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.
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
Senior Secondary Students' inability to draw a significant difference between
these school subjects, which lead to their ceaseless absence in the class is a
critical issue that calls for an investigation. This research examined teachers'
and student’s assessment of the level of relatedness of Civic education and
Government as a school subject in Kwara State. A correlational form of a
survey was adopted, civic education and government teachers and students in
the senior schools in the three Senatorial districts were the populations. A
multi-stage sampling procedure was employed in the selection of 63
Government and Civic education teachers and 606 students. A questionnaire
with content validity and a reliability index of 0.87 and 0.76 respectively was
used for eliciting the data. The analyses were done using descriptive and
inferential statistics. Findings revealed that the two-school subject was very
related in all ramifications, with a pass in one leading to a pass in the other. It
was recommended that the curriculum planner should collapse the
curriculum and contents of the two subjects into one rather than overburden
the school timetable.
ALTERNATIVE LEARNING SYSTEM (ALS) PROGRAM GRADUATES AND LEVEL OF READINESS TO...ijejournal
The research study was about the alternative learning system (ALS) program graduates and their level of readiness towards tertiary education in the municipality of Kabacan and M'lang, Cotabato, Philippines. The study sought to answer the level of readiness of the graduates’ from the Alternative Learning System Program towards tertiary education. A descriptive-correlation method of research was utilized, such as the t-test and correlation bivariate as statistical tools with purposive sampling techniques in identifying the sample of the population. The findings revealed that there was no significant difference between the ALS learning strand/subject and the subjects taken in higher education, and that the ALS graduate was prepared to enter tertiary education. Those whose preparation will depend on their stability, promises, and aims to constitute high perseverance as they face the changing environment are more interested and eager to bind themselves entirely to achieving their intended aims by expending effort and resources to fulfill their objectives.
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
Senior Secondary Students' inability to draw a significant difference between
these school subjects, which lead to their ceaseless absence in the class is a
critical issue that calls for an investigation. This research examined teachers'
and student’s assessment of the level of relatedness of Civic education and
Government as a school subject in Kwara State. A correlational form of a
survey was adopted, civic education and government teachers and students in
the senior schools in the three Senatorial districts were the populations. A
multi-stage sampling procedure was employed in the selection of 63
Government and Civic education teachers and 606 students. A questionnaire
with content validity and a reliability index of 0.87 and 0.76 respectively was
used for eliciting the data. The analyses were done using descriptive and
inferential statistics. Findings revealed that the two-school subject was very
related in all ramifications, with a pass in one leading to a pass in the other. It
was recommended that the curriculum planner should collapse the
curriculum and contents of the two subjects into one rather than overburden
the school timetable.
ALTERNATIVE LEARNING SYSTEM (ALS) PROGRAM GRADUATES AND LEVEL OF READINESS TO...ijejournal
The research study was about the alternative learning system (ALS) program graduates and their level of readiness towards tertiary education in the municipality of Kabacan and M'lang, Cotabato, Philippines. The study sought to answer the level of readiness of the graduates’ from the Alternative Learning System Program towards tertiary education. A descriptive-correlation method of research was utilized, such as the t-test and correlation bivariate as statistical tools with purposive sampling techniques in identifying the sample of the population. The findings revealed that there was no significant difference between the ALS learning strand/subject and the subjects taken in higher education, and that the ALS graduate was prepared to enter tertiary education. Those whose preparation will depend on their stability, promises, and aims to constitute high perseverance as they face the changing environment are more interested and eager to bind themselves entirely to achieving their intended aims by expending effort and resources to fulfill their objectives.
K to 12 means Kindergarten and the 12 years of elementary and secondary education. K12 implemented by Deped in the Philippines
Presented During the opening of Casa Del Nino Science Highschool. www.casans.edu.ph
Challenges and Opportunities in the Context of Internationalization of Higher...RajaDastan
The World Bank's 1991 'World Development Report' has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
Improving the philippine education system through the kto12dwcc38818
The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.”
Bringing Voluntary Financial Education in Emerging Economy: Role of Financial...UniversitasGadjahMada
The level of financial literacy tends to be low in children, while information and financial education for children are very limited, especially in developing countries without mandatory financial education in schools. This study examined the effects of a classroom financial education program on financial knowledge. We used ‘‘Financial Intelligence Curriculum’’ designed for elementary school students from grade 1–6, focusing on the need and want, priority needs, income, spending, saving, and sharing. Using experimental method with pre-post-test and control group design, we found that the treatment group who received financial education has improved financial knowledge relative to the control group. The study provides evidence that elementary school students are appropriate targets for financial education and that it is necessary to develop mechanisms for effective learning to improve financial capability at an early age.
