Fresh Start: Learners Adjusting to New Experiences

as Junior High School Students

A Research Presented to the

Faculty of the Senior High School
Rafael B. Lacson Memorial High School
Talisay City

In Partial Fulfilment of the

Requirements for the Subject
Practical Research 1

ERICH MARIE T. ESPIRITU

JAN MARIEL N. BRITANIA
JWAN KAREL E. GENOVEA
ALEXANDER T. SUMUGAT

February 1, 2023
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TABLE OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF FIGURES iii
ACKNOWLEDGEMENT iv
ABSTRACT v
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 2
Theoretical Framework 3
Conceptual Framework 4
Scope and Limitation 5
Significance of the Study 5
Definition of Terms 6
Review of Related Literature 7
METHODS 14
Research Design 14
Participants 15
Research Instrument 15
Rigor 16
Trustworthiness 17
Data Gathering Procedures 18
Data Analysis 20
Ethical Considerations 20
RESULTS AND DISCUSSION 22
CONCLUSION 36
RECOMMENDATIONS 38
REFERENCES 40
APPENDICES 45
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LIST OF FIGURES

Figure 1. Schematic Diagram of the Conceptual Framework of the Study 4

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ACKNOWLEDGEMENT

First and foremost, praise and thanks to God, the Almighty, for giving us

abundant blessings throughout our research work to be completed successfully.

We would like to acknowledge and give thanks to Miss Charmaine Grace Treyes,

our Practical Research 1 teacher, who made this research possible. We were able to

complete every phase of our research thanks to her supervision and guidance. As well as

Miss Angeline Trayfalgar, for helping us with our research by sharing significant ideas

for the betterment of our paper.

The participants in our study also deserve special appreciation, as without them,

this study would not have been completed. We sincerely appreciate your participation in

providing complete and concrete responses to achieve our goal of filling the gaps in the

research we conducted.

We would also like to show appreciation towards our peers and family for helping

us in times when we are seeking support and advice to ensure that we make great

improvements to our studies.

Finally, we, the researchers want to express our gratitude to one another. We are

grateful to have each other to share our challenges and triumphs with. If we do not

accomplish this as a group, our studies would not be enjoyable. Our heartfelt gratitude all

goes to one another.

We will always be grateful for the unwavering love and assistance that we

received while conducting our research.

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ABSTRACT

The research sought to determine the adjustments of Junior High School Students to the
new experiences and the learners’ coping mechanisms to overcome the problems that
they encountered in facing the new environment. For the majority, most students,
entering and adjusting to a new setting as well as the abrupt change in class are
challenging. For students who had not physically experienced being in 7th or 8th grade in
face-to-face learning modalities, the abrupt transition from 6th to 9th-grade junior high
school was difficult. Phenomenological studies are utilized in qualitative research designs
to capture a phenomenon's essence. Students in grade nine who struggled with their first-
time experiences due to the abrupt change in class make up the study's participants. The
people who met the standards set by the researchers were identified using a purposeful
sampling technique. Face-to-face interviews with the five participants served as the
study's primary data collection method. The participant's responses were taken as
information to support the study's premise. For data analytics, the research implemented
an inductive thematic analysis. To further explore meanings, the researchers searched for
patterns and then attempted to organize these patterns into themes. High school
experiences differ from those in elementary school. The results show that primary school
is less difficult academically. But in high school, children will develop their
independence and experience progress. Students in high school will make new friends. It
is challenging to take modular learning when there is a pandemic. Academically, it has an
impact on the students, and not everyone is up to this kind of alternative education. Face-
to-face learning presents challenges for students as well, but the participants felt that the
teachers' presence made face-to-face learning considerably more beneficial. Participants'
behaviors, friendships, and sensations of novelty changed as the students adapted to their
new environment. Some students relished the novel experiences, while others felt
conflicted about them. Students used their various coping techniques to deal with the
academic pressure they experienced as well as pressure from their parents and
themselves. To deal with difficulties in the new environment and how they would adjust
while meeting someone new, each participant adopted coping mechanisms.
 INTRODUCTION

Background of the Study

The Philippines underwent enhanced community quarantine, in the mid of March

2020. All the activities with mass social interactions, except the necessities for the

majority, were strictly prohibited by the government, and people were forced to follow

health and safety protocols (Hapal, 2021). One of the significant factors affected by the

lockdown was the education of students. The community lockdown has brought students

and teachers to study and work from home through ways of online learning platforms

(Crawford et al., 2020). However, the generality of students was at a peak disadvantage

in various ways such as students being affected by school closures, lack of equipment to

participate in class, the inability of accessing online materials, and psychological issues

(Apriyanti, 2020). Distance learning resulted in several effects on students. In the study

conducted by Emily Chen, Kristie Kaczmarek, and Hiroe Ohyama, in 2020, the majority

of the students reported that their learning has worsened since moving to distance

learning. Instead of knowledge, students acquired burnout and stress due to the lack of in-

person classes.

The start of face-to-face classes in schools in the Philippines has brought students,

specifically in 9th grade, elation about finally learning and going to school. However, the

abrupt shift from 6th-grade elementary school to 9th-grade junior high school was

difficult for students who did not physically experience being in 7th and 8th grade. The

physical return to school of the now Grade 9 high school students is a total skip of

experience of knowledge and a disadvantage, especially for students who did not
 2

understand the lessons in learning remotely during the pandemic. Teachers also found

that some behaviors of students stay the same as they are in their elementary years

(Bautista, 2022). This matter resulted in other students taking remedial classes due to the

inability to read, write, and count numbers, as implemented by the Department of

Education (DepEd, 2022).

Entering and adjusting to a new environment is a challenge for most students' first

time learning high school in person. Thus, this study aims to discuss the struggles and

experiences of students having difficulties in learning and catching up with the lessons

they encountered during face-to-face classes. In assessing this kind of issue, teachers and

parents will be able to know how to address the learning gaps and abilities of the

students.

Statement of the Problem

This study seeks to know the different experiences of new Junior High School

students of Rafael. B. Lacson Memorial High School.

Specifically, this study aimed to answer the following questions:

1. What are the new experiences that the Junior High School students have?

2. What are the differences among the students' experiences in the elementary and

the Junior High School level?

3. What are the transition experiences of students after shifting from modular

distance learning to face-to-face learning after the pandemic?

4. How do the students deal with adjustments to the new setting and surpass

challenges?
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Theoretical Framework

This study is based on the Coping theory of Lazarus and Folkman (1984). The

theory of coping is defined as “constantly changing cognitive and behavioral efforts to

manage specific external and internal demands that are appraised as taxing or exceeding

the resources of the person”. Applying mental energy in a way that can lower stress is

part of coping. The prime objective of all coping mechanisms, whether conscious or

subconscious, is to resolve a situation and restore homeostasis. Depending on whether

they improve or worsen mental health, coping mechanisms can be either beneficial or

detrimental. Perceptual experiences and characteristic traits both affect coping. The

methods one uses to adjust to a circumstance are very distinctive. For any two people,

coping is never the same. Coping theory is a wide field of study that can be divided into

two separate categories: Focus-oriented theories (trait and state) and Approach-oriented

theories (micro-analytic and macro-analytic).

The focus-oriented state and trait theories of coping rely on an individual's inner

resources and cognitive abilities for assessing how effectively someone can cope in a

given circumstance. The approach-oriented micro and macro analytic coping theories, on

the other hand, focus on the degree of concreteness or abstraction of the coping processes

(Carver, Scheier, & Weintraub,1889).

This study is grounded in this theory because it focuses on how a person copes with

a certain situation, like being in a junior high school for the first time after the pandemic.

It also involves the coping mechanism an individual does to adjust, accept, and overcome

things. There are a lot of coping mechanisms 9th-grade students of Rafael B. Lacson

Memorial High School are doing now that they are on their fresh start as junior high
 4

school students in a new place, new persons, and new environment. This theory will help

us to define their different coping mechanisms in adapting to this situation.

Conceptual Framework

This study will provide an understanding of how junior high school students at

Rafael B. Lacson Memorial High School adjust to new experiences, S.Y. 2022-2023.

Participants involved will be Grade 9 Junior High Students. This study will look into the

adjustments of junior high who have had a sudden change in classes. The information

gathered in this study will concentrate on the adjustments, experiences, coping

mechanisms, feelings, and comprehension of abrupt shifts experienced by junior high

school students. The information gathered will provide an adequate response to the

problem statement.

The figure below will express the conceptual framework of the study.

Junior High School New experiences of

Students

Figure 1. Schematic Diagram of the Conceptual Framework of the Study.

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Scope and Limitations of the Study

This research only focused on the Grade 9 students of the Rafael B. Lacson

Memorial High School who are adjusting to new experiences. These students had a

sudden shift from Elementary to Junior High School due to COVID-19, which affected

their academic exposure.

The researchers aimed to identify the effects of less exposure and adjustments on

third-year high school students. Recent studies and research were used in finding out

what affects these students in terms of their academic performance.

A structured interview was used to gather the data that includes five Grade 9

participants of Rafael B. Lacson Memorial High School in the academic year 2022 –

2023. Each interview was done discreetly at the participants' convenient time.

Significance of the Study

The finding of this study may be beneficial to the following:

School Administrators. This study may aid the school in providing effective

learning assistance to give students a greater understanding of the lessons they currently

have in their grade level and may support the continuation of remedial classes for some

students who are still illiterate learners.

Teachers. This study may serve as a realization in the perspective of teachers

regarding their students’ attitudes and behavior toward learning in a new environment. It

may also vitalize the teachers to make further efforts in teaching the students who lacked

academic exposure during the pandemic times.

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Parents. The findings of this study will urge parents to guide and support their

children in facing difficulties and adjustments to adapt to the changes in the new

environment.

Students. Students in higher grade levels may use the information to help them

recognize the problems of their juniors and offer them aid in particular fields they lack,

such as reading, writing, and problem-solving.

Researchers. The findings may contribute to the gathered information and data of

the researchers in their future research works.

Definition of Terms

For a thorough understanding of this study, distinct terms are conceptually and

operationally defined:

Adjustment. An adjustment is a minor modification made to something, such as a

machine or a method of doing something (Collins, 2022).

In this study, adjustment identifies the way how the Grade 9 students of Rafael B.

Lacson Memorial High School cope with the sudden shift of grade levels and what new

experiences are made during their adapting process.

Face-to-face classes. Refers to a learning delivery mode in which both the students

and the teacher are physically present in the classroom, and there are opportunities for

active engagement, immediate feedback, and the learner's socio-emotional development.

(Mark Anthony Llego, 2021)

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Operationally, face-to-face classes refer to the mode of learning implemented by

the Department of Education for the school year 2022 - 2023. This implementation makes

students return to the usual and effective way of learning.

Fresh Start. Start over something once more (Cambridge.org, 2022)

In this study, fresh start refers to students' first-time entering Junior High School

after a two-year pause in face-to-face classes, lacking academic exposure to several

students.

Review of Related Literature

This section presents the review of related literature and findings conducted by

several professionals in the field, which substantially relate to this study, after a thorough

search done by the researchers to augment the present research work.

Learners who are new to Junior High School

Students’ readiness for the transition and the types of support they require prior to,

during, and after the transition must be taken into consideration in order to facilitate

successful transitions.

