Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 1

PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, the background, the statement of the

problem, the objectives of the study, the significance of the study, the scope and

limitations, the conceptual framework, definition of terms, and the hypothesis.

Introduction

High School transfer students are those who move from one school to another for reason

other than promotion. (Nicodemus 2021) found that Junior High school students moving up

to Senior High School is very much recorded that advances can be a wellspring of critical

tension, misery and by a large test for any individuals. Incapable to imagine what life may

resemble later on. These require a change in a person's behaviour and associations with

their current circumstance just as individuals around them.

Transition happen for the duration of our lives and these key occasions can result to

elevated amounts of confusion and uneasiness. It is very much recorded that advances

can be a wellspring of critical tension, misery and by and large test for any individuals.

Incapable to imagine what life may resemble later on. The effects on transitioning have

received considerable attention, it has been suggested that due to lack of experiences of

student being transferred in another school they experience new environment, new

classroom and due to that it answer how do transferred in student develop their self

confidence to deal with others (Alferez, 2018). Observations by (Fernandez, 2018)

suggested that to further explore the understanding of personal and social transitions. It is

significant to understand how “transfer shock” influences adjustment for a transfer student
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

found that this type of shock may result in grades dropping and diminished self-perception.

Negative self-perception may lead to low self-esteem that, in turn, may be detrimental to

one’s academic experience.(Nicodemus, 2021) emphasized that these require a change in

a person's behavior and associations with their current circumstance just as individuals

around them by taking into account factors that affect career path choosing. It has been

also suggested that as more transfer students make their way into higher education, it is

significant that higher education professionals understand the transfer experience so that

they can provide the right tools for transfer students to academically succeed (Fernandez

2018).

Background

This study assists schools in developing or upgrading the quality of career guidance and

counselling they offer to their students. In addition, the researchers would like to explore

about the participants' cultural adaptability, personal benefit, and spiritual considerations

that the participants experienced as they transitioned from Junior High School at other

schools to Senior High School at Alfonso Integrated High School. The researchers would

also like to explore the relevant research on transfer student experiences to ultimately offer

suggestions for transferred in students that can provide success interventions to better

support a smooth transition.

Based in the study of 2019 there is a positive effects on studying at different schools such

as: Can experience new environment, having many friends, the teachers has unique

strategies in teaching their students. Likewise, it is supported with the study of Quirimo et.

al (2019), However, it is also stated the negative effects that the students may encounter:

Can experience bullying, Bad Influence, and Adjustment to the new environment. The

researchers are interested to inspire students in the following year to continue attending
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

their current school. Such phenomenon on the state of behavior, or perspective of student

on senior high school program caught the interest of the researchers to investigate their

change encounters during their transition from junior high school to senior high school.

Thus, the researchers would like to further study the lived experience of the Grade 11

transferred in students.

REVIEW OF RELATED LITERATURE AND STUDIES

The process of transferring from one institution to another is becoming increasingly more

common, and along with an increasing number of transfer students has come reports of

academic and personal struggles as well as feelings of isolation. According to (Fernandez,

2018), as more transfer students make their way into higher education, it is significant that

higher education professionals understand the transfer experience so that they can provide

the right tools for transfer students to academically succeed.

Based on the study of (Nicodemus, 2021) our lives are full of transition, and these

significant events can cause increased levels of bewilderment and unease. It is well known

that technological advancements may be a major source of stress, suffering, and generally

a test for anyone. Unable to envision what life might look like in the future. They

necessitate a shift in an individual's behaviour and affiliations with their present situation,

just as people around them do. While (Fillmore 2022) points out that it has been urged that

educators around the world make a variety of changes to their various educational systems

in order to address the educational preparation for the next generation of learners.

However, even when transfer students do well academically, they may not be socially or

psychologically prepared for the transition (Alferez et. al, 2018). Personal traits of the

students have an effect on the transfer experience as well. Sometimes, motivation,

adaption, and perceptions are more significant than cognitive abilities (Alferez et. Al 2018).
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Guinoran et. al (2019) emphasizes that transitioning to a new institution will be more

challenging for students who have a low sense of their own worth.

Synthesis

In previous studies, there are positive and negative effects of pursuing SHS in some other

schools. Therefore, in this current undertakings, the researchers would like to test about

the current research settings. Based on the observation, it seems that there are more

negative effects of transitioning into another institutions. In this current study, the

researchers aims to explore the lived experiences of Grade 11 Transferred in Students of

Alfonso Integrated High School, to uncover the challenges encountered by the participants,

to reveal how do they handle the difficulties they face while studying at Alfonso Integrated

High School.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Theoretical Framework

Schlossberg’s Transition Theory

This theory is defined as a guide for “ways to make decisions and think about how to

interpret individuals, environments, and organizations, not to dictate a single explanation”.

When experiencing transitions, people experience the phases moving in, moving through,

and moving out. Schlossberg (1981) examined the difficulties individuals face when

transitioning to new environments. For college transfer students, they experience the first

phases through transferring and becoming act “Transition Theory” and is a notable and

regarded expert. Schlossberg’s Transition Theory presents factors related to transition, the

individual, and the environment to determine the degree of impact the transition has on the

individual at a particular limited through coursework. The Transition Theory is based on the
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

4S’s—a system designed to assist individuals in understanding change. This system is

often referred to as “taking stock”. The taking stock process involves determining an

individual’s resources, i.e. “your situation, your supports, yourself, and your strategies”

Schlossberg (2011) stated that these four factors could help explain why individuals act

differently, even though they experience the same transition. Because transition may be

difficult for some individuals, how an individual manages change depends on the resources

that are available to the person at that time. Therefore, in order to understand how transfer

students cope with change, it is critical to view their educational process through this “4S’s”

model lens. When examining the first “S”, an individual's situation, focused on the

implications that caused the transition such as, for example, any stresses that could trigger

during the time of the transition (Schlossberg, 2011). The second “S”, refers to the self,

which speaks to a person’s condition during the time of transition and how one's personal,

demographic and psychological characteristics affect how an individual views their life

(Schlossberg, 2011). This study will be using Schlossberg’s Transition Theory to

contextualize the transitional experiences that transfer students may have in Alfonso

Integrated High School and to better understand the nature of the transitions that

transferred in student’s experience.

