Transitioning from Senior High School to College:
Exploring Freshmen Preparatory Strategies and
Mindset
Science Technology, Engineering Mathematics & Accountancy and Business Management
Senior High School Department
mykelester.solon@cit.edu
Abstract— This study identified and understood High School
Students Preparatory Strategies and mindsets in Transitioning to
College. According to F. Wcislo (2015), colleges offer
undergraduate programs that give multiple perspectives and can
give experience to freshmen. Students, during this transition,
prepared themselves for what could possibly be ahead of them.
The researchers dug deep into how they managed themselves
during this transition. This study utilized a descriptive-
Qualitative Research Design to gather students ways of dealing
with the transition from high school to college. A semi-
structured, mediated interview was conducted using Microsoft
Teams. The Outcome of the Study presents four themes from the
participants experiences: an eye-opener that college can lead to a
fight for oneself only; how students will fit in the environment;
support and motivation from parents, friends, and relatives for
students to pursue and continue their college; and their way of
diverting stress to something that can soothe their minds.
Therefore, the researchers of the study conclude that even
though the path ahead is dark and scary, it cannot stop the
students from pursuing it because, with their strategies and
proper mindset, including the support from people around them
and their trust in themselves, it will be their guide and light each
step that can lead them to the right destination.
Index Terms— High School to College Transition, Preparation,
Strategies and Mindset, Support System
I. INTRODUCTION
A. Background of the Study and Research Rationale
Transitioning from high school to college can be thrilling
and intimidating. A study by Eccles and Templeton (2002)
found that this transition frequently causes substantial changes
in students' social networks, daily routines, and learning strate-
gies, necessitating the development of effective time manage-
ment skills and the use of new resources like professors, advi-
sors, and campus services.
There are several key points that the world needs to know
about this significant change. Firstly, college academics de-
mand a higher level of self-regulation and independent learn-
ing compared to high school (Brown, 2019). Second, college
introduces students to a greater level of academic freedom, re-
quiring them to develop critical thinking and research skills
(Labun, 2017). Lastly, recognizing that the transition to col-
lege is a unique and transformative experience can help stu-
dents embrace the challenges and make the most of their edu-
cational journey (Tinto, 2012).
In the international context, the transition from high
school to college exhibits certain commonalities across
countries, while also showcasing unique characteristics within
specific educational systems. Additionally, international
studies have highlighted the significance of social support
networks and student engagement in facilitating a smooth
transition, regardless of cultural differences (Lowe et al.,
2017). On a national level, studies have shed light on various
aspects of this kind of transition. Understanding the impact of
factors such as socioeconomic background, race, and first-
generation status on the transition process has been a focus of
national research efforts (Pascarella et al., 2004; Nuñez &
Cuccaro-Alamin, 1998). By examining both international and
national perspectives, it can gain a comprehensive
understanding of the transition from high school to college and
identify strategies to support students’ successful navigation of
this critical phase.
Transition is a significant milestone in the academic
journey of students. It involves a shift in academic demands,
social dynamics, and personal responsibilities. The world will
gain valuable insights into the experiences, challenges, and
coping strategies of freshmen as they navigate the transition
from high school to college. Unlike previous studies that have
predominantly relied on quantitative methods or have focused
on specific aspects of the transition, this research takes a holis-
tic approach by capturing the lived experiences, challenges,
coping mechanisms, and expectations of freshmen. By adopt-
ing a qualitative research approach, the study aims to give a
thorough understanding of the preparatory strategies used by
freshmen and the mindset they adopt during this critical pe-
riod.
The study shed light on the unique experiences of
freshmen during the transition to college. It captured their
thoughts, emotions, and perceptions as they navigated aca-
demic, social, and personal changes. By exploring their expe-
riences in-depth, the researchers highlighted the diversity of
challenges and opportunities that freshmen encountered during
this transition phase. Understanding the mindset and expecta-
tions of freshmen was crucial for supporting their successful
transition. The study explored freshmen's beliefs, attitudes,
and motivations regarding college life. It has investigated their
expectations about academic workload, social interactions, in-
dependence, and personal growth. By examining their mind-
set, the research identified factors that influenced their ap-
proach to college and shaped their experiences during the tran-
sition.
