Discipline

Business administration

Abstract

Transitioning to a new educational environment presents significant challenges for transferee students, requiring adjustments to unfamiliar social and institutional norms. At St. Mary's College Inc., Quezon City (SMCIQC), an institution centered on character formation, religious education serves as a primary influence on student behavior and moral responsibility. This study explores how religious teachings guide the actions and adaptation of Grade 11 transferees, specifically those transitioning from secular backgrounds. The study employs a qualitative approach using inductive thematic analysis. Purposive sampling is used to select five Grade 11 participants who lack prior formal religious instruction. Data are gathered through semi-structured, face-to-face interviews conducted on campus in January 2025. This design allows for an in-depth exploration of how students perceive and integrate faith-based values into their daily lives and academic conduct. Four key themes emerged: (1) Prior Exposure, where most participants reported a limited religious background; (2) Initial Reactions, characterized by a mix of curiosity and hesitation toward mandatory religious subjects; (3) Moral Influence, where teachings were found to deepen faith and discourage negative behaviors such as plagiarism; and (4) Environmental Adjustment, where religious practices fostered a sense of belonging, despite initial struggles with memorizing prayers or routines. The findings suggested that religious education at SMCIQC acted as a significant framework for moral development and social integration. While the transition remained challenging for some, exposure to faith-based curricula helped students align their personal conduct with the school's values of respect and self-discipline. By understanding these adjustment experiences, educators could better support transferees in navigating the shift from secular to faith-based academic environments.

Keywords

qualitative research, student adjustment, religious education, transferee students, moral responsibility, inductive thematic analysis