Factors affecting Senior High School Track Preferences among Grade 11 students of

San Miguel Senior High School

A.Y. 2019-2020

A Thesis Presented to the Faculty of

St. John Academy of Visual and Performing Arts,

Tanauan City, Batangas

In Partial Fulfillment for the Subject of

Practical Research 1

By:

Evangelista, Nicole D.
Magtibay, Laurance Julianne DP.
Maunahan, Jazil Redd M.
Paller, Geoffrey D.
Umali, Ellaiza

March 2019
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Senior high school (SHS) refers to Grades 11 and 12; the last two years of the K-12
program that Department of Education (DepEd) has been implementing since 2012. Students begin
to study the subjects in senior high school that will introduce them to their preferred career path.
There are four tracks to choose from which are suitable for the student’s wanted career. First one
is Academic track that has 4 strands, Technical-Vocational-Livelihood Track (TVL) which also
has 4 strands, Sports track, and lastly Arts and Design Track.

As observed, the students that usually took the track/strand that they do not prefer affects
their grades. They also became tardy and lazy as the time and day goes by. They do not usually
treasure and give importance to their studies because they do not have any interest on their
track/strand. Some are just complying just to say that they are going to school and being educated
but, the truth is there is no learnings being absorbed by the student. It is just like the words and
lessons are passing by to their ear and brain.

Every individual has a freedom of choice, especially when it benefits him/her. The freedom
of choice defines individual’s opportunity and autonomy to perform an action selected from at
least two available option, unconstrained by external parties.

This study addresses the experiences of senior high school students who are forced to take
the track/strand that they do not actually prefer. At some point, the students are pressured by the
decision process of their parents. There are other factors that may affect the strand/track selection
of the students like peer pressure and job opportunities, however, the minor variable or other
factors can point down to parents. A thorough understanding of how parents influence the choices
of students and gives impact to the students of how choices are done and insight of the career
strand. Most of the students that took the strand/track that they were forced to take, do not have

their decision for themselves, some lived by the decisions of their parents on what able to
get the chance to take their goal course so they want their child to fulfill it for them.
 Career exploration is very crucial topic when it comes to career choices. Self-exploration
which is the exploration of the “self” and exploration of the environment which is environmental
exploration are part of career exploration (Eddy et.al. 2008). In self-exploration one explores one’s
own interests, experiences and values to understand one’s own need and caliber for the career
match. Where as in Environmental exploration; exploring the options in the market by seeking
information on organizations, jobs, occupations, and industries to make better career decisions is
involved (Zikic and Richardson, 2007). Choosing a strand is a stepping stone to the student’s career
in the future. It is very important that the chosen strand is applicable and likeness in doing tasks
that is related to the chosen strand.
This study is fascinating and newly considering that a lot of students were experiencing
this kind of situation. The researchers want to investigate the factors affecting the senior high
school track preferences and their lived experience. It will also allow researchers to analyze how
they were trying to excel in the strands they take.

The following obstacles that the students may encounter are: Academic pressure because
the chosen strand was not the strand they really wanted to pursue, therefore it was not their passion
and they are still trying to develop an effective way to cope up and acquire knowledge and turn it
into an interesting topic for them to excel in their strand; Academic performance, it may affect
their performance because they might not exert efforts and not participate well/actively. They also
might not reach the desired goals of the strand; Low self-esteem, it will affect their confidence
because the strand they were in is not their forte or passion, since some of their students were
proficient in the particular subjects. The students may not be able to meet the standard or it will
be a struggle for them to keep pace with their students.

Most parents want their child to take the track/strand that they prefer rather than their child's
choice because they believe that it is the best for their child. In this certain time, a mind of an
adolescent generates his/her own perspective. Thus, parents always assume to play significant role
in molding their child to make wise career decision that will have an impact on their child’s future
career.
THEORETICAL FRAMEWORK
This study is premised on the theory of Donald Super Career Development Theory, John
Holland’s Theory of Career Choice and David Tiedeman’s Theory (Counseling theories).
According to Donald Super cited in his theory “Career Development Theory”, Self-concept
is very important in career development. It focuses on the development of life roles over the life
span with emphasis on inter-role congruence. Self- concept changes over time and develops as a
result of experience as such, career development is lifelong.
There are five life and career development according to Super. The stage 1 is Growth with
ages 0-14 years old and its characteristics is that development of self-concept, attitudes, needs and
general world of work. Stage 2 is Exploration with ages 15-24 years old and its characteristics is
that “trying out” through classes, work experience, hobbies, tentative choice, and skill
development. Stage 3 is Establishment with ages 25-44. Its characteristics is that entry-level skill
building and stabilization through work experience. Stage 4 is Maintenance with ages 45-64 and
its characteristics is that continual adjustment process to improve position. Lastly, stage 5 is
Decline with ages 65+ and its characteristics is reduced output and prepare for retirement.
Super states that in making a vocational choice, individuals are expressing their self-
concept, or understanding of self which evolves over time. People seek career satisfaction through
work roles in which they can express themselves and further implement and develop their self-
concept.
This theory is found to be appropriate because of its stressfulness in terms of developing
a career plan that will guide the individual in choosing his/her career pathway. Also, Super’s six
dimension is appropriate for adolescent is truly applicable because high school students fall
under this category.

