Study Orientation and College Readiness among Alternative Learning System Graduates in Northeastern Philippines

Maria  Mamba; Antonio  Tamayao; Rudolf  Vecaldo; Febe Marl  Paat; Editha  Pagulayan; Jay Emmanuel   Asuncion

doi:10.18488/journal.61.2021.92.285.296

Authors

Maria Mamba Associate Professor, College of Arts and Sciences, Cagayan State University, Carig Campus, Tuguegarao City, Philippines https://orcid.org/0000-0002-6676-6151
Antonio Tamayao Professor, College of Teacher Education, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
Rudolf Vecaldo Associate Professor, College of Teacher Education, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
Febe Marl Paat Professor, Graduate School, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
Editha Pagulayan Dean, Graduate School, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
Jay Emmanuel Asuncion Instructor, College of Allied Health Sciences, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines

DOI:

https://doi.org/10.18488/journal.61.2021.92.285.296

Abstract

Access to quality basic and tertiary education has been the primary concern of the Philippine government. The World Bank has reported that a high percentage of Filipino Alternative Learning System (ALS) graduates are enrolled in tertiary education. However, little is known on their transition from basic to tertiary education specifically focused on their study orientation and college readiness. Hence, it is imperative to examine these variables among ALS graduates considering its repercussion to their educational outcomes. This descriptive correlational study investigated the interplay of study orientation and college readiness of 143 ALS graduates (77 males and 66 females) enrolled in a public university in Northeastern Philippines. The results revealed that the ALS graduates have unfavorable study orientation and are not college-ready. The study orientation also was found to significantly influence and predict college readiness. The findings imply the need for ALS graduates to enhance their study habits and attitudes as these are essential skills in improving their college readiness.