Samar-Et Al

GRADE 10 STUDENTS’ PERCEPTION, INTEREST AND MOTIVATION IN
CHOOSING STRAND IN THE ACADEMIC TRACK OF
SENIOR HIGH SCHOOL DEPARTMENT
A Thesis proposed to the faculty

of San Jose National High School-
SHS-Department-STEM STRAND
In partial Fulfillment in the course

Practical Research 1(Qualitative Design)
Researchers:
Leader: Samar, Ryzza Mae A.

Isidoro, Gem Margaret D.
Sinuhen, Claudine S.
Marisga, Melnet P.
GRADE 11 STEM EMPIRICAL
Presented to:
CHESTER A. ABITRIA, MASEd

Research Adviser
JANUARY 2023
STEM San Jose National High School

Bagong Sikat, San Jose, Occidental Mindoro
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Thesis 2023 301599@deped.gov.ph
Mixed Method Research Design San Jose NHS, Leader School, Promoting excellence in education
1
ENDORSEMENT FORM
This thesis entitled – GRADE 10 STUDENTS PERCEPTION,
INTEREST AND MOTIVATION IN CHOOSING STRANDS IN THE ACADEMIC
TRACK OF SENIOR HIGH SCHOOL DEPARTMENT – prepared and
submitted by MS. RYZZA MAE A. SAMAR in partial fulfillment
in the course Practical Research 1 will be evaluated and
recommended for admission and approval in PRE-ORAL DEFENSE.
__________________________
CHESTER A. ABITRIA, MASEd.

SHS Teacher III
Thesis Adviser

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APPROVAL SHEET
This thesis entitled – GRADE 10 STUDENTS

PERCEPTION, INTEREST AND MOTIVATION IN CHOOSING STRANDS IN
THE ACADEMIC TRACK OF SENIOR HIGH SCHOOL DEPARTMENT –
prepared and submitted by MS. RYZZA MAE A. SAMAR in partial
fulfillment in the course Practical Research 1 has been examined
and is now recommended for acceptance and approval for Pre-ORAL DEFENSE.
_________________________
CHESTER A. ABITRIA, MASEd.
SHS Teacher III
Thesis Adviser
_____________________________ ____________________
MARIA FATIMA L. JINGCO, MASEd. DOMINGO S. SORIAO JR.
SHS-Teacher III Master Teacher II
Accepted and approved in partial fulfillment of the requirements for the Practical
Research 1 subject of Senior High School Department, Grade 11 STEM Empirical.
__________________
VIRGINIA O. GASPAR
Head Teacher VI / SHS Assistant Principal
_______________________
MARIPHE M. DURASAN EdD
Principal IV
ACKNOWLEDGEMENT

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The researchers wishes to express their sincerest
appreciation and gratitude to the followings:
Marita A. Samar and Rex D. Samar, Edwin S. Isidoro and
Emelita D. Isidoro, Edna S. Sinuhen and Candido P. Sinuhen,
Janette Marisga and Melchor Marisga, the researchers’
parents for the love and endless moral and financial support
in the conduct of this study.
Sir Chester Abitria, MASEd., the researchers’ thesis
adviser for his guidance, encouragement, and support in
pursuing this research. Sir Domingo Soriao, the pre-oral
panelist, for giving us advices and fixing inaccuracies in
the content of our research paper. Ms. Jamaica Basa, the
researchers’ adviser for giving her moral support. And to
everyone who helped and participated in accomplishing this
research.
DEDICATION

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This humble place of work is dedicated
to the following:
To my subject teachers and adviser,
for imparting your knowledge to us.
To the future STEM Students,
Continue to challenge your beliefs.
To my friends,
for their unconditional support.
To San Jose National High School,
in nurturing me with knowledge.
To our parents,
for their unending support in all our pursuits.
And to all my family members and acquaintances
May our aspirations materialize.

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ABSTRACT
TABLE OF CONTENTS

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TITLEPAGE...............................................i
ENDORSEMENT FORM........................................ii
APPROVAL SHEET..........................................iii
ACKNOWLEDGEMENT.........................................iv
DEDICATION..............................................v
ABSTRACT................................................vi
TABLE OF CONTENTS.......................................vii
LIST OF TABLES.........................................viii
LIST OF FIGURES.........................................xi
LIST OF ANNEXES.........................................x
CHAPTERS
I. PROBLEM AND ITS BACKGROUND
Introduction..................................13
Objectives....................................16
Statement of the Problem......................17
Hypothesis....................................20
Significance of the Study.....................22
Scope and Limitation..........................24
Definition of Terms...........................25
II. REVIEW OF RELATED LITERATURE
Theoretical Framework.........................30
Conceptual Framework..........................34
Local Literature..............................35
Foreign Literature............................39
III. METHODOLOGY
Research Locale...............................40
Respondents of the Study......................44
Sampling Procedure
Research Design...............................46
Research Instrument
Validity of the Instrument....................47
Reliability of the Instrument
Ethical Issues................................49
Workplan......................................50
Data Gathering Procedure......................51
Statistical Treatment of Data.................52
IV. DISCUSSION AND ANALYSIS
V. CONCLUSION AND RECOMMENDATION
VI. LITERATURE CITED
VII. APPENDICES

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VIII. BIOGRAPHICAL SKETCH

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LIST OF TABLES
Title Pages
1. Sample Size 44


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LIST OF FIGURES
Title Pages
1. Theoretical Framework 1 28
4. Research Paradigm 32
5. Research Site/Locale 38
6. Exploratory Sequential 44
Research Design

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LIST OF ANNEXES
Title Pages
A. Letter to the School Principal 85
Asking Permission to conduct the
Research in San Jose National
High School
B. Letter Asking Permission of the 86
parents respondents- grade 10
students to participate in the
survey
C. Letter Asking Permission to the 87
adviser of the respondents-
grade students to participate in
the survey
D. Letter Asking Permission to the 88
Subject teacher of the respondents-
Grade 10 Students to participate
in the study
E. Letter to the School Heads/ 89
Guidance Councilor for the
Validation of Instruments

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F. Letter Asking for the 90
Assistance of a Teacher in
Proofreading the Research
Paper
G. Letter Asking the Assistance 91
Of a Statistician in Testing
the Reliability of the Instruments

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CHAPTER I
PROBLEM AND ITS BACKGROUND
INTRODUCTION
Selecting the most preferred track and strand of
students would help them improve the skills they need as
they pursue the career they wanted in college. Choosing the
right Senior High School track and strand will help to
motivate you for your future career, and studying will be
more enjoyable since the track and strands are purposely
designed to match the interests of students. That’s why it
is very important to choose the most well-preferred track
and strand of students.
The Government enacted the K to 12 programs to improve
the educational system of the country (Dizon, et al., 2019).
In the school year 2012-2013, the enhanced curriculum for K
to 12 was implemented. K to 12 enforces into law known as RA
10533. According to GOVPH, this program covers kindergarten
and 12 years of basic education. The four years in high
school will turn into six years. There will be additional
two years program in high school, called senior high school.
K to 12 program offers students to provide sufficient time

