Jessica Concha - Grade 12 Thesis

Republic of the Philippines
Department of Education
Schools Division of HIMAMALAN City
RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL
Senior High School Department
“CHALLENGES AND COPING MECHANISMS
OF GRADE 11-HUMSS OF RTTNHS
SCHOOL YEAR 2019-2020”
A RESEARCH STUDY PRESENTED TO THE FACULTY AND STAFF OF RAYMUNDO T.

TONGSON NATIONAL HIGH SCHOOL, IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE SENIOR HIGH SCHOOL
BUEN GARZON
LAWRENCE TACARDON
JOHN LLOYD TANEDO
RUBIE JANE BOCAFIGURA
JESSICA CONCHA
LILIALYN BARINO
March 2020
Acknowledgement
The researchers of the topic “Challenges and Coping Mechanism of Grade 11 HUMSS of
RTTNHS School Year 2019-2020” would like to acknowledge those people who helped, gave
contribution and support us in order to finish this research paper.
First, to our Parents for not getting sick to understanding and supporting our needs.
To our teacher Mrs. Meleanor Cristie Lima for patiently teaching ad guiding us to have a better
understanding about the subject.
Secondly, to our respondents for giving information that we need, thank you for your
cooperation and participation.
To our fellow students for expressing their ideas and sharing their knowledge about the
topic of our research.
Lastly but Mostly to our Lord God for hearing our prayers, guiding and giving us strength
to continue our research.

Abstract
This study aims to determine the challenging and coping mechanism and its impact
among Grade 11 HUMSS students at RTTNHS. The researchers were used survey questionnaires
that were distributed to the 43 Senior High Students. In the study wants to know if there is a
significant relationship between the indicators namely: Use of Instrumental Social Support,
Mental Disengagement, Use of Emotional Social Support, Planning and Active Coping pertaining
to age of the respondents. The findings of the study indicated that Grade 11 HUMSS students
coped with difficult situations in a mature manner, yet they tended to withdraw from the
problems they faced in life.

Table of Content
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract ................................................................ IV
Table of Contents.................................................... V
Chapter I INTRODUCTION
Introduction .....................................................
General Objectives ...........................................
Significance of the study....................................
Scope and Delemination of the study .................
Definition of terms.............................................
Chapter II REVIEW OF RELATED LITERATURE
Review of Related Literature ...............................
Chapter III METHDOLOGY
Research Methodology ......................................
Research Instrument .........................................

Respondents .....................................................
Research Locale ................................................
Data Gathering Procedure ..................................
Frequency Percentage .......................................
Chapter IV RESULTS, ANALYSES OF DATA, INTERPRETATION AND DISCUSSION OF DATA
Chapter V SUMMARY OF FINDINGS, RECOMMENDATION AND CONCLUSION
Summary
Conclusion .........................................................
Recommendation ...............................................
Appendices
References
CHAPTER I
INTRODUCTION
K-12 curriculum can refer to the corses or subject taught in school from grades
kindergarten through twelve. In a historic moment for advocates of educational equity,
President Benigno Aquino III approved signing into law the K-12 program on May 15, 2013.
HUMSS for humanities and social sciences. It is one of the strands offered to SHS. This strand is
for learners who aim to take up journalism, communication arts, liberal arts, education and
other, social science related courses in college.
Students face different challenges in terms of their academic, family, situation, friends
and many more. People that encounter stress leads them to rapid bodily changes such as
feeling of emotional unrest causing them to feel body aches. Many students face stress as they
try to mix up busy lives, school and work. While are trying also to have time with family and
friend. For some students, challenges become almost a way of living.
However it is dangerous to let challenges become students’ way of living in Senior High
School because some challenges lead to terrible effect that changes completely student’s life
and it may result to failure. Therefore, students need to create a coping strategy for their
challenges in order for them to reduce the negative effects to their learning and performance.
As the study go through the researcher would identify the challenges that Grade 11
HUMSS students experiencing. Coping mechanism can be a simple way of mitigating the stress
but it is complicated due to individuals having a varied problem situation. In relating to this,
researcher aims to explore different coping strategies of an individual’s obstacle in life.
General Objectives
This study aims to determine and explore the chakkenges and different coping strategies
of Grade 11 HUMSS students in Raymundo T. Tongson National High School, it aims to answer
the following questions.
1. What is demographic profile of the respondents in terms of the following?
- Gender
- Age
2. What are different challenges coping mechanism of Grade 11 HUMSS students?
3. Is there a significant relationship between the challenges and coping mechanism of
Grade 11 HUMSS students pertaining to age and gender?
Significance of the Study
Curriculum Planner. The study may be a good basis towards the curriculum planner to them to
be able to plan for interventions of the problem.

