Education is a process to develop the intellectual faculties of the man.It makes the civilized,refined,cultured and educated.For a civilized and social ized society,education is the only means .It makes a man perfect.It is systematic through which a child or a man acquires knowledge ,experience ,skill and sound attitude.Every society gives importance to education because it is a panacea for all evils.It is the key to solve all problems of life. College can be intimidating for high school seniors.The regorous elimination process that many aspiring students endure after applying to colleges often leaves them feeling inadequate and unqualified even after they are accepted into a university.Students who arrive equipped with an abundance of potencial and an egerness to succed find taht they are more than prepared to handle the challenges that await them at college. Choosing the right course and school in college is one of the most important steps in every student’s life.
This prepares us in our future,our chosin careers,etc.This is the one of the hardest part of the student’s life especially when he\she does not sure of what she\he wants to be somebody or he\she does not know what he\she loves to do.Many students trive hard to be the best that they can be and college is there to help them the best of who they are,but the problem is,what college and course would really bring the best in them ?College is a fun and exciting time in the person’s life.Even though you will be on your own,meeting new people ,going to parties ,and experiencing new things ,it is important to keep a handle on what college is really about.
It is about choosing the right college courses so that the end result will be obtaining your desired degree.It is not easy as it may appear,choosing the right college courses,bit there are some things you can do to make it a simpler process. If you end up choosing a major in college when you first enter school and continue with that major throughout your time at the college or university.you may find that you are able to obtain more than just a degree in one area.Because this students can plan their college career from the beginning,they are often to meet their degree requirements erlier in their college careers.Therefore many students find themselves
Review of Related Literature
This chapter is a presentation of related literature and studies which provided direction in the conduct of the study. Among the topics presented in this chapters are the related literature, foreign literature, local literature, related studies, foreign studies, and local studies.
College is different from high school in many important ways, some obvious, some not so obvious. College is the first place where we expect young people to be adults, not large children Almost all of the rules of the game that students have so carefully learned and mastered over the preceding 10 years of schooling are either discarded or modified drastically. The pupil-teacher relationship changes dramatically as do expectations for engagement, independent work, motivation, and intellectual development All of this occurs at a time when many young people are experiencing significant independence from family and from the role of child for the first time.
No wonder that the transition from high school to college is one of the most difficult that many people experience during a lifetime. Because college is truly different from high school, college readiness is fundamentally different than high school competence. Detailed analyses of college courses reveal that although a college course may have the same name as a high school mcourse, college instructors pace their course more rapidly, emphasize different aspects of material taught, and have very different goals for their courses than do high school instructors.
A. Foreign Literature
According to Jean Kingsley in his book “Uses of the Expanded Conception of College Readiness” (2008), Students fresh out of high school may think a college course is very much like a similarly named high school class taken previously only to find out that expectations are fundamentally different. The college instructor is more likely to emphasize a series of key thinking skills that students, for the most part, do not develop extensively in high school.
They expect students to make inferences, interpret results, analyze conflicting explanations of phenomena, support arguments with evidence, solve complex problems that have no obvious answer, reach conclusions, offer explanations, conduct research, engage in the give-and-take of ideas, and generally think deeply about what they are being taught. In short, the differences in expectations between high school and college are manifold and significant. Students must be prepared to use quite a different array of learning strategies and coping skills to be successful in college than those developed and honed in high school. Current measures of college readiness do not necessarily capture well these many dimensions of readiness.
Consequent to Peter Neumann in his book entitled “What students can do to make a better decision in choosing a college course” (2007), In particular, students need to understand what it really means taking the course you really want. They need to understand what they must do as well as what the system requires or expects of them. They must, first and foremost, understand that college admission is a reasonable and realistic goal that can be attained through planning and diligent attention to necessary tasks.
Because colleges judge students based on the sum total of their performance in high school (although many omit the freshman year and some functionally ignore the second semester of senior year), it is critical that students begin their journey toward college readiness immediately before they arrive in high school. While this paper will not explore the role of the middle school inmaking students college-ready, it is worth noting that, at the least, the connection between middle school and high school math and English programs is worth careful scrutiny. Students, for their part, need to be making the right decision as they prepare their very first high school schedule as incoming ninth graders. A wrong decision at this point can have ramifications throughout high school and beyond.
According to Erik Nielson in his book entitled “Providing Support” (2007), A definition of college readiness must also address the issue of how students combine the various facets of college readiness. For students, the combination is more complex because it includes the elements under the school’s control along with those that are not. Students need to take the responsibility to utilize the information presented to them on college academic and financial requirements and to discuss this information with adults in their lives who may be able to help them.
Not all students have supportive family environments, but support can come from other quarters as well, and students need to be encouraged to reach out to and interact with adults who can help them navigate the college readiness gauntlet, whether these adults are relatives, community service staff, or adults at the school who may be paid staff or volunteers. Young people need personal contact and guidance to know how to become, and believe they are capable of being, college-ready.
B. Local Literature
However, Timothy de Leon (Philippine Foundation, 2010), states that selecting which college to attend is a big decision and choosing a major is just as important. Many students select a major based on the job prospects it provides. Unfortunately, a lot of them end up being unhappy in their careers. To experience the most career satisfaction and success, students should base their college majors on their interests. Students should not rush to select a major early in their college careers because few know what they want to do for the rest of their lives. Instead, they should take classes in different subjects during their first one or two years and then make a choice. At the same time, they should realize that wasting too much time choosing a major can be an expensive decision based on tuition costs. Many colleges and universities offer free assessment tools to help students find suitable majors. Students and parents should also not hesitate to ask questions about the majors offered by the school. Staff in career services and subject area departments can provide information and insights about a particular major.
