31Mar
ABSTRACT
This study examined the Role of The Humanities and Social Sciences (HUMSS) Strand in Preparing Students for Social Sciences College Courses. It plays a crucial role in shaping students for future studies and careers in the social sciences. The sample population for this study consists of immersing students in disciplines such as history, philosophy, literature, and the arts. HUMSS fosters critical thinking, empathy, and a deeper understanding of human experiences—essential qualities for social science fields like sociology, political science, psychology, and anthropology. Participants revealed that the primary functions of exploring the role of the Humanities and Social Sciences (HUMSS) Strand in Preparing Students for Social Sciences College Courses are to explore how the humanities serve as a foundation for analyzing social structures, cultural dynamics, and societal challenges. It highlights how HUMSS cultivates the ability to question, interpret, and engage with complex social issues, preparing students to become informed citizens and future change makers. Through the study of narratives, ethical dilemmas, and historical contexts, students gain the perspective and analytical skills necessary to navigate the ever-evolving landscape of human society. By bridging the humanities with social sciences, the HUMSS strand equips learners with the intellectual tools to understand, critique, and contribute meaningfully to the world around them.
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The Humanities and Social Science (HUMSS) strand is an important track for Senior High School students who want to take Social Science courses in college. This study focuses on how the HUMSS strand helps students prepare for courses like Psychology, Sociology, and Political Science. It gives students skills like critical thinking, communication, and research, which are important for these fields. By understanding the role of HUMSS, this research aims to show how it helps students get ready for college and their future careers.
According to Estrata (2020), the perceptions of Humanities and Social Science teachers revealed concerns about the HUMSS curriculum’s effectiveness in preparing students for college-level social sciences in Philippine public senior high schools.
Moreover, Santiago (2022), assessed the preparedness of HUMSS students for college by examining their academic performance, clarity of career goals, and potential challenges, providing insights into the HUMSS curriculum’s effectiveness in equipping students for higher education in social sciences.
Nasugbu East Senior High School is one of the schools offering Humanities and Social Science (HUMSS) strand, of which an estimated 50% percent of the population are taking this program.
To explore the role of Humanities and Social Sciences in preparing HUMSS students in Social Science College Courses, the researcher wants to gather information that will help HUMSS students to find social science-related college courses and for them to be aware of their chosen strand.
It Is the desire of the researchers, therefore, to seek out investigation of the role of Humanities and Social Science (HUMSS) Strand in preparing students for social science college courses to develop career-orientation programs that will provide insights on this area of discipline.
Background of the Study
The pandemic led to a shift towards modular and online distance learning, reducing the opportunities for students to receive personalized guidance and mentorship in selecting and exploring their desired strand. The Humanities and Social Sciences (HUMSS) strand in Senior High School plays a crucial role in preparing students in college, particularly those pursuing courses related to the social sciences. It provides a strong educational foundation by focusing on various disciplines within the field.
Santiago (2022) stated that it serves as an assessment of Grade 12 HUMSS student’s readiness for college, the study found that the HUMSS curriculum effectively prepares students for academic success in social sciences, as evidenced by their academic performance, career goals, and ability to overcome potential challenges.
Despite the clear objectives of the HUMSS strand, limited studies have been conducted on its actual effectiveness in preparing students for social science-related college courses. Factors such as student readiness, career preferences, and the alignment of the HUMSS curriculum with college requirements remain under-explored.
Therefore, through this research we aim to explore the role of the HUMSS strand in preparing students for social science-related college courses in Nasugbu East Senior High School. This study investigates the readiness of HUMSS students to pursue their chosen college course, highlighting the extent to which they are prepared to meet the academic demands of higher education.
Statement of the Problem
The study aimed to explore the role of HUMSS strand in preparing students for social science college courses.
Specifically, the study sought answers to the following questions:
1: How do HUMSS strand students perceive the relevance of their coursework in preparing them for advanced studies in social sciences?
2: What skills and knowledge do HUMSS students perceive as essential for success in social sciences-related college courses?
3: What challenges do HUMSS strand students face when transitioning to social sciences college courses, and how do they believe their high school experience has equipped them to overcome these challenges?
