CHAPTER I

INTRODUCTION

“K” stands for Kindergarten and “12” refers to the succeeding twelve years

of basic education. After moving up from junior high school, specifically from

seventh grade to the tenth, senior high school students is next wherein it is a

preparation for college. As college offers courses, senior high school offers strands

such as STEM, ABM, HUMSS, TVL, ADT, and GAS.

Recently, as of 2011, K-to-12 curriculum in the Philippines has been

approved by the government. K to 12 is an education system under the

Department of Education that aims to enhance learners’ basic skills, produce more

competent citizens, and prepare graduates for lifelong learning and employment

(K12 Philippines, 2015).

Quezon National High School offers a specialty program such as Science,

Technology, and Engineering Program, also known as STE Program. It aims to

widen access to quality secondary education preparing their learners to become

more responsible, globally competitive, morally upright, and work-ready in the field

of Science, Technology, and Engineering.

Hence the name of the special program, Science, Technology, Engineering

and Mathematics strand, also known as STEM, offers quality education to students

who will take up Bachelor of Science related courses and also aims for the

betterment of the specialty of the curriculum.

1
Background of the Study

Recently, Quezon National High School’s junior high school students

moved up including Science, Technology, and Engineering Program. As the K to

12 Curriculum has been implemented, different strands are offered to the incoming

senior high school students. Under the Science, Technology, and Engineering

Program, otherwise known as STE, learners are equipped with quality education

mainly focusing on Science and Mathematics related subjects. Pupils who

specialize in such subjects, STE enables them to be better as to what they excel

at best. Students who are under the said program are expected to choose Science,

Technology, Engineering and Mathematics, however, the expectations were not

met. A number of students took up Humanities and Social Sciences, Arts and

Design Track, and such strands that are unrelated to the program they have

completed.

Given the circumstances, the researchers see a possibility of finding the

reasons of the said students. The study, “Change of Plans: STE Students’ Choice

of Strand Unrelated to the Program They Completed”, can contribute to the

betterment of the implementation of the curriculum and the rationality of the

decision made by the student through understanding the reasons that the students

will provide.

Objectives of the Study

The general objective of the study is to identify why STE Students chose

strands that are unrelated to the program they completed, specifically it sought to:

2
 1.) Determine the reason/s why the students of the School Year 2013-2014

took up the STE Program.

2.) Determine are the unrelated strands that the STE students of the School

Year 2017-2018 took up; and

3.) Determine the factors that influenced the STE students of the School

Year 2017-2018’s preferences.

Significance of the Study

The study entitled, “Change of Plans: STE Students’ Choice of Strand

Unrelated to the Program they Completed” is significant in terms of:

DepEd. Improvement and revolutionizing of teaching facilities is needed

nowadays. In March 2016, DepEd entered into agreement with the Maritime

Industry Authority to work on the development and revision of the curriculum

guides and instructional materials necessary for the proper implementation of the

senior high school maritime specialization. Since not all high schools can offer all

the tracks, DepEd Undersecretary Jesus Mateo said schools were given the option

to develop tracks "in accordance with the demand of the market in that particular

place, plus the demand of the national," but balancing those with the children's

interests. This study helps to identify the problems arising in teaching and the

curriculum given such as the topics that were picked, the lacking of educational

absorption of the students, the types of evaluation that are provided, and also to

find what is more appropriate teaching style, books, modules, activities, grading

system, and assessments.

3
 Administrators. This study helps the administrators to improve, change,

and add to the curriculum guide for the STE Program. On June 23, 2016, the

National Academy of Science and Technology, Philippines, conducted the Forum

on the Challenges and Opportunities in the Implementation of the K-12 Science,

Technology, Engineering, and Mathematics (STEM) Curriculum. Academician

William G. Padolina, member of MPSD, welcomed the participants and pointed out

that "having the K-12 system in place does not exactly mean that there is no more

room for improvement.” He acknowledges that “there is still work that needs to be

done in addressing the challenges in implementation and in improving the system

and the curriculum itself as we are already in the last phase of the transition

period.” In the program, the schedule of the students are fully packed with twelve

subjects as of School Year 2017-2018, the administrators may use the data

obtained by the study in evaluating the necessities in terms of the subjects that are

part of the program, further improvement and also efficiency in learning will be

possible if ever.

Parents. This study helps the parents in a way that the significance of the

program influences the choices of courses of their children. Based from the study

entitled, Parents’ Views of Children’s Future and Career Education/Career

Guidance, showed that many parents wished see their children’s school career

education program teach them the significance of learning and working. While in

2015, critics always looked on to parents as the primary victims of the K-12

education system. Given the additional two years in high school, they insist that

this program will bring no good and only additional financial burden for poor Filipino

4
families. Given the situation, parents are bound to influence their children in their

everyday lives including their children’s decisions. The study aims to give the

parents a clear overview on how it greatly affects the student. Moreover, it can also

help to reverse the stigma on pursuing the dream and further improving the distinct

abilities of the learner that will highly succeed in the near future serving as a

globally competitive citizen of the Philippines.

