Problem Experiences and Perspectives in Senior High School: Implications for Student Support Services

doi.org/10.70228/CBJ2022030

Cite this article Read this article

ABSTRACT

The increasing number of psychosocial problems observed among Senior High School students highlighted the need to provide empirical evidence on how the school’s student services should appropriately respond. This study aimed to determine the problems of the students in senior high school and the perspectives of three sectors: students,
faculty, and administrators and officers, regarding their experiences in a private high school in the Philippines. Using convergent parallel research design, the researchers surveyed 455 students through a standardized checklist to identify their problems. Focus group discussion and interviews were conducted to understand the senior
high school experiences from 24 participants representing the 3 sectors. Quantitative data was analyzed through frequency, percentages, Fisher’s exact test and chi-square, while qualitative data was analyzed using Creswell’s data analysis procedures. Results showed that the students’ topmost problem areas are found in personal psychological relations, social psychological relations and adjustment to school work, while their specific problems include: wondering if they will be successful in life, not having enough sleep and being lazy.
There are significant differences among the topmost problems expressed by students across the following: grade level, strand, gender and socio-economic status, while no significant difference exists between the topmost problems and type of junior high school. Furthermore, six themes emerged from the experiences of each sector.
Implications for student services, specifically in guidance and counseling and discipline and formation are discussed.
Recommendations are proposed to address the expressed problems and experiences.

Keywords: students, problems, experiences, senior high school, support services