Professional Documents
Culture Documents
Draft 1 1-5 (M1)
Draft 1 1-5 (M1)
The Problem
Introduction
War and conflict had been part of the history of almost every nation and tribe in the world.
It was once studied that during 1989 to 1997, there had been 111 conflicts in almost 70 locations
around the world. Over the decade, almost one third of all the UN Member States were in some
way or another involved in at least one conflict (Peter and Sollenberg, 1998).
Philippines had never been an exemption. The country had experienced internal conflict
for more or less forty years already (www.peaceinsight.org). Some of it causes of it include
communist-inspired insurgency and a struggle to separate southern Bangsamoro region. There had
been several incidents of wars and conflicts that had happened in the Philippines, especially in
One of the recent battles in Mindanao that were even known outside the country was the
Marawi Siege that started on May 23, 2017. Marawi City and its neighboring municipalities in
Lanao del Sur were shaken by series of gunshots as the Maute group started capturing innocent
people inside the Amai Pakpak hospital in Marawi and started raising alleged flag of the
internationally known ISIS group. The battle lasted for more than four months and said to have
ended on October 2017. In between those dates, a lot of struggles for those who lived in the areas
of Lanao del Sur had happened. There were lots of exchanged gunshots even though Ramadan was
also going on. Bombs and airstrikes destroyed lots of houses, schools and establishments. People
living in the heart of the city and neighboring municipalities were forced to leave their homes and
vicinities to ensure their lives. Some have even walked Marawi City to Iligan City barefooted and
brought nothing but themselves and their family. Schools and other public areas in Iligan became
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evacuation centers. Lot of children stopped going to school for the meantime. While those who
had the opportunity to be with their relatives in other places and regions, they managed to enroll
their children to school. There had been cases of transferee students also in Pagadian City, both in
primary and secondary school. However, the struggle did not stop there.
Almost all of the students that were transferred from schools in areas of Lanao del Sur to
schools in Pagadian did not have credentials and pertinent papers to present. Since students lived
and grew in an area with which the main dialect used is not Visayan, they were also not that
familiar and didn’t know about it. Thus, they had struggle in communicating to other students even
in normal conversation. There were also times that teachers might have explained lessons in
Visayan dialect that might have given the students a hard time comprehending.
With all the possibilities of experiences that these young people may have gone and
struggled through way back in their homes and now that they are in a new environment, there may
be distinct experiences that the students had, academically and socially. This study will focus on
the academic, emotional and social experiences of the transferee. Thus, the study is sought.
The researcher is currently residing at Purok Santan B, San Jose District, Pagadian City.
She is turning 24 years old on June, 2019. The researcher is a Bachelor of Science in Psychology
graduate at Mindanao State University- Marawi last June 2016. She passed the Board Licensure
Examination for Psychometrician on August of the same year. She worked at Zamboanga del Sur
National High School as Guidance Advocate in the Grade-8 curriculum since December 2016 to
February 2019. She is presently taking her Masters of Arts in Guidance and Counseling at Saint
Columban College.
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Being in the field of Mental Health while working in the school set up, the researcher
had observed that there had been quite of only a passing observation among the transferees and
their experiences in the new environment. This has been observed more when students from
schools in Lanao area transferred in Pagadian City, specifically in Zamboanga del Sur National
High School. Being in an academe and being a mental health advocate, the researcher looked at it
as an opportunity to look on the experiences of every student inside the school premises. However,
The researcher tried to dig on the experiences that the students have, the study is tackled
through Interpretivism Paradigm. It is the goal of the researcher to have and understanding of the
experiences of a transferee student from the point of view of those who have lived it. Being an
interpretivist researcher, flow of the study relied upon the “participants’ views of the situation
being studied (Creswell, 2003) and impact should be recognized on the research of their own
Conceptual Framework
ACADEMIC, SOCIAL
AND EMOTIONAL PROPOSED GUIDANCE
EXPERIENCES OF INTERVENTION
TRANSFEREE PROGRAM
STUDENTS
In particular, this study focused on transferee students from schools in Lanao del Sur. Being
known that youth are considered as an important resource of strength and development of a
country, it can’t be denied that there is an overwhelming concern for this people (Leones,n.d).
Undeniably too, youth are at risk with the reasons that they had played great roles in our society.
They were never and exemption of being victims of armed conflict. Possibly with this kind of
reason, it can be added that this had also been the time when they will have transferred to another
to stop attending school for a year or so until they can go back to their home.
Living in a new environment, having new culture and being around with new set of people
is quite hard to handle by almost everyone, much more to the young ones who have experienced
it in a sudden manner. The conflict that spurred in Marawi City which lasted for a couple of months
had great impact to the people living there and even to the whole country. The children and youth
probably have not understood what is happening in their place and could be the reason that it will
be hard for them to understand matters and things that surrounded them. They could have a hard
time knowing and defining what they are feeling or experiencing in their lives.
As they moved to another place and enrolled in another school, there is another set of
adjustment to new environment, culture and people for them to handle. Being with new set of
classmates and teachers may or may not have bring good experiences for the transferee students.
Thus, there is also a need to look on the guidance services that the schools are offering for the
transferee students who have a hard time dealing and accepting changes of environment and people
they will be dealing with. With respect to such ideas and assumption stated above, this study aimed
to know the experiences that the transferee students have, academically and socially and make
This study was anchored in the Hierarchy of Needs of Abraham Maslow. Maslow
represented the needs as a hierarchy in the form of a pyramid (Schultz, 2007). It is in an ascending
order in which the biological needs are located at the bottom part of the pyramid and social needs
at the top (Plotnik & Kouyoumdijan, 2011). It is arranged in a way that it ranks the concepts from
lowest to highest. Accordingly, there is a need to satisfy first our biological needs before we satisfy
our social needs. Thus, individuals must meet the needs at the lower levels of the pyramid so that
they will be motivated to pursue the next and higher level. (Feist & Feist, 2007). There are five
The first level of the hierarchy of needs is the Physiological need which comprises the
water, food, sleep and even sex. Plotnik and Kouyoumdijan (2011) mentioned that people who are
struggling to have a home or job are in this level and are more concerned in satisfying these needs
above all other needs. There is a need to satisfy these basic needs to be able to advance to the
second level which is the Safety need. Safety need is more on protection from harm. Living in a
high-crime or dangerous place would make a person be concerned on their safety. Finding a safe
and secured place to live in away from danger is a need in order to pursue the third level of the
hierarchy.
