CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies that focused on the socioeconomic status
and the preparedness of Grade 12 HUMSS students for college life

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. One
factor that can significantly impact a student's preparedness for college life is their
socioeconomic status, as noted by Matthew’s (2008). According to Welborn et al. (2020) also 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 student make most difficulty choosing what courses and school will they pursue
because it will determine the path of their choice of courses in their future career as indicated by
Arellano et al. (2022). Some students aren’t ready for college because the lack of support of the
family as noted by Robert Crosnoe and Chandra Muller (2014)

According to Meraz (1983) stated that one factors for their college unready is because of their
family occupation. As noted also by Gobena (2018) and Aashiq et al. (2023) that family salary
is also one factors of college unready so family are between in two options whether or not to
send a child to college. Seisa (2023) stated that males were more likely to be college-ready than
females. Female students exhibit lower levels of readiness and felt less informed when it comes
to confidently pursuing higher education.

Gobena (2018) advise that the government raise awareness among families about the necessity of
supporting their children's education in order to improve academic accomplishment. Second,
university leaders, school supervisors, principals, homeroom teachers, and education supervisors
should counsel families on how to best allocate their resources to promote their children's
academic progress at whatever level of education. Also Gamba, Tamayao, and Vecaldo (2020)
suggest that DepEd needs to increase its instructional quality in almost all learning areas, but
especially Science and Mathematics to improve the college preparation of K-12 graduates. Seisa
and Galabo (2023) also suggest that Parents and educators must encourage students to maintain
their current level of aspirations and can be strengthened with the required information and
abilities need to pursue college education.
Gemechu Abera Gobena (2018). Socioeconomic status is often assessed based on factors such as
education, income, and occupation. The study suggests that family socioeconomic status plays a
crucial role in influencing students' academic achievement, and it encompasses various elements
like the educational background of parents, economic resources, and the overall social and
economic conditions within a family. Gemechu (2018). Socio-economic status of families in one
way or another way affects academic Achievement. Noted that all children have certain needs,
physical and sociological which when met contribute positively to their academic Achievement.

Fang Bian and Diming Wu (2021). Family socioeconomic status is based primarily on the
resources owned. Its impact on the pro-social behaviour of college students has been the subject
of a broad range of studies. However, there has been little research on the mechanism by which
family socioeconomic status impacts pro-social behavior. Fang and Diming (2021). Family
socioeconomic status reflects the individual’s ability to obtain material and social resources and
is used to measure the individual’s objective economic status.

The crucial role of education in economic productivity has pushed countries around the world to
invest in improving the educational system. (Editha et al., 2021). This move intends to lessen
social stratification and to minimize the gaps between the rich and the poor. 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.

Family socioeconomic status plays a crucial role in influencing students' academic achievement,
as highlighted by Gemechu Abera Gobena (2018). Factors such as parents' educational
background, economic resources, and overall social and economic conditions within the family
contribute to academic success. Additionally, Fang Bian and Diming Wu (2021) emphasize that
family socioeconomic status reflects an individual's ability to obtain material and social
resources, impacting pro-social behavior. The importance of education in economic productivity
has led countries to invest in improving their educational systems, aiming to reduce social
stratification and bridge the gap between the rich and the poor. However, in the Philippines, a
developing country, educational inequality persists due to disparities in economic and cultural
capital, leading to limited participation in higher education by students from lower economic
backgrounds (Editha et al., 2021).
The first set of questionnaire contained questions on specific demographic information about
respondents, Likert scales on the influence of family level of education, family support and the
influence of family income on students’ academic achievement in order to test research
questions. Gemechu (2018). To make the interpretation of the findings descriptively easier, the
researcher used statistical techniques descriptive (frequencies, percentages, means, and standard
deviation) to characterize the dispersion or variability of the respondents. (Aashiq et al., 2023).
Surveys and questionnaires are effective tools for obtaining self-reported data on the respondents
socioeconomic status, where individuals provide insights into Educational level, Income level,
and Parents occupation.

In this study, the socioeconomic status is measured as what are the occupation of the parents, the
monthly income of the family and the Academic Standing of the respondents. (Arellano et al.,
2023). One common method to measure socioeconomic status of the respondents is through
quantitative metrics, such as the respondents Academic Standing, Occupation of both Parents
and families monthly income, Frequencies and Percentage.

In order to test the research questions, the first set of questionnaires used in the study collected
specific demographic information about the respondents, as well as Likert scale responses on the
influence of family education level, family support, and family income on students' academic
achievement. Gemechu (2018) employed statistical techniques such as frequencies, percentages,
means, and standard deviation to provide a descriptive interpretation of the findings and
characterize the dispersion or variability of the respondents. Aashiq et al. (2023) highlight that
surveys and questionnaires are effective tools for gathering self-reported data on the
socioeconomic status of respondents, including educational level, income level, and parents'
occupation. Arellano et al. (2023) further explain that socioeconomic status in this study was
measured through quantitative metrics, such as the occupation of parents, monthly family
income, and the academic standing of the respondents, using frequencies and percentages as
indicators.