Principal.Study may great help towards the planning of the school in achieving the best
performance of the students.
Teachers. The findings of the study will give idea to the teachers on how they will give
intervene in some cases if there will be the same problem.
Parents. The findings of the study will give idea to the parents on how they will be part of the
solution towards the performance of their children.
Future Researchers. Finding may serve as basis and as inputs if and when there will be other
researcher to do the same research.
Scope and Delimitation of the Study
This study was focused the challenges and coping mechanism of 19 Girls and 24 Boys with
the total of 43 Grade 11 HUMSS students of Raymundo T. Tongson National High School Who
are officially enrolled School Year 2019 – 2020.
Definition of Terms
Challenges. A difficult task or problem, something that is hard to do
In this study challenges refer to the difficulties and struggles experienced with the Grade
11-HUMSS students of Raymundo T. Tongson National High School.

Coping Mechanism. In this study, this refers to the instrument use to counter the challenges
affecting the respondents.
In this study coping mechanism refers to the ways used by Grade 11 HUMSS Students to
cope up those challenges being experienced.
Students.
This study refers to the Grade 11 HUMSS Student of Raymundo T. Tongson National
High School officially enrolled School year 2019-2020.

CHAPTER II
REVIEW RELATED LITERATURE
Everyone experiences different chsllenges that lead to stresses people use different
action to cope of to escape or to face obstacle. Based on Rogers and Yassin (2003), it is
important for students to develop different coping strategies in order to encounter and manage
stressful condtions. If not handled well, the stressors that originated from financial problem,
sleep deprivation, societal activities and many more can affect students ability to perform.
Coping strategy refers to ways to handle stressful and troublesome circumtances.
Richard Lazarus and Susan folkman scientifically defined coping as th sum of cognitive
and behavioral effort which are constantly changing that aim to handle particular demands,
wether internal or external that are viewed as demanding.
The other is the social environmental stress, including stress from interpersonal
communication, stress from occupation choice, emotional stress, stress form college
environment and stress from study (Lin Zhang, Wenbo Che and Bing Li 2003).
(Furung Wang and Huixiang Gong 2001), make a comparative study of mental stresses
of boys are bigger, longer and stranger than girls. The mental stresses grow along with grades,
reach the maximum at the junior year and slightly decreace At the senior year.
According to Dixon and Ro (2005), all of those people ecounter stress that leads to rapid bodily
changing which makes feelings of emotions unrest causing the body strains with the body part.
Repeated stressful situations, may to cause rapid tension and pressure that contributed to
physical and psychological problems.
Blona (2005) claims that student experience stress since some are trying to cope with
demands of adapting to a new living environment, new peers, academic pressure and sexual
concerns. Being in college can also put financial stress on the students and their families. These
situations can leave them with trembling hands, tense muscles, migraine, headache and
multiple other symptoms of stress performance or reduce the student to ineffectiveness.
According to Presnall (2008), college students and more challenging because of school
related issues. They are being affected in emotional and mental health. In addition, in survey
pulled 2,253 undergraduate students age 18 to 24 where randomly selected from school nation
wide and revealed that financial, relationship, family problems and extra curricular activities.
Student who experience different challenges believe that alcohol drinking, using of drug and
hanging out of friends are their immediate solutions.
Proponents of the theory of Mc Namara (2000) and Pallack et. Al. (2010) where in they
argued the imporatnce of psychological processes in identifying the different challenges effects
in our emotions, physical health and behavior.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology. The components of this chapter
include the description of the research design, research instrument, research respondents,
locale of the study and data gathering procedure.
Research Design
The reasearcher use a quantitative-descriptive research method in conducting the
study.This type of reasearch describes what exist and may help to uncover now facts and
meaning.The purpose of descriptive reasearch is to observe and to determine the demographic
profile of the respondents. Describe and document aspects of a situation as it naturally occurs
(Polit and Hungler 1999) this involves the collection of data that will provide an account or
descriptives or individuals ,groups or situation. Instructions used to obtain data in descriptive
studies and it use a questionnaires and observation.
Research Instrument
For the purpose of this study the reseacher use standardized questionnaire to gather
necessary data. It contains the demographic profile of the respondents and consist of 10
questions. Researcher were able to gather concise and presice information that will be used to
answer the research questions.

