Chapter 1

PROBLEM AND ITS BACKGROUND

A career choice is important because it determines your success

in the next stages of your life. Studies have proven that students with

a clear focus for the future are more intrinsically motivated to succeed.

Students with a plan are likely to push themselves to achieve the best

education possible. Grades will be higher, courses will be well-chosen

to compliment the plan, and students will be less apt to get involved in

drugs and other delinquent activities.

One of the tasks of a junior high school student is to explore,

discover and plan for their senior high school career option. From a

junior high school age, the adolescents are often faced with the

problems of choosing career path that are suitable and relevant for the

attainment of their desired career. This process of choice making leads

the school programs to offer students a well-rounded education by

venturing courses outside the standard core academic subjects

through electives.

Electives help the students introduce career options, discover

their interest, and improve their skills that may be related to their

future profession. Rambo, in his article “Why Electives Matter”, stated

that electives helps students gain focus and attain achievement in

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revealing the skill sets of some students that may not be manifested in

their other classes. In addition, electives allow a student to acquire

experience and knowledge in areas outside the students’ core subjects

which serves to make them a better consumer of information as it will

provide them knowledge prior to their field of study.

Furthermore, the middle school also known as the Junior High

School was established to act as a transition, moving the students

away from the world of childhood and introducing them the social skills

and mastery of knowledge and techniques that will be further

developed through the elective courses offered by the school

institutions.

In conclusion, the goal of electives is to enable each learner in

institutions of learning to develop ideal educational benefits to utilize

his or her potential as it serves as an effective platform in helping

students discover their own abilities and develop them to their fullest

potential.

In addition, the goal of the K-12 program is for the

development of a holistically developed Filipino with the 21 st century

skills who are ready for employment, entrepreneurship, middle level

skills development and higher education upon graduation from Grade

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12. However, being at the stage of adolescence, students are advised

to prepare for their future worthwhile occupations.

It is this stage when teenager needs guidance in the proper

selection of their desired career. Where, they will arrive at the right

decision considering their innate capacities, educational privilege

offered to the students and other resources that society makes

available for them to be more efficient and effective (DepEd, 2017).

As students grow and experience the world, their skills and

interest also change and develop. The cause of these changes are the

various factors that affect career choices of a secondary student.

These factors could be the possible reasons why they are having

difficulties in choosing an appropriate elective for them in Junior High

School and track to take in Senior High School that will suit on their

abilities as a student. Senior High School students’ occupational

aspirations found out that interest, skill, personal meaning, challenges

and parental support are variables contributory to the occupational

aspirations of Senior High School students (Witko et al., 2015).

THEORETICAL FRAMEWORK

The researchers anchored their interpretation and analysis of

data based from the principles of learning from Social Cognitive Theory

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Career Theory, Cesar (2014) that was developed to explain the

internal and external reasons to influence an individual’s career choice

and to observe understanding and knowledge of career choices.

Moreover, the theory aims to explain the three similar features of

career development: (1) how one develops their interests in terms of

academic and profession, (2) how one’s choices were made, and (3)

how oneself attained success in educational and career. It includes

different ideas (e.g. interests, abilities, environmental factors) that

appeared in the earlier theories relating to career and have discovered

to affect one’s career development. The theory believes that one’s

inquisitiveness will be a strong predictor of the decisions people make

under the supportive environment rather than the situation wherein

the people that surrounds them restricts them in making choices.

Gestiada (2017) mentioned in their thesis entitled Development of a

Senior High School Career Decision Tool Based on Social Cognitive

Career Theory that might affect the career decisions such as self-

efficacy, preference of students and parents, number of schools

offering the desired track, and the availability of financial assistance

and not just with choices and preferences. Discovering one’s passion,

identifying a person’s nature of thinking, feeling and behavior and

recognizing an individual’s talent is important and useful in order to

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develop and lead to future success and usefulness on their chosen

path.

PARADIGM OF THE STUDY

Perceptions of Senior High School students

towards Junior High School electives

Determine the perceptions of Senior High

School students towards Junior High School
electives

Describe the perceptions of Senior High

School students towards Junior High School
electives

Analyze the perceptions of Senior High School students

towards Junior High School electives

Synthesize the perceptions of Senior High School

students towards Junior High School electives

Perceptions of Diliman College Senior High

School Students towards their Junior High
School Electives: An Analysis

Figure 1. Paradigm of the Study

The paradigm of the study shows the concept and wholeness of

the research study. The researchers gathered the data from the

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respondents. Afterwards, these were collated by determining the

perceptions of the Senior High School students towards Junior High

School electives. In addition, they were explained based on how they

were addressed in the study. After the researchers determined and

explained the perceptions of senior high school students towards junior

high school electives, the researchers will now analyze the data with

the support of Social Cognitive Theory; Cesar (2014) developed the

theory to observe understanding and knowledge of career choices. The

researchers will now synthesize the data by connecting all the findings

from the respondents to the current study. This will help the

researchers have a relevant information that could support the study

and also present a factual and realistic data. Finally, after all the

process of determining, explaining, analyzing, and synthesizing the

gathered data that were collated from the respondents, Perceptions of

Diliman College Senior High School towards Junior High School

Electives can now be formulated.

STATEMENT OF THE PROBLEM

The researchers sought to determine and describe the

perceptions of Diliman College Senior High School students towards

their Junior High School electives.

