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CHAPTER I
INTRODUCTION
This chapter includes the background of the study
wherein the researchers discuss the reason why the study
needs to be conducted. Wherein, the researchers should find
answer for the problem in the statement of the problem. The
hypothesis includes as educated guess and the theoretical
framework as basis of the conceptual framework to know the
concept behind the study. The scope and delimitation of the
research, the boundaries of the study are discussed. It also
contains the significance of the study that indicates who
the beneficiaries are going to be and the definition of the
terms used in the research paper in which it defines the
terminology.
Background of the Study
The K to 12 program aimed to produce graduates
who were holistically developed, equipped with 21st century
skills, and were prepared for higher education, middle
level skills development, employment, and entrepreneurship.
The aimed was mostly carried out by one salient
feature of the program which is the Senior High
School (SHS) that includes grades 11 and 12. The SHS

includes two years of specialized upper secondary education.
It is one where the student has the option to
choose a specialization based on their aptitude,
interests, and school capacity. The students‟ choice
of career track will define the content of the
subjects they will have to take which will fall
under either the core curriculum or specific tracks
(Seameo Innotech, 2015).
Before stepping into college, senior high school acts
as the preparatory stage for students. It is consisted of
various subjects according to their preferred strand that is
under different tracks. Through the process of using higher
teaching levels, expansive lessons and the actual
implementation of learning in real life, these programs
motivate learners. College readiness partnership programs
are one way to attempt to bridge the disconnection between
the K-12 and postsecondary education systems. In such
programs, colleges and K-12 districts (particularly their
high schools) work together to try to ensure that students
are ready for college-level coursework before they enroll in
college. Even though many matriculating college students are
recent high school graduates, about 40 percent of
traditional students take at least one remedial course to

prepare for college-level coursework (Attewell, Lavin,
Domina, & Levey, 2012).
The readiness of the SHS students for tertiary
education, particularly those in the Grade 12 was not yet
known. With this, there were a need to assess SHS students’
knowledge and skills necessary for tertiary education. It
was with this reason why this research was conceptualized
and implemented by the researchers. The primary objective of
this research was to determine the readiness of Grade 12
students under the Academic Tracks and Technical-Vocational
Tracks to engage with concepts and skills taught in the
course in college
Statement of the Problem
This research paper aimed to analyze the readiness of
Grade 12 students of HCHS Department for college courses for
the A.Y 2020-2021.
Specifically, it sought to answer the following
questions.
1. What is the socio-demographic profile of the respondents
in terms of: a. Age b. Sex c. Strands?
2. What are the indications or basis of the student to be
ready for college?

3. What are the indications or basis for the students to be
ready for college in aspects of: a. Academic Skills b. Self-
Understanding c. Self-Advocacy d. Executive Function e.
Motivation and Confidence f. Post-secondary Education?
4. Is there a significant relationship among the basis for
the students to be prepared in college?
Null Hypothesis
There was no significant relationship between the
indicators to the readiness of the senior high school
students of Hercor College High School Department.
Theoretical Framework
Conley’s(2010)Readiness Theory emphasizes academic
readiness and social integration which include individuals’
ability to adapt to their surroundings. According to Conley
(2010) there are four key dimensions a student needs to
master to be considered a prepared student. These are key
cognitive strategies, key content knowledge, academic
behaviors and contextual skills.
Therefore, for a student to be successful and
adequately prepared for tertiary education, a strong
foundation is necessary. The foundation implied, refers to

possessing the adequate educational level and skills
expected of a grade 12 learner. This foundation forms the
basis of key cognitive strategies that allow students to
process, understand, retain, use and apply content to new or
existing situations.
Research Paradigm
Input Process Output
 Socio
demographic
profile
a. Age
b. Sex
c. SHS
strands
 Indications
or basis: Analyzing of The study had
a) Academic data through measured and
Skills questionnairea analyzed the
b) Self- nd statistical readiness of
Understandin treatment. Grade 12 SHS
g for college
c) Self- courses.
Advocacy
d) Executive
Function
e) Motivation
and
Confidence
f) Post-
secondary
Figure 1. The researchers used the Input-Process-Output (IPO)

Model to provide a further discussion and analyze how the
variables are treated in this study.
Conceptual Framework
This study analyzed the readiness of senior high school
under the senior high school strand for college. Wherein,
the researchers used the input that presented the socio-
demographic profile of respondents in terms of their age,
sex and SHS strands. Also, the different indications or
basis to be considered in order to determine the readiness
of grade 12 students of Hercor College High School
Department before entering college or tertiary level of
education such as a. Academic Skills b. Self-Understanding
c. Self-Advocacy d. Executive Function e. Motivation and
Confidence f. Post-secondary Education. On the process, it
showed the method of analysis through survey,
questionnaires, and statistical treatment. Through
conducting surveys, the researchers can formulate the
opinions and insights about what Senior High School students
needed in entering college. It can be a great opportunity to
know other people’s suggestions for the reliability of our
research. The output discussed how the study was measured
and analyzed the readiness of Grade 12 students under SHS
strands for college courses. It aimed to provide conclusions
and recommendations for the preparation of these students.
Scope and Limitation

This research focused on analyzing the readiness of
Senior high school students to be ready for college, this
was done through the use of survey questionnaires. Another
purpose of the study was to determine the different factors
and indications to be considered for the students’ readiness
upon entering college. This research was conducted through
online survey which the selected respondents enrolled in an
educational institution named Hercor College High School
Department in Roxas City during the academic year 2020-2021.
This study covered the Grade 12 students under Academic
Strands such as the HUMSS, ABM, and STEM and Grade 12
students under Technical- Vocational Strands in order to
gain accurate results.
Significance of the Study
The results of the research paper entitled “An Analysis
for the Readiness of Senior High School students under
Academic Strands for College" benefited the following:
Senior High School Students. The research study helped
the students gain awareness and consciousness to determine
the indicators or basis to consider in order for them to be
prepared before entering tertiary level of education such
as: Academic Skills, Self-Understanding, Self-Advocacy,
Executive Function, Motivation and Confidence, and Post-

