The self-perception of grade 12 ABM (Accountancy, Business, and Management) students In

academic, social and emotiona

The self-perception of grade 12 ABM (Accountancy, Business, and Management)

students In academic, social and emotional aspects are important and should be observed
because an academic self-perception is the awareness and perceptions about oneself in
achievement situations. On the other hand, social aspect is also important because social
students show more confidence when compared to others. Whether due to friends or skills
that sociality provides; undoubtedly, social pupils have more self-esteem. Secondly,
happiness is one of the significant outcomes of the college’s social parts. Emotional aspect is
important too bebeuse Students are better able to focus, learn, and retain information when
they have a good emotional balance.

Students’ preparedness for college plays a significant role in their academic, social,
and emotional success. Academically, prepared students are more likely to excel in their
coursework, as they have developed the necessary study skills, time management abilities,
and academic background to handle college-level work. Socially, preparedness can lead to
smoother transitions into the college environment, facilitating the development of friendships
and engagement in campus activities. Emotionally, prepared students are better equipped to
handle the challenges and obstacles of college life, such as homesickness, and newfound
independence. As a result, students who are well-prepared for college are more likely to
thrive academically, socially, and emotionally during their higher education journey.

The students who are ready for college academically, socially, and emotionally benefit
in numerous ways. Academically, this readiness can lead to higher grades, a deeper
understanding of subjects, and increased confidence in their academic abilities. Socially,
prepared students are better equipped to navigate the complexities of college life, including
forming meaningful relationships with peers, participating in extracurricular activities, and
engaging with diverse perspectives. This social readiness fosters a sense of belonging and
community, which is essential for overall well-being during the college years. Additionally,
emotionally prepared students are more resilient in the face of challenges, better able to
manage problems, and more adaptable to new environments. This emotional readiness
enables students to cope with the pressures of college life and maintain a healthy balance
between their academic and personal lives. Overall, being prepared for college academically,
socially, and emotionally sets students up for success both inside and outside the classroom.
 Furthermore, the social and emotional dimensions are integral components of this
investigation. Works such as the study conducted by Garcia and Thompson (2019) illuminate
the evolving dynamics of social interactions and emotional resilience in the context of college
transitions. These articles serve as guiding to our exploration into the self-perception of
Grade 12 ABM students. Focusing specifically on Grade 12 ABM students is essential as it
hones in on a group with unique academic aspirations and career trajectories. As these
students embark on paths leading to accountancy, business, and management, understanding
their self-perception becomes crucial for tailoring effective support mechanisms and
interventions.

The researchers aim to address several issues and problems faced by students. Firstly,
there’s academic readiness. Students may doubt their abilities and worry about succeeding in
college-level courses due to perceived gaps in understanding key concepts or concerns about
the rigor of coursework. Secondly, there’s social preparedness. Transitioning to college often
means navigating new social environments and forming new relationships, which can cause
problems about fitting in, making friends, and finding their place within the college
community. Lastly, there’s emotional readiness. Leaving high school for college can be
emotionally challenging, as students may feel uncertain, fearful, or stressed about the changes
ahead and leaving familiar support networks. To tackle these challenges, a multifaceted
approach is needed, including providing academic support, fostering a sense of belonging,
and offering resources for emotional well-being. Schools and colleges can implement
programs to build students’ confidence, resilience, and social skills, alongside providing
counseling services and access to mental health resources to help students cope with the
transition period.

This qualitative research adopts an exploratory approach, utilizing interviews to elicit

rich narratives from Grade 12 ABM students. By capturing their subjective experiences, we
aim to unravel the underlying factors that shape their perceptions of academic, social, and
emotional preparedness for college. Rigorous qualitative analysis methods will be employed
to derive nuanced insights from the participants’ narratives. The researchers want the students
to become self-aware, and through the study they will be able to assess how they perceive
themselves, which can help them identify their Preparedness in taking college life . Thee
researchers also want to assess the students’ self-perception and provides insights into their
confidence and awareness and examine their social and emotional preparedness contributes to
holistic student development and also, through the gathered data from students' perceptions, it
will serves as a basis for improving educational strategies.
Anticipated outcomes encompass a deep understanding of how Grade 12 ABM
students perceive their readiness for college life, revealing not only challenges but also
strengths and coping mechanisms. Through qualitative exploration, this research aims to
provide a platform for the voices of these students, informing educational practitioners and
policymakers about the nuanced aspects of their transition to higher education.
 In conclusion, this qualitative research endeavors to contribute a textured
understanding of Grade 12 ABM students’ self-perception regarding academic, social, and
emotional college preparedness. Grounded in contemporary evidence, this study seeks to
pave the way for tailored strategies that enhance the transition experience for students
pursuing careers in accountancy, business, and management. The researchers also want to
identify the self-perceptions of Grade 12 ABM students regarding their college preparedness
in terms of academic, social, and emotional aspects and Determine the factors that influence
their academic, social, and emotional preparedness for college. At the end is to analyze how
these influences impact their overall college preparedness.

