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Chapter 2
Chapter 2
This chapter presents the results of the survey conducted. This includes the presentation,
analysis, and interpretation of the data on the college readiness of Grade 12 students. There were
221 respondents who answered the survey questionnaires, which served as the basis for analysis.
Table 1
Frequency Distribution of the Respondents According to their Strands/Sections
ABM12 20 9%
ICT12 16 7%
HUMSS 12A 20 9%
HUMSS 12B 20 9%
HUMSS 12C 20 9%
GAS 12A 20 9%
GAS 12B 20 9%
GAS 12C 15 7%
GAS 12D 15 7%
percentage. Students who are in STEM 12A are seen to be the majority out of two hundred
twenty-one (221) respondents, which is 14% or thirty (30) respondents. Next is STEM 12B with
11%, or twenty-five (25) respondents. ABM 12, HUMSS 12A, HUMSS 12B, HUMSS 12C,
GAS 12A, and GAS 12B have the same percentage, which is 9% or twenty (20) respondents.
Lastly, ICT12, GAS 12C, and GAS 12D have the fewest respondents, with only 7% or fifteen
(15) respondents.
7% ABM12
9%
9% 7% ICT12
9% STEM 12A
14%
STEM 12B
9% HUMSS 12A
HUMSS 12B
11%
9% HUMSS 12C
9% 9% GAS 12A
GAS 12B
GAS 12C
GAS 12D
Male 93 42%
Table 2 shows the percentage of respondents in terms of sex. From those who had been
surveyed, female respondents had a percentage of 58% with a total of one hundred twenty-eight
(128) out of two hundred twenty-one (221) respondents, whereas ninety-three (93) of the
42%
Female
Male
58%
16 2 0.90%
17 70 31.67%
18 132 59.73%
19 11 4.98%
20 5 2.26%
25 1 0.45%
As shown in Table 3, students aged eighteen (18) years old got the highest percentage,
which is 59.73% or one hundred thirty-two (132) respondents out of two hundred twenty-one
(221) total respondents. The second highest is 31.67%, or seventy (70) respondents, who are
under the age of seventeen (17). The third highest is 4.98%, or eleven (11) respondents, who are
in the age group of nineteen (19). The third lowest percentage is 2.26%, or five (5) respondents
are under the age of twenty (20). Next is the second-lowest percentage of 0.90%, or two (2)
respondents, at the age of 16. Lastly, the lowest percentage is 0.45%, or only one (1) respondent
aged 25.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
16 17 18 19 20 25
Figure 5 above shows the grade 12 students’ age frequency expressed in percentage.
Respondents aging 18 years old are evidently the ones with the highest percentage among the
study at.
college.
interviews/test/policies.
works).
skills.
skills
communication skills.
skills.
Based on the findings, as shown in Table 3, 70% of the respondents are certain of the
school/university they will study at. This indicates that a significant percentage of students have
already chosen a specific institution they want to attend, and they are confident in their decision.
Yet those 30% of the respondents who don't have a clear preference for a particular school may
end up attending a school that is not their top choice or may have to delay their enrollment until
university. In terms of financial support, 73% of the respondents agreed that they can support
their financial needs for college, or their family/relatives can provide support, while 27% of them
can't. This result suggests that the majority of the students have considered the financial aspect of
According to the REAP Annual Report (2008, p. 49), a key factor to student readiness
and success is course selection. As specified in Table 3, 65% of the respondents are certain of the
course they will take in college, while 35% of them are not. This implies that a significant
number of the students have already determined the course they want to pursue.
students' academic and personal success (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998).
