College-Readiness Final

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is the key to everyone’s success, and every child is entitled to have a
quality education for them to become competitive in different aspects in life not just here
in the Philippines but also globally. That’s why the government adopted the K-12
education program which the primary goal is to prepare the students to become more
ready and more competitive when they step into college after exiting grade 12. K-12
program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of junior high school and two years of senior high school to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship.
Though the students in senior high school are being prepared for the tertiary level
in terms of their academics and skills, there are still factors affecting their being ready for
it. Based on the article Education Writers Association (2019) College and Career
readiness has become the rallying cry for what high schools should aim to achieve for
their graduates. But large numbers of students still arrive on college campuses needing
remedial courses, and many of those who are academically ready still struggle to adapt to
college and earn their degrees.
Comparative Study of College Readiness between Academic Track and Tech-Voc Track Students at Tanauan City College A. Y. 2019 -
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According to Allison Wignall of collegeraptor (2019), college readiness refers to
the set of skills, knowledge, and behavior a high school student should have.
Additionally, College Readiness is largely determined by Class Rank, courses work,
GPA, and Test Scores.
Having said that, skills and academics differs from each other, academically ready
can be defined as that the students already have acquired the knowledge and mastery of
the subjects taken during their senior high school year before entering college, usually
who takes Academic Track. On the other hand, those students who taken Technical
Vocational Track had developed their application skills during their senior high school
year.
According to Baxter (2012), Bound et al. (2010), and Brown (2012) that the
students ‘need for purpose, motivation, self-awareness and resilience; these are important
contributors to success and be ready for college.
Senior High School Students differs from each other, especially those from the
Academic Track and Technical Vocational Track as they focuses on different ways of
learning, one focuses on knowledge, thinking, rational and critical thinking, while on the
other one focuses more on the physical skills and abilities of the students as well as
application of what they have learned thru performance, making their level of college
readiness also differs in many ways.
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These factors needed to be addressed as it can possibly cause the students
difficulty in adapting changes from senior high school to college, incompetent, dropouts
and many more. Based on the research of ACT (2013), after conducting benchmarking,
that students who are better prepared academically for college have a greater chance of
persisting in collage and completing a degree. But in contrast, according to (Bound et al.,
2010) Students who enter college with high grade point average (GPAs) and acceptable
scores on college entrance exams are not always able to succeed through the college
experience and persist.
In addition, According to Gayatin (2018) that TVL Track in Senior High School
is the most popular option to choose from in there Senior High School Program because
students who finish a specific TVL strand had gathered the skills they needed as soon as
they finish two years of Senior High School. They are also exposed to the industry set up
at early age.
As for this, having high grades during their senior high school year, and even
passing the college entrance exam doesn’t mean that a students is ready for college.
Hence, it doesn’t guarantee that they will have easy life in their college year because
college is more complex rather than senior high school. Based on the research of Holland
& Farmer-Hinton (2009) College have been trying to deal with the problem of college
readiness at the first year level, but it may be more effective to ensure that high school
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students develop the skills, associated with college success before graduation: for
example, organization, time management, and social interaction.
Based on the article on realitychangers (2017) that being college ready isn’t just
about the academic aspects of a high school student, though it is essential, but it is only
one element of a broader, well-rounded skill set.
The things mentioned above were all the reasons why the researchers chose this
study. They wanted to compare and assess how prepared are the students as they move up
to the tertiary level. Furthermore, they also want to identify their level of readiness.
Afterward, the researchers are able to come up with the proposed activity that to improve
the Senior High School students college readiness.
Theoretical Framework
The study is anchored on Walberg’s theory and Kolb’s Theory.
In accordance to Walberg’s theory of “Academic Achievement”, it’s substantially
provided that psychological characteristics of individual students and their immediate
psychological environment influence education outcomes (cognitive, behavioural and
attitudinal). In his further study he identified nine key variables that influence educational
outcomes as: student ability/prior achievement, motivation, age/developmental level,
quantity of instruction, quality of instruction, classroom climate, home environment, peer
group, and exposure to mass media outside of school. (Walberg, Fraser, &Welch 1986).
In recent decades, studies of learning environments have been concerned with
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conceptualization and theory development. Research or learning environments show that
psychosocial characteristics of classroom learning environments demonstrate incremental
validity in predicting student achievement. These psychosocial characteristics such as
self-concept, attitude, behaviours, intrinsic motivation and overall student engagement in
learning are useful in curriculum evaluation studies, and can provide teachers with useful
information to arrange more optimal functioning classrooms. (Astin, 1987; Frasers,
Walberg, Welch & Haltie, 1987; Fullarton, 2002).
In addition, Kolb’s – experiential learning theory (1984), sets the four distinct
learning style or preferences, which are based on a four stage learning cycle
(experiencing, reflecting, thinking, and acting). In this respect Kolb’s model he had posits
this process as a learning cycle or spiral where learner touches all the bases, wherein
immediate or concrete experiences lead to observations and reflections. These reflections
are then assimilated (absorbed and translated) into abstract concept with implications for
action, which the person can actively test and experiment with, which in turn enable the
creation of new experiences.
The theories imply that the concept of learning and readiness of the student has
something to do with their environmental, psychological and psychosocial factors
because it can affects their capability to cope up with their studies and needed to be
develop and enhance both by the parents and the teachers in school.
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The two theories are related to the study for it discusses how readiness will be
attained through series of activity that will help Senior High school Students acquire the
skills and competence needed in the tertiary level.
Research Paradigm
In order to have better presentation of the variables included in the research, a
model which serves as the backbone of this study is expressed in the conceptual paradigm
in the next page. The figure in the next page illustrates the Input Process Output model
that will fit to the ideas of the researchers.
Input Process Output
Level of College
readiness of SHS
STEM, ABM Students
in terms of:
2020  Academic Proposed activity
Preparedness  Surveys that will enhance
 Interest  Questionnaire the career guidance
at Tanauan City
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Figure 1 Research Paradigm
Table above shows the paradigm of the study. The first box is the Input which
includes the level of college readiness of the Academic and Technical Vocational STEM,
ABM, MTS and AMS Students in terms of their Academic Preparedness, Interest, Skills
and Behavior.
The second box is the Process which shows the process, on which the researchers
will perform to gather needed information for the study. And the last one is the Output, it
is where the researchers will decide and conclude what activities can be implemented to
improve career guidance at Tanauan City College.
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Statement of the Problem
A comparative study of college readiness between Academic track and Technical
Vocational students at Tanauan City College
City College A. Y. 2019 – 2020. Especially it ought to understand and answer the
following questions:
1. What is the level of college readiness of Academic Track in terms of:
1) Academic Preparedness;
2) Interest;
3) Skills; and
4) Behavior?
2. What is the level of college readiness of Technical Vocational Track in terms of:
2) Interest;
3) Skills; and
4) Behavior?
3. Is there a significant difference between the level of college readiness between
Academic Track & Technical Vocational Track students be compared in terms of:
2) Interest;
3) Skills; and
4) Behavior?
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4. Based on the findings, what activities can be recommended to improve the career
guidance program of the students at Tanauan City College?
Hypothesis
There is no significant difference between the levels of college readiness between
Academic Track & Technical Vocational Track students.
Significance of the Study
The result of the study will redound to the benefit all stakeholders and of the
following:
Office of Student Affairs. To provide adequate programs that will help and
maintain the level of readiness of all students on different tracks.
Students. For them as 21st century learners to have their self-learning on how they
will help in easing the problems of college readiness in both academic and technical
vocational track.
Parents. As the guardian of the students they shall guide the students and provide
them adequate love and support that every students needed.
Future Researchers. To continue the research and add up valuable information
that will support this study.
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Scope and Limitations
This study will mainly deal to determine the readiness of the Grade 12 Senior
High School students under the Academic and Tech-Voc tracks in Tanauan City College
for school year 2019 - 2020 upon entering college. The study is limited to the Grade 12
students Senior High School Department of Tanauan City College, Tanauan City,
Batangas. The school serves more than 181 (Total No. of Students Population in
Tanauan City College) Tanauan City College Senior High School Department will be
used for study because the researchers are college students of the said school. A total
number of 23 (total number of grade 12 students from Academic) and 54 (total number of
G12 techvoc students), Seventy Seven (77) students overall will participate on the study.
All students will be given the (survey and question about how prepared was the student in
terms of their academic preparedness, interest, skills and behavior). Academic
preparedness; as to whether the students are prepared in terms of their subjects and grade,
Interest; if the students track taken during senior high school fits his or her interest and
not being forced to be taken, skills; if the students already have or acquired the necessary
skills needed for the transition from High School to College, and behavior; it is whether
the students have already grown up in terms of their behavioural aspects inside and
outside the school. This study will not cover the eleventh grade senior high school
students in order to gain accurate results.
Definition of Terms
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For a clear understanding of this study, the terms were conceptually and
operationally defined.
Academic Track. It is defined as a set of possible course selection available to a
specific group of students.
ABM Strand. This refers on the basic concepts of financial management,
business management, corporate operations and all things that are accounted for.
College Readiness. It is refers to the set of skills, knowledge, and behaviours a
senior high school student should have upon graduation and entering their freshmen
college.
K to 12. It is refers to the new curriculum in the Philippine Educational system.
The K stands for Kindergarten. Grade 1 to 6 is for elementary level. Grade 7 to 10 Junior
High School and Grade 11 to 12 for Senior High School.
Mechatronics Servicing. It refers to a short course that will train the students in
installing and configuring different mechatronic devices.
Senior High School. It is refers to the last two years of the K to 12 programs and
includes Grade 11 and 12 students will undergo a core curriculum and subjects under a
track of their choice.
STEM Strand. It is an educational program developed to prepare primary and
secondary students for college and graduate study in the field of science, technology,
engineering and mathematics.
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Technical Vocational. It is defined as a set of possible course selection available
to a specific group of students. This track includes strands like Mechatronics Servicing,
Automotive Servicing.
Tracks. It refers to the placement of students into different kinds of educational
programs according to a defined criterion of similarity or dissimilarity.
Chapter 2
A REVIEW OF RELATED LITERATURE AND STUDIES
This chapter, the study describes the part of the main problem, its present
situation and its variables through related printed and unprinted materials such as books,
journals, the internet, and other studies that are relevant to this study. All materials have
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provided the researchers further understanding in establishing the framework and
methodology for this study. The review includes: Intelligence, Skills, Behavior,
Readiness and The Senior High School.
College Readiness
McSherry (2016) Stated that Lack of college readiness, which affects persistence
in college, is a problem for many students at a high school in New Jersey. Only 1 in 5
students in this school persist from first to second year in New Jersey public colleges and
universities, and as many as 50% do not graduate in 4 years. This problem is important to
their study because low persistence may engender personal failure, familial debt, social
stigma, and wasted public funds. Guided by Bandura’s social learning theory, this
qualitative case study addressed the lack of college readiness by exploring what high
school students know about going to college. Eight high school seniors who were
interested in attending a 4-year college were purposefully selected to be interviewed
about their knowledge of college-readiness skills and where they obtained information
about the college experience. The data were analyzed with open coding to determine
