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Chapter 1

INTRODUCTION

Rationale

The readiness of Grade 12 learners is not officially stable towards the

college profession. Motivation is a vital nature of learning strategy to gain

learning outcomes. Learners must be motivated to reach their goals and

ambitions in life. The nature of motivation and learning strategy use is vital to

improve learners’ learning outcomes. In addition, a variety of unintended

consequences results for many of the assessments early.

College preparedness may appear to be a buzzword used in the college

search and application process. On the surface, it appears to be a standard that

you are ready for college and actually a lot more precise than that. College ready

refers to a set of abilities, knowledge, and behaviors that a high school graduate

should possess upon starting their freshman year of college. It all comes down to

the ability to succeed while attending a college or university.

Motivation is the state of mind that allows learners to keep their focus and

behavior while also providing them with the extra energy they require to complete

activities. As a result, it can assist in the long-term maintenance of activities.

Motivation has a number of consequences on learners' behavior, choices, and

outcomes in education.

In education, motivation can have a significant impact on learners'

performance and outcomes. As a result, parents and instructors who want to

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assist their children in improving their academic performance should be aware of

the elements that influence learner motivation.

Most significantly, motivation makes us want to do something. Completing

the action without it can be difficult, if not impossible.

According to Roderick, et al. (2009), higher education readiness can be

put into testing systems, and to be college ready, learners must pass three

crucial hurdles: they must graduate from senior high school with the skills that

college professions and colleges require, and they must demonstrate basic

literacy skills. States will require a new data system that provides information on

their graduates' college outcomes.

However, Keller (2010) also identified four motivators: attention,

relevance, confidence, and satisfaction. In an augmented-reality-based learning

environment, motivational elements such as attention and satisfaction were

scored higher than in a slides-based learning environment.

In addition to, Kyndt, et al. (2015) added that there is a minor rise in

regulated motivation, which occurs primarily during the transition from secondary

to higher education. Motivation increased in secondary school and stayed

consistent in higher education, but it was much lower at the beginning of higher

education than at the end of secondary school.

Furthermore, Tamayao (2020) shared that establishing and validating a

college readiness test tackles the lack of a standardized Philippine-based

College Readiness Test (CRT) that is consistent with the Philippine Commission

on Higher Education's College Readiness Standards (CRS) (CHED). It also

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clarifies the various and arbitrary indexes used by Higher Education Institutions

(HEIs) to assess the college readiness of K to 12 Filipino graduates. This study

establishes the validity and reliability of the CRT in measuring the combination of

knowledge, abilities, and reflective thinking required for K–12 graduates to be

admitted and succeed in General Education courses in HEIs without remediation.

With the above reasons, it is interesting to know the level of readiness and

motivation of Grade 12 students of RMMC towards College Education so that on

Intervention Program can be proposed based on this finding.

Research Objectives

The study determined the level of readiness and motivation of Grade 12

learners of Ramon Magsaysay Memorial Colleges towards College Education

that cored be used as basis for a proposed intervention program.

Specifically, it sought answers to the following questions:

1. What is the level of readiness of Grade 12 learners?

2. What is the common motivation of Grade 12 learners?

3. Based on the findings of the study, what intervention program can be

proposed?

Review of Related Literature

This chapter represents the related literature which includes the foreign

and local studies.

Related Literature

Various concepts and ideas are gathered in relation to the study. The

following are the body of knowledge which the problem of the study’s anchored.
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Level of Readiness

In the study entitled: Level of Readiness towards College Education,

Camara (2013) evaluated the intended uses of these college and career-

readiness tests in the research of Level of Readiness towards College Education,

with the purpose of providing a suitable validity argument to support such usage.

These evaluations are radically different from the state assessments used today.

The NCSL Education Program keeps track of state legislation affecting K-12

education, higher education, and adult learning. We collect and conduct research

on state-relevant education themes, give tailored assistance to state legislatures,

highlight education policy news, and communicate information on best practices

related to state and federal education concerns.

