The Problem and Its Background: San Jose - Litex Senior High School

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
DISTRICT OF RODRIGUEZ I
SAN JOSE – LITEX SENIOR HIGH SCHOOL
Block 9 Lot 1 Litex Subdivision, San Jose, Rodriguez, Rizal
Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction, statement of the problem,
hypothesis, significance of the study, scope and delimitation, theoretical
framework, conceptual framework, and the definition of terms of the research
study.
Introduction
College preparedness is extremely important to college success for
students. In some cases, students are well-prepared by high school faculty,
parents and their own self-discipline to achieve success. Tertiary education,
more commonly known as a post-secondary education, refers to academic
pursuit undertaken after high school. Undergraduate programs include any post-
secondary education that takes up to four (4) years to complete, including
certificates, diplomas, and associates and bachelor’s degrees. Graduate
programs typically require prior completion of an undergraduate degree and
include diploma, certificate, masters and doctoral degree programs.
According to the Common Core State Standards (CCSS), broadening the
agreement among educators and policy makers helps to adapt new standards for
K-12 education which allows both mathematics and science standards to go a
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long towards substantially improving K-12 (STEM) achievement and preparation
for (STEM) college coursework and careers (Pimentel, 2013).
College readiness indicates the preparation for credit-bearing coursework
in two- or four-year colleges, without the need for remediation and with a strong
chance for earning credit toward a designated program or degree. Similarly,
career readiness indicates preparation for entry-level positions in quality jobs and
career pathways that often require further education and training (Conley, 2014).
Students who plan early for college are more likely to be enhanced than
those who do not; Students learned who learned about college affordability
options had higher expectations for their own future rather than students who did
not learn that information (Cabrera, 2006; Destin & Oysterman, 2015 cited in
Tran, 2015).
The longitudinal data system that tracked every student's K-12 and
college performance would lend more clarity to how we measure college
readiness (Zinshteyn, 2015). Career assessment and aptitude examination are
not enough to say a student is college ready. It is also important to have actual
knowledge of the college process itself and acquire non cognitive skills.
Students under academic strands— Science, Technology, Engineering and
Mathematics (STEM), Humanities and Social Science (HUMSS) and
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Accountancy and Business Management (ABM) will mostly benefit from the
college- adopted programs being offered by senior high school. They will receive
benefits by the On the Job Training (OJT), assessments, applied and specialized
subjects which are connected and extracted from college level courses based on
their strand. With this, they are expected to enter college to continue the subject
they already took while they are in senior high school (Bonquin, Castillo, De
Guzman, Delos Reyes, De Torres, Flores, Pilapil, & Plamo, 2017).
Addressing the topic of college preparedness among Science,
Technology, Engineering and Mathematics (STEM) students, this study looked at
the preparedness of grade 12 (STEM) students of San Jose-Litex Senior High
school in terms of career-planning, career-choice and indecisions which may
support the research study.
Statement of the Problem
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This study aimed to determine the Preparedness for Tertiary Education of
Grade 12 STEM students of San Jose-Litex Senior High School to answer the
following questions.
1. What is the demographic profile of the respondents in terms of:
1.1) sex and
1.2) monthly family income?
2. What is the level of preparedness for tertiary education of Grade 12 STEM
students of San Jose-Litex Senior High School with regards to:
2.1) academic preparedness
2.2) social preparedness and
2.3) emotional preparedness?
3. Is there a significant difference in the preparedness for tertiary education
among grade 12 STEM students in terms of sex and monthly family income?
Null Hypothesis
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There is no significant difference in the preparedness for tertiary education
with regard to academic, social and emotional preparedness among grade 12
STEM students in terms of sex and monthly family income.
Significance of the Study
This study may be significant to the following:
School administration may use the findings as a guide to better
understand the process of how students adapt to adjust their programs that may
suit the student’s preferences allowing them to work efficiently and more
effectively.
Teachers may guide the students by the findings of the study. It will help
them in reflecting the process of students-teacher cooperation, adjusting their
teaching strategies in order to boost the student’s acquisitions of ideas needed in
preparing for tertiary education.
Parents may refer to the results of this research as a guide for their
children’s plans and decisions in preparation for tertiary education.
Students will be informed of their preparedness. This will enable them to
cope and perform better.
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Future researchers may use the findings of this study as a reference, a
credible source of information if their research is similar to the research study.
Scope and Delimitations
This study was limited to all Grade 12 STEM students of San Jose-Litex
SHS S.Y 2019-2020. It aimed to determine their preparedness for tertiary
education and how this preparedness differs with their demographic profiles.
Preparedness for tertiary education shall include academic college preparation,
emotional college readiness and social skills.
74 respondents were selected from the two sections of STEM—
Fahrenheit and Kelvin using total population sampling. The survey questionnaire
was composed of the demographic profile which included the respondent's sex
as well as family's monthly income, and 15 items in Likert type scale pertaining to
college preparedness. However, this is limited for the manipulation of data. The
respondents may lie due to social desirability to present a positive image.
This study may not reflect the other batches of STEM students, but it would
provide a valuable perspective and point of reference bounded by specific time
framework.
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Theoretical Framework
Career Development Theory by Donald Super looks at life stages toward
the development of self-concept. The four facts that influenced the vocational
choice in career development are: the reality factor, the influence of the
educational process, the emotional factor and individual values this theory
proposes that it is a development path that leads to career choice; Starting in
preteen and ending in young adulthood, individuals pass through three stages:
fantasy, tentative and realistic. According to the theory, a child is free to pursue
any occupational choice in the fantasy stage. In this process, the future career
choice of a child is recognized and identified. Also, the young person further
defines their interests in, capacity for and values of an occupational choice
before teenage years. The cumulative effect of the process is the transition
process in which the adolescent begins the career choice process, recognizes
the consequences and responsibility of that choice.
This accumulation in turn, will show its affect in full in due time. Igniting the
will to pursue career of choice and contributing greatly to one of the necessities
for college preparation: the drive to materialize their ambitions to the best of
ability.
Conceptual Framework
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INPUT PROCESS OUTPUT

