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Introduction

In teaching learners, educators consider mainly on the performance of the students in

the classroom—wherein they are graded according to what they know about the topic or more

on cognitive level. Nowadays, it is not just the cognitive level which being considered as well as

the attitude of the learners.

Attitude serves as the manifestation of individuals' values and personal characteristics in

their daily lives, influencing how they navigate the world. Particularly in the realm of education, a

positive attitude and optimistic outlook towards studies may become an open door for future

success. The impact of a student's attitude on academic performance is substantial, with low

interest, absenteeism, and a lack of active participation often leading to poor grades. The

reluctance to engage in class discussions or activities, especially among the male students, can

significantly contribute those student’s academic performance. Addressing issues such as

absenteeism and fostering a genuine interest in learning are crucial in shaping a student's

academic journey, as a positive attitude lays the groundwork for educational achievement and

personal growth.

Various factors, including bullying, lack of participation, poverty, and students' disinterest

in learning, can contribute to a low academic performance. Students often exhibit different

attitudes inside and outside the school environment, and their approach to studies significantly

influences their academic outcomes. Positive engagement and active participation in class

discussions tend to yield favorable academic results. Success is often attributed to students

who approach their studies with determination and a positive attitude, while negativity and the

lack of concern for academic pursuits, particularly among male students focused on sports or

are just disinterested by it, can lead to failure. Notably, students tend to perform better in skills

that they value, indicating a connection between the attitudes of students towards certain

subjects and academic success. However, the confidence in performing a skill does not

necessarily correlate with academic performance.

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This just says that students, like anyone else, tend to invest more time and effort in

areas where they feel competent or find more value and that’s worth for them to improve it for.

This natural tendency can lead to the development of specialized strengths while potentially

leaving weaker areas undeveloped. While specialization can be beneficial in certain contexts; a

well-rounded education often requires addressing and improving upon weaknesses.

"Attitude is a little thing that makes a big difference" (Winston Churchill) encapsulates

the idea that one's perspective and approach, especially towards things perceived as

challenging or less favorable because it is not their amplitude, can significantly impact the

outcome. It suggests that by changing one's attitude and giving due consideration to areas

initially deemed as weaknesses, individuals might uncover hidden potential and turn the

seemingly unpromising situation into an opportunity to grow and gain success. This perspective

aligns with the concept of a growth mindset, emphasizing the belief that abilities and intelligence

can be developed with effort, learning, and persistence.

"The future is not something we enter. The future is something we create" (Leonard I.

Sweet) emphasizes the proactive role individuals, particularly the youths play in shaping their

own destinies. This sentiment aligns well with the idea that a positive and constructive attitude

can lead to significant improvements, fostering focus on academic tasks and ultimately

contributing to self-improvement.

This shows that there are also potential consequences for having negative attitude on

one’s studies that resonates with the understanding that one's mindset and approach can

significantly impact academic their performance. The neglection on studies or maintaining a

pessimistic outlook can lead to the restraints of progress and decline in academic achievement.

A lot of research has also shown the connection of outlook in all types of students because it

showed that having a specific perception on academic performances can greatly affect how

their school tasks are done (Candeias, Robelo, and Oliveira, 2010).
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A supportive environment, with aspiring mentors and peers can help encourage growth,

and will have a profound impact on a student's perception and performance (Akey, 2006). A

student's negative perspective on studies can be influenced by a multitude of factors, each

playing a unique role in shaping their academic experience. Bullying, whether manifesting

physically, verbally, or through cyber means, creates an unsafe and hostile environment that

can lead to heightened anxiety and a general disinterest in school-related activities, stemming

from the fear instilled by the bully. This causes the student to feel cornered and unnoticed by

their peers.

Financial vulnerability also adds an additional layer of stress, diverting attention away

from academic pursuits towards more immediate concerns about basic needs such as food,

clothes, and shelter. An unsupportive and toxic school environment, marked by apathetic peers

or teachers, can contribute to the feelings of isolation and frustration, further dampening the

student's enthusiasm for learning.

Social isolation resulting from introversion can lead to a sense of exclusion because of

the anxiety of the student to associate with their peers. These students tend to be the most

vulnerable people within the room when social interaction is required by the teachers. While

learning challenges may pose significant hurdles, causing frustration to the students that are

slow learners’ nut can catch up once they are helped by their mentor negatively impact the

student's overall perception of studies. Addressing these multifaceted issues require a holistic

approach involving educators, parents, and the community to create a supportive and inclusive

atmosphere that fosters positive academic experiences for all students. These challenges can

significantly affect how a student transitions from being the most participative to the most

indifferent student, rendering their future vulnerable due to the current disadvantages they are

experiencing.

Some students may also find themselves unfairly burdened by stereotypes rooted in

appearance, creating an unjust narrative that undermines their potential for improvement. Such
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stereotyping can lead to a dearth of opportunities, effectively constraining individuals and

perpetuating societal expectations that they are unlikely to succeed. This limiting perspective

not only hampers their chances of advancement but also imposes a psychological burden, as

others' low expectations may result in a self-fulfilling prophecy. Even when these students

display genuine interest and effort in academic pursuits, the prevailing attitudes around them

can create a discouraging atmosphere, fostering a sense of frustration and isolation. Over time,

this cycle of judgment can profoundly affect their self-esteem and motivation, hindering their

ability to overcome challenges and achieve their full potential.

Stereotyping isn't limited to appearance alone; it also extends to students' attitudes and

behaviors in the classroom. Teachers may inadvertently categorize students based on their

enthusiasm or lack thereof for assigned tasks. Some students approach tasks with excitement,

eager to participate and contribute, while others may adopt a more reserved approach, simply

completing the task without extra enthusiasm. Meanwhile, there are those who, for various

reasons, might not pay attention or express frustration due to the perceived workload.

Some student’s express dissatisfaction with what they perceive as unfair exemptions,

particularly for those involved in sports or due to health issues. Meanwhile, others may not voice

concerns and view the process as fair. The observation suggests a potential dynamic where

blame is placed on teachers because of their own incompetence that they are not willing to

admit, contributing to a sense of frustration on the teachers’ side.

These categorizations can have lasting effects on students' experiences and

opportunities. Enthusiastic students may receive more positive attention, leading to further

encouragement and support. On the contrary, those who seem disengaged may be unfairly

labeled as uninterested or unwilling to put in effort, potentially limiting the expectations placed

on them.

Attitudes are not isolated; they exist within a complex web of interactions and influences.

After all, as (Earl Nightingale) have said “Don’t catch the bad and infectious attitudes of others.”
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Theres also the presence of positive role models and mentors within the student community.

These students, who excel academically and actively support and encourage their peers, play a

vital role in shaping a positive learning environment. These positive students demonstrate a

commitment to excellence, encouraging their peers to strive for success. Their supportive and

encouraging attitudes create a ripple effect, motivating others to push harder, overcome

challenges, and excel in their studies.

This all shows that Attitude reflects individuals' values, significantly influences daily lives,

especially in education. A positive attitude towards studies is crucial for academic success,

impacting factors like interest, participation, and grades. Bullying, poverty, lack of participation

and disinterest may contribute to a student’s low academic performance. While the positive

engagement in class discussions yields favorable outcomes, emphasizing the link between

attitude and success. Students' natural tendency to invest more in valuable areas can lead to

specialization. Attitude, as defined by Carl Jung, has several different forms through various

means while (Gordon Allport) said that it is something that can change over time (Gordon

Allport).

This investigative research identifies the Attitude of the Grade 10 Students towards their

Academic Performance; specifically, it answers the following questions:

1. What are the attitude of grade 10 students towards academic performance?

2. What is the attitude of students towards their academic performance?

3. What are the recommendations?

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Discussion

Attitude is the "readiness of the psyche to act or react in a certain way" (Carl Gustav

Jung). He said that attitudes often come in pairs, one conscious and the other unconscious.

Attitudes could be formed through various means, including direct experience, social learning,

and cultural influences. It is not fixed and can change over time (Gordon Allport). It is also

defined as “a psychological tendency that is expressed by evaluating a particular entity with

some degree of favor or disfavor” (Eagly & Chaiken).

An author emphasized the impact of perspective on outcomes, highlighting the proactive

role in shaping one's destiny. That showed that a negative attitude can lead to a decline in

academic achievement. All the while positive role models and mentors play a crucial role in

creating a supportive atmosphere making the students more enthusiastic about learning.

However, stereotypes and unfair exemptions may lead to dissatisfaction and blame, influencing

the overall educational environment. This just shows that, attitudes are intertwined with

academic performance, shaped by various factors and influential individuals in the student

community.

The quote "A positive attitude is contagious, but don't wait to catch it from others" underscores

the idea that positive attitudes have a contagious effect. While the author's name is not

provided, the sentiment suggests that individuals, including oneself, have the power to spread

positivity and influence others positively. It emphasizes the proactive role each person can play

in fostering a positive environment rather than relying on external sources.

So, what are its major points—the significant factors that can suddenly cause one's

enthusiasm to plummet, wreaking havoc and chaos on a student's seemingly already

challenging path? There are seven crucial aspects, from the shift in educational focus to the
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connection between attitude and success. Each facet contributes to our understanding of the

multifaceted nature of education, making us less vulnerable to the realities of life.

