Tracer C1 C4

UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)

City of Iriga
SENIOR HIGH SCHOOL DEPARTMENT

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TRACER STUDY OF USANT SENIOR HIGH SCHOOL
STEM GRADUATES OF CLASS 2018
A Quantitative Research
presented to the Faculty of Instructions of the
Senior High School Department,
City of Iriga
in partial fulfillment of the requirements in

PRACTICAL RESEARCH II,
S/Y 2021-2022
Buen, John Allen

Domagsang, Marilex
. Nuyda, Ellise Andrea D.
Grade 12-Jaena
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ABSTRACT
The graduates of Class of 2018 in the University of Saint Anthony are the
first to experienced DepEd’s K-12 Curriculum in which they are also the first
product of this new implemented curriculum in the country. The most common
problem that students have in taking up Science Technology Engineering and
Mathematics (STEM) strand is deciding which courses to pursue in college and
how these strands will help in choosing the right program for them. Choosing the
right strand in Senior High School may lead to a positive outcome like skills and
intellectual development, less hassle in studying, awareness and familiarization
of your desired college program, and prepares you to make crucial steps that
may impact your future career.
This study is set to fifty- nine (59) respondent of stem graduates of batch
2018 of University of saint Anthony. This study employs the quantitative
descriptive design covering the current status and programs pursued by the
graduates. The finding shows that all of the STEM graduates from Batch 2018
attended college. The data suggest that the K-12 curriculum is not a barrier to
students pursuing their intended career, but rather a tool for preparing them for
college. That the students continued to take up college programs even though
they are eligible to work and seek for better opportunities, the result also shows
that the STEM students are determined to graduate in college and find better job
opportunities for them. The findings imply that there are three top most taken
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college programs. Medical courses are first on the list, followed by Engineering
courses, Architecture courses in the top three, and Information Technology (IT)
courses in the top four. Nevertheless, the STEM SHS Batch 2018 mostly
pursued college programs that are associated with their SHS strand. Further,
becoming more acquainted with yourself and learning what interests you the
most is one technique to choose the proper path for you. Furthermore,
institutions should conduct a mandatory College Preparedness Program/Seminar
for the Senior High School student to strengthen their awareness regarding their
desired program in college. This is the main reason why senior high school is
important. Students can choose a specialization as early as senior high school.
Knowing a student’s interest before even entering college enables you to predict
their future career path.

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ACKNOWLEDGEMENT
This research becomes a reality with the kind support of many individuals.
We would like to extend our sincere thanks to all of them. First and Foremost, we
want to offer this endeavor to our GOD Almighty for the wisdom he bestowed
upon us, the strength, peace of mind and good health in order to finish this
research. He is obviously the one that always guided us on the right path in life
without his grace this research could not become a reality. For his shower of
blessings to complete this research successfully.
We would like to express our deep and sincere gratitude to our research
adviser, Mr. Rafael Oñate for giving us the opportunity to do research and
providing invaluable guidance throughout this research. Her dynamism, vision,
sincerity and motivation have deeply inspired us. She thought us to carry out this
research and to present the research works as clearly as possible. It was a great
privilege and honor to work and study under her guidance.
To our dear respondents Batch 2018, thank you for their honest and
cooperative response to all the questions solicited in this study. We are
extremely grateful to our family for their love, prayers, caring and sacrifices for
educating and preparing us for our future. The encouragement to help us in
completion of this paper. They are always by our side when times we needed the
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most and helped us a lot in making this study. They served us an inspiration to
pursue this undertaking.
And last but not the least, we are thankful to all our teachers, friends and
classmates from 12-Jaena who have been always helping and encouraging us
throughout this journey. We have no valuable words to express our thanks, but
our heart is still full of the favors received from every person.
The Researchers
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………….. i
ABSTRACT …………………………………………….. ii
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ACKNOWLEDGEMENT …………………………………………….. iii
TABLE OF CONTENT …………………………………………….. v
BACKGROUND OF THE STUDY
Introduction ……………………………………………… 1
Assumption of the study ……………………………………………… 3
Scope and Delimitation ……………………………………………… 3
Significance of the Study ……………………………………………… 4
Theoretical Framework ……………………………………………… 5
Theoretical Paradigm ……………………………………………… 6
Conceptual Framework ……………………………………………… 8
Conceptual Paradigm ……………………………………………… 9
Definition of Terms ……………………………………………… 10
Review of Related Literature ……………………………………… 11
RESEARCH METHODOLOGY
Research Design ……………………………………………… 23
The Respondents ……………………………………………… 23
Data Gathering Tool………………………………………………. 23
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Result from the Survey…………………………….……………… 27
Discussion ………………………………………………………. 36
OUTPUT
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FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary ……………………………………………………….. 47
Findings of the Study………………………………………………. 49
Conclusion ……………………………………………………….. 53
Recommendation ………………………………………………… 56
BIBLIOGRAPHY ………………………………………………………… 49
APPENDICES ………………………………………………………… 59
Appendix A ………………………………………………………… 61
Appendix B ………………………………………………………… 62
Appendix C ………………………………………………………… 63
CURRICULUM VITAE ………………………………………………… 64
LIST OF FIGURES
Figure 1 – Theoretical Paradigm……………………………………. 5
Figure 2 – Conceptual Paradigm……………………………………. 7
LIST OF TABLES
Table 1.1 ……………………………………………………………. 18, 45
Table 1.2 …………………………………………………………… 19, 49
Table 2.1 …………………………………………………………… 21, 44
Table 2.2 ……………………………………………………………. 22, 46
Table 2.3 …………………………………………………………… 23, 50

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Table 2.4 ……………………………………………………………. 25, 52
Table 3.1 ……………………………………………………………. 26, 47
Table 3.2 ……………………………………………………………. 28, 48
Table 3.3 …………………………………………………………….. 29, 49
Table 4 …………………………………………………………….. 30, 50
LIST OF APPENDICES
Appendix A – Survey Questions ……………………………………….. 43
Appendix B – Survey Transcriptions ………………………………… 43
Appendix C – Documentations ………………………………………… 52

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INTRODUCTION
The K-12 curriculum is planned with four exits to ensure that graduates
have options after finishing the last year of high school. Graduates have the
option of pursuing higher education, middle-level manpower,
entrepreneurship, or employment. These can provide alternative avenues for
the graduate to meet the curriculum's goals of growth and productivity in the
country. Since the first batch of these students started in the 2016-2017
school year, a substantial number of them have been perplexed about the
courses they will study in college, regardless of their strands/tracks and how
these strands they took up have an advantage to them in taking their program
in college.
The graduates of Class of 2018 in the University of Saint Anthony are
the first to experienced DepED K-12 Curriculum in which they are also the
first product of this new implemented curriculum in the country. The
researchers main focus in this study are those students who took up Science
Technology Engineering and Mathematics (STEM) strand and how does the
strand affect them in choosing program in college.
According to the U.S. Department of Education, young people need
the “skills to solve problems, make sense of information, and know how to
gather and evaluate evidence to make decisions.” Indeed, as future leaders,