Initial Assessment on Higher Education Exit of SHS Andresians A Descriptive S...ijtsrd
One of the K”“12 curriculums primary objectives is to provide learners ample time to adjust and acquire the abilities for the desired exit. The learners are expected to move on to middle level skill development, entrepreneurship, or college. Yet, concerns are raised about the curriculum offering the instructions needed to help learners build the skills necessary to be successful in their chosen careers. With an initial evaluation, this study seeks to ascertain the level of readiness of the Don Andres Soriano National High School Senior High School Grade 12 learners for the school year 2022 2023 to pursue the various Senior High School exits. A comparative descriptive research design was used for this quantitative study of 227 randomly chosen Grade 12 margin of error of 0.05 . Scaling and multiple choice questionnaires similar to those used on college entrance exams were the two types of questionnaires used in this study. Results indicated that the majority of learner respondents wanted to continue their education after high school. Also, statistics revealed that competency learners primarily excelled in independent learning. Ironically, the self manage ability is the one that needs the most development in order to move on to college. The null hypothesis is rejected since only 56.64 of learner respondents chose to pursue higher education and passed the college exam. The learners are not prepared to proceed on their chosen senior high school exit. Thus, this survey found that learners are still not prepared to move on to their preferred senior high school exit. It implies that more training and learning reinforcement may be deemed necessary to further improve Senior High School learners. Gica M. Tugbong | Kent Lancer C. Alistre | Gerald A. Lechadores | Faith P. Dagala | Jenebe Arcilla | Lovely Joy P. Goder | Andjenette Santillan | Dr. Emily Cabatuan-Rosal "Initial Assessment on Higher Education Exit of SHS Andresians: A Descriptive Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57403.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57403/initial-assessment-on-higher-education-exit-of-shs-andresians-a-descriptive-study/gica-m-tugbong
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
More Related Content
Similar to The value of economic and cultural capital to college readiness among Filipino senior high school graduates
K to 12 means Kindergarten and the 12 years of elementary and secondary education. K12 implemented by Deped in the Philippines
Presented During the opening of Casa Del Nino Science Highschool. www.casans.edu.ph
Challenges and Opportunities in the Context of Internationalization of Higher...RajaDastan
The World Bank's 1991 'World Development Report' has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
Improving the philippine education system through the kto12dwcc38818
The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.”
Bringing Voluntary Financial Education in Emerging Economy: Role of Financial...UniversitasGadjahMada
The level of financial literacy tends to be low in children, while information and financial education for children are very limited, especially in developing countries without mandatory financial education in schools. This study examined the effects of a classroom financial education program on financial knowledge. We used ‘‘Financial Intelligence Curriculum’’ designed for elementary school students from grade 1–6, focusing on the need and want, priority needs, income, spending, saving, and sharing. Using experimental method with pre-post-test and control group design, we found that the treatment group who received financial education has improved financial knowledge relative to the control group. The study provides evidence that elementary school students are appropriate targets for financial education and that it is necessary to develop mechanisms for effective learning to improve financial capability at an early age.
Initial Assessment on Higher Education Exit of SHS Andresians A Descriptive S...ijtsrd
One of the K”“12 curriculums primary objectives is to provide learners ample time to adjust and acquire the abilities for the desired exit. The learners are expected to move on to middle level skill development, entrepreneurship, or college. Yet, concerns are raised about the curriculum offering the instructions needed to help learners build the skills necessary to be successful in their chosen careers. With an initial evaluation, this study seeks to ascertain the level of readiness of the Don Andres Soriano National High School Senior High School Grade 12 learners for the school year 2022 2023 to pursue the various Senior High School exits. A comparative descriptive research design was used for this quantitative study of 227 randomly chosen Grade 12 margin of error of 0.05 . Scaling and multiple choice questionnaires similar to those used on college entrance exams were the two types of questionnaires used in this study. Results indicated that the majority of learner respondents wanted to continue their education after high school. Also, statistics revealed that competency learners primarily excelled in independent learning. Ironically, the self manage ability is the one that needs the most development in order to move on to college. The null hypothesis is rejected since only 56.64 of learner respondents chose to pursue higher education and passed the college exam. The learners are not prepared to proceed on their chosen senior high school exit. Thus, this survey found that learners are still not prepared to move on to their preferred senior high school exit. It implies that more training and learning reinforcement may be deemed necessary to further improve Senior High School learners. Gica M. Tugbong | Kent Lancer C. Alistre | Gerald A. Lechadores | Faith P. Dagala | Jenebe Arcilla | Lovely Joy P. Goder | Andjenette Santillan | Dr. Emily Cabatuan-Rosal "Initial Assessment on Higher Education Exit of SHS Andresians: A Descriptive Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57403.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57403/initial-assessment-on-higher-education-exit-of-shs-andresians-a-descriptive-study/gica-m-tugbong
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
