Ano Mauuna Matapos Research o Buhay Ko

ACADEMIC AND EMOTIONAL PREPAREDNESS OF ACCOUNTANCY,
BUSINESS AND MANAGEMENT STUDENTS IN

ALLEN NATIONAL HIGH SCHOOL
CHINA JEAN F. BONABON

VANNA LAURATE V. LABAJO
LARA ANDREA D. ORBASE
DANNA JANE C. SABASAN
LOVELY ROSE E. TAGUPA
GINA PAULA C. TAN
MARY ANN N. TOLONGHARI
JENNIFER D. VETONIO
A Research Paper
Submitted in Partial Fulfilment of the Requirement in
Inquires, Investigation and Immersion in
Allen, Northern Samar
Second Semester, School Year 2022-2023

TABLE OF CONTENTS
Page
TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF FIGURES v
LIST OF TABLES vi
Chapter
I. INTRODUCTION
Context and Rationale 1
Research Questions 4
Hypothesis 5
Scope and Limitation of the Study 5
Importance of the Study 6
Theoretical Framework 8
Conceptual Framework 10
Paradigm of the Study 11
Definition of Terms 12
II. REVIEW OF LITERATURE
Demographic Profile of Students 15
Academic Preparedness 19
Emotional Preparedness 20
III. METHODOLOGY
Research Site 21
Research Design 24
Sampling 24
Respondents 25
Variables of the Study 25
Ethical Considerations 26
Research Instrument 27
Validation of Research Instrument 27
Scoring and Interpretation of Data 27
Data Gathering Procedure 32
Statistical Data Analysis 33
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Demographic Profile of Grade 12 ABM-Australia
Sex 34
First Semester Average 34
Family Monthly Income 35
Number of Family Members 36
Family Type 37
Learning Resources 38
Location of Residence 38
Type of Preferred Tertiary School 39
Demographic Profile of Grade 12 ABM-Belgium
Sex 40
First Semester Average 40
Family Monthly Income 41
Number of Family Members 42
Family Type 43
Learning Resources 44
Location of Residence 45
Type of Preferred Tertiary School 46
Level of Academic Preparedness of Grade 12 ABM Students 46
Level of Emotional Preparedness of Grade 12 ABM Students 49
Difference Among the Grade 12 ABM Students in terms of:
Academic Preparedness 52
Emotional preparedness 53
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 54
Conclusions and Implications 57
Recommendations 58
REFERENCES 60
APPENDICES 67
LIST OF FIGURES
FIGURE Page
1 Paradigm of the Study 11
2 Map of Allen National High School 23

LIST OF TABLES
TABLE Page
1.1 Demographic Profile of the Grade 12 ABM-Australia Students 34
in terms of Sex
in terms of First Semester Average
in terms of Family Monthly Income
in terms of Number of Family Members
in terms of Family Type
in terms of Learning Resources
in terms of Location of Residence
in terms of Type of Preferred Tertiary School
2.1 Demographic Profile of the Grade 12 ABM-Belgium Students 40
in terms of Sex
in terms of First Semester Average

in terms of Family Monthly Income
in terms of Number of Family Members
in terms of Family Type
in terms of Learning Resources
2.7Demographic Profile of the Grade 12 ABM-Belgium Students 45
in terms of Location of Residence
in terms of Type of Preferred Tertiary School
3 Level of Academic Preparedness of Grade 12 ABM Students 47
4 Level of Emotional Preparedness of Grade 12 ABM Students 50
5.1 Academic Preparedness of Grade 12 ABM Students 52
5.2 Emotional Preparedness of Grade 12 ABM Students 53

Chapter I
INTRODUCTION
Context and Rationale
“Preparedness never caused a war and unpreparedness never prevented one.”
— Florence Prag Kahn
High school education prepares the students to pursue college education. Before
the transition to the K-12 educational curriculum, the basic education in the Philippines
consists of ten (10) years of study: six (6) years in elementary education and four (4)
years in secondary education. However, with the collective movement of other countries
towards globalization, the Philippines has undertaken major educational reforms that
transition and shift its 10-year basic education into the K-12 curriculum.
As per the Commission on Higher Education Memorandum Order 20, Series of
2013, students in high school are expected to relate to the issues and challenges facing
their local, national, and international communities. Students complete senior high school
as their last year of preparation before entering college. It includes a variety of subjects
depending on the chosen track, which is divided into various strands. Through the use of
more advanced teaching techniques, more comprehensive lessons, and practical
application of what students learn, this program helps students grow. This serves as an
introduction phase for some of the subjects so that they can be ready. Some of the
subjects were taken from college-level courses. Students who are enrolled in Academic
Strand courses like Science, Technology, Engineering and Mathematics, Accountancy,
Business, and Management, and Humanities and Social Sciences are primarily taught
these subjects, which were divided into core, applied, contextualized, and specialized
categories.
In the Philippines, the Department of Education (DepEd) graduated its first batch
of senior high school graduates in 2018, after reengineering its basic education from 10 to
12 years of schooling. However, there is a need to investigate these graduates' college
preparation because some studies paint an alarming image of K–12 student performance.
According to the Program for International Student Assessment (PISA) assessment, the
Philippines scored 79th in reading skills with an average of 340 points, compared to the
OECD average of 487 points.
YouScience, a college and career readiness company, reported in its recent
national survey, “Post Graduation Readiness Report,” which polled over 500 students
from the 2019 through 2022 graduating classes, that 75% of high school graduates are not
ready to make college and career decisions. This is despite the fact that the National
Center for Education Statistics reported that in the 2018-2019 school year, the graduation
rate for high schools was 86%, the highest it had been since 2010. The 75% graduates in
the YouScience survey reported they felt “moderately, slightly, or not at all prepared” for
what might come next after high school.
Due to a lack of preparation, even high achievers may find the transition from
high school to college difficult. According to Boden (2011), students entering college
typically experience feelings of uncertainty and apprehension about their academic,
social, and emotional preparedness. Others enter feeling overwhelmed and susceptible to
the pressures of newfound responsibilities and academic demands (Taylor, Doane, &
Eisenberg, 2014). Because undergraduate students begin their first year of college at
varying levels of readiness, this presents a more difficult situation where uncertainties
can arise (DeAngelo & Franke, 2016). Lack of readiness caused withdrawal or dropping
out of college in the majority of cases. So, it is critical to understand what college
readiness entails.
Readiness in college necessitates an understanding of what it means to be “college
ready”. Earlier reviews of research on readiness in college focused individual-level
indicators of whether a student is on track to be college ready. College readiness refers to
academic and practical knowledge required to be successful in college education. It is the
level of students’ preparedness without remediation that they need in order to succeed in
college. Mueller & Gozali-Lee (2013) stated the factors contributing to lack of readiness
in college and career: academic readiness and preparedness, expected behaviour and
attitudes, and college and career knowledge
Moreover, it involves a set of abilities, know-how, and conduct that each high
school graduate must possess, according to Wignall (2020). Students can prepare for
college without remedial classes by developing their skills and knowledge according to
Grundmeyer (2012). High school students enter college ill-prepared, according to a study
cited by Levin (2019). A college must "define success as student learning" (McNair et al.,
2016, p. 89) and offer academic, financial, and social-emotional supports in order for
students to feel like they belong on campus and to persist. The following factors,
according to Mueller & Gozali-Lee (2013), contribute to a lack of readiness for college
and the workplace: academic readiness and preparedness, expected behaviour and
attitudes, and college and career knowledge.
In this way, the purpose of this study is to determine the academic and emotional
preparedness of Grade 12 Accountancy, Business and Management students to pursue
higher education.
Research Questions
This study aims to determine the academic and emotional preparedness of Grade
12 Accountancy, Business and Management students pursuing higher education.
Specifically, this will opt to answer the following questions:
1. What is the demographic profile of the Grade 12 ABM-Australia students in terms
of:
1.1 sex;
1.2 first semester average;
1.3 family monthly income;
1.4 number of family members;
1.5 family type;
1.6 learning resources;
1.7 location of residence; and
1.8 type of preferred tertiary school?
2. What is the demographic profile of the Grade 12 ABM-Belgium students in terms

of:
2.1 sex;
2.2 first semester average;
2.3 family monthly income;
2.4 number of family members;
2.5 family type;
2.6 learning resources;
2.7 location of residence; and
2.8 type of preferred tertiary school?
3. What is the level of academic preparedness of Grade 12 ABM students?
4. What is the level of emotional preparedness of Grade 12 ABM students?
5. Is there a significant difference among Grade 12 ABM students in terms of:
5.1 academic preparedness; and
5.2 emotional preparedness?
Hypothesis:
Ho1: There is no significant difference among Grade 12 ABM students in terms of
academic preparedness and emotional preparedness.
Scope and Limitations
This study mainly focuses on the Academic and Emotional Preparedness of Grade
12 Accountancy, Business, and Management specifically the Australia and Belgium
students pursuing higher education. This study was conducted at Allen National High
School, Allen, Northern Samar. The respondents chose to participate in data gathering
was the Grade 12 Accountancy, Business and Management students enrolled during the
academic year 2022-2023.
However, other students that do not fall as part of the Grade 12 ABM students are
not within the scope of the study. The researchers utilized two types of sampling
techniques, the simple random sampling and complete enumeration of the population., it
was done through the utilization of questionnaire to the students as a survey and
reference.
Importance of the Study
This research study provides information about the preparedness of the Grade 12
students pursing higher education. Thus, this is deemed beneficial to the following:
The Accountancy, Business and Management Students. This study will benefit
Accountancy, Business and Management students of Allen National High School since it
will offer them with information regarding the academic and emotional preparedness of
Grade 12 ABM students who plan to continue their education. Additionally, students will
be able to identify solutions that will enable them to strengthen their preparedness.
The Students. The students' awareness of their 'preparedness' status as
prospective college students could be improved. The poor academic performers might
decide to improve their study habit or class attendance, while those who were getting
impressive grades would strive to maintain their performance. In addition, the students
might change their career goals if they would realize that their previous choices did not
jibe or fit well to their scholastic abilities.