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for mastery of concepts and skills, developing lifelong
learners and preparing graduates for tertiary education,
middle-level skills development, employment, and
entrepreneurship. Students would choose their preferred
Track such as Academic Track, Technical-Vocational and
Livelihood Track, Sports Track, and Arts and Design Track.
Students who chose Academic Track will select their most
preferred strands such as Science, Technology, Engineering
and Mathematics (STEM), Humanities and Social Sciences
(HUMSS), Accountancy, Business and Management (ABM), and
General Academic Strand (GAS).
The majority of students are having a hard time
choosing their preferred track in Senior High School
resulting in confusion, for instance, negative perceptions
in certain specialties of a preferred strand. Some end up
regretting the strand they chose. And some chose a strand
that does not align with the course they’ll take in college.
To make sure decision in choosing the preferred strand,
students have to experience the complex procedure and open-
minded decision-making to choose their specialty or field,
One of the reason they are having a hard time choosing
their preferred strand is because of different factors that

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affect the choices of students. Students’ perception,
interests, and motivation have a huge impact on
understanding, the reason why it is important to know the
perception, interest, and motivation of students.
Advising will help students to reflect on their own
ideas, feelings, and effort to understand and make
meaningful concepts in the choice of their career (Moneva,
et al., 2019).
This study will show the different perceptions,
interests, and motivations of Grade 10 students of San Jose
National High School towards choosing strands in Academic
Track that lead to determining their right track in Senior
High School.
RESEARCH OBJECTIVES
The specific goals of the researcher are;

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1. To determine the perception of Grade 10 SJNHS students
in choosing their preferred strand in Academic Track.
2. To determine the level of interest of Grade 10 SJNHS
students in choosing their preferred strand in Academic
Track.
3. To determine the factors motivating the Grade 10 SJNHS
students in choosing their preferred strand in Academic
Track.
4. To proposed program and intervention to help Grade 10
SJNHS students in choosing their preferred strand in
Academic Track.
STATEMENT OF THE PROBLEM
This research entitled Grade 10 Students Perception,
Interest and Motivation in Choosing Strands in the Academic

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Track of Senior High School Department sought to answer the
following questions.
1. What are Grade 10 SJNHS students’ profile in terms of:
1.1. Age,
1.2. Gender,
1.3. Social Economic Status,
1.4. General Weighted Average,
1.5. Order of birth in the family?
2. What are Grade 10 SJNHS students’ perception in:
2.1. Academic track,
2.2. Choosing STEM strand,
2.3. Choosing HUMSS strand,
2.4. Choosing GAS strand,
2.5. Choosing ABM strand?
3. What are the Grade 10 SJNHS students’ level of interest
in terms of:
3.1 career wanted to pursue,
3.2 professional life?
4. What are the levels of motivation of grade 10 SJNHS
students’ according to:
4.1 peer influence,

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4.2 parents’ pressure,
4.3 family influence,
4.4 personal choice,
4.5 passion?
5. Is there a significant relationship between grade 10
SJNHS students’ profile and students’ perception in
terms of:
5.1. Academic track,
5.2. Choosing STEM strand,
5.3. Choosing HUMSS strand,
5.4. Choosing GAS strand,
5.5. Choosing ABM strand?
6. Is there a significant relationship between Grade 10
SJNHS students’ profile and level of interest in terms
of:
6.1. Career wanted to pursue,
6.2. Professional life?
7. Is there a significant relationship between Grade 10
SJNHS students’ profile and level of motivation
according to:

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7.1. Peer influence,
7.2. Parents pressure,
7.3. Family influence,
7.4. Personal choice,
7.5. Passion?
8. What proposed program and intervention to be crafted to
help grade 10 students choose appropriate tract and
Strand relative to future careers?
STATEMENT OF NULL HYPOTHESES
This study aims to prove the following null hypotheses;

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1. There is no significant relationship between Grade 10
SJNHS students’ profile and students’ perception in
terms of:
1.1 Academic track
1.2 Choosing STEM strand
1.3 Choosing HUMSS strand
1.4 Choosing GAS strand
1.5 Choosing ABM strand
2. There is no significant relationship between grade 10
SJNHS students’ profile and students’ level of interest
in terms of:
2.1 Career wanted to pursue
2.2 Professional life
3. There is no significant relationship between Grade 10
SJNHS students’ profile and students’ level of
motivation according to:
3.1 Peer influence,
3.2 Parents pressure,
3.3 Family influence,
3.4 Personal choice,

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3.5 Passion .
SIGNIFICANCE OF THE STUDY
The findings which study will reveal, may benefit
certain groups and these benefits they may be able to gain
are as follows:

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GUIDANCE/ COUNCILOR – through this study, they can learn
about student perceptions and they will be able to make
informed decisions about where they can improve and progress
over time.
CGAP (Career Guidance Advocacy Program) – it provides them
with the information on this study of perception, interest,
and motivation of students in choosing a strand and track.
It will give them an idea whether they need to improve their
program in guiding students to their career.
GRADE 10 SJNHS STUDENTS – this study might help them as it
propose program and intervention to help them have full
awareness and understanding in choosing their preferred
strand in Academic Track.
PARENTS – this study will benefit parents to get to know
their children more. They will know the perception, interest
and what motivates their children in choosing a track and
strand.

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SCHOOL OFFERING SENIOR HIGH SCHOOL PROGRAM – this study will
inform them about the different perceptions, interest and
motivation of students. This will be a guide for them to
know what track and strands they should offer or implement
in their schools. And for school to give students a lot of
opportunities and choices in choosing their preferred
strand.
FUTURE RESEARCHER - The result of this research study may be
a basis for the students who plan to explore the same topic.
SCOPE AND LIMITATIONS OF THE STUDY

This chapter presented the scope and the limitation of
the study entitled Grade 10 Students Perception, Interest and
Motivation in Choosing Strand in the Academic Track of Senior
High School Department in San Jose National High School.
This study was an investigation of the factors affecting
the choices of students under K to 12 on which strand they

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would take in Academic Track of Senior High School. The study
was only limited to explore the Grade 10 students’ perception,
interest, and motivation in choosing strands in the Academic
Track. The study was only limited to gathering the data in San
Jose National High School in Bagong Sikat, San Jose Occidental
Mindoro.
The study was only limited to interviewing the Grade 10
students in San Jose National High School. Limited to
determining relationships among variables such as students’
profile in terms of age, gender, socio economic status,
general weighted average, and order of birth in the family;
students perception in Academic Track in choosing STEM, HUMSS,
ABM and GAS Strand; students level of interest in terms of
career wanted to pursue and professional life; students level
of motivation according to peer influence, parents pressure,
family influence, personal choice, and passion.
DEFINITION OF TERMS
To help the academic researchers understand the
intricacies of the research papers, terms relative to the
underlying variables in this paper are being defned.

