A Case Study of Gov.

Mariano E Villafuerte High School Transferred Out

Students

In partial fulfillment of the requirements in Inquiries, Investigation,

and Immersion

RESEARCHES:

ABRERA, VYNES

AMADO, CARL KENT

BABIA, JOHN MICHAEL

BAGALACSA, MARK KIAN

BARRIENTOS, JUSTINE

BORROMEO, EVALYN

BRIONES, RYAN ANGELO

GACUSANA, JEROME

MANOLTE, JOEY MILLENA

MAGARES, JESSICA

NORTE, NOIME

REGULANO, ARABELA GRACE

 Table of Contents
TITLE PAGE i
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
CHAPTER I

INTRODUCTION 1
Statement of the Problem 3
Assumption 3
Scope and Delimitation 4
Significance of the Study 4
Theoretical Framework 6
Conceptual Framework 8
Conceptual Paradigm 9
Definition of Term 10
Notes 11

CHAPTER II: REVIEW OF RELATED LITERATURES

Related Literature 5
Related Studies 6
Notes 2
CHAPTER III: METHODOLOGY
Research Design 19
Research Instrument 19
Research Respondents 19
Data Collection Tools 19
Data Gathering Procedure 20
 CHAPTER I

INTRODUCTION

According to Rumberger et al. (1999), students who transfer from

one high school to another do so for reasons other than promotion.

According to Titus (2007), students who fall into this category account

for between 15 and 18 percent of students at any given high school.

These reasons for transfer are typically negative. According to Titus

(2007), mobile or transfer students are more likely than non-mobile

students to fail and not graduate. This is not surprising considering

the fact that many of these students switch high schools, school

districts, counties, states, countries, and even the languages in which

they are taught (Davis & Bauman, 2008).

In the past, both the literature and higher education institutions

in the United States have neglected the diverse and growing population

of transfer students (Lester, 2006; 2013 by Greenfield, Keup, and

Gardner;

2012 (Tobolowsky & Cox) According to Marling (2013), one third of all

students transfer two or more times. When a particular group of students

becomes prominent at a college or university, research is required to

investigate the particular difficulties these students face, the ways in

which they make use of institutional support systems, and the degree to

which these systems meet the particular requirements of the group. When

looking into the best ways to support and encourage students to succeed

in higher education, demographic factors are also important to take into

account.

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 The number of students who transfer is on the rise. Higher

education institutions should have a better understanding of how to

accommodate this expandingly diverse population. This qualitative study

of transfer students looks into the transitional challenges they face,

how they use institutional support services to overcome these obstacles,

and whether they feel appreciated, welcomed, and supported in their new

environment.

The undergraduate student population of higher education

institutions in the United States is increasingly diverse. Transfer

students are one segment of the student body that has been steadily

increasing across all educational establishments (Lester, 2006). Since

at least 1992, transfer students have been referred to as an emerging

population. Recently, it was also mentioned how this population aids in

expansion.

In order to collect data for this study, focus group discussions

and a demographic questionnaire were used. Second-term transfer students

who started at their current institution in the fall of 2014 were

invited to participate. Students who transfer cannot be international or

permanent residents. There were four female participants and one male

participant.

2
Statement of the Problem

The study aims to determine the reasons students want to transfer

to other schools and how it affect Governor Mariano E. Villafuerte High
School, we want the school to understand, learn and be aware of it.

This study specifically aims to answer the following questions;

1. What are the reasons of the students who transfer out?

2. Is there a significant differences between school year 2021 – 2022 to

school year 2022 – 2023 transfer out?

3. What are the programs offered by other schools that grade 7 – grade
11 decided to transfer?

4. What are the interventions can be implemented to address the problem?

Assumptions of the Study

This study on Reasons for transfer is guided and anchored on the

following assumptions:

1. These are Financial problems, change of address, family conflict,

teacher, self, and peer factors can influence their transfer.

Students may also simply need to transfer to a different school for a

variety of personal reasons.

2. Being admitted to some schools that they would otherwise be

interested in attending, particularly if these schools have a

prestigious reputation or strict admissions requirements.

3. Some examples of beneficial interventions that the school might

employ: include developing social skills, adapting environments,

3
 managing sensory stimulation, modifying communication strategies,

providing prompts and cues, employing a teach, review, and reteach

method, and building relationships.

Scope and Delimitation of the Study

The reasons for the transfer of Governor Mariano E. Villafuerte

High school students in grades 7 through 11 are the primary focus of

this research. 41 students participated in this study's survey. The

student's reasons for moving to another school and how they are

adjusting to their new surroundings are the focus of this study. For the

academic years 2022 and 2023, data regarding the reasons for transfer

(study) will be compiled

Significance of the Study

The purpose of this study is to ascertain the reasons why students

move from seventh grade to eleventh grade. It is also an excellent study

that will be beneficial to individuals, particularly to:

Students. The students will benefit from this study because it raises

awareness of the reasons for the transfer. Students will have a better

understanding of how the changes at their new school will affect them as

a result of this.