The research focused on providing an in-depth quali-
tative exploration of the preparatory strategies and mindset of
freshmen during the critical transition period from high school
to college. It provided a platform for freshmen to express their
thoughts, concerns, and suggestions regarding the transition
process. By amplifying their voices, this study ensures that
policies, programs, and interventions are student-centered and
responsive to their needs. While existing research has contrib-
uted to students’ understanding of the transition from senior
high school to college, there is a clear need for a comprehen-
sive exploration of freshmen preparatory strategies and mind-
set.
This study entitled "Transitioning from Senior High
School to College: Exploring Freshmen Preparatory Strategies
and Mindset" offers a student-centered, qualitative approach
that captures the complexity and individuality of the transition
experience. By undertaking this research, scholars can gain a
deeper understanding of the factors influencing successful
transitions, inform educational practices, and contribute to the
overall well-being and success of freshmen as they embark on
their college journey.
B. Statement of the Problem
This study examined how the transition from senior high
school to college presents a significant challenge for fresh-
men, as they navigate new academic, social, and personal ex-
periences. In the context of Cebu Institute of Technology –
University, this research aimed to explore the preparatory
strategies and mindset of freshmen as they embark on the criti-
cal phase of their education. The study to answered the fol-
lowing questions:
1. How will Freshmen students effectively transition from Se-
nior High school to College
2. What key challenges do Freshmen students encounter dur-
ing the transition period between Senior High school and Col-
lege?
II. MATERIALS AND METHODS
A. Research Design
This study utilized Descriptive Qualitative Research Design
a Non - Experimental Research of Paul Felix Lazersfield that
provided framework and understanding as to how humans
behaved and thought. According to V. Lambert & C. Lambert
(2012), Descriptive Qualitative study focuses more on studying
in its natural state or the nature of study. Variables are not pre-
selected; therefore, manipulation does not occur as to its
commitment to any theoretical view of the focus of the study.
Information is mostly from profuse research for the purpose of
data saturation. It was also generally characterized by
synchronizing data collection and analysis. Descriptive
research does not only study on how the participants think but
rather focuses in understanding certain phenomena that have or
may occur to them, which was not just for current studies but
for future generations' study preference (S. Sirisilla 2023).
This specific design helped in understanding the underlying
difficulties that students faced and overlying reasons as to how
they bore or coped-up with the upcoming change of
environment. Descriptive design did not just show the obvious
reasons but including the small reasons that had a significant
impact on freshmen. This approach was an advantage and
served as an eye opener to the freshmen and upcoming
freshmen that who were hesitant in stepping into the world of
college.
B. Research Environment
This research was conducted at the Senior High School
Department of Cebu Institute of Technology-University (CIT-
U), situated on N. Bacalso Avenue in Cebu City. The
university provides basic and higher education with a
foundation in general and technological education. The
university was known simply as Cebu Institute of Technology
until 2010, when it attained university status. Cebu Institute of
Technology University (CIT) is a government-recognized
academic institution in The Philippines with a 75-year culture
and history. Private and non-sectarian, CIT was founded with
the goal of ensuring top-notch training, research, and
community outreach for technologists devoted to upholding
professionalism and satisfying the needs of local, national, and
international communities.
For this study, the researchers conducted an online
interview. The Interview was done using MS Teams as the
audio-conversation medium. A virtual environment refers to a
simulated or computer-generated environment that replicates
real-world or fictional scenarios. It allows users to interact with
a computer-generated world or objects using specialized
hardware and software. The researchers decided to do the
interview online in order to ensure participants could take part
in it from the convenience of their own homes. This helped
participants feel more at ease and comfortable during the
interview.
C. Research Participants
The eight (8) research participants in this study were
selected using purposive or judgmental sampling. This
sampling technique was significant to the study because each
participant had different responses based on their premonitions
and preparations for the upcoming college years. We identified
their preparatory strategies and mindset in transitioning from
high school to college.
