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Group6 Frances

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14 views5 pages

Group6 Frances

Uploaded by

gmagat866
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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St.

Scholastica’s Academy
City of San Fernando, Pampanga
045-455-3808 ssacsfpofficial ssapamp.edu.ph

RESEARCH TITLE PROPOSAL IN PRACTICAL RESEARCH 1

Proponents #01 Amurao, Sancha Marian M.


#16 Lanuza, Daphnie Cassandra H.
#23 Montero, Raine Jowhan L.
#24 Nagayo, Mica Ella P.
#26 Pabalate, Fiona Franchesca P.
#36 Tungol, Mikaela Faith V.

Grade and Section / Strand and Group No. 11-St. Frances / HUMSS Strand Group 6

A Study on the Perception of High School


Proposed Topic/Title Students of St. Scholastica’s Academy
Pampanga in the Transitioning of their
Exclusive All-Girls High School to a
Coeducational High School S.Y.
2022-2023

The researchers are seeking to understand


what the students in different grade levels
Motivation of the Researchers think about St. Scholastica's Academy
becoming a co-educational high school from
an exclusive all-girls school in the noun last
stage of compulsory education. The
researchers would then be able to assess
how this alteration will affect students
and its effectiveness to the curriculum. St.
Scholastica's Academy in City of San
Fernando, Pampanga, had been an exclusive
all-girls junior and senior high school for
97 years when abruptly, the school
welcomed boys, which piqued the interest of
the researchers to see if it was for the better
or worse.

Based on the review of related literature and


studies, it was noticed that most articles
focused more on the educational benefits and
Research Gap disadvantages in learning with different types
of peers and how they would mingle with the
other, with that being said, there is a research
gap when it comes to analyzing and studying
the emotionality of those in transit. This is
why the study aims to further explore the
variety of subjective feelings which will
predictable influence behavior and response
for functional purposes to adaptation.
The purpose of this research is to figure the
effectiveness of transitioning from gender
segregated education to coeducational
together with figuring out the effectiveness
whether the situation in the environment
deteriorates or progresses.
This research sheds lights on the relevance
of understanding gender as a contributing
factor to the smallest aspect of life and the
importance of topics in this niche to be
further analyzed and studied.
The ability to understand the dynamics and
phenomenon occurring in systems of the
different modalities is the significant factor
which this research contributes to society.
Future situations such as relationship
building and dynamics, accompanied with
further understanding of student-environment
relations and its manifestations and
projections in their overall performance and
behavior.

This study aims to determine the


perception of high school students of St.
Statement of the Problem Scholastica’s Academy Pampanga in the
transitioning of their exclusive all-girls
high school to a coeducational high school
in the school year 2022-2023.

The research sought to answer the


following questions:

1. What do high school students


personally think about the
transition?
2. Are high school students in favor of
the transition?
3. Based on a survey, which of the two
options do high school students
prefer: Coeducational High School
or All-Girls High School?
4. Does the transition have an effect to
the socialization of high school
students?

The study will be conducted at St.


Respondents/Participants Scholastica’s Academy, San Fernando,
Pampanga. It will include the participation
of female Scholastican students from the
Junior and Senior High School Departments.
The grade seven junior high school students
are at the first-year level to encounter a co-ed
learning platform and milieu. With this, they
are going to be asked questions through their
first-hand experiences in having boys present
in their learning environments. Another set of
questions shall be posed to the grade eight to
ten students regarding their perspectives and
opinions on the high school department’s
inclusion of boys. There will be a
comparison concerning the differences,
before-and-after the transition of the
exclusive all-girls academy into a co-
educational high school. The research will
be successful with the participation of grade
eleven and grade twelve senior high school
students that have first-handedly experienced
a school environment consisting of solely
females.
References:

Rodriguez, A. L. R. (2022). Filipinising colonial gender values: A history of gender formation in


Philippine higher education. Educational Philosophy and Theory, 1-12.
Kreitz-Sandberg, S. (2007). Gender and education: Perspectives on schooling in Japan and
comparisons from the Philippines.
Shapka, J. D. (2009). Trajectories of math achievement and perceived math competence over
high school and postsecondary education: Effects of an all-girl curriculum in high school.
Educational Research and Evaluation, 15(6), 527-541.
Jackson, C. K. (2016). The effect of single-sex education on test scores, school completion,
arrests, and teen motherhood: Evidence from school transitions (No. w22222). National Bureau
of Economic Research.
Crockett, L. J. (2014). Developmental paths in adolescence: Commentary. In Pathways through
Adolescence (pp. 75-84). Psychology Press.
Caspi, A. (2002). 11 Social selection, social causation, and developmental pathways: empirical
strategies for better understanding how individuals and environments are linked across the life-
course. Paths to successful development: Personality in the life course, 281.
Matsueda, R. L., & Heimer, K. (1997). A symbolic interactionist theory of role-transitions, role-
commitments, and delinquency. Developmental theories of crime and delinquency, 44(3), 163-
213.
O'Malley, L. (2011). Same-sex vs. co-ed classrooms: do gender differences carry over Into a co-
ed college?.
Lee, V. E., & Lockheed, M. E. (1990). The effects of single-sex schooling on achievement and
attitudes in Nigeria. Comparative Education Review, 34(2), 209-231.

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