EVALUATING THE LEVEL OF AWARENESS AND SATISFACTION OF JUNIOR

HIGH SCHOOL TRANSFEREES IN THE STUDENT SERVICES PROVIDED BY THE

OFFICEOF STUDENT AFFAIRS OF PASIG CATHOLIC COLLEGE S.Y. 2023-2024

A Thesis Presented to
Faculty of the Junior High School
Pasig Catholic College
Pasig City, Philippines

In Partial Fulfillment
of the Requirements in English 10

Presented by:
Alexandra Nicole Singh
Angelene Esber Montiel
Cheska Marrie Torres
Diane Faye Tabenas
Dustin Jules Villaflor Guevarra
Elaiza Zhelaine Victoria
Mark Kerby Carlos
Michael Angelo Lopez
Manuel Yvan Dique

Grade 10 – Diocese of Dipolog

May 2024
 iii

ABSTRACT

This study aimed to enhance awareness and satisfaction among Junior High School
transferees regarding student services provided by the Office of Student Services (OSA) at Pasig
Catholic College (PCC). It focused on three categories: Student Welfare Services, Student
Development Programs, and Institutional Student Development and Services, aiming to address
potential gaps in awareness impacting overall satisfaction and the institution's reputation. Through
quantitative surveys and qualitative interviews, awareness and satisfaction levels were evaluated
to identify areas for improvement.

Out of the 191 JHS transferees invited to participate in the awareness assessment, only 160
responded, while 20 transferees, 5 from each grade level, engaged in the open-ended questionnaire.
The findings from the awareness questionnaire indicated full awareness across all categories, albeit
limited to a general understanding of the OSA. Specifically, the mean scores for awareness were
2.55 for Student Welfare Services, 2.53 for Student Development Programs, and 2.64 for
Institutional Student Development and Services, reflecting a comprehensive understanding within
these domains. However, despite awareness, service utilization remained low. Four major issues
surfaced: lack of introductory guidance, limited awareness beyond a basic understanding,
dissatisfaction with the quality and reliability of the OSA, and enforcement of discipline.

To address these issues, five recommendations were provided: Improve communication

channels, utilize promotion, establish an online platform, increase staff visibility and friendliness,
offer focus groups for transfer support, enhance leadership awareness through activities, and
include all students in research and focus groups regularly. Full implementation will be achieved
next school year due to time constraints.

Keywords:Level of Awareness, Level of Satisfaction, Transferees, OSA, Student services, Support

system
 1

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Discomfort is a catalyst for growth. It makes us yearn for something more. It forces us to
change, stretch and adapt (Michael Hyatt). Change can be difficult more so can cause discomfort.
This is the same thing when a new student steps through the threshold of a new school with a
mixed feeling of anticipation and apprehension. The unfamiliar environment coupled with
unknown faces and diverse community brings numerous emotions of excitement and anxiety.
Every year, schools welcome transferees in the community, and they play a significant
responsibility in ensuring a smooth transition for them. Thinking of ways to foster inclusivity
through school, and classroom activities can fight against the feeling of isolation and loneliness.
The transition of Junior High School transferees to a new educational environment
significantly impacts their satisfaction and well-being. It was perceived by the transferees the need
to adjust their new school especially in the areas of social relationship and activity involvement
(Deady, 1997) which is handled by the Office of the Student Affairs and Services (OSA). The
adjustment period will not happen overnight and needs constant guidance and orientation coming
from the more knowledgeable personnel of the school.
At Pasig Catholic College (PCC), the OSA provides crucial services to aid transferee
students during integration. However, questions arise regarding the effectiveness of these services
in ensuring a smooth transition, given potential challenges like unfamiliarity with campus
resources and social integration difficulties.
This study aims to evaluate the different services that the OSA provides that directly impact
transferee students, such as how they handle conflicts, address concerns, and enforce their services.
By examining the awareness and satisfaction of transferee students with these services, this
research hopes to provide insights for PCC to better support transferee students.
Our research employs both quantitative and qualitative methods such as surveys, open-
ended questionnaires, and data analysis. The aim of this investigation is not only to comprehend
awareness and satisfaction levels but also to provide practical recommendations. The objective of
this research is to strengthen PCC's commitment to creating an inclusive, supportive, and enriching
environment for all students, especially those who are in the transition of transferring to PCC.
 2

BACKGROUND OF THE STUDY

The transition of JHS students, particularly transferees, to a new educational environment

is a critical phase that can impact their overall satisfaction and well-being. PCC recognizes the
importance of this transition and has assigned the OSA to provide essential services to help
transferee students during their transition and ensure a satisfactory experience.

Transferees may possibly encounter challenges in settling into the institution, potentially
leading to a sense of disconnection or isolation. Factors such as unfamiliarity with PCC's campus
grounds and resources, difficulty in forming social connections, or a lack of support services may
contribute to this issue.
There is a possibility that the existing services provided by the OSA may not fully address all the
concerns and needs of transferee students due to factors such as communication barriers,
information discrepancies, and insufficient counseling and guidance. Raising questions about the
overall effectiveness and relevance of these services in facilitating a smooth transition.

These services: Student's Activities, Student's Discipline, and Student's Assistance,

provided by the OSA, can greatly influence the transferee student's experience in school and
development as an individual. Knowing the transferee students' Level of Awareness and
satisfaction helps improve the services that the OSA provides, creating a more supportive
environment for all students, particularly those who are transitioning to PCC.

STATEMENT OF THE PROBLEM

This research aims to investigate and enhance JHS transferees' Level of Awareness and
Satisfaction on the Student Services being provided by the OSA at PCC S.Y 2023-2024.
Specifically, this research aims to answer the following questions:

1. What is the current Level of Awareness among JHS transferees in terms of:
1.1 Student Welfare Services
1.2 Student Development Programs; and
1.3 Institutional Student Development and Services
 3

2. How do JHS transferees rate the accessibility and availability of the Office of Student
Affairs staff when they need assistance or support?
3. How do JHS transferees perceive the responsiveness of the OSA in
addressing concerns or resolving issues raised by transferee students?
4. What is the overall satisfaction level of JHS transferees with the support and assistance
provided by the OSA at PCC?
5. How familiar are JHS transferees with the range of services provided by the OSA at
PCC?

