Abstract

Through the years of studying, many schools have given focused on what the preferred method of sectioning is best for students. In the context of Holy Family Academy Senior High School Department, students are no longer grouped based on their academic capabilities, instead, they are grouped based on their chosen strand for them to develop the skills in correlation to the track they have decided on. However, there is one section where two tracks are combined, mainly ABM and HUMSS. A grounded theory study has been conducted by the researchers to achieve a better understanding of the influence of this type of sectioning on the students' perspectives and how the students are motivated to study in class. The students showed adaptation to new skills they have acquired from the opposite track, displayed motivational increase to study hard, and teachers tried to think of ways how they could address the students' needs. They do not mind being sectioned the way they currently are again, but they would feel more comfortable and be able to concentrate more on their tasks if they were to be sectioned purely by the track of their choice. The information and skills they have learned, the relationships they established, and their reasons for encouragement are factors that prevail from the effects of their way of sectioning. Teachers and administrators may make use of the results to be aware of the effects and what it does to students, so that they may apply appropriate strategies that would be advantageous for the students. Future researchers, they may use this study to conduct further findings on why students get motivated when they see people from a different track work hard and how it differs from the motivational factors of students from a section with only one strand.