COGNITIVE ADJUSTMENTS AND LEARNING STRATEGIES OF

GRADE 7 STUDENTS OF LCC SILVERCREST:

BASIS FOR ENHANCEMENT PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 39
Issue 3
Pages: 249-275
Document ID: 2025PEMJ3757
DOI: 10.70838/pemj.390301
Manuscript Accepted: 05-12-2025
 Psych Educ, 2025, 39(3): 249-275, Document ID:2025PEMJ3757, doi:10.70838/pemj.390301, ISSN 2822-4353
Research Article

Cognitive Adjustments And Learning Strategies Of Grade 7 Students Of LCC Silvercrest:

Basis For Enhancement Program
Jerra Mae I. Ilumin,* Christine Joy P. Paje, Florens D. Palicpic,
Ma. Monica H. Perez, Carmelita C. Bandelaria
For affiliations and correspondence, see the last page.
Abstract
Moving from Elementary to Junior High School is a significant adjustment. Seventh-grade students often struggle
with academic challenges and intellectual curiosity. Learning strategies are deliberate methods to learn and retain
information effectively. This study aimed to determine the cognitive adjustments and learning strategies of Grade 7
day and night students. A mixed-method sequential explanatory design was used, with random sampling selecting
participants. Eighty-six respondents completed a questionnaire on academic challenges and intellectual curiosity.
Additionally, 20 randomly selected respondents from the quantitative phase participated in interviews. Analysis
showed that both Grade 7 day and night students strongly agreed they faced academic challenges due to prior
knowledge of the curriculum and working memory in new classroom instructions. They also strongly agreed they
experienced intellectual curiosity due to conscientiousness in their workload and openness to new experiences.
Students employed learning strategies to cope with cognitive adjustments, significantly influencing their learning.
These included seeking help from teachers and parents, taking notes, utilizing online resources, peer instruction, and
self-directed learning. This study recommends effective learning strategies. Likewise, teachers should use varied
instructional strategies to support cognitive engagement.
Keywords: cognitive adjustments, learning strategies, academic challenges, intellectual curiosity

Introduction
Cognitive processes, such as attention, perception, and memory, significantly impact how Grade 7 students adjust to new learning
environments (Connors & Halligan, 2022). These students may encounter academic challenges associated with the lack of prior
knowledge and constraints of mental effort and working memory. Additionally, intellectual curiosity is crucial in shaping how students
approach learning. Conscientious students display diligence and organization, enhancing their focus and motivation. Similarly, open-
minded students actively explore new ideas and concepts, resulting in deeper engagement with the learning material and discussions.
In response to these challenges, students employ learning strategies such as simplifying tasks, utilizing visual aids, and enhancing
cognitive awareness to regulate their learning processes effectively.
Moving from Elementary to Junior High School can be a significant adjustment for students. According to Czajkowska (2017),
adjustment is a life event that includes finding significance in the experience and maintaining control and a good sense of self. Within
the context of classroom setup, the students in Elementary school are in one classroom with one teacher for most of the day. They have
a consistent routine and are used to the familiar environment.
Seventh-grade students often need help with academic challenges, particularly the lack of prior knowledge and constraints of mental
effort and working memory. According to Chew and Corbin (2021), students may be overwhelmed by complex tasks, and trying to
take in and remember too much information can result in mental effort and working memory constraints. Similarly, a lack of prior
knowledge can further complicate this transition. When students do not possess the foundational skills or knowledge necessary for a
subject, it can overwhelm them as they struggle to connect new information to what they are supposed to know already.
Intellectual curiosity is a fundamental trait that drives Grade 7 students to engage actively with new concepts and ideas. Students who
exhibit conscientiousness traits tend to set academic goals, manage their time effectively, and demonstrate persistence in their studies.
Students with high openness are generally curious, imaginative, and eager to explore diverse concepts and activities. According to
Nekljudova (2019), open students have an adventurous spirit, broad interests, and receptiveness to unconventional ideas, which enriches
their learning experience.
On the other hand, learning strategies are students' deliberate and purposeful methods to learn and retain information effectively. These
strategies help students understand, remember, and apply new knowledge and cope with the increased workload that comes with
academic challenges and the student's
intellectual curiosity. Students can use several learning strategies. First, according to Chick (2017), metacognitive strategies involve
planning, monitoring, and evaluating learning. Students can use these strategies to set goals, organize materials, and assess their learning
progress. Second, cognitive strategies are specific techniques for processing new information. This includes summarizing, note-taking,
and elaboration. Memory strategies like repetition, visualization, and active engagement can help students store and retrieve
information.
However, when transitioning to Junior High School, they have different teachers for each subject, switch classrooms throughout the
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Research Article

day, and have a more demanding academic workload. This adjustment requires students to manage their time effectively, adapt to
different teaching styles, and develop new organizational skills. It can be a challenging transition, but it helps students develop the
cognitive skills needed to navigate changes and new experiences in life.
LCC Silvercrest offers two distinct class sessions for Grade 7 students: day sessions and night sessions. This scheduling system provides
flexibility to accommodate different needs and preferences. However, transitioning from Elementary to Junior High School is a
significant adjustment for students, involving changes in their learning environment and academic responsibilities. Understanding the
cognitive adjustments of Grade 7 students of LCC is important.
Silvercrest as they transition to Junior High School. This involves examining how students adapt to the new academic structure and
expectations, including developing constraints of mental effort and working memory of the students and enhancing their prior
knowledge by being conscientious and open in applying effective learning strategies. Identifying these cognitive adjustments is crucial
for pinpointing areas where students may require additional support, particularly those lacking prior knowledge or constraints of mental
effort and working memory, which are necessary for effective academic learning.
In addition, it determined the differences in these cognitive adjustments based on the timing of classes, specifically comparing day and
night sessions. This aspect of the study seeks to uncover how the timing of classes may influence students' adaptation to academic
challenges and their learning strategies.
Thus, this study provides specific insights that can guide the development of efficient strategies for intervention designed for schools
and educators to meet the unique needs of these learners. Moreover, understanding the specific adjustment strategies students utilized
in both day and night sessions allows for the creation of adapt support programs, ensuring that necessary resources are accessible to all
students. Consequently, the study seeks to generate actionable recommendations to facilitate informed decision-making regarding class
scheduling and instructional methods, ultimately fostering a supportive environment conducive to optimal learning outcomes for Grade
7 students.
Research Questions
This study focused on the cognitive adjustments and learning strategies of Grade 7 students of LCC Silvercrest. A mixed-method
approach was utilized to answer the following questions:
1. W What is the demographic profile of Grade 7 day and night students in LCC Silvercrest in terms of:
1.1. age;
1.2. sex; and
1.3. type of school last attended?
2. What is the cognitive adjustments Grade 7 day and night students are experiencing from Elementary to Junior High School of
LCC Silvercrest in terms of:
2.1. academic challenges:
2.1.1. lack of prior knowledge of the new curriculum and
2.1.2. working memory in new classroom instructions?
2.2. intellectual curiosity:
2.2.1. conscientiousness in academic workload, and
2.2.2. openness to new experiences?
3. What are the learning strategies employed by Grade 7 day and night students?
4. How do students' cognitive adjustments in Grade 7 day and night influence their learning strategies?
5. Is there a significant difference between the assessment of Grade 7 day and night students on their cognitive adjustments?
6. Is there a significant relationship between the demographic profile of Grade 7 students to their cognitive adjustments?
7. Based on the findings of the study, what enhancement program could be formulated?
Literature Review
Academic Challenges
For students, starting high school may be an exciting and trying time. The study of Ganeson and Ehrich (2018) focused on the
experiences of students moving to secondary school. During their first ten weeks of high school, sixteen pupils from a government
school in New South Wales documented their experiences in a notebook. This research strategy aims to uncover the fundamental
structure of the studied phenomena by producing precise and understandable descriptions of a specific facet of the human experience.
Seven major issues concerning transition emerged from the study: the place of homework in the academic curriculum; the difficulties
of adjusting to high school; the importance of peers in easing or complicating the transition; the role of school support through programs
and activities; the difficulties of new procedures; various learning activities; feelings of confidence and success that can improve
transitional experiences; and the role of teachers in influencing students' integration into high school. The study raises several significant
questions and consequences for practitioners who work in schools.