Students. This study helps the student to know how important the program

that they have taken. In 2014, The Education Department’s National Center for

Education Statistics shows that 28 percent of students earning an associate

degree changed their major at least once. Nearly one in 10 changed their college

majors twice. In addition, those who study in college majors such as science,

technology, engineering and mathematics are more likely to switch majors than

those in non-STEM related college majors. The study helps to manage the

students’ time in terms of taking a program in junior high. It also helps the students

to have better judgment towards their future.

Scope and Delimitation

The study, “Change of Plans: STE Students’ Choice of Strand Unrelated to

the Program they Completed”, focuses only on eight (8) STE Students who

completed their junior high school at Quezon National High School in the school

year 2017-2018. Since the study aims to analyze why some STE student

completers chose different strands regarding of the program they have completed,

the variables that the researchers used were those STE Students completers that

5
did not met the expectation to choose STEM rather than the other strands such as

Humanities and Social Sciences and Arts and Design Track.

Definition of Terms
For further understanding of the study, the terms below are defined

conceptually and operationally respectively by the researchers:

K to 12 an education system under the Department of Education that aims to

enhance learners’ basic skills, produce more competent citizens, and

prepare graduates for lifelong learning and employment (K12 Philippines,

2015). In the study, it is operationally defined as the education system

needed to complete by the subjects of the study, it includes Senior High

School that are grades 11 to 12.

STE is a program a science and mathematics-oriented curriculum devised for high

schools in the Philippines. The STE program is offered by specialized high

schools, whether public or private, supervised by the Department of

Education. It is operationally defined as the program that the subjects went

to when they were in junior high school.

STEM is, as stated by TechTarget (2013), an educational program developed to

prepare primary and secondary students for college and graduate study in

the fields of science, technology, engineering, and mathematics (STEM). It

is operationally defined as the expected strand that the subjects will take in

Senior High School.

6
 CHAPTER II

Review of Related Literature

This chapter provides an overview of related literatures of the study

entitled Change of Plans: STE Students’ Choice of Strand Unrelated to the

Program they Completed.

STE Program

The Science, Technology and Engineering (STE) Program, formerly known

as Engineering and Science Education (ESEP) Program, is a science and

mathematics-oriented curriculum devised for high schools in the Philippines. The

STE program is offered by specialized high schools, whether public or private,

supervised by the Department of Education.

Based from Quezon National High School’s student handbook (2017), STE

Program envisions highly responsible, morally upright, globally competitive, and

work-ready learners. Its mission is to develop the full potential of students along

the areas of Science, Technology and Engineering education. The program aims

to widen access to quality secondary education preparing learners for careers in,

or for higher learning in Science, Technology and Engineering.

K to 12 Curriculum

According to K12 Philippines (2015), K to 12, also known as K-12, is an

educational curriculum under the Department of Education that aims to further

improve learners’ basic skills, produce more competent civilians, and prepare

7
graduates for lifelong lessons and employment. “K” stands for Kindergarten and

“12” refers to the posterior 12 years of basic education that is composed of 6 years

of elementary education, 4 years of junior high school, and 2 years of senior high

school.

At present, the Philippines is the last country in Asia and one of only three

countries in the world with a 10-year pre-university program.

As stated by The Psychological Association of the Philippines (2018), the

Department of Education has been working in the past years in implementing the

K-12 program that is designed 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.” It seeks to

boost the quality of education in the Philippines to achieve the standard with that

of other countries. The K-12 program is described to have six crucial features: 1)

strengthening early childhood education through universal Kindergarten, 2)

making the curriculum relevant to learners, 3) ensuring cohesive and seamless

learning, 4) building proficiency through use of mother tongue based multi-lingual

education, 5) provision of career tracks and 6) nurturing holistically developed

Filipino.

According to Don Carlo Cavina School (n.d.), poor quality of basic education

is reflected in the low achievement scores of Filipino students in the National

Achievement Test and international tests like TIMSS (Trends In Math and Science

Subject) partly because of the congested curriculum that is designed to be taught

in twelve years, not ten. High school graduates are not yet ready to enter legally

8
for the world of work because their age should at least be 18 years old and also

not adequately prepared to pursue a higher level of education, if so, they end up

shifting courses. The 10-year basic education cycle hinders the recognition of

Filipino professionals abroad.

In Washington Accord 12-years of basic education is prescribed as an entry

to recognition of engineering professionals. The Bologna Process also requires 12

years of education for university admission and practice of profession in European

countries.

The Philippines is the only country in Asia and among the three remaining

countries in the world that has a 10-year basic education cycle.

K to 12 will provide a wider door for job markets HOWEVER competition will

be tougher. Schools and universities have to compete with the world as “global

athletes” not just “barangay warriors” however DepED, CHED, TESDA and DOLE

should see to it that the academic curriculum and technical skills would fit

competition in the world market.

The K to 12 is Already a Law. REPUBLIC ACT 10533 “Enhanced Basic

Education Act of 2013”

Senior High School

According to Don Carlo Cavina School (n.d.), Senior High School also

known as SHS, covers the last two years of the K to 12 program that are Grades

11 and 12. These two additional years will equip learners with skills that will better

prepare them for the future whether it be employment, entrepreneurship, skills

9
development, and Higher Education (College). It offers Accounting, Business and

Management (ABM), Science, Technology, Engineering and Mathematics

(STEM), Humanities and Social Sciences (HUMSS), General Academic Strand

(GAS), Technical-Vocational Livelihood, Sports, and Arts and Designs Track.

