Level of Certainty and Preparedness of Senior High School Students:

Basis in Choosing College Programs

GROUP-1
DEDICATION
 This study was all about determining the level of certainty and preparedness of senior
high school students. The researchers chose this study and worked hard for it to become a one
successful research study. However, the said study couldn’t have been completed if it weren’t
for the respondents who took an ample time from their precious time in order to participate in
the said study.
To compliment this act of gratitude, the researchers would like to recognize all the
respondents who partook in this study. Moreover, the researchers would like to further
dedicate this research study to the respondents and as well as to fellow students, for this study
is truly of great beneficial for us students, especially senior high school students of Tagbina
National High School.

ACKNOWLEDGMENT
 This study was conducted by the researchers and also by the teachers, and research
advisors who spent time and patience in order to guide the researchers as to what the
researchers should do and how the researchers should handle the processes in doing this
research study.
The researchers want to acknowledge the help and guidance of Mr. Marvin Tejano, for
counselling the researchers what should be done in each chapter of the research. He guided
the researchers and he spent a wide span of time on editing and giving comments to the study
to further guide the students in doing the right processes in research.
The researchers would also like to acknowledge the help of other teachers, who were
eager to extend help and answer questions whenever the researchers were having trouble over
something.
Furthermore, the researchers want to acknowledge the respondents and other fellow
students who helped the researchers on the process of making the study. They played small
parts that has contributed to the success of this study. Without the students and especially the
respondents, this study could have been incomplete.

CONTENTS

The contents of this paper is in sequence as shown below:

● Dedication
 ● Acknowledgment
● Table of Contents
● Chapter 1 Intro: Background of the Study
● Chapter 1 Intro: RRL
● Chapter 1 Intro: Statement of the Problem
● Chapter 1 Intro: Theoretical Framework
● Chapter1 Intro: Conceptual Framework
● Chapter 1 Intro: Significance of the Study
● Chapter 1 Intro: Scope and Delimitations
● Chapter 2 Methodology: Research Design
● Chapter 2 Methodology: Research Respondents
● Chapter 2 Methodology: Research Locale
● Chapter 2 Methodology: Research Instrument
● Chapter 2 Methodology: Data Gathering Procedure
● Chapter 2 Methodology: Statistical Treatment
● Chapter 2 Methodology: Ethical Considerations

Chapter 1
Introduction

1.1Background of the Study

 Senior high school students were endowed with an opportunity to lessen the gap of
education between high school and college. They undergo a preparatory education, through
studying college leveled subjects to help them for a two or four years in college. However, an
issue arise amongst the students especially Grade 10 students, as to what strand they will
enroll and the most common is that they are undecided, unsure, or uncertain as to what
program they will pursue in college. According to Ramirez & Dizon (2014), graduating
students from secondary schools may not have solid decision on where to go in college and
what degree program they may possibly take. They are planning to enter college without clear
idea of what career to pursue for their future.

Their desire to go to college is strengthened as they progress through high school and
learn about educational and career options. These educational and career expectations are
consistent across race, social class, gender, and student achievement level (Freeman, 1999;
Kao & Tienda, 1998; MacLeod, 1995; Tracey & Robbins, 2004).

Career indecision and career certainty are influenced by a number of internal and
external factors. Parents, relatives, teachers, and peers need to be supportive of the
adolescents, and a career guidance program need to be designed; which are essentials in
making the right career decisions (Robert Fernandes, Lucila O Bance, 2015).

The proportion of high school graduates pursuing postsecondary education has

increased consistently over time, yet evidence suggests that many admitted students are
unprepared to succeed in college-level instruction (Greene & Foster, 2003).

Pafili & Mylonakis (2011) also stated that the choice of career of the students is being
influenced by some factors from the social environment, mainly by the parents as immediate
family who plays an active role in choosing the right education for their children. Laguador
(2013) also emphasized that it is a sign of respect for the parents and also a culture of
Filipinos, parents or the elderly are being consulted first by their children because primarily
they will be the one to provide the financial support to enter in college.
Noted by the researchers, certainty and preparedness are related. The certainty of a
student as to what program he/she will pursue, is the basis of his/her preparedness upon going
to college. Preparations made such that students plan on what academic track and strand will
they enroll in senior high school, and to which university will they enroll, in accordance with
the availability of the program they will pursue.

The researchers also stated that preparedness for college has the same implication of
college access.

