FOREFRONT OF COLLEGIATE TRANSITION

IN THE GRADE 11 STUDENTS

In partial fulfillment of the requirements

for the subject Practical Research 1

Submitted by:

Hairia Rahim A. Cadatu

Ginnie Lou C. Paylado
Elengene S. Abuloc
Michelle Waten
Analou Tandog
Loida Torres
Kylla Lan

December 2019
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God almighty who guide us to

complete our study.

We would like to express our deep and sincere gratitude to Ma’am Marry

Whil Montederamos for providing invaluable guidance throughout this research.

Her sincerity and motivation have deeply inspired us. It was a great privilege and

honor to work and study under her guidance. We are extremely grateful for what

she offered us. We would like to thank her for the great patient and effort. And

also to give thanks to our adviser Ma’am Marian Gealon who help and supported

us all throughout this study.

We are extremely grateful to our parents for their love, care, sacrifices and

support for educating us and preparing us to our future. Special thanks to those

people who agreed to take part in this study, we can’t make it without your help.
 DEDICATION

We dedicate this project to our parents and to all of our teachers who educated

us in whole age of education .

 TABLE OF CONTENTS

Tittle Page
Acknowledgement
Dedication
Table of Contents
CHAPTER 1
Introduction
Purpose of the Study
Research Questions
Theoretical Lens
Significance of the Study
Delimitation and Limitation of the Study
Definition of Terms
Organization of the Study
CHAPTER 2
Review Related Literature
CHAPTER 3
Methodology
Research Design
Role of the Researchers
Research Participant
Data Sources
Data Collection Procedure
Data Analysis
 Trustworthiness of the study
Ethical Consideration
CHAPTER 4
Results
Categorization of the data
Research Question No.1: What are the experiences by
Grade 11 students in their academic preparation for college?
TABLE 1: Summary of the experiences by
Grade 11 students in their academic preparation for
college
Research Question No.2: What are the implications of
these experiences to student learning?
TABLE 2. Summary of the implications of these
experiences to student learning?
Research Question No.3.)How these experiences make
learning process effective?
TABLE 3. Summary of how these experiences
make learning process effective?
CHAPTER 5
Discussion and Conclusion
Implication for Further Research
Concluding Remarks
REFERENCES
APPENDICES
CURRICULUM VITAE
 CHAPTER 1

Introduction

College readiness is commonly understood as the level of preparation a

student needs to enroll and succeed in a college program without requiring

remediation. The transition from high school to college marks a distinct steps in

a student’s academic career. The vast majority of high school students aspire to

some kind of postsecondary education, yet far too many enter college without

the basic content of knowledge they need to succeed. Students’ expectations of

teaching and learning are partly influence by their previous education and life

experiences (Ozga & Sukhnandan , 1998). Many high school graduates fall short

of being prepared to be successful in postsecondary education. Green and

Forester (2003) stated: “More than half of the students who do graduate from

high school, and more than two-thirds of all the students who start high school,

do not graduate with the minimal requirements needed to apply to a four-year

college or university.” (p. 1)

The literature confirms the importance of student adjustment, especially

during the first year but also signals that students need to be supported by the

faculty and university systems. Faculty needs to understand students prior

learning experiences, prepare them for university style learning and teaching and

helps students become part of their subject or discipline’s “community of

learners”. Student’s level of pre-university preparation is crucial in affecting their

adaption to university-learning (Lowe & Cook, 2003). Smooth transition to

university will avoid student dissatisfaction with their academic experience and

thereby reduce poor performance and ultimately withdrawals from the university.

Recently, the first batch of K-12 graduates, have already entered into

collegiate platform. But, there is an inevitable doubt in their suitability for

college. Given that learners build new knowledge upon the foundation of the

previous learning experience (Phillips, 1995). This study centers around probing

on the experiences of grade twelve students in terms of academics, the

implications of this experiences to teaching practices and student learning, and

the role that it plays to the collegiate transition.

Purpose of the Study

This study aims to probe on the experiences of the grade 11 students in

terms of academics, as they prepare and transcend to college.

Research Questions

1. What are the experience by Grade 11 students in their academic

preparation for college?

2. What are the implications of these experiences to student learning?

3. How are these experiences make learning process effective?

Theoretical Lens

Piaget’s Theory of Constructivism. In Piaget’s (1972) constructivism theory

explains how people acquire knowledge and learn, which has direct application to

education .The theory suggest that humans construct knowledge and meaning

from their experiences. In relation to our study, it suggest that students gained

knowledge from their past experiences.

Bandura’s Social Learning Theory. Albert Bandura’s (1977) theory of social

learning views that people learn by observing others. Bandura assumes that

learning is based on responses to environmental stimuli and identified four

requirements for learning: a) observation, b) retention, c) reproduction, and d)

motivation. In relation to our study, students learn not just in observing others

but, individually they apply it to their selves.

Bandura’s Theory of Self-efficacy. Bandura’s (1986) theory believes that self-

efficacy is affected by both feeling, thinking and behavior. The individual’s belief

in his or her capacity to execute behaviors necessary to produce specific

performance attainment. In relation to our study the students experience would

be affected by the feeling, thinking and the student behavior in academics.

Significance of the Study

The study will benefit the students, especially those in grade 11 to be

knowledgeable in using their experiences in terms of academics as they prepare

for college. This study is very important for it will help students use their

experiences in overcoming the challenges in collegiate transition and it would

make learning process effective. It will also aid teachers to promote quality

teaching among the students for them to be equipped with vital knowledge and

necessary skills for collegiate level.

Delimitation and Limitation of the Study

The study is focus on the Morning Session Grade 11 Students of

TCCSTFI, Gazmen Compound , Gazmen Road , Magugpo West, Tagum City. This

research only focused on the experiences by the grade 11 students in terms of

Academics in preparation to collegiate transition.

Definition of Terms

Collegiate Transition- A period or process in which Grade 11 students move

from high school level of education, to a collegiate level.

College Readiness- A state of being adequate or prepared for collegiate level.

Forefront- The leading or most important position or place (Meriam Webster)

Postsecondary Education- Pertains to education or educational institutions

subsequent to secondary education or high school.

