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TRANSITION CHALLENGES AMONG 4TH YEAR COLLEGE STUDENTS

AT COLEGIO NG LUNGSOD NG BATANGAS

A Mini-Research Presented to the Faculty of the College of Elementary Education

in Colegio ng Lungsod ng Batangas City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Elementary Education
Major in Content Course

By:
Cueto, Princess Joy D.
Datoy, Nicole Anthonette P.
De Castro, Ace Joshua N.
De Guzman, John Reyner C.
De Leon, Lhyka Larz O.

Dr. Vivian Perez

Instructor

November 2023
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Introduction

Transition challenges encompass a combination of academic, institutional,

socio-cultural, and psychological factors that currently influence students' successful

transition at higher education institutions (Briggs et al., 2012). These challenges

represent an internal cognitive process that occurs when students undergo change

and move from the familiar to the unknown, responding to cultural, social, and

cognitive obstacles. For instance, higher education involves multiple simultaneous

transitions, including relocating to a new city, transferring to a different educational

system, and establishing new relationships with peers, university support, and

academic staff (Jindal-Snape, 2012). This will become an ongoing process,

necessitating adequate support. Although students experience the changes

differently, for the majority, the shift from a familiar environment to an unfamiliar one

leads to a period of imbalance (Jackson, 2014, p. 341) as it involves potential

difficulties that a learner may encounter.

As a matter of fact, the results of a recent survey conducted by CollegeData

(2023) revealed that students felt least prepared in four key areas: academics,

finances, social issues, and school/life balance. Additionally, McInnis et al. (2014)

suggest that many college students find the transition to academic life arduous,

experiencing a lack of connection to the university context. This can result in feelings

of anxiety, stress, and pressure, potentially deterring students from persevering due

to increased workloads and financial concerns. Therefore, in order to overcome these

challenges, it must entail developing effective time management skills, seeking

emotional support from friends, family, or mentors, prioritizing self-care activities,

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setting realistic expectations, and considering assistance from counseling or mental

health professionals (Ridges, 2013).

Thus, given the prevalence and significance of these challenges, the

researchers find it intriguing to assess whether students at Colegio ng Lungsod ng

Batangas encounter similar dilemmas and to explore the specific factors that hinder

their personal and academic growth, as well as the strategies employed by these

students to deal with them. While there is existing literature and studies regarding

transition challenges in higher education, the researchers greatly valued the

importance of the study with the aim of contributing to the development of targeted

interventions and support systems that can enhance students' transition experience,

well-being, and academic success during this critical period.

Therefore, this study entitled “Transition Challenges among 4th Year College

Students at Colegio Ng Lungsod Ng Batangas” aims to comprehensively understand

the difficulties that the 4th year students face during the transition period in their

academic journey. The study explores the impact of these challenges on their well-

being, considering mental, emotional, and social factors. By examining these

dimensions, the study identifies support systems and guidance mechanisms that help

students navigate these challenges successfully. Additionally, the study goes beyond

identification and develops strategies and programs to better prepare and support

students during this transitional period. The findings and recommendations derived

from this study have the potential to directly inform and guide not only the institution

but also the students in the first, second, and third years of college, enabling them to

develop targeted interventions and support systems that enhance their transition

experience, overall well-being, and academic success. Finally, this research holds the
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potential to benefit not just Colegio ng Lungsod ng Batangas but also other educational

institutions that face comparable challenges in supporting their students during

transitional periods.

REVIEW OF RELATED LITERATURE

Transition Challenges

Perry and Allard (2013) describe the concept of transition as an ongoing

process or period during which something or someone undergoes a change and

moves from one state, stage, form, or activity to another. While transition can be seen

as a shift from the known to the unknown, it also involves a series of interconnected

transformations. Some of these transformations may resemble ones experienced

before, but it's important to acknowledge that some may be entirely new and different.

As Latham and Green (2017) assert, students undergoing a transition must

adapt to and learn about various differences. They must familiarize themselves with

the culture of their new environment and discover culturally appropriate ways to

engage with peer groups and others. While university education is often perceived as

preparation for life, it can also be argued that university life itself is a distinct and

significant phase. Consequently, upon entering university, the student assumes an

active role as an agent who both shapes and is shaped by the university experience

(Peat et al., 2019).

Most university students currently experience the transition from school to

university as challenging. This transition involves coping with an increased workload

and higher academic standards, which often leads to feelings of loneliness and

homesickness. These difficulties frequently result in academic under-performance and

even university withdrawal. To address these challenges, suggestions have been

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proposed to enhance student retention and success by improving the institutional

culture, enhancing the quality of teaching, and providing support for student learning.

Therefore, Swail et al., (2018) have offered a comprehensive strategy for improving

student retention. This strategy considers cognitive, institutional, and social factors,

encompassing academic and student services, curriculum and teaching, as well as

financial aid as vital components for enhancing the overall transition experience.

