Research 1 5

STI COLLEGE RECTO |1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter briefly discusses the introduction of the research paper, the statement of the
problem, research hypothesis, significance of the study, scope and delimitations, and the
definition of terms.
Introduction
The Philippines: our country is one of the three countries in the world, and the only
country left in Asia who only has ten (10) year pre-university program. This has been a great
disadvantage to every Filipino who aims to make their way globally. With this situation, the
supposed-to-be 12 years of basic education has been congested into just 10 years. This short pre-
university program makes other races think that Filipinos are not competitive and capable
enough compared to those who finished and completed the 12 year basic education program. It
has been set and recognized globally that the standard for professionalism is the completion of
the said 12-year program.
With this major problem on education, our government has decided to finally implement
the K-12 program. The goal of this program is for the development of a holistically developed
Filipino with the 21st century skills who are ready for employment, entrepreneurship, middle
level skills development and higher education upon graduation from Grade 12 (The K to 12
Basic Education Program, 2012). This curriculum follows the spiral approach across subjects by
building on the same concepts developed in increasing complexity and sophistication starting
from grade school (DO No. 31, s. 2012)
THE FACTORS THAT INFLUENCE THE SENIOR HIGH SCHOOL STUDENTS OF STI COLLEGE RECTO IN CHOOSING
SPECIFIC TRACK
One of the major changes that this program has is the addition of two years in secondary
education which is now known as the Senior High School. Under this level of education, the
students have the freedom to choose whatever track they prefer. The students can choose
between the academic strand technical vocational strand, sports strand, and the arts and design
strand. The chosen strand will be the basis of their specialized subjects for the added two years.
The tracks for the academic strand include the STEM or the Science, Technology, Engineering
and Mathematics, ABM or the Accountancy and Business Management, and the GAS which is
the General Academic Strand. Whereas, the tracks under the technical vocational strand are the
Agriculture-Fisheries, Home Economics, Industrial Arts, and the Information and
Communications Technology (ICT).
With the different choices of strand, the career pathways of every Filipino has been set to
be affected. In choosing a specific track and strand, students can consider a lot of factors before
they can come up to their final decision. These said factors can either be coming from the
internal or external factors. What students are going to learn during this Senior High School will
be the stepping stone and the indicator what they want to be in the future, that is why it is
important to know the specialization of the track that they are about to take, as well as the factors
that influenced them in choosing a specific track.
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Statement of the Problem
This study aims to determine the factors that influence the Senior High School of STI
College Recto in Choosing Specific Track.
Specifically, it will answer the following questions:
1. What is the profile variable of the respondents according to:
1.1. Age
1.2. Gender
1.2. Grade Level
1.4. Strand and Section
1.5. Track
2. What are the factors that influenced the respondents in choosing their specific strand?
2.1. Friend/s
2.2. Family
2.3. Passion & Reflection of Talent
2.4. Financial Status
2.5. In-demand career
2.6. High Salary
2.7. NCAE
2.8. Choice of School
2.9. Personal Choice
2.10. Favorite Subject
2.11. Family Business
2.12. Unavailability of the track

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3. What is the ranking of these factors according to how great it affect the student‟s track
choice?
4. Is there a significant and direct relationship between the factors that influence the track
choice of Senior High and how they choose their tracks?
Assumption of the Study
There is a significant relationship between the factors that influence the Senior High School
students of STI College Recto and their choice of specific track.
Significance of the Study
The study will be beneficial and relevant to the following:
a) The students - It will help the students assess the factors that influenced them in
choosing their specific track. And if they are able to follow what they really want in the
first place. It will assess whether they were able to choose the track that they prefer and if
these tracks are their first choice.
b) Junior High School Students - It will help them be aware on the factors that may or
may not influence them in choosing their tracks when time comes that they will be senior
high schools.
c) Parents - Knowing the factors that have influenced and may influence their child or
children in the future is important because choosing the right track for the students is as
important as choosing your course in the future. It will always affect the child, the child‟s
decision, and the child‟s future. If they are aware of these factors, they may help and
guide their child or children in choosing their track.
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d) Researchers - This is significant to the researchers because as the research progress goes
on, they may learn and acquire new information which will be helpful to them.
e) Future Researchers - Certain data here can be used for future researchers. This research
topic is also open for further and future improvements.
Scope and Delimitations
This study will cover and involve both of the grades 11 and 12 Senior High
School students of STI College Recto for the academic year for a first semester of the school
year 2017 – 2018. This research papers targets at least 65% of the total population of the Senior
High School Students of STI College Recto.
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Definition of Terms
Terms here are conceptually and operationally defined for better understanding of the
readers.
 ABM – Accountancy and Business Management strand would focus on the basic
concepts of financial management, business management, corporate operations, and all
things that are accounted for.
 Career Opportunities – The circumstances favoring an employment
 Career Pathways – A series of connected education and training programs and student
support services that enable individuals to secure a job or advance in a demand industry
or occupation.
 GAS – General Academic Strand is great for students who are still undecided on which
track to take. They can choose electives from the different academic strands under this
track.
 Interest – The feeling of wanting to learn or know about someone or something
 K-12 program – It is the educational system in the Philippines wherein it covers 13
years of basic education.
 NCAE – National Career Assessment Examination is a test taken by high school students
in the Philippines that determines their strengths in different career fields.
 Passion – The intense desire or enthusiasm for something.
 Personality – The combination of characteristics or qualities that form an individual's
distinctive character.
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 Salary – A fixed regular payment, typically paid on a monthly or biweekly basis but
often expressed as an annual sum, made by an employer to an employee, especially a
professional or white-collar worker.
 Senior High School – Covers the last two years of the K to 12 programs and includes
Grades 11 and 12. In SHS, students will go through a core curriculum and subjects under
a track of their choice.
 STEM - Science, Technology, Engineering and Mathematics, are intertwining disciplines
when applied in the real world.
 Track - any of the courses of study continuing through succeeding grades in an
educational structure (tracking), arranged according to various levels of mastery, to
which students are assigned on the basis of test performance, abilities, needs, etc.
 TVL - Technical-Vocational-Livelihood track
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes the ideas, finished thesis, generalization or conclusions,
methodologies and others from both local and foreign sources. Those that were included in this
chapter helped in familiarizing information that are relevant and similar to the present study.
Related Literature
Local
According to Nicholas Antonio T. Mapa, associate economist at the Bank of the
Philippine Islands, despite robust economic growth, unemployment among college graduates was
expected to stay high due to a mismatch between the degrees completed and the jobs that were
available. To avoid mismatch, CHED has consistently encouraged incoming freshmen to enroll
in what it regarded were “indemand” courses. According to CHED, for academic years 2014-
2015 to 2017-2018 the „in-demand” courses are agriculture, engineering, science and math,
information technology, teacher education and health sciences (Obang, 2014).
(Obang, Kia (2014). Unemployment rate expected to rise with new batch of graduates. Retrieved
from http://research.bworldonline.com/e conomic indicator/story.php?id=372&title=Unempl
oyment-rate-expected-to-rise-withnew-batch-of-graduates)\
Foreign
Splaver (2000) said “personality” plays an important role in the choosing of the right
career. Student ‟s personality must be self-motivated type, as to investigate career possibilities
from early on in their lives, and not the procrastinating type that waits till they are compelled to
decide.
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Students must take seriously the role grades play in limiting opportunities in the future. Splaver
went on to say “It is important for you to have a good understanding of yourself, your
personality, if you are to make intelligent career plans”
(Splaver, S. (2000). Your Personality and your career. NewYork, NY: Julian Messner.
Spraggs, G. (2002). Outlaws and highwaymen. London. Pimlico)
According to,Pafili & Mylonakis (2011) The choice of career of the students is being
influenced by some factors from the social environment, mainly the parents as immediate family
who plays an active role in choosing the right education for their children As a sign of respect for
the parents and culture of the Filipinos, parents or the elderly are being consulted first by their
children because primarily they will be the one to provide the financial support to enter in
college (Laguador, 2013).
(Pafili, E., & Mylonakis, J. (2011). Occupation Structure and Career Choice vs Education
Development and Training Level: A Presentation of Theoretical Approaches. International
Education Studies, 4(4), 22. http://dx.doi.org/10.5539/ies.v4n4p22)
According to Glasser as cited in Charles (2008), the fundamental premises of the school
are: that all people are curious by nature; that the most efficient, long-lasting, and profound
learning takes place when started and pursued by the learner; that all people are creative if they
are allowed to develop their unique talents; that age-mixing among students promotes growth in
all members of the group; and that freedom is essential to the development of personal
responsibility. This is why the school should take the student‟s career choices seriously and a
basis for offering specialized courses. In the classroom, mentors “help students envision a quality
existence in school and plan the choices that lead to it.

