Perception of Senior High School Students Towards College Readiness

Running head: PERCEPTION OF COLLEGE READINESS 1
Perception of Senior High School Students Towards College Readiness
In partial fulfilment of the requirements in Elective 10
Presented by:
Abad, Cloyd C.
Aliponga, Kyle Q.
Bendijo, Orben V.
Boncales, Samantha D.
Golo, Sarah Isabel T.
Maninantan, Auie T.
Mendez, Stephanie Dawn N.
Urciada, Missy B.
Valencia, James Bryan D.
February 2018 Commented [I1]: This is not the prescribed title page
PERCEPTION OF COLLEGE READINESS
2
St. Augustine Academy of Bayawan, Inc. Commented [I2]: This is not the prescribed Approval sheet.
Look at the names of the panel members. Edit the formatting of
AUGUSTINIAN RECOLLECT SISTERS names
National Highway, Brgy. Ubos, Bayawan City, Negros Oriental 6221
A.Y. 2017-2018
APPROVAL SHEET
This research study entitled Perception of Senior High School Students towards College
Readinessprepared by Abad, Cloyd; Aliponga, Kyle; Bendijo, Orben; Boncales, Samantha;
Golo, Sarah Isabel; Maninantan, Auie; Mendez, Stephanie Dawn; Urciada, Missy; Valencia,
James Bryan in partial fulfillment of the subject ELECTIVE 10 and ENGLISH 10 has been
examined, recommended, and approved for oral examination.
RESEARCH COMMITTEE
MR. IRWIN B. INGAN, RN MS. LEE MARIE MARFIEL

Member Member
MRS. MIRASOL A. MORONES MONA JEAN C. ARNAIZ, MAEd-English

Member Academic Coordinator
Approved by the Committee on Oral Examination with a grade of ________
MR. IRWIN B. INGAN, RN MS. LEE MARIE MARFIEL

Member Member
MRS. MIRASOL A. MORONES MRS. MONA JEAN C. ARNAIZ, MAEng.

Member Academic Coordinator
Accepted and approved in partial fulfillment of the subject ELECTIVE 10.
SR. CELERINA C. HIFARVA, A.R.

School Principal
3
ACKNOWLEDGMENT
Foremost, we would like to express our sincere gratitude to ourteacher Mr. Irwin B.
Ingan for the continuous guidance of our research, for his patience, motivation, enthusiasm, and
immense knowledge. His guidance helped us in all the time of writing this research.
We thank Mrs. Mona Jean A. Quitong for assistance with this research paper, for
comments that greatly improved the manuscript.
Our sincere thanks also goes to Mrs.Rosadelia Lomoljo, for printing our research paper
during time trouble. And also for the convenience of the school library’s printing service.
We would also like to show our gratitude to our parents who stood by us in times of difficulties.
To their families and friends whose love and understanding had helped in overcoming the
obstacles in conducting the study.
To everyone who extended and contributed something in one way or another to make this study
achievable; and,
FINALLY to the LORD ALMIGHTY, for his continued blessings to make this study a success.
THE RESEARCHERS
Abstract
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This study determined the Perception of Senior High School Students towards College
Readiness. The design used was descriptive in nature and it involved 100 respondents.
Questionnaires and the Likert’s scale were used to collect data for the study. The results showed
that the Senior high school students of St. Augustine Academy of Bayawan Inc. are college
ready in terms of the different variable which are: Non-cognitive Skills, Content knowledge and
Basic Skill, and Core Academic Skills. It was concluded that the senior high school students of
St, Augustine Academy lack in Core-Academic Skills excel in Content knowledge and Basic
Skills.
Keywords: College readiness, effectiveness, senior high school, content knowledge & basic
skills, non-cognitive skills, core academic skills, perception, and aspect.

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LIST OF TABLES /FIGURES
Table 1The Sex Profile of Respondents. ............................................................................44
Table 2. The Age Profile of Respondents ..........................................................................44
Table 3.Non-Cognitive Skills ............................................................................................44
Table 4.Content Knowledge and Basic Skills ....................................................................45
Table 5.Core-Academic Skills ...........................................................................................45 Commented [I3]: Do not forget to include the FIGURES
\
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TABLE OF CONTENTS Commented [I4]: Review your paging
TITLE PAGE ..............................................................................................................................1
APPROVAL SHEET...................................................................................................................2
ACKNOLWEDGMENT .............................................................................................................3
DEDICATION .............................................................................................................................4
ABSTRACT .................................................................................................................................5
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND ....................................................8-16
 Background of the Study ...................................................................................................8-12
 Statement of the Problem ..................................................................................................12-13
 Significance of the Study ..................................................................................................13-14
 Scope and Limitations of the Study ...................................................................................14
 Definition of Terms ..........................................................................................................15-16
CHAPTER 2: REVIEW OF RELATED LITERATURE ..........................................................17-28
 Review of Related Literature and Studies ..........................................................................17-25
 Theoretical/Conceptual Framework ...................................................................................26
 Theoretical/Conceptual Diagram .......................................................................................27-28
CHAPTER 3: METHOD AND PROCEDURES ........................................................................29-24
 Research Design ...............................................................................................................29-30
 Methodology ....................................................................................................................30
 Research Respondents.......................................................................................................30
 Research Instrument..........................................................................................................31
 Statistical Treatment of the Data .......................................................................................31-34
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ...........35-40
 Results of the Study ..........................................................................................................35-40

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CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........................41-46
 Summary of Findings ........................................................................................................41
 Conclusions ......................................................................................................................41-42
 Recommendations.............................................................................................................42-43
REFFERENCES..........................................................................................................................47-48
APPENDICES .............................................................................................................................49-62
 Appendix A – Letter of Approval ......................................................................................50
 Appendix B – Research Instrument/Questionnaire .............................................................51-53
 Curriculum Vitae ..............................................................................................................54-62

