ACADEMIC PERFORMANCE IN SENIOR
HIGH SCHOOL AND COLLEGE READINESS
OF THE FRESHMEN STUDENTS OF THE
PAMANTASAN NG LUNGSOD NG PASIG
DR. CECILE DM. ESPIRITU
DR. JOANNA MARIE PINA S. DE MANUEL
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INTRODUCTION
Majority of the secondary level graduates
aspire to go through college and finish a degree,
but only around 60% of them directly enroll after
completing high school. For those students who
were able to enroll in college, many of them were
not successful in completing their degree because
they are not prepared and they also lack the
academic behaviors and goals that are essential to
succeed in college.
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INTRODUCTION
According to Cline, Bissell, Hafner and Katz (2007),
the concept of college readiness puts the focus on
preparing students to succeed at college-level work or
in the workforce, rather than just fulfilling eligibility
requirements that are primarily course-and gradebased. Those equipped to do well in college are also
more likely to possess the skills to help them succeed in
the workforce as well as in the world. Educational
leaders and policy-makers are realizing that meeting the
basic eligibility requirements for college may not equate
to being prepared for college-level work (Conley, 2007).
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INTRODUCTION
High remediation rates, up to 68% at
community colleges, further suggest that
students
are
graduating
high
school
underprepared to succeed in higher education
(Chen & Simone, 2016). These challenges have
motivated a national focus on “college readiness,”
or the preparation required to succeed in creditbearing college courses and persist to graduation
(Conley, 2014).
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INTRODUCTION
David Conley (2007) stated that “if schools and
students understand college readiness in a more expansive
and comprehensive way, they can do more to develop the full
range of capabilities and skills needed to succeed in college”.
Grade point average remains, in many studies, the best
predictor of high school and college completion, particularly
grades in college prep courses. But that is in part, researchers
argue, because grades from teachers reflect more than
simply academic performance: they are a complex composite
including things like going to class, turning in homework,
putting in effort, and even getting along with an adult.
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INTRODUCTION
According to David Conley (2010), college ready is
"the level of preparation a student needs in order to
enroll in and succeed in a credit-bearing course at a
post-secondary institution without remediation."
According to this viewpoint, college readiness is
established by a student's capacity to skip remedial or
developmental education and enroll directly in collegelevel courses using normative methods for determining
academic preparedness.
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INTRODUCTION
Conley (2008) highlighted that college students should:
1) have critical cognitive and meta-cognitive skills analysis, interpretation, precision and accuracy, problem
solving, and reasoning;
2) understand the big ideas of each academic area;
3) demonstrate academic self-management skills - time
management, efficient study skills, and perseverance (Conley,
2014); and
4) have contextual skills and knowledge to negotiate
with the institutional systems throughout the first year, such as
how to handle college choice, admissions, and financial aid.
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STATEMENT OF THE PROBLEM
The main purpose of the study was to assess the senior
high school academic performance and the college readiness of
the freshmen students of the Pamantasan ng Lungsod ng Pasig and
determine their relationship.
Furthermore, this study sought to answer the following:
1. What is the profile of the student-respondents in terms
of sex, age, program enrolled in, senior high school where they
graduated, academic strand when they were in senior high school,
residence, parents’ occupation, monthly income of parents and/or
working siblings, number of children in the family, and number of
units enrolled in the current semester?
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STATEMENT OF THE PROBLEM
2. What is the academic performance (GWA) of the
respondents in their Grade 12 level?
3. What is the level of the teaching performance of the
respondents’ teachers in Grade 12 as perceived by the studentrespondents?
4. What is the perception of the students on the selected
factors affecting their academic performance regarding the:
4.1. student-related factors;
4.2. teacher-related factors; and
4.3. school-related factors?
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STATEMENT OF THE PROBLEM
5. What is the level of the respondents' readiness to enter
the tertiary education level in terms of:
5.1. Achievement motivation orientation;
5.2. Learning efficacy;
5.3. Goal orientation;
5.4. Integration and support; and
5.5. Reading behavior?
6. What is the level of the senior high school interventions
in terms of preparing the respondents for tertiary education?
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STATEMENT OF THE PROBLEM
7. Is there a significant difference on the level of the
respondents' readiness to enter the tertiary education level
according to programs enrolled in, monthly income of parents
and/or working siblings, and number of children in the family?
8. Is there a significant relationship between the Grade 12
academic performance and the college readiness level of the
student-respondents?
