case_study_terminal_report_final

THE BRAC ADM KINDERGARTEN LEARNERS 

A CASE STUDY 

TERMINAL REPORT 

FOR BRAC PHILIPPINES 

The Research Team 

Learning Teaching Research Society (LTRS), Inc. 

Loyola Street, Obrero, Davao City 

June 2017

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Acknowledgment 

The researchers would like to acknowledge the contributions of the 

following organizations and individuals: 

The BRAC Philippines, through: M Nazrul Islam, Ed.D., country 

representative, the researchers will always look up to all of you for the trust and 

confidence you have afforded them; 

The District Supervisor, Principal and the Grade 1 Teacher of DepEd, 

Cotabato division, the warmth welcome you gave to the researchers will be 

remembered forever; 

The learner participants– Jane, Jean, Jan, Jennie and Jun (not their real 

names) for allowing the researchers to enter into your world; 

The parent and teacher participants, for entrusting to the researchers 

your stories, and for your honest sharing of what transpired in the lives of your 

children; 

Joylyn L. Betita and Ma. Melly O. Minted, for the generous sharing of 

your resources during the focus group discussion and semi-structured 

interview; 

For all those whom the researchers failed to mention, the researchers 

will always be grateful to the contributions you have made for the completion 

of this project; 

To God, the source of everything, the researchers offer their heartfelt 

gratitude for the chance of a lifetime.

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Table of Contents 

Page 

I. Background of the Study ...................................................................... 2 

II. Research Objective ............................................................................. 2 

III. Research Framework ........................................................................ 3 

IV. Method 

Design ............................................................................................. 5 

Participants/Cases ........................................................................... 5 

Research Instrument ........................................................................ 6 

Data Gathering/Sources of Data ...................................................... 6 

Data Analysis .................................................................................. 8 

V. Results and Discussion 

BRAC learners’ experiences as they transition to the regular 

public school environment ......................................................... 9 

Challenges the learners encountered as they transition 

from BRAC learning center to a regular public school ................... 17 

Learners’ coping mechanisms as they adopt 

the challenges in their new school environment ........................ 26 

VI. Implications ...................................................................................... 37 

VII. References ........................................................................................ 39

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Table 

List of Tables 

Page 

1 Teachers’ thoughts on the academic challenges encountered 

by the learners as they transition to a new school environment 18 

2 Teachers’ thoughts on the academic challenges encountered 

by the learners as they transition to a new school environment 20

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List of Figures 

Figure 

Page 

1 The research framework of the study ............................................ 3 

2 School A’s playground .................................................................. 9 

3 A typical classroom climate of BRAC learning center ................. 11 

4 A typical teaching learning environment 

of BRAC learning center .......................................................... 12 

5 A typical BRAC learning center .................................................... 17 

6 Report card of a girl participant ..................................................... 21 

7 Report card of a boy participant .................................................... 21 

8 Jeans’s report card ......................................................................... 25 

9 Janes’ report card ........................................................................... 25 

7 The coping mechanisms model the study had developed .............. 37

THE BRAC ADM KINDERGARTEN LEARNERS 

A CASE STUDY 

Learning Teaching Research Society (LTRS), Inc. 

Loyola Street, Obrero, Davao City 

Abstract 

This study was conducted to find out the coping 

mechanisms of the learners as they transition to a new school 

environment. Specifically the study aimed to (a) describe the 

learners‟ experiences as they transition to the regular public 

school environment, (b) the challenges they encounter in their 

studies, and (c) how they cope as they adopt with the changes in 

their school environment. This study utilized multiple case study 

approach, a qualitative research design. Five learner participants, 

their parents/guardians and teachers were involved in the study. 

Focus group discussion and semi structured interview were used 

to gather the necessary data. Secondary data like the report cards 

of the subjects were, likewise, utilized. Ethics of research on 

using human subjects specifically children were strictly adhered 

to. Findings revealed that the learners‟ challenges as they 

transition to a new school environment are (a) academic, (b) new 

curricula and skills requirement, and (c) new social relationships 

with peer; they adopt the following coping mechanisms: (a) 

social support from the teachers and peers, (b) social climate, (b) 

school as social regulation, and (d) knowledge and skills that the 

learners bring to the new school environment. The implications 

of the study are: first, for the parents, they should be very 

supportive and encouraging as their children „process‟ the whole 

new experience; allow their children to take few steps backward 

before their children could move forward, understand that grades 

fluctuate and emotions would rise and fall; second for the 

teachers in the new learning environment, they should as 

accommodating and understanding as possible, they should have 

a welcoming attitude so the learners will feel safe and secured in 

the new school environment. 

Keywords/phrases: transition, challenges, coping mechanisms, social support, 

social regulation

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I. Background of the Study 

BRAC, an international NGO has been working in the Autonomous 

Region in Muslim Mindanao (ARMM) in education for almost five years. The 

Alternative Delivery Model (ADM) project on basic education was 

implemented in SY 2012-2013 responding to the need of out-of-school children 

with limited or no access to public schools in the region. Funded by the 

government of Australia through the Department of Foreign Affairs and Trade 

(DFAT), ADM is a five year project offering kindergarten and elementary 

education to the children of ARMM. 

In four school years (2011-2015), BRAC ADM has established a total of 

1,378 kindergarten learning centers with 43,669 kinder completers. Of this 

number, 21,951 were boys and 21,718 were girls. A total of 32,180 completers 

(16,334 boys and 15,846 boys) were transitioned to DepEd ARMM schools as 

Grade 1. 

BRAC management is interested to find out the performance of ADM 

kindergarten completers in the public schools. How do the learners cope with 

the learning and teaching practices in the public schools? What are the coping 

mechanisms adopted by the learners when they transitioned to public schools? 

What are learning skills in the ADM kindergarten education that equipped 

them for their Grade 1 subjects as offered in the public schools? These are 

only some questions that this case study will provide answers. The findings 

will be used as inputs to enhance the ADM curriculum for Kindergarten, 

particularly in the development of Big Books Stories incorporating peace 

values. 

II. Research Objective 

The study aimed to document the experiences of the learners and find 

out their coping mechanisms as they adopt to the changes in their new school 

environment e.g. from ADM system to public school system. Specifically, the 

study aimed to answer the following questions: 

1) How do BRAC learners describe their experiences as they transition to 

the regular public school environment? 

2) What challenges do they encounter in their studies?

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3) How do they cope as they adopt with the changes in their school 

environment? 

III. Research Framework 

Figure 1 shows the research framework of the study. The goal of this 

research is to find out the coping mechanisms of the learners as they transition 

to a new school environment (a regular public school). Shown in figure 1 are 

the identified learners‟ coping mechanisms which are problem focused 

(Lazarus & Folkman, (1986), active coping (Carver, Scheir, & Weintraub, 

1989), task oriented (Higgins & Endler, 1995), and adaptive (Cartwright & 

Cooper, 1996). 

problem 

focused 

(Lazarus & 

Folkman, 1986) 

active coping 

(Carver et al., 

1989) 

task oriented 

(Higgins & 

Endler, 1995) 

Learners‟ 

coping 

mechanisms 

adaptive 

(Cartwright & 

Cooper, 1996) 

Figure 1. The research framework of the study.

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For common understanding the following terms are operationally 

defined: 

Academic difficulties refer to the challenges associated with a change in 

approach to instruction including different curriculum, change in teaching 

style, and lack of knowledge regarding school routines and expectations 

(Brostrom, 2005). In the present study, academic challenge is more on the lack 

of knowledge regarding school routines and expectations specifically on the 

basic skills for beginning reading. 

BRAC Learning Center (BLC) refers to the school established in remote 

communities through the Alternative Delivery Model (ADM) project (Bobier, 

2016). 

Knowledge and skills refer to Gough and Tunner‟s (1986) simple view of 

reading ability which is composed of two major parts: language comprehension 

(i.e., oral language proficiency) and decoding (i.e., word identification). 

New curricula and skills requirement refer to the curriculum of the 

grade 1 in the K to 12 curriculum. 

New social relationships with peers refer to the establishment of new 

friendships and playmates among new classmates. 

Public school refers to the traditional setting for educating young 

children (Rivero, 2008). 

School as a social regulation refers to the submission of the learners to 

the standards set by a regular public school. 

School climate refers to the sense of belongingness and safety 

experienced by the learners. 

Social support refers to the help, encouragement, understanding, and 

support given by the members of the family and the teachers. 

Transition refers to the move from one academic setting to another as 

well as the changes associated with such a move (Briody & McGarry, 2005).

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IV. Method 

Design 

This study utilized multiple case study approach, a qualitative research 

design. Creswell (2013) argued that the case study method- 

“explores a real-life, contemporary bounded system (a case) or 

multiple bounded systems (cases) over time, through detailed, in-depth 

data collection involving multiple sources of information… and reports a 

case description and case themes” (p. 97). 

Multiple case studies are used to either augur contrasting results for 

expected reasons or either augur similar results in the studies (Yin, 2003). In 

this manner the author clarifies whether the findings are valuable or not 

(Eisenhardt, 1991). When the case studies are compared to each other; the 

researcher also provides the literature with an important influence from the 

contrasts and similarities (Vannoni, 2014; 2015). An all-embracing fact is that 

the evidence created from a multiple case study is measured strong and reliable 

(Baxter & Jack, 2008). Other advantages with multiple case studies are that 

they create a more convincing theory when the suggestions are more intensely 

grounded in several empirical evidences. Thus, multiple cases allow wider 

exploring of research questions and theoretical evolution (Eisenhardt & 

Graebner, 2007). 

Multiple case research design is appropriate in the present study. Its 

main objective is to describe and understand the context of the ADM learners 

in a new school environment. The context should be made understandable to 

the reader and to produce theory in relationship to that context. Moreover, this 

study will, likewise, serve as an evaluation of the ADM program of BRAC 

Philippines. The different contexts of the 5 cases would possibly yield different 

contrasting theories or a harmonization of a single theory. 