common themes. Participants reported that (a) personal responsibility was a key to being
college-ready; (b) they experienced stress associated with the unknown; and (c) they
wanted better knowledge about time management skills, organization, and where to
obtain pertinent information. A project was designed that gives high school seniors
access to this information as well as virtual practice to make the transition to college less
stressful. A greater level of college readiness may contribute to social change because
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more students may graduate. Successful college graduates may have a better opportunity
to attain suitable employment and to contribute to the community
Oswald, et.al (2004) as cited in the study of Kyllonen (2014), stated that college
performance is identified with 12 dimensions. It pertains to dealing with intellectual
behavior in particular to knowledge, learning and artistic, interpersonal behaviours
dealing with multi-cultural leadership, interpersonal and citizenship; a combination of
extraversion and agreeableness facets), and intrapersonal behaviors (health, career,
adaptability, perseverance, and ethics; a combination of extraversion, neuroticism, and
agreeableness).
In relation to the study mentioned above, Robbins et al., (2006) as cited in the
same study, has found a motivational factor provided up to a 10% increase in variance
explained by predicting academic performance and up to 4% for association with
academic performance. A one standard deviation increase in academic discipline and
commitment to college led to an increase in the odds of sophomore retention by over
30%. This was true even after controlling for institutional variation and academic
achievement.
Moreover, according to Barnes and Slate (2013), college and career readiness
may be the Mantra for the 21st century. It tends to be anchored in academic-preparedness.
It was also stated that it should always be a one size fits all college readiness agenda
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whereas; students should be college ready allowing students to make informed decisions
about college goals and career aspirations.
In connection, he also stated that in measuring college and career readiness, High
school graduates who will enter in the workforce need the same level of college and skills
as those persons planning. So, they could be hired for job which leads them to self-
sufficient career path, to enter job training programs.
Meanwhile, college readiness is the level of preparation a student needs to enroll
and succeed without remediation in credit bearing general education course at a post -
secondary institution that offers a baccalaureate degree. (Conley, 2007 cited in the study
of Barnes).
Tierney and Duncheon (2015) stated that a college ready student is prepared to
enter a postsecondary institution without need for remediation and navigate the system to
obtain a degree.
Borsato, et.al (2013), stated that the investment is worthwhile, though, given that
college readiness indicator systems not only provide the means to measure college
readiness, but also develop the long-term capacity to spur, evaluate, and adjust college
readiness supports and help more and more students leave high school ready to succeed.
Darche (2012), looked at the students’ successful journey from highschool to
college career, and highlights a career-readiness framework to ensure more students to
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have such promising outcomes. Using the framework to prepare students will require new
curriculum and instructional strategies, new and more authentic assessments, and new
teacher preparation and professional development.
Although college readiness is a centerpiece of major educational initiatives such
as the Common Core State Standards, few systems have been implemented to track
children’s progress toward this goal. Instead, college-readiness information is typically
conveyed late in a student’s high-school career, and tends to focus solely on academic
accomplishments—grades and admissions test scores. (Gaertner et.al, 2015). Moreover, a
diversity of middle-school variables was synthesized into six factors: achievement,
behavior, motivation, social engagement, family circumstances, and school
characteristics.
Soulé and Warrick (2015), listed out the needs that underscores the updated
approach for education. It focuses on the key set of skills known as 4Cs which stands for
creativity, communication, collaboration and critical thinking. At the same time, they also
stated that one must ensure that practical application should be practiced best to attain
educational excellence and preparation to all the students.
McComick, et.al (2013), defined that college readiness includes cognitive
strategies and habits of mind, skills for learning college-level content, and critical
thinking skills, key content knowledge and essential knowledge in the discipline;
academic behaviors such as reading comprehension, time management and metacognitive
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strategies and contextual skills including the practical skills of getting into and
succeeding in college.
Chapa, et.al (2014), stated that early college high school replaces remediation
with acceleration. Moreover, lack of college readiness for low-income high school
students has resulted in being unprepared for college and subsequently low college
graduation rates.
Academic Preparedness
According to Barnes (2010), Students who are college-ready likely will be more
academically adept and successful in postsecondary and workforce arenas than their
counterparts who graduate with academic deficiencies. More importantly, college-ready
graduates will more readily assimilate themselves into the complex, bureaucratic global
society and be more likely to develop and perpetuate personal attributes (i.e., cultural,
social, and economic capital) and become engaged citizens than students who are not
college-ready. However, although assessment and accountability guidelines for high
schools were not specifically stated in the No Child Left Behind (NCLB) Act (2001), it
became apparent that high schools were not fulfilling their expectations of preparing
students for postsecondary education, and as a consequence, redesign and reform
initiatives were begun.
Moreover, Boden (2011), stated that Students’ perceived academic preparedness
for college may create considerable confusion and insecurity for some high school
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students. Although students under- take college preparatory courses in high school,
deficient English and mathematics proficiency scores suggest the contrary. Furthermore,
some student populations perform poorly and can be classified as underprepared for the
rigors of college preparedness.
Finkelstein (2014) stated that many colleges provide higher education
opportunities through open access to students who are underprepared for college-level
courses. However, simply providing opportunity may not be sufficient to deal with
academically underprepared students, who may require further development and training
to integrate them into higher education better. Furthermore, Bailey (2009) argued for a
restructuring of assessments to include non-cognitive abilities to address academic
preparedness.
In addition, when academic advisors combine cognitive assessment data with
non-cognitive information, the ability to focus educational interventions towards
underprepared students increases (Boylan, 2009). Moreover, non-cognitive measures
incrementally increase the assessment accuracy of freshman students’ academic
preparedness during college admission when added to standard cognitive tests (Schmitt,
et al., 2009). Additionally, non-cognitive measures can increase the assessment accuracy
of cognitive measures while increasing gender and ethnic diversity as well.
Further, those non-cognitive factors related to intrinsic motivation have a positive
association with academic persistence (Kaufman and Dodge, 2009). The gap in the
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literature is noticeable when combining different areas of non-cognitive factors to
discover the ways that they each influence college students’ academic preparedness.
Intelligence is the ability to perceive or infer information, and to retain it as
knowledge to be applied towards adaptive behavior within an environment or context. It
is also defined in many ways: logic, understanding, self-awareness, learning, emotional
knowledge, reasoning, planning, creativity, critical, thinking, and problem solving. It is
one of the factors that a student needs to possess in order to enter into a new world in life.
It is also needed in order to solve any problems that life might bring to everyone,
especially to the students, and it can be assessed in many ways.
Berana, Cornero et.al (2012) elaborated its significance in their study about the
Intelligence Evaluation that The proponent’s aim is to solve the dilemma of the incoming
first year college students in choosing the right program suited for their capabilities and
interest by taking an examination with different types of categories. It will also help the
students who want to know if they have the right capabilities and interest in the program
they have chosen.
In addition to this, Garcia and Miago (2009) on their work, that emotional
intelligence is a different way of being smart. It predicts as much as eighty percent (80%)
of a person’s success in life, whereas IQ predicts only about twenty percent (20%). They
also have found that even more than IQ, a person’s emotional awareness and ability to
handle feeling will determine his/her success and happiness in all aspects of life,
including family relationships.
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According to Furnham (2007) based on the research of Magpantay, Maranan and
Velez (2012) that the intelligence is a multifaceted and dynamic characteristic. It is also
influenced by motivation, culture, and even family problems.
Interest
Quennie, Celina et.al (2017) insists that distinct individuals show different
emotional responses and attitudes in a different environment. During transitions, students
are required to adjust academically, socially and emotionally. The personality trait, is a
dynamic and structured set of characteristics owned by an individual that uniquely
influence his/her environment, cognitions, emotions and behavior in different
circumstances. With this, the researchers determined if there is a significant association
between the personality traits and the extent of adjustment in academic, social and
emotional domains of the grade-11 senior high school students of the University of the
Immaculate Conception. The researchers used a 50-item Big Five Factor Marker for
personality traits and a 30-item researcher-made questionnaire for the Level of
Adjustment with 256 respondents as sample size from 763 total populations of senior
high school students. After the test of significant correlation the researchers found that
conscientiousness and agreeableness has a significant association on the academic, social,
and emotional adjustment. This reveals that these personalities have a relationship
towards the senior high school students’ academic, social and emotional adjustment,
which implies that if a person scores high on conscientiousness and agreeableness, he/she
will be able to adjust well on generally on the three domains of adjustment.
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Lubinski (2010) stated all three aspects of individual differences: interests, self-
efficacy, and ability assessments, and emphasize the importance of objective ability
measures. It would be interesting to determine whether self-efficacy measures or self-
estimates of abilities add incremental validity to objectively assessed ability measures
and interests in the prediction of vocational and occupational choices. Moreover, this
combined approach might further illuminate the influence of group differences and lead
to a more comprehensive understanding of the career choice process.
Meanwhile, Patrick, et.al (2011), analyzed the combined influence of vocational interests,
self-efficacy, and academic achievement on educational choices and reached inconsistent
conclusions. Thus, leaving the question—whether self-efficacy measures add incremental
validity to interest and ability assessment when predicting vocational choices.
Skills
Macmillian Dictionary (2013) stated that skills are the ability to do something
well, usually a result of experience and training through proper preparation. One’s skill
can be enhanced and developed that can then lead to competency. Experiences at the
same time, will aid the acquisition of skills because it is through experience that someone
learns what is not taught to anyone.
De Jesus et,al (2012) stated on their study that grades could accurately convey a
clear picture of the students’ performance or achievement in a specific college. He also
added that it is important to identify the factors affecting the quality of college output. In
addition, according to the study of Kuswanto (2017) stated that there is significant
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difference in effectiveness among Levels 2, 3, and 4 of inquiry learning in improving
students' process skills. Inquiry learning of Level 3 (ILL-3) is more effective than inquiry
learning of Level 2 (ILL-2) and Level 4 (ILL-4) in improving students' process skills, the
study also indicates that in improving students' process skills, the teacher could apply
inquiry learning of the levels that are appropriate for their scientific experience and
competence, which are then to be raised to higher levels. Barker (2009) stated in their
study that even when educational curricula mandate skill development, many students are
unable to demonstrate sophisticated information searching and critical evaluation skills.
Leaving skill development to the post-secondary environment will not ensure that
citizens are sufficiently skilled to participate fully in 21st century life, in workplaces or in
the students personal life contexts.
According to Argentin (2011) emphasizes that if skills divide based on inscriptive
differences, gender and family cultural background exists among the students. It emerges
that cultural background has a significant effect, which is stronger on operational skills,
while gender shows a more definite impact on theoretical knowledge. In relation to these,
according to Heckam (2012) that soft skill predict success in life of every student, and
causally produce that success and the programs that enhance soft skills have an important
place in an effective portfolio of public policies. In support to this, according to the study
of Nagaoka et.al (2013) that post-secondary performance and persistence depends not
only on the readiness of the individual student, but also the context of the college and the
extent to which there is a fit between a student’s needs and the college environment. This
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calls for a more expansive understanding of noncognitive factors and college readiness,
looking beyond individual-level skills to consider the ways students interact with the
educational context within which they are situated, and the effects of these interactions on
students’ attitudes, motivation, and performance. In addition, Rowan-Kenyon et.al (2017)
