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Pamantasan ng Lungsod ng Muntinlupa
Brgy. Poblacion, Lungsod ng Muntinlupa
CChapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Research on transfer pupils is growing, but studies have not looked into
the phenomenon of transfer pupils’ adjustments and belongingness in learning.
Belongingness is very important for children’s mental health and wellbeing.
Children who feel that they are belong to school are happier, more relaxed and
have fewer behavioral problems. It would be easy for them to interact with other
people and will be able to share their thoughts and ideas confidently without
hesitation. They are also more motivated to learn and be more successful with
their school work. Belongingness is very important for the progress of the
children in developing their self-esteem and be confident to face whatever
circumstances that they will encounter.
The growing child is dependent on the immediate environment like the
house and the school to meet his growth needs. The concern, therefore' extends to
how the school facilities can be enhanced and improved to meet the growth needs
of the children. Every individual from the time he or she steps out of the family
and goes to school makes along series of adjustments between the whole unique
personality and the environment. The ardent desire of each boy and girl to
become an individual person having a healthy physique, a growing intellectual
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ability, a greater degree of emotional poise and increased participation in social
groups, such characteristics enhance one's personality (Singh, Tripathi & Mahato,
2014).
To recall the paraphrase of John Donne’s Devosion (1624), “no man is an
island, entire of itself; every man is a piece of the Continent, a part of the main”.
This means that all individuals interact with other individuals virtually every day
and that human beings necessarily depend on one another.
Background of the Study
The researchers, General Elementary Education students of Pamantasan
ng Lungsod ng Muntinlupa, College of Teacher Education, are highly dedicated
to determine the effects of Adjustment and Belongingness in learning of selected
Grade 4-6 Transferee Pupils in Putatan Elementary School. Basis for Proposed
L.O.V.E Learning Activity Booklet for Transferee Pupils.
The researchers noticed the struggles of transferee pupils in their learning
environment. It is hard for them to make friends and help is nowhere to be found.
In a classroom setting, when the teacher is asking them a question, they are
having a hard time raising their hands because they thought that their classmates
will make fun of their answers and lose the courage to speak and stand in front of
them. The feeling that they are not belong is really alarming. They will lose their
self-confidence and have a low self-esteem that will affect their mental health in
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the long term. It is important that the children need to feel that the school is a safe
place where people will care about them, where their needs for support, respect
and friendship will be met, and where they will be able to get help to work out
problems. Poor school adjustment leads to low academic achievement,
behavioural problems, discordant educational aspirations and even school dropout
that is why in this study, the researchers will explore the lives of transferees in
their learning environment.
Theoretical Framework
According to the Belongingness Theory of Baumeister and Leary
(1995) suggested that the need to belong is characterized by a need for regular
contact and the perception that the interpersonal relationship has stability,
affective concern, and is ongoing. In their seminal article on the importance of
sense of belonging to wellbeing, they proposed the ‘,belongingness hypothesis’,
suggesting that “human beings have a pervasive drive to form and maintain at
least a minimum quantity of lasting, positive, and significant interpersonal
relationship”. Failure to have belongingness needs met may lead to feelings of
social isolation, alienation, and loneliness. Thus, a sense of belonging can be seen
as a precursor to social connectedness. In their detailed analysis of the relevant
research, Baumeister and Leary argue that the need for belongingness is more
than the need for social contact. It is the need for positive and pleasant social
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contacts within the context of desired relationships with people other than
strangers. That is, the need for belongingness is satisfied by an interpersonal bond
marked by “stability, affective concern, and continuation into the foreseeable
future”. This relational context of interactions with other people is essential for
satisfying the need to belong. They also propose that people who are well-
enmeshed in social relationship should have less need to seek and form additional
bonds than people who are socially deprived. As their need for belonging has
been met, and is no longer such a significant drive, they do not express or display
the need for belonging as strongly as those for whom this need has not been met.
Importantly, however, individuals differ in the strength of their need to belong.
According to the Socio-Cultural Theory of Lev Vygotsky (1978, cited
Lantolf 2000). The sociocultural environment confronts children with a diverse
set of tasks and questions. In early stages, the child is completely dependent on
other people, especially on parents, who initiate his decisions while instructing
him what to do, how to do it and what not to do. Initially these are realized
through language, which plays a big role in the way the child adapts to the social
enheritance. Vygotsky (1978 cited Wertsch 1985) declares that the child receives
the knowledge initially through the contacts and interactions with people, and
then assimilates this knowledge adding the personal values in it. This passage
from the social to the personal qualities, is not a simple imitation but a transfer of
what has been learned from the interaction to the personal values. Vygotksy
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admits that this is what happens in schools. Children do not only copy what has
been offered by the teachers but also trasform them during the learning process.
According to this theory, the interaction between teachers and children has a
dynamic nature and learning happens as a result of this interaction. Vygotsky
(1978) states: “Every function in the child’s cultural development appears twice:
first, on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological). This applies
equally to voluntary attention, to logical memory, and to the formation of
concepts. All the higher functions originate as actual relationships between
individuals.
Conceptual Framework
Input Process Output
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Demographic profile of the respondents in terms

of:
Data Gathering
 Age
 Gender
 Grade level
Belongingness in learning of the respondents in

terms of:
 Teacher-student Relationship
 Peer-Relationship
Survey L.O.V.E Learning
 Family Involvement in School Questionnaire Activity Booklet

