Related review literature (10 relevant study per variable)

Variables:

Grade 11

Grade 11 students struggles academic transition

Grade 11 students in private schools

Grade 11 students to senior high school curriculum

Research gap – unsay kalahian sa inyong study sa studies na nacollect ninyo sa intro ninyo

Research urgency – why do you need to conduct this study

Social relevance – significance of your study in the community

Research Gap:

Conceptualising with theory is the process whereby students learn ways in which the concepts
they are learning about connect, or are connected together, to form theories. It is the process through
which concepts are contextualised, meaning is thickened and understanding is deepened.

Schlossberg’s transition theory originated because she believed a need existed to develop a
systematic framework that would facilitate an understanding of adults in transition and direct them to
the help they needed to cope with the “ordinary and extraordinary process of living” (Evans, Forney,
Guido, Patton & Renn, 2010, p. 213).

Schlossberg's Transition Theory is an adult development theory (Evans, Forney, & Guido-Dibrito,
1998) focused on the transitions that adults experience throughout life and the means by which they
cope and adjust (Schlossberg et al., 1995). Schlossberg et al. define a transition as “any event or non-
event that results in changed relationships, routines, assumptions, and roles” (p. 27). When a transition
occurs, a process takes place as an individual integrates changes into his or her daily life. There are four
aspects of a transition that affect how well individuals deal with change. These aspects (named the 4 S
System) are situation, self, support, and strategies (Schlossberg et al.). Situation examines the features
of a transition and how they may influence its significance to the individual. The self-variable is
composed of a person's outlook on life, as influenced by personal characteristics (including
demographics, such as socioeconomic status) and psychological resources. Support refers to the
resources available to people. Finally, strategies are defined as actions that individuals take in response
to transitions.

Transition is a process that takes place over time rather than at one point in time, and every
transition begins with an ending. Schlossberg (2008) explained that each phase of the transition allows
for a way of viewing and navigating the transition. Building student programming efforts around
Schlossberg’s Transition Model adds an important foundation to any transitional program. Taking stock
is a process by which transitioners examine their situation and coping resources for the situation. Taking
stock consists of analyzing four domains: (1) Situation - the situation at the time of the transition; (2)
Support - the people and assets that strengthen and encourage the student; (3) Self - who the student is
(identity), his or her optimism level, and dealing with ambiguity; (4) Strategies - ways and functions of
coping. Incorporating the Four Ss as standard components ensures a holistic approach in bolstering
student success and retention.

MMT JINDAL SNAPE THEORY

When we consider Jindal-Snape’s (2016) MMT Theory, it is essential that as practitioners we

remember that transitions are ongoing. It therefore follows that our policies and approaches to prepare
children and young people must also be ongoing. Equally, we need to acknowledge the need to provide
ongoing support for children’s significant others as well as our colleagues across primary and secondary
settings. This demonstrates that it is essential to review transitions programmes, both now and in the
future, through this lens of multiple and multi-dimensional transitions. Many secondary schools are
already in the process of reviewing and adapting these programmes to respond to the challenges of
COVID-19. This time of change provides an exciting opportunity to reflect on our understanding of
transitions and to ensure that the programmes we offer are meaningful, impactful and research
informed.

During a transition, students experience similar feelings as to those in other life events, such as
changing jobs, moving from one country to another or even losing a loved-one. Although students
experience the transition into higher education in different ways, for almost all of them, the change
from a familiar environment into an unfamiliar one represents a period of disequilibrium. More
specifically, the transition to university life involves changes and potential challenges that students may
experience.