LEVEL OF READINESS TOWARDS TERTIARY EDUCATION

AMONG GRADE 12 STUDENTS IN BUKIDNON NATIONAL

SCHOOL OF HOME INDUSTRIES

Research Paper

Presented to the Senior High School Department

Bukidnon National School of Home Industries

Purok-2 North Poblacion, Maramag Bukidnon

In fulfillment of the requirements for Practical Research 2

Submitted by:

Gargar, Maria Cassandra, Castillo Palpita, Tommy, Ratunel

Malaque, Harold, Macalipay Talaman, Andrea Jillean, Atienza

Nadera, Rina Jane,Daguplo

Ocampo, Jocel, Hugnac

APPROVAL SHEET
 Acknowledgment

The successful completion of this research would not have been possible
without the unwavering support and cooperation of various individuals and
organizations. The researchers would like to express their deepest gratitude
to the Grade 12 students of Bukidnon National School of Home Industries,
whose active participation and candid responses greatly contributed to the
success of this study. Their willingness to share their thoughts and
experiences has provided valuable insights into the level of readiness towards
tertiary education among them.

The researchers extend their heartfelt appreciation to the school

administrators, teachers, and staff of Bukidnon National School of Home
Industries for their cooperation and assistance throughout the research
process. Their guidance and support have played a pivotal role in ensuring
the smooth implementation of the study. Special thanks are also due to the
parents and guardians of the Grade 12 students for their understanding and
encouragement.

Furthermore, the researchers would like to acknowledge the invaluable

assistance of the research adviser, Mrs. Alicia Amper Ragandang, whose
expertise, guidance, and constructive feedback greatly contributed to the
refinement of the research design and methodology.

Dedication:

This research is dedicated to the Grade 12 students of Bukidnon National

School of Home Industries, who, through their pursuit of education, embody
the spirit of resilience, determination, and aspiration for a brighter future. May
their journey towards tertiary education be filled with success, self-discovery,
and fulfillment.

The researchers also dedicate this work to their families, whose unwavering
support and encouragement have been a constant source of inspiration. Their
sacrifices and belief in the pursuit of knowledge have been instrumental in the
researchers' academic endeavors.

Finally, this research is dedicated to the educators and mentors who continue
to shape the minds and lives of students, fostering a love for learning and
providing the guidance necessary for personal and academic growth.

May this research contribute to the collective understanding of the readiness

of Grade 12 students towards tertiary education and serve as a testament to
the collaborative efforts of the academic community in nurturing the next
generation of leaders and professionals.
Table of Contents
 Abstract

This study aims to assess the level of readiness for tertiary education among
Grade 12 students in Bukidnon National School of Home Industries (BNSHI).
Tertiary education plays a crucial role in shaping the future of students and
preparing them for the demands of higher learning institutions. Understanding
the preparedness of students at this critical juncture can provide valuable
insights for educators, policymakers, and institutions.

The research employs a mixed-methods approach, combining quantitative

surveys and qualitative interviews, to comprehensively explore the factors
influencing students' readiness for tertiary education. The study encompasses
various aspects such as academic preparedness, emotional readiness, career
awareness, and socio-economic factors.

Through a systematic sampling method, data will be collected from a

representative sample of Grade 12 students at BNSHI. Quantitative data will
be analyzed using statistical tools to identify patterns and trends, while
qualitative data will be subjected to thematic analysis to extract nuanced
insights.

The findings of this study are expected to shed light on the strengths and
weaknesses of the current educational system in preparing students for
tertiary education. Recommendations based on the results will be provided to
enhance existing programs and initiatives, aiming to improve the overall
readiness of Grade 12 students for the challenges and opportunities that
await them in higher education. Ultimately, this research contributes to the
ongoing discourse on educational preparedness, informing stakeholders
about the specific needs and areas of improvement in facilitating a smooth
transition to tertiary education for students in Bukidnon National School of
Home Industries.

