Tess life Essay Example

Tess life Paper Also, Hardy tries to show the more optimistic future for Tess in Talbothays by using many techniques in his language for the audience to detect a more positive atmosphere in Tess future. For example, he describes the valley in which Talbothays lies to be luxuriantly beautiful. These adjectives make the valley sound appealing and thus this may describe the future for Tess to be appealing. Furthermore, the adjectives clear, bracing, ethereal portrays the valley to be heavenly and peaceful; a fate that Tess has probably been longing for. This concept is extended as Hardy also uses the adjectives to describe the river to be slow, soft and often turbid which also showed the valley to be tranquil and a place to be desired which is underlined by the use of alliteration. Moreover, Hardy uses the phrase; The Froom waters were clear as the pure River of Life shown to the Evangelist. This signifies how positive Tess is feeling as before, in her past, she had been considered to sin against her religion thus religion was seen as being unfair to her. Here, however, the valley is conceived to be a quite a holy and pure place which shows that religion is on her side; the adjectives, clear and pure suggest this, and the concept of religion is shown by the noun Evangelist. This has an encouraging effect on Tess as further on in the Chapter, she begins to chant; O ye Sun and Moon . . . O ye Stars . . . This illustrates that Tess feels lightened and that she is prepared to leave her past behind and start afresh. This is furthered as she says bless ye the Lord, praise Him and magnify him forever! We will write a custom essay sample on Tess life specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tess life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tess life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This shows Tess to be forgiving as she is now still keeping faith in her religion despite Sorrow dying and being buried in the allotment of the graveyard because he was not baptised properly. Also the chanting shows Tess to be quite cheerful and optimistic which shows the effect of the amid new scenes around her, which had sent up her spirits wonderfully. Furthermore, Hardy ends the chapter with a rich description, to perhaps show the readers the future that lies ahead for Tess at Talbothays; their large-veined udders hung ponderous as sandbags. This simile is referring to the cows as Talbothays and this whole concept can be regarded as a metaphor which ultimately shows Tess future to be prosperous and fruitful as he says that the cows have too much milk in stock. This is shown by the adjectives ponderous and large-veined. Also they are compared to be sand bags as they are heavy with milk. This means that Tess will also have a positive future because she finds friendship and love at the farm. Chapters 43 and 47 narrate Tess life after Angel marries her but then leaves her when he finds out about her being raped by Alec. She spends this time at Flintcomb Ash, and this can be considered her lowest point of her life so far. Matters are worsened when she meets Alec again. At this point, Tess life has changed dramatically and quite rapidly. In chapter 16 she was seen to have a positive future ahead of her, however now it seems like her fate has changed as she is living a life of sorrow and solitude without her husband. Hardy has set this time of the year to be cold and dark, in which the bright hours of Tess life have disappeared. The readers can seen this instantly as Hardy uses pathetic fallacy to describe Tess mood; the rain had no occasion to fall. This is suggesting that the rain was continuous and that it was a part of Tess now as she remained heartbroken all the time. Also, Hardy uses personification; yelling wind. This can be interpreted as Tess feeling trapped at Flintcomb Ash as she has no where to go and this ultimately makes her feel useless for being so helpless. Hardy also uses alliteration to describe the surroundings of Flint comb Ash, the words desolate drab signify how boring and tedious it is at the farm. The word desolate suggests sadness for Tess and can be connoted to be quite grey and down. The simile Hardy uses; as if a face, from chin to brow, should be only an expanse of skin. illustrates Flint-comb Ash to be boring, and tells the readers that Tess feels nothing but continuous sorrow day after day. Overall the rain and the wind suggest a dark time for Tess. Moreover, in chapter 47, Hardy gives a description of Tess working at Flint-comb ash during the harvest time. Here, Hardy re-introduces the thresher machine which the farm workers are now using for the harvest. Hardy calls it a red tyrant that the woman had come to serve it. This implies that it has control over the workers in the harvest and that incorporates hard work and labour as it is need to be looked after at all times; the man who fed it could not stop. This also suggests that the machine was a monster and Hardy used the machine before, to describe the hard labour in Tess life when she had Sorrow, her baby, just after she was raped. The Machine ultimately displays the bad times for Tess as it is shown when Tess life is not in the most positive state. We can tell that Hardy dislikes the machine as he calls it a tyrant which is a negative metaphor. This shows that his overall view on the industrial revolution was that it was a bad thing. Hardy also illustrates the labourers work to be continuous and straining. This is shown as he states that the machine kept up a despotic demand upon the endurance of their muscles and nerves. This, again, furthers the monstrosity of the thresher machine and also portrays the labourers work to be hard and very manual despite the invention and introduction of machinery as the words despotic and demand are used and this use of alliteration emphasises the monotony of the work. The noun endurance emphasises how much strength was needed to be used and this is seen as harsh for the workers. The conditions would be hard and boring for example, the labour prevented speech. The workers work, overall is conceived to be tiring and strenuous. To conclude, Thomas Hardy has used a range of many different techniques of figurative language to display the setting and thus Tess feelings and mood. Furthermore, he uses the techniques to help the readers predict what the future holds for Tess for example he uses pathetic fallacy, metaphors, similes, adjectives and personification to do this. Hardy used all these techniques to help the reader understand and perhaps paint a visual picture of the setting and story. This means that the readers can visually picture the mood and feelings of Tess whilst reading about her life. Hardy may have written this story to highlight abuse of the lower class society of the country and of women. I feel that he wrote this novel to acknowledge the real issues with society and the unfairness behind many events which happened so much in the past but had been over-looked. Moreover, Fate is the biggest theme in this novel and can be seen as a very important aspect in peoples lives in the past. Although Hardy may feel that what happens to Tess is unfair, he shows his belief in fate. For example, Hardy makes it that Tess has no control over certain events in her life but when she tries to grasp hold of her own life and kills Alec, she is hanged. This may ultimately infer that Hardy believed in fate as this shows that Tess has no control over her life and that when she does, things do not go as she plans. I feel that the readers in the past may have seen this novel to be quite controversial in the messages put across as Hardy may have been seen to be blaming religion for Tess state. Furthermore, Hardy may have also tried to emphasise how society is unfair to Tess as she is almost shunned to such an extent for being an unmarried mother. This is not her fault as Alec rapes her but as she is a lower class woman and Alec is of a higher class, he felt that he could do what he wanted with her. This signifies the injustice on Tess part as the class system in the past meant that she is blamed for her own state and shows that Hardy felt this is wrong. Readers in the past may have felt that what happened to Tess was quite normal and not as surprising. However, I think that people nowadays can empathise more with Tess as the events which occur dont happen as much nowadays and because society has changed dramatically. Overall, I feel that Hardy wrote this novel to expose the wrong that happened in society in his views.