1. Data gathering 1. Preparedness for
process Tertiary education
Demographic Profile 2. Questionnaire 2. Difference of the

ddddde preparedness for
Grade 12 (STEM) 3. Data analysis tertiary education to
students of San Jose- 4. Statistical treatment the demographic
Litex SHS profile.
Figure 1. Research Paradigm
The conceptual framework showed the input, process and output of the
research study. The research’s input were the respondents of the research study,
wherein they were given survey questionnaires that were gathered which were
then statistically treated and analysed. The answers of the respondents
determined the statement of the problem.
Definition of Terms
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The definition of terms presents the definitions of the words used in this
chapter and is part of essential way to understand better the research study.
Ability is the quality or state of being able to prepare for college.
Benefit refers to a good or helpful result or effect on the respondents and
or researchers.
Career Development refers to the stability and managing one's career. It
involves interest, capacity and values occupational choice before teenage years
to know what to pursue in college.
Emotional Readiness refers to one’s readiness to handle pressure and
different emotions under different situations upon entering college.
Academic Preparedness refers to the preparedness of Grade 12 STEM
students on higher learning and performance in academic courses .
Social Skills refers to the skills of the Grade 12 STEM students used to
communicate and interact with each other, both verbally and non- verbally,
through gestures, body language and personal appearance.
Preparedness refers to the readiness of Grade 12 STEM students for
tertiary education which was measured using the questionnaire.
Sex is the state of being a male or a female and is determined in the
study.
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STEM stands for (Science, Technology, Engineering and Mathematics) an
academic track which implemented by K-12 program as an academic preference
for students and the strand to which the respondents belong.
Tertiary Education referred to as a post-secondary education (college)
undertaken by students after high school.
Chapter II
REVIEW OF RELATED LITERATURE
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This chapter presents the related literature and studies after thorough and
compendious search done by researchers.
College readiness refers to the set of skills, knowledge, and behaviors that
a student should have in order to surpass high school and enter the freshmen
year of college. It is the ability to find success at an institute of higher learning.
Students must have the eagerness to thrive in order to be a college ready. They
must have motivation and maturity (Wignall, 2019).
Kless, Soland, and Santiago (2019) stated that academic preparedness
refers to academic knowledge and skills that students need to succeed in doing
college level work that is, to be college ready. According to their study,
preparedness has three main components: content knowledge, academic skills,
and cognitive strategies. Using the quasi-experimental research design, this
study predicted which academic preparedness is most effective.
Steinmayr, Meibner, Weidinger, and Wirthwein (2014) stated that
academic achievements represent performance outcomes that indicate the
extent to which a person has accomplished goals that were the focus of activities
in instructional environment, specifically in school, college and university.
According to Jaime (2017), a bachelor’s degree demands an inquisitive
mind, effective study habits, and plenty of hard work. He stated that the
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academic aspect is only one element of a broader, well-rounded skill set to say
that a high school is college ready. He said that people should think about
college preparation from the following perspectives: academic college
preparation, emotional college readiness and social skills. He further added that
the academic aspect of college preparation means the ability to complete a
degree program with distinction and being a fully prepared student academically
means being ready to take tertiary education. Moreover, it is required to be a
socially inclined person in college.
In addition, Amy Tran (2015) stated that being a college ready means that
a high school graduate possesses both the mindset and a combination of skills
and knowledge to fully engaged in and complete college level courses. Poor
college readiness can affect students’ futures in very real ways. She argued that
by 2025, tertiary education will be required for two-thirds of all jobs in the United
States.
In relation, Bidya Raj and Randy Powell (2016) stated that college
readiness for students has become more important than ever in K-12 education
system. It is essential for graduating high school students to be college ready.
This study aimed to know the significant student and school level predictors of
college readiness in reading and mathematics for high school students. By using
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assessments, they found significant effects of academic, disciplinary, and
demographic factors on college readiness in reading and mathematics.
According to George Herald (2016), tertiary education is necessary for the
discovery, proper dissemination and application of knowledge. The study showed
that those countries with better educated citizens are more equipped to deal with
new challenges and technological advances. Also, they are able to compete with
other countries. Innovation and economic growth are almost totally dependent on
tertiary education. The growth rate of South Africa according to herald is severely
hampered because of the unavailability of adequate skills. Skills for the
knowledge economy are built at tertiary level of education. Tertiary education
also yields monetary benefits. It is the gateway to better paying jobs with
opportunities resulting for a better standard of living. Moreover, tertiary education
offers a wider opportunity of career choices to choose from and it is the
backbone of the society and a major driver behind economic growth and
personal financial freedom.
On the other hand, Lissabeth Ross (2014) said that the national career
assessment examination or NCAE is a test taken by high school students in the
Philippines that determines their strengths in different career fields. According to
her, NCAE helps students to prepare for tertiary education by determining which
courses they should study in college and what sort of career they are best suited
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for. The said examination was developed to address the issue of unemployment
due to workers getting mismatched with the wrong careers. She stated that by
determining which career they are ideally suited for; they can plan a course of
study that will give them the skills and knowledge they will need for their ideal
careers.
“When considering college preparedness, a student state of mind is just
as critical as their academic skills.” (Matthew John Ridenour, 2015). Academic
skills including reading, writing and personal data skills are important for college
preparedness. This study aims to identify the factors that college students
believe contribute to readiness for the academic world beyond high school. Also,
to build a theory regarding the skills, attitudes, habits, behaviors, beliefs, and
experiences that college students think are contributors to college preparation.
However, Tabora (2014) suggested that readiness is a state of being fully
prepared for something. It is confused with actually doing the thing one is
preparing for. He also states that the new DepEd K-12 curriculum is supposed to
prepare high school students for higher education, looking at the strands in
greater detail sparks even greater apprehension. He commented on his blog: “In
fact, in the presentations given by Dr. Tina Padolina on the Science, Technology,
