CHAPTER I

INTRODUCTION

Background of the Study

Education is an essential foundation for every individual's personal and professional

growth. The quality of education one receives plays a vital role in shaping one's career

path. As such, selecting the right school that meets the students needs and expectations

is a crucial decision for students and their families. For Grade 11 transferee students,

this decision can be even more critical as they adjust to a new academic environment. In

this study, we aim to explore the degree of satisfaction among Grade 11 transferee

students upon studying in MAC. We recognize that transferring to a new school can be

challenging, and we seek to understand the various factors that may impact a student's

satisfaction with their new academic setting. We will examine factors such as academic

support, extracurricular activities, social life, facilities, and overall school environment

to determine the degree of satisfaction among the transferee students. This study's

finding will be valuable to the school administrators, educators, and parents of

transferee students, as they can use the insights to improve the quality of education and

ensure that students have a positive experience when transferring to MAC. Finally, the

findings can contribute to the body of knowledge on student satisfaction in education,

which can inform policy and decision-making processes in the education sector.

Overall, this study is essential as it aims to shed light on an important aspect of

education and provide insights that can benefit both the school and the students

1
Statement of the Research Problem

The purpose of this research is to determine the degree of satisfaction among

Grade 11 transferee students upon studying in Maryknoll Academy of Cateel.

1. This Research study aims to determine the student level of satisfaction in

terms of services offered by Maryknoll Academy of Cateel including the

cafeteria services.

2. This study aims to find out the number of students who easily adapt the new

Environment of Maryknoll Academy of Cateel.

3. This research study aims to find out the number of students who decide their

own to transfer in Maryknoll Academy of Cateel.

Research Questions

1. What is the level of satisfaction of the grade 11 transferee students in

terms of the services offered by MAC?

2. What is the percentage of Grade 11 transferee students who easily

adapted the new environment?

3. How many students who decides on their own transfer to other

school?

2
Significance of the Study

This study will be valuable and significant to students, parents, readers and

future researchers.

To the Students. If you are a grade 11 transferee student at Maryknoll Academy of

Cateel, your feedback and opinions are crucial in this study. Your participation can help

school administrators identify improvement areas, ultimately enhancing your overall

learning experience.

To the Parents This study can provide insights into the level of satisfaction of grade 11

transferee students in Maryknoll Academy of Cateel.

To the Future Researcher. This study can serve as a foundation for future studies on

student satisfaction in other educational institutions.

To the Readers. The study entitled "The Degree of Satisfaction Among Grade 11

Transferee Students Upon Studying in Maryknoll Academy of Cateel" is significant as

it provides insights into the level of satisfaction of grade 11 transferee students and

identifies the factors that affect their satisfaction.

3
Theoretical Lens

Three theories informed the foundation of transfer student experiences in study,

including Schlossberg’s(1984) transition Theory, Tinto’s(1987), Study of student

departure, and Bean and Metzner’s (1985) Conceptual Model of Nontradional Student

Attrition. Semi-structured interviews were conducted with nine transfer students to

assess their perception of transitioning into a small, private, and religiously affiliated

university. During the interview, students were also influenced their perception of their

experiences at the prior institutions influenced their perception of their transition.

Grounded theory methodology was employed to analyze the data. Five themes arose

from the data that captured transfer students’ experiences and their transition to the

current institution. The themes included: campus engagement, flexibility, resources,

stress, and size. Institutional size was identified as impacting each of the other four

themes. Institutional size was seen as hindering factor by creating stress for students, or

an opportunity to become committed to the institution, if it resolved a concern. The

implications of these results assist higher education professionals in enrollment

services, advising and retention services, and student affairs at small, at private,

religiously affiliated institutions in creating opportunities to help transfer students with

their transition.

Scope and Delimitations

The main focus of this study is to determine significant the degree of satisfaction

among grade 11 transferee students upon studying in Maryknoll Academy of Cateel

Academic Year 2019 - 2020. The study was delimited to the thirty (23) respondents

4
from the said Institution, five (5) are from Grade 11 GAS, ten (10) from Grade 11

HUMSS, and seven (7) are from Grade 11 ABM. Each respondent is given the same

questionnaire to answer based on the rationale.

The study aims to recognize the level of satisfaction of the students, after

transferring in Maryknoll Academy of Cateel.

Definition of Terms

Degree- the amount, level, or extent to which something happens or is present, it

is a word used in measurement and as a precision in the phrase.(Elliot Oct 13

2017).

