FACTORS AFFECTING THE CHOICE OF PREFERRED TRACKS

AMONG THE HIGH SCHOOL STUDENTS AT LEGACY

OF WISDOM ACADEMY OF DASMARIÑAS, INC.

Christian Rich E. Palmos, John Kenneth R. Borabien, Samantha Shane Ravin A. Catalan

Senior High School Department, Legacy of Wisdom Academy of Dasmariñas Inc.

Practical Research 2

Nancy Dela Rosa-Cruz

February 2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of the problem,

significance of the study, scope and delimitations, and definition of terms used.

Background of the study

The Philippines is the last country in Asia and one of the three nations that has a

ten year pre university education program before the implementation of the K-12 system.

K-12 program indicates a good quality of education especially for the standard of

education system worldwide, qualification to work abroad, and development of skills in

employment. K to 12 program implementation aimed at creating more skilled students

with basic skills for lifelong learning and employment. This program promoted the

mutual recognition of Filipino learners and professionals in other countries because they

were able to master the skills and learn the core competencies which were necessary to

meet the demands of the global market Abragan et al. (2022).

Masuhay (2019), stated that K-12 program is an educational system under the

Department of Education aims to enhance learner’s basic skills produce more competent

citizens and prepare graduates for lifelong learning and employment. "K" stands for

Kindergarten and "12" refers to the succeeding 12 years of basic education (1 year

kindergarten, 6 years of elementary education, 4 years of junior high school, and 2 years
of senior high school), At present, the Philippines is the last country in Asia and one of

only three countries in the world with a 10-year pre university program. In fact, K to 12

has been push through because of its conclusive reasons. On May 15, 2013, Republic Act

NO.1 10533 otherwise known as the Enhanced Basic education Act of 2013 was passed

into law. RA 10533 added two years of senior high school to broaden the goals of the

high school education for college preparation, vocational and technical career

opportunities as well as creative arts, sports and entrepreneurial employment. It also

makes education learner-oriented and responsive to the needs, cognitive and cultural

capacity, and the circumstances of learners, school and communities through the use of

appropriate mediums of teaching and learning, including mother tongue.

According to Uy & Martinez Jr. (2019), SHS students undertake a standard core

curriculum and can choose from four tracks of specialization: academic track, technical-

vocational, and livelihood (TVL), sports track, and arts and design track. The academic

track is further divided into four strands: accountancy, business, and management

(ABM); science, technology, engineering, and mathematics (STEM); humanities and

social sciences (HUMSS); and general academic. The TVL track also has four strands

and various specializations under each one: home economics; information and

communications technology (ICT); agri-fishery arts; and industrial arts. There are two

specific specializations for the maritime industry: the pre-baccalaureate maritime

specialization a modified STEM curriculum and the TVL maritime specialization. (Uy&

Martinez Jr., 2019). Alcantara (2019) stated that Sports Track provides a variety of

opportunities to learn about the world of athletics and sports from the perspectives of

athletes and coaches. It makes it easier to comprehend that sports are more than just a
game; they are also a job that is vital to the community. Students who choose this career

path are prepared to either pursue a career in athletics or a related field in college after

graduating from high school. Arts and design track is for those who are interested in

pursuing careers on the performative and creative field. Get to discover the capabilities

and stretch what students can do in industries of music, theatre, visual arts, media arts,

and dance. Students can gain various skills such as song composing, stage performing,

illustrating, sculpting, photography, or choreography under this track. Arts and Design

also aims not only to ensure that you can get a livelihood out of their interest in arts and

design but also to help various regions in the country in preserving their local culture

(Edukasyon.ph, n.d).

Purpose of the study

The purpose of this study is to find out the factors that could influence the track

preference of junior high school students. It can be used as the basis for a career guidance

program at the school to help the students at Legacy of Wisdom Academy of

Dasmariñas, Inc. In choosing their preferred tracks.

