CHAPTER 1

INTRODUCTION

Background of the Study

These various tracks, strands, and specializations are designed to help you

determine which paths best suit your strengths, passions, and skills. Selecting

the appropriate Senior High School strand will help motivate you for your future

career. When you select a strand that interests you, studying becomes more

enjoyable because the strands are designed and specialized to match your

interests. Furthermore, it broadens your knowledge and skills while also

exposing you to your chosen field of study in preparation for college

(Maestrecampo, 2018).

Choosing a senior high school strand is one of the most difficult decisions

that junior high students will face. It is critical because the strand they select will

serve as their training ground prior to entering college. This is in response to

their various life dreams and interests, which may change over time. Knowing

and exploring one's field of interest will nurture and assist one in landing on the

right career track because these factors play a critical role in determining a

future career that suits them (Deil-Amen, 2011).

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Senior High School Students needs a lot of professional advice especially, in

choosing theirtrack career. In this period students must be sure on the career

that they choose as a preparation for their future worthwhile occupations.

Choosing the perfect career that will fit is one of the most important and crucial

decision that every students has to make. This can bea measure were there an

individual that will be successful in the future or not. At this Ageself-realization is

very important, try-outs, and choosing the right track is the first step.Students

must go through an intricate process of career selection in which they must

consider factors that will affect their overall decision such as sociodemographic

profile, socioeconomic status, parents, job opportunities, academic performance,

personal interest, and many other aspects to forcefully be open-minded of what

they will encounter in the not-too-distant future (Moneva & Malbas, 2019)

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Statement of the Problem

This study aims to identify the challenges faced by students in choosing their

Senior High School tracks.

1.What are the challenges faced by the Grade 10 students upon choosing their

SHS track.

2.How do these challenges affect the track preference of the Grade 10 students

3.How do students overcome the challenges upon choosing their track

preferences

Theoretical Framework

The theory of academic performance (ToP) emanates from Elger (2007),

and the author described ‘perform’ as an ability to produce a valued result and

‘performer’ as an individual or a group that engages in collaboration while the

level of performance as the location in an academic journey. According to Elger

(2007), there are six components of performance levels, and they are: level of

knowledge, levels of skills, level of identity, personal factors, and fixed factors

and proposed three axioms for effective performance as performer’s mindset,

immersion in an enriching environment, and engagement in reflective practice

Gottfredson’s theory, occupational aspirations are a reflection of one’s self-

concept. People seek occupations that (a) arc congruent with their self-image

and (b) reflect their knowledge of different occupations. This theory describes

that students become attracted to certain specialization. According to this

theory,self-concept is the key to specialization selection. Students tend to choose

3
jobs that are compatible with their personality. The key determinants according to

the theory are one’s social class, level of intelligence and experiences with sex

typing. In the study of Siguan Jr., (1994) as cited in Sonsona (2012) self-concept

was also found significant on the choice of specialization of students. Another is

Holland’s theory of career choice suggested that people can function and

develop best and find jobs satisfaction in work environments that are compatible

with with their personalities. People tend to choose a career that is reflective of

their personality. Holland (1994), suggest that the closer the match of personality

to job, the greater the satisfaction. Holland’s theory places emphasis on the

accuracy of self-knowledge and career information necessary for career decision

making.(Zunker, 1994 p. 49) as cited in Abernathy (2003).

Significance of the study

The researcher envisioned that the findings of this study are useful, and

beneficial to the following individuals:

School. The study's findings are beneficial for school readiness and service

development because they provide knowledge on how things can affect students'

behavior due to the fact that there are factors that influence strand selection.

Students. This benefits students by informing them of potential factors that may

influence their decision-making, as well as which category they may fall into

based on their interests and preferences.

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Teachers. This study is beneficial to the teachers. It helps them be aware of how

huge and important is the strand in preparing this students for entering college.

Researchers. The study benefits researchers because it broadens their

understanding of how the preferences of the selected participants contribute

ideas for the establishment of schools. Developing new knowledge that will

benefit others

Future Researchers. The findings of this study will be useful to future

researchers because they will have a broader foundation, and the study will

provide them with some information that will be useful in their research and may

answer some questions.

