Chapters 1 4

METRO-DAGUPAN COLLEGES
PRODUCTIVITY HIGH SCHOOL
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The implementation of the K-12 Program began during the academic year of
2011-2012, and it is noteworthy that the first batch of students who had undergone this
program graduated in March of 2018. This educational initiative has been found to be an
adequate period for learning under basic education, as well as meeting the distinction
requirements for professionals and non-professionals alike, not only within our country
but also in foreign Asian or Non-Asian countries. The K-12 Program offers a balanced
approach to learning by providing children and students with opportunities to acquire
knowledge and skills in various fields of education, which they can later apply when
taking up vocational or professional degree courses. This well-rounded approach is
highly beneficial for learners as it enables them to explore their interests and strengths
while developing essential competencies that are necessary for success in life. In
summary, the K-12 Program is a valuable educational initiative that seeks to provide
learners with a solid foundation for lifelong learning and growth (Verjom, 2016).
The K-12 program was implemented in 2012-2013, with Grade 1 and Grade 7
being the first to experience the new curriculum. The first batch of Senior High School
graduated in AY 2016-2017, and the career specializations offered by the K-12
curriculum serve as a stepping stone for students to plan their chosen career. Students
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must choose specialization for Senior High School that is aligned with their chosen career
at the collegiate level for further studies in the future (Manuba, 2017).
Choosing a senior high school strand is one of the most challenging decisions that
junior high school students have to face. It is greatly important because the strand they
choose will serve as their training ground before entering college. Plamo (2015) said that
all the skills and knowledge that can be learned at the senior high school level is
equivalent to pre-college. The examinations that shape the students' abilities and talents,
the training that prepares them for the global workplace, and the programs that can give
them a standard level of education are all significant parts of this program's purpose in
getting them ready for college (Deil-Amen, 2011).
The choice of Strand and Track is a crucial decision that will impact students
throughout their lives. The choice of career has been a serious problem among secondary
school students in different countries, including the Philippines. Many students believe
that they will have a glorious adventure and succeed in working for public or private
establishments after completing secondary school education. Some have planned to
become lawyers, engineers, medical doctors, accountants without knowing the difficulties
and challenges that they will encounter to become one. This leads to shifting courses in
the collegiate level or in some cases not finishing the degree.
Lorenz et al. (2020) found that academic performance, peer influence, parental
guidance, and career aspirations were significant predictors of students' track preference.
The study found that students with high academic performance tended to choose
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academic tracks, while those with lower academic performance preferred TVL tracks.
The study also found that peer influence and parental guidance played a crucial role in
shaping students' track preference. Students who had peers and parents who supported
their preferred track were more likely to choose it. Moreover, career aspirations also
influenced students' track preference, with students who had clear career goals more
likely to choose tracks that aligned with their career aspirations.
Choosing a track in Senior High School oftentimes leads to confusion, doubts,
and undecidedness that results in unemployment and underemployment if, unfortunately,
they misfit their pursued career. Hence, the researchers were prompted to find out the
factors that influence the students in choosing their strand. Determining these factors that
influence the grade 10 students to choose their strand can be beneficial to the
enhancement of the career guidance program of the school.
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THEORETICAL FRAMEWORK
This study was supported by the Developmental Theory of Career Development.
According to Super’s (2019) Developmental Theory of Career Development, high
school students are at the exploration stage of career development, which involves
crystallizing and specifying their occupational preferences, while also making
preliminary decisions about their career choice.
Since high school students are at the exploration stage of career development
according to the developmental theory of career development, this is the stage where they
need professional guidance in making career choices. The Career Guidance Program
(CGP) of the school plays a vital role in providing advice on the most suitable career path
according to the skills, interest, potential and circumstance of the students. The goal of
this study is to determine whether skills, interest, parental influence and peer pressure
have an influence in students' decision in choosing a strand. By doing so, the researchers
can provide valuable information that can contribute to the enhancement of the career
guidance program of the school.
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RESEARCH PARADIGM
FIGURE 1 : RESEARCH PARADIGM
The Research Paradigm describes the study wherein the input consists of the
factors that influence the grade 10 students in choosing their preferred strand. The
process of this study includes administration of questionnaires through google form to
obtain the data needed in the study. Based on the results of the study, the researcher will
create infographics that provide information about the nature of different strands in senior
high school and its recommended future career path.
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REVIEW OF RELATED LITERATURE
PARENTAL INFLUENCE
As explained by McQuerrey (2017) in her article entitled “Family Factors
Influencing Career Choice”, family members can influence career choices. A number of
factors can shape and influence the career paths, starting with how family shapes
perceptions of different employment options. Whether raised with ideals of certain
professions, or looking for a job that fits adult family life, these issues need to be
carefully considered. Many children grow up idealizing the professions of their parents.
Parents may also intentionally or unintentionally push a child toward a particular career
path, especially in the cases of family-owned businesses, where parents expect their
children to take over the company. Still, other parents apply pressure on their offspring to
strive for particular high-profile careers, feeling they are encouraging their children to
reach high. In this literature, it showed the advantage of parental influence or the
family-related factors and how it affects children in choosing the right career. It shows
