Factors Affecting in Choosing Track of Incoming Grade

Eleven Students at San Mariano National High School

Proponents:
Aldrin Ray De Leon
Shawn Michael N. Leal
Alexis S. Faderan
Jonnel Binuya
Arwin T. Mañacop
Ivan N. Aurelio
Rudolfo Ogalisco
Hyrie D.C. Santos
S.Y. 2017 – 2018

Edsel V. Garces
Thesis Adviser

SAN MARIANO NATIONAL HIGH SCHOOL

San Mariano, San Antonio Nueva Ecija
 INTRODUCTION

Background of the Study

Being an incoming grade eleven student, students must be ready to

choose and decide for their future. It is very important for the students of what will

they choose because all students want a good life in the near future and if they

got it wrong, their future will be at risk and students should avoid that and start to

make a move. In the process of choosing of what track they will walk on, there

are factors affecting their decision, it can be human, things, or even situation.

Those factors has a great impact with their life that it could change their insights

and decisions. A students must know the factors that can affect his decision to be

aware and more educated and have a clever decision. The researchers decided

to identify those factors and make it clearer to everyone.

As the researchers tried to consult some related previous study to have an

idea, the researchers found out according to Susan Yonezawa, Amy Stuart

Wells, and Irene Serna (2002), In this article, the researchers discuss how and

why educators’ attempts at detracking by providing students and parents with

greater “freedom of choice” in track placement often result in little movement of

low-and middle-track students into high-track classes. Using data from six racially

mixed high schools undergoing detracking reform, the authors contend that these

schools’ low- and middle-track students, most of whom were African American

and Latino, resisted entering high-track classes because the relationship

between their places in the tracking hierarchy and their evolving identities and

ideologies shaped the way such options were presented to and perceived by

them. The authors conclude that the hidden institutional barriers within schools,

the students’ tracked aspirations, and the desire of students to learn in “places of

respect” thwarted reformers’ efforts to detrack through the mechanism of choice.

This study aims to determine the factors affecting in choosing track of

incoming grade eleven students at Talavera National High School. It aims to add

knowledge and new information to the reader.

Statement of the Problem

This study aims to determine which of the tracks such as Academic Track,

Sports Track, Arts and Design Track, and Technical Vocational Track were the

most preferred strand for Grade 10 students.

This study seek to answer the following problems:

1. What are the factors affecting in choosing track of incoming grade eleven

students? In terms of:

i. Aptitude

ii. Interest
 iii. Family status

iv. School Capacity

2. Which among the track has the higher rate of people’s choice?

Hypothesis
1. There is no significant difference between the chosen tracks of grade 10

students in Talavera National High School.

2. There is no significant difference between the numbers of grade 10

students who chose different tracks for senior high school.

Significant of the study

This study will be significant and greatly contribute for the grade 10

students to help them make their decision. And also, it will benefit the students

who are struggling between the tracks offered by the school and will force them

to choose the track where they belong.

Researchers- the findings of the study can help researchers to find another good

topic to do a research. It can give them an idea on how to conduct a research in

an effective way.

Students- the findings of the study may give new information and new

knowledge to the students. This study can help them to choose the best track for

them.

School- the findings of the study may give idea to the school on what particular

track is the most chosen. It can give them new information that may result to a

continuous study.
Teachers- the teacher will benefit because more students will choose the right

track, resulting easier communication for the students and teachers.

Community- as time pass by, this students will grow successfully and will have

jobs that will help them to make the community at its best.

Nation- the range of having this kind of students will be wider and will greatly

contribute for the nation and if possible the world will benefit to.

Scope and Limitation

The respondents of this research are grade 10 students at Talavera

National High School from different sections to have a survey. The test and

surveys will be conducted inside the area of Talavera National High School on

September to October 2017.

Definition of Terms
Choice- the act of choosing between two object.

Consult- to ask for opinion.

Effective- to have the desired result.

Factors- something that can change a result or a decision.

Knowledge- reliable information.

School- a facility that provides knowledge.

Students- person that attends school and a person who studies.

Track-choices offered to incoming grade 11 students includes academic track,

sports track, arts and design track and technical vocational track.

