Sample Quali Stepping Out of Ones Comfort Zone Students Transition From Public To Private Schools Arada Et Al. 2017

University of Perpetual Help System Laguna - JONELTA
Basic Education Department – Senior High School
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
School education lays the foundation stone in building a person’s being. It provides a
formal structure providing academic training and character building that real life learning lacks
(Erford, 2003). Hence, learning environment serves as a big determinant on student’s academic
and social success in the future (Scheper, 2013).
Cullen et al. (2006) stated that school choice has become an increasingly prominent
strategy for enhancing academic achievement. Public and private sector school choice has
marked its far reaching grasp, expanding in options, scope, and complexity. From focusing on
the quality promoting equality of academic opportunity and overcoming adversity, choice of
school focuses more on the quality of education and facilities offered, as well as the suggested
tuition fees (Goggins, 2010). Considering that these factors continue to evidently arise, choosing
a leaner’s school specifically between private and public sector is one of the most important
decisions to be made.
According to a major study from the National Center for Education Statistics (2000),
education is delivered more effectively in public schools as their teachers tend to be more
qualified than their independent school counterparts in terms of education and experience. On
average, public school teachers earn more and receive more benefits, which provide public
schools with one advantage when trying to attract and retain the best teachers.
1
In contradiction, teachers from private schools tend to be more favorable as private
schools have a student-teacher ratio of 9:1 as opposed to about 17:1 in public schools. A
discrepancy is also observable between curriculum development in private and public schools.
Public schools must follow a state guideline that set out specific standards and assessment
procedures, while private schools, on the other hand, can choose whatever curriculum and
assessment model they wish. Smaller class size and better learning environment with sufficient
facilities are also indicated as the edges of private schools (Hart, 2010).
As the Department of Education implemented the Senior High School program, the last
two years of the K-12 curriculum, Grade 11 and Grade 12, serve as preparatory platforms for
either the world of work or the succeeding college years of the students. Furthermore, they seek
best educational opportunities for themselves that will best suit their chosen tracks. Senior High
School is still free for those who are attending public schools. Although only 25% of the public
schools nationwide do not offer this program, the Department of Education gives public school
students an opportunity to enroll in private schools through the voucher program from which
receives more affirmative response than the free education offered.
Considering the trend of public school students transferring in private schools during
their Senior High School boosted the researchers’ interest in conducting an in-depth study on
Senior High School students so as to understand their insights and perceptions in school choices
through their lived experiences specifically as they transferred to the University of Perpetual
Help System-Laguna.
2
Theoretical Framework
This study utilized Schlossberg’s (1981) Transition Theory, a psychosocial model of
development that examines life events which affect various aspects of an individual’s life and
their societal roles. Transition is any event or non-event that results in changed relationships,
routines, assumptions, and roles. The person’s perception of the transition is as important to
understanding how a person is affected by the changing life events (Pizzolato and Hicklen,
2011). Transition Theory stipulated that both positive and negative transitions can produce stress
and multiple transitions happening simultaneously which can make coping difficult. It was
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, this theory provided three types of
transitions: anticipated, unanticipated, and non-events (Evans et. al, 2010). All of these
transitions involve three phases: moving in, moving through, and moving out.
First-generation status appears to be a disadvantage throughout post secondary education
that is independent of other background and enrollment factors (Choy, 2001). Schlossberg's
Theory of Transitions can be adapted to apply to low income and first generation students,
addressing issues that may arise as they acclimate to the change of learning environment. For an
individual undergoing a transition, the impact, or degree to which the transition alters one’s daily
life is also important (Goodman et. al, 2006). Therefore, Transition Theory, as theoretical
construct, focuses on the factors that may influence a person’s ability to cope with a transition
3
Operational Framework
The operational framework was anchored on Transition Theory which emphasized that
knowing what a transition has for a particular person is significant as this kind of changes may
provide opportunities for growth, as well as decline (Meyer, 2010). As supported by Goodman et
al. (2006), the Transition Theory described three steps to aid successful navigation through a
transition. As included in the second step, four major factors, known as the “4 S System”,
influence the ability of an individual to cope during a transition: situation, self, support, and
strategies.
Under the first factor, situation, individuals may have both assets and liabilities
depending on his or her resources in the transitional area. Rhodes (2008) stated that change in
learning environment specifically transferring schools is considered as an anticipated transition.
Hence, certain adjustments are made by the students experiencing the phenomenon. In
understanding the lived experiences of the students transferring from public to private schools,
the researchers primarily identified the participants underlying assumptions or schema on the
transition from public to private schools. Then, the researcher described how the participants
experience adjustments upon transferring from public to private schools. Finally, the researchers
made a description and analysis of the findings or interpretations shaped by their in-depth
observations and interviews with the participants.
4
Statement of the Problem
This research aimed at providing an in-depth description and understanding of the
experiences of Senior High School students in transferring from public to private schools.
Specifically, this research answered two central questions:
1. What have the participants experienced in transferring from public to private schools?
2. How have the participants experienced adjustments in transferring from public to private
schools?
Assumptions of the Study
The researches based this study on the following assumptions:
1. Students from public schools face challenges upon adjusting in their shift to private
schools.
2. Adjustments upon transferring from public to private schools may affect the academic
performances of the students.
3. The participants are honest in answering the interview questions.
Scope and Delimitation
The study mainly dwelt on understanding and describing the lived experiences of Senior
High School students who transferred from public to private school. The researcher also
established the relationship between the perception of the participants and their experiences in
coping with the changes in the environment they are exposed to.
5
The participants of the study consisted of eight Grade 11 Senior High School students of
the University of Perpetual Help System Laguna-JONELTA who were enrolled during the
academic year 2016-2017. These students graduated from public high schools within the
province of Laguna and were recipients of Senior High School (SHS) Voucher Program given by
the Department of Education (DepEd) which enables students to claim a deduction from the cost
of tuition and other fees charged by a private school where he or she will enroll.
Significance of the Study
The findings of the study may guide the Department of Education in improving the
facilities and services rendered by both public and private schools as for the students to lessen or
if possible, avoid experiencing difficulties in adjusting with this transition.
The research could provide parents ideas about the experiences of the students upon
transferring from public to private schools which may help them in guiding their children’s
school choice.
The results of the study may also give school administrators a better understanding of
the experiences of the students thus may suggest them ways to better their academic institution.
The research may help the teachers in supervising the transferees of their class in their
adjusting phase. Likewise, they may also get information in encouraging the old students to also
assist their classmates or schoolmates who experience the transition.
6
The study may serve as an opportunity for the students to have better insight about the
topic, possibly giving them advantages in choosing the school they would enroll in. As per the
transferees, they may be guided by this study to cope with their new learning environment.
The product of the study could be immensely beneficial to the future researches as they
come- up with more in-depth study of student’s experiences. It could serve as an input in
conducting similar studies relating to transition of from public to private schools.
The totality of this undertaking greatly brought intellectual gains, moving insights, and
character empowerment to the researchers. The research process widened their horizons,
strengthened their character, and tested their perseverance.
Definition of Terms
The following terms used in this study are defined conceptually and operationally:
Comfort zone is a psychological state in which things feel familiar to a person and they are at
ease and in control of their environment, experiencing low levels of anxiety and stress, from
which a steady level of performance is possible (White, 2009). In this study, this refers to the
public schools, the participants’ previous school.
Transition is any event or non-event that results in changed relationships, routines, assumptions,
and roles (Goodman et. al, 2006). In this research, it refers to the shift of Senior High School
students from public to private schools.
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Private School refers to a school whose affairs are under control of a private entity (Franette &
Chan, 2015). It is the present school of the participants specifically the University of Perpetual
Help System Laguna –JONELTA.
Public School is a tuition-free school, funded by the government commonly including primary
and secondary levels. This operationally refers to the previous school of the participants in this
study.
Senior High School covers the last two years of the K to 12 program and includes Grades 11
and 12 from which students go through a core curriculum and subjects under a track of their
choice. This is the program that the participants in this study currently take.
Students refer to people who attend in an educational institution which may be a school, college
or university. This study will focus on Grade 11 students who are currently enrolled in the
University of Perpetual Help System Laguna –JONELTA
Challenges are viewed as problems or difficulties faced by Senior High School students who
transferred from public to private schools.
Lived experiences as it is explored and understood in qualitative research, is a representation
and understanding of a researcher or research subject's human experiences, choices, and options
gained personally (Given, 2008).
Phenomenon is an occurrence or a fact that is perceptible by the senses. It refers to the
experiences of the participants shifting from public to private school.
8
Understanding is the ability to know and comprehend the ideas, thoughts, feelings and view.
This study will strive to attain an optimal level of understanding of the experiences of Senior
High School students in their transition from public to private schools by using the methods of
qualitative inquiry.
Voucher Program enables students to claim a deduction from the cost of tuition and other fees
charged by a non-DepEd Senior High School where he or she will enroll. The participants of the
study are Grade 10 completers from public schools who received voucher subsidy disbursed by
DepEd to the University of Perpetual Help System Laguna- JONELTA.
Bracketing or epoche, refers to a process where the researcher creates distance from the
previously held theories and assumptions in order to become a nonparticipating observer of
conscious experiences of the world (Bertelsen, 2005).
Horizontalization is the process through which the research places all of the data collected
together and treats this data as if it has equal value (Merriam, 2009).
Theme Clustering or Clusters of Meanings is the third step in phenomenological data analysis,
in which the researcher clusters the statements into themes or meaning units, removing
overlapping and repetitive statements (Moustakas, 1994).
Textural description is a description of “what” participants have experienced in terms of the
phenomenon (Moustakas, 1994).
Structural description or imaginative variation is a step in which the researcher writes a
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“structural” description of an experience, addressing how the phenomenon was experienced by
participants in the study. It involves seeking all possible meanings, seeking divergent
perspectives, and varying the frames of reference about the phenomenon or using the imaginative
variation (Moustakas, 1994).
Overall Essence is the goal of the phenomenologist, this is the reduction of the textural (what)
and structural (how) meanings of experiences to a brief description that typifies the experiences
of all of the participants in a study. In other words, this is the combination of textural and
structural descriptions (Moustakas, 1994).
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter reviews the related literature which support and give credence to the details of
this research. The researcher anchored this comprehensive study to different viewpoints and
perspectives to present a thorough treatment of the problem. Concepts, findings, theories, and
notions, from scholarly researches and articles related to transition from public to private schools
are presented to provide an extensive background of the study and to justify the researchers’
objective in undertaking it. This also provides a synthesis of related literature which later on may
be confirmed, negated, or improved by the new knowledge that this study provided.
Importance of School Choice
Students of today’s generation are the expected future leaders; thus, even in their early
age, they must be prepared for success (Campanella, 2016). According to Umoh (2006), nature
only provides the raw materials in form of potentials, but it is the environment that determines
the extent of development. School is a social and learning agent that provides the environment
upon which a child may be formally educated in order to attain educational goals. Human beings,
have unlimited capacity to learn, but may however be limited by the behavior patterns and
facilities that the immediate environment offers (Oredein, 2016).
Studies proved that the learning environment of a student will impact on the child’s
academic, social, and emotional skills. It will also prepare children for the world of work and
create a platform for social interaction with a diverse group of classmates and potential friends
(Unathi, 2016). Furthermore, selecting the right school is one of the most important decisions to
make as school choice has become an increasingly prominent strategy for enhancing academic
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achievement (Cullen et al., 2006). Therefore, certain factors are necessarily considered before
concluding the school choice.
In the research done by Schneider (2002), results showed that school facilities affect
learning. Spatial configurations, noise, heat, cold, light, and air quality obviously bear on
students' and teachers' ability to perform (Kennedy, 2001; Strickland, 2001; Federspiel et. al,
2002; Environmental Protection Agency, 2000; Fisk et. al, 2002; Heschong, 2002; Benya 2001;
Plympton et al., 2000). Although empirical studies will continue, focusing on fine-tuning the
acceptable ranges of these variables for optimal academic outcomes, it was already proven that
clean air, good light, and a quiet, comfortable, and safe learning environment are important
factors to consider in choosing a school. This can be and generally has been achieved within the
limits of existing knowledge, technology, and materials. It simply requires adequate funding and
competent design, construction, and maintenance.
Class size should be observed as well while looking for the right school. There is a
definite consensus about the positive effects of small school size, and the effects seem to be the
strongest with students from lower socioeconomic groups (Schneider, 2002). After a series of
experimentations and clarifications, it was evident that students included in a small class size
tend to have higher scores than those in a bigger class size (Krueger and Whitmore, 2000).
In addition, teachers also play a significant role in the quality education imparted to
students. As a matter of fact, research using student scores on standardized tests confirmed the
common perception that some teachers are more effective than others and also revealed that
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being taught by an effective teacher has important consequences for student achievement (Rivkin
et al., 2005).
Among these factors, the most common basis of school choice is the tuition fees.
Students usually depend their decision to the income of their parents. Huff (2013) explained that
school choice allows parents to have more involvement and control over their child’s education,
which as research shows positively impacts academic achievement. Expanding school choice
has the potential to empower parents to give their children a better education and a better future.
Furthermore, school choice doesn’t just foster academic improvement, thus increased graduation
rates-students are also safer (Walter, 2012). Yet, Woessmann and Peterson (2007) suggested that
the choice of attending a certain school should not solely be determined by the parents as it is
correlated with parents' income but not with parents' education.
Despite the studies approving the significance of school choice, Lucas and Mbiti (2014)
explicated that school is not a determinant of student’s academic success. They tested the most
desirable Kenyan secondary schools which are elite government schools that admit the best
students from across the country. The experiment was done by exploiting the random variation
generated by the centralized school admissions process in a regression discontinuity design to
obtain causal estimates of the effects of attending one of these elite public schools on student
progression and test scores in secondary school. Despite their reputations, the findings showed
little evidence of positive impacts on learning outcomes for students who attended these schools,
suggesting that their sterling reputations reflect the selection of students rather than their ability
to generate value-added test score gains.
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Multiple Views on School Preference: Public or Private Schools
School choice may increase student engagement by enabling students to attend schools
that more closely match their needs and preferences. But this effect on engagement may depend
on the characteristics of the choices available (Vaughn and Witko, 2013). Schools are mainly
subdivided into two: the public and private sectors. The understanding between the effectiveness
of public and private schools has been the topic of a large number of studies in the educational
sciences (Dronkers and Robert, 2003). The possible cause of difference in effectiveness between
schools was analyzed based on relevant variables about students, teachers, parents and school
composition which people mostly debated. Given the higher probability that private schools will
ask fees from parents, the social background of students in public and private schools will vary,
