Fellowship Baptist College

Kabankalan City

Challenges During Academic Transition among College students at Fellowship Baptist College

A Research Proposal
Presented to the
SENIOR HIGH SCHOOL DEPARTMENT

In Partial Fulfillment
of the Requirement for the subject
Practical Research

by

Diaz, Ray Angilo S.

Maceda, John Nathaniel

Gerogalin, Rea Krissyle

Lago, Freshan Joy D.

Garcia, Cleo Jhen T.

Limson, Nicole Andrei

Crobes, Vicente B.

Dolar, Kurt Andrei

December 2022

1
 TABLE OF CONTENTS

INTRODUCTION PAGE
Background of the Study 3

Statement of the Problem 4

Hypotheses 5

Significance of the Study 6

Scope (and Limitations) of the Study 6

Definition of Terms 6

Review of Related Literature 7

Theoretical Framework 13

Conceptual Framework Methodology 14

Research design 15

Respondents 15

Research instrument 16

Validity 18

Realiability 18

Research Procedure 19

REFERENCES 20

2
 “CHALLENGES DURING THE ACADEMIC TRANSITION AMONG COLLEGE
STUDENTS AT FELLOWSHIP BAPSTIST COLLEGE”

______________________________________________________________________________

INTRODUCTION
______________________________________________________________________________

Background of the Study

The study focuses on challenges of the college students at Fellowship Baptist College

during their academic transition in S.Y.2022-2023 that will be determined by the students’ level

of adjustment using the SACQ.

The COVID-19 pandemic forced educational institutions in the Philippines to alter their

traditional education system into online classes and/or modules as learning guides. As a result, the

students learned their lessons and completed the tasks assigned to them by their teachers without

any physical interaction. However, the Duterte Administration initiated the COVID-19 vaccination

program in the country on March 1, 2021, leading to the mass immunization in the country, which

enabled educational institutions to resume face-to-face classes for students. The participants of this

study are students who did not experienced face-to-face classes during their senior high school.

Therefore, in this study, the challenges encountered by the aforementioned students during their

academic transition from blended learning composed of modular and online modality in senior

high school to face-to-face classes in college will be investigated.

The respondents are the first batch of college students who will resume face-to-face classes

after two years of blended learning. During their time in senior high school, they experienced

limited learning due to the physical restrictions given by the COVID19 pandemic especially to

those who are only given the modular approach. Students were obligated to do self-learning with

3
instructions and task given by their respective instructors. It is a question of how well these

students will adjust in academic, social, emotional, and physical aspect.

There is a need to study the level of adjustment of college students in academic transition

since studies shows that it has a considerable impact on students’ academic performance.

According to a study conducted by Clinciu (2013), he discovered a negative relationship between

college adjustment and stress. The emotional-affective component had the highest connection.

This means that students who have not adjusted well to college experience more stress, particularly

in the emotional aspect. This stress has been found to be negatively associated with academic

achievement (Elias, Ping, & Abdullah, 2011). According to Daniel et al. (2018), undergraduate

students perceive stress as having a negative impact on their academic performance. Aside from

stress, Páramo, Vacas, and Rodriguez (2015) discovered in a multivariate analysis that students

with lower degrees of academic and institutional adjustment to college performed worse

academically than students with intermediate and higher levels of adjustment.

Statement of the Problem

This study aims to determine the possible existing challenges the college students at

Fellowship Baptist College are currently facing during the academic transition this S.Y. 2022-

2023. The following specified questions will be the inquiries to be answered in the precedence of

our research:

1.) What is the demographic profile of the 1st year college students at Fellowship Baptist

College in terms of:

1.1 Gender

1.2 Income class

4
 1.3 Academic strand taken during SHS

1.4 Learning modality experienced during SHS

1.5 Proximity of house to school

2.) What are the common challenges that students faced during the academic transition?

3.) Is there a significant difference in the adjustment to college when students are grouped

according to:

3.1 Gender

3.2 Income class

3.3 Academic strand taken during SHS

3.4 Learning modality experienced during SHS

3.5 Proximity of house to school

Hypotheses

The researcher employed the following null hypotheses tested at 0.05 level of significance.

This states that:

HO: There is a significant difference in the challenges during the academic transition in

college when students are grouped according to gender, income class, academic strand taken

during SHS, learning modality experienced during SHS and proximity of house to school.

