CHAPTER 2

RIVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies which are relevant and similar to

this research. This includes research articles, finished thesis, and other references

which address ideas, concepts, generalizations, and recent developments related to the

study from past to present. The information in this chapter help in familiarizing details

which are significant to the present study.

RELATED LITERATURE

LOCAL

The lack of a standardized College Readiness Test (CRT) based in the

Philippines that complies with the College Readiness Standards (CRS) established by

the Philippine Commission on Higher Education (CHED) is addressed by developing

and verifying a college readiness test. Indicators that Higher Education Institutions

(HEIs) employ to gauge how prepared Filipino K–12 graduates are for college entry are

resolved as a result of this as well (Tamayao, 2020). This journal establishes the validity

and reliability of the CRT to measure the set of knowledge, abilities, and reflective

thinking required for K–12 graduates to be admitted and to succeed in General

Education courses at HEIs without the need for remediation.

reasonably good discrimination index (0.22), and large functioning distractors (68.91%

distractor efficiency). This was done using multi-stage sampling in a specific province of

the Philippines and with due consideration of the district, type of school, and academic

tracks offered in senior high school. Notably, the distractor efficiency and difficulty index

of the CRT items, as well as the discrimination and difficulty indices, all show a

substantial positive association. Additionally, the CRT is trustworthy since it exhibits

inter-item consistency (r=0.796). With its properties of being contextualized, gender-

neutral, and criterion-referenced, it is therefore a legitimate and trustworthy instrument

to test the college preparation of Filipino K–12 graduates.

This comes after a Commission on Human Rights report reveals that lack of "soft

skills," or those linked to creativity, communication, and empathy, is preventing students

from finding employment. Senators encouraged the administration to address the

apparent lack of job preparation among students about to enter the workforce on

Wednesday, April 12, according to a report from the Commission on Human Rights

(CHR). According to the CHR report, recent graduates were finding it difficult to get

employment because they lacked "soft skills," or abilities related to creativity,

communication, and empathy (Magsambol, 2023). The report highlighted the difficulties

that "pandemic generation"—students who underwent distant learning as a result of the

pandemic—faced.

A critical discussion in the fields of education and employment has been triggered

by the urgent problem of "soft skills" impeding students' employability. While it's obvious
that a lack of these abilities prevents recent graduates from finding employment,

resolving this issue calls for a diversified strategy. The epidemic generation encountered

particular difficulties in mastering these abilities since they had to adjust to remote

learning. It's crucial to remember, though, that the larger educational system must also

change to meet the shifting demands of the job market. Employers and educational

institutions both play crucial roles in the development of soft skills, therefore it is not just

students who need to do this. Educational institutions should think about expanding

their assessment on college and career readiness and the chances for experiential and

interpersonal learning in their curricula. Employers should also make improvements to

their hiring and training procedures to take into account how their staff members

develop these skills. Together, we can close this gap and develop a more

comprehensive strategy for putting students on the path to the workforce while fostering

their creativity, communication, and empathy.

Every student sincerely wishes to attend college and get a degree because doing

so would pave the road for their future and life success. This aim is frequently motivated

by the desire for greater job chances, which a college education can considerably

improve. When high school graduates reach this crossroads, they must choose

between furthering their studies in college and entering the labor sector. This decision

represents a substantial leap from the comfortable constraints of high school to the

more independent and intellectually demanding environment of college. College

provides individuals with a unique opportunity to explore their interests, enrich their

intercultural experiences, and build the groundwork for potential careers (Cuy and
Salinas, 2019). This article emphasizes the importance of individual objectives and their

impact on future-oriented behavior. It is critical to recognize that many kids, regardless

of their different backgrounds, have lofty goals that go beyond academic performance.

These aspirations frequently express as hopes, wants, and firm convictions,

representing a basic element of each person's identity, preferences, and talents

important to their future endeavours. In conclusion, obtaining a college degree is a

transforming journey that not only opens doors to work opportunities but also affects

students' personal and professional development.

FOREIGN

In the context of the Common Core State Standards (CCSS) in the United States,

the article delves into the development of exams for college and job preparedness

within the Department of Education's Race to the Top funding competition. These tests

serve as a means to gauge students' preparedness for success in college and the

workforce, as highlighted in Defining and Measuring College and Career Readiness: A

Validation Framework (Camara, 2013). The article underscores the existence of

numerous alternative methods for assessing a student's progress in college. These

methods encompass academic factors like grades, grade-point averages, persistence,

graduation rates, time to degree completion, placement into college-credit courses, and

exemption from remediation.