Before, during, and after graduation, students go through a vital phase called

the post-college transition, which presents them with particular difficulties and stress.

In online groups, they frequently use social media to discuss and exchange

knowledge, guidance, and support relating to post-college problems. These networks

are crucial because they bridge the institutional support gap between post-college

plans and college plans (Gong et al., 2021).

Transition Challenges among College Students

Briggs et al. (2012) suggest that establishing a positive learner identity is

essential for student achievement. To accomplish this, support is needed from both

schools and universities to enable students to adjust to the university environment by

developing learner identity and autonomy. Taking this into account, Briggs et al. (2012)

have developed a model that identifies and maps fundamental organizational

influences that enable the growth of learner identity.

The Student Experience Model is the result of a study, and while it focuses

largely on college students, it provides a more holistic view by viewing the transition

process as a continuum of cohesive experiences that can occur throughout the

university years, from the first to the final year. This model identifies six phases: pre-
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transition, transition, orientation week, student induction programs, the middle years,

and capstone or final year experience.

Upon arriving on campus, students enter orientation week, a period filled with

events centered on social networking, academic skill development, and specific

program information. During this phase, external changes related to the new

environment and social life can lead students to experience emotions such as

homesickness, isolation, depression, fear of being ignored by other students, and

feelings of not belonging in the new setting (Denovan and Macaskill, 2013; Wrench et

al., 2013).

The Ridge (2012) transition model presents a comprehensive view of the

change process and identifies three overlapping phases that are applicable to student

transitions. In the initial phase of Ending, Losing, and Letting Go, students experience

a range of emotions including fear, denial, anger, sadness, and disorientation as they

adjust to the new environment and academic demands. The subsequent phase, the

Neutral (Transition) Zone, is characterized by confusion, impatience, and uncertainty

as students navigate between the old and new situations, facing challenges such as

meeting new people, academic performance anxiety, and exam-related stress. Finally,

the New Beginning phase marks the students' embrace of the change, accompanied

by an openness to learning, high energy, and a renewed commitment to their studies.

While originally developed for organizational settings, the Ridge transition

model offers valuable insights into student transitions. It aids in understanding the

emotional and psychological stages that students undergo during their transition to

university. Furthermore, this model empowers educators and support staff to identify

and address the unique needs of students at each stage of the transition process.
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For instance, during the Ending, Losing, and Letting Go phase, students may

require assistance in adapting to the new environment and coping with feelings of loss

and uncertainty. In the Neutral (Transition) Zone phase, support is essential to help

students manage stress, anxiety, and develop effective strategies for success. Finally,

during the New Beginning phase, students benefit from encouragement and

recognition to maintain their motivation and commitment. By utilizing the Ridge

transition model, educators and support staff can effectively support students in their

successful transition to university, fostering a positive and nurturing learning

environment.

At the beginning of the school year, students and their families often feel

anticipation and hope for the college journey ahead. However, a recent study

conducted by Harvard Medical School (2018) reveals that this period also carries a

higher risk of stressful situations and various mental health issues, including an

increased risk of suicide.

When it comes to enrolling in college, individuals have different motivations.

Some seek higher education for career advancement, obtaining a degree, or personal

development, aiming to gain more knowledge and grow personally (Bharti Sharma,

2012). College attendance provides students with opportunities to explore new

experiences, interact with unfamiliar individuals, and navigate obstacles, facilitating

their personal growth.

The transition from high school to college can pose challenges for many

students. They may encounter academic difficulties, motivation issues, and the need

to adapt to a new environment (Gomez et al., 2022). Students often find themselves

grappling with the growing complexity of the coursework, managing their time
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effectively, and developing effective study techniques. The support of family, peers,

and institutions plays a crucial role in ensuring a successful transition.

Financial management is another area where college students often struggle.

They may face difficulties in handling their finances independently, such as

unanticipated expenses and inadequate money management skills. It is essential for

students to have knowledge of budgeting, interest rates, and student loan repayment

to avoid future financial issues (Education Loan Finance, 2021).

As the year progresses, college students must also manage their financial

resources to support their families, establish social connections with peers, and

address their physical and mental healthcare needs. Comprehensive services,

including a students' lounge or center, administrative support, professional

development for staff and teachers, as well as admissions, financial aid, and advising

services, can greatly assist students in these areas (Rachael Cagle, 2019).

Furthermore, students in their fourth year of college face additional challenges.

Balancing work, extracurricular activities, personal relationships, and academic

expectations can be overwhelming. The pressure to choose a career path adds to their

stress and anxiety levels (Worsley et al., 2021).