According to Tsuzuki (2012), for many kids and teenagers, changing schools is a

significant life event, especially as they go from Elementary to Junior High School. Early

adolescents go through a development shift as well as an ecological transition at this

time.
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Rapid environmental changes that take place when pupils transfer from Elementary

to Junior High School can result in a variety of behavioral and emotional issues stated by

Mizuno, Tanaka, Fukuda, Sasabe, and Imai-Matsumura (2011).

Simply stated, changes in schools halt the continuity of life. In fact, they introduce

students to organizational and social institutional discontinues, which Rice (1997)

identified as two main categories of institutional discontinues. Changes in school size,

departmentalization, tracking, academic standards (especially increasing rigor in

grading), teacher expectations, and student autonomy are examples of organizational

discontinuities in the study of Anderson, Jacobs, Schramm, and Splittgerber (2000).

Differences in the Learning Environment in Elementary and High School Students

In the study of Jamiah I (2008), an institution’s learning environment is the

environment experienced or perceived by students and teachers. A supportive learning

environment is a foundation and the driving force behind the learning process. In

contrast, a less supportive learning environment will lead to saturation and boredom,

which will ultimately demotivate the students' interest in learning (Maison, 2020). A

tranquil and encouraging setting is a crucial requirement for effective learning. According

to research, students are more likely to adopt efficient learning strategies if they feel that

their learning environment is good. A positive learning environment can encourage

effective teaching methods (Jamaiah I, 2008).

Making the transition from the familiar surroundings of primary school to the

secondary school milestone is vital in order to prevent the difficulties that the majority of

early adolescents’ experience. Although there are differences, the challenges this
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transformation presents for educational systems around the world are remarkably similar

(Humphrey & Ainscow 2006, as cited in Coffey, 2016), and they are largely brought on

by the distinction between the cultures of primary and secondary schools (Ganeson 2006,

as cited in Coffey, 2016). As stated by Coffey (2016), this transition typically involves a

different school campus, blending a new and diverse peer group, learning new

organizational structures for the school, and a variety of teachers, many of whom will

have very different teaching philosophies. For example, secondary schools are generally

much bigger physically than elementary schools, and pupils are frequently needed to

travel to several sites for their classes during the day. While doing so, they must make

sure to be on time and prepared for each lesson. There have to be new organizational

levels. To handle these timeline demands, rapid solutions were devised. These difficulties

contrast with primary school where pupils spend most of the day in the same classroom

with the same teachers.

Based on the study of Ashton (2008), the discontinuity in a physical location,

estrangement from social groups, and uneasiness in the teacher-student interaction may

be characteristics of the transition between these drastically different school

environments. The intellectual demands of secondary school often prove to be beyond the

capacity of many children. They might discover that they want assistance with

organization and time management, as well as more detailed training and time to

consolidate their learning. In this way, homework might sometimes be problematic.

Lesson topics could be more challenging, and demands for the quality and quantity of

work submitted might be higher than in primary school. Additionally, students must take

more ownership of their education and may struggle to achieve standards for study,
 10

taking notes, and performance on exams and projects. (Elias 2001, as cited in Coffey,

2016).

A quickly adjustable learning environment is essential for enhancing the enjoyment

of learning.

Students’ Experiences in Face-to-Face Classes After the Pandemic

Students perceive face-to-face classes as offering higher levels of interaction, both

with the teacher and with other students in the class, than online courses. In the study of

Platt, Amber, and Yu (2014), they have included Roblyer’s literature in which he found

that one's preference for face-to-face classes was associated with how much one valued

interaction and communication with the teacher and other students, thus suggesting that

face-to-face courses are considered more interactive. Missed engagement chances in

online courses, emphasizes that lower levels of engagement often lead to poorer

academic and social integration. When asked to assess levels of engagement in face-to-

face, hybrid, and entirely online classes, students prefer to rank face-to-face courses as

having the most options for feedback as well as the most immediate teacher response.

According to the study of Bali and Liu in 2018, interaction is one of the most vital

components of teaching and learning experiences. Interaction is the most important thing

when it comes to face-to-face learning or even online learning. In certainties, social

interaction is a must-applied aspect of learning to increase understanding through

advancing student knowledge. Social interaction is fundamental to the explanation of the

relationship between social presence and the social learning theory. When social

interaction is incorporated into the dynamics of the classroom, classrooms transform into
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places where activity occurs. In addition, social interaction is crucial for learning to be

successful and supports effective learning. Furthermore, social interaction fosters

learning engagement, which has been shown to significantly influence the achievement of

learning outcomes.

Course satisfaction is a critical element of learning, much like social presence and

engagement. Many studies asserted that learners are typically more satisfied with face-to-

face interactions when comparing satisfaction with online and face-to-face courses.

Moreover, face-to-face learning offers more satisfaction towards students as there are

presence of social interactions and physical teaching.

Students’ Coping Mechanism in a New Environment

Coping mechanism plays a crucial role in an individual’s psychological

establishment. It is said that building a coping mechanism helps a person manage difficult

circumstances (Krohne & Hock, 2011). Additionally, coping involves thoughts and

behaviors applied by a person to handle certainties when facing stress driven by a

situation (Sacchi, 2000). In the study of Peltier, Chennamaneni, and Barber (2021), they

have included the two categories of coping in the Coping Theory of Lazarus and Folkman

(1984), which are identified as problem-focused coping and emotion-focused coping.

Problem-focused coping behaviors are defined as how an individual deals with agonies

and stressors. Meanwhile, emotion-focused coping behaviors address emotional

responses to anxiety-causing environments. These two categories may be applied to

students about how they cope as ones who are new to the high school environment.

Particularly after a long pause of the in-person classes in schools which made a big
 12

difference to distance learning implemented by the education system during the span of

the pandemic lockdown.

Graduating from elementary school and entering high school is a turning point for

students’ ability to adapt to the new environment, especially after the return to face-to-

face classes. The sudden transition brought significant stress and difficulties to students

in adjusting to their new school, which brought them to come up with a coping strategy

(Doumit, 2012). Learning in a new environment led students into arduous situations

where they found themselves comparing their previous grade level and school to where

they are currently enrolled (Salam, Harith, Abdullah, Rahman, & Mahadevan, 2019). For

some students, adjusting and adapting may be easy. But for others who are not good with

adjustments, it is exigent and skill-demanding (Virtanen, Vasalampi, Torppa, Lerkkanen,

& Nurmi, 2019). Oftentimes, they may feel burnout, lack of motivation, anxiety, and

exhaustion because of being overwhelmed by situations. Hence, to survive the challenges

they freshly face in high school, students build relationships with new people and restore

and gain knowledge of the lessons taught to them (Engels, Pakarinen, Lerkkannen, &

Verschueren, 2019).

Ergo, having a coping mechanism is an essential part of the mindset of students

who are new to the high school experience, especially for students who entered high

school, shifting from 6th grade to 9th grade after learning remotely inside their homes for

approximately two years since the pandemic.

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Synthesis

Students that were impacted by COVID-19 suffered from a variety of deficiencies.

When the pandemic took place, many students suffered from learning which affected

their education. The abrupt transition from Elementary to High School brought several

changes to the students.

The World Health Organization (WHO) declared a worldwide health emergency

due to the COVID-19 epidemic, which affected various people, including students. The

student's education was impacted by COVID-19, which resulted in inadequate learning.

After the return of face-to-face classes, students who transitioned from Elementary to

Junior High School are having a setback. New environments, behavioral issues, tracking,

and academic standards are examples of the difficulties that are being encountered by

newly transitioned students.

Hence, the academic achievement of students should be given top priority by the

Teachers, Parents, the Department of Education (DepEd), and School Faculty members.
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METHODS

This section describes the components of the study which relate to research

methodology such as the research design, participants, research instrument, rigor and

trustworthiness, data gathering procedures, data analysis, and ethical considerations.

Research Design

This study used a phenomenological research design. According to Connelly

(2010), phenomenology began as a philosophical movement concerned with the nature of

experience from the perspective of the person experiencing the phenomenon known as

"lived experience". Although phenomenology as a philosophy is complex and cannot be

fully described in a short article, a few key points can be made. Phenomenology is

concerned with consciousness and the content of conscious experiences, such as

judgment, perceptions, and emotions. (Balls 2009, as cited in Connelly, 2010). The

findings of a phenomenological investigation extend the mind, enhance methods of

thinking to perceive a phenomenon, and enable one to see ahead and define one's position

as a researcher by intentionally studying life experiences (Qutoshi, 2020).

This study concentrated on the experiences of high school students in their new

learning environment as a result of the abrupt change in learning modality. The

information gathered in this study focused on students' adjustments, coping mechanisms,

feelings, comprehension, and, most importantly, their lived experiences. This study was

carried out by gathering data from people who have experienced a sudden change in

classes.
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Participants of the Study

The five Grade 9 students of Rafael B. Lacson Memorial High School in the year

2022 – 2023 were the participants of this study. In particular, Grade 9 students who

struggle the most, as well as in the process of disengagement from school that all too

frequently follows unsuccessful transitions, are the ones chosen to participate in the

study.

The type of sampling used in this study was Purposive sampling. When it comes to

non – probability sampling, the purposive sampling technique is specifically useful for

qualitative research as it reduces the number of potential participants to smaller to

effectively attain people who are distinctively suitable for the study (Thomas, 2022).

Purposive sampling also avoids random forms of sampling to obtain relevant data

gathered from the responses of the chosen participants and dismiss irrelevant data that is

not beneficial for the study (Campbell et. al, 2020).

Research Instrument

The researchers used an interview questionnaire with four open-ended questions

to explore Grade 9 students’ new experiences and gathered necessary information that

was needed for the study. In qualitative research designs, interviews are the cornerstone

of primary data collection (Adhabi & Anozie, 2017). Interviews are necessary for

conducting a study as it offers researchers the idea to view other people’s perspective in

their everyday experiences. It is important to take into account the variety of genres that

interviews can fall under because they are both common and memorable, ubiquitous and

distinctive (Mann, 2016). This study used face-to-face interview to observe the
 16

participants and collect their responses effectively. Face-to-face interviews are

advantageous due to the physical presence of both the researcher and the participant.

Furthermore, with regards to time, researchers can formulate questions comfortably

without pressure. This type of interview is also beneficial for the researchers as the

amount of data being collected can be controlled well. Lastly, genuine reactions from the

participants can be also witnessed during interviews which leads to a more enriching data

(Adhabi & Anozie, 2017).

Due to the age minority of the participants, the researchers obtained their

parent’s permission before performing the face-to-face interview. Once signed and

agreed, the schedule of the interview was done during the participants’ free time to avoid

conflicts in classes. Participants were informed of the interview's objectives as well as the

confidentiality of the research interview and respect for their privacy.

Rigor of the Study

Rigor is the degree to which research methodologies are carefully applied in order

to identify significant impacts occurring during the course of investigation. It is a set of

criteria that researchers use to assess the quality, dependability, and worthiness of the

researcher's work (Xun Liu, 2017). According to Cypress (2017), rigor is the integrity of

the research design and the suitability of the methodology to address the issues.

To ensure the rigor of this study, the researchers used the member check

credibility. According to Morse (2015), member checking is giving the participant’s

transcribe interview of the finished analysis to update or to receive more information.

Checking on members goes to beyond returning a survey to respondents to ensure that the
 17

transcription is accurate. Member verification entails a variety of tasks such as giving

interview participants of their transcripts back. A member check focus on returning

synthesized analyzed data to the interviewee (Birt, Scott, et al., 2016).

