Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter encompasses the presentation of the collected data, the analysis

conducted, and the interpretation of the obtained results in the study. The data

presented in the table aligns with the questions posed in the statement of the problem.

I. Profile of the Respondents

1.1. Age. Age can have various impacts on college preparedness, but it's

important to note that individual factors and circumstances play a significant role as

well. College preparedness is influenced by a combination of factors such as motivation,

educational background, support systems, and personal goals.

Table 1.1

Distribution of the Respondents by Age

Age Frequency Percentage

16-17 years old 33 86.84

18-19 years old 4 10.53
20 years old and above 1 2.63
Total 38 100

Table 1.1 presents the distribution of ABM students according to their age. Table

1 shows that 86.84 percent of the total population are within the age group of 16-17

years old got the highest rank, 10.53 percent are within the group of 18-19 years old

placed as second. Lastly, 2.63 percent of the population are between 20 years old and

above got the lowest rank. These results indicate younger students in the 16-17 age

group may have different levels of readiness compared to older students in the 18-19 or
20 and above age groups. Factors such as academic preparedness, maturity, life

experiences, and social and emotional readiness may vary among these different age

groups.

1.2. Sex. Male and female have a different perception and the way they think.

Being a female or male stimulates each other critical thinking capacity providing them

with new tools to identify social stereotypes, norms, and roles.

Table 1.2
Distribution of the Respondents by Sex

Sex Frequency Percentage

Male 16 42.11
Female 22 57.89
Total 38 100

This table 1.2 presents the distribution of the respondents in terms of sex. Based

on the information gathered 57.89 percent are female in the ABM population while male

has 42.11 percent. Therefore, the gender distribution in the ABM population may have

implications for various aspects of college preparedness. It is important to consider

potential differences in academic strengths, interests, and experiences between male

and female students.

II. Perception of ABM students in preparedness on college in terms of:

2.1 Academic Factor. It plays a crucial role in determining the preparedness of

ABM (Accountancy, Business, and Management) students for college. This factor

encompasses various aspects related to the students' academic readiness, skills, and

knowledge required for successful college education.

Table 2.1
Perception of the Respondents in terms of Academic Factors
Statements Weighted Verbal Rank
Mean Interpretation
1. I can solve problem in different subject by 3.11 Agree 2.6
myself.
2. I do well on quizzes and major exams in ABM 3.11 Agree 2.6
subject.
3. I’m capable of handling challenging subject 2.95 Agree 5
like accounting and finance.
4. I possess the knowledge required for college. 3.05 Agree 4
5. My academic standing in senior high school in 3.11 Agree 2.6
excellent.
Composite Mean 3.07 Agree

This table 2.1 presents the perception of ABM students in their preparedness on

college in terms of their academics. Based on the results, the respondents can solve

problems in different subject by themselves, do well on quizzes and major exams in

ABM subject and the students’ academic standing in Senior high school is excellent got

the highest rank and same weighted mean which is equivalent to the range 3.11 and

has the response category of Agree. Based on the results obtained from the perception
of ABM students regarding their academic preparedness, it can be concluded that the

respondents generally have a positive perception of their academic abilities. The finding

that the respondents feel confident in their ability to solve problems in different subjects

by themselves, perform well on quizzes and major exams in ABM subjects, and have an

excellent academic standing in Senior High School is indicative of their perceived

preparedness in the academic factor.

On the other hand, the student possesses the knowledge required for college got

the fourth ranked which has the computed weighted mean of 3.05 and have the

agree(A) in verbal interpretation. Lastly, the students are capable of handling

challenging subject like accounting and finance got the lowest rank weighted mean of

2.95 also have verbal interpretation of agree. These findings indicate the need for

targeted interventions and support systems to address the identified areas of concern. It

is crucial for educational institutions to provide additional resources to help students

build a stronger foundation in the areas where they may feel less prepared.

When it comes to composite mean, this section got the weighted mean of 3.07

with the verbal interpretation of Agree(A). This means that the respondents are good at

their academic excellence in senior high school but not prepared enough for college.

Students show that their academics have a big contribution to their college readiness.