Engineering, and Mathematics (STEM) strand and by Dr. Maria Luz Vilches on
Humanities in Senior High School, many of the subjects like qualitative research
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and quantitative research sounded very HEI – like belonging more to college or
even graduate school education rather than to basic education. I squirmed to find
out that future nurses shall be categorized under STEM and so be required to
take even modified calculus. Is this really necessary?”
In the study of Verell (2015), he investigated self-assessment of college
readiness by undergraduates in terms of skills and habits required for college
success. Based on the survey, one of every two reported that their college work
was more challenging than expected. 70% reported that they felt well-prepared
for college by their high school, finer questioning revealed that they recognized
deficits for such skills/habits as time management, attention to detail, going
beyond minimum requirements and studying to learn deeply. When asked what
skills they wished to develop further, 40% identified time management and 39%
exam preparation; fewer than 20% identified transferable skills such as effective
communication and critical thinking. He suggested that the data gathered can be
used to develop an evolving set of presentations, mini-workshops and course
content designed to assist students to develop strategies for self-regulated
learning by linking these to the self-assessment data provided by their peers.
According to Aurora University (2009), educators must identify effective
way of enhancing students’ preparation for college due to the difference between
the number of students enrolling in college and the number of students who are
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prepared for college. Based on ACT incorporated, about one in four students
taking the ACT in 2006 were ready for college in all four content areas as
measured by the ACT college readiness benchmarks. The purpose of this study
is to investigate the relationship between college readiness as measured by the
ACT and characteristics of grade 11 students.
Journal of Education 7 (2013), this study used Bourdieu’s cultural capital
theory as a theoretical framework in interpreting the following themes:
opportunities for college readiness, minorities, poverty, at-risk, self-determination,
persistence, and post-secondary choices, as well as ACT and SAT tests in the
analysis of the extant literature about college readiness. According to the study,
clear and consistent opportunity gaps are present with respect to college
readiness. The diverse and wide-ranging results of the research examined in this
paper increase how essential it is to analyze college readiness.
In relation, Milson and Lauren (2018) portrayed that expert panel of 29
individuals with backgrounds in special education, postsecondary transitions,
higher education, and counseling identified and rated the importance of
knowledge, skills, attitudes and other factors they believe to be important for
students with learning disabilities to be successful in college using a Delphi
study.
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In Holcomb-McCoy’s study (2018), he examined the parental involvement
beliefs, attitudes, and activities of 22 high school counselors who work in high-
poverty and high-minority schools. The results indicate that the participants
believe that working with parents about college opportunities is a major part of
their job. Moreover, a majority of the participants reported that they spend “some
time” conferencing with parents about college admissions and a majority reported
that they “never” organize parent volunteer activities.
Likewise, Valerie J. Shute, Eric G. Hansen, Jody S. Underwood, and Rim
Razzouk (2013) stated that positive college preparedness may be due to the
ability of parents with an authoritative parenting style to be loving and supportive
and yet maintain an adequate level of discipline in the household. Parents with
this parenting style also demonstrate qualities such as trust and approachability
that motivate children to discuss academic problems and expectations with their
parents. Additionally, such parents are more likely to make contact with teachers
when students have academic or behavioral problems.
According to Jacob Jackson and Michal Kurlaender (2014), many students
arrive at college unprepared to do college-level work, facing a host of college
readiness assessments and developmental education coursework. He also
states that a student’s readiness to take college classes upon entry to the
university is related to four longer term postsecondary outcomes. They stated
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that by utilizing a unique longitudinal dataset of the census of first-time freshmen
at the nation’s largest public four-year state postsecondary system, enabling
them to describe differences by campus and across college majors. In addition,
they explored the use of one measure that the system does not currently use to
determine readiness. The results indicate that grade point average can be useful
predictor of college success above and beyond the readiness measure.
Maruyama (2012), in his article, he examined the logic underlying different
models for assessing the college readiness of high school students. He focuses
on benchmark scores that purportedly identify students who are college ready
and presents the challenges of using threshold scores from a single assessment
instrument to represent readiness.
According to Robert R Martinez, Stanley B Baker, Tamara Young (2017),
to address the need for enhanced career and college readiness, a classroom
guidance curriculum was studied using a pretest–posttest nonequivalent group
quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐
performing high school were analyzed via hierarchical linear modeling. The
analyses indicated a treatment effect on postsecondary education‐going
knowledge and career and college readiness self‐efficacy, accounting for 100%
of the variance explained by classroom‐level factors and indicating potential for
the classroom guidance curriculum. The findings encourage career and
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professional school counselors to proactively employ similar classroom guidance
programs aimed at encouraging high school students to consider postsecondary
education opportunities. Future research could focus on component analyses of
the curriculum, broadening the target populations, using mixed‐method designs,
and additional validity studies of the dependent measures.
In the study of Cheere-Square Houser and An (2014), they examined how
gender; race/ethnicity; language; socioeconomic status; California Standards
Test (CST) scores in mathematics, science, and ELA; and California High School
Exit Exam mathematics predict college-ready results on the Early Assessment
Program (EAP) in mathematics in urban areas of southern California, were 1,700
high school students with nearly 45 teachers participated. The study use Logistic
regression and discriminant analysis is used, and the results showed that most
variables were not significant predictors to students’ passing the EAP, except the
CST science exam. However, discriminant analysis shows that CST science and
CST mathematics contribute most to distinguishing those who are college ready,
using these predictors.
Dasgupta and Stout (2014) argued that the courses inclined to STEM
strand are mostly male dominated resulting to the outnumbering of men.
According to them, stereotype dictates that men were born to do masculine
works while women were born to do household chores.
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On the other hand, the findings of Steven Mintz about the gender gap
stated that young men are less likely to enroll in college immediately after high
school and are about 20% more likely to drop out. He further described that male
students perform more poorly than females in school, recording lower GPAs and
partly this is due to lower levels of academic readiness (2019).