Over the past eight years, the prevalence of mental health issues, such as

anxiety and depression, has been on the rise among college students, with higher

rates observed among students of color. The heavy academic pressure placed on

young adults often leads to mental health problems, including depression, anxiety

disorders, or high-functioning anxiety. These issues can arise when students prioritize

academic success over their physical health, positive relationships, creative

expression, and personal well-being (Boston University, 2019).

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RESEARCH METHODOLOGY

Research Design

In this study, the descriptive research design was applied to examine and

analyze the transition challenges among 4th year college students and its implication

to their well-being. According to Neuman (2014), descriptive research design involves

observing, recording, analyzing, and describing the subject of study, without

manipulating variables or establishing cause-and-effect relationships.

To enhance the comprehensiveness of the study, a mixed-method approach

incorporating both quantitative and qualitative research methodologies was adopted.

This allowed for an explanatory sequential design, where data was collected in two

distinct phases. In the data collection process, a survey questionnaire was employed

to gather quantitative data, while open-ended questions were formulated and

administered to the target respondents to gather qualitative insights.

Respondents of the study

The respondents involved in this study are the fourth-year students enrolled in

the Bachelor of Elementary Education program at Colegio ng Lungsod ng Batangas

for the academic year 2023-2024. To follow the required population size instructed by

Dr. Vivian Perez, the purposive communication adviser, the researchers selected 20

students using a simple random sampling technique, in which they randomly selected

a subset of participants from the given population.

Data Gathering Instrument

The instrument that will be used in this study is a survey with an open-ended

questions. The interview questionnaire consists of digging questions that are self-

made by the researchers and highlighted the transition challenges encountered by the
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4th year college students and its impact on their well-being, considering mental,

emotional, and social factors.

Data Gathering Procedure

Before initiating the data collection process, the researchers acquired all the

essential documents, including the proposed topic, objectives, and problem statement.

Various sources were consulted, and relevant literature was used to prepare a

preliminary version of the questionnaire. This draft was submitted for validation,

checking, and necessary corrections. After careful review, the questionnaires were

revised based on the number of intended respondents.

Data Analysis

Percentage and Ranking – This tool was used to determine the order of the

data points from least to greatest (or vice versa), giving each data point an

ordinal number for the interpretation based on the averaged mean.

Weighted Mean - This tool was applied for the treatment of data about

determining the students’ experiences in the transition challenges.

RESULTS AND DISCUSSION

Table 1
Distribution of Respondents in terms of Sex
Sex Frequency Percentage (%)
Male 6 30%
Female 14 70%
Total 20 100%

The results of the respondents’ distribution by sex, is given in Table 1. It shows

that of the 20 respondents, 6 are male and 14 female that indicates the 30% and 70%

respectively that equal to a total of 20 respondents.

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Table 2
Distribution of Respondents in terms of Age
Age Frequency Percentage (%)
18-19 0 0%
20-22 15 75%
23-25 5 25%
Others 0 0%
Total 20 100%
Table 2 shows that of the 20 respondents, no respondents answered between

18-19 years old. Moreover, 15 respondents from ages 20-22 answered the survey

questionnaire which equivalent to 75%. Meanwhile, 25% of the respondents answered

the survey questionnaire which came from 23-25 years old.

Table 3
Academic and physiological factors affecting students.
Items Weighted Mean Verbal Rank
Interpretation
1. I felt overwhelmed by the academic intensity, 3.30 Agree 1
specifically the increased number of workloads
and demands of the specialized courses.
2. I struggled to balance my academic 3.15 Agree 2
commitments with my future career planning.
3. I experienced difficulties in completing my 2.85 Agree 5
studies due to financial struggles because of the
multitude of prerequisites demand by my course
in effectively managing my time.
4. I faced challenges related to maintaining a work- 3.05 Agree 3
life balance as the demands of academics,
extracurricular activities, and personal
commitments increased.
5. I coped with transition anxiety that affected my 2.95 Agree 4
academic performance.
Composite Mean 3.06 Agree
Legend: 3.50 – 4.00 = (SA) Strongly Agree; 2.50 – 3.49 = (A) Agree; 1.50 – 2.49 = (D) Disagree; 1.00 – 1.49 =
(SD) Strongly Disagree
As shown in Table 3, the respondents generally agreed that they experienced

academic and psychological challenges during the transition phase, with a composite

mean of 3.06. Among the listed indicators, it is notable that indicator number 1, with

a verbal interpretation of "agree" and a mean of 3.30, ranked first, signifying that they

felt overwhelmed by the academic intensity, specifically the increased number of

workloads and demands of the specialized courses. Meanwhile, they also agreed that

they struggled to balance their academic commitments with their future career
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planning, as indicated in item 2, with an average mean of 3.15, ranking second.

Moreover, although all of the indicators acquired a verbal interpretation of "agree,"

indicators 5 and 3 ranked the least, with mean values of 2.95 and 2.85, respectively.

