Factors Influencing Secondary Students Perception and Preferences in Choosing a Strand

in Senior High School

A Research
Presented to the
A.Y. 2017-2018

By
JOSH VICTORIA C ROBLE
JESSAN LOVE LALUCAN
JANINE UNDALOC
RHEA ANGELICA MENDOZA

PRACTICAL RESEARCH TEACHER

Ms. Keith bryl Dalisay

October 20, 2017

1
 TABLE OF CONTENTS

ABSTRACT3

INTRODUCTION..3

Research Questions.6

Significance of the Study6

METHOD6

Research Design..6

Subjects of the Study...7

Research Instrument8

Research Procedure.8

Data Analysis...9

RESULTS AND DISCUSSION...9

CONCLUSION...13

REFERENCES14

APPENDICES.17

Appendix A (Survey Form).......17

Appendix B (Survey Frequency and Percentage)..21

Appendix C (Letter)......25

2
 Abstract

The purpose of this research is to know the different factors that affect a secondary

student in choosing a strand in Senior High School. Since the K-12 program was

implemented in 2013, an additional two years in high school was added. The K-12

curriculum aims to further develop the skills of young Filipinos. The first phase of our

research was to see how well-informed the Education High School students in choosing

a Senior High School strand. In addition, we created survey questions that are related to

our research question. For our final phase, we tallied and created charts for each question

weve created and we conclude the things that affect a students decision in choosing a

strand. This research aims to help the students determine the things they need to be able

to choose a strand that best suits them.

Introduction

The Revised Basic Education Curriculum or K-12 is a necessity to align the Philippine

education to that of the global standards by adding one year for mandated kindergarten

and an additional two years for Senior High School to the current four-year secondary

education program (Rivera, 2011). According to Cuenco (2016), the implementation of

the program prepares the students to be globally competitive. Furthermore, it also

develops the competencies and qualifications for certain occupations through intensive

trainings of mentors in order to equip our students with standardized skills. Moreover, it

aims to improve the knowledge and skills of Filipino students so that they may contribute

to a better society (Lacanilao, 2012). The on-going program offers advanced education

in various subject such as Sports, arts and entrepreneurship. (Cuenco, 2016).

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 The Senior High School is part of the said program designed by the Department of

Education where students will study a certain related subject. Senior High School was

also made in cooperation with the Commission on Higher Education (CHED) which is the

governing body for tertiary level in the Philippines. (Cuenco, 2016). The additional two

years in secondary education aims to better prepare the Filipino youth to proceed to

higher education, employment, entrepreneurship, or mid-level skills development, and to

be at par with international standards (Lagoon, 2014). The Academic Track consists of

four Strands: General Academic Strand; Science, Technology, Engineering, and

Mathematics (STEM) Strand; Accountancy, Business, and Management (ABM) Strand;

and Humanities and Social Sciences (HumSS) Strand; while the other tracks are mainly

application-based tracks: Technical Vocational-Livelihood (TechVoc), Sports and Arts

(Cruz, 2014). Students choose their strand based on different factors (Academic

Exchange, 2016) and the chosen track and strand will help the student decide his/her

next step: higher education, employment, entrepreneurship, or middle level skills

development (Geronimo, 2014).

The Science, Technology, Engineering, and Mathematics (STEM) Strand tackles

todays challenges of transportation, global warming and environment-friendly machines,

appliances and systems, with related fields including, but not limited to accounting,

computer science, electrical engineering, mechanical engineering, information n sciences

and systems, computer engineering, civil engineering, and economics & finance (Science

Pioneer, n.d.).

The Accountancy, Business, and Management (ABM) Strand is designed for students

who wants to develop their understanding of accounting and management in a business

context and develop skills that enhance their employability and help them achieve the

4
following: develop an appreciation of the role of accounting within the overall function of

management, acquire technical accounting skills and integrate theoretical and conceptual

considerations with practice, evaluate the principles and theories that underpin

accounting and management, critically reflect on the role of the main stakeholder and the

influence of regulatory frameworks on accounting and management, and develop

analytical and problem solving abilities and apply them in making management decisions

(Brunel University, 2016).

