The level of college readiness of grade 12 academic studentsCollege Readiness of Senior

High School Academic Students of

Gil Montilla National High School

A research proposal presented to the faculty of Gil Montilla National High SchoolA
Research Proposal
Presented to the Faculty of Senior High School
Gil Montilla National High School

In partial fulfillment for the requirements in

Inquiries, Iinvestigations and Iimmersion

Members
Abregana, Inah Marie
Calago, Bambelyn
Epiz, John Rey
Magracia, Shane Gift
Salde, mitzie
Señorin, May ann

Sir Kent Charles Arnibal

Adviser
 Write the name alphabetical, but first name basis
November 2018

INTRODUCTION

The aim of this study was to determine the level of college readiness of grade 12
academic students. This chapter presents the problem and its context. Issues to be discussed
under this chapter are background to the study, statement of the problem, research questions,
objectives and significance of the study. Conceptual framework, limitations of the study,
delimitations and definition of terms are also discussed in this chapter.

Background ofTo tThe Study

College readiness is one of seven national education priorities (U. S. Department of

Education, 2000). Meanwhile, according to McCabe (2000) in a national study of community
college education, 41% percent of entering community college students and 29% of all entering
college students are underprepared in at least one of the basic skills of reading, writing, and
math. Since the 1980s, colleges have increasingly required placement testing to determine
college readiness and offered or required developmental or remedial education for students
placing below college level (Amey & Long, 1998; King, Rasool, & Judge, 1994). While the rise
in developmental programs and courses at community colleges might indicate that the problem
of underpreparedness is growing, underpreparedness for college-level work is not a new
phenomenon; rather it is a historical problem (Maxwell, as cited in Platt, 1986). Even as a
college education becomes increasingly imperative for social and economic success (Day &
McCabe, 1997; Lavin, 2000; Ntiri, 2001), access to college is problematic for nontraditional or
high-risk students. This situation is due to issues of academic, social, and economic readiness
(Hoyt, 1999; Valadez, 1993). Increasingly, decisions about college readiness are made by
standardized assessments. In the recent past, some colleges maintained open enrollment policies
that allowed nontraditional students to enter the system, but that is changing. Standardized-test-
based admissions may overlook nontraditional students' historical and cultural background that
might include strengths as well as deficits related to readiness for college.

Developmental education courses at community colleges help to provide underprepared

students with math, reading and English and study skills to succeed in college. Research findings
from studies conducted to evaluate the effectiveness of such programs are predominately positive
(Amey & Long, 1998; Hennessey, 1990; Hoyt, 1999; Kraska, Nadelman, Maner, & McCormick,
1990; Napoli & Hiltner, 1993). However, questions of college-readiness, even as students enter
and exit developmental education courses, remain (Hoyt, 1999). Boylan, Bliss, and Bonham,
(1997) conducted a meta-analysis of developmental programs that included consideration of
mandatory assessment and placement on the success and retention of college students. They
found that while mandatory assessment and placement were not found to impact overall retention
rates or grade point average, these factors did affect student success within developmental
courses.

Hennessy (1990) found that students who successfully completed a reading improvement
course were more likely to be successful in college classes. Hennessy speculated two possible
causes for their success. One possible factor was that participation in the reading course led to
student success, or the second possibility that Hennessy (1990) raises is that those "who heeded
their counselor's advice to enroll in a reading course may have had different goals, attitudes, or
motivation than students in other groups" (p. 117). In other words, individual student
characteristics upon entry into college may have contributed to student success. College
readiness involves understanding student characteristics and skills within the context of college.
A student's ability to navigate the culture has been shown to contribute to success. For example,
Napoli and Wortman's (1996) meta-analysis determined that student academic and social
integration was positively correlated with student success. Valadez (1993) conducted
ethnographic interviews to understand the role of cultural capital on the aspirations of
nontraditional students, finding strengths in what they contribute to the culture of college.
Therefore for the benefit of the students and other people involve in this study the researchers
would like to know the level of college readiness of grade 12 academic students.

Statement of the Pproblem

Objective: theThe purpose of this study is to determine the level of college readiness of grade 12
academic students.

General problem: Ffurthermore this study will answer the following questions;

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

a. a. Stand

b. she

b. c. Sex

2. 2.What is the level of college readiness of Ggrade 12 Aacademic Sstudents when grouped
according to strand , age and sex?