Statement of the Problem

This study aims to identify the factors in choosing their preferred tracks. This

study will seek to answer the following questions:

 1, What are the student’s profile be describe in terms of:

1.1 Age

1.2 Sex

1.3 Grade level; and

1.4 Section

2. What are the different tracks offered for senior high school program?

3.What are the factors affecting the students in choosing their preferred track for

senior high school?

Scope and Limitations

This study is an investigation of the factors affecting the choices of the students

under K-12 on which track they would take for senior high school. The study is only

limited to the junior high school students of the Legacy of Wisdom Academy of

Dasmariñas, Inc. This study will focus on the following: parental influence, interests, and

personality.

Definition of Terms

K-12 program - a recently implemented educational system in the Philippines that

consists of kindergarten and 12 years of basic education. This system aims to foster

lifelong learners, give students enough time to master concepts and skills, and prepare

graduates for tertiary education, middle-level skill development, employment, and

entrepreneurship.
Senior High School – is the second part of secondary education under the K-12 program,

wherein the students would take up the subjects under their career pathway

specialization.

Tracks - Specific areas of study much like college courses and they fall under four

disciplines, namely, Academic, Technical-Vocational-Livelihood (TVL), Sports, and Arts

& Design. These are the subjects that will give the students competencies and advanced

skills required in college or tech-voc education, entrepreneurship, employment and, most

important, life.

Significance of the study

The generalization of this study would be a significant contribution to the vast

knowledge of student achievements. The findings of this investigation could be extremely

significant and beneficial, particularly to the following:

Students - The results of this study would help and motivate future senior high

school students to create and carry out their professional plans. It also gives them an

awareness on the factors in choosing their preferred track.

Parents -This study will assist parents in assisting their children in choosing their

paths, as well as in knowing their children's interests so that they can support them in

those interests. 
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, and theoretical

framework of the study.

Literatures

The students’ lack of career information, and wrong decisions was found to be the

most contributing factor to the country’s problem on unemployment and job mismatch

and underemployment. As cited by Braza and Guillo (2015), the report of Labor Force

Survey done in January 2012 revealed that there are around 7.1 million underemployed

Filipinos or an underemployment of 19.4 percent, a result of congested basic education

system and unassisted career decision making. With the given facts, there is a need for an

enhanced educational system and career guidance activities that will help students choose

their appropriate career oath based on their interest and competency, as well as the

market demand must be strengthened. Although studies shown by Braza & Guillo (2015)

and Pascual (2014) are relevant to the present study, mentioning about unemployment

regarding students’ career preferences, this study will highlight the “undecidability”

which is a prior state of the mind before one can decide which can be right or wrong. The

objective of the study is not to identify the factors affecting their career choice but rather

the factors affecting the students’ undecidability. It is focused more on the reasons why
students are incapable of making decision in terms of their career choices ( as cited in

Manapsal, 2018).

Herbart (2005) opines that a child coming from an environment where he/she

receives parental support and lives harmoniously is more likely to be dictated by them.

In such a scenario, a child’s occupational aspiration is most likely to be influenced

by the parents’ profession. Research reports career choice is greatly influenced by

students’ surroundings, society, and family etc. Peer group and students’ environment are

strong predictors in affecting students’ decision making in selecting their strand that they

aspire for (Obiyo & Eze, 2015).

According to a recent research, peer buddies are a crucial element of the

socialization process, and their effect and pressure in molding an individual's trajectory

has been generally acknowledged. It aids in the development of career options and

decision-making among young people (Victorovna, 2017). Adolescents in the Philippines

are frequently unable to make independent judgments. Parents, professors, acquaintances,

and classmates are commonly sought for advice (Manapsal, 2018). When it comes to

making career options, there are a number of elements that impact students'

indecisiveness. Students are not given adequate guidance in selecting subjects based on

their interests and aptitude. The majority of high school students make poor course

selections, contributing to high unemployment and underemployment rates (Manapsal,

2018).

