Chapter I

Introduction and Background of the Study

1.1 Introduction

Decision making requires a define choice between two or more alternatives course of

actions that are available. There are times in everyone’s lives where decisions have to be

made. It is one of the most important aspects in life and work because of its strong link to

success and effectiveness. Choosing a strand is one of the most life-altering decisions that an

individual can make, and choosing the right strand is a stressful process for upcoming Senior

High School students. It can be a task, which needs decision to be made or a difficult

situation involving several issues for decision making. “Making a decision implies that there

are alternatives choices to be considered, and in such a case we want not only to identify as

many of these alternatives as possible but to choose the one that best fits with our goals,

objectives, desired, values, and so on.” (Harris, 1980)

For every student choosing the best strand can be a difficult decision as well as

thinking about their future career. Some students know exactly which course to pursue while

others do not know. Career can be defined by the total pattern of one’s activities held during a

person’s lifetime. It can also be determine the individual personally because it describes who

the person is. Therefore, choosing an appropriate career is very important for every individual

(NCDA, 2003) as this help to determine their future. The advent of information technology,

the emergence of post industrial revolution and job competition career choice turn out to be a

complex science. Throughout the journey, it is believed that students determine their career

choices based on several factors. According to Kerka (2000), student career choice is

influenced by the availability of information, cultural identity, finance, globalization,

interests, personality, role model, self-concept, social support and socialization while for

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Bandura et al (2001) an individual’s career choice is influenced by their educational

attainment, the context in which they lived in, their personal aptitudes and social contacts.

Moreover, Perrone et al., (2001)find the role model supportiveness and quality of relationship

to contribute to career choice of students, posits that individual career choice influenced by

their educational choices, income, some follow their parent careers , other opt to follow their

passion regardless of the income obtained while others consider the extrinsic factors or

intrinsic factors Hewitt (2010).

Graduating students from secondary schools may not have solid decision on where to

go in senior high and what strand they may possibly take. They are planning to enter senior

high without clear idea of what career to pursue for their future (Ramirez &Dizon, 2014).

They may sometimes consider the people and the information they received within their

environment. There are several factors that may affect the decision of students and parents,

where it can be a good source of insight for private higher education institutions to offer

quality services that will suit to the needs, expectations and demands of the community, with

the curricular offerings of private colleges and universities which are almost identical

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

The decision on good career choice and school sometimes depend on how the way

students perceive the world and their future. Some of them may not have enough knowledge

and consciousness about how they should process information from personal, social,

economic, political, spiritual and environmental aspects of putting into context and

realization of having a successful profession. Pafili and Mylonakis (2011) “emphasized that

in coming up with the right decision of what profession to take, students can properly utilize

their skills and knowledge to gain proper experience who could contribute to the

development and welfare of the society” but Koni, Zainal, and Ibrahim (2012) “noted that

some studies show that not all students who enter a university have the intention to obtain the

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degree.” This study is more on preventive rather than a corrective action on the problems or

consequences that may occur when the implementation of K-12 in the Philippines will reach

in 2016 wherein no first year students will enroll in college. They provide possible options

and the opportunities to be well oriented and informed of the program offerings that would

make them excel and successful.

1.2 Background of the Study

Senior high school (SHS) refers to Grades 11 and 12, the last two years of the K-12

program that DepEd has been implementing since 2012. Students begin to study in SHS the

subjects that will introduce them to their preferred career path. To further explain: 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 Grade10,

they will only receive a JHS certificate, not a high school diploma. Manila, Philippines –

President Benigno Aquino III on Wednesday, May 15, signed the Enhanced Basic Education

Act of 2013 into law, more commonly known as the K-12 program. This adds two years to

the basic education system in an effort to further prepare students for the world ahead. In a

speech by President Aquino on the signing of the K-12 law, he noted the strengths of

implementing the K-12 law, including the implementation of universal kindergarten in public

and private schools and other initiatives for basic education up to junior high school.