The objective of this research was to develop non-test instrument or questionnaire to measure the evaluation of the use of Webtoon among the students of Open University in Pekanbaru, Riau, Indonesia and to obtain the instrument’s validity and reliability. This research employed the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional model. The data were collected using online questionnaire. There were 55 respondents participated in this research. The data collected were analyzed descriptively using SPSS program version 23.00 for windows. The result of the data analysis indicated that the instrument has the percentage of agreement result of 82.75% (valid) and Cronbach alpha with score 0.942 (reliable). The data proved that the instrument has very feasible. This result showed that this research and development produced Webtoon non-test instrument which is valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
High demands of academic life and social changes caused relatively high prevalence of psychological distress among university students compared to the general population. The aim of this study was to determine the prevalence of psychological distress among university students and to examine the factors associated with them. This was cross sectional study involving 467 Bachelor degree students from various faculties in Universiti Teknologi MARA. Participants were assessed using the Brief Religious Coping Scale (Brief RCOPE), the Hatta Islamic Religiosity Index 1996 (HIRS96) and the Depression, Anxiety and Stress Scale (DASS 21). This study highlighted relatively high prevalence of depression, anxiety, and stress among the students of UiTM Shah Alam. We also found consistent significant association between negative religious coping with both anxiety and depressive symptoms. Consistent with the earlier studies done among Muslim samples, the positive religious coping is not significantly associated with better psychological outcomes although only small effect was observed towards the depressive symptoms.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
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Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
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The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
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The value of economic and cultural capital to college readiness among Filipino senior high school graduates
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 174~184
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20963 174
Journal homepage: http://ijere.iaescore.com
The value of economic and cultural capital to college readiness
among Filipino senior high school graduates
Editha S. Pagulayan1
, Jay Emmanuel L. Asuncion2
, Antonio I. Tamayao3
, Rudolf T. Vecaldo4
,
Maria T. Mamba5
, Febe Marl G. Paat6
1,2,3,4,6
Cagayan State University-Andrews Campus, Philippines
5
Cagayan State University-Carig Campus, Philippines
Article Info ABSTRACT
Article history:
Received Aug 26, 2020
Revised Dec 23, 2020
Accepted Feb 3, 2021
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.
Keywords:
College readiness
Cultural capital
Economic capital
Filipino graduates
K-12 program
This is an open access article under the CC BY-SA license.
Corresponding Author:
Rudolf T. Vecaldo
College of Teacher Education
Cagayan State University-Andrews Campus
3500 Caritan, Tuguegarao City, Cagayan, Philippines
Email: rudolfvecaldo@gmail.com
1. INTRODUCTION
Education is a primary and vital social institution in all societies. It basically functions to transmit
knowledge and values essential to socialize the learners. As an impetus for economic, human, social, and
cultural flourishing, education is the prime mover of change affecting the world in science, technology,
economics, and culture [1, 2]. It is the reason behind rational development, scientific growth, and social
transformation. Since it is pivotal to social transformation, it should be for all individuals across socio-
economic status, gender, and ethnicity [3].
The crucial role of education in economic productivity has pushed countries around the world to
invest in improving the educational system. This move intends to lessen social stratification and to minimize
the gaps between the rich and the poor. Literature studies show that privileged class students are more likely
to enter college courses and graduate in tertiary education [4-6]. Conversely, students from disadvantaged
class have more likelihood to discontinue college due to the increasing cost of higher education [7, 8].
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The value of economic and cultural capital to college readiness among Filipino ... (Editha S. Pagulayan)
175
One of the major concerns of the government and HEIs is to increase the participation of students
entering college education. Several measures have been instituted to make education accessible, especially
for disadvantaged and marginalized groups such as scholarship programs, tuition waivers, programs, and
student loan programs [9]. However, coupled with the provision of access to higher education is the
determination of students' college readiness, which is a primordial emphasis in recent years [10]. This effort
aims to improve students' cognitive skills and other competencies, which are the building blocks for college
readiness and future work [11]. College readiness as a construct may be related to some external factors such
as family, school, and other non-cognitive dimensions. Several researches have emphasized the positive or
negative impact of these external factors on the lack of college readiness among students [12].
Understanding the intricacies of college readiness may be analyzed through a sociological lens. For
instance, Bourdieu [13] views education as a field having economic and cultural capital that are distinct but
interrelated. Economic capital refers to the wealth acquired and enjoyed by individuals, while cultural capital
is the intangible resource that gives individuals more power and dominance. Economic capital includes
income, land acquisition, savings, and investments, while cultural capital constitutes knowledge, skills,
educational attainment, ways of behaving, and tastes and preferences. Bourdieu's critical stance emphasizes
that the formal education system perpetuates socio-economic inequality and legitimizes the social gaps.
