Division of City Schools

City of Mandaluyong
Mataas na Paaralang Neptali A. Gonzales
Nueve de Pebrero St., Brgy. Mauway, Mandaluyong City

TITLE

Assessing the Effects of learner's Indecisiveness in Strand Selection of Select

General Academic Strand Students

Submitted by:

Kiolo Ice Palacio

Karl Andrei Galeno

Aiokhen Dionio

Submitted to:

Ms. Jullia B. Galan

Research Adviser
 RATIONALE or BACKGROUND OF THE STUDY

They are assessing the consequences of learners' indecisiveness in strand

selection among Grade 11 General Academic Strand (GAS) students. There are

several reasons why Grade 11 General Academic Strand students may experience

indecisiveness when choosing their strand.

For example, some students may be unsure about their future career paths and

may feel torn between pursuing a more specialized strand, such as STEM

(Science, Technology, Engineering, and Mathematics) or ABM (Accountancy,

Business, and Management), and opting for the General Academic Strand. They

may worry about limiting their options by choosing a specific strand at this stage.

Additionally, some Grade 11 students may lack awareness about the specific

requirements and opportunities associated with different strands. They may not

fully understand the potential benefits and drawbacks of choosing the General

Academic Strand compared to other strands. This lack of knowledge can

contribute to their indecisiveness and make it challenging to make an informed

decision.

To gain a better understanding of this issue, we conducted this research to

examine the indecisiveness experienced by Grade 11 students and to explore the

advantages and disadvantages of choosing the General Academic Strand. By

examining the consequences of this indecisiveness, such as potential limitations

in future career options or missed opportunities for specialized learning, we

hope to provide valuable insights that can assist Grade 11 students in making

informed decisions about their strand selection.

 STATEMENT OF THE PROBLEM

The problem statement is: Assessing the effects of learner's indecisiveness in

strand selection of select general academic strand students.

This problem focuses on understanding the impact of indecisiveness among

students who are choosing the General Academic Strand (GAS) in their senior

high school education. The objective is to assess how the indecisiveness of these

students affects their strand selection process and the potential consequences it

may have on their academic and career paths.

The study aims to explore the following aspects:

1. What are the factors contributing to indecisiveness among students when

choosing the GAS strand?

2. How does indecisiveness affect the students’ overall academic performance?

3. What are the long-term consequences of indecisiveness in strand selection on

the students’ future career choices and opportunities?

By assessing these effects, the research aims to provide insights into the

challenges faced by students in making informed decisions about their

educational pathways and highlight the importance of providing adequate

support and guidance during the strand selection process.

 DEFINITION OF TERMS

- General Academic Strand: An academic track in senior high school

curriculum that offers a broad range of subjects, providing fields of study.

- Indecisiveness: The state of uncertainty or hesitation in making decisions,

particularly regarding academic choices such as selecting a specific

academic strand.

- Strand: Senior high school strands refer to the different specialized tracks

or areas of study that students can choose in their senior high school

education. These strands are designed to provide students with focused

knowledge and skills in specific fields, preparing them for further

education or employment.

- Students/Learners: Student learning refers to the process of acquiring new

knowledge, skills, and understanding through intentional and conscious

activities.

- Research: Research is the systematic investigation into and study of

materials and sources in order to establish facts and reach new

conclusions.
 SIGNIFICANCE OF THE STUDY

This research is a great significance in the field of General Academic strand

(GAS) because this study can inform and influence educational policies and

practices related to strand selection. Furthermore, this will help a specific group

of students. By understanding the factors that contribute to stakeholders,

educators, policymakers that can effectively address the needs and concerns of

select General Academic strand (GAS) students, enhancing their academic

experience and outcomes.

Moreover, this study can also be beneficial for parents and guardians. With a

deeper understanding of the factors influencing strand selection, they can

provide more targeted support and guidance to their children in their

educational journey.

Additionally, this research explores the impact of indecisiveness on General

Academic strand (GAS) students' well-being and future prospects, and approves

of comprehensive guidance to empower students in making informed decisions.

In addition, the findings of this study can contribute significantly to the

existing body of knowledge in the field of education. It can stimulate further

research on strand selection and student outcomes, potentially leading to new

insights and innovations in educational strategies and policies.

 Lastly, the insights gained from this study can inform the development of

education policies that are more attuned to the needs of GAS students. This can

lead to improvements in the quality of education, which can enhance the future

prospects of these students.

 SCOPE AND DELIMITATION

This study is specifically designed to explore the experiences and outcomes of

Grade 11 students enrolled in the General Academic Strand (GAS) during the

academic years 2024 – 2025. The primary objective of this research is to gain a

comprehensive understanding of the potential implications of GAS students’

indecisiveness in strand selection.