Scope and Delimitation
This study aims to explore the extent to which the Humanities and Social Sciences (HUMSS) strand in senior high school helps prepare students for subjects dedicated to social research at the tertiary level. It involves identifying specific competencies, skills, and knowledge taught in the HUMSS strand, such as critical thinking, communication, and research skills, and assessing their relevance to college programs such as psychology, sociology, political science.
The delimitation of this study is that it is limited to the students and alumni of the Nasugbu East Senior High School who are currently taking the course or completed the said track. This study focuses on the learning experiences of these students and how the HUMSS strand will prepare them for social science related college courses. This research also excludes the students from other strands such as STEM or ABM, as well as those taking nonsocial science-related programs.
Additionally, this study is geographically confined to Nasugbu East Senior High School and the data collection is collected through a qualitative method chosen by the researchers.
Significance of the Study
The results of this study, “Exploring the role of Humanities and Social Sciences (HUMSS) Strand in preparing students for social sciences college courses,” are deemed significant to the following:
HUMSS Students: The first beneficiaries of this are the HUMSS Students, who can gain insights into how the HUMSS curriculum aligns with their intended college courses and career paths.
Teachers and Curriculum Developers: They will find this relevant as findings will contribute to improving the HUMSS curriculum in preparing students better for higher education.
Schools: They will find this study significant in strengthening their programs and preparing their students in facing challenges related to college courses in social sciences.
Prospective Researchers: This will serve as a reference for future research
Regarding the effectiveness or efficiency of the senior high school curriculum relevant to the preparation of students in higher education.
Parents and guardians: These findings will be helpful to them in understanding how much value is given to the subject HUMSS in molding their children’s academic and career.
CHAPTER 2
REVIEW OF RELATED LITERATURE
RELATED LITERATURES
THE RELEVANCE OF COURSEWORK FOR ADVANCE STUDIES IN SOCIAL SCIENCE COURSES
According to Gierhart et al., (2023), science identity is important as science discourse is historically not diverse. Candidates completed a narrative podcasting assignment within their science methods coursework that asked them to draw upon their experiences. Students were then invited to participate in a focus group during which the authors gathered more insight regarding the candidates' previous experiences and ideas for future teaching.
Crisolo et al., (2021), junior high school students in the Philippines highlighted that social studies education encourages community participation, enhances critical and creative thinking, fosters cultural sensitivity, broadens global perspectives, and promotes values formation. These findings underscore the multifaceted benefits of advanced social science studies in nurturing informed and active citizens.
Moreover, Crowe and Boe (2019), said that incorporating research projects into social science curricula provides hands-on experience, allowing students to apply theoretical knowledge to real-world issues. This experiential learning deepens understanding and prepares students for future research endeavors or professional roles that demand strong analytical and investigative skills.
Lastly, Redolosa et al., (2024), stated that the Academic Strand students are expected to enter college in order to continue the subjects they already took while they are in Senior High School, because every subject being produced in this level are connected and extracted from college level courses based on their strand. With the positive roles, functions, impact and benefit of the Senior High School, many students considered the positive effects of the program not just to them, but also on the teachers and family relatives that are also the beneficiaries of the new educational system.
SKILLS AND KNOWLEDGE FOR SUCCESS IN SOCIAL SCIENCE
Salcedo (2022) cited that the Humanities and Social Sciences (HUMSS) strand is focused on understanding human experiences from many perspectives. It includes religion, law, art, philosophy and many more. Since humans are complex beings, the HUMSS field needs people who can think critically and creatively. HUMSS students can maximize their studies by mastering their social and cultural awareness, writing skills, debating skills, research skills and media literacy.
Additionally, Bouchrika (2025) said that social sciences courses include economics, political science and sociology among others. It explores humanity and society. Introduced as a consolidated study of history in the academic community, divided into multiple fields of study that have meticulously examined humanity in every conceivable way.
Al Hakani (2024) stated that High-impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community-based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs.