stated that noncognitive skills, defined as a diverse set of social emotional and self-
management competencies, is varied across higher education and employment
literatures, thus creating confusion and a lack of clarity. Still there is a question in terms
of alignment of the said skills across higher education and employment sector across
the globe.
Furthermore, according to Hernandez (2011) stated on the study of Leonard
(2013) that academic skills and knowledge are not just the factors affecting college
readiness but it also depends upon student choice and student dispositions as well as
familial and social networks. Gerdeman (2013) based on the result of their study that
utilizing concept mapping activity and rubrics lead the students to make better clinical
decisions and increased clinical judgment skills. Content analysis is the research method
used to make inferences from qualitative data, with the purpose of providing new insights
and clinical knowledge regarding the teaching strategy.
In support to the study above, according to Dunlap (2011) that given the ever-
changing societal and professional demands, lifelong learning is recognized as a critical
educational goal. With postsecondary students’ increased demand for online learning
opportunities and programs, postsecondary educators face the challenge of preparing
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students to be lifelong contributing members of professional communities of practice
online and at a distance. The emergence of technologies and tools have the potential to
support educators’ instructional goals and objectives associated with students’
professional preparation and the development of lifelong learning skills and dispositions.
Behavior
According to Axelrod (2009) that students with attention and behavior problems
oftentimes experience difficulty finishing academic work. Also the researchers have
identified self-monitoring and self-management of on-task behavior as effective tools for
improving homework completion rates among students who experience difficulty
attending to tasks. In addition, according to the study of Archambault (2009) that
although many adolescents remained highly engaged in high school, one third reported
changes, especially decreases in rule compliance, interest in school, and willingness to
learn. Students reporting low engagement or important decrements in behavioral
investment from the beginning of high school presented higher risks of later dropout. In
support to this, according to Faul (2011) which stated in their study that prompting is a
simple strategy that has been demonstrated to increase appropriate (and decrease
inappropriate) behavior when used as a stand-alone strategy with preschool students and
individuals with disabilities and in combination with other strategies (e.g., active
supervision) with K-12 students in general education settings.
According to Joffe (2012) that student with low educational attainment and poor
language showed significantly greater social, emotional, and behavioural difficulties than
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a normative sample as reported by themselves, their parents, and their teachers.
Significant differences were found across informants, with students identifying more
overall difficulties than parents or teachers. In addition, secondary school students with
low academic and language performance are more vulnerable to experiencing that
problem compared to typically developing peers. The extent of their difficulties varied
depending on the informant, emphasizing the importance of gaining views from multiple
perspectives. In addition to this, Dotterer (2011) stated in the result of their study that
psychological and behavioral engagement mediated the link between classroom context
and academic achievement for students without previous achievement difficulties.
However, for students with previous achievement difficulties psychological and
behavioral engagement did not mediate the link between classroom context and
academic achievement. The result of their study suggested that improving classroom
quality may not be sufficient to improve student engagement and achievement for
students with previous achievement difficulties. In support to the study above, Tseng
et.al (2010) conducted a study to explore a learning behavioral model of project-based
learning (PBL) for senior high school students in the context of STEM (science,
technology, engineering, and mathematics). Using “audio speakers” as the project
theme, a series of tasks were designed to be solved using STEM knowledge via an
online platform and student group discussions. A total of 84 volunteer students from a
senior high school and a vocational school in Pingtung, Taiwan, were divided into 21
groups. Text analysis and questionnaire survey were administered. Data sources were
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the participants’ information collected via the STEM online platform and the
questionnaire survey regarding STEM in PBL. The findings of the study are as follows:
(1) the learning behavioral model for STEM in PBL showed a positive influence on
students’ behavior in the form of cognition and behavioral intentions. In addition,
cognition and behavioral intentions were positively influenced by attitude. The overall
model fit was positive and could effectively explain senior high school and vocational
school students’ learning behavior as related to STEM in PBL; (2) according to the
results of the analysis of STEM from the online platform, students displayed a positive
attitude, attained integrated conceptual and procedural knowledge, and demonstrated
active behavioral intentions through STEM in PBL. In addition, the students’ creative
and organized project outcomes revealed the effects of their behavior.
In the study of Bulotsky-Shearer, Dominguez and Bell (2012) found that social
withdrawal behaviors were associated with the lower school readiness skills, in the
areas of emergent literacy, language and mathematics. In addition, Bornstein et.al
(2010) stated that both social and behavioural abilities are considered to be core
developmental milestones of the preschool period. In support to the study above,
Baptista et.al (2016) stated in their study that executive function and social–behavioral
adjustment during the preschool years are both associated with the successful acquisition
of academic readiness abilities. However, studies bringing these constructs together in
one investigation are lacking. This study addresses this gap by testing the extent to which
social and behavioral adjustment mediated the association between executive function
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and academic readiness. In addition, according to Conley (2007) stated on the study of
Torreno (2010) that Self-awareness, self-monitoring, and self-control are skills or
behaviors required for individuals to be ready for college. The premise behind these
behaviors in college is simple. College students have more independent study time than
in high school and have to manage their time wisely. Time management includes
estimating how long assignments take, and knowing how and where students study most
effectively. Successful college students use calendars and to-do lists to schedule
productive studying time around work opportunities and socializing. Study skill
behaviors also involve knowing how to take lecture notes, how to use information
resources, and how to prepare for and take exams. Effective communication skills are
also necessary when interacting with professors and advisors.
Synthesis
The cited literatures and studies influenced the present study in a way that they
are selected on the basis of their significance and relevance to the goals of the
researchers. Through the use of these literatures and studies as reference, the present
researchers hope to further improve the understanding of the learners, teachers and the
institutions about the college readiness of the incoming college freshmen.
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The present study is somewhat related to the past researchers, journals, books and
articles, although there are differences between them. As to the nature of respondents, the
present study is same as the studies of Barnes (2010), that the students who are college-
ready likely will be more academically adept and successful in postsecondary than their
counterparts who graduate with academic deficiencies. In Macmillian Dictionary (2013)
stated that skills are the result of experience and training through proper preparation. In
addition to it, De Jesus et,al (2012) stated on their study that grades could accurately
convey a clear picture of the students’ performance or achievement in a specific college.
In the study of Quennie, Celina et.al (2017) they insists that during transitions,
students are required to adjust academically, socially and emotionally. It was supported
by the study of Patrick, et.al (2011), they analysed the combined influence of vocational
interests, self-efficacy, and academic achievement on educational choices and reached
inconsistent conclusions.
In addition, according to Barnes and Slate (2013), college and career readiness
may be the Mantra for the 21st century. It tends to be anchored in academic-preparedness.
Students should be college ready allowing students to make informed decisions about
college goals and career aspirations. According to Joffe (2012) that student with low
educational attainment and poor language showed significantly greater social, emotional,
and behavioural difficulties than a normative sample as reported by themselves, their
parents, and their teachers. All the articles and studies are anchored and somewhat related
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to the present researchers study about college readiness of the Grade 12 Academic and
Technical Vocational Students based on different variables that may affect it.
Chapter 3
METHODOLOGY
This chapter discusses the method of research used. This includes the research
design, research locale, population and sampling, respondents of the study, research
instrument, validation of instrument, data gathering procedures, and treatment of
quantitative data.
Research design
In this study the researchers will use comparative research which essentially
compares two groups in attempt to draw a conclusion. Comparative design is a research
that seeks to find relationships between variables present in the study and is appropriate
because it analyze the similarities and differences in an attempt to better understand and
formulate solutions for the betterment of the result
According to SIS International Research (2018) Quantitative research is a
structure way of collecting and analyzing data obtained from different sources. It
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involves the use of computational, statistical, and mathematical tools to derived results. A
type of research that is dependent on the collection of verbal, behavioral or observational
data.
The researchers’ goal is to determine whether the independent variable affected
the outcome, or dependent variable, by comparing two or more groups of individuals.
This design is applicable for the study to identify who among the acad track and
tech-voc track is much more prepared for college.
Research Locale
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All the data will gather from senior high school grade 12 of ACAD and
TECHVOC track of the Tanauan City College due to the accessibility and the availability
of the master list of the students.
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Population
This study used total population of 77 grade 12 students of Tanauan City College.
For Academic track there are 16 Students in Accounting and Business Management
(ABM), and there are 7 Students in Science, Technology, Engineer, and Mathematics
(STEM), and for Techvoc track there are 38 students in Automotive Servicing (AMS),
and for there are 16 students in Mechatronics Servicing (MTS).
The researcher prefer to conduct the survey to grade 12 senior high school
students because this will help the researcher to determine which track is move ready
upon entry in the tertiary provided with the skills and knowledge they acquired in Senior
High School, moreover there students were the biggest contribution is achieving the
purpose of the study.
Respondents of the Study
The respondents of the study will be the senior high school students of TCC who
were enrolled in the academic year 2019-2020. The population technique will be used in
the selection of the students which were yielded from Senior High School students of
Tanauan City College in Academic track and Technical Vocational track, the researcher
were able totally enumerate seventy seven (77) respondents in both Academic and
Technical Vocational Track
The table below shows the number of students in each program and its total.
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Table A
Respondents of the Study
Number of
Program
Students
Accounting and Business Management
16
(ABM)
Academic track
Science, Technology, Engineering and
7
Mathematics (STEM)
Grade 12
Automotive Servicing (AMS) 38
Techvoc Track
Mechatronics Servicing (MTS) 16
Total 77
The Table above shows the Respondents of the study which is the Grade 12
Students currently enrolled under the Academic and Technical Vocational Track at
Tanauan City College Senior High School Department. Under Academic Track are the
Accounting and Business Management (ABM) with 16 students and Science,
Technology, Engineering and Mathematics (STEM) with 7 Students. On the Technical
Vocational Track are Automotive Servicing (AMS) with 38 students and Mechatronics
Servicing (MTS) with 16 Students with a total of 77 students.
Instrumentation of the study
The researchers compiled three (3) survey questionnaires to determine the
readiness of Senior high school student for college. These instruments were used as a
basis to come up for a suitable instrument for the study. The researcher made a modified
questionnaire in order to be more suitable for the respondents and the needed data. It is
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compose of twenty (20) items of questions and was divided into four (4) sub-parts;
Academic Preparedness, Behavior, Skills, Interest. The first part has five (5) questions
that assessed how the respondents feel that they are academically prepared when entering
in college. While the second part had also five (5) questions that assessed how the
respondents feel that they are behaviorally prepared when entering college. And the third
part had also five (5) questions that assessed how the respondents feel that they are
skillfully prepared when entering in college and the fourth part which also had a five (5)
questions that assessed how the respondents feel that they are really interested entering in
college. The instruments were established for reliability and validity test.
The first draft of the questionnaire was presented to the thesis adviser for
comments and correction. The suggestions of the panel members were also had been
considered for the validation of the questionnaire.
The senior high school students’ answered the questionnaire by rating as to what
extent using a four-point rating scale. The responses will be; 4 “Strongly Agree”, 3
“Agree”, 2 “Disagree, or 1”Strongly Disagree” from the table below.
Table B
Numerical Value Mean Ranges Interpretations