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S T I C O L L E G E R E C T O | 10
(Charles, C.M. (2008). Building Classroom Discipline. (9th ed.,). Boston: Pears Edu cation. ed.,).
Boston: Pears Education. Retrieved from file:///E:/Subs/Lagajino_Elmie-full-paper.pdf)
The choice of Career Tracks of the students play a great role in the preparations of the
schedule for the Senior High School. These career tracks are associated with career preferences
which were the bases in the conduct of the present study. Career preferences as defined by
Martinez and Fuller (1999) pertains to the identification of one‟s work schedules and activities in
relation to individual‟s abilities, skills, competencies and with the assistance of management in
order that he can take greater job and personal responsibility for his future. In other words, this is
a preferred career choice of an individual that should be decided ahead of time.
(Martirez, C. R. and Galileo S. Fuller. Management in Human Behavior in Organization (2nd

ed.).Philippines: Rex Book Store. 1999. Retrieved from file:///E:/ijsrp-p5409%20(1).pdf)
Leong & Kao (2004) 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 nonenterprising business positions over artistic, social, or socially interactive business
careers.
(Leong, F.T.L., Kao, E.M., Lee, S. (2004). The relationship between family dynamics and career
interests among Chinese Americans and European Americans. Journal of Career Assessment
12(1), 65-84). Retrieved from file:///C:/Users/fujitsu/Downloads/Documents/2261-4881-1-
PB.pdf )
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Related Studies
Ambong (2017) conducted a related study about the factors that influence senior high
school students of Southern Christian College, Midsayap, Cotabato in their choice of strand,
personality is the foremost factors that influence Senior High School Students in choosing their
track/strand which may have attributed to the account that personality plays an important role in
choosing the right career as stated in Splaver (2000). Future Opportunity is the least factor that
influence them in choosing their strand. Opportunity may influence how student perceived their
future in terms of the reasonable probability of a future in a particular field (McQuerrey,2006).
(Ambong, Irish Yvonne Mae O. (2017, March 10). Factors That Influence Senior High
School Students of SCC in Their Choice of Strand. Retrieved from
https://rimmia.wordpress.com/2017/03/10/factors-that-influence-senior-high-school-students-of-
scc-in-their-choice-of-strand-2/)
Shumba, A., & Naong, M., (2012) conducted a related study about the Factors
Influencing Students‟ Career Choice and Aspirations in South Africa, based on their findings, the
study concludes that the family; the ability of the learner self to identify his/her preferred career
choice; and teachers are significant factors that influence career choice of learners. In addition,
the family and teachers‟ support to learners play a significant role in career choice and
aspirations of students.
(Shumba, A., & Naong, M., (2012). Factors Influencing Students’ Career Choice and
Aspirations in South Africa. Retrieved from
https://pdfs.semanticscholar.org/887a/332400facffd4663329391d8d15a2bb8c29c.pdf)
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Lagajino, EL., Ibanez, M., Guirguiz JM.,Tuiting, A., Balila, J., (2016) conducted related
study about Students‟ Career Choices: A Guide For Senior High School Preparation. The
researchers conclude that majority of the students will enroll in senior high school and that the
majority priority choice of the students is the Academic track, particularly in the field of
medicine and engineering under the STEM strand and business under the ABM stand, and the
Tech-Voc Livelihood track particularly the computer strand; but there are also a number who
choose to take other academic strands and those under the specialized tracks of Sports, Arts and
Design, and Tech-voc/Livelihood. The motivational factors that influenced the choices of the
respondents are the Christian education, environment, parents‟ choice, school location,
qualification of teachers, and school curriculum. Christian education and environment were the
two main reasons for enrolling at AUP
(Lagajino, EL., Ibanez, M., Guirguiz JM.,Tuiting, A., Balila, J., (2016). Students’ Career
Choices: A Guide For Senior High School Preparation. Retrieved from
file:///E:/Subs/Lagajino_Elmie-full-paper.pdf)
Witko, Bernes, Magnusson and Bardick (2006) studies on senior high school students'
occupational aspirations found out that interests, skill, personal meaning, challenges and parental
support are variables contributory to the occupational aspirations of senior high school students.
(Witko, K. D., Bernes, K. B., Magnusson, K. C., & Bardick, A. D. (2006). Senior high students‟
career plans for the future: Outcomes of the comprehensive career need survey in Southern
Alberta, Canada. International Journal for Educational and Vocational Guidance, 6(2), 77–94
Retrieved from file:///E:/ijsrp-p5409%20(1).pdf)
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In like manner with the study of La, T. T (2009) on factors influencing the educational
and career choices of senior high school students revealed that parent‟ supports, school structure,
gender and grade point average have considerable influence on the Vietnamese Senior high
school students‟ educational and career choice.
(La, T. T. (2009). Factors influencing the educational and career choices of senior high school
students: A case study in vietnam(Order No. 3378315). Available from ProQuest Dissertations &
Theses Global. (304894212). Retrieved from
http://search.proquest.com/docview/304894212?accountid=173015)
Leonard (2009) study on high school students' course selection decisions in south
Carolina found out that parents and teachers are highly O International Journal of Scientific and
Research Publications, Volume 6, Issue 6, June 2016 52 ISSN 2250-3153 www.ijsrp.org
influential in the course selection decision. In addition, Heilbronner (2011) claimed that the
greater number of the students manifested to proceed to STEM courses in college. This is
brought about with the quality, adequacy of preparations and scholastic experiences of the
students.
(Leonard, R. A. (2009). High school students' course selection decisions in south carolina: The
influence of education professionals, parents, peers, and academic performance (Order No.
3421346). Available from ProQuest Central; ProQuest Dissertations & Theses Global.
(751895135). Retrieved from
http://search.proquest.com/docview/751895135?accountid=173015)
Abbaro (2016) conducted a related study about the Factors Affecting Career Track and
Strand Choices of Grade 9 Students in the Division of Antipolo and Rizal, Philippines. They
found out that most number of Grade 9 students is inclined to take Accountancy, Business and
Accountancy (ABM) courses in Senior High School and in the college level. The result implies
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that sex, average monthly family income, school preference, occupation of the head of the family
and average scholastic ratings in the preceding years are factors associated to the career track
choices of the students, while highest educational attainment of the head of the family and
persons influential in the choice of career track are not associated with the Career Track Choices.
(Abbaro, Juan O. (2016). Factors Affecting Career Track and Strand Choices of Grade 9
Students in the Division of Antipolo and Rizal, Philippines. Retrieved from file:///E:/ijsrp-
p5409%20(1).pdf)
Barnachea (2017) conducted the related study about the Factors that influence the choice
of specialization of students, according to her the following are literature reviews and studies
related factors that influence senior high school students in their choosing track/strand: future
opportunities/ideal job, personality, family, and peer/classmate.
Future Opportunities/ Ideal Job
The earning potential of your chosen profession is likely to be a factor that influences
your career path. You may find one aspect of your career is more financially rewarding than
another, or that working your way through the ranks holds greater financial incentive than
staying in the same job. Your personal financial needs are also likely to influence the career
choices you make. Opportunity is the third factor that has shaped career choices for students.
Opportunity may influence how students have perceived their future in terms of the reasonable
probability of a future in particular career fields. The issue of poverty has played an important
determining role in the opportunities available to all (McQuerrey, 2006) Opportunities in career
choice would include academic settings, technical schools, entry level job openings, job
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shadowing, vocational guidance, job placement, and industry Contacts (Kroll, Dinklage, Lee,
Morley, & Wilson, 1970)
Personality
“Personality” plays an important role in the choosing of the right career. A student‟s
personality must be self motivated type, as to investigate career possibilities from early on in
their lives, and not the procrastinating type that waits till they are compelled to decide. Students
must take seriously the role grades play in limiting opportunities in the future. Splaver went on to
say “It is important for you to have a good understanding of yourself, your personality, if you are
