Exploring Senior High School Students’ Perceptions of Academic, Emotional, and Social College Readiness in the Philippine K–12 Context: A Phenomenological Study

Wella Pearl Servas; Janice Dominguez; Karissa Grace Ancheta; Genesis Naparan

doi:10.60027/jelr.2026.e3086

Authors

Wella Pearl Servas Saint Columban College, Pagadian City, Philippines https://orcid.org/0009-0006-6906-1970
Janice Dominguez Saint Columban College, Pagadian City, Philippines https://orcid.org/0009-0008-6002-4086
Karissa Grace Ancheta Saint Columban College, Pagadian City, Philippines https://orcid.org/0009-0002-8483-2287
Genesis Naparan Saint Columban College, Pagadian City, Philippines https://orcid.org/0000-0003-2335-2757

DOI:

https://doi.org/10.60027/jelr.2026.e3086

Keywords:

College Readiness, , Academic preparedness, , Emotional readiness, , Social support, , K-12 education, , Phenomenology

Abstract

Background and Aim: College readiness is a multidimensional construct encompassing academic preparedness, emotional resilience, and social support, all of which significantly influence students’ success in higher education. In the Philippine context, the K–12 Basic Education Program is designed to equip Senior High School (SHS) learners with competencies necessary for a successful transition to tertiary education. However, existing research has predominantly focused on quantitative indicators, such as test scores, often neglecting students’ lived experiences of readiness. This study aimed to explore how SHS students interpret and construct their college readiness within the K–12 system.

Materials and Methods: This study employed a descriptive phenomenological approach, guided by Moustakas (1994), to capture the essence of students’ lived experiences. Ten Grade 12 SHS students (n = 10) from STEM, HUMSS, and ABM strands at Kapatagan National High School, Lanao del Norte, Philippines, were purposively selected based on their enrollment and preparation for college. Data were collected through semi-structured individual interviews lasting 15–20 minutes, supplemented by field notes documenting non-verbal cues. Interviews were audio-recorded and transcribed verbatim. Thematic analysis followed Braun and Clarke’s (2006) framework, including data familiarization, coding, and theme development and review. Epoché (bracketing) was employed to enhance rigor and minimize researcher bias. Ethical principles, including voluntary participation, confidentiality, and anonymity, were strictly observed.

Results: Findings indicate that college readiness is a dynamic and interconnected process shaped by academic preparedness, emotional readiness, social support, and external challenges. While participants demonstrated foundational academic competencies, many expressed uncertainty regarding higher-order thinking and independent learning. Emotional readiness was characterized by both facilitative and debilitating anxiety, influencing confidence and motivation. Social support from parents, teachers, and peers enhanced students’ sense of preparedness but also contributed to perceived pressure. Additionally, external factors such as financial constraints and career uncertainty significantly influenced students’ experiences. Overall, readiness was perceived as evolving, interdependent, and deeply embedded within sociocultural contexts.

Conclusion: College readiness extends beyond academic competence to include emotional resilience, social support, and the ability to navigate external challenges. From an education management perspective, the findings highlight the need for integrated, student-centered interventions. These include curriculum enhancements that promote higher-order thinking, comprehensive emotional and career guidance programs, and structured family engagement initiatives. Such efforts are essential in strengthening SHS students’ preparedness for a successful transition to higher education.

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