The Emotional Readiness of Senior High School Students in Pursuing

College Education

A Research Paper Presented to

The Faculty of the College of Accounting Education
St. Vincent’s College Incorporated

In Partial Fulfillment of the Requirements

Accounting Research

By

Ajero, Nyl Gen M.

Alistado, Earl John L.
Lim, Angelina P.
Pielago, Kevin Leake C.
Resuera, Kim M.
Santiago, Raven Jane A.

August 2024
 Chapter I

INTRODUCTION

Rationale of the Study

A student's journey from senior high school to college is a momentous occasion

that signifies a period of deep transformation and development. In this shift, students'

emotional readiness matters the most since it includes their capacity to handle stress, stay

motivated, and adjust to unfamiliar situations. Students in their senior year of high school

who are emotionally ready are better able to withstand the demands of college, including

increasing independence, social dynamics, and academic hurdles. Self-awareness,

resiliency, and coping strategies are components of emotional readiness and are necessary

for overcoming the challenges of higher education (Santiago, 2022).

According to Uy et al., A 2019 study found that full-time Southeast Asian

American college students in New England faced difficulties transitioning to college and

felt unprepared for their future careers. Even the academically strong students expressed

similar concerns about their aspirations for a better education, including emotional

constraints, uneven academic advising, and the need for additional career and college

preparations. Despite the introduction of K-12 education and the expansion of education,

the proportion of students pursuing a college degree in the Philippines is low.

For senior high school students to make a smooth transition to college, they must

be emotionally prepared. This emotional preparation is molded by past experiences as

well as support networks including extracurricular activities, mentoring, and nurturing

family settings. Despite the fact that senior high school students are emotionally stable

due to various factors, students pursuing higher education remains low. This discouraging
remark frankly shows that students are not appropriately equipped and not ready for

pursuing a college degree due to different aspects and factors of an individual (Santiago,

2022).

With the above-mentioned gap, this study aims to assess the emotional readiness

of Accountancy, Business, and Management (ABM) senior high school students in

pursuing the college education, particularly the accounting program. Addressing

emotional readiness leads to better academic engagement, stronger relationships, and

positive contributions to college communities. By prioritizing mental health and well-

being, educational institutions can ensure students are both academically and emotionally

prepared, resulting in more fulfilling and successful college experiences.

REVIEW OF RELATED LITERATURE AND STUDIES

The following literatures and studies on the readiness of students in Accountancy,

Business, and Management (ABM) programs for higher education underscores the

multifaceted nature of preparing future accounting professionals.

The Transition from Senior High School to College

Transitioning from high school to college might be terrifying and interesting at

the same time. While it can be exhilarating to think of starting over and being free while

having fun with new people, there are challenges associated with attending college-level

classes, unfamiliarity with the campus, and lack of family support (Montesi, 2018).

On the other hand, Sermon (2022) gave a viewpoint that the transition going from

high school to college can be smooth for some while it can be problematic for others. All

students have different preparation and issues they have been through. Therefore, the

change that happens depends on the decision of the student, and also it is related to the
experiences that they had earlier. Along with a determination to transform oneself and

alter the point of view, there are ample opportunities for new friendships to be formed.

Also, comparing the sentiment expressed by Malbas et al. (2022) emotionally, the

preparation phase may also imply mixed emotions. College is an experience that offers

the students the opportunity to find themselves, meet new friends, and create permanent

connections. At the same time, they may also feel homesickness, anxiety, and stress. The

support systems that the students were used to, will no longer be available like they used

to be; hence, it will be time for them to develop new supportive networks. Students try to

be successful in their grueling schedules that include both academics as well as social

relationships and part-time work. Education reflects a crucial moment in a person's life

and so it, their adjustment to new circumstances, is a process of personal growth, and it is

an opportunity for them to learn control over their emotions as well as develop the other

characteristics necessary for coping with the challenges of college life.

According to Perna (2024), the transition from senior high school to college

represents a significant shift for students as they move from a structured environment to

one that demands greater independence. This transition necessitates the development of

self-discipline, time management, and decision-making skills. While college offers

opportunities for personal growth and exploration, it also introduces challenges such as

anxiety, homesickness, and stress. Students must navigate the demands of academic

pressure, social activities, and part-time work, which tests their resilience and emotional

intelligence.

According to Torede (2023), educational institutions play a critical role in

facilitating this transition by providing tools such as orientation programs, academic

counseling services, mental health counseling, and recreational activities. These support

systems help students adjust to their new environment and are essential for their success.

Additionally, encouraging student’s participation in clubs, organizations, and campus

events fosters close connections among peers, promoting a sense of belonging in the

college community. By effectively supporting incoming students in meeting these

fundamental needs, colleges and universities can help ensure a smooth start to a

successful college experience. Together with previous literature, these findings highlight

the importance of affective resilience, supportive policies, and coping skills in the

transition to college.

Senior High School Students’ Emotional Readiness

According to Nicolas et al.'s (2023) study on the readiness of senior high school

grade 12 ABM students to pursue an accounting degree in college, it was found that most

students felt prepared to pursue an accounting degree in college, in terms of content

knowledge, academic behavior, cognitive strategies, and contextual skills and awareness.

