“THE IMPRESSION OF GRADE 11 STUDENTS AND TEACHERS THAT ARE

TEACHING MINOR SUBJECTS ON OUR LADY OF CAYSASAY ACADEMY

ON THE PROBLEM OF HAVING MORE TASK IN MINOR SUBJECTS AND
MAJOR SUBJECTS SY:2020-2021”

A Research Paper

Presented to

The Faculty of Senior High School Department

Our Lady of Caysasay Academy

Taal, Batangas

In Partial Fulfillment

Of the Requirements for Practical Research 1

By:

Almendral, Evan P.

Atienza, Ryan James G.

Maristela, Matthew C.

Huelgas, Julianna Myane L.

2021

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 TABLE OF CONTENTS

Abstract............................................................................................................................. 4

Acknowledgement.......................................................................................................... 6

Chapter I............................................................................................................................ 7

Introduction................................................................................................................ 7

Conceptual Framework............................................................................................ 8

Statement of the Problem......................................................................................10

Scope, Limitation and Delimitation.......................................................................10

Significance of the Study....................................................................................... 11

Definition of Terms..................................................................................................11

Chapter II.........................................................................................................................13

Related Literatures................................................................................................. 13

Related Studies.......................................................................................................16

Synthesis..................................................................................................................21

Chapter III........................................................................................................................24

Research Design.................................................................................................... 24

Respondents........................................................................................................... 24

Data Gathering Instruments.................................................................................. 25

Data Gathering Procedures.................................................................................. 29

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Chapter IV....................................................................................................................... 31

Introduction.............................................................................................................. 31

Interpretation of Data............................................................................................. 32

Chapet V..........................................................................................................................53

Summary.................................................................................................................. 53

Conclusion............................................................................................................... 53

Recommendation....................................................................................................54

Reference List................................................................................................................57

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ABSTRACT

Some students consider minor subjects as unimportant to the course they

have. In this present day, most of the students found out that most of the tasks in

this field are demanding. This study aims to identify the impression of grade 11

students and teachers who are teaching minor subjects on Our Lady of

Caysasay Academy on the problem of having more tasks in minor subjects than

the major subjects in the school year 2020-2021.

The study undergoes narrative research, in which it focuses the

perspective of the students and teachers about the concern on having more

tasks in minor subjects. The researchers used an online questionnaire to gather

data and formulate the conclusion. The results show that the respondents of this

study (students) are claiming that it is not normal to have more tasks in minor

subjects than the major ones. According to their response, the majority of them

point that they lose focus to the major subjects because it is more connected to

the course they are taking. It is also difficult than the major one, the reason

behind this is that some of the minor subjects are not applicable for the course

that they will take in the future. Based on the responses of the teachers in the

study, they claim that they are aware that students are having a hard time

dealing with the activities in minor subjects. The teachers said that they know

among themselves that the tasks they give are beneficial to the students in the

future. Overall, minor subjects can help a learner to be more productive and

improve his/her skills. This study helps to raise awareness to both students and

teachers that all the tasks in minor subjects have their purpose.

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Recommendations are made to help the students in addressing the difficulties

found in this study

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ACKNOWLEGDEMENT

The researchers would like to thank the Lord our God for guiding us finishing this

research. To the internet sites, for allowing us to make our project and to borrow

reference materials to do our project. To our family and friends for their

unceasing encouragement and support. To Ms. Ann Krissable Quilaton, for

guiding us and for helping us to finish this research. To Ms. Joan Perez for

validating our Survey Questionnaire. To the respondents that helps us to finish

this reserach paper.We would like to thank all of the people who helped us and

assisted us in conducting this research.

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 CHAPTER I

THE RESEARCH PROBLEM AND ITS BACKGROUND

A. INTRODUCTION

Minor subjects are subjects that are not course-related, but instead, those

subject are mostly related about the things in our world in terms of social, arts,

and communication. These subjects focuses on improving the skills the learners

to be able to interact with the society. On the other hand, major subjects are

subjects that are course related, that is very important to study about a certain

field of education. Though of students are saying that Major subjects are more

important than Minor subjects but they must not let that sink in to them, because

of minor subjects, there are students wholearn a lot about it and became

successful and be able to cope up in very hard challenges.

In the current curriculum, students encountered lots of changes in

education. A lot of us are having a hard time to do school works and we can’t do

it individually, it is very challenging to make it by yourself, you need a partner or a

friend that can help you. Since then, the way we view about the subjects become

different. There are some students who find it beneficial but many students are

telling that there is no relevance in taking it especially when going to college.

They might see it useless and beneficial at the same time, but we can’t do

nothing, we must follow the instructions for us to to move forward

In today’s society, technology crucial for daily survival. Since the world is

facing a pandemic, technology becomes handy all the time. People changed their

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views and lifestyle, especially about studying and working. Most of the students

often faces a gadget to attend a meeting with their teachers just to learn a lesson.

Speaking of studying, most of the social media sites (ex. Twitter, Facebook,

Instagram, etc.), there are lots of complains happening in terms of tasks. Most of

the students are experiencing having more tasks on minor subjects compare to

major subjects. Most students found out that it is just a waste of time on doing

tasks which are not related to one’s course, and because of that, the worst-case

scenario that might happen is cheating to make the tasks easier and learners

blames the educators regarding the tasks that needed to accomplish.

The study will be conducted at Our Lady of Caysasay Academy, located at

Taal, Batangas since their respondents are from this school. The surveys will

only be done at their respective homes and will be given to the selected Grade

11 Students through the use of Google forms and internet connection.

B. CONCEPTUAL FRAMEWORK

This study will discuss the impressions of Grade 11 Student and Teachers

that are teaching Minor Subjects with regards to the problem of having more task

in minor subjects than major subjects. The evaluation of why does Grade 11

teachers that are teaching minor subjects are giving more task than major

subject is illustrated in Figure 1

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 Input Process Output

 Students  Survey
complaining about  Questionnaire  Results, why
the amount of task  Gathering of Data teachers in minor
being given by the subjects give more
teachers. task than major
 Differences of subjects.
amount of task
being given on  Benefits of minor
major and minor subjects to the
subjects. students.
 Importance of minor
subjects.
 Effects to students.

