Abstract:
Learners are transitioning from MDL to in-person class. With that transition, learners' well-being and adjustment are being looked at. This study generally aims to determine the relationship between well-being and adjustment. It utilized correlational quantitative research design. It used a researcher-made questionnaire that has a Cronbach alpha of .913 interpreted as excellent. The questionnaire undergone approval of the principal, parents, and learners. The statistical tools used are mean, standard deviation, and chi-square. The data gathered were then tabulated, sorted, and interpreted. It was found out that learners' physical well-being (PW), affective well-being (AW), cognitive well-being (CW), economic well-being (EW), and social well-being (SW) were at a moderate extent. On one hand, learners' emotional adjustment (EA) is of slight extent while their social adjustment (SA) and academic adjustment (AA) are of moderate extent. Significant relationships were found between PW and EA and SA; AW and EA and AA; CW and EA and SA; and EW and EA and SA. However, no significant relationship was found between PW and AA; AW and SA; CW and AA; EW and AA; and SW and the three kinds of adjustment. With these results, project SWAM was recommended.
|