Research 1 1

UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)

CITY OF IRIGA
SENIOR HIGH SCHOOL DEPARTMENT
Reasons in Shifting of Strand of First Semester Grade 11-ABM Students of

USANT
S/Y 2018-2019
INTRODUCTION
Shifting describes something that is taking a new direction either physically or in
thought 1. It is commonly happening in students who are undecided on the course/
2
strand they took up and when there are reasons why they are shifting to other strands.
Shifting strands challenges both teachers and learners to take up the torch and run with
it. This can be accomplished by thinking in a way that is both historical and
philosophical; one that understands that learning occurs when we understand where our
3
learners are situated in terms of place and thought. In K to 12 curriculums of Senior
High School “shifting” is allowed. Much like college, students are allowed to change their
tracks or strands in the middle of senior high school. To do this, however they must
complete all pre- requisite subjects of the new track or strand, which will entail extra
work. “This is why it’s very important that the student chooses the right track or strand
after Grade 10”. (Edgardo Lu, 2018)
Accountancy and Business Management strand is an academic track that is
included in K to 12 curriculum and it is intended for the Senior High School students who
plans to take accountancy, business management, tourism, hospitality management and
other business related courses. This strand helps students to think logically, scientifically
1
CITY OF IRIGA
4
and is acquainted with different concepts. It also focuses on the basic concepts of
financial management, business management, corporate operations, and all things that
are accounted for. ABM can also lead you to careers, which could be sales manager,
human resources, marketing director, project officer, bookkeeper, accounting clerk,
internal auditor and a lot more.
The researchers aim to know the reasons that affect the students from shifting
into other strands. We would also like to know why they chose ABM in the first semester
and the circumstances that affect their decision/choice to shift their strand. Numerous
students are taking up this strand, but after the first semester based on our
observations some students of Grade 11-ABM decided to shift to other strands. In the
first semester, there are one hundred four (104) students in the Grade 11 ABM and
there are fourteen (14) students who shifted strands when the enrolment for the second
semester starts. It has effects to the number of students of Grade 11-ABM knowing that
there are no students that shifts in this strand during the second semester enrolment.
In the related study we found, “Factors Influencing Student’s for SHS Academic
Track” by Cleo Bernadette Vallente, Ian Jephonie Albia, John Micahel Vincent Gayosa,
Dollaga Kaiser Vim and Marcho Nobleza, successfully elaborated and explained their
chosen topic with the different category influencing the students’ choice but they did not
monitor the students that chose a specific strand to stay on/ left and the factors why the
students shifted to other strand or track.
2
CITY OF IRIGA
This research is important to know the reasons of these students on shifting to
other strands because as of now we observed that the population of ABM students is
getting lower and we are bothered that the population of ABM students would be fewer
than now. It is also important to determine if the people around the students affect the
decisions of shifting into other strand and other causes of it.
The difference of our study from the existing or related research is that we are
able to know the affecting factors that make them decide to shift strands and to know
the reason more personal. It can also determine the main or common cause why they
did not stay in ABM strand and prefer to shift to other. The researchers would be able to
give clarifications why the students who shifted strands chose ABM strand during the
enrolment of first semester and what urge them to enrol in this strand and at the
second semester they shifted to another strands. We think that this topic would develop
a new knowledge about the reasons why some ABM students are shifting strand and
there are no/few people who don’t shift to ABM in the second semester.
The research will benefit to the : upcoming students who will take Accountancy,
Business and Management in making decision if he/she will be sure to take up this
strand, parents to help their child on to what tract/ strand they want, teachers will know
if they are the factor that affect a student’s decision on shifting and why did their former
students to shift, current student to help them make sure that they make the right
decision on the strand they chose that is related to the career they want to pursue.
3
CITY OF IRIGA
THEORETICAL FRAMEWORK
This theory is anchored on the theory of Student Choice Construct Theory by
Salisbury, Paulsen, & Pascarella, 2010 and Theory of Educational and
5
Occupational Choices by Paulsen and Toutkoushian, 2008.
STUDENT CHOICE CONSTRUCT THEORY
This theory is proposed on year 2010 by Salisbury, Paulsen, & Pascarella.
The student choice construct theory involves students making choices in sequential
and situated contexts. Choices are influenced by individual and family background and
environmental variables. One outcome of using the student choice construct is the
understanding that policy effects should be studied across these diverse contexts. The
student’s choice construct allows researchers to study diverse college students on their
own terms and include their own unique circumstances and experiences. With this
theoretical framework, researchers can emphasize the important role played by social
and cultural experiences, how they impact the choice of whether or not and where to go
to college, and important to this study, whether or not to enroll in a specific course.
4
CITY OF IRIGA
THEORY OF EDUCATIONAL AND OCCUPATIONAL COURSES
This theory was proposed on year 2008 by Theory of Educational and
Occupational Choices by Paulsen and Toutkoushian, 2008. This theory attempted
to explain educational and occupational choices through the interactions or factors such
as academic aptitude, academic performance, parents socioeconomic status (i.e,.
6
parents, teachers, and peers), and the level of educational aspirations.
The student choice construct theory explains what influence the student’s
choices. This could be there family preference, peer pressure, individual choice and
other environmental factors. The use of this theory contributes to the understanding of
one’s diverse context or opinion and decision. The usage of this theory allows
researchers to study the peculiarities and comparability of every student’s choices and
perspectives in their decision of which path or strand/course they will be taking. With
this theoretical framework, researchers will be able to recognize one’s perspective,
culture, and own experience and be able to emphasize it and realize the work of every
student’s choice on where or what school to go and which course to take. It explained
the importance of examining the student’s choice construct and models involving college
choice decisions. The student’s choice construct theory involves student’s decisions
making. These choices may be affected by the family, peer pressure, and other
5
CITY OF IRIGA
environmental variables. This theory allows researchers to study diverse students with
their perspective and peculiarities (experience).
The second theory is to explain educational and occupational choices of
students. The choices they make and the factors that affect their decision is also stated
in the study. It is related in a way because the main point or goal of this study is to also
determine what factors or circumstances affect a student to come up with their
decisions, which our research is related to. Our problem is to determine the factor that
affects the Grade 11- SHS Students shifting to other strands and why did they decided
to shift their career path or choices.
We chose this theory/theories because it can help to support our research topic
shifting of Grade 11- ABM to other strands. It can support and prove the reasons of
their shifting to other strands. We, the researchers, believe that it is related to our
research because the theory contains reasons why students shift or change
strand/courses. It can implement to solution to our problem and can highly prove of
what would be the result to this research.
6
CITY OF IRIGA
THEORETICAL PARADIGM
STUDENT CHOICE THEORY OF

CONSTRUCT EDUCATIONAL AND
THEORY OCCUPATIONAL
COURSES
It explained that the It explained the importance

students are making choices of examining the student’s
in sequential and situated choice construct and models
contexts. involving college choice
decisions.
REASONS IN SHIFTING OF
STRAND OF FIRST SEMESTER
GRADE 11- ABM STUDENTS OF
USANT S/Y 2018-2019
To identify the reasons or factors

that affects the choice or
decisions of the student to shift in
other strands
FIGURE 1
7
CITY OF IRIGA
STATEMENT OF THE PROBLEM
GENERAL QUESTION:
What are the reasons that affect the students from shifting?
SPECIFIC QUESTIONS:
1. What influences them to shift to other strands?
2. What is the difference of their experiences on the first semester in ABM and
second semester on their chosen strand?
3. How do they cope with their new strand?
ASSUMPTIONS
There are several reasons/ factors that affect a student’s decision in shifting this can
be affected by the people around the student or peer pressure, its environment and
family choice or preferences, that factors influenced their decision of shifting through
advices and opinions of these factors:
1. Students are influenced by the people around them especially their peers,
teachers and family members they are influenced through advices and opinions
about what strand is more suitable for them. Also, when their friends encourage
them to shift for the same strand they are in.
8
CITY OF IRIGA
2. The difference was the student’s way of communicating and blending in with
their new strand, they like the company of both their previous and present
classmates.
3. Students are coping with their new strand through exerting effort in studying
and adjusting to the new environment.
CONCEPTUAL FRAMEWORK
The conceptual framework based on the reasons in shifting of strand of first
semester Grade 11-ABM students of USANT s/y 2018-2019 shows the flow of our study.
It makes the study well organized and in order. The respondents include the students
who shifted strands after the first semester.
The process or the flow of the study consists the gathering of the information’s
through conducting an interview to all the students of Grade 11-ABM of USANT s/y
2018-2019 who shifted to other strands after the first semester. The outcome or the
output of the interview is consisting of the reasons and factors affecting the students to
shift to another strands or tracks. Conclusions and analysis of the answers or responses
are indicated in this part.
9
CITY OF IRIGA
Reasons in Shifting of Strand of First Semester Grade 11-ABM Students of USANT
S/Y 2018-2019
CONCEPTUAL PARADIGM
OTHER STRANDS
FIGURE 2
10
CITY OF IRIGA
SIGNIFICANCE OF THE STUDY
This research will benefit the following targets/beneficiary: students, teachers,
parents, researchers, future researchers, and school administrations.
STUDENTS- It is beneficial to the students because they will be able to decide easily on
what career choice will they pursue. It would also help them to identify what would be
their career path to start with. The information to be gathered by the researchers will be
their guide in deciding their track or strand.
TEACHERS- The teachers would be able to know the students’ reasons of shifting and
if they are one of the factors that affects the students’ decision to shift to another strand
or track.
PARENTS- The study will benefit the parents for them to know if they are affecting the
decisions or choices of their child in shifting to other strand through the given data. The
given data would help them guide their child in choosing the right track and strand. The
data to be gather will give them the knowledge of what is the reasons of their child and
why did they shift to another strand instead of staying of in their past track or strand.