Gaerter (2015) shared that despite the fact that college preparation is a

key component of important educational efforts like the Common Core State

Standards, few methods have been put in place to monitor kids' advancement in

this direction. Instead, information on a student's readiness for college is often

delivered toward the end of their high school experience and tends to

concentrate primarily on their academic achievements their grades and scores

on admissions tests. The goal of this project is to create a mechanism for

delivering more thorough college-readiness diagnoses earlier in a child's K–12

career because late-stage input can be troublesome for students who need to

change their trajectory. Using data from the National Education Longitudinal

Study of 1988 (NELS), a longitudinal study of educational inputs, settings, and

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outcomes that is nationally representative, this paper offers college-readiness

indicators for middle-school children.

According to, Conley (2007) stated that the paper's goal is to present an

operational definition of preparation for college something is different from how it

is now portrayed this idea mostly in its range. The text that even if a lot has been

learned of this occurrence, especially while few organized attempts during the

past 20 years have been created to incorporate the diverse components or

characteristics of college preparation that have undergone extensive research

during this specific period. Consequently, college Preparedness is still mostly

characterized in terms of courses taken in high school and grades and results

from national examinations its primary metrics are tests.

Harvey (2013) shared that using the Bourdieu's Cultural Capital theory as

our theoretical framework in this analysis of the existing literature on college

readiness to interpret the following themes: opportunities for college readiness,

minorities, poverty, at-risk, self-determination, persistence, and post-secondary

options, as well as ACT and SAT tests. There are definite and persistent gaps in

opportunity with regard to college readiness. The numerous and varied findings

of the research examined in this paper highlight how crucial it is to examine high

school graduates' college readiness rates. In particular, our objective in

conducting this literature review was to assist policy makers, administrators, and

educators in making well-informed decisions related to college readiness.

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To turn college ambitions into college attainment, according to Salinas

(2019), there must be well-defined indicators of college readiness and

performance criterion.

In addition to the Redefining College Readiness (2007) disclosed that

college readiness is still generally defined in terms of high school courses taken

and grades received, as well as scores on national examinations. Study abilities,

time management, knowledge of one's performance, perseverance, and the

capacity to use study groups are among them. These are both specific abilities

and more general attitudes, but they all require students to have a high level of

self-awareness and intentionality as they approach college.

Moreover, Reyster et.al (2015) shared that the researchers explored

timing to first-time college readiness in English and math using Event History

Analysis. Variables under investigation included gender, first-generation college

student status, college aspiration, enrollment in college preparatory courses, and

participation in organized, extracurricular, college preparatory activities. Results

indicated a student’s chances of being on the college-ready trajectory. Findings

also revealed a positive association between higher parent education levels and

college preparatory course enrollment, particularly in math.

Furthermore, Bausmith (2012) shared that assess the effect of the Gaining

Early Awareness and Readiness for Undergraduate Program (GEAR UP) on

outcomes related to college readiness. GEAR UP is designed to increase the

number of low-income students who are prepared to enter and succeed in

postsecondary education by providing 6-year grants to states and district

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partnerships to provide services at high-poverty middle and high schools. This

study specifically looked at whether students from 173 GEAR UP schools had

higher percentages of students who were prepared to enter and succeed in

postsecondary education than those from comparable, non-GEAR UP schools.

All regular (i.e. nonspecial education) cohort data from the seven years (2003–

2009) were compiled.

However, Marumaya (2012) examined the logic underlying different

models for assessing the college readiness of high school learners. It focuses on

benchmark scores that purportedly identify learners who are college ready and

presents the challenges of using threshold scores from a single assessment

instrument to represent readiness. As well as providing logical and

methodological reasons to be wary of threshold scores, analyses of Minnesota

and national data illustrate their shortcomings.

In contrast with Policy Analysis for California Education (2019), college

readiness is therefore a dynamic process between choices, actions, and beliefs

bounded by structural constraints in opportunities often at the school level. Given

that schools play a large role in this process, there is much for schools to

consider in developing learners’ skills and dispositions for successfully navigating

the pathways to and through college.

