I.

INTRODUCTION

Senior high school or SHS refers to the last two years of the K-12 program. It was
implemented by the Department of Education since 2012 under Republic Act No. 10533 or The
Enhance Basic Education of 2013. Students are now required to choose their preferred senior
high strands. By studying the subjects, it will help them to introduce the career path that they
want to take.

Upon the enrolment in senior high school, students are going to pick among all strands
and tracks. Choosing the right strand is one of the biggest decisions a student can make. This
gives the student more time to familiarize themselves with the specifications that they have
chosen if they eventually decide to pursue higher education.

Senior high school grade 11 and 12 spans over two academic years compose of 2
semesters each. The senior high school program is further broken down into career tracks and
learning strands. The career tracks are composes of Academic, TVL/TLE, Arts and Design, and
Sports. The eight learning strands are Accountancy, Business and Management (ABM),
Humanities and Social Sciences (HUMMS), General Academic Strand (GAS), Science,
Technology, Engineering and Mathematics (STEM), Home economics, Agri-Fishery Arts,
Industrial Arts, and ICT.

The Accountancy, Business and Management (ABM) strand provides students with the
skills and knowledge they need to work in the corporate world. This senior high school strand is
for students who want to become business leaders and entrepreneurs. The HUMMS stands for
Humanities and Social Sciences. This strand focuses on the study of changes, and analysis of
arts, culture, literature, and politics. It involves political science, anthropology, linguistics,
psychology, and communication. The GAS or General Academic Strand is the most flexible
strand those academics strand because students get to learn and experience something from all
the others strand. Gas is essentially for the students who are undecided on which strand to take.
Through the STEM strand, students will get to learn the basics of STEM related disciplines such
as calculus, biology, physics and chemistry. Students will get an overview of the foundation of
the most STEM fields which basically of physical, earth and life sciences, and pure and applied

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mathematics. The best thing about TVL is that you will have a lot of options after senior high
and upon getting your National Certificate. You can apply for a job right away or you can also
build a small business shop. This strand will help you a lot of things.

Each track will give students enough time to master a field and enhance their skill. They
will also be prepared for tertiary learning with adaption of those strands if they may not pursue
college education especially if they have chosen the track other than academic track. The good
thing is SHS graduates will be equipped with skills that will make them good at certain field.

This study aims to identify the factors affecting the choice of senior high school strand of
students and to understand the benefits of having a senior high school. The researcher wants to
disseminate the objective of K-12 program to empower students to make a choice on their own.
Also for skill competency in the global job, improve Filipino students mathematically, scientific,
and linguistic competence. Investing in education is the key toward reaching national growth and
development.

Statement of the Problem

The main purpose of the study is to investigate the factors affecting choice of Senior
High School Strand of selected Grade 12 ABM students at PHINMA UPang College Urdaneta.

The study sought to answer the following question:

1. What are the factors affecting choice of Senior High School Strand of selected Grade
12 ABM students?

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 II. REVIEW OF RELATED LITERATURE
In order to establish a comprehensive background for this study, a survey of related
literature has been conducted and have draw out some concepts, ideas and data bases in
formulating approaches, formats, instruments and necessary information in the conduct of the
study.

Cognizant of education’s role in development and in attaining democratic ideals, the

United Nations’ medium-term development goals have set two out of eight priority areas in
education: universal primary completion and gender parity in primary and secondary schooling.
Education empowers people and strengthens nations. Its capacity to enhance one’s economic and
social status, particularly in the Philippines, cannot be questioned. Recently, this capacity will be
put to test following the legislation of the K-12 education program. The Department of
Education (DepEd), when it pushed for the adoption of the K-12 program, sees improved
academic competencies and labor opportunities for the Filipino graduates.1 This article discusses
K-12 program in the context of prevailing discussions on Philippine development. Given the four
features of K-12, namely, academic competence, labor opportunity, global competitiveness, and
economic development, this article discusses the merits of the program and the problems and
barriers to its full implementation. This discussion is juxtaposed by analyses made on Philippine
development. A support model for effective implementation of the K-12 program is presented.

High School is an important period of time in an adolescent’s life. It is the time that
students are making decisions about their course taking and future educational and career
plans. The study on comparative analysis of factors influencing career choices among senior
secondary school students in Rivers State, Nigeria. The result showed that there were significant
differences in the career preferences when grouped according to their sex, parity, and parental
influence. In addition, socio-economic background were influential in participants' decisions to
pursue a postsecondary degree. Cultural factors, especially English fluency, were also relevant.
(Eremie, 2014)
As observed by Julia Ongchoco (2017) in her article "High school dillema: Choosing the
right strand", she listed out the factors to consider in choosing their own strand. The first
question is: “What are your interests?”. Sometimes, things won’t work, despite your interest in a
particular field. Thus, it’s important to consider your own skills and talents, and if you’re willing