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Perception – According to Merriam-Webster Dictionary,
perception is a noun means awareness of the elements of
environmental through physical sensation.
Interest – Defined by Merriam-Webster Dictionary, interest
is a noun means a feeling that accompanies or causes special
attention to something or someone.
Motivation – According to Oxford Languages, motivation is a
noun that means the reason/s one has for acting or behaving
in a particular way.
Academic track – According to Follett, an academic track
defines a set of possible course selections available to a
specific group of students.
Strands – Stated by UNESCO, the term ‘strands’ is used to
indicate: (a) the disciplines within a learning area, e.g.
history, geography, economics and civics under ‘social
studies’, each with its own associated goals for learning;
(b) domains that group the related general and specific
learning outcomes or achievement aims and objectives within
a particular learning area or discipline.

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Stem Strand – According to Online Education AMA University,
STEM stands for Science, Technology, Engineering, and
Mathematics strands. Through the STEM strand, senior high
school students are exposed to complex mathematical and
science theories and concepts which will serve as a
foundation for their college courses.
HUMSS Strand – As reported by Online Senior High, Humanities
and Social Sciences is a strand offered to Senior High
School students under the Academic Track. The HUMSS Senior
High School strand is designed for students who intend to
take up journalism, communication arts, liberal arts,
education, and other social- science related courses in
college
GAS Strand – Based on System Plus College Foundation, the
General Academic Strand (GAS) caters student who are not yet
sure of what course or degree they want to take in college.
This strand was designed so that indecisive learners can
proceed with any college program. Though, learners under
this strand will take/ may not take bridging programs

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(depending on the school) for the subjects not taken during
Senior High.
ABM Strand – according to CIIT Philippines, Accountancy,
Business, and Management Strand or ABM Strand paves the way
for business- related college degrees. It teaches the basic
concepts of financial management, accounting and corporate
operations. The programs under this strand aims to install
crucial skills that one needs to perform well in their
future career and businesses.
Age – According to Merriam- Webster Dictionary, age is a
noun that means a individual’s development measured in terms
of the years requisite for like development of an average
individual.
Gender – According to WHO, gender refers to the
characteristics of women, men, girls and boys that are
socially constructed. This includes norms, behaviours and
roles associated with being a woman, man, girl or boy, as
well as relationship with each other.

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Socio Economic Status – According to APA Dictionary of
Psychology socioeconomic status is the position of an
individual or group on the socioeconomic scale, which is
determined by a combination of social and economic factors
such as income, amount and kind of education, type and
prestige of occupation, place of residence, and—in some
societies or parts of society—ethnic origin or religious
background.
General Weighted Average – is used to evaluate students’
overall scholastic standing. Computation of GWA at a
particular level (i.e., undergraduate, master’s, doctoral)
is based on grades in all subjects taken at that level
including those taken in previous programs or subjects taken
outside taken outside of the curriculum for enrichment
purposes.
Peer Influence – from The-definition.com, peer influence is
the ability to influence individual behaviour among members
of a group based on group norms, a group sense of what is
the right thing or right way to do things, and the need to
be valued and accepted by the group.

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Passion – Britannica Dictionary definition of passion is
it’s the strong feeling of enthusiasm or excitement for
something or about doing something. Merriam-Webster
Dictionary adds that passion is a strong liking or desire
for or devotion to some activity, object, or concept.
Intervention – According to Merriam-Webster Dictionary,
intervention is the act of interfering with the outcome or
course especially of a condition or process (as to prevent
harm or improve functioning).
Influence – According to Oxford Languages, influence is the
capacity to have an effect on the character, development, or
behaviour of someone or something, or the effect itself.
CHAPTER II
REVIEW OF RELATED LITERATURE
In doing this research study entitled Grade 10 Students

Perceptions, Interest, and Motivation in Choosing Strands in
the Academic Track of Senior High School Department. It
shows perception, interest and motivation of Grade 10 San

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Jose National High School Students in choosing their
preferred strand in academic track. As we conduct this
study, we got some learning and ideas reviewing recent
research study closest to our topic, and here some of them:
THEORETICAL FRAMEWORK
Figure 1. Theoretical Framework 1
Morgan(1987) stated that perception refers to the way
the work, sound, feel, tastes, or smell. In other works,
perception can be defined as whatever is experienced by a
person. While Fieldman (1999) stated that perception is
constructive process by which we go beyond the stimuli that

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are presented to us and attempt to construct a meaningful
situation.
Figure 2. Theoretical Framework 2
James(1890) pointed out that interest plays an
important role in directing attention and behaviour, and
Dewey(1913) asserted that interest boosts learning and
elicits effort. Also according to Schiefele(1996), meta-
review on studies that have quantified influence of interest

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on learning, about 10% of the variability in learning can be
accounted for by factors related to interest.
Figure 3. Theoretical Framework
Jenkins & Demaray(2015) motivation is the force which
provides the impetus for human behaviour, causing
individuals to initiate and sustain goal-directed actions.
Schunk, Pintrich & Meece(2008); Weiner(1992) stated that
motivation is related to the person’s will to embrace or get
involved in a task or process of action and serves to

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explain why individuals pursue some courses of action but
avoid other.
CONCEPTUAL FRAMEWORK
The relationships between and among variables being

explored in this research are best illustrated through the
research paradigm

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-
Figure 4. Research Paradigm
LOCAL LITERATURE
Soriano et al.(2015), revealed that students career
interests are in the areas of Mathematics and Science,
Health Services, Educational Services and Sales Management.
Most of the student preferred STEM Strand. And that students

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base their career interests and degree of likeness to the
course when choosing a strand. The study also revealed that
some of the students will take courses that they’re not
interested in and they least prefer. A career guidance
program is needed to address this concern.
Ragojos et al. (2016), revealed that students had false
perception about vocational courses. Students consider this
as tiring and costly. And parents influence is the main
factor affecting Grade 10 students in not choosing
vocational education. Parents want their children to pursue
Academic Track more. The study recommends schools to make an
action to correct the misconceptions of the students and
parents towards Vocational Track.
Alcantara (2019), revealed that Math subject influenced
students in choosing their strand. Students found Math
subject difficult. And students who have difficulties in
learning math tend to avoid strand with Math subjects. The
research also showed that the career they chose was based on
their interests. The study recommends career guidance for
students to avoid wrong career perceptions.
Reyes (2019), concluded that family income is the most
effective factor in influencing the students. Interests,

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ability to support oneself financially, and consumer demand
are factors with high importance, while social influence is
a factor with fairly high value. The result of this study
indicated that each factors have different levels of
significance to students.
Hernandez et al. (2019) shows that Career Guidance
Program is a big help to Grade 10 students in choosing their
real goal in life and it boost their confidence to hold on
to their own decision. In Senior High School personality is
the greatest factor that affects Grade 10 students in
choosing their strand. Also most of the student preferred
HUMSS Strand for they believe it will help them in improving
their skills and knowledge.
As explained by Nino et al. (2019), majority of the
Grade 10 respondents choose the ABM strand when they step in
Senior High School because they believe that the courses
aligned in this strand is highly in demand. Students who
chose HUMMS Strand thinks that it will help them to improve
creativity and imagination. Students chose STEM Strand
because some of them want to be an engineer. The reason of
students who chose TVL Track is because they want to apply a
job abroad. Students who are undecided with their course in

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college chose GAS as their strand in senior high school. And
few respondent choose CSS, because they find this track
challenging.
Albarico (2019) revealed that the Grade 10 CNHS
Students are well aware of the K-12 program. And most of the
students are enrolling for Academic Track with STEM as their
track. For the reason that the course they’ll take on
college is aligned with the track and strand they’re
enrolling to.
Magdadaro (2020), concluded that there is a significant
relationship between students’ passion and practicality in
choosing a strand in Senior High School. Students also tend
to seek advice from teachers and parents to know what strand
will be good for them.
Rafanan (2020), discovered that the main reason why the
participants enrolled in STEM Strand is that it is aligned
with their preferred course in college and because of
personal aspiration. And most of the students wanted to
pursue careers related with STEM strand. The study
recommends schools to improve career guidance to students.
To expand the knowledge of students about the career they
wanted to pursue.