especially in terms of occupational, educational, and financial characteristics of both parents.
Consequently, more students from a more favorable background will go to private
schools, which in turn might improve the social composition of the school population (Dronkers
and Robert, 2003). Furthermore, private schools are usually willing to provide certain
accommodations like extra time on tests and the use of assistive technology (Tucker, 2014).
Additionally, the study of Weeks (2010) concluded that private school teachers consistently
report having better working conditions than public school teachers across a wide variety of
measurements. Most prominently, private schools provide teachers with more classroom
autonomy, a more supportive school climate, and better student discipline.
However, it was disapproved by (Shaukat et al., 2011) which stated that teachers working
in the public sector institutions were found more committed as compared to the teachers working
14
in private sector. Boland (2016) stated that the teachers in public schools have more
qualifications in terms of experience and education. Mostly, the instructors graduated with
master’s degree. According to Snyder et al (2008), some public schools offered courses which
gains credit to students for college. The fact that public schools admit all students in the
community, those that attend the schools are more likely to be in classrooms with other students
that may think, act or look differently in them. Students are more comfortable to be exposed to
students from different cultures or income levels (Chen, 2013).
Despite of the difference between the effectiveness of public and private schools in some
relevant variables, the study of (Cobbold, 2015) suggests that there is no difference between
public and private schools across several indicators of school performance when student and
school background factors are taken into account. Moreover, both institutions provide knowledge
to students using the same learning materials as well as expose them in extracurricular activities
(Nichols, 2010).
Role of Schools in Senior High School
Since President Benigno Aquino III approved Republic Act no. 10533 or Enhanced
Education Act of 2010, the Department of Education has started the implementation of the K to
12 Curriculum nationwide. The Senior High School Curriculum, as part of the K to 12 Program,
is the two-year extension in the High School program. This aims to produce graduates who are in
pursuit of higher education or acquisition of middle-level skills, or geared towards employment
and entrepreneurship (Department of Education, 2015). According to the study by Schaps
(2005), it states that the school’s social environment has broad influence on students’ learning
15
and growth, including major aspects of their social, emotional, and ethical development. With
the Senior High School program as the major determinant of the students’ success to either the
world of work or the succeeding college years of a student, school plays an important role in this
stage (Hannah, 2013).
Transition Theory and Students’ Transition from Public to Private Schools
As initially proposed by Nancy K. Schlossberg (1981) and further elaborated by
Goodman et al. (2006), Transition Theory is a psychosocial model of development that examines
life events which affect various aspects of an individual’s life and their societal roles. This
concept originated from Schlossberg’s belief that a systematic framework needs to be developed
whose objective is to 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. Often categorized as
an adult development theory, Schlossberg’s theory is also relevant to traditionally-aged college
students (Evans et al., 2010).
Transition is any event or non-event that results in changed relationships, routines,
assumptions, and roles (Goodman et al., 2006). Understanding the meaning that a transition has
for a particular person requires considering the type, context, and impact of the transition
(Meyer, 2010).
Schlossberg’s theory describes three different types of transitions- anticipated,
unanticipated, and non-events (Evans et. al, 2010). According to Patton et al. (2016), anticipated
transitions happen expectedly and include such events as graduating from high school. On the
other hand, unanticipated transitions happen unexpectedly and are not scheduled. Events of this
16
type include being fired, the sudden death of a family member, or getting a divorce. The last
type, nonevent transitions, is defined as the changes an individual expected to occur but did not
happen, like the marriage that never took place or the child who was never born.
In Schlossberg’s theory, a transition exists only if it is defined as such by the individual
experiencing it. The person’s perception of the transition is as important to understanding how a
person is affected by the changing life events (Pizzolato & Hicklen, 2011). Context refers to the
relationship of an individual to the transition (one’s own or someone else’s) and to the setting of
the transition (work, personal relationships, and so forth). For an individual undergoing a
transition, the impact, or degree to which the transition alters one’s daily life is also important.
Both positive and negative transitions can produce stress and multiple transitions happening
simultaneously can make coping especially difficult.
While transitions may be linked to one identifiable event or non-event, a transition is
actually a process that extends over time (Goodman et al., 2006). At first people are consumed
by their new role. Gradually, they begin to separate from the past and establish new roles,
relationships, routines, and assumptions. Transitions may provide opportunities for growth, as
well as decline. (Evans et al., 2010) endorsed the idea of transitions having three phases, which
they called “moving in,” “moving through,” and “moving out.” People moving into a situation
need to familiarize themselves with the rules, norms, and expectations of the new system. Once
in a new situation, individuals must learn to balance their activities with other areas of their lives
as they move through the transition. Moving out can be seen as ending one transition and
thinking about what comes next. (Meyer, 2010) described four major factors, known as the “4
S’s,” that influence the ability of an individual to cope during a transition: situation, self, support,
17
and strategies.
A person’s effectiveness in coping with transition depends on his or her resources in these
areas. Individuals have both assets and liabilities as they encounter transitions. Assets may
outweigh liabilities, making adjustment relatively easy or liabilities may outweigh assets making
the transition more difficult to manage. An individual’s appraisal of a transition as positive,
negative, or neutral also impacts how the person feels and copes with the transition.
When examining the first “S”, a person’s situation, it will vary according to what
triggered the transition, the timing, the amount of control the person has over the transition, the
new roles the individual is taking on, the duration of the transition, one’s previous experience
with a similar transition, how the individual assesses the transition, and other stresses the
individual is experiencing. Factors considered important in relation to the second “S”, self, are
personal and demographic characteristics and psychological resources. An individual’s personal
and demographic characteristics affect how they view life and include socioeconomic status,
gender, ethnicity/culture, age, stage of life, and stage of health. Psychological resources include
ego development, outlook, personal values, spirituality, and resiliency. The third “S”, support
that an individual has, impacts one’s ability to adapt to a transition. People receive support from
family, friends, intimate relationships, and institutions and/or communities. Functions of support
include affect, affirmation, aid, and honest feedback. The fourth “S”, strategies, refers to the
ways individuals cope with a transition. Coping responses include those that modify the
situation, those that control the meaning of the problem, and those that aid in managing stress
(Evans et al., 2010).
Individuals who want to change their situation or reduce their stress can choose among
18
four coping modes: information seeing, direct action, inhibition of action, and intrapsychic
behavior. Goodman et al. (2006) emphasized that individuals cope best when they remain
flexible and use multiple strategies.
First-generation status appears to be a disadvantage throughout post-secondary education
that is independent of other background and enrollment factors (Choy, 2001). Schlossberg's
Theory of Transitions can be adapted to apply to low income and first generation students,
addressing issues that may arise as they acclimate to the change of learning environment. For an
individual undergoing a transition, the impact, or degree to which the transition alters one’s daily
life is also important (Goodman et. al, 2006).
Synthesis of Reviewed Related Literature
As the researchers conceptualized the study, the aforementioned related literature and
studies which have been conscientiously organized and presented served as their guide. The
purpose for conducting the study initially arose from Campanella’s (2016) advice that students of
today, being the expected future leaders, must be prepared for success at such early age. Umoh
(2006) explained that nature only provides the raw materials in form of potentials, but it is the
environment that determines the extent of development. Although human beings have unlimited
capacity to learn, school, as the students’ learning environment, may offer behavior patterns and
facilities that could possibly limit learning (Oredein, 2016). Likewise, Unathi’s (2016) studies
proved that the learning environment of a student will impact on the child’s academic, social,a
nd emotional skills, which was supported by Cullen et al. (2006). Schneider (2002), Kennedy
(2001) Strickland (2001), Federspiel et. al (2002), Environmental Protection Agency (2000),
19
Fisk et. al (2002), Heschong (2002), Benya (2001), and Plympton et. al (2000) presented that
school facilities affect academic learning. Class size may either affect the students’ learning
positively or negatively (Schneider, 2002; Krueger and Whitmore, 2000). Teachers also play a
vital role in the quality education imparted to students (Rivkin et al., 2005).
Among these factors, the most common basis of school choice is the tuition fees as
students depend their decision to their family income (Huff, 2013; Walter 2012). Yet,
Woessmann and Peterson (2007) suggested that the choice of attending a certain school should
not solely be determined by the parents as it is correlated with parents' income but not with
parents' education. On the other hand, Lucas and Mbiti (2014) explicated that school is not a
determinant of student’s academic success.
School preference is commonly between public or private schools but the relationship
between the engagement of students to learn and their school choice depends on the
characteristics of the choices available (Vaughn and Witko, 2013; Dronkers and Robert, 2003).
Dronkers and Robert (2003), Tucker (2014) and Weeks (2010) agreed that private schools
provide better education considering the facilities, school population, technology, classroom
autonomy, school climate, and student discipline. In contrary,
Consequently, more students from a more favorable background will go to private
schools, which in turn might improve the social composition of the school population (Dronkers
and Robert, 2003). Furthermore, private schools are usually willing to provide certain
accommodations like extra time on tests and the use of assistive technology (Tucker, 2014).
Additionally, the study of Weeks (2010) concluded that private school teachers consistently
20
report having better working conditions than public school teachers across a wide variety of
measurements. Most prominently, private schools provide teachers with more classroom
autonomy, a more supportive school climate, and better student discipline. In contrary, Shaukat
et al. (2011), Boland (2016), Snyder et al. (2008), and (Chen, 2013) stated that students get more
advantage in public schools in terms of the teachers, courses, and education offered. Despite of
the difference between the effectiveness of public and private schools in some relevant variables,
both institutions provide knowledge to students using the same learning materials as well as
expose them in extracurricular activities (Cobbold, 2015; Nichols, 2010).
As indicated in the study of Schaps (2005), the school environment gives impact to the
students’ learning abilities including on their social, passionate, and moral improvement. Hannah
(2013) states the school plays an important role in preparing students in the field of work with
the Senior High School Program as the major factor of success.
The latter part of the literature review explained the development and nature of Transition
Theory, to which this study is anchored, as initially proposed by Nancy K. Schlossberg (1981)
and further elaborated by Goodman et al. (2006) with reference to the studies of Evans et al.
(2010), Meyer (2010), Patton et al. (2016), Pizzolato and Hicklen (2011), and Choy (2001).
Gaps Bridged by the Present Study
From the review of the related literature and studies previously presented in this chapter, it
was found out that although transition from public to private schools has been a subject of a
number of researches for decades, most of which focus on the significance of school choice and
its effects to academic achievement, there was a dearth of studies showing the explanation of the
21
phenomena specifically with the recently implemented Senior High School in the Philippines as
the scope of the research. This study attempted to address this gap by focusing on the
adjustments made by the students during the transition, as well as the effects of the transition to
the new curriculum in terms of providing an in-depth understanding of the students’ lived
experiences.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the method of research to be utilized in this study, the participants,
the sampling technique used, the instrument, research locale, together with the procedure
analysis.
Research Design
This study utilized the qualitative phenomenological research design whose primary
objective is to explicate the meaning, structure, and essence of a phenomenon (Christensen et. al,
2010). This was done by understanding the lived experiences of a person, or a group of people
and afterwards, illuminating the specific through the eyes of the participants in the study
(Merriam, 2002). In particular, we employed Psychological Phenomenology which is also
referred as Empirical or Transcendental. According to Moustakas (1994), as cited by Creswell
(2005), this approach focuses less on the interpretations of the researcher and more on the
description of the experiences of the participants.
Sources of Data
For qualitative researches, Polkinghorne (1989), as cited by Creswell (2007), advised that
investigators interview 5 to 25 individuals who have all experienced the phenomenon. This was
supported by Crouch and McKenzie (2006), proposing that a small number of cases (less than
20) will facilitate the researcher’s close association with the respondents, and enhance the
validity of fine-grained, in-depth inquiry of naturalistic settings. Likewise, in this study, majority
of the data were gathered through multiple in-depth interviews with 8 students who have
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experienced transition from public to private schools. To provide an in-depth background and
meaningful answers to the research problems, we reviewed related literature and studies
specifically by consulting and citing books, periodicals, published theses and dissertations, and
online journals.
Participants of the Study
The participants of the study consisted of 8 Grade 11 Senior High School students of the
University of Perpetual Help System, who transferred from public schools where we have
access. The participants were selected utilizing purposeful criterion sampling strategy which
involves identifying and selecting individuals or groups of individuals that are especially
knowledgeable about or experienced with a phenomenon of interest (Cresswell and Plano Clark,
2011). In addition to knowledge and experience, Bernard (2002) noted the importance of
availability and willingness to participate, and the ability to communicate experiences and
opinions in an articulate, expressive, and reflective manner. Probabilistic or random sampling is
used to ensure the generalizability of findings by minimizing the potential for bias in selection
and to control for the potential influence of known and unknown confounders.
Data Gathering Procedure
First, we identified and selected the participants with the help of the class advisers and
the documents from the Student Personnel Services (SPS) Center. After gaining access, we
personally met and asked for the participants’ affirmation, thus, establishing rapport with the
participants. Only then were the interview schedules set. The actual one-on-one interviews were
24
conducted at the libraries and classrooms from both College and Senior High School buildings
during dismissal time. The participants were very cooperative and open in responding to the
interview questions, especially upon knowing that their problems in the phenomenon would be
addressed through the study.
Treatment and Analysis of Data
We treated and analyzed the data gathered from the interviews using Moustakas’ (1994),
as redetailed by Creswell (2007), approach. Initially, we did bracketing, a process of mitigating
the potentially deleterious effects of preconceptions that may taint the research process (Tufford
and Newman, 2010). The following step was horizontalization where the interview transcriptions
were read thoroughly and significant statements were highlighted. Out of the significant
statements, clusters of meaning were formulated and used to write a textural description (what
the participants experienced) and structural description (how the participants experienced the
phenomenon). From the structural and textural descriptions, we wrote a composite description
that presents the “essence” of the participants’ experience in transition from public to private
schools.
After describing the overall “essence” of the phenomenon under study, we took the final
step, the verification from the participants. We once again met the participants and provided a
hard copy of the verbatim transcriptions of their responses and how they were interpreted. This
enabled the participants to review their answers and do clarifications or modifications if
necessary.
25
Ethical Consideration
In concluding the study, ethical considerations, especially in terms of informing and
seeking permission from school administrators and participants, were taken into account. First,
we requested permission from the Research Center of University of Perpetual Help System
Laguna, our current school, to check the potential harmful impact and risk of the study to
participants. Written consent was also secured from school administrators of University of
Perpetual Help System Laguna to have their students interviewed. As to assure the participants
of absolute confidentiality, each of them were asked to sign a consent form prior to the video-
recorded interview. Likewise, the written consent informed him/her the right to withdraw from
the study at any time.
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Chapter 4
RESULTS AND DISCUSSION
This chapter presents how the researcher completed the process of bracketing,
horizonalization, theme clustering, constructing the textural and structural descriptions, writing
the overall essence, and verification of the lived experiences of the participants in transition from
public to private schools.
As the first step, the researchers did bracketing or the process of mitigating
preconceptions which had the potential to taint the results. Afterwards, the interview
transcriptions were read thoroughly and significant statements were highlighted or the so callled
horizonalization. These statements are shown in Table 1 and are treated as of equal value in
describing the participants’ experiences of the phenomenon.
Table 1
Significant Statements of Public School Students on Transition to Private Schools
1. Since nagooffer din naman sila ng TVL then ICT

