Chapter I

INTRODUCTION

Background of the Study

The Philippine Agenda un der Duterte’s administration emphazised on it’s vision

2040 the importance of reducing the gap between the rich and poor. NEDA (2017)

accentuated that the government and its people can move forward to a common direction,

in a strategic and harmonious manner, with shared goals and ambitions. Filipinos say

where they are headed, what they should achieve as individuals, and collectively what all

should achieve as a country by 2040. The government’s job is to design and run the

system that will enable all citizens to work toward their common goals.

It is vital to include in these aspirations the educational changes and reforms as

one of the tenets in achieving quality life towards better nation-building. As further

highlighted by NEDA (2017), the pursuit of knowledge is a fundamental human activity

that fuels innovation and social progress. It includes everybody’s right to an education,

right to practice and preserve diverse cultures and religions, and freedoms of speech and

expression. Realizing and protecting these freedoms require effective self-governance, or

a strong democratic society governed by effective institutions.

According to Burris and Garrity 2012, a well-timed education can aid the nation

to the unending issue of poverty. A body of researches in fact underscored the

significance of career readiness towards students’ freedom to map their own educational

pathways and help them to meet life standards.

1
 The Philippine academic institutions creates an avenue to strengthen the system of

education. Furthermore, various changes on the component of school, teachers, students

and curriculum were made. The most recent implemented was the RA 10931 or much

commonly known as the access to free tuition in college, ASEAN integration, OBE

implementation and the K-12 program. Thus, with several things to accomplish to

comply with these different institutional policies, students are among those who will be

directly confronted with the challenges brought by these educational innovations and

change.

According to CHED the senior high school curriculum will inevitably impact the

higher education in the two important fronts. It will make a necessary adjustment in the

college curriculum and make sure that the subjects built upon in the best way. By this

means, there should be a strategy to connect the gap between the senior high school

tracks and college curriculum. A bridging program was devised by the DepEd and CHED

as mechanism to cover-up the hole of senior high, high school and college program.

Cepeda (2018) stated that a bridge program is formal partnership between the

post-secondary institutions that provides students with the advanced standing in a degree

program as recognition of previous academic experience in a similar field of study .

However,there are leagues of students in the country that questioned its effectivity for

senior high to college.

In this study, the researcher would like to assess the readiness of the senior high

graduates on their entry point to college. The result of the test will be seen as a significant

basis for the need of bridge program for senior high school graduates. According to

Conley 2007, the importance of non-academic factors in education such as students

2
motivation and skills, social engagement and self-regulation should be seen as important

success indicator of the students. In addition, to achieve such success in college,

psychosocial readiness had an essential role in the retention of student in an academic

institution (Krumrei, Newton, Kim & Wilcox, 2013).

The Senior High School Graduates Readiness will have a great impact in

Philippines Education. This study is in alignment of National Higher Education Research

agenda-2 which requires human capital in the development goal in school, in community

and Philippine society. The efficacy of educational processes in instructional,

management and policy will contribute in the development of the global market

economy.

Statement of the Problem

The present study aims to determine the classroom readiness of senior

high school graduates to college, effects of those challenges, and the strategies they use to

cope with such challenges.

Specifically, this study seeks to answer the following questions:

1. What is the strand under the academic track taken by the student during their SHS

and the course they enrolled in college?

2. What is the readiness of the students in terms of the following:

2.1 Motivation

2.2 Competencies and Skills

2.3 Grade Point Average in SH

2.4 College Admission Score

3
 2.5 Engagement

3. What will be the proposed intervention?

Significance of the Study

The result of the study is significant for it can specifically help the the Western

Philippine University administration. Assessing the senior high school graduates

readiness to college will raise awareness on academic and non-academic factors that

affects the students. With the help of the school administration, readiness of the students

may be addressed properly. Likewise, it will help the administration to determine the

non-acedmic and academic aspects of learning which should also be prioritized to

improve students retention and behavior in college.

Secondly, the present study may help senior high school graduates to determine

their readiness to college. Being able to prepare themselves as college student will

certainly help in raising positive behavior in school. Consequently, this may help lessen

uncertainty and avoid dropping out.