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CHAPTER I
THE PROBLEM AND ITS SETTING
Background of the Study
The most common approach is to define college readiness in terms of high school course
taking patterns, including the titles, perceived challenge level, and the number of units required
for graduation, combined with the grades students receive in those courses. What this widely
held definition assumes or presumes is that the number of courses that high school students take,
and the units and names assigned to them, are accurate, comprehensive proxies for college-level
success (Callan, Finney, Kirst, Usdan, & Venezia, 2006). Schools have increased their
mathematics and science requirements (STEM) to determine the students’ college readiness.
Since 1987 many states have increased their mathematics and science requirements (National
Science Board, 2004), but measures of college graduation have not shown increases (ACT, 2002,
2005a; Callan et al., 2006), nor have NAEP scores improved significantly (National Center for
Educational Statistics, 2007). (Suzzy Green, 2007)
A more direct approach is to test a set of knowledge that students are presumed to need to
know to succeed in college entry-level courses. Admissions tests define college readiness by
establishing benchmarks empirically or through “cut scores.” For example, ACT has defined
college readiness by establishing College Readiness Benchmarks representing the minimum
ACT test scores required for students to have a high probability of success in corresponding
credit-bearing first year college courses. All states have adopted some form of high school
examination in English, math and science for a variety of reasons including requirements in the
9
federal No Child Left Behind Act. Research conducted by Standards for Success, published in
the 2003 report Mixed Messages (Conley, 2003), found that most state standards-based high
school tests were not well aligned with postsecondary learning. These tests are perhaps good
measures of basic academic skills, but not necessarily of the knowledge and capabilities needed
for college success. (David Conley, 2007)
GPA, which is already used by colleges in making admission decisions, may be an important
indicator to assess college readiness. If GPA is a non-cognitive measure of a student’s ability to
work hard in college courses and meet the academic and developmental demands of college, then
we would expect to see that high school GPA is an important predictor of college performance.
Generally, research finds that achievement test scores and GPA are independently associated
with college performance, but that high school GPA, even self-reported GPA, is at least as
predictive of college grades as college entrance examination scores. In the recent College Board
validation study of the SAT, for example, self-reported high school GPA explained 54 percent of
the variation in freshman-year college GPA in four-year institutions compared with 53 percent
for the SAT writing, critical reading, and mathematics sections combined. (Melissa Roderick,
Jenny Nagaoka, amd Vanessa Coca, 2009)
An additional strategy that we observed was to require all students at a given grade level in a
given subject to complete a common performance task. For example, a school might require all
students taking a sophomore English course to complete the same writing task, which their
teachers scored using common criteria. This activity enabled the school to calibrate expectations
across courses. Teachers also met to read student work and compare their expectations for their
students. Schools have increased their mathematics and science requirements (STEM) to
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determine the students’ college readiness, we will check the students if they are college ready.
(David Conley, 2008)
The school must organize its curriculum in each subject area around a set of core concepts
and supporting information. The goal is to have students develop an understanding of the
structure of the discipline and to retain specific content knowledge within this structure. To
facilitate this organization of knowledge, the school must be prepared to adopt a formal set of
exit standards that specify what students will know and be able to do in each of the core
academic areas. (David Conley, 2007)
The major reasons that students falter in college is the gap between their high school
experiences and college expectations. Many first-year students find that their college courses are
fundamentally different from their high school courses (Conley, Aspengren, Stout, & Veach,
2006). College instructors expect students to draw inferences, interpret results, analyze
conflicting source documents, support arguments with evidence, solve complex problems that
have no obvious answer, draw conclusions, offer explanations, conduct research, and generally
think deeply about what they are being taught (National Research Council, 2002). According to
the National Survey of Student Engagement (2006), the vast majority of first-year college
students are expected to work with others in and out of class on complex problems and projects.
They are expected to make presentations and explain what they have learned. College courses
require students to be independent, self-reliant learners who recognize when they are having
problems and know how to seek help from professors, fellow students, or other sources. (David
Conley, 2007)
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To turn college aspirations into college attainment, high schools and teachers need clear
indicators of college readiness and clear performance standards for those indicators. These
standards must be set at the performance level necessary for high school students to have a high
probability of gaining access to four-year colleges. The standards must allow schools and
districts to assess where their students currently stand and to measure their progress. The
standards must also give clear guidance about what students need to do to improve. In 2006, the
final report of the Commission on the Future of Higher Education made high school reform a
central component in improving access to and success in college. Secretary Margaret Spellings’
Action Plan for Higher Education that same year committed the U.S. Department of Education to
strengthening K–12 preparation and aligning high school standards with college expectations.
Both the commission’s report and the secretary’s action plan are a part of the growing consensus
that high schools must begin to view the postsecondary performance of their graduates as a key
measure of their own performance. (Melissa Roderick, Jenny Nagaoka, amd Vanessa Coca,
2009)
Evidence related to student growth and trajectories targeting college- and career-readiness is
critical in validating the assessment information that is proposed, for example, by the
SMARTER Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of
readiness for College and Careers (PARCC). The SBAC application for its assessment system
suggests that an important component of the validity evidence will be the extent to which
summative results for each content area accurately measure whether students are on track or
ready for college or a career (SBAC 2010). Results of assessments, as translated by the
vertically articulated content and achievement standards, will be expressed on the same common
scale. The proposal suggests that the consortium will conduct external validity studies to measure
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whether students who achieve particular scores are appropriately prepared for college. PARCC
proposes an assessment system that will produce the required student performance data (student
achievement data and student growth data) that can be used to determine whether individual
students are college- and career-ready or on track to being college- and career-ready (PARCC
2010). (Catherine Welch and Stephen Dunbar, 2011)
College readiness can be defined as the level of preparation a student needs in order to enroll
and succeed—without remediation—in a credit bearing general education course at a post
secondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.
“Succeed” is defined as completing entry-level courses at a level of understanding and
proficiency that makes it possible for the student to consider taking the next course in the
sequence or the next level of course in the subject area. This conception uses as its reference
point “best practices” entry-level courses as opposed to the stereotypical freshman course. The
college ready student envisioned by this definition is able to understand what is expected in a
college course, can cope with the content knowledge that is presented and can develop as a result
of the course the key intellectual lessons and dispositions the course was designed to convey. In
addition, the student can get the most out of the college experience by understanding the culture
and structure of postsecondary education and the ways of knowing and intellectual norms of this
academic and social environment. (David Conley, 2007)
Statement of the Problem
This study is aimed to find out the Perception of Senior High School Students towards
College Readiness. Specifically this is answered by the following questions:

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1. What is the profile of the respondents in terms of:
1.1 age; and
1.2 sex?
2. What is the extent of college readiness in the Senior High School Academic Program in
terms of;
2.1 Content knowledge and basic skills;
2.2 Core academic skills; and
2.3 Non-cognitive skills?
Significance of the Study
This study aims to determine the college readiness of the senior high school students of St.
Augustine Academy of Bayawan, Inc.Results of this research can be beneficial to the following:
The School
Help the institution evaluate if they are qualified to teach senior high school and deliver college
ready students.
Teachers
Help the teachers in enhance the quality of education they implement on the learners improve
their teachings techniques and evaluate themselves if their competencies are qualified to teach
senior high school.
Students
It would help them have a clear perspective on their readiness to college. To determine if the
implementation of the curriculum of additional years in high school helped them be ready in
college.
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Researchers
Dynamically visualize and showcase the implementation of the curriculum. Expand the horizons
and will be exposed to broader ideas in relation to college readiness. It will help the researchers
assess and formulate themselves for college.
Future researchers
The researchers believes that this can be a future reference and will provide better understanding
from the findings of this study since the study provides basis for College Readiness.
Scope and Limitation of the Study
Scope of the study
The main purpose of this study is to provide information regarding to the effectiveness of the
Senior high school program of St. Augustine Academy of Bayawan Inc. The study considers the
student’s personal information such as their name, gender, age, and section.
The researchers limited the study to all Senior High school students of St. Augustine
Academy of Bayawan Inc. of school year 2017-2018. Each of the respondents will be given a
questionnaire to answer. The students will come from different sections to avoid prejudice of
their perceptions.
Limitation of the Study
In this study, there were also limitations that were beyond control of the researchers. First
was the process of collecting data. Some of the respondents answered the questions not seriously
and this gave a huge effect in the results. In addition, the parts of the study delayed survey
15
contradicts the schedules and there was only limited time given. The researchers had conflicts
with their other activities and had the research of the different parts of the study delayed. Lastly,
the lack of equipment and resources. The researchers, even with great efforts, had difficulties in
providing their own equipment for collection of data and encoding of drafts into word
documents. Cases like these are unpredictable. In spite of the difficulties the researchers had
undergone, hopes for completing the study are still strong. The outcome of the study have always
depended on the respondents and the researchers themselves.

