Final Thesis

SAN LORENZO RUIZ SENIOR HIGH SCHOOL
Chapter 1
PROBLEM AND ITS BACKGROUND
Choosing a school is a big decision, and can easily become overwhelming.
There are many factors that need to be considered when making the decision
in choosing a proper school. Several factors may be considered in selecting
school like the quality of education, cost, factors a school that likely to offer
you and to find and apply for as many scholarships as possible, people from
the environment, safety, the personal preference of the students, consider
chances of being accepted into a well-known school and ask yourself if you
would be happier at a lesser-known school, and accessibility of the school from
students' residence.
Graduating students from secondary schools may not have solid decision
on where to go in college and what degree program they may possibly take.
They are planning to enter college without clear idea of what career to pursue
for their future (Ramirez &Dizon, 2014). Academic institutions sought to
observe the requirements of the customers, prospective students and other
clients like industry partners when preparing an educational program
(Hrnciar&Madzík, 2013). Degree programs and other student services are
being developed to promote the image of the university (Nadelson,
Semmelroth, Martinez, Featherstone, Fuhriman, & Sell, 2013). With the
curricular offerings of private schools and universities which are almost

1
identical programs makes diversification very difficult (Vaz&Mansori, 2013).
Therefore, the competitive edge, uniqueness and quality must be established
in educational marketing through image building while helping and guiding
the parents towards the achievement of their desire for the success of their
children.
The researchers first idea in choosing a research topic is the punctuality of
the students of one school, the researchers come up with this idea because the
numbers of students in school attendance is literally decreasing every month,
the researchers want to research this topic to know why the punctuality is
affected with the problems of the students but this idea was rejected because
there are a few reviews related literature about this. The researchers next
want to research is the number of the unemployed people and the reasons why
they didn’t have a job but this was too broad, the teacher explained that the
researcher’s topic will be within the vicinity of the school that’s why our final
research topic and title is Assessment of School Preferences of Grade 11
Senior High School students: Strengthening the School Career Path Program
School Year 2018-2019.
This research study aims to know the preferences of the students of Pasig
City in choosing a right and proper school and suits for the needs and wants of
the students. This research that the researchers want to do is a helpful guide
2
for the students for choosing a right and proper school and to know the
contributive factors to school preference as perceived by Grade 11 students.
This study considers the students personal information such as their age,
gender, and socio-economic level.
3
CONCEPTUAL FRAMEWORK
Demographic Profile
Factors Considered by the

Students
School Quality of Courses Policies in Personal

Facility Teaching Offered the School Consideration
Organizing, Production, Analysis

