CHAPTER I

INTRODUCTION

Nowadays, the choosing of strands in senior high school in the

K-12 program of the Department of Education becomes very rampant

and essential, it is because the strand chosen by the students

will become their preparatory curriculum for college. The

importance of choosing a strand is to test the student’s ability

and train their minds as preparation on their future professions

that will lead them to their future. The strands offered by the

DepEd are the following STEM(Science, Technology, Engineering and

Mathematics), ABM( Accountancy, Business and Management), HUMSS(

Humanities and Social Sciences), GAS General Academic Strand and

etc.

In choosing the General Academic Strand, there are studies

stating the factors that are affecting student’s decision-making

wherein Parents, peer, student’s characteristic/personality and

future careers of the students are the reason why the students

chose the strand (Mcquerrey,2006)

 16

Statement of the Problem

The study aims to find out the factors that affects the

decision-making of SHS students in choosing General Academic

strand in La Consolacion Baao as preparatory curriculum for

collegiate courses, specifically it aims to answer the following

questions.

1. W hat is the perception of the Senior High School students

of La Consolacion College Baao towards General Academic

Strand as preparatory for collegiate courses?

2. What is the significance of good decision-making to the

students who chose General Academic Strand as preparatory

for college?

3. In what ways these factors affect the decision making of

students in choosing General Academic Strand:

a. Parents

b. Peer

c. Characteristic/personality

d. Future Career
 16

Objectives of the Study

With the main objective of identifying the factors that

affects the decision-making of SHS students of La Consolacion

College Rinconada-Baao Campus, the study specifically aimed to

obtain the following objectives:

1. Identify the perception of Senior High School students of La

Consolacion College Baao toward General Academic Strand as

preparatory for collegiate courses.

2. Know the significance of good decision-making to the students who

chose General Academic Strand as preparatory for college.

3. Find out the factors and its ways that affects the students in

deciding the course they should take as preparatory curriculum

for collegiate courses.

Significance of the Study

The study plays an important role to the following:

The Students

The study will serve as a source of information to the

students about their chosen competencies and the students will

have additional knowledge about what will happen if they would

pick General Academic Strand as their chosen strand.

 16

The Teachers

The study will enable teachers to know the reasons why their

students chose the General Academic Strand as preparatory for

college.

The Parents

The study will be a reminder to the parents if they are one

of the reasons why their child picked General Academic Strand as

their preparatory curriculum for college.

The School

The study will benefit the school in a way that the school

will be aware why the students chose a particular strand

specially in the General Academic strand.

The Researchers

The study will help the researchers in giving them the

experience in conducting researches and it will give them

additional information about the factors that affect the students

in choosing a strand as preparatory curriculum for collegiate

courses.
 16

The Future Researchers

The researchers with the same study can use this study as

a basis and guide for the completion of their research.

Scope and Delimitations of the Study

The study entitled “ Factors affecting the decision-making

of SHS Students in La Consolacion College Baao in choosing General

Academic Strand as preparatory curriculum for collegiate courses”

focused only in the GAS students of La Consolacion Baao, 48

students will be the respondents of the study( 16 from Grade 11

GAS- Unitas and 32 from Grade 12 GAS-Lumen) and will be the

primary source of data to be collected.

 16

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides an overview of the literature and

studies that are connected with the factors that affects the

students decision making in choosing a strand, The researchers

gathered information’s by the use of internet to improve the

researchers knowledge about the study. To further analyze and

familiarize this study the researchers conducted a review of

literature and studies to understand and know the factors that

affects the decision making of students in choosing a strand

specifically the GAS.

Literature and Studies

According to Frenzel, Goets, Pekrun & Watt (2010), “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”. This

states that classmates which are considered in a peer group can

be influential to their friends in choosing a strand as

preparatory for college.

 16

According to Al-Rfou (2013), “Parents have a significant

influence on the major selection of strand or career, siblings

and friends also considered an important source to select one’s

strand, while teachers and media are the least amongst the

selected factors”. This means that parents/family and peers are

essential for student’s to pick a strand for the reason that some

students are dependent on their family.

According to Khoo, Ban, Neng, Hooi and Joan (2015), “College

students and non-college students who were involved in this study

agreed that parents are the most influential or important person

when choosing their choice of college or university and course of

study because parents perceive as their main source of finance

and normally seek advice from them due to the perception”. This

means that parents can be an influential factor for the choosing

of strands to students for the reason that their parents have the

power to enroll them because they have the money or financial

needs of the student.

