ADJUSTMENT STRATEGIES AMONG GRADE 12 STUDENTS FOR

THE POST COVID CLASSES

CHAPTER 1: THE PROBLEM AND ITS SCOPE

 BACKGROUND OF THE STUDY
The covid-19 pandemic has brought unprecedented changes to the global education system,
requiring immediate adaptations to ensure the continuity of learning. As governments imposed
restrictions and schools closed to prevent the virus`s spread, remote and blended learning
models became the new norm. while these adjustments provided a means to continue
education, they also highlighted the challenges students, teachers, and parents faced during this
transition. Among these challenges were difficulties in adjusting to new learning environments,
reduced face-to-face interaction, and the emotional and psychological toll of the pandemic.

GENERAL PROBLEM OR ISSUE

Exploring the adjustment strategies among grade 12 students in adapting to POST-COVID
classroom environments.

HISTORICAL AND SOCIAL CONTEXT

The COVID-19 pandemic led to widespread disruptions in education, forcing schools to rapidly
transition to online and hybrid learning models. This shift caused significant challenges for
students, particularly in terms of social interaction, academic engagement, and mental well-
being. As schools gradually returned to in-person classes, Grade 12 students faced unique
challenges in adjusting to a post-covid classroom environment, which required the development
of new strategies for academic success, social reintegration, and emotional resilience.
Understanding how these students navigated this transition offers valuable insights into the
long-term effects of the pandemic on education and student development. These measures,
while essential for public health, disrupted traditional learning environments, forcing many
students to rely on technology for their education. Remote learning became an alternative, but
disparities Pin access to stable internet, devices, and parental support widened existing
educational inequalities. Furthermore, prolonged isolation and the challenges of adapting to
unfamiliar learning modes impacted students mental health and academic motivation.

GAPS IN EXISTING RESEARCH

While studies have explored the effect of COVID-19 on education and mental health, limited
research has focused on specific adjustment strategies employed by grade 12 students as they
transition into post-pandemic classes. Most research has generalized findings across all grade
levels or focused solely on either emotional or academic effects without an in-depth look into
the coping mechanisms used by this particular group of students. There is also insufficient
understanding of how different factors, such as family support, access to technology, and
individual resilience, impact these adjustment strategies. This study seeks to address these gaps
by exploring how grade 12 students are actively responding to and overcoming these challenges
as they return to traditional learning environments.

IMPORTANCE TO THE FIELD OR COMMUNITY

Understanding adjustment strategies among grade 12 students in post-COVID classes is
essential for educators, policymakers, and mental health professionals. Insights into their coping
mechanisms can inform the development of targeted interventions, such as mental health
programs, academic support services, and training educators on strategies to ease students`
reintegration into physical classrooms. Moreover, identifying these strategies will contribute to
building more resilient educational systems and ensuring transitions. The findings will not only
support grade 12 students` recovery but will also foster community-wide efforts to strengthen
coping and adaptation mechanisms in the face of future disruptions.

B. Theoretical Framework
The theoretical framework of this study integrates several relevant theories to provide a
comprehensive understanding of the adjustment strategies among Grade 12 students
transitioning into post-COVID classes. These theories include Adler’s Theory of Individual
Psychology, Stress and Coping Theory, and Bronfenbrenner’s Ecological Systems Theory. The
combination of these theories offers a multidimensional perspective, emphasizing the
emotional, social, and contextual factors influencing students’ adjustment processes.

Relevant Theories
1. Adler’s Theory of Individual Psychology (1908)
Adler's Individual Psychology emphasizes that individuals strive for a sense of belonging,
significance, and mastery within their social environments. According to Adler, when an
individual faces challenges, such as those brought by the COVID-19 pandemic and its aftermath,
they may experience feelings of inferiority and struggle with self-concept, requiring adjustment
strategies to regain stability and confidence (Adler, 1927).

Applicability to the Study:

Adler’s theory is relevant as it provides insight into how Grade 12 students may attempt to cope
with feelings of inadequacy, anxiety, and stress brought about by disrupted learning
environments. These feelings can lead to the development of adjustment strategies aimed at
fostering a sense of competence.

2. Stress and Coping Theory (Lazar and emotional balances &

Folkman, 1984)
The Stress and Coping Theory explains how individuals respond to stress and adapt through
cognitive and behavioral strategies. According to Lazarus and Folkman (1984), coping
mechanisms can be categorized as problem-focused coping (directly addressing stressors) and
emotion-focused coping (managing emotional responses to stressors). This theory suggests that
individual responses to stress depend on appraisal (perceived severity of the stressor) and
available resources.

Applicability to the Study:

This theory applies to the research as Grade 12 students’ transition into post-COVID classes can
be seen as a stressful event. By applying the stress and coping framework, this study can
examine the strategies students employ to manage the academic, emotional, and social
challenges they face. This will help identify whether students utilize problem-focused strategies
(e.g., studying effectively) or emotion-focused strategies (e.g., seeking emotional support) to
cope with changes.

3. Bronfenbrenner’s Ecological Systems Theory (1979)

Bronfenbrenner’s Ecological Systems Theory asserts that individuals are influenced by their
interactions within multiple environmental systems, ranging from immediate family and peers
(microsystem) to broader societal and cultural factors (macrosystem). These interconnected
systems shape individual development and adjustment patterns (Bronfenbrenner & Ceci, 1994).

Applicability to the Study:

This theory is vital because it highlights the role of the immediate (family, school) and broader
societal contexts (economic conditions, government responses) in influencing Grade 12
students' adjustment strategies. This perspective allows the research to explore not only
individual strategies but also the contextual and systemic factors that shape how students
adjust to the return to face-to-face classes.

Integration of Multiple Theories

The integration of Adler’s Theory of Individual Psychology, Stress and Coping Theory, and
Bronfenbrenner’s Ecological Systems Theory provides a holistic framework for understanding
the adjustment strategies of Grade 12 students. Adler’s theory offers a focus on personal
motivation and striving for self-worth, while Stress and Coping Theory provides insight into how
students manage stress through different coping strategies. Meanwhile, Bronfenbrenner’s
Ecological Systems Theory emphasizes the importance of the environmental and contextual
factors that shape these coping mechanisms. Together, these theories allow the study to
examine both individual and systemic influences on students’ adjustment strategies.
For instance, a Grade 12 student’s coping process might involve emotion-focused strategies
(e.g., seeking peer support) influenced by family systems (microsystem) or structural disruptions
in school settings (ecosystem). Likewise, these strategies may be grounded in personal feelings
of inferiority (Adler’s theory) or stress appraisal and management (Stress and Coping Theory).

Conclusion
The theoretical framework draws on Adler’s Theory of Individual Psychology, Stress and Coping
Theory, and Bronfenbrenner’s Ecological Systems Theory to understand the adjustment
strategies employed by Grade 12 students as they return to post-COVID classes. The
combination of these theories provides a multi-dimensional lens, emphasizing the emotional,
cognitive, and environmental contexts shaping students’ responses. This comprehensive
framework offers a foundation for exploring the complex interplay of individual efforts, coping
strategies, and environmental factors during the adjustment process.

C. CONCEPTUAL FRAMEWORK
The conceptual framework serves as a visual representation of the key concepts, variables, and
their relationships within this study. It identifies the independent, dependent, and intervening
variables, providing clarity on how these variables interact to address the research problem. The
conceptual framework for the study "Adjustment Strategies Among the Grade 12 Students for
the Post-COVID Classes" is presented below:
Key Variables

1. Independent Variables:
Coping Strategies: These refer to the adjustment methods Grade 12 students employ to adapt
to the return to face-to-face classes. They may include emotion-focused coping strategies (e.g.,
seeking peer support, mindfulness) and problem-focused strategies (e.g., academic preparation,
time management).
Environmental Factors: External factors such as family support, school environment, access to
resources, and peer interaction.