Scope and Delimitations

This study focuses on students' preferences for strands in their upcoming

senior high school. Students of NDSSM are all Grade 10 students of NDSSM, so

this research does not cover any grade levels other than Grade 10 in NDSSM,

and it also does not cover students who are not a part of NDSSM. There must be

a total of 5 Participants. They must also be knowledgeable and prepared to

answer any questions about the research. There are no restrictions on the

participants gender or religion as long as they have met the requirements and

are qualified to answer questionnaires. The data collection will take place near

the Notre Dame Siena School of Marbel. Questionnaires will be used as a data

collection tool.

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Definition of Terms

The following terms are defined operationaly. These are key terms

for comprehending the context of this study are hereby defined conceptually and

operationally.

Career. This refers to a person's employment-related. and other significant

internal and outside experiences. outside of groups that establish a particular

pattern. over the course of a person's life (Baruch, 2009). In this study a career

that a person pursues for a large segment of their life and offers opportunities for

advancement.

Challenges. This refers to a situation that requires a lot of physical or mental

effort to complete successfully, or the circumstance that requires a lot of effort

(Online Cambridge dictionary, 2021). In this study something that tests a

person's ability because it requires a lot of mental or physical effort to complete

Decision Making. This refers to the Decision-making is defined as the selection

of a plan of action from among possibilities (Weihrich & Koontz, 2007). In this

study a decision is a choice that leads an executive to determine what must be

done in a specific circumstance.

Grade 10. when pupils are 15 or 16 years old, which is the tenth year of school

( Collins English Dictionary, 2019). In this study the fourth year of high school

coursework and the last year of junior high.

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Senior highschool. Grades 11 and 12, the final two years of the K–12 Basic

Education Program, are referred to as Senior High School (DepEd, 2019).

Grades 11 and 12.

Tracks. There are five different tracks in the K–12 Senior High School (SHS)

program: academic, arts and design, sports, technical, and vocational. These

programs give students the abilities they need in order to succeed in college,

colleges, or even the actual world of work (DepEd, 2018). In this study Business,

Accounting, and Management (BAM), Humanities, Education, and Social

Sciences (HESS), and Science, Technology, Engineering, and Mathematics

(STEM) are the three strands of the academic stream (STEM).

Abm. The Accountancy, Business, and Management Strand—or ABM strand—

seeks to prepare the young business leaders of tomorrow. ABM strand paves the

way for business-related college degrees.( Dagondon,,2017) In this study It

teaches the basic concepts of financial management, accounting, and corporate

operations. The programs under this strand aims to instill crucial skills that one

needs to perform well in their future careers and businesses.

Humss. This refers to Humanities and Social Sciences. It is one of the strands

offered to Senior High students. This strand is for learners who aim to take up

journalism, communication arts, liberal arts, education, and other social science-

related courses in college. (Apolinar,2019) In this study the HUMSS strand

revolves around improving a student’s reading, writing, and speaking skills

because if you haven’t noticed yet, people who choose this strand are aspiring to

become members of the society who will be be dealing with a lot of people.

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Stem. This refers to an educational program developed to prepare primary and

secondary students for college, graduate study and careers in the fields of

science, technology, engineering and mathematics (STEM).(Lutkevich 2012)

Preferences. This refer to certain characteristics any consumer wants to have in

a good or service to make it preferable to him. This could be the level of

happiness, degree of satisfaction, utility from the product (Collins, 2017). In this

study If you prefer something, then you would prefer to have it or do it above

something else.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the related literatures and studies pertaining to the

Challenges that affect the grade 10 students upon choosing their SHS track.

Senior High School

Senior High School is two years of specialized upper secondary

education; students may choose a specialization based on aptitude, interests,

and school capacity. The choice of career track will define the content of the

subjects a student will take in Grades 11 and 12. SHS subjects fall under either

the Core Curriculum or specific Tracks (Official Gazette, 2012). Senior High

School (SHS) covers the last two years of the K to 12 program and includes

Grades 11 and 12. In SHS, students will go through a core curriculum and

subjects under a track of their choice (http://k12philippines.com/, n.d).

The K to 12 Program covers Kindergarten and 12 years of basic education

(six years of primary education, four years of Junior High School, and two years

of Senior High School [SHS]) to provide sufficient time for mastery of concepts

and skills, develop lifelong learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneur ship.

Each student in Senior High School can choose among three tracks: Academic;

Technical-Vocational-Livelihood; and Sports and Arts.

