MATER ECCLESIAE SCHOOL, INC.

Villa Olympia Subd., San Pedro, Laguna

"College Readiness of Male and Female Grade 12 Students of

Mater Ecclesiae School, Inc. in the A.Y. 2021 - 2022: An Assessment"

A Research Paper presented to the

Faculty of Senior High School

Ms. Amie V. Gomez

In partial fulfillment of the requirements

in Research in Daily Life 2

By:

Aunor, Leana May

Campo, Francine Lorraine A.

Dimabayao, Marjorie Q.

Malabanan, Amiel Kenzo A.

Nerbes, Zehdrick Aerrol M.

Vicente, Vhea Glenys T.

Year 2021 - 2022

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 TABLE OF CONTENTS

Title Page 1

Acknowledgement 4

Abstract 5

Chapter I: The Problem and Its Setting 6

Introduction 6

Statement of The Problem 10

Hypothesis 11

Significance of The Study 12

Scope and Delimitations 13

Definition of Terms 14

Chapter II: Review Related Literature 16

College Readiness 16

Mental State for College Readiness 18

Emotional State for College Readiness 20

Physical State for College Readiness 22

Gender Differences in College Readiness 23

Gender Advantages in College Readiness 24

Synthesis 25

Research Paradigm 26

Chapter III: Methodology 27

Research Design 27

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 Respondents of The Study 28

Sampling Technique 28

Research Instrument 30

Data Gathering Procedure 31

Statistical Data Analysis 31

Chapter IV: Presentation, Analysis and Interpretation of Data 32

Chapter V: Summary of Findings, Conclusion, and Recommendation 43

Summary of Findings 43

Conclusion 45

Recommendations 46

Bibliography 51

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 ACKNOWLEDGEMENT

The researchers would like to express gratitude to everyone who contributed to the

research's completion and success. The persons that will be mentioned below are those who

assisted the researchers in accomplishing their study and made the study possible. The group

would like to express heartfelt appreciation to:

First and foremost to God, for guiding them through the process of writing the research

paper and for providing them with the knowledge and courage to work hard for the study.

Families or relatives and friends for encouraging and supporting the group to do their

best. They are also the ones that provide them love and inspiration, giving them the ability to

work hard on their research.

The teachers, especially Ms. Amie V. Gomez, for being always there for the group

whenever they needed assistance, for being patient in examining the group's work and sharing

their knowledge in this subject in order to help the students in accomplishing the research.

Sir Joey Labrador, the panelist, for his time and efforts in guiding the group through the

research paper process and assisting them with the suggestions he provided for the adjustments

that needed to be made for the paper's improvement.

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 The grade 12 students who openly participated as research respondents with their

responses for the group's data gathering in the study.

Without the assistance of these people, the research may be ineffective. The researchers

are indeed fortunate to have these people lead them through their research study and ensure its

success.

ABSTRACT

Title : College Readiness of Male and Female Grade 12 Students of Mater

Ecclesiae School, Inc. in the A.Y. 2021 - 2022: An Assessment

Researchers : Aunor, Leana May

Campo, Francine Lorraine A.

Dimabayao, Marjorie Q.

Malabanan, Amiel Kenzo A.

Nerbes, Zehdrick Aerrol M.

Vicente, Vhea Glenys T.

Adviser : Ms. Amie V. Gomez Track : Academic Track (ABM)

School : Mater Ecclesiae School Academic Year : 2021 – 2022

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 CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Senior High School serves as the preparatory level for students before stepping into

college. According to the definition given by Merriam-Webster, a college is an "independent

institution of higher learning offering a course of general studies leading to a bachelor's degree."

In other words, college is the postsecondary education that one must take in order to get a

bachelor’s degree. According to the statement of Johnson (2013), it will take almost six years

before college ends. A college is an institution of higher learning that grants degrees, undergrad

degrees, and graduate degrees. The term "college" is a hierarchical differentiation between the

terms "university" and "college".

College is the transition from a petty life to a more mature one. Additionally, this is where

preparation for adulthood takes place (Sim and Moon, 2015). The physical features of a college

student may be considered mature, but their minds are not yet fully prepared for what may

transpire in the future. There are many things to prepare for entering college, such as financial,

emotional, and mental health.

In the Philippines, school fees for college are high. Although there are schools that do

not have tuition fees, such as public schools, students, including their parents, still need to

prepare a large sum of money to go to college, as Charland from PhilStar said (cited by

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Moneymax, 2021). Tuition is not the only thing that is relentlessly on the rise in higher education

in the Philippines. Multiple studies show a significant increase in college mental health problems

in the last few years. Emotional readiness for college demands a certain level of maturity,

confidence, and perseverance. The transition from high school to college needs not only

academic skills and time management skills to stay afloat, but emotional and mental

problem-solving skills to handle challenges.

Male students are less likely to acquire a bachelor's degree than female students (Cogner

& Long, 2010). Females have superior non-cognitive abilities over males in areas such as

organization, dependability, self-discipline, attention, and seeking help from others (Cogner &

Long, 2010; Riegle-Crumb, 2010). This advantage begins in primary school, when females

exhibit more advanced social skills and better classroom conduct (Buchmann et al., 2008) than

males. Females are more likely than males to lack academic confidence and suffer from higher

levels of anxiety and depression (Klevan et al., 2016).Furthermore, males continue to outnumber

females in STEM-related degrees (Klevan, Weinberg, & Middleton, 2016). Furthermore, males

continue to "outnumber females in the most profitable fields of study" (Klevan, Weinberg, &

Middleton, 2016, p. 25). They attend more prestigious schools (Buchmann et al., 2008), and earn

more in all sectors of work (Corbett & Hill, 2012).

Students usually enter college as soon as they graduate from high school. However,

many students do not enroll in higher education for several years after graduating from high

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school. Both groups have one feature: they are new to college and have preconceived views

about education based on their high school experiences (Lincoln Land Community College,

2021). The transition from high school to college is an adjustment with which every student must

contend in their pursuit of a college degree. College allows students to pursue their interests, gain

socio-cultural experience, and develop more viable careers (Cuy, Nonet, & Salinas, Edwin,

2019). Students in grade 12 are now ready to begin college life and should think about the school

they would like to attend.

