COLLEGE READINESS OF GRADE 12 STUDENTS UNDER THE DISTANCE

LEARNING IN DAPDAP HIGH SCHOOL

A Research Paper Presented to the

Faculty of the Senior High School Department

Dapdap High School, Dapdap, Bamban

Tarlac Province

In Partial Fulfillment

of the Requirements for the Subject

Inquiries, Investigations, and Immersion

Humanities and Social Sciences

(HUMSS)

By:

Leader: BERNARDEZ, Eunice D.

Sub- Leader: AGUILAR, Aldrian Justin B.

Members:

ROQUE, Alexander Rainner P.

AGUILAR, Allyza M.

ICMAT, Mary Gracelyn E.

YANGA, Shayna Rhayne D.

May 2022
 CHAPTER 1

BACKGROUND OF THE STUDY

Introduction

The Coronavirus disease (COVID-19) started in Wuhan City, China on 31 December

2019. In just a blink of an eye everything changed. Actions became limited in the four corners of

house, even education and opening of classes for Academic Year 2021-2022. Despite of these

changes, Department of Education (DepEd) introduces the new normal ways of learning

modalities to the learners, parents, and teachers. As a result, distance learning became way of

encouraging to innovative techniques; online courses have exploded around the world. An online

class takes place over the internet, wherein educators can provide such opportunities by

encouraging students to develop their capacities for analysis, imagination, critical synthesis,

creative expression, self-awareness, and intentionality in critical learning environments.

Globally, over 1.2 billion children are out of the classroom due to the COVID-19, and it

resulted in schools shut across the world according to (Li & Lalani, 2020). Consequently,

education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is

undertaken remotely and on digital platforms. According to the study of Szmigiera (2022)

entitled “Education worldwide- statistics & facts”, the number in tertiary education is around 40

% of the global population having attained.

In the Philippines, from January 3, 2020, to October 29, 2021, there have been 2,772,491

confirmed cases of COVID-19 with 42,575 deaths. And, as of October 20, 2021, a total of

54,444,161 vaccine doses have been administered (World Health Organization, 2021). There are

3 reasons why COVID-19 cases are increasing, and these are: state reopening, increased testing
and community spread, and behavior of individuals (Kroger Health Staff, 2020). The DepEd

recorded 27,232,095 enrollees for school year 2021-2022, up by almost 4 percent from last year's

26.2 million. This enrollment is 1,005,073 or 3.83 percent higher than the 26,227,022-enrollment

last school year. (Montemayor, 2021).

Choosing a college course can be a difficult task in college level. If the ability and

capacity is not accurate to the course chosen, it may result struggle and may lead to academic

failure. After graduating from high school and beginning year in college, a student should have a

collection of abilities, knowledge, and attitudes that refers to the term "college preparedness".

Locally, Dapdap Senior High School students may encounter difficulties in preparing for

the college life, due to distance learning. The senior high learners in Dapdap High School

experienced the modular and digital modules situation since grade 11 to grade 12, year 2020 to

2022. For almost 2 years of education with their own, is this enough to increase their college

readiness for the coming school year 2022, freshmen graduates. The coronavirus pandemic

continues to decrease college enrollments, with new data revealing declines compounding from

last year to this fall because of the huge difference between online learning and face-to-face

learning (Swaminathan, 2021). There are a lot of factors affecting their college readiness

especially in terms of financial and skills. That is why, the researchers are motivated to conduct

this study to determine if the grade 12 senior high students of Dapdap High School are ready in

entering college under the distance learning system.

Statement of the Problem

This study aims to describe in their College Readiness of Grade 12 Students under the

Distance Learning in Dapdap High School, S.Y. 2021- 2022. Specifically, it sought to answer the

following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Age,

1.2. Sex; and

1.3. Strand

2. How may the respondents be described in their college readiness under distance learning in

terms of:

2.1. Academic Skills Developed;

2.2. Self-Advancement;

2.3. Executive Function; and

2.4. Motivation and Confidence

3. How the respondent describes their overall college readiness under the distance learning?

4. What is the implication of the results study in distance learning?

Significance of the Study

The following will have benefits from the study's findings and to provide information

about the level of college readiness of students enrolled in distance learning, to learners, parents,

teachers, schools, and future researcher.

To the Learners. The study will help the learners to identify their college readiness and

how it is essential to them to be equipped and prepared for it, despite that they were under

distance learning. Therefore, the student will be much aware with the preparation that they will

take before stepping into face-to-face classes in college.

