A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATESCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS

FROM CALAMBA CITY SCIENCE HIGH SCHOOL

A Case Study Presented to the Faculty of Calamba City Science High School In Partial Fulfillment of the Requirements

in Technical Writing

Submitted by:

Dwayne Brennan A. Asprec Jenniel A. MoralesJericho T. Naga Ralph Lawrence R. Silaya

Submitted to:

Mrs. Gina A. Verano

S.Y. 2013-2014

INTRODUCTION

In education, one advances further and higher in level every year, and

tend to encounter different changes. Starting from pre-school, elementary, high

school and then college. In terms of academics, every lesson becomes harder

and harder. But not every time do students only experience changes in academic

level. With two types of school – private and public, one may also encounter

different issues like environmental and social changes. Especially in graduating

from a private elementary school to a public high school.

Such changes like shift in school curriculum may be encountered by

students. Private high schools offer premium and serviced administers plus

miscellaneous fees. Public schools may have more levelled education than in

private schools. However, there are qualities present in private schools that might

be amiss to public schools. Henceforth, such shift into scholar curriculum can be

a dilemma that a student will have time to cope with these.

The difficulties encountered by private school graduates must be studied.

This led the researchers to conduct a study focusing on the difficulties

encountered by private school graduates. They aim to identify the actions that

must be taken to degrade the difficulties encountered by selected Grade VII

private school graduates of Calamba City Science High School. And also, to

gather information and practices that will be effective as reference to future

private school graduates that will help and guide them in moving to a public high

school.

BODY

Education in its general sense is a form of learning in which the

knowledge, skills, and habits of a group of people are transferred from one

generation to the next through teaching, training, or research. Education

frequently takes place under the guidance of others, but may also be

autodidactic. Any experience that has a formative effect on the way one thinks,

feels, or acts may be considered educational. Education is commonly divided into

stages such as preschool, primary school, secondary school and then college,

university or apprenticeship.

Schools are places of learning, where teachers meet with students who

have come for instruction in reading, writing, mathematics, science, and much

more. Many schools also provide day care and health care services in the

community.

Educational options in which coming to a private or in public schools can

be a serious task, which manipulate the paths that you will take in the future.

Upgrading from elementary to high school is a major shift in the education level.

Private SchoolsSome students (and parents) automatically assume that private schools

are better than their public counterparts because they cost more and have higher

name recognition. Where did this theory come from? What almost all knew is that

there are pros and cons to both public and private schools and the decision to

transfer from one to the other should be made on a case-by-case basis. It

doesn’t matter if it was the right choice for your roommate’s sister’s cousin;

unless their situation mirrors yours exactly, you have some serious research

ahead. One thing is certain, though: If you’re not getting the education you feel

you need to succeed in your field of choice, transferring is a great way to change

that.

In the Philippines, private schools were always associated with good

impressions because of the payment that the students are paying to. Though

education quality isn’t that much assured to be of much use. Premium

administers and high-quality facilities may be assured at hand but the number of

achievers in private schools couldn’t compare much more than those in public.

These schools can only provide the most comfortable environment, classrooms,

facilities and adjacent to that of those in public which can satisfy every student

who has the privilege to pay.

Many educational alternatives, such as independent schools, are also

privately financed. Private schools often avoid some state regulations, although

in the name of educational quality, most comply with regulations relating to the

educational content of classes. Religious private schools often simply add

religious instruction to the courses provided by local public schools.

In the Philippines, the private sector has been a major provider of

educational services, accounting for about 7.5% of primary enrollment, 32% of

secondary enrollment and about 80% of tertiary enrollment. Private schools have

proven to be efficient in resource utilization. Per unit costs in private schools are

generally lower when compared to public schools. This situation is more evident

at the tertiary level. Government regulations have given private education more

flexibility and autonomy in recent years, notably by lifting the moratorium on

applications for new courses, new schools and conversions, by liberalizing tuition

fee policy for private schools, by replacing values education for third and fourth

years with English, mathematics and natural science at the option of the school,

and by issuing the revised Manual of Regulations for Private Schools in August

1992.

Private schools' curriculum is usually unique to the school itself. Though it

may seem that they have a less diverse organization. Rest assured to those who

has the privilege to pay a price just to let their children stay and study in a

comfortable while unjust academic interest environment for them to maintain

proper esteem and formal behaviour in such ways. They may have less intrigued

class hours and may not focus on academics as much as they’d focus on

vocational studies. Lastly, students here are much more disciplined and made to

grow into fine citizens of the society.