THE CHALLENGES THAT HUMSS STUDENT FACES WHEN TRANSITIONING TO SOCIAL SCIENCE-RELATED COLLEGE COURSES
Diaz et al. (2024) emphasized that the students' heavy workload and limited time for learning competencies can pose challenges. However, it has been found that there is a need to enhance instruction delivery, assessments, curriculum, and school programs that can motivate students in the HUMSS programs to participate in community engagement activities and apply their learning to real-world situations.
Moreover, Gill (2021), cited the challenges and support systems encountered by non-traditional students in their first year of a sport and exercise science program at a post-1992 university. Transitioning to higher education involves significant academic, environmental, and personal changes, and how well students adapt can influence their experience, satisfaction, and involvement in their studies. The findings reveal that these students often feel anxious and lack confidence in their academic abilities at the start, even though they are generally enthusiastic about learning. Positive social interactions, especially peer support, play a crucial role in their progress.
Lastly, Yaw (2024), stated that the most difficult issues often have a profound impact on students, and class discussions about these issues can leave teachers feeling like referees. However, in a democracy, students must learn how to listen to opposing viewpoints, and the teacher’s role must be to create an open forum that allows opposing viewpoints to be fully expressed. The challenge for all teachers is finding the fine line between engaging students’ interests and maintaining a sense of objectivity that lets students master the material and develop their perspectives.
THEORETICAL FRAMEWORK
The study was anchored on the Career Readiness Theory by Brad Hummel (2024). This theory states that it is necessary for students to acquire skills that can prepare them to be well-informed and well-rounded for a job that matches their interests. Career Readiness skills can apply to any job at any company and at any level, it encompasses everything that a student needs to know to launch a successful occupational life, along with all the accomplishment, pride, stability, and progression that entails. It creates a well-informed, well-rounded student who's ready for the workforce.
The theoretical perspective is applicable in the present study as it comprises various aspects encompassing components in career readiness. The interconnectedness of this concept linked the preparedness of HUMSS students at Nasugbu East Senior High School relative to enhancing skills, decision making, self-awareness, and social skills.
Moreover, acknowledging the importance of this theory would strengthen the crafting of career guidance orientation to prepare students for social science college courses as it will provide substantial parameters for inputs in its realization.
CONCEPTUAL FRAMEWORK
Based on the explained conceptual theory used in this study, the researchers found out that in order to make deep knowledge and careful judgement about the relationships of the variables, it required critical analysis of the variables that can discover the role of HUMSS strand and how it prepares the student for their chosen college courses.
Figure (1) illustrates the research simulacrum of the study. It shows the relationship of preparedness of HUMSS students (enhancing skills, decision making, self-awareness, and social skills) and the challenges in transitioning to social science college courses that affect the performance of the students. Hence, Impact of the variables is determined. The findings of this study adhere to formulate learning career guidance orientation to practice the skills, critical thinking in choosing related college courses and test the preparedness of HUMSS students in Nasugbu East Senior High School.
CHAPTER 3
RESEARCH METHODS AND PROCEDURES
This chapter presents the methods of research used. It also includes the research design, locale and participants of the study, research instrument, construction and validation of instrument, ethical considerations, data gathering procedures and analysis of data.
RESEARCH DESIGN
This study used Qualitative Approach using phenomenological research design. This type of approach aims to understand the lived experiences of people. Also, it gives an idea on how individuals or a group of people react or experience a certain phenomenon. A phenomenon is a rare occurrence or an experience of an individual that is not common. In this study, the researchers explored the role of Humanities and Social Sciences (HUMSS) strand in preparing students for social science college courses.
LOCALE OF THE STUDY
The study was conducted in Nasugbu East Senior High School located at Brgy. Lumbangan, Nasugbu, Batangas. The mentioned school was selected as the research site due to its diverse school settings and the varying number of students, allowing for a more comprehensive understanding of the problem.
PARTICIPANTS OF THE STUDY
Using Purposive Sampling, the researchers selected five (5) HUMSS strand senior high school students (two males and three females), aged between 15-17. Participants were chosen because they belong to the HUMSS strand and have planned to pursue college courses in social sciences, providing insights into the transition between these educational stages. This saved researchers’ time and effort in looking for participants who joined in the interview.
