Back to School: A Qualitative Study among Baliuag University Student Returnees

A Research Proposal Presented to the Senior High School Department

Baliuag University

Baliwag, Bulacan

In Partial Fulfillment of the Requirements for the

Practical Research I of the

Senior High School

Kristine Joy DR. Canoza

John Reniel D. Cruz

Franco Gideon

Peterson Lumbre

Sophia Noreen B. Nuguid

STEM 8

May 2022
 ABSTRACT

Title : Back to School: A Qualitative Study among Baliuag

University Student Returnees

Researchers : Kristine Joy DR. Canoza

John Reniel D. Cruz

Franco Gideon

Peterson Lumbre

Sophia Noreen B. Nuguid

Strand : Science, Technology, Engineering, and Mathematics

Institution : Baliuag University

Year : 2022

Adviser : Ms. Erika L. Silvestre

The aim of this qualitative research is to understand the academic experiences of Baliuag

University student returnees. The researchers conducted an interview among the Grade 12

Baliuag University student returnees. The participants of the study were identified through

purposive sampling. Specifically, structured interviews were done and data were analyzed using

thematic data analysis.

 Based on the findings, the researchers discovered the academic experiences and problems

of a student returnee in returning to school after a one-year hiatus. They discovered the reasons

why student returnees decided to pause and continue their education. Personal problems and a

rushed educational system are some of the factors contributing to dropping out of school. The

researchers also found that these students have different perspectives and feelings about being

student returnees. Furthermore, the study showed that student returnees go through

modifications, and as a result of those changes, they have learned to adjust in order to continue

their education as it is crucial in the life of every individual. The researchers recommend students

to consider the consequences if they decided to put their education on hold. It will be

challenging for them to adjust to a new set of rules, environment, learning system, and

classmates. However, taking a break is not a barrier to success. Students must not rush

everything because pressuring themselves will make everything difficult. Their journey may look

different from others but what's significant is that they realized the value of education and they

came back on their path. In light of the foregoing, the researchers of this study also recommend

that students should appreciate and manage their education properly because it will help them in

achieving their long-term goals.

 ACKNOWLEDGMENT

The journey of conducting this research had not been an easy task. The study would not

be done without the guidance and help of those people who wholeheartedly gave their time,

support, and guidance. The researchers are thankful for the following people and institutions:

Ms. Erika Silvestre, the researcher’s adviser, for the guidance and advice necessary to

complete each task. Warmest appreciation is being bestowed for your patience and providence of

the needed knowledge.

The Grade 12 student returnees of Baliuag University, for their participation, for giving

their time to participate in the study, and for providing honest and concise answers. Without

them, the researchers may not be able to finish the research;

The researcher’s family, for their support, care, and never-ending efforts. The researchers

are grateful for their understanding, which has given them the motivation to continue and pursue

this research;

To those people whom the researcher failed to mention but took part in the completion of

this paper;

Finally, to the Almighty God, for giving them the strength and knowledge they needed to

conduct this research. His power made the researcher stronger, and His guidance led them to take

every step and action in a proficient, rightful, and just manner. All of the hard work and

sacrifices are offered to the Father Almighty.

 CHAPTER I

Introduction

Education plays a pivotal role in achieving a high standard of living (Van, 2010). It is

what people rely on when trying to measure one’s learning capacity. Thus, it leads to many life

opportunities (Shuaibi, 2014). Furthermore, Herbert (2017) said that learning is a skill, but the

willingness to learn is a choice. The students’ success depends primarily on their will and not

only on their intelligence or performance. Every individual has their own intellectual capabilities

for excellence, and it can be seen through their willingness. Nevertheless, Kurniasih et al. (2016)

argued that some children lack the willingness to learn, which leads them to be late and

troublemakers. Due to this, Deivam (2015) concluded that education is really crucial in attaining

and improving one’s quality of life. The aforementioned case defines the significance of

education for every individual.

In spite of the abovementioned statements, there are still students who have opted to take

a break from their studies, which hinders them from achieving their goals. Letseka et al. (2010)

stated that their Student Retention and Graduate Destination study showed that some of the key

factors contributing to students’ dropping out of higher education without obtaining a

qualification are financial problems, academic failure, lack or no career guidance, family

deprivation, and institutional culture. The Grade 12 students of Baliuag University are not

exempt from this matter. Baliuag University is a private university and one of Central Luzon’s

best academic institutions that provide the best educational experiences. As a matter of fact, it is

Level III accredited by Commission on Higher Education (CHED) together with the Department

of Education (DepEd), which means that Baliuag University exceeded the partial standards of the
two agencies on different aspects of the academic institution. The researchers decided to conduct

the study with the Grade 12 Baliuag University student returnees as their participants. As the

institution’s tagline states, it aims to bring the best in every student. Nevertheless, it is requisite

to recognize the problems correlated to academic performance, motivation, and willingness in

order to prolong the university status in terms of giving the best educational experience.

On the other hand, the students' adjustments play a significant role in this study.

Adjustment is the behavioral process by which humans and other animals maintain a balance

between their various wants or needs and the obstacles of their surroundings (Britannica, 2018).

It is a stable state of being in which each human being is more or less in tune with their own

personal, biological, emotional, psychological, social, and educational needs, as well as the

demands of the environment. To cope with changing circumstances, the student returnees must

seek adjustment by creating a harmonious connection with the social environment and

controlling adaptation. Adjustment determines how an individual navigates or lingers in their

physical or social surroundings. Based on the study of Bano and Naseer (2014), poor peer-

relationship results in deficient social adjustment, and good peer relationship results in

reasonable social adjustment. The more the student adapts to the environment, the more learning

capability they develop. Resultantly, it enhances their academic achievement.

In light of the foregoing, the goal of this research is to determine the experiences of these

students going back to school and picking up where they left off. For these student returnees,

being able to continue and finish their education is one of the most significant things in their life.

They are required to continue their education because their future depends on how well they will

do today. Pausing education is not the end of the road; there are a variety of ways to go back on

track and finish what they started.

 Generally, the main purpose of this study is to understand the academic experiences of

Baliuag University student returnees. The main objectives are to know their reasons for pausing

and continuing their education, as well as their feelings, adjustments, and realizations as student

returnees. The researchers will ask the student returnees questions that will lead to the source of

the problem, which will be assessed and addressed. This enables students to carry out a variety of

actions that will help them achieve considerably greater academic achievement.