According to Rababah (2016) In their study about Factors

Influencing the students’ choice of Accounting as a major, “Family

members and peers have an influence in the students’ choice of

the major including personal interests, gender, Career

,opportunity and availability of jobs are some of the factors

 16

that affect the students’ decision making in this matter”. This

means Parents, peer, characteristic/personality and future career

are influential to the choosing of strands to students.

According to Ahmed, Sharif and Ahmad (2017) “which revealed

that interest in subject has strong and positive relationship

while ease in grades, financial outcomes, and future job

opportunities had minor impact on students’ decision for

particular field and subject”. This clearly states that

characteristic/personality can be influential to choosing of

strands, according to the study of Ahmed et al.

According to Eremie and Okwulehie (2018), “Factors such as

environmental, opportunity and personality can influence the

choice of career among secondary school students. In terms of

environmental factors, it revealed that family, socioeconomic

status and peer groups have significant influence of the students’

choice of career while in opportunity factors such as education

and mentorship also had influence to the choice of career as well

as the personality factors such as the students’ interest, values

and skills in choosing their courses”. It is stated here that in

some ways family, characteristic, peer and opportunity for jobs

in the future are influential to the student’s preference of

strands.
 16

Theoretical Framework

The theoretical framework of the study is anchored on the

following theories: Multiple Intelligence (Gardner) and Parson’s

Theory (Parsons) that are discussed below.

Multiple intelligence is a theory first posited by Harvard

developmental psychologist Howard Gardner in 1983 that suggests

human intelligence can be differentiated into eight modalities:

visual-spatial, verbal-linguistic, musical-rhythmic, logical-

mathematical, interpersonal, intrapersonal, naturalistic and

bodily-kinesthetic. Eschewing previously narrow, preconceived

notions of learning capabilities (for example, the concept of a

single IQ), the idea behind the theory of multiple intelligences

is that people learn in a variety of different ways. This theory

is associated with the study because the students will need

multiple intelligence to be use in their strand.

Parson’s Theory was developed by Frank Parsons, he developed the

idea of matching careers to talents, skills and personality. People

perform best when they are in jobs best suited to their abilities.

Frank Parsons is regarded as the founder of the vocational guidance

movement. He developed the talent-matching approach, which was later

developed into the Trait and Factor Theory of Occupational Choice. The

theory is connected to the study because it shows support that the

student’s decision making are made because of the student’s talents,

skills and personality.

 16

MULTIPLE
INTELLIGENCE

Factors affecting
the decision-
making of SHS
students in La
Consolacion
College Baao in
choosing General
Academic Strand as
preparatory
curriculum for
collegiate courses

PARSONS
THEORY

Figure 1. Theoretical Framework of the Study

 16

Conceptual Framework

This framework is about the procedures that the

researchers will do to derive at a specific conclusion. The

researchers started the procedures on how to finish the research

by formulating first the questions that is connected with “FACTORS

AFFECTING THE DECISION-MAKING OF SHS STUDENTS IN CHOOSING GENERAL

ACADEMIC STRAND AS PREPARATORY CURRICULUM FOR COLLEGIATE COURSES”

by means of survey to be answered by the Grade 11 GAS-Unitas and

12 GAS-Lumen respondents enrolled in La Consolacion Baao.

INPUT

1. What is the perception of the Senior High School students of La

Consolacion College Baao towards General Academic Strand as

preparatory for collegiate courses?

2. What is the significance of good decision-making to the students

who chose General Academic Strand as preparatory for college?

3. In what ways these factors affect the decision making of students

in choosing General Academic Strand:

a. Parents

b. Peer

c. Characteristic/personality

d. Future Career
 16

PROCESS

• Formulating survey questions and interview question

• Giving of questionnaires

• Gathering of the data

• Analyzing the data

• Interpreting

OUTPUT

• The factors affecting the decision-making of SHS students in La

Consolacion College Baao in choosing General Academic Strand as

preparatory curriculum for collegiate courses.

 16

INPUT PROCESS OUTPUT

1.What is the

perception of the Grade

SHS students toward

The factors
General Academic Strand
1. Formulating
affecting the
as preparatory for survey questions
college? and interview decision making of
question
2.Giving of SHS students in
2.What is the
questionnaires choosing General
significance of Good

decision-making to the 3. Gathering of the

Academic Strand as
data
Students who chose
preparatory
4. Analyzing the
General Academic Strand?
data curriculum for
3. In what way these 5. Interpreting collegiate
factors affects the
courses.
decision making of

students in choosing

General Academic

Strand:

Parents,

Characteristic,career

FEEDBACK

Figure 2. Conceptual Framework of the study

 16

Definition of terms

Factor- a circumstance, fact, or influence that contributes

to a result or outcome.