To the Parents. The study will benefit to the parents to have knowledge about the

readiness of their children towards college life, and how they could help their children improve

their college readiness in amidst of new normal.

To the Teachers. This study will serve as the basis of the teachers to evaluate the college

readiness of grade 12 senior high students under in distance learning. Beyond this study, the

teachers will have deeper understanding about the effects of distance learning in college

readiness and how they could improve distance learning for the students.

To the School. This study will help the school to determine the college readiness of

grade 12 senior high students under in distance learning.

To the Future Researchers. This study will serve as a useful reference for researchers

who intended to use it in a related study. The information gathered from the research and

response analysis served as a supplement to the available related studies. Hence, this study can

also be opened in few elaborations, expansion, and development of the future research.
Scope and Limitations of the Study

This study will focus on college readiness of grade 12 students under the distance

learning of Dapdap High School, at San Nicolas, Dapdap, Bamban, Tarlac during the school year

2021-2022. The study will identify the demographic profile of respondents: age, sex, and strand.

Also, their college readiness along the aspects of Academic Skills Developed, Self-

Advancement, Executive Function, and Motivation and Confidence.

Definition of Terms

To help readers comprehend this paper, the following concepts were conceptually and

operationally defined.

College Readiness. College readiness is the set of skills, behaviors, and knowledge a

high school student should have before enrollment in their first year of college (Western

Governors University, 2021) It is defined as the level of preparation that the student has before

taking college.

Grade 12 Students. It is the final year of secondary school after which students usually

graduate at age 17 or 18 (Collins Dictionary n.d.). It is the main topic, or the persons focused the

study all about.

Distance Learning. A form of education in which the main elements include physical

separation of teachers and students during instruction and the use of various technologies to

facilitate student-teacher and student-student communication (Britannica Encyclopedia, n.d.). It

is what learners experiencing nowadays in educational system.

Dapdap High School. It is the school in San Nicolas, Dapdap Bamban, Tarlac who are

currently implementing distance learning. And, where the grade 12 learners under at.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the review of related literature and studies regarding to the topic;

college readiness of grade 12 students under the distance learning in Dapdap High School, S.Y.

2021- 2022. This part will give more information and intended to explain further the study.

Related Literature

The impact of Coronavirus Disease 2019 (COVID-19) pandemic on teaching and

learning to students and teachers has huge damage on education systems. Traditional educational

techniques have been considerably disrupted by social alienation and limited movement policies.

Distant learning, also known as e-learning is a type of education in which teachers and students

are physically separated during instruction and various technologies are used to enhance student-

teacher and student-student communication (Pokhrel & ChhetriFirst, 2021).

Online learning is sometimes portrayed as a less desirable choice that gives a lower-

quality education than face-to-face instruction. However, due to school closures aimed at

controlling the spread of COVID-19, more than 1 billion students are at risk of falling behind.

Countries have implemented remote education programs to keep the world's children educated.

As a result, many people risk never going back to school, ruining years of educational

achievement around the world (UNICEF Organization, 2020).

According to the research study of Casey (2018). The research literature amply supports

the importance of college readiness, both academically and behaviorally, for children’s

continued educational success. Monitoring students’ achievement as they progress through K–12
is essential for signaling whether they are on track or whether interventions are needed for one or

more student groups of interest.

COVID-19 initially caused less severe outbreaks in many low- and middle-income

countries (LMIC) compared with many high-income countries, possibly because of differing

demographics, socioeconomics, surveillance, and policy responses. Here, it investigates the role

of multiple factors on COVID-19 dynamics in the Philippines, a LMIC that has a relatively

severe COVID-19 outbreak, (Caldwell, PhD, 2021).

Ready is a state of being fully prepared for anything, according to the Philippine Basic

Education by Granada (2021), readiness is confused with performing the task for which one is

preparing. Accountancy, Business and Management (ABM), Humanities and Social Sciences

Strand (HUMSS), Science, Technology, Engineering and Mathematics (STEM), and General

Academic are the four strands of the new DepEd K+12 curriculums that are designed to prepare

high school students for further education. Looking at these strands, it becomes clear that

students should not just choose whether to prepare for job or college. Public schools in the

Philippines have the teachers qualified to teach these subjects. Looking at the strands in greater

detail sparks even greater apprehension.