2. Eto lang kasi yung may Arts and Design
3. Dati meron daw dito, welding
4. Nagoffer naman sila ng lahat ng strands
5. Dahil sa public kasi hindi kumpleto yung mga tracks nila
6. Private school parang maarte
7. Iba yung environment nila
8. High class sila
9. Yung mga tao dito, mga sosyal, mga maarte
10. Mataas sila kumbaga mas edukadong tao
11. Personal…inuuna ko ngayon, time management
12. Tumino ako ganon…sumusunod sa mga teachers
13. Di na masyadong katulad ng dati na..pabara bara lang
14. Mas na dagdagan yung confident ko sa sarili ko
15. Naging mas seryoso ako sa pag-aaral
16. Mas tutok ako sa..pag-aaral
17. Madami ako natutunan
18. Mas naging mataas yung grades ko
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19. Mas tumaas yung IQ ko

20. Lumalim pa yung mga .. English ko…mas tumama yung mga grammar ko
21. Mas lalo akong naging…friendly
22. Bagong......set ng...friends
23. Naging friendly na ako
24. Mas nadagdagan yung mga kaibigan ko
25. Dumami mga friendships ko
26. Mas dumami yung friends ko
27. Palibhasa voucher ganyan ugali…
28. Uy galing public yan masama ugali ganon.
29. Warfreak ganyan, may ibang ugali, squatter ugali
30. Yung mga discrimination dahil galing ako sa public school
31. Nagkaiba naman sila pagdating sa facilities
32. Dito kumpleto, sa public hindi…kulang kulang
33. Sa private mas natuunan nila ng pansin yung mga facilities nila
34. Di gaya dun sa public...bukod sa kulang-kulang yung mga facility nila
35. Public, kase…yung pag-hold nila ng curriculum ng pag-hold nila ng education.
36. Public kase nandon yung mga kaibigan ko
37. Mas maganda tsaka quality talaga yung binibigay na education ng public kaysa private
38. Mas gusto ko yung parang tactics ba… nung mga public teachers
39. Mas maganda parin sa private
40. Private ako… kase mas maayos yung mga gamit dito tsaka yung mga… facilities
41. Pipiliin ko magstay nalang dito sa private school
42. Magpa-private nalang ako kase mas magiging komportable
43. Naging problema lang….pagdating don sa pagkuha ng uniform
44. Ayoko lang talaga nung binibigyan ako ng maikling palda
45. Medyo kinakabahan bago wala masyadong kakilala
46. Medyo nahirapan ako kase di ko magawa yung dating ugali ko noon
47. Loner lang ako lagi
48. Nahirapang mag-adjust… ayun naninibago parin ako
49. ‘Di ko lang sya pinansin
50. Through example lang talaga ginawa..nag-pray lang ako
51. Yung sarili ko…pinursuade lang na kailangan makipagkaibigan ako
52. Hindi ko na lang pinansin
53. Panahon lang naman talaga…wala naman…talagang dapat iadjust
54. Ginawa ko lang yung mga ginagawa ko dati para magkaroon ako ng kasundo
55. Hindi ko nalang siya pinapansin
56. Nag-think positive lang ako…wala namang imposible pag nandyan si God
Following the horizonalization was theme clustering wherein significant statements were
analyzed, outlined and grouped into themes or meaningful units. The researchers were able to
28
generate ten theme clusters divided into two. In order to answer the first core question: what
have the participants experienced in their transition from public to private schools, the first set of
theme clusters was conveyed (textural description). On the other hand, the second group of
themes provided answers for the second central question: how have the participants experienced
transition from public to private schools (structural description). Hence, Table 2 presents the
groupings of clustered themes based on the significant statements and their relative ideas.
Table 2
Theme Clusters Divided into Two Groups
Group A: Textural Themes