Lastly, this study is significant to the Dep-Ed and Higher Education Institution. It

may help the institution to create interventions if theres such needs that can facilitate

students wellness. It may help students in reducing a feeling of being unaware and

increased sense of meaning and purpose. In the long run, a students’ that is ready to

college can change attitudes towards learning, concentration, and create a positive

classroom atmosphere.

4
Scope and Delimitation of the Study

This study is delimited interms of subject, locale, and population.

The present study shall limit itself to the analysis of senior high school graduates

readiness to college interms of their motivation, competencies and skills, SH grade point

average, college admission score and engagement. The participant is delimited to those

students from SH high who shifted strand in college. It shall not analyze quantitatively

the possible correlation between the college admission score and the grade average point

in SHS. Instead, the scope of the present study using qualitative analysis are the students’

testimonies from their written responses to questions about their readiness in college..

Data gathering will be conducted at Western Philippine University with the 2nd

year college as participants. Since the participants came from various backgrounds and

the Western Philippines University is a public school, the present study aimed to create

some significant generalizations pertaining to experiences of senior high school learners

in public schools and how they are better addressed.

5
THEORITICAL FRAMEWORK

Personal Factors
Motivation and Skills

Environmental Factors Behavioral Factors

Social Engagement Students’ Behavior Self-Regulation
Towards Readiness

Theory on Social Learning

The present study adopts the theoretical framework proposed by Albert Bandura

(1986). In Banduras’s theory, readiness in life is defined as a combination of the concept

of the self, environment and behavior. All of those aspect interacts together in a dynamic

system that can either move a person to change the behaviour. According to this theory,

change is not about the will power or the no pain, no gain notion but instead, change is all

about the person himself, his thoughts, beliefs, attitudes and the past experiences affects

the behaviour, and how the current environment also affects the person.

The human environment, social or physical that promotes healthy behaviors had a

great impact to change and support the individual in a positive ways. Bandura’s social

cognitive theory, which has been tested in institutional setting extensively, shows a great

promise for being applicable to student psychosocial readiness, and the related issues of
6
student attrition and retention (Conley, 2007). In the study of Conley, he classified ten

psychosocial factors that predicts students readiness to college. The student readiness

inventory which also utilized by Conley on his study on college preparedness helps him

identify the psychosocial factors that affects the students readiness to go in college.

Using an instrument designed to predict student readiness may provide high

schools and college’s a meaningful predictive factors useful in the preparation and

support of students. Correlating student motivation and skills, social engagement, self-

regulation and the readiness of students in college may provide insight into the

expectancy of potential outcomes of obtaining a college degree and success in the future.

Research Paradigm

7
 INDEPENDENT VARIABLE DEPENDENT VARIABLE

 demographic profile of the  Readiness of the

students in terms of: students to College:
 Age  Motivation and Skills
 Gender  Social Engagement
 Academic Track  Self-Regulatory

OUTPUT

Figure 1. Procedural Flow of the Study

BRIDGE PROGRAM IN
COLLEGE
Research Hypothesis

Null: The researcher hypothesize that there is no significant relationship between

the demographic profile of the students and the readiness to college.

Definition of Terms

This study on "The Senior High School Readiness to College: Basis for a bridge proram”

contains specific terms the reader may or may not recognize in this context. For clarity to

the reader, the following definitions apply to this study:

1. College Readiness – refers to the psychosocial readiness of the senior high school

graduates related to their motivation, social engament and self-regulation.

2. Motivation and Skills- senior high school graduates caharacteristics that will help

them to become ready to college and succeed academically by focusing and maintaining

energies on goal-directed activities.

8
3. Social Engagement – Interpersonal factors that influence senior high school graduates

successful integration into their environment.

4. Self-Regulation – cognitive and affective processes used to monitor, regulate and

control behavior related to learning that can determine senior high school graduates

readiness.

5. Bridge Program- refers to the program that will help the senior high school graduates

met the gap in the transition from senior high school to college to raise readiness.