Moreover, the article places a strong emphasis on recognizing the significance of

non-academic aspects in determining college achievement. It asserts that when

a student's financial status and institutional characteristics. These non-academic

elements play a vital role in shaping a student's path to success in higher education,

and thus, should not be overlooked in the pursuit of a more comprehensive evaluation

of college and career readiness. This viewpoint underscores the complexity of

assessing students' readiness for college and the workplace, acknowledging that

academic achievements alone do not provide a complete picture of a student's potential

for success in these areas.

Career decisions and educational preparedness, the book highlights an essential

principle: individuals tend to find greater job satisfaction and long-term commitment to

their chosen careers when they base their decisions on a well-informed assessment of

their aptitudes, values, interests, and how they fit into their chosen work environment.

This approach "Career and College Readiness Counseling in P-12 Schools", as

advocated (Curry and Milsom, 2017), underscores the importance of making career

decisions that align with one's personal attributes and values. The article also

underscores the value of aligning high school experiences with students' desired

vocations and college experiences. When students can relate their high school and

college experiences to their career aspirations, the transition becomes more seamless.

However, it acknowledges that many students may lack the information and skills

necessary for this transition. In this context, it's imperative for high school staff to be

aware of the knowledge, abilities, behaviors, and attitudes required for success in both

a career and in college. This awareness allows schools to provide the guidance and
support necessary for students to make informed career decisions and smoothly

transition to higher education or the workforce.

For modern schools, this perspective carries significant implications. To ensure

students' future professional success, schools must offer a diverse range of curricula

and educational options. These should enable students to develop a broad set of skills

and competencies necessary for thriving in the twenty-first-century workplace. This

approach recognizes that the demands of the modern workforce require a holistic set of

abilities that extend beyond traditional academic knowledge. In summary, the article

promotes the idea that well-informed career decisions, a broad education that

encompasses essential skills, and a seamless transition from high school to college or a

career are key factors in ensuring students' future professional success. It emphasizes

the importance of aligning education with students' career aspirations and providing the

necessary support for a successful transition.

The journal explores the association between career-related characteristics and

career decision-making self-efficacy among South Korean college students. It highlights

the use of statistical methods, including Pearson's correlations and structural equation

modeling, to understand these relationships (Lee et al., 2022). The findings reveal

several interesting insights. First, there are positive correlations between career choice-

making self-efficacy and career preparation behavior, indicating that when students feel

confident in their career decisions, they tend to engage in more proactive career

preparation. Conversely, career decision challenges show a negative correlation with

self-efficacy,
suggesting that students who face more difficulties in making career decisions may

have lower self-efficacy.

A notable discovery is the stronger impact of career preparation behavior on self-

efficacy compared to career decision challenges. In other words, actively preparing for

one's career appears to have a more significant positive effect on self-efficacy than the

negative impact of facing challenges in career decision-making. The practical

implications drawn from these findings are significant. It is recommended that career

programs be designed to help college students set clear professional objectives,

actively seek information about careers, and engage in career preparation behaviors

while they are still exploring their majors. Additionally, the development of career

counseling programs can aid students in shaping their self-concept and identity, which

can contribute to greater self-efficacy in making career decisions.

These insights not only provide guidance for the development of more effective

college career advising systems but also offer strategies for boosting the self-efficacy of

college students in making informed and confident career decisions. It emphasizes the

importance of proactive career preparation and the role of career counseling in shaping

students' career-related self-efficacy.

LOCAL

(Jarvee A, Brent A, Jhearleshie C, Lawrence E, 2023) The study concludes that

factors such as personal interests, skills, practicality, financial stability, family and friend

support, and patriotism influence the career choices. This factors may affect the future

career choice of the student specially the career choice, this study could be a help to

educators to Guide student in choosing their career pathways for a much better and

brighter future. The career choices of student is very essential aspect of their life as this

will help them to shape their future, but there is still factors affecting students when it

comes to their career choice, this study investigated the factors affecting the career

choices of Grade 12 student, this factors may affect their vision when it comes to the

future Career Choices. The study includes themes such as personal interests, skills,

practicality, financial stability that affect students when it comes to their career choices.