3. Is there a significant difference to the level of college readiness of Grade 12 Academic

Students when grouped into strands?

Research Hhypothesis
 Based on the objective of the study, the hypothesis of the study is hereby constructed:
There is no significant difference in the level of college readiness of grade 12 academic students
when grouped into strands. .

Conceptual Framework of the Study (Please write)

Presented the conceptual framework of the study which is connected to the main objective of the
study. The figure below shows and explains that the profile might affect the level of college
readiness of grade 12 academic students.

Independent variable dependent variable

Profile the level of college

readiness of grade 12 academic students

•age

•sex

•strand

(Make a figure of your Independent and dependent variable)

Significance of the Sstudy

This study will able to contribute research-based data and knowledge among senior high
students of GMNHS.

Furthermore, the society in general can make informed decisions that are relevant to this
area.

Most specially, this study shall be beneficial to the different groups.

Students. This study would help the students who wish to be college ready need to understand
the knowledge and big ideas of academic subjects as they enter college.
School administrators. This study would help the school administrators to mold and ensure the
students to be prepared from higher education to be ready for college.

Parents. This study would help the parents to provide guidance and support to their children
when proceeding to college.

Department of Education. This study would help the department of education in their future
programs nesesary into making students more self-assured of their desicions.

Future Researchers.

Scope and Llimitation

This study will be conducted in Gil Montilla National High School main campus. General
aimed to know the "level of college readiness of grade 12 academic students", it is utilized by the
use of descriptive survey method. The respondents of this study are the grade 12 academic
students of Gil Montilla National High School main campus. This study will be conducted on
December 20, 2018.

LIMITATIONS The following limitations were anticipated in this study:

1. Since the study was only carried out in only one school, the results may not be generalisable to
the whole city. The researchers collected data on withouton without research assistants.

2. Financial constraints were also anticipated in the current study. Although the researchers
contributed and shared financial assistance, it was not possible to carry out the study at a city
level.

3. The researchers are full time students so time to carry out the study was limited.

Overcoming the limitations

The researcher ensured that the sample was large enough to be generalisedgeneralized Gil
Montilla National High School,butSchool, but generalisabilitygeneralizability of the results to
the whole city cannot be guaranteed. The use of a single venue reduced the expenses, such as
transport and stationery which the researcher incurred. It also saved time in terms of travelling
around the whole city because the researcher concentrated on only one school. The financial
constraint was solved by a shared contribution of the researchers. Despite the researchers being
an active students, they made use their vacant classes to collect data.

DELIMITATIONS

The study was carried out in Gil Montilla National High school focusing on the level of college
readiness among grade 12 academic students.

Definition of Tterms

This words are defined operationally and conceptually to further understand the
following words.

College readiness. Conceptually. It refers to the set of skills and qualifications in proceeding in
college admission.
Conceptually. Students in grade 12 under K-12 curriculum.
Grade 12 Aacademic Sstudents.Ooperationally.it refers to grade 12 students taking
accountancy, business and management (ABM), humanities and social Sciences
(HUMMS), science, technology, engineering and math (STEM). .
Operationally. Refers to Gil Montilla National High School main located at brgy. Gil
Montilla, sipalay city, Negros Occidental.
Operationally, it refers to the confidence of the students to take college.
School. Cconceptually.accoriding to meriam Webster dictionary(do not use dictionary meaning)
it is an organization that provides instruction: as an institution for the teaching of children
College readiness. Conceptually. It refers to the set of skills and qualifications in proceeding in
college admission.
Operationally.refers to the confidence of the students to take college.
School.conceptually.accoriding to meriam Webster dictionary it is an organization that provides
instruction: as an institution for the teaching of children
 Operationally. Refers to Gil Montilla National High School main
located at brgy. Gil Montilla, sipalay city, negros Occidental

Grade 12 academic students.operationally.it refers to grade 12 students taking accountancy,

business and management (ABM), humanities and social Sciences (HUMMS), science,
technology, engineering and math (STEM).
Conceptually. Students in grade 12 under K-12 curriculum.
Please organize your definition by starting with conceptual then operational.