Frankenstein Coursework Help

Frankenstein Coursework Help Frankenstein Coursework Help Frankenstein is a well-known novel which requires careful reading and critical analysis. Writing a Frankenstein coursework you need to pay attention to avoid creating a summary of the novel instead of critical analysis. If you struggle with Frankenstein coursework writing or do not have enough time to devote to coursework writing, you should not hesitate to order professional Frankenstein coursework help on our site. Custom written Frankenstein coursework is original, interesting to read, meets academic requirements, and is never posted online as a free sample! Please read the following excerpt of Frankenstein coursework written by one of our professional coursework writers! Frankenstein Coursework Excerpt In the story Frankenstein, the main genre is gothic horror. Horror is usually recognized on fear, terror, fright and suffering. Its mainstay is to frighten readers and make them realize terror is occurring so, therefore, contains frightening scenes. One of the distinctive features of many horror stories is the setting and nature and in Frankenstein the depressing glacial fields of the Alps and the dreary mist of the Arctic shows remoteness of the two central characters; Victor and his creation. Another part of horror in Frankenstein is the element of the dark side of human nature, when a monstrous creation is unleashed which leads to the idea of horror because monsters are usually associated with committing acts of killing on innocent people. The structure of Frankenstein can be slightly complicated because it has several narrators and they both share their own views on the events which have occurred. The novel begins in typical novel fashion by starting the story in the middle of things and then launch into a series of flashbacks which make it difficult to foretell coming events. Captain Robert Walton writes to his sister Margaret Saville about his adventures, which the reader looks in upon in a distinctive epistolary novel style. Then Victor recounts his story to Walton, who takes notes and sends them to his sister. Then the monster tells Victor about his or its quest, which Victor recounts to Walton. Starting with Walton when he writes to his sister, his letters are like a diary and become somewhat quite personal. When he begins writing his letters, his point of view begins neutral. But after he meets Frankenstein he becomes prejudiced and begins to understand Frankenstein's feelings and sympathises towards him. But when he meets the monster, Walton's views change again because he sympathises with the monster. The novel is then told from Frankenstein's point of view until the closing pages when we hear from the monster. This will affect the reader as they would automatically feel the most sympathy for whoever tells the story, as the speaker would naturally tell things from their perspective, and they would open up about their feelings. Also, our expert writers have prepared the post onhow to make a reaction paper:. Related posts: Jane Eyre Essay Example of Argumentative Essay Cause Effect Papers Term Paper Editing Critical Essay Editing

Intro to Art Essay Example | Topics and Well Written Essays - 750 words

Intro to Art - Essay Example Claude Monet belonged to the Impressionist genre of artists who aimed to preserve â€Å"the visual freshness of the first fleeting moment† (Heinrich 32) of a scene. In his portrayal, the artist did not categorise or differentiate the various objects in the scene through traditional artistic principles. Monet’s subject matter on canvas were the first impressions of a scene, composed of â€Å"blocks of colours, surface patterns, and the very air as defined by light† (Heinrich 32). The artist termed his concept as l’instantaneite, and made it his life’s work. However, he experienced despair at times, due to the unresolvable contradiction that is inherent in the aim to preserve permanently the passing moment. Boulevard des Capucines (Fig.1 below) is a distinctive portrayal of the busy Paris boulevard from an aerial perspective, viewed through the cold and damp air of winter (Nelson-Atkins, 2008). The painting portrays crowds hurrying along the pavement, and has the â€Å"blurred schematic look of an early photograph† (Ruhrberg et al 7). The brushwork of all Impressionist paintings contributed to their looking like early photographs which had a coarse-grained texture. Further, Impressionist paintings emphasized light effects in the scene; and this is evident in Monet’s flickering representation of haze and light using vibrant dabs of paint for the snow-covered ground, the people and the background images. This is supported by Forgione (p.671) who believes that in this painting human bodies look hazy, distorted, and are â€Å"reflective surfaces whose integrity is compromised by penetrating atmospheric vibrations†. Other typically impressionist features of the painting are the blue shadows and the depiction of pedestrians using bold, individual brush strokes. The forms are made to appear blurred in order to represent motion with people walking briskly in the cold air. Nelson-Atkins (2008) reiterates that Monet depicted the elusive quality of movement with

Steamboal Bill, Jr Essay Example | Topics and Well Written Essays - 750 words

Steamboal Bill, Jr - Essay Example An analysis of the film will address themes, sound tracts, and effectiveness to the audience. The plot of the movie begins with the arrival of a new steamer in the river junction. The owner of the new steamer is J.J. King (Wickstrà ¶m). He is shown being happy with other captains of the ship waiting for its arrival. On the other hand, Steam Boat Bill is shown with his mate Tom Lewis in the old steamer (Wickstrà ¶m). Bill is shown annoyed because of the new steamer, as he perceives it as a business rivalry. King is depicted as a wealthy business with some few banks and hotels under his name (Wickstrà ¶m). King notes of the old steamer as a floating ‘thing’ (Wickstrà ¶m). Bill also receives a telegram of his impending son visit. They go with his mate to get the son at the railway station. They both expect a well-built man. However, the contrary happens, as the son appears small and dressed in a funny way. This makes his father begin a journey of his transformation in a new life. At the same time, King Daughter (Marion Byron) arrives from school (Wickstrà ¶m). Both Bill and King get annoyed as they realize that both Willie and Byron were lovers. They engage in a journey of ensuring that the relationship does not exist. On the other hand, Stonewall Jackson is condemned from public safety committee from carrying out transactions (Wickstrà ¶m). This annoys Bill who confronts J.J. King. The confrontation lands Bill to jail. The son tries to rescue him without any success. In the end, Willie is shown saving father, Marion Byron, and King from ravaging weather (Wickstrà ¶m). He ends up being a hero in the film despite his initial weaknesses. The theme of the film appears as that of transformation. This has been well articulated and developed by the main characters in the play. For example, Willie is shown as a weak character in the railway station. The father and his mate Tom Lewis are ashamed of Willie as he

Report Education System in Japan Essay Example for Free

