Views of Freshmen Education Students on their Senior High School Experiences

Abstract

INTRODUCTION

This research aimed to determine the experiences and views of Bachelor of Science in Secondary Education (BSEd) students on their senior high school (SHS) experiences. This specifically aimed to identify their SHS experiences that make it easy and difficult for them to transition from SHS to college.

METHODS

Participants were 48 Bachelor of Science in Secondary Education students in a state university south of Manila. They are among the first batch of students who entered college upon graduating from senior high school. Their age ranges from 17 to 22. Most of them are 18 years old. A researcher-made instrument was used in this study. The first part of the instrument asked for the demographic profile of the participants, which included their strand-strand taken in SHS, age, and schools were they finished their SHS and Junior High School. The second part of the instrument contained the major questions that aimed to elicit their views on their senior high school (SHS) experiences.

RESULTS

Activities related to research and work immersion topped the most helpful SHS experiences as they currently take BSEd. Other learning activities were also identified as helpful such as reporting, quizzes, and assignments. These were identified as factors for students to increase their knowledge and improve their confidence and communication skills. While there were only a few students who expressed their concern about the use of the English language, it is notable that they claim that this makes it difficult for them to be fully conversational using English. Students were also saying that it would have been very helpful if the books, references, and ICT materials are sufficient. Lastly, most of the students expressed their concern for their low performing teachers.

DISCUSSIONS

BSEd students seem to value activities that provide transferrable skills and learning, such as confidence, communication skills, creativity, and critical thinking. Thus, senior high schools should enhance and further develop activities associated with such skills: e.g. work immersion, and research work. Senior high schools should devise mechanisms and programs that will identify and address the issues identified in this study. For instance, the solid concern of students about the readiness of teachers teaching them back in Grades 11 and 12. The university shall provide interventions to various issues and concerns identified in this study to help the students transition well from senior high school to college.