The Level of College Preparedness

of Grade 12 Students of Saint Michael’s College of Laguna

Abrogar, Samantha

Delos Reyes, Ryan Christian T.

Pastor, Angel Miekale E.

Quindoza, Dennice A.

Saint Michael’s College of Laguna

November 2019
 Abstract

The main aim of this study is to learn the levels of college readiness of Grade 12

students from Saint Michael’s College of Laguna. This was conducted in order to

help students who does not yet know what to do after they graduate Senior High

School. Such as what course to be taken, which university to go, how to apply in

college, and the overall experience of becoming a college freshman. Students may

have the most difficult decision to make in choosing courses and schools because

it will determine the path of their choice of course in the future career. Additionally,

this study tackled on the cases of the readiness of the students. There are students

who do not have plans after graduating and is not entirely bothered. There are

even those who choose not to seek higher education after Senior High School.

There are also those who are barely sure about their situation with college

readiness. Students are not confident enough with their answers in terms of

college preparedness. In conclusion, Grade 12 students are not completely

prepared. The college preparedness of Grade 12 Senior High School students is

all in the middle. The researchers suggested future researchers of this study will

have a finished study to base on for further improved, advanced, and applied

research regarding the same topic. The students’ situations can be further

developed by doing actions about it.

Keywords and Phrases

Incoming College Freshmen, Senior High School, K-12 Program, DepEd,

Students’ Perception, & College Readiness

Introduction

This study puts into goal achieving to learn the levels of college readiness of Grade

12 students. Grade 12 students are in their final year of high school. Senior high school

students have the right to choose what is the next step is after they graduate and it is

most commonly, entering college. “A function of the ability to continue to learn beyond

high school, and particularly in postsecondary courses relevant to students’ goals and

interests, as represented by their choice of major or certificate program.” (Conley, 2014).

Providing some information for those incoming college freshmen is a key to helping them

to take personal responsibility for their own path and future.

According to Schreiner, The Schreiner’s Thriving Model is a theoretical framework

comprised of three areas that contribute to students thriving in college: academic,

interpersonal, and intrapersonal. These areas are constructed from research in student

development and research in positive psychology. Collectively they cover students’ intra-

personal well-being, the social skills and experiences of students, and the educational

context in which students’ function. Within these three areas, Schreiner delineates five

factors that constitute these three areas of thriving: positive perspective, social

connectedness, diverse citizenship, academic determination, and engaged learning.

College preparedness is referring to the skills, behaviors, and knowledge a Senior

High School student should have the adaptability to every task that they do. Senior high

school is recognized as the last two years of secondary level of education under the K to

12 programs. This includes grades 11 and 12 that holds a total of four semesters. Senior

high school students undergo through various programs and subjects under their chosen

strand. It is all about the ability to find success while studying at an institute of higher
learning. The schools are looking for solutions to help improve the college and career

readiness of their high school graduates.

College preparation will help students who does not yet know what to do after they

graduate Senior High School. Such as what course to be taken, which university to go,

how to apply in college, and the overall experience of becoming a college freshman.

Students may have the most difficult decision to make in choosing courses and schools

because it will determine the path of their choice of course in the future career.

It is important that graduating Grade 12 students were observed. That is why the

researchers will be learning the status of college readiness of graduating Senior High

School students and find an effective way for them to plan and develop the aspects of

their readiness.

Statement of The Problem

This study aims, in general to learn and identify the levels of College Preparedness of

Grade 12 students.

Specifically, it will seek answers to the following questions:

1. How prepared are the Grade 12 students for college?

2. Are Grade 12 Students academically and mentally prepared for college?

3. What is the level of college preparedness of Grade 12 students?

Significance of the Study

This study is made to discover and learn about the college preparedness of

incoming college freshmen. This was a study to determine and take on the underlying

problem the researchers also face on college preparedness. The researchers that

conducted this study were graduating Grade 12 students and it is also beneficial in their

own preparations by learning the status of their batchmates.

With this study, students are be able to learn all about college preparedness in

today’s age.

For School institutions, they will have better understanding the situation of

incoming college students and better their own procedures concerning Senior High

School graduates. Teachers, professors, and experts will also know the situation and find

solution on how to help the needs and how to better prepare incoming college students.

