Contextualize Program of Strengthening Academic Resilience Level of the Secondary Education Students

Journal of Critical Reviews

ISSN- 2394-5125 Vol 7, Issue 11, 2020

CONTEXTUALIZE PROGRAM OF STRENGTHENING ACADEMIC RESILIENCE LEVEL OF THE SECONDARY EDUCATION STUDENTS

Maryann H. Lanuza1, Rex Angelo G. Rizal2, Neil P. Aligam3, Dr. Robert Uy4

1 Department of Arts, Sciences, and Teacher Education (DASTE), Mathematics Cluster, City College of Calamba, Laguna, Philippines 2Department of Arts, Sciences, and Teacher Education (DASTE), English Cluster, City College of Calamba, Laguna, Philippines 3Department of Arts, Sciences, and Teacher Education (DASTE), Science Cluster, City College of Calamba, Laguna, Philippines 4Philippine Best Training System Colleges, Inc. Rizal, Philippines

Received: 15.03.2020 Revised: 20.04.2020 Accepted: 14.05.2020

Abstract In the rise of artificial intelligence where Industrial Revolution 4.0 becomes the trend of the Education 2030 as reflected in the UNESCO’s Sustainable Development Goals, challenging and advanced learning opportunities are now exposed to every learner especially in the collegiate level. Now, it is the responsibility of the institution and educators to guide the students properly by determining the appropriate and suited delivery of instruction based on their specialization through examining students’ academic resilience despite of academic adversity as a result of the changing trend in innovations. The study aimed to create a comprehensive and contextualized program that will strengthen the academic resilience of the first-year college students in either private or local college so that they are armed as they continue their college journey. Specifically, it determined the (i) the profile of the respondents. (ii) It examined the perceived level of academic resilience of the respondents through Vignette 1, Vignette 2, and Combined Vignette Perspectives. While last is to analyze significant difference on the perceived academic resilience level when grouped according to profile through Vignette 1, Vignette 2, and combined Vignette perspectives. The researchers made used of the descriptive comparison method so that necessary contextualization of the enhanced program can identify in the first-year college students taking Bachelor of Secondary Education (BSE) degree program in two colleges in CALABARZON. Nevertheless, findings showed that the institution is in great need of a thorough contextualized curriculum of BSE students, as there is a substantial difference in the degree of academic resilience when grouped according to specialization courses. It implied that when the students have different lenses in facing academic adversity through the influence of their chosen specialization, it is important to create not a generalized program but for specific areas of specialization. Also, the age group of students although in the same year level needs to be considered in enhancing the program since it is as well significant. The researchers believed that a contextualized program for future teachers is the key to nation building as the primary goal of education and hence must be planned carefully through the proposed program of this paper. Keywords: Academic Adversity, Academic Resilience, Specialization Course, Vignette, Philippines

INTRODUCTION With the rise of the Industrial Revolution 4.0 where Artificial the world, thus, the question of the resilience of the students Intelligence is at the center of innovations, the landscape of arises. education has to be on its way living with the current of these insurmountable and drastic changes. The great shifts brought Also, resilience, as defined in Paul, Sriram, Subalukshmi, and about by this revolution have also been edified by the UNESCO’s Mala (2015), is a psychological phenomenon where physical Sustainable Development Goals. strength is being manifested. Also, it is a successful process capacity, or outcome of adaptation in the midst of challenging According to Graham Martin (2018) in his published article, the and threatening endeavorsAhmed and Julius (2015) have noted Fourth Industrial Revolution provides a range of innovative and that resilience can be built over time and in response to stressor efficient approaches to global problems, exciting opportunities exposure and subsequent effects. and job opportunities, taking into account emerging technologies This research also claims that resilience can be one of the such as robotics, mobile supercomputing, smart robots, self- possible solutions in helping students convert their pessimism to driving vehicles, neuro-technological brain enhancement and optimism. genetic editing, all at an exponential pace. Apart from the fact that parental parenting, participation in jobs, Furthermore, in the 17 Sustainable Development Goals 2030 and the like will promote resilience. Additionally , studies Priority four (4) is Quality Education, which states that all girls indicate that resilience is fostered in the face of hardship that can and boys complete free, equal and high quality primary and be seen at home, in society, and in education. Solberg Gusavac, secondary education leading to meaningful and successful Hamann, Felch, Johnson, Lamborn, and Torres (1998) have learning results. identified six pillars of educational resilience in its research, building confidence, bonding, setting goals, managing tension, On the other hand, Arif and Mirza (2017) claimed that because of through well-being, and recognizing motivation. Such variables risk factors resulting in psychological and emotional problems in have to do with academic resilience. the personalities of the students, school failure and dropout phenomena happen. Reported suicidal tendencies and actuations In the present time, where industrial revolution 4.0 and SDG have become prominent among universities and colleges all over 2030 are in the mainstream, academicians have to be prepared,

