Final Docs Research Proposal Group 9

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Quezon, Philippines
Analytical Skills as a Determinant of College Readiness of

Enverga University Candelaria STEM Students
for Engineering Programs
A Research Proposal submitted to the
Faculty Members of Senior High School Department,
Science, Technology, Engineering, and Mathematics Strand
of Manuel S. Enverga University Foundation-Candelaria, Inc.
In partial fulfillment of the requirements
For the Research project
of Science, Technology, Engineering, and Mathematics
Proponents:
Javier, Jorn Xyronn L.
Sotelo, Micah J.
Obon, Jean Harvey
Platon, Mark Joseph
12 - Sirius
May 2021
Senior High School Department

SCIENCE & TECHNOLOGY, ENGINEERING AND MATHEMATICS
Analytical Skills as a Determinant of College Readiness of Enverga University Candelaria STEM
Students for Engineering Programs
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Approval Sheet
The research study entitled Analytical Skills as a Determinant of College Readiness of

Enverga University Candelaria STEM Students for Engineering Programs
submitted by Javier, Jorn Xyronn L., Sotelo, Micah J., Obon, Jean Harvey, and
Platon, Mark Joseph In partial fulfillment of the requirements of the Science,
Technology, Engineering and Mathematics (STEM) strand has been examined for
acceptance and approval for oral examination.
MARIA SOCORRO AILEEN C. DIMAANDAL
Research Adviser
Panel of Examiners
Approved by the committee on Oral Examination with a grade of____on April ___, 2021.
VERNIE MERCADO JONATHAN VILLARUZ
Panelist Panelist
RUSSEL MORENO
Statistician
Accepted and approved in partial fulfillment of the requirements of the Science,

Technology, Engineering and Mathematics (STEM) strand.
JONATHAN VILLARUZ
Principal

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ACKNOWLEDGEMENT
First and foremost, all praises to the Almighty, to our God for His showers of
wisdom, knowledge and blessings throughout this proposal to success.
We, the researchers would like to extend our deepest and sincerest gratitude to all
people who showed their continued support and encouragement and made this research
proposal successful.
Countless thanks to Ms. Maria Socorro Aileen C. Dimaandal, our research adviser, who
provided invaluable guidance, sincerity, and dynamism who have deeply inspired us.
Alongside our adviser, we would like to thank,
Mr. Russel Moreno for giving professional guidance in helping and supporting all
the researchers journey the whole time.
Mr. Jonathan Villaruz for giving permission and allowing us to conduct the study.
To all the respondents who gave time and cooperation to finish answering the
provided standardized test and survey questionnaires of this research proposal.
The researchers’ family for never- ending support, financially, emotionally, and
for their unconditional love that inspires the researcher to finish their proposal.
And especially, to the authors of this paper, continue to achieve what you want,
continue to chase your dreams because this is not the end of this journey, this is the new
learning chapter that we should teach the next generation. Thank you for all of your
support

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DEDICATION
The researchers would like to devote this study to all of their classmates, friends,
and families who supported them all throughout the whole paper. To the researchers’
adviser that encourages them to finish the study and always keeping them on track. To all
the people who made this research study possible and poured their hearts out. It is such a
great achievement for each individual that completed the study. Above all, the
researchers will dedicate this study to Almighty God who gave them strength, wisdom,
and knowledge to finish the study.
TABLE OF CONTENTS
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Approval Sheet....................................................................................................................2
Acknowledgement.............................................................................................................3
Dedication...........................................................................................................................4
Table of Contents................................................................................................................5
List of Tables......................................................................................................................7
Abstract...............................................................................................................................8
INTRODUCTION.............................................................................................................9
Background of the study...................................................................................................10
Purpose of the Research....................................................................................................11
Theoretical Framework................................................................................................11-12
Literature Review........................................................................................................12-18
Significance of the Study..................................................................................................18
Target Beneficiaries .........................................................................................................19
Scope and Delimitation.....................................................................................................20
Definition of Terms...........................................................................................................21
METHODOLOGY.........................................................................................................22
Research Design................................................................................................................22
Research Locale................................................................................................................22
Research Instrument..........................................................................................................23
Hypotheses........................................................................................................................24
Data Gathering Plan..........................................................................................................24
Research Sample...............................................................................................................24
Data Analysis Plan.......................................................................................................25-26
Research Paradigm............................................................................................................26
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Weighted Mean and Standard Deviation..........................................................................27
DISCUSSIONS................................................................................................................35
Summary......................................................................................................................35-36
Conclusions.......................................................................................................................36
Recommendations.............................................................................................................37
Bibliography................................................................................................................38-41
APPENDICES.................................................................................................................42
Appendix A: Letter to the Principal..................................................................................42
Appendix B: Letter to the Respondents............................................................................43
Appendix C: Respondents’ demographics according to their section..............................44
Appendix D: Standardized Test...................................................................................45-48
Appendix E: Survey Questionnaire.............................................................................49-50
Appendix F: Statistical Tools............................................................................................50
Appendix G: Data Matrix.................................................................................................51
Appendix H: Curriculum Vitae...................................................................................52-55
LIST OF TABLES
This part of the research paper shows the list of tables present in the study.

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Results
Table 1: Likert Scale........................................................................................................25
Table 2: Descriptor of the performance and its corresponding scale..............................25
Table 3: Descriptors, Grading Scale, and Remarks.........................................................25
Table 4: Demograpic Profile – desired engineering course.......................................28-29
Table 5: Performance in the Standaardized test.........................................................30-31
Table 6: Tasks that might be given upon admission in college...................................31-32
Table 7: Challenges that pertain to analytical skills..................................................32-33
Table 8: Chi-Square Tests................................................................................................34
Table 9: Demographic profile – Section..........................................................................44
ABSTRACT

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As the university live with its vision – a globally competitive university with high
concentration of talent, excellent teaching environment, rigorous program quality, sufficient
resources, and a culture of collaboration, it is the school’s sole responsibility to produce
students with the best instilled skills that may help the student’s image as well as the university.
These graduates of Senior High School in Enverga Candelaria who took engineering courses
stated that, among all skill sets, Analytical skills is the one that should be enhance in Senior High
School. As a result, the researchers have come up with a purpose-driven research paper that aims
to prove that Analytical skills is a determinant of college readiness for engineering programs.
Analytical skills are one of the most critical and vital skill sets that an engineer should have. It is
characterized and often presented as a skill set that involves problem solving, data and
information analysis, and critical thinking; these are essential in the learning process because
these help the advancement of engineering students' skills in the twenty-first century. This
research utilized a purposive random sampling method that the results come from the ninety (90)
grade 12 STEM students from EUC. They are randomly selected from a chosen population –
students who will pursue engineering in college. A standardized test and survey questionnaire
were provided to the respondents for data gathering. As for the results, the researchers are being
able to prove that analytical skills is a determinant of college readiness for engineering
programs.
Keywords: Analytical Skills, College Readiness, Problem Solving, Data and Information
Analysis, Critical Thinking, Engineering
INTRODUCTION