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POPULATION AND SAMPLE SIZE
The freshman students from the College of Business and
Accountancy, College of Computer Studies, College of Education,
College of Engineering, and College of Nursing were considered
in this study. The decision to include the entire population in all
programs is consistent with the desire of the researchers to
establish explicitly the validity of this study.
Table 1 presents the total population and sample of the
students for the First Semester of Academic Year 2021-2022 in
the Pamantasan ng Lungsod ng Pasig who were able to answer
the questionnaires during the period of the distribution of the
instrument.
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POPULATION AND SAMPLE SIZE
Programs
Population as of 1st
Semester,
AY 2021-2022
(N)
Sample Size
(n)
Percentage of
Respondents from the
College Population
BSIT
173
103
59.54%
BSCS
35
21
60.00%
BSHM
181
172
95.03%
BSBA
198
182
91.92%
BSENTREP
66
57
86.36%
BSECE
36
36
100%
BEED
57
55
96.49%
BSED
99
92
92.93%
BSN
96
94
97.92%
BSA
119
119
100%
Total
1,060
931
87.83%
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FINDINGS
1. Majority of the student-respondents are female
with 71.32% while 28.68% are male. The freshmen students
are within the adolescence period (12-19 years) while a few
of them are already in the early adulthood stage (20-25
years) in accordance with Erik Erickson’s Psychosocial
Stages. Most of the students are enrolled in the three
programs under the College of Business and Accountancy.
The freshmen-students of PLPasig mostly came from the
public senior high schools of Pasig City and majority took
ABM and TVL strands. There were 87.22% of them who are
residence of Pasig City while 12.35% of them are living in
neighboring cities.
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FINDINGS
There were 63.27% of the respondents’ fathers who are employed
and 26.75% of them are working in the private sector. As for their
mothers, 31.79% are employed and 14.93% of them are connected
with the private sector. Thirty-one point sixty-nine percent
(31.69%) of the respondents answered that their families have a
joint monthly income of P5,000 to P10,000; 22.23% of them with a
monthly earnings of P11,000 to P15,000; and 15.90% of them have
families with less than P5,000 monthly income. On the average, the
students’ families have two to five children. However, there are
some families with seven and even more than ten children. Also,
there are 47.91% of the students who have 22 to 27 units of courses
enrolled in the semester; 38.80% took 16-21 units and 9.34% with 9
to 15 units.
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FINDINGS
2. Seven hundred thirty nine (739) students got an
Outstanding academic performance in their Grade 12
general weighted average which ranges from 90 to 100.
This was followed by those students who had a Very
Satisfactory standing with 74 of them earning grades of 85
to 89 while 16 of them had grades of 80-84 with a
Satisfactory status. There were 4 students who were Fairly
Satisfactory in their performance with grades of 75 to 79.
None of them got a failing marks. Generally, they had an
Outstanding academic performance for their Grade 12
level through their average mean grade of 92.99.
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FINDINGS
3. The Grade 12 teachers’ performance as perceived by
the respondents is satisfactory with a grand weighted mean of
3.40. The students observed that their Grade 12 teachers were
very satisfactory in promoting individual work as well as
teamwork, in allowing and encouraging student participation,
and in maintaining an objective and respectful position with
the students. Nevertheless, they still need to improve in the
areas of designing and relating the classroom content with
the laboratory content and in efficiently incorporating and
employing Information and Communication Technologies in
the subjects.
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FINDINGS
4. The respondents perceived that student-related factors in
terms of interest and study habits often affect their academic
performance with a grand weighted mean of 3.18 and 3.31,
respectively.
The teacher-related factors in line with Grade 12 teachers’
personality traits and teaching traits often affect the academic
performance of the respondents gaining a grand weighted mean of
3.48 and 3.47, respectively. In addition, the teachers often use
instructional materials in teaching their subject matter that
positively affect the academic performance of the students acquiring
a grand weighted mean of 3.26.
Furthermore, the student-respondents perceived that their
senior high schools were satisfactory in terms of school-related
factors with a grand weighted mean of 3.12.
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FINDINGS
5. The freshmen students of PLPasig are
moderately prepared to enter the tertiary level
education in terms of achievement motivation
orientation with a grand weighted mean of 3.35. They
are prepared to enter the college level as they showed
the concept of importance to always be prepared for the
class; they usually double check things just to make sure
that they are correct; and getting good grades is
important to them.
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FINDINGS
Likewise, the freshmen students are moderately
prepared in the area of learning efficacy when they
enter the tertiary level with a grand weighted mean of
2.84. The student-respondents are ready since they
continue working on a complex task even if they did not
succeed at the first trial; they know what they want and
they make sure of getting it; they expect to have a
harder time to perform academically; and they feel in
control of their lives.