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ready, and flexible to adapt and adopt on these terms and specializations in a teacher education program. changes as Generation Z has come. In this generation, there will be more discoveries, job opportunities, development and Framework of the Study innovations in technology penetrating all sectors of our society, specifically the education sector where all Generation Z professionals will be originating, thus, educators’ techniques and methods in delivering instruction must also have to be progressive to produce professionals who are holistically developed and equipped with all capabilities and ready for up PROCESS skilling for the betterment. Data OUTPUT INPUT Gathering Comprehensive This study aims to investigate the academic resilience of first- Academic and Descriptive Contextualize year education students from two colleges in CALABARZON Resilience and Proposed Action (Cavite, Laguna, Rizal and Quezon) Region based on an adapted Level Inferential Plan standardized academic resilience questionnaire. Based on the results, the researchers shall materialize a comprehensive and Analyses contextualized program strengthening the participants’ academic Figure 1. Paradigm of the Study resilience. The framework of the study used an input-process-output since Research Problem the main goal of the study was to assess the academic resilience This study aimed to create a comprehensive and contextualized level in which the primary sources of data are the frequency program that will strengthen the academic resilience of the first count and percent of the profile also the likelihood of the year college students in either private or local college so that they resilience level in the tides of adversity using the 5-point likert are armed as they continue their college journey. Specifically, it scale were used. The inferential objectives gave an input to which seeks to answer the following questions: the resilience level was different whenever the BSE students 1. What is the profile of the respondents in terms of: were grouped according to profile. The output box in the 1.1. Age; paradigm created a plan that is contextualized and 1.2. Sex; comprehensive in nature which elucidated the significant 1.3. Specialization? difference that existed in the statistical measures. 2. What is the perceived level of academic resilience of the respondents through: Research Locale 2.1. Vignette 1; The study is conducted in two colleges in CALABARZON Region, 2.2. Vignette 2; one the City College of Calamba (CCC) while the other one is a 2.3. Combined Vignette Perspectives? private college in Rizal-the Philippine Best Training Systems 3. Is there a significant difference on the perceived (PBTS) Colleges Inc. These two colleges collaborate for the aim of academic resilience level when grouped according to determining the academic resilience of the first year students for profile through a common objective on how to help them to be more resilient in 3.1. Vignette 1, the next coming years of their college life. Moreover, the planned 3.2. Vignette 2, and respondents should be a complete enumeration of the first year 3.3. combined Vignette perspectives? total population of 377 students. However, due to absences of 4. What comprehensive and contextualize program of some, an actual respondent of 363 were gathered. strengthening academic resilience level can be proposed based from the findings of the study? Instrumentation METHODOLOGY The instrument used by the researchers in measuring the Research Design academic resilience of the students is adopted from a Journal of A descriptive method of comparison in scientific research refers Frontiers in Psychology (Cassidy, 2016). It is now named to a type of study in which information is gathered without Academic Resilience Scale (ARS-30) since it has a reliability index making any changes to the subject of the study. This means that of 0.90 which is exceeding levels of normally accepted cronbach the experimenter can't communicate directly with the alpha. Psychologists support the ARS-30 as a construct measure atmosphere in which he / she is testing in a way that would of resilience since it covers three factors. Fourteen items for induce some experiment-related changes. Such types of studies perseverance factor, seven items for reflective and adaptive- are called observer studies. seeking, while nine items measuring negative affect and emotional response. Although, the questionnaire is already a All descriptive comparison method studies have the same basic valid instrument, the researchers opted to pilot test to the non- All concise comparison approach studies have the same actual twenty-participants in other college since it was done in fundamental property of preventing any overt changes to the the United Kingdom with different context to make sure that the research environment. There are also a variety of different forms level of comprehension is tested the same with the Filipino of descriptive comparative approaches that are conducted in a students. slightly different way by each study. Some scientists and researchers prefer one-time meeting with a group of people and Research Ethics Protocol asking questions. Descriptive research typically use surveys or The researchers submitted all the necessary permission letters to other data collection methods which are based on existing the involved offices for the research protocols. Also, the records. researchers made sure that privacy in all areas were considered especially the information and responses of the respondents. This is the most accurate design to use since it investigates the academic resilience of a student through a survey questionnaire Data Gathering Procedure using vignettes. Also, comparison design because a profile of a The instruments were distributed to the faculty who were person can be a factor of determining the extent of a person’s teaching the specialization courses. They were instructed to resilience especially in a college level with different