Public SchoolsWhile public schools weren’t that much associated with good impressions

because of the low-quality of the facilities and the unjust behavioural issues with

the students. Public schools are then linked to bad impressions, for public

schools are open to every people living on the locale. Because of this, students

in the public schools contain different kinds of students – students that truly

understand what education is, those that find school as a home of friendship and

allies, students that are rude to his/her fellow student, and those who doesn’t

care at all.

There is a huge difference between the intervention of public and private

schools. Differs in the environment, between premium facilities and government

facilities. Same goes in the education quality. Not all times that a private school

with higher cost and better facilities provide better education. They say that

public schools are worth the sacrifice of being in a fair focalized environment,

though some pushes through but takes longer adjustment to the surroundings.

Besides from having high-class administers in Private School, flaws aren’t

even out of the question. Like how the Government funds for Public Schooling

and the benefit of getting a scholarship for better quality education.

There are many advantages to public schooling. According to the

University of Michigan, public schools have a uniform curriculum district-wide,

and sometimes even state-wide. Public schools usually have a more diverse

student body than private schools. Public school is free. However, the public

school may suffer from funding issues that private schools generally do not have.

The non-profit organization Face the Facts stated that public school teachers are

more highly qualified than private school teachers.

FacilitiesMany public school facilities are impressive; others are mediocre. The

same is true of private schools. In the public school system, the twin engines of

political support and economic revenue base are critical.

In private schools the ability to attract endowments and other forms of

financial support are just as critical. Private school facilities reflect the success of

the school's development team and that of the school to continue to generate

alumni support. Some private schools have facilities and amenities which

surpass those found at many colleges and universities.  For example, some have

libraries and athletic facilities on a par with those in high-class places. They also

offer academic and sports programs which make full use of all those resources. It

is hard to find comparable facilities in the public sector. They are few and far

between.

Public schools also reflect the economic realities of their location. Wealthy

suburban schools will have more amenities than inner city schools as a rule.

Class Size

In Philippines, most private schools have small class sizes. One of the key

points of private education is individual attention. Usually, it needs student to

teacher ratios of 15:1 or better to achieve that goal of individual attention.

On the other hand a public system has to take almost anyone who lives

within its boundaries. In public schools you will generally find much larger class

sizes, sometimes exceeding 35-40 students in some inner city schools. At that

point teaching rapidly degenerates into babysitting.

TeachingPublic sector teachers are generally better paid. Naturally compensation

varies widely depending on the local economic situation. Unfortunately low

starting salaries and small annual salary increases result in low teacher retention

in many public school districts.

Public sector benefits have historically been excellent; however, health

and pension costs have risen so dramatically since 2000 that public educators

will be forced to pay or pay more for their benefits.

Private school compensation tends to be somewhat lower than public.

Again, much depends on the school and its financial resources. One private

school benefit found especially in boarding schools is housing and meals. Private

school pension schemes vary widely.

Both public and private schools require their teachers to be credentialed.

This usually means a degree and a teaching certificate. Private schools tend to

hire teachers with advanced degrees in their subject over teachers who have an

education degree.

Administrative Support

The bigger the bureaucracy, the harder it is to get decisions made at all,

much less get them made quickly. The public education system is notorious for

having antiquated work rules and bloated bureaucracies. This is as a result of

union contracts and host of political considerations.

Private schools on the other hand generally have a lean management

structure. Every peso spent has to come from operating income and endowment

income. Those resources are finite. The other difference is that private schools

rarely have teacher unions to deal with.

Elementary SchoolsElementary school, sometimes called primary school or grade school, is

the first part of the educational system, and it includes the first six years of

compulsory education (Grades 1–6). These grades are further grouped

(informally) accordingly into: primary level, which includes the first three grades

(Grades 1–3), and intermediate level, which includes the last three grades

(Grades 4–6).

Elementary school level education covers a smaller but wider than the

junior and senior high school because of the spiral approach educational

technique.

In public schools, the core/major subjects that are introduced starting at

Grade 1 include mathematics, Filipino, and Makabayan. English is only

introduced after the second semester of Grade 1. Science is only introduced

starting Grade 3. Heograpiya, kasaysayan (history), and sibika (civics)

(abbreviated as HEKASI), is only introduced starting Grade 4. Minor subjects

then include music, arts, physical education, and health (abbreviated as

MAPEH). In private schools, subjects in public schools also include those of the

public schools, with the additional subjects including: computer education and

HELE (stands for home economics and livelihood education; while in Christian

schools or in Catholic schools, religious education.

