2026 IJRSE – Volume 15 Issue 20
Available Online: 28 August 2026
Author/s:
Enrique, Willam DC.
City of Malabon University, Philippines (willam.enrique@cityofmalabonuniversity.edu.ph)
Bondoc, Lucila B.
City of Malabon University, Philippines (lucila.bondoc@cityofmalabonuniversity.edu.ph)
Espinosa, Ken Paul M.*
Baliuag University, Philippines (kenpaulespinosa@baliuagu.edu.ph)
Bugay, Irene B.
Imelda Elementary School, Department of Education, Philippines (irene.bugay@deped.gov.ph)
Abstract:
College readiness is a multidimensional construct encompassing the cognitive, academic, behavioral, and contextual competencies required for successful transition to higher education. This study examined the college readiness of 250 first-year students purposively selected from a higher education institution in Malabon City, Philippines, and determined whether readiness differed according to selected student profile variables. A descriptive research design with a qualitative component was employed. Data were collected using a validated and reliability-tested researcher-developed questionnaire and supplementary unstructured interviews. Descriptive statistics summarized college readiness, while the Kruskal–Wallis H test assessed differences across profile groups. The findings showed an overall favorable level of college readiness across the four dimensions. Cognitive strategies and contextual skills and awareness emerged as very high areas of readiness, particularly in attention to accuracy, openness to new perspectives, understanding higher education expectations, and recognition of professional relationships. However, comparatively lower readiness was observed in systematic problem-solving, applying advanced mathematical and scientific reasoning to real-world contexts, persistence during academic difficulties, effective study strategies, and navigating institutional support processes. No significant differences were found across the four dimensions when grouped according to gender, family income, and SHS GWA. The findings underscored the need to conceptualize college readiness as an integrated developmental capacity rather than academic preparation alone. An institution-wide approach that strengthens higher-order thinking, knowledge application, self-regulated learning, and institutional navigation may better support students’ transition and persistence in higher education.
Keywords: college readiness, higher education, multidimensional construct, student preparedness, student readiness
DOI: https://doi.org/10.5861/ijrse.2026.26405
Cite this article:
Enrique, W. D., Bondoc, L. B., Espinosa, K. P. M., & Bugay, I. B. (2026). College readiness as a multidimensional construct: Students’ cognitive, academic, behavioral, and contextual preparedness for higher education. International Journal of Research Studies in Education, 15(20), 65-78. https://doi.org/10.5861/ijrse.2026.26405
* Corresponding Author