Organization of the Study

In Chapter 1, we gave emphasis to college readiness and the transition

from high school to college. The literature confirms the importance of student

adjustment, especially during the first year but also signals that students need to

be supported by the faculty and university system and the experience of grade

11 students in terms of Academics. Also we prepared some questions that will

answer the research study. Followed by our Theoretical lens which addresses

Piaget’s Theory of Constructivism , which explains how people acquire knowledge

and learn. The theory suggest that humans construct knowledge and meaning

from their experiences. Bandura’s Social Learning Theory, his theory of social

learning views that people learn by observing others that learning is based on

responses to environmental stimuli and identified four requirements for learning:

a) observation, b) retention, c) reproduction, and d) motivation. Bandura’s

Theory of Self-efficacy ,this theory of his believes that self-efficacy is affected by

both feeling, thinking and behavior. The individual’s belief in his or her capacity

to execute behaviors necessary to produce specific performance attainment. The

study is focus on the Morning Session Grade 11 Students of TCCSTFI , Gazmen

Compound , Gazmen Road , Magugpo West, Tagum City. The definition of terms

will help you to know the meaning of the unfamiliar and difficult words.
 Chapter 2
Review Related Literature

A qualitative research that delves on the academic experiences of Grade 11

Students as they prepare to transcend to college. The transition from

postsecondary education to collegiate level. In further search we found authors,

theories and articles that are related to our study. Such as Act & Conley(2007),

Education Trust(2001), Achieve, Inc.(2007), Grace Chen (2011), Emmanuel

Felton (2016) and Green & Foster (2003).

College readiness is defined by the ACT (2007a) as “the level of

preparation a student needs to enroll and succeed—without remediation—in a

credit-bearing general education course at 2-year or 4-year institution, trade

school, or technical school”.

Conley (2007) defined college readiness much the same way but limited

his definition to a “postsecondary institution that offers a baccalaureate degree

or transfer to a baccalaureate program”. Conley suggested that a successful

student under this definition is ready—with requisite skill, knowledge, and

understanding— to be successful in additional courses.

 However, even though college preparation is a part of most high school

curricula in the United States today, many students who apply for college

admission must take remedial courses because they are not adequately prepared

for the rigors of college (Education Trust, 2001). In other words, they are not

college-ready.

The ACT (2007) suggested that local standards should align with state

standards, and these standards should be aligned with the postsecondary

expectations (Conley, 2003).

However, Achieve, Inc. (2007) claimed that most states have academic

standards, but many students do not get the academic rigor necessary to be

successful after graduation. Therefore, Achieve, Inc. has a goal to “help every

state close the expectations gap so that all students graduate ready for

success” . Part of this work is being completed through the ADPN as Achieve,

Inc. works with groups in 33 states “to significantly raise the rigor of the high

school standards, assessments and curriculum and to better align these

expectations with the demands of postsecondary education and work” (Achieve,

Inc., 2007b).

An article by Grace Chen (2011) that delve into a number of recent reports

and studies that shows high school graduates may be ill-prepared for the

academic rigors of college . In her study , she states that: “College is a rigorous
academic process, and proper preparation , makes all the difference between

success and an uncompleted degree . The problem is being address at the

college level , but in fact dealing with the issue at the high school level is

essential to the success of students across the country.

In Emmanuel Felton (2016) Hechinger Report about the Difference

between being Eligible for College and Ready for College . In his report it states

that: “Other educators and academics across the country have agree that

content knowledge isn’t enough to prepare students for life after school.” This

statement came to conclusion after taking a hard look at several data’s of

Chicago’s most highly regarded charter school networks , like KIPP and YES

Prep.

Green and Forester (2003) stated: “More than half of the students who do

graduate from high school, and more than two-thirds of all the students who

start high school, do not graduate with the minimal requirements needed to

apply to a four-year college or university.”

 Chapter 3

Methodology

This chapter discuss the process of qualitative research. This research

include Research Design, Role of the Researchers, Research Participants, Data

Sources, Data Collection Procedure, Data Analysis, Trust worthiness of the study

and Ethical Consideration.

Research Design

The study on the “Forefront of Collegiate Transition in the Grade 11

Students” calls for a phenomenological approach, since the study delves on the

academic experiences of the Grade 11 students as they prepare to transcend to

college.

Role of the Researchers

As a researcher we are responsible in elaborating the purpose and the

nature of our study. To gather data with confidentiality and bring comfort to our

participants as we gather the said data. The responsibility to orient and explain
each question and to understand the various opinion of the participants in

accordance to the research. And the ability to be prepared for that happens

during the conduction.

Research Participant

The participants of this study are the Senior High School students of

Tagum City College of Science and Technology Foundation Inc. as sample

population from Grade 11 students serve as a participants of this study the

“Forefront of Collegiate Transition in the Grade 11 students” if they are ready to

proceed to the highest level of their education which is college. In this study we

choose 7 participants for individual questioning and 14 for the small group

discussion.

Data Sources

We gathered data from the internet, articles, books, brochures that can

support our study. Also the data that we will gather from our participants will

play a huge role in our study.

Data Collection Procedure

 The researchers will made use of the snowball sampling in which we

randomly choose our participants. Snowball sampling is a type of non-probability

sampling, since the study was focused on a particular group of people, the Grade

11 students of TCCSTFI became the participants of this study. The sampling

technique is suited to our study, since existing study subjects recruit future from

among their acquaintances.

Data Analysis

We will gather all the data that we collected from the participant. We will

analyze the answers from the participant to ensure the credibility of our

information.

Trustworthiness of the study

The results on our study of the Forefront of Collegiate Transition in Grade

11 students will be based on the participant responses and not in any potential

bias of personal motivations of the researcher. Each researcher brings a unique

perspective to the study.

Ethical Consideration

Protecting rather than taking advantage of the participants who will help

us with this study was of the outmost importance. We will take a number of

steps to ensure the participants will not be harmed through their participation.

Each participant will signed an informed consent document, having the

opportunity to go over the information previously, and will have the opportunity

to ask any question or express any concerns before signing. The consent from

went over the nature, purpose and requirements of the study while also making

it clear that participation was voluntary and that the participants could back out

to the study at any time, steps will be taken to maintain confidentiality and

protect the identity of the participants. Lastly, will make sure to treat the

participants as fellow researchers, allowing them to have some control over the

direction of interview, not pushing them to share more than they were

comfortable, and asking for their feedback on our understanding of their

experiences.
 FOREFRONT OF COLLEGIATE TRANSITION
IN THE GRADE 11 STUDENTS

1. What are the experience by Grade 11 students in their academic

preparation for college?
a. What can you say about those academic experiences that you have
encountered in high school?

b. How will you apply the learnings that you have experienced?
c. Why is it important to be an experienced person before we proceed to
college?
2. What are the implications of these experiences to student learning?
a. If the student is already experienced, what are its implications to
teaching practices?
b. What are the results of these academic experiences to student
learning?
c. Why are those experiences important to the student learning and
teaching practices?
3. How these experiences make learning process effective?
a. What are the uses of these learning experiences?
b. What are the effects of these experiences to your, learning process?
 c. Why do we need to relay on those experiences to make our learning
process effective?