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Operational Definition of Terms
Aspects- A particular part or feature of something. A particular way in which something may be
considered.
College- An educational institution or establishment, in particular one providing higher
education or specialized professional or vocational training.
College-ready - The term college-ready is generally applied to (1) students who are considered
to be equipped with the knowledge and skills deemed essential for success in university, college,
and community-college programs, or (2) the kinds of educational programs and learning
opportunities that lead to improved preparation for these two- and four-year collegiate programs.
Curriculum- The subjects comprising a course of study in a school or college.
Education- The process of receiving or giving systematic instruction, especially at a school or
university. A body of knowledge acquired while being educated.
Effective- Successful in producing a desired or intended result.
Implementation- The process of putting a decision or plan into effect; execution.
K-12 - A term used in education and educational technology in the United States, Canada, and
possibly other countries, is a short form for the publicly-supported school grades prior to college.
These grades are kindergarten (K) and the 1st through the 12th grade (1-12).
Peers- A person of the same age, status, or ability as another specified person.
Perspective- A particular attitude towards or way of regarding something; a point of view.
Senior High School Students- Senior high school (SHS) refers to Grades 11 and 12, the last two
years of the K-12 program that DepEd has been implementing since 2012. Students begin to
study in SHS the subjects that will introduce them to their preferred career path.
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Subject- A branch of knowledge studied or taught in a school, college, or university.
Readiness- The state of being fully prepared for something. The quality of being immediate,
quick, or prompt.
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CHAPTER II
Review of Related Literature and Studies
Introduction
This chapter shows all the articles, or journals that is related to the Senior High School
Program, College Readinessand the three major factors that affect a student’s college readiness.
The country’s interest in college readiness has intensified in recent years. The most
common approach to define college readiness in terms of high school course taking patterns,
including the titles, perceived challenge level, and the number of units required for graduation,
combined with the grades students receive in those courses. What this widely held definition
assumes or presumes is that the number of courses that high school students take, and the units
and names assigned to them, are accurate, comprehensive proxies for college-level success
(Callan, Finney, Kirst, Usdan, & Venezia, 2006). Schools have increased their mathematics and
science requirements (STEM) to determine the students’ college readiness. Since 1987 many
states have increased their mathematics and science requirements (National Science Board,
2004), but measures of college graduation have not shown increases (ACT, 2002, 2005a; Callan
et al., 2006), nor have NAEP scores improved significantly (National Center for Educational
Statistics, 2007).
A more direct approach is to test a set of knowledge that students are presumed to need to
know to succeed in college entry-level courses. Admissions tests define college readiness by
establishing benchmarks empirically or through “cut scores.” For example, ACT has defined
college readiness by establishing College Readiness Benchmarks representing the minimum
ACT test scores required for students to have a high probability of success in corresponding
19
credit-bearing first year college courses. All states have adopted some form of high school
examination in English, math and science for a variety of reasons including requirements in the
federal No Child Left Behind Act. Research conducted by Standards for Success, published in
the 2003 report Mixed Messages (Conley, 2003), found that most state standards-based high
school tests were not well aligned with postsecondary learning. These tests are perhaps good
measures of basic academic skills, but not necessarily of the knowledge and capabilities needed
for college success.
The four main areas of skill development that are critical in shaping college readiness are:
Content Knowledge and Basic Skills, Core Academic Skills, and Non-Cognitive Skills. Core
academic skills, such as writing and analytic thinking, are not subject-specific, but rather allow
students to engage in work in a range of disciplines. The distinction between core academic skills
and content knowledge can be subtle. In the American Diploma Project’s readiness benchmarks,
for example, many of the English standards include core academic skills, such as writing,
research skills, oral communication, and analytic thinking skills, which are not specific to
English. This distinction is important because high school courses, such as algebra, can teach
content such as factoring equations by using rote memorization of algorithms rather than
engaging students in solving problems that develop both deeper knowledge of the content and
more general logic and analytic thinking skills. Core academic skills are highly valued by
colleges and are most often cited by college professors and students as the weakest areas of
preparation in high school. Indeed, Conley argues that the largest differences in skill demands
between high school and college classes are in these core academic skills—particularly in the
amount and type of reading and writing required and the analytic and thinking skills emphasized.
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While the term may be considered unnecessary jargon by some, the use of “content
knowledge” has grown significantly in recent decades, in large part because educators now
commonly use the term as a shorthand way to articulate a useful technical distinction between
“knowledge” and “skills” (see Debate below for further discussion). One ongoing debate related
to content knowledge centers on the distinction between “knowledge” and “skills,” and whether
it is more important for schools to emphasize the teaching of knowledge or the teaching of skills.
Some educators argue that it’s not possible to teach academic and intellectual skills—e.g.,
reading, writing, critical thinking, problem solving, researching—separate from content
knowledge and conceptual understanding, given that students can’t learn to write well, for
example, if they don’t have ideas, facts, principles, and philosophies to write about. While some
educators contend that academic and intellectual skills can’t be separated out from subject-area
knowledge and instruction, others may argue that “cross-disciplinary skills” have historically
been ignored or underprioritized in schools, and the push to give more attention to these skills is
simply a commonsense response to a changing world. Still others may argue that the “knowledge
vs. skill” debate is not only a distraction, given that students need to be taught both knowledge
and skills, but that it’s a false dichotomy because it’s impossible to learn skills without content or
learn content without skills (i.e., the distinction only exists in the abstract; in the real world, the
two are inextricably connected and interdependent).
Non-Cognitive skills include a range of behaviors that reflect greater student self-
awareness, self-monitoring, and social problem solving skills. Meeting the developmental
demands of college requires behavioral, problem-solving, and coping skills that allow students to
successfully manage new environments and the new academic and social demands of college.
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When we discuss about the definition of writing ability according to the approaches to the
teaching of writing, it is not plausible to find “the” writing ability which is accepted and agreed
amongst all researchers and practitioners of English writing. Since writing ability is multifaceted
in its own right, any approach and accordingly its definition of writing ability cannot be thorough
and comprehensive in its own right. Each approach and definition has its own merits and
demerits, depending on which facet it mainly focuses on among complex aspects of writing. As a
result, it is valuable to investigate each approach and definition. I will, therefore, examine
various definitions according to the approaches to the teaching of writing one after another.
Approaches themselves are classified differently according to researchers, as shown in Table 1.
It seems, however, that they can be reduced into three main approaches: product/text-oriented,
process/cognitive-oriented and reader/genre-oriented. Some (Hedge, 1998) argue that approaches
to the teaching of writing can be grouped into two groups: the product approach vs. the process
approach. It appears, however, appropriate to classify them into three approaches, as in Hyland
(2002), on the grounds that since factors such as audience and social context have come to be
considered important in writing, approaches involving these elements need to be included in the
discussion.
One of the key requirements of academic writing is that you will support your opinions
with good, well thought-out reasons. Often this can be difficult for students whose previous
education has stressed learning facts and figures: the reason for believing an opinion is simply
that you were told it was true by a lecturer! In academic writing you are expected to listen to
your lecturers and read what other academics have to say, but just because they say it does not
make it (or you) right. You are expected to reflect on all the ideas you have encountered, and
come up with your own ideas. If you find yourself strongly agreeing with someone else, you
22
must be able to say why you do so. You need to think in terms of convincing other people that
your opinions are at least sound and reasonable (if not totally right!). Think ‘why should
someone believe this statement?’ and you will be on the way to thinking academically.
College readiness can also be measured through the following organizations: The ADP,
The College Board, The ACT and the S4S. The ADP standards set includes statements that
