CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the survey conducted. This includes the presentation,

analysis, and interpretation of the data on the college readiness of Grade 12 students. There were

221 respondents who answered the survey questionnaires, which served as the basis for analysis.

Table 1
Frequency Distribution of the Respondents According to their Strands/Sections

Strands/Sections Frequency Percentage

ABM12 20 9%

ICT12 16 7%

STEM 12A 30 14%

STEM 12B 25 11%

HUMSS 12A 20 9%

HUMSS 12B 20 9%

HUMSS 12C 20 9%

GAS 12A 20 9%

GAS 12B 20 9%

GAS 12C 15 7%

GAS 12D 15 7%

TOTAL 221 100%

 Table 1 shows the respondents from Grade 12 strands/sections frequency expressed in

percentage. Students who are in STEM 12A are seen to be the majority out of two hundred

twenty-one (221) respondents, which is 14% or thirty (30) respondents. Next is STEM 12B with

11%, or twenty-five (25) respondents. ABM 12, HUMSS 12A, HUMSS 12B, HUMSS 12C,

GAS 12A, and GAS 12B have the same percentage, which is 9% or twenty (20) respondents.

Lastly, ICT12, GAS 12C, and GAS 12D have the fewest respondents, with only 7% or fifteen

(15) respondents.

7% ABM12
9%
9% 7% ICT12

9% STEM 12A
14%
STEM 12B
9% HUMSS 12A
HUMSS 12B
11%
9% HUMSS 12C
9% 9% GAS 12A
GAS 12B
GAS 12C
GAS 12D

Figure 3 shows the percentage of the strands/sections of grade 12 respondents

 Table 2

Frequency Distribution of the Respondents According to Sex

Sex Frequency Percentage

Female 128 58%

Male 93 42%

TOTAL 221 100%

Table 2 shows the percentage of respondents in terms of sex. From those who had been

surveyed, female respondents had a percentage of 58% with a total of one hundred twenty-eight

(128) out of two hundred twenty-one (221) respondents, whereas ninety-three (93) of the

respondents were males from Grade 12, which stood at 42%.

42%
Female
Male
58%

Figure 4 shows the percentage of sex among the grade 12 respondents

 Table 3

Frequency Distribution of the Respondents in terms of Age

Age Frequency Percentage

16 2 0.90%

17 70 31.67%

18 132 59.73%

19 11 4.98%

20 5 2.26%

25 1 0.45%

TOTAL 221 99% or 100%

As shown in Table 3, students aged eighteen (18) years old got the highest percentage,

which is 59.73% or one hundred thirty-two (132) respondents out of two hundred twenty-one

(221) total respondents. The second highest is 31.67%, or seventy (70) respondents, who are

under the age of seventeen (17). The third highest is 4.98%, or eleven (11) respondents, who are

in the age group of nineteen (19). The third lowest percentage is 2.26%, or five (5) respondents

are under the age of twenty (20). Next is the second-lowest percentage of 0.90%, or two (2)

respondents, at the age of 16. Lastly, the lowest percentage is 0.45%, or only one (1) respondent

aged 25.
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
16 17 18 19 20 25

Figure 5 above shows the grade 12 students’ age frequency expressed in percentage.

Respondents aging 18 years old are evidently the ones with the highest percentage among the

other ages indicated.

 Table 3

Frequency Distribution of the Respondents in terms of their responses

Statements Frequency Percentage

Agree Disagree Agree Disagree

1. I am sure of the school/university I will 155 66 70% 30%

study at.

2. I can support my financial needs for 162 59 73% 27%

college/my family/relatives can support

my financial needs for college.

3. I am sure of the course I will take in 143 78 65% 35%

college.

4. I am willing to meet and interact with 191 30 86% 14%

new people in my college life.

5. I can make friends easily. 124 97 56% 44%

6. I am ready regarding adequate support 196 25 89% 11%

from my family and peers.

7. I am ready regarding adequate support 175 46 79% 21%

from my family and peers.

8. I am ready for college admissions 119 102 54% 46%

interviews/test/policies.

9. I will pursue and finish college for 214 7 97% 3%

myself and for my family.

 10. I am good at managing my time (e.g., set 126 95 57% 43%

a day/time limit to complete a task/school

works).

11. I have the necessary academic reading 188 33 85% 15%

skills.

12. I have the necessary academic writing 171 50 77% 23%

skills

13. I have the necessary academic 163 58 74% 26%

communication skills.

14. I have the necessary academic digital 144 77 65% 35%

skills.

15. I have the necessary academic study 167 54 76% 24%

skills (e.g., note taking/outlining, review

or rewrite/re-read notes, etc.)

