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pg. 1
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Chapter I
INTRODUCTION
Background of the Study
A recent earthquake happened onMindanao with epicenter of
Tulunan,Cotabato with a magnitude of 6.7 on October 29, 2019.
Affecting its near areas which include Koronadal this cause the student
of Marbel 7 National High School to experienced 6.3 magnitude that
caused damages to some establishments and houses. Some buildings of
the M7NHS suffered from many cracks that leads to condemn 7
classrooms. So, shortage of classrooms follows and as remedy to solve
the problem, Grade 8 students needs to be transferred to SHS campus
due to the problem, this causes the students needs to adapt at their new
learning environment.
Adapting at new learning environment might be difficult considering the
students were not familiar on the said place, Interacting with new people
embracing the new learning environment, Some can totally adapt while
the others still needs adjustments.
The said learners may suffer from dilemma. Instead of coping with new
environment, they remain engrossed with their own world, which means
dilemma acts as a hindrance in coping up. Other students have houses
far from Senior High School campus, which means they need to spent
pg. 2
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money to ride vehicle to go to school. Coping a new learning environment
has effects on their academic performance and mental health.
According to Palak Lakhani, PayarKanwarChandel, Kusum Jain et al
(2017) School adjustment is the process of adapting to the role of being a
student and to various aspects of the school environment. Failure to
adjust can lead to mental health issues and school refusal or school
dropout and may require school counseling. The present study focuses
on school adjustment, motivation and academic achievement among
school students face many adjustments on school. Their successes in
negotiating these challenges predict academic achievement. If a child is
well adjusted to his environment, then he or she will be motivated to
excel in their activities assign during school, and it leads to academic
achievements. Academic achievements is greatly based upon adjusting
abilities of children. An individual is not born adjusted, it is his or her
capabilities that make his or her adjusted in any environment.
According to Burn-Nader (2013). "coping mechanisms are important
because they facilitate a person handling of a stressful experience if
someone is going through a tough time, positive coping mechanism
provide extra resources that can help the person deal with the demand of
stressors. Positive coping mechanisms increase hope and help one
feelhis/her stress could be manageable with support found in coping
pg. 3
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mechanisms". This study aims to determine the students ways on how
they comfortably cope up on this new learning environment in a way that
it give a positive impact on their behavior. Eventually, as using this as
their guide they will be able to know what is the importance of applying
mental behavior to pursue coping mechanism.
This study aims to determine the student’s ways on how they
comfortably cope up on this new learning environment in a way that it
give a positive impact on their behavior. Eventually, as using this as their
guide they will be able to know what is the importance of applying
mental behavior to pursue coping mechanism.
Statement of the Problem
Adaptive Coping Mechanism of Grade 8 learners towards New School
Environment
This study aims to determine the adaptive coping mechanism of Grade 8
learners towards new school environment. Specifically, by answering the
following questions:
1. Do Grade 8 learners have difficulties while adapting to new learning
environment?
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2. How do Grade 8 learners feel after transferring to Senior High School
campus?
3. What are the positive things they can say in transferring on senior
high school campus?
4. What are the adaptive coping mechanisms of Grade 8 learners towards
new learning environment?
Scope and Delimitation
This study aims to determine the Adaptive Coping Mechanisms of Grade
8 learners towards New School Environment, will be conducted during
the S.Y 2019-2020 during the Second Semester, on the Grade 8 students
specifically in the Section of Reverence, Humility, Loyalty, Devotion and
Piousness.
The purpose of this study is to identify how do they feel after transferring
to Senior High School Campus, the Grade 8 learners difficulties while
adapting to the new school environment, the positive things they can say
on transferring campus and last how can the Grade 8 Learners adapt on
their new school environment.
In order to Identify this we will use phenomenology study. To determine
the Adaptive Coping Mechanisms of the said learners.
pg. 5
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Significance of the Study
TO THE LEARNERS. In this study the learners will be able to identify
the importance of having adaptive coping mechanism and how will it give
impact on their daily life as learners.