Secondary EducationSecondary school in the Philippines, more commonly known as "high

school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan),

consists of four levels largely based on the US school system as it existed until

the advent of the comprehensive high schools in the US in the middle of 20th

century. The Philippine high school system has not significantly evolved from

where it was when the Philippines achieved independence from the United

States in 1946.

The Department of Education specifies a compulsory curriculum for all

high schooling, public and private. The first year of high school has five core

subjects, Algebra I, Integrated Science, English I, Filipino I, and Philippine

History I. The second year curriculum has Algebra II, Biology, English II, Filipino

II, and Asian History. The third year has Geometry, Trigonometry, Chemistry,

Filipino III, and World History and Geography. The final fourth year curriculum

has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and

Economics. Minor subjects may include Health, Music, Arts, Technology and

Home Economics, and Physical Education.

Moving from a Private Elementary to a Public High SchoolThese two types of school may have a proper distinction and individual

uniqueness between administers and student bodies, but there’s always a point

in life where breaking the barriers between is essential. One may not always be a

public student, and the same goes to one may not always be a private student.

There always comes a time when a student must change paths. Hard

must it be, but education quality always comes first. Adjusting may seem to take

long, especially in moving between two types of schools. A new environment to

set in, new classmates to look at, new teachers to listen to, and a whole lot more

to see for just a change of year.

A new school year can be an exciting time full of new possibilities, new

experiences and new goals. But a new school year can also be a time of new

challenges. Several changes can take place at the beginning of the school year,

and those changes can sometimes be difficult to navigate and manage for all

children. The road can be especially difficult for children with special needs.

Anxiety in social situations is very common for school-aged children. Ask

or observe someone who he or she talks to at school and what activities he or

she participates in and likes.

There are different distinctions between Private Schools and Public

Schools. Hence, moreover for a Private elementary school and a Public High

School. Shifts in the academic level is unavoidable, moving from elementary to

secondary education. Though there are changes encountered and may be

difficult for a Private School Graduate, as such in the financial means of

administers, educational quality, methods of teaching, utility workers, facilities,

administrative support, classmates who graduated from public schools and

environmental change or surroundings. These may be the difficulties

encountered by Private School Graduates from Calamba City Science High

School.

TABULAR PRESENTATION OF DATA

Table 1

Frequency and Percentage of Respondents Who Find Moving From

Private Elementary School to Public High School Satisfying

Response Frequency PercentageYes 30 86 %

No 5 14 %

Total 35 100 %

Table 1 shows the frequency and percentage of respondents who find

moving from private elementary school to private high school satisfying. Out of

thirty-five (35) respondents, thirty (30) or eighty-six percent (86%) find

transferring satisfying while five (5) or fourteen percent (14%) find it unsatisfying.

Therefore, majority of the respondents find moving from private elementary

school to private high school satisfying yet there are some who find it

unsatisfying.

Table 2

Frequency and Percentage of the Services Lost When the Respondents Transferred From a Private Elementary School to Public High School

Response Frequency Respondents PercentageUtility 17 35 49 %

Good Facilities 7 35 20 %

Education Focus 2 35 6 %

Books 14 35 40 %

Clinic 2 35 6 %

Court 4 35 11 %

Aircon 3 35 9 %

Canteen 2 35 6 %

None 2 35 6 %

Table 2 shows the frequency and percentage of the services lost when the

respondents transferred from a private elementary school to private high school.

Out of thirty-five (35) respondents, seventeen (17) or forty-nine percent (49 %)

said that utility is the service lost; seven (7) or twenty percent (20 %) said that

good facilities lost; two (2) or six percent (6 %) said that education focus lost;

fourteen (14) or forty percent (40 %) said that books lost; two (2) or six percent (6

%) said that clinic lost; four (4) or eleven percent (11 %) said that court lost; three

(3) or nine percent (9 %) said that air-conditioner is lost; two (2) or six percent (6

%) said that canteen service lost; and two (2) or six percent (6 %) said that

there’s nothing that is lost. Therefore, majority of the respondents said that utility

is the service lost when they transferred from private elementary school to public

high school.

Table 3

Frequency and Percentage of Respondents Who Experienced Difficulties in Studies Due to Environmental Change

Response Frequency PercentageYes 7 20 %

No 28 80 %

Total 35 100 %

Table 3 shows the frequency and percentage of respondents who

experienced difficulties in studies due to environmental change. Out of thirty-five

(35) respondents, seven (7) or twenty percent (20 %) experienced difficulties

while twenty-eight (28) or eighty percent (80 %) don’t experienced difficulties.