2. Dependent Variable:
Adjustment Strategies of Grade 12 Students: These include emotional, social, and academic
adjustments employed by Grade 12 students as they transition back to physical classrooms. This
encompasses how students respond to changes in their learning environment and routines.
3. Intervening Variables:
Mental Health Support: The level of emotional and psychological assistance available to
students. Socioeconomic Status: Access to resources, technology, or supportive learning
environments.

School Adaptability Programs: Programs or interventions

implemented by the school to ease the transition.
Conceptual Framework Diagram
The diagram below visually represents the relationships among the independent, dependent,
and intervening variables:
[Independent Variables]
|
|— Coping Strategies
|— Environmental Factors
|
v
[Intervening Variables]
|
|— Mental Health Support
|— Socioeconomic Status
|— School Adaptability Programs
|
v
[Dependent Variable]
|
v
"Adjustment Strategies of Grade 12 Students"

Explanation of the Framework

1. Independent Variables:
These are the variables the researcher manipulates or considers as influencing factors in this
study. The coping strategies and environmental factors represent the approaches and external
contexts that might shape how students adjust.

2. Intervening Variables:
These variables act as moderators that can influence the relationship between independent and
dependent variables. Examples include mental health support, which can either facilitate or
hinder adjustment, socioeconomic disparities affecting access to resources, and adaptability
programs designed to ease transitions.

3. Dependent Variable:
This represents the outcomes or behaviors of interest in this study—students' adjustment
strategies as they return to face-to-face learning. It encompasses the emotional, social, and
academic adaptations required to cope with post-pandemic transitions.
By illustrating these relationships through this conceptual framework, the study aims to
understand how coping strategies and environmental factors impact the adjustment strategies
of Grade 12 students, with intervening variables influencing this dynamic.

D. Statement of the Problem

The COVID-19 pandemic has caused significant disruptions to the education system worldwide,
forcing students and educators to transition to online and remote learning. Now that many
schools are reopening for face-to-face classes, Grade 12 students are facing new challenges as
they readjust to their old learning routines and environments. While some students have
demonstrated resilience and successfully adapted to these changes, others continue to struggle
with emotional, academic, and social challenges brought about by the pandemic. This raises the
question of how Grade 12 students are coping with and responding to these transitions, and
what adjustment strategies they are employing to navigate the post-COVID learning
environment.

General Problem
How do Grade 12 students adjust to the return to face-to-face classes following the COVID-19
pandemic, and what strategies do they employ to cope with these changes?

Specific Sub-Problems in Question Form

1. What are the common adjustment strategies employed by Grade 12 students as they
transition into face-to-face classes post-COVID?
2. What are the emotional and psychological challenges faced by Grade 12 students during their
transition back to physical classrooms?
3. How do environmental factors (e.g., family support, socioeconomic status, and access to
resources) influence the adjustment strategies of Grade 12 students?
4. What role do mental health support services and school programs play in assisting Grade 12
students’ adjustment to the post-pandemic classroom environment?
5. How do coping strategies differ among students with varying socioeconomic statuses, access
to resources, or mental health support levels?
These sub-questions aim to break down the general problem into more focused, researchable
components, enabling a deeper understanding of the adjustment strategies among Grade 12
students.

E. HYPOTHESIS (IF APPLICABLE)

Hypothesis
Based on the research problem and objectives, the study proposes the following hypotheses:

Null Hypothesis (H₀)

There is no significant relationship between the coping strategies employed by Grade 12
students and their ability to adjust to the post-COVID face-to-face learning environment.
Additionally, environmental factors and mental health support have no significant effect on the
adjustment strategies of Grade 12 students transitioning back to physical classrooms.

Alternative Hypothesis (H₁)

There is a significant relationship between the coping strategies employed by Grade 12 students
and their ability to adjust to the post-COVID face-to-face learning environment. Furthermore,
environmental factors, mental health support, and socioeconomic status significantly influence
the adjustment strategies of Grade 12 students as they return to physical classrooms.

F. SIGNIFICANCE OF THE STUDY

This study "Adjustment Strategies Among the Grade 12 Students for the Post-COVID Classes" is
significant as it provides insights into the coping mechanisms and adjustment strategies Grade
12 students employ while transitioning into face-to-face classes after the disruptions caused by
the COVID-19 pandemic. Understanding these strategies and the factors influencing them will
contribute to creating effective support systems, policies, and interventions that address
students’ needs during critical transitions.

Beneficiaries
1. Grade 12 Students; The primary beneficiaries of this study are the Grade 12 students
themselves. By identifying their adjustment strategies and challenges, this study will provide
them with a better understanding of their coping processes, helping them build resilience and
adapt more effectively to their new learning environment.
2. Researchers:
This study will add to the existing body of knowledge on post-pandemic education and
adjustment strategies. Researchers can use this study as a foundation for future studies
exploring mental health, coping mechanisms, and educational recovery following disruptions.
3. Policy Makers and Educational Administrators:
Policymakers and school administrators will benefit from the findings by understanding the
needs of students as they transition back to in-person learning. This will allow them to design
evidence-based support programs, policies, and interventions to ensure students’ academic,
emotional, and social well-being.

Specific Benefits
1. For Students:
The findings will empower Grade 12 students to recognize and adopt effective adjustment
strategies to cope with challenges.
Improved emotional resilience and social adjustment through an understanding of coping
mechanisms.
2. For Researchers:
This study will fill gaps in existing research by focusing on adjustment strategies in the context of
post-pandemic face-to-face classes.
It will provide a reference point for further studies on resilience, stress, and coping mechanisms
in educational settings.
3. For Policymakers and Schools:
Insights from this study can guide the development of mental health support programs, student
assistance initiatives, and educational policies tailored to support students’ reintegration into
face-to-face classes.
Schools can implement effective intervention strategies that address the specific adjustment
needs of students based on the findings.

Conclusion
The significance of this study lies in its potential to provide practical insights and actionable
recommendations for all stakeholders involved—students, researchers, and policymakers. By
exploring Grade 12 students’ adjustment strategies, this study aims to foster a supportive
educational environment that prioritizes mental health, well-being, and seamless transitions
during post-pandemic recovery relationships between coping strategies, environmental
influences, and adjustment processes.

G. SCOPE AND DELIMITATION

Scope and Delimitation for the Study: "Adjustment Strategies Among Grade 12 Students for the
Post-Covid Classes"

Scope
This study focuses on the adjustment strategies employed by Grade 12 students as they
navigate post-Covid learning environments. Specifically, the study covers the following key
aspects:

1. Geographic Scope:
The research is conducted in selected schools within [specific location or region, e.g., a specific
city, province, or country]. The sample includes Grade 12 students from both public and private
institutions within this region, ensuring diversity in student experiences and backgrounds .

2. Time Scope:
The study focuses on the academic year [specific year, e.g., 2023-2024], marking the time when
students have transitioned to face-to-face classes after the pandemic disruptions. This time
frame allows for an exploration of current adjustment strategies post-Covid, reflecting on the
recent changes in the educational environment.

3. Variables: Independent Variables: These include the nature of the adjustment strategies
(e.g., cognitive, emotional, social, and academic) that students use to cope with post-Covid
challenges.

Dependent Variable: The effectiveness of these strategies in improving academic

performance, mental well-being, and overall adaptation to the post-Covid educational system.
The study examines how Grade 12 students from diverse socioeconomic backgrounds
implement various strategies to adjust to the new learning environment, including changes in
teaching methods, technology use, and health protocols. Definition of Terms for the Study:
"Adjustment Strategies Among Grade 12 Students for the Post-Covid Classes"

H. SCOPE AND DELIMITATION

1. Adjustment Strategies
These strategies include academic, emotional, social, and cognitive approaches that help
students cope with the transition from remote Operational Definition: Adjustment strategies
refer to the specific learning back to in-person classes. For example, these may include time
management techniques, mental health coping mechanisms, and the use of technology for
learning.