that children in transnational households are not doing worse than children living with
both parents. With this, a conclusion can be made that family really affects a person’s
decision including their profession and sources of monthly income.
Several studies have also highlighted the crucial role of parental involvement in
students' SHS track preference. A study by Kilag and Sasan (2023) found that parents
played a crucial role in shaping their children's career aspirations and track preference.
The study found that parents who were involved in their children's education, provided
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guidance, and supported their children's preferred track were more likely to influence
their children's track preference.
Similarly, a study by Kilag et al., (2021) found that parents who were involved in
their children's education, provided guidance, and supported their children's preferred
track were more likely to influence their children's track preference. The study also found
that parents who had higher educational attainment were more likely to influence their
children's track preference. The choice of SHS track is a critical decision for grade 10
students in the Philippines as it can significantly impact their future career opportunities
and academic pursuits. The literature review indicates that students' academic
performance, peer influence, parental guidance, career aspirations, interest, perceived
benefits of the track, availability of resources and opportunities, gender, socioeconomic
status, and parental involvement are significant determinants of SHS track preference.
In a study by Malaga and Oducado (2021), female students were more likely to
choose academic tracks, while male students preferred TVL tracks. The result of the
study indicates that students from higher socio-economic backgrounds were more likely
to choose academic tracks, while those from lower socio-economic backgrounds
preferred TVL tracks.
Several studies have also explored the role of gender and socio-economic status in
students' SHS track preference. In the study Bansal et al. (2020), gender did not
significantly influence students' track preference. However, His study indicates that
students from higher socio-economic backgrounds were more likely to choose academic
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tracks, while those from lower socio-economic backgrounds preferred TVL tracks. It is
the same with the result indicated in the study of Malaga and Oducado (2021).
In a study of Lu, et al (2021), the availability of resources and opportunities was
a crucial factor that influenced students' track preference. The study found that students
who had access to resources and opportunities related to a particular track, such as
equipment and facilities, were more likely to choose it.
The study of Eremie (2014) entitled “Comparative Analysis of Factors
Influencing Career Choices among Senior Secondary School Students in Rivers State,
Nigeria”, revealed that there were significant differences in the career preferences when
grouped according to their sex, parity, and parental influence. In addition,
socio-economic background is influential in participants' decisions to pursue a
post-secondary degree. Cultural factors, especially English fluency, were also relevant
while local communities and institutional factors had generally a negative impact on
career choice of the students.
PEER INFLUENCE
Influence of peers in the career choice of the students is necessary, especially in
social life. Peer relationships provide effects that might be positive, such as learning
social-emotional skills like empathy and cooperation, or negative, such as poor
social-emotional development that resulted from deviant peer processes. Likewise,
learners are also influenced in their decision-making, and choosing a career is not
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exempted. According to the study of Kazi and Akhlaq (2017), peer influence is the
second most significant factor next to parental influence when it comes to career choice.
The study analyzed their semi-structured interview and found that learners are more
comfortable and confident making career choices with their friends. This result shows
that the mere presence of their friends can significantly affect their decisions.
The study by Koech et al. (2016) discussed how peers greatly influence a
student's career choice, especially when their friends are mentoring or advising them and
when they approve of whatever choice they make.
Peer influence is evident in the choice of course in college, too, along with
parents' decisions and students' abilities. However, among the three factors, peer
influence has the lowest influence on college course choice. There is a greater challenge
in a student's life before struggling with choosing their college course, and that is the
decision they need to make in choosing their senior high school track and strand (Dupan
et al., 2019).
Moneva and Malbas (2019) conducted a study that showed that peer influence
significantly influences choosing the senior high school track. They noticed that peers
influence students' preferred tracks, which makes choosing a senior high school track
more difficult. It makes decisions more difficult to the point that they described it as "one
of the biggest challenges" to a student's decision-making.
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SKILLS
When choosing a career, students should also take their own abilities into
consideration. For example, if the student does not perform well in an academic setting, it
would be best to avoid hierarchical occupations where continuing education is essential
to success. Seek a career that will maximize strengths and minimize weaknesses
(Cervera, 2016).
Everyone has unique talents that can be used in a career of some type. For many,
these talents have been present since childhood; for others they are learned over time.
Skills can be broken down by types and matched up with specific career paths. In order to
determine what career a student should choose, begin by looking at skills that can be used
on the job or look at career paths that compliment the current skills and talents of the
student (Divino, 2017).
Considering skills and abilities and how they may fit a particular occupation
comes out of one of the earliest career development fields, Trait-Factor theories, and is
still used today. These theories recommend creating occupational profiles for specific
jobs as well as identifying individual differences, matching individuals to occupations
based on these differences (Cervera, 2016).
INTEREST
Students' Interest in career choice significantly influences career decisions
because they are crucial to the type of employment someone wants. People will work
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extremely hard and dedicate themselves to achieving their career goals. Also, the
student's interest will encourage them to participate more in what they are passionate
about (Abdo & Majid, 2016).
According to the study of Nyamwange (2016), student interest plays a vital role in
a person's professional choice. Many studies support interest as one of the fundamental
factors influencing career choice. Ahmed (2014) stated in his study that students know