Lastly, Lemmens (2010) shared that the purpose of the academic

readiness questionnaire is to function as a screening test for incoming first-year

learners that enter university. The academic readiness questionnaire went

through a scientific process of test development and standardisation.

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Common Motivation of Grade 12 Students.

In the study of Motivation of Grade 12 Learners of Ramon Magsaysay

Memorial Colleges, Bunn (2014) investigated the motivating variables that drove

post-baccalaureate learners to shift jobs and pursue an initial teaching license.

Researchers gathered survey data from 346 unconventional teaching applicants

who were enrolled in either a master's degree program for initial licensure or a

statewide nontraditional program.

Irwansyah (2020) stated that everyone wants to go to college to further

their education. The ambition of practically everyone is to pursue higher

education, albeit not everyone holds the same view on the subject. Numerous

studies have also looked into this.research. This study aims to shed light on the

effects of learning motivation, socioeconomic circumstances, and (3) both of

those factors acting together on college interest. Students in grade XII of the

vocational high school for accounting are utilized as the population. By selecting

58 students as samples, proportional random sampling is used as a sampling

technique.

Motivational factors offered up to a 10% increase in variance explained for

predicting academic success and up to 4% for college perseverance, according

to the ETS Research Report Series (2014). Academic success was also

positively associated with other motivation and skill scores. The odds of

sophomore retention increased by approximately 30% with a one standard

deviation rise in academic discipline and commitment to college. Even after

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accounting for institutional differences in academic achievement, this remained

the case.

According to Ullah (2013), motivation is the paramount medium and

obligatory precondition that provokes critical thinking among the learners. From

the analysis it was found that usage of effective teaching methodologies,

adequate learning environment in the classroom and self-motivated involvement

of the learners to slot in knowledge acquisition are the foremost determinants

that can increase the learner’s motivation for learning process. In addition to this

inconsistent workload on the learners, usage of obsolete teaching

methodologies, large class size, peer pressure to resist the learning process and

teachers biased behavior with the learners is the foremost factors that can

diminish the student’s interest in their studies.

In addition to, Romer (2009) stated that the pathways to college network, a

coalition of national organizations and funders dedicated to improving post-

secondary education. The opportunities for underserved of population launches a

national initiative to ensure these needs were addressed by the students. The

initiative will commit policymakers and education leaders to providing

academic, social and financial support as a key strategy to increase

the number of underserved students who graduate from high school, are college

ready and graduate.

Furthermore, according to the Center on Policy (2012), motivation is an

important part of a learner’s educational experience from preschool onwards, but

it has gotten little attention in the midst of an education reform agenda that
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focuses primarily on accountability, standards and tests, teacher quality, and

school management. A vigorous discussion regarding the often-overlooked

aspect of learner motivation could assist education reform.

Conversely, Klonowski (2005) shared that despite extensive research

regarding learner motivation in performing ensembles little is known about

learner motivation in ensembles outside of the school environment. The literature

regarding motivation in school ensembles shows motivation comes from five

main categories: parents and family, peers, directors, environment, and the

learners themselves. This study asks basic questions regarding motivation of

learners in a large community performing ensemble, and compares them to

responses from the same learners regarding their school ensemble experiences.

The responses to the questionnaire suggest that motivating factors in community

ensembles fall into the same basic categories, but have slightly different nuances

based on the environment. Looking through the context of Abraham Maslow’s

hierarchy of needs, this study adds to a growing body of research regarding

learner motivation, emphasizing the importance of parents, peers, and the

director in student motivation and retention in ensembles both in and out of the

school setting.

However, Contemporary Issues in Education Research (2017) averred

that many researchers focus on adopting a single motivation theory in their

studies due to these difficulties. In education research, combining multiple

motivation theories in a single study is uncommon. It provides a unified

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framework for approaching educational motivation research, allowing diverse

motivation theories to be used in educational research and other disciplines.

Researchers identified a variety of various techniques to boost motivation,

whether it is extrinsic motivation or intrinsic motivation, (Fluke, et al. 2015). Many

of these tactics, while fostering mastery objectives and increasing student self-

efficacy, do not necessitate the purchase of expensive programs or extensive

curriculum changes.