The Parents. They could carry out or perform a more frequent inquiry from the
school administrator and teachers about his/her child's behavior and progress in school;
they could also start brainstorming on the possible ways of confronting potential
challenges as pointed out by their children.
The Teachers. The teachers at Allen National High School will benefit from this
study because it will give them information that will assist them educate their pupils in a
way that will improve both their academic and emotional preparedness.
The School Administrators. This study is relevant to the school for it can help
them find the solutions to the lacking academic preparedness of Grade 12 students.
Working with the faculty members and parents, they could lead in formulating school
rules or creating curricular activities which might in one way or another improve the
academic and emotional preparedness of the students for college.
The Allen National High School. They will have better understanding of the
situation of incoming college students and better their own procedures concerning Senior
High School graduates. Teachers, and experts will also know the situation and find
solution on how to help the needs and how to better prepare incoming college students.
The Department of Education. This study can help the heads of this department
have a view on the academic preparedness of Grade 12 students who will pursue higher
education. They can further study this topic to accommodate the needs of the students.
The Future Researchers. The findings in this study will serve as a guide for
future researchers who wish to conduct the same study. Thus, it will serve as a related
literature and a basis for their research.

Theoretical Framework
To gain a better understanding of the concept of student readiness, the different
theories applicable to readiness are discussed.
A theory developed by Schlossberg (Schlossberg, Waters and Goodman, 1995)
entitled “The Transition Theory” was initially utilized as a framework to comprehend
adults going through changes and provide them with the coping skills they required to
succeed. Given this, Schlossberg's theory might be employed as a theory to comprehend
the preparation levels of senior high school students, notably the grade 12 ABM students,
and is thus pertinent to this study. The goal of transition theory is to help individuals
navigate transitions and equip them with the coping mechanisms they need to go
smoothly from one stage to the next (Schlossberg. Waters and Goodman, 1995). A
learner who transfers from high school to a tertiary institution can use this principle.
According to Schlossberg (1995), three factors must be taken into account in order for an
individual to adapt their perception of the change, the features of both the pre- and post-
transition settings, and finally, their own traits (Schlossberg. Waters and Goodman,
1995).
Moreover, Conley’s (2010, p.31) four-dimensional model of college and career
preparedness is adopted because it emphasizes academic readiness and social integration,
both of which include people’s ability to adapt to their environment. According to Conley
(2010, p.31), there are four fundamental qualities that a student must grasp in order to be
regarded prepared. These are key cognitive strategies, key content knowledge, academic
behaviours and contextual skills.
Lastly, the model of student retention. Tinto places equal focus on social and
intellectual integration, similar to Conley's concept. According to Draper (2008), a
student's level of dedication to both academic and social integration has a significant
impact on how successful they are in tertiary education. Academic integration is
concerned with an individual’s actual performance, personal development, and
engagement, as well as whether or not students identify with their role as students and
enjoy their subjects (Draper, 2008). On the other hand, the term “social integration”
refers to identifying with the university, its norms, values, and culture. It examines a
student’s relationships with his or her peers and academic staff (Draper, 2008). Based on
the foregoing, there are some criticisms of Tinto’s model. Some of these criticisms refer
to Tinto’s preference for predominantly white universities (Tempel, 2010, p. 28).
However, as with this study, the emphasis is on all racial and cultural backgrounds, so all
of the preparation students do before entering tertiary institutions is critical to their
success. Taking these theories into account, it is clear that for a student to be successful in
higher education, both academic and social factors must be considered. According to
Tinto’s theory, when students enter tertiary institutions, they bring with them certain
hopes and beliefs. Tinto believes that integration is critical to their success. Tinto went on
to say that the decision to continue or discontinue higher education occurs only after an
individual enters a tertiary institution (Tempel, 2010, p. 28)

Conceptual Framework
The conceptual framework explains the difference between the two variables of
the study, the independent variable and dependent variable. In the left side of the
paradigm shows the independent variable of the study which is the demographic profile
of the students comprised of sex, first semester average, family monthly income, number
of family members, family type, learning resources, location of residence and type of
preferred tertiary school. On the other side of the paradigm shows the dependent
variables which is the academic and emotional preparedness of Grade 12 Accountancy,
Business and Management students of Allen National High School.

Paradigm of the Study
Independent Variable Dependent Variable
Demographic Profile of the Grade 12 ABM Academic Preparedness of Grade 12

Students: ABM Students
a. sex
b. first semester average
c. family monthly income
d. number of family members
e. family type
f. learning resources
g. location of residence
h. type of preferred tertiary school
Emotional Preparedness of Grade 12
ABM Students
Figure 1. A Paradigm Showing the Independent Variables and the Dependent Variables
of the Study
Definition of Terms
In order to have a clear definition and better understand a specific word, the
researchers have provided a list of terms below that can provide readers with precise
information.
Academic Preparedness. Conceptually, this pertains to the educational
information that students have learned prior to attending college.
Academic Track. Conceptually, this is one of the four tracks offered in the
Senior High School program of the Philippine’s K-12 Basic Education Curriculum. It is
intended for students who want to pursue higher education after they graduate in senior
high. (https://www.edukasyon.ph/blog/senior-high-school-academic-track, Retrieved on
December 16, 2022)
Accountancy, Business and Management. Conceptually, this refers to
Accountancy, Business, and Management a one of academic track in Senior High School.
Operationally, this is the strand of the chosen respondents of the study.
Apprehension. Conceptually, this refers to worrying about the future, or a fear
that something unpleasant is going to happen.
(https://dictionary.cambridge.org/us/dictionary/english/apprehension, Retrieved on
December 17, 2022)
College. Conceptually, this refers to a higher education facility where students
who have completed 12 years of formal education can further their education and earn a
degree to do so. Operationally, it refers to a higher education which high school
education prepares students for.

Commission on Higher Education. Conceptually, this is the Philippine
government’s agency in charged with promoting relevant and quality higher education.
(https://www.britishcouncil.ph/tne/about/ched, Retrieved on November 29, 2022)
Education. Conceptually, this refers to the field of study that deals mainly with
methods of teaching and learning in schools. (Merriam Webster)
Emotional Preparedness. Conceptually, this refers to a person's capacity to look
after themselves, adjust to unfamiliar surroundings, manage their emotions and actions in
a constructive manner, and establish beneficial connections with others.
Family Type. Conceptually, this refers to the family background or upbringing of
an individual.
Grade Point Average. Conceptually, this is a calculation of your average grade
or result. (https://www.jcu.edu.au/students/assessment-and-results/grade-point-average-
gpa, Retrieved on, November 28, 2022)
Learning Resources. Conceptually, this pertains to the resources utilized to aid
students in fulfilling the educational requirements set by the curriculum.
Program for International Student Assessment. Conceptually, it is an
international assessment that measures 15-year-old students' reading, mathematics, and
science literacy every 3 years. (https://nces.ed.gov/surveys/pisa/, Retrieved on December
16, 2022)
Preparedness. Conceptually as the state of being ready for something. (Collins
Dictionary, Retrieved on November 11, 2022). Operationally, it is being prepared for
something.
Senior High School. Conceptually, this includes Grades 11 and 12, and it covers
the final two years of the K–12 curriculum. In SHS, students will follow a core
curriculum and electives in a chosen track. Operationally, it is the preparation before
entering college. (http://sjcsdoces.edu.ph/primer-what-you-should-know-abut-the-k-to-
12-senior-high-school/, Retrieved on December 28, 2022)
Tertiary School. Conceptually, this refers to all formal post-secondary education,
including public and private universities, colleges, technical training institutes, and
vocational schools. (https://www.worldbank.org/en/topic/tertiaryeducation, Retrieved on
December 16, 2022)

Chapter II
REVIEW OF LITERATURE
Demographic Profile of Students
Sex. Several other studies emphasized statistical differences in the college
preparedness of the students based on their demographic profile. For example, Cuy &
Salinas (2019) found a very high level of readiness in female than the male respondents
of HUMSS.
Similarly, Kinzie et al. (2007) found that female students participate more often
than the male students in educationally focused activities and programs.
In the study of Magnaye, R.P. (2020)., a significant difference was shown in the
respondents’ sex. Results show that majority of the respondents belong to 18 to 19 years
old, mostly female.
First Semester Average. A careful examination of the existing literature reveals
that there is currently a significant emphasis on the use of GPA as a significant measure
of college preparedness (Cromwell, McClarty, & Larson, 2013).
According to Allensworth and Clark (2020), a high school GPA is significantly
related to college readiness and success. Previous research has confirmed this point
(Geiser & Santelices, 2007; Hein, Smerdon, & Sambolt, 2013; Hodara & Lewis, 2017).
These authors agreed that the higher the GPA of high school graduates, the better
prepared they are for the academic challenges of college life.

