Senior High School Students’ Perceptions and Practices of Citizenship

This study was conducted to examine the citizenship status among senior high school (SHS) students. It identified and described students’ perceptions and practices of citizenship; its underlying components manifested in perceptions and practices, and the predominant type of citizenship. Furthermore, the predictors of the predominant type of citizenship through their socio-demographic characteristics were determined as well. It made use of a quantitative predictive correlation to achieve the objectives of the study. Four hundred eleven (411) Grade 11 students of Ateneo de Naga University SHS from the different strands of the first semester in SY 2020-2021 responded to the 57-item online survey. Results showed that students’ top citizenship perceptions were rights, a set of responsibilities, commitment for the good of others, taking pride in the country’s traditions and culture, and a sense of belongingness. In contrast, the top citizenship practices included helping others, taking care of the environment, observance of rules and regulations, treating people equally, and voting every election. The three underlying components of citizenship perceptions were rights and responsibilities, relationship connections, and legal features, while citizenship practices were manifested by active engagement, institutional participation, and cultural concerns. Committed citizenship was the predominant type among them but no socio-demographic factors were significant to determine their predominant type of citizenship. In general, the study recommended that the Department of Education should design attainable programs of citizenship education. Also, the Junior High School (JHS) teachers should regularly review and revisit their syllabus, textbook, and teaching strategies to strengthen citizenship. In addition, Senior High School teachers (SHS) should reinforce citizenship participation in programs and activities initiated in the JHS driven by the advocacy for active engagement, social and civic responsibilities. Future researchers should use the data using a qualitative approach to validate results. They should also consider other socio-demographic factors like membership in organization/s, participation in competitions, socio-economic status, and location (urban or rural) to understand how these factors influence students’ predominant type of citizenship.