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Magnaye (2020) according to self-perception, the
student was academically, socially, and emotionally prepared
for college. However, there are several aspects of their
academic and social-emotional preparedness that need to be
improved. It also revealed that there is no difference in
the various construct of academic, social, and emotional
preparedness based on age, type of school, family income, or
birth order. The sex and social preparedness of the
interviewees varied significantly, while academic and
emotional preparedness did not. The multiple conceptions of
academic, social, and emotional preparation varied
significance depending on the kids’ GWA in high school, in a
similar manner.
FOREIGN LITERATURE
Avargil et al. (2020) discovered that choosing
chemistry as a major and profession decreases from high
school to higher education. Women choose chemistry more than
men in high school and university. The factor that
contributed the most to chemistry career choice was the
task-oriented self-efficacy.

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Kibirige and Modjadji (2020) revealed that many girls
in rural schools in Limpopo did not choose STEM subjects in
Grade 10. Self-determination, anticipated value, the class
environment, home influence, and social influence are the
five themes emerged regarding Grade 10 girls’ experience in
choosing to study STEM subjects.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodologies and procedures
on how the study was conducted. It includes the Research
Design, Research Population and Sample, Sampling Procedure,
Research Instrument used, Validity and Reliability of
Instruments, Research Intervention.

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RESEARCH LOCALE
Figure 5. Research Site/Locale
RESEARCH SITE
This study will be conducted in San Jose National High
School located in Barangay Bagong Sikat, San Jose Occidental
Mindoro. San Jose National High School is the Division
Leader School in the Division of Occidental Mindoro. It was
founded in 1989 and also known as Medalya. Former governor
of Occidental Mindoro, Hon. San Jose, took the effort to
establish San Jose National High School in 1989. On July,

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1989, the school began operations as a “border” at Devine
World College because it lacked any facilities of its own.
Ten (10) teachers and 127 students are employed there under
the direction of Principal I, Ms. Sonia A. Dantis. Classes
were held in the San Jose Parish Hall for the following
academic year (1990-1991). Governor Peter O. Medalla, Jr’s
persistent efforts paid off, and by the start of the school
year in 1991-1992, the school had a permanent place that had
been approved by the provincial government. It is a 3.3 acre
lot located in Barangay Bagong Sikat, San Jose, Occidental
Mindoro, 3 kilometers from the town. Selected teachers from
this school participated in various trainings and seminars.
Thus, Division Leader School was given to San Jose National
High School. The school administration opted to start
extension classes in Barangay Central in the 1999-2000
academic year due to the massive influx of students from the
community. This gradually led to the establishment of San
Jose National High School Annex, currently known as Central
National High School. There are more students at that school
than there are classrooms available. Temporary solutions
were implemented to address the lack of classroom space,
including: (1) accommodating four sections in the school

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gym; (2) switching the principal’s office, laboratory,
industrial arts building, and library into classrooms to
accommodate more students; and (3) implementing double-
shifting of classes. The school’s many achievements and
successes in the years that followed gave the impression
that they were more productive and progressive. A highly
notable accomplishment is the acquisition and construction
of a gymnasium and twelve (12) classrooms from diverse
sources. Additionally, students have been performing
admirably in both academic and extracurricular activities.
In contrast to the initial enrollment of 127 students served
by ten (10) instructors in 1989, San Jose National High
School already has a total enrolment of 2264 students with
91 teaching and non- teaching personnel. Dr. Mariphe M.
Dusaran is the current school head of San Jose National High
School Division Leader School. She is the Principal III of
San Jose National High School. She is expected to lead more
than 180 teaching and non- teaching personnel, and around
4,500 learners from Junior and Senior High School
departments.

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RESPONDENTS OF THE STUDY
The respondents chosen for this study are restricted to
Grade 10 Students of San Jose National High school. Those 30
individual students from grade 10 section Amethyst to
section Zircon, a total of fourteen(14) section cluster by
sampling procedure and gave time to answer the survey
questionnaire given by the researchers.
SAMPLING PROCEDURE

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The study has involved individuals; 30 individuals from
the Grade 10 San Jose National High School students who will
choose Academic Track in Senior High School department.
Table 1. Sample Size
Respondents N (n)
Grade 10
Students in San
Jose National 745 30
High School
TOTAL 745 30
The researchers used random sampling procedure in
sampling the respondents. It was deemed worthy that; random
sampling should be used. Random sampling ensures that
results obtained from your sample should approximate what
would have been obtained if the entire population had been
measured (Shadish et al., 2002). This allows the researchers
to produce better results that are more representative of
the overall population. This sampling procedure also allows
all the population of the Grade 10 students of San Jose

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National High School to have an equal chance of being
selected.
The parameter that the researchers have utilized in
order for the Grade 10 students of San Jose National High
School to qualify in answering the questionnaires are as
follows; 1. They will choose Academic Track and Strand in
Senior High School Department, and 2. They should be a Grade
10 student.
RESEARCH DESIGN
Figure 6. Explanatory Sequential Research Design

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The researchers will use Explanatory Sequential Design.
It involves the procedure of gathering quantitative data
first and then gathering qualitative data to help explain or
elaborate the quantitative data gathered. The reason behind
this method is that the data and results obtained through
quantitative means offer an overall understanding of the
research issue. However, further examination, utilizing
qualitative data, is necessary to improve, broaden, or
clarify this general understanding.
RESEARCH INSTRUMENT
The research study will be conducted by giving the
survey questionnaire to the respective respondents and will
respond to answer. The researchers utilized the descriptive
method using qualitative and quantitative approaches in
gathering information about the present condition defining
by descriptive research as a purposive process of gathering,
analysing, classifying, and tabulate data about knowing the
Grade 10 Students Perception, Interest, and Motivation in
Choosing a Strand in the Academic Track of Senior High
School Department.
VALIDITY OF THE INSTRUMENT

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The researchers sought the assistance of our research
adviser in order to validate the questionnaires. To validate
the questionnaire in terms of the consistency of reviewing
the content of each element with the achievement of the
desired research objective.
RELIABILITY OF THE INSTRUMENT
The study used test-retest reliability to assess the
consistency of scores among group of 30 students. This
method involved administering the same test twice and
comparing the results to determine the stability of the mean
measurement. This allowed researchers to establish the
reliability of the test.
The equal-length Spearman Brown formula was utilized in
examining the strength of the consistency of ___ items for
all groups of participating respondents.
Items Reliability Rating

Coefficient
VARIABLE 1
A. _____________ _______

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B. _____________ _______
C. _____________ _______
D. _____________ _______
VARIABLE 2
E. _____________ _______
F. _____________ _______
G. _____________ _______
H. _____________ _______
VARIABLE 3
I. _____________ _______
J. _____________ _______
K. _____________ _______
L. _____________ _______
In its entirety, the instrument was found very reliable
as revealed by the coefficients ranging from 0.___to 0.___.
POTENTIAL ETHICAL ISSUES
In this research, the researchers took care to respect
the original sources of the materials used. They used the
American Psychological Association (APA)format to properly
credit the authors in the textual citations and reference
list.
The researchers obtained permission from the school and
explained the purpose of the study to each student
interviewed, ensuring that informed consent was obtained.