Secondary Education inside the class. Also the results of
the research study helped the students determine the role,
function, and affectivity of Senior High School programs to
their level of readiness.
Senior High School Teachers. This research study helped
the teachers gain insights and understanding with their
essential roles and function as an important foundation for
student’s readiness before entering college. It helped them
formulate methods to ensure student’s learning, together
with the development of skills and talent that can be used
for their later years. Hence, the results of the research
study can notify the teachers to address students’ needs in
aspects of education.
Parents and Guardians. This research study helped the
parents and guardians to provide support or guidance on the
career path of the student. Also, it gave them awareness as
to their duties upon fulfilling the needs of students before
entering college mostly in financial aspects. In addition,
the results of the study provided them a clearer view of the
impact and benefits of Senior High School to the future of
the students and their lives.
Future Researchers. The outcome of the study would
helped the future researchers to have their basis regarding

research related to this study and on how to improve the
information of the said topic.
Definition of Terms
The following terms were essential in the conduct of
the study. The terms were operationally and conceptually
defined for better understanding of the study.
Academic skills. It is made up of core skills, such as
academic writing, presentation skills and referencing, which
underpin more complex skills, such as critical thinking and
reflective practice. (Academic Skills Specialists, 2013)
In this study, it refers to a skill that is essential
for successful tertiary study.
Analysis. Seeks to assess complex systems of thought by
‘analyzing’ them into simpler elements whose relationships
are thereby brought into focus (Thomas Baldwin, 2011)
In this study, it refers to the process of examining
the readiness of every students in order to understand it
fully.
College. A higher learning institution that brings
individual to a higher level of intellectual development. In
the arts and science, and in the traditional professional

disciplines, and promotes high-level research. (Assié-
Lumumba, 2015).
In this study, this term refers to the institution of
higher education that grade 12 students soon to enter.
Course. A course is a series of lessons or lectures on
a particular subject (Collins, 2013)
In this study, it refers to the class offered by a
college or university.
Executive functions. Are the cognitive abilities needed
to control and regulate our thoughts, emotions and actions
(Morton, 2013).
In this study, this term refers to competency in the
social, emotional and academic domains to be ready in
college.
Readiness. The point whereby an individual has matured
sufficiently in the cognitive, psychosocial, physical and
career domain.(Berg, 2011)
In this study, it refers to the ability of students to
benefit from learning experiences such as readiness to enter
a tertiary institution.
Senior High School Tracks. SHS tracks are specific
areas of study much like college courses and they fall under
four disciplines, namely, Academic, Technical-Vocational-
Livelihood (TVL), Sports, and Arts & Design.(Formoso, 2017)
In this study, this term refers to simply the track
that prepares students for the most common college courses.
CHAPTER II
REVIEW OF RELATED LITERATURE
Foreign Literature
In foreign literature, the researchers reviewed five
related studies and analyzed the research objectives and
results. The following are;
College Preparedness
Despite numerous attempts, college enrolment,
graduation, and degree completion have not increased
dramatically in the last ten years. Efficient college
preparation programming may be the answer to this dilemma
(Wyatt, Smith, & Proestler, 2014).College students who are
better prepared are more likely to graduate.
Since retention is less expensive than recruiting,
higher education institutions have made it a priority.
Students want to graduate and find a good career, while
administrators and faculty want to ensure that government
funding and donor support remain stable, if not growing
(Foss, Foss, & Paynton, 2014).
K to 12 Readiness
Tan (2011) explored and highlighted important facts
about grades k to 12 in his writings. He listed the K to 12
Program's four phases as follows: Laying the Foundations is

the first step, with the aim of eventually implementing
universal kindergarten (which has been available since S.Y.
2011-2012) and the "growth of the (entire) program."Modeling
and Migration is Step II, which aims to facilitate the
enactment of the basic education statute, as well as the
beginning of the phased introduction of the current
curriculum for Grades 1 to 4 and 7 to 10, as well as the
modeling of the senior high school.
Total Migration is Phase III, with the goal of finally
implementing Grades 11 and 12 or senior high school and
signaling the end of migration to the new educational
system; and Completion of the Reform is Phase IV, with the
goal of completing the introduction of the K to 12 education
system.
Readiness and Competence of Senior High School
Curriculum in public schools is always changing along
with what occurs in the society. As emphasized by Oliva and
Gordon (2013), public schools, one of four major society's
institutions, face contemporary problems, some of which
threaten their existence. In order to survive, the schools
have to respond and be able to solve the problems faced by
the society by changing their curriculum.

Weiner (2009) puts forward that individual and group
readiness in an organization (school) in implementing the
change (new curriculum) is influenced by many factors,
including their perception, attitude, motivation, and
knowledge of the program, and their ability to implement it.
In line with this idea, Bandura (2012) states that one's
belief and competence to do something (to implement the
curriculum), known as self-efficacy, may determine the
effectiveness of the implementation of a program
(curriculum).
The Curriculum as a Response to Global Competitiveness
Waugh (2013) cited, high standard of living, is an
important part of culture and values. The education system
has a significant and direct impact on the quality of our
workforce our economic productivity and ultimately, our
ability to prosper as businesses, as people, and as a nation
rely on our public schools to provide highly skilled and
educated talent. K to 12 is a solution to create
opportunities that will help all children from the time they
enter the classroom to when they join the workforce.
By examining the role of career education k to 12 programs
is the answer as a response to skills shortage and high
youth unemployment it is important to understand the role

public education can play in guiding students choices. In
the study of Cook(2013), he cited that from an economic
perspective, countries with a greater proportions of
student.
Readiness of the Schools
Recent research, according to McCulla (2011) points to
the absolute primacy to teachers professional growth through
social networks in education and the informal mentoring
relationships that often result. This is of particular
importance in succession from one career stage to the next.
It is through gaining access to these professional networks
that informal mentoring relationships are formed, which is
just as important as the content of professional development
programs.
Some of the conditions that can be seen to enable
teacher professional growth and career path progression
might be summarized as follows: to be identified by school
leaders as having leadership potential, to be nudged‟
forward to experience aspects of leadership roles, to be
given opportunities to lead both within the school and
beyond, to be supported in gaining access to professional
networks locally and beyond the school, to be supported and
mentored in adopting leadership responsibilities, and to

