Republic of the Philippines

Department of Education
Region VIII (ESTERN VISAYAS)
Division of Leyte
SEGUINON STAND ALONE SENIOR HIGH SCHOOL
Seguinon,Albuera,Leyte
School ID:305521

EXPLORING THE PERCEPTION AND EXPERIENCES OF GRADE 11 HUMSS

STUDENT:A STUDY ON THE BENEFITS AND CHALLENGES OF PURSUING
THE HUMANITIES AND SOCIAL SCIENCES STRAND

GRADE 12 HUMSS NEPTUNE:GROUP 2

EXPLORING THE PERCEPTION AND EXPERIENCES OF GRADE 11 HUMSS STUDENT:A
STUDY ON THE BENEFITS AND CHALLENGES OF PURSUING THE HUMANITIES AND
SOCIAL SCIENCES STRAND

A Research Study
Presented to
Seguinon Stand Alone Senior High School
Seguinon, Albuera, Leyte

In Partial Fulfillment
of the Requirement of the Subject of
Inquires, Investigation, and Immersion

Grade 12 HUMSS NEPTUNE: GROUP 1

MAY 2024

I
 APPROVAL SHEET

This research study entitled “ EXPLORING THE PERCEPTION AND EXPERIENCES OF

GRADE 11 HUMSS STUDENT:A STUDY ON THE BENEFITS AND CHALLENGES OF
PURSUING THE HUMANITIES AND SOCIAL SCIENCES STRAND” prepared and
submitted by Grade 12 HUMSS NEPTUNE: GROUP 2 in partial fulfilment of the
subject Inquires, Investigation and Immersion has been examined and is
recommended for acceptance and approval for oral examination.
Date Approved: April 22,2024 MARK E. SUMINGUIT
Adviser

RESEARCHERS
ASHTLEY C. MAYOL
Leader
Members
MARICEL LAMBID CLYDE BERNAL AIA JANE SACAY

KENTH JADE PUEBLA EDELYN J. TUDTUD JUNRECK GUNTIÑAS

ROSSANN ARAZA MARK ARTHUR SACAY RINO SARSONAS

JANICE GARCIANO JAMES PILAPIL PRINCES SEGOVIA

JORGE PELONES ASHLEY C. PEPITO

PANEL OF EXAMINERS
Approved by the panel of examiners with the grade of Passed.

CHRISTINE E. SUMINGUIT MARK E. SUMINGUIT

Teacher Adviser

Accepted and approved in partial fulfilment of Inquiries Investigation and immersion.

LENARD PAULO PADULLA
School Head

II
 ACKNOWLEDGEMENT

Despite the arduous journey, we are grateful to have finally reached the end of the
tunnel. This success, however, would not have been achievable without the
invaluable support and assistance of the following individuals, whom the researchers
would like to extend their heartfelt appreciation:

Mr. Lenard Paulo Padulla, our esteemed school head, whose approval and
recognition of the research study paved the way for its fruition.

Mr. Mark E. Suminguit, our dedicated Inquiries Investigations and Immersion

teacher, deserves special acknowledgment for generously sharing his knowledge,
demonstrating boundless patience, and offering unwavering support throughout our
research endeavor. His encouragement and insightful advice have been instrumental
in guiding us to completion.

Mrs. Christine E. Suminguit, one of our esteemed panelists, merits recognition for
her invaluable contributions in providing suggestions and constructive criticism
aimed at enhancing the quality of our study.

To our parents, whose understanding and unwavering support, both emotionally

and financially, have been a constant source of strength and motivation throughout
the entirety of our research journey. Special appreciation is extended to the parents
of the research leader for their exceptional support.

To the respondents of this research, whose patience and cooperation during the
interviews were indispensable. Without their willingness to participate and share
their insights, this research would not have been possible.

Most importantly,to our Almighty God, for the gift of the life and wisdom

III
 DEDICATION

This study is dedicated to the parents of researchers, who gives their out
most support and never-ending inspiration throughout the study. They are the one
who provide the resources that needed in making of this study.

To our adviser, for the guidance, support, and patience throughout this study
for you have shared the knowledge and effective teaching to us and gives us the
opportunity to nurture our talents and skills.

We look up and dedicated this whole study to our Almighty God , who gave
the strength, knowledge, wisdom, protection, and will to continue and keep positive
to finish this research. We offer all our sacrifices and works to you our Almighty God.

IV
 Table of Contents

Page
Title Page ………………………………………………………………………………………………………i
Approval Sheet …………………………………………………………………………………………………….ii
Acknowledgement ……………………………………………………………………………………………….iii
Dedication ……………………………………………………………………………………………………………iv
Table of Contents ………………………………………………………………………………………………..v-vi
Abstract………………………………………………………………………………………………………………..vii

CHAPTER I: INTRODUCTION
Background of the Study …………………………………………………………….…………..1-2
Statement of the Problem ……………………………………………………………………….3
Significance of the Study ………………………………………………………………………….4
Scope and Delimitation …………………………………………………………………………….5
Conceptual Framework…………………………………………………………………………….6-7
Definition of Terms …………………………………………………………….……………………8-9

CHAPTER II: REVIEW OF RELATED LITERATURE

Review of Related Literature………………………………………………………………10-12

CHAPTER III: RESEARCH METHODOLOGY

Research Design………………………………………………………………………………….13
Research Respondents………………………………………………………………………..13
Research Instruments…………………………………………………………………………13-14
Research Locale/Environment…………………………………………………………….14
Data Gathering Procedure…………………………………………………………………..14-15
Data Analysis……………………………………………………………………………………….15

CHAPTER IV: RESULTS/FINDINGS AND DISCUSSION

1.1 Participants' Demographics....................................…………………………15

1.2 Students' Motivation to Choose HUMSS Strand............………………….15-16

1.3 Benefits of Choosing the HUMSS Strand...................………………………16

1.4 Studying Humanities and Social Sciences Benefits......……………………16-17

1.5 Specific Skills and Knowledge Gained from HUMSS..………………….…..17-18

1.6 Challenges Encountered while Studying HUMSS........…………………….18

1.7 Impact of Challenges on Academic Performance.........…………………..19

1.8 Support and Resources Available to Overcome Challenges…………….19-20

1.9 Contribution of Studying HUMSS to Future Careers....……………………20

V
 1.10 Students' Perception of the Strong Foundation Provided by the HUMSS
Strand………………………………………………………………………………………………………………21

1.11 Influence of Support Systems and Resources on the HUMSS Program

Experience......…………………………………………………………………………………………….……21

1.12 Positive Impact of HUMSS Strand on Academic Performance and

Learning Outcomes....………………………………………………………………………………………22

1.13 Contribution of Studying HUMSS Strand on Personal

Development.............................……………………………………………………..………………….22-23

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, & RESSOMENDATIONS

Summary of Findings …………………………………………………………………24-25
Conclusion ……………………………………………………………………………..26
Recommendations …………………………………………………………………..27

REFERENCE LIST………………………………………………………………………………………..28-30

APPENDICES
Letter to the School Head…………………………………………………………………….31
Informed Consent ……………………………………………………………………………….32-34
Interview Guide……………………………………………………………………………………35
Tally………………………………………………………………………………………………………36-39

VI
 ABSTRACT

This study explores the motivations, benefits, challenges, and perceptions associated
with choosing the Humanities and Social Sciences (HUMSS) strand in Senior High
School.

