Polytechnic University of The Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
THE COMPARISON OF SENIOR HIGH SCHOOL TRACK AND COLLEGE
PROGRAM PREFERENCES AND THE FACTORS AFFECTING
COLLEGE COURSE DECISION OF SELECTED ABM
STUDENTS OF THE POLYTECHNIC UNIVERSITY
OF THE PHILIPPINES
In partial fulfillment of the requirements in the subject Inquiries, Investigation, and

Immersion in the Accountancy, Business, and Management Strand
JACOLBIA, Joven Christian B.

BALITAAN, Steven Nigel M.
DELORIA, Juniele D.
PEREY, Mico Amiel C.
PUBLICO, Helen Mari S.
REYES, Philippe Mitzi R.
VICENCIO, Dale Lawrence G.
ABM 12-28
Mr. Kevin Harvey Campana

Instructor
March 2018
ABSTRACT
Senior High School strand and undergraduate program preference play a huge
role in the career path of the youth, therefore leading the researchers to make a
comparative study about College Course preference and Senior High School track
and the factors that mainly affect the college course preference of Senior High School
Student. The researchers formulated a survey questionnaire based on the main
objectives of the research— to identify the factors that influence their undergraduate
preference; to determine the number of ABM students that will take up an ABM-related
course.
The researchers conducted a survey among chosen ABM students. After the
tally and analyzing the results, the researchers found out that majority of the
respondents who chose the Accountancy, Business and Management Strand has
already focused their college program on ABM related courses in College such as
Accountancy and Business Administration, while others chose courses in Humanities
and Social Sciences (HUMSS) and Science, Technology, Engineering, and
Mathematics (STEM) mainly Psychology, Broadcast Communication and Information
Technology. Although, a big percent of respondents answered Business courses, they
also consider on choosing some Non-ABM related courses. Despite the idea that
majority chose a business course in college, they also try to consider some courses
that are not ABM-related. Choices are made because of the main factors, Future
Career Path, Personal Interest, and Capabilities. Therefore, the respondents have the
idea of enhancing basic business skills due to their courses and also is opening to
new fields of ideas that includes their chosen Non-ABM related courses.
Keywords: Career alignment, Course preference, Curriculum

CHAPTER 1
THE PROBLEM AND ITS SETTING
INTRODUCTION
College course decision has become tougher for high school graduates as
multiple curricular reforms are being implemented. With the increasing trend of
internationalization in the field of Education in the Philippines, the Republic Act No.
10533 or Enhanced Basic Education Act of 2013 was implemented starting in 2012.
The law was passed by the Congress on January 30, 2013 and signed on May 15 of
the same year by President Benigno Simeon Aquino III. The Act, entitled “An Act
Enhancing the Philippine Basic Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic Education, Appropriating Funds
Therefore and for Other Purposes” encompasses kindergarten, primary, and
secondary education as well as alternative learning systems. The law mandates the
addition of two more years of High School education to the previous ten-year Basic
Education cycle. The curriculum revision was marketed as a national move to
international work preparedness that will make students “globally competitive.” On
2018, the first batch of graduates under the revised High School curriculum will
graduate. (GMA News, 2015)

The mandatory two years (Grade 11 and 12) added to the High School
curriculum is referred to as the “Senior High School”. Before entering Senior High
School, Junior High School students are required to choose a track and strand.
The Department of Education has offered four tracks which are divided into
strands. The four tracks are: Academic, Technical-Vocational Livelihood, Arts &
Design, and Sports. The Academic track has four strands: Accountancy, Business,
and Management (ABM), Humanities and Social Sciences (HUMSS), Science,
Technology, Engineering, and Mathematics (STEM), and General Academic Strand
(GAS).
During the Aquino administration, they have planned to require the students to
pursue an undergraduate course aligned with their strand. If students decided to take
up an undergraduate program not aligned with their strand, they must at least take a
bridging program to catch up with the subjects they have not taken during their Senior
High School. (Luistro, personal communication, 2015) With the change of the leaders
in the government, the Commission on Higher Education issued CHED Memorandum
No. 105 series of 2017 stating that:
“All Grade 12 graduates beginning Academic Year 2017-2018 are eligible to
enter college regardless of the track or strand taken in the Senior High School”.
To standardize qualification recognition in the country, President Benigno
Simeon Aquino III signed Executive Order No. 83 Series of 2012, entitled
“Institutionalization of the Philippine Qualifications Framework” on October 1, 2012.
Formulated by the multiple government agencies including the Department of