Significance of the Study

This study provides insight into the experiences of Grade 12 student returnees. The

information gleaned and presented in this research can be beneficial in developing a solution to

the problem. It will also enable individuals to approach the problem in new ways. This, in turn,

might pave the way for numerous new prospects. The conducted study would contribute to the

following people:

Students. The research findings would be an excellent resource for determining the

proper study pace that would help them enhance their academic performance. As a result of this

research, students will get an insight into how returning to school limits their capacity to learn

well, motivating them to devise strategies to avoid poor academic achievement.

Parents. The findings of this study may also help parents better understand their role in

assessing their children's conduct, particularly in education, and how they may inspire their

children to do the right and necessary things.

School Administration. This would aid them in addressing the issue and developing

initiatives to assist student returnees in adjusting as they continue their education. The
information gleaned from this study might also help them to develop a deeper understanding of

the academic performance of their students.

Future Researchers. This study can provide useful reference information for future

researchers working on similar projects. They might also utilize this study as a starting point for

their research. This may allow future researchers to have a better understanding of the study and

offer more findings for future researchers to use.

Review of Related Literature

This study played a significant role in identifying the different challenges and

experiences among the student returnees. Certain factors can affect the students' success, such as

pausing or dropping out of their education. This section discusses the variables used in this study

which include: Senior High School, Educational Postponement, and Dropout Recovery.

Senior High School

According to Aldin et al. (2011), students' earlier educational accomplishment has a

beneficial influence on their post-graduate courses’ academic performance. The senior year of

high school can be the most stressful yet crucial year of a student's life. A few factors that can

contribute to the stress of senior year have to do with important life decisions. It is a big

responsibility to choose a job that a person will like for the rest of their life. Choosing the right

college and major can have an impact on an individual's career success. DepEd (2016), defined

SHS as Grades 11 and 12, the final two years of the K-12 program that the Department of

Education has been implementing since 2012. In Senior High School, students begin to study

subjects that would prepare them for their chosen career path. Pafili and Mylonakis (2011),
explained that the decision to pursue a good career choice is sometimes influenced by how

students see the world and their future. From Kindergarten through Grade 12, the Philippines

currently offers a total of 13 years of compulsory and free education, primarily in public

institutions. The voucher scheme also subsidizes kids who will attend private schools or

universities/colleges for their Grade 11 to 12 programs (Sarmiento & Orale, 2016). As part of the

application process for college entrance, students must select their preferred senior high strand.

According to Republic Act No. 10533 (Enhanced Basic Education Act of 2013), you must finish

Kindergarten, Grades 1–6 (Elementary), Grades 7–10 (Junior High School), and Grades 11–12

(Senior High School) over 13 years before receiving a high school certificate.

The K to 12 system aims to increase the competency of students in academic subjects

such as mathematics, science, linguistics, and more (K to 12 Philippines, 2015). Students may

choose one of four senior high strands or tracks when they enroll in senior high school. One of

the most significant claims a student must have in the Philippines in order to obtain the

fundamental skills and information required for their college course is to choose the proper

strand (Enderun Colleges, 2021). In her research, Balana (2013) found that having a specific

course/career path in earning a degree is one of the most significant factors in landing acceptable

employment. However, Edwards and Quinter (2011) stated that career choice is a hard decision

for students since it defines the type of job that they wish to follow in life. Furthermore, schools

give children the chance to acquire knowledge in various fields of education, which in turn

allows them to have the necessary skills required for their future jobs or careers (Bridge to

Success, 2016). The key function of education is to prepare students for life after schooling fully,

and preparation for the world of work is an important part of that equation.
 Essel and Owusu (2017) stated that the additional year for primary education faced the

reality that students' workload and financial problems caused the most stress. Senior High School

students frequently feel as if they are dying both figuratively and physically, with deadlines

piling up, an endless amount of papers to complete, and a never-ending to-do list. Combalicer

(2016) noted that educational progress is well acknowledged to be related to long-term gains in

economic success. A highly educated workforce helps organizations capitalize on new economic

possibilities, resulting in increased performance (Combalicer, 2016); investing in human capital

is a need for an institution to function successfully.

Educational Postponement

Education, according to Google Dictionary, is the method of collecting or conveying

systematic instruction, primarily at a school or university. Postponement, on the other hand, is

the act of postponing something. The gap in attending educational or intellectual activity is

referred to as educational postponement. Based on DepEd reports from the previous school year,

96 percent of students have re-enrolled in all grade levels. Compared to the 2019-2020 total

enrollment of 27.77 million students, the 2020-2021 school year enrollment is only at 90.16

percent (25.04 million learners). As a result of the changes and the uncertainties, more high

school seniors are considering taking gap years or postponing their college enrollment (Burke,

2020). Some families may have been impacted by the epidemic and the economic downturn in

their capacity to pay for education (Horowitz et al., 2021). It remains to be seen whether delayed

enrollment will affect these students' overall academic achievement. Lower-income groups who

do not appear to be attending school are undesirable. Given the global experience, taking a break

from school or delaying enrollment for very young children is not a wise decision. As a result of

this way of coping, families and the country as a whole will suffer long-term consequences.
 Almost one-third of public high school students and nearly half of all minorities do not

finish high school (Catterall, 2011; Hall, 2011). Moreover, special education students and

students from lower socioeconomic groups have an even worse dropout rate. Students from the

lowest-income families were approximately eight times more likely to be dropouts than those

from the highest-income families (Bickerstaff, 2010; Fryer, 2014). Overall, Williams (2017)

found that a disproportionate number of dropouts come from economically disadvantaged and

minority groups (p. 1). Even so, the future for students from disadvantaged economic

environments is not entirely perilous. In 1975, low-income students dropped out at a rate of 16

percent, but that number now sits comfortably under 10 percent (Lynch, 2015).

Individuals who drop out of school face many terrible consequences. In general, high

school dropouts are more likely to be unemployed, imprisoned, and dependent on the

government (Hall, 2011). According to data from the Census Bureau's 2016 Current Population

Survey, the median earnings of adults ages 25 to 34 who worked full-time and had not completed

high school were $25,400. Full-time workers with a high school diploma, on the other hand,

earned $31,800 (McFarland et al., 2018).

