1

Chapter I
THE PROBLEM AND ITS BACKGROUND
Background of the Study
The Philippines is taking a major leap in terms of our

educational curriculum as the country progresses from the

third world category to a fast growing economy in Asia.

Five years ago, the Philippines is one of the three

remaining countries in the world and the last country

remaining in Asia with a 10-year curriculum program. This 10

years of Basic Education makes it hard for the Filipinos to

be globally competitive with other countries offering 12

years of Basic Education. Those who are not capable of going

to college are too young to be legally employed or cannot be

legally hired for jobs.

Due to this problem on education, the Department of

Education has started to implement the new K-12 curriculum

for all schools nationwide. This means that K-12 curriculum

is an all in one package which was basically made into law,

R.A 10533 also known as “Enhanced Basic Education Act of

2013,” which serves as an act which includes decongesting and

enhancing the basic education curriculum for learners to

master basic competencies, lengthening the cycle of basic

education. The K-12 program covers Kindergarten and 12 years

of basic education (six years of primary education, four years

 2

of junior high school and two years for senior high school)

to provide sufficient time for mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary

education, middle level skills development, employment, and

entrepreneurship.

By prolonging the basic education, the program ensures

that graduates earn the necessary skills and reach the legal

age for employment to qualify entrance in the world of work,

if they desire or need to do so. On the other hand, graduates

who opt to go to tertiary education are deemed better prepared

for college study.

One of the major features of K-12 is the career pathways,

also known as tracks. It offers specializations in Academic,

which is divided into four strands. ABM (Accountancy,

Business and Management) for students who wish to pursue

courses leading to business and its efficient management such

as accountancy, business management and entrepreneurship.

STEM (Science Technology Engineering and Mathematics) is for

students who wish to pursue degrees in the field of

mathematics, science, computer science, and allied health

sciences. HUMSS (Humanities and Social Sciences) is for

students who are willing to take courses leading to applied

social sciences such as mass communication, psychology,

 3

political science, law and education. GAS (General Academic

Strand) is most useful for those who are still exploring

possibilities for the future. Another specialized tracks are

the Technical Vocational-Livelihood, Sports, and Arts and

Designing Fields. They may choose based on their skills,

interest and other factors. Their choice of career tracks

will determine the subjects the students will take on Senior

High School as preparation for his/her career.

In Mabini National High School, two batches of Grade 10

completers are currently enrolled in Senior High School.

The researchers chose this topic in order for them to

determine and identify the factors that have influenced the

strand preferences of the Grade 10 completers of Mabini

National High School. By identifying the factors, this study

will raise the awareness of the incoming Senior High School

students on the factors that might also influence them in

choosing a career track or might influence them in their

strand preference on Senior High School.

 4

Statement of the Problem

This study aimed to determine the factors which

influenced the strand preference of Grade 10 completers of

Mabini National High School.

More specifically, the study answered the following

questions:

1. What is the profile of the respondents in terms of;

1.1 Gender;

1.2 Monthly Income of their Parents;

1.3 Parents Occupation;

1.4 Strand where they are currently enrolled in;

1.5 School year when they completed Grade 10 at Mabini

NHS;

2. What is the most preferred strand of the Grade 10

completers?

3. What are the factors which influenced the strand preference

of Grade 10 completers.
 5

Significance of the Study

The researchers believed that this study was beneficial

to the following:

Grade 10 Students. This will help the incoming Senior High

School students to determine the factors that might affect

their strand preferences. This study will serve as their guide

in order for them to decide wisely based on their interest

and capabilities.

Parents. The study will make the parents understand the

essence of K-12 curriculum. It will also help them guide their

children in choosing their strand for Senior High School.

Department of Education. Through this study, the Department

of Education will determine the most preferred strand of the

incoming senior high school students. This study will serve

as a basis for the Department of Education in order for them

to prepare the necessary number of teachers and

establishments.

