1

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Chapter I

INTRODUCTION

Background of the Study

A recent earthquake happened onMindanao with epicenter of

Tulunan,Cotabato with a magnitude of 6.7 on October 29, 2019.

Affecting its near areas which include Koronadal this cause the student

of Marbel 7 National High School to experienced 6.3 magnitude that

caused damages to some establishments and houses. Some buildings of

the M7NHS suffered from many cracks that leads to condemn 7

classrooms. So, shortage of classrooms follows and as remedy to solve

the problem, Grade 8 students needs to be transferred to SHS campus

due to the problem, this causes the students needs to adapt at their new

learning environment.

Adapting at new learning environment might be difficult considering the

students were not familiar on the said place, Interacting with new people

embracing the new learning environment, Some can totally adapt while

the others still needs adjustments.

The said learners may suffer from dilemma. Instead of coping with new

environment, they remain engrossed with their own world, which means

dilemma acts as a hindrance in coping up. Other students have houses

far from Senior High School campus, which means they need to spent

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money to ride vehicle to go to school. Coping a new learning environment

has effects on their academic performance and mental health.

According to Palak Lakhani, PayarKanwarChandel, Kusum Jain et al

(2017) School adjustment is the process of adapting to the role of being a

student and to various aspects of the school environment. Failure to

adjust can lead to mental health issues and school refusal or school

dropout and may require school counseling. The present study focuses

on school adjustment, motivation and academic achievement among

school students face many adjustments on school. Their successes in

negotiating these challenges predict academic achievement. If a child is

well adjusted to his environment, then he or she will be motivated to

excel in their activities assign during school, and it leads to academic

achievements. Academic achievements is greatly based upon adjusting

abilities of children. An individual is not born adjusted, it is his or her

capabilities that make his or her adjusted in any environment.

According to Burn-Nader (2013). "coping mechanisms are important

because they facilitate a person handling of a stressful experience if

someone is going through a tough time, positive coping mechanism

provide extra resources that can help the person deal with the demand of

stressors. Positive coping mechanisms increase hope and help one

feelhis/her stress could be manageable with support found in coping

pg. 3
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mechanisms". This study aims to determine the students ways on how

they comfortably cope up on this new learning environment in a way that

it give a positive impact on their behavior. Eventually, as using this as

their guide they will be able to know what is the importance of applying

mental behavior to pursue coping mechanism.

This study aims to determine the student’s ways on how they

comfortably cope up on this new learning environment in a way that it

give a positive impact on their behavior. Eventually, as using this as their

guide they will be able to know what is the importance of applying

mental behavior to pursue coping mechanism.

Statement of the Problem

Adaptive Coping Mechanism of Grade 8 learners towards New School

Environment

This study aims to determine the adaptive coping mechanism of Grade 8

learners towards new school environment. Specifically, by answering the

following questions:

1. Do Grade 8 learners have difficulties while adapting to new learning

environment?

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2. How do Grade 8 learners feel after transferring to Senior High School

campus?

3. What are the positive things they can say in transferring on senior

high school campus?

4. What are the adaptive coping mechanisms of Grade 8 learners towards

new learning environment?

Scope and Delimitation

This study aims to determine the Adaptive Coping Mechanisms of Grade

8 learners towards New School Environment, will be conducted during

the S.Y 2019-2020 during the Second Semester, on the Grade 8 students

specifically in the Section of Reverence, Humility, Loyalty, Devotion and

Piousness.

The purpose of this study is to identify how do they feel after transferring

to Senior High School Campus, the Grade 8 learners difficulties while

adapting to the new school environment, the positive things they can say

on transferring campus and last how can the Grade 8 Learners adapt on

their new school environment.

In order to Identify this we will use phenomenology study. To determine

the Adaptive Coping Mechanisms of the said learners.

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Significance of the Study

TO THE LEARNERS. In this study the learners will be able to identify

the importance of having adaptive coping mechanism and how will it give

impact on their daily life as learners.

TO THE TEACHERS. The teachers can also gain significance in this

study. They can use this as their basis to make activities that can help

learners to enhance their social skills.

