TITLE: ACADEMIC PROBLEMS ENCOUNTERED BY IRREGULAR

EDUCATION STUDENTS AT NUEVA ECIJA UNIVERSITY OF SCIENCE AND

Quality Education (SDG 4): This goal focuses on ensuring inclusive and equitable quality
education for all. Irregular education students often face barriers to accessing quality education,
so your research could aim to identify these barriers and propose solutions to improve the quality
of education for irregular students.
Reduced Inequality (SDG 10): Irregular education students may come from disadvantaged
backgrounds and face inequality in access to educational opportunities. Your research can
examine the disparities and challenges they face and suggest ways to reduce inequality in
education.
Target 10.3 Ensure equal opportunity and reduce inequalities of outcome, including by
eliminating discriminatory laws, policies and practices and promoting appropriate legislation,
policies and action in this regard
Partnerships for the Goals (SDG 17): Collaborative efforts between educational institutions,
government bodies, and NGOs may be necessary to address the challenges faced by irregular
education students. Your research could explore the potential for partnerships to improve
educational opportunities for this group.
Target 17.H Encourage and promote effective public, public-private and civil society
partnerships, building on the experience and resourcing strategies of partnerships.

INTRODUCTION
Being a college student is more difficult than being an elementary or high school student. A

college student must have a strong will and desire to attain goals in comparison to students at the

primary and secondary level, however the majority of college students lack these qualities.

Nevertheless, the majority of college students are having difficulty in adjusting to their

surroundings and, at times, ending up in failure to fulfill a student's duties and requirements.

Some of the students also have mental health issues, which cause them to fail class. There are

various elements that influence college and why some people become irregular students.
 In the report compiled by Streegan et-al., (2017), People frequently believe that there is a

potential that a student will lose faith in his or her ability to study and will be deterred from

trying again after failing, and pupils who failed to pass a given requirement for a certain

requirement were forced to repeat the subject, which produces poor performance remarks about

the student's academic records, and much worse, having the impression that the student was

failing a subject when in fact the student was not because not all irregular students become such

because they failed. There are students who lose interest in studying and consider changing

courses or even quitting, but there are also students who continue to pursue careers and study

even after failing in their previous subjects.

According to Bryant et-al., (2023), during the spring 2022 term at United States America,

approximately 51% of surveyed students said that over the last 12 months they had problems or

challenges with their academics. 89% of students who reported this issue also said these

challenges caused them moderate or high levels of distress.

In the Philippines, becoming part of the irregular student is one of the leading problems

of every college student. According to The Filipino Times (2017), a survey conducted by one of

the country’s leading insurance firms showed that only 23% of Filipinos were able to finish

college due to Academic problems. However, in accordance with Lipit (2019) from National

University, he concluded that 10%-20% of each class in NU are irregular students mostly

because they failed, or they shifted a course. According to Lipit, being an irregular student may

sometimes mean enrolling in a class with the seniors or even the younger batch, but always

remember that no one is against you. There is learning in making friends and connecting to

others. It’s the sharing of experiences that make you feel less alone and that help is within your

reach.
 Furthermore, based on Analysis of life and studies of irregular students in University of

Santo Thomas Philippines, students become an irregular mostly on major subjects which has a 54

percent value higher than minor subjects which only has 46 percent. Reasons: FAD students'

most likely reason for failing is getting a failing mark and being given an FA or failure due to

absences by the professor, by which failing mark has 25% and FA has 23% both are the two

highest reasons chosen among the other reasons prepared and listed by the interviewees, the

lowest reason for a student to become an irregular would be the office not encoding their subjects

which only has 4%.

During school years, students face a variety of problems academic which results that the

students might be an irregular. These issues change during their academic careers. It could be as

basic as failing to complete homework or arriving late for class. It could also be as serious as

being dropped or failing a specific subject or being indecisive about their academic path. It might

also be a transferring in another school where credits are not recognized or maybe some of them

are working students that need to manage their time and schedule to go to school that causes

them not to focus or concentrate on their study because of their work. Several of these issues

arise, resulting in a student's irregular status in school.

Whatever the reason, being an irregular student is challenging as they may feel isolated

or out of place in their classes. It is important to remember that being an irregular student does

not mean that a student is a delinquent or a failure. Rather, it is a reflection of the challenges they

are facing in their academic journey.

By adding in this article the stories of irregular students and how these students handle

the difficulties and problems as irregulars, the research will enlighten many students on the

reality of the situation of irregular students and will assist them in dealing with unique challenges
that they may encounter as an irregular student. The research will help the irregular students to

adapt the coping strategies that the research will provide.

OBJECTIVES:

1. This study aims to know what problems are encountered by irregular students at the
College of Education at the Nueva Ecija University of Science and Technology.
2. This study aims to understand why students experience those academic problems.
3. This study aims to create awareness and a plan for the students of the College of
Education.