SCHOOL ADMINISTRATIONS- The school administration will benefit this study
because as the one who administers the school, they will be aware of the difficulties of
the students and somewhat find a way to help the students.
11
CITY OF IRIGA
RESEARCHERS- The study will benefit to the researchers by finding the reasons of
shifting of first semester Grade-11 ABM students of USANT s/y 2018-2019. It will give
the answer to the study and formulate new knowledge about our study that can benefit
the participants that is involved. It will give data about shifting of strand or track.
FUTURE RESEARCHERS- This study will benefit the future researchers in a way of
making this study serve as their reference and guide them to make a basis to a new
study.
SCOPE AND DELIMITATION
This study focuses on the reasons that affect the former Grade 11- ABM
Students to shift to another strand of what could be the possible circumstances that
changed the students’ decision/career choice. This study only limits with the Former
Grade 11- ABM Students S/Y 2018-2019 of USANT who decided to shift to other strands.
The target participants are the former Grade 11- ABM students of University of Saint
Anthony who shifted to other strands this second semester. We, the researchers, will
gather the information and data about our study to gain new knowledge by conducting
an interview to the participants involved in our study.
12
CITY OF IRIGA
DEFINITION OF TERMS
REASONS- A statement or fact that explains something is the way it is 7. It is the
problem of our study that we need to find out.
SHIFTING- To move or to cause (something or someone) to move to a different place 8.
The situation in which the students move to another strand or track.
SEMESTER- One or two usually 18- week periods that make up an academic year at a
school or college9. It is the period where the students will choose to shift or stay in their
first chosen strand.
PROCESS- A series of actions that produce something or that lead to a particular
result10. It is the sequence of our study.
STRAND- fibers or filaments twisted, plaited, or laid parallel to form a unit for further
twisting or plaiting into yarn, thread, rope, or cordage 11. It is included in the K to 12
curriculum where there are strands like STEM, ABM, GAS and HUMSS.
TRACK- A path or trail that is made by people or animals walking through a field,
forest12. It is based on the K to 12 curriculum where it includes the academic, sports,
arts and design, and technical vocational tracks.
INFORMATIONS- Knowledge that you get about someone or something 13. It is the
data that we the researchers will gather to determine or to solve our study.
13
CITY OF IRIGA
FACTORS- Something that helps produce or influence a result 14. The problem of the
study that we need to find out.
INTERVIEW- A formal consultation usually to evaluate qualifications (as of prospective
student or employee)15. It is the method on how we will gather the data or the
information to our study.
14
CITY OF IRIGA
Review of Related Literature and Studies
The review of related literature and studies includes the ideas, finished thesis,
research, conclusions, methodologies and others. Those that were included in this
chapter helps in familiarizing data or information that are relevant, related and similar to
the present study.
GUIDES ON CHOOSING A COURSE/STRAND
Shifting Courses and Why It’s Totally Okay
Reosora (2018) stated that, we pick a course during high school years and
think that it is the course we really should take. It can be the key to fulfill our childhood
dreams or just a choice by our parents hoping that we should also take their path. High
School was a time of clarifications of what do we want to be and what course we should
take. In college there are questions that will come to our mind and can pop in: What if I
‘m a better writer? Do I really want to be a doctor? Where would I be happy?
College is the stage where we are going to interrogate about ourselves. At one
point of our life there is a small voice whispering to us of what could our life would be if
we had taken another course. There are brave and dedicated people finishing their
chosen course and struggling to get their diploma there are some who chose the wrong
path to fight in. The factors that affects the people who are struggling to their course
15
CITY OF IRIGA
could be the subjects that they can’t understand, professors, course mates, or simply
because of the lack of interest in the course itself. “Wake Up” call can happen anytime.
It may it you during first semester of college or a year before graduation. In this case,
shifting can happens, due to indecisiveness it can happen again and again until we find
of what is really for us.
Shifting students often called as indecisive students and labeled as the luxurious
one who find their previous course too hard to handle. The truth is, maybe there are
students who do it out of boredom. In most cases, the reasons behind shifting runs
deeper; it can be the realization stage where they can find the right one and where they
fit in. Basically the main point here is about ‘Money vs. Passion’.
Usually, we simply don’t know where and who we want to be. The course that is
chosen by our parents for us have left us in a dump, and we are struggling around until
we feel contented again. Whatever be the case as with any other reasons, it is normal
that your first course is far from your interest but you are lucky enough if you have
chosen what is the best course that will suit you. It is not a sin to take time in finding
yourself.16
Edukasyon.PH Blog
Carpio (2018) explains that, picking a college course is one of the biggest and
most challenging decisions your child will ever make. In the decision making, most of
16
CITY OF IRIGA
the time, parents want to have say or suggestion on what is the “right” or the “best”
course for the child. With good intentions and high hopes to their child, parents tend to
take the decision on what college course their child should take. The choices usually
come up with traditional courses that will promise a financially stable and secure job. On
the other hand, some parents are making it the way of transferring their unfulfilled
dreams onto their children as a second chance into a good future. Children, who are
unsure of what they want tends to follow their parents’ decision or advice to meet their
expectations. However, not all children who follow their parents’ advice surpass their
college years smoothly.
There are common struggles that students are experiencing who pursue their
course that their parents choose for them: Failing grades or low academic
performance. According to the study conducted by Rizal Technology University states
that the motivation is one of the important factors in a student’s success or failure in
learning. Internal motivation, as described in the study is the desire of learning the
topic. Since the children are forced to study on a course that they are not interested,
they lack the motivation and the dedication to learn. As a result student usually
struggles in understanding and performing well in a subject and as outcome they will
have low academic performance or failing grades. Shifting courses. Students shifts to
a different course when they are not really interested in the current course. This is
common in the Philippines and also in other countries like United States as well.
17
CITY OF IRIGA
According to the National Center for Education statistics, about 30% of the
undergraduates’ students in associates and bachelor’s degree programs had changed
their major at least once within 3 years. About 1 out of 10 students changed their
majors more than once. Your child can do the same when they realize that they no
longer that can endure the course you asked them to take up. Shifting courses would
mean a prolonged time of graduating and additional financial cost and expenses. Risk
of Depression. A study in the Journal of Child and Family Studies found that
parents’ excessive involvement in their children’s lives, despite good intentions, tend to
yield unfavorable results. Lead author Holly Schiffrin says, “Parents are sending an
unintentional message to their children that they are not competent.” Moreover, it
decreases the child’s sense of self-determination, which could result to feelings of
depression and dissatisfaction.
Similarly, a Philippine study entitled “Factors Associated with Depressive Symptoms
among
Filipino University Students” shows that excessive parental control can lead to
depression symptoms among Filipino students. A college course aligned with your child’s
17
passion may be the right, best, and most practical choice after all.
18
CITY OF IRIGA
High school dilemma: Choosing the right strand
According to Ongchoco (2017), choosing a career is difficult in itself, but
senior high school prepares you to make crucial decisions that will impact your future.
As a Grade 11 student enrolled in STEM (Science, Technology, Engineering and
Mathematics), I felt lucky to have found the strand that I’m really comfortable with.
Looking back, I also had difficulty in choosing a strand last year in junior high.
My school offered only the academic track, and I had four strands to choose from. It
was a struggle—one day it was STEM, another day it was ABM (Accountancy, Business
and Management), and then some days it was HUMSS (Humanities and Social Sciences),
or even GAS (General Academic Strand).
If my school offered nonacademic tracks like Arts and Design or Sports, I might have
considered them, as well as two of my great passions—archery and theater.
To help out junior high school students with the same dilemma, I thought of listing
down the factors to consider in choosing their own strand.
What are your interests?
The first question is: “What are your interests?”
In my case, I was into a bunch of things and all my diagnostic and personality tests
indicated that I was suited for not just one, but a number of strands.
19
CITY OF IRIGA
The reality is you will only be sure of your interests once you experience bits and pieces
of each strand. In the meantime, you can consider previous subjects closest to your
strand.
If you like solving math and science problems, go for STEM. If writing and debating
interest you, consider HUMSS. If you appreciate bookkeeping and entrepreneurship, you
may like ABM.
Your own skills and talents
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 to put in time and
effort to overcome the difficulties you will encounter in your chosen strand.
For instance, if you want to be a lawyer though you’re not adept at speaking or writing,
who is to say you can’t take HUMSS? Or if want to be an engineer even if you’re not
good in numbers, who is to say you can’t take STEM?
In any case, it’s best to choose the strand most suited to your natural abilities.
Balance
Another thing to consider is the time at your disposal and the activities on your plate
that you have to balance with schoolwork.
One of the reasons I almost did not do STEM was that students in the higher batch were
saying STEM was difficult and took up a lot of their time. Since I had archery, drama
and out-of-school clubs, I had second thoughts about STEM.
20
CITY OF IRIGA
So, unless you’re willing to sacrifice your free time, you may want to consider choosing
a less demanding strand, or an entirely different track if your school offers the non-
academic variety.
When the going gets tough
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.
But then again, you and your classmates in the strand should get along well. Ideally you
should be able to confide in them and ask help when the going gets tough and the
lessons become stressful.
In short, you must find a group of classmates who share the same interests and with
whom you will interact on a daily basis as you solve math problems, write papers, create
a business practicum, discuss history and literature materials.
And what if your best friend goes to another strand? Well, remember that you can still
stay the best of friends no matter the circumstances.
Dream job
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.
21
CITY OF IRIGA
Choosing a career is difficult in itself, but senior high school prepares you to make
crucial decisions that will impact your future. In my case, since I have yet to decide
which career suits me best, I felt that STEM would be most helpful.
Inner child
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.
I chose STEM not because I’m a math or science geek, but because, at a young age, I
loved asking questions that were very much STEM in nature.