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The researchers took steps to avoid deception and ensure the
integrity of the data collection process. They carefully
selected the research design and tools to ensure that the
results were not compromised.
WORKPLAN
Preliminary Task
A letter will be send to the school principal requesting
permission to conduct the study in San Jose National High
School. As soon as the letter is approved, information on
population profile will be gathered to identify the
respondents of the study.
Development of the Instrument

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The tool generally used has gone through several stages
of validation and careful analysis of materials and content.
Items are carefully aligned at hitting the objectives of
this study.
Pilot testing and Finalization of the Instrument
The initial output of the instrument will be tested in a
pilot study. The results of this study will be carefully
evaluated to determine if the instrument meets the required
capabilities. If the results of the item analysis are
satisfactory, a final version of the instrument will be
prepared for actual use.
DATA GATHERING PROCEDURES
After approving all of the request letters for
conducting the research and all of the tests, the
researchers will work comprehensively addressing all aspects
of instrument validation and data collection.
TREATMENT OF DATA

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The following respective respondent will be given a
selected five (5) to ten (10) questions. That will be needed
to put a check on their corresponding answer. This research
method of the researchers hope to collect the needed data.
The given questionnaire is a (1) set with it’s (5) content
with various choices.
5 - True of Me at the Very Great Extent
4 - True of Me at the Great Extent
3 - True of Me
2 - Not True of Me at the Great Extent
1 - Not True of Me at the Very Great Extent
STATISTICAL TREATMENT OF DATA
Since the nature of research is mixed method, the
recent researchers will both utilized descriptive statistics
and inferential statistics. Descriptive Statistics are used
to summarize data in an organized manner by describing the
relationship between variables in a sample or population. In
terms of descriptive statistics, the researchers will use
frequency distribution, median and submission of mean.
Moreover, the researchers will going to use inferential
statistics. And this statistics is named Regression
Analysis, which means a set of statistical methods used for

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the estimation of relationships between a dependent variable
and one or more independent variables.
FORMULA
X=fx/f
f- the frequency of every points
n- population size
x- mean
This formula aims to find and get mean of data to build
a conclusion base on all the gather data. The statistical
technique was employed in this study to arrive at reliable
results. Weighted mean, frequency and percentage
distribution were employed to describe the relationship
between the respondent’s profile and respondents’
perception, interest and motivation in choosing a strand in
the Academic Track of Senior High School, as predicted by
several variables, Since the questionnaire is Likert-type
scale, responses also given corresponding equivalents to
facilitate easy interpretation for each weighted mean were
presented on the points scale
Unit Weight Weighted Mean Verbal Interpretation

Interval
5 4.20 – 5.00 Very High

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4 3.40 – 4.10 High
3 2.60 – 3.30 Moderate
2 1.80 – 2.50 Low
1 1.00 – 1.70 Very Low Extent
On the other hand, the relationship between the Grade
10 Students in Choosing a Strand in the Academic Track of
Senior High School will be statistically compute using the
multiple stepwise regression analysis which was set at 0.05
level of significance. The value r is given with the
following indices of interpretation:
1.00 - Perfect Relationship
0.80 – 0.99 - Very High Relationship
0.60 – 0.79 - High Relationship
0.40 – 0.59 - Moderate Relationship
0.20 – 0.39 - Low Relationship
Below – 0.20 - Very Low Relationship

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REFERENCES
Published Electronic Journal
Albarico, K. (2019, January 18). An Analysis of the Factors that affects the Choice of
Grade 10 Students of Cavite National Science High School on the Academic
Tracks for Senior High School. Ascendens Asia Journal of Multidisciplinary
Research Abstracts, 3(2). Retrieved September 29, 2022, from
https;//ojs.aaresearchindex.com/index.php/AAIMRA/article/vicus/5215
Alcantara, M. (2019, January 18). Influence of Perception in Choosing Senior High School
Strand of Grade 10 Students in Sico 1.0 National High School Academy Year
2017-2018. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2).
Retrieved October 9, 2022, from
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6525
Avargil, S., Kohen, Z., & Dori, Y. J. (2020, February 24). Trends and Perceptions of
Choosing Chemistry as a Major and a Career. The Royal Society of Chemistry
2020, 21(2), 668-684. Retrieved October 10, 2022, from
https://pubs.rsc.org/en/content/articlehtml/2020/rp/c9rp00158a

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Hernandez, C. A., Hernandez, N. A., & Salimon, R. C. (2019, January 18). Impact of Career
Guidance Program to the Grade 10 Students in Choosing Strand at Sampiro
Integrated Senior High School. Ascendants Asia Pte.Ltd./NBL Singapore-
Registered Publisher, 3(2). Retrieved 0ctober 9, 2022, from
https://ojs/.aaresearchindex.com/index.php/AAJMRA/article/view/5952
Kabirige, I., & Modjadji, S. E. (2022, March 17). Grade 10 Girls' Experience in Choosing
STEM Subjects in Rakwadu Circuit, South Africa. Retrieved October 10, 2022,
from https://www.intechopen.com/chapters/80864
Magdadaro, L. R. (2020, March 26). Passion-based vs. Practical-based Preference of

Strand in Senior High School. International Journal of Academic Research in
Business and Social Sciences, 10(3), 144-159. Retrieved October 2, 2022, from
https;//sg.docworkspace.com/d/SIGrtosywAej95ZkG?st=0
Magnaye, R. P. (2020, December). Self- Perception of ABM Students Towards Their

Academic, Social and Emotional College Preparedness. International Journal of
Education management and Development Studies, 1(2), 1-14. Retrieved October
10, 2022, from https;//eric.ed.gov/?id=ED612049
Niño, c., Frias, J. M., Tabulog, C. F., & Morales, S. M. (2019, January 18). The Common
Reason of Grade 10 Students of Emiliano Tria Tirona Memorial National High
School in Choosing their Academic Track/Strand. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2). Retrieved September 29, 2022, from
https://ojs.aaresearchindex.com/index.php/AASMRS/article/view/9922
Ragojos, R. O., Singson, G. S., & Hupa, L. B. (2016, August 30). Retrieved October 2,
2022, from https://sg.docworkspace.com/d/SIgrtosywAej95ZkG?st=0