Theme 1: Track offering determines the transition
Theme 2: Private education deemed as social status symbol
Theme 3: Students’ personalities improve upon transition
Theme 4: Transition as a platform for academic improvement
Theme 5: Transition expands social circles
Theme 6: Public school students face stereotyping
Group B: Structural Themes
Theme 1: Facilities serve as school distinction
Theme 2: Public and private schools are equally preferred
Theme 3: Challenges during adjustment period
Theme 4: Variety of coping strategies
1. As to what the public school students experience during their transition to private schools
Theme 1: Track offering determines transition. Even though only 25% of the public schools
nationwide do not offer the K-12 program, various factors influenced the greater number of
public school students in transferring to private schools instead of staying to public schools. The
29
study revealed that majority of the participants believed their transition was greatly influenced by
the tracks offered in private schools. While the remaining participants stated that their friends
and population in school were the major causes of their transition. The views of the majority
were showed in the following responses:
(1) Ahmm..actually, ahmm... since..... ang track mo TVL then specialization ICT ahmm... dati
nagiisip ako kung.. others school na.. computer ung major nila ang... pero dito naman kasi sa
Perpetual since.. university ahmm..... ano assure mo ung quality education kaya yun nagtiwala na
rin ako na.. dito rin..magpunta para sa Senior High School since nagooffer din naman sila ng
TVL then ICT.
(2) So, Syempre, yung... diba? Ito nga lang yung may Arts and Design na meron sa Perpetual? So,
uhmm... ano na talaga sya...though kahit ayaw ko sa Perpetual...eto lang kasi yung may Arts and
Design diba? Ang ginawa na lang namin, uhmmm kahit ano, kahit...hindi ganun kaano yung ano,
ayaw ko sa Perpetual... pero...wala akong magagawa, eto lang may Arts and Design e...No
choice...Arts and Design gusto ko e.
(3) Ano naman kasi eh, yung ano ko, yung sa highschool ako ano ako noon eh, welding ang kinukuha
ko dahil may tech-voc din doon. So ngayon nag adjust ako dahil electrical ang kinukuha ko dahil
dati meron daw dito, welding kaso di lang natuloy.
(4) Kasi…yun school natin na to ung perpetual kasi nagoffer naman sila ng lahat ng strands diba,
kaya parang di naman naapektuhan…parang deretso na ko dito. Kasi may STEM naman silang
lahat inoffer nila kaya pumunta nalang ako dito….
(5) Dahil..sa ..public kasi hindi kumpleto yung mga….tracks nila and dito sa private, meron..silang..
kumpleto kumbaga kumpleto yun nga yung….sa Arts & Design mahirap hanapin gaya nung
tracks naming kaya mas napili ko rito. At..mas..maayos yung mga…facilities nila dito at mas
naging...mas naging kumportable ako sa pag-aaral.
30
In the study, it was revealed that the responses of the participants were clearly associated
with the statement of Cruz (2014) that students from public school transferred to private schools
with the help of DepEd voucher as their previous schools were unable to offer their desired
tracks. Public schools were incapable of offering various tracks, especially Technical-Vocational
Livelihood track, due to lack of equipments. Through further inquisition, researchers were able
to uncover how the students’ decision contradicted the statement of Huff (2013) that the most
common basis for school choice is the tuition fees as students depend their decision to their
family income. The majority of responses also disagreed with the conclusion of Ruijs and
Oosterbeek (2012) that students select schools close to their home and where the larger
percentage of their peers go.
Theme 2: Private education deemed as a social status symbol. Considering the change of
learning environment that public school students are to undergo with, they already have
contradicting expectations even before stepping inside the private schools. In the interviews
conducted, most of the participants initially thought of public schools as a place for people from
the upper class in the society. On the other hand, the minority either looked forward for better
facilities or expected nothing at all. These data are revealed in the following statements:
(1) Ang expectation ko lang sa ano saaa… Private School ano parang maarte pero hindi naman
ganon talaga dahil may galing din sa ibang Public na makakasundo ko.
(2) Ano… expected ko …. yung maging kaklase ko syempre… pag mga bagong kaklase iba yung
environment nila.. eh… syempre ung ibang school di naman lahat ng pupunta dun school na to
diba galing sa public school.. yung iba galing sa private school eh.. iba-iba ung environment
siguro may mga changes parang ganun ineexpect ko lang.
31
(3) Syempre medyo strict dito kasi private eh. Tsaka yungmga tao dito masyadong ano classy ganun.
High class sila mag... samin na galing public. Medyo mas sosyal dito kasi... *points at
airconditioner* mas mapepera yung nagaaral dito. Di katulad sa public kahit nakatsinelas pwede
ka pumasok sa school. Uhm... yun.. yun nga de aircon dito tas samin ilang electric fan lang sa
isang kwarto tas ang dami pa namin sa room. Tas dito divide lahat sa sections edi pantay pantay
na bilang. Sa teachers, ano sobrang ano sila magturo medyo strict tapos magagaling kasi high
class yung uhm pinagaralan nila yun.
(4) Ahh…,expectation ko ano,mga…,mga dati dito na nag-aaral,yung mga tao dito, mga sosyal, mga
maaarte ganyan tapos ano, masususngit,mangdi-discriminate ng ibang estudyante na galing sa
public schools.
(5) Ahm syempre yung mga…classmate ko, ka-classmates….kasi..depende kasi sa ugali eh! Kaya
parang….in-expect ko na….matataas sila, kung baga..mas edukadong tao..yung bang parang
nang mamata ng mga ano… Yes! Nung mga…nasa galling public school. Ayun then……..Yun
lang!
These findings from the interview with the participants are supported by Stevens (2007)
concluding that education offered by private institutions is a form of social stratification and
inevitably creates social and cultural systems that legitimate the upper class advantage. Variation
in educational attainment essentially is a coating for preexisting class inequalities. Likewise, they
are also associated with Archer et al.’s (2001) study stating that students who attend privately
managed schools tend to be those from more socio-economically advantaged backgrounds more
likely from either the middle or upper class of the society. Numerous statistical studies have also
highlighted that social class is the strongest predictor of educational attainment (Cassen and
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Kingdon, 2007; Dyson et al., 2010; National Equality Panel, 2010; Sodha and Margo, 2010; Kerr
and West, 2010).
Theme 3: Students’ personalities improve upon transition. As public school students transfer to
a new learning environment specifically private schools, various personal changes are
experienced. Most of the participants experienced improvement in their personalities upon
transition. On the other hand, negative personal changes such as poor time management and lack
of discipline took place for some of the participants. For the remaining few, no personal changes
occurred. These findings are manifested in the following responses:
(1) Ang ano naman sa akin sa personal ko, ano parang medyo natip- medyo tumino ako ganon,
parang sumusunod sa mga ano teachers kasi sa public minsan parang bale wala langyan, ganon
lang yan edi akala mo ano easy-go lucky pero ditto parang talagang strikto.
(2) Personally, yon mas parang naging ano yung pagkilos ko..yung di na masyadong katulad ng dati
na..pabara bara lang haha kahit di ka na magsuklay ng buhok mo kase di ka naman pupunahin
sa classroom eh dito eh. Tsaka yung pagiging late dito ko nakaranas ng pagiging late. Hindi,
hindi ka naman malelate dun malapit lang naman sa bahay kasi dito malayo yung byahe. Hmm
oo magfflag ceremony lahat ng late. Pero masaya pa din kase magkakatropa kayo.
(3) Affect? Perso-personal, ako syempre yung inuuna ko ngayon, time management, hindi dahil sa
school. Time management dahil sa friends mo. Sabihin na natin social, actually lagi kaming nasa
labas, after the class, nagbago sya e. Pero the, kung iisipin yung positive, sa social ko bilang
arts, ayun, bilang arts, ayun, student artist ng arts and design....Kumbaga, pagpasok namin dun
sa room is iba na kami, hindi na kami estudyante----ng perpetualite, estudyante na, student, artist
student arstist na kami, kung saan, pag tumingin kami sa isang bagay, iba na sya. Yung parang
iisipin mo...Ano kaya ang creative process nung isang bagay na yon? So, ganun yung nag-ano sa
33
akin. Bawat visual, literary, performing, ano man yan, photography, filming. Kumbaga ang pag-
iisip namin don ay iba na sya. Lagi kaming nakafoc-nakafocus sa creative process nung mga
bagay nung creative art. Paano ba iyon? Kung ginawa ba yon ng elite ng in high art or ng in
commercial art.
(4) Siguro mas na dagdagan yung confident ko sa sarili ko kasi .. alam naman natin diba? Pag sa
public, ay parang mas dini-discriminate nga diba kasi? Gawa nung pag-private ka, mataas yung
tingin nila sayo.. So, ayun mas nadagdagan yung confident sa sarili ko.
These dominant statements are anchored with the research done by Leikas and Salmela-
Aro (2014) which highlights the usefulness of examining life events and transitions, as well
as people’s perceptions of these events and transitions as moderators of positive personality
changes like conscientiousness to young adults. However, it contradicts to the transitional
turbulence as termed by Rhodes (2008) which explains that emotional issues and struggles
prevail during the shift.
Theme 4: Transition as a platform for academic improvement. Transferring from public to
private schools is the root of various changes even in terms of academic performance. The
interview indicates that five out of eight participants had their academic performances improved
after they transferred to a private school. In contrary, the other three participants experienced
negative academic changes upon transition. These findings are revealed in the following
responses:
(1) Ano.. ano ba?... parang wala naman… naging mas…. Wala parang wala namang pagbabago..
paulit nga ng tanong…..pagbabago? ano… naging mas seryoso ako sa pag-aaral kasi syempre…
34
yung parents ko.. syempre diba mas mahal yung tuition na binabayad sa private school, kaya
iniisip ko dapat mas seryosohin ang pag-aaral para mas mataas yung grades..
(2) Uhmmm yun. A...cademic. Pag dating sa academic siguro yung napansin ko sakin mas tutor ako
sa ano.. pag-aaral. Yun nga sabi nga nila.... nasa private school ka then..nagbabayad ka ng
tuition. Kumbaga... mag-aaral ka talaga kasi hindi naman para sayo sayangin yung binabayad
mo sa tuition kasi sayang naman sa private...ka.
(3) Academic…Oo. Madami ako natutunan. Kasi dati wala. Kasi ‘di masyadong na-
aanuhan..madaming natututunan.
(4) Tungkol sa grades?... ano.. napansin ko mas naging mataas yung grades ko ngayun sa nang
lumipat ako sa private school, compare ko dun sa mga grades kong nakuha nun public… nasa
public school pa ko rather..
(5) Sa acads naman parang mas tumaas yung IQ ko naffeel ko lang..kase ano ang galing magturo
nung ibang teacher pero meron din naming teacher na kahit di gaanong magaling
nakakapagturo pa din. Pero di ko naman sinasabing di sila magaling magturo. Parang mas
mabilis lang maintindihan yung tinuturo nung isang teacher. Parang ganun.