Participants/Cases 

The participants (cases) are the five ADM learners who performed well 

in Grade 1 in the public school. The identification of the cases was done by the 

local study leaders. The cases were those who reside in barangays that are 

accessible by public transport. Ethics of research on the use of human subjects 

was strictly adhered to. The parents‟ informed consent on the participation of 

their children was secured. The learner participants‟ assent was, likewise,

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established. Similarly, the parents and the teachers also gave their informed 

consent to participate in the study. They were informed that the semi-structured 

interview shall be taped and the transcripts shall be transcribed to be used in the 

study. At the onset, it was made clear to all participants that material and 

monetary considerations are not attached to their participation except the small 

tokens to be given to them after the taped interview. 

Maximum variation (heterogeneity) sampling (Patton, 2002), was used 

in this study. This was used “to document variations that have emerged in 

adapting to different conditions” (Lincoln & Guba, 1985, p. 200). In this study, 

5 (3 girls and 2 boys) different cases were utilized. These participants are 

considered performing grade 1 learners. 

Research Instrument 

The study used an open-ended interview guide in the form of a 

prewritten questionnaire. Interviews are surveys given orally by the researcher 

or another interviewer and responses are given verbally by each participant. All 

interviews were conducted by the researcher and the two retained assistant 

researchers who noted participant responses and personal reflections on the 

questionnaire form as each of the questions were answered. 

In qualitative research, use of a standardized, open-ended interview is 

common. Such an interview centers upon a predetermined set of questions to 

be asked of each participant (Gall, Gall & Borg, 2003). Interviews are common 

to educational research because they allow “open-ended exploration of topics” 

and they can elicit “responses that are couched in the unique words of the 

respondents” (p. 223). Though usually driven by an interview form with 

predetermined questions, it is possible for the researcher to add or change 

questions in order to follow up on responses and ideas presented by each 

subject during an interview. Interviews are more thorough than basic 

questionnaires because of the possibility for pulling information from a 

participant that might not otherwise be shared (Gall et al., 2003). Thus, 

interview was utilized in the present investigation. 

Data Gathering/Sources of Data 

Written informed consent was obtained from all participating 

parents/guardian/teachers (3 mothers, a father, an elder sister and 2 teachers) 

and assent was obtained from the learner participants. The learner participants

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came from 2 different elementary schools. The first three learner participants 

came from School A and the two other learner participants came from School B. 

Conduct of the focus group discussion (FGD). The learner (2 girls and a 

boy) participants‟ parents from School A were invited for a focus group 

discussion. This was done in one of the classrooms of their school on July 13, 

2017. Simultaneously, the learner participants were also requested to sit 

together for a short talk. This part was done by the retained assistant researcher. 

For this study, two assistant researchers (one for School A and another one for 

School B) were retained to listen to the learner participants‟ sharing of their 

experiences as they transition to a new learning environment. The assistant 

researchers were briefed on what to do with the question and answer during the 

focus group discussion. The two research assistants retained were highly 

recommended by the BRAC personnel. 

Conduct of the semi-structured interview. The teacher of the learner 

participants from School A was interviewed by the researcher after the FGD 

with the parents. Likewise, the teacher of the learner participants from School B 

was similarly interviewed by the researcher. This was done in one of the open 

spaces of School B on July 14, 2017. 

An elder sister of one of the learner participant from School B was 

present to substitute for her mother whom she said was at home taking care of 

their baby sibling. She was requested to take the mother‟s place for the 

interview. She was interviewed by the researcher also in the same place the 

teacher was interviewed and on the same date (July 14, 2017). 

The mother of the other learner participant was not present for the 

scheduled interview. Thus, the researcher visited her in their home. An 

interpreter was retained because it was revealed that the mother cannot speak 

Filipino. The researcher and the retained interpreter were welcome by the 

mother in her home and the semi-structured interview took place on July 14, 

2017. 

Transcribing the minutes of the FGD and the semi structured interview. 

The research assistants retained were requested to transcribe the minutes of the 

FGD with the learner participants. The transcribed minutes were submitted to 

the lead researcher. They reviewed the transcribed minutes and when 

everything was clarified, the transcribed minutes were accepted by the lead 

researcher. This was done late in the afternoon of July 14, 2017.

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Securing the secondary data. The report cards of the learner participants 

were photocopied by the researcher. This was done after securing the express 

consent from the parents. Moreover, some data on the school profile was also 

requested. 

Data Analysis 

This study employed thematic, within case and cross-case analysis to 

treat the gathered data. Thematic analysis is a vigorous process of data 

familiarization, data coding, and theme development and revision (Grimes, 

Bowman, Dodgion & Lavy, 2011). Data coding, sorting and the identification 

of themes are “important, even an indispensable, part of the [qualitative] 

research process” (Coffey & Atkinson, 1996). 

Coding works well to capture the commonalities of experience across 

cases but less well to capture the individual uniqueness within cases. As 

Sandelowski (1996) pointed out, “looking at and through each case in a 

qualitative project is the basis” (p. 525) of analytic interpretations and 

generalizations. Analysis of individual cases enables the researcher to 

understand those aspects of experience that occur not as individual “units of 

meaning” but as part of the pattern formed by the confluence of meanings 

within individual accounts. 

Interpretive techniques designed to be used within individual accounts 

or cases (Brody, 1987; Denzin, 1989; Kleinman, 1988) provide a wealth of 

contextual richness and person-specific information without which the case 

cannot be understood. These methods are also often used to explore the nature 

of stories, their components, or ways in which stories might be elicited or 

interpreted. Within-case methods are useful in the development of 

generalizations about the coping mechanisms of grade 1 ADM learners as they 

adopt to the new school environment drawn from across multiple cases. 

Results and Discussion 

This section presents the 5 cases under study. The presentation proceeds 

in this sequence: (a) BRAC learners‟ experiences as they transition to the 

regular public school environment, (b) the challenges they encounter, and (c) 

their coping mechanisms as they adopt with the changes in the new school 

environment.

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BRAC learners’ experiences as they transition 

to the regular public school environment 

The first participant was Jane 

(not her real name), 7 years old; she is 

the eldest in a family of 2. Her mother 

is a volunteer teacher in the same 

school she is attending. Her father is a 

farmer. According to her mother, she 

did not manifest any sign of difficulty 

as she entered grade 1. Jane is 

described by her mother as playful. 

She enjoys going to school; she has 

many friends and before going home 

every afternoon, she would stay in the 

school park and play with her 

classmates and friends. On weekends, 

her mother would allow her to play 

with her classmates and friends in the 

school park. During the FGD, Jane‟s 

mother shared– 

Figure 2. School A‟s playground. 

“Hindi ko napansin na nahirapan ang anak ko pagpasok niya ng 

grade 1. Madaldal kasi si Jane at palakaibigan. Gustong-gusto niyang 

maglaro. Pag walang pasok nandiyan na yan sa school park nagyaya sa 

kanyang mga kaklasi para maglaro.” (I haven‟t observed any difficulty 

manifested by my child when she entered grade 1. Jane is talkative and 

she is friendly. She loves to play. Whenever there is no class, she is in the 

park and she would invite her classmates and friends to play) [Jane‟s 

Mother]. 

As revealed by Jane‟s mother, as a grade 1 learner, Jane could already 

sound the letters of the alphabet. She could write her name and read three letter 

words. She likes her teacher. She would share to her mother what her teacher 

taught during class. Whenever, she gets good work, she would show it to her 

mother. 

Moreover, Jane‟s mother shared that at home, Jane helps in the 

household chores with her younger brother. After the chores, she would start 

doing her assignment. She wouldn‟t sleep until all her assignments are done.

10 | P a g e 

She likes to read and write and she enjoys doing her assignment with her 

mother and younger sibling. She would wake up early and prepare to go to 

school. She is always excited to go to school. 

When Jane‟s teacher was interviewed, she described Jane as a good 

student, she likes Math but hates Filipino subject. Just like what Jane‟s mother 

shared, her teacher also said that Jane is talkative and friendly; she loves to 

play; she loves to participate in class activities. Similarly, Jane‟s teacher said 

about Jane‟s self confidence which she described as “well developed”; the 

teacher continued to say that Jane would offer her help to her classmates who 

needed help. During the semi-structured interview, Jane‟s teacher shared– 

“Si Jane kasi madaldal, makulit. Nakita ko talaga na develop na 

ang self confidence ng bata. Gusto niya ang Math pero ayaw niya ang 

Filipino subject.” (Jane loves to talk, she is curious. I could observe that 

the child‟s self confidence is already developed. She likes Math but hates 

Filipino subject) [Jane‟s Grade 1 Teacher]. 

“She is curious to learn, loves to talk and shares with her 

classmates what she learned. She is an intelligent and smart student. 

Whenever there are academic competitions, I always recommend Jane to 

participate. One time, there was a reading competition in the division; I 

recommended Jane and out of 28 competing schools, Jane ranked 5 th ” 

[Jane‟s Grade 1 Teacher]. 

When Jane herself was asked, she said that on the first day, she just sat 

in one corner and observed her teacher and classmates. Whenever there are 

class activities, she participates and would raise her hands when she knows the 

answer to the questions of her teacher. But what she likes most is that the 

school has a wide playground. She admits she really likes to play. She likes to 

invite her friends to play with her in the school park. She is excited to go to 

school because she likes her teacher and she has many friends. She is also 

excited to play in the school park after class. During the focus group 

discussion, Jane shared: 

“Noong bago lang ang klasi, tahimik lang ako, nakinig lang ni 

teacher. Pero gusto ko na si teacher. Marami na rin akong mga kaibigan. 