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Rationale
Analytical skills are one of the essential skills set an engineer should have. It is defined and
often described as a skill set which includes problem solving, data and information analysis, and
critical thinking; these are important in the learning process because it supports the development
of skills of the engineering students in the 21st century. In addition, analytical skill is a range of
abilities of inspecting and separating data into smaller parts by recognizing causes, making
conclusion, and discovering proofs and evidences to help and classify generalizations. It is a
deduction cycle to characterize the components of something into few sections. For an instance,
separating, putting together and ascribing to figure out where the components are produced and
how they are interconnected (Montaku, 2012). With that being said, it is a thinking process that
classifies the elements of something into several parts such as differentiating, organizing and
attributing to determine where the elements are made from. (Robbins, 2011).
Among the mentioned subunits of analytical skill is problem solving. Problem solving is
used in the learning process that helps students solve problems that require higher order thinking
processes (Ulusoy, 2012). Moreover, the learning process that uses problem solving can help
students improve analytical thinking (Kim, 2011). Another important subunit is the data and
information analysis. Data and information analysis is the cycle of methodically applying factual
and additionally coherent strategies to portray and outline, gather and recap, and assess
information (Guro99, 2020).
Lastly, critical thinking. Critical thinking is a developmental skill that cannot be taught by
traditional methods, i.e., step-by-step instruction followed by repetitive skills, as used for logical
thinking skills. This thinking includes considering and articulating assumptions in problem

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solving, selecting appropriate hypotheses and methods for experiments and structuring open-
ended design problems (Desmond, A. 2012). All of the above stated subunits are significant in
finding the most essential skill needed to be enhanced in Senior High School to be college-ready
for engineering programs.
Background of the study
As for the narrative of one of EUC SHS first batch graduates, her professors in college,
especially in engineering are fast paced when it comes to teaching their courses for they have
expected that Senior High School graduates were able to develop essential skills specifically in
analytical aspect under the new curriculum but unfortunately was not. This is not far from the
narrative of others who come from different schools which begs the question, why are they not
equipped and how it can be improved. And so, this study will further discuss those questions
aiming to bridge the gaps and reconcile the lapses, if there is any.
This study is sui generis or first of its kind. Geographical barrier and concrete references are
some of foreseeable challenges that this study could face along the way. As mentioned earlier,
this study will be one of its kind. There will be limited sources that could be found in the country
and so most of the references of the study would come from other countries.
Purpose of the study

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1. What is the level of proficiency of Grade 12 STEM students in terms of the subunits of
Analytical skills?
2. What is the level of college readiness of Grade 12 STEM Students for engineering
programs?
3. What challenges that pertain to analytical skills might the Grade 12 STEM students face
when they step in engineering programs?
4. Is there a significant relationship between Analytical Skills and College Readiness of
Grade 12 STEM students?
Theoretical Framework
As part of Benjamin Bloom’s Taxonomy theory, in which he stated Analytical Thinking
Theory. He mentioned that analytical skills are deemed to be part of the Higher Order Thinking
Skill (HOTS) wherein it analyzes a person’s analysis, synthesis, and evaluation ability. These
three abilities are relevant and can be aligned to the subunits of analytical skills which are data
and information analysis, problem solving, and critical thinking.
As per analysis, it can be related to data and information analysis because it focuses on the
examination of parts and elements of a given structure. Moreover, synthesis is defined as the
combination of different number of small pieces that forms a whole which is synonymous to
problem solving. Last ability that is being underscored in the Bloom’s Analytical Thinking
Theory is evaluation that means making assessments and judgments about certain amount and
value of something. With that, evaluation can be associated with critical thinking.

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Therefore, the aforementioned abilities are vital in determining the college readiness of a
senior high school student who will pursue a course in engineering program in college. It is not
beyond the knowledge of many that this course requires an extensive analytical skill. That is why
this research contributes to the institution by bridging the gaps, patching the holes and
connecting the networks.
Literature Review
Analytical thinking
Analytical thinking is a significant foundation for learning and living. The findings of
several literatures and studies show that analytical thinking is able to help developing key
segments and components in the learning cycle that benefits all students (Khammanee, T. 2010).
Analytical skills are the ability to gather data and information and to thoroughly analyze that
said information. This skill set refers to problem-solving skills and settling on a choice
dependent on bits of knowledge drawn from the gathered data. And this range of ability allude to
an individual’s capacity to identify a problem, investigate to find out relevant facts, discover
pertinent realities, and find a logical solution. (Anonymous, 2020)
This implies that the foundation in the student's higher-order thinking skills (HOTS) is the
analytical ability. Additionally, as indicated by Rasheva-Yordanova, Lliev & Nikolova (2018),
analytical thinking can be seen as one of the vital factors in overcoming the divisions that have
emerged in recent years between individuals who have the ability to “read” the results of the
processing of large data and the others who utilize the services of a mediator to benefit of the

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available data. Aligned with this, it is appropriate to make a distinction between analytical skills
that are dependent on hard skills and those that are part of human thinking abilities.
People utilize analytical skills when detecting patterns, brainstorming, observing,
interpreting data, integrating new information, deciphering information, coordinating new data,
speculating, and settling on choices dependent on the different elements and alternatives
accessible. Solutions can be reached by clear-cut, methodical approaches, or through more
imaginative procedures. Both ways of solving a problem require analytical skills.
In addition to the definition above, according to Luiz & Gomes (2016), a course on
analytical skills for effective decision-making in engineering shall set learning goals. Engineers
are both decision-makers and decision-agents in their working lives. Decision-making
environments where engineers are involved also have several requirements, unreliable and
incomplete details, multiple criteria, and pressure. As stated above that these analytical skills are
given to be the following assets of becoming an engineering. In this sense, analytical skills are
indeed important not just for the engineering subject itself, but also for a lifetime decision
making.
Moreover, analytical thinking skills will be meaningful in some aspect of the field of study.
For an instance, when tuning in to the exercise, contribute in a course or distribute the work. The
analysis is used to identify the intense relationships and actual for statements, questions, ideas,
depictions or type of portrayal to communicate conviction, support, encounters, responses, data,
and assessments. Critical analysis of student thinking in each field of science as well as for
specific purposes (Facione, 2013).
Analytical Skills: Problem Solving