This study used semi-structured interview. The respondents was chosen through
convenience sampling. There were 30 all in all respondents was chosen in Seguinon
Stand Alone Senior High School. The interview was conducted last April 2024. In
interpreting the data, the researcher used recursive abstraction.

Findings reveal that the majority of participants was between 16 and 17 years old,
with females outnumbering males. Capricorn and Pisces sections had the highest
representation. Students was motivated to choose HUMSS to enhance their skills,
pursue career goals, satisfy personal interests, and improve communication abilities.
Choosing HUMSS positively impacted confidence, communication skills, and social
interactions. Participants perceived HUMSS education as beneficial, enhancing
grades, confidence, communication, and knowledge relevant to future careers.
Challenges included shyness, academic performance issues, and financial
constraints. However, support from family, friends, and teachers played a crucial
role in overcoming challenges. Participants believed HUMSS prepared them well for
future careers, providing a strong foundation and fostering personal development,
particularly in confidence and communication. Overall, studying HUMSS positively
influenced academic performance and learning outcomes, contributing significantly
to personal development and future career path.

VII
 CHAPTER I
INTRODUCTION

Background of the Study

Education is a field that constantly evolves to meet the needs of a changing

society. Humanities and social sciences, known as HUMSS, are branches of academia
dedicated to exploring the human condition through analytical, critical, and empirical
approaches, investigating the dynamics of society and human behavior.

According to Britannica, humanities encompass the study of literature,

history, the arts, and philosophy. According to Mapua University, 2016,HUMSS as an
academic track focusing on various subjects, intended to prepare students for a
liberal education in college. It aims to broaden students' knowledge of different
topics and help them choose their future degree. The value of the Humanities and
Social Sciences (HUMSS) strand in preparing students for secondary school and
future employment has garnered increased attention in recent years. Humanities
delve into how individuals communicate and collaborate, fostering skills such as
writing, information analysis, research, creativity, and critical thinking. Social Science,
on the other hand, focuses on societal interactions, encompassing fields like
psychology, economics, political science, and sociology. In today's interconnected
world, critical thinking, effective communication, and the ability to understand
diverse perspectives are indispensable skills. The HUMSS strand aims to equip
students with these competencies to address complex social, cultural, and global
issues.

Several factors underscore the importance of this study. Firstly, the

increasing demand for professionals in fields like public administration, education,
social work, and journalism emphasizes the relevance of the HUMSS strand in
preparing students for such careers. Secondly, the strand nurtures research,

1
analytical, and critical thinking skills essential for success in various industries and
further education. Lastly, understanding the perspectives and experiences of Grade
11 HUMSS students can pinpoint areas for curriculum, teaching methods, and
support system improvements to ensure a high-quality education that meets their
needs and aspirations.

In Seguinon Stand Alone Senior High School, the HUMSS strand has gained
popularity among students interested in humanities, social sciences, and related
fields. While the curriculum offers diverse subjects tailored to students' interests and
career aspirations, assessing its effectiveness is imperative. By exploring Grade 11
HUMSS students' perceptions and experiences, this study will provide insights into
strengths and weaknesses, guiding educators and policymakers in informed decision-
making for enhancement.

The researcher seeks to delve into the perspectives and experiences of Grade
11 HUMSS students in pursuing the strand. Insights into their challenges, benefits,
and perspectives will identify areas for improvement, ensuring a meaningful and
enriching educational experience. Additionally, this research aims to contribute to
the existing knowledge on the benefits and challenges of the HUMSS strand,
ultimately enhancing educational outcomes and opportunities for Grade 11 HUMSS
students.The findings will be valuable for educators, parents, future researchers,
schools, and the students themselves.

2
Statement of the Problem

The purpose of this phenomenological study aimed to explore the

perceptions and experiences of Grade 11 HUMSS (Humanities and Social Sciences)
students regarding the benefits and challenges of pursuing the HUMSS strand. The
study focuses on Grade 11 HUMSS students in Seguinon Stand Alone Senior High
School and aims to provide insights into the advantages and difficulties encountered
by them in their academic journey.

1. What is the demographic profile of the respondents in terms:

1.1 Sex
1.2 Age
1.3 Section

2. What are the perceived benefits of choosing the HUMSS strand among
Grade 11 students?

3. What are the challenges faced by Grade 11 HUMSS students?

4. How do Grade 11 HUMSS students perceive the relevance of the HUMSS

strand to their future career aspirations?

5. What support system and resources do Grade 11 HUMSS students find

helpful in navigating the challenges of the HUMSS strand?

6.How do Grade 11 HUMSS students perceive the impact of HUMSS strand on

their overall academic performance and personal development?

3
Significance of the Study

The results of the study were valuable to the following:

For the students, this study provided a better understanding of the benefits
and challenges of pursuing the Humanities and Social Sciences strand in Grade 11. It
helped them make informed decisions about their academic and career paths and
potentially increased their motivation and engagement in their chosen strand.

For the school administrators, the results of this study could inform
curriculum development and improvement. It could help them identify areas of
strength and weakness in the Humanities and Social Science strand and make
necessary adjustments to enhance the learning experience for students.

For the teachers, the findings of this study provided insights into the specific
needs and concerns of Grade 11 HUMSS students.

For the parents, this study offered a deeper understanding of the Humanities
and Social Science strand and its potential benefits for their children. It helped them
provide guidance and support in their children’s academic and career choices and
foster a more informed and supportive home environment.

For future researchers, this study serves as a foundation for further

exploration and investigation into the perceptions and experiences of Grade 11
HUMSS students. It can inspire new research questions and methodologies and
contribute to the existing body of knowledge in the field of education and social
sciences.

Scope and Delimitation

4
 This study aimed to explore the perceptions and experiences of Grade 11
HUMSS students regarding the benefits and challenges of pursuing the Humanities
and Social Sciences (HUMSS) strand. The main objective of the research was to
understand how Grade 11 HUMSS students viewed their chosen strand and how it
affected their academic performance, career aspirations, and personal development.
The subjects of the study were Grade 11 HUMSS students in Seguinon Stand Alone
Senior High School. The sample size and selection criteria were determined by the
researcher based on the availability and accessibility of the participants. The time
frame of the study was from February to April 2024. The research utilized a
phenomenological design, and the data was collected through semi-structured
interviews with open-ended questionnaires.

