Correlational Study of Transferee Learners’ Engagement and Sense of Belongingness with their Academic Performance

The academic and social transitions of transferee learners are critical determinants of their success in a new school environment. This study aimed to examine the correlation between the transfer experiences of junior high school students and their levels of engagement and sense of belongingness at Valencia National High School. It aimed to know how these aspects are associated with students' academic achievement and social adjustment. There is an increasing number of transferee students in the Philippine educational context, many of whom experience difficulties in academic adjustment, integration, and emotional well-being. It is important to know their experiences in developing school-based interventions that support inclusive education and fair learning opportunities. Using a descriptive-correlational research design, quantitative data were gathered through structured survey questionnaires administered to 313 transferee students from Grades 7 to 10. The study assessed variables such as academic and social engagement, coping mechanisms, acceptance, and sense of belongingness. Findings revealed that while most students reported positive transitions, issues with academic adjustment and social connectivity persist. A significant correlation was found between transfer experiences, engagement, and sense of belongingness, with belongingness being the strongest predictor of student engagement. The influences were teacher support, peer relationships, and institutional programs such as orientation and mentoring. The findings suggest that enhancing school support systems with a focus on relationship development and emotional safety will yield better academic performance and integration for transferee students. The study, therefore, contributes to developing responsive educational practices and policies to sustain student mobility and to foster inclusive learning environments.