The assessment of Grade 12 ABM students' skills in critical thinking, collaboration,

creativity, and communication showed moderately high results, suggesting that these

students are well-prepared to pursue an accounting degree in college. The readiness of

Grade 12 ABM students positively correlated with their ABM skills. Various challenges

impacted the students' academic performance in different ways. The action plan was

designed to enhance the Four Facets of College Readiness, the 4C’s of 21st Century

Learning Skills, and to address the specific challenges faced by ABM students. The

objectives focused on addressing the areas with the lowest scores. A success indicator

was included to evaluate their effectiveness.

 In line with Nicolas, et al. (2023), Malbas, et al. ’s (2023) study also emphasizes

the emotional experience with some significant aspects including resilience, adaptability,

and emotional intelligence, which play vital roles in managing the college life experience.

The two studies exemplify that college readiness is a complex concept and should be

viewed not only as students’ abilities for actual problem-solving, but as their psychology

and mental health as well.

Seisa and Galabo (2023) explored the relationship between students’ level of

aspiration and college readiness by measuring and testing readiness through self-

discipline, self-responsibility and management for the college readiness & confidence

scale, positive & motivational beliefs and clearly defined goals for level of aspiration.

Therefore, the finding pointed that the respondents had high level of aspiration and level

of college indication that the students are highly prepared, and they possess the necessary

college readiness skills. Further, the level of aspiration and state of readiness found in the

male respondents was considerably higher than those of their female counterparts. As it

can be seen from the data gathered, the level of aspiration shown through the

respondents’ response to the survey implied their willingness to return to college and

complete a degree. This applies to the present research on the emotional preparedness of

senior high school students, identify matters highlighting that apart from confidence,

motivation, and direction, students need to be emotionally prepared to face the challenges

of higher learning institution.

In the study of Dela Cruz (2019), it was found that students' intellectual,

emotional and financial readiness towards college life is an imperative issue to consider

for students and teachers as well as the parents. Hence, this will serve as motivations for
the students to pursue their career choice in college. Moreover, teachers can help as

providers of unending support to the students in their academics as they envision

reasonable goals towards the future. Hence, the unconditional love and full support of

parents are important in many aspects of the life of their children. This aligns with the

current study on the emotional readiness of senior high school students, underscoring the

crucial role of emotional support and encouragement from teachers and parents in

assisting students in navigating the hurdles of college transition.

However, according to the study of Abrogar et al., (2019) on the level of college

preparedness, found that most students were not prepared. This question was addressed

through five statements, revealing that most respondents are not completely certain about

their plans. Factors contributing to this uncertainty include the reputation of the colleges,

financial situations, and backup plans for college admission. Grade 12 students also

expressed neutral feelings about their current academic performance and their potential

success in college. The respondents' mental readiness for college was similarly neutral.

Overall, the findings suggest that students have a neutral stance on their level of

preparedness for college. They are neither confident nor doubtful about their readiness,

indicating that their future performance could vary widely.

This is in contrast to the current study done by Abrogar et al. (2019) for analyzing

the emotional preparedness of senior high school students in this world for appreciating

the fact that emotional preparedness, confidence, and clarity of their plan for entering to

the college greatly determine a smooth transition. Abrogar et al. (2019) found that

understanding the college’s stance as neither for nor against mental readiness, increasing
one’s emotional preparedness should be an important factor to address this readiness, in

addition to academic and financial readiness.

Synthesis and Gap

College transition is indeed complex and involves several aspects of the self as a

result of changes from high school to college. In line with this, Montesi (2018) as well as

Sermon (2022) point out the emotional aspects involved in this process acknowledging

that; The transition is one that is perhaps described in terms of emotional turmoil when

students ‘move across’ based on the array of experiences that students have. Some

students manage to encounter this change easily while for others it is very challenging.

The studies include such aspects as the role of resilience and adaptability in students’

success according to Malbas et al. (2022) as well as students’ self-discipline, time

management, and decision-making skills, highlighted by Perna (2024). Torede (2023)

also notes that institutional support is quite imperative in assisting students in the

orientation programme, academic counselling, and co-curricular activities in the college.

Both of these insights together emphasize the significance of attending both the cognitive

and affective domains in college readiness in order to achieve the learners’ success.

Additional context comes from the literature on senior high school students’

emotional preparedness for college. The study of Nicolas et al. (2023) revealed that ABM

students are ready for college cognition knowing critical thinking and communication.

Malbas et al. (2023) also outlines the need to consider aspects having to do with the

feeling or the emotional state of the learners. Some authors such as Seisa & Galabo

(2023) mentioned the intention of the students to learn and their preparedness positively

supported including inner qualities like confidence and motivation. Dela Cruz (2019)
emphasizes ‘head’, ‘heart’, and pocket readiness for college and points out the teachers’

and parents’ support. But Abrogar et al. (2019) found out that students are in a state of

ambivalence when it comes to their preparedness, while the financial and academic

factors are slightly positive in readiness. It is for this reason that emotional readiness is

highlighted and proper mapping called for in the promotion of the movement of learners

to college level.