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In consonance, students often encounter difficulties with written assignments, which impacts their overall academic standing. This
study by Barrera and Badillo (2017) examined the academic challenges of seventh-grade students in Lipa City's public schools. As
they make the transition from elementary to high school, seventh-graders deal with a variety of stressors. Their schooling is challenging
because of the pressure of academics who must succeed, the upcoming events and adjustments that come with growing teenagers, and
the challenges of adjusting to a new system. The findings served as the foundation for creating an action plan to help students with
their academic challenges and raise their academic standing.
Correspondingly, the study found that there were occasionally issues with the written works produced by both groups of respondents.
The information showed that students who performed best in their classes frequently reported being easily sidetracked by outside
influences when writing assignments were due. On the other hand, because they need more information to organize their thoughts, the
lowest-performing pupils need help with written assignments. Both groups, meanwhile, use learning strategies to overcome the
challenges of written works. Both respondent groups show that they cope by developing productive study habits. The way that students
cope has a big impact on their quarterly grades. This study indicates that while having insufficient learning strategies can result in poor
academic achievement, having appropriate learning strategies in place can result in high academic standing.
This study suggests that all schools should endeavor to provide intervention programs intended to enhance students' academic
performance. Therefore, Engels et al. (2019) looked at several markers of how well students adjusted academically. The results of
standardized tests were used to gauge students' academic progress. Teacher evaluations were used to measure conflict between teachers
and students. Bidirectional relationships between behavioral and cognitive engagement were found using cross-lagged models. The
findings show how behavioral and intellectual engagement during the transition from primary to secondary school exhibit distinct
contextual and personal correlates, regardless of their interconnectedness.
On the other hand, one of the contributors to academic challenges is the poor academic performance of the students. Based on the study
of Austria (2019), the factors contributed to the Grade 7 student's poor academic performance. The researcher used a survey instrument
to collect data from the participants conveniently. Teachers are involved in the first aspect, while students are involved in the second.
The primary factors influencing the poor learning achievement of Grade 7 students are their study habits and level of interest. The
findings show how a student's poor study habits and lack of motivation significantly impact their academic achievement. The teacher's
assistance in the students' active engagement is crucial in raising their low academic achievement.
Ultimately, Klapp et al. (2023) examine the cognition of sixth-grade students and how it relates to their academic performance in
required schooling. Academic success was favorably correlated with cognitive well-being. Changes in the educational and assessment
system, which meant that the cohort went through obligatory school with a larger focus on performance and grades than prior cohorts,
could contribute to the decline in well-being.
The degree of English language learning challenges among Grade 7 students must also be assessed. Additionally, it examined how
many English learning challenges Grade 7 students had, as reported by the responding teachers, and whether there was a statistically
significant difference in these difficulties across all profile characteristics. Considering the substantial correlation between Grade 7
students’ English learning challenges and the chosen profile characteristics. Henceforth, most teacher respondents are married, female,
and fall within the age range of 21 to 60 and over, which states that there is no significant difference between teachers' perceptions and
students' learning challenges in English across all profile variables for Grade 7 students. Thus, the degree of teacher-perceived learning
problems in English among students in Grade 7 does not significantly correlate with the profile characteristics (Paragas, 2020).
In addition, one of the challenges that seventh-grade students are concerned about is their reading comprehension. In the study of
Mahmoud W. (2015), the students encountered academic challenges regarding their reading comprehension abilities. English language
curricula that assess how differently English language instructors feel about seventh-grade students’ challenges with their English
language reading comprehension skills about individual factors. The study demonstrates that there are no statistically significant gender
disparities in the study sample replies about seventh-grade pupils' challenges regarding their reading comprehension abilities for
English language course distinction.
In light of the study's findings, the said researcher suggested the following: hold training classes that introduce seventh-grade instructors
to contemporary methods of teaching English and students should be taught reading comprehension, and language laboratories that are
available so they may apply English as the language of interaction and communication. Thus, teachers should utilize interactive
discussion rather than using too much Arabic of communication between students and their mentors and among themselves vocabulary.
Moreover, it took a lot of work for students to struggle with reading comprehension. A major issue from the data collected is how the
students' reading comprehension difficulties affect their learning. Opportunities to allow reading comprehension guidance indicate the
opportunities to allow learning and reading guidance. Furthermore, students who struggle with reading comprehension have
experienced life-altering events, and students realized that to overcome obstacles, they needed to have a positive outlook on their well-
being (Velez & Viscaya, 2022).
Similarly, improved reading skills significantly enhance students' problem-solving capabilities. According to Timario (2020)
ascertained the correlation between students' reading comprehension level and their ability to solve problems and pinpointed
instructional approaches that could tackle the challenge of teaching problem-solving in other subjects like mathematics. The study
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made use of a hybrid explanatory framework. The study's findings showed that students’ understanding of reading and problem-solving
abilities was developing. Furthermore, problem-solving ability was predicted by reading comprehension ability. A student's ability to
solve problems depends on how well they read. Findings from the focus groups also indicated that students valued language and the
core idea when learning to address issues. Additionally, it was shown that the most effective teaching technique is to comprehend how
to solve problems.
Lack of Prior Knowledge in New Curriculum
Prior knowledge is one of the obstacles in teaching and learning ratio and proportion. It can be found in their learning experience and
understanding of the concept. Additionally, students' prior knowledge is essential for the effectiveness of teaching and learning of ratio
and proportion. It is important to overcome ontogenic obstacles and understand how to activate students’ prior knowledge using
appropriate methods when learning ratio and proportion (Wahyuningrum et al., 2022).
Having accurate and adequate prior knowledge generally aids in learning new material. However, students lacking sufficient prior
knowledge may have significant gaps in their understanding of the relevant background information, hindering their ability to grasp
new concepts. In some cases, students may have inaccurate prior knowledge, leading to misunderstandings about the subject.
Additionally, even when students possess relevant prior knowledge, they might not access or utilize it effectively when encountering
new material, rendering it inert and less useful for learning. Sometimes, students lack prior knowledge because they have not had a
prerequisite course. More often, knowledge gaps are related to specific topics and skills in the course. In addition, a common cause of
knowledge gaps is students’ lack of preparation for class (Cerbin, 2020).
Working Memory in New Classroom Instructions
A major obstacle to learning is cognitive overload, which occurs when the demands of learning exceed the students’ cognitive capacities
and resources. When students are overwhelmed by information, they learn little. Overload is common because we can process only a
limited amount of information simultaneously, and information not processed adequately is quickly forgotten. Cognitive overload is
triggered by two major limitations on learning in the human cognitive system. The first is a limitation of mental effort, which is part of
attention. The second is the limited capacity of working memory, which can hold only a small quantity of new information (Chew &
Cerbin, 2020). According to Riniati (2023), a supportive educational atmosphere leads to higher participation rates in seeking help,
thus fostering better student-teacher relationships and promoting academic achievement.
Students with difficulty with working memory also experience problems with many higher-order thinking tasks, such as problem-
solving and comparing and contrasting ideas. When solving problems, students must be able to hold the components of the problem in
mind while generating possible solutions and making decisions about which solution would be best. According to Thorne (2021),
working memory deficits may manifest in several ways in the school setting. Students may have trouble following directions even if
they understand them.
Working memory difficulties can be observed in the classroom. According to Houston (2016), working memory temporarily holds on
to information while the mind is busy with another task. Working memory is critical to learning situations involving literacy and
numeracy in the classroom. The critical function of working memory limits long-term learning. According to Alicia et al. (2021),
convincing correlational data demonstrates that working memory performance is linked to several indicators of educational level. The
working memory system is a bottleneck for long-term learning, limiting our capacity to acquire the meaning of new concepts and
encode new data. Working memory directly influences a learner's ability to follow instructions and stay on track. The critical function
that long-term memory knowledge plays in continuing working memory processes. For example, previous knowledge enables us to
categorize and segment data.
Lastly, the results demonstrated that middle school or learner-centered educational paradigms didn't continuously influence these
actions. Still, they typically involved useful solutions to help underachievers meet age and stage curricular criteria, as well as learning
activities and assessments. Teachers felt that a lack of resources, time, and system support had a detrimental impact on and constrained
their practices. Although teachers acknowledged that kids who performed poorly in school had complicated needs, they tended to use
remedial methods in the classroom that did not always foster students' growth as self-sufficient learners (Ludicke et al., 2019).
Intellectual Curiosity
Intellectual curiosity is the strong desire to learn and understand new things. It's about being eager to explore, ask questions, and seek
out knowledge, not just for a specific goal but out of a genuine interest in discovering more about the world. According to Asmin
(2020), intellectual curiosity, also called epistemic curiosity, is an essential trait influencing a student's drive and innovative thinking.
This study identifies three primary elements of epistemic responses: reasoning, consultations, and observations. The said researcher
discovered through interviews and observations in the classroom that kids require ongoing support and guidance to develop their
intellectual curiosity in the classroom. According to the data, most students were not focused on listening to the teacher explain things,
needed more ideas, seldom asked or answered questions, and were not actively participating in class or group discussions. The students
were enthusiastic to learn in class and needed to be more active in developing original ideas. Teachers are, therefore, strongly
encouraged to foster students' intellectual curiosity throughout the learning process, as curiosity fosters critical and creative thinking

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and improved academic performance.

Similarly, studies show that when students encounter difficulties with prior knowledge, they actively engage with their classmates for
clarification or participate in group discussions to grasp unclear materials (Tullis & Goldstone, 2020). On the contrary, according to
Brandt (2020), self-directed learning fosters personal growth and cultivates a sense of responsibility in learners. Additionally, students
demonstrated significant initiative by pursuing challenging topics independently, reflecting their intrinsic motivation and intellectual
curiosity.
Being curious is linked to numerous positive results, including higher life satisfaction, increased engagement in work, and better
academic performance. This connection emphasizes the significance of analyzing whether it's possible to enhance curiosity and, if so,
identify effective approaches. A meta-analysis was conducted to summarize the effects of interventions aimed at increasing curiosity.
Interventions designed to increase general curiosity had larger effect sizes than those intended to increase curiosity in specific areas.
Additionally, interventions incorporating mystery or game playing had particularly high effect sizes. Given the association between
higher levels of curiosity and various positive outcomes, the finding that interventions can increase curiosity holds promise for future
efforts to promote curiosity and its benefits (Schutte & Malouff, 2023).
Moreover, Chen et al. (2022) examined the relationship between curiosity and metacognitive skills like confidence and estimations of
past knowledge. They also examine how these metacognitive skills and curiosity relate to learning prediction. The study used blurred
images of common objects and living things across a wide range of categories instead of linguistically-mediated information like trivia
questions, as in most research on curiosity. The goal was to improve ecological validity and extend the applicability of research findings
in the field of curiosity. Participants in this online research were shown a series of grainy images. Participants were asked to score their
degree of interest in each blurred photo as well as their level of confidence in their guesses, and they were asked to give their best
estimate for the identification of each blurred picture and whether they knew the answer. According to the study, curiosity is predicted
by metacognitive skills like subjective prior knowledge estimates and confidence. Specifically, negative subjective prior knowledge
estimates and high confidence are linked to increased curiosity.
Intellectual curiosity is a natural desire to explore and learn more about the world, particularly in scientific domains. This explored the
study of Oh et al. (2014), who determined the differences between talented primary science students and regular students regarding
their parents' engagement in their education, the children's intellectual curiosity and their inventiveness in the scientific domain, the
purpose of this study was to examine the association among these factors. The following summarizes the study's findings. First, there
was a distinguished distinction in the level of intellectual interest between normal students and talented children. Second, there was a
prominent distinction between how exceptional children and regular students regarded their parents' engagement in their education.
Thirdly, there was a notable distinction between the regular and bright students' levels of scientific interest. According to the findings
of the correlation analysis, the father's involvement in the child's education, the child's intellectual curiosity and scientific creativity,
the father's pursuit of appropriateness, and the gifted child's special curiosity were positively correlated. Additionally, there was a
positive correlation between the father's encouragement of the child's academic progress and the child's adaptability and uniqueness.
According to Singh and Manjaly (2022), curiosity could be a helpful strategy to raise student motivation to perform better in school.
In addition, other factors that have been shown to influence classroom curiosity are self-determination requirements, coherence,
concreteness, ease of understanding, imagination, and confidence in their interest. Moreover, according to Maya et al. (2021), it
prioritizes delivering quality education that embraces student diversity. Based on experiential learning theory, students exhibit varying
learning preferences.
It also involves recognizing a gap between what one knows and wants to know, leading to a focused desire to fill that gap. Unlike
situational interest, which is a broader, more enduring attraction to a topic that provides a general sense of pleasure and engagement,
curiosity is more immediate. It can be seen as a reaction to an information gap. This is aligned with the study of Renninger and Hidi
(2019); students learn more efficiently when motivated by their curiosity and put u situational interest, which are strong motivators. It
explains curiosity and situational interest in this chapter by using conceptual definitions and features, antecedents, cognitive and
behavioral consequences, and techniques to nurture them in the classroom. A transient, unpleasant emotion, curiosity yearns to learn a
certain piece of knowledge. Its characteristics differ from situational interest, including a general inclination toward a topic and an
overall pleasant effect.
While comparable contextual elements might excite situational interest and curiosity, they stimulate curiosity by perceiving an
information gap between what one knows and wants to know. Despite these distinctions, a wealth of data indicates that curiosity and
situational interest favorably affect students' learning, motivation, creativity, and overall well-being once activated. In conclusion,
specific and integrated pedagogical principles are proposed to augment students' situational interest and curiosity in education.
As curiosity encourages students to recognize knowledge gaps, act inquisitively, and participate in self-determined learning, it has been
proposed that curiosity is the main factor behind the master adaptable learner. If healthcare students possess these essential abilities,
they can excel in the modern healthcare setting. Information about curiosity in health care education needs to be improved, especially
regarding real-world examples of encouraging inquiry in the classroom. The main conclusions were that teachers recognize their
positive and negative influences on students' interests and think different learners need different approaches to encourage curiosity.

