Republic of the Philippines

Department of Education

REGION XII

SCHOOLS DIVISION OFFICE OF COTABATO

Pigcawayan East District

PRESBITERO HIGH SCHOOL

Presbitero, Pigcawayan, Cotabato

PERCEIVED EXPERIENCES OF GRADE 10 STAR SECTION STUDENTS OF

PRESBITERO NATIONAL HIGH SCHOOL FOR S.Y. 2024-2025

A Research Proposal Presented to the

Senior High School Faculty

Presbitero High School

Presbitero, Pigcawayan, Cotabato

 In Partial Fulfillment of the Requirements in

Practical Research 1

by

STEVEN CLARK R. ABARIENTOS FREDERICK ANGEL [Link]

RICXHAN KYLLE T. BENTIN

KATE CHARISSE O. ASIS

GHAN CARL D. BERGUIA

KURTH N. PALOMERO
 October 2024

Republic of the Philippines

Department of Education

REGION XII

SCHOOLS DIVISION OFFICE OF COTABATO

Pigcawayan East District

PRESBITERO HIGH SCHOOL

Presbitero, Pigcawayan, Cotabato

Perceived Experiences of Star Section Students in Grade 10-Gallano of
Presbitero National High School,S.Y. 2024-2025

A RESEARCH PROPOSAL submitted by:

STEVEN CLARK R. ABARIENTOS

FREDERICK ANGEL Q. AGRES

RICXHAN KYLLE T. BENTING

KATE CHARISSE O. ASIS

GHAN CARL D. BERGUIA

KURTH N. PALOMERO
 CHECKED and APPRAISED by:

_________________________________ _____________________________

Grammarian Statistician

PRESENTED and APPROVED on _________ by the School Research Panel of

Presbitero High School.

_____________________________________
Member/School Research Panel

_____________________________________
Member/School Research Panel

JOHN VERGIL A. BERONGOY

School Research Coordinator
TABLE OF CONTENTS
Title Page

Approval Sheet

Acknowledgment

Table of Contents

List of Tables

List of Figures

List of Appendices

Abstract

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Hypotheses

Significance of the Study

Scope and Limitations

CHAPTER 2 REVIEW OF RELATED LITERATURE

Topic 1

Topic 2

Topic 3

Topic 4

Related Studies

Theoretical Framework

Conceptual Framework

Definition of Terms

CHAPTER 3 METHODOLOGY
 Research Design

Locale of the Study

Participants

Sampling Procedure

Research Instruments

Data Gathering Procedure

Data Analysis

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

Conclusions

Recommendations

Literature Cited

Curriculum Vitae

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The perceived experience of Star Section students is a crucial factor in their academic
and personal development. However, despite its importance, this topic remains understudied

and poorly understood. This topic is about the challenges, happy memories, emotional

events, and academic struggles that have been experienced by the Grade 10 students in

their education. As we dig deep on their experiences, we would know how they feel and

understand them better. By examining the perceived experiences of the students, we can

gain valuable insights into their well-being, social interactions, academic performance, and

engagement in extracurricular activities that can help in making them a better [Link]

study focuses on finding the significance of perceived experiences of star section and how

they cope up with different challenges as a student.

As we move forward in our life, we will slowly understand that our high school life

experience is a transformative period in a student’s life. Grade 10, in particular, is in a critical

point where students are preparing on what strand they will get for their new life journey as a

senior high school student. They are also experiencing problems on their academic

performance, financial instabilities, family problems, and lack of energy in handling their

studies. In this research, we can observe how expressing different concerns to a

researcherby a respondent can have a big impact on lessening their respective educational

problems. We need to conduct the study on knowing the perceived experiences of the Grade

10 star section students so we can help on how to solve their different problems and for

them to open up the issues that they are always thinking. Having a person or a researcher

know what struggles you are experiencing at school can lead to a more healthy mentality for

the student that has been interviewed.

