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The Road to Readiness: Aspiration and Preparedness of Grade 12 SHS Students

in Pursuing College Degree

Thesis · July 2023

DOI: 10.13140/RG.2.2.20824.26886/1

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The Road to Readiness: Aspiration and Preparedness of Grade
12 SHS Students in Pursuing College Degree
Jhenamay D. Seisa and Norman R. Galabo, EdD
Mintal Comprehensive High School, Davao City

Abstract: The purpose of this study is to assess and determine the relationship between the senior high school students'
level of aspiration and readiness in pursuing a college education. The indicators used for aspiration of students were
positivity, motivation and clear goals, and confidence while college readiness had self-discipline, optimism, and self-
responsibility and management. A total of 250 students were chosen randomly as research respondents. An adopted
survey questionnaire was used. Statistical tools such as mean, standard deviation, t-test, analysis of variance, and
Pearson r were used in this study. The findings show that students are properly equipped with the skills and
preparedness in stepping into higher education. The respondents showed a high level of aspiration and level of college
readiness. Further, male respondents had higher levels of aspiration and readiness compared to female respondents.
The respondents’ aspiration was a strong predictor of their readiness in pursuing a college degree.

Keywords: basic education, aspiration, college readiness, senior high school, correlational, Davao City

1. INTRODUCTION

Education has been considered a means of fostering demonstrates that students' future conduct is influenced
social mobility and transforming the lives of individuals in by their academic objectives, aspirations, expectations,
society. It is a vital aspect and concern in an individual's and accomplishments. In order to successfully manage
life. It illuminates the mind by enhancing cognitive skills and align tasks to become fully prepared in stepping
and widening the capacity for grasping knowledge. It is college education.
deemed a success for future endeavors (Al-Shuaibi, 1.1 Statement of the Problem
2014). It serves as a means of enabling everyone to
contribute positively to a pluralistic world with a wide The purpose of this study was to evaluate the
range of cultures (Idris, Hassan, Ya'acob, Gill, & Awal, readiness of Grade 12 Senior High School students at
2012). As most students seek to step advancement to this Mintal Comprehensive High School to pursue a college
level of education to improve their employment or education, using the students' level of aspiration, profile,
workforce prospects. In international studies, both and level of readiness in pursuing a college degree as
academic and extracurricular accolades may influence variables; and to answer the following research
questions:
college readiness.
1. What is the demographic profile of Grade 12
The study by Uy, Kim, & Khuon (2019) shows that
senior high school students in terms of:
college and career readiness of full-time Southeast Asian 1.1 gender; and
American college students in New England struggled to 1.2 average family monthly income?
navigate to step up into college and did not feel prepared 2. What is the level of aspiration of Grade 12 senior
for a career. The students who were fairly strong high school students in terms of:
academically shared common concerns about striving for 2.1 positivity;
a better education such as lack of finances, inconsistent 2.2 motivation and clear goals; and
academic advising, and the need for more career and 2.3 confidence?
college preparations. The expansion of education and the 3. What is the level of college readiness of Grade 12
introduction of K-12 in the Philippines, the proportion of senior high school students in terms of:
students pursuing a college degree education is low 3.1 self-discipline;
(Santiago, 2022). Despite the fact that data indicates that 3.2 optimism; and
the economic benefits of a college degree are far better 3.3 self-responsibility and management?
than those of a high school diploma; and still, completion 4. Is there a significant difference in the level of
rates remain low. This discouraging remark frankly shows aspiration of students when grouped according to the:
that students are not appropriately equipped and not 4.1 gender; and
4.2 average family monthly income?
ready for pursuing a college degree due to different
5. Is there a significant difference in the level of
aspects and factors of an individual. The Social
college readiness of students when grouped according
Development Committee XI endorsed the results of the to:
tracer study of senior high school graduates in the Davao
5.1 gender; and
Association of Catholic School; the improvement and
5.2 average family monthly income?
enactment of K-12 programs have been established and
6. Is there a significant relationship between the level
provide comprehensive data on the employability and of aspiration and the level of college readiness of the
education of senior high school graduates in the region. students?