Report Education System in Japan Essay Japan has already begun to experience a population decline, with the result that many universities are already having difficulty maintaining their student populations, although entry into top ranks of the universities remains hugely competitive. The emerging and foreseeable trend is that many universities will have to try to attract large numbers of foreigners or diversify or face closure. It is also now said that a university education in Japan is within easier reach of students today, but that the quality of that higher education is now in question despite the many educational reforms that have been set in motion. Each academic year begins in April and comprises of two semesters. Basic general degrees are four-year degrees, a feature adapted from the American system. Undergraduate students receive instruction via the lecture and seminar group method. The general degree may be followed by two-year Masters degrees (generally a combination of lectures and guided research) and then a three year Doctorate (largely based on research) where these are offered. Graduate education in Japan is underdeveloped compared to European countries and the United States with only slightly more than 7 percent of Japanese undergraduates going on to graduate school as compared to 13 percent of American undergraduates. Postgraduate educational offerings are weak and the number of universities offering postgraduate programmes or a wide variety of programmes, is small, compared to that in other industrialized western countries. Japan has about three million students enrolled in 1,200 universities and junior colleges and consequently the second largest higher educational system in the developed world. Japan also has one of the largest systems of private higher education in the world. The 710 odd universities in Japan can be separated into 3 categories: highly competitive, mildly competitive and non-competitive (the schools that are first-tier being the infamously difficult to enter ones). Public universities are generally more prestigious than their private ones with only 25 percent of all university-bound students being admitted to public universities. More than 65 percent of high school graduates continue their studies; of these, over 70 percent are enrolled in private colleges and universities. Only about 10 percent of private institutions receive their financial resources from public funding, with most public funds on higher education being spent on the national and local public universities. Despite the impressive statistics, Japanese universities are considered to be the weakest link in the countrys educational system. While many western writers have, time and time again, attributed the economic success of Japan to the well-educated and highly literate population of Japan, recent writings and studies tend to be far more critical, lamenting the deplorable state and quality of higher education in Japan today. Despite the famed exam rigors and competitiveness, declining standards in education and the high school students lack of interest in studying have lately been under spotlight. Some attribute this disinterestedness to the fact that academic effort no longer assured automatic rewards with the disintegration in the formerly stable and guaranteed lifetime employment system. Japanese students are also widely known to traditionally consider their university days to be a social playground, a reward for the hard work and having made it there, and, as many critics have recently pointed, professors demand relatively little from their students. Despite the institutional change and sweeping national reforms underway in response to these criticisms, the key problems remain unresolved: the pyramidal-structure of the university system and entrance exam wars; the centrally-controlled curriculum and lack of individuality and creativity of students as well as the lack of competitiveness in educational suppliers.

As Good As It Gets?: An Examination Of The Mechanism And Mode Of Treatm

As Good As It Gets?: An Examination Of The Mechanism And Mode Of Treatment Of Obsessive-Compulsive Disorder Obsessive-compulsive disorder, often referred to as simply OCD, is a mental illness in which an individual experiences endless cycles of repeated thoughts and rituals, known as obsessions and compulsions, which she feels she cannot control (1). Although many people possess habits and routines that help them organize their every day schedules, people with OCD form patterns of behavior that are extremely time-consuming and interfere with their daily lives. Once believed to be a rare and incurable disease which people kept hidden for fear of embarrassment (2), OCD is now recognized as being far more common than previously believed, affecting both men and women, and people of all races and socio-economic backgrounds equally (3). In fact, recent studies have shown that about 2.5% of the population have this disorder at some point in their lives (2), with between 3 to 5 million Americans affected with the disorder each year (3). Though OCD is a chronic illness that can take over a person's life if left untreated (1), a strict regiment involving proper medication and effective treatment can vastly improve the OCD sufferer's condition. Obsessive-compulsive disorder is composed of two major constituents evident in its very name - obsessions and compulsions. Obsessions are recurring thoughts or impulses that seem to invade one's mind despite attempts to ignore or suppress them (4). Though these thoughts range from the tedious and seemingly innocuous sort, to the shameful and morbid kind, all are generally viewed as senseless and are accompanied by anxiety to some degree (4). Some common examples of obsessions include: fe... ...tion remains an option. Regardless of whether an OCD patient is treated in or out of a hospital, treatment is vital in improving his condition, for if left untreated, the disorder will continue indefinitely (3). With the wide range of treatment options available to OCD sufferers and the extensive studies being conducted in lieu of the disorder, the promise of a future with less worries and anxiety appears to be well within reach. WWW Sources 1) Obsessive-Compulsive Disorder , on the National Institute of Mental Health website http://www.nimh.nih.gov/anxiety/ocdfacts.cfm 2) Obsessive-Compulsive Disorder: What Is It and How To Treat It http://familydoctor.org/133.xml 3) Most Frequently Asked Questions About OCD http://www.ocdhelp.org/faq.html 4) Obsessive-Compulsive Disorder , on the Encyclopaedia Britannica website http://www.britannica.com/

Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013

PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY HIGH SCHOOL SY: 2012-2013 A Research Paper Presented to the Faculty Members of the Catanduanes State University Laboratory Schools Virac, Catanduanes Submitted in Partial Fulfillment of the Requirements in RESEARCH II RUBY JOY P. BEO MARK KENNETH T. MIGUEL JHON CLIFFORD T. ONIONG March, 2013 Catanduanes State University College of education LABORATORY SCHOOLS Virac, Catanduanes CERTIFICATIONThis Research Paper entitled â€Å"PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013† prepared and submitted by Ruby Joy P. Beo, Mark Kenneth T. Miguel and Jhon Clifford T. Oniong, in partial fulfillment of the requirements in Research II, has been checked and is recommended for acceptance. ZYRA MAE S. TOMAGANERIC T. ALDEA Language Editor Statistician Accepted and Approved by: SOCORRO D. MASAGCA Research Professor IMELDA T. BERNAL Principal ACKNOWLEDGEMENT Read this  Respiratory ActivityThe researchers are truly indebted to the following for making their vision a reality. Prof. Imelda T. Bernal, Principal, Catanduanes State University Laboratory Schools, for her exemplary and motherly concern in tapping and developing potentials as indicators of progress in excellent working environment; Prof. Socorro D. Masagca, the researchers’ subject teacher, head teacher and guidance counselor of CSULS, for sharing her expertise and guidance for the completion of this work; To our teachers for their assistance, care, and love;The student-respondents, of Catanduanes State University Laboratory High School, for their total cooperation which gave meaningful fruit to this study; The Researchers’ family, especially to their parents for their untiring support and understanding; Above all, the Almighty God, for making things easy during their times of irreconcilabilities. THE AUTHORS DEDICATION First of all I would like to dedicate this t hesis to our Almighty God. And of course to