The Humanities and Social Sciences (HumSS) Strand includes, but are not limited to,

the study of the following: language, both modern and classical; linguistics; literature;

history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history,

criticism and theory of the arts; those aspects of social sciences which have humanistic

content and employ humanistic methods; and the study and application of the humanities

to the human environment with particular attention to reflecting our diverse heritage,

traditions, and history and to the relevance of the humanities to the current conditions of

national life. In relation to that, the social sciences involve the studies that deal with

humans in their social relations, like economics, anthropology, political science,

psychology, and sociology. (American Academy of Arts and Sciences, n.d.).

The Sports Track include subjects that prepare students for career in sports, fitness,

and recreation (Aquino, 2015) it also offers specialized subjects like Safety and First Aid,

Understanding Human Movement, General Coaching, Understanding Social,

Psychological & Cognitive Development, and Student-athlete Enhancement and

Formation (Taguinayo, n.d.).

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 The Arts and Design strand will have subjects to prepare students for career in design

and creative industries (Aquino, 2015). This Strand also gives students the opportunity to

train with other artists and put on shows to exhibit their works in a subject (DepEd, 2013).

The Technical-Vocational-Livelihood (TechVoc) strand teaches common

competencies like using hand tools, basic calculation, planning and drawing, performing

shop maintenance, and practicing occupational health safety to ensure that graduates will

have employable skills after senior high.

Students who are still unsure about what to do after senior high school may take the

General Academic Strand (GAS), which covers a wide array of subjects taken from the

other academic strands (Cruz, 2014).

The implementation of the Senior High School Program happening in June 2016 but

there is still speculations on the effectiveness and preparedness of the government, the

schools, and the students families for the programs implementation (Fabella, n.d.).

Research Question

What factors influence secondary students choice in strand for Senior High School?

Significance of the Study

This study aims to discover the different factors that affect secondary students choice

of strand in the Senior High and discuss how they affect students choice of strand.

Method

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Research Design

For this study, the researchers used a checklist type of survey form to get the

respondents answers. The questionnaire has 20 multiple choice questions that tackle

different aspects of their reasons for choosing a specific strand/track for Senior High. The

respondents shaded the answers that were most appropriate and applicable to them.

Subjects of the Study

Data was collected from ten (10) randomly picked students from both sections of the

Bright Rock School High Schools 10 Grade level. There were five (5) male respondents

comprising 50% of the total number of respondents, and five (5) female respondents

making up the other 50%.An equal number of male and female respondents were

randomly chosen from each section (5 boys and 5 girls each).

The age of the participants ranged from fourteen to Sixteen (13-15) years old. Majority

from them were aged 15 years old during the survey period. participants, comprising 81%

of the students, were of this age, while the others were fourteen (14) years old, with five

(5) participants (17%) during the survey period, and one (1) participant rounding out the

remaining 2% fourteen (14) years old at the time of the survey as the youngest.

Prior to the selection of the participants, a letter was sent to the supervising teacher

of English subject to request permission for the participation of the students and for the

approval of the survey questionnaires to be used. The researcher coded each student for

confidentiality and anonymity purposes. The students consent were also sought using

the same letters attached to the survey questionnaires.

Research Instrument

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 The researchers produced a survey questionnaire which is made up of twenty (20)

multiple choice questions. The survey questionnaire includes different factors that affect

a students choice of strand in Senior High School and which collected basic information

such as name, section, age, and sex was administered. It also gathered information about

the participants. The survey questions were about the different reasons they chose their

strand. The survey questionnaire was validated by an expert to ensure content validity.

Research Procedure

The process of data gathering was divided into two (2) parts: (1) accomplishing of the

demographic scale, and (2) answering a survey questionnaire form.

A profiling of the participants was done at the beginning of the study wherein the

participants answered a preliminary survey to gather basic information which is vital to

the study. The participants were allowed to ask the researchers questions or clarifications

as they read and answer the instrument. The next step of the data collection process was

carried out by the researchers by distributing the survey questionnaires to the

respondents and giving them an ample amount of time to answer the checklist-type

survey. The papers were then collected by the class secretaries of the respective sections

and were given back to the researchers after they were answered. The researchers then

tallied the data collected from the survey forms and used them to interpret the

respondents answers.

Data Analysis

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 The results of this study were analyzed using mathematical formulas to find the

percentages and of the data in order to answer the question introduced earlier on.