The Academic track includes three strands: Accountancy, Business

Management (ABM); Humanities and Social Sciences (HUMSS); and Science,

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Technology, Engineering, Mathematics (STEM). Students undergo immersion,

which may Include earn-while-you-learn opportunities, to provide them relevant

exposure and actual experience in their chosen track (Official Gazette, 2012).

Career Choice

Ghuangpeng (2011) defines career choice as a process which occurs

when an individual,especially students, chooses a particular career for

college. It is one of the most importantselection processes that students may

encounter on their entire lives, because after they graduatefrom college, they will

allot most of their time in achieving their goals with the help of thecareers they

chose to pursue (Department of Labor, 2010). Thus, according to Edwards

andQuinter (2011), it is important for students to make an informed decision on

their careers, since itaffects some of the aspects of their future lives or their

future jobs/profession.However, choosing a career is difficult, especially during

these unsettled economic times,which makes it more complicated for students to

choose a direction (William, 2016). Also,Wattles (as cited by Edwards and

Quinter, 2011) states that, with the continued development ofinformation

technology throughout the years, choosing a career “has become a

complexscience”

Career Decision-making

Pascual (2014) stresses that wrong decision-making on the career to

pursue could be thecause of increasing rate of misfit graduates.

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Therefore, students should be equipped withsufficient knowledge and

effective strategies so that they could come-up with good decisions(Kroll, as cited

by Borchert, 2002). This indicates that aside from career planning,

extensivecareer research before choosing a career should also be considered by

an individual to adapt withsocio-economic changes nowadays (Wattles, as cited

by Edwards and Quinter, 2011

Career Guidance and Counseling

According to Pafili and Mylonakis (2011), when students are able to

select the rightcareer, they can effectively use their knowledge and skills which

could help on the developmentand welfare of the society. Yet, some

students may not have sufficient knowledge andunderstanding about the

right career to pursue (Aguado, Laguador & Deligero, 2015). This mightbe

because of the problems being faced by students when they are trying to match

their careerchoice with their abilities and performance, especially on

academics (Edwards and Quinter,2011)

Future Opportunities/ Ideal Job

The earning potential of your chosen profession is likely to be a factor that

influences your career path. You may find one aspect of your career is more

financially rewarding than another, or that working your way through the ranks

11
holds greater financial incentive than staying in the same job. Your personal

financial needs are also likely to influence the career choices you make.

Opportunity is the third factor that has shaped career choices for students.

Opportunity may influence how students have perceived their future in terms of

the reasonable probability of a future in particular career fields. The issue of

poverty has played an important determining role in the opportunities available to

all (McQuerrey, 2006)

K to 12 Program

A report from the Labor Force Survey in 2012 (as cited by Braza and

Guillo, 2015) statesthat the are approximately 7.1 million Filipinos who

are underemployed because of thecongested basic education system, as

well as unaided career choices of these Filipinos while theywere in school.

Because of this, the government implemented the K to 12 Program which

isconsidered to be one of the significant reforms in the Philippine Educational

System (Abarro,2016).

It is in accordance with the belief of the government that the strength of a

nation reliesupon the strength of its education system (Sergio, 2011).According

to the Department of Education (2012), the program covers kindergarten and12

years of basic education (six years of primary education, four years of Junior

High School,and two years of Senior High School) to provide sufficient time for

mastery of concepts andskills, develop lifelong learners, and prepare graduates

for tertiary education, middle-level skillsdevelopment, employment, and

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entrepreneurship. In addition, before entering to college, highschool students are

already given the opportunity to select from tracks and strands offered byschools

(Official Gazette of the Philippines)

Personality

“Personality” plays an important role in the choosing of the right career. A

student‟s personality must be self motivated type, as to investigate career

possibilities from early on in their lives, and not the procrastinating type that waits

till they are compelled to decide. Students must take seriously the role grades

play in limiting opportunities in the future. Splaver went on to say “It is important

for you to have a good understanding of yourself, your personality, if you are to

make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable

for particular jobs also has been found to be influenced by a number of factors

including ethnic background, year in school, level of achievement, choice of

science subjects, attitudes and differences in job characteristics (McQuaid and

Bond, 2003)

Family

Parents often have an influence on the career paths their offspring pursue.