 Personal Engagement in Learning
for Transferee Pupils
Adjustment of the respondents in terms of:
 Social Interaction
 Interpsychological
 Intrapsychological
Figure 1. Research Paradigm
The chart represents the conceptual framework of the study wherein the
demographic profile of the pupils serves as the input. The analysis of data through
survey is the process and the significant relationship between the adjustment and
belongingness in learning, towards L.O.V.E Learning Activity Booklet for
transferee pupils as the output.
Statement of the Problem
This study attempted to determine the group belongingness and learning
adjustment of selected Grade 4-6 transferee pupils of Putatan Elementary School.
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Specifically, it sought to answer the following research question:
1. What are the demographic profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Grade Level
2. What are the belongingness in learning of the respondents in terms of:
2.1. Teacher-student Relationship
2.2. Peer Relationship
2.3. Family Involvement in School
2.4. Personal Engagement in Learning
3. What is the adjustment of the respondents in terms of:
3.1. Social Interaction
3.2. Interpsychological
3.3. Intrapsychological
4. Is there a significant relationship between adjustment and belongingness
in learning of selected Grade 4-6 pupils of PES?
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5. Based on the findings of the study what Learning Activity for transferee
pupils maybe proposed?
Hypothesis
The researchers advance to test this hypothesis:
There is no significant relationship between the adjustment and belongingness of
selected Grade 4-6 transferee pupils in Putatan Elementary School.
Significance of the Study
The outcome of the study reveals the relationship of the
adjustment and belongingness in learning of selected Grade 4-6 transferee pupils
in Putatan Elementary School towards L.O.V.E Learning Activity Booklet for
transferee pupils S.Y 2018-2019. It also benefit the following:
The Learners. The Pupils especially studying in Putatan Elementary School who
benefited much in this study for they are the reason why the researchers
conducted this research. They learn how to interact well with other people
regardless of what they’ve experience in the past and wherever they come from.
The Teachers. For an additional learning techniques and teaching strategies on
how to handle pupils having a hard time dealing with other people. To have an
opportunity to think of possible activities to help the child develop their learning
adjustment to their learning environment.
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The School Administrator. For added idea of how important of sense of
belonging and learning adjustment of the pupil to act socially for they plays an
important role in school.
The Future Researchers. They will be provided with ideas or insights on what
are the possible research topics that they will work in the future.
Scope and Limitation
The study desires to determine the relationship between adjustment and
belongingness in learning. In view of this matter, the researchers focus on
selected Grade 4-6 transferee pupils of Putatan Elementary School in a Year
2018-2019.
Definition of Terms
For clearer understanding, the following terms are defined operationally:
Adjustment- adaptation of transferee pupils in their new environment.
Belongingness - the needs of a transfer pupils to be accepted in the group.
Family Involvement in School- guiding and supporting their children in every
activity in school.
Interpsychological- (social level) interaction of a child towards other people.
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Intrapsychological- (individual level) thoughts and ideas within a child.
Peer Relationship- relationship of a child towards his/her friends. It can be a
positive or negative relationship.
Personal Engagement in Learning- the degree of attention, curiosity, interest,
optimism, and passion that students show when they are learning or being taught.
Social Interaction- exchange between two or more individuals and is a building
block of society.
Teacher-student Relationship- Teachers are able to assist students with
motivation and goal setting, and pupils can turn to them for advice and guidance.
Grade 4-6 Transferee Pupils- who transferred from one school to another
school.
Chapter 2
Review of Related Literature and Studies
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This chapter looks at a number of issues which are relevant to the study
undertaken. It endeavors to give literatures and studies from both foreign and
local bases that can provide the readers better insights into the researchers’
objectives.
Related Studies
Foreign
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Ftitache, B. (2015) conducted a study on Psychosocial and Educational
Adjustment of Ethnic Minority Elementary School Children in the
Netherlands. The results of the present thesis show that Dutch ethnic minority
children of non-Western origin have relatively more social and behavioral
problems in comparison to ethnic majority native Dutch children during the entire
elementary school period. This suggests that interventions aimed at reducing
adjustment problems among children of migrants could be more effective when
implemented at the very beginning of, or prior to elementary school. (2) Already
during the early years of elementary school, non-Western minority children are
being less liked by their peers in the classroom. This lower social position
assigned by their peers appeared to have a greater influence on the level of
externalizing problem behavior among non-Western minority children than
among Dutch natives. Interventions that target behavior modification among non-
Western minority children should take into account an increased vulnerability for
(forms of) social exclusion. (3) The relatively lower test scores of non-Western
minority children in the Dutch national End of Primary School Test in sixth grade
can be explained by their substantial developmental arrears in cognitive skills
(language, working memory, and attention). Relevant factors in the domains of
social and behavioral adjustment did not offer added value in explaining their
lower test scores. Interventions aiming to diminish ethnic disparities in
achievement may prove more effective if the stimulation and training of verbal
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and non-verbal cognitive skills among non-Western migrant youth are
implemented at an early stage and in an intensive manner. (4) The present
research is the first to investigate the course of psychological and social
adjustment among elementary school children with a non-Western family migrant
background. Although relatively large level-differences were found, there was no
evidence for a different pattern of development over time. These children
therefore appear to show a similar, and thereby also a normative development
comparable to that of Dutch native children. (5) There was no evidence for a
possible bias in teacher report of oppositional and aggressive behavior as a
function of children’s ethnicity. Teachers applied comparable behavioral
assessment criteria irrespective of children’s ethnicity. Also, peers were found to
confirm the ethnic differences in problem behavior as reported by the teachers.
Magelinskaitė-Legkauskienė, Š. Legkauskas, V., & Kepalaitė, A.
(2018) conducted a study on Teacher perceptions of student social competence
and school adjustment in elementary school. The results of the present study
indicate that teacher perception of social competence is an important factor in
teacher perceptions of school adjustment in the 1st and 2nd grades of elementary
school. They found strong links between both interpersonal and learning related
social competence and academic achievement in both the 1st and 2nd grade.It was
found that for the 1st graders higher interpersonal social competence was linked
to higher student–teacher relationship closeness, while higher learning-related
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social competence was linked to lower conflict. Similar result was obtained in the
second grade concerning closeness, while student–teacher relationship closeness
was predicted by both interpersonal and learning-related social competence.
Analysis of links between teacher perceptions of social competence and school
anxiety revealed significant relationship between those two variables in both the
1st and 2nd grades. Higher interpersonal social competence in the 1st grade was
linked to both lower social anxiety and lower general anxiety, while higher
learning-related social competence was linked to lower general anxiety.
It was found that interpersonal social competence predicted social anxiety, while
learning-related social competence predicted general anxiety in school. These
results suggest that while social competence as a whole predicts school
adjustment, more detailed analysis of links between different aspects of social
competence and school adjustment indicators may be warranted in order to
formulate more effective interventions for promotion of well-being of students in
elementary school.
Bouchard, K. L., & Berg, D. H. (2017) conducted a study on Students'
School Belonging: Juxtaposing the Perspectives of Teachers and Students in
the Late Elementary School Years (Grades 4-8).The results suggested that
teachers and students have a shared understanding of the importance of student
belonging to school. However, their perceptions of the methods that promote
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student belonging differed in meaningful ways and will be discussed following
the articulation of the key themes from the student and teacher interviews. The
themes used to describe students’ perceptions and experiences of belonging were
classified as: belonging as foundational, reciprocated teacher–student
relationships, peer friendships, and school and extracurricular activities. The data
analysis process with the teacher transcripts procured two additional themes:
complexity of belonging, and commitment to belonging. To provide an overview
of students’ and teachers’ responses to the interview questions, we will treat each
group of participants separately before assessing the nature and extent of
commonality between the two informant groups.The interviews with the students
and teachers demonstrated that both groups had a similar understanding of the
importance of feeling a sense of belonging to school. Students felt that it was
necessary to establish this sense early so that they could focus on their academic
and social commitments. The teachers also acknowledged the significance of
school belonging for their students and viewed belonging as a complex
phenomenon, one that is impacted by a variety of social–ecological factors (i.e.,
peer group, family, school, community). Broadly speaking, the teachers and
students in this study all emphasized similar belonging factors, such as the
important role of extracurricular and school-based activities, as well as
interpersonal relationships, particularly peer and teacher–student relationships. It
is promising that both groups had similar understandings of belonging, as this
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provides a valuable starting point from which to build. The two groups’
perspectives within these factors, however, differed meaningfully. Highlighting
these differences provides opportunities for teachers to expand their
understandings of student belonging in order to maximize student belonging in
the classroom and school.
C. Mustaffa & M. Ilias (2013) conducted a study on Relationship
between Students Adjustment Factors and Cross Cultural Adjustment: A
Survey at the Northern University of Malaysia. The aim of their study was to
examine the relationship between students’ adjustment factors and cross-cultural
adjustment in Malaysia. In general, the results indicated that there was a positive
relationship between academic adjustment, personal-emotion and environmental
factors with foreign students’ adjustment at UUM. Overall, foreign students at
UUM perceived that the support they received will also influence their adjustment
to UUM. Thus, an important finding in the present study relates to cross cultural
adjustment. Given the benefits of support for physical and psychological well-
being and adjustment, it is of concern that the majority of foreign students