Students' reluctance to cooperate extends beyond interactions with their peers; it also

manifests in their relationship with teachers. This unwillingness to engage collaboratively

creates a disruptive atmosphere within the classroom. These individuals often exhibit a lack of

attentiveness during teacher-led discussions, hindering the overall learning environment.

Moreover, their disruptive tendencies extend to intentionally disturbing their classmates

who are diligently working on their assigned tasks. This behavior not only undermines the

focused efforts of their peers but also reveals a disregard for the importance of independently

completing the schoolwork assigned by teachers. The failure to actively participate in both

collaborative learning and individual tasks not only hampers the overall progress of the class but

also impedes the development of essential academic and interpersonal skills.

However, these students undergo positive transformations when they encounter a

specific teacher or mentor who consistently supports and encourages them. Even in moments

when they feel isolated due to issues they may have caused, the unwavering support from this

particular teacher or mentor. AlKandari (2012) reported that many students were also interested

in those instructors that mainly focused on students' participation, which resulted in gaining

desirable outcomes in terms of developing skills such as communication, intellectual curiosity,

and critical

thinking. The students perceived that faculty members work to engage them in various

classroom activities and enhance their participation through discussions, debates, dialogue,

group work, and presentations; and those students understood these methods as ways of

increasing their learning and communication.

The second issue is an extension of the first, as students who choose not to participate

and disrupt the class often find themselves isolated by their peers. This tendency to be

perceived as a problem maker not only affects their relationships with classmates but also
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influences how some teachers view them. Consequently, these students may feel unwelcome in

the classroom, leading to a decline in attendance and, in extreme cases, dropping out. As

DeLeon Gray aptly pointed out, "A sense of belonging at school means feeling a sense of

acceptance, respect, inclusion, and support in a learning environment." This underscores the

importance of creating an environment where every student feels welcomed and included in

their respective classes.

The third consequence stems from students flunking their classes, creating a sense of

unwelcomeness and unapproachability. The isolation resulting from academic struggles can

make it challenging for them, especially in group projects, where fellow students may be

hesitant to collaborate due to their academic records. These struggling students might find

themselves unfairly subjected to negative stereotypes, purely based on their attendance or

academic performance. It's crucial to recognize that these judgments may not consider the

personal challenges students could be facing, such as difficult life circumstances or the need to

work to survive. It emphasizes the importance of understanding and supporting each student's

unique circumstances rather than making assumptions based solely on academic outcomes.).

A study led by Endsleigh (2015), showed that eight out of ten (77%) understudies are

now working part-time to help them in their financial needs in school. Being a working student is

stressful most likely in balancing your social life, time for family, school, and work. Figuring out

how to manage the pressure that pursues with being a working undergrad, and ensuring you

have no less than one night off a week, can bring down your stress levels ten times (Mitchell,

2016). Filipino students are still able to support themselves financially through working although

they have financial problems. According to The Working Student (2016), to set down the job

options of Filipino working students namely online jobs, paid corporate internship, fast-food

crew, and school jobs. Filipino students are struggling because they have to meet the standards

in their work so that they will not lose their job and maintain academic performance so that they

will not get a failing grade.

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The fourth issue lies in their tendency to act independently without adhering to the

teachers' instructions. This not only leads to failing grades but also requires them to redo their

work, adding extra stress due to the increased workload. This emphasizes the importance of

following teachers' guidance, as doing so would not only result in better outcomes but also

alleviate the additional pressure caused by having to redo assignments. Being proactive and

attentive to instructions would ultimately make the learning process smoother and more

manageable for these students.

The fifth concern centers around the pressure students often experience while studying,

driven by the desire to not only make their parents proud but also earn the approval of friends

and teachers. This intense pressure creates challenges for students trying to focus, instead

leaving them feeling overwhelmed. The weight of expectations can potentially lead to mental

health issues, such as depression. Unfortunately, students may choose not to speak about their

struggles, fearing disappointment from those around them. This underscores the transformative

power of pressure, as it can quickly escalate into fear when individuals believe their position in

the invisible hierarchy is threatened by societal expectations and rankings. This hierarchy is

visible in how students naturally form groups in the classroom, based on shared characteristics

or ranks.

Placing a lower value on one’s future education seems to be playing a role again but also the

fact that students select their group of friends according to their relative rankings plays a big role

(Elsner & Isphording, 2018)

The sixth issue, expanding on the fifth, centers on the subtle hierarchy among students.

Groups formed in the classroom are not only influenced by personal interests but are also

molded by students' perceived ranks and positions within the school. This highlights how

students tend to align with peers who provide mutual benefits, resembling the formation of

future connections for potential business purposes.

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. The seventh concern is students' engagement in extracurricular activities, drawing their

attention away from academics to pursue personal interests. While this involvement can build

valuable connections, it comes with a potential drawback – students may face academic

challenges as they prioritize their clubs, potentially resulting in poor performance and even

absences in certain classes. This is often exacerbated by messy time and date management,

leading to problems later on for these students.

. A few examples of activities outside the school day may include pro-social activities such

as dances, team sports, and performing arts, while in-school involvement activities may include

intramurals, and academic clubs. Different levels of activity involvement and participation may

positively impact future success for those who participate. Research also indicated that both the

type of extracurricular programs and level of participation may impact the individuals'

development (Eccles, 2003).

The eighth issue revolves around students' distinct interests in each subject, resulting in

the development of favorites and least preferred classes based on their comprehension of the

topics. This challenge is heightened by a lack of acceptance for difficult subjects, creating

obstacles that make it more challenging for students to grasp and succeed in those specific

areas.

The students were then interviewed about their understanding of the text and their

approach to the task. Using what to was become known as the phenomenographic approach,

Marton and Saljo (1984) categorized learners as having either a deep approach to learning

(seeking to understand the meaning of the text by engaging with it holistically) or a surface

approach (atomistic, snatching at parts of the meaning and not attempting to see the whole

picture). Entwistle (1998) has linked a deep approach to learning with intrinsic motivation of the

learner (motivated by feelings of personal satisfaction).

This highlights that students' decisions on their attitude and reactions are influenced not

only by their actions but also by personal preferences. For instance, some may favor
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mathematics over English, while others may prefer the opposite. These preferences are

intertwined with their dreams and aspirations, shaping the subjects they focus on more.

Ultimately, their chosen subjects are often aligned with what they believe will be more beneficial

for achieving their desired jobs and fulfilling their aspirations. The academic performance

involves factors such as the intellectual level, personality, motivation, skills, interests, study

habits, self-esteem or the teacher-student relationship. When a gap between the academic

performance and the student’s expected performance occurs, it refers to a diverging

performance. An unsatisfactory academic performance is the one that is below the expected

performance. Sometimes it can be related to

teaching methods. (Marti, 2003)

In the realm of education, the lens through which we view challenges and opportunities

significantly influences our journey. A positive mindset, marked by resilience and optimism,

serves as a potent force propelling us toward success. Conversely, a negative outlook can act

as a barrier, impeding the realization of our full potential and diverting us from our desired path.

Consider the dual nature of attitudes in academic performance—an intricate interplay of

advantages and disadvantages shaping a learner's trajectory. Life, inherently varied and often

unjust, introduces diverse starting points for students. Socioeconomic factors, such as poverty,

contribute to this variability. Yet, amidst these disparities, lies the power of personal decisions—

choices that transcend financial constraints and delve into the realm of attitude. The stability of

one's environment undergoes swift transformation based on the perspective adopted, be it one

of positivity or negativity.

Resilience emerges as a central theme in this narrative. The ability to bounce back from

hardships isn't just a skill; it's a mindset that transforms challenges into stepping stones toward

a brighter future. These difficulties, rather than being roadblocks, become sources of inspiration,

fueling the determination to rise above adversity and embrace the positive aspects of life.
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In essence, the journey toward improvement is not solely tethered to financial standing

but is intricately woven with one's attitude. A resilient mindset is a catalyst for transformation,

turning challenges into opportunities and hardships into sources of motivation. The impact of a

positive outlook extends beyond immediate academic endeavors; it shapes the very essence of

our character and sets the course for future accomplishments.

In navigating the intricacies of academic pursuits, the distinction between advantages

and disadvantages becomes evident. Life's inherent inequities provide diverse starting points,

and the journey toward improvement is often multifaceted. Despite the external factors, the

power to shape one's narrative lies within, transcending financial barriers and embracing the

transformative potential of a positive mindset.

Resilience stands out as the cornerstone of this narrative. It is not merely a reaction to

difficulties but a proactive approach to viewing challenges as opportunities for growth. The

hardships that students face, particularly those rooted in socioeconomic disparities, become

catalysts for change rather than insurmountable obstacles. Resilience, as a guiding principle,

fosters the belief that every challenge is an opportunity to learn and evolve.

In contemplating the diverse landscape of academic settings, students often encounter

variations in learning environments, such as online learning versus face-to-face classes. The

preference for in-person instruction is a sentiment echoed by many, citing improved

comprehension and learning when guided by physically present teachers. However, this

preference is not universal, as some students thrive in the flexibility offered by online studies.

