CARLOS F.

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Maguinao, San Rafael, Bulacan
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Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and presentation of data substantial in

determining the possible impact of Factors influencing students SHS strand selection

on academic performance.

For better understanding, the results are presented according to the sequence

of the specific problems stated in Chapter 1.

Factors Influencing Students SHS Strand Selection and Its Impact on their

Academic Performance

Student's career choices were influenced by their grades, ages, personal

interests, and experiences, among other factors, and it was through their educational

experiences that these students determined what they wanted to accomplish in their

future careers. (Quinter et. al., 2011). A wise decision can impact ones life especially

if it's their own career. According to Boyer (1987), in taking a course, one of the life's

major decision is being made. A lot of time, money, and effort will be involved. The

shape and excellence of the student's life may rest on the result.
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Academic Experience

Table 3: Students SHS Strand Selection in terms of Academic Experience

Indicators Mean Interpretation

My fashion affects my decision to what strand to choose. 3.62 High
My interest in a certain subject affects my decision in
choosing a strand. 3.89 High
My high school grades can be a factor that influence the
most. 3.84 High
I have talent, skills and ability that influence me to choose a
strand. 3.71 High
I believe that a valedictorian or a salutatorian factor can
influence me in choosing a strand. 3.69 High

Average 3.75 High

Table 3 shows that Academic Experience is “highly influenced’ the Students SHS

strand selection with a general mean score of 3.75. All of the statements received a

verbal interpretation of “high,” which means that they agreed to the given indicators.

Career choices for the students were affected by various factors including grades, age,

personal interests, experiences, etc. and through their learning experiences that these

students decide what they would want to do in relation to their future careers (Edward

& Quinter, 2011). The “My interest in a certain subject affects my decision in

choosing a strand.” got the highest mean of 3.89 and is interpreted as “high”. “The

lowest is My fashion affects my decision to what strand to choose”. Which has the

mean of 3.62 and also interpreted as “high”.

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Educational Aspiration/Expectation

Table 4. Students SHS Strand Selection in terms of Educational

Aspiration/Expectation

Mea Interpretatio
Indicators n n
Grades can affect my decision in choosing a strand. 3.98 High

I choose a strand based on I wanted to become. 3.85 High

I choose my strand to be engaged in an activity that
will enhance my skill and talent. 3.94 High
I believe that in choosing a strand it should be
necessary to take a course which are related to your
skill. 3.97 High
I choose my strand because it suits my skills. 3.89 High

Average 3.92 High

Table 4 emphasizes that, in general, Students SHS strand selection is “highly”

influenced by Academic aspiration/expectation. However, the following indicators

have “very high” motivation on the students: Career choices for the students were

affected by various factors including grades, age, personal interests, experiences, etc.

and through their learning experiences that these students decide what they would

want to do in relation to their future careers (Edward & Quinter, 2011). Furthermore,

the senior high school students found out various factors that also influences their

choices such as decision-making, motivation, peer pressure, institutional

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considerations and future job opportunities (Ouano, Delatorre, Japitan & Moneva,

2019). The career success of an individual can be best realized if his guide in

choosing the course is based on the right career choice that fits his ability, personality,

background and intellect (Braza & Guillo, 2015). Also, findings have shown that the

career decision-making of the students is highly affected by their personal factors (Su,

Chang, Wu & Liao, 2016). But findings have shown that many students make choices

based on what they like rather than what is required in the labor market (Titan,

Ardelean, Manea, Boboc & Andreea, 2015). In addition, teachers strive to

demonstrate a commitment and a passion for the success of every student (Spurr,

Bally & Ferguson, 2010). The “Grades can affect my decision in choosing a

strand.”got the highest mean of 3.98 and is interpreted as “high” and the lowest is “I

choose a strand based on I wanted to become.” Which has the mean of 3.85 and also

interpreted as “high”.
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Advice of Others
Table 5: Students SHS Strand Selection in terms of Advice of Others

