THE ACADEMIC PERFORMANCE OF DEVIATE FIRST

YEAR COLLEGE STUDENTS OF XAVIER UNIVERSITY

Analyzing the contributing factors of senior high school strand and college course deviance

A Concept Paper

Submitted by
Rika Anne Warell R. Jarales
MA Sociology – 1

Submitted to
Dr. Edvilla Talaroc
Qualitative Research Methofs
12 October 2018

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 CHAPTER I
THE PROBLEM

INTRODUCTION
The K-12 curriculum has been mandatory in most parts of the world,

aside from several countries, including the Philippines, being one of the countries left in

Asia that has only started applying the system to the educational institution. This is one

of the things that hinders the country from being further globalized and globally-

competitive (Macorol, 2016). Thus, since its full implementation in most schools and

universities all over the country in 2014, there has been an additional two years in the

program, which means that education starts from kinder all the way to Grade 12, instead

of until Grade 6 then four years in High School. With the new curriculum, there has been

difficulties and challenges faced by the Department of Education in terms of the training

and addition of effective teachers, the sustainability of the program, and the behaviors of

the students that are well affected by the curriculum shift (Sergio, 2011).

Moreover, the recently implemented senior high school (SHS) program has

brought an uproar to the students and parents affected by it. The senior high school students are

to choose the strands they wish to go into. In turn, these strands should enable the students to be

college-ready and even job-ready. The students should be able to decide better the course they

will be taking up in college (Bigcas, 2016). Furthermore, it should help the senior high school

graduates to match with their jobs after graduation or after college (Canezo, 2016).

For the first batch of senior high school students, there are several advantages and

disadvantages of the program, which is furthered when the experimental batch were enrolled in

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college. One example would be the experiences of the students who deviated from their strands and

took up a course that is not aligned to their strands. For instance, a graduate of the ABM strand

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would have wanted to take up Engineering, but several factors did not let him be under

the STEM strand. Penedilla & Rosaldo (2017) mentioned that there are evident

inconsistencies in the students’ career paths from their senior high school tracks. Hence,

there would always be a challenge and a variety in the experiences of the students in the

first few years of the transitioning stages in the Philippine educational system, especially

between the students who enroll in courses that are not vertically-aligned to their strands

and those who enroll in their strands’ corresponding courses. Several factors would have

contributed to the placement of the students in senior high school strands, as well as their

course preferences for college. Moreover, this is where the impact and effectiveness of

the senior high school program to the students can be seen and assessed in terms of

preparing the students for college and careers in the future.

STATEMENT OF THE PROBLEM

Senior high school students are expected to choose courses in college that

are vertically-aligned with their strands. However, there are some students who tend to

choose a different path for college, or were not able to choose what their strand in senior

high school should be in the first place. Hence, this study intends to describe the

academic performance of the deviate first year college students in accordance with

contributing factors behind their strand placement and course preference. The following

are the research questions of the study:

1. What is the academic performance of the deviate first year college students of Xavier

University?

2. What is the academic performance of the deviate students on their major subjects in

their first year of college in Xavier University?

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3. What are the lessons in senior high school that contributed to the courses of the

deviate students?

4. What are the factors that led to the deviate students to be placed in their strands in

senior high school (regardless of school)?

5. What are the factors that contributed to the course preference of the deviate students?

OBJECTIVES
1. To evaluate the academic performance of the deviate students in their first year in

college in Xavier University;

2. To assess the performance of the deviate students on their major subjects in their first

year of college in Xavier University;

3. To describe the lessons in senior high school that contributed to the courses of the

deviate students;

4. To identify the factors that led to the placement of the deviate students in the senior

high school strands;

5. To determine the factors that contributed to course preference of the deviate students in
college.

HYPOTHESIS
Graduates of the senior high school program who do not enroll in courses

that are vertically-aligned to their strands do not perform well in their academics in

college.

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THEORETICAL AND CONCEPTUAL FRAMEWORK
The perspective used in the study is functionalism. The theory mainly used

to look at the study is Talcott Parsons’ Theory of Action. In the theory, it explained how

an “actor” in a society is motivated to achieve a certain goal. However, to achieve the

goal, there are the means, conditions, and normative standards to go through (Wallace &

Wolf, 1995).

In Figure 1.0, the theory is shown in an orderly manner, wherein the actor

needs to undergo the “situation” involving the means or the resources, and the conditions

or the obstacles that come up along the way. These two are managed by the normative

standards of society, or the rules to be abided in order to achieve the goal.