The respondents coped with transition anxiety that affected their academic

performance and experienced difficulties in completing their studies due to financial

struggles caused by the multitude of prerequisite demands of their course.

The results are supported by the findings of Bridges (2017), which concluded

that the lack of identification and preparedness for endings and losses is a significant

problem for people experiencing transition. Therefore, life transitions can be

interpreted as turning points that lead to the start of a new life stage or the end of a

previous life stage (Robinson, 2016), including birth, childhood, adolescence, young

adulthood, adulthood, old age, and death (Elder et al., 2015). These transitions create

a new path that leads to enormous differences in results (Murray et al., 2019).

Furthermore, Gross et al. (2017) suggested that a student's emotions can be adversely

affected by transition challenges. The timing of the move from high school to college

happens during students' adolescent years, a time of rapid mental, social, and

emotional growth and development. Lastly, these different stressors can affect student

academic outcomes (Blossom et al., 2019).

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Table 4
Impacts to the emotional well-being of the 4th year students

Items Weighted Verbal Rank

Mean Interpretation
1. I experienced emotional instability, leading to 3.00 Agree 3
fluctuations in emotions and difficulty regulating
them.
2. I doubted my own abilities and compared myself 3.05 Agree 2
to others, causing emotional distress.
3. I felt hopeless due to the pressure, uncertainty, and 3.50 Strongly Agree 1
changes associated with the transition.
4. I lacked the emotional strength to stay driven or 2.60 Agree 5
perform at my usual level.
5. I became more agitated, which affected my 2.90 Agree 4
productivity and rationality.
Composite Mean 3.01 Agree
Legend: 3.50 – 4.00 = (SA) Strongly Agree; 2.50 – 3.49 = (A) Agree; 1.50 – 2.49 = (D) Disagree; 1.00 – 1.49 =
(SD) Strongly Disagree

Table 4 displays the impacts of transition challenges on graduating students'

emotional well-being, as evidenced by the composite mean of 3.01. Among the listed

indicators, Indicator 3 stands out with a mean value of 3.50 and an agreement

interpretation. This indicates that respondents felt hopeless due to the pressure,

uncertainty, and changes associated with the transition. It is followed by Indicator 2,

which received a mean value of 3.05 and an agreement interpretation. This suggests

that respondents experienced self-doubt and engaged in comparisons with others,

leading to emotional distress. On the other hand, Indicators 1, 4, and 5 ranked lower

with mean values of 3.00, 2.60, and 2.90, and an agreement interpretation. This

implies that respondents experienced emotional instability, resulting in fluctuating

emotions and difficulty in regulating them. They also lacked emotional strength to stay

motivated or perform at their usual level, which led to increased agitation and

negatively affected their productivity and rationality.

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These results are supported by Leonhardt's study in 2014, where he assessed

the emotional health of learners, including over 200,000 first-year students at four-year

universities. The study found that a significant number of students rated their

emotional health as below average. In a survey conducted by the American College

Health Association in 2012, 30% of undergraduates reported that stress had a

detrimental effect on their academic performance. Other studies have also reported

the high frequency of stress impacting college students.

Table 5
Impacts to the mental well-being of the 4th year students
Items Weighted Verbal Rank
Mean Interpretation
1. I experienced stress which led to physical 3.15 Agree 3
symptoms like sleep disturbances, anxious and
decreased concentration.
2. I dealt with low self-esteem and a lack of 2.75 Agree 5
confidence, particularly when facing setbacks or
difficulties in my academic or career pursuits.
3. I experienced of stress and sadness due to the 2.90 Agree 4
pressure, uncertainty, and changes associated
with the transition.
4. I began to think about the uncertainties regarding 3.25 Agree 2
my future career paths, further education, or
personal goals.
5. I developed a fear of failure and a strong desire 3.50 Strongly Agree 1
to excel academically, which imposed additional
pressure on myself.
Composite Mean 3.11 Agree
Legend: 3.50 – 4.00 = (SA) Strongly Agree; 2.50 – 3.49 = (A) Agree; 1.50 – 2.49 = (D) Disagree; 1.00 – 1.49 =
(SD) Strongly Disagree

As reflected in Table 5, the respondents generally agreed that they have

developed a fear of failure and strong desire to excel in class which supported by a

total weighted average of 3.11. Also, the students' mental well-being during the

transition phase showed that Indicator 5 ranked first among the indicators. This

indicates that students strongly agreed that they developed a fear of failure and a

strong desire to excel academically, which imposed additional pressure on them.

Additionally, Indicator 4 ranked second, indicating that respondents agreed they

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began to think about uncertainties regarding their future career paths, further

education, or personal goals. Moreover, Indicator 1 ranked third, emphasizing that

respondents agreed they experienced stress, leading to physical symptoms such as

sleep disturbances, anxiety, and decreased concentration. However, Indicator 3

ranked fourth, meaning that respondents disagreed they experienced stress and

sadness due to the pressure, uncertainty, and changes associated with the transition.