Review of Related Study

In the article of “Tracks as Emergent Structures: A Network Analysis of

Student Differentiation in a High School” by Ronald Heck, Carol Price, and Scott

Thomas where RONALD H. HECK is professor of educational administration and

policy at the University of Hawaii at Manoa. His research interests include school

effects on learning, educational leadership, and performance assessment. CAROL

L. PRICE is a middle school principal in the Hawaii Department of Education. Her

research interests include the impact of student course taking on their success in

secondary schools. SCOTT L. THOMAS is associate professor of higher education

in the Institute of Higher Education at the University of Georgia. His writings have

examined topics in the areas of the sociology of education, labor economics,

access and stratification in higher education, and student persistence.

The researchers stated, While forms of tracking have drawn attention for

many years, researchers have more recently turned their attention to the courses

students take, the teaching that goes on within them, and the peer friendships

formed as factors that affect students' educational experiences and post–high

school aspirations. This study examines the phenomenon of student

differentiation in high schools through a microanalysis of the course‐taking

patterns of a cohort of students during their four years in a high school. Using

social network methods, we analyze course‐time events and, after deriving a

number of patterns grounded in the data, we examine the manner in which

theses or cio- curricular positions differentiate students on status characteristics,

academic achievement, and post–high school

plans.(http://www.journals.uchicago.edu/doi/abs/10.1086/422789)

In the article of “Market and Network Theories of the Transition from High

School to Work: Their Application to Industrialized Societies” by James E.

Rosenbaum, Takehiko Kariya, Rick Settersten, and Tony Maier stated.

The transition from high school to work creates serious problems for

American youths and employers. Since single theories have difficulty

conceptualizing the reasons for these problems, this paper reviews four theories

that elucidate aspects: segmented labor market theory, human capital theory,

signaling theory, and network theory. In addition, this review contrasts the

American transition system with the transition systems in Japan, West Germany,

and the United Kingdom to reveal practices and theoretical issues which are

neither salient nor well studied in the American literature. We extend signaling

theory to examine youths' use of signals, employers' use of dubious signals (e.g.

age) while ignoring promising ones (e.g. grades), signals which are efficient in

the short-term but not in the long-term. We extend network theory to include both

personal contacts and institutional linkages. We note the ways poor signals may

affect youths' plans and motivation and make them unresponsive to market

demands, and the ways institutional networks may affect schooling and work-

entry in the United States. Implications for theory, policy, and future research are

also considered.

(http://www.annualreviews.org/doi/abs/10.1146/annurev.so.16.080190.001403)
 In the article of “Self-Reported Sources of Stress in Senior High School

Students” by Nadya M. Kouzma and Gerard A. Kennedy (2004) stated.

The main sources of stress reported by 423 Australian final-year high

school students using the Academic Stress Questionnaire were school-related as

expected. The highest sources of this stress were examinations and outcomes,

too much to do, worry over future, making choices about career, studying for

examinations, amount to learn, need to do well imposed by others, and self-

imposed need to do well.

(http://journals.sagepub.com/doi/abs/10.2466/pr0.94.1.314-316)

In the article of “Matchmaking: The Dynamics of High School Tracking

Decisions” by Jeannie Oakes and Gretchen Guiton (1995) stated.

Over the past 20 years, research has expanded educators’ knowledge of

the impact of high school tracking on students’ curriculum opportunities and

outcomes. Researchers also know that students are unevenly distributed among

tracks, with low-income and minority students more likely to be in low ability

classes for the non-college-bound. At the same time, they still understand little

about how schools actually match particular students to tracked courses.

Scholars and educators variously draw on technical/structural (e.g., a match

between tracking and the differentiated structure of workforce), cultural (e.g.,

norms regarding race, social class, and educational prospects), and political or

individualistic (e.g., choice, parent pressure) theories to explain students’ track

assignments. To shed further light on the school dynamics that shape track-

related course taking, we provide findings from a 2-year examination of tracking

decisions at three comprehensive high schools. Setting these findings against

prior theoretical and empirical work, we suggest an eclectic explanation that

blends structural, cultural, and individualistic explanations for track assignments.