experience aspects of formal leadership roles as the basis
of capacity.
Local Literature
In local literatures, the researchers reviewed five
related studies and analyzed the research objectives and
results. The following are;
Operational Preparedness of Senior High Schools in Hagonoy,
Bulacan, Philippines
DepEd (2010) argued that the poor quality of basic
education can be reflected in the low achievement scores of
Filipino students. A number of students who finish basic
education still do not have sufficient mastery of basic
competencies. One reason is that students do not get enough
instructional time or time on task. Hence, an education
reform is needed to entirely solve the situation.
Correspondingly, this quality of education is reflected in
the inadequate preparation of high school graduates for the
world of work or entrepreneurship or higher education.
High school graduates also do not possess the basic
competencies or emotional maturity essential for the world
of work. About 70.9% of the unemployed are at least high
school graduates and 80% of the unemployed are 15-34 years

old (DepEd, 2010).In addition, DepEd (2010) also emphasized
that most graduates are too young to enter the labor force
which means that those who do not pursue higher education
would be unproductive or be vulnerable to exploitative labor
practices. Meanwhile, those who may be interested to set up
business cannot legally enter into contracts. Thus, The K-12
Curriculum envisions learners to be holistically developed
with 21st century skills- at the heart of this basic
education program is the thorough human development of every
graduate (Velasco, 2012).
K to 12 Readiness
The Philippine Online Chronicles (2011) cited in one of
its articles that K to 12 has been met with criticism from
youth and student groups, teachers, parents and the academic
community. The DepEd, for its part, appears determined to
enact the program with its proposed budget catering mostly
to preparing the grounds for its eventual implementation.
The article also stressed that it is arguably one of the
most drastic and controversial programs of the Aquino
administration.
In the same article, the DepEd argues that the K-12
program will be the solution to yearly basic education woes
and the deteriorating quality of education. Critics,

however, counteract that the education crisis needs to be
addressed more fundamentally and adding more school years
would only exacerbate the situation. Further, the following
counter-arguments were presented in the same article: First,
K to 12 will solve the annual growing number of out-of-
school youth. Students and parents, however complain that it
would be an added burden to poor families. While public
education is free, a political youth group estimates that a
student would still need an average of P20,000 per school
year to cover transportation, food, school supplies and
other schooling expenses.
Also, based on the latest Family Income and Expenditure
Survey, families prioritize spending for food and other
basic needs over their children school needs. Two more years
for basic education would inevitably translate to higher
dropout rate. Second, the K-12 will address low achievement
scores and poor academic performance of elementary and high
school students.
Aspiration and Readiness of Filipino Senior High School
Students in Pursuing College Degree
Nagaokaet al. (2013), posited that in addition to
academic knowledge, a variety of non-cognitive factors (set
of behaviors, skills, attitudes, and strategies)are crucial

to students’ success in college education. College readiness
is importance to degree completion. Being well prepared
academically for college increases a student’s probability
of finishing a college degree. It decreases gaps intenacity
and degree completion among racial and family income groups.
In order to ensure students’ college readiness, Conley
(2013) created four-part paradigm of college readiness: 1)
cognitive strategies which are the forms of academic
behavior leading to the enhancement of skills and
capabilities essential for college work; 2) content
knowledge pertains to the academic disciplines understanding
that comprises English, Mathematics and Sciences; 3)
academic behavior which requires the students to take their
own responsibility for learning; and 4) contextual skills
which include an understanding of choosing a college and how
its operates as a system and a culture and financial aid
programs. Readiness in college necessitates an understanding
of what it means to be “college ready”.
Self-Efficacy and College Readiness of Senior High School
Students of a Catholic High School
Gealon and Magallanes (2019), efficacy beliefs are the
foundation of human agency. Beliefs influenced students’
motivation to learn. Students' self-efficacy beliefs could

be improved as long as one has a clear idea about the
sources of self-efficacy beliefs. Students enable them to
grow as self-efficient individuals and overcome problems
they face in educational stages or their future life if
provided with the opportunity and training on self-efficacy
beliefs.
Hence, this describes the level of efficacy and degree of
college readiness of senior high students of a Diocesan
Catholic School in Antique during the School Year 2019-2020.
Likewise, it explores the significant difference between
students’ demographics, self-efficacy, and college
readiness. Moreover, it determines the correlation between
self-efficacy and college readiness of the students; and
whether self-efficacy influenced college readiness.
Readiness of the Schools in the Implementation of K to 12
Program
Philippine Online Chronicles (2011) cited in one of its
articles that K to 12 has been met with criticism from youth
and student groups, teachers, parents and the academic
community. The DepEd, for its part, appears determined to
enact the program with its proposed budget catering mostly
to preparing the grounds for its eventual implementation.
The article also stressed that it is arguably one of the

most drastic and controversial programs of the Aquino
administration. Villafania (2012) averred that the
implementation of K to 12 was also marked with many
challenges, particularly in terms of infrastructure as many
schools have not yet completed repairs.
In fact, the Department of Education (DepEd) said that it
still needs additional 50,000 classrooms and about 1.3
million chairs. Some schools also lack enough teachers
especially in high school to accommodate the extra load of
students entering Grade 7 this year. DepEd also stressed
that it needs an additional 74,000 teachers. The government
K-12 program is a much-needed change for the country’s
education system. Through this program, people may expect
better-trained citizens who could be competitive with the
knowledge and skills of people trained abroad (De los
Santos, 2012).
Synthesis
In the summary of the two literatures, the researcher
looked for ten recent studies that were related to the study
entitled “An Analysis of Grade 12 Students’ Readiness under
the SHS Strands for College Courses". The researcher
concluded that students that were prepared for college were
more likely to succeed. K to 12 was one of the

implementation of DepEd that helped students prepare for
college. K to 12 provided sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education. As what cited above, a
poor quality of education can be reflected in the low
achievement scores of Filipino students, correspondingly,
this quality of education was reflected in the inadequate
preparation of high school graduates for the world of work
or entrepreneurship or higher education.
CHAPTER III
RESEARCH METHODOLOGY
This chapter provided a detailed discussion of the
research methodology used to obtain the objectives. This
includes the locale of the study and the respondents,
research instrument that was used to gather data, validity
and reliability of the questionnaire, data gathering,

