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Exploring Between SHS Strand and College Course Mismatch: Bridging the Gap
Through School Policy on Intensified Career Guidance Program

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CiiT International Journal of Data Mining and Knowledge Engineering, Vol 12, No 10 - 12, October - December 2020
Exploring Between SHS Strand and College Course
Mismatch: Bridging the Gap Through School Policy
on Intensified Career Guidance Program
Corazon A. Quintos, Dennis G. Caballes, Edheson M. Gapad and Marianne R. Valdez
Abstract---One of the salient features of the Senior High School
curriculum is that every student in this recent generation is prepared
for their future career and ready to face challenges. The success of this
endeavor is believed to be measured by the graduates' alignment of the
high school strand and the course they have to pursue in college. There
is however a noticeable situation in which students enroll in college
courses that are not associated with their track or strand of senior high
school. One of the major reasons that some students lose interest in
college is the gap between their high school experiences and their
college expectations which is the subject of this study. To determine
whether there was a mismatch between the enrolled strand of the
students who graduated from SY 2017 – 2018 to SY 2018 – 2019 and
their enrolled courses in college, descriptive research methodology
was utilized. The mismatch rate is high between the strand of the
learners during their senior high school and the course they enrolled in
college. It is revealed that for the school year 2017-2018 the rate of
mismatch is thirty-nine percent (39%) and thirty-one percent (31%)
for the SY 2018-2019. Family pressure, accessibility of the program in
the nearby university, and friends and peer pressure are the topmost
among the reasons cited by students who did not take the college
course align with their strand. Implementation of an enhanced career
guidance program, policy brief, and intensified monitoring and
evaluation are recommended.
Keywords---College Course, SHS Strand, Mismatch, Intensified
Career Guidance Program
I. INTRODUCTION
E DUCATION is vital in molding the future of every
individual. It is a common thought that one of the
foundations for a better life is education. It empowers a person
to deal with life. With this, one of the main targets of the
government is to serve society by providing relevant education
for the students to become more prolific and globally
competitive learners.
One of the objectives of the K to 12 curriculum in the
Philippine education system is to ensure that every grade 12
graduate is prepared for tertiary education [1]. Entering senior
high school is a crucial part of every students’ journey. A vital
Manuscript received on November 23, 2020, review completed on
November 23, 2020 and revised on November 30, 2020.
C. A. Quintos is with Narra National High School, Philippines. E-Mail:
corazon.quintos@deped.gov.ph
D.G. Caballes is with the De La Salle-College of Saint Benilde Manila,
Philippines. E-Mail: dennis.caballes@benilde.edu.ph
E. M. Gapad is with Sandoval National High School, Philippines. E-Mail:
edheson.gapad0001@deped.gov.ph
M. A. Valdez is with Narra National High School, Philippines. E-Mail:
mariannervaldez@gmail.com
Digital Object Identifier: DMKE102020003.
ISSN 0974-9683/CIIT–IJ-8102/06/$20/$100 © 2020 CiiT Published by the Coimbatore Institute of Information Technology
156
aspect of every student's path is entering senior high school.
Senior high school learners struggle with transitions and make
decisions on their own. The senior high school is introduced to
students offering different tracks and strands. Students in this
phase choose from available tracks and strands offered in senior
high school centers [2]. Though not mandatory, senior high
school students are advised to base their preference on the
result of the National Career Assessment Examination to align
their aptitude and skills. They are likewise encouraged to select
track or strand concerning their college course preference.
However, there are some noticeable circumstances where
students enroll in college courses not aligned to their senior
high school track or strand. A situation like this may cause a
student to falter in college. Research suggests that one of the
major reasons that some students lose interest in college is the
gap between their high school experiences and their college
expectations.
With the above problem, the researchers conducted this
research to further explore the mismatch between the SHS
strand and college course and be able to bridge the gap by
intensifying the career guidance program among students.