Students- people who studies in a particular school and

sometimes studies a particular subject. The respondents of the

study.

Preference- a great liking for one alternative over another

or others.

General Academic Strand- designed for students who would

desire to engage in a more general areas of study as compared

to more specific fields. Strand preferred for undecided

students.

Preparatory Curriculum- program that prepares students for

their future college coursework.

Collegiate Course- class offered by college or university.

These courses are usually part of a program leading to an

undergraduate or graduate degree or certificate.

 16

CHAPTER III

METHODOLOGY

This chapter presents the overall design and methods that

the researchers will use in conducting the study towards the

realization of its objectives. It will include the research

design, research locale, respondents of the study, sampling

technique and sample size, instrumentation and procedure of

investigation.

Research Design

This study will utilize the descriptive-quantitative

design. This research design is much suitable than the other

designs. It tends to determine the factors that affects the

students in choosing a strand.

Research Locale

The research study will be conducted at La Consolacion

College of Rinconada Baao Campus formerly Sta. Monica Academy at

San Ramon, Baao, Camarines Sur, BICOL Region

 16

Figure 3. Locale of the study

Respondents of the Study

The respondents of the study will be the 100% population

of the Senior High School General Academic Strand students

enrolled in La Consolacion Baao. The respondents will be the

source of the primary data needed by the researchers to create

conclusions to the study.

Sample size and sampling technique

The study will utilize the Purposive sampling technique

because the researchers only looked for the respondents who are
 16

truly connected to the study and it is the GAS students of La

Consolacion College Baao. The computed sample size of the study

is 48 wherein 2%(0.02) is the margin error. Since the study will

utilize the purposive sampling method, the respondents of the

study will stay at 48 to ensure validity of the research study.

Instrumentation

The instrument used was a researcher-made questionnaire to

gather the needed data from the respondents of the study. The

draft or guide was drawn made exclusively by the researchers and

were evaluated by the teachers who were the evaluators of the

survey. The questionnaire is connected to the statement of the

problem and it is divided into parts connected to the factors

that affects student’s decision making in choosing General

Academic Strand. The survey questionnaire circulated in these

factors: Parents, peer, characteristic/personality and future

career.

Data Collection Method

The researchers will formulate a survey questionnaire to

know the factors that affects students and what are the leading

factors that affects them. Survey Questionnaire is one of the few

 16

instruments along with observation and interview in gathering

data and very helpful for the research. After formulating the

survey questionnaire, the researchers will now distribute the

survey by means of technology and social media to the 48

respondents of the study.

The next phase of the data collection method will be

collecting all the response of the respondents and the survey can

now be analyzed by the researchers thru averaging all answers in

every item.

The last phase of the data collection method will be the

interpreting of data that is present in the next chapter wherein

it shows different data in figures to understand it well.

Procedure of Investigation

In regards of gathering data, the researchers will utilize

data by using survey questionnaire, in accordance with this, the

researchers will follow the following step by step procedures:

1. Ask for Approval- The researchers will ask their teachers and

administrators as the go signal to conduct the data gathering.

2. Make survey questionnaires- the researchers will make survey

questionnaire as the instrument to be used on gathering of data.

 16
3. Distributing- the researchers will now distribute the survey to

the respondents of the study which are the SHS GAS students of La

Consolacion College of Rinconada Baao Campus.

4. Analyzing of Data- gathered data will be analyzed properly.

 16
CHAPTER IV

RESULTS AND DICSUSSION

This chapter comprises the analysis, presentation and

interpretation of data gathered and the findings of the study.

The analysis of data will be interpreted using graphs to show the

numbers and the quantitative analysis of data.

What is your understanding about GAS as a

preparatory course for college?

