TRAVAILS OF GRADE 11 BRIDGING STUDENTS 146

APPENDIX O

Clustered and Emerging Themes

Table 3. Clustered and Emerging Themes

Formulated Meanings Clustered Themes Emerging Themes

The relationship between the Attitude towards learning Personal Issue

bridging participant and the teachers
was hindered by fear which led the
participant not to approach nor give
concerns regarding academic
matters.
It was hard for the bridging Attitude towards learning Personal Issue
participant to cope with the lessons
since he didn’t approach
his teachers.
The bridging participant had more Attitude towards learning Personal Issue
time in sleeping than studying.
Laziness affected the performance Attitude towards leaning Personal Issue
and complying of requirements of
the bridging participant.
The bridging participant spends Attitude towards learning Personal Issue
more time in sleeping.
Shyness affected the bridging Attitude towards learning Personal Issue
student’s performance.

The bridging participant thought Attitude towards learning Personal Issue

that the problem with him is
laziness.
The bridging participant is sleeping Attitude towards learning Personal Issue
late.

The bridging student had an issue Attitude towards learning Personal Issue
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 147

with his fear and shyness that made

him fail to approach his teachers
with his concerning matters.
The bridging student had a hard Attitude towards learning Personal Issue
time keeping up and skipped too
much classes during grade 11.
The bridging student skipped too Attitude towards learning Personal Issue
much classes that it affected his
experiences at school.
Being an irresponsible student Attitude towards learning Personal Issue
affected the grades of the bridging
participant.

The bridging participant failed to Attitude towards learning Personal Issue

pass his/her requirements because of
laziness.
The bridging student was pressured Attitude towards learning Personal Issue
and it affected her performance.

It was the bridging participant’s Attitude towards learning Personal Issue

own efforts and abilities to learn the
lessons that they couldn’t
understand or didn’t have a chance
to hear from the teacher.
Tardiness was a problem of the Attitude towards learning Personal Issue
bridging student. The bridging
participant was also never
confident with his/her answers.
The bridging participant admitted Attitude towards learning Personal Issue
that he had lack of responsibility by
not attending classes and
participating in activities.
The bridging participant admitted Attitude towards learning Personal Issue
that he/she became careless with his
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 148

attendance.

Whenever the bridging participant Attitude towards learning Personal Issue

knew that he/she was going to be
late, he/she just completely skips
his/her classes.

Skipping classes led the bridging Attitude towards learning Personal Issue
participant to learning nothing
during junior high school.
Skipping classes heavily affected Attitude towards learning Personal Issue
the bridging participant’s
performance during high school.
The bridging participant thought Attitude towards learning Personal Issue
that what affected his/her
performance was his/her behavior.

The bridging participant thought Attitude towards learning Personal Issue

that having a lazy behavior affected
his/her performance at school.

The participant failed on E-Tech Attitude towards learning Personal Issue

because of carelessness.

Anxiety took a huge coverage on Attitude towards learning Personal Issue

the performance of the bridging
participant which caused him/her

to earn low grades than what he/she

wanted to have.

Anxiety on activities affected the Attitude towards learning Personal Issue

bridging student’s ability to have
better grades.
The relationship between the Family problem affects Personal Issue
bridging student and the parents learning
gravely affected her participation in
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 149

class.
Due to the relationship of the Family problem affects Personal Issue
participant to the parents, the learning
bridging participant lost the interest
to leave the house.

Since the bridging participant’s Family Problem affects Personal Issue

relationship with her family affected learning
her performance, she made it easier
for herself not to exert effort
anymore on classes.

The bridging participant was the Family Problem affects Personal Issue
only one who had family issues and learning
was the only student in the

class who always skip classes.

The bridging participant really had a Family Problem affects Personal Issue
hard time participating with the learning
school group activities because of
his/her strict parents.

The heavy words that were spoken Parent’s attitude affects Personal Issue
by the bridging participant’s parents learning
affected his motivation on studying.

The decision-making of the parents Parent’s attitude affects Personal Issue

affected the bridging participant. learning

The heavy words that were spoken Parent’s attitude affects Personal Issue
by the bridging participant’s parents learning
affected his motivation on studying.

The strictness of the bridging Parent’s attitude affects Personal Issue

participant’s parents affected and learning
lessened her motivation to go to
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 150

school.