Results and Discussion

Based on the chart, most of the respondents chose a senior high school to attend

because of their personal opinion. 34 respondents or 71% of them wanted to go to a

senior high school that they wanted based on their own decisions. 25% or 12 of the

respondents chose a school because of parental influence. The remaining 4% of the

respondents chose varied reasons like scholarships and school quality. According to

Erikson (2010), the children need to develop a sense of autonomy, the confidence to take

initiative, and the motivation to industriously master culturally valued tasks.

Based on this chart, 39 respondents make up the 81% that answered that they

and their families could shoulder the expenses that can be accumulated all throughout

their stay in senior high school. The remaining 9 (18%) answered that they cannot fully

pay for the expenses that cover the two years of senior high school. The greater amount

of yes answers may be the result of families greater capabilities in earning money to

support schooling children for senior high school. According to the Philippine Statistics

Offices most recent labor force survey done in January 2016, 94.2% of working-age

Filipinos are employed, from which we can conclude that since more people have jobs,

they are more capable to send their children/wards to a senior high.

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 The chart shows that 22 respondents comprising 46% chose the

Science, Technology, Engineering, and Mathematics strand. This is the strand with the

greatest number of students. The next most-chosen strand is the Humanities and Social

Figure 3. Students' preferred

strand in senior high

ABM STEM HumSS

HA GAS MUSIC/ARTS
Sports
Sciences strand with 8 students at 17%. The third most chosen strand is the Health Allied

strand with 6 students at 13%. The STEM strand is most probably the most chosen strand

because according to columnist Isagani Cruz, the most in demand and lucrative jobs

nowadays are the ones that are in line with the STEM strand. This claim is further

supported by Courses.com.ph, wherein most of the jobs listed as in-demand are those

jobs that can be taken after taking up the STEM strand, such as jobs in agriculture,

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cyberservices, electrics, power and utilities, and engineering. Cruz also states that the

country is also in need of more scientists and science teachers where students can help

the country.

The chart shows that 20 respondents, comprising 42% chose a strand in senior

high school with the personal reason of having the desire to learn more things. This is the

personal reason with the highest results among the others. The 2 nd highest personal
Figure 4. Student's personal reasons for choosing a
reason is the matching of skills of an strand
individual
in seniorperson
high at 33%. The 3rd highest personal

reason is having the desire to develop skills for tertiary education which compromises the

10%. The desire to learn more things is the most probably chosen personal reason

because according to Steve Jobs, Creativity is just connecting things. When you ask
Peer Pressure
creative people how they did something, they feel a little guilty because they didn't really
Financial Status

do it, they just saw something. ItSkills

seemedMatch obvious to them after a while. That's because

Desire to learn
they were able to connect experiences more things
they've had and synthesize new things.

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 Based on the chart, most of the respondents answered that they are the one who

decided on which strand they will take. 46 students out of 48, comprising 96% of the

respondents agreed that they are the ones who chose their strand. According to the

National Quality Standard (2013), Independence contributes to the development of self-

esteem, identity and wellbeing. Doing something for yourself produces a powerful sense

of achievement and success. When children have opportunities to make choices, to

attempt tasks for themselves, and to take on increasing responsibilities, their sense of

themselves as competent members of society grows.

Based on the chart, most of the respondents agreed that they see themselves as

successful individuals if they chose that strand. 44 students out of 48, comprising of 92%

approved that they will be productive and prosperous in choosing their desired strand for

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Senior High School. According to National Quality Standard (2013), allowing children to

make choices for themselves is an important yet relatively easy step towards encouraging

independence and agency. When we make materials and resources easily accessible,

without the need for adult assistance, we promote childrens ability to resource their own

learning independently and successfully.

Conclusion
Overall, the researchers have concluded that the major factors that influence

a students choice in strand in senior high school are their personal decisions, with focus

on their assumed level of success in a field related to that strand, their desire to acquire

more skills and knowledge about a certain field related to the strand they will take, and

their thirst for independence and autonomy in making decisions for themselves for their

education. Based on our research, students follow their personal opinions instead of

solicited/unsolicited opinions from other parties (family, peers, media, etc.) in choosing

their preferred strand, school to take it in and deciding on steps to take in the future

because at this stage on life, the desire to become independent and the itch to learn

something new about something that interests them gets higher. However, there are still

a few who depend on different sources or people in order to make up a decision on which

schools, strand, college or future plans they will take.