Pag may mga activities, nagparticipate ako. Pag alam ko ang sagot sa 

tanong ni teacher magtaas ako ng kamay. Gusto ko talaga mag-aral. 

Pagkatapos mag-aral, maglaro na kami ng mga kaibigan ko sa park.” (At 

the start of the class, I was just quiet in my desk; I listened to my teacher. 

I already liked my teacher. I have many friends. Whenever there are class

11 | P a g e 

activities, I would participate. When I know the answer to the teachers‟ 

question, I would raise my hand. I really like to go to school. After class, I 

would invite my friends to play in the school park) [Jane]. 

The second participant is Jean (not 

her real name), 7 years old; she is the 

youngest and her only elder sister is in 

grade 3. Jean is a Teduray. According to 

her mother, at first Jean would like to go 

back to her Kinder classroom. She liked 

the atmosphere in her Kinder class. Jean‟s 

mother shared– 

Figure 3. A typical classroom atmosphere 

of BRAC learning center (Photo 

courtesy of Dr. Bobier). 

“Gusto niya sa Kinder na classroom. Maganda daw sa kanyang 

Kinder classroom”. (She likes her Kinder classroom. According to Jean, 

her Kinder room is beautiful) [Jean‟s Mother]. 

When Jean‟s mother was asked who helped Jean with her assignment 

in school. The mother was very candid that one time she helped Jean with her 

assignment; but when the child reached home after class, the child complained 

that all the answers to the assignment were wrong. So, the mother asks the 

elder sister to help Jean. She was very proud to share that her elder daughter 

who is in grade 3 is intelligent and she also came from BRAC kindergarten. 

She shared– 

“Sila ni ate niya ang nag-aaral. Tinutulungan siya ng ate niya sa 

kanyang mga assignment. Magaling ang ate niya. Graduate din sa BRAC 

kinder ang ate niya.” (She and her elder sister study together. Her elder 

sister is helping her make her assignment. My eldest daughter is 

intelligent. She also came from BRAC kinder) [Jean‟s Mother]. 

When Jean‟s teacher was interviewed, it was revealed that Jean had 

difficulty adjusting to her grade 1 classroom. She used to cry and oftentimes 

she would go home even before dismissal time. Her teacher would just allow 

Jean to cry and when she would decide to go home, the teacher would simply 

allow her to go. Jean’s teacher is also a Teduray. How the teacher responded to 

Jean’s difficulty is a manifestation of the character traits of a Teduray woman 

as presented by Cabrera-Cruz (2013).

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“Respect is also held in the highest regard, and the respect for the 

feelings of others was part of their characteristic behavior. In their view 

respect was the reason customs existed, and these customs all aimed to 

show respect” (Cabrera-Cruz, 2013). 

According to the teacher, she just allowed Jean to do whatever she liked 

to do at the moment because she knew that time will come, Jean will come to 

terms with her new environment. Besides the teacher said she has nothing to 

fear because everybody knows everyone in their community. She knows where 

Jean lives and she knows her parents. 

Figure 4. A typical teaching learning 

environment of BRAC learning 

center (Photo courtesy of Dr. 

Bobier). 

According to Briody and 

McGarry (2005), transitions involving 

school, whether they are from one 

activity to another, one classroom to 

another, or even one school to another, 

can be very difficult on children and 

have been shown to be the cause of 

stress. Transitioning from one school 

setting to another has been shown to 

cause disruption in student behavior, 

academic performance, and even self 

image (Steinberg, 2005 in Goode, 

2009). This is exactly what Jean 

experienced. Although the BRAC learning center is within the public school 

campus, yet the environment is considered new to the learner, as narrated by 

the mother and teacher, Jean would like to go back to her Kinder class. 

When the teacher was asked if she knows who helped Jean made her 

assignments, the teacher was very quick to respond – 

“Ang ate niya. Nasa grade 3 na ngayon. Siya ang tumutulong kay 

Jean maggawa ng mga assignment. Magaling na bata ang ate ni Jean. 

Galing din yon siya sa BRAC. Ako rin ang teacher niya (Jean‟s elder 

sister) noong grade 1 pa siya marunong na talaga siyang magbasa.” (Her 

elder sister helps Jean. She is now in grade 3. She helps Jean make her 

assignment. Jean‟s sister is intelligent. She also came from BRAC. I was 

also her teacher in grade 1) [Jean‟s Teacher].

13 | P a g e 

said– 

When Jean herself was asked about her performance in grade 1 she 

“Nahiya ako sa ibang mga kaklasi ko. Pero pag may tanong si 

teacher at alam ko ang sagot, magtaas ako ng kamay. Ang mga kaibigan 

ko lang ay yong mga kaklasi ko noon sa BRAC.” (I was ashamed with my 

new classmates. But when my teacher would pose a question and I know 

the answer, I would also raise my hand. My friends were only those who 

were from BRAC) [Jean]. 

The third participant is Jan (not his real name), also 7 years old; he is 

the 5 th in the offspring of 9. His 2 elder siblings are married and he has 4 

younger siblings. His father is a farmer and also works as a Kagawad in their 

barangay. According to the father, Jan likes to go to school. At home, he said 

Jan seems to be reading and writing. For him this is a sign that his son is 

studying his lessons. During the FGD, the father said– 

“Ako wala ako masyadong napag-aralan kaya pinapa-aral ko 

talaga mga anak ko. Sinusupurtahan ko talaga sila. Kung anu-ano yong 

mga pangangailangan nila, ginagawan ko talaga ng paraan para 

maibigay ko sa kanila. Gusto ko talaga sila mag-aral. Si Jan nakita ko na 

gusto talaga niyang mag-aral. Sa bahay nakita ko naman na nagbabasa 

at nagsusulat siya. Kaya sa tingin ko marunong siyang magbasa at 

magsulat.” (I do not have proper education but I want my children to get 

education. I really support them in their education. I find ways to provide 

them with their school needs. I really like them to attend classes. Jan 

really likes to go to school. At home, I observe that he is reading and 

writing. I am confident that he knows how to read and write.) [Jan‟s 

Father] 

During the semi structured interview with Jan‟s teacher, it was revealed 

that Jan cannot read, he cannot even sound the letters of the alphabet. He can 

write his name. But other than that he has difficulty learning the lessons in 

grade 1. Jan‟s teacher said– 

“Si Jan pagpasok sa grade 1 hirap magbasa. Hindi pa siya 

marunong mag sound ng letters of the alphabet. Pero present siya palagi. 

At saka inaamin niya na hindi siya marunong at naghihingi ng tulong sa 

akin. Kay tinutulungan ko siya magsound ng letters at magbilang.” (Jan 

had difficulty reading. He cannot give the sound of the letters of the 

alphabet. But he was always present. And he admitted that he can‟t read, 

can‟t even sound the letters of the alphabet. He really asked for my help.

14 | P a g e 

So, I also allot time to be with him, I taught him how to sound the letters 

and how to count [Jan‟s Teacher]. 

When Jan was asked to say something about his experience in his new 

school environment, Jan shared– 

“Nahiya ako sa mga bago kong kaklasi. Marami kami sa grade 1. 

At iba din ang classroom namin kay sa kinder. Pagtanungin ako ni 

teacher nagbigay man ako ng sagot.” (I was ashamed with my new 

classmates. We were many in grade 1. And our classroom was different 

from that of our Kinder‟s. But whenever the teacher would ask me, I 

would also give my answer) [Jan]. 

The fourth participant is Jeannie (not her real name), 7 years old; he is 

the 5 th in the family of 9 siblings. Her father is a photographer and her mother 

stays at home to take care of the other 4 younger siblings. Jeannie‟s family is a 

recipient of the Pantawid Pamilyang Pilipino Program (4Ps) of the 

government. 

During the semi-structured interview with the parents, Jennie’s mother 

was represented by her elder sister. It was revealed that the mother cannot 

leave the house because nobody would watch over her baby. When Jennie‟s 

elder sister was asked to describe Jennie‟s behavior when she transferred to a 

new school environment. The elder sister said– 

“Ok lang man siya Ma’am. Wala man siyang sinasabi sa amin. 

Sabay kasi kaming magpasok sa school. Ihatid ko siya sa klasi niya at 

saka sabay din kaming mag-uwi sa bahay. Tahimik lang kasi yan si Jennie 

Ma’am.” (Jennie is fine. She did not say anything to us. We usually go to 

school together. I would bring her to her class and we go home together. 

Jennie is a quiet type [Jennie‟s elder sister]). 

When Jennie‟s elder sister was asked to describe Jennie‟s behavior at 

home; the elder sister shared that Jennie helped in the household chores. At the 

age of 7 she knows how to cook rice and can even manage to take care of their 

baby sibling. The elder sister also mentioned that after dinner, Jennie would 

study her lesson, make her assignment and go to sleep. This narrative was 

supported by Jennie’s teacher during the semi-structured interview. When 

asked to describe Jennie as a grade 1 learner; the teacher said– 

“Magaling si Jennie. Marunong na siyang magbasa. Pero minsan 

pinapaabsent siya ng Mama kasi magbantay sa kapatid niyang maliit.”

15 | P a g e 

(Jennie is a good learner. She can read. However, sometimes, she was 

asked by her mother to be absent from class to watch over her younger 

sibling [Jennie‟s Teacher]). 

Moreover, when the teacher was asked about Jennie’s behavior outside 

the classroom; the teacher also has the same observation with Jennie’s elder 

sister. They both describe Jennie as a shy and quiet type. According to the 

teacher, at times she could spot Jennie in the school playground with her 

classmates but most of the time Jennie just sits in one corner and would wait 

for her elder sister to fetch her so they can go home together. The teacher 

revealed– 

“Si Jennie kasi maraming kapatid, at saka mahirap ang pamilya 

niya. Beneficiary sila ng 4Ps ng gobyerno. Tahimik lang siyang 

maghintay sa kapatid niya. Pero noon yong bago pa lang siya sa grade 1. 