“Tinitiyak nating sapat at kapaki-pakinabang ang kasanayang naibabahagi sa atingmga mag-

aaral (We ensure the what is taught and imparted to students is adequate and beneficial to

them),” Aquino said. Of having a senior high school track in the academe, Aquino added, “Sa

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pagkakaroon naman ng senior high school kung saan makakapili ang kabataang Pilipino ng

specialized tracks para sa akademya, technical education, at sports and arts, ginagarantiya

nating talagang handasilang humakbang para abutin ang kanilang mga mithiin.” (Having

senior high school years, where the Philippine youth can choose specialized tracks in

academics, technical education, and sports and arts, guarantees that they are ready to move

forward to reach for their dreams.)

The government said it was building tens of thousands of new classrooms, hiring

nearly 18,000 teachers, and printing tens of millions of textbooks this year to implement the

program nationwide. The education department budget has been raised to P232 billion this

year, up 44 percent from 2010 levels, largely to pay for the extra services, Aquino said.

Schools operated by the private sector must also begin implementing the reforms in the next

school year, which starts in June. Another major part of the reforms will be to teach in native

languages from kindergarten until the third year of primary school. The language of

instruction will then gradually shift to English from grades four to six in primary school.

Subjects will then be taught in English throughout high school. K to 12 also involved a new

feature, the spiral curriculum. The spiral approach is a technique often used in teaching where

first the basic facts of a subject are learned, without worrying about details. Then as learning

progresses, more and more details are introduced, while at the same time they are related to

the basics which are reemphasized many times to help enter them into long-term memory. A

sequencing strategy to expose the learners to a wide variety of concepts/topics , skills and

attitudes that are deemed of “continual concern of everyone “until they are mastered. A spiral

curriculum design is one in which “key concepts are presented repeatedly throughout the

curriculum, but with deepening layers of complexity.”

In the spiral progression approach, the first basic facts of a subject are learned without

worrying about details. In spiral teaching, teacher moves upward but keeps returning to the

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fundamentals. One should always remember that one keeps moving upward, but keeps

returning to the fundamentals through reviews but adding more. With this procedure, two

purposes are served: 1. the previously learned concept is reviewed hence improving its

retention 2. The topic may be progressively elaborated when it is reintroduced leading to a

broadened understanding and transfer of learning. It is a curriculum design tool which will

help develop concrete and practical thinking-centered lessons that make students

performances of understanding explicit, it may be used to structure an entire project which

can readily fit into the regular curriculum and can help design thinking centered lessons. The

learner-centered approach is characterized by: Learn with focus on the learners, and learning

in a real situation as the teachers facilitate their students to learn from experience, activities

and work, leading to the development of learners in all aspects physical, mental, emotional,

social and intellectual.

1.3 Statement of the Problem

This study aims for the grade 10 students regarding to the K to 12 academic programs

and their opinion about its implementation. Specifically it answers the following questions:

1. What are the socio-economic profile of the Grade 9 and 10 students in terms of:

1.1 Age;

1.2 Sex;

1.3 Grade Level;

2. Are these factors affects the students in choosing their preferred track for senior high

school? In terms of:

2.1 Family;

2.2. Peers

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2.3. Personal

3. Which among these factors most impact their decision?

4. What among these factor least affect their decision?

1.4 Scope and Delimitation

The study was only limited to the Grade 9 and 10 students of the Saint Jerome

Emiliani School. This study mainly focused on the factors such as Family, Peers, and

Personal. There may be more factors however; those would not be within this study.

1.5 Significance of the Study

The learner must choose the right strand for them to have a successful life. Learning is

not about studying but also enjoying on achieving it. This study will be a big help to the

grade 9 and 10 students of Saint Jerome Emiliani School on choosing what the right strand

for them before becoming a senior students.

With this study the student will recognize that on their age they must have stable mind

to determine what strand they are going to choose, it is not just about the distance of the

school but also the availability of the strand or cheap tuition to offer; instead, they must

choose the strand which is fit to them so they don’t have regrets in their entire life.

It is beneficial for the students and also for the parents so that they can encourage,

guide and support their child while in the process of decision-making.