4 3.01 – 4.00 Strongly Agree
3 2.01 – 3.00 Agree
2 1.01 – 2.00 Neutral
1 0.00 – 1.00 Disagree
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Table 2 below shows the Range and Indicator that will be used to find the
significant difference based on the result of the study.
Table C
Range Indicators
0 No Significance
0.01-1.25 Very Low Significance
1.26-2.50 Moderately Low Significance
2.56-3.75 Moderately High Significance
3.76-5.00 Very High Significance
Data Gathering Procedures
A letter of request will be sent to the principal of the Senior High School to allow
the researchers to conduct the study to the Grade 12 students of Tanauan City College,
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The researchers will ask the students to answer the research instrument according
to their most honest and respectful manner. Then the questionnaires will be retrieved and
will immediately tabulate for data analysis and interpretation.
Ethical Consideration
As the study requires the collection of learner’s college readiness as they move up
to college level, the consideration of issues were necessary to have certain privacy and
security. The researchers relayed all of the important details and the aim of the study to
secure the consent from the respondents. Through the explanation of these important
details, they were being able to have a clearer vision of their role in the accomplishment
of the study. Assured that confidentially will not be shown disclosing their names. Only
relevant info needed to answer the specific research questions had been included.
Treatment of Quantitative Data
The data will be gathered through the use of questionnaire in a form of diagnostic
test to determine the college readiness between Academic and Technical Vocational
Track Senior High School Students.
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The result will be tabulated through the following statistical treatment that had
been applied to the study by the statistician.
1) Simple mean - will used to determine the student’s college readiness.
fx
M =∑ f =frequency
n
x=score
n= population∨sample
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data with corresponding analysis and
interpretation. The data are presented in sequential manner which resembles the order of
presentation of the problems in Chapter 1.
Problem Number 1: Level of College Readiness of Academic Track in terms of:
1.1 Academic Preparedness
Table 1.1 below shows the gathered data of the Grade 12 Academic Track
student’s Level of College Readiness in terms of Academic Preparedness.
Table 1.1
Level of College Readiness of Grade 12 Academic Track Students in terms of
Statement WM Interpretation
1. I had improved my ability to solve problems. 3.1 Strongly Agree
2. I had gained better understanding of different issues
3.1 Strongly Agree
and points of view.
3. I am more able to research and use reference materials. 3.0 Agree
4. I had improved my math skills. 2.9 Agree
5. I had improved my oral communication skills. 3.4 Strongly Agree
GWM 3.10 Strongly Agree
Legend: Range and Interpretations: 0.00 to 1.00 – Disagree, 1.01 to 2.00 – Neutral, 2.01 to 3.00 – Agree,
3.01 to 4.00 – Strongly Agree
Table 1.1 presents the statement which states the college level of the grade 12
academic track students in terms of their academic preparedness. The respondents did
Strongly Agree that they had improved their oral communication skills which gained the
highest mean on 3.4. They also Strongly Agree both on that they had improved their
ability to solve problems and they had gained better understanding of different issues and
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points of view which obtained 3.1. Furthermore they also Agree on more able to research
and use reference materials which obtained 3.0. On the other hand, though they still
Agree on that they had improved their math skill, it is noticeably that it gets the lowest
mean of 2.9.
Based on the obtained General Weighted Mean of 3.1 the respondents do
Strongly Agree that they are college ready in terms of academic preparedness and are
ready to face the world of tertiary education after they graduated from senior high school.
This can be concluded that the SHS students under academic track are much
trained with communication skills so they most likely to be improved with it. The result
shows an implication that the activities provided by their communications instructors are
effective and is likely to be applied as they move to the tertiary.
In the article of Barnes (2010), he stated that students who are college-ready
likely will be more academically adept and successful in postsecondary and workforce
arenas than their counterparts who graduated with academic deficiencies. More
importantly, college-ready graduates will more readily assimilate themselves into the
complex, bureaucratic global society and be more likely to develop and perpetuate
personal attributes (i.e., cultural, social, and economic capital) and become engaged
citizens than students who are not college-ready.
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1.2 Interest
Table 1.2 on the next page shows gathered data and interpretation from the Grade
12 Academic Track students on the level of college readiness in terms of their Interest.
Table 1.2
Interest
1. I had improved my study skills. 3.3 Strongly Agree
2. I had known how to analyse statistical data. 2.8 Agree
3. I had known how use my imagination in work. 3.0 Agree
4. I can produce designs from my own ideas. 3.1 Strongly Agree
5. I already understand the college application process
2.7 Agree
and deadlines.
GWM 2.98 Agree
Table 1.2 presents the statements and data as well as the interpretation of the said
data. The respondents do Strongly Agree on the statement that they had improved their
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study skills which obtained the highest weighted mean of 3.3. They also Strongly Agree
on the statement that they can produce designs from their own ideas which gained 3.1.
Likewise, they also Agree on that they had known how use their own imagination at
work which obtained 3.0. The respondents also Agree on the statement they had known
how to analyse statistical data with weighted mean of 2.8. Lastly, they also Agree on the
statement they already understand the college application process and deadlines though it
has the lowest weighted mean of 2.7, which may implies to that senior high school and
college application process or admission process are different from each other.
Overall, based on the General Weighted Mean of 2.98 the data implies that the
respondents are college ready in terms of their interest, the results also anchored to the
highest weighted mean which is they had improved their study skills because throughout
their senior high school years, they already gained enough knowledge as they only focus
mainly on academics. This can be implied that interest matters most to SHS students
under academic track. This interest about the course is what will make them motivated in
order for them to succeed in academics.
Based on Lubinski (2010) stated all three aspects of individual differences:
interests, self-efficacy, and ability assessments, and emphasize the importance of
objective ability measures. It would be interesting to determine whether self-efficacy
measures or self-estimates of abilities add incremental validity to objectively assessed
ability measures and interests prediction of vocational and occupational choices.
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Moreover, this combined approach might further illuminate the influence of group
differences and lead to a more comprehensive understanding of the career choice process.
1.3 Skills
Table 1.3 below shows the data gathered from the Grade 12 Academic Track
Students on their level of college readiness in terms of their Skills, interpretation will be
based on the weighted and general weighted mean.
Table 1.3
Level of College Readiness of Grade 12 Academic Track Students in terms of Skills
1. I can put important concepts into my own words. 3.1 Agree
2. I can find common errors in logic or the way people
2.8 Agree
think.
3. I can use specific methods to get started, whenever I
2.9 Agree
do not to know what to do on creative project.
4. I see problems and decisions as opportunities for
3.1 Strongly Agree
learning and personal growth.
5. I can easily pick out the important point in the material
3.0 Agree
I read.
GWM 2.98 Agree
Table 1.3 presents the statements that state the level of college readiness of Grade
12 Academic Track students in terms of Skills. The respondents Strongly Agree on the
statements they can put important concepts into their own words and they see problems
and decisions as opportunities for learning and personal growth with weighted mean of
3.1 both being the highest. The respondents also Strongly Agree on the statement that
they can easily pick out the important point in the material they read having weighted
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mean of 3.0. Likewise, the respondents also Agree on the statement they can use specific
methods to get started, whenever they do not to know what to do on creative project
which obtained 2.9. On the other hand, the respondents still Agree on the statement they
can find common errors in logic or the way people think which gained the lowest
weighted mean of 2.8.
Based on the data gathered and on the general weighted mean of 2.98 the
respondents Agree based on the results that they are college ready in terms of Skills. The
statements that get the highest weighted mean implies that even though they choose to be
at academic track, the respondents also enhances or possesses the skills needed for them
to be college ready that they get thru training and extracurricular activities.
The result can be inferred that exposing the academic track students are exposed
enough to their major subjects that are anchored with their track. Through this exposure,
their skills are most likely to be enhanced and develop which can be resulted to their
readiness as they move up to college.
It was supported in Macmillian Dictionary (2013) stated that skills are the ability
to do something well, usually a result of experience and training through proper
preparation. One’s skill can be enhanced and developed that can then lead to competency.
Experiences at the same time, will aid the acquisition of skills because it is through
experience that someone learns what is not taught to anyone.
1.4 Behavior
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Table 1.4 on the next page shows the gathered data from the Grade 12 Academic
Track students on the level of college readiness in terms of their Behavior, interpretation
of the gathered data will be based on the weighted and General Weighted Mean
Table 1.4
Behavior
1. I had formed a bond with an adult or mentor who
3.1 Strongly Agree
helped me with college and/or career advice.
2. I had gained the skills to succeed in college-level
3.0 Agree
courses.
3. I had an idea of what i want to do with my career. 3.3 Strongly Agree
4. I had understood my academic strengths and what i
3.2 Strongly Agree
still need to improve.
5. I had learned how to organize my time and tasks. 3.3 Strongly Agree
Table1.4 presents the statement which states the level of college readiness of
Grade 12 Academic Track Students in terms of their Behavior. The respondents do
Strongly Agree that they had an idea of what they want to do with their career and on
that they had learned how to organize their time and tasks which both obtained the
highest mean of 3.3. Likewise they also Strongly Agree on the statement that they
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understood their academic strengths and what they still need to improve which obtained
3.2. They also Strongly Agree on that they had formed a bond with an adult or mentor
who helped them with college and/or career advice which obtained 3.1. Although the
respondents also Agree on the statement that they had gained the skills to succeed in
college-level courses, it is noticeable that it got the lower weighted mean of 3.0.
Based on the data gathered and from the General Weighted Mean of 3.18, the
respondents Strongly Agree and it clearly shows that they are also college ready in terms
of their Behavioral aspect, referring to the highest obtained mean, this can be related to as
the students being able to handle pressure and manage their time, being flexible is one of
the factors a college student should have and possessed.
The result can be implied that students under academic track can be considered as
matured enough as they slowly learn the value of time management, prioritizing activities
from the most important to the least important one and by determining and enhancing
their strength the same with acknowledging and improving their weakness. With this
result, it can be inferred that once they move up to the tertiary, they are able in handling
academic pressures.
According to Faul (2011) which stated in their study that prompting is a simple
strategy that has been demonstrated to increase appropriate (and decrease inappropriate)
behavior when used as a stand-alone strategy with preschool students and individuals
with disabilities and in combination with other strategies (e.g., active supervision) with
K-12 students in general education settings.
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Problem Number 2: Level of College Readiness of Technical Vocational Track in
terms of:
2.1 Academic Preparedness
Table 2.1 shows the gathered data and interpretation from the Grade 12 Technical
Vocational Track on the level of college readiness in terms of Academic Preparedness.
Table 2.1
Level of College Readiness of Grade 12 Technical Vocational Students in terms of
1. I had improved my ability to solve problems. 3.3 Strongly Agree
2. I had gained better understanding of different issues
2.9 Agree
and points of view.
3. I am more able to research and use reference materials. 3.2 Strongly Agree
4. I had improved my math skills. 3.0 Agree
5. I had improved my oral communication skills. 3.3 Strongly Agree
Table 2.1 presents the statements which state the college level of the grade 12 technical
vocational students in terms of their academic preparedness. The respondents Strongly
Agree on the statements they had improved their oral communication skills and had
improved my ability to solve problems which obtained the highest weighted mean of 3.3.
They also Strongly Agree on the statement they are more able to research and use
reference materials which obtained 3.2. Likewise, they also Agree that they had
improved their math skills which got 3.0. Lastly, they also Agree that they had gained
better understanding of different issues and points of view which obtained 2.9
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Strongly Agree that they are college ready in terms of academic preparedness and are
ready to face the world of tertiary education after they graduated from senior high school.
This can also be inferred that they were able to apply what they learn in their
communication classes which are highly usable when they move to the college.
In relation to this, according to Barnes and Slate (2013), college and career
readiness may be the Mantra for the 21 st century. It tends to be anchored in academic-
preparedness. It was also stated that it should always be a one size fits all college
readiness agenda whereas; students should be college ready allowing students to make
informed decisions about college goals and career aspirations.
2.2 Interest
Table 2.2 on the next page shows gathered data and interpretation from the Grade
12 Technical Vocational Track on the level of college readiness in terms of their Interest.
Table 2.2
Level of College Readiness of Grade 12 Technical Vocational Students in terms of

