CHAPTER I

The Problem and its Background of the Study

Introduction

The K-12 Program usage began on batch 2011-2012, and the first

batch of understudies to experience K-12 will graduate in March 2018. The

K-12 Program is seen as a sufficient period for learning under essential

training and its differentiation necessity of experts and non-experts in our

nation and remote Asian or Non-Asian nations. It offers a reasonable way to

deal with discovering that will empower youngsters and understudies to

secure, know and learn more aptitudes in various fields of education taking

up the professional and later expert degree courses. (Ma. Araceli Bello

Verjom).   

The quantity of instructed is currently diminishing a result of the

various conditions that they face during the days that they are attempting to

step up in their lives. An overview from the DepEd shows that out of 100

understudies concentrating in elementary, just 80 of them will graduate and

1
those 80 understudies might be deducted and will become 50-60

understudies to go to secondary school. In 50 understudies, there may just

be 30 of them can just continue to school and just a couple of them can

complete school and additionally masteral degree courses. (Mama. Araceli

Bello Verjom).

The K-12 program of the government will allow students to have

mastery of competence and enable them to cope up with the lessons. The

curriculum is enriched to the local needs of students to be responsive to

choose a specialization that will suit their field of interests. The present

educational plan offers a progressively adjusted methodology that

understudies may gain and ace their deep-rooted premiums and Learning

aptitudes for occupation salary moving toward the 21st century. With the K-

12 instruction likewise help graduated understudies the abilities required in

the work advertise and get ready obligations and chance to be acknowledged

and work to the aptitudes they gained. (Ma. Araceli Bello Verjom).

In the wake of completing the K-12, especially in the senior year of

tutoring, graduates are granted an authentication of competence and a

national certificate indicating evidence permitting them to have center level

aptitudes and will be offered a better chance to be utilized and later become

youthful business people. (Ma. Araceli Bello Verjom).

2
 Technical-Vocational (Tech-Voc) courses are part of non-formal

education in the Philippines. Under the Republic Act 7796, the Technical

Education and Skills Development Authority (TESDA) is ordered to give

specialized instruction and aptitudes advancement programs for Filipino

students. The tech-voc programs permit out of school youth and other

intrigued understudies to learn down practical abilities that will set them for

business or employment.

Contemplating tech-voc courses fills some needs. It furnishes

understudies with broad hands-on preparation required in actual industries

and other practical evaluations. The educational plan is additionally made

out of competency benchmarks required for powerful work execution as

endorsed by industry specialists. Taking short professional courses likewise

helps in growing chances and increasing new abilities for the individual who

need to step up in their vocations or dare to new organizations.

Specialized Vocational is characterized as a complete term referring to

those parts of the training procedure including the investigation of

advancements and related sciences, and obtaining of handy aptitudes,

perspectives, comprehension, and knowledge relating to occupants in

3
various sectors of economic and social life. The objective of technical

vocational education is to bring up application-oriented talents that have

related technical theoretical knowledge and practical ability. Its requirements

of the theoretical study are low, more emphasis and hands-on capacity and

demanding actual working capacity. Vocational education considered

appropriate for professions like automotive mechanics, plumbers,

electricians, and other similar professions. It is geared towards the practical

needs of a specific occupation. Vocation education is seen as a strategy that

contributes to increasing efficiency and education investment and can

provide young people with the skill needed for employment and industry.

Background of the Study

  

   K12 curriculum is a system implemented by the Department of Education

(DepEd). Before taking an additional 2 years in Senior high school, students

are free to choose the offerings of the curriculum: The Academic Track,

Sports, Art, and Technical-Vocational Track. The main purpose of it is to

develop learners’ skills for them to be ready to start to work- if they want to-

start a business, or continue college. One more reason why it was executed

was that foreign countries think that a 10-year curriculum was insufficient

4
and K12 provides basic competencies to meet the standards of foreign

countries in case they work abroad.

In Juan Sumulong High School, the SHS offering tracks are the

Academic Track and Technical Vocational Track (TVL). Academic Track

comprises 3 strands: Accountancy, Business and Management (ABM),

Humanities and Social Sciences (HUMSS), and Science, Engineering,

Technology and Mathematics (STEM). Yet, the TVL track comprises of also 3

strands: Information Communication Technology (ICT), Home Economics

(HE), and Industrial Arts (IA). The Academic track mainly focuses on

learners on their chosen field of specialization in college and TVL makes

students enhance their practical work skills to make them job-ready. But

some researches asserted that there is a significant difference found in both

tracks. In terms of the confidence of TVL track, Zhao et al (2013), says that

the vocational track students expressed a low level of self-esteem. Houtte et

al (2012), concluded that Academic tracks showed significantly high

confidence than TVL track.