I like watching Discovery Channel and National Geographic. I love making mechanical
contraptions out of paper, strings and whatever else was at home, inventing parachutes
and other stuff to play with.
18
And I guess that, somehow, the child in me still knew what was best.
3 Things to Consider Before Changing Strands in Senior High
The latest study by Daluz (2018) explains that, going through a change of
heart with the strand you’ve gotten into? No worries –it’s perfectly normal to rediscover
your interests as you go through your teenage years. After all, you were expected to
22
CITY OF IRIGA
decide on the career you’d like to pursue at quite an early age, and even college
students have their doubts as they test the waters of their course.
Since the more specific processes for shifting tracks varies per school, these are simply
the general tips that should help you finalize your decision: Begin with the end in mind,
As Forrest Gump put it, “If you don’t know where you are going, then you probably
won’t end up there”. Consider the time, resources, and efforts that you’ll have to invest
in the strand you’re about to pursue, as well as how much you’ve already invested in
your current strand. Though shifting is possible, it definitely isn’t practical to keep
changing course every two years or so, and it won’t be favorable on your parents’ end
as well.
When deciding, think: Do these courses really have the potential to lead me to my
desired profession? Remember that the K-12 curriculum was crafted with the
expectation that you’ll have a more definite career goal when choosing your discipline,
so try to move cautiously towards a clear vision. Consult with your classroom
adviser/most trusted teacher,
If you’re struggling with how to go about the first tip, then this is the best time to
consult your teachers or any academic adviser you feel comfortable talking to. Chances
are, your emotions are making it tricky to decide wisely, so approach a mentor you trust
for sound advice.They should be able to set clearer expectations regarding the strand
23
CITY OF IRIGA
you’re hoping to take, and they’ll even be able to assess whether your strengths and
skills are best suited for your current or desired strand.
While their recommendations don’t have to be the final decision, take their word into
consideration and maybe even ask your parents as well so they’ll have a heads-up.
What matters is that you’ve gained additional perspective on this very crucial decision.
Do your research. It’s best to look up the subjects that the strand you’re now interested
in will require you to catch up on, so that you can set more realistic expectations and
also weigh in on how much you really are in it. You can even ask friends who are
already taking it up or those who have changed tracks before and survived. You surely
aren’t the first person to take the leap and start over, so always keep an eye out for
people who can guide you in the process.
Other things you might want to think about are: potential career paths that
your new strand will lead to, financial expectations, and general requirements/essentials
for that track. If you’re still wondering which schools offer a particular strand you have
your heart set on, you can always do a filtered search at Edukasyon.ph–that way, you
can decide based on facts instead of general ideas. 19
A Guide to Shifting Courses
Kalaw (2017) said that, shifting to another course, especially if you want to
transfer schools as well, shouldn't be taken lightly. It takes hard work and perseverance
24
CITY OF IRIGA
to pass the course you're currently taking and the course you wish to pursue because of
all the qualifications that you need to meet. It's like taking the college admission test all
over again, except it's worse because of all the competition for the limited slots.
But if you really think that your current course isn't what you want, then here are steps
to prepare yourself in shifting: Be aware of the requirements. It's better to know all the
required documents you have to fix from the start, so you won't have to cram all these
things at the end of the semester. Remember, finals week combined with processing
documents is never a good combination. Take up subjects related to the course you
want. Enrolling in subjects required for the course you want to shift to gives you an idea
on what to expect. It also gives you a certain edge since you've already taken some
subjects that are needed in the curriculum. It's advisable to take certain General
Education subjects in advance so that when you shift, you can prioritize your majors and
still graduate on time. Practice. Practicing does go a long way. It will really help you a
lot throughout your college life. This will not only improve your skills, but you also won't
be overwhelmed or shocked by the course you're shifting to. Be confident. Confidence
can help you achieve the things that you thought you couldn't do. It is crucial to believe
in yourself. Believe that you can do it—that you can get through this. Trust in your
capabilities and trust the process. How do you expect other people to believe that you
have what it takes to shift to your course if you don't believe that you can do it, right?
Be patient. The whole process of shifting is horrible and the waiting part is absolutely
25
CITY OF IRIGA
nerve-racking. Believe me when I say it's one of the worst feelings in the world. Waiting
for the college department's confirmation of your application is basically waiting to get
into the course or not. You really have to be patient and prepare yourself for the result,
20
whether you get in or not.
Factors Influencing Student’s Choice for a Senior High School Academic Track
The researchers of the study Vallente, Albia, Gayosa, Dollaga, and Nobleza
(2016), compares There are several factors that impact the students from high school
seniors’ decision in what course they should take. From the phases that have proposed
by Jackson, which could affect a student’s decision in finding a decent course, there is
still a relevant factors in it.
According to investigation, Career selection is one of many important choices
students will make in determining future plans. This decision will impart them
throughout their lives. The essence of who the student is will revolve around what the
student want to do with their life- long work. The choice of career has been a serious
problem among the secondary school students in Nigeria. No matter what one’s age is,
the choice of career or desire is an important question for everybody. A lot of student in
secondary schools believe that their future is a glorious adventures in which they are
bound to succeed. Many of them have the idea that they would be able to work in the
public or private establishments as soon as they complete secondary school education.
26
CITY OF IRIGA
How students have seen themselves in a role in which personality is a determining
factor may influence a chosen course. Some course demand that you have the
personality to match the qualities of the occupation. For example, sales people have to
be out- going. Splaver (2000) said “personality” plays an important role in the choosing
of the right course. A student’s personality must be self-motivated type, as to
investigate courses possibilities from early on in their lives, and not the procrastinating
type that waits till they are compelled to decide. Students must take seriously the role
grades play in limiting opportunities in the future. 21
The Factors that Affect Students’ Decision in Choosing their College Courses
Alba, Bertol, De Mesa, Martin, Mestosamente and Zaguirre (2010)
discuss that it is true that choosing for a college course requires a lot of thinking.
Besides, it involved evaluation in its genuine and valid sense. One cannot summarize
options in one listing and define circumstances instantaneously. Moreover, if the college
course is on the angle of this predicament; then one factor can never leave this
equation: financial stability. Logistic regression is used to explore the role that peers
play in the college-going decisions of a sample of low-income urban minority public high
school graduates drawn from the National Education Longitudinal Study (NELS:88)
database. Peer pressure becomes a factor in career decision making because individuals
who are closely involved with their friends tend to be involved in the decision of their
friends. Take example in career choice, if one person chooses Nursing, other will also be
27
CITY OF IRIGA
forced to choose Nursing because they don’t want to be independent from them.
Sometimes peers influence others to take that certain course because they think that it
is better for them to take that particular course. As a result, the choice they made is not
22
suited for them.
STUDENTS POPULATION
Schools Must Consider Double Shifting to Accommodate Growing Pupil
Numbers
A research study by Blatchford (2015) explains that the head teacher’s and
local authority needs to re-think how we provide school place. The growth in
immigrants, combined with the baby boom is putting pressure on the school systems
across the country. According to him schools should manage their time management to
accommodate the increasing rate of the students. The class schedules should be divided
accordingly every day to accommodate every pupil in a specific school.
There was a 1.3% increase in student numbers in state and independent schools in
England between January 2014 and 2015. Because of this increase the government has
committed to opening 500 new free schools over the next five years to ease pressure.
The orthodoxy of all primary pupils starting school at 9am and finishing at 3.30pm has
to be challenged. In the same way that early years settings offer morning and afternoon
places, many urban primaries will need to think along similar lines for all their students.
28
CITY OF IRIGA
This form of double-shifting is common in other countries, and will soon become the
norm in England’s major cities. There are many countries that are also practicing
double-shifting.
In an Indian High School in Dubai. Different grades and ages operate different shifts
across a 7.30am to 6.50pm timeframe. He said that he have seen similar arrangements
in Egypt, India and U.S sometimes for religious reasons, sometimes because of a
shortage of school buildings, sometimes as a result of bold and creative educational
thinking.
Local authorities and academy providers should start planning now for how the school
population can be provided for, using time in school more efficiently. Terms could be
lengthened as required; four- to eight year-olds could attend school from 7.30am to
12.30pm and nine- to 11-year-olds from 1.30pm to 6:30pm. In secondaries, lessons for
11- to 14-year-olds could run from 7.30am through 12.30pm, and from 1.30pm to
6.30pm for older students. Or, as in Californian high schools, students sign up for
different “tracks”, depending on which nine months of the year they choose to be in
school.
The teachers’ unions will huff and puff; teachers’ contracts will need reshaping, but
thousands more teachers are needed anyway over the next decade and this will provide
29
CITY OF IRIGA
even more employment opportunities. Students, parents, governors and the wider
community will need to be educated about the new realities of shift schools.
From Blatchford’s observations internationally, he said that school buildings and
23
resources will need skillful husbandry.
SHIFTING
Quantifying the Shifting International Market
Hoyle (2017) reveals that because of the Supreme Court’s lifting of the on the
Trump’s Administration’s Travel Ban the issue of international student enrolments on the
forefront for independent schools. Our community faces many unknowns as we attempt
to support international students who call our campuses home.
In June, EMA released member survey results which quantify the anticipated changes in
international student enrolment in our schools based on new U.S. immigration policy. In
addition to gathering real-time data on inquiries, applications, and enrolment, we sought
to better understand what you, in our schools, were hearing relative to international
families’ concerns.
The International Enrollment Trends report confirms that the independent school
international market is in a state of flux. Findings show widespread changes in numbers
of international inquiries, applications, and enrolment, as well as variation in which
30
CITY OF IRIGA
countries are most affected by the immigration policy changes. Only 55% of all schools
reporting in this survey told us that international enrolment was “about the same” for
2016-17 compared to the previous year. To state the change bluntly, nearly half of the
252 schools that responded reported shifts in their international student markets.