processing procedures, and the statistical tools used to
analyse and interpret the gathered data.
Locale of the Study
This study was conducted at Hercor College High
School Department A.Y 2020-2021.
Purpose of the study
The purpose of this study was to analyze the
readiness of grade 12 students under the Academic and
Technical- Vocational Strands on choosing course in college.
Respondents of the study
The researchers selected the SHS students as they were
the appropriate respondents of the study. Specifically, the
grade 12 students in Hercor College High School Department
under SHS strands had a total population of 265 in A.Y 2020-
2021.
Thus, the researcher will use Slovin’s formula:
N
n= 2
1+ N e
Where:
n=?
N= 265
e= 95% (0.05)
Solution:
N
n= 2
1+ N e
200
n=
1+265 ¿ ¿
200
n=
1+265 (0.0025)
200
n=
1.6
n=125
As a result, the formula arrived at a sample size of
125. The researchers used Non- Probability Sampling in
conducting this research, specifically, quota sampling where
the researchers create a sample involving individuals that
represent a population. Researchers chose these individuals
according to specific Academic strands and Technical-
Vocational Strands. The samples were selected since they
were the easiest to recruit for the study. Also, this kind
of sampling was used due to its practicality as the
researchers aim to avoid wastage of time.

Table 1.Socio Demographic Profile of the Respondents
Respondent’s Profile Frequency Percent
Entire Group 125 100.0
Age
17 31 24.8
18 81 64.8
19 13 10.4
Total 125 100.0
Sex
Male 78 62.4
Female 47 37.6
Total 125 100.0
SHS Strands
ABM 14 11.2
STEM 52 41.6
HUMSS 41 32.8
HE 9 7.2
ICT 9 7.2
Total 125 100.0
Demographic Profile of the Respondent

Table 1 showed the demographics of the respondents in
terms of age, sex and SHS strands. Data indicates that out
of 125 respondents there were by 31 or 24.8% for students
who were 17 years old, 81 or 64.8% are 18 years old and 13
or 10.4% are 19 and above. In terms of sex, 78 or 62.4% are
male, whereas 47 or 37.6% are female. In aspects of SHS
strands, 14 or 11.2% are Accountancy and Business Management
(ABM), 52 or 41.6% from Science, Technology, Engineering,
and Mathematics (STEM), 41 or 32.8% were Humanities and
Social Sciences (HUMSS), and 9 or 7.2% were indeed Home

Economics (HE) and Information Communication and Technology
(ICT).
Research design
The descriptive method of research was the type of
quantitative research that was used in conducting this study
since it aimed to analyze the readiness of Grade 12 students
under the Academic and Technical Vocational tracks for
college.
According to Manuel and Medel, Descriptive research
describe what is it involves the description, recording,
analysis and interpretation of the present nature,
composition or process of phenomena. The focus is on
prevailing condition, or how a person, group or thing
behaves or functions in the present. It often involves some
type of comparison and contrast.
Research instrument
The instrument employed in the study “An Analysis of
the Grade 12 Students’ Readiness under Senior High School
Strands for College Courses” was a standardized
questionnaire with a set of statements. The instrument used

in this study with standardize questionnaire which was the
most commonly used instrument in a research study.
The instrument had undergone content validation by the
expert on field of thesis writing. Then, trial run of the
instrument was conducted to 30 senior high student of a
strand not included by the study. They were not covered as
actual respondent but will be going to use for validation
purposes to determine whether the contents of the
questionnaires were comprehensible and reliable.
Validity and Reliability of the Questionnaire
The validity of this research applies to the methods
used in analyzing the readiness of grade 12 students under
the SHS strands for college. The instrument had undergone
content validity with the assistance and complete
constructive critiquing from the panel of experts during the
pre-oral defense.
This particular area stated the reliability of the
results of the study. The researchers provided a
questionnaire to calculate the data to find the results of
the study; this showed the brief information which
highlighted the most common reliability which was capable to
gave evidence. The instrument that the researchers used was

a standardized questionnaire. The adapted questionnaire
served as the evidence for higher validity rate and
reliability as it has been already used and checked.
Data Gathering Procedures
In gathering the data of this study, the permission to
administer the scale inquired from the authorized personnel
of Hercor College High School Department wherein the
researchers used Google form to conduct the survey within
the target respondents.
The result of the survey questionnaires were
automatically retrieved right after the respondents had
completed filling up the questions.
Data Analysis and Interpretation Procedure
After the conduct of the survey, the data gathered
tallied and analyzed for interpretation;
The particular research used 5-point scoring interval.
To facilitate the data analysis, the raw data was scored
using the following scoring as guide basis.
Scoring Scoring Response Verbal

Categories Interval Interpretation
5 4.21-5.00 Strongly Very High
Agree
4 3.41-4.20 Agree High
3 2.61-3.40 Uncertain Uncertain
2 1.81-2.60 Disagree Low
1 1.00-1.80 Strongly Very Low
Disagree
The gathered data will undergo descriptive statistical
tools: frequency distribution, percentage, and mean.
Frequency distribution- according to Cristobal (2011),
it is the record of the number of individuals or cases
located in each category on the scale of measurement.
Percentage- according to Cristobal and Cristobal,
(2017), it is the proportion expressed in percentage.
Mean- according to Cristobal and Cristobal, (2017), it
is the exact mathematical center of a distribution, it is
equal to the sum of all scores divided by the number of
cases.
Pearson Correlational- this was used to determine the
relationships of indications or basis for the students to be
prepared.
CHAPTER IV
PRESENTATION, ANALYSES AND INTERPRETATION OF DATA
This chapter exemplifies and narrates the outcomes of
the Readiness under Senior High School Strands for College
Courses toward the Grade 12 students studying in Hercor

College High School Department, as measured and analyzed
through a survey.
Table 2a. Indications or Basis for the Students to be

Prepared in College in terms of Academic
Skills
Verbal
Statements Mean
Interpretation
1. I can read up to 200 pages in