A student is considered only a Grade 10 Completer and not a High School

graduate if he does not go through Grades 11 and 12.

Inquirer.net (2016) stresses that Senior high” has two grade levels and no

longer means just the very last year of high school; “junior high” has four grade

levels and does not mean just the second to the last year of high school. Under

Republic Act No. 10533 (Enhanced Basic Education Act of 2013), you will have to

complete Kindergarten, Grades 1 to 6 (elementary), Grades 7 to 10 (junior high

school) and Grades 11 to 12 (senior high school)—in all 13 years—before you can

receive a high school diploma.

Students cannot be forced to spend two more years in school, but if they

stop at Grade 10, they will only receive a JHS certificate, not a high school diploma.

Students who belong to the K-12 generation but do not complete Grade 12

will be disadvantaged in that they will not be accepted into a college degree or

technical-vocational certificate program without a SHS diploma. They will also miss

out on an opportunity to learn skills that can qualify them for employment right after

SHS, or prepare them for starting up a business.

10
National Career Assessment Examination

As stated by Courses.com.ph (2018), the career track that the student will

take depends upon the result of the National Career Assessment Examination and

the pre-administration screening of the senior high school that students intends to

enroll at.

The NCAE was developed, according to TeacherPH (2017), to foster the

highest quality of education in the Philippines by regulating and monitoring the flow

of students to post-secondary institutions of learning and their potential

contribution to national development, to minimize indiscriminate wastage of

manpower and resources by working for a match between manpower skill outputs

and job market demands.

Its objectives are to assess the skills of Grade 9 students planning to

proceed to senior HS, toward providing relevant information on their skills, abilities

and readiness for academic and non-academic courses and provide information

that will help high school students make wise career decision.

Why is choosing a strand in SHS important?

According to Formoso, C. (2016), for students with typical Filipino parents,

the most compelling reason is that without the SHS diploma, they cannot be

admitted to a university, therefore they will not be able to go college thus not getting

a career in the future. Also regarding the students who must earn a living right after

or even during SHS, more employment opportunities will await them for several

11
reasons due to the partnership of different companies for tech-voc courses that

may lead to immediate hiring.

AMA Education System (n.d.), students will be allowed to choose a

particular track that is related to the field or profession that they wish to pursue in

the future. Choosing a track is critical for making a student highly proficient in the

field where his or her chosen track is related to, especially if the student wishes to

work immediately after graduating from SHS. As most educators say, a mismatch

in the track and the student’s interests, personality and passion may lead to a

poorly knowledgeable graduate who will find it hard to compete in the job market

or keep up with other students when he or she goes to college.

Villena, W. (2017) stresses that with the K to 12 career program, educators

and parents are optimistic that the country’s future high-school graduates will be

able to maximize their talents and potentials, and take their careers into the next

level.

Being world-class high-school graduates means having a tremendous

opportunity to bolster the students’ creativity, considering how they can innovate

with today’s advanced technology. With the proper guidance and support, the next

batches of college graduates in the country can very well compete with graduates

from any university in the world.

STEM Strand

Science, Technology, Engineering, and Mathematics (STEM) Strand, as

stated by University of San Jose-Recoletos (2016), is a strand that will develop the

12
students’ ability to evaluate simple to complex societal problems and be

responsive and active in the formulation of its solution through the application and

integration of scientific, technological, engineering, and mathematical concepts as

it prepares them to pursue college degrees that focuses on the enigma of the

natural world thereby leading them to become future scientists, technological

analysts and experts, engineers, mathematicians, programmers, and the like. And

according to the DepEd data last 2016, STEM strand got the second most enrolled

career path in the Academic Track (Edukasyon.ph, 2018).

STEM is, as stated by TechTarget (2013), an educational program

developed to prepare primary and secondary students for college and graduate

study in the fields of science, technology, engineering, and mathematics (STEM).

In addition to subject-specific learning, STEM aims to foster inquiring minds, logical

reasoning, and collaboration skills.

Educators break STEM down into seven standards of practice or set of skills

(or skill sets) for educating science, technology, engineering, and mathematics

students mainly to learn and apply content, integrating it, interpret and

communicate information, engage in inquiry and logical reasoning, collaborate as

a team, and applying technology appropriately.

Why students are quitting STEM?

There was a recent report in 2013 that put out some alarming data about

the attrition of students in STEM college courses. The numbers say that 48 percent

of bachelor's degree students who entered STEM fields between 2003 and 2009

13
have left. It seems that students leave STEM because of the uninviting

atmosphere, difficult weed-out classes, and STEM courses that do not show their

relevancy. One barrier that was seen was the “impostor” syndrome. “Impostor”

syndrome is defined as not seeing one's reflection in teachers or other students

which makes one feel as if he or she does not belong (Ramirez,2014).

Burrow (2016), created a list of some potential reasons on why students are

quitting STEM. First, STEM degrees are immutably tough and many 18-year-olds

are quickly overwhelmed by the hurricane of homework and harsh, no-fudge

grades. Second, the pace of learning can be an issue. And lastly, Among the elder

generation, millennials are not exactly known for their industrious stick-to-

itiveness, but—painting with a broad brush.