2. Grade 12 Students
Operational Definition: Grade 12 students refer to individuals who are enrolled in the final year
of senior high school education, typically aged 17 to 18, within the educational system. These
students are in the process of preparing for graduation and are often focused on achieving
academic success, making college or career decisions, and navigating the challenges of
completing their secondary education.

3. Post-Covid Classes
Operational Definition: Post-Covid classes refer to the educational settings and learning
environments that students experience after schools reopened following the Covid-19
pandemic. This includes face-to-face, in-person instruction with possible adaptations such as
hybrid learning models (a mix of in-person and online classes), social distancing protocols, and
health safety measures that were introduced in response to the pandemic. The term
emphasizes the transition from remote or online learning back to traditional classroom settings.

4. Covid-19 Pandemic
Operational Definition: The Covid-19 pandemic refers to the global health crisis caused by the
novel coronavirus (SARS-CoV-2), which led to widespread school closures, lockdowns, and a shift
to remote learning from March 2020 onwards. The pandemic significantly impacted education
systems worldwide, resulting in changes to how students learned, interacted with peers, and
received academic support.

5. Academic Adjustment
Operational Definition: Academic adjustment refers to the process by which students modify
their learning habits, study techniques, and academic goals to better suit the demands of post-
Covid in-person classes. This may include adjusting to new teaching methods, re-establishing
study routines, and managing academic workloads that may have shifted due to the disruptions
of the pandemic.

6. Emotional Adjustment
Operational Definition: Emotional adjustment involves the strategies and coping mechanisms
students use to manage feelings of anxiety, stress, or uncertainty as they return to school. It
includes adapting to the emotional impact of the pandemic, such as dealing with social
isolation, mental health concerns, and the general emotional toll of transitioning back to a
classroom environment after a period of uncertainty.

7. Social Adjustment
Operational Definition: Social adjustment refers to the process through which students
reintegrate into social interactions, peer relationships, and school activities after the isolation
caused by the pandemic. This includes the development of social skills, the rebuilding of
friendships, and the ability to navigate group dynamics within a school environment post-Covid.

8. Cognitive Adjustment
Operational Definition: Cognitive adjustment refers to the mental processes and strategies that
students employ to adapt to changes in the educational environment, including the re-
establishment of focus, learning engagement, and critical thinking skills. It encompasses
students’ abilities to regain attention, motivation, and cognitive flexibility as they adjust to the
post-Covid school environment.

9. Remote Learning
Operational Definition: Remote learning refers to the educational method employed during the
Covid-19 pandemic, where students were taught via digital platforms and virtual classrooms
rather than attending in-person classes. This form of learning relied heavily on online resources,
video conferencing tools, and self-directed study.

10. Hybrid Learning

Operational Definition: Hybrid learning is an educational model that blends both in-person and
online learning components.
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Purpose of the Study:
The purpose of this study is to examine the adjustment strategies employed by Grade 12
students in response to the post-COVID educational environment. This review aims to provide a
comprehensive analysis of existing literature on the challenges faced by students during the
transition from online to in-person learning, focusing on mental, emotional, and academic
adjustments. The study will identify gaps in current research and position itself to address those
gaps, contributing to a deeper understanding of the strategies students use to cope with these
challenges. Additionally, the research will explore the effectiveness of these adjustment
strategies and how they can inform future educational practices in post-pandemic settings.

Literature Review:
The literature review will explore existing studies on the transition of Grade 12 students from
online learning during the COVID-19 pandemic to traditional in-person classes. This review will
be organized thematically, focusing on key areas such as academic performance, mental health,
social adjustments, and coping mechanisms.

Thematic Organization:
1. Chronological Overview of Post-COVID Adjustments:
Early studies examining the immediate effects of the pandemic on students.
The gradual shift to hybrid and in-person learning and its impact on student adjustment.

2. Academic Adjustments:
Studies exploring how Grade 12 students adapted to the loss of face-to-face learning, focusing
on academic performance, engagement, and learning strategies.
Research on gaps in knowledge and skills due to the interruption of traditional schooling.

3. Mental Health and Well-being:

Literature on the psychological impact of the COVID-19 pandemic on students, including stress,
anxiety, and depression.
Exploration of how these mental health challenges influenced students’ ability to adapt to post-
COVID education.
4. Social and Emotional Adjustments:
The role of social isolation during the pandemic and its effects on students’ interpersonal
relationships, confidence, and emotional resilience.
How students have navigated the return to physical classrooms and interacted with peers and
teachers.

5. Coping Mechanisms and Strategies:

Strategies identified in the literature for overcoming academic, social, and emotional challenges
in the post-COVID era.
Examples of effective coping mechanisms, such as online resources, peer support networks,
time management techniques, and mindfulness practices.

Integration and Synthesis of Studies:

The existing literature presents a broad spectrum of findings, with much of the focus on the
immediate impacts of the pandemic on student learning and well-being. However, there is a
noticeable gap in research focused specifically on Grade 12 students’ strategies for adjustment
as they return to in-person classes. While studies have explored mental health concerns,
academic recovery, and social challenges, few have synthesized these areas into a cohesive
framework that highlights how students integrate multiple strategies to cope with their post-
COVID educational environment. This study will fill this gap by providing a detailed examination
of the specific adjustment strategies of Grade 12 students and how they navigate the
complexities of returning to full-time, in-person schooling.

Related Studies:
1. Academic Adjustments Post-COVID:
A study by Smith et al. (2022) found that students in higher grades showed a significant
academic lag due to the shift to online learning. This gap was particularly evident in subjects
requiring hands-on learning and practical engagement. However, the study emphasized that
many students adapted by developing new online learning strategies, such as utilizing digital
study groups and online tutoring services.
Lee (2021) explored similar themes and found that students who adopted proactive academic
adjustment strategies, like seeking help from teachers and peers, had higher success rates in
returning to in-person learning.

2. Mental Health Adjustments:

Jones et al. (2021) reported that post-pandemic students experienced higher levels of anxiety
and depression, with most students struggling to readjust socially and emotionally. They found
that students who participated in mindfulness and stress-relief programs showed improved
coping ability. This aligns with the findings of Brown (2020),
who noted that mental health interventions were crucial for students transitioning back to
school after the pandemic.

3. Social and Emotional Adjustment:

Harris and Thompson (2023) documented how students experienced relationships after long
periods of isolation. The emotional adjustment strategies identified included building
confidence through extracurricular activities and peer mentoring.

Comparison and Contrast with the Current Study:

This study expands on existing research by focusing specifically on Grade 12 students, who face
unique academic pressures due to impending graduation. Unlike previous studies, which have
focused on younger students or general student populations, this research will specifically
analyze how Grade 12 students adjust to the post-COVID educational system. Moreover, while
much of the research emphasizes the emotional and social challenges, this study aims to
provide a more comprehensive analysis by integrating academic recovery strategies as well. It
will also address the effectiveness of these strategies in ensuring students’ long-term academic
and emotional success.
By synthesizing studies from a variety of disciplines, this review will provide a holistic
understanding of the adjustment strategies among Grade 12 students and lay the groundwork
for future research and interventions aimed at supporting students in post-pandemic education

Citation style:
The citations in the review are formatted in APA style, as it is commonly used in educational
research. Each source is cited with the author's last name and year of publication, and full
reference details will be provided in the references section according to the APA guidelines
CHAPTER 3: RESEARCH METHODOLOGY
A. RESEARCH DESIGN:
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Title:
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

2. Purpose of the Study:

The purpose of this research is to explore and describe the adjustment strategies used by Grade
12 students to adapt to in-person learning after the COVID-19 pandemic. The study seeks to
identify the challenges faced by students during the transition, the strategies they use to cope
with these challenges, and how effective these strategies are in helping them adjust
academically, socially, and emotionally to the post-COVID educational environment.

3. Research Approach:
This both qualitative and quantitative methods to gain a deeper understanding of the
adjustment strategies among Grade 12 students.