Mean or Average 74% 26%

Based on the findings, as shown in Table 3, 70% of the respondents are certain of the

school/university they will study at. This indicates that a significant percentage of students have

already chosen a specific institution they want to attend, and they are confident in their decision.

Yet those 30% of the respondents who don't have a clear preference for a particular school may

end up attending a school that is not their top choice or may have to delay their enrollment until

they make a decision.

 Tertiary education is costly, whether a student in grade 12 enrolls at a college or

university. In terms of financial support, 73% of the respondents agreed that they can support

their financial needs for college, or their family/relatives can provide support, while 27% of them

can't. This result suggests that the majority of the students have considered the financial aspect of

attending college and have made plans to address it.

According to the REAP Annual Report (2008, p. 49), a key factor to student readiness

and success is course selection. As specified in Table 3, 65% of the respondents are certain of the

course they will take in college, while 35% of them are not. This implies that a significant

number of the students have already determined the course they want to pursue.

Social engagement and a sense of belonging on campus were positively related to

students' academic and personal success (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998).

Statements 4 and 5 in Table 3 indicate that 86% of the respondents are willing to meet and

interact with new people in their college lives, and 56% of them can make friends easily, which

suggests that the majority of the students are socially capable and can adjust to the new

environment they will encounter in college. On the other hand, those 14% of the respondents

who are not yet willing to meet and interact with new people and those 44% that can't make

friends easily might find it difficult to adapt and interact with others and may find the transition

challenging, especially when instructed to work in groups.

Student engagement has become an important predictor of readiness and success. As

shown above, 89% of the respondents agreed that they are ready to actively engage in their
studies for college, while 11% of them are not. This indicates that the majority of the students are

willing to put in effort towards their academic pursuits in college.

Adequate support from family and friends is crucial for students' college readiness. With

79% of the respondents agreeing, it seems that a large majority feel ready to receive the support

they may need. This result may suggest that the respondents believe they have strong

relationships with their family and peers and trust that these relationships will continue to

provide them with the necessary support throughout college. On the other hand, the 21% who

disagreed may feel uncertain about the support they can receive or may not have a support

system they can rely on. This could be a cause for concern, as having a strong support system

can be essential for college success.

College admission exams or interviews can act as a gatekeeper, determining which

students are admitted to college and which are not. This is because the exams are designed to

measure a student's knowledge and skills in areas that are essential for success in college. Based

on Table 3, 54% of the respondents agreed that they are ready for college admissions

interviews/tests/ policies, whereas 47% of them are not; this suggests that they may not have

prepared for the admission process adequately.

Motivation plays a crucial role in shaping the readiness of students for college. As shown

above, 97% of the respondents will pursue college for themselves and their families, with only

3% disagreeing; it is evident that the respondents value education and see it as a means of

improving not only their own lives but also those of their families. This result is encouraging as
it shows a strong sense of purpose and drive among the respondents, which may translate into

higher levels of engagement and success in college.

According to the Holden Leadership Center (2009), time management is important in

general. However, for a student, it is pivotal to their readiness and success. It is evident that only

54% of the respondents were equipped with time management skills, while 46% of them were

not. It appears that a significant number of respondents may feel that time management is a

challenge for them. This result may indicate that some students may struggle to balance their

academic workload with other responsibilities.

Table 3 shows that most of the respondents agreed that they have the necessary academic

reading skills (85%), which may indicate that the respondents are able to read, comprehend, and

analyze complex texts, that are essential for success in college whereas those 15% of the

respondents who disagreed, may have difficulty understanding and comprehending college-level

texts.

Respondents who agreed that they have the necessary academic writing skills (77%),

possesses the ability to communicate ideas effectively through written assignments such as

essays, research papers, and other academic papers. On the other hand, those who lack the

necessary academic writing skills (23%), may struggle to express their ideas, and find it difficult

to produce proficient academic papers.

Those who claimed that they have the necessary academic communication skills (74%),

has the ability to express ideas clearly and confidently, to listen actively to others, and to engage
in productive dialogue, while those 26% who lack writing skills may struggle to convey their

ideas effectively.

Furthermore, respondents who have the necessary digital skills (65%), can create

effective and engaging presentations using tools like PowerPoint or Google Slides. Whereas

those 35% who lack digital skills may struggle to navigate these resources effectively, which can

impact their research and their academic performance.

The respondents who agreed that they have the necessary study skills (76%), are able to

effectively manage time, organize materials, take effective notes, and prepare for exams. While

those who don't have study skills (24%), may struggle to keep up with coursework, leading to

poor grades and academic performance.