GAS offers broad or

GAS is for undecided general areas of
students. study.
38% 37%

GAS allows students

GAS is a basic to choose preferred GAS offers an
requirement courses. elective subject
6% 13% 6%
Figure 1
In the first figure, with a question of “What is your

understanding about GAS as a preparatory course for college”, 38%

of the respondents said that GAS is for undecided students and

37% of the respondents said that GAS offers a broad/general ideas

of study while 13% of the respondents also said that GAS allows
 16
students to choose preferred courses and 6% of the respondents

said that GAS offers an elective subject and GAS is a basic

requirement. The graph clearly states that the majority of the

respondents agreed that GAS is a strand for undecided students

Among
and GAS offers the ideas
general following factors
for the (parents,
students peer,
to learn.
characteristic/personality, future career) Which of
these influenced you the most to choose GAS as
preparatory for college? How does it influence
you?
Parents
19%

Peer
6%
Future Career
50%

Characteristic/personality
25%

Figure 2

In the second figure, with a question of “Among the following

factors(Parents, peer, characteristic/personality, future career) Which of

these influenced you the most to choose the GAS as preparatory course for

college? How does it influence you?”, 50% of the respondents said that

they were influenced by their future career, 25% of the respondents

said that they were influenced by their characteristic, 19% of the

 16
population said that they were influenced by their parents and

only 6% said that their peer influenced them in choosing GAS as

preparatory for college. The graph clearly states that the

student’s future careers were the most influential to the decision-

making of student’s to choose GAS as preparatory for collegiate

courses. The following are the reasons how these factors(parents,

peer, characteristic/personality and future career)influenced the

students in choosing GAS as preparatory course for college.

REASONS:

PARENT AS A FACTOR
Their careers influenced me to
enroll in GAS. 13%
My parents enrolled me in GAS
without a reason. 6%
PEER AS A FACTOR
My friend enrolled in GAS so I
will join them. 6%
CHARACTERISTIC/PERSONALITY AS A FACTOR
I am not fond of doing a lot
of works, so I chose GAS. 6%
I don’t want to enroll in
other hard strands and GAS is 13%
the only strand that is
little bit easy compared to
others.
I chose GAS because it covers
topics which are present in 6%
the other strands.
 16
FUTURE CAREER AS A FACTOR

My future
profession/job/career is 32%
aligned with GAS.

I am still undecided so I
chose GAS. 18%

What do you think is the significance of good

decision-making to you as a student of GAS?
Good decisions will be
a tool for me to
advance in college
38%

Good decisions will

brighten my future
62%

Figure 3

In the third figure, with a question of “What is the

significance of good decision-making to you as a student of GAS?”, 62% of

the respondents said that good decision will brighten their future

while 38% of the respondents said that good decisions will be a tool

for them to advance in the college level. The graph clearly states

that the significance of good decision-making will be reflected to the

students future.
 16

Table 1
PARENT AS A FACTOR
INDICATORS Strongly Disagree Not Agree Strongly MEAN
Disagree Agree Agree
nor
Disagree
My parents 50% 18% 13% 6% 13% 2.13
influenced me to
enroll in GAS.
My parents 31% 50% 0% 13% 6% 2.13
enrolled me in
Gas because their
careers are
aligned to the
strand.
My parents chose 50% 13% 13% 18% 6% 2.18
the GAS strand
for me because
they know what is
best.
My parents forced 38% 56% 6% 0% 0% 1.5
me to enroll in
the strand even
though I don’t
like the GAS
strand.
My parents boost 6% 25% 6% 56% 6% 3.31
my confidence to
enroll in GAS.
2.25

WEIGHTED AVERAGE RESULT INTERPRETATION

1-1.80 Strongly Very uninfluential
Disagree
1.81-2.60 Disagree Uninfluential
2.61-3.40 Not Agree nor Neutral
disagree
3.41-4.20 Agree Influential
4.21-5 Strongly Agree Very Influential
 16

The first table which is a Likert scale comprises of the

different indicators pertaining to the “parents as a factor”. The

first indicator has been strongly disagreed by the 50% population of

the respondents while 13% were neutral and 13% were strongly agree

with the statement. The second indicator has been disagreed by the

50% population of the respondents while 13% responded “agree” with

the statement. The third indicator were strongly disagreed by the 50%

of the population of the respondents, 13% were neutral and only 18%

agreed with the statement. The fourth indicator were disagreed by the

56% of the respondents, there are 6% neutral and 0% were not agree

with the statement. The last indicator were agreed by the 56% of the

respondents, 6% were neutral and 25% disagreed with the statement.

The mean of each indicator were computed, from first to fifth

indicator the mean are 2.13, 2.13, 2.18, 1.5, 3.31 respectively. The

total average or mean for the first set of indicators is 2.25 which

has its verbal interpretation of “uninfluential”.