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they will face increasingly complex problems, but a working knowledge of
STEM can help.
The first graduate of the senior high school is a milestone of the
Department of Education in the Philippines. It is the first time to have a strong
basic education through the initiative and international commitment to deliver
a world class education. (ASEAN, 2015)
In doing tracer study, it is an attempt to discover the decisions and the
effect of Senior High School (SHS) students in terms of entering the tertiary
education, work force or entrepreneurship. The Enhancement of Curriculum
and those who enter college education must describe for initial evaluation.
The school-administrators should attempt to follow-up the graduates in their
current situations and find means to help in the collective effort of the school.
Different relevant literature and studies focus on employ ability and program
evaluation can be adapted so that a first step attempt to show the current
situation of the former Senior High School after graduation. (The author is
Teacher III at Northville 16 Elementary School, Cluster 1 Division of
Mabalacat City).
The most common problem that students have in taking up Science
Technology Engineering and Mathematics (STEM) strand is deciding which
courses to pursue in college and how these strands will help in choosing the
right program for them. Choosing the right strand in Senior High School may
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lead to a positive outcome like skills and intellectual development, less hassle
in studying, awareness and familiarization of your desired college program,
and prepares you to make crucial steps that may impact your future career.
The goal of every educational institution is to produce globally competent
and highly qualified graduates that can competitive in both local and global
stage. Conducting a tracer study about the graduates of Class 2018 in
University of Saint Anthony will be a great help for the institution to determine
whether the implementation of K-12 curriculum is really effective in molding
the students. Also, through this tracer study the institution will be able to
evaluate the performance of their graduates in other school. They will be able
to track if their former students are excelling in their chosen fields today.
This study aims to determine the program that the Graduate Class of
2018 chooses in college and how does STEM strand help them in taking up
that program. This study also aims to identify whether the program that they
choose in college is related to the strand that they take in Senior High School,
and to determine how many STEM students took up STEM related program,
and to know what are the top programs taken by the graduates.
The purpose of this study is to determine if the program they choose is
relevant to Science Technology Engineering and Mathematics (STEM) strand
and to identify how many from the STEM Graduates of University of Saint
Anthony Senior High school class of 2018 went to college. Moreover, this
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study aims to keep track of the performance of the students in their current
universities and determine whether or not these students are prospering in
their chosen field.
STATEMENT OF THE PROBLEM
This study aims to identify the result of the tracer study of STEM graduate
class of 2018 in University of Saint Anthony.
Specifically, it seeks to answer the following questions:
1. How many from the STEM graduates of USANT SHS Class of 2018 went
to college?
2. How many from the respondents took up STEM related programs?
3. What are the top programs taken by the graduates?
4. What policy can be extracted from the results of the study?
ASSUMPTION OF THE STUDY
This study is premise on the following assumption:
1. It will show that not all of the STEM graduates of USANT SHS
Class of 2018 went to college.
2. It will show that not all of the respondents took up STEM related
program.
3. There will be different programs taken by the graduates.

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4. The findings of research will help in improving the existing policy on
determining the strands of students.
SCOPE AND DELIMITATION
This study focuses on the graduates of batch 2018 in the University of
Saint Anthony, who took up Science, Technology, Engineering, and Mathematics
strand in Senior High School. The researchers aim to determine the program that
the graduate choose in college and how the STEM strand help them in taking up
that program, and also to know if the strand STEM is related on the program they
take in college.
This study is limited only to those Senior High School graduates’ class
2018 who took up STEM strand in University of Saint Anthony.
This study is to be conducted in University of Saint Anthony.
This study will be conducted through the use of online survey as the
medium for gathering information due to the pandemic and for the safety of the
researchers and the participants.
This research is designed to find out and to determine how many took up
stem related programs, and to know what are the top programs taken by the
graduates and if their program in college is related in their strand in senior high
school. The researchers are aimed to know the awareness of the said students.
The graduates of batch 2018 will probably be the main subject, as the
researchers will provide questionnaires for their assessment.

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SIGNIFICANCE OF THE STUDY
The study aims determine how many took up stem related programs, and
to know what are the top programs taken by the graduates. Moreover, the results
of the study will be beneficial to the following:
STUDENTS. This study will help the students to become aware in taking
strand in Senior High School and to understand the importance of creating plan
in choosing what strand to take in Senior High School, and also what program
they want to pursue in college.
PARENTS. This study will provide sort of information on what does of
STEM strand help those STEM graduates on taking college program.
SCHOOL. This study might help the school to improve the management
on students and also to the teachers or professors.
SOCIETY. This study will provide the society some information about the
benefits and the insights of the graduates.
FUTURE RESEARCHERS. This study will serve as a reference for the
present and guide the future researchers who will also conduct studies related to
this.
THEORETICAL FRAMEWORKS
This study considered the two theories namely Social Cognitive Career
Theory and Holland’s Theory of Career Choice.

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This theory is anchored from the theoretical support of the Social
Cognitive Career Theory by Robert W. Lent, Steven D. Brown, and Gail
Hackett (1994). It is a relatively new theory that is aimed at explaining three
interrelated aspects of career development: (1) how basic academic and career
interests develop or self-efficacy belief, (2) how educational and career choices
are made or outcome expectation, and (3) how academic and career success is
obtained or personal goal. The theory incorporates a variety of concepts (e.g.,
interests, abilities, values, environmental factors) that appear in earlier career
theories and have been found to affect career development. Interest of the
students greatly affect their career development in order to attain their personal
goal and the choice of the students has greatly affect their personal goal, in
which the student should choose wisely on what track or strand should they
choose in order to attain what they desire or goal in the future This theory is
relevance to the study as it describe the underlying factors that influence
students’ career development, one of which is the school’s curriculum approach
that is being investigated in this study.
The second theory is Holland’s Theory of Career Choice which was
developed by John L. Holland, the theory stated that in choosing a career,
people prefer jobs where they can be around others who are like them. They
search for environments that will let them use their skills and abilities, and
express their attitudes and values, while taking on enjoyable problems and roles.
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Behavior is determined by an interaction between personality and
environment. This theory is related to the study as it says that people choose
their career according to the environment in which the students’ much more
comfortable and may expressed their abilities based on their interest and wants
to take.
The theories mentioned above aides in developing the researchers’ theory
entitled Student’s Interest on Career Choice Theory which believes that the
interest of a one’s person in career is highly important in choosing what career do
they take, especially about the mastery of their ability, skills and talent. Every
student must be confronted by the problem of choosing a career and many
individuals encountered this dilemma. Choosing a career might be difficult
especially there are a lot of emerging factors. But choosing and pursuing the right
career may lead to an individual’s betterment and success. This theory
concludes that a student’s interest, talent, skill, and ability may greatly influence
their personal choices just like what career or occupation they will pursue.
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Social Cognitive
Holland’s Theory of
Career Theory
(Robert W. Lent, Steven D. Career Choice
Brown, and Gail Hackett) (John L. Holland)
Student’s Interest on
Career Choice Theory
(Researchers Theory)
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(Figure 1)
THEORETICAL PARADIGM
CONCEPTUAL FRAMEWORKS
The researcher of this study based the conceptual frameworks on system
approach which compose of INPUT – PROCESS – OUTPUT (IPO) Model.
INPUT. The input of the study includes 1. Is the program taken up by the
graduates relevant to their strand in senior high school, 2. What is the present
status of the graduates, 3. What program does the graduates taking up, 4. Does
senior high school strands helps the graduates with their current college
programs?
PROCESS. The process includes the analysis of the data gathered from
the respondents with the use of online survey as a medium of gathering
information from the respondents.
OUTPUT. To achieve the goal of the researcher, the output of this study
is a Collegiate Course Alignment to SHS Track and Strand.
FEEDBACK. The feedback of the study comes through the input, process,
and output. It represents the continuous development and investigation of the
study.
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INPUT
PROCESS
1. How many
from the STEM
graduates of 1. Data gathered
OUTPUT
USANT SHS from the
Class of 2018 respondent using Collegiate
went to college? online survey. Course
2. How many Alignment to
from the 2. Analysis, SHS Track
respondents took evaluation and and Strand.
up STEM related interpretation of
programs? the gathered
3. What are the data.
top programs
taken by the 3. Test the
graduates? significant
4. What policy differences in the
implications can responses of the
be extracted students.
from the results
of this study?
FEEDBACK
(Figure 2)
CONCEPTUAL PARADIGM
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REVIEW OF RELATED LITERATURE AND STUDIES
This section contains readings and literature from different sources like
journals, books, websites, articles, thesis, and desertions related to the study. It
starts with the definition and determinants of Tracer Study of USANT Senior High
School STEM Graduates Class of 2018. The discussion goes further to include
other studies related to these variables as well as their indicators.
About 1.3 million students would graduate next month as the first batch of
K-12 program after DepEd has added two years on basic education. In 2016, the
Department of Education (DepEd) has implemented the K to 12 Program, which
adds two years on Basic Education. An additional two years of High School,
called Senior High School, is added to the curriculum through the implementation
of Republic Act (RA) 10533 or K-12 program. By providing an additional two
years in high school, the students are given mastery skills as preparations for
tasks in the actual workplace. Former President Benigno S. Aquino III (2013)
states that the implemented law will help the next generation of Filipinos to be
empowered. In addition, the Higher Education Act of 1994 and Commission on
Higher Education stated that students could apply in whichever college course
regardless of their taken track. However, the Department of Education
recommends future students and SHS pioneers to align their track to the future
career path of their likeness, as it will provide them a sketch of their course and
amplify their skills and readiness for their future subjects, giving the students
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more practices and knowledge, thus, making them productive and globally
competitive.
FOREIGN LITERATURES
In the journal of (Honey, Pearson, and Schweingruber 2018), the term
integrated was used loosely in educational practice and research and was
frequently confused with related concepts such as connected, united,
interdisciplinary, multidisciplinary, cross-disciplinary, or transdisciplinary. The
definition of integrated STEM education was challenged further by the fact that
associations can be conveyed at more than one level at the same time: in the
student's thinking or behavior, in the teacher's instruction, in the curriculum,
between and among teachers, or in larger units of the education system, such as
the organization of an entire school (Honey et al., 2018). The complex nature of
integrated STEM education necessitated one of the major tasks of identifying and
characterizing existing approaches to integrated STEM education. Evolving
learners' comprehension and enjoyment through integrated material, talents, and
ways of thinking relationships included how they support and accompany one
another, and was not an easy work (English, 2016).
According to Harackiewicz, Rozek, Hulleman, and Hyde (2012),
students who prefer to pursue a STEM field career may be discouraged by the
declining number of students studying the strand due to a lack of information
about STEM-based careers. This may lead to misunderstandings and a