Ramsdal and Wynn (2021) described the re-enrollment experiences of student returnees

and concluded that the lack of internal motivation, which included themes such as the absence of

pleasure, absence of flow, lack of energy, agency, enthusiasm, and interests, were all related to

their dropout processes. While many of these young adults eventually earn a diploma or more

often a General Educational Development (GED) certificate, a long delay may place them at a

serious disadvantage in competing for jobs and going on to college (Millenky, 2016).
 According to Barrat and Berliner (2016), more than one out of every ten student returnees

left school early and returned multiple times, indicating that schools had been unable to keep

these students in school long enough to provide them with efficient educational programs and

interventions. Moving along these lines, permanent re-enrollment seems to depend on some form

of support, mentoring, or assistance. According to several studies from Norway, students who

dropped out of high school and were not re-enrolled in school for two to five years described a

lack of support and access to material, academic, and social resources (Ramsdal et al., 2013;

Ramsdal et al., 2015).

Furthermore, Wilkins (2011) claimed that successful interventions must effectively keep

student returnees in school long enough to provide them with the essential interventions to help

them graduate. However, Ramsdal and Wynn (2021) stated that half of those who re-enrolled in

school soon after the intervention ended up dropping out again before completing their

education. On the other side, Mawn et al. (2017), explained that most interventions appeared to

take a pragmatic approach, combining skills-based classroom training with on-the-job training,

and did not primarily address major psychological barriers to work engagement, such as

increasing confidence or decreasing stress.

The objective of secondary education is to prepare students for work (vocational

programs) or higher education (general studies) (Markussen et al., 2011). Nevertheless, the

decision to return to school puts student returnees in a difficult and straining situation, as shown

in a study by Briffa (2010). In his study, he suggested that student returnees are far more likely

than other students to spend more time at school attempting to catch up on the school curriculum.

Furthermore, student returnees are much more likely than other students to be older and more

mature in class, depending on the length of their academic absence. In accordance with this,
Briffa (2010) explained that maturity level could lead the student returnees to develop feelings of

being anomalies or for others to treat them as anomalies in class. In addition, when student

returnees return to school, they rejoin a socially-oriented school atmosphere. The reaction of

student returnees might be pleasant and welcoming, but it can also be hostile. Stereotyping,

prejudice, discrimination, scapegoating, rejection, and isolation are all manifestations of hostile

social treatment in an educational environment (Briffa, 2010).

Dropout Recovery

Dropout students, according to Bonneau (2015), are the students who leave school for

any reason before graduation or completion of a program of studies without transferring to

another elementary or secondary school. Dropouts frequently fall so far behind that catching up

becomes difficult. Fortunately, concern with dropout rates has become a worldwide phenomenon

(Letseka et al., 2010). Likewise, those students who have enrolled in a school after postponing

education for at least one long semester are known as “student returnees” or simply “ex-

dropouts.” Moving on, education policymakers, tertiary education organizations, businesses, and

employers worldwide are striving to develop best practices for developing and implementing

acceptable student retention policies, maintaining acceptable graduation and retention rates, and

reducing high dropout rates (Letseka et al., 2010). Hence, dropout recovery and school re-

enrollment became an educational access priority for the government all over the world (Brown,

2013). Consistent with this, Zammitt and Anderson-Ketchmark (2011) found that successful

dropout recovery programs are relationship-based, individualized, student-centered, and success-

oriented instead of discipline-oriented. Nonetheless, Wright (2012) argued that despite these

efforts, limited gains had been made towards achieving academic proficiency, and little progress

has been made towards closing the achievement gap and increasing graduation rates.
 Dropout rates in the Philippines were alarmingly high at 83.7 percent, implying that the

country produces 2.13 million college dropouts per year. In this case, the Philippine government

must be able to reverse the current situation during the next education generation or within the

next 14 years (Manila Bulletin, 2012). Dropouts occur for a variety of reasons, including

behavioral issues, peer and work-related influences, family structures, school environments, poor

student-teacher relationships, academic problems, poor grades, poor attendance, and little or no

involvement in school-related activities or community (Wallace, 2016; Legters & Balfanz, 2010;

Wilkins, 2011). However, multiple studies found that many students feel they did not drop out of

school but rather that they were “pushed out.” Some students dropped out because they felt

unwelcome, that their needs were not being addressed by their teachers or staff, and that they

were not receiving support from the school (Bickerstaff, 2010; Fryer, 2014). In line with this,

Ford and Roby (2014) concluded that many students are bored in the classroom because they

perhaps feel as if they don’t belong with everyone else and that they feel disconnected.

Furthermore, many students lack academic background knowledge. They seem to get further and

further behind, and each year in high school brings another year of additional pressure, which

makes them feel that they will never catch up. To address these issues, many school

administrations have emphasized the prevention and re-enrollment of dropouts so that more

students can achieve a high school diploma or a General Educational Development (GED)

certificate (Wilkins, 2011).

Dropout recovery programs, also known as school re-entry or second chance programs,

are a set of processes and activities aimed at reducing dropout rates and keeping children in

school until they graduate from high school (Lembeck & Peterson, 2013). However, most

teachers, administrators, and counselors face difficulties when dealing with potential dropouts, so
it is critical to establish consensus and support before implementing approaches to address the

academic, social, or emotional deficiencies of struggling students (Cholewa et al., 2010).

Although a myriad of characteristics is associated with dropping out, no single reliable factor

accurately predicts who will drop out. Furthermore, because many students who achieve high

school diplomas share similar characteristics with those who do not graduate, identifying

potential dropouts is difficult (Dockery, 2012). Nonetheless, White and Kelly (2010) stated that

there are other opportunities for school counselors to develop effective counseling programs

while addressing student needs, and these opportunities include the development of mentoring,

tutoring support, or teacher advisory programs. White and Kelly (2010) also explained that such

programs, alongside trained adult advocates that assist students in setting realistic and attainable

academic and social/behavioral goals, can provide significant positive support for all targeted

students at-risk of dropping out.

Theoretical Framework

This section includes the theories used in the study: Maslow’s Hierarchy of Needs (1943)

and Watson’s Behavioral Learning Theory (1913).

Maslow’s Hierarchy of Needs (1943)

Belongingness has an essential role in student motivation. In 2017, Verschelden stated

that the students who feel like they belong are more likely to see the value of required work and

have higher self-belief in their chances to succeed in their course. A theory that supports this

claim is Maslow’s Hierarchy of Needs (1943). The hierarchy is viewed as a pyramid of

individual necessities with the most needs set at the bottom. It is a theory of motivation that
suggests that people are motivated to fulfill basic needs before moving on to other, more

advanced needs.

This theory has five different levels. The first two levels are the physiological and safety

needs, which include the basic necessities of humans such as food, water, safety, and shelter.