perceived the difference in terms of adjustment between those who have
travelling experiences and those who did not. Interestingly, there was no
significant difference between genders in relation to adjustment. However, the
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relative importance that foreign students placed on host language proficiency is
noteworthy. Besides, the findings of this study also indicated that there are several
factors which most affected the process of adjustment of international students
which consist of academic factor, personal-emotion factor and also the
environment factor. These three factors had a strong relationship with the cross-
cultural adjustment. However, the other two factors such as intercultural
communication apprehension and socio-cultural factors do not really affect the
process of adjustment of international students at UUM. This might be because
the communication pattern in Malaysian culture is more flexible and makes it
easier for them to cope with and adjust to. From this perspective, the researcher
concludes that the language proficiency, traveling experience, level of education,
academic factor, personal-emotion factor and environmental factor play vital roles
in international students’ cross-cultural adjustment at Universiti Utara Malaysia.
Antje Bitterberg (2013) conducted a study on “Feeling a Sense of
Belonging in the Early Childhood Centre: An Exploration into a Community
of Practice”. Her exploration rooted in the vision of a democratic classroom in
which all voices are heard and takes place in an early years setting, or community
of practice, in Dublin Ireland. The aim of her study is to explore what it means to
belong to the particular community of practice from multiple perspectives. Her
objective is twofold: to respond to the ethical commitment as teachers, and to
explore the sense of belonging in a community of practice. Her study is a
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qualitative study conducted in three distinctive stages that build on each other. To
start, she immersed herself in the setting as a participant-observer for four days to
become familiar with routines and to build rapport. These participant-observer
informed the design of the focus groups in the second stage of her project in
which their sense of belonging was explored: One group consisted of five
children aged 44 months and 55 months, and one group of two teachers. In the
third stage of the data collected she conducted interviews with a parent, an Early
Childhood Education student, the centre manager, and another teacher. Her
findings highlight the ways in which the participants are respected for their
unique identities, while sharing some aspects of a social identity with other
members of their community. In addition, the findings revealed factors that
facilitate a sense of belonging. Children’s invaluable insight into their own
perspectives stands out as a strength of her research project, while a limitation lies
in the interpretation of the findings without consulting the children
In the Article of Adam Gutierrez (2017) entitled “10 Skills Modern
Teachers Need”. He stated that one of the biggest challenges for 21st century
educators is the role of technology in the classroom. As technology grows as an
influence to every day life, it is important for teachers to educate students on the
best way to use digital resources on the web and through new devices. He also
said that there are 10 of the most important skills that teachers need in the
classroom today. (1) Collaborative Online, wherein the teachers can create or
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share a youtube video of a classroom experiment or using another educator’s blog
to teach the fundamentals of geometry so that teachers can work together to teach
more effectively and gain peer support. (2) Adaptability, it is from changing an
exercise for a larger classroom to changing lesson plans based on the new testing
requirements, modern teachers need to be nimble to adapt to the ever-shifting for
keeping up with new learning styles as well. (3) Time Management, the planning
for breaks as well as lessons can help classroom stay on schedule consistently. (4)
Tech Fundamentals, learning the ins and outs of word processors, spreadsheets
and email can help save teachers time and allow easier organization. Learning
how to search the web effectively is also great way for educators to find the best
results. (5) Patience, it has been critical for educators from the beginning of time,
but it’s never been more important than in the hectic age today. (6) Team Work, it
is important for teachers to work with each other when class sizes are large and
resources scarce. Educators throughtout the school or across the web can work
together to get better results in their own classroom. (7) Organization, organizing
everything from digital lesson plan files to physical classrooms materials will
always pay off in the long run. (8) Creativity, Students will appreciate creative
ways to prepare for their exams that meet multiple learning styles at once. (9)
Constant Learning, teacher can use the numerous online resources for educators
to stay up on the newest trends in their field. (10) Healthy Parent Communication,
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parents and teachers have a more open line of communication by means of school
websites, homework portals, and email than ever before.
In the Article of Jan N. Hughes (2013) entitled “Teacher-student
Relationships and school Adjustment: Progress and Remaining Challenges”.
His research provided strong empirical support for the conclusion that the
provision of a supportive teacher-student relationship promotes students’
behavioural adjustment and academic achievement. This first generation of
research has also documented that supportive teacher-student relationships are an
educational asset from preschool through secondary school and buffer students at
risk for poor school adjustment. Second generation research aims to increase our
understanding of the development of these relationships, and the processes
responsible for their effects, as well as to evaluate theoretically-informed
interventions designed to enhance teacher-student interactions.
In the Article of Jacob T. N Young, Elizabeth Litzler (2013) entitled
“Confirmatory Factor Analysis of Transfer Student Adjustment”.They
emphasize that transfer students' adjustment to college has received substantial
attention by researchers. Students who transfer may experience adjustment
difficulties in domains other than academics (e.g., social and psychological). In
addition, studies indicate that student experience in college differs by gender and
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race, and there are increased calls to determine the factors that differentiate these
groups. Their study are important for researchers using such constructs in
research studies and for developing programs that specifically target the various
domains of transferee to adjust to their environment.
In the Article of Alexandra W. Logue. (2014) entitled “'Whither Thou
Goest, I Will Go'”. She emphasize that there is a large group of students often
overlooked whose completion of college we need to better track and encourage:
transfer students. They also emphasizes that we need to do a better job of
collecting and following transfer students’ data and of instituting policies that
help them to graduate, such as ensuring that their credits transfer. There are many
reasons that these students deserve full attention. However, one of the largest
subgroups of students transfer students is frequently being ignored. If we ignore
transfer students, we are continuing to disadvantage many students who have
been disadvantaged all their lives.
In the Article of David C. Braskamp, Larry A. Braskamp and Chris
R. Glass (2015) entitled “Belonging: The Gateway to Global Learning for All
Students” they analyzed data from the Global Perspective Inventory (GPI), a
national survey that measures undergraduate students’ ability to take a global
perspective by examining cognitive, intrapersonal, and interpersonal dimensions
of this key attribute of global learning. The GPI survey was designed to examine
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six interrelated dimensions of community. Students are asked the extent to which
(1) they feel part of a close and supportive community of friends, (2) they believe
their institution honors diversity and internationalism, (3) they understand the
mission of their institution, (4) they are challenged and supported, (5) they are
encouraged to develop their strengths and talents, and (6) they have a strong sense
of affiliation with their institution. The survey responses from 2011–2013 reveals
a consistent pattern. Along all six dimensions, first-generation college students
rated their sense of community significantly lower than did students with college-
educated parents; transfer students rated their sense of community significantly
lower than did non-transfer students; and international students rated their sense
of community significantly lower than their peers from the United States. While
significant differences exist across all six dimensions, the differences were most
pronounced in first-generation, transfer, and international students’ sense of
belonging to a close and supportive community of friends. In their research,
students’ sense of identity and their sense of social responsibility are the two
dimensions that correspond most directly with students’ views of their campus as
a supportive, challenging, and encouraging community. These intrapersonal and
interpersonal dimensions of global learning locate students’ everyday encounters
in the broader matrix of global processes. They also found a strong relationship
between social interactions on campus and students’ views of themselves as
global citizens. They examined four dimensions of faculty-student interaction: (1)
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discussion of course topics, ideas, or concepts outside of class; (2) discussion of
academic performance; (3) faculty challenges to student views and perspectives
during class; and (4) faculty presentation of issues and problems from different
cultural perspectives. They found that all four dimensions are strongly associated
with students’ overall sense of community.
NICHOLAS M. RZONSA (2016) conducted a study on Perceptions and
meanings of belongingness within an orchestra: a narrative study. This study
uncovers ways in which a sense of belonging can affect our lives and specifically
our performance in musical groups. It is a fundamental human need to feel
belongingness by forming positive and meaningful relationships with others, and
also describes how to achieve and maintain this belongingness. Baumeister and
Leary (1995) state that in order for belongingness to be a fundamental human
motivation, many criteria must be present among individuals who share social
bonds, and satisfying this need requires both frequent interaction and caring
context. While there is little research on sense of belonging among musical
groups, the experiences that are typical in such groups lend themselves well to the
concepts outlined by the authors, making them ideal settings in which to study
their theory.
Luce C. A Claesssens, Jan Van Tartwijk, Anna C. Van der Want,
Helena J M. Pennings, Nico Verloop, Perry J. den brok and Theo Wubbes
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(2016). Entitled “Positive teacher–student relationships go beyond the
classroom, problematic ones stay inside”. This studies show that teachers
acquire intrinsic rewards from positive relationships and experience negative
affect in problematic ones. However, more information on this process is needed
and to get a better understanding of the impact of teacher–student relationships on
teachers' professional and personal lives, Spilt, Koomen, and Thijs (2011 Spilt, J.
L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher well-being: The importance
of teacher–student relationships called for more in-depth measures using teachers'
self-reports to understand teachers' perceptions of interactions with students,
especially beyond early or elementary education. The study addresses this call,
focusing on high school teachers' perceptions of their self-proclaimed positive
and problematic relationships with individual students. Teachers' perceptions are