Based on a study by American College Enrollment and Student Demographic Statistics,

3.2 million high school graduates begin college. 69.1 percent of high school graduates attend

college after graduation.Among the enrollees, 63% attend 4-year colleges, while 36.9% attend

2-year colleges. It is also said that 82.7% of first-year college students are full-time students

(Hanson, 2021). According to the Commission on Higher Education (CHED), there are

approximately 3.4 million college enrollees for the academic year 2019-2020. So far, CHED has

not been able to provide updated statistics for the academic year 2020–2021 enrollment.

Grade 12, or senior high school level, is a crucial year for all students. Different

decisions, challenges, and confusions will be faced or experienced in this phase. These setbacks

will significantly help the students’ decisions as incoming college students. Grade 12 students

are a year away from leaving high school and entering a new battlefield that will test the

students’ skills in all aspects. Students’ need to understand interests, skills, and passions to come

8
up with a well-organized plan to pursue their careers (cited by Jaime, 2017). Some grade 12

students who make unproductivity a hobby will need to get rid of it because it can lead to a

mental breakdown. The students will be facing an increasing number of tasks in the future.

Grade 12 students with enough preparation will have opportunities such as choosing their

preferred university (Loveless & Betz, 2021). It will also increase your chances of success in

college.

College is a significant financial commitment into the future. The amount of time and

effort students put into college preparation can help with the transition more smoothly and get

more out of the experience. There are a few things students can work on while still in high school

to prepare for the demands of college, from appropriate time management to taking better notes.

College culture information helps students understand how to engage with professors and peers

in college and how to navigate college as a social system and learning environment (Conley,

2007). The research must be conducted in order to inform other students about the importance of

college readiness and to make them aware of the things and circumstances that they must be

ready for college.

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STATEMENT OF THE PROBLEM

This research aims to determine the college readiness of Grade 12 male and female

students of (MES) Mater Ecclesiae School in the academic year 2021-2022. Therefore, the

researchers want to assess the following specific problems:

1. What is the demographic profile of the students according to gender?

2. What is the level of college readiness of male and female students in terms of:

a. Mental state

b. Emotional state

c. Physical state

3. What is the overall college readiness level of male and female students?

4. Is there a significant difference between the level of college readiness of male and female

students in terms of:

a. Mental state

b. Emotional state

c. Physical state

5. Is there a significant difference between the overall college readiness level of male and female

students?

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HYPOTHESIS FOR COLLEGE READINESS LEVEL IN TERMS OF MENTAL STATE

H0: There are no significant differences between the college readiness level of male and female

students in terms of mental state.

H1: There are significant differences between the college readiness level of male and female

students in terms of mental state.

HYPOTHESIS FOR COLLEGE READINESS LEVEL IN TERMS OF EMOTIONAL STATE

H0: There are no significant differences between the college readiness level of male and female

students in terms of emotional state.

H1: There are significant differences between the college readiness level of male and female

students in terms of emotional state.

HYPOTHESIS FOR COLLEGE READINESS LEVEL IN TERMS OF PHYSICAL

STATE

H0: There are no significant differences between the college readiness level of male and female

students in terms of physical state.

H1: There are significant differences between the college readiness level of male and female

students in terms of physical state.

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HYPOTHESIS FOR OVERALL COLLEGE READINESS

H0: There are no significant differences in male and female students' overall college readiness.

H1: There are significant differences in male and female students’ overall college readiness.

SIGNIFICANCE OF THE STUDY

This study aims to assess the readiness of male and female Grade 12 of Mater Ecclesiae

School students before entering college. Differences in the college readiness of male and female

Grade 12 students can also be seen. Possible respondents will benefit more because they will be

given a better chance to be ready for their next step in college. Furthermore, the beneficiaries of

this study are:

Students. College readiness will assist students, both male and female, in understanding what to

expect in college. It also gives students a competitive advantage over their peers in terms of

academic accomplishment. They will also gain a greater understanding of the importance of

preparing for more massive life projects.

Teachers. Student readiness provides teachers with the assurance and comfort that their students

will be able to handle any challenges in their teaching. It also gives teachers and the guidance

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 office confidence that their students will be able to handle any problems that arise in the

classroom.

Administrators. This research is essential for administrators because it allows them to be aware

of and prepare for any difficulties that incoming college students may encounter. It can also

help them to learn how to deal with or provide advice and opinions to students in order to

help them overcome their difficulties in making decisions for college.

Guidance Office. This research is essential for the guidance office since it can provide some

recommendations or ideas for how they might deal with incoming college students. This will

help them in evaluating what possible decisions they can make for students preparing for

college, particularly if the students are having difficulties preparing for college.

Future Researchers. This research will benefit future researchers by providing them with an

awareness of how important the decisions we make in college are. It can also help them

develop concrete solutions to prevent this type of problem, so that incoming college students

can prepare beforehand. If the girls are well prepared, future researchers will be able to come

up with strategies for males to keep up, and vice versa.

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SCOPE AND DELIMITATIONS

This study, entitled “College Readiness of Male and Female Grade 12 Students at Mater

Ecclesiae School in the academic year 2021-2022: An Assessment,” will only tackle the things

that a student should prepare before entering college but only in a superficial method of

definition. The questionnaires will be used by the researchers to assess how well prepared the

Mater Ecclesiae School's Grade 12 students are. The provision of college preparation methods

will not be deepened. Researchers will only focus on opening the minds, specifically of Grade 12

students, to what they should expect in college.

In order to assess the students' readiness for college, the researchers will consider

their emotional, mental, and physical states. The respondents are Mater Ecclesiae School Grade

12 students. They are the ones who can assist researchers in solving research problems. The

stratified random sampling approach is used by the researchers to efficiently divide the

population of grade 12 students participants.

DEFINITION OF TERMS

College. A higher education institution that grants degrees, such as a bachelor's degree after a

four-year course or an associate degree after a two-year course.

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Readiness. The condition of being ready.

College Readiness. The capability of a student to exhibit the knowledge and skills required

to complete basic freshman-level college courses.

Gender. The distinction between male and female genders, as well as genders that combine

male and female traits or are neither male nor female.

SHS strand. Academic, Technical-Vocational-Livelihood (TVL), Sports, and Arts & Design

are four disciplines that encompass specialized fields of study similar to college courses.

Mental State. Focuses on a student's cognitive development and intellectual capacity.

Emotional State. Focuses on a student's true feelings, such as pain experiences, intentions,

and beliefs.

Physical State. Defines a student's traits or appearance such as height, weight, shape, and

other bodily characteristics.

Grade 12 Students. The respondents of the study.