Boarding schools reported odd changes in international applications with 23%
experiencing a slight increase and 27% noting a slight decrease.
The survey collected feedback from admission leaders regarding a heightened level of
concern from international families regarding ongoing enrolment in our institutions.
The climate leading up to and following the 2016 election has created widespread
dampening of global respect for our nation. Families applying for 2017-18 articulated
concerns about: the perception that the U.S. is less welcoming (35%), the increased
cost of education due to strength of the U.S. dollar (34% for all schools and 49% for
boarding schools), the perception that it will be more difficult to obtain a visa (30%),
and the worry that visa requirements will change (30%) .
Pete Upham, executive director at The Association of Boarding Schools (TABS), reflects
that he sees many schools reassuring international parents and alumni of the schools’
values and engaging students in discussing these issues. He goes on to advise, “ From
an admission standpoint, [schools] are (or should be) diversifying their outreach
overseas, in order to be less reliant on any one country or region. And they are (or
31
CITY OF IRIGA
should be) reinvesting in the domestic market as a natural hedge against potential
disruptions to the flow of international students.”
In the same issue of The Yield, NAIS General Counsel Debra Wilson offers insights to
help schools stay on top of new regulations, visa application requirements, travel
security, etc., to support international families. She, too, suggests reiterating to
international families a school’s commitment to maintaining an open and welcoming
community and to protecting students. The “Trump effect” means that we must both
ensure students feel they have a place in our schools, and that we must specify
24
contingency plans should issues arise due to increasing restrictions.
Managing the challenges of moving between school curricula
In the article of Relocate Magazine written by: Marriage (2017) to her it is
difficult for the moving families to cope up with the different education systems of the places they
move to. One of the most important and challenging aspects of any relocation for
families with children of school age is the smooth transition to a new school in their new
location, but families are often unaware of the complexities of moving between the
different education systems around the world. Moving to another country with school-
age children can be an emotional time for many families. Unsurprisingly, parents will
look to make the move as trouble-free as possible for their children and do their utmost
to ensure that they are happy and settle quickly in their new school.
32
CITY OF IRIGA
When it comes to repatriation following completion of an assignment, children may be
required to re-enter the education system in their home country and, without careful
consideration and planning, could encounter significant difficulties.
” Professor Eyre believes that the most important consideration when choosing a
curriculum in a new international school setting is its international transferability.
“Choose a curriculum with maximum international currency,” she advises. “That means
one that will be recognized by education systems across the world.
She also states that the British schools overseas are the natural choices of the UK
Relocating families. Choosing this option comes with the added advantage of being able
to review inspection reports, which have been approved by the Department for
Education for some British schools overseas (BSOs). A British education has become
hugely popular across the globe and, according to ISC Research; there are more than
2,000 schools outside Britain teaching parts of the English National Curriculum. The
structure and consistency of the National Curriculum allows students to move easily, if
necessary, between British schools in various countries, including the UK, and facilitates
an easy progression to university in the UK or elsewhere in the world.
33
CITY OF IRIGA
The global rise of the International Baccalaureate is a well-established international
programme of learning, as of July 2017 there are over 4900 schools around the world
offering one or more IB programmes. Many international schools across the globe offer
the IB, due to the transferable nature of the learning programme and the typically
transient academic lives of their pupils.Wherever students have studied the IB before
coming to the UK, its fundamental approach to learning and assessments is the same
worldwide, allowing students to seamlessly pick up their studies where they left off,”
25
says Linda Kavanagh, dean of admissions at ACS Egham International School.
For International Students, Shifting Choices of Where to Study
The latest study by Redden (2018) reveals that several countries that are
possible for international students who decided to shift, she said that US is the
destination in the world for International students and UK in the second. It depends on
some countries to increase and decrease on their international student flow.
Around the world there have been shifts in where internationally mobile students are
going, with some countries -- most notably Canada and Australia -- seeing increases,
while the traditional top destination countries, the U.S. and the U.K., see falling or
stagnating numbers. And the sudden ordered withdrawal of thousands of Saudi students
from Canada has served as a sober reminder for colleges of the geopolitical risks of
relying heavily on any single population of international students for tuition revenue.
34
CITY OF IRIGA
In the U.K., the No. 2 destination after the U.S., numbers of international students
enrolling in higher education have been fairly flat -- rising by just 4.1 percent over the
five-year period from academic years 2012-13 to 2016-17 -- and there are concerns that
the country could see substantial drops in incoming international students from other
European Union countries after Britain's expected exit next year from the European
Union, known as Brexit. Statistics from the Higher Education Statistics Agency show that
U.K. universities hosted 442,375 international students in 2016-17, of which about
30 percent came from other E.U. countries.
So far, the number of students from other E.U. countries studying in the U.K. has not
fallen -- application numbers suggest they may actually be trending slightly upward --
but that's not especially surprising given that the government has guaranteed that other
E.U. students who start their programs through 2019-20 will continue to be eligible for
U.K. domestic tuition rates and U.K. loan funding for the duration of their programs.
Graduating students can still switch to what's known as a Tier 2 visa to stay and work,
but it's not as easy to stay as under the old system, and students need to secure a job
with an employer licensed by the Home Office that pays a certain minimum salary.
35
CITY OF IRIGA
"Domestically, a flat undergraduate market, including a cap on funding for the public
universities, and a declining postgraduate market may have caused some universities to
offer more places to international students," Norton said via email. "And there is strong
marketing in the source countries, supported by both the national government and the
states, both of which are primarily seeing international students as an export industry"
(the country's third largest, as articles in Australian newspapers about international
education frequently mention).
All that said, Norton said he doesn't believe growth in international students will
continue at its current rates. "At the university level, there must be a point at which
capacity is an issue.
The Australian National University has already announced that it is not going to grow
any further. There are regular concerns raised about overreliance on Chinese students.
And arguably international students are not getting the education they hope for if they
come to Australia to find classes largely made up of people from their own country."
Canada has comparatively friendly international student policies, including expedited
visa processing for certain qualifying students from China, India, the Philippines and
Vietnam. It also offers post study work visas that can last up to three years and has
made it easier for international students to immigrate. The ability to work temporarily
36
CITY OF IRIGA
after graduation and potentially immigrate are important considerations for international
students.
A new nationwide survey conducted by the Canadian Bureau for International Education
last spring found that 70 percent of international students want to work in Canada after
graduation, and 60 percent want to apply for permanent residency -- a big jump from
the 51 percent who indicated a desire to seek permanent residency in a 2015 version of
the survey.
“We are really positive about internationalization because we believe it can really
contribute to the quality of education, getting to know other cultures, other people,"
Hulzebos said. "I genuinely believe it is a good thing in essence, but I think where
things go wrong is when teachers and students are often not capable enough in English.
And also with respect to the housing, a lot of international students are in a very
vulnerable position in the Netherlands. Their parents do not live here, they don’t have
any family and friends, so they’re very vulnerable to being exploited in a sense."
"For us we are very positive about internationalization in itself, but it can only have
positive effects when international students feel at home here and when students and
26
teachers have cultural skills in order to cope with cultural differences.
37
CITY OF IRIGA
Ashwill (2018 ) wrote of pie news. There is never a dull moment in the dynamic
Southeast Asian country of Viet Nam, including among its overseas-bound
students. According to the July 2018 SEVIS by the Numbers update, Viet Nam slipped
to sixth place among sending countries, displaced by Canada, albeit by a statistically
insignificant student.
Given the recent jump in Vietnamese enrollments in Canada to nearly 15,000 in 2017.
Overall, Vietnamese interest in study in the US remains strong. Primary, secondary, and
postsecondary students from Viet Nam comprise 2.47% of total international enrollment
in the US. In September 2015, that percentage was 1.08%.
As of December 2017, there were 4,129 Vietnamese students enrolled in boarding and
day schools in the US or 13.2% of the overall enrollment. By June 2018, that number
had plummeted to 2,873 (10.4%), mainly the result of graduation.
It’s worth noting that a significant number of young Vietnamese who are enrolled in
dual enrollment high school completion programs at Washington state community
colleges that enable them to kill two academic birds with one stone, a high school
diploma and a two-year degree, are counted in the higher education figures.
Enrollments in community colleges vs. four-year institutions are at 30.6% and 34%, a
slight widening of the gap from last December. The reasons for this gradual shift have
to do with the dynamics of a maturing market. There are more four-year institutions
38
CITY OF IRIGA
actively recruiting in Viet Nam and offering degree programs at a lower price point than
in the past, with or without scholarships, which means more choices for students and
27
parents.
Foreign Related Studies
The study is a review of the literature on the basic education (k-12) curriculum
specifically the senior high school (SHS) of the Philippines, Japan, and the US. Results of
the review show that the SHS curriculum is intended to prepare students to enter into
college/university or to work in the industry or be an entrepreneur. The SHS program is
the last level in all basic education programs of the countries reviewed. The Philippines
has a clearer model with at least four tracks (academics, tech-voc, sports, arts & design)
and at least ten strands. Japan has two tracks in academics and tech-voc. The US basic
education system varies from state to state, similar to its SHS curriculum. There is no
definite track as this is left to individual state and their school districts to decide. There
are purely academic, tech-voc and other types of schools. The majority of those who
choose academic track are students who plans to proceed to college. There are still a
stigma in selecting tech-voc and other courses as this are seen by many as the course
for poor performing/problematic students. The enrollment in tech-voc schools in the US
is declining despite the surge of demand for skilled workers. In the three countries, the
availability of qualified teachers is still an issue. This situation is very real in the
Philippines as it started the SHS program in June 2016. Other problems include the need
39
CITY OF IRIGA
to construct a huge number of classrooms and facilities. All of these are currently being
28
addressed too by the government.