Moreover, in 2015, Huffman reported that one factor why students are

quitting STEM is because they are losing interest. He stated that a new study by

RTI suggests that STEM is not for everyone. In addition, Huffman reported that the

authors believe the high degree of STEM attrition is due to the fact that the students

did not have a sufficient STEM background. Missing the opportunity to build early

momentum in STEM coursework, may lead students to abandon pursuing a STEM

degree later on. If they don’t perform well, they are more likely to switch to

something else.

Academic Stress

Academic stress, according to National Public Radio Inc. (2013), means

education related stresses it can be in every situation otherwise feel stress.

14
Academic stress is one of the main stresses a type of distress. Academic means

taking different exams writing different text and completing assignment. Some

students often feel high academic burden fewer contentment related their

scholastic achievement. And had high outer saddle to study, and may suffer more

educational stress. It can be described as a student’s connections with

environmental stressors, the student’s cognitive thoughtfulness of and coping with

the academic-related stressors, and emotionally or physiological reaction to the

stressors (Lee & Larson, 2000; Lou, & Chi, 2000). Almost 40 percent of parents

say their high-schooler is experiencing a lot of stress from school, according to a

new NPR poll conducted with the Robert Wood Johnson Foundation and the

Harvard School of Public Health, not from social issues.

Factors affecting career choice

As stated by Binaural Beats (n.d.), University of Kent (2018), Cook G.

(2016) and Ferry N. (2006), there are factors affecting the career choice of a

person. One is the abilities and skills of a person. Considering your abilities and

skills, as well as how the person will fit a certain occupation often comes out and

is still used today. Next is the interest of the person. As stated by Psychology

Discussion (n.d.), an interest is a subjective attitude motivating a person to perform

a certain task. It affords pleasure and satisfaction. It results in curiosity towards the

object of interest, enthusiasm to be attached to the object, strength of will to face

difficulties while engaged in the task of one’s interest, a definite change in behavior

in the presence of the object characterized by attention and concentration. These

interests are likely to have a similar influence on your career. For some people, an

15
interest is of such importance in their life that it is the main influence on their career

choice.

According to Ansa, J. (2016), and Biospace (2018), passion made it to the

list too. The word “passion” already explains itself. Not having passion does not

mean you do not care about your job or don’t have other factors motivating you to

do great work and advance in your career. And, not everyone defines passion in

the same sense. It is defined more as finding your life’s calling. Passion they say

doesn’t trump cash, however it can’t be released. Ask successful professionals

what contributed to their success, and they’ll likely answer that they love and

cherish what they do.

Next, the parents of the person. Parents, as stated by Qualifax (2018),

influence the level of education or training that their children achieve; the

knowledge they have about work and different occupations; the beliefs and

attitudes they have to working; and the motivation they have to succeed. Most of

this is learned unconsciously – children and teenagers absorb their parents

attitudes and expectations of them as they grow up.

There is also the previous experiences. Having certain positive role models

and experiences in specific careers can influence the career sets the people

consider as options for themselves.

Then there is also economic and social conditions wherein certain events

that take place during our lives may affect available choices for us and can even

16
dictate choices to a certain degree. Resulting job market and economy changes

may also affect career development.

Last, but not the least, society. Running with a friend, for example, or talking

to someone about running might change how fast or slow we run. It turns out that

the mere fact that someone else is around can change how we behave however

in some cases others’ presence leads us to perform worse. Even if the other

person says nothing, the fact that they are there makes us perform worse.

17
Conceptual Framework

Dreams

Past Experiences

Beliefs

Practicality

Social
Reasons Why STE students chose Personal
strands that are Reasons
unrelated to the program
they completed?
Family

Friends

Peers

There are two classifications of the factors why STE students chose

strands that are unrelated to the program they completed. Under these two

categories are specific classifications. Social Reasons includes family,

friends, and peers. While on Personal Reasons, students’ dreams, past

experiences, beliefs, and even practicality is included.

18
 CHAPTER III

Design and Methodology

In this chapter, the researchers’ study entitled “Change of Plans: STE

Students’ Choice of Strand Unrelated to the Program they Completed” discussed

about the research design, the respondents, research instrument and the research

process conducted.

Research Design

The study is under phenomenology and is designed to identify why STE

Students chose strands that are unrelated to the program they completed. The

study focuses on analyzing the basis of the decision of STE students based on

their preferred strand and its factors. It is descriptive in a sense that the data

obtained will be analyze and describe. A semi-structured questionnaire will be

used to gather more accurate data results.

Population and Sampling

The researchers used purposive sampling in choosing the samples of the

study. Purposive sampling refers to a sample of a population regarding the

purpose of the study hence the term. Since the study deals with students who

chose a strand unrelated to the program they finished from, the respondents that

were used by the researchers were the students from Quezon National High

School that finished Science, Technology, and Engineering Program of the school

year 2016-2017 that chose a different strand other than Science, Technology,

Engineering, and Mathematics. Eight respondents were used to answer the

19
questionnaires that the researchers prepared. The response of the respondents

served as a reason for their action.

Research Instrument

The researchers will use a semi-structured questionnaire in a subjective

manner in which the respondents are free to give their reasons and answers to the

questions posed by the researchers. This type questionnaire were used for the

respondents to have freedom to give insights and views in most convenient ways.

In this way, more clearer views and insights can be derive from the results.