This relates to the study of Khattab (2015) which
1.2 Hypothesis Positivity. Seminal research on human behaviors
suggests that establishing and maintaining positive
H0 1: There is no significant difference in the level of associations with an individual's learning process is more
aspiration of the students when grouped in gender and successful in achieving desired outcomes (Corradino &
average family monthly income. Fogarty, 2016). Students with habits of being upbeat or
H0 2: There is no significant difference in the level of cheerful in school are a factor to be optimistic and exhibit
college readiness of the students when grouped in gender actions of giving and social friendliness. In the study
and average family monthly income. conducted by Greenaway, Frye, and Cruwys (2015),
H0 3: There is no significant relationship between the persons whose objectives exceed this threshold are more
level of aspiration and the of college readiness of Grade optimistic about their future. Stepping into a new chapter
12 senior high school students of education must be demanding and perplexing as to its
whereabouts; yet, positivity facilitates goal attainment by
1.3. Review of Related Literature preparing the mind to make better judgments in life.
This part presents the review of related literatures and Accepting new experiences and chances in education
studies which may strengthen and support this study. contributes to a successful academic path (Chauhan,
2021). Along with this, students strive more to achieve
Aspiration of Students more validation and expectation within themselves. The
College as a complex period includes tons of most important factors for getting good academic success
opportunities in positive and negative areas and great and light on future education are not just intelligence and
perceptions for exercising independence of one’s self. personality but also positivity (Margaret, 2020). There are
The degree of performance a person aspires to is the findings in the study of Day, Hanson, Maltby, Proctor, &
level at which they establish their most essential Wood (2010), indicating that positivity is the strongest
objectives; a person's aspirational level has a substantial predictor of academic success for students who wish to
effect on personality and adaptability, it is an integral be hopeful. It demonstrates that students who expect
component of an individual’s sense of self. Academic favorable outcomes as a result of their planning and
aspiration may be influenced by both internal and external efforts achieve the highest results.
factors (Othman, Nordin, Nor, Endot, Azmi, Ismail, & Motivation and Clear Goals. Students' academic
Yaakob, 2013). It should be regarded as a fundamental aspirations and success are influenced by their capacity
component of the desire to succeed, functioning in life for self-motivation with well-defined aims. The
similar to a self-fulfilling prophecy, and it is important that educational objectives and goals of a student serve to
this must be the case. Student and academic aspirations advance their overall academic performance. According
have always been a part of the educational environment; to studies, having a broad viewpoint to work harder to
yet, not much research has been done to evaluate the role achieve goals fostered the intrinsic motivation to continue
that schools serve or the influence they have on the as highly motivated students; to aspire to do better in
students' aspirational levels (Quaglia, 2000). In success; and to be prepared for future challenges (Ishak,
particular, with respect, people formulate their aspirations Yunus, Rahman, & Mahmud, 2010). Motivation can
in order to provide meaning to the courses of action they influence how students approach education in general,
decide to take in their lives. An individual will be able to their interactions with peers and teachers, and their
take the actions necessary to realize their objectives if commitment to their academics. Student motivation has
they have a clear sense of where they want to go and how been linked to a student's selection of academic courses
to get there (Pearson, 2014). The growth of students' and the rigor of those courses (Usher & Kober, 2012).
aspirations toward their future careers and goals is According to the findings of the study conducted by
influenced by their family, peers, teachers, and other Kolodziej (2010), the factors that determine a student's
significant figures; may also be correlated with the level of success may be summed up in two words:
student's behaviors and attitudes toward enhancing their motivation and aspirations.
college readiness. Nonetheless, there are many factors Confidence. Self-confidence is a student's belief or
that influence students’ aspirations to be ready for higher trust in his or her capacity to achieve something
education. In the study of Kyaw & Than (2021), a variety successfully or to be well-prepared for a particular task
of factors affect an individual's desire, including their (Kanza, 2016). Confidence is not a sensation of
family, educational attainment, goals, and surroundings. superiority over other people; rather, it is a fundamental
Entwined with these objectives is an underlying incentive conviction that one is able to accomplish whatever one
to seek a college education, fueled by students' sets out to do. In particular, according to Perkins (2018),
confidence in their capacity to actualize their aspirations “self-confidence is related to success, educational
to attain particular goals and success (Kurlaender, Reed, achievements, conciliation, a person's well-being, and
& Hurtt, 2019). Yet, it is vital to note that aspirations self-efficacy and self-esteem". Furthermore, self-
develop over time and are uniquely tied to students’ sense confidence influences motivation and can transform
of identity within their educational environment either human behavior (Benabou & Tirole, 2003), which can
supporting or suppressing the successful attainment of have a significant impact on students' desires to be well-
goals to emphasize growth rather than gaps for better prepared, making it a critical asset for a person to develop
students' educational experiences (Farrington, Johnson, skills and traits. Although self-confidence enhances a
Allensworth, Keyes, Beechum, 2012). student’s motivation in the learning process and its impact
is explained thereof. There are various challenges exist
for students with lower self-confidence. Students' lack of they are willing to carry out their courses effectively
self-confidence can cause students’ lack of motivation, (Corey, 2021).