Figure 1.

Research Paradigm on the impression of Grade 11 Students and teachers that are

teaching minor subjects of Our Lady of Caysasay Academy on the problem of having

more task in minor subjects than major subjects

The figure above shows the research framework through this table. On the input,

it shows how students of Grade 11 students of OLCA, complains about the

amount of task and differences in the amount given to them by the teachers. Also,

the importance of minor subjects and how it affects the students. And to achieve

the results, the researchers will use the process of gathering data, giving

questionnaires to the students, giving survey, and observing. Through this

process, the results will be shown on why teachers give more task in minor

subjects than in major subjects, and what are the benefits to the students.

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C. STATEMENT OF THE PROBLEM

The researchers aim to know the analysis of Grade 11 Students and

teachers that are teaching Minor Subjects of Our Lady of Caysasay Academy

about the problem of having more task in Minor subjects than major subjects.

The study will answer the following questions:

1. Is it natural to do more tasks on minor subjects than the major ones? Why?

2. Are the tasks on minor subjects are more difficult than the tasks in major

subjects? In what way?

3. What is the importance of minor subjects for the learners?

D. SCOPE, LIMITATION AND DELIMITATION OF THE STUDY

This study aims to discuss the impression of Grade 11 students and minor

subject teachers about the problems of having more tasks in minor subjects that

the major subjects. The study will involve the Grade 11 students from the school

of Our Lady of Caysasay Academy Taal, Batangas at SY: 2020-2021.

The study will only focus on the samples that comes from the OLCA

Grade 11 students and grade 11 teachers that are teaching minor subjects may

not reflect the perspective of the much wider student population.

The study will consider the impression of grade 11 Studnets and grade 11

teachers that are teaching minor subjects to avoid confusions about teaching and

learning minor subjects and to know the true value of minor subjects. It will not

cover anything about the current way of learning and it will not discuss other

minor subjects from other grade levels and tertiary level

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E. SIGNIFICANCE OF THE STUDY

This study aims to discuss the impression of Grade 11 students and

teachers that are teaching minor subjects of Our Lady of Caysasay Academy

about the problems of having more tasks in minor subjects that the major

subjects SY: 2020-2021. The study helps people, especially students and

teachers to remove their confusions about doing and learning about minor

subjects, and to know the true value of studying these kinds of subjects. This

could help them in a way that they will never blame the educators about the tasks

given to the learners.

The findings of this study may be used by future researchers who will

conduct a related investigation. They could utilize the findings of this research to

support and validate the future studies conducted.

F. DEFINITION OF TERMS

Confusion - the lack of clearness in a particular subject. Something that is

unclarified in a definition

Educators - the persons who are educating the learners and helping them for

the learner’s future

Impression - They are how a person sees or feels about certain information,

environment, or events

Learners - the persons who are undergoing in an educational institute to learn

for their future

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Major Subjects - It is a specialized subjects or core subjects that students must

be focused on

Minor subject - is a lesser specialisation in a subsidiary subject, complementing

the major subject

Rants - particular complaints in a subject that tells that the person is angry and

frustrated about it

School Tasks - this are given to students and needed to dinish in a specific

amount of time, we can also learn many things here.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, reviews of related of literature and related studies are

presented to provide the researchers sufficient knowledge and understanding

about the importance of minor subjects to students. Information are taken from

credible sources which will –as well, make the researchers’ current study reliable.

A. Related Literature

According to Ashley Miller, Choosing your major is difficult enough --

deciding whether to take a minor can make you feel like pulling your hair out. You

might consider taking a minor when you're interested in a specific subject but

don't want to make it your major area of focus or when you want to complement

your major. Your major is the subject area you select because you want to

pursue related graduate study or because you want to enter the workforce and

get a job in that field directly after graduation. For example, psychology majors

might consider a minor in business if they want to work in human resources, but

they might also consider a minor in biology if they want to pursue graduate study

in psychology. According to the University of Chicago, minors allow students to

use their free electives with "intellectual effectiveness" meaning that a student

can follow a specific, organized course of study in a field that appeals to him,

instead of using his electives on random courses that might not provide any real

benefit.

According to a reporter, Jon Moody (2019), A college maor carries

considerable weight in higher education, shaping career paths and lives as

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students pursue work within a particular discipline. Even though students will

take more college courses for a major, experts say they shouldn't overlook the

importance of determining a minor. "There's nothing minor about it," says Micah

Sadigh, a psychology professor and department chair at Cedar Crest College in

Pennsylvania, who regularly advises undergraduates and has written about the

importance of minors. But what is a minor in college, anyway? Simply put, "a

minor allows a student the opportunity to add training in another discipline,"

explains Tracy Camp, a professor and head of the computer science department

at Colorado School of Mines. Computer science is the most popular minor on the

campus, according to the school, which has long emphasized science,

technology, engineering and mathematics, or the STEM fields. Although minors

are not required at all colleges, they are offered as a way to study another

discipline in-depth. Considering the differences among schools, prospective

students should consult a school's degree plan for minor requirements.

According to Bruckner (2018), Minors in college provide students with the

opportunity to learn more about something that they are interested in, whether or

not it is related to their major. While majors require a lot of focus, attention, and

time during college, minors are much less demanding as they often consist of ten

courses or fewer. He quickly realized that all of the electives he wanted to take

were art classes, so he declared a minor in graphic design. Some of my graphic

design classes overlap with English elective credits, so he get credit for both the

minor and the major. he get to take classes that are engaging, interesting, and

practical that will benefit my broad English major. Students who decide to get

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minors in college often are a step ahead when they graduate as they have

gained valuable experiences in an area outside of their major. Because these

students study a minor, they will likely be qualified for a variety of careers,

providing them with more opportunities post-graduation.

According to romance studies (2017), Having a minor may be personally

important to you if you minor in a subject that you are passionate about. You may

also be personally interested in gaining skills and training in a certain field but not

interested in pursuing the topic to the extent that a major would require.

Professionally speaking, minors can be a great help. You may need additional

training for a career path that a minor can provide. (For example, you may be

majoring in business management but minoring in women's studies if you want to

work in a non-profit that focuses on women's issues.) Additionally, you may be

interested in teaching, in which case a minor can come in handy for expanding

what subject areas you're allowed to teach. Your minor may also be important

when it comes to applying to graduate school or other academic endeavors.