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 Specifically, this study aims to answer the following problems:

1. What is the profile of the respondents as to:

1.1 Junior High School electives

1.2 Senior High School tracks

2. What are the perceptions of the respondents towards Junior

High School electives as to:

2.1 ABM students

2.2 TVL students

2.3 ICT students

3. Is there a significant relationship between Junior High School

electives to Senior High School tracks?

4. How do Junior High School electives help the respondents in

choosing their Senior High School tracks as to:

4.1 Academic Experience

4.2 Educational Expectation

4.3 Social Influence

5. What action plan can be deduced based from the result of the

study?

With these questions mentioned above, hypotheses were

formulated to be tested:

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 H0 1: Junior High School electives have no existing relationship in

choosing Senior High School track.

SIGNIFICANCE OF THE STUDY

This study aims to make the readers develop an understanding

about the perceptions of Grade 11 students towards their Junior High

School electives in relation with their chosen strand in Senior High

School. Researchers believed that the result of the study would greatly

benefit the significant others particularly:

Students. The result of the study would educate the students

how to practice good decision-making. In this way, the students will

learn how to use it, particularly in their career choices.

Teachers. The results may provide them the idea on why the

students chose their strand. This study will bring awareness of the

students’ capabilities and will provide solution to efficiently develop the

students’ abilities to its fullest potential.

Parents. The study may help them to give advice to their

children on what career path to pursue. They can serve as a

motivation for their children in pursuing a strand that is or is not

aligned to their electives. This will give them a better understanding of

the educational system of today.

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 School Administrators. The results may give them an insight

on how the students’ perceptions affect their chosen strand by their

electives in Junior High School. This will provide them the ideas on

how they will cope with students who are still undecided of their

strand. Through this study, they can help and ask the teachers to

advice the students in choosing a strand that could be aligned with

their electives.

Future Grade 11 Students. They will be informed of the

perceptions of the previous Grade 11 students towards their electives

and how it helped them in choosing their Senior High School strand.

This study will provide information of the Junior High School students

regarding the importance of electives in finding what career to pursue

in Senior High School and how these electives can affect their decision.

Through this, it will help them to consider continuing the strand

aligned with their electives.

Future Researchers. The ideas presented in this study may

help them in conducting new researches. This study will also serve as

an overview for them when starting their study. It will be easier for

them to comprehend the point of view of their respondents and the

information or data that they will gather because of their prior

knowledge as a student.

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 SCOPE AND DELIMITATION

This research is focused mainly on the different perspectives of

Diliman College Senior High School students towards their different

electives in Junior High School. The sampling technique used in this

study is Stratified Random Sampling that involves selecting

respondents from an ordered population.

The respondents of the research are restricted only to the Grade

11 students of Diliman College who are taking Accountancy, Business

and Management, Information and Communications Technology, and

Technical-Vocational Track. The researchers will survey a total of one

hundred ninety (190) respondents for both male and female.

OPERATIONAL DEFINITION OF TERMS

In order to facilitate deep insights and common understanding of

information conveyed in this study, the following terms were defined

operationally.

Career. This term refers to the intended tracks or specializations

of the students towards their Senior High School program to be

continued on their college years.

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 Decision. It refers to the judgment or a selection of the

student’s career.

Electives. This term refers to the pre-course that enhances the

abilities of the students in Junior High School.

Junior High School. This term refers to the primary level in

High School which comprises a four-year academic program in which

they must choose their electives.

Perceptions. It refers to the concept and attitude of the

students towards Junior High School electives and Senior High School

tracks.

Senior High School. This term refers to the secondary level in

High School which comprises a two-year academic program in which

they must choose their tracks.

Social Influence. It refers to the physical aspects (peer

pressure; family; and environment) that affect the student’s decisions

in choosing their career.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Through the following literature review, readers will become

mindful of current research that focuses not only on the impact and

effectiveness of student electives, but also on career decision making

and the perceptions of Grade 11 students among their electives in

Grade 10. This background research involves phenomena: Grade 10

electives with connection to the Grade 11 track. More specifically, this

chapter contains reviews of applicable literature in the following areas:

student electives, career decision making and senior high school

tracks.

Junior High School Electives

There are important factors influencing a student’s decision

which includes their chosen paths. Before a student picks a career

path, they need to experience what their career is like and what it

involves and it includes their chosen electives. In deciding what career

path a student must take, we must first set our minds on our priorities

and goals to meet our satisfaction as the purpose of decision making.

We must consider the decisions as our basis of maturity and courage

for the success we have done will be rewarded back to us, and we

must start with the electives chosen. This simply implies that we can

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have a chance on pursuing what career we want. This starts with our

junior high school specializations.

In addition to this, Brown (2012) defined in his book entitled

Brown’s Values-Based Model of Career Decision Making that choices on

what to pursue must focus solely on occupational choice, satisfaction,

and success that includes both cultural and work values.

Having our future built has always been on the process since we

are in junior high school. Encountering electives in junior high school

improves, develops and enriches students to overcome their

weaknesses and focuses on their strengths. In having their career

decision making, the students consider factors that may affect their

decision making. Occupational choice be their chosen track because

they are considering the job availability of the course that they are

taking with. It is same as the satisfaction and success that includes

both cultural and work values that they might get when they have a

good critical thinking of what could be the career that they may

choose.

Namely, Su et al., (2016) discussed in their previous study

entitled Factors Affecting the Student Career Decision-Making of Junior

High School Students in Central Taiwan Area that the main factor

affecting the student’s decision making is the personal factors.