In Alexander & Eckman, 1977; Bryk, Lee, & Holland,1993; Coleman, 1987;
Coleman, Hoffer, & Kilgore, 1982; Cookson & Persell, 1985; Falsey & Heyns, 1984;
Hotchkiss & Veter, 1987; McDonough, 1994, 1998; Powell, 1996:

“The research evidence on college access suggests that students enroll in

college through a complex, longitudinal, interactive process involving individual
aspiration and achievement, organizational structuring of opportunity in high school,
and institutional admissions. Four key components of the high school have a
tremendous impact on college attendance: (1) a college preparatory curriculum; (2) a
college culture that establishes high academic standards and includes formal and
informal communication networks that promote and support college expectations; (3)
a school staff that collectively is committed to students’ college goals; and (4)
resources devoted to counselling and advising college-bound students.”

The determinants of senior high school readiness among college teachers and higher
education institutions that ensure the sustainability, promotion and protection of the welfare
of the affected faculty, and other employees in the higher education sector are eligibility,
staffing guidelines, course streamlining, workforce surplus management, and alternative
programs (Imee C. Acosta, Alexander S. Acosta, 2018).

In addition to that, the programs that the students will pursue is most likely influenced
by their personal choice and with the support primarily from their family (Carlos L. Aguado,
Jake M. Laguador & Joseph Cezar L. Deligero, 2015).
In conclusion, certainty and unpreparedness are a common and major problem
amongst senior high school students. The certainty and unpreparedness of the senior high
students were affected with many factors, as stated by the other related researches that were
cited in this literature review.
1.2 Review of Related Literature
The level of certainty and preparedness of a student going to college affects the
number of drop out students in college. Circumstances of uncertainty and unpreparedness,
college for students may rather become an obstacle that is difficult for them to overcome,
instead of seeing college as a platform to success. Identifying the level and the factors
affecting the certainty and preparedness of the students is what this study is focused into.

According to Nassudin Othman, Fauziah Nordin, Norzanah Mat Nor, Zaiton Endot,
Azida Azmi, Ismarani Ismail, Azizah Yaakob (2013):

“There is a challenging life transition in the development of young adults, and

many students are inadequately prepared for the psychological, emotional, and
academic realities of higher education. These new university students are confronted
with the adaptational challenges of living apart from family and friends, adjusting to
the academic regimen, assuming responsibility for the tasks of daily living, and
developing a new array of social relationships with peers and faculty.”

Julia Panke Makela (2006) also cited that “qualitative studies have also shown
a lack of social and personal college readiness in three main areas: study skills (e.g., Byrd &
MacDonald, 2005), self-esteem and self-regulatory strategies (e.g., Ley & Young, 1998),
and cultural capital (e.g., Valdez, 1996)”. She further stated that “considering the current gaps
in academic, social and personal college readiness factors, multifaceted are required for
community college students who are high-risk due to low readiness.
According to Sharon Andrew, Yenna Salamonson, Roslyn Weaver, Ana Smith,
Rebecca O'Reilly, Christine Taylor (2008), there were two kinds of dropout students, the first
one are students who dropped their course in the first semester and the other one are those
students who dropout in the second semester. Students who dropout during the first semester
considered themselves that they were unprepared for college, and that they have competing
roles outside university and that they have developed a strong dislike on the course, thus they
decided that the course is unsuitable for them and they leave. Furthermore, students who
dropout during the second semester say that they prefer to stay in the course but certain
events affect their lives and that they cannot cope with it any longer because of the extreme
studying in college.
 In addition, by Frank Daley (2010), stated that:
“A typical student has two major problems, which created the third problem in
college that usually causes a crisis”; first, was that students were unprepared for the
rigors of college academically; second, they do not know why they are in college, or
they simply don’t have the knowledge of themselves that they require to succeed in
college; third, “Be successful in three months—that is, pass or be gone. This tipping
point results in a kind of psychic paralysis”. To put it simply, the students may be
mentally or emotionally disturbed if they fail in some courses that they took.”

Furthermore, he also stated that:

“Students drop out for many reasons—some legitimate, most not. Illness, a
lack of funds, and depression may be too much for anybody to handle, but many
students cannot deal with day-to-day things, such as normal relationships, or making
the adjustment from high school to college, or reading and writing adequately”.

Therefore, the certainty and preparedness of senior high school students matters later
on after entering the higher institution, it affects the higher institution by means of dropping
out due to some factors. The factors that affect the certainty and preparedness of senior high
school students and was stated by related literatures cited above are that student are
inadequately prepared for the psychological, emotional, and academic realities of higher
education; adaptational challenges of living apart from family, friends, relatives; independent
living-taking care of daily activities; adjustments from high school’s usual academic
performance into higher institution’s extensive emphasis on academics; study skills; self-
esteem and self-regulatory strategies; and the cultural capital of a student or the student’s
social assets that promotes one’s social mobility.