TO THE COMMUNITY. By doing the study, they will be aware of the

learnerswelfare and situation, they can also held a symposium to discuss

this study.

TO THE PARENTS. Parents will be aware on how their children on

facing the said adapting difficulties.

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Chapter II
Review Related Literature and Studies

Related Literatures

Adaptation, According to Karla Correia and Alexandra Marques

2016,Transition to school is a highly demanding phase at intellectual,it

affects the students social and emotional level therefore there’s a need for

an opportunity for growth and development.

Klokmaniene, D., &Varnauskiene, J. (2017) and Osipchukova, E. V.,

Popova, N. V., &Popova, E. V. (2016), in this study problems of students’

adaptation in higher school are analyzed. It was revealed that a person

goes through adaptation stages of adaptation process: pre-socialization,

collision and change. In higher school the new students have to adapt to

new learning conditions, new teachers, groups of friends and

organization microclimate. The research results are presented,

Interdependence of personality and education environment in the

process of adaptation of student to new conditions is shown. Factors of

effective adaptation of personality to the changing in socio-cultural

environment are considered.

Paone, F. (2020), of learning environment is an organized space of

action, a place of relation both physical, mental and virtual able to

integrate emotional and cognitive aspects of the students,constructivist

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matrix helps to sustain school difficulties in a socio-cultural context

characterized by a deep change of communicational dynamics and, so,

of most popular modalities of communication and relation both between

teachers and students and among peer. The concept of learning

environment is displayed as functional to teacher’s work who is thought

as reflective expert who acts in uncertain contexts. Planning a learning

environment means simultaneously acting on different aspects which

affect educational dynamics, taking care

Coping Difficulties to newSchool Environment,According to Boon, H.

J. (2011) A sample of 1,050 regional Australian secondary students

participated in a study investigating the relationship between mobility

and academic achievement, , coping strategies, parental education, and

family structure were used to test the hypothesis that academic coping

strategies interact with mobility academic achievement linked to

mobility. The model accounted for 53% of the variance in achievement.

Analyses applied to a theoretical model indicated that positive coping

strategies protect students from behavioral problems and lower academic

achievement linked to mobility.

Compass, B. E. (2009), four challenges to the study of the development of

coping and regulation and outlines specific theoretical and empirical

strategies for addressing them: (1) to integrate work on coping and

processes of emotion regulation, (2) to use the integration of research on

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neuro‐biology and context to inform the study of coping, (3) to explore the

implications of dual process conceptualizations of automatic and

controlled processes for the development of coping, and (4) to articulate

how coping is organized around specific adaptive processes.

Muratori, P., Lochman, J. E., Bertacchi, I., Giuli, C., Guarguagli, E.,

Pisano, S., ... &Mammarella, I. C. (2019), The Coping Power Program has

been adapted as a universal prevention model (Coping Power Universal)

aimed to reduce children's behavioral difficulties in Italian primary and

nursery classes. The current study aimed to determine whether the

version of the Universal Coping Power for pre-schoolers could reduce

behavioral problems in school and home contexts, and could produce

transfer effects on children's pre-academic skills. 102 five-year-old

children who attended six pre-school classes located in Rovigo (Italy).

Classes were randomly assigned to the intervention or to the control

condition. Both parents and teachers indicated a significant reduction in

behavioral problems for Coping Power classes, and teachers rated

improvement in children's pre-mathematics, and language abilities. The

results of this study are promising, suggesting pre-schoolers’ social-

emotional and pre-academic skills may benefit from the Universal Coping

Power program.

Learners mechanisms to change, According to Cheung, C. S. (2019),

the association between parental involvement and adolescents’ school

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adjustment is in part channeled through adolescents’ development of

positive teacher–student relationships. Positive relationships between

teachers and students were in turn associated with core dimensions of

adolescents’ subsequent school functioning, above and beyond their

prior school functioning. Teacher–student relationships in part explained

the longitudinal association between parental involvement and

adolescents’ school functioning. (PsycINFO Database Record (c) 2019

APA, all rights reserved).