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Reyes, R. J. (2019, January 18). Factors Affecting the Preferences on Choosing School for
Senior High as Perceived by Selected Grade 10 Students. Ascendens Asia Journal
of Multidisciplinary Research Abstracts, 3(2). Retrieved November 30, 2022, from
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11545
Soriano, V., & Iringan, E. M. (2019, August). Exploring Occupational Interests of Entering
Senior High School Students and Their Preferred Academic Track in K-12
Perspective. SPUP Research Digest, 18(1), 46-47. Retrieved October 2, 2022,
from https://ojs.adresearchindex.com/index.php/spuprd/article/view/388 aur,
P., Stoltzfus, J., & Yella, V. (2018, April 23). Descriptive Statistic. International
Journal of, 4(1), 60-63. Retrieved December 15, 2022, from https://www.ijam-
web.org/article.asp?issn=2455-
5568;year=2018;volume=4;issue=1;spage=60;epage=63;aulast=Kaur#:~:text=Des
criptive%20statistics%20are%20used%20to,before%20making%20inferential
%20statistical%20comparisons.
Team, C. (2022, November 24). Regression Analysis. Retrieved December 15, 2022, from
https://www.google.com/url?sa=t&source=web&rct=j&url=https://corporatefina
nceinstitute.com/resources/data-science/regression-analysis/%23:~:text
%3DRegression%2520analysis%2520is%2520a%2520set,the%2520future
%2520relationship%2520between%2520them.&ved=2ahUK

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A. Validation Sheet
Name of Expert:_____________________________________
Position:___________________________________________
Line of Specialization:_____________________________
Date of Validated:__________________________________
Direction: This tool asks for your evaluation of the questionnaire to be used in the data gathering
for this research in order to establish its validity. You are requested to give your honest
assessment using the criteria stated below, please put a check (/) only one from the section.
Indicators 5 4 3 2 1
The survey direction and questionnaires are written in a clear and
understandable manner.
The questionnaires are presented and or organized in logical manner.
The questionnaires are designed to determine and examine the variables

that are supposed to be test.
The questionnaires have the ability to gather factual data, eliminating

biases and subjectivity.

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The number of questions is a representative enough of all the needed
questions in the research.
Quick and complete data can be generated by the questionnaires within

the time frame.
The scale adapted is appropriate for the questionnaires.
Proper sentence construction was applied in each question.
The questions in the item measured what is intends to measure.
The research instrument is free from highfalutin words, which makes it

easily understood.
EVALUATED BY:
__________________
INTERVIEW PROTOCOL
Project GRADE 10 STUDENTS’ PERCEPTION, INTEREST AND

MOTIVATION IN CHOOSING STRAND IN THE ACADEMIC TRACK
OF SENIOR HIGH SCHOOL DEPARTMENT
Time of the Interview: 01:40 p.m.
Date: December 03, 2022
Place: San Jose National High School
Interviewer: Ryzza Mae A. Samar
Interviewee: Gem Margaret D. Isidoro

Claudine S. Sinuhen
Melnet P. Marisga
Position of the Interviewee: Grade 11 STEM Students

Semi structure Interview Questions;
1. What do you think Senior High School are for?
2. What do you know regarding Academic Track?

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3. What are the strands under Academic Track? What do you
know about those strand?
4. What strand in Academic Track you’re going to take in
Senior High School? What do you think are the
advantages of this strand you preferred?
5. Did you consider your interest in choosing a strand?
What are those interest?
6. Did someone influence or motivate you in choosing a
strand in Academic Track? How do they influence you?
7. Did you choose this strand because of your passion or

personal choice? Why?
SAMPLE TRANSCRIBES AND FIELD NOTES

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CONSENT AND ASSENT FORM
RESEARCH SUBJECT INFORMED CONSENT
To the participants: Grade 10 San Jose National High School
Students
Read this consent form and ask questions and
clarifications before you decide to participate in this
study or not. You are also free to ask questions during your
participation in this research.
.........................................................
Project Information
Research Title: Grade 10 Students Perception, Interest and
Motivation in Choosing a Strand in the Academic Track of
Senior High School Department
Researcher: Ryzza Mae A. Samar

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School: San Jose National High School
Phone: 09975077629
Department: Senior High School
1. PURPOSE OF THIS RESEARCH
You are asked to participate in this study that seeks
to know the perception, interest and motivation of Grade 10
San Jose National High School Students in choosing a strand
in the Academic Track of Senior High School.
In addition to this, the researchers will propose
program and intervention to be crafted to help Grade 10
Students in choosing their strands in the Academic Track of
Senior High School.
The study specifically seeks to answer these questions:
1.1 Was there a significant relationship between grade 10
SJNHS students’ profile and students’ perception in terms of
Academic Track, Choosing STEM Strand, Choosing HUMSS Strand,
Choosing GAS Strand, Choosing GAS Strand.

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SJNHS students’ profile and students’ level of interest in
terms of; Career wanted to pursue, Professional life.
SJNHS students’ profile and students’ level of motivation in
terms of; Peer Influence, Parents Pressure, Family
Influence, Personal Choice, Passion.
1.4 What proposed program and intervention to be crafted to
help Grade 10 Students?
2. PROCEDURES
You will be asked to answer the questions in accordance with
data gathering about the study in assessment of student
perception, interest and motivation in choosing a strand in
the Academic Track of Senior High School. Your response will
be used to obtain information regarding your perception,
interest and motivation about the topic. You will be asked
to answer about the following topics about; Academic Track,
Students Perception, Students Interest, Students Motivation
in choosing a strand.

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The expected duration of your participation is from 1-3
weeks.
3. PEOPLE RISKS OR DISCOMFORTS
No possible risks can pose danger to you in any form during
the conduct of this study. The implementation of the method
may last for 3 weeks and the actual survey will last for 30
minutes.
4. POSSIBLE BENEFITS
The findings of this research will benefit you to determine
what proposed program and intervention to be crafted to help
Grade 10 Students in Choosing a Strand in Academic Track of
Senior High School.
5. FINANCIAL CONSIDERATIONS
No amount will be required from you during your
participation in this study.
6. CONFIDENTIALITY
Your identity in this study will be treated with utmost
confidentiality. The results will be published for academic

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purposes only. However, any data obtained as a result of
your participation in this study may be checked by the
sponsor, by the person conducting this study or by the
research panelists.
7. TERMININATION OF RESEARCH STUDY
You are free to choose whether or not to participate in this
study. There will be no penalty if you choose not to
participate. You may withdraw from your participation at my
time without penalty.
8. AVAILABLE SOURCES OF INFORMATION
Any further questions you have about this study will be
answered by the researchers.
9. AUTHORIZATION
I have read and understood this consent form, and I
volunteer to participate in this research study. I
understand that I will receive a copy of this form. I
voluntarily choose to participate, but I understand that my
consent does not take away any legal rights in the case of
negligence or other legal fault by anyone who is involved in

