An Investigation on the Deciding Factors in Choosing Strand

in Senior High School at Camarines Sur National High School

A Research

Presented to the Faculty

Of Camarines Sur National High School

In Partial Fulfilment of the

Requirements in Practical Research 1

Calisura, Carlo

Candelaria, Sheila

Clacio, Kathleen

Jarapa, Cherry Anne

Mata, Kyla Mae

Penino, Syreen Jyed

1st Semester S/Y 2019-2020

 Chapter I: The Problem

Introduction

K-12 program in the Philippines was first launched in

year 2013 as the government’s continues effort of

developing and reforming the nation’s education system that

is as par as those of other developed and developing

countries. With the Enhance Education Program or K-12,

after the students graduated the traditional 4 years in

high school, a 2 additional school year is to be added

which is referred as the Senior High School. In the local

perspective, Camarines Sur National High School, which is

the oldest national high school in Camarines Sur hones more

than 2,500 senior high school students for this year alone

wherein every student has the freedom to choose on which

track or strand he/she wants to explore or be nurtured at.

Despite the positive outcome K-12 program promise in

enhancing the competence level of students as they go to

college, there are still cons identified. According Senator

Antonio "Sonny" Trillanes IV (2015), “dropout rates will

soar because of the additional expenses that come with two

more years of high school.” Dropout may not be only cause

1
of additional expenses but can also because of the deciding

factors that hinder them in choosing the righteous one.

K-12 STRANDS

Strands in education level is the consistent thread

run through a course offer irrespective of its subject

content. Based on the signed proclamation of former

president Benigno Aquino III or the Republic Act 10533, 8

learning strands were introduced (ABM, STEM, HUMMS, GAS,

Home Economics, ICT, Agri-Fishery, and Industrial Arts)

that caters the specialization of student’s talents and

skills that may help them to their future careers. These

stands are all being offer to junior high school graduates

that they may choose upon their enrollment. Either academic

or vocational strand, decision making in choosing one takes

time and lots of understanding. Since Camarines Sur

National High School do not allow students to shift from

tracks or strands to another, student must decide well on

what strand they are going to take for them not regret

their supposed decisions.

FACTORS AFFECTING STRANDS

Although some students think choosing strand is

simple, there are some deciding factors that affect every

students in choosing their strand that made them think

2
twice before choosing one. These factors may bring pros and

cons to the students strand preference especially if it is

not their idea in the first place. The effect of that

factor can either cause satisfaction and comfortability or

fall down of self-esteem and dropouts.

By conducting this study, researchers are tasked to

identify what factors does Senior High School Student used

in choosing their strands. Researchers will also

investigate the major deciding factors in choosing strand

of senior high school at Camarines Sur National High

School, learning which out-weights the others.

Statement of the Problem

The intent of this phenomenological study is to

discover the deciding factors in choosing strand for the

Senior High School at Camarines Sur National High School.

In this study, the deciding factors are defined as the

selection of choices of one best alternative. Particularly,

the researchers seek to answer the following questions:

1. What are the deciding factors affecting the

students in choosing their strands?

2. How do these factors affect students’ strand

preference?

3
 3. What are the positive/negative outcomes to the

students of their chosen strands?

Significance of the study

Matutuklasan ng pag aaral na ito ang deciding factors of

senior high school student at camarines sur national high

school in Upang mabawasan ang the maling pagpili ng

specialization at dropout rates dahil sa hindi nasiyahan at

kawalan ng kakayahan na matapos ang kanilang napiling

strand. Ang magiging resulta nitong pag aaral ay magiging

kapaki-pakinabang sa mga sumusunod:

Mag-aaral. Bilang pokus nitong pag aaral , Ang pananaliksik

na ito ay malalaman ang kadahilanan na nakaka apketo sa

pag deisyon ng mga mag aaral. sa mga tuntunin ng kanilang

napiling strand para sa senior high school . Itong pag

aaral ay malalaman ang mga rason kung bakit ang mga mag

aaral mula sa tiyak na strand ay napili ang kanilang

kasalukuyang strand. Magbibigay din ito ng pananaw sa

paparating na senior high school upang matimbang ang mga

kadahilanan na kanilang I ko-konsidera bago pumili ng

strand.

Magulang. Naglalayon ang pag aaral na ito upan turuan ang

ang mga magulang ng kadahilanan ng kanilang mga anak have

4
or may take and guide them to which strand their children

really aspire and excel.