Significance of the study

This research is an important scholastic work that will contribute to the body of

knowledge and significant to;

School/Educational Institutions. The results of the study will benefit the School or Educational

Institutions because they will be aware of what are the problems of irregular students.

Irregular Students. The results of the study will benefit the irregular so that they will figure out

the probable reasons why they are in that circumstance or why they are having such difficulties

as an irregular student.
Parents. The results of the study will also benefit the parents, because they will be aware of the

issues that their child or children face. And by means of this study, parents may assist their

child/children in resolving challenges that they have encountered or will encounter.

Faculty. The results of the study will be helpful to professors since it will inform them of the

issues that irregular students face. They will also benefit since they will understand why they are

failing on certain subjects. Lastly, because they are aware of the difficulties that irregular

students face, they may assist them in improving their academic performance.

Future Researchers. The results of the study will be helpful to the future researchers,

considering they will have a guide if they do this kind of study in the near future. Furthermore,

once we complete our study, they will have a wide variety of sources. They can also get

additional information and have the advantage of avoiding such major difficulties caused by

irregular students.

STATEMENT OF THE PROBLEM

The study determined the academic problems encountered by irregular students of

College of Education in Nueva Ecija University of Science and Technology Sumacab Campus

Specifically, it sought to answer the following sub-problems:

1. How may the demographic profile of the respondents be described in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year level?

2. What are the academic problems encountered by irregular students from the College of

Education at Nueva Ecija University of Science and Technology Sumacab Campus?

encountered by irregular education students in Nueva Ecija University of Science and

Technology?

4. What is proposed intervention plan to minimize the academic problems encountered by

irregular education students in Nueva Ecija University of Science and Technology?

TITLE: THE ROLE OF SOCIAL STUDIES TEACHERS IN PROMOTING

INTRODUCTION

We are all adamant that education is the key to living a prosperous life. We shall gain
information and skills in many different fields through schooling. We won't be able to understand
some facts about this planet without education. However, it is important to recognize that
without teachers, education would be pointless. The value of education and many lessons that
will aid in our competence are lessons that teachers teach. An exceptional teacher is aware that
they serve as examples for their pupils. Therefore, modeling excellent preparation motivates
pupils to do the same both inside and outside of the classroom. In addition to the immediate
advantages of being well-prepared for a test and receiving a good mark, students are motivated to
follow suit in other areas, such as relationships, athletics, and extracurricular activities.
A crucial part in fostering global citizenship is played by teachers. A global citizen is someone
who is conscious of and understands their place in relation to the larger world. It is crucial to
teach children about the diverse values and guiding principles of global citizenship since the
world is changing and has improved in communication and technology. Teachers help to build a
more equitable and fair society in addition to molding and shaping the beliefs and attitudes of the
future generation. When students are creating their visions of the future, teachers should serve as
inspiration and role models. Every educator has a critical role in helping students become more
engaged global citizens.
Additionally, the teacher will act as a tool for the students, enabling them to learn more about
various societal challenges and conflicts while also learning how to create solutions to those
specific situations. Today's fast-paced world requires us to be global citizens. Teachers have a
critical role in fostering students' growth as global citizens. The fundamental knowledge required
to become a global citizen is provided by education. A person must be knowledgeable,
empathetic, and curious to accomplish this. One becomes a better global citizen by being
receptive to learning new things. This curiosity for learning must be fostered from an early age.
A child with this temperament will grow up to be cooperative and contribute to global peace.
Global citizenship requires an inclusive worldview that is tolerant and respectful of everyone.
According to Evans, (1987) Social Studies teachers play an important role in students’ gaining
skills of global citizenship. The aim of Social Studies education is to educate global citizens who
are sensitive to the problems of the world, seek solutions to these problems and are aware of their
personal responsibilities. Teachers of social studies should then provide accommodations for
every student to help them modify their global citizenship abilities. Students will use social
studies education as a guide as they develop their global citizenship skills.
Social Studies teachers prepare students for citizenship roles by covering many controversial
political, social, and societal issues and enable them think critically, communicate effectively,
accept different perspectives, be interested in conflict situations, recognize bias and think multi-
dimensionally (Crick, 1998; Harwood & Hahn, 1990; Hess, 2004; Wilson, Hass, Lauglin, &
Sunal, 2002). The lessons covered in the social studies curriculum are varied. Various problems
that are present in a single society will be resolved. Because of that, pupils will learn more about
those many concerns and begin to exercise critical thought. In addition, covering controversial
issues in social studies as apart of global citizenship education helps students gain some skills
and values that will prepare them for the 21st century and support their development as global
citizens (Oxfam, 2006a). By knowing how to find and create solutions to different issues and
problems that we are facing will have a massive assistance in terms of being aware on the
progress and regression of one country.

