Abstract
This study examines the performance of Grade 10 students in the Readiness Test for Senior High across four key domains: English, Mathematics, Science, and Inductive Reasoning. Using a sample of 89 students selected through simple random sampling, descriptive and inferential statistical methods were employed. Results revealed the highest performance in Science (M = 284) and Inductive Reasoning (M = 268), while Mathematics showed the lowest mean score (M = 216). The distribution of scores indicated variability in English (SD = 42.9) and greater consistency in Inductive Reasoning (SD = 35.8). Normality tests indicated deviations in English and Inductive Reasoning scores, prompting the use of non-parametric tests for correlation analysis. Spearman’s Rank-Order Correlation revealed significant positive relationships between Inductive Reasoning and all subject scores, with the strongest correlation observed in Science (ρ = 0.518). Kruskal-Wallis tests indicated significant differences in Inductive Reasoning scores across Senior High strands, particularly between ABM and STEM students (p = 0.009). A Chi-square test of independence further revealed a significant association between students' Composite Score Quality Index and their preferred Senior High strand (χ² = 14.58, p = 0.006), indicating that students' academic readiness influences their strand preferences. Gender did not significantly influence performance across subjects. These findings underscore the importance of cognitive abilities, particularly inductive reasoning, in students’ readiness for Senior High, suggesting targeted interventions to enhance preparedness for specific academic tracks.