HYPOTHESIS

The JHS transferees are not fully aware of the services provided by the Junior High School
Office of Student Affairs and Services school year 2023-2024.

SIGNIFICANCE OF THE STUDY

This study aims to determine the Level of Awareness and satisfaction with the services
provided by the OSA. By evaluating the Level of Awareness and satisfaction with the services, it
may help employees and students better make use of and receive the services that the OSA
provides.

Transferees. The findings of this research will allow them to give feedback and reflect their
Level of Awareness and satisfaction with the services.

Teachers of PCC. The findings of this research will give more insight to the teachers about
students' awareness and satisfaction with the OSA’s services, which can help teachers identify the
potential problems that students may be facing and address their students' needs.

OSA staff. The findings of this research will enable them to find out the Level of
Awareness and satisfaction of the students, which will lead to further enhancement of their
services.
 4

The school. The school stands to benefit from our study by fostering high levels of
awareness and satisfaction. This positive environment can attract more students to enroll in the
institution.

SCOPE AND DELIMITATIONS

The overall intent of this study is to evaluate the awareness and satisfactory level of the
JHS transferee students, who are transitioning to a new learning environment, of the services
offered by the OSA of PCC and provide insights crucial for enhancing the overall experience and
adjustment of transferees in their new academic environment. The researchers will utilize the entire
group of transferees from JHS, totaling 191 students, to thoroughly assess the level of awareness
among all transferees. Additionally, this study distinguishes that while these 191 transferees will
be used for the entire research, the selection of 5 students per grade level is specifically for the
open-ended questionnaire. This approach ensures a comprehensive examination of awareness
levels among all transferees, while the smaller sample size allows for in-depth exploration of
individual experiences within this study. Their insights and feedback will serve as primary sources
of information regarding the effectiveness of the student services provided by the OSA at PCC,
contributing significantly to the research objectives. This study concentrates specifically on JHS
transferees during the specified academic year, aiming to provide timely and relevant insights for
immediate improvements and future initiatives within PCC.

The research will specifically focus on the student services provided by the OSA at PCC for
JHS transferees during the academic year 2023-2024. These include Student Welfare Services,
Student Development Programs, and Institutional Student Development and Services.
Furthermore, the implementation of the research is deliberately postponed until the next academic
year to allow ample time for thorough planning, coordination, and ethical considerations.
 5

CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework

This research incorporates the usage of Denzin’s triangulation analysis. This approach
integrates multiple methods and data sources to enhance the validity and reliability of our findings.
The researchers begin by reviewing existing literature to grasp the theories and studies on
student affairs services and transferee integration. This initial step helps us understand what factors
influence the transferees’ experiences and the potential role of OSA services. Following the
literature review, we evaluate the services OSA provides, identify any constraints, and ascertain
the key aspects to prioritize in our research.
In this, we utilize a mix of qualitative and quantitative methods. The qualitative open-ended
questionnaire allows us researchers to explore the transferees’ experiences and perceptions, while
the quantitative survey provides us numerical data on awareness levels. By triangulating these data
sources, we can validate our findings and gain deeper insights into the level of awareness and
satisfaction of the JHS transferees.
In conclusion, triangulation analysis allows us to go beyond single-method approaches,
giving us a complete evaluation of the JHS transferees’ level of awareness and satisfaction. This
will help us provide detailed insights that can help improve OSA services and support a successful
and satisfactory transition to PCC.
 6

DEFINITION OF TERMS
These definitions provide clarity on essential concepts crucial for comprehending the research
content:

Awareness. This word expresses how much the transferees are acquainted with the
services being offered by OSA.

Level of Satisfaction in Student Services. It is the level of fulfillment or contentment with

the services offered to transferee students. The needs and opportunities for transferees are met by
the services being offered.

OSA. It is one of the departments in the institution that supervises and handles the student's
welfare, satisfaction, and entire experience of the school year.

Student Activities/Events. It is an organized series of events or meetings that engage

students in a variety of activities that will help them become acquainted with the school's
operations while providing sufficient experience to the point of reaching their level of satisfaction.

Student Assistance. It is a service supplied to students to help them settle in their new
environment and by fulfilling their needs as a student.
 7

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature, studies, and readings that are relevant in
providing substantial viewpoints on student services and transferee students’ satisfaction.

Related Literature
Foreign

Approachability
Bates (2016) regression analyses were carried out to investigate the effects of instructor
approachability on several outcomes, including the propensity of the students to ask for help, their
level of course pleasure, and their grasp of the material. There were several noteworthy major
effects found, suggesting an instructor’s approachability had an impact on the attitudes of students
toward asking for help and course satisfaction. Although there was no substantial correlation
between an instructor's approachability and students' learning outcomes directly, it was indirectly
predictive through the attitude of seeking assistance, indicating that an instructor can allow
students to use available resources. However, it is ultimately the students' responsibility to convert
the resources into output.

Inclusivity
Inclusive education strives for equal opportunities, eliminating discrimination, and fostering
a fair environment for all students, regardless of their background or abilities (2023). Key features
include mixed-ability classrooms, avoiding segregation, and ensuring accessibility (2023). This
approach promotes student confidence, communication skills, and overall education quality
(2023). Implementing inclusive education involves cooperative learning, teacher training, and
tailored lessons (2023). Recent global efforts focus on integrating students of all abilities, with
educational leaders playing a pivotal role (2023). Salem University in The United States offers an
accelerated program for educators to contribute to inclusive environments, completing their degree
in 12 months.
 8

Advising Services
In the United States, academic advisers, as exemplified by Dinh (2022), provide
comprehensive guidance and support to undergraduates. Their services include helping students
navigate university policies, choose courses, monitor academic progress, and receive information
on opportunities, personal, and career development. Advising aims to assist students in making
informed decisions, highlighting advisers' critical role in providing practical and emotional support
for overall college success. The literature underscores the importance of proactive student
engagement and the positive impact of advisor-student connections, emphasizing the value of
utilizing academic advising resources throughout college.