which as result can cause education to become Self-Discipline. In college preparation, self-discipline
compulsory and make students show negative attitudes helps students overcome poor habits. It gives the ability
toward learning and preparing themselves for better to persevere in the face of failure and setbacks, cultivates
education (Palavan, 2017). Moreover, research has self-control and the ability to resist distractions, and aids
demonstrated that confidence differs between genders; in encouraging the pursuit of specific goals until they are
Hooda & Devi (2018), discovered that educational attained. The study of Gong, Rai, Black, & Heffernan
objectives and gender have a substantial effect on (2009), revealed that students who are high discipline
students' self-confidence. Essentially, it is necessary to within their selves tend to have higher knowledge and
aid students to enhance educational aspirations to success in attaining educational triumphant. It can
improve their confidence in school and their environment. influence both the learning rate as well as the knowledge
Indeed, a student's abilities, learning styles, and the of the student over the accumulation over time.
possibilities provided by the educational institution Furthermore, self-discipline has direct and indirect effects
determine his or her success in achieving goals, as the on the lives of students in terms of academic success,
learner's confidence develops the capacity to be positive social life, health, and other circumstances. Students
and aggressive while acquiring skills and experiences. brought attention to the significance of self-discipline as
(Lone, 2021). an important idea. It has a pivotal role in the
implementation and point of view of students, it has
College Readiness positive aspects that are beneficial for an individual in
College preparedness is anticipated to be a popular society. In contrast, the research conducted by Nielsen,
topic among educators; in practice, it refers to the Bauer, & Hofmann (2020), found a negative relationship
student's commitment to succeed and be prepared for a between self-control and stress.
course in higher education. Teachers and counselors are Optimism. Having a positive mindset is proven to
essential to ensuring that this occurs and can help boost happiness and motivate one to achieve personal
students achieve academic success in college. Though and future goals (Sagor, 2008). Indian youths are
faculty, parents, and students expect college readiness, remarkably enthusiastic about their personal future, the
there is ambiguity and uncertainty about what constitutes future of their community, and their general development
college readiness (Cox, 2019). College readiness can be in school, according to 2020 statistics (Asad, 2020). This
defined as the ability of students to complete credit- clearly demonstrates that optimism is predicated on the
bearing coursework or industry accreditation without belief that a person may raise their level of preparation
remediation, to possess the academic skills and personal and productivity through learning. For various reasons,
motivation necessary to continue and advance in self-optimism plays a significant role in the student’s
postsecondary education, and to have identified career aspiration between the relationship of academic success
goals/objectives and necessary steps to attain them and performance showing key factors of the learners to
(Pratt, 2015). An important component of being a student be motivated and aspire between academic
is fostering a sense of readiness which may typically accomplishments, revealing motivational and
focus on academic rigor, executive functioning, and contentment-related factors (Usán, Salavera, & Quílez-
adequate financial resources. There is a national Robres, 2022). Studies show that it expands a person's
necessity for students to be prepared for college. mind by exposing them to new ideas, experiences, and
According to the study of Kallison & Stader (2012) and opportunities. It acknowledges the necessity of examining
Jackson & Kurlaender (2013), there are many students new possibilities in all parts of life in order to improve and
who arrived at college unprepared to do college-level be ready (McLain, 2018).