In conclusion, Grade 10 star section students might face some challenges that give them

different experiences. As senior high school students, we can give them some advice in

order for them to manage or to overcome their challenges. That’s why we will conduct this

research in order to know how they can manage the experience of being in the star section
and in order to know how they feel and to know what is the difference of being in the star

section than the other sections.

Statement of the problem

Generally, this study aims to determine the perceived experiences of Grade 10 Star

section students and what is the impact of these experiences to their lives. Specifically, it

sought to answer the following questions:

1. What are the perceived experiences of the students being in star section?

2. How do these experiences affect students' classroom engagements?

3. What is the impact of these experiences to students' classroom engagements?

Significance of the Study

The study must be conducted to examine the perceived experiences of star section

students in Grade 10. The results of this study will be significant to various stakeholders

directly involved, including students, teachers, parents, school administrators, guidance

counselors, and even non-star section students. This study will provide empirical data on the

academic, social, and emotional experiences of high-achieving students, serving as a basis

for recommendations to improve educational approaches and support systems for this

group.

The study will benefit students, particularly those in the star section, by allowing them to

reflect on their experiences and better understand the academic pressures and advantages

they face. This awareness can help them manage their challenges more effectively,

improving their academic performance and overall well-being. Additionally, this information
may also benefit other students by providing insight into the expectations and experiences of

being in the star section, motivating them toward academic success.

The study will also benefit teachers by offering a deeper understanding of the unique

needs and experiences of star section students. With this information, teachers can adjust

their teaching strategies, classroom management, and evaluation methods to better

accommodate high-achieving students, helping to create a more supportive and responsive

learning environment.

The study will also benefit the parents by gaining a clearer picture of the academic

demands and emotional challenges their children face in the star section. This

understanding will enable parents to offer better emotional and academic support at home,

helping their children achieve a balance between academic success and personal

development.

The study will also benefit administrators because it provides data on how the star

section system impacts students' overall development. The findings can help administrators

refine school policies and programs, ensuring that the star section system continues to foster

academic excellence while supporting students’ emotional and social well-being.

The Guidance counselor will also benefit from the study by understanding more about the

psychological and emotional experiences of star section students. This will help them tailor

their counseling approaches, addressing the emotional needs of high-performing students,

offering guidance on managing academic pressure, and helping them with strategies to cope

with stress and expectations.

 Aditionally, non-star section students will also benefit indirectly, as the study may foster a

greater understanding among them regarding the academic and emotional experiences of

their peers in the star section. This could promote a more empathetic and supportive school

community.

Scope and Delimitations

The study will be conducted to determine the perceived experiences of high school

students as perceived by 40 students which consists of 11 boys and 29 girls from Grade 10

Gallano in Presbitero High School for school year [Link] aspect looked to be into

the experiences, memories, challenges and other past events that had a significant impact to

them as a student.

This study was limited to 40 participants of Grade 10 Gallano students [Link] other

students from other sections to the same grade level were not included.

CHAPTER 2

Review of Related Literature

This chapter contains some major concept about academic pressure, social dynamics,

personal development,and support systems and coping mechanisms of [Link] also

includes the definition of terms.

Overview of Related Research

The concept of grouping high-performing students into "star section" has been widely

studied in educational research. Star sections are intended to provide a more academically

challenging environment for these students, but the experience also comes with heightened

academic pressure, complex social dynamics, and the need for robust support systems. The

literature suggests that the experiences of these students are shaped by several factors,

including academic expectations, social relationships, and personal growth opportunities.

Academic Pressure

Academic pressure is a well-documented issue for students in star sections. These

students are often held to higher standards by teachers, parents, and themselves. While this

expectation can serve as a motivator, it often results in stress, particularly during exam

periods or when major assignments are due(Garcia,2021).

Further research suggests that the role of parental expectations contributes significantly

to this pressure. Students may internalize these expectations, leading to heightened stress

and emotional exhaustion. The added pressure from home can add to the academic stress,

making it harder for students to find a balance between personal well-being and academic

performance(Paredes & Santos,2022).