Those in the dominant class gain more merit than those belonging to low-income families because of their
socioeconomic standing. His theory suggests that the persistence of institutionalized and recurring social
inequality can be explained by the interplay of economic and cultural capital [14, 15], which is reflected in
the educational landscape.
The Philippines, as a developing country experiences educational inequality brought by differing
economic and cultural capital. The educational gap is evident in the low participation of students from lower
economic echelons to proceed to a college education. Given this reality, Filipinos belonging from low-
income families view education as an instrument towards social mobility [16]. For them, achieving a degree
is a vehicle to acquire higher economic and cultural capital, which reproduce educational advantages and
better opportunities in life [17].
The inequalities in education call for numerous reforms; this is to address the issues of access and
quality to tertiary education, a constitutional mandate in the Philippines. Along this line, the Philippine
government has implemented the K-12 program, which provides students' smooth transition from basic to
tertiary education and institutionalized through Republic Act No. 10533. The K-12 program aims to decrease
the subjects offered for students to acquire mastery of the 21st-century skills [18] through the acquisition of
competencies, development of lifelong learning, and preparation of senior high school (SHS) graduates for
college education, work, business, and middle-level skills development [19]. These commitments of the K-12
program are viewed as a means for enhancing the economic and cultural capital of students in order for them
to be globally competitive. To increase access and improve the quality of tertiary education, Republic Act
No. 10687 was enacted, providing free tuition fees and scholarship programs to poor but deserving students
enrolled in state universities and colleges. The aim is to provide social justice as it increases the participation
of disadvantaged sectors of the society in tertiary education.
In line with this, it is imperative to examine the value of economic and cultural capital to the college
readiness of Filipino K-12 graduates because little is known about these concepts in the Philippine context.
The lack of information along this vein necessitates empirical studies providing baseline data in coming up
with guidelines and interventions that adequately equip basic education students with the fundamental skills,
abilities, and values necessary to become productive workers. It also contributes to the pool of studies
examining the interplay of economic and cultural factors in understanding college readiness among Filipino
SHS graduates. Thus, this paper sought to: 1) Describe the distribution of Filipino K-12 graduates according
to a) economic capital (parents' monthly income and students' weekly allowance) and b) cultural capital
(parents' highest educational attainment and students' community involvement); 2) Examine the college
readiness of the respondents; and 3) Ascertain the relationship of cultural capital and economic capital to
college readiness of Filipino K-12 graduates.
2. LITERATURE REVIEW
2.1. The concept of college readiness
According to Conley [11], college readiness can be conceptualized into four main features, which
are intricately related to one another: 1) Key cognitive strategies; 2) Key content knowledge; 3) Academic
behaviors; and 4) Contextual skills and knowledge. Key cognitive strategies refer to an individual's skills to
think critically, perform research, and problem-solving tasks, as well as display systems thinking, which
facilitates learning across disciplines [20]. The key cognitive content is the most fundamental foundation of
college readiness [21]. It allows learners to be well prepared in learning the key content along with different
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disciplines. Academic behavior is one's ability to regularly attend classes and comply with school rules and
policies as they are influential in the preparedness of learners in hurdling tertiary education. Contextual
knowledge and skills allow the application of knowledge in the educational and cultural milieu like choosing
the right college and course and applying for loans and scholarships [22-24].
2.2. Philippine college readiness standards (CRS) and the new general education courses (GEC)
Since tertiary education is one of the significant exits of SHS graduates, major curricular reforms
were implemented in the Philippine HEIs. One of these key reforms is the formulation of the College
Readiness Standards (CRS) by CHED. The CRS provides the framework on the expected key cognitive
strategies, key content knowledge, academic behaviors, and contextual skills, mastered by SHS graduates as
they proceed to college education [25]. These standards map out the competencies that learners need to
master in the different learning areas such as English, Literature, Filipino, Science, Mathematics, Social
Studies, and Humanities. The central feature of this framework is the articulation of content and performance
standards. The former is the knowledge that the learners must know, while the latter is what they can
demonstrate from their knowledge. Specifically, the CRS is limited to the enhancement of 21st-century skills
and competencies, which are emphasized in the General Education Curriculum (GEC). The GEC has the
features of being liberal, learner-centered, inter/cross-disciplinary, and context-based [25], a continuation of
the competencies acquired in the K-12 curriculum.
2.3. Influence of family income and students allowance to college readiness
Numerous studies have identified significant economic and cultural capital influencing college
readiness, primarily springs from the family and community where the students belong [26]. The economic
factors that are related to college readiness include family income and students' school allowance. On the
other hand, cultural capital consists of parents' educational attainment and students' community involvement.
