Design and Validation of the College Readiness Test (CRT) for Filipino K to 12 Graduates

Tamayao, Antonio I.; Vecaldo, Rudolf T.; Asuncion, Jay Emmanuel L.; Mamba, Maria T.; Paat, Febe Marl G.; Pagulayan, Editha S.

doi:10.5430/ijhe.v9n2p209

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…The college-ready students were those who obtained at least 100 correct responses out of the 200 items in the CRT. Meanwhile, students were considered college-ready in a specific subtest (learning area) if they obtained at least 50% of its total items (Tamayao et al, 2020). Moreover, One-way ANOVA was used to examine the differentials in measuring the college readiness per campus and the Tukey Post Hoc Test was employed in determining which among the campuses significantly differed in the respondents' college readiness.…”

Section: Discussionmentioning

confidence: 99%

“…The CRT was made possible through the DARE TO K to 12 Research Project (Commission on Higher Education, 2019). As claimed by Tamayao et al (2020) the CRT addresses the need for a tool that is congruent with the CRS and that resolves the varied and arbitrary indices employed by HEIs to measure the preparedness of Filipino K to 12 graduates to enter in college.…”

Section: The College Readiness Test (Crt): a Criterion-referenced Toomentioning

confidence: 99%

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College Readiness of Filipino K to 12 Graduates: Insights from a Criterion-Referenced Test

Mamba¹,

Tamayao²,

Vecaldo³

2020

International Journal of Education and Practice

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The graduation of the first two batches of the Filipino senior high school (postsecondary) 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 northeastern 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. Contribution/Originality: This study is one of the first attempts to document the college readiness of Filipino K to 12 graduates as a response to the call of the Philippine Congress to examine the quality of the K to 12 graduates. This study is going to be an input for policy formulation among DepEd, CHED and HEIs along instructional delivery, curricular reforms, college admissions and retention, and intervention measures. 1. INTRODUCTION College readiness generally refers to the ability of the high school graduates to be admitted to college and to succeed in foundation courses without remediation. It focuses on the knowledge and skills essential to successfully pursue college (Baber, Zamani-Gallaher, Stevenson, & Porter, 2019). In fact, it is an evolving educational concept with the following takeaways. First, it has been understood in diverse contexts such as, "best practices" and

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Section: Discussionmentioning

confidence: 99%

Section: The College Readiness Test (Crt): a Criterion-referenced Toomentioning

confidence: 99%

College Readiness of Filipino K to 12 Graduates: Insights from a Criterion-Referenced Test

Mamba¹,

Tamayao²,

Vecaldo³

2020

International Journal of Education and Practice

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“…The content standards determine knowledge and comprehension while the performance standards ascertain application, analysis, evaluation, testing assumption, hypothesis, and relevant information. Furthermore, the CRT has a 65.64 difficulty index, 0.22 discrimination index, 68.91% distractor efficiency, and r=0.798 inter-item consistency [53].…”

Section: Research Instrumentsmentioning

confidence: 99%

The value of economic and cultural capital to college readiness among Filipino senior high school graduates

Pagulayan

Asuncion

Tamayao

et al. 2021

IJERE

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<span>Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life</span><span lang="IN">.</span>

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“…The psychometric properties of the CRT are as follows: a difficulty index of 65.64, discrimination index of 0.22, distractor efficiency of 68.91%, and inter-item consistency of r=0.796. Also, it has the qualities of being contextualized and gender-fair (Tamayao et al, 2020).…”

Section: Research Instrumentsmentioning

confidence: 99%

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2020

Humanities and Social Sciences Letters

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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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Design and Validation of the College Readiness Test (CRT) for Filipino K to 12 Graduates

Cited by 10 publications

References 13 publications

College Readiness of Filipino K to 12 Graduates: Insights from a Criterion-Referenced Test

College Readiness of Filipino K to 12 Graduates: Insights from a Criterion-Referenced Test

The value of economic and cultural capital to college readiness among Filipino senior high school graduates

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