Chapter 4

Results

This chapter contain the overall presentation of the analytical data from in-

dept interview to focus group discussion with the participants.

The purpose of this study is to probe on the experiences of the Grade 11

students of Tagum City College Science Technology Foundation Inc. as they

prepare to transcend to Collegiate Level.

The research questions which guided this study are the following:

1. What are the experiences by Grade 11 student in their academic

preparation for college?

2. What are the implications of these experiences to student learning?

3. How are these experiences make learning process effective?

 This chapter segregated into four pats. The first part we explained the

things that we did during the collection of the data. The second part was all

about the data of the participants that we’ve collected. Third part is about the

data of the participant from which the qualitative werw assembled. The fourth

part was the analysis of the data in which we created their own major themes

for separation of the answers.

Categorization of the data

In collecting our data we approach the participants in appropriate way

using the snowball sampling for participants with the same experiences. While

conducting our interview by using in-depth interview and focus group discussion

we highly consider their privacy and identity and ask permission regarding our

topic. We then used audio recording as well as taking picture for evidence

purposes. Lastly we directly transcribe and for answers in vernacular were

carefully translated into English. Following the step suggested by Boyatzis

(1998), I first watched the video and listened cautiously to the sound recording.

This was to transform the data into text and so that it would be easier for us to

encode my data later. These steps were being taken during the data analysis

that consist of data reduction, data display, drawing conclusion ad verification.

This were done in order to identify core and essential themes about the

phenomenon under investigation (Burns and Grove, 2007).

Research Question No.1: What are the experiences by Grade 11

students in their academic preparation for college?

During the in-dept interviews and focus group discussion, the following questions

were asked in order to generate a wide-ranging discussion for the above

research problem. What can you say about those academic experiences that you

have encountered in high school? How will you apply the learnings that you have

experienced? Why is it important to be an experienced person before we proceed

to college?

EXPERIENCE

The academic experiences of the students enhances their skills, learnings,

boost their self-confidence . verbatim

The informant of In-depth interview:

“I’ve experience now is PR, a lot of projects, assignments, orientations.”(IDI,

Ms. Cute)

“Based on my experience right now, I can say it is so hard and maybe even

harder when I going to college. If we just read the hardship now that we are still

in grade 11 how much more to college.”(IDI, Arx)

“K-12 activities are really intense for students just to enhance who they really

are, academically, we have paper work and it is PR it just doing it for us to be

trained.”(IDI, Aja ka ghorl)

“ Enhances my reading skills, and writing skills.”(IDI, Ms. Cute)

Participant of the Focus Group Discussion Stated that:

“All those skills enhancing activities” – (FGD, Ethan)

“Orientation Programs that gave us knowledge on what to expect in college” –

(FGD, Daneca)

“More on critical thinking and applications .”-(FGD, Mitoy)

“Reportings , Projects , Performances are the things that I have experience

aside from the daily lessons from each subject.” – (FGD , Cherry)

“I have lots of experiences here in high school especially in Math and English ,

because before , I’m having second thoughts on proceeding to college since I

don’t know English but now Im pretty confident .”- (FGD , Dodong)

“Agree” (FGD, Mayeng)

“Same Thought”-(FGD, Wilson)

“Confidense in speaking.”-(FGD , Kulot )

“The experiences that I have acquire in the strand that I choose , which is in

accordance to the course that I will picked in college.”-(FGD, Mitoy)

“Orientations , immersions, and the lessons that was taught to us as preparation

for collegiate level” – (FGD, Vin)

“It builds up my self-confidence and decision making , it also made me excited

for college” –(FGD, Daneca)

“The teachers find ways to elaborate or help us understand the lessons, such as

reporting , performances, projects and assignments. ” – (FGD, Vin)

PREPARATION

High school academic experiences prepare us for collegiate level

learning.

The informant of In-depth interview:

“What I’m experiencing now are just mere preparation for college and my

future.”(IDI, Black Mamba)

“What I’m experiencing now are just mere preparation for college and my

future.”(IDI, Black Mamba)

 “Our experiences in high school will help us to be prepared and

knowledgeable, it will strengthen us to overcome the challenges during the

transition .”(IDI, Ms. Cute)

“Yeah , I agree”-(FGD, Random)

“agree.” – (FGD , Cherry)

Participant of the Focus Group Discussion Stated that:

“High school gives us enough knowledge and experience for us to be ready for

college”-(FGD, Artx)

“I will use it as my advantage, because high school gives me awareness on the

probabilities in college.” (FGD , Maliya)

“I will use it to make right choices in which course to choose that is in track with

the strand that I picked. ”- (FGD, Rona)

“agree”-(FGD, Wilson)

“Agree”- (FGD, Random)

“Your experiences in high school ready you for college.”- (FGD , Dodong)

“My experiences can be use to help me be ready in crossing the gap between

college and high school.”-(FGD, Vin)

TABLE 1: Summary of the experiences by Grade 11 students in their

academic preparation for college

MAJOR THEMES CORE IDEAS

“Based on my experience right now, I can say it is

so hard and maybe even harder when I going to

college. If we just read the hardship now that we

are still in grade 11 how much more to

college.”(IDI, Arx)

“K-12 activities are really intense for students just

to enhance who they really are, academically, we

EXPERIENCES
have

“Orientations , immersions, and the lessons that

was taught to us as preparation for collegiate

level” – (FGD, Vin)

“Confidense in speaking.”-(FGD , Kulot )

“I will use it as my advantage, because high school

 gives me awareness on the probabilities in college.”

(FGD , Maliya)

“What I’m experiencing now are just mere

preparation for college and my future.”(IDI, Black

Mamba)

“Our experiences in high school will help us to be

prepared and knowledgeable, it will strengthen us

to overcome the challenges during the

transition .”(IDI, Ms. Cute)

paper work and it is PR it just doing it for us to be

trained.”(IDI, Aja ka ghorl )

PREPARATION
“I will use it to make right choices in which course

to choose that is in track with the strand that I

picked. ”- (FGD, Rona)

“Your experiences in high school ready you for

college.”- (FGD , Dodong)

 “My past experiences will help me understand the

lessons and new things in college .”-(FGD, Mitoy)

“My experiences can be use to help me be ready in

crossing the gap between college and high school.”-

(FGD , Vin )

Research Question No.2: What are the implications of these

experiences to student learning?

During the in-dept interviews and focus group discussion, the following

questions were asked in order to generate a wide-ranging discussion for the

above research problem. If the student is already experienced, what are its

implications to teaching practices? What are the results of these academic

experiences to student learning? Why are those experiences important to the

student learning and teaching practices?

STUDENT LEARNING

Experiences is the key component of student learning.