Interpreting
Specific Factors Considered by the

Students in choosing a school
Figure 1: Conceptual Framework of the Study
To guide the researchers in study, a research model was constructed.
The researchers will collect information about the demographic profile of the
respondents and about what factors do the respondents consider in choosing a
school. The researchers will identify the factors considered by the students in
choosing a school.
4
STATEMENT OF THE PROBLEM
This research is aimed at determining the factors that are considered by the
respondents in choosing a school as a tool in aiding the students in choosing
what to consider with regards to school. Specifically, the researchers seek to
answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Gender; and;
1.3 Socio-economic status?
2. What are the factors that are considered by the respondents in terms of:
2.1 School facility;
2.2 Quality of teaching;
2.3 Courses offered;
2.4 Policies in the school; and
2.5 Personal consideration?
5
SIGNIFICANCE OF THE STUDY
The outcome of this study is expected to be a great help to the
following:
Students - By this research, the students will be aware to the different
factors affecting school preference.
Parents -From this research, the parents will be aware of what their sons
and daughters needs and wants in school.
School Administrators - By this research, the school administrators will
know the wants of the students in school and to satisfy the wants of the
students.
Future Researchers - This research will serve as a guide for future
researchers about understanding the factors that affect the decision of
students.
6
SCOPE AND DELIMITATION
The main purpose of the study is to know the contributive factors to school
preference as perceived by Grade 11 students. This study considers the
students personal information such as their age, gender, and socio-economic
level.
The respondents of the study will be Grade 11 students from all tracks
enrolled in San Lorenzo Ruiz Senior High School for the School Year 2018-
2019.
7
DEFINITION OF TERMS
Preference – a greater liking for one alternative over another or others.
Factors – a factors is one things that affects an event , decision, or situation.
Age – the time of life at which some particular qualification, power, or
capacity arises or rests
Gender – range of characteristics pertaining to the differences of masculinity
and femininity.
Strand – domains under the K-12 Curriculum offered by San Lorenzo Ruiz
Senior High School from the two different tracks:
Academic Track – in this track, if students wanted to pursue higher
education when they graduated from senior high school, it offers the four
different strands such as:
Science, Technology, Engineering, Mathematics (STEM) – an
educational program offered for students who wants to pursue science,
engineering, technology and mostly mathematics as their college courses.
Accountancy, Business, Management (ABM) – is an educational program
focuses on the basics of financial management, accountancy and all things
that are accounted.
Humanities and Socials Sciences (HUMSS) – in this strand, students are
offered to study the fields of journalism, communication arts, liberal arts,
education, and other social science-related courses in order to take up in
college.
8
General Academic Strand (GAS) – this strand is offered to those students
who are undecided on what field will they be taking up in college.
Tech-Voc Track – the other track which offers only the;
Technical Vocational Livelihood (TVL) – this strand is given to those
students who just want to take up a 2 year courses that offers housekeeping,
electronics, beauty care and many more.
9
Chapter 2
REVIEW RELATED LITERATURE
LOCAL STUDIES
Tertiary education preferences of Miriam College high school students
According to Ruth QuintillasBugas (2005) the miriam college coordination
with high school conducted a survey to determine what kind of high school
students expected from tertiary degree. They use a strategy to collect the data.
568 students participated to the survey this survey aims to know the
preferences of the students to the schools if they’re going to pass the exam or
what are their reason why choose the school.
According to the result of the study the students of Miriam college high school
graduated and made to the leading college. University of Sto. Thomas have
the highest acceptance rate while the Miriam College has the least rate of
acceptance.
Factors they consider in choosing a school, High quality and standards of
education, school curriculum specializes in the course of their choice,
affordable tuition fee. While the factors they consider in choosing a school are
Personal interest, parents/relatives opinion, and course characteristics.
Base to the result of the survey the fourth year students have a clear criteria
in selecting their school and courses and they have a plan and guide for
college.
10
Factors affecting the choices of School and Student’s level of Interest towards
the Maritime Program, Carlos L. Agudo1, Jake M. Laguador2 & Joseph Cezar
L. Deligero3. (1911-2025) Published by Canadian Center of Science and
Education.
According to the Lyceum of the Philippines University, there are several
factors may be considered in selecting school and degree program like quality
education. This study utilized a research method with the freshmen Maritime
students as respondents. They revealed that the maritime students are willing
to choose and go to school in Lyceum of the Philippines University - Batangas
(LPU-B) with the support of their parent’s decisions. They believed that
finishing the course of maritime can make them employment abroad which
basically the nature of duties and responsibilities. Choosing college with
willingness to go and where they are capable to the school where they choose,
and where they get high interest towards the degree programs compared to
those graduated from private school.
11
Factors to consider when choosing a school
According to the article choosing a school is a big decision, and can easily
become overwhelming. There are many factors to consider when choosing a
school such as, the Cost, this is one of the important factor to consider it is the
basis if you can afford Expenses of the school. Location, it is also important
because when choosing a school you need to identify if it is near or far to you.
Selectivity, in this factor you need to identify if your going to choose a school
base on the name of school if it is well-known or lesser-know. Service and
Programs for students, in this factor when choosing a school you need to know
if you’re satisfy to the service and programs of the school. Size, this is also a
important factor everyone has own preferences sometimes they need a large
school because they think it has high quality of education and school. There
has too many factors need to consider by students in choosing a school.
FOREIGN LITERATURE
Choosing a school for your child
According to the Australian government parents are feeling anxious about
getting decision about the school of their children. There are many factors to
consider when choosing a school for your children such as, personal
preferences, if do you prefer public or private school, do you want your child to
12
go to the school that your interested base on your own preferences. Practical
consideration, do you want a expensive school for your child or do want to let
your child travel far away from your home, or do you let your child go with
their friends. School specific factors, what size of the school is the best for your
child, has the school has a high academics, will the school support your child.
School communication and connections, are you interconnected each other.
Every school has a capability to support or assist your child to improve their
understanding skills.
Four steps to selecting a school for your child
According to the U.S Department of education how do you choose a school for
your child whether it is private or not, there four steps for selecting the best
school for your child. First is Consider your child and your family in this step
you need first to identify what your child wants to the school if it far away or
near to your home if it is well-know school or do they want to come with their
friends or do they want a high standard of education. Second is you need to
gather information about the schools in this step you will identify the
background of every schools, whether if it is a public or private if it is
expensive school, if it has high standard of education, what course they offer,
what kind of policy do the school have, if the school can help your child, if it is
safe for you child, if it has a good facilities and services. Third step is you will
13
visit and observe the school, in this step you will know how the school
managed and how they run it, what kind of teaching skills do the teacher of
school had, what is the behavior of the principal, what is the culture of the
school. Last step is apply to the school since you had been observed and you
already know the school you need now is to apply to it.
What is really important in choosing a school
According to Robert kennedy( 2018) when you are exploring for a school for
your child you have many options, and you are encountering a bit confuse
because of choosing a best school for your child. There are a lot of options you
need to consider in choosing a school such as You need to consider your
requirements as a parent if it is a private or public, expensive or not
expensive, well-know or lesser known, it is the requirements that you want as
a parent to have a beat education for your child. You also need to consider
your comfort factor in this case your not going to rely in internet you need to
go to the school and check if it the same as what you have been researched
from the internet. You also need to consider the finance of the school if it
expensive, or Do you think if you can afford the expenses of the schools. Next
is the location of the school if it near from your house of if it is far from your
house, do the school need a long travel. You also need to consider the standard
of the school if the standard of the school if fitted or can help your hild to be
14
better student. Next is you are going to visit the school then after visint and
knowing the important things to Consider in choosing a school then go apply
for it.
Choosing a school: an overview
According to great school staff (2018) this the process to choose a school and
what to consider when choosing a school. There a lot of options in choosing a
school and what option is the best for your child such as the programs and
courses that the school offers and what kind of school if it is public or private,
And how about the expenses if it is expensive or cheap school, if this school
has a high quality of education that can help your child learn and also if the
school is well-known or lesser-know, and what is size of the school if it is fitted
to your child or not. This is the options that you need to consider then when
you have been choose a school that is better to your child then go visit the
school and observe the school once you observe it, you are going to apply to the
school and lastly you are going to get involve to the school by staying to the
school and be one of their students.
••
Factors to Consider when Choosing a School
According to International Student, Top Factors to Consider

15
Choosing a school is a big decision, and can easily become overwhelming.
There are many factors and variables that need to be considered when making
the decision. Here are several important variables to consider when selecting
a college. Review each one and then identify the ones most important to you.
When you are considering schools, you can then refer back to this list to see if
the school offers programs and services that match your priorities.
There are many additional variables to take into consideration, questions that
may be more important to some students than others. For example, are you
more interested in a co-ed or single-sex college? Would you prefer a private or
public school? Religious or secular? The answer to all these questions depends
entirely on the personal preferences of the student choosing the school.
Factors to Consider When Selecting a High School for Your Highly Able
Student
According to Strop, J. (2004), for many bright students, school is a painful
experience. Consequently, many parents simply decide to shop around for the
high schools which will be the "best fit" to enable their students to experience
happiness, to thrive, and to achieve their postgraduate dreams. For many
other families in today's society, the need for new jobs and relocation initiates
the search for the best high schools in new communities. To complicate this
decision, colleges are receiving record numbers of qualified applications each