 1. Certain of the school/university I will study at 70%
30%

2. Can support my financial needs or my family will 73%

support my financial needs for college 27%

3. Certain of the course I will take in college 65%

35%

4. Willing to meet and interact with new people in 86%

college life 14%

5. Can make friends easily 56%

44%

6.Will actively engage in studies for college 89%

11%

7. Ready in terms of adequate support from family 79%

and peers 21%

8. Ready in terms of college admissions 54%

interviews/test/policies 46%
Agree
9. Will pursue and finish college for oneself and 97%
family 3% Disagree

10. Good at managing time 57%

43%

11. Necessary academic reading skills 85%

15%

12. Necessary academic writing skills 77%

23%

13. Necessary academic communication skills 74%

26%

14. Necessary academic digital skills 65%

35%

Necessary academic study skills 76%

24%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Figure 6 Shows the summary of responses of the participants with corresponding responses
 Table 4

Factors Influencing Grade 12 Students to be College-Ready

College Readiness Factors Frequency Percentage Rank

School Selection

1. I am sure of the school/university I will study 155 70% 7

at.

Financial Support

2. I can support my financial needs for

college/my family/relatives can support my 162 73% 4

financial needs for college.

Course Selection

3. I am sure of the course I will take in college. 143 65% 8

Social Skills

4. I am willing to meet and interact with new 191

people in my college life. 86% 71% 6

5. I can make friends easily. 124 56%

Student Engagement

6. I am ready to actively engage in my studies

for college (e.g., attend every class, pay close 196 89% 2

attention to my college teacher, do

homework).
Social Support

7. I am ready regarding adequate support from 175 79% 3

my family and peers.

College Admissions Preparedness

8. I am ready for college admissions 119 54% 9

interviews/test/policies.

Motivation

9. I will pursue and finish college for myself 214 97% 1

and for my family.

Academic Skills

10. I am good at managing my time (e.g., set a 126

day/time limit to complete a task/school 57%

works).

11. I have the necessary academic reading skills. 188 89%

12. I have the necessary academic writing skills 171 77%

13. I have the necessary academic 163 74% 72% 5

communication skills.

14. I have the necessary academic digital skills. 144 65%

15. I have the necessary academic study skills 167 76%

(e.g., note taking/outlining, review or

rewrite/re-read notes, etc.)

 Table 4 shows the factors influencing Grade 12 students' readiness for college. The

researchers have classified fifteen statements into various factors such as school selection,

financial support, course selection, social skills, student engagement, social support, college

admissions preparedness, motivation, and academic skills.

The 1st statement, "I am sure of the school/university I will study at," falls under school

selection, which indicates a percentage of 70% “agree” responses..

The 2nd statement, "I can support my financial needs for college/my family or relatives

will support my financial needs for college," was identified as financial support with a

percentage of 73%.

Furthermore, the 3rd statement, "I am certain about the course I will pursue in college,"

was categorized as course selection with a percentage of 65%.

Moving on to the 4th statement, "I am willing to meet and interact with new people,"

with a percentage of 86%, and the 5th statement, "I can easily make friends," with a percentage

of 56%, both were classified under social skills, having a mean of 71%.

The 6th statement, "I am ready to actively engage in my studies," which includes

attending all classes, paying close attention to college instructors, and completing homework,

was associated with student engagement, with a percentage of 89%.

Additionally, the 7th statement, "I am prepared for adequate support from my family and

peers," falls under student engagement, with a percentage of 79%.

 Moving on to college admissions preparedness, the 8th statement, "I am prepared for

college admissions interviews, tests, and policies," was categorized under this factor with a

percentage of 54%,

9th statement "I am motivated to pursue and complete college for myself and my family,"

is aligned under motivation, having 91% "agree" responses.

The remaining statements, from 10 to 15, fall under academic skills, with each statement

having a specific percentage linked to it. The 10th statement, "I am good at managing my time,"

has a percentage of 56%. The 11th statement, "I have the necessary academic reading skills," has

a percentage of 88%. The 12th statement, "I have the necessary academic writing skills," had

76%. The 13th statement, "I have the necessary academic communication skills," has a

percentage of 61%. The 14th statement, "I have the necessary academic digital skills," has 76%

agreeing responses. Least, the 15th statement, "I have the necessary academic study skills,"

which include note-taking, outlining, reviewing, or rewriting notes, has a percentage of 86%.

These six statements have a mean of 72%.

 College Readiness Factors

100% 97%

89%
90%

79%
80%
73% 72%
70% 71%
70%
65%

60%
52%
50%

40%

30%

20%

10%

0%

Figure 7 shows the percentage of the factors influencing college readiness among the grade 12
students
 As shown in Figure 7, Motivation was found to be the factor in which the Grade 12

students are mostly ready for college, with the highest percentage of 97% agreeable responses

suggesting that it is the factor in which the grade 12 students are mostly ready for college.