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Subunits of analytical skills are indeed important to be a college-ready high schooler. It is
important to develop to following subunits in order to not have a difficult time while dealing
with engineering courses and subjects. One of which is Problem Solving. Problem solving is
such an integral part of engineering practice; considerable research focus has been given to it.
Most problem-solving experiments have been based on a knowledge processing paradigm in
which problem solving is interpreted as a computational manipulation of information that results
in the resolution of the initial state of a problem into a goal state. Studies on problem solving
have focused on chemistry, physics and mathematics.
More recently, problem solving studies have started to shift beyond a model of information
processing to investigate factors other than the intellectual aspects of problem solving. Problem
solvers’ beliefs of various kinds have been studied, including contextual knowledge, self-
efﬁcacy, motivation, and perceptions (Douglas, E., et.al, 2016).
Analytical Skills: Critical Thinking
To expound another subunit of analytical skill which is critical thinking, as stated by
Hussain, Mokri and Samad (2012), critical thinking can be analytically trained and utilized as
opposed to just to learn aptitude or capacities. It has become a necessary capacity where it
improves thought in each everyday issue by building up the act of consideration and testing. The
value of logical and critical thinking skills is obvious here in which engineers are expected to
make an analogy and inference evaluation and explain the decision made to minimize risk and
avoid failure.
In the working world, critical thinking skills are important for being effective. It is expected
that today's high school graduates will have critical reasoning and problem-solving abilities to
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work in society and be dynamic citizenry. In the event that worldwide economies keep on
growing, the benefit of creating specific specialized and administration aptitudes and
capabilities, among different territories, will likewise increase (Lombardi A.R, Kowitt J. S, and
Staples F.E , 2015).
Ferrari-Bridgers, Vogel, and Lynch (2015) expanded on Thompson et al.’s (2004) definition
and included among the critical listening skills the listener’s analytical ability to assess based on
earlier information whether (a) the substance of the message does or doesn't follow explicit
examples as well as primary necessities that comprise the structure of the message itself and (b)
regardless of whether the substance of the message is finished and exact.
Analytical Skills: Data and Information Analysis
Last subunit is Data and Information analysis which is defined by Durcevic (2020) as a
cycle that depends on strategies and procedures to taking raw data, digging for experiences that
are pertinent to the business' essential objectives, and boring down into this data to change
measurements, realities, and considers along with activities for development which are
significant key components of separating data and information. In this sense, data and
information is significant in all orders, explicitly, the capacity to investigate huge volumes of
information and distinguish examples and patterns.
In addition, data and information analysis, as Guro99 (2020) stated, is defined as a process
of cleaning, transforming, and modeling data to discover useful information for decision-making.
The purpose of data and information analysis is to extract useful information from data that is
not that helpful and taking the decision based upon the said data analysis. Furthermore, it can be

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a tool to make it easier for users to process and manipulate data, analyze the relationships and
correlations between data sets, and it also helps to identify patterns and trends for interpretation.
College readiness
Another key term to know is defining a college-ready high schooler. According to Conley
(2012) to increase the percentage of college ready students, suggested aligning high school
curriculum and instruction with college expectations, developing high quality syllabi for all high
school courses, and implementing senior seminars that develop habits of the mind, such as
problem solving, critical and analytic thinking, data and information inquiry. Conley (2012)
posits and adds that a college readiness program will ensure that students can, among other
things, read and synthesize a range of material, including informational texts; write expository
texts; understand the big ideas from disciplines (e.g., the scientific process or historical trends);
and interpret and organize data, tables, and graphs. These key components span a host of
academic subjects and are the basis for academic success in college courses. Therefore, students
enrolled in college-level courses likely develop these critical skills while in high school. There
are also specific skills necessary to manage and engage with academic content and college
coursework, such as time management, study skills, strategic reading, memorization techniques,
collaborative learning, technology skills, and self-monitoring.
Naturally, with engineering courses at the college level being the key point of focus,
students would naturally remain spoilt for options leading to students often choosing the wrong
branch of engineering as their specialization that does not work in tandem with their key
strengths and talents (EFY Enterprises, 2017).

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Students do not feel the need to understand theoretical mathematical and numerical fact
which results to not being able to seek new scientific mathematical information. These people
are not critical in examining the proof of the allegations, and as a result, students find it difficult
to guide themselves in their profession, do not have the ability to innovate, to be creative. One of
the ways to solve this problem is to realize the fundamental importance of forming analytical
competency in students’ training. (Toporovsky, 2011).
Pellicioni, Peña, and Colomé (2016) defined that the readiness is affected when a student
attempts to perform math-related tasks or be in math-related situations. And as the student
attempts which have poor math abilities or weak prior knowledge may increase the anxiety about
the avoidance of math-related tasks including difficult computations (Lippert, 2016).
Standardized Test
Placement tests and other standardized measures are often used to predict students' readiness
for college (Byrd & MacDonald, 2011). Career tests usually offer a wide range of questions that
will pool all of a student’s interests and group them into possible job fields and majors. Career
tests can show where students need development in skills or experience (Trusty, Niles, and
Carney, 2011).
In conclusion to the above stated related literature and studies, one must be able to identify
and define problems, extract key information from data and develop workable solutions for the
problems identified in order to test and verify the cause of the problem and develop solutions to
resolve the problems identified by possessing these three important subunits of the said skill set,
analytical skill. This skill allows people to find solutions to various problems and make concrete
decisions and action plans to solve those problems. An individual who can recognize these
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patterns can likely pull more information out of a text or data set than someone who is not using
analytical reasoning to identify deeper patterns and can see trends in a problem much easier than
anyone else.
Significance of the study
The result of this study will be beneficial to the following:
Teachers, to become the instruments to fill in the gaps that are being raised and can be
seen from the moment a student take a step forward in engineering course in college, in specific.
Students, to know that analytical skills should be enhanced so that these students will not
be able to have a difficult time dealing with engineering subjects.
Future Researchers, to continue this on-going patching of holes that will help the next
batch of students who will take engineering courses in college.
Target Beneficiaries of the Research
To the Senior High School Students,
As this study focuses on analytical skills and will determine what type of analytical skill
is the most important to enhance, these Senior High School Students will have an idea of what to
put a lot of effort in studying engineering subjects.

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To the College Students who pursued Engineering courses,
The study will help and serve as a guide on what topics that one should maintain and sustain
for them also not to have a hard time dealing with those subjects in Engineering course.
To the Manuel S. Enverga University Foundation – Candelaria, Inc.
The institution becomes one of the crucial players who works out to produce a
competitive, competent, and college-ready student that can transform intuitions into reality. In
addition, a globally competitive university like EUC should support students who are having a
difficult time with analytical subjects. In that sense, this study can help build a foundation for
those who needs help. Moreover, the very school can use this as a future reference to support
claims that regards to analytical skills, college readiness, etc.
Scope and Delimitations
In general, the focus of this study is directed to the graduating batch of Senior Highschool of
EUC who will take engineering courses in college which was inspired from the narratives of the
alumni from Enverga Candelaria who already took Engineering programs in college. Through
purposive random sampling, the researchers planned to have a total of ninety (90) graduating
Senior Highschool STEM students from Enverga University Candelaria as respondents. Each

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respondent will be given a 15-item standardized test from various links in the internet which
composed of different figures and problems with regard to the subunits of analytical skills that
will test the respondents’ level of proficiency in terms of analytical skills. Next is the
questionnaire which will answer the remaining statements of the problem such as measuring
college readiness, challenges that pertain to analytical skills and determining the significant
relationship of analytical skills and college readiness for Engineering programs. However,
because of the unfortunate turn of events, gathering of the answers from the examination will be
done virtually. The study is largely dependent on the honesty, sincerity and integrity of the
respondents.
Definition of Terms
Analytical Skills refers to the capability of a student to analyze a situation and understand
the given problems in different learning areas. These skills are the standard key to pursue an
engineering program.

