THE COMPARISON OF SENIOR HIGH SCHOOL TRACK AND COLLEGE

PROGRAM PREFERENCES AND THE FACTORS AFFECTING

COLLEGE COURSE DECISION OF SELECTED SENIOR HIGH SCHOOL

STUDENTS OF SAN POLICARPO, EASTERN SAMAR

 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 students that will take up their

strand-related course.

The researchers conducted a survey among chosen senior high 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 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 July and August 2021 at San Policarpo, Eastern

Samar. Thirty (30) respondents from the number of students at San Policarpo,

Eastern Samar

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 show that when there is a specific educational outcome, 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 activelearning 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 student. (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.

CONCEPTUAL FRAMEWORK
•To determine the number
of students that will
take up an related
- determining the
INPUT
course
•To determine what
programs ABM students
seek
•To identify the factors that
influence their
undergraduate program
preference
Respondents’
demographic profile
•Age bracket: 17 -19
•Male and Female
•Chosen SHS students
Table 2. CONCEPTUAL FRAMEWORK
•The researchers will be A useful resource
using questionnaires in
gathering the needed comparison of the Senior
data
High School Track and
•Survey- the main College Program
instrument to be used in Prefence of Selected
collecting the data Students
•Non- Probability A valuable input for
Sampling- Quota educational instructors
Sampling to be used in and administrators in
determining the advising career path
respondents for the
aforementioned study
OUTPUT
PROCESS
 CHAPTER III

METHODOLOGY

Method of Research

Given the statement of the problem in the first chapter of the research, a

descriptive/quantitative 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 strand that they choose.

• 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 Senior High School students, the researchers will work

on 30 students from various barangays.

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.
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.

 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 Percentage (Over
Answered 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 (Item Over
Who
100%)
College Program Answered

ACCOUNTANCY 21 70.00%

AGRICULTURE 1 3.333333333%

ANTHROPOLOGY 0 0.00%

MATHEMATICS 0 0.00%

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%

GENERAL SCIENCE 0 0.00%

BIOCHEMISTRY 0 0.00%

BIOLOGY 1 3.333333333%

MASS COMMUNICATION 5 16.66666667%

BUSINESS ADMINISTRATION 9 30.00%

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 0 0.00%
ENGINEERING
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 2 6.666666667%
MANAGEMENT
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
Choice Number of Respondents Who Percentage (Over
Answered 100%)
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
Choice Number of Respondents Who Percentage (Over
Answered 100%)
CAPABILITIES 7 23.33333333%
FINANCIAL STATUS 0 0.00%
FUTURE CAREER 10 33.33333333%
PATH
PARENTS 3 10.00%
PEER PRESSURE 1 3.333333333%
PERSONAL 9 30.00%
INTEREST
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
Respondents Who 100%)
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 1 3.333333333
PROGRAMS
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.

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