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spend their half hour-period to make sure that the students had teaching profession is still true until now when the time that enough time analyzing their academic resilience through the teaching profession started to be more accessible to women. vignettes presented by Cassidy. (Tašner, Mihelič, & Čeplak, 2017)

The statistical treatments used were frequency count, percent formula, weighted mean, and one-way analysis of variance. The 33 6 encoded data were tabulated and analyzed using the Statistical 19 English Package for Social Sciences (SPSS) statistics generated software. Mathematics 31 140 RESULTS AND DISCUSSION Science The presented tables and discussion are arranged consecutively in order for the statement of the problems. Filipino Social Studies 55 716 TLE Others 79

Figure 4 The Frequecy Distribution of the Respondents’ Profile in terms of Specialization

349 English specialization outnumbered all other specialization areas at 38.6% which was shown in table 3. As globalization is 16 to 20 21 to 25 26 to 30 others currently happening the English as a second language is in high demand. Also, the increasing trend in technology, engineering and sciences requires more mathematics together with science as Figure 2 The Frequecy Distribution of the Respondents’ it go hand in hand in permeating our daily activities. From table Profile in terms of Age III, the high demand subject areas in the teaching profession are English, Mathematics and Science. (All Star Staff, 2018)

Figure2 showed the consistent presentation of the world Table 1The Mean Distribution of the Perceived Academic Statistics (Parenteau & White, 2018) that above 75% college and Resilience using Vignette 1 university students ranges from 17 to 27 years of age. Also, in the Verbal Philippine Enhanced Basic Education (also known as the K-12 Indicators Mean Curriculum) that the first year entrants for this academic year Interpretation (1) I would not accept the tutors’ 2019 are the once who completed the senior high school 2.23 Unlikely program of the Department of Education, if the student started feedback (2) I would use the feedback to schooling at 7 in his/her kindergarten age and continuously 4.46 Mostly Likely completed his/her thirteen years in elementary, junior high and improve my work senior high school, on the average he/she is now 18 or 19 years (3) I would just give up 1.69 Mostly Unlikely old. Also, (Lanuza, 2020) conducted a study in which the (4) I would use the situation to 4.28 Mostly Likely freshmen age range is consistent with the reflected data since the motivate myself students who supposedly graduated already in college were now (5) I would change my career plans 2.55 Unlikely extended because of the inclusion of the new implemented (6) I would probably get annoyed 2.21 Unlikely curriculum in which 2 years in the senior high school was added. (7) I would begin to think my Somewhat Hence majority of 16 to 20 were starting to enter college. chances of success at the college 2.67 Likely were poor (8) I would see the situation as a 4.71 Mostly Likely challenge (9) I would do my best to stop 4.18 Likely 99 thinking negative thoughts (10) I would see the situation as 3.66 Likely temporary Male (11) I would work harder 4.35 Mostly Likely (12) I would probably get 2.34 Unlikely Female depressed (13) I would try to think of new 3.91 Likely solutions 264 (14) I would be very disappointed 2.42 Unlikely (15) I would blame the tutor 1.93 Unlikely (16) I would keep trying 4.29 Mostly Likely (17) I would not change my long- 4.09 Likely term goals and ambitions Figure3 The Frequecy Distribution of the Respondents’ (18) I would use my past successes Profile in terms of Sex 4.33 Mostly Likely to help motivate myself (19) I would begin to think my Somewhat Majority of the first-year students who are in the teacher 2.95 chances of getting the job I want Likely education program is a female. The predominance of female in a

