Abstract
This study employed a descriptive correlational research design to examine the college readiness of Technical-Vocational-Livelihood (TVL) students across academic, technical, and socio-emotional domains. Findings revealed a generally moderate to high level of preparedness for higher education. Academic readiness was characterized by strong skills in communication, written expression, and classroom engagement. However, students exhibited challenges in independent learning, time management, and completing academic tasks without supervision, highlighting the need for targeted interventions that strengthen autonomous learning behaviors and self-regulation—competencies vital for successful college adjustment. In the domain of technical skills, TVL–Cookery students demonstrated strong proficiency in procedural and hands-on competencies, including hygiene, safety, food preparation, and workstation management. Despite these strengths, adaptive technical abilities—such as troubleshooting and rapid decision-making—were less evident. This suggests the importance of integrating problem-based and scenario-driven learning opportunities to enhance real-world technical autonomy and critical thinking. Socio-emotional readiness emerged as a significant strength, with students exhibiting high levels of motivation, confidence, and self-efficacy. Nonetheless, difficulties in sustaining attention and maintaining focus were observed, indicating that structured mentoring, study-skills programs, and controlled exposure to academic pressures could further reinforce emotional regulation and persistence. Correlation analysis revealed significant positive relationships among all three readiness domains, with the strongest association observed between academic and socio-emotional readiness, underscoring their interdependence. MANOVA results identified General Weighted Average (GWA) as the sole significant predictor of college readiness, emphasizing academic performance as a foundational contributor to holistic preparedness. Overall, the study affirms that TVL students possess substantial readiness for college but require balanced, multidimensional support to strengthen independent learning, adaptive technical skills, and sustained focus.