The study did not include other strands or tracks in the Seguinon Stand Alone
Senior High School curriculum, such as STEM and ABM. The focus was solely on the
HUMSS strand and its benefits and challenges for the students. The study only
considered the current situation and perspectives of the Grade 11 HUMSS students.
It reflected the specific context and setting of the selected public high school in
Albuera, Leyte, Philippines, Seguinon Stand Alone Senior High School.

Conceptual Framework

5
 Input Process Output

- Detailed
understanding of the
perceptions and
- Conducting a one-on- experiences of Grade
- Grade 11 HUMSS
one interviews to 11 HUMSS student
students demographic
gather data on Grade - Identification of the
information
11 HUMSS students' benefits and
O AGE
perceptions and challenges of pursuing
O SEX
experiences the HUMSS strand
O SECTION
-Analyzing the collected - Recommendations
-Humanities and Social
data to understand the for improving the
Sciences
benefits and challenges HUMSS curriculum,
-Ethical considerations
of pursuing the HUMSS teaching methods,
and permissions
strand and support systems
based on students'
experiences and
perceptions

Figure 1: Input Process Output (IPO MODEL)

In this research, the IPO model is being used to understand the perceptions
and experiences of Grade 11 HUMSS students. The IPO model consists of three main
components: input, process, and output.

The input for this research includes gathering demographic information about
the Grade 11 HUMSS students, such as their age, sex, and section. This information
helps to understand how these factors may influence their perceptions and
experiences. Additionally, the input includes the Humanities and Social Sciences
Strand, which is the academic track that the students are pursuing. It also involved
ethical considerations and permissions are taken into account to ensure that the
research is conducted ethically and with respect for the students' rights and privacy.

The process involves conducting a one-on-one interviews to collect data on

the students' perceptions and experiences. This data collection method allows
researchers to gain insights into how the students view and experience the HUMSS

6
strand. The collected data is then analyzed to identify the benefits and challenges
that the students face while pursuing the HUMSS strand. This analysis helps to gain a
deeper understanding of the students' experiences and perceptions.

The output of this research includes a detailed understanding of the students'

perceptions and experiences. By analyzing the collected data, researchers can
identify the specific benefits and challenges that the students encounter. This
information can be used to make recommendations for improving the HUMSS
curriculum, teaching methods, and support systems based on the students'
experiences and perceptions. Ultimately, the goal is to enhance the educational
experience for Grade 11 HUMSS students by addressing their needs and concerns.

Definition of Terms

7
This study defined the following terms in conceptual and operational definition for
the understanding and clarification of the readers.

Benefits - Benefits can be identified and measured by assessing individuals' self-

reported satisfaction, achievements, or personal growth related to a specific
situation or experience. It involves analyzing qualitative and quantitative data to
understand the positive impacts or advantages that individuals perceive or
experience.

Challenges - Challenges can be identified and assessed by analyzing individuals'

reported difficulties, obstacles, or negative experiences related to a specific situation
or experience. It involves categorizing and analyzing data to understand the
frequency, intensity, or impact of these challenges on individuals' performance, well-
being, or future aspirations.

Experiences - Experiences can be captured and understood through individuals' self-

reported accounts, reflections, or narratives. It involves gathering qualitative data to
gain insights into individuals' thoughts, emotions, and actions related to specific
situations or events they have encountered.

Grade 11 HUMSS Students - Grade 11 HUMSS students are students who are
officially enrolled as Grade 11 students under the HUMSS strand at Seguinon Stand
Alone Senior High School.

HUMSS Strand - HUMSS, which stands for Humanities and Social Sciences, is one of
the three major strands that Seguinon Stand Alone Senior High School offers.
According to Reedley International School, 2022, the HUMSS curriculum
encompasses a range of disciplines aimed at exploring different perspectives on the
world and humanity. Within this strand, students delve into culture, politics,
literature, arts, and society, gaining insight into how each shapes contemporary
global challenges.

8
Perception - Perception can be measured by gathering individuals' opinions,
thoughts, and interpretations through surveys, interviews, or observations. It
involves understanding how individuals perceive and interpret specific situations,
events, or concepts.

CHAPTER II
REVIEW OF RELATED LITERATURE

9
 This chapter presents on the review of related literature and other
interconnected studies. Literature are coming from valid materials such as books,
online articles and other research papers. This chapter provides a comprehensive
review of the existing literature related to the perceptions and experiences of Grade
11 HUMSS students in pursuing the Humanities and Social Sciences strand. This
review aims to identify the benefits and challenges associated with this educational
pathway and contribute to the understanding of the subject.

According to Apolinar,2019 defines the Humanities and Social Sciences

(HUMSS) strand as a choice available to senior high school students interested in
liberal arts, teaching, journalism, communication arts, or other social science-related
fields in college. The focus of this strand is to enhance students' reading, writing, and
speaking abilities, crucial for active participation in society.

According to AMA Online Senior High School,2019 emphasizes that

confidence building in the HUMSS Strand extends beyond interpersonal
communication. It encourages students to invest time in honing critical thinking and
logical reasoning skills. Additionally, Carlao,2018 said that the HUMSS Strand has
three main benefits. First, it helps students learn to respect different views and
understand others better. Second, it teaches them to be open-minded about
different religions, so they can understand and get along with people from various
beliefs. Lastly, it helps students become better listeners, which is important for
talking and working well with others. So, overall, the HUMSS Strand helps students
become more understanding, open-minded, and better at communicating with
others.

Furthermore, According to Bukas Team, 2022 the importance of

understanding diverse human experiences from various perspectives, requiring both
creative and critical thinking abilities. Essential skills for HUMSS students include

10
social and cultural awareness, written communication skills, argumentative prowess,
research capabilities, and media literacy.

Paleza, 2018 points out that while HUMSS students might find subjects outside
of science and math easier, the strand offers a comprehensive curriculum covering a
wide range of societal topics such as Political Science, Literature, Anthropology,
Philosophy, World Religion, Linguistics, Psychology, Sociology, Economics, and
History.

Ellema et al.,2020, Mapua University, 2018, Dela Rosa,2019, and Guillermo,

2018 agree on the positive impact of HUMSS on students' self-esteem and self-
confidence through diverse activities and experiences. Additionally, according to
Edward and Richie's, 2022 highlights essential skills gained through studying
humanities and social sciences, including effective communication, problem-solving,
and empathy. Ron Ronquillo (2017) emphasizes that the HUMSS strand focuses
not only on understanding people but also on enhancing communication skills
crucial for professional interactions.