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were poor Table 2The Mean Distribution of the Perceived Academic (20) I would start to monitor and Resilience using Vignette 2 evaluate my achievements and 3.89 Likely effort Verbal Indicators Mean (21) I would seek help from my Interpretation 3.96 Likely tutors (1) He should not accept the tutors’ 2.24 Unlikely (22) I would give myself feedback 4.31 Mostly Likely encouragement (2) He should use the feedback to 4.38 Most Likely (23) I would stop myself from improve his work 3.90 Likely panicking (3) He should just give up 1.81 Unlikely (24) I would try different ways to (4) He should use the situation to 4.23 Mostly Likely 4.32 Most Likely study motivate himself (25) I would set my own goals for (5) He should change his career 4.25 Mostly Likely 2.45 Unlikely achievement plans (26) I would seek encouragement (6) He should probably get 4.24 Mostly Likely 2.22 Unlikely from my family and friends annoyed (27) I would try to think more (7) He should begin to think his Somewhat about my strengths and 4.12 Likely chances of success at the college 2.61 Likely weaknesses to help me work better were poor (28) I would feel like everything (8) He should see the situation as a 2.52 Unlikely 4.23 Most Likely was ruined and was going wrong challenge (29) I would start to self-impose (9) He should do his best to stop 4.31 Most Likely rewards and punishments 3.32 Likely thinking negative thoughts depending on my performance (10) He should see the situation as 3.93 Likely (30) I would look forward to temporary showing that I can improve my 4.31 Mostly Likely (11) He should work harder 4.37 Most Likely grades (12) He should probably get 2.41 Unlikely Grand Mean 3.54 Likely depressed 1.0-1.8: MOST UNLIKELY,1.81-2.6:UNLIKELY, 2.61-3.4:SOMEWHAT (13) He should try to think of new 3.87 Likely LIKELY, 3.41-4.2: LIKELY, 4.21-5.0: MOSTLY LIKELY solutions *INDICATORS TAKEN FROM ARS-30 CASSIDY (2016) (14) He should be very 2.37 Unlikely disappointed Table 1 showed the consistent resilience level of the freshmen (15) He should blame the tutor 2.06 Unlikely students in four factors. Indicator items 1, 2, 3, 4, 5, 8, 9, 10, 11, (16) He should keep trying 4.15 Likely 13, 15, 16, 17, and 30 gave the first factor under resilience. Being (17) He should not change his long- 4.10 Likely persevere in many areas of academic life made the adversity term goals and ambitions quotient of a student stronger and better. In psychology (18) He should use his past 4.20 Likely (Dimenichi & Richmond, 2015), as a predictor of career success, successes to help motivate himself renewed interest in the personality trait of perseverance or (19) He should begin to think his Somewhat tenacity has emerged in the face of adversity. A measure of chances of getting the job he want 3.20 Likely perseverance called endurance — the courage to view were poor extenuating situations as an opportunity can be supported in the (20) He should start to monitor and mentioned table since students were open in receiving feedback evaluate his achievements and 3.99 Likely to the tutors in which seeing the situation as a challenge instead effort of a problem leading to striving for a better academic result. (21) He should seek help from his Factor 2 under academic resilience manifested in the items 18, 4.09 Likely tutors 20, 21, 22, 24, 25, 26, 27, and 29 that were constructed for (22) He should give himself reflecting and adaptive help-seeking. Help- seeking improved the 4.41 Most Likely encouragement Self-regulated learners since they have a "tool kit" of approaches (23) He should stop himself from to tackle academic problems, and are encouraged to use effective 4.08 Likely strategies at the right time (Newman, 2002). From the students’ panicking (24) He should try different ways to responses they tend to be most resilient in this factor which 4.27 Most Likely involves, self-encouragement, not causing of panicking and can study (25) He should set his own goals for handle situations well, and the importance of setting prior goals 4.21 Most Likely in attaining achievement. Last academic resilience factor caters achievement the negative affect and emotional response (items 6, 7, 12, 14, 19, (26) He should seek 23, and 28). Students accepted that they will not be annoyed if encouragement from his family and 4.18 Likely rejection has been experienced. Not believing that after negative friends comments, the chances of success in college will be poor. This (27) He should try to think more about his strengths and attitude helps the students prevent from disappointment and 4.12 Likely depression. A combined mean among the three resilience factors weaknesses to help him work garnered a mean weight of 3.54 which is in the moderate level of better (28) He should feel like everything Somewhat students’ academic resilience. The result is in good state and 2.66 needed to be improved as they go along the steps in their college was ruined and was going wrong Likely life (Cassidy, 2015) (29) He should start to self-impose rewards and punishments 3.55 Likely depending on his performance (30) He should look forward to 4.29 Most Likely showing that he can improve his