School Administrators. This study will help the school

administrator to determine which factor influenced their

Grade 10 completers who chose to stay in the institution and

to those who decided to take different strands.

 6

Future Researcher. This will serve as a basis for future

researchers who are going to study a similar topic. This study

can be improved and developed by those who are willing to do

so.

Scope and Delimitations of the Study

The study identified the factors which influenced the

strand preferences of Grade 10 completers of Mabini National

High School. The study used the quantitative research design.

The chosen respondents are the Grade 10 completers of

Mabini National High School. A questionnaire was used as a

data gathering tool from December 2017 - January 2018.

 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents several literature and studies

that are somewhat related to the study conducted by the

researcher. This will give the reader a brief background about

the given problem.

Related Literature

The choice of career of the student is being influenced

by some factors from the social environment, mainly the parent

as immediate family who plays an active role in choosing the

right education for their children (Pafili & Mylonakis, 2011)

In an article entitled “What is Most Important to

Students by Duffy and SEDLACEK from 1995 to 2004 revealed

that male preferred to select careers which will generate

money and female would like to select career which will

concentrate on working with people and those which can

contribute to society.

Environment plays a significant role in the career

position the student attains in many ways. The environment

that is spoken about here is a factor that is used to nurture

decisions in career choice. Gender, for example has played a

significant role in this environment.

 8

In a statement released to the press on the thirtieth

anniversary of the Title IX barring of the sex discrimination,

Marcia Greenberger (2002) of the National Women’s Law Center

stated that boys are still being steered toward the

traditional ‘male’ jobs, which are higher paying. Girls are

still expected to cluster into the traditional fields of

cosmetology, childcare, and other similar jobs. In Florida

for example, “99% of the students in cosmetology are female,

while 100% of the students taking plumbing are male”

(Greenberger, 2002, p. 2). While it should be noted that

lawsuits were filed in these cases, not all states were guilty

of gross failure on the part of technical school to

desegregate the jobs to both of the genders.

The choice of Career Tracks of the students play a great

role in the preparations of the schedule for the Senior High

School. These career tracks are associated with career

preferences which were the bases in the conduct of the present

study. Career preferences as defined by Martinez and Fuller

(1999) pertains to the identification of one’s work schedules

and activities in relation to individual’s abilities, skills,

competencies and with the assistance of management in order

that he can take greater job and personal responsibility for

his future.
 9

In other words, this is a preferred career choice of an

individual that should be decided ahead of time.

As a sign of respect for the parents and culture of the

Filipinos, parents or the elderly are being consulted first

by their children because primarily they will be the one to

Provide the financial support to enter in college (Laguador,

2013).

Related Studies

Witko, Bernes, Magnusson and Bardick (2006) studies on

senior high school students' occupational aspirations found

out that interests, skill, personal meaning, challenges and

parental support are variables contributory to the

occupational aspirations of senior high school students.

In like manner with the study of La (2009) on factors

influencing the educational and career choices of senior high

school students revealed that parent’s supports, school

structure, gender and grade point average have considerable

influence on the Vietnamese Senior high school student’s

educational and career choice. In same year, Leonard (2009)

study on high school students' course selection decisions in

South Carolina found out that parents and teachers are highly

influential in the course selection decision. In addition,

Heilbronner (2011) claimed that the greater number of the

 10

students manifested to proceed to STEM courses in college.

This is brought about with the quality, adequacy of

preparations and scholastic experiences of the students.

Eremie, (2014) study on comparative analysis of factors

influencing career choices among senior secondary school

students in Rivers State, Nigeria. The result showed that

there were significant differences in the career preferences

when grouped according to their sex, parity, and parental

influence.

In addition, socio-economic background were influential

in participants' decisions to pursue a postsecondary degree.

Cultural factors, especially English fluency, were also

relevant.