16
year, so college entrance requirements continue to be ramped up. Therefore,
the success of a student's high school experience has become essential to keep
postgraduate doors open. To assure a successful high school experience, many
factors need to be considered to determine the "best fit" for a particular
student.
Philosophy of Excellence, a school's philosophy is often stated in a vision or
mission statement and is articulated in many ways through print materials
distributed by the school (i.e., pamphlets, brochures, web pages, etc.).Practice
of Excellence, awards received by faculty and students, as well as historical
student performance on tests, are facts usually included in the high school
profiles. These profiles are usually published as supplemental information
about the high schools to be sent to colleges with student
applications.Systematic Postgraduate Planning
Another indicator of individualization for students is the process in place to
assist all students and their parents in making postgraduate plans. Options
for In-depth Study, once students know their passions and their postgraduate
plans, it is important for them to find options for in-depth study during their
high school experiences.Flexibility in the System
Even the most traditional high school can have a component of flexibility built
into its programming. For instance, very few students have a passion for all
subjects.
17
Educational Support Available, often the brightest students will find an
area in the curriculum in which they experience difficulty during their high
school careers.
Factors Influencing Parents’ Decision in Choosing Private Schools
According to Noor AlyaniYaacob, Mariana MohamedOsman,
SyahirahBachok (2014), This research examines the factors considered by
parents when deciding to enroll their children in private schools. Based on
literature review, some eight factors have been identified, but this research
only deals with four. According to the data analysis, parents part emphasizing
on the importance of private schools’ syllabus, schools’ environment and
facilities when selecting to enroll their children in private schools. The
academic performance of the school was placed third in preference, with
fourth factor considered being the quality teachers that the school possessed.
The research was conducted by using quantitative approaches and carried out
via structural self–administrated closed-ended questionnaires through
questionnaire survey method.
18
Colleges and Universities: Choosing the Right Fit
According to Peterson’s (2017), Starting your college search with the
basics will help you identify the colleges that will best suit you academically
and personally. Each of us has unique needs and values, and what is
important to you may not matter to someone else. Take location, for instance.
If you don’t want to be more than 100 miles from home, then schools on the
other side of the globe are out! The same goes for school size, cost, and other
basic college criteria. By identifying your needs early on, you can eliminate
hundreds of schools and focus on the things that will make your school a
perfect fit.
Obviously, academics play a huge role in determining the right school for you.
But so does location. Where do you want to study? Is year-round sunshine a
must for your mental health, or does the call of the winter ski season require a
more diverse climate? Perhaps you hope to compose essays in the shadow of
the Eiffel Tower, or maybe you prefer the comforts of home. College is both an
education and a journey, so consider what type of location you hope to
experience when exploring college information.
You should also consider the ambience of your surroundings when choosing a
college. If you can’t live without nightlife, think city! If you’re into the great
19
outdoors, you might want to go rural. There are colleges in every environment
you can imagine, from tiny towns in Minnesota to the middle of Manhattan.
If you’ve always lived in the suburbs, an urban campus can be an adventure.
But after a few weeks, will you yearn for grassy fields and open space? On the
other hand, if you’re used to malls and movie theaters and choose a college in
a rural area, will you be racing into the student center at midnight,
desperately seeking noise, lights, and people? When examining the options in
a college guide, think about where you grew up and how much of a change you
want.If you’ve always lived in the suburbs, an urban campus can be an
adventure. But after a few weeks, will you yearn for grassy fields and open
space? On the other hand, if you’re used to malls and movie theaters and
choose a college in a rural area, will you be racing into the student center at
midnight, desperately seeking noise, lights, and people? When examining the
options in a college guide, think about where you grew up and how much of a
change you want.
According to Roselyn Kelly Beswick (1973) all the students graduated from
universities are facing different problems of selecting process. The most
influential person in selecting is parents, particularly the mothers. The
courses and the quality of education in the particular school can also affect the
selection process.
20
According to the result of the study , it increase the understanding of students
in selecting process, it also guide the students to choose.
SYNTHESIS
According to the review of related literature that we gathered from
different sources, the student considers a lot of factors in choosing a school.
Among of all the factors the quality of teaching, quality of education, the
financial, and the location is the most considered factors by the students The
influences can also affect the decision of students.
A study of factors associated with students choice in the university selection
process
21
Chapter 3
METHODOLOGY
Method of research
The main purpose of this study was to determine the factors
that affect the decisions of Grade 11 students of San Lorenzo Ruiz Senior
High School.
This was a quantitative study which explore the mindset of Grade
11 Senior High School students in choosing a school. Survey method was
employed to gather data.
This study employed descriptive research design because this
research aimed to determine the factors that affect the decision of Grade 11
students in choosing a school by using the survey method.
To describe the strength of relationship two or more rents or
characteristics. This method was also appropriate because this investigation
would like to investigate the factors that affect the decision of students in
choosing a school.
22
Population, Sample Size, and Sampling Technique
The respondents of this study would be the randomly selected grade 11 senior
high school students from San Lorenzo Ruiz Senior High School in Pasig City
who were officially enrolled in the second semester, school year 2018-
2019.They were randomly selected using multi-stage sampling procedure.
First the researcher got the actual number of males and females officially
enrolled and reported grade 12 senior high school students of San Lorenzo
Senior High School in Pasig City per track/strand and determined the sample
size of the respondents by using Slovin’s formula,
𝑁
𝑛=
1 + 𝑁𝑒 2
Where:
n = number of samples;
N = total population; and
e = margin of error = 0.05.
From 387 population (198 males and 189 females) of San Lorenzo Ruiz Senior
High School in Pasig City, only 196(100 males and96 females) grade 11 senior
high school students was obtained as the sample size using 0.05 as desired
margin of error.Second, the researcher determined the actual sample size of
196
male and female for each track/strand using the proportion387times the
actual number of males and females per track/strand. This was the stratified
23
random sampling. Table 1 shows the distribution of respondents of this study
using stratified random sampling.
Table 1. Distribution of Respondents
Academic Track Tech-Voc Track