Despite the increased focus on the transition to college, significant gaps remain.

There is a lack of comprehensive longitudinal studies tracking students' emotional and

academic adjustment from high school through their college years, which would provide

valuable insights into the long-term effects of initial preparedness. Additionally, there is

limited exploration of the interaction between cognitive and emotional preparedness and

how they influence each other over time. The influence of socioeconomic factors on

readiness is underexplored, necessitating research on how financial constraints impact

emotional preparedness and the utilization of support systems. Detailed evaluations of

specific institutional support interventions are needed to determine their effectiveness in

easing the transition. Finally, more in-depth research is needed into the roles of parental

and peer influence on students' emotional and academic readiness for college. Addressing

these gaps will provide a more nuanced understanding of college readiness and contribute

to developing effective support systems and interventions.

Theoretical Framework

This study is anchored in the Emotional Intelligence Theory of Goleman (1998).

Goleman’s Emotional Intelligence (EI) theory which was developed in 1998

provides a comprehensive framework for understanding and enhancing the emotional

readiness of senior high school learners for transitioning to college. According to him,

Goleman’s EI theory has five main elements: self-regulation, self-awareness, motivation,

empathy and social skills. In essence, these are key components needed by students to

cope with psychologically and emotionally taxing college lives like workload pressure.

For instance, self-awareness helps a student to recognize their emotions thereby

identifying sources of stress as well as devising ways to manage them whereas self-

regulation equips one with ability control the feelings such that attention is concentrated

on studies even under school challenges.

According to Emotional Intelligence Theory, motivation, empathy and social

skills are the key determining factors in one’s emotional readiness for college. Motivation

is what drives students to set and pursue their personal and academic ambitions despite

challenges which promotes persistence as well as resilience in them. Empathy helps

students understand and feel closely what their counterparts feel about life thus

developing social connections that are strong enough to help them during transition

phase. Hence, they can get information that assists them while transiting into college life

like venue, necessity of social life with others just beside goals. Communication is

important since it leads to formation of relationships between colleagues, instructors or

advisors in an entirely new environment. While still in high school level developing this

emotional competence could be extremely useful to kids in terms of adapting themselves

into college’s entire academic and social context.

The Emotional Intelligence Theory framework can be integrated into educational

institutions in order to adequately equip students for the transition into college. For

instance, emotional intelligence workshops, counseling services oriented towards

emotional regulation, and extra-curricular activities that could nurture sympathizing and

socializing skills may be included in the program. By creating a supportive atmosphere

that places priority on emotional growth schools would eventually help their pupils

establish confidence as well as emotional stability as required for college children. There

is evidence that indicates students with high levels of EI adjust academically and socially

better than their counterparts with low levels of EI, thus establishing the significance of

being emotionally prepared in achieving a successful college life. In view of these

assertions about the need for emotional preparation before joining institution of learning

beyond high school, Emotional Intelligence Theory provides useful information and

practical methods aimed at measuring and improving the emotional preparedness level of

secondary school leavers who intend to pursue higher studies.

Conceptual Framework

Independent Variable Dependent Variable

ABM - Senior High Emotional Readiness in

School Students Pursuing BS Accountancy

Demographic Profile
a. Sex

Intervening Variable

Figure 1. Diagrammatic representation of the conceptual framework of the study

 Figure 1 shows the diagrammatic representation of the conceptual framework

visualizing the interconnectedness of the variables under study. The independent variable

of the study is the senior high school students taking Accountancy, Business, and

Management (ABM) strand. This variable represents the respondents which were

assessed to yield findings for the dependent variable. The dependent variable of the study

is identified as the level of emotional readiness of the respondents in pursuing BS

accountancy. Moreover, this study also considered the demographic profile of the

respondents as it is hypothesized to have differences in the level of emotional readiness.

Statement of the Problem

This study aims to assess the level of emotional readiness of ABM senior high

school students in pursuing BS Accountancy Program. Specifically, it seeks to answer the

following questions:

1. What is the profile of the respondents in terms of sex?

2. What is the level of emotional readiness among ABM senior high school students

in pursuing a BS accountancy program?

3. Is there a significant difference between the level of emotional readiness among

ABM senior high school students in pursuing BS accountancy program when

analyzed according to sex?

Hypotheses

H 0: There is no significant difference between the level of emotional readiness among

ABM senior high school students in pursuing BS accountancy program when grouped

according to profile.
Significance of the Study

This study seeks to assess the readiness of ABM senior high school students in

pursuing the college education. This study is conducted to benefit the following:

ABM Senior High School Students. This study can help them by gaining

insights into their emotional preparedness for college, enabling them to better understand

and address their emotional challenges and strengths as they transition to higher

education.

Career Counselors. They can use the study by gaining a deeper understanding of

the emotional readiness of students, allowing them to provide more targeted and effective

support to help students successfully transition to college education.