Furthermore, Indicator 2 ranked the lowest, indicating that students dealt with low

self-esteem and a lack of confidence, particularly when facing setbacks or difficulties

in their academic or career pursuits.

It is crucial for students to develop their full potential and avoid academic failure.

This will help them excel based on their strengths without experiencing excessive

pressure. An article published in Lifestyle Business (2019) supports this idea, stating

that utilizing one's full potential brings a different level of mindset. It has the power to

elevate one's state of mind to a level where they feel capable of achieving anything

they focus their energy on. On the other hand, not utilizing one's full potential can lead

to negative thoughts, feelings, and emotions about one's actions or lack thereof, which

can affect various aspects of life.

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Table 6
Impacts to the social well-being of the 4th year students
Items Weighted Verbal Rank
Mean Interpretation
1. I felt anxious about meeting new people, 2.80 Agree 4
engaging in academic opportunities, or navigating
mutual relationships.
2. I encountered certain social standards that led me 3.55 Strongly Agree 1.5
to feel the need to fit in.
3. I experienced a minimal sense of belonging or 3.55 Strongly 1.5
connection to the social fabric of the college Agree
community.
4. I developed enhanced interpersonal skills in order 3.10 Agree 3
to build a strong rapport with my fellow block
mates.
5. I limited myself to participating in outdoor 2.85 Agree 5
activities and focused solely on my chosen field of
study.
Composite Mean 3.17 Agree
Legend: 3.50 – 4.00 = (SA) Strongly Agree; 2.50 – 3.49 = (A) Agree; 1.50 – 2.49 = (D) Disagree; 1.00 – 1.49 =
(SD) Strongly Disagree

The table demonstrates that respondents generally agreed on the challenges

faced by 4th-year students in CLB during the transition phase, particularly in terms of

social wellbeing. The composite mean of 3.17 provides evidence of this. According to

the article published in PMC (2020), three key needs were identified for students. First,

students need to receive help that aligns with the perceived severity of the problems

caused by life events. Second, they have to continuously rebuild relationships with

support givers due to frequent life events. And third, they need to negotiate tensions

between the need to disclose and the associated stigma.

Among the listed indicators, it is noteworthy that indicator number 2 ranked first

with a mean value of 3.55, indicating that they encountered certain social standards

that made them feel the need to fit in. Achievement, as defined by a student's

competence in a given content area resulting from both intellectual and non-intellectual

variables, is one of the first factors associated with well-being at school (Centeio et al.,

2019). Item number 3 ranked second with a mean value of 3.53, also indicating a
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strong agreement, signifying that respondents experienced a minimal sense of

belonging or connection to the social fabric of the college community.

On the other hand, indicators 1, 4, and 5 ranked the lowest with mean values

of 2.80, 2.85, and 3.10, respectively. This implies that during the transition, students

face new challenges such as making independent decisions, adjusting to academic

demands in an ill-structured learning environment, and interacting with a diverse range

of new people. Additionally, many students must leave their homes and distance

themselves from their support networks for the first time (Cleary et al., 2011). This may

result in feelings of anxiety when meeting new people, engaging in academic

opportunities, and navigating mutual relationships. However, it also presents an

opportunity for students to develop enhanced interpersonal skills in order to build

strong relationships with fellow block-mates. Some students may limit themselves to

participating in outdoor activities and solely focus on their chosen field of study.

Table 7
Methods to support students during transition period
Items Weighted Verbal Rank
Mean Interpretation
1. I took time to reflect on my actions during the 3.40 Agree 3
transitional phase.
2. I set clear goals to achieve a positive impact 3.60 Strongly Agree 1
on my academic performance and holistic well-
being.
3. I developed strong time management skills to 3.25 Agree 4.5
handle changing schedules and increased
workloads.
4. I maintained good relationships with my friends, 3.45 Agree 2
professors, and peers, who provided me with
emotional support when needed.
5. I established a self-care routine to manage stress, 3.25 Agree 4.5
including exercise, meditation, and hobbies that
helped me relax.
Composite Mean 3.44 Agree
Legend: 3.50 – 4.00 = (SA) Strongly Agree; 2.50 – 3.49 = (A) Agree; 1.50 – 2.49 = (D) Disagree; 1.00 – 1.49 =
(SD) Strongly Disagree

Table 7 presents the coping strategies utilized by 4th-year students to

overcome the challenges during the transition phase, as evidenced by the composite
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mean of 3.44. Among the listed indicators, Indicator 2 stands out with a mean value of

3.60, with a verbal interpretation of “strongly agree”. This signifies that respondents

set clear goals to positively impact their academic performance and overall well-being.