Indicators Mean Interpretation

I choose my strand because people offer advice 3.65 High
just because of the simple reason that they think
they can help me
People who offer me unsolicited advice from 3.87 High
this motivation may have a lot of knowledge in
a certain area that pertains to my situation
Some people need to be in the role of ‘teacher’ 3.80 High
all the time, or perhaps I just like to hear them
pontificate.
Some advice- giver would like to take the role 3.87 High
of ‘more knowledgeable person’ in the
relationship dynamic, and giving advice puts
me in that situation.
Advices can be good and relevant to my 3.99 High
situation.
Average 3.83 High

Table 5 emphasizes that, in general, Students SHS strand selection is “highly”

influenced by Advice of Others. A major motivation for seeking advice is the need

toimprove judgment accuracy and the expectation thatadvice will help. An abundance

of studies has shown that combining multiple sources of information im-proves

estimation in the long run, in a variety of do-mains ranging from perceptual judgment

to business forecasting (e.g., Armstrong, 2001; Sorkin, Hayes, &West, 2001; Yaniv,

1997). The “Advices can be good and relevant to my situation.” got the highest mean

of 3.99 and is interpreted as “high”. The lowest is the “Some people need to be in the
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role of ‘teacher’ all the time, or perhaps I just like to hear them pontificate”. Which

has a mean of 3.80 and also interpreted as “high”.

Friends/Peer Influence
Table 6: Students SHS Strand Selection in terms of Friends/Peer Influence

Indicators Mean Interpretation

Friends in this new generation can be a tool in taking 3.89 High

the right thing included the strand that I will choose.

Friend’s strand can be a factor on choosing a strand. 3.68 High

Peer influence will take me in a right path. 3.67 High

The friends statement can influence my strand choice. 3.61 High

I do believe on what my friends said. 3.33 High

Average 3.63 High

Table 6 emphasizes that, in general, Students SHS strand selection is “highly”

influenced by Friends/Peer Influence. Selecting a strand is a crucial act to every

student in such way that they have to consider their financial status, parents and peer

suggestion, and also their self-choice in acting on it. This study investigates whether

financial status with self-choice; parents influence with self-choice; and peer
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influence with self-choice are having an association with each other in selecting a

strand. 214 of students by complete enumeration answered the questionnaire on

financial status and likert-scale for parental influence, peer influence, and self-choice

and the data gathered been analyzed via weighted mean, frequency, chi-square and

lambda in determining their association. The result shows that the financial status of

students in school alone is inclined to self-choice in the selection of a strand but not

with parental and peers influence in selecting a strand. In other words, parents and

peers show no significant association with self-choice of students, though the

influences of parents and peers are noticeable. Tortor et.al (2020). The “Friends in

this new generation can be a tool in taking the right thing included the strand that I

will choose” got the highest mean of 3.89 and is interpreted as “high” The lowest is

the ”I do believe on what my friends said.” Which has the mean of 3.33 and also

interpreted as “high”.

Family Background
Table 7: Students SHS Strand Selection in terms of Family Background

Indicators Mean Interpretation

I believe that having a rich parents can be one of the 3.62 High

factors on choosing a strand.

I believe that having a poor parents will be the reason 3.53 High
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on the strand that I will take.

I believe that having degree holder parents can be a 3.45 High

factor on deciding what strand I will choose.

I believe that having a single parent can affect my 3.45 High

decision in choosing a strand.

I believe that having an extended parents can be a 3.54 High

factor in choosing my strand.

Average 3.51 High

Table 7 shows that Family background is “highly influenced’ the Students

SHS strand selection with a general mean score of 3.51. All of the statements

received a verbal interpretation of “high,” which means that they agreed to the given

indicator. Families affect children’s learning behaviors and academic achievement in

important ways, as they are the primary and most significant environments that the

children are exposed to. Coleman’s report (1966) shows that families may play even

more important roles in student’s academic achievement than schools and

communities. Since then, the line of empirical research on family background and

children’s achievement has found that the family social economic statuses may affect
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children’s academic achievements more than the impact of schools (Coleman et al.