Accountancy Programs and Educational Institutions. This study will benefit

them by obtaining valuable data to design programs and support systems that better

address the emotional needs of incoming students, enhancing their overall readiness and

success in college.

Policymakers. This study will benefit them by gaining evidence-based insights to

inform and develop policies that support the emotional well-being and preparedness of

senior high school students transitioning to college.

Future Researchers. This research will serve as a foundation of insights and data

that can guide further investigations into the emotional readiness of students and the

effectiveness of support systems in facilitating the transition to college education.

Scope and Delimitation

This study aims to assess the emotional readiness of senior high school students,

specifically those in the ABM (Accountancy, Business, and Management) track, in

pursuing the accountancy course. The data collection is limited to Grade 11 and Grade 12

ABM students at St. Vincent’s College Incorporated during the academic year 2024-

2025. The primary method of gathering data involves the direct distribution of survey

questionnaires to the research participants. The scope of the study is confined to

evaluating the emotional readiness of these students in pursuing the BS Accountancy

program. The research was conducted over two months, with two to three weeks

dedicated to distributing questionnaires, a similar amount of time spent collecting,

analyzing, and interpreting the responses, and the remaining weeks devoted to writing

and editing the paper.

Definition of Terms

ABM Senior High School Students. In this study, this refers to the Accountancy,

Business, and Management Senior High School Students of St. Vincent’s College Inc.

Accountancy Course – refers to the Bachelor of Science in Accountancy (BSA), a four-

year undergraduate program that provides general accounting education to college

students aspiring to become an accountant in the future.

Assess. In this study, this refers to the act of evaluating the level of readiness among

ABM Senior Highschool Students in terms of their social, emotional, and financial

aspects for pursuing the Accountancy Course.

Emotional Readiness. In this study, this refers to the capacity to effectively manage and

navigate the emotional and psychological challenges associated with new or demanding

situations, such as transitioning to college education.

Level of Readiness – refers to the extent of preparedness of ABM Senior High School

Students in pursuing the Accountancy Course.

 Chapter II

METHODOLOGY

This chapter contains the research methodology utilized in the study. This

includes the research method used, respondents of the study, research instrument, data

gathering procedure, and statistical treatment of the study.

Research Design

This study employed a quantitative-descriptive survey method. Data were

collected using a standardized modified questionnaire checklist. The quantitative

approach was deemed suitable for this research as it involved statistical analysis and

relied on numerical evidence to examine relationships between variables and draw

conclusions (Donkoh & Baffoe, 2018).

Research Environment

This study was conducted at the Basic Education Campus of a higher education

institution, the premier school in the Province of Zamboanga del Norte, located on Padre

Ramon St., Estaka, Dipolog City.

The school offered a supportive research environment with easy access to

libraries, computers, and data archives, helping researchers save time and effort.

Additionally, it had a faculty office that facilitated efficient collaboration among research

advisers, researchers, and students.

Research Respondents and Sampling

The respondents of the study were the senior high school students from the

Accountancy, Business, and Management (ABM) strand enrolled in a higher education

institution that offer Basic Education for the S.Y. 2024-2025.

In identifying the research respondents, the researchers sent a letter of request to

the school’s registrar to ask for the population of Grade 11 and Grade 12 students in the

Accountancy, Business, and Management (ABM) strand. As of August 12, 2024, the

researchers have identified a total student population of 94. This includes 66 students in

Grade 11, comprising 20 males and 46 females, and 28 students in Grade 12, consisting

of 7 males and 21 females. In line with this, the researchers will employ the total

population sampling technique known as census or a complete enumeration. In this

approach, every individual within the population of interest—in this case, all ABM senior

high school students at St. Vincent's College Incorporated—is included in the study. By

including all students, the research ensures comprehensive coverage and minimizes

sampling error, thereby enhancing the validity and reliability of the findings.

Research Instrument/s and Validity

This study utilized a modified questionnaire adapted from the study of Magnaye

(2020) on “Self-Perception of ABM Students towards Their Academic, Social and

Emotional College Preparedness” focusing on the emotional aspect. This will specifically

answer the statement of the problem #2 on the level of emotional readiness among ABM

senior high school students in pursuing a BS accountancy program. Also, a modified

checklist from the study of Schutte et. al (1998) on “The Schutte Self Report Emotional
Intelligence Test (SSEIT) to answer the same statement of the problem #2. The

questionnaire was carefully designed and meticulously reviewed to ensure alignment with

the study's objectives and to minimize any potential misunderstandings. Each item on the

questionnaire is rated on a Likert scale to capture detailed and subtle differences on how

students think about their emotional readiness in pursuing the BS accountancy program.

Research Procedures

The researchers followed a systematic process to collect relevant data for the

study. Initially, after the thesis proposal was approved by the research panel, the

researchers began preparing the modified questionnaire. This questionnaire was then

presented to the adviser for feedback. Following the incorporation of the feedback and

making any necessary adjustments, the questionnaire was finalized for distribution. With

permission from the adviser, the researchers proceeded to distribute the questionnaires to

the intended respondents. The collected responses were then cautiously counted to

address the research questions and fulfill the study's objectives. Finally, the researchers

engaged in interpreting, discussing, and analyzing the data using the most appropriate

statistical procedures.