6. Senior High Graduates- refers to freshmen students of SY-2018-2019 from two

selected state university in Palawan.

Chapter II

REVIEW OF RELATED LITERATURE

This part of the research came from the different sources such as unpublished

theses, journals, periodicals, articles, books and internet. From the questions raised

regarding the senior high school readiness to college, career and life: basis for a bridge

program, the Researcher found studies and literatures that are relevant to this study.

Review of Related Literature

Globalization expect graduates to be skilled and equipped before getting into their

career and life. However, some graduates coming from senior high school often find it

hard to explore their career due to lack of skill deficiencies, as well as low self belief. In

9
fact, the difficulties graduates face at the entry level on college negatively affects their

level of confidence. (Mercado, 2009, p. 18; Makki and Memon,2015).

On College Readiness: Non-Academic Factors

College readiness is the foundation for student success in life. Conley 2007(as

cited in Jawad 2017) offered an operational definition of college readiness with four

interconnected facets including student acquisition of cognitive skills, comprehension of

content knowledge, positive academic behaviors, and an understanding of contextual

skills or college processes. However, student ability to adjust to the social demands of the

college culture was limited. Implementing purposeful hands-on experience and building

supportive relationships while providing rigor can be promising for developing

meaningful experiences for senior high school graduates and may lead to reducing their

attrition in college life (Jawad,2017).

Wilson, 2012 states that literature is deficient in the area of identifying non-

academic factors contributing to college success. College readiness focuses not only on

academic but also non-academic factors. It is an multidimensional construct that includes

grade point average, college admission and exam scores and non-academic factors such

as students motivation and engagement (Morningstar and Lombardi, 2015). Many times,

students are not prepared academically or socially for such rigor. In the Philippines,

reformed educational system had offered additional support providing programs such as

K-12 to for students develop in the academic aspect (Hoffman, Vargas, & Santos

(2009,as cited in Wilson, 2012).

10
 Okabe (2013) stated that through a self-conscious effort to conform to common

international educational practices and through borrowing better educational tools from

other countries, The Philippines is now undertaking a fundamental reform in education.

The goal of K-12 education should be able to prepare high school graduates for life after

high school by teaching them the skills and knowledge that are essential for students to

be ready for college level work (Boon, 2008). Psychological readiness is one of the most

important conditions of successful self-realization in professional life. It involves a

conscious choice of a profession in accordance with the person’s skills and abilities,

awareness of his/her own needs, demands of the society and the person’s team, set goals,

manifestation of their intellectual, emotional and willed processes, the correlation

between personal capabilities, level of aspiration and necessary achievements.

In general, a person’s psychological readiness for professional development in a

chosen profession determines his/her competitiveness and potential for success (Uhryn,

2013). In particular, students from diverse social backgrounds navigate the college

application process very differently, and these disparities contribute to inequalities in who

attends and graduates from college (Holland, 2013).

College readiness is defined by Conley (2007) as “the level of preparation a

student needs in order to enrol and succeed, without remediation, in a credit-bearing

general education course at a postsecondary institution that offers a baccalaureate degree

or transfer to a baccalaureate program” (p. 5) . Success was operationally defined by

Conley (2007) as “completing entry level courses at a level of understanding and

proficiency that makes it possible for the student to consider taking the next course in the

sequence or the next level of course in the subject area” It is important to create a college
11
readiness basis in order to share with basic education the expectations of higher learning

systems from pre-university education. If the expectations of college education are

provided, the curriculum in the K to 12 will be able to be well aligned with the advance

studies. College applicants will be better prepared for college given the set of

expectations developed in basic education (Magno and Piosang, 2016)

On Philippines Basic and Tertiary Education Program

Meanwhile, in trying to aid the economic condition in the country, right after

graduating in the senior high school, a new program by the government was made. The

implementation of Republic Act 10931 or commonly known as Universal Access to

Tertiary Education made it possible to every Filipino to push through the careers they

want in the future and benefited by the free tuition in college (Cepeda,2018). The

Commission on Higher Education at the onset of the K to 12 educational reform has

prepared initiatives to support the smooth transition from basic education to higher

education.

