Agusan Del Sur College

Narra Avenue, Poblacion Bayugan City

“Assessment on the Educational Readiness of the Grade 12 TVLSenior High

School Students of Father Saturnino Urios College of Bayugan Inc. For College”.

Researchers:

Ayuban, Maricar

Balantucas, Sheilla Mae

Bayson, Lloyd

Bugtai, Shella Mae

Laquio, Jessa Mae

Panim, Prince Eran

Paderes, Haneza Rose

Garagara, Shenie Mae

Tapayan, Joy

February 2019
 CHAPTER 1

I. INTRODUCTION

1.1 Background of the study

K-12 is a education system under the Department of Education that aims to enhance
learners’ basic skills, produce more competent citizens, and prepared graduates for life long
learning and employment. The new curriculum gives students the chance to choose three tracks
(i.e. Academic; Technical Vocational Livelihood; Sports and Arts) and undergo immersion,
which provide relevant exposure and actual experience under chosen track. In 2011, the
Department of Education (DepEd) administered a shift to a fresh learning scheme – the K to 12
basic education program. Many people resistance to the new education system. Despite this, the
government is keen on revolutionizing the Philippine education.

Senior High School (SHS) of K-12 Basic Education program refer to the last two-year
extension in high school that covers Grade 11-12. It is an enhanced and compulsory curriculum
that gives the students the possible tools and career choices after high school. By means SHS, the
students are now bridging themselves to some boarders career choices that they may choose
from, according to their personal interests and chosen fields of specialization in either vocational
or collegiate courses. It also equips the students with the knowledge and skills to pursue a better
life and helps student’s families and community.

According to the Republic act no. 10533, also known as the enhanced basic education act
signed into law by Pres. Benigno Aquino III, the vision of Senior High School (SHS) is to
establish a system education that truly provides the youth.

The skills they need to pursue their dreams. This means that the role of SHS is to build
the students completely and preparedness before going to college or to work, whatever
necessary.

Despite many efforts, there have not been dramatic increases in college attendance,
retention, and degree completion in the past 10 years, the solution to this problem can be
effective college preparation programming (Wyatt, Smith, &Proestler, 2014). Students that are
better prepared for college are more likely to succeed. Retention has become a key focus of
higher education institutions because retention is cheaper than recruitment. Students want to
graduate and get a good job while administrators and faculty want to make sure federal funding
levels and donors support remains steady, if not increase (Foss, Foss, &Paynton, 2014).

Preparedness of Senior High school students for College comes with the different factors.
A student maybe prepared academically but not financially established as others students were.
A students course may not be his/her personal interest but perhaps a choice made by influence so
he/she may not be ready for it. If can also be possible that the student cant still up to now , make
up his/her mind of what course to choose (or undecided) so he/she might also be ready for that
problem. It can be that the studentis not serious about choosing his/her college career resulting to
easy going plans and decision.

This study tends to test in whether the Senior High School students of Father
SaturninoUrios College of Bayugan Inc. are already prepared or not for the College life.

1.2 Statement of the Problem

This research intends to assess the Educational Readiness of the Senior High School students of
Father Saturnino Urios College of Bayugan Inc. for College.

Specifically, this research answer the following questions.

1. Are the Senior High School students of Father Saturnino Urious of Bayugan ready for
College?

2. What are the basis of their Educational Readiness?

3. Does the school provides and prepare opportunities for the Senior High School students for
College?
1.3 Conceptual Framework

The readiness of Senior The intended outcome of the

High School students of research assess that some of the
Father Saturnino Urios respondents are ready enough to
College of Bayugan Inc. for go on college and also some of
College. them are not ready due to
following reasons. (financial, self-
confident, and unprepared for
college)

Name: The respondent provides

concrete data which explains that
Section: they are already for Senior High
Sex: School. By getting their name,
section, sex, age, average grade
Age: and family income. The
researchers use questionnaire for
Average Grade:
the data gathering to assess their
Family Income: educational readiness.