To properly use the member check credibility, the participants were interviewed

first by the researchers. The interviewee's response was then transcribed by the

researchers. The researchers did the data analysis phase after transcribing the

participants’ responses. The participants then verified the accuracy of the data that has

been synthesized and evaluated after receiving the finished analysis from the researchers.

Participants who confirm the study's accuracy and comprehensiveness are deemed to give

its credibility.

Trustworthiness of the Study

Qualitative research requires transparency and integrity of the findings to ensure a

truthful and ethical study. Trustworthiness of the study refers to documenting,

systemizing, and publishing the techniques of analysis in sufficient detail to allow the

reader to assess the process’ credibility, qualitative researchers can show that data

analysis has been carried out in a precise, consistent, and complete manner (Nowell,

Morris, White, & Moules, 2017). Researchers should set the protocols and methods

required for a study to be deemed worthy of consideration by readers in each study

(Amankwaa, 2016). Credibility serves as evidence for the claim that the findings are

“worth paying attention to” (Lincoln & Guba, 1985). When employing inductive content

analysis, this is crucial since categories are generated from the raw data without the use

of a theory-based categorization matrix (Elo, Kaariaines, & Kyngas, 2014). The

 18

reliability of the data used to make judgements is the cornerstone of excellent research

and good decision-making in evidence-based practice (EBP).

To establish the trustworthiness of the study, the researchers used interrater or

interobserver agreement methods. Interrater reliability is the type of reliability that is the

most widely known and understood. For instance, watching a sport that has judges, like

Olympic figure skating or a dog show, depends on human observers upholding a high

level of uniformity across observers (Gisev & Pharm, 2013). In short, researchers must

select a peer to code the transcript of data by their own interpretation. After that, the

researchers determined whether both the peer’s and the researcher’s interpretations of the

data are the same.

To conduct the interrater agreement methods, the researchers constructed a table

containing all of the transcribed data gathered from the participants’ interviews. After

that, the researchers deciphered and elucidated the transcribed data by their own

interpretation. Then, the researchers selected peers who were the ones to code the

transcribed data, write up their own interpretations, and compare them to the researcher’s

interpretation. This method established how trustworthy the study that has been

conducted by the researchers.

Data Gathering Procedures

The study was conducted in Rafael B. Lacson Memorial High School, year 2022 –

2023 to determine the different experiences of students who are new to the Junior High

School experience.
 19

To access the site and search for participants who are suitable for the study, the

researchers requested for the permission of the school to conduct the research. A

permission letter was given to the Senior High School assistant principal.

In choosing the participants to be involved in the study, the researchers focused on

the Grade 9 students who were experiencing difficulties and adjustments as first-timers in

experiencing Junior High School face-to-face after the pandemic. Purposeful sampling

strategy was used to identify the individuals who passed the criteria established by the

researchers. Only five Grade 9 students were chosen to participate in the study and

collected their data.

To collect the data of the five selected students, the data gathering instrument that

was used by the researchers was through an interview. Before the interview, the

researchers gave consent letter forms to the students and also to their parents which

contained their agreement and signature to proceed with the interview. During the

interview, the researchers oriented the participants about the interview protocols and

attempted not to ask inappropriate and leading questions to avoid overwhelming them.

The researchers tried to ask the participants as many relevant questions as they can

answer to enrich the data that was gathered.

When interviewing the participants, the researchers used a cellphone recorder to

record the responses of the participants. This process of recording the interview was vital

to the researchers as they can ensure to not miss any details. This method also enabled

them to encode complete data in an organized form.

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The researchers respected the decisions of the participants who decided to withdraw

their participation in the middle of the interview and discarded the initial data that was

recorded as it was considered irrelevant after the withdrawal.

The collected data of the students who participated in the interview was kept

confidential to respect their data privacy. Their data was only stored for approximately

one year after the research was concluded and was deleted after the duration of time.

Data Analysis

This study used an inductive thematic analysis approach. Data on lived experiences,

such as interviews or narratives, are a requirement for the analysis. The analysis includes

looking for patterns in the further exploration of meanings and figuring out how to group

such patterns into themes. Additionally, the analysis needs to be open-minded.

Consequently, the analysis includes a reflective process intended to provide light on

meaning (Sundler, Lindberg, et al., 2019). Prior to starting the analysis, the researchers

must become familiar with the data through objective reading. Meanings need to be

related to one another in order to spot patterns. The study of meaning patterns is

continued. The researchers must be open to letting meanings evolve in order to do this.

The researchers must next arrange themes into a coherent whole.

Ethical Considerations

This research was conducted in full compliance with the research ethics. To

establish that this study follows ethical considerations, the following were observed.
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Permission and approval for the conduction of the study was obtained to ensure that

relevant people are informed. A permission letter to conduct the study was sent out to the

Senior High School assistant principal of Rafael B. Lacson Memorial High School.

Since the participants are students, the researcher gained fully informed consent

from them where they freely chose to take part in this research. Information such as the

purpose of the study, contents, and procedures was explained. Responses of the

participants was not meant to be taken against them but solely for research purposes only.

The researchers accepted the responsibility of maintaining the privacy,

confidentiality, and safety of the participants. The names of the participants were not

included in the report of the study. Moreover, the data gathered was deleted a year after

the paper was published.

The information gained from the research was reported accurately and truthfully by

maintaining integrity. Reported procedures were followed in the conduct of research. The

data obtained was encoded, analyzed, and interpreted accordingly without any bias.

Information, related literature, and studies that were used in this research were cited and

acknowledged accordingly.
 22

RESULTS AND DISCUSSION

This section presents the data, analysis, and interpretation of the interview

conducted on the five Grade 9 students of Rafael B. Lacson Memorial High School. The

study is divided into four topics based on the statement of the problem namely, the new

experiences of students in junior high school, the differences in students’ experiences

between elementary and high school, transition experiences from modular learning to

face-to-face learning, and the coping mechanisms of students.

SOP 1: The New Experiences of Students in Junior High School

Theme 2: High School Experiences

High school experiences are things that a student went through during high school

days. It also deals with friendships and memories that a group of friends can create.

Participant 1 stated that “New place, new environment, and a lot of new things are

encountered”, and “In high school, you will realize the importance of going home early”.

Participant 5 claimed that “The environment feels new and different because it is

crowded, but at the same time it is fun and you can gain a lot of new friends”. Pertaining

to their social life, Participant 2 held that “With socializing with other people, I was able

to make friends”. While Participant 3 also said that “I met new friends and I experienced

going to my classmates’ house and join them eat snacks after our class dismissal.”

All of the participants expressed their first-time experiences and observations in

the new environment. High school impacted a significant effect on the social life of
 23

students, in which they met new people to hang out with and share their insights and life

journey.

The findings about the new experiences of students in high school is supported by

the study of Cauley, Chafin, and Certo in 2016 which scrutinized the novelty experienced

by students who are new to high school. As adolescents, students are longing for

belongingness once they enter a new environment. Thus, they build friendships with new

people as they go on with their high school journey.

Theme 6: Feelings on the New Experiences

It's likely that doing something new will boost one’s self-esteem and lead to

insightful encounters. Improvements in memory, mood, and motivation are just a few of

the many advantages to remaining curious and trying new things. The capacity to learn

new skills with greater quickness and adaptability.

Participant 1 stated that they had classmates that they recently got close with and

that the environment was okay, but they are still feeling anew. They also stated that they

feel scared, pressured, and overwhelmed. Participant 2 also said that they are feeling

happy and excited when they go to school every day. Participant 3 claimed that “It’s nice,

but I feel new because there are new faces and also new place”. Participant 4 affirmed

that “I like to feel new experiences like experience those kinds of experiences. That kind

of experience when you sometimes feel that you have already matured, you’re getting

older kind of thing. I really like that kind of feeling”. Finally, Participant 5 expressed that

“It's quite tiring” and “Stressful and nice at the same time”.
 24

While three participants claimed they enjoyed the new experience, the other two

claimed to have mixed feelings about it.

The intersection of emotion and thought, and then assess them in light of

empirical findings in three important areas, namely human judgment, information

processing techniques, and memory. We continually emphasize how emotions affect

thought processes stated by Schwarz, N., & Clore, G. L. (2007).

SOP 2: Differences in Students’ Experiences Between Elementary and High School

Theme 1: Elementary Experiences

Students are now learning in different ways than they have in the past and in a

wider variety of setting outside of school. Such as through internships, volunteer work, or

dual-enrollment programs. While attending a lecture, reading a book, or finishing a

homework assignment still count as “learning experiences”, students are now doing so in

different ways than they did in the past.

Participant 2 stated that “the differences in elementary and high school is that

there are more activities, lessons, and also the environment, because in elementary, there

were less chaos, just playing”. Participant 3 added that “If you're an elementary student

you can't go out of your room because the surroundings are scary and you need your

parents to fetch you”. Moreover, Participant 4 shared that “Elementary is different in

terms of reporting because it is simply reading the report”. Lastly, Participant 5 expressed

that “Compared to high school, the activities and assignments were easier in elementary”.
 25

The five participants claimed that there are differences between elementary and

high school. They have concluded that elementary is much easier based on academics

since the lessons are taken lightly. Aside from that, students found their elementary

experiences more fun because there was less chaos, and they can still play as children.

Based on the study of Ashton (2008), which is similar to the findings of the study,

homework might sometimes be problematic. Lesson topics could be more challenging,

and demands for the quality and quantity of work submitted might be higher than in

primary schools.

Theme 2: High School Experiences

High school is where a student can feel a big change in a school that is way bigger

than those elementary experiences. This also include feelings and happenings that a

student would feel during high school.

Participant 2 stated that “In high school, you'll have a lot of freedom”. They also

added “In high school, you will realize the importance of going home early”. According

to Participant 5 “Being independent is taught in high school”. Participant 1 also added

that “You can feel more freedom in high school because they're away from problems

encountered inside their home. But high school requires more time to learn”. Participant

3 claimed that “In high school, you really need to be independent to be able to interact

with new and more people”. Participant 4 claimed that “It's quite the same to my

elementary experience but I've met new set of friends. It's not like before because before

I'm not used to interact with my schoolmates. Now I have a lot of friends here in school.

My friends influenced me a lot now.”

 26

The five participants concluded that high school led them to a new environment

where they encountered several challenges which are fresh experiences for them. Unlike

their elementary experiences, the participants found a great difference and they were able

to observe and learn from those encounters. Nonetheless, with the efforts of adapting to

the new environment gave them a sight of growth as individuals through independence.

The findings about high school are substantiated by the study of Sari and Sheikh

in 2019, in which they have explored that through the development of an independent

attitude, students can diagnose difficulties and find the right solution to solve those.

SOP 3: Transition Experiences from Modular Learning to Face-To-Face Learning

After the Pandemic

Theme 3: Modular Learning Experiences During the Pandemic

Modular distance learning was proposed during the time of pandemic. It is

another alternative learning modality for the new normal. Modular learning enables

students to employ self-learning modules in print or digital copy. Learners enrolled in

modular distance learning get access to learner’s materials, worksheets, books, and other

study tools. Modular learning has advantages and disadvantages for some students. It

affects their learning and interest in studying due to the difficulties of self-learning.