The informant of In-depth interview:

“I can apply myself of being a positive student and also the time how can i

manage it to do the thing that is important.”(IDI, Madam Awring)

“To improve knowledge, skills and to broaden understanding.”(IDI, Boy)

“Challenging .”(IDI, Ms. Cute)

“Student are more advanced, as I said before, college is difficult, so the

experiences we have today in high school are just as important for us as we are

to prepare ourselves when the time comes.”(IDI, CJ’s)

“Now that I still do not expect, even harder in the future, they say that college is

a hard and difficult level education.”(IDI, Arx)

“Student have better knowledge of the time.”(IDI, Black Mamba)

“What happens is what students gain more knowledge and it becomes to easier

for them.”(IDI, Aja ka ghorl)

“The result of it is positive, because he/she apply it he/she didn’t ignore that

experience as a student much more this time.” (IDI, Madam Awring)

“Its result a huge impact, if you’ve experience already and you use it there’s a

possibility that it give you also a good grades.” (IDI, Boy)

“Wherever you are you can able to use it.” (IDI, Ms. Cute)
“Just the same more students can improve their knowledge and learning.” (IDI,

Cj’s)

“So you know how to explain to other people, because you understand yourself

because you have experienced.” (IDI, Arx)

“The result is that it enhances the student’s knowledge and enhances his

knowledge of the subject matter and especially his academic performances.”

(IDI, Black Mamba)

“It can add more learnings to me and especially it make me more

knowledgeable.” (IDI, Aja ka ghorl)

“It can be easier because you have an experience that kind of thing.”(IDI, Boy)

Participant of the Focus Group Discussion Stated that:

“It can enhance our self-confidence , in a way such as reporting.” (FGD , Maliya)

“A students academic experiences are the key components of student learning ”

– (FGD, Ethan)

“Experienced is the best teacher , we need to experience things in order for us

to comprehend .” – (FGD , Cherry)

“You can learn many things when you’re experienced .”- (FGD, Rona)
“Academic experiences is the foundation of student learning .”- (FGD , Dodong)

“The connection of experiences and student learning is that it would be easier for

you to understand things.”-(FGD, Artx)

“The experiences that you have encounter will serve as a reminder and will help

you to avoid failure ”-(FGD , Kulot )

“It would make things easier .”-(FGD, Mitoy)

“The more experienced you are the more you learn . ” – (FGD, Vin)

“Because you are already experienced .” (FGD , Maliya)

“You can handle things easily, since you have already have academic

experience” (FGD, Mayeng)

“The student can learn more from his academic experience and he can apply it

in college if ever .”- (FGD , Dodong)

“It will boost my self-confidence. ” – (FGD, Vin)

TEACHING PRACTICES

Teachers teaching practices , had a huge impact to student learning.

The informant of In-depth interview:

“For instance the teacher teach us something and then I’ve know it already, I

wouldn’t say “Ma’am stop now because I know that I wouldn’t say that kind of

thing in the other hand they can add on learnings that can also add in my

knowledge.”(IDI, Madam Awring)

“The teacher more likely to teach because students have more knowledge about

his or her subjects.”(IDI, Ms. Cute)

“As I said earlier their minds will be more advanced and they will have more

people to help not only for themselves with the knowledge they have a acquired

but also to share with others that they have learned.”(IDI, CJ’s)

“So he already knows how to tell to other students because he have already

experienced those things.”(IDI, Arx)

“If I really had any knowledge of that it would have been easier that couldn’t

really avoid any difficult points but it was easy because you have experienced it

before.” (IDI, Black Mamba)

“Just what I’ve said it would be easier for them.” (IDI, Aja ka ghorl)

“It is important for us to be not ignorant of something, just like in PR or practical

research, we’ve practice that thing if you encounter that again in college we will

not be ignorant and it’s not difficult for us.” (IDI, Madam Awring)
“It is important at the same time it is effective.”(IDI,Boy)

“Also it is important to me , as a student I have a lot of learnings that comes up

in my mind.”(IDI, Ms. Cute)

“Just the same the student will be more prepared and well experienced they will

not be ignorant of what they are doing.”(IDI,Cj’s)

“It just it the same.” (IDI,Arx)

“As I said before if we are well educated we will be very knowledgeable and

read.”(IDI,Black Mamba)

“it is important because as a student our learnings relay on how the teacher

imparts knowledge and knowledge relay on the academic experiences .”(IDI,Aja

ka ghorl)

Participant of the Focus Group Discussion Stated that:

“They can easily teach the student. ”- (FGD, Rona)

“If the student is already experienced, the teacher can level up her teaching

practices in imparting knowledge .”- (FGD , Dodong)

“As a student it is important for we can use it in the future.” (FGD , Maliya)
“The teachers teaching practices will highly affect the academic learnings of the

students .”- (FGD , Dodong)

“I agree , because teaching practices provides the academic experiences of the

students that will result to their learning”-(FGD, Artx)

“Because student learning is connected to the teaching practices of the

teachers”-(FGD , Kulot )

“It will be the basis of the students learning experience .”-(FGD, Mitoy)

TABLE 2. Summary of the implications of these experiences to student

learning?

MAJOR THEMES CORE IDEAS

“To improve knowledge, skills and to broaden

understanding.”(IDI, Boy)

“What happens is what students gain more knowledge

and it becomes to easier for them.”(IDI, Aja ka ghorl

“You can handle things easily, since you have already

STUDENT
have academic experience” (FGD, Mayeng)
LEARNING
 “The student can learn more from his academic

experience and he can apply it in college if ever .”- (FGD

“The result is that it enhances the student’s knowledge

and enhances his knowledge of the subject matter and

especially his academic performances.” (IDI, Black

Mamba)

“It can add more learnings to me and especially it make

me more knowledgeable.” (IDI, Aja ka ghorl

“it is important because as a student our learnings relay

on how the teacher imparts knowledge and knowledge

relay on the academic experiences .”(IDI,Aja ka ghorl)

“They can easily teach the student. ”- (FGD, Rona)

“The teacher more likely to teach because students have

more knowledge about his or her subjects.”(IDI, Ms.

Cute)
 “As I said earlier their minds will be more advanced and

they will have more people to help not only for

TEACHING
themselves with the knowledge they have a acquired but
PRACTICES
also to share with others that they have learned.”(IDI,

CJ’s)

“If the student is already experienced, the teacher can

level up her teaching practices in imparting

knowledge .”- (FGD , Dodong)

“The teachers teaching practices will highly affect the

academic learnings of the students .”- (FGD , Dodong)

“I agree , because teaching practices provides the

academic experiences of the students that will result to

their learning”-(FGD, Artx)

Research Question No.3.)How these experiences make learning process

effective?
 During the in-dept interviews and focus group discussion, the following

questions were asked in order to generate a wide-ranging discussion for the

above research problem. What are the uses of these learning experiences? What

are the effects of these experiences to your, learning process? Why do we need

to relay on those experiences to make our learning process effective?