Parents. The findings of this study may serve as a wake-up call for

parents about their role in assisting their children who are struggling

with transition issues and dealing with a variety of factors, such as a

loss of social connection to their new environment.

Teachers. It is anticipated that this study will provide insight into

the transfer student experiences. This study suggests ways to better

serve and accommodate transfer students' requirements.

4
School Administrator. Under the General Academic Strand, the researchers

will provide data on barriers in particular Senior High Schools. This

will make it easier for the school administrator to implement new

activities that can help students overcome learning obstacles.

Future Researchers. This study can provide information that can be used

as a reference for future studies and relevant research agendas.

5
Theoretical Framework

6
 “Individualistic
“Theory of Dearth” Factors”

“Reasons of Transfer from

Grade 7 to Grade 11
Students of Gov. Mariano
E. Villafuerte High School

“The Interpersonal
Theory of
Psychiatry”
1953

FIGURE 1.

7
 Theory of Dearth, No systematic theory of school transfer has been

developed by educators or behavioral scientists, despite the widespread

nature of the phenomenon. There is no comprehensive theory of school

transfer that addresses the dynamics of the entire set of conditions

that lead to school change. There is also no adequate theory that

focuses on any individual transfer stream. In fact, Metz (1971) and Long

(1975) assert that no theory exists.

Individualistic Factors, Individual and family choices are another

set of reasons why children switch schools. In any case, unlike

transfers for systematic reasons, which typically involve the relocation

of the individual child from one school to another, these may involve

academic or other considerations regarding the child, family tradition

or belief systems, changes in family circumstances or residence, or

response to dissatisfaction with systematic changes.

Harry Stack Sullivan (1953),The psychiatric literature is the

source of a third theoretical perspective that appears to misdirect

attention from school transfer as well. This point of view typically

addresses particular instances of individualistic transfer, typically

brought about by social and geographic mobility.

8
Conceptual Framework

A Case Study of Gov. Mariano E. Villafuerte High School Transferred

Out Students

INPUT PROCESS OUTPUT

Reasons for Transfer or Addressing the reasons

factors that influence the The respondents will be raised by the students of

Students. answering survey forms Gov. Mariano E.

a. Financial Problems provided by the researchers. Villafuerte High School.

b. Teacher, Self, and

Peer Factors

c. Change of Address

d. Family Conflict

FEEDBACK

FIGURE 2.

9
CONCEPTUAL PARADIGM

The procedure of gathering the reasons for students' transfers from

Grade 7 to Grade 11 at Gov.

Mariano E. Villafuerte High School is depicted in full detail in Figure

2.

The study will explore the Reasons for transfer or factors that

influence Gov. Mariano E. Villafuerte High School Students. These

reasons can be because of their financial problems, teacher, self, peer

factors, change of address, and family conflict.

The researchers will provide survey forms for the participants and

they are free to answer the questions based on their emotions.

Addressing the reasons raised by the students of Gov. Mariano E.

Villafuerte High School will be the output of the study.

10
Definition of Terms

Reason- A statement made as an explanation or justification by the

students.

Intervention- The action that the school will take to adjust and respond
to the problems.

Attain- To gain or achieve a goal and accomplish through the means of

hard work of the researchers after months of studying.

Peer Factors- The influence in beliefs and behaviors students.

11
NOTES

QUIRIMO, K. R. A., GUINORAN, F. L., GUINORAN, R. T., GUINORAN, S. L.

(2019). A

QUALITATIVE STUDY: TRANSFER OF STUDENTS INTO ANOTHER SCHOOL. ADAOAY

NATIONAL HIGH SCHOOL-MAIN.

https://www.scribd.com/document/429877050/Qualitativeresearch-Reasons-

of-transfer-of-students-into-Another-School.

RAIVETZ, M. J. (1983). IMPLICATIONS OF MANDATORY PUPIL ASSIGNMENT FOR

DESEGREGATION. A REVIEW OF THE EXISTING RESEARCH AND A SURVEY OF THE

DISTRICT’S PARENTS.REPORT NO. 8402. PHILADELPHIA SCHOOL DISTRICT, PA.