Moreover, according to Francisco,2018 the free tuition in college only entices the

senior high to enroll in the tertiary level given the chance that SH graduates can take a

job or do business, or even proceed to technical-vocation courses. The major question is

that, are the senior high graduates really did want to align their tracks to courses they will

enroll in collge, or for the sake of the privilege of the “free” tuition.

According Buenaventura, 2009 states that some higher education practitioners

are lacking awareness on college student experiences in basic education, they often do

not acknowledge and/or validate students with such experiences. Thus student affairs

12
practitioners, admission officers and faculty should receive training that makes them

more aware of issues related to the new college students.

Cody, 2018 cited the purpose of K-12 is to strengthen the curriculum, students,

school, teachers and administration to assure that the education meets the need of the

society. Before the implementation of the free tuition law, some of Filipino students mind

set after acquiring degree and graduate to senior high, they can find a work that will fit

their skills or do business. Others are thinking to take a vocational courses to shortened

the length of time they must study to get a diploma since K-12 already exhaust the mind

of the students in learning.

On Bridge Program

The CHED held a Caravan in the Province of Palawan last April, 2018. They had

underscored that The nationwide implementation of Senior High School caused

significant impact to the cohort of students eligible to proceed in college starting

Academic Year 2016-2017. Further, the enhancement of the basic education curriculum

led to the revision of the higher education curricula, which will initially be implemented

nationwide starting Academic Year 2018-2019.

To provide guidance and clarity to higher education institutions in the admission

of students affected by the implementation of the K to 12 Program and the New General

Education Curriculum, the Commission on Higher Education issued CHED

Memorandum No. 10, series of 2017. According to the said policy, and consistent with

DepEd Order No. 42, s. 2015, the following types of students are eligible to enroll in

13
colleges and universities, provided that they fulfill the admission requirements of the

colleges and universities.

Thus, the said bridge program applies to high school graduates of the old basic

education curriculum and college students who stopped. However, the high school

graduates of the senior high early adopters will take the new general education

curriculum in college.

On Psychosocial Readiness

Motivation, engagement and self-control plays an integral part in the life of the

students to attain such success in life. The above literatures are the most related to the

study of the senior high school readiness to college: basis for a bridge program. They do

not only show the many possible reasons of students readiness but they also emphasize

the need to develop an bridge program that will enhance the students self-regulation in

achieving his/her goals.

Perceptions and social improvements are needed if we want to strengthen

students’ pathways into and through college, especially for traditionally underrepresented

students who are most likely to face major obstacles during the process of entering collge

(Shen, 2017). Domains of college application readiness employs college aspirations,

college fit knowledge,college cost and family resources awareness, and college

application social capital (Bowen, Chingos, & McPherson, 2009). A number of studies

have concluded that psychosocial factors are critical to success in the university setting

(Chemers, Hu & Garcia, 2001). Furthermore the psychosocial factors have been shown to

predict college retention and GPA.

14
Motivation and Skills

Motivation and skills are actions that can be defined as strategies that elicit

a desired behavior or reponse (Doyle, 2018). Motivation is a process that requires careful

strategy for success such as students pursuit for knowledge breeds confidence and self-

esteem, achievement of learning goals, enjoyment of effortful thinking (Watt, Johnston,

Huerta, Mediola, & Alkan, 2008).According to Herzberg theory of motivation, the two

factors includes satisfaction and unsatisfaction of the individual. A student students

determination to go to college is a predictor of his readiness.

Social Engagement

Influenced by research emphasizing interpersonal skills of students, adults within

schools, and the broader community; skills such as communication, empathy, social

awareness, respect for others, and responsibility were identified. For example, Bradshaw

and colleagues (2014) included social engagement as one of three overarching elements

when describing positive school climate.

