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A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATE

SCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS


FROM CALAMBA CITY SCIENCE HIGH SCHOOL



A Case Study Presented to the Faculty of Calamba City Science High
School In Partial Fulfillment of the Requirements
in Technical Writing




Submitted by:
Dwayne Brennan A. Asprec Jenniel A. Morales
Jericho T. Naga Ralph Lawrence R. Silaya



Submitted to:
Mrs. Gina A. Verano


S.Y. 2013-2014

INTRODUCTION
In education, one advances further and higher in level every year, and
tend to encounter different changes. Starting from pre-school, elementary, high
school and then college. In terms of academics, every lesson becomes harder
and harder. But not every time do students only experience changes in academic
level. With two types of school private and public, one may also encounter
different issues like environmental and social changes. Especially in graduating
from a private elementary school to a public high school.
Such changes like shift in school curriculum may be encountered by
students. Private high schools offer premium and serviced administers plus
miscellaneous fees. Public schools may have more levelled education than in
private schools. However, there are qualities present in private schools that might
be amiss to public schools. Henceforth, such shift into scholar curriculum can be
a dilemma that a student will have time to cope with these.
The difficulties encountered by private school graduates must be studied.
This led the researchers to conduct a study focusing on the difficulties
encountered by private school graduates. They aim to identify the actions that
must be taken to degrade the difficulties encountered by selected Grade VII
private school graduates of Calamba City Science High School. And also, to
gather information and practices that will be effective as reference to future
private school graduates that will help and guide them in moving to a public high
school.







BODY
Education in its general sense is a form of learning in which the
knowledge, skills, and habits of a group of people are transferred from one
generation to the next through teaching, training, or research. Education
frequently takes place under the guidance of others, but may also be autodidactic.
Any experience that has a formative effect on the way one thinks, feels, or acts
may be considered educational. Education is commonly divided into stages such
as preschool, primary school, secondary school and then college, university or
apprenticeship.
Schools are places of learning, where teachers meet with students who
have come for instruction in reading, writing, mathematics, science, and much
more. Many schools also provide day care and health care services in the
community.
Educational options in which coming to a private or in public schools can
be a serious task, which manipulate the paths that you will take in the future.
Upgrading from elementary to high school is a major shift in the education level.
Private Schools
Some students (and parents) automatically assume that private schools
are better than their public counterparts because they cost more and have higher
name recognition. Where did this theory come from? What almost all knew is that
there are pros and cons to both public and private schools and the decision to
transfer from one to the other should be made on a case-by-case basis. It
doesnt matter if it was the right choice for your roommates sisters cousin;
unless their situation mirrors yours exactly, you have some serious research
ahead. One thing is certain, though: If youre not getting the education you feel
you need to succeed in your field of choice, transferring is a great way to change
that.
In the Philippines, private schools were always associated with good
impressions because of the payment that the students are paying to. Though
education quality isnt that much assured to be of much use. Premium
administers and high-quality facilities may be assured at hand but the number of
achievers in private schools couldnt compare much more than those in public.
These schools can only provide the most comfortable environment, classrooms,
facilities and adjacent to that of those in public which can satisfy every student
who has the privilege to pay.
Many educational alternatives, such as independent schools, are also
privately financed. Private schools often avoid some state regulations, although
in the name of educational quality, most comply with regulations relating to the
educational content of classes. Religious private schools often simply add
religious instruction to the courses provided by local public schools.
In the Philippines, the private sector has been a major provider of
educational services, accounting for about 7.5% of primary enrollment, 32% of
secondary enrollment and about 80% of tertiary enrollment. Private schools have
proven to be efficient in resource utilization. Per unit costs in private schools are
generally lower when compared to public schools. This situation is more evident
at the tertiary level. Government regulations have given private education more
flexibility and autonomy in recent years, notably by lifting the moratorium on
applications for new courses, new schools and conversions, by liberalizing tuition
fee policy for private schools, by replacing values education for third and fourth
years with English, mathematics and natural science at the option of the school,
and by issuing the revised Manual of Regulations for Private Schools in August
1992.
Private schools' curriculum is usually unique to the school itself. Though it
may seem that they have a less diverse organization. Rest assured to those who
has the privilege to pay a price just to let their children stay and study in a
comfortable while unjust academic interest environment for them to maintain
proper esteem and formal behaviour in such ways. They may have less intrigued
class hours and may not focus on academics as much as theyd focus on
vocational studies. Lastly, students here are much more disciplined and made to
grow into fine citizens of the society.