Education, the Commission on Higher Education, and the Technical Skills
Development Authority, the PQF is a rationalized system for development and
recognition of qualifications based on standards of knowledge, skills, and values. The
PQF set levels of education with vertically aligned curricula, with coherent degree
programs allotted for each level.
Senior High School strand and undergraduate program preference play a huge
role in the career path of the youth.
The college course preferences of students that will be graduating from Senior
High School are greatly affected by a lot of factors, including what strand they decided
to take up during their eleventh and twelfth grade level, as it may cause them to
continue to pursue the academic track they decided to take up before college or switch
to a different academic field of study for their undergraduate program. Among these
factors that will affect the choice of students on what college course they will take up
aside from their Senior High School strand are their capabilities, future career path,
their parents’ choice, peer pressure, and personal interests.
Given that the Department of Education and the Commission of Higher
Education has not set clear rules and regulation on the process of college course
decisions of senior high school students, the researchers prompted to identify the
factors that affect the college course preference of Accountancy, Business, and
Management (ABM) students in the Polytechnic University of the Philippines.

SIGNIFICANCE OF THE STUDY
The first batch of senior high school students will be graduating in 2018 and
these students will decide what college program they will take. The study is important
to know what relationship the college program and senior high school strand have and
to know how the students’ chosen SHS strand affect their decision in choosing college
program.
This research will benefit the following:
Students
This research will mainly benefit the students as they choose what college
program they will take. The research will provide information for the students on what
program are aligned to their strand.
School Administrators
School administrators can also benefit in this research as they will know what
senior high school strand they will offer and how they will bridge these strands to
college programs.
Curriculum Designers
This research will also benefit the Curriculum Designers because this could
help them in further developing curricula that are tailored for different strands.
The information provided by this research will also be helpful to the future
studies that will be made related to the senior high program. This study will help in the
further development of the senior high school program.

STATEMENT OF THE PROBLEM
Because choosing a college program to be taken is an essential part of the career
path of an individual. There are factors that can affect the decisions of Senior High
School students. Hence, the research problem and the objectives of the study are the
following:
Research Problem
Will Senior High School students take college program aligned to their strand?
Objectives
The study aims to:
 To identify the factors that influence their undergraduate program preference,
and,
 To determine the number of ABM students that will take up an ABM-related
course.
SCOPE AND LIMITATIONS
This study is conducted on January and February 2018 at the Mabini Campus
of the Polytechnic University of the Philippines. Thirty (30) respondents from the PUP
Senior High School were selected, who are Grade 12 Accountancy, Business and
Management students during the School Year 2017-2018.