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Using mindfulness and self-analysis, developing relevance, fostering a secure learning environment, and acting as a role model were
the broad tactics that were most frequently mentioned. There are fifty distinct methods for fostering curiosity.
In consonance, the faculty feels that the best person-centered treatment requires curiosity. Ensuring the best possible care is a tactic
and a rationale for enhancing curiosity. By using curiosity, future healthcare practitioners will be more equipped to tackle difficulties
via ongoing innovation (Weiss, 2024).
Intellectual curiosity changes with age, noting that while younger people often show a broad and active curiosity, older individuals
tend to be more selective in what they are curious about. Thus, Chu et al. (2021) examined the basic concept behind the relationship
between age and intellectual curiosity as the goal of this study. Previous research has typically indicated that age and intellectual
curiosity are negatively correlated. The study proposes that older persons become more selective in where they direct their curiosity
compared to younger adults to explain this link. The study looked first at the relationship between age and intellectual curiosity and
then at how future time perspective and perceived curiosity importance mediated that relationship.
The moderating influence of culture was also added to evaluate the model's generalizability to European Americans, Chinese
Americans, and Hong Kong Chinese. Even after adjusting for sex, culture, and educational attainment, the results indicated a strong
inverse relationship between age and intellectual curiosity. Age did not directly affect intellectual curiosity. However, the moderated
serial multiple mediation model showed that age substantially indirectly influenced curiosity through future time perspective and the
importance of curiosity across all three cultural groups.
To be more precise, intellectual curiosity is the desire and persistence to seek out and explore information, particularly in the face of
ambiguity or knowledge gaps. Nevertheless, the importance of curiosity in the learning process is that students frequently have a
negative perception of uncertainty in learning environments where achievement is rewarded and results in performance-oriented
objectives instead of mastery-oriented ones. This chapter reviews how curiosity motivated by uncertainty may help students learn and
become proficient learners. Additionally, the researchers focus on the relationship between curiosity and creativity, open-mindedness,
and intellectual daring and how these qualities may help foster the growth of broader intellectual character. Lastly, the study discussed
how misperceptions of uncertainty in the classroom hinder learners' curiosity and provide concrete tactics for coping with uncertainty
that can be used in learning environments to foster inquiry (Jirout & Matthews, 2022).
Conscientiousness in Academic Workload
The personality trait most closely linked to academic achievement is conscientiousness, which shares traits with other key factors that
support academic success, like grit and time management. Conscientiousness varies over time; thus raising students' levels of
conscientiousness can improve their academic performance (Kim et al., 2016). On the other hand, open-mindedness is often recognized
as an intellectual attribute. This is demonstrated, among other things, by its inclusion on practically every list of intellectual qualities.
According to Baehr (2020), despite its popularity, what open-mindedness entails is unclear: what intellectual orientation or activity it
requires. Indeed, some perspectives on open-mindedness question its standing as an intellectual virtue.
First, conscientiousness, as a personality trait, develops gradually and typically stabilizes in late adolescence, making significant
changes less likely during this transition. Additionally, the transition may not introduce drastic enough environmental changes to
strongly influence traits like organization, discipline, or responsibility (Soto & Tackett, 2019).
Conscientiousness, one of the so-called "big five" personality traits that characterize self-regulation and goal-directed conduct, has long
been recognized as a reliable predictor of academic performance in the extensive literature. Nevertheless, little is known about the
underlying brain process that connects trait conscientiousness with academic success, as well as the neuroanatomical substrates of trait
conscientiousness (Wang et al., 2019).
Openness to new experiences
According to Grossnickle, E. M. (2014), the most prevalent themes were curiosity as a need for knowledge or information and curiosity
as a driver of exploratory behavior. Open-mindedness refers to the ability and willingness to consider and fairly evaluate opposing
beliefs and perspectives while temporarily setting aside one's viewpoints. Lastly, according to Van Brussel et al. (2023), for student
teachers, mastering the skill of designing and delivering open-minded lessons is essential, as it creates a classroom environment where
students feel comfortable sharing their views and learning about others' perspectives.
Learning Strategies
Understanding the cognitive processes underlying effective learning strategies is vital in the continuously evolving field of education
to promote enhanced academic achievements. Lan and Cheng (2021) studied students' meta-cognitive competencies and their impact
on learning strategies and academic outcomes. According to the results, students' meta-cognitive competencies are planning,
monitoring, and evaluation, in addition to meta-cognitive knowledge. Incorporating meta-cognitive teaching is crucial for enhancing
student learning.
Student performance in classes can be affected by lack of attendance and attention while in class (Bekkering & Ward, 2020). In addition,
class participation depicts students’ emotions, behaviors, and judgments about school life. It is an important variable since it affects
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academic outcomes such as achievement and high school commitment (Akpur, 2021). Furthermore, Salame et al. (2024) state that
taking notes is an important aspect of students' academic lives because it enhances their learning and aids memory. Effective note-
taking that is brief makes it easier for the students to comprehend the material and facilitates fast knowledge retrieval. Students can
improve their cognitive processing and organize knowledge by taking notes.
To strive for academic excellence, schools always look for new and creative ways to improve the standard and support student
achievement. Implementing different educational improvement strategies that address students' requirements is crucial to this endeavor.
Puspita (2021) emphasizes schools' various approaches to enhancing educational standards. Effective strategies encompass student-
centered learning, boosting new student enrollment through achievement-oriented presentations, enhancing human resources,
presenting educational distinctions based on school categories, and promoting experiential learning. Similarly, Bantulo et al. (2023)
reveal that students who actively utilize digital tools like Google to gather supplementary information exhibit improved learning
outcomes and increased engagement.
As students proceed to their educational journeys, the shift from Elementary to Junior high school involves a unique set of academic
challenges that can significantly impact their performance and general adjustment to a new learning environment. A study by Al-
Mutairi (2024) suggests that using such resources helps students overcome difficulties in retaining information and empowers them to
become more independent learners. This self-directed exploration reinforces the significance of technology in modern education as a
means for facilitating sustained engagement with learning materials beyond the classroom context. Positive Action (2023), being
supportive means encouraging and guiding them through their academic journey. The parents and child engagement shows that
education matters, making you their strongest advocate and source of inspiration. Thus, group study involves collaborating with others,
where everyone shares their ideas and perspectives. This method can enhance learning by leveraging the knowledge of others. It is
particularly beneficial for students, as effective study groups allow learners to grasp their study material more thoroughly and
practically. As a result, students can boost their self-esteem, build confidence, and foster positive energy, which motivates them to
work harder and gain a deeper understanding of their course (Ape et al., 2024).
Fostering higher-order thinking skills in students has become increasingly important in today's educational setting, especially in fields
such as science and technology. A recent study emphasizes the importance of teaching practices that encourage active involvement and
critical thinking. Sasanti et al. (2024) have emphasized one such approach: inquiry-based learning as a valuable tool for helping pupils
improve their analytical thinking skills. These findings highlight the importance of incorporating effective learning management
techniques, particularly analytical thinking, to improve students' capacity for higher-order thinking. Meyer et al. (2023) found a strong
correlation between conscientious note-taking and improved academic performance, emphasizing that students who remain aware of
deadlines and grading criteria are better equipped to prepare for evaluations. As such, note-taking serves as a scaffold that reinforces
students' cognitive adjustments and cultivates a sense of academic responsibility.
In today's classroom setting, encouraging learner autonomy has become crucial for language acquisition success. Educators must
comprehend how to promote freedom for learners as they strive to create more stimulating and encouraging learning environments.
Shen (2023) explores learner autonomy levels and effective language acquisition techniques, advocating for clear objectives and
ongoing assessment to foster student autonomy. First of all, determining learners' objectives helps to make goals for academic success
clearer. Secondly, emphasizing assessment, including peer and self-evaluation, enables ongoing progress tracking. When language
learners can identify and correct mistakes independently, they become independent. Additionally, allowing students to choose textbook
exercises independently and viewing teachers as mentors, facilitators, and sources of motivation enhances students' learning
experiences and independence.
The integration of advanced teaching methods has grown in significance to improve student learning outcomes. Creating tools to
support self-regulated learning is one possible area of focus, as this is essential to helping kids become resilient and self-directed
learners. Yuniarti and Astuti (2022) investigate the creation of an e-module designed around metacognitive strategies to improve self-
regulated learning among junior high school students.
The need for specialized teaching strategies that meet the wide range of student demands is becoming more and more evident as
educational settings change. Learning differentiation, particularly in mathematics education, has become a critical tactic for raising
student engagement and enhancing academic achievement. Differentiation in learning, especially within mathematics education, has
emerged as a key strategy to foster student engagement and improve academic performance. Simanjuntak et al. (2023) explore the
practicality of differentiated learning in junior high school mathematics, assessing its impact on students' mathematical abilities. The
study's results and the testing of the hypotheses prove the efficiency of differentiation learning in improving students' mathematical
abilities.
Effective vocabulary acquisition is essential for success in language learning. The use of interactive teaching methodologies gained
acknowledgment for its capacity to improve student involvement and foster better language skill retention. Fitrianti et al. (2023) explore
various vocabulary learning strategies employed in English education, emphasizing the role of interactive techniques in fostering an
engaging learning atmosphere. The study emphasized several important techniques, including note-taking, translation, memorization,
building new-word sentences, and pre-highlighting phrases for the next day. Students said that they preferred interactive teaching
strategies and that adding games, including word games, might improve student engagement and help them remember what they had
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learned. Özçakmak (2019) confirms that note-taking significantly enhances learning and memory retention. Writing down deadlines
and key points reinforces comprehension and keeps students organized.
Understanding the elements that lead to student achievement has become a key focus for educators and researchers in achieving
academic achievements. Identifying the factors determining successful learning might give important information on how to assist
students more effectively as they progress through their education. Tagud and Valle (2023) investigate the key factors influencing
academic success, emphasizing the need for a comprehensive approach to supporting students. As a result, teachers are encouraged to
provide all-encompassing assistance to properly foster pupils' study habits. A study by Encarnacion et al. (2021), demonstrate that
utilizing online resources like Google enhances learning by providing access to vast information. This aligns with the modern
educational trend of integrating technology into learning practices. Brenner (2022) found that seeking help from teachers and peers is
a key self-regulated learning strategy, fostering deeper understanding and problem-solving skills.
In education, promoting academic performance requires a better understanding of the diversity of individual learning styles. Knowing
how these different preferences affect performance can give teachers important information about how to adjust their teaching strategies
effectively. Nadhiroh (2023) focuses on individual learning styles and their impact on academic achievement. He emphasizes the
correlation between learning preferences and exam scores, emphasizing the influence of learning choices on students' academic
performance. These related studies collectively contribute to a deeper understanding of learning strategies and their implications for
academic success. According to Avery (2020), decades of research indicate that peer interaction, where individuals discuss or work on
a task collaboratively, may benefit children’s and adolescents’ learning. The teacher’s role in motivation includes but is not limited to,
creating an environment conducive to learning. The teacher’s role in encouraging support of students’ autonomy, relevance, and
relatedness of the material increases learning motivation. Additionally, the teacher’s ability to develop students’ competence, interest
in the subject taught, and perception of self-efficacy are all important factors influencing students’ motivation to learn (Johnson, 2019).
Hence, vocabulary knowledge is crucial to academic success inside and outside the classroom. According to Moody et al. (2018), there
is considerable research on the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension.
However, the underlying theories that inform vocabulary instruction and their potential influence on teachers' performance or students'
achievement remain underexplored.
Methodology
Research Design
This study utilized a mixed-method sequential explanatory design consisting of two distinct phases: quantitative and qualitative. In the
quantitative phase, numerical data was collected and analyzed to provide a general understanding of the research objectives, such as
the cognitive adjustments of Grade 7 students, specifically the academic challenges and intellectual curiosity that the students
experienced during the transition. Conversely, the qualitative phase involves collecting text data, such as interviews about the learning
strategies of Grade 7 students, to refine and explain the statistical results obtained in the first phase. This approach helped clarify
quantitative findings, provided rich data, and allowed for flexibility in the research process.
Respondents
The respondents were Grade 7 day and night students at LCC Silvercrest from five sections: St. Francis, St. Sebastian, St. Martha, St.
Moses, and St. Bernadette. One hundred eighty-seven (187) students are enrolled in the day sessions, while the night sessions have
only nine (9) students. Hence, a random sampling technique for the day session and population enumeration for the night session was
employed to ensure a representative sample and select participants for the study.
According to Nikolopoulou (2023), random sampling involves selecting a small number of people from a larger group so that each
person has an equal probability of being selected. This approach reduces bias and enhances the generalizability of the results. Random
sampling was a crucial method in this study; therefore, the Raosoft sample size calculator was used to determine the number of
respondents in the quantitative phase. With the parameters of a total population of 196, an 8% margin of error, a 92% confidence level,
and a 50% response distribution. The researchers determined that approximately 86 participants should be included in the quantitative
phase of the study. This sample size helped ensure the results are valid and can be generalized to the entire Grade 7 population at LCC
Silvercrest. On the other hand, in the qualitative phase, the researchers interviewed Grade 7 students to participate voluntarily, enriching
the study with their insights and experiences.
Instrument
The researchers utilized a self-made survey questionnaire to generate responses among the target respondents. The research instrument
was formulated based on the study's objectives concerning the cognitive adjustments and learning strategies of Grade 7 students. The
first part of the survey questionnaire was about the demographic profile of the respondents based on sex, age, and type of school, such
as public, private, sectarian, and non-sectarian. The second part was the respondent's first variable of cognitive adjustments, which was
the academic challenges to determine challenges they may face and adapt to academic demands. The intellectual curiosity of the
respondents in their pursuit of knowledge and exploration of new ideas.