Being affiliated with other people and being accepted is part of the third level which is the
Love and Belonging needs. If a person will be able to find love and affection towards other people,
he or she may be able now to advance to the fourth level which is the Esteem need. This level
looks on the competency, achievement and recognition of a person. As one gains personal
achievement and social approval and recognition, Self- Actualization will then be achieved. It is
There is a need to look on the first and second level of hierarchy in dealing with this study.
Experiencing crossfires and evacuating from home could mean that a person, as in this study the
respondent, is unsatisfied with his or her physiological and safety needs. It is assumed that it could
hinder his or her development in building social relationships and gaining achievements and
comprised of eight successive stages with a crisis in either an adaptive or a maladaptive way
encompassing the life span (Schultz & Schultz, 2009). One of the stages involved in his theory is
Adolescence stage, age ranging from 12 up until 18. It is an episode of one’s life in which there is
an experiment with different roles and ideologies to determine the most compatible fit of role and
belief for oneself. Individuals in this stage, for Erikson, are in great effort to find themselves as
well as the group they can identify and belong with. As to whatever the result of the identity
hunting of the individual may greatly affect on how he or she will be dealing and living his or her
life in the future and with other people that he or she will encounter and meet.
This is also the stage when youth create their own meaning of the things, people, and
concepts they encountered and met in their lives. It will be the start on how they will see things
more clearly considering that in creating their definitions on such matters depended much on their
experiences on the reality of life and not just the fancy of it. The outcome on such is assumed to
be the foundation of youth in their later life. Whether it’ll be good or bad, it only matters to the
On the other hand, Piaget’s theory of Cognitive Development has four distinct cognitive
stages (Plotnik & Kouyoumdijan, 2011). Going through each cognitive stage will help in acquiring
and distinct kind of reasoning and thinking and thinking that is different from and more advanced
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than the reasoning abilities we possessed at the previous stages assumedly we’re from. Stage four
and the last of Piaget’s cognitive stages is where the formal operations stage begins. This is
assumed to begin in adolescence extending from about age twelve through adulthood. During this
stage, adolescents and adults develop the abilities to think about abstract or hypothetical concepts,
to consider an issue from another’s viewpoint, and to solve cognitive problems in a logical way.
Considering that the respondents of this study were youth and are undergoing in this stage,
it is assumed that the students can already understand and explain in their own ways the concepts
and questions being asked in this study. Though, they may explain it on their own, there is no
assurance as to whether their definitions match or fit to the norm. It should be noted that even in
this stage in which formal operation begins with the idea that individuals has much higher
reasoning compared to age group below them, experiences can be an extraneous variable to that.
Differences in the experiences of a person can give diverse indication to even one concept.
The study evaluated the experiences that the transferee students had gone through in their
academics, with their emotions and their social relationship. It focused in Zamboanga del Sur
National High School and employing the transferee students from Lanao del Sur area last school
year 2017- 2018 as research participants. The study was conducted during the school year 2018-
2019.
1. What are the participants’ experiences with regards to the following aspect?
1.1 Academic
1.2 Emotional
1.3 Social
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2. Based on the findings, what action plan or guidance intervention program that can be developed
This study focused on the academic, emotional and social experiences of the transferee
students. There may be parts with which other aspects were tackled but the study gave emphasis
on the three aspect mentioned above. This is bound by the following parameters:
Subject Matter. The study have transferee students from different schools in Lanao del Sur
to Zamboanga del Sur National High School (ZSNHS) last school year 2017- 2018 and are
currently enrolled to ZSNHS this school year as research participants. This study limited and
exhausted its investigation to all possible transferee students from the different schools in Lanao
Research environment and timeline. A matter to consider is that because of the large
number of secondary schools in Pagadian City and the distances of it, the study was limited to the
largest secondary school with a population of more or less four thousand students.
conduct the research. It was useful to gather more information when the students were asked by
the researcher an In-depth Interview through Key Informant Interview (KII) rather than answer a
questionnaire that may possibly limit their responses and their sharing of experiences as well.
Research methods. The researcher utilized KII as her tool in gathering information and data
from her proposed participants. It is also needed to consider the time of the participants, since they
are studying the researcher should be the one to adjust to the availability of the students. Thus, it
Through this study, the researcher is hoping that this may help and be significant to
The useful and relevant information that will be acquired from the study is hoped to bring
treatment and action plans in different schools to help transferee students, not just those that came
from a warzone area but it will be true to all, with their experiences to their new environment,
culture and the new people that they will encounter. That regardless of all aspects’ similarities and
differences that each person or student may have, it will also help in learning and having awareness
as to the happenings in the society much more to the neighboring cities and regions that
Youth/ students. This study will assist them to have an awareness of the possible
adjustments that they can do when they already planned to transfer or if time will come that there
is a need for them to move to another school. That this study will help enhance the involvement of
the young ones in peace and team building activities to enhance their relationship with other
Parents. The results of this study will present some insights and information on how they
will do more in explaining and letting their children understand the situations that are possibly
happening that caused them to relocate and transfer their children to different school. It will
likewise serve as a help in looking into what aspects that parents need to look after for their
children’s welfare.
School. The result of this study will help the schools on the programs that they will offer,
especially in the guidance offices. They need to look on the welfare of the students as long as they
are inside the school premise. It will guide them on how to deal with the students who are
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experiencing culture shock, students having traumatic experiences in their previous schools and/or
Department of Education. The information that may possibly be acquired in this study will
give insights to the authorities in the department on what programs are needed to be strengthen
out. It will give them another perspective to look unto to have a better view of what really are the
scenarios in every school that they are handling. It will lead them on more linkages to other
departments to help the students more, not just in their academics but also with other aspects of
Society or community. Through this study, society as a whole will become aware that peace
as well as conflicts of any form has an effect to youth in their place. This may help in the plans
Future Researchers. The results will be of value to the future researchers who are planning
to have the same participants or cases in their future research papers and thesis. They can refer to
the findings of this study as their guide for designing, modifying and/or improving their research
methodology.
Definition of terms
For better understanding of this study, the following terms are defined operationally and
conceptually.
Experiences. These refer to the fact or state of having been affected by or gained knowledge
through direct observation or participation (Merriam-Websters, 2018). In this study, it refers to the
direct observation or participation and engagement of the student academically and socially.
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Academic. This refers to of, relating to, or associated with an academy or school especially
of higher learning (www.MB.com). In this study, it refers to the performance and engagement of
feelings in relation to what they have experienced in school and inside the class.