Lodge et al. (2018) suggest that facing obstacles is often unavoidable but
serves as a valuable aspect of the educational journey. Stanley (2019) concluded
that students in the Humanities and Social Sciences (HUMSS) encounter a variety
of difficulties that can impact their academic success both emotionally and
physically. These challenges arise from the complex nature of the subjects and
the heightened expectations associated with this academic track. Stanley further
highlights that public speaking or addressing large audiences stands out as a
significant hurdle for HUMSS students. According to Stanley (2019), these
challenges may result in decreased academic performance, diminished
motivation, and even feelings of depression.

CHAPTER III

11
 METHODOLOGY

Research Design

This study utilized a qualitative phenomenological research design. A

qualitative phenomenological design was deemed appropriate for this study as it
aimed to explore the perceptions and experiences of Grade 11 HUMSS students in
Seguinon Stand Alone Senior High School regarding the benefits and challenges of
pursuing the HUMSS strand. This design allowed for an in-depth understanding of
the participants’ subjective experiences and perspectives, which aligned with the

exploratory nature of the research questions.

Research Respondent

This study was conducted with Grade 11 HUMSS students at Seguinon Stand
Alone Senior High School. The researcher selected 30 students using convenience
sampling. This sampling technique was chosen for its practicality and efficiency, as it
allowed for the quick and easy collection of data from respondents who were readily
available and willing to participate in the study.

Research Instrument

The data was collected using a semi-structured interview guide with open-
ended questions. The researcher designed a detailed research tool to gather in-
depth insights and perspectives from the participants. The use of open-ended
questions was a common method in qualitative research, allowing participants to
provide detailed and straightforward responses in their own words, rather than

being restricted to predetermined choices. The participants responses were

recorded using an audio recording device
Research Locale

12
The research for this study was conducted at Seguinon Stand Alone Senior High
School (SSASH) a public educational institution of Albuera, Leyte because this is the
most convenient and not too costly since both the researchers and the respondents
studied in the same school. SSASH is committed to providing quality education to its
students, catering to diverse academic interests and career aspirations a public
educational institution located in Seguinon, Albuera, Leyte. It offers three strand:
Accountancy, Business, and Management (ABM),Humanities and Social
Sciences(HUMSS) and Science, Technology, Engineering, and Mathematics (STEM).
Conducting the study in this locale facilitated the collection of rich and diverse data.

Data Gathering Procedure

First, the researchers initiated their study by conducting a pilot testing phase,
recognizing its significance in refining the interview protocol. This initial step allowed
the researcher to ensure the effectiveness of their methodology in eliciting relevant
responses from the participants.

Second, feedback from this phase proved instrumental in fine-tuning the interview
protocol, enhancing its ability to capture the perceptions and experiences of Grade
11 HUMSS students regarding their studies in humanities and social sciences. With
the interview protocol optimized, the researchers obtained permission from the
administration of Seguinon Stand Alone Senior High School to conduct one-on-one
interviews with selected students.

Third, ethical research practices were followed, and informed consent was obtained
from the participants, emphasizing the importance of confidentiality and the
purpose of their involvement. During the interviews, students were encouraged to
share openly and honestly, assured that their responses would be used solely for
research purposes.

13
Finally, all the information collected was carefully stored and organized for detailed
analysis. This marked the end of the thorough and ethical research process.

Data Analysis/Interpretation

In this study, we employed a method called recursive abstraction to analyze

the data we collected. Recursive abstraction involved summarizing the data and then
summarizing it even further, making it easier to understand. By using this method,
we were able to break down the information into key themes and patterns that
helped us understand the benefits and challenges of studying the Humanities and
Social Sciences strand for Grade 11 HUMSS students. This approach allowed us to
gain a clear and concise understanding of the experiences and perspectives of Grade
11 HUMSS students. By breaking down the information into smaller pieces and
summarizing it repeatedly, we were able to extract valuable insights and achieve a
comprehensive understanding of the topic.

14
 CHAPTER IV
RESULTS/FINDINGS AND DISCUSSION

Based on our findings, majority of the participants in the study were between
the ages of 16 and 17. Additionally, we found out that the second numerous
participants were between the ages of 18 and 19. Interestingly, there were a single
participant who was around 20 years old.

The results indicated that the majority respondents were female as opposed
to the male students who garnered the least number of participants.

In terms of the sections, the study had participants from three different
sections: Gemini, Capricorn, and Pisces. The results shows that Capricorn and Pisces
had the most representation, while the Gemini section had fewer participants.

Students motivation to choose HUMSS Strand

Majority of the students expressed that they chose the HUMSS strand because
they wanted to learn more and get better at certain skills. This choice made their
learning much more enjoyable. Quite a few students had clear career goals like
becoming a lawyer, a teacher, or a criminologist. They saw the HUMSS strand as an
important first step towards these professions. It was also interesting to see how
friends or family influenced some students to choose the HUMSS strand. Knowing
someone who had taken the strand seemed to have a big impact on their decision.
Some students had a deep personal interest in the subjects taught in the HUMSS
strand. Their curiosity about these topics led them to choose this strand. Finally,
working on communication skills was a big reason for some students. They saw the
HUMSS strand as a way to improve their speaking skills and become more confident
in expressing themselves. According to Apolinar (2019), AMA Online Senior High
School (2019),and Bukas Team (2022) emphasize the motivations behind choosing

15
the HUMSS strand. These motivations included interests to learn more, improved
skills and pursue specific careers.

“Gipili nako ang HUMSS,gusto ko mag teacher para pag abot sa collage dili nako ma
uwaw sa pag face sa crowd nya para dili na sad ko ma uwaw maki communicate.”

“Kay ganahan ko maka gain and enhance my knowledge about anang

mauwaw ,gusto nako ma enhance ako speaking skills.”

Benefits of choosing the HUMSS strand in Senior High School

Based on our findings, it is clear that choosing the HUMSS strand had positive
effects on the respondents. They mentioned feeling more confident and less shy,
especially when it comes to public speaking and interacting with others. They also
noted improvements in their communication skills and the ability to express
themselves effectively. Overall, the respondents feel that choosing the HUMSS
strand has boosted their confidence, improved their public speaking, and enhanced
their social interactions. According to Paleza (2018), Ellema et al. (2020), Mapua
University (2018), Dela Rosa (2019), Guillermo (2018), and Edward and Richie’s
(2022), the benefits of choosing HUMSS are improved communication skills, critical
thinking abilities, and personal development.

“Ang benefits sa HUMSS sa ako is ang ako confident nitaas or mas ni enhance pa.”

“The benefits of choosing the HUMSS strand is it can help me to socialize more.”

