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 primary objective of this qualitative study is to explore the lived experiences and
transition challenges of Grade 11 students at Bagacay National High School (BNHS) as they
move from Junior High School (JHS) to the Senior High School (SHS) program.
Specifically, this research seeks to answer the following questions:
1. How do the Grade 11 students at BNHS describe their adjustment to the new school
environment in terms of:
a. Academic workload and the difficulty of new subjects; and
b. Time management and the requirement for independent learning?
2. What are the social experiences of the students during the transition period in terms of:
a. Building new friendships and peer acceptance within their tracks; and
b. Developing a sense of belonging or school connectedness?
3. What are the psychological impacts of the transition on the students in terms of:
a. Stressors and “culture shock” experienced during the early days of SHS; and
b. Emotional intelligence and coping mechanisms used?
4. What are the lived experiences of the students regarding their self-identity in terms of:
a. Fitting into the specific “culture” of their chosen strand (Academic or TVL); and
b. The shift in how they view themselves as senior high students?
5. How can Bagacay National High School improve its transition support in terms of:
a. The effectiveness of current orientation and preparation activities; and
b. Future programs to bridge the gap between Grade 10 and Grade 11?
This research aims to explore the lived experiences of Grade 11 students at Bagacay
National High School as they face the "big jump" from Junior to Senior High School. We
developed these questions based on our review of related literature, which shows that academic
success is tied to a student's sense of control, and that mental health is deeply affected by how
well they fit in socially. By looking at the transition in terms of academic workload, social
belonging, and psychological "culture shock," we hope to uncover the real stories behind the
struggle. Ultimately, we are asking these questions to provide our school with a clear roadmap
for creating better orientation programs and guidance services, ensuring that future students have
a smoother and more successful journey into Senior High.
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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