Satisfaction- fulfillment of one's wishes, expectations, or needs, or the pleasure

derived from this, it is a pleasant feeling that you get when you receive

something you wanted, or when you have done something you wanted to do.

(Cambridge English corpus April 26 2023)

Transferee- Transferring is typically done over the summer, but it can also take

place during the school year. Different schools and states have different

processes for transferring, and the amount of work you need to do can vary

depending on if you are staying in the same school district or transferring to a

completely new one. It is a person to whom something is transferred or

conveyed.(Christine Sarikas Jan 23, 2020).

5
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This Chapter presents the literature and studies relevant to presentation, related studies

and the conclusion of the body or related literature and studies.

Amiee-Jade Pereira and Dr Julie Ann Pooley (2007) study explored the

experience of rural students who had undergone transitions between schools to continue

their studies in Years 11 and 12. Maintaining the schools' current pre-transition

preparation that introduces the students to the new school environment.

M.B. Youngman (1978) tested students before and after transferring schools to

determine the nature of individual reactions to school transfer. Measures used included

ability, achievement, attitude to school, and personality.

The transition from junior high school to next level is an important phase for

adolescents in social as well as academic aspects. This study examined the changes that

occur in junior high school best friendships Maintaining the best friendship also

appeared to buffer adolescents from social loneliness. The results are discussed in terms

of the implications of transitions on adolescent friends. ( Debra L. Oswald, Eddie M.

Clark 17 April 2003)

At both levels of aggregation, we analyze which economic, social, religious, and

ethnic characteristics of the groups being studied are significantly related to the private

school choice. (John M. Gemello and Jack W. Osman American Journal of Education

6
Volume 92, Number 3 May, 1984) We find that both religion and religiosity have

important effects on the demand for private schools(Danny Cohen-Zada a, William

Sander).

The reasons for choosing a private school are just as varied as the types of

private schools available. Thus, the purpose of this study was to examine the reasons

parents give for choosing a private school education for their children (Davis, Ava M.

2011).

One of the earliest and largest studies was carried out by Nisbet and Entwistle

(1969) and concerned the best age for transfer to secondary school in order to minimize

these problems These researchers followed 3200 nine-year-old Scottish children over a

five-year period, much of the earlier research on school transfer focused on the issues

discussed so far; particularly establishing greater continuity in the process and reducing

the anxiety among pupils.

Measor and Woods (1984) undertook another research study, adopting a very

different approach from the ORACLE one. These researchers used participant

observation to study only one secondary school and one of its feeder schools and

focused on pupils, not teachers. In addition to observation, unstructured interviews were

carried out with pupils who were moving from an 8–12 middle school to a 12–18

comprehensive school.

In a review of the 1975–1980 ORACLE transfer study Croll (1983) pointed out

that between 40 and 50% of pupils had failed to make progress on standardized tests of

English, mathematics, and reading comprehension at the end of their first year in the

7
transfer school (when compared to their performance in the final term in the feeder

schools)

 Competence and optimal functioning include, and can depend on, being

interested and active in the environment (Larson, 2000) Engagement and achievement

at school are important components of competence during adolescence that can promote

or undermine future competencies and developmental pathways. For example,

adolescents who do not complete secondary school run a greater risk for

unemployment, reduced psychosocial well-being, and other negative outcomes (Creed,

Muller, & Patton, 2003).

8
 CHAPTER III

METHODOLOGY

This chapter introduces the details of Area of The Research Study, Research

Design, Selection Process of the Respondents, Research Method and Procedure Use,

Research Instrument and Preparation, Data Gathering Procedure, Statistical Treatment

of Data, Role of The Researchers.

Research Design

The researchers used the Quantitative Descriptive type of Research design to

conduct this study entitled “The Degree of satisfaction among Grade 11 transferee

students upon studying in Maryknoll Academy of Cateel”.

According to Cresswell (2013), quantitative research may emphasize objective

measurements and the statistical, mathematical, or numerical analysis of data collected

through poll, questionnaires, and surveys, or by manipulating pre-existing statistical

data using computational techniques.

Locale of the Study

9
 The study will be conducted in Cateel, specifically in Maryknoll Academy of

Cateel, Santiago Street. Poblacion, Cateel, Davao Oriental. It will be conducted on

March-April among the senior high school students of Maryknoll Academy of Cateel.

Sampling Method

The sampling method for this study will be the random sampling method. Using

a random sampling method can help ensure that the sample of participants in grade 11

transferee students currently enrolled in the Maryknoll Academy of Cateel can increase

the generalizability of the study's finding.