DEFINITION OF TERMS
1. Junior High School – In this research, junior high school covers four years
of basic education from grades 7 to 10.
2. Senior High School – Senior high school 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
(Department of Education, n.d.)
3. Track – In this research, tracks are fields of education that students will
choose upon entering senior high school. These tracks are the Academic,
Technical-vocational-livelihood and sports and arts.
4. Strand – In this research, a strand is a division of a track that specializes in
a certain field.
5. Vertical Alignment – In this research, vertical alignment is a curriculum
wherein what students learn in one lesson, course or grade level prepares
them for the next lesson, course, or grade level.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
Introduction
A curriculum is vertically aligned and coherent when students learn in one
lesson, course, or grade level at a time that progresses to a next lesson, course, or
grade level. A vertically-aligned curriculum is logically-sequence structure that
enhances the learning and skills development of students for higher level work.
(Edglossary, 2014)
Horizontal coherent curriculum, on the other hand, is when students are
learning the same lesson in a different course, in the same grade level. Examinations
and other forms of assessment that evaluate learning progress are based on what
was thought and on the learning standards set in a particular course, subject area, or
grade level. (Edglossary, 2014)
Foreign Study
Decision about their college courses is one of the biggest problems of a
particular graduating high school students. There are lots of factors affecting their
choices. One of these factors is the curriculum.
A study by Education Policy Improvement Center (2015) in the State of Texas,
United States of America found out that existing major standards, performance
expectations, and performance indicators are necessary for college success in
subjects areas, including languages, mathematics, and social sciences. The
researchers concluded that students taking college courses aligned to pre-college
courses they took develop detailed key cognitive skills and foundational skills that
make them ready for college.
Previous studies shows that when there is a specific educational outcomes, the
curriculum specially designed for it will be successful. A study by Porter (n.d.) found
out that students improved their information and scientific literacy skills after
undergoing specific exercises related to those skills. Another study by CBE-Life
Sciences Education proven this theory, by having a curricula design that focuses on
scientific literacy skills in introductory courses of biology majors can increase scientific
literacy. It shows the effectiveness of the curricula aligned to the competencies to
improve the scientific literacy. Such improvements can be achieved through active-
learning exercises that mainly focuses on scientific terms or literature. Increasing
laboratory experience is not that necessary to increase scientific literacy. To sum it
up, a curricula designed to enhance a specific skill can make different outcomes on
an introductory biology students. (Senerath, Patabendige, 2014)
Vertical alignment is best known as one of the successful techniques to use
when it comes to students performance, according to Center for Comprehensive
School Reform and Investment. It has its main advantage to the students since it
figures out the uniformed pattern of the topics to be taught to the students. Thus, it
diminishes the repetition of the topics per course or year level and reduces the
reviewing of the subject matters anew. However, it takes a lot of preparation to perfect
this kind of standardized strategy because it needs a collective effort from the school,
the parents, and the students. (The Holmes Educational Post, 2012)
There are also a lot of other factors that affect college program preference.
A thesis from the University of Winsconsin-stout (Borchert, 2002) found out that
personal preference is the biggest factor considered by high school students when
choosing their college course. Environmental and economic /financial factors comes
after the students' personal interest. There are also students who consider the
opportunities that they may encounter with the given course.
A case study of UNLV Hotel College students by revealed that there are indeed
a lot of factors that influences students’ choices of a college degree program, whether
it be in-state, out-of-state, and international students. With regards to the current
economic downturn and an increasing unemployment rate, there has been a sudden
boom in college enrollments in the United States. As the college population becomes
more diverse and the higher education system continues to grow, the college choice
process will become even more complex, thus requiring closer attention to the
specification of plausible choice sets (Lee and Chatfield, 2011). Furthermore, the
study identified 11 factors of college choice, and the results extended previous
research to find more factors such as degree benefit, career preparation and media
impact.
Local Study
Pascual (2014) presented that the availability of work after finishing college is
mainly considered by the high school students and then followed by choosing the
course as a personal choice. The peer’s preference of course and consideration of
family business was considered the least factor that affects the decision in choosing
college course. Most of the student-respondents preferred scientific courses which
includes engineering and statistics courses. The aforementioned study was supported
by a study in Our Lady of Peace in Antipolo (Martin et. al, 2010) which have the same
result as to Pascual’s study that relies the decision-making of students in work viability.
However, it displays the exclusion of the majority's personal ability in order to get the
"in-demand" job of the generation. This kind of factor may have a misfit for the job and
a low level of competency since it is not the job in which they match their abilities. The
problem is that if a large amount of graduates come only on a few courses that has
fulfilled the amount given for job vacancies, there could be a problem for the remaining
number of unemployed fresh graduates of the same courses.
Alba, et. al (2010) determined that the main factors that are affecting a student's
choice for their college course are the following: (a.) the financial stability of the family
that sometimes make students' confused whether to take courses they want or to
settle with something that their parents can afford, and (b.) interference of parents in
their college course decision-making because sometimes it is because of the first
reason or because of the college they've been to and the path that they want their
children to take. They somehow control the student’s path and sometimes what is
worse is that they are too controlling that their assessment for their children is
becoming incorrect.
A study from Roosevelt College, San Mateo (Fernando et. al, 2016) found out
that the parents’ influence, personal choice, job opportunity and peer influence can
affect the student’s decision on their choice of college course. The researchers
concluded that the students look not only at their personal choice, but also at the
decision of their parents, peers, and the availability of the job as their guide in choosing
their undergraduate program. Job opportunity is the said highest weighted mean in
the study and the researchers concluded that this factor greatly affects the students’
choice in choosing what college course they will take up. The study has shown that
the students tend to analyze if the course they will choose can improve their skills and
if it can put them in a highly paid profession.
Synthesis
College program curriculum is an important factor in a student’s learning
development. The structures, standards, and performance indicators of the secondary
and tertiary curriculum influence success in college. The usage of vertically-aligned
curriculum is beneficial to the students, although it needs systematical effort.
Specialized pre-college courses gear students with advanced knowledge and make
them excellent in their chosen fields. Other factors such as work viability, personal
interests, and the preference and financial status of the family are also determined as
influential factors to college course preference.