Social Dynamics

The social dynamics of students in star sections are unique and complex. On one hand,

students often form close bonds with their peers within the star section, where they can
relate to one another's academic experiences(Rosales & Mendoza,2022). However, the

intense focus on academics within this group may also lead to feelings of social isolation

from the wider student body. Star section students are sometimes labeled with stereotypes

such as being overly focused on academics, which can result in social rejection.

The pressure to excel academically can also create competitive environments within star

sections. While peer support exists, the competition to maintain or surpass academic

standings can sometimes damage friendships. This competitive atmosphere can foster both

personal growth and social tension, affecting students' mental and emotional well-being.

Personal Development

Personal development is an essential part of the experience for students in star sections.

Due to the rigorous nature of their academic environment, many students develop strong

leadership and time-management skills . Participation in leadership roles, group projects,

and extracurricular activities allows students to gain confidence and responsibility, which

contributes to their growth as individuals.

However, the constant academic demands often force students to sacrifice personal

interests and recreational activities. Over time, this imbalance between academics and

personal life can lead to burnout, as students struggle to maintain their overall well-

being(Smith & Anderson,2020). This challenge highlights the need for students to develop

coping mechanisms to balance their personal and academic responsibilities.

Effects of Academic Pressure

 The effects of academic pressure on star section students extend beyond their school

performance and into their overall health. Studies show that high levels of sustained stress

can lead to both emotional and physical symptoms such as anxiety, depression, headaches,

and fatigue . Prolonged academic pressure can also have lasting effects, leading to burnout

and diminished academic motivation.

Students who face extreme academic demands without adequate coping mechanisms

are particularly vulnerable to these negative outcomes. Research emphasizes the

importance of providing students with tools and strategies to manage this pressure, such as

stress management programs or counseling services (Bautista & Hernandez, 2021).

Support Systems and Coping Mechanisms

Effective support systems are crucial in helping star section students cope with academic

and emotional challenges. Strong support from family, friends, and teachers can play a

significant role in mitigating the negative effects of academic pressure. Studies emphasize

that students with strong emotional and academic support are better able to manage stress

and perform well in school.

In addition to support from family and friends, school-based programs such as guidance

counseling and peer mentoring are valuable resources. Peer mentoring programs, where

older students guide younger peers through the academic and social challenges of being in

star section,have been shown to reduce anxiety and foster a sense of community(Bautista &

Hernandez,2021).
Extracurricular Activities

Engagement in extracurricular activitier has been shown to be a vital counterbalance to

the intense academic demands of star sections. Students who participate in sports, arts, or

student organizations report lower levels of stress compared to those who focus solely on

academics (Diaz & Cruz,2021).Extracurricular activities provide students with opportunities

to relax, express themselves, and build social connections outside of their academic

environment.

Moreover, these activities offer a sense of accomplishment that is not tied to academic

performance, allowing students to develop a mene well-rounded sense of self. Schools are

encouraged to promote extracurricular involvement among star section students as a

strategy to lessen the negative effects of academic pressure.

Theoretical Lenses

Two theoretical frameworks provide further insight into the experiences of Star section

students: Social Cognitive Theory and Maslow's Hierarchy of Needs.

Social Cognitive theory considers that individuals learn and model behavior based on

their environment. Star section students observe and internalize the behaviors of their high-

achieving peers, which leads to a strong motivation to excel . However, this can also create

stress as students feel pressured to live up to the academic standards they see around

them.(Bandura,2020).

Maslow's Hierarchy of Needs emphasizes the importance of meeting both psychological

and self-fulfillment needs. While star section students may achieve academic success, they

may struggle to fulfill social and emotional needs if they are not supported by their

environment. Without appropriate support systems, students may experience significant

emotional strain, which delays their overall development (Maslow, 2021).

Definition of terms

[Link] Section - A group of students selected based on high academic performance

typically placed in a more difficult learning environment

2. Academic Pressure-The stress and expectations placed on students to maintain high

academic performance, often from teachers, parents, or themselves

3. Social Dynamics-The ways in which students interact with their peers, including

relationships and challenges related to social isolation or support.