Parental influence
 According to Hashima&Embong (2015), that parents are always believed to play

a key part in guiding and influencing the prudent career decisions that their children

make, which inevitably influence their future career choice. From another perspective,

parents are also considered as influential, which says that they have the power to affect

their child's future. Numerous studies have strongly supported and confirmed the

influence of parents on their child's desire and success in education.

Dang & Tran (2020), postulated that the family's cultural and social settings have

a significant impact on how adolescents consider and select occupations. Parents'

educational attainment and their level of involvement in their children's job decisions are

positively correlated. Accordingly, parents' influence over their children's career choices

increases with their level of education. The career plan for a family's children also

becomes more definite the higher the income is, particularly the plan for jobs needing

more education and advanced abilities. Parents offer their children several forms of

support for their job choices. Additionally, parental encouragement and career counseling

encourage children to follow their professional goals and lessen the stress that comes

with choosing a career.

Personalities and interest

According to Harzer et al. (2012), which emphasizes how a person's character

qualities impact their work, their study, based on interviews with more than 1,000

working people, demonstrates that the number of personal character strengths, or so-

called "signature strengths," used at work correlates positively with the degree of positive
experiences. This would suggest that the key to a person's happiness at work is knowing

what roles they are most suited based on their personalities (as cited in Japitan, 2015).

Fatima Abrahams et al (2015), studies conducted in different nations and cultures

can result in different relationships between the variables chosen for the study. For

instance, in Kenya, personality types and subject interests are factors that have a

significant impact on students' career decisions. However, a study of a similar nature

conducted in South Africa, where demographics and culture are completely different,

revealed that financial factors have an impact on students' career decisions (Ahmed,

2015).

Edward & Quinter’s (2012) emphasized that a person's propensity towards a

certain topic or subject, preference for a particular work, and compatibility between his

personality and chosen professions are major factors that influence career path.

Personality and career interest in a certain field are related. According to a study done on

Irish Institution of Technology (IOT) students, personality variations also exist in terms

of the students' profession preferences. The Greater Education Authority (HEA) provided

evidence that this is due to making the wrong first career choices. Statistics showed that

there is a three times higher ratio of dropouts of adolescents from courses/subjects than

from universities. Another important element that Clement (2014) investigated is the

personality mismatch with a course or career. Personality plays a vital role in the

decision-making process when choosing a vocation because it directly affects motivation,

productivity, and fulfillment. The most hazardous reason for unhappiness and what

ultimately leads to stress and career failure can be a lack of fit.

Peer group

According to Pimpa (2001), peer groups can influence students’ choices in three

(3) ways: information, competitiveness, and persuasion. Work options and information

from peers about the prices of living and education standards, as well as the cost of

living, may influence students' career decisions. Rin (2021), Found a significant

influence of peer factors on student’s career preferences. However, it was the opposite in

the study of Ouano et al. (2019) that concluded an insignificant influence of peer factor

on student’s career choice, and similar results were yielded in the study of Kaneez and

Medha (2018) and Pascual (2014) that peer factor has only less effect on students career

choice.

Environmental factor

Environmental play a significant role in the career position. The students attain in

many ways, the environment that is spoken about here is a factor thatis to nurture

decisions in career choice. Availing a better environment for astudent who wants to cross

gender lines while choosing a career, skills present inmales and females alike have been

indicative of their vocational interests. GraceLalerger, in her Ph. D dissertation set out to

ascertain the skill levels of girls asthey applied to interest that the girls had. The

conclusion showed that there wasa disappointingly low correlation of skills to interest,

(Lalerger, 1942).
Studies

According to Rebecca J. et al. (2016), 399 students in Kenya found a link between

personality types and profession choice. The majority of students were happy with the

courses they chose before enrolling in college, which suggests that choosing a good job

will increase students' contentment with and success in their academic programs and

future employment. On the other hand, it showed that their topic selections did not

correspond with their future career choices when students changed their course section.