RESEARCH INSTRUMENT
Data were collected using a semi-structured interview tool consisting of three (3) items covering the role of HUMSS strand in preparing HUMSS students for social science college courses.
CONSTRUCTION AND VALIDATION OF THE INSTRUMENT
The research instrument was constructed with the expert guidance of the research adviser. Several item questions were formulated and forwarded to the adviser for review and suggestions.
ETHICAL CONSIDERATIONS
Part of the ethical consideration of this study was to secure the consent of the participants to voluntarily participate. Before they participated in the study each participant was given a copy of the consent. The researchers made sure that the consent was carefully explained to them. It was further emphasized to the participants that participation in the study was voluntary and that they have the option not to participate in the study. Ethical principles were considered to preserve the integrity and dignity of the participants.
DATA COLLECTION PROCEDURE The school principal of Nasugbu East Senior High School granted permission for the researchers to conduct this study prior to the distribution of the research instrument. The request letter was forwarded to the Office of the School Principal. Following the approval, the researchers informed the participants of the research's goal before the interview and allowed for questions to address any concerns. Then the researchers gave the interview material to the study's target participants, giving them plenty of time to complete them.
In addition, the research sought the assistance of participants to be able to honestly answer the prepared questions.
DATA ANALYSIS Qualitative data were analyzed using Manual thematic analysis to describe concepts.
CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the data gathered analysis and interpretation to answer the problem which this study aims to achieve.
THE RELEVANCE OF COURSEWORK FOR ADVANCE STUDIES IN SOCIAL SCIENCE COURSES
Table 1: The relevance of coursework
| P1 | "So, nakikita po ng mga estudyante sa HUMSS strand ang kahalagahan ng mga kurso sa paghahanda para sa mas mataas na agham panlipunan dahil kung HUMSS po ang kukuhanin natin, dahil dito po sa college ay may kaugnayan po ito sa mga gusto nating tahakin. At halimbawa po gusto po natin ng may kaugnayan na course sa HUMSS, hindi na po tayo nahihirapan mag-aral, lalong lalo sa may public schools dahil praktikal po yung naging choice natin, may connection po. So,mas matutulungan po tayo nito sa paghahanda in the near future po sa college." {"So, students in the HUMSS strand see the importance of the courses in preparing for higher social sciences because if we take HUMSS, it will be related to what we want to pursue in college. And for example, if we want a course related to HUMSS, we will no longer have a hard time studying, especially in public schools, because our choice was practical and has a connection. So, this will help us prepare in the near future for college."} | ALIGNMENT |
| P2 | "For me po ang kahalagahan po ng pagpili nila ng course nila pag dating ng college like makakatulong po kasi ito enhance yung skills nila tas maging maraming kaalaman which is ma apply nila yun kapag ng college sila lalo na yung course diba po marami naman ang purpose ng senior high school students as humanities social science." {"For me, choosing the right course for college is important because it helps enhance their skills and expand their knowledge, which they can apply when they enter college. After all, there are many purposes for senior high school students, especially in the Humanities and Social Sciences strand." | ENHANCEMENT |
| P3 | "First of all, ang course na pinili ko sa college, educ major in Elementary. Ang HUMSS strand tinulungan ako nito na magkaroon ng confidence lalo na sa pagharap sa maraming tao. Tinuruan ako nito kung paano mag salita sa public and ganun narin tinuruan din ako kung paano iprepare ang mentality ko pagdating sa mga activity ganun nadin pag dating sa Research." "{First of all, the course I chose in college is Education, majoring in Elementary Education. The HUMSS strand helped me build confidence, especially in speaking in front of many people. It taught me how to speak in public and also how to mentally prepare myself for different activities, including research work."} | ALIGNMENT |
| P4 | "Mahalaga na pag aralan ito sa Senior high School sa strand na HUMSS dahil ito ay related sa Kukunin kong kurso sa college ang Educ sa tulong ng humss nagkaroon ako ng lakas ng loob sa pagsasalita o pakikisalamuha dahil yun din ang aking gusto." {"It is important to study this in Senior High School under the HUMSS strand because it is related to the course I will take in college—Education. With the help of HUMSS, I gained the confidence to speak and interact with others, which aligns with what I want to pursue."} | ALIGNMENT |