Students coming from high-income families tend to be more college-ready than their counterparts
because the investment to student's education is directly proportional to the income of parents. Those who
come from higher-income can acquire a higher amount to support their educational needs, which may lead to
their college readiness [27]. Furthermore, they obtain higher parental interaction and experience, enhancing
their academic achievement [28].
The result of American College Testing [29] study shows that majority of the students belonging
from low-income class show less college readiness as they experience academic struggles due to the limited
educational support and opportunities provided by their parents. Consequently, finishing college education is
at a lower rate than their peers who come from higher-income class. McDonough [30] states that low-income
families experience difficulties navigating the college entrance examination in the same vein. The challenges
experienced were due to the lack of information and support systems that students needed to have for taking
the entrance exam processes. The lack of understanding of the college application processes and the lack of
parental or no parental support at home may also lead to missing steps that could be detrimental to students'
entry into tertiary education [31].
On the other hand, students' allowance shows a significant influence on their college readiness.
Although not directly related to college readiness, the study of Sollano, et al. [32] proffers that students'
allowance has a significant effect on their academic performance. The significant relationship is implicative
that parents' socio-economic status has a direct relationship with the students' academic achievement in
school [33].
2.4. Influence of parents' educational attainment and students' community involvement to college
readiness
The students' success in college has been related to their parents' highest educational level [34, 35].
Students whose parents have a higher educational level scored higher in the standardized test than their
counterparts. The finding revealed that socio-economic factors heavily influence students' academic
achievement [36], considering that parental expectations and involvement in school are influenced by their
educational attainment [37]. Contrary findings were revealed, however, in a study [38] claiming that there is
no significant relationship between the parents' highest level of education and students' test scores among
2,184 high school students.
Meanwhile, according to Camara [39], community involvement is becoming an essential part of the
holistic education of students. Among schools, community service participation is considered an extra-
curricular activity that develops students' good citizenship [40]. It is thought that active community
engagement is the application of theories obtained inside the classroom that gives them academic, personal,
and social benefits [41]. Also, the civic engagement and voluntarism beyond the classroom are viewed as
means of translating concepts, principles, and theories into concrete, realistic, and feasible activities that
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The value of economic and cultural capital to college readiness among Filipino ... (Editha S. Pagulayan)
177
benefit the community [42]. It means that community involvement is related to enhancing cognitive
processes among students [40]. As Hebert and Hauf [43] claim, students who are actively engaged in
community services have higher cognitive processing skills like better critical thinking and sound decision-
making. Moreover, previous studies [44, 45] proffer that middle school students engaged in community
services have better academic performance than those who were not involved in any community service.
2.5. Conceptual framework
This study is guided by Bourdieu's [13] conceptualization of economic and cultural capital.
Economic capital is the tangible material resource that students possess directly or possessed by their family
members. In this study, economic capital is operationalized as the parents' monthly income and students'
weekly allowance. On the other hand, cultural capital is the intangible resource that students and their parents
possess, which are reflected in their knowledge, level of education, credentials, taste, and preferences
depending on the socio-economic class where they come from. This construct was operationalized in this
study as the highest educational attainment of parents and students' community involvement. The community
involvement is indicated by the students' involvement and position in community organization. Data on
economic and cultural capital were self-reported by the respondents. Meanwhile, the concept of college
readiness refers to the mastery of competencies articulated in the CRS, which come in the form of content
and performance standards. In this study, these competencies are contained in the eight learning areas tested
in the College Readiness Test (CRT), a validated criterion-referenced test.
The relationship between economic and cultural capital to college readiness is examined to
determine whether parents' monthly income and students' weekly allowance and the parents' highest
educational attainment and students' community involvement, significantly influence college readiness.
Lastly, in examining the relationship between economic and cultural capital to college readiness, control
variables such as age, sex, and religion were utilized. Literature has established that they are associated with
academic achievement. Younger students perform better academically than the older ones [46] while girls
outshine the boys academically in school [47-49]. Whereas students affiliated with protestant religion are
more likely to obtain a college degree and they have more likelihood to persist once admitted in college [50],
and they perform better in the standardized test than their catholic counterparts [51]. Figure 1 shows the
conceptual paradigm of the study
Figure 1. Research paradigm of the study
3. RESEARCH METHOD
3.1. Research design
The study employed descriptive-correlational design to describe the relationship of the respondents'
economic and cultural capital to their college readiness. Descriptive-correlational design is relevant in
measuring the relationship between two or more variables as it examines the prediction of future events [52].
