Filipino K-12 High School Graduates to Higher Education: A Systematic Literature Review of College Readiness
DOI:
https://doi.org/10.5281/zenodo.18721725Keywords:
College readiness, K-12 education, Filipino graduates, systematic literature review, cognitive factors, non-cognitive factorsAbstract
The systematic literature review delves into the complex factors influencing college readiness among Filipino K-12 graduates, even after the K-12 program's rollout. Despite reforms aimed at bridging secondary and tertiary education, significant gaps remain in students' preparedness for higher education demands. This study scrutinizes both cognitive and non-cognitive dimensions. Cognitive factors include academic proficiency in core subjects like Mathematics, Science, and English, measured through standardized assessments. Non-cognitive elements encompass student motivation, effective learning strategies, and test anxiety, which often undermine performance under pressure. A key focus is evaluating the College Readiness Test (CRT) as a predictive tool. Findings reveal a multifaceted interplay: while cognitive skills form the foundation, non-cognitive factors like resilience and self-efficacy play equally vital roles. The CRT emerges as a reliable instrument, offering actionable insights into readiness levels, yet it alone cannot capture the full spectrum of student potential. To bridge these gaps, the review advocates targeted interventions. Curriculum enhancements should prioritize rigorous instruction in core subjects. Teacher professional development programs must equip educators with strategies to foster both academic and motivational skills. Optimizing CRT usage involves integrating it with holistic support systems. Further recommendations include nurturing non-cognitive skills through counseling and workshops, launching comprehensive transition programs from high school to college, sustaining research on evolving readiness metrics, and pushing for policy reforms like aligned standards and resource allocation. By holistically addressing these dimensions, stakeholders—policymakers, educators, and institutions—can elevate Filipino K-12 graduates' college readiness, boosting their long-term success in higher education and professional arenas.
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