Sa katagalan, natuto na rin siyang makipagkaibigan. Nakikipaglaro na 

rin siya.” (Jennie has many siblings and the family is poor. Her family is a 

beneficiary of the 4Ps of the government. She is quiet; she would just wait 

for her elder sister to fetch her. But that was at the beginning of the school 

year. In the later months of the school year, Jennie had adjusted and she 

had made friends. She played with her classmates and friends) [Jennie‟s 

Teacher]). 

When Jennie herself was asked about her experience as a grade 1 learner 

in a public school, she shared– 

“Masaya. Marami akong kaibigan dito. Paborito naming laruin 

ang jackstones.” (Happy. I have more friends here. We like to play 

jackstones [a game in which jackstones are thrown and picked up in 

various groups between bounces of a small rubber ball]) [Jennie]. 

When she was asked why she attends school. Jeannie revealed– 

“Sabi ni Ina kailangan talaga mag-aral. Importante daw ang pagaaral.” 

(My mother said I need to go to school. She told me school is 

important) [Jeannie] 

Jun (not his real name) is the 5 th participant; he is the 2 nd in the family 

of 6 children. His elder sister is in grade 3. Jun‟s family is also a recipient of 

the 4Ps of the government. 

When Jun‟s teacher was asked how she would describe Jun as a grade 1 

learner, the teacher revealed–

16 | P a g e 

“Si Jun ay matigas ang ulo pero intresado din siyang mag-aaral. 

Napansin ko na mayron na siyang alam. Hirap siya sa English subject 

pero hindi din siya bagsak kasi alam mo Ma’am, hindi kami pweding 

magbagsak [laughs].” Sa Math medyo magaling siya. (Jun is hard headed 

but I could sense that he is also interested in his studies. I observed that he 

had learned something from Kinder. But he really had difficulty in the 

English language. But he did not receive a failing mark because you know 

Ma‟am we cannot fail a student [laughs]. He is a little good in Math) 

[Jun‟s Teacher]. 

According to Jun‟s mother, she does not have difficulty telling Jun to go 

to school. Although like Jun‟s teacher, the mother also mentioned about the 

child being hard headed; according to her, she did not receive any complaint 

from Jun regarding school. He goes to school with his elder sister who is in 

grade 3. It is also the elder sister who helps Jun with his assignment. 

According to Jun‟s mother, sometimes when she has no money to give 

to Jun for „baon‟ (food allowance), the child would opt to stay at home and 

watch TV. This coincides with the findings of Gustafson‟s (2006) study where 

she found out that children would opt to watch television when faced with 

some difficulties in life; and watching television may be a more readily 

available coping strategy. This is true in the present study; during the interview 

with the mother, which was done in their house, TV is the only source of 

entertainment available at their home. Jun together with his elder sister was 

already watching TV when the team reached their home. 

When Jun himself was asked regarding his performance in grade 1, he 

claimed he already knew how to write his name when he entered grade 1. His 

parents had provided him with the school supplies like pencil, paper, notebooks 

and drawing book. He said he likes to draw. He draws houses. He also likes to 

watch cartoons. He claims he wants to go to school more than watch TV at 

home. He also claims that he doesn‟t know how to read. Jun revealed– 

“Gusto kong manood ng cartoons sa TV pero mas gusto kong 

magpasok sa school.” (I like to watch cartoons on television but I like to 

go school more than to watch TV) [Jun]. 

The learner participants‟ happy experiences could be summed in two 

words: „play‟ and „playground‟. Ashiabi (2007) asserts that play helps children 

feel socially competent. When children engage in play they do it because of the 

joy they experience; they are able to create their own choices of events through

17 | P a g e 

their imagination and they are more able to enjoy the process rather than the 

outcome. Cameron (2010) moves in to argue that emotional development is 

associated with children‟s ability to react to situations, whereas social 

development relates to how children interact with their peers to form 

relationships. This could be accomplished in the children‟s world of play. 

The second word is „playground‟; the learner participants are not 

blessed with a playground equipped with the modern set up of a „school 

playground‟. They have a playground (Figure 2) that has a natural landscape 

and contour of a land in a rural setting. Rivkin (1995) argues that one of the 

advantages of using the outdoor environment (playground) is that it provides 

children with the space to move freely. According to Bilton (2002) movement, 

along with play, has been described as one of the most natural and powerful 

modes of learning for young children. Bilton (2002) and Ouvry (2003) note 

that outdoors provide children an opportunity to construct on a bigger scale, 

explore the world at first hand and experience natural phenomena such as the 

weather, the changing seasons and shadows. Ouvry (2003) maintains that in the 

outside environment children also have the space to engage in and develop 

more believable fantasy play. This may particularly be the case with boys who 

appear drawn to fantasy play involving superheroes (Paley, 1984), which 

usually involves a great deal of running and chasing. In the present study all 

five learner participants share with fondness their experiences in the 

„playground‟ with their old and new classmates. 

Challenges the learners encountered as they transition from BRAC 

learning center to a public school 

Figure 5. A typical BRAC learning center (Photo 

courtesy of Dr. Bobier). 

Serbin, Stack and 

Kingdon (2013) opine that 

transitions present unique and 

specific challenges to the 

developing organism. This is due 

to the effects of change; per se. 

Transitions of any kind can be 

difficult on children. Transitions 

in life, whether they be 

educationally related or not, are 

stressful events. People react to 

and cope with transition in 

different ways; some handling it

18 | P a g e 

better than others (Liu, 2008). This section presents the challenges the learner 

participant have experienced as they transition from the BRAC learning center 

to a public school setting. 

Theme 1. Academic challenges (teachers’ thoughts). 

This study focused on issues associated with the new school setting, thus 

the first question posed to the participants was on the academics. Specifically, 

the discussion dwells on the academic preparedness of the learner participants. 

This is important considering that there is significant teacher concern regarding 

the academic preparedness of children coming into the public school. In some 

cases, children have entered into the public school system academically behind 

their classmates. For these children, teachers find that much time is spent 

catching students up so that they are able to comfortably interact in the 

classroom. For some, there are significant gaps in content that must be taught 

in order for the students to understand current curriculum (Goode, 2009). 

Table 1 presents the academic challenges the learners (teachers‟ 

thoughts) encountered in their studies. As revealed in table 1, two of the girl 

participants (Jane and Jennie) have fewer difficulties in terms of their academic 

subjects. On the other hand, Jean had difficulty coming to terms with the new 

environment but on the later part, she was able to make the adjustments and she 

started to show interest in her studies. As revealed by her teacher when Jean 

had gained the momentum; she got good grades in almost all her subjects in 

grade 1. Jean’s teacher revealed– 

“Actually, Jean has good retention but only it was manifested in 

the later part of the school year” (Jean‟s Teacher). 

Table 1. Teachers‟ thoughts on the academic challenges encountered by the 

learners as they transition to a new school environment. 

Teacher 

Teacher A 

Response 

Jane was already a reader when she entered grade 1. She knew 

how to sound the letters of the alphabets. She could read three 

letter words, blend letters and could write her name. She could 

read with comprehension.

19 | P a g e 

Table 1. … (cont’d.) 

Teacher 

Response 

Jean has problem adjusting to the new learning environment, 

thus, she has difficulty learning the grade 1 lessons. She would 

not participate in class. Oftentimes she would cry and would go 

home even before dismissal time. 

Jun cannot sound the letters of the alphabet correctly; he cannot 

read even three letter words and he has difficulty writing his 

name. He admitted he has difficulty in reading. 

Teacher B 

Jennie is a good student. She can read, write her name and she is 

attentive in class. 

Jan cannot sound the letters of the alphabet, and he has difficulty 

writing his name. 

Table 2 presents the parent‟s thoughts on the academic challenges 

encountered by the learners as they transition to a new school environment. It 

can be noted that there are few differences in the way the parents‟ assessed 

their child‟s performance in school compared with that of the teachers. Jane‟s 

mother and Jeannie‟s elder sister‟s assessments are consistent with Jane and 

Jennie‟s teachers. But Jean, Jan and Jun‟s parents‟ assessment did not jibe 

with that of the learner participants‟ teacher.

20 | P a g e 

Table 2. Parents‟ thoughts on the academic challenges encountered by the 

learners as they transition to a new school environment. 

Parent 

Jane‟s 

mother 

Jean‟s 

mother 

Jun‟s 

father 

Jeannie‟s 

sister 

Jan‟s 

mother 

Response 

Si Jane marunong ng magsound ng letters of the alphabet. 

Marunong siyang magbasa ng mga 3 letter words at marunong na 

din siyang magblend ng letters. Marunong na siyang magsulat ng 

pangalan niya. Wala akong nakitang signs na nahirapan siya sa 

grade 1. (Jane knows how to sound the letters of the alphabet. She 

can read 3 letter words and can blend letters. She can write her 

name. I did not notice any signs that Jane has difficulty in her 

lessons in grade 1.) 

Medyo nahirapan si Jean sa kanyang mga lessons sa grade 1. 

Hindi pa talaga siya marunong magbasa pero kahit papaano 

nakakasulat na siya ng pangalan niya. Alam ko matutu din siya 

kaya pinapasok ko talaga siya sa eskuyla. (I observed that Jean has 

difficulty with her lessons in grade 1. She really doesn‟t know how 

to read but at least she can scribble her name. I know she will learn 

so I encourage her to go to school.) 

Si Jun kung nasa bahay ay panay ang sulat at parang nagbabasa 

kaya masabi ko na alam niya ang mga lessons nila. (Whenever Jun 

is at home, he writes and behaves like he is reading, so I could say 

that he understand their lessons.) 