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The researchers utilized a quantitative method to collect and analyze the data gathered. The target locale of this study was Grade 7
students of LCC Silvercrest. As well as a Likert Scale was used with its corresponding numerical rating structured as (5) Strongly
Agree, (4) Agree, (3) Moderately Agree, (2) Disagree, and (1) Strongly Disagree. Likewise, the researcher used the qualitative method
wherein they interviewed with semi-structured.
Procedure
The researchers followed a systematic approach to ensure methodical research. Based on the experiences, observations, and initial
interview, the researchers formulated a problem to assess the cognitive adjustment and learning strategies of Grade 7 students at LCC
Silvercrest. In formulating objectives for the study, the researchers referred to electronic and book references to support the dependent
and independent variables.
Furthermore, the researchers created a self-made survey questionnaire and an open-ended question for the interview, which was
validated by professional validators. The survey addressed the students’ academic challenges and intellectual curiosity. And an
interview about the learning strategies of Grade 7 students. Once the questionnaire was validated, the researchers sought approval from
the research professor, research adviser, and the dean of the College of Education to conduct the survey. The researchers sought
permission from the LCC Silvercrest Junior High School principal to conduct the survey.
The researchers explained the purpose, consent, ethical considerations, and content of the survey questionnaire and interview questions
to the students to ensure clear understanding. After gathering the data, the researchers evaluated the results and sought the help of a
statistician to interpret the data. After analyzing the data, the researchers substantiated the findings with an interpretation supported by
relevant studies. Next, in the qualitative phase, the researchers interviewed chosen students who volunteered to participate in the study,
and their responses were recorded and transcribed to reinforce the quantitative results. Finally, researchers concluded and provided
recommendations based on the study.
Ethical Considerations
The researchers collected the participants' data, including their personal information and contact details. However, the researchers
ensured the participants' identities remained anonymous to protect their privacy. Throughout the study, the researchers were sensitive
to cultural differences and respectful of the respondents' beliefs and values to avoid offending anyone.
The researchers followed ethical guidelines to protect the respondents' rights. Additionally, the respondents and parents or guardians
were informed of the study's purpose before consenting to participate. Before agreeing to participate, they are also informed of the risks
and benefits of participating in the study. The respondents can withdraw from the study anytime if they feel uncomfortable or for any
other reason. Furthermore, the researchers handled the data collected with the utmost confidentiality and used it only for research
purposes. The data were securely stored and disposed of after completing the study. Lastly, the researchers handled the data collected
with confidentiality, were transparent about the methods, acknowledged any study limitations, and ensured that the results were valid
and reliable.
Results and Discussion
This section presents, analyzes, and interprets the data gathered from the questionnaires and interviews answered by the respondents.
1. Profile of the Respondents.
Table 1. Profile of the Respondents
Profile Variables Day Night
F P R F P` R
Age:
11 5 6.49 3 0 0.00 2.5
12 66 85.71 1 9 100.00 1
13 6 7.79 2 0 0.00 2.5
Total 77 100 9 100
Sex:
Female 44 57.14 1 3 33.33 2
Male 33 42.86 2 6 66.67 1
Total 77 100 9 100
Type of School Last Attended:
Public 46 59.74 1 8 88.89 1
Private 31 40.26 2 1 11.11 2
Total 77 100 9 100
Legend: F = Frequency P = Percentage R = Rank

As shown in Table 1, out of 86 total student respondents in the day and night session, 66 of them or 85.71% at rank 1 were 12 years
old while five or 6.49% at rank 3 were 11 years old.

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For the ages of the student-respondents in the night session, all of them (9) or 100% at rank 1 were 12 years old.
With regard to the sexes of the student-respondents in the day session, 44 of them or 57.14% at rank 1 were female whereas 33 or
42.86% at rank 2 were male.
For the sexes of the student-respondents in the night session, six or 66.67% at rank 1 were male while three or 33.33% at rank 2 were
female
Concerning the student-respondents type of schools last attended in the day session, 46, or 59.74% at rank one, were from public
schools, whereas 31, or 40.26% at rank 2, were from private schools.
For the student-respondents, the type of schools last attended in the night session, the public got eight, or 88.89%, at rank one, while
one, or 11.11%, at rank 2 was from a private school.
Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior High School of LCC
Silvercrest
In Terms of Academic Challenges
Lack of Prior Knowledge in New Curriculum
Table 2.1. Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior
High School of LCC Silvercrest Due to Academic Challenges in Terms of Lack of Prior Knowledge of the New
Curriculum
Items Day Night
WM VI R WM VI R
In terms of academic challenges, I…
I believe the Junior High School curriculum is designed to support my learning. 4.42 SA 2.5 4.44 SA 3.5
I am excited about the new subject areas introduced in Junior High School. 4.31 SA 4 4.44 SA 3.5
I find the academic workload in Junior High School manageable. 2.98 A 7 4.22 SA 5
I am motivated to engage with the new curriculum despite my initial lack of prior 4.17 A 5 4.00 A 7
knowledge.
My teachers effectively bridge my prior knowledge with the new curriculum. 4.55 SA 1 4.56 SA 2
I am open to learning and adapting to new concepts introduced in the Junior High School 4.19 SA 2.5 4.67 SA 1
curriculum.
I find that my problem-solving skills have advanced due to the Junior High School 3.74 A 6 4.11 A 6
curriculum.
Composite Mean 4.05 SA 4.35 SA
Legend: SA = Strongly Agree WM = Weighted Mean A = Agree VI = Verbal Interpretation R = Rank

As revealed in Table 2.1, the student-respondents in the day session strongly agreed that in terms of academic challenge, students
believe that their teachers effectively bridge their prior knowledge with the new curriculum, which got the highest weighted mean of
4.55 and highest rank of 1. Therefore, these students are confident and motivated to meet the academic demands of the Junior High
School curriculum, which involves learning new subjects, teaching methods, and expectations that differ from their experiences in
elementary school. The study by Barrera and Badillo (2017) discussed how students encounter challenges such as adapting to new
teaching methods and increased academic expectations, which require significant cognitive adjustments. This supports the result that
the students are confident and motivated to meet the demands of the new curriculum, even when confronted with unfamiliar subjects
and teaching methods.
Moreover, Engels et al. (2019) emphasize the critical role of both behavioral and cognitive engagement in helping students adjust to
secondary school. Their focus on the importance of intellectual engagement reinforces the idea that student's motivation to learn is
essential in embracing new concepts, further supporting the finding that students are not only open to adapting to the Junior High
School curriculum but are also actively engaged in overcoming its academic challenges.
On the other hand, the said group of respondents moderately agreed that in terms of academic challenges, they find the academic
workload in junior high school manageable, making the least weighted mean 2.98 and the least rank of 7. This indicates that the
academic demands are not completely unmanageable but require students to balance their studies and other life responsibilities. Several
factors may explain these moderate feelings of agreement. One key factor is the increased academic demands that come with the
transition from Elementary to Junior High School. Unlike elementary school, where the curriculum is broader and less specialized,
Junior High School introduces more subject-specific content, requiring students to manage their time and workload across different
subjects, assignments, and projects. Additionally, the developmental changes at this stage can impact how students cope with academic
demands.
This finding is aligned with Chew and Cerbin’s (2020) discussion on cognitive overload, which explains that when students are
overwhelmed by information, they struggle to process and retain knowledge effectively. In this context, the respondents seem to
experience some challenges. Still, they are not overwhelmed to the point of cognitive overload, indicating they are adjusting and
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managing the academic demands within their cognitive capacity. Additionally, Ludicke et al. (2019) explore how educational
paradigms for middle school students aim to assist those who struggle with curricular requirements and time can affect the effectiveness
of these strategies. This connects to the student’s perception that the workload is manageable, as it suggests that despite challenges,
students may feel that the support systems help them cope with the increasing academic demands of Junior High School, even if there
are areas for improvement.
On the part of the student-respondents in the night session, they strongly agreed that they are open to learning and adapting to new
concepts introduced in the Junior High School curriculum, which gained the highest of 4.67 and the highest rank of 1. This indicates
their high confidence level and readiness to embrace the challenges of transitioning to higher academic expectations. This finding
aligns closely with Baehr (2020), who discusses that students are open-minded, which is crucial for adapting to new information and
ideas. In addition, open-mindedness is associated with an individual’s ability to engage intellectually and embrace new perspectives.
Similarly, the students' strong openness to learning and adapting reflects their intellectual readiness and receptiveness to the demands
of the Junior High School curriculum.
However, the said group of respondents agreed that in terms of academic challenges, they are motivated to engage with the new
curriculum despite their initial lack of prior knowledge, which yielded the least weighted mean of 4.00 and least rank of 7. This suggests
that although they acknowledge their academic challenges, they do not remain determined or eager to overcome them as they struggle
to adjust to the Junior High School curriculum.
Finally, Velez and Viscaya (2022) highlight the importance of a supportive learning environment that fosters a positive outlook and
helps students overcome academic challenges. In your study, the motivation expressed by students may benefit from enhanced support
systems that address both cognitive and emotional aspects of learning, helping them better engage with the new curriculum.
The composite means of 4.05 and 4.35 for student-respondents in the day and night sessions affirmed that they agreed and strongly
agreed, respectively, on the cognitive adjustments that they are experiencing from Elementary to Junior High School of LCC Silvercrest
due to academic challenges (lack of prior knowledge in the new curriculum). Thus, the students agree that this shift presents academic
challenges, particularly due to gaps in their prior knowledge of the new curriculum. Notably, those in the night session tend to express
stronger agreement regarding their difficulties during this transition.
Wahyuningrum et al. (2022) describe the critical role prior knowledge plays in learning, particularly in understanding ratios and
proportions. The study underscores that a lack of prior knowledge can create significant obstacles to learning, and overcoming these
gaps is crucial for academic success. This directly relates to my findings, where students in both day and night sessions report cognitive
adjustments due to gaps in their prior knowledge of the new curriculum. Similarly, Corbin (2020) discusses how insufficient prior
knowledge can hinder students' grasp of new concepts, suggesting that knowledge gaps significantly impact their learning effectiveness.
Both studies align with my results, highlighting the importance of prior knowledge in helping students adapt and succeed in their
transition to Junior High School.
Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior High School of LCC
Silvercrest
In Terms of Academic Challenges
Working Memory in New Classroom Instructions
As presented in Table 2.2, the student-respondents in the day session strongly agreed that in terms of academic challenges, they had
received adequate support from teachers to help them adjust to Junior High School challenges, which yielded the highest weighted
mean of 4.40 and the highest rank of 1.
Consequently, students feel they have received adequate support from teachers emphasizing the important role of teacher involvement
in facilitating a successful transition to Junior High School. When students perceive that their teachers are invested in their learning
and well-being, it fosters an environment conducive to academic success, encouraging them to engage more fully in their studies.
According to Czajkowska (2017), in elementary school, students typically experience a stable environment with one teacher and one
classroom for most of the day, establishing a consistent routine. This familiarity differs sharply from junior high school, where students
usually have multiple teachers and classrooms, leading to a more complex academic landscape. Therefore, the support of teachers is
essential for students as they adjust to this new and more complex educational setting, helping them maintain their sense of control and
confidence in their learning.
Meanwhile, the said group of respondents only agreed that in terms of academic challenges, they believe that their self-confidence in
academic settings has increased during their transition to junior high school, which made the least weighted mean of 3.91 and the
lowest rank of 13. This indicates that building self-confidence gradually requires more targeted interventions or strategies, such as
developing metacognitive skills. Moreover, the study by Chen et al. (2022) delves into the connection between curiosity and
metacognitive skills, including confidence. Their findings indicate that curiosity is significantly associated with metacognitive abilities
like evaluating prior knowledge and self-confidence. During the transition to Junior High School, students may encounter difficulties

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in self-assessment due to the more complex academic landscape, which can impact their confidence. In conclusion, addressing these
challenges and providing the necessary support can help students develop greater self-confidence and improve their academic
performance during this crucial transition.
Table 2.2. Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior
High School of LCC Silvercrest Due to Academic Challenges in Terms of Working Memory in New Classroom Instructions
Items Day Night
WM VI R WM VI R
In terms of academic challenges, I…
am confident in handling the academic challenges presented in Junior High School. 4.05 A 11 4.11 A 7
have received adequate support from teachers to help me adjust to Junior High School 4.40 SA 1 4.67 SA 1
challenges.
actively seek out resources to fill gaps in my knowledge of the new curriculum. 3.97 A 12 3.67 A 13
find it beneficial to collaborate with classmates to understand the new curriculum 4.31 SA 4 4.33 SA 2.5
requirements better.
feel that my working memory has improved since I transitioned to Junior High School. 4.18 A 9 4.00 A 9
effectively retain new information presented during classroom instructions. 4.27 SA 6 3.78 A 11.5
utilize organizational strategies that help enhance my working memory. 4.25 SA 7 4.11 A 7
can follow classroom instructions without feeling overwhelmed. 4.32 SA 2.5 4.22 SA 4.5
believe my recall of information has strengthened in the new classroom environment. 4.30 SA 5 4.11 A 7
feel my critical thinking skills have improved through the new curriculum. 4.23 SA 8 4.22 SA 4.5
adapt well to the different teaching styles of my Junior High School instructors. 4.32 SA 2.5 3.78 A 11.5
believe that my self-confidence in academic settings has increased during my transition 3.91 A 13 3.89 A 10
to Junior High School.
feel that my overall academic development is positively influenced by the adjustments 4.09 A 10 4.33 SA 2.5
I have made.
Composite Mean 4.20 SA 4.09 A
Legend: SA = Strongly Agree WM = Weighted Mean A = Agree VI = Verbal Interpretation R = Rank

The student-respondents in the night session strongly agreed that in terms of academic challenges, they had received adequate support
from teachers to help them adjust to Junior High School challenges, which obtained the highest of 4.67 and the highest rank of 1. It
shows that students feel they have received the necessary support from their teachers, which is crucial for their successful adjustment
to Junior High School. Furthermore, in the study of Ganeson and Ehrich (2018), transitioning to Junior High School can be both an
exciting and challenging for students.
Additionally, teachers' support is important in assisting students as they navigate this significant period. Lastly, an essential need for
engagement and support during such transitions. When students perceive their teachers as supportive, it fosters a more positive
academic experience. Thus, this supportive environment can lead to better adjustment and improved performance in Junior High
School.
On the other hand, the said group of respondents also agreed that in terms of academic challenges, they actively sought out resources
to fill gaps in their prior knowledge of the new curriculum, which resulted in the least weighted mean of 3.67 and the lowest rank of
13.
This indicates that while students attempt to address their academic challenges, they may not feel fully confident in their prior
knowledge or available resources. Moreover, the study by Austria (2019) provides important insights. This research examined the
factors contributing to poor academic performance among Grade 7 Filipino students and identified significant issues related to study
habits and motivation. Particularly, Austria emphasized that when students struggle with their academic foundations, they often lack
the motivation to engage with new material effectively. Therefore, teacher assistance in promoting active engagement becomes
essential. Teachers can help students navigate a new curriculum's challenges by providing guidance and resources, fostering a more
supportive learning environment.
The composite means of 4.20 and 4.09 for student-respondents in the day and night sessions answered that they strongly agreed and
agreed, respectively, on the cognitive adjustments that they are experiencing from Elementary to Junior High School of LCC Silvercrest
due to academic challenges (working memory in new classroom instructions). This transition from Elementary to Junior High School
is a significant change in academic expectations, requiring students to use different instructional methods and an increased amount of
information.
Furthermore, Chew and Cerbin (2021) note that seventh-grade students often struggle with academic challenges due to a lack of prior
knowledge and the constraints posed by working memory. In addition, Chick (2017) emphasizes that metacognitive strategies such as
planning, monitoring, and evaluating learning are essential for students to manage their academic responsibilities effectively. As
students learn to set goals and organize their materials, they can better navigate the complexities of their new curriculum, enhancing
their cognitive capacities.