Corriveau, K. H., Ronfard, S., & Cui, Y. K. (2018),research has focused

on the development of children as learners, relatively little research has

focused on the development of children as teachers. Moreover, even less

research has focused on the potential cognitive mechanisms associated

with high-quality teaching,Wenote potential cultural differences in

children’s teaching and highlight the need for future research.

Chen, C. M. (2009),With the rapid development of Internet technologies,

the conventional computer-assisted learning (CAL) is gradually moving

toward to web-based learning. Additionally, instructors typically base

their teaching methods to simultaneously interact with all learners in a

class based on their professional disciplines in the traditional classroom

learning, Compared to the conventional classroom learning, individual

learners are the focus in web-based learning environments and many

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web-based learning systems provide personalized learning mechanisms

for individual learners.

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Chapter III
Methodology
Research Design

The researcher used the phenomenology study in gathering data in this

study. This design is used to determined the Adaptive Coping Mechanism

of Grade 8 learners toward New School Environment.

Locale of the Study

The place where the study will be conducted is in Marbel 7 National

High-School-Senior High School Campus, located at PurokBagongSikat,

Barangay Topland, City of Koronadal. The researchers choose to conduct

in their school because the researchers are the students of the school

and all the requisite of this study were found in this school.

Sampling Technique

Purposive sampling technique will be used in sampling or selecting the

participants. The participants are based on non-random sampling

technique. The participants were Grade 8 students of Marbel 7 National

High School-Senior High School. Their coping mechanism after they

experience earthquake.

After the respondents answered the questions asked by the researchers

about the Adaptive Coping Mechanism of Grade 8 learners toward New

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School Environment. In inclusion, the basis of the researcher in selecting

the participants were; Enrolled students of Marbel 7 National High

School particularly in the Grade 8 Students S.Y 2019-2020.

Instrument

The method that the researcher would use is qualitative research, we

would use Qualitative research in doing individual interviews to collect

and gathered data

Data Collection Procedure

The first step that the researcher will do is to ask a permit to conduct the

study. The researcher must secure the permission from the office of the

school principal and class adviser of Grade 8, S.Y 2019-2020, bysending

the letter of permission to their respective office. Then after that the next

step will be the administration of the research instrument.After the

approval of the permission letter the interview protocol will be

administered by the researchers to randomly selected Grade 8 students.

After the respondents answered the given questions, (if necessary the

questions will be translated to Hiligaynon), then it will be encoded and

analyzed. Furthermore, the data gathered will serve as the basis to

determine the Adaptive Coping Mechanism of Grade 8 Learners.

Ethical Issues

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Upon the approval of this study, the next step of the researcher

will undertake on asking permission to the school principal to be allow to

conduct the research.

In this research, the identity of the students in Marbel 7 National

High School-Senior High School will be kept confidentially. This is for the

learners to feel secured and also to protect their privacy. Moreover, all

the data and record will be tabulate by the researchers in a professional

way. To provide genuine results for this research, the data, results and

methods will be conducted and collected without any manipulation.

The research will be explain clearly by the researcher. This is to

respect the learner rights as participants. By this, the learners will be

aware of the researchers research objectives and purpose, Furthermore

the learners will not be force or threatened to participate in this research.

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CHAPTER IV

Results and Discussion

The difficulties of Grade 8 Learners while adapting to the new learning

environment.

The respondents from Grade 8 students mostly answered “Meet different

individuals and see new environment” Respondent A verbalized that “Oo,

tong umpisa pagkaano pagkaulihi ng naano daw na ano nanamon diri

sa high school nadula naman ang amon kakulba kay daw nabag uhan

kami sa tanan nga upod namon sa SHS”( Yes, meeting new people)

Respondent B verbalized “Oo, tong sige kami binalhin na amo ni sa nami

kag sa piyak ”(Yes, changing classrooms) Respondent C verbalized that

“Oo, sapag adapt sang mga bagay siyempre as a human budlay gid man

siya mag adapt mamag o ka lang diri sa lugar nga damo mga maestra

estudyante nga indi mo pa kilala”(Yes, new people) Respondent D

verbalized that “Hindi, kay tungodhindi pa nilabal an kung paano mag

adapt”(Yes Personal Adaptive Coping) Respondent E verbalized that

“Hindi man, hindi kubal an, basi sa ila lang”(No) Respondent G

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verbalized that “Hindi man, mahirap intindihon mo ng ang mga

kabataan subong”(Yes, children nowadays are hard to understand)