For the Future Researchers, this study would help the future researchers to be

knowledgeable and aware of the current problem. This study could also serve as their

reference that will give them a background to learn and do actions on the levels of college

readiness of Grade 12 Senior High School students.

For the Students, the students would become aware of the situation and help raise

more awareness for actions to be done. This study will also be a step towards helping the

students with their own college readiness. College Readiness will also help the incoming

college freshman improve both academic and college performance.

Scope and Limitations

This study will only be covering a specific area to research on. This study only

focuses about Grade 12 Students and specifically of respondents from Saint Michael’s

College of Laguna. The study will be covering the current situation of the Grade 12

students and their relationship with college preparedness. This study will not be covering

the causes and effects of college preparedness and analysis of academic college

readiness in Senior High School. This study will only cover the situation of Grade 12

students and into their transition to higher education.

Definition of Terms

In the study of The Level of College Preparedness of Grade 12 Students of Saint

Michael’s College of Laguna, the following keywords were used with definitions.

Incoming College Freshmen in this study are the Grade 12 students.

Senior High School refers in this study about the added grade levels into the K-

12 curriculum.

Grade 12 Students are the respondents of this study.

K-12 Program is the program that Grade 12 students are in which aims to enhance

learners’ basic skills and prepare graduates for lifelong learning and employment.

DepEd is the Department of Education of the Philippines.

Student Perception is the beliefs and opinions of the students.

College Readiness is the status of preparedness of the students for obtaining

higher education.
Review of Related Literature

The study of college readiness is widely observed and recognized as a research

topic by various scholars all around the globe. College readiness refers to the set of skills,

knowledge, and behaviors a graduating Senior High School student should have upon

entering their freshmen year of college. Researches about college readiness is beneficial

not only to students but also to high schools preparing younger students and whether a

college should accept a student. These studies and works helps the researchers in

providing useful information with the assured authenticity to be served.

College Preparedness is a global topic. It is essential for a student know and to be

exposed to the process of planning for college and for schools to help them, School

counselors are often charged with ensuring the college and career readiness of all

students (ASCA, 2012). In schools, Gysbers (2013) suggested that school counselors

served students by providing activities that “support student planning by giving emphasis

to the development and use of decision-making, goalsetting, and planning skills” and by

stressing “basic academic and career and technical education preparation skills”.

Adults like teachers, professionals, and older students that has experienced the

current situation of incoming college freshmen is also a part in influencing students’

perceptions and plans in college. Connecting with batchmates in college preparations can

also be effective. Mitra and Gross (2009) defined three types of student voice: being

heard, collaborating with adults, and building capacity for leadership. Collaborating with

adults has been occurring most frequently in schools by getting feedback from students

after completing an assessment or parts of the course and asking for input in creating the

lessons.
 With students learning the importance of planning, Grade 12 students particularly

have a different case worth mentioning in career and college preparedness. The SHS

curriculum is an entry point to college/university life or business and industry, then later

seen as the lesser of the two regarding prestige (Bidwell, 2014, Peano et.al., 2008). While

according to Sarmiento, D. and Orale, R. (2016), with their academic research

journal entitled: ‘’Senior High School Curriculum in the Philippines, USA, and Japan.’’ The

K to 12 education programs in the Philippines addresses the defects of the country basic

education curriculum. As claimed by the proponent of the K12 program, the curriculum is

seamless, ensuring the smooth transition between grade levels and continuum of

competencies.

Senior high school has a clear impact on the next batches of college freshman in

the Philippines. Sarmiento, D. and Orale, R. (2016), The K-12 program is a more potent

educational model compared to the old curriculum of basic education in the Philippines.

Students can prepare themselves for a more rigorous training in the higher education or

go immediately to employment or be an entrepreneur. Being new in the Philippines, it is

marred with issues such as lacking qualified teachers and the much-needed facilities for

use in the highly specialized courses, specifically at the SHS level.

In high school, it is believed that grades and performances from high school is

helpful in entering college for it can predict and learn the capacity of a student once they

are in college. In a related study, Long, Conger, and Iatarola (2012) showed that high

school students who successfully complete advanced mathematics courses are more

likely to be proficient in high school achievement, college entrance exams, high school

graduation, performance in college including college graduation, and obtain higher

employment earnings. To address these ongoing recommendations and implications the

National Council of Teachers of Mathematics (NCTM, 2000) identified mathematics

standards to guide K–12 instruction and assessment in order to ensure students are

prepared for the rigors of college math.