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 Chapter II

Theoretical Framework

2.1 Review of Related Literature

A career choice is important because it determines your success in the next stages of your

life (PAMS, n.d). Many factors affect career choices of high school students. Identifying these

factors would give parents, educators, and industry an idea as to where students place most of their

trust in career selection process. According to Super (1990), the choice of career track will define the

content of the subjects a student will take in Grades 11 and 12.

Albia et. al., (2016), career selection is one of many important choices students will

make in determining future plans. Personality plays an important role in the choosing of the

right course. Student must take seriously the role grades play in limiting opportunities in the

future (Splaver, 2000). He also stated, “It is important for you to have a good understanding

of yourself, your personality, if you are to make intelligent upcoming plans”. Bandura et al,

(2001), stated that personality and interest are not the only criteria for choosing a career. An

individual’s aptitude and intellectual abilities are equally of great importance. An aptitude is a

potential for success in an area after undergoing some training but a layman may define

aptitude as a flair for something. The context in which people live, their personal aptitudes,

and educational attainment are other things that do influence people’s career choice.

According to Cabrera & Nasa (2000), parental encouragement and support is a factor that

influences the predisposition, search,

and choice stages of the college choice process while collegiate parental experiences andpare

ntal saving for college affect the inclination stage.

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 Aside from family related factors, economic factors which includes the employability

and availability of job in the future is also considered by students. Employability, i.e., the

realistic feasibility of being employed in a stable job, then becomes an important factor in

career decision-making. Coming from a collective culture, immigrant parents and children

seek careers that will support the whole family. Moreover, it is found that Asian American

men and women tend to be more interested in technical fields, the physical sciences, and non-

enterprising business positions over artistic, social, or socially interactive business careers

(Leong, F.T.L,Kao,E.M.,Lee,S.,2004)

The importance of having effective career planning is emphasized by SREB (2006). It

was found that students who receive help in exploring careers and planning programs of

study related to their career interest are more likely to see school as meaningful. High

Schools That Work recommended that students as early as the eighth grade develop a six-

year plan for all four years of high school and two years after graduation. These students

should work with their parents, teachers, and school counselors to develop high school

courses and future goals. Students who see a direct link between school and the future are

more definite in their career and postsecondary goals. Middle schools lay the foundation for

career choices by getting students to explore career fields which interest them, and then in

high school, counselors help students align the curriculum to the academic and industry

standards of those careers.

Continuity of career development program should be continuous and progressive. In

2001 it was mentioned that as early as the third grade, students are expected to acquire the

skills to investigate the world of work in relation to knowledge of self and to make informed

career decisions. In the middle school grades of six through eight, school counselors help

students identify interests and abilities through self-assessment activities, comparing middle

school with high school, and then use assessment results in academic and career planning.

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When students enter ninth grade, the school counseling and career guidance standards state

that students should be able to assess the relationship between aptitudes and interests to

develop a six-year academic plan, formulate long-term educational and career goals, and

correlate courses of study to long-term goals. Students are expected to research their future

options and investigate the world of work in relation to self-knowledge and use that

information to make informed career decisions. Then, in high school, students are expected to

create strategies to achieve future career success and satisfaction by modifying their

educational plans to support their career goals, to evaluate and update their career-planning

portfolios, and to apply academic and employment readiness skills through programs such as

work-based learning (Tennessee Department of Education, 2001).

Furthermore, it was emphasized that a comprehensive and developmental view of

education and career planning, especially in middle schools. Middle school counselors are

instrumental in implementing effective education and career planning systems to help

students with their educational and career development. Research shows that the choices

middle school students make have a strong bearing on their educational and career

development for decades to come, particularly academic choices (Trust, J. et al., 2005).

Furthermore, it is mentioned that school counselors and school counseling programs

play key roles in preparing students to successfully transition to the next level, whether it is

some type of postsecondary education or joining the workforce (Feller R., 2003)

To add with, it is emphasized that education and career planning from a life-career

perspective, with career development and planning encompassing education, work, and

leisure (Trust, J. et al., 2005).

These writings discuss that aside from their personal decisions, the family decides in

what strand students should take is also associated with the financial status of the family.

