PRACTICAL

RESEARCH 1

Members:
Alyssa Kay Pacuri
Princess Marienelle Engay
Niña C. Domanais
Charls Engay
RJ D. Ergina
Rhazie Repalpa
 STATEMENT OF THE PROBLEM

The main goal of this study is to understand the lived experiences and transition
challenges of Grade 11 students at Bagacay National High School (BNHS) as they move from
Junior High School to Senior High School.
Specifically, this research seeks to answer the following questions:

1.​ How do the students describe their academic adjustment during the transition to Senior
High School?

2.​ What are the social experiences of the students as they integrate into the Senior High
School environment?

3.​ What are the common stressors or difficulties encountered by the students in their first
year of Senior High School?

4.​ How do the students cope with the academic and social pressures of the SHS program?

5.​ What were the initial expectations of the students before entering Grade 11?

6.​ How do the students describe their personal journey of adjusting to the new academic
environment of BNHS?

7.​ What are the meaningful social interactions (with peers and teachers) that helped or
hindered their transition?

8.​ How do the students perceive the "jump" in difficulty between Grade 10 and Grade 11?

9.​ What stories can the students share that highlight the most challenging parts of their first
semester?

10.​Based on the students’ stories, what programs or support activities can Bagacay National
High School develop to help future students transition more effectively?
 REVIEW OF RELATED LITERATURE
(RRL)
The Big Jump: Academic Adaptation and Motivation

Moving to Senior High is more than just a change in grade level; it involves a significant
shift in academic expectations. Research indicates that students in their final years of schooling
face increased academic pressure. For many, this transition is a "highly individual experience"
where students report mixed emotions and diverse concerns regarding school organization and
harder subjects.
A student's "Academic Perceived Control"—or how much they believe they can handle their
lessons—is a major factor in their success. Students who have "maladaptive" beliefs, such as
feeling they lack control over their grades, are more likely to experience school-related stress and
even symptoms of depression during a transition. Furthermore, teacher behavior plays a massive
role; when teachers are involved and provide clear structure and autonomy support, students are
more emotionally and behaviorally engaged in their classes.

Fitting In: Social Connectedness and Peer Influence

Social adjustment is a primary concern for students moving to a larger SHS environment. In
smaller schools, students often stay with the same classmates and one main teacher, but moving
to a secondary school often means classrooms and classmates change throughout the day. This
shift can lead to a "reduced sense of connectedness".
Peer relationships are central to this experience. Studies show that peer acceptance and
having solid friendships are strong predictors of how well an adolescent adjusts to a new school
level. If a student feels a high level of "School Connectedness"—meaning they feel safe and
belong at school—they are less likely to experience anxiety or depression during the transition.
On the other hand, concerns about fitting in with peers are significantly associated with a drop in
self-esteem during the transition years.

Managing the Stress: Psychological Impact and Emotional Intelligence

The psychological impact of school transitions is well-documented, with many students

experiencing heightened stress and anxiety. Research suggests that "Emotional Intelligence" (EI)
is a vital tool for survival; students with higher EI tend to cope better with the transition,
maintaining better grades, higher self-worth, and more consistent school attendance.
For students in rural settings, transitions can be especially complex due to changes in social
structures and school environments. Some students even find it challenging to adjust to new
cultural or social norms, such as moving from single-gender to mixed-gender environments or
being expected to use more formal language in a senior school setting.

Planning for the Future: Career Paths and Support

The ultimate goal of Senior High is to prepare students for their future careers. A study on
SHS graduates found that personal preference is the top reason students choose their career
paths, but they also rely heavily on family and social media for information. Most graduates
eventually pursue college education aligned with their SHS strand.
To bridge the gap between JHS and SHS, schools must take an active role. Successful
transitions are supported when schools use technology to facilitate social interaction and
well-being. Additionally, understanding the "reciprocal relationship" between student motivation
and teacher support is key—when students feel supported, they stay motivated, which in turn
encourages teachers to be even more involved.

Relevance to Bagacay National High School (BNHS)

These findings highlight that the challenges faced by our students at BNHS—such as the
need for academic control, the importance of peer belonging, and the role of teacher
involvement—are shared by students worldwide. This RRL confirms that our study is necessary
to help our school develop the specific "guidance and support systems" needed to make the
journey from Grade 10 to Grade 11 a success for everyone.
References

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[[Link]

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