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
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ourselves, while self-worth is the more global recognition that we are
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