APPLICATIONS

Students experiences are applied in many different ways.

The in format of the In-depth interview:

“If we put in reality, we can apply the time management just what I’ve said if

the teacher gives us home+works we can apply or I can apply the time

manage to compile all the homeworks on time.”(IDI, Madam Awring)

“To enhance skills.”(IDI, Boy)

“Also you can apply it in your home.”(IDI, Ms.Cute)

“The process is no matter how difficult is, especially to student that they can

further their knowledge of that matter.”(IDI, Cj’s)

“So this is a very big question, these practices are really useful because here

we learn in school, we are taught to learn , to understand things . It is

important that we use it in the future when we stand up for ourselves

path.”(IDI, Arx)
 “What we are experiencing now is that we can use it to mold our ability

especially to academic because it is because of the experience we have with

risk that everything will be easy.”(IDI, Black Mamba)

“It uses to our life to make us better person in the future.”(IDI, Aja ka ghorl)

“It’s because experience , just like in working for example you’re an experience

guard and you apply to a work that you’re not experience so it has a huge effect

to you, so we need to relay in our experiences so that we can be better.”(IDI,

Madam Awring)

“Those experiences will make us able to know what we can do to make things

good ” (IDI,Boy)

“We need to relay on those experiences for us to apply it in college and our

life.”(IDI, Ms. Cute)

“What we are experiencing now becomes the basis for our standing as a college

and everything will be easier because of what you have experience .”(IDI, CJ’s)

“to impart your knowledge to other student .”(IDI, Arx)

“Experience is the basis of our academic learning, its really helpful and we can

use it as we proceed to college . “(IDI, Black Mamba)

“We need to relay in our experience because it will help us in the future .”(IDI,

Aja ka ghorl)
Participant of the Focus Group Discussion Stated that:

“Our learning experiences in high school can be useful in the future especially in

college .” (FGD , Maliya)

“Yeah our learnings can advanced ” – (FGD, Ethan)

“Agree” –(FGD, Daneca, Mayeng,Random,Wilson)

“To guide us when we pursue college .” – (FGD , Cherry)

“To be armed and oriented when going to college and avoid mishaps . ”- (FGD,

Rona)

“For us to apply our past learnings , and for us to know what to do , and

minimize mistakes when going to college”-(FGD Hanna)

“You can gain knowledge and more knowledge .”- (FGD , Dodong)

“The topics and lessons that I will encounter in college will be familiar to me ,

since I already have learning experinces.”-(FGD, Artx)

“Agree”-(FGD , Kulot )

“Same thought.”-(FGD, Mitoy)

“It will ready or prepare me for college. ” – (FGD, Vin)

“It will expand your knowledge, since you are already experienced in high school

it would be easier for you to understand things in college .” (FGD , Maliya)

“I agree” – (FGD, Ethan, Daneca, Mayeng, Random,Wilson)

“Same .” – (FGD , Cherry)

“Same. ”- (FGD, Rona)

“Same ”-(FGD Hanna)

“If you don’t have learning experiences while your in high school then it would

be difficultfor you when you go to college .”- (FGD , Dodong)

“I agree ”-(FGD, Artx)

“Same thought”-(FGD , Kulot )

“ The you realize and experienced things , the more you can analyze and gained

knowledge .”-(FGD, Mitoy)

“we need to relay in our experiences for the more we experience the more we

learn . ” – (FGD, Vin)

OUTCOMES

Each student had different interpretation of their experiences and it would

matter on the possibilities.

 The informant of In-depth interview:

“ So it is effective to students who give effort to their studies, if you are a

student who wanted to finish schooling so the effect of it is positive because you

are in grade 11 you commit that kind of experience that why if you are in college

it would be easier.”(IDI,Madam Awring)

“It is effective because you have experience that, so can able to know what is

right and wrong.”(IDI,Boy)

“For instance you have something to do that used to do before, it became easy

for you to do the thing you needed to.”(IDI, Ms. Cute)

“This process is no matter how difficult, it is for us to prepare

ourselves.”(IDI,Cj’s)

“It is effective because if you focus on what you hence learned it will be tired

and if you do not pay attention to it everything becomes useless.”(IDI,Arx)

“It is effective in the way we are still in the processing stage , we are just letting

ourselves learn and learn so that we can be ready next time.”(IDI,Black Mamba)

“It is important to student because it can mold to their self.”(IDI, Aja ka ghorl)
 “Just like earlier, if I already know and my teacher teach us, I can’t say to my

teacher that I already know that thing. There have also an idea that can be

add on your learnings.”(IDI. Madam Awring)

“It add in my learnings and at the same time I have knowledge on that.”(IDI,

Boy)

“As a student it can enhance your knowledge and learnings.”(IDI, Ms. Cute)

“So your knowledge will expand and you will learn more.”(IDI, Cj’s)

“The effect is that you will understand and really understand how to stand up

for yourself and your academic performances.”(IDI, Arx)

“So like I said if you knew a lot it would be easy for you to do that.”(IDI,

Black Mamba)

“The effect of these experience it make one knowledgeable and a lot of

learnings stock in my mind.”(IDI, Aja ka ghorl)

Participant of the Focus Group Discussion Stated that:

“It will expand your knowledge, since you are already experienced in high school

it would be easier for you to understand things in college .” (FGD , Maliya)

“I agree” – (FGD, Ethan, Daneca, Mayeng, Random, Wilson)

“Same thought.” – (FGD , Cherry, Rona,Hanna)

“If you don’t have learning experiences while you’re in high school then it would

be difficult for you when you go to college.”- (FGD , Dodong)

“Agree”-(FGD, Artx)

“Same”-(FGD , Kulot )

“The more you realize and experience things the more you can analyze and gain

knowledge .”-(FGD, Mitoy)

“My high school experiences will make me comprehend things easily . ” – (FGD,

Vin)

“Your learnings will be advanced, because of your past learning experiences ” –

(FGD, Ethan)

“Same thought.”- (FGD , Maliya, Daneca, Mayeng, Random, Wilson)

“Our learning experiences had a huge impact on us , it would help us be on the

right track and guide us in the future .” – (FGD , Cherry)

“It would be easier for me to learn and understand . ”- (FGD, Rona)

“I can easily catch up ”-(FGD Hanna)

“Your experiences will guide you when you proceed in college .”- (FGD , Dodong)

“Agree”-(FGD, Artx)
“Same thought”-(FGD , Kulot )

“Agree.”-(FGD, Mitoy)

“My experiences in high school will serve as my guide for college . ” – (FGD, Vin)

TABLE 3. Summary of how these experiences make learning process

effective?