(www.MB.com).In this study, it refers to the engagement of the student to other people
Academic Experiences. In this study, it refers to the participation and engagement of the
Emotional Experiences. In this study, it refers to the feelings of the students that
Social Experiences. In this study, it refers to the engagement and communication of the
Student. This refers to a person formally engaged in learning, especially one enrolled in a
Transferee student. It refers to the one who moves from one school to another for reasons
other than promotion to the next level (Rumberger, 2003). In this study, it refers to the students
from secondary schools in Lanao area, either private or public school, that were enrolled in
Zamboanga del Sur National High School last school year 2017- 2018.
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The study will consist five chapters: Chapter 1 The Problem, Chapter 2 Review of Related
Chapter 1 will include the introduction of the study, perspective of the researcher, the
conceptual framework which will be the basis of the study, statement of the problem, scope and
limitations, significance of the study and the definition of terms used in the study either conceptual
or operational.
Chapter 2 will discuss on the literature and studies related to academic and social
adjustments and transferee student. It will also dig parts on literature related to conflicts that cause
Chapter 3 will cover the Research Methods, Research Design, Locale of the Study,
Research Sample, Research Instruments, Data Gathering Procedure and Statistical Treatment and
Analysis of Data
Chapter 4 will present the general and specific data gathered from the participants.
Chapter 5 will focus on the conclusions identified from the results and the possible
recommendations and suggestions for the people who will gain significance with this study.
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Chapter 2
This chapter reviews the literature related to the experiences of the transferee students,
which will provide bases for the interpretation of the data that shall be gathered later.
student. For a precise definition, one needs to consider more than the fact that the student moved
from one school to another, as there are usually other critical variables involved.
changes of school either once or on repeated occasions, at timesother than the normal age at which
children start or finish their education at a school. Looking into it, it has been observed that there
is no precise distinction between transfer for promotion or not although he alludes to the latter.
Another definition similar to Strand given by Rumberger (2002) is that it refers to “…students
moving from one school to another for reasons other than being promoted to the next school
level…”. No distinction is made between mobile students who also move residences or make other
significant changes.
However, according to Grais (2011), transferee students move schools not just due to
promotion. There are other possible reasons that students move from one school to another. In his
study, it has been revealed that transferee students described intense emotions related to their
change of school. It is important to look into the confirmation to the supposition that each
transferee student is unique and that they also need a healthy and diverse support system for them
to adjust to their new environment. It also gave emphasis on the need of the students for equally
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diverse supports with the role of the high school counselor and with a school that supports a
transfer curriculum.
Due to large proportion of mobile students who also change residence, some researchers
believed that the definition of student mobility should include a distinction between students who
only move schools, students who only change residence, and those who change both. To meet this
need, Swanson and Schneider (1999) developed a new definition of student mobility that treats
residential mobility and educational mobility as independent events. Thus, they defined
educational mobility as a nonroutine change of schools that is not a result of normal grade
promotion within a school system, such as a move from a public middle school to the residentially
There had been a handful of studies conducted about transferee students. One of which is
the study of Eddy (2011) on the effects of student mobility on their achievement. Mobility and
students’ achievement connection are quite difficult to establish due to the idea that student
transferring to another school has many factors to possibly consider. It was shown in the study that
mobility has been common among students who demonstrated achievement gaps in a traditional
manner. Her research is sought with a meaning of transferring as admittance to more than one
school in the given district over the period of one academic year. The research has its attention on
the effect of transfer on students classified as low-income and the school mobility level on
academic achievement of its students. Criterion referenced test scores in mathematics and language
arts were used to determine academic achievement. Findings gave evidence that transferee students
performed less than non-transferee students. Accordingly, low-income status affected mobile
students in a negative way and mobility level of the school attended had a negative effect on the
However, in the research conducted by Heinlein and Shinn (2000), it has been revealed
that there is no relationship between transferring and succeeding achievement when preceding
achievement has been controlled. The study replicated both findings among almost 800 sixth-
graders in a mobile school district in New York City, with mobility being defined by school
changes, achievement assessed with standardized tests and age-grade progress, and eligibility for
free or reduced price lunches controlled. It was suggested that a third variable such as the
background of the family should be taken into for both mobility and achievement. Early mobility,
prior to third grade, was a stronger predictor of sixth-grade achievement than later transfer of
student.
Understanding Timing and Extent of Mobility by Anderson and Leventhal (2016), residential
mobility has been seen as an undesirable event for adolescents’ development. The study
investigated the associations between childhood, adolescent and child-adolescent mobility and
adolescents’ achievement with which in this study focused on Math and Reading, and problems
relating to their behavior. It was brought to light in the results that multiple, child-adolescent
transferees had more internalizing problems in adolescence compared to their friends, but did not
For Rumberger (2003), student transferring can harm the students who move from one
school to another as well as the classrooms and schools they attend. He studied the scenarios that
had happened, the causes, and the result of student mobility in the United States. It then revealed
that the causes and effects of students transferring are more complicated than many people thought
of. It was also tackled in his study what parents or guardians, schools, districts and policymakers
Moreover, it has been observed there has been an increasing numbers and diversity of
transfer students. Thus it was deemed important to examine how their unique characteristics
influence transfer and subsequent integration into their new environment. In 2012, Strahn-Koller
conducted a study that explored if students who transferred from 2-year to 4-year institutions
experienced differences in transfer shock, academic and social integration. The sample of the study
was taken from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). Age was
considered as the main independent variable in the analysis of the data. A group of transferee
students were defined as those less than 24 years of age, while another group of transferee students
were those 24 years or older. Linear regression was used to examine whether the two groups of
transferee students experienced differences in transfer shock, level of academic and social
integration after their transfer. However, the findings suggested that there is no relationship
Another study related to transfer and transitioning was conducted by Ali and Antoine
(2016). They studied the student’s experiences in a secondary school in Trinidad and Tobago. A
process of students who transferred from one secondary school to another, as they appeared to
have a hard time dealing and adjusting to a new school environment. There are five students, two
of which are male and the remaining are female students, from Forms 2 to 4, at different stages of
transitioning, and three of their teachers were selected using purposive sampling to participate in
the study. Data collected through interviews were analyzed using the Constant Comparative
Method. Findings have shown that transitioning positively affected them as they experienced a
stable environment in their new school; and negatively affected them academically, with males
faring worse than females. Their negative experiences diminished over time as they adjusted and
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found their role in the new school environment. The insights gathered from the study can be useful
to the school administration and the education system in understanding the transitioning process
Academic Experiences
Within every high school, there is a large group of particular students at especially high
risk of academic failure aside from social failure. These students are usually those who have
transferred from one high school to another. Research has shown that these transferee students are
at a higher risks of failure and not graduating, compared with non mobile students (Titus, 2007).
