Group 5 Odilia Chapters 1 5

LIVED EXPERIENCES OF MISALIGNED SENIOR HIGH SCHOOL LEARNERS
A Research Project
Presented to the
Senior High School Faculty of
St. Scholastica’s Academy
Tabunok, Talisay City, Cebu, Philippines
In Partial Fulfilment of the
Requirements for the
Courses
PRACTICAL RESEARCH 1 AND 2 AND
INQUIRIES, INVESTIGATIONS, AND IMMERSION
By
GROUP 5 - ST. ODILIA
ABAS, JEFFERSON TROY FLORES, NIVA
CAPANGPANGAN, CHRIS NEMAR GEMONGALA, CLARK
CARAMPATAN, JUN MELVIN LASTIMOSA, KRISHNA GWEN MAE
DALAPO, DAISY MARIE RACAL, CHARLES GODWIN
MAY 2022
ii
TABLE OF CONTENTS
TABLE OF CONTENTS ------------------------------------ ii
CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale ----------------------------------- 1
Theoretical- Conceptual Framework ----------------------------------- 4
Statement of the Problem ----------------------------------- 6
Significance of the Study ----------------------------------- 6
Definition of Terms ----------------------------------- 7
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature and Studies --------------------------------- 11
CHAPTER 3
RESEARCH METHODOLOGY
Research Design ---------------------------------- 17
Research Subject ---------------------------------- 17
Research Environment ---------------------------------- 18
Research Instruments ---------------------------------- 18
Data Gathering Procedure ---------------------------------- 19
Data Analysis ---------------------------------- 19
Scope and Limitation ---------------------------------- 20
CHAPTER 4
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Difficulties and Opportunities Faced by Misaligned Students -------- 21
Coping Mechanisms of Misaligned Students ------------------------------ 24
iii
Factors affecting the Misaligned Students’ Choice of Strand --------- 26

Proposed Plan for Misaligned Learners ------------------------------ 28
REFERENCES ---------------------------------- 33
APPENDICES
Transmittal Letter ---------------------------------- 36
Pre-survey Questionnaire ---------------------------------- 38
Letter of Informed Consent ---------------------------------- 40
Interview Questionnaire ---------------------------------- 41
Focus Group Discussion ---------------------------------- 42
In-depth Interview ---------------------------------- 43
Focus Group Discussion ---------------------------------- 44
CURRICULUM VITAE ---------------------------------- 50

CHAPTER I
THE PROBLEM AND ITS SCOPE
Rationale
Senior High School is the time where students have to choose a track and
strand suitable for their career in the future. The Senior High Academic track
includes four strands which are Science, Technology, Engineering, and Mathematics
(STEM), Humanities and Social Sciences (HUMSS), Accountancy, Business and
Management (ABM), and General Academic Strand (GAS). STEM strand is for
students who are skilled in computing numbers, memorizing terms and formulas,
and analyzing and solving problems. For the HUMSS strand, students are
specialized in societal problems and human behavior. ABM strand prepares
students for careers in business. GAS is the strand for students who are more
engaged with general areas of study rather than specific fields (Malonda, 2017).
Although the senior high school academic track has four strands, St. Scholastica’s
Academy – Tabunok only offers three of strands– STEM, ABM, and HUMSS.
Misalignments between strands and courses can have unfortunate serious
consequences. With the new K to 12 curriculums in the Philippines, various tracks
are now offered in the last 2 years of basic education. When misalignment of strand
occurs, a student who finishes the ABM strand in the senior high school academic
track, is required to take additional courses if the student chooses to enroll in a
STEM major in college. These additional courses are called "bridging programs".
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These are either taken during the first year of college or over several weeks in the
summer before college starts (Acdedios, 2018).
Students may be unaware of what they want to pursue when they go to senior
high school. This is why a standardized test known as National Career Assessment
Examination (NCAE) is used to measure the general knowledge of students. Its
purpose is to determine what courses are best suited for the students. This is to
know what the best suited career path is for the students to avoid misalignment or
mismatch (Ross, 2021).
However, the misalignment of students is not an uncommon occurrence.
According to Santos et al (2019), 19.33% of the 119 respondents have misaligned
strands and courses coming from the ABM strand and followed by the STEM strand.
The students will need to undergo a bridging program where students take additional
classes to catch up with the required subjects in college (Marin, 2020).
Misaligned students, unfortunately, have a difficult time during their college
life. Although they were aware of the track, it was too late for them to back down
when they realized their passion. Some of them regret enrolling in ABM because
having to study things that they were not to use was a waste of time, money, and
effort (Batu, et al., 2018). Although misaligned students have a difficult time in
learning, this can be an advantage for them. Difficult subjects can become an
advantage for students to strive harder and it also proves as learning opportunities
to them (Lam, 2019).

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Thus, this study seeks to describe the lived experience of the misaligned
students, the challenges and opportunities they experienced and their coping
mechanisms. Also, it seeks to determine the contributing factors on why they chose
a certain strand. With this, the researchers will propose a program for action that will
help future senior high school students in choosing their future career paths
appropriately and suitable to their interests and future career path.

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Theoretical-Conceptual Framework
This research is anchored by Social Cognitive Career Theory, Gardner's
Theory of Multiple Intelligences, and Happenstance Theory.
Social cognitive career theory (SCCT) is aimed at explaining three
interrelated aspects of career development. It is based on Albert Bandura's general
social cognitive theory. It assumes that people are likely to become interested in,
choose to pursue, and perform better at activities at which they have strong self-
efficacies beliefs (“Social cognitive career theory - career development”, 2016).
According to Howard Gardner's theory, humans can have up to eight different
intelligences. intrapersonal, logical, musical, naturalist, visual, linguistic, bodily-
kinesthetic and interpersonal intelligences (“The Theory of Multiple Intelligences and
Its Relevance to Choosing Your SHS Strand”, n.d).
According to John Krumboltz’s planned happenstance theory, it is alright to
not always prepare since unexpected circumstances may lead to successful
professions. This new idea is for people to adapt in the fast-changing labor market.
The ability in managing life changes is seen as a critical career management skill
(“Krumboltz's theory”, 2016).

ways in which individuals form
have many kinds of intelligence,
career interests, set goals, and
including musical, interpersonal,
persist in the work environment. spatial-visual, etc.
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According to the Social Cognitive Career Theory, the factors that may
efficacy beliefs, outcome expectations, and personal aspirations. Aspirations are
expected to exert their greatest impact on academic and occupational choice under
supportive environmental conditions, which enable people to pursue their interests.

contribute to the students helping them choose their strand based on their self-
Choosing a Track/Strand
Figure 1.Schematic Diagram of the Theoretical–Conceptual Framework of the
Happenstance Theory
This theory is about creating the impression
that no one needs to do anything to plan their
career and it will all just happen.
Misaligned Grade 12
Students of STEM, ABM
and HUMSS
Difficulties Opportunities Factors affecting
their decision
Proposed Program for
Action
Research
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However, many adolescents and adults are not able to follow their aspirations either
unfettered by obstacles or with the full support of important others. Students can
also choose their strand based on Gardner's Theory of Multiple Intelligences' eight
multiple intelligences which are intrapersonal, logical, musical, naturalist, visual,
linguistic, bodily-kinesthetic and interpersonal intelligences. Furthermore, one's
learning styles do not necessarily have to correspond to one's strongest area of
intelligence. Everyone possesses all eight types of intelligence to varied degrees.
Happenstance Theory is present because individuals have the ability to
change their minds and may lead to different opportunities, this theory makes it fine
to not always prepare since unexpected circumstances may lead to successful
professions. This theory leads to the students in choosing a different track or strand.
The study's main focus is to know the lived experiences of the misaligned
Grade 12 students from the strands STEM, ABM, and HUMSS. The study's major
goal, as illustrated in the schematic diagram, was to develop a proposed action plan.
The researchers are attentive in learning more about the challenges, opportunities,
and the factors that influence the decisions of misaligned Grade 12 students. After
which, the researchers will create a proposed program for action to be given to the
school.
Statement of the Problem
The study sought to describe the lived experiences of the participants on their
strands and courses. Specifically, answered the following questions:

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1. What were the challenges and opportunities they had encountered being
misaligned students?
2. What were the coping mechanisms of the participants in dealing with the
challenges?
3. What were the factors influencing the participants’ decision in choosing their
strand?
4. What can be proposed out of the study?