While your minor probably won't make or break your application, it can serve as

an additional piece of information to make you stand out a bit from the rest of the

academic crowd.

According to Voght (2019), Most employers will tell you that your college

major is more important than your minor, and many employers will stress that

hands-on experience gained during college is the most critical hiring variable of

all. A minor in computer science, or a foreign language for that matter, might

enable the student to work on special projects and hybrid teams, and in some

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cases gain access to opportunities that might not have developed had it not been

for an added depth of specialization.” Sometimes, having the right minor can

serve as a sort of tiebreaker between you and an otherwise equally qualified

competitor for the same job, according to Doug Pitchford, a human resources

professional with Nidec-Shimpo America. “If the applicants are similar in degree

and experience levels, then the person with a minor in business or marketing

would have an edge over, say, someone with a minor in history or music,”

Pitchford says.

B. Related Studies

According to the research of Escalona and Fiscal (2020), research is

considered to be the most important output of the students. In present day

research is required not only in tertiary education but also in senior high school.

Their study aims to identify the difficulties encountered by senior high school

STEM students in doing research. The study is primarily based on the theory of

challenge and support which explained that the two factors need to be balanced

to attain the students’ personal development and growth. Utilizing content

analysis as a design and latent analysis in analysing data, four categories of

difficulties are identified in the study include paper related, research partners,

advisee to adviser, and personal issues and hindrances. Their findings reveal

that the most difficulties are searching for related literature, cooperation and

participation, teacher’s schedule, and poor time management. This study helps

raise teachers’ awareness on the common difficulties of students in doing

research.

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 In a study conducted by Abun, D. (2021), it says that there were four

aspects of self-regulation investigated such as external regulation, introjected

regulation, identified regulation and intrinsic motivation. The study wanted to

determine the level of academic self-regulation of the STEM students of Senior

High School students of the Divine Word Colleges and its effect toward academic

performance. Questionnaires were used to gather the data. The quantitative

descriptive research design and explanation research was used in the study. The

findings showed that the academic self-regulation of the STEM students of the

senior high school of Divine Word Colleges is high which means that they have

high external regulation, introjected regulation, identified regulation and moderate

intrinsic motivation. However, the findings also showed that there is no

correlation between academic self-regulation and their academic performance.

Their academic performance can be caused by other factors that are not

considered in this study.

According to a descriptive-qualitative research conducted by Pablo and

Lasaten (2018), they determined and analyzed the difficulties of Senior High

School students in writing academic essays and the overall quality of the

academic essays of the students. Further, they compared the quality of the

academic essays of the students from public and private schools. Using the

random sampling technique, the academic essays of the 227 Grade 11 Senior

High School students in the Schools Division of Laoag City were selected and

analyzed for the purpose of the study. To gather the data and information they

needed, the study used a researcher-made checklist patterned after the criteria

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set by Jacobs (1981) in evaluating academic essays and the Standardized

Rubric in Evaluating Academic Essay of Jacobs (1981) enriched by Valdez

(2016). Findings show that the students have difficulties in writing academic

essays such as lack of variety of ideas in terms of content and ideas, lack of

connectives in terms organization, incorrect word or idiom and word usage in

terms vocabulary and word choice, poor sentence structures in terms of

language use, use of first person pronoun in terms of formality and objectivity,

and lack of citations in terms of referencing. Notably, the overall quality of the

students’ academic essays ranges from poor to fair. Further, the quality of the

academic essays of the students from private schools is of better quality than

students’ academic essays from public schools.

According to the study of B Anggara et al (2018), they said that identifying

students' difficulties in learning concept of probability is important for teachers to

prepare the appropriate learning processes and can overcome obstacles that

may arise in the next learning processes. Their study revealed the level of

students' understanding of the concept of probability and identified their

difficulties as a part of the epistemological obstacles identification of the concept

of probability. The study employed a qualitative approach that tends to be the

character of descriptive research. The respondents in the study are 55 students.

The writer used the diagnostic test of probability concept learning difficulty,

observation, and interview as the techniques to collect the data needed. The data

was used to determine levels of understanding and the learning difficulties

experienced by the students. From the result of students' test result and learning

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observation, it was found that the mean cognitive level was at level 2. The

findings indicated that students had appropriate quantitative information of

probability concept but it might be incomplete or incorrectly used. The difficulties

found are the ones in arranging sample space, events, and mathematical models

related to probability problems. Besides, students had difficulties in

understanding the principles of events and prerequisite concept.

According to the case study conducted by Yulianawati (2019), the study

investigates students’ causes of students’ difficulties, kinds of students’

difficulties, and the most dominant problem in writing recount text written by ten

students at a Senior High School in Indramayu, West Java. This study employed

a qualitative research design, embracing characteristics of a case study. The

data obtained are from the collection of samples of students’ recount texts. The

findings revealed that most students have been able to implement the schematic

structures and linguistic features of argument texts, which indicates the ability of

students to write the texts and to achieve its purpose. However, some students

found difficulties in terms of the use of tenses, the use of vocabulary, and the use

of specific participants. Based on the analysis of students’ writing, it was found

some causes that made students did some mistakes in writing recount texts.

Based on these findings, it is recommended that explicit teaching be needed to

develop students’ writing skills.

According to the study of Lou, et al (2011), this study was designed to

explore the effects of problem-based learning (PBL) strategies on the attitudes of

female senior high school students toward integrated knowledge learning in

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science, technology, engineering, and mathematics (STEM). Content analysis

and focus group methods were adopted as the research processes. Data and

information about the STEM internet platform, an attitude scale and the contents

of interviews were also collected for analysis. The subjects of the study were

10th grade students at a girls’ senior high school. A total of 40 students were

grouped into 18 teams. The results of the study indicate: (1) that PBL strategies

can be helpful in enhancing students’ attitudes toward STEM learning and the

exploration of future career choices; (2) that the PBL teaching strategy helped to

lead students step by step toward completing the contest’s mission and to

experience the meaning of integrated STEM knowledge; (3) that not only that

students can actively apply engineering and science knowledge, but also that

students tend to gain more solid science and mathematics knowledge through

STEM learning in PBL; and (4) that PBL can enhance students’ abilities and

provide them experiences related to knowledge integration and application.