CHAPTER 1

Introduction

Background of the Study

Students in grade 12 are finishing their senior year of high school.

Senior high school students have the right to decide what will happen when
they graduate, and the most popular option is typically enrolling in college. "A
function of the ability to continue to learn beyond high school, and particularly
in postsecondary courses relevant to students goals and interests, as
represented by their choose major or certificate program." (Conley. 2014, p.
2). Giving those incoming college freshman basic knowledge is essential to
encouraging them to assume personal responsibility for their own course and
future.

The Schreiner's Thriving Model, according to Schreiner, is a

theoretical framework made up of three components that support students'
success in college: academics, interpersonal relationships, and intrapersonal
development. Collectively, these components address students' intrapersonal
wellbeing, their social skills and experiences, and the educational
environment in which they operate.
 In order to be "college prepared," a student in their senior year of high
school must possess a variety of skills, attitudes, and knowledge. According
to K–12 programs, senior high school is defined as the final two years of
secondary education. Included in this are grades 11 and 12, which have a
total of four semesters. Students at senior high school take part in a variety of
courses and programs within their selected strand. It all comes down to
having the capacity for success when pursuing higher education. The
institutions are exploring for ways to help their high school graduates be more
prepared for college-level work.

Students who do not yet know what they want to do after high school
may benefit from college preparation. This includes learning about what
courses to take, which universities to attend, how to apply for admission, and
what it is like to be a freshman in college. Students may find it challenging to
choose their courses and colleges because these decisions will affect the
direction of their future careers. It was crucial to observe kids in Grade 12 who
were graduating. For this reason, the researchers will find out the level of
graduating senior high school students' college preparedness and work to
build an efficient method for them to plan and develop the components of their
readiness.

Statement of the Problem

1. Are you financially stable to provide for your higher education?

2. Do you feel the need to be responsible and motivated to pursue your higher
education?

3. Based on your general weighted average in senior high school, do you feel
confident that this will serve as a key for a College/University that you wish to
enter?

Objective of the Study

 a. To assess the academic preparedness of Grade 12 students for tertiary
education
b. To determine the level of career readiness among Grade 12 students
c. To provide recommendations for improving the readiness of Grade 12
students for tertiary education

Significance of Study

This study is made to discover the college preparedness of incoming

college freshmen. This study also determined and take on the underlying
problem the researchers also face on college preparedness. The researcher
that conducted this study is students, and it is also benefits, in their own
preparations by learning the status of their batchmates.

For school institution, they will know the situation of incoming college
freshmen. How prepared they are to take college education.

For students, to help them become aware of the situation of becoming a

college student. College readiness will also help the incoming college
freshmen improve both academic and college performance.

For the future researchers, this study would help the future researcher to be
knowledgeable and aware of the current problem. This study could also serve
as their reference that learn and do actions on the levels of college readiness
of Grade-12 Senior High School students.

Scope and Delimitations

The Study will only be covering a specific area to research on.

This study only focuses about Grade 12 students and specifically of
respondents from Bukidnon National School of Home Industries. The Study
will be covering the current situation of Grade 12 students and their situation
relationship with college preparedness. This study will not be covering the
causes and effects of college preparedness and analysis of academic college
readiness in Senior High School. This study will only cover the situation of
Grade 12 Students and into their transition to higher education.
 Theoretical Framework

Academic Performance Socio- Economic

Status

Self-Efficacy

Motivation

College Readiness
Assessment Scores

Conceptual Paradigm

INPUT PROCESS OUTPUT

20 participants from
Bukidnon National School
of Home Industries will be
given a survey slip for them
to answer
The participants will answer The theorizes effect of Level
the survey slip in a “Yes”, of readiness for tertiary
“No”, “Uncertain” education among Grade 12
procedure students will be tested and
determined
Answers will then be
analyzed and findings will
be presented
Hypothesis:

Null hypothesis (Ho):

There is no significant difference in the level of readiness for tertiary education

among Grade 12 students in Bukidnon National School of Home Industries

Alternative hypothesis (H1):

There is a significant difference in the level of readiness for tertiary education

among Grade 12 students in Bukidnon National School of Home Industries

Definition of Terms:

The following terminologies listed below were conceptually and or

operationally defined for the clarity of the study

Student perception - It is operationally defined as the students

thoughts and perspective.