Verification of the questionnaire is necessary along with revisions ordered from the

research adviser. The questionnaire consists of parts which are mainly focuses on:

1. Reasons why the student chose the STE Program;

2. The feelings of the respondent on being a STE Student; and

3. Possible bases why the respondent chose a strand that is unrelated to STE.

Data Gathering Procedures

The researchers followed certain procedures in conducting the study. First,

the researchers prepared the materials needed. Then, the researchers chose

samples by the process of purposive sampling. Approval of the respondents is

needed. After approval, the samples were given a semi-structured questionnaire

that the researchers gave through online means. After gathering answers, the

researchers analyzed and coded the data gathered to formulate and come to good

results.

20
Data Analysis

The data that will be gathered were analyzed. The researchers utilized

thematic analysis. In this type of analysis, the researchers used themes and

patterns across data sets that are important to the description of a phenomenon

and are associated to specific research question. First, the gathered data were

read as well as opinions and criticisms were given by the researchers. Next, the

researchers identified the themes present in each datum. The identified themes

became the basis in developing code schemes. Lastly, there will be coding of data.

21
 Chapter IV

Results and Discussion

This chapter presents the results of the study identifying why STE Students

chose strands that are unrelated to the program they completed.

Theme 1: Intricate Reasons and Considerations

Based on the results of the interview with regard to the reasoning why

students took STE in Junior High, the respondents mentioned various rationale.

There are different themes that engaged. Most of the reasons center on personal

and social considerations. For personal reason, the respondents said that they

joined STE because they want to gain a lot of knowledge; some have perceived

enjoyment in this program.

“Kasi sa tingin ko mas madadagdagan kaalaman ko at magiging advance

pagdating sa mga lessons pati akala ko masaya : ))”

(Because I thought that I will have additional knowledge and advanced lessons and

also I thought it would be fun : )))

“I chose to be part of STE Program because it gives a lot of knowledge and

experiences that an ordinary student cannot get.”

Some believes that it was fate that decided for them.

“Hindi ko talaga alam ang ste dati, basta sumabay lang ako sa entrance exam not

knowing na ste pala then nasa waiting list ako, tapos ayun nakapasok ako sa ste.”

22
 (I really don’t know what STE is back then, I just took the exam not knowing that

it’s STE then I got into the waiting list, and later on, I passed)

Some believes that it is their waiting ground before any decision to be

made.

“I chose to be in STE program because at the time that I had to apply for a section

back in 2014, I did not have a concrete plan about my future. Since I was already in a

special section in elementary school, Fast Learners or FL, we were recommended to try

for the STE program. When I passed the interview and exams, I decided to enter the STE

program because I know that I will have advanced learnings and lessons and I think that I

will be more educated and it will be worth it. Also, I thought that it will be a good

continuation of my advanced learning as an FL student back in elementary school.”

Other reasons can be categorized as social in nature. Respondents said

that their choice is due to friends and family influences. Some stated that their

choice can be timed to historical consideration for where areas belonged to special

section during their elementary days.

In terms of person, the respondents point out the influence shared by their

family. As the respondents stated:

“I choose to be in STE Program because my brother has a great experience in it

and I also passed it.”

“It's the choice of my family”

23
 “It is because of my Mom and also because of the advantages that I can have if I

will be an STE student.”

Meanwhile some students take the advice and influence of their friends.

These friends took STE so they did the same. To visit:

“I chose STE back in jhs because that is where my elementary friends were.”

knowledge

fate

Personal

waiting ground

perceive
Intricate Reasons
enjoyment
and
Considerations

family

Social friends

Special section
before

Diagram 1. Theme 1: Intricate Reasons and Considerations

24
 As stated by Binaural Beats (n.d.), University of Kent (2018), Cook (2016)

and Ferry (2006), Psychology Discussion (n.d.), Ansa, J. (2016), Biospace (2018),

and Qualifax (2018)there are factors affecting the career choice of a person such

as the abilities and skills of a person, the interest of the person, passion, previous

experiences, economic and social conditions, lastly, society.

Theme 2: Extraneous Strands

After moving up from junior high school, specifically from seventh grade to

the tenth, senior high school students are next wherein it is a preparation for

college. There are different strands that are offered in Senior High School such as

STEM, ABM, HUMSS, TVL, ADT, and GAS. STE students have their preferences

on what strand they will take. As coded from respondents’ transcripts:

“ADT, STEM, GAS”

“Balak ko talaga mag humss instead of taking stem.”

(I was thinking to take humms instead of taking stem.)

“abm stem”

“ABM ONLY”

“ABM and HE”

“Actually, the two choices that I had back then are the STEM and ABM.”

“ABM and HE”

“I prefer being in the HUMSS track.”

25
 As what is code from respondents’ transcripts, mostly of the answers fall

from ABM and HUMMS strand. Only few responses showed STEM as their

preferred track.

As the School Year 2017-2018 ended, a new one begins. It is now the time

for the STE students to consider what strand they will take. The following

statements given by the respondents show the strand that the learners took up as

coded from students’ transcript:

Most of the respondents took up ABM as coded from their transcript:

“I took the strand abm.”

“abm”

“ABM”

“ABM”

“I took up the ABM strand.”

“ABM”

One respondent took up ADT as coded from the transcript:

“i took up ADT”

A student took HUMSS as coded from the transcript:

“I took up the HUMSS strand.”