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grades Table 4The Comparison of Means on the Perceived Academic Grand Mean 3.57 Likey Resilience Level in Vignette 2 of the respondents when 1.0-1.8: MOST UNLIKELY,1.81-2.6:UNLIKELY, 2.61-3.4:SOMEWHAT group according to age Age Mea F- P- LIKELY, 3.41-4.2: LIKELY, 4.21-5.0: MOSTLY LIKELY VI Decision Remarks *INDICATORS TAKEN FROM ARS-30 CASSIDY (2016) Range n value value 16 to 3.58 L In the same manner, table 2 had a higher point difference of 0.03 20 in the personal vignette. It implies that if a person is strong 21 to 3.64 L Failed to enough for himself/herself, he/she has the capacity to be 25 Accept the resilience to others. On the other hand, it is quite higher since a 26 to 5.65 0.00 Significan 3.67 L Null person tend to be stronger for other people since he/she is not 30 9 1 t Hypothesi directly experiencing the situation which prevails us to decide other S 2.97 s easily. The least that a person can do is to imagine what if he/she s L is the shoe of others. This adversity attitude is somewhat good Grand 3.57 L because students tend to comfort one another in the academic Mean challenges. From a quote (Ansong, 2016) that one cannot give what he/she does not have reflects the resilience of students, Table 4 elucidated that among the age group of BSE students only being able for them to graduate time they need to establish the ages 31 and others have a somewhat likely resilient in relation among themselves at the start of their college life. vicarious vignette which is obviously the same assessment in the Although, individual perseverance, adaptiveness and accepting personal vignette while all other ages from 6 to 30 had likely negative situations positively matters, still interactions and resilient and hence generally gave a mean weight of 3.57 which interrelationship to others are still important (Sherman, 2009) was interpreted as likely resilient. This result is consistent to assessment of personal vignette. However, the mean differences Table 3The Comparison of Means on the Perceived Academic are also close to each other which resulted to have a p-value of Resilience Level in Personal Vignette of the respondents 0.001. This value this time is less than 0.05 alpha leading to a when group according to age decision of failing to accept the null hypothesis. This remark implied that BSE students have different resilient level when Age F- P- grouped according to age. Although they have enough resiliencies Mean Decision Remarks Range (VI) value value but when it comes to being resilience for others, they have 16 to different perspectives when grouped according to age. This 3.53 L 20 means that, students believe that if a person grows older, they 21 to can be more resilient academically which is in contrast to the 3.54 L 25 Accept the personal vignettes. Not 26 to 2.255 .082 Null 3.57 L Significant 30 Hypothesis From the study of (Jowkar, Kojuri, Kohoulat, & Hayat, 2014), the Others 3.17 SL achievement goal orientation of a student has a direct Grand relationship in academic resilience. This orientation has an 3.53 L Mean interrelationship as well in the age groups as they progress college learning, meaning the academic goal will be highly Table 3 showed that among the age group of BSE students only achieved and strengthen academic resilience as students’ aged. the ages below 16, 31 and others have a somewhat likely resilient in the personal vignette while all other ages from 16 to 30 had Table 5The Comparison of Means on the Perceived Academic likely resilient and hence generally gave a mean weight of 3.53 Resilience Level of the respondents when group according to which was interpreted as likely resilient. The mean differences age are close to each other which resulted to have a p-value of 0.082. P- This value is more than 0.05 alpha leading to a decision of still Age Mea F- VI valu Decision Remarks accepting the null hypothesis. This remark suggested that when Range n value clustered according to age the resilience of BSE students in is the e same. That means they have enough personal resilience 16 to 3.56 L irrespective of age bracket. The effect of resilience among older 20 adults is inconsistent with the findings (MacLeod, Musich, 21 to 3.59 L Failed to Hawkins, Alsgaard & Wicker, 2016). Adults have high capacity of 25 Accept the resilience regardless of socioeconomic status, personal 26 to 4.33 Significan 3.62 L .005 Null experiences and declining health issues. They may be 30 4 t Hypothesi contradicting to one another but the common angle can be the other S 3.07 s different factor. In this study, the only factor is the academic s L performance in different specialization courses not the resilience Grand 3.55 L of a person in living a life in general, hence the exclusion of Mean academic personal experience maybe delineated when it comes to resilience level. Table 5 now shown a combined vignettes, i.e. both personal and vicarious vignette with a grand mean 0f 3.55 that falls under the likely parameter with a p-value of 0.005 that is less than that of the alpha 0.05 From the statistical decision rule that if the p- value is less than that of the significance level at 0.05, lead to not accepting the null hypothesis. This concludes that the BSE students’ resilience level was different as their age vary.