In an article by Mowreader (2023), a report revealed that 60 percent of college students are
not aware of their school’s scope of services. This study by Tyson Partners conducted a survey
among 2048 students. Academic advising was the most recognized support among students,
revealing 62 percent.

Overall support
The OSA and Services is an academic support that seeks to contribute to the holistic formation
and development of each student through relevant, quality, high-impact programs and services.
Student Development Programs and Services refer to the service and program designed for the
exploration, enhancement, and development of the student’s full potential for personal
development, leadership, and social responsibility through various institutional and/or student-
initiated activities. The OSA provides services and programs concerned with the academic support
experiences of students to attain holistic student development. Its goal is to develop the skills,
attitudes, interests, and work habits of a student so that the student will be academically and
socially competent. It describes a team of professionals who support individual students’ personal
academic development in post-secondary education institutions like universities and colleges. It is
committed to ensuring that every roadrunner has the resources and opportunities for the financial
resources students need on their academic journey. Also to support student organizations,
leadership opportunities, innovative career readiness programming and industry connections,
recreation and club sports, and health and wellness offerings to fit all interests. The author states
that the importance of behavior and social connections within schools is emphasized in academic
 9

literature. Many concerns have been raised about the negative impact of the unsatisfactory
treatment students are receiving. Punitive disciplinary measures can impact the students' sense of
belonging and connection to their schools. By analyzing data from the National Longitudinal Study
of Adolescent Health, this study aims to uncover the connection between social ties to the school.

Related Studies
Foreign

Allocating To Student’s needs

Maddy-Bernstein and Cunanan (1995) emphasize the critical role of the Office of
Student Services (OSS) in providing comprehensive support to all students throughout their
academic journey. They stress the importance of offering tailored services utilizing school and
community resources to meet individual student needs, enhancing the transition process, and
ensuring equitable access to services like career counseling, childcare, transportation, and job
placement. The OSS identifies three key stages of attendance: pre-enrollment, enrollment, and
post-enrollment, each necessitating different services, yet some are required at all stages. Services
such as therapy, transportation, food, health, safety, security, and nursing are essential and often
overlooked. Pre-enrollment demands orientation services, while enrollment calls for career
exploration, educational guidance, and financial assistance. Post-enrollment engagement is
encouraged, with former students frequently returning to offer jobs, mentorship, and support,
highlighting the enduring role of OSS beyond graduation.

Ciobanu’s (2013) study on the role of student services in improving student experience in
higher education states that the composition of the student group, the institution’s knowledge, and
beliefs influence the manner of how student services are delivered.

According to an article by Thiry et al. (2023), providing discipline-specific

multidimensional support to Science, Technology, Engineering, and Math (STEM) transfer
students can ease one’s transition to a university, specifically throughout their undergraduate
careers. Its support is not systematically available but must be more targeted, intentional, and
comprehensive.
 10

Inclusivity
A study by Faulkner et al. (2021) facilitated six focus-group sessions among 39 students
from marginalized communities to identify how inclusivity is portrayed by instructors. It revealed
that instructors who exhibit more immediate and supportive communication behaviors are implied
as those more welcoming and inclusive, including various groups. A more inclusive classroom
was said to be the way of centering student experiences.

Acknowledgement of Feedback
Feedback is constructive criticism, or an explanation based on positive or negative
experiences that serves to inform and enhance its performance. According to the article
“Importance of Providing Meaningful Student Feedback” (n.d), it shows that feedback given by
the students is important because it reflects their learnings and experiences in the school setting.
Acknowledging their feedback while judging them accordingly will help the students feel
validated and understood by the institution, which will then try to further apply their feedback to
satisfy their needs. According to the article, positive feedback shows recognition and
acknowledgement for the students’ experiences, satisfactions, and dissatisfactions. On the other
hand, negative feedback can be discouraging for students. This is because the institution showed
disinterest in the students' welfare. Affecting this, the students did not feel heard with their
feedback from the institution by not valuing their thoughts or opinions, degrading their feedback
as useless or of not too little value. Furthermore, the feedback being given will greatly affect the
quality, experience, and satisfaction of both students and members of the institution. When
students give their feedback, it has a positive influence on them and their level of satisfaction
because it shows acknowledgement and validation of their opinions and experiences.

Hesitation to Consultation
According to The Role of Guidance and Counseling in Enhancing Student Discipline in
Secondary Schools in Koibatek District. (Kipkemboi, Ngumi, & Chege 2016) Many students are
hesitant to seek counseling from the administrative offices of their schools because of common
misconceptions and worries, such as the fear of being judged or stigmatized for seeking
assistance. This fear can keep children from interacting with others, which can impede their
 11

social and academic development. Few pupils believe that asking for assistance is a sign of
weakness, which deters them from using resources for support and hinders their ability to engage
with others. It is essential to cultivate a culture that views asking for guidance as a proactive step
toward success to debunk these stereotypes. Students are further discouraged from asking for
help by logistical issues, including confusing procedures and regulatory complexities. To tackle
this issue, educational establishments can foster an environment of empowerment, demystify
administrative procedures, and establish clear lines of communication. By removing these
obstacles, we can create a collaborative atmosphere that supports academic performance and
makes resources easily accessible to students.
Service Quality
Based on the findings and discussions presented earlier, the following conclusions can be
drawn from the study conducted by Mohamad A.S., Idrus U., and Mohammad J.M. in 2019:

Service quality significantly enhances the institutional image of Gorontalo University. Improved
service quality correlates positively with an increase in the institution's image. Service quality also
plays a crucial role in boosting student satisfaction. Higher service quality levels lead to increased
satisfaction among students. The institution's image has a notable impact on student satisfaction.
A positive institutional image is associated with higher levels of student satisfaction.
Furthermore, service quality indirectly influences student satisfaction through its effect on the
institution's image. Enhanced service quality contributes positively to student satisfaction by
improving the institution's image.