TO THE TEACHERS. The teachers can also gain significance in this
study. They can use this as their basis to make activities that can help
learners to enhance their social skills.
TO THE COMMUNITY. By doing the study, they will be aware of the
learnerswelfare and situation, they can also held a symposium to discuss
this study.
TO THE PARENTS. Parents will be aware on how their children on
facing the said adapting difficulties.
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Chapter II
Review Related Literature and Studies
Related Literatures
Adaptation, According to Karla Correia and Alexandra Marques
2016,Transition to school is a highly demanding phase at intellectual,it
affects the students social and emotional level therefore there’s a need for
an opportunity for growth and development.
Klokmaniene, D., &Varnauskiene, J. (2017) and Osipchukova, E. V.,
Popova, N. V., &Popova, E. V. (2016), in this study problems of students’
adaptation in higher school are analyzed. It was revealed that a person
goes through adaptation stages of adaptation process: pre-socialization,
collision and change. In higher school the new students have to adapt to
new learning conditions, new teachers, groups of friends and
organization microclimate. The research results are presented,
Interdependence of personality and education environment in the
process of adaptation of student to new conditions is shown. Factors of
effective adaptation of personality to the changing in socio-cultural
environment are considered.
Paone, F. (2020), of learning environment is an organized space of
action, a place of relation both physical, mental and virtual able to
integrate emotional and cognitive aspects of the students,constructivist
pg. 7
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matrix helps to sustain school difficulties in a socio-cultural context
characterized by a deep change of communicational dynamics and, so,
of most popular modalities of communication and relation both between
teachers and students and among peer. The concept of learning
environment is displayed as functional to teacher’s work who is thought
as reflective expert who acts in uncertain contexts. Planning a learning
environment means simultaneously acting on different aspects which
affect educational dynamics, taking care
Coping Difficulties to newSchool Environment,According to Boon, H.
J. (2011) A sample of 1,050 regional Australian secondary students
participated in a study investigating the relationship between mobility
and academic achievement, , coping strategies, parental education, and
family structure were used to test the hypothesis that academic coping
strategies interact with mobility academic achievement linked to
mobility. The model accounted for 53% of the variance in achievement.
Analyses applied to a theoretical model indicated that positive coping
strategies protect students from behavioral problems and lower academic
achievement linked to mobility.
Compass, B. E. (2009), four challenges to the study of the development of
coping and regulation and outlines specific theoretical and empirical
strategies for addressing them: (1) to integrate work on coping and
processes of emotion regulation, (2) to use the integration of research on
pg. 8
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neuro‐biology and context to inform the study of coping, (3) to explore the
implications of dual process conceptualizations of automatic and
controlled processes for the development of coping, and (4) to articulate
how coping is organized around specific adaptive processes.
Muratori, P., Lochman, J. E., Bertacchi, I., Giuli, C., Guarguagli, E.,
Pisano, S., ... &Mammarella, I. C. (2019), The Coping Power Program has
been adapted as a universal prevention model (Coping Power Universal)
aimed to reduce children's behavioral difficulties in Italian primary and
nursery classes. The current study aimed to determine whether the
version of the Universal Coping Power for pre-schoolers could reduce
behavioral problems in school and home contexts, and could produce
transfer effects on children's pre-academic skills. 102 five-year-old
children who attended six pre-school classes located in Rovigo (Italy).
Classes were randomly assigned to the intervention or to the control
condition. Both parents and teachers indicated a significant reduction in
behavioral problems for Coping Power classes, and teachers rated
improvement in children's pre-mathematics, and language abilities. The
results of this study are promising, suggesting pre-schoolers’ social-
emotional and pre-academic skills may benefit from the Universal Coping
Power program.