Once these needs are met, it will move on to the following stages which are the psychological

needs. Under this are the belongingness and love, and esteem needs. After that, the students can

move on to the highest needs which are the self-fulfillment needs or self-actualization, or the

need to achieve one’s full potential. This theory explained that human needs are important to the

learners to improve their understanding of themselves. A sense of belonging is needed for a

student's motivation to finish their education, and Maslow stated that it is an important goal of

the hierarchy to achieve this.

Figure 1. Maslow’s Hierarchy of Needs

Watson’s Behavioral Learning Theory (1913)

Over the centuries, schools have changed from one-room schoolhouses to different

versions of larger structures with multiple classrooms that have teachers who teach a variety of

curriculum disciplines; because of this evolution in education, every classroom is not a match for

every student. This “mismatch” between the student needs and the type of environment suggests

that schools are often not accommodating or accepting of students for their maximum

development socially, emotionally, and intellectually (Powell & Kusuma-Powell, 2011). Using

this premise, educational institutions are not doing an adequate job of educating Filipino children

because millions of children drop out of school every year and many more are not meeting the

benchmarks to be college and career ready (Orion et al., 2014).

Some of the most prevalent concepts in higher education include relatedness, connection,

engagement, and community. In addition, multiple studies have shown that when students are

more engaged, alert, and comfortable in their environment, they become more active in their

learning, have a positive perception of learning and performance, and persist until graduation

(Kiener et al., 2014; Gilavand, 2016). In line with this, school administrations should strive in

enhancing positive classroom learning environments by studying the environmental factors

affecting the behavior of students to boost their academic engagement and comfortability, which

will in turn reduce dropout rates in the future and convince students to stay at school and

graduate (Gilavand, 2016).

The behavioral learning theory, sometimes known as behaviorism, is defined by the

Western Governors University (2020) as a popular theory that focuses on how students learn. As

per behaviorism, all behaviors are taught through interaction with the environment, and that
innate or inherited characteristics have very little influence on behavior (WGU, 2020).

Furthermore, the student does not operate freely in the environment; rather, the environment

regulates the student's behavior, preventing the student from controlling their learning or the time

it takes to achieve it (Karageorgakis, 2018). In addition, according to behaviorism, all behaviors

are taught by interaction with the environment through a process known as conditioning, and as a

result, behavior is reduced to a reaction to environmental stimuli (Karageorgakis, 2018).

Behaviorists are only interested in observable stimulus-response behaviors, as they can be

researched in a systematic and observable manner (Mcleod, 2020).

In 1905, Thorndike proposed the "Law of Effect" theory, which later became the basis for

the behavioral learning theory. According to him, behavior is more likely to occur when it is

rewarded. This is followed by belongingness, which advances a step further. The theory suggests

that the rewards or punishments elicited by an individual's environment must be highly effective

in order for them to behave as if they belong with the environment. In the student returnees’

case, it convinces them to stay at school and achieve a high school diploma (Burns, 2017;

Johnson, 2017; Hulleman & Hulleman, 2018).

Behaviorism, according to Kaplan (2018), can be used to help students learn by various

means such as influencing lesson design. Some teachers, for instance, employ consistent

encouragement to assist students to learn (an example of operant conditioning), while others

place a greater emphasis on establishing a stimulating environment to boost engagement

(classical conditioning).
Statement of the Problem

The aim of this qualitative research is to understand the academic experiences of Baliuag

University student returnees.

Scope and Delimitation

This study focused on understanding the academic experiences of Baliuag University

student returnees. The primary goal of this study is to learn about the academic experiences of

student returnees. Furthermore, the purpose of this study is to understand why student returnees

stopped attending school and why they decided to return. Moreover, it is included in the study's

coverage to determine the feelings, realizations, and adjustments they encountered as student

returnees. This research will most likely help the Grade 12 Baliuag University student returnees

the most. However, the benefits available here are not confined to students. Various persons who

are interested in or linked to the issue might benefit from the research as well. Baliuag University

was chosen as the study's location because it is one of the schools that currently have students

who have returned to continue their education and achieve their goals.

For the researchers to attain appropriate information on the variable under this

investigation, they selected two (2) student returnees for the academic school year 2021-2022.

The researchers chose these respondents based on the criteria that they must be Grade 12

students of Baliuag University who have paused education prior to their enrollment in this

current school year.

This study does not cover the other student returnees of Baliuag University. Rather, the

study limits its coverage to the Baliuag University Grade 12 Senior High School student
returnees who enrolled during the school year 2021-2022. Furthermore, participants are more

likely to come from several strands in senior high school, such as STEM (Science, Technology,

Engineering, and Mathematics), HUMSS (Humanities and Social Sciences), ABM

(Accountancy, Business, and Management), and GAS (General Academic Strand). The

respondents were mostly students who had returned to school and were currently in Grade 12 at

Baliuag University. There were no additional respondents besides the students because the

study's main goal was to focus primarily on Grade 12 student returnees.

 CHAPTER II

METHOD

The purpose of this qualitative research is to understand the academic experiences of

Baliuag University student returnees. This section discusses the various stages of the research,

including; the research design, which describes and defines the design used; the respondents of

the study, which characterizes the participants of the research paper; the instruments and

procedures used to gather data and lastly; the data used in the research.

Research Design

This study utilized the qualitative research design, which according to Creswell (2013), is

a method for investigating and comprehending the meaning of individuals or groups attached to a

social human situation. Additionally, Western Sydney University (2021) stated that qualitative

research is designed to examine the human aspects of a particular issue, with specialized

techniques employed to investigate how humans see and experience the world. Furthermore, Gill

and Baillie (2018) added that qualitative research is commonly used to provide valuable, in-

depth perspectives into the experiences, attitudes, beliefs, and behaviors of the participants;

qualitative research analyzes the meaning of human experiences and produces the potential for

change by enhanced awareness and purposeful action.

Specifically, this qualitative research used a phenomenological approach, which

according to the Stanford Encyclopedia of Philosophy Archive (2013), is the study of experience

structures or consciousness. Moreover, Creswell (2013) added that this approach describes the

shared meaning of numerous persons' lived experiences of a concept or phenomenon.

 Aside from defining the research paper's variables, the phenomenological approach also

helps the researchers to provide their conclusions about their participants' subjects and behaviors.

Simultaneously, it allows the researchers to indulge in the situation of the occurring phenomenon

which caused the research problem and made a huge factor in the experiences of the researchers

themselves.

Participants and Sampling Procedure

The participants of this qualitative study include the two (2) Grade 12 student returnees

of Baliuag University for the school year 2021-2022.

