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San Beda College Alabang

SENIOR HIGH SCHOOL DEPARTMENT


AY 2018-2019

“SUSTEYN": EXPERIENCES OF GRADE 11, FORMER SCIENCE HIGH SCHOOL

STUDENTS IN SAN BEDA COLLEGE ALABANG, SCHOOL YEAR 2018-2019

Submitted by:

Eva, Mary Elisha Khryss A.

Maceda, Graciela Anne R.

Malabuen, Aronne Jamellah

Maniago, Lady Francesca S.

HUMSS 11-B

Submitted to:

Ms. Sheen Andes


Background of the Study

A Science School is a semi-private school that gives high academic standards and

offers a specialized curriculum supervised by the Department of Science and Technology.

The Special Science Curriculum focuses on the subject areas Science and Mathematics.

Due to their said curriculum, they are academically advanced as compared to

regular high schools. However, most of the Science High School students choose to move

to a regular high school upon entering Senior High. This decision can be attributed to the

following factors: extreme competition and the lack of facilities.

A Science High School studies in a school full of people as mentally capable as

them. It is due to this fact that people are pitted against one another and may lead extreme

competitions. Due to these extreme competitions, students may get pressured, have a

lack of sleep, and lack the skills to balance their academic and social life. Hence, leading

to mental disorders and an increase of stress.

Stress has become part of the students’ academic life due to the expectations

placed on their shoulders. According to ABS-CBN,3.1% of the Filipino population suffers

from Anxiety while 3.3% of the Filipino population suffers from Depression. Among these

statistics, about 17% of high school students have stated they tried to commit suicide at

least once. A Science High School student’s parents may expect high grades from them.

If they fail to meet those said expectations, these students may suffer from depression or

mental breakdowns. The anxiety of the students is one of the major predictors of

academic performance. Due to the combination of external and internal pressure and

toxicity, a Science High School student may decide to transfer schools.

Another factor is the lack of facilities in a Science High School. Most of the Science

High Schools only offer the STEM Strand for their Senior High School program due to the
lack of classrooms, reading materials, and teachers to accommodate another set of

students.

Research Problem

Upon transferring to a conventional high school, namely San Beda College

Alabang, former Science High School students undergo numerous difficulties and

struggles. Given the sudden change of environment and curricular standards, culture

shock becomes one of the difficulties they encounter. It is also given that teachers and

other students tend to build up expectations upon former Science High School students,

because of their educational background. Presumptions are set against them, due to this,

they constantly are being pressured by their peers. Teachers expect them to excel

academically and other students somehow become reliant towards them, due to the sole

fact that they came from Science High Schools. All these aforementioned struggles can

directly affect the behavior, lifestyle and wellbeing of the said students detrimentally.

Research Questions

With this problem in mind, the researchers aim to seek and provide answers to the

following questions at the end of the study:

1. What are the difficulties that affect the behavior, experiences and everyday lives of

Science high school students?

2. How do these difficulties affect their lifestyle and wellbeing in school?

Significance of the Study

The study aims to shed light on the experiences of these former Science High

School Students. This study shall benefit former Science High School students since it

would give awareness to their situation and how they are truly adjusting in a

heterogeneous environment. This study would also benefit teachers and other students,

since it would assist them in grasping, and better comprehending the experiences that

these former Science High School students must face. Last, this research also aims to
benefit the research community as there is not much qualitative data for the demographic

of Science High School student transferees.

Scope and Delimitations

The general intent of this study is to know the experiences and insights of former

Science High School students upon transferring to a conventional school for grade 11,

namely, San Beda College Alabang. The study yearns to determine the difficulties and

struggles these students undergo, given their insights and experiences, such as the

prejudices other students and teachers have upon them, the adjustment stage they had

to go through, and how they are able to cope with the changes and culture shock. This

study also focuses on identifying the factors as to why they chose to transfer schools and

how the said changes affected their behavior and performance. All in all, the study is

limited to establishing the difficulties of former Science High School students have upon

transferring, through their experiences and insights, furthermore, the factors that affected

these said outcomes.