Participant 1 stated that “If we learn in modular, we also have other

responsibilities in our house, we can’t really cope with our school works.” Participant 1

also added “I felt like I wasted two years of my life, I didn’t really learn anything from

the self-learning set-up and there are also lessons that I didn’t really understand.”
 27

Participant 2 also stated “While in modular, even if you don’t read and understand it

because there is already an answer key and you can do research so you can answer it. It is

different from face-to-face learning.” Additionally, Participant 3 revealed “In distance

learning, I just studied at home, but I cannot work independently on my assignments

because there was no teacher to guide me. Sometimes, I just search on the internet or ask

help to my cousin who is higher grade level than me in order for me to answer my

module. I also can’t avoid to peek through internet my answer, transportation fees, recess,

and when hanging out.” Additionally, Participant 4 said “In modular learning, I am a fast

learner but if there’s no one that explains, I can’t understand very well. Because in

modular, all I can do is read and base on the internet.” Participant 4 added “It will be

harder for me being in modular learning.” Additionally, Participant 5 held “In module, it

is boring. The way you study is easy. You really don’t focus with the lessons. In modular,

you don’t have friends that much because you can’t interact with them at school and you

can’t see them.” Participant 5 also held “Modular learning helped me to be independent

and that I should move on my own to understand the lesson well.”

All five participants claimed that the learners experience with modular learning

has an impact on their academic and social development. It has a downside effect and at

the same time it benefits the learners for some reason. This finding shows that the

participants have difficulties in taking modular learning and not everyone are capable in

this kind of alternative learning.

The finding about the difficulties and advantages of modular distance learning is

supported by Pastor et al. (2022) who found out that modular distance learning was

challenging to implement at the start of the academic year. Teachers and students
 28

continually aspired to increase their ability for effective teaching and learning, despite the

fact that they saw themselves as amateurs in the new learning modality. Student may also

gain advantage through strategic tactics for completing the modules such as creating a

comfortable learning environment, marking a weekly calendar activity that highlights the

areas that should be emphasized, and keeping in touch with the subject teachers in case

students need any further help or clarification.

Theme 4: Face-to-Face Experiences After the Pandemic

After the two-year lockdown in the Philippines, the government declared the

implementation of bringing back face-to-face classes in schools in cities and provinces.

The said implementation brought various reactions which are mostly expressing

excitement and anxiousness from the students who transitioned from elementary to 9th

grade high school after the pandemic. The experiences of students in face-to-face classes

in high school after the pandemic includes the difficulties that students have experienced

and the instances and matters that made them prefer face-to-face as a learning modality.

Participant 1 claimed that "Face-to-face is way much better because the teachers

can really teach us." Participant 2 agreed that "I understood and learned more about the

lessons taught by our teacher including the lessons in the book." Participant 3 have also

revealed that "In face-to-face, I am required to wake up early to not be late. Also, there is

a teacher who can guide and teach us and they can give formal instructions inside the

classroom." Participant 4 stated that "Now that it's already face-to-face, I can easily

understand especially because there is a teacher. And if I have a question, they answer it

immediately." Participant 5 said that "I want face-to-face more because you can learn

more and you can interact with other people”. When asked about difficulties encountered,
 29

Participant 2 stated that “Waking up early is difficult for me because I still sleep late”.

Participant 3 added “It is difficult for me to wake up early and my transportation fees also

because I live far from my school. The jeeps are sometimes occupied so I cannot ride

quickly. My allowance run out quickly because of transportation fees, recess, and when

hanging out”. Participant 5 claimed that “Sometimes, when I get home late, I still have

assignments to finish so it leads me to sleep late and causing me to also wake up late”.

They also added that “In face-to-face, you need to be friendly and you need to be

considerate and understand your other classmates and the lessons”.

The entire five participants concluded that face-to-face learning may bring them

difficulties that they have to consider while learning in-person, but it is also much more

preferable based on their experiences because teachers are physically present in school.

Aside from that, it is also easier to understand the lessons since it is explained to students

until they completely grasp onto the lesson and convenient enough to ask questions right

away. In terms of social interactions, students were able to meet and personally meet new

people they can build their trust and friendships with.

The findings about students' experiences in face-to-face learning after the

pandemic can be compatibly related to the study of Bali and Liu (2022), who found out

that face-to-face learning opens more opportunities and greater learnings to students and

allows them to fully exert efforts in studying their lessons in order to completely

understand the things they are learning inside the school grounds.
 30

Theme 5: Transition Adjustments

Sixth grade students did not get to experience graduating when the pandemic

arose causing them to attain their elementary characteristics while learning in modular

distance learning. But as the pandemic tones down, everything gradually turns back to

normal including the education of students which is an essential factor of their life

especially for their future. The slow ending of catastrophe led the education system to

return with face-to-face learning after being in modular distance learning for two years as

an alternative of no physical-interaction-learning. Students were brought back to a

physical school setting after learning inside their respective homes and encountered not-

so new experiences. They have lost and gained friends, learnings, and challenges.

Participant 1 discussed that “I had classmates that I recently got close with, I also

had schoolmates from elementary which I recently got close with because we’re now

classmates. It’s not so bad, but everything is ok, I can fit in if I want to. Sometimes I feel

out of place”. Participant 2 expressed her insights “I am not used for what happened

because in two years, we were just inside of our house and we didn’t really go outside”.

Participant 5 claimed that “It feels new because the environment is different and crowded

but I like it at the same time, it is fun” and also said that “I can’t really adjust as of now

because I’m not really used to face-to-face since it has been 2 years of no school”.

Participant 1 also reflected that “I have difficulties of adjusting especially on my peers,

on my circle of friends, I feel like I distance myself from my elementary friends”.

Looking back on elementary days, Participant 2 explained that “The surrounding and the

people are new to me. As well as the games because now, no one plays much anymore. I

go back home early because before I get home at 5 o’clock”. Participant 3 also expressed
 31

that “I feel like the time passes quickly. There are new challenges, then you are forced to

develop your character in elementary and level it in high school attitude. I really find it

tough”. Lastly, Participant 2 added that “It’s hard for me to adjust especially with

socializing. I am not that comfortable on first day and I am not comfortable with new

people, so I adjust. Sometimes, you cannot avoid when you interact, you get

uncomfortable”.

Transitioning to a different and new environment and going back to a new normal

learning surely made new high school students to feel ambivalent except for Participant 4

who found adjusting to sudden transitions easy. Changes in behaviors, friendships, and

feeling of newness were observed from the responses of participants.

The findings about students’ transition adjustments from elementary to high

school can be associated to the study of Rice, et. al (2015) stating that students’ behaviors

might change over time while transitioning to secondary schools. Stability of friendships

are also tested and gaining and losing friends are significant to students’ performance in

school. The sudden transitions in modality of learning of students can also be comparable

to the study of Jia, et. al (2022) which discusses the encountered challenges of students

due to rapid transition of learning modalities. The changes of environment and varying

social interactions depends on the students’ abilities to adapt their surroundings for a

certain period of time. Students’ experiences in transitioning from one learning modality

to another may help them compare which modality is better and more comfortable for

them to learn.
 32

SOP 4: Coping Mechanisms of Students

Theme 7: Academic Pressure as a Challenge to Students

Academic pressure is defined as an experience in which a student is burdened by

the demands of time and energy to achieve specific academic goals. Academic pressure is

the pressure put on students from work overload, long periods of studying and high-grade

expectations.

Participant 5 stated that “Sometimes, I feel pressured because of my family. It's

because since elementary, I am an honor student but sometimes, I am more pressured of

disappointing them.” “The most common problem is my family because they pressure me

that I have to be an honor student and I can’t keep up with our lessons and I also can’t

really understand.” said Participant 1. According to Participant 4 “In group activities,

they will put all the pressure in me. No wonder, I also pressure myself. And that's it, it is

also my problem”. Participant 1 added that “The problem is probably my grades, because

from when I was in elementary my grades were high and I was top 1 in our class, but now

I’m only on top 5”.

Totally, all the participants are implying that they are undergoing academic

pressure because of their families and themselves. Being an honor student since grade

school will add up to the pressure in academic since high school is totally different and

new environment that has a big difference from elementary.

Academic pressure is the various stimuli from the environment that students

endure in the learning process and the resulting physical, psychological, and socially

behavioral reflections. Too high academic pressure will negatively affect academic
 33

performance (Pan et al., 2016). It can be seen that excessive academic pressure has

negative effects on student's physical and mental health. In the past few years college and

middle school students are experiencing most academic pressure (Li et. al, 2019; Lin et.

al, 2020)

Theme 8: Coping Mechanisms of Students to Surpass Challenges

Coping mechanisms are the techniques people frequently employ to help them

manage uncomfortable or challenging emotions when under stress or after tragedy.

People can use coping strategies to cope with difficult situations and keep their emotional

health. Students' lives can be very stressful. Entering school is not all about how one

learned something and being happy meeting new people in their life. Homework, social

life, perceived parental pressure, poor academic performance, and never-ending

responsibilities are all factors that can lead to stress. To deal with that stress, students

come up with different coping strategies or coping mechanisms.

Participant 1 stated that “I’m building up my confidence so I can approach others

whom I’m not really close with.” Participant 1 also stated “To overcome if I talk to my

mother about my experiences.” Additionally, Participant 2 said “When I interact, I’m the

one who say and make comfortable first and I make friends.” Participant 2 also said “I

make myself think if that is right or wrong, I just do it.” Additionally, Participant 3

answered “Since I'm an extroverted person it's quite easy for me to adjust and make

friends with others. I have a lot of friend groups. Sometimes they influence me. That

feeling that you're already talkative and it's getting worse whenever I'm with them.”

Participant 3 also answered “I get to know my classmates better. I join them in whatever

they do. For example, it’s recess, I'm always game to go with them.” Additionally,
 34

Participant 4 held “I am a listener, I listen very well for example a person would talk

about a thing or a subject, I listen to it. And then I am summarizing it on my mind

whatever it is and whenever I got home, I review all of it just like my learning in school.”

Additionally, Participant 5 revealed “I think positive that I can survive.” “I’m trying on

getting used to waking up early and I also need to study our lessons so it’ll be easier to

understand it.” “Sometimes I’m trying to be productive and for example when I go home,

I study immediately and do my assignments so it’ll be easier to understand our lessons”

“I multi-task when I study and I’m trying not to pressure myself and not exceeding my

limitations in my study.” Lastly, Participant 5 also revealed “you’ll feel the need to study

harder to learn your studies.”

All five participants claimed that students employed a variety of coping strategies

to handle their issues at school. Students may experience stress due to a variety of

circumstances, and in order to deal with this, they must develop coping skills. This result

demonstrates that each participant used a different coping strategy to deal with challenges

in the new setting and how they would adjust while meeting someone new.

The finding about the coping mechanisms of students is supported by Baqutayan

(2015) Who found out that various coping mechanisms are employed by different people,

and in addition, various problems prompt various coping mechanisms to varying coping

techniques for varying situations. According to Doumit (2012), The transition from

elementary to high school is a critical one for pupils' capacity to adjust to the new setting,

particularly with the reintroduction of face-to-face interaction. Students had a tough time

adjusting to their new school because of the abrupt transfer, which pushed them to come

up with a coping mechanism. In addition, Engels, Pakarinen et al., (2019) discovered that
 35

students form relationships with new acquaintances, refresh their memory of the topics

they were taught, and gain information in order to survive the hardships they experience

as high school freshmen.

 36

CONCLUSION

This section presents the conclusion drawn from the results and discussion of the

study.

It might be difficult for pupils who are attending high school for the first time to

enter and adjust to a new setting. This phenomenon piqued the interest of researchers

which aimed to know how did the students managed their experiences when they lost the

opportunity to experience high school as freshmen in the actual school setting. Therefore,

the purpose of this study is to analyze the challenges and experiences faced by students

who struggle to learn and keep up with the lessons they met in face-to-face classes since

transitioning from elementary to high school as well as in modular to face-to-face

learning. Teachers and parents will be able to address the pupils' learning gaps and

capacities by assessing this type of issue.