my parents who taught me that the best kind of knowledge to have is that which is learned for its own sake.I also dedicate this hard work to my family who supported me financially. To my friends, the SNDB- Charl’z and Lhyr’z who are always there to support and care for me that taught me the real importance of having friends and for the unending bond we shared. â€Å"Friends 4ever X ?. † To my Parekoy. To Rene, to my sister Blezza. To my co-researchers, Kenneth and Clifford. To my special someone who served as my inspiration in doing this thesis. To Ma’am Phine and Ma’am Socorro who guided and always reminded us to do our thesis. To IV- Einstein and IV-Galileo Batch 2012-2013. ~ Rhub’z DEDICATIONTo God above, for His presence To my parents, for their love and support To my brothers and sister To all my friends and schoolmates for their companionship To the teachers for their guidance To IV- Einstein for the never ending happiness To my co-researchers Ruby and Clifford And to someone, who gave me inspiration This work I humbly dedicate. ~Ken DEDICATION I dedicate this work to the following: To my loving and very understanding mother, To my hardworking and kind father, To my ever supportive sisters Pamela and Nicole, To my Lolo, To my classmates and friends, To my co-researchers, Ruby and Kenneth,To IV- Einstein and IV-Galileo Batch 2012-2013, and above all To ALMIGHTY GOD. ~ Cliff ABSTRACT BEO, RUBY JOY P. , MARK KENNETH T. MIGUEL AND JHON CLIFFORD T. ONIONG â€Å"PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013† The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered: 1. What is the profile of CSULHS students in terms of: a. ) Age b. ) Gender c. Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2. What are the problems encountered by CSULHS students in the following areas: a. ) Personal Factor b. ) School Factor c. ) Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor?The hypothesis of the study is there is no significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor. The descriptive survey method of research was used in this study with the questionnaire as the main tool for gathering data. The following were the findings of the study : 1. Majority of the high school students belong to the age bracket 13-14 with a frequency of 38 or 48% 2. In gender 38 or 47. 5% of the respondents were male and 42 or 52. % of the respondents were female. 3. For the educational attainment of parents, the majority of their fathers were college graduates (65 fathers or 81%). In their mothers’ educational attainment, majority were college graduates (74 mothers or 93%). 4. In occupation of parents, the majority of the fathers of the students were self-employed (39 fathers or 49%). In the occupations of the mothers of the students majority of them were government employees (45 mothers or 56%). 5. In the monthly income, the majority had an income of P 26,000 and above. 6.Out of the eight (7) listed possible student’s personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. â€Å"Family problems† is the statement out of 4 that was rated highest for  "moderately serious† which got the highest mean. The statement â€Å"love life† is the only one among the other options rated as â€Å"less serious† that got the highest rate of 2. 288. 7. Based from the answers of the high school students, of thirteen (13) listed school problems, 11 were rated â€Å"moderately serious† while only 2 were rated â€Å"less serious†.The statement â€Å"Too difficult projects† among the eleven (11) statements rated as â€Å"moderately serious† got the highest mean of 3. 45. The statement with the highest rating for â€Å"less serious† is â€Å"Poor method of teaching† with a mean of 2. 488. 8. In four (4) listed problems with their peers, the high school students rated two (2) statements as â€Å"moderately serious† while only one statement were rated â€Å"less serious†. The statement â€Å"Peer Pressure† got the highest mean for â€Å"moderately serious† which ha ve 2. 65. The statement â€Å"Bullying† got a mean of 2. 463 for â€Å"less serious†. The following conclusions were derived from the findings: 1.Majority of the high school students are females, within the age range of 13-14 years old, parents are college graduates for with which the fathers are self-employed and the mothers are government employees and with a monthly income of P 26,000 above. 2. The majority of the high school students agree that the problem which regards to the personal problem is family problem. 3. The problem with regards to the school factor, the majority of the high school students agree to too difficult projects. 4. The problem with regards to the peer factor, the majority of the high school students agree to the peer pressure.From the findings and conclusions arrived at, the following recommendations are offered: 1. In personal problem, we recommend for the parents to help their child or children in solving their problems to lessen it and to h elp them in their studies. Be always open for them to understand their limitations. 2. In school problems, the teachers must give more effort to their work for the students get interested with their subject. Enforce latest learning and teaching guidelines to help improve the teachers teaching skills. It is also recommended for the teachers or the institution to offer more reference materials to help them in their studies.Also, the teacher must lessen their strictness so that students will participate well in the class 3. In peer problems, we recommend them to have some self-esteem and make their own decisions. TABLE OF CONTENTS APPROVAL SHEET †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ii ACKNOWLEDGEMENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iii DEDICATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iv ABSTRACT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vii TABLE OF CONTENTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. xi LIST OF TABLES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦xiii LIST OF FIGURES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. xiv CHAPTER 1INTRODUCTION Background of the Study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Statement of the Problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . 2 Hypothesis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conceptual Framework and Research Paradigm †¦.. 4 2REVIEW OF RELATED LITERATURE AND STUDIES Review of Related Literature †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Review of Related Studies †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 3METHODOLOGY OF RESEARCH Research Design †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Sources of Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Instrumentation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Data-Gathering Procedure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 Statistical Technique Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 4PRESEN TATION, INTERPRETATION, AND ANALYSIS OF DATA †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 5SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Conclusions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 29 Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30 BIBLIOGRAPGHY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 APENDICES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 33 CURRICULUM VITAE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 40 LIST OF TABLES TABLE 1Frequency, Percentage Distribution and Rank of Students Profile †¦. 