Statement of the Problem

The Study Aims to Identify the Self Perception of Grade 12 ABM Students Towards
Their Academic, Social, and Emotional College Preparedness; basis for their Readiness

1. What are the self perceptions on their college preparedness in terms of:
a. Academic
b. Social
c. Emotional

2. What factors that influence their academic, social, and emotional on their college
preparedness?

3. What are the benefits of the different factors that influences the grade 12 ABM students for
their college preparedness in terms of:
a. Academic
b. Social
c. Emotional

4. What are the benefits of the different factors that influence them in their college
preparedness?

Theoretical Framework
Self-Perception Study: A study by Remedios P. Magnaye assessed the self-perception
of ABM students on their academic, social, and emotional college preparedness. The study
highlighted that while students generally perceived themselves as college-prepared
academically, socially, and emotionally, there were areas requiring further improvement
 College Readiness: Transitioning from high school to college can be challenging, with
many students feeling insecure and confused about their academic, social, and emotional
preparedness. Lack of preparedness can lead to withdrawal or dropping out from college.
Skills like cognitive strategies, content knowledge, self-management skills, and knowledge
about postsecondary education are crucial for college success

Preparedness Factors: The readiness of Grade 12 ABM students towards their

academic, social, and emotional skills plays a vital role in their college success. Being well-
prepared enhances academic achievement, eases the transition to college life, encourages
personal growth, and fosters job readiness

Importance of College Preparedness: Students recognize the importance of being

adequately prepared for tertiary education by mastering academic, social, and emotional
skills. These skills serve as a foundation for college success and achieving their goals

Assumption of the Study

The study focuses on identifying the college readiness of grade 12 ABM students towards
their academic, social, and emotional at Cauayan Stand-Alone Senior or high school. The
following assumptions are:

1.The researchers assumed that the participants were struggling in assessing their self

2.It is assumed that Grade 12 abm students have difficulties in preparing for their college

3.The researchers assumed that participants are not yet ready for their college.

4. The assumption of the study could be that Grade 12 ABM (Accountancy, Business, and
Management) students’ perceptions towards their academic, social, and emotional college
preparedness significantly influence their readiness for higher education.

5. The assumption of the study could be that Grade 12 ABM (Accountancy, Business, and
Management) students' perceptions regarding their academic, social, and emotional
preparedness for college are indicative of their actual readiness for higher education. This
assumes that students' beliefs about their abilities and readiness align with their actual
capabilities and preparedness for the challenges they will face inqualitative.
Scope and Delimitation
This qualitative research aims to identify the self-perception of Grade 12 Accountancy
Business and Management (ABM)students towards their academic, social, and emotional
college preparedness. The objectives of the study are to identify the self-perceptions of Grade
12 ABM students regarding their college preparedness in terms of academic, social, and
emotional aspects, determine the factors that influence their academic, social, and emotional
preparedness, and examine the benefits of these factors on their overall college
preparedness.The research design for this study will be qualitative, utilizing interviews to
gather in-depth insights from the participants. Grade 12 ABM students will be chosen through
purposive sampling, selecting those who are willing to share their experiences and
perceptions. The study will be conducted during the academic year, specifically targeting the
period before college enrollment. The research will be conducted locally, focusing on Grade
12 ABM students in a specific geographical area or educational institution.The participants in
this study will be Grade 12 ABM students who have expressed their willingness to participate
and share their perspectives on college preparedness. The stakeholders involved in this
research include the researchers, Grade 12 ABM students, parents, teachers, and educational
institutions. The main topic and variables involved in this study are the self-perception of
Grade 12 ABM students and their academic, social, and emotional college preparedness.By
gaining insights into these aspects, the study aims to contribute to the development of
effective strategies to enhance college readiness among Grade 12 ABM students. It is
important to acknowledge the limitations of this research, including potential biases in self-
reported data, limited generalizability to other student populations or educational contexts,
and constraints in terms of time and resources for data collection and analysis.