to make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable for
particular jobs also has been found to be influenced by a number of factors including ethnic
background, year in school, level of achievement, choice of science subjects, attitudes and
differences in job characteristics (McQuaid and Bond, 2003).
Most of the students lack adequate information regarding various careers hence the
choices that they make are embedded in their perception of the ideal job and the subjects they
study in secondary school (Taylor et al, 2004)
Family
Parents often have an influence on the career paths their offspring pursue. A parent
may urge a child into a vocation similar to their own, or to one that has demonstrated high
earning power. You may find yourself attracted to a particular line of work because of your
parents‟ professional history, which likely has given you a first-hand perspective on that type of
work. Many children grow up idealizing the professions of their parents. If you always looked up
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to your mother and admired her teaching skills, that may influence you to pursue a career in
education. Parents may also intentionally or unintentionally push a child toward a particular
career path, especially in the cases of family-owned businesses, where parents expect their
children to take over the company. Still other parents apply pressure on their offspring to strive
for particular high-profile careers, feeling they are encouraging their children to reach high
(McQuerrey, 2006)
One consistent finding in research suggests that adolescents‟ own aspirations are
influenced by their parent‟s aspirations or expectations. Parental support and encouragement are
important factors that have been found to influence career choice. Children may choose what
their parents desire simply to please them (Taylor et al, 2004)
Peer/Classmate
Pummel, Harwood and Lavallee (2008) report that the external influences that help to
shape an individual‟s career choice are also influenced by significant others through social
support from peers. People around contribute a lot in one‟s decision-making .Friends may
influence an individual choice of career. Individual interest may be affected by peers for the
reason that one wants to be with them in fulfilling dreams or a certain career. Classmates also
play an important role in the formation of student‟s achievement, related beliefs and values, even
if these classmates do not always correspond with the peer group of leisure-time friends (Frenzel,
Goets, Pekrun & Watt , 2010). Id n a cross-sectional study relating aspects of classroom climate
to student enjoyment , Frenzel ,Pekrun and Goetz (2007) reported that class aggregated student
perceptions of classroom values were significantly and positively related to students‟ enjoyment .
Developments of students interest were really affected by their peers and classmates.
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Theoretical Framework
According to Elmer (1989) as cited in Arguelles & Miranda (2014) , specialization
planning is life goal setting. Sound decision -making is a need to prevent any misfits and to assist
students in the process of solidifying their course specialization. Below are several theories on
the choice of specialization.
First, Gottfredson‟s theory, occupational aspirations are a reflection of one‟s self-
concept. People seek occupations that (a) arc congruent with their self-image and (b) reflect their
knowledge of different occupations. This theory describes that students become attracted to
certain specialization. According to this theory, self-concept is the key to specialization
selection. Students tend to choose jobs that are compatible with their personality. The key
determinants according to the theory are one‟s social class, level of intelligence and experiences
with sex typing. In the study of Siguan Jr., (1994) as cited in Sonsona (2012) self-concept was
also found significant on the choice of specialization of students. Another is Holland‟s theory of
career choice suggested that people can function and develop best and find jobs satisfaction in
work environments that are compatible with their personalities. People tend to choose a career
that is reflective of their personality. Holland (1994), suggest that the closer the match of
personality to job, the greater the satisfaction. Holland‟s theory places emphasis on the accuracy
of self-knowledge and career information necessary for career decision making (Zunker, 1994 p.
49) as cited in Abernathy (2003).
Additionally, Socioeconomic theory suggest that many people follow path of least
resistance in their career development by simply falling into whatever work opportunities happen
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to come their way. Furthermore, happenstance theory says that people choose their career based
on what they learned. Certain behaviors are modeled, rewarded, and reinforced.
Sonsona (2012) further cited the need approach of Roe (1993) which gives emphasis
on the role of early childhood experiences in finding satisfaction in one‟s chosen field.
Thereupon, structure of individual would be greatly influenced by early childhood frustration
and satisfaction. Personalities and backgrounds determines an individual‟s choice of
specialization. To Holland (2000) as cited in Sonsona (2012), specialization choice is an
expression or an extension of personality into the world of work followed by subsequent
identification with specific occupational stereotype. This approach can also have in explaining
why certain students choose their strand as their specialization.
(Barnachea, Charlyn (2017,March 14). Factors that influence the choice of specialization of
students. Retrieved from http://winrightambasa.blogspot.com/2017/03/reviewof-related-
literature.html)
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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design to be used in the study. It also describes the
subjects of the study, the instrument used, the procedure of data gathering, and the statistical
treatment.
This study will determine the factors that influence the senior high school students of STI
College Recto in choosing specific track.
Research Design
The researchers made use of the descriptive type of quantitative research in analyzing the
factors that influenced the Senior High School students of STI College Recto in choosing their
specific track. The purpose is to describe what exists and to uncover new facts and meaning.
Moreover, descriptive research may be characterized as simply the attempt to determine,
describe or identify what is, while analytical research attempts to establish why it is that way or
how it came to be (Ethridge,2004). Descriptive research is “aimed at casting light on current
issues or problems through a process of data collection that enables them to describe the situation
more completely than was possible without employing this method (Fox, W. & Bayat, M.S.
2007) In its essence, descriptive studies are used to describe various aspects of the phenomenon.
In its popular format, descriptive research is used to describe characteristics and/or behavior of
sample population.
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It can involve collections of quantitative information that can be tabulated along a
continuum in numerical form, such as scores on a test or the number of times a person chooses to
use a-certain feature of a multimedia program, or it can describe categories of information such
as gender or patterns of interaction when using technology in a group situation. Descriptive
research involves gathering data that describe events and then organizes, tabulates, depicts, and
describes the data collection (Glass & Hopkins, 1984).
For this study, the descriptive design was used to describe and determine the factors that
influence the senior high school students in choosing specific track
Sources of Data and Respondents
This research made use of different reliable and credible sources to support the
foundation of their research. They gathered guaranteed and relative information that is relevant
to their topic. As a part of this research, they also conducted a survey to gather the needed data
that will help them reach this research paper‟s conclusion.
The researcher used random sampling to select the respondents of this study respectively.
They were all randomly chosen as a part of the sample.
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The respondents are composed of 118 male students and 141 female students. These are
the students taking different track in senior high school and are enrolled in STI College Recto.
Moreover, the respondents differ in Age, Gender, Grade level, Track, Strand, and Section. STI
College Recto offers only two tracks which are Technical-Vocational-Livelihood (TVL) Track
and Academic track. The respondents under TVL program are from Grade 11 are MAWD101A,
MAWD101P, and CA101A, for the Grade 12 are the following; RBO201A, TO201P,
MAWD202A, MAWD201P, HO101P, CA201A. Under Academic Track from Grade 11 is
ABM101A and from Grade 12 is ABM201A.
Instruments for Gathering Data
The researcher used this following instrument to gather data:
Questionnaire:
The researcher has used this method in which information is acquired with the help of
questionnaire which prepared exclusively for the specific purpose. A questionnaire consists of a
series of question printed in a piece of paper. The questionnaires are personally distributed to the