HA. There is no significant difference in the challenges during the academic transition in

college when students are grouped according to gender, income class, academic strand taken

during SHS, learning modality experienced during SHS and proximity of house to school.

5
 Significance of the Study

The study is beneficial to the following:

To the students. This study will help students to share their state in regards to their

adjustment in the academic transition. Gaining their response to this approach can be helpful upon

making the academic transition experience better if such amendments will be applied as to the

difficulties to be discovered in the precedence of the study.

To the School Administration. Depending on the results of this study, it can benefit the school

administration to assess the condition of their students. They can also determine the areas that need

to be improved based on the experiences of the respondents during the academic transition.

To the future researchers. The results of this study can contribute to future researchers.

They will be more knowledgeable about the topic and will have a broader understanding of the

said field. They will be able to craft better questions and interact more effectively with other

participants.

To the readers. Upon reading the research study, the reader will be knowledgeable in

considering the condition of the college students at Fellowship Baptist College. This can be

beneficial in ways that the reader can help make amendments to the difficulties of students in

academic transition based on the discoveries in some aspects in this kind of field.

Scope and Delimitation of the Study

This study focuses on the challenges during academic transition among college students at

Fellowship Baptist College in the transition from blended learning to face-to-face classes. It will

6
be within Fellowship Baptist College, Kabankalan City S.Y. 2022 – 2023. This study is limited to

1st year college students at Fellowship Baptist College. With the given numbers of population of

students, the data will be acquired in such percentage base on the total number of students. The

other students which do not fall as part of the 1st year college students are not within the scope of

this research. This study would be done through utilization of questionnaire to the students as a

survey and reference.

This relies on the ability and capability of the researchers to collect the necessary data and

information by using data collection strategies and concepts. It shall be evaluated as regards to the

main focuses of our study.

Definition of Terms

The following are the definition of the terms being used in the study. The following terms were

defined conceptually:

Adjustment. It is the process by which a living organism maintains a balance between the needs

and the circumstances. It also refers to a student’s interaction with his or her environment. His

definition referenced student’s academic achievement and personal growth as measures of the

adjustment Abdullah et al., (2009).

In the present study scores obtained by the students in four areas of adjustment i.e., academic,

social, personal-emotional, and institutional attachment.

7
Emotional Adjustment. This refers to an individual's adaptation in emotional relationships within

and with other people, both inside and outside the school, as reflected in the individual's attitudes

and behavior (Najimi A, Moazemi Goudarzi A, Sharifirad G., 2012).

Social Adjustment. This refers to an individual's adaptation in social relationships with other

people, both inside and outside the school, as reflected in the individual's attitudes and behaviour

(Wilson, 2013).

In this study it is the mean of the total degree achieved by the respondent on the items related to

social adjustment in the university life adjustment scale.

Personal (emotional) adjustment. This refers to the student ability to achieve self-satisfaction

within different activities.

In this study it is the mean of the total degree achieved by the respondent on the items related to

emotional adjustment in the university life adjustment scale.

Review of Related Literature

This section presents the review of literature and related studies of the variables employed

in the study. Sources of information were collected from articles, journals, and websites.

Adjustment to college

Having well-adjusted students is one of the purposes of any university since it has been

found that students՚ adjustment can have a remarkable effect on students՚ academic performance

and having students with better academic performance give more successful image of the

university (Kommers P., Junco R., Hills P., 2011). The result of “Students Adaptation to College

Questionnaire” has disclosed three main contributors of students՚ adjustment to their educational

8
life and stated that adjusting academically, socially and personal emotionally is very essential for

students (Alipio, 2020). The documented difficulties that students experience during the transition

to university, combined with the changing needs of students, have brought increased attention to

the academic adjustment of first-year university students and interest in improving graduation

rates. The poor academic yield, the excessive amount of time invested in degree studies and student

attrition are common problems in all European Union countries (Organisation for Economic Co-

operation and Development, 2011).

Academic Adjustment. Students adjusts academically well, if they have motivation,

believe their capabilities, implement their abilities, be satisfied with their chosen universities and

even the level of loyalty to their academic aims (Rienties et al., 2011). According to Rienties et al.

