In December 2020, Remedios P. Magnaye published "Self-Perception
of ABM Students Towards Their Academic, Social, and Emotional College
Preparedness," which aims to assess the relationship between demographic
profiles of ABM students and self-perception regarding their academic, social,
and emotional college preparedness. It is quantitative research and utilizes a
four-part questionnaire. The survey was conducted at a private higher education
institution in Batangas Province in the Philippines with 255 randomly selected
ABM students. The results show a significant relationship between some
demographic profiles and the three levels of preparedness, and few show no
significant difference. This study is relatable and valuable but somehow
confusing in some aspects.
As an ABM student who struggles to understand what factors affect
college preparedness and career choices in the future, this study is very
relatable. It provides factors and scenarios that can affect the students'
level of college preparedness. It does not only discuss the academic level but
also the social and emotional that can considerably affect how well-prepared a
student is for college. According to Jaime (2017), a student can decide on the
right career in the future if they are well-prepared for college. College
education extensively affects the job choices of students.
The data presented is valuable for ABM students. The provided scenarios
in the survey questionnaires help them on what areas to improve and develop. It
also helps them analyze what demographic factors can affect their level of
preparedness. They can assess their academic performance- if they are eligible
or prepared for college. Also, they can use it as a guide to what social and
emotional skills can help them in the future. Students should be socially and emotionally
prepared for college, not just academically (Felton, 2016). However, there are
terms and aspects in this paper that are somehow confusing. From the title
itself- ABM students, first thought would be senior high school ABM students,
but it meant ABM students in college. It aims to know the level of college
preparedness through first-year ABM students, not to know how well prepared
senior high school ABM students are for college. Also, the use of abbreviations
or symbols (X̅, SD, & VI) in the table portion of the paper has no proper
definition. Readers might be confused about what it means, the importance of
it, and how they arrive at those numbers.
In conclusion, the research benefits ABM students, yet clarification on some aspects is needed. It is helpful to senior high school ABM students who want to know the factors that can affect their level of preparedness for college, which they can improve while they're still in high school. Also, first-year college students on the same track can use these results and assess whether they are college-ready or need improvements in some aspects. This paper is recommendable for future researchers who want to analyze the level of preparedness in different tracks like HUMMS and STEM, where they can also compare the results with these- in the ABM track.
References
Felton, E.
(2016). When Social and Emotional Learning is key to college success. Education.
The Atlantic.
Jaime
(2017). College readiness: The importance of preparing for college while in high
school. Reality Changers. Available online at: https://realitychangers.com.
