Social Challenges of Irregular Students of Grade 12 HUMMS in Oriental Mindoro

National High School

CHAPTER 1

The Problem and its Setting

Introduction

Irregular students face a lot of challenges, and it is quite difficult for

them to face it every day on attending classes. Those challenges are students

attitudes and behaviors, lack of energy or motivation, hopeless, low self-

esteem, loneliness and their time schedule. Unlike in primary level being

irregular students is easy because when students are young it is easy to

communicate, socialize and have some friends easily. So now let's focus on

the main challenges that we point in and that is a low self-esteem. Low self-

esteem are those students who are not capable in believing, trusting and

unsatisfied on who they are. They always feel unhappy on what they are doing

and when achieving something they are not proud of themselves. A person who

have low self-esteem are always negative , blaming themselves and saying a

lot of negative words with themselves. With these students tend to study

quite difficult when attending a class and most especially when facing in

front of the class. Irregular students with Low self-esteem may not be able

to socialize and communicate with their classmates because with it, they are
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not proud and comfortable for who they are how much more if the classmates

tend to say something or their classmates wants them to become friends.

Having a strong will and desire to achieve goals is crucial for senior high

school students, but the majority of them lack these qualities. Having

trouble adjusting to the setting they are in and occasionally ends up a

failure to fulfill the responsibilities and tasks expected of senior high

school students.

The Oriental Mindoro National High School (OMNHS) is the flagship

campus and the largest public high school in Oriental Mindoro. It was

established in 1921 and is located in San Vicente East, Calapan City. It

offers high education from first year to fourth year. The school is headed by

Dr. Nimrod Bantigue. It was formerly named Oriental Mindoro High school and

Jose J. Leido, Jr. Memorial National High school. Student encounters many and

different problems during their school years. These problems vary differently

during their study years. It could be as simple as missing a homework or

getting late in class, or it could be as severe as getting dropped in a

certain subject or worse failed the subject. Several of these problems occurs

which results for a student to have an irregular status in school. Irregular

students are those who have enrolled subjects that are different from regular

students. Most of the time irregular students are being stereotyped. They are

usually defined as students who do not prioritize studies, who are nonchalant

and could not accomplish their academic requirements because of having big

chances for dropping their subjects. In this research we intend to change the

perceptions towards these kinds of students. This research will figure out

and analyze the problems and circumstances that irregular students often

encountered the reason why they decided to become one, how these affect them
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in certain aspects of their lives, and the advantages and disadvantages.Our

research will be conducted in Oriental Mindoro National High School,

Gabriella Silang, 2nd floor, right wing, 2nd room, Calapan City, Oriental

Mindoro.The main objective of this research is to determine the reason why

irregular students have low self esteem and to know how they face other

social challenges they encounter during their classes in different classrooms

and subjects.

A study by Sirin and Rogers-Sirin (2015) showed that self-esteem affected the

fields related to academic engagement, and that there was a significant

positive correlation between self-esteem and academic engagement. Citation 1

As mentioned in section “Self-Esteem and Academic Engagement,” self-esteem

has a significant impact on academic engagement. However, it remains to be

further explored how self-esteem influences academic engagement and what

internal mechanism drives this relationship. Self-efficacy theory posits that

academic self-efficacy is a motivational factor that can induce and maintain

adaptive learning behaviors (Ruzek et al., 2016). Whether self-esteem can

affect adolescents’ academic engagement through academic self-efficacy is

worthy of in-depth discussion. Citation 2

Compared with students with low levels of academic self-efficacy, students

with high levels of academic self-efficacy commit to higher goals and

academic expectations, have stronger resistance to frustration, and

demonstrate greater persistence when facing difficulties (Wright et al.,

2012). Citation 3

Self-esteem is a similar concept to self-worth but with a small (although

important) difference: self-esteem is what we think, feel, and believe about

valuable human beings worthy of love (Hibbert, 2013). Citation 4

Self-esteem is not self-confidence; self-confidence is about your trust in

yourself and your ability to deal with challenges, solve problems, and engage

successfully with the world (Burton, 2015). Citation 5

Sadaat, Ghasemzadeh & Soleimani (2012), concluded a research, which aims to

study self esteem and its determined link to academic achievement of

university students, According tk the results obtained from a study on 370

students, significant difference is observed in self esteem among male and

female students.Academic self-esteem and family self-esteem on the meaningful

level of P<0.05 had a direct and positive relationship with the academic

achievement of students. Citation 6

DepEd Order No 36 S 2016 This policy aims to give all learners equal

opportunity to excel in relation to the standard set by the curriculum and

focus on their own performance rather than to compete with one another. It

recognizes that all students have their unique strengths that need to be

identified, strengthened, and publicly acknowledged. Legal Basis 1