More research has shown that GPAs are a good predictor of students’ college
readiness (Jimenez et al., 2016; Maruyama, 2012; Sanchez, 2013). According to
Anderson and Fulton (2015), GPA is a more accurate college readiness assessment than
standardized achievement tests. Students with a higher high school GPA (3.0 or higher)
have demonstrated greater college readiness than students with a lower high school GPA
(ACT, 2013).
Family Monthly Income. A study by Machebe, C. H. (2017) entitled “The Impact
of Parental Level of Income on Students’ Academic Performance in High School in
Japan” finds that parents’ involvement in their children’s school activities is more
important than their financial situation in their children’s education. Improving the
academic performance of youngster in school is a must. Parents should continually
encourage and support their children so that they can be emotionally secure and have
faith in themselves. Academic excellence is a goal that must be pursued. Moreover, the
findings suggest that family income has a major impact on children’s educational
attainment, and that increasing family income can help them achieve higher levels of
education (Tan & Han, 2017).
Learning Resources. Abidakun, Akinyemi and Ubong (2001) on the availability
of resource materials and their effects on academic performance contend that “the school
environment must be a strong factor which contributes to urban students learning rate."
They reveal that where the amount of laboratory facilities (teaching aids were adequate
students perform better in the urban areas that their counterparts in the rural areas.
Imogie (2004) equally advances a relatively high positive correlation between
classroom achievement and the use of instructional materials. In his view, they do
facilitate acquisition and longer retention of knowledge. The use of these materials has
been of greater importance to students in secondary schools.
Family Type. Since the middle of the 1940s, there have been changes in family
life that have given rise to more complex classifications of family structures, such as
blended families, single-parent plus partner families (cohabiting couples of opposite sex
and same sex, multigenerational families, and binuclear families), etc (Pasley & Petren,
2015).
success. The study found that the most significant influences on academic performance
were school, parental involvement, family structure, age, family expectations, and family
religious affiliation.
According to a study conducted by Latu Latu (2018), the same idea holds true that
students from traditional homes performed better than students from non-traditional
families. The results show that students' family structure has a significant influence on
their academic.
Contrary to the studies mentioned above, Azumah et al. (2018) found no evidence
of any differences in the relationships between students' academic performance and
whether or not they came from single-parent or two-parent families (family structure).
Number of Family Members. According to Qaiser, Ishtiaq, Zaitoon, and Wahab
(2012), a number of factors, including parental illiteracy, domestic difficulties, large
families, a lack of parental involvement and control, low socioeconomic status, and
family structures like intact families and single parenthood, contribute to students' poor
and unsatisfactory academic performance. Furthermore, according to Chowa (2012),

factors such as family size and structure affect students’ academic performance. This
supports Odok’s point of view (2013) that students from large families tend to have poor
upbringing, including inattentiveness, indiscipline, malnutrition, and a lack of resources,
all of which have an adverse effect on students’ performance.
Moreover, according to the study of Adongo, Dapaah and Wireko (2017), family
size characteristics have an influence on high school students' academic performance. A
small family influences academic performance more than a large family. The findings
demonstrate the importance of family size in determining educational quality and
perceived influence on academic performance. Furthermore, the findings revealed that a
small family's basic needs are met with a smaller portion of the family's income than a
large family's basic needs.
Location of Residence. In order to produce intellectuals who are socially
integrated and mentally sound, many educators think that living and learning
environments should be close to one another (Oluwaseyi, 2015). Long commutes from
students’ homes to school caused them to arrive late and with empty stomachs, which
increased their risk of dropping out of school (Mhiliwa, 2015).
Additionally, it is physically and mentally draining to walk long distances
(Zuckerman, 2021). As a result, they find it difficult to concentrate on their studies once
they get home, which may result in poor academic performance (Matingwina, 2018).
Moreover, few researchers have looked into how far students travel to school,
how they get there, and how close their home is to a road as potential contributors to
students' poor academic performance (Baliyan & Khama, 2020).

Type of Preferred Tertiary School. According to Okon and Archibong (2015),
household members select school type for their children/wards based on wealth and
academic performance. In addition, researchers have found variations in students’
performance based on school type (Ajayi, 2010; Philias & Wanjobi, 2011).
Academic Preparedness
Academic preparedness, according to Conley (2007), is the “academic knowledge
and skills that students need to succeed in doing college-level work.” Students who are
college-ready choose the right career before they enrol in college (Jaime, 2017).
College readiness is more than just a student’s academic performance and resume
or online profile. The student will have a better chance to complete a college degree if he
or she is better academically prepared for college (ACT Research and Policy, 2013). The
K–12 academic indicators, such as grade point average (GPA), that can predict college
attendance, persistence to graduation, and course performance were identified by the
National Center for Public Policy and Higher Education (2009).
Numerous studies have determined the elements linked to academic knowledge
and abilities. For instance, Palafox, Lorenzo, and Palafox (2018) identified the
entrepreneurial and employability skills in which the ABM students scored highest.
Nasrullah & Khan (2015) emphasized the importance of time management and
how it has a significant impact on students’ overall performance and accomplishments.

Huy (2015) made use of the writing difficulties that the majority of business
college students face. Reading is a crucial academic skill. According to Umali (2013),
students’ reading attitudes may also have an impact on how well they comprehend what
they read.
Emotional Preparedness
Multiple issues were raised by studies on students’ social-emotional readiness.
According to the research done by Pittman (2017), a more equitable and diverse society
will result from students’ social and moral growth.
In a related study, Venkatesan (2020) found that self-management, growth
mindset, self-efficacy, and social awareness are social-emotional constructs that
positively predict GPA and completion.
In a study conducted by Ridenour (2015), it was emphasized that qualities needed
to enter college is psychological in nature. For this, Felton (2016) argues that ‘while test
scores predict academic success, self-management and relationship skills may better
prepare student to thrive and graduate.’ In this, the social-emotional development comes
into picture.
According to Collaborative for Academic, Social and Emotional Learning
(CASEL) in the United States, it is “the process through which children and adults
acquire and effectively apply the knowledge, attitudes and skills necessary to understand
and manage emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships and make responsible decisions.”
Additionally, Johnson & Wiener (2017), refer this broad term to ‘the many ways
that educators and researchers define the work to support students to develop as
individuals and in relationship to others.’
Chapter III
METHODOLOGY
Research Site
This study was conducted within the jurisdiction of Allen National High School,
49 kilometers south of Catarman, the Provincial Capital of Northern Samar where the
DepEd Division lies and is situated along with the airline at the heart of the town of
Allen. It is formerly Balicuatro National High School. By Republic Act No. 3437,
enacted on June 15, 1961, this was a site donated by philanthropist Don Alfredo Pelito
and was mandated to offer vocational and technical training to secondary students. Now,
it has both Junior and Senior High School with approximately 6,000 students
This school follows the national syllabus but offers a wider range of programs
that enhance the child's learning experience and develop their talents. Allen National
High School offers two types of curriculum for the Junior High School, these are the
Special Science Curriculum, also known as SSC or the Science, Technology Engineering
Program, abbreviated as STEP, and the Strengthened Technical-Vocational Education or
known as the STVE Curriculum. The Special Science Curriculum specializes more in the
field of science, such as Environmental Science, Physics, Biology, Chemistry,
Electronics, and early exposure to Investigatory Projects and Research Studies. On the
other hand, the Technical-Vocational Education offers education in Automotive,
Carpentry, Cosmetology. Cookery, Dressmaking, Computer Hardware Servicing,
Electrical, Furniture Making, Horticulture, and Shielded Metal Arc Welding.
While the Senior High School offers academic tracks such as Accountancy,
Business, and Management; Humanities and Social Sciences Strand; Science,
Technology, Engineering and Mathematics, and the General Academic Strand. They also
offer Technical-Vocational Livelihood tracks such as Carpentry, Cookery, Computer
Hardware Servicing, and Electrical Installation and Maintenance.