College readiness - It is operationally defined as the

preparedness of college students.

Mental Preparedness - It is operationally defined as how prepared

the person's mental health is.

Intrapersonal - It is conceptually defined people with high

intrapersonal intelligence are aware of their strengths and weaknesses.

Interpersonal - It is conceptually defined relating to relationships

or communication between people.

Delineates- It is conceptually defined to describe for tray or set

forth with accuracy or in detail.
 CHAPTER 2

Review of Related Literature

This chapter presents some articles related to the research topic

which can enhance the ideas about the study.

Students from higher socioeconomic backgrounds might have access to

better financial resources, scholarships, or family support, allowing them to
afford tuition fees, books, and other educational expenses more easily. Higher
socioeconomic status often means access to better preparatory resources
such as tutoring, test prep courses, or enrichment programs, providing a
competitive edge in standardized tests required for college admissions.
Students from affluent backgrounds may have exposure to a wider array of
cultural experiences, travels, and extracurricular activities, which could
enhance their confidence, social skills, and ability to navigate diverse
environments in college.

Students from more advantaged socioeconomic backgrounds often have

access to better primary and secondary education systems, which can lead to
stronger academic foundations and a more extensive knowledge base upon
entering tertiary education. Higher socioeconomic status might provide access
to influential networks, mentors, or family connections that can offer guidance,
advice, and support throughout the college application process and academic
journey, facilitating smoother transitions into tertiary education.

It is widely recognized that if learners are to maximize their potential

from school-ing, they will need the full support of their families. Attempts to
enhance familial in-volvement in education occupy governments,
administrators, educators and families organizations across all over the world
(Scott, 2003). It is anticipated that families should play a role not only in the
promotion of their own children’s Achievements but also more broadly in
school improvement and the democratization of school governance. The
European Commission, for example, holds that the degree of familial
participation is a significant indicator of the quality of schooling (Scott, 2003).
In the Federal Democratic Republic of Ethiopia, education is valued because
it contributes to national development through provision of an appropriate
human capital that helps spur productivity and eliminate poverty, disease and
ignorance (FDRE, 2001). The education of females, in particular, contributes
to various aspects of their lives such as increased longevity, family health and
nutrition, reduced fertility rates and reduced related child mortality rates
(Psacharopoulos &Patrinos, 2002). Moreover, Psacharopoulos and Patrinos
(2004, 2018) stated that private returns to higher education have increased
over time, raising issues of financing and equity. Social returns to schooling
remain high, above 10 percent at the secondary and higher education levels.
Women continue to experience higher average rates of return to schooling,
showing that girls’ education remains a priority. Returns are higher in low-
income countries. Those employed in the private sector of the economy enjoy
higher returns than those in the public sector, lending support to the
productive value of education. Family influence is an important factor affecting
both female students’ and male students’ academic Achievement. Thus,
family education and encouragement are strongly related to improve student
Achievement in both sexes. Family education and socioeconomic status have
an impact on students’ academic Achievements at any level of education.
Students with families who were both college-educated tended to achieve at
the highest levels. Children whose families are of high educational scales
have a statistically far better chance of participating in Tertiary Education
(Oloo, 2003)