Student Adjustment
According to Raju, M.V.R., & Rahamtulla, T.K. (2007, January), studies in social, educational,
health, and emotional adjustment among students of both genders have uncovered various insights.
They've investigated how factors like intelligence, grades, age, gender, family income, needs,
anxiety, and feeling safe impact students. Researchers also studied how students handle frustration
and why they misbehave. Some looked at how misbehavior relates to grades and joining clubs.
However, in three educational research surveys edited by Buch (1991), it's noted that there's no
consistent tool for measuring school adjustment problems.
 12

Synthesis
The accessibility of the services of a school to its students plays an important role in
contributing to their satisfaction. A student can be satisfied at the school by the services provided,
such as student activities and events, Monitoring Student Discipline, and Student assistance. The
approachability of the school’s department has a significant impact on the students’ willingness to
seek assistance in higher education. The approachability of the schools’ staff and the services
provided is highly beneficial to its transferee students. It is important for the student services
employees to include transferee students in its quality services. The Office of Student Affairs and
Services provides academic support to the students at the school, aiming to make them more
academically and socially competent. They are the ones in charge of making sure that the students
are satisfied and comfortable with the school. The details provided by the related study can help
determine the main vision of the research. The study can be found unique for its audience only
containing transferee students, because they have transferred to a new learning area, which means
they are under a new OSA department. This synthesis highlights the critical relationship that exists
between the attributes of the OSA and transferee students' involvement. Recognizing the impact
of student feedback, dispelling hesitation to seek consultation, and ensuring service quality all help
to improve student satisfaction, ultimately influencing student success in higher education.

The International Journal of Educational Administration and Policy dictates the positive
impact of guidance and counseling programs on the academic achievement of secondary school
students in the Rift Valley Region and highlights the importance of approaching different class
levels. The importance of guidance counseling is helping students handle experiences that hinder
their academic goals, such as traumatic experiences, relationship difficulties, and academic
challenges. In conclusion, the study emphasizes the need for tailored approaches based on the class
levels of students and underscores the significance of guidance counseling in supporting students'
academic success and overall well-being.
 13

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the methodologies used for the study. It will include the research
design, research instrument, students involved in the study, and the analysis and interpretation of
data.
Research Design
Our research design is action research that uses a mixed-method quantitative-qualitative
approach with an evaluative purpose. This comprehensive methodology aims to holistically
evaluate the level of awareness and satisfaction among JHS transferees in the student services
provided by the OSA at PCC during the academic year 2023-2024.

Our research's overarching purpose is to assess the current state of awareness and
satisfaction and to actively engage with the student community and stakeholders to identify areas
for improvement. By combining quantitative data collection methods, such as surveys and
questionnaires, with qualitative approaches, such as interviews and open-ended questionnaires, we
seek to capture both the numerical trends and nuanced insights into transferees' perceptions and
experiences.

Through this evaluative framework, our research aims to contribute to the enhancement of
student services by providing actionable recommendations and interventions informed by the
voices and experiences of the JHS transferees themselves. Ultimately, our goal is to foster a
supportive and enriching environment for transferees at PCC, promoting their overall well-being
and academic success.

Population and Sample

PCC’s JHS Department for the S.Y. 2023-2024 consists of a total of 1373 students, of
which 191 are transferee students, as of April 2024. The researchers will utilize the entire pool of
JHS transferees as their sample. The researchers chose to include all transferees to ensure optimal
results. However, out of the 191 transferees, only 160 responded to the questionnaire. From this
 14

pool, researchers selected 20 students per grade level to participate in the open-ended
questionnaire.

Sampling Technique
In this study, the researchers employed total population sampling, selecting all JHS
transferees of this SY 2023-2024 due to the small size and unique characteristics of the population
compared to the entire JHS student body. This method ensures a thorough examination without
leaving anyone out, improving representation and enabling broader generalization of findings.
Meanwhile, voluntary sampling will be used to recruit participants for the focus group discussion,
allowing individuals to volunteer to participate in the study.
Research Instrument
Our research instrument, initially developed by Cagayan State University, Andrews
Campus, Tuguegarao City, Cagayan, Philippines, was refined to better suit our study. It consists
of three sections: Student Welfare Services, Student Development Programs, and Institutional
Student Development Programs. The questionnaire aims to assess respondents' awareness of OSA
services by providing options for their selection: fully aware, moderately aware, and not aware.
These options enable us to effectively gauge their level of awareness. Furthermore, the open-ended
questionnaire questions address three specific areas: Transition Experience and Challenges,
Perception and Evaluation of OSA Services, and Recommendations and Suggestions. These
questions were formulated by the research adviser, Miss Elena Mamuri, to ensure their relevance
and alignment with the objectives of our study and were validated by Mrs. Myra Reyes, JHS OSA
Coordinator, and Mrs. Celia M. Delos Reyes, Dean, Students Affairs and Services.

Data-Gathering Procedures
The researchers have chosen to adopt both quantitative and qualitative methods to achieve
the study's objectives efficiently. They have opted to utilize an existing questionnaire that aligns
with their research goals, intending to later modify it after seeking permission from the authors.
To ensure its reliability, a pilot test involving 20 participants will be conducted, with support from
their research advisor, who is also a math teacher and statistician. Once the reliability is confirmed,
the questionnaire will be deployed, with participants given a week to respond, aiming for an 80%
participation rate. Subsequently, the researchers will collect and analyze the data, followed by
 15

computing the results. Their research advisor will review and approve the computations before
presenting them in tabular form. Five transferees per grade level were chosen at random to answer
an open-ended questionnaire. Afterwards, thematic analysis was done to gather all data from the
said questionnaire. This data will then be presented in a tabular form.

Statistical Treatment of Data

For the researchers to answer SOP#1, in the level of awareness questionnaire, they will
utilize the weighted mean to assess whether JHS transferees are aware of the services provided by
the OSA. Additionally, we will use percentages to determine the proportion of the population and
to rank those who are well-informed and those who are not. The following formula was used to
calculate the mean:
WA=TW/N
WA = Weighted Average/Weighted Mean
TW = Total Weight
N = Number of respondents

In the open-ended questionnaire, thematic analysis was used to address SOP#2,3,4, and 5 the data
gathered from the students' responses. This method involves analyzing data to identify common
themes then drawing a conclusion. The researchers organized their findings and presented them in
tabular presentations.
For Table 1.1
Descriptive Rating Interpretations
Mean Descriptive Rating Meaning

2.34-3.00 Fully Aware Indicates that transferee students are

aware of the services offered by the
OSA.