Therefore, it is recommended that the curriculum at the girls’ senior high school

include more content related to specialty subjects to enhance their technological

capabilities. In addition, a learning mechanism should be offered to aid advisers

or teachers in strengthening students’ integrated and systematic knowledge

about STEM.

According to the study of Murtonen & Lehtinen (2010), entitled “Difficulties

Experienced by Education and Sociology Students in Quantitative Methods

Courses“, the study describes the difficulties experienced in learning qualitative

method courses. The respondents of the study are the students from Education

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and Sociology Course, they are asked to rate different topics on the basis of their

difficulty. They are also asked to answer questions concerning methodology

courses and the reasons of their difficulties. There are five main categories of

reasons for difficulties established: (1) superficial teaching, (2) linking theory with

practice, (3) unfamiliarity with and difficulty concepts and content, (4) creating an

integrated picture of research in order to really understand it, and (5) negative

attitudes towards these studies. The result of their study shows that the students

are having difficulties in statistics and quantitative methods. The subjects are not

the students’ main subjects. Overall, the students tends to polarized academic

subjects into easier language, major and qualitative subjects, statistical and

quantitative subjects. According to them, they are having a hard time in these

subjects because they cited teaching most frequently as the reason. Those

students who did not have many problems in statistical and quantitative subjects,

but who still had more trouble with them in comparison to their major subject

studies, mentioned negative attitudes as the main reason for difficulties.

C. Sysnthesis

Through the related literature and studies gathered, the researchers have

found a connection and similarities on their current study. The researchers have

been provided with various information that they need for their study. The

importance of studying minor subject to students is presented in the current study

was observed on other studies as well. According to Ashley Miller, Choosing your

major is difficult enough deciding whether to take a minor can make you feel like

Page | 21
pulling your hair out. According to a reporter, Jon Moody (2019), A college major

carries considerable weight in higher education, shaping career paths and lives

as students pursue work within a particular discipline. According to Bruckner

(2018), Minors in college provide students with the opportunity to learn more

about something that they are interested in, whether or not it is related to their

major. According to romance studies (2017), Having a minor may be personally

important to you if you minor in a subject that you are passionate about.

According to Voght (2019), Most employers will tell you that your college major is

more important than your minor, and many employers will stress that hands-on

experience gained during college is the most critical hiring variable of all.

According to the research of Escalona and Fiscal (2020), research is considered

to be the most important output of the students. In a study conducted by Abun, D.

(2021), The findings showed that the academic self-regulation of the STEM

students of the senior high school of Divine Word Colleges is high which means

that they have high external regulation, introjected regulation, identified

regulation and moderate intrinsic motivation. According to a descriptive-

qualitative research conducted by Pablo and Lasaten (2018), they determined

and analyzed the difficulties of Senior High School students in writing academic

essays and the overall quality of the academic essays of the students. According

to the study of B Anggara et al (2018), they said that identifying students'

difficulties in learning concept of probability is important for teachers to prepare

the appropriate learning processes and can overcome obstacles that may arise

in the next learning processes. According to the case study conducted by

Page | 22
Yulianawati (2019), the study investigates students’ causes of students’

difficulties, kinds of students’ difficulties, and the most dominant problem in

writing recount text written by ten students at a Senior High School in Indramayu,

West Java. According to the study of Lou, et al (2011), this study was designed

to explore the effects of problem-based learning (PBL) strategies on the attitudes

of female senior high school students toward integrated knowledge learning in

science, technology, engineering, and mathematics (STEM). (3) that not only that

students can actively apply engineering and science knowledge, but also that

students tend to gain more solid science and mathematics knowledge through

STEM learning in PBL. According to the study of Murtonen & Lehtinen (2010),

entitled “Difficulties Experienced by Education and Sociology Students in

Quantitative Methods Courses“, the study describes the difficulties experienced

in learning qualitative method courses.

Page | 23
 CHAPTER III
METHODOLOGY

A. RESEARCH DESIGN

The research design used in this study is Narrative Research because it

pertains to the responses of the given respondents about what they think to the

tasks in minor subjects than the major ones that are course-related. With it, the

researchers are able to determine the impressions of grade 11 studenst and

teachers that areteaching minor subjects on the problem of having more task in

minor subjects than major subjects. Through this research that uses this kind of

design, the researchers will be able to draw conclusions exactly from what cases

the respondent experienced during this event. Rest assured that the study

conducted is unbiased and produced a balanced and free observation and

interpretation. Using Narrative Research as research approach, the researchers

will be able to determine the impression of grade 11 students and teachers to the

tasks in minor subjects than the major ones that are course-related, by the end of

the study.

B. RESPONDENTS

To gather all vital information and data on the impression of Grade 11

students and teachers to the tasks in minor subjects than the major ones that are

course-related, the researchers considered the likelihood of students and

teachers whom have though or experience this kind of event. For data gathering,

the researchers are glad to have Our Lady of Caysasay Academy Grade 11

Page | 24
students and teacher that are teaching minor subjects as their main research

respondents. In our research, they were chosen as respondents because they

have the most experience when it comes in tasks so we need to know their

impression in that tasks. The goal of the respondents is to help the researchers

to know the impressions of both sides and come up a conclusion in their answers.

This course of action will cater the first 20 respondents that will answer the

survey provided by the researchers. Also, the selected respondents can be able

to help the researchers through providing them reliable and truthful information

which will allow the researchers to give accurate data in their analysis. The

information collected from respondents in the survey will be given utmost

confidentiality and only used as the basis for the study's statistical analysis.

C. DATA GATHERING INSTRUMENTS

The researchers decided to use a survey questionnaire to gather the

needed data to come up with a possible conclusion. This type of data gathering

instrument will be able to provide accurate results containing questions related to

the study. Thus, it will help researchers to have a successful outcome of the

study. The survey questionnaires used was validated by Ms. Joan Perez to

ensure the questions are related and will provide relevant information. Survey

questionnaires are then given to the respondents to gather needed data.

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For Students Only

Directions:

Read the Questions carefully and answer it honestly.

1. ) Is it beneficial to do more task in minor subjects than major subjects?