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 Implementation of education is mainly focused on student’s

needs for further career development and exploration. The study

pointed out that several factors are preferences, values and interest in

selecting a long-term career development goal as the reflection of

their success in their junior high school. The exploration of career

choices by choosing their junior high school electives are essential for

students for it develops their capabilities which will lead to learning

motivation and satisfaction.

Fizer (2013) stated that ease of subject a vast majority of

candidates enrolled for university majors found themselves lacking

intellectual abilities required for certain elective courses. They wanted

to ease their lives by avoiding enrollments in such majors or

specialized courses. They do not want to involve in the fields that may

sound to require extensive hard work.

Although majority of students enrolled wanted an easy course,

having a harder one is a challenge and can be more effective. In

developing a person to grow, one must require challenges that can

help improve one’s abilities in their chosen courses and do not avoid

major and specialized courses.

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Senior High School Tracks

Mismatch of student’s personality to their track can lead to

dissatisfaction and lack of productivity of the student. One must boost

their capabilities when it comes to senior high school tracks. A career

choice that a student will take in his or her journey will be having an

impact to their professional life and for further development as a

person. This can prove that a student’s chosen career path should be

aligned with his or her interest or the student will have lesser

productivity and a bigger chance of failure in the future.

Llego (2018) also added in his blog entitled A Guide to Choosing

the Right Senior High School Track that before choosing the right track

for you, we must first know what specializations is for us.

A student must know what are under the specializations and

choices to pick. His blog guides students to be confident of their

chosen electives for it will improve and mold them to be better in the

future. Students build their own future and this internet source could

be useful for students who aspire to be better in the future.

March (2013) identified decision making in his book entitled as

Primer on Decision Making: How Decisions Happen as a central human

activity in which decisions are based on rational choices involving

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preferences and expected consequences wherein the decisions will

make significant primarily for its outcomes.

In choosing career paths, decisions should be aligned to rational

choices to weigh the outcome of each option and to not fall on the trap

that manages their career life. In addition, decision making should be

wise in terms of choosing career as it is important to achieve the

career goals and objectives of a student. It should also be involved in

expected consequences to have a prior knowledge about the possible

outcome of chosen career in the future.

Also, Moxely (2012) stressed out the importance of career

guidance on his book asserting that the idea of career guidance can

help students to make sense of the choices, decisions, and determine

new career interests.

To avoid the students to make career choices basically by

chance, they need better career advice that will help them express

their abilities and qualities and understand how this match different

career options. In addition, career guidance can familiarize students to

subjects they may have not that knowledgeable about.

With regards to these, Sorillo T. (2013) stated in his book

Choosing the Course that is Right for you that there are five life

dimensions in connection with one’s lifework to help understand and

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discover the design of an individual’s life career path which are

passion, personality, potential, purpose, and lastly, principle.

Discovering one’s passion, identifying a person’s nature of

thinking, feeling and behavior and recognizing an individual’s talent is

important and useful in order to develop and lead to future success

and usefulness on their chosen path. One needs to find their purpose

to provide direction and identify the contributions that they can make

in the society. Each individual should consider his/her values which

would serve as a guide in their daily lives. Above all this, if a person’s

perception of himself is fundamentally distorted or flawed, then he/she

will never succeed in discovering the true design of his life. Thus,

these five vital dimensions of life is the first and most important

requirement if one desires to have a right view of oneself.

On the contrary, Gestiada et al., (2017) mentioned in their

thesis entitled Development of a Senior High School Career Decision

Tool Based on Social Cognitive Career Theory that might affect the

career decisions such as self-efficacy, preference of students and

parents, number of schools offering the desired track, and the

availability of financial assistance and not just with choices and

preferences.

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 It is clear that a relationship exists between character and career

interest in a particular subject. Having an interest on the subject has

significance when viewing at the elements contributing in professional

direction adopted by students. The tendency of the individual’s

inclination towards a certain field or subject for a particular job and

matching the personality with the selected professions is a significant

aspect contributing in career path.

Moreover, Juan O. Abarro (2016) concluded in his previous study

entitled Factors Affecting Career Track and Strand Choices of Grade 9

Students in the Division of Antipolo and Rizal, Philippines that most

number of students are inclined to take courses under business and

what motivates them is their sex, occupation of their family, different

circumstances and interest.

The choice of career plays a great role in a student’s life. These

career paths are associated with their chosen electives pertaining to a

student’s abilities, skills, hobbies and competency. Students must

decide beforehand so that they can grab the opportunity and

responsibility in the future. Also, preferred career tracks will be

focused on for it will help them contribute to the society.

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 In connection to these, Mhitt (2014) also stated on his book Way

to Success that setting goals and stay motivated will help a person to

reach them.

Career goals helps to impart a direction and emphases ones’

attention on possible outcomes of the educational process and helps to

be inspired and maintain motivation. Motivation is crucial to academic

success. Hence, making clear your career goals can result long-term

gain.

Ozen (2011) shows that the choices people make related to their

career can be categorized to be influenced by two factors that are

psychological and social. Social factors are part of an individual’s social

bonds, their parents, family, history and other characteristics of their

environment. Psychological factors can be an individual’s perception,

cognitive and effective intentions, beliefs, ideas, personality and

assessments related to forthcoming business environment.

Wide range of difference was found when mature students were

surveyed, as they were not influenced by the culture but by securing

their future. It is also found that in middle class schools career choice

counseling was not that important but in affluent schools counseling of

making career choices was a norm.

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 According to Clement H. (2014), one of the major factors to be

considered is choosing a career must be the personality of the person.

Personality plays a significant role; productivity, fulfillment and

motivation are directly related to the individual.

