Title: Prospects for Continuing Tertiary Education: Lived Experiences of General Academic Strand and Technical-Vocational-Livelihood Graduates
Authors: Angeli June P. Sarong, Minie L. Bulay, PhD
Volume: 10
Issue: 1
Pages: 167-172
Publication Date: 2026/01/28
Abstract:
This study explored the prospects for continuing tertiary education among General Academic Strand graduates of Sta. Irene National High School by examining their lived experiences during the transition from senior high school to college. Specifically, the study aimed to describe the graduates' perceived college readiness, adaptability, self-reliance, and coping mechanisms, and to identify how these experiences shape their persistence in tertiary education. A qualitative research design using a phenomenological approach was employed to capture the participants' personal meanings and interpretations of their college transition. Data were collected through in-depth semi-structured interviews with selected GAS graduates who were currently enrolled in tertiary education. The interview responses were transcribed and analyzed using thematic analysis, which involved coding, categorizing, and synthesizing recurring patterns to generate meaningful themes. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed throughout the study. The findings revealed four major themes that characterize the prospects of GAS graduates in continuing tertiary education: college readiness, adaptability, self-reliance, and coping mechanisms. The participants perceived themselves as academically prepared due to the foundational skills developed in senior high school, particularly in communication, personal development, and applied learning. Despite challenges related to academic demands and the transition to college readiness, the graduates demonstrated adaptability through critical thinking, resilience, and social adjustment. They also developed self-reliance by engaging in goal setting, self-motivation, and help-seeking behaviors. Effective coping mechanisms such as time management, seeking family and peer support, and building self-trust further enabled them to persist in college. Based on these findings, it is recommended that teachers may strengthen foundational and life skills integration, while school administrators may enhance academic guidance and support systems to further improve the college readiness of GAS students.