In a study conducted by Juan Abarro he found that most

number of Grade 9 students are inclined to take Accountancy,

Business and Accountancy (ABM) courses in Senior High School

and in the college level. The result implies that sex, average

monthly family income, school preference, occupation of the

head of the family and average scholastic ratings in the

preceding years are factors associated to the career track

choices of the students, while highest educational attainment

of the head of the family and persons influential in the

choice of career track are not associated with the Career

Track Choice.
 11

The studies and literatures aforementioned serves as a guide

for the researchers to have a deeper understanding about the

problem.

Conceptual Framework

The K-12 curriculum covers kindergarten and 12 years of

basic education. The program aims to provide sufficient time

for mastery of concepts and skills, develop lifelong learners

and prepare graduates for tertiary education, middle levels

skills development, employment and entrepreneurship.

There are four major strands offered under the Academic

Track Science, Technology, Engineering and Mathematics

(STEM)is a perfect strand to choose if you are planning to

study pure Applied Science, Engineering and Mathematics,

Accountancy, Business and Management (ABM) is for those who

plan to take up Economics, Business Accountancy and

marketing in college. Humanities and Social Sciences (HUMMS)

is for those who are eyeing writing, Political Science,

Sociology, Priesthood, Law and Community studies and General

Academic strand (GAS) is for those who are not yet sure what

course to take in college. It teaches social Science,

Humanities, Economics, Management and Disaster Preparedness.

Several factors are identified that are influencing the

strand preference of the Senior high school students. This

 12

includes, personal factors, family factor, school factor and

peer factor. Some factors are not yet identified which the

researchers are trying to find out in the study.

Based on the aforementioned concepts, Figure 1 shows

the research paradigm of the study. The profile of Grade 10

completers and the factors which affected their strand

preference are the inputs. An analysis of this inputs provides

a baseline data on the factors which influenced the strand

preference of the Grade 10 completers.

Input Process Output

Profile of Analysis of Baseline data
Respondents the on the
factors which
a. Gender 1. Profile
influenced
b. Monthly income of the
the strand
of parents students
preferences
c. Parents 2. Factors
of Grade 10
Occupation which
completers.
d. School Year influenc
when they ed their
completed strand
Grade 10 preferen
ce.
Factors influencing
the students strand
preference.
a. Personal
Factor
b. Family Factor
c. School Factor
d. Peer Factor

Feedback
 13

Definition of Terms

For the purpose of the clarity and better understanding

of this study, the following terms are defined in the context

of this investigation.

ABM (Accountancy Business and Management). A strand under the

Academic Track with specialized subjects focusing on

Accountancy and business Management.

Academic Track. Is offered for incoming senior high students

who are willing to continue their collage studies.

Factors. Something that influences a result (Merriam 2012)

GAS (General Academic Strand). A strand under Academic Track

focusing on the General Academic Subject.

Grade 10 completers. These are students who finished the

junior high school year of the K-12 curriculum.

HUMMS (Humanities and Social Sciences). A strand under the

Academic Track with specialized subjects focusing on

Humanities and Social Studies.

Preferences. In this study the researchers used the word

preferences as a students basis in choosing their track on

senior high school.

 14

STEM (Science Technology Engineering and Mathematics. A

strand under the Academic Track with specialized subjects

focusing on Science and Mathematics.

Strand. In this study it refers to the sub division of the

Academic Track which should be chosen by the incoming Senior

high school students.

 15

CHAPTER III

METHODS AND PROCEDURES

This chapter presents a discussion of the research

method, population of the study, research instrument and

statistical treatment that will be used in this study.

Research Design

The descriptive survey method of investigation was used

in this study. This design was used to identify what factors

influenced the Grade 10 completers in choosing their strand

for senior high school.

Selection and Description of Respondents

The target population of the research are the Grade 10

completers of Mabini National High School for the school year

2015-2016 and 2016-2017. The respondents were taken from the

completers who chose different strands. Fifty percent were

taken from each strand in order for the researchers to

determine the factors which influenced them to take their

chosen strand.