Most of the participants responded positively to all the statements, indicating that they are

ready for college. Therefore, no factor indicating that the grade 12 students are mostly not ready

for college.

Overall, all the factors—namely, school selection, financial support, course selection,

social skills, student engagement, social support, college admissions preparedness, motivation,

and academic skills—all influence college readiness among the grade 12 students. However,

some areas that need improvement were identified, such as managing time, making new friends,

and preparing for college admissions.

CONTRIBUTION
Erikka Jayne V. Saycon

 Help in administering the survey questionnaires

 Help in tallying and making Chapter 2

 Help with encoding and making of tables and graphs

 Help with expenses for printing

CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the survey conducted. This includes the

presentation, analysis, and interpretation of the data on the college readiness of Grade

12 students. There were 221 respondents who answered the survey questionnaires,

which served as the basis for analysis.

Table 4 shows the factors influencing Grade 12 students' readiness for college.

The researchers have classified fifteen statements into various factors such as school

selection, financial support, course selection, social skills, student engagement, social

support, college admissions preparedness, motivation, and academic skills.

 The 1st statement, "I am sure of the school/university I will study at," falls under

school selection, which indicates a percentage of 70% “agree” responses..

The 2nd statement, "I can support my financial needs for college/my family or

relatives will support my financial needs for college," was identified as financial support

with a percentage of 73%.

Furthermore, the 3rd statement, "I am certain about the course I will pursue in

college," was categorized as course selection with a percentage of 65%.

Moving on to the 4th statement, "I am willing to meet and interact with new

people," with a percentage of 86%, and the 5th statement, "I can easily make friends,"

with a percentage of 56%, both were classified under social skills, having a mean of 71%.

The 6th statement, "I am ready to actively engage in my studies," which includes

attending all classes, paying close attention to college instructors, and completing

homework, was associated with student engagement, with a percentage of 89%.

Additionally, the 7th statement, "I am prepared for adequate support from my

family and peers," falls under student engagement, with a percentage of 79%.

Moving on to college admissions preparedness, the 8th statement, "I am

prepared for college admissions interviews, tests, and policies," was categorized under

this factor with a percentage of 54%,

 9th statement "I am motivated to pursue and complete college for myself and my

family," is aligned under motivation, having 91% "agree" responses.

The remaining statements, from 10 to 15, fall under academic skills, with each

statement having a specific percentage linked to it. The 10th statement, "I am good at

managing my time," has a percentage of 56%. The 11th statement, "I have the necessary

academic reading skills," has a percentage of 88%. The 12th statement, "I have the

necessary academic writing skills," had 76%. The 13th statement, "I have the necessary

academic communication skills," has a percentage of 61%. The 14th statement, "I have

the necessary academic digital skills," has 76% agreeing responses. Least, the 15th

statement, "I have the necessary academic study skills," which include note-taking,

outlining, reviewing, or rewriting notes, has a percentage of 86%. These six statements

have a mean of 72%.

As shown in Figure 7, Motivation was found to be the factor in which the Grade

12 students are mostly ready for college, with the highest percentage of 97% agreeable

responses suggesting that it is the factor in which the grade 12 students are mostly

ready for college.

Most of the participants responded positively to all the statements, indicating

that they are ready for college. Therefore, no factor indicating that the grade 12

students are mostly not ready for college.

 Overall, all the factors—namely, school selection, financial support, course

selection, social skills, student engagement, social support, college admissions

preparedness, motivation, and academic skills—all influence college readiness among

the grade 12 students. However, some areas that need improvement were identified,

such as managing time, making new friends, and preparing for college admissions.

Table 2 shows the percentage of respondents in terms of sex. From those who

had been surveyed, female respondents had a percentage of 58% with a total of one

hundred twenty-eight (128) out of two hundred twenty-one (221) respondents, whereas

ninety-three (93) of the respondents were males from Grade 12, which stood at 42%.

As shown in Table 3, students aged eighteen (18) years old got the highest

percentage, which is 59.73% or one hundred thirty-two (132) respondents out of two

hundred twenty-one (221) total respondents. The second highest is 31.67%, or seventy

(70) respondents, who are under the age of seventeen (17). The third highest is 4.98%,

or eleven (11) respondents, who are in the age group of nineteen (19). The third lowest

percentage is 2.26%, or five (5) respondents are under the age of twenty (20). Next is

the second-lowest percentage of 0.90%, or two (2) respondents, at the age of 16. Lastly,

the lowest percentage is 0.45%, or only one (1) respondent aged 25.