It is followed by Indicator 4, which received a mean value of 3.45 and an agreement

interpretation, indicating that respondents maintained good relationships with friends,

professors, and peers who provided them with emotional support when needed. On

the other hand, Indicators 1, 3, and 5 ranked lower with mean values of 3.40 and 3.25,

and an agreement interpretation. This suggests that respondents took time to reflect

on their actions during the transition, developed strong time management skills to

handle changing schedules and increased workload, and established self-care

routines to manage stress, including exercise, meditation, and engaging in hobbies

that helped them relax.

Struggling at some point during one's academic career is normal. The important

thing is to find ways to overcome challenges and succeed despite them. An article

published in QuadC Blog (2023) supports this idea, suggesting making a list of tasks

to be completed before classes start and scheduling time each day to accomplish

them. This helps to stay organized and avoid feeling overwhelmed. Additionally, it

recommends making contact and getting to know instructors by introducing oneself

during office hours or after class. Building relationships with instructors can be

beneficial as they may remember the student and provide valuable information and

advice when it comes to grades and academic matters.

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Table 8
Evaluation of the School’s Actions toward Overcoming Challenges

The school has provided support for Informant #1: ‘‘Yes.’’

4th-year students to overcome the Informant #2: “Yes, they provide seminars or advice from
challenges during the transition phase our advisors.”
through seminars, mental health Informant #3: “Yes.”
services, check-ups, and counseling on Informant #5: “Yes, through attending different kinds of
both personal and virtual platforms. seminars.”
Informant #7: “Yes, by supporting and checking the
situation of the students. It has a big impact on us, helping
us overcome our fears, boosting our confidence, and giving
our best in our chosen field.”
Informant #8: “Yes, by organizing seminars.”
Informant #9: “Yes, I can say that the institution helps me
cope with it since the people in it provide support and guide
us to overcome this phase.”
Informant #10: “Yes, by offering counseling and mental
health services to help us students cope with the emotional
challenges.”
Informant #11: “Yes, CLB showcases its assistance to help
us cope with the challenges during this phase. They offer
resources and counseling to manage stress, anxiety, or
uncertainties.”
Informant #14: “Somewhat... I think the school has
provided support for the 4th year students through seminars.
There have been some activities, but sometimes they need
to be considered more. They also make it possible through
the virtual platform, like online meetings, so we can express
our experiences during observation, interacting with kids,
and doing our OJT.”
Informant #15: “Yes, I do believe that CLB lends its support
to the 4th year students of the school by allowing them to
have interactions with their fellow students. Allowing the
students to feel safe and at peace is a great help for the 4th
year students in coping with challenges during their
transition phase.”
Informant #16: “It depends.”
Informant #17: “Yes, but seminars are not enough.”
Informant #18: “Yes, through offering guidance counseling
services.”
Informant #19: “Yes.”
Informant #20: “Yes, it depends on the level of intensity
through seminars.”

Informant #4: “Yes, one example is the Tupad Assistance.”

The school implements programs, Informant #6: “Yes, perhaps by giving mental health breaks,
activities, and provides resources to especially now that almost everyone is experiencing stress
assist students in navigating these due to the number of requirements.”
challenges. Informant #12: “Yes, by managing programs and activities.”
Informant #13: “I think yes, because CLB offers resources
for managing stress and navigating the emotional aspects of
transitioning to the next stage.”
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As shown in the emerged themes obtained and presented in table 8, with

regards to the informants responses if the institution has provided assistance to

students to conquer the struggles, it can be seen that there were several themes that

emerged- such as the school has provided support for 4th-year students to overcome

the challenges during the transition phase through seminars, mental health services,

check-ups, and counseling on both personal and virtual platforms which are evident

according to the response provided by informants 1, 3, 16, and 19 which they said

“Yes.” Additionally, informants 2, 5, 8, 14, 17,and 20 saying that “Yes, they provide

seminars or advice from our advisors.”, “Yes, through attending different kinds of

seminars.”, “Yes, by organizing seminars.”, “Somewhat... I think the school has

provided support for the 4th year students through seminars. There have been some

activities, but sometimes they need to be considered more. They also make it possible

through the virtual platform, like online meetings, so we can express our experiences

during observation, interacting with kids, and doing our OJT.”, “Yes, but seminars are

not enough.”, and “Yes, it depends on the level of intensity through seminars.”. This

signifies that the school has done its duty to provide assistance in order to overcome

the challenges experienced by the 4th year students during the transition period. Also,

it means that the students are cognizant of the available services that can help them

balance their time to fulfill the prerequisite demands of their courses while maintaining

other goals outside the school premises. Moreover, as indicated by the informants 10,

11, and 18 claiming, “Yes, by offering counseling and mental health services to help

us students cope with the emotional challenges," “Yes, CLB showcases its assistance

to help us cope with the challenges during this phase. They offer resources and

counseling to manage stress, anxiety, or uncertainties.”, and “Yes, through offering

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guidance counseling services.” These define that counseling and mental health

services improve problem-solving and conflict resolution abilities. Lastly, informants 7,

9, and 15 state that “Yes, by supporting and checking the situation of the students. It

has a big impact on us, helping us overcome our fears, boosting our confidence, and

giving our best in our chosen field.”, “Yes, I can say that the institution helps me cope

with it since the people in it provide support and guide us to overcome this phase.”,

and “Yes, I do believe that CLB lends its support to the 4th year students of the school

by allowing them to have interactions with their fellow students. Allowing the students

to feel safe and at peace is a great help for the 4th year students in coping with

challenges during their transition phase.” These emphasize the value of monitoring

the state of the students to ensure their safety and well-being.