Respondents
The respondents of this research are the Grade 11 HUMSS students of RTTNHS
specifically 19 girls and 24 boys with the total of 43.
Female 19
Male 24
Total 43
Locale of the Study
The study focuses on the challenges and coping mechanism of Senior High School. This
study was conducted at Raymundo T. Tongson National High School located at Barangay
Talaban, Himamaylan City. Using survey questionnare, the researchers were able to gather the
data needed to the study.
Research Instrument
The researchers used survey questionnaire to gather the needed data or information to
address the research question. Respondents answer will be confidential and used only for the
purpose of this study. The data from the respondents was collected for the analysis and
interpretation.
Data Gathering Procedure
The researcher presented their idea to the adviser regarding the proposed study. Upon
discerning the problem the researcher with the help of their adviser pursues the study. The
reasearcher asked permission to the Principal, to the respondents, and to the adviser of the
respondents .
The researcher gives a brief orientation and explanation of the importance of the study
and will ensure the confidentiality of the respondents.
The researcher distributed and explained the questionnaires checklist before the
respondents answer the questionnaires.
The researchers then gather the research questionnaire and data were synthesize and
analyze for the result.
FREQUENCY PERCENTAGE:
P= Percentage (%)
f= Number of respondents
N= Total number of respondents
FORMULA: P= f ÷ N ∙ 100 =______

CHAPTER IV
RESULTS, ANALYSES OF DATA, INTERPRETATION AND DISCUSSION OF DATA
This chapters deals with the presentation of result and disscusion of the data gathered
based on the research problem and hypothesis posited for this study.The presentation of data
is in order arrange according to the statement of problem in an attempt to answer them
accordingly.
Table I: Respondent profile as to gender
Answer Respondent Percent
MALE 24 55.8%
FEMALE 19 44.2%
Total 43 100%
Table I shows that dominant respondent profile as to gender is Male with 24(55.8%)
while the female is with 19 (44.2%).
Table II:Respondent profile as to age
Answer Respondent Percent
15-16 19 44.2%
17-18 18 41.9%
19 above 6 13.10%
Total 43 100%
Table II shows that the age 15-16 consist of 19 (44.2%) while age of 17-18 has 18
(41.9%) and age 19 above has 6 (13.10%).Therefore,age 15-16 got the highest percentage when
it comes to age.
Table III:Indicators as to use of instrumental social support
Answer Respondent Percentage
I try to get advice from someone about what to do 17 39.5%
I talk someone to find out more about the situation 10 23.3%
I talk to someone who would do something to 7 16.3%
concrete about the problem
I ask people who have had similar experiences what 9 20.9%
they did
Total 43 100%
Table III shows that the ave as to use of instrumental social support.Student try to get
advice from someone about what to do mean of 17 (39.5%). Student talk someone to find out
more about the situation mean of 10 (23.3%).While students talk to someone who would do
something to concrete about the problem 7 (16.3%). Student ask people who have had similar
experiences what they did mean of 9 (20.9%).
Table IV: Indicators as to use of emotional and social support
I discuss my feelings with 14 32.6%
someone
I get symphaty and 10 23.3%
understanding from someone
I try to get emotional support 10 23.3%
from friends or relatives
I talk to someone about how 9 20.8%
i feel
Total 43 100%
Table IV shows that who discuss their feeling with someone has the highest percentage with
14 (32.6%).Followed by students who get symphaty and understaing from someone of 10
(23.3%) the same with I try to get emotional support from friends or relatives .Students who
talk to someone about how i feel mean 9 (20.8%).
Table V: Indicators as to planning
I make a plan of action. 18 41.9%
I try to come up with a 13 30.2%
strategy about what to do.
I think about how i 7 16.3%
might best handle problem.
I think hard about what steps 5 11.6%
to take.
Total 43 100%
Table V shows that the students who make a plan of action mean 18 (41.9%).Students
who try to come up with the strategy about what to do mean of 13 (30.2%).Students think
about how they might best handle problem 7 (16.3%) and students think about what
steps to take mean of 5 (11.6%).
Table VI:Indicators as to achieve coping
I concentrate my efforts on doing something 19 44.2%
about it
I take additional action to try,to get rid of the 13 30.2%
problem
I take direct action to get around the problem 4 9.3%
I do what has to be done one step at a time 7 16.3%
Total 43 100%
Table VI shows how students concentrete their efforts on doing something about it
mean of 19(44.2%). Students take additional action to try, to get rid of the problem mean of
13(30.2%). Take direct action to get around the problem mean 4(9.3%). While students do what
has to be done one step at a time mean of 7(16.3%).
Table VII:Indicators to mental disengagement