As a result, it develops the likelihood of the status of the association between personality

types and profession choice among Kenyan undergraduate students.

According to the study conducted by Divino et al (2016), investigated the factors

affecting the choices of the students under K-12 on which they would take for senior high

school. This mainly focused on parental influence, interest, aptitude, and job opportunity.

A total of 173 respondents were chosen through statistical random selection. The 8

sections from grade 10 have been focused on this study. The research used statistical

information to see if dependent variables related to parental influence, peer influence, the

environment, and aptitude. A poll was made by the scientist to accumulate information,

breakdown the data, and appropriate it to every segment of the grade 10 understudies. A

questionnaire was developed, consisting of four sections: parental influence, aptitude,

interest, and environmental factors. The results of their study showed that their decision

could be influenced by their parents, aptitude, interest, and environmental factors.

According to the study conducted by Japitan (2015), there are factors affecting

students' choices of their preferred tracks. The study used the descriptive method as a
design to determine the factors that affect the senior high school track preferences of the

grade 9 students. This descriptive research would use quantitative methods to assess the

feedback from the respondents. The research respondents in this study are all grade 9

students from a total population of 190 students, garnering an 87.89% using a survey

rating questionnaire. Family, job opportunity, personality, and interest were the factors

that influenced the student’s choice of track.

Theoretical framework

This study is based on the theory of Super’s Career Development by Donald

Super (1957), which focuses on the development of people. They place a strong focus on

a life-span perspective on career choice and adaptation. The working life is typically

divided into stages, and these ideas attempt to describe the normal occupational behaviors

at each stage. When Super started developing his theoretical ideas in the 1950s, career

counseling was heavily influenced by trait-and-factor theory and differential psychology.

It was believed that choosing an occupation and succeeding in it depended greatly on

one's abilities and interests. As a result, career counseling was generally viewed as a

procedure that assisted people in matching their skills and other characteristics with those

needed by accessible occupations. By using the matching model, career counselors

helped their clients select the "correct" profession, that is, one that is well matched or

consistent with a person's skills, interests, and personality qualities.

The study is anchored on the theory of Holland (1997) which states that in order

to make an informed career decision many factors have to be taken into account, such as

the individual’s unique characteristics, values, interests, skills, and personality.

Career satisfaction contributes significantly to the general happiness, stability and

well-being of adults. In order to experience career satisfaction, an individual has to

first make a fitting or appropriate career choice. Individuals will select, and be more

content in a work environment that corresponds to their personality type, attributes,

decision-making style, and career maturity. Watson and Stead (1999) supported the

theory of Holland, pronounced that a clear understanding of the characteristics of the

individual who is making the career choice involves the investigation of the

characteristics of the chosen work environment in order to ensure the best possible

‘goodness of fit’ or match. In short, the better the match the more likely the individual is

to adjust to, and thrive in, the chosen field of work

The Social Cognitive Career Theory promoted by Lent et al. serves as the

theoretical foundation for the study (1994). The theory is based on Bandura's general

theory of social cognitive functioning, which initially concentrated on the influential

theory of cognitive and motivational practices and later expanded to include research on a

number of psychosocial functioning domains, such as student achievement, health-related

behaviors, and management effectiveness (Bandura, 1986). The idea identified three

interconnected domains of professional development: the underlying development of

professional and vocational interests, academic and professional choice, and academic

and career achievement. The theory includes various ideas such as interest, skills, and

environmental effects that have been demonstrated to influence job development in

earlier career models. Self-efficacy beliefs, result expectancies, and goals were the three

closely connected variables that served as the theory's fundamental building blocks. Self-

efficacy refers to a person's personal beliefs about his or her capacity to carry out
particular acts or courses of action. Self-efficacy beliefs, unlike global confidence or self-

esteem, are rather dynamic and suited to different activity domains.