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Significance of the Study
This study will benefit to make our community aware of what to do and to
lessen the numbers of misaligned students. The result of this research would be of
great benefit to the following.
Students. This study will benefit the students by the information offered in this study
to be guided on how to avoid misalignment of strand and are able to choose
their preferred track after reading the results of this study.
Teachers. This will benefit the teacher since we could provide activities that will help
them with their career choices and if there are misaligned students, we could
give them necessary assistance to help them cope up with their difficulties.
Parents and guardians. This study would give the parents or guardians of the
student insight on guiding the student on what strand they want to pursue.
This would help the parents to avoid misalignment and further struggles of
their children.
AGAK Center. This study would benefit the AGAK Center in helping lessen the
misaligned students from the upcoming senior high school students and
creating a career development program best fitted for them. AGAK Center
provides the misaligned with personalized, impartial, and timely information
and support to make meaningful decisions about their lives.
Government. This study will benefit the government to create plans and actions that
can help the schools in facilitating the students to avoid the misalignment of
the students.
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Definition of Terms
In this study, the key or important terms in the study are clearly defined that
the researchers used in conducting the research. The following terms are used in
this study and are defined as:
Senior High School is an additional two more years or two more grade levels,
Grades 11 and 12. This is where the students will decide on what track and
strand the students have to choose.
Lived experience is a representation of a person's experiences and choices, as
well as the knowledge gained from those experiences and choices.
Academic track consists of the four strands which are Science, Technology,
Engineering, and Mathematics (STEM), Humanities and Social Sciences
(HUMSS), Accountancy, Business and Management (ABM), and General
Academic Strand (GAS).
Accounting and Business Management (ABM) Strand is a strand for students
who want to pursue business-related courses in college or pursue jobs in
business, entrepreneurship, or other similar fields.
Humanities and Social Sciences (HUMSS) Strand is a strand for students who
want to major in journalism, communication arts, liberal arts, education, or
other social science-related fields in college.

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Science, Technology, Engineering, and Mathematics (STEM) Strand is a strand
for students who are adept in computing numbers, memorizing terms and
formulas, and analyzing and solving problems.
Misaligned students are students who are in a strand that does not align with their
NCAE results and their difficulties in coping with the changes of their
interests.
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CHAPTER II
Review of Related Literature
This review of the literature and related studies focuses on the following
aspects: Importance of Strand Alignment, Frequency of Misaligned Students, Effects
of Strand Misalignment on Students, Experiences of the Misaligned Students,
Factors Affecting the Mismatch of Strand, Mismatch of Education and Job, and
Bridging Programs.
Importance of Strand Alignment
Strand alignment occurs when a student’s interests are aligned with what
strand they pursue. According to Malaga and Oducado (2021), students' academic
self-regulated learning and academic achievement are influenced by their strand or
track. Senior high school students in the academic STEM strand tend to be more
prepared to enter the nursing program, are better able to cope, and are more likely
to flourish in nursing school. Another study concluded that Filipino freshmen college
students in the health sciences who had high levels of academic adjustment and
belonged to the STEM strand performed better academically than students who had
low levels of academic adjustment and belonged to other SHS strands. This strongly
suggests that these students' prior understanding of the STEM strand from high
school is critical to their academic transition and success (Alipio, 2020).