According to the Philippine Education Conference Smx or PEAC Admin (2021), it states

that college readiness standards is refer to the combination of knowledge, competencies, and

reflective thinking. It is necessary for high school graduates to participate and succeed-without

remediation-in entry-level undergraduate courses in higher education.

Synthesis

Both foreign and local literature experienced COVID-19 and it brings major impact in

education. They must follow the limited learners in school policy for their own safety. In the

Philippines, pandemic has caused less widespread prevalence in many low- and middle -income

countries compared to many high -income countries. Moreover, online learning where students

have a choice strand of new DepEd K+12 curriculum for further education. While in other

countries, teachers and students are physically separated and they use different technologies to

further improve the communication between students and teachers.

Related Studies

The Coronavirus Disease 2019 (COVID-19) pandemic has thrown key parts of national

and global civilization, especially education. Despite all this challenges, there is emerging

consensus that the spring 2020 school cancellations had a negative impact on student learning.

Hence, global education is predicted to be severely impacted by the epidemic (Kuhfeld et al.,

2020).

According to the Alarcon et al., (2020) reports a large proportion of students did not

complete their college education due to a lack of college preparedness and other causes. The

overall dropout rate for undergraduate college students is 40%. In 4-year colleges, 56% of

students drop out within 6 years. Therefore, it is essential to have knowledge and better prepare

in college life.
 A high school curriculum with a high academic intensity and quality has a considerably

greater and positive impact on degree completion than any other pre-college predictor of

academic resources. Several additional studies have investigated the link between curriculum and

student outcomes and discovered that a college prepared curriculum is linked to higher

achievement and greater access to course (Vecaldo, n.d.).

According to Joaquin et al., (2020), entitled “The Philippine Higher Education Sector in

the Time of COVID-19” the policy reactions of various Philippine higher education institutions

(HEIs) to the novel coronavirus, COVD-19 pandemic, even among teachers, school closures,

home quarantine, and social separation applied around the world.

Despite all of the discussion about adapting, the 'new normal' remains just that: new, and

education is one sector that has been particularly hard hit. Much of the focus has been on basic

education, which is understandable, but the challenges raised by Covid-19 cover the full

spectrum of learning. Quality of education has taken on new significance for students wishing to

gain skills that will allow them to make a life (Cruz, 2021).

According to the study of Cuy and Salinas (2019). The evaluating amount of aspiration

and readiness of senior high students to pursue a college degree. A total of 198 senior high

school students from the University of Perpetual Help System Laguna, Binan Campus

participated in this descriptive-correlational study.

Synthesis

The pandemic has been negatively caused in major parts of the national and international

large part of the students who did not complete their college studies due to lack of college

preparation. It turned out to be that because despite the discussion about the adaptation the new
normal remained the same. The quality of education has taken on new importance for the

students.

Conceptual Framework

The figure 1 below shows the level of college readiness of grade 12 senior high students

under the distance learning in Dapdap High School, academic school year 2021-2022.

INPUT PROCESS OUTPUT

1. Demographic 2. The respondents 4. The implication of

Profile of the describe their college the results study in
Respondent: readiness under distance learning.
distance learning in
1.1 Age; terms of:
1.2 Sex; and
1.3 Strand 2.1. Academic Skills
Developed;
2.2. Self-
Advancement;
2.3. Executive
Function; and
2.4. Motivation and
Confidence

3. Respondents’
overall college
readiness under the
distance learning.

Figure 1. Research Paradigm

 The input-process-output or I.P.O. is the conceptual model that will be employ in this

quantitative research study, and it is a series of boxes that are connected to one another. Through

the distribution of questionnaires on what senior high students require in terms of college

preparation. Its goal is to provide implication for these pupils' preparedness. The profile of each

respondent is included in the input process; therefore, it identifies age, sex, and strand. While the

process includes the flow to understand the readiness of grade 12 students under the distance

learning in terms of Academic Skills Developed, Self-Advancement, Executive Function, and

Motivation and Confidence. Lastly, the output which is the implication of results of the study in

the college readiness under distance learning

 CHAPTER III

METHODOLOGY

Research Design

A descriptive research design will be employed in this research. It is a type of research

design that acquires information to systematically describe a phenomena, situation, or

population, according to Voxco, (2021). It mostly assists in answering the what, when, where,

and how questions about the research college readiness, rather than the why.