Therefore, majority of the respondents don’t experienced difficulties in studies

due to environmental change yet there are still some who experienced

difficulties.

Table 3.1

Frequency and Percentage of Respondents’ Difficulties Encountered in Studies Due to Environmental Change

Response Frequency PercentageEnvironment 3 43 %

Curriculum 2 28.5 %

School Materials 2 28.5 %

Total 7 100 %

Table 3.1 shows the frequency and percentage of respondents’ difficulties

encountered in studies due to environmental change. Out of seven (7)

respondents who experienced difficulties, three (3) or forty-three percent (43 %)

encountered difficulties in environment; two (2) or twenty-eight point five percent

(28.5 %) encountered difficulties in curriculum; and two (2) or twenty-eight point

five percent (28.5 %) encountered difficulties in school materials. Therefore,

majority of the respondents encountered difficulty in environment in studies due

to environmental change.

Table 4

Frequency and Percentage of Respondents Who Feel Shy in Communicating with New Students

Response Frequency PercentageYes 22 63 %

No 13 37 %

Total 35 100 %

Table 4 shows the frequency and percentage of respondents who feel shy

in communicating with new students. Out of thirty-five (35) respondents, twenty-

two (22) or sixty-three percent (63 %) feel shy while thirteen (13) or thirty-seven

percent (37 %) don’t feel shy. Therefore, majority of the respondents feel shy in

communicating with new students yet there are some who don’t feel shy.

Table 5

Frequency and Percentage of Respondents Who Consider Having Greater Peers Who Graduated From Private Schools than in Public Schools

Response Frequency PercentageYes 23 63 %

No 12 37 %

Total 35 100 %

Table 5 shows the frequency and percentage of respondents who

consider having greater peers who graduated from private schools than in public

schools. Out of thirty-five (35) respondents, twenty-three (23) or sixty-three

percent (63 %) consider to have greater peers from private schools while twelve

(12) or thirty-seven percent (37 %) don’t consider to have greater peers from

private schools. Therefore, majority of the respondents consider to have greater

peers from private schools than in public schools yet there are still some who

don’t consider it.

Table 6

Frequency and Percentage of Respondents Who Experienced Changes between the Academic Practices of Private and Public Schools

Response Frequency PercentageYes 33 94 %

No 2 6 %

Total 35 100 %

Table 6 shows the frequency and percentage of respondents who

experienced changes between the academic practices of private and public

schools. Out of thirty-five (35) respondents, thirty-three (33) or ninety-four

percent (94 %) experienced changes while two (2) or six percent (6 %) didn’t

experienced changes. Therefore, majority of the respondents experienced

changes between the academic practices of private and public schools yet there

are some who didn’t experienced changes.

Table 6.1

Frequency and Percentage of the Changes Encountered by the Respondents between the Academic Practices of

Private and Public Schools

Response Frequency Respondents PercentageEducational Focus 9 33 27 %

Methods of Teaching 25 33 76 %

Books 20 33 61 %

Table 6.1 shows the frequency and percentage of the changes

encountered by the respondents between the academic practices of private and

public schools. Out of thirty-three (33) respondents, nine (9) or twenty-seven

percent (27 %) encountered the change in educational focus; twenty-five (25) or

seventy-six percent (76 %) encountered the change in methods of teaching; and

twenty (20) or sixty-one percent (61 %) encountered change in books. Therefore,

majority of the respondents encountered the change in methods of teaching

between the academic practices of private and public schools yet there are still

some other changes they encountered.

Table 7

Frequency and Percentage of Respondents Who Experienced Not Good Treatment by Classmate/s Who Graduated from Public Schools

Response Frequency PercentageYes 29 83 %

No 6 17 %

Total 35 100 %

Table 6 shows the frequency and percentage of respondents who

experienced not good treatment by classmate/s who graduated from public

schools. Out of thirty-five (35) respondents, twenty-nine (29) or eighty-three

percent (83 %) experienced not good treatment while six (6) or seventeen

percent (17 %) didn’t experienced not good treatment. Therefore, majority of the

respondents experienced not good treatment by classmate/s who graduated from

public schools yet there are some who didn’t experienced not good treatment.