Research Respondents

The Researchers made use of 23 Senior High School students of the Maryknoll

Academy of Cateel. The Grade 11 Transferee Students of the Maryknoll Academy of

Cateel will be given the test questionnaire by the researchers.

Research Instrument

Questionnaire was used as the main instrument of the study to determine the

degree of satisfaction among Grade 11 transferee students upon Studying Maryknoll

Academy Of Cateel.

The designed questions focused on the degree of satisfaction of the Grade 11

transferee students.

10
 The questionnaire was prepared by the researchers themselves and was showed

to the adviser for the comments and suggestions.

After that, revision of the questionnaire was done. The researchers incorporated

the comments and suggestions of the adviser and prepared the second draft of the

questionnaire. .

Data Collection Procedure

Identification of Requesting
Preparation of
sample size to Permission to
Identification of Questionnaires
the total conduct
Respondents to be
population of research from
administered
the respondents the Principal

Distribution of Collecting of
Tabulation and
Retrieval of Survey Questionnaire tally of the
request letter Questionnaire to from the
gathered data
the Respondents Respondents

Computation
and
Result and
Interpretation of
Discussion
the gathered
data

11
 CHAPTER IV

RESULTS DISCUSSION AND ANALYSIS

This chapter presents the results and discussion of findings that transcribed by the data

that was gathered from the respondents. Furthermore, the data were analyze by the aid

of statistical tools that were used.

Presentation of the Data and Result of Statistical Analysis

YES NO

FIGURE 1: TOTAL PERCENTAGE OF THE FIRST STATEMENT

4%

96%

12
(Are you satisfied after transferring in Maryknoll Academy of Cateel?)

Figure 1 shows that 96% of the respondents feel satisfied after transferring in MAC,

and 4% of the respondents feel unsatisfied.

FIGURE 2: TOTAL PERCENTAGE OF THE SECOND

STATEMENT

17%

83%

(Are you satisfied with the teachers’ new strategy?)

Figure 2 shows that 83% of the respondents feel satisfied with the teachers’ new

strategy, and 17% of the students feel unsatisfied.

FIGURE 3: TOTAL PERCENTAGE OF THE THIRD

STATEMENT

4%

96%

13
(As a transferee Student, did you already adapt the new environment of Maryknoll

Academy of Cateel?)

Figure 3 shows that 96% of the respondents adapt the new environment of Maryknoll

Academy of Cateel , and 4% of the respondents did not.

FIGURE 4: TOTAL PERCENTAGE OF THE FOURTH

STATEMENT

48%
52%

(Are you satisfied with the cafeteria/canteen overall services?)

Figure 4 shows that 52% of the respondents feel satisfied with the cafeteria/canteen

overall services, and 48% of the students feel unsatisfied.

14
 FIGURE 5: TOTAL PERCENTAGE OF THE FIFTH
STATEMENT

35%

65%

(Is Transferring in Maryknoll Academy of Cateel your desire?)

Figure 5 shows that 65% of the respondents desires their own to transfer in Maryknoll

Academy of Cateel, and 35% of the students did not.

FIGURE 6: TOTAL PERCENTAGE OF THE SIXTH QUESTION

30%

70%

(Did someone encourage you to transfer in Maryknoll Academy of Cateel?)

Figure 6 shows that 70 of the respondents was encouraged to transfer in Maryknoll

Academy of Cateel , and 30% were not.

15
 FIGURE 7: TOTAL PERCENTAGE OF THE SEVENTH
STATEMENT

48%
52%

(Is it hard to adapt the new environment of Maryknoll Academy of Cateel?)

Figure 7 shows that 48% of the respondents feel hard to adapt the new environment of

Maryknoll academy of Cateel, and 52% of the students did not

FIGURE 8: TOTAL PERCENTAGE OF THE EIGHTH

QUESTION
9%

91%

(Did you made many friends after transferring school?)

Figure 8 shows that 91% of the respondents made many friends after transferring

school, and 9% did not.

16
 FIGURE 9: TOTAL PERCENTAGE OF THE NINTH
QUESTION
9%

91%

(Are you satisfied with the school standard?)

Figure 9 shows that 91% of the respondents feel satisfied with the school standard, and

9% feel unsatisfied.

FIGURE 10: TOTAL PERCENTAGE OF THE NINTH

QUESTION

4%

96%

(Are you satisfied with the new environment of Maryknoll Academy of Cateel?)

Figure 10 shows that 96% of the respondents feel satisfied with the environment of

Maryknoll Academy of Cateel, and 4% feel unsatisfied.