Studying humanities and social sciences benefits students education

Based on the responses, studying humanities and social sciences (HUMSS) has
benefited the education of the respondents in several ways. These benefits include
the improvement of grades, increased confidence, enhanced communication skills,
gaining more knowledge, and the ability to participate in various activities and report

16
effectively. The respondents mentioned that studying HUMSS has helped them
express themselves better, boosted their confidence in public speaking, and
improved their writing abilities. Additionally, they noted that the knowledge gained
from studying HUMSS is relevant to their chosen college courses, such as teaching or
criminology. Overall, the respondents found that studying HUMSS has positively
impacted their education by providing them with valuable skills, knowledge, and a
boost in confidence.

“Ni taas akoa grade kay dili nako ma uwaw mo participate sa mga pangutana sa
teacher.”

“Kanang mag reporting kay nakatabang jud ang HUMSS sa ako kay dili nako ma
uwaw pag mag report nitaas ako confident.”

The specific skills and knowledge gained from the HUMSS strand that beneficial to
future career paths

The results showed that studying the HUMSS strand has provided the
respondents with skills and knowledge that they believe will benefit their future
careers. Many mentioned improved public speaking abilities, feeling more confident
and skilled when presenting to others. They also mentioned acquiring reporting
skills, becoming more comfortable and effective in sharing information. Additionally,
respondents identified other skills like critical thinking, decision-making, better
reading skills, and relevant knowledge for their desired career paths. They believe
that studying HUMSS has enhanced their critical thinking, decision-making, reading
comprehension, and provided useful knowledge. Overall, studying HUMSS has
equipped them with valuable skills and knowledge that will be beneficial in their
future careers. According to University of Texas, Humanities and social sciences help
students develop critical thinking and problem-solving skills.

17
“Sa oral naka gained kog skills nga mo answer on the spot, then makatabang sad nas
akoa future career.”

“Mas ni boost ako confident pati sa reporting ,before is mag kurog pako karun is mas
ni hanas nako.”

Challenges encountered while studying HUMSS

The analysis revealed that studying HUMSS can come with certain challenges.
Some students mentioned struggling with shyness and speaking in front of a group
during presentations. Others found it difficult to understand complex lessons or read
challenging materials. Academic performance, including low grades and heavy
workloads, was another common challenge. Some students faced financial
constraints and lacked support. Delivering reports and completing writing
assignments were also mentioned as challenges, along with anxiety about on-the-
spot tasks. Overall, these findings suggest the need for strategies to improve public
speaking skills, provide academic support, and address workload management to
help HUMSS students overcome their challenges and succeed. Lodge et al. (2018)
highlight that encountering challenges is a natural aspect of learning, often
inevitable but essential for growth. Stanley (2019) asserts that students pursuing
Humanities and Social Sciences (HUMSS) face various obstacles that impact their
academic progress both emotionally and physically. These difficulties arise from the
complex nature of the subjects and the elevated standards linked with this academic
field. Stanley underscores that among the notable barriers for HUMSS students is the
task of presenting or speaking in public settings.

“Kanang ma piyok while nag report tas kataw an ra.”

“Being lack of financial.”

18
The impact of this challenges on academic performance

The results showed that the challenges faced by HUMSS students have
significant effects on their academic performance. Many students experienced lower
grades due to difficulties like shyness, struggling with writing assignments, and
delivering reports. These challenges make it harder to do well in school. Additionally,
students mentioned that their self-confidence can be affected, making it difficult to
participate in class and deliver presentations effectively. Financial constraints were
also mentioned as a challenge that hinders academic performance. Overall, it is
important for educators and institutions to address these challenges and provide
support to help HUMSS students overcome these obstacles and succeed
academically. According to Stanley (2019), these challenges may result in
decreased academic performance, diminished motivation, and even feelings of
depression.

“Maka affect jud,maka down siyag grades and awkward nako mo report kay kataw
an mn ko”

“Naka affect siya kay dili ka adto sa skwelahan because wakay money.”

The support and resources available to overcome this challenges

Majority of the respondents have received support and resources to help them
overcome the challenges they face while studying HUMSS. This support comes
mostly from their family, friends, classmates, and teachers. They provide
encouragement, motivation, and assistance in addressing weaknesses. Family
support, in particular, was seen as helpful, including financial support and
motivation. Friends also played a significant role in offering encouragement and
motivation. Some respondents mentioned the guidance and support of their
teachers, who helped them academically and boosted their confidence. However,
not all respondents found support or resources to overcome their challenges.

19
Overall, having a support system from family, friends, classmates, and teachers can
be beneficial in navigating the challenges of studying HUMSS.

“For me I saw my family as my supporter in the challenges of life as a student.”

“Yes my father nag encourage siya nga magtarong ko kay ako na lang ang gisaligan
sa pamilya.”

Studying the HUMSS strand in Senior High School contributes to the future careers
of the students

Studying the HUMSS strand in senior high school is seen as helpful for the
respondents' future careers. They believe that it provides them with knowledge and
skills that are applicable to their chosen professions. For instance, those interested in
becoming teachers find that HUMSS improves their public speaking abilities and
understanding of subjects relevant to their future studies. Similarly, those pursuing
careers in criminology or law appreciate the knowledge and communication skills
gained from studying HUMSS. The respondents also mention that studying HUMSS
boosts their confidence, particularly in public speaking, which they believe will
benefit them in their future careers. Overall, the respondents believe that studying
HUMSS prepares them for their chosen paths by imparting relevant knowledge,
improving communication skills, and boosting confidence.

“Naka build sako public speaking, makatabang ang Humss sako future career
especially kay mag teacher ko.”

“Na overcome nako ang ako public speaking kay mag teacher man ko in the future.”

20
Students perception on strong foundation providing the HUMSS Strand to their
desired career path

All respondents answered YES, indicating that they believe studying the
HUMSS strand provides a strong foundation for their desired career paths. They are
confident that the knowledge, skills, and experiences gained from studying HUMSS
will be beneficial and relevant to their chosen careers in fields such as teaching,
criminology, law, and more. This suggests that the respondents highly value the
preparation and foundation provided by the HUMSS strand in pursuing their future
career aspirations.

The influence of support systems and resources on the HUMSS program experience

Having support systems and resources available greatly affects the experience
of grade 11 HUMSS students. The support from friends and family, including
encouragement and financial assistance, motivates and encourages them to do well.
It provides a sense of security and inspiration. Specifically, family support plays a
significant role, giving them the motivation to succeed and making them feel grateful
for the sacrifices made on their behalf. The availability of resources, such as financial
help and guidance from older siblings or relatives, also positively impacts their
experience. Overall, having support and resources helps HUMSS students thrive and
achieve their academic goals.

“Nakatabang siya kay wala nakoy problemahon sa akong pag skwela kay naa na koy
source of money nga pwede nako pangayoon ug naay palitonon like sa project.”