3.36 Uncertain
a week.
2. Writing essays and papers is

3.58 High
relatively easy for me.
3. I have a system for taking

3.71 High
notes.
4. I have a system for preparing

3.75 High
for tests and exams.
5. I’m usually good at

prioritizing my time to get my 3.75 High
studying done.
Grand Mean 3.63 High
Indications or Basis for the Students

to be Prepared in College in terms
of Academic Skills
The table 2a showed the average mean of the statements
under the indications or basis for the students to be
prepared in college in terms of Academic Skills and their
corresponding interpretations respectively.
The table presented positive results as the five
statements under this variable have a high interpretation of

3.63 as a grand mean. The following statements with a verbal
interpretation as “high” as indications to be prepared are
having a system for preparing for tests and exams (3.75),
and are usually good at prioritizing to get study done
(3.75), having a system for taking notes (3.71), the writing
of essays and papers easily (3.58). However, the only
statement that had a verbal interpretation of “uncertain”
was the statement “I can read up to 200 pages in a week
(3.36)”.
Table 2b. Indications or Basis for the Students to be

Prepared in College in terms of Self-
Understanding
Verbal
Statements Mean
Interpretation
1. I know my academic strengths. 4.04 High
2. I know which academic tasks

4.27 Very High
give me the most difficulty.
Table 2b continued…
3. I can identify the academic

4.04 High
supports I need to be successful.
4. Most of the time, I feel others

3.50 High
understand me.
5. I never worry about what others 3.68 High

think of me and don’t let that
determine my actions.

of Self-Understanding
The table 2b showed the average mean of the statements
prepared in college in terms of Self-Understanding and their
The table presented positively results as the five
3.90 as a grand mean. Statement 2 that corresponds to
knowing the academic tasks give the most difficulty got the
highest mean of 4.27 and verbally interpreted as very high
which means that the respondents are agreed. Whereas,
Statement 1, 3, 4, and 5 was verbally interpreted as high
and the following statements were the following: knowing
academic strengths with (4.04), can identify the academic
supports needed to be successful along with preceding mean
(4.04), never worry about what other thinks (3.68), and feel
others understand, most of the time with (3.50) mean.
Table 2c. Indications or Basis for the Students to be

Prepared in College in terms of Self-
Advocacy
Verbal
Statements Mean
Interpretation
1. I often participate in class

3.78 High
discussions.
2. If I don’t understand something

in class, I typically feel
3.64 High
comfortable asking my teacher to
question.
3. I enjoy learning things on my

3.93 High
own (and not just for a class).
4. I’m not afraid to take a

position with which others will 3.48 High
disagree.
5. I am comfortable making some

decisions without my parents 3.42 High
‘input.
Indications or Basis for the

Students to be Prepared in College
in terms of Self-Advocacy
The table 2c showed the average mean of the statements
prepared in college in terms of Self-Advocacy and their
Results in Table 2c showed that most statements under
this category had a mean with a verbal interpretation as
“high”, whereas the statement 3 “enjoy learning things not

just for class” got the highest mean with preceding (3.93)
followed by statement 1 “I often participate in class
discussions” had the mean of (3.78), statement 3 “typically
feel comfortable asking the teachers to question that do not
understand something in class” with the mean of (3.64),
statement 4 “not afraid to take a position with which other
will disagree” (3.48), and being comfortable making some
decisions without parent’s input (3.42). Thus, conclusion
can be drawn that the indications or basis for the students
to be prepared in college in terms of Self-Advocacy were
verbally interpreted as high and have a 3.65 as the grand
mean.
Table 2d. Indications or Basis for the Students to be

Prepared in College in terms of Executive
Function
Verbal
Statements Mean
Interpretation
1. I am able to ignore difficulties
3.60 High
and focus on the task at hand.
2. I am able to complete all the

steps of a project in a timely 3.63 High
manner.
Table 2d continued…
3. I have a strategy for 3.72 High

completing tasks that I find
boring.
4. I would still like school even

3.73 High
if my friends weren’t there.
5. I think about the consequences

4.20 Very High
before I act.

of Executive Function
The table 2d showed the average mean of the statements
prepared in college in terms of Executive Function and their
thinking about the consequences before doing some action got
the highest mean of 4.20 and verbally interpreted as very
high which means that the respondents are agreed along with
it. Whereas, Statement 1, 2, 3, and 4 was verbally
interpreted as high and the following statements were: would
still like school even friends weren’t there (3.73), have a
strategy for completing tasks that finds boring (3.72), able
to complete the projects in a timely manner (3.63), and to

ignore difficulties and focus on the task at hand with
(3.60) mean.
Table 2e. Indications or Basis for the Students to be

Prepared in College in terms of Motivation
and Confidence
Verbal
Statements Mean
Interpretation
1. I know what I want to get out of
my first year of college. 3.85 High
2. I usually go beyond class

requirements, not because I have to,
but because I’m interested in what 3.89 High
I’m learning.
3. If I want to do something on a
Sunday afternoon, I usually don’t need
3.64 High
my friends to do it with me.
4. I would be willing to give up my

extracurricular interest to make 3.77 High
excellent grades.
5. I know that I can succeed.

4.60 Very High

of Motivation and Confidence
The table 2e showed the average mean of the statements
prepared in college in terms of Motivation and Confidence
and their corresponding interpretations respectively.

knowing that can succeed got the highest mean of 4.60 and
verbally interpreted as very high which means that the
respondents were agreed on the said statement. However,
Statement 1, 2, 3, and 4 was verbally interpreted as high
and the following statements were: usually go beyond class
requirements with (3.89) mean, knowing to get out of the
first year of college along with preceding mean (3.85),
willing to give up extracurricular interest to make
excellent grades with (3.77) mean, and lastly the statement
that wanting to do something on a Sunday afternoon, but
don’t need friends to do it with (3.64) mean.
Table 2f. Indications or Basis for the Students to be

Prepared in College in terms of Post-
Secondary Education
Verbal
Statements Mean
Interpretation
1. I see many benefits in going to
4.23 Very High
college.
2. I want to go to college as much

