Assessing college and career readiness of senior high school grade 12 students in a private school: A basis for instructional support program

This study assessed the college and career readiness of Grade 12 Senior High School students of Apayao Community Learning Center (ACLC) for the School Year 2025–2026 as a basis for an instructional support program. Specifically, it examined the respondents’ profile in terms of age, sex, and family income; determined their academic performance; identified significant differences in readiness when grouped according to profile variables; determined the level of college and career readiness; examined the relationship between readiness and academic performance; identified factors contributing to readiness; and proposed instructional activities to enhance readiness. The study utilized an explanatory sequential mixed-method research design involving quantitative and qualitative approaches. A total of 89 Grade 12 students served as respondents. Data were gathered through an adapted survey questionnaire from Cuy and Salinas and analyzed using frequency counts, percentages, weighted mean, t-test, ANOVA, Pearson’s r, and thematic analysis.
Findings revealed that most respondents were 16 years old, male, and belonged to low-income families. The overall academic performance of the students was categorized as Satisfactory with a mean GWA of 83.16. Female students demonstrated significantly higher levels of college and career readiness than male students, while older students showed higher college readiness. No significant differences were found when grouped according to family income. The overall level of college readiness (M = 2.52) and career readiness (M = 2.66) were both interpreted as Ready. Students showed strengths in motivation, self-confidence, and responsibility but demonstrated weaknesses in digital literacy, communication skills, college exploration, and career awareness. A significant weak positive relationship was found between college readiness and academic performance, while career readiness showed no significant relationship with GWA. Thematic analysis identified access to career information, financial support, family support, personal motivation, peer influence, and school support as contributing factors to readiness. Proposed instructional activities included ICT and digital literacy training, work immersion programs, and strengthened career guidance and counseling services to further improve students’ preparedness for higher education and future careers