represent the content deemed necessary by college readiness standards experts at a level of detail
that is easily communicated to both policymakers and content experts (not too specific or too
broad), because 35 states are part of the ADP network, and because several texas policymakers
were involved in developing the ADP standards. While ADP was this considered the most
appropriate choice for the benchmark in this study, any standards set could have been used as the
benchmark, and ADP’s selection does not imply superiority.The College Board is a mission-
driven not-for-profit organization that connects students to college success and opportunity.
Founded in 1900, the College Board was created to expand access to higher education. Today,
the membership association is made up of over 6,000 of the world’s leading educational
institutions and is dedicated to promoting excellence and equity in education. The ACT College
and Career Readiness Standards® are the backbone of ACT assessments. The standards are
empirically derived descriptions of the essential skills and knowledge students need to become
ready for college and career, giving clear meaning to test scores and serving as a link between
what students have learned and what they are ready to learn next. Parents, teachers, counselors,
and students use the standards to: Communicate widely shared learning goals and expectations,
Relate test scores to the skills needed in high school and beyond, Understand the increasing
complexity of skills needed across the score ranges in English, mathematics, reading, science,
and writing, The standards encompass the many paths available to students after high school, and
23
they reflect our ability to provide insights related to both college and career readiness. So what
Was the Goal of Standards for Success? To identify the knowledge and skills necessary for
success in entry-level university courses and to state these findings in a way that would allow
high school instruction and testing to be aligned better with college success To analyze state high
school assessments to determine how well they align with the knowledge and skill necessary for
college success
When addressing academic performance is commonly described as study skills, or those
activities necessary to organize and complete schoolwork tasks and to prepare for and take tests.
This construct is frequently cited when describing attributes of academically successful students
(cf.Mathiasen, 1984) and is a focal point of freshman year experience and other academic
interventions (e.g., ACT, 1989; Ferrett, 2000).Typical skill areas include time management,
preparing for and taking examinations, using information resources, taking class notes, and
communicating with teachers and advisors. The underlying premise of this construct is simple:
Behaviors directly related to productive class performance determine academic success. In a
large-scale study (Noble, Davenport, Schiel, & Pommerich, 1999) of high school students’ ACT
performance, study skills were directly related not to standardized achievement but to course
GPA, whereas course GPA was directly related to standardized achievement score.
Work habits are the soft skills that are important in getting and keeping a job. Using self-
regulation as a tool for undertaking learning tasks increases control and results in other favorable
consequences. These reinforcing consequences should lead students to again call forth self-
regulation as the way to accomplish tasks when conditions demand it in the future. Ongoing use
of self-regulation in academic settings raises the likelihood that processes will be tapped
24
"automatically" as conditions dictate. Thus, in routinely applying self-regulation to control action
on school-related tasks, students begin to develop academic work habits.
Individuals within each generation lack effective time management skills; likewise each
generation has specific characteristics affecting this skill. College students quickly come to
realize that all that college requires of them, including papers, assignments, readings, and lab
work—not to mention the family, job, and social responsibilities they must continue to uphold—
make it especially important to plan and use their time well. In our Spring 2015 Student
Engagement Insights survey, we asked college students a number of questions about their time-
management habits. Nearly three thousand students responded. Students’ willingness to adopt
new (and improved) time-management skills in college. Students noted that college has pushed
them to improve their time-management skills. Many students have more responsibilities to
balance and manage. College requires more self-motivation and self-discipline.
Skills in social decision making and problem solving are essential to sound growth and
development. This practical procedural guide shows how school-based social competence
programs can improve children's self-control and social awareness, along with their skills in
group participation and interpersonal decision making—helping to prepare them for their role as
socially competent, responsible, and productive citizens. Skill-building procedures include
instruction designed to help students decide on their goals, understand their own and others'
feelings, and think in terms of long-term and short-term consequences for themselves and others.
An eight-step problem-solving and decision-making strategy allows professionals from a variety
of backgrounds to easily grasp points and generate applications relevant to their own settings and
circumstances.
25
Sometimes the difficulties students have with preparing effectively for exams stem from
a need to develop fundamental skills such as time management, reading for comprehension,
note-taking, and coping with anxiety. Some other reasons that students experience difficulties
preparing for exams are related to constraints on time, lack of preparation of appropriate kinds,
and a misplaced focus on the course material. In some cases students have difficulty developing
an adequate understanding of the theoretical perspectives of the course or the course concepts
and applying this understanding of one part of the course to another. Others try to maintain their
old approach to studies and this may involve them choosing to memorize materials when it may
be more appropriate to work analytically or interpretively; this in turn may lead to increased
anxiety and a chance of "blanking out" in exams.
The critical evaluation of ideas, arguments, and points of view is important for the
development of students as autonomous thinkers (1, 2). It is only through this critical evaluation
that students can distinguish among competing claims for truth and determine which arguments
and points of view they can trust and those of which they should be skeptical. This work lays the
foundation for students’ progressing to staking their own claims in an intellectually rigorous
fashion. Learning how to analyze and critically evaluate arguments thus helps them to develop a
sound framework to test their own arguments and advance their own points of view.
A final construct of interest when addressing academic performance is commonly
described as study skills, or those activities necessary to organize and complete schoolwork tasks
and to prepare for and take tests. This construct is frequently cited when describing attributes of
academically successful students (cf.Mathiasen, 1984) and is a focal point of freshman year
experience and other academic interventions (e.g., ACT, 1989; Ferrett, 2000).Typical skill areas
include time management, preparing for and taking examinations, using information resources,
26
taking class notes, and communicating with teachers and advisors. The underlying premise of
this construct is simple: Behaviors directly related to productive class performance determine
academic success. In a large-scale study (Noble, Davenport, Schiel, & Pommerich, 1999) of high
school students’ ACT performance, study skills were directly related not to standardized
achievement but to course GPA, whereas course GPA was directly related to standardized
achievement score.
In 2010, the results of a UCLA study were published in the Journal of Early Adolescence.
This study involved 2,300 middle school students in eleven different Los Angeles public schools
as well as their teachers. The students themselves were asked to rank the amount they were
bullied on a four-point scale and to make note of which students in their classes were bullied the
most. The teachers were asked to rate the level of engagement and academic performance for
their students. After collecting data over the course of three years, the results were studied and
published in 2010. According to this UCLA study, Jaana Juvonen, a professor of psychology at
UCLA and lead author of the study, bullying and low academic achievement are frequently
linked. Juvonen is quoted saying, “students who are repeatedly bullied receive poorer grades and
participate less in class discussions… students may get mislabeled as low achievers because they
do not want to speak up in class for fear of getting bullied”. Juvenon also remarked that, “Once
students get labeled as ‘dumb,’ they get picked on and perform even worse”.
27
Conceptual Framework
The main purpose of the Senior High school program is for college readiness and this
program develops the skills that indicate college readiness. These are: (1) Content Knowledge
and Basic Skills, (2) Core Academic Skills, (3) and Non-Cognitive Skills. Each emergent skill
has its underlying skill. Content Knowledge and basic skills are more on subjects such as Science
and Mathematics; Core Academic Skills such as writing and analytic thinking, are not subject-
specific, but rather allow students to engage in work in a range of disciplines; And Non-
Cognitive skills include a range of behaviors that reflect greater student self-awareness, self-
monitoring, and social problem solving skills. Meeting the developmental demands of college
requires behavioral, problem-solving, and coping skills that allow students to successfully
manage new environments and the new academic and social demands of college. These three
skills can affect each other. College readiness can also be measured through the following
organizations: The ADP, The College Board, The ACT and the S4S. Thus, the initial framework
on which the study was based is shown in Figure 1.