(6) Napansin kong mas ….. lumalim pa yung mga .. English ko. Medyo.. mas tumama yung mga
grammar ko. Naitatama ko na.The, ayun… mas nagagawa ko na yung assignment ko ng mabilis
kasi ayun nga …. Dahil nga dun sa gadget na yung gamit natin.
The results of the study differ from Glass and Harrington’s (2002) research which found that
students did better in their prior school rather than their new ones. This was further explained by
the transfer shock literature that results to the depressing academic performance students
experience after entering a new institution (Glass & Harrington, 2002; Ishitani, 2008; Laanan,
2001).
35
Theme 5: Transition expands social circles. Transferring from public to private schools results
to various social changes for the part of the students. The interview indicates that 6 out of 8
participants enhanced and developed their social capabilities which resulted to gaining a new set
of friends, while the two remaining participants stated that there is no significant change in their
social life. The participants' views are displayed in the following responses:
(1) Sa personal…. Uhm…Mas lalo akong naging ano, pala…friendly ganun. Di na… dati kasi
mahiyain ako eh haha!
(2) Uhmmm.....social life..siguro......ano.. Bagong......set ng...friends. Yung circle of friends mo pag
dating sa ano. Then yung adjustment pag dating sa mga teachers.. Siguro ayun, kasi di naman
ganun kalayo yung gap ng mga teachers natin sa students.
(3) Sa social, ganun nga naging friendly na ako.
(4) Socially..mas nadagdagan yung mga kaibigan ko pero di parin naman nawala yung mga
kaibigan ko na public school lumipat nga sila dito.. mas nagimprove pa yung social life ko …
mas nadagadagan yung mga kaibigan tapos… mas marami akong time nagspend.. na naispend
ko sa kanila.
(5) Pag social naman, dumami mga friendships ko kasi.. marami din akong kauri dito.. kaya parang
madami din yung tanggap ako.
(6) Mas dumami yung friends ko kasi..Once na.. pag sa private ka pumasok, parang mas … updated
ka sa lahat ng mga ..social medias.. so mas dumami yung friends ko.. mas marami akong
nakilala.
After conducting the interview, it was uncovered that the responses are affirmed by the study
of Schaps (2005) concluding that the school environment has a broad influence to the student’s
learning abilities including on their social improvement. This will serve as the preparedness of
36
the students in the field of work and creating a platform for social interaction with a diverse
group of people (Unathi, 2016). Nevertheless, they have clear dissimilarities with the results
from Townsend and Wilson’s (2006) study that transfer students may have particular difficulty
integrating into the new learning environment due to their lack of established contacts within the
institution. They also negate the data from National Survey of 4 Student Engagement (2008)
which explain that transfer students report few interactions with peers. These responses are also
in contrary with the research about the student’s feeling of detachment with others during the
transition by Bradshaw et al. (2010).
Theme 6: Public school students face stereotyping. Being exposed to a new learning
environment results to different conflicts. Half of the participants experienced public school
stereotyping or generalized as students from the lower class. However, the remaining participants
pointed out that the tablet, grades, and the schedule were the problems they had during the
transition. The different views of the participants are manifested in the following responses:
(1) Uhmm dito naman.. Hindi naman naging problema dito yung...pagiging transferee mo kung
galing ka man sa public school o private school. Ahmm... kase mas lamang pa ata yung....galing
siguro ng public school kesa sa private. So hindi sya mahirap mag adjust. Uhmmm. Ang naging
issue lang siguro sa mga transferee pa...from public school ay yung vouchers. Yung naging issue
dati. Uhmmm yung sinasabi nila palibhasa voucher ganyan ang ugali. Kumbaga iba yung
tingin... nila pag galing public school.
(2) D naman ako nagkaproblema sa voucher.. ng ano basta ang nagka-ano ako is yung tablet.. then
hindi ako... against ako sa tablet... Simula pa lang nung una nung nag-enroll ako dito, kinausap
ko yung dean, sabi ko "bakit po tablet?" Tapos nakipag-ano ako dun sa... dean sabi ko po, "dba
37
po ang tablet ano mabilis mabasag?" Ganun so against na nga ako dun sa ano pero finances....
wala pa naman din. Ahh ung vs. college? Actually wala akong ano dun e, naging passive ako dun
pero ang magiging active dun sa bilang artist is ung galaw mo, though nag-passive ka naman
dun sa mga, d ka naman verbal ang nag-active sayo is ung mismong action, ung movements mo
bilang isang artist. Hindi, kasi which is ung iba totoo, which is ung iba hindi naman. May kapatid
akong college pero hindi namin siya ina.. hindi ko naman kagalit, hindi namin pinaguusapan.
Depende naman sayo yun kung pano mo itatake dba? depende sayo kung pano mo.. kung...
depende un sa action mo, depende rin sa movements mo.. kung totoo nga ba...edi un ngayon.. di
man verbally mo sinasabi, non-verbal mo sinasabi through your... ung... sa mga galaw mo, sila
na rin mapapahiya sa sarili nila.
(3) Sa grades ganun haha pinoproblema ko. Minsan ‘di ako nakakapagpasa ng ano eh…ng mga
projects mga ganun. Then pinoproblema ko haha…ano… parang tinatamad. Sa dati ko kasing
school, gumagawa ko kasi…ano kailangan para…di na kasi kami natututukan kaya dun na lang
sa projects ko ginagawa yung mga…makabawi.
(4) Ano, ayun lang pre meron yung iba, syempre mapagtaas ganoon galing sa publi- ay private
sasabihin, uy galling public yan masama ugali ganon. Yun lang yung mga expectation ko din na
negative.
(5) Ayun nga ano… ung mga…dahil nga iba-iba yung school na pinaggalingan naming parang iba
yung environment na kina.. kinalakihan ko. Parang, pano ba yun sasabihin? Iba yung
environment ko dun sa environment nila kaya nung naging magkaklase kani merong konting
changes pero madali lang naman okay pa rin naman.
(6) Yung ano…yung schedule. Yung pagiging late. Yun yung naging problema ko nung una kase
nahirapan ako gumising ng sobrang aga. Tapos ang dami mo pang gagawin sa gabi,
magttraining ka pa ganun. Kaya nahirapan akong magadjust. Kaya umayaw na rin din muna ako
38
sa varsity. Tas pinakaloob pa kami sasakay ka pa ng dalawang jeep tsaka isang tricycle.
Pagkavarsity kase minsan 10, minsan 9, depende kung anong oras matatapos. Hindi pagkaano
may cool down, matagal pagkahard training. Pero pagkasoft training lang hanggang 8 lang
kami, start ng 4 ganun. Yung teacher ganun, namroblema ako masyado sa mga teacher kasi diba
per sem nagpapalit ng teacher. Yung…bagong teacher tapos yung.. di mo makapa yung ugali ng
teacher, parang di mo masyadong makasundo kase di siya nagoopen sa’yo. Ganun, parang
nagkakailangan pa kami. Hindi, sa public kasi, halimbawa yung teacher mo, buong grade 9
lahat ng teacher sa grade 9 magiging teacher mo tapos pag naggrade 10 ka na, lahat ng teacher
sa grade 10, teacher mo. Hmm parang nakafix na yung schedule ng teacher mo sa’yo.
(7) Ano, yung mga sinasabi ng ibang tao na ang galing public is ano ah, mga parang, hindi
paraiwara eh. Ano bang term na maganda dun,parang…Oo maligalig, may…Basagulero? Haha
oo ganon parang warfreak ganyan, may ibang ugali, squatter na ganyan, squatter ugali ganon.
(8) Syempre number one yung financial..kasi ..ayun nga.. kaya naman ako lumipat dito kasi nandito
lang yung meron yung tracks na hinahanap ko.. which is Arts & Design and… hindi kasi
palaging merong pera. So, ayun alam naman nating lahat na.. ayun ang problema ng ..mga
Pilipino… ng mga bawat tao ngayon , financial talaga. And then, yun nga yung mga
discrimination dahil galling ako sa public school ngayon nandito na sa private school. Siguro
tinitiganan nila yung background ano ko… kaya ayun. . dun na papasok yung discrimination.
According to Strauss (2013), stereotyping has been shown to be a natural and necessary
human response in the face of limited context-specific knowledge (Strauss, 2013). By thoroughly
examining the responses of the participants, this supports the initial generalization or
stereotyping faced by the public school students during their transition to private schools. This is
also supported by Suydam (2012) which exposed that public schools are stereotyped as place of
drugs, behavioral issues, fighting, havoc and chaos. These answers are also evident to Yuson’s
39
(2012) statement that many cases of stereotype phenomena still run around the Philippines which
are especially observed in schools. As explained by Hall (2012), stereotyping happens and may
even impair someone's performance or cause consequences on their existing relationships and
careers when seen negatively by an individual.
2. As to how the public school students experienced adjustments during their transition to private
schools
Theme 1: Facilities as school disctinction. Public schools are funded and administered by the
government while private schools are non-governmental but administered by a private group of
people, thus resulting with various distinctions between them. In the interview with the
respondents, it shows that 4 out of 8 participants were more favorable to private schools than
public schools when it comes to the quality of facilities. On the other hand, the remaining
respondents each claimed different statements saying public schools are more firm and strict in
submission of school works, private schools are more meticulous in checking of uniform, the
price of foods in the cafeteria are more expensive in private schools, and that the quality of
education in public schools are better than that of private schools. These inputs are revealed in
the following responses:
(1) Nagkaiba naman sila ahmm... pagdating sa facilities un nga ahm pagdating mo sa private ahmm
kumpleto ung facilities ahmm.. air-conditioned lahat ng classroom compare sa public ahmm...
kulang sa classrooms, kulang sa chairs yun nagkaiba sila pagdating sa facilities.
(2) Dito kumpleto, sa public hindi. Ano, kulang. Kulang-kulang. Ano lang…yung.. ano tawag ditto…
comp lab, yung mga ganun. Tsaka yung library. Ganun lang. Pero mga iba walang ano..yung
mga T.V wala. Walang T.V studio haha!
40
(3) Sa..private may natuunan nila ng pansin yung mga facilities nila kase mas inuuna nila yung
kapakanan ng mga estudyante. Mas ginastusan yung mga building tapos mas magaganda yung
upuan yung mga...parang...kunyare facilities dito mas maganda kesa sa public.
(4) Di gaya dun sa.. public na….. yun nga! Bukod sa kulang-kulang nga yung mga facility
nila yung ano….di kumpleto yung ano…kada..mga gamit nila. Tapos, ayun.
According to the participants, public schools and private schools differ greatly in the quality
of their facilities as supported by Hart (2010) claiming that a better learning environment and
sufficient facilities are the edges of private schools. Also, upon thorough analyzation of the
study, the researchers were able to reveal that regarding school choices, students significantly
consider the equipment and devices a school can offer and how these impact them, which could
be linked to the Schneider’s (2002) study implying that school facilities affect the learning of a
student.
Theme 2: Public and private schools are equally preferred. Students’ school preferences vary
from each other as they pick the school which they think will best suit their needs and wants. In
the study conducted, the number of participants who like to study in public school equates the
