ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

LEARNING CONDITIONS OF GRADE 12 IRREGULAR STUDENTS

_________________________________

A Research

Presented to
The Faculty of the Humanities and Social Sciences (HUMSS)
Senior High School
Ilocos Sur National High School
Vigan City, Ilocos Sur

______________________________

In Partial Fulfillment of the

Requirements for the Subject
Practical Research II

_____________________________

by:

RALPH HOWARD M. ANGELES

JADE ELLENE R. BUENAVISTA
JANELLA ANGELICA R. NAVARRO

2017
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CERTIFICATION

This research entitled, “LEARNING CONDITIONS OF GRADE 12 IRREGULAR STUDENTS,”

prepared and submitted by Ralph Howard M. Angeles, Jade Ellene R. Buenavista, and Janella

Angelica Navarro, in partial fulfillment of the requirements for the subject, Practical Research II, First

Semester, School Year 2017- 2018, has been examined and is recommended for acceptance and

approval for Oral Examination.

MAGGIE P. AYTONA, MAT Eng.

Research Adviser
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APPROVAL SHEET

Approved by the Panel of Examiners for Oral Examination with a grade of _______________.

PETER JOHN A. FRIAL, Ed. D.

Chairman

JAREASON C. FABRE, MAT Eng JERRY R. RIGUNAY, MAEd

Member Member

Accepted and approved in partial fulfillment of the requirements for the Research in Daily Life

1, Second Semester, School Year 2016 - 2017.

MAGGIE P. AYTONA , MAT Eng

Date: _____________________
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ACKNOWLEDGMENT

For the successful completion of this work, the researchers wish to express their most profound

gratitude for the assistance extended by the people who were instrumental in sharing their invaluable

time, constant motivation, inspiration, and advices in the realization of this study, particularly to the

following:

Mr. Romulo Q. Quitevis, Principal IV of Ilocos Sur National High School, for his wholehearted

support, encouragement, concern and untiring effort in giving constant reminders for the completion of

the study;

Mrs. Maggie P. Aytona, for her motherly concern, efforts, full guidance, scholarly suggestions

and all-out support from the conceptualization to the finalization of the study;

Dr. Peter John A. Frial, Mr. Jareason C. Fabre, and Mr. Jerry R. Rigunay panel members,

for their intelligent ideas, suggestions, and recommendations for the improvement of the study;

Mr. Romano F. Quitevis, Empowerment Technology Teacher, for sharing his Technical

expertise in ICT through the fulfilment of the study;

Mr. and Mrs. Reynante R. Angeles, Mr. and Mrs. Jhune M. Buenavista, Mr. and Mrs. Primo

R. Navarro Sr., their parents, who inspired them with their love and endless support for them to continue

pursuing their study;

Their brothers and sisters, for their constant reminders, unconditional love and prayers in the

conduct of the study;

Their relatives, schoolmates, friends, and everybody who helped and encouraged the

researchers;

To the informants whom wholeheartedly embraced the confidential questions and answered

it with bravery;

To the Humanities and Social Sciences (HUMSS) students, and everybody who helped and

encouraged the researchers;

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All the people whose names were inadvertently omitted but who contributed to the success of

the study;

Above all, to Almighty God, for His countless and bountiful blessings for through Him nothing

is impossible.

R.H.M.A.

J.E.R.B.

J.A.R.N.
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DEDICATION

Every year we move up into another grade level

Things change mostly
Learnng causes so much feels
Givng up should never be an option
It takes so much courage to hold on
T’s hard I know
But its harder not to be able to read nor write
Keep in mind
No matter how hard it is
No matter how many times giving up crosses your mind
Go and move forward
Givng up shall never be an option
It’s easy to give up but its easier tp regret
Think about your parents sacrifices
Think about your sacrifices
You’ve come so far already
So why give up now?
You’ve been through a lot already
So why choose to give up now?
You can do it
Believe in yourself
Have faith
When the time comes
You’ll be able to say
“Everythiong was worth it”
Nothings better than that.