All participants met and qualified for the following
inclusion criteria:
1. of legal age;
 2. a fresh K-12 Curriculum Senior High School Batch
2021-2023 Graduate and a bona fide student of the
Cebu Institute of Technology - University;
3. enrolled or accepted in any college courses, can be at
CIT-U or other Universities in the Philippines; and
4. available to be interviewed either face-to-face or
online.
Non-Fresh graduates, including irregular students, are
excluded from the study since they are not qualified and do not
have the same experience as those fresh graduates. Considering
they may affect the data to be collected.
D. Research Instrument
It is essential to specify the research tool for this study.
Researchers are as crucial to the data collection process since
they will be the ones to make judgments based on the
information at hand and to assess its value for moving the
study forward. The interview guide used was semi structured
interview, a technique for conducting interviews that includes
elements of both structured and unstructured interviews,
fundamentally has an open-ended form that lets the participant
choose . In addition, The researchers made use of mediated
interviews, often referring to speaking with one user at a time
over the phone, over the internet, over instant messaging, or in
person. Through these, respondents have helped the researchers
better understand their own knowledge, practices, experiences,
feelings, beliefs, views, and ideas by sharing them during an
interview as stated by PeopleInNeed (2022).
The semi structured interview guide consists of 3 parts, Pre-
liminary interview, Core interview, and Debriefing interview.
During the first part of the interview, Preliminary questions
was asked, wherein researchers initially greeted, introduced,
and briefed or instructed the respondents as to what the inter-
view is all about. This was important in order for the re-
searchers to build rapport with the respondents. Since sympa-
thy and trust develops a positive relationship between the re-
searchers and the respondents, having a commendable rapport
with the respondent might result in the researchers having eas-
ier inquiring information and data from the participants. Once
a relationship has been established the researchers then pro-
ceed to the Core interview. In this part, the researchers fo-
cused on asking the questions that will help answer the prob-
lem of the study. This part took a while since each respondent
may have varied answers. Lastly, the debriefing interview, to
make sure that respondents are wholly restored to the state as
they were before to their interview for the study.
The semi structured interview guide has been validated by
the research professor since it was made by the researchers.
This phase validates what the semi structured interview guide
truly gauges since validity is defined as assessing what you
say you are studying.
E. Data Gathering
In this study, the data gathering is divided into 3 groups.
Pre-Interview, Interview Proper and Post Interview.
Pre-Interview
The researchers had meetings in preparation for how the
data from participants would be gathered. Meetings after
meetings came up with final decisions for the interview. The
Interview question was made, and it was checked for errors
and/or revisions. After that, the scripts and tokens of
appreciation were prepared. Meetings and practices were made
again before the interview proper. A transmittal letter was
made to seek approval from the Adviser, the Assistant
principal, and the principal to conduct this study and interview
a determined number of participants. The Interviewer
contacted their interviewee and gave them consent forms. A
stable internet connection and the use of MS Teams as the
online medium for the interview were prepared beforehand so
that there would be no problems during the actual interview.
Interview Proper
A descriptive-qualitative Design was used in the study. The
mediated interview was conducted in MS Teams and lasted for
20–30 minutes, with semi-structured interviews as the type of
interview used. The study focuses on identifying each
participant's strategies and techniques and how their minds
work in the event of a transition. The participants are from
Cebu Institute of Technology University and are fresh
graduates enrolled in their preferred university. The interview
was recorded and transcribed, and it was stored in a specific
folder after the interview.
Post-Interview
The interviewer's and interviewee's conversations from the
interview were carefully listened to for the proper transcription.
The researchers organized and took time to read the transcripts
to identify possible themes by using thematic analysis. A blank
Word document was used to compile all possible themes for
the study.
F. Rigor in Research
The credibility of the study was ensured by employing
rigorous data collection methods, including reading
transcripts, and conducting members checking to validate and
confirm the accuracy of participants' statements regarding the
given answers. Additionally, the duration of interviews was
sufficient to allow for in-depth exploration of participants'
experience to attain factual results. Transferability was
addressed by employing a diverse sample of participants from
various socio-cultural backgrounds, aiming to provide a
comprehensive understanding that can be extrapolated to
different contexts.
