Cultural Adjustment and Academic Performance of Grade 11 Transferees at NAIC National High School

Abstract

INTRODUCTION

Living in a culture that is different from your own can be both an exciting adventure and a challenging process. Naic National High School population was continuously growing and regardless of what school these new students are from, it is common for all students to go through a period of cultural adjustment. In this study, we comb the prevalence on cultural adjustment level and academic performance of Grade-11 transferee students.

METHODS

The researchers used Descriptive Survey Correlation method for collecting the information about the population of interest using survey questionnaire that modified from the research of Wilson (2004) entitled, "Exploring the Past, Present, and Future of Cultural Competency Research". It utilized the total remuneration of the entire population of Grade 11 senior high school transferees of Naic National High School taught for the school year 2018 -2019. There was a total of 61 transferees during the time of study and 100% participated and answered the given questionnaires.

RESULTSWith over 61 respondents the findings of this study:

Socio-Cultural Adjustment got the mean of 2.27, 2.22 for academic and work performance, 2.45 for general adjustment and 2.31 for the overall level of cultural adjustment. Grade 11 transferee students had the mean value of 82.69 for their first quarter average with an interpretation of "Approaching Proficient". The computed t-value was 0.39 less than the critical t-value of 2. Therefore, the level of cultural adjustments and academic performance of the Grade 11 transferee are not related to each other. With 0.05 level of significance, computed P-value of 0.5674 and critical P-value of 0.5. This study also shows that there is no significant difference in the academic performance of the respondents if they are grouped according to their level of cultural adjustment.

DISCUSSIONS

In the light of these findings, it can be concluded that the grade 11 transferee students' cultural adjustment in socio, work and performance, and general adjustments do not have any significant relationship in their academic performance. While students’ academic performance that is measured through their first grading average was Approaching Proficient. Also, there is no significant difference in the academic performance of the respondents if they are grouped according to their level of cultural adjustment.