Conceptual Framework

The researchers will be interviewing Senior High School students of San Beda

College Alabang who are ex-Science High School students. The researchers shall also

observe their behavior and shall gather their experiences and insights through conducting

interviews. We yearn to determine the difficulties and struggles they experience, and how
they are able to cope and adjust given these difficulties. The researchers yearn to dig

deeper understanding and enlightenment. With the given data, the researchers will then

interpret and analyze what the causes and effects of these difficulties. We also aim to

provide awareness through further understanding, in order to avoid these issues.

Theoretical Framework

According to John McClelland and John William Atkinson’s Need for Affiliation,

people are motivated by their desire to gain new relationships. In this case, one factor as

to why Science High School Students decide to move schools is to meet new people in

another learning environment.


Another factor is that a Science High School does not have the facilities necessary

to help the Science High School student gain the skills necessary for their future jobs,

since not a lot of Science High Schools offer the ABM and HUMSS strand. This is where

the Need for Achievement, still by John McClelland and John William Atkinson comes in.

Considering these two factors, Science High School students decide to move to

San Beda College Alabang because they have determined that the benefits of being a

student there outweigh the benefits of staying in their previous school. This is where Gary

Stanley Becker’s Rational Choice Theory comes in.

Upon entering San Beda College Alabang, Science High School students learn to

adapt to the environment by responding to both internal and external factors such as peer

pressure and the high expectations of the teachers. This is according to Albert Bandura’s,

John Watson’s, Ivan Pavlov’s, B.F. Skinner’s, and E.L. Thorndike’s Behaviorist Learning

Theory.

Definition of Terms

Susteyn

- A parody of the word “sustain.” The term is an inside joke which students within

Manila Science High School use, based from their mantra, “sustaining

excellence”

Science High School

- A specialized public high school system in the Philippines that operates as an

attached agency of the Philippine Department of Science and Technology.

Culture Shock

- Uncomfortable feeling of uncertainty that people experience as they are

immersed in unfamiliar surroundings, and subjected to new cultures, way of life,

or set of attitudes.
Review of Related Literature (RRL)

I. Science High School Definition

Science high schools are secondary schools offering scholarships to deserving

students who shall be admitted and trained under a curriculum specially designed to

prepare them for careers in Science and Technology. Under Republic Act 8496, it is

stated that Science high schools were established by the State, for the purpose of

prioritizing research and development, invention, innovation and their utilization.

II. Insights Regarding Science High Schools

Public high schools with specialized science curriculums are regarded as the

sources where in the creams of the crop are produced. In order to enroll in a Science

High School, one must be deemed qualified, therefore requiring passing an entrance

exam and attaining exceptional grades prior. Moreover, the perceived greater standard

in the curriculum adds both value and prestige in the diploma received from any of these

schools.

III. Culture Shock

Culture shock is known as a state of psychological and physical disorientation,

resulting from an immersion within a new environment and culture. It is a phenomenon

that people experience once exposed to unfamiliar surroundings. Factors that trigger this

phenomenon are cultural differences in mindset, customs and interpersonal interactions,

this turns cultural transition into a struggle.

IV. Effect of Expectations on Students

Teachers' expectations affect students' achievement. Claude Goldenberg,

University of California/Los Angeles, believes that teachers and students affect one

another. The relationship between expectancy and achievement appears to be partly the

result of students’ effects on teachers. Student behaviors, such as motivation and

academic focus and performance in class contribute to shaping teachers’ expectations.


Goldenberg concludes that teachers and students interact in complex ways. He also

stated that a teacher’s expectations influence teaching, and interactions with students

has the greatest impact on their academic performance and achievement.