Nagbabasa at nagsusulat siya sa bahay. Nag-aaral ng kanyang 

mga lessons. Medyo marunong na siyang magbasa kasi tinuturuan 

man din namin siya sa bahay. Wala kaming nakitang problema sa 

kanyang pag-aaral. (We did not observe any difficulty that Jeannie 

encounters in school. At home she reads and writes; she studies her 

lessons. We believe she knows her lessons because we also help her 

with her lessons.) 

Okay lang siya. Natututo man din siya. Nag-aaral sila ng ate niya. 

Tinuturuan siya ng ate niya. (He is okay. He is studying. He is 

studying with his elder sister.)

21 | P a g e 

When the report cards of the learner participants were examined, it was 

revealed that the teachers were consistent with what they have revealed during 

the semi-structured interview. Figures 6 and 7 are the report cards of a boy and 

a girl participant. 

Figure 6. Report card of a girl 

participant. 

Figure 7. Report card of a boy 

participant. 

Moreover, as presented in table 1, the boy participants manifested 

difficulty in their academic subjects. As revealed by their grade 1 teachers, they 

cannot sound the letters of the alphabet which is the basic skill for beginning 

readers. This scenario is explained by Benner (2011 in Serbin et al., 2013) as 

he identified some long-term demographic characteristics that predict risk for 

poor performance in school which include boys within lower socio economic 

resource or ethnic minority populations. Jan and Jun’s families are 

beneficiaries of the 4Ps of the national government. The (4Ps) is a human 

development measure of the national government that provides conditional 

cash grants to the poorest of the poor, to improve among others the education 

of children aged 0-18 (Pantawid Pamilyang Pilipino Program, Official 

Gazette). Likewise, they belonged to the ethnic group, the Teduray (Jan) and 

Maguindanaoan (Jun) group. 

Furthermore, Meece, Glienke, and Burg (2006) suggested that boys and 

girls respond differently to traditional learning environments, which may favor 

girls‟ typical learning styles. In the study, the girl participants‟ families are also

22 | P a g e 

members of the 4Ps, likewise, they belonged to the Teduray (Jane and Jean) 

and Maguindanaoan (Jennie) ethnic group. But the girls performed much 

better than the boys in their academic subjects. This is evidenced by their report 

cards (Figure 2). The three girls have a final rating of 83 („satisfactory‟) as the 

lowest and 88 („very satisfactory‟) as the highest in all their grade 1 subjects. 

They all have good grades in the 3 languages (Mother Tongue [Arabic], 

Filipino and English). Among the girls, it was Jane who got good grade in 

Math (87 with a descriptive equivalent of „very satisfactory‟). However, both 

boys got 79 („fairly satisfactory‟) as the highest and 77 („fairly satisfactory‟) as 

the lowest grade in all their subjects in grade 1. 

Benner (2011 in Serbin et al., 2013) opined that changes at academic 

transition points may include new curricula and skill requirements; new social 

relationships with peers; physical environments (e.g., new and larger school, 

increased travel time/distance); and different sources and structures of 

academic, social and emotional support. This premise leads to the second 

theme, new curricula and skills requirement. 

Theme 2. New curricula and skills requirement 

A close scrutiny of the report card (Figures 2 & 3) of the learner 

participants revealed that they have 7 academic subjects in which MAPEH has 

the following specific components: Music, Arts, Physical Education and 

Health. They have 3 languages, mother tongue (Arabic), Filipino and English. 

Included are three other content subjects: Mathematics, Araling Panlipunan 

(AP) and Edukasyon sa Pagpapakatao. During the semi-structured interview, 

the teachers pointed out that– 

“Pag hindi nakapag Kinder ang bata mahirapan talaga 

sila at saka ang guro. Marami na silang subjects sa grade 1.” (If 

the child did not attend Kinder, he/she will really have a difficult 

time. Grade 1 has more academic subjects) [Jennie & Jun‟s 

Teacher]. 

“Mahirap Ma’am pag hindi nakapasok sa Kinder and 

bata. Kailangan kasi marunong na silang magsound ng letters of 

the alphabet, magbilang kahit hanggang sampu at saka magsulat 

ng pangalan nila.” (It‟s difficult Ma‟am if the child did not attend 

Kinder. They should know the sounds of the letters of the 

alphabet, count at least up to ten and write their names) [Jane, 

Jean & Jan‟s Teacher].

23 | P a g e 

This observation of the teachers is consistent with the argument of the 

National Center for the Study of Adults Learning and Literacy (2005 in 

McKinney, 2013). They argued that children who are most likely to have 

obstacles with learning to read in the early grades are those who begin school 

with minimal prior knowledge and skills, which include the ability to attend to 

the sounds of language as distinct from its meaning, recognition of letters, and 

concepts about print. Zimmerman and Hutchins (2003 in McKinney, 2013) 

have similar argument. They argued that once children could sound out words, 

they were able to read. The teachers of the 5 learner participants are aware of 

this as they constantly said– 

“Si Jane at Jean marunong ng magsound ng letters of the 

alphabet; pero si Jan medyo hirap pang mag-bigay ng sounds.” (Jane and 

Jean can sound the letters of the alphabet; but Jan has difficulty producing 

the sounds) [Jane, Jean & Jan‟s Teacher]. 

“Si Jennie marunong ng magbasa, madali lang siyang makabigay 

ng sounds ng mga letters; pero si Jun nahirapan pa talaga.” (Jennie is a 

reader, it‟s easy for her to produce the sounds of the letters, but Jun has 

difficulty) [Jeannie & Jun‟s Teacher]. 

Similarly, according to Lonigan (2008 in McKinney, 2013) and Pinnell 

(2008 in McKinney, 2013) phonemic awareness is an important element in 

effective reading instruction. Phonemic awareness is the ability to notice, think 

about, and work with the discrete sounds in spoken words (Pinnell, 2008 in 

McKinney, 2013). Children who are able to segment words into sounds and 

blend sounds into words have a greater beginning to literacy learning (Pinnell, 

2008 in McKinney, 2013). Decoding skills is vocabulary development; 

vocabulary is an important factor in fluent reading for students and a strong 

indicator of later reading success (Cunningham & Stanovich, 2003 in 

McKinney, 2013). This was also pointed out by the teachers of the learner 

participants during the semi-structured interview– 

“Si Jane at Jean marunong ng magblend ng 3 letters.” (Jane and 

Jean know how to blend 3 letters) [Jane & Jean‟s Teacher]. 

“Magaling si Jennie, makapagblend na siya ng tatlong letters 

pagpasok niya sa grade 1.” (Jennie is good, she could blend 3 letters 

when she entered grade 1) [Jennie‟s Teacher].

24 | P a g e 

It is undeniable that most aspects of educational success depend on 

one‟s reading ability; therefore, reading is important in the development of 

every child (Pinnell & Fountas, 2011 in McKinney, 2013). Along this view, the 

challenge for the public schools is to provide the support children need to 

improve their learning skills in order to increase their ability to read as they 

transition from one grade level to the next. Slocumb (2004 in McKinney, 2013) 

added that public schools face challenges with helping students who have 

limited reading abilities to achieve successfully. Additionally, for almost every 

benchmark, minorities across the nation are falling behind (Slocumb, 2004 in 

McKinney, 2013). In the case of the present study, the five learner participants 

are minorities (Teduray & Maguindanaoan), and the schools they attended are 

situated in the remotest barangays of Cotabato division, a city where for 

centuries have been plagued by continuing armed struggles. 

It is just fortunate that BRAC provides kindergarten classes in these two 

barangays. Islam (2016) in his dissertation entitled, “Enhanced-alternative 

delivery model for BRAC learning facilitators in the Philippine context”, 

claimed that the BRAC model was for the poor, rural children, especially girls 

that would equip them with basic reading, writing, numeracy, and life skills. 

The BRAC learning centers are established in identified school-less barangays 

or in communities where large number of children are not schooling due to 

access issues such as distance of schools, lack of teachers, security and poverty 

(Islam, 2016), thus, the learning center was established where Jane, Jean, 

Jennie, Jan, and Jun attended their Kinder year. 

Theme 3. New social relationships with peers 

Logue (2007) opined that when children feel socially competent they are 

able to transition successfully in schools, their academic growth is enhanced, 

and they are able to develop healthy and long-lasting relationships with adults 

and their peers. According to Heimes (2009) “peer relationships are very 

important as children learn about themselves and the world” (p. 94). In the 

present study, of the 5 learner participants only Jean experienced the difficulty 

of adjusting to her new classmates. As the teacher narrates– 

“Si Jean nahirapan mag-adjust sa bago niyang mga kaklasi. Magiyak 

yan noon sa klasi at kahit hindi pa uwian mauna na siyang umuwi.” 

(Jennie had experienced difficulty in adjusting with her new classmates. 

She cried in class before and she would go home even before dismissal 

time) [Jennie‟s Teacher].

25 | P a g e 

However, in the later part of the school year, Jean had come to terms 

with her new environment; there is an evident improvement in her academic 

performance as manifested in her report card. 

Figure 8. Jean‟s report card. 

As shown in figure 8, in the 

first and second quarter, Jean‟s 

grade in Mother Tongue, Filipino, 

Mathematics, Araling Panlipunan 

and Edukasyon sa Pagpapapakatao, 

all have 80 rating with the 

descriptive equivalent of 

„satisfactory‟. But in the third 

fourth quarter, a substantial 

increase is shown; she already got 

an 88 („very satisfactory‟) rating in 

all the subjects mentioned. 

According to Jean‟s teacher, she was confident that Jean knew 

something when she was in Kinder but due to her difficulty adjusting to the 

new environment, she was lagging behind academically. This was the 

statement of Jean‟s teacher during the semi-structure interview– 

“Magaling ang retention ni Jean kaya lang nahiya daw siya sa 

kanyang bagong classmates.” (Jean has good retention but only she has 

difficulty issues, like she was ashamed with her new classmates” [Jean‟s 

Teacher]. 