28
CONTENT CORE ACADEMIC NON-COGNITIVE

KNOWLEDGE AND SKILLS SKILLS
BASIC SKILLS
 WRITING SKILLS  STUDY SKILLS
 ENGLISH LANGUAGE
ARTS  RESEARCH SKILLS  WORK HABITS
 MATHEMATICS  ORAL CUMMUNICATION  TIME MANAGEMENT

SKILLS
 SCIENCE  HELP SEEKING BEHAVIOR
 ANALYTIC THINKING
 SOCIAL STUDIES.  SOCIAL PROBLEM
SKILLS
SOLVING SKILLS
Figure 1.Conceptual Framework of Perception of Senior High School Students to the
Effectivity of the Senior High School Academic Program Towards College Readiness
29
CHAPTER III
Research Methodology
Research Design
This study used a descriptive design to examine the college readiness of the Senior high
school students of St. Augustine Academy of Bayawan Inc. In line with this, this research was
conducted to determine the three factors: content knowledge and basic skills, core academic
skills, and non-cognitive skills.
Research Respondents
A sample of the study of all the Senior High school students of St. Augustine
Academy. The age range of the participants was 16 to 19. The sampling technique applied for Commented [I5]: SAMPLE???
How much is the total sample?

drawing out the sample purposive sampling. Some of the senior high school students were not
available during the survey, the number of senior high school students that were able to
participate are the following:
Grade 11- STEM: 29 respondents
Grade 11- ABM: 12 respondents
Grade 12-STEM: 35 respondents
Grade 12-ABM: 24 respondents
Sampling Techniques
Since there are 2 sections in Grade 11 and 2 sections in Grade 12, purposive sampling
technique will be used because all the senior high school students of St Augustine Academy will
be given questionnaires. Complete list of names in the senior high school students were given.
30
Research Instrument
The instrument used was researcher-made questionnaire. Each of them was given to the
respondents. Since the research attains to know the college readiness of the senior high school
students of SAA, the questionnaire consist questions out of the variables found in our study that
are to be answered by strongly agree, moderately agree, agree, moderately disagree and strongly
disagree to accommodate their own preferences.
Statistical Treatment of Data
The Likert’s Scale was used to determine the equivalent adjective of each criterion.
Likert scale- the Likert scale is a pre-arranged system, one dimensional scale from which the
interviewee will be choosing one option that reflects to their opinion.
5-Point Likert’s Scale
Scale Range Verbal Interpretation Explanation

Description
5 4.21-5.00 Strongly Agree Very High The SHS students are
81-100% college ready.
4 3.41-4.20 Agree High The SHS students are

Moderately The SHS students are

3 2.61-3.40
Agree Moderate 41-60% college ready.
The SHS students are

2 1.81-2.60 Disagree Low
1 1.00-1.80 Strongly Very Low The SHS students are

Disagree 1-20% college ready.
31
Weighted Mean. It was used to get the use of Senior High School students.
∑𝑓𝑥
𝑤𝑥 =
𝑛
where: Wx = weighted mean/average
x = rating
n = total number of students
f = frequency/number of students who responded in a particular
category
∑𝑓𝑥 = sum of all the products of frequency and the rating
Percentage- the percentage is used to determine the quantitative relation to the whole response.
The process of gathering the percentage was dividing the frequency (sum of responses) by the
total number of responses. To compute for the percentage (P.)
part
Percentage = whole x 100
32
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter provides information about the data gathered from the survey questionnaire.
The data has been analysed and interpreted. Data are presented in tables to provide a clear and
accurate view of each item.
Frequency Percentage
Male 44 44%
Female 56 56%
Total 100 100%
Table 1. Gender profile of respondents Commented [I6]: Titles should be put on top of the Table
Table 1 shows the gender profile of the respondents. Out of 100 respondents, 44% are
male and 56% are female. Based on the information above, female students dominated over the
male students.
Frequency Percentage
16 9 9%
17 43 43%
18 43 43%
19 5 5%
Total 100 100.00%
Table 2 Age profile of respondents
Table 2 shows the age profile of the respondents. Out of 100 respondents, 9% are aging 16, 43%
are aging 17, 43% are aging 18 and 5% are aging 19. Based on the information above, most of
the respondents are aging 17-18.

33
The College Readiness of the

Indicators Wχ Verbal Description SHS Students of SAA in terms
of Non-cognitive Skills
1. I study more when my teachers Agree High
show moral support towards us. 3.84
2. I can handle the pressure given to Agree High
us by our teachers positively. 3.74
3. I can still focus on my studies Agree High
even though I am being bullied. 3.54
4. I change my bad behavior even Agree High
though I am not scolded. 3.83
5. I motivate myself to continue
studying even though how hard Agree High
4.16
my studies get.
Agree High
Composite 3.82
Table 3 Non-cognitive Skills
The table 3 shows the college readiness of the Senior High School students of St.
Augustine Academy of Bayawan Inc. in terms of non-cognitive skills. Based from the
information above, indicator number three (I can still focus on my studies even though I am
being bullied.) has the lowest mean of 3.54 with the verbal description of agree because
according tothe UCLA study, Jaana Juvonen, a professor of psychology at UCLA and author of
the study, bullying and low academic achievement are frequently linked. Juvonen is quoted
saying, “students who are repeatedly bullied receive poorer grades and participate less in class
discussions… students may get mislabeled as low achievers because they do not want to speak
up in class for fear of getting bullied”. Juvenon also remarked that, “Once students get labeled as
‘dumb,’ they get picked on and perform even worse.” On the other hand, indicator number five (I
motivate myself to continue studying even though how hard my studies get.) has the highest
weighted mean of 4.16 with the verbal description of agree because according to Chris Watkins,
hesuggests two parallel motivations that drive student achievement: "learning orientation," the
34
drive to improve your knowledge and competency; and "performance orientation," the drive to
prove that competency to others. Watkins found the highest-achieving students had a healthy
dose of both types of motivation, but students who focused too heavily on performance ironically
performed less well academically, thought less critically, and had a harder time overcoming
failure..Therefore, we can infer that the Senior High School students of St. Augustine Academy
of Bayawan Inc. are college ready in terms of non-cognitive skills.

of Content and Basic Skills
1. Students show great improve-
ment in social competence and 3.79 Agree High
earned higher grades.
2. Students adapt effectively to the
environment and have the ability 3.87 Agree High
to understand complex ideas.
3. Students have the ability to
identify, analyse, and evaluate 3.93 Agree High
conflicting viewpoints.
4. Students have a strong sense of
self-awareness and self- 3.81 Agree High
management.
5. Students apply strategies for
revision and preparation during 3.76 Agree High
written exams.
Composite Agree High
3.83
Table 4 Content Knowledge and Basic Skills
The Table 4 shows the college readiness of the Senior High School students of St.
Augustine Academy of Bayawan Inc. in terms of content and basic skills. Based from the
information above, indicator number five (Students apply strategies for revision and preparation
during written exams.) has the lowest weighted mean of 3.76 with the verbal description of agree
35
because according to Chris Watkins, Sometimes the difficulties students have with preparing
effectively for exams stem from a need to develop fundamental skills such as time management,
reading for comprehension, note-taking, and coping with anxiety. Some other reasons that
students experience difficulties preparing for exams are related to constraints on time, lack of
preparation of appropriate kinds, and a misplaced focus on the course material. On the other
hand, indicator number three (Students have the ability to identify, analyse, and evaluate
conflicting viewpoints.) has the highest weighted mean 3.93 with the verbal description of agree
because according to Rick Reis, the critical evaluation of ideas, arguments, and points of view is
important for the development of students as autonomous thinkers (1, 2). It is only through this
critical evaluation that students can distinguish among competing claims for truth and determine
which arguments and points of view they can trust and those of which they should be skeptical.
This work lays the foundation for students’ progressing to staking their own claims in an
intellectually rigorous fashion. Learning how to analyze and critically evaluate arguments thus
helps them to develop a sound framework to test their own arguments and advance their own
points of view. Therefore we can infer that the Senior High School students are college ready in
terms of content and basic skills.

