the coping mechanisms utilized by Grade 12 HUMSS strand students. By integrating
academic, socio-emotional, and career dimensions, the findings will offer insights into the
multifaceted challenges faced by HUMSS students and inform the development of targeted
interventions and support systems. Additionally, this study may shed light on the role ocoping
strategies in shaping academic performance, psychological well-being, and career decision-
making processes among adolescents in the HUMSS strand.
Refernences
Abragan, F. Q., Abarcas, V., Aquino, I. M., & Bagongon, R. E. (2022). RESEARCH REVIEW ON K-12
CURRICULUM IMPLEMENTATION IN THE PHILIPPINES: A GENERIC PERSPECTIVE. Zenodo (CERN European
Organization for Nuclear Research). https://zenodo.org/record/7272126
Chamandy, M., & Gaudreau, P. (2019). Career doubt in a dual-domain model of coping and
progress for academic and career goals. Journal of Vocational Behavior, 110, 155–167.
https://doi.org/10.1016/j.jvb.2018.11.008
Cristóvão, A. M., Candeias, A., & Verdasca, J. (2017). Social and emotional learning and academic
achievement in Portuguese schools: a bibliometric study. Frontiers in Psychology, 8.
https://doi.org/10.3389/fpsyg.2017.01913
G. Plaza, A., P. Pongcol, A. M., D. Ariar, M., J. Casio, P. J., & E. Galagala, Z. (2022). Coping mechanism
of the humss senior high school students of st. paul university surigao in the New Normal.
International Journal of Science and Management Studies (IJSMS), 166–176.
https://doi.org/10.51386/25815946/ijsms-v5i3p119
Jayman, M., Ohl, M., Hughes, B., & Fox, P. (2018). Improving socio-emotional health for pupils in early
secondary education with Pyramid: A school-based, early intervention model. British Journal of
Educational Psychology, 89(1), 111–130. https://doi.org/10.1111/bjep.12225
Kutash, K., Duchnowski, A. J., & Green, A. L. (2011). School-Based Mental Health Programs for
students who have emotional Disturbances: Academic and Social-Emotional Outcomes. School
Mental Health, 3(4), 191–208. https://doi.org/10.1007/s12310-011-9062-9
Liu, Y. (2022). Investigating the role of English as a foreign language learners’ academic
motivation and language mindset in their grit: A Theoretical review. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.872014
Maynard, B. R., Solis, M. R., & Miller, V. L. (2015). PROTOCOL: Mindfulness‐based interventions for
improving academic achievement, behavior and socio‐emotional functioning of primary and
secondary students: A systematic review. Campbell Systematic Reviews, 11(1), 1-47.
Meher, V., Baral, R., & Bankira, S. (2021). An analysis of emotional intelligence and academic
performance of four- year integrated B.Ed. trainees. Shanlax International Journal of Education,
9(2), 108–116. https://doi.org/10.34293/education.v9i2.3555
Mirza, H. S. (2023). Impact of Mindfulness and Coping Strategies on the Career Orientation among
the University Students of Lahore, Pakistan. Governance and Society Review, 2(1), 55–88.
https://doi.org/10.32350/gsr.21.03

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KASIGLAHAN VILLAGE SENIOR HIGH SCHOOL 1

Phase 1K2 Kasiglahan Village San Jose Rodriguez, Rizal

Background of the Study

Statement of the Problem

1. How do the students perform academically in terms of:

Significance of the Study

Improving Education: Understanding the complex interplay of academic ability, socio-

Student Well-Being. Research focusing on social-emotional health addresses a critical

Career Counseling. By examining the relationship between academic ability, social-

Scope and Delimitation

Input Process Output

Figure 1: Input process output (IPO model)

Review of Related Literature

Social and emotional learning and academic performance in Portuguese schools: A

Review of Related Studies

Emotional intelligence and academic Ability achievement in higher education.

Mindfulness‐based interventions for improving academic achievement, behavior and

Data Gathering Procedure

Plan for Data Analysis

Frequency and percentage of the approach of studying of the respondents

Breaking tasks into 13 25%

Setting specific goals 14 27%

Eliminating multitasking 14 27%

Frequency Percentage (%)

Persevere, believing in 18 35%

Doubt abilities 7 13%

Feel frustrated 12 23%

Seek help from various 14 27%

Stepping away from the 11 21%

Remind yourself that it’s 7 13%

Take some time to reflect 20 39%

often Frequently Occasionally

How often have you 13 21 20 5

How often do you 16 15 18 2

How often have you felt 14 11 16 2

Do you seek support from friends or family when 20 19

Do you engage in regular physical exercise as 24 26

Have you ever set boundaries with others to 38 8

Taking part in pastimes or leisure 14 27%

Practicing mindfulness or relaxation 21 41%

Consulting a counselor or other expert 0 0

This chapter presents the conclusions and recommendations of the study.

2. Socio-Emotional Health: Understanding the socio-emotional well-being of students is

1. To identify the academic stressors experienced by Grade 12 HUMSS strand students.

2. To explore the coping mechanisms employed by Grade 12 HUMSS students in

Managing academic stress.

6. To provide recommendations for educational institutions and stakeholders to enhance

1. Surveys: Administerstandardized surveys to Grade 12 HUMSS students to assess their

2. Academic Performance Analysis: Analyze academic records to correlate coping strategies

4. Ethical Considerations: Ensure confidentiality, informed consent, and ethical treatment of

This research is expected to contribute to the existing literature by providing a nuanced

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