ACADEMIC STRAND AND LEVEL OF COLLEGE READINESS OF THE

STUDENTS

A Research Study Presented to

The Senior High School Department Isabel National Comprehensive School Marvel,
Isabel, Leyte

In Partial Fulfillment of

The Requirements for Practical Research 2 (Quantitative Research)

by
ANDALES, NEHEMIAH
BATION, ARBIE
DIGNOS, BEA S.
LOSORATA, ARNEL LEE B.
YMAS, LIZA JEAN B.
JANUARY 2023
 CHAPTER I

INTRODUCTION

Context and Rationale

“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

Figure 1. Conceptual Framework

Figure 1 presents the framework wherein it consists of variables, academic

strand as an independent variable, level of college readiness as a dependent
variable, and four key components of College Readiness Theory namely, academic
skills, critical thinking and problem-solving skills, self-management abilities, and
understanding of college culture that is considered as mediating variables.
In figure 1, academic strands and college readiness are interconnected, as
students who develop the cognitive skills, non-cognitive skills, college knowledge,
and college navigation skills associated with the CRT are more likely to be college-
ready and to succeed in college.
Finally, academic strands can help students develop college navigation skills,
such as the ability to interact with college faculty and staff. The conceptual
framework suggests that students in certain academic strands may have an impact
on how readyu they are in college given with their strong foundations of the
mediating variables.
Theoretical Framework

The theory of college readiness was developed by David Conley. He teaches

educational policy and practice at the University of Oregon and is regarded as a leading
authority on college readiness.
Toward a More Comprehensive Conception of College Readiness, written by
David Conley in 2007, was the book that first presented his notion of college readiness.
But for many years before then, he had been building his thoughts about college
readiness (Conley, 2007).
This theory is a comprehensive and holistic approach to preparing students for
success in college. It is founded on the idea that achieving academic success in college
also calls for students to possess strong critical thinking and problem-solving abilities,
self-management abilities, and an understanding of the collegiate environment
(Pascarella et al. 2005).
According to Conley, 2007, there are four key components: Academic skills:
students must possess a solid grounding in the fundamental academic areas including
English, mathematics, science, and social studies. Critical thinking and problem-solving
abilities: Students must be able to analyze information critically, come up with effective
solutions to issues, and clearly express their thoughts. Self-management abilities:
students must be able to work independently, manage their time wisely, and be
accountable for their own education. In college, where students have more responsibility
for their own studies than in high school, these abilities are crucial for success.
Understanding of college culture: Students must be aware of the standards and customs
of campus life as well as how to maneuver through the system. Students who have this
knowledge may be better able to succeed academically in college and make a smooth
transition to college.
Conley's idea of college readiness focuses also on the significance of student
motivation and engagement in addition to the four essential elements (Adelman, 2006).
Finally, this theory relates to the study because the theory emphasizes the
importance of students having a strong foundation in core academic subjects, critical
thinking and problem-solving skills, self-management skills, and knowledge of the
college culture. Students in certain academic strand with their specific field may be
better prepared for college-level coursework because of the focus and stronger
foundation around major subjects.
 THE PROBLEM

Statement of the Problem

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:

1. What is the demographic profile of the students in terms of;

1.1 age;
1.2 gender; and
1.3 strand?
2. What is the level of college readiness of the students?
3. Is there any significant relationship between the choice of academic strand and
college readiness among Grade 12 students?
Scope and Limitations

This quantitative research investigates the relationship between the academic

strand chosen by Grade 12 students of Isabel National Comprehensive School and their
college readiness. Data will be collected from Grade 12 students during the 2023-2024
school year through surveys.
This study is only limited to Grade 12 students with a specific sample size. It
involves assessing their demographic profiles, evaluating their level of readiness to
higher education through a standardized questionnaire, and performing statistical
analysis to identify any significant correlations.
Significance of the Study

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

School Administration. This study's findings can help administrators better

communicate with students and parents about the standards and potential difficulties
related to different strands.

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.
Plagiarism Checker and Ai Checker

Context

Theoretical Framework

Conceptual Framework

References
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