respondents with the request to answer the question honestly and return the questionnaire.
The questionnaire was developed with an intention to find out the responses of the Senior
High Students regarding the factors that influenced them in choosing their specific track.
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The questions are pertaining to this parameter: factors that influence the senior high
student in choosing their track, and how they rank the following factor from 1 as the highest and
11 is the lowest depending on how it affected their choice. Every question thus has a total mark
and overall total that has become the basis for statistical analysis and interpretation.
The first section of the questionnaire was used for demographic profile of the
respondents. The main purpose of this section is to gather their personal information from the
respondents to be used in the chapter IV. The questions are the following: Name, Age, Gender,
Track, and Strand, and Section. The second section of the questionnaire was used to find out the
answers of the respondents based on the factors being present when they chose the track. They
will only answer with yes or no. The third section was used to know the rating of the respondents
based on how the factors influenced them.
Procedure for Gathering Data
First, the researchers asked for the approval of the Assistant Principle Mrs. Susana
Castor-Castillo for their questionnaire if it is applicable to give to the students. After that, Mrs.
Castor‟s approval made the researchers proceed for the second step which is administrating the
questionnaire to the respondents. The researchers asked permission to the teacher in that specific
time when the researcher conducted the survey, if they are allowed to distribute the questionnaire
to his/her students. Researchers asked the respondents to fill information under demographic
profile and answer the second and third section of the questionnaire with outmost honesty.
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After collecting the questionnaire that has been already answered by the respondents,
researchers identified, classified, and tallied their answers about the factors that influence them
in choosing their specific track. Researchers computed and found out the mode of the result for
the most dominant factor based on the respondent‟s answers. The research findings served as the
basis of the student choosing their specific track in the future.
Statistical Treatment
The following statistical tools were used in this study:
1. The Frequency distribution and Percentage Analysis
This analysis was used to know the most frequent factors that affect the senior high student in
choosing their track and because it is a particularly useful method of expressing the relative
frequency of survey responses and other data. The frequency tables and graphs were also used to
represent the data gathered.
The process of creating Frequency distribution and Percentage of the gathered data involves
identifying the total number of observations to be represented; then counting the total number of
observations within each data point or grouping of data points; and then dividing the number of
observations within each data point or grouping of data points by the total number of
observations.
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The following formula was used for frequency distribution and percentage:
Wherein
f = frequency
N= Number of cases
% = Percent
2. Mode was used to the value that appears most often. In order to rank the factors from
highest to lowest on how they influence the students in choosing their specific track.
The processes to find the mode, or modal value, first put the numbers in order, then count
how many of each number. A number that appears most often is the mode
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter of the research paper includes the tabular presentation and representation of
the gathered data. It also aims to discuss the corresponding analysis of each table.
1. What is the profile variable of the respondents according to age, gender, grade
level, and track?
TABLE I: PROFILE DISTRIBUTION IN TERMS OF AGE
AGE FREQUENCY PERCENTAGE
16 54 20.85%
17 131 50.58%
18 61 23.55%
19 10 3.86%
20 3 1.16%
TOTAL 259 100%
This table shows the profile distribution of the respondents in terms of age. It can be seen
that out of 259 students, 131 of them are 17 years old. They are the ones garnering a large
percentage in the total population. Specifically, 50.58% of the respondents are from this age. 61
or 23.55% of the respondent‟s population are 18 years old. 54 (20.85%) are those with an age of
16. Among the 259 respondents, 10 of them or 3.86% of the population are 10-year-old students
and the remaining 3 students and 1.16% are 20 years old.
SPECIFIC TRACK
TABLE II: PROFILE DISTRIBUTION IN TERMS OF GENDER
GENDER FREQUENCY PERCENTAGE
MALE 118 45.56%
FEMALE 141 54.44%
TOTAL 259 100%
Table II shows the profile distribution of the respondents in terms of gender. From this
table, we can see that most of the respondents are female. To be specific, 141 out of 259 students
or 54.44 in terms of percentage are female and 118 or 45.56% are males.
SPECIFIC TRACK
TABLE III: PROFILE DISTRIBUTION IN TERMS OF GRADE LEVEL
GRADE LEVEL FREQUENCY PERCENTAGE
ELEVEN (11) 95 36.68%
TWELVE (12) 164 63.32%
Table III shows the profile distribution of the respondents in terms of their grade level.
We can easily see the difference of the population for both of the grade levels through this table.
For grade 11, they are 95 or 36.68% of the population, and 164 or 63.32% for the grade 12.
SPECIFIC TRACK
TABLE IV: PROFILE DISTRIBUTION IN TERMS OF TRACK
TRACK FREQUENCY PERCENTAGE
ACADEMIC 52 20.08%
TECHNICAL VOCATIONAL 207 79.92%
TOTAL 259 100%
Table IV shows the profile distribution of the respondents in terms of track. The said
k-12 curriculum will be adding two years in the basic education and these added two years are
known as the grades 11 and 12. STI College Recto offers both technical and academic track for
the senior high school students but there is only one strand under the academic track, and that is
the ABM strand. Whereas, there are six (6) strands for the technical vocational track namely,
ICT-MAWD, CA, TO, HO, and RBO.
With this being said, we can agree that the number of respondents are mostly from the
technical vocational track. 79.92% or 207 out of 259 respondents are said to be under this track
while only 52 out of 259 or just a 20.08% in the total population are from the academic strand.
SPECIFIC TRACK
TABLE V: SUMMARY OF THE RESPONDENT’S PROFILE DISTRIBUTION
AGE GENDER GRADE LEVEL TRACK
AGE NUMBER M F GRADE 11 GRADE 12 ACADEMIC TECHVOC
16 54 31 23 207 respondents
52 respondents
17 131 52 79 from Tech-Voc
95 grade 11 164 grade 12 from Academic
18 61 27 34 track
respondents respondents track
19 10 7 3 (MAWD,RBO,CA,
(ABM)
20 3 1 2 TO/HO)
Table V shows the summary of the distribution of respondents according to their age,
gender, grade level, and track. It can be easily seen from the above-attached table that 50.58%%
of them are of the age of 17, 23.55% of the population are in the age of 18, 20.85% are 16 years
old, 3.86%% of them are 19 years old, and the remaining 1.16% are respondents who are 20
years old. 118 out of 259 respondents or 45.56% are male, and 141 or 54.44% are females. The
researchers were also able to identify the percentage of the respondents based on their grade
level. It is known that 95 out of 259 or 37% are grade 11 respondents whereas 164 out of 259 or
63% are grade 12.
Since this research paper is about the factors that influence the senior high school
students of STI College Recto in choosing their track, respondents of this survey were also
identified based on their track. The institution has only one academic track that is why there were
only 52 out of 259 respondents under this track. Whereas, STI offers five (5) technical-
vocational tracks. With this being said a large percentage of the population came from this track.
Specifically, 207 out of 259 respondents are from this track.
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2. Are you in your most preferred track?
TABLE VI: TRACK PREFERENCE
FREQUENCY PERCENTAGE
TRACKS
YES NO YES NO
ACADEMIC TRACK 30 22 11.58% 8.50%
TECHNICAL VOCATIONAL TRACK 149 58 57.53% 22.39%
TOTAL 179 80 69.11% 30.89%
Table II shows the track preference of the STI College Recto Senior High School
students and if they are in the track in which they prefer. 179 out of 259 students answered yes.
11.58% of that are in the academic track and 57.53% are respondents under the tech-voc strand.
Whereas, only 80 of the respondents answered no wherein 8.50% are academic track students
and 22.39% are in the tech-voc track. In totality, 69.11% of the respondents from both track said
that they are in the track that they most prefer and only 30.89% are in the track which they do not
prefer or are not in the track which they most prefer.
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3. Was it your first choice?
TABLE VII: TRACK CHOICE
TRACKS
YES NO YES NO
ACADEMIC TRACK 29 88 11.20% 33.98%
TOTAL 148 111 57.14% 42.86%
Table VII shows the frequency and percentage of the family being one of the factors that
influence the choice of track of the senior high school students of STI College Recto. It can be
seen that family is one of the factors that influenced the choice of track of the respondents. Both