Figure 2. An Illustration of the Map of Allen National High School
Research Design
A comparative study is a kind of method that analyses phenomena and then put
them together to find the points of differentiation and similarity (MokhtarianPour, 2016).
In this research design the researchers tested the difference between two variables. It
tested the difference between the independent variables, which are the academic
preparedness and emotional preparedness of the ABM 12 Students. The researchers also
aim to determine if there is a significant difference between the academic preparedness
and emotional preparedness of ABM 12 Students when group according to their
demographic profile.
Sampling
This study utilized two types of sampling technique, the techniques that was used
in this study is the simple random sampling and complete enumeration of the population.
A simple random sample is a randomly selected subset of a population. In this
sampling method, each member of the population of Grade 12 Australia has an exactly
equal chance of being selected. This method is the most straightforward of all the
probability sampling methods, since it only involves a single random selection and
requires little advance knowledge about the population.
Since the population of Grade 12 Belgium was small, the researchers included the
complete enumeration of the population of the respondents.

Respondents
The selected respondents of this study are the Grade 12 Accountancy, Business
and Management students of Allen National High School. The two sections or groups,
Australia and Belgium of academic year 2022 – 2023 are included. The willingness of the
respondents to participate in the study was considered.
Variables of the Study
The variables of this study are as follows:
Demographic Profile of the Grade 12 ABM Students.
Sex. This refers to the characteristics of the ABM 12 students that are biologically
defined.
First Semester Average. This refers to the average of a student’s grades in all
subjects taken during first semester of a school year.
Family Monthly Income. The amount of money earned by the student’s family
members from working.
Learning Resources. This refers to the materials that are used to assist students in
meeting the expectations for learning defined by the curriculum.
Family Type. This relates to the kind of family to which they belong.
Number of Family Members. This refers to how many people make up their
family.
Location of Residence. It refers to the place where they live.
Type of Preferred Tertiary School. This refers to the preferred type of post-
secondary education that will be pursued beyond the high school level.
Academic Preparedness of Grade 12 ABM Students. This refers to the students’
academic knowledge acquired before college.
Emotional Preparedness of Grade 12 ABM Students. This refers to the ability to take
care of oneself, adapt to new environments, control negative emotions or behaviours and
build positive relationships.
Ethical Considerations
The researchers followed and observed the ethical considerations all throughout
the research work. The researchers respected the respondents during the data gathering as
the researchers implemented the process with objectivity, honesty, integrity, and
carefulness. The profile of the respondents was kept confidential between the researchers
and the research teacher. The participants' name will not be used in any manuscript or
presentation to show respect and privacy. The voluntary participation of the respondents
was considered, information overload and unnecessary data were avoided. The
researchers informed the participants about the research objectives. Additionally, the
researchers handed out the survey questionnaire after the respondents gave their consent.
The responses were only employed for research purposes.

Research Instrument
This study utilized a standardized questionnaire to measure the academic and
emotional preparedness of the students. The first part is comprised of the profile of the
respondents while the second part focused on the self-evaluation of the academic and
emotional preparedness of the respondents pursuing higher education. The questionnaire
is a checklist form in a 5-scale Likert style.
Validation of Research Instrument
The research instrument is utilized in the study entitled “Self-Perception of ABM
Students towards Their Academic, Social and Emotional College Preparedness”
conducted by Remedios P. Magnaye (2020). Hence, further validation is no longer
needed.
Scoring and Interpretation of Data
To interpret the demographic profile of the respondents, the academic and
emotional preparedness of the respondents, the scoring with the corresponding scale of
values are as follows:
Sex. This identifies the biological characteristics of the respondents.
Score Categories
2 Female
1 Male
First Semester Average. This refers to the average of a student’s grades in all
subjects taken during first semester of a school year.
Grade Scale Description
90 - 100 Outstanding
85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
Below 75 Did not Meet Expectations
Family Monthly Income. The amount of money earned by the student’s family
members from working.
Score Monthly Income Income Classification
6 ₱182,000 and up Rich
5 ₱109,200 to ₱182,000 High income (but not rich)
4 ₱63,700 to ₱109,200 Middle class
3 ₱18,200 to ₱36,400 Lower middle class
2 ₱9,100 to ₱18,200 Low income (but not poor)
1 Less than ₱9,100 Poor

Learning Resources. This refers to the materials that are used to assist students in
meeting the expectations for learning defined by the curriculum.
Score Learning Resources
8 Textbooks
7 Films
6 Video
5 Audio
4 Text
3 Animations
2 Images
1 Modules
Family Type. This relates to the kind of family to which they belong.
Score Type of Family
5 Nuclear Family
4 Extended Family
3 Blended Family
2 Conditionally Separated Family
1 Transnational Family
Number of Family Members. This refers to how many people make up their
family.
Score Number of Family Members
5 9 and above
4 7-8
3 5-6
2 3-4
1 1-2
Location of Residence. It refers to the place where they live.
Score Location of Residence
5 Along the highway
4 Riverside (Tabing Ilog)
3 Coastal Area
2 Countryside (Kabukiran)
1 Commercial Area
Type of Preferred Tertiary School. This refers to the preferred type of post-
secondary education that will be pursued beyond the high school level.
Score Type of School
2 Private
1 Public
Academic Preparedness. This refers to the academic knowledge and skills that
students have before college.
Range Description Interpretation
4.20 – 5.00 Highly Prepared The students are highly prepared academically on
pursuing higher education.
3.40 – 4.19 Prepared The students are prepared academically on

2.60 – 3.39 Moderately Prepared The students are moderately prepared

academically on pursuing higher education.
1.80 – 2.59 Poorly Prepared The students are poorly prepared academically on
1.00 – 1.79 Not Prepared The students are not prepared academically on
Emotional Preparedness. This refers to the ability to take care of oneself, adapt
to new environments, control negative emotions or behaviours and build positive
relationships.
Range Description Interpretation
4.20 – 5.00 Highly Prepared The students are emotionally highly prepared on
3.40 – 4.19 Prepared The students are emotionally prepared on pursuing

higher education.
2.60 – 3.39 Moderately Prepared The students are emotionally moderately prepared
on pursuing higher education.
1.80 – 2.59 Poorly Prepared The students are emotionally poorly prepared on
1.00 – 1.79 Not Prepared The students are emotionally not prepared on
Data Gathering Procedure
To gather the data needed for this study, the researchers undertook the following
procedures:
First, the letter seeking for permission to conduct the study was signed by the
school principal. Then, the researchers conducted a survey which composed of the
standardized survey questionnaire. The survey was carried out once approved. The
questionnaire was delivered in person by the researchers to the respondents during their
free time. Finally, students will have between 20 and 30 minutes to respond before being
retrieved. The information gathered from the respondents was kept strictly confidential
between the researchers and the research teacher.
Statistical Data Analysis
Frequency and percentage were used to determine the number of responses for
each item and was summarized accordingly in tabular form. Weighted Mean was used to
evaluate the academic and emotional preparedness using the average score of the students
in the Likert scale. The t-test for two independent sample or group was utilized to
determine the significant difference on academic and emotional preparedness of the
students when they are grouped according to the student-respondent’s demographic
profile. The statistical process aims to prove that academic and emotional preparedness of
the students have no significant difference when grouped according to their demographic
profile.
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Demographic Profile of the Grade 12 ABM - Australia
Sex. Table 1.1 shows the frequency distribution of the demographic profile of the
Grade 12 ABM – Australia students in terms of sex. Out of fifty 25 respondents, 92%
(23) of it are female while 8% (2) are male respondents, with the total of 100% (25)
respondents.
The data shown indicates that most of the respondents are female. Thus, this
findings ratify the study of Kinzie et al. (2007) that female students participate more
often than the male students in educationally focused activities and programs.
Table 1.1 Sex
Sex Frequency Percentage
Female 23 92%
Male 2 8%
Total 25 100%
First Semester Average. Table 1.2 shows frequency distribution of the
demographic profile of the Grade 12 ABM – Australia students in terms of their first
semester average. Out of 25 respondents, 48% (12) garnered 90 to 100 average during
first semester while 52% (13) garnered 85 to 89 average during first semester.
The data shown indicates that most of the students garnered 85 to 89 first
semester average. Further, this confirms the study of Geiser & Santelices, 2007; Hein,
Smerdon, & Sambolt, 2013; Hodara & Lewis, 2017 that the higher the GPA of high
school graduates, the better prepared they are for the academic challenges of college life.
Table 1.2 First Semester Average
Grade Scale Frequency Percentage
90 - 100 12 48%
85 - 89 13 52%
80 - 84 0 0
75 - 74 0 0
Below 75 0 0
Total 25 100%
Family Monthly Income. Table 1.3 shows the frequency distribution of the
demographic profile of the Grade 12 ABM – Australia students in terms of their family
monthly income. Out of 25 students, 4% (1) earn from ₱63,700 to ₱109,200 and falls
under middle class. 20% (5) earn from ₱18,200 to ₱36,400 and falls under lower middle
class. 32% (8) earn from ₱9,100 to ₱18,200 which falls under low income (but not poor)
and 44% (11) earn less than ₱9,100 which belongs to poor based on the income
classification.
The data shown suggests that most of the students belong to poor as their income
classification. Further, this confirms the study of Tan & Han (2017) that family income
has a major impact on children’s educational attainment, and that increasing family
income can help them achieve higher levels of education.
Table 1.3 Family Monthly Income
Monthly Income Frequency Percentage