According to Holland, there are categorization of people according to what type of

work they are most interested in and then categories occupations under the same scheme to
measure their congruence. In Holland’s words “…people tend to act on their dominant interests
and seek occupations in which their interests can be expressed.” (Holland 1996: 400) Holland’s
actual scheme was based around a six-point hexagon which focuses on six types of person and job
which are Realistic, Investigative, Artistic, Social, Enterprising and Conventional.
Holland claims we all have three dominant types which are displayed in order. The main
idea is that individuals should use their dominant type and then look for a career in that field (for
example people with Social would benefit from considering careers in educational or health and
social care field). Holland developed a tool called the “self-directed search” for individuals to make
use of to identify their code, it consists of a series of questions and then a scoring chart where you
add up your answers in various categories giving you your code.
In conclusion Holland is massively influential in the legacy of computer questionnaire
inventories that have spawned out from him plus his popularization of type as a concept for
governing career choice.
 Another theory adopted for the research is David Tiedeman’s. He emphasizes the
significance of ego development on career development, particularly in career decision making.
Having a healthy ego development allows the individual to achieve a favorable view of the self in
situational context as well as in the larger world around the individual and eventually the world of
work. Career development and career decision making skills are also developed because the
individual will seek identification and acceptance of his or her evolving self through differentiation
and integration.
Self-in-situation, self-in-world and the orientation of work evolve as one resolves the
psychosocial crises of life. Tiedeman therefore conceptualized a paradigm for problem-solving
as the mechanism of career decision making. The paradigm covers four aspects of anticipation or
preoccupation (exploration, crystallization, choice, and clarification) and three aspects of
implementation of adjustment (induction, reformation, and integration).
Tiedeman stressed out why individual change their courses of action because of external
factors because of external forces (such as the call of the armed forces, an economic crisis, the
work setting itself) or by broad psychological drives (such as unmet needs, changing aspirations,
role diffusion). According to the prescribed sequence, a new decision unfolds and must be made,
beginning with exploration and eventually reaching integration. If integration is not reached once
again, the individual may adapt to a career environment or may simply withdraw and begin a
new search for eventual integration.
 Input Process Output
1. Student’s Profile Analysis of data 1. The students will be
1.1 Age through: more active
1.2 Parents academically.
1. Questionnaires
Educational 2. The students will
2. Statistical and
Attainment enhance their
Scientific treatment
1.3 Socio-Economic decision making
Status skills.
1.4 Sibling Position 3. The students will
2. Peer Factors become more
2.1 Parents Influence focused on achieving
2.2 Peer Influence their goals.
3. Track Preference 4. The students will
3.1 Childhood learn how to be
3.2 In Demands Jobs independent when it
3.3 Career choice comes to deciding
4. Student's Decision for their selves.
4.1 Decision making 5. The students will
4.2 Career planning have more time in
5. Career Exploration exploring on what
he/she really want or
what is suited for
his/her skills.

Factors affecting Senior High School Track Preferences

among Grade 11 students of

San Miguel Senior High School

Figure 1. Research Paradigm

The first frame includes the input contains the personal characteristics of the students be
described in terms of their age, gender, parent’s occupation, economic status, parent’s
educational attainment, sibling position. It also contains the factors that may affect the students
in terms of Peer factors, track preference, decision making, and career exploration.
The process makes up the second frame of the paradigm. This contain the following
analysis of data including Questionnaires, Informal Interviews, and Scientific and statistical
treatment. A single arrow connecting the second frame to the third frame contains the Output. It
has shown if the factors do really affects the students.
The double directional arrow connecting the input and output signifies the papers’
interest in finding the factors that affect the student’s senior high school track preference.

STATEMENT OF THE PROBLEM

The main problem of this study is to determine the Factors affecting Senior High school

Track Preference of selected Grade 11 students. This study aims to answer the following

questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Age

1.2. Parent’s educational attainment

1.3. Social economic status

2. What are the preferences of students in choosing a senior high school track or strand in

terms of:

2.1.Childhood/Neighbourhood

2.2.In demand jobs

2.3.Interest

3. What are the leading factors that affect the student’s track preferences in terms of:

3.1. Parent’s Influence

3.2. Peer influence

3.3. Academic Experience

4. Is there significance relationship between the profile of the respondents and track

preferences of the students?