3.2. Study respondents
The respondents of the study were the first-year students enrolled for the SY 2019-2020 in one state-
university in Cagayan Valley Region, Philippines. Complete enumeration was used to select 6,626 K-12
graduates as respondents in the study. Graduates of Alternative Learning System (ALS) and Revised Basic
5. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 174 - 184
178
Education Curriculum (RBEC) were excluded considering that the competencies developed in these curricula
were not aligned with that of the K-12 curriculum and the CRS. Sixty-one percent (61%) of the respondents
were females, while thirty-one percent (31%) were males. The majority of them were single (6,492 or
98.0%), Ilocano (4,698 or 70.9%), Roman Catholic (4,994 or 75.4%), and have a mean age of 19. All of these
respondents were distributed in the eight campuses of the respondent-university.
3.3. Research instruments
There were two instruments employed in the study. The data for economic and cultural capital were
derived from the Student Profile Questionnaire (SPQ). The questionnaire was content validated by experts,
and it is officially used to characterize the first-year students of the respondent-university. Moreover, the
college readiness was measured using the CRT, a criterion-referenced, contextualized, and gender-sensitive
test, developed and validated by the Project Research Team of the Discovery and Applied Research and
Extension Trans/interdisciplinary Opportunities (DARE TO) Research Grant. It has 200-items measuring the
learning competencies in the seven learning areas, namely, English, Filipino, Literature, Mathematics,
Science, Social Studies, and Humanities. These learning areas measure the content (30%) and performance
standards (70%). The content standards determine knowledge and comprehension while the performance
standards ascertain application, analysis, evaluation, testing assumption, hypothesis, and relevant
information. Furthermore, the CRT has a 65.64 difficulty index, 0.22 discrimination index, 68.91% distractor
efficiency, and r=0.798 inter-item consistency [53].
3.4. Data gathering procedure
Data were gathered after obtaining permission from school authorities in the respondent-university.
The SPQ was administered to all first-year students upon enrollment through the assistance of the college
deans from the different campuses. The CRT was administered on the scheduled date approved by the
Campus Executive Officers (CEOs). It was given simultaneously across colleges for each campus by the
DARE TO Project team with the assistance of the guidance counselors and some faculty members. The
foregoing test administrators were oriented on test administration details to guarantee strict compliance of
ethics and standard procedures. Student respondents were also informed of the study's objectives as a way of
ensuring their cooperation and honest response to the data to be collected. The result of the CRT was checked
by the psychometricians and guidance counselors of each campus. Trained research assistants encoded the
SPQ, and some students who have incomplete data were reached either through their mobile numbers or
messenger accounts by the research assistants.
3.5. Ethical consideration
The researchers followed the standard protocol for the conduct of the study. Letters were sent to the
CEOs and College Deans seeking their permission to administer the research instruments. The respondents
were informed of the nature of the study, and they voluntarily participated in providing the needed data by
affixing their signature in the free and prior informed consent (FPIC). They were also assured of the
confidentiality of their identities and that the study's results shall be utilized only for educational use.
3.6. Data analysis
The study used the descriptive statistics such as frequency, percentage, mean, and standard deviation
to analyze the economic and cultural capital and the college readiness of the respondents. As the students'
data were nested within 139 SHS where they graduated from, a multilevel regression analysis was employed
to examine the relationship of the respondents' economic and cultural capital to their college readiness due to
the hierarchical nature of the data. Prior to the analysis, however, the tests of assumptions were conducted.
The skewness=.281 and kurtosis=-.151 were both close to zero, which indicates that there is only a slight
deviation from normality. With a sufficiently large sample, the estimates are generally robust against this
mild departure [54]. The variance inflation factors of all parameters from the multiple regression were less
than five and no two coefficients in the variance-decomposition matrix exceeded 0.80 in one dimension,
signifying that there were no multicollinearity issues. A null model that did not include any predictor
variables was subsequently evaluated to check the degree of between-school variance in college readiness.
The computed intra-class correlation (ICC) was 0.0715, which indicated that about 7.15% of the total
variation in CRS can be accounted to the SHS where they graduated from. Hence, this warranted the use of
multilevel analysis even if the study focused on student-level variables. Moreover, all variables were centered
on the grand mean. To rule out the effect of the profile variables on CRS, sex, age, and religion were used as
control variables. The analysis was run using the IBM SPSS version 23.
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4. RESULTS AND DISCUSSION
4.1. Distribution of the Filipino K-12 graduates according to economic capital
Table 1 reveals that 72.64% of the respondents have parents' monthly income below the poverty
threshold. The mean monthly income is PHP 11,487.26 (SD±13372.26), which is way below the PHP 12,577
poverty threshold level in the Philippines set by the National Economic and Development Authority [55].
This scenario is also reflected in the respondents’ meager weekly allowance of PHP 547.00 (SD±387), which
is only equivalent to USD 10.94.