- Ellene
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TABLE OF CONTENTS

Page

Title Page ……………………………………………………………………..………… i

Certification ………………………………………………………………..……..…….. ii

Approval Sheet ………………………………………………………………………….. iii

Acknowledgement ……………………………………………………………………. iv

Dedication ……………………………………………………………………………… vi

Table of Contents …………………………………………………..………………….. vii

Chapter
I THE PROBLEM

Introduction…………………………………………………………………………… 1

Statement of the Problem …………………….………………………………. 5

Scope and Delimitation of the Study ……………………………………… 6

Theoretical Framework……………….……………………………............. 7

Conceptual Framework ……………..……………………………............. 7

Operational Definition of Terms …………………………………………. 8

Assumptions ….……………………………………………………………………. 9

Hypotheses ……………..…………………………………………………………. 16

Methodology …………………………………………………………………………… 17

Research Design …………………………………………………………………. 17

Population and Sample ……..……………………………………………… 18

Data Gathering Instrument ………………………….…………………… 19

Data Gathering Procedure ……………..…………………………………. 21

Statitical treatment of Data …………………………………………….. 22

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BIBLIOGRAPHY…………………………………………………………….................... 39
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Chapter I

THE PROBLEM

Introduction

Students encounter 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 a 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. They tend to

have different class schedule compared to regular students (Moose, 2014).

In the context of public schools, students from their own interpersonal relations with their

fellow students. As stated by Roy (2016), students discuss commonalities and bond until they form sense

of trust in each other. There are students who had given full load of subjects that a student in the specific

year and semester. These students are called regular students. Every student in the block aims to pass

every class, and some may even aim to pass with high marks, but not every student in the block can

achieve this goal. Failure in a subject or more require/s to repeat the course either in the summer or the

following year. These students are called irregular students, but not all regular students became irregular

students because they failed a subject or more. Some students became irregular because they are

shutters from another school. Some students became irregular by dropping subjects which they will have

to take again sometime, and many other reasons.

Staying in a school for almost five years then transferring into a new one is hard because it

needs a lot of adjustments. As Senior High School was implemented students tend to transfer from one

school to another for their chosen track. With this scenario, students who transfer from one school to

another for Grade 12 level are considered to be irregular students. These students will get to attend

classes from other section particularly on Grade 11 because they have to complete the required subjects

in their chosen track and strand.

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In college, irregulars are students who skip year levels, depending on the subject they failed

in (if or example this was the reason); they do not have a permanent block and a given schedule. Irregular

students handle their own time, they are to fix their desired schedule on their own, so if he or she is lucky

enough, he or she can choose a class that suites his or her preferences. Irregular students are oftentimes

the ones who have the most friends because they get to meet and stay with new sets of classmates

every semester, if they choose a different class each semester. But not all van adapt easily to the many

changes that go with being an irregular student, thinking that they are better off focusing on passing the

subject on their own to get back to where they were really supposed to be (Streegan, 2011).

The first thing that comes in my mind when students see irregular students falls on negative

side. Their reasons may vary but one could probably thought that they failed to meet the requirements

in the previous grade level. There are also other reasons that cause these students to be in this certain

situation. With the second year of K-to-12 curriculum, movement of students from one school to another

with changing tracks and strand is unavoidable. They are called irregular students because they transfer

from one classroom to another to take the subjects they didn't took when they were in grade 11. There

are a lot of reasons why they transferred. Transferring has a lot of consequences too, you get to adjust

with the new people and environment. And so, does being a grade 12 irregular student. Most irregular

grade 12 students are having a hard time coping with their academic problems, especially when they

are irregular students who needs to cope up with different schedule, lesser number of subjects and other

factors that make them deviate from the regular one. They even merge in a room full of grade 11

students. They are also labaeled as a loner and not anti-social with others because he or she is not

close or acquainted with most or all of them.