Mater Ecclesiae School. An institution where the study takes place.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the associated literature and studies on college readiness. It will

also offer the different subtopics, synthesis, and conceptual framework in order for students in

senior high school to fully understand the significance of college readiness. The review of related

literature will assist in deepening the knowledge about college readiness, as well as supporting

the various information included in this study.

College Readiness

The experience of a student's college readiness is regarded as a complicated developmental

process that begins before high school (Cabrera, Deli-Amen, Terenzini, Lee, & Franklin, 2006).

According to Allison Wignall (2020), college readiness refers to the collection of abilities,

knowledge, and habits that a high school student should have upon graduation and starting their

sophomore year of college. It all comes out to the capacity to succeed while studying at a

university.

According to Barnett et al. (2012), Conley, a researcher on college preparation and

readiness, describes college readiness through a social economic and psychological lens. As per

Conley, "college readiness is categorized into four interconnected cognitive domains: key content

knowledge in reading, writing, and other core academic subject areas; college knowledge, i.e.,

the "privileged information" needed to prepare for and apply to college and the contextual

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awareness skills needed to be successful there; academic behaviors, such as self-awareness and

self-monitoring; and key cognitive strategies, such as intellectual inclusivity and critical

thinking" (p. 25). Conley's definition employs both a social economic and psychological lens

because, furthermore to college awareness, it focuses on academic behavioural patterns that

portray students' desire for independence, thereby revealing the social economic impacts on a

student.

According to the American College Test or ACT (as cited by Barnes, 2010), college

readiness is the level of a student's need to enroll and succeed without remediation in whatever

course he or she chooses and whatever institution he or she selects. Furthermore, the ACT

emphasizes that college readiness is also equivalent to workforce readiness.

According to Jay Greene (2009) of the Manhattan Institute, defines college readiness as

graduating with a regular diploma, having completed a minimum set of course requirements

(four years of English, three years of math, and two years each of natural science, social science,

and a foreign language), and being able to read at the basic level or above on the National

Assessment of Education Progress reading assessment.

College readiness is a new educational concept that has emerged as a key national problem

in the majority of countries (Leonard, 2013). Several studies indicate that a high school grade

point average (GPA) is an indicator of future success (Camara, & Echternacht, 2000; Reuschel,

2009). In the Philippines, CHED developed College Readiness Standards (CRT) in 2011 to

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describe the abilities that graduates of the K to 12 Program are expected to learn and master the

important entry competences in college. These criteria were meticulously established by the

Technical Working Group, which includes professionals from DepEd, CHED, and

representatives from private and public higher education institutions (CHED En Banc Resolution

No. 298-2011).
The significant changes in the educational landscape demand a greater focus on ensuring

that secondary students are college ready following graduation (Conley, 2010). As a result,

school administrators continue to work on figuring out how students can be sufficiently equipped

with the information, abilities, and attitudes required to get admitted to and thrive in college

(Barnes, Slate & Rojas-LeBouef, 2010; Barnes & Slate, 2013). As a result of this circumstance,

academics and administrators are assessing several conceptions of college readiness in order to

develop mechanisms for a seamless transition from high school to higher education.

Mental State for College Readiness

When a student enters college, he or she will face numerous challenges. College life can

be stressful, and for some students, this can lead to mental health problems. Aside from being a

serious public health problem, mental distress can have an impact on academic achievement.

When it comes to mental health in college, a student, and even his parents, should expect

something different. According to Lindsey Giller, a psychologist, "What we're seeing is a lot of

kids are getting through middle school and high school doing okay, but they go off to college and

it's too much," (as cited by Garey, 2020). It has also been stated that the proportion of students

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who consider their student life to be mentally stressful is increasing (Nedregard and Olsen,

2014).

Mental state readiness is an important factor before entering college because anxiety and

depression, which are both mental illnesses, have a negative impact on academic and social

participation in everyday college life (Byrd and McKinney, 2012; Keyes et al., 2012; Salzer,

2012).

According to the World Health Organization (2015), a mental state is a condition of

well-being in which an individual recognizes his or her own skills, can manage typical stressors

of life, and can work successfully. Based on Neurolmage (2012), it states that the human mind

comprises a variety of mental states at every awake minute of existence. It describes how a

mental state remains relatively consistent despite the fact that the state itself is dynamic,

according to the Vocabulary Dictionary (n.d.).

Perception, pain experience, belief, desire, intention, emotion, and memory are all

examples of mental states. According to Clark (2021), being mentally stable when going to

college is important for students as it improves their academic performance. Moreover, poor

mental health can lead to a lack of motivation and difficulty focusing, which can result in poor

grades for students. It is proven in one national survey that 66% of students found out that they

helped to improve their academic performance because they were mentally stable. Mental health

issues are almost and always linked to academic achievement.

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 According to the survey of The American College Health Association (2015), students

who expressed psychological discomfort also reported earning poorer grades on tests or major

projects, receiving lower grades in courses, receiving a "incomplete," or abandoning courses

entirely. Therefore, being mentally prepared when going to college is important for students

(Deborah & Feldman, 2017).

Emotional State for College Readiness

The processes by which students and adults acquire and effectively apply the knowledge,

attitudes, and skills required to understand and manage emotions, set and achieve positive goals,

feel and show empathy for others, establish and maintain positive relationships, and make

responsible decisions are referred to as the emotional state of college readiness (Durlak,

Weissberg, Dymnicki, Taylor, and Schellinger, 2011). According to Dyminicki, Sambolt, and

Kidron (2013) of American Institute Research, there are several skills that students do to regulate

emotions, make friends, resolve conflict, avoid risks or hazards, and make ethical and safe

choices; self-awareness, self-management, social awareness, relationship skills, and responsible

decision making.

First, self-awareness refers to assessing one's feelings, values, strengths, and interests and

is important for emotion regulation and when connecting with someone during psychological

distress, as students may experience struggles in assessing their emotions and connecting with

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other people could be helpful to regulate and manage their emotions (Ciarrochi, Wilson, Deane,

& Rickwood, 2003; cited by Dyminicki et al., 2013).

Second, Self-Management, in which an individual regulates one's emotions to handle and

control stress and impulses to overcome obstacles. For students, this is a vital skill to have a

healthy emotional state as it is said that students experience challenging coursework or school

work, especially in high school up to college (Bradley et al., 2010; cited by Dyminicki et al.,

2013). It is found that students who enter college with good skills to cope and manage stress are

more successful and will perform better in academics (DeBerard, Spielmans, & Julka, 2004;

cited by Dyminicki, 2013).