School STEM ABM GAS HUMSS Total
Enrol. Res. Enrol. Res. Enrol. Res. Enrol. Res. Enrol. Res. Enrol. Res.
SLRSHS Male 37 19 34 17 24 12 48 24 55 28 198 100
SLRSHS Female 21 11 79 39 7 4 45 23 37 19 189 96
Legend:
SLRSHS – San Lorenzo Ruiz Senior High School
Third, the researchers went to the EBEIS Coordinator of San Lorenzo Ruiz
Senior High School in Pasig City to get a copy of the School Form 2 of all
track/strands in order for him to conduct systematic random sampling in
order to select the actual respondents from Grade 11 of San Lorenzo Ruiz
Senior High School Pasig City. The sampling started by selecting an element
from the list at random, that was the researcher pointed the name of a
student in the School Form 2 by not looking at it as the first respondent and
then every kth element n the frame where k, the sampling interval and this
can be calculated as:
𝑁
𝑘=
𝑛
24
Where n is the sample size, and N is the population size.
The process was used all throughout until the selection of
respondents per track/strand and per school was completed. The pointed and
selected names of males and females students in printed School Form 2 were
encircled to identify the actual respondents. This was done for researcher’s
convenience during the gathering and orientation of the respondents of the
study per track/strand. The distribution of respondents served as the guide to
determine how many respondents will be chosen from each track/strand.
Research Instrument
A 4 Point Likert-scale questionnaire used to measure attitude. The
instrument is divided into three parts; Part I: Demographic Profile; Part II:
Preferences in Choosing a School; Factors, Influence
The questionnaire was created by the researchers.
Data-Gathering Procedure
The researchers asked permission from the principal, research head
and teachers to distribute the survey questionnaires to the 196 randomly
chosen respondents in each school one at a time. The respondents were
gathered, oriented and given an hour to accomplish the said research
instrument. The research instruments were retrieved by the researchers
themselves.
25
STATISTICAL TREATMENT
The data gathered and collected by the researcher were analyzed and
interpreted through Microsoft Excel by applying statistical measures
appropriately and accordingly.
The results were interpreted by using the mean/weighted mean as
compared to the Factors Scale, for the factors of grade 11 senior high
students in choosing a school, one-sample T-test was used for testing the
significant difference among the males and females factors in choosing a
school and their track/strand, this method was appropriate to describe the
factors affecting the decision of grade 11 students in choosing a school
Weighted Mean. This was used to determine the males, females and over all
factors of the students towards their track/strand. The formula used was:
∑𝑛𝑥𝑖 𝑤𝑖 𝑥𝑖
𝑊𝑚𝑒𝑎𝑛 =
∑ 𝑤𝑖
Where:
𝑊𝑚𝑒𝑎𝑛 = weighted mean
𝑤𝑖 = weight of frequency of each option
𝑥𝑖 = value of each option
To determine the factors affecting the decision of grade 11 students in
choosing a school:
26
Factors Scale
Arbitrary Scale Descriptive Interpretation
3.50 – 4.00 Very Interested
2.50 – 3.49 Interested
1.50 – 2.49 Slightly Interested
1.00 – 1.49 Not Interested
Mean. This was used to determine the total number of males and
females who are enrolled in the second semester. The formula used was:
∑ 𝑓𝑑
𝑋̅ = 𝐴𝑀 + ( )𝑐
𝑛
Where:
𝑋̅ = mean
𝐴𝑀 = assumed mean
𝑓 = corresponding frequency
𝑑 = deviation from the mean class that is expressed in positive and negative
integers
𝑐 = class interval
𝑛 = number of scores
27
T-test for independent samples. This was used to determine the
significant difference between males and female students’ aware towards the
different factors. The formula used was:
𝑥1 − ̅̅̅
̅̅̅ 𝑥2
𝑡=
𝑠 2 𝑠2 2
√ 𝑛1 +
1 𝑛2
Where:
t = T-test computed value
𝑥1 = sample mean of one group

̅̅̅
̅̅̅2 = sample mean of the other group

𝑥
𝑠1 2 = sample variance of one group
𝑠2 2 = sample variance of the other group
𝑛1 = sample size of one group
𝑛2 = sample size of another group
28
Chapter 4
RESULTS AND DISCUSSION
The following data show the result and discussion of the study conducted.
1. Demographic Profile
Table 1. Profile of the Respondents in terms of Age
Age Frequency Percentage
15 2 1.0
16 59 30.1
17 103 52.6
18 22 11.2
19 6 3.1
20 2 1.0
21 1 .5
25 1 .5
Total 196 100.0
Table 1. Shows the frequency and percentage distribution of the respondents
in terms of Age. Most of the respondents are in the age group of 17 years old
with 103 respondents and a percentage of 52.6. While the least number of
respondents is 21 and 25 years old and above with only 1 respondent and
percentage of 0.5.
29
Table 2. Profile of the Respondents in terms of Gender
Gender Frequency Percentage

%
Male 98 50.0
Female 98 50.0
Total 196 100.0
Table 2. Shows the frequency of and percentage distribution of the
respondents in terms of gender. Both of the Male and Female respondents
have the same number of respondents with a percentage of 50.0.
Table 3. Profile of the Respondents in terms of Strand
Strand Frequency Percentage

%
STEM 30 15.3
ABM 56 28.6
GAS 16 8.2
HUMS
47 24.0
S
TVL 47 24.0
Total 196 100.0
Table 3. Shows the frequency and percentage distribution of the respondents
in terms of Strand. Most of the respondents were from ABM with 56
respondents and a percentage of 28.6 while the least number of respondents
were from the strand of GAS with a total number of 16 and a percentage of
8.2.
30
1. School preferences of STEM Students in terms of the following Preferences
Table 4. School Preferences of STEM students in terms of Factors
Frequency
Weighted Mean
Interpretation
Very Interested
Interested (2)
Interested (3)
Verbal
Interested(1)
Slightly
FACTORS
(4)
Not
1. I want to enroll in private Slightly

13 8 6 3 1.97
school Interested
2. I want to enroll in public school 0 3 15 12 3.30 Interested
Slightly
3. School that is far from home 13 11 5 1 1.80
Interested
4. School that is near from home 0 2 14 14 3.40 Interested
5. Qualification of Teachers 1 1 12 16 3.43 Interested
6. Courses Offered 0 1 11 18 3.57 Interested
7. Facilities of School 0 0 11 19 3.63 Very Interested
8. School Policies 0 4 13 13 3.30 Interested
9. School Uniform 1 0 14 15 3.43 Interested
10. Varsity in school 1 12 8 9 2.83 Interested
11. Scholarship offered in School 1 6 7 16 3.27 Interested
12. School Club Organization 1 7 10 12 3.10 Interested
13. School equipment and
technologies (Electric Fan, Aircon, Wi- 0 2 8 20 3.60 Very Interested
Fi, Printer, etc.,)
14. Grading System 0 1 10 19 3.60 Very Interested
15. Schedule of Classes 1 0 12 17 3.50 Very Interested
Overall weighted mean 3.18 Interested
31
Legend: “Not Interested” 1.00-1.49, “Slightly Interested” 1.50-2.49, “Interested” 2.50-3.49, “Very
Interested” 3.50-4.00
Table 4. Displays the student assessment of school preferences in the STEM
Strand regarding the Factors. All the questions display a “Interested” verbal
interpretation. As revealed in the table the total weighted mean is 3.18 is an
implication that the STEM student’s school preferences in factors is
Interested.
Table 5. School Preferences of STEM students in terms of