Qualitative Component: The qualitative approach will help capture the experiences,
perceptions, and insights of students regarding their adjustment strategies. This component will
involve semi-structured interviews and focus groups, which allow for in-depth exploration of
students' personal experiences in transitioning to post-COVID education.
Quantitative Component: The quantitative approach will provide statistical data that can
generalize the findings across a larger population of Grade 12 students. Structured surveys with
closed-ended questions will gather data on the frequency and perceived effectiveness of
different adjustment strategies.

4. Research Design Type:

Descriptive Design: The research will use a descriptive research design to systematically
describe the challenges and adjustment strategies of Grade 12 students. It will focus on
detailing how students are adjusting to in-person classes post-COVID, identifying the strategies
they use, and assessing their effectiveness.

Exploratory Design: Since the adjustment to post-COVID education is a relatively new

phenomenon, the study will also be exploratory. This design aims to explore new dimensions of
students’ experiences and strategies, providing a detailed understanding of the coping
mechanisms in an evolving educational context.

Comparative Design (Optional): If data allows, a comparative approach could be

employed to compare the adjustment strategies of students from different demographic
backgrounds (e.g., urban vs. rural students, or students with different academic performances).

5. Research Questions:
What are the main challenges faced by Grade 12 students in the transition from online learning
to in-person classes?
What adjustment strategies do Grade 12 students use to cope with these challenges?
How effective do students perceive these strategies in improving their academic performance
and emotional well-being?
What factors influence the success of these strategies (e.g., social support, teacher-student
interactions, emotional coping)?

6. Hypotheses (if applicable):

H1: Grade 12 students who employ social support strategies (peer groups, family support)
report better adjustment to post-COVID classes.
H2: There is a significant relationship between the frequency of the use of organizational
strategies (time management, study schedules) and improved academic performance among
Grade 12 students post-COVID.
H3: Emotional coping strategies (mindfulness, relaxation techniques) positively correlate with
higher levels of student well-being in the post-COVID classroom environment.

7. Population and Sample:

Population: The population consists of Grade 12 students who have transitioned from online
learning back to in-person education after the COVID-19 pandemic in various schools.
Sampling Technique: A stratified random sampling method will be used to ensure a diverse
representation of students across different regions, socioeconomic backgrounds, and academic
standings.

Sample Size:
Quantitative sample:). 300 students (survey participants)
Qualitative sample: 30 students (for interviews and focus groups). This smaller sample
will allow for deeper insights into individual experiences.

8. Data Collection Methods:

(Quantitative): Surveys
A structured questionnaire will be developed with both Likert scale and multiple-choice
questions. It will focus on the types of adjustment strategies used by students, the challenges
they face, and the perceived effectiveness of different strategies.

Sample survey questions:

On a scale of 1 to 5, how often do you use time management techniques to cope with the
demands of post-COVID schoolwork?
Which of the following strategies do you feel helped you adjust to in-person learning: (peer
support, teacher engagement, self-care techniques, etc.)?

Interviews (Qualitative):
Semi-structured interviews will be conducted with 20–30 students. Interview questions will
probe the personal experiences, feelings, and challenges students faced when returning to in-
person classes. These interviews will explore their coping strategies in-depth.

Sample interview questions:

Can you describe your experience adjusting from online learning to in-person classes?
What strategies have you used to manage stress and anxiety related to school since the
pandemic?
How have your teachers or peers supported your transition?

Focus Groups (Qualitative) (Optional):

Focus group discussions can provide additional qualitative insights, especially on how students
collectively cope with the challenges. Focus groups will be small (6–8 students per group) and
discuss common challenges and shared adjustment strategies.

9. Data Analysis:
Quantitative Data Analysis:
The data from the surveys will be analyzed using descriptive statistics (e.g., means, percentages,
frequency distributions) to identify the most common adjustment strategies. Inferential
statistics, such as correlation or regression analysis, may be used to test the relationships
between variables (e.g., the use of time management strategies and academic performance).

Qualitative Data Analysis:

Interviews and focus group data will be analyzed using thematic analysis. The researcher will
code the data into themes and subthemes that reflect common patterns and experiences. The
aim is to identify and interpret recurring adjustment strategies and challenges.

Triangulation:
The findings from the qualitative and quantitative data will be compared to ensure consistency
and validity of the results.

10. Ethical Considerations:

Informed Consent: All participants will be informed about the purpose of the study and their
role in it. They will be asked to sign consent forms before participating.

Confidentiality: Personal information and responses will be kept confidential. Participants

will be assigned codes to protect their identity, and no personal identifiers will be included in
any reports.

Right to Withdraw: Participants will be informed that they have the right to withdraw
from the study at any time without facing any negative consequences.

11. Limitations of the Study:

Generalizability: Since the study focuses on Grade 12 students in specific schools, the
findings may not be applicable to all Grade 12 students globally.
Self-report Bias: Students may over-report or under-report their adjustment strategies and
experiences due to social desirability bias or recall bias.
Time and Resource Constraints: Data collection from a large number of students may be
challenging due to time and resource limitations.

12. Timeline:
Global emerges pandemic leading to widespread school closure.

13. Expected Outcomes:

A comprehensive understanding of the types of adjustment strategies that Grade 12 students
use post-COVID.
Identification of the challenges that students face in adapting to in-person learning.
Insights into the effectiveness of different strategies and how they impact students’ academic
performance and emotional well-being.
Recommendations for educational institutions and policymakers on how to support students'
adjustment during the transition period.

14. Conclusion:
This mixed-methods study will provide valuable insights into the coping mechanisms of Grade
12 students during the post-COVID classroom transition. By identifying effective strategies and
the challenges students face, the research will help educators, schools, and policymakers
improve support systems to enhance students' adjustment to post-pandemic education.

B. RESEARCH LOCALE:
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Purpose of the Study:

used by Grade 12 students in post-COVID classes. The study focuses on understanding the
challenges students face in transitioning back to in-person learning and identifying the
strategies they employ to adapt to the changes in the educational environment.

2. CONTENT:
Geographical Location
This study will be conducted in [Specify Region, City, or Country]. The exact locations within this
area will include a mix of urban, suburban, and rural schools to provide a comprehensive
understanding of how students in different settings adjust to post-COVID education. The study
will include Grade 12 students from public and private high schools to capture a diverse range of
experiences and perspectives.

For example:
Urban Area: A school located in the capital or a metropolitan area with access to resources such
as technology, extracurricular activities, and stronger educational infrastructure.

Suburban Area: A school in a medium-sized town or suburban area with moderate access
to resources and opportunities.
Rural Area: A school in a rural or remote area with limited access to technology, educational
resources, and infrastructural support.
These areas will be selected to represent the different contexts in which Grade 12 students may
have had varying experiences with the COVID-19 lockdown and the transition back to in-person
learning.

3. Rationale for the Choice of Site:

The selection of this study site is based on the desire to understand how students from different
geographical and socio-economic backgrounds adapt to the changes imposed by the COVID-19
pandemic. By studying a diverse range of schools in urban, suburban, and rural areas, the
research will be able to capture variations in the adjustment strategies and challenges faced by
students in different contexts.

Key Rationale for the Choice of Site:

Diversity of Experiences: Students in urban, suburban, and rural areas likely faced different
challenges during the pandemic. Urban students may have had more access to digital learning
tools and resources, while rural students may have struggled with internet access and limited
learning materials. Studying a variety of locations helps ensure that the study reflects these
different realities.
Comprehensive Insights: By including students from different types of schools (public and
private) and various geographical settings, the study will offer a more comprehensive view of
the adjustment strategies students use. This diversity allows for a broader understanding of how
contextual factors influence student experiences and coping mechanisms.
Equitable Representation: Focusing on multiple geographical locations ensures that the study
captures a wide range of socio-economic backgrounds. This will allow the research findings to
reflect the experiences of students who may have had different levels of support during the
transition back to in-person classes.
Relevance to Educational Policy: Schools in diverse areas face unique challenges in supporting
students. The research will provide valuable insights for educators, policymakers, and school
administrators, helping them create tailored interventions to better support students in their
adjustment to post-COVID education.