Figure 9. Jane‟s report card. 

On the side of Jane who 

easily made new friends in her new 

school environment, her ratings as 

shown in her report card is 

consistent from the first to the 

fourth quarter. Figure 9 shows that 

Jane‟s lowest rating in the first and 

second quarter was 85, with the 

descriptive equivalent of „very 

satisfactory‟. This goes on until the 

fourth quarter where Jane‟s highest

26 | P a g e 

rating was 88 still with the descriptive equivalent of „very satisfactory‟. 

Jane‟s teacher described her as a grade 1 learner who has a „well 

developed self confidence‟. And the teacher was very proud to narrate that in 

one of reading competition they have attended, out of 28 competing schools, 

Jane ranked 5 th . Even the mother attested to the friendly character of Jane. The 

mother narrated during the focus group discussion– 

“Si Jane palakaibigan, mahilig maglaro, bago umuwi ng bahay, 

magdaan yan sa school park magyaya yan sa kanyang mga kaibigan at 

kaklasi para maglaro.” (Jane is friendly, she likes to play, before going 

home in the afternoon, she would drop by at the school park inviting her 

friends and classmates to play with her) [Jane‟s Mother]. 

Learners’ coping mechanisms as they adopt with the changes 

in their school environment 

Coping is seen as a psychological mechanism that creates premises for 

finding an adequate response to environmental demands and challenges. In the 

school environment, this means following school demands and performing 

school tasks. In other words, coping is an individual‟s adaptation to the 

environment; it is an individual‟s efforts to maintain control over events (Ruus, 

Veisson, Leino, Ots, Pallas, Sarv, & Veisson, 2007). This definition of „coping‟ 

is appropriate because this study entails an investigation of the „coping 

mechanisms‟ of children as they transition to a new school environment. 

Theme 1. Social support (family member & peers). The first coping 

mechanism that emerged from the data was social support. According to 

Gustafson (2006), this is the most frequently reported coping strategies adopted 

by children. This was manifested in the present study; all five learner 

participants asked and are helped either by their mother or elder sisters. 

Tinutulungan siya ng ate niya mag-aral (Her elder sister is 

helping her in her studies) [Jean‟s Mother]. 

Tinutulungan namin siya sa kanyang mga assignment. (We help 

her in making her assignment [Jennie‟s elder sister]. 

Ang ate niya ang tumutulong sa kanya. (He is helped by her elder 

sister) [Jun‟s mother].

27 | P a g e 

Tinutulungan ko siya mag-aral. (I help her in her studies) [Jane‟s 

Mother]. 

Ang ate niya ang tumutulong sa bata. (The elder sister is helping 

the child) [Jan‟s Teacher]. 

The present study revealed that a simple social support from a family 

member is enough for a child to survive in a new environment. Jean, Jennie, 

Jan and Jun draw strength from the help of their „elder sisters‟. In the cases of 

Jean and Jun, the „elder sisters‟ are just a year older than they (Jean & Jun) are; 

yet Jean and Jun found the support they need. They (Jean and Jun‟s „elder 

sisters‟) are really very young (8 years old) to handle responsibilities like 

helping their younger siblings in their studies; yet they were able to provide the 

help. On the other hand, Jan and Jennie‟s „elder sisters‟ are already high school 

students. Jane, on the other hand, finds comfort from her mother‟s support. 

This result confirms the pronouncement of Werner and Smith (1998) in 

which they opine that the presence of at least one supportive adult can have an 

enormous impact on a child‟s resilience. Dawes (1992) supports this argument 

when he said that the family members and significant others can play a major 

role in helping children interpret, “process,” and adjust to, or overcome, 

difficult life experiences like transitioning from one school to another as the 

case of the present study. 

Furthermore, it can also be noted that the „elder sisters‟ provide the 

support. According to Zukow-Goldring (2002) girls routinely provide more 

family care than boys. But the economic hardships experience by the families 

involves what Elder (1999) calls a downward extension of adultlike experience 

just like what these „elder sisters have experienced‟. On the other hand, the 

result suggests that when the children feel that one of the siblings needs help; 

they come to help each other. Economically depressed families have nothing in 

life except each other; they learn to treasure one another and they draw strength 

from each other. This caring attitude develops at a very early stage as in the 

cases of Jean and Jun‟s „elder sisters‟ (only 8 years old). 

Theme 2. School climate. The second theme that surfaced coincides 

with Ruus et al. (2007) findings in which they argue that one of the students‟ 

influential coping strategies is the school climate parameters. School climate 

components of relationships, sense of safety, and belonging to the school are 

important interrelated factors during transition (Lester & Cross, 2015). This is 

true in the present study. The five cases have one thing in common; they have

28 | P a g e 

teachers who understand them. They belonged to the same ethnic group; Jane, 

Jean and Jan are Tedurays like their teacher; Jennie and Jun are 

Maguindanaoan like their teacher as well. When the 5 cases were asked about 

their teachers, they revealed– 

“Nagustuhan ko si teacher.” (I like my teacher) [Jane]. 

[Jean]. 

“Magaling magturo si teacher.” (My teacher is a good teacher) 

“Gusto ko si teacher. Tinutulungan niya ako.” (I like my teacher. 

She helps me) [Jan]. 

“Kilala ako ni teacher. Tinuturuan niya akong magbasa.” (My 

teacher knows me. She is teaching me how to read ) [Jennie]. 

“Nakikinig ako kay teacher. Gusto ko siya.” (I listen to my 

teacher. I like her) [Jun]. 

According to Rimm-Kaufman, and Sandilos (2017), students who feel a 

strong personal connection to their teachers, talk with their teachers frequently, 

and receive more constructive guidance and praise is likely to trust their 

teachers more, show more engagement in learning, behave better in class and 

achieve at higher levels academically. Positive teacher-student relationships 

draw students into the process of learning and promote their desire to learn. In 

the present study, the 5 cases received the trust and nurturing they need from 

their teachers. During the semi-structured interview, the teachers of the learner 

participants shared– 

“Si Jane marunong na talaga magbasa. Minsan mayroong 

reading competition sa division namin. Dinala ko s Jane. Sa 28 na 

competing schools, si Jane ay paglima.” (Jane is an intelligent child. 

Once, we have this reading competition in our division, I recommended 

Jane and out of 28 competing schools, Jane emerged as number 5) [Jane‟s 

teacher]. 

“Si Jean kasi mahiyain pero naintindihan ko siya. Pinapabayaan 

ko lang siya kasi alam ko masanay din ang bata. At alam ko mayroon na 

siyang alam noong Kinder”. (Jane is a shy type but I understand her. I let 

her be because I know she will come to terms with the new environment. 

Besides, I know that she has learned something from Kinder) [Jane‟s 

Teacher].

29 | P a g e 

“Si Jun nahirapan siya sa pagbasa. Pero inaamin naman niya na 

nahirapan siya magbasa at naghihingi ng tulong sa akin. Kaya binibigyan 

ko naman siya ng panahon para turuan magbasa.” (Jun showed difficulty 

in reading. But he admits that he has difficulty to read and he asks for my 

help. I also allot time to teach him how to read) [Jun‟s Teacher]. 

“Si Jennie ay marunong ng magbasa. Magaling ang bata sa klasi. 

Kaya lang marami kasi silang magkapatid kaya minsan pinapaabsent ng 

Ina sa klasi para magbantay sa kanyang maliit na kapatid, kaya iniintindi 

ko siya.” (Jennie knows how to read. The child is good academically. 

However, she belong to a big family and sometimes, the mother would 

request her to be absent from class to watch over her baby sibling, so, I 

just excused her) [Jennie‟s teacher]. 

“Si Jun nakita ko na intresado ang bata mag-aral. Mahirap talaga 

ang pamilya ng bata. Alam ko na ang ate lang niya ang tumutulong sa 

kanya mag-aral kasi hindi din naman makatulong ang mga magulang nila 

kasi wala ring natapos. Kaya tinutulungan ko siyang magbasa. Medyo 

magaling siya sa Math.” (I could see that Jun is interested to learn. His 

family is really poor. I know that it‟s only his elder sister who is helping 

him in his studies. So, I teach him how to read. He is a little bit good in 

Math.) [Jun‟s Teacher]. 

This was affirmed by the parents during the focus group discussion 

(School A) and semi-structured interview (School B): 

“Gustong gusto ni Jane magpasok sa school. Gusto niya ang 

teacher niya. Ganado siyang mag-aral.” (Jane likes to go to school. She 

likes her teacher. She is motivated to study [Jane‟s Mother]. 

“Hindi naman mahirap utusan si Jun magpasok sa school. At nagaaral 

sila ng ate niya dito sa bahay. At tunuturuan din daw siya ng 

kanyang teacher” (It is not difficult to ask Jun to go to school. He and her 

elder sister study their lessons here at home. And according to him, his 

teacher is also teaching him how to read) [Jun‟s Mother]. 

“Noong nakasanayan na ni Jean sa bago niyang school; masaya 

na siyang magpasok sa school. Magaling daw magturo ang teacher niya” 

(When Jean has come to like her new school environment; she was happy 

to go to school. She reported to me that her teacher teaches well) [Jean‟s 

Mother]. 

“Sabi niya nakikinig daw siya sa teacher niya kasi gusto niyang 

matutu. At nagtuturo daw talaga ang teacher niya.” (According to him, he

30 | P a g e 

listens to his teacher because he likes to learn. And his teacher is really 

teaching them) [Jan‟s Father]. 

“Wala namang problem kay Jennie Ma’am kasi gusto niya ang 

teacher niya. Nagkukuwento pa nga siya sa teacher niya.” (There is no 

problem with Jennie Ma‟am because she likes her teacher. She tells us 

stories about her teacher) [Jennie‟s elder sister]. 