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decreased motivation to participate in activities that increase awareness and
knowledge about STEM careers.
An Article entitled Factors Influencing STEM Career Aspirations of
Underrepresented High School Students (2018) A lack of female and minority
students pursuing jobs in science, technology, engineering, and mathematics
(STEM) has spurred researchers and policymakers to look at the present STEM
supply pipeline. The factors impacting STEM job goals of a nationally
representative sample of 9th-grade students (N = 21,444) were investigated in
this study. The characteristics of students who desired to STEM occupations and
those who aspired to non-STEM careers were studied. The authors conducted
logistic regression analysis to evaluate variables predicting STEM career
aspirations using the career aspirations model (Mau & Bikos, 2000). Race,
gender, socioeconomic position, math interest, and science self-efficacy were
found to be the most important determinants of STEM career goals. Counselors
in schools and other career services settings are advised to examine these
crucial variables when identifying high school students who are interested in
STEM career options and designing career interventions to help them along their
career routes. Future researchers could examine the model's applicability with
middle school pupils or adults.
In Australia, the Chief Scientist, among others, has expressed concern
about our country's ability to tackle future problems with highly skilled STEM
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graduates (Office of the Chief Scientist, 2013). His viewpoint that science,
technology, engineering, and mathematics are distinct and complementary
approaches to knowledge and practice that have been proven to produce a
benefit to society' (p.24) was supported by the Australian Government and
elaborated further in the report Vision for a science nation, responding to
Science, Technology, Engineering, and Mathematics: Australia's Future).
According to the research, there are "major vulnerabilities in our STEM
initiatives." problems must be addressed in order for Australia's economic
productivity, competitiveness, and national well-being to increase' (Australian
Government, 2015a, p. 1). The report's education and training suggestions
included pushing a national STEM in school education approach, connecting
teachers and students with STEM professionals in real-world companies, and
supporting citizen science programs. Similar plans were announced in the
Australian Government's National Innovation and Science Agenda Report (2015),
which emphasized improving opportunities for women and other under-
represented groups in STEM, as well as adding a digital technologies component
to the curriculum. Australian Curriculum, and STEM partnerships to bring
scientists and ICT professionals into the classroom.
LOCAL LITERATURE
One of the arguments given by supporters of the K to 12 law, According to
Orbeta, Lagarto, Ortiz, Ortiz, and Potestad (2018), is that SHS graduates can
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work or engage in entrepreneurial activities if they so desire. They see K-12
programs as a method to assist students find better career possibilities after
graduation, even if they are unable to enroll in college right away. The curriculum
also intends to teach students how to be entrepreneurs by including classes on
company management. The entrepreneurship component provides basic
business management, encouraging students to generate business concepts and
benefit from their interest. More than half (50%) of high school graduates directed
in the STEM field are not prepared for their tough college coursework (ACT Inc.,
2015).
An article by Department of Education (DepEd) statistics, the number of
pupils interested in Science and Technology (S&T) has climbed to 60%
throughout the years, dela Pena stated during a press conference on the
sidelines of the Regional Science and Technology Week (RSTW) here on
Tuesday. When implemented in the real world, science, technology, engineering,
and mathematics (STEM) are intertwined fields. The concentration on advanced
concepts and themes distinguishes the STEM curriculum from the other strands
and tracks, he added. Dela Pena further stated that many of the initial batches of
senior high school graduates had chosen to pursue STEM-related preparation
courses in order to be college-ready. The ongoing RSTW is expected to assist
enhance the DOST's promotion in encouraging the youth of Apayao to participate
in this year's event, according to the secretary's information. the ongoing RSTW
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is expected to help boost the promotion of the DOST in encouraging the youth of
Apayao to participate in this years' event.
In a journal of Rask (2010), the STEM curriculum is quite costly in terms
of motivation and future job possibilities. One of the most in-demand strands in
DepEd's senior high school is STEM education. More children grew more
competitive as a result of the K–12 curriculum, particularly in the fields of science
and technology, as well as engineering and mathematics using advanced
concepts and themes. As a result, the Philippine education system is constantly
developing, and pupils are becoming more globally competitive as a result. Many
STEM students, however, fail to complete their chosen careers due to a lack of
financial options, family support, and other issues.
An article by Sun Star Pampanga (2018) entitled 1st batch of kto12 to
rolled out in college. To shed some light on the situation, let us go back six years
to receive an update on the K-12 curriculum in the country. According to
Secretary Leonor Briones, the Department of Education created 40,104 teacher
materials for the K-12 program in 2017-2018. However, Briones admits that the
DepEd still lacks teachers and classrooms to meet its objectives. It is worth
noting that we have our first class of Senior High School (SHS) or K-12
graduates this year, and they are now being rolled out beyond college. This class
has the decision of continuing their studies or entering the labor force. These K-
12 grads are now getting ready for the next challenge, but there are still a few
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Filipinos who are confused about the K to 12 curriculum in the Philippines.
Additional things will be generated throughout the year, according to the actual
enrollment for SY 2017-2018, according to the secretary. Until SY 2021-2022,
the DepEd will continue to coordinate the employment of faculty from Higher
Education Institutions (HEIs) affected by the reform. Senior High School has
used 55,680 K-12 classrooms, is close to completing the 2014-2015 classroom
backlog, and has a 51.59 percent completion rate from 2014 to 2016.
FOREIGN STUDY
One Early work by Blotnicky, K. A. et al. (2018) reveals on their study
entitled A study of the correlation between STEM career knowledge,
mathematics self-efficacy, career interests, and career activities on the likelihood
of pursuing a STEM career among middle school students. The analysis found
that, while older students knew more about the science and math requirements
for STEM occupations, this knowledge was generally missing. Furthermore,
pupils with greater MSE were better educated about the criteria for STEM
careers. Additionally, pupils with higher MSE and STEM career knowledge were
more likely to pursue a STEM job. Students who may be more interested in
scientific and technological skills were more likely to seek a STEM job than those
who preferred career activities that were practical, productive, and concrete. To
investigate students' knowledge of science and mathematics prerequisites for
science, technology, engineering, and mathematics (STEM) occupations, 1448