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Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior High School of LCC
Silvercrest
In Terms of Intellectual Curiosity.
Conscientiousness in Academic Workload
Table 3.1. Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing
from Elementary to Junior High School of LCC Silvercrest In terms of Intellectual Curiosity
Due to Conscientiousness in Academic Workload
Items Day Night
WM VI R WM VI R
In terms of intellectual curiosity, I…
take my homework seriously and try to do my best. 4.38 SA 3 4.56 SA 3.5
always try to turn in my assignments on time. 4.51 SA 1 4.67 SA 1.5
plan to study so I can finish my work easily. 4.36 SA 4 4.11 A 5
ask my teachers for help when I need it. 4.22 SA 5 4.56 SA 3.5
work hard to keep track of my grades and improvement. 4.48 SA 2 4.67 SA 1.5
Composite Mean 4.39 SA 4.51 SA
Legend: SA = Strongly Agree WM = Weighted Mean A = Agree VI = Verbal Interpretation R = Rank

As in Table 3.1, the student-respondents in the day session strongly agreed that in terms of intellectual curiosity, they always try to turn
in their assignments on time, which gained the highest weighted mean of 4.51 and the highest rank of 1. In the study of Grossnickle
(2014), they emphasize the importance of curiosity as a driving force behind exploratory behavior and the pursuit of knowledge. By
identifying curiosity as a crucial element of academic engagement, the research reinforces that creating an environment where students
feel encouraged to explore and ask questions can improve academic behaviors, such as submitting assignments on time. Additionally,
Grossnickle's work on open-mindedness complements these findings by demonstrating that students are more likely to engage deeply
with their learning when they are open to considering different perspectives and ideas.
In addition, the said group of respondents also strongly agreed that in terms of intellectual curiosity, they ask their teachers for help
when they need it, with the least weighted mean of 4.22 and the lowest rank of 5. It indicates a fine understanding of their intellectual
curiosity and willingness to seek assistance. Moreover, Asmin (2020) demonstrated that intellectual curiosity, usually epistemic
curiosity, is an essential characteristic that greatly influences a student's motivation and capacity for innovative thinking. The readiness
to inquire and seek help is a defining characteristic of intellectual curiosity, suggesting that students genuinely wish to learn and grasp
new concepts. In conclusion, the findings emphasize the importance students place on asking for help from their teachers while also
showing a gap in their confidence and initiative. Teachers should create an environment that encourages students to embrace their
intellectual curiosity fully. By nurturing this quality, students can improve their learning experiences and gain a deeper understanding
of the material.
The student-respondents in the night session strongly agreed that in terms of intellectual security, they always try to turn in their
assignments on time, and they work hard to keep track of their grades and improvement, which made the highest equal weighted means
of 4.67 and the highest ranks of 1.5. It demonstrated that the student in the night session displayed a strong sense of intellectual security.
This is reflected in their dedication to submitting assignments punctually and actively tracking their academic progress.
Furthermore, Kim et al. (2016) examined the personality trait of conscientiousness and its close relationship with academic success.
Conscientiousness encompasses qualities such as diligence, responsibility, and self-discipline, which resonate with the behaviors shown
by the night session students, as Nekljudova (2019) stated. She posits that students who possess an adventurous spirit and are receptive
to unconventional ideas enrich their learning experiences. The respondents' commitment to their assignments and grades exemplifies a
sense of security that enables them to pursue their interests and engage more deeply with the learning material.
On the other hand, the said group of respondents agreed that in terms of intellectual curiosity, they plan to study to finish their work
easily, which obtained the least weighted mean of 4.11 and the lowest rank of 5. This indicates that while they recognize the value of
intellectual curiosity, their primary motivation is to complete their work efficiently rather than to explore knowledge out of genuine
interest. Moreover, deficiencies in working memory can significantly impact students' ability to engage with their academic tasks.
Students who struggle with working memory may find it difficult to complete tasks, even if they initially understand them (Thorne,
2021).
The composite means of 4.39 and 4.51 for student-respondents in the day and night sessions, respectively, replied that they strongly
agreed on the cognitive adjustments that they are experiencing from Elementary to Junior High School of LCC Silvercrest due to
intellectual curiosity in terms of consciousness in academic workload. According to Ganeson and Ehrich (2018), beginning Junior High
School can be both an exhilarating and demanding experience. Although students often feel capable of handling their academic
responsibilities, they may still require assistance in cultivating curiosity and developing coping strategies to navigate the complexities
of this new educational setting effectively. Therefore, promoting intellectual security and curiosity is crucial as students adapt to their
high academic expectations.
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Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior High School of LCC
Silvercrest
In Terms of Intellectual Curiosity
Openness to New Experiences
Table 3.2. Cognitive Adjustments that Grade 7 Day and Night Students are Experiencing from Elementary to Junior
High School of LCC Silvercrest In terms of Intellectual Curiosity Due to Openness to New Experiences
Items Day Night
WM VI R WM VI R
In terms of intellectual curiosity, I…
I am very curious about what I learned in school. 4.05 A 14 4.22 SA 11
enjoy asking questions when I don't understand something. 3.99 A 15 4.33 SA 8
like sharing my ideas with my classmates. 4.32 SA 12.5 4.33 SA 8
actively engage in group discussions to learn from my classmates’ perspectives. 4.34 SA 11 4.11 A 13
enjoy looking up more information about cool topics. 4.45 SA 6.5 4.11 A 13
am open to trying new subjects in Junior High. 4.45 SA 6.5 4.33 SA 8
look forward to joining new clubs and activities. 4.43 SA 8 4.56 SA 3
am curious about exploring new topics and expanding my knowledge every day. 4.47 SA 4.5 4.56 SA 3
enjoy collaborating with others on projects because it helps me learn new ideas. 4.48 SA 3 4.11 A 13
appreciate different ways of learning in my classes. 4.39 SA 10 4.56 SA 3
am open to adjusting to the new challenges and opportunities that Junior High School 4.32 SA 12.5 4.33 SA 8
brings.
notice that I am growing as a student. 4.47 SA 4.5 4.33 SA 8
enjoy the process of discovering and understanding new concepts in different subjects. 4.56 SA 1.5 4.56 SA 3
believe that my curiosity makes me perform better in school. 4.40 SA 9 4.00 A 15
am eager to embrace the transition from Elementary to Junior High as a chance to grow 4.56 SA 1.5 4.56 SA 3
and improve.
Composite Mean 4.30 SA 4.28 SA
Legend: SA = Strongly Agree WM = Weighted Mean A = Agree VI = Verbal Interpretation R = Rank

As discussed in Table 3.2, the student-respondents in the day session strongly agreed that in terms of intellectual curiosity, they enjoy
the process of discovering and understanding new concepts in different subjects, and am eager to embrace the transition from
Elementary to Junior High as a chance to grow and improve which made the highest equal weighted means of 4.56 and the highest
equal ranks of 1.5.
Students see the transition from Elementary to Junior High School as a chance to grow and improve. According to Jirout and Matthews
(2022), intellectual curiosity is the desire and persistence to seek out and explore information, particularly in the face of ambiguity or
knowledge gaps. Likewise, intellectual curiosity motivates students to engage deeply in learning and encourages innovative thinking.
In the same way, the role of teachers is to support students' intellectual curiosity through guided activities, critical thinking exercises,
and group discussions.
On the contrary, the said group of respondents agreed that in terms of intellectual curiosity, they enjoy asking questions when they
don't understand something, with the least weighted mean of 3.99 and the lowest rank of 15. This implies a hesitation to seek
clarification, which might be attributed to low confidence or classroom settings that insufficiently foster a culture of inquiry. According
to Wade and Kidd (2019) recent research suggests that curiosity can improve learning. However, these studies leave open the possibility
that being on the verge of learning can arouse curiosity. We use a trivia question task to investigate how prior knowledge influences
curiosity and subsequent learning. Curiosity in our task is best predicted by a learner's assessment of their current knowledge rather
than an objective measure of what they know. Still, teachers create classroom environments that foster curiosity and situational interest,
which are strong motivators for learning and academic success.
The student-respondents in the night session strongly agreed that in terms of intellectual curiosity, they look forward to joining new
clubs and activities, am curious about exploring new topics and expanding their knowledge every day, enjoy the process of discovering
and understanding new concepts in different subjects, and am eager to embrace the transition from Elementary to Junior High as a
chance to grow and improve which made the highest equal weighted means of 4.56 and the highest equal ranks of 3. This reflects their
readiness to embrace change and adapt to new experiences, which can help students transition from Elementary to Junior High. By
being open-minded and willing to explore unfamiliar environments, they develop resilience and confidence, making the shift to a more
complex academic and social setting smoother and more manageable. Barrera and Badillo (2017) said that having a positive outlook
during transitions helps students manage the challenges of adapting to new academic and social environments.
However, the said group of respondents agreed that in terms of intellectual curiosity, they believe that their curiosity makes them
perform better in school, with the least weighted mean of 4.00 and the lowest rank of 15. This suggests that while they value curiosity,
they may not fully understand its connection to better academic outcomes. According to Singh and Manjaly (2022), curiosity could be

