Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main II, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

Effectiveness of Senior High School Academic Tracks

to Students' Selected College Courses

A Project Research Proposal presented to

Ms. Marieshanne Mariano

as Final Requirement on
Mathematics in the Modern World

Members:

Barrera, Kris Clein B.

Isaga, Joanne Justine O.

Manalo, Jersie M.

December 2020
 BACKGROUND AND STATEMENT OF THE PROBLEM

Republic Act (R.A.) 10533 was signed by former president Benigno Aquino III in
2013, legalizing the new curriculum to be implemented in the education system of the
Philippines. The Republic Act implemented two more years after the traditional high school
curriculum which consists of only four years. The high school department was then divided
into two segments. The Junior High School department consists of the traditional four years
of High school while the Senior High School department consists of those two more years
implemented by the K-12 program (“What is the K-12 Program”, n.d.).

Before enrolling to Senior High School, the student must first decide what strand
they may take. Most schools in the Philippines, however, can only establish two Tracks.
The Academic Track consists of 4 strands, namely, STEM (Science, Technology,
Engineering and Mathematics), ABM (Accountancy and Business Management), GAS
(General Academic), and HUMSS (Humanities and Social Sciences), and the Technical
Vocational Tracks, which mainly consists of two strands, namely Home Economics (HE)
and Information and Communications Technology (ICT).

Effectiveness is defined as “...producing the result that is wanted or intended”

(Oxford Learner’s Dictionaries, n.d.). Effectiveness could be a measure of something by its
conformity to its purpose or goal. In this study, effectiveness could be defined as the level
of attainment of the intended purpose of K-12 program, specifically the Senior High School,
to be of good use to the selected college course of the students.

In line with this, the researchers are identifying the importance of the Senior High
School Tracks by measuring its effectiveness to the students’ selected college courses. In
this light, the purpose of this study is to determine whether the Senior High School Tracks
are effective regarding their current situation in their selected college course.

Statement of the Problem

This study aims to determine the effectiveness of students' selected Senior High
School Track with their current College course.
1. What is the demographic profile of College students in terms of:
a. previous Senior High School Track?; and
b. General Weighted Average?
2. What is the level of effectiveness of their selected Senior High School Track?
3. What is the importance of students' Senior High School Track choice to their
selected College course?

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Hypothesis
The chosen Senior High School Academic Tracks are not effective in the selected
College courses of Freshman students.

Significance of the Study

Students, who are currently enrolled in the 10th grade and the preceding levels, are
the main beneficiaries of the study since the study can depict on how important the Senior
High School strands really are.

LITERATURE REVIEW

This chapter presents the literature reviews relevant to the concept of the present
study. It also analyzes some studies and materials from the Internet to provide sufficient
background and information essential for the accomplishment of this study. It sought to
collect claims of previous studies about Effectiveness of Senior Highschool Academic
Track to Students’ Selected Courses in College.

There are several variables that affect the choices of students from high school
seniors in what course they should take. From the phases that have been proposed by
Jackson, which could affect a student’s decision in finding a decent course, there are still
relevant factors that must be considered.

Career selection is one of many significant choices the students will make in
determining their plans, according to the investigation. Throughout their lives, this decision
will teach them. The student’s life will revolve around the essence of what they want to do
for a long time. Among secondary school students in Nigeria, the choice of career has been
a serious problem. No matter what one's age is, everyone's choice of career is an important
issue. A lot of high school students think their future is a special adventure in which they
are bound to succeed. Many of them have the idea that as soon as they complete
secondary school education, they will be able to work in public or private institutions.

Personality is another determining factor that may influence a chosen course. Some
courses require having the personality to match the occupation's qualities. Salespeople
must be outgoing, for instance. In the selection of the right course, Splaver (2000) said that
"personality" plays an important role. The personality of a student must be a self-motivated
type, not the procrastinating type that waits until they are forced to decide, to investigate
course possibilities from early on in their lives. It is vital for people to know and understand
themselves and their personality if they are making intelligent plans in the future (Splaver

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2000, p. 12). Also, opportunity could shape the career choices of the students as it may
influence how they perceive their future in terms of knowing what the future will bring to
their field of study.