₱63,700 to ₱109,200 1 4%
₱36,400 to ₱63,700 0 0
₱18,200 to ₱36,400 5 20%
₱9,100 to ₱18,200 8 32%
Less than ₱9,100 11 44%
Total 25 100%
Number of Family Members. Table 1.4 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Australia students in terms of the number of
family members. Among the 25 respondents, 8% (2) are from families with nine (9) or
more family members. 20% of people (5) have a family of seven (7) to eight (8)
members. 16% (4) have a family of three (3) to four (4) members, while 56% (14) belong
to a family of five (5) to six (6) people.
The data shown indicates that most of the students belong to a family that has five
(5) to six (6) family members. Thus, this supports Odok’s point of view (2013) that
students from large families tend to have poor upbringing, including inattentiveness,
indiscipline, malnutrition, and a lack of resources, all of which have an adverse effect on
students’ performance.
Table 1.4 Number of Family Members

Number of Family Frequency Percentage
Members
9 and above 2 8%
7-8 5 20%
5-6 14 56%
3-4 4 16%
1-2 0 0%
Total 25 100%
Family Type. Table 1.5 displays the frequency distribution of the demographic
profile of the Grade 12 ABM - Australia students in terms of family type. Out of 25
respondents, 80% (22) of the students are from nuclear families. A blended family makes
up 8% (2) of the sample. 4% (1) are members of a family that is conditionally separated.
The data displayed suggests that the majority of students come from nuclear
families. Further, this confirms the study conducted by Latu Latu (2018) that students
from traditional homes performed better than students from non-traditional families. The
results show that students' family structure has a significant influence on their academic.
Table 1.5 Family Type
Type of Family Frequency Percentage
Nuclear Family 22 88%
Blended Family 2 8%
Conditionally Separated Family 1 4%

Total 25 100%
Learning Resources. Table 1.6 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Australia students in terms of learning
resources.
Table 1.6. Learning Resources
Learning Resources Frequency Percentage
Textbooks 16 23.9%
Films 3 4.5%
Video 7 10.5%
Audio 4 5.9%
Text 7 10.5%
Animations 2 2.9%
Images 7 10.5%
Lectures 21 31.3%
Total 67 100%
Location of Residence. Table 1.7 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Australia students in terms of location of
residence. Out of the 25 respondents, 52% (13) live along the highway. The riverside is
home to 4% (1) of the sample. (4) 16% of students live near the coast. 4% (1) of students
live in the countryside, while 24% (6) do so in a commercial area.

The data shown indicates that most of the students reside along the highway.
Further, this supports the study of Oluwaseyi (2015) that in order to produce intellectuals
who are socially integrated and mentally sound, many educators think that living and
learning environments should be close to one another.
Table 1.7 Location of Residence
Location of Residence Frequency Percentage
Along the Highway 13 52%
Riverside (Tabing Ilog) 1 4%
Coastal Area 4 16%
Countryside (Kabukiran) 1 4%
Commercial Area 6 24%
Total 25 100%
Type of School. Table 1.8 displays the frequency distribution of the demographic
profile of the Grade 12 ABM - Australia students in terms of type of school. Out of 25
respondents, 96% (24) prefer public school while only 4% (1) chose private school for
tertiary education.
The data shown suggests that most of students prefer public rather than private for
tertiary school. Further, this supports the study of Okon and Archibong (2015) that
academic performance.
Table 1.8 Type of School
Type of School Frequency Percentage
Private 1 4%
Public 24 96%
Total 25 100%
Demographic Profile of the Grade 12 ABM – Belgium
Sex. Table 2.1 shows the frequency distribution of the demographic profile of the
Grade 12 ABM – Belgium students in terms of sex. There are 23 (92%) female and 2
(8%) male respondents, with the total of 25 (100%) respondents.
This finding indicates that most of the students are female. Further, this confirms
the study of Kinzie et al. (2007) that female students participate more often than the male
students in educationally focused activities and programs.
Table 2.1 Sex
Sex Frequency Percentage
Female 20 80%
Male 5 20%
Total 25 100%
First Semester Average. Table 2.2 shows frequency distribution of the
demographic profile of the Grade 12 ABM – Belgium students in terms of their first
semester average.
The data shown indicates that most of the students garnered 85 to 89 first semester
average. Further, this confirms the study of Geiser & Santelices, 2007; Hein, Smerdon, &
Sambolt, 2013; Hodara & Lewis, 2017 that the higher the GPA of high school graduates,
the better prepared they are for the academic challenges of college life.
Table 2.2 First Semester Average
Grade Scale Frequency Percentage
90 - 100 11 44%
85 – 89 14 56%
80 – 84 0 0
75 - 74 0 0
Below 75 0 0
Total 25 100%
Family Monthly Income. Table 2.3 shows the frequency distribution of the
demographic profile of the Grade 12 ABM – Belgium students in terms of their family
monthly income. Out of 25 respondents, 16% (4) of the students’ family earn from
₱36,400 to ₱63,700 and falls under the middle class. 24% (6) earn from ₱18,200 to
₱36,400 and falls under lower middle class. 44% (11) earn from ₱9,100 to ₱18,200 and
falls under low income (but not poor) while 16% (4) earn less than ₱9,100 which falls
under poor based on the income classification.
The data shown indicates that most of the students belong to low income (but not
poor). Further, this confirms the study of Tan & Han, 2017 that family income has a
major impact on children’s educational attainment, and that increasing family income can
help them achieve higher levels of education.
Table 2.3 Family Monthly Income
Monthly Income Frequency Percentage

₱182,000 and up 0 0
₱109,200 to ₱182,000 0 0
₱63,700 to ₱109,200 0 0
₱36,400 to ₱63,700 4 16%
₱18,200 to ₱36,400 6 24%
₱9,100 to ₱18,200 11 44%
Less than ₱9,100 4 16%
Total 25 100%
Number of Family Members. Table 2.4 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Belgium students in terms of number of
family members. Out of 25 respondents, 12% (3) belong to a family that has 9 and more
family members. 36% (9) of the students have a family of seven (7) to eight (8) family
members. 44% (11) belong to a family that has five (5) to six (6) members while 8% (2)
of the students belong to a family with three (3) to four (4) family members.
The data shown indicates that most of the students belong to a family that has five
(5) to six (6) family members. Thus, this supports Odok’s point of view (2013) that
students from large families tend to have poor upbringing, including inattentiveness,
indiscipline, malnutrition, and a lack of resources, all of which have an adverse effect on
students’ performance.
Table 2.4. Number of Family Members
Number of Family Frequency Percentage

Members
9 and above 3 12%
7-8 9 36%
5-6 11 44%
3-4 2 8%
1-2 0 0
Total 25 100%
Family Type. Table 2.5 displays the frequency distribution of the demographic
profile of the Grade 12 ABM - Belgium students in terms of family type. Out of 25
respondents, 72% (18) belong to nuclear family. 8% (2) of the students are from blended
family while 20% (5) are members of the family that is conditionally separated.
The data shown indicates that most of the students are from nuclear family.
Further, this confirms the study conducted by Latu Latu (2018) that students from
traditional homes performed better than students from non-traditional families. The
results show that students' family structure has a significant influence on their academic.
Table 2.5 Family Type
Type of Family Frequency Percentage
Nuclear Family 18 72%
Blended Family 2 8%
Conditionally Separated Family 5 20%
Total 25 100%
Learning Resources. Table 2.6 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Belgium students in terms of learning
resources. One of the learning resources used by 28% (21) of students is a textbook. Use
of films is 4% (3). Video is used by 14.7% (11). Use of audio is 4% (3). Text is used by
10.6% (8). Use of animations is 4% (3). Images and lectures are used as learning
resources by 12% (9) and 22.7% (17) respectively.
This data shown indicates that most of the students use lectures as their learning
resources. Further, this confirms the study of Imogie (2004) about the high positive
correlation between classroom achievement and the use of instructional materials. In his
view, they do facilitate acquisition and longer retention of knowledge. The use of these
materials has been of greater importance to students in secondary schools.