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College Readiness refers to the necessary skills where high school students prepare
themselves that engage with their knowledge, skills, or behavior upon entering College. It is also
the stage wherein students make their own decision about what course they will take.
Critical Thinking refers to the ability of a student to consider the logical connection
between concepts. This is a fundamental skill that helps every student to succeed in their desired
program.
Data Analysis refers to the process of evaluating the data or finding useful information. It
breaks down the topic on how students think and turned it into the parts to inspect and
understand clearly then form it into a decision.
Paradigm is a model or perspective, this refers to the way students look at something and
cope up with it academically.
Problem Solving refers to one of the skills that are needed by the students to determine the
cause of the problem and enhance their thinking skills.
Sui Generis is a Latin phrase that is used to refer to something unique. This study is a
pioneer and it is new to the readers.
Synthesis refers to the ideas that are combined to form a system. It is all about summarizing,
connecting various references, and link the study with understanding.
RESEARCH METHODOLOGY
This chapter describes the methods and procedures, research design, research locale,
research population, sampling design, research instrument, and statistical treatment of data.

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Research Design
The researchers will use the correlational type of research in Analytical Skills as a
Determinant of College Readiness of Enverga University Candelaria STEM Students for
Engineering Programs.
This type of research design will be used because of its appropriateness to the nature of
the study, particularly in describing establishing a statistical pattern between interconnected
variables stated above which are both of the analytical skills and college readiness for
engineering programs. It intends to gather data by means of linking and connecting these two
variables by observing their behaviors in the most natural state.
Research Locale
The study will be conducted within the homes of the researchers and will be done
virtually because of the observance of physical distancing and no mass gathering is still in place.
The data needed for the study will be gathered from ninety (90) graduating STEM students
from EUC who will take Engineering programs in college which were chosen by the researchers.
Research Instrument
This research will use a structured type of questionnaire based on the subunits and
problems raised in the study. It is composed of seven (7) parts. The first part is the demographics
of the respondents such as the name (optional), the section they are in and the specific

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Engineering course they want to take in college. The Part II is the combined second, third, and
fourth sections which is the standardized test that will test their proficiency in terms of the
subunits of analytical skills namely problem solving, data and information analysis, and critical
thinking. The standard test is composed of 15 items which were divided into 3 sections. Stated in
the 2nd section of the form is for problem solving, 3 rd section is for data and information analysis,
and 4th section is for critical thinking. All of the subunits mentioned above composed of five
questions each.
The 5th section which is the Part III will be the start of the second part of the questionnaire
which will measure the Level of College Readiness of Grade 12 STEM students for engineering
programs in terms of analytical skills as per the narratives of the alumni from Enverga
Candelaria who studies Engineering. While stated in the 6th section, the Part IV of the survey
questionnaire that tackles the foreseeable challenges pertaining to analytical skills that the
respondents might encounter during their first year in college.
Lastly, the last section that will raise questions with regard to the relationship between
analytical skills and college readiness. Various measurements and tests will be used for the
results, such as the Chi – Square Tests for the relationship of the variables, and Cronbach Alpha
which was already computed and resulted to .950 value that falls to highly reliable level for the
college readiness and the challenges that pertain to analytical skills.
Hypotheses
The researchers hypothesize the following:

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H0: The graduating students from Science, Technology, Engineering and Mathematics in
Manuel S. Enverga University Foundation Candelaria, Inc. who will take Engineering Courses in
college are college-ready students for engineering programs.
H1: The graduating students from Science, Technology, Engineering and Mathematics in
Manuel S. Enverga University Foundation Candelaria, Inc. who will take Engineering Courses in
college are not college-ready students for engineering programs.
Data Gathering Procedure
In carrying out this study, the researchers sought permissions from the authorities of
Enverga University Candelaria such as the principal and the research teachers themselves. For
the distribution of questionnaires, approval by their research project adviser is a must. The
researchers will utilize the purposive random sampling method, so in general, they will gather a
total of ninety (90) respondents that were being chosen by the researchers. The researchers have
clarified that it is mandatory to answer the questionnaire to prove that Analytical skills is a
determinant of college readiness for Engineering programs.
Research Sample
In this study, the research will utilize the purposive random sampling technique in
selecting the respondents. This type of sampling will be used to know the specifics of a
respondent to researchers.
Data Analysis

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The following tables presented will be used for the latter section of this research proposal.
This includes tables for determining the analysis, descriptors, and verbal interpretation of the
results.
Table 1
Scale for Likert Scale
LEGEND SCALE
Strongly Agree 3.25 – < 4.00
Agree 2.5 – < 3.25
Disagree 1.75 – < 2.5
Strongly Disagree 1.00 – < 1.75
Table 2
Scale for determining the performance of the respondents in the Standardized Test
DESCRIPTOR SCALE
Outstanding 4.2 – 5.00
Very Satisfactory 3.4 – < 4.2
Satisfactory 2.6 – < 3.4
Fairly Satisfactory 1.8 – < 2.6
Did not meet the expectation 1.00 – < 1.8
Table 3
Descriptors, Grading Scale, and Remarks
DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90 - 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did not meet expectations Below 75 Failed

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The table 3 which is presented above is an adaptation of the DepEd’s K to 12 Learning
Grading scales with its corresponding descriptors. This data serves as an aid to determine the
level of proficiency of the respondents with regard to the results of the standardized test.
The researchers will be gathering the population of Grade 12 STEM Students and some of
the alumni from Manuel S. Enverga University Candelaria Inc. Then they will distribute the
survey questionnaire to the respondents to answer the given questionnaire. Moreover, the
researchers will analyze and interpret the answers of the respondents and to analyze the provided
data, the received responses will be subject to interpretation for the next chapter, Results.
Research Paradigm
Analytical Thinking
College Readiness
Data and Information Analysis (Analysis)
College-ready who will pursue
Problem Solving (Synthesis) Engineering programs
Critical Thinking (Evaluation)
Figure 1 – Research Paradigm
Figure 1 represents the conceptual paradigm of the study. It utilizes this type for it is a
correlational type of study.
Weighted Mean and Standard Deviation

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The weighted mean and standard deviation will be applied to prove that Analytical Skills
is a Determinant of College Readiness of Enverga University Candelaria STEM Students for
Engineering Programs.
Formula for Weighted Average Mean
The researchers have used the weighted mean formula to prove that Analytical
Skills is a Determinant of College Readiness of Enverga University Candelaria STEM
Students for Engineering Programs.
Σ fw
Formula: WAM =
n
Wherein:
WAM = stands for the weighted average mean
Σ fw = refers to the sum of the product of the frequency and weights
N = refers to the total number of respondents
RESULTS

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This chapter presents, interprets, and analyses data obtained from the respondents through
the questionnaire given by the researchers and personal interviews conducted during the
investigation.
In answer to sub-problems posed at the beginning of the study, this part provided the data
about “Analytical Skills as a Determinant of College Readiness of Enverga University
Candelaria STEM Students for Engineering Programs”. Specifically, it will answer the
following: (1) level of proficiency of Grade 12 STEM students in terms of the subunits of
Analytical Skills; (2) the level of college readiness of grade 12 STEM students for engineering
programs in terms of analytical skills; (3) challenges pertaining to analytical skills that grade 12
STEM students might face upon their admission to engineering programs in college in terms of
the subunits of analytical skills; and (4) the significant relationship between analytical skills and
college readiness of grade 12 STEM students.

