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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Digamon, Jayson S.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Assessment of Tertiary Education Readiness of the Pioneering Senior High School Graduates in a Private Higher Education Institution in Northern Mindanao, Philippines Mortiz, Jo Niza B.; Digamon, Jayson S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 10 (2023): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.10.04

Abstract

Secondary school graduates entering tertiary education must possess the skills and knowledge to adapt rapidly to the ever-changing landscape of a knowledge-based economy. This study assessed the cognitive and non-cognitive college readiness levels of the 127 pioneering senior high school graduates of the Philippine K-12 Program enrolled as first-year college students in a private Higher Education Institution (HEI) in Northern Mindanao, Philippines. Data gathered for this descriptive research were collected using two standardized tests (OLSAT and 16PF). Results revealed that many students had a below-average cognitive level and average non-cognitive skills implying that they were not ready for the tertiary level cognitively but were college-prepared non-cognitively. It was concluded that assessing students' college readiness levels proved imperative to ensure that standards of the chosen programs are met vis-à-vis students' skills. The researchers recommend that Higher Education Institutions strengthen and institutionalize readiness assessment that will serve as a basis for bridging and remediation program for identified cognitively unprepared college students.
Collaborative Learning Approach (CLA) in Improving Reading Proficiency Delima, Ronnel Rey R.; Risonar, Cupid Jones O.; Digamon, Jayson S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 6 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.06.10

Abstract

Studies show that Filipino learners are not demonstrating proficiency in reading. In the recent Program for International Student Assessment (PISA) 2023 results, Filipino students were found to be poor at reading proficiency. One potential strategy is collaborative learning. Thus, this study aimed to determine the effect of the Collaborative Learning Approach (CLA) on the reading proficiency of seventh-grade students. This study used a quasi-experimental design with two experimental and control groups. Using purposive sampling, two grade 7 sections of the research site were included in the study. There were 26 students in one section who were chosen to be part of the experimental group and 24 in the other section, constituting the control group, for 50 students. Each group was given a pretest and a post-test. Students in the experimental group employed the collaborative reading method, while the control group used the traditional method. The questionnaire was validated by experts and deemed reliable, scoring .70 on the Kuder-Richardson test. Mean scores and independent t-tests were used to analyze the data. Results revealed a significant difference between the experimental and control groups regarding reading proficiency after the intervention of CLA with a p-value of 0.000. It was concluded that CLA significantly influences reading proficiency and can be recommended for use in the classroom. However, based on the PHIL-IRI criteria for reading proficiency, the students in the experimental group did not meet the minimum instructional or proficiency level requirements. It is therefore suggested that further research must be done to make conclusive evidence that CLA significantly influences reading proficiency and evaluate PHIL-IRI criteria for reading proficiency, considering that it is inconsistent with the independent t-test results showing a significant difference in the reading proficiency of the experimental group.
Co-Authors Delima, Ronnel Rey R. Mortiz, Jo Niza B. Risonar, Cupid Jones O.