their interests are the main force when selecting their major.
According to the study by Bubic (2014), students' natural or initial interest in a
particular area of future study frequently influenced their choice. In addition, the study by
Sierra (2020) concluded that the most essential thing that students consider when
choosing their senior high school track is what they are interested in because students
become more motivated to achieve good academic performance.
The same findings were found in the study of Anuada (2017), where she revealed
that personality or interest is the factor having the most influence in choosing their track
and strand, and therefore concluded that it plays an essential role in choosing the right
career. Contrary to the previous citation, the study by Rio et al. (2022) did not find any
significant influence of interest when deciding what senior high school track and strand
they should choose. However, more studies show the same result, proving that the
learner's interest affects their decision differently.
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STATEMENT OF THE PROBLEM
The study aims to examine the factors that influence the grade 10 students in
choosing their strand on senior high school. Specifically to find answers to the following
questions:
1. What are the factors that influence the grade 10 students in choosing their
strand in terms of;
a. External Factors; and
a.1: parental influence,
a.2: peer influence
b. Internal Factors?
b.1: interest
b.2: skills
2. Which factor has the most influence among the grade 10 students in choosing
their strand?
3. What can be recommended to the grade 10 in choosing their strand?
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SCOPE AND DELIMITATION
This study was an investigation on the Factors that influence grade 10 students on
which track they would take for senior high school.
The study was only limited to the Grade 10 students of the Metro Dagupan
Colleges. This study mainly focused on the factors such as Parental influence, Peer
influence, skills and interest. There may be more factors however, those would not be
within this study.
SIGNIFICANCE OF THE STUDY
The generalization of this present study would be a great contribution to the
vast knowledge in relation to a student's achievements. Vital results of this investigation
could be highly significant and beneficial.
To Government Agencies, especially the Department of Education, are benefited
for they will gain wisdom in providing quality service to the students especially the
secondary students through the realization of the K-12 program and would be motivated
to continuously shape and improve the quality of education in the country.
To School Head, He may use the results of this study as a substantial basis to
propose and pass relevant programs for students like counseling, tutorials, and the like
that will enable them to find ways to improve the student abilities that would fit on their
chosen strand and track.
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To Teachers, This will significantly help teachers to thoroughly understand the
factors that influence the students in choosing their strand. With these, the teachers can
provide more comprehensive career assisting to students
To Parents, The result of this study may give and make them be aware of the
factors that affect their children’s level of satisfaction so that they could assist them in
their needs at home. Furthermore, it may help parents to know what is best for their
children and act accordingly. They are expected to let their child decide on what path they
will pursue based on their interest and let them exhibit their abilities.
To Students, They are expected to have self-realization of the significance of
choosing the right strand and track. This study will also help them to broaden their
knowledge regarding their chosen path.
To Future Researchers, The result of this study will serve as a reference to those
researchers who want to continue the aforementioned study. They can use it to gather
further information for their entire work. The outcome of this study will help them to
formulate ideas that can be used in conducting research papers.
To the Researchers, The researchers can enhance their professional development
by gaining new skills and knowledge in research design, data analysis, and
interpretation. This experience can also help them to develop a deeper understanding of
the research process and how to conduct high-quality research.
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DEFINITION OF TERMS
To avoid the occurrence of misinterpretation, the following terms used in this
study were defined operationally.
Career Choice. This pertains to the broad opportunities that exist for lifelong vocations.
These vocations are set out in a framework of strategies moving toward personal goals.
With relation to this study, the word use is strand and track choice.
Factors Affecting Strand and Track Choice. These refers to the factors that contributed
to the student’s strand and track choice like student-related factors, family-related factors,
and socioeconomic factors. These are anticipated to affect the choice of the student.
Parental Influence. This is the effect of the parents to their students in choosing their
preferred academic tracks in senior high school.
Peer Influence. Refers to the impact that other individuals in a similar age or social
group have an individual’s attitudes, beliefs, and behaviors.
School Environment. This refers to the complex physical factors that make up our
surroundings and in turn act upon us. This includes the forces of family, political, social
and economic issues that both typical and non - typical students may deal with on a
day-to-day basis.
Students. These refer to the persons that engaged in learning, especially the one enrolled
in a school or college. In this study, it refers to those individuals who are officially
admitted and currently studying in grade 11.
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CHAPTER 2
RESEARCH DESIGN
This chapter covers the research method, data gathering techniques, source of data
respondents of the study and procedure of the study that contains the construction of the
research instrument, validation of the research instrument, administration of the research
study and statistical tool for the analysis of data.
Research Method and Data Gathering Technique
This study employed a descriptive quantitative approach to explore the factors
that influence the grade 10 students in choosing their strand on senior high school (SHS)
in Metro Dagupan Colleges Productivity High School.
The researcher employs quantitative-descriptive research using questionnaires
that was administered through google forms, of which copies were distributed to the
respondents. This is to determine whether factors such as (i) peer influence, (ii) parental
influence, (iii) skills, (iv) interest have influence on the decision of students in choosing a
strand. Thus, a quantitative research method attempts to collect quantifiable information
for statistics analysis of the population.
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Sources of Data
The primary source of data is the data gathered through the administration of