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These are supported by the statistics as found in the accompanying graphs and tables and
by substantiating data taken from the review of related literature and studies.
Part 1: The demographic profile of the respondents
Table 4
The distribution of demographic profile of the respondents in terms of their desired
engineering course in college.
SECTION NO. OF RESPONDENTS

Aeronautical Engineering 2
Biological Engineering 3
Chemical Engineering 16
Civil Engineering 26
Computer Engineering 7
Electrical Engineering 5
Electronics Engineering 4
Flight Engineering 2
Food Engineering 2
Industrial Engineering 8
Marine Engineering 4
Mechanical Engineering 11
TOTAL 90
Table 4 shows the distribution of the respondents’ chosen Engineering course once the
respondents are admitted in various schools in the Philippines. Aeronautical, Flight, and Food
Engineering comes with the least number with 2 respondents each; Three (3) respondents choose
Biological Engineering; Electronics, and Marine Engineering got 4 respondents each; Five (5) of
the respondents choose Electrical Engineering; Seven (7) of the total respondents choose

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Computer Engineering; Industrial Engineering got 8 of the respondents; Followed by
Mechanical Engineering with 11 of the total respondents; Sixteen (16) of the 90 respondents
choose Chemical Engineering; And on top of the chosen Engineering courses, Civil Engineering
with 26 of the total (90) respondents.
Naturally, with engineering courses at the college level being the key point of focus,
students would naturally remain spoilt for options leading to students often choosing the wrong
branch of engineering as their specialization that does not work in tandem with their key
strengths and talents (EFY Enterprises, 2017). Some of the respondents know their strengths and
weakness and some are not as per their narrative. Tests can prove their level of mastery in the
specialization that will be stated latter in this section.
Part 2: Standardized test
Table 5
NO. OF
RANGE OF
STUDENT RATING DESCRIPTOR
SCORES
S
5 12 - 15 90 – 100 Outstanding
11 11 85 – 89 Very Satisfactory
34 9 – 10 80 – 84 Satisfactory
16 8 75 – 79 Fairly Satisfactory
Did not meet
24 1–7 Below 75
expectations
MEAN 8.7556 (9) 80 Satisfactory
Performance of the respondents in the provided 15-item Standardized Test.

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Placement tests and other standardized measures are often used to predict students' readiness
for college (Byrd & MacDonald, 2011). Career tests usually offer a wide range of questions that
will pool all of a student’s interests and group them into possible job fields and majors. Career
tests can show where students need development in skills or experience (Trusty, Niles, and
Carney, 2011). These citations prove that the provided standardized test predicts students’
readiness for college.
Table 5 shows the performance of the respondents which corresponds to their level of
proficiency in terms of the subunits of analytical skills. Ninety (90) of the graduating batch of
STEM students are the respondents who are said answer the 15-item standardized tests. Out of
90 students, only five (5) of the total respondents got the 12-15 range of scores that corresponds
to outstanding descriptor. While, 11 students who got 11 total correct answer which results to
very satisfactory descriptor. For the satisfactory descriptor, 34 out of 90 students got the score
range of 9 – 10.
The result of the test also shows that 16 of the total respondents scored 8 which corresponds
to fairly satisfactory descriptor. Twenty-four (24) of the 90 respondents got the lowest range of
scores with 1-7 which results to did not meet the expectations descriptor. This further answer that
the majority of the students who answered the standardized test performed with satisfactory
descriptor and have the value of 2.52 weighted average mean.
Part 3: Measuring the Level of College Readiness of Grade 12 STEM students for
engineering programs in terms of analytical skills.

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Table 6
The distribution of percentage of the responses in terms of the tasks that might be given to
the respondents once they are in college as per the narratives of the alumni from Enverga
Candelaria.
INDICATOR 4 3 2 1
Level of College Readiness 9 61 19 1
WEIGHTED AVERAGE MEAN 2.87 (Average)
In the provided survey questionnaire (see in Appendix E), the tasks stated in this section of
the questionnaire are claimed from the alumni of Enverga University Candelaria. The table
shows that nine (9) of the total respondents are considered as high in the measurement of college
readiness. While majority (61) of the respondents consider themselves as average in the level of
college readiness. However, nineteen (19) respondents deem themselves to the low level of
college readiness for engineering programs. And only one (1) of the total respondents counts to
the very low level of college readiness for engineering programs. In this section, eight (8)
indicators were stated to measure the level of college readiness. However, Pellicioni, Peña, and
Colomé (2016) defined that the readiness is affected when a student attempts to perform math-
related tasks or be in math-related situations. With the data stated, it resulted to the 2.87 value
which falls to the average level of college readiness for Engineering programs that proved the
level of readiness is being affected by the given indicators which are tasks aligned with math-
related situations.

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Part 4: Challenges pertaining to analytical skills
Table 7
The distribution of percentage of the responses in terms of the challenges pertaining to
analytical skills according to the alumni from Enverga Candelaria.
INDICATORS WAM Analysis Rank

Difficult computations 3.12 Agree 1
Creating algorithms 3.03 Agree 2
Complex analyzation 3.01 Agree 3
Solving problems 2.99 Agree 4
Examine complex information 2.99 Agree 5
Comprehending logical questions 2.97 Agree 6
Making critical decisions 2.96 Agree 7
Memorizing formulas 2.86 Agree 8
Identifying elements 2.86 Agree 9
Analyzing patterns 2.72 Agree 10
TOTAL WEIGHTED MEAN 2.83 AGREE
The table shows various challenges that the respondents might face upon admission of their
course in Engineering. The respondents have agreed to all the challenges that are said to be
encountered upon facing an engineering course. However, among all the said challenges,
difficult computation is the challenge that emerged with a WAM value of 3.12. As a student
attempts which have poor math abilities or weak prior knowledge may increase the anxiety
which results to the avoidance of math-related tasks including difficult computations (Lippert,
2016). In addition, the total weighted mean in this table determines the total level of self-
assessment of the respondents with regard to the challenges aligned with analytical skills as