Influence
Frequency
Weighted Mean
Interpretation
Not Interested(1)
Very Interested
Interested (2)
Interested (3)
Verbal
Slightly
INFLUENCE
(4)
1. I´m going to enroll to that school, Slightly

7 10 6 7 2.43
because of my parents decision Interested
8 17 2 3 2.00
because of my friends Interested
3. I´m going to enroll to that school, because
0 2 9 19 3.57 Interested
it´s what I want
Table 5. Displays the student assessment of school preferences in the STEM
Strand regarding the Influence. All the questions display a “Interested” verbal
32
implication that the STEM student’s school preferences in influence is
Interested.
6. School preferences of ABM Students in terms of the following Preferences
Table 6. School Preferences of ABM students in terms of Factors
Frequency
Interpretation
Weighted Mean
Interested (2)
Interested (3)
Interested (4)
Interested(1)
Verbal
Slightly
FACTORS
Very
Not
1. I want to enroll in private

16 27 11 2 1.98 Slightly Interested
school
3. School that is far from home 15 21 16 4 2.16 Slightly Interested
6. Courses Offered 0 1 26 29 3.50 Very Interested
7. Facilities of School 0 4 15 37 3.59 Very Interested
13. School equipment and technologies
(Electric Fan, Aircon, Wi-Fi, 0 3 20 33 3.54 Very Interested
Printer, etc.,)
14. Grading System 0 1 25 30 3.52 Very Interested
15. Schedule of Classes 0 4 21 31 3.48 Interested
33
Table 6. Displays the student assessment of school preferences in the ABM
implication that the ABM student’s school preferences in factors is Interested.
Table 7. School Preferences of ABM students in terms of Influence
Frequency
Interpretation
Not Interested(1)
Very Interested
Weighted Mean
Interested (2)
Interested (3)
Verbal
Slightly
INFLUENCE
(4)
1. I´m going to enroll to that school,
10 14 22 10 2.57 Interested
because of my parents decision
13 22 19 2 2.18
it´s what I want
Table 7. Displays the student assessment of school preferences in the ABM
34
implication that the ABM student’s school preferences in influence is
Interested.
6.School Preferences of GAS students in terms of Preferences
Table 8. School Preferences of GAS students in terms of Factors
Frequency
Interpretation
Not Interested(1)
Very Interested
Interested (2)
Interested (3)
Weighted Mean
Verbal
Slightly
FACTORS
(4)
1. I want to enroll in private school 1 5 5 5 2.88 Interested
3. School that is far from home Slightly
4 4 5 3 2.44
Interested
4. School that is near from home 0 2 4 10 3.50 Very Interested
7. Facilities of School 0 3 8 5 3.13 Interested
(Electric Fan, Aircon, Wi-Fi, Printer, 0 3 8 5 3.13 Interested
etc.,)
14. Grading System 0 1 9 6 3.31 Interested
35
Table 8. Displays the student assessment of school preferences in the GAS
implication that the GAS student’s school preferences in factors is Interested.
Table 9. School Preferences of GAS students in terms of Influence

Frequency
Weighted Mean
Interpretation
Not Interested(1)
Very Interested
Interested (2)
Interested (3)
Verbal
Slightly
INFLUENCE
(4)
of my parents decision
1 3 8 2 Interested
of my friends 2.94
3. I´m going to enroll to that school, because it´s
1 3 6 6 Interested
what I want 3.06
Table 9. Displays the student assessment of school preferences in the GAS
implication that the GAS student’s school preferences in Influence is
Interested.
36
7. School Preferences of HUMSS students in terms of Factors
Table 10. School Preferences of HUMSS students in terms of Factors
Frequency
Weighted Mean
Interpretation
Not Interested(1)
Very Interested
Interested (2)
Interested (3)
Verbal
Slightly
FACTORS
(4)
1. I want to enroll in private school Slightly
14 17 12 4 2.13
Interested
5 29 9 4 2.26
Interested
13. School equipment andtechnologies
(Electric Fan, Aircon, Wi-Fi, Printer, 3 8 19 3.06 Interested
17
etc.,)
37
Table 10. Displays the student assessment of school preferences in the
HUMSS Strand regarding the Factors. All the questions display a “Interested”
verbal interpretation. As revealed in the table the total weighted mean is 2.99
is an implication that the HUMSS student’s school preferences in factors is
Interested.
Table 11. School Preferences of HUMSS students in terms of Influence

Frequency
Interpretation
Not Interested(1)
Very Interested
Weighted Mean
Interested (2)
Interested (3)
Verbal
Slightly
INFLUENCE
(4)
10 16 14 7 2.38
13 23 10 1 1.98
3. I´m going to enroll to that school,
because it´s what I want
Table 11. Displays the student assessment of school preferences in the
HUMSS Strand regarding the Influence. All the questions display a
“Interested” verbal interpretation. As revealed in the table the total weighted
mean is 2.55 is an implication that the HUMSS student’s school preferences in
factors is Interested.
38
8. School Preferences of TVL students in terms of Factors
Table 12. School Preferences of TVL students in terms of Factors
Frequency
Weighted Mean
Interpretation
Not Interested(1)
Very Interested
Interested (2)
Interested (3)
Verbal
Slightly
FACTORS
(4)
1. I want to enroll in private school Slightly
26 12 6 3 1.70
Interested
13 21 11 2 2.04
Interested
(Electric Fan, Aircon, Wi-Fi, Printer, 3 6 16 22 3.21 Interested
etc.,)
39
Table 12. Displays the student assessment of school preferences in
the TVL Strand regarding the Factors. All the questions display a “Interested”
verbal interpretation. As revealed in the table the total weighted mean is 2.96
is an implication that the TVL student’s school preferences in factors is
Interested.
Table. 13School Preferences of TVL students in terms of Influence
Frequency
Interpretation
Not Interested(1)
Very Interested
Weighted Mean
Interested (2)
Interested (3)
Verbal
Slightly
INFLUENCE
(4)
10 22 5 10 2.32
17 18 7 5 2.00
because it´s what I want 4 9 12 22 2.11
Interested
Slightly
Overall weighted mean 2.14
Interested
Table 13. Displays the student assessment of school preferences in
the TVL Strand regarding the Influence. All the questions display a “Slightly
Interested” verbal interpretation. As revealed in the table the total weighted
40
mean is 2.96 is an implication that the TVL student’s school preferences in
factors is Slightly Interested.
9. Over-all mean summary in terms of the different Factors