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Frequency of Misaligned Students
While there are students that are aligned, there are also mismatched
students. Santos et al. (2019) revealed that, while most respondents' senior high
school strands and college courses were aligned, there was some misalignment as
well. They further found out that a student that enrolls in a university may still be
indecisive about their major. According to Batu et al., (2018), 54% took ABM-related
courses, 28% did not, and 18% were not enrolled.
Effects of Strand Misalignment on Students
The misalignment between senior high school strands and college courses is
that only highly qualified professionals in the area are judged to get higher academic
scores, hence enhancing the likelihood of academic success (Rambe & Moeti,
2017). Only those with a strong intellectual background can withstand academic
obstacles such as challenging exams and projects in highly competitive academic
environments (Mukharji, 2017). According to the academic elitism idea, college
students, particularly freshmen, who have a solid prior knowledge of the subject they
are taking would be able to adjust to their surroundings and get high grades. It also
says that students with low academic background and understanding of the selected
course are marginalized and left behind in their studies (Alipio, 2020).
The study of Seterra et al., (2018) concluded that there are four effects and
possible outcomes of strand mismatches to the performance of senior high school
students are getting low grades, lack of knowledge, and losing of interest. The first
effect is getting low grades, although bad scores aren't necessarily due to a
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student's limited understanding of the topic. When students aren't pushed sufficiently
by material, it can lead to weak grades or poor grades in some situations. The
second effect is being in a difficult situation because they are not passionate about
learning the subjects and it will be difficult for them to catch up. The third effect is
losing interest because senior high school is full of distractions, making it difficult for
the students to focus on their studies. And lastly, the lack of knowledge of the
student. Many students struggle with a lack of knowledge because they do not take
the time to properly put up the effort to understand.
Experiences of the Misaligned Students
According to the study of Bartolome et al., (2019), freshmen college students
of Adamson University experienced struggles because of misalignment. These
struggles are the changes in an academic environment where the students had
trouble working on a new environment, inconsistency of directed academic path
where the student lacks commitment on the part of the to their academic paths
chosen throughout their Senior High School years, and insufficiency of ability where
they struggle with comprehending new knowledge. As a result of their struggles,
they have made several significant adjustments in their academic courses and are
having significant difficulties.
The study of Bartolome et al., (2019) concluded that despite the difficulties
the students experienced, their different coping techniques kept them determined to
continue their misaligned path. Resorting to academic organizations such as the
Adamson University Petroleum Engineering Student Society (AUPESS) where they
organized classes for those who require assistance in their core subjects, including
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Basic Calculus and Chemistry. Positive influential environment such as the parents
of the student as motivation. And self-reliance is when they make an additional effort
in their studies. Another study from Seterra et al., (2018) concluded that thinking
efficiently where they execute their activities without too much bother like having a
“go with a flow” mindset, and optimistic thinking is the students’ coping mechanisms.
They also concluded that thinking deeply will help them avoid strand misalignment
since this gives time to the students to select a track that they are interested in and
comfortable with, as this will inspire them to reach a high level of performance in the
subject they choose.
Although students may experience difficulties, they can benefit from this as a
learning experience. According to Lodge et al., (2018), they have shown in this work
that challenges and confusion are vital in the learning process, especially when
students build more complex understandings of complicated concepts. Work on
desirable difficulties, impasse-driven learning, productive failure, and pure discovery-
based learning are all examples of how confusion can aid learning.
Factors Affecting the Mismatch of Strand
According to Santos, et al. (2019), strong desire, ease of subject, employment
prospect, possible financial outcomes, contemplation of self-image, parent’s choice,
cost of education, gender, peer pressure, entrance exam, scholarship offered,
serves as pre-law, and unavailability of the course are the factors that affected the
students in choosing their college courses. They further concluded that the majority
(68.9%) of the students were influenced by their high desire or interest in the course.
According to the study of Seterra et al., (2018), the factors that influence a student's
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decision-making process, resulting in a mismatch strand are peer pressure, the
choice of their parents, and the lack of information. Another study by Penedilla and
Rosaldo (2017) revealed that although senior high school students' job and college
degree choices are mostly personal, they are not without influence. Multiple
variables influence their decisions, whether personal, recommended, or compelled,
ranging from academic qualifications to social and economic factors.
Mismatch of Education and Job
According to Lauron, et al. (2019), they concluded that a mismatched worker
would suffer from human capital depreciation because of working in a field other
than his or her subject of study. A student is shaped and fed with learnings and skills
that will aid him or her in the future while studying. If the student’s subject of study
does not align with their present profession, their knowledge and abilities will
deteriorate over time as they work in an area where they are not intended to be.
They will be compelled to adapt their talents from before they had a job to the skills
their present employment requires.
Bridging Programs
A bridging program is required if students wish to take a college course that is
not connected to their senior high school strand. This allows students to enroll in
additional classes to help them catch up on college requirements. UP Diliman
College of Science's curriculum is geared for STEM graduates, non-STEM
graduates are welcome to enroll as long as they complete extra courses, particularly
in Math, during their time in college. Meanwhile, the De La Salle Medical Health and
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Sciences Institute offers a bridge and enrichment program for students who are not
specialized in STEM fields (Marin, 2020).
The stated related literature are significant in the study because strand
alignment is important in choosing a career. Frequency of misaligned students show
that there are often students that choose a strand that they are not in favor of. The
effects and experiences of strand misalignment students show the difficulties and
opportunities they have encounter. The factors that affect the mismatch of strand
shows why and how a student had decided to choose that strand. And lastly, the
mismatch of education and job, and bridging programs are important literature in
creating a proposed program for action.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the type of research design the study has utilized and
the essential components to discuss the methodology to be used.
Research Design
The research utilized a qualitative research design specifically a descriptive
phenomenology. Descriptive Phenomenology investigates human lived experiences
through the narratives provided by the participants (Donalek, 2004). It looks into the
lived experiences of the participants while considering their own feelings and beliefs.
The participants were asked to describe their experiences as misaligned students.
Research Subject
The subjects of the study were the Grade 12 students from STEM, ABM, and
HUMSS strand of St. Scholastica’s Academy – Tabunok S.Y. 2021-2022. The
researchers conspired with the last batch who took the NCAE test, which are the
grade 12 students’ batch 2021-2022. The study selected a minimum of four (4)
misaligned Grade 12 students.
The researchers selected the subjects through purposive sampling. It is a
type of non-probability sampling where the researchers choose people of the
population to participate in their surveys based on criteria (Purposive sampling 101:
Alchemer blog, 2021). The criteria were those who are not aligned in their NCAE are
having difficulties in their strand. In the observance of the Data Privacy Act, the
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subjects’ insights and information will remain confidential and they would remain
anonymous in presenting the data.
Research Environment
The researchers conducted the study at St. Scholastica’s Academy –
Tabunok. It is a Philippine Accrediting Association of Schools, Colleges, and
Universities (PAASCU) Level III Accredited Secondary School, located at Tabunok,
Talisay City, Cebu. St. Scholastica’s Academy - Tabunok is a Benedictine school
founded by the Missionary Benedictine Sisters of Tutzing. There are a total of 158
Grade 12 students. There are 95 students in the STEM strand, 24 students in the
HUMSS strand, and 39 students in the ABM strand. 75 students (47.47%) are
aligned with their strand, 46 students (29.11%) are misaligned or not aligned with
their strand, and 37 students (23.42%) have undecided results or do not have
NCAE results.
Research Instruments
This study used a semi-structured interview in order to gather information
about their experiences as misaligned students. A semi-structured interview is a type
of interview in which a researcher prepares a list of questions to ask during the
interview but can also ask follow-up questions to elicit more information or
clarification from the respondent based on his or her response (Bhasin et al., 2019).
Prior to the interview, the subjects were given an interview guide with a set of
questions to help them prepare for the interview and to give them an idea of what to
expect.
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Data Gathering Procedure
The researchers sent a letter to the school’s principal to ask permission to
conduct the study. After the approval, a pre-survey was conducted to verify the
criteria of the participants. And after that, a consent form will be sent to the subjects
as a confirmation for the participation through the use of Messenger.
Furthermore, the researchers will formulate an open-ended questionnaire.
After which, the researchers will distribute the open-ended questionnaire in the third
last week of March, through Messenger. The researchers interviewed participants in
a focus group discussion or in-depth interview. The time allotted for the interview
started from the third week to the last week of March to have a flexible schedule for
the subjects.
Data Analysis
The researcher used thematic analysis in analyzing the data from the
interview. Thematic analysis is a method that deals with reading over a set of data
such as transcripts from in-depth interviews or focus groups and looking for patterns
in meaning. The researchers organized the answers of the subjects from each
question and categorize them properly. After the organization of data, the
researchers highlighted relevant information from the answers given by the subjects.
Lastly, the researchers will have their interpretation and elaborate each point of the
gathered data (Braun & Clarke, 2006; King, 2004).

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Scope and Limitation
This study focused on the lived experiences of Grade 12 students who have chosen
a strand that is not aligned with their NCAE results. The researchers only focused on
the lived experiences of misaligned students such as the advantages and
disadvantages, coping mechanisms, and factors that affected their decision.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the gathered data based on
the main and sub problems of this study. This covers the difficulties and
opportunities faced by misaligned students, as well as the coping mechanism done
by them.
Difficulties and Opportunities Faced by Misaligned Students
Table 1.
The Difficulties and Opportunities Faced by Misaligned Students
Theme Difficulties
Students’ Performance  Difficulty understanding advanced terms
Students’ Efficiency  Students’ work piles up due to difficulty.
Students’ Attentiveness  Students have different interests that does not
align with their current strand.
Theme Opportunities
Students’ Capacity to Learn  Students get to acquire new knowledge and
skills.
 Students’ existing knowledge enhances.

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Students’ Performance
The inability to understand the lessons may hinder good performance in class. This
is evidently supported by one of the student’s statement, especially on the difficulty
of the specialized subjects.
“Major subjects are often difficult to understand because the terms are too
advanced for me.” (Lines 11-12)
The study of Alipio (2020) states that students' prior understanding of the STEM
strand from high school is critical to their academic transition and success. Students
experience difficulties in specialized subjects due to the amount of memorization
required with an in-depth discussion and concepts that are difficult to comprehend,
especially if the discussion tends to get more advanced.
Students’ Efficiency
Students frequently struggle in class because of an overflow of assignments and
work. One of the student's statement, particularly regarding the difficulty of the
specialized subjects, clearly supports this.
“…There are so many academic tasks and activities which is not very easy to
do because it is difficult to understand, especially exams and quizzes.” (Lines
9-10)
Students with a strong intellectual background can withstand academic obstacles
such as challenging exams and projects in highly competitive academic