(2011) latest studies has figured out that the students՚ adjustment happen hardly especially between

international students, and it may become a reason for students՚ poor learning outcome. This

phenomenon mostly occurs when students՚ integration does not make higher education institutes

satisfy, and the reason is students are not well-adjusted in order to the university’s requirements

(Russell et al., 2010). Academic adjustment represents one of the permanent challenges of

university pedagogy. The researchers in the field develop studies intended to identify the weight

of the determining factors so that the students’ opportunities to adjust to the university environment

and implicitly to academic learning should enhance (Alipio, 2020). Academic adjustment

represents an integrating construct, being fairly difficult to define (Clinciu & Cazan, 2013). The

negative effects of academic non-adjustment of students are associated with anxiety, depression,

stress, vulnerability, anger, moodiness, mental illness (Clinciu, 2012).

Social Adjustment. Social adjustment of higher education students is defined as the degree

of students. adaptation to social manner of their educational life (Rienties et al., 2011). According

9
to Rienties et al. (2011), social adaptation can influence by the reputation of the university in social

activities participation of students by the social communities, social relations of students with their

friends in the same social networks of students and students. awareness of their own social

integration. Several research determined that there is a huge impact on students. adjustment by

colleges and students. social communities especially for freshmen (Rienties et al., 2011). Having

unsatisfactory relations with social communities in universities, is one of the reasons students

claim to cause them leaving their higher education program (Meeuwisse, M., Severiens, S. E., &

Born, M. P., 2010). In a study conducted in a local public university in Malaysia, (Abdullah, M.C.,

Elias, H., Mahyuddin, R. & Uli, J., 2009) found that the best predictor of students’ achievement

was academic adjustment; however, there was no significant relationship between academic

achievement and student social adjustment or students’ attachment to university (Abdullah et al.,

2009). It has been suggested that transition to university involves movement to a larger, more

impersonal structure and increased focus on achievement and its assessment (Azar & Reshadatjoo,

2014).

Personal-Emotional Adjustment. Personal-Emotional adjustment of higher education

students describes as the degree of students՚ adaptation to personal and emotional manner of their

educational life (Rienties et al., 2011). Students՚ personal and emotional issues during their

educational life stay on an important area of adaptation to college which is named personal-

emotional adjustment as the third type of students՚ adjustment (Rienties et al., 2011). According

to Keating, X., Guan, J., Pinero, J., & Bridges, D., (2010), well physical condition of college

students and doing regular physical activities take their virtue and intellectuality in a better

personal emotional adjusted situation.

10
 Institutional Attachment. Mohamed (2012) has argued that most of the literature on

attachment and university adjustment was focused on parental attachment. Furthermore, a

romantic relationship is a better target for intervention than parental attachment (Lapsley &

Edgerton, 2009). The study by Lapsley, Rice, & FitzGerald (2009) was the first empirical study

that examined the influence of peer attachment towards university adjustment. The authors

reported that peer attachment was significantly related to academic and personal-emotional

adjustment among freshmen. The authors reported that peer attachment was significantly related

to academic and personal-emotional adjustment among freshmen (Alipio, 2020).

Academic transition

The vast majority of high school students aspire to some kind of postsecondary education,

yet far too many of them enter college without the basic content knowledge, skills, or habits of

mind they need to succeed. Students are unprepared for postsecondary coursework for many

reasons, including differences between what high schools teach and what colleges expect, as well

as large disparities between the instruction offered by high schools with high concentrations of

students in poverty and that offered by high schools with more advantaged students (Venezia &

Jaeger, 2013). The authors also note the importance of noncurricular variables, such as peer

influences, parental expectations, and conditions that encourage academic study.

Interventions to improve college readiness provide a range of services, including academic

preparation and information about college and financial aid, as well as psychosocial and behavioral

supports and the development of mental habits such as organizational skills, anticipation,

persistence, and resiliency (Venezia & Jaeger, 2013).

11
 The educational institutions also have the responsibility to mediate the academic transition

of the students by employing effective retention programs. In Tinto’s Theory of Dimensions of

Institutional Action (1993) he stated three principles of effective retention. The first principle states

that effective retention programs are committed to the students they serve. They put student

welfare ahead of other institutional goals. This means that conditions of the student during their

transition phase are the utmost priority of institutions. The second principle states that effective

retention programs are first and foremost committed to the education of all, not just some, of their

students. This ensures that all students are included in the programs and that there are no biases.

The third principle states that effective retention programs are committed to the development of

supportive social and educational communities in which all students are integrated as competent

members.

In order for students to persist they need integration into formal (academic performance)

and informal (faculty/staff interactions) academic systems and formal (extracurricular activities)

and informal (peer-group interactions) social systems (Tinto, 1993). While there are educational

commitments that institutions are required to accomplish, the students must also commit

themselves to resolve their educational and occupational goals.