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students in grades 7 and 9 were chosen from public schools in Atlantic Canada.
Their mathematics self-efficacy (MSE), future job interests, preferences for
certain career pursuits, and propensity to pursue a STEM profession were also
investigated. According to the findings of this study, kids in middle school have
limited STEM career understanding in terms of academic requirements and the
types of activities that these jobs include. Furthermore, students with poor MSE
are less interested in STEM jobs. As a result, our findings indicate the need to
improve access to knowledge in order to improve students' understanding of
STEM vocations and the nature of STEM labor. Students' interest in science,
technology, engineering, and mathematics jobs can be increased by exposing
them to STEM careers.
Another Study on the topic by (Corolien Van Soom,Vincent Don Che
2018) proves that The poor success rate of first-year college students in Science,
Technology, Engineering, and Mathematics (STEM) programs has prompted
numerous student performance studies in which explanatory factors are
investigated. From a person-oriented standpoint, we studied if different
motivational and academic self-concept profiles could be discerned between
male and female first-year college STEM students, and whether disparities in
early academic accomplishment were related with these student groups. Data on
autonomous motivation, academic self-concept, and early academic
accomplishment were collected from 1,400 first-year STEM college students. For
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male and female students, cluster analyses were utilized to define motivational
profiles based on the relative levels of autonomous motivation and academic
self-concept. ANCOVA was used to investigate differences in early academic
achievement among the various profiles. Based on the dimensions of
autonomous motivation (A) and academic self-concept (S), four different
motivational profiles were identified: students scoring high and low on both
dimensions (HA-HS or LA-LS), and students scoring high on one dimension and
low on the other (HA-LS or LA-HS). This study also discovered gender
differences: male students with high levels of academic self-concept and
autonomous motivation outperformed male students with low levels on both
motivational variables. Motivational profiles were not related to academic
progress in female students. The findings support the internal and external
validity of the Motivational theories drive this study, and current findings on
identifying subgroup(s) of at-risk students in contemporary STEM programs at
the university level are extended.
One Early work By Jonne Peter Vulperhorst (2018) entitled How do
STEM-interested students pursue multiple interests in their higher educational
choice? Because interest appears to be one of the most critical elements in
determining what to study, the current study focuses on how STEM-interested
students consider diverse interests when making educational decisions. A
questionnaire comprising open-ended and closed-ended questions was given to

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91 STEM-interested students enrolled in a STEM program at a Dutch university
for secondary school students. According to the findings, students value the
ability of a study program to allow them to follow multiple interests. Some
students chose to enroll in two programs at the same time in order to explore
multiple interests. Most students chose one program that enabled them to
combine multiple interests. Combinations of pursued interests were dependent
on the disciplinary range of interests of students. Students who were interested in
diverse domains combined interests in an educational programme across
academic and non-academic domains, whilst students who were mainly
interested in STEM combined only STEM-focused interests. Together these
findings stress the importance of taking a multiple interest perspective on interest
development and educational choice.
A Research Study by Aerol John Ayon (2019) entitled The First Batch
SHS Students’ Perspective about K-12 Implementation. The purpose of this
study is to learn about the perspectives of the first batch of senior high school
students in order to determine whether or not the implementation of K-12 was
successful based on the responses. It also demonstrates the curriculum's
beneficial and poor aspects, which may assist the government in adjusting and
putting more work into the curriculum. The curriculum's principal purpose was to
produce globally competitive students who might lead to a developing country's
ascent. This study investigates the foundations and connections to learner-

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centeredness in order to create articulation in the new curriculum. This pertains
to effectiveness of the curriculum, facing relevant problems and applying
countermeasures. This paper reveals the strong need for the articulation in the
content of the curriculum, which leads to recommendation for an in-depth review
of content of curriculum. The point of view from the student is necessary because
as the beneficiary of the curriculum and the voucher they feel the most of the
effects either positive or negative. That pertains that the government was doing
their best to be keep in pace in globalization as a developing country through
educational supports, therefore the students must also do their job as one of the
hopes for our country.
LOCAL STUDY
The latest study by Padios, A. et al. (2021), reveals on their tracer study
strand and statehood predictors of Senior High school Graduates: A Tracer
study) In order to track and learn about their standing in relation to the
curriculum, "Their research is framed as s exits. their goal was to determine
which of these profiles explained statehood and SHS strand among Aurora State
College of Technology (ASCOT) SHS graduates. Respondents' alignment "The
SHS strands to their college courses, as well as the college's absorption rate,
were also determined. ASCOT SHS graduates in 2018 and 2019 were given a
questionnaire written by a researcher. Their responses were filtered, categorized
by strand, and then randomly sampled. There was a total of 523 replies that
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needed to be analyzed. This equates to a 2.87 percent margin of error, which is
well within the industry standard of 5%. The majority of graduates are between
the ages of 19 and 21, the vast majority of respondents are from low-income
families, and the number of male graduates is equal to female grads. Only half of
all college students have courses connected to their SHS strands, according to
ASCOT, which has a 75.42 percent absorption rate 90.82 percent pursued a
college degree prior to statehood, 4.02 percent are employed, 1.15 percent are
entrepreneurs, and 4.02 percent are lay bouts. The respondents' preferred strand
was explained by their gender, age, and monthly family income. The statehood
was explained by both sex and monthly household income. 212 Basic education
schools should implement a career advising program to assist kids in selecting a
SHS strand that is matched with the college degree they desire. GAD trainers
should also incorporate non-exclusivity of SHS strands and college courses in
their campaigns, whether they are rich or poor, male or female. TVL courses
must be offered and strengthened in education because this is where many
impoverished students enroll in order to get skills that will enable them to find
work and start their own businesses.
A research study by (Santos, J. M. et al, 2019) entitled Alignment of
Senior High School Strand in college Course Even during Aquino III
administration, an additional two years of high school, known as Senior High
School, was added to the curriculum through the execution of Republic Act (RA)
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10533 or the K-12 Program. To effectively disseminate the questions, the
researchers employed a structured questionnaire and a Google form. According
to the findings, 80.67 percent of the strands of the 119 pioneer SHS graduates of
Bulacan State University Laboratory High School are connected to their current
path. The researchers also discovered that the three key reasons that influenced
their decision to enroll in their current course were (a) strong desire/interest in the
course, (b) possible financial outcomes, and (c) employment prospects. In
relation to their prior Senior High School courses, the researchers concluded that
the respondents chose their course based on their interest in their future
profession as well as potential financial and employment issues. The researchers
suggest that this study be repeated with the next batch of Senior High School
students at Bulacan State University Laboratory High School to see if
administrators and coordinators continue to provide mandatory guides and
seminars to their students and if students have made plans for their future.
According to Garcia, J. E. et al. (2017) entitled Career Aspirations of
Stem Students of University of Batangas Towards Stem Careers. The adoption
of the K to 12 Program, which aims to give ample time for mastery of concepts
and skills, cultivate lifelong learners, and prepare graduates for post secondary
education, is one of the main transformations in the Philippines' educational
history. growth, employment, and entrepreneurship (gov.ph). In accordance with
this program is the STEM (Science, Technology, Engineering, and Mathematics)