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2.2 Review of Related Studies

Gazette (2012) stated it is in this context that the proponents of the study would like to

determine the factors that influence SHS student of SCC in the choice of strand. The result of the

study may provide them information on the most and least influential factors of Senior High School

students in choosing their strand. This study is aimed at finding the factors that influence the senior

high school students in their chosen strand. This study may give information on the factors that

influence Senior High School students in choosing their strand. The result will help the faculty

members in their programs to guide students in choosing the strand for themselves. There are

several factors that impact the students from high school senior’s decision in what course

they should take.

According to Saysay, Karen-Lyn (2011), students cope by following their parents’

advice. They also have to cope with an expectation of financially supporting the family upon

completing their education. Studies from other Asian countries also show parents’ impact in

decision making of students when it comes to students’ course preference.

As cited to Thao, Nealcheng Xeng (2009), another study highlighted that parental

involvement have positive impact on Hmong / Mong adolescents’ education and career

choice.

For practicality reasons, it is also reported that parents usually encourage careers that

will not cost much money, but at the same time, are stable sources of income. Careers in

nursing, accounting, and engineering are highly popular for Filipino families (Saysay, Karen-

Lyn, 2011).

According to Finlayson, Kathy (2009), respect for family is one of the most

influential factors that impact Filipino students’ career decision. It is concurred that “Out of

respect and loyalty, it may not be appropriate to express personal desires; rather, one may

alter one’s interests to maintain harmony.” As a sign of respect, Filipino children want to do

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well for the sake of the family, follow parents’ advice about choosing a job or major in

college and lastly, make sacrifices for the family.

According to Finlayson, Kathy (2009), aside from economic factors, exposure of

students to career related technical and academic subjects also known as elective subjects in

the Philippines also helps in students’ decision making in career choices in college. It was

revealed that career technical Education (CTE) was perceived positively by middle school

and high school counselors in Tennessee, and the need for career awareness should begin in a

student’s early years before high school. However, there was a difference in perceptions of

CTE by middle school and high school counselors. Both middle school and high school

counselors felt that CTE teachers should have knowledge, skills and a teaching license.

School counselors felt that they did not have enough time to provide career

counseling to students. Being informed and ready to choose a career focus area in a student

freshmen year could help make the transition from middle school to high school easier thus

help prevent the student from dropping out of school before graduation. On the importance of

integrating the academic curriculum in students’ preparation for a college course choice, it is

explained that academics should be integrated with career-focused courses so students can

see practical application for the academic courses such as mathematics, science, reading and

writing (Plank, S. 2001).

The studies presented are important to the present research since the studies explain

the importance of taking parents’ advice and permission in choosing a preferred strand that

towards a better future career.

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2.3 Conceptual Framework

Parental Influence

Decision Making

Peers Personal

2.4 Hypothesis

There is no significant difference between decisions making when classified according

to choosing strand in Senior High School. Expecting the variables in to mind, multiple
hypothesis was made. We expect that the family influenced rate is higher than the personal
factor.

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 Chapter III

Research Methodology

3.1 Research Design

This study used a descriptive research method. Descriptive research is used to

describe characteristics of a population or phenomenon being studied. It addresses the "what"

question rather than the "why" of the research subject. In other words, descriptive research

primarily focuses on describing the nature of a demographic segment, without focusing on

“why” a certain phenomenon occurs. In other words, it “describes” the subject of the

research, without covering “why” it happens. Under the Descriptive Research Method, the

technique used is the Survey Method. The research design identifies how the data will be

collected and how these data will be analyzed. The term descriptive research then, refers

to research questions, design of the research and data analysis that would be conducted on

that topic. Descriptive research can be conducted by using specific methods like

observational method, case study method and survey method. This can be used for future

research or even developing hypothesis of your research object.

3.2 Respondents of the Study

Respondents are persons investigated in the study. The grade 9 and 10 students are the

subject and also the respondents because they are the one who will be ask to fill out a

questionnaire. Among those respondents 20, or 50%, of them were Grade 10, 10 of them

were male and 10 were female while, 20 or 50% of them were Grade 9, 10 on section A, 5 of

them were male and 5 of them were female same as the section B 5 of them were male and 5

were them were female. Respondents, therefore, are providers of information needed in the

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study. After answering the given question, the researcher must tally the answer to know what

are majority and minority of their answer. With this we can easily determine what the

possible aspect in our research is. Participant’s responses were analyzed descriptively by

percentage.