High school tracking decisions, we conclude, result from the synergy of three

powerful factors: differentiated, hierarchical curriculum structures; school cultures

alternatively committed to common schooling and accommodating differences;

and political actions by individuals within those structures and cultures aimed at

influencing the distribution of advantage. Both research on tracking and efforts at

school restructuring could benefit from this broader perspective.

(http://journals.sagepub.com/doi/abs/10.3102/00028312032001003)

In the article of “Factors and Influences on High School Students' Career

Choices” by Thomas P. Dick and Sharon F. Rallis (1991) stated.

Women continue to be disproportionately underrepresented in science

and engineering fields. A model for career choice is proposed that includes both

the direct and indirect effects that socializers can play in determining career

choices. A sample of 2213 high school seniors from nine schools in Rhode Island

were surveyed about their academic and career choices and the perceived

influences on those choices. Parents and teachers were perceived to be

influences on career choice more often for students (both men and women)

choosing careers in engineering and science than for those not choosing such

careers. Pay was a more important factor in career choice for men in general,

and genuine interest was a more important factor for women not choosing

careers in engineering or science. However, these gender differences do not

appear among students with extremely strong mathematics and science

coursework backgrounds, even though there remains a marked disparity in the

proportion of men to women planning careers in engineering or science.

Teachers may play a particularly important role in influencing the career choice of

some of these women. Equity of access and encouragement in mathematics and

science is certainly a necessary, but insufficient, condition for improving the

representation of women in science and engineering.

(http://www.jstor.org/stable/749273)
Review of Related Literature

Senior High School (SHS) covers the last two years of the K to 12

program and includes Grades 11 and 12. In SHS, students will go through a core

curriculum and subjects under a track of their choice.

Senior High School mean two more years in High School. These two

additional years will equip learners with skills that will better prepare them for the

future, whether it be: Employment, Entrepreneurship, Skills Development

(Further Tech-Voc training), and Higher Education (College).

SHS, as part of the K to 12 Basic Curriculum, was developed in line with

the curriculum of the Commission of Higher Education (CHED) – the governing

body for college and university education in the Philippines.

This ensures that by the time you graduate from Senior High School, you

will have the standard knowledge, skills, and competencies needed to go to

college.

Students will undergo assessments to determine their strengths and

interests. These will include an aptitude test, a career assessment exam, and an

occupational interest inventory for high schools. Career advocacy activities will

also be conducted to help guide students in choosing their specialization or track.

Specializations or tracks to be offered will be distributed according to the

resources available in the area, the needs and interests of most students, and

the opportunities and demands of the community.

 Senior High School is necessary, according to the law. Beginning SY

2016-2017, you must go through Grades 11 and 12 to graduate from High

School. (http://www.deped.gov.ph/k-to-12/faq/senior-high-school)

Academic Tracks, Strands, & Specializations

The Senior High School Program is composed of Academic, Arts and

Design, Sports, Technical and Vocational Tracks that equip students with the

following common skills above that are valued for colleges /universities and by

industries when they opt to be employed.

The Academic Track is for students who choose to pursue college after

completing Senior High School. It has four strands – each is designed to fit the

interest of students in any of them.

Arts and Design Track is designed for students who are interested in arts

and design to pursue improvement in developing better concepts and art

processes, also to enhance their interpretations of visual imagery alongside

technology and effectiveness in their artistic and expressive intentions.

Sports Track is specializing in sports, envisions to develop athletes,

cultivate a positive attitude towards recreation and competitiveness, develop

better skills and team spirit. The track also serves as a specialization which will

contribute in going to college or university, develop competitiveness in work,

entrepreneurship and skills development.

Technical-Vocational-Livelihood (TVL) track prepares for occupations,

engagement in sustainable livelihood activities and skilled work leading to a

National Certificate from TESDA. The program focuses on the principles and

practices underlying the analysis, design, implementation and management of

information for health, social and other community development services,

business, hotel and restaurant services. After graduating from this track, relevant

courses in college are also available. (http://www.ama.edu.ph/senior-high/)

In the article of “Weighing the Benefits of Senior High School in the

Philippines” submitted by Harry Patrinos with co- author Samer Al- samarrai

(2016) stated.

