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p-Index From 2021 - 2026
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All Journal Journal of Education and Learning (EduLearn)
Bellen, Joy A.
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Humanities Education Library & Information Science Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Students’ transition experiences in the seventh grades in a laboratory school Abela, Rosario P.; Truya, Rizalina D.; Bellen, Joy A.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22975

Abstract

The transition to high school often induces feelings of discomfort among students, potentially leading to stress and challenges, especially given their diverse socioeconomic backgrounds. If left unaddressed, these difficulties may contribute to disengagement, classroom challenges, and, in some cases, academic setbacks or dropping out. This study examines the transition experiences of grade seven students (n=144; 81 females and 63 males) enrolled in a laboratory school in Leyte. It focuses on their perceived appreciation of their former schools, the importance of acquired competencies, and the difficulties encountered during the transition. Findings indicate that respondents generally highly appreciate their former schools and recognize the value of the competencies they developed while reporting moderate difficulty levels in the transition. Students from public schools, in particular, showed a strong appreciation for their previous school environment and competencies. Additionally, students with higher grades expressed a greater appreciation for their former school and reported lower levels of difficulty in adjusting. The results suggest that enhancing school engagement and fostering a sense of belonging could ease the transition process, helping students better adapt to their new environment.
Lived experiences of teachers in the implementation of flexible learning: a descriptive phenomenological study Desades, Christy M.; Bellen, Joy A.; Rodriguez, Annie Famela B.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23044

Abstract

Flexible learning (FL) is a method that allows learners to have freedom in how, what, when, and where they learn. For teachers, implementing various teaching strategies and approaches is essential to overcome educational challenges and effectively meet the needs of learners. This research study was conducted to explore teachers lived experiences during FL at Visayas State University (VSU) in Baybay City, Leyte. A descriptive phenomenological method was used to investigate the richness and depth of the informants’ lived experiences. The seven participants were interviewed: five from the VSU Main Campus and two from the satellite campuses. The participants shared their experiences through in-depth interviews. The findings revealed that during the pandemic, teachers faced challenges due to the abrupt changes in the learning management system (LMS). However, with the administrative support, the participants managed to adjust and learn new learning modalities. The study suggests the need to strengthen and continue the professional development of teachers in using LMSs for sustainability. It also recommends exploring the development and adaptation of interactive online modules to keep up with digitalization as part of 21st-century skills.
Co-Authors Abela, Rosario P. Desades, Christy M. Rodriguez, Annie Famela B. Truya, Rizalina D.