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to put in time and effort to overcome the difficulties you will encounter in your chosen strand.
Another thing to consider is the time at your disposal and the activities on your plate that you
have to balance with schoolwork. Likewise, consider the other students you’ll be with in your
chosen strand. It does not mean, however, that if all your friends go to ABM, you want to be
there, too.For some, choosing the right strand is not just about making new friends and
discovering new things related to a subject (like learning to make ice cream in chemistry). More
important, it is about envisioning your dream job and career path. In the end, choosing the right
strand may simply be about rediscovering one’s inner child. The problem with adolescence is
that we sometimes overthink and forget the sense of wonder and inquisitiveness of a child.
Witko, Bernes, Magnusson and Bardick (2006) studies on senior high school students'
occupational aspirations found out that interests, skill, personal meaning, challenges and parental
support are variables contributory to the occupational aspirations of senior high school
students.
Senior High School is two years of specialized upper secondary education; students may
choose a specialization based on aptitude, interests, and school capacity. Each student in Senior
High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and
Sports and Arts. The Academic track includes three strands: Accountancy, Business
Management (ABM); Humanities and Social Sciences (HUMSS); and Science, Technology,
Engineering, and Mathematics (STEM). The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12 (Official Gazette, 2012). “There are two main
factors to consider when choosing your Senior High School Track and Strand in the K to 12
Program – college plans and availability’’, (Gubalane, 2016). According to Daniel Gubalane
(2016), Availability, not all tracks and strands will be offered by schools in your area. You
should check the available options first. Try to inquire too if the schools are well equipped.Some
colleges are also offering Senior High School. These are mostly private colleges but you can use
DepEd’s voucher program to get discounts.College Plans, Are you planning to proceed to
college after Senior High School? What course are you planning to take? If you can have the
answer to these questions, then it will be easier to choose among the different tracks and strands.

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 III. METHODOLOGY

This research study and resulting thesis have attempted to contribute to a deeper and
richer understanding of factors affecting the choice of senior high school strand of the
respondents. Following is a detailed explanation of the specific elements documented, including
the data gathering procedures, population and locale of the study, and the statistical treatment of
data.

Data Gathering Procedures

Data was collected for this study through the use of surveys distributed to Grade
12 ABM students. The researchers used survey-questionnaires/checklist data gathering
instrument. After the formulation of instrument, permission made to ask for the floating of the
survey questionnaire, needed by the adviser for recommending approval. Upon permission, the
researchers distributed the questionnaires to the respondents and collected them to perform data
analysis accurately. The students were given the instruction before answering the survey
questionnaire in order to guide them and to have honest results of the survey

Population and Locale of the Study

This study was conducted at PHINMA-UPANG College Urdaneta which focuses on the
factors affecting choice of Senior High School strand of selected Grade 12 ABM students.

Statistical Treatment of Data

This part shows the statistical measure that is used in the study. The data gathered is
properly recorded and tallied.

The average weighted mean was utilized in order to determine the factors affecting the
choice of senior high school strand as perceived by the following respondents: Grade 12 ABM.

Formula: WM= 4F4+3F3+2F2+1F1 N

Where:

WM = weighted mean

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F4 = number of respondents who answered “Strongly Agree”

F3 = number of respondents who answered “Agree”

F2 = number of respondents who answered “Disagree”

F1 = number of respondents who answered “Strongly Disagree”

The following scale was used to interpret the obtained weighted mean:

Scale Descriptive Equivalent

Strongly Agree 3.25 – 4.00

Agree 2.50 – 3.24

Disagree 1.00 – 2.49

Strongly Disagree 1.0 – 1.74

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 IV. RESULTS AND DISCUSSIONS

The information accumulated were analyzed and further interpreted. Moreover, the
outcomes obtained from the statistical analyses done are presented in both tabular and narrative
forms to explain the discovered answer to the objectives of this research. The problem that this
study sought to determine was the factors affecting the choice of senior high school strand of the
respondents.

Table 1

THE FACTORS AFFECTING CHOICE OF SENIOR HIGH SCHOOL STRAND

GRADE 12 ABM STUDENTS AT PHINMA UPANG COLLEGE URDANETA
INDICATORS AWM DE
1. I chose my SHS strand based on my parents’ suggestion or expectations. 2.26 D

2. I chose my SHS strand considering my ability and academic experiences. 2.92 A

3. I chose my SHS strand based on family background on the career which 2.20 D

is majority within the family.

4. I chose my SHS strand as what my circle of friends wanted to take. 1.96 D

5. I chose my SHS strand based on the salary of possible future 2.84 A

work/career related to my chosen strand.

6. I chose my SHS strand considering what I really love doing. 3.08 A

7. I chose my SHS strand bearing in mind the career guidance 2.10 D

provided to me via seminars and information from teacher counselors.

8. I chose my SHS considering the financial capacity of my parents’/ 2.90 A

guardian to sustain my educational needs.

9. I chose my SHS strand determining what strand is available experiences. 2.76 A

10. I choose my SHS strand in view of what career path I would want to 3.38 SA

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 take in the future.