4.20 Very High
as my parents want me to go.
Table 2f continued…
3. I do not feel pushed into going 3.80 High

to college.
4. The thought of college doesn’t

3.36 Uncertain
really scare me.
5. I am ready to begin thinking

about my future and planning for 4.31 Very High
college.

of Post-secondary Education
The table 2f showed the average mean of the statements
prepared in college in terms of Post-Secondary Education and
their corresponding interpretations respectively.
3.98 as a grand mean. The following statements that got the
highest mean and was verbally interpreted as very high was
the Statement 1, 2 and 5 which includes ready to begin
thinking about future and planning for college (4.31), see
many benefits in going to college (4.23), want to go to
college as much as the parents wants (4.20. While, the
Statement 3 ‘do not feel pushed into going to college’ was
verbally interpreted as high with the preceding mean (3.80)
and Statement 4 ‘the thought of college doesn’t really scare

me’ got the lowest mean (3.36) and was verbally interpreted
as uncertain.
Table 3. Descriptive result of the indications or basis to

be prepared in college of the Grade 12 students of
Hercor College High School Department
Verbal
Categories Mean
Interpretation
Academic Skills 3.63 High
Self-Understanding 3.90 High
Self-Advocacy 3.65 High
Executive Function 3.77 High
Motivation and Confidence 3.95 High
Post-secondary Education 3.98 High
Grand mean 3.81 High
Descriptive result of the indications or

basis to be prepared in college of
the Grade 12 students of Hercor
College High School Department
According to the result presented in table 3, the
following indication or basis for the students to be
prepared in college has verbally interpreted as “high”. The
Post-secondary Education basis got the highest mean of
(3.98), followed by the Motivation and Confidence (3.95),
Self-Understanding with (3.90), Executive Function with
preceding mean of (3.77), Self-Advocacy (3.65), and Academic
skills with mean of (3.63). The overall outcome of the
indications or basis to be prepared in college of Grade 12
students of Hercor College High School Department has the
3.81 as the grand mean.

Table 4. Correlation result of indications or basis for the
students to be prepared in college when
classified according to Academic Skills
Pearson
Variables P-value Remarks
r-value
Academic Skills
Vs. .384** .000 S
Self-Understanding
Academic Skills
Vs. .221* .013 S
Self-Advocacy
Academic Skills
Vs. .500** .000 S
Executive Function
Academic Skills
Vs. .351** .000 S
Motivation and Confidence
Academic Skills
Vs. .168 .061 S
Post-secondary Education
Legend:
p-value ‹ .05 alpha s (significant) at 5% level
p-value › .05 alpha ns (no significant) at 5% level
Correlation result of indications or

basis for the students to be
prepared in college when
classified according to
Academic skills
As presented in the Table 4, data revealed that there
is a significant relationship between the Self-
Understanding, Self-Advocacy, Executive Function, Motivation
and Confidence, and Post-secondary Education to the Academic
Skills.
The result showed that there was significant
relationship among the Executive Function with Pearson r-

value of .500**, Self-Understanding with Pearson r-value
of .384**, Motivation and Confidence with Pearson r-value of
.351**, Self-Advocacy with Pearson r-value of .221*, and
Post-secondary Education with Pearson r-value of .168 to the
Academic Skills. All computed p-value were less than 0.05
alpha.

students to be prepared in college when classified
according to Self-Understanding
Pearson
r-value
Self-Understanding
Vs. .384** .000 S
Academic Skills
Self-Understanding
Vs. .314** .000 S
Self-Advocacy
Self-Understanding
Vs. .385** .000 S
Executive Function
Self-Understanding
Vs. .298** .001 S
Self-Understanding
Vs. .169 .060 S
Legend:

Self-Understanding
is a significant relationship between the Academic Skills,
Self-Advocacy, Executive Function, Motivation and
Confidence, and Post-secondary Education to the Self-
Understanding.
relationship among the Executive Function with Pearson r-
value of .385**, Academic Skills with Pearson r-value
of .384**, Self-Advocacy with Pearson r-value of .314**,
Motivation and Confidence with Pearson r-value of .298**,
and Post-secondary Education with Pearson r-value of .169 to
the Self-Understanding.

according to Self-Advocacy
Pearson
r-value
Self-Advocacy
Vs. .221* .013 S
Academic Skills
Self-Advocacy
Vs. .314** .000 S
Self-Understanding
Self-Advocacy
Vs. .192* .032 S
Executive Function
Table 6 continued…
Self-Advocacy
.345** .000 S
Vs.
Self-Advocacy
Vs. .192* .032 S
Legend:

Self-Advocacy
Self-Understanding, Executive Function, Motivation and
Confidence, and Post-secondary Education to the Self-
Advocacy.
relationship among the Motivation and Confidence with
Pearson r-value of .345**, Self-Understanding with Pearson
r-value of .314**, Academic Skills with Pearson r-value
of .221*, Executive Function with Pearson r-value of .192*,
and Post-secondary Education with Pearson r-value of .192*
to the Self-Advocacy.

according to Executive Function
Pearson
r-value
Executive Function .500 .000 S
Vs.
Academic Skills
Executive Function
Vs. .385** .000 S
Self-Understanding
Executive Function
Vs. .192* .032 S
Self-Advocacy
Executive Function
Vs. .357** .000 S
Executive Function
Vs. .304 .001 S
Legend:

Executive Function
Self-Understanding, Self-Advocacy, Motivation and
Confidence, and Post-secondary Education to the Executive
Function.
relationship among the Academic Skills with Pearson r-value
of .500, Self-Understanding with Pearson r-value of .385**,
Motivation and Confidence with Pearson r-value of .357**,

Post-secondary Education with Pearson r-value of .304, and
Self-Advocacy with Pearson r-value of .192* to the Executive
Function.

according to Motivation and Confidence
Pearson
r-value
Vs. .351** .000 S
Academic Skills
Vs. .298 .001 S
Self-Understanding
Vs. .345** .000 S
Self-Advocacy
Vs. .357** .000 S
Executive Function
Vs. .369 .000 S
Legend:
Correlation result of indications or basis

for the students to be prepared
in college when classified
according to Motivation
and Confidence
was a significant relationship between the Academic Skills,