Academe and School Administrators. This will give way for

the academe to identify how student weight internal and

external factors in choosing these strands and its relation

to the careers they will choose to take, giving way for the

academe to guide this students in choosing not only the

most convenient strand in which they can contribute to

their personal and social growth. School Administrators can

also take insight on this study as the K-12 program

continuously flourish in Philippine society.

Future Researchers. Those researchers who will investigate

in the K-12 program on the Philippines may use this study

as a reference or guide as they write their study; as

results of this study may give way to the underlying

reasons, the psychological and sociological factors, K-12

students consider.

Scope and Delimitation

The main focus of this study is to investigate the deciding

factors in choosing the strands for the senior high school

students of Camarines Sur National High School in. The

study will only cover the strands and not the tracks

offered. The data of the investigation will be coming from

5
the students each from the 8 strands with the total target

of 8 respondent, 16 to 18 years old and currently involved

as grade 11 students.

NOTES

Trillanes (2015), “dropout rates will soar because of

the additional expenses that come with two more years of

high school.” Retrieved from

https://www.rappler.com/nation/87274-higher-dropout-rates-

k12-trillanes

http://teachforthephilippines.org/our_press/president-

aquino-signs-k12-into-law/

https://www.officialgazette.gov.ph/k-12/

https://www.rappler.com/nation/29249-aquino-signs-k-12-

bill-into-law

6
 Chapter II: Review of Related Literature and Studies

Review of Related Literature

Senior high school is the last 2 years of the K-12

program before stepping up to college, it is the time where

students make decision about their college courses and

future careers. Senior high school offers specialization

that will help students to align their curriculum to their

desired future careers. K-12 program guide students to

create a solid decision on where to go on college and what

degree they may possibly take. An incorrect career choice

can lead all individual’s effort in the wrong direction,

when not align with their expectations (Ahmed et al, 2017).

These wrong decisions can put back students at the

beginning all over again because senior high school give

students an advance learning and preparedness as they go to

college, that is why shifting strands and career tracks are

possible but are not recommendable. When choosing strands,

students face various factors that either result to

7
positive or negative outcome to the students. Specifically,

according to La (2019), the factors influencing educational

career choice of senior high school students are parents

support, school structure, gender, and grade point average;

has considerable influence on the Vietnamese senior high

school students.

Parents. Parents play a major role to any individual’s

life and they know what is best for their children.

According to Keller (2004), Parents serves as a major

influence in their children’s career development and career

decision-making. Parents as immediate family who plays an

important role in choosing a right education to their

children (Pafili et al, 2011). In the local perspective,

Laguador (2013) stated that as a sign of respect to the

parents and culture of the Filipinos, parents and elderly

are being consulted first by their children because they

are the one who gives the financial support to their

studies. For practicality reasons, it is reported that

parents usually encourage their children in careers that

will not cost much money, but at the same time, are stable

sources of income. Careers in nursing, accounting, and

engineering are highly popular for Filipino families

(Saysay, 2011). On the other hand, Nucci (1996) explain

that excessive parental control can cause negative outcome

8
to the student’s occupational decision-making. They may

also intentionally or unintentionally push a child toward a

particular career path. Still other parents apply pressure

on their child to strive for a particular high-profile

careers, feeling they are encouraging their children to

reach high (McQuerry, 2006).

Peers. Friends and peer group are important for

individual socialization as well as behavioural

modification. In this generation, the students are easily

influenced by their peers because they rely on their

friends to provide validation of the choices that they

make, including career decisions. Individual interest may

be affected by peers for the reason that one wants to be

with them in fulfilling dreams. Pummel, Harwood, and

Lavallee (2008) report that external influences that help

to shape an individual’s career choice are also influenced

by significant others through social support from peers.

Classmates also play an important role in the formation of

student’s achievement, related beliefs and values, even if

these classmates do not always correspond with the peer

group of leisure-time friends (Frenzel et al, 2010)

Personal Interest. In choosing senior high school

strand, personal interest is the most influential and

9
considerable deciding factors that student can follow.

According to the studies, students will choose a major that

will fit their personality type (Mihyeon, 2009).

Understanding your skills, interest, and personality is the

first step in choosing curriculum strand. When a career

choice is aligned with one’s interest, there may have more

motivation to devote effort into developing relevant

knowledge and skills, set higher career-related goals, and

take actions to achieve those goals (Iddekinge, 2011). All

of these behaviors can help individuals improve their

performance at school and enhance their future career

potential.