Questionnaire. The secondary data are articles, journals, and books published and
retrieved from the internet.
Construction of the Research Instrument
The main tool that was used in this study was an adapted questionnaire, which
was modified and enhanced through validation from the panel experts. The questionnaire
contained questions that were categorized according to the four factors that influence the
student. The respondents rate each factor according to the indicators using the rating
scale provided.
Respondents of the Study
The respondents of this research were grade 10 students enrolled in the school
year 2023 – 2024. Grade 10 students are the respondents because they will soon undergo
Career Guidance Program (CGP) and make a decision to choose their strand in senior
high school. The research was conducted at Metro Dagupan Colleges Productivity High
School. Furthermore, the respondents were informed that their responses will be kept
anonymous and confidential.
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PROCEDURE OF THE STUDY
The researchers asked the principal of Metro Dagupan Colleges Productivity High
School for approval of conducting a research and gathering of data on grade 10 students.
The questionnaire that was used was examined and validated by experts.
Upon the approval of the request, the researchers, in coordination with the
teachers of the aforementioned school, distributed the questionnaire to the respondents
through google form. The respondents are given 4 days to answer the questionnaire in
their vacant hours.
The researchers provided virtual assistance to the respondents to address
immediately any clarificatory questions, and to avoid problems in the retrieval of the
questionnaires. The data obtained were held strictly confidential.
After 4 days, the responses of the respondents were sent in the email of the
researchers for organization and analyzing of the data.
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Statistical Treatment of Data
The data gathered in this study were subjected to descriptive statistical analysis.
The descriptive statistical tool used was weighted mean.
Weighted Mean. The weighted mean equation is a statistical method that
calculates the average by multiplying the weights with their respective mean and taking
its sum. It was utilized to determine whether parental influence, peer influence, interest,
and skills have influence on the decision of grade 10 students in choosing a strand. The
formula for the computation of weighted mean is as follows.
Formula:
𝑛
∑ 𝑊𝑖𝑋𝑖 𝑊1 𝑋1+ 𝑊
𝑖=1 𝑋2 …+ 𝑊𝑛 𝑋𝑛
𝑋𝑤 = 𝑛 = 2
𝑊1+ 𝑊2+ …+ 𝑊𝑛
∑ 𝑊𝑖
𝑖=1
𝑋𝑤= weighted mean
Wi = corresponding weight
Xi = the value of the respondents response
Likert Scale. A Likert scale is a rating scale used to measure opinions, attitudes,
or behaviors. It consists of a statement or a question, followed by a series of answer
statements. Respondents choose the option that best corresponds with how they feel
about the statement or question. Likert scale was used in the study to evaluate the attitude
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of the respondents about the factors that influence them in making decisions on choosing
their stand in senior high school.
Table I
Instrument for Analysis and Interpretation of Data
Scale Level of Agreement Weighted Mean Interpretation
Interval
4 Strongly Agree 3.26 – 4.00 Very High
3 Agee 2.51 – 3.25 High
2 Disagree 1.76 – 2.50 Moderate
1 Strongly Disagree 1.00 - 1.75 Low
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CHAPTER 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings of the study, along with the interpretations and
discussion on the implications of findings.
EXTERNAL FACTORS
PARENTAL INFLUENCE
The table II below entails the results of the survey. It shows the extent of
influence of parents in the decision of the students in choosing their strand.
Table II
Parental Influence as a Factor Affecting the Students in Choosing Strand
n=17
Qualitative
INDICATORS WM Description
1. My parents expect me to succeed in the track I take 3.56 Very High
2. My parents don't like the strand or course I want to pursue. 3.06 High
3. My parents give advice in decisions I make. 3.00 High
4. My parents don't care about my opinion about the course I 2.80 High
want to take.
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5. My parents do not allow me to choose the course I want. 2.56 High
TOTAL 3.01 High
Legend :3.26 – 4.00: Very High, 2.51 – 3.25: High, 1.76 – 2.50: Moderate, 0.75 – 1.00: Low
Table II entails the results of the first indicator under the Parental Influence. There
are 5 statements under the first indicator. The statement with the highest mean is
statement number one: “My parents expect me to succeed in the course I take” has a
mean score of 3.56 and is described as Very High. The other 4 indicators consistently
garnered a mean of 2.56 and above which is considered High. Parental influence as a
factor gained an overall mean of 3.01 and described as High. This result indicates that
Parental influence highly affects the decision of grade 10 students in choosing their
strand.
The result of this study coincides with the study of McQuerrey (2017). McQuerry
explained in her article entitled “Family Factors Influencing Career Choice” that family
members can influence career choices. A number of factors can shape and influence the
career paths, starting with how family shapes perceptions of different employment
options. Whether raised with ideals of certain professions, or looking for a job that fits
adult family life, these issues need to be carefully considered. Many children grow up
idealizing the professions of their parents. Parents may also intentionally or
unintentionally push a child toward a particular career path, especially in the cases of
family-owned businesses, where parents expect their children to take over the company.
22
Parents apply pressure on their offspring to strive for particular high-profile
careers, feeling they are encouraging their children to reach high. Family affects the
decision of their children including their career path or profession.
In a study of Caballes et al, (2022) on the Exploring Between SHS Strand and
College Course Mismatch: Bridging the Gap Through School Policy on Intensified
Career Guidance Program, The mismatch rate is high between the strand of the learners
during their senior high school and the course they enrolled in college. 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 aligned
with their strand.
The result of this study indicates that Parental influence highly affects the
decision of grade 10 students in choosing their strand. In line with the study of Caballes
et al, (2022), the implementation of Career Guidance Program of Metro-Dagupan
Colleges should have an intensified monitoring and evaluation of the grade 10 students as
they are vulnerable to course mismatch.
Choosing a career that is not in line with the strength and interest of a student can
lead to shifting in their collegiate course or giving up finishing their course because of
lack of internal drive. These may hold them back in their future success.
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PEER INFLUENCE