Answer Respondents Percentage
I turn to work or other substitute activities to 14 32.6%
take my mind off things
I daydream about thing other than this 14 32.6%
I let my feelings out 8 18.5%
I feel a lot of emotional distress and i find 7 16.3%
myself expressing those things a lot
Total 43 100%
Table VII shows mental disengagement of the students. Students turn to work or other
substitute activities to take their mind off things and students daydream about things other
than this mean the same 14(32.6%). Students let their feeling out mean of 8(18.5%). While
students feel a lot of emotional distress and expressing their self those things mean of
7(16.3%).
Table VIII:Ranking of indicators
Use of instrumental social support 11 25.6%
Mental disengagement 8 18.6%
Use of emotional social support 8 18.6%

Planning 15 34.9%
Active coping 1 2.3%
Total 43 100%
Table VIII shows students indicators. Use of intrumental social support mean of 11(25.6%).
Students use mental disengagement and use of emotional social support mean the same
8(18.6%). Students use planning mean of 15(34.4%). While students use active coping mean of
1(2.3%)
Table VX:Relationship between indicators and age
Answer Respondents Percentage
Use of instrumental social support vs age 12 27.9%
Mental disengagement vs age 7 16.3%
Use of emotional social support vs age 12 27.9%
Planning vs age 12 27.9%
Active coping vs age 0 0%
Total 43 100%
Table VX shows relationship between indicators and age. Used of instrumental vs age, use of
emotional social support vs age and planning vs age got the same of 12(27.9%). While mental
disengagement vs age got of 7(16.3%).

Table X:Mitigation of challenges that you experienced
Over scheduled activities 11 25.6%
Giving up easily to challenges 12 27.9%
Taking a problem in a heavy way 8 18.6%
Sleeping late at night or lacking of sleep 12 27.9%
Total 43 100%
Table X shows the different challenges that students experienced. Over scheduled activities got
11(25.6%). Giving up easily to challenges and Sleeping late at night or lacking of sleep got the
same of 12(27.9%). While taking a problem in a heavy way got of 8(18.6%).

Chapter V
This chapter presents the conclusions and recommendations based on the findings of
the study. This study was undertaken to determine the Challenges and Coping Mechanism of
Grade 11 HUMSS students of Raymundo T. Tongson National High School.
Recommendation
Based on the findings of this research study, the following are the recommendation:
Students can identify different ways and strategies in coping the perceived level of stress in
terms of physical, emotional and mental.
Teachers can guide and monitor their students properly in order to give an immediate action
and help to students who are facing different kinds of challenges. One way to help their
sytudents is by giving them motivation to face their struggles in life optimistically.
School can conduct seminar for the students. This seminar include the practices and coping
mechanisms in order to be aware and prepared for the possible challenges they going to
encounter.
Parents can provide guidance, advice and support which may include moral and financial. In this
case it may lessen the child challenges and pressure.
Future Researchers can have a deep study in understanding about the proper ways of coping
their perceived level of challenges namely physical, emotional and mental where students can
easily apply and relate it to their experiences.
Conclusion
Grade 11 HUMSS students have encountered different levels of challenges and its
corresponding coping mechanism in terms of physical, emotional and mental disengagement
based on the results that almost of the challenges of grade