Respondent H verbalized that “Hindi man, hindi kobal an”(No)

Respondent J verbalized that “Oo, sa ano sa hagdan hindi kayo taas

didto abi taas amon tikang,”(Yes, the stairs are different here)

Respondent L verbalized that “medyo sa mga rules nila di”(Yes, their

rules) Respondent M verbalized that “Hindi man, hindi kobal an” (No)

Respondent N verbalized that “Hindi man gid, kay siyempre hindi gid sila

kayo pamilyar diri hindi pa nila memorize ang mga classroom”(They are

not familiar on their way to classrooms) Respondent P verbalized that

“Wala man gid, hindi ko bal an”(No) Respondent Q verbalized that “Hindi

man kayo, ahm hindi sila siguro sanay sa bag o nga environment hindi

sila bali makasabay sa mga changes tapos sa ila nga environment”(Yes,

they are not familiar on the new environment they are still coping on the

changes) Respondent R verbalized that “Hindi ko bal an at waay man

sang ano sa iban nga ano iba nga school nga same ate kung ano lesson

didto lesson diri”(I don’t know,the lesson there is also the lesson here)

Respondents S verbalized that “Noong una, pero ngayon hindi naman,

hindi sila siguro sanay sa bag o nga school at

nahihirapantalagasiladahilhinditalagasilasanay”(They find it hard, cause

they are not use to the changes)

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I therefore conclude that most of the participants don’t have difficulties

adapting on their new learning environment and the ones that have

difficulties are still coping up when they transferred on SHS.

According to Wamsler, C. ,& Brink, E. (2014), people have coped and

adapted to their environment. This accumulated capacity at local level is

increasingly recognized to be critical in improving resilience and tran-

sformation, coping and adaptive practices are little known, poorly

documented and often not taken into account in the work of municipal

authorities and aid organizations moving towards transformation does

not necessarily depend on the effectiveness of individual coping

strategies on the flexibility and inclusiveness of coping/adaptation.

The Grade 8 Learners Feelings after transferring to Senior High School

Campus.

The respondents from Grade 8 students mostly answered “They feel

nervous after transferring on SHS” Respondent B verbalized that”Nami

kay didtosa junior dawginahikayan kami kay gubaamon room, kay ma

mamakahimo kami sang mga gusto namon”(We are Free) Respondent D

verbalized that “Sadya, kay tungodindilangangmgataosa junior high

angamonmakilala, ara pa angamonnga Senior High School nga ate at

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kuyakagmgamadamo pa kami trials para ma upodnamonangmga

classmate namonkag ate at kuya”(Happy to interact with our seniors)

Respondent E verbalized that “Mabag o han man peronasanay, kay daw

familiar man sakun kay nagakadto man ko di”(This place is kinda

familiar to me, I’ve been here) Respondent F verbalized that “Budlay,

makapamag o abisiya”(Its hard) Respondent G verbalize that “Happy

man, nanglapadabidiripwedemahampangan”(I’m happy we can play here)

Respondent H verbalized that “Wala lang, nang feeling

langnamonngadawgrabeangtuloksamon”(They are staring at

us)Respondent I verbalized that “Nalipayko okay damonamanko sang

nabal an about sa lain-lain ngamgalugar”(I’m happy) Respondent J

verbalized that “Namag o langkosamgatanawin”(I’m not use on the

sorroundings) Respondent K verbalized that “Medyonabudlayan, kay

siyempreibaangdatinamonnganakitapero okay namonkaron,”(I little bit

hard)Respondent N verbalized that sang unabudlay, kay budlay mag

upodsaibannga Senior High”(Its hard to interact with our Seniors)