Gathering of Data

After the validation, the researchers secured a letter of permission from the Office

of the Basic Education Campus to distribute the questionnaires to the Grade 11 and 12

Accountancy, Business, and Management (ABM) students. The questionnaires were

handed out in classrooms authorized by the school management, ensuring a systematic

and organized distribution process.

Students were informed of the study's purpose and given instructions on

completing the questionnaire, with assurances of confidentiality to encourage honest

responses. The completed questionnaires were then collected, reviewed for accuracy, and

encoded into a database for statistical analysis.

Treatment of Data

The data gathered for each specific problem were treated statistically using

several statistical tools. Descriptive statistics were devised to operate the data for the

respondents’ profile and the level of emotional readiness of the respondents. Specifically,

percentage calculation was used for the respondents’ profile calculated using the formula

below:

f
Percentage= ×100
n

where:

f - the frequency or count

n - the total sample

For calculating the level of emotional readiness, weighted means were devised
where all responses were accounted for each level in each item calculated using the
formula below:

WM=
∑ (w i∗x i)
∑ wi
 where:
wi - is the weight assigned to the i-th observation.

xi - is the i-th observation (or data point).

∑ - indicates the summation across all observations.

The emotional readiness was interpreted using the four-point Likert Scale below.

Scale Continuum Interpretation Description

4 3.25 - 4.00 Strongly Agree Very Ready
3 2.50 - 3.24 Agree Ready
2 1.75 - 2.49 Disagree Slightly Ready
1 1.00 - 1.74 Strongly Disagree Not Ready at All

In testing the hypothesis for the significant difference of the level of emotional

readiness when grouped according to profile, a parametric Independent t-test was used. In

identifying the specific test to use, the weighted means of the components of the level of

emotional readiness was averaged and a Shapiro-Wilk normality test was conducted (p-

value = 0.6117) showing that the data is normally distributed. In addition, the data was

plotted in a histogram where it showed an approximately bell-shaped data set; similar

plot was found when the data was log transformed. Moreover, both of the profiles (sex,

grade level) consist of only two groups (sex: male/female; grade level: 11/12) with only

one set of mean average for the level of emotional readiness. Thus, a parametric

independent t-test (unequal variances) was used to operate the data. Data analysis,

starting from testing the normality test, was aided by the use of a statistical software

known as PAST4.

Ethical Considerations
 The researchers prioritize the well-being and privacy of the ABM senior high

school students involved. Participation will be entirely voluntary, and the students will be

fully informed about the research objectives, the data collection methods, and how their

responses will be used. Throughout the study, their anonymity will be protected.

Individual responses will remain confidential, with no identifying information linked to

their data. The results will be presented in an aggregated manner, ensuring their privacy

is never compromised. This ensures valuable insights into their readiness for accountancy

are gained without causing any undue stress or risking their well-being in any way.
 Chapter III

RESULT

This chapter presents the gathered data from ninety-four (94) students enrolled in

Accountancy, Business, and Management (ABM) strand for school year 2024-2025. This

study focuses on assessing the level of emotional readiness among ABM senior high

school students in pursuing BS Accountancy Program.

Respondents’ Profile

Table 1
Summary of the respondents’ profile.
Respondent’s Profile f p
Sex
Male 27 28.7
Female 67 71.3
Grade
Grade 11 28 29.8
Grade 12 66 70.2
n=94 p=100

Table 1 represents the profile of the respondents in terms of sex and grade. As

shown in Table 1, sixty-seven (67) or 71.3% were females, and twenty-seven (27) or

28.7% were males. This indicates that the majority of respondents are female.

In terms of grade level, the data reveals that sixty-six (66) or 70.2% were grade

12, while the remaining twenty-eight (28) or 29.8% were grade 11. This means that most

of the ABM senior high school students are already in their 12th year.
Level of Emotional Readiness among SHS - ABM Students in pursuing BS
Accountancy Program
Table 2
Level of emotional readiness among ABM senior high school students in pursuing BS
accountancy program in terms of self-perception.

Self-Perception WM SD Interpretation

1. I am learning to cope with school’s 2.99 0.71 Agree

environment and its intellectual and social
demand to preserve my psychological well-
being.
2. I have a clear self-concept to accept challenges 2.91 0.53 Agree
in college life.
3. I have a focused goal which serves as my 3.16 0.74 Agree
inspiration to succeed.
4. I have self-advocacy where I am able to speak 2.77 0.45 Agree
up for my needs and to seek help when
necessary in the school.
5. I am forming positive relationships with peers, 3.09 0.69 Agree
I work in teams and I am dealing directly with
challenges and conflict.
6. I make ethical and responsible decisions about 2.98 0.58 Agree
my personal, academic, social and emotional
behavior.
Overall 2.98 0.62 Agree

Table 2 presents the level of emotional readiness among ABM senior high school

students in pursuing an accountancy program in terms of self-perception. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.62 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

perception is fairly consistent across participants.