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FINDINGS
Also, the freshmen students are moderately
ready to enter the tertiary education level when it
comes to goal orientation with a grand weighted mean
of 2.95. They are prepared by motivating themselves to
study when they need to; when they organize their
study time to best accomplish their goals; and when
they set specific goals before they begin learning for
tests/exams.
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FINDINGS
In terms of integration and support, the freshmen
students are moderately prepared to enter the tertiary
level with a grand weighted mean of 3.01. They are
prepared because they have their support group where
friends are extremely important to them; their families
are the source of encouragement and support; they are
informed about the career possibilities for a specific
degree program; and their families have always wanted
them to go to University.
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FINDINGS
Regarding their reading behavior, the freshmen
students are moderately prepared upon entering the
tertiary level with a grand weighted mean of 3.00. They
are prepared in thinking the importance to learn about
other cultures and ways of life; they are comfortable in
interacting with people from other races and cultures;
they enjoy reading books on a variety of topics; and they
will try to do optional reading even though they know it
will not influence their grades.
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FINDINGS
6. The senior high schools have utilized
interventions to a moderate extent to prepare their
students for tertiary education with a grand weighted
mean of 3.18. They have done interventions like
orienting the students to a great extent which garnered
a weighted mean of 3.69. Moreover, the senior high
schools, to a moderate extent, have done career
counseling (3.39) and aptitude testing (3.02), and
encourage their students to attend open days in tertiary
educational institutions (2.94) as well as listen to career
caravans (2.87).
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FINDINGS
7. There is a significant difference on the
readiness of the student-respondents to enter the
tertiary education level according to their program
enrolled in and the number of children in their families.
However, there is no significant difference on the
readiness of the student-respondents to enter the
tertiary education level according to the monthly income
of their parents and/or working siblings.
8. There is no significant relationship between the
academic performance and the assessed level of college
readiness of the PLPasig freshmen students.
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RECOMMENDATIONS
* For achievement motivation orientation, students
should be prepared more in knowing exactly what they want
to major in and in asking for help if they are battling with a
complex problem.
* For learning efficacy, they should be prepared more
in learning things more quickly than most people and
learning to occupy a leadership position.
* For goal orientation, the students should lessen
studying in spurts and should be encourage to study at
regular consistent pace and be prepared more in seeing
things through the end.
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RECOMMENDATIONS
* For integration and support, students should have
been further prepared to accept criticism and for the
working students, to undertake paid employment in order
to help support their studies.
* For reading behavior, they should have been more
prepared in making reading as part of their academic lives
and in looking through the e-library for books that will
spark their interests in connection with their college
programs.
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RECOMMENDATIONS
1. For a fuller assessment of college and
career readiness, a new bar has to be set by moving
toward a wider set of measures, along with test
scores and achievement markers including the socalled “softer” skills and characteristics like
conscientiousness or grit, academic tenacity, paying
attention, study skills, teamwork, and problem
solving.
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RECOMMENDATIONS
2. Schools must go beyond individual
performance metrics by measuring and
improving the institutional capacity. More so,
there is a need for a new mindset about the
purpose and practices of high schools, and to
shift deeply embedded assumptions that their
function is to prepare some, but not all, students
for college. This calls for a fundamental redesign,
where schools focus on changing the odds for all
students.
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RECOMMENDATIONS
3. Students have to be assessed as early as
possible and their progress tracked. Continuous
tracking of student performance becomes
necessary by looking into indicators like class
attendance and poor academic achievement in
tests or assignments to address this academic
risk as early as possible.
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RECOMMENDATIONS
4. The University programs should develop
an approach to encourage “deeper learning” for
life and work. There is a need for students to not
only master core academic content, but also 21st
century competencies in the areas of cognitive,
intrapersonal, and interpersonal skills. There
should be further development in how to teach
and how to assess these skills.
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RECOMMENDATIONS
5. Educational institutions must improve the
teaching-learning process and make students
college ready by mentoring them toward college
and career goals and help connect them to
internships.
6. Faculty members can help in determining
the students’ risk profile in order for these students
be given support services to address their specific
needs.
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RECOMMENDATIONS
7. There should be collaborations between
universities, colleges, and senior high schools
which involve bringing high-need urban students
in the 10th, 11th and 12th grades to college for
four to five days to experience a
developmentally responsive and imaginative
approach to college readiness known as College
Immersion.
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The entire educational community should
work hand in hand in making our learners’
dreams come true.
“It takes a village to raise a child.”
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THANK YOU
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