Dependability was maintained by documenting and
following a systematic decision trial and procedure, ensuring
the research process was consistent and replicable. Finally,
Confirmability was emphasized by actively acknowledging
and minimizing researchers' biases throughout the study, with
a focus on basing results on participants' narratives rather than
personal interpretations.
G. Data Analysis
Thematic Analysis was used by researchers following
Braun & Clarke's (2006) framework. This framework
consisting of six phases that provided a primary objective
summarize data rather than to compile a more complicated data
analysis.
The researchers reviewed the transcripts in the first phase.
They focused on relevant data aspects that highlighted the
topic. The second phase involved compiling and identifying
parts that were relevant to the study. These codes, therefore,
were the basis of analysis. The third phase highlighted
identifying the themes which presented a pattern that drew
relevance to the data. In the fourth phase, the researchers
reviewed the themes wherein they ensured the relevance of the
data to each of the compiled themes. In this phase, complex
and broad themes were highlighted. The fifth phase was about
defining themes which broadly determine the core concept of
each theme. During the final phase, the researchers presented a
comprehensive work which ensures clarity and coherence in
interpreting the results of the analysis.
As proposed by Braun & Clarke (2006), this research
purveyed information about freshman college students’
mindsets and strategies during the transition from high school
to college. The theme highlighted important aspects that aided
development and support programs to be able to make
transition and college life easier, especially in terms of
academics.
H. Research Ethics
Honesty, quality, legality and integrity. To maintain
integrity, this research project will be done in accordance with
ethical standards. This study provided an accurate report and
strategies to prevent the falsification of data, including results
or other forms that can deceive readers. This study adhered to
all applicable rules and regulations, as well as the stringent
academic and legal procedures of Cebu Institute of Technology
and the entire research community.
Informed Consent. The Inform Consent was required
before data collection was carried out. The decision on whether
they wish to take part in the study was made by the
participants. Furthermore, the participants got disturbed in
their involvement and would be documented in every
participation.
Voluntary Participation. Voluntary Participation stated
that the research participants are not forced to do so. Any
potential informant may or may not consent to participate in
the study. It is up to their courage to become one of the
participants in the data gathering process. Participants have the
option to withdraw at any moment without having their
involvement in the research affected. Therefore, there was no
stress placed on individuals who decide not to continue the
research study.
Beneficence. Researchers made sure that all participants
are safe while being involved in the study in any case possible.
The interview had a good atmosphere and participants did not
feel any uneasiness. The study protocol did not in any way,
whether on purpose or accidentally, harm the subjects.
Confidentiality, anonymity and privacy. This pointed
out that the information of the participants was safe.
Throughout the study process, privacy was respected. The
privacy and anonymity of participant data was protected by the
researchers using appropriate safeguards. Data was secured,
data access was restricted to only authorized people, and
whenever possible, personal data was anonymized or de-
identified. Researchers ensured that participants’ privacy is
always respected by explaining to them how their data will be
handled, preserved, and maybe shared.
Incentive or compensation. Researchers made it
abundantly clear to prospective volunteers that receiving the
incentives will not dependent on their consent to participate or
the precise results of their participation. Participants did not
accept any amount of their involvement in the study.
III. RESULTS AND DISCUSSION
The six participants who participated in this study were
students from Cebu Institute of Technology - University who
are already in the process of transitioning from high school to
college. During the data gathering, all of them were fresh
graduates and were already enrolled in universities in Cebu and
Leyte. The data gathered from the students' preparation shows
some differences, but similarities are superior. In this section,
four themes are identified to fully identify how students
prepare, strategize, and fix their mindset in this upcoming
academic year. A few sample quotes will be used to describe
the themes.
Theme 1. Some walks you have to take alone
“Some walks you have to take alone” is a phrase
which means you are the only one who has to believe in your-
self while no one else can. As you begin your college career,
having self-confidence is essential because it will enable you
to take on obstacles, seize chances, and realize your full poten-
tial for both academic and personal development. In college
we must face more challenges than we expected. We may face
a lot of hardships in college but with that mindset it would
help you grow and have more potential in doing well.