Table 3
Level of emotional readiness among ABM senior high school students in pursuing BS
accountancy program in terms of empathy.

Empathy WM SD Interpretation
1. By looking at their facial expressions, I 3.06 0.64 Agree
recognize the emotions people are
experiencing.
2. When another person tells me about an 2.96 0.63 Agree
important event in his or her life, I almost feel
as though I have experienced this event myself
3. I compliment others when they have done 2.50 0.33 Agree
something well
4. I help other people feel better when they are 3.13 0.71 Agree
down.
Overall 2.91 0.58 Agree

Table 3 presents the level of emotional readiness among ABM senior high school

students in pursuing an accountancy program in terms of empathy. The data reveals that

the participants “Agree” with the emotional readiness in pursuing accountancy program.

The standard deviation of 0.58 overall indicates that while there is some variability in

responses, the agreement with this emotional readiness in terms of empathy is fairly

consistent across participants.

Table 4
Level of emotional readiness among ABM senior high school students in pursuing BS
accountancy program in terms of self-awareness.

Self-Awareness WM SD Interpretation
1. I expect that I will do well on most things I try. 3.02 0.60 Agree
2. Some of the major events of my life have led me to re- 3.19 0.76 Agree
evaluate what is important and not important.
3. Emotions are one of the things that make my life worth 3.02 0.63 Agree
living.
4. I know why my emotions change. 3.06 0.65 Agree
5. I easily recognize my emotions as I experience them. 3.03 0.65 Agree
Overall 3.07 0.66 Agree

Table 4 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of self-awareness. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.66 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

awareness is fairly consistent across participants.

Table 5

Level of emotional readiness among ABM senior high school students in pursuing BS
accountancy program in terms of self-regulation.
Self-Regulation WM SD Interpretation
1. When I am faced with obstacles, I remember 3.06 0.68 Agree
times I faced similar obstacles and overcame
them.
2. When my mood changes, I see new 3.00 0.59 Agree
possibilities.
3. When I experience a positive emotion, I know 2.89 0.53 Agree
how to make it last.
4. I have control over my emotions 2.98 0.56 Agree
Overall 2.98 0.59 Agree

Table 5 shows the level of emotional readiness among ABM senior high school

students pursuing an accounting program in terms of self-regulation. The data reveals that

the participants “Agree” with the emotional readiness in pursuing accountancy program.

The standard deviation of 0.59 overall indicates that while there is some variability in

responses, the agreement with this emotional readiness in terms of self-regulation is fairly

consistent across participants.

Table 6
Level of emotional readiness among ABM senior high school students in pursuing BS
accountancy program in terms of self-management.

Self-Management WM SD Interpretation
1. I know when to speak about my personal 2.77 0.46 Agree
problems to others.
2. I arrange events others enjoy. 2.82 0.51 Agree
3. I present myself in a way that makes a good 3.21 0.78 Agree
impression on others
4. I motivate myself by imagining a good 2.91 0.56 Agree
outcome to tasks I take on.
5. I seek out activities that make me happy. 3.06 0.64 Agree
Overall 2.96 0.59 Agree

Table 6 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of self-management. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.59 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

regulation is fairly consistent across participants.

Significant Difference between the Level of Emotional Readiness among SHS - ABM
Students in Pursuing BS Accountancy Program when grouped according to Profile
Table 7
Significant difference between the level of emotional readiness among SHS - ABM
students in pursuing BS Accountancy when grouped according to profile.
t df p Action Decision
Sex 1.8226 40.94 0.071608 Accept There is no significant difference
Null
Grade Level 1.1766 38.83 0.24237 Accept There is no significant difference
Null
 Table 7 presents the significant difference in the level of emotional readiness

among SHS-ABM students in pursuing BS Accountancy when grouped according to

profile. The test results suggest that there is no significant difference in the level of

emotional readiness among SHS-ABM students in pursuing BS Accountancy in terms of

sex, meaning the scores for both groups are statistically similar. The test result also

suggests that there is no significant difference in the level of emotional readiness among

SHS-ABM students in pursuing BS Accountancy grade level, meaning the scores for

both grade 11 and 12 are statistically similar.

 Chapter IV

DISCUSSION

This chapter presents the interpretation of results. This study focuses on assessing

the level of emotional readiness of ABM senior high school students in pursuing BS

Accountancy Program.

Table 1 represents the profile of the respondents in terms of sex and grade. As

shown in Table 1, sixty-seven (67) or 71.3% were females, and twenty-seven (27) or

28.7% were males. This suggests that the majority of respondents are female.

In terms of grade level, the data reveals that sixty-six (66) or 70.2% were grade

12, while the remaining twenty-eight (28) or 29.8% were grade 11. This means that most

of the ABM senior high school students are already in their 12th year.

Table 2 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of self-perception. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.62 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

perception is fairly consistent across participants.