Respondent O verbalized that “Nani mag o pa kami kay indinamonbal an

kung diinmakadto, kay lain abiang school daw lain ang school sa junior

high diri kay didtobukidsiya”(Its different here) Respondent P verbalized

that “Medyosadya, kay lapitnasiyasa terminal namon”(Its near in our

terminal) Respondent R verbalized that “Okay langtapos ng ano ng ma

experience konaangakonpagiging Grade 8, kay ate didtosa junior high

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campus angibanabihindimakaclean sang tadlongkagdiridaw private

siyasapaglimpyokagsa late”(Its like a private school) Respondent S

verbalized that “Hindi naman masyado, mas

nagingmasayaakoditokasiayonngahindinaakonahihirapan,

nasasayahanlangakoditokasimagandaang place” (I’m more happy

here)Respondent T verbalized that “Nami kay amo to damo kami

maexperience kay bag o ngaestudyantekagsamga bag o

ngamaestradalikalangmaka catch up sang lesson”(Know other people,

easy to catch up on our lessons)

We therefore conclude that most of the participants felt Nervous after

transferring to their new learning environment and the ones felt happy

after transferring on new learning environment.

According to Xue, H. ,Dianchang, H. , Xioran, L. , &Yingmin, C. (2016),

405 junior high school students were assessed with shyness scale,

coping styles questionnaire and school adjustment scale. The results

show: 1) The junior high school students with high shyness use more

negative coping style, and less positive coping style, and the school

adaptation was significantly lower than that of the low shyness students.

2) The dimensions of modest shyness and school adaptation have

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significant positive correlation; mature coping styles and school

adaptation were significantl positively correlated, immature coping styles

and school adaptation were significantly negatively correlated; shyness

has significant negative correlation with mature coping style, and a

significant positive correlation with immature coping style. 3) Coping

Styles have the role of complete intermediary between the shyness and

the school adaptation.

The Positive things they can say after transferring on Senior High School

Campus

The Grade 8 Students mostly answered “That the campus are wider and

clean, the Senior High students are disciplined” Respondent A verbalized

that “Mas namisiyakaysasaginghalinannamon, kay didtoabidamotao, kay

maka learn ka sang maayokagdaw mas nami pa

sapakiramdammongahindisiyadamokaayo ng makalearnkagid” (We learn

more here)Respondent B verbalized that “Namisiya kay maka learn man

kami para makihalubilosamga tag as saamon”(We learn and interact

with our Seniors) Respondent D verbalized that

“Angpositibongamahambalkosa ng Senior High School, nagingisasilaka

role model sabawatisaahmgingpakitanilanga,

silagidangdapatmangunasamga activities kay

silaangnakabalokagdapatsundansilanaton”(Our Senior are our role

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model) Respondent E verbalized that “Nakabuligsiyasaamon para

makaeskwelatarong, mabal an moang rules di para dalilangkomaka

adapt sa Senior High Campus” Respondent (Learn the rules to easily

adapt) Respondent F verbalized that “Hindi man, kay mas damo kami

nabal an kagnakilala, kilalahanaykagestoryahanay”(Interact with each

other)

Respondent G verbalized that “Masaya kagnamihampangon ng ibutang

di angmgabata para matutuoangmgakabataandiri happy

anglaroupodangkaibigan”(I’m happy we can play with our friends here)

Respondent H verbalized that”Nganoabi ng kongdiri kami damo-damo

sang baligyadidtoabi ng gamayamona, Char”(So many things you can

buy) Respondent I verbalized that “Mas nuboanghagdan, kay

hindikapoymagsaka, hindinakokapoy kung mag abotsa classroom”(Its

not tiring) Respondent S verbalized that “Ahm, magandayong place at

Masaya rinyongano place mas madadalianakong mag adjust

ditokaysadoon”(The place is beautiful) Respondent T verbalized that

“Namiang Senior High kay

inangnangmgakwankamodalimolangmakitahindiparyassa Junior high

ngadamo kayo punongakwanperodirisa Senior High abi name kay

kwandamokamakilalangakwangidindimga lain batasan ng kwan”(Easy to

locate)

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We therefore concluded that most of the participants thought that the

Senior High Campus are wider and clean and the Senior High students

are disciplined and the ones might though some positive things on

Senior High School Campus.