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Specializati F- P- Decisi Mean VI Remarks on value value on Science 3.47 L the Table 6The Comparison of Means on the Perceived Academic Filipino 3.48 L Null Social Hypot Resilience Level in Vignette 1 of the respondents when 3.53 L group according to Sex Studies hesis TLE 3.53 L Others 3.47 L F- P- Grand Sex Mean VI Decision Remarks 3.53 L value value Mean

Male 3.53 L Accept the All means in Table 9 underlined an assessment of likely resilient Female 3.53 L Not .026 .871 Null in a personal vignette. It can be labeled that freshmen Grand Significant 3.53 L Hypothesis experiencing academic adversities especially according to their Mean chosen specialization tend to only have enough resilience level. Neither not to good resilience nor too bad. Eventually this level of Table 6 discussed the comparison of means on the perceived resilience became significant based from the chosen academic resilience when grouped according to sex. Eventually, a specialization. It only means that student have different style in grand mean of 3.53 with likely verbal interpretation was dealing with academic adversities since in the first place different computed. A larger p-value of 0.871 leads to a conclusion of major ship has different orientations. Also, the lenses on how accepting the null hypothesis. Meaning, whether a male or they deal with problems defend on their everyday practices and female, both have the same assessment when it comes to group culture. personal academic resilience. It is implied that males and females have equal capacity in dealing personal academic adversities. The Table 10The Comparison of Means on the Perceived findings contradict sex disparity research in resilience Academic Resilience Level in Vignette 2 of the respondents heritability (Boardman, Blalock, & Button, 2008). In a life stress when group according to Specialization such as divorce, work loss or love death that was much different F- P- Speciali Mea Decisio from the stress induced by academics, even the resilience VI valu valu Remarks zation n n heritability is higher than that of women. Whilst in this case, e e resilience level is of the same level and significantly not English 3.54 L comparable. Mathe 3.69 L matics Table 7The Comparison of Means on the Perceived Academic Science 3.53 L Failed Resilience Level in Vignette 2 of the respondents when to Filipino 3.61 L group t according to Sex 2.31 accept Social .033 Significant F- P- 3.52 L 1 the Null Sex Mean VI Decision Remarks Studies value value Hypoth Male 3.57 L TLE 3.59 L esis Accept the Female 3.57 L Not Others 3.46 L .007 .933 Null Grand Significant Grand 3.57 L Hypothesis 3.57 L Mean Mean