A parent may urge a child into a vocation similar to their own, or to one that has

demonstrated high earning power. You may find yourself attracted to a particular

line of work because of your parents’ professional history, which likely has given

you a first-hand perspective on that type of work. Many children grow up

13
idealizing the professions of their parents. If you always looked up to your mother

and admired her teaching skills, that may influence you to pursue a career in

education. Parents may also intentionally or unintentionally push a child toward a

particular career path, especially in the cases of family-owned businesses, where

parents expect their children to take over the company. Still other parents apply

pressure on their offspring to strive for particular high-profile careers, feeling they

are encouraging their children to reach high (McQuerrey, 2006)

One consistent finding in research suggests that adolescents’ own

aspirations are influenced by their parent’s aspirations or expectations. Parental

support and encouragement are important factors that have been found to

influence career choice. Children may choose what their parents desire simply to

please them (Taylor et al, 2004)

Peer/Classmate

Pummel, Harwood and Lavallee (2008) report that the external influences

that help to shape an individual’s career choice are also influenced by significant

others through social support from peers. People around contribute a lot in one’s

decision-making .Friends may influence an individual choice of career . Individual

14
interest may be affected by peers for the reason that one wants to be with them

in fulfilling dreams or a certain career .

Classmates also play an important role in the formation of student’s

achievement, related beliefs and values , even if these classmates do not always

correspond with the peer group of leisure-time friends (Frenzel, Goets, Pekrun &

Watt , 2010). Id n a cross-sectional study relating aspects of classroom climate to

student enjoyment , Frenzel ,Pekrun and Goetz (2007) reported that class

aggregated student perceptions of classroom values were significantly and

positively related to students’ enjoyment . Developments of students interest

were really affected by their peers and classmates.

Affecting Factors

Various factors can affect a student’s career preference for Senior High

School as well asin college. According to Hewitt (as cited by Edwards and

Quinter, 2011), factors which affect thecareer preference of an individual “can

either be intrinsic or intrinsic, or both.” Most individualschoose a career based on

what their parents prefer, others follow the opportunities that haveopened for

them, others choose a career based on what they actually want without

consideringhow much they would earn, while others select a career that would

give them high income.

The influence of a student’s social environment or the people who are

around them,especially their parents, is one of the main factors that affect their

career choice. Students oftenrely on their parent’s advice in coming up with a

15
decision because they want to do well for thesake of their families (Pascual,

2014). This is how some students show respect and appreciationto their parents

since they are the ones who provide them financial support to enter

college(Aguado, Laguador & Deligero, 2015). Moreover, Aspden et al. (2015)

claim that counselorsplay a significant part in the career decisions of students

depending on the information they givethem during the process of career

guidance and counseling.

Decision-making

negative thinking and career difficulties indicate undecidedness of a student . In

order for students to make a better decision, one can consider interest and

intellectual ability interest in the subject, relationship with peers, members of the

family and teachers, and by assessment and research in the internet and other

sources before making the decision. Many students need career counselling

for choosing correct career path as clinical researcher or clinical practitione. The

approach to supporting student willingness is a potential influence.

In terms of personal qualities, low self-confidence in the classroom

implicates the behaviour to be less motivated and do less effort while adjusting

their aspirations. Confidence evolves through experiences in student’s life and

overconfidence is relevant to the good earning expectation of an individual

. Change of specialization is relevant with traits like optimism, sense of

identity, work drive and career decidedness together with extraversion,

openness, emotional stability and conscientiousness (Foster, 2013)

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Future Opportunities/Ideal Jobs

The earning potential of your chosen profession is likely tube a factor that

influences yourcareer paths. You may found one aspects of your career is more

financially rewarding thananother, or that working you way through the ranks

holds greater financial incentive than stayingin the same job. Your personal

financial needs are also likely to influence the career choices youmake.

Opportunity is the third factor that has shape career choices for students.

Opportunity mayinfluence how students have perceived their future in terms of

the reasonable probability of afuture in particular career fields. The issue of

poverty has played an important determining rolein the opportunities available to

all (McQuerrey, 2006)

Savings Behavior and Financial Problems

According to Sabri and MacDonald (2010) the savings behavior and

financialproblems among college students study talks about the connection

between havingfinancial manangement and financial stress to financial literacy

towards college studentsIn Malaysia.