Interest
1. I had improved my study skills. 3.3 Strongly Agree
2. I had known how to analyzing or statistical data. 3.1 Strongly Agree
3. I had known how use my imagination in work. 3.1 Strongly Agree
4. I can produce designs from my own ideas. 3.2 Strongly Agree
5. I already understand the college application process
2.9 Agree
and deadlines.
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Table 2.2 presents the statements which state the college level of the grade 12
technical vocational students in terms of their skills. The respondent did Strongly Agree
that they improved their study skills which gained the highest mean on 3.3. They also
Strongly Agree on the statement that they can produce designs from their own ideas
which gain 3.2. Likewise, they also Strongly Agree both on knowing how to analyze or
statistical data and knowing how to use their imagination in work which obtain 3.1. They
also Agree on the statement they already understand the college application process and
deadlines though it has the lowest weighted mean of 2.9.
Strongly Agree that they are college ready in terms of Interest, these can be implied to
the students who choose technical vocational track as it suits their interest. This can be
inferred that their interest plays a great role in their schooling. This interest of them is
what makes them motivated to continue studying. In the same way, the researchers also
consider the fact this may lead to develop skills of them.
This was supported by the study of Patrick, et.al (2011), who analysed the
combined influence of vocational interests, self-efficacy, and academic achievement on
educational choices and reached inconsistent conclusions. Thus, leaving the question—
whether self-efficacy measures add incremental validity to interest and ability assessment
when predicting vocational choices.
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2.3 Skills
Table 2.3 shows the data gathered from the Grade 12 Technical Vocational Track
Students on their level of college readiness in terms of their Skills, interpretation will be
based on the weighted and general weighted mean.
Table 2.3
Level of College Readiness of Grade 12 Technical Vocational Track in terms of
Skills
1. I can put important concepts into my own words. 3.3 Strongly Agree
2. I can find common errors in logic or the way people
2.9 Agree
think.
3. I can use specific methods to get started, whenever I
3.1 Strongly Agree
do not to know what to do on creative project.
4. I see problems and decisions as opportunities for
3.2 Strongly Agree
learning and personal growth.
5. i can easily pick out the important point in the material
3.2 Strongly Agree
I read.
Table 2.3 presents the statement which stated the level of college readiness of
Grade 12 Academic Track students in terms of Skills. The respondents did Strongly
Agree on the statement that they can put important concepts into my own words which
gained the highest mean on 3.3. Likewise, the respondent Strongly Agree both on their
problems and decisions as opportunities for learning and personal growth and they can
easily pick out the important point in the material I read which obtained 3.2. Moreover,
they are also Strongly Agree on the statement that they can use specific methods to get
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started, whenever I do not to know what to do on creative project which gain 3.1.
Moreover, they also Strongly Agree on the statement they can find common errors in
logic or the way people think, though it has the lowest weighted mean of 2.9. Base on the
General Weighted Mean of 3.14 which is interpreted as Strongly Agree.
The result may imply that the students in technical vocational track already
possess the skills needed for college which they obtained thru trainings and skills
development. Provided with the result, it can also be concluded that technical vocational
track are skills ready.
It was anchored on Macmillian Dictionary (2013) which stated that skills are the
ability to do something well, usually a result of experience and training through proper
preparation. One’s skill can be enhanced and developed that can then lead to competency.
Experiences at the same time, will aid the acquisition of skills because it is through
experience that someone learns what is not taught to anyone.
2.4 Behavior
Table 2.4 on the next page shows the gathered data from the Grade 12 Technical
Vocational Track students on the level of college readiness in terms of their Behavior,
interpretation of the gathered data will be based on the weighted and General Weighted
Mean
Table 2.4
Level of College Readiness of Grade 12 Technical Vocational Track in terms of
Behavior
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1. I had formed a bond with an adult or mentor who
3.0 Agree
helped me with college and/or career advice.
2. I had gained the skills to succeed in college-level
3.2 Strongly Agree
courses.
3. I had an idea of what i want to do with my career. 3.2 Strongly Agree
4. I had understood my academic strengths and what i
3.2 Strongly Agree
still need to improve.
5. I had learned how to organize my time and tasks. 3.3 Strongly Agree
3.18
GWM Strongly Agree
Table 2.4 presents the statements which stated the level of college readiness of
Grade 12 Technical vocational Track Students in terms of their Behavior. The
respondents did Strongly Agree on the following statements which also obtained equal
and the highest weighted mean of 3.2, they had gained the skills to succeed in college-
level courses, they had an idea of what they wanted to do with their career, and they had
understood their academic strengths and what they still need to improve. The respondents
also Agree on the statement they had formed a bond with an adult or mentor who helped
them with college and/or career advice which obtained 3.0.
Based on the general weighted mean of 3.16 which implicated as Strongly Agree,
the respondents are college ready in terms of their Behavior in such a way the statements
who gathered the highest weighted mean are all pertaining on the students’ awareness on
what they are doing and what they needed to do in order to succeed in their upcoming
college life.
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According to Conley (2007) which stated on the study of Torreno (2010) that self-
awareness, self-monitoring, and self-control are skills or behaviors required for
individuals to be ready for college. The premise behind these behaviors in college is
simple. College students have more independent study time than in high school and have
to manage their time wisely. Time management includes estimating how long
assignments take, and knowing how and where students study most effectively.
Successful college students use calendars and to-do lists to schedule productive studying
time around work opportunities and socializing. Study skill behaviors also involve
knowing how to take lecture notes, how to use information resources, and how to prepare
for and take exams. Effective communication skills are also necessary when interacting
with professors and advisors.
Problem Number 3: Significant difference between the levels of college readiness
between Academic Track & Technical Vocational Track students.
Table 3 on the next page shows the significant difference between the level of
college readiness between Academic Track and Technical Vocational Students.
Table 3
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Significant Difference on the Level of College Readiness between Academic Track
and Technical Vocational Track Grade 12 Students
Technical
Academic Track Vocational
Variables Difference Indicators
(GWM) Track
(GWM)
Academic Very Low
3.10 3.14 0.04
Preparedness Significant
Very Low
Interest 2.98 3.12 0.14
Significant
Very Low
Skills 2.98 3.14 0.16
Significant
Behavior 3.18 3.18 0 No Significant
Legend: Range and Indicators: 0 - No Significance, 0.01 to 1.25 - Very Low Significance, 1.26 to 2.50 –
Moderately low significance, 2.56 to 3.75 – Moderately High Significance, 3.75 to 5.00 – Very High
Significance
Table 3 shows the variables uses, respondents, data gathered, the differences and
its indicators, after analysing and interpreting, the result shows that in terms of Academic
Preparedness, Academic Track has GWM of 3.10 and Technical Vocational Track has
3.14 resulting to 0.04 differences, which indicated a Very Low Significant Difference. In
terms of Behavior, both Academic Track and Technical Vocational Track have GWM
of 3.18 which has No Significant. Meanwhile, in terms of Interest, Academic Track
and Technical Vocational Track has GWM of 2.98 and 3.12 respectively resulting into
0.14 which indicated a Very Low Significant, also, in terms of Skills, Academic Track
and Technical Vocational Track has GWM of 2.98 and 3.14 respectively resulting to
0.16 which indicated Very Low Significant. While the result may indicate Very Low
Significance, but based on the table, the Academic Track has the lowest GWM in terms
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of Interest and Skill of 2.98 resulting into Very Low but still noticeable difference of
readiness.
In the same way, this can also be implied that such career guidance in terms of
Interest and Skills of the students be enhanced.
In support to said statement, according to Oswald, et.al (2004) as cited in the
study of Kyllonen (2014), stated that college performance is identified with 12
dimensions. It pertains to dealing with intellectual behavior in particular to knowledge,
learning and artistic, interpersonal behaviours dealing with multi-cultural leadership,
interpersonal and citizenship; a combination of extraversion and agreeableness facets),
and intrapersonal behaviors (health, career, adaptability, perseverance, and ethics; a
combination of extraversion, neuroticism, and agreeableness).
In addition, according to McComick, et.al (2013), defined that college readiness
includes cognitive strategies and habits of mind, skills for learning college-level content,
and critical thinking skills, key content knowledge and essential knowledge in the
discipline; academic behavior such as reading comprehension, time management and
metacognitive strategies and contextual skills including the practical skills of getting into
and succeeding in college.
Problem Number 4: Based on the findings, what proposed activities can be
recommended to improve the career guidance program at Tanauan City College?
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Based on the findings of the study which resulted in to Very Low Significant but
still noticeable difference of readiness, the researchers suggested a Proposed Activity for
the Development or Enhancement of Interest and Skills of Academic Track Senior High
School Students at Tanauan City College presented on the table on the next page.
2020
Proposed Activity for the Development of Skills and Interest of Academic Track
2020
Track Objectives Activities Time Frame
To be familiar with basic computing skills. Create a basic business plan based on the given 3 weeks/ 2 weeks planning and
data and information. 1 week for implementing.
To develop marketing skills and strategies of Business implementation and simulation. 3 weeks in total, 1 ½ week for
the students. discussion and another 1 ½
ABM week for implementation.
To improve communication and cooperative Group processing activity which allows the team 3 days/ 2 days for discussion
skills between students. to discuss how well the group in achieving their and 1 day for presentation.
goals and how they maintain an effective
working relationship.
To improve students understanding of core Conduct experiments with the use of 2 days/ 1 day for
STEM concepts and practices. technology supported inquiry and hands-on experimentation and 1 day for
experience. presentation.
To improve analysis and discussion for Science Investigatory Project. 3 weeks preparation.
deeper conceptual learning.
STEM
Create mini robot that will help to reduce or
To improve critical thinking based on the eliminate environmental problem. 1 week
problem presented.
Project-Based Learning Activity. E.g. Water
Cycle in a Bag. 2 weeks
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57
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary and findings of the study. It also includes the
conclusions drawn and the recommendations offered by the researchers based on the
results of the analysis and interpretation of the gathered data.
SUMMARY
The study aimed to determine the Level of College Readiness between the Grade
12 Academic Track and Technical Vocational Track Senior High School Students at
Tanauan City College A.Y 2019-2020.
Especially this study sought to answer the following questions:
1) What is the level of college readiness of Academic Track in terms of:
a) Academic Preparedness;
b) Interest;
c) Skills; and
d) Behavior?
2) What is the level of college readiness of Technical Vocational Track in terms
of:
b) Interest;
c) Skills; and
d) Behavior?
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3) Is there a significant difference between the level of college readiness between
Academic Track & Technical Vocational Track students be compared in terms
of:
b) Interest;
c) Skills; and
d) Behavior?
4) Based on the findings, what proposed activity can be recommended to
improve the career guidance program at Tanauan City College?
In relation to the above questions, the study was guided by the null hypothesis
which was expressed as there is no significant difference between the levels of college
readiness between Academic Track & Technical Vocational Track students.
The researcher uses comparative research which essentially compares two groups
in attempt to draw a conclusion. An adapted questionnaire which was revised and
validated by the advisers and the panel members was administered to the respondents to
be able to determine their level of college readiness.
The questionnaire was then administered to seventy-seven (77) Grade 12 students
at Tanauan City College enrolled during the academic year 2019-2020. The data obtained
from the questionnaire were tabulated, interpreted and correlated using mean, weighted
mean and general weighted mean.
Findings
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After a thorough analysis and interpretation of the data obtained, the researchers
came up with the following findings. They are stated as follows.
1. Level of College Readiness of Academic Track
1.1 In terms of Academic Preparedness, with the General Weighted Mean of
3.10 which is interpreted as Strongly Agree.
1.2 In terms of Interest, with the General Weighted Mean of 2.98 which is
interpreted as Agree.
1.3 In terms of Skills, with the General Weighted Mean of 2.98 which is
interpreted as Agree.
1.4 In terms of Behavior, with the General Weighted Mean of 3.18 which is
interpreted as Strongly Agree.
2. Level of College Readiness of Technical Vocational Track
2.1 In terms of Academic Preparedness, with the General Weighted Mean of
3.14 which is interpreted as Strongly Agree.
2.2 In terms of Interest, with the General Weighted Mean of 3.12 which is
2.3 In terms of Skills, with the General Weighted Mean of 3.14 which is
2.4 In terms of Behavior, with the General Weighted Mean of 3.16 which is
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3. Significant difference between Academic Track and Technical Vocational
Track students be compared
The General Weighted Mean of Academic Track in terms of Academic
Preparedness 3.10 while in Technical Vocational track got 3.14 where in there is No
Significant Difference between them. In terms of Interest, the Academic Track got
2.98 while the Technical Vocational Track got 3.12 resulting into 0.14 differences
which interpreted as Very Low Significant Difference. Likewise in terms of Skills,
Academic Track got 2.98 while Technical Vocational Track got 3.14 resulting into
0.16 which interpreted as Very Low Significant Difference. Lastly, in terms of
Behavior, Academic Track got 3.18 and Technical Vocational Track both obtained
3.16 resulting into No Significant Difference between the two.
4. The result of the study may have implications in the way that students from
Academic Track and Technical Vocational Track are both college ready even
though there is a very low significant difference between them in terms of their
Interest and Skills which can be solved through various activities and programs.
Conclusions
Based on the findings of the study, the following conclusions have been derived:
1. Level of College Readiness of Academic Track in terms of:
1.1 In terms of Academic Preparedness, the SHS students under academic
track are much trained with communication skills so they most likely to be
improved with it. The result shows an implication that the activities
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61
provided by their communications instructors are effective and is likely to
be applied as they move to the tertiary.
1.2 In terms of Interest, that interest matters most to SHS students under
academic track. This interest about the course is what will make them
motivated in order for them to succeed in academics.
1.3 In terms of Skills, that even though they choose to be at academic
track, the students also enhances or possesses the skills needed for them to
be college ready that they get thru training and extracurricular activities.
1.4 In terms of Behavior, the students under academic track can be
considered as matured enough as they slowly learn the value of time
management, prioritizing activities from the most important to the least
important one and by determining and enhancing their strength the same
with acknowledging and improving their weakness. With this result, it can
be inferred that once they move up to the tertiary, they are able in handling
academic pressures.
2. Level of College Readiness of Technical Vocational Track Student
Students, in terms of:
2.1 In terms of Academic Preparedness they are college ready in terms of
academic preparedness and are ready to face the world of tertiary
education after they graduated from senior high school. This can also be
inferred that they were able to apply what they learn in their
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62
communication classes which are highly usable when they move to the
college.
2.2 In terms of Interest, the technical vocational track students are college
ready in terms of Interest, these can be implied to the students who choose
technical vocational track as it suits their interest. The interest plays a
great role in their schooling. This interest of them is what makes them
motivated to continue studying. In the same way, the researchers also
consider the fact this may lead to develop skills of them.
2.3 In terms of Skills, the students in technical vocational track already
possess the skills needed for college which they obtained thru trainings
and skills development. Provided with the result, it can also be concluded
that technical vocational track are skills ready.
2.4 In terms of Behavior, the technical vocational students are college
ready in terms of their Behavior in such a way the statements who
gathered the highest weighted mean are all pertaining on the students’
awareness on what they are doing and what they needed to do in order to
succeed in their upcoming college life.
3. In terms of Significant Difference of College Readiness between Academic
track and Technical Vocational track Students, the teachers in both tracks are
giving enough and balance attention needed in order for the students to be college
ready.
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4. It is highly recommended to have a proposed activity for the development or
enhancement of the Interest and Skills of the Academic Track Senior High School
Students at Tanauan City College. This matrix should focus with the variables
presented in the study.
Recommendations
Based on the findings and conclusions of the study, it is recommended that:
1. The Office of the Student Affairs is encouraged to create activities which will
enhance or develop the interest and skills of the students..
2. The Students may understand and be aware of those factors that might affect
them for being college ready and to do some self-efficacy routines such as
drills and trainings that will help develop their self-efficiency.
3. Parents are encouraged to give advices to their children so it would be easier
for them to adjust in the new school environment. Through this, learners will
be able to adopt easily with it.
4. Future Researchers can add more value information and continue this study
for further improvement of the results.
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APPENDICES
Appendix A: Letter of Validation