Strict parents disturbed the Parent’s attitude affects Personal Issue

performance the bridging learning
participant towards academical
performance.

The bridging participant had a hard Lack of family’s Personal Issue

time explaining to his/her parents communication
due to lack of communication.

There was no person whom the Lack of family’s Personal Issue

bridging participant could talk to communication
regarding his/her problems.
Communication was hard between Lack of family’s Personal Issue
the bridging participant and his/her communication
parents.
The bridging participant and his/her Lack of family’s Personal Issue
parents did not have much time with communication
each other which
servedasanhindranceto
communicate.
Spending time with the bridging Lack of family's Personal Issue
program was not regretful with the communication
bridging participant since there was
nothing he could spend time onto.
Skipping classes led to failure Lack of family’s Personal Issue
which affected the relationship of Communication
the bridging participant and his
parents.
The bridging participant’s parents Lack of family’s Personal Issue
were mad, yet they were aware that communication
the bridging participant was having
a hard time with Mathematics. On
the second semester, the bridging
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 151

participant failed to tell his/her

parents.

The bridging participant hid from Lack of family’s Personal Issue

his/her parents that he/she was communication
sleeping late to escape the scolding.

The bridging participant’s Lack of family’s Personal Issue

confidence around his relatives was communication
low and prevented him/her to
interact with his/her cousins, yet
he/she was honest with his/her
parents.

House responsibilities were one of Responsibility at Home Personal Issue

the causes of time constraints for the
bridging participant.
Responsibility was an asset to the Responsibility at Home Personal Issue
possible causes of the failure to the
bridging student since it was a
reason why she skipped classes.
Confidence affected the bridging Lack of Confidence Personal Issue
participant’s interaction with his
classmates.
The bridging participant doesn’t Lack of Confidence Personal Issue
have confidence to speak.
The bridging participant was also Lack of Confidence Personal Issue
never confident with his/her
answers.

Nervousness was hard to deal with Lack of Confidence Personal Issue

by the bridging participant while
taking the exam and he/she is not
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 152

confident with his/her answers even

if he/she finished answering.

Mathematics was the subject that Difficulty in Mathematics Personal Issue

was a problem to the bridging
participant.
Mathematics was hard for the Difficulty in Mathematics Personal Issue
bridging student that it made him
fail.
Having slow learning capabilities Difficulty in Mathematics Personal Issue
affected a student’s performance in
school, especially in Mathematics.
Mathematics was hard for the Difficulty in Mathematics Personal Issue
bridging student that led him to
fail during junior high school.
The bridging participant struggled Difficulty in Mathematics Personal Issue
because of Mathematics.
The bridging participant had a hard Difficulty in Mathematics Personal Issue
time on analyzing numerical
problems which made him fail on
Mathematics.

The bridging student failed in Pre- Difficulty in Mathematics Personal Issue

Calculus.
The bridging student had a hard Difficulty in Mathematics Personal Issue
time understanding Mathematics.

The bridging participant always had Difficulty in Mathematics Personal Issue

a low grade on Mathematics.

The bridging participant had a hard Difficulty in Mathematics Personal Issue

time on Statistics which is
related to Mathematics.
The process of learning of the Difficulty in Mathematics Personal Issue
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 153

bridging participant when it came to

Mathematics was slow.
The bridging participant had a hard Difficulty in mathematics Personal Issue
time on Mathematics.

Every Math subject was a problem Difficulty in Mathematics Personal Issue

to the bridging participant.

In terms of solving, the bridging Difficulty in Mathematics Personal Issue

participant always had a hard time.
The bridging student found it hard Difficulty in Mathematics Personal Issue
to solve Mathematical problems
especially if there are time
constraints.

HUMSS strand was hard and Difficulty in the chosen Personal Issue
complicated for the bridging strand
participant, yet it was also fun for
him.
Even if the parent’s support, the Difficulty in the chosen Personal Issue
bridging student had a hard time strand
handling the strand that her parent
chose for her to take.

Parent’s decision affected the Difficulty in the chosen Personal Issue

preferred strand of the bridging strand
participant.
There was a part of the subject that Difficulty in the subject Personal Issue
the bridging participant truly cannot
understand.