The table III below entails the results of the survey on the influence of peers in the
decision making of grade 10 students in choosing a strand in senior high school.
Table III
Peer Influence as a Factor Affecting the Students in Choosing Strand
n=17
Qualitative
1. I consult my friends before choosing a strand. 2.17 Moderate
2. I do not make my own decision in choosing a strand. 1.89 Moderate
3. I go by a trend in class/campus in choosing a strand. 2.11 Moderate
4. I am afraid to be left out by my friends. 2.67 High
5. My friend pressures me to choose the strand they will take. 2.22 Moderate
TOTAL 2.22 Moderate
Table III entails the results of the second factor, Peer Influence. There are 5
statements under the second indicator. The statement with the highest weighted mean is
statement number 4: ‘ I am afraid to be left out by my friends.” has a mean score of 2.67
and described as High. On the other hand, the statement with the lowest mean score is
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number two: “I do not make my own decision in choosing a strand.” has a mean score of
2.47 and described as moderate. Peer influence as a factor gained an overall weighted
mean of 2.22 and described as Moderate. This result indicates that Peer influence
moderately affects the decision of grade 10 students in choosing their strand.
The study by Koech et al. (2016) discussed how peers greatly influence a
student's career choice, especially when their friends are mentoring or advising them and
when they approve of whatever choice they make. Peer influence is evident in the choice
of course in college, too, along with parents' decisions and students' abilities. There is a
greater challenge in a student's life before struggling with choosing their college course,
and that is the decision they need to make in choosing their senior high school track and
strand.
Moneva and Malbas (2019) conducted a study that showed that peer influence
significantly influences choosing the senior high school track. They noticed that peers
influence students' preferred tracks, which makes choosing a senior high school track
more difficult. It makes decisions more difficult to the point that they described it as "one
of the biggest challenges" to a student's decision-making.
The result of this study shows that peer influence moderately affects the grade 10
students of Metro-Dagupan Colleges Productivity High School in choosing a strand. In a
study of Caballes et al, (2022) on the Exploring Between SHS Strand and College Course
Mismatch: Bridging the Gap Through School Policy on Intensified Career Guidance
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Program, the mismatch rate is high between the strand of the learners during their senior
high school and the course they enrolled in college. 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 aligned with their
strand. Hence, Peer Influence has a moderate effect on the decision of grade 10 students
in Metro-Dagupan Productivity High School and the probability of taking a course not
signed with their strand in SHS is not high.
INTERNAL FACTORS
STUDENT’S INTEREST
The table IV below entails the results of the survey on the influence of students’
interest in the decision making of grade 10 students in choosing a strand in senior high
school.
Table IV
Students’ Interest as a Factor Affecting Student in Choosing Strand
n=17
Qualitative
1. My habits are related to the track I want to take. 3.12 High
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2. I am not willing to take a track that I am not interested in. 2.65 High
3. I will choose a track related to my hobbies. 3.24 High
4. I will choose a track that I think is easier to finish. 3.29 Very High
5. I will choose a track related to my dream. 3.24 High
TOTAL 3.11 High
Table IV entails the results of the third factor, Students’ Interest. There are 5
indicators under Students’ Interest . The indicator with the highest weighted mean is
indicator number four which states that “I will choose a track that I think is easier to
finish.” which has a weighted mean score of 3.29 and described as Very High. The other
4 indicators consistently garnered a mean of 2.65 and above which is considered High.
Students’ Interest as a factor that influenced students gained an overall mean of 3.11 and
described as High. This result indicates that Students’ interest highly influences the
decision of grade 10 students in choosing their strand.
Harackiewicz et al, (2016) shows in his study entitled “Interest Matters: The
Importance of Promoting Interest in Education” that Promoting interest can contribute to
a more engaged, motivated, learning experience for students. Thus, Interest is a powerful
motivational process that energizes learning, guides academic and career trajectories, and
is essential to academic success.
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The study of Harackiewicz stated that relevant interest has given the students an
upper hand in building a career choice. The result of the study indicates that Students’
interest highly influences the decision of grade 10 students of Metro-Dagupan Colleges
Productivity High School in choosing their strand and this is a positive result as interest is
one of the factors that needs to be considered in choosing a strand. A student choosing
the career that suits them can be done by integrating a career plan and students’ interest.
This can make good decisions in what course to take in their future life.
STUDENTS’ SKILLS
The table V below entails the results of the survey on the influence of students’
skills in decision making of grade 10 students in choosing a strand in senior high school.
Table V
Students’ Interest as a Factor Affecting Student in Choosing Strand
n=17
Qualitative
Skills WM Description
1. I will base my choice on the alignment of my skills. 3.31 Very High
2. The skills that I have are not connected to the track/course 2.56 High
that I want to pursue.
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3. I will choose my track base on the subject in which I excel 2.94 High
most.
4. I will choose a track that I think is not difficult . 3.12 High
5. I am aware of my strengths and weaknesses. 3.00 High
TOTAL 2.99 High
Table V entails the results of the fourth factor, Students’ Skills. There are 5
indicators under Students’ Skills . The indicator with the highest weighted mean is
indicator number four which states that “I will base my choice on the alignment of my
skills.” which has a weighted mean score of 3.31 and is described as Very High. The
other 4 indicators consistently garnered a mean of 2.56 and above which is considered
High. Students’ Skills as a factor that influenced students gained an overall mean of 2.99
and described as High. This result indicates that Students’ Skills highly influence the
decision of grade 10 students in choosing their strand.
Everyone has unique talents that can be used in a career of some type. For many,
these talents have been present since childhood; for others they are learned over time.
Skills can be broken down by types and matched up with specific career paths. In order to
determine the career choice that students should choose, the students should look at skills
29
that can be used on the job or look at career paths that compliment the individual’s