Table 1. Distribution of respondents according to economic capital
Variables Frequency Percent
Parents’ monthly income
Below poverty threshold 5,582 72.64
Above poverty threshold 2,103 27.36
Mean±SD PHP 11,487.26±PHP 13,372.26
Students’ weekly allowance
Mean±SD PHP 546.57 ± PHP 387.06
4.2. Distribution of the Filipino K-12 graduates according to cultural capital
In terms of cultural capital, Table 2 shows that majority of the respondents have parents who
finished secondary education (father=2,466 or 37.2% and mother=2,741 or 41.4%) followed by bachelor
level or equivalent (father=1,767 or 26.7% and mother=2,083 or 31.4%). Most of the respondents are
involved with community organizations (3,986 or 60.2%) but only 143 or 2.2% of them occupy leadership
position.
Table 2. Distribution of respondents according to cultural capital
Variables Frequency Percent
Father's highest educational attainment
None 121 1.8
Primary education 1,764 26.6
Secondary education 2,466 37.2
Post-secondary non-tertiary education 280 4.2
Bachelor level education or equivalent 1,767 26.7
Master level education or equivalent 33 0.5
Doctoral level education or equivalent 9 0.1
Nonresponse 186 2.8
Mother's highest educational attainment
None 32 0.5
Primary education 1,348 20.3
Secondary education 2,741 41.4
Post-secondary non-tertiary education 240 3.6
Bachelor level education or equivalent 2,083 31.4
Master level education or equivalent 47 0.7
Doctoral level education or equivalent 12 0.2
Nonresponse 123 1.9
Community involvement
Not involved 2,640 39.8
Involved 3,986 60.2
Position in community organization
Leader 143 2.2
Member 3,843 58.0
4.3. College readiness of the respondents based on the CRT result
Figure 2 reveals that a greater proportion of the respondents are college-unready (4,131 or 62.3%).
This finding implies that majority of the K-12 graduates have not mastered the competencies defined in the
CRS. The respondents' low performance in the CRT presents the need to harness their key cognitive
strategies, key content knowledge, academic behaviors, and contextual skills and knowledge, which are
essential elements for them to be college-ready.
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Figure 2. Graph showing the percentage of college-ready and college-unready students
4.4. Relationship between economic and cultural capital to college readiness
The results of the multilevel regression model of CRT on economic and cultural capital are
presented in Table 3. The unconditional model (Model 1) reveals that there is significant variability in both
schools, Wald Z=5.073, p<0.001, and within schools, Wald Z=56.965, p<0.001. This significant variability
in the CRT suggests that it would be valuable to examine a conditional model that could explain some of
these variabilities. Thus, this study presents that economic and cultural capital influence college readiness
and that the results of the conditional model (Model 2) support this hypothesis. Specifically, the father's
highest educational attainment (p=0.039), mother's highest educational attainment (p=0.001), weekly
allowance (p=0.013), and parent's monthly income (p<0.001) all show a significant positive effect on college
readiness except for community involvement. The main effects of community involvement (β=-0.488,
p=0.320) and position in community organization (β=-1.085, p=0.518) were not significant hence, they were
dropped in the final model.
The control variables (age, sex, and religion) in the study consistently show a significant
relationship to college readiness. Male and older students tend to score lower on college readiness than
female and younger students, respectively. Students who are not Roman Catholic scored higher in the CRT
than those who are Roman Catholic.
Table 3. Effect of cultural and economic capital on CRT score
Effect
Model 1 Model 2
Estimate SE Estimate SE
Intercept 93.450** 0.545 93.47** 0.495
Cultural Capital
Father's HEA 0.485* 0.236
Mother's HEA 0.797** 0.242
Economic Capital
Weekly Allowance 0.0016** 0.0007
Parent's monthly income 0.0001** 0.00002
Control
Age -2.361** 0.485 -2.220** 0.244
Sex -2.574** 0.235 -2.718** 0.494
Religion 2.014** 0.566 1.762** 0.576
*p<.05; **p<.01
4.5. Further discussion
The results revealed that the first-year students admitted in the respondent-university belong to low-
income families with both parents obtaining secondary education only. The parents' monthly income and the
students' weekly allowance show that they are financially-challenged. The financial condition of the
respondents' families coincides with the report on the very high poverty incidence in the Philippines as
compared to its ASEAN neighboring countries [56] and its increasing rate remains to be a challenge [57, 58].
2495
4131
Percentage of College-Ready and College-Unready Students
College-Ready College-Unready
(62.3%)
(37.7%)
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The financial status of the respondents may be one of the primary reasons for them to enroll in a state-owned
university which provides free tuition fee and other scholarship grants for the poor and marginalized students.