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environments (Mukharji, 2017). Since the misaligned students are having difficulty
understanding the topics, they ended up delaying their academic tasks. Since the
strand comes with many academic tasks and activities, they struggle to cope up that
results in a backlog of schoolwork.
Students’ Attentiveness
One of the important factors of entering a strand is having interest in that strand,
Santos et. al (2019). If a student enters a field where they are not familiar with, this
may result to inexperience to the strand they’re in. This is evidently supported by
one of the student’s statement about the fields that they are familiar with.
“… The fields that I’m familiar with are sports and religion.” (Line 7)
In choosing a strand, it is important for the student to be familiar with the field they
are about to enter. If they are in a strand that they are not familiar with, they may
lack background of the topics especially the specialized subjects in that strand.
Students’ Capacity to Learn
A student who is mismatched has an advantage; they can acquire new
knowledge and abilities. And they could work on their weak subjects.
“…I get to learn on new field which I'm not that familiar with.” (Line 19)
“…work on my weak subjects like Mathematics and Science.” (Line 69-70)
Misaligned students broaden their knowledge and skills as new concepts
were introduced to them in class. They look at difficult subjects and concepts as a
learning opportunity to strengthen their existing knowledge. This statement supports

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the study that the students' ability to learn is aided by difficulties and perplexity,
especially as they develop more advanced knowledge and understanding of
complex subjects (Lodge et al., 2018).
Coping Mechanisms of Misaligned Students
Table 2.
The Coping Mechanisms of Misaligned Students
Theme Coping Mechanisms
Additional Assistance  Students asking for assistance from their peers.
Recreational Activities  Students doing their hobbies and leisure
activities.
Students’ Behavior Towards  Students study to lessen the struggle of
Learning understanding.
Additional Assistance
Students having a hard time understanding the lessons ask for assistance from their
peers. This is evidently supported by one of the student’s statement:
“I will ask help from my friends, so that they can guide me on how to do the
activities. ” (Line 30)
This is evident in the study where in students required assistance. Bartolome et al.,
(2019) emphasized that students resorts to asking assistance in their core subjects.
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Sometimes when a student is having difficulty grasping the topics or lessons, they
seek aid from their friends. Students seek assistance from their friends because they
are the closest people to whom they can speak aside from their parents, and their
friends are knowledgeable as well because they have studied the same topics and
lessons.
Recreational Activities
Students struggling to understand the lessons resorts to doing their hobbies and
leisure activities which is supported by one of the student’s statement:
“… playing games with my friends to reduce the stress” (Line 77-78)
This is evident in the study where students resort to doing their leisure activities to
reduce stress. Jordan et al., (2014) emphasized that leisure activity is used to
manage stress but not necessarily reduce it; higher stress is associated with a
greater propensity to utilize mood enhancing leisure activities.
When a student is unable to keep up with the lessons, is bored or stressed, they lift
their mood. To do so, they engage in hobbies or leisure activities that can help them
calm their minds and reduce stress such as playing games.
Students’ Behavior Towards Learning
Misaligned students exerts more effort in studying. This is evidently supported by
one of the student’s statement:
“… I want to study during the night because I can concentrate well.” (Line 34)
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Students study to catch up on their lectures. Lauron, et al., (2019) stated that a
student is shaped and fed with learnings and skills that will aid him or her in the
future while studying. Because they struggle to understand advanced concepts or
topics, they make an extra effort to keep up with the lessons by studying during their
free time.
Factors affecting the Misaligned Students’ Choice of Strand
Table 3.
The Factors affecting the Misaligned Students’ Choice of Strand
Theme Factors
School’s Availability of Tracks  The track of the student’s NCAE
result is not available in their
school.
Students’ Future Endeavors  Students chose the strand that is
aligned to their college course.
Schools Availability of Tracks
The unavailability of track in the school makes students chose a strand that is
not aligned with their NCAE results. This is evidently supported by one of the
student’s statement.
“TVL isn't present in my school that's why I chose STEM” (Line 86)
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The strand recommended in the NCAE results for the student is not available in the
school. Because of the student’s knowledge that the STEM strand is more suitable
than the strand shown on their NCAE results for their college courses. This resorts
them to choose a different strand that is still related to their college course.
Students’ Future Endeavors
The students chose a strand that is related to what course they want to take in
college. One of the student's statement supports this.
“…the course that I want to take in college is part of this strand.” (Line 42)
This is evident in the study where students chose a strand that is related to their
college course (Santos, et al., 2019). Students were influenced by their high desire
or interest in the course.
Students are influenced by their interest in their future college courses. They will,
however, select a strand relating to their college course even if it does not
correspond to their NCAE results. This resulted in the misalignment of strands.

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PROPOSED PLAN FOR MISALIGNED LEARNERS
Rationale
Based on the results of the recent study entitled, “The Lived Experiences of
Misaligned Senior High School Learners,” the researchers have conceptualized this
Intervention Plan to improve and guide the Misaligned Learners. With this, the
researchers proposed a program which could help them discover their interest,
utilization of skills, future growth opportunities, working environment, and leadership
opportunities.
Objectives
Specifically, this Intervention Program seeks to attain the following:
 Conceptualize Career Activities that can improve and enhance the
applications skills of the misaligned learners
 Evaluate and apply structural reforms in the said program

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PLANS FOR CAREER ACTIVITIES
Task/ Objectives Person/s Procedure Time Frame

Activity Involved
Career To determine the Life Coach The Life During Career
Aptitude Test skills of the Coaches will Month
learners based conduct a
on the aptitude career
test aptitude test
to the Grade
10 learners.
Symposium To inform the Life Coach The Life After taking
on Career learners about Coaches will career
Choices different career give a Career aptitude test
choices Talk to the
learners,
primarily
focused on
the areas of
the learner’s
guidance in
choosing their
courses.
Individual To establish a Life Coach The life coach The guidance
Routine system of feed will hold a councilor will
Interview and backing, wherein meeting to hold these
Career the students are consult with consultations
Coaching able to verify the students at least once a
their regarding their month at an
understanding in chosen agreed upon
choosing their career. time for 10-30
courses and to minutes.
monitor the
student’s
progress.
Parent To inform Parents The life coach After having
Conference parents will talk to the individual
regarding their Life Coach parents to Routine
son/daughter’s give them Interview and
career choice. insights to Career
their children’s Coaching
career choice.
30
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter summarizes the study, presents the conclusion, and suggests
recommendations based on the data gathered.
Summary of Findings
This study aimed to identify the lived experiences of misaligned senior high
school learners. The essential findings of this study are as followed:
1. The difficulties and opportunities encountered by the misaligned senior high
school learners are as follows:
1.1 The students struggled with understanding advanced terms and lack
of background knowledge in specialized subjects.
1.2 Overload of work occurs due to the students’ having a difficult time
understanding the lessons discussed.
1.3 The students are not familiar to the field they are in due to their
previous accustomed interests.
1.4 The students see their struggles as learning opportunity such as
acquiring new knowledge, skills, and enhancing their existing
knowledge.
2. The coping mechanisms that the misaligned students carry out are as follows:
31
2.1 The students ask for assistance from their peers who are more
knowledgeable in the field.
2.2 The students do recreational activities such as their hobbies to lessen
their stress.
2.3 The students gradually understand the lessons by studying harder.
3. The factors that affected the misaligned students’ decision in choosing a strand
are as follows:
3.1 The track of the student’s NCAE result is not available in their school.
3.2 The student chose a strand that is aligned to their college course
regardless of misalignment.
Conclusion
From the findings of this study, misaligned students have faced challenges in
their academic endeavors but turned these as learning opportunities. They remained
resilient even during difficult circumstances. However, they must be assisted and
supported through various school programs in order to improve their career
preparation and management.
Recommendations
Based on the aforementioned conclusions, the following recommendations
are as follows:
1. If possible, the school may adapt the Proposed Intervention Program for Grade 11
Students. This should be done in order to address the identified challenges of being
32
misaligned students. The Proposed Intervention Program would focus on the
proposed solutions such strengthening the career guidance activities and counseling
of the career activities, and feedbacking.
2. The researchers suggests to look for different criteria when labelling a student as
a misaligned learner to have a deeper understanding of misaligned students such as
career aptitude tests and grades.
3. Further study such as “The Effectiveness of Career Program Upon Choosing a
College Course of Senior High School Learners” may be conducted to evaluate the
effect of career programs to the students’ choice of course.