The formula for the percentage is % = F/N x 100, where F = frequency of the variable

and N = number of respondents

3.3 Instrument of the Study

A survey questionnaire is chosen as instrument used in the study and consisted of

twenty-four (24) items about the factors affecting the decision of the respondents in St.

Jerome Emiliani School. The survey was intended to be answered without any verbal

instruction. It is understandable and distinctly directed that this was an elective and voluntary

survey on the part of the students. The introduction of the instrument was permission for

respondents to conduct survey and in instruction to answer the questionnaires in an honest,

respectful manner. Therefore, the survey was easy to complete, easy to understand, and had

been written to give the students a stimulus to reflect upon after the survey completed.

3.4 Reliability and Validity

The students' responds on the given questionnaires’ are consistent. The

questionnaires’ are also efficient since it is relevant and relatable. Thus, the conducted survey

was proven to be reliable and valid which is based on its results. So, to make our research

more reliable we gave some questionnaires to 10 graduating junior high students of

Columban College, Asinan. In our questionnaires, we asked them the factors that affect them

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in which strand they will choose when they reach senior high. to make our research more

reliable we went to Columban College, Asinan last October 9, 2019, to ask 10 graduating

junior high students the factors on which affects them in choosing their strand like family,

personal interest and their peers.

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 Chapter IV
Presentation, Analysis and Interpretation Data

4.1 Presentation

This chapter comprises the presentation, analysis and interpretation of data about the
problems stated in chapter one. It further decodes the most imperative knowledge and
understandings necessary for drawing conclusions and recommendations. This part describes
the factors influencing the students’ to decision choosing a strand. The purpose of this study
was to define the importance of considering some factors that powers student’s decision in
picking a strand to senior high school and to know if there are differences in the relative
importance ascribed to these factors, according to demographic attributes of the students.

I am choosing the strand because… SD D N A SA

1 This is the dream of my parents for me 10 12.5 35 30 12.5
2 I want to be like my cousins 15 47.5 22.5 15 0
3 Of family’s religion 12.5 47.5 25 12.5 2.5
4 The influence of my uncle and aunties 12.5 42.5 32.5 12.5 0
5 My siblings/cousins are also choosing the 17.5 37.5 32.5 12.5 0
track
6 Of my family business 15 42.5 35 7.5 0
7 Of my parents profession 15 37.5 27.5 17.5 2.5
8 Of my family’s economic status 10 30 37.5 15 7.5

Table 1 (Family)

This table represents the family influence as a factor on student’s decision in choosing
their preferred strand. The majority of the respondents in terms of family influence said that it
is their parents dream for them. Connected with the statement, “`the influence that parents (or
guardians) have on their child’s decision to attend one institution rather than another” of
(Rowe, 2002, p. 10). Out of 100% respondent students 42.5% students agree in terms of
family influence and 62.5% students disagree in terms of family influence.

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Table 2 (Peers)

I am choosing the strand because… SD D N A SA

1 My friends will take the same track 7.5 45 25 22.5 0
2 My teachers have a great influence in my 2.5 22.5 22.5 47.5 5
career choice
3 Of peer pressure 15 35 40 7.5 2.5
4 My crush or gf/bf is also choosing the same 0 30 50 20 0
strand
5 It offers scholarship grants 12.5 50 27.5 10 0
6 My friend’s parents were successful in this 12.5 42.5 27.5 12.5 5
field
7 I got the idea from my barkada 10 15 35 32.5 7.5
8 It is the available track in the school that is 5 27.5 47.5 20 0
near to us

This table represents the peer influence as a factor on student’s decision in choosing
their preferred strand. The majority of the respondents in terms of peer influence said that
they got the idea from their barkada. The result was related with the statement, according to
Skinner, M.L et.al (2009), investigated the impact of parental influence and peer group
influence on the decision of a student. Out of 100% respondent students 52.5% students agree
in terms of family influence and 55% students disagree in terms of family influence.