MAJOR THEMES CORE IDEAS

“If we put in reality, we can apply the time

management just what I’ve said if the teacher

gives us home+works we can apply or I can apply

the time manage to compile all the homeworks on

time.”(IDI, Madam Awring)

So this is a very big question, these practices are

really useful because here we learn in school, we

are taught to learn , to understand things . It is

important that we use it in the future when we

stand up for ourselves path.”(IDI, Arx)

“What we are experiencing now is that we can use

it to mold our ability especially to academic

because it is because of the experience we have

 with risk that everything will be easy.”(IDI, Black

Mamba)

“To guide us when we pursue college .” – (FGD ,

Cherry)

“It uses to our life to make us better person in the

APPLICATIONS future.”(IDI, Aja ka ghorl)

“We need to relay on those experiences for us to

apply it in college and our life.”(IDI, Ms. Cute)

“What we are experiencing now becomes the basis for

our standing as a college and everything will be easier

because of what you have experience .”(IDI, CJ’s)

“To be armed and oriented when going to college and

avoid mishaps .”- (FGD, Rona)

“ So it is effective to students who give effort to their

studies, if you are a student who wanted to finish

schooling so the effect of it is positive because you are

in grade 11 you commit that kind of experience that

why if you are in college it would be

 easier.”(IDI,Madam Awring)

“It will expand your knowledge, since you are already

experienced in high school it would be easier for you

to understand things in college .” (FGD , Maliya)

“As a student it can enhance your knowledge and

learnings.”(IDI, Ms. Cute)

“If you don’t have learning experiences while you’re

in high school then it would be difficult for you when

you go to college.”- (FGD , Dodong)

“It is important to student because it can mold to their

self.”(IDI, Aja ka ghorl)

OUTCOMES
“Our learning experiences had a huge impact on us , it

would help us be on the right track and guide us in

the future .” – (FGD , Cherry)

“So your knowledge will expand and you will learn

more.”(IDI, Cj’s)
 “The effect is that you will understand and really

understand how to stand up for yourself and your

academic performances.”(IDI, Arx)

“So like I said if you knew a lot it would be easy

for you to do that.”(IDI, Black Mamba)

Chapter 5

Discussion and Conclusion

The study on the “Foreront of Collegiate Transition” aims to probe on the

experiences of the grade 11 students as they prepare to transcend to college.

The adequateness of the students academic learning and its connection to the

teaching practices, and the application and the outcomes of this experiences.

College readiness is defined by the ACT (2007) as “the level of preparation

a student needs to enroll and succeed—without remediation—in a credit-bearing

general education course at 2-year or 4-year institution, trade school, or

technical school”. Conley (2007) defined college readiness much the same way

but limited his definition to a “postsecondary institution that offers a

baccalaureate degree or transfer . Conley suggested that a successful student

under this definition is ready—with requisite skill, knowledge, and understanding

— to be successful in additional courses. However,many students who apply for

college admission must take remedial courses because they are not adequately

prepared for the rigors of college (Education Trust, 2001). In other words, they

are not college-ready.

In Research Question No.1: What are the experiences by Grade 11

students in their academic preparation for college?

This question was addressed at several points throughout the interview

process. A pattern that was evident in answer to this question was one of

optimism. One way in which this research question was answered was through

narratives of the Grade 11 students in their academic experiences inside their

classrooms and within the premises of the school. Some of the students stated

the teaching practices of the teachers and programs that the school implemented

in preparation for college level learning, the experiences are apparent and

relayed by Vin, Cherry and Mitoy:

“Orientations , immersions, and the lessons that was taught to us as

preparation for collegiate level”

“Reportings , Projects , Performances are the things that I have experience aside

from the daily lessons from each subject.”

“The experiences that I have acquire in the strand that I choose , which is in

accordance to the course that I will picked in college.”

Research Question No.2: What are the implications of these experiences to

student learning?

The first part of this section will address the second part of the research

question about the implications of the said above experiences to student

learning. Apparently theirs a huge connection between the teachers teaching

practices to the students’ academic experiences. That teaching practices widely

affect the learnings of the student and their experiences in high school. Artx and

Dodong’s statements are apparent to this matter:

“The teachers teaching practices will highly affect the academic learnings of the

students .”

“I agree , because teaching practices provides the academic experiences of the

students that will result to their learning”

In connection to this Aja ka ghorl’s statement gives an apparent overview

of its importance.
“it is important because as a student our learnings relay on how the teacher

imparts knowledge and knowledge relay on the academic experiences .”

Research Question No.3.)How these experiences make learning process

effective?

The question addresses the applications and the outcomes of the academic

experiences of the students in relation to their collegiate transition. Black

Mamba, Cherry, Ms. Cute and Aja ka ghorl’s narrative showed high regards to

the uses of their high school experiences:

“What we are experiencing now is that we can use it to mold our ability

especially to academic because it is because of the experience we have with risk

that everything will be easy.”

“To guide us when we pursue college .”

“It uses to our life to make us better person in the future.”

“We need to relay on those experiences for us to apply it in college and our

life.”

In the other hand Maliya, Dodong, Cherry’s statements showed the outcomes of

having adequate experiences in high school:

“It will expand your knowledge, since you are already experienced in high school

it would be easier for you to understand things in college .”

“If you don’t have learning experiences while you’re in high school then it

would be difficult for you when you go to college.”

“Our learning experiences had a huge impact on us , it would help us be on the

right track and guide us in the future .”

The student’s perception of their experiences we’re widely influenced by

the teaching practices and the programs of the faculty and school. The academic

experiences of the students as of now in high school, play a huge role in a

successful transition from high school to college.

Implication for Further Research

Continuing research is necessary to understand the experiences of the

High School students and the adequateness of their student learning . Few

longitudinal research studies exist to examine these experiences (ACT, Conley

(2007) & Education Trust (2001). Though it is helpful to obtain cross-sectional

narratives, it is recommended that more longitudinal study be done. Students

may experience different academic perspective and interpretation . Similarly, it is

important to know if curricular influences have long-lasting effects, or if learning

experience begins to overshadow academics over time. In longitudinal studies, it

would also be helpful to take into account outcome expectations of students

when going into the college , as expectations significantly influence perceptions

and contentedness with results.

Such a study could benefit both students and program designers. A

comparative analysis could be useful to enrich findings from the present study as

well. The etiology of why some preparation is lacking is undiscovered and trying

to understand perceptions of individual responsibilities and expectations of

others’ responsibilities is needed.