As deducted from the response of the respondents, most of them took the

ABM strand while some took up ADT, and others took up HUMSS.

26
 There are various objectives and considerations why students took those

strands. Their objectives and reasons centers with personal considerations, future

goal, and family influence. For personal considerations, the respondents

contemplate their NCAE results, destined tracks, and their practical choice. To

visit:

“Well for starters.. It's what my NCAE said and I took my NCAE seriously so I had

to trust it.. And second I'm really into art\ so I guess it works HAHA”

“I just think that this one is the right track for me.”

“It is because my Mom wants it and I find it practical to took that.”

For future goals, respondents stated:

“I really want to be a flight attendant tapos dun sa school na pinasukan ko ay doon

included yung para sa course na yun.”

“Kase gos2 q talagang mageng cpa kase matakaw aq sa pera”

(I really want to be a cpa because I like money)

“Because I will take business related courses.”

“I took HUMSS because I decided to be a lawyer in the future. I also wanted to

learn more about the events in the society and also politics of the Philippines, and the

world. Since these topics are not very much focused on other strands like STEM, I only

ever thought of taking up HUMSS.”

And in terms of family influence:

27
 “Because my parent wants me to become an accountant someday”

Extraneous Strands

ABM ADT HUMMS

-Personal
Consideration
-Future Goal
-Family influence

Diagram 2. Theme 2: Extraneous Strands

According to AMA (n.d.), a mismatch in the track and the student’s interests,

personality and passion may lead to a poorly knowledgeable graduate who will find

it hard to compete in the job market or keep up with other students when he or she

goes to college.

As stated by Binaural Beats (n.d.), University of Kent (2018), Cook G.

(2016), Psychology Discussion (n.d.) and Ferry N. (2006), there are factors

affecting the career choice of a person. One is the abilities and skills of a person,

next is the interest of the person. As stated by, an interest is a subjective attitude

motivating a person to perform a certain task. It affords pleasure and satisfaction.

It results in curiosity towards the object of interest, enthusiasm to be attached to

the object, strength of will to face difficulties while engaged in the task of one’s

interest, a definite change in behavior in the presence of the object characterized

28
by attention and concentration. These interests are likely to have a similar

influence on your career. For some people, an interest is of such importance in

their life that it is the main influence on their career choice. Next, the parents of the

person. Parents, as stated by Qualifax (2018), influence the level of education or

training that their children achieve; the knowledge they have about work and

different occupations; the beliefs and attitudes they have to working; and the

motivation they have to succeed. Most of this is learned unconsciously – children

and teenagers absorb their parents attitudes and expectations of them as they

grow up.

Theme 3: Variegated Factors and Considerations

Upon completing STE Program, students are expected to take strands in

Senior High School that are most probably related to the program they completed,

specifically STEM strand. But those students chose the other way around. They

tend to switched paths with variegated factors and considerations. These reasons

are centering peers, personal factors and considerations, goal, family influence,

interests, and friends.

As coded from the students’ responses:

“I think first of all it's peer pressure.. People expect for you to take this and that,

that you tend to follow what they say. The. second is passion, it's when you feed dry wood

to the fire burning in your heart and you just do what you love despite of the unknown

future ahead of u.”

29
 “Siguro ang pinaka naka apekto sa akin ay yung gusto kong course (tourism) tapos

bale naka lagay siya sa abm na strand kaya yun yung pinili ko.”

(Maybe, the thing that affect my choice the most is my dream course (tourism) then

it is under abm strand that’s why I took that)

“Pamilee, sariling interest”

(Family, own interest)

“First is my Mom's decision, second is what do I really want and what is my ability

or what strand really suits my ability.”

In terms of personal factors and considerations, practical thinking and

financial problems are foreseen as factors as per some students’ transcript:

“yes. Gusto ko sana magdoctor dati kaso kung iisipin masyadong matagal at

mabusisi. Bukod sa matagal mahal ang bayad sa pag aaral para maging isang ganap na

doctor.”

(yes. I want to be a doctor before but thinking of how long it will take, I thought

twice. Aside from the time it will take, being a doctor will create too much expenses.)

“Yes, because in the future I want indemand jobs”

“Actually yes, in our family's decision making, we already consider the money that

we will be using until I go in college. My Mom thought that if I choose the STEM strand, I

will be taking the Medtech course in the college and it will be really hard for us to continue

my studies if I choose that so we took the practical option which is the ABM”

Another personal factor is passion as per students’ transcript:

30
 “Yes, my passion is theater, no, basically it's performing (tho im really shy and

awkward and i get panic attacks mehehe) so realizing that I really pursued ADT.”

“Oo kase mahilig aq sa pera”

(Yes because I like money)

“YES!!! My passion is mostly in debating and learning about social issues and the

government and things about the law, and those are the things that are covered by the

HUMSS strand, so yes!”

And the last for personal factor are the subjects and their past experiences.

“Well for me yes, it was kinda painful to watch my close friends loving what they

do orrr experience Eustress while I was actually struggling since I didn't love what I was

doing. Although I tried but I guess I never really was for science nor mathematics”

“Siguro? Kasi nahirap ako noong hs sa ste so inisip ko na kapag nag stem ako

lalong dodoble pa yung hirap na mararanasan ko.”