V. Effects and Factors of Stress

Studies conducted to establish how stress affect performance of students have

shown that, while low levels of stress can improve concentration for short periods of time,

too much stress affects students negatively. Factors such as pressure set upon

expectations can cause stress, and hinders a student from developing academically, it

can also affect their overall behavior and way of life. It affects your ability to concentrate,

causes sleep disorders and leads to depression.

VI. How Students are Affected by Changing Schools

A student's sense of security, continuity and confidence is often affected by moving

and switching schools. A student's academic development and performance can also be

affected by changing locations since teacher and curriculum expectations vary from

school to school. "While a child may have excelled in one school, he may find that he is

actually behind academically in another," says Steinorth. On the other hand, students

may also find that they are ahead of the curriculum at their new school, resulting in

boredom during classes, and somehow, a lack of motivation to study and work harder

since they already are familiar with the given topics.

VII. Need for Affiliation

Need for affiliation is the desire for attaining open and sociable interpersonal

relationships based on cooperation and mutual understanding. People who are driven by

affiliation yearn for a friendly and supportive environment, basically, to be in camaraderie

with others. A person can have strong needs in one particular area, but can be even more

effective in other areas even when needs in that person’s strong area are not sufficiently

satisfied.
VIII. Need for Achievement

Need for achievement is characterized by an enduring and consistent concern with

attaining high standards of achievement. This need can be influenced by a person's

initiative for action, they seek out challenges that are suited for their abilities. This can

also be greatly influenced by the pressure exerted by the expectations of others. It is the

theory of motivation that explains the difference between high achievers and everybody

else.

IX. Rational Choice Theory

The Rational Choice Theory attempts to explain all social phenomenon in terms of

how individuals make choices under the influence of their preferences and self-interest.

It argues that all people try to maximize their advantage in any situation, therefore

consistently minimizing their losses. Individuals always make logical decisions resulting

to the highest amount of personal utility, benefit or satisfaction. The theory is based on

the idea that people use their decisions as their basis for their actions or choices, it also

specifies that all social phenomena are driven by individual human actions.

X. Learning Theories

Learning theories are a fixed set of principles which explains how individuals

acquire, retain and utilize knowledge. Through studying and comprehending the different

learning theories, we can better understand how the learning process occurs within

individuals. There are three basic types of learning theories, namely behaviorist, cognitive

constructivist, and social constructivist. In behaviorism, new behaviors or changes in

behaviors occur through associations between stimuli and responses. This learning

theory can be promoted by repetition and positive reinforcement. In cognitive

constructivism, information processing leads to understanding and retention. Knowledge

systems are constructed by learners based on pre-existing cognitive structures.

Discovery by learners is emphasized, as they would set their own goals and motivate
themselves to learn. In social constructivism, the learners construct their own knowledge

of the world based on individual experiences.

Research Design

This study made use of a phenomenological approach. The goals and required

data to reach the desired conclusion for this research are able to satisfy and best

correspond to the qualities under a phenomenological research design. The researchers

seek to emphasize and understand a certain phenomenon, with regards to the research,

the certain phenomenon would be the education gained from Science High Schools and

their way of coping and adjusting now that these former students are now in San Beda

College Alabang. The researchers mainly focus on their experiences, difficulties and

insights.

Research Locale

The research was conducted and limited to only within the premises of San Beda

College Alabang. The respondents will mostly be interviewed along the grade 11 hallways,

typically outside their own classrooms. Other respondents who cannot be available

personally shall be interviewed through the social media application, Messenger,

specifically, an exchange of voice messages shall be performed if ever online interviews

were to be sought. The study shall be conducted within the duration of the first semester

of academic year 2018-2019.