This diversity of preferences highlights the interconnectedness between students' attitudes and

the challenges they face in balancing multiple responsibilities.

Moreover, the challenges associated with online learning extend beyond personal

preferences. The potential for external influences, such as family members completing

assignments on behalf of students, introduces complexities that undermine the intended

learning experience. Tardiness, miscommunication, and assumptions become central concerns,

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creating an environment where challenges arise not only from academic tasks but from the

dynamics of online interactions.

Issues related to academic integrity and perceptions of online learning as a breeding

ground for dishonest practices add another layer of complexity. The recognition that some peers

may engage in dishonest behavior can create a negative and stressful environment for students

genuinely committed to learning. This situation goes beyond the act of cheating; it delves into

the broader repercussions of cultivating an environment that undermines the efforts and

achievements of dedicated learners.

In facing these challenges, the manifestation of decreased motivation becomes a

tangible reality. The unwillingness to complete assignments, attend classes, or participate in

extracurricular activities reflects a disengagement rooted in the demoralizing impact of

prevailing stereotypes. Students, faced with the perception that their sincere efforts are futile,

may find it challenging to discern the true importance of their education. This disconnection from

the significance of learning poses a significant risk, potentially leading to long-term

consequences such as dropout rates, loss of interest, or the labeling of students as slow

learners.

Examining the landscape of grade 10 students, their mindset is undeniably influenced

by their backgrounds, introducing unique challenges. The impact of financial constraints and

stability is palpable, affecting not only academic participation but also extracurricular

involvement. Despite these challenges, grade 10 students display commendable qualities—

enthusiasm for learning, curiosity to explore new ideas, and creativity expressed through

various forms.

However, the commendable curiosity of grade 10 students also presents challenges.

Their exploration may extend into areas that lack tangible benefits due to a lack of maturity and

professionalism. This inclination to not take things seriously can create an unintended

impression of arrogance and rudeness. Recognizing their intentions as rooted in genuine

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interest is crucial, yet addressing the communication style becomes imperative to bridge the gap

and make them more approachable, especially in extracurricular activities.

Understanding the distinctiveness of each grade 10 student, with their unique passions

and pursuits, is imperative. Educators play a pivotal role in adopting an individualized approach

that addresses students based on their unique needs. Concentrating on positive aspects while

effectively handling challenges fosters improvement, guiding grade 10 students toward success.

This approach establishes a supportive learning environment conducive to personal growth,

recognizing this stage as pivotal in their journey. Teachers, holding a crucial role, steer students

toward progress rather than regression, fostering resilience and optimism.

Many students draw a clear distinction between online learning and face-to-face

classes. A significant number express a preference for in-person instruction, asserting that they

experience improved comprehension and learning when teachers are physically present to

guide them. Teachers, in turn, are always willing to provide assistance, even for those students

who struggle due to fatigue or those who are juggling work and studies. This understanding

stems from the realization that some students prioritize putting food on the table, shedding light

on the intricate connection between students' attitudes toward their academic performance and

the challenges they face in balancing multiple responsibilities.

For certain students, online learning stands out as a preferred choice. This inclination

may stem from introversion or simply a personal preference for completing tasks within the

confines of their homes. Issues that are not easily navigated in a traditional classroom setting

might find resolution in the flexibility offered by online studies. This mode of learning is

particularly advantageous for individuals who work shifts, as it allows them to prioritize their job

commitments and seamlessly integrate school work into their schedule at a later, more

convenient time.

Studying online offers students the flexibility to explore their own hobbies and interests.

In our school, where English is taught, some students might discover a passion for languages
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like French and Spanish. Learning additional languages opens up opportunities to study in other

countries or pursue suitable careers, aligning with the dreams of many Filipino students who

aspire to work abroad for both personal and familial reasons. This not only benefits individuals

but also contributes to the well-being of their families.

Online learning, however, presents a potential contradiction by introducing the possibility

that it might not be the students themselves actively engaging in their assigned schoolwork, but

rather a family member. This dynamic can undermine the effectiveness of the learning

experience, as the intended learners may not be the ones directly involved in participating and

completing their tasks. Tardiness becomes a central concern, even when students are physically

present in school. This situation can give rise to numerous issues for both students and

teachers, stemming from miscommunication and assumptions. If one student is found engaging

in such behavior, there is a risk of unfounded generalizations, leading to conflicts that create a

challenging learning environment for all parties involved in the issue.

The contradiction surrounding the perception of online or module-based learning as a

breeding ground for cheating may give rise to significant issues. This is particularly evident in

the potential offense taken by students who are genuinely putting in the effort to learn. The

realization that some of their peers may be engaging in dishonest practices could create a

negative and stressful learning environment for those diligently working to understand the

material. This, in turn, may result in a notable decline in their grades, leading to a subsequent

challenge wherein these students may start questioning their own capabilities and self-worth.

The impact of such a situation extends beyond concerns about cheating; it delves into the

broader repercussions of cultivating an environment that undermines the efforts and

achievements of dedicated learners.

This lack of motivation can materialize in various ways, such as an unwillingness to

complete assignments, attend classes, or participate in extracurricular activities. When students

lack a clear sense of purpose or drive, they may find it challenging to perceive the true
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importance of their education. Unfortunately, this disengagement often stems from the

demoralizing impact of prevailing stereotypes in their environment, where their sincere efforts

are perceived as futile.

The negative attitudes we’ve talked about earlier can cause some serious problems for

students. It leads to less effort, lower motivation, avoiding responsibilities, and behavior issues.

This combination can really impact a student, possibly leading them to drop out, lose interest, or

be labeled as a slow learner. Understanding that these challenges are connected is important,

and we need to address the root causes to make learning better for everyone.

Now, looking at grade 10 students, their mindset is influenced by their backgrounds.

Some common things can affect them a lot. For example, if a great student suddenly gets lower

grades, it can make them doubt themselves. however, not having enough money can also limit

their participation in activities, as they might need to focus on family needs more than

extracurricular stuff. These situations highlight that the challenges faced by grade 10 students

are indeed complex, especially for individuals who may be accustomed to a stable income

household. The difficulties are diverse and varied, making it a demanding experience for many.

Amidst the blend of positive and negative aspects, there are commendable qualities in

the attitudes of grade 10 students. They often exhibit enthusiasm for learning and a curiosity to

explore new ideas. Their creativity, expressed through art, music, and writing, empowers them

to discover inventive solutions to challenges. For instance, they might explore part-time jobs

that, while not highly lucrative, still contribute towards covering smaller expenses and offer

valuable experiences.

However, their commendable curiosity can sometimes pose challenges. Their

explorations may venture into areas that don't offer tangible benefits due to a lack of maturity

and professionalism. This tendency to not take things as seriously as they are can create an

impression of arrogance and rudeness. It's crucial to recognize that their intentions are likely

rooted in genuine interest, but the communication style may inadvertently lead to
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misunderstandings, making them less approachable. This difficulty in connecting with others

might impact their involvement in extracurricular activities, especially those related to sports or

group gatherings.

It’s very crucial to Understand the distinctiveness of each individual grade 10 students,

with their unique passions and pursuits, is imperative. Individuals face varied challenges,

prompting the need for teachers to adopt an individualized approach, addressing students

based on their unique needs. By concentrating on the positive aspects and effectively handling

challenges to foster improvement rather than decline, educators can effectively guide grade 10

students towards achieving success and fulfilling their goals. This approach establishes a

supportive learning environment conducive to personal growth, recognizing the current age as a

pivotal juncture in their journey. During this stage, students have the opportunity to mold either a

better or a less favorable version of themselves. Consequently, teachers assume a pivotal role

in steering their students towards the path of improvement, ensuring progress rather than

regression.

Having delved into both face-to-face and online learning styles and their potential impact

on thinking and attitudes, let's now explore the various approaches to learning and how they

can profoundly influence individuals, either for the better or worse. Traditional learning methods

have evolved into numerous forms to ensure students can access diverse learning experiences.

This shift aims to enhance learning outcomes, recognizing that a single approach may not suit

every student, potentially causing distress when the learning style doesn't align with the

individual student's needs.

Various learning styles offer diverse approaches, accommodating individual preferences.

Students can immerse themselves in material through visuals, auditory explanations, reading,

and hands-on experimentation. The flexibility to mix and match these learning approaches not

only enriches their learning experience but also empowers students to discern and embrace the

most effective method tailored to their unique needs.

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The term VARK represents the four primary learning styles: V for visual, A for auditory, R

for reading/writing, and K for kinesthetics. Neil Fleming developed this classification system in

1987, outlining distinct approaches to learning that cater to individuals' preferences and

strengths.

Visual learners grasp concepts more effectively through images and pictures, while audio

learners thrive when listening. Reading/writing learners excel by engaging with written content,

and kinesthetic learners benefit most from hands-on experiences. Interestingly, individuals may

not be confined to a single style and can often learn effectively by combining multiple

approaches, choosing the methods that suit them best and optimizing their learning experience.