The instrument used in this research is a qualitative interview guide. The interview
questions were designed to explore the self-perception of Grade 12 ABM students regarding
their academic, social, and emotional college preparedness. The interview guide was created
based on a review of relevant literature and research on college readiness and self-perception.
It includes open-ended questions that encourage participants to share their experiences,
thoughts, and feelings.To ensure the validity and reliability of the instrument, the interview
guide was reviewed by a panel of experts in the field of education and qualitative research.
Their feedback and suggestions were incorporated into the final version of the interview
guide. The instrument was also pilot-tested with a small group of Grade 12 ABM students to
assess its clarity, comprehensibility, and relevance. Based on the feedback from the pilot test,
minor revisions were made to the interview guide to improve its effectiveness.The protocols
followed in conducting the interviews included obtaining informed consent from the
participants, ensuring confidentiality and anonymity, and creating a comfortable and
supportive environment for open and honest communication. The interviews were audio-
recorded with the participants’ consent to ensure accuracy in data collection and analysis.The
instrument, in this case, refers to the qualitative interview guide used to collect data from
Grade 12 ABM students. It serves as a tool to explore their self-perception of academic,
social, and emotional college preparedness. The interview guide was developed based on the
research objectives and aims to gather rich and detailed insights from the participants.

In this study “Identifying the Perception of Grade 12 ABM Students Towards Their
Academic, Social, and Emotional College Preparedness; Basis for their Readiness,” data
gathering methods includes surveys/questionnaires, interviews, focus groups, and possibly
observation. Interviews and focus groups could provide more insights into their experiences
and feelings regarding college preparedness. Observation is also be employed to observe
students’ behaviors and interactions in certain situations related to college readiness. Data
security is paramount to ensure the confidentiality and integrity of the information collected.
To achieve this, stringent measures are implemented throughout the research process. Firstly,
participant confidentiality is prioritized by anonymizing data and removing any identifiable
information. Access to the data is restricted to authorized personnel involved in the research
project, and stringent access controls are enforced to prevent unauthorized access. Data is
stored securely, utilizing encryption methods to safeguard against breaches.
Additionally, regular backups are performed to mitigate the risk of data loss.
Compliance with relevant data protection regulations, such as GDPR or HIPAA, is ensured to
maintain legal and ethical standards. Informed consent is obtained from participants,
outlining the use and storage of their data. Once the data is no longer needed, it is securely
disposed of to prevent any potential breaches. Through these comprehensive security
measures, the researchers willprotect the confidentiality and integrity of the data gathered in
the study. Concurrently, qualitative data derived from interviews or focus groups are
subjected to qualitative analysis techniques. This qualitative inquiry delves into the rich
narratives and perspectives of participants, utilizing methods such as thematic analysis or
content analysis to identify recurring themes and patterns. Additionally, a mixed methods
approach may be embraced to synergize quantitative and qualitative findings, fostering a
holistic understanding of students’ perceptions and readiness for college. Throughout this
analytical journey, researchers prioritize methodological rigor, employing triangulation to
corroborate findings across different data sources and methods. By synthesizing these diverse
strands of evidence, the analysis endeavors to illuminate the complex landscape of grade 12
ABM students’ college preparedness perceptions, thereby contributing valuable insights to
educational practice and policy. The interview will be conducted by open-ended questions
exploring students’ perceptions of their academic, social, and emotional preparedness for
college. Questions could touch on their experiences in seniror high school, expectations for
college, fears or concerns, and any support they feel they need. It would aim to understand
the students perspectives comprehensively.