In this study, the researchers made use of purposive sampling, which according to

Arikunto (2010:183), is the method of picking samples by taking subjects that are not chosen

based on level or region, but rather on a specific objective. The respondents are purposively

picked based on the criteria that the researchers have considered, and they are as follows: Firstly,

the student must be a returning Grade 12 student; secondly, they must be a student of Baliuag

University, and lastly; they must be enrolled in the school year 2021-2022. In order to find the

respondents, the researchers had to acquire subjects by asking the current Grade 12 students if

they were student returnees and if they were willing to participate in the study.

Research Instrument

The main instrument in data-gathering is the interview. Nevertheless, the researchers

used a combination of self-made questionnaires and structured interviews as their research

instruments because they allow the researchers to thoroughly explain, identify, and explore the

research participant’s perceptions, actions, situations, experiences, and more (Virginia Tech,
2018). The researchers considered various research instruments before attempting to explain the

identified phenomenon and concluded that the two aforementioned research instruments,

especially interviews, are the most effective in gathering data qualitatively. Moreover, the

researchers planned to utilize the self-made questionnaires and structured interviews as methods

of acquiring a rich and in-depth understanding of the research participant’s circumstances. The

researchers made the study possible with the use of modern technologies such as laptops,

computers, and cellphones. In addition, these specific materials were utilized because they allow

the researchers to efficiently and successfully produce the necessary results from the research.

Data Gathering Procedure

The Grade 12 Baliuag University student returnees are the participants of this research.

Before conducting the study, the researchers asked Ms. Erika L. Silvestre, Ms. Mary Joy

Velasquez, and Ms. Jeschelle Reign Castro for the validation of the research instruments, namely

the interview questionnaires. This was done to avoid any conflicting questions and to have more

accurate answers for the study. Upon approval, the researchers submitted a permission letter to

Mr. Jonniefel M. Martinez, the Grade 11 Subject Coordinator of Baliuag University. The

researchers then directly asked for the subjects’ authorization by sending them a consent letter

via email. After acquiring their consent, the researchers conducted the individual interviews

through a Zoom conference, depending on their preferred date and time. During the meeting, the

researchers oriented the participants that any personal information will remain confidential.

Since the researchers utilized a Zoom interview, the answers and results of the students were

transcribed manually.
 Certainly, throughout the whole study, the participants’ rights were preserved and met.

There was no coercion or force used in asking for their consent. Most importantly, any

confidential information disclosed during the data gathering was regarded with utmost care and

importance.

Data Analysis

This study employs the use of qualitative data analysis, which refers to the range of

processes and methods conducted on the collected qualitative data to transform them into some

form of interpretation, understanding, or explanation of the participants and situations being

researched (Udemy, 2014). One of the methods of qualitative data analysis is thematic analysis,

which consists of reading through a data set (e.g., transcripts from interviews) into validating

important or interesting patterns in meaning across the data to derive categorizable themes

(Delve, 2022), which in turn allows the researchers to address the presented issues in the study.

Prior to initiating qualitative data analysis, the researchers requested the participants to

partake in an interview about the researcher's field of study. The researchers then proceeded to

record the audio during the interview, which enabled them to later identify and arrange interview

transcripts from the recorded audio in a methodical and systematic manner. Transcription, as

defined by McGregor (2021), is the act of creating a written record of spoken words. Likewise,

an interview transcript is a documented discussion between two or more participants or simply a

written record of a completed oral interview (Indeed, 2021). In most cases, interview transcripts

are written verbatim or exactly word for word (McGregor, 2021). After completing the

transcription of the oral interview, the researchers then analyzed, explained, and interpreted the
acquired data to gain a better understanding of the identified phenomena, which is about the

academic experiences of the Grade 12 student returnees at Baliuag University.

 CHAPTER III

RESULTS AND DISCUSSION

This qualitative study aims to understand the academic experiences of Baliuag University

student returnees. This chapter presents the findings from the oral review among the identified

Grade 12 student returnees.

Question #1 What is your reason for not continuing your

studies for one academic year?

Respondent #1 “The reason I stopped last year is that I needed to

take a break from all the things that happened like

masyado akong na-pressure sa mga problema sa

paligid ko.”

Respondent #2 “Well, I think, uhm…my main reason is, feeling

ko masyado pang rushed yung education that time.

Kasi parang sa pagkaka-alala ko, October na nag

start, so feeling ko lahat hindi pa ready and

‘yon…tama pala ako, hindi pa sila ready nung

time na ‘yon, so I decided to stop.”

Table 1

What is your reason for not continuing your studies for one academic year?
 The table shows the reasons of the participants for not continuing their studies for one

academic year. According to the respondents' answers, personal concerns and the rushed

educational system during the pandemic were two of the reasons they contemplated halting their

schooling. As stated by Hjorth et al. (2016), poor mental health is frequent among teenagers and

is linked to the risk of dropping out, and for respondent #1, pausing education was the most

excellent approach to maintain the stability of their mental health. In contrast, respondent #2

considered the hasty and unplanned educational response to the pandemic. As a result, the

participants concluded that the only way to succeed was to put their education on hold.

Question #2 What made you decide to go back to school?

Respondent #1 “Of course, mahalaga pa rin para sa akin yung

education and I decided to pursue my plans in

life.”

“Kase, uhmm…for me, kase parang masyado

nang late if two years na akong mag-iistop.

Parang mapag-iiwanan na ‘ko kaya I decided na

Respondent #2 mag start nalang ulit mag-aral. Kase nung isang

taon na ‘yon, uhm, I decided to work sa family

ko, and dun ko nalaman na mas mahirap talaga

na magtrabaho kesa mag-aral.”

 Table 2

What made you decide to go back to school?

The table shows the reasons why the participants decided to go back to school. Based on

respondent #1, they saw the importance of education in attaining life goals. Furthermore,

respondent #2 considered the gap year if they would not continue their education. Respondent #2

also added that delaying their education was not worth the risk. They also found that working

during adolescence was more challenging than schooling. As stated by Deviam (2015), education

is significant in attaining one’s quality of life, and this is the main reason why they decided to go

back on track and continue what they started.

Question #3 How does it feel to be a student returnee?

Respondent #1 “Ano, awkward, literal. At the same time, na-

pressure ko bigla yung sarili ko. Pero overall,

masaya.”

Respondent #2 “Well, it’s really refreshing; kase parang, ewan

ko kung ako lang ‘yon, pero parang ang dali-dali

na ng lahat. Parang ang comfortable naman,

parang ang ganda naman ng flow.”

Table 3

How does it feel to be a student returnee?