But in contrast, Mangan (2013) noted that there is a missing link between the

expectations of college and high school. He further noted that if the standards and

expectations are not aligned, the problem of students not being prepared for college

mathematics will continue. Similarly, Venezia and Jaeger (2013) agreed that high school

students were not prepared for college due to differences between expectations in high

school and college and that working together could help students be more successful in

college.

There is also a solution to these situations Bardach (2012) suggested defining the

problem is the first step in solving it and gave a sense of direction for the evidence-

gathering. Educators must listen to the students to understand the many factors that drive

success for students in post-secondary education. This information can then be assessed

to inform changes in high school mathematics curricula and instruction that will better

prepare students for success in college and beyond. Strom et al (2014) observed high

school students and their choice of careers. Of the sample, 69% were still making career

decisions. From this group, several factors were determined as important in making

career decisions. Students listed the most important factors as “Salary and benefits

(74%), satisfaction with the job (52%), and having a reasonable work schedule (28%)”.

On the other hand, Lombardi, Seburn, and Conley (2011) studied observed major factors

associated with college readiness in high school students: (a) goal-driven behaviors, (b)
persistence, (c) study skills, and (d) self-monitoring. Findings included that students with

higher development of college and career goals and the associated skills have an

advantage and require fewer remedial courses.

Furthermore, college readiness is still observable and important for graduating

Senior High School students. According to Jay Greene (2009) of the Manhattan Institute

defines college readiness as graduating with a regular diploma, having completed a

minimum set of course requirements (four years of English, three years of math, and two

years each of natural science, social science, and a foreign language), and being able to

read at the basic level or above on the National Assessment of Education Progress

reading assessment. While, federal policy could play an important role in communicating

the need for all students to prepare for college and providing the public information about

what that means. The federal government should invest in research and development to

support programs that align secondary and postsecondary education and improve

students’ preparation for college; provide funding to improve academic preparation in

struggling high schools; and improve data collection and analysis and require public

reporting. States should develop better student support policies and align them with

policies to increase academic rigor, support the development and evaluation of high

school models that prepare all students for college, improve data systems to better

assess where students are and where they need to be, and monitor and evaluate the

implementation of all of these state policies to identify inconsistencies, implementation

concerns, and needs for technical assistance.

Research Design and Methodology

In this section, it is discussed all about the methods and procedures used of this

study in order to finish with their conclusions. The reasons and explanations of the chosen

procedures are shown below.

Research Design

The research design used in this study is the Survey/Descriptive Research. It

seeks to describe the current status of an identified variable. It is also described to

research projects that are designed to provide systematic information about a

phenomenon. We have chosen this research design to figure out the state of the college

preparedness of our respondents. In statistical surveys, when subpopulations within an

overall population vary, it could be advantageous to sample each subpopulation

independently. This research used a quantitative research in which the researchers

conducted open-ended questions through survey regarding the study and answered

based on the knowledge and opinion of the respondents.

Research Sampling

The sample technique of our research is the stratified sample technique. It is a

method of sampling from a population which can be partitioned into subpopulations. The

researchers used the sample size by using the Slovin's Formula.

Research Instrument

As the participants or respondents are the students from each Strand of Senior

High School Grade 12 students from Saint Michael’s College of Laguna that were

selected randomly. In gathering the data, the researcher used a semi-structured

questionnaire that was presented to the researcher’s teacher. The research teacher

checked and inspected the quality and effectiveness of the instrument. With this, the

researchers made sure to assure the students or interviewer to talk and answer freely

upon their thoughts about the topic and questions presented to them. The researchers

asked randomly selected students from all strands of Senior High School Grade 12

student for their permission to answer the questionnaire and re-assured them with respect

and honest reflection to their experiences and opinion.

Research Procedure

As the method of the research, the researchers wrote out letters asking for

approval of conducting a research in the school for the research adviser, respondents,

and school officials. Upon approval, the researchers administered the letter for

respondents along with the approved surveys. Alongside with this, the researchers asked

a school professional to validate the questionnaire about college preparedness that was

used.