Fi
gur
e1.
0The
ore
tic
alFr
amewor
koft
heSt
udy:
Par
sons
’Theor
yofAc
tion

For a regular college student who has undergone the Senior High School

program, the goal would normally be to have a good academic performance in the course that

is aligned to his strand, showing the impact of the program on his college performance. In

contrast, Figure 2.0 shows that the college journey of the deviate student, or the student that

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did not enroll in the courses that is aligned to his strand, has a different situation than that of a

regular or non-deviate student.

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 Fi
gur
e2.
0Conc
ept
ualFr
amewor
koft
heSt
udy

The conceptual framework illustrates that the actor is the deviate student/s,

and their goal is to have a good academic performance in college, based on the impact of

the senior high school program. However, the situation calls for means such as factors

that affected their placements in senior high school and their course preference for

college, and passing the entrance exams for college. It also has conditions, which are the

different learnings that were acquired from the senior high school program, and the

preparatory courses that should be taken before enrolling in a different course. The

normative standard that makes the goal achievable is to pass all the subjects in the course.

DEFINITION OF TERMS
In order to have a better understanding of the terms used in the study, the

following are operationally defined:

Deviate Students. These are the first-year college students that took up

different courses that are not aligned to their strands in senior high school; also referred to

as the “conditional” students.

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 Academic Performance. This pertains to the passing and/or failing of the

deviate students in their major and minor subjects in college; No failure marks in major

subjects, and no failure due to absences for both major and minor subjects.

Senior High School Lessons. This pertains to the different lessons and

subjects undertaken in the senior high school program under specific strands.

Contributing Factors. This includes the factors that affected the

placement of the deviate students in senior high school strands and the factors that

affected their course preference in college; the reasons of the deviate students for

deviating from their strands.

SIGNIFICANCE OF THE STUDY

The study intends to elaborate the importance of the senior high school

program, especially on the deviate students. Hence, it should have a well-arranged and

well-managed system that helps the students decide and prepare for the life ahead of

them. Moreover, the students of the new curriculum may possibly still have plenty of

career options. This study will therefore be beneficial to:

The students of the new curriculum, so that they may be able to discern

well the strands and tracks that they aim to enroll in, and the courses in college and future

jobs they opt for.

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 The Department of Education, that there would be betterment in terms

of preparing the students for placement and entrance exams, making better curricula and

training teachers better for the preparation of the students in college, and having the

facilities for the students to learn, for the Philippines to have an effective and globalized

educational institution.

The faculty and administration staff among the different high schools

and colleges in the country, that they may provide better placement systems, training,

facilities, and preparation.

SCOPE AND DELIMITATION

The study is limited to the pioneering batch of senior high school students

who have enrolled in Xavier University – Ateneo de Cagayan for college. However, it is

not limited to students of Xavier University Senior High School only, and thus, graduates

from other Senior High School from the school year 2016 – 2017 are considered, for as

long as these students enrolled in college at Xavier University. Moreover, the study

includes all strands of the Senior High School program—ABM, GAS, HUMSS, STEM,

and TECVOC. It also entails all college courses offered in Xavier University from the

Colleges of Agriculture, Arts and Sciences, Engineering, Information and Technology,

and School of Education, and School of Business and Management.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the studies and literature that are related and relevant
to the topic presented in the study. This includes topics on the K-12 curriculum, the
Senior High School program, factors behind course preferences and the college
admissions in Xavier University in 2018.

THE K-12 PROGRAM

In 2010, then-President of the Philippines Benigno Aquino III disclosed his

platform to reform the Philippine educational system, saying that those who can afford

fourteen years of education are those who are succeeding in life, in comparison to those

public school students who cannot afford it. The Philippine educational system has always

been a six-year elementary and four-year high school education, having a total of only ten

years of basic education (Crisol & Alamillo, 2014). Thus, he urged for the implementation of

the K-12 system to give chance to the students from public schools to have at least 12 years

of education that would give everyone equal chances of success (Senate of the Philippines,

2010). With this system, Grade 12 graduates would be able to apply for jobs even without

having a college degree.

Since 2012, the K-12 system became a part of the curriculum in the

schools and universities in the Philippines. Being one of the few remaining countries that

has only started the K-12 system, many of the students and teachers alike have had

difficulty in adjusting to the subjects, load, and additional year levels.

The K-12 system aims to enhance the skills and competency of the students,

given the additional year levels of education, and to prepare the products of the system to

further studies and employment. The “K” stands for Kindergarten, and the “12” stands for the

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next twelve years of education, consisting of elementary, junior high school, and finally,

senior high school (Bigcas,

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2016). After the 12 years of basic education, the students will be able to proceed to look

for employment, or they may also opt to advance their learnings and proceed to the

college level of education.

