V3I3P90

Assessing the Readiness in Pursuing Tertiary Education Among Grade 12 Students: A Descriptive Study

Sandy Jane S. Bulaqueña¹, Mary Kate B. Paran¹, Ky Jerwin A. Agustin¹, Surothi Marie Birad¹, Merry Fe M. Bungato¹, Andrea Lucille H. Daño¹, Roselyn B. Lumahod¹, James Milky P. Organiza¹, Gerald R. Sorita¹, Jonathan M. Palingcod¹, Regina Mae T. Bugas¹, and Rodelio B. Pasion, PhD^1*

Abstract

This study assessed the readiness of Grade 12 students for tertiary education across five dimensions: cognitive strategies, content knowledge, academic behavior, contextual awareness, and financial capability. Using a descriptive-evaluative design, data were collected from students in three public secondary schools and analyzed through descriptive and inferential statistics. Results showed that students were generally much ready for college, with a grand mean of 3.524. Among the dimensions, Contextual Awareness scored highest (𝑥̄ = 3.76), followed by Academic Behavior (𝑥̄ = 3.58), Financial Capability (𝑥̄ = 3.57), and Cognitive Strategies (𝑥̄ = 3.48), while Content Knowledge was lowest (𝑥̄ = 3.23), indicating moderate preparedness. Students excelled in understanding complex readings (𝑥̄ = 3.53), analyzing information (𝑥̄ = 3.50), applying critical thinking (𝑥̄ = 3.50), and organizing information (𝑥̄ = 3.50), but showed lower confidence in summarizing information (𝑥̄ = 3.39). Inferential analysis revealed that content knowledge readiness did not significantly differ by age, sex, economic status, strand, or track. In contrast, the academic strand and track significantly influenced cognitive strategies, academic behavior, and contextual awareness. These findings suggest that students are generally prepared for tertiary education. Still, targeted interventions are needed to strengthen content mastery and summarization skills, while academic pathways play a key role in shaping overall readiness.

Keywords:

Academic Behaviors, Cognitive Strategies, Content Knowledge, Contextual Awareness, and Financial Capability