This study, in overall thinking, stated that student who could pass the

testscores about financial knowledge has probability that could be reported as

having lessfinancial difficulties. Of course, it would happen if that student

experienced bad luck and acted a wrong habit in handling money long before. It

17
would serve as a room of improvement on educating student’s knowledge about

financial scope

The Roles of Parents, Work, and Education

The research about the problem of financial socialization of first year

collegestudents the roles of parents, work and education speculatively means

that the researchtitle itself focuses on investigating and explaining the role acted

by the parents in givingfinancial interaction towards student. The work

experiences gives insight to the highschool student to become more aware and

wise when handling money and the highschool financial education gives

knowledge among student according to Soyeon et al (2010).

CHAPTER III

METHODOLOGY

This particular chapter discusses the various aspects of the research

methodology, research design, locale, participants, sampling technique, research

instruments, data gathering procedure, analysis, researchers’ positioning, and

ethical considerations.

18
Research Design

This qualitative study will utilize a phenomenological approach since the

research aims to describe, understand, and interpret the meanings of

experiences of human life. This study focuses on research questions such as

what it is like to experience a particular situation Umanailo (2019). This approach

will be used in the research since the study will deal with the challenges of the

grade Grade 10 Students upon choosing their SHS Track, the researcher chose

this kind of research method as it is fit for the research design of this study

Locale of the Study

The place where the researchers choose to conduct their study is in

Notre Dame Siena School of Marbel, Alunan Avenue Poblacion, City of

Koronadal, Province of South Cotabato, Philippines

Notre Dame- Siena School of Marbel is a PAASCU- Level III accredited school

and is a Catholic institution that has been serving quality education to the locality

for seventy-five years that offers elementary, junior high school, and senior high

school programs. It provides quality education and aims to develop not only the

intellectual aspects of the students but also their spiritual and moral aspects

through the values exemplified of Mo. Francisca Del Espiritu Santo de Fuentes.

The researchers decide to conduct their study in this school because it is

a good place where there are enough participants that will be qualified to

participate in the study, and will give access for the researchers to collect their

date.

19
 The researcher choose Notre Dame Siena School of Marbel. It is an

advantage for us because to conduct the study in NDSSM this is we studied and

because we know a lot more about our known school about other institution.

Figure 1. Map of Notre Dame Siena School of Marbel. The institution is marked by a big ping at

the center of the map.

Participants of the Study

The researcher will utilize Purposive Sampling in determining the

participants. The 5 Grade10 students of Notre Dame Siena School of Marbel for

the academic year 2022-2023. There must be a total of 5 participants. They must

also be knowledgeable and prepared to answer any questions about the

research. There are no restrictions on the participants gender or religion as long

as they have met the requirements and are qualified to answer questionnaires.

The data collection will take place near the Notre Dame Siena School of Marbel.

Questionnaires will be used as a data collection tool.

20
Research Instruments

There are two kinds of instruments in qualitative research such as primary

instrument and secondary instruments. Based on Ary (2010: 412),” in

qualitative studies, the human investigator is the primary instruments for the

gathering and analyzing of data”. In this research, we will used interview.

Interviews are particularly useful for uncovering the story behind a

participant’s experiences and pursuing in-depth information around a topic.

Interview questions are usually open-ended questions so that in-depth

information will be collected.

Data Gathering Procedure

The researcher will follow the following procedures in order to obtain the

data necessary to draw conclusions for this study

Asking Permission to Conduct the Study

Identifying the Participants of the Study

21
 Preparation of interview questionnaires

Transcription and Translation

Fig. 3 Flow chart of the Procedures of the Study

1. Asking Permission to Conduct the Study

The researcher will write a letter addressed to the Director Principal of the Notre

Dame Siena School of Marbel, requesting permission to allow the researcher to

conduct the study entitled “Challenges of the Grade 10 Students upon Choosing

their SHS Track”.

2. Identifying the Participants of the Study

The research will utilize the random sampling method in selecting the

participants of the study.

22
3.Preparation of interview questionnaires

Interview questionnaires are interview sheets containing a list of pre-prepared

questions for participants to fill out before an interview to provide additional

details about their responses.

4.Transcribing and Translation

The researcher will be transcribing the videos that will be taken during the

interview

to gather data and knowledge about the Challenges of the Grade 10 Students

upon choosing their SHS Track.