Learners mechanisms to change, According to Cheung, C. S. (2019),
the association between parental involvement and adolescents’ school
pg. 9
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adjustment is in part channeled through adolescents’ development of
positive teacher–student relationships. Positive relationships between
teachers and students were in turn associated with core dimensions of
adolescents’ subsequent school functioning, above and beyond their
prior school functioning. Teacher–student relationships in part explained
the longitudinal association between parental involvement and
adolescents’ school functioning. (PsycINFO Database Record (c) 2019
APA, all rights reserved).
Corriveau, K. H., Ronfard, S., & Cui, Y. K. (2018),research has focused
on the development of children as learners, relatively little research has
focused on the development of children as teachers. Moreover, even less
research has focused on the potential cognitive mechanisms associated
with high-quality teaching,Wenote potential cultural differences in
children’s teaching and highlight the need for future research.
Chen, C. M. (2009),With the rapid development of Internet technologies,
the conventional computer-assisted learning (CAL) is gradually moving
toward to web-based learning. Additionally, instructors typically base
their teaching methods to simultaneously interact with all learners in a
class based on their professional disciplines in the traditional classroom
learning, Compared to the conventional classroom learning, individual
learners are the focus in web-based learning environments and many
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web-based learning systems provide personalized learning mechanisms
for individual learners.
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Chapter III
Methodology
Research Design
The researcher used the phenomenology study in gathering data in this
study. This design is used to determined the Adaptive Coping Mechanism
of Grade 8 learners toward New School Environment.
Locale of the Study
The place where the study will be conducted is in Marbel 7 National
High-School-Senior High School Campus, located at PurokBagongSikat,
Barangay Topland, City of Koronadal. The researchers choose to conduct
in their school because the researchers are the students of the school
and all the requisite of this study were found in this school.
Sampling Technique
Purposive sampling technique will be used in sampling or selecting the
participants. The participants are based on non-random sampling
technique. The participants were Grade 8 students of Marbel 7 National
High School-Senior High School. Their coping mechanism after they
experience earthquake.
After the respondents answered the questions asked by the researchers
about the Adaptive Coping Mechanism of Grade 8 learners toward New
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School Environment. In inclusion, the basis of the researcher in selecting
the participants were; Enrolled students of Marbel 7 National High
School particularly in the Grade 8 Students S.Y 2019-2020.
Instrument
The method that the researcher would use is qualitative research, we
would use Qualitative research in doing individual interviews to collect
and gathered data
Data Collection Procedure
The first step that the researcher will do is to ask a permit to conduct the
study. The researcher must secure the permission from the office of the
school principal and class adviser of Grade 8, S.Y 2019-2020, bysending
the letter of permission to their respective office. Then after that the next
step will be the administration of the research instrument.After the
approval of the permission letter the interview protocol will be
administered by the researchers to randomly selected Grade 8 students.
After the respondents answered the given questions, (if necessary the
questions will be translated to Hiligaynon), then it will be encoded and
analyzed. Furthermore, the data gathered will serve as the basis to
determine the Adaptive Coping Mechanism of Grade 8 Learners.
Ethical Issues
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Upon the approval of this study, the next step of the researcher
will undertake on asking permission to the school principal to be allow to
conduct the research.
In this research, the identity of the students in Marbel 7 National
High School-Senior High School will be kept confidentially. This is for the
learners to feel secured and also to protect their privacy. Moreover, all
the data and record will be tabulate by the researchers in a professional
way. To provide genuine results for this research, the data, results and
methods will be conducted and collected without any manipulation.
The research will be explain clearly by the researcher. This is to
respect the learner rights as participants. By this, the learners will be
aware of the researchers research objectives and purpose, Furthermore
the learners will not be force or threatened to participate in this research.
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CHAPTER IV
Results and Discussion
The difficulties of Grade 8 Learners while adapting to the new learning
environment.