Next is Social Awareness, defined as the ability of an individual to empathize or

understand one's perspective or situation that recognizes and appreciates the other party. This

skill is important in social interaction, which college students often experience (Dyminicki et al.,

2013). The fourth is the ability to have relationship skills. That includes maintaining healthy

relationships in cooperation, resisting inappropriate social pressure, managing and resolving

interpersonal conflict, and when to seek help from others. This skill helps students to work well

in groups and to relate well to other students as well, with different backgrounds, cultures, and

behavior (Dyminicki et al., 2013). This skill can also be applied mostly to 1st-year college

students who will be entering a new social environment, and so relationship skills are vital in

those kinds of situations.

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 Plus, students connecting to other networks of peers could help reduce the feelings of

stress, loneliness, and increase support, have a sense of belongingness, and maintain college

retention and performance (Mattanah et al., 2010; cited by Dyminicki et al., 2013).

Last is responsible decision making, which means making decisions based on

consideration of ethical standards, social norms, and respect for others, plus considering the

outcomes of decisions. This skill is also essential as it helps students, especially those

transitioning into young adults, navigate new settings that could help them grow independently

from their comfort zones (such as parents). For high school students who are about to enter

college soon, they are already applying or practicing this vital skill, such as scenarios in which

they apply and choose a university that could greatly affect their adult life (Dyminicki et al.,

2013). Stated above are the specific skills that students, especially those who are entering

college, must consider in order to have a good emotional state and maintain good performance in

academics.

Physical State for College Readiness

In terms of physical state readiness, there is the term called general physical readiness. It

is a way which describes a preparatory phase of training that is intended to provide balanced

physical conditioning in endurance, strength, speed, flexibility, and other basic factors of fitness

(Miller, July 2017). Even if the pandemic is still ongoing and restricting certain college

possibilities, being physically ready for it is crucial.

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 Regardless of where the students are in the college admission process, college planning

does not need to fall off track during the COVID-19 coronavirus pandemic. Moreover, being

physically prepared for college does not only mean being physically fit; rather, there are factors

to achieving a good physical state for college readiness. It includes being ready before classes

start, practicing personal health care through eating healthy foods, sleeping early, and exercising

at home. Furthermore, learning the most recent Covid-19 protocols, reading as much as possible,

researching for possible college majors and scholarships, honing social, people, and soft skills,

embracing time-management tools, getting a job in freshman year, staying on top of finances,

knowing how to be safe on campus, contacting professors before classes begin, making the most

of orientation activities, researching ways to get involved with a variety of opportunities.

Gender Differences in College Readiness

College selection is characterized as "a complicated, multistage process in which an

individual develops a desire to continue formal education after high school, followed by a

subsequent decision to attend a specific college, university, or institution of further vocational

training." (Hossler, Braxton, & Coopersmith, 1989). According to John S. Willson (1993),

females were more likely than men to enroll in classes that they perceived as difficult, out of the

ordinary, not offered at school, and that would help them become more well-rounded. In

addition, girls picked classes less frequently than males because they believed they would do

well in them.

Some differences exist in scientific classes; males were more likely than girls to take

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three of the basic science courses (biology, chemistry, and physics) (NAEP 2001). Men were

more likely than women to enroll in courses because they thought they would do well in them

and that they would be useful in their schooling or careers (Wilson, John S. 1993).

Gender Advantages in College Readiness

Males and females have their differences when it comes to being ready for college. As

mentioned earlier, males and females have their own unique traits that could be an advantage or

disadvantage for their preparation for college.

Fifteen years ago, there was a point where the gap between genders in higher education

was increasing (King, 2006), which provided a disadvantage to both genders. Fortunately, federal

legislation has provided a solution which says that educators must provide equal opportunities

and nondiscriminatory programs for males and females, especially in areas related to their future

careers (Bailey 1993; Corbett et al., 2008). These include the stereotyping of educators towards

their students and such. Females were able to enter traditionally male-dominated fields, and

males were able to enter traditionally female-dominated fields (Bailey, 1993; Jones & Dindia,

2004). The decision of federal legislation has affected the results significantly in education.

Females have increased the number of enrollees in higher education than men and are more

likely to complete a bachelor’s degree (King, 2006) just like what is mentioned earlier.

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SYNTHESIS

College readiness is a multidimensional developmental process that begins long before a

student enrolls in high school. In a variety of ways, both direct and indirect, college differs from

high school. This is the first time students have been encouraged to act like adults rather than

youngsters. As they prepare for college, male and female students have different traits that might

work in their favor or against them. There was a time when the difference between males and

females in higher education was expanding. Educators want equal opportunity and

nondiscriminatory programs for both genders.

College readiness is applicable to students who are good at time management,

goal-oriented, and can advocate for themselves as learners. The students have different ways or

plans for how to be ready for college. In this notion, this study aims to assess the college

readiness of male and female Grade 12 students of MES in the Academic Year 2021-2022.

25
RESEARCH PARADIGM

Figure 1. College Readiness of Male and Female Students

As shown in the figure, it presents the flow of the study. Starting from the top, the target

respondents of the study are the Grade 12 students, and they will be exposing their college

preparedness in three states, such as physical, emotional, and mental. Furthermore, in this study,

the researchers will expose the differences in college readiness between males and girls, as well

as particularly in their mental, emotional, and physical state.

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 CHAPTER III

METHODOLOGY

This chapter will go over the procedures and designs that will be used by the researchers.

The six components that comprise the methodology are as follows: the research design used by

the researchers, respondents of the study, sampling technique, research instrument, data

gathering procedure, and statistical analysis.

RESEARCH DESIGN

The research study will assess the number of male and female Grade 12 students of MES

who are prepared before entering Tertiary Level of Education or College using comparative

research. The researchers sought to define and find the various criteria or bases for students to be

prepared for college.

The researchers will use a Comparative Research Design to examine Grade 12 male and

female students' college readiness. According to Hannah Richardson (2018), comparative study

is the process of comparing two groups in order to get a conclusion about them. This type of

study design assists researchers in identifying and analyzing similarities and differences across

groups, and these studies are frequently cross-national, comparing two distinct population

groups.