current skills and talents (Divino, 2017).
In choosing a SHS Track, it is important to consider a student's passions and areas
of interest. However, knowing the abilities and capabilities of a student is equally
important. Howard Gardner's Theory of Multiple Intelligences states that everyone has
strengths and weaknesses in various intelligences. Thus according to multiple
intelligences theory, students should enhance the skill they have rather than detract from
it.
The most Influential factor among grade 10 students in choosing a strand
The Figure 2 below shows the overall weighted mean of the factors that influence
the grade 10 students in choosing their strand.
FIGURE 2 : OVERALL WEIGHTED MEAN OF THE FACTORS THAT
INFLUENCE GRADE 10 STUDENTS IN CHOOSING STRAND
30
As shown in Figure 2, the factor that has the most influence among the grade 10
students of Metro-Dagupan Colleges Productivity High School is Students’ Interest. The
result of the study is in line with the ideal procedure in choosing a strand as Students’
Interest is one of the most important steps in finding out the strand that will suit a student
well.
31
CHAPTER 4
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
This chapter presents the summary of the findings in this research along with the
conclusions made by the proponents and some recommendations for those who want to
conduct a similar study.
Summary
Choosing a senior high school strand is a crucial decision for junior high school
students as it serves as their training ground before entering college. The program's
purpose is to prepare them for college by shaping their abilities and talents, providing
training for the global workplace, and offering programs that can give them a standard
level of education. The choice of Strand and Track will impact students throughout their
lives, and it follows their diverse dreams and interests in life that can still change over
time.
Many secondary school students in different countries, including the Philippines,
struggle with choosing a career path. Students are always worried about what they will do
with their lives and what kind of adult they will become. Some have planned to become
lawyers, engineers, medical doctors, accountants, or work for public or private
establishments after completing secondary school education.
Parental Influence, Peer Influence, Interest, and Skills are significant predictors of
students' track preference. Students with high academic performance tend to choose
academic tracks while those with lower academic performance prefer TVL tracks. Peer
influence and parental guidance play a crucial role in shaping students' track preference.
32
Students who had peers and parents who supported their preferred track were more likely
to choose it. Moreover, Interest and Skills also influenced students' track preference, with
students who had clear career goals more likely to choose tracks that aligned with their
career aspirations.
With the processes used in this research, the following were found in the study:
1. In Parental Influence, the total mean is 3.01 and has the descriptive
equivalent of high. In the Peer Influence, the mean is 2.21 and has the descriptive
equivalent of moderate. In the Interest, the total mean is 3.11 with a descriptive
equivalent of high and the skills, the total mean is 2.99 and had a descriptive
equivalent of high.
2. Among all factors, the third indicator, Interest, was able to get the largest
mean score.
Conclusion
On the basis of the foregoing findings, the following conclusions were drawn:
1. The Factor that Influence the students in choosing their strand in terms of
Parents Influence, Interest, and Skills all had a descriptive equivalent of high, and
Peer Influence had a descriptive equivalent of moderate.
2. Students’ Interest has the greatest influence among the grade 10 students.
This is then followed by Parental influence. Next is the Skills and then Peer
Influence.
33
Recommendations
Based on the findings and the conclusion drawn from this research, the
proponents offer these recommendations for the
Following:
1. Students
When selecting a track in senior high school, students should take into
account the alignment of their chosen track with their interest, skills and
desired career path.
2. Parents
The study shows that parents influence students in choosing a career path.
With these, parents are recommended to consider the skills and interest of
their children in providing guidance during the decision – making process.
Proper alignment of Interest and Skills with their chosen career will increase
the student's likelihood of finishing their degree in the future.
3. Teachers
The educators should provide a quality education that will prepare the
students to adequately face the challenge as they grow and take the mantle of
leadership in the future.
4. Career Guidance Program Team
An enhanced implementation of a career guidance program through an
intensified monitoring of students interest, skills and parental influence is
recommended.
34
BIBLIOGRAPHY
Abarro, J. (2016). “Factors Affecting Career Track and Strand Choices of Grade 9
Students in the Division of Antipolo and Rizal, Philippines.” University of
Rizal System, Rizal, Philippines.
Ambong, I.Y. (2017). Review of related literature. Retrieved December 5, 2017, from
https://rimmia.wordpress.com/2017/03/10/review-of-related-literature/.
Burns & Bush (2012). Basic Research Method. 3rd ed. New York: Pearson.
Caballes, Dennis & Gapad, Edheson & Valdez, Marianne & Quintos, Corazon. (2022).
Exploring Between SHS Strand and College Course Mismatch: Bridging the Gap
Through School Policy on Intensified Career Guidance Program. 12. 156-161.
Carlson, J. 4 May 2017. Correlational research: definition, types and examples. Life
Persona. Retrieved December 5, 2017, from
https://www.lifepersona.com/correlational-research-definition-types-and-examples.
35
DepEd. 2013. Implementing rules and regulations of Republic Act (RA) No. 10533.
Retrieved December 5, 2017, from www.deped.gov.ph>files>DO_s2013_43.
Dudovskiy, J. 2017. Descriptive research. December 5, 2017, from
https://research-methodology.net/research-methodology/research-design/conclusive-resea
rch/descriptive-research/.
Eremie, M. D. 2014. Arabian Journal of Business and Management Review (Oman
Chapter), 4(4), 20-25. Retrieved December 5, 2017, from
http://search.proquest.com/docview/1623233680?accountid=173015.
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The
Importance of Promoting Interest in Education. Policy insights from the behavioral and
brain sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542
Japitan et. al. 2015. “Factors Affecting Senior High School Track Preferences of Grade 9
Students of Don Bosco Technology Center, Inc. Academic Year 2014 - 2015: A Basis for
Career Guidance Program”. Don Bosco Technology Center, Cebu City.
36
Khare, A. 2015. Factors affecting career choices among students. Work It Daily.
Retrieved December 5, 2017, from
https://www.workitdaily.com/things-affect-career-choices/.
Rio, KC et al. (2022), Factors Influencing the Preferences of Grade 10 Students in
Choosing their Preferred Senior High School Track (ISSN 2582-7421)
37
APPENDIX A
LETTER OF REQUEST TO CONDUCT STUDY
Ms. Lowella Ocomen