The experiences in elementary school are very different from those in high

school. It is due to the atmosphere that is less dangerous for primary students, elementary

is much simpler. It is a place where children can embrace the delight of studying in a

welcoming environment and have fun as students. The environment in high school is

novel and unusual. Students will see the growth immediately and will learn a lot of new

things in high schools, such as how to be brave and independent. Students will have the

opportunity to gain and create new friends who will support them throughout their high

school career and have a lot of new experiences. However, when the pandemic seized the

world, elementary students lost the chance of being 7th-graders in the actual high school

setting and instead learned through modular distance learning. The sudden and
 37

unexpected phenomenon brought students to independently learn their new lessons

without the presence of their teachers. There are numerous challenges that students have

encountered during the pandemic such as internet dependence, lack of knowledge, lack of

social interactions, and significant pressures. As the world recovers from the fresh scars

of the pandemic, schools started to open which unlocked opportunities for students to

learn once again in the school setting. But the process of returning to school has brought

once more an adjustment that challenged elementary students-turned-9th-grade high

school students since they have returned to school but in a new setting that is different

from their previous school. Students experienced a range of emotions during this event.

Although adjusting takes time, students will be able to deal with the adjustments once

they have fully adapted to their surroundings. Due to the surroundings and the people, it

gave them a feeling of novelty, but at the same time, it is enjoyable. Students experienced

academic pressures as a result of the transition into a new learning environment.

Nevertheless, students can experience independence and growth by overcoming obstacles

and going through tasks during the process of adjusting.

It takes a lot of toughness to be able to experience and deal with new things. All

of the five participants have shared their feelings and experiences about the transitions

they made as students. This research therefore concludes that students experienced major

difficulties while shifting from elementary to grade 9 high school and transitioning from

learning in modular distance learning during the pandemic to face-to-face learning. At the

same time, students gained realizations, improved their social life and surpassed

challenges using their coping mechanisms to cope and adjust with the novelty and

overwhelming feelings they have while in a sudden transition.

 38

RECOMMENDATIONS

Based on the result and discussion of this research, the researchers arrived with

some recommendations that can be addressed to the involved stakeholders.

With the education system that is applied today, students are faced with

numerous challenges which lead them to physical and mental exhaustion. Different

problems from the participants are addressed, including significant pressures. As well as

shock from their sudden transitions from elementary to high school and also modular to

face-to-face learning. Regarding this occurrence, the researchers suggest school

administrators to arrange class schedules in a better and more effective way. They shall

also focus on students’ difficulties in adjusting to their environment and provide solutions

such as allowing interactive and fun school activities to give students leisure while being

in the learning environment.

Furthermore, this study would have ought to recommend that teachers need to be

more considerate to the students as they experience academic pressure from their parents

and themselves. As students struggled to adjust in a new environment, including their

new teachers and classmates, educators also needed to be understanding and more

supportive of their students. Students experience issues with abrupt changes in alternative

learning, so teachers must also assist students in learning how to quickly adapt to

alternative learning.

To the highlight of this study, the researchers recommend students to socialize,

relax, and enjoy school while they can. Even though school might be challenging at

times, students should also have fun because their mental health is important. Make
 39

friends by interacting with other classmates. Another crucial thing is to socialize with

people; this might assist students like school. Other students in higher grade levels are

also suggested to guide and offer help to their juniors with lessons to reduce bugging

difficulties.

As the guardians and guidance of students at home, parents are recommended to

be gentle with their kids and make an effort to chat and interact with them. Give children

the impression that their parents are familiar to them and that they are not alone.

Encouraging children without placing any pressure and supporting them will leave

students assured. After all, parents should be the pillar of support and instill

independence in them.

Finally, the researchers recommend this work to researchers in the future. They

could read and research this to learn more about adjusting, coping, and new experiences.

Using this study to assist others and learn a great deal so that researchers can design new

research is beneficial. They could learn research techniques from this as well.
 40

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45
 46

APPENDICES

Appendix A. Permission Letter to the Senior High School Assistant Principal

 47

Appendix B. Informed Consent

INFORMED CONSENT

TITLE OF THE STUDY: Fresh Start: Learners Adjusting to New Experiences in Junior
High School

RESEARCHERS: Espiritu, Erich Marie T,

Britania, Jan Mariel N.
Genovea, Jwan Karel E.
Sumugat, Alexander T.
11 -STEM B

PURPOSE OF THE STUDY

Your child is being asked to take part in a research study. Before you decide to make
them participate in this study, it is important that you understand why the research is
being done and what it will involve. Please read the following information carefully.
Please ask the researcher if there is anything that is not clear or if you need more
information.

The purpose of the study is to analyze the challenges and experiences faced by students
who struggle to learn and keep up with the lessons they met in face-to-face classes since
transitioning from elementary to high school as well as in modular to face-to-face
learning.

STUDY PROCEDURES

If you agree to sign this informed consent, the researchers will ask for your child’s
schedule of free time to conduct the interview. Before the interview starts, the researcher
will evaluate the interview protocol for your child. If they agree to use a recorder, the
researchers will use one to record all the necessary information that your child may
mention during the said interview. If they experience unconformities, the researchers will
respect it and end the interview as soon as possible. After the interview, your child’s
responses will be stored in a device to be used when the researchers start to analyze all
the gathered data and will be kept private.

DURATION

The interview will be ten to twenty minutes long, depending on the researchers and the
participant’s conversation flow.
 48

RISKS

Your son/daughter may mention anything personal during the interview which may affect
their privacy.
They may decline to answer any or all questions and they may terminate their
involvement at any time if they choose.

BENEFITS

The gaps addressed in this study may benefit the students in terms of aid and assistance
with their drawbacks and may learn from reflections and experiences in this study.

CONFIDENTIALITY

Your child’s responses to this interview will be anonymous. Please do not mention any
identifying information in the interview. Every effort will be made by the researcher to
preserve your confidentiality including the following:

 Assigning code names/numbers for your child that will be used on all research
notes and documents
 Keeping notes, interview transcriptions, and any other identifying your child’s
information in an unexposed file portfolio in the personal possession of the
researcher.

Participant data will be kept confidential except in cases where the researcher is legally
obligated to report specific incidents. These incidents include, but may not be limited to,
incidents of abuse and suicide risk.

CONTACT INFORMATION

If you or your child have questions at any time about this study, or your child experience
adverse effects as a result of participating in this study, you may contact the researchers
for assistance. Call (445) 8293.

VOLUNTARY PARTICIPATION

Your son’s/daughter’s participation in this study is voluntary. It is up to you to decide

whether or not they take part in this study. If you decide that they take part in this study,
you will be asked to sign a consent form. After you sign the consent form, your child is
still free to withdraw at any time and without giving a reason. Withdrawing from this
study will not affect the relationship your child has, if any, with the researcher. If they
withdraw from the study before data collection is completed, your child’s data will be
returned to them or destroyed.
 49

CONSENT

I, ________________________, the guardian of _____________________, have read

and understand the provided information and have had the opportunity to ask questions. I
understand that my son’s/daughter’s participation is voluntary and that they are free to
withdraw at any time, without giving a reason and without cost. I understand that I will
be given a copy of this consent form. I hereby give my consent to my son/daughter to
take part in this study.

Parent’s Signature Over Printed Name ______________________________________

Participant’s Signature Over Printed Name ___________________________________

 49

Appendix C. Data Analysis Table

Table 1. New Experiences in High School

Participants Transcriptions Translations Unit of Meaning Code Theme
Girl 1 Questions 1:
Can you tell us about
your new experiences in
Junior High School?
“Sa classmates ko naging “I had classmates Feeling alright on -Maintaining Transition
close kami, mayara ko that I recently got meeting old friendships Adjustments
classmates ngaa kilalaa close with, I also had friends/classmates.
ko sanguna nga mga schoolmates from Approves the new
schoolmates nga naging elementary which I environment.
close ko since naging recently got close Pressured by the new
classmates na kami. with because we’re environment and the
now classmates. learnings.
Ok man lang ang The environment is -New Feelings on the
environment pero daw na okay, but I’m still Surroundings New Experiences
bag-ohan ko.” feeling anew.” Adjustments

Question 2: -New Feeling

What did you feel about
those new experiences
that you have
encountered?
“Kulbaan, na pressure, na “Scared, pressured, Mixed -Overwhelming Feelings on the
overwhelm.” and overwhelmed.” feelings/emotions with feelings New Experiences
the new normal.
 51

Question 3:
What can you tell us
about the new
environment that you are
currently in?
“Not so bad, pero ok man “Not so bad, but Difficulties of fitting -Social Transition
lang sa, maka fit in man everything is ok, I in with new interactions Adjustments
ko if I want to. can fit in if I want to. classmates.
Sometimes gaka out of Sometimes I feel out
place ko.” of place.”

Girl 2 Question 1:
Can you tell us about
your new experiences in
Junior High School?
”Maka socialize sa iban “With socializing to Gaining new friends -Social High School
na tawo nakamake other people, I was through socializing. Interactions Experiences
friends ko. able to make friends.

Namag-uhan liwat sa Feeling anew with the -Adjustments in Transition

natabo kay duwa gid ka I am not used for new face-to-face set- High School Adjustments
tuig nga ara sa sulod what happened up.
balay kag wala ga gwa because in two
gwa.” years, we were just
inside of our house
and we didn’t really
go outside.”
 52

Question 2:
What did you feel about
those new experiences
that you have Feeling joyful with the Feelings on the
encountered? “I am happy and thought of meeting -Happiness New Experiences
“Happy ko kag excited when I go to new people in school
gakaexcite ko permi mag school every day -Excitement
skwela adlaw adlaw High School
I know that I will -Social Experiences
May ara naman ko bag o have new friends to Interactions
na makilala kag may mga be meet in school.”
friends ko nga ma ano sa -New Friendships
skwelahan.”

Question 3:
What can you tell us
about the new
environment that you are
currently in? Had higher -Expectations in High School
“Nang ang akon “My expectations expectations in their High School Experiences
expectation sang una daw before were very Junior High School
ka daw ano bala daw tam low because I life, had thoughts of -Freedom in High
an ka nugbo sang una thought before that they’ll be stress and School
kay abi ko highschool in high school, you overworked but they
sang una daw stress will get stress but, I have a lot of freedom.
kagid bala gali daw sadya was wrong because
pagid saya kesa sa high school is more
elementary days kag amo fun compared to
na eh more freedom kag elementary days and
kanami gid kay damo more freedom and
activities.” more activities so I
 53

like it.”
Girl 3 Question 1:
Can you tell us about
your new experiences in
Junior High School?
"Naka meet ko new “I met new friends Meeting new friends -New Friendships High School
friends kag na-experience and I experienced and going out with Experiences
ko man maglakat sa going to my classmates to have -Social
balay sang classmates ko classmates’ house fun. Interactions
sabay na da and join them eating
magpamahaw upod sila snacks after our
magtapos buhi." class dismissal.”