| P5 | "Alam na nakikita ang kahalagahan ng pag aaral para sa humss 12 base sa kung ano ang pinag aaralan at pag aaralan maipapakita at maiaayon natin ang mga pinag aralan natin sa mga kursong napili natin tulad ko, na ang kukunin ay educ nakabase to para makuha ang kursong iyun ay ang pagpapalawak ng kaalaman sa pakikipag komunikasyon ang humss ay nagbibigay ng pagkakataon sa mga mag aaral na pag aralan ang ibat ibang pamamaraan sa komunikasyon na nagpapalawak ng kanilang mga kasanayan sa pag papahayag ng kanilang mga ideya at opinyon." {"The importance of studying in HUMSS 12 is evident in what we have learned and will continue to learn. We can apply our knowledge to the courses we have chosen. For example, I plan to take Education, and one of the foundations for this course is expanding my communication skills. HUMSS provides students with the opportunity to study different methods of communication, which enhances their ability to express their ideas and opinions effectively."} | ENHANCEMENT |
Interpretation for table 1:
All of the answers of the participants are about alignment, enhancement. The table 1 shows the relevance of HUMSS strand in their coursework in social science college courses. Three (3) directly expressed that alignment is how HUMSS strand students perceive the relevance of their coursework in social science, while two (2) stated that enhancement is how they perceive.
These findings of the study align with the literature reviewed particularly regarding the alignment and enhancement experienced by Senior High School (SHS) students in seeking relevance of HUMSS strand students in their coursework in social science. Crisolo et al., (2021), junior high school students in the Philippines highlighted that social studies education encourages community participation, enhances critical and creative thinking, fosters cultural sensitivity, broadens global perspectives, and promotes values formation. These findings underscore the multifaceted benefits of advanced social science studies in nurturing informed and active citizens.
Overall, the study findings reinforce existing literature, demonstrating how the HUMSS Strand students perceive the relevance of their coursework in preparing them for social science related college courses shows that it is mostly about enhancement academically and the alignment of their coursework for social science.
SKILLS AND KNOWLEDGE FOR SUCCESS IN SOCIAL SCIENCE
Table 2: Skills and Knowledge
| P1 | "So, para sakin yung mga kasanayan at kaalaman na dapat isaalang-alang or ituring sa tulad nating HUMSS strand ay ang pagiging magaling natin sa pakikipag-ugnayan, pagkakaroon natin ng magaling na public speaking skills at pagkakaroon ng mahusay na time management para ma- accomplish natin ang bawat task na ibinibigay satin dahil bilang HUMSS kilala tayo sa magaling sa communication at magaling sa public speaking." {"So, for me, the skills and knowledge that should be considered or valued for us in the HUMSS strand are our ability to communicate effectively, having strong public speaking skills, and having good time management to accomplish every task given to us. This is because, as HUMSS students, we are known for being good at communication and public speaking."} | COMMUNICATION SKILLS |
| P2 | "So isa nalang po dito for example nalang na enhance na yung confident namin which is makakaharap sa mga tao na yung makakasalamuha nila pag dating mila ng college also yung nga mamanage nila yung oras nila kasi diba mahalaga as students para mas mamanage mo yung time mas makapag-focus ka sa dapat mong pag focus-an na nagagawa mo habang ikaw ay nasa grade12 so prepared nila ang sarili mo kapag ikay nag college na." {"One example of this is gaining confidence, which allows them to interact with different people when they enter college. Additionally, they learn to manage their time effectively, which is crucial for students. The better they manage their time, the more they can focus on what truly matters. This is something they develop while in Grade 12, preparing them for the challenges of college."} | TIME MANAGEMENT |
| P3 | "I believed na ang mga skills at knowledge na dapat meron tayo ay yung public speaking nga and yung critical thinking kase tulad ko na educ ang pinili. Mag tuturo ako sa mga estudyante and kailangan kong magkaroon ng confidence sa pagsasalita." {"I believe that the essential skills and knowledge we should have include public speaking and critical thinking. Since I chose Education, I will be teaching students, so I need to have confidence in speaking."} | CONFIDENCE |