33
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36
APPENDICES
APPENDIX A
Letter of Permission
March 2, 2022
SR. MAUREEN CARIAGA, OSB

School Directress
Through:
MS. LEA B. RABAYA, MAEd – ELT
School Principal
Dear Sister Maureen:
BENEDICITE!
We, the Group 5 Researchers from Grade 12 – St. Odilia, are currently writing our
research paper about Lived Experiences of Misaligned Senior High School Learners
in requirement of our subjects Inquiries, Investigation, and Immersion and Practical
Research. This study aims to investigate the lived experience of the misaligned
students to propose a program for action that will guide future senior high school
students in choosing their strand.
With that, our group would like to request the list of Grade 12 students from STEM,
ABM, and HUMSS strand from the S.Y. 2021-2022, as well as the NCAE results of
the students of S.Y. 2018-2019. With that, we will be interviewing a minimum of six
(6) Grade 12 students from each strand whose strand they took did not align with
their NCAE results for our research. The answers of the misaligned students will
significantly benefit the success of our study. We will ensure that the data to be
gathered will remain confidential.
We are hoping for you consideration in our request.

Thank you very much!
37
Respectfully yours,
NIVA Q. FLORES
Group 5 Research Leader
Noted by:
MRS. MONNALISA TORINO MRS. ANALYN MONEVA

III/RCP Teacher Practical Research Teacher
Approved by:
MS. LEA B. RABAYA, MAEd- ELT SR. MAUREEN CARIAGA, OSB

School Principal School Directress
38
APPENDIX B
Pre-survey Questionnaire
1. Are you interested in the strand you have chosen?

[] Yes [] No
2. Do you find your strand difficult?

[] Yes [] No
3. What is your GRADE 11 FINAL GRADE in Basic Calculus?

___________________________________________________________________
4. What is your GRADE 11 FINAL GRADE in General Chemistry 2?
___________________________________________________________________
Pre-survey of Misaligned Grade 12 ABM Students

[] Yes [] No

[] Yes [] No
3. What is your GRADE 11 FINAL GRADE in Business Organization and

Management?
___________________________________________________________________
4. What is your GRADE 11 FINAL GRADE in Fundamentals of Accounting and
Business Management 2?
___________________________________________________________________
39
Pre-survey of Misaligned Grade 12 HUMSS Students

[] Yes [] No

[] Yes [] No
3. What is your GRADE 11 FINAL GRADE in Creative Nonfiction?

___________________________________________________________________
4. What is your GRADE 11 FINAL GRADE in Trends, Networks, and Critical
Thinking in the 21st Century?
___________________________________________________________________
40
APPENDIX C
Letter of Informed Consent Form
Dear participant,
BENEDICITE!
We, the Group 5 members of St. Odilia, are to conduct qualitative research entitled,
LIVED EXPERIENCES OF MISALIGNED SENIOR HIGH SCHOOL LEARNERS.
The purpose of this study is to know the experiences of the student such as the
students’ struggles, coping mechanisms, advantages, and disadvantages of being in
a strand that does not align with the student’s NCAE results. The interview will
ensue via Google Meet. The researchers are willing to adjust their schedules to
know what time you will be vacant on.
Your answers will be recorded and analyzed, and when the results are obtained, we
will propose a Proposed Plan for Action as guide for the upcoming senior high
school students to avoid strand misalignment.
As researchers, we abide by the right to privacy of the participants and we promise
that your personal information will only be disclosed among the researchers. Aside
from that, we are aware that this may have inconvenienced you and disturbed your
schedule. However, we assure you that the researchers will have compensation to
be finalized.
We thank you for taking your time.
Sincerely yours,
Group 5 of St. Odilia
Full and Voluntary Informed Consent
I willingly agree to participate in the study LIVED EXPERIENCES OF MISALIGNED
SENIOR HIGH SCHOOL LEARNERS, provided that my participation will not harm
me or infringe on my privacy, for which I am aware of the research's purpose, and I
promise to be truthful and honest in providing all necessary information, without
being forced or pressured to do so.
_________________ _________________
Signed by participant Date
[] Yes, I am giving my full, voluntary informed consent.