Question 3:
What can you tell us
about the new
environment that you are
currently in?
“Nami siya pero namag- “It’s nice but I feel Had nice feelings with -Nice Feeling Feelings on the
uhan ko kay new faces new because there the new environment New Experiences
naman kag new place." are new faces and but also feeling anew -Feeling anew
also new place.” with it.
Girl 4 Question 1:
Can you tell us about
your new experiences in
Junior High School?
“Subong kinanglan gid “Now I should Understanding well, -Reporting in High School
nga i-inchindihon mo gid understand the they should High School Experiences
kag ipa-inchindi mo gid report and to also let understand their work
siya sa classmate mo kag my classmates and very well which
saimo mo mga teachers. teachers understand makes them stress.
 54

the report. -Stress Feelings on the

Daw gaka stress ko kis-a It is quite stressful New Experiences
kay syempre high school sometimes it's high
ka na tapos kinanglan mo school you should
gid ipa-inchindi sa ila.” understand well.”

Question 2:
What did you feel about
those new experiences
that you have
encountered?
“Nag-add siya sakon “It added to my The nice feeling of -Stress Feelings on the
more stress pero happy stress but I'm still maturity and they get New Experiences
man ko. I like to feel new happy. I like to feel to experience a lot of -Happiness
experiences like new experiences like things which makes
experience those kinds of experience those them happy and -Maturity
experiences. Ara bala ang kinds of experiences. stressed at the same
daw ka feel mo kis-a daw That kind of time. -Nice feeling
ka mature na gid saimo, experience when
kadako na gid simo bala. you sometimes feel
Namian ko sang amo nan that you have
ga feeling.” already matured,
you’re getting older
kind of thing. I
really like that kind
of feeling.”
 55

Boy 1 Question 1:
Can you tell us about
your new experiences in
Junior High School?
“Mga friends, ang new “Friends, new Having fun with their -New friendships High School
friendship bala nang. friendship. My “hangout buddies”. Experiences
Mga ano, mga upod hangout buddies. The differences of
lagaw. elementary and high
school home works
Mga activities kag The activities and which makes the -Assignments in Elementary
assignments ng compare assignments elementary home Elementary Experiences
sa elementary. Kay sa compared to works easy rather than
elementary ya daw ka elementary. Because
high school home
dyutay lang, daw mga in elementary it's not
works. There are times
hapos lang ang that much and it's
assignments. easy. they can’t understand
their lessons which
Subong daw ka damo Now there are a lot makes them to -Assignments in High School
budlay nga assignments, of hard assignments. pressure themselves High School Experiences
iban indi mo pa I can't understand and also being
mainchindihan. some. pressured by their
family.
Kis-a gaka feel man ko Sometimes, I feel
pressure kay about man pressured because of -Family Pressure
sa family kis-a kay since my family it's Academic
elementary nga daan daw because since -Self Pressure Pressure
ano ng daw honor elementary I am an
students ko pero ano kis- honor student but
a daw gaka pressure man sometimes, I am
ko nga madisappoint ko more pressured of
 56

sila.” disappointing them.”

Question 3:
What can you tell us
about the new
environment that you are
currently in?
“Daw nabag-uhan pa ko “It feels new -Environment
kay daw ka lain ka because the Liking the new Adjustments
environment kag daw ka environment is environment because Transition
crowded pero daw different and -New Adjustments
it has a lot of people
nanamian man ko kay at crowded but I like it Environment
which they can gain
the same time sadya at the same time it is
Damo ko nga new friends fun. more friends.
damo ko friends nga mag I have a lot of new
ano.” friends” -New Friendships High School
Experiences

Table 2. Face-to-face Learning Vs. Modular Distance Learning

Participants Transcriptions Translations Unit of Meaning Codes Theme
Girl 1 Question 4:
You started High School
in distance learning,
right? Now that you
experience learning High
School in face-to-face,
what can you say about
the contrast between the
 57

two? There is a teacher who

“Mas nami ang face-to- “Face-to-face is way could personally teach -Teachings in Face-to-face
face kay may teacher gid much better because a student right away if Face-to-face Experiences
nga ga tudlo simo. the teachers can there are difficulties in
really teach us. understanding a
lesson.
Kung sa modular ga self- If we learn in Cannot concentrate in -House Modular Distance
learning ka lang, damo modular, we also studying because of Responsibilities Learning
ka paa ulobrahon sa have other other responsibilities Experiences
balay, indi ka ka-cope up responsibilities in in the house.
sa mga works.” our house, we can’t Understanding the
really cope with our module/lesson is
school works.” minimized because of
Question 5: chores.
What problems did you
encounter this face-to-
face class in high school?
Can you specify those?
“Ang common gid nga “The most common Pressured by -Family Pressure Academic
problem ko sa family ko problem is my parents and feeling Pressure
kay gaka pressure ko nga family because they overwhelmed by it. -Academic
dapat gusto gid nila pressure me that I Validation
honors ko kag mga have to be an
lessons nga indi ko mayo honored student and -Difficult lessons
ma intyindihan.” I can’t keep up with
our lessons and I
also can’t really
understand.”
Question 6:
What did you feel when
you went from being
 58

elementary students to
Grade 9 high school after
the pandemic?
“Daw na law-ayan ko “I felt like I wasted 2 Two years were -2 years of no Modular Distance
kay daw nag waste lang years of my life, I wasted because the F2F Learning
ko 2 years, wala ko mayo didn’t really learn lessons were not Experiences
may na learn gid kay ga anything from the properly discussed and -Self-learning
self-learning lang tapos self-learning set-up sometimes skipped
ang mga lesson indi ko and there are also causing students to
gid masyado ma lessons that I didn’t have insufficient
intyindihan.” really understand.” learnings.

Girl 2 Question 4:
You started High School
in distance learning,
right? Now that you
experience learning High
School in face-to-face,
what can you say about
the contrast between the
two?
“Mas matun an kogid
bala kag mas “I learned more and Face-to-face learning -Presence of Face-to-Face
mainchindihan ko ang understand more the is most preferable Teacher Experiences
ginatudlo kag ang mga lessons that taught mode of study because
lessons sa libro kag ang by the teachers and it is a big advantage -Group Activities
gina ano ka maestra the lessons in book. for students and you
can really gain a -More Learnings
Sa modular nga biskan knowledge and
indi mona mayo ginabasa In modular, even if understanding about
kag gina inchindi kay ara you don’t read and the lessons. -Internet Modular Distance
 59

na sa may answer key understand it In modular learning, Dependence Learning

kag gina research mosa because there is an you cannot really (MDL) Experiences
bala sa ano kalang ma answer key and you focus with your
answer lain sa sa face-to- can do research so studies because you
face nga may grouping you can answer it. It can do research on
and damo activities nga is different in face- Google if you are
ma ano gid ang imo to-face learning.” answering. You can
learnings.” also get your answers
in answer key.
Question 5:
What problems did you
encounter this face-to-
face class in high school?
Can you specify those?
“Nang pagbugtaw guro
aga kay gatulog ko “Waking up early The hard thing in face- -Difficulties in Face-to-face
gyapon ya late kis-a amo because sometimes I to-face learning is waking up Experiences
manlang na sa ano ang still sleep late. waking up early for
nabudlayan ko.” That’s the only thing students.
that is hard for me.”

Question 6:
What did you feel when
you went from being
elementary students to
Grade 9 high school after
the pandemic?
“Namag uhan kag ano eh
daw pag sang “When they said that Face-to-face is -Excitement Feelings on the
pagnaghambal na face-to-face is back, advantageous when it New Experiences
mabalik face to face. it’s quite different. comes in meeting new
 60

people and going

Excited naman ko liwat outside home.
kay makagwa nako kag I am excited again -Social Face-to-Face
makameet naman sang because I can go Interactions Experiences
mga bag o nga tawo.” outside and meet
new people.”
Girl 3 Question 4:
You started High School
in distance learning,
right? Now that you
experience learning High
School in face-to-face,
what can you say about
the contrast between the
two?
“Sa distance learning, ga “In distance The disadvantage in -Internet
study lang ko at home learning, I just distance learning is Dependence
pero indi ko maka studied at home, but student cannot answer (MDL)
independently work sa I cannot work their module honestly Modular Distance
akon assignments kay independently on my because of the -Family Learning
wala sang teacher nga ma assignments because possibility that they dependence Experiences
guide saakon. Te kung there was no teacher can search them
amo na kis-a ga search to guide me. answer in Google. -Lack of learnings
lang ko sa internet or Sometimes, I just There is no teacher to
gapabulig ko sa akon search on the guide them so it is -Laziness
pakaisa nga ara sa higher internet or ask help difficult to them.
level nga grade para may to my cousin who is
ma-answer lang ko sa a higher grade level
module ko eh. Indi ko than me in order for
man ma avoid nga me to answer my
maglantaw sa answer key module. I also can’t
 61

kay kis-a ginaabot ko avoid to peek

sang pagkatamad kag through the answer
gusto ko matapos na agad key of the module
agad. because I sometimes
get lazy and just
wanted to finish my
modules quickly.

Sa face-to-face ya In face-to-face, I am While in face-to-face -Presence of Face-to-face

required ko magbugtaw required to wake up learning, there is a Teacher in F2F Experiences
aga para indi ko ma late. early to not be late. teacher who can guide
Tapos may ma learn gid Also, there is a and teach the lesson
ko ya kay may ara teacher who can manually.
teacher nga gatudlo kag guide and teach me
may formal instruction and they can give
sila ya nga ginahatag formal instructions
inside sang classroom." inside the
classroom.”
Question 5:
What problems did you
encounter this face-to-
face class in high school?
Can you specify those?
"Nabudlayan gid ko ya “It is difficult for me In face-to-face, -Difficulties of
magbugtaw timprano pa to wake up early and students need to wake waking up Face-to-face
tapos ang pagplete pa gid my transportation up early. This Experiences
kay gapuli pa ko nga fees also because I generation that -Transportation
daan sa Silay. Te layo na live in Silay. everyone is very busy difficulties
daan sa Talisay, tapos Knowing that it is in technology like
kis-a puno pa ang jeep so far from Talisay and phones, specially at -Allowance
indi ko kasakay agad the jeeps are night. Waking up early shortage
 62

agad. Ang allowance ko sometimes full so I is a problem. Students

pa gid kay kis-a cannot ride quickly. that live far from
gakaubos dayon sa plete, My allowance school has also a
recess, kag lagaw man sometimes run out problem in
eh." quickly because of transportation fees.
transportation fees, Therefore, it affects
recess, and when them financially.
hanging out.”
Girl 4 Question 4:
You started High School
in distance learning,
right? Now that you
experience learning High
School in face-to-face,
what can you say about
the contrast between the
two?
“Sa modular, fast learner “In modular In -Internet Modular Distance
ko, pro kung wala man learning, I am a fast modular, it is more on Dependence Learning
lang may ga explain gid learner but if there's self-learning and not (MDL) Experiences
saakon bala haw, indi ko no one that explains, all students can do it.
mayu ma inchindihan, I can't understand
kay sa modular gabasa very well. Because
lang gid ka ya mu. Te in modular, all I do
gabasi na lang ko bala sa is read and base on
internet. the internet.