Self-Regulation

This domain entails emotional aspect for life and comprised a range of different

cognitive, emotional and behavioral processes, some researchers pertains to the

subcomponents of self-regulation as the emotional self-regualtion or the emorional

regulation (cf., Kohler & Fields, 2003). Essentially, students must understand processes

15
underlying successful transitions from high school to college and careers (e.g., attitude

towards time-management, organizing thoughts in the learning process, developing

firm decision making). Students must also understand distinctions between high school

and college environments (e.g., faculty and peer expectations, dormitory living,

recreation and leisure),This domain also includes preparing for adult living (e.g.,

financial literacy, health and wellness, transportation) and opportunities for self-

advocating in school, home and the community.

Chapter III

16
 RESEARCH METHODOLOGY

In this chapter, the researcher will present the research design, research

instrument, sampling procedure and the data collection procedure relevant for the conduct

of the study.

Research Design

This chapter presents the research design, research instrument, data gathering
procedure and data analysis procedure.

This present study will use descriptive correlational design. This design collect

information about the variables without changing and manipulating them (Grove and

Burns 2013). This design will be use to describe the profile of the respondents and

measure the level of readiness. It will also measure and describe the relationship or

association between the demographic profile of the senior high school graduates in terms

of age, sex and academic tracks and the students readiness in the three psychosocial

factors such as motivation and skills, social engagement and self-regulation.

Locale of the study

The study will be conducted in Puerto Princesa City, Palawan, Philippines.

Specifically, the researcher will conduct the survey in the two public state universities in

the city namely Palawan State University and Western Philippines University. These two

HEIs are all administered and regulated by the Commission on Higher Education

(CHED).

Data Gathering Procedure

17
 The researcher has undergone thorough literature review through library works

and related readings from other sources. The initial review of literature was intended to

survey on the different senior high school graduates readiness and other factors that

affects their preparations to college in crafting of the research instrument.

For the actual conduct of the study, the researcher will ascertain approval from the

SUCs to conduct the survey on their psychosocial readiness. Etiquette on reaserch will be

followed prior to the conduct of the study. The survey questionnaires will be

administered to the respondents at their most convenient time and will be collected after

administration. The data from the questionnaires will be summarized and consolidated for

a thorough.

18
The researcher doing literature review at De La Salle University, Manila and
Centro Escolar University (CEU)

The researcher doing literature review at Rizal Library, Atene de Manila

19
Respondents of the Study
The respondents of this study will be freshmen students of SY 2018-2019 in

college of the two Higher Education Institutions who have transitioned from senior high

school to college. They will be selected through simple random sampling. This method

consists of individuals from the population chosen in such way that every set of

individuals has an equal change to be the sample (Moore and McCabe,2006). In this

current study, the respondents who will be selected are senior high graduates since they

are the best source of information regarding the readiness.

Research Instrument

The research instrument that will be utilized in the study is a modified survey

questionnaire adopted from the student readiness inventory version 2. The questionnaire

constructed in connection with the students readiness embodied with three categories in

terms of motivation and skills, social engagement and self-regulation.

The instrument will undergo pilot testing to selected students to examine the

clarity of the questions and a validation of atleast (3) experts. The validity of the study

will explain how well the date collected covers the actual area of investigation (Ghauri

and Groanhaug, 2015). Thus, to test the consistency of across measuring the instrument

20
this study study will undergo test of reliabity. Testing the reliability of the is important as

it refers to the extent to which a measurement of a phenomenon provides stable and

consist result (Huck, 2017)

Definitely, the instrument that will be used in this study is divided into (2) parts:

Part I is the Demographic Characteristics of the respondents; Part II is the Psychosocial

readiness of the respondents in terms of motivation and skills, social engagement and

self-regulation. A 4-point likert scale will be utilize to determine the strength of probable

decisions.

Part I of the instrument probes on the demographic characteristics of the

respondents such as the age, sex, and SH track. Part II of the instruments inquires about

the psychosocial readiness of the respondents. This part seeks to find out the the level of

students’ readiness that in their entry point in collge. The questionnaire was developed by

the researcher through comprehensive literature readings specifically on objectives of

student readiness inventory, SH program, connection of SH to college and the importance

of a bridge program.