of importance because of both their influence on the development of these
relationships and because of their influence on teacher wellbeing.
Related Literature
Foreign
Past research that has investigated belonging has found that those who
report a high sense of belonging are more likely to report psychological benefits
such as wellbeing, increased self-esteem, and positive mood. Begen & Turner-
Cobb, (2015).
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Crouch, Keys, and Mc Mahon, (2014) also found the importance of
teacher support for student school belonging in a cohort of students with
disabilities. Using a mixture of self-report and objective measures (teacher
observations), data were collected for 115 students that explored the role of the
teacher-studentrelationship in school belonging for young people with and
without disabilities. As found by previous research, school belonging was lower
for students who perceived their relationship with their teachers as negative, and
higher in students who reported a positive relationship with their teacher.
Interestingly, it was found that the teacher’s ratings of a student’s school
belonging were consistent with the student’s self-reported ratings of school
belonging. This finding extends school belonging research, which is mostly
conducted through self-report measures by students and emphasises the
importance of the student- teacher relationship for school belonging.
Slaten and colleagues (2015) conducted a qualitative study examining
the educational needs of marginalised youth in at an alternative high school.
Researchers analysed the data collected from these interviews and generated
several domains, which were related to the educational needs that participants felt
their school wasmeeting. One of the salient themes cited by participants as an
educational need wastheir sense of belonging in school, and as part of that, the
genuine relationships students felt with teachers and/or administrators. Students
identify school belonging in the form of relationships with school faculty as a
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primary motivation to stay in schoolas opposed to dropping out (Slaten et al.,
2015). Thus, there is a role for support from school administrators as well as from
teachers to foster student school belonging. The literature also provides evidence
that it is not only the social support of teachers that is found to correlate with
school belonging, but also the academic support provided by teachers. Slaten et
al. (2014) examined the impact different types of belonging, including school, had
on the way students make career decision. The results demonstrated that school
belonging significantly contributed to career decision making, and the more a
student felt that they belonged in school the more confident they were in making a
career decision. (Slaten et. al., 2014).
Kolesovs and Melne (2017) said that studying a sense of belonging
within a higher education context is gaining currency.
Lambert, Stillman and Hicks (2013). All the places importance on the
need to develop a sense of belonging, also given the overall ramification towards
an individual’s sense of meaning. This research narrowed its focus to studying a
sense of belonging from the context of international students within an academic
context.
Yao (2016) He makes an argument that such a study is needed as it can be
a pre-cursor to interventions for academic and social integration. He emphasize
placed on understanding how a sense of belonging develops, given its link to how
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students potentially develop an affiliation and acceptance to the community
around them.
Maha Al-Hendawi (2015) Since the 1980s, research has been examining
the role of temperament in education. In particular, academic achievement and
school adjustment were among the first variables to be examined. Subsequently,
several studies have documented associations between temperament and either
academic achievement or school adjustment. However, no review of this literature
has been conducted to obtain a clear understanding of the findings of existing
research and the issues associated with them. Thus, the purpose of this article is to
review the literature relating temperament to academic achievement and school
adjustment. This review examined three areas in the study of temperament (a) the
definition of temperament, (b) the measurement of temperament, and (c) the
results of the reviewed studies. All the reviewed studies found significant
correlations between children's temperaments and school adjustment as well as
between temperament and academic achievement. Detailed descriptions of the
characteristics of the reviewed studies are provided. Considerations for future
research directions are also discussed.
Social behavior of children can also be affected by migration of either one
or both parents. In the previous study by Battistella and Conaco (1996), children
with absent mothers showed poorer social adjustment and suffered impeded
psychological development. But in the 2003 Scalabrini study, it showed that
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children have generally adjusted socially mainly because of the strong social
support from family members and relatives.
Yengimolki, S., Kalantarkousheh, S.M. and Malekitabar, A. (2015) in
their study Self-Concept, Social Adjustment and Academic Achievement of
Persian Students found that a significant relationship between self-concept and
adjustment. There was a significant correlation between academic achievement
and social adjustment, but there was no significant relationship between self-
concept and academic achievement.
Ganai, M.Y. and Mir, M.A. (2013) had studied on A Comparative Study
of Adjustment and Academic Achievement of College Students. The result of the
study indicated that no significant difference was found between male and female
college students in terms of total scores obtained on the adjustment scale. The two
groups also did not differ in terms of scores obtained separately on any dimension
of the adjustment scale. Furthermore the two groups showed no significant
difference in terms of their academic achievement.
Mansingbhai, T. and Patel, Y.H. (2014) had investigated on Adjustment
and Academic Achievement of Higher Secondary School Student. The findings of
the study revealed that male adolescent differ significantly on health, social and
emotional adjustment as compare to female adolescent. Significant difference was
also existed between male and female adolescent on academic achievement.
28
Related Studies
Local Studies
Ronel Mondragon Sapungan & Gina Madrigal Sapungan conducted a
study on Parental Involvement in Child’s Education: Importance, Barriers
and Benefits. This research article explicates the importance, barriers and
benefits of parental involvement in child’s education. The authors exemplify the
fact that parents’ involvement in their child’s learning process offers many
opportunities for success- improvements on child’s morale, attitude, and
academic achievement across all subject areas, behavior and social
adjustment (Centre for Child Well-Being, 2010). This study underscores that the
most common obstacle to parental participation is the parents’ pessimistic attitude
towards supporting school where their children are enrolled in, and the “we-
don’t-care-attitude” among parents. It further elucidates the truth about
parents’ role in the personal and academic performance of the child, as revealed
by Conway and Houtenville’s (2008) study, stating that “parental effort is
consistently associated with higher levels of achievement, and the magnitude
of the effect of parental effort is substantial.” Pinantoan (2013), Olsen
(2010), and Henderson and Berla (1994) corroborate this contention and
other claims on the importance and benefits of parental participation in the
child’s holistic development.
29
Maricel (2017) conducted a study on Sociocultural Adjustment of
Foreign Students in the Philippines. This study determines the foreign students
usually deal with adjusting to the culture of the host country and may feel
invisible during their classes. They are also face by the pressure of living
independently which make them feel lonely, homesick and isolated from the
domestic students. Foreign students face depression due to ‘lack of concentration
and low motivation’ with regards to their academics and social life. Hence,
sociocultural adaptation appears to be vital in the overall academic achievement
of foreign students. It is influenced by various factors that support ‘culture
learning and social skills acquisition. Foreign students feel a sense of
belongingness and acceptance from their peers and professors would positively
affect their academic stay in the host university. Aside from the behavioral aspect,
cognitive adaptation is also an important factor in determining the sociocultural
adaptation of foreign students.
Related Literature
Local
Teresita Tanhueco-Tumapon (2017) entitled “Creating a culture of
student engagement”. She stated that, besides intellectual engagement,
emotional engagement nurtures belongingness, deciding what they wish to learn
and how they can aptly demonstrate their learning gains, emotional engagement is
30
one other form to nurture in students a sense of belonging. This entails
mechanisms that ensure students can open up to adults, such as guidance
counselors, about study-related as well as personal problems. “The basic theory
is that students will be more likely to succeed if at least one adult in the school is
meeting with a student regularly, inquiring about academic and non-academic
issues, giving advice, and taking an interest in the student’s out-of-school life,
personal passions, future aspirations, and distinct learning challenges and needs.”
This support fosters “emotional engagement.”
Verma and Kumari (2016) studied the academic achievement of children
at elementary stage in relation to their adjustment. The findings of the study
revealed that, significant relationship exists between adjustment and academic
achievement of elementary school students. It was also found that, significant
relationship exists between adjustment and academic achievement of both male
and female elementary school students. It was found that, adjustment of
elementary school students is affected by gender.
According to Educational Sciences: Theory and Practice (2017),
entitled “School Belonging of Adolescents: The Role of Teacher-Student
Relationships, Peer Relationships and Family Involvement”. This study
examines the extent to which teacher-student relationships, peer relationships, and
family involvement can be used to predict a sense of school belonging among
adolescents, according to gender. The sample of the study consists of 815 students
31
enrolled in nine state primary schools in the central districts of Mersin, Turkey.
The data was gathered with "Sense of School Belonging," "Teacher-Student
Relationships," "Peer Relationships," and "Family Involvement" sub-scales, after
adapting these into Turkish, and then analyzed through a stepwise regression
analysis statistical method. The results of the analyses for the total sample
revealed that teacher-student relationships, peer relationships, family involvement
at home, and family involvement at school are the respective significant
predictors of a sense of school belonging among adolescents. The results also
indicated that both teacher-student relationships and the peer relationships play a
significant role in the ability to predict a sense of school belonging for both
genders. However, it was also found that family involvement at school has a
significant predictive role in a sense of school belonging among boys, whereas
family involvement at home has a significant predictive role in a sense of school
belonging among girls.
According to Marjolein Zee & Helma M. Y. Koomen (2016), entitled
“Teacher Self-Efficacy and Its Effects on Classroom Processes, Student
Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of
Research”. This study integrates 40 years of teacher self-efficacy (TSE) research
to explore the consequences of TSE for the quality of classroom processes,
students’ academic adjustment, and teachers’ psychological well-being. Via a
criteria-based review approach, 165 eligible articles were included for analysis.
32
Results suggest that TSE shows positive links with students’ academic
adjustment, patterns of teacher behavior and practices related to classroom