17 2High School Students’ Personal Problems †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 3Summary of Test on the Personal Problems Encountered by High School Students of CSULHS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20 4High School Students’ School Problems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 5Summary of Test on the School Problems Encountered by High School Students of CSULHS †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 6High School Students’ Peer Problems †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 7Summary of Test on the Peer Problems Encountered by HighSchool Students of CSULHS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 LIS T OF FIGURES FIGURE 1Conceptual Paradigm †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 CHAPTER 1 THE PROBLEM AND ITS SETTING Background of the Study A student is a learner or someone who attends an educational institution. In some nations, the English term is reserved for those who attend university while a school child under the age of eighteen is called a pupil in English. In its widest use, student is used for anyone who is learning. Since time is immemorial and across many different cultures, students have been regarded as the hope of the fatherland.They say that they are the one who will save the future of the next generations. Without students, a school will not be a school and a teacher will not be a teacher. In other words students are the one who makes the life of the teachers and creates and completes the school. As a part of the school, students have their own goal to achieve success in life. If there are no students, many of us now have no employment, no modernization and no higher purpose in life. In other words, planet Earth would not be as much productive and as developed as it is today without students. Students play a very important role in building the future of our nation.The researchers believe that they should be given the right education as well as importance by our government and society. Observations however, showed that despite the years that these students focused on their studies and many other activities, problems of different kinds and different level of seriousness still arise. It is on this situation that the researcher was intended to conduct an investigation to identify the problems encountered by the high school students of the CSU Laboratory High School and to determine the level or degree of seriousness of these problems.Statement of the Problem The purpose of this study is to identify the different areas where students encounter difficulty . In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered: 1. What is the profile of CSULHS students in terms of: a. ) Age b. ) Gender c. ) Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2. What are the problems encountered by CSULHS students in the following areas: a. ) Personal Factor b. ) School Factor c. Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? Hypothesis There is no significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation f actor.Conceptual Framework The research paradigm in Figure 1 shows the major variables of this study that will bring out positive and negative impact on different persons involved. Likewise, it will directly affect the quality of education the school is presently experiencing. The two major variables are the independent variables that includes the respondent’s distribution in terms of age, gender, educational attainment of parents, occupation of parents and monthly family income and the dependent variable which includes the degree of difficulty of the problems encountered by the respondents.Independent Variable Dependent Variable FIGURE 1 Conceptual Paradigm Significance of the Study Identifying the problems encountered by the students opens suggestions of the parents as well as the teachers on how to solve these. Student’s problem should be minimized if possible so that they can focus on their studies well and affect the school by gaining good reputation. Results of t his study would be beneficial to the following: The Teachers- Findings enable them to identify the problems of the students and as a result, students can adjust and cope to their studies.The students can focus on their studies and can study well without serious problems. The Parents- Results make them understand the environment of their children as students and assist them in their studies and in solving the problems they encounter. The Students, themselves- If they are helped out with these problems, it is very possible that they can maintain their wholesome life, their physical, social and intellectual self. Scope and Limitation This study is focused on the identification of the problems encountered by high school students in CSULHS S. Y. 2012-2013.This covers the period school year 2012-2013. This study involves selected students of CSU Laboratory High School, School Year 2012-2013. It focuses mainly on the problems encountered by students. It comprises 25% (80 students) of the w hole population (331 students). 40 of it were boys while 40 are girls. Definition of Key Terms: To make every detail clear, the following terms were operationally defined to be use in the study. Areas of Difficulty- The activities related to class manipulating where problems are encountered. CSU- The school where the study was conducted.Degree of Difficulty- Level of seriousness of the problems met indicated on five point scale: Five- very serious, Four-serious, Three- moderately serious, Two- less serious and One- not a problem. Peer Relation Factor- The factor which concerns the problems about peer relation. Personal Factor- The factor which concerns the problems about yourself. Respondents- students who will supply answer in the instrument used. School Factor – The factors which concerns the problems about school and academic tasks. Students- are generally 12-16 years old undergoing secondary education; the subject in the research.Student-Teacher Relationship- The academic relation between teachers and their students. CHAPTER 2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES This portion cites considerable number of studies and research works of different aspects related to problems encountered by high school students. The presentation is under two main topics: Related Literature and Related Studies. Related Literature Suvajit, 2009 said that for a school student, life is loaded with studies. It is not possible for each one of them to cope up with their studies.They often get nervous, frustrated and end up mugging their lessons which is very harmful. Teacher’s reaction shouldn’t vary from student to student; it should be equal to every student. Discrimination is very fatal for students. Shahin, 2007 concluded that students all over the world face a number of problems. This is very much true in the case of India, especially in native state BIHAR. The students’ community is affected by lots of problems. Lack of quality education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such factors dishearten the students.The system of education in India is acting as a constraint. Lack of proper guidance by the parents and unawareness of the students in choosing the right career lead to their fate. Though a number of universities and colleges are imparting education to the students, the standard of education has plunged. Reservations and recommendations withhold the candidature of several competent persons. It has done harm more good. Those students who strictly adhere to the grind of school and later college, emerge as graduates. But they find themselves unsuccessful in securing jobs.Due to the growing population, they find that every job has several contenders. They find themselves to be a part of the already saturated market of job-seekers. They frantically strive hard to find a job but realize that, money and favoritism fetch jobs; certificates don’t as the educat ional is bookish, once out of college they find themselves helpless because they lack practical knowledge. They crave for name, fame and affluence in a short span of life. But when expectations are not fulfilled and gross realities of life stare upon them they end up dejected and frustrated.After going through the formalities of school and college, they feel that they have been unsuccessful in achieving what they intended. It leads to sheer desperations among the student community giving rise to