work and courses, harming themselves and their Self-Responsibility and Management. The objective
community. It was suggested that students should take is to exert greater control over the students' motivation,
classes in high school that would help them succeed in independence, and generalization of behavioral
college; an increasingly high percentage of students are improvements in learning and readiness. In the study of
equipped for college and careers, which has become the Conley (2007), these abilities are necessary for college
new crisis. Both teachers and parents have a hard time success and the student's awareness once they pursue a
preparing students for college, which results in students college education. As they begin creating their own
beginning their college careers unprepared for the implications on others, the student's responsibility to
support they will need to be likely to succeed (Johnson- make their own decisions and take responsibility for their
Weeks & Superville, 2014). Understanding the impact of actions is highly essential. Along with this, there is a
adolescence and maturity on cognitive engagement and substantial relationship between learning and personal
motivation for comprehension is necessary for the responsibility. For instance, assert that a typical
achievement of meaning, learning, and success. These characteristic of successful learners is that they actively
characteristics play a significant role in students' sense of ensure their requirements are satisfied and sustained
well-being as a formal structure and as a basis for throughout time. A task force of the American
preparing students for college learning and placement Psychological Association (APA) on Psychological and
through a comprehensive analysis of both social and Education concluded that personal academic
academic readiness; where students are ready to learn, responsibility should be the primary educational objective
for the 21st century, given the significance of
responsibility for learning and readiness to achieve objectives and behavior. The following sectors are the
greater awareness (Sternberg, 2003). He stated that beneficiaries of the study:
“intelligence and knowledge are not enough” in this case
students and schools should pay more attention to Independent Variable Dependent Variable
balancing one’s attributes and accountability.
Level of Aspiration College Readiness
1.4 Theoretical and Conceptual Framework of Senior High of Senior High
School Students School Students
In this study, the theory of Kurt Lewin (1942) was
utilized. The field theory proposed that behavior is the • Positivity • Self-Discipline
result of the individual and environment. He stated that • Motivation and • Optimism
the level of aspiration depends upon the potentialities of Clear Goals • Self-Responsibility
an individual and on the influences of the groups to which • Confidence and Management
it belongs; too higher or too level of aspiration
discourages learning. Research has shown that the level
of aspiration is qualified by the nature of the activity of the
goals by experiences of success and failure, and by the Profile of Senior High School
social pressures to aim high for accomplishments and do Students
well. This theory includes the idea that every person holds • Gender
different experiences to be ready for a situation.
• Average Family Monthly
Furthermore, the adult learning theory or the andragogy
Income
theory will be applied. Andragogy learning theory
emphasizes giving students’ knowledge of why they are
doing something, lots of hands-on experiences, and less Moderating Variable
teaching so they can tackle things themselves. According Figure 1. Conceptual Framework Showing the Variables
to Merriam (2002), andragogy contributes to the of the study.
understanding of how adults learn, in what context, and
the process of learning. Moreover, andragogy is a rallying School Administrators. Through this research, the
point for separating adult education from other areas of school administrators or school heads’ observations of
education. Besides, the readiness theory by Pruitt (2015) leadership practices can be used to predict the school's
will also be utilized as it further elaborates on the ripeness reported success in terms of student achievement
theory. Asserts that the readiness of an individual fosters (Nydali, 2013). It can assist the school principal or
a wide range of conciliatory behaviors dependent on the administrators in knowing and understanding whether
readiness level. It shows that necessary factors such as their students or the Grade 12 Senior High School
motivation and optimism must be present to some degree students have decided whether or not to pursue college
for any conciliatory behavior to be enacted. degrees.
The conceptual framework of this research study is Teachers. This may inspire students to pursue their
shown in figure 1 which indicates the independent and academic goals and provide them with the support and
dependent variables of the study. The independent guidance they need to succeed. The faculty members of
variable refers to students’ aspirations. With an indicator the school may provide certain goals and motivation that
of positivity, motivation & clear goals, and confidence. are critical for the students’ increasing determination for
According to Goswami & Singh (2020), it is essential to college (Deutsch & Rifiin, 2013).
make an educational plan according to an individual’s Parents. This research study is beneficial for parents
desires and achievements. Planning with aspirations is as it can help them understand their children's goals and
essential in order to achieve certain goals; so, in the field preparedness levels, enabling them to provide better
of education, a student is excited to grasp knowledge for guidance and support (Trivette, Wilson-Kearse, Dunst, &
future life. On the other hand, the dependent variable of Hamby, 2012). By encouraging their child to explore
the study is college readiness. It can be defined as the different career paths and providing guidance on career
level of preparedness of students in partaking in higher planning, parents can help their children develop the skills
education in order to succeed in bearing content and knowledge necessary for success in higher education
knowledge and understanding (Conley, 2007). Self- and their future careers.
discipline, optimism, and self-responsibility & Students. This research study can help senior high
management are the indicators of college readiness school students to identify their career goals and
(Foley, Nagaoka, & Borsato, 2013). aspirations, and thus make informed decisions about
which college degree programs to pursue. It can provide
1.5 Significance of the Study insights into the factors that influence students' decision-
making regarding college degree pursuits, such as
The purpose of this research paper is to determine the financial capability, academic performance, and social
level of ambitions of Grade 12 students at Mintal support (Dela Cruz, 2019).