Synthesis

There were similarities or connections of the Review of Related

Literature and Studies mentioned in this study with the present study

for all of them talked about the Junior High School electives and Senior

High School track.

However, previous study and literature reviewed in this study did

not discuss the reasons why electives were implemented, the

availability of Junior High School electives in all educational

institutions: Public and Private, the difference between those students

who have taken Junior High School electives with those students who

have not taken their electives and the effects of Senior High School

tracks for the students in which the present study aims to examine the

perception of Senior High School students towards their electives

during their Junior High School and determine how these electives

helped the students discover, develop and expand their interest.

These factors eventually all guide to the awareness that

career choice is not a lineal process but that it has factors that are

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influential in terms of making future plans and those factors

themselves are influenced by the surroundings, external environment,

country situation, family orientation and personal interests.

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 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, techniques and

instruments used in gathering the data and explain how the data will

be treated.

Research Design

The researchers used Descriptive Quantitative Research for the

study aimed to determine the Perception of Diliman College students

towards the Junior High School electives as well as to interpret and

analyze the existing phenomena. As Pulmones 2016 defined on his

book entitled, You and the Natural World Quantitative Research that

descriptive research is designed to provide a systematic information

about a certain phenomenon. Moreover, it seeks to describe the

current status of an identified variable.

This study employed quantitative research design. The statistical

analysis of data gathered was accomplished through the use of

descriptive rating, Likert-type survey and close-ended questionnaires.

The researchers examined the questionnaires thoroughly to verify

credibility, accuracy and its relevance to the study. Moreover, the

questionnaire designed for this study was imperiled to a validation

process of face and content validity. In addition, the researchers

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conducted interviews with the respondents to acquire an in-depth

understanding of the study.

Population and Samples of the Study

Slovin’s Formula was applied to determine the sample size of the

population that must be taken in the study for it aimed to ensure

accuracy of results. As Glen 2012 defined Slovin’s Formula in her

article Statistics How To that it is used to find out what appropriate

sample size of population you need to take for a study.

Stratified Random Sampling was used in the study for it aimed

to ensure that the different groups comprising the population are

adequately represented in the sample which is most suited in

gathering the number of participants among the Junior High School. As

Pulmones 2016 defined Stratified Random Sampling in his book

entitled You and the Natural World Quantitative Research that it

involves dividing the population into homogeneous samples and then

taking a simple random sample in each subgroup.

Table 1

Distribution of Samples

Respondents Frequency Percentage

Grade 11 ABM 146 77%
Grade 11 TVL 17 9%
Grade 11 ICT 27 14%
Total 190 100%

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 The researchers used the Slovin’s Formula in order to get

enough number for the study and to provide equal opportunity among

the respondents to partake in the study whereas: .

Whereas; n= sample size

N = population size

e = desired margin of error (5%)

There were 363 total population of the Grade 11 higher

students. Only 190 of them served as the respondents of the study as

it was determined through the use of Slovin’s Formula.

Research Instruments
The researchers adopted two research instruments namely

structured questionnaire and interview to collect a verified data.

Following is an overview of the instrumentation, process and a

discussion of the instruments that were used as a part of the study.

Structured Questionnaires. This is the main instrument used in the

study. The researchers used structured questionnaires in a close-

ended form and Likert-scale, where the respondents express their

strength of agreement and disagreement with each of several

statements, typically with a number of response options varying from

"strongly disagree" to "strongly agree."

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Interview. The researchers employed an interview in order to gain

better understanding of the study. This was used in order to get some

of the reactions or openness of the respondents towards Junior High

School Electives.

Preparation. The researchers prepared the questionnaire by finding a

standardized survey questionnaire that is related to the study. The

researchers guaranteed that the questionnaire were related to their

study by examining the credibility and accuracy of the questionnaire

that was created by the previous researchers. The research adviser’s

advice was consulted and considered.

Validation. In validating this study, the copy of questionnaires was

given to each validators. These experts went through the

questionnaires to test its appropriateness of the instrument. After

validating the questionnaires, the researchers went through approval

of other experts to distribute the questionnaires to the respondents

and asked for the participation of the participants. All the suggestions

and recommendations of the validators was highly appreciated and

considered.

Administration and Conduct. After the validation and all necessary

revisions, the researchers personally administered the questionnaires

to the Grade 11 students of Diliman College. They went to the

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classrooms of the target respondents and gave them enough time to

answer the questionnaire. Thereafter, all of the survey-questionnaires

given out were fully completed and returned.

Data Processing Procedure and Statistical Treatment

The researchers used the Slovin’s formula to determine the

number of respondents. The researchers calculated the weighted

average mean to determine the profile of the respondents and

Pearson-r to identify significant relationship between the variables in

the study.

The researchers employed weighted mean and Pearson-r as the

main tools to treat the data gathered from the study. In assessing the

perceptions of the Senior High School towards their Junior High School

Electives, the researchers used the Likert-scale, whereas it describes

the corresponding indicators: (5) Strongly agree, (4) Agree, (3)

Neither, (2) Disagree, (1) Strongly disagree. Moreover, the

researchers utilized close-ended questionnaires to determine their

profile as to their Junior High School Elective: Business-Related,

Agriculture, Home Economic, Computer (ICT), Life Skills (Caregiving),

Fine Arts, Science-Related, Social Studies, and Communication also,

their current Senior High School Track: Accountancy Business and

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Management (ABM), Technical Vocational Livelihood (TVL), and

Information and Communication Technology (ICT).

Responses to the questionnaire by Senior High School students

were statistically analyzed with the data requirements of the study.