In relation, females are reported higher levels of overall emotional ability,
resulting in higher overall intelligence (Woehle, 2015).
Muhammad, Muhammad, Ume, Shehzadi and Muhammad (2017) stated
about the motives, expectations and preparedness for higher education of
accounting students. They found that students either male or female have same
level of motives, expectations and preparedness towards higher education.
According to Zhonglu Li and Zeqi Qui (2018), students whose family
income was higher, performed well in matriculation examination as compared to
those students who belonged to low income families.
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Chapter III
RESEARCH METHODOLOGY
This chapter presents about Research Design, Sampling Method,
Respondents, Instrument and Data Analysis.
Research Design
The survey (non-experimental) research design administers a survey to
sample or to the entire population of people to describe their attitudes, opinions,
behaviors, or characteristics of the population.
In this research, survey (non-experimental) research design was used in
order to determine the preparedness for tertiary education of grade 12 (STEM)
students via questionnaires as a research instrument. The researchers aimed to
know how the demographic profile relates to the preparedness of (STEM)
students of San Jose-Litex Senior HS. Using survey questionnaires as research
instrument, it allowed the gathering of information and data given by the
respondents in the research study.
Also, survey research design allowed the researchers to explore, describe
variables and constructs of interest that is useful and legitimate approach to the
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research study as well as discovering the variety sources of error that may be
needed in the research study.
Sampling Method and Respondents
The respondents of the research study were the grade 12 STEM A and B
students of San Jose-Litex Senior High School. Total population sampling
technique (non-probability) was used wherein researchers selected all students
in those sections as respondents for the research study (researchers not
included). STEM in San Jose-Litex Senior High School has a combined
population of 74 students. Therefore, due to small population, total population
sampling technique was used.
Source of Data
The researchers designed a survey questionnaire as a data collection
instrument for the study. The survey questionnaire was composed of the
demographic profile which included the respondent's sex as well as family's
monthly income, and 15 items in Likert type scale pertaining to college
preparedness. The draft of the questionnaire was drawn out based on the
researchers' readings, previous studies, professional literatures, and thesis
relevant to the study. The researchers prepare the research instrument
considering the good data collection design. Close-ended options were provided.
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In this way, the instrument is authorized to obtain standard responses. The
preference for the use of the survey questionnaire is premised on several
research assumptions such as a) cost of being a least expensive means of
gathering data, b) avoidance of personal bias, c) less pressure for immediate
response, and giving respondents a greater feeling of anonymity. Alpha level of
0.05 was used as a significance criterion for all statistical tests. The researchers
measured the mean of the statements and used the following scale: 1- 1.75=
Strongly disagree, 1.76- 2.5= Disagree, 2.51- 3.25= Agree and 3.26- 4= Strongly
agree to verbally interpret the data. Strongly agree indicates that the respondents
were highly prepared, agree indicates that they were prepared, disagree
indicates that they were moderately prepared while strongly disagree indicates
that they were not prepared. The researchers use the alpha level of 0.05 as a
significance criterion for all statistical tests.
Data Analysis
To determine the distribution of respondents in terms of sex and monthly
family income (MFI), the frequency distribution was used. It aids in organizing the
gathered data, summarizing values and their frequency.
As for ascertaining the preparedness of the respondents in terms of
academic college preparation, emotional college readiness, and social
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preparedness, the mean and the standard deviation were used in order to
comprehend how students generally behave.
Lastly, to determine whether there is a significant difference in the
preparedness of the respondents in terms of sex, t-test was used and for the
monthly family income, statistical treatment one-way anova was used in order to
compare means of two or more samples.
Chapter IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
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This chapter contains the presentation, analysis and interpretation of data
as well as the tables showing the different data needed for this research.
Table 1
Frequency Percent
MALE 40 54.1
FEMALE 34 45.9
Total 74 100.0
Respondents’ profile in terms of Sex
The table presents that out of 74 respondents, 40 (54.1 %) of them were
male while 34 (45.9 %) of them were female. There are more male STEM
students than female STEM students in SJLSHS. Based on the study of
Dasgupta and Stout (2014), stereotype dictates that men were born to do
masculine works while women were born to do household chores. Moreover, the
courses inclined to STEM strand are mostly male dominated resulting to the
outnumbering of men.
Table 2
Frequency Percent
Above 30,000 17 23.0
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25,001- 30,000 9 12.2
20,001- 25,000 10 13.3
15,001- 20,000 12 16.2
10,001- 15,000 15 20.3
5,000- 10,000 5 6.8
Below 5,000 6 8.1
Total 74 100.0
Respondents' profile in terms of Monthly Family Income
The table above shows that 17 (23 %) of the respondents’ monthly family
income were above 30,000 pesos and 9 (21.2%) were 25,001 – 30,000 pesos.
They were above the 25,000 peso mark which means that they are very well off
and have better overall quality of life. The other 10 (13.3 %) respondents who
have a monthly family income of 20,001 – 25,000 pesos, 12 (16.2 %)
respondents who have a monthly family income of 15,001 – 20,000 pesos, and
15 (20.3 %) respondents who have a monthly family income of 10,000 – 15,000
pesos were in the mid 10,000 – 25,000 pesos range and these families get by
just fine. Those 5 (6.8%) respondents who have 5,000 – 10,000 pesos monthly
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family income and those 6 (8.1%) who have below 5,000 pesos are under the
10,000 peso mark which is under the poverty line.
Table 3
Statements Mean SD
3.054
I am self-motivated and quick to get things done. .59431
1
3.094
I have the skills to read and comprehend difficult materials. .62305
6
3.108
I already have a specific university to apply for. .80355
1
3.256
I have already decided what course to take in college. .79486
8
2.445
I can manage my tuition fees and other miscellaneous fees. .82995
9
2.991
Overall score .44958
9
Means and standard deviation of preparedness for tertiary education in terms of
academic preparedness
*3.26 – 4= Strongly Agree, 2.51 – 3.25= Agree, 1.76 – 2.50= Disagree, 1 – 1.75= Strongly Disagree
In terms of academic preparedness for tertiary education, the respondents
agreed (M= 2.99, SD= .45) indicating that they are academically prepared. The
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result shows that they seem to have high level of certainty pertaining to the
course they will take in college (M= 3.26, SD= .80). However, it shows that they
are having difficulty managing their tuition fees and other miscellaneous fees (M=
2.45, SD= .83).
Table 4
social skills
Statements Mean SD
I know that joining clubs and groups in college will help in my
3.1081 .76870
studies.
I have support system at home that will back me up in college. 2.9865 .76737
I know when and how to seek help for my college preparation 3.0135 .63014
I know some basic safety skills which can help me in protecting