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strand establishment with a particularly planned curriculum and initiatives to
educate students for a career in their selected field tertiary level of education
course This study arose from the researchers' goal to discover students' career
aspirations toward STEM-related jobs and to analyze current STEM programs to
establish their effectiveness in influencing students into STEM careers. The
researchers used a survey research design to survey 91 University of Batangas
Lipa City (UBLC) Senior High School STEM students. The results demonstrate
that engineering is the students' top choice for a STEM job, but there are other
pupils who will pursue unrelated STEM careers in the future. The findings also
indicate that present STEM programs have an impact on students at a specific
level, while there are some alternative proposed programs, such as internships,
that may increase their abilities and learning. Based on the findings of this study,
it is suggested that the UBLC empower current STEM programs and integrate
career-related activities to inspire students in the STEM strand to pursue STEM-
related occupations in the future.
A research study by (Renzo Rafanan, Clarrise Guzman, Danilo
Rogayan Jr. 2020) entitled Pursuing STEM Careers: Perspectives of Senior
High School Students investigated the perspectives of STEM (science,
technology, engineering, and mathematics) senior high school students in a
public secondary school in Zambales, Philippines about why they enrolled in
STEM and their intentions to follow relevant careers A total of 20 Grade 12

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students were purposefully chosen to participate in the study. A verified
structured interview guide was used to interview the individuals. To create an
extended narrative, the taped interviews were separately transcribed. The
extended texts were examined in order to identify themes and noteworthy
statements. According to the study, senior high school pupils are sincerely
interested in biology-related fields. The participants' major purpose for enrolling in
STEM is to correspond with their selected college course. Almost majority of the
students desired to pursue STEM-related employment after graduating from
university. Furthermore, personal aspiration is the primary motivator for
participants to pursue STEM-related careers. The report suggests that senior
high schools plan a variety of events for career week. These activities could
include exploring potential career choices in STEM-related courses, as well as
students' career and motivation, as well as their professional aptitude. Teachers
can also implement novel pedagogies to improve STEM instruction. STEM
teachers should undergo retooling or seek advanced courses to increase kids'
enthusiasm in science. Senior high schools may hold career advising seminars
for students to help them decide which streams to pursue. The Department of
Education (DepEd) may provide funding to support the execution of various
initiatives aimed at preparing students for careers. This program will assist
students in being more conscious of the career route they wish to pursue and in
avoiding pressures from others.

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DEFINITION OF TERMS
Program - defined as any combination of courses and/or requirements
leading. to a degree or certificate, or to a major, co-major, minor or
academic track and/or.
K-12 - The K-12 system stands for 'from kindergarten to 12th grade'. This
equates roughly to a school starting age of around five through to Grade
12 at around the age of 18. The system is broken down into three stages:
elementary school (Grades K–5), middle school (Grades 6–8) and high
school (Grades 9–12). K to 12 is an education system under the
Department of Education that aims to enhance learners' basic skills,
produce more competent citizens, and prepare graduates for lifelong
learning and employment.
STEM - stands for science, technology, engineering and mathematics and
refers to any subjects that fall under these four disciplines.
Strand - The term ‘strands’ is used to indicate: (a) the disciplines within a
learning area, e.g. history, geography, economics and civics under ‘social
studies’, each with its own associated goals for learning; (b) domains that
group the related general and specific learning outcomes or achievement
aims and objectives within a particular learning area or discipline.
Self-efficacy belief - refers to an individual’s personal beliefs about his or
her capabilities to perform particular behaviors or courses of action.

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Outcome expectations - refer to beliefs about the consequences or
outcomes of performing particular behaviors.
Personal goals - may be defined as one’s intentions to engage in a
particular activity or to attain a certain level of performance.
RESEARCH METHODOLOGY
This chapter outlines how the researchers collect the necessary data and
information that will be used throughout the study. It describes the respondents
and the focus of the research, as well as it discusses the statistical treatment that
is applied to make use of the data in the right form.
RESEARCH DESIGN
This study employs the quantitative descriptive design covering the
current status and programs pursued by the graduates. This research design will
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help the researchers to determine if the graduates had effectively achieved the
goal of choosing the college degree they want to achieve. Moreover, the
highlighted policy implications and recommendations were necessary for the
university’s curricular improvement.
THE RESPONDENTS
The respondents of the study were the first batch of STEM students under
K-12 program of the University of Saint Anthony. The Senior High School STEM
graduates of year 2018 were composed of 234 and the researchers chose 59
graduates to serve as the representation of the whole USANT Batch 2018
population.
The research was performed only for the school year 2021-2022 to obtain
information that are required to be analyzed to help our research.
DATA GATHERING TOOLS
To obtain the needed information, the researchers used a structured-
survey questionnaire that addressed the study’s specific questions. The
questionnaire is composed of 3 parts. The first section is a permission letter
asking graduates participate in a survey that will be utilized for research
purposes. It also mentioned that upon responding, they granted their informed
consent for their profile to be used for analysis, but that their identities shall not
be disclosed. On the second part is the respondents’ general information. The

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third and last section aim is to collect information about their current school and
the programs/courses they are enrolled in, employment status, and reasons why
they did not attend college.
STATISTICAL METHODS
The statistical methods that were used to interpret the data gathered from
the respondents of the study.
Slovin’s Formula – This technique is used to calculate the size needed to
achieve the need population.
Fomula:
n = N / (1 + N(e)^2)
Where:
n = number of samples
N = total number of populations
e = error (0.05)
Simple Percentage - this formula is used to calculate, express, and
compare the answers of the respondents as percentage with the use of the
following formula:
P = F/N (100)
Where:
F = Frequency of each category

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N = total number of populations
P = Percentage
100 = Constant multiplier
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

