College is a very different path a student will take once he finishes high school. It is at a higher level where all the responsibilities double up. High school students, even those who excel academically, may struggle when transitioning to college due to a lack of preparedness. Duncheon (2015) categorized college readiness into three main areas: cognitive academic factors, non-cognitive academic factors, and campus integration factors. The evaluation conducted in this study focused on gauging the preparedness of college students in three key areas, namely, academic, social, and emotional domains. These domains were based on Conley's model of college and career readiness for academic preparedness and the new foundation for readiness for social and emotional preparedness. The objective of this study is to examine how the demographic characteristics of ABM students relate to their self-perceived levels of preparedness for college in academic, social, and emotional factors. The study also tested the hypotheses "HO1: There is no significant difference in the level of students’ academic, social, and emotional preparedness when grouped according to their demographic profile."
In the academic variable, the results show a significant relationship
between academic preparedness and the general weighted average of students. GWA
factor got a p-value of .000 against their computed t-value of 10.774 in the
academic variable, which means that the GWA affects the academic preparedness
of students. This coincides with Khattab's (2015) and Venkatesan's (2020)
studies, where students' high aspirations or expectations have higher school
achievement. Other demographic factors, such as age, sex, type of school,
family income, and birth order, show no significant difference. This matches
the study of Heo (2018) that age has no significant relationship with
self-directed learning readiness (SDLR) but contradicts Dominguez (2015), who
states that the first in their family to attend college were discovered to have
lower levels of academic readiness.
In the social variable, the results show a significant relationship
between social preparedness and sex and GWA. Sex is indicated by a p-value of
0.034 against the t-value of -2.127 in the social variable, and GWA got a
p-value of .000 against their computed f-value of 9.816 in social variable.
This means that sex and GWA affect the level of social preparedness of
students. This corresponds with the study of Cuy & Salinas (2019) and
Kinzie et al. (2007) that female students are more socially prepared for
college than male students and Venkatesan's (2020) study, where GWA positively
affects the social preparedness of students. Other demographic factors, such as
age, type of school, family income, and birth order, show no significant
difference.
In the emotional variable, the results show a significant relationship
between emotional preparedness and GWA of students. GWA factor got a p-value of
.000 against their computed f-value of 7.59 in the emotional variable, which
means that the GWA affects the emotional preparedness of students. This
corresponds to the study of Venkatesan (2020), where students' GWA positively
affects academic preparedness. Other demographic factors, such as age, sex,
type of school, family income, and birth order, show no significant difference.
In conclusion, the tested hypothesis is partially accepted in demographic
factors, such as age, type of school, family income, and birth order, as there
is no significant relationship between academic, social, and emotional
preparedness. However, it declines in factors like sex and GWA as these
demographic factors show significant differences in the three levels of
preparedness. This study should be further analyzed and conducted in public
schools as the results will certainly differ, especially to demographic factors
like age, family income, and birth order.
References
Conley, D.
T. (2007). College readiness practices at 38 high schools and the development of
the college career ready school diagnostic tool. Eugene, OR: Education Policy Improvement
Center.
Cuy, N. A., & Salinas,
E. M. (2019, May 5). Aspiration and readiness of Filipino senior high school
students in pursuing college degree. SCIRP. https://www.scirp.org/journal/paperinformation.aspx?paperid=92481
Dominguez,
R. P. (2015, April 29). Perceived barriers to higher education among
first-generation and non-first-generation Latino male high school students.
Scholarship.miami.edu. https://scholarship.miami.edu/esploro/outputs/doctoral/Perceived-Barriers-to-Higher-Education-Among/991031447281802976?institution=01UOML_INST
Duncheon, J. (2015,
November). The problem of college readiness. https://www.academia.edu/9104683/The_problem_of_college_readiness
Heo, J., & Han, S.
(2017, March 9). Effects of motivation, academic stress and age in
predicting self-directed learning readiness (SDLR): Focused on online college
students - education and Information Technologies. SpringerLink. https://link.springer.com/article/10.1007/s10639-017-9585-2#Abs1
Khattab, N. (2015, January
21). Students’ aspirations, expectations and school ... - wiley online library.
https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.3171
Kinzie, J. (2007). The
relationship between gender and student engagement in college. Semantic
Scholar. https://www.semanticscholar.org/paper/The-Relationship-between-Gender-and-Student-in-Kinzie/3e7e2cc245ebaaa86946b87180b21140c912149c
Venkatesan, S. (2020). Exploring
relationship between social-emotional skills and college readiness as evidenced
by A-G completion and GPA. Guide books. https://dl.acm.org/doi/book/10.5555/AAI27995741