Aims
This study was conducted to explore if there is a mismatch
between the Senior High School Track and the course enrolled
in college of the Narra National High School students who
graduated from the school year 2017 – 2018 to 2018 – 2019.
Specifically, it sought answers to the following questions:
1. What is the strand enrolled by the NNHS students who
graduated from SY 2017 – 2018 to SY 2018 – 2019?
2. What is the rate of graduates enrolled in colleges and
universities from SY 2017 – 2018 to SY 2018 - 2019?
3. What is the rate of the graduates enrolled in courses
aligned with their Senior High School Strand?
4. What is the rate of mismatch between the enrolled SHS
strand of the graduates to the college course enrolled by
them?
5. What are the possible reasons for not taking a course in
line with their strand enrolled in Senior High School?
II. LITERATURE REVIEW
The Department of Education has begun to introduce the new
K-12 program, which in the current curriculum acts as a big
transformation. This reform involves enhancing basic
education and expanding the program for basic education to
cover 12 years by including kindergarten and two years in high
CiiT International Journal of Data Mining and Knowledge Engineering, Vol 12, No 10 - 12, October - December 2020
school. The new program guarantees that graduates gain the
skills required as the entrance for the professional world and
reach the requisite age for employment [3]. Graduates who
choose to pursue tertiary education, on the other side, are
considered better prepared to study in college [4].
With the latest K to 12 programs in the Philippines, separate
tracks are now being provided in the last two years of basic
education [5]. There are lots of opportunities available to make
it possible for students to find themselves ready for the courses
they need to pursue later in college. For example, a student who
completes the accounting business management (ABM) strand
in the senior high school academic track is now compelled to
take extra classes if the student wishes to enroll in a college
major in Science, Technology, Engineering, and Mathematics
(STEM) [6]. These additional sessions, now referred to as
"bridging classes," are usually taken during the first year of
college or for a couple of weeks before college begins. Such
additional senior years, however, will better prepare graduates
for the job market, especially if the next stage of tertiary
education is not to be pursued.
Senior High School will have track subjects intended to
strengthen immediate work or entrepreneurship skills and core
subjects of college readiness. Students will also follow four
career tracks: academic, technical-vocational-livelihood,
sports, and art and design. This is intended to help them
determine what path they want to take after graduation, along
with a greater knowledge of the needs of the community and
industry.
Mismatch is crucial because academic outcomes and later
job market and other life events can be affected. For example,
an overmatched student could fall and drop out, or maybe they
might face the challenge and do well then, they would have
done otherwise. More fundamentally, the effects of mismatch
(if any) inform our awareness of the role of human capital
development.
By attending a college of much higher, or much lower,
quality and indicated by her abilities, the ability of the students
could indicate the mismatch. The literature applies to
overmatching (think over-achieving) in the first case and
undermatching (think under-achieving) in the second case.
More recently studies undermatch has come into the spotlight
[7].
Various factors influence the undecidability of learners in
making career choices. One of which is family-related
concerns. The study revealed that Filipino immigrants and
non-immigrants depend heavily on the decision-making of their
families [8]. There only several researches done to investigate
the effectiveness of the career track used in Philippine students,
even the variables that influence Filipino students' career
choice [8]. This gives us an understanding of how to help our
students find the best choices for jobs and course options they
need to pursue in the future. Because of their interests and
skills, students are not sufficiently reliant on what course to
choose, but because of the expectation that these courses will
include work in the future. Besides, students are selected to get
a career that they hope in the future will have higher-paying
jobs. In other words, in a career route, their concern is not
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157
seeking guideposts, but peso signs that would take them out of
hardship [8].
Students who graduate from Senior High School's college
course choices are significantly influenced by a variety of
variables, including what strand they chose to take up between
their eleventh and twelfth grade, as it may lead them to continue
following the academic route they decided to take before
college or move to a different academic field of study for their
undergraduate [9]. Also, their skills, potential career path, the
choice of their parents, peer pressure, and personal preferences
are among these variables that will influence the choice of
students on what college course they will take apart from their
Senior High School strand.