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proven by the alumni of EUC. As a result, the respondents agreed to all statements with the total
weighted mean value of 2.83.
Part 5: The Relationship between Analytical Skills and College Readiness
Table 8
Chi – Square Tests
Asymp. Sig.
Value df P-Value Remarks
(2-sided)
Pearson Chi – 29.32 STATISTICALLY
12 .004 0.01
Square 9 SIGNIFICANT
Table 8 represents the outcome of the Chi – Square Tests with regard to the relationship of
Analytical skills and College Readiness. The Chi Square test is often used to examine
relationships between categorical variables. The Chi-Square test's null hypothesis is that there is
no relationship between the categorical variables in the population. Since the significance value
is lower than the p-value of 0.01, it resulted to the rejection of the null hypothesis for it appears
to be statistically significant. Conley (2012) stated that, to increase the percentage of college
ready students, it is suggested the aligning of high school curriculum and instruction with college
expectations, developing high quality syllabi for all high school courses, and implementing
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senior seminars that develop habits of the mind, such as problem solving, critical and analytic
thinking, data and information inquiry which is all a subunit of analytical skills. This implies
that Analytical skills is a determinant of college readiness for engineering programs.
DISCUSSIONS
This chapter exhibits the summary, findings derived from the analysis and interpretation of
results. This also imparts the conclusions and recommendations formulated afterward.
Summary
This study aimed to know that analytical skills is a determinant of college readiness. This
study has the following objectives:
1. To know the level of proficiency of Grade 12 STEM students in terms of the
subunits of Analytical skills:
2. To determine the level of college readiness of Grade 12 STEM Students for
engineering programs?
3. To look into the challenges that pertain to analytical skills might the Grade 12
STEM students face when they step in engineering programs

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4. to conclude that there is a significant relationship between Analytical Skills and
College Readiness of Grade 12 STEM students
Analytical skills are one of the most critical and vital skill sets that an engineer should
have. It is characterized and often presented as a skill set that involves problem solving, data and
information analysis, and critical thinking; these are essential in the learning process because
these help the advancement of engineering students' skills in the twenty-first century. This
research utilized a purposive random sampling method to conclude that Analytical skills is a
determinant of college readiness for engineering programs. The respondents of this study were
ninety (90) grade 12 STEM students from EUC. They are randomly selected from a chosen
population – students who will pursue engineering in college. The data information in the study
was gathered by the researchers by giving each participant a standardized test and survey
questionnaire.
Conclusions
The following are drawn and formulated based on the findings:
1. Majority have passed the provided standardized test. However, the number of
those who are not able to meet the passing mark is still alarming.
2. Although, it was mentioned that majority of the population passed the test, it only
encompasses 62 percent which is still not quite acceptable enough.

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3. The college readiness of the population reveals that they are in the average
descriptor. Which means that they are barely ready for college.
4. The given possible challenges that pertain to analytical skills are perceived to be
agreeable by the respondents with a record number of 10/10.
5. Reinforcements are needed in the university to reconcile the abovementioned
discrepancies.
Recommendations
In achieving a successful study about the correlation of analytical skills and college
readiness, it requires a life-long learning cycle. To bridge the gaps between the factors that
makes a student of EUC who will take engineering programs in college, the researchers suggest
the following recommendations:
Teachers
 Start establishing teaching plans that would focus on what type of analytical skill
does the students are having a hard time with given the situations we provided.
 Focus on the process of learning rather than the outcome of the student.
Students
 When you think that teachers are lacking of initiative in facilitating learning
specifically in the analytical field, then have the initiative for yourself to learn it.

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 If you are willing to learn and be ready for your chosen path, learning should not
end in the four corners of your classrooms. Try solving real-life situations and
apply the learnings you have had.
Future Researchers,
 Continue this on-going patching of holes that will help the next batch of students
who will take engineering courses in college.
 To further propel the purpose of this study, the future researchers may come up
with a study that will focus on the teaching methods or other parts that this study
relevant to this.
Bibliography
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analytical thinking. Retrieved from https://www.researchgate.net
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Desmond A. & Martin J. (2016, January 28). International Journal of Higher Education.
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Khammanee, T. (2010). Principles of Instruction: Knowledge for Effective Knowledge
Management 13th Edition Bangkok: Daansudha Publishing. Retrieved from
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What are Analytical Skills? (2020). https://corporatefinanceinstitute.com/
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Competence For Overcoming The Data Science Divide I. Retrieved from
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Valeevaa, R. and Bushmelevab, N. (2016). Forming Analytical Competency of Higher
School Students. Retrieved from https://www.iejme.com
Luiz F. & Gomes M. (2016). Teaching Decision Making Analytical Skills to
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McNeill, N., Douglas, E., Ljungberg, M., Therriault, D., Krause, I. (2016). Undergraduate
Students' Beliefs about Engineering Problem Solving. Retrieved from
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Husain, H., Mokri, S. Hussain, A., & Samad, S. (2012). The Level of Critical and Analytical
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Lombardi A.R, Kowitt J. S, and Staples F.E (2015) Correlates of Critical Thinking and

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College and Career Readiness for Students. Retrieved from cdtei.sagepub.com
Ferrari-Bridgers, F., Stroumbakis, K., Drini, M., Lynch, B., & Vogel, R. (2016). Assessing
Critical-Analytical Listening Skills in Math and Engineering Students: An
Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact
Learning. International Journal of Listening, 31(3), 121–141.
Durcevic, S. (2020) Your Modern Business Guide To Data Analysis Methods And
Techniques By in Data Analysis. Retrieved from https://www.datapine.com/
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Conley, D. T. (2012). A complete definition of college and career readiness.
Eugene, OR: Educational Policy Improvement Center. Retrieved from
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Toporovsky, V. P. (2011) Analytical competence of the teacher; technology of
development, pedagogical analysis, evaluation methods and forms. Retrieved
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EFY Enterprises (2017). How To Choose The Right Engineering Branch - Kill 'Engineering
Doubt'. Retrieved from www.contify.com/
Byrd, K. and Macdonald, G. (2011). Defining College Readiness from the Inside Out: First-
Generation College Student Perspectives. Retrieved from www.proquest.com

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Trusty, J., Niles, S., and Carney, J. (2011). Education-career planning and middle school
counselors. Professional School Counseling 9(2):136-143.
Suárez-Pellicioni, Núñez-Peña, and Colomé (2016). A Mixed Methods Approach to
Understanding Math Anxiety Among Engineering Students in Calculus Using
Their Own Words and by Analysis of Correlations Among Math Anxiety, Math
Attitude, and Math Competence. Retrieved from www.proquest.com
Lippert, H. (2016). A Mixed Methods Approach to Understanding Math Anxiety Among
Engineering Students in Calculus Using Their Own Words and by Analysis of
Correlations Among Math Anxiety, Math Attitude, and Math Competence.
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APPENDICES
Appendix A : LETTER TO THE PRINCIPAL
February 19, 2021

MR. JONATHAN D. VILLRUZ
Principal, High School Department
MSEUF-Candelaria, Inc.
Quezon, Philippines
Abundance!
In partial fulfilment to our Research Project entitled, Analytical Skills as a Determinant
of College Readiness of Enverga University Candelaria STEM Students for Engineering
Programs, may we ask your good office to kindly allow us to conduct interview to students of
Enverga University Candelaria regarding the study mentioned above.
In relation to the Privacy Act No. 10173, otherwise known as the Data Privacy Act which
seeks to protect all forms of information, be it private, personal, or sensitive. It was intended to
cover both natural and legal persons involved in the processing of personal information. We
promise to keep all data records safe under our control in order to protect their personal
information. Failure to comply with this could infringe the rights of our respondents, and we, the
researchers, would be fully accountable if any information is made public without your consent.