 The table shows the feelings of the participants as student returnees. According to

respondent #1, they felt uneasy and pushed as they continued their education because they were

not yet ready to return to the new way of learning, which was the online class system.

Respondent #2, on the other hand, felt revitalized and at ease. Since they were older than their

classmates, they thought that everything felt easy and simple which is in contrast to what Briffa

(2010) explained that the student returnees' maturity level can cause them to feel like misfits or

cause others to treat them as misfits in class. Overall, the student returnees felt happy and

comfortable.

Question 4 What are the adjustments you encountered as

a student returnee?

Respondent #1 “Ayon nga, ang hirap kasi wala akong kakilala sa

mga classmates ko ngayon lalo na kapag may

questions ako na hindi ko kayang sagutin sa sarili

ko.”

Respondent #2 “Well, as a returnee, of course bagong

estudyante– I mean bagong kaklase, bagong set of

rules kase, uhm, syempre, this is my first time

doing online classes and…bago sakin yung

Canvas, yung kung paano ba gawin yung sa

 Zoom, kaya…feeling ko medyo uncomfy pa ako at

first, pero ngayon, sanay naman na.”

Table 4

What are the adjustments you encountered as a student returnee?

The table shows the adjustments they encountered as student returnees. Both of them

took their time to familiarize themselves with the new environment, rules, learning management

system, and classmates. Since they were new, they had difficulty approaching their classmates;

nonetheless, they still socialized and respected other people around them. This is in line with

what Bano and Naseer (2014) stated, that good peer relationship results in reasonable social

adjustment. Respondents #1 and #2 concluded that they are now well adjusted and comfortable

with the new environment they are in.

Question 5 What were your realizations as a student

returnee?

Respondent 1 “Uhm I realized na ano…mahalaga pala talaga

‘to at mas masaya pala kapag nakakapag-study

ulit.”

Respondent 2 “Uhm, I realized nung mga…nung nag-stop ako…

better pala kapag nakapag-aral talaga. Kasi kahit

 kumikita na ko ng sarili kong pera, iba parin

kapag nakapag-aral.”

Table 5

What were your realizations as a student returnee?

The participants responded to the question by telling their realizations as student

returnees. Both of them realized that being able to continue their education was one of the best

decisions they made in life. They also realized the importance of education even if they were

already making money. As stated by Bhardwaj et al. (2016), education is not an accessory in life,

rather, it is a necessity especially, for the students who are aiming for a good quality of life. In

conclusion, they learned that education should always take precedence.

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

 This chapter presents the summary of findings, conclusions drawn from the results of the

analysis of the questionnaires, interview, and focus group discussion, and recommendations for

further research.

Summary of Findings

The researchers worked hard to conduct this study in order to understand the academic

experiences of Grade 12 Baliuag University student returnees in the school year 2021-2022. The

researchers of this study assessed the academic experiences of Baliuag University student

returnees as well as the reasons why they decided to stop and return to school. The information

gathered and provided in this study can be useful in learning about the viewpoints and

experiences of student returnees. It will also enable individuals to approach the situation in new

and different ways.

The researchers conducted a structured interview among the Grade 12 student returnees

of Baliuag University. After using qualitative data analysis, the researchers gathered the findings

of the study. One of these findings indicated that the Grade 12 student returnees experience

challenges as they return to school in the midst of a pandemic. According to the participants, at

first, it is not easy to adjust to the new approach of education, which is online learning.

Experiencing the strategic learning approach was a challenge for them, especially for the new

students who just transferred without any acquaintances within the school. They were also

hampered by the unfamiliarity of online applications for online classes utilized during the

pandemic. As time goes by, they learned to adapt and adjust to the changes they met and now

feel comfortable in online learning.

 Further to that, the respondents indicated that they were not able to enroll for one

academic year due to personal reasons and the presence of a rushed educational system.

However, the reason for continuing their studies is solely for their future, to achieve their

ambitions, and to embody the importance of education in an individual's life. Overall, the

academic experiences of the student returnees who are currently in Grade 12 at Baliuag

University showed that as student returnees, they will experience various changes, and as a

response to those modifications, they have learned to adjust in order to cope with attending

classes.

Conclusions

Based on the findings of the study, the researchers formulated the following conclusions:

1. Based on the responses of the participants, the researchers concluded that the reasons for not

continuing their studies for one academic year are personal problems and the rushed educational

system during the pandemic. Due to the pandemic, education was temporarily postponed, and

when classes restarted but in a completely different way, the student returnees were not yet

prepared to adjust to the situation. The COVID-19 pandemic will cause higher stress and anxiety

in children and adolescents (Orgiles et al., 2021; Xie et al., 2020). And for respondent #2, the

stress caused by the COVID-19 pandemic has not yet faded. In addition, not being physically or

psychologically prepared to attend online classes can have an effect on their academic

performances. Hence, the respondents decided that they should postpone their studies for one

academic year.

2. The respondents decided to return to school even though the epidemic was still active because

they realized that it would be too late for them if they are going to postpone their studies for

another academic year. As stated by respondent #2, “Kase, uhmm…for me, kase parang
masyado nang late if two years na akong mag-iistop. Parang mapag-iiwanan na ‘ko kaya I

decided na mag start nalang ulit mag-aral.” Further to that, the second participant decided to

engage in their family's work and discovered that working during adolescence is more

challenging than attending school. Additionally, the respondents recognized the significance of

education in an individual's life. Education is commonly seen as the fundamental source of future

success and according to Al-Shuaibi (2014), it paves the path for individuals to have a bright

future and plenty of opportunities along the way. Overall, the researchers concluded that student

returnees chose to return to school because they consider that further delaying education will be

difficult, and they also realized the importance of education, especially in achieving their life

goals.

3. The participants' thoughts and feelings about being a student returnee varied. The first

participant felt pressured and anxious while taking online lessons. While the second participant

describes being a student returnee as both comfortable and refreshing. According to Folkman

(2015), academic life is linked to an individual's ability to adapt to various situations during the

academic period, feelings of self-efficacy and empowerment in the face of challenges, less

anxiety and depression, a sense of responsibility in dealing with academic tasks, and improved

academic success. Even though the respondents' approaches as student returnees differed, they

both enjoyed returning to school. The study concludes that student returnees have a variety of

experiences and sentiments in being a student returnee.

