School Motivation and Learning Strategies and College Readiness of Senior High School Graduates in the Philippines

This study presents a new perspective as it makes the premise that college preparedness is related to the cognitive ability of graduates of senior high schools (SHS). It seems to imply that factors other than cognitive ability may impact the preparation of high school graduates for college. In this study, a descriptive-correlation design was used to validate the relationship between school motivation and learning strategies and college readiness of 7,384 K-12 graduates senior high school graduates from public and private schools in the north-eastern part of the Philippines. These graduates came from public and private schools in the north-eastern part of the Philippines. According to the findings, students who graduate from grades K-12 and senior high schools are typically eager to learn and have developed their own learning techniques. Additionally, a considerable majority of them are not prepared academically for college. The examination of the link reveals that the majority of the aspects of academic motivation and learning techniques have a constructive connection to the level of preparedness of high school graduates for college. On the other hand, a substantial inverse connection was shown to exist between being prepared for college and test anxiety. Notably, the influence of these non-cognitive characteristics on college preparedness is just as significant as the influence of intellectual talents. Because of this, it is extremely important that teachers and managers of schools that provide the K-12 program give children opportunity to develop further not only their intellectual capabilities but also their non-cognitive qualities in order to get them ready for college study

Academic Profile and College Preparedness of K-12 Graduates: The Case of the Indigenous Peoples (IPs) in the Northern Philippines

The indigenous peoples (IPs) are recognized as one of the disadvantaged social groups constituting Philippine minorities. While there have been several studies seeking to explain issues relating to IPs’ participation in education, these have not adequately provided baseline data on the their academic profile and college preparedness, which are essential in understanding their effective transition from basic to tertiary education. Using descriptive-correlational design, this study investigated the association of academic profile and college preparedness of 1,860 IPs enrolled in a public university in the northern Philippines. The results revealed that the majority of respondents were college unprepared. Moreover, the level of preparedness differed significantly in terms of the type of senior high school (SHS) where they graduated, as well as the SHS track and strand they had taken. Kendall's tau-b statistic results showed that IPs who had higher SHS grade point average (GPA), more academic and nonacademic awards, greater participation in organizations and more involvement in cocurricular activities tended to be more college prepared. In regard to educational practice, improving college preparedness with due consideration of the academic profile facilitates an increased ability for IPs to be admitted to college and to succeed without remediation in college foundation courses

The value of economic and cultural capital to college readiness among Filipino senior high school graduates

Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life