4. Specific Schools to be Included:

Urban Schools: These will be large high schools located in cities with easy access to educational
resources like internet connectivity, digital learning platforms, and extracurricular activities.
Students in these schools may have had better access to online learning during the pandemic,
and the focus will be on how they readjust to in-person education.

Suburban Schools: These schools typically cater to middle-class communities, and

students may have faced a different set of challenges in terms of balancing home learning and
schoolwork. The research will look at how these students, with somewhat limited resources
compared to urban areas, adjust to post-COVID learning environments.

Rural Schools: Located in more remote areas, these schools often have limited access to
technology and may have experienced more significant disruptions during online learning. The
research will focus on the challenges faced by students in these schools and the innovative
strategies they may have employed to cope.

5. Conclusion:
By conducting this study in a range of geographical locations—including urban, suburban, and
rural areas—the research aims to gather a diverse range of perspectives on the adjustment
strategies used by Grade 12 students. This multi-site approach will provide a richer, more
nuanced understanding of how different student populations are adjusting to post-COVID
education. The insights generated will contribute to a deeper understanding of the challenges
and coping mechanisms that students use across various educational contexts and socio-
economic backgrounds.

C. POPULATION AND SAMPLING PROCEDURE

Population and Sampling Procedure for the Title:
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes
1. Purpose of the Study:
The purpose of this study is to explore and describe the adjustment strategies used by Grade 12
students as they transition from online learning to in-person classes following the COVID-19
pandemic. The research aims to understand the challenges students face and identify the
coping strategies they employ to adapt to post-COVID education. The population and sampling
procedure will ensure that the study includes a diverse group of students, representing various
geographical, socio-economic, and educational contexts.

2. Content:
Target Population:
The target population for this study consists of Grade 12 students who have experienced the
transition from online learning back to in-person education after the COVID-19 pandemic. These
students will be drawn from public and private secondary schools across urban, suburban, and
rural areas to ensure a broad range of experiences and challenges.
Grade 12 students: The study will specifically focus on students in their final year of secondary
education, who are adjusting to post-pandemic school environments while preparing for
graduation.
Students from different educational settings: Including both public and private schools to
capture different resources and support systems.
Geographically diverse: Representing urban, suburban, and rural locations to reflect the
diversity of student experiences across different socio-economic contexts and educational
infrastructures.

Sampling Technique:
To ensure a robust and representative sample, a stratified random sampling technique will be
used for the quantitative component, combined with purposive sampling for the qualitative
data collection.

1. Stratified Random Sampling (Quantitative Component):

Stratified random sampling will be used to ensure that different subgroups of Grade 12 students
are adequately represented in the sample. The population will be divided into distinct strata
based on key characteristics, and random sampling will be conducted within each stratum to
ensure diversity in the sample.

Strata Definition:
1. Geographical Location: Urban, suburban, and rural students.

2. Type of School: Public and private schools.

3. Socio-economic background: Implicitly captured through the selection of schools from

diverse regions and sectors.

Sampling Process:
Identify schools from urban, suburban, and rural areas, ensuring a variety of settings in terms of
resources and challenges.
Randomly select students from each school to ensure a balanced representation of different
groups, including gender, socio-economic status, and academic performance.
This ensures that the sample is both representative and comprehensive, capturing the
experiences of students from diverse backgrounds.
2. Purposive Sampling (Qualitative Component):
Purposive sampling will be employed to select specific students for in-depth qualitative data
collection, including interviews and focus groups. This technique will be used to identify
students who have had significant experiences or varying strategies for adjusting to post-COVID
education, allowing for rich insights into their personal adjustment processes.

Criteria for Selection:

Students who have experienced challenges with the transition (e.g., academic struggles,
emotional adjustment).
Students who have successfully adapted or employed unique coping strategies.
Students from diverse backgrounds, ensuring representation from urban, suburban, and rural
settings.

Purpose: Purposive sampling will provide a deeper understanding of individual experiences,

allowing the researcher to explore specific cases in detail that are representative of common
adjustment strategies among the larger population.

3. Sample Size Determination:

The sample size for the study will be determined based on both the quantitative and qualitative
components of the research.

Quantitative Sample Size:

For the survey component, the sample size will be calculated using a confidence level of 95%
and a margin of error of 5%. Given the total population of Grade 12 students in the target
region is not specified here, the general formula for sample size in a simple random survey can
be applied:
n = \frac{N \times Z^2 \times p \times (1-p)}{E^2 \times (N-1) + Z^2 \times p \times (1-p)}
n = sample size
N = total population size (e.g., total number of Grade 12 students in the target region)
Z = Z-value for a 95% confidence level (Z=1.96)
p = estimated proportion of students using a specific adjustment strategy (0.5 for maximum
variability)
E = margin of error (0.05 for 5%)
For example, if the target population of Grade 12 students is 10,000, the required sample size
would be approximately 370 students. This number can be adjusted based on the actual size of
the population.

Qualitative Sample Size:

For qualitative data collection, in-depth interviews and focus groups will be conducted. 20-30
students will be selected for interviews and focus groups. These participants will be chosen
based on their willingness to provide detailed insights into their adjustment strategies and
experiences.

Interview Sample: 20 students, selected through purposive sampling, will participate in

one-on-one interviews. These students will represent a mix of experiences and challenges,
ensuring a comprehensive understanding of adjustment strategies.

Focus Groups: 2-3 focus groups of 6-8 students each will be held to allow for discussion and
sharing of experiences. The focus groups will be organized based on geographical areas (e.g.,
one for urban students, one for rural students) to capture the impact of location on adjustment
strategies.
4. Rationale for the Sampling Procedure:

Stratified Random Sampling:

This method ensures a diverse and representative sample, which is crucial for generalizing the
findings to the broader population of Grade 12 students. By considering factors such as
geography and school type, stratified random sampling ensures that the experiences of
students in urban, suburban, and rural settings are all included. This also helps to understand
how students from different socio-economic backgrounds and school types employ various
adjustment strategies.

Purposive Sampling for Qualitative Data:

Purposive sampling is ideal for gathering in-depth information from students who have unique
or particularly relevant experiences related to the research questions. By selecting students who
have faced specific challenges or who have employed notable strategies for coping, the
researcher can explore the depth and effectiveness of these strategies in more detail. This
method ensures that the qualitative data provides valuable insights that might be missed in a
purely quantitative survey.

5. Conclusion:
The sampling procedure, using stratified random sampling for the quantitative survey and
purposive sampling for qualitative data collection, ensures that the study will be representative
of the diverse experiences of Grade 12 students across different geographical and socio-
economic backgrounds. With a sample size of approximately 370 students for the survey and
20-30 students for interviews and focus groups, the study will be able to provide a
comprehensive understanding of the adjustment strategies used by students as they transition
from online to in-person education after the COVID-19 pandemic.

D. RESEARCH INSTRUMENT
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Purpose of the Study:

The purpose of this study is to explore and describe the adjustment strategies used by Grade 12
students as they transition from online learning to in-person classes following the COVID-19
pandemic. The research aims to understand the challenges students face and the coping
strategies they employ to adapt to post-COVID education. The research instruments are
designed to gather comprehensive data through multiple methods to ensure robust findings.

2. Content:
Research Instruments Used:
To achieve the objectives of this study, a mixed-methods approach will be used, combining
quantitative and qualitative data collection tools.