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 The Science, Technology, Engineering, and Mathematics (STEM) strand got the

highest rate among the preferred strands of secondary students. Based on our findings,

the fields of profession related to STEM has a broad scope of possible careers with a lot

of lucrative opportunities in it. It is because it can be considered comprehensive because

of the different subjects that it offers that is easily applicable to our modern, tech-

dependent world. Because of this, more students choose to take this strand. In relation

to this, the majority of respondents chose a strand in senior high school in which they

think they will be most successful in, which leads to the fact that acquiring knowledge is

beneficial to because this most likely lead to great things in the future.

References
Cruz, I. (2016). Senior high school. Retrieved 22 March, 2016, from
http://www.philstar.com/education-and-home/2015/02/26/1427702/senior-high-school

Cruz, I. (2014, July 3). The STEM strand. Retrieved April 29, 2016, from
http://www.philstar.com/education-and-home/2014/07/03/1341906/stem-strand

Defining the Humanities and the Social Sciences. (n.d.). Retrieved April 29, 2016, from
http://www.humanitiescommission.org/AboutHumanitiesSocialSciences/FactSheet.aspx

Deped. (n.p.). Academic Track. Retrieved 22 March, 2016, from

http://www.deped.gov.ph/k-to-12/curriculum-guides/Academic-Track

Deped. (2013). Wwwdepedgovph. Retrieved 22 March, 2016, from

http://www.deped.gov.ph/sites/default/files/Music%20Curriculum%20Guide%20Grades
%201-10%20December%202013.pdf

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Deped. (n.p.). SHS Core_21st Century Literature from the Philippines and the World
CGpdf . Retrieved 22 March, 2016, from
http://www.deped.gov.ph/sites/default/files/SHS%20Core_21st%20Century%20Literatur
e%20from%20the%20Philippines%20and%20the%20World%20CG.pdf

Directors Corner: Building Self-Esteem & Independence. (2010, November). Retrieved

April 29, 2016, from http://www.psy.cmu.edu/cs/parents/Directors_Corner_2010_11.pdf

Edukasyonph. (n.p.). Edukasyonph. Retrieved 22 March, 2016, from

http://edukasyon.ph/en/institutions/senior-high-
schools?program_offering=%7CHumanities+and+Social+Sciences+(HUMSS)+Strand+-
+HUMMS+(Academic)%7Cion=%7CVIII%7C&search_type=senior_high

Geronimo, J.Y. (2014). What senior high school tracks fit your locality?. Retrieved 22
March, 2016, from http://www.rappler.com/nation/50974-senior-high-school-curriculum-
tracks-fit-locality

Gratz, G. (n.d.). The Impact of Parents Background on their Childrens Education.

Retrieved April 29, 2016, from
http://www.macalester.edu/educationreform/publicintellectualessay/Gratz.pdf

Hubpagescom. (2015). Why Does the Philippines Need the K-12 Education System?.
Retrieved 22 March, 2016, from http://hubpages.com/education/The-Implementation-o-
the-K-12-Program-in-the-Philippine-Basic-Education-Curriculum

In Demand Jobs in the Philippines and Abroad. (n.d.). Retrieved April 29, 2016, from
http://www.courses.com.ph/in-demand-jobs-in-the-philippines-and-abroad/

Dewey, J. (1859-1952). (n.d.). Retrieved April 28, 2016, from

http://www.goodtherapy.org/famous-psychologists/john-dewey.html

Martin, F. (2015). The Factors that Affect Students Decision in Choosing their College
Courses. Retrieved 22 March, 2016, from
http://www.academia.edu/9627266/The_Factors_that_Affect_Students_Decision_in_Ch
oosing_their_College_Courses

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 Mateo, K. (2015). Useful Tips For Surviving Senior High. Retrieved 22 March, 2016,
from http://www.wheninmanila.com/8-useful-tips-for-surviving-senior-high/

Montebon, D. (2014, December 12). K12 Science Program in the Philippines: Student
Perception on its Implementation. Retrieved April 29, 2016, from
http://www.ijern.com/journal/2014/December-2014/15.pdf