In June 2016, approximately 1.5 million children across the Philippines will

walk through school gates for the first time to attend senior high school. The

Department of Education has been gearing up for this moment for several years.

The basic education curriculum, from kindergarten to senior high – grades 11

and 12 – has been thoroughly reviewed and efforts are in full swing to ensure

that the 60,000 additional teachers and classrooms are in place when schools

open in the new school year.

The Philippines has embarked on this ambitious reform to align its

education system with most other systems around the world and to raise national

competitiveness. The government sees a K-12 system as vital for ensuring that

all Filipinos are equipped with the basic skills required to play a full and

productive role in society. It is also being driven by concerns that overseas

workers will lose out to migrant workers from other countries because of their
shorter basic education cycle. This is especially relevant given that about 18

percent of the average Filipino family’s income originates from overseas

remittances.

However, despite widespread support for the reforms, critics argue that

the benefits, particularly for poor families, are not comparable to the costs

associated with keeping their children in school for an extra two years. An article

last October in the International New York Times raised concerns about the

overall direction of the K-12 reform and particularly highlighted that many families

saw ‘two more years of schooling as a costly burden, not a benefit’.

(http://blogs.worldbank.org/education/weighing-benefits-senior-high-school-

philippines)

In line with its mandate, CHED is providing support to the basic education

sector in the implementation of senior high school beginning in SY 2016-2017.

This is done in close partnership with the Philippine Normal University (PNU),

and is geared toward ensuring a high quality of teaching despite varying

contexts, locations and experience of teachers.

This constitutes a twofold approach: development of materials for use by

senior high school teachers nationwide, and training teachers to use these

materials efficiently, while equipping learners for challenges beyond the senior

high school classroom. (https://chedk12.wordpress.com/support-to-senior-high-

school-implementation/)
 A recent change in the Philippines’ educational system was implemented

starting in 2011. President Aquino signed the K 12 education into law in 2013,

adding three years to the country’s basic education curriculum.

The new K 12 curriculum guide requires all Filipino students to have one

year of kindergarten, six years of elementary schooling (grades 1 to 6), four

years of junior high school (grades 7 to 10), and two years of senior high school

(grades 11 to 12).

The rationale

Prior to the implementation of the K 12 curriculum guide, the Philippines

was one of only three countries in the world and the only one in Asia that still had

only 10 years in basic education.

This has always been seen as a disadvantage for our students who are

competing in an increasingly global job market. The longer educational cycle of

the K 12 curriculum is seen as critical in giving Filipino students a higher quality

of education.

The Southeast Asian Ministers of Education Organization – Innotech

(SEAMEO-Innotech) found the previous 10-year educational cycle to be

congested, with a 12-year curriculum squished into 10 years.

As a result, Filipino students have trailed behind students around the

world in the areas of math, languages and science. The new curriculum is aimed

to fix that. (https://ph.theasianparent.com/advantages-new-k-12-curriculum/)

 CHAPTER II

Methodology

Descriptive Design

The respondents are randomly selected from grade 10 pupils from

Talavera National High School. The survey will be conducted to determine a valid

and reliable result for the study.

Research Materials and Instruments

The researchers will gather all the information and question needed to

form the survey form. The researchers will make it in a checklist form. The

respondents will come from grade 10 students whose randomly selected by the

researcher at Talavera National High School. A certain test will be used to

establish the validity and reliability of the result.

The researcher will use the following question for the survey:

Respondent’s Information/s (Confidential)

Name(optional):________________________________ Age:_____________
Year and Section:______________Address:___________________________
School:__________________________________________________________

Choose your desired track: *Put a check (/)*

TRACK
Academic Track
Sports Track
Arts and Design Track
Technical- Vocational Track
Put a check (/) in the box under your answer.
1. Strongly agree
2. Agree
3. Disagree
4. Strongly Disagree

I. Aptitude
1 2 3 4
1. I am good at memorization.
2. I have the talent in cooking.
3. I am good at solving problems and deal
with arguments.
4. I have the talent in designing clothes.
5. I am physically fit to engage in different
sports.
TOTAL