Data Analysis

The process of choosing an academic track in senior high school is a crucial

decision that can significantly impact a student's future education and career

opportunities. For Grade 10 students, this decision can be a daunting task, as

they are faced with a multitude of choices and must consider various factors such

as their interests, strengths, and future goals. In this research, we aim to

investigate the challenges that affect Grade 10 students in choosing their

academic track in senior high school, using a phenomenological approach to

data analysis.

23
 The aim of this study is to explore the challenges that Grade 10 students face

when choosing their academic track in senior high school using Thematic

analysis as a method of data analysis.

Data analysis using thematic analysis is a method of analyzing qualitative

data that involves identifying patterns or themes within the data. In the context of

the research on challenges that affect Grade 10 students in choosing their

academic track in Senior High School (SHS), thematic analysis would involve

analyzing data collected from interview method to identify common themes or

patterns in the responses.

Researcher’s Positioning

This study made use of the non-numerical description to analyze the

responses of the challenges of the Grade 10 Students upon choosing their shs

track.

The researcher was the Grade 12 Senior High School student of saint

vincent ferrer ABM and HUMSS who were interested on how Grade 10 Students

face the challenges upon choosing their senior high school track. They took part

in this research as citizens concerned about the timely and relevant topic, a clear

statement that they highlighted to emphasize only the conducted topic and

gathered data and biased information were contained and excluded.

24
Ethical Considerations

Prior to the conduct of the interview, the researcher will be getting full

consent from the research participants The researcher will take good care of the

security of the research participants, will make sure that they will not be

subjected to any harm, The research participants’ protection will be ensured by

the researcher.Graduate School The researcher will prioritize and respect the

research participant’s dignity. The researcher will ensure the research

participants the adequate level of confidentiality of the gathered data.The

researcher will practice honesty and transparency in communicating with the

research participants with relation to the study.The researcher will be avoiding

any type of misleading information, as well as biased findings of the

representation of the primary data.

CHAPTER IV

RESULTS AND DISCUSSION

This chapter has been formulated to answer the research question keeping

the literature review and research findings from the interviews in

consideration. The findings and discussion will be organized according to the

research questions and interview questions. This way, it will be easier to see the

patterns and direct responses from the informants.

Research Question 1. Do you feel that you had enough information about the

different academic strands available? Why or Why not?

25
 This research questions want to explore the students feelings if they have

enough information about the different academic strands as well as their decision

making, careers and peers Based on the participants’ responses.it can be

inferred that the participant seemed to fully understand the different strands in

senior high school

When asked about the strands or track if they have enough information

They uttered:

“No, because simply I have not yet fully explored the different academic strands

and what I think I would be choosing”

“I believe that the information of each academic strand is within the name of the

strand itself. It is definitely straight to the point and shows what each strand are

focused in.”

“ Yes, I feel that I have enough information about the different academic strands

because I have already picked a particular strand that I want and I had made my

choice in choosing that particular strand because of my abilities.”

“Yes because I’ve applied to different schools that offer the different academic

strands. They offered information which is also available in the internet about the

different strands which gave me insights on what strand to take.”

“I feel that I have only decent information about the different academic strands

through researching and asking from others that had previously and currently

taking senior high school.”

Thematic Analysis of Research Question 1

26
 Key Themes: Self- interest Decision making Internet sources

Research Question 2. Do you feel any pressure from your parents, peers, or

teachers to choose a particular academic strand? Elaborate your answer

The second research questions the participants answered it confident . the

findings showed that the participants doesn’t feel any pressure from their

parents. Five interview questions below show the responses from the

participants. When they ask if they have feel any pressure coming from their

parents and teachers on what academic strand are they going to tak.

“No, because I am the one who is going to chose what I want and what I think

interests me the most, and what I think is most suitable for me”

“Yes. I feel lots of pressure in choosing STEM coming from my parents as it is a

strand that is focused in the topics that are somewhat relevant to the course they

want me to take”

“.No, I had not felt any pressure from the mentioned. They recommended me to

choose the ABM strand and since observing my abilities I chose that strand and

also I wanted to build a business and my family supports me. “

“No because they don’t force me on what career they want me to have, instead

they support me on what I want to do”

”I feel a little bit of pressure from my peers, but I will still follow my own choice of

strand for my own career.”