student unrest. Human resource development route should be taken seriously and invest in it liberally, reservation may not be needed. Because the quota system has injected a lethal poison in our society and filled hatred in the minds of people, particularly the youth. Nastiti, 2009 revealed that teaching English for young learners essentially confronts several problems over those pointed above.However, three aspects of which are stated, are essential to find the solution earlier. This is sin ce these problems frequently happen in society. By reviewing the problems happen in teaching English for young learners which are the quality of the teacher, the habit of the students, and the participation of parents. Regarding the essential of learning English for young learners, all of the parties should oblige to solve these problems. It can start from the students themselves to the major parties of the country to make them care about the importance of learning English for young learners.Related Studies According to Sorra (2001) in his study, Problems Encountered by Students of Catanduanes State Colleges Laboratory High School Staying with their Relatives determined the problems encountered by students of CSCLHS staying with their relatives. Relative to the problems of this study, the hypothesis formulated was that the main problems encountered by the students staying with their relatives’ residence are social, emotional, financial, academic and personal problems. The pro blems are caused merely by students itself, by the relatives or the parent.The relatives should be responsible in helping the students to overcome their problems. To solve this problem, the researcher said that proper communication skill and discipline is the main key to this problem. These problems may have a great effect on the students’ part. It may affect his habits behavior and his total self. Balimbing and Ibones (2011) in their study about â€Å"Problems Encountered by Junior and Senior High School Students in their Research Subject† determined the problems encountered by students of Catanduanes State University Laboratory High School in their research subject.Relative to the problems of this study the hypothesis formulated was there are no problems encountered by Junior and Senior High School students in their research subject. Since, there were no problems encountered it is recommended to just retain the way the teachers approach their students. Based on the a nswers of the respondents in the study, the recommendation for the students is to try to be interested in their research subject and to add more time in the subject.The similarities of this present study above are with the kind of method used, data gathering tool and both of it aims to know answers from problems encountered by high school students. On the other hand, a study about the Struggles of High School Students to Find School-Related Information on the web was conducted by Shenton (2008) According to his study, seventy-seven online questionnaires were completed by students between 31 October and 27 November 2006, when analysis of the data began. Of the 77 respondents, only 35 provided data on problems encountered when seeking information for their assignments.Most of the respondents in this group were in years nine, ten and eleven (ages 13-16), with only two in year 12 (16-17) and four in year 13 (17-18). Over half (19/35) of respondents were female. Forty remaining responden ts either stated that they experienced no problems in finding the information they needed for school or did not answer the relevant question on the questionnaire. Two participants indicated that they did not have the information they needed to complete their schoolwork because they did not look for it.Over 20 distinct information-seeking problems were identified through inductive analysis of the qualitative data provided by 35 participants. Difficulties encountered in the search for information largely fell into four major categories: problems determining an appropriate search strategy, barriers posed by limited school resources or Internet filtering software; â€Å"process frustrations† (280) stemming from the perceived inadequacies of search engines, poorly designed web sites, and missing or broken web links; and, â€Å"shortcomings in the retrieved information† (281) in terms of relevance and accuracy.In addition, a small number of students either indicated that the y had difficulty applying the information they found to the problem that prompted the search, or were concerned about copyright restrictions on how they could use the information. All but two of the problems reported by the students related to information-seeking on the web. The web was the most popular source of information for students, with 71 out of 77 respondents listing it as one of the sources or the only source they consulted in school.The similarities of the study above with the study at hand is that both of it aims to know answers from problems encountered by high school students. CHAPTER 3 METHODOLOGY OF RESEARCH This chapter presents the research design, source of data, sampling or procedure, instrumentation and validation and data-gathering procedure employed in this study. Research Design The descriptive method or research with survey technique was used in this study. Description method is a fact-finding of the study with adequate and accurate interpretation of the fin dings.It describes what actually exists such as current conditions, practices, situation or any phenomenon. Since, the present study was concerned with the present condition of the problems encountered by high school students. The descriptive method was the most appropriate method to be used. The descriptive method was also used because it deals not only with gathering and tabulation of information but also for evaluation and analyzing the significance of data in the level or degree of difficulty in each problem of high school students of Catanduanes State University Laboratory Schools.Sources of Data The data gathered by means of a questionnaire and was done to gather data and information. To determine the Respondents profile, a checklist table was made by the researchers to determine their age, gender, educational attainments of their parents, and the occupation of the parents. The questionnaire used in determining the problems encountered by the students and its degree was also m ade by the researchers. The checklist was prepared by the researchers and copies of the questionnaire were distributed to selected high school students and then retrieve to the researchers.The questionnaire contains the common problems encountered by the students. The questionnaire was divided into two parts: Part I cover the students profile that contains the age, gender, educational attainment and occupation of their parents. Part II covers the questionnaire proper which comprises the problems and its degree of difficulty. Instrumentation The test was distributed among selected high school students. Before the administer of the test, a letter was sent to the principal of the school and the adviser of the high school students requesting permission to distribute the research questionnaire to respondent-student.The degree of difficulty of the problems encountered by the students was counted. In order of the questionnaire to be accurate and reliable the researcher conducted a validati on in school such as Cabugao Integrated School with 45 respondents. Data Gathering Procedure A questionnaire was used to collect data. It was distributed to the 80 high school students of the Catanduanes State University Laboratory School. After the data were accomplished by the respondents the researcher personally collected the questionnaires given to the respondents. Data were analyzed and interpreted to come up with more specific results and findings.The nature of the study required the use of descriptive method. Statistical Techniques Used To transform the data into