1.3Statement of the Problem

General Question:
This study aims to quantify the level of certainty and preparedness of senior high
school students in choosing college programs.
Specific Questions:
 1. How many senior highs school students are certain in their chosen college
program?
2. How many senior high school students are prepared in their chosen college
programs?
3. To what extent are they certain and prepared in their chosen college program?

1.4 Theoretical Framework

Self-commitment as another perspective of having self-involvement which refers to

the amount of physical and psychological energy that a student devotes to academic
experience. Hence, students who study, spend much time on campus, participates actively in
student organizations, and interacts frequently with faculty members and other students are
highly involved students who devotes a considerable amount of energy into academic
experience. The contrary has the students who doesn’t devote an appreciable amount of
energy to attain academic experience (Alexander W. Astin, 1984).

Alexander (1984) also stated that there are five basic postulates of the involvement
theory, namely:

“1. Involvement refers to the investment of physical and psychological energy

in various objects. The objects may be highly generalized (the student experience) or
highly specific (preparing for a chemistry examination).

2. Regardless of its object, involvement occurs along a continuum; that is,

different students manifest different degrees of involvement in a given object, and the
same student manifests different degrees of involvement in different objects at
different times.

3. Involvement has both quantitative and qualitative features. The extent of a

student’s involvement in academic work,5for instance, can be measured quantitatively
(how many hours the student spends studying) and qualitatively (whether the student
reviews and comprehends reading assignments or simply stares at the textbook and
daydreams).
 4. The amount of student learning and personal development associated with
any educational program is directly proportional to the quality and quantity of student
involvement in that program.

5. The effectiveness of any educational policy or practice is directly related to

the capacity of that policy or practice to increase student involvement.”

1.5 Conceptual Framework

Level of Certainty and Description of the level of

Assessment on the certainty
Preparedness of Senior High certainty and preparedness
and preparedness of Senior
School Students: Basis in of Senior High School
High School Students
Choosing College Programs Students.

Figure 1. Research Paradigm

The Conceptual Framework shows the flow that will be done throughout the study. It
simply shows the part where the researchers will get the level of certainty and preparedness
of senior high school students using planned, and prepared methods, and procedures. The
researches will then carefully treat the obtained data using applicable methods; through
analyzing and comparing the obtained data. After the processes of obtaining and treating the
data, results are then identified, the description of the level of certainty and preparedness of
senior high school students will be shown based off the results of the study.

1.6Significance of the study

The results of the study will be of great benefit of the following:
STUDENTS: The results will provide the students with some knowledge and become
prepared on choosing their college programs. It will give students a realization that being in
the state of certainty in choosing their college programs, it will also affect their future careers.
At the end of this study, students would finally know the importance of certainty in choosing
their college programs and why unpreparedness as to pursuing their chosen college programs
have been a major problem amongst college students nowadays
TEACHERS: The given data would guide the teachers on what to do with the uncertain
students. The teachers would also be able to understand on why some students are
unprepared. At some point, the teachers may council the students having problems on
choosing their desired college programs, in order to help them and give students a clear
image on the career he/she should pursue.

PARENTS: Like the teachers, the parents too will understand why their children is uncertain
in choosing their college program through the given data. The given data would help them
formulate some preventive measures and help their children to be certain about their former
college programs. The findings would also help them learn the activity patterns of their
children, in order to further understand their children and that they could council their
children based on their children’s school activity patterns.

1.7Scope and Delimitation

The main purpose of the study is to quantify the level of certainty and preparedness of
senior highs school students in choosing college programs. Out of 1415 senior high school
students, 244 students were used as a sample in conducting the survey.
The researchers limited the study to Senior High School students of Tagbina National
High School, S.Y. 2019-2020. Each of the respondents was given a survey questionnaire to
answer. The students selected came from different strands to prevent bias and get objective
results.

Chapter 2
 Methodology

2.1 Research Design

This study uses the descriptive research design. It describes the level of certainty and
preparedness of senior high school students, which perfectly fit the objectives of this study.

2.2 Research Respondent/Participants

This study covers all the Senior High School Students in Tagbina National High
School. With a huge number of the population of the respondents, the researchers used simple
random sampling which allows the respondents to be equally chosen to participate in the
study.

Table 1

Frequency and Percentage Distribution of Respondents

STRAND POPULATION SAMPLE PERCENTAGE

STEM 46 29 19%

HUMMS 136 85 56%

EIM 37 23 15%

ABM 25 15 10%

TOTAL 244 152 100%

 0.05
¿
¿
¿2
1+(244)¿
N 244
n= n=
1+ N e 2 ¿

2.3 Research Locale

This study was conducted at Tagbina National High School located at Purok-3
Poblacion, Tagbina, Surigao del Sur.