number of participants who want to study in private schools. These contradicting views are
displayed in the following statements:
(1) Ahmmm.. mas maganda pa rin sa private kasi yun nga since pareho lang naman ng nabibigay na
quality education ang....public and private then mas lamang ung private school in terms of
facilities.
41
(2) Public, kase mas ano yung ano nila dun e, yung, yung pag-hold nila ng curriculum ng pag-hold
nila ng education. Yung ano? kahigpit sa...siguro dahil na rin sa..mas matanda sila?..na mas
ano..yung school nung..age nung ano...Hindi, alam naman natin diba, meron namang teachers,
na nakikimillenial...at halos sinuauportahan yung estudyante, though kahit nagmumura diba?
(3) Public. Kasi andun yung mga kaibigan ko parang ganun. Parang ano, mga dati kong kaibigan.
(4) Private ako haha.. kasi mas ayos yung mga gamit dito tsaka yung mga anong tawag dun...mga
ano..faci..facilities ayun! Mas natutuunan ng pansin kasi mahal din tuition kaya parang binabawi
dun.
(5) Siguro sa private school…siguro pipiliin kong magstay nalang dito sa private school kasi nga
ung mga… ayung mga kaklase ko ngayon, mga bago kong kaklase mas maayos pakisamahan….
Mas parang….ayun nga ib…….parang mas maraming matitino ngayon, na naging
nakakasalamuha ko nung lumipat ako sa private school…kaya ayun, private school nalang
pipiliin ko..
(6) Siguro ano..magpprivate na lang ako kase mas magiging komportable yung ano pag-
aaral..maginhawa yung pag-aaralan mo..ano parang tumaas yung lebel nung estado mo sa
buhay ganun..parang mas nakakaangat ka na. Syempre naman. parang gusto mo ring magtry ng
panibagong gagawin sa buhay mo..susubok ka ng bago para naman maiba.
(7) Ayun dahil nga sa experience ko… ano… parang so now, na ano ko na mas maganda tsaka
quality talaga yung binibigay na education ng public kaysa private.
(8) Para kasi sa akin, mas gusto ko yung parang….tactics ba..nung mga public teachers. O baka din
kasi dun ako sanay…kaya may part pa din sa akin na mas prefer talaga ang public kesa yung
dito. Iba rin kasi yung kalakaran eh haha. Di naman sa ano pero…parang..uhm…totoo yata na
perapetual..haha.
42
The study showed how the responses of the participants agree with the findings of Cobbold
(2015), suggesting that there is no significant difference between public and private school
across several indicators of school performance. It is also along with the statement of Goldring &
Phillips (2006) suggesting that parents have equal probability in choosing either public or private
school. Through critical thinking, the researchers were able to uncover that the responses of
equal preference of public and private schools are supported by Meunier (2013) whose research
explained that both public and private schools have advantages and disadvantages.
Theme 3: Challenges during adjustment period. The first three months of the transition are
considered as the peak of adjustments for transferees from public schools. Among the eight
participants, six faced challenges during the period of adjustment. In contrary, the other two
participants had an easier time coping up with the transition. These data are clearly depicted in
the following statements:
(1) Ahhh.. first three months dito sa Perpetual sige, ah, okay naman. Ang naging problema lang
siguro... pagdating dun sa pagkuha ng uniform kasi ang nangyari pinaprioritize nila ung
nanggaling sa private or ung alumni nila kumpara dun sa mga nanggaling ng public school
ahmm kumbaga ung mga galing sa public school nagiging second priority na lang, mas inuuna
nila ung galing ng private school.
(2) Syempre medyo nagka ano pa....adjust, dagdag, diba? Dahil nga...ano..yung..akala mong way ng
ano nila, ng pagtuturo, pagbigay ng exam, is katulad din ng sa publuc o nung naranasan ko
noon. So, andaming adjustments na nangyari. Hindi, hindi, kase diba papetiks petiks lang nung
first three months, aminin naman natin yun. Uniform? Hindi naman kasi kumpleto na ko sa
uniform, ang ayoko lang, talaga, yung binigyan ako ng maikling palda. Ayun lang ayoko na ano,
43
mas, mas gusto pa nung SPS yung ano, yung, mas maikling palda kaysa sa mas pinipili kong mas
mahabang palda.
(3) Ang unang tatlong buwan ko ano, una lang nung unang buwan parang mga unang buwan, medyo
kinakabahan bago wala masyadong kilala, pero nung mga pangalawang buwan meron na kong
nakilalang mga taga-public bago nakasundo ko ren bago mga taga-private syempre nakasundo
ko ren kaso sa ligagalig, hindi.
(4) Ano…una medyo.. nahirapan ako kasi di ko magawa yung dating ugali ko noon..medyo maingay
although confident naman magsalita kasi kilala mo na lahat ng mga kaklase mo. Dito hindi eh,
parang nangangapa ka pa kung iaaccept ka nila bilang kaklase o parang irereject ka sa tropa
kaya parang nahirapan din akong magadjust ganun.
(5) Ayun,first three months ko, (tsk) wala. Loner lang ako lagi, ako mag-isa tapos titignan ko
lang yung mga tao sa paligid ko.
(6) Ayun. Nahihirapan mag-adjust ….. Ahm….. parang …ayun naninibago pa rin ako.
Nakakapanibago, pero ok lang!
By further inquisition and close analysis, the researchers found out that the responses of the
participants are affirmed by the Transition Theory of Schlossberg (1981), which was later
supported by Meyer (2010), explaining that any transition, both positive and negative, can
produce stress and multiple transitions happening simultaneously can make coping especially
difficult. At first people are consumed by their new role. Gradually, they begin to separate from
the past and establish new roles, relationships, routines, and assumptions.
Theme 4: Variety of coping strategies. In the transition of students from public school to private
schools, different strategies are used to cope with the phenomena. Depicted in the interview, the
44
participants adjusted with the transition utilizing various coping strategies. These findings are
shown in the following responses:
(1) Yun. Yung naging issue naman sa... vouchers. Uhmmm. Wala, di ko lang sya pinansin.
Hayaan mo lang sila. Kase para sakin...uhmmm. Mali.... yung interpretation nila... Yun
lang. Sila'ng bahala..kung ano yung paniniwala nila then.. Iba naman sa alam natin.
(2) Wala e.. talagang ano... pag.. nung.. naki.. na...naano ko un, ung problem na un, inisip ko
bakit sila ganun? and then after non nag-pray lang ako haha oo..hahaha..wala.. wala
akong magagawa sa sarili ko dba? active.. passive ako nang ano pero active yung ano
ko, through example lang talaga ginawa... example.. kasi this is the best way para makita
nila ung.... totoong sinasabi mo
(3) Ano lang. Inano ko lang yung sarili ko, parang pinursuade lang na kailangan
makipagkaibigan ako para ano…walang maging problema. Nilakasan ko lang loob ko
haha! Ano lang…parang…wala lang nakinig lang ako sa ano eh…nagfocus lang talaga
ko dun sa pag-aaral ko dahil kailangan ko lang talagang…kasi ano eh…naka-focus na
kasi talaga samin mga teacher eh. Inano ko lang talaga eh…nag-focus lang talaga ako
sa pag-aaral.
(4) Wala, hindi ko na lang pinansin kasi ano….parang diba…bakit pa’ko gagawa ng gulo
kung alam ko naman na…yung ano ba…yung totoong kwento ko.
(5) Ano paulit nga?.... Ahhh, sa tignin ko ano panahon lang naman talaga siguro yun..yung
kailangan, iyon lang talaga yung key para magkaroon talaga ng bond sa inyo ng mga
bago mong mga kaklase.. Wala naman tala… talagang dapat iadjust….
45
(6) Ano…parang ginawa ko lang yung mga ginagawa ko dati para magkaroon ako ng
kasundo ganun. Ano..prang sinanay ko yung sarili kong maagang gumising kahit walang
pasok. Para kahit may pasok, maaga na’kong magigising! Ano..na..parang pinakita ko
yung tunay kong ugali sa mga teachers tapos nung halimbawa nagustuhan nya yung
ugali ko, parang kinausap nya ko ganun. Parang mas lumabas yung tunay nyang ugali.
Halimbawa, minsan nagiging makulit yung teacher, minsan naman medyo strict.
Ganun..para nalalaman mo yung tunay na ugali nila. Baka mamaya pinaplastic ka lang
pala nila.
(7) Mmm… siguro ano, unang-una hindi ko nalang siya pinapansin tsaka kung papansin ko
man siya, sa sarili ko nalang. Iisispin ko ay, ano naman pakialam ko sa inyo ganyan
ganyan, hindi naman totoo yan eh, ba’t ako maniniwala sa inyo? Ba’t ko parang
papansinin pa yan?
(8) So nag-think positive lang ako na parang... lilipas din yan, makakaraos din ako ganun..
pati wala namang imposible pag nandyan si God..
Despite the different problems faced by public school students, the aforementioned
statements prove that they still managed to come up with a strategy to cope with the transition
which are linked to the research of Evans et al., (2010) highlighting that strategies contribute to
the ways individuals cope during a transition. Based on the answers of the participants, it was
shown that they utilized different and multiple strategies to adjust to the new surroundings,
relative to the premise of Goodman et al., (2006) that individuals cope best when they remain
flexible and use multiple strategies. Likewise, these responses are anchored on the Transition
Theory by Schlossberg (1981), as further elaborated by Meyer (2010), which described four
46
major factors, known as the “4 S’s,” that influence the ability of an individual to cope during a
transition: situation, self, support, and strategies. The same factors are utilized by the participants
as they adjusted during the transition.
Textural Description. Upon thoroughly analyzing, evaluating, and reflecting on the verbatim
interview transcriptions, the researchers were able to formulate the first six themes describing
what have the participants experienced in transferring from public to private schools. Theme 1
conveyed the significance of the tracks offered by the school in the students' transition. Theme 2
described the expectations of public students before transferring to private school. Theme 3
explicated that the students' personality developed upon transferring to private school. Theme 4
explained the improvement of the students' academic performance. Theme 5 illustrated the
expansion of the students' social circles while Theme 6 depicted stereotyping as public students'
faced problems.
Structural Description. The second group of themes discussed in details how the
participants experienced adjustments during their transition to Private schools. Theme 7
described the facilities as a basis for school distinction. Theme 8 revealed that the students who
came from public schools equally preferred both public and private schools. Furthermore, theme
9 showed that the students struggled during their transition to a private school. Lastly, theme
number 10 exposed the utilization of multiple strategies by students to cope with their new
environment.
47
Essence. School choice is not only based on financial capability but also influenced by
various factors such as track-offering, facilities, and companionship. Public and private schools
are equally preferred by many because both schools have their own advantages and
disadvantages. We also figured out that sterotyping is common among students from public
schools. However, it was proven that close friendships can also be built between students from
public and private schools.
Verification
Before proceeding to the conceptualizion of the overall essence, the researcher once again
came face to face with each of the participants that enabled him or her to peruse the interview
transcription and how it was interpreted. This final verification not only allowed the participants
to ponder on their responses and clarify or modify misunderstandings if there were any, but also
assured validity and reliability of the research findings.