New Things Quotes. (n.d.). Retrieved April 29, 2016, from

http://www.brainyquote.com/quotes/keywords/new_things.html

Promoting independence and agency. (n.d.). Retrieved April 29, 2016, from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2013/10/NQS_PLP_E-Newsletter_No64.pdf

The Philippine star. (2016). DepEd: 13 million students to enter senior high. Retrieved
22 March, 2016, from http://www.philstar.com/headlines/2016/01/29/1547616/deped-
1.3-million-students-enter-senior-high

Rivera, R. (2011). The K-12 Program. Retrieved April 28, 2016, from Philippine Free
Press vol. 102 no. 24 (June 2011). P. 16, 34

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 APPENDIX A (Survey Form)

SENIOR HIGH SCHOOL SURVEY FORM

Name (Optional):____________________ Age:______

School:___________________________ Gender:______

Direction: Shade the answer that is most appropriate and applicable to you.
Questions:
1. Have you chosen a school where you will take your Senior High School?
o Yes
o No

2. Have you decided to apply to other schools?

o Yes
o No

3. How many schools are you planning to apply to?

o 1
o 2
o 3

17
 o 4
o 5 or more

4. Why did you choose that or those school(s) for your Senior High School
education?
o Advertisements
o Media
o Personal Choice
o Peer Pressure
o Parents Decision
o Others (Please Specify):________________________

5. Do you have siblings or other relatives who are enrolled in that or those schools?
o Yes
o No

6. Are your parents/guardians capable of shouldering the expenses for the entire
duration of Senior High School?
o Yes
o No

7. Are you well-oriented about the different tracks and strand available for senior
high?
o Yes
o No

8. What is your preferred track?

o Academic Track
o Sports Track
o Arts and Design Track
o Technical Vocational Track

9. What is your preferred strand?

o Accountancy, Business and Management (ABM)
o Science, Technology, Engineering, Mathematics (STEM)
o Humanities and Social Sciences (HUMSS)
o Health Allied
o General Academic Strand (GAS)
o Music and Arts
o Sports

10. Do you think that your chosen strand is appropriate for you and matches your
skills?
o Yes
o No
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11. Why did you choose this strand?
o Peer Pressure
o Financial Status
o Skills Matches
o Influence of other people
o Desire to learn more things
o Desire to develop skills for tertiary education
o Others, please specify:____________________________________

12. Is the strand and track you chose the same as the ones you chose in your first
choice of school?
o Yes
o No

APPENDIX B (Survey Frequency and Percentage)

1) Have you chosen a school where you will take your Senior High School?
Choices Frequency Percentage
Yes 30 62.5%
No 18 37.5%

2) Have you tried to apply to other schools?

Choices Frequency Percentage
Yes 23 47.91667%
No 25 52.08333%

3) How many schools are you planning to apply to?

Choices Frequency Percentage
1 17 35.41667%
2 10 20.83333%
3 18 37.5%
4 3 6.25%
5 or more 0 0%

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 4) Why did you choose that or those school(s) for your Senior High School
education?
Choices Frequency Percentage
Advertisements 0 0%
Media 0 0%
Personal Choice 34 70.83333%
Peer Pressure 0 0%
Parents Decision 12 25%
Others: (Good Standards, 2 4.166667%
Scholarship)

5) Do you have siblings or other relatives who are enrolled in that or those
schools?
Choices Frequency Percentage
Yes 16 33.33333%
No 32 66.66667%

6) Are your parents/guardian capable of shouldering the expenses for the entire
education of Senior High School?
Choices Frequency Percentage
Yes 39 81.25%
No 9 18.75%

7) Are you well-oriented about the different tracks and strand available for senior
high?
Choices Frequency Percentage
Yes 36 75%
No 12 25%

8) What is your preferred track?

Choices Frequency Percentage
Academic Track 38 79.16667%
Sports Track 3 6.25%
Arts and Design Track 7 14.8333%
Technical Vocational Track 0 0%

9) What is your preferred strand?