quality, and factors underlying teachers’ psychological well-being, including
personal accomplishment, job satisfaction, and commitment. Negative
associations were found between TSE and burnout factors. Last, a small number
of studies indicated indirect effects between TSE and academic adjustment,
through instructional support, and between TSE and psychological well-being,
through classroom organization. Possible explanations for the findings and gaps
in the measurement and analysis of TSE in the educational literature are
discussed.
According to Vaz et.al. (2015) current study highlight the need for
primary schools to foster belongingness among their students at an early age,
transfer students’ belongingness profiles as part of the hand-over documentation.
Most of the factors that influenced schools belongingness before and after the
transition to secondary are amenable to change.
According to Vural et.al. (2014) the sense of belonging to school can be
described as the perception of students as individuals, respecting their existence,
and supporting them in the social environment of the school. SEBES can be
considered a valid and reliable tool for measuring primary students’
belongingness to school. Future research should be conducted to explore students’
33
sense of belonging to school based on this 2-factor model across different
cultures.
Imray Nur, Yaşare Aktaş-Arnas, Burcu Sultan Abbak, Mustafa Kale
(2018) entitled “Mother-Child and Teacher-Child Relationships and Their
Associations with School Adjustment in Pre-school”. This research aims to
investigate the contributions of Turkish pre-school children’s levels of positive/
conflicting relationships with their mothers and close/conflicting relationships
with their teachers in predicting their adjustment to school. The sample of the
study consists of 190 six-year-old children attending public pre-schools in Adana
(a city in southern Turkey), as well as their mothers and teachers. For the data
analysis, hierarchical regression analysis has been conducted. The results of the
study show the positive relationship established with the mother and teacher to be
related to an increase in children’s school-adjustment behaviors. A positive
relationship has been noted for positive mother-child relationships with children’s
cooperative participation, self-directedness, and total school adjustment. The
results indicate a positive link for closeness in the teacher-child relationship with
school liking, cooperative participation, self-directedness, and total school
adjustment. Additionally, a positive relationship has been observed for the
conflictive teacher-child relationship with school avoidance. An inverse
relationship has also been observed for the conflictive teacher-child relationship
34
with cooperative participation, self-directedness, and school adjustment. As
conflicts with a teacher increase, the child’s school adjustment decreases.
The results of this study are compatible with previous findings related to
this field. The results show positive relationships that have been established with
mothers and teachers to be in in line with increases in school adjustment
behaviors, whereas conflictive behaviors with teacher are related to decreases in
school adjustment behaviors. These findings considerably contribute to the related
literature. No relationship, however, was found for the conflictive mother-child
relationship with children’s school adjustment.
Synthesis of the study
The drawing skills and experiential learning like Magelinskaitė-
Legkauskienė, Š. Legkauskas, V., & Kepalaitė, A. (2018) they said that Teacher
and student interaction is important by cause of this the student can interact to
their invironment and easly adjust on where they belong. They found also that
interpersonal social competence can help the student interact positively to get
along to others to predict their general anxiety in school. Bouchard, K. L., &
Berg, D. H. (2017) like on the study of Magelinskaitė-Legkauskienė, Š.
Legkauskas, V., & Kepalaitė, A. They also emphasize the importance of the
interaction between the Teacher and student. Its Important to share thoughts to
each other to promote the belonging of the student on school. Teacher and student
35
interaction can demonstrate the similar understanding and the feeling of sense of
belonging to school. By the help of this the student can easily and focus on their
academic performance and Extra cullicular activities. Antje Bitterberg (2013) the
aim of her study is to explore what it means to particular community or place of
the person. She conducted an interview his respondent is parent, childhood
education student, manager and Teacher. Her findings is participant are respected
for their identities while sharing their aspects and social identity.
Chapter 3
RESEARCH METHODOLOGY
36
This chapter contains the methodology used in conducting this study,
including research design, a description of the sample, the instrument used, data
collection, methods and strategies, and finally techniques for the quantitative
analysis of the collected data.
Research Design
This study determined the Grade 4-6 Transferee Pupils at Putatan
Elementary School at the Academic Year 2018-2019. The descriptive correlation
method used in this study. The descriptive correlation method defined as
involving the collection of data to test hypothesis to answer question according to
current state of the study. Since the study is concerned with the Grade 4-6
Transferee Pupils at Putatan Elementary School at the, Academic Year 2018-
2019, the descriptive method is the most appropriate to use in gathering data. The
researchers made the survey questionnaire consisting of three Parts: The Personal
Information, including the, age, gender, and grade level in Putatan Elementary
School.
Respondents of the study
37
The respondents of the study were the Grade 4-6 Transferee Pupils of
Putatan Elementary School officially enrolled for the Academic Year 2018-2019.
The researchers chose the Transferee Pupils as the respondents because of their
major concerns.
Sampling Technique
The Purposive Sampling technique was used to determine who among the
respondents qualifies as subject of the study. The Purposive Sampling, also
referred to as judgement, selective or subjective sampling is a non-propability.
Sampling Method that is characterized by a deliberate effort to gain representative
samples by including groups or typical areas in a sample.
The researchers gave questionnaire to the respondents for participation.
The researchers choose the transferee pupils as respondents of their study. The
process continued until the research was completed by the respondents. A letter
was sent to each respondents stating the purpose of the research and completed
the survey within the timeframe.
The Research Instrument
In conducting the study, the researchers utilized a self-made questionnaire,
with survey questions as the major source in gathering primary data in answering
the entire question stated one the statement of the problem. To assess the response
of the respondents, the researchers utilized a four-point rating scale with 4 as the
38
highest and one of the lowest. A four point like scale was used to determine the
response for each performance indicator to be measured.
4 - Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly disagree
Data Gathering Procedure
The researchers began by seeking the permission of the Administrators of
Pamantasan ng Lungsod ng Muntinlupa (Dean) to undertake a study regarding the
Adjustment and Belongingness in Learning of Selected Grade 4-6 Transferee
pupils in Putatan Elementary School at the College of Teacher Education,
Academic Year 2018-2019. The letter also indicated the needed documents for the
study as well as the details in administering the questionnaires to the target
respondents. Once the letter was signed, the researchers prepared copies of the
survey questionnaire. After the preparation, the researchers personally requested
the participants to accomplish the approved questionnaire. The researchers
explained the purpose of the study and it’s implication to College of Teacher
Education especially to the students. The target respondents were given at least 30
39
minutes to 1 hour to answer the survey questionnaire. The researcher collected the
accomplished questionnaire from the participating respondents.
Gathering and tabulating of data were made after the entire questionnaire
was collected. To further correct the tabulation, the researchers sought the
statistician to interpret and analyze the result that was collected result, and was
used as basis in making conclusions and recommendations of the study.
Statistical Treatment of Data
The following descriptive statistics were used:
1. Percentage- was used to describe how part relates to its whole in
frequency and percentages distribution in discussing of respondents.
It is determined by the formula:
Where:
P = percentage
f = frequency of the sample data
n = total number of samples
2. Weighted Mean- was used to identify the trend of the responses of the
respondents.
Weighted Mean Formula:
40
Where:
= weighted mean (WM)
x = weighted mean of each section
N = total number of the respondents
f = frequency of each section
3. Ranking- was used to present the order of importance of the data
gathered.
4. T-test – was used to compare to different set of values. It is generally
performed on a small set of data. T-test is generally applied to normal distribution
which has a small set of values. This test compares the mean of two samples. T-
test uses means and standard deviations of two samples to make a comparison.
T-test formula:
Where:
N= is the number of respondents
t = t value
r = value of r using Pearson r
41
n – 2 = degree of freedom
5. Standard Deviation- was used to measure of how spreads out numbers
are.
Standard deviation formula:
Where:
= sigma
= is the mean value of the population
= is the summation (or total)
6. Frequency- was used to identify the number of wave cycles or
revolutions per second.
Frequency formula:
Where:
f = is the frequency of the wave
v = is the velocity or wave speed
2 = is the wavelength of the wave
42
7. Product Momentum Correlation Coefficient or Simply Pearson r - one
of the statistical treatments was used in comparing to the independents samples.
The formula for finding the Pearson r is:
Where:
n = number of the student
= correlation between x and y
= summation of x
= summation of y
= summation of product of x and y
= summation of
= summation of
8. Likert’s Scale
43
This is a non-comparative scaling technique and is unidimensional
(only measure a single trait) in nature. Respondents were asked to indicate their
level of agreement with a given statement by the way of an ordinal scale.
Scale Numerical Rating Descriptive Rating
4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 - 2.5 Disagree
1 1.00 – 1.75 Strongly Disagree
9. Pearson’s Product Moment Correlation or Pearson’s r.
It is an interval/ratio measure of association indicating the existence,
degree and/or direction of relationship between variables. It symbolized as r.
Practically, r is used when data and samples treated are generally in the normal
curve.
Formula:
r= n(xy) - (x)(y)
√(n∑x - (∑x )(n∑y -∑y)
Where: r = Pearson r
∑𝑥� = Sum of the products of the paired scores
∑𝑥 = Sum of x scores
∑� = Sum of y scores
44
N = Number of pairs of scores
Interpretation:
0.90 – 1.0 = Perfect Positive Correlation / Perfect Negative Correlation
0.80 – 0.89 = Very High Positive Correlation / Very High Negative Correlation
0.60 – 0.79 = High Positive Correlation / High Negative Correlation
0.40 – 0.59 = Moderate Correlation / Marked Correlation
0.20 – 0.39 = Low Correlation / Substantial Correlation
0.0 – 0.19 = Slight Correlation / Negligible Correlation
E. T-Test
Formula:
t= r√N-2 √ 1- r
Where: t –test for Pearson r ranking
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
45
This chapter includes the presentation, analysis and interpretation of data
by the researchers. The results of the study are presented in tabular form and were
interpreted in accordance to the main objective of the study.
The objectives of the study were to determine the relationship between
“Adjustment and Belongingness in Learning of Selected Grade 4-6 Transferee
Pupils in Putatan Elementary School towards L.O.V.E Learning Activity Booklet
for Transferee Pupils.”
The data from the questionnaire were statistically analyzed by a
statistician.
1. Demographic profile of the respondents