“Let's just hope that when the worst will come you would be
able to overcome it and we should really be proud of our-
selves after that.” (Participant 2)
The interviewee claims that whatever occurs during
college, it is inevitable that mistakes will be made, but you
should just learn to accept this and have faith in your ability to
improve more.
“I am an expert on handling it all by myself because no one
knows me better than I am” (Participant 6)
The interviewee states here that she can handle all the
pressure during college because she believes in herself and no
one else can help her but herself.
“but picturing myself on who I want to be 10 years from now,
can help me to stay more focused on studying well.” (Partici-
pant 6)
When starting college, the interviewee says that hav-
ing confidence in oneself is essential, and no one can tell you
how to handle it. You simply need to support yourself and
possess the strength and confidence to succeed. You are going
through a lot of challenges, but that doesn't mean you should
give them up so easily. They are the ones who push you to be
better and work more.
“but I am quite prepared for the possibilities to experience in-
evitable hardships.” (Participant 6)
“it is indeed expected that the there will be immense academic
pressure in going to college and I believe to overcome such
pressure, we should be emotionally and physically ready.”
(Participant 4)
The interviewee states here that you should just be
ready for what comes next during college. You may be facing
a lot of pressure and hardships, but that doesn’t make you give
up. You should be prepared and believe in yourself that you
are ready to face all those hardships alone.
Transitioning from senior high school to college may
take up a lot of courage in facing it. It is not an easy decision,
most especially students think that college is way more diffi-
cult than senior high school. When you first start college, you
must have confidence in yourself to take on new challenges,
pursue academic achievement, and take advantage of the
countless possibilities that await you. During college you may
face a lot of hardships and pressure but the only thing you
would think of is you just have to believe in yourself that you
can do more or you can do your best. Yourself is the only
thing that can help you overcome it. Don’t let the pressure and
hardships make you give up. You may tend to make mistakes
during your college days but take it as a challenge and be
more confident and believe in yourself that you can do better.
Theme 2. Stranger in a Strange Land
The "Stranger in a Strange Land" focuses on the
investigation of freshmen prepared tactics and attitude as it
relates to the transition from senior high school to college.
This topic emphasizes the value of adjusting to a new
academic setting as well as the different opportunities and
challenges that present themselves during this
transformational stage. The primary individual in this story, a
senior in high school, is on the edge of a major life transition
as they prepare themselves to go to college. The narrative
dives into their emotional experience, ranging from sentiments
of anticipation and delight to anxiety and apprehension about
what lies ahead. As they approach this new chapter in their
life, the protagonist's experiences and interactions shape their
perspective. The theme of the story highlights how crucial it is
to get ready for college life. The main character investigates
several methods to prepare themselves academically, socially,
and emotionally for the difficulties they might face in college.
They could seek mentorship, practice self-reflection, and
create a growth mindset to prepare themselves for the changes
and learning opportunities that lie ahead.
“It was a very nice feeling that I have my hard works already
paid off but is also sadded me that I am parting ways with my
friends and that we are taking new adventures or I am taking
new adventures without them.” (Participant 1)
“So as a student who have experience or who has experience
on being in an environment that I found toxic that was the
challenge that I wouldn’t like to face again when I’m in
college, I’m hoping to make friends with good people with,
and I’m hoping to find the perfect circle of friends”
(Participant 1)
The participant states here that parting ways from
your friends is also a change of environment for him because
they have different aspects in their life and different choice of
course that they will take. It will also be new to him because
he will meet new other people and to be friends with. So as he
enters college it will be a change for him and expecting to
meet not toxic friends like his past friends.
“So I believe that there is nothing constant in this world but
change and that we must normalize experiencing change and
that it should be normalize or like we should “sanay”(used to)
ourselves that we would be facing change throughout our
whole journey so transitioning.” (Participant 1)
The participant states here that change is part of our
lives that’s why nothing is constant and we will just normalize
if we experience this kind of things because it’s also our test
for ourselves if we could handle it and we should be used to it.