November 11, 2019
JASCELYNN N. OLIMPIADA, LPT, MEM
BTVTED Program Head
Tanauan City College
Madam:
We are bona fide students of Tanauan City College, taking up Bachelor of Technical-
Vocational Teacher Education. We are currently conducting a study entitled “A Comparative
Study of College Readiness Between the Grade 12 Academic Track and Technical
Vocational Track Senior High School Students at Tanauan City College A.Y. 2019-2020”.
In this regard, we are seeking your expertise in helping us validate the adopted
questionnaire that we will use to measure the variable needed in the study. Attached here with is a
copy of the questionnaire that we wish to employ in the said study. Your comments and
suggestions will be highly appreciated and will be a great help to this undertaking.
We are hoping for your favorable response and wholehearted consideration regarding this
matter.
Thank you so much and more power.
Very truly yours,
(Sgd)EFREN M. AMOG
(Sgd)JOHN RIO R. CARIDAD
(Sgd)JHOAN D. CONTRERAS
(Sgd)ARJAY T. ESPINO
(Sgd)ALLISTER P. LUNA
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Researchers
Noted:
ROSE ANN LEGAPI-LANDICHO, LPT (Sgd)
Thesis Adviser
Approved/Remarks:
JASCELYNN N. OLIMPIADA, LPT, MEM (Sgd)
BTVTED Program Head
November 11, 2019
SHARA MAY N. JALLORES, LPT, MAED
Instructor
Madam:
questionnaire that we will use to measure the variables needed in the study. Attached here with is
a copy of the questionnaire that we wish to employ in the said study. Your comments and
matter.
Very truly yours,
(Sgd)EFREN M. AMOG
Researchers
Noted:
Thesis Adviser
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75
Approved/Remarks:
SHARA MAY N. JALLORES, LPT, MAED (Sgd)
Instructor
November 11, 2019
MARRY QUEENIE M. GONZALES, LPT
Instructor
Madam:
questionnaire that we will use to measure the variables needed in the study. Attached here with is
a copy of the questionnaire that we wish to employ in the said study. Your comments and
matter.
Very truly yours,
(Sgd)EFREN M. AMOG
Researchers
Noted:
Thesis Adviser
Approved/Remarks:
MARRY QUEENIE M. GONZALES, LPT (Sgd)
Instructor
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Appendix B: Research Instrument
Dear Respondents,
Study of College Readiness Between the Grade 12 Academic Track and Technical Vocational
Track Senior High School Students at Tanauan City College A.Y 2019-2020”.
Rest assured that the information you provide will be used for this study alone and shall
be treated with confidentiality. We are truly grateful with your cooperation. Thank you and God
bless.
The Researchers
Name:_______________________
Track:____________
Age:_________
Part I. Assessment
Instructions: Using the scale below, put a checkmark on the column after
each statement that is most true for you right now. Please be open and honest
in your responding.
4 – Strongly Agree 3 – Agree 2– Disagree 1 – Strongly Disagree