| P4 | "Para sakin ang nga kaalaman at kasanayan na magagamit ko ay ang public speaking at ang confidence na humarap sa mga tao kasi simula senior high school pa lamang ay sinasanay na tayo sa pagsasalita sa publiko para sa future ay hindi na tayo pakapa kapa sa mga dapat nating gawin or ano bayong better na pwede nating ibahagi sa public speaking." {"Knowledge and skills can be combined with values such as respect and responsibility. When you have responsibility, you are capable of learning everything your teachers have taught you. This allows you to apply and receive the necessary knowledge for the course you are pursuing."} | CONFIDENCE |
| P5 | "Kaalaman at kasanayan, pwede natin ito pasamahin pwedeng respeto at responsibilidad pag may responsibilidad ka kasi kaya mo na lahat pag aralan lahat ng tinuro sa iyo ng guro para maka pag produce ka at makapag receive na kung anong kukunin mong kurso." {"For me, the knowledge and skills that I can use include public speaking and the confidence to face people. Since senior high school, we have been trained to speak in public so that in the future, we won’t struggle with what to do or what valuable insights we can share when engaging in public speaking."} | VALUE |
Interpretation for table 2:
All of the answers of the participants are about communication skills, time management, confidence and values. Table 2 shows the importance of having the skills and knowledge as essential for success in social science. One (1) participant mentioned that she must have the ability of communication skills. One (1) stated that time management must be practiced. Two (2) participants said in their statements that confidence takes place, while the other one (1) expresses that values give the necessary knowledge.
These findings of the study align with the literature reviewed particularly regarding the values, confidence, communication skills and time management experienced by Senior High School (SHS) students in seeking for the skills and knowledge that is essential for success in social science. Salcedo (2022) cited that the Humanities and Social Sciences (HUMSS) strand is focused on understanding human experiences from many perspectives. It includes religion, law, art, philosophy and many more. Since humans are complex beings, the HUMSS field needs people who can think critically and creatively. HUMSS students can maximize their studies by mastering their social and cultural awareness, writing skills, debating skills, research skills and modern literacy.
Additionally, Bouchrika (2025) said that social sciences courses include economics, political science and sociology among others. It explores humanity and society. Introduced as a consolidated study of history in the academic community, divided into multiple fields of study that have meticulously examined humanity in every conceivable way.
Overall, the study's findings highlight the significance of HUMSS students possessing strong communication skills, effective time management, self-confidence, and good values in order to achieve success in the social sciences.
THE CHALLENGES THAT HUMSS STUDENT FACES WHEN TRANSITIONING TO SOCIAL SCIENCE-RELATED COLLEGE COURSES
Table 3: The challenges that HUMSS students faces
| P1 | "So yung mga hamon na kinakaharap po ng mga estudyante na nasa HUMSS strand kapag lumilipat po sa mga kurso sa kolehiyo sa agham panlipunan is yung new environment po na kanilang kahaharapin. Syempre yung mga bagong tao na kanilang pakikisalamuha at yung mas mataas na antas ng pag-aaral. And then nakakatulong naman po dito yung kanilang pag-aaral nung nakaraang high school sila sa pamamagitan na pinag-aralan nila yung humanities and social sciences which is may kinalaman po ito sa pakikipag- interaksyon ng tama, inihanda Sila sa mga subject na kumbaga sinasabi nga po nila na yung sa pinag-aralan po natin sa high school or senior high school, ito po yung basic foundation po natin sa college upang matugunan po natin o malampasan po natin yung mga hamon na maaari nating maranasan in the near future po sa college." {"So,The challenges that HUMSS students face when transitioning to social science courses in college include adapting to a new environment, interacting with new people, and dealing with a higher level of academic difficulty. However, their previous studies in high school, particularly in humanities and social sciences, help them by providing the necessary knowledge on proper interaction and preparing them for related subjects. As they say, what we learn in high school or senior high school serves as our basic foundation for college, helping us overcome the challenges we may encounter in the near future."} | ENVIRONMENTAL ADAPTATION |