The readiness of Grade -12 students to pursue a tertiary education is

largely linked to their scholastic performance. This is because the basic skills
and knowledge learned provide the foundation upon which subsequent
learnings at higher level can be based. By and large high school graduates
are considered ready for tertiary education. Those who obtained a very
satisfactory oroutstanding grades will have higher potential to perform well in
college than those who just obtained the minimum passing grades. But
academic performance is not the sole determinant of college readiness. Pitre
and Pitre (2009) stated that to be able to successfully finish a college
education, the student must possess sufficient academic and practical
knowledge. From this viewpoint, there must be a number of information that
could be effectively used as predictors or indicators of college readiness,
especially information that come directly from the student. Career goal and
potential challenges, for instance, might make good indicators of
preparedness for college education. The ability of the student to relate or fit
his scholastic ability to his chosen career/ profession could be partly a
measure of his readiness. Similarly, the talent of the student to perceive
possible challenges or impediments when he goes to college indicates
perceptivity—a talent that would help put himself in a better position to smartly
deal with problematic situations as they cross his way. The Enhanced Basic
Education Act of 2013 [RA 10533] states that one important policy of the State
is to “give every student an opportunity to receive quality education that is
globally competitive”. To achieve this goal, the law provides that the
Department of Education (DepEd) should work with the Commission on
Higher Education (CHED) to craft harmonized basic and tertiary curriculum

Education equips the individual with necessary knowledge and skills

needed to become a functional member of society. According to the World
Bank (2008), education can also be one of the strongest instruments to
reduce poverty, there upon improving the well-being of the people. However,
to establish and maintain a high-quality education system, proper investments
must be made. Thus, the Philippine education sector has distinguished itself
as one which has the greatest number of reforms. It has embarked on
countless and continuing solutions to “make education works” (PTFE, 2008).
In October 2012, President Benigno Aquino III signed Executive Order 83
establishing the Philippine Qualifications Framework (PQF). PQF is a national
policy which describes the levels of educational qualifications and sets the
standards for qualifications outcomes. Embodied in this qualification
framework is the K to 12 curriculum reform. According to Education Secretary
Armin Luistro, the K to 12 is essential in the qualification’s framework. K to 12
is one of the current educational reform programs that are basic to achieve
comparable quality with other ASEAN countries and the rest of the world.

Higher education is an opportunity to improve one's life and plays a

fundamental role in improving the socio-economic status of individuals, their
families, and the community. (Valentine et al., 2009) Being college-ready
means that a high school graduate possesses both the mindset and a
combination of skills and knowledge to fully engage in and college-level
courses to pursue. (Tran et al., 2015) Nothing prepares students for college-
level studies more thoroughly than a vigorous high-quality high school
education. Yes, the educators have set a goal that all graduate students from
high school should be fully prepared in taking higher education. In today's
demanding academic environment, educators face a challenging with
students from diverse ethnic, financial, and academic backgrounds. Many say
that when you are stepping into Senior High School, you should know what
strand you are taking. On the other hand, you must be fully divided so that in
college you will get a course that you want to be someday.

Higher Education Post-secondary education, or tertiary education,

refers to all levels of education completed after high school, including
undergraduate and graduate degrees. These qualifications include diplomas,
certificates, and academic degrees. After completing high school, students
pursue specialized study in a particular subject. Tertiary education is offered
in a specialized institution, typically a college, polytechnic, or university, and is
not required. This type of instruction can be given virtually or remotely. Not
every student has an equal road to college. Minority and students from low
socioeconomic backgrounds sometimes confront formidable obstacles when
attempting to pursue a college education. In order to research and
comprehend how first-generation minority college students are driven to
overcome their family histories and pursue a college education, this study
used a qualitative grounded theory approach. There were two participant
groups in the study. Three first-generation college students made up the first
group, the main group of interest. There were two third-generation college
students in the second group, which served as the comparison group. Data
were acquired mostly through online and in-person semi-structured
interviews. Data were collected, then transcribed, processed, and emerging
themes were found.

Many students, preparing financially for college is a huge task.