Review of Literature

College readiness is fundamentally different from high school completion because

college is different from high school (Conley, 2007). “The high school graduation rate in the
United States is about 70%. Only about one third of U.S. high school students graduate college
ready. 40% of all students entering college must take remedial courses” (Texas Tribute, 2012).
The pressure to improve instruction in schools may be greater today than at any other time in the
history of American education. The No Child Left Behind (NCLB) legislation has turned the
nation’s attention to the way teachers teach and students learn, therefore, schools are searching
Research in Higher Education Journal Volume 25 – September, 2014

A bill, the “Advancement of College Readiness in Curriculum,” was passed during the
79th Texas Legislature. The purpose of this bill was to add to the number of high school
graduates who are college and career ready. To accomplish this, in 2006, both the Texas
Education Agency (TEA) and the Texas Higher Education Coordinating Board (THECB)
developed College and Career Readiness Standards (CCRS) in the areas of English/language
arts, mathematics, science, and social studies utilizing vertical teams, the first state to do so.
These standards comprise of the knowledge and skills students need to successfully complete
entry level courses at college in Texas. The Bill resulted in the creation of a P–16 standards’
continuum and the institution of the first formal partnership between TEA and THECB
(THECB).
 The growth of early college high schools has risen since House Bill 1 was adopted. Early
college is a design for high schools that is based on the principle of academic rigor, combined
with the opportunity to save time and money. ECHS replaces remediation with acceleration. It
includes a powerful teacher effectiveness program that supports teachers to utilize college-ready
instructional strategies (Jobs for the Future, 2012).

This Early College High School (ECHS) program sought to increase high school
completion rates and encourage college enrollment among students traditionally
underrepresented in the college-going population. The program provides the students with the
opportunity to simultaneously attain a high school diploma and college credit hours up to and
including a 60-credit associate’s degree during a four- or five-year high school program.

To offer college credit, the ECHS had to partner with local institutions of higher
education (IHE) and establish a joint agreement that specified both the courses that were eligible
for dual credit and the respective responsibilities of the high school and IHE partners (TEA,
2011). The primary experience for the ECHS was taking college-level courses in high school
through dual enrollment.

The ECHS developed a college-going culture in developing partnerships with an IHE.

The IHE and ECHS relationship was not deeply collaborative so instructors and teachers did not
collaborate on curriculum and strategies for supporting students (TEA, 2011). To raise the level
of consistency in instruction across teachers, the ECHS network provided technical assistance on
implementing the model and professional development on key instructional strategies called the
Common Instructional Framework (TEA, 2011). To prepare all students for college readiness,
teachers must prepare all students for success regardless of current knowledge or instructional
level.

Synthesis (Please write the summary of your RRL)

Framework of the study

Conceptual framework
Presented the conceptual framework of the study which is connected to the main objective of the
study. The figure below shows and explains that the profile might affect the level of college
readiness of grade 12 academic students.

Independent variable dependent variable

Profile the level of college

readiness of grade 12 academic students

•age

•sex

•strand
 Research methodologyMETHODOLOGY

In this paper the researchers will discuss about the research design, research locale,
respondents of the study, research instrument, validity and reliability of the research, data
gathering procedure, plan for data analysis, and ethical consideration.

Research Design

The purpose of this study is to determine the level of college readiness of grade 12
academic students. Hence, it will use the descriptive survey research design. Furthermore this
study will also determine respondents profile, and the level of college readiness of grade 12
academic students.

Research Locale

This study was conducted at Gil Montilla National High School (GMNHS. Main), Bbrgy.
Gil Montilla, Sipalay City, Negros Occidental. GMNHS main is under the division of Sipalay,
Department of Education (DEPed).

Respondents of the Study

StratefiedStratified random sampling procedure is used in select the respondents of this

study within Gil Montilla National High School grade 12 academic students who were officially
enrolled during the school year 2018-2019.

Sampling

A total of 60 students participated in the study. These were selected through a stratified
random sampling technique. Breakwell, Hammond, Fife-Schaw and Smith (2006:115) stated that
stratified random sampling divides the sample up into separate subgroups and then selects
random samples from within each group. In other words, stratified random sampling is a method
in which individuals are taken to represent each major stratum or layer within the population.

Research Instrumentation

This section basically looks at the instruments used in this study. The study used
questionnaires to collect the data. The reasons why the researcher preferred questionnaires over
other instruments are highlighted below.

Questionnaire

Cohen et al. (2011:377) purport that a questionnaire is a widely used and useful instrument for
collecting survey information providing structured, often numerical data that is administered
without the presence of the researcher and often comparatively straight forward to analyse. Since
the researcher did not intent to engage research assistants, questionnaires were the best
instruments since they could be administered without the presence of the researcher and were
clear and precise. Siniscalco and Ariat (2005:3) stated that a questionnaire is a survey instrument
used to collect data from individuals about themselves or about a social unit such as household or
a school. It is regarded as a valid and reliable way of collecting correct information from the
participants.