THE SENIOR HIGH SCHOOL PROGRAM

The senior high school program is the additional two years in high school,

wherein the students are placed according to tracks and strands. The program serves as an

“entry point” for college, since most students from the Philippines would opt for the

academic track that will enhance their education and prepare them for college courses. In

one study, half of the students chose the academic track and only 3% chose the technical-

vocational track (Sarmiento & Orale, 2016). According to the Department of Education’s

enrolment data in 2016, 60.6% of the senior high school students in the Philippines chose

the academic track, in comparison to the 39% who chose the technical-vocation track. In

addition, the senior high school curriculum enables the students to choose well and ahead

what they want to do in life, whether or not they want to proceed to college or find work

immediately after. The K-12 system was duly implemented to increase the employment

rates in the Philippines, since one of the reasons for unemployment rate in the country is

job mismatch.

Moreover, the Department of Education has mandated that only senior high

school graduates will be admitted to college. As aforementioned, the senior high school

curriculum has prepared specializations or tracks that the students will be able to choose

from. According to Abarro (2016), the tracks offered are the Academic track, which includes

four strands: Science, Technology, Engineering, and Mathematics (STEM) strand,

Accountancy, Business and Management (ABM) strand, Humanities and Social Sciences

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(HUMSS) strand, and the General Academic (GAS) strand. Another track is the Technical-

Vocational (TECHVOC) track, wherein

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the students can choose any TESDA-accredited curriculums, including automotive,

electronics, electrical, mechanical, as well as non-TESDA vocational programs. The

strands under TECHVOC include Home Economics (HE), Information and

Communication Technology (ICT), Agri-Fishery (AF), and Industrial Arts (IA). The

Sports track will enable the students to prepare for sports-related professions, and the

Design and Arts track will prepare the students for professions and employment involving

the arts.

However, senior high school should be beneficial to the students in the

Philippines, most especially to the batches to come in the next ten years. The reason

behind this is first of all, education and learning is never ending, and its sole purpose is to

be able to gain knowledge and learn. Secondly, beyond that, sufficient, and even more

education, leads to opportunity and employment (Bacarra, 2016). With the Philippines

being a country imposed on poverty, education becomes a great means of finding job

opportunities and success in life. Furthermore, the previous curriculum of only 10 years

of education was weak in a sense that the Philippines was never that globally competent.

The global education standard is, in fact, 12 years. When Filipinos from the past 10-year

curriculum continue their studies abroad, they will be asked to undergo senior high

school instead of proceeding to college. As aforementioned, the graduates of the K-12

system are allowed to seek for employment immediately, or proceed to college, since,

again, only Grade 12 graduates are allowed to advance to college.

But regardless of its benefits, there are many complications with regard to the

students being unable to choose the strands and course preference. Prior to the full

implementation of the senior high school program, teachers are supposedly trained to give

sufficient learnings to their senior high school students. Schools should have already prepared

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their curriculum and hired their teachers that would qualify to train students in the specific

tracks and strands. The problem

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is that schools have insufficient materials, manuals, equipment, and facilities to

implement all the tracks and strands mandated in the senior high school program, and

teachers have not been thoroughly trained for the subjects they ought to teach.

Additionally, there have been difficulty in hiring teachers that would be able to teach, as

well as there is a lack of budget to pay the salaries of newly hired teachers and teachers

who are given more load (Abulencia, 2015).

Regarding the choice or placement of tracks and strands of the students,

these play an important role throughout their journey in senior high school. According to

Abarro (2016), the tracks that are chosen by the students are aligned with their career

choices for the future. The career choice of the students should already be pondered on

ahead of time in order for them to decide what track and strand, and course to take in

senior high and in college, if ever they opt to proceed. Moreover, the senior high

curriculum was designed to allow the students to develop their competencies and skills

alongside their interests (Calderon, 2014). The career paths in the K-12 program began in

junior high school, wherein core learning areas and livelihood courses are presented to

the students. In grades 9 and 10, the students’ learnings will be based off their

preferences, so that prior to their enrolment in senior high school, they will already be

able to identify their track and strand choices (Sarmiento & Orale, 2016).

The academic track in senior high school proceeds to aligned courses in

college, aside from the General Academic Strand (GAS), which is designed to give broad

major subjects for students who have not yet decided their career paths at all. However,

other students who have decided their tracks and strands in senior high school may also

lead to choosing a different career path and course preference once they reach college.