Identifying the appropriate learning style not only enriches comprehension but also

provides learners with a sense of satisfaction. Overcoming challenging subjects, once perceived

as difficult through traditional or alternative learning methods, fosters a positive mindset. This

enhanced understanding significantly improves attitudes towards various subjects, fostering a

sense of accomplishment and replacing previous feelings of distress with optimism. Students,

instead of experiencing dissatisfaction, become more positive and optimistic about their

academic work.

Students’ learning depends on what they know and can do. It depends on their ability

and motivation on dealing with their tasks. Students’ motivation on learning has a big impact on

its academic performance (Hatano, 2004). Through statistical study, it is concluded that

students’ perception towards their academic plays a big role in reaching their goals or success.

Their success depends on their perceptions towards their learning (Awang, et. al, 2013).

According to Blazar and Kraft (2017), a strong foundation of evidence shows that students’ way

of learning is multi-dimensional, with many factors beyond the core academic knowledge as

important contributors to both short and long-term goals. They strongly believed that students

can learn in different ways in order to reach and achieve their both short and long-term success.
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There are many factors that are beyond their uttermost academic knowledge as a

contributor to their success. In engaging school and learning, school content should be

designed in ways that support feelings of success where students’ impressions of their capacity

to be successful are so important (Akey, 2006). Students’ need to be involved in the successful

accomplishment of tasks is reflected to the students’ positive ways of thinking about learning in

the achievement objectives through personal effort (Anghelache, 2013). Primary and secondary

schools rely more on the teachers in enhancing a learning style or in doing the home works but

high school students can innovate their own learning programs that fit their needs (Bahar,

2016).

Now armed with access to abundant information, the crucial shift lies in altering the

mindset of procrastination, the attitude of "I'll do it later or tomorrow," which ultimately results in

accomplishing nothing—an approach synonymous with tardiness. This unproductive habit offers

no long-term benefits. As Mike Rowe aptly points out, "Boredom is a choice. Like tardiness. Or

interrupting." This quote underscores the importance of recognizing the power of choice—

whether to persist with such habits or opt for a transformative attitude that paves the way for

future success.

Remaining stagnant in one's current state is not an option; the path to self-betterment

requires continuous effort. It's crucial not to settle for a life that doesn't align with personal

comfort and acceptance. Embrace change and strive for lofty dreams that may seem

unreachable. This proactive attitude is the key—to constantly seek improvement and aspire for

the better. Rather than settling for an unfulfilling career that fails to satisfy personal interests,

one's attitude should be geared towards growth.

The connection between one's attitude and the surrounding environment is undeniable.

External factors have a profound impact on shaping one's attitude and perspective. The

influence of others, for better or worse, can mold the way individuals view their lives. Therefore,
 20

maintaining a positive and evolving attitude is essential for navigating the ever-changing

landscape of life.

Cultivating a positive attitude might not always guarantee an elevation in motivation,

heightened self-expectations, or the inspiration to explore new avenues for learning. While a

positive mindset can contribute to the achievement of academic goals for some individuals, it

may not universally lead to increased motivation or active engagement in studies. External

factors, personal challenges, and varying learning styles can influence how individuals respond

to positive attitudes. In some cases, an individual may possess a positive outlook yet struggle to

actively pursue excellence or encounter diverse opportunities for success in their academic

endeavors.

However, a positive outlook will still serve as a buffer against stress and anxiety,

common companions of academic pressure and social situations. Managing stress through a

positive mindset contributes to enhanced mental well-being and a more pleasurable learning

experience, fostered by positive interactions with fellow students.

Resilience, rooted in a positive attitude, serves as a powerful force enabling students to

bounce back from setbacks and failures. Instead of viewing these challenges as insurmountable

obstacles, a positive mindset transforms them into opportunities for growth. This perspective,

which involves embracing mistakes and failures as essential steps in the learning journey, holds

significant strength. It motivates students to go beyond surface-level understanding, fostering a

deeper exploration and mastery of the subject matter. As Theodore Roosevelt wisely stated,

"Believe you can, and you're halfway there." This sentiment encapsulates the transformative

power of a positive mindset in overcoming challenges and achieving success.

What about the negative repercussions of harboring such an attitude towards a

student's performance? Do these effects solely impact the individual, or do they extend to

others, potentially influencing fellow students as well?

 21

Decreased motivation can lead to a diminished interest in learning, subsequently

contributing to poor academic performance. This decline in engagement may make students

more susceptible to delinquency or even lead them to avoid attending school altogether,

potentially resulting in long-term consequences such as dropping out. Furthermore, the impact

may extend to their peers, as they might influence others in their social circle, bonding over

shared disengagement from academic pursuits.

Increased stress and anxiety can intensify these emotions, impeding a student's capacity

to concentrate and absorb information effectively. Moreover, heightened anxiety might lead to

reduced social interaction among students, making it challenging for them to find group

members or partners for collaborative projects. The impacts of stress extend beyond mental

strain, potentially causing physical harm due to exhaustion and the toll it takes on the individual.

Stress is a multifaceted concept defined by multiple scholars. De Kloet et al. (2005)

define stress as a challenge to an individual's internal or external balance, as cited in Wolf

(2015). Stress is generally considered a complex, subjective experience. It is understood by

Cotton (2014) as a stimulus-response phenomenon, highlighting that what induces stress in one

individual might not affect another. The subjectivity of stress arises from various factors,

including an individual’s background and environmental experiences (Cotton, 2014). Therefore,

stress can be succinctly described as a complex internal state, stemming from or related to

unsatisfying conditions, which is shaped by individual experiences and backgrounds.

The understanding and definition of anxiety differ among psychological researchers.

Eysenck et al. (2007) posit that anxiety can be comprehended as an aversive emotional and

motivational state that transpires in threatening circumstances. On the other hand, Power and

Dalgleish (1997, pp. 206-207) view anxiety as a state whereby an individual fails to instigate a

coherent behavioral pattern in response to or alteration of the threatening event, object or

interpretation challenging an established goal.

 22

Stress and anxiety have been found to have a significant impact on cognitive function

and academic performance. Chronic stress has been shown to have detrimental effects on

cognitive function, including working memory, and can lead to impaired cognition (Luine et al.,

2007). Studies have also demonstrated that stress and anxiety are associated with poor

academic performance (Greenberg et al., 2001). The consequences of stress include elevated

anxiety, depression, and impaired cognitive function, all of which can negatively affect academic

performance (Greenberg et al., 2001).

Research has shown that stress and anxiety can disrupt working memory performance

(Lukasik et al., 2019). Working memory is a cognitive process that is crucial for learning and

academic tasks, such as problem-solving, comprehension, and information retention (Lukasik et

al., 2019). When individuals experience stress and anxiety, their working memory capacity may

be compromised, leading to difficulties in processing and retaining information, which can

ultimately impact academic performance (Lukasik et al., 2019).

As evident from the discussion above, experiencing both anxiety and stress can

significantly impact one's mental state, often leading to a more depressed demeanor. These

circumstances can alter one's typical attitude, making it more challenging for individuals to

navigate through such situations. Under these conditions, reactions may manifest as heightened

feelings of depression or even episodes of anger.

However, by Seeking help when needed becomes a transformative tool to reshape

attitudes into better and calmer states, crucial for maintaining a positive outlook. This principle

aligns seamlessly with the teachings of "The Gift of Asking: A Student's Guide to Creating

Personal Power" by Shawne Duperon. The book emphasizes the significance of seeking

assistance, asking questions, and seeking support in academic and personal spheres. Likely

exploring the importance of expressing needs, the book's message resonates with the

collaborative and supportive academic environment that effective communication can foster.

Strategies like reaching out to teachers and forming study groups exemplify the principles
 23

highlighted in "The Gift of Asking," offering practical insights for overcoming challenges through

the art of asking. Ultimately, this approach establishes a positive cycle within the student

community, where open communication not only enhances understanding of academic material

but also contributes to a supportive and thriving learning environment.

Positive self-talk serves as an internal catalyst for attitude improvement, creating a

powerful synergy with the principles explored in "The Talent Code: Greatness Isn't Born. It's

Grown. Here's How." by Daniel Coyle. Consciously engaging in positive self-talk involves

replacing negative thoughts with affirmations about one's abilities and focusing on strengths and

past achievements. This deliberate shift toward a positive mindset not only enhances self-

esteem but also empowers individuals to approach challenges with a heightened sense of

capability and resilience. In parallel, "The Talent Code" sheds light on the science behind skill

development, challenging the conventional belief that talent is an innate trait. Coyle's insights

suggest that greatness can be cultivated through specific practices and environments that foster

deep learning, focused practice, and effective coaching. This aligns seamlessly with the concept

of positive self-talk, as individuals consciously cultivate a mindset that embraces growth,

learning, and the development of their skills.

Celebrating progress aligns seamlessly with the principles emphasized in "Make Your

Bed: Little Things That Can Change Your Life...And Maybe the World" by Admiral William H.