Foreign Related Research about Shifting of Strand
Senior High School curriculum in various parts of the world is offered to prepare
students for work or a university life. The World Education News and Reviews (2016)
presented various basic education curriculums in the world. Taiwan, for example, has
three years of either senior
vocational schools or senior high schools made mandatory in 2014. Indonesia also has
three years of Upper Secondary Education (Senior High) with the first curriculum being
more generalist and the last two is either for general academic or vocational stream
(WENR, 2014). High schools in South Korea are divided into general/academic,
vocational, and special purpose curriculum which students are graduating from Middle
School can opt to enroll (WENR-2,2013).
29
Despite not being compulsory or free, the progression rate is as high as 99% (ibid).
PERFORMANCE
Students Performance
40
CITY OF IRIGA
Galiher (2006) and Darling (2005), used GPA to measure student
performance because the main focus in the student performance for the particular
semester. Some other researchers used test result or previews year result since they are
studying performance for the specific subject or year (Hijazi and Naqvi, 2006 and Hake
1998.) Many researchers have discussed the different factors that affect the student
academic performance in their research. There are internal and external classroom
factors and these factors strongly affect students, class size, English text books, class
test results, learning facilities, homework, environment of the class, complexity of the
course material, teacher role in class, technology used in the class and exams system.
External classroom factors include extracurricular activities, family problems, work and
financial, social and other problems. Research studies shows that students’ performance
depends on many factors such as learning facilities, gender and age differences, etc.
that can affect student performance (Hansen, Joe B., 2000). Harb and El-Shaarawi
(2006) found that the most important factor with positive effect on students’
30
performance is Parental Involvement.
Academic Performance
41
CITY OF IRIGA
In his widely cited paper, Romer (1993) is one of the first few authors to
explore the relationship between student attendance and exam performance. A number
of factors have contributed to declining class attendance around the world in the last 15
years. The major reasons given by students for non- attendance include assessment
pressures, poor delivery of lectures, timing of lectures, and work commitments
(Newman Ford, I, Loyd & Thomas, 2009), In recent times, students have found a need
to seek employment while studying on a part time and mature students has also risen
sharply. The use of information technology also means that information that used to be
obtained from sitting through lectures can be obtained at the click of mouse. Indeed,
web based learning approaches have become the order of the day. Given all these
developments that either make it impossible or un unnecessary of students to attend
classes, the questions that needs to be asked is whether absenteeism affects students
who miss classes perform poorly compared to those who attend classes (Devandoss &
Foltz, 1996; Durden & Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt, 1983).
Based on these findings a number of stakeholders have called for mandatory class
attendance. Although the existing evidence points to a strong correlation between
attendance and academic performance, none of the studies cited above demonstrate a
casual affect. The inability of these cross- sectional studies to isolate attendance from a
myriad of confounding student characteristics (e.g. levels of motivation, intelligence,
prior learning, and time management skills) is a major limiting factor to the utility of
42
CITY OF IRIGA
these (Rodgers & Rodgers, 2003). Durden and Ellis, (1995) controlled for student
differences in background, ability and motivation, and reported a nonlinear effect of
attendance on learning, that is, a few absences do not lead to poor grades but excessive
absenteeism does.
Educational services are often not tangible and are difficult to measure because
they result in the form of transformation of knowledge, life skills and behavior
modification of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no
commonly agreed upon definition of quality that is applied to education varies from
culture to culture (Michael, 1998). The environment and the personal characteristics of
learners play an important role in their academic success. The school personnel,
members of the families and communities provide help and support to students for the
quality of their academic performance. This social assistance has a crucial role for the
accomplishments of performance goals of students at school (Goddard, 2003). Besides
the social structure, parents’ involvement in their child’s education increases the rate of
31
academic success of their child (Furstenberg & Hughes, 1995).
Synthesis of the State-of- the- Art
43
CITY OF IRIGA
Related Studies
Local
Choosing a track or strand considers a lot of factors and a lot of influencers this
includes the field where they excel in, based on the admission counsellors (depending
on school), financial condition, peer pressure, the decision they built in high school,
parent’s choice, and own preference. It was always said that you have to think more
than 10 times in every decision you make not just twice but more than 10 times
because this decision is a very important one. It is a decision of what path you will be
taking so if you are still unsure of what strand you will be taking make sure to think
deeply.
Foreign
In choosing a track/strand in Grade 11 you need first to know your wants
because in basic education (k-12) curriculum is intended to prepare students to enter
into college/university to work in the industry or be an entrepreneur. There are some
cases that is affecting the students in choosing a strand first is the wants of the parents
because there are some parents that is dictating their children second is the students’
own choice of shifting because he/she realized that this strand is not inclined with the
career choice they want. It could also be because of their peers that influenced them to
44
CITY OF IRIGA
shift here. According to Galiher and Darling used GPA to measure student performance
because the main focus in the student performance for the particular year. There are
two types of factors that affect the student academic performance. These are internal
and external classroom factors that affect that strongly affect the students’
performance. Internal classroom factors include students competence in English, class
schedules, class size, learning facilities. Choosing a track or strand considers a lot of
factors and a lot of influencers this includes the field where they excel in, based on the
admission counselors (depending on school), financial condition, peer pressure, the
decision they built in high school, parent’s choice, and own preference. It was always
said that you have to think more than 10 times in every decision you make not just
twice but more than 10 times because this decision is a very important one. It is a
decision of what path you will be taking so if you are still unsure of what strand you will
be taking make sure to think deeply.
Research Gap
The literatures that we compile is mostly because of the shifting of student from one
country to another, what are the method to control the increasing population of the
shifters and how will they manage this increasing population, the effects of shifting to
students are also stated in this literatures, the difference of this to our study is that this
only tackles about the shifting to other countries but does not entirely states the reasons
on why they decided to move from another school or country to another.
45
CITY OF IRIGA
Notes
1 https://vocabulary.com/dictionary/shifting
2 https://www.springer.com/gp/book/9789462090897
3 https://www.edukasyon.ph/courses/senior-high-tracks/academic/abm-accountancy-
business-and-managenent-strand
4 https://www.smartparenting.com.ph/parenting/big-kids/6-things-we-know-now-about-
the-k-12-senior-high-school-a318-20160920
5 and 6 Course Selection theory and college transition seminars: and adaptation of
college choice models to explain first-year students’ course enrollment behavior.pdf
7,8,9,10,11,12,13 ,14 and 15 Merriam Webster Dictionary
16 http://www.scoutmag.ph/culture/shifting-courses-is-okay-jadek-20180606
17 https://blog.edukasyon.ph/parent-portal/choosing-a-college-course-childs-passion-or-
parents-will/
18 https://lifestyle.inquirer.net/276459/high-school-dilemma-choosing-right-
strand/#ixzz5ZoFHx2hP
19 https://blog.edukasyon.ph/senior-high/3-things-to-consider-before-changing-strands-
in-senior-high/
20 https://www.candymag.com/features/a-guide-to-shifting-courses-a1576-20170712
46
CITY OF IRIGA
21http://www.academia.edu/24592420/
factorsinfluencingstudentschoiceforaseniorhighschoolacademictrack
22https://www.academia.edu/9627266/
thefactorsthataffectstudentsdecisioninchoosingtheircollegecourses
23 https://amp-theguardian-com.cdn.ampproject.org/v/s/amp.theguardian.com/teacher-
network/2015/jun/24/schools-double-shifting.\
24 http://enrollment.org/blogs/yielding-your-best/item/684-quanting-the-shifting-
international-market
25 http://www.relocatemagazine.com/3522moving-between-international-curriculum-
choices-managing-the-challenges
26 http://www.insidehishered.com/news/2018/08/24/international-enrollment-slowing-
or-declining-some-top-destination
27 http://blog.thepienews.com/2018/08/shifting-focus-vietnamese-students-overseas-
study-destinations
28https://www.bing.com/search?
q=research+studies+about+shifting+of+strand&qs=HS&sc=4-
0&cvid=1A6D20363C7C40E5924C1AFD6C8FEA6C&FORM=QBRE&sp=1
47
CITY OF IRIGA
30 https://www.bing.com/search?
q=research+studies+about+shifting+of+strand&qs=n&sp=-1&pq=&sc=0-
0&sk=&cvid=9B7BB1FE0052408DAC61DF664986D110&first=11&FORM=PERE
q=research+studies+about+shifting+of+strand&qs=n&form=QBRE&sp=-1&pq=&sc=0-
0&sk=&cvid=9B7BB1FE0052408DAC61DF664986D110
Chapter 2
48
CITY OF IRIGA
RESEARCH METHODOLOGY
Research Design
The design of this research is Qualitative, this type of research is an empirical
research where the data are not in the form of numbers, it involves an interpretative,
naturalistic approach to its subject matter This method is essential for our study in a
way of interpreting our gathered data through words, the information’s will be listed in a
non-numerical way when we gathered our data the information’s that we collected will
32
be in a form of sentences and not of charts/graphs.
Research Method
The research method used in our study/research is Case Study that involves a
long-time study of a person, group, organization or situation; it seeks to find answers to
why such things occur to the subject because our topic is shifting of strands. We need
to study the students action and behaviours on why did they chose to shift for this topic
is fresh and rampant nowadays. Our research problem which is “shifting” is relevant
these days and currently occurring on schools and on students, that’s why we the
researchers aim to know each shifters reason and what are the factors that affect their
choice.
Participants
49
CITY OF IRIGA
Our target participants is the former first semester Grade 11-ABM students of
school year 2018-2019 of University of Saint Anthony who shifted to other strands and
track. The participants shifted to STEM, HUMSS, GAS and TVL. They are our target
participants for they have the experience in shifting to other strands or track that can
help us, the researchers, to know the cause or the reason behind their shifting to other
strand or track.
