Abstract
This research explores the complexities of educational adaptations amidst the new normal by investigating the interplay of flexible learning modalities, lived experiences, and college readiness among Senior High School Students in the Division of Puerto Princesa City. Employing both descriptive statistics and Spearman’s rho, the study assesses students' preparedness for college, pinpointing academic readiness and aspirational goals as influential determinants. A comprehensive examination of students' learning experiences uncovers challenges, with a particular focus on constraints like limited internet access and the availability of essential gadgets. Moreover, the study explores the enriching impact of diverse learning approaches on students' cognitive processes, shedding light on how varying methods contribute to enhanced information processing and understanding. This study establishes meaningful connections between teachers' demographics and their perceived experiences, providing valuable insights into the role of educators in shaping the learning environment. Additionally, it uncovers links between students' chosen academic tracks and their level of readiness for the challenges of higher education. Despite prevailing assumptions about administrators' influence, no significant relationships were identified between their perceived effects and students' experiences, prompting further exploration into the nuanced dynamics of administrative impact. This study contributes to understanding the evolving educational landscape, offering insights into the factors that shape the learning experiences, readiness for college, and adaptability of Senior High School Students in Puerto Princesa City. These findings carry implications for educational policy, practice, and future research in the context of the new normal.