McRaven. Just as the book underscores the significance of small, everyday tasks,

acknowledging and rewarding oneself for reaching academic milestones is presented as a vital

practice in attitude development. In both contexts, the focus on the little things—making your

bed in McRaven's teachings and recognizing small academic achievements—serves as a

powerful catalyst for positive change. The act of celebrating progress, no matter how modest,

reinforces motivation, instills discipline, and cultivates a sense of accomplishment, mirroring the

principles advocated by Admiral McRaven. Moreover, the book's emphasis on discipline and

taking responsibility for one's actions aligns with the notion that regular reflection on
 24

achievements contributes to building a positive attitude toward the academic journey. By

recognizing accomplishments, individuals not only boost their confidence but also internalize the

discipline required for continuous growth and success.

Prioritizing oneself is a multifaceted endeavor that involves ensuring adequate sleep,

maintaining a balanced diet, and engaging in regular physical activity. These conscientious

practices play a crucial role in shaping one's attitude by positively impacting various facets of

well-being, including concentration, memory, and overall mental health. Embracing these habits

not only supports a positive mindset but also contributes to enhanced self-perception.

In the broader context of well-being, "The Body Keeps the Score" by Bessel van der

Kolk delves into the profound connection between the mind and body. This insightful book

explores how traumatic experiences can manifest physically and emotionally within individuals.

Van der Kolk advocates for an integrated approach, combining body-oriented and traditional

psychological therapies to effectively address and heal the impact of trauma. Through

meticulous research and clinical experience, the book provides a comprehensive understanding

of the interconnectedness between trauma, the brain, and overall well-being. By recognizing the

profound influence of physical health on mental well-being, individuals can develop a more

holistic approach to self-care, fostering a positive and resilient attitude towards life.

Staying organized, exemplified by the use of tools like planners and maintaining an

orderly study space, is not only a practical step but also a crucial contributor to one's attitude.

This organization ensures efficient management of academic responsibilities, fostering a

structured and conducive learning environment. This, in turn, plays a pivotal role in maintaining

a positive attitude and enhancing academic success. The principles discussed in "Make Time:

How to Focus on What Matters Every Day" by Jake Knapp and John Zeratsky align seamlessly

with the idea of staying organized. The authors' time-management framework, including steps

like Highlight, Laser, Energize, and Reflect, provides a structured approach to daily routines.

Implementing these practical strategies from the book complements the organizational habits
 25

discussed earlier, further enhancing one's ability to manage time, stay focused, and prioritize

what truly matters in both academic and personal life. In essence, the synergy between staying

organized and the time-management framework presented in "Make Time" underscores the

holistic approach to cultivating a positive attitude and achieving meaningful focus in daily

activities. Both emphasize the importance of intentional choices and habits that contribute to a

more purposeful and fulfilling life.

Incorporating mindfulness techniques is a powerful strategy for improving focus and

concentration during study sessions. Creating a conducive environment for learning and

minimizing distractions allows individuals to immerse themselves fully in their studies.

Mindfulness practices contribute to reducing stress and fostering a positive mental space for

effective learning. "The Miracle of Mindfulness" by Thich Nhat Hanh: This classic introduces the

concept of mindfulness and provides practical exercises and insights on incorporating

mindfulness into daily life. This book covers a range of perspectives and approaches to

mindfulness, providing valuable insights and practical guidance for incorporating mindful

practices into your daily routine.

Engaging in extracurricular activities aligned with interests and passions offers a

holistic approach to attitude transformation, fostering a more fulfilling school experience.

Balancing academics with these activities not only provide a well-rounded education but also

contributes to personal growth. Positive peer influence within these engagements enhances

motivation, provides shared insights, and creates a collaborative environment for a more

enriching learning journey. "The Sports Gene: Inside the Science of Extraordinary Athletic

Performance" by David Epstein complements this perspective by delving into the intricate

relationship between genetics and athletic success. Understanding the genetic factors

influencing extraordinary athletic performance adds depth to the exploration of individual talents,

connecting the broader theme of personal development with the specific realm of sports
 26

achievement. Together, these elements emphasize the importance of a comprehensive

educational experience that encompasses both academic and extracurricular pursuits.

Regular reflection on one's academic journey, learning from both successes and

setbacks, is a continuous process in attitude development. This reflective practice prepares

individuals for future challenges, equipping them with the resilience and adaptability needed to

navigate both hardships and successes in their academic endeavors. "The Up Side of Down:

Why Failing Well Is the Key to Success" by Megan McArdle complements this perspective by

delving into the positive aspects of failure. By drawing on her experiences as a journalist and

incorporating research from various fields, McArdle advocates for embracing failure as a natural

part of the learning process. In doing so, she aligns with the idea that through regular reflection

and learning from failures, individuals not only build resilience but also gain valuable insights

that contribute to their personal and professional success. McArdle's insights reinforce the

notion that a healthy approach to failure can be a powerful catalyst for continuous improvement

and growth in one's academic and professional journey.

Looking ahead and planning for the future, setting long-term academic and career

goals is crucial for attitude improvement. It involves understanding the current relevance of

one's studies in the context of future aspirations. By taking proactive steps to acquire additional

knowledge and skills aligned with these goals, individuals position themselves for success,

fostering a sense of preparedness and foresight. "Designing Your Life" by Bill Burnett and Dave

Evans complements this proactive approach by applying design thinking principles to life

planning. As design and innovation experts, the authors advocate treating life as a prototype

and encourage experimentation. This aligns with the idea of setting goals but also recognizing

that life is dynamic and may require adaptation.

Surrounding oneself with classmates who share a positive attitude toward learning is a

key aspect of attitude enhancement. However, this positive atmosphere can be further

strengthened through collaborative efforts. Collaborating with peers to create a supportive

 27

academic community goes beyond individual attitudes; it fosters a shared motivation,

exchanges of insights, and establishes a collaborative environment that enriches and enhances

the learning journey. Drawing inspiration from "Teaming: How Organizations Learn, Innovate,

and Compete in the Knowledge Economy" by Amy C. Edmondson, the dynamics of teamwork

within organizations provide valuable insights. In the academic context, effective collaboration

mirrors the principles discussed in the book. It not only contributes to individual learning but also

sparks innovation and competitiveness within the academic community.

The highlighted examples underscore the influential role of a positive attitude,

exemplified by role models, in creating a ripple effect that motivates peers to strive for success.

These instances emphasize the significance of maintaining a positive mindset, showcasing its

ability to elevate one's standing in the school environment and contribute to improved student

performance.

As one delves into these books, the titles themselves allude to the significant influence of

attitude, extending beyond academic pursuits to encompass broader aspects of life such as

career development and overall success. It becomes apparent that an individual's mindset plays

a pivotal role in navigating specific goals and aspirations. This includes its impact on how

students manage through personal issues, highlighting the interconnected nature of attitude with

both academic and personal challenges.

Data Gathering Procedure

In this phase of the study, the researchers detail their approach to data collection, which

involves crafting survey questionnaires, compiling responses, conducting interviews,

 28

documenting research observations, and subsequently presenting the gathered data in tables

with accompanying analysis.

A. Respondents

The researchers are targeting grade 10 students and their supervising teachers,

aiming to gather authentic responses directly from those involved. This approach offers valuable

insights into the attitudes and behaviors of the individuals under investigation. Furthermore, it

enables us to explore how these students perceives the attitudes of their peers, particularly their

fellow grade 10 classmates, within their immediate environment.

The researchers utilized two distinct formulas to determine the percentage of

student votes for each attitude. When considering the overall vote count without gender division,

the formula used was (N/30) * 100. However, when the data was segregated by gender, the

formula (N/15) * 100 was employed, reflecting the division of respondents into 15 male and 15

female students. Each grade 10 section received an equal allocation of surveys, with four

surveys distributed evenly, comprising two male and two female respondents, except for the

section Jacinto, which had six surveys split evenly between three male and three female

respondents.

Formula: N/30*100 if overall N/15*100 if by gender

B. Survey Questionnaire

The researchers selected thirty grade 10 students from the school, with 15

males and 15 females. Each section was intended to be represented by 2 male and 2 female

students, but one section required 3 males and 3 females to balance out the distribution across

the 7 available sections. This approach ensured that the survey questionnaires reached every

section within grade 10. Since the students were not all in the same class, the researchers

visited each individual classrooms during their free periods to distribute the surveys.
 29

The survey is structured as a checklist with 10 options, representing various

attitudes that students may exhibit based on their actions or observations. Each side of the

survey contains 5 choices, with both sides representing either positive or negative attitudes.

Additionally, respondents have the option to add any other attitudes they observe beyond the

provided choices. This checklist format provides a clear framework for respondents to assess

their own attitudes and behaviors, allowing for both structured responses and the inclusion of

additional insights from their personal observations. This comprehensive approach ensures that

the survey captures a wide range of attitudes and behaviors among the participants.

Each section was granted an equitable opportunity to share their observations

regarding the attitudes of their fellow grade 10 students. The survey also provided an option for

participants to add any attitudes they noticed that were not included in the provided checklist.

This additional choice aimed to uncover any similarities among the various observations

contributed by the respondents.

To calculate the survey response rate, the researchers employed the formula

N/30 x 100 =%. This formula entails dividing the total number of surveys replies by the total

number of survey questionnaires distributed, with the resulting value multiplied by 100 to obtain

the overall response rate. However, due to the division based on gender, the formula was

adjusted to N/15 x 100 =%. This adaptation accounts for the distribution of questionnaires

among different genders, ensuring a more precise evaluation of response rates within each

subgroup.