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this study. I further understand that nothing in this
consent form is intended to replace any applicable laws.
_________________________________________
Participant’s Signature Over Printed Name
Date: _____________________
_______________________________________________
Parent’s/Guardian’s Signature Over Printed Name
Date: ______________________
__________________________________________
Researcher’s Signature Over Printed Name
Date: _______________________
THE INSTRUMENTS
PART I. PROFILE
DIRECTION: Kindly fill-out the following survey form. Check
the box appropriate to your answer.
NAME (Optional):_____________________
AGE: 14 years old

15 years old
16 years old
GENDER AT BIRTH: Male
Female
SOCIO ECONOMIC STATUS IN TERMS OF MONTHLY SALARY OF
THE PARENTS/GUARDIAN:
P 15,000.00 below
P 15,000.00 - 30,000.00
P 30,000.00 – 50,000.00
P 60,000.00 above
ORDER OF BIRTH IN THE FAMILY: Eldest child

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Middle child
Youngest child
Others
GENERAL WEIGHTED AVERAGE: 90-100%

85-89%
80-84%
75-79%
Below 75
THE INSTRUMENTS
PART II. STUDENTS’ PERCEPTION
3 - True of Me
A. Academic Track 5 4 3 2 1
1. I think Academic Track is much

better than any other track offered
in Senior High School Curriculum.

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2. I believe that Academic Track in
Senior High School Curriculum will
help me to improve specific skills.
3. I think Academic Track in Senior
High School Curriculum is the track
that fits my abilities.
4. I believe that choosing Academic
Track in Senior High School
Curriculum will offer me a lot of
opportunities when I enter college.
5. I think Academic Track is not a
good track for me in Senior High
School.
THE INSTRUMENTS
3 - True of Me
B. Choosing STEM Strand 5 4 3 2 1
1. I think STEM Strand is much better

than any other strand in Academic
Track offered in Senior High School
Curriculum.
2. I believe that STEM Strand of
Academic Track in Senior High School

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Curriculum will help me to improve
specific skills.
3. I think STEM Strand of Academic
Curriculum is the track that fits my
abilities.
4. I believe that choosing STEM
Strand in the Academic Track of
offer me a lot of opportunities when
I enter college.
5. I think STEM Strand in Academic
Track is not a good strand for me in
Senior High School.
THE INSTRUMENTS
3 - True of Me
C. Choosing HUMSS Strand 5 4 3 2 1
1. I think HUMSS Strand is much

better than any other strand in
Academic Track offered in Senior High
School Curriculum.
2. I believe that HUMMS Strand of

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specific skills.
3. I think HUMSS Strand of Academic
abilities.
4. I believe that choosing HUMMS
Strand in the Academic Track of
offer me a lot of opportunities when
I enter college.
5. I think HUMSS Strand in Academic
Senior High School.
THE INSTRUMENTS
3 - True of Me
D. Choosing GAS Strand 5 4 3 2 1
1. I think GAS Strand is much better

Curriculum.
2. I believe that GAS Strand of

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specific skills.
3. I think GAS Strand of Academic
abilities.
4. I believe that choosing GAS Strand
in the Academic Track of Senior High
School Curriculum will offer me a lot
of opportunities when I enter
college.
5. I think GAS Strand in Academic
Senior High School.
THE INSTRUMENTS
3 - True of Me
E. Choosing ABM Strand 5 4 3 2 1
1. I think ABM Strand is much better

Curriculum.
2. I believe that ABM Strand of

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specific skills.
3. I think ABM Strand of Academic
abilities.
4. I believe that choosing ABM Strand
in the Academic Track of Senior High
School Curriculum will offer me a lot
of opportunities when I enter
college.
5. I think ABM Strand in Academic
Senior High School.
THE INSTRUMENTS
PART III. LEVEL OF INTEREST

3 - True of Me
A. Career Wanted to Pursue 5 4 3 2 1
1. The strand I preferred in the Academic

Track of Senior High School is aligned with
the career I wanted to pursue.
2. I choose strand in the Academic Track of
Senior High School base on my interest.
3. My abilities is fitted with the strand I
preferred in Academic Track of Senior High
School.
4. The strand I preferred in Academic Track
of Senior High School is match with my skills
5. I am passionate about particular field
that is aligned with the strand under

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Academic Track I will choose.
6. I want to pursue the strand under Academic
track that offers more opportunities in
choosing a career.
7. The level of my interest in choosing a
strand under Academic Track in Senior High
School Department is aligned to my preferred
particular career may change over time as I
gain more knowledge
8. I am highly interested in a particular
career that’s why I will choose the strand
under Academic Track in SHS Department that
is aligned to it.
9. I want to pursue the career and strand
under Academic Track in SHS department that I
am passionate about.
10. My interest does not involve in choosing
a strand in Academic Track of Senior High
School.
THE INSTRUMENTS
PART III. LEVEL OF INTEREST

3 - True of Me
B. Professional Life 5 4 3 2 1
1. I chose the strand I preferred because I

believe it will benefit me from the future.
2. I chose the strand I preferred because the
career aligned with it have high salary.
3. I choose the strand because I want to have
a stable job or income in the future.
4. The strand under Academic Track I will
choose is aligned to the profession I want in
the future.
5.I believe that if I choose a particular
strand under Academic track in SHS department
or career that I’m interested with, I can
have a greater chance of job satisfaction in

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that chosen career.
6. I believe that if I choose the strand
under Academic Track in SHS department I’m
highly interested with that is aligned to my
choice of career can lead to better job
opportunities and career development.
7. I will choose the strand under Academic
Track that is aligned with my future goals.
Track that I think could lead me to success
in my professional life.
Track because professionalism than pursuing
the career I wanted.
10. I am practical in choosing a strand in
Academic Track of Senior High School because
my career depends on it.
THE INSTRUMENTS
PART IV. LEVEL OF MOTIVATION

3 - True of Me
A. A. Peer Influence 5 4 3 2 1
1. My friends wants me to pursue specific
strand under academic track.
2. My friends force me to pursue specific
strand under academic track.
3. My friends push me to choose what strand
under academic track I will choose even
though I don’t want that strand.
4. My friends wants me to pursue specific
strand under academic track that similar to
them.