27
RESPONDENTS OF THE STUDY

The respondents of this study are the selected male and female Grade 12 students of

Mater Ecclesiae School for the academic year 2021-2022. From a population size of 69, divided

into two (2) categories: male (30) and female (39). The researcher selected 55 Grade 12 students

with a combination of male and female students to participate in the study. To come up with 55

total respondents, researchers used the rule of thumb wherein 20% of the total respondents was

subtracted. Furthermore, the researcher intends to assess the level of college readiness of male

and female Grade 12 students based on the responses of participants.

SAMPLING TECHNIQUE

The researchers will be using stratified random sampling in the study. This technique will

divide the population of participants into smaller groups and will also allow them, grade 12

students of MES, to have an equal probability of becoming respondents. The population was also

arranged into two homogenous subsets, specifically the male and female grade 12 students of

Mater Ecclesiae School.

From the total population size of 30 male grade 12 students, the researchers used the

formula, population of the grade 12 male students divided by the total population of all grade 12

students, multiplied by target size, to come up with a total of only 24 male students of grade 12

students only. On the other hand, from the total population size of 39 female grade 12 students,

28
the researchers will only be using 31 female grade 12 students based on the formula used,

population of the grade 12 female students divided by the total population of grade 12 students,

multiplied by target size.

Total students
Total students of grade 12 Target
by gender size

Male 69 55
30

Female 39 69 55

Table 1. Numerical data of Grade 12 students of Mater Ecclesiae School

Male 30/69 x 55 24

Female 39/69 x 55 31

TOTAL 55

Table 2. Computation of the Sampling using Stratified Random

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RESEARCH INSTRUMENT

The main objective of this study was to compare the college readiness of male and female

Grade 12 students at MES in the academic year 2021-2022. As a result, the questionnaire used in

this study is a set of questions in the Likert Scale. According to Brendan J. Morse (2014), a

Likert scale questionnaire is required when researchers want to assess people's traits and other

non-cognitive aspects. The questionnaire for this study was divided into three components. The

15-item questionnaire was used to assess the emotional, mental, and physical state of male and

female Grade 12 students of MES in the academic year 2021-2022.

SCALE CORRESPONDING MEAN DESCRIPTORS

FROM THE
QUESTIONNAIRE

1 1.00 – 1.49 Not Prepared

2 1.50 – 2.49 Slightly Prepared

3 2.50 – 3.49 Fairly Prepared

4 3.50 – 4.49 Very Prepared

5 4.50 – 5.00 Well-prepared

30
Table 3. Mean-descriptor table for determining the college readiness of the students

DATA GATHERING PROCEDURE

The main objective of this study was to compare the college readiness of male and female

Grade 12 students of MES in the academic year 2021-2022. As a result, the questionnaire used in

this study is a set of questions in the Likert Scale. According to Brendan J. Morse (2014), a

Likert scale questionnaire is required when researchers want to assess people's traits and other

non-cognitive aspects. The questionnaire for this study was divided into three components. The

15-item questionnaire was used to assess the emotional, mental, and physical state of the college

readiness level of male and female Grade 12 students of Mater Ecclesiae School in the academic

year 2021-2022.

STATISTICAL DATA ANALYSIS

The researchers will be measuring the mean of the responses to measure the college

readiness of male and female Grade 12 students of MES in the academic year 2021-2022. To

measure the mean, the researchers prepared a table as a guide for averaging the numerical values

of the answers from the questionnaire. Furthermore, answers from the questionnaire scale have a

31
corresponding value that can be drawn, as can be seen in the table. The table 3 also shows the

corresponding description from the answers of the respondents. The Z-test was used by the

researchers to analyze the differences in college readiness between male and females.

The researchers used Descriptive Statistics, specifically the measure of the Mean, to

assess the College Readiness of Grade 12 Students. In this study, the mean was calculated by

averaging the numeric values of the conceptualized questionnaire's answer choices. Additionally,

each reflection of behavior from the questionnaire scale corresponds with a specific mean to

determine the description that may be derived. Table 3 displays the questionnaire scale and the

possible acquired mean, as well as a description to determine the college readiness of the male

and female students. Furthermore, in analyzing the significant difference between the two

independent means, the Z-test was administered by the researchers.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains analysis and interpretation of data gathered by researchers from 55

Grade 12 students of Mater Ecclesiae School for the Academic Year 2021 - 2022. It also includes

an in-depth examination of the students' mental, emotional, and physical well-being as well as

the test of the hypothesis.

32
Demographic Profile

The survey was conducted on students in the 12th grade because they were the first to

benefit from this study. Furthermore, the researchers specifically chose female and male

participants from two sections. To obtain the correct numerical data, the researchers carefully

divided the number per strand.

Mental State in College Readiness

Mental health issues can have a negative impact on a student's energy level, ability to

focus, reliability, cognitive capacity, and positivity, resulting in poor performance. According to

research, depression is associated with lower academic performance, and co-occurring

depression and anxiety can amplify this association (Eisenberg, D., Gollust, S. E., Golberstein,

E., & Hefner, J. L., 2007). The researchers measured the college readiness of the male and

female students in terms of mental health through comparing their two independent means.

Table 4 depicts the computation of the means of male and female Grade 12 students in

terms of mental state readiness. Male students had a mean score of 4.06, indicating that they are

Very Prepared mentally for college, whereas female students had a mean score of 3.95, indicating

that they are also Very Prepared mentally for college.

33
 Questions Mean per Question for Mean per Question for
Male Female

I am able to work under 4.08 3.87

pressure.

I have different strategies to 4.42 4.32

complete difficult homework
assignments.

I am able to ignore difficulties 3.71 3.35

and focus on the tasks at
hand.

I do not let criticism break my 3.92 3.90

mindset.

I stand and bounce back after 4.17 4.29

facing a failure.

MEAN FOR MENTAL 4.06 3.95

STATE OF STUDENTS

DESCRIPTION Very Prepared Very Prepared

Table 4. Mental State Readiness of Male and Female students

Moreover, males' computed average scores per question ranged from 3.71 to 4.42, while

females' ranged from 3.87 to 4.32. Further to that, according to questionnaire data, male Grade

12 students are mentally prepared because "they know how to stand and bounce back after

failing," whereas females are mentally prepared because "they have different strategies to

complete difficult homework assignments."

These findings support Stolzenberg's (2018) study, which found that females are less

mentally prepared than males because their acceptance of situations differs. Males, according to

her research, are more capable of handling situations than females. This has an impact on their

34
ability to comprehend the situation more fully.