However, there are a lot of things you can do to get your wallet ready for the
challenges ahead while you're still in high school (or even junior high). Some
of the more traditional advice for paying for your higher education is included
in this article, along with some you might not have thought about. Make a note
of the advice that seems to apply to you the most as you read it. To share with
your parents or guidance counselor, you might even want to print them out
and underline some of the most pertinent ones. Don't Believe Everything You
See on Social Media: We all have heard the advice to "stop comparing your
'behind-the-scenes' with everyone else's highlight reel," yet we frequently
overlook this crucial idea. Take it with a grain of salt if you see your buddies
from back home posting about how much they are enjoying college life and
how many friends they have made. There are more individuals than you
realise who agree with you. In fact, nearly 60% of college students reported
feeling extremely lonely in the previous year, according to the 2016 National
College Health Assessment. Reach out to a friend or loved one rather than
turning to social media for affirmation or support. A call or a trip home can
lessen loneliness and boost communication.

The DepEd Philippines implemented the K TO 12 Program last

2013.Under this program is a kindergarten plus six (6) years of
elementary education, four (4) years Junior High School and additional two (2)
years of Senior High School. Senior high school students can choose from
different tracks under the academic strands, namely: General
Academic (GA), Humanities and Social Sciences (HUMSS), Accountancy,
Business and Management (ABM), and Science, Technology, Engineering,
Mathematics(STEM). Senior high school prepares students and improve their
skills for higher education. Senior high school is an additional year for
students to learn and prepare for higher education. However, within this two
(2) year program students spend time longer and are more prone to stress.
Senior high school students are prone to constant procrastination that affects
their preparation for higher education. The researchers would like to know
what are the preparations done by senior high school students do for higher
education. Addition to this, the researchers would also like to know how
prepared the students are and how academic tracks

In Conclusion, College or tertiary education plays a crucial role in shaping

individuals' future prospects and opportunities. To prepare for college,
students should focus on developing essential skills such as critical thinking,
problem-solving, and effective communication. Additionally, it is important to
prioritize academic achievement, engage in extracurricular activities, and seek
out support and guidance from teachers, counselors, and mentors. Factors
that influence college preparedness include socio-economic status, access to
resources, educational opportunities, and the support system available to the
student. By recognizing these factors and actively working towards
overcoming barriers, students can enhance their college readiness and
increase their chances of a successful college experience. Ultimately,
investing in the journey of college preparation can lead to lifelong personal
and professional growth.

CHAPTER 3

Methodology
 This chapter deals with the research design used, population and
sample, the research instrument, validation of the instrument, the data
gathering procedures and the statistical treatment used by the researchers

Research Design

The researchers will use the descriptive correlational design for this
study. According to Judith Quaranta (2016), descriptive research is a study
which the researcher is primarily interested in describing relationships among
variables, without seeking to establish a causal connection. While correlation
research is type of nonexperimental research in which the researcher
measures two variables and assesses the statistical relationship between
them with little or no effort to control extraneous variables. In this study the
Level of Readiness towards tertiary education of the grade 12 senior high
school students in Bukidnon National school of Home Industries will be
described the relationship between senior high school and college education.
Furthermore, this study will not use any experimental manipulation.

Research Locale

The study will be conducted in Bukidnon National School of Home Industries,

North poblacion, Maramag Bukidnon. This place was selected since we know
that this school has a lot of students
especially in grade 12 senior high
school. Furthermore, as we researcher
we are very excited to know what is the
level of readiness in tertiary education
towards grade 12 student in Bukidnon
National School of Home Industries.

Research Participants
The respondents of this study are Grade 12 students and the researcher will
give the survey questionnaire to those who are willing to answer. The total
population of this study are only 20 respondents.

Instrument

This research will use a Likert scale procedure to determine the

questionnaires. The respondents will shade a circle determined by their
answers in each number

Research Procedures

In order to collect the data needed for this study, the first step the
researchers do is to send a permission letter to the principal and all the
advisers of Grade 12 under Academic Strands to ask for permission to
conduct a survey. After that, the researchers will distribute the
questionnaires to the respondents. The explanation of the purpose of the
study as well as the instructions are included in the questionnaire. After the
respondents answers the questions in the questionnaire, there searchers
collected it afterwards.

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