Data Analysis

Data Analysis as soon as all the questionnaires were returned, the researchers

started reading, examining, and separating all the gathered information in order to group

and interpret the answers to find out the importance of the study. The researchers

determined the result of the problem. With the use of all the respondent’s answers, the

researchers found out the level of college preparedness of Grade 12 Students of Saint

Michael’s College of Laguna. From this, all the answers of the respondents were formed
to analyze, interpret and explain how it applies to study and statement of the problem.

The researchers then discussed the outcome of the data gathered.

Sample Size

The Slovin's Formula is given as follows: n = N/(1+Ne2), where n is the sample

size, N is the population size and “e” is the margin of error to be decided by the researcher.

First the researchers determined the population of the Grade 12 students of Saint

Michael's College of Laguna. Then used it in the formula as the N which stands as

population, 294 multiplied to 0.025 which is the squared of 0.05 and equals to 0.735. After

that, 1 is added to the product of 0.735 and got 1.735. It is now divided with the dividend

294 and the quotient is 169.45. It is rounded up to 169 so the sample size is 169. The

number of 169 is then equally divided on the strands and sections of Grade 12 students

of Saint Michael’s College of Laguna.

Results and Discussions

The researchers used surveys as a data gathering instrument. The results of the

data gathered by the researchers are illustrated. Targeted number of respondents were

169 students equally split from the three strands of Senior High School, but the

researchers did not meet the quota of 169 because when the time of administering the

surveys at the time, not all the class schedules were met. In total, the researchers

gathered 143 answers of respondents, including all the sections of the strands HUMSS

and ABM while leaving out one out of four sections from STEM.

Table 1: Preparedness in College of Grade 12 Students

Statements Weighted Verbal

Mean Interpretation

I am certain of the course(s) I will take in college 2.75 Neither Prepared nor Unprepared

My desired course(s) is connected to my current 2.56 Neither Prepared nor Unprepared

SHS Strand/Track

I have options on which colleges/universities I 2.42 Not Prepared

will study

I am applying/have applied to colleges 2.41 Not Prepared

I have options on which course(s) I will take in 2.47 Not Prepared

college

The first table is about discovering the level of students from Grade 12 Senior High

School as prepared for College Admissions. In this table, it is shown that the study used

five statements of determining the preparedness of Grade 12 students for college

admissions. The first statement asks the certainty of the respondent’s future college

course choices as well as asking if the desired courses of the students are related or

incorporated to the students’ current Senior High School status. In the table, the weighted

mean of the statement is 2.75 while the second statement is 2.56 which are both “Neither

Prepared nor Unprepared” as the verbal interpretation. It was also questioned if the

students have options or second choices on their colleges and whether they also have a

back-up plan for their courses in the future as well as discovering whether students have

applied to colleges. All three statements gathered weighted means below the Neutral line

which all categorize the verbal interpretation as Not Prepared.

Table 2: College Preparedness of Grade 12 Students Academically and Mentally

Statements Weighted Verbal

Mean Interpretation

I am ready to take College Entrance Tests 2.73 Neither Confident nor Unconfident

My JHS academic performance is great 2.71 Neither Confident nor Unconfident

My SHS academic performance is great 2.69 Neither Confident nor Unconfident

I excel in my SHS Strand/Track 2.65 Neither Confident nor Unconfident

I am struggling keeping up in SHS 2.81 Neither Confident nor Unconfident

In Table 2, it shows the statements that were categorized to learn the academic

and mental preparedness of grade 12 students. First statement determines whether the

respondents are ready to take CETs or College Entrance Tests which gained a weighted

mean of 2.73 and a verbal interpretation of Neither Confident nor Unconfident. The
second and third statement learns whether the Junior Highschool and Senior High School

students are confident with their academic performances. Both garnered 2.71 and 2.9

which are both neutral. The fourth and fifth statement also related to the first statements,

but it differs because it asks if the SHS strands of the students fits them, it is learned with

a 2.65 weighted mean and verbal interpretation of Neither Confident nor Unconfident.