This has not been an unusual scenario in view of the fact that many of these students does not only
change high schools but also change residence, region, countries and even languages of instruction
(Davis &Bauman, 2008). However, it is sad to note that these are often overlooked by the school,
In 2012, Stewart and Martinello did a study about transferee students which examines the
first year grades and their course withdrawals. They used data from a number of introductory-level
courses at one Canadian university. Community college transferee students were tried to compare
and relate to transferee students from other universities and to non-transferee students on several
measures of academic success. There were no significant differences that can be observed with
regards to the withdrawal of the course rates and final grade of the course of college transferee
students and those of non-transferee students. However, it was shown in the study that students
who had moved from other schools obtained higher final grades.
There are times that transferee students have significantly lower achievement test scores,
higher failure rates (Titus, 2007). It is once said by Rumberger (2003) that student mobility can be
Social Experiences
There had been a study about a phenomenology of transfer. In it, experiences of students
students described their experiences during their transition from their old school to the new one.
experiences of the participants of the study as well as a research method. Key themes incorporated
the importance of online resources in assisting the process of transferring, the significance of
supportive institutional agents, the importance of academic and career goals, and the comparative
lack of highlight on having a more social college experience. The study was made with a hope to
set up, the factors differentiating persisting and non-persisting transferee students, and means that
receiving institutions can do to be more responsive to the needs of transferee students (Nunez,
2017).
For Martinez (2016) in her study in relation to the experiences of transferee students by the
in higher education. Big numbers of students who are underserved, with low income, first-
generation college students and students of color are likely to start their college education in
community colleges. Nevertheless, it was shown that even if there are students may have intentions
to transfer and gain a bachelor’s degree, there are still quite a few that do not. It is also significant
to note what transferee students have as resources to be successful in the degree that they have
attained. Accordingly, their study was made to appreciate the after transfer experiences of
underserved transfer students associated to transitioning after they enrolled at the new school when
existing in a native student paradigm, meaning in an environment ruled on students who started at
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the institution. The case study was led by transition theory and was done to gain an understanding
of the factors that played a part to the after transfer experience of students, with a special interest
in aspects of the institution. Research participants were asked to fill out a demographic
questionnaire online. There were 27 individuals selected to take part in one round of interviews
which usually range from 45 to 60 minute. The findings have shown that there were challenges
that participants have encountered in both academic and social aspect. By transitioning capital,
challenges were alleviated by the participants and contributed to their incessant transitioning at the
higher institution.
Emotional Experiences
Ross and Rivers (2018), made a study relating to the emotional experiences of language
research focused primarily on emotions experienced within the classroom, rather than in the daily
lives of learners within various social contexts. It contended that the focus placed upon emotions
within the relatively structured environment of the formal classroom is problematic, particularly
within an ESL environment, as the target language is more frequently experienced beyond the
classroom. Drawing on data collected within Australia, the study explored the emotional
experiences of a small cohort of eight university-level ESL learners experienced within their
various social interactions beyond the classroom with a specific focus on the emotions of hope,
enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences
beyond the classroom were particularly intense in comparison to emotional experiences within the
relationships. In the study of Reeve (2005) about the emotional experiences beyond the classroom:
Interactions with the social world, he stated that “emotions are considered short-lived, feeling-
arousal purposive-expressive phenomena that help us adapt to the opportunities and challenges we
face during our important life events.” There are four different dimensions mentioned in his
definition which are Feeling, Arousal, Purposive and Expresiveness. Emotions are often described
as an individual’s own subjective experience of an event, and this is what the “feeling” aspect of
the definition denotes to. “Arousal” takes human physiological reactions that often occur
simultaneously with specific emotions into account. The “purposive” element can be related to the
manner in which emotions are directed towards individual goals. The final element of
Based on the review of related literature, it has been found that there is still a lacking
materials related to the academic, emotional and social aspects. Thus, this study is proposed to
look on the academic, emotional and social experiences of the transferee students of different
schools from Lanao del Sur to Zamboanga del Sur National High School.
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Chapter 3
Research Methods
This chapter presented the research methods of the study. It include discussion on the
research design, research environment, subject matter, sampling techniques, instrumentation, data
Research design
qualitative method was thought to help in making the study. Specifically, it used In-depth
information in as many forms which are chiefly non-numeric, as possible. It focuses on exploring,
in as much specific features as possible, trivial numbers of instances or examples which are seen
as being remarkable or illuminating, and intends to achieve ‘depth’ rather than ‘breadth’ (Blaxter,
Hughes, Tights, 2006). In this kind of method, there is an exploration of the social world
dimensions such as the everyday life, experiences, significance of the meanings that they create
and even the imaginations of the research participants (Mason, 2002). It gives the readers a
connection to the participants of the study conducted and a profound picture of the lives that they
have. However, to have a definition of what qualitative research design means to tap not only one
person but a number of persons. Qualitative research is referred usually as a systematic yet
subjective approach to give emphasis and explicate daily life experiences and to further offer them
gave an idea of it as a process of inquiry of being aware and being able to understand through a
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unique way of questioning which delve into social dilemma or human problem. The researcher
assembles a multifaceted, holistic picture, analyzes words, takes into considerations the details of
informants, and have the study to be conducted in a natural setting but of which the participant
will not feel uncomfortable. There are still other people who have various definition of what
qualitative research is. But looking into these definitions, it can already give us the idea that
somehow people do make sense of something in the world. It can be assumed that it concerns a
multiple perspective and not just looking into the statistical data gathered upon having a certain
study.
expressed by participants in a study conducted. As the name implies, the subject matter of
phenomenology is the notion of phenomena, which Husserl has been referring to the things
themselves, objects, other people and even events that are happening around us. It may also involve
the reflection of one’s own conscious experiences, as one encounters them. For Husserl,
phenomenon comprises the things as they are set to our consciousness, be it in the way we perceive
things or as how we imagine or think or decide. The vital intention of phenomenology is to study
people.