36

of Core Academic Skills
1. I know how to research to find 3.85 Agree High
high quality, academic
information to help me produce
well evidenced assignments.
2. I have my own study habits and 4.18 Agree High
my own strategies in preparing
for exams
3. I can solve logical and analytical 3.62 Agree High
questions on my own
4. I can manage my time in my 3.72 Agree High
studies and school activities
perfectly
5. I can finish projects, 3.46 Agree High
performance tasks, and home
works on time
Composite 3.77 Agree High
Table 5 Core-Academic Skills
The table 5 shows the college readiness of the Senior High School students of St.
Augustine Academyof Bayawan Inc. Based from the information above, indicator number five (I
can finish projects, performance tasks, and home works on time.) has the lowest weighted mean
of 3.46 with the verbal description of agree. On the other hand, indicator number two (I have my
own study habits and my own strategies in preparing for exams) has the highest weighted mean
of 4.18 with the verbal description agree. Therefore we can infer that the Senior High School
students of St. Augustine Academy of Bayawan Inc. are college ready in terms of core academic
skills.
37

Indicators Wχ Verbal Description
SHS Students of SAA
1. Non-Cognitive Skills 3.82 Agree High
2. Content and Basic Skills 3.83 Agree High
3. Core Academic Skills 3.77 Agree High
Composite 3.80 Agree High
Table 6 Summary Table of the Different Variables
The table 7 explains summary of the Perception of Senior High School Students towards
college readiness. Indicator 3 (Core Academic Skills) got the lowest weighted mean of 3.77 with
a verbal description of agree. This finding reflects that the students’ Core Academic Skills are a
little lower compared to the other skills but is enough to consider the Senior High School
students to be college ready in terms of Core Academic Skills. According to David Conley,Core
academic skills are highly valued by colleges and are most often cited by college professors and
students as the weakest areas of preparation in high school. Indeed, Conley argues that the
largest differences in skill demands between high school and college classes are in these core
academic skills—particularly in the amount and type of reading and writing required and the
analytic and thinking skills emphasized. Indicator number 2 (Content and Basic Skills) has the
highest weighted mean of 3.83 with a verbal description of agree, the finding indicates that the
students are truly college ready in terms of Content and Basic Skills. According to David
Conley,Content knowledge and basic skills are foundational to the understanding of academic
disciplines and are often specific to a given subject area, such as knowledge of different literary
techniques in the field of English. Although core academic skills and content knowledge are
commonly recognized as college readiness skills, other skills also help shape readiness to do
college-level work.
38
Chapter V
Summary of Findings, Conclusions and Recommendations
Restatement of the Problem
This study targeted to conclude the perception of senior high school students to the
effectivity of the senior high school of St. Augustine Academy academic program. Specifically,
this answered the following questions:
1. What is the respondents profile in terms of:
1.1 age
1.2 sex
2. Which among the indicators of college readiness has the most significant effect in the
Senior High School Academic Program?
2.1 Content knowledge and basic skills
2.2 Core academic skills
2.3 Non-cognitive skills
Summary of Findings
1. Respondent’s Profile
1.1 Age- The respondents from ages 19 have the lowest percentage of 5% On the other
hand, respondents from ages 17-18 have the highest percentage of 43%. Therefore,
majority of the respondent are ranging from 17-18 years old.
1.2 Gender- out of 100 respondents 44% are male and 56% are female.
2. Indicators of College Readiness

39
2.1 Content Knowledge and Basic Skills- Based on the data gathered indicator 5
(Students apply strategies for revision and preparation during written exams) got the
lowest weighted mean of 8.76 with a verbal description of Agree. Indicator 3
(Students have the ability to identify, analyse, and evaluate conflicting viewpoints)
got the highest weighted mean of 3.93 with a verbal description of Agree.
2.2 Core academic skills- Based on the data gathered indicator 5 (I can finish projects,
performance tasks, and home works on time) got the lowest weighted mean of 3.46
with a verbal description of Agree. Indicator 2 (I have my own study habits and my
own strategies in preparing for exams) got the highest weighted mean of 4.18 with a
verbal description of Agree.
2.3 Non-Cognitive skills- Based on the data gathered indicator 3 (I can still focus on my
studies even though I am being bullied) got the lowest weighted mean of 3.54 with a
verbal description of Agree. Indicator 5 (I motivate myself to continue studying even
though how hard my studies get) got the highest weighted mean of 4.16 with a verbal
description of Agree.
Conclusions
Based on the data gathered, the researchers here by conclude:
1. There are more female respondents thanmale respondents.
2. All of the respondents are under the age bracket of 16-19 years old.
3. The senior high school students of St, Augustine Academy excel in Content and Basic
Skills.According to David Conley, Content knowledge and basic skills are
foundational to the understanding of academic disciplines and are often specific to a

40
given subject area, such as knowledge of different literary techniques in the field of
English. Therefore they are greatly college ready in terms of Content and Basic
Skills.
4. The senior high school students of St, Augustine Academy lack in Core Academic
Skills. According to David Conley,Core academic skills are highly valued by colleges
and are most often cited by college professors and students as the weakest areas of
preparation in high school. Indeed, Conley argues that the largest differences in skill
demands between high school and college classes are in these core academic skills—
particularly in the amount and type of reading and writing required and the analytic
and thinking skills emphasized.Therefore the students’ Core Academic Skills are a
little lower compared to the other skills but is enough to consider the Senior High
School students to be college ready in terms of Core Academic Skills.
Recommendations
The researchers identified the factors that are affecting the college readiness of the senior
high school students in St. Augustine Academy. The following recommendations for research
are:
Students: The students should focus more on their studies and ignore the bullies. The students
should take the pressure given by the teachers positively and take it as a motivation.
The researchers also recommend this to the teachers: The teachers should be stricter especially in
terms of bullying. The teachers should be more morally supportive to the students.
41
Finally, the researchers recommend this to the School:The school should hire more teachers with
Masteral to enhance the educational value of Senior High School in Saint Augustine Academy
and deliver college ready students.