Data Gathering Tools
In our study, the data gathering tools that we are going to use through is an
interview, this is a formal meeting at which someone is asked questions in order to find
out if they are suitable for a job or a course of study, our target participants will be our
subject for our interview, we are going to ask them corresponding questions regarding
our study and through our conducted interview we expect to know/to gather/ the
33
information’s that we need for our research which are each shifters reason of shifting.
Notes
32 https://www.simplypsychology.org/qualitative-quantitative.html
33 https://www-collinsdictionary-com.cdn.ampprc.org/v/s/www.collinsdictionary.com/
amp/english/interview?amp_js_v=a2&_gsa=1&usqp
CHAPTER 3
50
CITY OF IRIGA
REASONS IN SHIFTING OF STRAND OF FIRST SEMESTER GRADE 11- ABM
STUDENTS OF USANT S/Y 2018-2019
This chapter represents the data gathered on the interview that was conducted
by the researchers to identify the reasons of the students in shifting by asking the
Former Grade 11-ABM students question regarding our research. Here are their
responses:
Q1.Why did you choose to enrol in ABM strand?
The first semester Grade 11-ABM students who shifted to other strand
and track stated their reasons why they decided to enrol in ABM. For most of the
respondents, chose to enrol in ABM because of their first chosen course they
want to take up in college and this strand is aligned with it. Two of our
respondents stated that “I want to be a successful business man” with this
statement it is clear that they enrolled because business management, business
administration and accounting is aligned with ABM and also another respondent
also stated that “Kasi ano… ahmm… ang choice ko talaga nun dati nung Grade
10 is business management so yun ang kinuha ko, ABM” and “So I choose to
enroll in ABM strand last sem because the course that I will take up sana is
accountancy”.
51
CITY OF IRIGA
On the other hand, some of our respondents’ decision was not really their
own choice but rather their parents’ decision for them why did they enrolled in
this strand. Some of our respondents said that “ I choose to enroll in ABM strand
because… decision of my mom” , “Ah… kasi ano gusto ug-ah… -parents ko” and
“My parents want me to take business ad. When I reach college level.” In these
statements it is clear that they enrolled because of the decision of their parents
or guardian.
A portion of our respondent said that it is just his experiment why did he
enroll to ABM and also followed the career guidance result when they were in
Grade 10. The respondent stated that “I was just trying to experiment so I chose
ABM kase yun din yung lumabas dun sa ano… yung sa career guidance namin so
yun yung first choice dun kaya I decided to take up ABM .” In this statement it is
obvious that he decided because he followed the career guidance assessment
result.
In conclusion, the respondents decided to enrol in ABM because of their
personal choice of strand and what course they want to take up in the first place
and some of the respondents also enrolled because they want to follow their
parents’ decision for them in choosing as strand.
Q2.What is your first choice of strand?
52
CITY OF IRIGA
In this question, the respondent stated their first choice of strand or
track. Many respondents said that their first choice was actually ABM because it
is related and aligned to the course they’ll be going to take up just like some of
our respondents said “Yung first choice ko talaga since nung Grade 10 ano…
ABM pero nung malapit nang mag enrollment parang nalilito na ako kasi sabi nila
dapat TVL talaga pero mas napili ko pa rin yung ABM kaya dun ako nag enroll.” ,
“ ABM talaga”, and “ABM strand, of course”. These statements are answered by
most of our respondents.
Some of our respondents’ first choice of strand responded that they
want STEM for their first choice of strand. The following statements are
evidences that they want STEM as their first choice: “ Ano… Actually STEM talaga
yung yung choice ko” and “STEM”. It is obviously stated that their first choice is
really STEM. A portion of the respondents said that they chose HUMSS as their
first option, just like one of our participant said “ My first choice is ano HUMSS”.
To sum up, the former Grade 11-ABM students who shifted distinctly
stated that what was really their first choice of strand. Most of them want ABM
as their first choice of strand and some of the students actually want STEM.
There are only small portion stated that they choose HUMSS as their first choice
of strand. However, they did enroll in ABM even if others’ first choice of strand is
not ABM.
53
CITY OF IRIGA
Q3. What are your experiences as an ABM student?
Majority of the respondents described their experiences as an ABM
student to be enjoying, thrilling, good, easy, nice, normal, happy, fun and having
good and cooperative classmates. The respondents really had a nice time staying
in ABM and did not encounter any difficulties. According to one respondent
“Being an ABM student last sem is fun and enjoy” This experiences are
developed when the shifters are still in the ABM strand, however some of the
students find it difficult, tough and lots of things to do. These students have
difficulties in handling a lot of workloads given by the instructors that’s why they
stated that they experienced difficulties when they are still in ABM. They may
have a hard-time handling the requirements that are needed to be submitted on
time especially when they are to be submitted all at the same time, that makes
the students stressed and worried on what project would they start first. A
respondent also stated that there are fewer populations of boys in this strand
which the respondent find different maybe because the respondent is used on
having a lot of classmates that are mostly boys resulting to adjustments with his
environment.
Students have different perspectives on their time and stay as an ABM
student last first semester their experiences also helped them in a way of
knowing their selves better and identifying their capacity on handling problems
54
CITY OF IRIGA
and facing them. Their stay in this strand gave them time to ensure if they really
want to pursue this strand and having a decision of leaving knowing that they
established connection and friendship with their classmates and considered them
as their friends.
In conclusion, the researchers believed that the respondents encountered
different experiences as an ABM student. Most of them enjoyed their stay and
some find it difficult in a way of workloads and adjusting in the environment,
these experiences helped the students to understand their self more and to have
a chance to think if they would stay or leave this strand, they would have time to
rethink on what they want to be in life. We believe that their experiences helped
them on developing their self more and deciding what is best for them to be.
Q4.Did you find difficulties when you were in ABM?
Knowing that on the first semester all strands and track take up the same
subjects in order to give the students time to decide if they are to settle in this
strand or shift into another, during that time there are no major subjects ( ex.
Accounting, Pre-Calculus etc.) to take up, all are taking up the same course
subjects. Most of the responses stated that they did not encounter difficulties
when they are taking the ABM Strand before according to one respondent ” So
far none because it still first sem it’s not that difficult” because there are no
55
CITY OF IRIGA
Major subjects that time most of the students did not encounter difficulties when
they stayed on this strand. Class cooperation and unity may be one of the factor
that’s why most students did not encounter difficulties while staying on this
strand. One respondent says ”We work as a team, my classmates last semester
are cooperative” working as one with your classmates and helping one another
decreases difficulties when dealing with a lot of workloads, activities and group
projects this is a very helpful especially when students are having difficulties.
Some students encountered difficulties when they are in ABM their reason are lot
of activities that are given and passed at the same time that’s why they are
having a hard time on determining what to do first. Having no peers is also an
example of difficulties for one of the respondents because most of the students
in ABM are girls even her classmates are girls that’s why he’s having a hard-time
gaining friends and communicating with them.
Having difficulties still depends on the person handling it, in what way are they
facing it or it they considered it as problem it is all in the students thinking if they
would consider those things as difficulties or not.
In conclusion, the students did not faced much difficulties when they are
in ABM specifically because they state that the subjects are not that hard and
because of their class cooperation and unity that makes their stay in ABM fun,
and worry free while some students faced difficulties mainly because of activities
56
CITY OF IRIGA
and lack of management having no peers and friends to help you is also one of
the problems encountered by the students who experienced difficulties while
staying in ABM.
Q5: Why did you shift to other strand/track? Did something or
someone influence you?
The students have their own reasons that influenced them to shift their
strand their decision may be affected by the people around them or they decided
to change their course. In this part we would know the reason of the students
for shifting from ABM to other strands and the person’s or reasons that
influenced them to shift.
Most of the respondents stated that there decision of shifting is their
personal choice in connection with strand/ track related to the course they want
to take up in college, during the first semester they assessed their self and
identify if they would stick in this strand or not. Most of them realized that the
course they really want to pursue is not related in this strand that caused them
to shift in order to be in the right strand that is intended for their new chosen
career choice.
Some of them said that they are influenced by the people around them
specifically their friends and teachers that’s why they decided to shift their strand
57
CITY OF IRIGA
one respondent said that he is influenced by his friend who also shifted from
ABM to another that why he also decided to shift. One student also stated that a
specific teacher informed her that the course that she wants to take in college is
much more related to the track she shifted to because her skill will be sharpen
more if she chose to shift in that track, and according to her she think it is the
track best suited for her to learn the things she need to know about the course
she is going to pursue in college.
A portion of the respondent decided to shift mainly because they are
afraid of taking up the accounting subject and according to one of our
respondent “ Nag-shift ako kasi sabi nila na mahirap daw yung accounting, so
yun hindi naman ako magaaccounting kaya yun lipat na lang ako” the fear of
this subject affect the students decision in shifting because they fear and doubts
that they cannot pass it and fail.
In conclusions most of the students decided to shift because they
changed their career preference on what they want to be in college after all they
are still the one who is going to take up the subjects and learn what they need
to understand regarding their new chosen strand/track, meanwhile some shifted
because of influence of the people around them that affect and change their
decision and decided to shift.
58
CITY OF IRIGA
Q6: What specific strand did you shift to?
In this question the respondents stated their specific track or strand they
shifted to. The shifters decided to shift in their current strands because they
change their career preferences and choice that lead them to the appropriate
strand or track that is suitable for their new career choice.
Most of our respondents who shifted decided to be in STEM and TVL
mainly because they want to pursue the courses related to this strand and track.
The statements of some respondents are “TVL” and “STEM”. It is clear that
most of the first semester Grade 11-ABM who shifted to other strand or track
shifted in STEM and TVL. Some of them shifted in HUMMS and a portion in GAS.