Comprehensive High School and to assess their Policy Makers. This study may identify factors that
readiness for college through the means of the student’s affect the students’ preparedness in pursuing a college
education. Along these lines, by understanding these
factors, educators and policymakers can develop governing principle, fostering, and shaping the minds of
interventions that can help students overcome barriers students, parents, faculty, and other stakeholders.
and enhance their readiness to pursue a college degree.
Future Researchers. This study may be used as one 2.3 Research Respondents
of the bases for an overview and for new solutions and The respondents of this study were Grade 12 Senior
implementation to arise. It may serve as a guide to High School students in Mintal Comprehensive High
creating and enhancing further solutions that may help School. This study focused only on graduating students'
school heads, faculty, parents, students, and next- preparedness for college education. A total of 250
generation graduates for making decisions and achieve respondents were chosen through a simple random
certain goals. (Gladwin, 2018). sampling technique utilizing the Slovin’s formula with a
standard error of 5% or 0.05. Respondents were officially
1.6 Scope and Delimitation enrolled in Grade 12 for School Year 2022-2023.
This study focused only on the responses of the Table 1. The Distribution of Respondents
graduating class of Mintal Comprehensive High School
students in Barangay Mintal, Tugbok District, Davao City Year & Sample Sample Total %
particularly those Grade 12 students who were officially Section (Male) (Female) Sample
enrolled for S.Y. 2022-2023. Molave 4 11 15 6.4
Kamagong 6 12 18 7.2
1.7 Definition of Terms
Magkono 4 16 20 8.0
Aspiration. It is the student’s perception of his/her Apitong 11 14 25 10
intention to follow further education after senior high Acacia 7 15 22 8.8
school (Suslu, 2014). The extent to which an individual Yakal 13 9 22 8.8
sets his or her educational objectives in accordance with Narra 10 11 21 8.4
his or her physical and mental attributes and environment Mahogany 10 13 23 9.2
(Goswami & Singh, 2020). Falcata 4 8 12 4.8
Preparedness. The ability of the students to be ready Almaciga 4 8 12 4.8
to accomplish school coursework, while also possessing Dao 12 7 19 7.6
the academic abilities and motivation after the completion Gemilina 11 6 17 6.8
of secondary education (Conley, 2008).
Bagras 11 0 11 4.4
Launan 12 1 13 4.8
2. RESEARCH METHOD
TOTAL 119 131 250 100
This chapter presented the outline of various research
methodologies for gathering data. It explains the research
design, research locale, the location map, and the 2.4 Research Instrument
research respondents. An adapted survey questionnaire from Cuy and
2.1 Research Design Salinas (2019) was utilized in this study. To further
strengthen its validity, the instruments underwent
The approach used in this quantitative research work thorough scrutiny and validation by at least three experts.
was the descriptive-correlational survey method. Data were interpreted using the scale below:
According to Lappe (2000), a descriptive-correlational
survey involves the observation and the collection of
information on the two variables to establish a statistically Range of Descriptive Interpretation
corresponding relationship between them. The survey Means Level
methodology of data collection was utilized and is capable 3.51 – 4.00 Very High The level of aspiration of the
of obtaining information from large samples of the students are both high above
population. This method is suited to gather demographic and strongly agreed that they
will do their best to achieve
data that describe the composition of the model and the
certain goals.
respondents that were specifically selected to represent 2.51 – 3.50 High The level of aspiration of the
the population (Glasow, 2005). students are both high and do
agree that they will do average
2.2 Research Locale to achieve certain goals.
1.51 – 2.50 Low The level of aspiration of the
This research was conducted in Mintal, Tugbok students are both below and do
disagree and that they will do
District, Davao City, Philippines. This study was carried
slightly achieve certain goals.
out inside Mintal Comprehensive High School – Senior 1.00 – 1.50 Very Low The level of aspiration of the
High School Campus, located on San Francisco Street, students are significantly below
Mintal, Tugbok District, Davao City, in front of the National and do strongly disagree and
Police Training Institute. The school’s official stance, will not do anything to achieve
certain goals.
“Excellence is a Virtue” which serves as the school’s
Range of Descriptive Interpretation Pearson r. This test was used to determine the
Means Level significant relationship between the level of aspiration and
3.51 – 4.00 Very High The level of college readiness level of college readiness of the students.
of the students is both high
above and strongly agreed that
they had strong desire in 3. RESULTS AND DISCUSSION
preparing into college.