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To complete this study, it is necessary to analyze the data obtained in
order to test the hypothesis and answer the research questions. The data is
interpreted in a descriptive manner. This chapter comprises the analysis,
presentation and interpretation of the findings resulting from this study. The
results of the Online Survey were analyzed in order to arrive with logical
conclusions and recommendations.
RESULTS FROM THE SURVEY
Statement of the Problem 1: How many from the STEM graduates of
USANT SHS Class of 2018 went to college?
Question 1: Did you enroll in college?
FREQUENCY PERCENTAGE
VARIABLE
(f) (%)
YES 59 100%
NO 0 0%
TOTAL 59 100%
Table 1
Interpretation:
Table 1 shows that of the total sample size, fifty-nine (59) respondents
had enrolled in college. This number amounts to one hundred percent (100%) of
subjects.
Question 2: Are you currently enrolled in college?
VARIABLE
(f) (%)
YES 57 96.6%
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NO 2 3.4%
TOTAL 59 100%
Table 1.1
Interpretation:
Table 1.1 shows that of the total sample size, fifty-seven (57) respondents
are currently in college. This number amounts to only ninety-six point six percent
(96.6%) of respondents, while two (2) or three point four percent (3.4%)
answered NO.
Statement of the Problem 2: How many from the respondents took up
STEM related programs?
Question 3: Is the program you took in college are related to the strand you
enrolled in Senior High School?
VARIABLE
(f) (%)
YES 53 89.83%
NO 5 8.47%
Did not answer 1 1.70%
TOTAL 59 100%
Table 2
Interpretation:
Table 2 shows that of the total sample size, fifty-three (53) respondents
took STEM related programs. This number amounts to only eighty-nine point
eighty-three percent (89.83%) of respondents, while five (5) or eight point forty-
seven percent (8.47%) indicated that they had not taken STEM related programs.
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One (1) respondent did not answer the question and this amounts to one point
seventy percent (1.70%).
Question 4: What program did you take/pursue in college?
VARIABLE
(f) (%)
Architecture 7 11.9%
Medical Courses 24 40.7%
Engineering 19 32.2%
Information Technology 4 6.8%
BS in Education Major in
Food Service 1 1.7%
Management
BS Chemistry 1 1.7%
Marine Transportation 1 1.7%
Tourism 1 1.7%
TOTAL 59 100 %
Table 2.1
Interpretation:
Table 3.1 shows that out of fifty-nine (59) respondents, seven (7) or
eleven point nine percent (11.9%) took Architecture, twenty-four (24) or forty
point seven percent (40.7%) pursue Medical courses, nineteen (19) or thirty-two
point two percent (32.2%) choose Engineering courses, four (4) or six point eight
percent (6.8%) took Information Technology, one (1) or one point seven percent
(1.7%) took BS in Education Major in Food Service Management, one (1) or one
point seven percent (1.7%). The other three (3) respondents pursue BS
Chemistry, Marine Transportation, and Tourism. This amounts to one point seven
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percent (1.7%) each. Another one (1) or one point seven percent (1.7%)
respondent did not answer the question.
Statement of the Problem 3: What are the top programs taken by the
graduates?
VARIABLE RANK
(f) (%)
Architecture 7 11.9% 3rd
Medical Courses 24 40.7% 1st
Engineering 19 32.2% 2nd
Information Technology 4 6.8% 4th
Food Service 1 1.7% 5th
Management
BS Chemistry 1 1.7% 5th
Marine Transportation 1 1.7% 5th
Tourism 1 1.7% 5th
Did not answer 1 1.7% 5th
TOTAL 59 100 %
Table 3
Interpretation:
Based from Table 4, the top programs taken by the graduates are Medical
courses with the total of twenty-four (24) respondents that amounts to forty point
seven percent (40.7%), followed by Engineering with nineteen (19) respondents
that results to thirty-two point two percent (32.2%), third on the list is the
Architecture with seven (7) respondents that amounts to eleven point nine
percent (11.9%), Information Technology ranked fourth with four (4) respondents
that results to six point eight percent (6.8%). The other programs taken by the
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respondents are BS in Education Major in Food Service Management, BS
Chemistry, Marine Transportation, and Tourism which result to the least number
of enrollees.
DISCUSSION
I STATUS OF SHS GRADUATES IN COLLEGE
Table 1 shows that of the total sample size, fifty-nine (59) respondents
had enrolled in college. This number amounts to one hundred percent (100%) of
subjects. Based from the above findings, all of the Batch 2018 STEM graduates
went to college. The findings shows that the K-12 curriculum was not a hindrance
for the students to pursue their desired path, instead, it serves as a tool to
prepare these students to college.
Generally, the result shows that the students continued to take up college
programs even though they are eligible to work and seek for better opportunities.
The study conducted by Garcia, J. E. et al. found out that present STEM
programs have an impact on students at a specific level, while there are some
alternative proposed programs, such as internships, that may increase their
abilities and learning. Further, Santos J. M. et al. stated that there are three key
reasons that influenced their decision to enroll in their current course were (a)
strong desire/interest in the course, (b) possible financial outcomes, and (c)
employment prospects.
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Table 1.1 shows that of the total sample size, fifty-seven (57) respondents
are currently in college. This number amounts to only ninety-six point six percent
(96.6%) of respondents, while two (2) or three point four percent (3.4%)
answered NO. Based from the above findings, most of the batch 2018 STEM
students are still taking their college program yet there are students are not
currently in college due to the reason that they are already graduated and look
for job and they prioritize their mental health, especially during this method of
learning which is online learning. The findings shows that even though there are
changes in the method of learning and due to the pandemic, the students still
continue their college program because of their will and interest to graduate with
a degree and find a good and better job for them.
Generally, the result shows that the STEM students are determined to
graduate in college and find better job opportunities for them. Additionally, in
order to graduate, one student should be determined and have confidence to
themselves in order for them to graduate in college and also prepared for taking
the college journey.
The study conducted by Santos, J.M. et al. (2019) found that the three key
reasons that influenced their decision to enroll in their current course were (a)
strong desire/interest in the course, (b) possible financial outcomes, and (c)
employment prospects. Further, Renzo Rafanan, Clarrise Guzman, Danilo
Rogayan Jr. (2020) stated that personal aspiration is the primary motivator for
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participants to pursue STEM-related careers. The report suggests that senior
high schools plan a variety of events for career week. These activities could
include exploring potential career choices in STEM-related courses, as well as
students' career and motivation, as well as their professional aptitude.
II STEM RELATED PROGRAMS
According to Table 3, fifty-three (53) of the total sample size participated in
STEM-related programs. This equates to just 89.83 percent of respondents, with
five (5) or eight point forty-seven percent (8.47 percent) indicating that they have
not participated in STEM-related programs. One (1) respondent did not answer
the question, accounting for one-seventy percent of the total (1.70 percent). The
findings shows that most of the students, took up stem related programs as there
college courses. It also shows that the Science Technology, Engineering and
Mathematics (STEM) are helpful in choosing their program in college.
Generally, the result shows that most of the students who took up Science
Technology, Engineering and Mathematics (STEM) strand also pursue
STEMrelated programs.
A research study by Rafanan R. et al. found out that, senior high school
pupils are sincerely interested in biology-related fields. The participants' major
purpose for enrolling in STEM is to correspond with their selected college course.
Almost majority of the students desired to pursue STEM-related employment
after graduating from university. Furthermore, personal aspiration is the primary

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motivator for participants to pursue STEM-related careers. Furthermore, the
latest study by Padios A. et al. Their research is framed as s exits. their goal was
to determine which of these profiles explained statehood and SHS strand among
Aurora State College of Technology (ASCOT) SHS graduates. Respondents'
alignment "The SHS strands to their college courses, as well as the college's
absorption rate, were also determined Only half of all college students have
courses connected to their SHS strands, according to ASCOT, which has a 75.42
percent absorption rate 90.82 percent pursued a college degree prior to
statehood, 4.02 percent are employed.
III TOP PROGRAMS TAKEN BY THE GRADUATES
Based from Table 4, the top programs taken by the graduates are Medical
courses with the total of twenty-four (24) respondents that amounts to forty point
seven percent (40.7%), followed by Engineering with nineteen (19) respondents
that results to thirty-two point two percent (32.2%), third on the list is the
Architecture with seven (7) respondents that amounts to eleven point nine
percent (11.9%), Information Technology ranked fourth with four (4) respondents
that results to six point eight percent (6.8%). The other programs taken by the
respondents are BS in Education Major in Food Service Management, BS
Chemistry, Marine Transportation, and Tourism which result to the least number
of enrollees. The findings imply that there are three top most taken college
programs. Medical courses are first on the list, followed by Engineering courses,
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Architecture courses in the top three, and Information Technology (IT) courses in
the top four.
Generally, the result shows that the STEM SHS Batch 2018 mostly
pursued college programs that are associated with their SHS strand. Further,
becoming more acquainted with yourself and learning what interests you the
most is one technique to choose the proper path for you.
A study conducted by Blotnicky, J. A. et al. found out that pupils with
greater MSE were better educated about the criteria for STEM careers.
Additionally, pupils with higher mathematics self-efficacy (MSE) and STEM
career knowledge were more likely to pursue a STEM job. Students who may be
more interested in scientific and technological skills were more likely to seek a
STEM job than those who preferred career activities that were practical,
productive, and concrete. Further, Vulperhorst opined that interest appears to be
one of the most critical elements in determining what to study, the current study
focuses on how STEM-interested students consider diverse interests when
making educational decisions.
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