48
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and the recommendations of
the study to further enhance the concepts and the facts discussed in the preceding chapters as
provided by the results of analysis of data.
Summary
The study focused on understanding public school students’ experiences on transition to
private schools with Psychological Phenomenology as the research design employed.
To solve the main problem, the two central questions were worked out by the researchers:
1. What have the participants experienced in transferring from public to private schools?
2. How have the participants experienced adjustments in transferring from public to private
schools?
The significant findings of the study are as follows:
1. As to what have the participants experienced in transferring from public to private
schools
Upon thoroughly analyzing, evaluating, and reflecting on the verbatim interview
transcriptions, the researchers were able to formulate the first six themes describing what have
the participants experienced in transferring from public to private schools. Theme 1 conveyed the
significance of the tracks offered by the school in the students' transition. Theme 2 described the
expectations of public students before transferring to private school. Theme 3 explicated that the
students' personality developed upon transferring to private school. Theme 4 explained the
49
improvement of the students' academic performance. Theme 5 illustrated the expansion of the
students' social circles while Theme 6 depicted stereotyping as public students' faced problems.
2. As to how the participants experienced adjustments in transferring from public to
private schools
The second group of themes discussed in details how the participants experienced
adjustments during their transition to Private schools. Theme 7 described the facilities as a basis
for school distinction. Theme 8 revealed that the students who came from public schools equally
preferred both public and private schools. Furthermore, theme 9 showed that the students
struggled during their transition to a private school. Lastly, theme number 10 exposed the
utilization of multiple strategies by students to cope with their new environment.
Essence. School choice is not only based on financial capability but also influenced by various
factors such as track offering, facilities, and companionship. Public and private schools are
equally preferred by many because both schools have their own advantages and disadvantages.
Stereotyping is common among students from public schools. However, it was proven that close
friendships can also be built between students from public and private schools.
Conclusions
Analyzing the textural (what) and structural (how) descriptions of the participants, the
following conclusions were drawn.
50
1. The participants from public schools are satisfied with the private schools’ facilities.
Additionally, they improve personally, academically, and socially upon transferring to
private schools despite the stereotyping that they experienced.
2. The participants from public schools experienced hardships in adjusting to personal,
academic, and social changes. However, after the initial three-month adjustment period,
they were able to cope with the transition through previous experiences, positive mindset,
and support from others.
Recommendations
The following are offered as recommendations for possible actions:
1. Students who transfer from public schools experienced stereotyping in private schools. To
develop student’s interaction to others, one should avoid generalizing them as students
from the lower class. People must disbelieve the concept of stereotyping as it affects a
person’s morale and personality.
2. Public school students experienced major changes and problems during their transfer in
private schools. Thus, private school students must be aware about the challenges such as
stereotypes faced by the public school students. They should know how to deal with the
public school students to help them cope during their transition to private school.
3. The guidance and solicitude of the teachers are fundamental sources of a student’s
intellectual and emotional balance state. Their supervisions lead the children in
developing and improving personally. They must be flexible, at the same time, consistent
in their part especially that not all students come from similar backgrounds and history.
4. Students from public schools who transferred to private usually experience problems with
51
stereotyping, distribution of uniforms, and vouchers. Therefore, school administrators are
recommended to pay closer attention on such matters and periodically monitor offices in
charge to ensure that students’ needs are addressed systematically.
5. In order to avoid factions and stereotyping among students, socialization events such as
acquaintance parties should be held at the beginning of the academic year. These will
allow them to build rapport with each other.
6. Transition from public to private schools is highly affected by the students’ preferences.
Therefore, the parents should give a hundred percent support to their children to lessen
problems during the transition. It is also recommended for the parents to support their
children’s school choice. This could help them to easily cope with the new learning
environment.
7. The Department of Education must direct both public and private schools in improving their
educational institutions to avoid major school distinction and comparison. They should
conduct activities that include both public and private school students which shall serve
as a platform for socialization. Hence, gaps between the two will be prevented.
8. Future researches relating to transition from public to private schools, qualitative or
quantitative, are encouraged to validate the findings or explore more on the implications
of this study. Future qualitative researchers are also encouraged to conduct similar
studies with more participants.
52
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58
CURRICULUM VITAE
Name: Perrine T. Almalel