I am choosing the strand because… SD D N A SA

1 I want to have a secure jobs 0 0 15 60 25
2 It is my interest 0 5 22.5 60 12.5
3 I want to go abroad 0 5 45 30 20
4 Of high salary or earning potentials 0 2.5 22.5 47.5 27.5
5 It will boost my confidence 0 2.5 27.5 55 15
6 Of future opportunities 2.5 2.5 7.5 62.5 25
7 It suits my personality 0 2.5 25 52.5 20
8 Of my academic performance 2.5 2.5 25 50 20

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Table 3 (Personal)
This table represents the personal influence as a factor on student’s decision in
choosing their preferred strand. The majority of the respondents in terms of personal
influence said that it is for their future opportunities. It is at the point that the student
develops a practical plan of action to get what they want from the decisions of their career
choice. Most students be rather on the reality of what is so stated, (Weiler, 1977). Out of
100% respondent students 87.5% students agree in terms of personal and 45% students are
undecided in terms of personal.

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 Chapter V

Summary, Findings and Recommendation

5.1 Summary

The researchers chose this study to help the upcoming senior high school students

regarding to the changes that are needed to be faced in our country. During the final two

years of the K to 12 program that has been implemented by the Department of Education they

are called senior high school students. During this time, the students will be separated by

their tracks. For each track they have different skills to specialize and lessons to learn. This

track emulates almost the same way as it is for college. The conducted study aims to

determine the factors of the grade 9 and 10 students in choosing their preferred strand in

senior high school.

The researchers administered a survey using the questionnaires they made, and

validated by conducting a dry run in Columban College, Asinan and by their project

advisers. These survey questionnaires paved the way on achieving the results of this study.

The researchers went to the classrooms of grade 10 and 9 students of the Saint Jerome

Emiliani School to conduct their survey with 40 respondents. The research had a total of 40

respondents. Among those respondents 20, or 50%, of them were Grade 10, 10 of them were

male and 10 were female while, 20 or 50% of them were Grade 9, 10 on section A, 5 of them

were male and 5 of them were female same as the section B, 5 of them were male and 5 were

them were female . The questionnaires have 3 tables the first table consist of eight statements

that the student will check whether they strongly disagree, disagree, agree or strongly

disagree. The second table have 8 indicators with statements each; they were Personal,
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Family, and Peers. The respondents had to check each statement if they strongly disagree,

disagree, agree or strongly disagree.

With the processes used in this research, the following were found in the study:

1. In Personal Influence, 87.5% students agree and 45% students disagree. In the Peer

Influence, 52.5% students agree and 55% students disagree. In the Family, 42.5%

students agree and 62.5% students.

2. Among all indicators, the first indicator, Personal, was able to get the largest percentage.

3. Family, get the lowest percentage of agree.

5.2 Conclusion

On the bases of the foregoing findings, the following conclusions were drawn:

1. The Factors affecting the students in choosing their preferred track in terms of Personal,

Family, and Peers. This shows that the influence of personal, family, and peers that are

from their surroundings all play a big role in the student’s choice for their preferred

strand in senior high school.

2. Among the indicators, the greatest, factor is the personal factor. This is then followed by

peer factor. Lastly, is the family factor.

3. Family factor, impacts the decision of the students least

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Finally, it has been concluded most of the upcoming senior high school students on Saint

Jerome Emiliani School based their decision in choosing their strand among the three factors,

personally. They preferred that strand for the future opportunities that is waiting for them.

5.3 Recommendation

Based on the findings and the conclusions drawn from this research, the proponents

offer these recommendations for the following:

1. Students

1.1. The choice of a strand should be considered with many other factors, not just

those from the study.

1.2. When choosing a strand in senior high school, students should also consider the

relationship of their track and the career they want in life.

1.3. The career plan for students must be made in a continuous manner and should

start from an earlier grade level. This is in order to help the students to thoroughly

identify the track suited for them

2. Parents

2.1. Parents should also be included in the career orientation of students so that they

themselves could understand and help the students choose the best strand suited for their

child.

2.2. Parents should be very understanding and considerate to be able to give proper

guidance to their children when the time comes for them to choose their strand.

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