Assessment of the
Educational Readiness of
Senior High School students
Questionnaire for College
1.4 Significance of the Study

The importance of this study is to know the Educational Readiness of Grade-12 TVL
Senior High School students of Father Saturnino Urios College Of Bayugan Inc. for College.

Students. They will be aware if the school provides opportunities for the students to become

prepared for College.

School. The administration will provide satisfactory teaching skills needed by the students to

become prepare in college.

Parents. It will help them identify the right path for their children wherein it can give right

education.

1.5 Scope and Limitation

The study is only limited for assessing the Educational Readiness of Grade-12 TVL
Senior high school Students of Father Saturnino Urios College of Bayugan Inc. for College.

This research was conducted at Father Saturnino Urios College of Bayugan Inc., Bayugan City.

The respondents of this study were the Grade-12 Senior High school TVL students of Father
Saturnino Urios College of Bayugan Inc.

1.6 Definition of Terms

Assessment It will help to evaluate the readiness

of the students for College and to

 make a judgement about the data

gathered.

Curriculum The totality of students experiences

that occur in the educational process.

K-12 It will give opportunities that suit to

the ability or skills of the students

 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 College and Major Exploration

Getting information in the hands of high School students about the opportunities
available to them by attending and completing a college degree is crucial. Cabresa and Lanasa
(2002), outline a three step college selection process.

1. Predispositions to attend college. Getting students interested in attending college is

best accomplished as early in schooling as early as possible.

2. Search. This is where start to develop a list of possible institutions.

3. College and Major Choice. Traditional semester colleges want students to make their
attendance choice.

2.2 Financial Literacy

Financial literacy programs have gained greater attention in recent years. This is because
many high school and college students lack basic financial management skills. The absence of
these skills can negatively affect the ability of a student to save for expenses like paying for
college (Braunstein& Welch, 2007).

Many studies have been conducted to gauge the financial management skills of high
school students. One study conducted by Mandell (2008) found low baseline results for these
skills in 1997 and a downward trend in skills toward the end ofhis study in 2006.

From a financial assistance perspective, the best way for institutions to keep students
enrolled is to control tuition increases that are outpacing the amount of financial aid allocated
to each campus(Kane,1999). Kane goes on to surmise that increasing expenses for institutions
is not the only reason for increased tuition, but that states’ governments are compelled to cut
subsidies to colleges because of other constraints on their budgets. This negatively effects low-
income students while positively effecting middle and high income students. However, I have
observed that the students that tend to be in the most difficult college financial situation are those
students from middle income families whose parents make too much money to qualify for a Pell
grant, but not enough money to have saved for their child’s college expenses. These are the
students that are forced to completely, in most cases, debt finance their college education.

2.3 High School to College Transition

Essential for creating college success opportunities are college preparation programs
aimed at facilitating the transition from high school to college and improving study habits needed
for college success (Hagedorn& Tierney, 2002). Many programs have become essential tools in
making the transition easier.

How prepared are high school students entering their freshman year of college?
Preparedness Perceptions from the education company Knewton looks at how high school
teachers and college instructors perceive the situation. High school instructors surveyed think
that 91% of their students are well prepared for college, but only 26% of college instructors feel
that incoming freshmen are well prepared. This disconnect in student preparation illustrates the
need for more collaboration between high schools and colleges to prepare students and improve
persistence rates of college freshmen. Aiding the transition from high school to college involves
more than getting a head-start on college course work. Inherent in college preparation is
demonstrating the necessary skills

College students tend to rank getting sick and mismanaging time as two of the most
common reasons for dropping out, right behind financial shortcomings, especially in the first-
year (Rumberger, 2001). Students are generally not shy about sharing the fact that they have
trouble with time management. What many students do not realize is the relation between time-
management and self-management. The latter being critical in personal wellness and staying
healthy (Daley, 2010).
2.4 Readiness

In the field of education, readiness for reform is often said to be an important predictor of
how successfully new policies, programs, or practices will be implemented. If people or groups
are ready to embark on the education reform, they are less likely to resist or actively sabotage
its implementation; and when they are ready to undertake change, they will do so more
energetically and thoughtfully than they might do otherwise. In some perspectives on readiness; to
effectively implement a new program, such as enhancing the basic education curriculum, people
involved should be given sufficient knowledge of the change in order for them to easily
adopt the new program. Readiness is not simply lack of resistance, but instead a more active,
engaged willingness, ability, and a transformation of cognition to adopt a new practice.