Public Schools
While public schools werent that much associated with good impressions
because of the low-quality of the facilities and the unjust behavioural issues with
the students. Public schools are then linked to bad impressions, for public
schools are open to every people living on the locale. Because of this, students
in the public schools contain different kinds of students students that truly
understand what education is, those that find school as a home of friendship and
allies, students that are rude to his/her fellow student, and those who doesnt
care at all.
There is a huge difference between the intervention of public and private
schools. Differs in the environment, between premium facilities and government
facilities. Same goes in the education quality. Not all times that a private school
with higher cost and better facilities provide better education. They say that
public schools are worth the sacrifice of being in a fair focalized environment,
though some pushes through but takes longer adjustment to the surroundings.
Besides from having high-class administers in Private School, flaws arent
even out of the question. Like how the Government funds for Public Schooling
and the benefit of getting a scholarship for better quality education.
There are many advantages to public schooling. According to the
University of Michigan, public schools have a uniform curriculum district-wide,
and sometimes even state-wide. Public schools usually have a more diverse
student body than private schools. Public school is free. However, the public
school may suffer from funding issues that private schools generally do not have.
The non-profit organization Face the Facts stated that public school teachers are
more highly qualified than private school teachers.
Facilities
Many public school facilities are impressive; others are mediocre. The
same is true of private schools. In the public school system, the twin engines of
political support and economic revenue base are critical.
In private schools the ability to attract endowments and other forms of
financial support are just as critical. Private school facilities reflect the success of
the school's development team and that of the school to continue to generate
alumni support. Some private schools have facilities and amenities which
surpass those found at many colleges and universities. For example, some have
libraries and athletic facilities on a par with those in high-class places. They also
offer academic and sports programs which make full use of all those resources. It
is hard to find comparable facilities in the public sector. They are few and far
between.
Public schools also reflect the economic realities of their location. Wealthy
suburban schools will have more amenities than inner city schools as a rule.
Class Size

In Philippines, most private schools have small class sizes. One of the key
points of private education is individual attention. Usually, it needs student to
teacher ratios of 15:1 or better to achieve that goal of individual attention.
On the other hand a public system has to take almost anyone who lives
within its boundaries. In public schools you will generally find much larger class
sizes, sometimes exceeding 35-40 students in some inner city schools. At that
point teaching rapidly degenerates into babysitting.
Teaching
Public sector teachers are generally better paid. Naturally compensation
varies widely depending on the local economic situation. Unfortunately low
starting salaries and small annual salary increases result in low teacher retention
in many public school districts.
Public sector benefits have historically been excellent; however, health
and pension costs have risen so dramatically since 2000 that public educators
will be forced to pay or pay more for their benefits.
Private school compensation tends to be somewhat lower than public.
Again, much depends on the school and its financial resources. One private
school benefit found especially in boarding schools is housing and meals. Private
school pension schemes vary widely.
Both public and private schools require their teachers to be credentialed.
This usually means a degree and a teaching certificate. Private schools tend to
hire teachers with advanced degrees in their subject over teachers who have an
education degree.
Administrative Support