27
Thematic Analysis of Research Question 2

Key Recommendation Self development Career choices

themes:

Research Question 3. Do you have a clear idea of what career you wanted to

pursue? Justify your answer

In this research question number three , the focus is on the career by the

participants and if they have clear idea on what career what are they going to

pursue. The findings shows that most of them have already decided on what

career they will pursue .

“No, I really don’t know. for now marketing management “

“ As of now, I don’t. I’m still assessing my interests and skills to see which path is

the right choice for me. “

“Yes, I have a clear view. I want to build a business and ABM is the strand that I

chose. Being an accountant is what I desire and investing in a business whilst

being an accountant can be benefiting to me and my family.”

“Yes because I've always dreamed of flying a plane which the chances are still

high for me because I’m still young and I still have time to fix the grade of my

eyes”

“As for now Im still brainstorming on what career I want to pursue because

there's too many of my possible career choices that I want to pursue.”

Thematic Analysis of Research Question 3

28
 Key themes: brainstorming ambition

Research Question 4. Are you confident in your academic abilities in choosing

an academic strand? Why or why not?

In this research question number four, it focus if the participants is confident

of their chosen academic strand. The findings show that most of them are bot

confident . five interview questions below highlight the responses from the

participants. When they ask about if they are really sure to their chosen track

“no, because I think I lack at the mathematical part if I pick ABM, but it does not

mean that I cannot improve to the point that i have the ability i need.”

“. No, I’m not the type to be well aware of my capabilities and have confidence in

choosing an academic strand that will dictate what I become as in the near

future.”

“Yes, because I know the extent of my abilities and what skill I am proficient and I

am confident that my abilities can help me in my pursued career. “

“ No because I’m not smart with math and the STEM strand involves mostly

maths and science”

‘I feel quite confident about my academic abilities through studying in advance

the lessons for the incoming strand that I want to pursue”

Thematic Analysis of Research Question 4

Key themes: skills abilities Self development

29
Research Question 5. What support or resources do you think would be helpful

for students in choosing their academic strand? Elaborate your answer

The last research question intended to ask the participants of what support or

resources. The findings showed that the most of the participants have may have

used the internet to gain more sources that could also help them to choose their

academic track/strands. Five interview research questions below show the

responses from the participants.

“Google. Self-evaluation or assessment”

“I believe it is important that we give enough time to the students to really think

about the strands they want to take as it will have a huge impact in what they’re

gonna be in the future.”

“To help students choose their academic strand, they need resources like career

assessments, counseling, mentor ship programs, and information about different

strands and career paths. They can also benefit from opportunities to explore

fields through internships or job shadowing. These resources can help students

make more informed decisions about their academic and career paths.”

“ I think the internet is a helpful tool for students when choosing an academic

strand as it contains a lot of information. The different brochures handed out by

universities is helpful too as it gives more insight about the strand if you enroll in

that university/school.”

“For me schools should give more information about each strand for us students

prior to senior high school; to know our strand to take on in the future for us to be

30
prepared and have already a piece of knowledge and understanding. It can be

through tests and programs.”

Thematic Analysis of Research Question 5

Key themes: Programs Assessments

CHAPTER V

CONCLUSION AND RECOMMENDATION

Conclusion

Based on the responses from the participants, it can be concluded that while

some students feel that they have enough information about the different

academic strands, others feel that they need more information to make an

informed decision. It was found that the students' decisions on what academic

strand to choose were mostly based on self-interest and their own abilities, rather

than pressure from parents, teachers, or peers. Many participants also

expressed that they have a clear idea of what career they want to pursue, while

others are still brainstorming. In terms of confidence in their academic abilities,

some students feel confident in their chosen academic strand, while others do

not. Finally, the participants suggested that resources such as the internet and

self-evaluation or assessment tools could be helpful for students in choosing their

academic strand.

31
 On the thematic analysis of the participants' responses to the research

questions, it can be inferred that the decision-making process in choosing an

academic strand is influenced by a combination of factors such as personal

interest, career aspirations, self-evaluation of abilities and skills,

recommendations from family and peers, and the availability of information

resources.

While some participants expressed confidence in their academic abilities and

their chosen academic strand, others felt uncertain about their abilities and

expressed concerns about their prospects in their chosen field. And while most

participants did not feel any pressure from their parents, some felt that their

parents' expectations influenced their decision-making process.