[] No, I cannot participate in the study.
41
APPENDIX D
Interview Questionnaire
1. What are the difficulties you experience being a misaligned student?
2. What are opportunities have you experienced being a misaligned student?
3. What are your coping mechanisms as a misaligned student?
4. What are the factors that made you choose a strand that does not align with your
NCAE results?
5. What can you advise to the upcoming senior high school students to avoid
misalignment?
42
APPENDIX E
Focus Group Discussion
I: Good afternoon, thank you for participating our interview. To have an organized interview,
magsugod ta ni S1, followed by S2, and S3.
I: So, what are the difficulties have you experienced as a misaligned student?
S1: For me the difficulties I have experience, I'm studying on the field where I'm still not that
familiar, dayon layo sya sa na andan. Naay terms sa subject na dili familiar.
I: What are the fields diay na imo na andan?
S1: Ako na andan na fields kay sports and religion.
I: Okay. I see. S2 ikaw na pud.
S2: Daghan kaayo og academic task and activities which is na dili kaayo mabuhat kay
maglisod pakog sabot, especially exams and quizzes. Maglisod og answer kay wala ko
kabaw. Major subjects kasagaran ang lisod og sabot. Kay advance ra kaayo ang terms para
nako.
S3: Struggle sa mga subjects na weak ko na focus sa stem like math and science. I find
math and science hard.
I: So, maglisod jud mo maayo sa major subjects, specifically sa Physics ug Biology, kay
advanced ra ang terms?
S2 & S3: Yes.
I: Okay, thank you. Next is: what are the opportunities have you experienced?
S1: I get to learn on new field which I'm not that familiar with and maka experience ko na
bag-o na experiences and values na aside sa akong nahibaw an ug new skills sad.
S2: Ka learn og new things namaka help nakos future, engineer and seaman ako dayon ang
kaning strand ako napili ron kay naay related sa course na kwaon nako ig college.
S3: I can face subject that I struggled, learn new things that are new to you like new skills.
I: So, basically, nakakuha mo ug new knowledge and skills, correct?
S1, S2 & S3: Yes.
I: Okay. Thank you. Next question is: What are your coping mechanisms as a misaligned
student?
S1: I have friends more familiar sa field na karon, and let’s say naay stock knowledge na
nagamit nako na gikan sa mga past experiences. Mag rely sa peers and stock knowledge
from junior high school years.
S2: Mo ask kog help gikan sa mga friends para ma guidan ko unsaon nako pagbuhat dayon
mag search sa google ana na buhatonon para mabuhat. Just do your best, and if di kaya
mag ask help sa friends and use google.
S3: Studying, I want to study during the night because I can concentrate well, and also mag
ask help sa mga classmates para ma lessen ang struggle.
I: So, you rely on your peers, rely sa google, ug magstudy comfortably, correct?
S1, S2 & S3: Yes.
I: Next question kay: What are the factors that made you choose a strand that does not align
with their NCAE results?
S1: Naa diri ang course na ganahan nako enrollan ig college. Sa industrial engineering.
S2: Same as S1 since ang stem strand na apil sa course sa akong college, engineering and
marine even if wala sya sa sports and arts na results sa ncae. Nag choose og strand para
sa akong job na na apil ato.
S3: I chose STEM because there are many opportunities, because I also want to be a nurse,
I also want to widen my knowledge on science and math
I: In choosing this strand, is it your own decision or gi advisan mo sa inyong
parents/relatives?
S1: Ako ra.
43
S2: Ako ra. Gipapili ra ko nila asa akoa. Maoto ana man ko stem maoto ok ra pud nila.
S3: Yes, ako ray ga decide ani.
I: Okay, thank you for your answers. And lastly: What can you advise to the upcoming senior
high school students to avoid misalignment?
S1: Follow your hearts and desires you want in your life, never give up.
S2: The NCAE Results only serve as a guide kung maglibog sila sa strand nila, pero kung
unsay gusto nila mao nay pili a kay naa rmn nila kung unsa ila gusto sa future.
S3: With the help of NCAE results, you will also not regret, pick your strand that you are
aligned with to avoid misalignement, guide ra jud na ang ncae, makatabang siya pero
depende ra jud nimo unsa imong gusto.
I: Okay sige. Thank you kaayo sa inyong answers ug cooperation. Inyong mga tubag kay
makatabang jud maayo sa among research.
In-depth Interview
I: Good afternoon S4, thank you for participating in this interview. So, let’s get started.
I: What are the difficulties have you experienced as a misaligned student?
S4: Kuan there are many subjects that I'm having a hard time understanding, like physics
and biology.
I: Oh, so mao ra jud na imong mga difficulties na experience so far as a misaligned student?
S4: Yes.
I: Okay next question, what are the opportunities have you experienced being a misaligned
student?
S4: The opportunities that I have experienced as a misaligned student is that like kanang I
can take some courses in college that are related to STEM og I was able to have the
opportunity to work on my weak subjects like Mathematics and Science.
I: Unsa diay na course imong kwa-on ig college?
S4: Kuan man, Computer Science.
I: Aww so ang opportunity nimo nakuha as a misaligned student kay naka work on ka sa
mga subjects na naglisod ka daan?
S4: Oo.
I: Next Question, what are your coping mechanisms as a misaligned student?
S4: My coping mechanisms as a misaligned student kay playing games with my friends para
to reduce the stress, reading manga, watching movies, reading the bible, doing household
chores, og kanang asking my friends for help when I'm having a hard time on a subject.
I: So kasagaran sa imong coping activities kay mag buhat sa imong mga hobbies og asking
help from your friends?
S4: Oo kana kana.
I: Then next question nasad kay, what are the factors that made you choose a strand that
does not align with their NCAE results?
S4: Ako ning gipili nga strand kay plano nako to take computer science in my college, and
my NCAE results said its TVL, but TVL isn't present in my school that's why I chose STEM
because it is at least related to the job I want to pursue.
I. Pwede ra man ka mu transfer ug school. Nganong wala man?
S4: Base sa ako gi pang search kay mas maayo man daw mag stem kaysa mag tvl ifmag
comsci kay naa daw kay math stuff ma miss out.
I: Kanang sa pagpili sa ani na strand, own decision na nimo or decision sa imong parents?
S4: Akong own decision ra. Okay raman sad sila kay kabaw man sila na duol-duol ra ang
STEM sa akong course kwaon ig college.
44
I: Okay-okay, last question, what can you advise to the upcoming senior high school
students to avoid misalignment?
S4: Akong ma advise kay always try your best, study hard, and to always go for what you
want, study the subjects that you are interested in, and do not be afraid to take the job that
you really want even its not a common job.
I: Thank you very much for participating in this interview S4 that is the last of the question.
Focus Group Discussion
I: Good afternoon we are the group 5, thank you for participating this interview.
I: So, let’s start with the difficulties, S 3, why is it that naglisod mo ug understand sa terms?
Wala ba mo kahibalo sa basics?
S3: Since like di man ko sa kani na strand, meaning wala koy knowledge so nay mga terms
na hina ko.
I: Okay, so during discussions, unsa inyong behavior? Maminaw ba mo or dili? And kung
maminaw mo, why is it dili japon mo kasabot? And if dili mo maminaw, why man?
S3: Maminaw man and makasabot ra during discussion pero at the end of the day pero
usahay malimtan and di na kasabot etc. Pero kung studyhan og balik og review, makasabot
raman sad.
I: Sige, So aside from naglisod mo sa subjects, unsa pa man inyong difficulties?
S3: Kuan, usahay kanang dili kayo ko remember kana ganing ma ugma-an na like example
nag discuss ron about math baron dayon makalimot kos uban.
I: Sa kanang new things inyo na learn, unsa man to? And na master ba to ninyo? Please
specify.
S3: Oo naa koy mga new things na learn like mga solvings-solvings,
I: Also, do you think you are in the right strand? Kay gi state sa NCAE nga mao ni inyong
strand pero despite that ni pili gihapon mo sa STEM.
S3: Somewhat kay since nigawas sa NCAE na dili aligned ani kay daghan ni go gihapon mi
kay naa man guy daghan opportunities ang STEM strand dayon naa say uban na align sa
ilang college course parehas nako.
I: Okay so lastly, if the school can do anything (activities etc,,) to help the grade 10
(upcoming senior high school students), what would it be? And please elaborate it.
S3: Pwede rasd maghold ang school og mga seminars and orientations like career
guidance, dayon dapat sad realistic siya and practical.
I: So thank you S3 for participating sa interview.
I: Good afternoon, thank you for participating in this interview.

I: So start ta sa first question kay why is it that naglisod mo ug understand sa terms? Wala
ba mo kahibalo sa basics?
S1: Naay uban terms na like, naa rakoy na andan na mga basic ra pero kung palawmon
najud ang mga terms, kay adto nako maglisod.
I: So mga deep na terms, kuan during discussions, unsa imong behavior? Maminaw ba ka
or dili? And kung maminaw ka, why is it dili japon ka kasabot? And if dili ka maminaw, why
man?
S1: Kuan like, oo maminaw man ko every discussion, magdepende nalang sad na nako
kung mopadayon bako labi na if di nako ka apas sa discussions.
I: Ohh so unsa man na parts sa discussions na lisod, kanang mga unfamiliar terms?
45
S1: Oo kana labi na mga terms sa mga Problem Solving,