Table 3: Level of College Preparedness of Grade 12 Students

Statements Weighted Verbal

Mean Interpretation

I am certain that I will go to college 2.18 Uncertain

I have plans for college 2.57 Neither Certain nor Uncertain

I am the one who decided on my college plans 2.55 Neither Certain nor Uncertain

The thought of college intimidates me 2.69 Neither Certain nor Uncertain

I feel that I can keep up in college 2.63 Neither Certain nor Uncertain

As it is illustrated in Table 3, it is about the level of preparedness of the students

of becoming incoming college freshmen. The first statement is a loaded statement seeing

whether the respondents are in certainty of going to college, with a weighted mean of

2.18 and a verbal interpretation of Uncertain. The next two statements asked the situation

of the students and their plans and decisions in college. With a weighted mean of 2.57,

the respondents are Neither Certain nor Uncertain. And lastly the last two statements

answered what they think about college. The respondents were Neither Certain nor

Uncertain with a weighted mean of 2.69 and 2.63.

Findings

On the study of The Level of College Preparedness of Grade 12 Students of Saint

Michael’s College of Laguna, the questions stated on the statement of the problem were

answered.

The Grade 12 Senior High School students as a population were scaled as mainly

not prepared in college. Although the respondents’ individual answers vary, the incoming

college freshmen students do not think much about it.

With the data gathered, the respondents are neither confident nor unconfident on

preparedness academically and mentally. The students are not confident nor unconfident

on terms with their academic performance and mental stability once in college.

There are also those who are barely sure about their level of college preparedness.

Students are not confident enough with their answers in terms of college preparedness.

There are students who do not also have plans after graduating and is not entirely

bothered. There are even those who choose not to seek higher education after Senior

High School.

Conclusion

With the use of the data gathered from the respondents, conclusions about the study

of The Level of College Preparedness of Grade 12 Students of Saint Michael’s College

of Laguna were drawn and proved.

The question of how prepared the Grade 12 students are in college resulted into

mostly not prepared. This question was tackled with five statements about it and
discovered that most of the respondents are not a hundred percent solid with their plans

such as the uncertainty of things of college reputation, financial situation, and back-up

plans for college admission.

Grade 12 students were also neutral with their academic performance and how

they will do once in college. College readiness can be measured with the academic

performance of the students from junior high school and now, Senior High School. The

respondent’s confidence being in college mentally is also acknowledged to be neutral.

The students are in the middle of their perspective in college. Decision making about

college is also incorporated to know whether the students feel to be in control or in charge

with the path of their life after Senior High School for it affects long term.

We find that students are neutral of the level of their college preparedness. The

students are neither certain nor uncertain with the level of their own college preparedness

in order to determine how they will perform in the future. It is shown that it is possible for

students to go either sides of the spectrum of readiness. We learned the status of the

students by learning the levels of some factors.

Recommendation

The situation that was made aware from this study was that students are not

entirely sure overall with their college preparedness. It is important for students to be

aware and well informed about college preparedness. Ways of improving the student’s

certainty with college preparations can be easily thought of and incorporated in real life.

The students’ situations on how prepared they are in college can be further

developed by holding career and college consultations. With this, it is possible to learn
individually how prepared a student is in college while helping and guiding them alongside

their journey.

In the academic and mental preparedness of students, it can be easily done action.

Academically, a student can be more confident with their performances in college by

helping them not only in their Senior High School journey, but also with reviewing the past

lessons and subjects that will be helpful in college. It can be done by holding CET or

College Entrance Test review programs. It helps students with their college admission

and future college subjects. Mentally, students can be helped by having career

consultations and seminars where they can see glimpses of the experiences of life going

after their chosen career path after Senior High School.

Furthermore, with improving the level of college preparedness of students there

are ways to achieve just that. Recommendations from above can also be applied to this.

Setting up programs with the cause of leveling up the knowledge of students can be very

helpful. Doing events such as college fairs where different colleges and universities all

come together to not only promote their institutions, but to also help and inform students

in the future. Seminars can also be planned to talk and inform students with general

information and specific experiences students might face in college.

As recommendation to future researchers basing this as their study, future

researchers can focus more on the experiences of Grade 12 Senior High School students.

Future researchers of this study will have a finished study to base on for further improved,

advanced, and applied research regarding the same topic.

 This study can also be further developed with more exploration and scope about

the relations of Grade 12 Senior High School students and college preparedness. And

based on experience, it can be useful to be stricter in gathering data and focusing on it.