The respondents from Grade 8 students mostly answered “Meet different
individuals and see new environment” Respondent A verbalized that “Oo,
tong umpisa pagkaano pagkaulihi ng naano daw na ano nanamon diri
sa high school nadula naman ang amon kakulba kay daw nabag uhan
kami sa tanan nga upod namon sa SHS”( Yes, meeting new people)
Respondent B verbalized “Oo, tong sige kami binalhin na amo ni sa nami
kag sa piyak ”(Yes, changing classrooms) Respondent C verbalized that
“Oo, sapag adapt sang mga bagay siyempre as a human budlay gid man
siya mag adapt mamag o ka lang diri sa lugar nga damo mga maestra
estudyante nga indi mo pa kilala”(Yes, new people) Respondent D
verbalized that “Hindi, kay tungodhindi pa nilabal an kung paano mag
adapt”(Yes Personal Adaptive Coping) Respondent E verbalized that
“Hindi man, hindi kubal an, basi sa ila lang”(No) Respondent G
pg. 15
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verbalized that “Hindi man, mahirap intindihon mo ng ang mga
kabataan subong”(Yes, children nowadays are hard to understand)
Respondent H verbalized that “Hindi man, hindi kobal an”(No)
Respondent J verbalized that “Oo, sa ano sa hagdan hindi kayo taas
didto abi taas amon tikang,”(Yes, the stairs are different here)
Respondent L verbalized that “medyo sa mga rules nila di”(Yes, their
rules) Respondent M verbalized that “Hindi man, hindi kobal an” (No)
Respondent N verbalized that “Hindi man gid, kay siyempre hindi gid sila
kayo pamilyar diri hindi pa nila memorize ang mga classroom”(They are
not familiar on their way to classrooms) Respondent P verbalized that
“Wala man gid, hindi ko bal an”(No) Respondent Q verbalized that “Hindi
man kayo, ahm hindi sila siguro sanay sa bag o nga environment hindi
sila bali makasabay sa mga changes tapos sa ila nga environment”(Yes,
they are not familiar on the new environment they are still coping on the
changes) Respondent R verbalized that “Hindi ko bal an at waay man
sang ano sa iban nga ano iba nga school nga same ate kung ano lesson
didto lesson diri”(I don’t know,the lesson there is also the lesson here)
Respondents S verbalized that “Noong una, pero ngayon hindi naman,
hindi sila siguro sanay sa bag o nga school at
nahihirapantalagasiladahilhinditalagasilasanay”(They find it hard, cause
they are not use to the changes)
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I therefore conclude that most of the participants don’t have difficulties
adapting on their new learning environment and the ones that have
difficulties are still coping up when they transferred on SHS.
According to Wamsler, C. ,& Brink, E. (2014), people have coped and
adapted to their environment. This accumulated capacity at local level is
increasingly recognized to be critical in improving resilience and tran-
sformation, coping and adaptive practices are little known, poorly
documented and often not taken into account in the work of municipal
authorities and aid organizations moving towards transformation does
not necessarily depend on the effectiveness of individual coping
strategies on the flexibility and inclusiveness of coping/adaptation.
The Grade 8 Learners Feelings after transferring to Senior High School
Campus.