Statements 4 and 5 in Table 3 indicate that 86% of the respondents are willing to meet and
interact with new people in their college lives, and 56% of them can make friends easily, which
suggests that the majority of the students are socially capable and can adjust to the new
environment they will encounter in college. On the other hand, those 14% of the respondents
who are not yet willing to meet and interact with new people and those 44% that can't make
friends easily might find it difficult to adapt and interact with others and may find the transition
shown above, 89% of the respondents agreed that they are ready to actively engage in their
studies for college, while 11% of them are not. This indicates that the majority of the students are
Adequate support from family and friends is crucial for students' college readiness. With
79% of the respondents agreeing, it seems that a large majority feel ready to receive the support
they may need. This result may suggest that the respondents believe they have strong
relationships with their family and peers and trust that these relationships will continue to
provide them with the necessary support throughout college. On the other hand, the 21% who
disagreed may feel uncertain about the support they can receive or may not have a support
system they can rely on. This could be a cause for concern, as having a strong support system
students are admitted to college and which are not. This is because the exams are designed to
measure a student's knowledge and skills in areas that are essential for success in college. Based
on Table 3, 54% of the respondents agreed that they are ready for college admissions
interviews/tests/ policies, whereas 47% of them are not; this suggests that they may not have
Motivation plays a crucial role in shaping the readiness of students for college. As shown
above, 97% of the respondents will pursue college for themselves and their families, with only
3% disagreeing; it is evident that the respondents value education and see it as a means of
improving not only their own lives but also those of their families. This result is encouraging as
it shows a strong sense of purpose and drive among the respondents, which may translate into
general. However, for a student, it is pivotal to their readiness and success. It is evident that only
54% of the respondents were equipped with time management skills, while 46% of them were
not. It appears that a significant number of respondents may feel that time management is a
challenge for them. This result may indicate that some students may struggle to balance their
Table 3 shows that most of the respondents agreed that they have the necessary academic
reading skills (85%), which may indicate that the respondents are able to read, comprehend, and
analyze complex texts, that are essential for success in college whereas those 15% of the
respondents who disagreed, may have difficulty understanding and comprehending college-level
texts.
Respondents who agreed that they have the necessary academic writing skills (77%),
possesses the ability to communicate ideas effectively through written assignments such as
essays, research papers, and other academic papers. On the other hand, those who lack the
necessary academic writing skills (23%), may struggle to express their ideas, and find it difficult
Those who claimed that they have the necessary academic communication skills (74%),
has the ability to express ideas clearly and confidently, to listen actively to others, and to engage
in productive dialogue, while those 26% who lack writing skills may struggle to convey their
ideas effectively.
Furthermore, respondents who have the necessary digital skills (65%), can create
effective and engaging presentations using tools like PowerPoint or Google Slides. Whereas
those 35% who lack digital skills may struggle to navigate these resources effectively, which can
The respondents who agreed that they have the necessary study skills (76%), are able to
effectively manage time, organize materials, take effective notes, and prepare for exams. While
those who don't have study skills (24%), may struggle to keep up with coursework, leading to
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 6 Shows the summary of responses of the participants with corresponding responses
Table 4
School Selection
at.
Financial Support
Course Selection
Social Skills
Student Engagement
for college (e.g., attend every class, pay close 196 89% 2
homework).
Social Support
interviews/test/policies.
Motivation
Academic Skills
works).
communication skills.
researchers have classified fifteen statements into various factors such as school selection,
financial support, course selection, social skills, student engagement, social support, college
The 1st statement, "I am sure of the school/university I will study at," falls under school
The 2nd statement, "I can support my financial needs for college/my family or relatives
will support my financial needs for college," was identified as financial support with a
percentage of 73%.
Furthermore, the 3rd statement, "I am certain about the course I will pursue in college,"
Moving on to the 4th statement, "I am willing to meet and interact with new people,"
with a percentage of 86%, and the 5th statement, "I can easily make friends," with a percentage
of 56%, both were classified under social skills, having a mean of 71%.
The 6th statement, "I am ready to actively engage in my studies," which includes
attending all classes, paying close attention to college instructors, and completing homework,
Additionally, the 7th statement, "I am prepared for adequate support from my family and
college admissions interviews, tests, and policies," was categorized under this factor with a
percentage of 54%,
9th statement "I am motivated to pursue and complete college for myself and my family,"
The remaining statements, from 10 to 15, fall under academic skills, with each statement
having a specific percentage linked to it. The 10th statement, "I am good at managing my time,"
has a percentage of 56%. The 11th statement, "I have the necessary academic reading skills," has
a percentage of 88%. The 12th statement, "I have the necessary academic writing skills," had
76%. The 13th statement, "I have the necessary academic communication skills," has a
percentage of 61%. The 14th statement, "I have the necessary academic digital skills," has 76%
agreeing responses. Least, the 15th statement, "I have the necessary academic study skills,"
which include note-taking, outlining, reviewing, or rewriting notes, has a percentage of 86%.