By displaying descriptions and circumstances that will answer the researchers' surveys, this

will assist both researchers and responders. In this study, the researchers will gather data from

surveys issued to respondents to examine the college readiness under the new distance learning

in Dapdap Senior High School grade 12 students, S.Y. 2021-2022.

Research Locale

This study will conduct in Dapdap Senior High School located at Barangay San Nicolas,

Dapdap, Bamban, Tarlac. This locale is selected for knowing the efficiency of the said study

among grade 12 students’ college readiness.

Respondent of the Study

The respondent of the study is in Dapdap Senior High School, Grade 12 students in the

2021-2022 school year. Quantitative research participants have a unique, crucial, and massive

role in this study, and their responses are essential.

Sample and Sampling Technique

The researchers will use the Simple Random Sampling. Specifically, Fishbowl Method

Technique by Le Joseph (2021). It will be used to collect information from study each participant

or the respondent. The researcher wrote the name of each grade's class, which was compiled in a

sampling list. Then, reviewing the areas that are appropriate for the researcher's supplied title. It

is extremely vital to comprehend the research. Next, the prior to collecting data from respondents

and disseminating questionnaires, consultations and permissions are conducted. The responders

were given the opportunity to affirm their willingness to participate in the study by signing a

consent form. Lastly of the procedure, all findings and conclusions were formulated in this

research study selection. (Gschwend, 2020).

 Solving the Sample Size Using Slovin’s Formula

Slovin’s Formula is used to calculate the sample size (n) given the population size (N)

and a margin of error (e). Also, it is a random sampling technique formula to estimate sampling

size (Prudencexd, n.d.)

Formula: N
n=
1+N(e) 2

Where:

N = Population

e = Margin of Error

n = Sample Size

Where:

N = 488 (Population of the Grade 12 Students)

e = 0.05

n = 219.81981982 or 219 will be the sample size of respondent who will take the survey
 Table 1

Allocation of the Respondent

N = 488

Grade and Section N h N N

N
) *n
12-HUMSS 1 44 h (44/488) 219 18 h
(
12-HUMSS 2 45 (45/488) 219 18

12-HUMSS 3 42 (42/488) 219 18

12-HUMSS 4 41 (41/488) 219 18

12-TVL 1 39 (39/488) 219 18

12-TVL 2 49 (49/488) 219 18

12-TVL 3 33 (33/488) 219 18

12-TVL 4 59 (59/488) 219 18

12-STEM 1 33 (33/488) 219 18

12-STEM 2 32 (32/488) 219 19

12-ABM 1 35 (35/488) 219 19

12-ABM 2 36 (36/488) 219 19

Total: 488 Total: 219

Instrument
The instrument will be adapted from the past conducted research of Casey (2018). The

instrument will be adjusted to make all the questions localized and conceptualized. It will have

four parts that identified where field of readiness the students. The four parts will be the

Academic Skills Developed, Self-Advancement, Executive Function, and Motivation and

Confidence. A questionnaire is a research tool that consists of a series of questions designed to

collect data from respondents. They can be done over the phone, on the computer, or by mail

(McLeod, 2018). These questions will be close ended question to get the exact answer of the

respondents so the researchers can easily compute the result of the study.

Data Collection

The process of our data collection are; First, we will ask permission to the learners,

parents, and teachers through giving letter of allowing us to conduct survey. The survey will be

given in questionnaires online such as Google forms link. This will be sent in messenger since

we are experiencing COVID-19 pandemic and our socialization are limited because of

maintaining 2-meters social distancing rule according to Department of Health (DOH). Next, we

will gather their response by our respondents and proceed to organize the data analysis.

Ethical Consideration

The researchers will make sure that the respondents have given their consent so that they

can answer the questionnaire voluntarily; the researchers will not force the respondents to sign

the consent if they do not agree with the rules.

The researchers will ensure that the respondents' privacy is protected by concealing their

identities. Personal information was collected in order to keep them secure. The researcher will

ensure that the study's findings have no bearing on their grades.

The respondent will be assisted in filling out the questionnaire by the researcher. If the

respondents are unable to grasp the questionnaire, the researcher will interpret it for them.
Statistical Treatment of Data

The collected data were presented with the use of charts, bar graphs and graphs to

illustrate the results more efficiently. To summarize, all the findings were entered into a

database, and the elements to be utilized in the study were identified.

The following tools were used to analyze and interpret data.