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5. I will choose a strand under academic
track that is similar to my friends just to
fit in .
THE INSTRUMENTS

3 - True of Me
B. B. Parents Pressure 5 4 3 2 1
1. My parents wants me to pursue the career

they wanted for me so I will choose the
strand that is aligned to that career.
2. My parents expect me to choose the strand
that is aligned to a career with high-
paying or prestigious career.
3. My parents pressure me to choose the
strand under academic track in SHS
curriculum that is aligned to a career that
can prioritize the needs of my family.
4. My parents pressure me to pursue a strand

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that is aligned to the career that favors
our family values and beliefs.
5. I am pressured to choose a strand that is
aligned to the career that will make my
parents proud or fulfill my parents’
expectations.
THE INSTRUMENTS

3 - True of Me
C. C. Family Influence 5 4 3 2 1
1. My family had a huge contribution of my
chosen career.
2. My family motivate me to pursue the
strand I really want.
3. I am motivated in pursuing a career in a
field that is similar to my parents’
profession.
4. My family provides me with full support
and motivate me to study and choose a career
I really want.
5. My family motivate me to choose a strand

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under academic track in Senior High School
that they prefer for me.
THE INSTRUMENTS

3 - True of Me
D. D. Personal Choice 5 4 3 2 1
1. I am motivated to pursue a strand that I

personally choose.
2. I want to choose a strand that is aligned
to the course I will take in college.
3. I feel supported and motivated in
choosing a strand I really want without
encouragement by others.
4. I feel motivated to personally choose the
strand I want to take in entering Senior
High School.
5. I feel supported to personally choose the

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strand I want to take in entering Senior
High School.
THE INSTRUMENTS

3 - True of Me
E. E. Passion 5 4 3 2 1
1. I feel motivated to pursue a strand that

match my passion.
2. My passion is my primary motivation in
choosing strand in academic track in Senior
High School department.
3. My passion inspire me to choose a strand
department.
4. My passion influence me in choosing
strand under academic track in Senior High
School department that aligned in the course

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83
I will take in college.
5. My passion encourage me to choose strand
department.
A. Letter to the School Principal Asking Permission to
Conduct the Research in San Jose National High School

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84
B. Letter Asking Permission of the parents respondents-
Grade 10 students to participate in the survey

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85
C. Letter Asking Permission to the adviser of the
respondents- Grade 10 students to participate in the
survey

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86
D. Letter Asking Permission to the subject teacher of the
respondents- Grade 10 students to participate in the
survey

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87
E. Letter to School Heads/ Guidance Councilor for the
Validation of Instruments

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88
F. Letter Asking for the Assistance of a Teacher in
Proofreading the Research Paper

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89
G. Letter Asking the Assistance of a Statistician in
Testing the Reliability of the Instruments

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90
CURRICULUM VITAE
RYZZA MAE ALEJANDRO SAMAR

Masagana B, Bagong Sikat, San Jose,
Occidental Mindoro
sammarryzza@gamail.com
Educational Background
Junior High School San Jose National High School 2022

Bagong Sikat, San Jose, Occ. Mdo.
Elementary School Bagong Sikat Elementary School 2018

Personal Information
Date of Birth May 12, 2006

Place of Birth San Jose, Occ. Mindoro
Age 16
Gender Female
Civil Status Single
Nationality Filipino
Religion Catholic
Father’s Name Rex Delgado Samar
Mother’s Name Marita Alejandro Samar
Academic Achievement
Junior High School With High Honors 2022-202
Elementary With Honors 2018-2012
Character reference

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91
Name: Ma. Leah Penaflor
Work/Position: Grade 10 adviser
Contact Number_________
CURRICULUM VITAE
GEM MARGARET DELA PENA ISIDORO

San Agustin, Central, San Jose,
Occidental Mindoro
gemmargaretisidoro@gmail.com

Elementary School Mangarin Elementary School 2018

Date of Birth September 12, 2006

Place of Birth Bagong Sikat,San Jose,Occ.Mdo.
Age 16
Gender Female
Civil Status Single
Religion Catholic
Father’s Name Edwin Sales Isidoro
Mother’s Name Emelita Romay Dela Pena
Academic Achivement
Junior High School With High Honors 2022-2019

Character reference

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Name:________________
Work/Position__________
CURRICULUM VITAE
CLAUDINE SANTOS SINUHES

Kaunlaran, Bagong Sikat, San Jose,
Occidental Mindoro
sinuhenclaudine@gmail.com

Elementary School Bagong Sikat Elementary School 2018

Date of Birth October 1, 2005

Place of Birth Bagong Sikat,San Jose,Occ.Mdo.
Age 17
Gender Female
Civil Status Single
Religion Catholic
Father’s Name Candido Pagdanganan Sinuhen
Mother’s Name Edna Santos Sinuhen
Academic Achivement
Junior High School With Honors 2022-2019

Character reference
Name:________________

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93
CURRICULUM VITAE
MELNET PEREZ MARISGA

Mangarin, San Jose, Occidental Mindoro
melnetmarisga9@gmail.com

Elementary School Mangarin Elementary School 2018

Date of Birth November 9, 2005

Place of Birth Mangarin,San Jose,Occ.Mindoro
Age 17
Gender Female
Civil Status Single
Religion Catholic
Father’s Name Melchor Palmes Marisga
Mother’s Name Janette Perez Marisga
Academic Achivement
Junior High School
Character reference
Name:________________

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94

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Samar-Et Al

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GRADE 10 STUDENTS’ PERCEPTION, INTEREST AND MOTIVATION IN

CHOOSING STRAND IN THE ACADEMIC TRACK OF

SENIOR HIGH SCHOOL DEPARTMENT

A Thesis proposed to the faculty

In partial Fulfillment in the course

Leader: Samar, Ryzza Mae A.

GRADE 11 STEM EMPIRICAL

CHESTER A. ABITRIA, MASEd

STEM San Jose National High School

This thesis entitled – GRADE 10 STUDENTS PERCEPTION,

INTEREST AND MOTIVATION IN CHOOSING STRANDS IN THE ACADEMIC

TRACK OF SENIOR HIGH SCHOOL DEPARTMENT – prepared and

submitted by MS. RYZZA MAE A. SAMAR in partial fulfillment

in the course Practical Research 1 will be evaluated and

recommended for admission and approval in PRE-ORAL DEFENSE.

CHESTER A. ABITRIA, MASEd.

STEM San Jose National High School

This thesis entitled – GRADE 10 STUDENTS

STEM San Jose National High School

appreciation and gratitude to the followings:

Marita A. Samar and Rex D. Samar, Edwin S. Isidoro and

Emelita D. Isidoro, Edna S. Sinuhen and Candido P. Sinuhen,

Janette Marisga and Melchor Marisga, the researchers’

in the conduct of this study.

Sir Chester Abitria, MASEd., the researchers’ thesis

adviser for his guidance, encouragement, and support in

pursuing this research. Sir Domingo Soriao, the pre-oral

panelist, for giving us advices and fixing inaccuracies in

the content of our research paper. Ms. Jamaica Basa, the

researchers’ adviser for giving her moral support. And to

everyone who helped and participated in accomplishing this

STEM San Jose National High School

To my subject teachers and adviser,

for imparting your knowledge to us.

To the future STEM Students,

Continue to challenge your beliefs.

for their unconditional support.

To San Jose National High School,

in nurturing me with knowledge.

for their unending support in all our pursuits.

And to all my family members and acquaintances

May our aspirations materialize.

STEM San Jose National High School

STEM San Jose National High School

STEM San Jose National High School

STEM San Jose National High School

STEM San Jose National High School

STEM San Jose National High School

A. Letter to the School Principal 85

Asking Permission to conduct the

Research in San Jose National

B. Letter Asking Permission of the 86

parents respondents- grade 10

students to participate in the

C. Letter Asking Permission to the 87

adviser of the respondents-

grade students to participate in

D. Letter Asking Permission to the 88

Subject teacher of the respondents-

Grade 10 Students to participate

E. Letter to the School Heads/ 89

Guidance Councilor for the