LEGEND: AWM=Average Weighted Mean; DE= Descriptive Equivalence;3.25-4.00=Strongly

Agree(SA);2.50-3.24=Agree(A);1.75-2.49=Disagree(D);1.00-1.74=Strongly Disagree(SD)

According to the table above, among indicators in the factors affecting the choice of
senior high school strand, indicator tenth got the highest average weighted mean which is 3.38
and a descriptive equivalence of Strongly Agree (SA). The tenth indicator states, “I choose my
SHS strand in view of what career path I would want to take in the future.” This only means that
the student has an independent decision towards the strand and career that they want to pursue.

The sixth indicator that has the highest average weighted mean which is 3.08 and a
descriptive equivalence of Agree (A). The sixth indicator states, “I chose my SHS strand
considering what I really love doing.” This only means that students are passionate about their
chosen strand towards their visualize career path.

Moreover, the second indicator that has the highest average weighted mean with an
average weighted mean of 2.92 and a descriptive equivalence of Agree (A). The second indicator
states, “I chose my SHS strand considering my ability and academic experiences.” This only
means that students’ knowledge and skills are considered factor in choosing their strand.

Furthermore, among indicators in the factors affecting the choice of senior high school
strand, fourth indicator got the lowest average weighted mean of 1.96 and a descriptive
equivalence of Disagree (D). The fourth indicator states, “I chose my SHS strand as what my
circle of friends wanted to take.” This only means that student does not rely on friends’ decision
in choosing strand. It shows that the respondents’ choice is not influence by others.

The seventh indicator got the lowest average weighted mean of 2.10 with a descriptive
equivalent of Disagree (D). The fourth indicator states, “I chose my SHS strand bearing in mind
the career guidance provided to me via seminars and information from teacher counselors.” This
only means, students decision in choosing strand was not affected by external factors.

Lastly, the third indicator got the lowest average weighted mean of 2.20 with a
descriptive equivalence of Disagree (D). The indicator stating, “I chose my SHS strand based on
family background on the career which is majority within the family.” This only means that

8
student does not consider the career background of family in choosing strand. It proves that they
have independent decision in choosing their career pathways.

V. CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusions drawn based on the findings of the
study presented on the previous chapter. The recommendations of the study are also provided in
this chapter.
Summary
This study aimed to determine the factors affecting the choice of senior high school
strand of selected students.

Specially, it dealt with the:

1. The factors affecting the choice of senior high school strand of selected Grade 12 ABM
students.

Data was collected for this study through the use of surveys. The researchers used
survey-questionnaires/checklist in data gathering instrument to the respondents and collected
them to perform data analysis accurately. The average weighted mean was utilized in order to
determine the factors affecting the choice of senior high school strand as perceived by the
following respondents. The data gathered is properly recorded and tallied.

The study revealed the following findings:

1. Among indicators in the factors affecting the choice of senior high school strand of a
student, indicator tenth got the highest average weighted mean which is 3.38 and a
descriptive equivalence of Strongly Agree (SA). The fourth indicator got the lowest
average weighted mean of 1.96 with a descriptive equivalence of Disagree (D).
Conclusions
Based on the findings presented through the interpretation and analyzed data
gathered. The researchers found out that;
1. The Grade 12 ABM students have an independent decision towards the strand and career

that they want to pursue.

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 2. The factors affecting the choice of senior high school strand of students: a. students

considered their knowledge and skills b. students has independent decision towards the

strand and career that they want to pursue c. students’ choice in choosing strand was not

influence by others.

Recommendations

Based on the conclusion drawn, the following recommendations are offered:

1. The researchers recommend that the respondents should consider their independent
decision making in selecting strand in senior high school and focus on assessing
themselves through the skills, knowledge, field of work they like to do.

2. The researchers suggest that the parents should give them freedom in selecting their
choice of senior high school strand as well as guide them in decision making.

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BIBLIOGRAPHY:

Du, Edwin C. (2014) K-12 Education and Philippine Development Retrieved from.
https://ejournals.ph/article.php?id=1172 Retrieved on: October 6, 2019

Eremie, M. D. (2014). Arabian Journal of Business and Management Review (Oman

Chapter),4(4), 20-25. Retrieved from
http://search.proquest.com/docview/1623233680?accountid=173015 Retrievd on:
Serptember 30,2019

Gubalane, Daniel (2016). How to Choose K to 12 Senior High School Track and Strand.
Retrieved from. https://www.danielgubalane.com/2016/01/k-to-12-senior-high-tracks-
strands.html Retrieved on: October 3, 2019

Ongchoco, J. (2017), High school dillema: Choosing the right strand. Retrieved from
https://lifestyle.inquirer.net/276459/high-school-dilemma-choosing-right-strand/
Retrieved on: September 29, 2019

Witko, K. D., Bernes, K. B., Magnusson, K. C., & Bardick, A. D. (2006). Senior high students’
career plans for the future: Outcomes of the comprehensive career need survey in
Southern Alberta, Canada. International Journal for Educational and Vocational
Guidance, 6(2), 77–94. Retrieved on: September 29, 2019

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