The main research instruments will include:

1. Questionnaires (for quantitative data collection)
2. Surveys (for broader data collection)
3. Interview Guides (for qualitative data collection)
These instruments will be developed to capture both general trends and in-depth, personalized
insights into how Grade 12 students are adjusting to post-COVID classes.
1. Questionnaires (Quantitative Data Collection)

Purpose:
The questionnaire will be designed to gather data on the specific adjustment strategies
employed by Grade 12 students after transitioning from online to in-person learning. It will
explore areas such as academic adjustments, emotional coping mechanisms, social interactions,
and technological usage. The data collected from the questionnaire will be analyzed
quantitatively to identify trends, patterns, and correlations.
Content of the Questionnaire:
Demographic Information: Age, gender, socio-economic background, geographical location
(urban, suburban, rural), and type of school (public or private).
Adjustment Strategies: A Likert-scale section (1 = Strongly Disagree, 5 = Strongly Agree) to
assess students' use of specific strategies, such as time management, study techniques, seeking
emotional support, and adapting to face-to-face interactions.
Challenges Faced: Multiple-choice and rating scale questions on the challenges encountered
during the transition (e.g., academic difficulties, mental health issues, peer relationships,
adjusting to the new school routine).
Technology and Learning Tools: Questions related to students' comfort and proficiency with
digital tools, as well as how they use technology in their post-COVID learning environment.

Example Questions:
"I feel confident using digital tools (e.g., online learning platforms) for my classes."
"I have difficulties adjusting to in-person classes after online learning."
"I manage my academic tasks effectively after transitioning to in-person learning."
"I seek support from friends or family when feeling stressed about school."

Format:
The questionnaire will include closed-ended questions (multiple-choice, Likert scale) for
quantitative analysis, with a few open-ended questions at the end to gather additional insights.

2. Surveys (Broader Data Collection)

Purpose:
A broader survey will be conducted to obtain a more general view of the adjustment strategies
among Grade 12 students across various schools and regions. This tool will allow the research
team to capture a larger, more diverse sample and identify common patterns in the adjustment
process.
Content of the Survey:
The survey will be similar in structure to the questionnaire but will be distributed to a larger
group of students across multiple schools.
It will include Likert scale questions, multiple-choice questions, and ranking questions to gauge
the effectiveness of various adjustment strategies.
The survey will also gather data on students' self-reported academic performance, emotional
well-being, and overall school satisfaction after the COVID-19 transition.

Example Questions:
"How much support have you received from your teachers to adjust to in-person learning?"
"How comfortable are you with the current in-person learning schedule?"
"What challenges did you face when returning to school after the pandemic?"

Format:
This survey will be distributed digitally (via email, school platforms) or in paper format,
depending on accessibility.
3. Interview Guides (Qualitative Data Collection)

Purpose:
The interview guide will be used for in-depth, qualitative interviews with a selected group of
students. These interviews will provide richer, more detailed information about the personal
experiences of students in adjusting to post-COVID education. The interview guides will allow
the researcher to probe deeper into individual experiences and strategies, providing valuable
context to the quantitative data collected from the questionnaires and surveys.

Content of the Interview Guide: The interview guide will include open-ended
questions that allow students to describe their experiences in their own words. The interviews
will be semi-structured, allowing the interviewer to ask follow-up questions based on the
responses, ensuring a detailed exploration of the students' experiences.

Example Interview Questions:

"Can you describe some of the challenges you faced when transitioning from online to in-
person learning?"
"What specific strategies have you used to overcome any difficulties in adjusting to post-COVID
education?"
"How have your relationships with teachers and classmates changed since the pandemic?"
"What role has technology played in your adjustment process?"
"Do you feel that your mental health or well-being has been affected by returning to school in
person?"

Format:
The interviews will be conducted either in-person or via video calls (depending on accessibility).
Each interview will last approximately 30-45 minutes, allowing for deep exploration of the
student’s experience.

3. Development and Piloting Process:

Development Process:
The research instruments (questionnaire, survey, and interview guide) will be developed with
input from literature on student adjustment during post-pandemic transitions, existing surveys
on coping strategies, and expert educators. The instruments will be designed to be clear,
concise, and easy for Grade 12 students to understand.
Questionnaire/Survey Development: Based on a review of previous research on educational
transitions and adjustment strategies post-COVID, the questions will be framed to assess the
most relevant dimensions of adjustment (e.g., academic, emotional, social, technological).
Interview Guide Development: The interview questions will be developed to explore personal
narratives and experiences, allowing students to reflect on their unique adjustment processes .

Piloting the Instruments:

Before the main data collection begins, the instruments will undergo piloting to ensure their
reliability, clarity, and effectiveness in gathering the desired data.

1. Pilot Questionnaire and Survey:

The questionnaire and survey will be piloted with a small sample of 15-20 Grade 12 students.
These students will provide feedback on the clarity of the questions, the ease of completing the
instrument, and the relevance of the questions.
Adjustments will be made based on feedback to ensure the questions are not ambiguous and
are directly related to the research objectives.

2. Pilot Interviews:
A small number of 3-5 students will participate in pilot interviews. The interview guide will be
tested to ensure the questions prompt meaningful, detailed responses and the interview
process flows smoothly.
Based on pilot feedback, modifications will be made to the interview guide to improve question
phrasing or sequence.
Feedback and Revisions: After piloting, feedback from the pilot group will be analyzed, and any
unclear or problematic questions will be revised or removed. The final instruments will be
adjusted to enhance their ability to capture the full range of adjustment strategies among Grade
12 students.

4. Conclusion:
The use of questionnaires, surveys, and interview guides will provide a comprehensive and
nuanced understanding of the adjustment strategies used by Grade 12 students in post-COVID
education. The instruments will allow the collection of both quantitative data (for broad trends)
and qualitative data (for in-depth insights), ensuring a holistic approach to the research. By
piloting the instruments, the study will ensure that the tools are effective, reliable, and clear for
students to complete, ultimately leading to more meaningful and accurate data.

E. VALIDITY AND RELIABILITY

Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Purpose of the Study:

The purpose of this study is to explore and describe the adjustment strategies used by Grade 12
students as they transition from online learning to in-person classes following the COVID-19
pandemic. To ensure the accuracy and consistency of the research findings, it is essential that
the data collection instruments (questionnaires, surveys, and interview guides) are both valid
(measuring what they are intended to measure) and reliable (producing consistent results). This
section outlines how validity and reliability will be ensured throughout the study.

2. Content:
Validity of the Instruments:
Validity refers to the degree to which a research instrument measures what it is intended to
measure. The following types of validity will be assessed for the instruments used in this study:
content validity, construct validity, and criterion-related validity.

1. Content Validity:
Content validity refers to the extent to which the instrument covers the full range of the
concept being studied. In this case, the instrument must comprehensively measure the different
adjustment strategies Grade 12 students use to cope with the transition from online to in-
person classes.

Process:
Expert Review: To ensure content validity, the questionnaire, survey, and interview guides will
be reviewed by a panel of experts, including educators, psychologists, and researchers
specializing in educational transitions or post-pandemic studies. They will assess whether the
instruments capture all relevant dimensions of adjustment strategies, such as emotional coping,
academic strategies, social reintegration, and the use of technology.

Literature Review: The instrument design will also be based on a thorough review of
existing literature on adjustment strategies and coping mechanisms in educational settings,
particularly in the context of post-pandemic transitions.

Revisions: Based on expert feedback, any areas that may have been overlooked or
inadequately addressed will be revised or expanded.

2. Construct Validity:
Construct validity refers to whether the instrument truly measures the theoretical construct of
"adjustment strategies" as intended. This ensures that the questions are measuring aspects of
adjustment (academic, emotional, social) rather than unrelated or irrelevant constructs.

Process:
Factor Analysis: A preliminary exploratory factor analysis (EFA) will be conducted on the survey
and questionnaire responses to ensure that items group into appropriate categories that align
with the theoretical constructs of adjustment (e.g., academic adjustment, emotional coping,
social adjustment).

Item Analysis: Items that do not contribute to the intended construct or show inconsistent
patterns in response will be revised or eliminated.

3. Criterion-Related Validity:
Criterion-related validity examines whether the instrument correlates with other measures that
assess similar constructs. This ensures that the instrument is producing results that are
consistent with external criteria or benchmarks.