Data Gathering Instrument

Research instrument that was used in this study is a

questionnaire which consists of two parts:

 16

 Part 1 is the personal profile which includes

gender, age, year of completion, parents’

occupation and parents’ monthly income.

 Part 2 assessed the level of influence of the

respondents in a twenty item test.

Documentary Analysis- The researchers gathered the names of

all the grade 10 completers from the school records and

determined their chosen strand in order for them to know the

number of completers who are enrolled in a particular strand.

Data Gathering Procedure

The researchers took several processes to gather data

for this study. The procedures are enumerated as follows.

1. Obtaining Permission. The researchers seek permission

from the School Principal by forwarding a request letter

to its office.

2. Distribution of Questionnaires. The researchers

distributed the questionnaires to the chosen

respondents.

3. Assessment of Data. The data gathered from the

questionnaires was checked, analyzed, verified, and

tabulated by the researchers according to the research

design described in this chapter.

 17

Statistical Treatment Of Data

To analyze the data, several statistical was used.

1. Frequency Distribution. Used to account the answer of

the respondents.

2. Mean. It was used to calculate the average answers of

the respondents.

3. Percentage. The researchers calculated the percentage of

the respondents answer to determine which factor

influenced them the most.

Data Analysis Procedure

To describe the factors which influenced the respondents

in their strand preference, the rating scale below was used.

Rating Description

5 Very Influenced

4 Influenced

3 Somewhat Influenced

2 Less Influenced

1 Not Influenced
 18

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents an intensive discussion on the

gathered data, analyzed using appropriate statistical tools

and interpreted to give a clearer understanding about the

data.

Table 1a

Gender of the Respondents

Gender Frequency Percentage

Male 39 46%

Female 46 54%

Total 85 100%

Table 1a shows the frequency and percentage distribution

of the respondents in terms of gender. It reveals that 54% of

the respondents are female and 46% of them are male.

 19

Table 1b

Respondents’ Monthly Income of Parents

Monthly Income Frequency Percentage

20,000 above 13 15%

15,000-20,000 11 13%

10,000-15,000 8 10%

5,000-10,000 12 14%

5,000 and below 41 48%

Total 85 100%

From the table shown above, it illustrates that 48% of

the respondents’ parents have a monthly income of 5,000 and

below. It is because majority of their parents’ occupation

is farming. 15% receives 20,000 and above monthly, followed

by 5,000 to 10,000 with approximately 14%. While 13%

receives 15,000 to 20,000 and minority of them receives an

income of 10,000 to 15,000 with a percentage of 8%.

 20

Table 1c

Respondents’ Occupation of Father

Occupation Frequency Percentage

Engineer 1 1%

Teaching 1 1%

Self-Employed 1 1%

Farming 66 78%

Driver 4 5%

Carpenter 2 2%

OFW 6 7%

Total 81 95%

Table 1c reveals the fathers’ occupation of the

respondents. It can be gleaned from the table that majority

of the father of the students are farmers. 7% are working as

OFWs’, 5% are drivers and 2% are carpenters. 1% of them is an

engineer the same with teacher and self-employed. While 5% is

not applicable because the respondents’ father is deceased.

 21

Table 1d

Respondents’ Occupation of Mother

Occupation Frequency Percentage

Teaching 3 4%

Business 2 2%

Self-Employed 3 4%

Farming 12 13%

Housewife 43 51%

OFW 14 16%

Office Employee 3 4%

Total 80 94%

In the table shown above, it reveals that 51% of the

respondent’s mother are housewives. 16% are working as OFWs’

13% are farmers while 4% are teachers, self-employed, and

office employees. 2% are engaged in their businesses and 5%

are deceased.
 22

Table 1e

Respondents’ Chosen Strand

Strand Frequency Percentage

STEM 10 13%

ABM 6 6%

HUMSS 6 6%

GAS 63 75%

Total 85 100%

The data reveals that majority of the grade 10 completers

are enrolled under the General Academic Strand with a total

of 75%. Next strand with the highest percentage of enrollees

from MNHS is the STEM with a percentage of 13%. While both

ABM and HUMSS has a percentage of 6%.