Table 8

Frequency and Percentage of How the Respondents Manage to Adjust from Private Elementary School to Public High School

Response Frequency PercentageSocialization 21 60 %

Management 2 6 %

Self-adjustment 12 34 %

Total 35 100 %

Table 8 shows the frequency and percentage of how the respondents

manage to adjust from private elementary school to public high school. Out of

thirty-five (35) respondents, twenty-one (21) or sixty percent (60 %) socialize with

other students to adjust; two (2) or six percent (6 %) manage in different things to

adjust; and twelve (12) or thirty-four percent (34 %) adjust by themselves.

Therefore, majority of the respondents socialize with other students to adjust

from private elementary school to public high school yet there are some other

things they do to adjust.

Table 9

Frequency and Percentage of How Long the Respondents Managed to Adjust on the Changes from Private Elementary

School to Public High School

Response Frequency Percentage1 – 2 days 4 11 %

1 – 3 weeks 12 34 %

1 – 3 months 16 46 %

More than 6 months 3 9 %

Total 35 100 %

Table 1 shows the frequency and percentage of how long the respondents

managed to adjust on the changes from private elementary school to private high

school. Out of thirty-five (35) respondents, four (4) or eleven percent (11 %)

manage to adjust on the changes for 1 – 2 days; twelve (12) or thirty-four percent

(34 %) for 1 – 3 weeks; sixteen (16) or forty-six percent (46 %) for 1 – 3 months;

and three (3) or nine percent (9 %) for more than 6 months. Therefore, majority

of the respondents managed to adjust on the changes from private elementary

school to private high school for 1 – 3 months.

FINDINGS

In education, one advances further and higher in level every year, and

tend to encounter different changes. In terms of academics, every lesson

becomes harder and harder. But not every time do students only experience

changes in academic level. With two types of school – private and public, such

changes like shift in curriculum are encountered by students, that a student will

have time to cope with such changes. This case study is about the difficulties

encountered by private school graduates of selected Grade VII students from

Calamba City Science High School. The researchers aim to identify the actions

that must be taken to degrade the difficulties encountered by selected students.

And also, to gather information and practices that will be effective as reference to

future private school graduates, that will help and guide them in moving to a

public high school.

This case study’s population is composed of thirty-five (35) selected

Grade VII students from Calamba City Science High School who graduated from

private elementary school and transferred to public high school. The researchers

chose them because newest batch who experienced transferring from private

elementary schools to public high school and that made them fit to be the

respondents in the case study. The technique used was purposive sampling.

The researchers used one method of gathering data which is

questionnaire. The researchers prepared and distributed 10-item questionnaires

for each of the students who graduated from private elementary schools. The

questions are about the difficulties of the students and how did they adjust.

From the data gathered, most of the respondents answered that they find

moving from private elementary school to public high school satisfying yet there

are still some who find it unsatisfying. Meanwhile, there are services lost when

the respondents transferred from private to public school such as utility. Also,

most of the respondents didn’t experienced difficulties in studies due to

environmental change yet there are some who experienced difficulties such as in

environment.

Majority of the respondents feel shy in communicating with new students

yet there are still some who don’t feel shy and they prefer having greater peers

who graduated from private schools than in public schools. Meanwhile, most of

the respondents experienced changes between the academic practices of private

and public schools such as in the methods of teaching.

Based on the gathered data, majority of the respondents experienced not

good treatment by their classmate/s who graduated from public schools yet there

are some who didn’t experienced not good treatment. Aside from it, most of them

manage to adjust from private elementary school to public high school through

socializing with other students yet there are still some other ways on how they

will manage to adjust. Also, majority of the respondents managed to adjust on

the changes from private elementary school to private high school for 1 – 3

months.

CONCLUSIONS

This case study is about the difficulties encountered by Private School

Graduates of selected Grade VII students from Calamba City Science High

School. Students who transferred from private elementary school to public high

school encountered such changes like shift in curriculum that a student will have

time to cope with such changes. The case study aims to identify the actions that

must be taken to degrade the difficulties encountered by selected students. And

also, to gather information and practices that will be effective as reference to

future private school graduates, that will help and guide them in moving to a

public high school.

Based on the findings, it can be concluded that majority of the

respondents are satisfied in moving from a private elementary school to public

high school. Meanwhile, there are services lost when the respondents transferred

from private to public school such as books and utilities. Also, it can be

concluded that the environmental change didn’t give the respondents any

difficulties in their studies.