___Yes
___No

2. ) Does this task help you to improve your skills as a student?

___Yes
___No

3. ) Does it help you to be more productive in your schools task?

___Yes
___No

4. ) Does doing tasks makes you feel easily tired?

___Yes
___No

5. ) Are the tasks in minor subjects makes you feel stressed?

___Yes
___No

6. ) Is it worth it to do tasks in minor subjects?

___Yes
___No

7. ) Does making more task helps you to learn more?

___Yes
___No

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8. ) Is it natural to do more tasks in minor subjects than in major subjects? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

9. ) Are the tasks on minor subjects are more difficult than the tasks in major
subjects? How?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

10. ) What is the difference between major and minor subjects?

________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

11. ) How does the tasks in minor subjects differ to the tasks in major subjects?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

12. ) How does minor subjects helps you in your future career?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

13. ) Do you prefer to do tasks in major subjects rather than tasks in minor
subjects? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

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For Teacher Only

Directions:

Read the Questions carefully and answer it honestly.

1. Do you teach a specific subject that is not course related?

___Yes
___No

2.) Are you aware that some students are having a hard time doing tasks related
on your subject?
___Yes
___No

3.) Do you think that teaching minor subject will help to improve the skills of a
student?
___Yes
___No

4.) Do you think that doing tasks related to your subject helps a student to be
more productive in school tasks?
___Yes
___No

5. ) Advantages of the tasks that you are giving to the students?

________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

6. ) Disadvantages of the tasks that you are giving to the students?

________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

7. ) What can the teachers say about teaching minor subjects?

________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

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8. ) What are the benefits of teaching these subjects?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

9. ) As a teacher, what do you think will be the advantage of teaching these

subjects to your students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

10. ) As a teacher, what do you think will be the disadvantage of teaching

these subjects to your students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

11. ) How does teaching minor subjects helps the students in their future
career?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

D. DATA GATHERING PROCEDURES

Since the researchers’ study is all about the impression of grade 11

students and teachers that are teaching minorsubjects on the problem of having

more task in minor subjects than major subjects, a survey questionnaire will be

used. The researchers had allotted time to formulate a questionnaire that will be

used in gathering data from the intended respondents. The survey was created

with suitable questions for the respondents that will determine and analyze the

purpose of this study. In order for us to successfully collect proper data and avoid

misconceptions, we are making sure that the collected data will be confidential

Page | 29
and will only be used for the research basis. The distribution of the questionnaire

will be done among Grade 11 students and teacher that are teaching minor

subjects with the school premises and a letter of validation.

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

A. INTRODUCTION

Many students think that the tasks in minor subjects are overwhelming or

too much than the major ones. Most of them believe that the activities in these

subjects don't help them be productive, but instead, they feel bored. This chapter

presents the analyzed data gathered from respondents (Grade 11 students and

teachers from Our Lady of Caysasay Academy S.Y. 2020-2021).

The research design used in this study is Narrative Research because it

pertains to the responses of the given respondents about what they think to the

tasks in minor subjects than the major ones that are course-related.

The researchers used an online survey via Google Forms to gather data

from the chosen respondents and then analyze their answers to formulate the

data collection. The data are processed and coded by reflecting on the

respondents' answers to the survey that the researchers established. The data

exemplars in this presentation refer to Chapter 2 of this study and its

respondents (Grade 11 students and teachers). The following data presented

came from the subjects of this study, wherein they answered it wholeheartedly

with their opinions, experiences, and perceptions.

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B. INTERPRETATION OF DATA

Profile of Respondents

Respondents Number Percentafe

Student 20 90.9%

Teacher 2 9.1%

Total 22 100%

Table 4.1: Profile of the Respondents (Student and Teacher)

Profile of the Students

Section Number of repondents Percentage

St. Lawrence 9 45%

St. Irenaeus 5 25%

St. Sebastian 3 15%

St. Stephen 0 0%

St. Marcellinus 3 15%

Table 4.2: Profile of the Students

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For Students

1. Is it beneficial to do more task in minor subjects than major subjects?

Table 4.3: Graph the shows that minor subject is not beneficial

According to the data that we have gathered using the pie graph

60% of the respondents answered No and 40% answered Yes. It means

that most of the respondents say that it is not beneficial to the students to

do more tasks in the minor subject than major subjects.

2. Does this task help you to improve your skills as a student?

Table 4.4: Graph that shows that the tasks in minor subjects helps a

learner to improve his/her skills

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 According to the data that we have gathered using the pie graph

80% of the respondents answered Yes and 20% answered No. This

means that the task that is given to the students can help them to improve

their skills.

3. Does it help you to be more productive in your schools’ task?

Table 4.5: Graph that shows if the students can be more productive on

doing school tasks

According to the data given 60% of the respondents answered Yes

and 40% answered No. That doing your school task can help you to be

more productive. Giving the minor task to the students can help them to

be more productive.

4. Does doing tasks makes you feel easily tired?

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 Table 4.6: Graph that shows the percentage of the students who makes

feel easily tired on doing tasks.

Looking at the data presented 95% of the respondents said that

they feel tired in doing this task. And 5% of the respondents said that

they don’t feel tired in doing this task.

5. Are the tasks in minor subjects makes you feel stressed?

Table 4.7: Graph that shows the percentage of students who feel

stressed on doing tasks.

Looking at the data presented it is said that 90% of the

respondents answered Yes. This means that doing the task in the minor

subjects makes the students feel stressed. And 10% of the respondents

answered No. This means they don’t feel stressed about doing the task

in the minor subjects.

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6. Is it worth it to do tasks in minor subjects?

Table 4.8: Graph that shows is it worth it do tasks in minor subjects.

Looking at the data presented 75% of the respondents answered

Yes. For the students, it is worth it to do the task in the minor subjects.

And the rest of the respondents answered No with 25%. This means that

it is not worth it for other students to do the given task in minor subjects.

7. Does making more task helps you to learn more?

Table 4.9: Graph that shows if the tasks helps a student to learn more.

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 After seeing the data given 70% of the respondents answered Yes

and 30% of them answered No. This means that for many students

making more tasks can help students to learn more. But for other

students doing more task doesn’t help them to learn more.