Table 2.6 Learning Resources
Learning Resources Frequency Percentage
Textbooks 21 28%
Films 3 4%
Video 11 14.7%
Audio 3 4%
Text 8 10.6%
Animations 3 4%
Images 9 12%
Lectures 17 22.7%
Total 75 100%
Location of Residence. Table 2.7 displays the frequency distribution of the
demographic profile of the Grade 12 ABM - Belgium students in terms of location of
residence. Out of 25 respondents, 52% (13) reside along the highway. 8% (2) live in
coastal area. 32% (8) live in commercial area while 8% (2) of the students reside in
countryside.
The data shown indicates that most of the students reside along the highway.
Further, this supports the study of Oluwaseyi (2015) that in order to produce intellectuals
who are socially integrated and mentally sound, many educators think that living and
learning environments should be close to one another.
Table 2.7 Location of Residence

Location of Residence Frequency Percentage
Along the Highway 13 52%
Riverside (Tabing Ilog) 0 0
Coastal Area 2 8%
Countryside (Kabukiran) 2 8%
Commercial Area 8 32%
Total 25 100%
Type of School. Table 2.8 displays the frequency distribution of the demographic
profile of the Grade 12 ABM - Belgium students in terms of their preferred type of
tertiary school. Out of 25 respondents, 100% (25) preferred public school for tertiary
education.
The data shown suggests that most of students prefer public rather than private for
tertiary school. Further, this supports the study of Okon and Archibong (2015) that
academic performance.
Table 2.8 Type of School
Type of School Frequency Percentage
Private 0 0
Public 25 100%
Total 25 100%
Academic Preparedness
Table 3 represents academic preparedness of Grade 12 ABM. Generally, the table
indicates that the students are prepared academically on pursuing higher education with
grand mean of 3.53.
Indicated further in the table that the most of the time, I can read up to 200 pages
of a book in a week; I have a system for taking notes in my subjects; I have a system for
preparing before the tests and exam; I know my academic strength in my subjects; I have
a system for scheduling and managing my time in studying my subjects; I have a system
for keeping track of my projects, books and papers; I have the strategy to complete task
in my subjects that I find boring; I have the ability to complete all the steps of a project in
a timely manner; I am aware of the academic tasks that give me the most difficulty; I
enjoy learning new things on my own; I can learn from auditory content, such as lectures,
recordings, or podcasts; I can dedicate a specific time of day or night to work on my
studies; I can learn on my own but can benefit from working in a group as well; I enjoy
reading books on a variety of topics; I know exactly what I want to major in were
considered “prepared” with weighted means of 3.48, 3.74, 3.84, 3.7, 3.66, 3.64, 3.58,
3.44, 3.56, 4.08, 3.48, 3.62, 3.74, 3.64 and 3.46 respectively. Further, I can write a 10-
page or more organized paper; I can clearly summarize a college level reading
assignment; I often participate in class discussions; If I don’t understand something in
class, I typically feel comfortable asking my teacher a question; Writing essays and
papers is relatively easy for me were considered as “moderately prepared” with weighted
means of 2.84, 3, 3.26, 3.32 and 3.16 respectively.
Table 3. Level of Academic Preparedness of Grade 12 ABM Students
Statements N Weighted Description Interpretation

Mean
1. I can read up to 200 pages of 50 3.48 Prepared The students are prepared
a book in a week. academically on pursuing higher
education.
2. I have a system for taking 50 3.74 Prepared The students are prepared
notes in my subjects. academically on pursuing higher
education.
3. I can write a 10-page or more 50 2.84 Moderately The students are moderately
organized paper.
Prepared prepared academically on
4. I have a system for preparing 50 3.84 Prepared The students are prepared
before the tests and exam. academically on pursuing higher
education.
5. I can clearly summarize a 50 3 Moderately The students are moderately
college level reading
assignment. Prepared prepared academically on
6. I know my academic strength 50 3.7 Prepared The students are prepared
in my subjects. academically on pursuing higher
education.
7. I have a system for 50 3.66 Prepared The students are prepared
scheduling and managing my academically on pursuing higher
time in studying my subjects. education.
8. I have a system for keeping 50 3.64 Prepared The students are prepared
track of my projects, books and academically on pursuing higher
papers. education.
9. I have the strategy to 50 3.58 Prepared The students are prepared
complete task in my subjects academically on pursuing higher
that I find boring. education.
10. I have the ability to 50 3.44 Prepared The students are prepared
complete all the steps of a academically on pursuing higher
project in a timely manner. education.
11. I often participate in class 50 3.26 Moderately The students are moderately
discussions.
12. If I don’t understand 50 3.32 Moderately The students are moderately
something in class, I typically
feel comfortable asking my Prepared prepared academically on
teacher a question. pursuing higher education.
13. Writing essays and papers is 50 3.16 Moderately The students are moderately
relatively easy for me.
14. I am aware of the academic 50 3.56 Prepared The students are prepared
tasks that give me the most academically on pursuing higher
difficulty. education.
15. I enjoy learning new things 50 4.08 Prepared The students are prepared
on my own. academically on pursuing higher
education.
16. I can learn from auditory 50 3.48 Prepared The students are prepared
content, such as lectures, academically on pursuing higher
recordings, or podcasts. education.
17. I can dedicate a specific time 50 3.62 Prepared The students are prepared
of day or night to work on my academically on pursuing higher
studies. education.
18. I can learn on my own but 50 3.74 Prepared The students are prepared
can benefit from working in a academically on pursuing higher
group as well. education.
19. I enjoy reading books on a 50 3.64 Prepared The students are prepared
variety of topics. academically on pursuing higher
education.
20. I know exactly what I want 50 3.46 Prepared The students are prepared
to major in. academically on pursuing higher
education.
Grand Mean 50 3.51 Prepared The students are prepared
academically on pursuing higher
education.
Emotional Preparedness
Table 4 represents emotional preparedness of Grade 12 ABM. Generally, the table
indicates that the students are emotionally prepared on pursuing higher education with
grand mean of 3.59.
Indicated further in the table that the most of the time, My friends and peers boost
my self-esteem and enhanced my emotional wellbeing in entering college life; I am
learning to cope with school’s environment and its intellectual and social demand to
preserve my psychological wellbeing; I have a clear self-concept to accept challenges in
college life; I have a focused goal which serves as my inspiration to succeed; I have self-
advocacy where I am able to speak up for my needs and seek help when necessary in the
school; I have self-awareness where I recognize my emotions and values; I am practicing
self-management where I manage my emotions and behaviours to achieve my goals; I
practice social awareness where I show understanding and empathy; I am forming
positive relationships with peers; I work in teams and I am dealing directly with changes
and conflict; I make ethical and responsible decisions about my personal, academic,
social and emotional behaviour; I see many benefits in going to college; I want to go to
college as much as my parents want me to go; I am ready to begin thinking about my
future and planning for college; I never worry about what others think of me and don’t let
that determine my actions; Family issues affect my learning during synchronous and
asynchronous classes were considered as “prepared” with weighted means of 3.78, 3.56,
3.82, 4.1, 3.66, 4.08, 3.94, 3.88, 3.58, 3.96, 3.94, 3.84, 4.06, 3.52 and 3.44 respectively.
Further, I do not feel pushed into going to college; The thought of college doesn’t really
scare me; Most of the time I feel others understand me; I feel tired, bored, and sleepy
during class hours were considered as “moderately prepared” with the means of 3.2, 2.66,
3.36 and 2.98 respectively. Lastly, I do not feel enthusiastic and excited during class
hours were considered as “poorly prepared” with the mean of 2.5.
Table 4. Level of Emotional Preparedness of Grade 12 ABM students
Statements N Weighted Description Interpretation