Career guidance programs began in the Philippines when the
Philippine government became concerned by the rising number
of unemployed college graduates and those who were working
in areas not relevant to their specialization [10]. The country's
unemployment rate is frequently associated with the misfit
graduates generated by universities and colleges and the
workforce required by various companies [8]. Many high
school students select the wrong course and add to the levels of
unemployment levels of recent college students [8].
The lack of career knowledge from the students and the
wrong choices were found to be the most significant contributor
to the problem of unemployment and work mismatch and
underemployment in the country. The Labor Force Survey
report conducted in January 2012 reported, that there are
approximately 7.1 million underemployed Filipinos, or 19.4
percent underemployment due to a congested basic education
system and unaided career decision-making [10]. There is a
need for an improved educational system and career guidance
activities with the provided facts that will help students choose
the right career obligation based on their interest and
competence, as well as strengthening market demand.
Research also reveals that one of the main reasons why
students falter in college is the disparity between their high
school experiences and college expectations. Many first-year
students find that their college courses differ drastically from
their high school courses [11]. College teachers require
students to conclude, analyze findings, examine inconsistent
source papers, accept evidence statements, solve complex
problems that do not have a straightforward answer, draw
conclusions, offer explanations, conduct research, and
generally think deeply about how they're being taught [12].
College classes are now going at a quicker pace, often pressing
students to read books in the same length of time it took them in
high school to read just one.
III. RESEARCH METHODOLOGY
The purpose of this study was to determine whether there
was a mismatch between the enrolled strand of the students
who graduated from SY 2017 – 2018 to SY 2018 – 2019 and
their enrolled courses in college. This section highlighted the
sample and sampling technique, population, sample and
sampling procedures, data collection, ethical issues, and data
analysis procedures that were used to gather information from
Published by the Coimbatore Institute of Information Technology
CiiT International Journal of Data Mining and Knowledge Engineering, Vol 12, No 10 - 12, October - December 2020
the samples. This study utilized a descriptive research
methodology.
Sample and Sampling Technique
This research was carried out in Narra National High School.
The respondents of the study were the graduates from SY 2017
– 2018 to SY 2018 – 2020 except for those who have not
enrolled in college. The complete enumeration sampling
technique was used in this study. The percentage of responses,
particularly those students who are untraceable, would not
probably considered. Also, those who have not enrolled in
college were not considered and were excluded from the
number of samples as they do not meet the criteria to participate
in the study
Data Collection
A letter of request from the school principal was obtained by
the researchers. The data necessary, such as the enrolled strand,
and the course enrolled in college by graduates who graduated
from SY 2017-2018 to SY 2018-2019 was attained through the
record of the school registrar. For question number five (5),
only those students who were not enrolled under their high
school strand of the chosen school were involved in the
Focused-Grouped Discussion.
Statistical Treatment and Data Analysis
Frequency counts were used to determine and describe the
student's strand and course enrolled. Raw data were grouped
into a frequency distribution, Mean was utilized to find out the
average or centrality of percentile scores. For the qualitative
part of the study, thematic coding and ranking were employed.