Concluding Remarks

The information gathered through the interviews in this study revealed

several phenomena that are consistent with existing research data (Act &

Conley(2007), Education Trust(2001), Achieve, Inc.(2007), Grace Chen (2011),

Emmanuel Felton (2016) and Green & Foster (2003).). During the interviews,

participants were willing to share detailed information about their experiences

and seemed appreciative of the opportunity to reflect on their experiences as a

whole. Although similar patterns and phenomena were present in their

experiences, each participant had their own unique perspective on the journey of

transition from high school to college.

Each participant was willing to be open about the ups and downs of his or

her academic life, which made for rich interview experiences. For many

participants, the transition form high school to college marks a distinct step to

their academic carrer. It was clear at some points participants were unsure of

how to answer questions, likely from a lack of contact with such inquiries.

Frequently, participants would respond with, “That’s a good question,” implying

they had never been asked before.

It was obvious participants felt fondly towards the idea of being ready for

collge and genuinely showing interest in narrating their academic experiences .

In describing their strand , several of the grade 11 students displayed a sense of

passion. The benefit of a strand that allows them to transition into such field of

higher education, though increased knowledge of available types of course is

needed.

The student’s perception of their experiences we’re widely influenced by

the teaching practices and the programs of the faculty and school. The academic

experiences of the students as of now in high school, play a huge role in a

successful transition from high school to college.

 The qualitative nature of the study allowed for thorough and descriptive

thoughts about experiences. Future research could further unpack these

phenomena by focusing on perceptions of students and educational institutions

within one system to gain a comprehensive picture of pathways successful

transition. With implementation of more focused career counseling and end of

program evaluations, the department could potentially be strengthened. The

detailed accounts of our participants , thought limited, are still relatable to the

research literature as a whole and offer valuable insight to our study.

References

o David Conley, Standards for Success, Understanding University Success

(Eugene, Ore.: Center for Educational Policy Research, 2003).

o National Center for Education Statistics, “The Condition of Education:

Indicator 23, Student Effort and Educational Progress,” available at
http://nces.ed.gov/ programs/coe/2006/section3/indicator23.asp.

o Jay Greene, “Public High School Graduation and College-Readiness Rates:

1991–2002” (New York: Manhattan Institute, 2005).

o Michael W. Kirst and Kathy Reeves Bracco, “Bridging the Great Divide: How
the K-12 and Postsecondary Split Hurts Students, and What Can Be Done
 About It.” In Michael W. Kirst and Andrea Venezia, eds., From High School to
College: Improving Opportunities for Success in Postsecondary Education
(Jossey-Bass, 2004).

o David Conley, College Knowledge: What it Takes for Students to Succeed and
How We Can Help Them Get Ready (Indianapolis: Jossey-Bass, 2005).

o David Conley, “Toward a More Comprehensive Conception of College

Readiness” (Eugene: Educational Policy Improvement Center, 2007).

o Achieve, “K-12 Benchmarks,” available at http://www.achieve.org/node/479.

o Available at http://readysetgotocollege.com/index.htm.

o Conley, D. T. (2007a). The challenge of college readiness. Educational

Leadership, 64, 23-29.

o Education Trust (2001, Winter). Youth at the crossroads: Facing high school
and beyond. Thinking K-16, 5(1), Winter 2001. Retrieved March 16, 2008,
from http:// www2.edtrust.org/NR/rdonlyres/85897615-327E-4269-939A-
4E14B96861BB/0/ k16_winter01.pdf

o Green, J. P., & Forester, G. (2003, September). Public high school graduation
and college readiness rates in the United States (Working Paper Number 3).
New York, NY: Center for Civic Innovation, The Manhattan Institute

o David Conley, “Redefining College Readiness” (Eugene, Ore.: Educational

Policy Improvement Center, 2007).

o ACT, Inc., The Condition of College & Career Readiness (Iowa City, Iowa:
2012).

o David Conley, Standards for Success, Understanding University Success

(Eugene, Ore.: Center for Educational Policy Research, 2003)
o George W. M. et. al. (2010)High School Students and Their Lack of
Preparedness for College: A Statewide Study,: Education and Urban Society
OnlineFirst, http://www.researchgate.net/publication/254091642

o Achieve, Inc. (2007a). American Diploma Project Network. Retrieved February

26, 2008, from http://www.achieve.org/node/604

o Achieve, Inc. (2007b). Our goals. Retrieved February 22, 2008, from
http://www .achieve.org

o Education Trust (2001, Winter). Youth at the crossroads: Facing high school
and beyond. Thinking K-16, 5(1), Winter 2001. Retrieved March 16, 2008,
from http:// www2.edtrust.org/NR/rdonlyres/85897615-327E-4269-939A-
4E14B96861BB/0/ k16_winter01.pdf

o Green, J. P., & Forester, G. (2003, September). Public high school graduation
and college readiness rates in the United States (Working Paper Number 3).
New York, NY: Center for Civic Innovation, The Manhattan Institute.

o ACT, “ACT National Curriculum Survey 2005–2006” (Iowa City: ACT, 2007)

o Grundmeyer T. A. (2012), A qualitative study of the perceptions of first year

college students regarding technology and college readiness.:, Iowa State
University….file:///C:/Users/User/Documents/Thesis/Thesis/Thesis
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from…http://www.act.org/research/policymakers/cccr10/pdf/ConditionofColle
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o Piaget, J. (1980). The psychogenesis of knowledge and its epistemological
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o Bandura’s Social Learning Theory (1977)

o Bandura’s Theory of Self-efficacy (1986)

APPENDICES

The following are permission letters for the conduction of our study in the
Forefront of Collegiate Transition in the Grade 11 Students”.
 TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION, INC.
Elpidio M. Gazmen Compound, Gazmen Road, Tagum City
SEC Reg. No. 200630691/Tel. No. 216-6824
E-mail Address: [email protected]

March 6, 2020

Danilo O. Varela, MAEM

School Principal
High School Department
TCCSTFI
Tagum City
Davao del Norte

Dear Sir;

Greetings! We, the Grade 11 Students of section Friendly would like to ask permission
to conduct an interview to our respondents in partial fulfillment to our research study
entitled “FOREFRONT OF COLLEGIATE TRANSITION IN GRADE 11 STUDENTS”.

We are hoping for your positive response on this matter.

Respectfully yours,

Abuloc et al.

Noted by: Approved by:

MARRY WHIL A. MONTEDERAMOS,LPT DANILO O. VARELA,

MAEM
Subject Teacher School Principal

TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION, INC.