Sampling

Purposive sampling will be used in order to gather and acquire respondents, in

order for us to make use of the data efficiently. The respondents were selected upon the

basis of the schools that they were previously from; Students who were from Science

High schools, regardless of their strand, age and gender, are qualified for answering the

interview questions prepared for the research, given that they were grade 11 students. In

addition to purposive sampling, snowball sampling shall also be used in order to gain
respondents. After interviewing th specific and selected students, we would ask them to

refer us to their old schoolmates from their Science High Schools, who now are studying

in San Beda College Alabang as well. Other than that, we would also seek information

from other classmates or schoolmates who knew anyone who were former Science High

School students as well in order to reach a number of respondents that would provide for

us the data we seek.

Research Instruments and Techniques

The researchers transmitted the set of interview questions personally and orally,

typically read from their gadgets, specifically, their iPads in order to refer to the questions

during the actual interview. In addition, the researchers used their cellular phones and

earphones to record the dialogues (given that the respondents granted their consent)

through voice recording applications. The researchers also conducted interviews through

the use of the voice message function in the application, Messenger.

Data Gathering Procedure

In order to gather data for the research, interviews shall be conducted as this

method would best comply to the requirements of the research design used, again, a

phenomenological approach. The researchers will provide a set of questions which shall

aid them in conducting the interviews. This procedure enables the researcher to perform

interviews simultaneously. These questions shall be directed to the respondents who are

grade 11 former Science High School students that now are studying in San Beda College

Alabang due to their crucial and vital involvement in this study. Data shall also be

acquired by the researchers by communicating with the respondents online (given that

they aren't available during school hours) using Messenger.

Data Analysis

Throughout the analysis process, the researchers have used both in vivo and

emotional coding to help synthesize the transcripts of the interviews with the respondents.
The data analysis used was warm analysis. To analyze, we processed the transcribing,

and utilized the codes in order to determine the categories, and eventually, the themes.

The respondents answered the interview questions prepared by the researchers, who

then were able to discover the experiences of the former Science High school Students

in San Beda College Alabang.

Ethical Standards

Within the entirety of the performing the study, the researchers made sure to comply with

research ethics. Before conducting interviews, the researchers sought approval from the

Student's Discipline Office by passing a letter stating the intent of our research and data gathering.

With regards to the respondents themselves, we would first ask them if they would allow us to

interview them, and we shall only proceed once they would grant permission, therefore complying

with the ethic of informed content, by giving them the opportunity to agree or refuse. Upon the

respondents' requests, we would refrain from disclosing their names in order to keep their

anonymity. The researchers would also use the data acquired for academic purposes only, they

will not, in any way, be used against the respondents, or against anyone else in general, in order

to practice confidentiality. The data acquired shall be analyzed thoroughly and accurately, free

from biases and deception. With regards to compiling the actual paper, the researchers made

sure to include only valid and significant content, the researchers also stated their sources

properly.

Results

From all the data gathered and acquired from the respondents through the interviews, the

experiences, thoughts and insights of grade 11 former Science High School students upon

moving to San Beda College Alabang was formulated into ten themes and four emergent

categories.

3.1. Background from the Previous School

3.1.1 School Origin

The respondents stated what Science High School they came from.

R1: Las Piñas Science

R2: Casa del Nino Science


R3: Muntinlupa Science

R4: Casa del Nino Science

R5: Parañaque Science

R6: Muntinlupa Science

3.1.2 Reason for Transferring

The respondents had explained their reasons as to why they chose to move to San

Beda College Alabang for senior high school.

R1: Mainly because they didn't offer the strand that I wanted which is HUMSS.

Kasi STEM lang ang meron.

R4: I liked my old science high school, the teachers are really great, the people

are really great as well and (prolonged) I really like the systems since I knew it so

well already because I’ve been there for 10 years but that was also the main reason

why I transferred. Because I spent 10 years there and don’t you think after 10 years

it’s time to leave? Also my old science high school was really small. There were

only 3 sections composed 40 students, max some sections had less than 40 like

even as low as 32. My batch was the biggest batch and we were made up of 115

people that’s not a lot of people compared to the almost 1000 or more than 1000

people of grade 11 students in San Beda. So I guess, I chose to transfer because

I wanted a change of environment!