IV. RESULTS AND DISCUSSION
Fig. 1. Strand Enrolled by the graduates who graduated from SY
2017-2018 to Sy 2018 – 2019
Fig. 1 displays the different strands enrolled by graduates
who graduated from SY 2017-2018 to SY 2018-2019. As
shown in the figure, for both school years, General Academic
Strand has a greater (99, 93) number of graduates. For two
consecutive years, it has been consistently higher. While the
other strands are career-specific, for students who are still
unsure on which track to pursue, the General Academic Strand
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158
is perfect. Under this track, you can select electives from the
various academic strands. These subjects include Humanities,
Social Sciences, Applied Economics, Disaster Preparedness,
Organization, and Management [13]. The strands that have
fewer (14, 14) graduates are Agri-Fishery Arts (TVL-AFA),
Industrial Arts (TVL-IA)(8, 15), and Arts and Design (13, 20),
as noted. The Arts and Design Track prepares learners who
want to get a creative job from amongst the tracks offered in the
K12 curriculum [14]. This reason suggests why this strand
invites just a few enrollees since it allows you to have a passion
for artistic endeavors. This track is for learners with a passion
for the arts [15]. The Technical-Vocational-Livelihood strand
tends to have fewer enrollees. Likely, the choices of students to
enroll in vocational or general high schools would be
influenced by vocational preferences. Since the value structures
and the interests of individuals reflect professional interests,
certainly, enrolling in an educational path that is incompatible
with one's professional interests imposes a greater degree of
psychological costs on individuals than educational choice and
professional interest are perfectly matched [16].
Fig. 2. Rate of graduates enrolled in colleges and universities
distributed by strand.
The above figure indicates the rate of graduates enrolled in
colleges and universities graduating from SY 2017-2018 to SY
2018-2019. As noted, not all graduates are pursuing their
university education. From the various strand, the TVL-HE
strand is the strand having the greatest number of graduates
who did not enroll in college. It is also noted from the graph that
the Science, Technology, Engineering and Mathematics,
Humanities and Social Sciences, and Arts and Design are the
strands consistently showed the perfect enrollment of its
graduates into college. As quoted by Philippine Star, only about
half or about 25 percent of the original graduates of secondary
school secure college degrees [17]. Several graduates are likely
to start earning for their families, while others may still face
Published by the Coimbatore Institute of Information Technology
CiiT International Journal of Data Mining and Knowledge Engineering, Vol 12, No 10 - 12, October - December 2020
financial difficulties that may discourage them from pursuing
their college degree, despite government attempts to give
several scholarships [17].
Fig. 3. Rate of graduates enrolled in courses aligned with their SHS
strand
Fig. 3 displays the rate of graduates enrolled in the course
associated with their Senior High School Strand. As displayed,
during the school year 2017 – 2018, Science Technology,
Engineering, and Mathematics strand have the highest rate
( ̅ ) of course alignment to college. It is followed by
Humanities and Social Sciences ( ̅ ), General
Academic Strand ( ̅ ), Arts and Design ( ̅ ), and
Accountancy, Business and Management ( ̅ . rate of mismatch is only thirty-nine percent (39%) and for the
According to DepEd data, the Accountancy, Business, and
Management strand is third to possess the greatest enrolled
students along the Academic track and presently has 219,313
students on the Philippines as of September 2016, but despite
being third to have the most enrolments, it is still unavoidable
for graduates to take courses in college that is not in line with
their strand [18]. The least strand alignment to course enroll in
college is the Technical-Vocational-Livelihood strand.
The General Academic Strand (( ̅ ) and Arts and
Design ( ̅ ) are also among the most aligned strands
during the next school year. From the interview done with the
school’s registrar Karen Miraflores and SHS Guidance
Counselor Lorna Manalo, during the second year of the K-12
implementation, the school provided the General Academic
Strand students various elective subjects for them to choose
from like, Precalculus, Basic Calculus, General Chemistry 1
and 2, General Physics 1 and 2 from STEM, Business
Mathematics, and Principles of Marketing from ABM and TVL
– specialized subjects for the students to be ready in their
college life unlike on the first school year of implementation
that only offers the elective coming only from Humanities and
Social Science subjects.