17
Implications or Hypothesis

This hypothesis that Grade 11 transferee students were satisfied with the overall

services offered by MAC. Our main aim in this study is to address the degree of

satisfaction among Grade 11 transferee students upon studying in Maryknoll Academy

of Cateel. After analysis of all information which emanates from the participants, we

personally make implications for individuals and groups that are considered as the

potential beneficiaries of this study. With all the analysis, conclusion and interpretations

discussed in this study the degree of satisfaction of grade 11 students, we believe that it

is not yet the final point of this topic. There are still lots of things that are needed to be

addressed in this area.

Discussion of Findings

Satisfaction is important for a student. Students are looking for schools that

provides satisfaction: emotionally, mentally, physically, financially and other needs.

This study explored the experience of rural students who had undergone transitions

between schools to continue their studies in Years 11 and 12 and transferring schools to

determine the nature of individual reactions to school transfer then Measures used

included ability, achievement, attitude to school, and personality. It is hard to adapt a

new environment from another school especially if a student is a transferee. Students

took many months to adapt the new environment, some of the grade 11 transferee

students did easily to adapt the new environment of Maryknoll Academy of Cateel and

18
other students could not adapt the new environment easily. Students transfer to other

school because either it is the student desire or parent’s choice, some students decides

their own to transfer in Maryknoll Academy of Cateel and other students did not.

Role of The Researchers

This study was conducted by Keith Christian A. Malintad, Christian T. Sancho,

Shawn Andrei B. Aying and Glydel L. Lasstiban. We, the researchers are currently

enrolled students of MAC from Grade 10 STC. With this, we are obliged to conduct a

study for the partial fulfillment of the requirements in Research. Also, we conducted

this research study with the aim to discover the degree of satisfaction among grade 11

transferee students upon studying in Maryknoll Academy of Cateel.

CHAPTER 5

CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings , conclusions, and recommendations

based on the analysis and interpretation of the data obtained.

Summary of Findings

This Quantitative research aimed to find out the degree of satisfaction among

Grade 11 transferee students upon studying in Maryknoll Academy of Cateel,

researchers use purposive random sampling as a sampling method. As presented in the

19
previous chapters specifically the Data Presentation, It is illustrated that most of the

students were satisfied in terms of services offered by MAC and others were not, most

of the grade 11 transferee students hard adapt to the new environment, and most of the

students decides their own to transfer in Maryknoll Academy of Cateel.

Conclusion

The researchers put all they have to finish this research and make it accomplish.

We met various struggles and difficulties, From the start to the completion of our

research, it has not been an easy journey for us we had the valuable tools or instruments,

such as a cell phones, laptops, internet connectivity, especially the respondents which

the most important instruments. The researcher has made the following conclusions:

Most of the Grade 11 transferee students were satisfied with the overall services in

Maryknoll Academy of Cateel, Transferee students did hard to adapt the new

environment, Students transfer in Maryknoll Academy of Cateel with their own desire.

Recommendations

The researchers have made the following recommendations.

1. Students must welcome the transferee students and treat them as a visitor because

newbie could not adapt the new environment and some of them have anxiety because

they cannot socialize and don’t have any friends

20
2. Parents must not decide their own alone because that may affect the studies or

interest of the student in studying, they must listen to their son/daughter’s explanation

or opinion so the student will transfer to another school without hatred or against their

will.

3. The teachers are encouraged to inform the students and teach them how to adapt the

new environment of the school. As teachers they must maintain their behavior as

humble and have a new much better strategy so transferee students will be satisfied and

love the environment of the school.

21
 REFERENCE

Amiee-Jade Pereira and Dr Julie Ann Pooley  Volume 51, Issue 2

https://journals.sagepub.com/doi/abs/10.1177/000494410705100205?

journalCode=aeda

Ava M. Davis

https://digitalcommons.georgiasouthern.edu/etd/382/

Danny Cohen-Zada a, William Sander Department of Economics, Ben-

Gurion University, Beer-Sheva 84105, Israel Department of

Economics, DePaul University, Chicago, IL 60604, USA Received 2

May 2007, Revised 9 August 2007, Available online 12 September 2007

w.sciencedirect.com/science/article/abs/pii/S0094119007000976

Debra L. Oswald, Eddie M. Clark

First published: 17 April 2003

https://onlinelibrary.wiley.com/doi/abs/10.1111/1475-6811.00045

22
Lynda Measor and Peter Woods

https://journals.sagepub.com/doi/abs/10.1177/003452378403100103?

journalCode=riea

M. B. YOUNGMAN

First published: November 1978

https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-

8279.1978.tb03014.x

23