Elpidio M. Gazmen Compound, Gazmen Road, Tagum City
SEC Reg. No. 200630691/Tel. No. 216-6824
E-mail Address: [email protected]

March 6, 2020
To all the Teachers
High School Department
TCCSTFI
Tagum City
Davao del Norte

Dear Sir/Ma’am:

Greetings! We, the Grade 11 students of Practical Research 1- section Friendly, would
like to ask for your permission to conduct a survey to our respondents who will play
vital role in the extraction of data.

The data will be used to complete our quantitative research entitled “FOREFRONT OF
COLLEGIATE TRANSITION IN GRADE 11 STUDENTS”.

We are hoping for your positive response on this matter. Thank You!

Respectfully yours,

Abuloc et. al.

Noted by: Approved by:

MARRY WHIL A. MONTEDERAMOS DANILO O. VARELA, MAEM

Subject Teacher School Principal

TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION, INC.
Elpidio M. Gazmen Compound, Gazmen Road, Tagum City
SEC Reg. No. 200630691/Tel. No. 216-6824
E-mail Address: [email protected]
March 6 , 2020

To all the Participants

High School Department
TCCSTFI
Tagum City
Davao del Norte

Dear Fellow Students;

Greetings! We, the Grade 11 students of Practical Research 1- section Friendly, would
like to ask for your permission to conduct a survey to our respondents who will play
vital role in the extraction of data.

The data will be used to complete our quantitative research entitled “FOREFRONT OF
COLLEGIATE TRANSITION IN GRADE 11 STUDENTS”.

We promise not to disclose any information or your identity and will kept everything
confidential. All the data will be gathered will be for academic purposes only.

We are hoping for your positive response on this matter. Thank You!

Respectfully yours,

Abuloc et al.

Noted by: Approved by:

MARRY WHIL A. MONTEDERAMOS DANILO O. VARELA, MAEM

Subject Teacher School Principal
TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION, INC.
Elpidio M. Gazmen Compound, Gazmen Road, Tagum City
SEC Reg. No. 200630691/Tel. No. 216-6824
E-mail Address: [email protected]
March 6, 2020

Deo S. Casintahan , MBA

School President
High School Department
TCCSTFI
Tagum City
Davao del Norte

Dear Sir;

Greetings! We, the Grade 11 Students of section Friendly would like to ask permission
to conduct an interview to our respondents in partial fulfillment to our research study
entitled “FOREFRONT OF COLLEGIATE TRANSITION IN GRADE 11 STUDENTS”.

We are hoping for your positive response on this matter.

Respectfully yours,

Abuloc et al.

Noted by: Approved by:

MARRY WHIL A. MONTEDERAMOS,LPT DANILO O. VARELA,

MAEM
Subject Teacher School Principal

Approved by:

DEO S. CASINTAHAN , MBA

School President
TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION, INC.
Elpidio M. Gazmen Compound, Gazmen Road, Tagum City
SEC Reg. No. 200630691/Tel. No. 216-6824
E-mail Address: [email protected]

March 6, 2020
JANNIA EDREZ CHIO SANAMA
SSG President
High School Department
TCCSTFI
Tagum City
Davao del Norte

Dear Miss:

Greetings! We, the Grade 11 Students of section Friendly would like to ask permission
to conduct an interview to our respondents in partial fulfillment to our research study
entitled “FOREFRONT OF COLLEGIATE TRANSITION IN GRADE 11 STUDENTS”.

We are hoping for your positive response on this matter.

Respectfully yours,

Abuloc et al.

Noted by: Approved by:

MARRY WHIL A. MONTEDERAMOS,LPT DANILO O. VARELA,

MAEM
Subject Teacher School Principal

CURRICULUM VITAE

PERSONAL DETAILS

Name: Elengene S. ABULOC

Address: Prk. 5 San Isidro La Filipina

 Tagum City

Date of Birth: September 25, 2002

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 San Agustin Elementary School

Junior High School: 2015-2019 La Filipina National High School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, class Valedictorian of San Agustin Elementary School March 27 th.

2015_LEADERSHIP EXCELLENCE AWARD at San Agustin Elementary School,

Tagum City March 27th.

2017-2019_Consistent With Honor and Conduct Awardee at La Filipina

National High School Tagum City .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at La

Filipina National High School April 5th.

CURRICULUM VITAE

PERSONAL DETAILS

Name: Hairia Rahim A. CADATU

Address: Prk. 4 Mabuhay Cabaywa

 Asuncion Davao del Norte

Date of Birth: February 19, 2001

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 Cabaywa Elementary School

Junior High School: 2015-2019 Asuncion National High School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education,at Cabaywa Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at

Asuncion National High School .

CURRICULUM VITAE

PERSONAL DETAILS

Name: Kylla LAN

Address: Prk. Sunflower Magsaysay

 Extension Tagum City

Date of Birth: September 25, 2002

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 Kalkam Elementary School

Junior High School: 2015-2019 Magdum National High School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, at Kalkam Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at

Magdum National High School.

CURRICULUM VITAE

PERSONAL DETAILS

Name: Loida TORRES

Address: Prk. Bagong Silang

 Pagsabangan Tagum City

Date of Birth: November 01, 2002

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 Pagsabangan Elementary School

Junior High School: 2015-2019 Tagum City National Comprehensive High

School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, at Pagsabangan Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at

Tagum City National Comprehensive High School.

CURRICULUM VITAE

PERSONAL DETAILS

Name: Michelle J. WATEN

Address: Prk. Gracia Mankilam

 Tagum City

Date of Birth: November 30, 2001

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 Union Elementary School

Junior High School: 2015-2019 La Filipina National High

School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, at Union Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at La

Filipina National High School April 5th.

CURRICULUM VITAE

PERSONAL DETAILS

Name: Ginnie Lou C. PAYLADO

Address: Prk. Santol La Filipina

Tagum City

Date of Birth: March 18, 2002

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 La Filipina Elementary School

Junior High School: 2015-2019 La Filipina National High

School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, at La Filipina Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at La

Filipina National High School April 5th.

CURRICULUM VITAE

PERSONAL DETAILS

Name: Analou N. TANDOG

Address: Brgy. New Asturias

Maco de oro

Date of Birth: May 10, 2002

Nationality: Filipino

Sex: Female

Marital Status: Single

EDUCATION

Elementary: 2006-2015 New Asturias Elementary School

Junior High School: 2015-2019 Pandapan Integrated School

Senior High School: 2019-2020 Tagum City College of Science and Technology

Foundation Inc.

ACHIVEMENTS AND HONORS

2015_CERTIFICATE OF RECOGNITION in completion of Elementary

Education, at New Asturias Elementary School .

2019_CERTIFICATE OF COMPLETION in Junior High School Curriculum at

Pandapan Integrated School April 5th.