Emotional State in College Readiness

There are several skills a person use to express emotion, meet people, settle disputes,

prevent unnecessary risks or hazards, and make ethical and responsible choices: self-awareness,

self-management, social awareness, relationship skills, and responsible decision making

(Dyminicki, Sambolt, and Kidron, 2013).

Table 5 illustrates the calculation of the means of male and female Grade 12 learners in

relation to emotional state readiness. Male students, as per the table, had a mean score of 3.88,

suggesting that they are Very Prepared emotionally for college, whilst female students had a

mean score of 3.46, implying that they are Fairly Prepared emotionally for college. Moreover, the

given data suggests that male students were more emotionally ready for college than females.

Questions Mean per Mean per

Question for Question
Male for
Female

I get emotional when there is a lot of work to be done and a 3.83 3.23
deadline to meet.

I feel nervous before every exam. 3.96 3.77

When I am faced with a stressful situation, I keep myself calm 3.92 3.65
and process the situation.

I tend to worry a lot. 4.17 3.74

I find it difficult to build up my confidence. 3.54 2.94

MEAN FOR EMOTIONAL STATE OF STUDENTS 3.88 3.46

35
DESCRIPTION Very Fairly
Prepared Prepared
Table 5. Emotional State Readiness of Male and Female students

Furthermore, males had computed average scores per question ranging from 3.54 to 4.17,

while females had scores ranging from 2.94 to 3.77. Moreover, male Grade 12 students are

emotionally ready because "they don't worry a lot," whereas females are emotionally ready

because "they don't feel nervous during exams."

The results supported the study conducted by Dekker. According to him, students who

lack control and purpose while adjusting to tertiary education may experience emotional health

problems as well as academic underperformance. Females use their emotions more in decision

making, and as a result, they become irrational, leading to poor decisions. Men, on the other

hand, are more critical when it comes to deciding and dealing with their emotions, so they are

more emotionally ready.

Physical State in College Readiness

Being physically prepared for college does not only mean being physically fit. There are

factors to achieving a good physical state for college readiness. These include being ready before

classes start, eating healthy foods, sleeping early, and exercising at home (Miller, 2017).

Table 6 illustrates the calculation of the means of male and female Grade 12 students in

relation to physical state readiness. Male students, as per the table, had a mean score of 3.35,

36
suggesting that they are Fairly Prepared physically for college, while female students, on the

other hand, had a mean score of 2.46, implying that they are Slightly Prepared physically for

college. Moreover, the given data suggests that male students were more physically ready for

college than females.

Questions Mean per Mean

Question for per
Male Question
for
Female

I get sick when a lot of school work is done. 2.50 2.26

I can maintain a healthy lifestyle. 3.54 3.29

I participate in activities that can strengthen my body. 3.58 3.26

I do not push myself to my limits. 3.33 2.94

I take plenty of rest to perform properly during classes. 3.56 3.00

MEAN FOR PHYSICAL STATE OF STUDENTS 3.35 2.46

DESCRIPTION Fairly Slightly

Prepared Prepared
Table 5. Emotional State Readiness of Male and Female students

Furthermore, males had computed average scores per question ranging from 3.33 to 3.56,

while females had scores ranging from 2.94 to 3.29. Moreover, male Grade 12 students are

physically ready because "they take plenty of rest to perform properly during classes," whereas

females are physically ready because "they can maintain a healthy lifestyle."

This supports the study conducted by Lam (2021) in which she emphasized that physical

activity improves cognitive skills like concentration and attention, as well as classroom attitudes

37
and values, which are all crucial aspects of improved academic performance. Males are more

self-conscious about their physical attributes than females. Females, on the other hand, are more

focused on activities that frequently lead to neglect of their physical health.

Overall College Readiness

Emotional Physical College Description

Students Mental State State State Readiness

Male 4.06 3.88 3.35 3.76 Very

Students Prepared

Female 3.95 3.46 2.46 3.29 Fairly

Students Prepared
Table 6. Overall College Readiness

Table 6 depicts students' independent means of college readiness. The male students'

calculated mean was 3.76, indicating that they are Very Prepared. Female students, on the other

hand, had a computed mean of 3.29, indicating that they are Fairly Prepared. Male students were

more prepared than female students based on the means.

This result supports the study conducted by Severiens and Dam (2011) which emphasized

that males outnumber females on average and outperform them in higher education. A review of

the literature revealed that these differences could be explained by gender differences in learner

characteristics, external factors, and institutional factors.

38
Difference between the Mental Readiness of Male and Female Students

Students Sample Mean Standard Z- Decision Interpretatio

Size Deviation Value n

Male 24 4.06 0.27 0.58 Accept Do not Differ

Null Significantly
Female 31 3.95 0.39 Hypothesis

Table 7. Test of Significance for Mental Readiness

The current study's goal is to determine whether there is a significant difference in the

mental readiness of male and female students. Table 7 displays the means, standard deviation,

z-value, and other data required to test for a statistically significant difference between the 24

male and 31 female students. Male students have a mean of 4.06, while female students have a

mean of 3.95, as shown in the table. Male and female students have standard deviations

of 0.27 and 0.39, respectively. The z-test was used to evaluate the difference because the other

one was greater than 30.

Using the researchers' choice of 0.05 as the level of significance, the critical value

obtained was 1.96. Because the z-value was less than 1.96, the decision was made to accept the

null hypothesis. This demonstrates that the mental state readiness of males and females is not

significantly different.

This study backs up Garey's (2020) claim that the transition to college can be difficult for

students' mental health. They may face academic stress while also attempting to make new

friends, establish routines, and maintain physical health. All of these changes can be

39
overwhelming for college students. According to a survey conducted by The American College

Health Association (2015), students who expressed mental distress also reported receiving lower

marks on tests or major projects, receiving poor grades in courses, receiving a "incomplete," or

dropping out entirely. As a result, it is critical for students to be mentally prepared when

attending college (Deborah & Feldman, 2017).

Difference between the Emotional Readiness of Male and Female Students

Students Sample Mean Standard Z- Decision Interpretatio

Size Deviation Value n

Male 24 3.88 0.23 0.93 Accept Do not Differ

Null Significantly
Female 31 3.46 0.53 Hypothesis
Table 8. Test of Significance for Emotional Readiness

The current study's goal is to see if there is a significant difference in male and female

students' emotional readiness. Table 8 shows the means, standard deviations, z-values, and other

data needed to determine whether there is a statistically significant difference between the 24

male and 31 female students. As shown in the table, male students have a mean of 3.88, while

female students have a mean of 3.46. The standard deviations for male and female students are

0.23 and 0.53, respectively. Because the other was greater than 30, the z-test was used to assess

the difference.