“Having support system from my family naka apekto siya kay mas ganahan nako mo
skwela kay I have family who support me.”

The positive impact in HUMSS strand on academic performance and learning

outcomes

21
 All respondents answered YES, indicating that they believe studying the
HUMSS strand has a positive impact on their academic performance and learning
outcomes. They perceive that studying HUMSS has positively influenced their ability
to perform well academically and achieve positive learning outcomes. This suggests
that the respondents value the educational experiences and opportunities provided
by the HUMSS strand in enhancing their academic performance and overall learning
experience.

The contribution of studying HUMSS Strand on personal development

Studying the HUMSS strand has contributed to the personal development of

the respondents in several ways. The most notable impact is an increase in their
confidence, particularly in public speaking. They feel more comfortable expressing
themselves and giving presentations. Studying HUMSS has also improved their
communication skills and abilities in critical thinking, reading, and writing. They have
become more proficient in English and less shy about speaking in front of others.
This personal development has positively affected their academic performance, with
some experiencing higher grades. Moreover, studying HUMSS has helped them
become more socially confident and able to interact with others without feeling shy.
According to Magana et al. (2020), studying HUMSS helps students' to develope self-
esteem and confidence. Additionally, according to Reedley International School
curriculum emphasizes critical thinking, analysis, and effective communication.

“Mas ni boost ako confident and mas ni enhance akoa reading and critical thinking

skills,kaya na nako mag report in front nga dili na mangurog.”

“Ni boost ako confident and nitaad ako public speaking dili nako maowaw and ni

taas pud ako grades.”

22
CHAPTER V
SUMMARY,CONCLUSION AND RECOMMENDATION

Summary of Findings

This study was conducted to explore the perceptions and experiences of Grade
11 HUMSS students regarding the benefits and challenges of pursuing the
Humanities and Social Sciences (HUMSS) strand. Specifically, this study aimed to
answer the following questions: (1).What is the demographic profile of the
respondents in terms: Sex, Age and Section. (2).What are the perceived benefits of
choosing the HUMSS strand among Grade 11 students? (3).What are the challenges
faced by Grade 11 HUMSS students? (4).How do Grade 11 HUMSS students perceive
the relevance of the HUMSS strand to their future career aspirations? (5). What
support system and resources do Grade 11 HUMSS students find helpful in
navigating the challenges of the HUMSS strand? (6).How do Grade 11 HUMSS
students perceive the impact of HUMSS strand on their overall academic
performance and personal development?

The research instrument used by the researcher to gather data was a semi-
structured interview with open-ended questionnaires. The interviews were
conducted with three sections of Grade 11 Humanities and Social Sciences strand at
Seguinon Stand Alone Senior High School. The researcher selected 30 students using
convenience sampling. In interpreting the data, the researcher utilized recursive
abstraction.

The researcher found out that the majority of the respondents are from the
age groups of 16-17 and few of the students are from the age group of 18-19, with
one participant around 20 years old. In terms of gender representation, the majority
of participants were female, while male participants were the least represented.
Regarding the sections, the study had participants from three different sections:

23
Gemini, Capricorn, and Pisces. The Capricorn and Pisces sections had the highest
representation, while the Gemini section had fewer participants.

Their motivation for choosing the HUMSS strand varied, including aspirations
to enhance skills, pursue specific careers, follow peer or familial influences, explore
personal interests, and improve communication abilities. Participants reported
numerous benefits from selecting the HUMSS strand, such as increased confidence,
improved public speaking and communication skills, relevant knowledge for future
studies, and better social interaction. Studying humanities and social sciences
(HUMSS) led to improved grades, enhanced communication skills, increased
confidence, and relevant knowledge for chosen career paths. The skills and
knowledge gained encompassed public speaking, critical thinking, decision-making,
reading comprehension, and knowledge relevant to desired career paths. However,
challenges encountered included shyness, difficulty with complex lessons, academic
performance issues, financial constraints, workload management, and anxiety about
on-the-spot tasks, which negatively impacted academic performance. Despite these
challenges, participants received support from family, friends, classmates, and
teachers, which helped them overcome obstacles and succeed academically.
Studying HUMSS was perceived as beneficial for future careers, providing relevant
knowledge, skills, and confidence for professions like teaching, criminology, and law.
All respondents believed that studying HUMSS provides a strong foundation for their
desired career paths and has a positive impact on academic performance and
learning outcomes. Support from family and access to resources positively
influenced the HUMSS program experience, motivating students and aiding in their
academic success. Additionally, studying HUMSS contributed to personal
development by increasing confidence, improving communication skills, and
enhancing social interaction abilities.

24
Conclusion

In conclusion, this study provides insights into the motivations, benefits,

challenges, and perceptions surrounding the choice of the HUMSS strand in Senior
High School. Despite encountering obstacles such as shyness, academic difficulties,
and financial constraints, participants reported significant personal and academic
growth resulting from their engagement with humanities and social sciences.
Support from various sources, including family, friends, and teachers, played a
crucial role in addressing these challenges and promoting success. Importantly,
studying HUMSS was viewed as instrumental in preparing students for future
careers, equipping them with valuable skills, knowledge, and confidence. Overall, the
study highlights the importance of the HUMSS program in shaping students'
academic paths and personal development, emphasizing its relevance and impact in
the educational landscape.

25
Recommendation

From the findings and conclusions of the study the following

recommendations are hereby given:

For the students, this study showed them both the good and tough parts of picking
the Humanities and Social Science (HUMSS) strand in Grade 11. It helped them know
better about what they're getting into, so they can decide wisely about their studies
and future jobs,but before picking a strand they should know first what strand
suitable for their future career or college course.

For the school administrators, this study's findings are super important for making
the HUMSS classes better. It helps them see what's working well and what needs
fixing in the lessons, so they can make them even better for students.

For the teachers, this study gave them really useful info about what Grade 11
HUMSS students need. With this knowledge, teachers can change how they teach to
help students more, because they know what students struggle with or like.

For the parents, this study helped them understand what the HUMSS classes are all
about and why they're good for their kids. It helps parents give better advice and
support to their kids as they study and think about their future careers.

For the future researchers, this study gives them a good starting point to learn more
about what Grade 11 HUMSS students think and feel. It can inspire them to ask new
questions and find new ways to learn about education and social stuff.