Lastly, another emerging theme that was presented in Table 8 is that schools

implement programs and activities and provide resources to assist students in

navigating these challenges. As supported by the informants 4, 6, 12, 13 noting that

“Yes, one example is the Tupad Assistance.”, “Yes, perhaps by giving mental health

breaks, especially now that almost everyone is experiencing stress due to the number

of requirements.”, “Yes, by managing programs and activities.”, and “I think yes,

because CLB offers resources for managing stress and navigating the emotional

aspects of transitioning to the next stage.” These points up that the strategic ways

implemented by the school have a significant impact towards the development and

progress of the learners in Colegio ng Lungsod ng Batangas. Therefore, transition

periods can be overwhelming and stressful for students as they face new

environments, expectations, and responsibilities. Programs and resources offer

emotional support and a sense of community, providing students with a network of

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peers, mentors, and professionals who can empathize with their experiences and offer

guidance.

Table 9
Suggested Strategies to Cope with Transition Challenges
Set clear goals, practice self-care Informant #1: “Try relaxation techniques.”
strategies, remain flexible, and Informant #2: “None, just know your priorities.”
strive to understand themselves Informant #3: “Be positive and always remember that you
better. are good and capable.”
Informant #4: “Be flexible enough to cope with sudden
changes.”
Informant #6: “Take time to rest.”
Informant #7: “The suggestions I provide to help myself are:
- Accept failures and keep moving forward.
- Be open to others' opinions and get to know yourself better
to make clear decisions that can lead to positive outcomes in
your life.”
Informant #8: “I believe that being proactive, adaptable, and
well-prepared will contribute to a smoother transition to the
next stage of my life.”
Informant #9: “Take care of yourself, set achievable goals,
and engage in self-reflection.”
Informant #10: “To navigate a transition phase effectively,
set clear goals, prioritize tasks. Embrace change as an
opportunity for growth and remain adaptable in the face of
challenges.”
Informant #13: “I believe that getting to know yourself better
and being capable of handling tasks will greatly help every
student in preparing for their future journeys.”
Informant #14: “Self-care strategies include healthy eating
habits, regular exercise, spending quality time with friends or
loved ones, or meditation to name a few.”
Informant #15: “Incorporate daily exercise.”
Informant #18: “Set clear goals.”
Informant #19: “Self-reflection.”

Enhance communication skills Informant #5: “I suggest continuing to enhance crucial skills
and establish a support system. for my next phase, such as communication and time
management, through courses or practical experiences.”
Informant #11: “Connect with the good people in my life.
Establish and maintain a support system.”
Informant #12: “Engage in deep conversations.”
Informant #20: “Balance my time and practice weekly
counseling sessions.”

As shown in the emerged themes obtained and presented in Table 9, with

regards to the respondents suggested strategies to better enhance the project output,

it can be seen that there were several themes that emerged, such as setting clear

goals, practicing self-care strategies, remaining flexible, and striving to understand

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yourself better, which are evident according to the responses provided by informants

2, 9, 10, and 18, indicating “None, just know your priorities," “Take care of yourself,

set achievable goals, and engage in self-reflection," and “To navigate a transition

phase effectively, set clear goals, prioritize tasks. Embrace change as an opportunity

for growth and remain adaptable in the face of challenges.” and “Set clear goals.”

Thus, it can be denoted the importance of determining your goals to achieve so the

transition will be smoother to adapt and the students will be able to navigate the

challenges with the help of a clear vision.