40
 Using 0.05 as the level of significance chosen by the researchers, the critical value

obtained was 1.96. The decision was made to accept the null hypothesis because the z-value was

less than 1.96. This demonstrates that males and females' emotional state readiness is not

significantly different.

This supports the study of Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, (2011)

which states that The emotional state of college readiness refers to the processes by which

students and adults obtain and proficiently utilize the skills, mentalities, and abilities required to

understand and manage emotions, set and achieve positive goals, feel and show empathy for

others, establish and maintain positive relationships, and make responsible decisions.

Difference between the Physical Readiness of Male and Female Students

Students Sample Mean Standard Z- Decision Interpretatio

Size Deviation Value n

Male 24 3.35 0.46 0.95 Accept Do not Differ

Null Significantly
Female 31 2.96 0.69 Hypothesis
Table 9. Test of Significance for Physical Readiness

The current study's goal is to see if there is a significant difference between male and

female students in terms of physical readiness. Table 9 shows the means, standard deviations,

z-values, and other information needed to test for a statistically significant difference between the

24 male and 31 female students. As shown in the table, male students have an average of

41
3.35, while female students have an average of 2.96. Male students have standard deviations of

0.46 and female students have standard deviations of 0.69. Because the other one was greater

than 30, the z-test was used to evaluate the difference.

Using 0.05 as the level of significance chosen by the researchers, the critical value obtained

was 1.96. The decision was made to accept the null hypothesis because the z-value was less than

1.96. This demonstrates that males and females' physical state readiness is not significantly

different.

These results support the study conducted by Miller (July 2017) in which she

emphasized that there is a concept known as general physical readiness in terms of physical state

readiness. It is a method of describing a preparatory phase of training that is intended to provide

balanced physical conditioning in endurance, strength, speed, flexibility, and other fundamental

fitness factors. Even if the pandemic is still active and limiting certain college options, being

physically prepared is extremely crucial.

Overall College Readiness

Students Sample Mean Standard Z- Decision

Interpretation
Size Deviation Value

Male 24 3.76 0.37 2.35 Reject Differ

Null Significantly
Female 31 3.29 0.76 Hypothesis

42
Table 10. Test of Significance for Overall Readiness

The current study's goal is to see if there is a significant difference between the overall

readiness of male and female students. Table 10 shows the means, standard deviations, z-values,

and other information needed to test for a statistically significant difference between the 24 male

and 31 female students. As shown in the table, male students have an average of 3.76, while

female students have an average of 3.29. Male students have standard deviations of 0.37 and

female students have standard deviations of 0.76. Because the other one was greater

than 30, the z-test was used to evaluate the difference.

Using 0.05 as the level of significance chosen by the researchers, the critical value obtained

was ±1.96. The decision was made to reject the null hypothesis because the z-value was 2.35

which means it is more than 1.96. This demonstrates that males and females' overall readiness is

significantly different.

This finding supports the studies of Severiens and Dam (2011), who found that males

outnumber females on average and exceed them in higher education. A review of the literature

revealed that gender differences in learner characteristics, external factors, and institutional

factors could explain these differences.

43
 CHAPTER V

Summary of Findings, Conclusion, and Recommendations

This chapter holds the discussion of the summary of findings, conclusions, and

recommendations about the study conducted by the researchers. These will vary from the results

of the college preparedness of Grade 12 Senior High School Male and Female students of Mater

Ecclesiae School Academic Year 2021-2022.

SUMMARY OF FINDINGS

Finding is significant in this research since it helps the researchers in achieving their

objective in this topic. Which would be to assess Grade 12 students' college readiness. In this

study, the researchers gathered 55 people who responded to a survey about how prepared a

grade 12 student is. The purpose of this study is to determine a MES grade 12 student's

college preparedness. By addressing the students' mental, emotional, and physical

well-being. The researchers conducted a questionnaire to grade 12 students and sorted the

responses into two categories: female and male.

1. Gender distribution of Grade 12 respondents. There are 25 male students in total,

accounting for 45.5% sample population. Female students make up 54.5% of the sample

size, resulting in a total of 55 respondents, or 100%.

44
2. The computed mean of their mental state are 4.06 in males and 3.95 in females,

indicating that they are both very prepared mentally for college; the computed mean of

their emotional state are 3.88 in males and 3.46 in females, indicating that males are very

prepared and females are fairly prepared emotionally for college; and the computed mean

of their physical state are 3.35 in males and 2.46 in females, indicating that males are

very prepared and females are fairly prepared physically for college.

3. The overall computed mean for male students was 3.76, which indicates that they are

Very Prepared. In contrast, female students had a calculated mean of 3.29, implying that

they are Fairly Prepared. On the basis of the means, male students were more prepared

than female students.

4. In determining the significant difference in the level of college readiness between Grade

12 male and female students in terms of a.) Mental state, male students have standard

deviations of 0.27 and 0.39 in females, respectively. This demonstrates that the mental

state of males and females is not significantly different. b.) Emotional state: the standard

deviations for male are 0.23 and 0.53 in females, respectively. With a 0.05 level of

significance, the critical value obtained was 1.96. This demonstrates that males and

females' emotional state is not significantly different. c.) Physical condition: male

students' standard deviations are 0.46, while female students' standard deviations are

0.69. With a 0.05 level of significance, the critical value obtained was 1.96. This

demonstrates that males and females' physical state is not significantly different. This

implies that there are no significant differences in the level of college readiness between

Grade 12 male and female students.

45
 5. Male students had a standard deviation of 0.37, while female students have a standard

deviation of 0.76, indicating a significant difference in overall level of college readiness

between male and female grade 12 students. The z-test was conducted to determine the

difference because another was more than 30. The obtained critical value was 1.96. The

null hypothesis was rejected since the z-value was 2.35, which indicates it was more than

1.96. This demonstrates that the overall readiness of males and females is significantly

different.

CONCLUSION

After gathering the data throughout the study, the researchers had provided results

concerning intrinsic, extrinsic and the college preparedness of senior high school grade 12 male

and female students of Mater Ecclesiae School. The following conclusions are drawn:

1. Gender distribution of Grade 12 respondents. There are 25 male students in total,

accounting for 45.5% sample population. Female students make up 54.5% of the sample

size, resulting in a total of 55 respondents, or 100%.