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a helpful strategy to raise student motivation to perform better in school. In addition, other factors that have been shown to influence
classroom curiosity are self-determination requirements, coherence, concreteness, ease of understanding, imagination, and confidence
in their interest.
The composite means of 4.30 and 4.28 for student-respondents in the day and night sessions, respectively, affirmed that they strongly
agreed on the cognitive adjustments that they are experiencing from Elementary to Junior High School of LCC Silvercrest due to
intellectual curiosity in terms of openness to new experiences. These changes include intellectual curiosity and an openness to new
experiences, essential for dealing with changes in the educational environment. According to Schutte and Malouff (2023), fostering
curiosity and openness improves student engagement, motivation, and academic achievement. In the same way, Simanjuntak et al.
(2023) explore the practicality of differentiated learning in junior high school mathematics, assessing its impact on students'
mathematical abilities. The study's results and the testing of the hypotheses prove the efficiency of differentiation learning in improving
students' mathematical abilities.
Learning strategies employed by Grade 7 day and night students.
Learning strategies are essential tools that enable students to effectively acquire, process, and apply knowledge to suit their unique
needs. These strategies enhance academic performance and foster engagement and enjoyment in the learning process. Fitrianti et al.
(2023) emphasize the importance of interactive techniques in vocabulary learning, such as note-taking, translation, memorization, and
sentence building, which create a dynamic and engaging classroom environment. The study also emphasizes that incorporating games,
like word games, can boost student participation and retention of learned material. Lastly, by utilizing such learning strategies, students
are better equipped to overcome challenges, sustain motivation, and succeed in their educational journey, making learning effective
and enjoyable.
Grade 7 students in day sessions use different learning strategies to help them adapt to the transition into Junior High School as they
deal with cognitive changes. Learning strategies are essential tools that enable students to effectively acquire, process, and apply
knowledge in diverse educational settings. These strategies include a variety of techniques, such as organizing information, self-
monitoring, and memory aids, which help students enhance their learning outcomes.
Moreover, this learning strategy is a vital aspect of the learning process that supports students' academic and personal growth. Teachers
play a crucial role as mentors, providing insights, feedback, and encouragement that help students overcome challenges and achieve
their goals. This guidance fosters a supportive learning environment where students feel comfortable seeking help and clarifying doubts.
[Seeking for guidance from teachers] “Mas nakakapag seek na po ako ng guidance ngayon sa teacher dahil mababait po ang teacher
ko ngayon. Unlike po before na galing po akong public na parang ang hirap pong mag ask ng guidance kay teacher dahil parang laging
galit si teacher.”
According to Badillo and Barrera (2017), it is recommended that teachers adopt the action plan outlined in the study to support students
in developing positive coping strategies to address diverse academic challenges effectively.
Seeking help from teachers and parents is a proactive approach to managing academic workload. It demonstrates the student's
recognition of their limitations and willingness to seek guidance from more knowledgeable sources.
[Asking for help from teachers and parents] “The academic workload is now quite manageable because I ask my teacher or parents for
help since they have more knowledge.”
According to the article Positive Action (2023), being supportive means encouraging and guiding them through their academic journey.
The parents and child engagement shows that education matters, making you their strongest advocate and source of inspiration.
Group study is an effective strategy for collaborative learning. When teachers are unavailable, students can rely on their peers to
understand difficult concepts and complete assignments.
[Group study] “Minsan po kapag alam ni teacher na nahihirapan ako o kami ay agad po nila kaming tinutulungan pero ako po personally
kapag hindi available si teacher ay nakikipag group study po ako sa aking mga kaklase.”
Active participation in class discussions is a strategy to boost confidence and improve understanding of the material. It reflects the
student's effort to adapt to a new environment and actively engage in the learning process.
[Class participation] I am still adjusting to a new environment, affecting my confidence. However, compared to my experience in
elementary school, I can say there are slight changes that are still improving, and to boost my confidence, I always participate during
discussions.”
A study by Bandura (2019) emphasizes that active participation boosts self-efficacy and confidence. Even minor improvements in
classroom participation can gradually build a student's self-belief and motivation to engage further.
Note-taking is a strategy to organize and retain important information. Writing down key points during lectures helps students
remember deadlines and critical academic details.

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[Taking notes] “My strategy is to remember what my teacher said and the deadlines of every assignment; I write it down on my notes.”
Research by Özçakmak (2019) confirms that note-taking significantly enhances learning and memory retention. Writing down
deadlines and key points reinforces comprehension and keeps students organized.
Using online resources like Google to gather information is a modern approach to learning. It allows students to access vast information
and seek help when needed.
[Utilizing online resources] “I used Google to gather information or when I needed help.”
A study by Encarnacion et al. (2021), demonstrate that utilizing online resources like Google enhances learning by providing access to
vast information. This aligns with the modern educational trend of integrating technology into learning practices.
Asking questions to classmates, parents, or siblings when teachers are unavailable is a strategy to seek clarification and support. It
shows the student's initiative to understand the material and complete assignments.
[Asking questions] “Kapag hindi po available si teacher ay sa kaklase po ako nagtatanong. Kapag naman po nasa bahay nagtatanong
po ako sa magulang ko o kaya naman po ay sa kapatid ko.”
Brenner (2022) found that seeking help from teachers and peers is a key self-regulated learning strategy, fostering deeper understanding
and problem-solving skills.
Regarding the Grade 7 students from night sessions, students employ various learning strategies to adjust to their transition to Junior
High School, addressing cognitive changes.
[Peer instruction] "Ang ginagawa ko po ay nagtatanong sa kaklase kapag may hindi po nauunawaan. Kapag naman po hindi face-to-
face ay nag cha-chat na lang po ako sa gc namin para lang po ma-gets ko yung topic.”
According to Avery (2020), decades of research indicate that peer interaction, where individuals discuss or work on a task
collaboratively, may benefit children’s and adolescents’ learning.
[Seeking for guidance from teachers] “Mas nakakapag seek na po ako ng guidance ngayon sa teacher dahil mababait po ang teacher
ko ngayon. Unlike po before na galing po akong public na parang ang hirap pong mag ask ng guidance kay teacher dahil parang laging
galit si teacher.”
The teacher’s role in motivation includes but is not limited to, creating an environment conducive to learning. The teacher’s role in
encouraging support of students’ autonomy, relevance, and relatedness of the material increases learning motivation. Additionally, the
teacher’s ability to develop students’ competence, interest in the subject taught, and perception of self-efficacy are all important factors
influencing students’ motivation to learn (Johnson, 2019).
Furthermore, in today’s digital age, students can access various tools and materials to enhance their learning experiences significantly.
These resources allow learners to explore topics independently, supplement their classroom knowledge, and engage with diverse
educational content.
[Utilizing online resources] “Si google po ang aking nilalapitan kapag nahihirapan sa ibang subject.”
Despite that, taking notes is a proactive strategy students use to stay on top of deadlines and ensure timely assignment completion.
Writing down important information during lectures shows a clear effort to organize and retain critical academic details.
[Note-taking] Kapag nagsasalita si teacher nag susulat po ako ng mga mahahalagang salita na sinasabi ni teacher para po just incase na
magbigay ng assignment si teacher ay alam ko po ang gagawin para rin po quality ang maipasa ko kay ma’am at makapag pasa on
time.
Taking a focused and organized approach to learning is essential for academic success. By setting clear goals, managing time
effectively, and working independently, students can strengthen their understanding of concepts and stay on track with their studies.
[Individual study and planning] “Mas prefer ko po na mag isa lamang kapag nag pa-plano dahil mas nakakapag focus po ako kapag po
kasi group study ay masyadong nakakalito sa mga kailangan gawin.”
According to Chew and Cerbin (2020), overload is common because we can process only a limited amount of information at one time,
and information that is not processed adequately is quickly forgotten. Cognitive overload is triggered by two major limitations on
learning in the human cognitive system. The first is a limitation of mental effort, which is part of attention.
Nevertheless, effectively balancing priorities and maintaining a structured task approach is essential for academic success. Students
can reduce stress and increase productivity by prioritizing responsibilities and breaking them into manageable steps.
[Time management and self-organization] “Mas mahirap po noongelementary dahil iba po mag turo ang teacher namin noon sa public.
Pero ngayon po ay maluwag na ngayon dahil nakakapag organize po ako ng ayos dahil I have more time to explore becase of my

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schedule dahil night session. Nakakapag aral ng maayos sa umaga.”

Cognitive adjustments of Grade 7 day and night students influence their learning strategies.
Table 4. Integrated Quantitative Results of the Cognitive Adjustment and Qualitative Findings of Learning Strategies in terms
of Grade 7 Day Session Students
Quantitative
Qualitative Results
results Learning
Findings Interpretation Integrative-inferences
WM VI Excerpts from the Strategy
interview
Academic Challenges: Students are confident (S1) I feel more confident Seek help Students' confidence in
Lack of prior and motivated to meet than in elementary school from the adapting to the Junior
knowledge of the new the academic demands because I believe the teacher. High School curriculum
curriculum. of the Junior High lessons in our books now shows that their
Students believe that 4.55 SA School curriculum. are based on a strong cognitive adjustments
teachers effectively curriculum, making it enable them to develop
bridge prior knowledge easier with my teachers' effective learning
with the new help. strategies by seeking
curriculum. help from the teacher.
Academic Challenges: Despite the challenges, (S15) The academic Asking for Not fully managing the
Lack of prior the students generally workload is manageable help from academic workload
knowledge of the new find the academic because I ask my teacher teachers and results in students
curriculum. workload at this level or parents for help since parents. asking for help from
2.98 A
Students find the manageable. they have more teachers and parents,
academic workload in knowledge. indicating their
Junior High School dependency.
manageable.
Academic Challenges: Teachers provide (S8) Minsan po kapag Group study. It demonstrates that
Working memory in sufficient support to alam ni teacher na despite the occasional
new classroom help students navigate nahihirapan ako o kami unavailability of the
instructions. academic challenges ay agad po nila kaming teacher, students can
Students received 4.40 SA effectively. tinutulungan pero ako po consider alternative
adequate support from personally kapag hindi ways to learn, such as
teachers to help them available si teacher ay group studies with peers
adjust to Junior High nakikipag group study po or classmates.
School challenges. ako sa aking mga kaklase.
Students gain (S9) I am still adjusting to Class Cognitive adjustments
Academic Challenges:
confidence despite a new environment, participation. affect students'
Working memory in
challenges in new affecting my confidence. confidence, but class
new classroom
classroom settings. However, compared to participation helps
instructions.
my experience in improve it.
Students believe that
3.91 A elementary school, I can
self-confidence in
say there are slight
academic settings has
changes that are still
increased during their
improving, and to boost
transition to Junior
my confidence, I always
High School.
participate in discussions.
Intellectual Curiosity: Students are motivated (S4) My strategy is to Taking It shows the students'
Conscientiousness in to learn and take their remember what my notes. willingness and
academic workload. academic teacher said and the responsibility by noting
4.51 SA
Students always try to responsibilities deadlines for every assignment deadlines to
turn in assignments on seriously. assignment, and I write it ensure timely
time. down in my notes. submissions.
Students should (S10) I used Google to Utilizing Despite their
Intellectual Curiosity: actively seek support gather information or online conscientiousness
Conscientiousness in from teachers when when I needed help. resources regarding academic
academic workload. they encounter workload, students seek
4.22 SA
Students ask teachers challenges in their help from their teachers,
for help when they need learning. and if unavailable, they
it. look for information
online to catch up.
Intellectual Curiosity: Students demonstrate a (S3) I am curious about Self-directed The students are eager to
Openness to new strong desire to explore learning harder subjects learning discover and explore
4.56 SA
experiences. new ideas and embrace now. Dahil sa tingin ko new things, so they
Students enjoy the challenges for growth. po ay isa ito sa way na engage in self-study to

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process of discovering makakapag grow ako learn, grow, and develop

and understanding new individually kaya naman individually.
concepts in different po ang ginagawa ko ay
subjects. I am eager to magbasa ng aking libro
embrace the transition kapag wala pong
from elementary to ginagawa.
junior high as a chance
to grow and improve.
Students with (S11) Kapag hindi po Asking As a curious individual,
intellectual curiosity available si teacher ay sa questions they often ask various
Intellectual Curiosity:
eagerly seek kaklase po ako questions, which
Openness to new
knowledge and nagtatanong. Kapag sometimes leaves others
experiences. Students
3.99 A embrace new naman po nasa bahay feeling overwhelmed
enjoy asking questions
experiences through nagtatanong po ako sa and frustrated by their
when they don't
questioning and magulang ko o kaya persistent need for
understand something.
exploration. naman po ay sa kapatid answers that may not be
ko. so readily available.