Lastly, Thrash (2001) stated that motivation is the concept that elucidates

the direction, persistence and goal directed behavior of a person. Student

motivation depends upon their subjective experiences and willingness to engage

in conceptualizing lessons. It is the concept that evaluates the goal directed

behavior of a person. Motivation may also depend upon the subjective

experiences.

Related Studies

Motivation helps learners to uplift the quality of learners’ learning

experience and performance. Motivation elevates learners’ excitement about the

exercises exhibited to them and they are determined or persistent in

accomplishing things even if these are not of their interest. This will likewise

decide whether they are seeking after such assignments on an intentional or on a

mandatory premise and learners are affecting its motivation to different factors.

Conti (2020) stated that the purpose of the current study was to determine

whether setting independent goals for pursuing a college education and thinking

about those goals over time encouraged intrinsic motivation for academic work,
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improved academic performance, and better adjustment to college. Prior to

beginning classes, first-year college students completed the College Goals

Questionnaire; later, they completed the Student Adaptation to College

Questionnaire and the Work Preference Inventory. The findings showed that

students who thought about their objectives had high levels of both intrinsic and

extrinsic motivation. Grade point average, high intrinsic motivation, low extrinsic

motivation, and improvement in social and emotional adjustment over time were

all predicted by the autonomy of students' goals. The significance of having

carefully considered personal goals is established by these findings, which add to

the literature on personal goals.

According to Yilmaz (2017), one of the most important factors influencing

learners' motivation is classroom management, and effective classroom

management is a practice that improves learners' free learning capacities,

profitability, and achievement, with the most important goal being to prevent the

teaching and learning process from being disrupted and to continue in a well-

organized manner. Making a conducive learning environment has a good social

and educational impact on each learner, and the classroom is where they will get

an understanding of their role in the world, as well as knowledge of the abilities

required to achieve that aim.

In addition to, Davis (2022) shared that inadequate college preparedness

in the US is a serious problem that threatens our economy. The structural racial

and social inequality in American culture and education that stifles students'

economic and educational mobility is the root cause of the demographic disparity
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of the crisis, which is especially acute for low-income, Black, and Latin students.

State-based standardized tests, like the Smarter Balanced Assessment

Consortium (SBAC), were developed as part of the national reform initiatives to

be more closely aligned with K–12 Common Core standards and to offer a more

effective and equitable measure of academic performance and college readiness

in middle and high school.

Moreover, Deya (2017) added that motivation can have an impact on a

learner's academic performance and motivation. It also provides many positive

elements to the learner, but it is important to remember that peer influence can

have a negative impact or other negative effects, and the type of group a child

identifies with can sometimes determine the kind of influence the group will have

on his academic achievement, and frequently associating with negative friends

can have a significant negative impact on them. Peers are one of the factors that

encourage learners and have a favorable or bad impact on their academic

performance.

However, Cenar, et al. (2021) claimed that in this epidemic period, we are

experiencing an online class where learning activities are being postponed.

Institutions that pursue online education programs frequently presume that online

learners are prepared to learn in this manner. However, many learners around

the world are unsure if online education can provide adequate attention, resulting

in alarmingly high drop-out rates. This begs the question of why some learners

are better able to benefit from online education than others, and it necessitates

the disclosure of the underlying causes behind this.

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Lastly, Am J Pharmacy Education (2010) shared that the motivating

factors influencing college student’s choice of academic major is survey the

variables and nonacademic impacts that influenced the decision of under

graduate students.

Foreign Studies

Acosta (2016) stated that the focus of this study is on the readiness of

higher education institutions in the Philippines to the implementation of the

Senior High School program of the new K-12 curriculum. Data were collected

through a survey questionnaire. The findings reveal five predisposing factors,

namely: eligibility, staffing guidelines, course streamlining, workforce surplus

management, and alternative programs to be determinants of senior high school

readiness among college teachers and higher education institutions that will

ensure sustainability and the promotion and protection of the welfare of the

affected faculty and other employees in the higher education sector. It explains

the readiness towards college education that depicts college teachers sustaining

the sub immersive institutions as well as the preference in implementing k-12

curriculum.