 23

Table 2

Most Preferred Strand of the Grade 10 Completers

Strand Under Frequency Percentage

Academic Track

GAS 127 75%

STEM 21 12%

HUMSS 12 7%

ABM 10 6%

TOTAL 170 100%

The table above shows the most preferred strand of the

Grade 10 completers. It reveals that most of them are enrolled

under the General Academic Strand (GAS) with a total of 75%

followed by the Science and Technology Engineering and

Mathematics (STEM) 12%, Humanities and Social Studies (HUMSS)

7% and Accountancy Business and Management (ABM) 6%.

 24

Table 3a

Peer Factors Which Influenced the Strand Preference of the

Grade 10 Completers

Peer Factor Weighted Mean Interpretation

I followed the 2.33 Less Influential

strand that my
friends have
chosen.
My friends are the 2.02 Less Influential
ones who
encouraged me to
take this strand.

It’s hard for me to 2.51 Somewhat Influential

study without my
friends.
People around me 2.27 Less Influential
tells that I am fit
for the careers
offered in the
strand I took.
My friends and I 2.41 Less Influential
decided to take
different careers.
Overall Weighted 2.31 Less Influential
Mean

Table 3a presents the weighted average and description

of the peer factors which influenced the strand preference of

the Grade 10 completers. With an overall average of 2.31 which

is interpreted as less influential, it reveals that the

respondents do not rely their decisions on their peers so

much but they are a little bit influenced on some cases.

 25

Table3b

Family Factors Which Influenced the Strand Preference of

the Grade 10 Completers

Family Factor Weighted Mean Interpretation

My family are the 2.68 Somewhat Influential

ones who will
decide on what
career I will
pursue.

My parents doesn’t 2.73 Somewhat Influential

want me to study to
farther schools.

My parents wants me 1.91 Less Influential

to take the same
career like them.
My parents cannot 2.45 Less Influential
afford the strand I
want to take.
I want to have the 2.11 Less Influential
same career like my
siblings.
Overall Weighted 2.37 Less Influential
Mean

The table above shows the weighted mean and descriptive

interpretation of the family factors which influenced the

respondents’ strand preference. The respondents claim that

out of the 5 statements listed, 3 are less influential while

2 are somewhat influential. The computed overall weighted

mean is 2.37412 which tells that the respondents are not

highly influenced by their parents in having the same career

 26

like them but it is revealed that they are somewhat influenced

by their parents on what career will they pursue.

Table 3c

Personal Factors Which Influenced the Strand Preference of

the Grade 10 Completers

Personal Factor Weighted Mean Interpretation

I chose this strand 3.55 Influential

to challenge
myself in learning
new skills and
abilities.
The strand I chose 3.34 Somewhat Influential
fits my skills and
abilities.
I like doing 3.07 Somewhat Influential
things related to
the career that I
would specialize
in this strand.

I believe that the 3.18 Somewhat Influential

career I have
chosen is my
passion.
I personally chose 3.39 Somewhat Influential
the career I want
to take.
Overall Weighted 3.31 Somewhat Influential

Mean

Table 3c illustrates the weighted mean and the

descriptive interpretation of the personal factors which

influenced the respondents’ in their strand preference. The

 27

results revealed that 4 statements are somewhat influential

and 1 is influential. The computed overall mean is 3.31 which

implies that the respondents chose their strand based from

their skills and personal interests.

Table 3d

School Factors Which Influenced the Strand Preference of

the Grade 10 Completers

School Factor Weighted Mean Interpretation

I believe that the 3.53 Influential

school that I am
currently enrolled
in can give me the
best and quality
education
I wanted to study 2.86 Somewhat Influential
in known schools
in the region.