C. Research Observation

Overall, the interview survey conducted by the researchers discovered a

general agreement between the students and teachers of MHNHS regarding the students'

attitudes towards their academic performance. The students expressed their attitudes towards

their academic performance based on how they apply it on an everyday basis, whether it is
 30

positive or negative. They also mentioned that having a positive attitude can help in academic

performance.

Regarding the attitude of Grade 10 students towards their academic

performance, we observed that some students have a positive attitude, as they are willing to

learn and prepared for studies. Other students expressed negative attitudes, such as feeling

pressured in their studies. Despite being under pressure, they also explained that they want to

learn even amidst all the difficulties that they are experiencing as it is part of the process.

Similarly, the interviewed teachers expressed that students' attitudes are

negative nowadays, with students feeling pressured in all subjects and often disappointed.

Some teachers noted that students' enthusiasm for learning is still present, despite the

pressure. Additionally, teachers mentioned concerns about students' time management, noting

that it is not normal for students to always be cramming their activities just to pass. Because the

students have most likely procrastinated in the days they’re supposed to be working on the

project. They suggest that having a positive attitude can help alleviate the negative attitudes of

students and does a lot of people that are expert in the field handling personal emotions.

Moreover, we observed that half of the students' attitudes are negative, with

'pressure' being the most commonly mentioned word. On the positive side, many students are

very interested in learning nowadays and are encouraged to study. Even though negative

attitudes are prevalent among students, they still express a desire to learn.

In conclusion, the interview survey conducted by the researchers revealed that

Grade 10 students at MHNHS mostly feel pressured negatively, yet there is enthusiasm

positively. The teachers suggest that students should not pressure themselves excessively and

should focus on good time management to avoid feeling pressured. They also stated that

students should build their confidence and accept failures as they can serve as valuable

lessons."
 31

D. Interview

The researchers conducted an interview survey to collect opinions from a group

of 15 students and 5 teachers regarding student attitudes towards academic performance.

Specifically, they inquired about perceptions of how grade 10 students or the interviewees

themselves behave based on personal observations. This approach aimed to gather insights

from both students and educators, offering a comprehensive understanding of attitudes towards

academic performance within the school community.

1. What are the attitude of grade 10 students towards academic performance?

2. What is the attitude of students towards their academic performance?

1.1.Students:

Christian Ehrismann:

Many students exert considerable effort to excel academically and demonstrate

responsibility, fostering a genuine enthusiasm for learning. However, when confronted with

group tasks where cooperation is lacking, their initial excitement can diminish, resulting in a

reluctance to engage collaboratively with their peers. This decline in enthusiasm underscores

the importance of supportive teamwork dynamics in maintaining positive attitudes towards

shared academic pursuits.

Conversely, students may encounter setbacks or dissatisfaction with their own

performance, leading to hesitance in participating in certain activities, such as group dances or

section competitions. This sense of disappointment can contribute to a negative attitude,

deterring active involvement unless influenced by external pressures from peers or teachers.

The impact of such pressure extends beyond specific activities, potentially affecting their overall

engagement across various subjects.

Jheruben Granil:
 32

Many students are actively organizing their schedules and preparing for various

academic peers to maintain discipline and adhere to their timetables. However, this collective

effort to promote productivity may inadvertently create a sense of constraint for some

individuals, as they feel pressured to conform to specific routines, potentially impeding their

freedom in managing their time effectively.

Moreover, students who experience disappointment in their academic endeavors may

witness a decline in their enthusiasm, leading them to perceive their tasks as less significant.

This feeling of disillusionment can be exacerbated by the additional stress of frequent

absenteeism from school, eliciting concerns from both friends and teachers alike. Consequently,

these students may find themselves subjected to home visits, intensifying the pressure they

already experience in balancing their academic responsibilities.

Dave Mirabete:

Many students are currently focused on fostering independence, endeavoring to

enhance their personal growth through assuming individual responsibilities. Nevertheless,

challenges arise when it comes to collaborative efforts, as some students encounter difficulties

in effectively cooperating during group tasks, resulting in a disproportionate burden on their

peers. This imbalance in workload not only disrupts the collaborative dynamic but also

contributes to heightened levels of pressure and stress across various subjects.

Moreover, instances where students’ express dissatisfaction with their peers'

contributions during group activities can exacerbate these challenges. Such disapproval can

evoke feelings of disappointment and additional pressure among other group members, further

straining the collaborative environment. Consequently, the lack of mutual approval fosters

tension within the group and amplifies the overall stress experienced by students involved in

collaborative endeavors.
 33

Ronielle Leonardo:

It's apparent that many students are generally eager to participate and contribute

when task such as group projects arise. However, when faced with uncooperative group

members, they may prioritize learning discipline and responsibility over solely relying on group

efforts to accomplish the task at hand. This shift in focus underscores the importance they place

on personal accountability and self-reliance in achieving their goals.

Additionally, some students may exhibit disapproval and disinterest during

collaborative activities like group projects or competitions. Their lack of engagement may stem

from a feeling of detachment or dissatisfaction with the collaborative process. Instead of finding

joy in teamwork, they may only reluctantly participate when prompted by peer pressure,

transforming the collaborative experience into a mundane obligation rather than an enjoyable

endeavor.

Tracy Dugan:

Students' demeanor across various subjects suggests a pervasive sense of

pressure, indicating a perceived necessity for discipline to remain consistently prepared for

unexpected tasks, such as impromptu speeches. This underlying pressure underscores the

students' recognition of the importance of readiness and adaptability in academic settings.

Furthermore, students frequently contend with internalized or external

pressures stemming from the perceived disapproval of their peers. This perceived judgment can

evoke feelings of disappointment regarding their academic endeavors, shaped by how their

efforts are received by others. Consequently, the attitudes and responses of their peers play a

pivotal role in shaping students' perceptions of their own work and abilities, influencing their

confidence and motivation levels in academic pursuits.

Dychelle Rivera:
 34

As a student, I prioritize thorough preparation for various upcoming events, such

as tournaments, and I've noticed that many of my peers share this mindset. Despite the shared

pressure to succeed, we remain dedicated to meticulous preparation in anticipation of these

occasions. This commitment to readiness becomes evident in our performances during

competitions, highlighting our collective determination to excel despite the pressure to emerge

victorious.

Moreover, as students, it's common for us to encounter pressure and perceive

the disapproval of our peers when expressing our opinions on how to approach group work.

While we value their input, navigating the disappointment we may feel in response to their

reactions can be challenging. Nevertheless, we strive to find a balance between incorporating

constructive feedback and maintaining confidence in our own perspectives.

Jesusa Velasco:

Students consistently endeavor to enhance their proficiency in subjects where

they feel less confident, often relying on disciplined time management to meet their desired

standards. This relentless pursuit of self-improvement engenders a pervasive sense of pressure

across all academic domains as they strive for continuous advancement. Their intrinsic

motivation to better themselves fuels this perpetual cycle of striving and growth.

However, as students grapple with ongoing pressure, their dwindling interest in

certain subjects can amplify feelings of discouragement. This disillusionment stems from a

perceived shortfall in their academic outcomes, prompting them to internalize feelings of

disappointment and self-criticism. Consequently, the interplay between external pressures and

diminishing enthusiasm can exacerbate students' sense of inadequacy, perpetuating a cycle of

discouragement that hampers their academic progress.

John louis Jamotillo:

 35

Students frequently feel compelled to remain constantly prepared for any circumstance,

whether it pertains to academic tasks or extracurricular activities. This perceived pressure can

evoke a range of emotions and, at times, lead to uncooperative behavior during group work.

The simultaneous expectation to be consistently ready and the resulting pressure pose

challenges to maintaining effective collaboration within the classroom environment.

Despite the significant pressure many of us encounter, the encouragement and support

from our peers and mentors play a vital role in helping us navigate these challenges. However,

if we find ourselves lacking interest in a particular subject that requires attention, even the most

well-intentioned encouragement may struggle to motivate us effectively. In such instances,

addressing the root cause of our disengagement becomes essential to reigniting our

enthusiasm and commitment to learning.

Denise Eligino:

The enthusiasm for learning fosters the adoption of essential qualities such as discipline

and responsibility, crucial for successful group work. Despite encountering uncooperative

attitudes during collaborations, maintaining a positive mindset cultivates resilience and a sense

of ownership. Students, driven by their enthusiasm, adeptly navigate challenges, hone

teamwork skills, and cultivate discipline and accountability, ultimately contributing to their

academic growth and success.

Furthermore, the pressure felt in academics often stems from a fear of disapproval,

particularly when faced with disinterest in certain subjects. While this can be discouraging,

fostering a resilient attitude empowers students to overcome such challenges. Through self-

reflection and perseverance, they can transform negative attitudes into opportunities for

personal and academic growth, bolstering their confidence and resilience in the face of

adversity.
 36

Mechaela Aye Ergino:

When certain classmates exhibit an uncooperative attitude during group work, it

frequently places pressure on the rest of us to compensate and ensure the completion of the

task independently. This recurring scenario has instilled in us a perpetual drive to remain

prepared for such instances, recognizing the likelihood of needing to shoulder additional

responsibility in group activities.

