Describing the Challenges and Support of Non-HUMSS Senior High School Graduates Pursuing Bachelor of Arts in Political Science

This study aimed to understand the experiences of students pursuing a Bachelor of Arts in Political Science who did not have the fundamental knowledge in relevant social science courses since they were non-HUMSS (Humanities and Social Sciences) senior high school graduates. Through exploring their reasons for taking up the program, the challenges they encounter, the support system that helped them the most, and their perception of academic preparedness, this study was able to comprehend what kind of support these students need the most to alleviate the struggles that they've experienced. Data mining was employed through program prospectuses and academic records to enrich the data. The findings revealed four main categories with corresponding themes: (1) Reasons for Pursuing Political Science – Family Influence, Unintended Academic Preference, Personal Experiences, and Self-Driven Interest; (2) Challenges Encountered as a Non-HUMSS Graduate – Lack of Foundational Knowledge, Social Pressure, and Perceived Academic Inferiority; (3) Most Helpful Types of Support Received – Emotional Support from Close Relationships and Academic Support from Professor; and (4) Perceptions on Academic Preparedness –Self-compensated through Self-directed Learning and Supported by Useful Skills From Their Previous Strand. These themes showed the complex journey of non-HUMSS senior high school graduates as they navigated the high demands of the Political Science program and how their resilience allowed them to attain academic success. Thus, the study challenged the assumption that strand alignment is essential to succeed in any academic field, especially in the social sciences.