References
https://www.dlsu.edu.ph/wp-content/uploads/2018/06/acm-fo26-thesis-proposal-approval-
sheet.pdf
http://uir.unisa.ac.za/bitstream/handle/10500/23174/thesis_mtemeri_j.pdf?sequence=1&isAll
owed=y
https://acknowledgementsample.com/acknowlegdement-sample-for-a-research-paper/
Appendices
RISA M. VIDAL
PRINCIPAL II
BRGY. TALABAN HIMAMAYLAN CITY NEGROS OCCIDENTAL
Madam,
Good Day!
We are currently working on our research sudy entitle “CHALLENGES AND COPING
MECHANISMS OF GRADE 11 – HUMSS OF RAYMUNDO T.TONGSON NATIONAL HIGH SCHOOL” ,
S.Y 2019 – 2020.
This study is a partial fulfillment of the requirements in Practical Research II.
In this coonection, we would like to ask permission from your good office to conduct
our study among High School Student of Raymundo T. Tongson National High School.
Your positive response to our request will be highly appreciated.
Very truly yours,

JESSICA S. CONCHA
LILIALYN G. BARINO
RUBIE JANE BOCAFIGURA
LAWRENCE C. TACARDON
BUEN GARZON
JOHN LLOYD TAÑEDO


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Republic of the Philippines

“CHALLENGES AND COPING MECHANISMS

OF GRADE 11-HUMSS OF RTTNHS

SCHOOL YEAR 2019-2020”

A RESEARCH STUDY PRESENTED TO THE FACULTY AND STAFF OF RAYMUNDO T.

JOHN LLOYD TANEDO

RUBIE JANE BOCAFIGURA

contribution and support us in order to finish this research paper.

understanding about the subject.

cooperation and participation.

topic of our research.

to continue our research.

problems they faced in life.

General Objectives ...........................................

Significance of the study....................................

Scope and Delemination of the study .................

Chapter II REVIEW OF RELATED LITERATURE

Review of Related Literature ...............................

Chapter III METHDOLOGY

Research Methodology ......................................

Research Instrument .........................................

Research Locale ................................................

Data Gathering Procedure ..................................

Frequency Percentage .......................................

Chapter IV RESULTS, ANALYSES OF DATA, INTERPRETATION AND DISCUSSION OF DATA

Chapter V SUMMARY OF FINDINGS, RECOMMENDATION AND CONCLUSION

kindergarten through twelve. In a historic moment for advocates of educational equity,

other, social science related courses in college.

friend. For some students, challenges become almost a way of living.

researcher aims to explore different coping strategies of an individual’s obstacle in life.

the following questions.

1. What is demographic profile of the respondents in terms of the following?

2. What are different challenges coping mechanism of Grade 11 HUMSS students?

3. Is there a significant relationship between the challenges and coping mechanism of

Grade 11 HUMSS students pertaining to age and gender?

Significance of the Study

be able to plan for interventions of the problem.

performance of the students.

intervene in some cases if there will be the same problem.

solution towards the performance of their children.

researcher to do the same research.

Scope and Delimitation of the Study

are officially enrolled School Year 2019 – 2020.

Challenges. A difficult task or problem, something that is hard to do

11-HUMSS students of Raymundo T. Tongson National High School.

affecting the respondents.

cope up those challenges being experienced.

High School officially enrolled School year 2019-2020.

REVIEW RELATED LITERATURE

Coping strategy refers to ways to handle stressful and troublesome circumtances.

wether internal or external that are viewed as demanding.

physical and psychological problems.

multiple other symptoms of stress performance or reduce the student to ineffectiveness.

hanging out of friends are their immediate solutions.

in our emotions, physical health and behavior.

locale of the study and data gathering procedure.

The reasearcher use a quantitative-descriptive research method in conducting the

meaning.The purpose of descriptive reasearch is to observe and to determine the demographic

descriptives or individuals ,groups or situation. Instructions used to obtain data in descriptive

studies and it use a questionnaires and observation.

answer the research questions.

specifically 19 girls and 24 boys with the total of 43.

Locale of the Study