Chapter 1 2
Chapter 1 2
Chapter 1 2
STUDENTS
In Partial Fulfillment of
by
ANDALES, NEHEMIAH
BATION, ARBIE
DIGNOS, BEA S.
LOSORATA, ARNEL LEE B.
YMAS, LIZA JEAN B.
JANUARY 2023
CHAPTER I
INTRODUCTION
“Ready for work, ready for entrepreneurship, ready for college,” this is the
battle cry of the Philippine Education for the K–12 Curriculum's implementation. For
the purpose of college preparation, an additional two years of basic education are
provided (Lumboy, 2019). K-12 tracks and strands help students develop their skills
and knowledge in preparation for college. Senior high school students can choose
from four academic strands: Science, Technology, Engineering, and Mathematics
(STEM); Humanities and Social Sciences (HUMSS); Accountancy, Business, and
Management (ABM); and Arts and Design (TVL). Each strand focuses on a different
subject area that is important for college readiness and college itself (Balestreri et al.
2014).
One key feature of the Senior High School curriculum is that it prepares
students for their future careers and helps them meet the challenges they will face.
The success of this endeavor is thought to be judged by the graduates' alignment of
the high school strand and the route they must take in college, as well as their
readiness to engage in higher education (Quintos and Caballes, 2022).
College readiness is the ability of high school graduates to be accepted into
college and succeed in introductory courses without needing remediation. It focuses
on the information and abilities required for college success (Baber et al. 2019).
According to Conley (2007), college readiness encompasses content knowledge,
application of knowledge, and cognitive skills. These intellectual qualities can better
equip students than their peers to navigate the challenges of college life.
There have been various researches in determining college readiness.
Nagaoka et al. (2013), argued that college success depends not only on academic
knowledge, but also on a range of non-cognitive factors, such as behaviors, skills,
attitudes, and strategies. College readiness is essential for degree completion.
Students who are well prepared academically for college are more likely to finish
their degrees, and this can help to reduce gaps in persistence and degree
completion among students from different racial and socioeconomic backgrounds.
The transition from high school to college is a challenging adjustment for all
students. Despite significant increases in college enrollment over the past fifteen
years, completion rates remain low. Many students who are not well-prepared for
college-level coursework struggle academically and personally, and eventually drop
out. Some of these students lack the attitudes or skills necessary to succeed and
navigate college. Therefore, college readiness requires students to have the mindset
and disposition essential for success in college.
According to Conley, 2007, the K to 12 Program stakeholders must consider
how to best prepare students for the transition from high school to higher education
so that they can succeed in their chosen careers. Research on college readiness
from around the world reveal the necessity for the students to be prepared for
college.
Finally, college readiness is a complex phenomenon that is influenced by
many factors, including academic background, non-cognitive skills, and family and
community support. Academic Strand is just one factor that can influence college
readiness, and the research on this relationship is mixed. Some studies have found
that students who choose STEM strand are more likely to be college-ready and
succeed in college, while other studies have not found a significant relationship.
More research is needed to better understand the nature of this relationship.
This research aims to determine the relationship between academic strand
and students’ readiness in college at Isabel National Comprehensive School by
comprehensively assessing the level of college readiness of the students and their
academic strand.
Conceptual Framework
Level of College
Academic Strand
Readiness
This research study aims to determine the relation on academic strand and level
of college readiness of the students.
Specifically, it seeks to answer the following questions:
The researchers believe that the following will benefit from this research study:
Senior High school Students. This study can help all senior high school students in
each academic strand by providing them with knowledge about how their selected
academic strand may affect how prepared they are for college.
Parents or Guardians This study can help the parents or Guardian to understand the
strengths and weaknesses associated with different academic strands of their children,
allowing them to provide more effective support and guidance to their children in their
academic and career choices
Future Researchers. The results of this study can be expanded upon by future
researchers to dive deeper into particular aspects of readiness, such as teaching
methods, career counselling, or the long-term academic and career outcomes of
students based on their selected strands.
Definition of Terms
Conceptual Definition:
Academic Strand Refers to a specialized track or program of study within a high school
or secondary education curriculum. It is designed to provide students with a focused
and in- depth education in specific subject areas or fields of study.
College Readiness This readiness includes their understanding, abilities, mindset and
suitability related to the field they have chosen and the academic requirements, at their
educational stage. It showcases their capacity to successfully navigate through and
succeed in their path.
Operational Definition:
Academic Strand The academic program that a student has chosen to enroll in, such
as Science, Technology, Engineering, and Mathematics (STEM), Humanities and Social
Sciences (HUMSS), Accountancy, Business, and Management (ABM), or Technical-
Vocational-livelihood (TVL).
College Readiness The level of a student's readiness for college after accounting for
their academic skills, extracurricular abilities, and character traits.
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Context
Theoretical Framework
Conceptual Framework
References
Baber, L. D., Zamani-Gallaher, E. M., Stevenson, T. N., & Porter, J. (2019). From
access to equity: community colleges and the social justice imperative. In Higher
education (Pp. 203-240). https://doi.org/10.1007/978-3-030-03457-3_5
Balestreri, K. (n.d.). The College and Carper Readiness and Success Organizer.
https://eric.ed.gov/?id=ED555672
College knowledge. (n.d.-b). Google Books. https://books.google.com.ph/books?hl-en&|
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Conley, D. T. (n.d.). Redefining college readiness. https://eric.ed. gov/?id=ED539251
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Readiness
Rumboy, M. (2019, December 18). Senior High School Strand Choice: Its implication to
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Nagaoka, J. (n.d.). Readiness for College: The role of Noncognitive factors and Context.
https://eric.ed.gov/?id=EJ1046369
Quintos, C., & Caballes, D. G. (2022). Exploring Between SHS Strand and College
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Strand_and_College_Course_Mismatch_Bridging_the_Gap_Through_School_P
olicy_on_Intensified_Career_Guidance_Program