100% 97%
89%
90%
79%
80%
73% 72%
70% 71%
70%
65%
60%
52%
50%
40%
30%
20%
10%
0%
Figure 7 shows the percentage of the factors influencing college readiness among the grade 12
students
As shown in Figure 7, Motivation was found to be the factor in which the Grade 12
students are mostly ready for college, with the highest percentage of 97% agreeable responses
suggesting that it is the factor in which the grade 12 students are mostly ready for college.
Most of the participants responded positively to all the statements, indicating that they are
ready for college. Therefore, no factor indicating that the grade 12 students are mostly not ready
for college.
Overall, all the factors—namely, school selection, financial support, course selection,
social skills, student engagement, social support, college admissions preparedness, motivation,
and academic skills—all influence college readiness among the grade 12 students. However,
some areas that need improvement were identified, such as managing time, making new friends,
CHAPTER II
This chapter presents the results of the survey conducted. This includes the
presentation, analysis, and interpretation of the data on the college readiness of Grade
12 students. There were 221 respondents who answered the survey questionnaires,
Table 4 shows the factors influencing Grade 12 students' readiness for college.
The researchers have classified fifteen statements into various factors such as school
selection, financial support, course selection, social skills, student engagement, social
The 2nd statement, "I can support my financial needs for college/my family or
relatives will support my financial needs for college," was identified as financial support
Furthermore, the 3rd statement, "I am certain about the course I will pursue in
Moving on to the 4th statement, "I am willing to meet and interact with new
people," with a percentage of 86%, and the 5th statement, "I can easily make friends,"
with a percentage of 56%, both were classified under social skills, having a mean of 71%.
The 6th statement, "I am ready to actively engage in my studies," which includes
attending all classes, paying close attention to college instructors, and completing
Additionally, the 7th statement, "I am prepared for adequate support from my
family and peers," falls under student engagement, with a percentage of 79%.
prepared for college admissions interviews, tests, and policies," was categorized under
The remaining statements, from 10 to 15, fall under academic skills, with each
statement having a specific percentage linked to it. The 10th statement, "I am good at
managing my time," has a percentage of 56%. The 11th statement, "I have the necessary
academic reading skills," has a percentage of 88%. The 12th statement, "I have the
necessary academic writing skills," had 76%. The 13th statement, "I have the necessary
academic communication skills," has a percentage of 61%. The 14th statement, "I have
the necessary academic digital skills," has 76% agreeing responses. Least, the 15th
statement, "I have the necessary academic study skills," which include note-taking,
outlining, reviewing, or rewriting notes, has a percentage of 86%. These six statements
As shown in Figure 7, Motivation was found to be the factor in which the Grade
12 students are mostly ready for college, with the highest percentage of 97% agreeable
responses suggesting that it is the factor in which the grade 12 students are mostly
that they are ready for college. Therefore, no factor indicating that the grade 12
the grade 12 students. However, some areas that need improvement were identified,
such as managing time, making new friends, and preparing for college admissions.
Table 2 shows the percentage of respondents in terms of sex. From those who
had been surveyed, female respondents had a percentage of 58% with a total of one
hundred twenty-eight (128) out of two hundred twenty-one (221) respondents, whereas
ninety-three (93) of the respondents were males from Grade 12, which stood at 42%.
As shown in Table 3, students aged eighteen (18) years old got the highest
percentage, which is 59.73% or one hundred thirty-two (132) respondents out of two
hundred twenty-one (221) total respondents. The second highest is 31.67%, or seventy
(70) respondents, who are under the age of seventeen (17). The third highest is 4.98%,
or eleven (11) respondents, who are in the age group of nineteen (19). The third lowest
percentage is 2.26%, or five (5) respondents are under the age of twenty (20). Next is
the second-lowest percentage of 0.90%, or two (2) respondents, at the age of 16. Lastly,
the lowest percentage is 0.45%, or only one (1) respondent aged 25.