My school focuses 3.31 Somewhat Influential

on the strand that
I chose.
My school is a 3.21 Somewhat Influential
very competitive
school.
I want to study in 2.14 Less Influential
a smaller school.

Overall Weighted 3.01 Somewhat Influential

Mean

Based on the data gathered, table 3d presents the

weighted mean and descriptive interpretation of the

 28

respondents’ level of school influence in their strand

preferences. It can be gleamed from the table that out of the

5 statements listed, 3 are somewhat influential, 1 is

influential and 1 is less influential. The overall average of

3.01 tells that the school’s competency is one of the

respondents’ basis in choosing their strand for senior high

school.
 29

Chapter 5
Summary of Findings, Conclusions and Recommendations

This chapter encapsulates the summary of the findings

and presents the formulated conclusions about the data and

findings gathered. It also consist of several recommendations

to answer the problems stated in the study.

Summary of Findings

 Out of the 85 respondents, 39 are males and 46 are

females.

 Majority of the respondent’s parents have a monthly

income of below 5000 with a total of 48%.

 78% of the respondents claimed that their father is a

farmer while 51% asserted that their mother is a

housewife.

 Most number of the respondents are enrolled under the

General Academic Strand followed by Science Technology

Engineering and Mathematics Strand while least number of

the respondents are enrolled under The Accountancy

Business and Management Strand and Humanities and Social

Science Strand.

 120 of the grade 10 completers are enrolled under the

General Academic Strand which makes it as the most

 30

preferred strand of the grade 10 completers while the

least preferred strand is the Humanities and Social

Science Strand.

 With an overall average of 2.31, the peer factors which

influenced the strand preference of the respondents is

considered as less influential.

 The family factors of the respondents gathered an

overall average of 2.37 which is interpreted as less

influential.

 Personal Factors which influenced the respondents are

somewhat influential after gaining an average of 3.31.

 The respondents are somewhat influenced by the school

factors stated with a 3.01 computed overall average.

Conclusions

Based from the findings, the following are hereby

concluded:

The students considered their peer influences as a less

influential factors in choosing their strand for senior

high school. This implies that the respondents decided to

take a different strand from their peers. It can also be

concluded that the respondents can manage to study

independently without their friends and they barely used

 31

their peers’ encouragement as their basis in choosing a

strand.

Family factors appeared to be less influential which

confers the respondents’ family situation and family

decision. This signifies the role of the family in making

a decision for their career. Based from the findings, it

can be concluded that the careers of their family is not

their basis in choosing their own. But at some point, their

parents has the power to decide on what career will they

pursue. This is due to the financial status of their family

and the family’s ability to provide the resources they

needed.

The Grade 10 completers chose their strand especially

based on their skills, interests and abilities. The

personal factors stated is considered as somewhat

influential on choosing their strand for senior high

school. It can be clearly concluded that their skills and

abilities fits the strand they are currently enrolled in.

They also considered the new skills and abilities that they

may learn and develop from their chosen strand. Driven by

passion, the respondents personally chose the strand that

they took.
 32

The school competency and facilities were some of the

factors which affect the choice of Grade 10 completers in

terms of their strand. They agreed that the school they

are currently enrolled in can give the best and quality

education due to its competency and facilities. The

respondents believed that their school focuses on their

chosen strand. The school size is not a big deal but the

popularity of the school can also be one of their basis.

It can be safely concluded that in choosing a strand for

senior high school, the Grade 10 completers check the

competency and the ability of the school in giving a

quality education before deciding to enroll.

Recommendations

Based on the findings and conclusions obtained, the

researchers hereby recommend the following:

1. That the Grade 10 completers must identify the factors

that might influence their decision in choosing a strand

for senior high school before deciding to enroll in a

particular school or strand.

2. That the parents should give enough support in their

children’s decision and must give their child an

 33

intensive discussion to guide them in choosing the

appropriate strand or career.