track agreed that this factor influenced them. To be more specific, 148 or 57.14% of the
population answered yes.
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4. My friends influenced me when I chose my track.
TABLE VIII: FRIENDS
TRACKS
YES NO YES NO
ACADEMIC TRACK 12 40 4.63% 15.45%
TOTAL 63 196 24.32% 75.68%
Friends are one of the people whom we spend most of our times with that is why
influencing us on some of our decisions are inevitable. The researchers would like to know if it
has already come to the point wherein the friends‟ influenced the respondents even on their track
choice. Based on the data gathered, as seen in table VIII, friends have not yet become a factor
that greatly influenced the track choice of the respondents. Only 63 among the population
answered yes, and 196 answered no. It was equivalent to 76.68% of the respondent‟s population.
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5. I considered what my family wants.
TABLE IX: FAMILY
TRACKS
YES NO YES NO
ACADEMIC TRACK 25 27 9.65% 10.42%
TOTAL 123 136 47.49% 52.51%
Table IX shows the tabulated data about family being one of the factors that influence the
senior high school students of STI College Recto in choosing their track. Although there is only
a small difference between the two scores, still, it has been said that family is not a factor that
influenced the respondents in choosing their track. There were 123 (47.49%) students who
answered yes and 136 (52.51%) who answered no.
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6. I chose the track because it is my passion or it is the reflection of my talent.
TABLE X: PASSION AND TALENT
TRACKS
YES NO YES NO
ACADEMIC TRACK 26 26 10.04% 10.04%
TOTAL 154 105 59.46% 40.54%
Passion and Talent are both important in work and in the educational field. Table X
shows that these said factors influenced the respondents in choosing their track. 154 respondents
or 59.46% agreed that their decision was influenced by these factors. However, there were also
105 respondents or 40.54% of the population who said no: they were not influenced by it.
SPECIFIC TRACK
7. I considered the financial status of my family
TABLE XI: FINANCIAL STATUS
TRACKS
YES NO YES NO
ACADEMIC TRACK 36 16 13.90% 6.18%
TOTAL 162 97 62.55% 37.45%
Financial status is the asset of the family: it is what the family owns. This is a factor that
can influence the choice of the track of the respondents because no matter how eager the
respondents are to take the track, if they are not financially stable, then, chances are, they will
suffer and may even have to change the track that they will take.
Table XI shows the tabulated data which signifies that the respondent‟s decision was
influenced by the financial status of their family. 162 out of 259 respondents said that they were
influenced while 97 of them said that they were not.
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8. I considered my track because it is inclined to an in demand career.
TABLE XII: IN DEMAND CAREER
TRACKS
YES NO YES NO
ACADEMIC TRACK 40 12 15.44% 4.64%
TOTAL 194 65 74.90% 25.10%
Table XII shows that 194 of the respondents were influenced based on the track‟s ability
to offer an in demand career. This got a percentage of 74.90. Whereas, only 65 of them, or
25.10% were not influenced by this factor.
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9. I considered the track that will offer a high salary in my future career.
TABLE XIII: HIGH SALARY
TRACKS
YES NO YES NO
ACADEMIC TRACK 42 10 16.22% 3.86%
TOTAL 208 51 80.31% 19.69%
Money is very essential in our living. There is no doubt that some are considering the
track that will give them the opportunity to work and have a high salary. Table XIII shows that
208 out of 259 students were influenced by this factor. 80.31% of the population considered this
as a factor that influenced them while only 51 or 80.31% of the respondents did not consider this
factor as an influencer on their track choice.
SPECIFIC TRACK
10. I made the result of my National Career Assessment Examination the basis of
my choice.
TABLE XIV: NCAE
TRACKS
YES NO YES NO
ACADEMIC TRACK 20 32 7.72% 12.36%
TOTAL 99 160 38.22% 61.78%
Back when the respondents were still on their junior high school, they had this National
Career Assessment Examination (NCAE). This examination is done to assess the self-awareness,
and career-awareness of the junior high students. It also aims to provide career guidance. With
this being said, the researchers were able to say that the result of this examination can be a factor
that affects or influences the choice of track of the students.
It can be seen in this table that 99 out of 259 students or respondents were influenced by
this factor. However, the remaining 160 respondents or 61.78% of the population were not
influenced by this factor.
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11. My choice of school affected my track choice.
TABLE XV: CHOICE OF SCHOOL
TRACKS
YES NO YES NO
ACADEMIC TRACK 19 33 7.34% 12.74%
TOTAL 127 132 49.04% 50.96%
Some schools are known for showing outstanding specialization on different skills and
subject. It can be factor to others yet, it can also be not to some. Choosing ones track may be
influenced by what the school excels at. The table above shows that 127 respondents or 49.04%
of the population considered this factor whereas 132 of them or 50.96% did not consider this as
an influencer on their track choice or decision.
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12. My track preference is my personal choice.
TABLE XVI: PERSONAL CHOICE
TRACKS
YES NO YES NO
ACADEMIC TRACK 38 14 14.67% 5.41%
TOTAL 194 65 74.9% 25.1%
Personal choice or decision is one of the factors that influences the choice of track of the
students. Table XVI shows the frequency and percentage of the respondents who agreed and
disagreed about personal choice influencing them in their track choice. There were a total of 194
respondents who agreed and 65 who did not agree. 74.9% of the population considered this
factor when they chose their track whereas 25.1% of them did not.
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13. My preference is related to my favorite subject.
TABLE XVII: FAVORITE SUBJECT
TRACKS
YES NO YES NO
ACADEMIC TRACK 27 25 10.43% 9.65%
TOTAL 130 129 50.20% 49.8%
Students‟ favorite subject has a lot of impact in the student‟s life. There are some who
may or may not considered favorite subject as one of the factors that influenced them in choosing
their track. The 14th table presented the data gathered about favorite subject being one of the key
factors that influence the student in choosing a specific track. There is a minimal difference
between the two data. 130 among the 259 population responded yes to the question and 129 who
responded no.
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14. Our family business affected my track choice.
TABLE XVIII: FAMILY BUSINESS
TRACKS
YES NO YES NO
ACADEMIC TRACK 15 37 5.79% 14.29%
TOTAL 47 212 18.14% 81.86%
Family businesses can also be a factor. Table XVIII shows that 212 out of 259 students
were not influenced by their family‟s business. This is equivalent to 81.86% of the population.
47 students were able to consider the business when they chose their track. This is the remaining
18.14% of the population.
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15. My current school didn’t offer my preferred track that is why I chose another
track which they offer.
TABLE XIX: UNAVAILABILITY OF THE PREFERRED TRACK
TRACKS
YES NO YES NO
ACADEMIC TRACK 22 30 8.49% 11.58%
TOTAL 87 172 33.59% 66.41%
Table XIX showed that 172 of the respondents, both who are academic and tech-voc
students were not influenced by the unavailability of the track. There are cases in which the track
that the student prefers is unavailable in the school that is why the student had to choose another
track. 87 respondents were influenced by this factor.
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16. Ranking of the factors according to how great it influenced the choice of track of
the senior high school students of STI College Recto.
TABLE XX: RANKING OF THE FACTORS
1 2 3 4 5 6 7 8 9 10 11 TOTAL
FRIENDS 22 39 30 28 21 19 27 23 15 16 19 259
FAMILY 91 44 18 19 21 22 14 9 8 10 3 259
PASSION 42 33 37 30 28 24 24 10 12 9 10 259
FINANCIAL
4 14 20 27 41 22 40 31 20 19 21 259
STATUS
BETTER
CAREER 18 28 41 34 30 35 19 16 18 14 6 259
OPPORTUNITIES
HIGH SALARY 11 25 32 29 26 39 31 26 18 14 8 259
NCAE 3 8 6 14 15 21 31 34 49 42 36 259
CHOICE OF
8 10 14 26 19 24 35 34 31 32 26 259
SCHOOL
PERSONAL
59 34 26 15 23 18 19 24 19 15 7 259
CHOICE
FAVORITE
0 11 21 19 26 25 19 31 34 40 33 259
SUBJECT
FAMILY
3 8 7 14 13 9 20 17 32 47 89 259
BUSINESS
SPECIFIC TRACK
FAMILY BUSINESS
FAVORITE SUBJECT
PERSONAL CHOICE
CHOICE OF SCHOOL
NCAE RESULT
HIGH SALARY
BETTER CAREER OPPORTUNITIES
FINANCIAL STATUS
PASSION
FAMILY
FRIENDS
This graph is the representation of the gathered data from the survey in which the
respondent had to rank the given factors based on how great they were influenced by that factor.
They used 1 as the highest and 11 as the lowest. It resulted to family being the first factor who
greatly influenced the decision of the students. Next is their peers or their friends. Then, their
passion. Followed by the high salary, then the financial status, then the better career
opportunities. Their choice of school came next, then, NCAE result, followed by the favorite
subject, then the student‟s personal choice. The least influencer was the family business.