2.51 – 3.50 High The level of college readiness In this chapter, the results and data of the study will be
of the students is both above presented. The gathered information will be analyzed and
and do agree that they had interpreted from the collected survey questionnaires.
average desire in preparing After distributing and collecting the questionnaires to the
into college.
respondents of the study, the researchers ensure that the
1.51 – 2.50 Low The level of college readiness
of the students is both below data and information garnered will be tabulated
and do disagree and had a appropriately in accordance with the purpose of the study.
slightly desire in preparing into
college. 3.1 Profile of the Respondents
1.00 – 1.50 Very Low The level of college readiness
of the students is significantly In terms of gender, it appears that the study was
below and strongly disagreed female dominated by 52.4 percent of the total population,
and had no desire in preparing on the other hand, male was only 47.6 percent. This only
into college shows that the majority of the respondents were female.
Alongside with each other, as reflected in Table 3 that
2.5 Data Gathering Procedures 56.7 percent of the respondents belong to an average
family income of below Php 20,000; while 9.7 percent of
Permission to Conduct the Study. An approved the respondents belongs to an average family monthly
letter to conduct the study was secured from the Office of income of above Php 50,000.
the School Principal.
Collecting and Administration of Responses. Upon Table 2. Demographic Profile of the Students in terms of
the approval and request to conduct the study, the Gender
requirements of collecting data responses from the
participants were considered. In disseminating the Grade 12 No. of
Percentage (%)
questionnaire, the researcher utilized allotted vacant and Students Respondents
practical research time to avoid the disruption of classes. Female 131 52.40
The researcher personally administered the survey Male 119 47.60
questionnaire to the respondents.
Total 250 100
Administration and Retrieval of Questionnaires.
After answering the survey questionnaire, the retrieval of
the questionnaire was done on the same day as the Table 3. Demographic Profile of the Respondents in
questionnaire was distributed. The researchers ensure terms of Average Family Monthly Income
that the instrument used was reliable and accurate for
better interpretation of the data and other imperative Average Family No. of Total Percentage
information. Monthly Income Respondents (%)
Analysis and Interpretation. It is important to Below ₱20,000 144 56.70
establish gathered information is accurate and proper. ₱20,000 - ₱30,000 57 22.28
The data collected via the questionnaire was scored,
₱30,000 - ₱40,000 26 10.40
recorded, and classified using statistical analysis. With
the assistance of the subject teacher, the data were 23
analyzed and interpreted in accordance with the purpose Above ₱50,000 9.70
of the study. Total 250 100

2.6 Statistical Treatment of Data

3.2 The Level of Students’ Aspiration
Mean. It was utilized to compute the average set of
values of the survey responses. The Table 4 shows the summary level of the student’s
Standard Deviation. It was utilized to describe the aspirations in terms of positivity, motivation and clear
dispersion of the responses. goals, and confidence. It shows that the overall mean
T-test. It was used as an inferential statistic to score of the variable is 3.14, with a high descriptive level.
compare the relationship between the variables. This indicates that in order to accomplish objectives
Analysis of Variance. It tested whether there is a consistent with their college readiness, the students will
statistically significant difference between the means of work at their average level of effort. The findings that
the groups or if the differences could have occurred by show high levels of positivity, motivation and clear goals,
chance. and moderate levels of confidence suggest that the
students possess the necessary attributes to pursue their
aspirations actively.
Table 4. The Students’ Level of Aspiration in Pursuing indicate that there may be some skepticism about their
College Degree aptitude. The gender gap between males and females
Students’ Standard Descriptive has emerged in studies for years; it shows that women do
Mean not aspire to rise through different aspects of life the same
Aspiration Deviation Level
Positivity 3.14 0.56 High as men do (Netchaeva, 2022).