Table 1
Frequency Distribution of the respondents in terms of Age
Age Frequency Percentage

9 years old 6 13%
10-12 years old 39 85%
13-14 years old 1 2%
15 years old 0 0%
Total 46 100%
Table 1 presented above shows the frequency distribution of the
respondents’ age. This implies that the most of our respondents are with the age of
10-12 years old.
Table 2
46
Frequency Distribution of the respondents in terms of Gender
Sex Frequency Percentage

Male 21 46%
Female 25 54%
Total 46 100%
Table 2 shows the frequency distribution of respondents’ gender. As the
table shows that the highest respondents is female.
Table 3
Frequency Distribution of the respondents in terms of Grade Level
Grade Level Frequency Percentage

Grade 4 13 28%
Grade 5 18 39%
Grade 6 15 33%
Total 46 100%
Table 3 presented above shows the frequency distribution of the
respondents’ Grade Level. This implies that most of our respondents are Grade 5
Level in Putatan Elementary School.
2. Belongingness in learning of the repondents

Table 4
Belongingness in Learning of the respondents in terms of teacher-
student Relationship
Statements WM VI Ranking
1. My Teacher acknowledeges 3.73 Strongly Agree 1
Our differences.
47
2. My teacher is always open to 3.24 Agree 5

suggestions
3. My Teacher is happy and very 3.46 Agree 4
positive.
4. My Teacher takes time to assist 3.48 Agree 3
me whenever I need help.
5. My Teacher motivates me 3.70 Strongly Agree 2
through inspiring teaching.
Average Mean 3.52 Strongly Agree
Table 4 shows the perception of the respondents in Teacher-student
relationship: Statement 1 got a mean score of 3.73, rank 1 and verbally interpreted
as Strongly Agree.
As by John Hattie (2015), entitled of “How to develop positive teacher-
student relationships”. He identified a number of influences related to effective
learning and achievement. Some of these influences included teaching strategies,
classroom discussion, classroom cohesion, teacher expectation, teacher
immediacy, teacher credibility and classroom behaviour. Establishing a positive
and supportive classroom environment, combined with productive relationships
between teachers and their students, will provide a platform in which students are
encouraged and motivated to grow both academically and personally.
In another study, Gillespie (2002) recognised that the inherent qualities of
a student-teacher relationship (caring, knowing, trust and mutual respect) and a
teacher’s rapport with students resulted in a classroom environment where
students were affirmed and supported to achieve their best.
48
Table 5
Belongingness in Learning of the respondents in terms of Peer Relationship
Statements WM VI Rank
1. I enjoy helping others. 3.61 Strongly Agree 1
2. I share my things to my 3.15 Agree 4
classmates.
3. I don’t have trouble 3.04 Agree 5
communicating verbally.
4. I would like to have a lot of 3.46 Agree 3
friends.
5. I am there when my friends need 3.59 Strongly Agree 2
me.
Average Mean 3.37 Agree
Table 5 shows the perception of the respondents in Peer Relationship:
Statement 1 got a mean score of 3.61, rank 1 and verbally interpreted as Strongly
Agree.
As by Veiga (2012, 2013), entitled of “Student’s engagement in school
and peer relations:” Stated that student’s engagement in school, seen as the
experience of centripetal connection of the student to the school, in specific
dimensions such as cognitive, affective, behavioural and personal agency.
Since it is important for youth to “fit in” with their peer group they may
also decide to participate in the same hobbies or activities as their friends. This
enables them to spend more time together and to bond over shared experiences. In
general, teens will gravitate toward peer groups with whom they share common
interests and activities, similar cultural backgrounds, or simply a similar outlook
49
on life. But oftentimes, as teens experiment with their identity, they may be
attracted to peer groups with very dissimilar interests.
Table 6
Belongingness in Learning of the respondents in Family Involvement in
School
1. My Parents encourage and 3.61 Strongly Agree 1
nurture my creativity.
2. My Parents helps me to do my 3.28 Agree 5
homework.
3. My Parents is asking me on how 3.39 Agree 3
was my day everyday.
4. My Parents prepares my food 3.43 Agree 2
everyday.
5. My Parents monitors my 3.37 Agree 4
learning progress in school.
Average Mean 3.42 Strongly Agree
Table 6 shows the perception of the respondents in Family Involvement in
School: Statement 1 got a mean score of 3.61, rank 1 and verbally interpreted as
Strongly Agree.
Parental involvement provides a support network for children, which is
particularly important when they face academic hurdles or other challenges with
friendships or extra-curricular activities. It also means you know where your
child's education journey is going and are able to be part of the highs and lows
along the way. As a result, children whose parents stay involved are more likely
50
to have higher self-esteem, be disciplined, have more self-motivation and tend to
achieve better grades, regardless of their ethnic, social or racial backgrounds.
According to Garcia and Thornton (2014), entitled of “Parental
Involvement in Education”. Their current research shows that the involvement of
family in learning helps to improve student performance, reduce absenteeism and
restore parent’s confidence in their children’s education. Learner’s with parent’s
or caregivers, who are involved in learner’s education, earn higher grades and test
scores, have better social skills and show improved behaviour. This is something
that we as a community and the world at large are in need of, as it would highly
contribute in reducing crime and poverty. Ideally it would help to have a greater
percentage of parental involvement in their children’s education.
Table 7
Belongingness in Learning of the respondents in terms of Personal
Engagement in Learning
1. I participate in class discussion 3.43 Agree 2
as part of my study.
2. I study harder to meet my 3.57 Strongly Agree 1
teacher standards or
expectations.
3. I come to class having 3.24 Agree 4
completed my readings or my
51
assignments.
4. I discuss ideas from my readings 3.07 Agree 5
or classes with my classmates.
5. I set plan and goals for my study. 3.35 Agree 3
Table 7 shows the perception of the respondents in Personal Engagement
in Learning: Statement 2 got a mean score of 3.57, rank 1 and verbally interpreted
as Strongly Agree.
Amabile (1998) stated that when a students, in general, are instrincsically
motivated , they tend to engage in their studies and projects for the challenge and
enjoyment of it, and when creative media students are motivated, their level of
performance improves. Therefore, teachers should create conditions that enable
students of various learning preferences and personalities to engage and
contribute. In this regard, student engagement is described as the tendency to be
behaviorally, emotionally, and cognitively involved in academic activities (Thijs
& Verkuyten, 2009)
Personal Engagement is not a gift or an award, and there’s nothing you
have to do. It is you right here, right now, and by existing you are engage without
doing anything more. Whether or not you know it, you are personally engaged.
Say, “I am personally engaged right now.”
3. Adjustment of the respondents
52
Table 8
Adjustment in Learning of the respondents in terms of Social
Interaction
1. I am happy playing with my 3.35 Agree 1
classmates.
2. I like talking to my classmates 3.13 Agree 4
about our past lessons.
3. I can freely expresses my 2.87 Agree 5
feelings towards other people.
4. I listen when my classmates are 3.20 Agree 3
speaking.
5. I like going to school because I 3.24 Agree 2
can make friends.
Table 9 shows the perception of the respondents in Social Interaction:
Statement 1 got a mean score of 3.35, rank 1 and verbally interpreted as Agree.
Roberts (2009) conducted an ethnographic study of an undergraduate
nursing program and found that friendship groups were used by students as a
support mechanism where they could “ask anything” to develop their own
understanding. This finding suggests that students who were categorized as
friends were seen as a valuable source of knowledge, which was not subject to a
hierarchical structure based on seniority or time served on the educational
program. On the other hand, Antonio (2004) found students tended to use friends
on their program of study as a “referral” point to judge their own academic
53
competency. That is to say, friendship groups may be used by individual students
as a mechanism to regulate their “academic self concept,” which refers to a
student’s perceived academic ability (Rodriguez, 2009).
The process of social comparison may therefore impact on how students
interact with their peers and their motivation to learn, which is associated with
understanding of concepts (Entwistle and Waterston, 1988; Kahu, 2013; Mega et
al., 2014).
Table 9
Adjustment in Learning of the respondents in Interpsychological
1. I learn best interacting with 3.17 Agree 2.5
others.
2. Study groups are very productive 3.33 Agree 1
to me.
3. I don’t want to do my 2.32 Disagree 5
assignments alone.
4. I often serve as a leader in our 2.89 Agree 4
group activities.
5. I like to get involved in 3.17 Agree 2.5
extracurricular activities outside
54
the classroom.
Table 10 shows the perception of the respondents in Interpsychological:
Statement 2 got a mean score of 3.33, rank 1 and verbally interpreted as Agree.
Lev Vygotsky extended this work by examining the relationship between
cognitive processes and social activities, developing the sociocultural theory of
development. The sociocultural theory of development suggests that learning
takes place when students solve problems beyond their current developmental
level with the support of their instructor or their peers. Thus both the idea of a
zone of proximal development, supported by positive group interdependence, is
the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al.,
2014).
In formal cooperative learning students work together for one or more
class periods to complete a joint task or assignment (Johnson et al., 2014).
Table 10
Adjustment on Learning of the respondents in Intrapsychological
1. I like to do my assignments with 3.35 Agree 2
my classmate.
2. I like to be involved in any 3.33 Agree 3
extracurricular activities.
3. I like talking to my classmates 3.11 Strongly Agree 4
about assignments.
55
4. I like to play with my friends 2.61 Agree 5

during recess.
5. I want to make my friends happy 3.54 Strongly 1
everytime we play. Disagree
Table 11 shows the perception of the respondents in Intrapsychological:
Statement 5 got a mean score of 3.54, rank 1 and verbally interpreted as Strongly
Disagree.
According to Vygotsky, a child already has some innate biological
characteristics of his brain. Society and culture only provide him “tools for
intellectual adaptations”. These tools vary in different cultures and societies.
Socio-cultural development with the help of these tools develops his human
intelligence and cognition.
A child can’t learn many things without society like language skills. They
need to be with people to learn how to use language. Similarly, people also
develop their own cognition by reading, interacting, using various tools, etc. So, a
person’s cognitive level and another person’s can be different. One child can be
curious, exploring, eager to learn and hardworking, while another child might not
be. Someone might be better at indoor games while someone at outdoor games.
People differ according to their cognitive development and their interests
4. Significant relationship between adjustment and belongingness in
learning of selected Grade 4 to 6 transferee pupils of PES.
56
Table 11
Significant Relationship between Adjustment and Belongingness in
learning of Selected Grade 4 to 6 Pupils of Putatan Elementary School
Belongingness Adjustment in r Interpretation t- P Decision