R5: Ayun, I couldn’t see myself (pause) pursuing a career in STEM. Also, it was a

very toxic environment for me especially with regards to the workload. Especially,

since I didn’t really like what I’m doing, so it was not only tedious to me, it was also

tiring and the facilities weren’t all that good. Even if we did want to learn, it was

hard actually to do anything substantial.

3.2. State of Well-Being in San Beda College Alabang

3.2.1 Ease in San Beda College Alabang

The respondents expressed their current state now that they moved from their

previous Science High Schools and are now studying in San Beda College Alabang.

R3: I feel good and happy that school's not as stressful as it is.
R4: “I’m enjoying San Beda… I think... so far, I’m doing better than I expected

myself to.”

R5: “Well I’m feeling okay, kaso theres a little… stress sa school pero it’s

manageable naman… I’m a lot more chill than I expected to be in senior high and

I think I’m in a better state of mind than I was in my old school.”

3.3 Differences between San Beda and Previous School

3.3.1 Customs and Practices

The respondents expressed the differences evident in San Beda College Alabang

in terms of religious activities compared to those from their previous Science High School.

R2: “…siyempre since science high school nga sya medyo ayun naka focus sa

science like madaming competitions ganun, parang pag pasok mo palang parang

yung mga posters ayun puro about sya sa science. Pagkalipat mo dito, ayun, Beda

religious … medyo nakakapanibago na pagdating mo dito puro pray.”

R4: “....I think the school’s approach in general is really different… there’s this

afternoon prayer that everyone does that we didn’t do that back then and we don’t

really pray before and after every class… the customs here are also different like

you have to bless, we don’t do it back there….you weren’t forced to attend mass

so if you weren’t Catholic you had the option of not attending mass…you could

attend the Friday service because our masses happen every Friday… if you are

an Atheist, the option of skipping class and service so no one’s really forcing

religion down your throats.”

3.3.2 Extracurricular Activities

Science High Schools mainly focused on academics, rather than promoting

extracurricular activities. In this section, the respondents' experiences and thoughts on

San Beda College Alabang's take on extracurricular activities are stated.

R1: Maybe the last activities like yung Integration and Intrams because we don’t

really have much activities kasi laging curricular base. Dito kasi parang nafofocus

din yung extracurricular parts ng school.

R6: in terms of extracurricular activities I’m having a blast with the Debate and

Parliamentary Clubs.
3.3.3 Curriculum

It is a given that Science High Schools have more advanced curriculums,

compared to those of regular high schools. In this part, the respondents' thoughts

regarding the difference in curriculum was revealed.

R1: In terms of lessons I can say na its easier pero parang medyo nadaanan na

sya dati.

R3: Yes, academics has become drastically easier ever since I transferred to San

Beda. I do think coming from a science highschool helped with it a lot since almost

everything was taught to us back in JHS.

R4: I don't think I would be getting more info sooner or later but still hoping.

3.4 Effects of Transfer

3.4.1 Socialization

The respondents expressed how they are doing socially now that they are studying

in San Beda College Alabang, given that the types of students really vary compared to

their previous schools.

R1: Socially, at first it was hard na parang mag blend in muna kase parang ang

laki ng difference ng types of people nung sa old school ko

R5: I’m held in such a place that people come to me for help with their schoolwork.

It isn’t a job. It isn’t really tiring. It isn’t annoying to me its more like ‘dati ako yung

nagtatanong ngayon ako yung tinatanong

3.4.2 Adjusting to a New Environment

Most Science High Schools have a small amount of students per batch, compared

to San Beda College Alabang, which is really a "big" school. Also, the atmosphere back

in Science High Schools were known to be quite heavy since students were pitted against

each other due to competition. In this part, the respondent's thoughts regarding their new

environment were expressed.

R1: Since, the first day, medyo maraming adjustments pero parang mas light lang

ang environment. Parang dito nagkaroon ng breath of fresh air.