12
 Theoretical Framework

As the support to the study, the researchers used the following theories for the primary

theoretical basis of the study undertaken:

Tinto’s “Theory of Departure” which states that college outcomes have been examined

mainly from the retention and commitment perspectives. However, even retention models stress

the importance of experiences. Most current models of student retention include academic and

social variables (Tinto, 2002).

Tinto emphasized social and academic integration as crucial to institutional and goal

commitments, and therefore to college retention, in his model derived from the theory of student

departure. In order to persist in college, he believes that students must separate and successfully

integrate intellectual and social components of college life. Tinto's idea is especially applicable to

students who live on campus since they have the best chance of effectively integrating into college

life. Commuter students, on the other hand, may struggle the most with the integration process

because they spend less time on campus than residential students.

The Alexander Astin’s “Theory of Involvement” was also used, in which emphasis is

placed on the input (past experiences and personal characteristics) and the college environment as

related to the college outcomes, such as academic performance, adjustment, or retention (Astin A.,

1982).

13
 Conceptual Framework

Figure 1 shows the conceptual paradigm presenting the relationship of the variables of the

study. The independent variable is the adjustment to college which can be subdivided into four

parts namely the academic adjustment, social adjustment, personal- emotional adjustment and

institutional attachment. The dependent variable is the common challenges of first year college

students at Fellowship Baptist College. Also shown in the figure is the moderating variable which

is the demographic profile of the students. The demographic profile includes gender, income class,

academic strand taken during senior high school (SHS), learning modality experienced during

senior high school (SHS) and proximity of the house to school.

Independent Variable Dependent Variable

1. Academic Adjustment
2. Social Adjustment Common Challenges of Students

3. Personal – Emotional
Adjustment
4. Institutional Attachment

Demographic Profile

1. Gender
2. Income class
3. Academic strand taken during SHS
4. Learning modality experienced
during SHS
5. Proximity of house to school

Moderating Variable

Figure 1. The Conceptual Paradigm Showing the Relationship Among the Variables of

the Study

14
 Research Design

The study utilizes the descriptive method for the assessment of statistical data. The overall

aim is to ‘discover new meaning, describe what exists, determine the frequency with which

something occurs and categorize information’ (Burns and Grove, 1999: 24). Precedence of the

enactment of the gathering of the particulars, this methodology aims to provide a systematic and

accurate description of the factors involved in this investigation. A survey design was used for this

descriptive quantitative research study investigating the level of adjustment to college during

academic transition of first year college students at Fellowship Baptist College. Specifically, this

study utilized a nonexperimental survey research design, using questionnaires with the intent of

generalizing from a sample to a population. According to Creswell (2013), several advantages for

using survey methods include (a) surveys are relatively economical; (b) the turnaround in data

collection is fast; (c) they are useful in describing the characteristics of a large population; and (d)

as a result, large samples are practical, making the results statistically important even when

examining multiple variables.

Respondents

The respondents are the first-year college students at Fellowship Baptist College who

graduated from senior high school from the last academic year regardless of the type of school

graduated, who entered the First Semester of Academic Year 2022- 2023 and who were enrolled

as regular students. The researchers will use stratified random sampling in the conduct of the study

employing sections for every college department as the strata. The respondents will be chosen at

random since we will be using probability sampling to eliminate bias and achieve neutrality.

15
 Thompson (2012) states that stratified random sampling is a probability sampling

technique that involves the division of a population into smaller groups known as strata. In

stratified random sampling or stratification, the strata are formed based on members' shared

attributes or characteristics.

Research Instrument

Primary data will be taken from the responses to the demographic profile questionnaire

which was developed by the researchers to collect data on gender, income class, academic strand

taken during senior high school and proximity of house to school and the standard Student

Adaptation to College Questionnaire (SACQ) which was developed by Baker and Siryk (1989)

and used in the study of Petersen et al., (2009), Clinciu and Cazan (2014) and Alipio (2020). The

SACQ is utilized to measure the quality of students’ adjustment to college. It is a 67-item self-

report questionnaire used as a diagnostic tool for identifying students experiencing difficulty

adjusting to college and who may benefit from remedial interventions, and as an assessment tool

in research. Four different dimensions of adjustment are identified in the scale namely the

academic, social, personal-emotional adjustment, and institutional attachment. The scale thus

consists of four sub-scales, with each sub-scale measuring a different aspect of adjustment. The

answer format that will be used is a Likert scale ranging from 1 (strongly disagree) to 5 (strongly

agree). The scale will be scored such that a high score corresponds with a high level of adjustment.