Self-Understanding, Self-Advocacy, Executive Function, and
Post-secondary Education to the Motivation and Confidence.
relationship among the Post-secondary Education with Pearson
r-value of .369, Executive Function with Pearson r-
value .357**, Academic Skills with Pearson r-value
of .351**, Self-Advocacy with Pearson r-value of .345**, and
Self-Understanding with Pearson r-value of .298 to the
Motivation and Confidence.

according to Post-secondary Education
Pearson
r-value
Vs. .168* .061 NS
Academic Skills
Vs. .169** .060 NS
Self-Understanding
Vs. .192 .032 S
Self-Advocacy
Table 9 continued…
.304* .001 S
Vs.
Executive Function
Vs. .369** .000 S
Legend:
Correlation result of indications or basis for

the students to be prepared in college
when classified according to Post-
secondary Education
was a significant relationship between the Academic Skills,
Self-Understanding, Self-Advocacy, Executive Function,
Motivation and Confidence to the Post-secondary Education.
relationship among the Motivation and Confidence with
Pearson r-value of .369, Executive Function with Pearson r-
value of .304*, Self-Advocacy with Pearson r-value of .192,
Self-Understanding with Pearson r-value of .169**, Academic
Skills with Pearson r-value of .168* to Post-secondary
Education.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter concludes the whole study, draws the
conclusions derive from the results gathered, suggest

recommendations by the researchers and applies the findings
presented at the previous chapters.
Summary of findings
The intent of this study is to assess the readiness of
Grade 12 students of Hercor College High School Department.
Explicitly, it seeks to provide insights and understanding:
What is the socio-demographic profile of the respondents in
terms of: a. Age b. Sex c. SHS strands? 2. What are the
indications or basis for the students to be ready for
college in aspects of: a. Academic Skills b. Self-
Understanding c. Self-Advocacy d. Executive Function e.
Motivation and Confidence f. Post-secondary Education? 3.
What are the indications or basis of the student to be ready
for college? 4. Is there a significant relationship among
the basis for the students to be prepared in college?
This study’s participants were 125 grade 12 students
under SHS strands such as ABM, STEM, HUMSS, HE, and ICT of
Hercor College High School Department for the academic year
2020-2021. With the proper utilization of Slovin’s formula,
there were 125 respondents out of 265 involved in the
conduct of survey.
The instrument used to gather data was a standardized
questionnaire with a set of statements adapted by the
researchers.
To make it more depict, the respondents’ questionnaire
was composed of 6 categories of indications or basis for the
students to be prepared in college which divided into 5
responses.
This research instrument had undergone content validity
with the assistance and complete constructive critiquing
from the panel expertise during the pre-oral defense.
The researchers have decided to use the Non-probability
sampling in conducting this research, specifically the quota
sampling, because this sampling involves the sample being
drawn from that part of the population that was close to
hand.
The data gathered were analyzed with the use of the
following statistical tools: frequency distribution,
percentage, mean and Pearson Correlational. The frequency
count was used to describe the record of the number of
respondents in this study. The mean was utilized to
calculate the average value of the variables, whereas the
percentage was used to represents e fractions whole

especially the number of respondents. Lastly, the pearson r
was used to measure the relationship among the basis for the
students to be prepared in college.
Conclusions
In reference with the findings of the study, the
following conclusions were drawn:
1. Considering the preceded statistics of this study, the
researchers concluded that majority of the respondents were
male students who were mostly 18 years old, and were
dominated by students enrolled in STEM strand. This means
that most of the male SHS students classified under STEM
strand were more knowledgeable about the things they need to
acquire and prepare before entering college.
2. The indications or basis for the students to be ready for
college in aspects of: A. Post-secondary Education, SHS
students were considered as ready to enter in tertiary level
because they were already thinking about their future, B.
Motivation and Confidence, it revealed that the respondents
makes the word “SUCCESS” as one of their motivation and as a
source of confidence to prepare themselves in college, C.
Executive Function, revealed that the most of the
respondents thought about the consequences of their action

before conducting it, so taking careful considerations were
being practiced already by the respondents, D. Self-
Advocacy, it was concluded that the respondents were
enjoying the learning process not only during class
discussion, but even when they were learning on their own,
E. Self-Understanding, the students were able to figure out
which academic tasks gives them difficulty, lastly, F.
Academic Skills, was having time management to prepare
themselves for upcoming quizzes and activities and
prioritize or use the time to finished studying.
3. Based on the findings of this study, the readiness of
grade 12 students can be measured through Academic skills,
Self-Understanding, Self-Advocacy, Executive Function,
Motivation and Confidence, and Post-secondary Education.
4. Based on the gathered date it was concluded that there
was a significant relationship among the indicators to the
readiness of SHS students in college. This means that using
the different category such as Academic skills, Self-
Understanding, Self-Advocacy, Executive Function, Motivation
and Confidence, and Post-secondary Education illustrates
that the SHS students of Hercor College High School were
already aware of the factors or indicators to be considered
before entering college.

Recommendations
In reference with the findings and conclusion made, the
following recommendations are proposed for this study
further flourish:
1. The Senior High School program is considered as the pre-
college and a stage that prepares students before entering
Tertiary level of Education. These are the additional years
in Secondary Education that equips, shapes and develops the
inner skills, talent or abilities of the students can be
used not just on college but also on their future workplace.
Hence, the program must strengthen, enrich, and enhance by
the government because it will serve as an important
foundation for the students preparation for the future.
2. Teachers are the most important individuals for the
implementation of this program. They must be equipped and
well-trained to ensure the effectivity of students’
learning. They served as one of the significant foundation
or the students’ learning and development. They are the ones
that will enrich students’ knowledge, skills, and abilities
that students will use in the future.
By determining the basis or indicators on the readiness
of SHS students, it was recommended that the teachers and