SPECIFIC TRACK
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The following chapter concludes this report. A summary of the research is presented, and
findings of the study are discussed and interpreted. Then, conclusions will be discussed based on
researcher insights gained regarding study findings and limitations. The significance of this
research for the Factors that Influence the Senior High School students of STI College Recto in
Choosing Specific Track is examined. Finally, a set of recommendations is presented for
professionals interested in pursuing additional research to exceed the scope and findings of this
study.
This study was taken with the general objective of determining factors that influence the
senior high school students in choosing their specific track.
Summary of Findings
As raised in the chapter 1 of this research, the following questions were given answers
based from the data gathered in the study:
1. What is the profile variable of the respondents according to:
1.1. Age
In this study, out of 259 students, 131 of them are 17 years old. 61 are 18 years
old, and 54 are those with an age of 16. 10 of them are 10-year-old students and
the remaining 3 students are 20 year-old respondents.
SPECIFIC TRACK
1.2. Gender
In this study, most of the respondents are female. To be specific, 141 out of 259
students or 54.44 in terms of percentage are female and 118 or 45.56% are males.
1.3. Grade Level
In this study, we can see that the grade 11 are 95 or 36.68% of the population, and
164 or 63.32% for the grade 12.
1.4. Track
In this study, 79.92% or 207 out of 259 respondents are said to be under the TVL
track while only 52 out of 259 or just a 20.08% in the total population are from
the academic strand.
2. What are the factors that influenced the respondents in choosing their specific strand?
2.1. Friend/s
In this study, only 63 among the population answered yes, and 196 answered no. It was
equivalent to 76.68% of the respondent‟s population.
2.2. Family
In this study, there were 123 (47.49%) students who answered yes and 136 (52.51%) who
answered no.
2.3. Passion & Reflection of Talent
In this study, 154 respondents or 59.46% agreed that their decision was influenced by
these factors. However, there were also 105 respondents or 40.54% of the population who
said no: they were not influenced by it.
SPECIFIC TRACK
2.4. Financial Status
In this study, 162 out of 259 respondents said that they were influenced while 97 of them
said that they were not.
2.5. In-demand career
In this study, 194 of the respondents were influenced based on the track‟s ability to offer
an in demand career. This got a percentage of 74.90. Whereas, only 65 of them, or
25.10% were not influenced by this factor.
2.6. High Salary
In this study, 208 out of 259 students were influenced by this factor. 80.31% of the
population considered this as a factor that influenced them while only 51 or 80.31% of
the respondents did not consider this factor as an influencer on their track choice.
2.7. NCAE
In this study, 99 out of 259 students or respondents were influenced by this factor.
However, the remaining 160 respondents or 61.78% of the population were not
influenced by this factor.
2.8. Choice of School
In this study, 127 respondents or 49.04% of the population considered this factor whereas
132 of them or 50.96% did not consider this as an influencer on their track choice or
decision.
2.9. Personal Choice
In this study, there were a total of 194 respondents who agreed and 65 who did not agree.
74.9% of the population considered this factor when they chose their track whereas
25.1% of them did not.
SPECIFIC TRACK
2.10. Favorite Subject
In this study, 130 among the 259 population responded yes to the question and 129 who
responded no.
2.11. Family Business
In this study, 212 out of 259 students were not influenced by their family‟s business. This
is equivalent to 81.86% of the population. 47 students were able to consider the business
when they chose their track. This is the remaining 18.14% of the population.
2.12. Unavailability of the track
In this study, 87 respondents were influenced by this factor.
3. What is the ranking of these factors according to how great it affects the student‟s track
choice?
The gathered data resulted to friends being the first factor who greatly influenced the
decision of the students. Next are their peers or their friends. Then, their passion,
followed by the high salary, then the financial status, then the better career opportunities.
Their NCAE result came next, followed by the favorite subject, then the student‟s
personal choice. The least influencer was the family business.
SPECIFIC TRACK
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. In the culture of Filipino, we value and prioritize our family and they are the center of our
life. We, also obey the commands of the elders so once they are settled on their decision
whether we like it or not, we still obey them. So, the researcher concluded based on the
survey which they conducted. They were able to find out that the Family is the number
one factor that influences the senior high school student in choosing their specific track.
2. The researchers conclude that the following are the rankings of the factors which affected
or influenced the choice of track of the senior high school students of STI College Recto
arranged from highest to lowest.
 Family
 Friends
 Passion
 High Salary
 Financial Status
 Better Career Opportunities
 Choice of School
 NCAE Result
 Favorite Subject
 Personal Choice
 Family Business
SPECIFIC TRACK
3. The researchers conclude that there is a significant relationship between the factors that
influence the senior high students and the choice of track.
Recommendations
Based on the findings and conclusion presented, the following recommendations are
suggested:
1. The researchers recommend the current senior high students who are also the
respondents of the conducted survey that they should assess the consequences of their
decisions. Are they satisfied with where they are right now and with what they are
learning from the subjects related to the track they chose? Don‟t they regret being
influenced by these factors and letting these factors affect their decisions? Awareness
is what the researchers would like to recommend because most of the respondents
were influenced by the said factors.
2. The researchers recommend that the family/parents should guide and support their
children. They should not force and put them in the situation that they have no choice
but to obey their command, even if, they do not like the track that is being suggested
to them.
3. The researchers recommend the junior high school students that they should be aware
of the factors that may influence them in choosing their specific track, in order to
decide without being influenced by the said factors. They also need to know that they
are the ones who hold their future, one wrong choice may destroy their future.
Deciding their track needs a careful decision making. Reflect if it is needed.
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4. The researchers also recommend the future researchers to further expand and improve
this research topic.
BIBLIOGRAPHY
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Students in the Division of Antipolo and Rizal, Philippines. Retrieved from file:///E:/ijsrp-
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students-of-scc-in-their-choice-of-strand-2/
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Choices: A Guide For Senior High School Preparation. Retrieved from
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(2nd ed.).Philippines: Rex Book Store. 1999. Retrieved from file:///E:/ijsrp-
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 Splaver, S. (2000). Your Personality and your career. NewYork, NY: Julian Messner.
 Spraggs, G. (2002). Outlaws and highwaymen. London. Pimlico
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Aspirations in South Africa. Retrieved from
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students‟ career plans for the future: Outcomes of the comprehensive career need survey
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APPENDICES
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APPENDIX A
Good Day!
We are from ABM201A and we would like to ask for your time and cooperation in answering
this survey honestly. As a requirement in one of our applied subjects, we are tasked to make a
research paper about the factors that influence the senior high school students of STI College
Recto in choosing specific track.
Thank you!
Please check your final answer.
Name:
Grade level:
Age & Gender:
Track:
Strand and Section:
1. Are you in your most preferred track?
_____ Yes _____No
2. Was it your first choice?
_____ Yes _____No
3. My friends influenced me when I chose my track.
_____ Yes _____No
4. I considered what my family wants.
_____ Yes _____No
5. I chose the track because it is my passion or it is the reflection of my talent.
_____ Yes _____No
6. I considered the financial status of my family.
_____ Yes _____No
7. I considered my track because it is inclined to an in demand career.
_____ Yes _____No
8. I considered the track that will offer a high salary in my future career.
_____ Yes _____No
9. I made the result of my National Career Assessment Examination the basis of my choice.
_____ Yes _____No
10. My choice of school affected my track choice.
_____ Yes _____No
11. My track preference is my personal choice.

