Group 6

Falcotelo, Jhanna M.

Mogelio, Darwin V.

Anadia, Genevieve D.

Dela Cruz, Khzel Anne

Simbajon, Joanna

A Closer Look on How Senior High School Students in Dasmariñas Integrated High
School Study Specialized Subjects : A Phenomenological Study

Small Group Discussion (SGD) 2: LITERATURE REVIEW

1. Write your research objective.

General Objective:
 To know the experiences of SHS students in studying their specialized subjects.

Specific Objectives:

a. To identify the different study habits of SHS students in studying their

specialized subjects.
b. To determine the impacts of studying specialized subjects to the SHS
students outlook in the strand which they belong to.
2. Describe the search process---search engines and key words used
In this study the researchers’ use goggle scholar for their search engines and key words
used
 Technology use in education
 Academic pressure
 Academic stress
 Academic failures
 Information research about students
  Educational technology
 Teacher’s strategies
 Perception and influence
 Effective teaching
 Higher education
 Study habits
 Students perception
 Teaching style

3.Summary and synthesis of the literature

a. Synthesis of related literature in narrative form

 Based on the data and articles that the researchers accumulated, it is said that,
preferences for subjects at school affect many students nowadays. Respondents’
comments in such articles led to the proposal that academic subjects can be classified
according to whether a subject helps students or not. In recent years, there has been a
substantial amount of research into how students experience the pressure, stress, and
failures in their major subjects and into how academic staffs conceive of teaching, and
learning, how they approach teaching, and how their students approach their learning.
b. Summary of related literature in tabular form.