Statistical Tool

The raw data obtained from the survey will undergo statistical treatment. The data

will be collected, statistically treated and analyzed to generate meaningful interpretation

and draw accurate research findings. Particularly, the statistical treatment of the results

will include simple cross-tabulations involving frequencies, percentages and means. Also,

21
a correlation between the variables under study will be done through the software

Statistical Package for the Social Sciences (SPSS) and can be computed manually by

means of Pearson-R test of correlations .

Bibliography

Books

Bernardo, A. B. I. & Gaerlan, M. J. M. (2013). Educational reform and innovation in the

Asia-Pacific. Manila, Philippines: De La Salle University Publishing House.

Bilbao, P.P., Dayagbi. F.T., & Corpuz, B.B. (2015). Curriculum development for
teachers. Quezon City, Manila: Lorimar Publishing, Inc.

22
Weiten, W.,Dunn, D.S., & Hammer, E. Y. (2018). Psychology applied to modern life:
Adjustment in the 21st Century, 12th Edition. Boston, USA: Cengage Learning.

Published research

Acosta, I.C., Acosta, A. S., (2016). Teachers' Perceptions on Senior High School

Readiness of Higher Education Institutions in the Philippines. Universal Journal

of Educational Research 4(10): 2435-2450, 2016 http://www.hrpub.org DOI:

10.13189/ujer.2016.04

Graff, G. (2011). Course selection theory and college transition seminars: an adaptation

of college choice models to explain first-year students' course enrollment

behavior. Graff, Curt Gerard. "Course selection theory and college transition

seminars: an adaptation of college choice models to explain first-year students'

course enrollment behavior." PhD (Doctor of Philosophy) thesis, University of

Iowa, 2011. https://ir.uiowa.edu/etd/1141. https://doi.org/10.17077/etd.icw3u9jo

Magno, C., Piosang, T. (2016). Assessment Schemes in the Senior High School in the

Philippine Basic Education. Educational Measurement and Evaluation Review

(2016), Vol. 7 2016 Philippine Educational Measurement and Evaluation

Association.

Makki, B., Memon, M., Salleh, R., Harun, H. (July, 2015). The Relationship between

Work Readiness Skills, Career Self-efficacy and Career Exploration among

Engineering Graduates: A Proposed Framework. Article in Research Journal of

Applied Sciences, Engineering and Technology • July 2015

23
Suttipun, M. (2014). The Readiness of Thai Accounting Students for the ASEAN

Economic Community: An Exploratory Study. Asian Journal of Business and

Accounting 7(2), 2014,ISSN 1985–4064

Uhryn, O. (2013). Psychological readiness of students to work in a professional field.

Journal of Education Culture and Society No. 2_2013 97.

Witko,K. Bernes, K. B.,Magnusson, K., Bardick,A. D. (2005). Senior high school career

planning: What the Students Want: Journal of Educational Enquiry, Vol. 6, No. 1,

2005

Unpublished Research

Altonji, G. J., Blom, E., Meghir, C. (June, 2012). Heterogeneity in Human Capital

Investments: High School Curriculum, College Major, and Careers. 1Department

of Economics, Yale University, New Haven, Connecticut 06520.Department of

Economics, University College London, WC1E 6BT London, United Kingdom;

email: c.meghir@ucl.ac.uk.

Buenavista, T.L. (December, 2009). Examining the postsecondary experiences of Pilipino

1.5-generation college students.

Conley, D.T. (April 2007). The Challenge of College Readiness. April 2007 | Volume 64

| Number 7 The Prepared Graduate Pages 23-29.

Jawad, L. (2017). Examining College Readiness in an Early College Program that

Focuses on Health Careers: Perceptions of Graduating Students. University of

Michigan-Dearborn 2017.

24
Morningstar, M. (January ,2015). A College and Career Readiness Framework for

Secondary Students with Disabilities. Article in Career Development for

Exceptional Individuals January 2015.

Shen, L.U. (2017). Measuring Students' Readiness for the College Application Process: A

Survey Development and Validation Study. Doctoral dissertation, Harvard

Graduate School of Education.

Wilson, J.K., III, M. Ed. (May, 20012). Predictors Of College Readiness: An Analysis Of

The Student Readiness Inventory: University Of North Texas, May 2012.