OBJECTIVES
-to investigate how social studies teachers conceptualize the promotion of global citizenship
-To know what are the importance of Social Studies teacher in Global Citizenship
-To discuss what challenge did the teacher suffer in promoting global citizenship what strategy
can a social studies teacher use in promoting global citizenship.

SIGNIFICANCE OF THE STUDY

The purpose of this study is to investigate how social studies teachers contribute to the
promotion of global citizenship and how personal, professional, and contextual characteristics
influenced respondent choices of a model of global citizenship and their confidence to teach
about global citizenship in the classroom. This study actually highlights the significance of social
studies teachers in global citizenship in this field to maintain global peace and prosperity.
The results of the study will benefit the school or educational institution because they will be
aware of the contribution of social studies teachers by teaching or promoting global citizenship,
and the teacher will benefit too because they will know the importance of being a social studies
teacher to our global citizenship and they can easily know what strategy to use by promoting
global citizenship to others to develop more profound empathy and awareness. Lastly, the study's
findings will guide future researchers and provide a comprehensive understanding of the
significance of social studies teachers in global citizenship.

STATEMENT OF THE PROBLEM

This study will determine The Role of Social Studies Teacher in Promoting Global

Citizenship.

Specifically, it sought to answer the following sub-problems:

1. What are the factors affecting teachers’ perception and information about the promoting
citizenship?
2. What are the practices of teachers related to teaching about the social studies in promoting
global citizenship?
3. How can teacher cultivate a sense of global citizenship by teaching social studies?
4. What are the problems faced by teachers in social studies course in promoting global
citizenship?
5. Based on the result of the study what strategy could be suggested to do in order to help
teachers promote global citizenship?
TITLE: UNPACKING THE FACTORS INFLUENCING THE ATTITUDE TOWARDS
ARALING PANLIPUNAN OF LABORATORY HIGH SCHOOL STUDENTS OF NUEVA
ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY.

INTRODUCTION

In order to create a civilized society, education is necessary to nurture the youth to be open-
minded, compassionate, skeptical, and knowledgeable of the past to make informed decisions
and be a good citizen. Social Studies (Araling Panlipunan) is one of the subjects that work
towards developing these skills in basic education. Through social studies, students gain civic
competence and comprehension of the world they live in to become productive and responsible
citizens (Crisolo, O. R., Camposano, S., & Rogayan, D. V. Jr., 2021). Social Studies is an
integrated study of the social sciences and humanities to promote civic competence (National
Council for the Social Studies, 1992). It is an imperative element of the K-12 curriculum
program of the Enhanced Basic Education in the Philippines which establishes civic competence
and functional literacy in Filipino youth. The K-12 Araling Panlipunan Curriculum aims to
develop critical citizens who are reflective, responsible, productive, environmentally conscious,
nationalistic, and humanitarian, with a national and global perspective and awareness for
historical and social issues (K-12 Araling Panlipunan Curriculum Guide, 2016). The curriculum
puts an emphasis on comprehension rather than memorization of concepts and terminology
which requires the students to come up with their own definition, interpretation, and application
in a real-life context. Furthermore, Araling Panlipunan can be a way to achieve Sustainable
Development Goal No. 4 (Quality Education), specifically Target 4.7. It will provide students
with an in-depth understanding of the social, economic, political, and historical factors that help
to achieve sustainable development and be an instrument of change. However, there is a notion
that students find the subject as one of the least interesting subjects. Pana and Escarlos (2017)
noted that attitude towards learning in any discipline is very important thus it affects student’s
performance. Attitude is defined as a person’s perspective and appraisal of something or
someone, as well as their preference to respond positively or negatively to a given idea, item,
person, or situation. In a classroom setting, a student's attitude is how likely they are to react in a
particular way to something. Simply, the student's attitude can range from positive to negative.
Most students still perceive Social Studies classes as dull, boring, and irrelevant to their lives
which seems to affect their performance all the time (Mensah, 2019). According to a survey
conducted in Pulo National High School in 2016 for the Enhanced-School Improvement Plan,
among the reasons cited why it was least favorite subject were: teacher’s attitude and teaching
strategies, difficulty in the subject, and activities provided by the teacher and teacher’s
attendance. However, previous studies focused on the relationship of teaching strategies in
Araling Panlipunan and the academic performance of a student with little emphasis on the factors
that influence it. For this reason, the researchers are interested in conducting a study that will
determine and analyze the factors that influence the attitude of students in Laboratory High
School of Nueva Ecija University of Science and Technology towards Araling Panlipunan. The
findings of the study may serve as a foundation for proposing an intervention plan in teaching
Araling Panlipunan in secondary education and a basis for future studies.