Learning value value value
Teacher- Social Interaction 0.546 Moderate 4.49 2.77 Reject
Student Correlation Ho
Relationship
Interpsychological 0.059 Slight 2.18 Accept
Correlation Ho
Intrapsychological 0.299 Low negative 2.11 Accept
Correlation Ho
Table 11 shows the significant relationship between belongingness and
adjustment in learning in terms of Teacher-student relationship. The t-value 4.49
is higher that p value and 2.18 and 2.11 are lesser than p value of 2.77. The
majority decisions is Accept Ho. Therefore, there is a significant relationship
between belongingness and adjustment in learning in terms of Teacher-student
relationship.
Table 12
Significant Relationship between Adjustment and Belongingness in Learning of Selected
Grade 4 to 6 Pupils of Putatan Elementary School

57
Peer Social Interaction 0.903 High Positive 3.79 2.77 Reject

Relationship Correlation Ho
Interpsychological 0.526 Moderate 2.58 Accept
Correlation Ho
Intrapsychological 0.158 Slight 0.99 Accept
Correlation Ho
adjustment in learning in terms of Peer relationship. The t-value 3.79 is higher
that p value and 2.77 and 2.11 are lesser than p value of 2.77. The majority
decisions is Accept Ho. Therefore, there is a significant relationship between
belongingness and adjustment in learning in terms of Peer relationship.
Table 13
Significant Relationship between Adjustment and Belongingness in Learning
of Selected Grade 4 to 6 Pupils of Putatan Elementary School

Family Social Interaction 0.519 Moderate 3.70 2.77 Reject
Involvement in Ho
School Correlation
Interpsychological -0.20 Low Positive 2.35 Accept
Correlation Ho
Intrapsychological -0.58 Moderate 1.32 Accept
Correlation Ho
58
adjustment in learning in terms of Family Involvement in school. The t-value 3.70
is higher that p value and 2.77 and 2.35 and 1.32 are lesser than p value of 2.77.
The majority decisions is Accept Ho. Therefore, there is a significant relationship
between belongingness and adjustment in learning in terms of Family
Involvement in School.
Table 14
Significant Relationship between Adjustment and Belongingness in Learning of
Selected Grade 4 to 6 Pupils of Putatan Elementary School

Personal Social Interaction 0.12 Slight 1.68 2.77 Accept
Engagement in Ho
Learning Correlation
Interpsychological 0.63 Moderate 2.53 Accept
Correlation Ho
Intrapsychological 0.79 Moderate High 1.35 Accept
Correlation Ho
59
adjustment in learning in terms of personal engagement in learning. The t-value
2.53 is higher that p value and 1.35, 1.68 are lesser than p value of 2.77. The
majority decisions is Accept Ho. Therefore, there is a significant relationship
between belongingness and adjustment in learning in terms of personal
engagement in learning.
5. Based on the findings of the study, what is the Learning Activities may
be proposed? The researchers proposed a learning activities entitled
“L.O.V.E (learn, observe, value, explore) Learning Activity Booklet for
the selected Grade 4-6 transferee pupils of Putatan Elementary School.
L– OVE
O– BSERVE
V– ALUE
Cuevas, Glory
E– XPLORE
Jean B.
Lugod, Mary 60
Activity Booklet
Cuevas, Glory Jean B.
Lugod, Mary Grace U.
Sadia, Angela L.
April, 2019
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and
recommendations offered by the researchers that are relevant to the study.
Summary of Findings
Results of the study revealed the following statement of the problem:
1. As for the demographic profile in terms of age, six (6) or 13% of the
respondents are in 9 years old. There are thirty-nine (39) or 85% of the
61
total population found in the age 10-12. The age 13-14 years old had the
frequency of 1or 2% of the total population. Lastly, the age range of 15
years old acquired the frequency of 0 or 0% of the total population.
2. As for the gender of respondents, twenty-one (21) of the respondents are
in the male population which is equivalent to 46% of the population
whereas a total frequency of twenty-five (25) is in the female population
which is equivalent to (54%).
3. As for the distribution of the respondents in terms of Grade Level, thirteen
(13) of the respondents are in Grade 4 which is equivalent to 28% while in
Grade 5 there are eighteen (18) of the respondents which is equivalent to
39% of the population whereas a total frequency of fiftheen (15) are in
Grade 6 which is equivalent to 33 %. There are a total of forthy-six (46)
respondents in Putatan Elementary Shool.
4. As for the statement of the problem, what is the belongingness in learning
in terms of Teacher-student Relationship, Peer Relationship, Family
Involvement in School and Personal Engagement in Learning, it was
found out that Teacher-student Relationship got the highest average mean
which is 3.52 and verbally interpreted as “Strongly Agree”.
62
5. As for the statement of the problem, what is the adjustment in learning in
terms of Social Interaction, Intrapsychological ang Interpsychological, it
was found out that Intrapsychological got the highest average mean which
is 3.19 and verbally interpreted as “Agree”.
6. Is there is significant relationship between Adjustment and Belongingness
in Learning of selected Grade 4 to 6 transferee pupils of Putatan
Elementary School? As for significant relationship, it was found out that
there is no significant relationship between the Adjustment and
Belongingness in Learning. Therefore, the Alternative Hypothesis was
rejected and the Null Hypothesis was accepted.
Conclusions
From the findings of this study, the researcher concluded that:
Majority of the respondents are in the age of ten to twelve (10-12) years old,
the highest number of transferees are in Grade 5 and the majority of the
respondents are in the female population. Under belongingness in learning the
Teacher-student got the highest weighted mean which became the most
remarkable result and among the adjustment in learning the Interpsychological
got the lowest weighted mean which was addressed in the proposed research
output. The study concluded that there is a significant relationship between
belongingness and adjustment in learning among the respondents, thus, an
activity booklet was proposed.
63
Recommendations
Based on the findings and conclusions devised by the researchers, the
following recommendations were made:
To the Teachers, to provide different strategies for new pupils to improve the
social interaction, so the pupils will not feel that they are not belong to the new
environment and so the smooth flow of adjustment will met.
To the Parents, to cooperate in their child’s school avtivities. It builds strong
connection and emotional bond to each other.
To the School Administrator, to provide seminar to teacher and parents for the
awareness of the child’s performance and create a program to help the pupils with
the social interaction happening inside the classroom.
To the Future Researcher, to conduct a follow-up study on
64
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APPENDICES
71
APPENDIX A
Survey Questionnaire
Dear Respondents,
We, the third- year students of Pamantasan ng Lungsod ng Muntinlupa
from the College of Teacher Education taking General Elementary Education as
major, are presently working on our study entitled “Adjustment and
Belongingness in learning of selected Grade 4-6 transferee Pupils in Putatan
Elementary School Towards L.O.V.E (learn, observe, value, explore)
72
Learning Activity Booklet for Transferee Pupils.”. You are chosen as one of
the respondents in this study.
-The Researchers
I. DEMOGRAPHIC PROFILE
Direction: Answer the following questions. Put a check ( ) mark on the box
provided.
Name: __________________________________ (optional)
Age: 9 yrs. Old 13- 14 yrs. Old
10- 12 yrs. Old 15 and Above
Gender: Male Female
Grade Level: Grade 4 Grade 6
Grade 5
Direction: Please answer the questions carefully and truthfully by placing a
check ( ) mark on the box.

4- Strongly Agree
3- Agree
2- Disagree
1- Strongly Disagree
4 3 2 1
Belongingness in Learning
Strongly Agree Disagree Strongly
Agree
73
Disagree
A. Teacher-student Relationship
1. My teacher acknowledges our differences.

(Ang aking guro ay kinikilala ang aming pagkakaiba.)
2. My teacher is always open to suggestions.
(Ang aking guro ay bukas sa kahit anong opinyon.)
3. My teacher is happy and very positive.
(Ang aking guro ay masiyahin at positibo.)
4. My teacher takes time to assist me whenever I need help.
(Ang aking guro ay binibigyan kami ng oras kapag
nangangailangan kami ng tulong.)
5. My teacher motivates me through inspiring teaching.
(Ang aking guro ay binibigyan kami ng inspirasyon sa
pamamagitan ng masiglang pagtuturo.)
B. Peer Relationship
1. I enjoy helping others.