8. Is it natural to do more tasks in minor subjects than in major subjects?

Table 4.10: Table that shows is it natural to do more tasks in minor

subject than major subjects

According to the given data that is presented 70% of the

respondents answered No and 30% answered Yes. This means that

most of the students said that it is not natural to do more tasks in minor

subjects than major subjects. But some of the students said that it is

natural to have more task in minor subjects than major subjects.

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 For Jilliana from HUMSS, who answered No ‘Minor subjects are

called minor for a reason. They are not as important as major subjects.

Senior High School gives us an opportunity to show our strengths in our

chosen strand, especially in specialized subjects, for it is more

beneficiary in our career path.’

For Rica from STEM, who also answered No, “I don't think it is

normal for minor subjects to have more tasks than major subjects since I

think students should focus more and learn more about the major

subjects since it is called a "major" subject, and for that to happen, I

think major subjects should have more tasks so that students can learn

more as they work with the tasks given.”

For Dahrylle from ABM, who also answered No ‘because they are

just minor, it’s okay to give task but too much tasks are not okay’

Based on their answers most of the respondents said that it really

is not normal or natural for the minor subjects to have more task than the

major subjects.

9. Are the tasks on minor subjects are more difficult than the tasks in major

subjects?

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 Graph 4.11: Graph that show that the tasks in minor subjects are more

difficult than the tasks in major subjects.

According to the given data that is presented 65% of the

respondents answered Yes and 35% of the respondents answered No.

This means most of the students feel that the task in the minor subjects

is more difficult than the task in the major subjects. While others said that

the task in the minor subjects is easier than the tasks in major subjects.

For Jilliana from HUMSS, who answered Yes ‘Minor subjects have

heavier workload. In terms of difficulty; it is because of how I chose my

strand. For example, I am a HUMSS student because I express myself

better in essays and debates rather than mathematical equations and

sciences. However, minor subjects give more difficult tasks because it

does not suit my skill set. I am not naturally gifted in these subjects.’

For Rica from STEM, who also answered Yes ‘I think it is more

difficult because most of the time minor subjects require videos which is

hard for me because I think it requires a lot of time and effort.’

For Dahrylle from ABM, who answered No ‘Sometimes it’s not that

difficult, it’s just many’

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 Based on their answers we can tell that the respondents are

having difficulties in doing their task in the minor subjects than the major

subjects.

10.) What is the difference between major and minor subjects? *

The Verbatim Quotation:

Major subjects are the subjects needed to be focused on while minor are the

secondary ones. (Yesha Sangalang, STEM Student)

Based on what I have observed, all of the strands are taking up all the minor

the subjects, but every strand has its own like specialized subject where it is

just taught on a specific strand, just like accounting in ABM and BasCal in

STEM. Major subjects are the subjects that a strand focuses on. (Ruvian Jae

Calingasin, ABM Student)

A major subject is a subject that we primarily focus on while the minor subjects

are only secondary lessons. (Leigh Dailo, HUMSS Student)

Explanation by the Researcher:

Based on the answers of the students it clearly states that what they are trying

to tell us is that the Major Subject are supposedly to be focused on than the

Minor subjects.

11.) How does the tasks in minor subjects differ to the tasks in major subjects?

The Verbatim Quotation:

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The task in minor subject is hard and stressful because it consists of many

activities and you really need to exert time and effort in doing it. (Joe Marice

Magsombol, STEM Student)

I am not sure, but I think maybe because of the difficulty. (Mervin Villanueva,

ABM Student)

Minor subjects have more workload or tasks in the modules. They are also

subject-focused, and not strand-oriented. For example, Science caters more to

STEM students, and Math to ABM, maybe because their specialized subjects

are related. Thus, they have more knowledge and advantage than other

strands to excel. (Jilliana, HUMSS Student)

Explanation by the Researcher:

Based on the answers of the students most of them states that the minor

subjects consist many activities to do that it will be needed to exert more time on

it and which makes them harder to finish the tasks on Major subjects.

12.) How does minor subjects helps you in your future career?

The Verbatim Quotation:

I think that though it is minor there are certain skills that we can develop

through taking these subjects. (Yesha Sangalang, STEM Student)

Minor subjects like computer, TLE and such are skills that can be used in

certain situations. (Mervin Villanueva, ABM Student)

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I think having these minor subjects gives me more information and data that

can be useful for my future course. (Leigh Dailo, HUMSS Student)

Explanation by the Researcher:

Most of the answers of the Students is that it can make them have more

information and knowledge that helps them to develop their skills which they will

be needing it on a certain situation on their future courses.

13.) Do you prefer to do tasks in major subjects rather than tasks in minor

subjects? Why?

The Verbatim Quotation:

I prefer doing major because I know it will help me a lot in the future. (Lara

Cabrera, STEM Student)

My interest doesn't depend on whether the activity is from a major or minor

subject. Instead, I prefer to do tasks that uses my ability to speak and such

instead of the activities where I type my essays. (Ruvian Jae Calingasin, ABM

Student)

Yes, I prefer making tasks in Major Subjects because they are what I am

interested in. I chose HUMSS Strand because of my interest, and naturally are

the major/specialized subjects there. I am able to express my ideas more, and

more eager to learn. (Jilliana, HUMSS Student)

Explanation by the Researcher:

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Most of the students’ answer is that they prefer to do tasks in Major subjects than

in Minor subjects because they said that they will be needing it more for them to

have knowledge that they will getting in the Major subjects for their future

courses.

For Teachers:

1. Do you teach a specific subject that is not course related?

Table 4.12: Graph that shoe that the teachers don’t teach a specific subject that

is not course-related

According to the data that we have gathered using the pie graph 100% of

the respondents answered No and 0% answered Yes. This means that the

teachers do not teach a specific subject that is not course related.

2. ) Are you aware that some students are having a hard time doing tasks

related on your subject?

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Table 4.13: Graph that shows that the teachers are aware that their students

are having a hard time doing the tasks related on the subject they teach.

According to the data that we have gathered using the pie graph 0% of the

respondents answered No and 100% answered Yes. This means that the

teachers are aware that some students are having a hard time doing tasks

related on your subject.

3. ) Do you think that teaching minor subject will help to improve the skills of a

student?

