College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities
Authors
-
Rudolf T Vecaldo
Associate Professor, College of Teacher Education, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0003-1723-3487
-
Maria T Mamba
Associate Professor, College of Arts and Sciences, Cagayan State University, Carig Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0002-6676-6151
-
Antonio I Tamayao
Professor, College of Teacher Education, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0003-2720-2641
-
Febe Marl G Paat
Guidance Director, University Guidance Office, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0003-2290-4548
-
Jay Emmanuel L Asuncion
Instructor, College of Allied Health Sciences, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0003-0701-5689
-
Editha S Pagulayan
Dean, Graduate School, Cagayan State University, Andrews Campus, Tuguegarao City, Philippines
https://orcid.org/0000-0003-2066-3808
DOI:
https://doi.org/10.18488/journal.73.2020.84.418.429Abstract
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.