3.2027 .68205
myself when I’m on my own in college.
I am flexible and adaptive on my environment. 3.2703 .62586
Overall Score 3.1162 .44661
In terms of social preparedness for tertiary education, the respondents
agreed (M= 3.12, SD= .45) indicating that they are socially prepared. The result
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shows that the respondents are confident that they know how to socialize with
different people in different situation and are flexible enough to adapt in their
environment (M=3.27, SD=.63).
Table 5
emotional readiness
Statements Mean SD
I can manage myself in a setting without my family. 3.0676 .88102
I am aware that I need to do self-care. 3.3649 .69389
I can take responsibility for my actions 3.4730 .62424
I name the ability to cope with challenge of college life. 3.3243 .64337
I am able to handle academic and social pressures in

3.1081 .78631
school.
Overall score 3.2676 .50453
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*Grand Score (M= 3.1251, SD= 0.35125)
In terms of emotional readiness for tertiary education, the respondents
strongly agreed (M=3.27, SD=.50) indicating that they are highly prepared
emotionally. The result shows that the respondents view themselves as mature
enough to take responsibility in their actions (M=3.47, SD=.62). Furthermore, the
respondents seem to be not that highly prepared to manage themselves in a
setting without their families (M=3.06, SD=.88) and handle both academic and
social pressures in school (M=3.11, SD=.79).
Overall, the Grade 12 STEM students of SJLSHS are academically,
socially and emotionally prepared (M= 3.13, SD= 0.35) wherein out of these
three components, they are highly prepared emotionally.
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Table 6
Results of t-test for Preparedness for Tertiary Education by Sex
Sex T-test for Equality of

MALE FEMALE Means
Sig. (2-
M SD M SD T df
tailed)
Academic
3.0350 .37317 2.9412 .52692 .869 58.187 .388
Preparedness
Social
3.1100 .42475 3.1235 .47740 -.128 66.770 .899
Preparedness
Emotional 1.13
3.3300 .43098 3.1941 .57732 60.233 .263
Readiness 1
Preparedness for
Tertiary 3.1580 .34070 3.0865 .36455 .867 68.324 .389
Education
In terms of academic preparedness for tertiary education, there is no
significant difference [t (72) = 0.869, p= 0.388] between male (M= 3.04, SD=
0.37) and female (M= 2.94, SD= 0.53). It shows that both male and female have
similar preparation academically.
This contradicts the findings of Steven Mintz about the gender gap. He
stated that young men are less likely to enroll in college immediately after high
school and are about 20% more likely to drop out. He further stated that male
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Division of Rizal
students perform more poorly than females in school, recording lower GPAs and
partly this is due to lower levels of academic readiness (2019).
In terms of social preparedness for tertiary education, there is no
significant difference [t (72) = -0.128, p= 0.899] between male (M= 3.11, SD=
0.43) and female (M= 3.12, SD= 0.48). The result shows that both male and
female have similar social skills for college preparation.
In terms of emotional readiness for tertiary education, there is no
significant difference [t (72) = 1.131, p= 0.263] between male (M= 3.33, SD=
0.43) and female (M= 3.19, SD= 0.58). It shows that both male and female have
similar readiness emotionally.
This contradicts the findings of Sajeeda Khan-Woehle about the emotional
ability among college students. She stated that females are reported higher
levels of overall emotional ability, resulting in higher overall intelligence (2015).
Overall, it shows that there is no significant difference [t (72) = .867,
p= .389] on the level of preparedness for tertiary education to the sex of the
respondents.
It supports the study of Muhammad, Muhammad, Ume, Shehzadi and
Muhammad (2017) about the motives, expectations and preparedness for higher
education of accounting students. It is found that students either male or female
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have same level of motives, expectations and preparedness towards higher
education and has revealed no significant difference.
Table 7 shows that there is no significant difference on the academic
preparedness [t (6, 67) = 1.502, p= .191], social preparedness [t (6,) = 1.436,
p= .214], and emotional readiness [t (6, 67) = 1.146, p= .346] in terms of monthly
family income.
Overall, the result revealed that there is no significant difference [t (6, 67)
= 2.085, p= .067] on the preparedness for tertiary education of STEM students of
SJLSHS in terms of monthly family income. It means that the respondents’
monthly family income was not a determinant of their preparedness for tertiary
education.
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Table 7
Analysis of Variance of Preparedness for Tertiary Education by Monthly Family
Income
Sum of Mean
df F Sig.
squares Square
Between
1.749 6 .291 1.502 .191
Groups
Within 6
Academic 13.006 .194
Groups 7
Preparedness
7
Total 14.755
3
Between
1.659 6 .277 1.436 .214
Groups
Social Preparedness Within 6