This study aimed to investigate the perceptions of Grade 10 students

in Juan Sumulong High School toward Technical-Vocational education and to

understand the factors influencing students’ choice. These were considered

as starting points to create plans for applicable intervention to progress

students’ choice for Technical Vocational Livelihood (TVL) track.

5
The researchers came up with the problem: “What is the perception and

factors influencing junior high school students towards Technical Vocational

education?” with the objectives of knowing the profile of participants, their

mind-set on Tech-Voc Education before enrolling, reasons for enrolling on a

Tech-Voc course, find out the benefits gained after graduating from one of

its course, to determine how it helped in the development of their career,

and to find out what is their current mindset about it.

The Grade 10 level of Juan Sumulong High School is made up of

seven (7) sections with a total of two hundred sixty-four (264) Grade 10

students. The researcher will only choose fifty (50) students out of two

hundred sixty-two (262) Grade 10 students as respondents in the study.

6
Conceptual Framework

INPUT PROCESS OUTPUT

 Organizing the 1. Conducting  The perception of

questionnaires. interviews
and surveys Grade 10 Students
 Demographic
Profile of the 2. Tallying of towards Technical-
respondents data in the
questioner Vocational (Tech-
 How do the
Grade10 students voc) Education in
3. Identifying
perceive Technical-
the factors
Vocational Juan Sumulong High
Education affecting the
track School
preference

Figure 1. Research Paradigm

7
Theoretical Framework

Developmental Theory of Career Development

According to Super’s (1990) Developmental Theory of Career

Development, high school students are at the exploration stage of career

development, which involves crystallizing and specifying their occupational

preferences, while also making preliminary decisions about their career

choice.

Teaching and Learning Theories

Teaching and learning theories say that educators should not afraid to

apply something new for their classroom teaching approach. This practice

will help their students to become academically productive in and outside of

the classroom.

Statement of the Problem

8
 This study aims to deduce the perception of grade 10 students

regarding the Senior High School Program of the DepED. Furthermore, the

study aims to determine the plans of the grade 10 students about the K to

12 academic programs and their opinion about its implementation. Especially

it answers the following:

1. What does the grade 10 students perceived about the TVL?

2. What are main factors that affect a student in choosing their strand?

3. What is the correlation between their grade 10 average and their average

perception between TVL?

4. What percentage of the grade 10 will take the TVL Track?

Significance of the Study

The study aims to identify the perception and factors influencing junior

high students’ choice on technical-vocational education in Juan Sumulong

High School.

The result of this study will benefit the teacher and parents by

knowing the perception and factors influencing Junior High students in

9
choosing tracks in Senior High School. This will help them to improve

Technical-Vocational Education and raise awareness that Tech-voc education

is not a low standard of education. Finally, the researchers will make the

study further and wider.

Scope and Limitations

This study was an investigation of the factors affecting the choices of

the students under K to 12 on which track they would take for senior high

school. The study was only limited to the Grade 10 students of the senior

high school of Juan Sumulong High School. This study mainly focused on the

perception and factors influencing junior high students’ choice on technical-

vocational education in Juan Sumulong High School.

10
Definition of Terms

Automotive Servicing Strand - one of the sub-strands under industrial

arts strands that focus on car maintenance services.

Department of Education- is the executive department of the Philippine

government responsible for ensuring access to promoting equity in and

improving the quality of basic education. 

Influencing – the capacity or power of persons or things to be a compelling

force on or produce effects on the action, behavior, opinions, etc., of others.

Factor - is one of the things that affect an event, decision, or situation.

Industrial Arts Strand (IA Strand) - is a strand under the technical-

vocational track that focuses on hands-on electrical and mechanical-related

courses.

Juan Sumulong High School - is one of the performing schools in Cubao,

District III, Quezon City, Metro Manila, Philippines.

Junior High School- A school usually including grades seven to nine, called

also junior high.

11
Paradigma a set of linguistic items that form mutually exclusive choices in

particular syntactic roles.