Because item numbers 1, 3, 4, 5, 8, 9, 13, 14, 15, 16, 18, 19, 23, 24, 26, 27, 30, 33, 36, 37, 43, 44,

46, 47, 50, 53, 54, 55, 62, 63, 65, 66 and 67 are positively-phrased questions, these will be scored

in a way that 5 corresponds to strongly agree and 1 corresponds to strongly disagree. Because item

numbers 2, 6, 7, 10, 11, 12, 17, 20, 21,

16
22, 25, 28, 29, 31, 32, 34, 35, 38, 39, 40, 41, 42, 45, 48, 49, 51, 52, 56, 57, 58, 59, 60, 61 and 64

are negatively phrased questions, scoring will be reversed in a way that 5 corresponds to strongly

disagree and 1 corresponds to strongly agree.

Validity

SACQ subscales have been used for identifying psychosocial correlates of college

adjustment or as criterion measures in efforts to predict facets of college adjustment (Lapsley &

Edgerton, 2002; Robbins, Lese, & Herrick, 1993; Wintre & Sugar, 2000). The SACQ has had

utility for monitoring college adjustment of a cohort of first-year students at a particular institution

in efforts to improve retention (Cooper & Robinson, 1988; Gerdes & Mallinckrodt, 1994;

Krotseng, 1992). SACQ subscales have been used to evaluate the construct validity of newly

developed measures of academic and social satisfaction (Lent et al., 2005). Finally, the SACQ has

been recommended as an instrument for program evaluation and its subscales as outcome measures

to assess the results of counseling (Dahmus, Bernardin, & Bernardin, 1992; DeStefano, Mellott,

& Petersen, 2001).

Realibility

Petersen et al. (2009) reported the alpha reliabilities of the SACQ sub-scales. Academic

adjustment (24 items) has a Cronbach’s alpha of .84, social adjustment (20 items) has a Cronbach’s

alpha of .84, personal-emotional adjustment (15 items) has a Cronbach’s alpha of .78 and

attachment (15 items) has a Cronbach’s alpha of .86. Nunnally (1978) asserted that questionnaires

used in survey research should have at least .70 Cronbach’s alpha to become reliable. The overall

mean of each subscale was calculated and interpreted based on this scale:

17
Range of Means Category Meaning

4.20-5.00 Very High Students adjust to college all of the time.

3.40-4.19 High Students adjust to college very often.

2.60-3.39 Moderate Students adjust to college often.

1.80-2.59 Low Students adjust to college sometimes.

1.00-1.79 Very Low Students do not adjust to college.

Research Procedure

This study started with the conceptualization of the problem and identification of variables

as these are drawn in a conceptual paradigm. Then, specific questions were asked on the basis of

the problems identified. In gathering of data, a survey questionnaire will be formulated consisting

of specific item statements that elicit information and data. There will be two parts of questionnaire

employed in the study. First, is the demographic profile which was used to gather data on gender,

income class, academic strand taken during senior high school, learning modality experienced

during senior high school, and proximity of house to school. Second, is the adjustment to college

questionnaire which will be used to determine the challenges of first year college students at

Fellowship Baptist College. The survey questionnaire that forms part of this proposal will be

submitted to validators for comments, suggestions, and improvement both in content and format.

After the validators have gone over and passed upon the questionnaire, this is finalized

incorporating the corrections made. After the survey questionnaire is finalized, a letter of

permission to conduct the study will be given to the said institution. It will be given by the

18
researchers personally to obtain an immediate approval. Questionnaires will then be administered

on the respondents. After the questionnaires are retrieved, the responses will be tabulated, analyzed

and interpreted using the appropriate statistical tools. After the data are collected, it will be

analyzed using Pearson product moment correlation, t-test and ANOVA.

______________________________________________________________________________

REFERENCES
______________________________________________________________________________

Abdullah, M.C., Elias, H., Mahyuddin, R. & Uli, J. (2009). Adjustment among first year students
in a Malaysian university. European Journal of Social Sciences, 8(3), 496-505. Retrieved from:
http://www.europeanjournalofsocialsciences.com/ejss_issues.html

Alipio, M. M., (2020). Adjustment to college and academic performance: Insights from Filipino
college freshmen in an allied health science course.