 16

Table 2
PEER AS A FACTOR
INDICATORS Strongly Disagree Not Agree Strongly MEAN
Disagree Agree Agree
nor
Disagree

My 56% 25% 18% 0% 0% 1.81

friend/classmate
influenced me to
enroll in the GAS.
My 25% 25% 25% 25% 0% 2.5
friend/classmate
wants me to be
part of their
success in senior
high school.
My 63% 31% 6% 0% 0% 1.44
friend/classmate
forced me to
enroll in the GAS.

My 44% 56% 0% 0% 0% 1.56

friend/classmate
chose the GAS so I
also enrolled in
it.
My 50% 50% 0% 0% 0% 1.5
friend/classmate
is undecided on
what strand to
take so as a
friend I will join
them.
1.76

WEIGHTED RESULT INTERPRETATION

AVERAGE
1-1.80 Strongly Very
Disagree uninfluential
1.81-2.60 Disagree Uninfluential
2.61-3.40 Not Agree nor Neutral
disagree
3.41-4.20 Agree Influential
4.21-5 Strongly Agree Very Influential
 16

The second table which is a Likert scale comprises of the

different indicators pertaining to the “peer as a factor”. The

first indicator has been strongly disagreed by the 56% population

of the respondents while 18% were neutral and none agree with the

statement. The second indicator makes the student’s decision at

balance, 25% of the population where disagreed and agreed by the

respondents. The third indicator were strongly disagreed by the

63% of the population of the respondents, 6% were neutral and

none agreed with the statement. The fourth indicator were

disagreed by the 56% of the respondents, and none agree with the

statement. The last indicator were disagreed by the 100% of the

respondents, and none agreed with the statement.

The mean of each indicator were computed, from first to fifth

indicator the mean are 1.81, 2.5, 1.44, 1.56, 1.5 respectively.

The total average or mean for the second set of indicators is

1.76 which has its verbal interpretation of “very uninfluential”.

 16

Table 3
CHARACTERISTIC/PERSONALITY AS A FACTOR
INDICATORS Strongly Disagree Neutral Agree Strongly MEAN
Disagree Agree

I chose the strand because 18% 6% 31% 31% 13% 3.44

my
characteristic/personality
suits it.

I chose the strand because 18% 63% 13% 0% 6% 2.13

other strands were hard
and I am a person who
don’t like hard tasks.

I chose the strand because 50% 13% 13% 18% 6% 2.19

I want to study all
subjects related to the
other strands.

I chose the strand because 18% 13% 31% 38% 0% 2.88

I am studious to learn so
many subjects.

I chose the strand because 6% 18% 6% 56% 13% 3.5

I am undecided.

2.82

WEIGHTED RESULT INTERPRETATION

AVERAGE
1-1.80 Strongly Very
Disagree uninfluential
1.81-2.60 Disagree Uninfluential
2.61-3.40 Not Agree nor Neutral
disagree
3.41-4.20 Agree Influential
4.21-5 Strongly Agree Very Influential
 16

The third table which is a Likert scale comprises of the

different indicators pertaining to the

“characteristic/personality as a factor”. The first indicator has

been strongly agreed by the 31% population of the respondents

while 31% were neutral and 18% were strongly disagree with the

statement. The second indicator has been disagreed by the 63%

population of the respondents while 13% were neutral and 0% do

not agree with the statement. The third indicator were strongly

disagreed by the 50% of the population of the respondents, 13%

were neutral and only 18% agreed with the statement. The fourth

indicator were disagreed by the 18% of the respondents, there are

31% neutral and 38% agreed with the statement. The last indicator

were agreed by the 56% of the respondents, 6% were neutral and

18% disagreed with the statement.

The mean of each indicator were computed, from first to fifth

indicator the mean are 3.44, 2.13, 2.19, 2.88, 3.5 respectively.

The total average or mean for the third set of indicators is 2.82

which has its verbal interpretation of “neutral”.

 16

Table 4
FUTURE CAREER AS A FACTOR
INDICATORS Strongly Disagree Not Agree Strongly MEAN
Disagree Agree Agree
nor
Disagree
I chose the strand 13% 13% 13% 25% 38% 3.63
because my dream
job/career is
aligned with this
strand.
I chose the strand 13% 18% 25% 31% 13% 3.12
because I am still
undecided

I chose the strand 0% 0% 0% 38% 62% 4.63

because it is a
stepping-stone to
my future career.