meaningful information, data were analyzed and interprets using frequency, percentage and rating scale. Simple frequency count was used to determine the number of respondents within a category. This is also used to tally the data received from the respondents. Weighted Arithmetic Mean was used to determine the types of reading material read and frequency of reading the materials. Chi-square was used to determine the relationship of the variables under study.CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the data gathered on the â€Å"Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School, S. Y. 2012-2013† 1. Profile of the High School Students The first specific question posed in this study is: What are the profile of CSULHS students in terms of age and gender. Questions regarding their parents were also asked like educational attainment of parents, occupation of parents and monthly income of parents. The respondents were grouped under five categories.To answer this question, the respondents were asked to give information regarding their personal profile. The data gathered are presented in Table 1. a. Age. Out of 80 high school students, 4 or 5% belonged to the age group 11-12. The age bracket 13-14 had 38 or 48% respondents. Fifteen to sixteen age brackets had 31 or 39% while 17-18 age brackets h ad 7 or 8% of respondents. This implies that majority of the high school students belong to the age bracket 13-14. b. Gender. Under this item, 38 or 47. 5% of the respondents were male and 42 or 52. 5% of the respondents were female.This implies that there are more females then males. c. Educational Attainment of Parents. Here, their fathers’ educational attainment was classified as follows: 8 or 10% were college undergraduates; 2 or 3% were elementary undergraduates; 65 or 81% were college graduates; and 5 or 6% were high school graduates. This implies that the majority of the fathers were college graduates. In their mothers’ educational attainment, 3or 4% were college undergraduate, 1 or 1% was high school undergraduate, and another 1 or 1% was elementary undergraduate. Seventy-four or 93% were college graduates and 1 or 1% was high school graduate.This implies that the majority of the mothers were college graduate. d. Occupation of Parents. In this portion, the occu pations of the fathers of the students were classified as follows: 4 or 5% were unemployed; 39 or 49% were self-employed; 30 or 38% were government employees; and 4 or 5% were classified as others. This implies that the majority of their fathers were self-employed. The occupations of the mothers of the students were also classified as follows: 9 or 11% were unemployed; 22 or 28% were self-employed; 45 or 56% were government employees; and 4 or 5% were classified as others.This implies that the majority of their mothers were government employees. e. Monthly Income of Parents. In the monthly income, 4 or 5% had an income below P 5,000; 18 or 23% of them has P 6,000-P 15,000; 21 or 26% has P16,000-P 25,000 as an income; and 37 or 46% had an income of P 26,000 and above. This implies that majority of the parents of the students had an income P26,000 and above. TABLE 1 Frequency, Percentage Distribution and Rank of Students’ Profile ProfileFrequencyPercentageRank Age 11-12450%1 13 -14 3848%2 15-163139%3 17-1877%4 Total80100% Gender Male3847. 5%2 Female4252. 5%1 Total80100%Educational attainment Father College undergraduate810%2 High school undergraduate00% Elementary undergraduate23%4 College graduate6581%1 High school graduate11%3 Elementary graduate00% Total80100% Mother College undergraduate34%2 High school undergraduate11%4 Elementary undergraduate11%4 College graduate7493%1 High school graduate11%4 Elementary graduate00% Total80100% Occupation of parents Father Unemployed45%4 Self-employed3949%1 Government employee3038%2 Others78%3 Total80100% Mother Unemployed911%3 Self-employed2228%2 Government employee4556%1 Others45%4 Total80100% Monthly income of parentsBelow P 5,00045%4 P 6,000-P 15,0001823%3 P 16,000-P 25,0002126%2 P 26,000 above3746%1 Total80100% 2. Problems Encountered by CSULHS Students and its Degree of Difficulty The second study concerned the personal factors, school factors and peer relation factors. This was ranked according to 5-very seri ous, 4- serious, 3-moderately serious, 2-less serious and 1-not a problem. The answers to this question were gathered from the results of the data from the retrieved questionnaires. They are presented, analyzed and ranked in the succeeding tables through topical discussion. a. Students’ Personal ProblemsThere are seven listed probable personal problems that a student may encounter. Table 2 shows the personal problems of the students. The first column shows the personal problems. The second and third column shows the frequency and the mean. On the last column is found the qualitative response of the different personal problems of the students. TABLE 2 High School Students’ Personal Problems ProblemsFrequencyMeanQR Personal Factor54321 1. Lack of money for paying contributions1262120212. 6Moderately serious 2. Lack of money for transport in school761216392. 075Less serious 3. Lack of money for paying books1181524222. 25Moderately serious 4. Lack of money for having snack s45918441. 838Less serious 5. Family problems11111820202. 663Moderately serious 6. Sickness or health problems9112218202. 638Moderately serious 7. Love life164811412. 288Less serious 8. Others (specify)000000 Based on the answers of the students it could be noted out that out of the seven (7) listed possible student’s personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. â€Å"Family problems† is the statement out of 4 that were rated highest for â€Å"moderately serious† which got the highest mean.The statement â€Å"love life† is the only one among the other options rated as â€Å"less serious† that got the highest rate of 2. 288. TABLE 3 Summary of Test on the Personal Problems encountered by High School Students of CSULHS Test Statistics Computed Value Tabular Value Decision Interpretation Chi-square 58. 3765 42. 98 Rejected HOProblems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of personal factor.In order to prove the hypothesis, the chi-square was used. As shown on the table, the computed value is 58. 3765 which are far from 0. 01 having a tabular value of 42. 98. Since the tabular value is less than the computed value, the hypothesis is rejected. b. Students’ School Problems Table 4 shows the students’ school problems. On the first column are the listed problems. Under the second column is found the frequencies while on the third and last column are the mean and the qualitative response. TABLE 4 High School Students’ School Problems ProblemsFrequencyMeanQR School Factor54321 1. Too difficult subjects2012241773. 63Moderately serious 2. Lack of available reference materials9141824152. 725Moderately seriou s 3. Too many assignments1815211973. 225Moderately serious 4. Too difficult projects2415191753. 45Moderately serious 5. Lack of interest on the topics discussed1410242663Moderately serious 6. Incompetent teachers9112324132. 738Moderately serious 7. Too strict teachers1392126112. 838Moderately serious 8. Favoritism of teachers 18122513123. 138Moderately serious 9. Poor method of teaching12101823172. 488Less serious 10. Absence or lack of teachers881227252. 338Less serious 11. Rejection by teachers10101228202. 25Moderately serious 12. Boring teachers15112321103Moderately serious 13. Overloaded requirements23132013113. 3Moderately serious 14 others (specify)000000 It could be noted base from the answers of the high school students shown in Table 4, that of thirteen (13) listed school problems, 11 were rated â€Å"moderately serious† while only 2 were rated â€Å"less serious†. The statement â€Å"Too difficult projects† among the eleven (11) statements rated as â⠂¬Å"moderately serious† got the highest mean of 3. 45. The statement with the highest rating for â€Å"less serious† is â€Å"Poor method of teaching† with a mean of 2. 