Grade 6 Transition Readiness and the Learning Adjustment Bridge to Junior High School

Abstract

This study investigated Grade 6 transition readiness and the learning adjustment bridge to junior high school among learners and teachers in Santa Maria, Isabela. Using a cross-informant predictive survey design, data were gathered from 123 Grade 6 learners and 20 Grade 6 teachers through a validated transition readiness and learning adjustment questionnaire. Descriptive statistics, intraclass correlation analysis, and elastic net regression with 10-fold cross-validation were employed to determine readiness levels, teacher-learner agreement, and the dimensions that best predicted learning adjustment. Findings showed that learners demonstrated generally high transition readiness, with academic preparedness receiving the highest mean, while self-management and transition familiarity emerged as weaker areas. Teacher and learner assessments showed moderate overall agreement, although learners tended to perceive their readiness more positively than teachers did. Elastic net regression indicated that self-management was the strongest predictor of the learning adjustment bridge, followed by transition familiarity and social-emotional readiness. The predictive model explained 52% of the variation in learning adjustment, while academic preparedness contributed the least unique predictive influence. The findings indicate that successful movement to junior high school depends not only on academic competence but also on learners’ capacity to manage responsibilities, adapt to unfamiliar routines, and respond confidently to changing learning demands. Strengthening transition orientation, independent learning behaviors, organizational skills, and readiness monitoring during Grade 6 may support a smoother and more responsive progression to junior high school.