“I’m planning to study in advance ay no I’m currently
studying in advance I have who have studied from the same
school that I will be studying in and the same course that I’m
planning to take, I ask for their help like asking them with
their notes or for the lessons that they have tackled during
their first year and that so with that they have helped me to
know on what subjects to study first and because the
environment is still new for me or the course that I will be
taking is still unusual for me there maybe terms that are
unfamiliar for me that’s why it would help me to study in
advance so that on the long run I would understand what my
instructor would be talking about.” (Participant 1)
The participant state here that he is about to step a
new chapter in his life which is to be a college student so it’s a
new environment for him to encounter so it’s a big change for
him also. So, before he will enter college life he finds way so
that when he will become college already it won’t be that hard
for him that’s why he ask for help from someone he knows
that have the same course he will take, he ask for notes so that
he will have idea on the topics he will have when he will enter
college.
“the workload is really a lot more heavier than the senior high
school. And with that, I make sure that “karon palang”(from
now on), I make sure that I do have plan on how to, “kay
sa”(because in) college there's a lot of free time and with that
free time, I make sure that I will occupy that with studies and
also academic related ones so that the workload and the
pressure will lessen and lighten.”(Participant 1)
“Well, maybe on this new environment, the university, it's for
me a much bigger expected na challenge.” (Participant 2)
“ I came up with ideas on how to make it better so that this
college life makes sure I can do better.” (Participant 2)
“So that made me think senior high school is really a huge I
was from kuan man gud community wherein gamay rami so
this big university is very overwhelming for me maybe now
new environment na sad I will see to it that this is the same
thing rasad ako na feel back and so one thing I can give for
them is maybe enjoy life and don't forget to treat yourself.
(Participant 2)
The participant states here that he have plans already
when he starts college because he knew that it would be a big
change on his schedule, or life cycle. He is already expecting
some difference like the environment, and new lessons to
encountered that’s why he is planning ahead the things he
need to do. Also, he will enter to a new university so he needs
to adjust on the change of environment.
A change in environment can affect people in both
positive and bad ways. On the other hand, it presents fresh
chances for improvement, education, and personal progress. It
enables individuals to investigate various points of view,
cultures, and way of life, expanding their horizons and
encouraging adaptation. On the other side, change can be
difficult and overpowering, resulting in unease and a sensation
of unease. Some people could struggle to adapt to new
environments, which could have an adverse effect on their
productivity and general well-being. Overall, how a change in
environment affects a person depends on a variety of
characteristics, including their resilience, support networks,
and willingness to try new things. How one adapts to and
thrives in the face of a shift in circumstances can be greatly
influenced by preparedness, openness, and a positive mindset.
Theme 3. I’m blind, Accompany me
Going somewhere without knowing what could
possibly be waiting ahead is a scary ride, but if someone walks
with you or goes along with you, it seems like there is ease in
every step. This applies to a student's life. We have all been to
school since we were kids, blinded by fear and anxiety, which
leads to fear as we enter college. High School is fun and has a
lot of memories, but in college, fun can be turned into stress
and memories remain as memories. Therefore, support from
other people is what students crave most, especially when
transitioning to college. According to the participant 6:
"I believe that you cannot survive your college life alone
without having someone to approach and ask for help when
times really get tough." (Participant 6)
This speaks to the fact that students, even though
they may say they are independent, are not always
independent. They will still need people to help guide them.
"Building connections with people, especially those who are
ahead of you will come in handy." (Participant 6)
"Be socializable or know how to socialize with people"
(Participant 1)
According to Grant-Vallone, E., Reid, K., Umali, C.,
and Pohlert, E. (2003), students who had support from peers
had a better advantage in terms of adjustment and success.
Freshman students seek advice from already-enrolled college
students. Asking for preventive measures and their
experiences so that they may not experience it or at least have
a heads up on what would be happening in their journey.