Process:
Comparison with Existing Scales: To ensure criterion-related validity, the study’s instruments will
be compared with validated scales measuring similar constructs. For example, the "Coping
Strategies Scale" or "Adjustment to College Life Scale" could be used to compare responses
from Grade 12 students, ensuring that the adjustment strategies reported in the study align
with established measures of adjustment in education.
Concurrent Validity: If possible, a small subgroup of students could complete both the
study’s questionnaire and an existing, validated tool for adjustment, with the expectation that
the results from both instruments should correlate.

Reliability of the Instruments:

Reliability refers to the consistency and stability of the results produced by the instrument. In
this study, two major reliability measures will be used: internal consistency and test-retest
reliability.

1. Internal Consistency (Cronbach’s Alpha):

Internal consistency assesses the extent to which items on a test measure the same construct or
dimension. It ensures that the questions within the questionnaire, survey, and interview guides
are reliable and yield consistent results.

Process:
Cronbach’s Alpha: A Cronbach's alpha coefficient will be computed for each section of the
questionnaire and survey, with the goal of achieving a coefficient of 0.70 or higher, indicating
good internal consistency. The higher the value of alpha, the more consistent the items are in
measuring the same underlying concept (e.g., coping strategies, academic adjustment).
Subscales: Each major dimension of adjustment (e.g., academic, emotional, social) will be
treated as a separate subscale, and Cronbach's alpha will be calculated for each. If any subscale
has a low alpha value, it may indicate that the items within that subscale are not consistent with
one another, and they may need to be revised.

2. Test-Retest Reliability:
Test-retest reliability ensures that the instrument yields consistent results over time. If the
questionnaire, survey, or interview guide is administered to the same group of students at two
different points in time, the results should remain stable.

Process:
Pilot Testing: A small sample of 15-20 students will be asked to complete the questionnaire or
survey twice, with a two-week interval between administrations. This time frame is short
enough to minimize the impact of external factors but long enough to detect any
inconsistencies in responses.

Analysis of Stability: The test-retest reliability will be calculated using

Pearson’s correlation coefficient between the first and second set of responses. A high
correlation (e.g., 0.80 or higher) would indicate that the instrument is stable and reliable over
time.

3. Validity and Reliability Measures for the Interview Guide:

For the qualitative interview guide, while standard reliability and validity tests are less
commonly applied, the following strategies will be used:

Content Validity:
Expert Feedback: Similar to the survey and questionnaire, the interview guide will be reviewed
by experts in educational psychology and transition studies to ensure it comprehensively covers
the themes of adjustment strategies, emotional coping, and academic/social adaptation.

Reliability:
Inter-rater Reliability: To ensure consistency in coding and interpreting qualitative data, inter-
rater reliability will be assessed. Multiple researchers or trained raters will independently code a
subset of interview data, and the consistency of their coding will be measured. A high degree of
agreement (e.g., >80%) will indicate good reliability in the qualitative analysis process.

4. Conclusion:
By using a combination of validity tests (content, construct, and criterion-related) and reliability
measures (Cronbach’s alpha, test-retest, and inter-rater reliability), this study will ensure that
the instruments used to collect data are both accurate and consistent. These rigorous methods
of testing the validity and reliability of the instruments will help ensure that the findings about
adjustment strategies among Grade
12 students in post-COVID classes are robust, meaningful, and trustworthy.

F. DATA GATHERING PROCEDURE

Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Purpose of the Study:

The purpose of this study is to explore the adjustment strategies procedure outlines a
systematic and ethical approach to collecting data using questionnaires, surveys, and interviews.
This ensures the research is conducted with integrity, respects participants' rights, and follows
proper academic procedures.

2. Content:
Permission and Ethical Considerations:
Before initiating data collection, ethical approval and permissions will be obtained to ensure the
study adheres to ethical standards and respects the rights of participants.

1. Ethical Approval:
Institutional Review Board (IRB) Approval: Approval will be sought from the relevant ethics
committee or Institutional Review Board (IRB) of the participating educational institutions or the
researcher's university. The application will outline the research goals, methodology, and how
the rights of participants will be protected.

2. Informed Consent:
Parental Consent: Since the study involves Grade 12 students (likely minors), informed consent
will be obtained from their parents or guardians. This will include details about the research, its
goals, the voluntary nature of participation, and the students' rights to withdraw at any time
without consequences.
Student Assent: In addition to parental consent, students will be required to sign an assent
form, which confirms their understanding of the study and agreement to participate.

3. Confidentiality and Anonymity:

Participants will be informed that their responses will be kept confidential and anonymous. Any
identifying information, such as names or contact details, will be removed from data collection
tools and reports to ensure privacy.
Data will be stored in a secure location (e.g., encrypted digital files, locked cabinets for paper
copies) and accessible only to the research team.

4. Voluntary Participation:
Participants will be informed that their involvement is completely voluntary, and they have the
right to withdraw from the study at any stage without any penalties or impact on their academic
standing.

5. Ethical Guidelines for Data Handling:

All data collected will be used solely for the research purposes and will not be shared with
unauthorized individuals. Any publication or presentation of results will only include aggregate
data and will not reference individual students.

Phases of Data Collection:

The data collection process will be divided into three phases to ensure thoroughness,
organization, and systematic gathering of both quantitative and qualitative data.

Phase 1: Pre-Data Collection (Preparation and Permissions)

1. Finalizing Research Instruments:

The research team will finalize the data collection instruments (questionnaires, surveys, and
interview guides), ensuring they are refined based on expert feedback, piloting results, and
alignment with the study’s objectives.

2. Obtaining Permissions:
Institutional Permissions: Permission will be sought from school administrators to conduct the
study at the selected schools. This may involve submitting the research proposal and explaining
the study’s objectives, methodology, and ethical considerations.
Parental and Student Consent: As outlined earlier, informed consent will be collected from
parents and assent from students to ensure compliance with ethical standards.

3. Pilot Testing:
A small-scale pilot of the questionnaires, surveys, and interview guides will be conducted with a
group of 10-15 Grade 12 students who are not part of the main study sample. This will allow the
research team to test the clarity and effectiveness of the instruments, make adjustments if
necessary, and address any unforeseen issues in the data collection process.
Phase 2: Data Collection (Main Data Gathering)

1. Administering the Questionnaires and Surveys:

Distribution: Once the necessary permissions are obtained, the research team will distribute the
questionnaires and surveys to the target group of Grade 12 students. These can be distributed
through digital platforms (e.g., Google Forms, school learning management systems) or in-
person (paper format), depending on the accessibility and convenience for the students.

Completion and Submission: Students will be given clear instructions on how to

complete the questionnaire or survey, with a set deadline for submission. The process will be
supervised to ensure that students fully understand the questions and are able to complete the
forms independently.

2. Conducting the Interviews:

Selection of Interview Participants: From the pool of students who complete the questionnaires
and surveys, a subset (approximately 10-15 students) will be selected for in-depth interviews.
These students will be chosen based on their responses to survey questions, ensuring diversity
in their adjustment experiences.

Scheduling Interviews: Interviews will be scheduled at a convenient time for the students and
conducted either in-person or via virtual platforms (e.g., Zoom, Google Meet). The interviews
will be recorded (with consent) to ensure accuracy in data analysis.

Conducting Interviews: The interviews will be semi-structured, guided by the interview

guide but flexible enough to allow students to share their unique experiences in detail. Each
interview will last approximately 30-45 minutes.

3. Monitoring and Support:

During the data collection phase, the research team will monitor the progress, address any
challenges faced by participants, and offer support if students encounter difficulties completing
the questionnaires or surveys.
Phase 3: Post-Data Collection (Data Analysis and Reporting)

1. Data Cleaning and Preparation:

Once all data has been collected, the research team will review the responses to ensure
completeness and accuracy. Any incomplete or invalid responses will be excluded from analysis.
Transcription of Interviews: Interviews will be transcribed verbatim. Any identifiable information
will be removed to maintain confidentiality.