488.TABLE 5 Summary of Test on the School Problems encountered by High School Students of CSULHS Type of Test Computed Value Tabular Value Decision Interpretation Chi-square 88. 2767 76. 15 Rejected HOProblems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 88. 767 which are far from 0. 01 having a tabular value of 76. 15. Since the tabular value is less than the computed value, the hypothesis is rejected. c. Students’ Peer Problems Listed on the t able 6 are the problems regarding with the peers. The first column contains the problems regarding with the peers. The second and third column shows the frequency and the mean while the last column shows the qualitative response. TABLE 6 High School Students’ Peer Problems ProblemsFrequencyMeanQR Peer Factor54321 1. Bullying1491319252. 463Less Serious 2. Peer Pressure9141818212. 65Moderately Serious 3.Bad Influence of Peers13191615272. 575Moderately Serious 4. Others (specify)000000 Based on table 6 it could be noted that of three (3) listed problems with their peers, the high school students rated 2 statements as â€Å"moderately serious† while only one statement were rated â€Å"less serious†. The statement â€Å"Peer Pressure† got the highest mean for â€Å"moderately serious† which have 2. 65. The statement â€Å"Bullying† got a mean of 2. 463 for â€Å"less serious†. TABLE 7 Summary of Test on the Peer Problems encountered by Hig h School Students of CSULHS Type of Test Computed Value Tabular Value Decision InterpretationChi-square 4. 94 20. 09 Accepted HOProblems encountered by high school students and the degree of difficulty they are encountering do not differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 4. 94 which are far from 0. 01 having a tabular value of 20. 09. Since the tabular value is greater than the computed value, the hypothesis is accepted.CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the study, the findings arrived at and the conclusions and recommendations. Summary The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness o f these problems were also determined. Specifically, the following questions were considered: 1. What is the profile of CSULHS students in terms of: a. ) Age b. ) Gender c. ) Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2.What are the problems encountered by CSULHS students in the following areas: a. ) Personal Factor b. ) School Factor c. ) Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? The respondents of the study included only 80 high school students enrolled ta Catanduanes State University Laboratory High School.The descriptive survey method of research was used in this study with the questionnaire as the main tool for gathering data. The data gathered from the questionnaires were tallied, tabulated, analyzed and interpreted. Findings Based on the data gathered, the following findings were drawn: 1. Students’ Profile a. Majority of the high school students belong to the age bracket 13-14 with a frequency of 38 or 48%, 4 or 5% belonged to the age group 11-12. Fifteen to sixteen age brackets had 31 or 39% while 17-18 age brackets had 7 or 8% of respondents. b. In gender 38 or 47. % of the respondents were male and 42 or 52. 5% of the respondents were female. c. For the educational attainment of parents, the majority of their fathers were college graduates (65 fathers or 81%); 8 or 10% were college undergraduates; 2 or 3% were elementary undergraduates; and 5 or 6% were high school graduates. In their mothers’ educational attainment, majority were college graduates (74 mothers or 93% ); 3 or 4% were college undergraduate, 1 or 1% was high school undergraduate, and another 1 or 1% wa s elementary undergraduate. One or 1% was high school graduate. d.In occupation of parents, the majority of the fathers of the students were self-employed (39 fathers or 49%); 4 or 5% were unemployed; 30 or 38% were government employees; and 4 or 5% were classified as others. In the occupations of the mothers of the students majority of them were government employees (45 mothers or 56%); 9 or 11% were unemployed; 22 or 28% were self-employed; and 4 or 5% were classified as others. e. In the monthly income, the majority had an income of P 26,000 and above. Four or 5% had an income below P 5,000; 18 or 23% of them has P 6,000-P 15,000; 21 or 26% has P16,000-P 25,000 as an income; and 37 or 46% . 2.Students’ Personal Problems Out of the eight (7) listed possible student’s personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. â€Å"Family problems† is the statement out of 4 that were rated highest for â€Å"moderately serious† which got the highest mean. The statement â€Å"love life† is the only one among the other options rated as â€Å"less serious† that got the highest rate of 2. 288. 3. Students’ School Problems Base from the answers of the high school students, of thirteen (13) listed school problems, 11 were rated â€Å"moderately serious† while only 2 were rated â€Å"less serious†.The statement â€Å"Too difficult projects† among the eleven (11) statements rated as â€Å"moderately serious† got the highest mean of 3. 45. The statement with the highest rating for â€Å"less serious† is â€Å"Poor method of teaching† with a mean of 2. 488. 4. Students’ Peer Problems In four (4) listed problems with their peers, the high school students rated two (2) statements as â€Å"moderately serious† while only one statement were rated â€Å"less serious†. The statement â€Å"Peer Pressureâ₠¬  got the highest mean for â€Å"moderately serious† which have 2. 65. The statement â€Å"Bullying† got a mean of 2. 63 for â€Å"less serious†. Conclusions The following were derived from the findings: 1. Majority of the high school students are females, within the age range of 13-14 years old, parents are college graduates for with which the fathers are self-employed and the mothers are government employees and with a monthly income of P 26,000 above. 2. The majority of the high school students agree that the problem which regards to the personal problem is family problem. 3. The problem which regards to the school factor, the majority of the high school students agree to too difficult projects. . The problem which regards to the peer factor, the majority of the high school students agree to the peer pressure. Recommendations From the findings and conclusions arrived at, the following recommendations are offered: 1. In personal problem, we recommend for the parents to help their child or children in solving their problems to lessen it and to help them in their studies. Be always open for them to understand their limitations. 2. In school problems, the teachers must give more effort to their work for the students get interested with their subject.Enforce latest learning and teaching guidelines to help improve the teachers teaching skills. It is also recommended for the teachers or the institution to offer more reference materials to help them in their studies. Also, the teacher must lessen their strictness for the students participate well in the class, avoiding favoritism and rejections to them. 3. In peer problems, we recommend them to have some self-esteem and make their own decisions. BIBLIOGRAPHY A. BOOKS Calderon, Jose F. Methods of Research and Thesis Writing. Mandaluyong City: Cacho Hermanos, Inc. , 1993 Calderon, Jose F. and Expectacion C. Gonzales.Methods of Research and Thesis Writing. Mandaluyong City: Quad Alpha Centrum Bl dg. , 2008. Calmorin-Paler, Laurentina and Melchor A. Calmorin (2007). Research Methods and Thesis Writing, 2nd edition. Manila. B. UNPUBLISHED THESIS Balingbing, Kristine Kay T. , Jann Ursula Aree S. Ibones. Problems Encountered by Junior and Senior High School Students in their Research Subject, 2011 Bueno, Carmela T. Reading Habits and level of Reading Comprehension Skills of Sophomore Students at Catanduanes State Colleges Laboratory Schools 2012 Sorra, Reginaldo King Ramos. Problems Encountered By Students of CSCLHS Staying with their Relatives. 2001.