3. That the Department of Education must conduct seminars

to enhance the skills of the teachers in order for them

to provide the quality education needed by the students.

4. That the school administrators must provide enough

facilities and should monitor the quality of education

provided by its teachers and staff.

5. That the future researchers who are willing to take the

same study must gather a larger number of respondents in

order to have an accurate or different findings about

this study.
 34

Bibliography

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student’s longterm career choices. Analyzing 10 year
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Eremie, M. D. (2014). Arabian Journal of Business and

Management Review (Oman Chapter),4(4), 20-25.

Heilbronner, N. N. (2011). Stepping onto the STEM pathway:

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Witko, K. D., Bernes, K. B., Magnusson, K. C., & Bardick, A.

D. (2006). Senior high students’ career plans for the
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 35

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Retrieved from: urs.edu.ph/wp-content/uploads/2016/06/2261-
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Questionnaire

Part I. PROFILE
Directions: Please check the blank for each item that best
describes you.
Name: (Optional) _______________________
Gender: Male_____ Female_____
Income of Parents:
20,001 and above_____
15,001-20,000_____
10,001-15,000_____
5,001-10,000_____
5,000 and below_____
Occupation of Parents:
Father:
Office Employee_____ Teaching_____
Physician_____ Business_____
Lawyer_____ Self-Employed_____
Engineer_____ Farming_____
Dentist_____
Others, please specify_______

Mother:

Office Employee_____ Teaching_____

Physician_____ Business_____
Lawyer_____ Self-Employed_____
Engineer_____ Farming_____
Dentist_____
Others, please specify_______
 40

Part II.
Directions: The strand that you have chosen would help you in
pursuing further specialization toward your preferred career.
A list of factors could have influenced you in choosing your
strand for Senior High School. On a scale from one to 5
(five). Check ONE answer that would best describe the extent
of skill influencing you. Each response option on the scale
is rated as in the following.

Rating Description

5 Very Influenced

4 Influenced

3 Somewhat Influenced

2 Less Influenced

1 Not Influenced

5 4 3 2 1
I followed the strand that my
friends has chosen.
My friends are the ones who
encouraged me to take this
strand.

It’s hard for me to study

without my friends.
People around me tells that I
am fit for the careers
offered in the strand I took.
My friends and I decided to
take different careers.
My family are the ones who
will decide on what career I
will pursue.
 41

My parents doesn’t want me to

study to farther schools.

My parents wants me to take

the same career like them.
My parents cannot afford the
strand I want to take.
I want to have the same
career like my siblings.
I chose this strand to
challenge myself in learning
new skills and abilities.
The strand I chose fits my
skills and abilities.
I like doing things related
to the career that I would
specialize in this strand.

I believe that the career I

have chosen is my passion.
I personally chose the career
I want to take.
I believe that the school that
I am currently enrolled in can
give me the best and quality
education
I wanted to study in the
well-known schools in the
region.

My school focuses on the

strand that I chose.
My school is a very
competitive school.
I want to study in a smaller
school.
 42

CURRICULUM VITAE

Name : Dave M. Batara

Address : Bigao City of Ilagan Isabela

Date of Birth : January 17, 2000

Parents : Roderick C. Batara

Lynmarie M. Batara

Name : April Joy G. Corpuz

Address : Union Gamu, Isabela

Date of Birth : April 25, 2000

Parents : Arnel M. Corpuz

Amelia G. Corpuz

Name : Jerico A. Castaneto

Address : Mabini Gamu, Isabela

Date of Birth : May 28, 1999

Parents : Jessie A. Castaneto

Relita A. Castaneto
 43

Name : Angelo G. Paragas

Address : Mabini Gamu, Isabela

Date of Birth : August 9, 1999

Parents : Vergel T. Paragas

Delia G. Paragas

Name : Divina V. Lucas

Address : Union Gamu, Isabela

Date of Birth : August 12, 2000

Parents : Otillio P. Lucas

Evelyn V. Lucas