Out of all this, it can be seen that taking up STE Program in Junior High

does not mean that the strand a student will chose in Senior High is STEM. There’s

always a room for possibilities and factors students consider.

“hmm who says that taking up STE means taking up STEM in shs.. maybe it was to

prepare me for stem but it doesnt really require me to take up STEM.. i took a different

track since i figured out what I really wanted to take while being in the STE.”

“NOPE, it does not. I took up STE because I like learning and it would only be abit

of an adjustment for me because I already came from an advanced section (FL) but I along

31
the way, I decided that I wanted to be a lawyer and that I wanted to learn about the society

and the law more than chemicals and hyperbolas. I decided that my 4 years in STE is

already very helful and a vital foundation for reaching my dream. I thought it will not be

necessary for me to take up STEM just because I took up STE and because I want to be a

lawyer — not a doctor or a scientist or whatever math or science related.”

Given all those responses, the factors that influenced students’ strand

choice varies. There different reasons and stories behind every choice made. As

the study ended, the results identified that mostly peers, dreams, family’s choice,

friends, practicality, past experiences and even their own interest are the reasons

behind why STE students chose strands that are unrelated to the program they

completed.

32
 Chapter V

Summary, Conclusions, and Recommendations

Summary of the Study

As the Department of Education implemented the K to 12 Curriculum,

Junior High School Students are expected to take two additional years before

they go to college, known as Senior High School wherein they will take up career

tracks such as STEM, HUMSS, ABM, ADT, and such.

Quezon National High School offers a number of special programs that

enable its learners to further prepare for their coming years such as the Science,

Technology, and Engineering program, better known as STE program, offers a

curriculum designed for the STEM track, however, it is surprising that students of

the program did not take it in Senior High School. The study aims to identify why

STE Students chose strands that are unrelated to the program they completed,

specifically it sought to: 1) Hs/are the reason ? 2) What are the unrelated strands

that the STE students of the School Year 2013-2014 took up? and; 3)What are

the factors that influenced the STE students of the School Year 2017-2018’s

preferences?

Summary of Findings

The result of identifying why STE Students chose strands that are

unrelated to the program they completed was revealed by the following themes:

Theme 1: Intricate Reasons and Considerations; Theme 2: What’s Next?; Theme

3: Factors that Influenced Strand Choice.

33
 Theme 1: Intricate Reasons and Considerations. STE students of the

School Year 2017-2018’s contains the reasons behind ending up in the Science

Technology Program, also known as STE Program, of Quezon National High

School. These include: friends, family, passing the exam, their siblings’

experience, perceived happiness, additional knowledge and experience. Being a

part of the current generation, society is advancing one step at a time.

Modernization is now a necessity along with being a globally competitive citizen.

STE Program is one of the educational program in Junior High School that helps

the student to become a competitive citizen. STE Program envisions highly

responsible, morally upright, globally competitive, and work-ready learners. Its

mission is to develop the full potential of students along the areas of Science,

Technology and Engineering education. Some parents and students already knew

the advantages of this program. As a result, some parents pursue their child to be

in STE program so that they can experience unique opportunities. In conducting

the study, the researchers were able to conclude that the parents and students

were blinded by the unique opportunities that the program offer. The parents,

elementary friends and siblings who knew the unique opportunities of this program

have a big part in the decisions of the students to be in STE program. Therefore,

the reasons behind the decisions of the students to took up STE program is highly

influenced by the people around the students and also the unique opportunities

that the program offer.

Theme 2: ‘Extraneous Strands?’ contains the preferred strand/s of

the responds, on what strand they landed on and its reason behind it. As the time

34
of making the decision is approaching, so does the answers to their questions.

Although it may be confusing, their presence of mind and rationality dominated.

Deducted from the response of the students, most of the respondents’ preferred

strands were granted because it will be part of their training to be as professionals,

as to what their future career track they will take. However, they are not irrelevant

on being a STE Student. Worse is that some did not even took what they wanted

due to the influence and pressure from their family and peers.

Theme 3: Factors that Influenced Strand Choice contains the factors that

the respondents encountered in order to come up with their final decision as to

what strand they are going to take up in Senior High School. In our everyday, there

is a reason behind everything, same thing goes for this. A factor refers to a

circumstance, a person, or a phenomenon that contributed onto the outcome of

something. In this case, while thinking positively, they took their strand choice

because they foresee that they will gain additional knowledge from this thus a

greater challenge to keep the fire burning just like being passionate about it or just

simply being interested in it. On the other hand, the pressure is on. Peers and

mostly, family has such a strong influence to make one’s person future change to

a future that they may not dream of. Considering a Senior High School student’s

strand is very essential due to the fact that their future career depends on this as

it is intertwined with each other namely the strand, the course they will take in

college, and the career that is waiting ahead.

35
Conclusion

The respondents used in this study have varying reasons towards in

determining why they took up unrelated strands to the program they completed in

Junior High School.

1) The reasons involved why the students of School Year 2013-2014 took up the

STE Program were intricate social and personal issues. Specifically, because

it is where their friends are, got passed into the entrance exam without even

knowing what is for, because of their family, and simply just wanting to learn

more than the ordinary does.