Table 1: Summary and literature form

Study Population, n Research Results/Findings Limitations/Biases

Author , Year Design

V. Pamienta, 2000 1121 forth year Quantitative To sum up, the This is study is limited
students of Research study show that to the Cavite National
(CNSHS) Cavite out Cavite National Science High School
National Science Science High much prioritize exams
High School of School students than joining extra
1985-2000. They performance in curricular activities.
were the subjects NCEE/NSAT
used to determine curricular
the relation of achievement and
 curriculum change DECS
on student regional/division
performance. achievement test
are all related to the
curriculum change,
while the
participation in extra
curricular activities
is not.
E. Pollock, 2015 800 meta-analyses Qualitative The quality of This group includes
related to academic
Research teaching was strategies
achievement, and
was able to defined by Hattie emphasizing learning
categorize the
(2009) as student intentions, success
factors that have
been studied perception of the criteria, feedback,
quality of student perspectives
instruction. He in learning, and
found that the student meta-
quality of teaching cognitive and self-
influences regulated learning;
academic implementations
achievement in the emphasizing teaching
zone of desired strategies and
effects (d = 0.44; school-wide teaching
CLE = 31%). strategies; and
implementations
using technology and
out of school
learning. (See
Appendix C for d and
CLE
values.)
J. Hughes, K. Their are 607 Qualitative Evidence Reliance on one
source, the teacher,
Gleason, D. Zhang, academically at risk Research accumulated during
to report on both
2005 First grade children the past decade has relationship
 of the Wood Cock shown that
the constructs and the
perception of child
Johnson III Board quality of student
ability.
Reading and Board relationship with Lack of sufficiency
Math Test their teachers ethnic diversity
comparable relationship and among the teachers
Spanish. children academic to investigate whether
and behavior these finding might
adjustment be moderated by
especially in early student-teachers
grades. ethic match.
R. Mercado, 2003 Eighty eight or Quantitative Not all were Descriptive Method
was used in this
85.44 percent of the Research responded to the
study to draw out the
total number of study that makes relationship of
demographic variable
faculty employed the study difficult to
both pre school and analyze who will be
grade school the exact
Department of St respondents.
Scholatica's
College-Manila, In
School Year 2001-
2002 where the
respondent of the
study.
N. Dolongay, 2002 In the study the The reporting, The study determined
•Descriptive
respondents are discussion and the extent use of
method
selected. They inductive method teaching strategies
•Document analysis
choose Social study are always used. and devices of Social
teachers in publics •Interview The question and Studies teachers in
schools of answer and lecture the selected public
•Observation
Dasmariñas methods are often High School only
National High used. While the within the
School which has concept mapping, Dasmariñas, Cavite,
10 respondents, role playing and in the School year of
Damariñas East activity methods are 2001-2002.
 High School has 5 sometimes used.
respondents, Current event
Dasmariñas digests is always
National High used, while the
School Area-G has textbooks and other
4 respondents, and hard copies are
Congressional often used, more
National High over the television
School has 2 and film showing is
respondents in the seldom used.
total of 21
respondents.
Isfahani AR, Interview was The study was The result shows The limitation in this
Rouhollahi , Kahalili conducted with 10 conducted with a that the best research was little
R., 2016 faculty members qualitative method teaching approach is access to other
which three of them using content mixed method ( nationality recognized
are the best analysis/approach student-centered university faculty
professors in the and together with members, also their
country and 7 of teacher-centered ) tight schedule was
them are the best plus educational among other
local professors planning and limitations in their
previous readiness. study.
Some requirements
are behavior and
some of these are
The result shows
that the best
teaching approach is
mixed method (
student-centered
and together with
teacher-centered )
plus educational
planning and
 previous readiness.
Some requirements
are behavior and
some of these are
perquisite in
professors out look
and there are some
major barriers and
some of it are
associated with
professors operation
and others are
related to law and
regulations.
I. Kurniati, E. The respondents The study was The results obtained The study is only
Surya, 2017 in the study are 66 conducted with a states that the conducted on one
students from Class qualitative method. mathematics school. And the study
X and Class XI from learning model that only uses
600 students of has been taught questionnaire whom
Class X and Class and general given to the students
XI. learning experience or the respondents.
is still teacher-
centered.
M.Awang, A. In their study there In the study they The results of the This study is
Ahmad, J. Wahab, are 32 respondents used a Case Study. study the teachers conducted at only
N. Mamat, 2013 selected and often used one school and the
observed. encouragement respondents are
activities including selected which, is
the 'question and conducted at one
answer' and section only.
'guessing the
answer activities' in
order to get pupil's
attention.
Y.-H. Chen, S.-J. The representative Descriptive method Participants were Selection Bias
Jang, 2014 of samples, they senior high schools
managed to recruit in in-service
participants from teacher’s in Taiwan.
both public (61.2% They chose SHS
of the participants) because they were
and private (38.8%) generally
sectors as well as unexplored and the
those from urban ( majority of
94.5% of the technology
participants) rural integration studies
areas (5.5%). in Taiwan targeted
elementary and
JHS.
J. Tondeur, J.-V. The abstract of the Qualitative The results for the Non– response
Braak, G. Sang, studies (n=144) Research study 19 articles
J.Vought, P. Fisser, were examined by from 8 journals were
A.-O. Leftwich, two researchers’. included in the
2011 Next is the present review and
the evaluation incorporated data
criteria used by two from pre service
independent teacher’s, teacher’s
reviewers on all educators, and
research studies other faculty
(n=23). members.
J. Tondeur, J.-V. Base on their Qualitative The results Non- response
Braak, P.- A. analysis, 13 Research presented in this
Ertmer, A.-O. categories were study the
Leftwich, 2016 identified, these 6, development of
the 13 categories theory concerning
are combined into the complex
six synthesized relationship
statements definite between teacher’s
related to the pedagogical beliefs
 relationship and educational
between teacher’s, innovations, with a
pedagogical beliefs special focus on
and their uses of technology.
technology in
education.
C. Chen, 2012 The experimental Case Study The research Selection Bias
group was results of this study
composed of 31 prove that emerging
student who technology courses
selected the Virtual do not positively
Reality course, and influence the
the control group cognition of the
encompassed 21 importance of
students who technology.
selected other
emerging
technology courses
were excluded from
the control group.
R. Espeto, 2004 Limited to fire Descriptive Method The study habits The Study are focus
predominant observed by the on the DNHS Senior
negative behavior students , The high school. They
practices or habits mathematics course study about all senior
of students As taken by parents, high school study
perceived by the 27 The type of family, habits.
teachers and the The teaching
management performance and
strategies utilized the school facilities
by them to deal with were found to be
such Behavior in not significantly
DNHS during 2003- related with the
2004. respondents
academic
 achievement in
college Algebra at
0.05 level.
M. Eremie , 2017 The population of Descriptive Method 1. There was a School counsellors
the study includes significant should be able to
four (4) co-ed difference between advice and
secondary schools; male and female encourage students
including two students’ time to manage their study
private and two management in time table of school
public, all in Port their study habits and home.
Harcourt Local 2 .There was a
Government Area. significant different
A total number of between male and
1,500 students female students’
made up of male motivational level in
and female their study habits.
constitutes the
population. A
simple random
sample of 150
students was drawn
for the study.
J. Ramos , 2017 A total of 129 Qualitative Study habits of The Department of
students Research students in both Education especially
participated in the SHS Schools were those schools offering
survey with assessed through a SHS must
students from grade voluntary survey in understand the
11, and 12 General order to determine diversity of students
Academic Strand of how the study in their study habits
Diamantina pattern differs with for them to have an
National High percentage marks effective bedizen and
School and La Paz scored by students, tangible products.
National High where they live and
School.
 effect of change in
environment.
P. Yidana, 2016 600 students were Quantitative The Results for the The study revealed a
selected from six Research study are presented significant positive
schools to serve as in this section. A relationship between
respondents. total 600 economics the study habits of
student who were economic students in
used for the study private schools and
were selected from those in public
gendered schools, schools.
Mixed, Male only,
and Female only
and both public and
private schools in
the Ashanti Region.
S. Altaf, et al., 2013 The sample Quantitative According to Selection Bias
consists of 150 Research hypothesis,
university students, academic stress
selected from effects students'
different performance. Result
universities. found it significant
because with the
semester system,
students have less
period but they are
required to
accomplish modules
at this leads to
stress.
Ranjina, 2016 Among 143 Quantitative Results indicated no Selection Bias
selected Research significant
international difference
students in academic and life
stressors by gender.
K. Rajan, 2006 162 males, Qualitative Academic stress Selection Bias
174 females,
Research and pressure have
a total of 336
become pervasive
students
across countries,
participants.
cultures and ethic
groups. The
present study
brought into light
that academy
stress still continues
to be a devastating
problem affecting a
students' mental
health and well-
being being.
M. Gomez, A. 335 high school Qualitative Most of the students Selection Bias
Research
Berneva, 2018 students reported normal
54% or lower 39%
stress levels, but
women reported
significantly higher
stress levels than
men. The main
sources of stress
and pressure were
examinations,
choosing a career
path, and family
troubles. The
students' main
response were
listening to music,
talking with
someone about
problem, and
exercise.