26
 Reference

AMA Online Senior High School. (2019). HUMSS Strand. Retrieved April 19, 2024,
from https://www.onlineshs.com/humss/?
fbclid=IwZXh0bgNhZW0CMTAAAR2iJNhDEvBDmMsn5lEYmmxfoBrnDAPRXWlx2sOjoT
oUTvYe3yIm2o_D6kQ_aem_AZ82Swd844ilYr3CUVZZBKDeJXIVVU9MqRROVz72DGRx
9hnf6E_O_0qC1E8M5409nw_77G0FeUjXB2FtTekTZYHC](https://
www.onlineshs.com/humss/?
fbclid=IwZXh0bgNhZW0CMTAAAR2iJNhDEvBDmMsn5lEYmmxfoBrnDAPRXWlx2sOjoT
oUTvYe3yIm2o_D6kQ_aem_AZ82Swd844ilYr3CUVZZBKDeJXIVVU9MqRROVz72DGRx
9hnf6E_O_0qC1E8M5409nw_77G0FeUjXB2FtTekTZYHC

Bukas Team. (2022). Critical Thinking. Retrieved from

https://files.eric.ed.gov/fulltext/ED490360.pdf](https://files.eric.ed.gov/fulltext/
ED490360.pdf

Carlao. (2018). HUMANISTA. Retrieved February 26, 2024, from

https://www.coursesidekick.com/arts-humanities/5540714](https://www.coursesid
ekick.com/arts-humanities/5540714

Lodge, E., et al. (2018). Understanding Difficulties and Resulting Confusion in

Learning: An Integrative Review. Retrieved April 24, 2024, from
https://www.frontiersin.org/articles/10.3389/feduc.2018.00049/ful](https://
www.frontiersin.org/articles/10.3389/feduc.2018.00049/ful

Mapua University. (2016). Humanities and Social Sciences [HUMSS]. Retrieved

February 25, 2024, from http://shs.mapua.edu.ph/content/humanities-and-social-
sciences-humss](http://shs.mapua.edu.ph/content/humanities-and-social-sciences-
humss

27
Magana et al. (2020). Benefits of HUMSS Strand to Develop Self-Esteem of Grade 11
Students. Retrieved May 1,2024, from
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1456

University of Texas. (2024). What skills can gain by studying Humanities? Retrieved
May 1,2024, from https://online.utpb.edu/about-us/articles/humanities/what-skills-
can-you-gain-by-studying-humanities/

Paleza. (2018). Strand Shaming Among HUMSS Students. Retrieved February 25,
2024, from https://marygracecalendatas.wordpress.com/2018/11/12/strand
shaming-among-humss-students/](https://marygracecalendatas.wordpress.com/
2018/11/12/strand-shaming-among-humss-students/

Reedley International School. (2022). An Overview of the HUMSS Strand Curriculum.

Retrieved April 24, 2024, from https://reedleyschool.edu.ph/blog/humss-
curriculum/https://reedleyschool.edu.ph/blog/humss-curriculum/

Richie, E., & Edward. (2022). Challenging and Confronting: The Role of Humanities in
Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in
Enabling Education. Retrieved February 24, 2024, from
https://files.eric.ed.gov/fulltext/EJ1332422.pdf](https://files.eric.ed.gov/fulltext/
EJ1332422.pdf

Ronquillo. (2017). Promoting Humanities and Social Science “HUMSS”. Retrieved

February 25, 2024, from https://ronronquillo.wordpress.com/2017/09/05/first-blog-
post](https://ronronquillo.wordpress.com/2017/09/05/first-blog-post

Stanley. (2019). Difficulties of pursuing HUMSS strand. Retrieved April 24, 2024, from
https://www.doe.mass.edu/massliteracy/reading-difficulties/phonics-decoding.html]
(https://www.doe.mass.edu/massliteracy/reading-difficulties/phonics-decoding.html

28
Yadav. (2022). Opportunities and Challenges of Higher Education: Status of Faculty of
Humanities and Social Sciences in Tribhuvan University. Retrieved February 26, 2024,
from https://www.nepjol.info/index.php/pragya/article/view/52131](https://
www.nepjol.info/index.php/pragya/article/view/5213

29
 Republic of the Philippines
Department of Education
REGION VIII (EASTERN VISAYAS)
SCHOOL DIVISION OF LEYTE
SEGUINON STAND ALONE SENIOR HIGH SCHOOL
SEGUINON, ALBUERA, LEYTE
SCHOOL ID:305521

LENARD PAULO B. PADULLA

April 18,20244
School Head

Seguinon Stand Alone Senior High School

Dear Sir,
We the Grade 12 Humanities and Social Sciences (HUMSS) students of
Seguinon Stand Alone Senior High School. We are working on our research entitled
“Exploring the Perception and Experiences of Grade 11 HUMSS students: A study on
Benefits and Challenges of Pursuing Humanities and Social Sciences Strand”. This
study aims to identify the Benefits and Challenges of Pursuing Humanities and Social
Sciences Strand.

In accordance, we are asking for your approval to allow us to conduct a

interview to the Grade 11 HUMSS students. Your support is highly essential for the
success of our research and it will be greatly appreciated.

We look forward to your forethought response to the matter. Thank you very
much!

Sincerely Yours,

Ashtley C. Mayol

Noted by: Approved by:

MARK E. SUMINGUIT LENARD PAULO B PADULLA

Inquiries, Investigation, and Immersion Teacher School Head

30
 Republic of the Philippines
Department of Education
REGION VIII (EASTERN VISAYAS)
SCHOOL DIVISION OF LEYTE

RESEARCH SUBJECT INFORMED CONSENT

To participants:
Read this consent form and ask questions and clarifications before you decide to participate
in this study or not. You are free to ask questions during your participation in this research.

PROJECT INFORMATION

Research title:EXPLORING THE PERCEPTION AND EXPERIENCES OF GRADE 11 HUMSS

STUDENT:A STUDY ON THE BENEFITS AND CHALLENGES OF PURSUING THE HUMANITIES
AND SOCIAL SCIENCES STRAND

Research (Leader): Ashtley Mayol Phone :09566182659

School: Seguinon Stand Alone Senior High School Address:Seguinon,Albuera,Leyte

1. PURPOSE OF THIS STUDY

You are asked to participate in a research study that seeks to explore the perception and
experiences of grade 11 HUMSS student regarding the benefits and challenges of pursuing
HUMSS strand. Additionally, this study aims to provide insights into the advantages and
difficulties encountered and enhancing the educational outcomes and opportunities of grade 11
HUMSS student.
Specifically, this study aims to answer the following question: (1). What motivated
choose you to the HUMSS strand? (2).What are the benefits of choosing the HUMSS strand in
senior high school?
(3). How has studying humanities and social sciences benefited your education? (4). Have you
noticed any specific skills or knowledge gained from the HUMSS strand that you find beneficial to
your future career path? (5). What are some of the challenges you have encountered while
studying HUMSS? (6). How do these challenges affect your academic performance? (7). Have you
find any support or resources to overcome these challenges? If so,what kind of support have you
found helpful? (8). How do you think studying the HUMSS strand in senior high school will help
you in your future career? (9). Do you believe it provides a strong foundation for your desired
career path? (10). How do you think having support systems and resources available to you
affects your experience in the HUMSS program ? (11). Do you think that studying the HUMSS
strand has a positive impact on your academic performance and learning outcomes? (12). In
what ways do you think studying the HUMSS strand has contributed to your personal
development?