The research aims to delve into the intricate dynamics of decision making

processes among these students, examining how indecisiveness may impact not

only their academic choices but also their performance in school. The study will

also investigate the possible effects of this indecisiveness on students’ overall

well being with a particular focus on stress levels, self-esteem, and satisfaction

with their academic experience.

To maintain a focused and manageable scope, the study will be limited to Grade

11 students within the GAS. While the findings may have broader implications for

other grade levels or academic years 2024 – 2025. This specific period has been

chosen to allow for a detailed examination of the current academic environment

and its challenges. However, it’s important to note.

 REVIEW OF RELATED LITERATURE

SOP 1. What are the factors contributing to indecisiveness among students when
choosing the GAS strand?

The factors that contributes the indecisiveness among students is the Theory of

Career Choice created by John Holland. John Holland’s groundbreaking research

led to the creation of his Career Choice Theory, Which suggests the existence of

six personality types: Realistic, Investigative, Artistic, Social, Enterprising, and

Conventional. Holland believes these personality types define an individual’s

abilities and personal traits, and that career choice is a reflection of one’s

personality. He views these personality types as “adjective orientations”, which

are ways of dealing with daily issues as well as interests, values, social skills, and

role-playing. For each personality type, there’s a corresponding environment.

Therefore, a person with a realistic personality to and environment that matches

his or her personality. Holland proposes that people tend to be drawn to

environments where they can use their skills and abilities, and express their

attitudes and values. (Holland) 1959

Peer Pressure, According to this study it indicates that "teenagers learn more

quickly and more effectively when their peers are present than when they are on

their own. Furthermore, this discovery may significantly alter our understanding
of schooling teenagers. According to University of California social cognitive

neuroscientist Mattew D. Lieberman, the human brain is particularly good at

acquiring knowledge that is useful to social interactions.

"People could remember the statements better when given social motivation,"

he claims. (Temple University psychologist Laurence Steinberg) 2005.

When it comes to figuring out what career to choose, there are two types of

indecision that researchers have looked into. The first one is called normative

indecision, which is a normal part of the decision-making process as we grow and

develop. The second one is called indecisiveness, which is a more persistent

problem that affects our ability to make decisions in different areas of our lives.

It's important to understand the difference between these two types of

indecision so that we can come up with the right strategies to help people who

are struggling.

To study this, researchers divided people into four groups based on their level of

career decidedness (how sure they were about their career choice) and their

level of indecisiveness. They wanted to see if these four groups could be

distinguished from each other based on certain cognitive and emotional factors

that are commonly studied in career indecision research. They used a method
called descriptive discriminant analysis and worked with a group of high school

students.

The results showed that the different groups could indeed be distinguished from

each other based on these factors. This means that there are specific cognitive

and emotional characteristics that are associated with each group.

Understanding these differences can help career counselors provide more

targeted support to individuals who are struggling with career indecision. It also

gives researchers valuable insights for future studies in this area. (Santos, P. J., et

al. (2014). Indecisiveness and career indecision)

SOP 2. How does indecisiveness affect the students’ overall academic

performance?

This research aimed to investigate the relationship between indecisiveness and

the process of selecting a study in higher education among adolescents, using a

longitudinal approach. A total of 281 students participated in the study, providing

data at the beginning, middle, and end of Grade 12. The findings revealed that

indecisiveness was a risk factor for several aspects of coping with career

decision-making tasks, including exploring different environments (both broadly

and in-depth), gathering self-information, determining decisional status, and

making commitments. However, indecisiveness did not have a significant

relationship with changes in decisional tasks throughout Grade 12. Additionally,

the results indicated that the link between indecisiveness and various factors

such as in-depth environmental information, self-information, decisional status,

and commitment was mediated by adolescents' career choice anxiety. Lastly, the

data on stability supported the understanding of indecisiveness as a trait.

(Germeijs, V., et al. (2006). High school students’ career decision-making process)
The issue of student indecision regarding their major is a well-researched

problem that concerns counselors, psychologists, and students themselves who

aim to establish successful careers based on their college education. To assess

the impact of student indecision on career outcomes, this study examines the

academic and career data of University of Oregon alumni. By analyzing online

resumes, the researchers employ multiple linear regression analysis to estimate

the effects of two observable manifestations of academic indecision - undeclared

status and major switching - on three measurable career outcomes: wages, job

switching frequency, and managerial attainment. The findings indicate that being

undeclared has a significant negative impact on job switching frequency and

wages, while major switching has a significant positive impact on these two

factors. However, neither undeclared status nor major switching were found to

have a significant effect on managerial job attainment. (Cartmell, T. (2021).