The mean. The mean will be used to identify the average level of college readiness

among grade 12 of Dapdap High School. Mean will be used to obtain by this formula:

Mfx
X=
N

Where:

X = Mean

F = Frequency

X = Index

N = Number of Terms

This study will use mean as the statistical treatment where the data will be collected will

be computed for the average. The mean is the average and is computed as the sum of all the

observed outcomes from the sample divided by the total number of events. In this case the

researchers will compute for the average.

Using the adapted sensation scale by F. Martin (2020). The 5 - point sensation scale

(pointing system) is used in conjunction. The respondents were given the following options to
pick from: 4.5-5 (Strongly Ready), 3.5-4.49 (Ready), 2.5-3.49 (Moderately Ready), 1.5-2.49

(Not Ready), 0.01-1.49 (Strongly Not Ready).

In the analysis of the resulting mean score, the following scale served as a reference:

Scale Range-Value Verbal Interpretation

5 4.5-5 Strongly Ready

4 3.5-4.49 Ready

3 2.5-3.49 Moderately Ready

2 1.5-2.49 Not Ready

1 0.01-1.49 Strongly Not Ready

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data acquired, as reflected in the

questionnaire. Also, it discussed the findings in regard to the study's formulated problems.

1. Demographic Profile of the Respondents

This part presents the demographic profile of the respondents, grade 12 in Dapdap High

School, that take questionnaires prepared by the researchers given through Google Form link.

This part determines the age, sex, and strand of the respondents.

1.1 Age of the Respondents

This table presents the demographic profile of the respondents in terms of age. It is

essential to consider the age of the respondents because it may affect the ability, and readiness in

pursuing college.

Table No. 2
Age of Respondents
N=219

200

160
138 (63.01%)
120
80
62 (28.31%)
40
16 (7.31%)
0 3 (1.37%)

17 18 19 20
 The bar graph above it shows that most of the respondents are at the age of 18, because it

has the highest number frequency of 138 with 62.01 percentage. Followed by the age of 17, due

to the number frequency of 62 with 28.31 percentage. Next is age of 19, number frequency is 16,

with 7.31 percentage. Lastly, the age of 20 which is least number frequency, 3 with 1.37

percentage.

The age of most participants is 18, which falls under the normal range of a grade 12

learners. This indicates that the participation program of senior high learners in Dapdap High

School is enough to complete the population of age ranges 17 to 18 years old. And only few of

them are over age which ranges 19 to 20. The age will be the basis and may affect their critical

thinking regarding college readiness.

 1.2 Sex of the Respondents

This table presents the demographic profile of the respondents referring to their sex. It is

essential to be considered among to the respondent because it may affect the college readiness of

the learners. Female respondents have the higher level of desire than male respondents,

according to the study of Cuy and Salinas (2019).

96
123

Figure No. 2 Sex of Respondent

N= 219
The pie chart above indicates the sex of respondent. Majority of the respondents in grade

12, Dapdap High School are female due to 123 number of frequencies, with total 56.2

percentage. While the remaining 96 are male with the total percentage of 43.8 percentage.
 This indicates that the female grade 12 learners in Dapdap High School are more active

in participating program than male. Also, female is more incline when it comes in studies. It

resulted due to the number of respondents according to their demographic profile, sex.

1.3 Strand of the Respondents

This table describes the demographic respondents about their strand. The academic strand

of the respondents is also a determinant in the learner's college preparation. According to Cuy

and Salinas' (2019), HUMSS had a greater level of preparation than STEM and ABM, including

the TVL.

Table No. 3
Strand of Respondents
N=219

200

160

120
80
87 (39.73%)

40
42 (19.18%) 43 (19.63%) 47 (21.46%)
0
HUMSS TVL STEM ABM

The bar graph above illustrated that the Humanities and Social Sciences (HUMSS) with a

frequency of 87 and an average percentage of 39.73 is the highest number of respondents.

Followed by Accountancy and Business Management (ABM) with the frequency of 47 and an

average 21.4 percentage. Next is Science, Technology, Engineering, And Mathematics (STEM)

with a frequency 43 and the total percentage is 19.62. Lastly, the Technical Vocational

Livelihood (TVL) has the lowest total percentage of 19.18, with 42 frequencies.
 This indicates that the learners from Humanities and Social Sciences (HUMSS) have

more nature of active learning since it has the highest number of respondents participated. One of

the essential specialized subjects in this strand is research. Meaning, HUMSS are more eager to

learn and has the willingness to broaden their mind.