Address: 158 Mercado Street, Platero, Biñan City, Laguna
Contact Number: 09501960855
E-mail Address: joannaperinetayao@yahoo.com
Academic Preparation
Grade School: Platero Elementary School 2006-2012
Junior High School: Jacobo Z. Gonzales Memorial National High School 2012-2016
Senior High School: University of Perpetual Help System- JONELTA 2016-present
Achievements
• With Honors (1st Semester) November 2016
• Journalist of the Year March 2016
• Cheerdance Competition (2nd runner up) March 2016
Personal Data
Height: 4'11
Weight: 40kg
Birthdate: September 04, 1998
Age: 18 yrs old
Place of Birth: Platero, Biñan, Laguna
Citizenship: Filipino
Religion: Roman Catholic
Father's Name: Edgardo S. Almalel Jr.
Mother's Name: Leonicia T. Almalel
59
CURRICULUM VITAE
Name: Gracylyn Michaela D. Arada

Address: Blk 16 Lot 5 Brooklyn St., Golden Meadow, San
Antonio, Biñan, Laguna
E-mail Address: michaelarada@yahoo.com
Academic Preparations
Grade School: Sta. Catalina College 2005-2012
Junior High School: University of Perpetual Help System of Laguna 2012-2016
Senior High School: University of Perpetual Help System of Laguna 2016-present
Achievements:
• 14th Invitational Math Quiz Show Champion January 2017
• Top 100 Senior High School for First Semester October 2016
• Senior High School President October 2016
• University Week Group Quiz Bee Champion September 2016
• Project X Competition 1st Runner Up September 2016
• Sabayang Pagbigkas 1st Runner Up August 2016
• Grade 10 Science High School First Honors March 2016
• Subject Excellence Awardee in All Subjects March 2016
• Leadership Awardee March 2016
• Laguna Catholic Schools Association (LACASA) Awardee March 2016
• Mathscore Awardee March 2016
• Music Video Making Contest Champion February 2016
• Speech Choir Competition 1st Runner Up January 2016
• 13th Invitational Math Quiz Show 4th Place January 2016
Personal Data:
Height: 5’5 ft
Weight: 60 kg
Birth Date: November 3, 2000
Age: 16
Place of Birth: Biñan, Laguna
Father’s Name: Mamerto A. Arada Jr.
Mother’s Name: Mary Grace D. Arada
60
CURRICULUM VITAE
Name: Patrick D. Estrella

Address: Blk 3 Lot 17 Jubilation West, City of Biñan,
Laguna
E-mail Address: Yulie-Estrella32@yahoo.com
Grade School: Zapote Elementary School 2006-2012
Junior High School: Jacobo Z. Gonzales Memorial National High School 2012-2016
Achievements:
• Street Dance Competition 2nd Runner Up March 2016
• Cheer Dance Competition 3rd Place September 2016
Personal Data:
Height: 5’5 ft
Weight: 55 kg
Birth Date: September 28, 1998
Age: 18
Place of Birth: Naic, Cavite
Religion: Born-again Christian
Father’s Name: Enrico Estrella
Mother’s Name: Maria Delfin
CURRICULUM VITAE
61
Name: Raniel Andri P. Faderugao

Address: Blk 2 Lot 24 D Phase 5 Olivarez Homes, San Vicente,
San Pedro, Laguna
E-mail Address: ranielandrifadureagao@yahoo.com
Grade School: St. Louis Anne Colleges 2006-2012
Junior High School: St. Louis Anne Colleges 2012-2016
Achievements:
• Rank 41 (with honors) November 2016
• Sabayang Pagbigkas First Runner Up August 2016
• Rank 1 March 2016
Personal Data:
Height: 5’7 ft
Weight: 55 kg
Age: 16
Place of Birth: San Pedro, Laguna
Religion: Catholic
Father’s Name: Larry F. Faderugao
Mother’s Name: Benild P. Faderugao
CURRICULUM VITAE
62
Name: Leal Paolo A. Quiatchon

Address: Blk 32 Lot 7 Carmona Town Homes, Brgy. Milagrosa, Carmona, Cavite
E-mail Address: paoloquiachon18@gmail.com
Academic Preparations:
Grade School: St. Therese School of Southville 2006-2012
Junior High School: Carmona National High School 2012-2016
Achievements:
• Top 100 of the Senior High School Students October 2016
• 5th Honor March 2016
• Best in Science March 2016
Personal Data
Height: 5’11 ft
Weight: 57 kg
Birth Date: December 18, 1999
Age: 17 years old
Place of Birth: Calamba, Laguna
Father’s Name: Leopoldo T. Quiatchon
Mother’s Name: Marissa B. Abaoag
CURRICULUM VITAE
63
Name: Shane C. Tuazon

Address: Blk 4 Lot 21 Naga St., South City Homes, Biñan, Laguna
E-mail Address: shanetuazon9@yahoo.com
Grade School: South City Homes Academy 2006-2012
Junior High School: South City Homes Academy 2012-2016
Achievements:
• Rank 96 (with honors) November 2016
• Bronze Medalist March 2016
Personal Data:
Height: 5’5 ft
Weight: 50 kg
Birth Date: September 10, 1999
Age: 17
Place of Birth: Biñan City
Religion: Catholic
Father’s Name: Joanson P. Tuazon
Mother’s Name: Hayde C. Tuazon
CURRICULUM VITAE
Name: Camille Jhonnica R. Villaluz
64
Address: Blk 23 Lot 27 Golden City, City of Sta. Rosa,

Laguna
Grade School: Chair of Saint Peter School 2006-2012
Junior High School: Chair of Saint Peter School 2012-2016
Achievements:
• Sayaw ng Lahi- Top 5 August 2016
• Best in Handwriting Awardee February 2016
• Peterson Student Awardee December 2015
Personal Data:
Height: 5’2 ft
Weight: 45 kg
Age: 17
Place of Birth: Manila
Citizenship: Filipino American
Religion: Catholic
Father’s Name: Jonathan A. Villaluz
Mother’s Name: Leslie Charie C. Villaluz
CURRICULUM VITAE
Name: Roi Alessandro R. Villamor
65
Address: Blk 7 Lot 17 St. Francis VII, San Antonio, Biñan, Laguna
E-mail Address: roizxc051020@gmail.com
Grade School: Holy Infant Jesus of Prague Catholic School 2006-2012
Junior High School: Holy Infant Jesus of Prague Catholic School 2012-2016
Achievements:
• Silver Medalist March 2016
• Rubik’s Cube Speed Cube Champion March 2016
Personal Data:
Height: 5’6 ft
Weight: 80 kg
Birth Date: May 10, 2000
Age: 16 years old
Place of Birth: San Pedro, Laguna
Religion: Born-again Christian
Father’s Name: Romeo P. Villamor
Mother’s Name: Mary Ann R. Villamor
66

Sample Quali Stepping Out of Ones Comfort Zone Students Transition From Public To Private Schools Arada Et Al. 2017

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University of Perpetual Help System Laguna - JONELTA

Basic Education Department – Senior High School

and social success in the future (Scheper, 2013).

In contradiction, teachers from private schools tend to be more favorable as private

receives more affirmative response than the free education offered.

This study utilized Schlossberg’s (1981) Transition Theory, a psychosocial model of

First-generation status appears to be a disadvantage throughout post secondary education

learning environment specifically transferring schools is considered as an anticipated transition.

observations and interviews with the participants.

Statement of the Problem

This research aimed at providing an in-depth description and understanding of the

Specifically, this research answered two central questions:

Assumptions of the Study

The researches based this study on the following assumptions:

performances of the students.

3. The participants are honest in answering the interview questions.

Scope and Delimitation

Significance of the Study

if possible, avoid experiencing difficulties in adjusting with this transition.

assist their classmates or schoolmates who experience the transition.

conducting similar studies relating to transition of from public to private schools.

strengthened their character, and tested their perseverance.

public schools, the participants’ previous school.

students from public to private schools.

Help System Laguna –JONELTA.

University of Perpetual Help System Laguna –JONELTA

transferred from public to private schools.

Lived experiences as it is explored and understood in qualitative research, is a representation

gained personally (Given, 2008).

Phenomenon is an occurrence or a fact that is perceptible by the senses. It refers to the

experiences of the participants shifting from public to private school.

DepEd to the University of Perpetual Help System Laguna- JONELTA.

previously held theories and assumptions in order to become a nonparticipating observer of

conscious experiences of the world (Bertelsen, 2005).

overlapping and repetitive statements (Moustakas, 1994).

Textural description is a description of “what” participants have experienced in terms of the

phenomenon (Moustakas, 1994).

Structural description or imaginative variation is a step in which the researcher writes a

“structural” description of an experience, addressing how the phenomenon was experienced by

variation (Moustakas, 1994).

structural descriptions (Moustakas, 1994).

Importance of School Choice

facilities that the immediate environment offers (Oredein, 2016).

concluding the school choice.

competent design, construction, and maintenance.

correlated with parents' income but not with parents' education.

generated by the centralized school admissions process in a regression discontinuity design to

to generate value-added test score gains.

Multiple Views on School Preference: Public or Private Schools

especially in terms of occupational, educational, and financial characteristics of both parents.

Consequently, more students from a more favorable background will go to private

autonomy, a more supportive school climate, and better student discipline.

students from different cultures or income levels (Chen, 2013).

Role of Schools in Senior High School

pursuit of higher education or acquisition of middle-level skills, or geared towards employment

and entrepreneurship (Department of Education, 2015). According to the study by Schaps

stage (Hannah, 2013).

Transition Theory and Students’ Transition from Public to Private Schools

As initially proposed by Nancy K. Schlossberg (1981) and further elaborated by

an adult development theory, Schlossberg’s theory is also relevant to traditionally-aged college

students (Evans et al., 2010).

Transition is any event or non-event that results in changed relationships, routines,

Schlossberg’s theory describes three different types of transitions- anticipated,