Effects of Student Major Indecision on Career Outcomes)

When people have a hard time deciding on a career, it's called career

indecisiveness. This study looked at how career indecisiveness is connected to

things like self-esteem, personal indecisiveness, and personality traits. The

researchers found that out of 545 Turkish high school students who hadn't

chosen a profession yet, they experienced more career indecisiveness compared

to those who had decided. The study also showed that emotional and

personality-related difficulties in making career decisions were linked to higher

self-esteem, being unsure and impulsive, and being more anxious. On the other

hand, being outgoing and responsible were connected to lower levels of career

indecisiveness. They also found that girls tended to struggle more with career

indecisiveness than boys. Based on their analysis, they found that being unsure

and exploring different options was the most important factor contributing to

career indecisiveness for both boys and girls. (Öztemel, K. (2013). Career

Indecisiveness of Turkish High School Students)

SOP 3. What are the long-term consequences of indecisiveness in strand

selection on the students’ future career choices and opportunities?

Extended periods of indecision can ultimately lead to job dissatisfaction. Given

that a significant part of one’s life is dedicated to work, when reality fails to meet

these expectations, it can result in feelings of disappointment, bitterness, and a

lack enthusiasm, all of which contribute to dissatisfaction decrease work

performance and morale, but it can also negatively impact your bottom

line.when employees are not engaged in their work, they are less likely to have

the motivation to be productive and carry out quality sevices.

Studies have shown a connection between a positive employee experience and a

higher return on assets and sales. Companies that were ranked in the top 2

percent on employee experience reported nearly three times the return on

assets and double the return on sales compared to businesses in the bottom

quartile. (AIHR. (n.d.). 8 Causes of Job Dissatisfaction & How to Combat It.)

Self-esteem is how we value and perceive ourselves, it can also be our long-term

consequences due to indecisiveness. This study aimed to find out what factors

affect the self-esteem and academic performance of senior high school students

in Cluster BCAMT. The researchers surveyed a total of 568 Grade 11 students

from Morong National High School, Cardona Senior High School, and Baras

Senior High School. They used a questionnaire to measure the students'

self-esteem. The study found that self-esteem is influenced by personal ability,

family, social interaction, and emotional stability, with family being the most

important factor. Factors like age, mother's education, and mother's occupation

did not have a significant impact on self-esteem. Similarly, factors like sex,

monthly family income, father's occupation, and type of family did not show a

significant relationship with self-esteem in certain aspects.

In terms of academic performance, the student's overall performance was rated

as "Very Satisfactory." The study did not find a significant relationship between

the extent of self-esteem and academic performance, considering factors such as

personal ability, family, social interaction, and emotional stability. Regardless of

their age, their mother's education, and their occupation, the students showed

moderate calmness when facing problems and relied on their abilities to solve
them. The study concluded that students' academic performance is not directly

linked to their self-esteem in dealing with everyday experiences. Van Matre and

Cooper (1984)

Missed opportunities can lead to long-term consequences of indecisiveness. The

article titled "The Pitfalls of Missed Opportunities: Learning from Regret"

discusses the negative consequences of missed opportunities and how we can

learn from them. It highlights the burden of regret and the lingering thoughts of

"what if'' that can hinder personal growth and happiness. Stagnation and a lack

of progress are identified as potential outcomes of missed opportunities, leading

to dissatisfaction and unfulfillment. The article emphasizes that missed

opportunities can close doors and limit future possibilities. However, it also

suggests that there are valuable lessons to be learned from these experiences.

Self-awareness and reflection can help us understand our decision-making

processes and identify limiting beliefs. By seizing future opportunities and

embracing a growth mindset, we can navigate life's crossroads with wisdom and

make better choices. The article concludes by emphasizing that it's never too late

to learn from regrets and create a more fulfilling future. According to Papé, L., &

Martinez, L. F. (2017). Past and future regret and missed opportunities.

We can also overcome indecisiveness to prevent long-term consequences. The

article "How to Overcome Indecisiveness' talks about the challenges people face

when making decisions and provides five steps to help overcome indecisiveness.

It explains that being afraid of making the wrong choice and thinking too much

can make it hard to decide. While taking time to gather information is good, the

article also mentions that being indecisive can have negative consequences, like

missing out on important opportunities.

The steps suggested include facing fears, paying attention to emotions, practicing

decision-making on smaller things, thinking about long-term effects, and learning

to trust oneself. The article encourages readers to understand that it's okay to

make choices that are good enough and that perfection isn't always possible.

Healthline Editorial Team.(Healthline Editorial Team. (2017, September 29). How

to Overcome Indecisiveness)
POSSIBLE INTERVENTIONS
METHODOLOGY
ETHICAL CONSIDERATIONS
RESEARCH DESIGN
INSTRUMENTS OF THE STUDY (MATERIALS)
PARTICIPANTS OF THE STUDY
TIMETABLE AND BUDGET
BIBLIOGRAPHY