According to Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009), A

substantial body of literature focuses on the topic of student engagement
in the fields of health, education, psychology, and sociology. Mounting
evidence demonstrates that student engagement is an essential
protective factor and promotes students' positive educational and social
outcomes (O'Farrell & Morrison, 2003). The importance of engagement
has been emphasized by research linking it to increases in positive youth
development and decreases in negative emotional, social, and behavioral
outcomes for adolescents (Wingspread School Connectedness
Conference, 2004). However, when used as a construct of research
interest, student engagement is complex, informed by multiple theories,
and formed within multiple contexts. Various "engagement" terms have
been treated synonymously, use of numerous terms and definitions has
caused confusion; hence, in this chapter we take a broad view of student
engagement beginning with theoretical explanations of student
engagement and subsequently incorporating elements that have valid
empirical support. This provides an orientation to student engagement
including definitions, theories, contextual influences, outcomes, and
measurement issues. Future directions and practical implications
conclude the discussion. (PsycINFO Database Record (c) 2019 APA, all
rights reserved)

Adaptive Coping mechanism of Grade 8 learners towards new learning

environment

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The respondents mostly answered that “They interact with other

students and follow the rules” Respondent D verbalized that

“Angginghimokonga mag adapt para makaano kami sang location is

angpagrespetokagdisiplina sang isa’t-isaka gang paglantaw sang

ilaplastada or mgabatasngaginapatupadnilakag para

masunodnamonkag ma adapt namon”(Respect, Discipline and we

observe their situation) Respondent F verbalized that “Pahimuyong,

Disiplina, may adjustment kay mamag o ka pa abi”(Behave and

Discipline) Respondent H verbalized that “Wala nangnahuyanang kay

kung halimbawakongmagtuloksila ng

ngdawgrabelangtaposwalalang”(Nothing) Respondent P verbalized that

“Wala, daw easy langgyapondawhalinlang kami sadatinga school, para

dawhindikamabaguhan”(Its easy to adapt) Respondent Q verbalized that

“Ng ng, gingkuhanamonangamon hiya-hiya sakatawan ng

aranganogidmakihalubilogidsaibanngatawo”(Be confident)

We therefore conclude that most of the participants coping mechanisms

on their new learning environment is by interacting to the other student

and following the rules.

According to Lee, J. H. ,Seo, M. , Park S. Y . , Lee, J. H . , & Lee, S. M.

(2017),Adolescents adapt to adverse situations, this study examined

resilient adolescents and their coping strategies. Resilience is the

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phenomenon characterized by good outcome despite serious threats to

adaptation, profiles that distinguish a resilient group from three other

groups—struggling, competent, and vulnerable—specifically to

differentiate the resilient group from the competent group primarily used

problem-focused coping, while the struggling group used emotion-

focused strategies. Finally, the vulnerable adolescents used neither

problem-focused nor emotion-focused strategies. Practical implications of

the results were discussed to guide professionals

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CHAPTER V

FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the findings, conclusions and recommendations

Findings

Based on the gathered data, the researcher arrived at the following

findings

1. Majority of the respondent stated that they have difficulties

while adapting to their new learning environment.

Some of the respondent stated that they don’t have difficulties

while adapting to their new learning environment.

2. Mostly of the respondents stated that they feel nervous after

transferring to Senior High School Campus.

Some of the respondent stated that they feel happy after

transferring to Senior High School Campus.

pg. 25
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3. Majority of the respondents stated that are the positive things they

can say on transferring campus is that the campus is wider and

clean and the Senior High students are disciplined.

4. Majority of the respondents stated that the adaptive coping

mechanism that helps them to adapt towardsschool environment

helps isinteract with other students and follow the rules.

Conclusion:

Adapting a new learning environment means exploring new things,

adjustment and socializing to other people.

Therefore, majority of the respondents have disadvantages on adapting

on their new learning environment: its not difficult for them to adapt,

they feel nervous after transferring on Senior High School Campus.