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Conceptual Framework

The IPO Model provided the general structure and guide for the direction of the

study. Substituting the variables of this study on the IPO Model, the researchers came up

with the following model:

INPUT PROCESS OUTPUT

This research aims to
answer the following
questions:
1. What are the lived
experience of the Grade
11 Transferred in Students
of Alfonso Integrated High
School?
2. What are the
challenges encountered
by the participants?
1) Conduct an interview
through interview guide
2) Data Gathering through
interview guide
3) Analysis of Data
4) Interpretation of Result
- To create a seminar
symposium for transferred
in student of Alfonso
Integrated High School.
- To create an information
commercial.

3. How do they face their

challenges as they study
in Alfonso Integrated High
School?
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Statement of the Problem

The purpose of the study “"The Lived Experience of Grade 11 Transferred In

Students from The Lens of Alfonso Integrated National High School" will aim to answer the

lived experiences of Grade 11 transferred in students at Alfonso Integrated High School,

Specifically, it seeks to answer the following questions:

1. What are the lived experiences of Grade 11 Transferred In Students of Alfonso

Integrated High School?

2. What are the challenges encountered by the participants?

3. How do they face their challenges as they study at Alfonso Integrated High School?

Objectives of the study

This study aims to determine the lived experience of Transferred in Students of

Alfonso Integrated High School. It also aims to explore the challenges encountered by the

Transferred in Students from other schools.

1. To explore the lived experiences of Grade 11 Transferred In Students in Alfonso

Integrated High School.

2. To uncover the challenges encountered by the participants.

3. To reveal how do they handle the difficulties they face while studying in Alfonso

Integrated High School.

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Scope and Limitations

This study focuses on Grade 11 transferred in students at Alfonso Integrated High School.

The researchers selects the participants through a inclusion criteria, the participants must

be transferred in at Alfonso Integrated High School because the focus of the study is only

focused on the Senior High School students that are transferred in at Alfonso Integrated

High School and not at other schools or grade level. The other grade level students are

able to participate, however, the researchers believe that if they focused on the Grade 11

students, they can get the desired data.

Anyone who did not meet the criteria that the researchers set will not be included in this

study. Each respondents is given the same questions for them to answer. The result of this

study will be only applicable to the Grade 11 Transferred In Students of Alfonso Integrated

High School and won't be applied to people who aren't the study's population. The

researchers will pose the interview questions as the primary source of data.

Significance of the Study

This study will be undertaken to find out how the lived experience of transfer in

students can affect people and to learn about their personal experience. The following

person’s or entity’s identity will benefit from this study:

Students – This study will mainly benefit the students. It will significantly broaden their

perspective on the incoming transfer students and influence pupils to remain at their

current school Alfonso Integrated High School.

Teachers - Teachers will gain from this research as well. It will help them implement pupils

that need intervention learning to urge the students to remain in their current school.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Definition of Terms

These following term is defined as used in this study:

Transferred in - a student who comes to a university or school after having begun his or

her course of study at a different university or school.

Moving up - a special event where in students officially move up to their next level of

education.

Transfer shock - refers to the tendency of students transferring from one institution of

higher education to another to experience a temporary dip in grade point average during

the first or second semester at the new institution as

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 2

METHODOLOGY

This chapter presents the methods and procedures used by the researchers to
effectuate the data needed regarding this study. This includes the elucidation about
research design, population and sampling, criteria used in selecting participants, data
gathering instruments, data gathering procedures and methods of data analysis.

Research Design

Population and Sampling

Respondents of the Study

Research Instrument

Validation of the Instrument

Data Gathering Procedure

Data Analysis

Ethical Considerations
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 3

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the data gathered in this study. The presentation was
arranged according to the statement of the problem or research questions as answered.

FOR QUANTITATIVE RESEARCH DESIGN

 The contents depend on the SOP.

 Present the SOP based on its sequences then interpret its implications of why the
data presented that way. Analyze and explain the data.
 The analysis should be supported with RRL.
FOR QUALITATIVE RESEARCH DESIGN

 The contents depend on the research questions.

 Present the research questions based on its sequences then interpret its implications
of why the data presented that way. Analyze and explain the data.
 The analysis should be supported with RRL.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

FOR FINDINGS

 Present the significant result of your study and explain how it happened.
 Concise than in chapter 3.
CONCLUSIONS

 Present your conclusion about the findings and state what the information implies.
 Present the conclusion based on the sequence in SOP/ Research Questions then
interpret its implications of why the data presented that way. Analyze and explain the
data.

RECOMMENDATIONS

 Based on the presented significant result of your study tell how this can be beneficial
to the beneficiaries.
 Consider your beneficiaries and present them based on the sequence in significance
of the study.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

REFFERENCE

 Follow the APA 7th Edition Format

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

APPENDICES

 Approval Letter
 Content Validation
 Survey Questionnaires/ Interview Guides
 Output of the Study
 Documentation if needed.