Also, the selected Grade VII students’ encountered difficulties in

communicating with other students. It can also be concluded that most of the

respondents experienced changes between the academic practices of private

and public schools such as in the methods of teaching and the utility. The

respondents also had difficulties in terms of socialization and self-adjustment.

It can also be concluded that the majority of the respondents’ experienced

not good treatment by their classmate/s who graduated from public schools.

Also, most of them manage to adjust from private elementary school to public

high school through socializing with other students and self-adjustment. Also,

majority of the respondents managed to adjust on the changes from private

elementary school to private high school for 1 – 3 months. It can be concluded

that the private school graduates did not took long enough to adjust in a public

high school.

The researchers therefore conclude that the difficulties encountered by

majority of the Private School Graduates in Calamba City Science High School

are such educational materials, utilities, environmental change, methods of

teaching, socialization and the treatment from their classmates who graduated

from public schools. Each of them practiced their own methods to adjust in these

changes like self-adjustment, management and socialization. Majority took

months to adjust on such shifts and changes.

RECOMMENDATIONS

This case study is about the difficulties encountered by private school

graduates of selected Grade VII students from Calamba City Science High

School. The study aims to identify the actions that must be taken to degrade the

difficulties encountered by selected students. And also, to gather information and

practices that will be effective as reference to future private school graduates,

that will help and guide them in moving to a public high school. The researchers

concluded that the difficulties encountered by majority of the Private School

Graduates in Calamba City Science High School are such educational materials,

utilities, environmental change, methods of teaching, socialization and the

treatment from their classmates who graduated from public schools. Each of

them practiced their own methods to adjust in these changes like self-

adjustment, management and socialization and took months to adjust on such

shifts and changes.

The researchers recommend to the parents of the respondents as well as

the parents of students who experience the studied situation to help their

child/children to adjust with the experienced difficulties. The teachers may as well

be added to the scope, to help their students to adjust the shift in the type of

school.

The researchers recommend to the private elementary school graduates

to help themselves adjusting with the change they experience. If students

experience difficulties when it comes to different things regarding the school, the

researchers recommend to seek for the guidance of the adviser, guidance

counselor, teacher or any other faculty workers, parents and friends. In this way,

the student might be able to face the difficulties easier. And with the conclusion

of the study, the student shall be able to point and aim for the solution to his/her

difficulties.

The researchers recommend to the future researchers to add more

respondents to be more efficient to the data. The researchers might as well get

respondents from different schools.

BIBLIOGRAPHY

Human Communication: Third Edition. Judy C. Pearson, Scott Titsworth, McGraw-Hill. New York, NY 10020 Compaies Inc. 1221. 2008, 2006, 2003. Pp. 136-138

The New Book of Knowledge (Volume 15). Scholastic Library Publishing, Incorporated.Danbury, Connecticut. 2005. pp. 60, 61, 75-76, 87, 88, 473.

http://en.wikipedia.org/wiki/Education

http://everydaylife.globalpost.com/advantages-disadvantages-private-public-secondary-schools-19337.html

http://www.edline.com/uploads/pdf/PrivateSchoolsReport.pdf

http://www.bostonmagazine.com/2006/05/public-vs-private-the-best-high-schools/

http://privateschool.about.com/cs/employment/a/teachingcond.htm

http://en.wikipedia.org/wiki/Education_in_the_Philippines

A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATE SCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS

FROM CALAMBA CITY SCIENCE HIGH SCHOOL

QUESTIONNAIRE

Name (optional): Previous Elementary School: Section:

Instructions: Check the box that corresponds to your answer. Spaces will be provided for questions that needs objective answers. Please provide the information honestly.

1. Do you find moving from a private elementary school to a public high school satisfying?

Yes No

2. What are the services lost when you transferred from private to public school? (You may check more than one.)

Utility Workers Education Focus Others (pls. specify): Good Facilities Books/School Tools _________________

3. Do you experience difficulties in your studies due to the environmental change?

Yes No

4. If your answer in number 3 is yes, what issues do you encounter?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Do you feel shy communicating with new students?

Yes No

6. Do you consider having greater peers who graduated from private schools than in public schools?

Yes No

7. Are there any changes between the academic practices of private and public schools you encountered? If yes, what are they?

Education Focus Books/School Tools Others (pls. specify): Methods of Teaching ___________________

8. Do you experience not good treatment by your classmate/s who graduated from public school?

Yes No

9. How did you manage on adjusting from a private to public school?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

10. How long did it took you to adjust on the changes?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepared by: Dwayne Asprec, Jenniel Morales, Jericho Naga and Ralph Silaya