The researchers employed IBM Statistical Package for the Social

Sciences (SPSS) Statistics 23 as a to treat the data gathered from the

study. IBM SPSS Statistics 23 was used by the researchers to perform

statistical analysis of the gathered data. In assessing the perceptions

of the Senior High School towards their Junior High School electives,

the researchers encoded the answers of the respondents to every

question in the SPSS. After the researchers input the data needed,

they identified the frequency, descriptive statistics, correlation, and

mean of the data gathered.

Weighted Mean

To be able to interpret the perceptions of Diliman College Senior

High School towards Junior High electives, the weighted average was

∑
used using the formula: .

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Whereas:

∑= summation of

= weighted value

= total number of items

Pearson-r

To be able to determine the significant relationship between the Junior

High School Electives to Senior High School Track, the Pearson-r was

∑ –∑ ∑
used using the formula: .
√[ ∑ (∑ ) ] ∑ ∑

Whereas:

= sample size

∑ = the sum of the product of x and y

∑ ∑ = the product of the sum ∑ and the sum of ∑

∑ = sum of squares of x

∑ = sum of square of y

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The interpretation of data is accomplished through the use of Likert-

scale.

Scale Mean Verbal Interpretation

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree

3 2.50-3.49 Neutral
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

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 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation, interpretation, analysis and

summary of the collated data. The researchers presented the collated data

using tabular presentation and textual presentation to show its

comprehensive output. It is followed by the interpretation and analysis of

data.

Specifically, this chapter presents the answers to the problem stated

in Chapter 1.

1. What is the profile of the respondents as to:

1.1 Junior High School Electives

Table 1.1

Frequency and Percentage of the respondents as to:

Junior High School Electives

Electives Frequency Percentage

Business-Related 97 51%
Home Economics 30 16%
Computer (ICT) 34 17%
Life Skills 9 5%
(Caregiving)
Fine Arts 5 3%
Science-Related 4 2%
Social Studies 4 2%
Communication 7 4%
Total 190 100%

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 Table 1.1 shows the Junior High School Electives taken by the

respondents. Most of them took Business-related electives with a total

frequency of 97 having the greatest percentage of 51. It is followed by

Computer (ICT) with a frequency of 34 and a percentage of 17. Thirdly,

Home Economics got a frequency of 30 and a percentage of 16. Then, on the

fourth rank is the Life Skills (Caregiving), with a frequency of 9 and a

percentage of 5. In the fifth place is Communication with a frequency of 7

and a percentage of 4.

However, both the Social Studies and Science-Related electives were

taken with the same frequency of 4 having the least percentage of 2.

1.2 Senior High School Track

Table 1.2

Frequency and Percentage of Senior High School Track

Track Frequency Percentage

Accountancy, Business 146 77%
Management (ABM)
Technical Vocational 17 9%
Livelihood (TVL)
Information and 27 14%
Communication
Technology (ICT)
Total 190 100%

Table 1.2 presents the Senior High School Track that are currently taken by

the respondents. The majority of the respondents are currently taking the

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Accountancy, Business Management (ABM) track with a number of 146 with

a corresponding percentage of 77. It is followed by Information and

Communication Technology (ICT) with a number of 27 and a percentage of

14. Lastly, having the least percentage of 9 is the Technical Vocational

Livelihood (TVL) which came with a number of 17 respondents.

2. What are the perceptions of the respondents towards Junior High

School Electives and Senior High School tracks?

2.1 ABM Students

Table 2.1 indicates the weighted mean as regards to the

perceptions of ABM students towards Senior High School tracks and Junior

High School Electives. Choosing an elective must be based on one’s

desired profession got the highest mean having the total number of 146

with a total weighted mean of 4.32. It is followed by a total weighted

mean of 3.97 which stated that passion affects an individual’s decision in

choosing a Senior High School Track. On the third, advice from other

people can be relevant to one’s situation in terms of career choice at all

times resulted with a total weighted mean of 3.79.

However, a friend’s course can affect an individual’s decision in

choosing an elective or track got the lowest with a total weighted mean of

3.05.

32
Institute of Higher School
 Consequently, the general weighted mean of the perceptions of ABM

students towards Senior High School tracks and Junior High School

Electives got 3.59 which is described as agree.

Table 2.1

Perceptions of the students towards Junior High School Electives and Senior

High School Tracks as to:

ABM Students

Verbal
Perceptions 1 2 3 4 5 Total Mean
Interpretation

1.Passion affects your decision to your

2 9 28 89 48 146 3.97 Agree
Senior High School track.

2 .Junior High School grades can be a

factor in choosing your Senior High 4 10 45 56 31 146 3.68 Agree
School track.

3.When you have the numeracy skill, it

should be necessary to take a course 0 4 46 59 37 146 3.88 Agree
which is related to your skill.

4.Choosing an elective or track must

be based on your dream job or what 0 2 27 39 78 146 4.32 Agree
you want to become.

5.Advice from other people can be

good and relevant to your situation in 0 7 48 60 31 146 3.79 Agree
terms of career choice all the times.

6.Peer influence will always lead you Neither agress

9 18 76 33 10 146 3.12
in a right path. or disagrees

7.Junior High School elective helped in

choosing your track in Senior High 2 10 59 53 22 146 3.57 Agree
School.

8.Junior High School elective is always Neither agress

0 18 70 43 15 146 3.38
parallel to Senior High School track. or disagrees

9.Junior High School elective is an

efficient tool in choosing the career 1 10 63 53 19 146 3.54 Agree
path to take in Senior High School.