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Thank you very much and we are hoping for your favorable response.
Respectfully Yours,
Javier, Jorn Xyronn L. Obon, Jean Harvey
Sotelo, Micah J. Platon, Mark Joseph
Noted by :
MRS. MARIA SOCORRO AILEEN DIMAANDAL
Adviser, Research Project
Appendix B: LETTER TO THE RESPONDENTS
February 19, 2021
Dear Respondents,
Good Day!
We, the researchers from Grade 12 - Sirius are conducting a research study entitled
“Analytical Skills as a Determinant of College Readiness of Enverga University
Candelaria STEM Students for Engineering Programs” as a requirement in Research in
Daily Life 2.
In line with this, we would like to ask your permission to provide the necessary data for
our study, please feel free to answer the questionnaires via Google form.
In relation to the Privacy Act No. 10173, otherwise known as the Data Privacy Act which
seeks to protect all forms of information, be it private, personal, or sensitive. We promise
to keep all data records safe under our control in order to protect their personal
information. We appreciate your assistance and support in this particular research. Rest
assured that your answers will be treated with utmost confidentiality.
Thank you very much for your cooperation.
Respectfully Yours,
Javier, Jorn Xyronn L.
Sotelo, Micah J.
Obon, Jean Harvey

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Platon Mark Joseph
Noted by:
MARIA SOCORRO AILEEN C. DIMAANDAL
Subject Teacher
Approved by:
JONATHAN D. VILLARUZ
Principal, High School Department
Appendix C: RESPONDENTS’ DEMOGRAPHICS ACCORDING TO THEIR

SECTION
Table 9
The distribution of demographic profile of the respondents in terms of their sections.
SECTION NO. OF RESPONDENTS

Vega 11
Regulus 29
Sirius 30
Canopus 6
Capella 14
TOTAL 90
Table 9 shows that 11 of the total respondents are from Grade 12- Vega; 29 are from
Regulus; and 14 of the total respondents are from Capella. The data showed that the highest
number of the respondents according to their section are from Sirius with 30 while the least
number of respondents are those from Canopus with 6 of the total respondents.

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Appendix D: STANDARDIZED TEST : an aid to measure the lever of proficiency of G12

STEM students in analytical skills.
Problem Solving
Choose the letter of the correct answer:
1. Lisa is 16 years younger than Rose. If the sum of their ages is 30, how old is Lisa?
6 years old
8 years old
10 years old
7 years old
Answer : 7 years old
2. How old is Maica if she will be 24 years old 6 years from now?
14
18
12
10
Answer: 18
3. John’s father is 5 times older than John and John is twice as old as his sister Alice. In
two years time, the sum of their ages will be 58. How old is John now?
8 years old
10 years old

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7 years old
3 years old
Answer: 8 years old
4. The sum of three consecutive even integers is equal to 84. Find the numbers.
x = 50, x + 2 = 30 and x + 4 = 2
x = 26, x + 2 = 28 and x + 4 = 30
x = 12, x + 2 = 28 and x + 4 = 44
x = 25, x + 2 = 27 and x + 4 = 30
Answer: x = 26, x + 2 = 28 and x + 4 = 30
5. Jane and her friends were selling cookies. They sold 4 more boxes the second week
than they did the first. On the third week, they doubled the sale of their second week.
Altogether, they sold a total of 352 boxes. How many boxes did they sell in the third
week?
328
178
142
216
Answer : 178
Source: www.analyzemath.com
Data and Information Analysis

Answer the following: Choose the letter of the pair of terms or phrases that best
completes the analogy shown. An analogy is a relationship between two pairs of words or
phrases written as a : b :: c : d. The symbol : is read “is to,” and the symbol :: is read “as.”
1. gathering information : decision-making model ::
a. variable : experimental model
b. experimental model : correlations
c. observing : experimental model
d. map : graphical model
Answer: C
2. values : principles ::
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a. models : representations
b. noise : airplanes
c. silence : noise
d. airplanes : models
Answer: A
3. mathematical formula : mathematical model ::
a. mass = density/volume : equation
b. flow chart : conceptual model
c. risk : probability
d. statistics : probability
Answer: B
4. mean : average ::
a. distribution : normal
b. hypothesis : guess
c. data : graph
d. sample : group of individuals
Answer: D
5. experimenting : correlating ::
a. directly counting : estimating
b. reflecting : mirror
c. observing : drawing conclusions
d. guessing : estimating
Answer: A
Source: Houghton Mifflin Harcourt Publishing Company
Critical Thinking
Answer the following figures:
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1. Which figure completes the sequence?
Answer: A
2. Which figure completes the sequence?
Answer: C
3. Which figure is the odd one out?
Answer: A
4. Identify the missing square
Answer: C
5. Which figure completes the grid?

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Quezon, Philippines
Answer: A
Source: wikijob.co.uk
Appendix E: SURVEY QUESTIONNAIRES
Instruction: Put a check mark (✓) in a box across each statement that corresponds to your
answers.
Strongly Strongly
Statements Agree Disagree
Agree Disagree
1. Able to finish a 500-item
mathematics and science related
homework in a week
2. Can compute complex mathematical
problems
3. Able to analyze lots of data to
interpret
4. Able to solve patterns
5. Can identify the missing elements in
a specific mathematical sentence
6. Can make lots of plate designs for
design structures
7. Have any background about
prototyping
8. Able to solve lots of case studies
Instruction: The following some of the foreseeable challenges that the respondents might
encounter during their first year in college. Put a check mark (✓) in a box across each statement
that corresponds to your answers.
Do you see yourself having a hard time in dealing with…
STRONGLY STRONGLY
CHALLENGES AGREE DISAGREE
AGREE DISAGREE
1. Difficult computations
2. Memorizing formulas
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3. Solving problems
4. Complex analyzation
5. Comprehending logical
questions
6. Making critical
decisions
7. Creating algorithms
8. Analyzing patterns
9. Identifying elements
10. Examine complex

information
Instruction: Put a check mark (✓) in a box across each statement that corresponds to your
answers.
Strongly Strongly
Statements Agree Disagree
Agree Disagree
1. The standard test is appropriate
and answerable.
2. I finished the test with
confidence.
3. I concluded that there are
significant relationship between
analytical skills and college
readiness of grade 12 STEM
student for engineering programs.
Appendix F: STATISTICAL TOOLS
Since the researchers utilize purposive random sampling, there is no need of using
complex statistical tools that measures the population like the Slovin’s Formula.