1.67-2.33 Moderately Aware Indicates that the transferee only

has limited awareness of the
services under Student Welfare
Services

1.00-1.66 Not Aware Indicates that the transferee student

is not aware of any of the services
under Student Welfare Services
 16

For Table 1.2

Descriptive Rating Interpretations
Mean Descriptive Rating Meaning

2.34-3.00 Fully Aware Stating that the transferee students

are aware of the services offered
by Student Welfare Services

1.67-2.33 Moderately Aware

Stating that the transferee students
have limited awareness of the
services offered by

1.00-1.66 Not Aware Indicates that the transferee

student is not aware of any of the
services under Student Welfare
Services

For Table 1.3

Descriptive Rating Interpretations
Mean Descriptive Rating Meaning

2.34-3.00 Fully Aware It says that the transferee students

are aware of the services offered
by Institutional Student
Development and Services.

1.67-2.33 Moderately Aware It says that the transferee students

have limited awareness of the
services offered by Institutional
Student Development and
Services

1.00-1.66 Not Aware It says that the transferee students

are not aware of any services
offered by Institutional Student
Development and Services
 17

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretations of data collected from questionnaires
and focus group discussions with JHS transferees during the academic year 2023-2024, regarding
their awareness of and satisfaction with the services provided by the OSA.

1. What is the current Level of Awareness among JHS transferees in terms of:
1.1. Student Welfare Services
Table 1.1
The Current Level of Awareness Among JHS Transferees In Terms of Student Welfare
Services

Student Welfare Services Mean Standard Descriptive Rank

deviation Rating

1.Information and Operation Services 2.55 0.5603 Fully Aware 2

2.Guidance and Counseling Services 2.65 0.5009 Fully Aware 1

3.Career and Placement Services 2.54 0.5612 Fully Aware 3.5

4.Economic Enterprise Development 2.44 0.6153 Fully Aware 5

5.Student Handbook Development 2.54 0.5895 Fully Aware 3.5

Table 1.1 shows the current level of awareness among JHS Transferees in terms of student
welfare services. Guidance and Counseling Services rank first, with a mean score of 2.65,
indicating that they are fully aware. Information and Operation Services come in second with a
mean score of 2.55, also indicating full awareness among students. Career and Placement Services,
as well as Student Handbook Development, both received a mean score of 2.54, which is
equivalent to students being fully aware. Lastly, Economic Enterprise Development, indicating
full awareness among students. According to Kipkemboi et al. (2016), Guidance and counseling
services are crucial components of managing people's discipline in all communities.
 18

1.2. Student Development Programs

Table 1.2
The Current Level of Awareness Among JHS Transferees in Terms of Student
Development Programs

Student Development Programs Mean Standard Descriptive Rank

deviation Rating

1.Student Organization 2.15 0.7724 Moderately 5

Aware

2.Leadership Training 2.35 0.6421 Fully Aware 4

3.Student Council 2.59 0.5447 Fully Aware 2

4.Student Discipline 2.64 0.5236 Fully Aware 1

5.Student Publication 2.54 0.5415 Fully Aware 3

Table 1.2 shows the current level of awareness among JHS Transferees in terms of student
development programs. The first is Student Discipline, with a mean score of 2.64, indicating that
students are fully aware. Second is the Student Council, with a mean score of 2.59, also showing
full awareness among students. Rank 3 is Student Publication, with a mean score of 2.54,
indicating full awareness. Rank 4 is Leadership training, with a mean score of 2.35, showing full
awareness. Student Organization has the lowest mean score of 2.15, indicating moderately aware
among students. According to Belle (2017), It is the responsibility of school managements to
uphold international agreements that safeguard children's rights and dignity. Thus, they ought to
adopt constructive administration of student discipline.
 19

1.3. Institutional Student Development and Services

Table 1.3
The Current Level of Awareness Among JHS Transferees in Terms of Institutional Student
Development and Services

Institutional Student Development and Mean Standard Descriptive Rank

Services deviation Rating

1. Admission Services 2.55 0.5603 Fully Aware 4

2. Scholarship and Financial Services 2.64 0.5040 Fully Aware 3

3. Health Services 2.68 0.5010 Fully Aware 2

4. Safety and Security Services 2.69 0.4880 Fully Aware 1

Table 1.3 shows the level of awareness of the Institutional Student Development and
Services among JHS transferees. Safety and Security Services rank first with a mean score of 2.69,
indicating that students are fully aware. Next is Health Services, with a score of 2.68 indicating
full awareness. Third, Scholarship and Financial Services, with a mean score of 2.64, indicating
full awareness among students. Lastly, Admission services, having the lowest mean score of
2.55indicateng full awareness as well. Students and faculty can anticipate a supportive atmosphere
in a safe school, which fosters social and creative learning (Applebury & Mubita, 2021).
 20

2. How do JHS transferees rate the accessibility and availability of the OSA staff when they
need assistance or support?

Table 2.1
Feedbacks from Grade 7 Transferees on the accessibility and availability of the JHS OSA

SOP Respondent Response Theme

SOP#2 Student 1 Always available for Accessibility and Availability

inquiries or issue reports.

Student 2 Rated 9/10, indicating Overall Satisfaction Rating

high satisfaction.

Student 3 Also rated 9/10,

indicating high
satisfaction.

Student 4 Noted quick responses to Promptness in Responses

questions.

Student 5 Highlighted easy access Ease of Access and Convenience

to help with a single
person in the office.