In college, irregular students are those who failed in a subject that needs to take the subject

again until they pass that subject. The grade 12 irregular student, they are called irregular for they came

from different school and because of those subjects they need to take for they didn't have or took that

subject in their grade 11 days but they only take few subjects u like the college students.
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Grade 12 students who are transferring from different classroom are called irregular students

for they are not like the normal students who take seven subjects straight in a day. For the irregular

students to cope up with their other subjects they need to transfer to other room just so they could attend

to that particular subjects. Most of the students are used to this kind of class setup, so their situation

turns out to be the turning point of their student life .

Being irregular doesn't always have to be seen negatively. As mentioned earlier, there are

other causes of being one. There may be disadvantages but there are certainly advantages and this

depends on the irregular students' perspective towards the situation. At times, irregular students are

being bullied. They may find difficulties for being irregular but at least they are not giving up in their

dreams. Meeting different faces and teachers every day and walking from one building to another is a

tough job. You get to hang out or be into a group with different people and you gain a lot of friends. The

struggle sure is real for irregular students. Nonetheless, one's status alone does not really define a

student. While it has its disadvantages, it's also got it's own perks - like being friends with a lot of people

from different subjects. Learning is really hard especially being an irregular student but the thing is that

despite the hardships and consequences they still move forward and push through no matter what.

Statement of the Problem

The study will determine the learning conditions of grade 12 irregular students in Ilocos Sur National

High School. Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents along the following variables:

1.1 On personal-related factors:

a.1.1 age,

b.1.1 sex,

c.1.1 track/strand
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d.1.1 religious affiliation

2. What is the learning conditions of grade 12 irregular students in terms of:

2.1 On school-related factors:

a.2.1 enrolment,

b.2.1 location of school,

c.2.1 number of teachers

d.2.1 adequacy of facilities, equipment, materials and supplies?

2.2 On subject matter

a.2.2 lessons

b.2.2 activities

2.3 On student-teacher relationship

a.2.3 inside the school

b.2.3 outside the school

3. Is there a significant relationship between the profile of the respondents and learning conditions of

grade 12 irregular students?

Scope and Limitations

Ilocos Sur is a province in the Philippines located in the Ilocos Region in Luzon. Ilocos

Sur is between Ilocos Norte and Abra to the North, Mountain Province to the East, La Union

and Benguet to the South and the South China Sea to the West. Ilocos Sur is composed of two

districts which is the 1st and 2nd district, and Ilocos Sur has 32 Municipalities and 768

Barangays.
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The study will be conducted on a public school which is on Ilocos Sur National High

School. The respondents will come from the students of different strands namely: STEM, ABM,

HUMSS, GAS and TVL track. The Researcher chosen this school because of the case of

students involving in irregular classes. The study will focus on the Learning Conditions of Grade

12 Irregular Students who are involve in the said study.

Significance of the Study

The purpose of this research is to know the different learning conditions of grade 12 irregular

students. The students who are involved in such case were asked questions about their studies as

irregular students. This study proceeded to clarify the students feelings and thoughts before and during

the irregular classes. The study wants to know more on their learning conditions as irregular students.

In addition, the study explored how the people around them treated them when they have found

out about them being irregular students, what they thought when they knew about their schedules, how

did they cope up with it, what kind of help did the other students gave them when they knew about them

being irregular and also how the school helped or treated them.

Operational Definition of Terms

Learning conditions. This term refers to the different strategies or skills of a learner in order
to achieve or gain the knowledge he or she needs.
Irregular students. This term refers to the one who is unable to follow the subject sequence
of the subjects outlined in the program curriculum, due to reasons of failure, dropping, leave of absence,
and/or shifting.
Subject matter. This term refers to the things that are inclined with a certain subject.
Student-Teacher Relationship. This term refers to the relationship of students and teachers.
Profile of respondents. This refers to the individual references of the respondents.
Age. This term refers to the year of the respondents starting from birth up to present.
Sex. This refers to the gender of respondents during the conduct of the research.
Track/strand. This term refers to the department where the respondents taking on or what
department do they belong.
Religious affiliation. This profile refers to the religion were the respondents belong.
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Related Literature and Studies

When we speakof irregular students, college students are the first that comes up into our minds

or this are the students who didn’t pass a certain subject last semester so they have to take it again so

they can proceed to their courses or else they’ll not continue.