Principal, MDCPHS
Ma’am,
Good Day!
The Grade 12 level is tasked to create a descriptive research for the fulfillment of their
third and fourth grading performance task. In line with this, the researchers would like to
conduct a study on, “Factors that Influence the Grade 10 Students in Metro Dagupan
Colleges Productivity High School in choosing their Strand on SHS”. We are asking
for your permission to conduct our survey on the grade 10 students of the Metro –
Dagupan Colleges Productivity High School. Rest assured that the data to be obtained
from your school will be held strictly confidential.
We are hoping for your kind consideration.
Respectfully yours,
Vinluan, Kasxandra C.
San Juan, Stefanie Mae N.
Due, Rezlie A.
Agbunag, Loriel John C.
Researchers
Approved by:
Ms. Lowella Ocumen
High School Principal
38
APPENDIX B
QUESTIONNAIRE
Factors that Influence the Grade 10 Students in Metro Dagupan Colleges

Productivity High School in choosing their Strand on SHS
(Survey Questionnaire)
Respondent,
This study aims to find out the factors that influence the Grade 10 students in
Metro Dagupan Colleges Productivity High School in choosing their Strand on SHS at
Mangaldan, Pangasinan.
We, the researchers, are optimistic that through your participation by providing
the genuine data in this survey questionnaire, we will be able to elicit data necessary to
offer credible and viable recommendations that can employed as baseline data for
crafting an action plan to help the students to select the strand and track that really fit
them.
Rest assured that the data to be obtained from you using this research instrument
will be held strictly confidential.
Thank you and God bless.
Name (Optional):_________________________________________________________
Directions: Describe the level of influence of the factors affecting your strand and track
choice. Check the box of the number that corresponds to your answer. Be guided by the
scale below.
Scale and Degree of Agreement
4 – Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree
PARENTAL INFLUENCE 4 3 2 1
1. My parents expect me to succeed in the course I take.
2. My parents don't like the strand or course I want to pursue.
39
3. My parents give advice in decisions I make.