Johnson and McCormick (2013) stated that college readiness it is articulated in the USA, is
broadly defined as the degree to which high schools are successful in preparing their students to
learn beyond high school, and more specifically as “the level of preparation a student needs in
order to enrol and succeed–without remediation–in a credit-bearing course at a postsecondary
institution…that enables students to enter a career pathway with potential future advancement.
“affirms that students graduate from high school prepared to enter and succeed in postsecondary
opportunities whether college or career without need for remediation”, as noted by (Mishkind,
2014, p.7). Essentially, this means that the students will have graduated with the knowledge and
skills needed for college and their career. Mishkind (2014).
College preparedness is referring to the skills, behaviour, and knowledge that a Senior High
School student should have the adaptability to every task that they do. As stated by Arellano et
al. (2023). Mamba, Tamayao and Vecaldo (2023) College readiness refers to a high school
graduate's capacity to be admitted to college and to successfully complete foundation courses
without the need for remediation. It focuses on the knowledge and abilities required to succeed
and pursue college. College readiness is a common issue among educators, referring to a
student's commitment to succeeding in higher education courses. Teachers and counsellors play a
crucial role in promoting academic achievement for students in college. College preparation is
expected by instructors, parents, and students, but its definition remains unclear. College
readiness refers to students' ability to complete credit-bearing coursework or industry
accreditation without needing remediation. It also includes having the academic skills and
motivation to pursue postsecondary education, as well as identifying career goals and taking the
necessary steps to achieve them, as noted by Seisa and Galabo (2023).

Arellano et al. (2023) further explain that college readiness encompasses a student's capacity to
be admitted to college and successfully complete foundation courses without needing
remediation. Teachers and counselors play a crucial role in promoting academic achievement
and helping students achieve their college and career goals. Seisa and Galabo (2023) add that
college readiness includes having the academic skills, motivation, and career aspirations to
pursue postsecondary education. According to Johnson and McCormick (2013), college
readiness in the USA is defined as the level of preparation a student needs to enroll and succeed
in a credit-bearing course at a postsecondary institution, without requiring remediation. This
means that high schools should adequately prepare their students to learn beyond high school and
enter a career pathway with potential advancement. Mishkind (2014) also emphasizes that
college preparedness ensures that students graduate with the necessary knowledge and skills for
both college and their future careers.

Jhenamay and Norman (2023).The set of questionnaires contained questions on summary level
of the student’s readiness in terms of positivity, motivation and clear goals, confidence, Pursuing
College Degree, Average Family Monthly Income. (Editha et al., 2021) 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, same indicated also by Tamayao, Mamba and Vecaldo (2020).

In this study we have focused on Socioeconomic Status and the Preparedness of Senior High
Students for College Life. It is a descriptive-correlational study, to analyse and describe the
relationship of the respondents' socioeconomic status to their college readiness. As defined by
Pagulayan et al. (2021) Descriptive-correlational design is relevant in measuring the relationship
between two or more variables as it examines the prediction of future events

The study shall employ the use of Simple random sampling, where in this method is the most
straight forward of all the probability sampling methods, since it only involves a single random
selection and requires little advance knowledge about population. A simple random is a
randomly selected subset of Population. In this sampling method, each member of the population
has an exactly equal chance of being selected. (Lauren 2020).

The approach used in this quantitative research work was the descriptive-correlational survey
method. According to Seisa and Galabo (2023), a descriptive-correlational survey involves the
observation and the collection of information on the two variables to establish a statistically
corresponding relationship between them. The survey methodology of data collection was
utilized and is capable of obtaining information from large samples of the population. This
method is suited to gather demographic data that describe the composition of the model and the
respondents that were specifically selected to represent the population (Glasow, 2005).

In this research, a questionnaire Appari East National High School is used to gauge the
respondents Academic Standing with options including With Highest Honor, With High Honor,
With Honor, and Without Honor. The questionnaire also include the Frequency and Percentage
of the Monthly Income of Family of the respondents. Arellano et al. Another survey
questionnaire named the ISEC Academy Student Survey, was created by the researchers and
distributed to gather data. The ISEC Academy Student Survey contained 56 open-ended and
Likert scale type questions derived from the seven components of the ISEC Academy and took
approximately 20 minutes to complete. Primarily, questions offered participants the opportunity
to react to the seven components of the Academy: orientation weekend, living communities,
learning communities, program sessions, navigators, belonging, and academic sessions with
WKU Center for Literacy.

Bivariate correlational, and one-way ANOVA were used to show the degree of relationship,
difference among and within groups and average relationship estimate that most likely value of
those variables respectively. Significance level was taken as α = 0.05.

By using bivariate correlation analysis helps determine the relationship between socioeconomic
status and preparedness. One-way ANOVA allows for comparison of preparedness levels among
different groups. Descriptive statistics provide insights into the average relationship and help
summarize the data.