5. Based on the result of the study, what is the propose action?

 HYPOTHESES:

Null: The factors affecting senior high school track preferences do not really affect the grade

11 students.

Alternative: The factors affecting senior high school track preferences do really affect the

grade 11 students.

SIGNIFICANCE OF THE STUDY

This study is beneficial to the following:

To the Students. They will understand why some students who were forced to take the strands
that they do not prefer are having difficulty in their academic status and to help their fellow
students to cope up with the situation they are facing.

To the Parents. This study is for the parents to be conscious on what might happen to the child if
he/she is forced; they will be able to know why their child is having problems in their academic
status and performance.

To the Incoming Senior High School students. They will know what will be the effects and
consequences when they take up the strand/track that they did not plan to take and to be
apprehensive when they take the strand/track.

To the Professors/Teachers. This study will aid their discussions regarding related lessons. It will
be faster and easier for them to tackle related topics about this research.

To the Future Researchers. It will be a useful reference for the researchers who would plan

to make any related study precisely the strand underlying the students who were forced.

SCOPE AND DELIMITATION

 The researchers have covered the experiences of the students who are forced to take

the strand/ track that they do not prefer. High school begins with grade 9 (“freshmen year”)

and includes grade 10 (“sophomore year”), grade 11 (“junior year”), and grade 12 (“senior

year”). Most high school students are 13 or 14 years old when they start, and are 17 or 18

years old when they graduate. (Breen, 2016)

The alternatives of ages were 16-18 years previous that enabled the researchers to

conduct the study and for the researchers to gather enough data. The researchers are going

to be strict about the confidential result of the interview.

The overall intent of this analysis is to work out the experiences and interactions of

selected grade 10 students who are forced to take the strand/track that they do not prefer in

San Pedro National High School. It will conjointly determine and assess the factors of the

experiences that have an effect on their present life. In gathering information, researchers

can principally focus in interviewing in and perceptive the senior students who involuntary

take the strand/track that they do not prefer.

This study only got the perspectives of the students who are forced to take the

strand/track that they do not prefer. The researchers will not use a video camera to secure

the identity of the students. The researcher will conduct the survey for only 20 minutes.

DEFINITION OF TERMS

 ABM- the strand would focus on the basic concepts of financial management business
management, corporate operations and all things that are accounted for.
 ARTS AND DESIGN- the track allows you to discover your interest in various fields
circling round and designing visual and media arts, performing arts, and literary arts.
 Career- is an individual metaphorical “journey” through learning, work and other aspect
of life.
 Decisions- a conclusion or resolution reached after consideration
 DEPED- is the executive department of the Philippines Government responsible for
ensuring access to promoting, equity in and improving the quality of basic education.
 Force- obtained or imposed by coercion or physical power
 Freedom of choice-describes an individual opportunity and autonomy to perform an
action selected from at least two available options, unconstrained by external parties.
 Grade 11- the respondents of the study
 HUMSS- It is the one of the strands offered to Senior High students. This strand is for
learners who aim to take up journalism, communication arts, liberal arts, education and
other social science related courses in college.
 ICT- It is designed to provide you with the technical skills and knowledge in using tools
equipment that allows people to interact in the digital word.
 K-12- is a short form for the publicly- supported school grades prior to college. This
grade are kindergarten (k) and the first through the 12th grade (1-12).
 Millennials- also known as Generation Y or the Net generation, are the demographic
cohort that directly follows generation X. The term millennials are usually considered to
apply to individuals who reached adulthood around the turn of the 21st century.
 Opportunity- to perform and action selected from at least two available options
 Parents Influence- is defined as any opinion, attitude or action that somehow shapes
 Peer pressure- the direct influence on people by peers, or the effect on an individual who
gets encourage to follow their peers by changing their attitudes values or behaviours to
conform to those of the influencing group or individual. This can result in either a
positive or negative effect.
 San Miguel Senior High School- the location where the researchers will conduct and
administer survey and questionnaires to the students.
 Senior High School- a secondary school typically comprising the three highest grades.
 SPORTS TRACK- aims to give you understanding of the basic principles and techniques
in relation to physical education and recreation.
 STEM- are intertwining disciplines when applied in the real world. The difference of the
STEM curriculum with other strand and tracks is the focus on advanced concept and
topics
the child’s reading attitudes.
 TVL- it is designed to provide students with job-ready skills that they need in the future.