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This chapter presents the summary, findings, and conclusions of this
study, along with the researchers’ recommendations.
Summary
This study aims to identify the result of the tracer study of STEM graduate
class of 2018 in University of Saint Anthony.
Specifically, it seeks to answer the following questions:
1. How many from the STEM graduates of USANT SHS Class of 2018
went to college?
2. How many from the respondents took up STEM related programs?
3. What are the top programs taken by the graduates?
4. What policy can be extracted from the results of the study?
This research study was premised on the following assumptions that, It
will show that not all of the STEM graduates of USANT SHS Class of 2018
went to college; It will show that not all of the respondents took up STEM related
program; There will be different programs taken by the graduates; The findings of
research will help in improving the existing policy on determining the strands of
students.
Findings of the Study
The following were the salient findings of this study.
1. Based on the data gathered, the following findings were presented. As for
the students who went to college, it shows that of the total sample size,
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fifty-nine (59) respondents had enrolled in college. This number amounts
to one hundred percent (100%) of subjects.
In terms with their current status in college, it shows that of the total
sample size, fifty-seven (57) respondents are currently in college. This
number amounts to only ninety-six point six percent (96.6%) of
respondents, while two (2) or three point four percent (3.4%) answered
NO, because of various reasons, their reasons are as follows: mental
prioritization and the other one is already graduated and is now currently
looking for a job.
2. According from the survey, fifty-three (53) of the total sample size
participated in STEM-related programs. This equates to just 89.83 percent
of respondents, with five (5) or eight point forty-seven percent (8.47
percent) indicating that they have not participated in STEM-related
programs. One (1) respondent did not answer the question, accounting for
one-seventy percent of the total (1.70 percent).
3. In terms with the top programs taken by the graduates, the findings shows
that the top programs taken by the graduates are: Medical courses are
first on the list with the total of twenty-four (24) respondents that amounts
to forty point seven percent (40.7%), followed by Engineering with
nineteen (19) respondents that results to thirty-two point two percent
(32.2%), third on the list is the Architecture with seven (7) respondents
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that amounts to eleven point nine percent (11.9%), Information
Technology ranked fourth with four (4) respondents that results to six point
eight percent (6.8%). The other programs taken by the respondents are
BS in Education Major in Food Service Management, BS Chemistry,
Marine Transportation, and Tourism which result to the least number of
enrollees.
4. The possible policies that can be extracted from the study are that
institutions should not remove the policy on strand shifting instead make it
a permanent school policy. Furthermore, institutions should conduct a
mandatory College Preparedness Program/Seminar for the Senior High
School student to strengthen their awareness regarding their desired
program in college.
Conclusions
Based on the above-mentioned findings the following conclusions are
made: (1) The researchers concluded that, all the students in batch 2018 SHS
STEM students went to college after graduating from Senior High School to
continue pursuing their programs, which means that having K-12 curriculum does
not affect the students in continuing to attain their desired programs in college
instead it provides the significant benefits to prepare themselves in their
upcoming endeavors. (2) Majority of the respondents took STEM related
programs which means that they have chosen the right strand for them and that
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senior high school is a great help for them to choose the career that interests
them. (3) based on the date gathered the leading top programs taken by the
stem graduates of batch 2018, top on the rank is medical courses most of the
graduates wants to pursue medical field in college, followed by wants to pursue
engineering programs in college, and the third one is they want to pursue
architecture. So the researchers concluded that most of the students of Science
Technology, Engineering and Mathematics (STEM) strand of Batch 2018 of the
University of Saint Anthony primarily pursued college programs related to their
SHS strand, according to the data. Furthermore, getting to know yourself and
discovering what interests you the most is one method for determining the best
path for you. (4) the researchers concluded that the institutes should keep the
strand shifting policy in place and make it a permanent school policy rather than
removing it. In addition, institutions should hold an obligatory College
Preparedness Program/Seminar for Senior High School students in order to
increase their understanding of their selected college program. So that this will
makes it easier for the students to adjust to new environments once they
graduate from Senior High School. The additional two years meant more time for
students to contemplate. This became a way to determine if the student is
interested on their desired college course, if they choose to continue into higher
education. In conclusion It is important to highlight choice when choosing a path
for high school. Especially when it will affect a significant part of the student’s
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future. Making them choose which strand or path they would like to take will have
a great impact on their future. This is the main reason why senior high school is
important. Students can choose a specialization as early as senior high school.
Knowing a student’s interest before even entering college enables you to predict
their future career path.
Recommendations
1. The institution should make it much better for the future Senior High School
students. Making activities or program that all the students can participate should
be implemented so that it may encourage the students and might be able to
discover their hidden talents and also improve their confidence in taking college
and finishing K-12 curriculum.
2. The DepED should add some activities that may encourage them to take
STEM related program and improve more the quality of teaching in students.
3. The Institution should introduced other program in college so that many stem
students will be able to know other program and have knowledge or
understanding to the other program not only those common program that they
had encounter.
4. The institution should implement a monthly seminar for the senior high school
students about the program that they might take for the college, so that they can
be aware and had an additional information about the program that they might
take in college.
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NOTES
Ayon, A. O. et al. (2019). The first batch SHS students’ perspective about K-12
implementation. Retrieved from
https://www.academia.edu/38878517/The_First_Batch_SHS_Students_Pe
rspective_about_K_12_Implementation
Blotnicky, K. A. et al. (2018). A study of the correlation between STEM career
knowledge, mathematics self-efficacy, career interests, and career
activities on the likelihood of pursuing a STEM career among middle
school students. Retrieved from
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-
018-0118-3
Garcia, J. E. et al. (2017). Career aspirations of STEM students of University of
Batangas towards STEM careers. Retrieved from
https://xsite.dlsu.edu.ph/conferences/dlsu-research-congress-
proceedings/2017/LLI/LLI-II-035.pdf
Murcia, K., Pepper, C., Williams, J. (2020). Youth STEM career choices: What’s
influencing secondary students’ decision making? Retrieved from
https://www.iier.org.au/iier30/murcia.pdf
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Padios, A. et al. (2021). Strand and statehood predictors of senior high school
graduates: a tracer study. Retrieved from
https://www.researchgate.net/publication/348620420_Strand_and_Stateh
ood_Predictors_of_Senior_High_School_Graduates_A_Tracer_Study
Rafanan, R. L., de Guzman, C., Rogayan, D., Jr. (2020). Pursuing STEM
careers: perspectives of senior high school students. Retrieved from
https://www.researchgate.net/publication/342766109_Pursuing_STEM_Ca
reers_Perspectives_of_Senior_High_School_Students
Santos, J. M. et al. (2019). Alignment of senior high school strand in college
course. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=3441109#:~:text=The%20researchers%20found%20out
%20that,aligned%20to%20their%20college%20course.
“1st Batch of K-12 Graduates rolled out to college.” (4 June 2018). Sun.Star
Pampanga. Retrieved from
https://www.pressreader.com/philippines/sunstar-pampanga/20180604/28
1616716054557
“Factors Influencing STEM Career Aspirations of Underrepresented High School
Students.” (5 September 2018). Wiley Online Library. Retrieved from
https://onlinelibrary.wiley.com/doi/10.1002/cdq.12146
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“How do STEM-interested students pursue multiple interests in their higher
educational choice?” (6 April 2018). Taylor & Francis Online. Retrieved
from
https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1452306
“K-12 Curriculum and pupil assessment.” (September 2016). Relocate Global.
Retrieved from https://www.relocatemagazine.com/articles/education-k-
12-curriculum-the-us-education-system
“More students now prefer Science and Technology courses.” (24 October 2018).
Philippine News Agency. Retrieved from
https://www.pna.gov.ph/articles/1051947
“Profiling First-Year Students in STEM Programs Based on Autonomous
Motivation and Academic Self-Concept and Relationship with Academic
Achievement.” (12 November 2014). Plos 1. Retrived from
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0112489
“STEM integration in K-12 Education: Status, prospects, and an agenda of
research.” (2018). Academies Press. Retrieved from
https://www.nap.edu/read/18612/chapter/3
“What is STEM?” (11 May 2019). Pearson. Retrieved from
https://pearsonaccelerated.com/blog/stem
“Why Students Choose STEM Majors: Motivation, High School Learning, and
Postsecondary Context of Support.” (1 October 2013). Sage Journals.