The bigger the bureaucracy, the harder it is to get decisions made at all,
much less get them made quickly. The public education system is notorious for
having antiquated work rules and bloated bureaucracies. This is as a result of
union contracts and host of political considerations.
Private schools on the other hand generally have a lean management
structure. Every peso spent has to come from operating income and endowment
income. Those resources are finite. The other difference is that private schools
rarely have teacher unions to deal with.
Elementary Schools
Elementary school, sometimes called primary school or grade school, is
the first part of the educational system, and it includes the first six years of
compulsory education (Grades 16). These grades are further grouped
(informally) accordingly into: primary level, which includes the first three grades
(Grades 13), and intermediate level, which includes the last three grades
(Grades 46).
Elementary school level education covers a smaller but wider than the
junior and senior high school because of the spiral approach educational
technique.
In public schools, the core/major subjects that are introduced starting at
Grade 1 include mathematics, Filipino, and Makabayan. English is only
introduced after the second semester of Grade 1. Science is only introduced
starting Grade 3. Heograpiya, kasaysayan (history), and sibika (civics)
(abbreviated as HEKASI), is only introduced starting Grade 4. Minor subjects
then include music, arts, physical education, and health (abbreviated as
MAPEH). In private schools, subjects in public schools also include those of the
public schools, with the additional subjects including: computer education and
HELE (stands for home economics and livelihood education; while in Christian
schools or in Catholic schools, religious education.
Secondary Education
Secondary school in the Philippines, more commonly known as "high
school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan),
consists of four levels largely based on the US school system as it existed until
the advent of the comprehensive high schools in the US in the middle of 20th
century. The Philippine high school system has not significantly evolved from
where it was when the Philippines achieved independence from the United
States in 1946.
The Department of Education specifies a compulsory curriculum for all
high schooling, public and private. The first year of high school has five core
subjects, Algebra I, Integrated Science, English I, Filipino I, and Philippine
History I. The second year curriculum has Algebra II, Biology, English II, Filipino
II, and Asian History. The third year has Geometry, Trigonometry, Chemistry,
Filipino III, and World History and Geography. The final fourth year curriculum
has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and
Economics. Minor subjects may include Health, Music, Arts, Technology and
Home Economics, and Physical Education.
Moving from a Private Elementary to a Public High School
These two types of school may have a proper distinction and individual
uniqueness between administers and student bodies, but theres always a point
in life where breaking the barriers between is essential. One may not always be a
public student, and the same goes to one may not always be a private student.
There always comes a time when a student must change paths. Hard
must it be, but education quality always comes first. Adjusting may seem to take
long, especially in moving between two types of schools. A new environment to
set in, new classmates to look at, new teachers to listen to, and a whole lot more
to see for just a change of year.
A new school year can be an exciting time full of new possibilities, new
experiences and new goals. But a new school year can also be a time of new
challenges. Several changes can take place at the beginning of the school year,
and those changes can sometimes be difficult to navigate and manage for all
children. The road can be especially difficult for children with special needs.
Anxiety in social situations is very common for school-aged children. Ask
or observe someone who he or she talks to at school and what activities he or
she participates in and likes.
There are different distinctions between Private Schools and Public
Schools. Hence, moreover for a Private elementary school and a Public High
School. Shifts in the academic level is unavoidable, moving from elementary to
secondary education. Though there are changes encountered and may be
difficult for a Private School Graduate, as such in the financial means of
administers, educational quality, methods of teaching, utility workers, facilities,
administrative support, classmates who graduated from public schools and
environmental change or surroundings. These may be the difficulties
encountered by Private School Graduates from Calamba City Science High
School.












TABULAR PRESENTATION OF DATA
Table 1
Frequency and Percentage of Respondents Who Find Moving From
Private Elementary School to Public High School Satisfying

Response Frequency Percentage
Yes 30 86 %
No 5 14 %
Total 35 100 %

Table 1 shows the frequency and percentage of respondents who find
moving from private elementary school to private high school satisfying. Out of
thirty-five (35) respondents, thirty (30) or eighty-six percent (86%) find
transferring satisfying while five (5) or fourteen percent (14%) find it unsatisfying.
Therefore, majority of the respondents find moving from private elementary
school to private high school satisfying yet there are some who find it
unsatisfying.









Table 2
Frequency and Percentage of the Services Lost When the Respondents
Transferred From a Private Elementary School to Public High School

Response Frequency Respondents Percentage
Utility 17 35 49 %
Good Facilities 7 35 20 %
Education Focus 2 35 6 %
Books 14 35 40 %
Clinic 2 35 6 %
Court 4 35 11 %
Aircon 3 35 9 %
Canteen 2 35 6 %
None 2 35 6 %

Table 2 shows the frequency and percentage of the services lost when the
respondents transferred from a private elementary school to private high school.
Out of thirty-five (35) respondents, seventeen (17) or forty-nine percent (49 %)
said that utility is the service lost; seven (7) or twenty percent (20 %) said that
good facilities lost; two (2) or six percent (6 %) said that education focus lost;
fourteen (14) or forty percent (40 %) said that books lost; two (2) or six percent
(6 %) said that clinic lost; four (4) or eleven percent (11 %) said that court lost;
three (3) or nine percent (9 %) said that air-conditioner is lost; two (2) or six
percent (6 %) said that canteen service lost; and two (2) or six percent (6 %) said
that theres nothing that is lost. Therefore, majority of the respondents said that
utility is the service lost when they transferred from private elementary school to
public high school.