The respondents from Grade 8 students mostly answered “They feel
nervous after transferring on SHS” Respondent B verbalized that”Nami
kay didtosa junior dawginahikayan kami kay gubaamon room, kay ma
mamakahimo kami sang mga gusto namon”(We are Free) Respondent D
verbalized that “Sadya, kay tungodindilangangmgataosa junior high
angamonmakilala, ara pa angamonnga Senior High School nga ate at
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kuyakagmgamadamo pa kami trials para ma upodnamonangmga
classmate namonkag ate at kuya”(Happy to interact with our seniors)
Respondent E verbalized that “Mabag o han man peronasanay, kay daw
familiar man sakun kay nagakadto man ko di”(This place is kinda
familiar to me, I’ve been here) Respondent F verbalized that “Budlay,
makapamag o abisiya”(Its hard) Respondent G verbalize that “Happy
man, nanglapadabidiripwedemahampangan”(I’m happy we can play here)
Respondent H verbalized that “Wala lang, nang feeling
langnamonngadawgrabeangtuloksamon”(They are staring at
us)Respondent I verbalized that “Nalipayko okay damonamanko sang
nabal an about sa lain-lain ngamgalugar”(I’m happy) Respondent J
verbalized that “Namag o langkosamgatanawin”(I’m not use on the
sorroundings) Respondent K verbalized that “Medyonabudlayan, kay
siyempreibaangdatinamonnganakitapero okay namonkaron,”(I little bit
hard)Respondent N verbalized that sang unabudlay, kay budlay mag
upodsaibannga Senior High”(Its hard to interact with our Seniors)
Respondent O verbalized that “Nani mag o pa kami kay indinamonbal an
kung diinmakadto, kay lain abiang school daw lain ang school sa junior
high diri kay didtobukidsiya”(Its different here) Respondent P verbalized
that “Medyosadya, kay lapitnasiyasa terminal namon”(Its near in our
terminal) Respondent R verbalized that “Okay langtapos ng ano ng ma
experience konaangakonpagiging Grade 8, kay ate didtosa junior high
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campus angibanabihindimakaclean sang tadlongkagdiridaw private
siyasapaglimpyokagsa late”(Its like a private school) Respondent S
verbalized that “Hindi naman masyado, mas
nagingmasayaakoditokasiayonngahindinaakonahihirapan,
nasasayahanlangakoditokasimagandaang place” (I’m more happy
here)Respondent T verbalized that “Nami kay amo to damo kami
maexperience kay bag o ngaestudyantekagsamga bag o
ngamaestradalikalangmaka catch up sang lesson”(Know other people,
easy to catch up on our lessons)
We therefore conclude that most of the participants felt Nervous after
transferring to their new learning environment and the ones felt happy
after transferring on new learning environment.
According to Xue, H. ,Dianchang, H. , Xioran, L. , &Yingmin, C. (2016),
405 junior high school students were assessed with shyness scale,
coping styles questionnaire and school adjustment scale. The results
show: 1) The junior high school students with high shyness use more
negative coping style, and less positive coping style, and the school
adaptation was significantly lower than that of the low shyness students.
2) The dimensions of modest shyness and school adaptation have
pg. 19
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significant positive correlation; mature coping styles and school
adaptation were significantl positively correlated, immature coping styles
and school adaptation were significantly negatively correlated; shyness
has significant negative correlation with mature coping style, and a
significant positive correlation with immature coping style. 3) Coping
Styles have the role of complete intermediary between the shyness and
the school adaptation.
The Positive things they can say after transferring on Senior High School
Campus
The Grade 8 Students mostly answered “That the campus are wider and
clean, the Senior High students are disciplined” Respondent A verbalized
that “Mas namisiyakaysasaginghalinannamon, kay didtoabidamotao, kay
maka learn ka sang maayokagdaw mas nami pa
sapakiramdammongahindisiyadamokaayo ng makalearnkagid” (We learn
more here)Respondent B verbalized that “Namisiya kay maka learn man
kami para makihalubilosamga tag as saamon”(We learn and interact
with our Seniors) Respondent D verbalized that
“Angpositibongamahambalkosa ng Senior High School, nagingisasilaka
role model sabawatisaahmgingpakitanilanga,