The feedback presents an image of an extremely attentive, approachable, and effective

support system that results in a high degree of student satisfaction. This is a symptom of a
supportive system that is operating efficiently within the school, which is important for creating
a happy learning environment. According to Salgong et al (2016), they stated that an efficient
academic advisor should be "up to date and knowledgeable on university/college policies" and
act as a guide for students as they proceed through their academic careers. The advisor can help
students feel less overwhelmed in the "big pond" of a university setting by letting them know
that they are always available as a support system.
 21

Table 2.2
Feedbacks from Grade 8 Transferees on the accessibility and availability of the JHS OSA

SOP Respondent Response Theme

SOP#2 Student 1 Excellent rating Strong satisfaction with OSA's

responsiveness and effectiveness in
Student 2 Perfect rating addressing student concerns is the
prevailing theme.
Student 3 10/10 responsive to the
concerns of students

Student 4 High rating. Very

accessible and responsive
to the students’ concerns

Student 5 Rated the accessibility

and responsiveness as
very good. Highlighted
the regular monitoring
and giving of reminders
to the students on what
should be the proper
discipline.

The responses demonstrate how well the JHS OSA standard operating procedure works to
provide responsive and easily available support services, especially for students who are
transferring. The SOP's primary strengths are its proactive monitoring, reactivity, and accessibility,
all of which improve overall student happiness and wellbeing. The precise tactics used by the JHS
OSA and their effect on student outcomes could be the subject of more investigation. Effective
guidance and counseling techniques include "small-group counseling" and "understanding and
respecting the society created by students," as stated by Kipkemboi et al. (2016).
 22

Table 2.3
Feedbacks from Grade 9 Transferees on the accessibility and availability of the JHS OSA
SOP Respondent Response Theme

SOP#2 Student 1 Great rating. Very Easy access and responsiveness

accessible and ready to
assist students.

Student 2 High rating. Provide the Accuracy in the assistance given

right assistance that is
needed by the students.

Student 3 Always present and Availability and responsiveness

available to address the
concern of the students.

Student 4 Great rating. Willing to Overall Satisfaction rating

help and comfort students.

Student 5 8/10

The responses highlight how well the OSA provides accurate, timely, and easily accessible
support services, which results in high student satisfaction. The uneven degrees of satisfaction,
however, point to the necessity of continual assessment and development initiatives to guarantee
that this keeps up with students' changing requirements. According to Ranjan et al. (n.d.), a high
degree of overall student satisfaction is the outcome of the university's ability to provide accurate,
timely, and easily accessible support services. This is highlighted in the responses from the
students.
 23

Table 2.4
Feedback from Grade 10 Transferees on the accessibility and availability of the JHS OSA

SOP Respondent Response Theme

SOP#2 Student 1 Very Good rating. Highlighted the regular Overall satisfaction
monitoring and very responsive to address the rating
concern of students.

Student 2 10/10. Accessible and provide services that

are satisfactory.

Student 3 Always available for the students.

Student 4 Easy access to the service.

Student 5 9/10

Students' feedback continually emphasizes how well the JHS Office OSA performs in
terms of responsiveness and accessibility. Positive evaluations and comments show a strong
commitment to quickly and effectively resolving student problems. These comments confirm the
office's dedication to the well-being and contentment of students. According to Ranjan et al.
(2016), administrative responsiveness research by Johnson and Smith is consistent with guidance
responsiveness and accessibility, which have been commended for their dedication to student
support and proactive approach to addressing issues.
 24

3. How do JHS transferees perceive the responsiveness of the OSA in addressing concerns or
resolving issues raised by transferees?

Table 3.1
Perception of JHS Transferee students in the responsiveness of the OSA

SOP Respondent Response Theme

SOP#3 Grade 7 Diverse views on PCC's student discipline Acknowledges and

monitoring, with some praising its fairness addresses areas needing
and effectiveness while others express improvement
concerns about inconsistency.

Grade 8 The OSA is praised for its immediate and

objective response to concerns, including
addressing bullying incidents promptly and
teaching proper manners to students
involved. While some students haven't had
personal experience with the OSA, they
expect it to handle issues well based on its
reputation for responsiveness and effective
resolution of concerns.

Grade 9 OSA effectively acknowledges and

addresses areas needing improvement,
provides counsel, and fosters perception of
responsiveness, which are valued by
transferee students. However, despite these
efforts, some issues remain unresolved
because they do not give enough concern to
some student insights.

Grade 10 The responsiveness of the OSA in

addressing concerns of Grade 10 transferee
students is sometimes lacking in focusing
on the areas that need improvement and
solving problems in the manner the
transferee students wish. However, they are
very approachable, courteous, and respond
promptly to students.
 25

The OSA is crucial in resolving student issues and creating a supportive learning
environment, but improvements are needed in resolving anomalies, prioritizing student insights,
and focusing on unique requirements, especially for transferees. The OSA is crucial for addressing
student concerns and creating a positive learning environment, but improvements are needed in
addressing anomalies, prioritizing student insights, and meeting transfer student needs (Ciobanu,
2013).

Table 3.2
Perception of the JHS transferees in the monitoring of student’s discipline by the OSA
SOP Responde Response Theme
nt

SOP#3 Grade 7 Mixed perception of the monitoring of student Disciplinary

discipline at PCC, with some acknowledging its measures are
effectiveness and fairness, while others express effective
concerns about inconsistency and the need for
improvement.

Grade 8 Students acknowledge the campus discipline, noting

stricter enforcement in grade 8 compared to previous
grades, with effective monitoring by staff and
teachers reinforcing rules and addressing misconduct.

Grade 9 Transferee Students believe disciplinary measures are

effective but suggest moderation, noting continued
disobedience among some students.

Grade 10 The effectiveness of the OSA in monitoring and

addressing disciplinary issues on campus for grade 10
students is not very high. The actions of students are
not adequately addressed, as repeated violations are
not effectively addressed. Students who commit
serious violations are not given sufficient focus and
punishment, while those who engage in minor
infractions, such as wearing makeup or incorrect
attire, receive more attention. However, teachers are
still doing their best to guide and monitor the
discipline of grade 10 students.
 26

Even though certain grades recognize that the OSA is enforcing the rules effectively,
worries regarding its consistency and adequacy in dealing with student wrongdoing continue. This
emphasizes the necessity of a thorough examination to guarantee uniform and equitable
disciplinary actions at every school level.