The following are courses based on the data retrieved from the academic
cluster setups and course catalogs of the University of the Philippines Diliman and the
Polytechnic University of the Philippines Manila:
Table 1. List of Courses as adapted from the University of the Philippines Diliman and the
Polytechnic University of the Philippines Manila
ARTS AND LETTERS
 Arts Studies
 Broadcast Communication
 Communication Research
 Creative Writing
 English and Comparative Literature
 Filipino
 Film
 Foreign Languages
 Journalism
 Linguistics
 Music
 Speech Communication
BUSINESS ADMINISTRATION AND ACCOUNTANCY

 Accountancy
 Banking and Finance
 Business Administration
 Business Education
 Economics
 Entrepreneurship
 Hotel, Restaurant, and Transportation Management
 Human Resources Development Management
 Marketing Management
 Office Administration
 Tourism
DESIGN, ENGINEERING, AND ARCHITECTURE

 Architecture
 Civil Engineering
 Computer Engineering
 Electronics and Communications Engineering
 Industrial Engineering
 Fine Arts
 Mechanical Engineering
 Multimedia Arts
 Visual Communication
HEALTH AND ALLIED PROGRAMS

 Biochemistry
 Dental Medicine
 Human Kinetics
 Food Technology
 Nursing
 Nutrition and Dietetics
 Occupational Theraphy
 Pharmacy
 Physical Therapy
 Public Health
 Speech Pathology
 Sports Science
 Veterinary Medicine
SCIENCE AND TECHNOLOGY

 Archaeology
 Applied Mathematics/Actuarial Mathematics
 Applied Statistics
 Agriculture
 Biology
 Chemistry
 Computer Science
 Environmental Studies
 Food Technology
 Forestry
 Information Technology
 Marine Sciences
 Physics
 Library and Information Sciences
 Statistics
 Zoology
SOCIAL SCIENCES
 Asian Studies
 Anthropology
 Behavioral Sciences
 Cooperatives/Social Work
 Cultural Studies
 Development Studies
 History
 International Studies
 Law
 Philosophy
 Political Science
 Public Administration
 Psychology
 Sociology
 Teacher Education (Early Childhood, Elementary, Secondary)
CONCEPTUAL FRAMEWORK
PROCESS
INPUT
OUTPUT
• To determine the number • The researchers will be A useful resource
of ABM students that will using questionnaires in
take up an ABM-related determining the
gathering the needed comparison of the Senior
course data
• To determine what High School Track and
• Survey - the main College Program
programs ABM students
seek
instrument to be used in Prefence of Selected
collecting the data ABM Students
• To identify the factors that
influence their • Non-Probability A valuable input for
undergraduate program Sampling - Quota educational instructors
preference Sampling to be used in and administrators in
determining the advising career path
Respondents’ respondents for the
demographic profile aforementioned study
• Age bracket: 17-19
• Male and Female
• Chosen Grade 12 SHS
ABM students
Table 2. CONCEPTUAL FRAMEWORK

CHAPTER III
METHODOLOGY
Method of Research
Given the statement of the problem in the first chapter of the research, a
descriptive research method will be employed as the main objective of this research
is to identify the factors of college-course preference of selected students. Thus, in
this research as stated in the statement of the problem will focus more on the student’s
way of thinking of what undergraduate programs are vertically aligned with their strand
for them to have an appropriate bridge when it comes to their college course.
Method of Collecting Data
The study will use survey questionnaires to gather data from the respondents.
The formulated questions will tackle multiple topics that will enable the researchers to
answer the questions from the study’s Statement of the Problem section.
The questions that form part of the survey questionnaire will allow the
researchers to gather the following information from the respondents:
 The undergraduate program that the student will pursue in college in regards
to ABM.
 Factors that influenced the students on the undergraduate program.

Sampling Design
The researchers will be using the quota sampling under non-probability
sampling. It will employ an uncontrolled quota sampling in a way that researcher is
free to choose sample group members according to his/her will.
From the population of Grade 12 ABM students of 1,200 students, the
researchers will work on 30 students from various sections.
Statistical Treatment of Data
The data collected from survey questionnaires answered by the respondents
will be analyzed by using Frequency distribution.
Frequency distribution is defined as the counting of the number of responses
to a question, or to the occurrence of a phenomenon of interest. It allows the
researchers to see the dispersion, as well as the maximum and minimum response to
a certain choice in a certain question.
In finding the distribution, the occurrences will be divided by n, which is the total
number of the responses from the sample. The quotient will then be multiplied to 100
to know the percentage of the occurrences in comparison to the respondent’s total
answers.
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑥 100%
𝑛
Synthesis
The research will be categorized as a comparative study since the aim of the
study is to know the comparison of the chosen Senior High School track in pertinence
to the decision making of the students in their undergraduate program. The
respondents are chosen through uncontrolled quota sampling and have covered 30
students specifically.
The method to collect the data will be through questionnaires as it will be the
most effective way to know the responses of the students. After the collection of data,
the answers will then be analyzed with the help of frequency distribution.
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑥 100%
𝑛
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the data gathered from the respondents, which were
grouped, statistically treated, and presented in forms of tables. Analyzed through the
statistical treatment provided in Chapter III, these data will be used to compare Senior
High School and College Track preferences of the respondents and the factors
affecting the decision.
Table 3. ABM AS RESPONDENT’S CHOICE FOR SENIOR HIGH SCHOOL TRACK

Choice Number of Respondents Who Answered Percentage (Over 100%)
YES (First choice) 27 90.00%
NO (Not first choice) 3 10.00%
Total 30 100.00%
Most of the respondents (90%) stated that Accountancy Business and
Management (ABM) is their first choice as Senior High School strand while the few
remaining (10%) stated that it isn’t their first choice.