This finding is consistent with Sakk‟s (2013) argument where he said 

that the learners‟ achievement at school and their contentment depend on the 

teachers‟ attitudes and ability to convey knowledge, to guide and to be a 

supporter and a mentor. The way the teacher treats learners also affects their 

achievement. A good relationship with the teacher creates a safe classroom 

environment (Boulton, Duke, Holman, Laxton, Nichlolas, Spells, 

Woodmansey, 2009). 

Aside from the social support from the teachers, there is also 

considerable evidence that social support from peers can greatly enhance 

children‟s coping mechanism to a new environment. School climate 

components of relationships, sense of safety, and belonging to the school are 

important interrelated factors during transition (Lester & Cross, 2015). Social 

and behavioral skills are generally predictive of academic achievement in early 

elementary school (DiPrete & Jenning, 2009). This was manifested by the 

children themselves as they shared during the focus group discussion and semistructured 

interview: 

[Jun]. 

“Maglaro kami ng mga kaklasi ko.” (We play with my classmates) 

“Pagkatapos ng klasi maglaro na kami ng mga kaibigan ko.” 

(After our class, we play with my friends.) [Jane] 

“Mas gusto ko dito kasi marami na rin akong mga kaibigan. 

Paborito naming laruin ang jackstones.” (I like here more because I have 

many friends. Our favourite play is jackstones) [Jeannie]. 

“Maglaro kami ng mga pinsan ko. Dito man din sila nag-aral.” (I 

play with my cousins. They also attend school here) [Jean]. 

“Pag-uwian sabay kami ng mga kapitbahay ko. Minsan maglaro 

muna kami bago mag-uwi.” (When it is dismissal time, I go with my 

neighbors. Sometimes we play before we go home) [Jan].

31 | P a g e 

Moreover, the teachers also observed this adaptive measure (social 

climate) of the children as they shared during the focus group discussion and 

semi-structured interview: 

“Ang mga bata (Jane, Jean and Jan) ay madali lang makapagadjust 

kasi halos magkakilala na sila. Kahit nga si Jean na medyo hirap 

sa simula, nakapag-adjust kasi marami siyang mga pinsan na kaklasi 

niya. Noong magsimula na siyang makipaglaro ganado na din siyang 

mag-aral.” (The children [Jane, Jean and Jan] can easily adjust because 

they know each other. Even Jean who at first had difficulty adjusting to 

the new environment had found a way to adjust. When she started playing 

with her cousins in the school park, she started to enjoy going to school) 

[Jane, Jean and Jan‟s teacher]. 

“Marami silang (Jeannie and Jun) mga kapitbahay na dito din 

nag-aral, at mga pinsan, kalaunan makita mo sila naglalaro na. Ang mga 

bata palaruin mo lang masaya na yan.” (They [Jeannie and Jun] have 

neighbors who also attend class here in school, and cousins, not long after 

the opening of classes you can see them play. The children are happy 

when you allow them to play) [Jeannie & Jun‟s teacher]. 

The parents as well have observed this coping measure of their children. 

They shared during the focus group discussion and semi-structured interview: 

“Si Jane naglalaro yan kasama ang mga kaklasi niya bago maguwi 

sa hapon.” (Jane plays with her classmates before going home in the 

afternoon) [Jane‟s mother]. 

“Si Jean noong kalaunan masaya na kasama ang kanyang mga 

pinsan at kaklasi, nakikipaglaro na siya.” (In the later part, Jean is happy 

together with her cousins and classmates, she enjoys playing with them 

[cousins and classmates]) [Jean‟s mother]. 

“Hinahayaan ko siyang maglaro sa park kasama ang kanyang 

mga kaklasi. Masaya siya pag naglalaro.” (I allowed him to play in the 

school park together with his classmates. He is happy when he is playing) 

[Jan‟s father]. 

“Naglalaro yan bago umuwi sa hapon. Sila ng kapatid niya at 

mga kaklasi at kapitbahay.” (He plays before going home in the 

afternoon. He plays with his sister, classmates and neighbors.) [Jun‟s 

mother].

32 | P a g e 

“Mahilig din siya maglaro Ma’am. Marami rin siyang mga 

friends, mga kaklasi din niya at mga pinsan at mga kapitbahay namin.” 

(She likes to play. She has many friends, her classmates, our cousins and 

neigbors) [Jeannie‟s elder sister]. 

According to Boyden and Mann (2005), positive peer relationships 

provide children with an arena of support outside the family in which they can 

experiment, develop attitudes, skills, and values, and learn to share, help, and 

nurture one another. A sense of belonging describes the quality of the social 

relationships within the school: the extent to which students feel like they 

belong at school and feel cared for by the school (McNeely, Nonnemaker, & 

Blum, 2002), and is associated with higher academic achievement, good 

attendance, and social relationships (Bond, Butler, Thomas, Carlin, Glover, 

Bowes, & Patton, 2007; Kuperminc, Leadbeater, & Blatt, 2001; McNeely et 

al., 2002). 

Theme 3. School as a social regulation. The third theme that came out 

was in consonance with Popkewitz (1997 in Ruus et al., 2007) idea about 

school as a social regulation. By choosing tasks and behavioral models and 

evaluating performance, the student is kept on the developmental path 

preferred by society. The school acts as the individual‟s developmental engine. 

From the learner‟s perspective, the school places one constantly into situations 

with which one must cope. A student view everyday school like in one of the 

two ways: (a) as a positive challenge which encourages students to test their 

abilities and perform better, or (2) as a threat which creates fear, anxiety, and 

stress (Ruus et al., 2007). In the present study, the first view is evident. The 

school is regarded by the 5 cases as a positive challenge which encourages 

them to test their abilities and perform better. It is also regarded by the learner 

participants as an avenue to make friends with other children. When asked why 

they attend classes, the 5 cases responded: 

“Gusto ko talagang mag-aral. Kaya araw-araw pumapasok ako 

sa school. Gusto ko ring makapagtapos ng pag-aaral at saka marami 

akong bagong kaibigan.” (I really like to go to school. So, I go to school 

every day. I studied hard because I also want to finish my studies and 

also in school I have earned new friends) [Jane]. 

“Mas gusto ko magpasok sa school kaysa manood ng cartoon sa 

TV. At saka gusto ko ring matutu magbasa at magbilang at magsulat. 

Pagkatapos ng aral, maglaro na kami ng mga bago kong kaibigan.” (I 

prefer to go to school rather than watch cartoon in TV. And I also want to

33 | P a g e 

learn how to read, count and write. After school we play with my new 

friends in the school park) [Jun]. 

“Nagustuhan ko ang school kasi marami akong natutunan. 

Masaya mag-aral. Natutu akong magbasa, magsulat, at saka magbilang. 

At saka naglalaro rin kami ng mga kaibigan ko.” (I like school because I 

learned many things. School is fun. I learned how to read, write and 

count) [Jeannie]. 

“Nagustuhan ko na ring magschool. Marami akong natutunan. At 

saka lahat ng mga bata sa amin pati pinsan ko nagschool kaya nagschool 

na rin ako.” (I have learned to like school. I learned a lot. And the 

children in our neighborhood and my cousins all go to school; so, I also 

go to school) [Jean]. 

“Masaya sa school; marami kaming ginagawa. Minsan naglaro 

lang kami sa loob ng klasi tapos magsulat naman, tapos magbasa naman, 

marami. Marami na rin akong kaibigan sa school.” (School is fun; we 

have many activities. Sometimes, we just play inside our classroom, and 

after the play, we write, then, do some reading; we have varied activities) 

[Jan]. 

On the teachers‟ perspective, they also believed that school is a form of 

social regulation where students whether rich or poor are given equal 

opportunity to test their abilities and perform better. The teachers of the 5 cases 

shared– 

“Sa school binibigyan ng chance ang lahat ng bata para matutu. 

Tinuturuan silang magbasa, magsulat at magbilang. Ito ang pinaka 

importante. Pero ako bilang guro, naniniwala na mas importante na 

turuan din ang mga bata ng wastong pag-uugali. Matutu silang sumunod 

sa mga patakaran ng school. Mag-aral sila para makapasa at 

makapagtapos ng kani-kanilang pag-aaral.” (All the children in school 

are given equal opportunity to learn. They are taught how to read, write 

and count. This is very important. However, as a teacher, I believe that it 

is more important to teach the children how to behave properly. They 

should learn how to follow rules and regulations. They should study hard 

so they can pass their academic subjects and finish their studies) [Jennie 

and Jun‟s Teacher]. 

“Maganda kung ang mga bata ay magsisipag-aral. Dapat matutu 

talaga ang mga bata. Turuan sila para maayos naman ang mga buhay 

nila. Ang mga bata gusto nilang mag-aral, gusto nilang matutu, may mga 

pangarap rin sila.” (It is nice if the children are in school. They should

34 | P a g e 

learn. They should be taught so they will have a good life. The children 

like to go to school, they like to learn, and they also have dreams) [Jane, 

Jean and Jan‟s Teacher]. 

The parents are, likewise, aware of the role of the school in the lives of 

their children. They, too, want that their children are educated. They want to 

see that their children are successful in their education. During the focus group 

discussion and semi-structured interview, the parents of the five cases revealed 

the following– 

“Sabi ni Ina, mahirap lang kami kaya kailangan naming mag-aral 

ng todo. Importante ang pag-aaral yon ang sabi ni Ina sa amin.” (Our 

mother said that because we are poor we have to study hard. Education is 

important, this is what our mother told us) [Jennie‟s elder Sister]. 