This implies a generally strong sense of readiness across the group, though it also

highlights that a small portion of students might have slightly different emotional

readiness levels. Nonetheless, the students of ABM strand are prepared emotionally in

pursuing accountancy program.

 Similarly, Magnaye (2020) found that ABM students are prepared in pursuing

college program. She did, conversely, draw attention to certain concerns, namely that the

amount of academic and extracurricular demands placed on college students may weaken

their motivation to achieve in their chosen field. The students’ worst ratings for self-

management and self-advocacy indicate a lack of concentration. While there are many

factors and demands that may contribute to it, a lack of attention alone can lead to

disengagement and non-commitment. However, the students' unwavering commitment to

finishing their education, revealed yet another stark inconsistency with the outcomes.

Furthermore, depending on the type of social setting they are in, students' associations of

their emotional strength with their peers—which are reflected in how well they evaluate

teamwork and the impact of peers in their self-esteem—can be both good and negative.

Table 3 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of empathy. The data reveals that the

participants “Agree” with the emotional readiness in pursuing accountancy program. The

standard deviation of 0.58 overall indicates that while there is some variability in

responses, the agreement with this emotional readiness in terms of empathy is fairly

consistent across participants.

The positive consensus on empathy suggests that these students believe they

possess the necessary emotional skills to navigate interpersonal dynamics effectively, an

essential component in both client relations and teamwork within the accounting

profession. This perception of readiness could reflect well on the effectiveness of their

preparatory experiences, such as empathy-building activities or related coursework,

which might have contributed to their confidence. This also highlights that although most
students feel prepared; there may be a few who are less confident about their empathetic

skills.

According to Walton et al. (2023), measuring social and emotional abilities in

high school, particularly empathy, is critical for predicting students' readiness for college.

This improves the ability to negotiate the challenges associated with the transition to a

postsecondary context.

Table 4 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of self-awareness. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.66 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

awareness is fairly consistent across participants.

This implies that students believe they have a strong understanding of their own

emotional states, strengths, and weaknesses, which is crucial for managing the

complexities and pressures of an accountancy career. Self-awareness is essential for

personal and professional development, as it enables individuals to recognize and

regulate their emotions, set realistic goals, and respond effectively to challenges. The

consensus among students suggests that their preparatory experiences, whether through

academic coursework or personal development activities, have effectively fostered a

sense of self-awareness that they feel will support their transition into the accountancy

program. However, inconsistency indicates that a few students may feel less certain about

their emotional self-awareness compared to their peers.

 This is agreed upon by the study of Carden et al. (2022) which highlighted that

students who possess higher self-awareness tend to have better academic performance

because they are more adept at managing their study habits and stress levels. This is

particularly relevant for students pursuing rigorous programs like accountancy, where

understanding one's own capabilities and limitations can significantly affect their

performance. Additionally, Herut et al. (2024) study revealed that self-awareness, along

with self-regulation, empathy, and motivation significantly influenced academic

outcomes compared to high-achieving peer.

Table 5 shows the level of emotional readiness among ABM senior high school

students pursuing an accounting program in terms of self-regulation. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.59 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

regulation is fairly consistent across participants.

The finding implies that these students are relatively well-prepared to manage the

emotional demands associated with accountancy studies. This readiness in self-regulation

suggests that students are likely to have the ability to handle stress, maintain focus, and

navigate the challenges inherent in the program, which can contribute to their academic

success and overall well-being.

This is corroborated by the findings of Andres et al. (2023), who discovered that

students with excellent self-regulation skills are better able to deal with academic stress

and stay focused on their studies. This is particularly relevant for ABM students, as
accountancy programs are known for their rigorous demands and complex problem-

solving tasks. Effective self-regulation allows students to manage their time efficiently,

persist through challenging material, and maintain motivation, which is crucial for

navigating the intensive nature of accountancy coursework.

Moreover, Suan (2023) study examined the role of emotional self-regulation in

academic settings and found that students who are able to regulate their emotions

effectively are more resilient in the face of academic challenges. For ABM senior high

school students preparing for accountancy, this means that those who can control their

stress and emotional responses are more likely to perform well and succeed in their

studies. These findings highlight the necessity of developing self-regulation skills to help

students prepare emotionally for the demands of an accounting program.

Table 6 presents the level of emotional readiness among ABM senior high school

students in pursuing accountancy program in terms of self-management. The data reveals

that the participants “Agree” with the emotional readiness in pursuing accountancy

program. The standard deviation of 0.59 overall indicates that while there is some

variability in responses, the agreement with this emotional readiness in terms of self-

regulation is fairly consistent across participants.

The implies that students are well-prepared to handle the responsibilities and

challenges associated with accountancy. Self-management, which involves the ability to

set goals, prioritize tasks, and manage time effectively, is crucial for navigating the

demanding nature of accountancy coursework. The overall agreement suggests that these

students are confident in their ability to manage their academic workload and maintain

discipline, which are essential traits for succeeding in a rigorous program. However, it is
notable that some students might struggle more with self-management, which could

affect their performance and readiness.