4. What is the overall satisfaction level of JHS transferees with the support and assistance
provided by the OSA at PCC?
Table 4.1
JHS Transferees overall satisfaction level with the support and assistance by the
OSA

SOP Respondent Response Theme

SOP#4 Grade 7 High satisfaction with the support from OSA at PCC, but Satisfied with
uncertainty remains regarding specific areas needing the discipline
further assistance.

Grade 8 The campus discipline is strict, with students facing

consequences for minor infractions like handholding.
Monitoring is effective, addressing disciplinary issues
promptly. Despite some students not reading the rules,
teachers enforce them effectively, especially with an
increase in bullying in grade 8.

Grade 9 Satisfied with the discipline shown towards students and

do not believe extra support is necessarySatisfied with
the discipline shown towards students and don't believe
extra support is necessary.

Grade 10 Grade 10 students feel that more support is needed in

certain areas, which is why they are not satisfied with the
overall support and assistance provided by the OSA.
These areas include: unfairness in campus discipline
regulation, lack of transparency, insufficient effort from
the institution, inconsistent enforcement of rules, passing
off addressed issues to other departments, the need for
more meetings for transferees, and maintaining a positive
image of assigned employees.
 27

Students in Grades 7 through 9 are generally satisfied with the guidance and discipline
provided by the OSA. Students in Grade 10, however, believe that greater assistance is required in
areas such as fair discipline, openness, consistent rule enforcement, assistance for transferees, and
staff perception. This emphasizes how crucial it is to deal with particular issues to better meet the
needs of students in Grade 10.

Table 4.2
Transitioning experiences and challenges encountered by JHS Transferees
SOP Respondent Response Theme

SOP Grade 7 Transitioning to PCC brought challenges like adjusting to Adjusting to

#4 a larger environment, making new friends, and adapting the new
to different teaching styles, but students appreciated the environment
supportive atmosphere and opportunities for growth.

Grade 8 Grade 8 students found the transition smooth due to

accommodating classmates and helpful teachers. They
noted a positive difference in the environment and
enjoyed fun activities and engaging teachers. Challenges
included making new friends initially, but most eventually
overcome this obstacle to establish decent friendships.

Grade 9 The transferee students encountered challenges adjusting

to the new environment but found support from
classmates and teachers, which helped them gain
confidence and adapt. Although they needed to socialize
more to make friends

Grade 10 The grade 10 students transitioning to PCC faced some

challenges: experienced a different environment from
their previous school, felt uncomfortable expressing their
full potential in subjects or activities due to criticism and
judgment from other students, adjusting to a larger
institution and student population made it difficult for
them to get along with their peers, also, and for returnees
who already have prior knowledge of how the institution
works, the main challenge lies in transitioning from
online classes to face-to-face classes. However, the
teachers are very considerate and understanding.
 28

The responses reflect varying levels of familiarity and satisfaction with the services
provided by the OSA at PCC. While Grades 7 and 8 generally express positive sentiments, Grade
10 students indicate a need for better introduction to OSA services and clearer communication
regarding available support. This suggests a potential gap in communication and orientation
programs for Grade 10 students, which could be addressed to enhance their overall experience and
satisfaction.
Table 4.3
JHS Transferees’ overall experience with the OSA services
SOP Respondent Response Theme

SOP#4 Grade 7 The experience with the OSA services Positive feedback
since transferring to PCC has been on the different
positive and supportive, with students OSA services
generally feeling satisfied with the
assistance provided.

Grade 8 Overall, the experience with the OSA is

highly positive, with immediate issue
resolution and good services provided. It
has contributed to a safe and enjoyable
environment, helping students learn from
their mistakes and fostering discipline.
Initially perceived as intimidating, the
OSA is now recognized for its role in
education and discipline.

Grade 9 The transferees have not encountered any

issues with the service provided by the
OSA. To them, it's both normal and good,
like their previous school but less strict.
They appreciate feeling guided and find
the experience okay

Grade 10 The experience of grade 10 students with

the services provided by the OSA was
positive because they feel safe when
talking to OSA staff members. The staff
are welcoming and friendly, especially
towards transferees who may be hesitant
to approach them.
 29

The experiences of students with the services provided by the OSA vary. While Grades 7,
8, and 10 generally report positive experiences, Grade 9 students express a neutral stance. This
suggests a need for the OSA to further understand the specific needs and concerns of Grade 9
students to enhance their overall experience with the services provided.

Table 4.4
Factors in which JHS transferees determine their satisfaction with the OSA services
SOP Respondent Response Theme

SOP#4 Grade 7 The satisfaction with services provided by the OSA is

determined by factors such as effective communication, Accessibility of
disciplinary measures, supportiveness, and responsiveness to the OSA
student needs. Services and
responsiveness
Grade 8 The OSA (OSA) prioritizes attention to both small and big and
issues, ensuring resolution. Additionally, factors like the supportiveness
support from friends and teachers, as well as the absence of by OSA Staff
school on Wednesdays, contribute significantly to overall
satisfaction. Crucial considerations for satisfaction with the
OSA's services include accessibility, responsiveness, quality
of support, and the ability to handle complex situations
effectively, with members helping each other during
challenging times.

Grade 9 Transferee students prioritize communication for issue

resolution, emphasize student discipline's importance, and
express overall satisfaction with OSA services.

Grade 10 The factors that grade 10 students consider most important

include the effectiveness of services in regulating student
discipline, responsiveness to student needs, friendliness,
efficiency in performing their duties, providing additional
assistance to students, and taking action rather than just
supervising.

Factors contributing to satisfaction with OSA services, as identified by Grades 7 to 10,

include effective communication, responsiveness, and supportiveness of staff. Additionally,
Grades 8 and 10 emphasize the importance of effective handling of disciplinary issues and
 30

additional assistance to students. These insights underscore the importance of clear

communication, support, and efficient resolution of student concerns in enhancing overall
satisfaction with OSA services.