Perception – is the organization, identification,and interpretation of sensory

information to represent and understand the presented information or the

environment.

Refrigeration and Air Condition Servicing Strand (RAC Strand) - is

one of the sub-strands under of industrial arts strand which focuses on

maintaining the good function of appliances like the refrigerator and air

conditioners.

Science, Technology, Engineering, and Mathematics Strand (STEM

Strand) - is a strand under academic track that focuses on innovation,

experimental activities, and other science and technology-related courses.

Senior High school- A secondary school typically comprising three highest

grades.

Strand- a strand is a consistent thread running through a course offer

irrespective of its content.

Technical-Vocational Education- is education and training which provides

knowledge and skills.

Track – A track defines a set of possible course selection available to be a

specific group of stands.

12
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

High School is an important period in an adolescent’s life. It is the

time that students are making decisions about their course taking and future

educational and career plans. Every student carries the unique history of

their past and this determines how they view the world. One of the tasks of

high school students is to explore and plan for their post-secondary career

options.

Foreign Literature

According to Super’s (1990) Developmental Theory of Career

Development, high school students are at the exploration stage of career

development, which involves crystallizing and specifying their occupational.

Billet (2004) hypothesized that social outlook determines the

perception individuals have of the status of vocational education. The

standard, morals, way of life and the views of education and potential

13
opportunities are the factors that influenced the choice the students make

concerning education paths. The literature on student perceptions of

vocational education and their decision-making processes will now be

discussed, with a special focus on the influences from society, family and

personal interest.

In research of Stockfelt (2013) on boys’ educational aspirations, it

was emphasized that aspirations are contextual and dynamic and should be

anticipated in light of the socio-economic environment being experienced.

Her study discovered that these aspirations are usually associated with

employment opportunities and perceptions of the economic future.

Additionally, she recognized the family as one of the strongest influences on

the aspirations of young people. In the literature, the social class of the

family was a variable employed by numerous researchers when investigating

students’ academic progression. She depicted the impact of a parent’s level

of education as remarkable when exploring students’ progression patterns.

According to the research of Gerald T. LeTendre, Barbara K. Hofer,

Hidetada Shimizu that talks about how students select their track. They also

study how these students are capable of their selected track. They also

examine students from their country for that how could they pick their track.

It shows that the result of this examination more student is affected through

culture beliefs by which it was proven by them.

14
 Lack of examples of success through the course of vocational

education in the home and immediate community led to students not being

motivated to progress via this course. Using qualitative methods, she

exposed that being in a family with inadequate economic resources meant

that space, situation, and resources to sustain a constant educational

experience were limited’ (Stockfelt, 2013). She found that this has placed

students at a disadvantage, which limited their educational aspirations and

has admitted that low-income students are over-represented in vocational

education. The cases above illustrate that the process of choice can be

influenced by existing social stratification in different contexts.

Local Literature

According to DepEd Orders No. 41 and 48 series of 2015 dated

august 28, 2015 and October 20, 2015, respectively is the full

implementation of a month-long SHS Career Guidance Program. The main

purpose of this is to guide Grade 10 students in making informed decisions

regarding their choice of SHS Track given the conduct of the SHS Early

Registration where every G10 student submits SHS Preference Slip

15
containing his first and second choices of schools and programs to his class

adviser. Consequently, the adviser registers the student for SHS and

electronically submits his preference through the Learners’ Information

System (LIS).

A further significant item to consider in the DepEd Order No. 41

series 2015 is its mandate to promote of awareness in the importance of

choosing a track that suits their skills and interest that matches the available

resources and needs of society as this will play a crucial role in planning and

recruiting students to engage in the different senior high school programs.

However, this study aims to appeal to every student to give a second

thought to choose the more practical vocational track. Therefore, the

concern of this study is to investigate the perceptions G10 students on

vocational education; specifically how they feel about the job opportunities it

presents and future earning potential (Harris, 2014). The different factors

that influence students’ choice were also be considered as starting points to

create plans for applicable intervention to progress students’ choice for the

Technical Vocational Livelihood (TVL) track.