12.901 .193
Groups 7
7
Total 14.561
3
Between
1.729 6 .288 1.446 .346
Groups
Within 6
Emotional Readiness 16.853 .252
Groups 7
7
Total 18.582
3
Between
1.417 6 .236 2.085 .067
Groups
Preparedness for Within 6
7.590 .113
Tertiary Education Groups 7
7
Total 9.007
3
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It contradicts the findings of Zhonglu Li and Zeqi Qui (2018) about the
effect of Children’s family background to their educational achievement. They
found a significant relationship between parent’s occupational status and
academic performance of the students at a matriculation examination. They
concluded that the students, whose family income was higher, performed well in
matriculation examination as compared to those students who belonged to low
income families.
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Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and
recommendations based on the data gathered.
Summary of Findings
1. Out of 74 STEM students, majority of them were male (54.1%). The
results also showed that majority of them were above the poverty line
wherein their monthly family income ranges Php 10,001 to 30,000 and
above (85%).
2. The results showed that majority of the students strongly agreed
concerning their preparedness emotionally (M= 3.27, SD= .50) while
most of them agreed with regard to their academic (M= 2.99, SD= .45)
and social preparation. However, under academic preparedness, the
respondents disagreed on their capability of managing their tuition and
miscellaneous fees (M= 2.45, SD= .83).
3. The null hypothesis was accepted. Therefore, there is no significant
difference in the preparedness for tertiary education in terms of the
demographic profile in terms of sex [t (72)= .867, p= .389] and monthly
family income [t (6, 67)= 2.085, p= .067] of Grade 12 STEM students of
SJLSHS.
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Conclusions
1. STEM related courses are currently male dominated, which is probably the
reason why more male students took interest in the STEM strand.
2. Many of the students have parents who work well and some of them are
capable of life while few have parents who had low levels of employment or in
the poverty line.
3. With regards to academic and social preparedness, most students are
prepared, while in terms of emotional readiness, all of them are highly
prepared that they can handle the pressure of college life.
4. The findings of the study revealed that the demographic profile and monthly
family income had nothing to do to the preparedness of grade 12 STEM
students in terms of college. This is why majority of the respondents have
concluded that they are confident and highly prepared to enter college life.
Recommendations
The following recommendations are offered based on the findings and
conclusion of the study.
Teachers should use methods that are potent and fresh in order to
challenge the students to think critically, enabling them to engage better
academically.
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Students in particular should hone themselves academically and socially
with regards to college preparation. They should also manage themselves to
grab scholarship offers and programs in order to lessen their expenditures.
Schools should cater more to the needs of their students. They should
also encourage the students to pursue scholarship offers. The schools yearly
career guidance and seminars could improve significantly, enabling increased
efficiency in terms of time and resources.
As for the Parents, they should reinforce their children’s self-esteem by
spending more time with them and let them open up their feelings.
And lastly, Future Researchers should conduct further studies that are in
line with this topic in order to add new findings regarding this particular topic
benefiting the students even more.
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BIBLIOGRAPHY
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BIBLIOGRAPHY
Kless, Soland, Santiago (2019). Analyzing Evidence of College Readiness: A Tri-
Level Empirical & Conceptual framework. Retrieved from
https://gardnercenter.stanford.edu
Jaime (2017, April 27). College Readiness: The Importance of Preparing for
College While in High School. Retrieved from https://realitychangers.org
Zinshteyn M. (2015). What We’re Missing In Measuring Who’s Ready For
College. Retrieved from https://fivethirtyeight.com
Tran A. (2015). Preparing Every Student for College. [psmag.com]. Retrieved
from https://www.google.com/amp/s/psmag.com
Gordon S. (2018). Signs Your High School Senior Is Ready for College.
Retrieved from https://www.verywellfamily.com
Aquino, J. R , & Howell, S. (2013). Course of study for secondary students on the
alternate curriculum. Los Angeles, CA: Los Angeles Unified School
District. Retrieved from https://google.scholar.com
40
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Chen H. Identifying early indicators for college readiness. Strategic data project
fellowship capstone. Cambridge, MA: Center for Education Policy
Research; 2012. Retrieved from https://google.scholar.com
Verrell, P. A., McCabe N. R. (2015). In Their Own Words: Using Self-
assessments of College Readiness to Develop Strategies forbSelf-
Regulataed Learning. Informa PLC College Teaching, (63) pp. 162-170.
Retrieved from www.tandfonline.com
Houser L. C.H., An S. (2014). Factors Affecting Minority Student's College
Readiness in Mathematics. Sage Journals, Urban Education. Retrieved
from journals.sagepub.com
Steven Mintz (2019, August 4). The Other Gender Gap Retrieved from
htyps://www.insidehighered.com
Sajeeda Khan - Woehle (2015, September 1). Emotional Ability Among College
Students: An Exploration of Gender Differences. Retrieved from

www.jyi.org
Muhammad, Muhammad, Ume Shenzadi and Muhammad (2017). Accounting
Students Motives, Expectations and Preparedness for Higher Education.
Retrieved from url:https://aupweh.com/?ic=journals&journal=15&info=aims
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APPENDICES
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I. Please provide the information for

