Designing and validating a college readiness test addresses the absence of standardized Philippine-based College Readiness Test (CRT) congruent with the College Readiness Standards (CRS) set by the Philippine Commission on Higher Education (CHED). It also resolves the varied and arbitrary indices used by Higher Education Institutions (HEIs) to measure the preparedness of K to 12 Filipino graduates to enter college. In this regard, this study establishes the validity and reliability of the CRT to measure the combination of knowledge, skills, and reflective thinking necessary for the K to 12 graduates to be admitted and to succeed without remediation in the General Education courses in HEIs. Using multi-stage sampling in a select province of the Philippines and with due consideration of the district, type of school, and academic tracks offered in senior high school, the study has generated that the 200-item CRT has desirable difficulty index (65.64), reasonably good discrimination index (0.22), and large functioning distractors (68.91% distractor efficiency). Notably, there is a significant positive relationship between discrimination and difficulty indices as well as the distractor efficiency and difficulty index of the CRT items. Also, the CRT is reliable as it possesses inter-item consistency (r=0.796). Thus, it is a valid and reliable instrument to measure the college readiness of Filipino K to 12 graduates with its features of being contextualized, gender-fair, and criterion-referenced.
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The graduation of the first two batches of the Filipino senior high school (post-secondary) graduates calls for an examination of their college readiness since admission to tertiary education is one of the curricular exits of the K to 12 Program. Using the College Readiness Test (CRT) as a criterion-referenced measure, this study determined the college readiness of the K to 12 graduates based on the overall CRT results and specifically in its seven (7) learning areas namely English, Filipino, Literature, Mathematics, Science, Social Studies, and Humanities, which ought to be mastered in the K to 12 Program. The test of concurrent validity has proven that the CRT is a credible measure of college readiness in these learning areas. It has also ascertained this concurrent validity of the CRT in relation to a College Admission Test (CAT), which is a norm-referenced test that measures the college readiness of K to 12 graduates admitted in one public university in the north-eastern part of the Philippines. As a descriptive-correlational research and using 7,533 K to 12 graduates as respondents, it was found that overall, the K to 12 graduates were college-unready. They poorly performed in Science and Mathematics but manifested college readiness with languages and literature. Also, campus assignment plays a significant variable in explaining the differentials in the college readiness of the respondents. On the whole, the study offers manifold benefits for policy reforms along curriculum alignment, tertiary admissions, and transition interventions to improve the quality of the K to 12 graduates.
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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED BUSINESS AND EDUCATION RESEARCH
Secondary school graduates entering tertiary education must possess the skills and knowledge to adapt rapidly to the ever-changing landscape of a knowledge-based economy. This study assessed the cognitive and non-cognitive college readiness levels of the 127 pioneering senior high school graduates of the Philippine K-12 Program enrolled as first-year college students in a private Higher Education Institution (HEI) in Northern Mindanao, Philippines. Data gathered for this descriptive research were collected using two standardized tests (OL-SAT and 16PF). Results revealed that many students had a below-average cognitive level and average non-cognitive skills implying that they were not ready for the tertiary level cognitively but were collegeprepared non-cognitively. It was concluded that assessing students' college readiness levels proved imperative to ensure that standards of the chosen programs are met vis-à-vis students' skills. The researchers recommend that Higher Education Institutions strengthen and institutionalize readiness assessment that will serve as a basis for bridging and remediation program for identified cognitively unprepared college students.