42
References
Conley, David T. (2007). College and career readiness: rethinking college readiness
Retrieved from: http://files.eric.ed.gov/fulltext/EJ794245.pdf
Conley, David T. (2007). Redefining college readiness: Current means to determine college
readiness.720 East 13th Avenue Suite 203, Eugene. Retrieved from
https://eric.ed.gov/?id=ED539251.
Conley, David T. (2007). The challenge of college readiness: the prepared graduate. 720 East
13th Avenue Suite 203, Eugene, Retrieved from:
https://www.researchgate.net/publication/292668272
Conley, David T. (2007). Toward a more comprehensive conception of college readiness:

principle 2: align the core academic program with college readiness standards.720 East 13th
Avenue Suite 203, Eugene, Retrieved From: https://eric.ed.gov/?id=ED539251.
Conley, David T. (2008). What makes a student college ready?: principle 2: align the core
academic program with college readiness standards.720 East 13th Avenue Suite 203,
Eugene, Retrived from: https://eric.ed.gov/?id=ED539251.
Crawford Academic and Research Skills Advisors (2009) academic writing: academic and
research skills handbook. Retrieved from:
https://crawford.anu.edu.au/files/uploads/crawford01_cap_anu_edu_au/2015-
08/crawford-academic-skills-handbook-aug-2015.pdf
Juvonen, Jaana (2010). The impact on students and bullies: early adolescence. Retrieved from:
https://www.publicschoolreview.com/blog/how-does-bullying-affect-a-students-
academic-performance
Reis, Rick(2015). Tomorrow's teaching and learning: learning to analyze and critically evaluate
ideas, arguments, and points of view. Retrieved
from:https://tomprof.stanford.edu/posting/1432
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do
psychosocial and study skill factors predict college outcomes? A meta-analysis.
Psychological bulletin. Retrieved from: http://dx.doi.org/10.1037/0033-2909.130.2.261
43
Roderick Melissa, Nagaoka Jenny, and Coca, Vanessa (2009). College readiness for all: The
challenge for urban high schools: The future of children. 720 East 13th Avenue Suite 203,
Eugene, Retrieved from doi:10.1353/foc.0.0024 Commented [I7]: This is not a website
Roderick, Melissa Nagaoka, Jenny Coca, Vanessa (2009). Future of children: college readiness
for all: the challenge for urban high schools. Retrieved from www.futureofchildren.org
Roderick,Melissa; Nagaoka, Jenny; and Coca, Vanessa(2009). What does it mean to be college
ready: college readiness for all: the challenge for urban high schools. University of
Chicago, Retrieved from: 105, 133-140. doi: 10.1353/foc.0.0024. Commented [I8]: This is not a website
Rolfhus, Eric; Decker, Lauren E.; Brite, Jessica L.; Gregory, Lois (2010). A systematic
comparison of the American diploma project English language arts college readiness
standards with those of the act, college board, and standards for success. Retrieved from
https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2010086.pdf
Watkins, Chris (2010). Institute of education: research matters. Retrieved from:
http://blogs.edweek.org/edweek/inside-school-
research/2010/08/studies_show_why_students_stud.html
Welch, Catherine Dunbar, Stephen (2011). K-12 assessments and college readiness: necessary
validity evidence for educators, teachers and parents. retrieved from:
https://itp.education.uiowa.edu/ia/documents/K-12
West, Martin R., Kraft, Mathhew A., Finn, Amy S., Martin, Rebecca E., Duckworth, Angel
L..,Gabrieli, Christopher F.O., Gabrieli, John D.E. (2016). Promise and paradox:
measuring students’ non-cognitive skills and the impact of schooling.Retrieved from:
10.3102/0162373715597298 Commented [I9]: This is not a website
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44
APPENDICES
Appendix A
Letter
45
St. Augustine Academy of Bayawan, Inc.

AUGUSTINIAN RECOLLECT SISTERS
National Highway, Brgy. Ubos, Bayawan City, Negros Oriental 6221
A.Y. 2017-2018
February 22, 2018

Sr. Celerina C. Hifarva, A.R.
School Principal
St. Augustine Academy of Bayawan, Inc.
Dear Sr. Celerina,
The Grade X- St. Monica are currently having theor research as a partial completion of the
requirements in English 10 and Elective 10 entitled, “The Perception of Senior High School
Students Towards College Readiness”.
We belong to the fourth group who would like to ask from your good office your valuable
permission to conduct a survey on Thursday, February 22, 2018 to the Senior High School
Students during the third period of their class for 30-40 minutes only at 10-11 a.m.
We do hope that you would grant us your kind consideration and approval to our request.
More power to you and God Bless.
Truly Yours in Christ,
CLOYD C. ABAD
Group 4 Lead Researcher
Noted by:
MRS. MONA JEAN A. QUITONG, MAEng
Academic Coordinator
Approved by:
SR. CELERINA C. HIFARVA, A.R.
School Principal
Appendix B
Survey Questionnaire
46
Perception of Senior High School Students to the Effectivity
of the Senior High School of St. Augustine Academy Academic Program
Dear Respondents,
I invite you to participate in a research study entitled Perception of Senior High School
Students to the Effectivity of the Senior High School of St. Augustine Academy Academic
Program. The purpose of the research is to determine the effectivity of the Senior High school
program of St. Augustine Academy of Bayawan Inc. towards college readiness
Your responses will remain confidential and anonymous. Data from this research will be
kept under lock and key and reported only as a collective combined total. No one other than the
researchers will know your individual answers to this questionnaire.Thank you for your
assistance in this important endeavour.
Sincerely yours,
The Researchers
I. Respondent Profile
Name: ___________________________________________________ Age: _____
Grade/Level: _____ Sex: Male Female
Strand/Track: STEM ABM
II. Perceptions:
47
Directions: Put a check (√) on the box of your preferred answer.
Strongly Agree- The students insights are at 81-100% of the time.
Moderate Agree – The students insights at 61-80% of the time.
Agree- The students’ insisghts are at 41-60% of the time.
Moderately Disagree- The students’ insights are at 21-40% of the time.
Strongly Disagree- The students’ insights are at 1-20% of the time.
III.
Strongly Moderately Moderately Strongly

Non-cognitive skills
Agree Agree Agree Disagree Disagree
1 2 3 4 5
1 My teachers show moral support towards us

the students
2 I can handle the pressure given to us by our
teachers positively
3 I can still focus on my studies even though I
am being bullied
4 I change my bad behaviors even though I
am not scolded
5 I motivate myself to continue studying even
though how hard my studies get
6 Students show great improvement in social
competence and earned higher grades.
7 Students adapt effectively to the
environment and have the ability to
understand complex ideas.
8 Students have the ability to identify,
analyse, and evaluate conflicting
viewpoints.
9 Students have a strong sense of self-
awareness and self-management.
10 Students apply strategies for revision and
preparation during written exams.
48
11 I know how to research to find high quality,

academic information to help me produce
well evidenced assignments.
12 I have my own study habits and my own
strategies in preparing for exams
13 I can solve logical and analytical questions
on my own
14 I can manage my time perfectly
15 I can finish projects, performance tasks, and

home works on time
Curriculum Vitae
49
I.
Cloyd Chan Abad
Brgy. Poblacion, Sta. Catalina, Neg. Or.
PERSONAL INFORMATION
Nickname: Cloy-Cloy
Birthday: March 30, 2001
Birthplace: Holy Child, Dumaguete City, Neg. Or.
Age: 16
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Jose Al Abad
Mother’s Name: Gemma Lyn Abad
Sibling/s: Clide C. Abad
Clint C. Abad
EDUCATIONAL BACKGROUND:
Kindergarten: Baptist Learning Center
Primary: St. Augustine Academy of Bayawan Inc.
Secondary: St. Augustine Academy of Bayawan Inc.
Motto: “ Hayaan mo sila na maghabol sayo”
II.
Kyle Quiatzon. Aliponga
50
Lopez Ville, Subdivision, Banga, Bayawan City
Nickname: Khay
Birthday: February 26, 2001
Birthplace: Bayawan City, Negros Oriental
Age: 16
Father’s Name: Dioscoro Q. Aliponga
Mother’s Name: Elizabeth Q. Aliponga
Sibling/s: Klien Q. Aliponga
Kenjie Q. Aliponga
Kindergarten: UCCP
Primary: Bayawan City East Central School
Motto: “Happy as long as I’m not hungry”
III.
Orben Villahermosa Bendijo Jr.
51
Purok 1, Poblacion Basay, Negros Oriental
Nickname: Gew-Gew
Birthday: September 24, 2001
Birthplace: Basay, Negros Oriental
Age: 16
Religion: Baptist
Father’s Name: Orben A. Bendijo Sr.
Mother’s Name: Leonora V. Bendijo
Sibling/s: Orlie John V. Bendijo
Venrol John V. Bendijo
Lore Grace V. Bendijo
Kindergarten: Basay Baptist Learning Center
Primary: Basay Central School
Motto: “Be a voice, not an echo”
IV.
Samantha Dorado Boncales
Caranoche, Sta. Catalina, Negros Oriental