the following items. Put a check on
items preceded by a box. II. Below are the statements
pertaining to the preparedness for
tertiary education. Please rate your
agreement or disagreement with the
Name (optional) _______________ statements using the following: 4-
Age: _______________ strongly agree, 3- agree, 2-disagree,
1- strongly disagree.
Sex: Male Female
STATEMENTS RANKINGS
4 3 2 1
Monthly family income: 1. I am self-motivated and quick
to get things done.
Above 30,000 2. I have the skills to read and
comprehend difficult materials.
25,001 – 30,000 3. I already have a specific
university to apply for.
20,001 – 25,000 4. I have already decided what
course to take in college.
15,001 – 20,000 5. I can manage my tuition fees
and other miscellaneous fees.
10,001 – 15,000
6. I know that joining clubs and
nm 5,001 – 10,000 groups in college will help in my
studies.
5,000 and below 7. I have support system at
home who will back me up in
college.
8. I know when and how to seek
help for my college preparation
9. I know some basic safety skills
which can help me in protecting
myself when I’m on my own in
college.
10. I am flexible and adaptive on
my environment.
11. I can manage myself in a
setting without my family.
September 3, 2019 12. I am aware that I need to do
self-care.
13. I can take responsibility for
my actions
14. I name the ability to cope with
challenge
43 of college life.
15. I am able to handle academic
and social pressures in school.
Division of Rizal
Dear Maam/Sir:
We, the Grade 12 STEM Fahrenheit students taking Practical Research 2, are
undertaking a research entitled PREPAREDNESS FOR TERTIARY
EDUCATION OF GRADE 12 STEM STUDENTS OF SAN JOSE LITEX SENIOR
HIGH SCHOOL. In this regard, we humbly seek your expertise in validating the
attached research questionnaire for the study using the attached rating tool. Also,
kindly affix your signature on the Certificate of Validation if you find the research
questionnaire to be valid.
We hope this will merit you consideration. Thank you for your unwavering
support and more power!
Respectfully,
PATRICIA DENISE ENGRACIA KWAN

Group Leader, Group 1
STEM Fahrenheit
Noted:
DIEGO FROILAN V. PARIL

Subject Teacher
September 4, 2019
44
Division of Rizal
MRS. NELIA ONG

Research Coordinator
Dear Maam/Sir:
Respectfully,
PATRICIA DENISE ENGRACIA KWAN

STEM Fahrenheit
Noted:

Subject Teacher
September 4, 2019
45
Division of Rizal
MR. DAVE GALLARDO

Research Coordinator
Dear Sir:
Respectfully,
PATRICA DENISE KWAN

STEM Fahrenheit
Noted:

Subject Teacher
September 4, 2019
46
Division of Rizal
MR. LEANDRO D. MATOCIŇOS

Principal II
Dear Sir:
We are Grade 12 (STEM-A Fahrenheit) students taking Practical Research 2. One of

requirements in the subject is presentation of a research using a quantitative design. In
this regard, we would like to request from your good office a permission to conduct a
study on PREPAREDNESS FOR TERTIARY EDUCATION OF GRADE 12 STEM
STUDENTS OF SAN JOSE LITEX SENIOR HIGH SCHOOL, which shall involve 74
students Grade 12 STEM A and B students. Attached is the title, the statements of the
problem, and the research questionnaire together with its validation rating.
We hope this will merit you consideration. Thank you for your unwavering support and
more power!
Respectfully,
PATRICA DENISE E. KWAN

Group Leader, Group (1)
STEM Fahrenheit
Noted:

Subject Teacher
Recommending approval: Approved:
DAVE S. GALLARDO LEANDRO D. MATOCIŇOS

Research Coordinator Principal II
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CURRICULUM
VITAE
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Patricia Denise Engracia Kwan

Blk 13 Lt 15 Pamahay Village
San Jose, Rodriguez Rizal
Contact Number: 09472795902
E-mail address: pat.kwan101@gmail.com
PERSONAL INFORMATION
Birthday: July 31, 2001
Birthplace: Manila City
Nationality: Filipino
Religion: Latter Day-Saint
Name of Father: Joseph M. Kwan
Name of Mother: Lynneth E. Kwan
EDUCATIONAL BACKGROUND
Primary: Tagumpay Elementary School
(2008-2014)
Secondary: Tagumpay National High School
(S.Y. 2014 – 2018)
San Jose-Litex Senior High School
(S.Y. 2018 – 2020)
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Division of Rizal
John Kessler F. Bonayon

Blk 3 Lot 180 Ph 1- E Kasiglahan Village
Rodriguez, Rizal
Cellphone Number: 09054701570
E-mail address: johnkessler18k@yahoo.com
PERSONAL BACKGROUND
Birthday: November 14, 2001

Birthplace: Montalban, Rizal
Religion: Iglesia Ni Cristo (INC)
Father’s Name: Ariel C. Bonayon Sr.
Mother’s Name: Rovelle F. Bonayon
Primary: Kasiglahan village elementary school
(2008 – 2014)
(2014 - 2018)

(S.Y. 2018 – 2020)
50
Division of Rizal
Jose Duane Bajo Elopre

Blk 2 Lt 87 phase 1 LL
San Isidro, Rodriguez Rizal
Contact Number: N/A
E-mail address: Jude.Elopre@yahoo.com
Birthday: June 4, 2002
Place of Birth: Rodriguez Rizal
Religion: Born Again Christian
Name of Father: Jose D. Elopre
Name of Mother: Surah B. Elopre

(S.Y. 2008 – 2014)

(S.Y. 2014 – 2018)

(S.Y. 2018 – 2020)
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Division of Rizal
James Daniel Lanzana Lozano

Blk.3 Lt.91 Phase 1 EM, San Isidro, Rodriguez Rizal
E-mail address: Lozano_jamesdaniel@yahoo.com
Birthday: March 3, 1999
Birthplace: Antipolo City
Nationality Filipino
Religion Catholic
Name of Father Peter Paul S. Lozano
Name of Mother Pinky N. Llanzana
Primary: San Diego Elementary School