Mean
1. My friends and peers boost my 50 3.78 Prepared The students are emotionally
self-esteem and enhanced my prepared on pursuing higher
emotional wellbeing in entering education.
college life.
2. I am learning to cope with school’s 50 3.56 Prepared The students are emotionally
environment and its intellectual and prepared on pursuing higher
social demand to preserve my education.
psychological wellbeing.
3. I have a clear self-concept to 50 3.82 Prepared The students are emotionally
accept challenges in college life. prepared on pursuing higher
education.
4. I have a focused goal which serves 50 4.1 Prepared The students are emotionally
as my inspiration to succeed. prepared on pursuing higher
education.
5. I have self-advocacy where I am 50 3.66 Prepared The students are emotionally
able to speak up for my needs and prepared on pursuing higher
seek help when necessary in the education.
school.
6. I have self-awareness where I 50 4.08 Prepared The students are emotionally
recognize my emotions and values. prepared on pursuing higher
education.
7. I am practicing self-management 50 3.94 Prepared The students are emotionally
where I manage my emotions and prepared on pursuing higher
behaviours to achieve my goals. education.
8. I practice social awareness where I 50 3.88 Prepared The students are emotionally
show understanding and empathy. prepared on pursuing higher
education.
9. I am forming positive relationships 50 3.58 Prepared The students are emotionally
with peers; I work in teams and I am prepared on pursuing higher
dealing directly with changes and education.
conflict.
10. I make ethical and responsible 50 3.96 Prepared The students are emotionally
decisions about my personal, prepared on pursuing higher
academic, social and emotional education.
behaviour.
11. I see many benefits in going to 50 3.94 Prepared The students are emotionally
college. prepared on pursuing higher
education.
12. I want to go to college as much as 50 3.84 Prepared The students are emotionally
my parents want me to go. prepared on pursuing higher
education.
13. I do not feel pushed into going to 50 3.2 Moderately The students are emotionally
college. Prepared moderately prepared on
14. The thought of college doesn't 50 2.66 Moderately The students are emotionally
really scare me. Prepared moderately prepared on
15. I am ready to begin thinking 50 4.06 Prepared The students are emotionally
about my future and planning for prepared on pursuing higher
college. education.
16. Most of the time I feel others 50 3.36 Moderately The students are emotionally
understand me. Prepared moderately prepared on
17. I never worry about what others 50 3.52 Prepared The students are emotionally
think of me and don’t let that prepared on pursuing higher
determine my actions. education.
18. I feel tired, bored, and sleepy 50 2.98 Moderately The students are emotionally
during class hours. Prepared moderately prepared on
19. I do not feel enthusiastic and 50 2.5 Poorly The students are emotionally
excited during class hours. Prepared poorly prepared on pursuing
higher education.
20. Family issues affect my learning 50 3.44 Prepared The students are emotionally
during synchronous and prepared on pursuing higher
asynchronous classes. education.
Grand Mean 50 3.59 Prepared The students are emotionally
prepared on pursuing higher
education.
Table 5.1 shows the results of the t-test between the Grade 12 ABM students in terms of
their academic preparedness. There are 50 respondents. The alpha value is 0.05 and the p-
value of the t-test is 0.0198. Since the p-value is less than the alpha value then the null
hypothesis is rejected. This means that there is a significant difference among Grade 12
ABM students in terms of academic preparedness.
Table 5.1 Academic Preparedness of Grade 12 ABM Students
Academic Preparedness of Grade N Alpha value p-value Decision
12 ABM Students
Grade 12 ABM Australia and 50 0.05 0.0198 The null hypothesis is
Belgium rejected.
Table 5.2 shows the results of the t-test between the Grade 12 ABM students in terms of
their emotional preparedness. The null hypothesis is rejected since the p-value is less than
the alpha value. This means that there is a significant difference among the Grade 12
ABM students in terms of emotional preparedness.
Table 5.2 Emotional Preparedness of Grade 12 ABM Students
Emotional Preparedness of Grade N Alpha value p-value Decision
12 ABM Students
Grade 12 ABM Australia and 50 0.05 0.0341 The null hypothesis is
Belgium rejected.
Chapter V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This comparative research utilized survey questionnaire with fifty (50) Grade 12
Accountancy, Business and Management students in Allen National High School to
determine their academic and emotional preparedness in pursuing higher education.
The demographic profile of the 12 ABM-Australia in terms of sex was shown. It
reveals that 23 (92%) of it are female while 2 (8%) are male. The findings of the study
showed that majority of students are female. Moreover, in terms of first semester average,
it was shown that 12 (48%) garnered 90 to 100 average during first semester while 13
(52%) garnered 85 to 89 average during first semester. The findings indicate that most of
the students garnered 85 to 89 first semester average. In terms of monthly income, it
shows that 1 (4%) earn from ₱63,700 to ₱109,200 and falls under middle class. 5 (20%)
earn from ₱18,200 to ₱36,400 and falls under lower middle class. 8 (32%) earn from
₱9,100 to ₱18,200 which falls under low income (but not poor) and 11 (44%) earn less
than ₱9,100 which belongs to poor based on income classification. The findings of the
study showed that most of the students earn less than ₱9,100 and belong to poor as their
income classification. Furthermore, in terms of number of family members, it shows that
2 (8%) are from families with nine (9) or more family members. 5 (20%) have a family of
seven (7) to eight (8) members. 4 (16%) have a family of three (3) to four (4) members,
while 14 (56%) belong to a family of five (5) to six (6) people. The findings indicate that
most of the students belong to a family that has five (5) to six (6) family members. In
terms of family type, 22 (80%) of the students are from nuclear families. A blended
family makes up 2 (8%) of the sample. 1 (4%) are members of a family that is
conditionally separated. The data indicates that the majority of students came from
nuclear families. Moreover, one of the learning resources used by 16 (23.9%) of students
is a textbook. Use of films is 3 (4.5%). Video is used by 7 (10.5%). Use of audio is 4
(5.9%). Text is used by 7 (10.5%). Use of animations is 2 (2.9%). Images and lectures
are used as learning resources by 7 (10.5%) and 21 (31.3%1) respectively. It shows that
most of the students use lectures as their learning resources. Furthermore, in terms of
location of residence, it shows that 13 (52%) live along the highway. The riverside is
home to 1 (4%) of the sample. 4 (16%) of students live near the coast. 1 (4%) of students
live in the countryside, while 6 (24%) do so in a commercial area. The data indicates that
most of the students reside along the highway. Finally, in terms of type of school, 24
(96%) of the students prefer public school while only 1 (4%) chose private school for
tertiary education. The data shows that most of students prefer public school rather than
private school for tertiary school.
Meanwhile, the demographic profile of 12 ABM-Belgium was shown. It shows
that 20 (80%) are female and 5 (20%) are male. This finding indicates that most of the
students are female. In terms of first semester average, it was shown that 11 (44%) of the
students had first semester averages between 90 and 100, while 14 (56%) achieved first
semester averages between 85 and 89. The data shows that the majority of the students
achieved first semester averages between 85 and 89. Furthermore, in terms of family
monthly income, 4 (16%) of the students’ family earn from ₱36,400 to ₱63,700 and falls
under the middle class. 6 (24%) earn from ₱18,200 to ₱36,400 and falls under lower
middle class. 11 (44%) earn from ₱9,100 to ₱18,200 and falls under low income (but not
poor) while 4 (16%) earn less than ₱9,100 which falls under poor based on the income
classification. The data shown indicates that most of the students earn from ₱9,100 to
₱18,200 and belong to low income (but not poor) income classification. Moreover, in
terms of number of family members, it shows that 3 (12%) belong to a family that has 9
and more family members. 9 (36%) of the students have a family of seven (7) to eight (8)
family members. 11 (44%) belong to a family that has five (5) to six (6) members while 2
(8%) of the students belong to a family with three (3) to four (4) family members. The
data shown indicates that most of the students belong to a family that has five (5) to six
(6) family members. In terms of family type, 18 (72%) belong to nuclear family. 8% (2)
of the students are from blended family while 5 (20%) are members of the family that is
conditionally separated. The findings indicate that most of the students are from nuclear
family. Furthermore, in terms of learning resources, one of the learning resources used by
21 (28%) of students is a textbook. Use of films is 3 (4%). Video is used by 11 (14.7%).
Use of audio is 3 (4%). Text is used by 8 (10.6%). Use of animations is 4% (3). Images
and lectures are used as learning resources by 9 (12%) and 17 (22.7%) respectively. It
indicates that most of the students use lectures as their learning resource. In terms of
location of residence, 13 (52%) reside along the highway. 2 (8%) live in coastal area. 8
(32%) live in commercial area while 2 (8%) of the students reside in countryside. It
shows that most of the students reside along the highway. Finally, in terms of their
preferred type of tertiary school, 25 (100%) preferred public school for tertiary education.
The data shown indicates that all of the 12 ABM-Belgium students prefer public rather
than private for tertiary school.
The statistical analysis additionally demonstrated that the 12 ABM students were
academically prepared. In light of this, it suggests that the students are ready
academically to pursue further education.
Also, it was revealed that the 12 ABM students are emotionally ready. Therefore,
it suggests that the students are emotionally ready to pursue further education.
In terms of academic preparedness, the study’s findings showed that there is a
significant difference among the Grade 12 ABM students.
In the same way, the null hypothesis is disproved in terms of emotional
preparedness. As a result, there is a significant difference in the level of emotional
preparedness among the Grade 12 ABM students.
Conclusions and Implications
The following conclusions and implications were made in light of the study’s
findings:
The majority of Grade 12 ABM-Australia and ABM-Belgium students are female.
This suggests that female students make up the majority of students at Allen National
High School, especially in the Grade 12 Accountancy, Business, and Management strand.
In addition, it was revealed that most of the Grade 12 ABM students have 85 to 89
average during the first semester. Furthermore, most of the Grade 12 ABM-Australia
have the average monthly income of less than ₱9,100 and most of the Grade 12 ABM-
Belgium have the average monthly income of ₱9,100 to ₱18,200. This implies that most
of the Grade ABM-Australia students are from poor families and most of the Grade 12
ABM-Belgium are from low-income families. The study also showed that majority of the
Grade 12 ABM students have 5 to 6 family members and are from a nuclear family.
Likewise, the majority of the Grade 12 ABM lives along the highway and they prefer
pursuing their higher education at public schools.
Moreover, the study reveals that the Grade 12 Accountancy, Business, and
Management students are academically and emotionally prepared. It implies that the
Garde 12 ABM students are academically and emotionally prepared in pursuing higher
education.
The researchers conclude that there is a significant difference among Grade 12
ABM students in terms of academic and emotional preparedness. This implies that the
level of academic and emotional preparedness of the students are different.
Recommendations
From the findings and conclusions of this research study, the researchers
recommend the following:
1. Tactics may be used by students when they are still in senior high school, in
addition to the college readiness program for first-year students. This can also
be linked to the college website, which contains all the necessary course
materials, including the curriculum manual, a checklist for preparing for

college, significant presentations, learning activities, and an evaluation tool
that can be used to assess how well the college preparation program is
working.
2. Combining male and female students in a group project with a heavy
emphasis on the development of writing and reading skills are examples of
collaborative learning strategies that may be used in teaching and learning.
3. Academic and non-academic advising may help to identify students’
problems.
4. A more integrated approach may be used in teaching where the teacher is a
source of information but also a facilitator and students are required to take
ownership of their studies. This will enhance critical thinking, understanding
and reflection which are attributes of successful students.
5. Writing opportunities may be done on a regular basis to assist students with
reading, writing, analyzing, interpreting and evaluating information.
6. A study could be conducted on motivation and student readiness and its link
to success in tertiary education. This study identified significant differences
between motivation and student readiness.