52
Nickname: Sam
Birthday: April 22, 2002
Birthplace: Imus, Cavite
Age: 16
Father’s Name: Eugine C. Boncales
Mother’s Name: Charell D. Boncales
Sibling/s: Zoe Char D. Boncales
Kindergarten: UCCP Learning Center
Motto:
V.
Sarah Isabel Terania Golo
Pacifico Quindo St., Brgy. Suba, Bayawan City, Neg. Or.

53
Nickname: Sar
Birthday: March 29, 2002
Birthplace: Cebu City
Age: 15
Father’s Name: Wilfredo P. Golo
Mother’s Name: Tyne Dally T. Golo
Sibling/s: Karyle Mae T. Golo
Kindergarten: Lourdes Kindergarten School
Motto: “Time is Gold”
VI.
Auie T. Maninantan
Brgy. Suba, Bayawan City, Negros Oriental

54
Nickname: Auie
Birthday: November 13, 2001
Birthplace:
Age: 16
Father’s Name: Allan G. Maninantan
Mother’s Name: Gwendolyn T. Maninantan
Sibling/s: Gwyndell John Maninantan
Garnyth Maninantan
Kindergarten: Laguna Kindergarten
Primary: Bayawan City East Central Elementary School
Motto: “One way to forget about pain is to do something you will be in completely.”
55
VII.
Stephanie Dawn Navarro Mendez
Bliss, Sta. Catalina, Negros Oriental
Nickname: Tep-tep
Birthday: December 11, 2000
Birthplace: Dumaguete City
Age: 17
Father’s Name: Arnold M. Mendez
Mother’s Name: Cecelia N. Mendez
Sibling/s: Dhyniel Arnold N. Mendez
Kindergarten: Baptist Learning Center
Primary: Sta. Catalina Central Elem. School
Motto: “Do not give up the beginning is always the hardest”

56
VIII.
James Bryan Dumagan Valencia
Purok 4, Poblacion, Basay, Neg. Or.
Nickname: Jib-Jib
Birthday: August 18, 2001
Birthplace: Ospital ng Kabataan, Dipolog City, Zamboanga del Norte
Age: 16
Father’s Name: Bryan V. Valencia
Mother’s Name: Cristina D. Valencia
Sibling/s: Karylle Mae T. Golo
EDUCATIONAL BACKGROUND
Kindergarten: St. Vincent Kindergarten
Primary: Basay Central School
Motto: “Hayaan mo sila na maghabol sayo”

57
IX.
Missy Bucita Urciada
Martirez St. Pob. Sta. Catalina, Neg. Or.
Nickname: Issay
Birthday: January 11, 2002
Birthplace: Bayawan City
Age: 16
Father’s Name: Alberto G. Urciada
Mother’s Name: Gemma B. Urciada
Sibling/s: Maverick B. Urciada
Gleshyl Mitch B. Urciada
Al Marley B. Urciada
Mayen Fatima B. Urciada
EDUCATIONAL BACKGROUND
Kindergarten: UCCP Learning Center
Primary: Sta. Catalina Central Elem. School
Motto: “Nothing worth comes easy”

Perception of Senior High School Students Towards College Readiness

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Perception of Senior High School Students Towards College Readiness

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Running head: PERCEPTION OF COLLEGE READINESS 1

Perception of Senior High School Students Towards College Readiness

In partial fulfilment of the requirements in Elective 10

Golo, Sarah Isabel T.

Mendez, Stephanie Dawn N.

Valencia, James Bryan D.

MR. IRWIN B. INGAN, RN MS. LEE MARIE MARFIEL

MRS. MIRASOL A. MORONES MONA JEAN C. ARNAIZ, MAEd-English

Approved by the Committee on Oral Examination with a grade of ________

MR. IRWIN B. INGAN, RN MS. LEE MARIE MARFIEL

MRS. MIRASOL A. MORONES MRS. MONA JEAN C. ARNAIZ, MAEng.

Accepted and approved in partial fulfillment of the subject ELECTIVE 10.

SR. CELERINA C. HIFARVA, A.R.

skills, non-cognitive skills, core academic skills, perception, and aspect.

LIST OF TABLES /FIGURES

Table 1The Sex Profile of Respondents. ............................................................................44

Table 2. The Age Profile of Respondents ..........................................................................44

Table 3.Non-Cognitive Skills ............................................................................................44

Table 4.Content Knowledge and Basic Skills ....................................................................45

TABLE OF CONTENTS Commented [I4]: Review your paging

TITLE PAGE ..............................................................................................................................1

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND ....................................................8-16

 Background of the Study ...................................................................................................8-12

 Statement of the Problem ..................................................................................................12-13

 Significance of the Study ..................................................................................................13-14

 Scope and Limitations of the Study ...................................................................................14

 Definition of Terms ..........................................................................................................15-16

CHAPTER 2: REVIEW OF RELATED LITERATURE ..........................................................17-28

 Review of Related Literature and Studies ..........................................................................17-25

 Theoretical/Conceptual Framework ...................................................................................26

 Theoretical/Conceptual Diagram .......................................................................................27-28

CHAPTER 3: METHOD AND PROCEDURES ........................................................................29-24

 Research Design ...............................................................................................................29-30

 Statistical Treatment of the Data .......................................................................................31-34

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ...........35-40

 Results of the Study ..........................................................................................................35-40

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........................41-46

 Summary of Findings ........................................................................................................41

 Appendix A – Letter of Approval ......................................................................................50

 Appendix B – Research Instrument/Questionnaire .............................................................51-53

 Curriculum Vitae ..............................................................................................................54-62

THE PROBLEM AND ITS SETTING

Background of the Study

Educational Statistics, 2007). (Suzzy Green, 2007)

college readiness by establishing College Readiness Benchmarks representing the minimum

for college success. (David Conley, 2007)

indicator to assess college readiness. If GPA is a non-cognitive measure of a student’s ability to

Jenny Nagaoka, amd Vanessa Coca, 2009)

(David Conley, 2008)

academic areas. (David Conley, 2007)

2010). (Catherine Welch and Stephen Dunbar, 2011)

and succeed—without remediation—in a credit bearing general education course at a post

secondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.

“Succeed” is defined as completing entry-level courses at a level of understanding and

academic and social environment. (David Conley, 2007)

Statement of the Problem

College Readiness. Specifically this is answered by the following questions:

1. What is the profile of the respondents in terms of:

1.1 age; and

2.1 Content knowledge and basic skills;

2.2 Core academic skills; and

2.3 Non-cognitive skills?

Significance of the Study

senior high school.