(S.Y. 2008 – 2014)
Secondary: San Isidro National High School

(S.Y. 2014 – 2018)

(S.Y. 2018 – 2020)
52
Division of Rizal
Christian Limos Nadunza

Blk 4 Lt 36 Hinayon Compound,
Manggahan, Rodriguez Rizal
Contac Number: 09452210650
E-mail address: konsukawa@gmail.com
Birthday: February 20, 2002
Place of Birth: Quezon City
Religion: Roman Catholic
Name of Father: Renato G. Nadunza
Name of Mother: Marcelina L. Nadunza
Primary: Eulogio Rodriguez Elementary School

(S.Y. 2008 – 2014)
Secondary: San Jose National High School

(S.Y. 2014 – 2018)

(S.Y. 2018 – 2020)
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Division of Rizal
Nathaneal R. Peñaredondo
G. Cruz Street San Jose, Rodriguez, Rizal
Cellphone Number: 09266397840
E-mail address: tantaneal03@gmail.com
PERSONAL BACKGROUND
Birthday: December 03, 2001

Birthplace: Quezon City
Religion: Christian
Father’s Name: Rodel L. Peñaredondo
Mother’s Name: Nelita R. Peñaredondo
Primary: San Jose Elementary School

(2008 - 2014)
(2014 - 2018)
(S.Y. 2018 – 2020)
54
Division of Rizal
Andrea Palmones Cimini

Blk 52 Lot 4 Jovil III San Isidro, Rodriguez, Rizal
E-mail address: Binibiningandrea@gmail.com
Birthday: August 29, 2002

Birthplace: Valenzuela City
Religion: Iglesia ni Cristo
Civil Status: Single
Father’s Name: Aldrin C. Cimini
Mother’s Name: Rechie P. Cimini

(S.Y. 2008 - 2014)
(S.Y. 2014 - 2018)
(S.Y. 2018 – 2020)
55
Division of Rizal
Ma. Angelica Pagunsan Docog

Sitio Tanag Brgy. San Isidro, Rodriguez, Rizal
E-mail address: angelicadocog23@gmail.com
Birthday: October 3, 2001

Birthplace: Cardona, Rizal
Religion: Catholic
Civil Status: Single
Father’s Name: Alberto V. Docog
Mother’s Name: Analyn P. Docog
Primary: San Isidro Elementary School

(S.Y. 2008 - 2014)
(S.Y. 2014 - 2018)
(S.Y. 2018 – 2020)
Mary Ann Saquita Javier
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Division of Rizal
507 Ayuson St. Sabah, San Jose, Rodriguez Rizal

E-mail address: styles.maryann18@gmail.com
Birthday: August 18, 2001

Birthplace: Quezon City
Religion: Catholic
Father’s Name: Romulo A. Javier
Mother’s Name: Merlita S. Javier
Primary: San Jose Elementary School

(S.Y. 2008 - 2014)
(S.Y. 2014 - 2018)
(S.Y. 2018 – 2020)
57

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Republic of the Philippines

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, statement of the problem,

hypothesis, significance of the study, scope and delimitation, theoretical

framework, conceptual framework, and the definition of terms of the research

College preparedness is extremely important to college success for

students. In some cases, students are well-prepared by high school faculty,

parents and their own self-discipline to achieve success. Tertiary education,

more commonly known as a post-secondary education, refers to academic

secondary education that takes up to four (4) years to complete, including

certificates, diplomas, and associates and bachelor’s degrees. Graduate

programs typically require prior completion of an undergraduate degree and

include diploma, certificate, masters and doctoral degree programs.

According to the Common Core State Standards (CCSS), broadening the

K-12 education which allows both mathematics and science standards to go a

long towards substantially improving K-12 (STEM) achievement and preparation

for (STEM) college coursework and careers (Pimentel, 2013).

College readiness indicates the preparation for credit-bearing coursework

chance for earning credit toward a designated program or degree. Similarly,

college performance would lend more clarity to how we measure college

readiness (Zinshteyn, 2015). Career assessment and aptitude examination are

Students under academic strands— Science, Technology, Engineering and

Mathematics (STEM), Humanities and Social Science (HUMSS) and

Guzman, Delos Reyes, De Torres, Flores, Pilapil, & Plamo, 2017).

Addressing the topic of college preparedness among Science,

Technology, Engineering and Mathematics (STEM) students, this study looked at

the preparedness of grade 12 (STEM) students of San Jose-Litex Senior High

school in terms of career-planning, career-choice and indecisions which may

support the research study.

Statement of the Problem

This study aimed to determine the Preparedness for Tertiary Education of

1. What is the demographic profile of the respondents in terms of:

1.1) sex and

1.2) monthly family income?

2. What is the level of preparedness for tertiary education of Grade 12 STEM

students of San Jose-Litex Senior High School with regards to:

2.1) academic preparedness

2.2) social preparedness and

2.3) emotional preparedness?

3. Is there a significant difference in the preparedness for tertiary education

There is no significant difference in the preparedness for tertiary education

with regard to academic, social and emotional preparedness among grade 12

STEM students in terms of sex and monthly family income.

Significance of the Study

This study may be significant to the following:

School administration may use the findings as a guide to better

them in reflecting the process of students-teacher cooperation, adjusting their

teaching strategies in order to boost the student’s acquisitions of ideas needed in

preparing for tertiary education.

children’s plans and decisions in preparation for tertiary education.

Students will be informed of their preparedness. This will enable them to

cope and perform better.

Future researchers may use the findings of this study as a reference, a

credible source of information if their research is similar to the research study.

Scope and Delimitations

SHS S.Y 2019-2020. It aimed to determine their preparedness for tertiary

Preparedness for tertiary education shall include academic college preparation,

emotional college readiness and social skills.