Motivation and 3.34 0.50 High
Clear Goals Table 6. Difference in the students’ level of aspiration
Confidence 2.95 0.57 High when grouped according to gender
Overall Mean 3.14 0.48 High Means
Significant
Computed t- Computed Decision
Variable value p-value
@0.05 on H0
alpha level
3.3 The Level of College Readiness Male Female

Table 5 reveals the summary level of the college

Students’ Not Accept
readiness of Grade 12 senior high school students in 3.18 3.11 1.0 0.28
Aspiration Significant H0
pursuing a college degree; in terms of self-discipline,
optimism, and self-responsibility and management. The
overall mean of this variable is 3.02, with a high 3.5 Significant Difference in the Level of Aspiration
descriptive level; this indicates that the students will do an of Students When Grouped According to Average
average effort in preparation for college education. Along Family Income
with this, the result of the study implies that additional
The Table 7 summarizes the results of the
support and resources may be needed in order to help
respondents’ level of aspiration when grouped according
these students to improve their readiness for college.
to average family income. The monthly family income is
Table 5. The summary of the students’ level of college categorized into four different groups: below ₱20,000,
readiness in pursuing college degree ₱20,000 - ₱30,000, ₱30,000 - ₱40,000, and above
College Standard Descriptive ₱50,000.
Mean
Readiness Deviation Level
Table 7. Difference in the students’ level of aspiration
Self-Discipline 2.97 0.52 High
when grouped according to average family monthly
Optimism 3.12 0.58 High income
Self- SUMMARY
Responsibility Groups Count Sum Average Variance
2.97 0.56 High
and Below
Management ₱20,000 144 437.933 3.041 0.260
Overall Mean 3.02 0.49 High ₱20,000 -
₱30,000 57 178.867 3.138 0.228
The self-discipline indicator got a mean of 2.97 (SD = ₱30,000 -
0.52), this suggests that students are clearly well-directed ₱40,000 26 86.007 3.308 0.101
in preparing for college. Students should acquire and Above
hone the crucial talent of self-discipline throughout their ₱50,000 23 71.137 3.093 0.249
lives. The study by Şimşir & Dilmaç (2020) revealed that
ANOVA
students who are in higher education and are preparing Source of P-
for college value self-discipline highly. Despite the Variation MS F value F crit
excellent outcomes of self-discipline, these abilities may Between
be strengthened in order to obtain and excel in the Groups 0.567 2.409 0.068 2.641
academic skills required for college. Within Groups 0.235

3.4 Significant Difference in the Level of Aspiration There is no difference noted in the level of students’
of Students When Grouped According to Gender aspirations when grouped according to average monthly
family income. The computed p-value of 0.067 is
The Table 6 shows the significant difference in the
respectively bigger than the significance of 0.05.
level of aspiration of students when grouped according to
Therefore, the results mean that level of the aspiration of
gender. The overall mean for aspiration among female
the students was the same regardless when grouped
students was 3.11, whereas the overall mean for male
according to average family monthly income.
students was 3.18, which is greater than the overall mean
for female students. The findings of the study relate to the
3.6 Significant Difference in the Level College
research of Sakar (2021), it shows that male adolescents
Readiness of Students When Grouped According to
were shown to have higher levels of aspiration than
Gender
female adolescents. It was observed that male students
were found to have greater aspirational curiosity, greater The Table 8 below shows the significant difference in
excitement for task completion, and greater carry the level of college readiness of students when grouped
consciousness. In this way, they were found to make according to gender. The overall mean of male was 3.19
intentional efforts in every practice to achieve their goal. whereas the female was 3.02, this indicates that males
Compared to male students, female students' data
has a higher mean than the female. The computed t-value Source of P-
is 0.0000 and computed p-value is 0.87 which is Variation MS F value F crit
proportionately higher than the significant value of 0.05, Between
Groups 0.519 2.118 0.098 2.641
this implies that there is no significant difference between
Within Groups 0.244
the level of college readiness of the students when
grouped according to gender.
Since the computed p-value is 0.098 greater than 0.05
Table 8. Difference in the students’ level of college alpha level of significance, then the null hypothesis is
readiness when grouped according to gender accepted. This means that there is no significant
difference in the level of students’ readiness to pursue
Means college when grouped according to average family month
Significant
Computed t- Computed Decision
Variable value p-value
@0.05 alpha
level
on H0 income.
Male Female
3.8 Significant Relationship between Students’
Students’
3.19 3.02 0.000 0.87
Not Accept Aspiration and College Readiness
Aspiration Significant H0
Table 10 shows the significant relationship between
the level of students’ aspirations and their level of
The results of the study correspond to the research readiness in pursuing a college degree. The overall mean
study of Fowler, Joyner, & Slate (2011) that stated that of the level of students’ aspiration is 3.14, which indicates
males were more likely to be college-ready than females. that the aspiration of the students is high and does align
Female students exhibit lower levels of readiness and felt with their certain goals in life. On the other hand, the level
less informed when it comes to confidently pursuing of college readiness of the students has an overall mean
higher education. Although, there is only a small of 3.02, which stipulates that the level of readiness of the
difference between the means of the results of the study. students is high and does have average preparation in
This shows that female students felt unprepared pursuing higher education.
compared to their male counterparts (Donadel, 2023).