(Dee ,2021) This was done to assist pupils who do not yet know what they want to

pursue when they graduate from senior high school. such as what classes to take,

where to enroll, how to apply to colleges, and the whole college freshman experience.

Because it will affect the direction of their course choice in their future profession,

students may have the most difficult time choosing courses and colleges.

Being prepared, or being college and career ready, is very important. It plays a

crucial role in a student's life, allowing them to Blueprint their next steps towards

achieving their own personal goals. It's crucial to be ready for the next stage of your life
so that you can get ready for the workforce and live the life you've always wanted. So it

is very important to be prepared when it comes to your college and career since this is

the most important Key in opening doors for a happy life.

(Secuya, A. M, Dela Cruz, M. M, Miguel, K, Suarez, J. M, Suyat, L., & Bernales Jr,

G, 2020) The researcher conducted this study to determine the impact of Work

Immersion on the career path of selected Grade 12 General Academic Strand students.

Choosing a career path, gaining competencies, and gaining experiences are the

impacts of Work Immersion on the career path of students. The study's findings led to

the following conclusions, which were drawn. Students who are struggling to choose a

professional path can use the experiences and skills they acquired during their Work

Immersion as a foundation for their assessment of their career decision making to feel

more fulfilled in their future course.

(Remsen, Mary. 2019) The movements for school-wide reform that include RTI

components and protocols are discussed, and current practices to encourage college

and career preparedness are supported. It is mentioned in professional and technical

education how a redesigned model that includes a systems framework. Insofar as they

directly relate to college and job readiness, emphasis is placed on career pathways,

curriculum design, and intervention techniques. The knowledge offered here will be

helpful for educators who want to enhance RTI outcomes by integrating intervention

techniques into the entire school to assist students' achievement after high school.
FOREIGN

( Lindstrom, Lauren; Lind, John; Beno, Carolynne; Gee, Kevin A.; Hirano, Kara,2022)

The purpose of this study was to solicit new perspectives on college and career

readiness, seeking to understand context and conditions that may influence the

educational trajectories and post-school opportunities for underserved youth. Rather

than focusing on deficiencies of students who are often viewed as unprepared for the

academic coursework or technical careers, we sought instead to solicit perspectives

and recommendations directly from the youth themselves, along with teachers and

other school personnel responsible for college and career readiness.

It explain was to gain new insights into college and career readiness, particularly for

underserved youth. Instead of concentrating on the perceived deficiencies of these

students, the study aimed to gather perspectives and recommendations from the youth,

teachers, and school personnel to better understand the factors influencing their

educational paths and opportunities after school.

(Jordan D. Troisi ,2021) This study jointly examined how two potential factors

could improve students' skills and career readiness: explicit instruction in skill

development in an advanced laboratory course, along with engaged staff from the

University's Career Center. Changes in self-rated skills and career readiness from

pretest to posttest were examined for the course designed to improve these scores, as

well as in the control group composed of students with similar qualifications. Improving
students' skills and career readiness prepares them for college and the next chapter of

their life’s preparation plays a vital role in achieving a person's personal goals, helping

them plan for the future and live the life of their dreams.

(Gee, Kevin A.; Beno, Carolynne; Lindstrom, Lauren; Lind, John; Post, Cindy;

Hirano, Kara, 2020) suggest that among youth needed to assist to visualize their

futures, make the most of their abilities, and cultivate attitudes that support good

trajectories in order to support their readiness for college and careers in the face of

considerable academic and life hurdles. It is crucial for youth development professionals

to develop and implement novel programmatic approaches that are evidence based in

order to support the college and career readiness of underserved youth. They also need

to incorporate stakeholder perspectives into the design and delivery of their programs.

The program developers, educators, and youth services providers who labor to create

and improve career and college readiness programs focused at underserved

adolescents can benefit from the main lessons we share in this article from our program

development process. This study aims is Supporting college and career readiness

among youth when it come to choosing the right career path for them to insure that they

will choose the right career path that will lead them in achieving the life they want to live

and help them to achieve personal and long term goals and help them to live a brighter

future and life.

on each of these skills in order to prepare kids for college and careers in the 21st

century economy. States must move away from their current testing methods and adopt

new assessment methods that can help students develop deeper learning skills,

produce diagnostic data that can be used in instruction, and offer insights about a wider

range of student capacities that can be used by students and that can be used to inform

parents, colleges, employers, and policymakers. This will be necessary if curriculum,

instruction, and assessment reforms are to be successful.