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Appendix G: DATA MATRIX

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Appendix H : CURRICULUM VITAE
CURRICULUM VITAE
Jorn Xyronn L. Javier

Pahinga Norte Candelaria, Quezon
jornjavier285@gmail.com
09277313274
PERSONAL INFORMATION PROFESSIONAL ELIGIBITY

AGE: 18
• Academic Achiever (SHS)
DATE OF BIRTH: May 28, 2002
• With Honors / With High Honors
PLACE OF BIRTH: Candelaria, Quezon (Elementary – JHS)
NATIONALITY: Filipino
CIVIL STATUS: Single
RELIGION: Roman Catholic
HEIGHT: 176 cm CHARACTER REFERENCES:
WEIGHT: 68kg
Jonathan Villaruz
LANGUAGES SPOKEN: English, Filipino Principal, Highschool Department
(042)-585-8546
EDUCATIONAL ATTAINMENT: MSEUFCI
 Senior High School
Manuel S. Enverga University Jerline P. Mercado
Foundation Inc. Candelaria, Quezon G12- Chief Adviser
2021 MSEUFCI
 Secondary level
Manuel S. Enverga University Maria Socorro Aileen Dimaandal
Foundation Inc. Candelaria, Quezon Research Adviser
2019 MSEUFCI
 Primary level
Manuel S. Enverga University
Foundation Inc. Candelaria, Quezon
2015

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ACTIVITIES AND ORGANIZATION:
 SSG President
 Academic Team Member
 The Blaze – TV Broadcasting Director
 EUC Rondalla Member
 Interact Club of EUC Member
 Team Captain of EUC Volleyball Boys
CURRICULUM VITAE
Micah J. Sotelo
sotelomicah07@gmail.com
09663868257

AGE: 18
DATE OF BIRTH: September 7, 2002
• With Honors (Elementary – JHS)
PLACE OF BIRTH: Candelaria, Quezon
RELIGION: Born Again CHARACTER REFERENCES:
HEIGHT: 154 cm
Jonathan Villaruz
WEIGHT: 65kg
Principal, Highschool Department
LANGUAGES SPOKEN: English, Filipino (042)-585-8546
MSEUFCI
EDUCATIONAL ATTAINMENT:
 Senior High School Jerline P. Mercado
Manuel S. Enverga University G12- Chief Adviser
Foundation Inc. Candelaria, Quezon. MSEUFCI
2021
 Secondary level Maria Socorro Aileen Dimaandal
Manuel S. Enverga University Research Adviser
2019
 Primary level
Kiddie Corner School

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Quezon, Philippines
Tiaong, Quezon
2015
 SERU
 JPG
 The Blaze
CURRICULUM VITAE
Jean Harvey C. Obon

Lutucan Malabag Sariaya, Quezon
jeanharvey0104@gmail.com
09384188261

AGE: 18
DATE OF BIRTH: January 4, 2003
• Achiever (Elementary)
PLACE OF BIRTH: Lucena City
RELIGION: Roman Catholic CHARACTER REFERENCES:
HEIGHT: 150 cm
Jonathan Villaruz
WEIGHT: 55kg
LANGUAGES SPOKEN: English, Filipino (042)-585-8546
MSEUFCI
EDUCATIONAL ATTAINMENT:
 Senior High School Jerline P. Mercado
Manuel S. Enverga University G12- Chief Adviser
2021
 Secondary level Maria Socorro Aileen Dimaandal
Lutucan Integrated National Highschool Research Adviser
Lutucan Malabag Sariaya, Quezon MSEUFCI
2018-2019
 Primary level
Lutucan Central Elementary School
Lutucan Malabag Sariaya, Quezon

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Quezon, Philippines
2015
 Interact Club of Enverga Candelaria
CURRICULUM VITAE
Mark Joseph M. Platon

mjplaton@yahoo.com
09091496875
PERSONAL INFORMATION CHARACTER REFERENCES:

AGE: 18
Jonathan Villaruz
DATE OF BIRTH: December 29, 2002
PLACE OF BIRTH: Candelaria, Quezon (042)-585-8546
NATIONALITY: Filipino MSEUFCI
RELIGION: Roman Catholic Jerline P. Mercado
HEIGHT: 157 cm G12- Chief Adviser
WEIGHT: 45kg MSEUFCI
LANGUAGES SPOKEN: English, Filipino
Maria Socorro Aileen Dimaandal
EDUCATIONAL ATTAINMENT: Research Adviser
 Senior High School MSEUFCI
Foundation Inc. Candelaria, Quezon.
2021
 Secondary level
Foundation Inc. Candelaria, Quezon.
2019
 Primary level
Headstart Learning Institute

Page | 56

Quezon, Philippines
Candelaria, Quezon
2015
 SERU


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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Analytical Skills as a Determinant of College Readiness of

A Research Proposal submitted to the

Faculty Members of Senior High School Department,

Science, Technology, Engineering, and Mathematics Strand

of Manuel S. Enverga University Foundation-Candelaria, Inc.

In partial fulfillment of the requirements

For the Research project

of Science, Technology, Engineering, and Mathematics

Javier, Jorn Xyronn L.

Obon, Jean Harvey

Platon, Mark Joseph

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

The research study entitled Analytical Skills as a Determinant of College Readiness of

MARIA SOCORRO AILEEN C. DIMAANDAL

VERNIE MERCADO JONATHAN VILLARUZ

Accepted and approved in partial fulfillment of the requirements of the Science,

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

wisdom, knowledge and blessings throughout this proposal to success.

Alongside our adviser, we would like to thank,

the researchers journey the whole time.

provided standardized test and survey questionnaires of this research proposal.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

and knowledge to finish the study.

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Background of the study...................................................................................................10

Purpose of the Research....................................................................................................11

Significance of the Study..................................................................................................18

Target Beneficiaries .........................................................................................................19

Scope and Delimitation.....................................................................................................20

Data Gathering Plan..........................................................................................................24

Data Analysis Plan.......................................................................................................25-26

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Weighted Mean and Standard Deviation..........................................................................27

Appendix A: Letter to the Principal..................................................................................42

Appendix B: Letter to the Respondents............................................................................43

Appendix C: Respondents’ demographics according to their section..............................44

Appendix D: Standardized Test...................................................................................45-48

Appendix E: Survey Questionnaire.............................................................................49-50

Appendix F: Statistical Tools............................................................................................50

Appendix G: Data Matrix.................................................................................................51

Appendix H: Curriculum Vitae...................................................................................52-55

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Table 1: Likert Scale........................................................................................................25

Table 2: Descriptor of the performance and its corresponding scale..............................25

Table 3: Descriptors, Grading Scale, and Remarks.........................................................25

Table 4: Demograpic Profile – desired engineering course.......................................28-29

Table 5: Performance in the Standaardized test.........................................................30-31

Table 6: Tasks that might be given upon admission in college...................................31-32

Table 7: Challenges that pertain to analytical skills..................................................32-33

Table 8: Chi-Square Tests................................................................................................34

Table 9: Demographic profile – Section..........................................................................44

Senior High School Department

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concentration of talent, excellent teaching environment, rigorous program quality, sufficient

resources, and a culture of collaboration, it is the school’s sole responsibility to produce

Analysis, Critical Thinking, Engineering

Senior High School Department

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