The pressure we face is further intensified by feelings of disappointment and perceived

disapproval, especially when confronted with attitudes that indicate a lack of cooperation or

commitment from others. In response, we often adopt a mindset focused on simply

accomplishing the task at hand, prioritizing functionality over collaboration as we navigate

through these demanding circumstances.

Rollie Ann Aquino:

Under pressure across all subjects, students frequently encounter uncooperative

attitudes during group work, triggering feelings of disappointment and underscoring the

necessity of learning discipline and responsibility. Despite these hurdles, students prioritize

preparedness, understanding its significance in maintaining organization and readiness, with

invaluable support from mentors and peers.

The pressure experienced in academics often stems from the fear of disapproval and

subsequent disappointment. This pressure intensifies when faced with disapproval from peers

or mentors, amplifying feelings of disappointment. However, it's crucial to recognize that these

experiences do not define one's worth. Embracing a resilient mindset enables students to

navigate setbacks effectively, transforming challenges into opportunities for personal and

academic growth and eventual success.

Prince Lawrenz Dulfo:

 37

Attitude plays a crucial role in shaping how we embrace discipline and responsibility.

When we approach tasks with enthusiasm and self-motivation, prioritizing preparedness

becomes second nature. With this mindset, we confront challenges with resilience and

unwavering determination, laying the foundation for success and personal growth.

In academics, our attitude significantly influences how we navigate disappointment and

disinterest, intensifying the perceived pressure. Setbacks such as failure or disengagement from

certain subjects can dampen our motivation and exacerbate the weight of expectations.

However, maintaining a proactive stance empowers us to rebound from setbacks and chart a

path forward, ultimately enabling us to overcome obstacles and thrive academically.

Mark Lawrenz Aceron:

Experiencing pressure across all subjects can certainly be challenging, but maintaining a

positive mindset is crucial. When we approach learning with enthusiasm and a drive to excel,

we equip ourselves to tackle any obstacle that comes our way. It's about embracing each task

with a determined attitude, remaining excited and prepared to confront academic challenges

head-on and continue progressing.

Moreover, navigating the pressure becomes even more demanding when faced with

disinterest in specific subjects, leading to feelings of deep disappointment. It's disheartening

when expectations aren't met, or when engagement with the material wanes. However, I've

learned that adopting a proactive mindset is essential in such situations. By viewing setbacks as

opportunities for personal growth and persisting with resilience, I can reignite my passion for

learning and confront academic challenges with unwavering determination.

Rhian Ellise Soberano:

When the pressure mounts across all subjects, it's the enthusiasm for learning that

becomes our guiding light. That excitement propels us to embrace discipline and responsibility
 38

with gusto. Even amidst challenges, our passion serves as a beacon, driving our determination

forward. By embracing this enthusiasm and sense of accountability, we stay motivated and

focused, allowing us to navigate our workload and strive for success with unwavering

dedication.

However, feeling pressured can be particularly daunting when faced with a lack of

interest, leading to profound disappointment. It's disheartening when we expect more from

ourselves but struggle to connect with the material. Yet, it's essential to maintain a steadfast

attitude. Viewing setbacks as opportunities for growth and meeting challenges with resilience

empowers us to push through the pressure. Through this approach, we can reignite our fervor

for learning and emerge stronger, ready to tackle any obstacle that comes our way.

1.2. Teachers

Sir Abraham Oabel:

There are students that are unwilling to learn or not interested in the study, while others

want to learn yet they still being unserious about it. Many students aren't prepared and not

participating like you have to convince that student just to join the activities given.

They also said that students are always disappointed and being overshadowed by other

students. They aren't pressured, theyre just pretending to be pressured even though the given

task is easy, if they're pressured, it is due to cramming, procrastination, and time management.

Sir Jene Ike Balatayo:

As a g10 student, you must be eager to attend daily classes to upgrade your capabilities

towards your studies so that you can achieve your academic goals and pursue your dreams.

This means putting effort to engage with your teachers, competing assigned work on time, and

actively participating in class discussion.

 39

As a student, you must be responsible for taking initiative and seeking knowledge in

order to uplift your understanding and intelligence regarding academic aspects. By being

responsible and taking your academic studies seriously, you can develop the skills and

knowledge you need to succeed in school and beyond.

Sir Mohammad Javier D. Dimaporo:

The weight of academic grades can significantly impact students' attitudes. This

pressure often leads to a constant cycle of worry and self-doubt, making it challenging for them

to carve out time and avenues for personal growth and development.

Some students have a negative attitude, feeling overwhelmed, while others use the pressure as

motivation to succeed. However, it's important to acknowledge that not all students experience

the same sentiments. Consequently, some may not only lack participation but also show

irregular attendance in class.

Ma'am Marilou Tabuno:

The pressure that students feel in all subjects is like this weight on their shoulders. It's

not just about doing well in class; it's the constant expectations from teachers, parents, and

friends that make it feel overwhelming. Balancing assignments, exams, and trying to keep up

with extracurriculars adds to the stress.

Students might disapprove of participating in extracurricular activities for several

reasons. Some feel the weight of academic pressures and fear that adding more activities could

increase stress levels. Some students may not find interest or passion in the available

extracurricular options, making them less motivated to participate. Additionally, concerns about

fitting in or facing judgment from peers could contribute to the disapproval they feel.

Ma’am Lita Gordora:

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Many grades 10 students face pressure from all subjects due to a variety of reason.

Teachers or parents often set high expectations to students, and students may feel pressure to

meet these expectations. this pressure can be felt to every subject but especially strong in

subjects where a grade is visible.

Pressure can come from many sources, but often it comes from a desire to perform well

and meet expectations. This can be from teachers, parents, peers, or even from students

themselves. some people are naturally more prone to pressure, while others may not be as

easily overwhelmed by it. in school, the pressure to achieve good grades and complete

assignments on time can be a stressor.

E. Tables and Interpretation:

Table 1. Attitudes of Students Towards their Academic Performance.

Attitudes of the Students Score Percentage

Lack of interest to study 10 33.3%
Preparedness & Self-motivated 29 96.6%
Unwillingness to attend class 4 13.3%
Learning discipline and responsibility 25 83.3%
Uncooperative during groupings 5 16.6%
Enthusiasm in Learning 21 70%
Involvement in club acts 19 63.3%
Pressured in all subjects 22 73.3%
Decisive 11 36.6%
Unwilling to learn 1 3.3%

The table 1 shows different attitudes of students towards their academic performance,

each represented by a percentage. About one-third of students aren't much interested in

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studying, showing they might not be fully engaged in their schoolwork. On the flip side, a huge

majority of students (96.6%) have the attitude of 'Preparedness & Self-motivated,' which is

great! But there's a small group, just (13.3%), who struggle to attend classes regularly,

suggesting they might need some extra support because they’re showing the attitude of

'unwillingness to attend class”.

It's encouraging to see that a big chunk, (83.3%), are showing the attitude of 'learning

discipline and responsibility' learners, showing they take their studies seriously. However,

there's a smaller group, around (16.6%), who are showing the attitude of 'Uncooperative during

groupings,' which could make learning in groups a bit tricky. Despite these challenges, a good

(70%) shows the attitude 'enthusiasm in learning,' which is wonderful! And quite a few, (63.3%),

are showing the attitude of 'Involvement in club acts,' showing a keen interest in activities

outside of regular classes.

But it's also clear that many students feel a lot of pressure, with (73.3%) voting having to

feel and have the attitude of feeling 'Pressured in all subjects.' It's tough to see so many

students feeling this way. On a positive note, around 36.6% of students are decisive, meaning

they're good at making decisions. But that can be a problem when they start to not listen to their

teachers and decide and decide without listening first. And it's reassuring that only a tiny 3.3%

seem unwilling to learn, indicating that most students have a positive attitude towards their

education. Overall, the table gives us important insights into what students' attitudes are and

how we can help them succeed even more.

Table 2: The Most Attitude of the Students

Attitudes of Student Score Percentage
Preparedness & Self-motivated 29 96.6%
Learning discipline and responsibility 25 83.3%
Pressured in all subjects 22 73.3%
Enthusiasm in Learning 21 70%
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Involvement in club acts 19 63.3%%

The table ranks different student attitudes towards academic performance based on their

respective scores and percentages. Topping the list is "Preparedness & Self-motivated" with a

score of 29, representing an impressive (96.6%) percentage. This indicates an exceptionally

high level of readiness and personal drive among students, emphasizing their strong sense of

preparedness and self-motivation. Following closely behind is "Learning discipline and

responsibility" with a score of 25, corresponding to (83.3%) demonstrating commendable

commitment to academic diligence and accountability. However, "Pressured in all subjects"

ranks third with a score of 22, indicating a notable (73.3%). This sheds light on the pervasive

academic stress experienced by a significant portion of students, highlighting the challenges

they face in managing pressure across all subjects.