| P2 | "So isa siguro sa mga hamon pwedeng naming kaharapin sa paglipat is yung halimbawa environment syempre maninibago kami kasi bago yung paaralan na papasukan namin bago yung mga makakasalamuha namin bago yung paaralan namin so parang magiging challenge sa min yun na parang mahihirapan kaming ihandle so maninibago kami also yung pag-aaralan namin kasi diba parang consider natin na parang dito parang mga basic o madali palang yung pinag aaralan natin yung nga natutunan natin na parang prepared tayo so parang magiging hamon saatin pagtung-tung natin sa college mas mahihirapan tayo at maninibago tayo to over come naman parang ita-try natin ihandle kasi andun na tayo ea situation na mag level up na tayo andun na tayo sa stage ng college na tayo so parang isaisip nalang namin na lagpasan namin ang senior high school na to pagdating ng college malalagpasan rin namin at maging successful rin pagdating ng panahon." {"One of the challenges we might face when transitioning to college is adapting to a new environment. We will have to adjust because we will be in a new school, meeting new people, and dealing with a different academic setting. This will be a challenge for us, as it may be difficult to handle at first. We also have to consider that what we learn in senior high school feels more like the basics, so when we step into college, the difficulty level will increase. However, we will try to overcome these challenges by adapting to the situation and reminding ourselves that just as we made it through senior high school, we can also get through college and eventually achieve success in the future."} | ENVIRONMENTAL ADAPTATION |
| P3 | "For me as introvert person yung challenges nayon ay yung kung paano makipag socialized sa ibang tao lalo na sa collage hindi natin alam kung sino yung mga kasama natin, hindi pa natin sila kilala kumbaga kasi nga bago pero dahil sa Humss, dahil sa Humss tinuruan ako. Naging training ground ito para makipag socialized para matuto makipag usap sa ibang tao at makaharap sa ibang tao." {"As an introverted person, one of the challenges I face is socializing with other people, especially in college, where we don’t know who our classmates will be. Since everything is new, we are not yet familiar with them. However, HUMSS helped me with this. It became a training ground for me to learn how to socialize, communicate, and interact with different people."} | SOCIAL ANXIETY |
| P4 | "Una, siyempre, ang mga hamon kapag pumasok ako sa kolehiyo, siyempre, mawawalan ako ng tiwala sa aking sarili dahil ito ay isang bagong environment. Ang hamon ay ang makihalubilo sa mga taong hindi katulad ng mga nakasanayan ko. Ang nakatulong sa akin ay ang Senior High School; tinulungan ako nitong magkaroon ng kumpiyansa kahit na hindi ko na kilala ang mga taong makikilala ko pagpasok ko sa kolehiyo. Kaya ang kumpiyansa ng iyon ay tumulong sa akin upang mabawasan ang aking kaba o upang mabawasan ang pagkawala ng tiwala sa sarili." {"First, one of the challenges I will face when I enter college is losing confidence in myself because I will be in a new environment. The challenge is interacting with people who are different from those I am used to. What helped me was my Senior High School experience—it taught me to build confidence even when meeting new people in college. That confidence helped reduce my anxiety and prevented me from completely losing self-esteem."} | SOCIAL ANXIETY |
| P5 | "Ang mga Hamon para sa akin ay Ang pagkakaroon ng mga Bagong takot at pag aaralan kaming mga mag aaral ng humss ay maaaring dalawin ng takot o makabagong takot para sa Sarili Namin at pag aaralan, dahil baka bumababa Ang grado Namin para sa kursong napili Namin at Isa din Din sa mga Hamon para sa akin ay Ang mga Hamon sa panlipunan dahil sa pag adjust ng mga Bagong kaibigan at kapwa mag aaral alam naman natin na napaka hirap makipag socialize sa mga Hindi natin Kilala pero sa tulong ng senior high at pinag aralan Namin doon socialize is one of big important to our community Kilala mo man o Hindi Basta maki-sama ka eh mahalaga na iyon." {"One of the challenges for me is dealing with new fears and subjects. As HUMSS students, we may experience anxiety about our studies, especially the fear of having low grades in our chosen courses. Another challenge is adjusting socially, as making new friends and interacting with fellow students can be difficult. We all know that socializing with unfamiliar people is not easy, but thanks to senior high school and what we have learned, we understand that socialization is an important aspect of our community. Whether you know someone or not, being able to interact and get along with others is already valuable."} | SOCIAL ANXIETY |
Interpretation for table 3:
All the responses of the participants are about environmental adaptation and social anxiety. Table 3 shows the challenges the HUMSS Strand faces when transitioning to social science related college courses. Two (2) directly expressed that environmental adaptation is what students face when transitioning to social science college courses and three (3) said that social anxiety is also experienced when transitioning to social science related college courses.