For the future researchers, it is preferable if implementing actions taken from lessons of

this study is incorporated in the next researches.

References

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school counseling programs (3rd ed.). Alexandria, VA: Author.

Bardach, E. (2012). A practical guide for policy analysis: The eightfold path to more

effective problem solving. Thousand Oaks, CA: Sage Publications

Bidwell, A. (2014). Vocational High Schools: Career Path or Kiss of Death? US

News

Retrieved from: http://www.usnews.com/news/articles/2014/05/02/the-

return-of-vocational-high-schools-more-options-or-the-kiss-of-death

Conley, D. (2010). College and Career Ready: Helping All Students Succeed

Beyond High School. University of California Curriculum Integration UCCI

Institute, 5.

Retrieved from: http://books.google.com/books?id=FvXsnDe7lEgC

Greene, J. P. (2013), Public High School Graduation and College Readiness Rates

in the United States, Manhattan Institute

Retrieved from: https://www.manhattan-institute.org/html/public-high-

school-graduation-and-college-readiness-rates-united-states-5906.html

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school

Counseling programs. The Career Development Quarterly, 61(3), 283-288.

 Retrieved from:

http://search.proquest.com/docview/1431919360?accountid=7113

Long, M. C., Conger, D., & Iatarola, P. (2012), Effects of high school course-taking

and postsecondary success, American Educational Research Journal

Mangan, K. (2013, May 7). High schools set up community college students to fail,

report says. The Chronicle of Higher Education.

Retrieved from http://chronicle.com/article/HighSchools-Set-Up/139105

Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform:

Building partnerships, improving outcomes. Educational Management

Administration & Leadership

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Mathematics in Post-Secondary Programs: A Case Study of One

Highschool

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Appendices

November 5, 2019
DR. NESTOR V. HADI
LLL-SHS Administrator
Saint Michael's College of Laguna

Dear Sir,
Good day! We are a group of students from HUMSS Grade 12 Maroon. We would like to
ask permission to conduct a research study which is a terminal requirement of our subject
in Practical Research 2. The study of our research is entitled “The Level of College
Preparedness of Grade 12 Senior High School Students of Saint Michael’s College
of Laguna” which deals with the topic of college readiness of students.
In this regard, we would like to ask of your permission to conduct our study on the Grade
12 students of Luisa L. Limaco Senior High School batch 2019-2020. The approval to
conduct our study in this institution will be highly appreciated.
Thank you for your consideration!

Sincerely,
Abrogar, Samantha
Delos Reyes, Ryan Christian T.
Pastor, Angel Miekale E.
Quindoza, Dennice A.
Researchers

Noted By:
Josephine L. Torres
Research Adviser
Approved By:
Dr. Nestor V. Hadi
LLL-SHS Administrator
 Dear Respondents,
Greetings! We are a group of researchers from HUMSS Grade 12 Maroon. We
researchers are conducting a study entitled “The Levels of College Preparedness of
Grade 12 Senior High School Students of Saint Michael’s College of Laguna”. We
wish to use some of your time to answer our survey questionnaire. Your responses will
be treated with outmost confidentiality. Thank you for your cooperation!
Researchers: ABROGAR, S., DELOS REYES, R., PASTOR, A., & QUINDOZA, D.
----------------------------------------------------------------------------------------------------------------
Name (Optional): ______________General Average (Last Grading):___Strand:____
----------------------------------------------------------------------------------------------------------------
Evaluate the statements using the scale below. Put a check [ / ] on the space that
corresponds to your answer.
Statements Strongly Disagree Neutral Agree Strongly
Disagree Agree
1 I am certain of the course(s) I will take
in college
2 My desired course(s) is connected to
my current SHS Strand/Track
3 I have options on which
colleges/universities I will study
4 I am applying/have applied to colleges

5 I have options on which course(s) I will

take in college
6 I am ready to take College Entrance
Tests or CETs
7 My JHS academic performance is great

8 My SHS academic performance is great

9 I excel in my SHS Strand/Track

10 I am struggling keeping up in SHS

11 I am certain that I will go to college

12 I have plans for college

13 I am the one who decided on my

college plans
14 The thought of college intimidates me

15 I feel that I can keep up in college

Validated By:
Mrs. Julieta L. Quintao
Saint Michael’s College of Laguna