Table 4 presents the summary of the quantitative findings that were supported by the qualitative data based on the thematic analysis
conducted. There were seven emerging learning strategies in the day session: seeking help from the teacher, asking for help from
teachers and parents, group study, class participation, taking notes, utilizing online resources, self-directed learning, and asking
questions.
Seeking help from the teacher is a significant learning strategy where students feel confident in relying on their teachers to bridge gaps
in their knowledge, particularly during the transition to Junior High School. This strategy enhances their ability to adapt to new
curriculum demands, reflecting cognitive adjustments that support learning.
“I feel that I will learn more here and that my understanding will expand with the help of my teacher.”
This statement aligns with the evidence presented by Puspita (2021), which emphasizes schools' various approaches to enhancing
educational standards. Effective strategies encompass student-centered learning and promoting experiential learning. Additionally,
Sasanti et al. (2024) have emphasized one such approach: inquiry-based learning as a valuable tool for helping pupils improve their
analytical thinking skills.
Despite this, students are still asking for help from teachers and parents, which underscores a student's reliance on external sources of
support. While the academic workload is generally manageable, this suggests that students need additional guidance from teachers and
family members, reflecting their dependency on external help to ensure their success.
“I use Google to gather information and ask my teacher or classmates if I can.”
The need for specialized teaching strategies that meet the wide range of student demands is becoming more and more evident as
educational settings change. With that, Yuniarti and Astuti (2022) investigate the creation of an e-module designed around
metacognitive strategies to improve self-regulated learning among Junior High School students. This result investigates the key factors
influencing academic success, emphasizing the need for a comprehensive approach to supporting students. As a result, teachers are
encouraged to provide all-encompassing assistance to properly foster pupils' study habits (Tagud & Valle, 2023).
On the other hand, group study is another common strategy where students, despite occasional teacher unavailability, collaborate with
peers to manage challenges in new classroom instructions. This strategy highlights students' adaptability in seeking alternative learning
methods to support their cognitive and academic needs.
"When we do group study with my classmates, it becomes fun and at mas maiintindihan ko po sa tulong ng aking mga kaklase."
This statement aligns with Ape et al. (2024), who state that group study involves collaborating with others to study together, where
everyone shares their ideas and perspectives. This method can enhance learning by leveraging the knowledge of others. It is particularly
beneficial for students, as effective study groups allow learners to grasp their study material more thoroughly and practically. As a
result, students can boost their self-esteem, build confidence, and foster positive energy, which motivates them to work harder and gain
a deeper understanding of their course.
On the contrary, class participation may not significantly boost students' confidence, particularly as they transition to Junior High
School. In some cases, participation in class discussions might not help students improve their self-confidence and could even hinder
their cognitive adjustment to new academic settings.
“…I wasn't very confident in front of the class, for example, in reporting...”
In line with this, student performance in classes can be affected by a lack of attendance and attention while in class (Bekkering E. &
Ward T., 2020). In addition, class participation depicts students’ emotions, behaviors, and judgments about school life, and it is an

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important variable since it affects academic outcomes such as achievement and a high level of school commitment (Akpur, 2021)
Furthermore, taking notes is a proactive strategy that students use to stay on top of deadlines and ensure timely completion of
assignments. Writing down important information during lectures shows a clear effort to organize and retain critical academic details,
supporting their conscientiousness and intellectual curiosity.
[Keeping in mind] “My learning style is focused on critical thinking because I am not into taking notes. My previous teacher told me
it's not the book they should fill with information, but their mind. Kaya naman po, I prefer keeping the teacher's words in my head
because I can remember things quickly and easily.”
[Taking notes] “Student 2, on the other hand, is the opposite of Student 1 because she likes taking notes. Her memory doesn't pick up
information quickly, so when she gets home, she reviews her notes immediately.”
These statements align with Salame I.I. et al. (2024), who state that taking notes is an important aspect of students' academic lives
because it enhances their learning and aids memory. Effective note-taking that is brief makes it easier for the students to comprehend
the material and facilitates fast knowledge retrieval. Students can improve their cognitive processing and organize knowledge by taking
notes.
Despite that, utilizing online resources is an essential strategy for students who use the internet, particularly Google, to gather additional
information and support their learning when teachers are unavailable. This strategy reflects students' ability to leverage technology to
fill knowledge gaps and manage academic challenges independently. For instance, a study by Bantulo et al. (2023) reveals that students
who actively utilize digital tools like Google to gather supplementary information exhibit improved learning outcomes and increased
engagement. This aligns with the assertion that leveraging such resources allows students to autonomously bridge knowledge gaps and
navigate academic difficulties.
Self-directed learning emerges as a prominent strategy, with students eager to explore new topics and engage in independent study.
Students take the initiative to read their books and explore harder subjects independently, demonstrating their intellectual curiosity and
motivation for personal growth. According to Brandt (2020), self-directed learning fosters personal growth and cultivates a sense of
responsibility in learners.
Additionally, students demonstrated significant initiative by pursuing challenging topics independently, reflecting their intrinsic
motivation and intellectual curiosity. Despite that, asking questions reflects students' intellectual curiosity, where they actively seek
understanding by asking questions. This strategy facilitates knowledge acquisition but can sometimes overwhelm peers or family
members due to the constant need for clarification.
Table 4.1. Integrated Quantitative Results of the Cognitive Adjustment and Qualitative Findings of Learning Strategies In terms
of Grade 7 Day Session Students
Quantitative
Qualitative Results
results Learning
Findings Interpretation Integrative-inferences
WM VI Excerpts from the Strategy
interview
Students may struggle with (S4) Ang ginagawa ko Peer Despite the cognitive
Academic Challenges: new curriculum content due to po ay nagtatanong sa Instruction. adjustment in the new
Lack of prior knowledge a lack of prior knowledge. kaklase kapag may curriculum, the
of the new curriculum. Still, they are generally hindi po nauunawaan. students are widely
Students are open to receptive to learning and Kapag naman po hindi open to adapting and
4.19 SA
learning and adapting to adapting to the concepts face-to-face ay nag learning through peer
new concepts introduced introduced in Junior High cha-chat na lang po ako instruction.
in the Junior High School School. sa gc namin para lang
curriculum. po ma-gets ko yung
topic.
Students lacked motivation to (S2) Mas mahirap po N/A The students feel
Academic Challenges:
engage in the new curriculum. ngayon ang mga demotivated because
Lack of prior knowledge
subjects dahil mas their number of
of the new curriculum.
nadagdagan ng ibang subjects has increased
Students are motivated to 4.00 A
subject na hindi po and become
engage with the new
namin na take noong unfamiliar, making it
curriculum despite initial
elementary. difficult to adjust
lack of prior knowledge.
cognitively.
Academic Challenges: The students have a smooth (S6) Mas nakakapag Seeking Cognitive adjustments
Working memory in new adjustment to Junior High seek na po ako ng guidance influence students'
classroom instructions. School with the help of their guidance ngayon sa from learning strategies by
4.67 SA
Students received teachers. teacher dahil mababait teachers. allowing them to ask
adequate support from po ang teacher ko helpful teachers for
teachers to help them ngayon. Unlike po advice, facilitating

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adjust to Junior High before na galing po their ability to

School challenges. akong public na parang overcome academic
ang hirap pong mag obstacles and adjust to
ask ng guidance kay new situations.
teacher dahil parang
laging galit si teacher.
Due to a lack of resources, (S1) Si google po ang Utilizing Cognitive adjustments
with books being the only aking nilalapitan kapag online drive students to use
Academic Challenges:
material available, students nahihirapan sa ibang resources. online resources, like
Working memory in new
seek additional sources to fill subject. Google, to fill
classroom instructions.
the gaps in their prior knowledge gaps and
Students actively seek 3.67 A
knowledge. overcome working
out resources to fill gaps
memory challenges
in my knowledge of the
from limited learning
new curriculum.
materials in the new
curriculum.
As the students are (S1) Kapag nagsasalita Note- Cognitive adjustments
conscious of their grades si teacher nag susulat po taking. influence students'
Intellectual Curiosity: and areas of improvement, ako ng mga learning strategies by
Conscientiousness in they are always on track to mahahalagang salita na fostering note-taking
academic workload. submit their assignments on sinasabi ni teacher para habits, which help them
Students always try to time. po just in case na manage academic
4.67 SA
turn in assignments on magbigay ng assignment workloads effectively,
time and work hard to si teacher ay alam ko po remain conscientious
keep track of grades and ang gagawin para rin po about their grades, and
improvement. quality ang maipasa ko ensure timely and quality
kay ma’am at makapag submission of
pasa on time. assignments.
The student's workload can (S9) Mas prefer ko po na Individual Cognitive adjustments
be overwhelming due to the mag isa lamang kapag study and hinder students' learning
Intellectual Curiosity: lack of proper planning and nag pa-plano dahil mas planning. strategies when they rely
Conscientiousness in organization. nakakapag focus po ako solely on individual study
academic workload. kapag po kasi group and planning, as this can
4.11 A
Students plan to study so study ay masyadong limit collaboration
they can finish their work nakakalito sa mga opportunities and make
easily. kailangan gawin. managing overwhelming
workloads more isolating
and challenging.
Intellectual Curiosity: Intellectual curiosity is (S1) Mas mahirap po Time Cognitive adjustments
Openness to new demonstrated through noong elementary dahil managem influence students'
experiences. openness to new iba po mag turo ang ent and learning strategies by
Students look forward to experiences, eagerness to teacher namin noon sa self- fostering intellectual
joining new clubs and explore new topics, public. Pero ngayon po organizati curiosity and enabling
activities. They are appreciation for diverse ay maluwag na ngayon on better time management
curious about exploring learning methods, and dahil nakakapag and self-organization,
new topics and expanding enthusiasm for personal organize po ako ng ayos allowing them to explore
their knowledge every growth during transitions. dahil I have more time to new topics, appreciate
day. Also, they appreciate explore becase of my diverse learning methods,
different ways of learning 4.56 SA schedule dahil night and embrace personal
in my classes. I enjoy the session. Nakakapag aral growth, especially during
process of discovering ng maayos s aumaga. the transition from
and understanding new Elementary to Junior
concepts in different High.
subjects. Lastly, they are
eager to embrace the
transition from
Elementary to Junior High
as a chance to grow and
improve.
Intellectual Curiosity: Students' intellectual (S9) Kapag nahihirapan N/A Cognitive adjustments
Openness to new curiosity may lead them to po akong alamin yung enhance students' learning
experiences. overestimate its impact on isang bagay na gusto strategies by fostering
4.00 A
Students believe that their their performance, kong malaman ay curiosity, which boosts
curiosity makes them potentially causing them to parang nawawalan po engagement but may
perform better in school. overlook the importance of ako ng gana kapag nasa overestimate its

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structured learning and klase na. significance in academic

discipline in achieving success, often at the
academic success. expense of structured
learning and discipline.

Table 4.1 presents the summary of the quantitative findings that were supported by the qualitative data based on the thematic analysis
conducted. There were seven emerging learning strategies in the night session: peer instruction, seeking guidance from teachers,
utilizing online resources, note-taking, individual study and planning, and time management and self-organization.
Regarding peer instruction, cognitive adjustments enable students to adapt to the new curriculum's challenges by seeking peer support.
Despite struggling with prior knowledge, students are generally open to learning, and peer instruction becomes a valuable strategy. For
example, students ask classmates for clarification or engage in group chats to discuss unclear topics. For instance, studies show that
when students encounter difficulties with prior knowledge, they actively engage with their classmates for clarification or participate in
group discussions to grasp unclear materials. Furthermore, studies suggest that collaborative learning experiences, like peer instruction,
positively impact student engagement and motivation, ultimately leading to enhanced learning outcomes (Tullis & Goldstone, 2020).
However, seeking guidance from teachers has cognitive adjustments that encourage students to seek guidance when facing academic
challenges. In particular, students who may have found it difficult to ask questions in a public school setting now feel more comfortable
seeking help from their current Grade 7 teachers, who are perceived as more approachable. According to Riniati (2023), a supportive
educational atmosphere leads to higher participation rates in seeking help, thus fostering better student-teacher relationships and
promoting academic achievement.
On the other hand, online resources can be utilized in response to working memory challenges and the limited resources available in
the classroom. Cognitive adjustments drive students to seek out online resources, such as Google, to fill gaps in their knowledge. This
strategy helps them overcome difficulties in retaining new information and expands their ability to understand the curriculum
independently.
A study by Al-Mutairi (2024) suggests that using such resources helps students overcome difficulties in retaining information and
empowers them to become more independent learners. This self-directed exploration reinforces the significance of technology in
modern education as a means for facilitating sustained engagement with learning materials beyond the classroom context.
In addition, keywording, as part of their cognitive adjustments, helps students develop a strategy for note-taking or keywording to stay
on top of their academic workload. Students are conscious of deadlines and grades and use notes to organize critical information during
lessons. This strategy helps them retain important details and ensures they are prepared to complete assignments on time. In this case,
cognitive adjustments reinforce students’ conscientiousness and academic responsibility.
This is demonstrated by the study of Meyer et al. (2023), who found a strong correlation between conscientious note-taking and
improved academic performance, emphasizing that students who remain aware of deadlines and grading criteria are better equipped to
prepare for evaluations. As such, note-taking serves as a scaffold that reinforces students' cognitive adjustments and cultivates a sense
of academic responsibility.
On the contrary, some students prefer individual study and planning; in terms of cognitive adjustments, these students may be more
focused and isolated. This strategy is useful for those who feel overwhelmed by the workload and need the autonomy to manage their
time effectively.
Meanwhile, time management and self-organization help students refine their study skills. As the students transition to Junior High,
they are given more flexibility and time to organize their studies. This adjustment allows them to manage their schedules better, which
enhances their intellectual curiosity and enthusiasm for exploring new topics and engaging in diverse learning methods.
Lastly, curiosity, engagement, and intellectual curiosity also affect how cognitive adjustments influence learning strategies. Students
curious and motivated by new experiences, such as joining clubs or learning diverse topics, adjust their learning strategies to be more
open to new information. However, while curiosity enhances engagement, it may also lead students to underestimate the importance
of structured learning and discipline in
Difference Between the Assessment of Grade 7 Day and Night Students on Their Cognitive Adjustments
As presented in Table 5, when the responses of the Grade 7 day and night students on their cognitive adjustments were compared, the
computed t-value of 2.14 for academic challenges in terms of lack of prior knowledge in the new curriculum has a corresponding p-
value of less than 0.05, thus rejecting the hypothesis.
On the other hand, the computed t-values of 0.62 for academic challenges in terms of working in new classroom instructions, t-values
of 0.56 and 0.84 for intellectual curiosity in terms of conscientiousness and openness to new experiences, respectively, have
corresponding p-values of more than 0.05, thus failing to reject the hypothesis.
These safely deduced that the responses of the Grade 7 Day and Night students on their cognitive adjustments have significant
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differences in their academic challenges in terms of lack of prior knowledge of the new curriculum and no significant differences in
their intellectual curiosity in terms of conscientiousness and openness to new experiences.
Table 5. Difference Between the Assessment of Grade 7 Day and Night Students on Their Cognitive
Adjustments
Variables t-value p-value Decision Interpretation
Academic Challenges
Lack of Prior Knowledge in New Curriculum 2.14 0.03526 Reject Ho Significant
Working Memory in New Classroom Instructions 0.62 0.53694 Failed to Reject Ho Not Significant
Intellectual Curiosity
Conscientiousness in Academic Workload 0.56 0.57697 Failed to Reject Ho Not Significant
Openness to New Experiences 0.84 0.85759 Failed to Reject Ho Not Significant