silagidangdapatmangunasamga activities kay
silaangnakabalokagdapatsundansilanaton”(Our Senior are our role
pg. 20
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model) Respondent E verbalized that “Nakabuligsiyasaamon para
makaeskwelatarong, mabal an moang rules di para dalilangkomaka
adapt sa Senior High Campus” Respondent (Learn the rules to easily
adapt) Respondent F verbalized that “Hindi man, kay mas damo kami
nabal an kagnakilala, kilalahanaykagestoryahanay”(Interact with each
other)
Respondent G verbalized that “Masaya kagnamihampangon ng ibutang
di angmgabata para matutuoangmgakabataandiri happy
anglaroupodangkaibigan”(I’m happy we can play with our friends here)
Respondent H verbalized that”Nganoabi ng kongdiri kami damo-damo
sang baligyadidtoabi ng gamayamona, Char”(So many things you can
buy) Respondent I verbalized that “Mas nuboanghagdan, kay
hindikapoymagsaka, hindinakokapoy kung mag abotsa classroom”(Its
not tiring) Respondent S verbalized that “Ahm, magandayong place at
Masaya rinyongano place mas madadalianakong mag adjust
ditokaysadoon”(The place is beautiful) Respondent T verbalized that
“Namiang Senior High kay
inangnangmgakwankamodalimolangmakitahindiparyassa Junior high
ngadamo kayo punongakwanperodirisa Senior High abi name kay
kwandamokamakilalangakwangidindimga lain batasan ng kwan”(Easy to
locate)
pg. 21
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We therefore concluded that most of the participants thought that the
Senior High Campus are wider and clean and the Senior High students
are disciplined and the ones might though some positive things on
Senior High School Campus.
According to Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009), A
substantial body of literature focuses on the topic of student engagement
in the fields of health, education, psychology, and sociology. Mounting
evidence demonstrates that student engagement is an essential
protective factor and promotes students' positive educational and social
outcomes (O'Farrell & Morrison, 2003). The importance of engagement
has been emphasized by research linking it to increases in positive youth
development and decreases in negative emotional, social, and behavioral
outcomes for adolescents (Wingspread School Connectedness
Conference, 2004). However, when used as a construct of research
interest, student engagement is complex, informed by multiple theories,
and formed within multiple contexts. Various "engagement" terms have
been treated synonymously, use of numerous terms and definitions has
caused confusion; hence, in this chapter we take a broad view of student
engagement beginning with theoretical explanations of student
engagement and subsequently incorporating elements that have valid
empirical support. This provides an orientation to student engagement
including definitions, theories, contextual influences, outcomes, and
measurement issues. Future directions and practical implications
conclude the discussion. (PsycINFO Database Record (c) 2019 APA, all
rights reserved)
Adaptive Coping mechanism of Grade 8 learners towards new learning
environment
pg. 22
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The respondents mostly answered that “They interact with other
students and follow the rules” Respondent D verbalized that
“Angginghimokonga mag adapt para makaano kami sang location is
angpagrespetokagdisiplina sang isa’t-isaka gang paglantaw sang
ilaplastada or mgabatasngaginapatupadnilakag para
masunodnamonkag ma adapt namon”(Respect, Discipline and we
observe their situation) Respondent F verbalized that “Pahimuyong,
Disiplina, may adjustment kay mamag o ka pa abi”(Behave and
Discipline) Respondent H verbalized that “Wala nangnahuyanang kay
kung halimbawakongmagtuloksila ng
ngdawgrabelangtaposwalalang”(Nothing) Respondent P verbalized that
“Wala, daw easy langgyapondawhalinlang kami sadatinga school, para
dawhindikamabaguhan”(Its easy to adapt) Respondent Q verbalized that
“Ng ng, gingkuhanamonangamon hiya-hiya sakatawan ng
aranganogidmakihalubilogidsaibanngatawo”(Be confident)
We therefore conclude that most of the participants coping mechanisms
on their new learning environment is by interacting to the other student
and following the rules.
According to Lee, J. H. ,Seo, M. , Park S. Y . , Lee, J. H . , & Lee, S. M.