Callan (2012) stated that over the next 15 years, significant demographic

changes in the population of the United States may combine with persistent

disparities in educational achievement by ethnic group to reduce the proportion

of the workforce with college-level skills, which would lead to a drop in per capita

personal income in the country. While this is going on, the United States is losing

ground to other developed nations in terms of the proportion of its young people
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of working age who enroll in college and earn a bachelor's degree. The nation

faces the prospect of a sustained decline in the average educational levels of the

U.S. workforce at a time when the knowledge-based, global economy demands

more Americans with education and training beyond high school. According to

this report, four state policy.

According to, Greene (2003) shared that the percentage of students in the

public high school class of 2001 who actually meet the requirements for applying

to four-year schools is estimated by the authors. Estimates are broken down by

location, state, racial/ethnic group, and overall. Students must clear three major

obstacles in order to be considered "college ready": they must graduate from

high school, they must have taken specific courses in high school that colleges

require students to take in order to acquire the skills they need, and they must

exhibit fundamental literacy abilities. Only 32% of the Class of 2001 pupils

nationwide was deemed to be college ready, with percentages for black and

Hispanic students being much lower.

In addition to, Kyllonen (2014) added that the purpose of this article is to

discuss how non- cognitive factors such as personality and motivation can be

examined and cultivated in order to improve learners' performance. Collegiate

readiness provides a broad paradigm for accounting for learner personality and

motivational variables. It examine a number of studies that illustrate how

personality and motivational characteristics affect educational results beginning

in childhood to the age of maturity go over a variety of ways for evaluating non

cognitive elements, from self-assessments to performance testing. Consider data

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indicating that personality and motivation fluctuate over time and that certain

therapies have been found to be effective. Changing certain aspects of one's

personality can lead to greater success. In the final section, it proposes an

implementation plan. a complete psychosocial skills exam in middle and high

school, which would include setting competence requirements and evaluating

students' abilities delivering remedial education.

Moreover, Lindstrom (2020) stated that the focused group data provided

conclusions in three main categories using grounded theory analysis. First, the

definition of preparation given by the student and educator participants was given

as particular career knowledge and skills needed to create tangible post-

secondary goals. Second, the lack of job preparation opportunities was seen as a

barrier by both educators and students, and educators also gave examples of

difficult living situations that prevent young people from reaching their full

academic and professional potential. Third, educators and students noted that

giving young people access to a wide range of learning activities that are

connected to careers, along with the presence of dependable adults who act as

mentors and guides, can enable them to broaden their career options.

However, Durand (2022) shared that positive outlier leaders combined

diagnostic and predictive framing to address priorities and challenges while

driving an equity-centric agenda. In addition, positive outlier leader discourses

prioritized local needs and values, contextual challenges, and organizational

learning. Additionally, positive outlier leaders used a hybrid framework

(motivational, normative, and regulatory) to highlight academic performance and

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student needs to improve outcomes for a range of students. In these schools,

these hybrid discourses boil down to the normative framework of how things are

done here. In contrast, typical school leaders articulated a narrower agenda

focused on compliance-oriented discourses built by political regulation, and these

served as primary motivations for action.

Furthermore, Zilberberg (2014) stated that the learners in nations like the

United States, where academic achievement is routinely evaluated from

kindergarten through grade 12, are prone to have negative views toward low-

stakes testing by the time they enroll in college. The relationship between such

views, test-taking motivation, and performance on a low-stakes university

accountability test was modeled via route analysis. The findings showed that

attitudes had indirect and minor effects (by test-taking motivation), indicating that

their influence on test performance is negligible. This further supports the validity

of the conclusions drawn from such low-stakes assessments. Discussion is had

regarding the implications for global assessment.