2. Data Analysis:
Quantitative Data: The data from the questionnaires and surveys will be entered into a
statistical software (e.g., SPSS, Excel) for analysis. Descriptive statistics (e.g., means, frequencies)
will be computed to understand general trends in adjustment strategies. Correlational or
comparative analysis may be conducted to explore relationships between variables (e.g.,
academic adjustment and emotional coping).

Qualitative Data: The interview transcripts will be coded and analyzed thematically using
qualitative analysis software (e.g., NVivo) or manual coding. The research team will identify
recurring themes related to adjustment strategies and coping mechanisms.

3. Interpretation and Reporting:

Once the data has been analyzed, the results will be interpreted in light of the research
questions. The findings will be presented in a clear and structured manner, discussing the
various adjustment strategies, challenges, and recommendations for supporting Grade 12
students post-pandemic.
A final report will be prepared and shared with relevant stakeholders (e.g., school
administrators, teachers, students, and possibly for publication in academic journals).

3. Conclusion:
The data gathering procedure for this study on "Adjustment strategies among Grade 12
students for the post-COVID classes" will be carried out in an organized, systematic, and ethical
manner. By obtaining the necessary permissions, ensuring ethical considerations, and following
a structured process for data collection across multiple phases, the research team aims to
collect high-quality, reliable data. This process ensures the protection of participants’ rights and
the integrity of the findings, ultimately contributing valuable insights into the adjustment
strategies used by students during the post-COVID educational transition.

G. DATA ANALYSIS
Adjustment Strategies Among Grade 12 Students for the Post-COVID Classes

1. Purpose of the Study:

The purpose of this study is to explore and describe the adjustment strategies employed by
Grade 12 students as they transition from online learning back to in-person classes after the
COVID-19 pandemic. The data analysis process will systematically examine both quantitative
and qualitative data to identify key patterns and insights regarding these adjustment strategies.
This section outlines the specific methods and tools that will be used for data analysis, including
statistical analysis, thematic analysis, and procedures for interpreting the results.

2. Content:
Methods for Analyzing Collected Data:
The analysis of collected data will involve both quantitative and qualitative techniques,
reflecting the mixed-methods design of the study. The goal is to combine the strengths of
numerical data with the depth of qualitative insights to provide a comprehensive understanding
of how Grade 12 students adjust to the post-COVID learning environment.

Quantitative Data Analysis:

Quantitative data collected from questionnaires and surveys will be analyzed using statistical
tools to examine the adjustment strategies of Grade 12 students. The analysis will focus on
identifying patterns, trends, and relationships within the data.
Statistical Tools and Software:
1. SPSS (Statistical Package for the Social Sciences):
SPSS will be used as the primary tool for analyzing quantitative data due to its robust
capabilities in handling large datasets and conducting advanced statistical analyses.
Descriptive Statistics: The first step in the analysis will involve calculating descriptive statistics to
summarize the responses. This will include:

Frequencies: To determine the most common adjustment strategies reported by students .

Percentages: To calculate the proportion of students using specific strategies (e.g., academic
coping, emotional strategies, or social reintegration).
Means and Standard Deviations: To understand the central tendency and variability in the data,
particularly for questions assessing the perceived effectiveness of different adjustment
strategies.

2. Inferential Statistics:
Correlational Analysis: To examine relationships between variables (e.g., emotional
coping strategies and academic performance). Pearson’s correlation coefficient will be used to
assess the strength and direction of these relationships.
T-tests or ANOVA: If comparing adjustment strategies across different groups (e.g., gender,
socio-economic status, or prior experience with online learning), independent samples t-tests or
ANOVA (Analysis of Variance) will be conducted. This will help determine if there are significant
differences in adjustment strategies between different student subgroups.

Regression Analysis: If applicable, regression analysis will be used to predict the impact
of specific factors (e.g., emotional coping) on overall academic performance or social
adjustment.

3. Data Cleaning and Preparation:

Data Validation: Before analysis, the data will be cleaned to ensure accuracy. This will involve
checking for incomplete, inconsistent, or outlier responses and addressing them appropriately
(e.g., removing invalid entries, correcting errors).
Reliability Testing: Cronbach’s alpha will be computed to ensure that the survey and
questionnaire items are internally consistent (i.e., the items are measuring the same construct,
such as coping strategies or adjustment).

Qualitative Data Analysis:

Qualitative data will be collected from interviews conducted with a subset of Grade 12 students.
The goal is to gain deeper insights into their experiences, challenges, and the specific strategies
they use to adjust to post-COVID learning environments. These interviews will provide a richer,
more detailed understanding of the personal and emotional aspects of student adjustment .

Thematic Analysis:
1. Transcription: All interview recordings will be transcribed verbatim, ensuring that the
spoken responses are accurately captured. Identifiable information will be removed to ensure
confidentiality.

2. Coding:
Initial Coding: Transcripts will be reviewed and coded using a deductive approach, where
predefined themes (e.g., academic adjustment, emotional coping, social reintegration) will
guide the initial coding process. New themes may also emerge inductively from the data.
Coding Process: Codes will be assigned to specific phrases or sections of the interview transcript
that correspond to key ideas related to the adjustment strategies. These codes will be labeled
and grouped into broader themes.

3. Theme Identification:
to After initial coding, related codes will be grouped together to form themes that reflect the
common adjustment strategies described by students. For example, a theme might be academic
coping, which includes codes related to studying habits, seeking help from teachers, or using
online resources.
Theme Refinement: Themes will be refined by reviewing the coded data to ensure that the
themes comprehensively capture the students’ experiences and adjustment strategies. This may
involve combining or splitting themes better reflect the data.

4. Data Interpretation:
Once the themes are finalized, the research team will interpret the findings by looking for
patterns, similarities, and differences in the students’ responses. For example, a theme related
to emotional coping might reveal that students primarily rely on personal reflection or peer
support, while academic coping might show varied strategies such as time management,
seeking help from teachers, or using digital tools for learning.

Contextual Analysis: The results will also be interpreted in light of the social, educational, and
psychological contexts, considering factors like the students’ prior experiences with online
learning and the specific challenges they faced during the transition back to in-person classes.
Procedures for Interpreting Results:
The analysis of both quantitative and qualitative data will lead to the interpretation of the
overall findings, which will be examined in the context of the research questions.

1. Quantitative Results Interpretation:

The descriptive statistics will provide an overview of the most common adjustment strategies
employed by Grade 12 students. The findings will show how frequently each strategy is used
and highlight any significant trends or patterns.
Inferential statistics, such as correlations or t-tests, will help identify relationships between
adjustment strategies and student characteristics (e.g., gender, academic performance). For
example, if there is a significant relationship between emotional coping and academic
performance, this will be discussed in the context of how emotional well-being influences
academic success.
The regression analysis will provide insights into which factors have the most significant impact
on student adjustment, helping to pinpoint the most critical strategies that promote successful
transitions back to in-person learning.

2. Qualitative Results Interpretation:

Thematic analysis will provide a nuanced understanding of the students' lived experiences. For
example, the themes of emotional adjustment, academic coping, and social reintegration will be
interpreted to understand how students manage their emotions, navigate academic challenges,
and reconnect socially after the pandemic.
The interpretation will focus on the depth of students' responses and provide specific examples
of adjustment strategies they describe, giving voice to their unique experiences.
Comparative analysis of different student subgroups (e.g., students with more online learning
experience vs. less experience) may provide additional insights into how the adjustment
strategies vary across contexts.

3. Conclusion:
The data analysis process for this study on Adjustment Strategies Among Grade 12 Students for
the Post-COVID Classes will utilize both quantitative and qualitative methods to provide a
comprehensive understanding of student adjustment. Statistical tools like SPSS will enable
robust analysis of survey data, identifying key patterns and relationships. Simultaneously,
thematic analysis of interview data will offer deeper insights into the personal experiences of
students, revealing the specific strategies they employ to cope with the challenges of
transitioning back to in-person classes. Through this mixed-methods approach, the study will
provide valuable insights into how Grade 12 students are adjusting to the post-COVID
educational landscape.