Indicators 4 3 2 1
I can say that I am academically prepared to enter college because…
1. I had improved my ability to solve problems.
2. I had gained better understanding of different issues and points
of view.
3. I am more able to do research and use reference materials.
4. I had improved my math skills.
5. I had improved my oral communication skills.
I can say that I am behaviorally prepared in entering college because…
1. I had formed a bond with an adult or mentor who helped me
with college and/or career advice.
2. I had gained the skills to succeed in college-level courses.
3. I had an idea of what I want to do with my career
4. I had understood my academic strengths and what I still need
to improve.
5. I had learned how to organize my time and tasks.
I can say that I am interested in entering college because…
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1. I had improved my study skills
2. I had known how to analyze statistical data.
3. I had known how to use my imagination in my work.
4. I can produce designs from my own ideas.
5. I already understand the college application process and deadlines.
I can say that skillfully prepared in entering college because…
1. I can put important concepts into my own words.
2. I can find common errors in logic or the way people think
3. I can use specific methods to get started, whenever I do not
know what to do on a creative project
4. I see problems and decisions as opportunities for learning and
personal growth.
5. I can easily pick out the important point in the material I read.
Appendix C: Letter for Distribution of Questionnaire
November 11, 2019

JASCELYNN N. OLIMPIADA, MEM
Senior High School Principal
Madam:
Vocational Track Senior High School Students at Tanauan City College A.Y 2019-2020”.
2020
78
In this regard, we are seeking your permission to distribute the attached questionnaire to
the Grade 12 Academic and Technical Vocational Senior High School students. Your permission
will be of great contribution to the success of this undertaking. Rest assured that the answers will
be treated with utmost confidentiality.

Very truly yours,
(Sgd)EFREN M. AMOG
Researchers
Noted:

Thesis Adviser
Approved/Remarks:
JASCELYNN N. OLIMPIADA, MEM (Sgd)

Senior High School Principal
Appendix D: Computation of Weighted Mean
Academic Track
1.1 ACADEMIC PREPAREDNESS
No. of Respondents Answer for Questions

1 2 3 4 5
1 3 3 3 3 3
2 3 3 4 3 3
3 3 3 3 3 4
4 3 3 2 1 3
5 3 3 3 4 4
6 3 3 4 3 3
7 4 3 2 3 4
8 3 3 4 4 4
9 3 3 3 2 3
10 3 3 3 4 4
2020
79
11 3 3 2 2 3
12 3 3 3 3 4
13 3 3 3 3 3
14 4 4 3 1 4
15 3 4 3 3 3
16 3 4 3 3 4
17 3 4 3 3 4
18 3 3 3 3 3
19 3 3 2 2 2
20 3 2 3 3 2
21 3 3 3 3 4
22 4 3 3 4 4
N=22 3.1 3.1 3.0 2.9 3.4
1.2 INTEREST

1 2 3 4 5
1 4 3 3 3 3
2 3 3 3 3 3
3 3 3 3 4 4
4 3 2 2 3 2
5 4 3 4 4 3
6 3 3 3 3 2
7 4 4 3 2 2
8 4 3 3 4 3
9 3 2 3 3 2
10 3 3 2 3 3
11 4 2 2 2 3
12 3 3 2 2 2
13 3 3 3 3 3
14 4 3 3 2 3
15 4 4 3 4 3
2020
80
16 3 2 3 3 3
17 3 2 4 4 3
18 3 3 3 3 2
19 4 2 4 3 2
20 2 2 3 3 2
21 3 3 3 3 3
22 3 3 3 3 3
N=22 3.3 2.8 3.0 3.1 2.1
1.3 SKILLS

1 2 3 4 5
1 3 3 3 3 3
2 3 3 3 4 3
3 3 3 3 3 3
4 2 2 2 2 2
5 3 2 2 3 2
6 3 3 3 3 3
7 4 3 4 4 3
8 4 3 3 2 3
9 3 3 3 3 3
10 4 3 3 3 4
11 4 4 3 3 3
12 3 3 3 4 3
13 3 3 3 4 3
14 4 4 4 4 3
15 3 2 4 4 4
16 3 3 4 3 3
2020
81
17 4 3 2 1 4
18 3 3 3 3 2
19 2 2 2 3 3
20 2 1 2 3 2
21 3 3 3 3 3
22 3 2 2 3 3
N=22 3.1 2.8 2.9 3.1 3.0
1.4 BEHAVIOR

1 2 3 4 5
1 3 3 4 3 3
2 4 3 3 3 4
3 3 3 4 4 4
4 3 3 3 2 3
5 2 3 3 3 4
6 3 2 2 3 4
7 2 3 4 4 3
8 4 4 4 4 4
9 3 3 3 2 3
10 4 4 4 3 4
11 3 3 3 3 4
12 3 3 3 4 3
13 3 3 3 3 3
14 4 4 4 4 3
15 4 3 3 3 4
16 3 3 3 3 3
17 3 3 4 4 4
2020
82
18 3 2 3 3 2
19 3 3 3 3 3
20 2 2 3 3 2
21 3 3 4 3 3
22 3 3 3 4 3
N=22 3.1 3.0 3.3 3.2 3.3
TECHNICAL VOCATIONAL TRACK
2.1 ACADEMIC PREPAREDNESS
2020
83
2.2
INTEREST
2020
84
2.3 SKILLS
2020
85
2.4 BEHAVIOR
Appendix E: Computation of Significant Relationship

Table 3
Significant Difference on the Level of College Readiness between Academic Track

and Technical Vocational Track Grade 12 Students
Technical
Academic Track Vocational
Variables Difference Indicators
(GWM) Track
(GWM)
2020
86
Academic Very Low
3.10 3.14 0.04
Preparedness Significant
Very Low
Interest 2.98 3.12 0.14
Significant
Very Low
Skills 2.98 3.14 0.16
Significant
Behavior 3.18 3.18 0 No Significant
Appendix F: Certificate of Grammar Editing
This certifies that the Thesis entitled, A COMPARATIVE STUDY OF COLLEGE
READINESS BETWEEN THE GRADE 12 ACADEMIC TRACK AND TECHNICAL
VOCATIONAL TRACK SENIOR HIGH SCHOOL STUDENTS AT TANAUAN CITY
COLLEGE A.Y 2019-2020 conducted by Efren M. Amog, Jhoan D. Contreras, John Rio
R. Caridad, Arjay T. Espino, and Allister P. Luna whose research design was
2020
87
quantitative, had been subjected to Grammar Editing at
Tanauan City College by the undersigned.
SHARA MAY P. JALLORES, LPT, MAED