Remarkably, the pursuit of college education in spite of their poverty implies their desire to attain a degree as
it may be viewed as a ticket away from poverty [57] as Filipinos view education as a pathway towards a
comfortable life [59]. These conditions may hinder their opportunities to achieve better academic
performance and success [60].
Moreover, the results show that the respondents are college-unready, signifying that they lack
mastery of the CRS competencies. In effect, they may not demonstrate the essential content and performance
standards that they should have acquired from their basic education curriculum. The significant adjustments
of teachers, school principals, students, and other stakeholders on the implementation of the K-12 program
may be considered one of the key factors in explaining the respondents' lack of readiness. It has to be noted
that the respondents constitute the second batch of graduates of the K-12 program; hence, they were affected
by the transition and adjustment process.
Examining the relationship between economic and cultural capital to college readiness lays the idea
that external factors are considered in making the students college-ready [34, 35]. The result of the study
revealed that the family's economic capital (monthly income of parents and weekly allowance) and cultural
capital (parents' educational attainment) significantly influence the college readiness of the Filipino K-12
graduates. Such a relationship implies that the family, as a primary agent of socialization, is always
intertwined with the educational institution. The students' experiences in school are fundamentally affected
by their family's circumstances.
The positive correlation between parents' monthly income and college readiness reveals that higher
family income influences students' achievements across all their learning years [61]. Higher family income
yields higher students' academic achievement and success [27, 32] because parents can provide the needed
learning materials, technology, and other learning support systems, which are essential in enhancing their
children's learning and achievement [28, 62].
Meanwhile, the positive correlation between students' weekly allowance to college readiness affirms
the study that students who have more resources to purchase materials and to have access to different
resources, consequently come up with better requirements and perform better in school [63]. Conversely,
those who have low school allowance are less competitive and perform less in school. As one study shows,
the first-generation college attendees from low-income households are mostly unprepared for college [29].
The direct connection between parents' economic capital and their children's college readiness
affirms the Human Capital Theory of Becker [64], which propounds that education is an economic good. As
an economic good, it has a price, it offers satisfaction (utility), but it cannot be easily obtained without paying
its price [65]. The underlying assumption of this theory is that the amount of investment to one's education
generally has a direct relation to one's efficiency and productive capacity [66], leading to higher economic
and cultural capital.
Remarkably, the positive relationship between parents' educational attainment and college readiness
shows that students whose parents have achieved a higher level of education have more likelihood to be
college-ready. These findings strengthen previous studies [33, 67], showing the influence of parents'
educational achievement on their children's level of aspiration. As educated parents have benefited from their
high education, they want their children to experience the same. Using educational outcomes expectancy
beliefs, the parents serve as role models of children to achieve and perform well in school [68] because they
emphasize educational excellence to their children [69].
Overall, the impact of economic and cultural capital on college readiness fits well with the Filipino's
paradigm of education. Filipino parents view education as a priceless legacy that they leave to their children
[70]. They believe that acquiring a degree is a pathway towards a good future as it uplifts their standard of
living. Despite poverty, Filipino parents are willing to make enormous sacrifices to send their children to
school and to invest their entire resources to finish their college education. Moreover, the Filipinos' concept
of education goes beyond the economic returns from education [71]. It is instead viewed as a cultural and
symbolic capital as it does not only provide monetary rewards but also higher taste, self-esteem, prestige,
confidence, and social status in the community [72]. Generally, obtaining a college diploma is one of the
primary reason parents invest in their children's education because it serves as a status symbol and best
legacy in Philippine society.
5. CONCLUSION
This study concluded that economic and cultural capital become significant resources that are
valuable in explaining the college readiness of Filipino SHS graduates. The K-12 graduates who come from
families with higher economic and cultural capital tend to have higher college readiness. Parents who invest
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more in their children's education are influential in making their children achieve better and become college-
ready. Moreover, educated parents can influence higher educational aspirations among their children because
they see the benefits of obtaining a higher degree of education. All of these findings proved Bourdieu's
theory that, indeed, education is a field that is greatly influenced by the family's economic and cultural
capital. In this case, the students' readiness for college is intertwined with their family's circumstances. The
more economic and cultural capital the students have, the more prepared they are in college. In this study, the
students' low economic and cultural capital 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.
ACKNOWLEDGEMENT
The researchers express their gratitude to the Philippine Commission on Higher Education (CHED)
DARE TO Research Grant for funding the study. Also, they thank Cagayan State University President, Dr.
Urdujah A. Tejada and CHED Commissioner Lilian de las Llagas for their support. Lastly, sincerest thanks
are accorded to Ms. Aurora Mary Arugay and the DARE TO staff for their technical assistance.
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