4. During the pandemic, both of the participants were unfamiliar with the new mode of learning.

It is confusing for them at first, and they were uneasy since they were not used to participating in

online class discussions. And, as student returnees, they do not have any friends yet, and they

find it difficult not to know anyone in the class, especially when they need to ask questions they
can't answer on their own. For many students across grade levels, the unexpected change from

physical school attendance and regular engagement with classmates and teachers to online

learning and quarantining at home was a challenging adjustment (Magson et al., 2020). And, as a

result of their perseverance and effort, the student returnees have learned to adapt and adjust over

time, and they now feel more comfortable in online classes.

5. Based on the responses of the participants, the researchers discovered that the participants

missed going to school. They missed the experiences that come with being a student, and they

are glad to be back in school. According to DeVito (2016), students stated that the sense of

belonging, fair treatment, open expression of thoughts, and fair attitude that they experienced at

school inspired them to become more actively involved in the school. The participants also

acknowledged the value of completing their education even if they are currently earning money.

The researchers found that the respondents find studying enjoyable, interesting, and beneficial.

Recommendations

Based on the findings and conclusions of the study, the researchers suggest the following

recommendations:

1. For the student returnees, the researchers propose that the student returnees should be

motivated, accepted by other people in their environment (regardless of whether they are

in online or traditional classes), and be able to adjust to the academic expectations of their

school and its respective environment. Moreover, the researchers propose that the student

returnees should find new peers and engage in academic school activities so that they can

be more familiar with the school and how it would help them grow as young, learning

students. Lastly, the researchers recommend that the student returnees, as well as other
 students in general, should prevent dropping out and instead they should continue

persisting in education until they finally have the necessary knowledge that will allow

them to graduate and become one step closer to being truly successful adults.

2. For the dropouts, the researchers recommend that dropouts, regardless of their age,

should seriously consider returning back to some type of education facility so that they

can acquire the necessary knowledge for their endeavors in the foreseeable future. Even if

they are not inclined toward traditional school systems, they should still attempt to

acquire more education using other means such as homeschooling, private tutoring,

online schooling, or community resource centers. The researchers also recommend that

dropouts should find support in their surroundings, that they should familiarize

themselves with others, and that they should always be mindful of the importance of

education.

3. For the teachers, the researchers suggest that teachers should appropriately guide and

monitor their students through counseling, tutoring, and mentoring in an effort to help

them adjust more effectively to the academic and social life of the school. The teachers

should also provide the students, especially potential dropouts, with the proper attention

and care so that they will feel more comfortable with the environment, which could

eventually motivate them to stay at school and graduate.

4. For the school administrations, the researchers recommend that the school

administrations should be more accommodating to dropouts, student returnees, and

students who are at risk of dropping out, in general. By doing so, the dropout rates of the

school will decrease for the better, and more students will be able to graduate with the
 best-quality knowledge that they acquired by engaging in the school administration’s

accommodations and provisions suited for them.

5. For the future researchers, the researchers recommend that a similar study be carried out

with a larger sample size of participants. Since the participants in this study lack in

number, creating a similar study with a larger target population will make the analysis

more accurate.

APPENDICES
March 25, 2022

Ms. Erika L. Silvestre

Senior High School
Baliuag University

Dear Ma’am:

Greetings!

We, the undersigned are Grade 11 Senior High School students from Baliuag University.
We are currently writing our research entitled “Back to School: A Qualitative Study among
Baliuag University Student Returnees”

In this regard, may we request you to validate our research instrument. Attached herein is
the instrument for your evaluation.

We are hoping for your favorable response with this matter. Thank you very much. God
bless!

Respectfully yours,

Kristine Joy DR. Canoza

John Reniel D. Cruz
Franco Gideon
Peterson Lumbre
Sophia Noreen B. Nuguid
Conforme:

___________________

March 25, 2022

Ms. Mary Joy Velasquez

Senior High School
Baliuag University

Dear Ma’am:

Greetings!

We, the undersigned are Grade 11 Senior High School students from Baliuag University.
We are currently writing our research entitled “Back to School: A Qualitative Study among
Baliuag University Student Returnees”

In this regard, may we request you to validate our research instrument. Attached herein is
the instrument for your evaluation.

We are hoping for your favorable response with this matter. Thank you very much. God
bless!

Respectfully yours,

Kristine Joy DR. Canoza

John Reniel D. Cruz
Franco Gideon
Peterson Lumbre
Sophia Noreen B. Nuguid

Conforme:
___________________

March 25, 2022

Ms. Jeschelle Reign Castro

Senior High School
Baliuag University

Dear Ma’am:

Greetings!

We, the undersigned are Grade 11 Senior High School students from Baliuag University.
We are currently writing our research entitled “Back to School: A Qualitative Study among
Baliuag University Student Returnees”

In this regard, may we request you to validate our research instrument. Attached herein is
the instrument for your evaluation.

We are hoping for your favorable response with this matter. Thank you very much. God
bless!

Respectfully yours,

Kristine Joy DR. Canoza

John Reniel D. Cruz
Franco Gideon
Peterson Lumbre
Sophia Noreen B. Nuguid

Conforme:
___________________
Dear participant,
 
The researchers are Grade 11 STEM Students of Baliuag University who are conducting a study
entitled “Back to School: A Qualitative Study among Baliuag University Student
Returnees”
We request your full support and cooperation by means of answering the interview to complete
the needed data in this study.
 
Rest assured that all data will be treated with the utmost confidentiality.
We are hoping for your favorable response.

Thank you very much and God Bless.

 
( ) I agree to participate in this study
 We may have the interview on (Date) at (Time).
 You may reach me through: (Google meet, Zoom meeting, Messenger, Mobile
Number, etc.).
( ) I do not agree to participate in this study

Very truly yours,

The Researchers
__________________________________________________________________________

Part I. Demographic Profile

Name: ___________________________
Age: ______
Sex: _____M ______F
Strand/Section: ________________

Part II. Interview Questions

1. What is your reason for not continuing your studies for one academic year?
____________________________________________________________________________
________________________________________________________________________

2. What made you decide to go back to school?

____________________________________________________________________________
________________________________________________________________________
3. How does it feel to be a student returnee?
____________________________________________________________________________
________________________________________________________________________

4. What are the adjustments you encountered as a student returnee?

____________________________________________________________________________
________________________________________________________________________

5. What were your realizations as a student returnee?

____________________________________________________________________________
________________________________________________________________________

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Transcription

“Good day, Participant! I am Kristine Joy Canoza

and we are the researchers from STEM 8 who are

Interviewer conducting a study entitled “Back to School: A

Qualitative Study among Baliuag University

Student Returnees.” Rest assured that all data will

 be treated with the utmost confidentiality. Also,

reminder that you are allowed to speak in any

language you are comfortable with. Now, we are

going to proceed to the interview questions, are you

ready?