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Table 4.14: Graph that shows that the teachers believe that minor subjects can

help to improve the skills of a student

According to the data that we have gathered using the pie graph 0% of the

respondents answered No and 100% answered Yes. This means that the

teachers are teaching minor subject will help to improve the skills of a student.

4. ) Do you think that doing tasks related to your subject helps a student to be

more productive in school tasks?

Table 4.15: Graph that shows that the teachers thinks that doing tasks related

on their subject help the students to be more productive in school tasks.

According to the data that we have gathered using the pie graph 0% of the

respondents answered No and 100% answered Yes. This means that the

teachers thinks that doing tasks related to their subject helps a student to be

more productive in school tasks.

5. Advantages of the tasks that you are giving to the students?

The Verbatim Quotation:

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They may use the skills obtained in my subject upon doing the tasks when they

reached the tertiary level as it is one of the preparations to strive harder and

giving up is not an option at that point. (Sir Rico, teacher)

Enhancing students' cognitive, problem-solving, and decision-making skills,

preparing them for the real complex world after graduation. (Ms. Trixie, teacher)

Explanation by the Researcher:

The question demonstrated that are answered by a teacher tells that the subjects

can be not course-related, but skills and abilities can acquire by a student to

make his/her future flexible in the real world after graduating. Similar to Voght

(2019), "A minor in computer science, or a foreign language for that matter, might

enable the student to work on special projects and hybrid teams, and in some

cases gain access to opportunities that might not have developed had it not been

for an added depth of specialization." According to Bruckner (2018), minors

provide students with the opportunity to learn more about something that they are

interested in, whether or not it is related to their major. Overall, the advantage of

the tasks given to the students, is that they can gain knowledge about a certain

field, and help them to be ready on conquering a certain event in their lives.

6. Disadvantages of the tasks that you are giving to the students?

The Verbatim Quotation:

I don't think there are disadvantages about the tasks that I am giving to them for I

think it may help them in the future. (Sir Rico, teacher)

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Some students might find some tasks unnecessary but no tasks are made

without purpose. All of these are carefully planned by the teachers to prepare the

learners for a more complex world - the career world. (Ms. Trixie, teacher)

Explanation by the Researcher:

The tasks are given by a teacher even though it is a not course-related subject

has its purposes, though some student thinks that minor subjects are a waste of

time. According to the reporter Jon Moody (2019), majors carry considerable

weight in higher education, shaping career paths and lives as students pursue

work within a particular discipline. Even though students will take more college

courses for a major, experts say they shouldn't overlook the importance of

determining a minor. Overall, the disadvantage of the tasks given by a teacher to

his/her students is that some learners don't have any interest in that specific

subject since it is not course-related, thus some of them only focus on the major

ones since it is more inlined to their chosen careers.

7. What can the teachers say about teaching minor subjects?

The Verbatim Quotation:

Students probably think that minor subjects may not be that important as major

subjects. In that case, teaching minor subject/s is not that easy because some

students don't really took it seriously where they may prioritize major subjects

over minor subjects. (Sir Rico, teacher)

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These are necessary and helpful to prepare them for their future career. (Ms.

Trixie, teacher)

Explanation by the Researcher:

The teachers tells that minor subjects can also have a huge impact on students.

It may be not much as important compared to the major subjects because most

of them only focus on the important subjects, but studying it can be helpful to the

future career of the learners. According to the study conducted by Abun, D.

(2021), it says that the findings in the study explain that the academic

performances of a student have no connection to their academic self-regulation,

thus their academic performance can be caused by other factors that are not

considered in this study.

8. What are the benefits of teaching these subjects?

The Verbatim Quotation:

All subjects will help us open our minds to a more depth knowledge about the

world, around us. Those are the skills that students may apply in reaching their

field of expertise. (Sir Rico, teacher)

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The curriculum aims to make the 21st century learners holistically ready for the

career world. Enhancing students' cognitive and problem solving skills are part of

teaching a minor subject. These skills are necessary to survive in workplace. (Ms.

Trixie, teacher)

Explanation by the Researchers:

The teachers state that teaching this kind of subjects can help a student to open

their minds and to have deeper knowledge about anything around us. It helps the

students to enhance their skills like cognitive and problem solving before they

enter the career world and also to help them survive in a workplace. According to

the romance studies (2017), a minor can serve as an additional piece of

information to make you stand out a bit from the rest of the academic crowd. In

short, minor subjects can be a great help to gain knowledge for students.

9. As a teacher, what do you think will be the advantage of teaching these

subjects to your students?

The Verbatim Quotation:

Acquired knowledge about minor subject will help them to sharpen their minds

possibly be good at major subject specially on the up coming school years. (Sir

Rico, teacher)

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The curriculum aims to make the 21st century learners holistically ready for the

career world. Enhancing students' cognitive and problem solving skills are part of

teaching a minor subject. These skills are necessary to survive in workplace. (Ms.

Trixie, teacher)

Explanation by the Researchers:

Teaching minor subjects can make a student sharpen his/her skills. Together

with the current curriculum, teaching this subject can make the learners

holistically ready for the future. According to Ashley Miller, a minor is the subject

area that a person selects because he/she wants to pursue related graduate

studies. And according to Tracy Camp, a professor, she states that "a minor

allows a student the opportunity to add training in another discipline." Overall,

teaching minor subject can help a student to open more rooms for advancements,

and help them to open more doors for opportunities.

10. As a teacher, what do you think will be the disadvantage of teaching these

subjects to your students?

The Verbatim Quotation:

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As I said, subjects are crucial part of creating professionals. One disadvantage

that comes into my mind is that students cannot easily focused on the major

subjects that can really help them about their chosen career. (Sir Rico, teacher)

Students might find it hard to learn a minor subject but nothing unimportant is

included in the curriculum. All these minor subjects are preparing them to be

good problem-solvers and decision makers which are two of the skills needed in

any career. (Ms. Trixie, teacher)

Explanation by the Researchers:

Referring to their answers, the disadvantage of teaching these subjects is that

some students found it hard to learn them, most or some of the learners don't

focus on studying these subjects since it is not course-related. According to the

research of Murtonen and Lehtinen (2010), it tells that students are having a hard

time in these subjects because they cited teaching most frequently as the

reason.