In spite of the act that during the transition phase, students often neglect to

take a rest due to myriads of workloads, hence the following informants 1, 3, 6, 14,

and 15, suggested numerous strategies to become better equipped the transition

phase to the next stage of their academic life which are “Try relaxation techniques.”,

“Be positive and always remember that you are good and capable.”, “Take time to

rest.”, “Self-care strategies include healthy eating habits, regular exercise, spending

quality time with friends or loved ones, or meditation to name a few.” and “Incorporate

daily exercise.” It can be concluded that transition phases can be transformative and

exciting, but they can also be overwhelming. Prioritizing self-care helps students

maintain a sense of balance, fulfillment, and overall well-being. It allows them to enjoy

their college experience, build meaningful connections, and make the most of their

academic and personal growth opportunities. In addition to the aforementioned

emerged themes, informants 4 and 8 highlighted “Be flexible enough to cope with

sudden changes" and “I believe that being proactive, adaptable, and well-prepared

will contribute to a smoother transition to the next stage of my life," signifying the

importance of being adaptive in a new environment to experience a smoother

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transition in college. Lastly, it is evident to the table the significant impact of knowing

oneself better while dealing with such dilemmas, as connoted by informants 7, 13, and

19. “The suggestions I provide to help myself are: accept failures and keep moving

forward. Be open to others' opinions and get to know yourself better to make clear

decisions that can lead to positive outcomes in your life."; “I believe that getting to

know yourself better and being capable of handling tasks will greatly help every

student in preparing for their future journeys."; and “self-reflection.” In accordance with

the results, self-reflection enables an individual to move from just experiencing into

understanding. This also encourages a level of self-awareness and consciousness

about practice and enables a person to identify areas for improvement and areas

where they are strong.

Finally, another theme emerged, as presented in Table 9, regarding the

respondents' suggested strategies to enhance the project output. It can be observed

that several themes emerged, including the enhancement of communication skills and

the establishment of a support system, as emphasized by informants 5, 11, 12, and

20. Informant 5 stated, "I suggest continuing to enhance crucial skills for my next

phase, such as communication and time management, through courses or practical

experiences." Informant 11 mentioned, "Connect with the good people in my life.

Establish and maintain a support system." Informant 12 emphasized, "Engage in deep

conversations." And informant 20 recommended, "Balance my time and practice

weekly counseling sessions." These findings conclude that effective communication

skills are essential during transitions as they facilitate the building of new relationships,

expressing needs and concerns, and collaborating with peers and faculty. Moreover,

establishing a support system involving friends, mentors, family members, or even

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support services provided by the college is crucial. This support network can offer

encouragement, advice, and assistance in dealing with challenges and uncertainties

that arise during the transition phase.

Table 10
Proposed Plan of Action
KEY OBJECTIVES STRATEGIC OR PERSONS EXPECTED
AREAS OF ACTIVITIES INVOLVED OUTCOME
CONCERN
Awareness To raise Equip educators to Students and The respondents
and reduce awareness recognize signs of Teachers seeking counseling
stigma around about the distress and guide services, indicating a
seeking mental health students toward reduced stigma and
counseling or of the appropriate increased
support. students. resources. awareness.
Extent open To establish Ensure Students, Peers, Improved
communication mentorship accessibility and and Teachers relationships
and guidance programs to user-friendly between students
on academic offer interfaces for and faculty, as
and personal personalized widespread evidenced by
matters. guidance and adoption. increased
support.
communication and
collaboration.
Significant of To implement Include case Students, Higher academic
goal-setting mentorship studies and Guidance achievement among
workshops, programs that success stories to Counselors, and students who
mentorship include inspire and Teacher actively participate in
programs, and guidance on illustrate effective goal-setting
resources for effective goal goal planning workshops and
effective goal planning and mentorship
planning. achievement. programs.

CONCLUSION AND RECOMMENDATION

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. The students felt overwhelmed by the academic intensity, specifically the

increased workloads and demands of the specialized courses in terms of

academic and physiological perspectives.

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2. The students felt hopeless due to the pressure, uncertainty, and changes

associated with the transition in terms of emotional well-being.

3. The students developed a fear of failure and a strong desire to excel

academically, which imposed additional pressure on themselves in terms of

mental well-being.

4. The students experienced a minimal sense of belonging or connection to the

social fabric of the college community in terms of social well-being.

5. The students set clear goals to achieve a positive impact on their academic

performance and holistic well-being to support themselves in the transition

period.

6. The school has provided support for 4th-year students to overcome the

challenges during the transition phase through seminars, mental health

services, check-ups, and counseling on both personal and virtual platforms.

7. The school implements programs and activities and provides resources to

assist students in navigating these challenges.

8. The students suggested setting clear goals, practicing self-care strategies,

remaining flexible, and striving to understand themselves better.

Recommendations

From the drawn conclusions, the following statements are the researchers’

recommendation:

1. The students may set clear goals, enhance their communication skills, establish

a support system, practice self-care strategies, and remain flexible in order to

balance their time despite the increased number of workloads and financial
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struggles, stay driven, improve their self-esteem, and adapt easily to the new

changes in the environment and academic demands.

2. The teachers may consider and acknowledge the students’ inclinations during

transition period.

3. The school may implement programs, seminars, and guidance counseling to

assist students cope with these challenges.

4. The peers and parents may engage themselves into deep conversations with
the student in order to motivate them to stay driven.

5. The future researchers may utilize this study for further understanding and
investigation.

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