Table 4. RESPONDENTS’ FIRST THREE CHOICES FOR COLLEGE PROGRAMS

Number of Percentage
Respondents Who (Item Over
College Program Answered 100%)
ACCOUNTANCY 21 70.00%
AGRICULTURE 1 3.333333333%
ANTHROPOLOGY 0 0.00%
APPLIED MATHEMATICS/ACTURIAL MATHEMATICS 0 0.00%
APPLIED STATISTICS 0 0.00%
ARCHAEOLOGY 0 0.00%
ARCHITECTURE 3 10.00%
ART STUDIES 0 0.00%
ASIAN STUDIES 0 0.00%
BANKING AND FINANCE 0 0.00%
BEHAVIORAL SCIENCE 0 0.00%
BIOCHEMISTRY 0 0.00%
BIOLOGY 1 3.333333333%
BROADCAST COMMUNICATION 5 16.66666667%
BUSINESS ADMINISTRATION 9 30.00%
BUSINESS EDUCATION 1 3.333333333%
CHEMISTRY 0 0.00%
CIVIL ENGINEERING 2 6.666666667%
COMMUNICATION RESEARCH 0 0.00%
COMPUTER ENGINEERING 2 6.666666667%
COMPUTER SCIENCE 3 10.00%
COOPERATIVES/SOCIAL WORK 0 0.00%
CREATIVE WRITING 0 0.00%
CULTURAL STUDIES 0 0.00%
DENTAL MEDICINE 1 3.333333333%

DEVELOPMENT STUDIES 0 0.00%
ECONOMICS 4 13.33333333%
ELECTRONICS AND COMMUNICATION ENGINEERING 0 0.00%
ENGLISH AND COMPARATIVE LITERATURE 1 3.333333333%
ENTREPRENEURSHIP 0 0.00%
ENVIRONMENTAL STUDIES 2 6.666666667%
FILIPINO 0 0.00%
FILM 0 0.00%
FINE ARTS 0 0.00%
FOOD TECHNOLOGY 0 0.00%
FOREIGN LANGUAGE 2 6.666666667%
FORESTRY 0 0.00%
HISTORY 0 0.00%
HOTEL, RESTAURANT, AND TRANSPORTATION
MANAGEMENT 1 3.333333333%
HUMAN KINETICS 1 3.333333333%
HUMAN RESOURCES DEVELOPMENT MANAGEMENT 2 6.666666667%
INDUSTRIAL ENGINEERING 0 0.00%
INFORMATION TECHNOLOGY 5 16.66666667%
JOURNALISM 0 0.00%
LAW 1 3.333333333%
LIBRARY AND INFORMATION SCIENCES 0 0.00%
LINGUISTICS 2 6.666666667%
MARINE SCIENCES 0 0.00%
MARKETING MANAGEMENT 5 16.66666667%
MECHANICAL ENGINEERING 0 0.00%
MULTIMEDIA ARTS 0 0.00%
MUSIC 0 0.00%
NURSING 0 0.00%
NUTRITION AND DIETETICS 1 3.333333333%
OCCUPATIONAL THERAPY 0 0.00%
OFFICE ADMINISTRATION 0 0.00%
PHARMACY 1 3.333333333%
PHILOSOPHY 0 0.00%
PHYSICAL THERAPY 0 0.00%
PHYSICS 0 0.00%
POLITICAL SCIENCE 0 0.00%
PSYCHOLOGY 6 20.00%
PUBLIC ADMINISTRATION 0 0.00%
PUBLIC HEALTH 0 0.00%
SOCIOLOGY 0 0.00%
SPEECH COMMUNICATION 1 3.333333333%
SPEECH PATHOLOGY 0 0.00%
SPORTS SCIENCE 1 3.333333333%
STATISTICS 0 0.00%
TEACHER EDUCATION 1 3.333333333%
TOURISM 4 13.33333333%
VETERINARY MEDICINE 0 0.00%
ZOOLOGY 0 0.00%
The respondents’ top three college degree programs of choice are
Accountancy (21 respondents answered), Business Administration (9 respondents
answered), and Psychology (6 respondents answered). Moreover, the tally presented
that respondents prefer courses in the Business Administration and Accountancy such
Broadcast Communication aside from the aligned undergraduate programs of ABM
Strand.
Table 5. RESPONDENT’S PERCEPTION ON WHETHER THEIR FIRST CHOICE PROGRAMS ARE