“Ako wala ako masyadong pinag-aralan pero gusto ko may 

matapos ang anak ko. Kaya gusto ko talagang siyang mag-aral. Gagawin 

ko ang lahat para makatulong sa kanyang pag-aaral. Magpabili siya ng 

kung anu-ano na gamit sa eskuyla, hinahanapan ko ng paraan para 

maibigay ko para makapasa siya.” (I am not well educated but I want my 

son to finish his studies. I will do everything to help him in his studies. He 

would asks me to buy something he needs at school, I really find ways to 

provide him so he can pass) [Jan‟s Father]. 

“Gusto ko yong sinasama ni teacher ang anak ko sa mga 

competisyon kasi gusto ro ring matutu pa ang anak ko.” (I like it when the 

teacher would recommend my child for academic competition; of course, 

I also want my child to learn more) [Jane‟s Mother]. 

“Siyempre gusto ko ring makatapos ng pag-aaral ang anak ko 

kaya panay ang utos ko sa kanya na magpunta sa school at mag-aral.” 

(Of course I want my child to finish his studies. I always ask him to go to 

school every day.) [Jun‟s Mother]. 

“Gagaya nila gusto ko ring makapagtapos ng pag-aaral ang anak 

ko. Pero ngayon masaya na ako kasi gusto na rin ni Jane na mag-aral. 

Mahirap talaga pag walang napag-aralan.” (Just like them, I also would 

want my child to finish her studies. But now, I am happy because Jane is 

enjoying school. It‟s really difficult if you are not educated) [Jean‟s 

Mother]. 

This finding is consistent with the argument of Ruus et al. (2007) 

when they said that academic success has strong correlative relationships with

35 | P a g e 

(1) students‟ positive coping strategies, and (2) with the students‟ 

psychological and physiological well being. Likewise when the students are 

optimistic about their academic future and use more positive coping strategies; 

it is likely that they would attain academic success. 

It is worth mentioning that the 5 cases are all beneficiaries of the 

Pantawid Pamilyang Pilipino Program (4Ps) of the national government. It is a 

poverty reduction and social development strategy that provides conditional 

cash grants to extremely poor households to improve their health, nutrition and 

education particularly of children aged 0-14. It provides 3000 pesos per child 

for one school year (i.e. 10 months) or 300 pesos per month for educational 

expenses. xxx In return, the conditions that are to be met by beneficiaries are 

that– xxx (4) 3-5 year old children must attend day care or preschool classes at 

least 85% of the time; (5) 6-14 year old children must enroll in elementary or 

high school and must attend at least 85% of the time (Reyes & Tabuga, 2012). 

Somehow, this could also be the reason why the parents would encourage their 

children to attend school. 

Theme 4. Knowledge and skills. The fourth theme was the knowledge 

and skills that the learners bring as they transition to a new environment. This 

was acknowledged by the teachers of the five cases. During the semi structured 

interview with the teachers, they both revealed that– 

“Nakita ko na mayron ng alam ang dalawang bata (Jennie & 

Jun). At saka alam ko na galing sila sa BRAC. Itong si Jun mayron siyang 

kapatid na babae na nasa grade 3 na ngayon. Ako rin ang teacher noong 

grade 1 yon. Galing din yon sa BRAC. Magaling siya na bata. Si Jun 

medyo hindi gaanong marunong magbasa pero natuturuan naman.” (I 

know that these two children (Jennie & Jun) have acquired some 

knowledge and skills. I know they both came from BRAC. Jun has an 

elder sister who is now in grade 3. I was also the teacher when that girl 

was in grade 1. The child is intelligent. Jun is not quite good in reading 

but he is teachable) [Jennie & Jun‟s teacher]. 

“Iba talaga pag galing na sa BRAC ang bata. Mayron talaga 

silang natutunan. Si Jane marunong ng mag sound ng letters. 

Makapagblend na sa siya ng 3 letter words. Si Jean noong nakapagadjust 

na siya nagbabasa na rin. Madali lang kasi sa kanya dahil 

naturuan na siya noong Kinder. Mayroong kapatid si Jean na galing din 

sa BRAC magaling din yon. Si Jan medyo hirap sa pagbasa pero 

nakabasa na rin siya. Silang tatlo kasi nakapagkinder sa BRAC.” (It‟s

36 | P a g e 

different when a child came from BRAC. They really have learned 

something. Jane can sound the letters of the alphabet; can blend 3 letter 

words, in short she can read. Jean, when she had adjusted to her new 

environment, has started to manifest what she has learned in Kinder. Jean 

has a sister who also came from BRAC. The girl is also intelligent. Jun 

has difficulty reading but he was learning. These 3 children came from 

BRAC school) [Jane, Jean & Jan‟s teacher]. 

This view of the teachers coincides with Gough and Tumner‟s (1986) 

simple view of reading ability which is composed of two major parts: language 

comprehension (i.e., oral language proficiency) and decoding (i.e., word 

identification). Language comprehension is conceptualized as the process by 

which the meanings of decoded words can be subsequently integrated into 

meaningful sentences and text structures. Decoding is the result of the 

application of word identification skills (word analysis based on phonemic 

awareness and knowledge of grapheme-phoneme correspondences as well as 

the rapid retrieval of sight words from the lexicon). Thus, the simple view holds 

that children‟s capacity for reading comprehension (R) is determined by their 

ability to comprehend spoken language (C) and their ability to decode text (D). 

In short, it is stated that R=CxD, where C and D can range in values from 0 to 

1. According to this framework, a young child learning to read must acquire 

both types of skills in order to become a successful reader. A child who has 

strong oral language abilities in the absence of adequate decoding skills cannot 

access meaning from print. On the other hand, a child who has strong word 

decoding skills but much weaker language comprehension skills will also be 

more likely to have difficulty with reading comprehension (Gough & Tumner, 

1986). 

The teachers of the present study strongly hold on to this simple view of 

reading ability espoused by Gough and Tumner‟s (1986). They were confident 

that it will not be very difficult for the learner participants to transition to a new 

school environment and to move to a new grade (from Kinder to grade 1) 

because they have acquired the basic reading skills. This was manifested by 

Jane, Jennie and even Jean (towards the later part of the school year). 

Although, Jan and Jun manifested difficulties on these skills, the teachers find 

solace in the children‟s desire to learn and to solicit for their assistance. 

Summing up the children‟s challenges as they transition from a new 

environment are mediated by a host of internal and external factors that are 

inseparable from the social, political, and economic contexts in which children

37 | P a g e 

live (Boyden & Mann, 2005). In the study at hand, this includes the feeling of 

insecurity experienced by Jean; the feeling of awkwardness expressed by Jun; 

and the academic challenges Jan and Jun experienced. Alongside with the 

challenges are the coping strategies the children employ. These coping 

strategies are the following: (a) social support, (b) school climate, (c) school as 

a social regulation and (d) knowledge and skills the learners bring as they 

transition to the new school environment. Figure 1 shows the developed 

conceptual paradigm of the study. 

social 

support 

school 

climate 

learners’ 

coping 

mechanisms 

school as a 

social 

regulation 

knowledge 

and skills 

Figure 2. The coping mechanism model developed. 

Implications 

Brostrom (2005) wrote that children see the transition to school as a 

kind of culture shock bringing “too many challenges or the wrong kinds of 

challenges” (p. 3). He suggested several elements that should be taken into 

account by all who are involved in the transitional process. Among these 

elements are the academic readiness of the child, the level of support from

38 | P a g e 

family and school, the willingness of the teacher to take the child‟s needs and 

interests to heart, and continuity in curriculum (Brostrom, 2005). 

Moreover, Liu (2008) suggested that parents should bring their children 

for visits to the school prior to enrollment, teachers should send students 

welcome letters before school begins; and that a countdown calendar be used to 

target the day on which the transition will take place. In the present study, like 

in School A where the BRAC learning center is located within a public school 

compound, it could have been better if the Kinder teacher from BRAC learning 

center had the occasion of touring the children to the school site. This would 

have given the children an opportunity to be accustomed to the new learning 

environment. Similarly, the parents (especially Jean and Jun‟s) could have 

encouraged their children to accompany them during the „Brigada Eskuyla‟ so 

that the children could have a feel of the environment of the new public school 

they will be moving in. 

Similarly, Ketteringham (2008) suggested that parents should be 

supportive and encouraging through the entire process. They should allow their 

children to take few steps backwards while encouraging them to move on. 

They should expect grades to fluctuate and emotions to rise and fall. They 

should remain positive while pushing their children to become used to their 

new environment. 

Parents should understand that there may be academic and social gaps 

that their children will have to overcome (Hovland, n.d.). They should also 

realize that it will take time for these gaps to narrow and eventually disappear; 

it will not happen overnight (Hovland, n.d.). In the present study, it was 

fortunate that Jean and Jun‟s parents were able to understand the struggle, the 

two learner participants have to overcome. Their parents had accompanied 

them in their journey. 

There are many indicators of a successful transition to a new school 

environment. Children‟s academic achievement is one among the many 

indicators. Jane‟s academic achievement is an example in the present study. 

Other signs include children liking school and looking forward to going to 

school regularly. All the five learner participants (Jane included) expressed that 

they like their new school and that they would wake up early to prepare for 

school. They like their teachers; like to play with their classmates in the 

playground.

39 | P a g e 

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The research team 

BONIFACIO G. GABALES, JR., Ph.D. 

Associate Professor 

University of Southeastern Philippines 

Obrero, Davao City, Philippines 

Email: bonigabs75@gmail.com 

Mobile: +63 918-962-4940 

VELMA S. LABAD, Ed.D. 

Associate Professor 

University of Southeastern Philippine 


Email: velma.labad@usep.edu.ph 

Mobile: +63 0909-808-2040 

VILMA D. ANDOY, Ed.D. 

Professor 

University of Southeastern Philippine 


Email: vilm_andoy03@yahoo.com 

Mobile:

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