Journals Article

Gates, B. (2008).All Students Ready for College, Career and Life:Reflections on the

Foundation’s Education Investments 2000-2008.

Rani, T. (2014). Curriculum reform: Theory of curriculum-

a starting or a final point of curriculum reform. Sociology Study, 4(10): 871-872.

Trudi Cooper (2017). Curriculum Renewal: Barriers to Successful Curriculum Change

and Suggestions for Improvement. Journal of Education and Training Studies, 5
(11); 115.

25
 APPENDIX I

College Readiness Questionnaire

Fuertes (2019)

Dear Respondents,

Greetings!

I am currently engaged in a research study entitled “ The Senior High School

Graduates Readiness to College: A Basis for a Bridge Program”. Most of the questions
revolve about the various psychosocial variables that defines college readiness. In
answering, please be patient in answering the questionnaire and be honest and truthful in
giving details. Sometimes it is difficult to decide what to answer, just answer on how you
think it is. If you have question, we’ll be very much willing to answer. Your responses
and identity will be treated with confidentiality.

Thank you very much.

Sincerely yours,
26
Ma. Crisalve Javarez-Fuertes
Researcher
________________________________________________________________
Part I-Personal Profile of the respondents.
Name(Optional):_______________________ Date:________________

Age:_________________

Gender:

M F
Academic Track: ______________________

Part II. College Readiness Psychosocial Indicator Questionnare

Instruction: For each question below, put check (/) marks under the column that best
describes your emotions.Use the scale: Note: 4 – 3.5 – Strongly Agree 3.49- 2.5 –
Agree; 2.49 – 1.5 – Partly Agree 1.49 – 1 – Not at all Agree

Your responses will remain completely confidential

4 3 2 1
1 I’m motivated to get a college degree

2 I don’t know if I want to stay in college.

3 I do my best to fulfill my commitments.

4 I’m not performing to the best of my academic abilities.

5 I’m a fast learner.

6 I achieve little for the amount of time I spend studying.

7 I’m confident I will succeed in school even if I need help.

8 I do my best in my classes.

9 I’m committed to finish college regardless o fobstacles.

27
10 Once I set a goal, I do my best to achieve it.

11 I have difficulties keeping up academically with my classmates.

12 I avoid activities that require meeting new people.

13 I have a sense of belonging when I am on campus.

14 At social gatherings, I mix well with people.

15 I have a sense of connection with others at school.

16 I get upset when criticized.

17 I regularly do things with friends.

18 I enjoy spending time with others

19 I feel isolated.

20 I feel part of this college.

21 I’m a responsible person.

22 I often feel out of control.

23 I turn in my assignments on time.

24 When confronted with a problem, I try to be flexible in my decision

making.

25 I am a capable person.

26 When confronted with a problem, I weigh the pros and cons of various
situations.

27 I organize my thoughts before I prepare an assignment.

28 I lose control when things go wrong.

29 It’s very important for me to do well in school/college

30 I give my undivided attention to something important

THANK YOU!!!

28
 APPENDIX II

Letter of Instrument Validation

Republic of the Philippines

PALAWAN STATE UNIVERSITY
College of teacher Education
Puerto Princesa City

__________________________
__________________________
__________________________

Sir/Madam:

Greetings of peace and prosperity!

I am a graduate student taking up Master of Arts in Education Major in Social Science at Palawan
State University, Puerto Princesa City. The title of my thesis is “The Senior High School
Graduates Readiness to College: Basis for a Bridge Program” which aims to determine the
psychosocial readiness of the students who transitioned from senior high tracks to the different
courses in college. Specifically, the instrument is divide into three areas of readiness namely,
motivation and skills, social engagement and self-regulation.

In connection with this, I would like to ask for your valuable suggestions and expert guidance as
an instrument validator of this study.

29
I am looking forward for your positive response that will help me complete this research.

Thank you and more power.