other educational facilitators should take into
consideration the most important aspects under each
category.
3. Senior High School students serves as the main subject of
this program and in order to make it effective, they must
conduct measures for the preparation of students before
entering college. They must adopt and acquire all the
subjects, programs, trainings, and assessments being offered
by the Senior High School program, and apply it to the
college level together with their future profession. Knowing
the indicators on the readiness of the SHS before entering
college will create a platform for the educators and the
students to create programs or conduct further assessment to
verify and ensure that the students were already aware of
the factors that was needed to be prepared for college.
4. Knowing the indicators on the readiness of the SHS before
entering college will create a platform for the educators
and the students to create programs or conduct further
assessment to verify and ensure that the students were
already aware of the factors that was needed to be prepared
for college.
5. College institutions or tertiary education providers must
provide an environment for students that are safe and

comfortable for them. They must ensure the students’
learning and development based on their chosen course
through providing high quality of education, world-based
trainings and assessments together with programs that can
enrich students’ skills and talent.
6. To the future researchers, this study can serve as an
inspiration and motivation for them to develop a
wider/broader version of this research as a continuation
that can benefit not just students, but also teachers,
family relatives that are under the Senior High School
program.
LITERATURE CITED
https://www.academia.edu/41341499/
K_to_12_BASIC_EDUCATION_CURRICULUM_SENIOR_HIGHSCHOOL_CORE_SU
BJECT_K_to_12_Senior_High_School_Core_Curriculum_21_st_Centu
ry_Literature_from_the_Philippines_and_the_World
Benefits_of_the_K_to_12_curriculum_for_Filipino_students_Ben
efits_of_the_K_to_12_curriculum_for_Filipino_students
The_K_to_12_Curriculum_The_K_to_12_Philippine_Basic_Educatio
n_Curriculum_Framework_DEPARTMENT_OF_EDUCATION?sm=b
https://www.academia.edu/Documents/in/
The_Effectiveness_of_K_to_12_Curriculum_in_the_Philippines
READINESS_OF_SENIOR_HIGH_SCHOOL_STUDENTS_IN_THE_PERFORMANCE_
OF_SHOP_WORK_AT_SURIGAO_STATE_COLLEGE_OF_TECHNOLOGY_SURIGAO_
CITY_A_Senior_High_School_thesis
https://www.researchgate.net/publication/
309710847_Teachers'_Perceptions_on_Senior_High_School_Readin
ess_of_Higher_Education_Institutions_in_the_Philippines
ASSESSMENT_FOR_THE_PREPAREDNESS_OF_SENIOR_HIGH_SCHOOL_STUDEN
TS_UNDER_ACADEMIC_STRANDS_FOR_COLLEGE
College
preparednesshttp://digitalcommons.mtech.edu/grad_rsch/116
https://soapboxie.com/social-issues/The-Implementationo-the-
K-12-Program-in-the-Philippine-Basic-Education-Curriculum
Department of Education. (2018, November 16). DepEd Order
no. 51, s. 2015. Retrieved from: http://www.deped.gov.ph/wp-
content/uploads/2015/10/DO_s2015_51_0.pdf
ASSESSMENT_FOR_THE_PREPAREDNESS_OF_SENIOR_HIGH_SCHOOL_STUDEN
TS_UNDER_ACADEMIC_STRANDS_FOR_COLLEGE?fbclid=IwAR215px-
EQvOnKCw93DVXlFI_t3DgpNDBoea4WwCbUzAc50khG69FyVfZI4
Casiple, Rex (2014). K-12 implementation: Its effect on

teaching and non-teaching personnel in school, The Daily
Guardian. Available on:
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.suu.edu/trioets/
documents/
1617collegereadinessassessment.pdf&ved=2ahUKEwjC7NiCnevvAhX-
y4sBHfFqAswQFjAAegQIAxAC&usg=AOvVaw2rcoUSwOYXjYE34Zi54Suv
https://www.officialgazette.gov.ph/k-12/Cabansag, Marie
Grace (2014): Impact Statements on the K-12 Science
Programin the Enhanced Basic Education Curriculum in
Provincial Schools, Journal of Arts, Science &Commerce

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CHAPTER I

This chapter includes the background of the study

wherein the researchers discuss the reason why the study

needs to be conducted. Wherein, the researchers should find

answer for the problem in the statement of the problem. The

hypothesis includes as educated guess and the theoretical

framework as basis of the conceptual framework to know the

concept behind the study. The scope and delimitation of the

research, the boundaries of the study are discussed. It also

contains the significance of the study that indicates who

the beneficiaries are going to be and the definition of the

terms used in the research paper in which it defines the

Background of the Study

The K to 12 program aimed to produce graduates

who were holistically developed, equipped with 21st century

skills, and were prepared for higher education, middle

level skills development, employment, and entrepreneurship.

The aimed was mostly carried out by one salient

feature of the program which is the Senior High

School (SHS) that includes grades 11 and 12. The SHS

It is one where the student has the option to

choose a specialization based on their aptitude,

interests, and school capacity. The students‟ choice

of career track will define the content of the

subjects they will have to take which will fall

under either the core curriculum or specific tracks

(Seameo Innotech, 2015).

Before stepping into college, senior high school acts

as the preparatory stage for students. It is consisted of

various subjects according to their preferred strand that is

under different tracks. Through the process of using higher

teaching levels, expansive lessons and the actual

implementation of learning in real life, these programs

motivate learners. College readiness partnership programs

are one way to attempt to bridge the disconnection between

the K-12 and postsecondary education systems. In such

programs, colleges and K-12 districts (particularly their

high schools) work together to try to ensure that students

are ready for college-level coursework before they enroll in

college. Even though many matriculating college students are

recent high school graduates, about 40 percent of

traditional students take at least one remedial course to

Domina, & Levey, 2012).

The readiness of the SHS students for tertiary

education, particularly those in the Grade 12 was not yet

known. With this, there were a need to assess SHS students’

knowledge and skills necessary for tertiary education. It

was with this reason why this research was conceptualized

and implemented by the researchers. The primary objective of

this research was to determine the readiness of Grade 12

students under the Academic Tracks and Technical-Vocational

Tracks to engage with concepts and skills taught in the

Statement of the Problem

This research paper aimed to analyze the readiness of

Grade 12 students of HCHS Department for college courses for

the A.Y 2020-2021.

Specifically, it sought to answer the following

1. What is the socio-demographic profile of the respondents

in terms of: a. Age b. Sex c. Strands?

2. What are the indications or basis of the student to be