5. How familiar are JHS transferees with the range of services provided by the OSA at PCC?
Table 5
JHS Transferees’ familiarization on the OSA services
SOP Respondent Response Theme

SOP#5 Grade 7 Varied familiarity with the services offered by the OSA at Variation on
PCC, with some mentioning assistance with student issues the
and managing lost and found items. familiarizati
on in the
Grade 8 The OSA is responsible for student discipline and OSA
scholarship management, including handling disciplinary Services
issues such as community service as punishment for and
offenses. programs
Grade 9 The OSA services, including accepting complaints and
addressing issues like bullying, providing counseling and
guidance to students. Additionally, there’s a lost and
found service, which was particularly helpful. While they
might not be very familiar with all the school services yet,
they appreciate the support provided. The OSA services,
including accepting complaints and addressing issues like
bullying, providing counseling and guidance to students.
Additionally, there's a lost and found service, which was
particularly helpful. While they might not be very familiar
with all the school services yet, they appreciate the
support provided.

Grade 10 Grade 10 students' familiarity with the services provided

by the OSA is not quite good, as they feel it was not
properly introduced to them. However, some students
gave examples of the services provided by the OSA that
they know about, including home visitation, clubs,
founding anniversary competitions, campus discipline
regulations, issuing permits, and managing lost and found
items. OSA staff are available when they are needed by
the students, especially the transferee students.
 31

Responses across Grades 7 to 10 highlight differing levels of familiarity with the services
provided by the OSA. While Grades 7 and 9 appreciate the support offered, Grade 10 students
express a lack of introduction to OSA services. This indicates a need for improved communication
and orientation programs to ensure all students are aware of the support available to them.
 32

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The researchers aimed to evaluate the awareness and satisfaction levels of JHS transferees
regarding the services provided by the OSA. Their goals included: (1) assessing current awareness
levels in terms of student welfare services, student development programs, and institutional student
development and services; (2) rating the accessibility and availability of the OSA when in need of
support; (3) the perception regarding the responsiveness of OSA regarding concerns raised by
transferees; (4) the overall satisfaction level of the JHS transferees regarding the support and
assistance provided by the OSA; and (5) assessing the familiarity of the JHS with the services OSA
offers.
Summary of Findings
After carefully analyzing the data in chapter 4, five key findings have emerged:
1. The survey on JHS transferees' awareness revealed positive results, indicating they were
fully aware of services across three categories: Student Welfare Services, Student
Development Programs, and Institutional Student Development and Services.
2. Based on the responses from the open-ended questionnaire, it was determined that the JHS
transferees expressed satisfaction with the accessibility and availability of the OSA,
commending its dedication to being present for students in times of need. This indicates
that the OSA has effectively ensured its presence for students, as there were no reported
dissatisfactions regarding this matter. However, concerning the OSA's handling of issues
and concerns, JHS transferees expressed significant dissatisfaction. They noted
inconsistency or inefficiency in addressing disciplinary matters, although they did
commend the OSA for its efforts to improve and its acknowledgment of feedback.
3. The JHS transferees expressed moderate satisfaction with the overall support and
assistance provided by the OSA. However, this satisfaction is not absolute, as there are still
concerns and dissatisfactions, particularly regarding the enforcement and consistency of
the OSA's actions.
4. Awareness levels among JHS transferees varied, with a predominant tendency towards a
lack of awareness. While some transferees could list a few services, their knowledge was
primarily derived from information shared by classmates and teachers.
 33

5. The questionnaires revealed several factors contributing to the lack of awareness and
dissatisfaction among respondents. These include :Insufficient orientation or introduction
to the OSA and its services, inadequate enforcement of school rules and disciplinary
measures, and unresolved personal relationship issues with peers, including conflicts,
fights, and instances of bullying, which were not effectively addressed through the
intervention of the OSA.
CONCLUSIONS
JHS transferees indeed face challenges during their transition, but with time, they adapt by
communicating, making friends, and finding support within the institution. Transferee students
also expect assistance from the OSA to guide them through their transition. They are at a stage
were reaching out first can be challenging because they are new to the environment. They have
high expectations for the school and for themselves. These students look forward to receiving
support and guidance to help them integrate smoothly into the academic and social aspects of
university life. While transferee students are aware of the services offered by the OSA, they lack
detailed knowledge about these services. Students appreciate the accessibility of the OSA but
express dissatisfaction with the reliability and quality of the services provided. Suggestions and
comments from interviewed transferee students highlight the need for increased interactions to
enhance the quality and responsiveness of the OSA. These insights underscore the importance of
improving communication and support mechanisms for transferee students as they integrate into
the institution.
RECOMMENDATIONS
Based on the study's findings and conclusion, here are some recommendations to consider:

1. Based on the experiences shared, there is a gap between the expectations of students and
the services offered by the OSA. To bridge the gap and enhance student satisfaction, the
OSA could implement measures such as improving communication channels. This could
involve utilizing promotion on school grounds, such as posters, banners aside from the
institutional online pages owned by the school.
2. The OSA staff should come across as open and approachable to the students. Displaying a
demeanor that invites students to provide feedback or ask questions about their own
expectations or concerns can aid students to feel welcome. Also, being aware of the
 34

characteristics of the young generation can also bridge the gap or difference between the
staff and the students.
3. The OSA, together with the Guidance office, may aid in addressing the needs of transferees
who have difficulty fitting in. Students felt their concerns weren't adequately addressed.
One approach could involve offering these students the opportunity to participate in focus
groups. This allows them to share their struggles, build relationships with other transferees,
and receive support and validation from staff. Another approach is to maintain regular
contact, especially during the initial weeks of the school year, which could help alleviate
their challenges.
4. The OSA should create programs that will welcome the transferees such as acquaintance
party or leadership training. These activities could include getting-to-know activities,
games team-building exercises to enhance their training.
5. This study focuses solely on JHS transferees for this academic year. This decision was
made because newcomers can provide fresh perspectives. However, for future research, it's
recommended to expand the study to include all students in the institution. This will gather
more opinions and viewpoints to improve not only the OSA but the entire school. This
expansion could involve regular focus group discussions across all grade levels. These
discussions would not only explore opinions but also foster connections among students,
making them feel a stronger sense of belonging and that their voices matter. Conducting
this annually will enable the institution to continue its improvement efforts.
 35

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 38

Survey Questionnaire:
39