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159
Fig. 4. Rate of mismatch between the SHS strand and the course
enrolled in college
The figure above shows the rate of mismatch between the
Senior High School strand and the course enrolled by the
graduates. It is revealed that for the school year 2017-2018 the
SY 2018-2019, it is decreased by eight percent (8%). It is also
implied in the graph that during the school year 2017-2018
TVL strands (TVL-IA, TVL-AFA, TVL- HE, & TVL-ICT) has
the highest mismatch with the rate of 75%, 79%, 61%, and 81%
respectively. However, for the school year 2018-2019,
TVL-AFA and TVL-ICT decreases its mismatch from 79% to
18% and 81% to 47% respectively. Among the nine (9) strands
offered by the school, the General academic strand got the least
rate of mismatch for both school years. Stem strand’s rate of
mismatch increases on the 2nd year of implementation of the
K-12. Accordingly. many students consider their personal
beliefs, sufficient justification for their opinions, and pursues
courses not related to their senior high school strand [19].
Further, in strands and courses, the interest of students plays
an important role; students enter a program they are interested
in, students prefer to work and study better when they are part
of something they want. It is also stated that the ease of subjects
provided by a course is also a factor in choosing their possible
courses [20].
Below are the possible reasons of the Senior High School
students for not taking a course in line with their Senior High
School Strand presented in rank:
Published by the Coimbatore Institute of Information Technology
CiiT International Journal of Data Mining and Knowledge Engineering, Vol 12, No 10 - 12, October - December 2020
TABLE 1
POSSIBLE REASONS FOR NOT TAKING A COURSE
IN LINE WITH THE STRAND ENROLLED IN SENIOR HIGH SCHOOL
Possible Reasons Rank
Family Pressure 1
Availability of the program in the nearby
2
university
Friends and peer pressure 3 which represents the perfect enrollment.
Undecided on the career to pursue 4
Family status 5
Did not meet the required average grade for
5
the program
Limited career orientation during high school 6 Design, Humanities and Social Sciences, and
Table 1 demonstrates the reasons why graduate students do
not take the course in the same way they do in their Senior High
School. As observed, family pressure ranks first as the potential
reasons why students do not take the course in line with the
high school strand they took. The second possible reason is the
availability of the program connected to the strand on the
surrounding colleges and universities that they have. As a
Filipino family tradition, it is still the norm of some parents to
shield their children who resort to not sending them to distant
universities that offer the courses that students want to pursue.
The third reason the students pointed out for not taking the
course under their high school strand is friends and peer
pressure. Social pressure has a huge effect on children 's
choices nowadays. Some of the students are also unsure about
taking the course. A few of them claimed that some of the
reasons for the mismatch are their family status, average grade
in high school, and limited career orientation during high
school. These may be due to the career guidance initiatives of
Deped, which experts say are depressingly insufficient. [21].
Moreover, the students were equally affected by families,
friends, financial status, and employment prospects in their
choice for senior high school and college courses [22]. There
seems to be a stronger correlation between socio-economic and
peer pressure and the level of influence of the students ' choice
of track preference and college course [22]. Students are
influenced by their socio-economic status and by peers that
make choosing a senior high school track one of a student's
greatest decision-making and inkling challenges, choosing a
track may have long-lasting effects, including on potential
earnings [23]. Regrettably, while students demonstrated
interest in career preparation and sought assistance from
parents and peers, students expressed regret with the existing
career counseling system. [24].
V. CONCLUSIONS AND RECOMMENDATIONS
Conclusion
As the research has demonstrated the following conclusions
were drawn:
1. General Academic Strand invites more enrollees than
any other strand over the last two years of Senior High
School implementation. Meanwhile, TVL and Arts &
Design has the least number of enrollees.
2. Not all Senior High School graduates are pursuing their
university education. The
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160
Technical-Vocational-Livelihood – Home Economics
strand is the strand with the highest number of graduates
who have not enrolled in college from the other strands.
Science, Technology, Engineering, and Mathematics
graduates represent a perfect enrollment for the total
number of graduates enrolled in colleges or universities
3. Science Technology, Engineering, and Mathematics
strand has the highest levels of course alignment in
college for the academic year 2017-2018. Arts and
Accountancy, Business and Management follow this.