2) The unrelated strands that the STE Students of School Year 2016-2017 took

up are Accounting, Business and Management (ABM), Arts and Design Track

(ADT), and Humanities and Social Sciences (HUMSS).

3) The factors that influenced the STE students of the School Year 2017-2018’s

preferences in terms of choosing a Senior High School track are peer

pressure, passion, interest, preference, past experiences, and family.

Recommendation

For Students

STE Students may use this study to be more knowledgeable when it

comes on choosing strands in Senior High School. This will serve as an example

of inspiration for the students to do better on choosing it.

For Parents

36
 Parents may use this study to be aware of the effects of their influence

regarding the decisions of their children on choosing strands in Senior High

School. This will indoctrinate them on how are they going to assess and help

their children to decide for their future.

For the Administrators

Administrators may use this study to administrate the STE Program

serving as a basis on the further improvement of the said program.

For the Future Researcher

Researcher recommend to the future researcher to use a larger scope.

The researcher recommend to interview the previous STE students so that they

can obtain a more credible response. The researcher also recommend to

interview the respondents personally than obtaining a response in chat.

37
 Bibliography

AMA education system (2017). Choosing the right SHS track. Retrieved from
http://www.amaes.edu.ph/choosing-the-right-senior-high-school-track/

Ansa, J. (2016, March 23). Most important factors to consider in choosing a career

path. Retrieved from https://www.linkedin.com/pulse/most-important-factors-

consider- choosing-career-path-john-ansa

Cook, G. (2016, June 14). The hidden social forces that guide your decisions.

Retrieved from https://www.scientificamerican.com/article/the-hidden-social-

forces-that- guide your-decisions/

Ferry, N. M. (2006). Factors influencing career choices of adolescents and young

adults in Rural Pennsylvania. Retrieved from

https://www.joe.org/joe/2006june/rb7.php

Formoso, C. (2016, May 2). SHS tracks offer career paths to students. Retrieved
from https://newsinfo.inquirer.net/782629/shs-tracks-offer-career-paths-to-
students

Llego, M. A. (2017, April 11). National Career Assessment Examination (NCAE)

overview. Retrieved from https://www.teacherph.com/national-career-
assessment-examination-ncae-overview/

Neighmond, P. (2013, December 2). School stress takes a toll on health, teens
and parents say. Retrieved from https://www.npr.org/sections/health-
shots/2013/12/02/246599742/school-stress-takes-a-toll-on-health-teens-
and- parents-say

University of Kent (2018). Careers and employability service. Retrieved from

https://www.kent.ac.uk/ces/

38
Qualifax (2018). The Parent's role in career selection. Retrieved from

http://www.qualifax.ie/index.php?option=com_content&view=article&id=17

9&Item id=207

Quora (2017, September 12). What is academic stress? Retrieved from

https://www.quora.com/What-is-Academic-Stress

Zav, S. (2013). Interest: Meaning, types and measurement | Psychology. Retrieved

from http://www.psychologydiscussion.net/notes/psychology-notes/educational-

psychology-psychology-notes/interest-meaning-types-and-measurement-

psychology/2668

39
 Appendix

INTERVIEW GUIDE

Title: Change of Plans: STE Students’ Choice of Strand Unrelated to the

Program They Completed

INTERVIEW PROTOCOL

The researchers use questionnaires that needs to be answered by the

respondents through online means. If you agree with it, please sign the informed

consent form given by the researchers. The researchers only have the access to

the questionnaires. In addition, the participant must sign a form that is devised to

meet the researchers’ requirements.

This document states that:

1. All of the information will be held confidential.

2. Your participation is voluntary and that you may stop at any time

if you feel uncomfortable.

3. The researchers do not intend on conflicting any harm to the

participant.

Thank you for agreeing to participate.

This interview will be done for the researchers to identify why STE Student
Completers chose strands that are unrelated to the program they completed in
order for the researchers to gather data for accomplishment of the study.

_____________________________________________ ______________
Participant’s Signature over printed name Date

40
 QUESTIONNAIRE

“Change of Plans: STE Students’ Choice of Strand Unrelated to the

Program They Completed”

The objective of this questionnaire is to identify why STE Students chose

strands that are unrelated to the program they completed. All information provided

by the respondents will be kept confidential and will be used purely for academic

purposes.

Name:__________________________________________________________

Age: ______________________________ Gender: ____ Male ____ Female

Strand: _____________________________________

School: ___________________________________________________

Q1. Why did you choose to be in STE Program?

Q2. What are your experiences under the program?

Q3. What are your preferred strands in senior high?

41
Q4. What strand did you took up?

Q5. Why did you take that strand?

Q6. Being in the STE Program means that the strand you are going to take in

Senior High School is STEM, then why did you choose other strands rather than

STEM?

Q7. Is it difficult to be a STE student for you to take another strand? Why?

Q8. Do your experiences under STE Program affect your choice of strand? In what

way?

Q9. What are the factors that influence/s your strand choice?

Q10. Does the subject/s in STEM affect your choices? Why?

Q11. Do your parents affect your choices? Why?

42
Q12. Does practical thinking and financial problems affect your choices? How?

Q13. Do your peers affect your choice of strand? Why?

Q14. Does your passion affect your choices? In what way?

Q15. Does the higher batch of STEM students saying that “STEM is difficult and

took up a lot of my time” affect your choices? Why?

43