2. PROCEDURES
You will be asked to first for permission to be interviewed for this study. The researchers
have prepared series of questions as interview guide and you will be interviewed one-on-one

31
through a semi- structured interview. Specifically, you will be asked to do the following: (1). You
will be approached by the assigned researchers in your classroom after class. (2). You will be
interviewed by the researchers for at least 30 minutes about your responses regarding your
perception and experiences in HUMSS strand. (3). Your responses will be recorded via audio
recorder.
The expected duration of your participation is within the first week to second week of
April 2024.

3. POSSIBLE RISK AND DISCOMFORT

No possible risk can pose danger to you in any form during the conduct of this study. The
implementation of the method may last for (3) weeks and the interview may only last for 30
minutes.

4. POSSIBLE BENEFITS
The findings of this study will benefits your teachers by providing insights into the
students’ experiences and perceptions. This will enable them to tailor their teaching practices
more effectively to meet the needs and preferences of HUMSS students. This study will also be
useful for both public and private school administrators in the country. The results can guide
them in designing and implementing a HUMSS curriculum that takes into account the benefits
and challenges identified in this study. This could lead to the development of strategies and
interventions aimed at enhancing the educational experience for HUMSS students, thereby
fostering their academic growth and personal development.

5. FINANCIAL CONSIDERATION
No amount will be required from you during your participation in this study.

6. CONFIDENTIALITY
Your identity in this study will be treated with utmost confidentiality. The results will be
published for academic purposes only. However, any data obtained as a result of your
participation in this study may be checked by the sponsor, by the person conducting this study
and or by the research panelists.

7. TERMINATION OF RESEARCH STUDY

You are free to choose whether or not to participate in this study. There will be no
penalty if you choose not to participate. You may withdraw from your participation at any time
without penalty.

8. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the researcher.

9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to participate in this
research study. I understand that I will receive a copy of this form. I voluntarily choose to
participate, but I understand that my consent does not take away any legal rights in the case of
negligence or other legal fault by anyone who is involved in this study. I further understand that
nothing in this consent form is intended to replace any applicable laws .

32
___________________________________
Participant’s Signature Over Printed Name
Date: ______________

_____________________________________________________
Parent’s/Guardian's Signature Over Printed Name (if underage)
Date: ______________

____________________________________
Researcher’s Signature Over Printed Name
Date: _______________

33
 INTERVIEW GUIDE

EXPLORING THE PERCEPTION AND EXPERIENCES OF GRADE 11 HUMSS STUDENT:A

STUDY ON THE BENEFITS AND CHALLENGES OF PURSUING THE HUMANITIES AND
SOCIAL SCIENCES STRAND

Demographic Profile:

Name(optional):
Age:
Sex:
Section:

1. ) What motivated you to choose the HUMSS strand?

2. ) What are the benefits of choosing the HUMSS strand in senior high school?

3. ) How has studying humanities and social sciences benefited your education?

4. ) Have you noticed any specific skills or knowledge gained from the HUMSS strand
that you find beneficial to your future career path?

5. ) What are some of the challenges you have encountered while studying HUMSS?

6. ) How do these challenges affect your academic performance?

7. ) Have you find any support or resources to overcome these challenges? If

so,what kind of support have you found helpful?

8. ) How do you think studying the HUMSS strand in senior high school will help you
in your future career?

9. ) Do you believe it provides a strong foundation for your desired career path?

10.) How do you think having support systems and resources available to you affects
your experience in the HUMSS program ?

11.) Do you think that studying the HUMSS strand has a positive impact on your
academic performance and learning outcomes?

12.) In what ways do you think studying the HUMSS strand has contributed to your
personal development?

34
 TALLY SHEET

Question #1
There is the course I chose - IIIIIIIIIII
Self-motivation - II
To enhance my knowledge - IIII
Because I'm talkative - I
Because there is the aspect of being a police officer - II
I chose HUMSS because I'll be a Teacher - II
Because that's where my heart is - I
Because I have friends in HUMSS - I
My friends influenced me to choose HUMSS - I
Because I want to become a Lawyer - I
My family motivated me - IIII

Question #2
Boost in confidence - IIIIIIIIIIIIIIIIIIIIIIIII
Enhancement of public speaking - II
Socializing with people - II
It helps us achieve our goals - I

Question #3
Grades improved - IIIIIIIIII
Increased self-confidence - IIIIIIIIII
Learned a lot - IIIIII
The course is in HUMSS - I
Improved because I'm no longer late - I
Benefited my communication skills - II

Question #4

35
Helped in reporting - IIIIIIIIIIIIII
Yes - IIIIIIIIIIII
Didn't gain specific skills because I'm still shy, but still processing - I
Gained skills to answer on the spot - I
Helped in future career - II

Question #5
Talking to people and facing the crowd - I
Shyness - I
Stuttering or stumbling while reporting - III
Difficulty in reading and understanding - III
Mental block - I
Low grades - I
Research and writing - III
Difficulty in reporting and oral recitation - IIIIIIII
Lack of financial or support - II
Many reporting and impromptu role plays - II
Can't speak because of shyness - II
None - I
In leadership - I
Sometimes lazy to write - I

Question #6
Low grades - IIIIIIIIIIII
Shy/insecure - IIIIIIIIII
None - II
Difficulty in subjects - I
Positive and negative effects - II
It affects because you can't go to school due to lack of money - I
It affects but it's still nice because grades will improve - I

Question #7

36
Friends' support - IIIIIIII
Family support - IIIIIIIIIIIIIII
Classmates' support - II
Teacher support - III
No support - II

Question #8
Because I'll become a police officer - IIIIIIIIIII
To become a Teacher - III
For my future career - IIIIII
Communicating with classmates and teachers - IIII
I'm better at writing essays - II
Boosted my confidence - II
Enhanced my public speaking - I
Because I'll become a lawyer - I

Question #9
All yes - IIIIIIIIIIIIIIIIIIIIIIIIIIIIII

Question #10
Support from friends and family - IIIIIIIIII
Motivated - IIIIIII
No - I
Source of money - I
Support from others - I
Support from older siblings - II
Encouragement - II

Question #11
All yes - IIIIIIIIIIIIIIIIIIIIIIIIIIIIII

Question #12

37
Increased self-confidence - IIIIIIIIIIIIIIIII
Enhanced public speaking - III
Developed writing skills - I
It helps me a lot to figure out what I am lacking,
especially in my skills -II
Gained more knowledge - I
I don't know because I'm still gaining confidence - I
Improved English - II
Grades improved - III

38