11. How does teaching minor subjects helps the students in their future career?

The Verbatim Quotation:

Knowing the minor subjects may help the students to be more flexible and they

may apply the acquired skills in minor subjects to different jobs. (Sir Rico, teacher)

Students can reflect on what career they would like to take through the career

planning activity. More so, they are given opportunity to plan for their future

career. (Ms. Trixie, teacher)

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Explanation by the Researchers:

Based on their answers, they said that teaching minor subjects to students can

help them in their future careers by applying the skills they acquired on learning

on those subjects. It can help to make a student more flexible on the future to

their jobs. According to the romance studies (2017), a minor can come in handy

when it comes to applying to graduate school or academic endeavors.

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 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

A. SUMMARY

The research study focuses on the impression of grade 11 students

and teachers that are teaching minor subjects on the problem of having more

tasks in minor subjects than major subjects. It aims to answer the following

questions:

a. Is it natural to do more tasks on minor subjects than the major ones? Why?

b. Are the tasks on minor subjects are more difficult than the tasks in major

subjects? In what way?

c. What is the importance of minor subjects for the learners?

In order to gather data, the researchers used a qualitative research

design specifically the narrative research as approach. Emerging sampling

was used in selecting the respondents for this study. The data was gathered

through of a survey questionnaire.

B. CONCLUSION

Through the help of gathering data from the respondents’ answers, the

researchers therefore conclude that:

a. According to the data that we researchers conducted, it is not normal to have

more task in minor subject than the major subjects. Many of the students

doesn’t agree to this question because they feel that having more task in

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 minor subject can make them lose focus on the major subjects. They think

that it is important to focus more on the major subjects than the minor once.

Teachers are aware that they have more tasks than the task in the major

subjects. But they know to themselves that the task they give to the students

can help them in the future.

b. Most of the respondents said that the task in the minor subjects are more

difficult than the major subjects. The reason behind this is that some of the

minor subjects are not applicable for the course that they will take in the

future. The teachers also know that the students are having difficult time to

do all the task in minor subjects. But all task that are given to the students is

made with purpose.

c. Minor subjects can help the learners to be more productive and it can also

improve the skills of the learner. It will also help the learners to have more

experience in other fields. With the opinion of the teachers from the minor

subjects that the task they have given can improve their skills. It can also

help a student to be more productive in doing the school task. Learning this

stuff can help the minds to be more open to a more depth of knowledge.

C. RECOMMENDATION

In regards of the conclusion made, the researchers formulated the

following recommendations.

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 1. We researchers would like to suggest that students must

exert effort to the tasks given to them by the teachers even though it

is not course-related. They must not ignore the activities handed to

them, but instead, they must help themselves to understand the

lesson to gain and acquire knowledge and skills that can be useful in

the future. Some students only focus on the major subjects because it

is connected to their chosen career, and in some cases, they do not

take minor subjects seriously. They must keep in mind that the tasks

given to them are beneficial, and the works are not a waste of time.

2. The researchers would like to suggest that the teachers must

lessen the task that they are giving to the students but they can give

challenging tasks to the students. There are many tasks that are

given to the students, and a lot of students are arguing with it, they

always say that there are many tasks and they don’t know what to do

first. Even though tasks may help the student to grow, but if its many,

the students will be confuse on what to do. So it is better if the

teachers will give less tasks but challenging because even though it

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is a challenging tasks, the students will find a way to finish it as soon

as possible before the deadline of the task.

3. We researchers would like also to recommend that both

students and teachers must be mindful of the tasks being given and

taken. Teachers must consider the students who are having a hard

time dealing with the activities. Being considerate is good, but the

students must not abuse the teacher for being thoughtful on the tasks

given to them. The students must focus on the tasks handed to them.

They must take the activities/works seriously and not slack off. Both

sides must think each other in order to have a good connection

between them and the students will have an easy time to do their

tasks as they are recieving some help to their teachers.

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 REFERENCES

Bibliography

Published and Unpublished Materials

Escalona and Fiscal (2020). Difficulties of Senior High School Science,

Technology, Engineering and Mathematics (STEM) Students in

Research. (Published thesis). Laguna State Polytechnic University.

Abun, D. (2021). Academic Self-Regulation of STEM of Senior High

School Students of Divine Word Colleges in Region I, Philippines and Their

Academic Performance. (Published thesis). Divine Word College of Laoag.

Pablo, J. and Lasaten, R. (2018). Writing Difficulties and Quality of

Academic Essays of Senior High School Students. (Published thesis). Asia

Pacific Journal of Multidisciplinary Research.

Yulianawati, I. (2019). An Analysis of Students' Difficulties in Writing

Recount Text (A Case Study at a Senior High School in Indramayu). (Published

thesis). Indramayu Senior High School

Lou, S. et al. (2011). The impact of problem-based learning strategies on

STEM knowledge integration and attitudes: an exploratory study among female

Taiwanese senior high school students. (Published thesis). International Journal

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Murtonen, N. and Lehtinen, E. (2010). Difficulties Experienced by

Education and Sociology Students in Quantitative Methods Courses. (Published

thesis). University of Turku.

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Anggara, B. et al. (2018). Learning difficulties of senior high school students

based on probability understanding levels. (Published thesis). Department of

Mathematics Education.

ELECTRONIC REFERENCES

Miller, A. (2019). Is It Worth Taking a Minor in College? Seattlepi. From

https://education.seattlepi.com/difference-between-undergraduate-minor-

degrees-2351.html

Moody, J. (2019, October 30). What a College Minor Is and Why It Matters.

USNews. https://www.usnews.com/education/best-colleges/articles/2019-10-

30/what-a-college-minor-is-and-why-it-matters?.html

Bruckner, R. (2018, February 1). Why Minors in College Are Important.

Azusa Pacific University. https://www.apu.edu/articles/why-minors-in-college-are-

important/?.html

Importance of a Minor | Department of Romance Studies. (2020).

Department of Romance Studies.

https://romancestudies.duke.edu/undergraduate/minors?.html

Vogt, P. (n.d.). Does Your Minor Matter? Monster Career Advice.

https://www.monster.com/career-advice/article/does-your-minor-matter?.html

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