Revealing the Challenges: The Experiences and Hesitance of Senior High School Students Concerning the Filipino Subject

This qualitative study investigates the lived experiences and underlying reluctance of Senior High School students toward the Filipino subject within the contemporary multilingual educational landscape of the Philippines. Utilizing a reflexive thematic analysis framework, the research explores the multifaceted barriers to learner engagement among fifteen (15) students at Bukidnon National High School. The findings reveal a complex interplay of four critical thematic domains: pedagogical and teacher-centered obstacles, linguistic competence and vocabulary deficiencies, self-regulated learning through strategic interventions, and the role of affective commitment. Notably, 80% of participants identified instructional issues such as passive "reporting" methods and unclear explanations as primary demotivators. In comparison, 93.3% cited a significant "vocabulary gap" and English language dominance as barriers to comprehension.
Despite these challenges, the study highlights strong learner agency, with all respondents employing self-regulated strategies, including media immersion and peer collaboration, to navigate academic hurdles. Building upon these findings, the study proposes a Contextualized Filipino Curriculum that integrates contemporary media, digital literacy, and "Taglish" as a bridge to academic Filipino, making content more relatable and accessible. Additionally, it recommends implementing Teacher Sensitivity and Competency Workshops to address the high rate of dissatisfaction with instructional quality. Future research should include a Parental Perception Survey to better understand the influence of home environments on language hesitance. Finally, the introduction of a "Filipino for Professionals" module could help students view Filipino as a valuable career asset. These recommendations provide a context-responsive foundation for curriculum developers and school administrators to bridge the gap between student interest and Filipino language acquisition.

lived experiences, student reluctance, Filipino subject

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