Job opportunities. Identified as one of the factors

that influence students in choosing senior high school

strand. A Student may choose his/her strand because of the

good chance to find high-profile job and good salary pay in

the near future. There are many opportunities that wait for

every career that one wants to pursue. Some people may

stumble upon better occupation opportunities, thanks to the

strategies and steps that they follow. Investigating for

career opportunities is well worth taking time (Mind Tools,

2014). By doing this, one can discover opportunities that

are perfectly matched to his/her interests or skills, find

out about promotions and job openings before anyone else,

10
and identify ways of expanding the knowledge and skills

needed for that career.

Previous Experiences. Krumboltz's Social Learning and

Planned Happenstance theories address factors related to

our experiences with others and in previous work

situations. Having positive experiences and role models

working in specific careers may influence the set of

careers we consider as options for ourselves. One aspect of

Social Cognitive Career Theory addresses the fact that we

are likely to consider continuing a particular task if we

have had a positive experience doing it. In this way, we

focus on areas in which we have had proven success and

achieved positive self-esteem. Senior high school students

may choose their strand related to their previous

curriculum during Junior high school because they want to

continue and to pursue the studies they have already been

started.

Review of Related Study

Local

According to the study conducted by Dollaga, et al

(2016) the factors that influenced the student in choosing

course are: academic experience, educational

aspiration/expectation, advice of others, friends/peer

11
influence and family background. The factors were described

by determining the mean and standard deviation of the

senior high school students. In terms of academic

experiences students consider their scores as one of the

factors on choosing a course. Paulsen (1990), states that

“when student academic aptitude is greater” and “when

student academic achievement is bigger” with regards to

educational aspiration, this is also one of the five

factors which can influence students on choosing course.

This statement “parents, in particular have been seen as

the most significant others in sharing aspirations because

they provide the opportunities encouragement and supports

for their children’s learning” (Garg et al, 2002) relates

which the parent’s expectation on what will be the future

of the student tomorrow. As to advice of others, it is also

a factor that can affect the most students on what course

they will choose. The statement “people around you has a

lot of knowledge than you, resulting to have advised from

them and make them as basis. Support this factor.

Friends/peers influence is also one of these five factors

in deciding what degree should take.

Cervera, et al (2016) reveals that there are 4 major

factors that affect Grade 10 students in choosing their

preferred track in senior high school. These factors are

12
Parental Influence, Aptitude, Interest, and Environmental

Factors. In the parental influence factor, students stated

that “I always try to make my parent proud.” For the

aptitude, the respondents claimed that they based their

track to their excelled subjects and skills. In terms of

interest, as the most influential factors among the 4,

respondents claimed that they choose their track because of

their interest and lastly, environmental factor as the

students wants to help the economy of their community, this

study is supported by the researchers in the gradefixer

(2018) that also reveals that the leading factors such as

personality, family and relatives, interest, and job

opportunities affects the students’ strand preference. The

implemented curriculum which is the K-12 offers the

highlights on opportunity specialization in academic,

technical-vocational-livelihood, sport and arts fields, the

chosen track will depend on the student’s preference,

interest and capacities.

Baron, et al (2017) studied the factors affecting the

career choices on the grade 12 students and how this

factors alter their career choice preference. Interest is

the major factor. As the researcher stated, “Indeed the on

factor influence the students choices is the interest as

they stated there likes, passions and skills coincide with

13
their current self-chosen course.” Students find their

choice during their childhood a framework to their future

career. It serves as their guide to the path they will

pursue for their life and through the training program

offered by TVE department, skill-related were developed and

enhanced. Japitan, et al (2015) analysed the leading

factors affecting senior high school track preference of

grade 9 students in all boys’ school and know the basis for

career guidance program. According to their study, the

leading factors are: personality, interest, and job

opportunities that has remarkably influential in choosing

senior high school track.

Foreign

Mtemeri (2017) analysed each factors influencing the

choice of career pathway of high school students in

Zimbabwe and how these factors does affect them in choosing

their career paths. The study only focus to the four

factors which include family, school, genders and peers,

where gender is the least influential. Mtemeri developed

strategies to assist students in making appropriate career

choice. The aim of this study was to give guidance to the

high school student in choosing their career pathways that

they will need when they join college and university. Kazi,

14
et al (2017) studied the factors affecting student’s career

choice and noted that influence of career choice has a

lasting impact on an individual. According to Kazi, et al,

Career choice is one of the biggest dilemma and

challenge in any student’s life. It involves an

interplay of many factors which are intricately

intertwined. It is not a straightforward task and involves

a difficult process of decision making. In their study,

students' career choices are influenced by a variety of key

factors such as teachers, working conditions, peers, family

support, cultural gender roles, and access to financial

support that may lead to either good or bad outcome.

