COMMON PROBLEMS AND ISSUES ENCOUNTERED BY G10-SPA

STUDENTS OF ORANI NATIONAL HIGH SCHOOL

MAIN FOR THE SCHOOL YEAR 2022-2023

A Research Paper
Presented to the English Department
Orani National High School Main
Orani, Bataan

In Partial Fulfilment of the

Requirements in
English

by:

Dela Cruz, Jan Mizner B.

Abalos, Jordan G.
Brilliante, Myca Joy
Monteras, Mark Eddie
Mayuyo, Dyan Frances
June 2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

“Be strong enough to stand alone, smart enough when you need help, and brave

enough to ask for it.” -TLC FOR COACHES –

Life is a like a rainbow. A mixture of all colors and forms to trudge. Just like any

other human being, the G10 SPA James students struggle to make their own identities

and surpass the different problems and issues thrown upon them as they trudge their

individual life. Roughly 25% of teenagers in the Philippines reported having issues and

problems in the previous year (Centers for Disease Control and Prevention, 2015). Of

children and adolescents, 21% have a diagnosable mental illness or disorder of addiction,

which causes significant impairments in functioning (Friedman, Katz-Leavy,

Manderscheid, & Sondheimer, 2016). Common problems and issues refer to all and any

diagnosable disorder that impacts an individual’s thinking, mood, or behavior in a way

that causes distress or significant impairment in functioning (U.S. Department of Health

and Human Services, 2019). Mental health problems in the Philippines continue to be an

area of concern that needs to be addressed. The Surgeon General describes a student

problem as an integral component of a person’s thinking and communication skills,

emotional development, resiliency and self-esteem (U.S. Department of Health and

Human Services, 2015). Teenagers specifically, are exposed to many types of role

models including peers and parents. What effect and influence do such role models have
on a teenager’s life to combat their problems and issues, and increase psychological well-

being and resiliency? Exposure to different types of role models and subsequent

interactions can occur in different contexts. Teenagers who are exposed to negative adult

behavior are more likely to participate in such behavior and they are more likely to hold

unfavorable attitudes 1 about school (Hurd, Zimmerman, & Xue, 2019). Exposure to role

models in fashion and beauty industries can also affect an impressionable teenager. For

example, exposure to excessively thin models can have negative impacts on a woman’s

body image (Dittmar & Howard, 2004). Teens today are also exposed to role models via

the Internet. There is more easily accessible content online today than there was in the

past (Wakefield, Flay, Nichter, & Giovino, 2012). Teens are, however, also exposed to

positive role models. Phillips, Hagan, Bodfield, Woodthorp, and Grimsley (2008) found

that mentoring programs increased self-esteem and positive behavior in children ages 8-

16. What effect can such mentoring by positive role models have on the way of teenagers

think? It is by far affects the way they expose themselves as a person which may result in

multiple facets needed to combat their problems and issues. These problems and issues

arise not only in the four walls of their home but also in the context of how well they

interact with other people. Most of the time, students had problems and issues with their

classmates, friends, relationships with their chosen ones, and the community they belong.

Most often, their issues and problems stem from the inability of resolving issues within

themselves. This is brought about by problems in the family, distrust of other people, and

longing for companionship and someone to talk to. Humans at this age and stage tend to

have a strong hormonal figure and process that makes them irrational and decide at the

spur of their feelings. When these things happen, they have problems and unforeseen
events that made them think more and act inappropriately. Involving different problems

and issues as an integral part of building their identity will result in either a positive or

negative impact depending upon how they act, who was involved in the decision, and

how well they put appropriate measures on their encountered problems. When these

situations happen, students will either learn and avoid typical issues and problems or

create more related problems. It is a great factor when families will be involved in the

decision-making process. With their aid, these issues and problems will be dealt

accordingly as students were given reasonable information to process. Besides this,

having adult assistance in dealing with problems and concerns will give them enough

time to think about their actions and settle their issues immediately. In due time, these

experiences will be easy to apprehend and make them a better individuals. Aside from the

problems stated above, the support system in the community they live in plays a good

factor in how the common problems and issues of students will be resolved.

The researcher will explore factors and variables associated with the impact of

different problems and issues on G10 SPA James students. Different role model types

including family members, friends, athletes, and entertainers, and the effects of such

relationships on teenagers’ personalities will be analyzed. Parental marital status and its

effects on the psychological well-being of teenagers will also be explored to give light on

the findings of the study.

Statement of the Problem

 The general problem of the study is the common problems and issues encountered

by G10 SPA James students of Orani National High School Main for the School Year

2022-2023.

Specifically, the study seeks answers to the following questions:

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

1.1. age

1.2. sex; and

1.3. monthly family income?

2. What are the problems and issues encountered by G10 SPA James students as to:

2.1. educational setting;

2.2. financial resources; and

2.3. peers and community?

3. Is there a significant relationship between the variables stated in the demographic

profile and the problems stated in problem number 2?

4. Based on the results, what are the implications of the study to the students of G10 SPA

James?

Significance of the Study

The results of this study may be useful to the following stakeholders:

Students. The findings of the study may help the students in addressing the

common problems and issues they encounter as a teenager.

 Teachers. The findings of this study will help teachers to understand how their

students behave and the factors behind those behaviors in order to provide appropriate

assistance to their students.

School Heads. The findings of these studies will allow school heads to devise

appropriate programs and intervention schemes for students enrolled at school to help

them cope with their individual life.

Future Researchers. This study will help them understand the struggles of

students at this stage and to correlate the factors to solutions of the common problems

and issues of students.

Scope and Delimitation of the Study

The quantitative research study focused on “Common Problems and Issues

Encountered by G10 SPA James Students at Orani National High School Main for

School Year 2022-2023”, will only cater to the students of G10 SPA James. The target

levels for this study are all students aged 15 years old up to 17 years old enrolled at Orani

National High School Main. This study will be conducted at Orani National High School

Main, Tugatog, Orani, Bataan. The scope of this research will circle only the common

problems and issues encountered by G10 SPA James students.

 Notes in Chapter I

Hurd, U., Zimmerman, M., & Xue, Ö. F. (2019). The effect of problems and
issues of teenagers in a problem-based learning environment and student opinions.
Electronic Journal of Education, 22(1), 1-21.
Dittmar, D., Howard, R. (2004). Can engaging in Teenage practices promote a
deep understanding of them? Science Education, 101(2), 232-250, March.
Wakefield, F., Nichter, C., & Giovino, E. (2012). Renovating our student learning
centers. Science and Children, 55(9), 62-67, July.
The STUDENT JOURNO (2008). K to 12 toolkits: a Reference guide for teacher
educators, school administrators, and teachers. Southeast Asian Ministers of Education
Organization (SEAMEO) and Regional Center for Educational Innovation and
Technology (INNOTECH). Promotion of student guide to learning. Pp210-215.
United States Department of Health Services 2015. Article posted on 3 November
2013. Retrieved from http://www.philippinesbasiceducation.us/2013/11/timss-scores-
2011.html
Dela Cruz, I. (2015). The Science curriculum. The Philippine Star, August 27,
2015.
Pekrun, R., Goetz, Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring
emotions in students’ learning and performance: The Achievement Emotions
Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
Valiente, C., Swanson, J. & Eisenberg, N. (2012). Linking students’ emotions and
academic achievement: When and why emotions matter. Child Dev Perspect., 6(2): 129–
135, June.
King, R. B. (2010). What do students feel in school and how do we measure
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Psychology, 43 (2), 161-176.