Being always present in class and getting to school on time are two crucial determining factors

of a students success, not just as a student but as a person who will be managing his/her own life in the

future. (Bilocura, 2012). Academic performance really means three things: this means the ability to study

and remember facts, it also means being able to think in relation to facts and thirdly , it further means

being able to communicate one’s knowledge verbally or practically (www.google.com).

An irregular student is one who is unable to follow the subject sequence of the subjects outlined

in the program curriculum, due to reasons of failure, dropping, leave of absence, and/or shifting. The

program may or may be finished within the immediate prescribed number of semesters/years.

Unlike highschool, you actually have more freedom to choose what you do in college and really

feel like you’re one step closer to being a full-pledged adult. In most colleges, students are put in block

sections where students are stuck with each other for 4 years or so. These lucky species in the college

ecosystem are called “regular students” and they got the full benefits of being in college, walking through

the one path to graduation set by the curriculum. Meanwhile, there are those few who have to stray off

the prescribed path and go on little side tours: the irregular students (Dion Kevin Hapal, 2016).

Oftentimes we think of being an irregular as taboo, students who do not pass certain subject

requirements are doomed to repeat it, thus making a bad mark on his/her transcript of records. And

worst, making an impression of failing. In this research we create a whole new perspective of irregular

students. As much as possible, this research will analyze the various circumstances that bring students
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to certain situations like these. There will always be different sides to a certainstory and this must

definitely apply to how irregular students are viewed.

Irregulars are misunderstood by the people, some think they do not have high regard for their

education, like they just think of it as a free gift given to all, but people don’t really know why they became

irregular in the frst place. A survey will be conducted to determine the main cause of being an irregular.

There has always been one initial reaction regarding this topic and this research aims to give answers

to the many questions that go on concerning a position that irregular student are put into.

Irregulars are students who skip year levels depending on the subject they failed in (if or

example this was the reason); they do not have a permanent block and a given schedule. Irregular

students handle their own time, they are to fix their desired schedule n their own, so if he or she is lucky

enough, he or she can choose a class that suites his or her preferences. Irregular students are oftentimes

the ones who have most friends because they get to meet and stay wth new sets of classmates every

semester, if they choose a different class each semester. But not all can adapt easily to the many

changes that go with being irregular student, thinking they are better off fcusing on passing the subject

on their own to get back to where they were really supposed to be.

Irregular students are oftentimes stereotyped. And as a result, they begin to stereotype. As this

certain situation is being explained, other people outside the group of irregular students and irregular

students themselves begin to understand that being one may affect lives greatly. It may be negatively

or positively depending on that certain person (Paner, 2012).

The issue has been significant to all universities, due to its increasing number. But frst, let us

define what an irregular means. Regular is for something to be normal usual or customary. Irregular is

for something to be not according or unusual. In relation to our study, regular students are those who

are following the normal flow of the given subjects to be passed, while irregular students are those who

may have difficulties or problems in their given subjects (Baranski, 2007).

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The study causes and effects of irregular students is very wide and broad. There are a lot of

factors to be considered. According to Hansen Joe (2000) race, gender and sex can affect a students

performance.

McDill (1898) explained that this is also found that those who live near the university perform

better than other students. Changed name subjects must submit to the registrars and in some cases the

subject cannot be enrolled for the subjects content changed resulting to a petition class. And totally

removed subjects must be requested through a petition and a petition class is not cheap. Although

change is a must for developing a discipline, especially in the face of new paradigms, there must be

certain consideration for such cases.