Others may also have been enrolled in their particular strands and tracks due to the

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availability and unavailability of the offerings in their schools. Others are unable to enroll

in the strands of their choice due to examinations and

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assessments that hinder them to do so. In a study by Magno & Piosang (2016), it was

mentioned that the students need to have indicators including aptitude, interest, and

cognitive capability that will match and determine the tracks that are appropriate for

them. Hence, if the students do not pass the assessments on the aforementioned

indicators, then they will not be able to take the track they are interested in. In some

schools in the Philippines, entrance exams were given to the enrollees of the senior high

school program, and each strand has a corresponding score that needs to be reached in

order to be enrolled in the desired strand. Thus, some students were unable to take the

strands they decided to go into.

FACTORS BEHIND COURSE PREFERENCES

Although indefinitely, the senior high school strands should be able to already

“choose” the course and career path of the students when they reach college and apply for

jobs. Moreover, students tend to choose a course for college solely based on a variety of

factors. A study conducted by Sabir, et al. (2013) showed that students from Engineering and

Business courses chose their particular courses mainly out of personal interest and loyalty to

the university of choice.

Another study by Penedilla & Rosaldo (2017) on the senior high school

students in Tacloban City, Philippines, showed that the students’ career choices do not

significantly match with their strands. Hence, they were enrolled in strands that are

insufficient in training them for their chosen career paths. It was also discovered as well

that the students’ course preference depended on the means available for them to study

the course, their personal choice, and their parents’ choice. The course offerings of the

university they opt to be enrolled in is also a factor that affects their course choice for

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college, especially since most of the students would rather enroll in familiar

environments with familiar sets of peers.

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COLLEGE ADMISSIONS AT XAVIER UNIVERSITY IN 2018
In the subject of college admissions and enrollment in the Philippines

since the senior high school program implementation, Grade 12 graduates are eligible to

proceed to college irrespective of their tracks and strands in senior high school, for as

long as they submit the requirements in the educational institution they enroll in (CHED,

2017).

In Xavier University (2017), however, college applicants from Xavier

University Senior High School are automatically admitted into the university, but are

required to take the Readiness Test for College and Universities or RTCU which would

measure the performance of the students in senior high school. Comparatively, enrollees

who graduated in senior high schools outside Xavier University are still required to take

the RTCU to serve as their entrance exam. However, those who did not reach the 35-

percentile score in the RTCU are required to take another entrance exam or the Otis

Lennon School Ability Test 8 (OLSAT 8).

Tabl
e1.
0Pol
ici
esf
orAdmi
ssi
ont
oBoar
dPr
ogr
ams

For the XUSHS graduates, they are automatically considered for non-

board courses, while non-XUSHS entrance exam re-takers are required to have at least a

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23-percentile rank in the OLSAT. Moreover, students with strands that are vertically-

aligned with their desired courses that are under the board programs must fall under the

criteria shown in Table 1.0.

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 STEM graduates may enroll in Nursing, Engineering, and Chemistry, with a

minimum entrance exam score of 60; ABM graduates may enroll in Accountancy, with a

minimum entrance exam score of 60; and any other strand graduates may be enrolled in

Psychology, Real Estate Management, Education, Agriculture, and Agricultural Engineering,

with a minimum score of 50 for the former three courses, and 60 for Agricultural

Engineering. Furthermore, if the enrollee is unable to meet the minimum score for his desired

course, he may be admitted for as long as he falls within the range of the “Conditionals.” For

Nursing, Engineering, Chemistry, Accountancy, and Agricultural Engineering, the

“conditional” score must range from 50-59, while for the rest of the board programs, the

“conditional” score must fall between 40-49. All the mentioned criteria should be met

alongside the senior high school grades of 85 for Math, English, and Science. Interviews are

also required for all enrollees in Nursing, Real Estate Management, Education, Agriculture,

and Agricultural Engineering, while only the “conditionals” are compulsory to interviews

under the Engineering, Chemistry, Psychology, and Accountancy programs.

In the university, senior high school graduates with course choices that are

not vertically-aligned with their strands in senior high school must meet the requirements

of having at least a 50-percentile rank in the RTCU, Math, English, and Science grades of

at least 85, and interviews under their chosen programs. Moreover, these students also

fall under the “Conditionals” category. These students must not have failing grades in

their major subjects in their first year in college, otherwise they will be requested to shift

into a different course.

The “conditional” students who have a different course from their strand

are also highly encouraged to enroll in preparatory classes prior to their enrolment in

college in order to supplement their learnings and improve their performance in college,

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given that these classes were not taught in their strands in senior high school. These are

presented in Table 2.0.