Factors Affecting the

Choice of Preferred

Tracks Among the

High School Students

V
Super’s Career
Development
by Donald
Holland’s
Super (1957) theory
(1997)

Social Cognitive
Career Theory
(1994)

Figure 1. Factors Affecting the Choice of Preferred Tracks among the High School Students
 Teachers - The findings of this study may yield information about the factors

affecting junior high school students in choosing their preferred track, which may serve

as the basis for coming up with a more precise teaching style that will suit the students'

interests.

School Administrator - Through this study, they will be able to identify

strategies for enhancing the students' capacities and competencies, enabling them to

pursue fulfilling jobs. They can learn more about the level of instruction they currently

provide for K–12 students.

Future researcher - This can serve as a reference study for upcoming and future

researchers. The study's findings may be useful to the researchers in determining how to

improve their knowledge and may also encourage them to conduct additional research on

the subject. 

Curriculum Planners – This study would give insights to them in designing and

implementing a feasible Senior High School curriculum that would teach the skills and

knowledge that the students need.

 CHAPTER 3

METHODOLOGY

This chapter contains the research design, research locale, respondents, research

instruments, data gathering procedures, statistical tool and sampling procedures of the

study.

Research Design

This study utilizes the descriptive method of research to determine the factors that

affect the high school students of Legacy of Wisdom Academy of Dasmariñas, Inc. This

descriptive research will help to emphasize the observation to the respondents that will be

used by the researchers. This study will use quantitative method to assess the feedback

from the respondents.

Research Locale

This study will be conducted at Legacy of Wisdom Academy of Dasmariñas, Inc.

located at BLK-45, Lot-8 PH-3 Golden City Subdivision, Brgy. Salawag, Dasmariñas

city, Cavite. The researchers chose Legacy of Wisdom Academy of Dasmariñas to

provide the study a convenient surrounding to make a handful study with an adequate

range of population that can help the progression of this research.

Respondents

There are 243 total population of high school students of Legacy of Wisdom

Academy of Dasmariñas, Inc. to calculate the sample size, Slovin’s formula was used. As

a result, 150 students were chosen to be respondents with 66 male and 84 female

students.

Grade level MALE FEMALE

GRADE 7 26 30

GRADE8 18 27

GRADE 9 25 32

GRADE 10 28 27

GRADE 11 4 8

Research Instruments

For this study, a survey rating scale and questionnaire were used to gather the

respondents’ feedback, which was adapted from the study conducted by Japitan et al.

(2016). Part I of the questionnaire covers the profile of the respondent, such as name, age,

gender, year, and section. The respondents were asked for their preferred response on a

18-item rating scale that is under Part II, wherein they would rate each item on a scale

from 1 to 5, with 1 as "not influenced" and 5 as "very much influenced."

Sampling Method

For this study, to identify the respondents of the study the researchers used simple

random sampling using calculator’s random number generator as a sampling method.

Data gathering procedures

1. Ask for approval. The researchers asked for approval from their respective

teachers who are in charge of the thesis. It was to know whether or not the study will

be accepted. They checked if there were further corrections and revisions to be made

before the conducting of research.

2. Adapt a survey. When the study was given the go-ahead, the researchers got to

work on their questionnaire, basing it on the possibilities they had discovered. To be

able to accomplish each study's objective, the researchers used related questions.

3. Distributing. The questionnaire was created and then given to each section of the

junior high school students. The statistical random sample approach was used to

determine the number of students selected in each class.

4. Analyze the data. The questionnaire given to respondents among junior high

school students was gathered by the researchers. The researchers reviewed each

questionnaire and collected the data. They also examined the outcomes and had

solutions.
Statistical tool

For Part I, which covers profiling of the respondents, frequencies and percentages

are used. For Part II, weighted mean was used with the following formula: where: =

weighted mean ( f x w) = summation of the product of each frequency and the assigned

weight n = number of respondents.