Astin, A.W. (1982). Minorities in American higher education. San Francisco, Jossey- Bass
Baker, R., & Siryk, B. (1989). The Student Adaptation to College Questionnaire (SACQ).
Western Psychological Services.

Baker, R., & Siryk, B. (1989). The Student Adaptation to College Questionnaire (SACQ).
Western Psychological Services.

Clinciu, A. I., & Cazan A. M., (2013). Academic Adjustment Questionnaire for the university
students. Procedia-Social and Behavioral Sciences, 127,655-660.

Clinciu, A. I., & Cazan A. M., (2013). Academic Adjustment Questionnaire for the university
students. Procedia-Social and Behavioral Sciences, 127,655-660.

Clinciu, A. I. (2012). Adaptation and Stress for the First Year University Students Procedia-Social
and Behavioral Sciences, 78, 718-722. doi: https://doi.org/10.1016/j.sbspro.2013.04.382

19
Daniel, C., Ajayi, A., Ogunyewo, O., Ajio, D., Andy, E., Oyedele, E., Gusen, N. (2018). Perceived
impact of academic stress on academic performance among undergraduate nursing students at
university of Jos. New Nigerian Journal of Clinical Research, 7(11), 8-15. doi:
10.4103/nnjcr.nnjcr_38_16

Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and Academic Achievement among
Undergraduate Students in Universiti Putra Malaysia. Procedia – Social and Behavioral Sciences,
29, 646-655. doi: https://doi.org/10.1016/j.sbspro.2011.11.288

Keating, X., Guan, J., Pinero, J., & Bridges, D., (2010). A MetaAnalysis of College Students'
Physical Activity Behaviors. Journal of American College Health, 54(2), 116-125.

Kommers P., Junco R., Hills P., (2011) Social media for Learning by Means of ICT, pl- 10,
UNESCO Institute for Information Technologies in Education, UNESCO Moscow

Lapsley, D. K., & Edgerton, J. (2002). Separation-individuation, adult attachment style and college
adjustment. Journal of Counseling & Development, 80(4),484-492.

Lapsley, D. K., Rice, K. G., & FitzGerald, D. P. (2009). Adolescent attachment, identity, and
adjustment to college: Implications for the continuity of adaptation hypothesis. Journal of
Counseling & Development, 68(5), 561-565.

Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Reasons for withdrawal from higher
vocational education. A comparison of ethnic minority and majority non- completers. Studies in
Higher Education, 35(1), 93-111.

Mohamed, N. (2012). Adjustment to University: Predictors, Outcomes and Trajectories

20
Najimi A, Moazemi Goudarzi A, Sharifirad G. (2012). Causes of job stress in nurses: A cross-
sectional study.Iran J Nurs Midwifery Res. 2012;17(4):301–05

Organisation for Economic Co-operation and Development, AHELO Feasibility Study Report -
Volume 1, 2011

Páramo, F., Vacas, C., & Rodriguez, S. (2015). Levels of adjustment to college, gender and
academic achievement in first-year Spanish students.

Petersen, I. h., Louw, J., & Dumont, K. (2009). Adjustment to university and academic
performance among disadvantaged students in South Africa. Educational Psychology, 29(1), 99-
115. doi:10.1080/01443410802521066

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2011).
Understanding academic performance of international students: 90 The role of ethnicity, academic
and social integration. Higher Education Quarterly, 63, 685- 700.

Russell, J., Rosenthal, D., & Thomson, G. (2010). The international student experience: three
styles of adaptation. Higher Education, 60(2), 235-249. doi:10.1007/s10734- 009-9297-7

Tinto, V., (1993). Dimensions of Institutional Action. doi. https://ucarecdn.com/c252b248-0a15-

Tinto, V., (1993). Model of Student Departure. doi. https://spartanexperiences.msu.edu/rso-

Tinto, V. (2002). Enhancing student persistence: Connecting the dots. Retrieved June 5, 2006,
from http://www.wiscape.wsc.edu/publications/attachments/419Tinto.pdf

Venezia, A., & Jaeger, L. (2013). Transitions from High School to College. doi.
https://files.eric.ed.gov/fulltext/EJ1015237.pdf

21
Wilson D., (2013). The interface of school climate and school connectedness and relationships
with aggression and victimization. Journal of School Health. 2013; 74:293–299

22