The lowest strand alignment for college course
enrollment is the Technical-Vocational-Livelihood
strand. For the school year 2018-2019, however, the
General Academic strand is becoming the most
associated strand, among others. The mismatch rate is
high between the strand of the learners during their
senior high school and the course they enrolled in
college.
4. The mismatch rate is high between the strand of the
learners during their senior high school and the course
they enrolled in college.
5. In Senior High School, the students who did not take the
course align their strand cited different reasons, such as
family pressure, accessibility of the program in the
nearby university, friends and peer pressure, confusion
about the profession to be pursued, family status, did not
meet the average grade expected for the program,
limited career orientation during high school.
Recommendation
There is a need to revisit the school policy on career
guidance programs, and it would be a significant benefit for
students to be guided on the courses they have to take in
college. Aligned high school curriculum and instructions with
college expectations to close the gap.
In the enhanced career guidance program, parents should
also be encouraged to participate in understanding their role as
a career guide for their children. They should track and
encourage their kids for they have a big role in their kids’
future. They should be open to dialogue with their children,
especially in the field of education and the future that it
constitutes.
Further, teachers should direct and assist their students in
selecting the correct and suitable course for them and keep their
perspectives and arms accessible to learners who wish to seek
their advice in times of uncertainty and decision-making
difficulties. Career guidance may be provided intensively and,
by the policy of the school head, be enforced in school.
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Corazon A. Quintos is presently enrolled at Centro
Escolar University, Manila, Philippines with the degree
of doctor of philosophy in science education. Her
bachelor’s degree (Bachelor of Secondary Education
Major in General Science) was taken at the Western
Philippines University at Aborlan, Palawan, and her
master’s degree (Master of Arts in Education, Major in
Teaching Science) at the Holy Trinity University, Puerto
Princesa City, Palawan, Philippines. She is a Senior High School teacher in the
Narra National High School handling Physics and Practical Research II
subjects. Ms. Quintos is a research adviser of Science Investigatory Projects
(SIP) of varied studies that have been competing nationally and internationally.
She has published several studies in international journals. She also has
presented her research in different conferences locally, division colloquial,
regional summits, and even national research summit conferences.
Dennis G. Caballes finished his bachelor’s degree in
education in March 2002 at Philippine Normal
University, Philippines, and Master of Arts in Teaching
General Science and Doctor of Philosophy in Science
Education Major in Biology in March 2006 and 2009
respectively both from de la salle university,
Philippines. He acquired his postdoctoral course in
Total Quality Management in Higher Education from
Centro Escolar University, Manila, Philippines. He is a
faculty member of the graduate programs in various colleges and universities
such as in De La Salle-College of Saint Benilde, Centro Escolar University, the
National Teachers College, Chiang Kai Shek College, and Ateneo De Manila
University. He has published several books in science for senior high school
and college students. His international publication entitled “Conceptual Change
in Biology Education” is now being used and marketed in Germany and
Lithuania. Dr. Caballes is a member of the most prestigious research
organization in the Philippines - the national research council where he serves
as membership director for cluster 1 under the division of governmental,
education, and international policy. He is also a lifetime member of the
Philippine Society for Microbiology, Philippine Astronomical Society,
Philippine Association of Chemistry Teachers, and Philippine Physics Society
to name a few.
Edheson M. Gapad is currently the Principal II of
Sandoval National High School, Narra, Palawan. He
obtained his Bachelor of Secondary Education Major In
University. He also acquired complete academic
requirements in teaching science at holy trinity
university.
Mr. Gapad attended several instructional and supervisory
trainings and conferences. He has been joining research forums including the
Schools Division of Palawan research colloquial, DepEd-MIMAROPA
regional research summit, and national conference of basic education
researchers.
Marianne R. Valdez, Teacher I of Narra national high
school attained her Bachelor of Secondary Education
Major In English in April 2006 at Western Philippines
University.
Ms. Valdez already attended research forums including
the school's division of Palawan research colloquial. For
several years, she has been an English critic of
researches and language editor which has been
presented nationally and internationally.