The findings of the study align with the literature reviewed, particularly regarding the notions of environmental adaptation, social anxiety, and fear of low grades experienced by HUMSS Strand students when transitioning to social science related college courses. Farideh and Asghar (2015) highlighted that a little anxiety is natural and desirable and leads people to increase their effort and struggle; however, if it exceeds the average level, it may reduce academic achievement. A student who is anxious at a test session feels that his or her mind is not working and has forgotten whatever learned so far. Such a person gives irrelevant, wrong, or imperfect answers to the questions and is involved in the consequences of the test with irrelevant and unwanted thought.
Furthermore, Gill (2021), cited the challenges and support systems encountered by non-traditional students in their first year of a sport and exercise science program at a post-1992 university. Transitioning to higher education involves significant academic, environmental, and personal changes, and how well students adapt can influence their experience, satisfaction, and involvement in their studies. The findings reveal that these students often feel anxious and lack confidence in their academic abilities at the start, even though they are generally enthusiastic about learning. Positive social interactions, especially peer support, play a crucial role in their progress.
Overall, the study findings reinforce existing literature, demonstrating the challenges faced by students when transitioning to social science related college courses are more on environmental changes and the anxiety of socializing with others.
CHAPTER 5
SUMMARY, CONCLUSION and RECOMMENDATION
SUMMARY
1: All of the answers of the participants are about alignment, enhancement/ improvement and confidence. One participant (1) emphasized practicality and preparation, other participant (1) expressed that students may utilize their improved knowledge and skills at college by selecting the appropriate course. One participant (1) shared how HUMSS improved their mental readiness for academic tasks like research and their confidence in public speaking. Another participant further reaffirmed this by talking about alignment and stating that HUMSS was essential in helping them build their interpersonal skills. While one participant emphasized utilization, pointing out that HUMSS offers crucial communication training, which forms the basis of their selected Education course.
2: All of the answers of the participants are about communication skills, time management, confidence and values. One participant (1) mentioned that she must have the ability of communication skills, another (1) stated that time management must be practiced, (2) participants stated in their statements that confidence takes place, while the other one (2) expresses those values and gives the necessary knowledge.
3: All the responses of the participants are about environmental adaptation and social anxiety. Table 3 shows the challenges the HUMSS Strand faces when transitioning to social science related college courses. Two (2) directly expressed that environmental adaptation is what students face when transitioning to social science college courses and three (3) said that social anxiety is also experienced when transitioning to social science related college courses.
CONCLUSION
1: Overall, the study findings reinforce existing literature, demonstrating how the HUMSS Strand students perceive the relevance of their coursework in preparing them for social science related college courses shows that it is mostly about enhancement academically and the alignment of their coursework for social science.
2: Overall, the study's findings highlight the significance of HUMSS students possessing strong communication skills, effective time management, self-confidence, and good values to achieve success in the social sciences.
3: Overall, the study findings reinforce existing literature, demonstrating the challenges faced by students when transitioning to social science related college courses are more on environmental changes and the anxiety of socializing with others.
RECOMMENDATIONS
1: Provide teachers with training and development opportunities to enhance their teaching methods and strategies, particularly in developing communication skills and confidence among HUMSS students. Provide career guidance and counseling services to HUMSS students to help them explore career paths and make informed decisions.
2: Provide teachers with training and development opportunities to enhance their teaching methods and strategies, particularly in developing communication skills, self-confidence, and values among HUMSS students.
3: Provide students with a comprehensive preparation to transition smoothly into new academic and professional settings, reducing stress and uncertainty.
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