This is supported by the findings of Abdullah and Maktuf (2022) that highlights

that self-management skills are strongly correlated with academic success, particularly in

high-stress programs like accountancy. The study found that students who exhibit strong

self-management skills, including effective time management and goal-setting abilities,

tend to perform better academically and experience lower levels of stress. For ABM

senior high school students transitioning into accountancy programs, having a solid

foundation in self-management can significantly impact their ability to cope with the

workload and navigate the complexities of the field.

Additionally, Morris (23) explored how self-management skills affect students'

emotional readiness and academic performance. The study emphasized that students who

effectively manage their emotions and maintain discipline are more likely to succeed in

demanding programs. This suggest that ABM students who feel prepared in terms of self-

management are likely to experience less stress and better academic outcomes in

accountancy. This reinforces the importance of developing self-management skills early

on to ensure a smooth transition into and success within rigorous academic programs.

Table 7 presents the significant difference in the level of emotional readiness

among SHS-ABM students in pursuing BS Accountancy when grouped according to

profile. The test results suggest that there is no significant difference in the level of

emotional readiness among SHS-ABM students in pursuing BS Accountancy in terms of

sex, meaning the scores for both groups are statistically similar. The test result also

suggests that there is no significant difference in the level of emotional readiness among
SHS-ABM students in pursuing BS Accountancy grade level, meaning the scores for both

grade 11 and 12 are statistically similar.

This uniformity implies that the emotional preparedness for the demands of an

accountancy education is consistently distributed across these demographic categories,

reinforcing that readiness in terms of emotional management is a broad characteristic

rather than being influenced by gender or year level. Moreover, the implication of these

findings is that educational interventions and support systems designed to enhance

emotional readiness for accountancy can be broadly applied, without the need for gender-

specific or grade-specific modifications. This consistency suggests that all SHS-ABM

students, regardless of their sex or grade level, benefit equally from general strategies

aimed at improving self-regulation and self-management skills.

This is supported by the findings of Magnaye (2020) that no significant difference

was shown in the respondents’ profile and emotional preparedness. The study highlighted

that emotional preparedness, which includes self-regulation, stress management, and

resilience, was uniformly distributed among respondents regardless of their demographic

characteristics. This finding indicates that factors such as sex and grade level do not

significantly influence how prepared students feel emotionally for the demands of

rigorous academic programs. Instead, it suggests that foundational emotional

competencies are developed similarly across these different groups.

Limitations

One significant limitation of the study is the potential lack of diversity in the

respondent pool, which is skewed toward a majority of female students and primarily

Grade 12 students. This demographic imbalance may affect the generalizability of the
findings, as the sample does not proportionally represent all possible variations within the

ABM senior high school population. The overrepresentation of female students and those

in their final year could lead to results that are not fully reflective of the emotional

readiness of male students or those in earlier grades. This limitation suggests that the

study's conclusions might not accurately reflect the emotional preparedness of all ABM

students, necessitating further research with a more balanced sample to validate the

findings across different demographic groups.

Another limitation arises from the reliance on self-reported measures of emotional

readiness. While self-perception surveys are useful for understanding students' own

assessments of their readiness, they may not capture the full complexity of their actual

emotional and psychological preparedness. Self-reports are susceptible to biases, such as

overestimation of one's capabilities or social desirability effects, which can distort the

true level of emotional readiness. Magnaye's (2020) observations of discrepancies in

students' self-management and self-advocacy skills suggest that self-reports alone may

not adequately address all factors influencing emotional preparedness, highlighting the

need for supplementary methods such as behavioral observations or peer evaluations.

Additionally, the study's cross-sectional design limits the ability to track changes

in emotional readiness over time or assess the impact of specific interventions. While the

current data provides a snapshot of emotional readiness at a particular moment, it does

not account for how students’ emotional preparedness might evolve as they transition

through their high school years or as they engage in different preparatory activities.

Future research should consider longitudinal approaches to monitor changes in emotional

readiness and evaluate the effectiveness of targeted support programs. This would
provide a more comprehensive understanding of how emotional readiness develops and

how best to support students throughout their educational journey, especially as they

prepare for the rigorous demands of a program like accountancy.

Conclusions and Recommendation

The study concludes that female students outnumbered the counterpart and

majority of the participants are Grade 12. The study discovered that ABM students are

emotionally ready to pursue BS Accountancy in terms of self-perception, empathy, self-

awareness, self-regulation, and self-management. There is no significant difference in the

level of emotional readiness among SHS-ABM students in pursuing BS Accountancy in

terms of sex and grade level.

This study highly recommends the following:

1. ABM Students may continue developing their self-regulation and empathy skills

and strengthen emotional readiness to confidently pursue Bachelor of Science in

Accountancy.

2. Career Counselors in reinforcing emotional readiness strategies equally for all

students to support their pursuit of BS Accountancy, regardless of sex or grade

level.

3. Accountancy Programs and Educational Institutions may continue to cultivate and

support the emotional readiness of incoming students, as the readiness is

consistent across different demographics and crucial for their success in the field

4. Future researchers may further studies related to students’ emotional readiness in

pursuing tertiary education.

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