_____ Yes _____No
SPECIFIC TRACK
12. My preference is related to my favorite subject.

_____ Yes _____No
13. Our family business affected my track choice.
_____ Yes _____No
14. My current school didn‟t offer my preferred track that is why I chose another track which
they offer.
_____ Yes _____No
15. Rank the following factors according to how great it influenced your choice. (1 is the
highest)
_____Friends
_____Family
_____Passion
_____Financial Status
_____ Better Career Opportunities
_____ High Salary
_____ NCAE Result
_____Choice of School
_____ Personal Choice
_____ Favorite Subject
_____ Family Business
SPECIFIC TRACK
APPENDIX B
Curriculum Vitae
Milanisa Ibra Punut

#45 648 C. Palanca St. Quiapo, Manila
Mhelanesha@gmail.com
09082096514
Career Objective: • Seeking a challenging career with a progressive organization and

opportunity to capitalize my skills and abilities.
Educational Background
Senior High School
Strand: Accountancy, Business and Management

School: STI College - Recto
Address: 1914 Dona Faustina Bldg., C.M. Recto Ave., Manila.
Year Graduated: Present
Junior High School
School: Ramon Avanceña High School

Address: J. Nepomuceno Street, Quiapo, Sta. Cruz, Manila City.
Year Graduated: March 2016
Elementary
School: Don. Geronimo Santiago Elementary School

