SOCIOECONOMIC STATUS AND THE PREPAREDNESS OF GRADE 12 HUMSS

STUDENTS FOR COLLEGE LIFE

A Research

Presented to the Faculty of Pasonanca National High School

In Partial Fulfilment for the Requirements in

Practical Research 2

By:

Faith C. Taniñas

Norieboy V. Pascual

Submitted to:

Sheryl Anne T. Basa

INTRODUCTION

BACKGROUND OF THE STUDY

In today's society, the transition from high school to college is a crucial period in a student's

life. It is during this time that students face new challenges and responsibilities, both academically

and socially. However, it is important to acknowledge that not all students have the same level of

preparedness for this transition. One factor that can significantly impact a student's preparedness for

college life is their socioeconomic status. Socioeconomic status refers to the social and economic

standing of an individual or family, taking into account factors such as income, education level, and

occupation. Students from different socioeconomic backgrounds may have varying access to

resources, support systems, and opportunities that can influence their readiness for college. A study

by Pagulayan et al. (2021) examined the role of socioeconomic status in college choice. These

individuals came from families with incomes below the poverty threshold in the Philippines, and

they have completed secondary education. These respondents are not adequately prepared for

college, indicating that they require additional improvement in the skills acquired during their basic

education. Furthermore, it is important that economic and cultural resources play a significant role in

explaining the preparedness of Filipino graduates for college. Also a review of Daway-Duanes et al.

In developed economics, the available data in accessing higher education, which tends to benefit

students from more affluent household. The question that aims is whether this “income advantage” is

similarly noticeable in developing economies like the Philippines, even with recent government

initiatives aimed at making higher education more inclusive. These similarities is that in both

situations, the respondents come from families with incomes below the poverty threshold, indicating

a shared economic a shared economic advantage, also both groups are described as college-unready,

highlighting the need for further educational development to be ready. Their difference that the first
piece of information pertains specifically to Filipino Senior High School (SHS) graduates, indicating

localized context within the Philippines. The second pieces discuss a broader global context and

references empirical evidence in developed economy, suggesting a difference in the scope of

analysis. In summary both pieces highlight educational challenges faced by disadvantaged students,

they differ geographic focus and the specific factors they emphasize when discussing educational

inequality and access to higher education.

A study of Welborn et al. (2020) highlights the role of socioeconomic status in college choice,

so the expense of a college education continues to create financial burdens to family and students.

It’s simple to see why so many families are from between two options whether or not to send a child

to college. Also a review by Muller and Crosnoe (2014),the study based on the primary/secondary

effects perspective of educational inequality, aimed to explore the link between high school students

progression through college preparatory coursework and their interactions with parents and peers.

The researchers used a mixed methods approach to examine how these relationships contribute to the

interactional transmission of socioeconomic inequality. The findings suggest that during the initial

phase of high school, students who were exposed to peer groups with parents having higher levels of

education tended to experience grater disparities in their coursework compared to students whose

parents did not have a college education. In other words, the influence of parental education on

students’ academic path ways amplified by the presence of peers with more educated parents. The

first piece discusses a mixed methods study that examines the relationship between high school

students’ trajectories through college preparatory coursework and their connections with parents and

peers. It emphasizes the intergenerational transmission of socioeconomic inequality and the impact

of school-based peer groups characterized by higher levels of parent education on coursework

disparities. The second piece primarily addresses the financial burdens associated with the cost of a

college education. It highlights the rising coots of function at colleges and university and the

challenges many families face when deciding whether to send a child to college or university. In
summary the first piece is more focused on educational inequality and the impact of peer groups and

parental education on students’ academic paths, while the second piece focuses on the financial

challenges of obtaining a college education. The two pieces are different in their subject matter and

do not appear to share significant similarities.

A study by Bian and Wu (2021). The research findings indicated that the financial situation

families had a favourable impact on the bond between parents and children as well as their ability to

manage emotions effectively. The connection between parents and children and their emotional self-

assurance played

intermediary roles in the connection between family socioeconomic status and the willingness of

college students to engage in pro-social actions. Also a review by Xia (2020). The study aimed to

examine the relationship of parents perceived parenting styles and the Chinese children’s school

readiness and also the moderating what is role of socioeconomic in the relationship of the study.

While both studies consider family socioeconomic status and its impact on child development, the

first study concentrates on emotional and behavioural aspects in college students, whereas the second

study delves into parenting styles and school readiness in Chinese children. The key difference lies in

the specific variable studied and the target population, but they both contribute valuable insights in

the complex interplay between socioeconomic factors and child development.

STAMENT OF THE PROBLEM

This study aims to measure the correlation between socioeconomic status and the level of

preparedness for college life among grade 12 humss students. Specifically, this study seeks to answer

the following questions.

1. What is the socioeconomic status rank of grade 12 humss students and what are the relations

of socioeconomic status rank on the students’ college life?

socioeconomic backgrounds?

3. On scale of 1 to 10, how prepared do grade 12 humss students’ feel for the academic

challenges of college life?

SCOPE AND DELIMITATIONS

This study was delimited to quantify socioeconomic status on college preparedness. It will

conducted here in Zamboanga City Pasonanca National High School. It covered the academic year

2023-2024. This study will utilize a survey method and a descriptive-correlational research design.

There will be (75) respondents; (37) respondents from HUMSS A Aristotle and (38) respondents

from HUMSS B Plato. The students from other school from Zamboanga City and those from lower

grades are not included.

SIGNIFICANCE OF THE STUDY

This study is significant because it can benefit students who are affected with socioeconomic

problem and bought unreadiness in college among grade 12 HUMSS students.

School Administration

School administration can use the findings to implement targeted interventions and policies that

address the unique challenges face by grade 12 based on their socioeconomic status.

Teachers

Teachers can benefit from insights into how socioeconomic factors influence college

preparedness among their students. This knowledge may inform differentiated teaching strategies,

allowing educators to better support students with varying socioeconomic backgrounds.

Grade 12 Humss students can gain awareness of the potential impact of socioeconomic status

on their college preparedness. The understanding could empower them to seek available resources,

engage in support programs, and make informed decisions about their academic journey.

Parents

Parents can be informed about the role socioeconomic factors play in their children’s college

preparedness. This knowledge may encourage parents to actively participate in their children’s

educational journey, fostering a supportive environment at home and advocating for necessary

resources.

Future Researchers

Researchers in the field of education can use this study as a foundational piece for further

investigations. It may inspire future research on broader themes related to socioeconomic status and

academic preparedness.

DEFINITION OF TERMS

1. Socioeconomic Status: Socioeconomic status refers to an individual's or family's social

and economic standing within society. It takes into account factors such as income,

education level, occupation, and wealth. Socioeconomic status is often used as an

indicator of one's access to resources, opportunities, and social privileges.

2. Preparedness: In the context of this research, preparedness refers to the level of

readiness and competence of Grade 12 Humss students in terms of the knowledge, skills,

and abilities required for a successful transition to college life. It includes academic
 preparedness, social readiness, financial literacy, and other factors that contribute to a

student's ability to navigate the challenges and demands of college.

3. Grade 12 Humss Students: Grade 12 Humss (Humanities and Social Sciences) students

are individuals who are in their final year of high school and are enrolled in the Humss

academic track. This track focuses on subjects related to humanities, social sciences, and

arts, providing students with a broad-based education that prepares them for college and

future careers.

4. College Life: College life refers to the experience of students attending a higher

education institution, such as a university or college. It encompasses various aspects,

including academic pursuits, social interactions, extracurricular activities, and personal

development. College life is a significant transition period for students as they navigate

new academic challenges, form relationships, and explore their interests and career paths.