“Yes, I have. I have an older sister who's a college graduate
and currently a graduating student from med school. I also
received some advices to my friends' relatives, and heard their
stories about their college life. I also received an unwanted
informations from strangers I met on the road, but didn't know
I needed to obtain.” (Participant 6)
“I've heard a lot of tips and overviews from college students.
They say that college is extremely challenging, and it
definitely has a toll in the emotional aspect.” (Participant 4)
The participants stated that college, they assume, will
never be easy, but with support from their friends and family
and advice from an already-college student, they will do
everything to continue this journey, face problems, and reach
that goal.
Theme 4. One Ease a day keeps the Stress Away
With the increase in workload and pressure that
comes with transitioning from senior highschool to college,
Stress-levels of students are at an all-time high. This in mind,
it is important to take a step back and have time for yourself.
Doing simple leisure activities for yourself can really help
with letting the mind take its much-needed rest in times of
change, especially with something as major as college.
The theme of “One ease a day, takes the stress away”
focuses on what students do to cope with the ever-rising
stresses in college life and why.
“Well, I don’t think that it is applicable for everyone, but for
me, if you’ll ask me the things that I do, it’s probably listening
to music. I do believe that listening to music, watching movies
yeah, watching movies and doing things that can leisurely
satisfy you, it’s a really big help. It can also help you
emotionally, but also physically, if you’d like the things, like
recreational things, it has really lots of benefits, not only
emotional ones. “ (Participant 2)
“It’s normal for us, students, to deal with academic stress. On
my end, my way of coping to academic stress while I am
feeling a little depressed is to go out with my friends, in that
way, I can feel that there are more things out there that I can
do, instead of focusing on the idea of being stressed
Academically.” (Participant 6)
“During my SHS era I tend to play computer games to ease
the stress and make me calm. I don’t know in college since
most of my friends who are in college says that it will be a
very busy for 4 years.”(Participant 8)
“Dealing with academic stress is not really new to me and
usually what I do is watch some entertainments like dramas
and sitcoms or anything like movies and all that. So, because
entertainments such as those it never really fails to stop with
my mood. The second thing is I go to malls or anywhere
outside the house and eat some good food with good company
like my friends, families or just on a simple solo date. Another
thing is I also listen to music and especially my happy is
creating playlist on Spotify. So that’s all I guess.”
( Participant 4)
Identifying these practices and explaining why it can
improve one’s wellbeing is highly important in today’s student
body as a new environment can bring about unexpected events
and effects of a students’ life and it is essential to keep one’s
mind clear and ready to face the challenges for their future.
To summarize, students' do really have different strategies
and mindsets. There are a lot; however, students prefer to
follow what is best and most effective for them. Some are
influenced by other people, but some have their own. There
are still more ahead and are yet to come; these are not just for
today's freshmen but can also be applicable to future
generations.
IV. CONCLUSION AND RECOMMENDATIONS
This research aimed to explore the different preparatory
strategies and mindsets used by freshmen students as they
transition from Senior High School to College. The findings
showed that there were difficulties not just academically but
also emotionally in the transition. The challenges that are
faced by freshmen students as they move into their new phase
of their educational journey was the academic stress, as the
student enter college, they had entered a different environ-
ment with different techniques of teaching and imparting
knowledge.
Freshmen students’ faced variety of difficulties as
they move from Senior High School to College such as social
adjustments and higher academic intensity. This study ex-
plored the students’ strategies and mindset in their transition.
The participants had different ways to cope up with the chal-
lenges that comes along with the transition. When it comes to
their experiences, the participants would just listen to music,
watch movies, hangout with their family and friends, play
computer games and eat food. With the difficulties during the
transition, they just kept on believing and proving to them-
selves that they can do it.
With the outcome of the findings and its discussions, and its
conclusions, these recommendations are suggested:
 Institutions should provide preparatory programs
that talk about college life, such as stress reduc-
tion, study techniques and time management.
 Peer mentoring programs, where graduate col-
lege students guide freshmen, can offer insight-
ful advice and assistance during the first year of
college.
 Scholarships and loan programs to help other
students who are having financial problems.
 Solid mental health awareness, guidance coun-
seling for emotionally challenged students.
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