Most of the irregulars are being stereotyped. They are usually most 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. They had this mark and negative impression

from other people that could be the cause of discouragement in ther part (Toledo, 2012).

Oftentimes, we think of irregular students as drop-outs, could not submit and comply

requirements to a certain subject, and has the reddest marks and lowest grades on their report cards.

Our opinions may be influenced by our own observations however, not all irregular students are like this.

As much as possible, we aim to convert the negative int a positive angle or somehow lessen the

criticisms. We cant avoid different versions of interpretations regarding their situation but we should also

consider them and their decisions (Lubcke, 2014).

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Conceptual Framework

The study revolves around students specifically on being irregular students, on engaging with

different classmates, on encountered difficulties and challenges as irregular students.

Input Process Output

Personal-Related
Factors
a. Age
b. Sex
c. Track/strand Learning Conditions
d. Religious in terms of:
affiliation a. Subject matter
Irregular Class
a.1 lessons Learning
Ability and
a.2 activities
School-Related Skills
Factors b. Student-Teacher
relationship
(From the school
they came from) b.1 inside the school

a. Enrolment b.2 outside the

school
b. Location of
school
c. Number of
teachers
d. Adequacy of
facilities,
equipment, Figure 1: The Conceptual Framework
materials and
As shown in Figure 1, all of the participants of the research are actually students who are
supplies.
irregular. The researchers tried to determine on their lives as irregular students particularly on the in-
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depth knowledge about their life on being irregulars. The variables were assessed and validated through

in-depth interviews, observations and documentary analysis.

Assumptions

The following assumption will be considered in this study:

1. The learning conditions of irregular students to be observed is a true measure of their skills in
facing the difficulties of being irregular.
2. The instruments to be used are valid, reliable and objective.
3. The respondents which are the grade 12 irregular students will not be biased in answering the
questions.
Hypotheses

There is a significant relationship between the profile of the students such as, age, sex,

track/strand and religious affiliation and the learning conditions such as, enrolment, location of school,

number of teachers and adequacy of facilities, equipment, materials and supplies.

Methodology

This portion presents a discussion of the research design, research relationships, population

and sample, data gathering instrument, data gathering procedures, and statistical treatment of data in

this study.

Research Design

This study used the case study approach, the learning conditions were understood. The cases

focused on the four variables of the study which as follows: 1.) personal related factors 2.) school-related

factors 3.) subject matter and 4.) student-teacher relationship.

This study will use the descriptive correlational method of research. The descriptive research

will employ the learning conditions of grade 12 irregular students and the personal profile of the

respondents in ISNHS.

Population and Sample

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Data Gathering Instrument

The reseaecher will make use of questionnaires checklist as main tools in gathering the data

about the study. The questionnaire will be made by the researcher itself.

Data Gathering Procedure

The following norms will be used in determining the learning conditions of grade 12 irregular students.

Always - 5 Sometimes - 4 Undecided - 3 Not really - 2 Never - 1

Statistical Treatment of Data

Bibliograpy

CRISENCIO M. PANER
Mar 22, 2012
http://statresearch-2ad7.blogspot.com/2012/03/causes-and-effects-of-being-irregular.html
http://www.pinoyexchange.com/forums/showthread.php?t=19983
http://x.rappler.com/x/donkevinhapal/1456989623906-9-struggles-only-irregular-students-know
https://abcommsticalambablog.wordpress.com/2016/07/13/being-an-irregular-student/
https://independentaustralia.net/life/life-display/life-as-an-irregular-student-the-pitfalls-of-deregulated-
universities,7115
https://www.academia.edu/20868825/CHAPTER_II_REVIEW_OF_RELATED_LITERATURE_AND_S
TUDIES
http://www.csus.edu/faculty/m/fred.molitor/docs/student%20performance.pdf
https://www.termpaperwarehouse.com/essay-on/Problems-Encountered-By-Irregular-College-
Students/134394
https://archive.org/stream/studyofproblemse00hiterich/studyofproblemse00hiterich_djvu.txt
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