(Ako ay nasisiyahan sa pagtulong sa aking kapwa.)
2. I share my things to my classmates.
(Ako ay nagbabahagi ng aking mga gamit sa aking mga kaklase.)
3. I don’t have trouble communicating verbally.
(Ako ay hindi nahihirapang makipag-usap sa ibang tao.)
4. I would like to have a lot of friends.
(Ako ay nagnanais na magkaroon pa ng maraming kaibigan.)
5. I am there when my friends need me.
(Ako ay laging nakaagapay sa tuwing kailangan ng mga kaibigan
ko ng aking tulong.)
C. Family Involvement in School
1. My Parents encourage my creativity.

(Ang aking mga magulang hinihikayat ako na maging
maabilidad.)
2. My Parents helps me to do my homework.
(Ang aking mga magulang ay tinutulungan ako sa paggawa ng
aking takdang-aralin.)
3. My Parents is asking me on how was my day everyday.
(Ang aking mga magulang ay tinatanong ako kung kamusta ako
araw-araw.)
4. My Parents prepares my food everyday.
(Ang aking magulang ay pinag hahandaan ako ng baon araw-
araw.)
5. My Parents monitors my learning progress in school.
(Ang aking mga magulang ay sinusubaybayan ang proseso ng
aking pagkatuto.)
4 3 2 1
D. Personal Engagement in Learning
74

Agree Disagree
1. I participate in class discussion as part of my study.

(Ako ay nakikiisa sa talakayan sa klase bilang parte ng aking
pagkatuto.)
2. I study harder to meet my teacher standards or expectations.
(Ako ay naga-aral ng mabuti upang makamit ang inaasahan sa
akin ng aking guro.)
3. I come to class having completed learning materials.
(Ako ay pumapasok sa paaralan ng may kompletong kagamitan
sa pagkatuto. sa aralin at may gawang takdang-aralin.)
4. I discuss ideas from my readings or classes with my classmates.
(Ako ay nagbabahagi ng aking natutunan sa aking mga kaklase.)
5. I set plan and goals for my study.
(Ako ay nagtatakda ng tamang oras para sa aking pag-aaral.)
4 3 2 1
Adjustment
Agree Disagree
A. Social Interaction
1. I am happy playing with my classmates.

(Ako ay masaya kapag nakikipaglaro ako sa aking mga kaklase.)
2. I like talking to my classmates about our past lessons.
(Ako ay nasisiyahan sa pakikipag-usap sa aking kaklase
patungkol sa aming aralin.)
3. I can freely expresses my feelings towards other people.
(Ako ay malayang makapagbahagi ng aking nararamdaman sa
ibang tao.)
4. I listen when my classmates are speaking.
(Ako ay nakikinig kapag nagsasalita ang aking mga kaklase.)
5. I like going to school because I can make friends.
(Ako ay nagnanais na pumasok sa aming paaralan para
magkaroon ng mga kaibigan.)
B. Interpsychological
1. I learn best interacting with others.

(Hilig kong makihalubilo sa ibang tao.)
2. Study groups are very productive to me.
(Nakakatulong sa akin ang pangkatang pag-aaral.)
3. I don’t want to do my assignments alone.
(Ayokong gawin ang aking takdang-aralin ng mag-isa.)
4. I often serve as a leader in our group activities.
(Ako ay kadalasang nagsisilbing lider ng gaming grupo.)
75
5. I like to get involved in extracurricular activities outside the

classroom.
(Ako ay nagnanais na makilahok sa anumang aktibidad sa labas
ng aming eskwelahan.)
C. Intrapsychological
1. I like to work with my classmates.

(Gusto kong gumawa kasama ang aking mga kaklase.)
2. I like to be involved in any extracurricular activities.
(Gusto kong makasama sa mga gawain sa ekstrakurikular.)
3. I like talking to my classmates about assignments.
(Gusto kong makipag-usap sa aking mga kamag- aral patungkol
sa takdang aralin.)
4. I like to play with my classmates during recess.
(Gusto kong makipaglaro sa aking mga kaklase tuwing oras ng
"recess".)
5. I like to have many friends.
(Gusto kong magkaroon ng maraming mga kaibigan.)
APPENDIX B
76
Request for Adviser
77
APPENDIX C
Request to conduct a Survey
78
APPENDIX D
Letter of Approval
79
80
APPENDIX E
Editor/ Grammarian’s
Certification
Editor/Grammarian
Certification
This is to certify that the thesis entitled
Adjustment and Belongingness in learning of selected Grade 4-6 Transferee
Pupils of Putatan Elementary School towards L.O.V.E Learning Activity Booklet
for Transferee Pupils
By:
Cuevas, Glory Jean B.
Sadia, Angela L.
Has undergone editing to achieve the grammatical and technical corrections
81
Certified by:
____________________________________________________
APPENDIX F
Curriculum Vitae

B5L20Ph3 St. Lucia st. Sto. Nino Village, Tunasan,
Muntinlupa City
09061857074
iamgrasyalugod@gmail.com
PERSONAL INFORMATION
Date of Birth : January 28,

1994
Place of Birth : Bayombong, Nueva Vizcaya
Age : 24 y/o
82
Height : 5’1
Weight : 65 kg
Gender : Female
Civil Status : Single
Language and Dialects : Ilocano, Tagalog, and English
Father’s Name : Mario C. Lugod
Occupation : Farmer
Mother’s Name : Jovelyn U. Lugod
Occupation : Vendor
Address : Bayombong, Nueva Vizcaya
EDUCATIONAL ATTAINMENT
Elementary : Casat Elementary School

Year Graduated : 2007
Secondary : Casat National Highschool

Year Graduated : 2012
Tertiary : Lyceum of Alabang

: 2014-2015
: Computer Engineering
: Pamantasan ng Lungsod ng Muntinlupa

: Bachelor of Elementary Education
: Major in General Education
: 2016- Present
83
84

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Pamantasan ng Lungsod ng Muntinlupa

Brgy. Poblacion, Lungsod ng Muntinlupa

THE PROBLEM AND ITS BACKGROUND

the phenomenon of transfer pupils’ adjustments and belongingness in learning.

Belongingness is very important for children’s mental health and wellbeing.

children in developing their self-esteem and be confident to face whatever

circumstances that they will encounter.

The growing child is dependent on the immediate environment like the

become an individual person having a healthy physique, a growing intellectual

ability, a greater degree of emotional poise and increased participation in social

To recall the paraphrase of John Donne’s Devosion (1624), “no man is an

and that human beings necessarily depend on one another.

Background of the Study

The researchers, General Elementary Education students of Pamantasan

ng Lungsod ng Muntinlupa, College of Teacher Education, are highly dedicated

to determine the effects of Adjustment and Belongingness in learning of selected

L.O.V.E Learning Activity Booklet for Transferee Pupils.

The researchers noticed the struggles of transferee pupils in their learning

problems. Poor school adjustment leads to low academic achievement,

behavioural problems, discordant educational aspirations and even school dropout

their learning environment.

According to the Belongingness Theory of Baumeister and Leary

affective concern, and is ongoing. In their seminal article on the importance of

sense of belonging to wellbeing, they proposed the ‘,belongingness hypothesis’,

least a minimum quantity of lasting, positive, and significant interpersonal

relationship”. Failure to have belongingness needs met may lead to feelings of

as a precursor to social connectedness. In their detailed analysis of the relevant

marked by “stability, affective concern, and continuation into the foreseeable

Importantly, however, individuals differ in the strength of their need to belong.

According to the Socio-Cultural Theory of Lev Vygotsky (1978, cited

Lantolf 2000). The sociocultural environment confronts children with a diverse

dynamic nature and learning happens as a result of this interaction. Vygotsky

(interpsychological) and then inside the child (intrapsychological). This applies

equally to voluntary attention, to logical memory, and to the formation of

concepts. All the higher functions originate as actual relationships between

Input Process Output

Demographic profile of the respondents in terms

Belongingness in learning of the respondents in

 Family Involvement in School Questionnaire Activity Booklet

Figure 1. Research Paradigm

belongingness in learning, towards L.O.V.E Learning Activity Booklet for

transferee pupils as the output.

Statement of the Problem

This study attempted to determine the group belongingness and learning

adjustment of selected Grade 4-6 transferee pupils of Putatan Elementary School.

Specifically, it sought to answer the following research question:

1. What are the demographic profile of the respondents in terms of:

1.3. Grade Level

2. What are the belongingness in learning of the respondents in terms of:

2.1. Teacher-student Relationship

2.2. Peer Relationship

2.3. Family Involvement in School

2.4. Personal Engagement in Learning

3. What is the adjustment of the respondents in terms of:

3.1. Social Interaction

4. Is there a significant relationship between adjustment and belongingness

in learning of selected Grade 4-6 pupils of PES?

pupils maybe proposed?

The researchers advance to test this hypothesis:

There is no significant relationship between the adjustment and belongingness of

selected Grade 4-6 transferee pupils in Putatan Elementary School.

Significance of the Study

The outcome of the study reveals the relationship of the