According to Mark Catarroja, the Kto12 system in the country aims

to develop social and economic progress. This progress is being promoted

since Jan 20, 2012, by former President Benigno Aquino signed a contract by

which it disapproving of the Kto12 system this makes the education system

better. The kindergarten education law has been started successfully Kto12

16
system. By which all of the countries have this system except for the

Philippines. Former president wants the education system much suitable to

the new students in which students can have their job when they finish the

Kto12. In theKto12 system, the studies are being enhanced. This Kto12

system has lengthened the year for high school students it adds 2 more

years by which we call the students in grade 11to12 as senior high school

and some known this more likely as college students. In the Kto12 system,

you have 4 tracks to choose for these are academic, technical-vocational

livelihood, sports, and art design track. This RA 10533 Which is to expand

job opportunity by the reducing job skill for high school graduates.

In this article researchers did have read, how is this Kto12 system

apply to the students and talks about how can you get a job when you

finished this Kto12 system. You can choose different tracks in the Kto12

system by which involve your skills. This Kto12 system ensures that

students that can't to college can a decent job if they graduated from high

school. The student that can’t choose their proper track and will be correct

by basing it to their skills.

The Kto12 system wants to secure that all students can have a job.

The Kto12 system has lengthened the school year of high school students it

adds 2 years. It is not only the main goal of the Kto12 system for you to

have a decent job but to improve and enhancing your skill.

17
 According to Silvia Catalan Ambag (2015) in her study entitled

"Reshaping the Mindset on Technical Vocational

Education: Professionals’ Perspectives", the most common benefit that

a person who graduated from a Technical Vocational Education is local

employment and career opportunities abroad. The study revealed that if you

graduated from a Tech-Voc course, you would surely receive job offers from

abroad since most foreign countries are looking for skilled and certified

employees. Most foreign nations are looking for personnel and workers with

certificates than college diplomas. Though not all graduates wish to work

abroad. A couple of the participants took advantage of the partnership

between the Civil Service Commission and TESDA and converted their

National Certificate they got from their Tech-Voc course to Civil Service

Certificate. Another benefit is that they have less job training and expenses

when they apply for a job since they are already skilled and certified.

Technical Vocational Education widens their work knowledge and skills giving

them an edge to every employment opportunity.

The Study of Pala (2012) entitled “ The Industrial Arts Institution in

san Clemente District of Tarlac”; one of the significant aspects he considered

was the trade was the trade testing of grade six pupils along with the

industrial arts component of EPP in the district. His objective was to

determine whether the grade six pupils along were ready for their secondary

training in TLE. The trade test was patterned after STEP competition. The

18
result revealed that a great majority of respondents had approaching

proficiency performance and few were under proficient performance

category.

The study of Facum (2011) entitled “ Performance of Grade VI pupils

in EPP in San Jose District of Tarlac” tried to describe the performance of the

pupils along with the three core areas of which are agriculture, Home

Economics and Industrial Arts. He determined a trade test that was

patterned after the STEP competition. The study revealed that he pupils are

proficient in agriculture and Industrial Arts while in Home economics their

performance fell under the developing proficiency category. He concluded

that instruction delivery in agriculture in industrial arts was strong; while in

home economics, it was categorized was weak.

19
 Chapter III

RESEARCH METHODOLOGY

This chapter discussed the research design, area of the study,

population, sample of population, sampling technique, and instrument for

data collection, validation of the questionnaire, administration of the

instrument and method of data analysis.

Research Design

Snowball methods design and purposive sampling were used in this

study relating to the perceptions and factors influencing grade 10 students in

choosing their track for senior high school. In grade 10 of approximately 264

20
students, 50 were chosen through the random selection to be the

respondents. The control group consisted of subject-based students

intending to graduate within the year. Internal validity was not guaranteed,

however, the subjects surveyed were unaffected by environmental qualities

that may skew results. The external validity in general terms was applicable

to other seniors of similar school populations.

This study had put in deliberation certain ethical subjects wherein all

respondents report their written response regarding their contribution

through a signed consent letter. Subsequently, the respondents and their

parents were knowledgeable about the purpose of this research since the

respondents are underage. They were comforted that their answer was

treated top secret and used for the intellectual purpose only.

Descriptive Research Definitions

      

The researcher chose a survey research design because it best

served to answer the questions and purpose of the study. 

21
      The survey research is the collection of data attained by asking

individuals questions either in person, on paper by phone or online. Survey

research is defined as the “collection of information from a sample of

individuals through their responses to questions” (Check & Schutt 2012).