Day and night students may have varied preparedness or background knowledge due to differences in teaching methods, the content
they covered in elementary school, or their learning styles. According to Maya et al. (2021), students exhibit varying learning
preferences based on experiential learning theory. This study showed the value of fostering abstract conceptualization as a key learning
dimension and offered recommendations for its enhancement. Lastly, this is crucial to ensure all students can keep up with the demands
of the new curriculum.
The lack of significant findings in terms of conscientiousness for students transitioning from elementary to Junior High School can be
attributed to several factors. First, conscientiousness, as a personality trait, develops gradually and typically stabilizes in late
adolescence, making significant changes less likely during this transition. Additionally, the transition may not introduce drastic enough
environmental changes to strongly influence traits like organization, discipline, or responsibility (Soto & Tackett, 2019).
Relationship Between the Demographic Profile of Grade 7 Students to Their Cognitive Adjustments.
Table 6. Relationship Between the Demographic Profile of Grade 7 Students to Their Cognitive
Adjustments
Variables r-value p-value Decision Interpretation
Age Versus:
Academic Challenges
Lack of Prior Knowledge in New Curriculum 0.12 0.27110 Failed to Reject Ho Not Significant
Working Memory in New Classroom Instructions 0.07 0.52189 Failed to Reject Ho Not Significant
Intellectual Curiosity
Conscientiousness in Academic Workload 0.11 0.31334 Failed to Reject Ho Not Significant
Openness to New Experiences 0.17 0.11762 Failed to Reject Ho Not Significant
Sex versus:
Academic Challenges
Lack of Prior Knowledge in New Curriculum 0.00 1.00000 Failed to Reject Ho Not Significant
Working Memory in New Classroom Instructions 0.06 0.58316 Failed to Reject Ho Not Significant
Intellectual Curiosity
Conscientiousness in Academic Workload 0.22 0.04182 Reject Ho Significant
Openness to New Experiences 0.22 0.04182 Reject Ho Significant
Type of School Last Attended versus:
Academic Challenges
Lack of Prior Knowledge in New Curriculum 0.23 0.03314 Reject Ho Significant
Working Memory in New Classroom Instructions 0.13 0.23287 Failed to Reject Ho Not Significant
Intellectual Curiosity
Conscientiousness in Academic Workload 0.16 0.14114 Failed to Reject Ho Not Significant
Openness to New Experiences 0.08 46404 Failed to Reject Ho Not Significant

As gleaned in Table 6, when the responses of the Grade 7 Day and Night Students on their cognitive adjustments due to intellectual
curiosity were compared to their sexes, the computed r-values of 0.22 for both Conscientiousness in Academic Workload and Openness
to New Experiences have corresponding p-values of less than 0.05, thus rejecting the hypothesis.
These safely inferred that the responses of the Grade 7 Day and Night Students on their cognitive adjustments due to intellectual
curiosity in terms of Conscientiousness in Academic Workload and Openness to New Experiences have significant relationships when
compared based on their sexes. Students who exhibit higher levels of conscientiousness tend to be more diligent and responsible in
their academic efforts, likely resulting in improved focus and time management. This conscientious approach enhances their intellectual
curiosity and fosters a deeper engagement with their learning materials and desire to explore new topics. This was further demonstrated
in the University of Texas at Austin (2018) study published in the Journal of Personality and Social Psychology. Children who
possessed traits associated with openness, like confidence and intellectual curiosity, were better equipped to tackle reading and math
than those who described conscientiousness, like diligence and perseverance.
On the other hand, openness to new experiences positively corresponds with the student's academic success and intellectual curiosity,
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which makes individuals more likely to engage deeply with their learning environments and seek out new knowledge. According to
Abu et al. (2023), openness can increase imaginative thinking, given that students with high openness are more likely to think creatively
and imaginatively, which makes them more open to new and unusual ideas. This can encourage them to think creatively and solve
problems. In addition, Grade 7 students fall under the Formal Operational Stage of Jean Piaget’s theory of Cognitive Development,
which implies that Grade 7 students can think about abstract ideas and situations and be open to new experiences.
Additionally, when the responses of the Grade 7 Day and Night Students on their cognitive adjustments due to academic challenges
were compared to the Type of School Last Attended, the computed r-value of 0.23 for lack of prior knowledge in the new curriculum
has a corresponding p-value of less than 0.05, thus rejecting the hypothesis.
These safely concluded that the responses of the Grade 7 Day and Night students on their cognitive adjustments due to academic
challenges in terms of lack of prior knowledge in the new curriculum have significant relationships when compared based on their
Type of School Last Attended. Students transitioning from different educational environments often face disparities in their
foundational knowledge, which can hinder their ability to adapt effectively to the challenges presented by new curricula. Those with
insufficient prior knowledge may experience increased difficulty grasping new concepts as they attempt to bridge knowledge gaps.
Sometimes, students lack prior knowledge because they have not had a prerequisite course. More often, knowledge gaps are related to
specific topics and skills in the course. In addition, a common cause of knowledge gaps is students’ lack of preparation for class (Cerbin,
2020).
Lastly, the rest of the variables, like age, have no significant relationships to the student respondents' responses on the cognitive
adjustments regarding academic challenges and intellectual curiosity, as evidenced by the computed r-values with corresponding p-
values of more than 0.05, signifying no significant relationships. According to Fung et al. (2020), a significant negative association
exists between age and intellectual curiosity, even after accounting for factors such as sex, culture, and education level. The study
demonstrated that the indirect effect of age on curiosity, mediated by future time perspective and the importance of curiosity, was
significant across all three cultural groups. Importantly, age did not have a direct effect on intellectual curiosity. Therefore, it can be
concluded that curiosity is negatively associated with advancing age.
Thus, the absence of a significant relationship between age and cognitive adjustments in the context of academic challenges and
intellectual curiosity suggests that factors intrinsic to the student’s personality traits or educational context might be more crucial in
fostering these cognitive and motivational outcomes than chronological age itself.
A Proposed Enhancement Program for Grade 7 Day and Night Session to Support Academically and Develop Skills.
Table 7. Proposed Enhancement Program
Impact on Cognitive
Persons
Program Objectives Activities Timeline Adjustments of Grade 7
Involved
Students
Academic ⮚ Implement ⮚ Set up weekly ⮚ Start in the first ⮚ Teachers ⮚ Students will better
Support tutoring tutoring sessions month of the year; ⮚ Tutors understand difficult
Program sessions for for science, math, conduct ongoing ⮚ Grade 7 concepts, improving
difficult and computer, led sessions every students. confidence and cognitive
subjects. by trained tutors. catch-up Friday for engagement.
⮚ Provide ⮚ Create study the whole year. ⮚ Enhanced one-on-one
additional groups that pair ⮚ Implement resource support fosters a more
learning students with peers distribution within personalized learning
resources. who excel in the first two months experience.
specific subjects. and continuously ⮚ Increased access to learning
⮚ Expand access to monitor and update resources that will cater to
online learning learning resources various learning styles,
platforms, such as throughout the supporting students in
educational games academic year. reinforcing their knowledge
and virtual field and retaining information
trips. effectively.

The matrix outlines the program components, objectives, target activities, timeline, individuals involved, and the expected impact on
the cognitive adjustments of Grade 7 students as they transition to Junior High School. It focuses on academic support and skill
development workshops. The program aims to enhance students' learning experiences, foster resilience, and equip them with essential
skills to successfully navigate the challenges of Junior High School. Lastly, by providing targeted support and opportunities for skill
development, the program seeks to improve academic performance, boost self-confidence, and facilitate a smooth transition to the next
educational level.
The primary objective of this research was to examine the cognitive adjustments and learning strategies of Grade 7 day and night
students as they transitioned from elementary to junior high school. This study aimed to explore the impact of academic challenges and
intellectual curiosity on their learning process. To achieve this, the research employed a mixed-method sequential explanatory design,
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utilizing both quantitative and qualitative data collection methods.

The study identified significant academic challenges that students faced, particularly in adapting to the new curriculum and processing
new classroom instructions. Additionally, intellectual curiosity was found to be a key factor influencing students’ engagement, as they
demonstrated conscientiousness in their academic workload and openness to new learning experiences. The findings further established
that students adopted various learning strategies to manage cognitive adjustments effectively.
Specifically, the study revealed that students relied on seeking help from teachers and parents, taking notes, using online resources,
engaging in peer instruction, and practicing self-directed learning. These strategies played a crucial role in enhancing their academic
performance. Thus, the study recommended the implementation of effective learning strategies and encouraged teachers to use diverse
instructional approaches to support students’ cognitive engagement.
Conclusions
Based on the findings of this study, the researchers concluded the following: Most Grade 7 day and night students are twelve years old.
During the day session, females have the highest attendance, while males dominate the night session. In addition, the data indicated
that public schools serve as the main source of students in both day and night sessions. Regarding academic challenges, Grade 7
students from the day and night sessions strongly agree that they experience various academic difficulties due to their prior knowledge
of the new curriculum, with higher assessment results from night session students. In terms of working memory in new classroom
instructions, both sessions strongly agree that they face academic challenges, with night sessions also agreeing. Concerning intellectual
curiosity, both groups of students strongly agree that they experience it due to conscientiousness in academic workload, with day
session students showing a higher assessment. Both groups also strongly agree on their openness to new experiences, with the day
session receiving the highest assessment. Both Grade 7 day and night students employed several learning strategies, including seeking
help and guidance from teachers and parents, taking notes, utilizing online resources, group or peer instruction, and self-directed
learning or individual study and planning.
Additionally, Grade 7 day session students employed class participation as a learning strategy, while night session students focused
more on time management and self-organization. Cognitive adjustments significantly influence the learning strategies of Grade 7
students in both sessions. These adjustments enable students to address the challenges presented by the Junior High School curriculum
effectively. Students exhibit adaptability by seeking assistance from teachers and peers, utilizing online resources, and engaging in
self-directed learning, which helps bridge gaps in prior knowledge and enhances academic performance. There is a significant
difference in academic challenges due to a lack of prior knowledge of the new curriculum for both groups of respondents. Moreover,
there are significant differences between the two groups regarding sex and intellectual curiosity, which are influenced by
conscientiousness in academic workload and openness to new experiences. Both groups also faced academic challenges related to a
lack of prior knowledge concerning the new curriculum based on the type of school they last attended. The night session, with fewer
students per class, showed higher intellectual curiosity and cognitive adjustment, suggesting that the number of students in each section
or under a single teacher influences cognitive and intellectual development.
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Affiliations and Corresponding Information
Jerra Mae I. Ilumin
Lipa City Colleges – Philippines
Christine Joy P. Paje
Lipa City Colleges – Philippines
Florens D. Palicpic
Lipa City Colleges – Philippines
Ma. Monica H. Perez
Lipa City Colleges – Philippines
Dr. Carmelita C. Bandelaria
Lipa City Colleges – Philippines

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