Understanding lessons was quite Difficulty in the subject Personal Issue

hard for the bridging student and
had a trouble on keeping up with the
lessons.
Understanding lessons was the Difficulty in the subject Personal Issue
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 154

problem of the bridging participant.

There were major changes on the Difficulty in the subject Personal Issue
subjects and the bridging student
found it difficult to adapt.

The bridging participant’s cause of Difficulty in the subject Personal Issue

failure is having low scores.
The bridging student failed on Difficulty in the subject Personal Issue
Mathematical subjects because
he/she found it hard.

The bridging participant admitted Difficulty in subject Personal Issue

that he/she had a low scores on
his/her examination that were the

causes of his/her failure.

The bridging participant did nothing Difficulty in Coping with Personal Issue
after he/she failed once. the Failed Subject

The bridging participant did not do Difficulty in Coping with Personal Issue
anything with his/her failure. the Failed Subject

Due to the lack of time, the bridging Difficulty in Coping with Personal Issue
participant did not do anything with the Failed Subject
his failing grades.

The bridging participant tried to Difficulty in Coping with Personal Issue

cope with the teachers, yet failed the Failed Subject
because of the athletic training that
he/she had.
The bridging participant did Difficulty in Coping with Personal Issue
everything that he/she could and felt the Failed Subject
like it was not enough.

The bridging participant thought Difficulty in Coping with Personal Issue

that what he/she did was not the Failed Subject
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 155

enough.

The bridging participant did not find Difficulty in Coping with Personal Issue
anything wrong with his/her the Failed Subject
participation or why he/she still
failed and still tried to make it
better, but his/her exams, were
really low.

The bridging participant thought Difficulty in Coping with Personal Issue

that he/she did not have any other the Failed Subject
choice to have better grades.
Delayed lessons for specifics Way of teaching during Teaching Method and
subjects was a huge hindrance to the junior high school affects Strategy
bridging participant to understand the academic preparation
more.
The teachers cared less on the Way of teaching during Teaching Method and
former school of the bridging junior high school affects Strategy
participant. the academic preparation
The bridging participant found it Learning depends on the Teaching Method and
easier to understand if the lessons way of teaching Strategy
are taught thoroughly in a better
span and amount of time.
The performance of the bridging Learning depends on the Teaching Method and
student was affected by the pace of way of teaching Strategy
the teaching.

Having two or more lessons taught Learning depends on the Teaching Method and
in a single day weren’t preferred by way of teaching Strategy
the bridging participant and liked
having a slower pace.
It is hard for the bridging student to Learning depends on the Teaching Method and
understand a lesson if the teacher way of teaching Strategy
won’t teach.
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 156

The bridging participant faced Learning depends on the Teaching Method and
trouble in understanding lessons way of teaching Strategy
because the teachers were also
having a hard time to make them
understand.
The teachers weren’t re-tackling Learning depends on the Teaching Method and
their lessons which made it harder way of teaching Strategy
to understand for the bridging
participant.
The teachers that the bridging Teacher’s attitude in Teaching Method and
participant had were strict and too teaching Strategy
busy to approach which hindered
him to tell his own concerns.
The bridging participant had Teachers’ attitude in Teaching Method and
teachers who were too strict, but teaching Strategy
there were also who didn’t mind
anything.

Some teachers didn’t care about the Teacher’s attitude in Teaching Method and
students on the bridging teaching Strategy
participant’s former school.

The bridging participant had some Learning depends on the Teaching Method and
teachers who go easy on students way of teaching Strategy
and considers every request they do.
The bridging participant couldn’t Learning depends on the Teaching Method and
understand what the teachers were way of teaching Strategy
saying since it was too fast for him
to understand.
Noisy surroundings and the fast- Learning depends on the Teaching Method and
paced teaching affected the bridging way of teaching Strategy
participant.
The bridging participant had a hard Learning depends on the Teaching Method and
time with the fast-paced discussion. way of teaching Strategy
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 157

The unequal attention of the Learning depends on the Teaching Method and
teachers affected the bridging way of teaching Strategy
student’s interest in learning.
The bridging student thinks that the Learning depends on the Teaching Method and
lessons were not taught well way of teaching Strategy

The bridging participant was Difficulty in managing time Time Management

distracted with his extra-curricular for other activities
activity and affected his academical
grades.
Other school activities affected the Difficulty in managing time Time Management
bridging student on his/her for other activities
academical performance and
activities.
The bridging participant admitted Difficulty in managing time Time management
that he/she is addicted to social for other activities
media and online games.