10.The profession of parents can be a

Neither agress
factor in deciding what elective or 6 18 57 42 23 146 3.4
or disagrees
track to take.

11.Parents’ decision is one of the

Neither agress
reasons in choosing an elective or 8 12 57 40 28 146 3.48
or disagrees
track for a student.

12.Friend’s course can affect your

Neither agress
decision in choosing an elective or 9 36 49 43 9 146 3.05
or disagrees
track.

13.You have taken the same or similar

Neither agress
career path in Senior High School with 4 33 42 46 21 146 3.32
or disagrees
your Junior High School elective.

14.Prior knowledge with the taken

1 13 41 63 28 146 3.71 Agree
elective.

15.Junior High School elective and

Senior High School track must always
2 15 45 58 26 146 3.62 Agree
be connected with each other in terms
of academic preference of a student.

General Weighted Average 3.59 A gree

33
Institute of Higher School
 Table 2.2

Perceptions of the students towards Junior High School Electives and Senior

High School Tracks as to:

TVL Students

34
Institute of Higher School
 Table 2.2 shows the weighted mean as regards to the perceptions of

TVL students towards Senior High School tracks and Junior High School

Electives. Choosing an elective or track must be based on the student’s

desired profession to be pursued got a frequency of 17 having the highest

weighted mean of 4.41. It is followed by a weighted mean of 4.24 where it

was stated that it is necessary to take a course related to your skill. On the

third rank, passion affects decision in selecting a Senior High school track

resulted with a mean of 4.18.

However, a friend’s course can affect decision in choosing a Senior

High School track got the lowest with a weighted mean of 2.24.

Consequently, the general weighted average mean of the perceptions

of TVL students towards Senior High School tracks and Junior High School

Electives got 3.55 which is interpreted as agree.

2.3 ICT Students

Table 2.3 presents the weighted mean in relation to the perceptions of

ICT students towards Senior High School tracks and Junior High School

Electives. Choosing an elective or track must be based on your dream job or

what you want to become got the highest weighted mean of 4.67 with a

frequency of 27. It is followed by a weighted mean of 4.22 which stated that

passion affects one’s decision in choosing Senior High School Track. On the

third, when you have the numeracy skill, it should be necessary to take a

course which is related to one’s skill got a mean of 4.15.

35
Institute of Higher School
 However, peer influence will always lead you in a right path got the

lowest with a weighted mean of 3.04.

Hence, the general average mean of the perceptions of ICT students

towards Senior High School Track and Junior High School Electives got 3.74

which is described as moderately influencing.

Table 2.3

Perceptions of the students towards Junior High School Electives and Senior

High School Tracks as to:

ICT Students

Perceptions 1 2 3 4 5 Total Mean Verbal Interpretation

1.Passion affects
your decision to
0 0 4 13 10 27 4.22 Agree
your Senior High
School track.
2.Junior High
School grades can
be a factor in 0 0 16 8 3 27 3.52 Agree
choosing your
Senior High School
3.When you have
the numeracy skill,
it should be
1 0 6 9 11 27 4.07 Agree
necessary to take
a course which is
related to your
4.Choosing an
elective or track
must be based on 0 0 1 7 19 27 4.67 Strongly Agree
your dream job or
what you want to
5.Advice from
other people can
be good and
1 1 6 12 7 27 3.85 Agree
relevant to your
situation in terms
of career choice all
6.Peer influence
will always lead 2 4 13 7 1 27 3.04 Neither agree or disagree
you in a right path.
7.Junior High
School elective
helped in choosing 0 3 0 13 11 27 4.19 Agree
your track in
Senior High
8.Junior High
School elective is
always parallel to 0 0 13 10 4 27 3.67 Agree
Senior High School
track.
9.Junior High
School elective is
an efficient tool in
0 1 9 12 5 27 3.78 Agree
choosing the
career path to take
in Senior High
10.The profession
of parents can be
a factor in 1 1 13 11 1 27 3.37 Agree
deciding what
elective or track to
11.Parents’
decision is one of
the reasons in 3 3 10 8 3 27 3.19 Neither agree or disagree
choosing an
elective or track
12.Friend’s course
can affect your
decision in 3 8 11 4 1 27 2.7 Neither agree or disagree
choosing an
electivehave
13.You or track.
taken
the same or
similar career path
1 5 4 11 6 27 3.59 Agree
in Senior High
School with your
Junior High School
14.Prior
knowledge with 0 1 6 10 10 27 4.07 Agree
the taken elective.
15.Junior High
School elective
and Senior High
School track must 0 0 5 13 9 27 4.15 Agree
always be
connected with
each other in
General Weighted
3.74 A gree
Average

36
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2.4 Summary of the Perceptions of the students towards Senior High

School Tracks and Junior High School Electives

Table 2.4

Summary of the Perceptions of the students towards Senior High School

Tracks and Junior High School Electives

37
Institute of Higher School
 Table 2.4 presents the perceptions of the students towards Junior High

School electives and Senior High School tracks whereas the perceptions of

the students is classified into three categories specifically, academic

experiences, educational aspiration and social influence. It was unveiled that

most of the respondents having a total weighted mean of 4.15 under

educational expectation/aspiration agreed that selecting an electives and

tracks must be based on one’s desired profession to be pursued. It was

followed by the perception under academic experience which stated that

passion affects an individual’s decision in choosing Senior High School track

which resulted a weighted mean of 4.12. In the third place under educational

expectation/aspiration came with a weighted mean of 4.06 where it was

stated that students must base their course on their skills.