Data Collection Procedures (Discuss thoroughly)

The first step done by the researchers was to ask the principal for the approval of the
request in conducting research work in the given school. As soon as the request is approved, the
researchers will conduct the study on the allotted time frame. Then, the researchers will
introduce and explain to the respondents the procedure of answering the questions. Lastly, the
gathered data will be analysed

Reliability and Vvalidity of the Research Instrumentation (Discuss)

Reliability and validity are critical elements in research. These two elements were
observed in this study.

Ethical Consideration (Discuss in relation to your study NOT defining it)

Confidentiality

Cohen et al. (2011:92) defined confidentiality as not disclosing information from the participant
in any way that might identify that individual or that might enable the individual to be traced.
The researcher used coding abstracted data with unique identifiers rather than names and
masking features of specific cases, institutions or settings that may make them recognisable even
without names (WHO, 2013:25). The researcher considered the way the data was to be protected
from unauthorised persons. Passwords were also used to protect the data on soft copies.

Anonymity
Anonymity means that we do not name the person or research site involved but in research it is
usually extended to mean that we do not include information about any individual or research
site that will enable that individual or research site to be identified by others (Walford, 2005:84).
In the current study, numbers were used on questionnaires in place of participants and schools’
names. The researcher agreed with school authorities to make information public if the
participants wished so.

Data Gathering instument

To meet the objective set of this study, the researchers used questionnaires that have been used in
previous research that has been validated and proven to be realiable, it is categorized into four
(4) sections the academic skills, self advocacy, executive function, motivation and confidence
each composed of 5 questions answerable by yes or no.

Data Collection procedure

The first step done by the researchers was to ask the principal for the approval of the request in
conducting research work in the given school. As soon as the request is approved, the researchers
will conduct the study on the allotted time frame. Then, the researchers will introduce and
explain to the respondents the procedure of answering the questions. Lastly, the gathered data
will be analyzed.

ETHICAL CONSIDERATIONS

Research ethics are about identifying certain norms and standards of behaviour that researchers
are expected to follow (Connolly, 2003:4). In carrying out this research, the researcher took
cognisance of the ethical guidelines in order to protect the participants and the researcher
himself. The following ethical issues were addressed: Informed consent

According to Taylor, Peplau and Sears (2012:28), informed consent implies the agreement to
participate in research after learning about the study, including possible risks and benefits. This
implies that the participants must be aware of what the research entails and how they are going to
benefit from the research. The students were given time to consider the risks and benefits of
being involved in this research and decide whether to take part without being coerced.
Respondents were also informed of all the benefits and risks of the study. Since the research
respondents are mostly students, the researcher sought authority from the school management.
The respondents were told about the general nature of the study as well as about any potential
harm or risk that the study may cause.

Please format your questionnaire in a way you are conducting the study, is this a likert
scale? Or yes or no? please modify in a perspective of “I” so that it will not be answerable
by YES or NO

Name :
Age:

Sex:

Strand:

Academic Skills

1. Can you read up to 200 pages in a week?

2. Do you have a system for taking notes?

3. Can you write a paper of 10 or more organized pages that refers to two or more sources?

4. Do you have a system for preparing for tests and exams?

5. Can you clearly summarize a college-level reading assignment?

Total from this section

Self-Advocacy

1. Do you know your legal rights as a student?

2. When you run into difficulty, do you ask for help?

3. Do you schedule your own appointments with doctors, advisors and counselors?

4. Do you have access to your psychoeducational testing?

5. If a school or college refused to provide you with an appropriate accommodation, would you
contest the decision?

Total from this section

Executive Function

1. Do you have a system for keeping track of your projects, books and papers?
2. Do you have a system for scheduling and managing your time?

3. Are you able to ignore difficulties and focus on the task at hand?

4. Are you able to complete all the steps of a project in a timely manner?

5. Do you have a strategy for completing tasks that you find boring?

Total from this section

Motivation and Confidence

1. Do you have an academic subject that you find interesting?

2. Do you know what you want to get out of your first year of college?

3. Do you know that you can succeed?

4. When you think about what you have to do in college are you excited?

5. Can you imagine your life in 10 years?

Total from this section

Write your reference