This type of research allows for a variety of methods to recruit participants,

collect data, and utilize various methods of instrumentation. As it is often

used to describe and explore human behavior, the survey is therefore

frequently used in social and psychological research (Singleton & Straits, 

2009).

Instruments/ Techniques Used

The research prepared a survey questionnaire for the Grade 10

Junior Learners of Juan Sumulong High School as the respondents. The

researchers let their research teacher make some suggestions in order for it

to be corrected as well.

Validation. The final copy questionnaire was checked and validated

by the teachers of Juan Sumulong High School who were not included as

respondents. The validity of this study may have been compromised by

22
selecting Grade 10 Junior High School students as the respondents. The final

copy was already checked and ready for the administration or the permission

to conduct the study.

Administration and Retrieval. The permission to conduct the

study was sought from and granted by the head of Juan Sumulong High

School, Dr. Janet D. Dionio. The Grade 10 students who participated in the

research were informed about the study and the Research Teacher and

Principal’s permission to request the respondents to answer the

questionnaires. Their cooperation was requested and promised. The

researcher undertook not to cause any disruption during the survey.

The Instrument. The questionnaire served as the instrument in

conducting the survey together with the Grade 10 Junior High School as the

respondents. Each completed questionnaire was placed inside a specific

folder because confidentiality was maintained by the researchers though the

demographic profile was optional. Anonymity was still ensured by the

researchers in conducting this study.

The population of the Study. Polit and Hungler (1999:37) refer to

the the population as an aggregate or totality of all the objects, subjects or

members that conform to a set of specifications. In this study the population

23
was the Grade 10 Junior High School students of Juan Sumulong

High School.

        

         Statistical Treatment of Data. To present, organize, analyze, and

interpret gathered data with accuracy and scientifically, the following

statistical tools were utilized:

n ( Σxy )−( Σx ) ( Σy )
Pearson's Correlation (r) = 2 2 2 2
√[ nΣ x −( Σx ) ] [ nΣ y −( Σy ) ]

ΣWf
WM=
N

Wherein:

WM= Weighted Mean

ΣWf= Sum of the product of the frequency and the unit weight

N= Total number of the respondents

A Likert-Type-Point Scale with the following interpretation were

provided to guide the respondents' opinion as follows:

Scale Weighted Mean Interpretation

4 3.50- 4.49 Strongly Agree
3 2.50- 3.49 Agree

24
 2 1.50- 2.49 Disagree
1 1.00- 1.49 Strongly Disagree

Chapter IV

PRESENATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of the study, along with the

interpretations and discussion on the implications of findings.

Table 1.

Frequency and Percentage Distribution of Respondents

in Terms of Sexual Orientation

Sex Frequency Percentage

Male 25 50%
Female 25 50%
Total 50 100%

25
 Figure 1.

Frequency and Percentage Distribution of Respondents

in Terms of Sexual Orientation

Male Female
50% 50%

As shown in Table 1 and Figure 1, 25 out of 50 or 50% of our

respondents are Male and 25 out of 50 or 50% of our respondents are

Female.

Figure 2.

Frequency Distribution of Positive Perception by Grade 10 Students towards

Technical-Vocational (Tech-Voc) Education.

26
 Positive Perception
40

35

30

25

20

15

10

0
Question 1 Question 2 Question 3 Question 4 Question 5

Strongly Agree Agree Disagree Strongly Disagree

The figure 2 show the most voted scale towards positive perception

influencing the students choice in Technical Vocational Education. Most of

the Grade 10 students agree that they have positive perception towards

technical vocational learning.

Figure 3.

Frequency Distribution of Negative Perception by Grade 10 Students towards

Technical-Vocational (Tech-Voc) Education.

27
 Negative Perception
30

25

20

15

10

0
Question 6 Question 7 Question 8 Question 9 Question 10

Strongly Agree Agree Disagree Strongly Disagree

The figure 3 show the most voted scale towards negative perception

influencing the students choice in Technical Vocational Education. Most of

the Grade 10 students Disagree that they have negative perception towards

technical vocational learning.

Figure 4.

Factors Influencing Grade 10 Students Choice on Technical- Vocational

(Tech-Voc) Education.