Subong ya nga face-to- Now that it's already The presence of

face, mas dasig ko ya face-to-face, I can teachers in studies are -Presence of
makainchindi kay may easily understand very important Teachers
gatudlo gid ya nga especially because because you can Face-to-face
 63

teacher sakon ya mu. there is a teacher. understand more your -Teacher-Student Experiences
Tapos kung may And if I have lessons because there Interactive
questions ko, agad aga question, they is someone who teach Response in F2F
ma answer gid ya answer it personally.
dayon.” immediately.” -Students’ Quick
Learnings
Question 5:
What problems did you
encounter this face-to-
face class in high school?
Can you specify those?
“Kung mag-groupings tas “If there's a group
ang imo bala mga activity others may -Group Activities
groupmates daw indi not cooperate. I don't in F2F Face-to-face
mag cooperate simo. Di want to say that they Sometimes your Experiences
ko gusto nga ihambal sila are a burden but it's classmate can also -Lack of
nga pabuhat pero daw just like that. pressure you by doing Students’
amo na. Ikaw pa dayon group activities Cooperation
itudlo nila nga leader. specially if they are
not cooperating and
Sa imo tanan ang In group activities, helping.
pressure. Kay kis-a daan They will put all the -Self Pressure Academic
gina pressure ko man pressure in me. No Pressure
kaugalingon ko. Te amo wonder, I also
na, problem man na pressure myself.
sakon.” And that's it, it is
also my problem.”

Question 6:
Do you feel any
difficulties while -Difficulties in Modular Distance
 64

adjusting? “No, it will be MDL Learning

“Indi man, mas budlayan harder for me being Modular learning is Experiences
ko guro kung nag- in modular much more difficult
modular pa gid ko.” learning.” and it is not
preferable.
Boy 1 Question 4:
You started High School
in distance learning,
right? Now that you
experience learning High
School in face-to-face,
what can you say about
the contrast between the
two?
“Daw ang sa module “In module, it is You can feel the
palang daw ka boring pa boring. The way you boredom in modular -Modules in MDL
daw ka hapos lang ka study is easy. You learning, you really
studies niyo daw indi mo really don’t focus cannot focus with -Difficulties of Modular Distance
gid kaya pag tutukan ang with the lessons. your studies. Even if Lessons in MDL Learning
ano ang mga lessons. Now in face-to-face, the modular learning Experiences
Subong nga face-to-face it is not boring. It is is quite difficult for -Lack of Social
sang ano ng daw indi na fun but at the same some student, there is Interaction in
boring gid sadya na pero time, it is hard still an advantage MDL
at the same time budlay because you really when it comes in
kay kinanglan mo gid need to catch up interacting and making
mag catch up sang mga with the lessons. In friends.
lesson. Sang modular pa modular, you don’t
daw waay ko mayo ko have friends that
friends kay indi ko pa much because you
sila ma interact sa ano sa can’t interact with
school kag indi ko pa sila them at school and
 65

mayo makita.” you can’t see them.”

Question 5:
What problems did you
encounter this face-to-
face class in high school?
Can you specify those?
“Kis-a lack of time kis-a “Sometimes, lack of The disadvantage of -Lack of Time
sa mga assignment Kay time in face-to-face learning is
kis-a mapuli ko kis-a assignments because lack of time in doing -Difficulties of Face-to-face
gab-i na dayon mahimo sometimes I get assignment because of waking up Experiences
pa ko assignments so kis- home late and I will the class schedule.
a gaka late na ko tulog still do my -Assignments in
kag ano late na ko assignment so I also F2F
magbugtaw kay kis-a sleep late and
early pa nga daan because of that I
magbugtaw.” wake up late because
you need to wake up
early.”
Question 6:
What did you feel while
adjusting?
“Budlay sa nang “It is hard in waking As well as in in -Difficulties of Face-to-face
magbugtaw aga kag mag up early and when waking up early and Waking Up Experiences
ano magligo aga kag kis- you take a bath and taking a bath early in
a budlay mag adjust. nga sometimes it is hard the morning. It is am
kinanglan mo gid to adjust that you disadvantage for some
magkadto sa school para really need to go to students.
mag study. school for study.
Modular Distance
Sa modular ara lang sa In modular, we’re -In-house Learning
 66

balay.” only in our house.” schooling Experiences

Question 7:
What difficulties did you
experienced during
adjusting?
“Daw indi pa ko mayo ka “I can’t really adjust Some students can not -Adjustments Transition
ano gid ka adjust kay indi as of now because adjust because they Adjustments
ko pa mayo ma sanayan I’m not really used are used in staying
gid bala ang ano ang to face-to-face Since inside their house, it -2 years of no
face-to-face kay two it has been 2 years of affects them socially. F2F
years gid wala klase kag no school.”
nagkadto sa school.”

Question 13:
Are there advantages of
going to high school in
pandemic times?
“Oo, nabal-an ko nga “Yes, I was able to You can able to -Talent
talents kag mga determine my talents determine your talents, discoveries Modular Distance
weaknesses ko nga daw and weaknesses that weaknesses and your Learning
waay ko na feel sang I did not feel when it strength in face-to- -Determined Experiences
face-to-face pa kag na was still face-to-face face learning. It is Weaknesses
anhan ko gid ang self ko before and I was good in knowing -Strengths
na find out ko gid ang also able to find out yourself.
weaknesses kag the weaknesses and -Self-reflection
strengths.” strengths I have in
myself.”
Question 14:
Can you say that modular
distance learning helped
 67

you in many ways? Modular Distance

“Ang nabulig gid sang “Modular learning Modular learning help -Independence of Learning
modular sakon ang helped me to be students to be Learning in MDL Experiences
manging independent ko independent and that independent in
kag kinanglan mo mag I should move on learning because it of -Study efforts
giho nga ikaw lang isa my own to self-learning
para mainchindihan mo understand the
ang lessons.” lesson well.”

Question 15:
How about in face-to-
face? Face-to-face
“You need to be friendly “You need to be In face-to-face you -F2F Experiences
kag need mo gid nga friendly and you need to be active in Considerations
maging considerate ka need to be socializing and need to
kag mag inchindi sa iban considerate and be considerate to your -Social
mo nga classmates kag sa understand your another classmate. Interactions
mga lesson.In terms of other classmates and Some students are
friendship wala ko the lessons. In terms used in interaction,
nabudlayan mag make of friendship, I they don’t have a
friends kay sanay naman didn’t encountered problem socially. -New Friendships
ko mag interact sa mga difficulties in
new ko nga classmate making friends -Adapting to
kag sa mga kilala ko.” because I am already Adjustments
used to interacting
with my new
classmates and to
other people that I
already knew.”
 68

Table 3. Differences between Elementary and High School

Participants Transcriptions Translations Unit of Meaning Codes Theme
Girl 1 Question 7:
Are there differences in
your experiences in
elementary compared to
now, that you are in
junior high school?
“Probably sa akon “Probably my Differences in -Academic Academic
grades, kay sang grades, because from academic grades really Performance Pressure
elementary ko taas grado when I was in mattered from
ko, ga top one, subong elementary my elementary to high -Difficulties in
top 5. Sanguna damo grades were high school due to the Social
kami time to be close and I was top 1 in increasing difficulty of Interactions High School
subong nahuya na ko our class, but now lessons in high school. Experiences
mag approach kay I’m only on top 5. Distancing with -Introversion
sanguna daw wala pa ko Before, I had a lot of old friends due to
huya pero subong nahuya time to be close, being focused on
nako especially daw ka now I’m shy to school and being
introvert sakon.” approach them but I shy on socializing.
used to be
extroverted now I’m
rather more of an
introvert.”
Question 8:
What did you feel when
you experienced those?
“Kulba, namag-uhan.” “Scared and feeling Being in high school -Anxiety Feeling on the
 69

anew.” for the first time is New Experiences

scary because you -New Feeling
don't know what will
come through because
it is new for you.
Question 9:
Do you feel any
difficulties in adjusting?
“Oo, ara, sa akon mga “Yes, I have, on my It's hard to distance -Difficulties of Transition
peers, sa akon circle of peers, on my circle from elementary keeping Adjustments
friends, kay daw ga of friends, I feel like friends knowing there friendships
distance nako sa mga I distance myself was a bond built for
friends ko sang from my elementary the entire years of
elementary” friends.” elementary and
meeting new peers and
circle of friends
Girl 2 Question 7:
Are there differences in
your experiences in
elementary compared to
now, that you are in
junior high school?
“May ara damo sang “There are more New place new -New High School
activities lessons kag ang activities and lessons environment and a lot surroundings Experiences
environment man eh kay and also the of new things to
sang elementary wala environment, encounter. Thing that -Activities in
mayo gamo hampang because in are not for children High School
lang subong daw kadamo elementary, there anymore.
sang nagkalatabo nga were less chaos, just -Games in Elementary
ano.” playing. While now, Elementary Experiences
there were a lot of
 70

things that
happened.”
Question 8:
What did you feel when
you experienced those?
“Ang surrounding, mga “The surrounding, New surroundings, -New
bag o nga tawo ang the new people. As new people that don't Surroundings Transition
hampang pagid kay well as the games play games anymore. Adjustments Adjustments
subong daw wala na because now, no one Start to realize that it's
mayo may gahampang ya plays much good to go home -Lack of playing
temprano nako subong anymore. I go back early.
puli kay sang una gaka home early because
alas singkohan pako before I get home at
puli.” 5 o’clock.”
Girl 3 Question 2:
What did you feel about
those new experiences
that you have
encountered?
"Challenging siya eh, “It is challenging, New experiences are -Challenging Feeling on the
pero at the same time but at the same time, challenging but at the experiences New Experiences
happy man. I’m happy. same time it can cause -Happiness
happiness through
Nabal an ko kung paano I learned how to be being independent. In -Independence in
maging independent kay independent. elementary you can't High School High School
sang elementary ko daw Because when I was experience such things Experiences
wala ko pa na mayo na in elementary, I was
experience ang amo na not yet able to
nga mga bagay." experience those
things.”
Question 6:
 71

What did you feel when

you went from being
elementary students to
Grade 9 high school after
the pandemic?
"Daw na feel ko nga “I feel like the time Character develops as -New Challenges Transition
kadasig lang sang time passes quickly. time passes quickly Adjustments
mag-agi, tapos new There are new because of the -Self
challenges tapos daw challenges, then you challenges and to have Development
napilitan ka nga i- are forced to develop an attitude that will
develop self mo sang your character in suit high school. It is
character mo sa elementary and level tough.
elementary para i-level it in high school
mo siya sa high school. attitude. I really find
Nabudlayan gid ko da." it tough.”

Question 7:
Are there differences in
your experiences in
elementary compared to
now, that you are in
junior high school? “Yes of course, If Being independent is a -Guardian
"Oo eh, kung elementary you're an elementary way of conquering Dependence in
ka ya indi ka pa ka gwa student you can't go fear in a new Elementary Elementary
mayu sa inyo room kay out of your room environment. Experiences
nahadlok ka sa imo because the -Perception on
surroundings tapos kis-a surroundings are Surrounding in
gapasugat ka pa sa imo scary you need your Elementary
parents or guardian. parents to fetch you.

Now in high school I

 72

Subong nga high school am slowly learning -Independence in High School

na ko ya, ga-amat amat to be independent.” High School Experiences
na ko learn paano
magpuli on my own."

Question 8:
What did you feel when
you experienced those?
"Daw indi ko pa ma “I can't say that I am Being independent is -Dependence to Elementary
siling nga truly really that new feeling now in guardian in Experiences
independent na ko kay independent cause high school. Elementary
nasanay ko nga permi ko I'm used that my
gina-guard sang akon mama is always
mama, guiding me.

tapos subong nga high

school na ko, I suddenly Now that I’m in -Feeling New Feelings on the
felt new." High school, I New Experiences
suddenly felt new.”
Girl 4 Question 1:
Can you tell us about
your new experiences in
Junior High School?
“Sang elementary ko ya “Elementary is Reporting in -Activities in Elementary
indi parehos sang una different in terms of elementary and high Elementary Experiences
nga mag reporting kami b reporting because it school are different
for example, basahon is just simply from each other.
lang na namon ya.” reading the report.”