Some of the respondents have advantages on adapting their new

learning environment: its not difficult for them to adapt, they feel happy

transferring on Senior High School Campus, the campus is wide and

clean and Senior High School Students are more discipline.

pg. 26
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In addition, majority of the respondents stated that that in able to adapt

their new school environment they interact with other students and

follow the rules.

Recommendation:

It is therefore recommended that in able for the Grade 8 learners to

adapt in their new learning environment, the schools institution must

know the results of this study for them to be able to use this as their

basis to create activities that will enhance the social skills of the

learners, We will talked to the SSG Officials to collaborate and held a

acquaintance party so that learners will feel welcome and motivated to

adapt in their new learning environment, Contact a DRRM

Representative to conduct a Disaster resiliency for the students, Make a

letter to ask the present SSG Officials to bring back the “lunch activities”

in which the transferred students can enjoy, Go room to room and ask

the teacher to make an open forum in which the learners can share their

experiences on transferring on the Campus and lastly Future

Researchers can use this study for them to have a guide formulating a

new title and study.

pg. 27
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References;

Palak Lakhani, PayalKanwarChandel&Kasum Jain et al (2017).

International Journal of Management and Social Sciences

Burns-Nader (2013). www.sciencedaily.com

SAĞLAM, S., & ALAN, B. (2018). THE ROLE OF INDUCTION

PROGRAM IN NEWLY RECRUITED

TEACHERS'ADAPTATION TO A NEW TEACHING ENVIRONMENT:

A CASE FROM ANADOLU UNIVERSITY. Electronic Journal of

Social Sciences, 17(67).

Klokmaniene, D., &Varnauskiene, J. (2017). Students adaptation in

higher school. KonińskieStudiaSpołeczno-Ekonomiczne (Konin

Socio-Economic Studies), 9.

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 29

Osipchukova, E. V., Popova, N. V., &Popova, E. V. (2016). Adaptation of

students in higher education institutions: factor analysis.

Contemporary Higher Education: Innovative Aspects, 8(4), 66-74.

Paone, F. (2020). Learning Environment as Bridge Between School and

Community. In Qualitative and Quantitative Models in Socio-

Economic Systems and Social Work (pp. 151-159). Springer,

Cham

Boon, H. J. (2011). School moves, coping, and achievement: models of

possible interactions. The Journal of Educational Research,

104(1), 54-70.

Compas, B. E. (2009). Coping, regulation, and development during

childhood and adolescence. New directions for child and

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Muratori, P., Lochman, J. E., Bertacchi, I., Giuli, C., Guarguagli, E.,

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pg. 29
 30

Cheung, C. S. (2019). Parents’ involvement and adolescents’ school

adjustment: Teacher–student relationships as a mechanism of

change. School Psychology, 34(4), 350.

Corriveau, K. H., Ronfard, S., & Cui, Y. K. (2018). Cognitive mechanisms

associated with children’s selective teaching. Review of

Philosophy and Psychology, 9(4), 831-848.

Chen, C. M. (2009). Personalized E-learning system with self-regulated

learning assisted mechanisms for promoting learning

performance. Expert Systems with Applications, 36(5), 8816-

8829.

Wamsler, C., & Brink, E. (2014). Moving beyond short-term coping and

adaptation. Environment and Urbanization, 26(1), 86-111.

Xue, H., Dianchang, H., Xiaoran, L., & Yingmin, C. (2016). SHYNESS OF

JUNIOR HIGH SCHOOL STUDENTS AND SCHOOL ADAPTATION: THE

MEDIATING EFFECT OF COPING STYLE. Journal of Shandong Normal

University (Natural Science), (4), 28.

Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009). Student

engagement and positive school adaptation.

pg. 30
 31

Lee, J. H., Seo, M., Lee, M., Park, S. Y., Lee, J. H., & Lee, S. M. (2017).

Profiles of coping strategies in resilient adolescents. Psychological

reports, 120(1), 49-69.

pg. 31
 32

CURRICULUM VITAE

I. Personal Information

Name: Aclo, Ivanah Mae G.