(2017),Adolescents adapt to adverse situations, this study examined
resilient adolescents and their coping strategies. Resilience is the
pg. 23
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phenomenon characterized by good outcome despite serious threats to
adaptation, profiles that distinguish a resilient group from three other
groups—struggling, competent, and vulnerable—specifically to
differentiate the resilient group from the competent group primarily used
problem-focused coping, while the struggling group used emotion-
focused strategies. Finally, the vulnerable adolescents used neither
problem-focused nor emotion-focused strategies. Practical implications of
the results were discussed to guide professionals
pg. 24
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CHAPTER V
FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the findings, conclusions and recommendations
Findings
Based on the gathered data, the researcher arrived at the following
findings
1. Majority of the respondent stated that they have difficulties
while adapting to their new learning environment.
Some of the respondent stated that they don’t have difficulties
while adapting to their new learning environment.
2. Mostly of the respondents stated that they feel nervous after
transferring to Senior High School Campus.
Some of the respondent stated that they feel happy after
transferring to Senior High School Campus.
pg. 25
26
3. Majority of the respondents stated that are the positive things they
can say on transferring campus is that the campus is wider and
clean and the Senior High students are disciplined.
4. Majority of the respondents stated that the adaptive coping
mechanism that helps them to adapt towardsschool environment
helps isinteract with other students and follow the rules.
Conclusion:
Adapting a new learning environment means exploring new things,
adjustment and socializing to other people.
Therefore, majority of the respondents have disadvantages on adapting
on their new learning environment: its not difficult for them to adapt,
they feel nervous after transferring on Senior High School Campus.
Some of the respondents have advantages on adapting their new
learning environment: its not difficult for them to adapt, they feel happy
transferring on Senior High School Campus, the campus is wide and
clean and Senior High School Students are more discipline.
pg. 26
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In addition, majority of the respondents stated that that in able to adapt
their new school environment they interact with other students and
follow the rules.
Recommendation:
It is therefore recommended that in able for the Grade 8 learners to
adapt in their new learning environment, the schools institution must
know the results of this study for them to be able to use this as their
basis to create activities that will enhance the social skills of the
learners, We will talked to the SSG Officials to collaborate and held a
acquaintance party so that learners will feel welcome and motivated to
adapt in their new learning environment, Contact a DRRM
Representative to conduct a Disaster resiliency for the students, Make a
letter to ask the present SSG Officials to bring back the “lunch activities”
in which the transferred students can enjoy, Go room to room and ask
the teacher to make an open forum in which the learners can share their
experiences on transferring on the Campus and lastly Future
Researchers can use this study for them to have a guide formulating a
new title and study.
pg. 27
28
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Palak Lakhani, PayalKanwarChandel&Kasum Jain et al (2017).
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Klokmaniene, D., &Varnauskiene, J. (2017). Students adaptation in
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Cheung, C. S. (2019). Parents’ involvement and adolescents’ school
adjustment: Teacher–student relationships as a mechanism of
change. School Psychology, 34(4), 350.
Corriveau, K. H., Ronfard, S., & Cui, Y. K. (2018). Cognitive mechanisms
associated with children’s selective teaching. Review of
Philosophy and Psychology, 9(4), 831-848.
Chen, C. M. (2009). Personalized E-learning system with self-regulated
learning assisted mechanisms for promoting learning
performance. Expert Systems with Applications, 36(5), 8816-
8829.
Wamsler, C., & Brink, E. (2014). Moving beyond short-term coping and
adaptation. Environment and Urbanization, 26(1), 86-111.
Xue, H., Dianchang, H., Xiaoran, L., & Yingmin, C. (2016). SHYNESS OF
JUNIOR HIGH SCHOOL STUDENTS AND SCHOOL ADAPTATION: THE
MEDIATING EFFECT OF COPING STYLE. Journal of Shandong Normal
University (Natural Science), (4), 28.
Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009). Student
engagement and positive school adaptation.
pg. 30
31
Lee, J. H., Seo, M., Lee, M., Park, S. Y., Lee, J. H., & Lee, S. M. (2017).
Profiles of coping strategies in resilient adolescents. Psychological
reports, 120(1), 49-69.
pg. 31
32
CURRICULUM VITAE
I. Personal Information
Name: Aclo, Ivanah Mae G.