2. College Readiness of Grade 12 Students under the Distance Learning

The college readiness of the respondents under the distance learning were evaluated

through the use of Google form survey with the adapted past conducted research of Casey

(2018). Through this Google form survey, the respondent’s college readiness will be determined

with an accurate result.

The respondents will define their Academic Skills Developed, Self-Advancement,

Executive Function, and Motivation and Confidence by scale, 4.5-5 (Strongly Ready), 3.5-4.49

(Ready), 2.5-3.49 (Moderately Ready), 1.5-2.49 (Not Ready), 0.01-1.49 (Strongly Not Ready).
 2.1 Academic Skills Developed

This table displays the Academic Skills Developed. Academic abilities are essential for a

successful education; improving study abilities can help learners to know what the things they

need to focus on.

Table No. 4
Academic Skills Developed
N= 219

Statement Weighted Mean Description Rank

I have developed my writing 3.65 Ready 2

skills such as essays in digital /
printed module

I study and practice for online/ 3.67 Ready 1

modular examinations.

I can manage my schedule to 3.60 Ready 3

study a variety of subjects.
Overall Weighted Mean 3.64

Verbal Description Ready

As illustrated in the table above, the mean of 3.67, ready, rank first. It means that grade

12 students are ready for their study and practice for online/modular examinations. Followed by

a mean of 3.65, ready. It implies that grade 12 students have developed their writing skills such

as essays in digital/printed module. The lowest mean is 3.60, that were described as ready to
manage their schedule to study a variety of subjects. For the overall weighted mean is 3.64 and

verbal description for Academic Skills Developed is ready.

Academic Skills Developed are crucial since it may boost learners’ productivity and

academic success. Learning to finish many assignments and participation in groups may help to

increases skills. College Readiness in academic skills refers to knowledge, abilities, and capacity

to succeed entering and choosing college course.

 2.2 Self- Advancement

The process of broadening as an advancement of learner’s own interests. The qualities or

abilities and advancement from a teen age are critical to educational success and self-

advancement.

Table No. 5
Self- Advancement
N= 219

Statement Weighted Mean Description Rank

I am aware of my academic 2.10 Not Ready 3

strengths.
I have a college education 2.77 Moderately Ready 1
background.
I understand the pros and cons of 2.28 Not Ready 2
online/ modular learning.
Overall Weighted Mean 2.38

Verbal Description Not Ready

An illustrated in the table above, the mean of 2.77, moderately ready, rank first. It means

grade 12 students are aware of their academic strengths. Next, with a mean of 2.28, it implies

that grade 12 students are not ready in terms of college education background. The lowest mean

is 2.10 that implies that the respondents are not ready of their understanding about pros and cons

in online/modular learning. For the overall weighted mean is 2.38 and verbal description for

Self- Advancement is not ready.

 Advancement of oneself is an act of improving one's position in education. Self -

advancement is one of the essential things should improve when entering college life. Advance

reading is one of the most effective in advancement in college.

 2.3 Executive Function
Executive functions are a set of cognitive processes required for control of behavior,

including the selection and successful monitoring of activities that help people to achieve their

goals.

Table No. 6
Executive Function
N= 219

Statement Weighted Mean Description Rank

I can still focus on my digital / 3.71 Ready 1

printed module despite of
challenges.
I have my own creative ways to 3.50 Ready 3
do task without being distracted
of social media.
I can excel in both school 3.57 Ready 2
activities and households’
responsibilities
Overall Weighted Mean 3.59

Verbal Description Ready

An illustrated in the table above, the mean of 3.71, ready, rank first. It implies that grade

12 students are ready focus on digital / printed module despite of challenges. The mean of 3.57,

ready, rank second. It means grade 12 students are exceling in both school activities and

households’ responsibilities. The lowest mean is 3.50 that imply that the respondents are ready of
their creative ways to do task without being distracted of social media. For the overall weighted

mean is 3.59 and verbal description for Executive Function is ready.

Executive function refers to skills that help us focus and plan towards life goals. It is

necessary when it comes to college, to plan and decide on the course to take when it comes to

college. Correspondingly, all these executive functions will help to determine the college

readiness of the grade 12 learners under the distance learning.

 2.4 Motivation and Confidence

Self-assurance in one's ability increases motivation and believe that they can despite of

obstacles. The confidence must be balanced against the desire for self-serving beliefs.