OFFICE

OF PLANNING, RESEARCH AND EVALUATION.

https://files.eric.ed.gov/fulltext/ED272622.pdf

FORD, D. H., URBAN, H.B. (1963). HARRY STACK SULLIVAN’S THEORY OF

INTERPERSONAL RELATIONS. JOHN WILEY & SONS INC.

https://psycnet.apa.org/doiLanding?doi=10.1037%2F10782-015

EL NOKALI, N. E., BACHMAN, H. J., AND VOTRUBA - DRZAL, E. (2010),

PARENT INVOLVEMENT AND CHILDREN’S ACADEMIC AND SOCIAL DEVELOPMENT IN

ELEMENTARY SCHOOL. CHILD DEV.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2973328/?

fbclid=IwAR0RyPaP5pGdTKjjovQlASlufCPz g81xJMZp_VrtVumdsiJpXSwhqoE13jY

12
 CHAPTER II

Review of Related Literature and Studies

As stated by Quirimo, Kenneth Rae A; Guinoran, Feberlyn L; Guinoran

Rex T; Guinoran Sylvester L; (2019) expounded in the study of the

transfer of students into another school that there are reasons. First

is homesickness, this is likely the first time you've lived on your own,

specifically the students may experience feelings of social isolation

and loneliness if classmates in the receiving institution have had time

to form social alliances. Practically, every student struggles with

paying for their education. Academic life is a huge transition when you

go off to other schools, they also found that transfer students were

unable to focus on academic studies until they could secure a peer group

with which to interact, this concept of a need for a peer group becomes

a central theme. School offerings as you go through these changes, your

academic goals might change if your plans for the future change you

should look into that offer the programs to reach them. The poor social

scene in an entirely new environment, making friends can be difficult

some schools are socially dominated. Joining clubs, talking to people

and making efforts to be friendly but if you're still having hard time

after putting yourself out there transferring is an option. The student

needs to love and be loved, to belong and to be accepted to avoid

separation. Thus making a social connections facilitate a willingness to

expose yourself to interactions with peers and adults, leading to a

sense of belonging.

13
 According to Richter-Welkum, E, & Seeber, K. (2018) in the study

Experiences of transfer students at an urban campus investigates the

experience using a mixed methods approach, they surveyed and interviewed

transfer students to gain a better understanding of their comfort both

before and after transferring institutions. Their findings indicate that

there is no "standard student experience". Identifying and meeting all

of the needs can be difficult with some studies, which researched

transfer students outside the frame. The present study aims to address

multiple questions related to the transfer student. While past studies

have addressed the information, there has been limited research into

what kinds of research transfer between schools. Recommending that

transfer students be considered like other underserved populations,

including racial and ethnic minorities and first-generation students.

According to Cepeda, Rebecca; Buelow, Melissa T; Jaggars, Shanna S;

and Rivera, Marcos D; (2021). Like a freshman who didn't get a freshman

orientation: how transfer student capital, social support, and

selfefficacy interwine in the transfer student experience. Indicates

that it was difficult for both internal transfer students and external

transfer students to obtain accurate information about the transfer

process. However, internal transfer students were able to overcome these

obstacles more easily, in part because of their social support networks.

More than half of college students attend a community college, and these

students tend to be of lower socioeconomic status, members of racial or

ethnic minorities, or the first in their families to do so. Only 42% of

first-time community college students complete a bachelor's degree

within six years of entry. Between 50 and 80% of first-time community

college students intend to transfer. According to our findings, the

14
transfer process was made simpler for students who had active sources of

TSC (Transfer Student Capital), whereas students who did not have social

and academic networks at both the sending and receiving institutions

felt less confident in their choices and were sometimes discouraged from

joining the new school. The fact that this study suggests that internal

transfer students who move to a more selective campus face many of the

same difficulties is significant.

The study by Fernandez, Caroline; (2018) which is the understanding

the transfer student experience illustrate that instilling a sense of

community plays an integral role in the transfer experience by

encouraging academic and social success. Has suggested that higher

education leaders like administrators, advisors, and faculty play a key

role in helping transfer students manage this type of transition by

guiding them with the procedures, expectations, transfer credits,

registration, appointments, and meeting admission requirements. As more

transfer students enter higher education, it is important that

professionals in higher education understand the transfer experience so

they can provide the right tools for transfer students to succeed

academically. Even though academic success is important, transfer

students who are not included on campus lose connection to their

institution.

As reported by Ziad, El Jishi; (2022). The purpose of his study

Saudi undergraduate students reasons for transferring from public

university to private university explains that they looked into students

reason for choosing transfer from a public university to private. The

leadership of both public universities will receive this information

regarding the most effective strategies for attracting students.

15
Universities around the world are having to compete more and more to

attract undergraduate students, so they spend a lot of time and money

marketing themselves and highlighting their university's strengths.

Despite the fact that female students did not find this to be a

significant factor, they were more motivated by the university's

reputation through branding or word-of-mouth than any other factor.

According to the data cited in the paper, the responses indicated that

the availability of programs and parent preferences are important

factors in determining which university students choose to study at.