4. My parents don't care about my opinion about the course I want to
take.
5. My parents do not allow me to choose the course I want.
PEER INFLUENCE 4 3 2 1
1. I consult my friends before choosing a strand.
2. I do not make my own decision in choosing a strand.
3. I go by a trend in class/campus in choosing a strand.
4. I am afraid to be left out by my friends.
5. My friend pressures me to choose the strand they will take.
INTERESTS 4 3 2 1
1. My habits are related to the track I want to take.
2. I am not willing to take a track that I am not interested in.
3. I will choose a track related to my hobbies.
4. I will choose a track that I think is easier to finish.
5. I will choose my track related to my dream
Are you aware of your skills? Agree Disagree
SKILLS 4 3 2 1
1. I will base my choice on the alignment of my skills.
2. The skills that I have are not connected to the track /course that I want
to pursue.
3. I will choose my track based on the subject in which I excel most.
4. I will choose a track that I think is not difficult.
5. I am aware of my strengths and weaknesses.
40
APPENDIX C
EVALUATION SHEET ON THE CONTENT VALIDITY

OF THE RESEARCH INSTRUMENT
Dear Sir/Ma’am,
Greetings of peace!
The Researcher had chosen you as an expert to evaluate the content validity of the
research instrument for the study Factors that Influence grade 10 students in Metro-Dagupan
Colleges Productivity High School in Choosing their Strand on Senior High School. Attached
herewith are the Survey questionnaire to be used in the study and the statement of the problem for
your references.
Below are a set of indicators for validity, kindly rate each of the criteria by checking (✔)
the appropriate column, 5 being the highest and 1 being the lowest. Please feel free to comment
on the questionnaire for improvement.
Thank you very much for sparing your most valued time for us!
Respectfully,
The Researcher
Point Value Descriptive Rating Extent of Description

5 Very Highly Valid At least 100% of the items are appropriate and
relevant
4 Highly Valid At least 80% of the items are appropriate and relevant
3 Moderately Valid At least 60% of the items are appropriate and relevant
2 Valid At least 40% of the items are appropriate and
relevant
1 Not Valid At least 100% of the items in the instrument are
appropriate
Indicator of Validity 1 2 3 4 5
1. Each of the items is stated clearly.
2. Each of the items is sufficiently comprehensive.
3. Each of the items corresponds to the subject matter.
4. Each of the items shows a reasonable range of variation.
5. Each of the items is consistent with reality.
6. Each of the items is precise and exact.
7. Each of the items is correct and accurate.
41
8. Each of the items can be applied specifically for the topic.

9. Each of the items responds to the objectives of the study.
10. Each of the items is within the ability level of the
respondents.
Evaluated by: ______________________________

(Signature over Printed Name)
42

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METRO-DAGUPAN COLLEGES

PRODUCTIVITY HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

approach to learning by providing children and students with opportunities to acquire

taking up vocational or professional degree courses. This well-rounded approach is

graduated in AY 2016-2017, and the career specializations offered by the K-12

getting them ready for college (Deil-Amen, 2011).

establishments after completing secondary school education. Some have planned to

the collegiate level or in some cases not finishing the degree.

likely to choose tracks that aligned with their career aspirations.

Choosing a track in Senior High School oftentimes leads to confusion, doubts,

and undecidedness that results in unemployment and underemployment if, unfortunately,

enhancement of the career guidance program of the school.

This study was supported by the Developmental Theory of Career Development.

According to Super’s (2019) Developmental Theory of Career Development, high

crystallizing and specifying their occupational preferences, while also making

preliminary decisions about their career choice.

guidance program of the school.

FIGURE 1 : RESEARCH PARADIGM

process of this study includes administration of questionnaires through google form to

high school and its recommended future career path.

REVIEW OF RELATED LITERATURE

As explained by McQuerrey (2017) in her article entitled “Family Factors

perceptions of different employment options. Whether raised with ideals of certain

decision including their profession and sources of monthly income.

their children's track preference.

performance, peer influence, parental guidance, career aspirations, interest, perceived

benefits of the track, availability of resources and opportunities, gender, socioeconomic

to choose academic tracks, while those from lower socio-economic backgrounds

preferred TVL tracks.

In a study of Lu, et al (2021), the availability of resources and opportunities was

equipment and facilities, were more likely to choose it.

The study of Eremie (2014) entitled “Comparative Analysis of Factors

grouped according to their sex, parity, and parental influence. In addition,

socio-economic background is influential in participants' decisions to pursue a

career choice of the students.

Influence of peers in the career choice of the students is necessary, especially in

social-emotional skills like empathy and cooperation, or negative, such as poor

social-emotional development that resulted from deviant peer processes. Likewise,

when they approve of whatever choice they make.

of the biggest challenges" to a student's decision-making.

would be best to avoid hierarchical occupations where continuing education is essential

student (Divino, 2017).

jobs as well as identifying individual differences, matching individuals to occupations

based on these differences (Cervera, 2016).

Students' Interest in career choice significantly influences career decisions

about (Abdo & Majid, 2016).

According to the study by Bubic (2014), students' natural or initial interest in a

become more motivated to achieve good academic performance.

learner's interest affects their decision differently.

STATEMENT OF THE PROBLEM

strand in terms of;

a. External Factors; and

a.1: parental influence,

a.2: peer influence

3. What can be recommended to the grade 10 in choosing their strand?

SCOPE AND DELIMITATION

which track they would take for senior high school.

within this study.

SIGNIFICANCE OF THE STUDY

The generalization of this present study would be a great contribution to the

vast knowledge in relation to a student's achievements. Vital results of this investigation

could be highly significant and beneficial.