2. The level of college readiness of the male students indicates that both males and females

are mentally very prepared for college. The emotional states of the students indicates that

males are very prepared and females are fairly prepared emotionally for college. The

physical states of the students indicates that males are very prepared and females are

fairly prepared physically for college.

46
 3. The male and female grade 12 students' overall level of college readiness indicates that

they are very prepared. Female students, on the other contrary, are fairly prepared. Male

students were more prepared than female students based on the methods.

4. In determining the significant difference in the level of college readiness between male

and female grade 12 students in terms of a.) Mental State: The result demonstrates that

the mental state of male and female students is not significantly different. b.) Emotional

State: The result demonstrates that the mental state of male and female students is not

significantly different. c.) Physical State: The result demonstrates that the mental state of

male and female students is not significantly different. This implies that there are no

significant differences between male and female students’ overall college readiness.

5. There are significant differences between male and female students’ overall college

readiness.

RECOMMENDATIONS

Since the comparison of college preparedness of the senior high school male and female

grade 12 students of Mater Ecclesiae School Academic Year 2021- 2022 is accomplished, the

researchers will now provide potential solutions or recommendations to address the study of the

current research. For the beneficiaries of this study, the following are the recommendations of the

researchers:

47
1. The students. Students at the stage of senior high school, or before, must be aware of the

possible challenges that will be encountered. Different skill sets must be acquired and

practiced. Being responsible is one of the most important skills the student must have for

their preparation for college. Being mentally prepared is also a crucial skill as an incoming

college student due to the fact that suffering from mental illness may result in depression.

These are just some of the skills that need to be addressed by a senior high school student for

their college preparedness.

2. The teachers. Teachers have a big role for his/her students. They will be the one who will

build the character and must touch the heart of the students. Motivation will greatly affect the

performance of the students. Knowing that college preparedness is a slow process, teachers

must also lead the students to study well. Students also have differences. As a teacher, we

should understand that not all the efforts will be appreciated by the students, vice-versa.

Overall, teachers must maximize the potential of their students to be prepared for college.

3. The parents. As guardians, they can help the students prepare for college and provide

motivation and encouragement especially in the difficult times of their child. By being

present at all times at their back, the child will know that whatever struggles he/she is

suffering, his/her parents are ready to help him/her to stand up. This will surely benefit the

potential of the student of being the best character of himself before entering college.

48
4. The administrators. School administrators are the one who conduct programs or activities

that will help the students grow more. They can conduct seminars about notable practices for

college preparedness so that the students of senior high school will have the idea what to

expect for college and how they can minimize the challenges. As administrators, their task is

also to ensure how their students will grow to their maximum potential before entering a new

environment.

49
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 Appendices

Appendix A. Letter for Approval

54
55
Appendix B. Letter for Panelist

56
57
Appendix C. Sample Questionnaire

58
59
60
61
Appendix D. Sample Answered Questionnaires

62
63
64
65
Appendix E. Tabulation of Answers

(Mental State)

Male Respondents

Average Mean : 4.06

Standard Deviation : 0.27

66
Female Respondents

Average Mean : 3.95

Standard Deviation : 0.39

67
(Emotional State)

Male Respondents

Average Mean : 3.88

Standard Deviation : 0.23

68
Female Respondents

Average Mean : 3.46

Standard Deviation : 0.53

69
(Physical State)

Male Respondents

Average Mean : 3.35

Standard Deviation : 0.46

70
Female Respondents

Average Mean : 2.96

Standard Deviation : 0.69

71
Appendix F. Hypothesis Testing (Mental State)

Hypothesis:

Null Hypothesis (H0): There are no significant differences between the college
readiness level of male and female students in terms of mental state.
Alternative Hypothesis (H1): There are significant differences between the college
readiness level of male and female students in terms of mental state.
Level of Significance: 0.05
Critical Value: ± 1.96
Decision Rule:
Reject H0 if:
z ≥ 1.96
z ≤ - 1.96
Accept H0 if:
- 1.96 < z < 1.96
Z-Statistics: 0.58
Decision:
Accept H0 at 0.05 level of significance.
Interpretation:
There are no significant differences between the college readiness level of male and
female students in terms of mental state.

72
Appendix G. Hypothesis Testing (Emotional State)

Hypothesis:

Null Hypothesis (H0): There are no significant differences between the college
readiness level of male and female students in terms of emotional state.
Alternative Hypothesis (H1): There are significant differences between the college
readiness level of male and female students in terms of emotional state.
Level of Significance: 0.05
Critical Value: ± 1.96
Decision Rule:
Reject H0 if:
z ≥ 1.96
z ≤ - 1.96
Accept H0 if:
- 1.96 < z < 1.96

Z-Statistics: 0.93
Decision:
Accept H0 at 0.05 level of significance
Interpretation:
There are no significant differences between the college readiness level of male and
female students in terms of emotional state.

73
Appendix H. Hypothesis Testing (Physical State)

Hypothesis:

Null Hypothesis (H0): There are no significant differences between the college
readiness level of male and female students in terms of physical state.
Alternative Hypothesis (H1): There are significant differences between the college
readiness level of male and female students in terms of physical state.

Level of Significance: 0.05

Critical Value: ± 1.96
Decision Rule:
Reject H0 if:
z ≥ 1.96
z ≤ - 1.96
Accept H0 if:
- 1.96 < z < 1.96

Z-Statistics: 0.95
Decision:
Accept H0 at 0.05 level of significance
Interpretation:
There are no significant differences between the college readiness level of male and
female students in terms of mental state.

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Appendix I. Hypothesis Testing (Overall Readiness)

Hypothesis:

Null Hypothesis (H0): There are no significant differences between the college
readiness level of male and female students in terms of overall readiness.
Alternative Hypothesis (H1): There are significant differences between the college
readiness level of male and female students in terms of overall readiness..
Level of Significance: 0.05
Critical Value: ± 1.96
Decision Rule:
Reject H0 if:
z ≥ 1.96
z ≤ - 1.96
Accept H0 if:
- 1.96 < z < 1.96

Z-Statistics: 2.35
Decision:
Reject H0 at 0.05 level of significance
Interpretation:
There are significant differences between the college readiness level of male and female
students in terms of overall readiness

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 RESEARCHERS’ PROFILE

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