2.4 Research Instrument

The researchers used survey questionnaires to obtain necessary data that will be used
in the study. The questionnaire consists of questions of the student’s certainty, and
preparedness in to their chosen college programs. After the survey, the researchers
interviewed random students to further validate the results of the study.

Table 1

Likert Scale

Scale Mean Range Verbal Description Interpretation

The level of certainty and

1 1.00-1.49 Strongly Disagree
preparedness is very low.

The level of certainty and

2 1.50-2.49 Disagree
preparedness is low.

The level of certainty and

3 2.50-3.49 Neutral
preparedness is average.

4 3.50-4.49 Agree The level of certainty and

 preparedness is high.

The level of certainty and

5 4.50-5.00 Strongly Agree preparedness is very
high.

2.5 Data Gathering Procedure

The researchers asked for approval to the respondents by giving permission letter to
conduct a survey about the certainty and preparedness in choosing college programs. The
respondents were then given survey questionnaires to be answered. They were informed
about the nature of the study. After answering, their responses were compiled for analysis and
interpretation.

2.6 Statistical Treatment

To determine the mean on the students’ certainty and preparedness of Grade 12 in

different strand, and SPSS v. 16 was used in the analysis.

Mean. One of the measures of central tendency, the mean was used to measure the
level of quality of the science laboratory, equipment, and facilities, and the quality of science
education.

2.7 Ethical Considerations

Prieto, N. G. et al. 2017. Practical Research 1 for SHS Quantitative Research based on
(a) honesty, (b) objectivity, (c) integrity, (d) carefulness, (e) respect for intellectual property,
and (f) confidentiality and anonymity have been practiced throughout the study (BPS, 2014).
In conducting the study, the researchers shall take in account the principles of confidentiality
and anonymity. The participants were kept anonymous; and the survey and interview were
conducted in a closed area. Furthermore, the researchers did not in any manner pressure or
force the respondents to answer the survey.
October 17, 2019

RACHEL METHUSELAH R. CUMAHIG, Ph.D.

Principal II
Tagbina National High School
Tagbina Surigao del Sur

Madam:

Greetings!

The undersigned is a representative of Grade 12 students specializing in Science, Technology, and

Engineering Mathematics (STEM) strand of this institution who are currently working on a research
paper as partial requirement in Practical Research subject entitled “Level of Certainty and
Preparedness of Senior High School Students: Basis in Choosing College Program”.
Anent to this, we humbly ask for your approval for the pursuance of our survey.

We are looking forward to you response on this regard.

Thank you and God bless.

Respectfully yours.

MARK LEVIE P. ROSAL

Group Leader

Noted by:

MARVIN TEJANO
Practical Research II Teacher

RACHEL METHUSELAH R. CUMAHIG, Ph.D.

Principal II
Name (optional): _______________________________________ Date: October 19,
2019

I. Profile of the Respondents

Direction: Put a check on the box that best fit your answer.
Sex: Male Selected Strand: STEM ABM
Female HUMSS EIM
Academic Standing (previous quarters):
Age: 15- 16 With highest honor
17- 18 With high honor
19- 20 With honor
21 and above With grade average below 90

II. Direction: Kindly put a check (√) to your corresponding answer.

A.
 Indicators of Preparedness Strongly Strongly
No Disagree Neutral Agree
In pursuing college programs… Disagree Agree
 1 I have clear goals.
2 I can handle change well.
I am quick to get things done and self-
3
motivated.
I take care of myself and can handle
4
uncertainty.
I have done serious thinking about career
5
options.
I have a distinct desire to be successful in
6
college.
7 I am self- disciplined.
I take responsibility of my decisions for I
8
am a good decision maker.
9 I set clear achievement goals for myself.
I can organize my time and things I need
10
to do.
11 I understand my academic strengths.

I know the importance of not giving up

12
and sticking through difficult task.
I have an idea of what I want to do with
13
my career.
B.
Indicators of Certainty Strongly Strongly
No. Disagree Neutral Agree
In Choosing College Program Disagree Agree

I am certain of the college

1
program I chose.
I am certain that I will enjoy
2 learning in my college years in my
chosen program.
I am certain that I will and I can
get through any difficulties that I
3
may encounter in my chosen
college program.
4 I am certain that my skills suit the
qualifications needed in my
 chosen college program.
I am certain that I will graduate
5
with a bachelor degree.

Thank for your cooperation and God bless.