Address: Purok Proper,

Brgy. Cacub City of Koronadal

Contact No.: 09164043959

Email Address: acloivanahmae@gmail.com

Birthdate: December 26,2002

Age: 17

Gender: Female

Strand: S.T.E.M

II. Educational Attainment

Senior High School

Marbel 7 National High School-Senior High School,

Brgy. Topland City of Koronadal, Science Technology

Engineering Mathematics (STEM), S.Y 2019-2020

pg. 32
 33

Junior High School

Marbel 7 National High School, Brgy. Topland City of

Koronadal, S.Y 2018-2019

Elementary School

Marbel 7 SDA Elementary School, Brgy. Topland City

of Koronadal, S.Y 2014-2015

pg. 33
 34

CURRICULUM VITAE

I. Personal Information

Name: Gulac, Bryan John

Address: Purok Center Brgy. Topland City of Koronadal

Contact No.:09956225434

Email Address: gulac2525@gmail.com

Birthdate: April 9,2002

Age: 17

Gender: Male

Strand: S.T.E.M

II. Educational Attainment

Senior High School

pg. 34
 35

Marbel 7 National High School-Senior High School, Brgy. Topland City of

Koronadal, Science Technology Engineering Mathematics (STEM), S.Y

2019-2020

Junior High School

Marbel 7 National High School, Brgy. Topland City of Koronadal, S.Y

2018-2019

Elementary School

Marbel 7 Elementary School, Brgy. Topland City of Koronadal, S.Y 2014-

2015

pg. 35
 36

CURRICULUM VITAE

I. Personal Information

Name: Estrada, Christine Joy V.

Address: Purok Upper Libertad, Brgy. Topland City of Koronadal

Contact No.: 09268811921

Email Address: christinejoyestrada0306@gmail.com

Birthdate: June 3,2003

Age: 16

Gender: Female

Strand: S.T.E.M

II. Educational Attainment

Senior High School

pg. 36
 37

Marbel 7 National High School-Senior High School, Brgy. Topland City of

Koronadal, Science Technology Engineering Mathematics (STEM), S.Y

2019-2020

Junior High School

Marbel 7 National High School, Brgy. Topland City of Koronadal, S.Y

2018-2019

Elementary School

Marbel 7 Elementary School, Brgy. Topland City of Koronadal, S.Y 2014-

2015

pg. 37
 38

CURRICULUM VITAE

I. Personal Information

Name: Maquinto, Frencis Ann

Address: Purok Lower Libertad,

Brgy. Topland City of Koronadal

Contact No.:09553995049

Email Address: @gmail.com

Birthdate: February 26,2003

Age: 17

Gender: Female

Strand: S.T.E.M

pg. 38
 39

II. Educational Attainment

Senior High School

Marbel 7 National High School-Senior High School, Brgy. Topland

City of Koronadal, Science Technology Engineering Mathematics

(STEM), S.Y 2019-2020

Junior High School

DatuAmpakKawan National High School, Brgy. Basag, Senator

Ninoy Aquino, Sultan Kudarat, S.Y 2018-2019

Elementary School

Basag Elementary School,Brgy. Basag, Senator Ninoy Aquino,

Sultan Kudarat, S.Y 2014-2015

pg. 39
 40

Wamsler, C., & Brink, E. (2014). Moving beyond short-term coping and

adaptation. Environment and Urbanization, 26(1), 86-111.

Xue, H., Dianchang, H., Xiaoran, L., & Yingmin, C. (2016). SHYNESS OF

JUNIOR HIGH SCHOOL STUDENTS AND SCHOOL ADAPTATION: THE

MEDIATING EFFECT OF COPING STYLE. Journal of Shandong Normal

University (Natural Science), (4), 28.

Griffiths, A. J., Sharkey, J. D., & Furlong, M. J. (2009). Student

engagement and positive school adaptation.

Lee, J. H., Seo, M., Lee, M., Park, S. Y., Lee, J. H., & Lee, S. M. (2017). Profiles of

coping strategies in resilient adolescents. Psychological reports, 120(1), 49-69.

pg. 40