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APPENDICES
APPENDIX A
Republic of the Philippines
Department of Education
Senior High School
March 15, 2023
VINANCIO G. ALBASIN JR.

SHS Principal I
Allen National High School
Sir:
Warmest Greeting!
In partial fulfilment of the requirements in Inquires, Investigation and Immersion, the
undersigned are currently conducting a study entitled, Academic and Emotional
Preparedness of Accountancy, Business and Management Students in Allen
National High School.
In this regard, we would like to ask for your permission to graciously accept our request
to conduct a data gathering procedure through survey questionnaire among Grade 12
ABM students.
Your approval for this study to be conducted in Allen National High School – Senior
High School will be greatly appreciated. Thank you in advance for your untiring and
ceaseless support in our research endeavour.
Thank you and God Bless.
Respectfully Yours,
CHINA JEAN BONABON LOVELY ROSE TAGUPA

VANNA LAURATE LABAJO GINA PAULA TAN
LARA ANDREA ORBASE MARY ANN TOLONGHARI
DANNA JANE SABASAN JENNIFER VETONIO
Researchers
Noted by: Approved by:
RHEA P. TARRAYO VINANCIO G. ALBASIN JR.

Research Adviser SHS Principal I
APPENDIX B
Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
SURVEY QUESTIONNAIRE
Section A: Demographic Profile Section
Please fill in the required information.
Name (Optional): Sex: _________________
First Semester Average: _______ Family Monthly Income: ₱
__________________
Number of Family Members: __________
Please check () the appropriate answer that applies.

Location of Residence: Along the Highway Riverside
Coastal Area Countryside
Commercial Area
Type of Family: Nuclear Family Extended Family

Blended Family Transnational Family
Conditionally Separated Family
Type of Preferred School: Private Public
Please check () all that applies.
Learning Resources: Textbooks Lectures

Films Images
Video Animations
Audio Text
Section B: General Opinion Section

Please select the best response to indicate your level of agreement or disagreement with
the following statements given below. Please check the appropriate box that represents your
opinion the most.
Level of Agreement:
5 = Strongly Agree 2 = Disagree
4 = Agree 1 = Strongly Disagree
3 = Neutral
Part I. Level of Academic Preparedness
Statements 5 4 3 2 1
1. I can read up to 200 pages of a book in a week.
2. I have a system for taking notes in my subjects.
3. I can write a 10-page or more organized paper.
4. I have a system for preparing before the tests and exam.
5. I can clearly summarize a college level reading

assignment.
6. I know my academic strength in my subjects.
7. I have a system for scheduling and managing my time

in studying my subjects.
8. I have a system for keeping track of my projects, books

and papers.
9. I have the strategy to complete task in my subjects that I

find boring.
10. I have the ability to complete all the steps of a project

in a timely manner.
11. I often participate in class discussions.
12. If I don’t understand something in class, I typically

feel comfortable asking my teacher a question.
13. Writing essays and papers is relatively easy for me.
14. I am aware of the academic tasks that give me the

most difficulty.
15. I enjoy learning new things on my own.
16. I can learn from auditory content, such as lectures,

recordings, or podcasts.
17. I can dedicate a specific time of day or night to work

on my studies.
18. I can learn on my own but can benefit from working in

a group as well.
19. I enjoy reading books on a variety of topics.
20. I know exactly what I want to major in.
Part II. Level of Emotional Preparedness
Statements 5 4 3 2 1
1. My friends and peers boost my self-esteem and

enhanced my emotional wellbeing in entering college life.
2. I am learning to cope with school’s environment and its

intellectual and social demand to preserve my
psychological wellbeing.
3. I have a clear self-concept to accept challenges in

college life.
4. I have a focused goal which serves as my inspiration to

succeed.
5. I have self-advocacy where I am able to speak up for

my needs and seek help when necessary in the school.
6. I have self-awareness where I recognize my emotions

and values.
7. I am practicing self-management where I manage my

emotions and behaviours to achieve my goals.
8. I practice social awareness where I show understanding

and empathy.
9. I am forming positive relationships with peers; I work

in teams and I am dealing directly with changes and
conflict.
10. I make ethical and responsible decisions about my

personal, academic, social and emotional behaviour.
11. I see many benefits in going to college.
12. I want to go to college as much as my parents want me

to go.
13. I do not feel pushed into going to college.
14. The thought of college doesn't really scare me.
15. I am ready to begin thinking about my future and

planning for college.
16. Most of the time I feel others understand me.
17. I never worry about what others think of me and don’t

let that determine my actions.
18. I feel tired, bored, and sleepy during class hours.
19. I do not feel enthusiastic and excited during class

hours.
20. Family issues affect my learning during synchronous

and asynchronous classes.
Reference: Magnaye, R.P. (2020). Self-Perception of ABM Students towards Their Academic, Social and Emotional
College Preparedness. International Journal of Educational Management and Development Studies, Volume 1, Issue 2,
pp. 1- 18
https://www.suu.edu/trioets/documents/1617collegereadinessassessment.pdf
https://repository.up.ac.za/bitstream/handle/2263/26675/Complete.pdf?sequence=8
https://files.eric.ed.gov/fulltext/EJ1313687.pdf
APPENDIX C

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ACADEMIC AND EMOTIONAL PREPAREDNESS OF ACCOUNTANCY,

BUSINESS AND MANAGEMENT STUDENTS IN

CHINA JEAN F. BONABON

Second Semester, School Year 2022-2023

1 Paradigm of the Study 11

2 Map of Allen National High School 23

1.1 Demographic Profile of the Grade 12 ABM-Australia Students 34

1.2 Demographic Profile of the Grade 12 ABM-Australia Students 35

in terms of First Semester Average

1.3 Demographic Profile of the Grade 12 ABM-Australia Students 36

in terms of Family Monthly Income

1.4 Demographic Profile of the Grade 12 ABM-Australia Students 36

in terms of Number of Family Members

1.5 Demographic Profile of the Grade 12 ABM-Australia Students 37

in terms of Family Type

1.6 Demographic Profile of the Grade 12 ABM-Australia Students 38

in terms of Learning Resources

1.7 Demographic Profile of the Grade 12 ABM-Australia Students 39

in terms of Location of Residence

1.8 Demographic Profile of the Grade 12 ABM-Australia Students 40

in terms of Type of Preferred Tertiary School

2.1 Demographic Profile of the Grade 12 ABM-Belgium Students 40

2.2 Demographic Profile of the Grade 12 ABM-Belgium Students 41

in terms of First Semester Average

in terms of Family Monthly Income

2.4 Demographic Profile of the Grade 12 ABM-Belgium Students 43

in terms of Number of Family Members

2.5 Demographic Profile of the Grade 12 ABM-Belgium Students 44

in terms of Family Type

2.6 Demographic Profile of the Grade 12 ABM-Belgium Students 44

in terms of Learning Resources

2.7Demographic Profile of the Grade 12 ABM-Belgium Students 45

in terms of Location of Residence

2.8 Demographic Profile of the Grade 12 ABM-Belgium Students 46

in terms of Type of Preferred Tertiary School

3 Level of Academic Preparedness of Grade 12 ABM Students 47

4 Level of Emotional Preparedness of Grade 12 ABM Students 50

5.1 Academic Preparedness of Grade 12 ABM Students 52

5.2 Emotional Preparedness of Grade 12 ABM Students 53

Context and Rationale

“Preparedness never caused a war and unpreparedness never prevented one.”

— Florence Prag Kahn

As per the Commission on Higher Education Memorandum Order 20, Series of

more advanced teaching techniques, more comprehensive lessons, and practical

12 years of schooling. However, there is a need to investigate these graduates' college

OECD average of 487 points.

YouScience, a college and career readiness company, reported in its recent

what might come next after high school.

typically experience feelings of uncertainty and apprehension about their academic,

Readiness in college necessitates an understanding of what it means to be “college

ready”. Earlier reviews of research on readiness in college focused individual-level

indicators of whether a student is on track to be college ready. College readiness refers to

academic and practical knowledge required to be successful in college education. It is the

attitudes, and college and career knowledge

attitudes, and college and career knowledge.

preparedness of Grade 12 Accountancy, Business and Management students to pursue

12 Accountancy, Business and Management students pursuing higher education.

Specifically, this will opt to answer the following questions:

1. What is the demographic profile of the Grade 12 ABM-Australia students in terms

1.2 first semester average;

1.3 family monthly income;

1.4 number of family members;