28
 35

30

25

20

15

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ti on ti on ti on ti on ti on ti on ti on ti on ti on on on on on on on
es es es es es es es es es sti sti sti sti sti sti
Qu Qu Qu Qu Qu Qu Qu Qu Qu Qu
e
Qu
e
Qu
e
Qu
e
Qu
e
Qu
e

Strongly Agree Agree Disagree Strongly Disagree

The figure 3 show the result and the most voted scale of the factors

influencing grade10 students choice on Tech-Voc education. The most voted

scale in terms of Strongly Agree are in Question Number 10. Question

Number 14 got the highest vote of Agree. Question Number 2 got the

highest scale result in terms of Disagree. The last one that get the most

voted scale of Strongly Agree is Question Number 4.

Table 2.

29
Perception of Grade 10 Students towards Technical-Vocational (Tech-Voc)
Education

Survey Scale
Perception of Grade 10 Students
Weighted
towards Technical-Vocational (Tech-
1 2 3 4 Mean
Voc) Education.

POSITIVE PERCEPTION

TVL students are very skilled.

1 0 7 35 8 3.02

TVL students have a higher chance of

2 getting employed. 1 7 29 13 3.08

Technical-Vocational Education
3 motivates students to graduate 3 13 26 8 2.78
college.
TVL teachers show excellence in
4 teaching. 3 4 27 16 3.12

Technical-Vocational Education
5 exposes students to real world 0 10 20 20 3.2
scenario.

NEGATIVE PERCEPTION

TVL are academically challenged.

6 3 14 26 7 2.74

TVL subjects can’t prepare me for my

7 dream course in college. 10 18 15 7 2.38

TVL students will have low-paying

8 jobs. 16 24 8 2 1.92

Technical-Vocational Education and

9 training will not provide opportunities 18 21 6 5 1.96
abroad.
1 Tech-Voc skills should be less
importance in Junior High School. 21 18 8 3 1.86
0

Table 3.
Factors Influencing Grade 10 Students Choice on Technical-Vocational (Tech-Voc)
Education.

30
 Survey Scale
Factors Influencing Grade 10
Weighted
Students Choice on Technical- 1 2 3 4 Mean
Vocational (Tech-Voc) Education.
Career awareness

Technical-Vocational education was

1 not clear to me during career 5 23 21 1 2.36
orientation program.
I am not aware of potential careers
2 after completing Tech-Voc education. 3 29 14 4 2.38

Socio-economics status

I think Tech-Voc education will not let

3 me obtain income generating job 9 26 14 1 2.14
skills.
I think Tech-Voc education will not
4 give me a high-paying job. 15 18 15 2 2.08

Parental influence

My parents want me to pursue an

5 academic course. 5 19 10 16 2.74

My parent have low regard for Tech-

6 Voc vocational education. 5 28 12 5 2.34

Peer pressure

Most of my friends will pursue

7 academic course. 6 10 21 13 2.82

Most of my successful friends have

8 pursued academic course. 3 13 25 9 2.8

Personal reference

Tech-Voc education is not appealing

9 to me. 5 22 21 2 2.4

1 My career choice is to be an academic

professional. 2 10 16 22 3.16
0
Academic interest

1 I like to study academic subjects than

Tech-Voc education subjects. 2 13 22 13 2.92
1
1 I can perform better in academic
subjects than Tech-Voc education 3 15 27 5 2.68
2

31
 subjects.
Community Regard

1 The community has regard of Tech-

Voc education. 4 14 29 3 2.62
3
The community has establishments to
1
cater internship in Tech-Voc 1 14 32 3 2.74
4
education.
1 The community does see the demand
of Tech-Voc education careers. 5 15 22 8 2.66
5

Table 4.
The correlation between their grade 10 average and their average perception
between TVL?

Average Positive Average & Average of Positive

Student of Grade Perceptio Positive Grade 10 Perception
s 10 n (Y) Perception Students (Y2)
Students (XY) (X2)
(X)
1 89 20 1,780 7,921 400
2 80 13 1,040 6,400 169
3 89 18 1,602 7,921 324
4 91 17 1,547 8,281 289
5 88 14 1,232 7,744 196
6 88 15 1,320 7,744 225
7 86 16 1,376 7,396 256
8 87 12 1,044 7,569 144
9 91 18 1,638 8,281 324
10 82 13 1,066 6,724 169
11 90 17 1,530 8,100 289
12 84 16 1,344 7,056 256
13 89 9 801 7,921 81
14 90 14 1,260 8,100 196
15 89 15 1,290 7,921 225
16 92 15 1,380 8,464 225
17 96 17 1,632 9,216 289
18 95 14 1,330 9,025 196
19 95 17 1,615 9,025 289
20 94 16 1,504 8,836 256