1966; Peaker 1971; White 1980;Sirin 2005; Cheadle 2008).

The “I believe that having a rich parents can be one of the factors on choosing a

strand” got the highest mean of 3.62 and is interpreted as “high”. The lowest are the

“I believe that having a single parent can affect my decision in choosing a strand.”

And “I believe that having degree holder parents can be a factor on deciding what

strand I will choose.” Which have both a mean of 3.45 and also interpreted as “high”.

Level of Students Academic Performance

The level of students’ academic performance was classified according to the

classification to the DepEd Order No, 8, series of 2015. According to this DO, At the

end of the school year, the Academic Excellence Award is given to learners from

grades 1 to 12 who have attained a General Average of at least 90 and a passing Final

Grade in all learning areas. The General Average is reported as a whole number

following DepEd Order No. 8, s. 2015.

Table 8. Students’ Level of Academic Performance

Descriptors Grading Scale Frequency Percentage

Outstanding 90 – 100 30 30%
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Very Satisfactory 85 – 89 35 35%

Satisfactory 80 – 84 20 20%
Fairly Satisfactory 75 – 79 15 15%
Did Not Meet Expectations Below 75 0 0
100 100%
General Weighted Average 89 35 35%

The table shows the frequency and percentage distribution of respondents’

general weighted average. Majority of the respondents or 35 of them got the grades

ranging from 85 to 89. On the other hand, few of them or 15 respondents got the

grades ranging from 75 to 79. According to Deped Order no.8 s 2015 in a grading

period, there is one Quarterly Assessment but there should be instances for students to

produce. written work and to demonstrate what they know and can do through

Performance Tasks. There is no required number of Written Work and Performance

Tasks, but these must be spread out over the quarter and used to assess learners' skills

after each unit has been taught.

Table 9: Students’ Academic Performance

Indicators Mean Interpretation

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I made myself ready in all my subjects. 3.76 High

I pay attention and listen during every discussion. 3.86 High

I want to get a good grade in every subject. 3.95 High

I actively participate in every discussion. 3.71 High

I gain focus when I see technical problems. 3.78 High

I enjoy homework and activities because they help me 3.79 High

improve my skills in every subject.

I exert more effort when doing difficult assignments. 3.90 High

Solving problems is a useful hobby for me. 3.96 High

I can submit my task and activities on time. 3.90 High

I’m gaining knowledge in every discussion, and 3.97 High

answer actively on recitation.

Average 3.86 High

Table 9 shows the students ‘Academic Performance with a general mean score

of 3.86. All of the statements received a verbal interpretation of “high,” which means
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that they agreed to the given indicator. According to this DepEd Order No.8 s,2015,

academic performance is an ongoing process of identifying, gathering, organizing,

and interpreting quantitative, and qualitative information about what learners know

and can do. Also, academic performance is classified into three components which

are: written works (WW), performance tasks (PT), and quarterly assessment (QA).

“The I’m gaining knowledge in every discussion, and answer actively on recitation.”

got the highest mean of 3.96 and interpreted as “high”. The lowest is the ”I actively

participate in every discussion.” which has the mean of 3.71 and is also interpreted as

“high”.

Factors Influencing Students SHS Strand Selection

The dominance of factors influencing students SHS strand selection subjects

or contexts that are being investigated. With these concerns, additional researches are

necessary in this field to provide a different perspective and reference point, so that a

better understanding can be gained about the factors influencing students’ SHS strand

selection and in this case, the very specific aspect of strand selection, that is academic

performance.