However, under social influence stated that a friend’s course can affect

one’s decision in choosing an elective and track got the least weighted mean

of 2.66.

Consequently, the general weighted average mean of all the

perceptions of the students with different tracks combined generated 3.62

which is verbally interpreted as agree.

38
Institute of Higher School
 3. Is there a significant relationship between Junior High School

Electives to Senior High School Tracks?

Table 3

Correlation and Pearson-r value of

Senior High School Tracks Vs. Junior High School Electives

Perceptions Standard Mean Pearson- Cumulative Interpretation Decision

Deviation r values Percent

Academic Experience 0.9738 3.85 .212* 48.2 Significant The

H0 is
rejected

Educational 0.8322 3.37 .213** 40.7 Significant The

Expectation/Aspiration H0 is
rejected
Social Influence 0.8734 2.70 .191* 11.1 Not The
Significant H0 is
accepted

Note: Significant at 0.05 level

Table 3 indicates the Pearson correlation between academic

experience, educational expectation and social influence whereas the

Pearson-r value of .021 is higher than the significant level of .05 therefore,

the table shows that there is a significant relationship exists between Junior

High School Electives and Senior High School tracks according to their

academic experience, educational expectation and social influence. Moreover,

the H0 1: Junior High School electives have no existing relationship in

choosing Senior High School track was rejected.

39
Institute of Higher School
 4. How do Junior High School electives help the respondents in

choosing their Senior High School Track?

Table 4

Junior High School Electives as a guide

in Choosing Senior High School track

Perception ABM ICT TVL Grand Total

Mean VI Mean VI Mean VI Mean VI

1.Junior 3.57 Agree 4.19 Agree 3.86 Agree 3.87 Agree
High School
elective
helped in
choosing
your track in
Senior High
School.

2.Junior 3.54 Agree 3.78 Agree 3.52 Agree 3.61 Agree

High School
elective is
an efficient
tool in
choosing the
career path
to take in
Senior High
School.
3.Prior 3.71 Agree 4.07 Agree 3.85 Agree 3.88 Agree
knowledge
with the
taken
elective in
Junior High
School has a
big impact in
the chosen
Senior High
School track
4.Junior 3.68 Agree 3.35 Agree 3.52 Agree 3.52 Agree
High School
grades can
be a factor
in choosing
your Senior
High School
track.
5.Junior 4.32 Agree 3.47 Neither 3.67 Agree 3.82 Agree
High School agrees or
elective is disagrees
always
parallel to
Senior High
School
track.
General 3.76 Agree 3.77 Agree 3.68 Agree 3.74 Agree
Weighted
Average

40
Institute of Higher School
 Table 4 reveals how Junior High School Electives helped the

respondents in choosing Senior High School Track as to academic

experiences. The table indicates that prior knowledge with the taken elective

in Junior High School has a big impact in the chosen Senior High School track

having the highest weighted mean of 3.88. It is followed by the weighted

mean of 3.87 which was stated that Junior High School elective helped in

choosing your track in Senior High School. On the third, Junior High School

elective is always parallel to Senior High School track having the weighted

mean of 3.82.

However, Junior High School grades can be a factor in choosing your

Senior High School track got the lowest having a weighted mean of 3.52.

Hence, the general average mean of Junior High School Electives as a

guide in choosing Senior High School track got 3.87 which is interpreted as

agree.

4.1 Summary of Junior High School Electives as a guide n Choosing

Track

Table 4.1 indicates the summary of the data collated as regards to

Junior High School Electives as a guide in choosing Senior High School Track.

Academic experience got the highest total weighted mean of 3.87. It is

followed by educational expectation with a total weighted mean of 3.78.

41
Institute of Higher School
 However, social influence got the lowest total weighted mean of 3.26.

Consequently, the general average mean of the junior high school

electives as a guide in choosing a track got 3.63 which is interpreted as

agree.

Table 4.1

Summary of Junior High School Electives as a guide

In Choosing Track

Perceptions Grade 11 Grade 11 Grade 11 General Verbal

ABM TVL ICT Average Interpretation
Mean
Academic 3.68 4.08 3.84 3.87 Agree
Experience
Educational 3.72 3.71 3.90 3.78 Agree
Expectation
Social 3.37 3.23 3.17 3.26 Neither
Influence agrees or
disagrees
General 3.59 3.67 3.64 3.63 Agree
Ave. Mean

5. What action plan can be deduced based from the results of the

study?

The action plan below shows the areas of concern of the respondents and

the activities needed to attend these. To have a better understanding of the

development of the Junior High School Electives in preparation to their Senior

High School track, the researchers have provided these activities in order to

answer the following problems.

42
Institute of Higher School
 The key areas are divided into three categories namely academic

experiences, educational expectation/aspiration, and social influences. Under

these categories are the areas of concern which are procedures in selecting

Senior High School track, Comprehensive exams for the alignment of Junior

High School Electives with Senior High School Track and establish a school-

wide program to deal with student’s decision making in terms of choosing

track in Senior High School

Of which the objectives for each are designed to prioritize the areas

with the least number of mean based on the findings of the data collected

and to provide activities to develop Junior High School Electives in choosing

Senior High School track.

Activities included evaluation test, one-on-one counseling and

providing different variety of classroom activities and Provide a different

variety of programs to discover the students’ interest

Effectiveness of Junior High School Electives in choosing the Senior

High School Track is a concern since it is important for students to be definite

of what track to pursue. If students are certain of their track, then the

alignment of JHS Electives with Senior High School Track would be

accomplished. Prioritizing school-wide programs to deal with student’s

decision making will help the students choose their track based on their

preference.