Address: Purok Proper,
Brgy. Cacub City of Koronadal
Contact No.: 09164043959
Birthdate: December 26,2002
Age: 17
Gender: Female
Strand: S.T.E.M
II. Educational Attainment
Senior High School
Marbel 7 National High School-Senior High School,
Brgy. Topland City of Koronadal, Science Technology
Engineering Mathematics (STEM), S.Y 2019-2020
pg. 32
33
Junior High School
Marbel 7 National High School, Brgy. Topland City of
Koronadal, S.Y 2018-2019
Elementary School
Marbel 7 SDA Elementary School, Brgy. Topland City
of Koronadal, S.Y 2014-2015
pg. 33
34
CURRICULUM VITAE
I. Personal Information
Name: Gulac, Bryan John
Address: Purok Center Brgy. Topland City of Koronadal
Contact No.:09956225434
Birthdate: April 9,2002
Age: 17
Gender: Male
Strand: S.T.E.M
II. Educational Attainment
Senior High School
pg. 34
35
Marbel 7 National High School-Senior High School, Brgy. Topland City of
Koronadal, Science Technology Engineering Mathematics (STEM), S.Y
2019-2020
Junior High School
Marbel 7 National High School, Brgy. Topland City of Koronadal, S.Y
2018-2019
Elementary School
Marbel 7 Elementary School, Brgy. Topland City of Koronadal, S.Y 2014-
2015
pg. 35
36
CURRICULUM VITAE
I. Personal Information
Name: Estrada, Christine Joy V.
Address: Purok Upper Libertad, Brgy. Topland City of Koronadal
Contact No.: 09268811921
Birthdate: June 3,2003
Age: 16
Gender: Female
Strand: S.T.E.M
II. Educational Attainment
Senior High School
pg. 36
37
Marbel 7 National High School-Senior High School, Brgy. Topland City of
Koronadal, Science Technology Engineering Mathematics (STEM), S.Y
2019-2020
Junior High School
Marbel 7 National High School, Brgy. Topland City of Koronadal, S.Y
2018-2019
Elementary School
Marbel 7 Elementary School, Brgy. Topland City of Koronadal, S.Y 2014-
2015
pg. 37
38
CURRICULUM VITAE
I. Personal Information
Name: Maquinto, Frencis Ann
Address: Purok Lower Libertad,
Brgy. Topland City of Koronadal
Contact No.:09553995049
Email Address: @gmail.com
Birthdate: February 26,2003
Age: 17
Gender: Female
Strand: S.T.E.M
pg. 38
39
II. Educational Attainment
Senior High School
Marbel 7 National High School-Senior High School, Brgy. Topland
City of Koronadal, Science Technology Engineering Mathematics
(STEM), S.Y 2019-2020
Junior High School
DatuAmpakKawan National High School, Brgy. Basag, Senator
Ninoy Aquino, Sultan Kudarat, S.Y 2018-2019
Elementary School
Basag Elementary School,Brgy. Basag, Senator Ninoy Aquino,
Sultan Kudarat, S.Y 2014-2015
pg. 39
40
Wamsler, C., & Brink, E. (2014). Moving beyond short-term coping and
adaptation. Environment and Urbanization, 26(1), 86-111.
Xue, H., Dianchang, H., Xiaoran, L., & Yingmin, C. (2016). SHYNESS OF
JUNIOR HIGH SCHOOL STUDENTS AND SCHOOL ADAPTATION: THE
MEDIATING EFFECT OF COPING STYLE. Journal of Shandong Normal
University (Natural Science), (4), 28.
Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009). Student
engagement and positive school adaptation.
Lee, J. H., Seo, M., Lee, M., Park, S. Y., Lee, J. H., & Lee, S. M. (2017). Profiles of
coping strategies in resilient adolescents. Psychological reports, 120(1), 49-69.
pg. 40