Address: Nepomuceno St. Barangay 646, Manila, Philippines.
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Seminars
 Title: Personal Development Seminar

Date: September 29, 2017
Venue: Sampaloc Bible Christian Community
 Title: Leadership Congress

Date: November 14, 2015
Venue: Taguig City University
 Title: 22nd National Youth Convention

Date: February 9, 2017
Venue: Aliw Theater, Cultural Center of the Philippine
Training
 Title: Leadership Training
Date: July 22, 2015
Venue: Ombudsman, Quezon City
Affiliations and Achievements
 2rd place Buwan ng Wika „Quiz bee‟2016 (group category)

STI College-Recto
 3nd place „College week: Quiz bee‟ (group category)

STI-College-Recto
 Most Outstanding Youth Ambassador – Renaissance Period

STI-College-Recto
 Best Debater
STI-College-Recto
 2nd place Math Olympiad

STI-College-Recto
 Champion Literacy Stadium (group category)

STI College-Recto
SPECIFIC TRACK
 2nd place Buwan ng Wika „Quiz bee‟2017 (group category)

STI College-Recto
Personal Information
Age: 17 years old

Birthday: February 7, 2000
Birth place: Marawi City, Lanao Del Sur
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Islam
Height: 145 cm
Weight: 49 kg
Language/dialect spoken: Maranao, Filipino and English
Character References
Minda M.Vicente
Master Teacher 1 – Arellano Cayatano High School
Tel: 2394532
Shirley V. Nardo
English and Journalist Teacher – Ramon Avanceña High School
Phone: 09215581903
Abigail Blest Bantayan

Teacher – STI College-Recto
Phone: 09162329208
I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.
X
Milanisa I. Punut
Researcher
SPECIFIC TRACK
Curriculum Vitae
Alexandrea Asuncion Padolina

1712 Bulacan St. Sta. Cruz Manila
Andrea_padolina@yahoo.com
09391311498
Career Objective: To obtain skills and essential knowledge in the field of Accountancy,
Business and Management to boost my morale and broaden my capabilities and professional
attributes.
Educational Background
Senior High School
Strand: Accountancy, Business and Management

School: STI College - Recto
Address: 1914 Dona Faustina Bldg., C.M. Recto Ave., Manila.
Year Graduated: Present
Junior High School
School: Maranatha Christian Academy of Manila

Address: 1700 Ibarra Cor. Makiling St. Sampaloc, Manila
Elementary
School: Plaridel Elementary School

Address: Solis Cor. Lico St. Tondo Manila
Seminars
 Title: Personal Development Seminar

Date: September 29, 2017
Venue: Sampaloc Bible Christian Community
SPECIFIC TRACK
 Title: The Quill

Date: September, 2015
Venue: Maranatha Christian Academy of Manila
 Title: Spiritual Retreat 2016

Date: February, 2016
Venue: Bae, Laguna
 Title: Impromptu Speech Seminar

Date: January, 2017
Venue: STI College Recto
Training
 Title: Citizenship Advancement Training
Date: July 22, 2015
Venue: Maranatha Christian Academy of Manila
 Title: Impromptu Speech Training

Date: January, 2016
Venue: STI College Recto
Affiliations and Achievements

STI College-Recto
 3rd place „College week: Quiz bee‟ (group category)

STI-College-Recto
 1st runner up Tagisan ng Talino: Essay writing competition

STI College Recto
 Champion Literacy Stadium (group category)

STI College-Recto

STI College-Recto
SPECIFIC TRACK
 Leaderships and Excellence Award

Maranatha Christian Academy of Manila
Personal Information
Age: 17 years old

Birthday: March 18, 2000
Birth place: Batac City, Ilocos Norte
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Christian
Language/dialect spoken: Ilocano, Filipino and English
Character References
 MS. MARIA JOY D. ESTABILLO

+639263947996
Teacher and Pastor
Maranatha Christian Academy, Pentecostal Missionary Church of Christ (4th Watch)
 MS. MEI EDEJER

+639172401704
Junior Youth Department Adviser
Pentecostal Missionary Church of Christ (4th Watch)
 MS. BEVERLY O. PALMA

Guidance Counselor
Maranatha Christian Academy of Manila
I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.
X
Alexandrea A. Padolina
Researcher
SPECIFIC TRACK

Research 1 5

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STI COLLEGE RECTO |1

THE PROBLEM AND ITS BACKGROUND

the said 12-year program.

from grade school (DO No. 31, s. 2012)

Agriculture-Fisheries, Home Economics, Industrial Arts, and the Information and

Communications Technology (ICT).

that influenced them in choosing a specific track.

Statement of the Problem

College Recto in Choosing Specific Track.

Specifically, it will answer the following questions:

1. What is the profile variable of the respondents according to:

1.2. Grade Level

1.4. Strand and Section

2.3. Passion & Reflection of Talent

2.4. Financial Status

2.5. In-demand career

2.6. High Salary

2.8. Choice of School

2.9. Personal Choice

2.10. Favorite Subject

2.11. Family Business

2.12. Unavailability of the track

choice of Senior High and how they choose their tracks?

Assumption of the Study

students of STI College Recto and their choice of specific track.

Significance of the Study

The study will be beneficial and relevant to the following:

these tracks are their first choice.

guide their child or children in choosing their track.

topic is also open for further and future improvements.

Scope and Delimitations

High School Students of STI College Recto.

concepts of financial management, business management, corporate operations, and all

things that are accounted for.

 Career Opportunities – The circumstances favoring an employment

 Interest – The feeling of wanting to learn or know about someone or something

 K-12 program – It is the educational system in the Philippines wherein it covers 13

years of basic education.

in the Philippines that determines their strengths in different career fields.

 Passion – The intense desire or enthusiasm for something.

 Personality – The combination of characteristics or qualities that form an individual's

often expressed as an annual sum, made by an employer to an employee, especially a

professional or white-collar worker.

a track of their choice.

 STEM - Science, Technology, Engineering and Mathematics, are intertwining disciplines

when applied in the real world.

 Track - any of the courses of study continuing through succeeding grades in an

educational structure (tracking), arranged according to various levels of mastery, to

 TVL - Technical-Vocational-Livelihood track

According to Nicholas Antonio T. Mapa, associate economist at the Bank of the

information technology, teacher education and health sciences (Obang, 2014).

career. Student ‟s personality must be self-motivated type, as to investigate career possibilities

personality, if you are to make intelligent career plans”

college (Laguador, 2013).

existence in school and plan the choices that lead to it.

a preferred career choice of an individual that should be decided ahead of time.

(Martirez, C. R. and Galileo S. Fuller. Management in Human Behavior in Organization (2nd

future in terms of the reasonable probability of a future in a particular field (McQuerrey,2006).

two main reasons for enrolling at AUP

school students‟ educational and career choice.

Research Publications, Volume 6, Issue 6, June 2016 52 ISSN 2250-3153 www.ijsrp.org

opportunities/ideal job, personality, family, and peer/classmate.

Future Opportunities/ Ideal Job