II. Interest
1 2 3 4
1. I am interested in solving problems and
dealing with arguments.
2. I am interested in measurements and
numbers
3. I want to have basic knowledge about
computers.
4. I am interested in turning raw materials into
a masterpiece
5. I want to engage to different sports.
TOTAL

III. Family status

1 2 3 4
1. You are financially stable.
2. Both parents have monthly salary.
3. Parents have enough income for the
family’s necessity.
4. Parents can support your chosen track
financially.
5. Your parents force you to take a specific
track.
TOTAL

IV. School Capacity

1 2 3 4
1. Your current/ desired school offers
 academic track.
2. Your current/ desired school offers sports
track.
3. Your current/ desired track offers arts and
design.
4. Your current/ desired school offers
technical vocational track.
5. Your current/ desired school has enough
facility to accommodate students in each
grade level.
TOTAL

TOTAL

___________________
Signature over printed name
Results and Discussion

This study aims to determine the factors affecting grade 10 pupils at

Talavera National High School in choosing track. The following discussion will
focus on the result of the survey held at Talavera National High School with 80
randomly selected grade 10 students as respondents.

Table 1: Shows the response of the grade 10 students in relation with their
aptitude.
Questions 4 fx 3 fx 2 fx 1 fx Fx(sum) Total
1 10 40 60 180 9 18 1 1 239 2.99
2 14 56 39 117 22 44 5 5 222 2.78
3 13 52 47 141 18 36 2 2 231 2.89
4 8 32 32 96 29 58 11 11 197 2.46
5 8 32 31 93 29 58 12 12 195 2.44
Total sum: 13.56
Total: 0.17

The table shows the result of the survey conducted by the researchers at
Talavera National High School regarding about the factors affecting in choosing
track. It shows that the total result of the survey which is 0.17 is greater than the
constant value, therefore aptitude affects the decisions of students in choosing
track.

Table 2: Shows the response of the grade 10 students in relation with their
interest.
Questions 4 fx 3 fx 2 fx 1 fx Fx(sum) Total
1 21 84 43 129 14 28 2 2 243 3.04
2 16 64 41 123 18 36 5 5 228 2.85
3 29 116 34 102 15 30 2 2 250 3.13
4 20 100 36 108 21 42 3 3 253 3.16
5 15 60 30 90 25 50 10 10 210 2.63
Total sum: 14.81
Total: 0.19

The table shows the result of the survey conducted by the researchers at
Talavera National High School regarding about the factors affecting in choosing
track. It shows that the total result of the survey which is 0.19 is greater than the
constant value, therefore student’s interest affects their decisions in choosing
track.

Table 3: Shows the response of the grade 10 students in relation with their family
status.
Questions 4 fx 3 fx 2 fx 1 fx Fx(sum) Total
1 21 84 50 150 7 14 2 2 250 0.04
2 19 76 30 90 22 44 9 9 219 0.03
3 25 100 41 123 7 14 7 7 244 0.04
4 29 116 40 120 6 12 5 5 253 0.04
5 8 32 9 27 24 48 41 41 148 0.02
Total sum: 0.17
Total: 0.002

The table shows the result of the survey conducted by the researchers at
Talavera National High School regarding about the factors affecting in choosing
track. It shows that the total result of the survey which is 0.002 is less than the
constant value, therefore their family status doesn’t really affects their decisions
in choosing track.

Table 4: Shows the response of the grade 10 students in relation with school
capacity.
Questions 4 fx 3 fx 2 fx 1 fx Fx(sum) Total
1 48 192 27 81 1 2 4 4 279 3.49
2 24 96 33 99 15 30 8 8 233 2.91
3 22 88 31 93 20 40 7 7 228 2.85
4 33 132 39 117 5 10 3 3 262 3.28
5 31 124 40 120 6 12 3 3 259 3.24
Total sum: 15.77
Total: 0.20

The table shows the result of the survey conducted by the researchers at
Talavera National High School regarding about the factors affecting in choosing
track. It shows that the total result of the survey which is 0.20 is greater than the
constant value, therefore the school capacity affects the decisions of students in
choosing track.