I: So mao na ang reason di ka makasabot usahay kay dili nalang mo continue og paminaw if
di na maka catch up.
I: Aside from naglisod mo sa subjects, unsa pa man inyong difficulties?
S1: Usahay makalimot jud ko sa mga gipanglesson labi na ma abtan og pila ka days na wala
na gi discuss, mostly kay tungod lisod ang mga terms dali ra nako malimtan.
I: Ohh so sa opportunities nata, sa kanang new things inyo na learn, unsa man to? And na
master ba to ninyo? Please specify.
S1: Hmm yeah one example is katong pag Grade 11 na gen math nato, katong standard
deviation na part.
I: Aww so dayon na master na gihapon na nimo siya hantod karon?
S1:Oo
I: Ahhh sige, next question kay do you think you are in the right strand? Kay gi state sa
NCAE nga mao ni inyong strand pero despite that ni pili gihapon mo sa STEM.
S1: I think yes naa rako sa right strand kay, kuan despite sa katong akong gipang sturya
nanaay mga terms and topics na di kaayo ko familiar, pero naka catch up ra gihapon ko.
I: Ah so nag expect ka naa ka sa right strand kay maski nay mga lisod na terms naka adapt
ra gihapon ka?
S1: Oo
I: Ohh sige, so lastly kay if the school can do anything like activities and etc. to help the
grade 10, what would it be? And please elaborate it.
S1: Kuan, dapat mo focus sila sa na andan sa mga bata, dapat mangita silag activities na
masmahibaw an nila ang knowledge sa students para ma classify sila sa proper strand.
I: Ohh sige, so wala nay lain?
S1: Oo wala na
I: Sige-sige, thank you for participating sa interview.
I: So, first question, why is it that naglisod mo ug understand sa terms? Wala ba mo

kahibalo sa basics, let’s start with S2.
S2: Aw makibalo man sa basics pero after sa discussion naa may possible na malimtan mao
to mag libog dayon balik sauno dayon sugod nag dili kasabot.
I: Okay, ikaw S4?
S4: Kuan kanang mao sad, kanang gahapon kabaw ko pero karon dili na, kay malimtan.
I: During discussions, unsa inyong behavior? Maminaw ba mo or dili? And kung maminaw
mo, why is it dili japon mo kasabot? And if dili mo maminaw, why man?
S2: Maminaw kanang maminaw nga ig paminaw na mulapos sa pikas dunggan pero
makasabot gihapon gamay, maglibog lang gihapon.
I: Ikaw S4?
S4: Kuan kanang maminaw pero lutaw ako utok, dukaon ko dayon timing ig mata nako nag
prayer ng tibuok klase
I: Next question, aside from naglisod mo sa subjects, unsa pa man inyong difficulties?
S2: Kuan mga performance tasks especially kanang wala kay hilig ana example mga
drawing drawing.
S4: Kanang makalimot ko mga deadline usahay kanang diko ka pass
I: Mao rato?
S2 and S4: Oo
I: Sa kanang new things inyo na learn, unsa man to? And na master ba to ninyo? Please
specify.
46
S2: Ang things na learn nako kanang kuan, maka cope up imbis daghan og buhatonon
mabuhat gihapon pero di gihapon ma master kay magdepende man sa time management
S4: Wa jud koy na master kay permi rako matug pero, makabaw man ko una pero ig human
nakog answer ig balikon nako kay malimtan na.
I: Also, do you think you are in the right strand? Kay gi state sa NCAE nga mao ni inyong
strand pero despite that ni pili gihapon mo sa STEM.
S2: Ah even tho lahi ang results sa NCAE nipili gihapon ko sa STEM because sa STEM man
gud na belong ang course na kwaon nako sa future.
S4: Wala may TVL sa st scho mao to nag STEM nalang sad ko kay mao man to gi advise sa
akong mga peers na kung mokuha ko sa akong kurso na kwaon kay mag STEM nalang daw
ko.
I: And lastly, if the school can do anything activities etc. to help the grade 10 upcoming
senior high school students, what would it be? And please elaborate it.
S2: Activities?
I: Oo kanang unsay mabuhat sa school unsay ma help sa grade 10.
S2: Kuan ilang i ask daan ang mga students unsa na strand ila gusto dayon kung mao to
gusto sa students ilang tabangan na like para di na sila mag lisod sa katong strand na ilang
pilion.
S4: I interview ang mga estudyante dayon isahon2 silag tabang sa ilang mga career og
unsay ma advise sa maestra nila.
I: Mao rato?
S2 and S4: Oo mao rato
47
SIGNIFICANT STATEMENT Line No. CODE

“I'm studying on the field where I'm still not 4-5 Difficulty in
that familiar, then there are terms in the Understanding Terms
subject that are not that familiar.”
“The fields that I’m familiar with are sports 7 Misaligned Interest
and religion.”
“…There are so many academic tasks and 9-10 Overload of Tasks
activities which is not very easy to do
because it is difficult to understand,
especially exams and quizzes.”
“Major subjects are often difficult to 11-12 Difficulty in
understand because the terms are too Understanding Terms
advanced for me.”
“Struggle with subjects that I weakly focus 13-14 Difficulty in
on stem are math and science. I find math Understanding Terms
and science hard.”
“…I get to learn on new field which I'm not 19 Acquiring New
that familiar with.” Knowledge
“I choose this strand because it is related to 22 Chosen College Courses
the course that I am going to take in
college.”
“… I can face subject that I struggled.” 23 Improvement of
Knowledge
“…I ask help from my friends who are more 28 Peer Assistance
familiar in the field.”
“I ask help from friends to guide me on how 31 Peer Assistance
to do the activity.”
“…Studying, I want to study during the night 34 Exerting Extra Effort
because I can concentrate well.”
“… Also, I ask help from my classmates to 35 Peer Assistance
lessen my struggles.”
“…the course that I want to take in college 40 Chosen College Courses
is part of this strand.”
“…since STEM strand is part of the course I 41 Chosen College Courses
want to take in college.”
“…because I also want to be a nurse.” 44 Chosen College Courses
“I also want to widen my knowledge on 45 Improvement of
science and math.” Knowledge
“…there are many subjects that I'm having a 62-63 Difficulty in
hard time understanding, like physics and Understanding Terms
48
biology.”
“… I can take some courses in college that 68-69 Chosen College Courses
are related to STEM.”
“…work on my weak subjects like 69-70 Improvement of
Mathematics and Science.” Knowledge
“…playing games with my friends to reduce 77-78 Recreational Activities
the stress.”
“…asking my friends for help when I'm 79 Peer Assistance
having a hard time on a subject.”
“…because I plan to take computer science 85 Chosen College Courses
in my college.”
“…TVL isn't present in my school that's why 86 Unavailability of Track
I chose STEM.”
“… I have no knowledge, so there are terms 103-104 Difficulty in
that seem difficult for me.” Understanding Terms
“But if I study and review, I can recall and 108-109 Exerting Extra Effort
understand.”
“There are new things that I learned which 115 Acquiring New
are problem solving.” Knowledge
“There are people who have aligned college 119-130 Chosen College Courses
course, like me.”
“If the terms gets deeper, that’s the time 129-130 Difficulty in
where I struggle.” Understanding Terms
“It just depends on me if I continue to listen, 133-134 Difficulty in
especially if I can no longer catch up in the Understanding Terms
discussions.”
“… most especially the terms in problem 136 Difficulty in
solving.” Understanding Terms
“… despite the difficulties I encountered due 150-151 Exerting Extra Effort
to unfamiliar terms and topics, I was still
able to catch up.”
“Even if the NCAE results were different, I 192-193 Chosen College Courses
still choose STEM because STEM belongs
to the course that I will pick in the future.”
49
Students’ Students’ Students’ Students’ Capacity

Performance Efficiency Attentiveness to Learn
 Difficulty in  Overload of  Misaligned  Acquiring New
Understanding Tasks Interest Knowledge
Terms  Improvement of
Knowledge
Additional Recreational Students’ Behavior Schools

Assistance Activities Towards Learning Availability of
Tracks
 In Need of  Doing Hobbies  Exerting Extra  Unavailability
Peer Effort of Track in
Assistance School
Students’ Future
Endeavors
 Chosen
College
Courses
50
APPENDIX F
CURRICULUM VITAE
JEFFERSON TROY D. ABAS
Lawaan III, Lower Crusher, Talisay City, Cebu