After exploring the different areas of study, students typically find one more appealing than others. This is the subject that they should select as their major even if they are unsure about starting salary and career path. College advisors say it is more important for students to study a subject that they enjoy. Students should not worry about having a specific vocational goal in mind. In an article by Maritess Valdez (Prepare for the Future: Educate Yourself) 2006, High schools in particular need to be organized to develop more systematically each of the elements contained in choosing a college major. Students should be exposed to the definition of their chosen course and provided tools to self-assess what they are going to need to do to make themselves ready.
Admissions offices need to emphasize in their communications with prospective applicants the importance of achieving all the components of the definition. Entry-level college courses can be designed to build upon the elements of the definition and not to reproduce high school–level expectations that lead college freshmen to believe college is just like high school, a perception that leads them to adopt work habits that quickly become problematic. Admissions and placement testing methods need to evolve to capture more information about student proficiency on all the aspects of the definition.
Consequent to Rene Bautista, (Soaring High: It’s Easy Being a College Student), 2005, student contextual knowledge of the entire process of choosing a college course, financial aid, and successful functioning in college can be gauged relatively simply through questionnaires. However,the larger issue is how this information is used. The most important use for the information is as a more general indicator of the quality of the preparation program itself. While information on individual students is quite useful in a diagnostic fashion to identify areas where additional information is necessary, the overall profile of student contextual skill and awareness suggests very clearly the changes that high school programs need to make to improve student competence and confidence in this area.
A. Foreign Studies
Moreover, John L. Winn stated in his College Readiness Among First Time in College (FTIC) Students Edition 2011-04 that in recent years, education reform relating to college and career readiness has topped the priority lists of many states. The weakened economic conditions within Florida and throughout the nation haven placed the current education system under considerable scrutiny, resulting in the creation of numerous initiatives that are intended to provide students with the necessary knowledge and skills that are not only crucial for college success but also relevant in the 21st century workforce. According to Winn, an independent, bipartisan, nonprofit education reform organization based in Washington, D.C., (1) low high school graduation rates, (2) high college remediation rates, (3) increased education and skill requirements of new and growing occupations, and (4) the decrease in well‐paying jobs for which a high school education alone is sufficient, are all contributing factors to the revamping of high school graduation requirements.
However, modernizing and improving the education system requires cross‐sector collaboration to achieve alignment between high school academic standards and requirements of college and careers. To this end, the state of Florida and The Florida College System (FCS) have been proactive in enhancements to education quality at all levels. The FCS has been an active participant in initiatives such as Achieving the Dream, American Diploma Project, Complete College America, and Race to the Top, all of which are aimed at improving student readiness and success.
Furthermore, Willis N. Holcombe of the Chancellor, 2009, mentioned that ACT research (2007c) indicates that even when students take substantial numbers of additional courses, no more than threefourths of them are ready for first-year college coursework in mathematics, social science, or natural science. Only in English does the percentage of students who are ready for college-levelwork after taking additional courses in high school exceed 75 percent. Nearly half of ACT-tested 2005 high school graduates who earned a grade of A or B in high school Algebra II did not meet the ACT College Readiness Benchmark for Mathematics, and more than half of the graduates who earned a grade of A or B in high school Physics did not meet the ACT College Readiness Benchmark for Science (ACT, 2007c).
How can 43 percent of the students who received an A or B in Algebra II not be ready for College Algebra? Whether as a result of grade inflation or a lack of challenging course content, it is clear that course grades are not accurately reflecting what is needed to meet the challenges of a college education. It is time to define essential course outcomes so that teachers can teach to these outcomes and student grades can more accurately reflect how well students are learning the knowledge and skills that are necessary for college readiness.
B. Local Studies
In a study of KABATAAN 2006, states that they identified characteristics of college readiness partnership programs in Philippines using gathered data. Of the 133 programs we found, federally funded programs accounted for 72 percent, state programs for 16 percent, and locally developed and funded programs for 12 percent. Because federally funded programs follow a fairly uniform model and are already well described, we focused on state and local program models. We identified 37 state and local programs in the online scan, and we observed a range of programs during our site visits. All programs were offered through a partnership between a high school and a college. College readiness partnership programs could often be classified as academic-focused or college knowledge–focused. Those that focused primarily on academic subjects (most often reading, writing, and mathematics) generally served small groups of students who were at risk of placing into developmental education in college. While their primary goal was to provide academic content, many also included instruction on college
Consequent to KAMPIL-EDUKASYON, 2011, As a major component of the state’s broader P-16 initiatives, College Readiness Standards (CRS) were designed to articulate what students should know and be able to do to succeed in entry-level college courses. These standards were created by teams of higher and secondary education faculty and have been approved by the Department of Education and the Commission on Higher Education. CRS emphasize content knowledge as a means to an end: content stimulates students to engage in deeper levels of thinking. While college courses ask students to use knowledge to weigh and analyze important issues and questions, high school standards typically provide a broader set of core knowledge and skills, a foundation in literacy and basic mathematics.
Even a high-quality college preparatory curriculum is unlikely to prepare students to pursue a specific major in college. It can, however, help students develop a foundation of skills that they can employ to successfully pursue hundreds of college majors. The CRS are designed to represent a full range of knowledge and skills that students need to succeed in entry-level college courses, as well as in a wide range of majors and careers. According to research, over 80% of the jobs of the 21st century require some post-secondary education. By implementing these standards, secondary school and higher education faculty in all academic disciplines will advance the mission of Philippine students ready for college.
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