However, according to international statistic, there are Table 10. The Relationship Between the Students’
nearly 60 percent of women enrolled in universities and Aspiration and College Readiness
colleges, compared to men with over 40 percent (West,
2021). Besides, in the Philippines, there are 56.1 females
enrolled in college and had academic degrees,
outnumbered by males with 43.9 percent, this shows that
data appeared to suggest that females are outperforming
males in terms of attaining higher education (Reysio-
Cruz, 2013).

3.7 Significant Difference in the Level College The computed r-value is 0.78 or very high correlation
Readiness of Students When Grouped According to with a computed p-value of 0.000 which is less than 0.05
Average Family Monthly Income alpha level. Therefore, the null hypothesis is rejected
which means that there is a significant relationship
The Table 9 encapsulated the level of college between the students’ aspirations and college readiness.
readiness of the students when grouped according to This implies that the higher level of aspirations, the higher
average family monthly income. The results show that level of readiness in pursuing a college education. Along
there is no significant relationship between the level of with the fact that the findings coincided with the study of
readiness of the students and the average family income. Cuy & Salinas (2019) and Vecaldo, Tamayao, Mamba,
Asunncion, Paat, & Pagulayan (2020), research has
Table 9. Difference in the students’ level of college revealed that a student's academic profile, including their
readiness when grouped according to average family
goals, skills, and other school-related activities,
income
significantly influences how prepared students in pursuing
SUMMARY a college degree and education.
Groups Count Sum Average Variance
Below 4. SUMMARY, CONCLUSIONS AND
₱20,000 144 430.108 2.986 0.279 RECOMMENDATIONS
₱20,000 -
₱30,000 57 171.794 3.013 0.210 4.1 Summary
₱30,000 - This research study aims to find out the level of
₱40,000 26 84.554 3.252 0.152 students’ aspiration and college readiness of the
Above graduating students in preparedness for their future
₱50,000 23 69.534 3.023 0.209 college education.
The study generated these following findings:
1. The study was female dominated by over 52.40% of
ANOVA respondents, while there are 47.60% of male respondents
participated in the study. With 57.6 % of the students 4.3 Recommendations
belong to the group average family income of ₱20,000;
1. For parents and educators, it is important to
22.28% of the students belong to the group of average
encourage the students to keep and maintain their level
family monthly income of ₱20,000 - ₱30,000; 10.40% of
of aspirations and may be reinforced with the necessary
students belong to the group of ₱30,000 - ₱40,000 as
knowledge and skills needed in pursuing college
average family income and 9.70% of the students with
education.
above ₱50,000 monthly family income.
2. Students may seek out resources and support, and
2. The level of students’ aspiration obtained a mean of
actively engage in extracurricular activities.
3.14 or high and its indicators had the following means:
3. Future graduating students may build a well-
3.34 or high for motivation and clear goals, 3.14 or high
rounded profile that demonstrates potential for success in
for positivity and 2.95 or high for confidence.
higher education.
3. The level of students’ college readiness obtained a
4. Future researchers may broaden their sample size
mean of 3.02 or high and its indicators had the following
and consider additional factors that could influence the
means: 3.12 or high for optimism, 2.97 or high for self-
connection between students' aspirations and college
discipline and 2.97 or high for self-responsibility and
readiness. It is recommended to focus on investigating
management.
the relationship between students’ aspiration and college
4. The first hypothesis was accepted, the results
readiness deeply, with various indicators, such as
indicated that there is no significant difference in the level
conflicts and expectations.
of aspiration of students when grouped according to
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954.pdf?fbclid=IwAR0jKzQQmVXsj0fpo6avCPZ ACKNOWLEDGMENT
xoqs6emaSQijKXichjbEr0GKcpBOPSyasGbk
The researchers would like to acknowledge the
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humanities and social sciences (HUMSS) Magkono students namely: Arianne M. Della, Marjane G.
students in college: Ex-post facto on Mintay, Bea B. Pequit, Raymond F. Requirme and Jay
performance, career-goal and potential Ann P. Talaboc. Also, the researchers would like to extend
challenges. International Journal of Advanced
their heartfelt thanks for the enormous support given by
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