Choices Frequency Percentage
Accountancy, Business 5 10.41667%
and Management (ABM)
Science, Technology, 22 45.83333%
Engineering, Mathematics
(STEM)

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 Humanities and Social 8 16.66667%
Sciences (HUMSS)
Health Allied 6 12.5%
General Academic Strand 0 0%
Music and Arts 3 6.25%
Sports 4 8.333333%

10) Do you think that your chosen strand is appropriate for you and matches your
skills?
Choices Frequency Percentage
Yes 42 87.5%
No 6 12.5%

11) Why did you choose this strand?

Choices Frequency
Peer Pressure
Financial Status
Skills Matches
Influence of other people
Desire to learn more things
Desire to develop skills for
tertiary education
Others : (Ambition,
Personal Choice, Sports,
Opportunity)
Percentage
0 0%
0 0%
16 33.33333%
3 6.25%
20 41.66667%
5 10.41667%
4 8.333333%

12) Is the strand and track you chose the same as the ones you chose in your
first choice of school?
Choices Frequency Percentage
Yes 33 68.75%
No 15 31.25%

13) Are you aware of the consequences if you decided to shift to another strand
during the school year?
Choices Frequency Percentage
Yes 29 60.41667%
No 19 39.5333%

14) What if your desired strand is offered only to limited schools? Will you decide
to change your strand?
Choices Frequency Percentage
Yes 12 25%
No 36 75%

15) Are you the one who decided on which strand you will take?
Choices Frequency Percentage
Yes 46 95.83333%
No 2 4.166667%
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 16) If you answered no in number 15 who inspired you to choose your preferred
strand, and why?
Choices Frequency Percentage
Parents 0 0%
Relatives 0 0%
Peers 0 0%
Personal Choice 1 2.083333%
Media 1 2.083333%
Advertisements 0 0%
Teacher 0 0%

17) Do you have a sibling older than you? If yes what is his or her program or
course in college?
Choices Frequency Percentage
None 28 58.33333%
Yes 20 41.66667%

18) Do you have any other relatives who chose a college program related to the
strand you chose? If yes please specify.
Choices Frequency Percentage
Yes 13 27.08333%
No 35 72.91667%

19) Do you see yourself as a successful individual if you take this strand?
Choices Frequency Percentage
Yes 44 91.66667%
No 4 8.333333%

20) What do you think are the possible degree programs you can take after your
Senior High School?
Choices Frequency Percentage
Education (Special 3 3.703704%
Education, Preschool,
Elementary and/or
Secondary)
Arts and letters ( 9 11.11111%
Journalism, Writing,
Communication Arts, Mass
communication,
Behavioural Science,
Economics, English,
and/or Humanities)
Science ( Biology, 13 16.04938%
Chemistry, Pharmacy,
Microbiology, Geology,
Mathematics, and/or
Medical Technology)

22
 Engineering (Chemical, 16 19.75309%
Civil, Electrical,
Mechanical, etc.)
Commerce and Business 4 4.938272%
Management
Accountancy 3 3.703704%
Fine Arts and Design 5 6.17284%
(Painting, Advertising,
Interior Design, and/or
Fashion Design)
Architecture 6 7.407407%
Tourism 2 2.469136%
Hotel and Restaurant 1 1.234568%
Management
Medicine 2 2.469136%
Sports (Coaching and/or 2 2.469136%
Sports Science)
Information Technology 9 11.11111%
and Computer Science
Multimedia Arts ( 2 2.469136%
Animation and
Filmmaking)
Rehabilitation 2 2.469136%
Sciences/Physical Therapy
Others (Psychology, Law) 2 2.469136%

23
 APPENDIX C (Letter)

Dear Respondents:

The undersigned are conducting a research study titled The Factors Influencing
Secondary Students Perception and Preferences in Choosing a Strand in Senior High
School, in partial fulfilment of the requirements for their Practical Research 2.

In this regard, may we request your utmost cooperation to answer each item of this
questionnaire to the best of your ability upon consideration of truth and honesty. Be rest
assured that your responses will be treated with utmost confidentiality.

Thank you very much.

Respectfully yours,

JOSH VICTORIA C ROBLE JESSAN LOVE B. LALUCAN

Researcher Researcher

JANINE UNDALOC RHEA ANGELICA MENDOZA

Researcher Researcher

Noted by:

KEITH BRYL DALISAY

Teacher
Research Adviser

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