Table 14: Over-all mean summary in terms of Factors
STRAND Over-all Verbal

Mean Interpretation
STEM 3.18 Interested
ABM 3.16 Interested
GAS 2.98 Interested
HUMSS 2.99 Interested
TVL 2.96 Interested
Table 14. shows the over-all mean and verbal interpretation in all the strands
regarding the Factors. All the strands display a “Interested” verbal
interpretation. As revealed in the table the highest mean is 3.18. It indicates
that the respondents are interested in all factors.
Table 15: Over-all mean summary in terms of Influence
STRAND Over-all Verbal

Mean Interpretation
STEM 2.67 Interested
ABM 2.69 Interested
GAS 2.83 Interested
HUMSS 2.55 Interested
TVL 2.14 Slightly Interested
41
Table 15. shows the over-all mean and verbal interpretation in all the strands
regarding the Influence. All the strands display a “Interested” verbal
interpretation. As revealed in the table the highest mean is 2.83. It indicates
that the respondents are interested in all influence.
Table 10. ONE Way Analysis of Variance (ANOVA); Comparing the Different
Factors in terms of Choosing a School
Table 16.1 ONE Way Analysis of Variance (ANOVA); Comparing the
Different Factors in terms of Choosing a School (Question no. 1).
STATEMENTS STRAND WEIGHTED STANDARD SIGNIFICANT

MEAN DEVIATION DIFFERENCE
STEM-30 1.97 1.033
ABM-56 1.98 0.798
I want to enroll in 0.001
private school GAS-16 2.88 0.957
HUMSS-47 2.13 0.947
TVL-47 1.70 0.931

STEM-30 3.30 0.651
ABM-56 3.21 0.563
I want to enroll in 0.573
public school GAS-16 3.25 0.931
HUMSS-47 3.09 0.717
TVL-47 3.30 0.689
42

STEM-30 1.80 0.847
ABM-56 2.16 0.910
School that is 0.100
far from home GAS-16 2.44 1.094
HUMSS-47 2.26 0.765
TVL-47 2.04 0.833

STEM-30 3.40 0.621
ABM-56 2.98 0.884
School that is 0.92
GAS-16 3.50 0.730
near from home
HUMSS-47 3.02 0.897
TVL-47 3.15 1.000
43

STEM-30 3.43 0.728
ABM-56 3.39 0.705
Qualifications 0.003
of teachers GAS-16 2.94 0.854
HUMSS-47 3.38 0.709
TVL-47 2.91 0.880

STEM-30 3.57 0.568
ABM-56 3.50 0.539
Courses offered 0.086
GAS-16 3.06 0.998
HUMSS-47 3.40 0.681
TVL-47 3.26 0.871
44

STEM-30 3.63 0.490
ABM-56 3.59 0.626
Facilities of 0.014
school GAS-16 3.13 0.719
HUMSS-47 3.26 0.765
TVL-47 3.34 0.731

STEM-30 3.30 0.702
ABM-56 3.48 0.572
School policies 0.005
GAS-16 2.88 1.025
HUMSS-47 2.15 0.751
TVL-47 2.98 0.879
45

STEM-30 3.43 0.679
ABM-56 3.34 0.640
School uniform 0.025
GAS-16 2.69 1.138
HUMSS-47 3.13 0.824
TVL-47 3.13 0.900

STEM-30 2.83 0.913
ABM-56 2.84 0.890
Varsity in school 0.637
GAS-16 2.63 1.088
HUMSS-47 2.62 1.033
TVL-47 2.89 1.088
46

STEM-30 3.27 0.907
ABM-56 3.45 0.658
Scholarship 0.129
offered in school GAS-16 2.88 0.806
HUMSS-47 3.40 0.876
TVL-47 3.23 0.865

STEM-30 3.10 0.885
ABM-56 2.96 0.852
School club 0.127
GAS-16 2.69 0.793
organization
HUMSS-47 2.57 0.972
TVL-47 2.79 1.141
47

STEM-30 3.60 0.621
School ABM-56 3.54 0.602
equipments and 0.005
technologies GAS-16 3.13 0.719
(Electric fan, HUMSS-47 3.06 0.895
Aircon, Wifi, TVL-47 3.21 0.907
Printer, etc..)

STEM-30 3.60 0.563
ABM-56 3.52 0.539
Grading system 0.015
GAS-26 3.31 0.602
HUMSS-47 3.21 0.806
TVL-47 3.15 0.859
48

STEM-30 3.50 0.682
ABM-56 3.48 0.632
Schedule of
classes GAS-16 3.25 0.577 0.346
HUMSS-47 3.23 0.786
TVL-47 3.36 0.792
Table 16. Depicts the comparison between the different factors in terms of
choosing a school using ANOVA, the seven out of fifteen related support
obtained p-value 0.573, 0.100, 0.92, 0.637, 0.129, 0.127 and 0.346 greater
than 0.05 which indicates that some respondents of all strand have no
significant difference in Factors in choosing a school. However, on Factors
statement 1,5,6,7,8,9,13,14 which is less than the level of significance 0.05.
This implies that the respondents have different views in their factors in
choosing a school.
49
Different Influence in terms of Choosing a School (Question no. 1).

STEM-30 2.43 1.104
I'm going to ABM-56 2.57 0.988
enroll to that 0.773
school, because GAS-16 2.50 0.966
of my parents HUMSS-47 2.38 0.990
decision TVL-47 2.32 1.045

STEM-30 2.00 0.871
I'm going to ABM-56 2.18 0.834
enroll to that 0.002
school, because GAS-16 2.94 0.854
of my friends HUMSS-47 1.98 0.766
TVL-47 2.00 0.978
50