They stated that Quirimo, Kenneth Rae A; Guinoran, Feberlyn L.;

Guinoran, Rex T; Guinoran Sylvester L; (2019) explained why students are

being transferred to another school in the study. First and foremost,

you may experience homesickness because this is probably your first time

living alone. In particular, students may feel socially isolated and

alone if their classmates at the receiving institution have had time to

form social alliances. Practically speaking, every student finds it

difficult to pay for their education. Transfer students found that they

were unable to concentrate on their academic studies until they found a

peer group with which to interact; this idea of the need for a peer

group becomes a central theme. Academic life is a big change when you go

to another school. As you go through these changes, your academic

objectives may change. If your plans for the future change, you should

look into schools that have programs that can help you achieve them.

Making friends can be challenging in a completely new setting, and some

schools are socially dominated. Even if you put yourself out there by

joining clubs, talking to people, and trying to be friendly, if you

16
still have trouble, you can transfer. To avoid being separated, the

student needs to love and be loved, to belong, and to be accepted. As a

result, developing social connections makes it easier to be willing to

participate in interactions with peers and adults, which ultimately

results in a sense of belonging.

In the study Experiences of transfer students at an urban campus

(2018), Richter-Welkum, E., and Seeber, K. used mixed methods to

investigate the experience. They surveyed and interviewed transfer

students to better understand how comfortable they were before and after

transferring institutions. According to their findings, there is no

"standard student experience." In some studies that looked at transfer

students outside the frame, it can be difficult to identify and meet all

of their needs. The purpose of this study is to answer a number of

questions about the transfer student. Although previous studies have

looked at the data, little research has looked at what kinds of research

transfer between schools. Recommending that transfer students be treated

similarly to other populations that are not adequately served, such as

first-generation students and racial and ethnic minorities.

17
NOTES

QUIRIMO, K. R. A., GUINORAN, F. L., GUINORAN, R. T., GUINORAN, S.

L. (2019). A

QUALITATIVE STUDY: TRANSFER OF STUDENTS INTO ANOTHER SCHOOL. ADAOAY

NATIONAL HIGH SCHOOL-MAIN.

https://www.scribd.com/document/429877050/Qualitativeresearch-Reasons-

of-transfer-of-students-into-Another-School.

RICHTER - WEIKUM, E.,SEEBER, K. (2018).LIBRARY EXPERIENCES OF

TRANSFER

STUDENTS AT AN URBAN CAMPUS. STUDENT SUCCESS.

https://studentsuccessjournal.org/article/view/529

CEPEDA, R., BUELOW, M.T, JAGGARS S.S., RIVERA, M.D. (2021). LIKE A
FRESHMAN

WHO DIDN’T GET A FRESHMAN ORIENTATION: HOW TRANSFER STUDENT CAPITAL,

SOCIAL AND SELF - EFFICACY INTERWINE IN THE TRANSFER STUDENT EXPERIENCE.

FRONTIERS IN PSYCHOLOGY,

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.767395/full

FERNANDEZ, C. (2018). UNDERSTANDING THE TRANSFER STUDENT

EXPERIENCE.

DEAN, SCHOOL OF EDUCATION.

https://sg.docs.wps.com/l/sIKG64co66ezdngY?
st=0t&fbclid=IwAR2EBGmxITonTsSXfZEJs8hdvGmMw

BLdoHNkWHnRlW9cBuVJ-IPoteU_XEA

ELJISHI, Z. (2022). SAUDI UNDERGRADUATE STUDENTS’ REASONS FOR

TRANSFERRING FROM PUBLIC UNIVERSITY TO PRIVATE UNIVERSITY.

18
https://www.researchgate.net/publication/

360297667_Saudi_Undergraduate_Students'_Reasons_for_Tra

nsferring_from_Public_University_to_Private_University

19
 CHAPTER III

Methodology

The research methods and procedures used by the researcher are

described in this chapter. This includes the study's respondent and the

tools used to gather data for data analysis.

Research Design

Concepts like research designs, target respondents, and procedure

are all part of research methodology. The term "research design" refers

to the overall strategy used to integrate the various study components

in a logical and coherent manner. This is done to ensure that the

research issue is effectively addressed.

A case study is a research approach that is developed in an in-

depth face understanding of a complex issue in its real-life context.

This is done in order to perceive the reasons for the transfer. The

research design is a case study. It is a well-established research

strategy that is widely used in a wide range of fields.

Population

The participants in this study are high school students in grades 7

through 11 at Gov. Mariano E.

Villafuerte High School.

Research Instrument

The survey questionnaire that will be used in the research will

verify the study's findings.

Data Collection Tools

In order to gather specific information regarding the question from

the students' perspectives, feelings, and experiences, a loosely

structured interview will be used.

20
Data Gathering Procedure

The principal and the adviser will receive a letter from the

researchers granting permission to conduct the survey interviews with

the participants. The researchers will explain the purpose of the data

collection to the participants and ask if they are willing to cooperate

and be interviewed.

21