According to the study conducted by Su, et al (2016).

The main factor that affects the student career decision is

"personal factors". In a school of a large scale and

enrolled in homemaking courses where in students studied

are most influence of "personal factors" in educational

decisions. When it comes to the students with parents that

are mid-to high educational attainment, the most

influential factors of the student career decision is

"filly factors". School factors also affect the career

decisions for the students enrolled in home making courses.

Students tend to explore something on whatever the career

is, so "career exploration" may also one of the significant

15
factors of choosing a career. A study conducted by Kaneez,

et al (2018). The factors affecting student’s career choice

can be group under three categories. The first group

includes the environmental factors, followed by personality

factors and lastly opportunity factors. Environmental

factors contains variables social media, school attended,

self-employment opportunity, self-motivation, gender, and

lifestyle. The second category which is the personality

factors encompasses personal skills, labour market,

personal interests, learning experience, industry trends,

prestige associated with the profession. And lastly, the

opportunity factors can be grouped factors such as area of

residence, academic performance and financial rewards.

Synthesis of State-of-the-art

A. Literature

La (2019) emphasized that parent’s support, school

structure, gender, and grade point average has a

considerable influence to the career choice of senior high

school students. Keller, Pafili, Saysay, and Laguador

(2004;2011;2013) stated that parents has a great influence

to their children in choosing strand while Nucci and

McQuerry opposed it. Lavallee and Frenzel, et al noted that

peers make an important role when making decisions. Mihyeon

16
(2009) and Iddekinge (2011) conclude that interest is the

main influencer in choosing curriculum strand.

B. Studies

Japitan, Cervera, Mtemeri, and Dollaga, et al,

determined the main factors that influence and/or affect

students in career choice, this includes family, friends,

interest and opportunities. They individually analysed the

outcome to individual and how they respond to this

situations.

Conceptual Framework

As a basis for this research, three parts of

conceptual framework is presented: the input, process, and

the output. There are various factors that may affect

students in choosing strands in senior high school at

Camarines Sur National High School that will serve as an

INPUT such as peers, parents, personal interest, job

opportunities, and/or previous experience. These factors

can directly or indirectly affect the preferences of

students in choosing strand. In research PROCESS, we will

gather data by handing out questionnaires and by

interviewing the participants to determine which factors

affects them to decide in choosing their strand and what

17
 outcomes does it brings. The expected OUTPUT will help the

students in identifying the deciding factors and in amel

iorating the decision making of the students.

INPUT PROCESS OUTPUT

 Deciding  Data Gathering
Factors
 Identify the
a. Questionnaires Deciding Factors
a. Peers
b. Interview  Ameliorate the
b. Parents
c. Personal Interest Decision Making
d. Job of the Students
Opportunities  Outcome to the
e. Previous Students
Experience

Figure 1. Paradigm of the Conceptual Framework

18
Theoretical Framework

Career Choice Theory. Holland (1994), suggested that

the more match of personality to the job, the greater the

satisfaction it will bring. In his words “…people tend to

act on their dominant interests and seek occupations in

which their interests can be expressed.” (Holland 1996:

400) this goes along with the senior high school students

in choosing their strand. Students tend to perform well if

the strand they have chosen is matched to their interest

and personality.

Circumscription and Compromise Theory. According to

Gottfredson (1981), people sometimes compromise their

career aspirations because of limiting factors such as

prestige, sex type, and field of interest. She states that

a "career choice is an attempt to place oneself in the

broader social order." In this theory, the key to

specialization selection is self-concept. Students often

tend to choose their specialization base on their

personality. In the study of Siguan Jr., (1994) as cited in

19
Sonsona (2012) find that self-concept was significant in

students’ choice of specialization.

Career Development Theory. Super (1950), suggest that

vocational maturity is a development characteristic which

increases with age, is multidimensional in nature, develops

at different rates in different individuals, and can help

in the pre-diction of occupational satisfaction,

occupational success, and career success. According to

Super, self-concept changes over time and develops as a

result of experience. As such, career development is

lifelong.

Social Cognitive Theory. Bandura (1986), posits that

learning occurs in a social context with a dynamic and

reciprocal interaction of the person, environment, and

behaviour. The unique feature of SCT is the emphasis on

social influence and its emphasis on external and internal

social reinforcement. The theory takes into account a

person's past experiences, which factor into whether

behavioural action will occur. These past experiences

influences reinforcements, expectations, and expectancies,

all of which shape whether a person will engage in a

specific behaviour and the reasons why a person engages in

that behaviour.