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 Ta
ble2
.0Cr
iter
iaf
orNon-
Ver
tic
all
y-Al
igne
dTr
acks
/St
rands

For enrollees in the Nursing program, the preparatory subjects needed before

college are Chemistry and Biology. For the Engineering courses, Physics and Calculus are

the preparatory subjects needed for Civil Engineering, Electrical Engineering, Electronics

and Communications Engineering, and Mechanical Engineering; Biology, Chemistry, and

Calculus for Chemical Engineering; and Calculus for Industrial Engineering. For the

Chemistry program, the preparatory subjects include Chemistry, Biology, and Calculus.

Lastly, for the Accountancy program, the preparatory subjects are Fundamentals of

Accounting 1 and 2, and Business Finance. As mentioned, these students should not fail their

major subjects in their first year of college.

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 The “conditional” students in Xavier University initially undergo more

processes and challenges than the students whose strands are already vertically-aligned

with their courses.

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In the study, the “conditional” students are the deviate students, while the rest are the

non-deviate students. Moreover, there are yet to be studies that cover the impact of the

senior high school program on college entry and academic performance in the

Philippines.

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the methods that will be used in the study. It includes
the research design, research environment, respondents and sampling procedure, data
gathering instruments and procedure, and validity and reliability of the instruments.

RESEARCH DESIGN
The research design of the study will be exploratory, due to the fact that

the researcher had little to no sources of studies that have been conducted on the same

topic in the Philippines. This is also because the first batch of students from the senior

high school curriculum have only recently graduated, and they are the first batch to enroll

in first year college since 2016. Hence, the exploratory research design will enable the

researchers and the readers to acquire new ideas, theories, and questions that will be

useful in the future (Cuthill, 2002).

CONTEXT AND PARTICIPANTS

The area of the study will be in Xavier University – Ateneo de Cagayan,

Corrales Avenue, Cagayan de Oro City. The campus is an eight-hectare area with fourteen

(14) buildings, wherein the respondents were sought in areas around the campus. The

university is one of the schools in the country that recently had new freshmen enrollees

who were graduates from the senior high school program.

The unit of analysis in the study will be the deviate students of Xavier

University. The population of the study will be all the college students of Xavier University,

which means the sampling frame will consist of all the first year college students of the

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university. In order to gather the sample from the population, the method that the study will

use non-probability sampling,

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specifically the snowballing sampling method. Snowball sampling pertains to the process

of finding respondents from uncommon populations (Naderifar, Goli, & Ghaljaie, 2017).

This will be used since the deviate students are difficult to identify on face value alone.

Key informants will be used in the study in order to find the respondents for the study.

Herein, the key informant of the researcher will be someone from the Central Student

Government of Xavier University, and the researcher will be assisted in identifying who

the deviate students on campus are.

The respondents are going to be chosen regardless of their senior high school

and current college course, for as long as the course deviates from their senior high school

strand. With this, a sample with at most 30 deviate students should be identified and gathered

by the researcher.

DATA GATHERING INSTRUMENTS AND PROCEDURE

The researcher will design a semi-structured interview questionnaire

guide. One-on-one personal interviews and focus group discussion will be used by the

researcher to gather the data needed. Personal interviews will be for fast-paced interviews

with respondents who may be unavailable for focus group discussion, while the latter will

be used with respondents who are willing to allot time and to schedule their availability

with the researcher. The interview questions for both the one-on-one and focus group

discussions will entail the academic performances of the deviate students or the

respondents in their first year in college, after their two-year program in senior high

school. The questions will also cover their learnings from the program, and the factors

that affected their placements in their strands and factors that affected their course of

preference in college.

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 The respondents will be interviewed within the vicinity of the school campus,

so as not to disturb their activities outside the university. Prior to the interview proper, the

respondents will be asked to sign consent forms that contain the title and purpose of the

study. The researcher

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will gather the data through note-taking and audio recording the interview, again, with the

consent from the respondents. Moreover, follow-up questions from the interview guide

questions will be done for the researcher to obtain and clarify answers, thoughts, ideas,

and experiences to be shared by the deviate students.

VALIDITY AND RELIABILITY OF INSTRUMENT

The validity and reliability of the research instrument, the interview

questionnaire guide, will be verified through content validity and internal consistency.

Thus, the questions in the interview guide will be substantiated by experts on the topic.

Furthermore, since the procedure entails follow-ups for clarifications, verifying the

reliability of the instrument through internal consistency will enable the researchers to

identify items with similar answers, and continually use the same or similar questions for

the succeeding follow-ups.

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