Research Environment
The study was conducted at one of the secondary schools in Pagadian City, the Zamboanga
del Sur National High School. It was chosen as the research environment for this study because it
is regarded as a big school. There can also be a handful of participants that the researcher can get
ZSNHS currently has four curricula in every grade level to cater the different interests and
skills of their students. The following are: Science, Technology and Engineering Program (STEP),
Basic Education Curriculum (BEC), Special Program in the Arts (SPA), and Special Program in
Sports (SPS). STEP has additional and advanced lessons in Mathematics and Science. SPA has
supplementary art lessons which are commonly known to students as their majors, such as music,
multimedia and visual arts. SPS has also time for their practices in different sports which the
students majored in. Basic Education Curriculum sections are the sections which follow the usual
8 subjects provided to students and do not have supplementary and advanced subjects.
Every grade level of the Junior High Department of ZSNHS has an average of 22 sections.
The school usually have a population of around 4000 students yearly. Thus, making them the
Research Participants
The research participants of the study are transferee students from areas in Lanao del Sur
in the school year 2017- 2018 who are currently enrolled at Zamboanga del Sur National High
School.
The research participants of the study came from the different areas in Lanao del Sur. Their
demographic profile such as their age, gender, grade level and ethnicity was shown on table 1 as
Looking into the first table, it can be noted that more of the respondents in this study are
female. There was only one male respondent that agreed to be a part in the study. The respondents’
ages range from 13 to 18 years old. There were four respondents from grade 9 while the remaining
6 respondents equally came from grade 8 and 10. Sixty percent of the respondents are Maranaos
24
while there were two students who were Maguindanaon. The two remaining students were Tausug
and Subanen.
Table 1.
Profile f
Gender
Male 1
Female 9
Age
13 2
14 3
15 1
16 1
17 2
18 1
Grade level
8 3
9 4
10 3
Ethnicity
Maranao 6
Maguindanaon 2
Tausug 1
Subanen 1
N=10
During the data analysis, names of students were changed to codes to protect the
confidentiality and privacy of the students. Codes such as TS which refers to Transferee Students
with a corresponding number were used to identify the said students’ responses during the analysis
of data. Codes are from TS1 to TS10 since there were 10 respondents. On the presentation of data,
Sampling Technique
illustrated by the integration of specific criteria met by the participants at the moment when they
were selected. On the other hand, snowball sampling is a type of purpose sampling where existing
participants recruit future subjects from among their acquaintances. Thus the sample group appears
Purposive sampling was considered in this study to identify the participants. As mentioned,
there were specific criteria to be met in order for the student to be considered as participants with
which those who have encountered scenarios or incidents that are related to the phenomenon being
researched and studied upon. Specific criteria were elaborated in the research participant section.
Since there is no much data from the school about the transferee students from different areas in
Lanao del Sur that transferred during the siege, the researcher also worked out on having
respondents through Snowball Sampling. There were respondents who have known other students
with the same criteria as them and gave information for the researcher to contact them.
Instruments
The researcher used an interview guide questionnaire out from the open-ended or semi-
structured questions that came from the statement of the problem produced during the initial part
of the figuring the instruments to be used. In collecting data, profound interview was used as it let
The interview guide questionnaire was divided into three parts. The first part is more on
the engaging question in order to build rapport to the research participants. The second part is
composed of the exploratory questions which are based from the statement of the problem. Aside
26
from the main questions, there were follow up questions asked to the respondents in order for them
The last part is the exit question. It gives the respondents a chance to ask some questions
In data gathering, the researcher gave a letter of permission noted by the dean of the
Graduate School Department to the school head of Zamboanga del Sur National High School-
Junior High. After the approval, the researcher found and identified possible research participants
that fit to the criteria needed for the research sample of the study. After identifying, participants
were given informed consent. It was included in the consent, the understanding and voluntary
participation of the participants, their rights to decline in answering uncomfortable questions for
them or end the interview, the confidentiality of the information that they gave and their privacy.
The data gathering phase happened from February 12-19, 2019. The interview process was
recorded through a phone recorder with the permission from the students involved prior to the start
of the session. Follow up interview sessions were schedule for follow up questions and to clarify
At the end of the interview, respondents were thanked for their participation. Snacks were
also given as a gratitude for their involvement. After the interview, the transcription process
followed. Data obtained from interviews was analyzed and transcribed last February 20 to 26,
2019.
27
Data Analysis
InqScribe Transcription Software was used to help in transcribing verbatim the audio
recordings. Keyboard controllers and word processor document were used to have an easy access
in playing and rewinding the audio records. After transcribing the audio recordings, the researcher
read a couple of time the responses given by the research participants and remove assumed
unnecessary statements. The researcher then started translating the transcription in English.
Afterwards, the researcher took key words, significant phrases and statements out from the
responses. How the statements were stated by the respondents was also taken into consideration.
Keywords, phrases and statements were analyzed, categorized and organized into themes
that were considered to emerge during the coding process. Lastly, the data were interpreted by
identifying reoccurring themes throughout the responses of the respondents. The differences and
Ethical Considerations
In the proposed conduct of the study, the ethical concerns are taken into great
consideration. Researcher is taking the responsibility of adhering to, as much as possible, high
ethical standard to ensure the integrity of the research process. The researcher provided a letter of
permission to do the study to the principal of the school. After the approval from the school head,
letter of permission to the parents were given to the parents. Permission from parents of the
students was deemed necessary since they are still minors. After which, informed consent were
given to the students. They were given an explanation as to why the study is conducted and what
will happen to the data that will be gathered. As mentioned in the data gathering procedure, the
understanding and voluntary participation of the participants were included in the consent. There
28
were terms and conditions of which the participant have the right to do or not depending on his or
her comfort. Confidentiality and protection of data were assured to the students.
The privacy of the student’s identity were also considered in the conduct of the study. Each
participant were assigned with a code so that their real name won’t be used in quoting their
statements. The researcher did the necessary means of protecting the participants by having the
interview in a place wherein there were no other people to listen and hear out their answers and
experiences.
29
Chapter 4
This chapter presents data gathered from the ten transferee students of Zamboanga del Sur
National High School to know the academic, emotional and social experiences as they transferred
A. Academic Experiences
The ideas of the respondents with regards to their academic experiences are presented in
Shown on Table 2 in the next page were the identified respondent’s academic experiences.
There were seven students who concurred that they have experienced recited in class discussions
and graded oral recitations while there are four respondents that have experienced talking in front
of the class just to represent their group’s work as topic presenter or as a reporter. Looking on the
respondent’s answers, three of them have experienced to lead a group and two were even
nominated as class officers and club officers. There were four who were recognized as an achievers
in quarterly convocations and been a with honor student during the school’s convocation at the
end of the school year. While there were two who have experienced getting a low grade in some
subjects.