4. Personal Development-the growth in skills, confidence, and leadership abilities that

students experience, influenced by their academic setting.

5. Support Systems-Networks of family, friends, teachers, or counselors that provide

emotional, academic, or psychological support to students.

[Link] Mechanisms-Strategies manage academic stress, such as time management

or participation in extracurricular activities.

 CHAPTER 3

METHODOLOGY

This chapter presents the research process that will be used in this study. It includes the

research design, locale of the study, participants, sampling procedure, and data gathering

procedure.

Research Design

This research employs a qualitative research design. This research design is an

approach that focuses on people and their experiences, behaviors,and opinions. The

Phenomenological Design is the most suitable for the study, "Perceived Experiences of

Grade 10 Star Section Students of Presbitero National High School for S.Y. 2024-2025." This

design is focused on understanding and exploring the lived experiences of individuals. Since

the research seeks to uncover how these students perceive and interpret their experiences

as members of the Star Section, phenomenology allows a deep exploration of their thoughts,

feelings, and perspectives. It captures the essence of their experiences and provides

meaningful insights that can highlight patterns, challenges, and unique aspects of their

academic [Link] qualitative researcher seeks to answer questions of “how” and “why,”

providing detailed insight and understanding which quantitative methods cannot reach. In

this study, the design exploration permitted for an in-depth exploration of personal

perspectives and experiences, detailed descriptions of students’ thoughts, feelings, and

data, while also making the identification of themes and patterns that emerge from the data

easier to identify and gather. Using the qualitative research design, it is easier to understand

the students’ experiences in both social and cultural context. According to Terry, Brennan

and Brennan (2022), qualitative research gathers participants’ experiences, perceptions, and

behavior. It could be structured as a standalone study, purely relying on qualitative data or

part of mixed-methods research that combines qualitative and quantitative data.

Locale of the Study

This investigation will be conducted at Presbitero High School, located in Presbitero High

School located in Presbitero,Pigcawayan, North Cotabato. This school is one of the public

high schools under the School Division Office of Cotabato that provides Junior High School

program.

Participants

The participants of this study are the Grade-10 Gallano students, which is the star

section. A total of 40 students from the Grade-10 Gallano, consisting of 11 boys and 29 girls

who have met the criteria of having some experiences as a student from the star section that

had faced different challenges and insights. Purposive Sampling is used to choose

participants based on particular characteristics.

Research Instrument of Data Gathering Procedure

We will ask permission to conduct our research from the school head of the school and

advisers of the students. Parental consent and knowledgeable consent from the participants
should also be acquired. Once the permission will be granted, face-to-face and in-depth

interviews will be arranged to collect data. The researchers will conduct the interviews that

will focus on the participants' lived experiences, challenges, and coping mechanisms as a

star section student. The interviews will be conducted at the specific location or classroom of

the participants between 30 to 40 minutes that will be agreed with the participants. Audio

recordings will be used and transcribed for the analysis reasons.

The following are the interview questions:

Interview Questions:

1. How would you describe your experience as a Grade 10 Star Section student?

2. What does being part of the Star Section mean to you?

3. Can you describe what a normal school day is like for you?

4. What motivates you as a Star Section student, and what difficulties do you face?

5. How do you balance your studies with other things like hobbies or family time?

6. What do other people think about Star Section students, and how does that affect you?

7. Can you share a moment or achievement you’re proud of as a Star Section student?

8. How do your teachers and classmates affect your experience in the Star Section?

9. What changes or growth have you noticed in yourself since joining the Star Section?

[Link] suggestions would you give to improve the Star Section experience?

Data Analysis

Interpretive Phenomenological Analysis (IPA) will be used to analyze the data collection

from the interviews. The transcription of the interviews will be mindfully analyzed in through

themes in order to see the similarities correctly interpret the experiences of the participants.