They shifted in these strands because they found what is suitable for them and
for some reasons it is now their choice of strand. According to their responses
we have found out that students can shift to different strand and most of them
want STEM as their new choice of strand.
Q7: How do you find your present strand?
In this question we have asked our respondents if how they find their
new environment and new strand. They responded according to what they feel
59
CITY OF IRIGA
or experienced in their present strand and how are they coping up with their new
classmates. They have different responses or answers in this question.
Most of the responder states that they found their new strand okay,
exciting and good. Some of them actually said that “ it’s good, ano siya mas
parang mas nagiging ano ako… nagiging all around kase madami talagang
ginagawa as in dika lang focus sa isang side ng pagstudy mo parang mas
marami.”, “uhm… okay lang”,“Madali, hindi naman mahirap.” And “Uhm…
exciting kase merong mga assessment na gagawin.” Some of the participants
said that their chosen new strand fits on their career preferences with the
learnings and application of it, one of them stated “ Yung track ko ngayon
talagang natuturuan niya kami, pag Saturday may class kami pag hapon and
may practicum palagi kaming ginagawa. Kung paano ngaya mag a-arrange ng
table, yung mga plato pasunod sunod kaya talagang tama yung strand.” With
this statement the respondent found what really is the best track or strand for
them.
In the other hand, portion of them are having difficulties or hardships in
their present strand just like some of our respondents said, “ Uhm, quite difficult
but I can manage.” and “Ngayon okay pa naman pero feeling ko magiging
mahirap na lalo na sa calculus.” With these statements it is clear that they are
having difficulties but they deal with the situation they are now.
60
CITY OF IRIGA
Q8. How are you now in your present strand?
Adjustments are not really that easy for some person. It may be easy to
others, but not to other. We are all different from each other. Adjusting to be
with other people and coping up with them so you can ask them help when you
need or vice versa. In connection with this, we asked our respondents if how are
they now in their present strand.
Most of our respondents have their answers similar to others. Most of
them answered “fine” and some said “okay lang”, “enjoy”, “Nanghihinayang rin
ako na lumipat noon ng strand, pero komportable na ko ngayon na walang pag
aalinlangan.”, “nakaka adjust na” and “ Okay, okay naman siya masaya and
kadalasan din madami yung binibigay ano sunod sunod din pero nakakaraos din
naman”. But a portion of the respondents have negative responses like some of
them stated “nag- aadjust pa.” and having some difficulties. They said these
statements maybe because they aren’t still comfortable to mingle with others or
their new strand is really difficult for them.
We, the researchers, therefore conclude that some of the respondents of
our research about shifting of former Grade 11-ABM student to other strand in
2nd semester of S/Y 2018-2019 in USANT, had adjusted being with other group of
people resulting to their decision of shifting to other strand but a portion of them
61
CITY OF IRIGA
are still adjusting to their new strand. Other respondents are fine and enjoy with
their new strand.
Q9. How do you deal with your new strand?
We have our own ways of coping up or struggling to be part of one group
when we are not originally from that kind of group. We have our own
communicating and socializing skills to hang out with other people or group. As
we always say, we are unique in our own ways and do what we have to do in
the way we can along with our capabilities, in the best way as possible.
This question we have asked to our respondents was answered in
different ways of responses too. Some implied that “ just be yourself”, “being
friendly”, “ Madali naman silang pakisalamuhaan, yung iba nakakaklase ko na rin
naman, yung iba kinikilala pa namin yung mga transferees.”, “Coping up uhm,…
nakikisama o join sa mga kaklase and be friendly” , “getting along with others”,
“chitchatting with them” and etc. Meanwhile, others stated that they are still
coping and adjusting with their classmates just like what one of our respondents
said “Medyo nakaka ano lang kasi sa ABM dati ang tatahimik nung estudyante
tapos dito sa STEM sobrang ingay kaya nakakapanibago tas yun puro pa lalaki
yung kaklase”. They stated this maybe because they lack in communicating skills
and doesn’t deeply know how to effectively socialize with others and vice versa
62
CITY OF IRIGA
for those who have already cope with their classmates but also they are still
adjusting because they are in a new environment and not used to it.
In this question, we have concluded that some of our respondents aren’t
all that good and effective in socializing to other people because some of them
are still adjusting to be part of the group they are in now, even if they are
already with their classmates for more than months. Most of them are good in
communicating and effectively socializing with others because they have already
adjusted with their new environment along with their strand and classmates.
Q10: Are you regretting that you shifted to other strand?
Before making a decision you should think of that decision-to-make more than 7
times because this decision can have a lot of effect after the final decision it’s
either you will regret it or glad with the outcome. Make sure that you can stand
with that decision because once it’s already done, there’s no turning back and if
you’re not satisfied with the result regret is what you’ll just have.
In this question, there are only two answers it will be either yes or no.
Almost all of them answered no and a respondent said “hindi naman kasi nandito
yung course na kukunin ko” They did not regret their decision mainly because
their new chosen career preference is in lined with the strand/track they are in
now. So we think that this students who answered no are now contented on
63
CITY OF IRIGA
where they are now but one of them answered somewhat yes. So maybe this
respondent is compelled to shift because the strand he/she shifted to is where
the course he/she will take is aligned in. Because this respondent also said that “
Oo, kaso nandito yung course na kukunin ko”.
These answers from our respondents had lead us to conclude that they didn’t
regret their decision because they are already in the right path and some of
them regret it somehow because they are already contented to ABM last sem but
has to leave because the course they will take is not there.
CHAPTER 4
Summary, Conclusion and Recommendation
This chapter presents the overall summary and base on the data gathered from
the interview conducted to first semester Grade 11-ABM s/y 2018-2019 who shifted
to other strands. The conclusion and recommendation are also included in this
chapter.
64
CITY OF IRIGA
STATEMENT OF THE PROBLEM
GENERAL QUESTION:
What are the factors and reasons that affect the students from shifting?
SPECIFIC QUESTIONS:
1. What influences them to shift to other strands?
2. What is the difference of their experiences on the first semester in ABM and
second semester on their chosen strand?
3. How do they cope with their new strand?
Summary of the Findings
1. The respondents decided to enrol in ABM during the first semester because of
their personal choice of strand and what course they want to take up at first.
Some of them also enrolled because of their parents’ decision for them in
choosing a strand.
2. To sum up, the first choice of strand of the former Grade 11-ABM student who
shifted to other strands/track want ABM as their first choice and some of them
actually want STEM. There are only small portions of respondents stated that
they choose HUMSS. However, they did enrol in ABM even if others’ first choice
of strand is not this strand.
65
CITY OF IRIGA
3. The respondents encountered different experiences as an ABM student, Mostly
enjoyed their stay in this strand and some find it difficult in a way of workloads
and adjusting in the environment. These experiences helped them to understand
their self and decide if they would stay or leave this strand. The experiences
developed them more and think what the best is for them.
4. Most respondents did not faced much hardships when they were in ABM
specifically because they state that subjects are not that hard and there are class
cooperation and unity that makes their stay fun in ABM. On the other hand,
some students faced difficulties mainly because of activities, lack of
management, having no peers and friends to help.
5. The reasons of shifting of the first semester Grade 11- ABM are mostly because
of their career preference on what they finally want to take up in college and
meanwhile some shifted because of the influence of their surroundings especially
the people around them that is affects and change their decision or choice that
leads them to shifting to other strands or track of their choice.
6. Most of the students who shifted to other strand or track choses STEM and TVL
as their new choice of strand or track and they enrolled or shifted in this strand
during the second semester. Some of them shifted to HUMSS and a portion were
in GAS.
66
CITY OF IRIGA
7. The respondents find their new found strand and track as okay, exciting and
good and some of the participants that their new chosen strand fit on their
career preferences with learning and application of it. In contrast, portion of
them are having difficulties but they deal with the situation they are now.
8. Most of our respondents had already adjusted being with other group of people
which is the result of shifting to other strand or track but some of the
respondents are still adjusting to their new strand. Others stated that they are
fine and enjoy with their new strand.
9. We, the researchers, have found out that the respondents are not all in
socializing with others because some of them are still adjusting to their strand or
track and being part of the group they are in, even if they are with their peers or
classmates for more than months. Hence, most of them are good in
communicating and is an effective person in socializing with the people around
them and they have already adjusted to their new environment.
10. Most of the respondents lead us to conclude that they did not regret their
decision in shifting to other strands because they are now in the correct way. On
the other hand, some regretted shifting because the contentment of the strand
brought to the respondent but has to shift to other strand because the course
they want to take up is found in others and not in ABM.
Conclusion
67
CITY OF IRIGA
 The researchers conclude that most of the former first semester Grade 11- ABM
students shifted because of personal preferences and choices. They decided to
shift because they realized that the former strand is not the career path they
want to pursue on college and they have new career choice. On the other hand,
some shifted because of the people around them which are the teachers or peers
and it is called the influencers. However, some shifted because of the accounting
subject that is needed to be taken up in ABM for it is a major subject.
 There are both differences and similarities in the students’ experiences on the
first semester as an ABM and the second semester on chosen strand. Being an
ABM student are thrilling, nice, fun and likes the company of their classmates
even if others are having difficulties. After shifting Ato other strands, the present
strands are exciting, okay, fine, comfortable and doing good but there are
students who are still adjusting on the present strand.
 The students who shifted have own different ways of coping up to the present
strand. On the data we have gathered they cope up by adapting to present
strand and adjusting to their environment. Some of them use their socialization
skills by means of making friends with others, try to join with others and find
where they want to be with. Some did not find many difficulties in coping up to
the new strand because they have classmates before in that strand and
68
CITY OF IRIGA
particularly in that section. They are also comfortable with new environment and
that is why they easily coped up with the new strand they are into.
Recommendation
In the data we have gathered in our research we recommend this to the
following:
1. Teachers
 For them to know the reasons of the students why are they shifting to
other strand or track especially the students who are from ABM strand.