Lastly, Zou (2022) showed that the usefulness, self-efficacy, social

presence, and perceived ease of use have a greater positive effect on online

learning motivation; cognitive presence has a small positive effect on online

learning motivation. Teaching presence positively influences online learning

motivation through social or cognitive presence and factors such as school

location, previous online learning experience, family socioeconomic status, and

previous academic performance may influence acceptance of technology. Learn

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about the implications for the design, development, and management of K-12

online education.

Local Studies

According to Bernardo (2018) experiencing financial stress is not unlikely

among Filipino learners, and government statistics suggest that a significant

proportion of the school age population experience financial difficulties towards

readiness. Starting at the basic education level, many Filipino children who

dropped out of school mentioned insufficient financial resources as the main

reason for quitting school. Financial problems have a lot of effect on the

educational sectors; most learners affect their decision making and motivation to

learn more. Self-preparedness can pull down through the rage of financial

capability.

The lack of data complementing autonomous learning, which is critical in

pandemic-induced distance learning, accelerated the study, according to Coros

and Madrigal (2021), assessing public senior high school learners self-directed

learning, self-efficacy in learning, and academic motivation. As a result, learners'

learning activities must be optimized.

Synthesis

The study is entitled: Level of Readiness and Motivation of Grade 12

Learners of Ramon Magsaysay Memorial Colleges towards College Education:

Basis for a Proposed Intervention Program. It anchors the relevance of this

study, combination of the ideas and the nature of summarization. In summary, it

highlights several frameworks currently used to monitor key indicators along

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learners’ educational trajectories in order to foster an affirmative college-going

culture, strengthen academic preparation, improve college knowledge and

information, and cultivate stronger resilience for success in college.

Theoretical Framework

The study demonstrated an understanding of theories and concepts that

are relevant to the topic of this research paper and it relates to the broader areas

of knowledge being considered.

Readiness Theory

The readiness model of Conley (2007) is stated firstly to imply that

readiness for college education is not just connected with academic performance

in school or with measures of ability on psychometric tests, but also with socio-

cultural and motivational aspects. Non-cognitive and/or demographic variables of

learners were found by Sedlacek and Camara (2005) to be utilized as an

admission tool to identify risk and developmental requirements. Entry

characteristics, such as demographic variables, have been shown to predict

academic success later in life. Authors like Tinto and Braxton et al. (2004) have

identified a direct including high school academic achievement. For study, it is

assumed that learners display consistency in their actions, attitudes, and values.

Motivational Theory

Self-efficacy, the individual's goals toward tasks, task worth, and the

learning environment drive learners' learning motivation, according to research

on motivational theories and studies of learners' learning (Brophy 1998, Pintrich

and Schunk 1996). Students' self-efficacy, science learning value (or task
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values), learners' learning strategies, the individual's learning goal, and the

learning environment are important motivational factors that make up learners'

science learning motivation, according to constructivist learning and motivation

theories. The next sections go through each motivational aspect in greater depth.

Conceptual Framework

This study illustrated the expected findings through research. Relevant

variables of the study map out the input and output of the study.

INPUT
Level of Readiness and

Motivation of Grade

12 Learners of RMMC

towards College

Education

OUTPUT

Basis for a Proposed

Intervention Program.

Figure 1. The Conceptual Paradigm of the Study

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Significance of the Study

It has hope for endeavor that the result of this study is beneficial to the

following:

To the Teachers. The study would inform them to have an idea on the

level of readiness and motivation of Grade 12 Students of RMMC towards

College Education.

To the Students. The study would give them information to know the level

of readiness and motivation of Grade 12 Students of RMMC towards College

Education.

To the Parents. The study would provide them information about their

role in the education of their children and to be aware of the motivation of their

children in identifying their level of readiness.

To the Future Researchers. This study would help them to collect data

and conduct further studies to validate the findings of this study.

Definition of Terms

For better understanding of the study, the following were defined

operationally:

Common Motivation. This term refers to the common motivation of the

G12 learners of Ramon Magsaysay Memorial Colleges where they tend to have

a specific motivation among themselves

Level of Readiness. This term refers to the preparedness on the

dreamed certain of the Grade 12 learners of Ramon Magsaysay Memorial

Colleges.
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