32
 21 90 17 1,530 8,100 289
22 88 15 1,320 7,744 225
23 91 17 1,547 8,281 289
24 82 18 1,476 6,724 324
25 81 20 1,620 6,561 400
26 83 11 913 6,889 121
27 88 19 1,672 7,744 361
28 85 8 680 7,225 64
29 86 9 774 7,396 81
30 82 16 1,312 6,724 256
31 84 17 1,428 7,056 289
32 78 16 1,248 6,084 256
33 90 14 1,260 8,100 196
34 88 15 1,320 7,744 225
35 85 13 1,105 7,225 169
36 90 13 1,170 8,100 169
37 85 11 935 7,225 121
38 87 14 1,218 7,569 196
39 84 16 1,344 7,056 256
40 93 16 1,488 8,649 256
41 94 14 1,316 8,836 196
42 95 16 1,520 9,025 256
43 88 15 1,320 7,744 225
44 83 15 1,245 6,889 225
45 85 17 1,455 7,225 289
46 90 14 1,260 8,100 196
47 87 18 1,566 7,569 324
48 89 20 1,780 7,921 400
49 90 14 1,260 8,100 196
50 87 15 1,305 7,569 225
Total X=4,393 Y=759 XY=66,753 X2=386,819 Y2=11,873

n ( Σxy )−( Σx ) ( Σy )
r= 2 2 2 2
√[ nΣ x −( Σx ) ] [ nΣ y −( Σy ) ]
50 ( 66,753 )−( 4,393 )( 759 )
r= 2 2 2 2
√[ 50 (386,819 )−( 4,393 ) ] [ 50(11,873 )−( 759 ) ]
r = 0.1231

Table 2.

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 Frequency and Percentage Distribution of Respondents

In their preferred track.

Track Frequency Percentage

Academic 40 80%
Technical-Vocational
10 20%
(TVL)
Total 50 100%

Figure 2.

Frequency and Percentage Distribution of Respondents

In their preferred track.

Respondents Sexual Orientation Chart

20%
Academic Tech-Voc

80%

As shown in Table 2 and Figure 2, 10 out of 50 or 20% of our

respondents are preferred Tech-Voc and 40 out of 50 or 80% of our

respondents preferred Academic Track in Senior High School. Most of the

student that got a high average are choosing Academics track in their Senior

High School.

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 Chapter V

SUMMARY, CONLUSIONS AND RECOMMENDATIONS

35
 This chapter presents the summary of the findings in this research
along with the conclusions made by the proponents and some
recommendations for those who want to conduct a similar study

Summary

With the changes that are needed to be faced by our country in terms

of educational curriculum, the researchers have made a move to pursue this

study. During the final two years of high school of the K to 12 program, the

students would be called senior high school students. During this span of

time the students would be separated by their tracks. For each track, they

would have different skills to specialize and lessons to learn. These tracks

emulate almost the same way of learning as it is for college. As the current

grade 10 students are the fifth batch to be entering the senior high school,

there is no one with experience in which they could rely on for their choice of

track. The conducted study aims to determine the perception and factors of

the choice of grade 10 students in choosing Technical Vocational tracks on

senior high school. For this purpose, the study would be able to help the

grade 10 students in choosing their track for senior high school as well as

help future counseling services in terms of giving advices to students.

The researchers administered a survey using the questionnaires they

made, and validated by their project advisers. These survey questionnaires

were what paved the way to achieving the results of this study. The

36
researchers went to every classrooms of the grade 10 students of the Juan

Sumulong High School to conduct their survey with 50 respondents.

1. What does the grade 10 students perceived about the TVL?

Most of the Grade 10 student have a positive perception

regarding tech-voc. Some of them are not aware of tech-voc. They

only perceive about perception of choosing their preferred track in

senior high school, not only towards tech-voc education.

2. What are main factors that affect a student in choosing their

strand?

The main factors affect a student in choosing their strand are Peer

pressure. Most of the student choose track because they have more

friends in specific track, rather than parental influence grade 10

student pursue what track they want and what mostly their friend

taking in senior high school.

3. What is the correlation between their grade 10 average and

their average perception between TVL?

4. What percentage of the grade 10 will take the TVL Track?

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