In overall conclusion, the participants highlighted the importance of having

access to reliable information resources and support systems to make informed

decisions about their academic and career paths. This highlights the need for

schools and educational institutions to provide students with adequate

information and resources to help them navigate the complex decision-making

process of choosing an academic strand that aligns with their interests, skills,

and career goals.

Recommendation

32
 In this stage, the researchers are able to give recommendations to each

person who is involved in this study

Based on the analysis of the responses from the participants, it can be

inferred that students who are about to choose their academic strands face

various challenges and difficulties in decision-making. While some students felt

that they had enough information about the different academic strands available,

others expressed their need for more resources and guidance to make a more

informed decision. In terms of external pressures, most participants did not feel

any significant pressure from their parents or teachers to choose a particular

academic strand, but some felt a slight pressure from their peers.

For much further analyzation and recommendations, the findings revealed

that most of the participants already have a clear idea of the career path they

want to pursue. But some were still brainstorming and assessing their interests

and skills to determine the right career choice for them. It is important to note that

the participants' confidence in their academic abilities varied. Some felt confident

in their skills and abilities to choose their academic strand, while others felt

unsure and lacked confidence in certain subject areas.

So, the findings highlight the importance of providing students with adequate

information, resources, and support to make informed decisions about their

33
academic strands. Guidance council, teachers, and schools can play a crucial

role in helping students navigate this challenging decision-making process.

Furthermore, providing students with access to career exploration programs,

internships, and job shadowing opportunities can help them gain a better

understanding of their career interests and goals. It is essential to ensure that

students feel confident and supported in their academic and career choices to set

them up for success in the future.

As a final point, students whether upcoming senior high school or a current

senior high who are contemplating on the strand they are going to choose or they

are already taking, should always remember that in the end, whatever strand or

path they are going to choose, it should give the' happiness in life and will take

the' comfortable when they grow up. Also those students who haven It given the

freedom to take their chosen career should try to study harder because we may

never know that it is truly destined for you to be in where are you now and who

knows that it can and will lead you to success in your future

34
 Francis Mariel I. Dimagiba
Koronadal City, South Cotabato 9506
mariel.dimagiba27@gmail.com

09653564029
Personal Information
Address: Purok Riverside Barangay Avancena, Koronadal City, South Cotabato.
Date of Birth:March 03, 2004
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Father's Name: Raul S. Dimagiba
Mother's Name:Jenet D. Inoocente

Educational Background:
Senior High: Notre Dame – Siena School of Marbel
Strand: Accountancy, Business and Management
Secondary: Notre Dame – Siena School of Marbel
Primary: Matulas Elementary school

35
 John Albert D. Lao

Koronadal City, South Cotabato 9506

albertshottheball@gmail.com

Personal Information
Address: sitio elnegros barangay sanvicene banga south cotabato.
Date of birth: Nov, 19 2004
Sex: M
Civil Status: Single
Nationality: filipino
Religion: Catholic
Father's Name: johnny Ng Lao
Mother's Name: Maria Teresa Felicidad Depedro Lao
Educational Background:
Senior High: Notre Dame – Siena School of Marbel
Strand: Accountancy, Business and Management
Secondary: Notre Dame – Siena School of Marbel
Primary: KCES and Notre Dame – Siena School of Marbel

36
 Jose Ramon M. Lizada
Koronadal City, South Cotabato 9506

joseramonlizada@gmail.com

Personal information

Address: Purok. Siodina, brgy. GPS, Koronadal City South Cotabato

Date of birth: Nov.7 2005
Sex: Male
Civil status: In a relationship
Nationality: Filipino
Religion: Catholic
Father's name: Chris Alvin O. Lizada
Mother's name: Kathleen Jeane M. Lizada

Educational background

Senior High: Notre Dame – Siena School of Marbel

Strand: Humanities and Social Sciences
Secondary: Koronadal National Comprehensive High School
Primary: Purok. Siodina Elementary School

37
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40
 Regina Botes

Koronadal City, South Cotabato 9506

Personal Information

Address: block 7 lot 3 Althea homes subdivision

Date of Birth: April 19 2004

Sex: Female

Civil Status: Single

Nationality: Filipino

Religion: catholic

Father's Name: Rey denosta botes

Mother's Name:jerna pabelonia botes

Educational Background

Senior High: Notre Dame – Siena School of Marbel

Strand: Humanities and Social Sciences

Secondary: Banga National High School

Primary: Kinayao Elementary School

41
42