43
Institute of Higher School
 Table 6

Action Plan

Areas of Specific Activities Persons Time Success

Concern Objectives Involved Span Indicator

1. -Help - -Students, March -The

Procedures in students Evaluation School 2019 students
selecting SHS discover test to Administration will be
Track their skills examine and Teachers certain of
and skills and what
choose a determine track to
career desired be
path profession pursue
on their
Senior
High
School.
2. -Help - Provide a -Students, March - The
Comprehensive students one-on- Teachers, and 2019 students
exams for the determine one School will take
Alignment of the track counsel for Administration a track
JHS Electives they want the aligned
with SHS Track to pursue students with their
in relation to chosen
with their determine electives.
chosen their skills
electives. and
desired
track
3. - -Provide a -Students, March -The
Establish a Encourage different DepEd, School 2019 students
school-wide students variety of Administration, will
program to deal to take a programs Teachers choose
with student’s track with to discover their
decision making their the track
in terms of interest students’ base on
choosing track and interest their
in Senior High preference and interest.
School based as their preference
on their basis.
preference.

44
Institute of Higher School
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS OF THE STUDY

This chapter presents the summary of findings, conclusion, and

recommendations that the researchers formulated based from the outcome

of the study.

SUMMARY OF FINDINGS

After thorough understanding of the interpretations made in the study,

the researchers gathered and summarized the following data.

1. What is the profile of the students as to:

1.1 Junior High School electives

The majority of the respondents had business-related subjects

as their elective in Junior High School.

1.2 Senior High School track

Most of the respondents chose Accountancy, Business and

Management or ABM as their Senior High School track.

2. What are the perceptions of the respondents towards Junior High

School electives as to:

2.1 ABM students

Most of the students perceived that choosing an elective to take

in Junior High School must be based on one’s aspired career.

45
Institute of Higher School
 2.2 TVL students

Most of the respondents viewed that selecting an elective to

take must be based on the desired profession of the student.

2.3 ICT students

Majority of the students perceived that deciding on what elective

to take must be based on one’s aspired profession.

3. Is there a significant relationship between Junior High School

electives and Senior High School tracks?

There is no significant relationship between Junior High School

electives and Senior High School tracks of the respondents.

4. How do Junior High School electives help the respondents in

choosing their Senior High School tracks as to:

4.1 Academic Experience

Most of the respondents considered passion as a factor that

affects their decision in choosing their Senior High School track.

4.2 Educational Expectation

Majority of the respondents based their taken elective on their

desired profession which also helped them in choosing their Senior High

School track.

46
Institute of Higher School
 4.3 Social Influence

Most of the respondents took advice from other people that they

think can be good and relevant for their career choice.

5. What action plan can be deduced based from the result of the

study?

The researchers provided an action plan that would help schools to

establish a school-wide program help the students deal with decision making,

Comprehensive exam alignment of Junior High School Electives with Senior

High School Track and procedures in selecting a Senior High School track.

Having the objectives to help students discover their skills for their career

path, help the students determine the track they want to pursue in parallel

with their chosen electives and encourage students to take a track based on

their own interest and preference.

CONCLUSIONS

After thorough understanding and interpretations made in the study, the

researchers have come up with the following:

1. Most of the respondents took business-related as their Junior High

School elective.

2. Majority of the respondents chose ABM as their Senior High School

track.

3. ABM students perceived that choosing an elective must be based on

one’s desired profession.

47
Institute of Higher School
 4. TVL students viewed that selecting an elective must be based on one’s

aspired profession.

5. ICT students perceived that choosing and elective must be based on

one’s desired career.

6. There is no significant relationship between Junior High School

electives and Senior High School tracks.

7. As to academic experience, passion affects the respondents’ decision

in their Senior High School track.

8. In terms of educational expectation, choosing an elective or track must

be based on one’s dream job.

9. With regards to social influence, advice from other people can be good

and relevant in terms of career choice all the time.

RECOMMENDATIONS

Based on the summary of findings and conclusions, the researchers

put forward the following recommendations:

1. Students must take an elective which they can use the knowledge they

will gain from it in their Senior High School that will be aligned in their

chosen track. For the reason that they will excel in that field and

enhance their ability.

2. Students should choose their Senior High School track that is aligned

with their chosen elective for them to take the benefits and

background they had from their Junior High School elective.

3. Students shall take their Junior High School elective seriously, for

them to be able to see the importance of it and the primary reasons

48
Institute of Higher School
 why the government implemented having an elective in Junior High

School.

4. Teachers must guide their students on choosing an accurate elective

for them in Junior High School and an aligned track in their Senior

High School.

5. Teachers and school administration must update themselves about

decision-making of the students, specifically in choosing courses for

their future. It is advised to inform the students to have an accurate

and good decisions at any point.

6. Parents should also guide their children in terms of their courses and

also, they must not put a pressure or force their children to take a

course that they do not want and not related to their interest as an

individual.

7. The researchers are pursuing the course training programs that was

proposed in the action plan of this study since the researchers want to

improve the governance of educational institutions to the students.

8. The school administration should provide evaluation tests to examine

the skills and determine desired profession of the students.

9. Teachers should provide individual counseling to help the students

determine their career plan for the alignment of Junior High School

Electives and Senior High School tracks to be accomplished.

10. School institutions should provide a different variety of school

programs to further guide the students in their decision-making.

49
Institute of Higher School