Additionally, "Enthusiasm in Learning" receives a score of 21, representing (70%),

suggesting a generally positive disposition towards educational engagement. Meanwhile,

"Involvement in club acts" scores 19, translating to (63.3%), underscoring students' engagement

in extracurricular activities as part of their holistic academic experience. The table offers

valuable insights into the prevailing attitudes among students, showcasing both strengths, such

as high levels of preparedness and commitment, as well as areas for potential improvement,

such as managing academic pressure effectively.

Table 3: Attitude of the Students According to Male Students

Attitudes of Student Score Percentage
Preparedness & Self-motivated 14 93.3%
Learning discipline and responsibility 13 86.6%
Pressured in all subjects 12 80%
Enthusiasm in Learning 11 73.3%
 43

Involvement in club acts 11 73.3%

The table presents attitudes of male students towards academic performance, ranking

them based on their corresponding scores and percentages. "Preparedness & Self-motivated"

tops the list with a score of 14, representing a high percentage of 93.3%. This suggests a strong

sense of readiness and personal drive among male students. Following closely behind is

"Learning discipline and responsibility" with a score of 13, translating to 86.6%, indicating

commendable commitment to academic diligence and accountability.

"Pressured in all subjects" and "Enthusiasm in Learning" both receive a score of 12,

with percentages of 80% and 73.3% respectively. These scores reflect the notable academic

stress experienced by male students, alongside a positive disposition towards educational

engagement. Similarly, "Involvement in club acts" also scores 11, aligning with a percentage of

73.3%, highlighting male students' engagement in extracurricular activities.

Table 4: Attitude of the Students According to Female Students

Attitudes of Student Score Percentage
Preparedness & Self- 15 100%
motivated
Learning discipline and 12 80%
responsibility
Pressured in all subjects 11 73.3%
Enthusiasm in Learning 10 66.6%
Involvement in club acts 8 53.3%

Table 4 presents attitudes of female students towards academic performance, categorize

their corresponding scores and percentages. Topping the list is "Preparedness & Self-

motivated" with a perfect score of 15, representing a remarkable percentage of (100%). This

indicates an exceptional level of readiness and personal drive among female students.
 44

Following closely behind is "Learning discipline and responsibility" with a score of 12,

translating to (80%). This suggests commendable commitment to academic diligence and

accountability among female students. Meanwhile, "Pressured in all subjects" receives a score

of 11, aligning with a percentage of (73.3%), highlighting the significant academic stress

experienced by female students.

"Enthusiasm in Learning" and "Involvement in club acts" both score 10 and 8

respectively, with percentages of (66.6%) and (53.3%) respectively. These scores reflect a

positive disposition towards educational engagement and extracurricular activities among

female students.

Table 5: Others Attitude as Suggested by the Respondents

Total
Attitudes of Student Percentage
Procrastinating on their assignments, 3.3%
projects and works
Low Self-esteem 3.3
Willingness to learn 26.6%
Cooperative to school activities 6.6%
Difficulty in focusing during discussion 3.3%
Laziness 13.3%
Being tired or bored to study 3.3%
Easily get distracted and lack of focus 3.3%
Irresponsible 3.3%
Active reciting 3.3%

Table 5 offers insights into additional attitudes reported by students who participated in

the survey, with each attitude categorized by its respective percentage. Notably, (26.6%) of

students express a "Willingness to learn," indicating a substantial proportion eager and open to

academic engagement and growth. However, concerning attitudes are also evident, with
 45

(13.3%) reporting "Laziness", suggesting a portion of students may struggle with motivation or

engagement in their studies.

Furthermore, while 6.6% of students are reported as "Cooperative to school activities,"

indicating active engagement in extracurricular or school-related initiatives, other challenges are

identified. For instance, (3.3%) of students report tendencies towards "Procrastinating on their

assignments, projects, and works," suggesting a need for support in time management and task

prioritization. Additionally, various attitudes such as "Low Self-esteem," "Difficulty in focusing

during discussion," "Being tired or bored to study," "Easily get distracted and lack of focus,"

"Irresponsible," and "Active reciting" are each reported by (3.3%) of students, highlighting a

range of challenges that may impact academic performance and overall well-being.Overall,

while positive attitudes such as “willingness to learn” are prevalent, the presence of attitudes like

laziness and procrastination suggests areas where students may benefit from additional support

and guidance to foster academic success and personal growth.

F. List of Respondents

Respondents Grade & Section

Charl Joseph F. Santillan 10-Aguinaldo

Joshua Matthew T. Padil 10-Aguinaldo

Ailen Stephanie Masilang 10-Aguinaldo

Nauhee Bay-ag 10-Aguinaldo

Ginri A. Pahayahay 10-Bonifacio

Jenry G. Bustamante 10-Bonifacio

Althea V. Lastimoso 10-Bonifacio

Tracy S. Dugan 10-Bonifacio

Franz Christian J. Pascua 10-Del Pilar

Frince Cyruz M. Josef 10-Del Pilar

 46

Alliyah D. Fernando 10-Del Pilar

Divine Grace M. Villarael 10-Del Pilar

Denver S. Cañete 10-Jacinto

John Louis D. Jamotillo 10-Jacinto

Lance Joshua B. Sabelario 10-Jacinto

Ashley Nicole Roco 10-Jacinto

Icy Grace Fernandez
10-Jacinto
Theresa Radan Jacobo 10-Jacinto

Alecksander F. David 10-Mabini

Martin Ash Bolasoc 10-Mabini

Keith Jewel N. Rarang 10-Mabini

Sophia Rain S. Banaag 10-Mabini

Adrian Jazz B. Musngi 10-Rizal

Stephen F. Escoton 10-Rizal

Cassandra Eunice Plaba 10-Rizal

Krisley Djeramae B. Pantinople 10-Rizal

Anzon Dela Cruz 10-Silang

John Joshua Ecal 10-Silang

Andrelle V. Dela Cruz 10-Silang

Augirlyn V. Reblora 10-Silang

Conclusion
 47

This part of the research is the discussion of the answer to the statement of the

problem, which the researchers have spent their time investigating in order to obtain.

1. What are the attitudes of grade 10 students towards academic performance?

A variety of answers have been provided by students of MHNHS (Montalban Heights

National High School) in response to this question in the surveys and interviews conducted by

the researchers. However, among all the choices, five options managed to garner the most

votes. These are: Preparedness & Self-motivation, learning discipline and responsibility, Feeling

pressured in all subjects, Enthusiasm in Learning, and Involvement in club activities.

Each of these choices garnered its own respective number of votes, resulting in us, the

researchers, obtaining percentages. These percentages concluded that the students

overwhelmingly chose one option: Preparedness & Self-motivation. A quote by Carl Gustav

Jung, a Swiss psychologist and psychiatrist who founded analytic psychology, 'readiness of the

psyche to act or react in a certain way,' shows how being prepared for certain situations can

help a person and most definitely students as well.

2. What is the attitude of students towards their academic performance?

A variety of answers have been provided by students of MHNHS (Montalban Heights

National High School) in the surveys and interviews conducted by the researchers. However,

among all the choices, five options managed to garner the most votes. These are:

Preparedness & Self-motivation, learning discipline and responsibility, Feeling pressured in all

subjects, Enthusiasm in Learning, and Involvement in club activities.

According to AlKandari (2012), many students were interested in instructors who

focused on students' participation, resulting in desirable outcomes such as developing skills in

communication, intellectual curiosity, and critical thinking. This indicates that students' primary
 48

interest lies in instructors who primarily give them the interest to participate in the subject, sport,

or club, including how they act, whether it is responsible or reckless.

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Recommendation

After conducting a thorough assessment and careful consideration of the findings from

the targeting indicators study, we present the following recommendations.

Students:

Students who are in the process of shaping their attitudes are encouraged to adopt a

positive mindset. This optimistic outlook plays a crucial role in their personal development,

empowering them to pursue self-improvement and strive towards their fullest potential. In doing

so, they not only enhance their own abilities but also contribute positively to the well-being of

those around them, creating a more conducive environment for everyone.

Teacher:

Mentors and advisors play a pivotal role in students' lives, aiding them in personal

growth, attitude cultivation, and navigating diverse social environments. Their guidance not only

enhances students' presentation but also fosters a positive mindset, empowering them to

pursue their dreams and aspirations with confidence.

Principal:

At Montalban Heights National High School, we prioritize the cultivation of attitudes that

promote academic excellence among our students. We place great value on their suggestions,

working diligently to foster a positive environment that nurtures both personal growth and the

development of a positive mindset. This not only facilitates strong connections between

students and their peers but also fosters meaningful relationships with their mentors.

Adviser:

They can contribute by offering inspiration and providing a supportive environment to

encourage students to prioritize academic performance. Building connections with students,

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particularly those facing challenges, can be immensely impactful in providing the positive

attitude they require. This supportive network not only fosters academic focus but also promotes

personal growth and resilience.

Future researchers:

This research can serve as a valuable reference or guide for them as they work on their

own projects. By leveraging the findings, they have the opportunity to achieve favorable

outcomes, potentially leading to improved grades. Ultimately, our aim is to facilitate success for

all individuals involved, and utilizing our research as a tool can contribute to achieving this goal.