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The purpose of this study was to determine and evaluate how student perceptions wereaffected by participation in transition activities from middle school to high school in asuburban public school district in Missouri. Pretest and posttest comparisons of studentresponses using a paired samples t test and the Perceptions of Transition Survey revealedsignificant differences in student perceptions of anticipation and apprehension regardingacademic, social, and organizational aspects of high school. Student’s anticipationincluded the freedom to choose some classes (academic), making new friends (social),and being in a larger school (organizational). Student’s apprehension included too muchhomework (academic), being safe (social), and new rules (organizational). The results ofthis study indicated mixed evidence related to student perceptions of anticipation andapprehension regarding academic, social, and organizational aspects of high schooltransition. The findings can be used to help the target district and other districts to gaininsights from the perceptions of students as related to the impact of transition programsand activities on student and school success. Additionally, this study can serve as aresource for planning a more comprehensive standardized transition program. Theinformation should be useful in assisting school counselors and administrators indeveloping proactive interventions that enable students and their families to negotiate thenew school environment successfully and to minimize problems that may arise due totransition. |
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