Based on Jawad (2017), examines the student perception on college

preparedness which that cognitive skills and academic behavior are two factors

accommodate their college life. The ability of the students to accommodate to the social

demand of culture in higher education is found limited. By the skills and academic

behavior of the students, they may discover what they really want to pursue in college.
Most of the students now needs more improvement in the track they choose to achieve

higher education to procure in college life.

2.2. Social Factor. Understanding the social factor and its impact on career

choices is crucial for educational institutions and career counselors. By recognizing the

influence of social interactions, educators and counselors can provide guidance and

support to ABM students, helping them make informed decisions based on a

comprehensive understanding of their own interests, abilities, and values.

Table 2.2

Perception of the Respondents in terms of Social Factor

Statements Weighted Verbal Rank

Mean Interpretation
1. I have self-management, where I manage 3.36 Agree 1.5
my emotions to achieve my goals.
2. I talk a lot enhance my communication 3.34 Agree 3
skills.
3. I’ve already made plans for college with 3.36 Agree 1.5
the help of my family.
4. I have acquaintances that have a similar 3.05 Agree 5
college study to mine that I can lean.
5. I am active in every school organization 3.21 Agree 4
activity held at school.
Composite Mean 3.26 Agree

This table 2.2 presents the perception of ABM students for their college

preparedness in terms of social. The student has self-management, where they can

manage emotions to achieve their goals and they already made plans for college with

the help of my family got the highest rank. It has a same weighted mean of 3.36 and

depending in the range so it has the agree (A) in response category. The students talk a

lot to enhance their communication skills got the same cause it has a weighted mean of
3.34 and verbal interpretation of Agree. It can be concluded that ABM students perceive

themselves as being socially prepared for college. The results indicate that the students

possess self-management skills, such as the ability to manage their emotions and set

goals, which contributes to their college preparedness. Additionally, the students

reported making plans for college with the support of their families, suggesting a strong

social support system in their preparation process.

On the other hand, the fourth rank is they possess the knowledge required for

college with a weighted mean of 3.05 and social interpretation of Agree. Lastly , the

students’ academic standing in senior high rank is excellent is the lowest rank with a

weighted mean of 2.95 and got the response category of Agree. These results implied

ABM students generally feel prepared in terms of possessing the knowledge required

for college, their perception of their academic standing in senior high school may vary.

To sum up, the items got the composite mean of 3.26 verbally interpreted as

Agree(A). It means that the respondents can socialize and can manage themselves to

enhance their skills in communicating to be well prepared for their college career.

Moreover, Mchneider, Carnahan, and Bowers (2018) identified non-academic

factors that influenced college readiness, such as social support and self-efficacy.

Students who received social support from their families, peers and teachers were more

likely to be college ready. Similarly, students who had higher levels of self-efficacy were

also more likely to be college-ready self-efficacy refers to an individual’s belief in their

ability to succeed in each task or situation.

2.3 Emotional Factor. The perception of ABM students in terms of emotional

factors is an important aspect to consider when assessing their college preparedness.

Emotional factors encompass the students' emotional well-being, resilience, and ability

to manage their emotions effectively. These factors can significantly impact their overall

success and adjustment to college life.

Table 2.3

Perception of the Respondents in terms of Emotional Factors

Statements Weighted Verbal Rank

Mean Interpretation
1. I have positive attitude about ABM 3.26 Agree 1
students.
2. I feel that I can keep up with college. 3.13 Agree 3
3. I feel challenged if I have lots of 2.76 Agree 5
schoolwork.
4. The thought of college makes me 3.18 Agree 2
excited.
5. I feel comfortable speaking in front of 3.11 Agree 4
many people.
Composite Mean 3.09 Agree

This table 2.3 presents the perception of ABM students for their preparedness in

college in terms of emotional. The respondents have positive attitude about ABM

students is the highest with a weighted mean it 3.26 and a verbal interpretation of

Agree. The second rank is the item no.4 which is thought of college makes me excited

has a weighted mean of 3.18 and have verbal interpretation of Agree. These findings

suggest that ABM students have a positive emotional mindset and are excited about the

prospect of college. This positive attitude can potentially enhance their college

preparedness and facilitate their transition into higher education.