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Retrieved from
https://journals.sagepub.com/doi/abs/10.3102/0002831213488622
Curriculum Strands, Retrieved from http://www.ibe.unesco.org/en/glossary-
curriculum-terminology/c/curriculum-strands
Holland’s Theory, Retrieved from Holland’s theory (careers.govt.nz)
APPENDICES
APPENDIX A – Survey Questions
1. Did you enroll in college?
2. Are you currently enrolled in college?
3. Is the program you took in college related to the strand you enrolled in senior
high school?
4. What program did you take in college?
5. Is the strand you took in senior high school helps you to choose what courses
you should take in college?
6. What are the reasons why you did not enroll to college? (For those who are
not enrolled)
7. How helpful is K-12 Curriculum in choosing your career?
APPENDIX B
1.
VARIABLE
(f) (%)
YES 59 100%
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51
NO 0 0%
TOTAL 59 100%
Table 1
2.
VARIABLE
(f) (%)
YES 57 96.6%
NO 2 3.4%
TOTAL 59 100%
Table 1.1
3.
VARIABLE
(f) (%)
YES 53 89.83%
NO 5 8.47%
TOTAL 59 100%
Table 2
4.
VARIABLE
(f) (%)
Architecture 7 11.9%
Medical Courses 24 40.7%
Engineering 19 32.2%
Information Technology 4 6.8%
Food Service 1 1.7%
Management
BS Chemistry 1 1.7%
Marine Transportation 1 1.7%
Tourism 1 1.7%
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52
TOTAL 59 100 %
Table 2.1
5.
VARIABLE RANK
(f) (%)
Architecture 7 11.9% 3rd
Medical Courses 24 40.7% 1st
Engineering 19 32.2% 2nd
Information Technology 4 6.8% 4th
Food Service 1 1.7% 5th
Management
BS Chemistry 1 1.7% 5th
Marine Transportation 1 1.7% 5th
1 1.7% 5th
Tourism
Did not answer 1 1.7% 5th
TOTAL 59 100 %
Table 3
APPENDIX C – Documentation
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53
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54
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55
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56
CURRICULUM VITAE
PERSONAL INFORMATION
Name : John Allen C. Buen
Age : 17
Sex : Male
Date of Birth : July 30, 2004
Place of Birth : Duran, Balatan, Camarines Sur
Civil status : Single
Nationality : Filipino
Religion : Roman Catholic
Address : Francia, Iriga City
Mobile Number : 09511382463
EDUCATIONAL BACKGROUND:
Senior High School : University of Saint Anthony
: San Miguel, Iriga City
: S/Y 2020- PRESENT
Junior High School : University of Saint Anthony
: S/Y 2016-2020
Elementary : Balatan Adventist Elementary School
: Duran, Balatan, Camarines Sur

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57
: S/Y 2010-2016
Name : Marilex L. Domagsang
Age : 18
Sex : Female
Date of Birth : September 10, 2003
Place of Birth : Sta. Maria Josefa Hospital Iriga City
Address : La Purisima, Nabua Camarines Sur
: S/Y 2020- PRESENT
: S/Y 2016-2020
Elementary : University of Saint Anthony

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58
: S/Y 2010 – 2016
Name : Ellise Andrea D. Nuyda
Age : 18
Sex : Female
Date of Birth : February 9, 2003
Place of Birth : Divina Pastora, Bato, Cam. Sur
Address : Divina Pastora, Bato, Cam. Sur
: S/Y 2020- PRESENT
: S/Y 2016-2020
Elementary : University of Saint Anthony

City of Iriga

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59
: S/Y 2010 – 2016

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UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

SENIOR HIGH SCHOOL DEPARTMENT

TRACER STUDY OF USANT SENIOR HIGH SCHOOL

STEM GRADUATES OF CLASS 2018

in partial fulfillment of the requirements in

Buen, John Allen

SENIOR HIGH SCHOOL DEPARTMENT

problem that students have in taking up Science Technology Engineering and

Mathematics (STEM) strand is deciding which courses to pursue in college and

intellectual development, less hassle in studying, awareness and familiarization

may impact your future career.

2018 of University of saint Anthony. This study employs the quantitative

SENIOR HIGH SCHOOL DEPARTMENT

institutions should conduct a mandatory College Preparedness Program/Seminar

important. Students can choose a specialization as early as senior high school.

their future career path.

SENIOR HIGH SCHOOL DEPARTMENT

blessings to complete this research successfully.

providing invaluable guidance throughout this research. Her dynamism, vision,

privilege and honor to work and study under her guidance.

cooperative response to all the questions solicited in this study. We are

educating and preparing us for our future. The encouragement to help us in

SENIOR HIGH SCHOOL DEPARTMENT

pursue this undertaking.

TITLE PAGE …………………………………………….. i

SENIOR HIGH SCHOOL DEPARTMENT

TABLE OF CONTENT …………………………………………….. v

BACKGROUND OF THE STUDY

Assumption of the study ……………………………………………… 3

Scope and Delimitation ……………………………………………… 3

Significance of the Study ……………………………………………… 4

Theoretical Framework ……………………………………………… 5

Theoretical Paradigm ……………………………………………… 6

Conceptual Framework ……………………………………………… 8

Conceptual Paradigm ……………………………………………… 9

Definition of Terms ……………………………………………… 10

Review of Related Literature ……………………………………… 11

Research Design ……………………………………………… 23

The Respondents ……………………………………………… 23

Data Gathering Tool………………………………………………. 23

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Result from the Survey…………………………….……………… 27

SENIOR HIGH SCHOOL DEPARTMENT

Findings of the Study………………………………………………. 49

CURRICULUM VITAE ………………………………………………… 64

Figure 1 – Theoretical Paradigm……………………………………. 5

Figure 2 – Conceptual Paradigm……………………………………. 7

Table 1.1 ……………………………………………………………. 18, 45

Table 1.2 …………………………………………………………… 19, 49

Table 2.1 …………………………………………………………… 21, 44

Table 2.2 ……………………………………………………………. 22, 46

Table 2.3 …………………………………………………………… 23, 50

SENIOR HIGH SCHOOL DEPARTMENT

Table 3.1 ……………………………………………………………. 26, 47

Table 3.2 ……………………………………………………………. 28, 48

Table 3.3 …………………………………………………………….. 29, 49

Table 4 …………………………………………………………….. 30, 50

Appendix A – Survey Questions ……………………………………….. 43

Appendix B – Survey Transcriptions ………………………………… 43

Appendix C – Documentations ………………………………………… 52

SENIOR HIGH SCHOOL DEPARTMENT