Managing time and focus between Difficulty in managing the Time Management
subjects became a hardship to the subjects at the same time
bridging student.

One trouble that the bridging Difficulty in managing the Time Management
student faced is the simultaneous subjects at the same time
requirements that he had a hard time
complying.
The bridging participant focused Difficulty in managing the Time Management
more on the harder subjects since subjects at the same time
he/she became confident on the
easier ones.
The bridging participant lack too Difficulty of managing time Time Management
much sleep because of managing in making requirements
time on school activities.

The bridging student focused too Difficulty of managing the Time Management
much on the major subjects and subjects at the same time
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 158

neglected the minor, specifically

Physical Education.
Managing time between subjects Difficulty of managing the Time Management
washardfor thebridging subjects at the same time
participant.

The bridging student studied too Difficulty in managing the Time Management
much that he got tired during the time to study
examination due to lack of sleep
after studying.
Time constraints hindered the Difficulty in managing the Time Management
bridging participant to study more time to study
during his free hours and chose to
study during the evening.
Improper time of sleeping caused Difficulty in sleeping time Time Management
the bridging participant to wake up
late and go to school late or not
going to school at all.
One of the causes why the bridging Difficulty in sleeping time Time Management
participant was sleeping late was
because of personal entertainment.

Improper time of sleeping caused Difficulty in sleeping time Time Management

the bridging participant to wake up
late and go to school late or not
going to school at all.
There was a false assurance that the Difficulty in sleeping time Time management
bridging participant can wake up on
time which caused him to
earn the opposite.
The peers of a student could Peer Pressure Influence of
influence his studies. Environmental Factor
Peers affected the decision of the Peer pressure Influence of
bridging participant when it comes Environmental Factor
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 159

to his strand and was

forced to take it.
Friends caused the bridging Peer pressure Influence of
participant to skip classes. Environmental Factor
The placement of students in class Classroom setting affects Influence of
affected the performance of the learning Environmental Factor
bridging student and became
uncomfortable to her surroundings.
The number of students and the Classroom setting affects Influence of
sitting arrangement of the bridging learning Environmental Factor
participant’s class during junior
high school affected her
performance.

Noisy surroundings and the fast- Classroom noise affects Influence of

paced teaching affected the bridging learning Environmental Factor
participant.
Noisy environment negatively Classroom noise affects Influence of
affected the performance and the learning Environment Towards
ability to understand of the bridging Learning
participant.
Noisy environment negatively Classroom noise affects Influence of
affected the performance and the learning Environment Towards
ability to understand of the bridging Learning
participant.
Noisy environment affected the Classroom noise affects Influence of
bridging participant’s performance. learning Environmental Factor
Adjusting between school systems Difficulty on adapting Influence of
gravely affected the bridging changes in environment Environmental Factor
participant’s performance at the
current school.

There was a problem in adapting the Difficulty on adapting Influence of

practices of the current school of the changes in environment Environmental Factor
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 160

bridging participant because the

level of teaching is different from
his former school.

The school that the bridging Difficult on adapting Influence of

participant was semi-private that he changes in environment Environmental Factor
had a hard time adjusting between
the subjects.

The bridging student was having a Difficulty on adapting Influence of

problem in terms on how different changes in environment Environmental Factor
the teaching methods on his/her
current school and on his/her former
school.

There were subjects that were not Difficulty on adapting Influence of

familiar to the bridging participant changes in environment Environmental Factor
that made it hard for him to
understand.
The bridging participant found Difficulty on adapting Influence of
grade 11 more challenging than changes in environment Environmental Factor
grade 10.
The bridging participant thought Difficulty on the Influence of
that if he/she had better grades, relationship between the Environmental Factor
he/she has a chance on having true classmates
friends on his classmates.
Due to the lack of interaction with Difficulty on the Influence of
classmates, the bridging participant relationship between the Environmental Factor
chose to stay at home and sleep. classmates

The bridging participant did not Difficulty on the Influence of

have friends at class. relationship between the Environmental Factor
classmates

The bridging participant was bullied Difficulty on the Influence of

by his classmates using relationship between the Environmental Factor
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 161

his girlfriend and affected his classmates

relationship with his classmates.