Table 3
Frequency and Percentage of Respondents Who Experienced Difficulties in
Studies Due to Environmental Change

Response Frequency Percentage
Yes 7 20 %
No 28 80 %
Total 35 100 %

Table 3 shows the frequency and percentage of respondents who
experienced difficulties in studies due to environmental change. Out of thirty-five
(35) respondents, seven (7) or twenty percent (20 %) experienced difficulties
while twenty-eight (28) or eighty percent (80 %) dont experienced difficulties.
Therefore, majority of the respondents dont experienced difficulties in studies
due to environmental change yet there are still some who experienced difficulties.











Table 3.1
Frequency and Percentage of Respondents Difficulties Encountered in
Studies Due to Environmental Change

Response Frequency Percentage
Environment 3 43 %
Curriculum 2 28.5 %
School Materials 2 28.5 %
Total 7 100 %

Table 3.1 shows the frequency and percentage of respondents difficulties
encountered in studies due to environmental change. Out of seven (7)
respondents who experienced difficulties, three (3) or forty-three percent (43 %)
encountered difficulties in environment; two (2) or twenty-eight point five percent
(28.5 %) encountered difficulties in curriculum; and two (2) or twenty-eight point
five percent (28.5 %) encountered difficulties in school materials. Therefore,
majority of the respondents encountered difficulty in environment in studies due
to environmental change.








Table 4
Frequency and Percentage of Respondents Who Feel Shy in
Communicating with New Students

Response Frequency Percentage
Yes 22 63 %
No 13 37 %
Total 35 100 %

Table 4 shows the frequency and percentage of respondents who feel shy
in communicating with new students. Out of thirty-five (35) respondents, twenty-
two (22) or sixty-three percent (63 %) feel shy while thirteen (13) or thirty-seven
percent (37 %) dont feel shy. Therefore, majority of the respondents feel shy in
communicating with new students yet there are some who dont feel shy.












Table 5
Frequency and Percentage of Respondents Who Consider Having Greater
Peers Who Graduated From Private Schools than in Public Schools

Response Frequency Percentage
Yes 23 63 %
No 12 37 %
Total 35 100 %

Table 5 shows the frequency and percentage of respondents who
consider having greater peers who graduated from private schools than in public
schools. Out of thirty-five (35) respondents, twenty-three (23) or sixty-three
percent (63 %) consider to have greater peers from private schools while twelve
(12) or thirty-seven percent (37 %) dont consider to have greater peers from
private schools. Therefore, majority of the respondents consider to have greater
peers from private schools than in public schools yet there are still some who
dont consider it.









Table 6
Frequency and Percentage of Respondents Who Experienced Changes
between the Academic Practices of Private and Public Schools

Response Frequency Percentage
Yes 33 94 %
No 2 6 %
Total 35 100 %

Table 6 shows the frequency and percentage of respondents who
experienced changes between the academic practices of private and public
schools. Out of thirty-five (35) respondents, thirty-three (33) or ninety-four
percent (94 %) experienced changes while two (2) or six percent (6 %) didnt
experienced changes. Therefore, majority of the respondents experienced
changes between the academic practices of private and public schools yet there
are some who didnt experienced changes.










Table 6.1
Frequency and Percentage of the Changes Encountered by the
Respondents between the Academic Practices of
Private and Public Schools

Response Frequency Respondents Percentage
Educational Focus 9 33 27 %
Methods of Teaching 25 33 76 %
Books 20 33 61 %

Table 6.1 shows the frequency and percentage of the changes
encountered by the respondents between the academic practices of private and
public schools. Out of thirty-three (33) respondents, nine (9) or twenty-seven
percent (27 %) encountered the change in educational focus; twenty-five (25) or
seventy-six percent (76 %) encountered the change in methods of teaching; and
twenty (20) or sixty-one percent (61 %) encountered change in books. Therefore,
majority of the respondents encountered the change in methods of teaching
between the academic practices of private and public schools yet there are still
some other changes they encountered.








Table 7
Frequency and Percentage of Respondents Who Experienced Not Good
Treatment by Classmate/s Who Graduated from Public Schools

Response Frequency Percentage
Yes 29 83 %
No 6 17 %
Total 35 100 %

Table 6 shows the frequency and percentage of respondents who
experienced not good treatment by classmate/s who graduated from public
schools. Out of thirty-five (35) respondents, twenty-nine (29) or eighty-three
percent (83 %) experienced not good treatment while six (6) or seventeen
percent (17 %) didnt experienced not good treatment. Therefore, majority of the
respondents experienced not good treatment by classmate/s who graduated from
public schools yet there are some who didnt experienced not good treatment.