Readiness to any changes in the educational system has enduring, situation-specific, and
conditional components. It is the extent to which a person or a group is conditioned to accept,
embrace, and adopt the reform.

Therefore, assessing the readiness of selected colleges and universities in the Philippines
for the implementation of K-12’s senior high school program will serve as the impulse for
enhanced implementation strategy and craft alternative interventions or measures for any
anticipated negative impact. The successful implementation of the K-12 curriculum rests on the
willingness and readiness of the education sector and stakeholders to embrace change.

2.4 Preparation Plans

Preparation is the stage when individual or individuals plan to adopt the new program and
undertake change in the immediate future. In this stage, people have considered the rationale,
processes, and anticipated outcomes of the reform and made a definite decision to engage in
change. The ability to plan for change and coordinate among various participants is also
important to the ultimate effectiveness of new endeavours. With the full implementation of the
latest educational reform agenda or K-12, some colleges and universities have already prepared
for the effective implementation and smooth transition of the program.
 The CHED’s Memorandum Order number 20, series of 2013 provides the framework and
rationale of the revised GE curriculum as a paradigm shift and in the context of the K to 12
curriculum based on college readiness standards. It sets the goals, outcomes and competencies,
revised core courses and electives. It also aims to meet the standards of education in the global
world where our graduates with only ten years of basic education are disadvantaged

2.5 Academic Preparedness

A broad empirical base demonstrates that high-school students differ in their degree of
academic preparation for postsecondary education. Academic preparedness refers to academic
knowledge and skills that students need to succeed in doing college-level work.—that is, to be
“college ready.” David Conley’s (2007a; 2007b)

The following K-12 academic indicators at the individual student level can predict
college attendance, persistence to graduation, and postsecondary grade point average

1.) standardized test participation and scores;

2.) courses taken; and

3.) course performance,

In this section, we briefly summarize findings in which academic preparedness indicators

predict postsecondary outcomes, then consider their shortcomings. We first examine these
questions at the individual level, then proceed to the implications of these findings at setting and
system levels.

2.6 Individual Level

This subsection examines individual-level academic preparedness indicators. Generally,

these indicators fall into three categories: standardized test participation and scores, courses
taken, and course performance. We briefly outline findings on the predictive power of these
academic-preparedness measures, then discuss their shortcomings, which suggest the need for
additional indicators beyond those included in traditional district administrative datasets.

Standardized Test Participation & Scores. Research shows that indicators of academic
preparedness in elementary school, including standardized test participation and scores (hereafter
referred to as “test scores” or simply “scores” for parsimony), can predict postsecondary
outcomes like enrollment, GPA, and graduation (Alexander, Entwisle, &Kabbani, 2001;
Barrington & Hendricks, 1989; Entwisle& 10 Hayduk, 1988; Garnier, Stein, & Jacobs, 1997).

2.7 Courses Taken

Individual-level findings on course completion and critical thinking have implications for
how educators at the setting and system levels monitor college readiness and implement
associated supports and interventions In general, these setting- and system-level indicators fall
into three broad categories, which include monitoring:

1.) the availability of collegepreparatory courses,

2.) enrollment in these courses, and

3.) the alignment of course content and expectations with postsecondary curriculum.

For example, some districts and states have developed programs like the Maryland
Partnership, which offers comprehensive AP preparation courses that build towards college-level
classes at the end of high school (Nunley, Shartle-Galotto, & Smith, 2000). Though less formal
than APpreparatory courses, some districts also provide supports for students off-track to enroll
in the AP curriculum, such as assigning the student to an adult at the school personally
responsible for monitoring his or her progress towards college readiness (Ascher& Maguire,
2007).