The behavior of the bridging Difficulty on the Influence of

participant’s classmates affected relationship between Environmental Factor
classmates
his/her studies.

The bridging participant’s feels that Difficulty on the Influence of

he can’t cope with his classmates. relationship between Environmental Factor
classmates

The behavior of the bridging Difficulty on the Influence of

participant’s classmates affected relationship between Environmental Factor
his/her studies. classmates

The bridging participant thought Difficulty on the Influence of

that his/her classmates were selfish. relationship between Environmental Factor
classmates

The bridging student’s relationships Difficulty on the Influence of

with his/her classmates were relationship between Environmental
affected because of the classmates
Factor
overconfidence his/her classmates
have.

The bridging participant didn’t have Difficulty on the Influence of

friends at school. relationship between Environmental Factor
classmates

The bridging student found it hard Difficulty on the Influence of

to interact with his/her classmates relationship between Environmental Factor
because of the competition. classmates

The bridging participant admitted Self acceptance Self-efficacy

that he/she learned something from
the bridging program.

The bridging participant could Self acceptance Self-efficacy

admit that he/she was a part of the
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 162

bridging program.
The bridging participant admitted Self acceptance Self-efficacy
that the problem was with
himself/herself.
The bridging participant was not Self acceptance Self-efficacy
ashamed that he/she became a part
of the bridging program
because he/she admitted that it was
his/her fault.
The parents of the bridging Self acceptance Self-efficacy
participant did not get mad.
The bridging participant accepted Self acceptance Self-efficacy
the fact that he/she encountered
bridging program.
The bridging participant was not Self acceptance Self-efficacy
shy admitting that he/she was a part
of bridging program.
The parents of the bridging Self acceptance Self-efficacy
participant were open-minded, but
still had a problem with failing
twice.

The bridging participant didn’t Self acceptance Self-efficacy

accept failing at first, but eventually
embraced it.

The bridging participant did not Remained Positive Self-efficacy

take the bridging program as a
negative factor in studying.
The bridging participant thought Remained positive Self-efficacy
that experiencing bridging program
was fun.

The bridging participant did not Remained positive Self-efficacy

TRAVAILS OF GRADE 11 BRIDGING STUDENTS 163

think that it was negative to

experience bridging program.
Bullying came into the bridging Remained positive Self-efficacy
participant’s encounters, but he/she
didn’t mind it.
Bullying did not affect the bridging Remained positive Self-efficacy
participant’s personal behavior.
The bridging participant remained Remained positive Self-efficacy
optimistic because he/she admitted
that it was his fault why he failed.
The bridging participant did not Remained positive Self-efficacy
have anything negative regarding
the bridging program, yet it
enlightened him/her.
The bridging participant kept to Making the experience as in Self-efficacy
himself that he/she failed some inspiration
subjects since he/she felt like he/she
might stop going to
school.
The negativity that was thrown to Making the experience as in Self-efficacy
the bridging participant served as inspiration
his/her encouragement to strive
harder.
Bridging program served as a Making the experience as an Self-efficacy
method for the bridging participant inspiration
to show others that they should
study well.

Bridging program served as a Making the experience as an Self-efficacy

method for the bridging participant inspiration
to show others that they should
study well.
TRAVAILS OF GRADE 11 BRIDGING STUDENTS 164

There were no problems with the Learning from a mistake Self-efficacy

bridging participant after the
bridging program, yet he/she learn
his/her lesson.
The bridging participant thought of Learning from a mistake Self-efficacy
the bridging program as something
that could help him/her with what
he/she is lacking.
The impact of bridging program to Learning from a mistake Self-efficacy
the bridging participant was that he
learned more.
It was the bridging program that Learning from a mistake Self-efficacy
enlightened the bridging participant
to correct his/her wrongs.

It was good for the bridging Learning from a mistake Self-efficacy

participant to encounter bridging
because he/she learned more with
the environment.

The bridging participant tried to Learning from a mistake Self-efficacy

find a way on coping with the
subjects better.
The bridging participant tried to talk Learning from a mistake Self-efficacy
to the teachers for any
possible way to escape failure.