R2: Nagaadjust parin sa bagong environment kahit medyo ilang months na

nakalipas nasa adjusting stage padin. Nakaka stress ganun hindi mawawala yung

nasstress ka na sa acads mo tapos nasstress ka pa sa pag aadjust sa bagong

environment.

R5: Because it’s so warm it feels like a place na I can thrive in its just weird that

it’s a big school and it’s the first big school talaga that I’ve gone to kasi usually,

yung population ng school namin its like a thousand like max na yun. Its to my

advantage because it’s a taste of the real world and other than that it’s a really

healthier environment than what I expected and that what I’m used to.

3.4.3 Effects on Academics

As stated earlier, students from Science High Schools underwent a curriculum of

a much higher standard. In this section, the effects of their previous educational

backgrounds are revealed.

R3: It made me more confident with myself and subsequently more active in class

to have higher and better grades.

R4: I do really well when it comes to recits (recitations). Like I always seem to have

an answer with everything and I do think that's because I come from a science

high school. Because there, you’re thought to question everything, over there

you’re thought to not be afraid of asking your teachers even the wildest questions

because its your right to know the answer to these questions. Because you

basically paid to learn and so yeah, it is your right. But yeah, excel I do excel in

recits so I think that’s a known worthy experiences. I think I wouldn’t have been

able to excel in recits had I not been given the preparation I was given at my old

science high school, Casa Del Niño because it is a really good school and I am

proud. How did excelling in recits affect me… I guess it made me feel a little

satisfied in my self because I do like to excel in my class I think that’s also coming

from the science high school I came from because back there people are so

competitive and you carry that the sense of competitiveness when you move to a

new school. My thoughts… I think I owe everything I am to my old science high

school!
R5: People think I’m smart or people think na I’m doing something good na that

wasn’t the case the past 4 years of my life.

R6: In terms of academics, I’m having great results in Math and Science

3.4.4 Pressure

Pressure is another effects that sprung from their educational background. This

section states how the respondents address the pressure exerted, their thoughts,

experiences and how they are able to cope.

R1: From teachers ma-f'feel mo yung onting pressure pero you can feel na it’s

good pressure kasi they’re pushing you to be a better in terms of your grades and

performance.... Personally, feeling ko ako din yung naglalagay ng pressure sa sarli

ko kasi parang may something at the back of my mind parang kailangan may

ireach akong level or limit. Pero nawawala yung ganun kasi sa friends and sa

bagong set of people

R5: Oh! Well, in my old school I was like (pause) bottom of the class so, when I

transferred here biglang ang taas ng regard nila especially pag may karugtong na

‘Science’ yung sinabi kong old school ko. So, it’s kind of nice na people don’t see

me as lower than them anymore. At the same time, there’s a lot of pressure even

if its very weird for me to think na people think I’m smart or people think na I’m

doing something good na that wasn’t the case the past 4 years of my life. Yun the

pressure at the same time, I’m gratitude and it’s a real privilege na people that in

high regard but its something to live up to them. Now, I really want to work to meet

their expectations and even if sometimes it gets to my head like ‘oh! I need to be

like this, I need to be… kailangan mataas grades ko. I need to be a good student.

I need to be a top of the class because people expect that of me’ its still a privilege

na yun nga, they do expect that of me na I’m held in such a place.