During the interview, some of the respondents validated these assumptions. One of the
“ok raman pud diri ma’am. Makasabot rapud mi. Makarecite din po ako
kung oral recitation po. Padugang sa grade namin. Maayo kayo sila (teachers)
muexplain makasabot rapud ko. So kapag may oral, nakakaanswer din po
paminsan-minsan (It’s okay here, ma’am. We can understand. I can recite when
30
there’s an oral recitation. Additional to our grades. The teachers are very good that
when they explain, I can understand. So when there’s an oral (recitation), I answer
sometimes.).”
Table 2.
Themes
f
Had recited in class discussions 7
Got low grades 5
Been a reporter for group presentation or reports 4
Been an honor student 4
Been a leader for group activities 3
Been an officer (Classroom and Subject) 2
Note. N=10; multiple response
TS10 (15 years old, grade 9) also shared his experience in relation to recitation in class and
“Kuan po. Uhm, sumasagot po ako kung tinatanong po ako sa klase. Oral
(recitation) Ma’am. Pero hindi sa tanang subject. Sa Math minsan. Ang iba
mahirap na. Na lowest nga ako sa ArPan nung first grading noon ni Ma’am M.
Puro dates tapos ang hirap mamemorize. Pero ok naman (Uhm, I answer when I
am asked in class. Oral (recitation) Ma’am. But not on all subject. In Math
sometimes. Other (subjects) are hard. I even got the lowest (score) in ArPan during
the first grading before of Ma’am M. It’s more of dates and it’s hard to memorize.
But it’s still okay.).”
TS3 (female, 13 years old, grade 8) answered when asked about her academic experiences:
This was also given emphasis on the study of Titus (2007) about the strategies and
resources for enhancing the achievement of mobile students. It was revealed in the study that there
is indeed a relationship between high student mobility or transferring of student and low academic
achievement. It is a challenge for the faculty and administrators of the school to foster also the
growth of the transferee students with respect to their academic achievement. It was explained in
his study that transferees tend to be disadvantaged in some ways compared non-transferees. These
may not be true to all transferee students, however, it was shown in this study that there is a
significant relationship between low academic achievement and transferring of students from one
school to another.
Even though they are transferee students, there are some that still excel inside the classroom
premises. It was shared by TS6 (female, 14 years old, Grade 9) when asked about her academic
experiences:
“Na honor po ako last year ma’am. Yung with honor(s). Umabot po sa 90
yung average ko... Yung, kuan, medyo mataas ang grado. Hehe. Kasi ma’am, kung
nagpapaoral yung mga teachers naming, nagtatry po ako mag answer kahit di po
ako sure sa answer ko (I am an honor student last year, ma’am. With honors. My
average reached 90…It was quite a high grade. Hehe. It’s because ma’am, if the
teachers will have an oral recitation, I tried to answer even if I am not sure with
my answer.).”
Looking back on the study of Martinello and Stewart on 2012 on how the transferee
students differ to non-transferees, it was revealed in the study that students who had moved from
other schools achieved higher final grades. This validates the result that came out from the
responses of the interviewees.
TS2- A grade 10 female (17 years old) student mentioned that:
“…naging officer po ako sa klase. Secretary po. Vice (president) po sana
yun kaso sabi ko ayaw ko. Tagasulat ako kung may report… naging honor po ako
32
ng 2nd and 4th grading.. (…I have been an office in class. I am a secretary. It should
be Vice (President) but I told them that I don’t want to. I’m the one who writes if
there are report… I was an honor student in 2nd and 4th grading…). ”
Another female student (TS5, grade 9, 16 years old) shared her experience about their group
activities inside the class:
“Di ako nakakaintindi ng Bisaya noon. Kaya nahihiya ako magsalita. Pag
may activity sa klase na di ako masyado nagsasali. Tapos hanggang sa ako yung
pinapareport nila sa Filipino. Hehe Kasi nga tagalog. Minsan naging leader din
ako sa grupo pero sa Filipino lang rin. Sige nalang ako (I can’t understand Bisaya
before. That’s why I am shy talking. If there’s an activity in class I don’t talk much.
Until they asked me to report in Filipino. Hehe. Because it is tagalog. Sometimes,
I became a leader in the group but in Filipino (subject) only. It’s fine for me.).”
The result yielded relating to the leadership of transferee students in classroom activities
somewhat contradicts the study of Langenkamp, Muller and Sutton (2013). It was proven in their
study that it could be challenging on the part of the transferee students to participate both curricular
and extracurricular activities. Accordingly, transferee students who were actively involved in
school activities at their former schools may lose the opportunity to participate in the same
activities at their new school. Moreover, transferee students were thought to be less likely to serve
in leadership positions. There is an idea that leadership positions are usually awarded to a more
senior students who have shown strong leadership qualities throughout high school. That being
said, a student who just moves to a new school may miss the opportunity to hold these positions
The notion that there are three out of ten from the respondents that became leaders in some
group activities in their classes and two became classroom and club officers should also be taken
into consideration. Even if students just move from another school there are those who still take
risks in trying to participate and be involved in service for other students. Being a part of the
33
classroom officers and leading other classmates are in one way or another a start into a higher
B. Emotional Experiences
Emotional experiences, either negative or positive, differ among the respondents. Such
Table 3.
Themes
f
Happiness 8
Hopeful 4
Anxiety 2
Frustration 4
Embarassment 2
Mixed Emotions 6
Note. N=10; multiple response
Research participants shared their feelings as they transferred to ZSNHS. TS7 (14 years
old, grade 8) disclosed that at the start they were quite anxious in the new environment that they
were in. According to her:
“katu lang first nako pag anhi kay didto ko nakasulod sa section B. Dili ko
ganahan. Mi transfer ko sa section naku run. First naku atu mam kay kanang
daghan miingon na hadlok daw sya (Sir C). Nahadlok nalang pd ko. Mao mi ask
ko na mutrasnfer ug section (When it was my first time coming here I entered in
section B. I don’t like there. I transferred to the section I am now. It was my first
time and there are many students that told me that he (Sir C) is frightening. So I
was then scared.)
kinder to gr. 11. I should be grade 11 ma’am… 1st day of school I already have
friends. They are good. It is the same in the other section, since she is a friend of
my acquaintance we became friends too. It’s happy. I don’t miss our place that
much. But I can remember about there, sometimes. Sometimes I want to go back
there. Sometimes, I don’t since there’s always war there)”
It can be noted in TS4 that there were a mixed feelings of being anxious, hopeful of going
back to their homeplace and happy at the same time. Furthermore, there were also other
respondents that shared some of their frustrating and embarrassing experiences when they
transferred in ZSNHS. Those were revealed in their statements during the interviews:
“…kay tulad ng di ako marunong magbisaya. sinasabihan nila ako na di
ako marunong… mag joke nalang ako tapos kung may salita ako na di tama
pinagsasabihan nila ako ng paulit-ulit. Nagagalit na ako minsan. Minsan
nakakahiya na rin kasi. Ayoko na sabihin ang mga mali ma’am. Nakakahiya
(…like for example, I don’t know how to speak Bisaya, they told me that I don’t
know… I just make jokes but when I said a wrong word, they always tell me again
and again. I get angry sometimes. Sometime, I get embarrassed. I don’t want to
tell the wrong (words) Ma’am. It’s embarrassing…)”- TS8, grade 9, 14 years old.