Respondent #1 “Yes.”

“So for the first question, what is your reason for

Interviewer not continuing your studies for one academic

year?”

“The reason I stopped last year is that I needed to

Respondent #1
take a break from all the things that happened.”

“So for the second question, what made you decide

Interviewer
to go back to school?”

“Of course, I decided to continue and pursue my

Respondent #1
plans in life”

“So for the third question, how does it feel to be a

Interviewer
student returnee?”

“Ano, awkward, literal. At the same time, na-

Respondent #1
pressure ko bigla yung sarili ko.”
 “For the fourth question, what are the adjustments
Interviewer
you encountered as a student returnee?”

“Ayon nga, ang hirap kasi wala akong kakilala sa

mga classmates ko ngayon lalo na kapag may

Respondent #1
questions ako na hindi ko kayang sagutin sa sarili

ko.”

“And lastly, what were your realizations as a

Interviewer
student returnee?”

“Uhm, I realized na ano…mas masaya pala kapag

Respondent #1
nakakapag-study ulit.”

“Good day, Participant! I am Kristine Joy Canoza

and we are the researchers from STEM 8 who are

conducting a study entitled “Back to School: A

Interviewer Qualitative Study among Baliuag University

Student Returnees.” Rest assured that all data will

be treated with the utmost confidentiality. Also,

reminder that you are allowed to speak in any

 language you are comfortable with. Now, we are

going to proceed to the interview questions, are you

ready?

Respondent #2 “Ready.”

“So for the first question, what is your reason for

Interviewer not continuing your studies for one academic

year?”

“Well, I think, uhm…my main reason is, feeling ko

masyado pang rushed yung education that time.

Kasi parang sa pagkaka-alala ko, October na nag

Respondent #2
start, so feeling ko lahat hindi pa ready and ‘yon…

tama pala ako, hindi pa sila ready nung time na

‘yon, so I decided to stop.”

“So for the second question, what made you decide

Interviewer
to go back to school?”

Respondent #2 “Kase, uhmm…for me, kase parang masyado nang

late if 2 years na akong magii-stop. Parang mapag-

iiwanan na ‘ko kaya I decided na mag start nalang

ulit mag aral. Kase nung isang taon na ‘yon, uhm, I

decided to work sa family ko, and dun ko nalaman

na mas mahirap talaga na magtrabaho kaysa mag

 aral.”

“So for the third question, how does it feel to be a

Interviewer
student returnee?”

“Well, it’s really refreshing; kase parang, ewan ko

kung ako lang ‘yon, pero parang ang dali dali na

Respondent #2
ng lahat. Parang ang comfortable naman, parang

ang ganda naman ng flow.”

“For the fourth question, what are the adjustments

Interviewer
you encountered as a student returnee?”

“Well, as a returnee, of course bagong estudyante–

I mean bagong kaklase, bagong set of rules kase,

uhm, syempre, this is my first time doing online

Respondent #2 classes and…bago sakin yung Canvas, yung kung

pano ba gawin yung sa Zoom, kaya…feeling ko

medyo uncomfy pa ako at first, pero ngayon, sanay

naman na.”

“And lastly, what were your realizations as a

Interviewer
student returnee?”

Respondent #2 “Uhm, I realized nung mga…nung nag- stop ako…

na mahirap pala kapag tumigil mag-study. Kasi

 kahit kumikita na ako, iba parin yung feeling

kapag nakapag-aral”

SJohn Reniel D. Cruz

178, Purok 27, Talacsan Elementary School, Talacsan, San Rafael,
Bulacan
09281708211
[email protected]

PERSONAL INFORMATION

Status : Single
Nationality : Filipino
Birthday : April 22, 2006
Age : 16
Place of Birth : San Rafael, Bulacan
Parent/s : Maria Christina D. Cruz and Edgar T. Cruz
EDUCATIONAL BACKGROUND

Senior High School : Baliuag University 2021-Present

STEM 8
Gil Carlos St., Baliuag, Bulacan

Junior High School : St. Paul College San Rafael 2017-2021

Pantubig, San Rafael, Bulacan

Elementary : Talacsan Elementary School 2010-2017

Talacsan, San Rafael, Bulacan

AWARDS AND RECOGNITIONS

● With Honors, Baluag University – 2021

MEMBERSHIP AND AFFILIATIONS

● Member, Anime Club, Baliuag University – 2021-2022

● Member, Digital Arts Club, St. Paul College San Rafael – 2018-2019
Sophia Noreen Bulanadi Nuguid
Blk 5, Lot 27, Ilang-Ilang St. Milflora Homes, Sabang,
Baliwag, Bulacan
09983755934
[email protected]

PERSONAL INFORMATION

Status : Single
Nationality : Filipino
Birthday : September 22, 2005
Age : 16
Place of Birth : Baliwag, Bulacan
Parent/s : Rosefely B. Nuguid and Ronaldo L. Nuguid

EDUCATIONAL BACKGROUND

Senior High School : Baliuag University 2021-2022

STEM 8
Gil Carlos St. Baliuag, Bulacan

Junior High School : Mariano Ponce National High School 2017-2021

Bagong Nayon, Baliwag, Bulacan

Elementary : Jacinto Ponce 2016-2017

Tangos, Baliwag, Bulacan

AWARDS AND RECOGNITIONS

 First place in declamation contest, Sabang Elementary School – 2015

 With honors, Mariano Ponce National High School – 2018
 Perfect attendance, Mariano Ponce National High School – 2018
 Conduct awardee, Mariano Ponce National High School – 2018
 With honors, Mariano Ponce National High School – 2019
 Perfect attendance, Mariano Ponce National High School – 2019
 Conduct awardee, Mariano Ponce National High School – 2019
 With high honors, Mariano Ponce National High School – 2020
 Perfect attendance, Mariano Ponce National High School – 2020
 Conduct awardee, Mariano Ponce National High School – 2020
 With high honors, Mariano Ponce National High School – 2021
 Perfect attendance, Mariano Ponce National High School – 2021
 Conduct awardee, Mariano Ponce National High School – 2021
  First place in Kwentong Larawan, Baliuag University – 2021

MEMBERSHIP AND AFFILIATIONS

 President, Yes-O, Jacinto Ponce – 2016-2017

 Secretary, PYSC, Mariano Ponce – 2020-2021
 Peace Officer, League of Presidents – 2021-2022