STEM-30 3.57 0.626
Going to enroll ABM-56 3.32 0.789
to that school, 0.144
because it's GAS-16 3.06 0.929
what I want HUMSS-47 3.28 0.743
TVL-47 3.11 1.005
Table 17.Depicts the comparison between the different influences in terms of
choosing a school using ANOVA, the two out of three related support obtained
p-value 0.773 and 0.144 greater than 0.05 which indicates that some
respondents of all strand have no significant difference in Influences in
choosing a school. However, on Influences statement 2 which is less than the
level of significance 0.05. This implies that the respondents have different
views in their influence in choosing a school.
51
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Presented in this chapter are the summary of findings, conclusions, and
recommendations based on the data gathered, presented, analyzed, and
interpreted.
Summary of Findings
1. The findings of the study based on the students profile are revealed as:
1.1 Out of 196 students who answered the questionnaire, 100 of them are
male and likewise, 96 are female.
1.2 Among the 196 respondents, 30 of them are from STEM, 56 are from
ABM, 16 are from GAS, 47 are from HUMSS, and 47 of them are from
TVL strand.
2. The findings of the study based on the factors as perceived by each
respondents in different strand are revealed as:
2.1. Perceived Level of Stress among STEM students are shown as follow:
2.1.1 Factors “Interested” with an overall mean of 3.18
2.1.2 Influence “Interested” with an overall mean of 2.67
2.2 Perceived Level of Stress among ABM students are shown as follow:
52
2.3 Perceived Level of Stress among GAS students are shown as follow:
2.4 Perceived Level of Stress among HUMSS students are shown as follow:
2.5 Perceived Level of Stress among TVL students are shown as follow:
2.5.2 Influence “Slightly Interested” with an overall mean of 2.14
3. The findings of the study based on the following are revealed as:
3.1. Strand:
3.1.1. There is no significant difference between the strands when it
comes to Factors.
3.1.2. There is no significant difference between the year levels when it
comes to Influence.
3.2. Gender:
3.2.1. There is a significant difference between the genders when it
comes to Factors.
3.2.2. There is no significant difference between the genders of the
student when it comes to Influence.
53
Conclusion
Based on the findings gathered, the researcher has formulated the following
conclusions:
1. Out of 196 students who answered the questionnaire, 100 of them
are male and likewise, 96 are female.
2. Among the 196 respondents, 30 of them are from STEM, 56 are from
ABM, 16 are from GAS, 47 are from HUMSS, and 47 of them are
from TVL strand.
3. The study finds out that there is no difference for both male and
female in terms of Factors and Influences.
4. Researchers found out that the there are no significant difference
between the strands, that they are interested with the Factors and
Influences. It shows that there is no specific relationship between all
factors to every strand, but it depends to every single respondent
who experiences it.
RECOMMENDATION
With the result analyzed and interpreted, in the study, the following
recommendation where made by the researchers for the development of this
study:
1. The researchers recommend that don't rely yourself into others when
choosing a school because YOYO
54
2. researchers recommend that just believe in yourself that you can when choosing a
school
3. The researchers believe that just follow your heart and interest when choosing a
school
4. The researchers recommend that try to consult wity your parents when choosing a
school
REFERENCES
Agudo C et al (1911). “Factors affecting the choices of School and
Student’s level of Interest towards the Maritime Program”, www.research.net
Beswick, R (1973). “A study of factors associated with students choice in the
university selection process”. Retrieved from www.file.eric.ed
BrainLine. (2019). Factors to Consider When Choosing a School | BrainLine.
[online] Available at: https://www.brainline.org/article/factors-consider-when-
choosing-school [Accessed 6 Mar. 2019].
55
Bugas, R (2005).”Tertiary education preferences of Miriam College high school
students”. Retrieved from www.ejournals.ph/article.php?id=3366.
International Student. (2019). Choosing a School - International Student
News. [online] Available at: https://www.internationalstudent.com/student-
news/articles/choosing-a-school/ [Accessed 6 Mar. 2019].
Kennedy R. (2018). “What is really important in choosing a school”. Retrieved
from www.privateschoolpreview.com
Peterson’s (2017). “Colleges and Universities: Choosing the Right Fit”.
Retrieved from https://www.petersons.com/blog/colleges-and-universities-
choosing-the-right-fit/
Raising Children Network. (2019). Choosing a school for your child. [online]
Available at: https://raisingchildren.net.au/preschoolers/play-
learning/preschool/choosing-a-school [Accessed 6 Mar. 2019].
Reading Rockets. (2019). Four Steps to Finding an Excellent Tutor for Your
Child. [online] Available at: http://www.readingrockets.org/article/four-steps-
finding-excellent-tutor-your-child [Accessed 6 Mar. 2019].
56
Staff, G. and Staff, G. (2019). Choosing a school: an overview | Parenting.
[online] Parenting. Available at:
https://www.greatschools.org/gk/articles/choosing-a-school/ [Accessed 6 Mar.
2019].
Strop, J.(2004). “Factors to Consider When Selecting a High School for Your
Highly Able Student”. Retrieved from https://www.davidsongifted.org/Search-
Database/entry/A10476
Yaacob N et al (2014). “Factors Influencing Parents’ Decision in Choosing
Private Schools”. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877042814055001
57
APPENDICES
February 1, 2019
CATHERINE M. ONA
Teacher II
This School
Pasig City
Dear Ma’am:
The undersigned, are General Academic Strand (GAS) students studying at

San Lorenzo Ruiz Senior High School, are currently conducting a research for
this semester entitled “ASSESSMENT OF SCHOOL PREFERENCES OF
GRADE 11 SENIOR HIGH SCHOOL STUDENTS: STRENGTHENING
THE SCHOOL CAREER PATH PROGRAM SCHOOL YEAR 2018-2019”
In connection with this, may we ask for your assistance with regard to the
validation of our questionnaires necessary for the study. Knowing that you are
most fit and capable to provide such, the undersigned would like to ask
approval from your good office to be one of the evaluators.
We highly anticipate your positive response on this matter.
58
Thank you very much and God bless you.
Sincerely yours,
LUIS CZAR PERDIZ

Student – Researcher
Noted: Confirmed by:
ROMMEL JOHN L. ABALLE CATHERINE M. ONA

Research Adviser Teacher II, SLRSHS
February 1, 2019
CRISTINA MARIE D. BULLO

Teacher III
This School
Pasig City
Dear Ma’am:


59
Sincerely yours,
LUIS CZAR PERDIZ

ROMMEL JOHN L. ABALLE CRISTINA MARIE D. BULLO

Research Adviser Teacher III, SLRSHS
February 01, 2019
GEROLYN A. POSTRANO
Master Teacher II
This School
Pasig City
Dear Ma’am:


60
Sincerely yours,
LUIS CZAR PERDIZ

ROMMEL JOHN L. ABALLE GEROLYN A. POSTRANO

Research Adviser Master Teacher II, SLRSHS
ASSESSMENT OF SCHOOL PREFERENCES OF GRADE 11 SENIOR HIGH