ALIGNED WITH THEIR STRAND
YES (Aligned) 21 70.00%
NO (Unaligned) 7 23.33333333%
MAYBE (Unsure) 2 6.666666667%
Total 30 100.00%
The information in question number 1 manifested on the respondents’ answers
as majority think that their first choice for their undergraduate programs is aligned with
their strand. On the other hand, the 23% or 7 out of 30 respondents answered that the
undergraduate program they will take will not be aligned with ABM while the 2
respondents are unsure if their first choice college program is aligned with the strand
they are currently enrolled which is Accountancy, Business and Management.
Table 6. FACTORS INFLUENCING COLLEGE COURSE PREFERENCES AS DETERMINED BY

RESPONDENTS
CAPABILITIES 7 23.33333333%
FINANCIAL STATUS 0 0.00%
FUTURE CAREER PATH 10 33.33333333%
PARENTS 3 10.00%
PEER PRESSURE 1 3.333333333%

PERSONAL INTEREST 9 30.00%
OTHERS 0 0.00%
Total 30 100.00%
One-third of the respondents considered the career path and the availability of
jobs in the future as the main factor in choosing their undergraduate program. Not far
behind of what influenced the respondents’ decision on their undergraduate programs
is their personal interest with 30% or 9 respondents. Also, students give emphasis as
well on their capabilities, if they can endure the tasks and overcome the obstacles with
the aforementioned having 7 answers from the respondents.
Table 7. ALIGNMENT COMPARISON OF SENIOR HIGH SCHOOL TRACK AND COLLEGE

PROGAM PREFERENCES
Comparison Number of Percentage (Over 100%)
Respondents Who
Answered
ALL FIRST CHOICE COLLEGE PROGRAMS
2 6.666666667
ALIGNED WITH ABM
FIRST CHOICE COLLEGE PROGRAMS ARE
27 90.00%
A MIX OF ABM AND NON-ABM COURSES
ALL FIRST CHOICE COLLEGE PROGRAMS
1 3.333333333
NOT ALIGNED WITH ABM
Total 30 100.00%
With regards to the relation of the top 3 college program preference and the
ABM strand the respondents are currently taking up, majority of the answers agreed
on having a mix-up of aligned and not aligned undergraduate program. While 2 out of
the 30 respondents are determined to pursue an ABM-aligned undergraduate program
and 1 source answered that taking an ABM-aligned undergraduate degree is not in
the respondent’s plan.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The researchers found out that majority of the respondents who chose the
Accountancy, Business and Management Strand has already focused their college
program on ABM-related courses such as Accountancy and Business Administration
while others chose mainly courses in Humanities and Social Sciences (HUMSS) and
Science, Technology, Engineering, and Mathematics (STEM), the top being
Psychology, Broadcast Communication and Information Technology. Although, a big
percent of respondents answered Business courses, they also consider on choosing
some Non-ABM related courses. Despite the idea that majority chose a business
course in college, they also try to consider some courses that are not ABM-related.
Choices are made because of the main factor, Future Career Path, Personal Interest
and Capabilities.
Therefore, the respondents have the idea of enhancing basic business skills
due to their courses and also is opening to new fields of ideas that includes their
chosen non-ABM related courses.
Recommendations
Based on the analysis concluding the gathered data, the researchers would
like to recommend the following:

1. This research encourages students to consider different factors in choosing a
strand deemed fit that will help them in the future college undergraduate
program that they will choose.
2. This research recommends the school admins to further study about the nature
and behavior of the students in senior high school that will help in the proper
implementation of school regulations.
3. This research recommends the curriculum designers to be more aware of the
issues circulating in school communities with regards to how the current
curriculum affects the performance of the students.
4. This research encourages the future researchers to further investigate on the
said topics such as changing the variables like the strands, and the
respondents.
APPENDICES
APPENDIX A
REFERENCES
REFERENCES
Department of Education (n.d.). Retrieved from Republic of the Philippines
Department of Education: http://www.deped.gov.ph/k-to-12/faq
Alba, K. E., Bertol, T. E., De Mesa, K. E., Martin, F. G., Mestosamente, S. S., &
Zatuirre, M. R. (2010, March). The Factors that Affect Students’ Decision in
Choosing their College Courses. Retrieved from Academia.edu:
http://www.academia.edu/9627266/The_Factors_that_Affect_Students_Decisi
on_in_Choosing_their_College_Courses
Calonzo, A. (2013, May 15). PNoy signs law institutionalizing K to 12 program.
Retrieved from GMA News Online:
http://www.gmanetwork.com/news/news/nation/308461/pnoy-signs-law-
institutionalizing-k-to-12-program/story/
Coherent Curriculum. (2014, March 3). Retrieved from The Glossary of Education
Reform: https://www.edglossary.org/coherent-curriculum/
College Courses in the Philippines. (n.d.). Retrieved from Courses.com.ph:
http://www.courses.com.ph/college-courses-in-the-philippines/
JOB MISMATCH DILLEMA - COMMUNICATING THE SOLUTION. (n.d.). Retrieved
from AMERICAN ENGLISH: http://americanenglish.ph/job-mismatch-
dilemma-communicating-the-solution/
Pascual, N. T. (n.d.). Factors Affecting High School Students' Career Preference: A
Basis for Career Planning Program. Retrieved from University of Rizal

System: http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-1-
PB.pdf
Ronald. (2012, November 26). How does vertical alignment improve student
performance in the schools? Retrieved from The Holmes Education Post:
http://theholmeseducationpost.com/how-does-vertical-alignment-improve-
student-performance-in-the-schools/
Senior High School. (n.d.). Retrieved from Republic of the Philippines Department of
Education: http://www.deped.gov.ph/k-to-12/faq/senior-high-school
Texas Higher Education Coordinating Board (2008). Retrieved from Texas Higher
Education Coordinating Board:
http://www.thecb.state.tx.us/files/dmfile/TXValidationStudy1.pdf
Watermeyer, R. (n.d.). Retrieved from ibo.org:
http://www.ibo.org/globalassets/publications/ib-
research/curriculumalignmenteng.pdf
APPENDIX B
QUESTIONNAIRE
APPENDIX C
TALLY SHEET
APPENDIX D
CURRICULUM VITAE
STEVEN NIGEL M. BALITAAN

4881 Guadal Canal St., Sta Mesa, Manila
Steven.balitaan08@gmail.com
EDUCATIONAL ATTAINMENT
Senior High School

Polytechnic University of the Philippines
2016-present
Junior High School

Laboratory High School
2012-2016
Grade School
P. Burgos Elementary School
2006-2012
SELECTED WORK EXPERIENCE
On The Job Training

PUP Multi-Purpose Cooperatives
December 2015-February 2016
SELECTED SEMINARS ATTENDED
University Lecture Series

111th Founding Anniversary
September 17, 2015
Manila, Philippines
JUNIELE D. DELORIA
Phase 8-A Blk. 128 Lot 31 Pkg. 11, Bagong Silang, Caloocan City
deloriajuniele@gmail.com
Senior High School Grade School

Polytechnic University of the Philippines San Juan Elementary School
2016-present 2006-2012
Junior High School

2012-2016
Trainee
PUPLHS Entrepreneur’s Hub
September 2015-March 2016

September 17, 2015
Manila, Philippines
JOVEN CHRISTIAN B. JACOLBIA

2522 Beata St., Pandacan, Manila
jovenjacolbia@assortedge.com

Polytechnic University of the Philippines Pasig Catholic College-Escuela Catolica
2016-present de San Sebastian
Valedictorian
Junior High School 2006-2012
With Merits
2012-2016
Layout Artists Supervisor Office Trainee

Assortedge Media PUP College of Arts and Letters
September 2017-present October 2015-January 2016
Layout Artist/Researcher Editor-in-Chief

Assortedge Media PUPLHS Buklod Diwa
August 2017-present March 2015-May 2016
Diskurso: Media and Information Literacy Forum

Assortedge Media, Out of the Box, and Young Filipino Advocates of Critical Thinking
October 27, 2017
Manila, Philippines
Liyab 2015: NCR-wide Journalism Training Seminar

The Torch Publications, Philippine Normal University
September 16 and 19, 2015
Manila, Philippines
MICO AMIEL C. PEREY

3581 Magistrado Torres St., Bacood Sta. Mesa, Manila
pereymico@gmail.com

Polytechnic University of the Philippines Don Bosco School Manila
2016-present Graduated with Honors
2006-2012
Junior High School
With Merits
2012-2016
Office Trainee
PUP Central Records Office
March 2015-May 2016

September 17, 2015
Manila, Philippines
HELEN MARI S. PUBLICO

4714 Ang Buhay St., V. Mapa, Sta. Mesa, Manila
helenmaripublico@gmail.com

Polytechnic University of the Philippines Immaculate Heart of Mary College
2016-present With Honors
2006-2012
Junior High School
With Merits
2012-2016
Office Trainee
Registrar’s Office
Polytechnic University of the Philippines Open University System
November 2015-February 2016