Table 8
Frequency and Percentage of How the Respondents Manage to Adjust from
Private Elementary School to Public High School

Response Frequency Percentage
Socialization 21 60 %
Management 2 6 %
Self-adjustment 12 34 %
Total 35 100 %

Table 8 shows the frequency and percentage of how the respondents
manage to adjust from private elementary school to public high school. Out of
thirty-five (35) respondents, twenty-one (21) or sixty percent (60 %) socialize with
other students to adjust; two (2) or six percent (6 %) manage in different things to
adjust; and twelve (12) or thirty-four percent (34 %) adjust by themselves.
Therefore, majority of the respondents socialize with other students to adjust
from private elementary school to public high school yet there are some other
things they do to adjust.








Table 9
Frequency and Percentage of How Long the Respondents Managed to
Adjust on the Changes from Private Elementary
School to Public High School

Response Frequency Percentage
1 2 days 4 11 %
1 3 weeks 12 34 %
1 3 months 16 46 %
More than 6 months 3 9 %
Total 35 100 %

Table 1 shows the frequency and percentage of how long the respondents
managed to adjust on the changes from private elementary school to private high
school. Out of thirty-five (35) respondents, four (4) or eleven percent (11 %)
manage to adjust on the changes for 1 2 days; twelve (12) or thirty-four percent
(34 %) for 1 3 weeks; sixteen (16) or forty-six percent (46 %) for 1 3 months;
and three (3) or nine percent (9 %) for more than 6 months. Therefore, majority
of the respondents managed to adjust on the changes from private elementary
school to private high school for 1 3 months.


FINDINGS
In education, one advances further and higher in level every year, and
tend to encounter different changes. In terms of academics, every lesson
becomes harder and harder. But not every time do students only experience
changes in academic level. With two types of school private and public, such
changes like shift in curriculum are encountered by students, that a student will
have time to cope with such changes. This case study is about the difficulties
encountered by private school graduates of selected Grade VII students from
Calamba City Science High School. The researchers aim to identify the actions
that must be taken to degrade the difficulties encountered by selected students.
And also, to gather information and practices that will be effective as reference to
future private school graduates, that will help and guide them in moving to a
public high school.
This case studys population is composed of thirty-five (35) selected
Grade VII students from Calamba City Science High School who graduated from
private elementary school and transferred to public high school. The researchers
chose them because newest batch who experienced transferring from private
elementary schools to public high school and that made them fit to be the
respondents in the case study. The technique used was purposive sampling.
The researchers used one method of gathering data which is
questionnaire. The researchers prepared and distributed 10-item questionnaires
for each of the students who graduated from private elementary schools. The
questions are about the difficulties of the students and how did they adjust.
From the data gathered, most of the respondents answered that they find
moving from private elementary school to public high school satisfying yet there
are still some who find it unsatisfying. Meanwhile, there are services lost when
the respondents transferred from private to public school such as utility. Also,
most of the respondents didnt experienced difficulties in studies due to
environmental change yet there are some who experienced difficulties such as in
environment.
Majority of the respondents feel shy in communicating with new students
yet there are still some who dont feel shy and they prefer having greater peers
who graduated from private schools than in public schools. Meanwhile, most of
the respondents experienced changes between the academic practices of private
and public schools such as in the methods of teaching.
Based on the gathered data, majority of the respondents experienced not
good treatment by their classmate/s who graduated from public schools yet there
are some who didnt experienced not good treatment. Aside from it, most of them
manage to adjust from private elementary school to public high school through
socializing with other students yet there are still some other ways on how they
will manage to adjust. Also, majority of the respondents managed to adjust on
the changes from private elementary school to private high school for 1 3
months.











CONCLUSIONS
This case study is about the difficulties encountered by Private School
Graduates of selected Grade VII students from Calamba City Science High
School. Students who transferred from private elementary school to public high
school encountered such changes like shift in curriculum that a student will have
time to cope with such changes. The case study aims to identify the actions that
must be taken to degrade the difficulties encountered by selected students. And
also, to gather information and practices that will be effective as reference to
future private school graduates, that will help and guide them in moving to a
public high school.
Based on the findings, it can be concluded that majority of the
respondents are satisfied in moving from a private elementary school to public
high school. Meanwhile, there are services lost when the respondents transferred
from private to public school such as books and utilities. Also, it can be
concluded that the environmental change didnt give the respondents any
difficulties in their studies.
Also, the selected Grade VII students encountered difficulties in
communicating with other students. It can also be concluded that most of the
respondents experienced changes between the academic practices of private
and public schools such as in the methods of teaching and the utility. The
respondents also had difficulties in terms of socialization and self-adjustment.
It can also be concluded that the majority of the respondents experienced
not good treatment by their classmate/s who graduated from public schools. Also,
most of them manage to adjust from private elementary school to public high
school through socializing with other students and self-adjustment. Also, majority
of the respondents managed to adjust on the changes from private elementary
school to private high school for 1 3 months. It can be concluded that the
private school graduates did not took long enough to adjust in a public high
school.
The researchers therefore conclude that the difficulties encountered by
majority of the Private School Graduates in Calamba City Science High School
are such educational materials, utilities, environmental change, methods of
teaching, socialization and the treatment from their classmates who graduated
from public schools. Each of them practiced their own methods to adjust in these
changes like self-adjustment, management and socialization. Majority took
months to adjust on such shifts and changes.

