3.5. Meaning Construct


Table of Emergent Categories and Formulated Meaning
Emergent Categories Themes Formulated Meaning
It simply contains the specific
Background from the School Origin school the respondents were
Previous School previously enrolled in.
Reason for Transferring The explanation of why the
respondents chose to move to
San Beda College Alabang for
senior high school.
Encompasses the current
State of Well-Being in San Ease in San Beda College mental and social state of the
Beda Alabang respondents now that they are
within San Beda College
Alabang.
Refers to the religious
Customs and Practices activities and events initiated
by the institution. Contains
how the respondents view this
major difference.
Differences Between San Extracurricular Activities Refers to the activities San
Beda and Previous School Beda College Alabang offers
that are outside the realm of
the standard curriculum.
Curriculum Entails the subjects included
in the course of study.
It is one's ability to conform to
Socialization the norms required. A process
in which knowledge, social
skills and values are to be
acquired.
Effects of Transfer Adjusting to a New It is one's ability to adapt to
Environment the new environment and
conform to the rules, customs
and traditions.
Academic Effects The outcomes or results of
having gone through a
curriculum of a much higher
standard
Pressure A negative effect induced
upon the respondents where
in more is to be expected from
them.

DISCUSSION

The researchers had based their research mostly on The Behaviorist Learning Theory by

Albert Bandura, John Watson, Ivan Pavlov B.F. Skinner, and E.L. Thorndike.

Bandura and et. al stated that a learner usually starts off on a clean slate upon entering

an environment that they are unfamiliar with and would be influenced accordingly by both positive
and negative reinforcements. Comparing it to their previous schools, the respondents had agreed

that San Beda College Alabang focuses less on academics and has a less competitive

environment. This positive reinforcement has helped the respondents to feel more at ease and

confident at San Beda College Alabang than the respective Science High Schools they came

from.

The researchers delved further into the experiences and insights of these former science

high school students and how they coped with San Beda College Alabang's environment. These

raw data collected produced results that can answer the formulated research questions of the

proponents. It had also strengthened the proponents' stand and objectives and made

recommendations to the future beneficiaries of the topic. In summary, this research can be further

developed in future studies.

Conclusion

This research focused on the experiences and insights of former Science High School

students now that they are enrolled in San Beda College Alabang. The researchers, aided with

the acquired data, discovered numerous occurrences these students encountered within the first

half of the school year, and how these have generally affected them. It was discovered that a

major factor as to why they moved from their previous Science High School was because the

strand that they desired was not offered, also, others simply sought a new environment to

challenge themselves and to start off with a clean slate for senior high school. Upon transferring

to San Beda College Alabang, these said students also went through a period of adjustment, due

to the fact that back their Science High Schools, academics were the sole priority. In San Beda

College Alabang, however, they found themselves immersed in extracurricular activities, various

religious customs and other traditions. Lastly, the researchers discovered that these students are

excelling academically, given that their previous curriculum was much more complex, compared

to the curriculum they are tackling right now. However, the students also receive pressure from

their peers and even by themselves, these students are often regarded highly by others, therefore

pressure is exerted upon them. The overall conclusion drawn from this research is that former

Science High School students indeed excel upon transferring, however they are often subject to

culture shock and pressure.


Recommendations

With everything discovered all throughout the study, the researchers would recommend

the following to the people essentially involved. To the former Science High School students, we

recommend that they just simply continue what they are doing, and continue to thrive. We

recommend that they allow themselves to discover more about the world beyond their previous

schools and immerse themselves in their newfound environment. To the teachers and other

students, we recommend that they treat former Science High School students equally, rather

than regarding them with prejudices . Lastly, we recommend to future researchers that they further

investigate on this topic, as not much light is shed upon the experiences and difficulties of Science

High School students. We also suggest to future researchers that they acquire a much more in-

depth analysis of the said experiences and difficulties in order to fully utilize the data.

REFERENCES

Republic Act No. 8496, AN ACT TO ESTABLISH THE PHILIPPINE SCIENCE

HIGH SCHOOL SYSTEM AND PROVIDING FUNDS THEREFOR [Philippines],

12 February 1998, available at:

https://www.lawphil.net/statutes/repacts/ra1998/ra_8496_1998.html [accessed 6

September 2018]

Overview of Learning Theories. (n.d.) Retrieved from

https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-

overview/

David McClelland. (n.d.) Retrieved from

https://psychology.fas.harvard.edu/people/david-mcclelland

Rational Choice Theory. (n.d.) Retrieved from

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