20
 Trait and Factor Theory of Occupational Choice.

Parsons (1908), developed the idea of matching careers to

talents, skills, and personality. The trait and factor

theory operates under the premise that it is possible to

measure both individual talents and the attributes required

in particular jobs. It may also assumes that people may be

matched to an occupation that’s a good fit.

21
Circumscription
and Self-
Compromise Concept
Theory
Linda Gottfredson, 1981

Career Choice Personality

Theory
John Holland, 1994

Career SUCCESSFUL
Development Develop-
ment CAREER
Theory
Donald Super, 1950 CHOICE
Social
Cognitive Behavior
Theory
Bandura, 1986

Trait and Factor

Matching
Theory
Frank Parsons, 1908

Figure 2: Paradigm of the Theoretical Framework

22
Definition of Terms

ABM - Accountancy, Business, and Management Strand, is

under the Academic track and of strand is for students who

plan on taking up Business Administration, Marketing,

Accountancy, or Economics and college.

Agri-Fishery - Under the Technical-Vocational-Livelihood

(TVL) track, Agri-Fishery strand was designed for hands-on

learning and application of skills that are related to

agriculture and aquaculture.

Factors – Something that contributes to or has an influence

on the outcome of the student’s chosen strand.

GAS - General Academic Strand, under Academic track is

purposively design for students who are still undecided on

which track to take.

Home Economics - Under the Technical-Vocational-Livelihood

(TVL) track, home economics strand aims to give you job-

ready skills that can help students in finding the right

employment.

23
HUMMS - Humanities for Social Sciences is under Academic

track and this strand is for learners who aims to take

journalism, communication arts, liberal arts, education and

other social-related courses in college.

ICT - Information Communication and Technology, under

Technical-Vocational-Livelihood (TVL) track is designed to

provide students with technical skills and knowledge in

using tools and equipment that allows people to interact

with the digital world.

Industrial Arts - A strand under Technical-Vocational-

Livelihood (TVL) track that provide students with necessary

knowledge and skills they need foe employment.

STEM - Science, Technology, Engineering, and Mathematics

under Academic track are intertwining disciplines when

applied in the real world. STEM is focus on advanced

concept and topics.

Strand - The different section of the curriculum in senior

high school where in students are specified in accordance

to their interest and on the field of study they want to

study and improve that can be useful for their future

careers.

24
Students - The main focus and the respondent of this

research study.

Tracks - The general categories that each different of

study belongs to. The choice of career track will define

the content of the subjects a student will take in Grade 11

and 12.

25
 Chapter III: Research Methodology

This chapter contains the research design and the

methodology used in the conduct of this study. It

incorporates the research design, the respondents of the

study, the instrument used in the study, the ethical

considerations, and the validity and reliability.

Research Design

This study utilized the phenomenological method of

qualitative research to determine the deciding factors in

choosing strand in senior high school at camarines sur

national high school.

Respondent of the Study

The respondent were chosen through the random

selection of two student per senior high school strands. A

total respondent of 16 senior high school students that is

26
currently involved as grade 11, all hail from camarines sur

national high school.

Instrument of the Study

The questionnaire and interview will be the major

instrument used in this study. So that we are secure and

despondence to certain questions. The questionnaire that we

will use in this study was designed to obtain information’s

on the investigation of the factors that can affect in

choosing strand of senior high school students in Camarines

Sur National High School. Open minded questions will be

used to give the respondents the opportunity to give their

responses and suggestions. The questionnaire that will

prepare by the researchers was develop by reading

references materials and related about the investigations

of the factors that can affect in choosing strand of senior

high school students in Camarines Sur National High School

Ethical Consideration

The respondents of this study is highly valued and

well respected, thus the opinion or idea of any

participants are not fabricated nor falsified. The

participants will remain anonymous as they please and their

participation is voluntary and not forced by the

researchers.

27
Validity and Reliability

The Research undergo validations. One set of

questionnaire is given to the respondents which are the

students of Camarines Sur National High School. The

researchers also conducted interview for the students. The

questionnaire and interviews were instigated by the

researchers under the approval of the teachers in Camarines

Sur National High School for the correction before

conducting interviews and distributing it to the

respondents. The results of the given questionnaires and

interviews will be review to determine if the results are

consistent and explicit data are stated that are needed in

the study.

28