Issues regarding poverty are also determiners of the opportunities that are available
for all. One factor that could influence the decision of college students when choosing a
college degree is socioeconomic status (Cabrera & Nasa, 2000). From the National Center
for Education Statistics' Descriptive summary of 2003-2004, Beginning Post-Secondary
Students: 30% of dependent start postsecondary students at 4-year organizations comes
from people with annual incomes of 92,000 or more, matched with 17% of those with 2-
year foundations and 4% of those with less than 2 year association. Paulsen (1990)
observed that when tuition fees, dormitory costs, and distance of the school from their
homes increases college becomes less of a choice for students. However, these effects
were significantly bigger for students with lower income levels than those with lower
abilities. At higher levels of student incomes and amplitude, these effects become less
important. (Paulsen, 1990, p. 27).

Reviewing some meta-analyses on the effects of financial aid on enrollment choices

(Hossler, 2000). A factor that influences the search and inclination of the process of
choosing a course is a High School Academic Resource (Cabrera & Nasa, 2000).
According on some research, A factor in the impact on the college choice process of all
students, with the greatest impact on minority and low SES students is the High School
academic factor (Rowe, 2002).

Parents are also a factor that influences the predisposition of the students in the
selection process because of the career experiences of their parents and parental decisions
(Cabrera & Nasa, 2000). Bers and Galowtch (2002) stated that different studies show that
the parents of college students play essential roles when their child is deciding the course
that they will take in college because they set expectations, discuss their college plans and
to make most out of their expenses in college.

Regarding the method of analyses, according to Ngodigha (2016), the data had
numerical values, and they gave a range from 1 to 5, 1 as strongly disagree and 5 as
strongly agree, then the responses per scale were multiplied by these values. After that,
the sum of the products was divided by the total number of responses. Then, they
concluded that the respondents somehow agree to the item because it falls within its given
range. This could be incorporated in the study using the range of 1 to 4, 1 being the lowest
or strongly disagree and 4 being the highest or strongly agree and then doing the same

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method of computing for the mean. In finding the mean range of the Likert scale,
suggestions were made that it will be determined by subtracting the lowest point in the
Likert scale from the highest point and then dividing the difference by the number of the
levels used (Nguli, 2017). This range will give the weight of the responses, so this method
was recommended as an analysis for data from the Likert scale.

RESEARCH METHODOLOGY

Data Collected
The data collected were freshman students’ perceptions and experiences on how
they can utilize their academic strand during their college education. The researchers used
purposive sampling design since they needed five respondents in each Academic Strand
for a total of 20 first-year college students. The data were collected in the Luzon area, in
which most respondents took their Senior High School in Region IV-A (CALABARZON).

Methods of Data Collection and Data Gathering Instrument

Survey questionnaires were used to get numerical data that were analyzed through
statistical analysis. Due to the COVID-19 pandemic, the survey questionnaires were
answered by the respondents through Google Forms. It was composed of demographic
information of the respondents, and the effectiveness of the Senior High School tracks was
measured using a 4-point Likert Scale:

Strongly Agree (Level of effectiveness is High)

Agree (Level of effectiveness is Average)
Disagree (Level of effectiveness is Low)
Strongly Disagree (Not effective)

Data Gathering Procedure

In the Google Forms, a consent letter is presented before answering the survey to
request permission in using their personal information in the study and to inform them about
the purpose of the study. The researchers reached out to the respondents through online
messaging applications such as Facebook and Messenger. The survey questionnaires,
one given below, were answered by selected college students, and the responses were
automatically recorded and summarized by the online survey platform. The participants
were classified according to their Senior High School strand for specificity.

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 For STEM, ABM, GAS, and HUMSS Students 4 3 2 1

The Strand I took in SHS helped me choose my course

for college.

The course that I chose is in line with the strand that I

took in SHS.

Upcoming college students should predetermine their

course for an easier transition.

SHS helped me boost my knowledge for college.

The strand I chose when I was in SHS made learning in

college easier.

