PERCEPTIONS OF SENIOR HIGH SCHOOL STEM STUDENTS IN

MILLENNIUM CHRISTIAN HIGH SCHOOL OF CAVITE ON

A Practical Research Presented to our Subject Teacher

Mrs. Joyce Banosan

In Partial Fulfillment of the Requirements in

Submitted by:

Bautista, JaninneEinjel C.

Cañalete, Francis Nathaniel C.

Mascarenhas, Christian Paolo R.

Molo, Caryl Yasmien N.

Puediban, Samantha Nhicole

Solis, Kenneth Dale S.

Introduction

College readiness isnot the belief that every student will go to college. It is the idea

that every student deserves the opportunity to be educated in a way that prepares

him or her for college. Stated by Lopez, (2009).

For students, the transition from senior high school to college can be a big one,

especially in terms of academic preparedness. Academics at the college level are

typically harder and more challenging than those in senior high school. Therefore,

it is crucial to assess whether seniors in high school are sufficiently prepared for

the difficulties they will encounter in college. A major life adjustment that may be

both exhilarating and overwhelming is the transition to college. Many students are

experiencing living away from home, scheduling their own time, and making

significant decisions on their own for the first time. Anxiety, stress, and even

sadness have been linked to this shift, according to research American College

Health Association, (2021).

the transition to college being frightening and challenging. Students in high school

frequently have a strong support network made up of their family, friends, and

teachers. They feel at home and like they belong, which gives them a sense of

security. The transition from high school to college forces students to part ways

with their support networks and move into an unfamiliar setting where they might

not know anyone

Additionally, feelings of identity exploration and uncertainty may be triggered by

the transition to college. The independence and freedom that come with attending

college may be both thrilling and daunting for students who are still figuring out

who they are and what they want to accomplish with their lives. Questions like

"Who am I?" and "What do I want to do with my life?" may cause students

difficulty (Arnett, 2000).

The transition from senior high school to college can be a major life adjustment for

students, especially in terms of academic preparedness. According to the American

College Health Association, (2021), anxiety, stress, and sadness have been linked

to this shift. Additionally, the alteration in social support networks is one of the

main factors contributing to the transition to college. This shift forces students to
part ways with their support networks and move into an unfamiliar setting where

they might not know anyone. Additionally, feelings of identity exploration and

uncertainty may be triggered by the transition to college, as students are still

figuring out who they are and what they want to accomplish with their lives.

1.1 Background of the study

A senior high school provides an important foundation for students who want to

continue their studies. It is an important stage in a person's academic career since it

prepares students for academics college level by providing them with the necessary

knowledge and talents. Senior high schools frequently offer a rigorous curriculum

that includes advanced studies in mathematics, physics, social sciences, and the

humanities. In general, senior high school offers students an opportunity to prepare

themselves prepared to meet the academic requirements of a academics college

level.

With President Obama emphasis on changing the No Child Left Behind Act to a

focus on college-and career-readiness, an examination of college-readiness is

merited. Within the last several decades, academically rigorous curriculum and

stringent accountability measures have been mandated by state and federal

legislation in hopes of increasing the likelihood of students graduating from high

high school graduates are more academically prepared based on core curriculum

and a one-size-fits-all standardized testing regime rather than being college-ready.

Barnes, et al. (2010). The ability to interpret information obtained through the

senses is referred to as perception. In the case of senior high school students going

to enter college, perception is crucial in defining their experience and attitude

toward college. The first aspect that can influence a senior high school student's

impression of college is his or her socioeconomic situation. Students from

unfortunate families may perceive college as a financial burden and may be

hesitate to pursue higher education because of the cost. Students from wealthy

households, on the other hand, may have a positive image of higher education and

see college as a vital step toward a brighter future. Understanding the economic

and financial challenges that students facing is crucial for navigating the college

admissions process. The school environment might also influence a senior high

school student's perspective of college. Many students struggle with the transition

since academic difficulty and expectations in college are higher than in high

school. As a result, it is crucial to assess senior high school students academic

readiness for college. There are various reasons why it is vital to perform a study

on senior high school students’ perceptions of their college readiness. Assessing

senior high school students preparedness for college may help to identify any gaps
in their academic growth. For example, if students believe they are unprepared for

college, this may show that there are shortcomings in their high school education

that must be addressed in order for them to be college-ready. By identifying these

gaps, educators can develop methods to increase the quality of high school

education and better prepare students for college.

1.2 Statement of the problem

1. What are the different preparations for their college?

2. What are the challenges of the millennium christian high STEM students in

their for college?

3. What are the different coping strategies of the millennium christian high

school STEM students?

1.3 Theoretical Framework

The theory of majorityof respondents were college unprepared. Moreover, the level

of preparedness differed significantlyin terms of the type of senior high school

(SHS) where they graduated, as well as the SHS trackand strand they had taken.
Kendall's tau-b statistic results showed that IPs who had higher SHSgrade point

average (GPA), more academic and nonacademic awards, greater participation in

organizations and more involvement in cocurricular activities tended to be more

college prepared.

Another notable finding is that college preparedness varies in terms of the track

taken in SHS. Those whopursued an academic track graduates were inclined to be

more college prepared than those who took the sports andtechnical/vocational

tracts. This scenario could be explained by the fact that the academic track has an

enrichedcurriculum focusing on content and performance standards aligned with

the CRS. At the same time,technical/vocational, sports, and arts and design tracks

are practical skills based. Specifically, those who followedthe STEM strand had

significantly higher college preparedness than those in the other academic strand

categories.This result is not surprising, since the literature has shown that STEM

graduates generally have significantexposure to problem solving, evaluating

evidence, and designing solutions through innovative undertakings suchas research

(Mamolo, 2019), which are necessary components of college preparedness

(Conley, 2007).
1.4 Conceptual Framework

Mixed feelings on
transitioning to
independence

Lack of preparedness
Concerns about for college level
adopting to a new academics
culture
Perceptions of senior
high school STEM
students in
millennium Christian
High School about
college academics

 Adjusting to different
Having second thought
subjects in their college
on choosing course
academics
 Hard on choosing
Universities