Factors Influencing Students SHS Strand Selection

Academic R P-value Decision Remarks
Performance 0.013 0.81 Accept Ho Insignificant
Table 10: Regression Analysis of Factors Influencing Students SHS Strand Selection
on Academic Performance
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Family Background

To determine the relationship between our variables we used regression analysis.

Factors Influencing Students SHS Strand Selection are Academic experience,

Educational Aspiration/expectation, Advise of others, Friends/peer influence, and

Family background.

Among those factors, we get the most dominant factor which is the Family

Background which has the r= 0.013 and P-value= 0.81, which implies that there is no

any significant relationship between this factor and academic performance therefore,

we decided to accept the null hypothesis. The findings of the study showed that

parental marital status, family size, parents education level and family financial status

had a positive relationship with academic performance of students. However, the

findings showed that while the marital status of the parents was not significant in

explaining the academic performance of students, but the type of family, either

cohesive or conflictive had an effect in academic performance. The findings also

showed that only 7% of students’ academic performance would be explained by the

parents’ education level. Muthoni (2013).

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Chapter 4

SUMMARY, CONCLUSIONS, AND RECCOMENDATIONS

This chapter presents the summary, the conclusions derived from the findings,

and the recommendations from the researchers.

Summary of Findings

In this study, researchers selected 321 grade 11 and 12 students of Carlos F.

Gonzales High school. The main problem of this research is to look into the

relationship of factors influencing students in choosing their strand to their academic

performance.

SOP 1: How does the students SHS strand selection is being influenced by the

following factors 1:1 academic experience, 2:2 educational aspiration/expectation,3:3

advice of others, 4:4 friends/peer influence,5:5 family background. Based on findings,

academic experience has an average mean of 3.92, educational aspiration/ expectation

has an average mean of 3.93, advice of others has an average mean of 3.83,

friends/peer influence has an average mean of 3.63, and family background has an
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average mean of 3.51 and verbally interpreted as high and it implies that all the

factors were highly influenced student’s in choosing their strand.

SOP 2: How does the students’ academic performance be described in terms of: 2.1

written works, 2.2 performance task, 2.3 quarterly assessment. The result of the

findings reflected that most of the respondents have a ‘High’ result of Academic

Performance. This was measured through survey questionnaire, which they have

agreed on the indicators through 5-point Likert Scale, Academic Performance got an

average of 3.86 (High).

SOP 3: Is there any significant relationship between the factors influencing students

SHS strand selection and their academic performance? Based on findings, factors

influencing students SHS strand selection and their academic performance has no

significant relationship using regression. In academic experience we got r= 0.091, P-

value= 0.10, in educational aspiration/ expectation we got r= 0.134, P-value= 0.02, in

advice of others we got r= 0.121, P-value= 0.03, in friends/ peer influence we got

r=0.088, P-value= 0.12, and in family background we got r= 0.013, P-value= 0.81.

The finding implies that there is no correlation and significant relationship between

factors influencing students SHS strand selection and their academic performance.

Conclusion
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The decision making of Senior High School students in choosing a strand in

terms of Academic experience is interpreted as ‘High’, Educational aspiration/

expectation is interpreted as ‘High’, Advice of others is interpreted as ‘High’,

Friends/ peer influence is interpreted as ‘High’, and Family background is interpreted

as ‘High’ and lastly, Factors Influencing Students’ SHS Strand Selection has no

correlation to their Academic Performance. Therefore there is no any significant

relationship between the variables.

Recommendations

These depend on study’s conclusion, while including the following recommendations.

1. For the future researchers, researchers suggests that they should be more specific in

their factors and also to collect those necessary data that they want to conduct.

2. It is suggested that students having a lot of difficulty in choosing a strand complete

this study. It may provide them with fresh insights into the subject of in choosing a

strand.

3. Future researchers who have something similar to this study can use it to as a basis

to improve and broaden the results of their research.

4. Researchers encourage students should be more knowledgeable about the strands

they will get and also the students must know if their course that they want to pursue

is related their strand.

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