“…nindot siguro diri. pero naay times na mingawon kus ako mga friends
didto. kay mura kami ug mag igsoon sa ako friends didto. Usahay makahuna-huna
ko didto na makabalik name didto…(…it’s probably nice here. But there are time
that I miss my friends there (homeplace). It is because my friends there are like
my siblings. There are times that I can think about there that we can go back…”-
TS2
Although some have felt negative feelings on their first few weeks or months in their new
school, it can be taken into account that most of them became used to their new environment,
showed signs of being happy formed good friendships with their classmates and schoolmates.
These assumptions strengthen the study about Transfer and transitioning of Ali and
Antoine (2016). The study disclosed that the students were negatively affected during the initial
stage of adjusting to their new school when they transferred in. It was considered in their study as
transfer shock to the transferee students. At first, students felt isolation, anger, anxiety, sadness,
and fear, but those feelings gradually diminished as they became more familiar with the students,
teachers, and school. The feelings of the students who initially had mixed feelings about them
C. Social Experiences
The researcher also look on the experiences of the transferee students in relation to their
social relationship with their teachers and classmates. Their responses were placed in the
Table 4.
Themes
f
Gained positive relationship with classmates and teachers 10
Language Barrier 6
Misconception about culture 2
Note. N=10; multiple response
There are scenarios in which transferee students reported that in the beginning of being in
class they have fewer interactions with their classmates compared to those who are not transferees.
Two of the reasons revealed when the interviews were analysed revolved on the idea of the
respondents having difficulty talking in Bisaya or their classmates having a hard time talking to
them in Filipino language and having a false impression with the respondent’s ethnicity and the
culture related to it. This affirms the National Survey of 4 Student Engagement in 2008 and study
of Townsend and Wilson in 2006 about the academic and social integration of persisting
community college transfer students that making new friends is often one of the concerns of
transferee students. It was also reported that native students lose motivation to bond and to
intentionally invite transfer students to participate in collaborative assignments, study groups, and
other common intellectual experiences. These experiences are testified by some of the respondents
that said:
have a hard time befriending me because they don’t usually speak tagalog. Then I
don’t have friends, I am alone…).”-TS6
“lagi nila akong sinasaway na di daw ako marunong magbisaya… gusto
nila na magbisaya ako na hindi daw ako magtagalog. tapos di nalang ako papatol
sa kanila…(they always tease me that I don’t know how to talk in Bisaya…they
want me to talk in Bisaya not in Tagalog. Then I just don’t mind them.).”-TS10
concerning their ethnicity and the culture that they have. TS3 stated that:
“…mi try sila mam na bullyhon ko mam. daun ireport daun naku sila mam.
daun adto sila sa guidance mam. sige ra sila mag ingon mam na kadalasan daw
mam kay mga hugawan…(They tried to bully me, Ma’am. I reported them and
they went to the guidance (office) Ma’am. They always say that most of the time
(Maranaos) are untidy…)
“Mangutana sila naku mam sa ako middle name dayon maingon nako na
subanen ko. daun ibully ko nila na manghiloay daw mga subano ma’am…(They
asked me about my middle name then I just told them I am a subanen. They just
bully me telling me that subanen are sorcerer…).”- TS1
38
Another matter to consider is the relationship of the transferee students with their teachers.
It appeared that quality student-faculty interactions help students socialize to the norms of their
school and create a closer bond between student and the institution of the school they belong with
“Diri sa skul mam kay nice mam. kay gilantaw nila mi diri na sarili nila
na anak mam. first pa jud naku diri kay wala pajud ko friends. Si Ma’am E kay
gistoryahanay ko niya mam. tungkol sa regulations sa skul na bawal ana ani.
dapat daw ko makihalobilo sa akong mga classmate para dili ko ma lonely sa
school (it’s nice here in school ma’am. They (teachers) look at us like their own
children ma’am. At first, I don’t have friends here. Ma’am E talks to me about the
regulations in schools that the do’s and don’ts. She said that I should get with my
classmates so that I wont be lonely in school.).”- TS5
However, the notion of friendships being formed that was generated out from the
statements of the respondents rebutted some of the claims of Howard and Johnson (2004) that
making friends, fitting in and dealing with bullying were assumed to be the biggest challenges
encountered by the transferee students. So far, it didn’t took long for the respondents to have
“…1st day of school naa na daun koy na friends… (During the 1st day in
school, I already made friends…).”- TS2
“…first dito kay wala pa nako na friends mam ang mga boys. puros girls.