Significant of the Study

1. Future Researchers- The study focusing on Grade 12 ABM students’ self-perception
regarding their academic, social, and emotional preparedness for college has
significant implications for future research endeavors. Firstly, it provides a foundation
for informing educational practices by identifying specific areas where these students
may require additional support or resources to better prepare them for higher
education. Moreover, the study’s findings can help enhance support services for
students transitioning to college. Future research could delve deeper into exploring
how factors like gender, socioeconomic status, or cultural background intersect with
students’ perceptions of their college readiness, providing a more nuanced
understanding of their experiences. Longitudinal studies following the academic and
career trajectories of Grade 12 ABM students can offer valuable insights into the
long-term impact of college preparedness on their success. Additionally, comparative
studies comparing perceptions across different academic tracks or regions can shed
light on how educational contexts shape students’ readiness for higher education. In
summary, this study lays the groundwork for future research endeavors aimed at
enhancing our understanding of the factors influencing students’ preparedness for
college and informing strategies to support their successful transition to higher
education.
2. Grade 12 ABM students- Being prepared for college academically, socially, and
emotionally offers students a multitude of benefits that contribute to their readiness
for higher education. Academically prepared students are poised for success, as they
possess the necessary knowledge and skills to excel in college-level coursework,
leading to higher grades and academic achievement. Socially, prepared students can
seamlessly integrate into the college community, building meaningful relationships
with peers, faculty, and staff, and engaging in extracurricular activities that enrich
their college experience. Emotionally prepared students demonstrate resilience in the
face of challenges, managing stress and seeking support when needed, ensuring their
overall well-being. Together, these aspects of readiness foster personal growth and
development, empowering students to thrive both academically and personally
throughout their college journey and beyond.

3. Parents- Parents - The assumption of the study regarding the benefits of parents when
their child is ready for college likely revolves around several key factors. Firstly, it
may assume that parents experience a sense of pride and accomplishment knowing
that their child is well-prepared for higher education. This can boost parental self-
esteem and satisfaction, particularly if they have actively supported their child's
academic journey. Secondly, the study may hypothesize that parents feel reassured
about their child's future prospects when they are adequately prepared for college.
This assurance may stem from the belief that a college education opens doors to better
career opportunities and financial stability. Consequently, parents may experience
reduced anxiety about their child's future well-being. Furthermore, the study might
suggest that parents perceive their own efforts and investments in their child's
education as worthwhile when their child is ready for college. This could include
 financial contributions, emotional support, and guidance throughout their child's
academic development. Seeing their child succeed academically can validate the
sacrifices and commitments parents have made over the years. Additionally, the study
may speculate that parents anticipate a closer relationship with their child during the
college years, as they transition into adulthood. When a child is well-prepared for
college, parents may feel more confident in their child's ability to navigate the
challenges of independence and academic rigor, fostering a sense of mutual respect
and understanding between parent and child.

4. Readers- The assumption is that students’ readiness for college yields widespread
benefits for readers, including parents, educators, employers, and policymakers.
Prepared students positively influence societal well-being, educational advancement,
and economic prosperity through several key aspects. Firstly, their higher levels of
educational attainment contribute to overall literacy rates and foster a culture of
learning within communities. Secondly, as they enter the workforce, prepared students
enhance productivity, innovation, and competitiveness across various industries.
Additionally, their development of critical thinking skills and engagement in informed
discourse benefits readers by promoting thoughtful decision-making in civic life.
Moreover, parental engagement in their children’s education reinforces the
importance of literacy and creates a supportive environment for academic success.
Further, intellectual growth and research advancements led by college-ready students
enrich society by providing access to new information and insights. A workforce
comprised of such individuals positively impacts the economy, leading to higher
living standards and improved financial literacy. Additionally, engagement in creative
pursuits by college-ready students contributes to cultural and artistic developments,
enriching readers’ experiences. Lastly, policymakers benefit from a prepared student
body when designing effective educational strategies, fostering continuous
improvement in the education system. In summary, students’ readiness for college
offers extensive benefits for readers across educational, economic, cultural, and
societal dimensions, underlining the pivotal role of a well-prepared student body in
shaping a knowledgeable and thriving community.

5. Teachers- The assumption in research about teachers benefiting from college-ready

students is rooted in the belief that prepared students enhance the educational
environment. Teachers experience greater job satisfaction and fulfillment when
working with students who are adequately prepared for college. These students
actively engage in discussions, respond to challenging concepts, and exhibit higher
motivation levels, making the teaching experience more rewarding. Additionally,
prepared students require less time for basic review and remedial work, allowing
teachers to focus more on delivering advanced content and fostering critical thinking
skills. This creates a more efficient classroom dynamic where educators can delve
deeper into subject matter and explore complex topics. Furthermore, the active
 participation of college-ready students in class discussions, group activities, and
projects contributes to a vibrant and dynamic classroom atmosphere, fostering a
collaborative learning environment. Overall, the assumption holds that students’
readiness for college positively impacts teachers across various dimensions, including
teaching effectiveness, job satisfaction, and professional growth, ultimately enhancing
the overall quality of higher education.
Definition of Terms