Table 7 has a p-value of 0.933 which is obviously greater than the All means in Table 10 underscored a likely assessment in alpha at 0.05. This means that male and females have the same vicarious vignette. The specialization in each student gave them assessment to vicarious vignettes when it comes to academic the ability to have different resilience perspectives. It is notable reliance. What they personally assessed from themselves was that education institutions are producing various individuals similar to the reliance of others if they encountered the same with average resilience academically and eventually will lead to adversity thing. resilience in life. However, individuals tend to be more resilient to other people than for themselves. It is evident in the means of Table 8The Comparison of Means on the Perceived Academic 3.53 (in table 10) and 3.57 in this vicarious vignette. Although Resilience Level of the respondents when group according to interpreted in the same indicator of likely, individuals can easily Sex decide for others even if knowing the situation but not exactly F- P- experiencing it for themselves and if they have it, they became Sex Mean VI Decision Remarks value value lesser resilient than the resilience they have shown for others.

Male 3.55 L Accept the Table 11 The Comparison of Means on the Perceived Female 3.55 L Not .003 .958 Null Academic Resilience Level of the respondents when group Grand Significant 3.55 L Hypothesis according to Specialization Mean Speciali F- P- Remark Mean VI Decision zation value value s Table 8 gave a computed p-value of 0.958 which is obviously English 3.52 L greater than the alpha of 0.05. Now, it implied that the resilience Mathem level of freshmen students regardless of sex was the same. It only 3.68 L atics proves that there exists no gender issue to the effect of resilience in academics. Science 3.50 `L Failed to Filipino 3.55 L accept Signific Social 2.871 .010 the Null Table 9The Comparison of Means on the Perceived Academic 3.53 L ant Resilience Level in Vignette 1 of the respondents when Studies Hypothe group according to Specialization TLE 3.56 L sis Specializati F- P- Decisi Others 3.47 L Mean VI Remarks on value value on Grand English 3.49 L Failed 3.55 L Mathematic 3.091 .006 to Significant Mean 3.67 L s accept

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Table 11 surmised a likely resilient in the combined perspectives. differences in the heritability of resilience. Twin Research A p-value of 0.010 is obviously lesser than the 5% alpha and and Human Genetics, 11(1), 12–27. interpreted to be significantly different. This difference is https://doi.org/10.1375/twin.11.1.12Cassidy, S. (2015). establishing unequal resilience of the first year students in Resilience building in students: The role of academic self- academics. The different specialization courses taken by the efficacy. Frontiers in Psychologylogy, 6(NOV), 1–14. learners gave them different lenses in perceiving academic https://doi.org/10.3389/fpsyg.2015.01781 adversities in their first semester in college. It is now notable in 6. Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): the part of instructors and professors to have variations in there A new multidimensional construct measure. Frontiers in honing skills in adversity quotients of the learners. It needs to Psychology, 7(NOV), 1–11. have critical planning and continuous researches to have https://doi.org/10.3389/fpsyg.2016.01787 differentiated instructions to students with different 7. Dimenichi, B. C., & Richmond, L. L. (2015). Reflecting on specialization. past failures leads to increased perseverance and sustained attention. Journal of Cognitive Psychology, 27(2), 180–193. CONCLUSIONS AND RECOMMENDATIONS https://doi.org/10.1080/20445911.2014.995104 From the above discussion of findings, it highlighted two 8. Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). significant differences of academic resilience, students are Academic resilience in education: the role of achievement notable to have unequal resilience level based from their ages. It goal orientations. Journal of Advances in Medical Education is implied that the more the people aged the stronger their & Professionalism, 2(1), 33–38. Retrieved from resilience are. 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