[DONT READ THIS ITS MY RESEARCH I NEED TO POST IT IN NS BECAUSE GOOGLE DOCS DOES NOT FUNCTION WITH THE HALF-BOLD EXTENSION]

Balik-Aral
In a rapidly changing society, education is becoming a lifelong process (Arnett & Tanner, 2006; Côté, 2000). Re-enrolling in school is becoming an option for people at all ages (Davey & Jamieson, 2003). Balik-Aral is defined as students who have decided to continue their studies after a long period of discontinuing their education.
In an article by Faith (2016), there are 54,000 Balik-aral students that returned to school in the SY 2016-2017. Most of the Balik-aral students have finished their fourth-year high school in 2006, before the K-12 Program was implemented. This contrasts the objections against the K-12 Program that many students will not pursue education because of the additional two more years of basic education. The second chance system offers the opportunity to dropouts to indeed go back and complete the requirements for their high school diploma.
There are several consequences of being a balik-aral student. One of these is having an age older than their classmates. In an age where students, teachers, and schools are judged based on standardized test scores, it is important to consider the possible advantage an older student might have over a younger one (Voyles, 2011). In a study conducted by Kokemuller (n.d), these students often experience a period of rustiness in the classroom and with study habits upon returning to school. When you have been out of the classroom for a number of years, it may take a while to get familiar with the process of listening to instructors, taking notes, participating in group activities, reading assignments and studying for tests. They struggle to adapt new teaching styles and learning methods that have evolved since they previously attended school depending the length of the absence.
Despite these consequences, a study conducted by Brooks (2015), one respondent in particular stated that he has the opportunity to come back to school now and likes learning, which was their main factor in returning to the educational system.
In a similar study to Brooks (2005) conducted by Ramsdal and Wynn (2021), a respondent has stated how their motivations have changed their perspectives about school and have thus far decided to re-enroll. Furthermore, other respondents have also described how re-enrollment have influenced and changed their motivations, using words of enthusiasm such as “very exciting”, “great fun”, and “so looking forward to”, the changes in their experiences can be corelated to the other factors during the re-enrollment process. They explained that they were eager to move forward but afraid to disappoint themselves and others by making another ‘wrong’ choice and being stuck again. Nevertheless, they think positively most of the time about the future and shifting their focus from ‘Being stuck’ to ‘Moving forward’.