SCHOOL STUDENTS: STRENGTHENING THE SCHOOL CAREER PATH
PROGRAM SCHOOL YEAR 2018-2019
Age: Gender:
Strand: Date:
The factors that you will encounter in choosing a school that will help you choose
the best career choice path. This are the list of factors/preferences that you will
consider in choosing a school. On a scale, frame one to four, put check (/) on the best
answer that describes the factors that you’re interested. Each response option on the
scale is rated in the following:
Rating Descriptions
4 Very Interested
3 Interested
2 SlightlyInterested
1Not Interested
61
STATEMENTS Very Interested Slightly Not

Interested Interested Intereste
d
1. I want to enroll in private
school
2. I want to enroll in public school
3. School that is far from home
4. School that is near from home
5. Qualifications of teachers
6. courses offered
7. Facilities of school
8. School policies
9. School uniform
10. Varsity in school
11. Scholarship offered in school
12. School club organization

13. School equipments and
technologies (Electric fan,
Aircon, Wifi, Printer, etc..)
14. Grading system
15. Schedule of classes
The person that influence you in choosing the best career choice path. On a scale,
frame one to four, put check (/) on the best answer that describes the most influence.
Each response option on the scale is rated in the following:
Rating Descriptions
4 Mostinfluenced
3 Influenced
2 Slightlyinfluenced
1Not influenced
62
1. I'm going to enroll to that

school, because of my parents
decision
2. I'm going to enroll to that
school, because of my friends
3. going to enroll to that school,
because it's what I want
PATRICIA PARALE BAUTISTA
464 Avocado St. Napico,Manggahan Pasig City

09054452310
psychopatt77@gmail.com
PERSONAL INFORMATION
Birthday:February 7, 2000
Birth Place: Quezon City
Age: 18 years old
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Rogelio B. Bautista
Mother’s Name: Ginalyn P. Bautista
63
EDUCATIONAL BACKGROUND
SECONDARY:
SENIOR HIGH: San Lorenzo Ruiz Senior High School

2017-Present
JUNIOR HIGH: Colegio De San Pedro Calungsod

2013-2017
ELEMENTARY: Napico Elementary School

2007-2013
CARL ANGELO ABERGIDO DEROJA
Blk 135 lot 46 Karangyaan St. Karangalan

Village Manggahan Pasig City
carlderoja011@gmail.com
Birthday:March 11, 2001
Birth Place: Cainta, Rizal
Age: 17 years old
Father’s Name: Christopher D. David
Mother’s Name: Emily Deroja David
64
SECONDARY:

2018-Present
Dee Hwa Liong Academy

2017-2018
JUNIOR HIGH: Manggahan High School

2013-2017
ELEMENTARY: San Lorenzo Elementary School

2007-2013
LUIS CZAR CALIBO PERDIZ

362 Guyabano Ext. Napico,Manggahan
Pasig City
6556984
luisczarperdiz@yahoo.com
Birthday:November 20, 2001
Birth Place: Bukidnon
Age: 17 years old
Father’s Name: Walter R. Perdiz
Mother’s Name: Arlyn O. Perdiz
65
SECONDARY:

2017-Present
JUNIOR HIGH: Manggahan High School

2013-2017
ELEMENTARY: Napico Elementary School

2007-2013
66

Final Thesis

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Final Thesis

Hochgeladen von

Copyright:

Verfügbare Formate

SAN LORENZO RUIZ SENIOR HIGH SCHOOL

PROBLEM AND ITS BACKGROUND

Choosing a school is a big decision, and can easily become overwhelming.

in choosing a proper school. Several factors may be considered in selecting

the environment, safety, the personal preference of the students, consider

would be happier at a lesser-known school, and accessibility of the school from

for their future (Ramirez &Dizon, 2014). Academic institutions sought to

observe the requirements of the customers, prospective students and other

clients like industry partners when preparing an educational program

(Hrnciar&Madzík, 2013). Degree programs and other student services are

being developed to promote the image of the university (Nadelson,

Semmelroth, Martinez, Featherstone, Fuhriman, & Sell, 2013). With the

curricular offerings of private schools and universities which are almost

identical programs makes diversification very difficult (Vaz&Mansori, 2013).

Therefore, the competitive edge, uniqueness and quality must be established

in educational marketing through image building while helping and guiding

The researchers first idea in choosing a research topic is the punctuality of

numbers of students in school attendance is literally decreasing every month,

research topic and title is Assessment of School Preferences of Grade 11

School Year 2018-2019.

contributive factors to school preference as perceived by Grade 11 students.

gender, and socio-economic level.

Factors Considered by the

School Quality of Courses Policies in Personal

Organizing, Production, Analysis

Specific Factors Considered by the

Figure 1: Conceptual Framework of the Study

To guide the researchers in study, a research model was constructed.

respondents and about what factors do the respondents consider in choosing a

STATEMENT OF THE PROBLEM

respondents in choosing a school as a tool in aiding the students in choosing

what to consider with regards to school. Specifically, the researchers seek to

answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.2 Gender; and;

1.3 Socio-economic status?

2.1 School facility;

2.2 Quality of teaching;

2.3 Courses offered;

2.4 Policies in the school; and

2.5 Personal consideration?

SIGNIFICANCE OF THE STUDY

The outcome of this study is expected to be a great help to the

Students - By this research, the students will be aware to the different

factors affecting school preference.

and daughters needs and wants in school.

School Administrators - By this research, the school administrators will

Future Researchers - This research will serve as a guide for future

researchers about understanding the factors that affect the decision of

SCOPE AND DELIMITATION

preference as perceived by Grade 11 students. This study considers the

students personal information such as their age, gender, and socio-economic

Preference – a greater liking for one alternative over another or others.

Factors – a factors is one things that affects an event , decision, or situation.

Age – the time of life at which some particular qualification, power, or

capacity arises or rests

Gender – range of characteristics pertaining to the differences of masculinity

Senior High School from the two different tracks:

Academic Track – in this track, if students wanted to pursue higher

different strands such as:

Science, Technology, Engineering, Mathematics (STEM) – an

educational program offered for students who wants to pursue science,

engineering, technology and mostly mathematics as their college courses.

Accountancy, Business, Management (ABM) – is an educational program