Question 3:
What can you tell us
 73

about the new

environment that you are
currently in?
“Daw parehos man siya “It's quite the same In high school you can
sakon nga elementary to my elementary overcome your social -New Friendships
experience. But, may na- experience but I've anxiety through
meet ko bala nga new met new set of meeting new friends -Influence of New High School
friends. Indi parehos sang friends. It's not like that could influence Peers Experiences
una nga kay indi gid ko before because you.
bala, waay gid ko bala ga before I'm not used -Social
interact sang una sa to interact with my Interactions
schoolmates ko. Subong schoolmates. Now I
nagdamo na ko friends have a lot of friends
diri subong sa RBL. here in RBL. My
Gaka influence ko sang friends influenced
mga friends ko subong, me a lot now.”
ato sila sa gwa. Gina
influence ko nila.”
Boy 1 Question 12:
What can you say about
the differences between
elementary and Junior
High school?
“Ahm ang studies gid “Uhm, the studies Elementary is easier -Elementary Elementary
mga lessons Kay ang and lessons. Because because the lessons lessons Experiences
lesson sa elementary daw in elementary, the taught by the teacher
mga hapos pa kag gina lessons taught by the is easy. Highschool
tudlo gid ka teacher. teacher were easier. will teach you to be
independent. You will
Subong kinanglan mo na Now, you really gain friendship that -High School High School
gid mag mato-mato need to move on would motivate you to lessons Experiences
 74

matun-an kag your own in order to study hard and reach

mainchindihan. Pero sa learn and your goals.
highschool mas ma feel understand. But, in
mo gid ang friendship high school, you’ll
kag ma feel mo gid nga feel the friendship
more and

kinanglan mo you’ll feel the need -Efforts in Studies Coping

magpangabudlay para ma to study harder to Mechanisms
tun-an ang studies.” learn your studies.”

Table 4. Transition Adjustments & Coping Mechanisms

Participants Transcriptions Translations Unit of Meaning Codes Theme
Girl 1 Question 10:
What did you do in order
to adjust to the new
environment you are
currently in high school?
“Gina pa taas ko akon “I’m building up my Boosting confidence -Confidence Coping
confidence para mag confidence so I can to approach new boost Mechanisms
approach sa iban nga approach others people in a new setting
tawo nga ndi ko pa whom I’m not really to make new friends.
close.” close with.”

Question 11:
How did you overcome
all of those adjustments?
 75

“Ma overcome ko kung “To overcome if I Consulting parents and -Consultation to Coping
gina isturya ko kay mama talk to my mother having advice to cope family members Mechanisms
ko ang akon gaka about my up with the new
experience.” experiences.” experiences and lessen
worries and bugging
thoughts.
Question 12:
What did you feel during
your adjustments?
“Probably, na sadyahan “Probably, feeling Pleasure of the -Academic Feeling on the
ko kay may gaka notice happy on how I academic Performance New Experiences
ko nga improvements sa notice my improvements on the Improvements
school.” improvements in current F2F learning.
school.”

Question 13:
Overall, what can you
say about your high
school life? “It's ok, not so bad Feels more freedom -Freedom in
“Ok man lang sa not bad but also not so good. when in school School High School
not good. Sa school If I’m in school, I because they’re away Experiences
namian ko kay naging feel free from my from problems -Difficult lessons
free ko from my problems, the only encounter inside their
problems ang nabudlayan hard thing is it’s home. But the lessons
ko lang is mag intyindi sa hard to understand in school is just hard
lessons.” our lessons.” to understand because
it requires more time
to learn.
Girl 2 Question 9:
Are you adjusting to your
current environment?
 76

“Oo kapin pa sa akon nga “Yes, especially First day interactions -Social
pag ano social bala kay with socializing. I with the new set of Atmosphere Transition
daw ga ano ko indi gid am not that classmates feels Adjustments
ko siling comfortable comfortable on first awkward and -Adjustments
sang first day kag indi day and I am not uncomfortable. But it
man ko comfortable nga comfortable in new gets more comfortable
bag o nga tawo muna ga people, so I adjust.” once you get along
adjust ko.” with them as time goes
by and also due to
class and group
activities.
Question 10:
What did you feel during
the process of your
adjustments?
“Kis-a daw indi mo “Sometimes, you It is sometimes -Tension within Transition
maiwasan nga ma ano cannot avoid when unavoidable to feel Classmates Adjustments
gyapon ma you interact, you get agonizing because
uncomfortable bala sa uncomfortable.” there is still tension at -Social
gina istorya mo mag times with classmates Interactions
interact ka.” especially the ones
whom you don’t talk
Question 11: often to.
What did you do in order
to adjust to the new
environment you are
currently in high school?
“Ga interact ko kis-a ako “When I interact, Initiating the -Friendliness Coping
nalang ga istorya una I’m the one who say conversation to Mechanisms
gapa comfortable kag ga and make classmates helps
make friends.” comfortable first and release tension within
 77

I make friends.” the atmosphere and

make them
comfortable and
Question 12: eventually make
How did you overcome friends with them.
all of those adjustments?
“Ginahimo ko nalang gid “I make myself think Thinking deeply in -Deep Thinking Coping
saya gina think ko na if if that is right or order to make Mechanisms
inchakto na or sala so wrong, I just do it.” decisions.
ginahimo ko nalang.”
Girl 3 Question 9:
Did you feel any
difficulties while
adjusting? If yes, can you
tell us about it?
"Oo, may ara eh. Daw “Yes, there is. It is It is indeed hard to -New
kabudlay pa sakon mag hard for me to adjust adjust in a whole new Environment High School
adjust sa place kay lain in a new place and a environment with new Experiences
na ang environment. different people and new place. -Independence in
Tapos need ko pa mag go environment. And High school also High School
sa school independently, now I really need to means that you need to
tapos kis-a indi mo man go to school alone. start being
mapunggan nga mahuya. Sometimes I'm shy. independent and
interact with new and -Extraversion
Since extroverted ko nga Since I'm an more people. Coping
tawo, dasig lang ko extroverted person Extroversion helps the -Social Mechanisms
maka-adjust kag maka it's quite easy for me student to adjust well Interactions
make friends sa iban. to adjust and make and quickly adapt with
Damo na ko gani friend friends with others. I the surroundings and
groups nga gina intrahan have a lot of friend socialize and make
sa mga classmates ko. groups. Sometimes friends with other
 78

Kis-a gani gaka influence they influence me. people.

man ko nila sa mga That feeling that
bagay-bagay. Ara balang you're already
babaan ka na, tapos mas talkative and it's
naging babaan ka pa getting worse
upod saila." whenever I'm with
them.”
Question 10:
What did you do in order
to adjust quickly to the
environment that you are
currently in? -Building Coping
"Nagapangilala ko sa “I get to know my Practicing self to be atmosphere Mechanisms
iban ko nga mga classmates better. I flexible and more
classmates eh. Gaupod join them in friendly helps to make
ko saila kung ano whatever they do. the atmosphere
ubrahon nila. Example b For example, it's comfortable within the
nanghagad sila recess or recess, I'm always surroundings and with
lagaw, syempre game ko game to go with classmates.
dayon eh." them.”

Question 11:
What did you feel during
the process of adjusting? -Difficult Lessons Transition
"Samtang ga adjust “While I'm Difficulties Adjustments
medyo may nabilin pa ko adjusting, of course experienced while
nga kulba kag huya eh, I'm not that adjusting can’t be -Difficulties in
kay ang iban ko nga comfortable. I still missing because it is Social
classmates indi ko man feel nervous and fear always felt and Interactions
close. Tapos sa mga because I'm not that experienced during
lessons daw nabudlayan close with my other meeting new people
 79

ko especially sa math kay classmates. and stepping into the

indi ko kis-a ma gets ang Especially with the new environment.
ginatudlo ka teacher lessons, particularly
namon. Ara balang libog in Math. Sometimes
na ulo mo sa iban nga I just can't
subjects tapos dugangan understand the
pa gid ka math." lessons. To the point
that my head already
aches because of
other subject but
then math will add
on to it.”
Girl 4 Question 7:
What did you do in order
to adjust quickly?
“Listener gid ko ya mu, “I am a listener, I Being a listener helps -Listener Skills Coping
grabe gid ko ya mag- listen very well for to learn the Mechanisms
listen kay ara balang example a person environment and -Student’s efforts
ihambal simo nan ga would talk about a people quickly in
things, nga subject b, thing or a subject, I order to adapt certain
mapamatian ko na dayon. listen to it. And then characteristics suitable
Tapos sa akon nga mind, I am summarizing it with it because it is
gina summarize ko na on my mind necessary especially
dayon kung ano man gid whatever it is and that everyone now is
na. Tapos pag-abot sa whenever I got starting to get back to
balay, i-review ko na home, I review all of face-to-face learning.
tanan nga natun-an sa it just like my
school.” learnings in school.”
 80

Boy 1 Question 2:
What did you feel about
those new experiences
that you encountered?
“Daw very tiring pero, “It's quite tiring, You cannot avoid to -Tardiness Feelings on the
get tired especially New Experiences
ga think lang ko positive I think positive, that when you are new to -Positive
nga makaya kag I can survive.” an environment. Thinking Coping
malampasahan.” Mechanisms

Question 8:
What did you in order to
adjust?
“Gina sanay ko self ko “I’m trying on Practicing things -Self-Practice
nga magbugtaw early kag getting used to required for face-to- Coping
mag kinanglan ko gid waking up early and face seems to still be a -Student’s efforts Mechanisms
tun-an mga lessons para I also need to study little bit difficult
mas hapos ko ma our lessons so it’ll because of the two-
inchindihan.” be easier to year gap of no face-to-
understand it.” face learning.
Question 9:
Do you have any coping
mechanisms to help you
adjust?
“Oo, kis-a ga ano man ko “Sometimes I’m Making efforts to cope -Productiveness Coping
nga maging productive trying to be with studies helps Mechanisms
kag kung example productive and for students to efficiently -Efforts in Studies
magkadto sa magpuli na example when I go learn lessons and
ga study ko dayon kag home, I study avoid missing
maghimo assignment immediately and do assignments for the
para mas hapos ang para my assignments so betterment of their
 81

mas hapos ko it’ll be easier to academic performance

mainchindihan ang understand our (grades).
lesson.” lessons.”

Question 10:
How did you overcome
those adjustments?
“Gina sabayan ko lang “I multi-task when I In times when teachers -Avoiding Coping
ang mga studies kag wala study and I’m trying give assignments Pressures Mechanisms
ko gid mayo gina not to pressure altogether, it needs
pressure akon self kag myself and not students to multi-task
gina-anhan ko lang nga exceeding my their work to finish it
matun-an ko way ko lang limitations in my on time especially
mayo gina pressure akon study.” now in face-to-face
nga studies.” classes.

Question 11:
What did you feel during
the process of adjusting? Face-to-face brings
“Stressful at the same “Stressful and nice stress to students since -Stress Feelings on the
time nami man at the same time it requires more effort New Experiences
and productiveness -Good Feeling
Mas gusto ko gid mag I want face-to-face than in distance
face-to-face kay damo ko more because you learning. But it also -F2F Preference Face-to-face
may matun-an kag damo can learn more and brings happiness to Experiences
ko ma interact.” you can interact with students in terms of
other people.” learning efficiently
and maintain bonds in
friendships.
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