September 17, 2015
Manila, Philippines
Liyab 2015: NCR-wide Journalism Training Seminar

The Torch Publications, Philippine Normal University
September 16 and 19, 2015
Manila, Philippines
PHILIPPE MITZI R. REYES

2194 Isabelo Delos Reyes St. Tondo,Manila
mitzireyes22@gmail.com

Polytechnic University of the Philippines Andres Bonifacio Elementary School
2016-present 3rd Honorable Mention
2006-2012
Junior High School
2012-2016
Office Trainee
PUP College of Science
November 2015-March 2016

September 17, 2015
Manila, Philippines
DALE LAWRENCE G. VICENCIO

961 Valdez St., Sampaloc, Manila
dalelawrencevicencio@gmail.com

Polytechnic University of the Philippines Aurora A. Quezon Elementary School
2016-present 1st Honorable Mention
2006-2012
Junior High School
With Merits
2012-2016
Office Trainee
PUP Research and Extension Management Office
November 2015- March 2016

September 17, 2015
Manila, Philippines
Buklod Diwa Staffers’ Journalism Training Seminar

PUPLHS Buklod Diwa
September 11-12, 2015
Manila, Philippines

Polytechnic University of The Philippines

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

THE COMPARISON OF SENIOR HIGH SCHOOL TRACK AND COLLEGE

PROGRAM PREFERENCES AND THE FACTORS AFFECTING

COLLEGE COURSE DECISION OF SELECTED ABM

STUDENTS OF THE POLYTECHNIC UNIVERSITY

In partial fulfillment of the requirements in the subject Inquiries, Investigation, and

JACOLBIA, Joven Christian B.

Mr. Kevin Harvey Campana

Student. The researchers formulated a survey questionnaire based on the main

Accountancy and Business Administration, while others chose courses in Humanities

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

Mathematics (STEM) mainly Psychology, Broadcast Communication and Information

Technology. Although, a big percent of respondents answered Business courses, they

Keywords: Career alignment, Course preference, Curriculum

THE PROBLEM AND ITS SETTING

Enhancing the Philippine Basic Education System by Strengthening Its Curriculum

Therefore and for Other Purposes” encompasses kindergarten, primary, and

Education cycle. The curriculum revision was marketed as a national move to

international work preparedness that will make students “globally competitive.” On

graduate. (GMA News, 2015)

and Management (ABM), Humanities and Social Sciences (HUMSS), Science,

Technology, Engineering, and Mathematics (STEM), and General Academic Strand

in the government, the Commission on Higher Education issued CHED Memorandum

No. 105 series of 2017 stating that:

“All Grade 12 graduates beginning Academic Year 2017-2018 are eligible to

To standardize qualification recognition in the country, President Benigno

“Institutionalization of the Philippine Qualifications Framework” on October 1, 2012.

Formulated by the multiple government agencies including the Department of

Education, the Commission on Higher Education, and the Technical Skills

Development Authority, the PQF is a rationalized system for development and

recognition of qualifications based on standards of knowledge, skills, and values. The

programs allotted for each level.

role in the career path of the youth.

their parents’ choice, peer pressure, and personal interests.

Given that the Department of Education and the Commission of Higher

Management (ABM) students in the Polytechnic University of the Philippines.

SIGNIFICANCE OF THE STUDY

This research will benefit the following:

program are aligned to their strand.

further development of the senior high school program.

STATEMENT OF THE PROBLEM

Because choosing a college program to be taken is an essential part of the career

The study aims to:

 To identify the factors that influence their undergraduate program preference,

 To determine the number of ABM students that will take up an ABM-related

SCOPE AND LIMITATIONS

Management students during the School Year 2017-2018.

of basic education from grades 7 to 10.

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

(Department of Education, n.d.)

Technical-vocational-livelihood and sports and arts.

4. Strand – In this research, a strand is a division of a track that specializes in

5. Vertical Alignment – In this research, vertical alignment is a curriculum

them for the next lesson, course, or grade level.

REVIEW OF RELATED LITERATURE AND STUDY

A curriculum is vertically aligned and coherent when students learn in one

grade level. A vertically-aligned curriculum is logically-sequence structure that

Horizontal coherent curriculum, on the other hand, is when students are

grade level. (Edglossary, 2014)

Decision about their college courses is one of the biggest problems of a

choices. One of these factors is the curriculum.

A study by Education Policy Improvement Center (2015) in the State of Texas,