On the other hand, the student feels comfortable speaking in front of many

people got the fourth rank which has a weighted mean of 3.11 and a verbal
interpretation of Agree. Lastly, it feels challenging if the student has lots of schoolwork is

in the lowest rank because it has a weighted mean of 2.76. It shows that some students

don’t feel challenged when they have a lot of schoolwork and also they got response

category that its agree. In conclusion, ABM students generally have a positive emotional

outlook and feel comfortable with public speaking. However, they may encounter

challenges when dealing with a high volume of schoolwork. By developing effective

strategies to manage their workload and stress, students can enhance their emotional

preparedness for college.

The perception of the students in terms of their emotional factors got the

composite mean 3.09 with the verbal interpretation of Agree(A). This assumes that

preparedness of students in terms of emotional play a part in their perceptions in

challenging life in college.

According to Igoe (2017), states that emotional preparedness encompasses soft

skills, including communication, confidence, humility, empathy, and maturity. In most

cases, lack of preparedness led to withdrawal or dropping out from college. To this, it is

highly emphasized emotional preparedness as the skills to develop his full potential in

college and beyond. For example, resilience develops. Students’ ability to handle life’s

challenges and still find ways to survive. It is important then to know what college is

ready to prepare students for their future career.

lll. Common struggles of ABM students. ABM (Accountancy, Business, and

Management) students, like students in any other academic program, often encounter

various challenges during their educational journey. These challenges can affect their

academic performance, overall well-being, and college preparedness. Understanding

the common struggles faced by ABM students can help educators and support systems

develop strategies to address these issues and provide the necessary support.

Table 3

Common Struggles of ABM Students

Statements Weighted Verbal Rank

Mean Interpretation
1. Its challenging for me to practice 3.24 Agree 1
management.
2. I have difficulty practicing problem 3.05 Agree 2.5
solving skills.
3. If I have family issues, I can’t 2.97 Agree 7
concentrate on my studies.
4. I have a lot of schoolwork that needs 3.05 Agree 2.5
to be completed at once.
5. When my peers are distracting me in 3.03 Agree 4.5
class it is difficult for me to concentrate.
6. I don’t have much family support . 2.63 Agree 10
7. I don’t have resources to use for my 2.95 Agree 8
education .
8. I lack confidence in myself. 2.89 Agree 9
9. My limited background makes it
challenging for me to comprehend the 3.03 Agree 4.5
main subject.
10. I don’t spend nearly enough time 3.0 Agree 6
practicing the things I’ve learned.
Composite Mean 2.98 Agree

This table 3 presents the common struggles of ABM students. Item no.1 which is

challenging for the students to practice management got the highest rank and has a

weighted mean of 324 and verbal interpretation of Agree. The second rank is the

students have difficulty practicing problem solving skills and they have a lot of

schoolwork that needs to be completed at once are the second and third struggles of
Senior high student with a weighted mean of 3.05 and has a verbal interpretation of

Agree. These findings shed light on the common challenges that ABM students face in

their academic pursuits. By recognizing and understanding these struggles, educational

institutions can develop targeted support systems, such as additional resources, study

strategies, and time management techniques, to assist ABM students in overcoming

these difficulties and enhancing their college preparedness.

On the other hand, the student who doesn’t have enough resources to use for

their education is in the eighth rank with weighted mean of 2.95 and verbal

interpretation of Agree. While the student lacking confidence in themselves is in the

ninth rank with a weighted mean of 2.89 and interpreted as Agree. Lastly, the lowest

rank which is the student don’t have family support is the lowest rank got the weighted

mean of 2.63 and verbal interpretation of Agree. This suggests that some ABM

students may face challenges in receiving support and encouragement from their family

members, which can impact their overall college preparedness.

With the regards of the students’ common struggles as an ABM has the

computed composite mean of 2.98 and a verbal interpretation of Agree(A). It means

that the respondents are facing some struggles in their senior High School life for their

readiness in college life.

According to Gallegos and Pena (2016) focused on the students encountered

several challenges related to academic preparation, financial resources and social

support-academically, the students reported feeling unprepared for the rigor of college

level coursework, often due to a lack of access to advanced courses or inadequate

preparation of high school. Financially, many students struggled with the high cost of
tuition and other expenses, leading to financial stress, and sometimes impacting their

ability to continue their education. Socially, the students often felt isolated on campus,

as they lacked the familial and community support that non-first-generation students

may receive.