RECOMMENDATIONS
This case study is about the difficulties encountered by private school
graduates of selected Grade VII students from Calamba City Science High
School. The study aims to identify the actions that must be taken to degrade the
difficulties encountered by selected students. And also, to gather information and
practices that will be effective as reference to future private school graduates,
that will help and guide them in moving to a public high school. The researchers
concluded that the difficulties encountered by majority of the Private School
Graduates in Calamba City Science High School are such educational materials,
utilities, environmental change, methods of teaching, socialization and the
treatment from their classmates who graduated from public schools. Each of
them practiced their own methods to adjust in these changes like self-adjustment,
management and socialization and took months to adjust on such shifts and
changes.
The researchers recommend to the parents of the respondents as well as
the parents of students who experience the studied situation to help their
child/children to adjust with the experienced difficulties. The teachers may as well
be added to the scope, to help their students to adjust the shift in the type of
school.
The researchers recommend to the private elementary school graduates
to help themselves adjusting with the change they experience. If students
experience difficulties when it comes to different things regarding the school, the
researchers recommend to seek for the guidance of the adviser, guidance
counselor, teacher or any other faculty workers, parents and friends. In this way,
the student might be able to face the difficulties easier. And with the conclusion
of the study, the student shall be able to point and aim for the solution to his/her
difficulties.
The researchers recommend to the future researchers to add more
respondents to be more efficient to the data. The researchers might as well get
respondents from different schools.



























BIBLIOGRAPHY

Human Communication: Third Edition. Judy C. Pearson, Scott Titsworth,
McGraw-Hill. New York, NY 10020 Compaies Inc. 1221. 2008, 2006, 2003.
Pp. 136-138
The New Book of Knowledge (Volume 15). Scholastic Library Publishing,
Incorporated.Danbury, Connecticut. 2005. pp. 60, 61, 75-76, 87, 88, 473.
http://en.wikipedia.org/wiki/Education
http://everydaylife.globalpost.com/advantages-disadvantages-private-public-
secondary-schools-19337.html
http://www.edline.com/uploads/pdf/PrivateSchoolsReport.pdf
http://www.bostonmagazine.com/2006/05/public-vs-private-the-best-high-
schools/
http://privateschool.about.com/cs/employment/a/teachingcond.htm
http://en.wikipedia.org/wiki/Education_in_the_Philippines












A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATE
SCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS
FROM CALAMBA CITY SCIENCE HIGH SCHOOL
QUESTIONNAIRE
Name (optional): Previous Elementary School:
Section:
Instructions: Check the box that corresponds to your answer. Spaces will be provided
for questions that needs objective answers. Please provide the information honestly.
1. Do you find moving from a private elementary school to a public high school
satisfying?
Yes No
2. What are the services lost when you transferred from private to public school? (You
may check more than one.)
Utility Workers Education Focus Others (pls. specify):
Good Facilities Books/School Tools _________________
3. Do you experience difficulties in your studies due to the environmental change?
Yes No
4. If your answer in number 3 is yes, what issues do you encounter?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Do you feel shy communicating with new students?
Yes No
6. Do you consider having greater peers who graduated from private schools than in
public schools?
Yes No
7. Are there any changes between the academic practices of private and public schools
you encountered? If yes, what are they?
Education Focus Books/School Tools Others (pls. specify):
Methods of Teaching ___________________


8. Do you experience not good treatment by your classmate/s who graduated from
public school?
Yes No
9. How did you manage on adjusting from a private to public school?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. How long did it took you to adjust on the changes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________










Prepared by: Dwayne Asprec, Jenniel Morales, Jericho Naga and Ralph Silaya