Formula:

X = Σf N Where: X = mean Σ = sum of scores f = frequency x = class mark

Part II comprises a 5-point likert scale, with 1 for the lowest and 5 for the highest. The

following describes the weight and the mean range of the degree of influence, represented

by each point:

SCALE AVERAGE WEIGHTED DESCRIPTIVE

MEAN INTERPRETATIONS

5 4.3 - 5 Very much Influenced

4 3.5 – 4.2 Influenced

3 2.7 – 3.4 Somewhat Influenced

2 1.9 – 2.6 Less Influenced

1 1.0 – 1.8 Not Influenced

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 Survey Questionnaire

This survey is purely confidential and is purposely designed to determine the factors which could
have influenced you in choosing your track preference for Senior High School and establish a
basis for a Career Guidance Program. Please answer this survey questionnaire TRUTHFULLY in
order for the researchers to be able to gather reliable data for this research work.

PART I: BACKGROUND OF THE STUDENT RESPONDENT

Name: ________________ Age: ___________ Gender: ____ Year and Section (optional):
________

PART II: CAREER PREFERENCES AND TRACK PREFERENCES

DIRECTION: Place a check mark on the space before the option that you have chosen.

What Senior HS course/track would you like to pursue? CHOOSE ONE ONLY. Follow the
directions specified at the end of each option after selecting it.

( ) Academic Track

( ) Technical-Vocational-Livelihood

( ) Sports Track

( ) Arts and Design Track

What Senior HS strand/specialization would you like to pursue?

(CHOOSE ONE ONLY)

Academic Track

a. ( ) Humanities and Social Sciences (HUMSS)

 b. ( ) Accountancy, Business and Management (ABM)
c. ( ) Science, Technology, Engineering and Mathematics

(STEM)

Technical-Vocational-Livelihood

d. ( ) Home Economics
e. ( ) Agriculture-Fishery
f. ( ) Industrial Arts
g. ( ) Information and Communications Technology (ICT)

PART III: FACTORS INFLUENCEING STUDENT’S TRACK PREFERENCE

The Track that you have chosen would help you in pursuing further specialization towards your
preferred career. A list of factors could have influenced you in choosing your Track for Senior
High School. On a scale from one to five, check ONE answer that would best describe the extent
of each factor (as expressed in each of the statements) had influenced you or still influencing you.
Each response option on the scale is rated as in the following:

Rating Description

5 Very Much Influenced

4 Influenced

3 Somewhat Influenced

2 Less Influenced

1 Not Influenced

PERSONALITY 5 4 3 2 1
1. My personality fits best in my chosen career that I would take from this
Track.
2. My traits and understanding of them will give me an advantage on landing
to my pursued career.
 3. I am more productive in the career that I’ll practice due to my traits.

4. My attributes should be ideal for the career that I would focus on.

FAMILY AND RELATIVES 5 4 3 2 1

5.I chose this strand because of our family legacy.

6. Preferences are made by a relative since they will provide for the expenses.

7. My family will give me support on the chosen career for me.

8. I believe that they are the one who are responsible to choose a career for me
since they may know what is best for me.

INTEREST 5 4 3 2 1
9. I am particularly interested in this career that I’ll pursue from this Track.

10. I like doing things related to the career that I would specialize in this Track.

11.An experience piqued my interest for this career.

12. I see myself as competent at this career that I’ll pursue from this Track.

ENVIRONMENTAL FACTORS 5 4 3 2 1
13. The career I want can help the community.

14. I want to help someone in his/her job.

15. The career I chose can help in solving some environmental problems.
16. My career has a great contribution in the society.

PEER GROUP 5 4 3 2 1
15. My friends and I chose this strand.

16. Peer influence regarding strand choice is powerful.

17. My friends influenced me to choose this strand.

18. I chose a career that is similar to my friends.