Grammarian, Tanauan City College
CURRICULUM VITAE
EFREN MANGLO AMOG

342, Banjo Laurel Street, Brgy. Malaking Pulo,
Tanauan City, Batangas 4232
Mobile #: 0949-055-4153
Efrenamog18@gmail.com
CAREER OBJECTIVE
To be part of one of the best institution where I can enhances furthermore my

skills and shared my ideas.
2020
88
WORK EXPERIENCES
Zhong Yu Mould Industry

Machinist
FPIP, Barangay Ulango, Tanauan City Batangas
January – May 2016
EDUCATIONAL BACKGROUND
Tertiary
Bachelor of Technical Teacher Education
Major in Electronics Technology
Tanauan City College, Tanauan City
2015-Present
Vocational
Electronics Product Assembly Servicing NC II
2-year Diploma
2014-2016
Secondary
Malaking Pulo National High School
Malaking Pulo, Tanauan City, Batangas
2004-2008
Primary
Malaking Pulo Elementary School
Malaking Pulo, Tanauan City, Batangas
1997-2004
PERSONAL INFORMATION
Age : 29
Date of Birth : June 18, 1990
Place of Birth : Tanauan City, Batangas
Gender : Male
Civil Status : Single
2020
89
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Castor A. Amog
Mother’s Name : Patricia M. Amog
Language Spoken: Filipino/English
HOBBIES
Watching Documentary shows
CERTIFICATESAND TRAININGS
Future Educators’ Seminar

Brgy. VI, Tanauan City
2018
Child Protection Policy Seminar

Tanauan City High School Gymnasium
Tanauan City
2018
Gender Sensitivity Seminar

Modesto Castillo Cultural Center
Tanauan City, Batangas
2017
National Certificate II for Electronics Product Assembly Servicing

TESDA
2016
CHARACTER REFERENCES
Ms. Jascelynn Olimpiada

Program Head, BTVTED
Tanauan City, College
0915-585-7902
2020
90
Mr. Renz Baldovino
Faculty, Electronics Technology
0936-795-9985
“I hereby certify that the above information is true and correct

to the best of my knowledge and belief “
EFREN M. AMOG
Applicant's Signature
CURRICULUM VITAE
JHOAN DULDULAO CONTRERAS

#333 Brgy. TALAGA,
Mobile #: 0965-486-3880
jhoanacontreras1414@gmail.com
CAREER OBJECTIVE
To be a part of a company that would provide some of the world's most advance
technological resources that could enhance my personal growth and be able to commit
myself towards the achievement of the company's goal and objectives
WORK EXPERIENCES
CANON BUSINESS MACHINES PHILIPPINES

2013
Tertiary
2020
91
Bachelor of Industrial Engineering
First Asia Institute of Technology & Humanities
2009-2010
Associate in Computer Secretarial

Tanauan Institute
2012-2013

2015-Present
Vocational
Electronics Product Assembly Servicing NC II
2-year Diploma
2014-2016
Secondary
Tanauan school of Fisheries Ambulong,
2004- 2008
Primary
Talaga West Central School
Talaga, Tanauan City, Batangas
2001– 2004
Age : 27
Date of Birth : March 21, 1991
Place of Birth : Tanauan City,
Gender : Female
Father’s Name : Antero G. Contreras
Mother’s Name : Warlinda D. Contreras
2020
92
HOBBIES
Reading and playing mobile legends
Team Building Seminar

2019
2018

Tanauan City
2018

2017

TESDA
2016

0915-585-7902
Mr. Renz Baldovino

0936-795-9985
2020
93
“I hereby certify that the above information is true and correct to the best of my
knowledge and belief “
JHOAN D. CONTRERAS
CURRICULUM VITAE
JOHN RIO R. CARIDAD

#0393 Purok 2 Brgy. Talaga
Tanuan City, Batangas
0935-586-6705
Jhaycaridad11@gmail.com
CAREER OBJECTIVE
To gain more knowledge and valuable experience at your company as a

placement for my second semester internship program where I can utilize and enhance
my skills in Electronics Technology.
WORK EXPERIENCES
March 2016 – May 2016

Baker’s Assisstant
Panaderia Pantoja Inc.
Brgy. II, Tanauan City, Batangas
Tertiary

2020
94
2016 - Present
Vocational
Electronic Product Assembly and Servicing NCII

2-year Diploma
2015 - 2017
Secondary
Puerto Galera National High School

Puerto Galera Oriental Mindoro
2010 - 2014
Primary
Puerto Galera Central School

Puerto Galera Oriental Mindoro
2004 - 2010
Age : 22
Date of Birth : October 11, 1997
Place of Birth : Puerto Galera Or. Mindoro
Gender : Male
HOBBIES
Playing Games and Sports

2018
2020
95

Tanauan City
2018

2017

TESDA
2018

0915-585-7902
Mr. Renz Baldovino

0936-795-9985
JOHN RIO R. CARIDAD

2020
96
CURRICULUM VITAE
ARJAY TARROSA ESPINO

#0343 Purok 2 Brgy. Talaga,
Mobile #: 0955-084-8724
aray.espino@gmail.com
CAREER OBJECTIVE
To secure a challenging position in a reputable organization to expand my learning's,

knowledge, and skills. Secure a responsible career opportunity to fully utilize my training
and skills, while making a significant contribution to the success of the company.
WORK EXPERIENCES
Jollibee Tanauan Crossing

Service Crew
February - June 2018
Tertiary
2016-Present
Vocational
Mechatronics Servicing NCII
2-year Diploma
2020
97
2015-2016
Secondary
Crest View Academy of Cavite
Bacoor, Cavite
2011- 2015
Primary
Academy for Christian Academy
Bacoor, Cavite
2004– 2011
Age : 21
Date of Birth : April 15, 1998
Place of Birth : Bacoor, Cavite
Gender : Male
Religion : Apostolic Christian
Father’s Name : Arnel P. Espino
Mother’s Name : Mary Jane T. Espino
HOBBIES
Cooking, Playing Games, and Sports

2018

Tanauan City
2018
2020
98
2017

TESDA
2018
National Certificate II for Mechatronics Servicing

TESDA
2016

0915-585-7902
Mr. Renz Baldovino

0936-795-9985
ARJAY TARROSA ESPINO

CURRICULUM VITAE
2020
99
LUNA, Allister Payad

#74 F Platon St. Poblacion 2
Tanauan City Batangas
Contact number: 0927-292-5587
E-mail: allisterluna@gmail.com
CAREER OBJECTIVE
To gain entry into a progressive company and to have further experience and life
skills, this will allow me to become a more effective individual, permitting me a greater
contribution to a company's services and success.
WORK EXPERIENCES
Computer Laboratory Maintenance

Sta. Cecilia Integrated School
April – September 2012
Office Staff
Sta. Cecilia Integrated School
2012 - 2018
Tertiary
Computer System Design and Programming

Ama Computer Learning Center
Brgy. 3 Tanauan City Batangas
2012 - 2014

2016-Present
2020
100
Secondary
Mabini Educational Institute High School

Talaga, Tanauan City, Batangas
2011-2012
Age : 31
Date of Birth : August 27, 1988
Place of Birth : Silang Tagaytay, Cavite
Gender : Male
Father’s Name : Domingo Caraan Luna
Mother’s Name : Benilda Famy Payad
Skills
 Computer Literate
 Proficient in Windows operations and MS Office (MS Excel, MS Word, MS Power
Point)
 Good in Communications Skills both Oral and Written (Filipino and English)
CPP Child Protection Policy

September 19, 2018
Future Educators’ Seminar 2018

Brgy. Poblacion VI, Tanauan City
December 10, 2018
THE WOMAN AND THE CHILD IN THE DIGITAL WORLD

Mayor’s Board Room
October 13, 2017
2020
101
GENDER SENSITIVITY TRAINING
2nd Gov. Modesto Castillo Cultural Center, Tanauan City
April 20, 2017
TEAM BUILDING SEMINAR

1ST Gov. Modesto Castillo Cultural Center, Tanauan City
November 28, 2019

0915-585-7902
Mr. Renz Baldovino

0936-795-9985
Allister P. Luna
2020

College-Readiness Final

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1

THE PROBLEM AND ITS BACKGROUND

graduates for tertiary education, middle-level skills development, employment, and

college and earn their degrees.

Additionally, College Readiness is largely determined by Class Rank, courses work,

GPA, and Test Scores.

contributors to success and be ready for college.

readiness also differs in many ways.

experience and persist.

example, organization, time management, and social interaction.

one element of a broader, well-rounded skill set.

the Senior High School students college readiness.

The study is anchored on Walberg’s theory and Kolb’s Theory.

In accordance to Walberg’s theory of “Academic Achievement”, it’s substantially

provided that psychological characteristics of individual students and their immediate

psychological environment influence education outcomes (cognitive, behavioural and

outcomes as: student ability/prior achievement, motivation, age/developmental level,

quantity of instruction, quality of instruction, classroom climate, home environment, peer

In recent decades, studies of learning environments have been concerned with

psychosocial characteristics of classroom learning environments demonstrate incremental

validity in predicting student achievement. These psychosocial characteristics such as

self-concept, attitude, behaviours, intrinsic motivation and overall student engagement in

information to arrange more optimal functioning classrooms. (Astin, 1987; Frasers,

Walberg, Welch & Haltie, 1987; Fullarton, 2002).

immediate or concrete experiences lead to observations and reflections. These reflections

creation of new experiences.

something to do with their environmental, psychological and psychosocial factors

skills and competence needed in the tertiary level.

In order to have better presentation of the variables included in the research, a

that will fit to the ideas of the researchers.

Input Process Output

Figure 1 Research Paradigm

improve career guidance at Tanauan City College.

A comparative study of college readiness between Academic track and Technical

Vocational students at Tanauan City College

1. What is the level of college readiness of Academic Track in terms of:

3. Is there a significant difference between the level of college readiness between

guidance program of the students at Tanauan City College?

There is no significant difference between the levels of college readiness between

Academic Track & Technical Vocational Track students.

Significance of the Study

maintain the level of readiness of all students on different tracks.

them adequate love and support that every students needed.

Future Researchers. To continue the research and add up valuable information

that will support this study.

terms of their academic preparedness, interest, skills and behavior). Academic

students in order to gain accurate results.

Academic Track. It is defined as a set of possible course selection available to a

specific group of students.

ABM Strand. This refers on the basic concepts of financial management,

College Readiness. It is refers to the set of skills, knowledge, and behaviours a

K to 12. It is refers to the new curriculum in the Philippine Educational system.

High School and Grade 11 to 12 for Senior High School.

installing and configuring different mechatronic devices.

track of their choice.

STEM Strand. It is an educational program developed to prepare primary and

engineering and mathematics.

Tracks. It refers to the placement of students into different kinds of educational

programs according to a defined criterion of similarity or dissimilarity.

A REVIEW OF RELATED LITERATURE AND STUDIES

Readiness and The Senior High School.

interested in attending a 4-year college were purposefully selected to be interviewed