I was able to prepare for college with the help of my

Senior High School track.

I find it difficult to transition from Senior High School to

college.

I am currently taking additional subjects because the

course that I chose is not in line with my strand in SHS.

The university that I am in makes students take additional

subjects if their strand is not in line with their current
course.
Table 1.1 Self-made Questionnaire
Method of Analyses
The research design used by this study was quantitative descriptive design.
Quantitative descriptive research design is used to describe characteristics of a population
or phenomenon. It gathers quantifiable information that can be used for statistical inference
in the researchers’ target audience through data analysis. The statistical methods used
were mean and standard deviation. Mean was used to express the average of the
responses as a measure of central tendency, while standard deviation was used as a
measure of dispersion.

CODE Mean Range Qualitative Analysis

Strongly Agree 4 3.25 - 4.00 Level of effectiveness is High

Agree 3 2.50 - 3.25 Level of effectiveness is Average

Disagree 2 1.75 - 2.50 Level of effectiveness is Low

Strongly Disagree 2 1.00 - 1.75 Not effective

Table 1.2 4-point Likert Scale

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 DISCUSSION AND RESULTS

Respondents Mean Standard Qualitative Qualitative Analysis

Deviation Description

STEM students 3.12 2.7276 AGREE Level of effectiveness is

Average

ABM students 3.02 2.6077 AGREE Level of effectiveness is

Average

GAS students 2.90 2.4249 AGREE Level of effectiveness is

Average

HUMSS students 2.82 2.3917 AGREE Level of effectiveness is

Average

TOTAL 2.97 2.5417 AGREE Level of effectiveness is

Average
Table 2.1 Summary of the Levels of Effectiveness based on Responses

The respondents of the study came from different universities and colleges to have
a variety of results. According to the results, more students came from Batangas State
University than other universities and colleges. The researchers also got the General
Weighted Average of the students to serve as a basis for the students’ academic
performance in Senior Highschool with most of them having ninety to ninety-four percent
(90-94%) of the average grade. The researchers chose the academic track to test their
hypothesis since most college courses are associated with such a track. An equal number
of students were acquired under the said track which are Science, Technology, Engineering,
and Mathematics (STEM), Accountancy and Business Management (ABM), Humanities and
Social Sciences (HUMSS), and General Academic (GAS), respectively.

Respondents in each strand answered the same set of questions given by the
researchers. Based on the 4-point Likert Scale table, the results show that the responses
between respondents fall under the range where the level of effectiveness is average. With
the STEM responses having a total mean of 3.12, ABM with 3.02, GAS with 2.90, and
HUMSS with 2.82. With these responses, the researchers got a 2.97 overall mean which
falls under the range of 2.50 - 3.25 with an average level of effectiveness. This shows that
the effectiveness of Senior High School in preparing the students when they choose their
college courses is sufficient, but it could be improved by incorporating subjects or courses
that could help the students decide what they want to take in college. The curriculum should
have subjects that can help the students decide their college course and can introduce them
to the professions in that field and what they could look forward to doing in that job.

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 BIBLIOGRAPHY

Dayao, R., & Almario, O. (2017, November 29). Career and school preferences of Senior
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IJAR01/5887

Effectiveness. (2019). In Oxford Learner’s Dictionaries. Retrieved November 29, 2020,

from https://www.oxfordlearnersdictionaries.com/us/definition/english/effectiveness

Limjuco, R. P., Diamante, R. D. T., Laya, M. L., Canda, D. M., Dayon, C. A., Hontiveros,
L. C., Pioc, Z. C. L., & Fabro, M. T. (2018, September). Career choice of students:
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from, https://www.researchgate.net/post/How-to-score-a-likert-Scale/
56d83bb4b0366deda5252531/citation/download

Nguli, J. (2017). Re: How to score a likert Scale? Retrieved December 10, 2020, from
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Official Gazette. (n.d.). About the K-12 program. What is the K-12 Program? Retrieved
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Vallente, C. B. M., Albia, a. J. G., Gayosa, J. M. V., Dollaga, K. V., & Marcho, N. (n.d.).
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