Table No. 7
Motivation and Confidence
N= 219

Statement Weighted Mean Description Rank

I already know what I want to 3.61 Ready 3

get in college
I know my capacity and I am 3.84 Ready 2
willing to do my activities
I know that someday I will 4.07 Ready 1
achieve my dream
Overall Weighted Mean 3.84

Verbal Description Ready

An illustrated in the table above, the mean of 4.07, ready, rank first. It means grade 12

knows that they will achieve their dream someday. With a mean of 3.84, it implies that grade 12

students are ready in terms of knowing their capacity and willingness to do activities. The lowest

mean is 3.61 that implies the respondents are ready of their what they want to get in college. For

the overall weighted mean is 3.84 and verbal description for Motivation and Confidence is ready.

Motivation and confidence are the reason for doing something it can be that is motivated

to pursue a goal or desire. Motivation is having courage and facing all the trials. While
confidence in turn is having self -confidence it needs to come in college to have the courage and

facing all the challenges coming to college and have the self -confidence to achieve dreams.

3. Overall College Readiness under the Distance Learning

College Readiness Overall Verbal Description Rank

Aspects Weighted
Mean
Academic Skills Developed 3.64 Ready 2

Self- Advancement 2.38 Not Ready 4

Executive Functions 3.59 Ready 3

Motivation and Confidence 3.84 Ready 1

Overall Weighted Mean 3.36

Verbal Description Moderately Ready

The table shows that the 4th college readiness aspects which is Motivation and

Confidence has the highest overall weighted mean which is 3.84 and the verbal description is

ready. Followed by Academic Skills Developed with 3.64 overall weighted mean and verbal

description, ready. Next is Executive Functions with overall weighted mean, 3.59 and verbal

description ready. Lastly, the Self- Advancement with an overall weighted mean 2.38 and the

verbal description is not ready.

It simply means that the grade 12 senior high learners in Dapdap High School under the

distance learning are moderately ready in college readiness aspect Self- Advancement of college

readiness. While, the college readiness aspects of Motivation and Confidence, Executive

Functions, and Academic Skills Developed are ready.

4. Implication of the Study in the Set of Distance Learning

The study implies that grade 12 senior high learners under the distance learning in

Dapdap High School are ready in three (3) college readiness aspect which are, Academic Skills

Developed, Executive Functions, and Motivation and Confidence. However, they are not ready

for Self- Advancement.

The result of the study shows that the Department of Education (DepEd) has issued

issuances on flexible learning and resources in compliance with its legal mission, notably DepEd

Order No. (DO) 21, s. 2019 or the K-12 Basic Education Policy Guidelines. Therefore, the new

distance learning implemented for the school year 2020 to 2022 moderately helps the learners of

Dapdap High School to be prepared in their college readiness.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapters contains the summary of the findings regarding to the data gathered with

conclusions and recommendations based on the results of the study.

1. Demographic Profile of the Respondents

1.1 Age

In this study, the 62 respondents are 17 years old. The 138 respondents are 18 years old.

The 16 respondents are 19 years old. Lastly, the 3 respondents are 20 years old.

1.2 Sex

The majority of the respondents are female because the total of female respondents is 123

and the total of male respondents are 96.

1.3 Strand

The respondents from HUMSS was 110, TVL was 112, STEM was 53, ABM was 47.

2. College Readiness of Grade 12 Students under the Distance Learning

2.1 Academic Skills Developed

The mean of 3.67, ready, rank first (1st). Followed by a mean of 3.65, ready, rank second

(2nd). The lowest mean is 3.60 described as ready, rank third (3 rd). Therefore, the overall

weighted mean is 3.64 and verbal description for Academic Skills Developed is ready.
 2.2 Self- Advancement

The mean of 2.77, moderately ready, rank first (1st). Followed by the mean of 2.28, not

ready, rank second (2nd). The lowest mean is 2.10 implies not ready, rank third (3 rd). For the

overall weighted mean is 2.38 and verbal description for Self- Advancement is not ready.

2.3 Executive Functions

The mean of 3.71, ready, rank first (1st). Followed with a mean of 3.57, ready, rank

second (2nd). The lowest mean is 3.50 ready, rank third (3 rd). For the overall weighted mean is

3.59 and verbal description for Executive Function is ready.