mahiya ako sa kanila tapos sila yung lumalapit mam. sige mag hi! Hi! tapos
tanong mam daghan kau. tapos week weeks naa na ang mga boys. tapos mi try
sila mam na bullyhon ko mam. daun ireport daun naku sila mam. daun adto sila
sa guidance (office) mam. sige ra sila mag ingon mam na kadalasan daw mam na
Muslim kay mga hugawan … si mam (guidance counsellor) ra gyud mu kuan sa
tanan mam. Muhandle. (At first I don’t have boy friends. All are girls. I am shy at
them then they were the first one that came to me. They always say Hi! Hi! Then
39
they have lots of questions. Weeks after, I already have boy friends. They tried to
bully me Ma’am. But I always report them to the guidance office ma’am. They
always said that Muslims are untidy… The guidance counsellor will just handle
it.).”-TS3
“First time naku pagtransfer nku kay hilomon ko. wala kuy friend. pila ka
adlaw ug weeks kay ako ng sabaan. pero mamansin pud sila ug una. kabalo sila
makigfriend. ok rapud sila. daun wala pd kuy maistorya sa ila mam. (The first
time I transferred here was I was quiet. I done have friends. Days and weeks later,
I was already noisy. But they (classmates) came to me first. They know how to
make friends. They are okay. I don’t have anything to say about them.).”.-TS10
“First jud nakung sulod kay na shock ko kay dili ko anad na makig duol-
duol sa akong mga classmates. tingala ko kay gipasulod ko nya (teacher) sa room
kay naay isa ka babae na miduol naku ug nangutana ug unsa ako ngan. nakigshake
hands sya naku daun naulaw ko…kay wala koy experience na nakipaglamano ug
laing tawo. Dayon di sila kasabot kay wala sila kasabot asa ko gikan, dayon ana
ko Maranao ko. dayon ana sila na ahhh kuan mana sila... daun wala nalang pd
ko. dayun ganahan ko ni ma’am kay giintroduce ko nya sa tanan. ana sya na
amiguhon daw ko, dayon pila ka adlaw nakakita ko ug mga amiga na (first time I
entered, I was shocked because I am not used in getting near my classmates. I was
confused when my teacher asked me to go inside the room then there’s a girl that
came to me and asked what’s my name. She shook hands with me and I got shy…I
don’t have experience shaking hands with other people. Then they cant understand
me because they don’t know understand where I came from. I said I am a Maranao
then they said ahh, they are like that… I just didn’t mind it. Then I like ma’am
because she introduce me to all. She said to befriend me. Then after a few days I
found friends.).”
“…una nakung ari dri nku kay ulaw daun ulawon kau ko sa tanan.
dauntingala ko kay kalit lang sila ug duol naku daun ana sila na hi ako si blah
blah. daun ako na daun pinakasabaan murag ako ang pinakasabaan…(My first
time coming here is embarrassing. I am very shy. Then I was shocked because
40
they just went nearme and said Hi! I’m blah blah. Then I became the noisiest, I
think I am…). ”-TS9
D. Proposed Guidance Intervention Program
When respondents were asked if they have an idea in mind of what is needed in school that
can help transferee students like them. Some didn’t say anything. However, there are three
respondents that gave their idea through writing it instead of saying it. Moreover, there are also a
students to enhance the guidance services provided by the school’s guidance office (see appendix
41
___). The proposed program revolved on the three guidance services: Prevention and Wellness,
Tutorial services are proposed to facilitate and assist transferee students who are not
familiar with the usual dialect/ language used in the school and in the community and have a hard
time adjusting to their new environment. Giving orientation to students on the school rules and
regulations and the guidance services were also deemed important. Thus, it is included in the
intervention program.
One student mentioned that transferee students should also be given scholarships. Thus, it
was also taken into consideration when making the intervention program. Referral of in need
students to scholarship providers is considered to help students who are already adjusting and at
There are proposed activities for the evaluation of the guidance programs that the students
can avail. Evaluation is needed to know if the services given by the Guidance Counselor is
effective and if there’s a need to revise it to accommodate another sets of students yearly.
42
Chapter 5
This section presents the summary of findings, conclusions and recommendations based
Summary of Findings
1. What are the participants’ experiences with regards to the following aspect?
1.1 Academic
There were lots of academic experiences that the respondents have lived through. However, data
analysis revealed that most of their experiences have to do with oral recitations during class
discussions and graded performances. They had a hard time sharing their thoughts as they are not
yet that good in speaking Visayan language. Nevertheless, their teachers and some of their
classmates explained their lessons, talked and translate Visayan words to Filipino in order for them
It was further revealed that they have also experienced talking in front of the class to report
groupworks assigned to them. Others have led a group while others have experienced being an
officer. There were respondents who got low grades in some subjects as they were still in the
transition stage of being a transferee students while some adjusted enough to get high grades and
1.2 Emotional
Data shown that during the initial stage of attending classes in Zamboanga del Sur National High
School, respondents were dealing with either negative or mixed emotions. There were respondents
43
that shared anxiety-filled experiences while most were trying to hold up themselves from being
anxious, hopeful of going back to their homeplace and happy all at the same time.
Furthermore, there were also frustrating and embarrassing experiences that the respondents have
acquired during the first few weeks or months in their new school. However, it should be noted
that as they became used to their new environment they have also experienced positive emotional
1.3 Social
The data presented in relation to the social experiences of the transferee students led to three
general idea. Their responses focused on language barrier during the early stage of being a
transferee student in ZSNHS. Some have also experienced hearing misconceptions and false
However, all students have agreed in one experience. That is gaining positive relationship with
2. Based on the findings, what action plan or guidance intervention program that can be developed
A guidance intervention program was developed based on the responses of the transferee students
to improve the guidance services provided by the school’s guidance office (see appendix ___). The
proposed guidance intervention program focused on three guidance services which are Prevention
Conclusion
The study concluded that transferee students had gone through different experiences in
their academics, with their emotions and their social relationship. It can be assumed that indeed
these students have had a hard time trying to be used to their new school and at the same time
44
trying to understand a language quite unfamiliar to them. It can also be inferred that even with the
difficulties they first experienced, they have also managed to adjust as they have excelled in their
Recommendations
Given all these findings, conclusions and implications, the following recommendations are
put forward:
1. Youth (students or not) should keep on living despite the circumstances one may have gone
through. If one is attending his or her studies, he or she should continue with it in order to gain
more knowledge as to how to end wars and conflicts without using guns, bombs, bloods,
aggression and violence. If one stopped studying for the meantime, one should worked on enrolling
to either formal or informal school. Challenges in life shouldn’t hinder a person to continue
learning.
2. Parents should look into consideration the place they will settle in with their children. As
much as possible, it should be a priority to live in a place away from wars, battles and conflicts to
avoid not just physical damage but also in the emotional, social and other aspects’ of one’s life.
3. School administrators and faculty should make intervention programs that will suit to the
needs of the students, whether transferees or not. They must keep their school being child-friendly
in order for the students to feel secure and accepted when they are inside the school and classroom
premises.
4. People in the community particularly those people sitting in the higher positions in the
government and non-government organizations need to plan out necessary actions to stop wars
and conflicts that are happening to different parts of the Philippines especially in Mindanao.
Children and civilians were affected as they became and will be victims of conflicts between the
45
government and rebel groups. It brings great trauma to the victims to be trapped in the middle of
exchanges of guns and bombs or evacuate their homes without bringing anything aside from
themselves.
5. Future researchers may conduct similar studies in another locale with more numbers of
transferee students as respondents. One can try to use case study to gain deeper information in