I chose the strand 6% 13% 0% 63% 18% 3.75

to invest in so
many jobs in the
future.
I chose the strand 0% 0% 0% 38% 62% 4.63
because it will
teach me things
that are useful
for my future
profession.
3.95

WEIGHTED AVERAGE RESULT INTERPRETATION

1-1.80 Strongly Very
Disagree uninfluential
1.81-2.60 Disagree Uninfluential
2.61-3.40 Not Neutral
Agree
nor
disagree
3.41-4.20 Agree Influential
4.21-5 Strongly Very Influential
Agree
 16

The fourth table which is a Likert scale comprises of the

different indicators pertaining to the “future career as a

factor”. The first indicator has been strongly agreed by the 38%

population of the respondents while 13% were neutral and 13% were

strongly disagree with the statement. The second indicator has

been agreed by the 31% population of the respondents while 25%

were neutral and only 18% disagreed with the statement. The third

indicator were strongly agreed by the 62% of the population of

the respondents, none were neutral and none disagreed with the

statement. The fourth indicator were agreed by the 63% of the

respondents, there 0% neutral and only 13% were not agree with

the statement. The last indicator were strongly agreed by the 62%

of the respondents, 0% were neutral and none disagreed with the

statement.

The mean of each indicator were computed, from first to

fifth indicator the mean are 3.63, 3.12, 4.63, 3.75, 4.63

respectively. The total average or mean for the fourth set of

indicators is 3.95 which has its verbal interpretation of

“influential”.
 16

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the summary of the study, the

conclusion drawn and the recommendations of the researchers

derived from the analysis and interpretation of data gathered

throughout the study.

Summary

The purpose of the study was to find out the leading factors

that influences the decision-making of SHS students in La Consolacion

College Baao in choosing GAS as preparatory for college. The study

aims to identify what is the perception of the students toward

General Academic Strand as preparatory for college, the significance

of good decision-making to the students who chose GAS, the factors

and its ways that affects students in deciding the course they want

as preparatory for college. It was a type of non-experimental

research that utilize the descriptive-quantitative design.

The independent variable in the study were the factors such

as (parents, peer, characteristic/personality and future career)

that influences the decision-making of students in choosing GAS as

preparatory for college. The dependent variable was the decision

made by students. According to Mcquerrey, “Parents, peer,

personality and future endeavors can be influential for the

 16
students”. The research study had its 48 respondents using a

researcher-made questionnaire that were evaluated thoroughly. The

study aims to benefit the students, parents, teachers, the school,

the researchers and the future researchers. The study was conducted

at La Consolacion College Baao.

The study found out that the perception of students to

GAS as a preparatory course is a strand for undecided students, Also,

good decision making is very important that it can lead students to

brighter future and future careers of the students influenced them

the most in deciding to choose General Academic Strand as preparatory

curriculum for collegiate courses. The data were analyzed thru

collecting and averaging and it is shown through different figures

and tables in the previous chapter.

 16

Conclusions

1. The perception of the Senior High School students toward General

Academic Strand as preparatory for college is that GAS is for the

students who are still undecided in their future endeavors and that

GAS offers a broad and general ideas of study.

2. A good decision in schooling will bring and brighten student’s future

and will bring them to college with an advantage.

3. The students were affected or influenced by the following factors

in these ways/reasons:

Parent as a factor

• Parent’s career is aligned with GAS.

• Parents enrolling their child in GAS without a reason.

Peer as a factor

• Companionship to achieving goals in life.

Characteristic/personality as a factor

• GAS is the easiest strand to take

• GAS contains broad ideas of study.

Future Career as a factor

• Future profession is aligned and being discussed in GAS.

• Still undecided
 16

Recommendations

• The study found out that the perception of the students towards

General Academic Strand as preparatory curriculum for college is a

strand intended for undecided students and a strand that offers a

broad and general ideas of study. It is suggested that GAS students

should check first to see if the course they want to enroll in

offers comprehensive career services to help them successfully

launch their career or prepare them or assist them to find “the

best fit course” that they want to pursue.

• The findings showed that good decision-making of GAS students of

La Consolacion College Baao can bring them into brighter future and

to college as well. It is recommended that the students should

think about their interest, values, skills and preferences before

choosing a strand/course.

• The study discovered the factors such as parents, peer,

characteristic/personality and future career affects the decision-

making of SHS students of La Consolacion Baao in choosing the GAS

strand. It is recommended that in choosing a course/strand it is

important to embark on a strand that they will enjoy, sparks their

interest and a strand that will give students sense of purpose.