2.4 Motivation and Confidence

The mean of 4.07, ready, rank first (1st). Next is with a mean of 3.84, ready, rank second

(2nd). The lowest mean is 3.61, ready, rank third (3rd). For the overall weighted mean is 3.84 and

verbal description for Motivation and Confidence is ready.

Conclusions

Based on the results and findings of the study, following conclusions were obtained

by the researchers:

1. Most of the respondents are 18 years old, and majority of them are female of total

percentage of 56.2%. The highest number of respondents are from Humanities and Social

Sciences (HUMSS)

2. The respondents describe their overall college readiness as moderately ready, with a

weighted mean of 3.42.

 3. According to the findings, grade 12 senior high school students under the distance

learning at Dapdap High School are moderately ready in the four (4) aspects of college readiness.

4. Despite the numerous challenges and concerns, the study concludes that the students

encounter during their distance learning are still moderately ready in preparing college journey.

5. The implementation of distance learning for the school year 2020 until 2022 is not a

waste of time for the learners. It is a privilege that for the past 2 years assessing their selves will

speak how prepared they are in college.

Recommendations

Based on the following conclusions presented, the following recommendations are

hereby suggested:

1. Learners may improve their college readiness aspects self-advancement since it will

help them broaden their minds and prepare them to tackle college, even if they are enrolled in

distant learning.

2. Teachers may continue to maintain and improve their teaching skills in the context of

distance learning in order for it to be more effective in terms of preparing students for college

and other elements.

3. The school, with the assistance of teachers and student engagement. Create online

college readiness programs or a printed field of practice related to college readiness. Hence, to

have advance background regarding college readiness.

 4. The school may widen or add personal subjects about college readiness under the

distance learning, because attending college is not just for academic skills but also for assessing

their selves.

5. Before the school year closes, the school may review their learners under the distance

learning in order to close the gap for future students if the Department of Education (DepEd) will

continue to implement the distance learning among students.

6. Under the K-12 program, the Department of Education (DepEd) may continue to

strengthen contextualized subjects. As a result, learners may expand knowledge and

interdisciplinary activities.

7. The World Health Organization (WHO) and Department of Health (DOH) may

continue updating regarding to the pandemic cases, hence, face-to-face learning will be

implemented by the DepEd.

8. For students to be motivated, the programs or foundation such as Commission on

Higher Education (CHED) may continue to award and give scholarships to those who wish to

pursue education.

9. Future researchers may improve the study by broadening and adding other elements

that influence students' college preparation under the distance learning or face-to-face learning.

Therefore, it will determine the similarities and contrast of effectiveness in learning.

10. Future researchers may improve the study by making it a descriptive correlational

study in terms of the learners' age, gender, strand, and financial situation. Consequently, to

determine the relationship and differences to the past study conducted.

Name (Optional): Sex:

Grade & Section: Age:

The researchers adapted a questionnaire to Casey (2018). To be used to determine the

College Readiness of Grade 12 Students under the Distance Learning in Dapdap High School

S.Y. 2021- 2022

Direction: To answer the given questionnaire, put check (/) on the appropriate column as to your

college readiness under the distance learning.

Use the table as: (5) Strongly Agree

(4) Agree
(3) Sometimes
(2) Disagree
(1) Strongly Disagree

Academic Skill Developed Strongly Agree Sometimes Disagree Strongly

Agree Disagree

1. I have developed my
writing skills such as
essays in digital /
printed module
 2. I study and practice
for online/ modular
examinations.

3. I can manage my
schedule to study a
variety of subjects.

Self-Advancement Strongly Agree Sometime Disagree Strongly

Agree s Disagree
1. I am aware of my
academic strengths.

2. I have a college
education
background.

3. I understand the
pros and cons of
online/ modular
learning.

Executive Function Strongly Agree Sometime Disagree Strongly

Agree s Disagree
1. I can still focus on
my digital / printed
module despite of
challenges.
2. I have my own
creative ways to do
 task without being
distracted of social
media.
3. I can excel in both
school activities and
households’
responsibilities.

Motivation and Strongly Agree Sometimes Disagree Strongly

Confidence Agree Disagree
1. I already know what
I want to get in
college
2. I know my capacity
and I am willing to
do my activities
3. I know that someday
I will achieve my
dream
The respondent may also access the survey through the link below:

https://docs.google.com/forms/d/

1_M0VIpSrVqhrPCoOJL3UEIKZJLEm2LDuPjWsh7K_MIg/edit
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