09762008503
jetrodurensabas@gmail.com
PERSONAL BACKGROUND
Date of Birth: July 26, 2003 Religion: Roman Catholic
Age: 18 years old Height: 5’7” ft.
Sex: Male Weight: 60 kg.
Nationality: Filipino
EDUCATION
ELEMENTARY
School: Mediatrix Learning Center Inc.
Address: Lawaan III, Talisay City, Cebu
Year Graduated: 2016
Awards and Recognitions: N/A
JUNIOR HIGHSCHOOL
School: St. Scholastica’s Academy – Tabunok
Address: Tabunok Talisay City, Cebu
Year Ended: 2020
Awards and Recognitions: Best in Conduct
SENIOR HIGHSCHOOL
51
CHRIS NEMAR S. CAPANGPANGAN
Lawaan III, Pungsod, Talisay City, Cebu

09355442603
chrisnemarsilva@gmail.com
PERSONAL BACKGROUND
Date of Birth: December 21, 2003 Religion: Roman Catholic
EDUCATION
ELEMENTARY
School: River of Praise School
Address: Sangi, Tabunok Talisay City, Cebu
Awards and Recognitions: With Honors
JUNIOR HIGHSCHOOL
Year Ended: 2020
SENIOR HIGHSCHOOL
52
DAISY MARIE Q. DALAPO
Crossing Nonoc, Tabunok, Talisay City, Cebu

09683486309
daisydalapo@gmail.com
PERSONAL BACKGROUND
Sex: Female Weight: 64 kg.
EDUCATION
ELEMENTARY
School: Tabunok Central School
JUNIOR HIGHSCHOOL
School: Talisay City National Highschool
Address: Poblacion Tabunok Talisay City, Cebu
Year Ended: 2020
SENIOR HIGHSCHOOL
53
NIVA Q. FLORES
Daruhan Drive Kimba San Roque Talisay City, Cebu

09457014133
nivaflores0928@gmail.com
PERSONAL BACKGROUND
Date of Birth: September 28, 2004 Religion: Roman Catholic
Sex: Female Weight: 37 kilograms
EDUCATION
ELEMENTARY
School: San Roque Elementary School
Address: San Roque, Talisay City, Cebu
Awards and Recognitions: 1st Honorable Mention
JUNIOR HIGHSCHOOL
Year Ended: 2020
SENIOR HIGHSCHOOL
54
CLARK D. GEMONGALA
Cadicay Lawaan III Talisay City Cebu

09234927640
xerxes.ae@gmail.com
PERSONAL BACKGROUND
Date of Birth: May 29, 2003 Religion: Roman Catholic
EDUCATION
ELEMENTARY
School: SDA Lagtang
Address: Lagtang Talisay City, Cebu
Awards and Recognitions: Best in Quiz Bee, With Honors
JUNIOR HIGHSCHOOL
Year Ended: 2020
SENIOR HIGHSCHOOL
55
KRISHNA GWEN MAE C. LASTIMOSA
Sambagan Tabunok ,Talisay City, Cebu

09683315527
krishnacalago@gmail.com
PERSONAL BACKGROUND
Age: 18 years old Height: 5 ft.
Sex: Female Weight: 50 kg.
EDUCATION
ELEMENTARY
School: San Isidro Elementary School
Address: San Isidro, Talisay City, Cebu
JUNIOR HIGHSCHOOL
Year Ended: 2020
Awards and Recognitions: With Honors and Awardee of Samahang
Makabayang Pilipino
SENIOR HIGHSCHOOL
56
CHARLES GODWIN F. RACAL
Jaclupan Talisay City, Cebu

09398843708
charlesgodwinracal@gmail.com
PERSONAL BACKGROUND
Date of Birth: June 11, 2002 Religion: Roman Catholic
Age: 19 years old Height: 5 ft.
EDUCATION
ELEMENTARY
School: San Nicolas Elementary School
Address: Barangay Duljo-Fatima
JUNIOR HIGHSCHOOL
Year Ended: 2020
SENIOR HIGHSCHOOL

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LIVED EXPERIENCES OF MISALIGNED SENIOR HIGH SCHOOL LEARNERS

Senior High School Faculty of

St. Scholastica’s Academy

Tabunok, Talisay City, Cebu, Philippines

In Partial Fulfilment of the

Requirements for the

PRACTICAL RESEARCH 1 AND 2 AND

INQUIRIES, INVESTIGATIONS, AND IMMERSION

GROUP 5 - ST. ODILIA

ABAS, JEFFERSON TROY FLORES, NIVA

CAPANGPANGAN, CHRIS NEMAR GEMONGALA, CLARK

CARAMPATAN, JUN MELVIN LASTIMOSA, KRISHNA GWEN MAE

DALAPO, DAISY MARIE RACAL, CHARLES GODWIN

TABLE OF CONTENTS ------------------------------------ ii

Factors affecting the Misaligned Students’ Choice of Strand --------- 26

CURRICULUM VITAE ---------------------------------- 50

THE PROBLEM AND ITS SCOPE

(STEM), Humanities and Social Sciences (HUMSS), Accountancy, Business and

specialized in societal problems and human behavior. ABM strand prepares

Misalignments between strands and courses can have unfortunate serious

consequences. With the new K to 12 curriculums in the Philippines, various tracks

track, is required to take additional courses if the student chooses to enroll in a

summer before college starts (Acdedios, 2018).

Examination (NCAE) is used to measure the general knowledge of students. Its

mismatch (Ross, 2021).

However, the misalignment of students is not an uncommon occurrence.

According to Santos et al (2019), 19.33% of the 119 respondents have misaligned

classes to catch up with the required subjects in college (Marin, 2020).

Misaligned students, unfortunately, have a difficult time during their college

to them (Lam, 2019).

appropriately and suitable to their interests and future career path.

This research is anchored by Social Cognitive Career Theory, Gardner's

Theory of Multiple Intelligences, and Happenstance Theory.

Social cognitive career theory (SCCT) is aimed at explaining three

interrelated aspects of career development. It is based on Albert Bandura's general

efficacies beliefs (“Social cognitive career theory - career development”, 2016).

According to Howard Gardner's theory, humans can have up to eight different

intelligences. intrapersonal, logical, musical, naturalist, visual, linguistic, bodily-

kinesthetic and interpersonal intelligences (“The Theory of Multiple Intelligences and

Its Relevance to Choosing Your SHS Strand”, n.d).

According to John Krumboltz’s planned happenstance theory, it is alright to

not always prepare since unexpected circumstances may lead to successful

(“Krumboltz's theory”, 2016).

efficacy beliefs, outcome expectations, and personal aspirations. Aspirations are

supportive environmental conditions, which enable people to pursue their interests.

multiple intelligences which are intrapersonal, logical, musical, naturalist, visual,

linguistic, bodily-kinesthetic and interpersonal intelligences. Furthermore, one's

learning styles do not necessarily have to correspond to one's strongest area of

intelligence. Everyone possesses all eight types of intelligence to varied degrees.

Happenstance Theory is present because individuals have the ability to

to not always prepare since unexpected circumstances may lead to successful

Statement of the Problem

strands and courses. Specifically, answered the following questions:

4. What can be proposed out of the study?

Significance of the Study

great benefit to the following.

to be guided on how to avoid misalignment of strand and are able to choose

their preferred track after reading the results of this study.

provides the misaligned with personalized, impartial, and timely information

and support to make meaningful decisions about their lives.

this study and are defined as:

strand the students have to choose.

Lived experience is a representation of a person's experiences and choices, as