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Humanities and Social Sciences Letters
Article History Keywords Persons with disabilities College readiness College adjustment K-12 Transition. This study attempted to fill in the gaps on the dearth of literature exploring the college readiness and adjustment of PWD K-12 graduates as they transition from basic to tertiary education. These two constructs were measured using the College Readiness Test (CRT) and the College Adjustment Scales (CAS) test. The data were obtained from 74 PWD in a public university in Northern Philippines. The employment of the descriptive correlation design revealed that most of the respondents were college unready. However, they manifested favorable adjustment to developmental and psychological problems except for depression and suicidal ideation. With the use of Kendall's tau-b analysis, the results show that PWD K-12 graduates who are more college ready tend to adjust better regarding substance abuse (the use of drugs, alcohol, inhalants, and solvents). Thus, it is highly recommended that college readiness be enhanced in basic education because it is a critical factor in the college adjustment of students with disabilities. Higher education institutions (HEIs) also need to craft and implement specific interventions, with a focus on depression management, to address the high depression and suicidal ideation among PWD students as they are cardinal signals of maladjustment that may lead to serious behavioral problems. Contribution/Originality: The study is one of the first attempts to document the college readiness and college adjustment of PWD K-12 graduates in the Philippines. It provides education policymakers with viable insights for carrying out interventions that may enhance the college readiness and adjustment of PWD, ensuring their seamless transition from basic to tertiary education.
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Assessment for Effective Intervention
In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected portion of the sample ( n = 516) and resulted in five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication, and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining sample ( n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution is consistent with earlier validity studies of the KCS framework. Implications for use by high school personnel in evaluation of instructional programs and as a value-added assessment are discussed.
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As schools provide the academic environment for students' development, students still go through entrance examinations for them to bridge that gap from high school to their course choice in college. This paper determined the effect of the core subject's achievement and the College Scholastic Achievement Test (CSAT) performance of students in English, Science and Mathematics for four school years to create a medium-term development plan for a college entrance exam program of a private high school in Southern Philippines. Results on the descriptive mean determined satisfactory levels of achievement and CSAT performance. Students performed better in English based on their achievement grades and aptitude scores in CSAT when compared to Science and Mathematics.
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Education Research International
With growing technological advancements, demands for the industry with skilled and equipped workforce are proportionately rising. While this match between curricular offerings in academia and needs in the industry has been addressed in many countries across the globe through initiatives such as the K-12 educational system, some countries like the Philippines have only started its adoption. In the Philippines’ early adoption of the K-12 educational system, several concerns have been raised regarding its implementation, mainly, the mismatch between coursework offered in Philippine K-12 educational institutions with industry demands. With such outcomes, it is necessary to determine the status of the K-12 educational system in the Philippines. This paper attempts to shed light on such concerns by evaluating the performance of the K-12 students using a standardized approach. The Scholastic Abilities Test for Adults, a standardized test for measuring the academic competence of adults, is .
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This study describes the development and initial validation of the instrument, Inventory of Study Skills and Attitudes (ISSA) designed to assess the study skills of Filipino college students. The development of the ISSA consisted of three phases. In the first phase, items were constructed based on cognitive, meta-cognitive, and motivation theories. The ISSA underwent three revisions before its final version. The initial and second versions of the ISSA were administered to a small group of freshman college students in the three universities in Naga City. Using item-total correlation and reliability analyses to assess the psychometric quality, the first version of 279 items was reduced to 171 in the second version and 84 in the third. Exploratory factor analysis of the third version administered to a large sample revealed that the ISSA is a multi-dimensional instrument consisting of three constructs: Meaningful Learning, Self-Regulation, and Planning & Organization. The final inventory consisting of 28 items has an excellent internal consistency of .90, while each of its subscales shows alpha coefficient values of .86, .79, and .81, respectively. Implications of the findings of this study in teaching freshman college students how to develop appropriate study skills and attitudes for academic success are discussed .
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International Journal of Indonesian Education and Teaching
Psychological testing in schools is a beneficial activity that helps a student achieve their goals and helps diagnosed social, cognitive, or behavioral problems. This study aimed to assess the psychological test results of education students in a Philippine state university. The study utilized secondary data from 443 education students at the university. Descriptive measures and multiple regression models were employed in evaluating the data and determining the influencing factor of psychological test results, respectively. Results revealed that the selected demographic variables as gender, degree program, type of high school, and overall grade point average have no significant association with the psychological test results of education students. Furthermore, this study has documented the robust and positive evidence that Mathematics and English grade point average contributed to the psychological test scores of the students. The results go to infer that students with a good background in Mathematics and English subjects in high school have a good foundation in analytical and logical thinking during college.
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