Respectfully yours,

(SGD) MA. CRISALVE J. FUERTES

Researcher

Noted by:

RESTIE ALLAN A. PUNO

Research Adviser

APPENDIX III.A

Letter of Permit to Conduct a Research

Republic of the Philippines

PALAWAN STATE UNIVERSITY
College of teacher Education
Puerto Princesa City

March 11, 2019

RAMON M. DOCTO
University President
Palawan State University

Thru: RUBY ANNA MOSTIERO

Acting Human Resource Mngt. Officer

Sir/Madam:

Greetings of peace and prosperity!

I am a graduate student taking up Master of Arts in Education Major in Social Science at Palawan State
University, Puerto Princesa City. The title of my thesis is “The Senior High School Graduates Readiness to
College: Basis for a Bridge Program” which aims to determine the psychosocial readiness of the students
who transitioned from senior high tracks to the different courses in college. Specifically, the instrument is
divide into three areas of readiness namely, motivation and skills, social engagement and self-regulation.

In connection with this, I would like to ask permission from your highly-esteemed office to allow me get
the data containing the selected freshmen students which reflect as the senior high school graduates in my
study .
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I am looking forward for your positive response that will help me complete this research.

Thank you and more power.

Respectfully yours,

(SGD) MA. CRISALVE J. FUERTES

Graduate Student/Researcher

Recommending Approval:

MICHAEL D. PIDO Ph.D.

Dean, PSU Graduate School

Approved:

RAMON M. DOCTO,Ph. D.
University President, PSU
APPENDIX III.B

Letter of Permit to Conduct a Research

Republic of the Philippines

PALAWAN STATE UNIVERSITY
College of teacher Education
Puerto Princesa City

March 11, 2019

ELSA P. MANARPAAC
University President
Western Philippine University

Thru: AILENE G. FERRIOL

Administrative Officer, HRMO

Madam:

Greetings of peace and prosperity!

I am a graduate student taking up Master of Arts in Education Major in Social Science at Palawan State
University, Puerto Princesa City. The title of my thesis is “The Senior High School Graduates Readiness to
College: Basis for a Bridge Program” which aims to determine the psychosocial readiness of the students
who transitioned from senior high tracks to the different courses in college. Specifically, the instrument is
divide into three areas of readiness namely, motivation and skills, social engagement and self-regulation.

In connection with this, I would like to ask permission from your highly-esteemed office to allow me get
the data containing the selected freshmen students SY 2018-2019 which reflect as the senior high school
graduates in my study .

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I am looking forward for your positive response that will help me complete this research.

Thank you and more power.

Respectfully yours,

(SGD) MA. CRISALVE J. FUERTES

Graduate Student/Researcher

Recommending Approval:

MICHAEL D. PIDO Ph.D.

Dean, PSU Graduate School

Approved:

ELSA P. MANARPAAC,Ph. D.
University President, WPU
APPENDIX III.C

Letter of Permit to Conduct Pilot Study

Republic of the Philippines

PALAWAN STATE UNIVERSITY
College of teacher Education
Puerto Princesa City

March 11, 2019

EUSTACIO Q. EDUALINO
President
Fullbright College

Sir:

Greetings of peace and prosperity!

I am a graduate student taking up Master of Arts in Education Major in Social Science at Palawan State
University, Puerto Princesa City. The title of my thesis is “The Senior High School Graduates Readiness to
College: Basis for a Bridge Program” which aims to determine the psychosocial readiness of the students
who transitioned from senior high tracks to the different courses in college. Specifically, the instrument is
divide into three areas of readiness namely, motivation and skills, social engagement and self-regulation.

In view of this, I would like to ask permission from your highly-esteemed office to allow me do a pilot
study in this College.

Your support and approval of this request would help me complete this research endeavor. Rest assured
that the data you will permit me to have will be treated with utmost confidentiality.Hoping for your prompt
and kindest consideration.

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Thank you.

Respectfully yours,

MA. CRISALVE J. FUERTES

Graduate Student/ Researcher

Recommending Approval:

MICHAEL D. PIDO Ph.D.

Dean, PSU Graduate School

Approved:

EUSTACIO Q. EDUALINO, MSE

President, Fullbright College

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