We, the researchers, would like to inform them the data we have
gathered for them to know information about the reasons of the students
that are shifting.
 To let them know that they are one of the causes about the shifting of
their students or being an influencer to their decision or choice in shifting
to other strands.
2. Students
 We also recommend this to the students for them to know and assess
themselves better especially in deciding the strand they want to pursue.
It will also help them not to be impulsive in choosing a strand and for
69
CITY OF IRIGA
them not to have difficulties when they shift or when they will choose a
strand.
 To also help them decide well on their career choice they want to pursue
and which career path to start with especially for those who will enter
Senior High School. This research can also be their guide in choosing a
strand or track.
3. Parents
 To inform them why are their children shifting and to understand them
more. This research will be beneficial for the parents or guardian because
they will guide their children and help them what career choice or strand
they should be taking.
 This research will also let their children decide for themselves on what
career preferences they want to take in senior high school and in college.
They will be also informed by gathered data that they are also affecting
the choice and decisions of their children in choosing a particular strand
or track.
4. Future Researchers
 To be able for them to know about the research and develop it more
by expanding the study through having a much wider populations of
70
CITY OF IRIGA
participants in shifting to other strands or track not just in ABM but
also in other strand or track in Senior High School.
Bibliography
Notes
1 https://vocabulary.com/dictionary/shifting
2 https://www.springer.com/gp/book/9789462090897
3 https://www.edukasyon.ph/courses/senior-high-tracks/academic/abm-accountancy-
business-and-managenent-strand
4 https://www.smartparenting.com.ph/parenting/big-kids/6-things-we-know-now-about-
the-k-12-senior-high-school-a318-20160920
5 and 6 Course Selection theory and college transition seminars: and adaptation of
college choice models to explain first-year students’ course enrollment behavior.pdf
7,8,9,10,11,12,13 ,14 and 15 Merriam Webster Dictionary
16 http://www.scoutmag.ph/culture/shifting-courses-is-okay-jadek-20180606
17 https://blog.edukasyon.ph/parent-portal/choosing-a-college-course-childs-passion-or-
parents-will/
18 https://lifestyle.inquirer.net/276459/high-school-dilemma-choosing-right-
strand/#ixzz5ZoFHx2hP
71
CITY OF IRIGA
19 https://blog.edukasyon.ph/senior-high/3-things-to-consider-before-changing-strands-
in-senior-high/
20 https://www.candymag.com/features/a-guide-to-shifting-courses-a1576-20170712
21http://www.academia.edu/24592420/
factorsinfluencingstudentschoiceforaseniorhighschoolacademictrack
22https://www.academia.edu/9627266/
thefactorsthataffectstudentsdecisioninchoosingtheircollegecourses
23 https://amp-theguardian-com.cdn.ampproject.org/v/s/amp.theguardian.com/teacher-
network/2015/jun/24/schools-double-shifting.\
24 http://enrollment.org/blogs/yielding-your-best/item/684-quanting-the-shifting-
international-market
25 http://www.relocatemagazine.com/3522moving-between-international-curriculum-
choices-managing-the-challenges
26 http://www.insidehishered.com/news/2018/08/24/international-enrollment-slowing-
or-declining-some-top-destination
27 http://blog.thepienews.com/2018/08/shifting-focus-vietnamese-students-overseas-
study-destinations
72
CITY OF IRIGA
30 https://www.bing.com/search?
q=research+studies+about+shifting+of+strand&qs=n&sp=-1&pq=&sc=0-
0&sk=&cvid=9B7BB1FE0052408DAC61DF664986D110&first=11&FORM=PERE
q=research+studies+about+shifting+of+strand&qs=n&form=QBRE&sp=-1&pq=&sc=0-
0&sk=&cvid=9B7BB1FE0052408DAC61DF664986D110
32 https://www.simplypsychology.org/qualitative-quantitative.html
33 https://www-collinsdictionary-com.cdn.ampprc.org/v/s/www.collinsdictionary.com/
amp/english/interview?amp_js_v=a2&_gsa=1&usqp
73
CITY OF IRIGA
APPENDIX B
Interview questions:
1. Why did you choose to enroll in ABM strand?
74
CITY OF IRIGA
2. What was your first choice of strand?
3. What are your experiences as an ABM student?
4. Did you find difficulties when you were in ABM?
5. Why did you shift to other strand? Did someone/something influence you?
6. What specific strand did you shift to?
7. How do you find your present strand?
8. How are you now in your new strand?
9. How do you deal with your new environment?
10. Are you regretting that you shifted to other strand?
APPENDIX C
TRANSCRIPTION
Interviewee 1
75
CITY OF IRIGA
Interviewer: “Why did you choose to enroll in ABM strand?”
Interviewee 1: “Uhmm… actually uhm wala pa kase sa isip ko kung ano talagang strand
ang itetake up ko and then… I was just trying to experiment so I chose ABM kase yun
din yung lumabas dun sa ano… yung sa career guidance naming so yun yung first
choice dun kaya I decided to take up ABM.”
Interviewer: “What was your first choice of strand?”
Interviewee1: “Ano… Actually STEM talaga yung yung choice ko kaso yun nga dahil
doon sa career guidance triny ko yung ABM and then… ganun parang nag try lang din
ako sa ABM.”
Interviewer: “What are your experiences as an ABM student?”
Interviewee1: “Wala naman masyadong bago parang… normal lang pero may
pagkakaiba parin lalong lalo na kasi ano… konti yung lalaki sa ABM so medyo iba yung
environment.”
Interviewer: “Did you find difficulties when you were in ABM?”
Interviewee1: “Wala naman masyado as long as ano uhmm… nagwo-work hard ka and
then nagsisipag ka lang talaga.”
Interviewer: “Why did you shift to other strand? Did someone or something influence
you?”
76
CITY OF IRIGA
Interviewee1: “Actually wala naman… uhmm… it’s my personal choice lang parang dahil
lang din sa course na kukunin ko and that’s what I want naman, STEM .”
Interviewer: “What specific strand did you shift to?”
Interviewee1: “uhmm STEM”
*murmuring in the background*
Interviewer: “How do you find your present strand?”
Interviewee 1: “Uhm… it’s uhm… it’s good, ano siya mas parang mas nagiging ano ako…
nagiging all around kase madami talagang ginagawa as in dika lang focus sa isang side
ng pagstudy mo parang mas marami.”
Interviewer: “How are you now in your new strand?”
Interviewee 1: “I’m fine. Thank you” *laughs*
Interviewer: “How do you deal with your new environment?”
Interviewee 1: “Ano just go with the flow and then do your best and do what is your
part parang ganun.”
Interviewer: “Are you regretting that you shifted to other strand?”
Interviewee 1: “Absolutely, No”
Interviewer: “Thank you!”
77
CITY OF IRIGA
Interviewee 2
*noisy background*
Interviewee 2: “Uhmm… because I want to be uhmm successful business man.”
Interviewee 2: “ABM talaga”
Interviewee 2: “Ah… medyo thrilling pero okay naman.”
Interviewee 2: “So far wala kase ano… nung first sem diba hindi pa naman masyadong
mahirap. Kaya wala pa naman.”
you?”
Interviewee 2: “Meron… *laughs* si Janry *laughs*.”
Interviewee 2: “HUMSS? Sa HUMSS”
78
CITY OF IRIGA
Interviewee 2: “Uhm… Almost good naman.”
*motorcycle engine in the background*
Interviewee 2: “Okay naman na nakapag ano na kami nakapag adjust naman na .”
Interviewee 2: “Wala… kung ano yung sarili mo ano… yung lang. Be yourself ”
Interviewee 2: “No”
Interviewee 2: “Sige”
Interviewee 3
Interviewee 3: “Nag-enroll ako sa ABM strand kasi yung course na kukunin ko sa college
is BSHM yun kaya nag enroll ako sa ABM.”
79
CITY OF IRIGA
Interviewee 3: “Yung first choice ko talaga since nung Grade 10 ano… ABM pero nung
malapit nang mag enrollment parang nalilito na ako kasi sabi nila dapat TVL talaga pero
mas napili ko pa rin yung ABM kaya dun ako nag enroll.”
Interviewee 3: “Ano… sabay sabay yung mga dapat gagawin tapos… tapos ano okay
enjoy din naman siya kaso mahina ako sa math kaya mahirap para sakin.”
Interviewee 3: “Yes, oo pag maraming projects na ano kailangang tapusin sabay sabay
pang ibinibigay ganun.”
you?”
Interviewee 3: “ Ano… si… si Ma’am Jessa kasi noong nag noong first sem ano teacher
naming siya sa empow tech tas bigla siyang nagsabi na yung mga kukuha ng course sa
college ng mga mag to-tourism and chef dapat daw talaga dun sa TVL mag enroll kasi
mas nabibigyang ano daw mas nabibigyang pansin yung mga mag che-chef or tourism
kasi nahahasa yung mga ano nila sa activities na iyon.”
Interviewee 3: “TVL”
80
CITY OF IRIGA
Interviewee 3: “Yung track ko ngayon talagang natuturuan niya kami, pag Saturday may
class kami pag hapon and may practicum palagi kaming ginagawa. Kung paano ngaya
mag a-arrange ng table, yung mga plato pasunod sunod kaya talagang tama yung
strand.”
Interviewee 3: “Okay, okay naman siya masaya and kadalasan din madami yung
binibigay ano sunod sunod din pero nakakaraos din naman.”
Interviewee 3: “Yung ano… tama lang may mga friends din naman ako, ginagawa ko din
naman lahat yung mga kailangang tapusin tas pumasok ako palagi ganun.”
Interviewee 3: “Hindi naman kasi ano… sabi ko nga, madaming… madaming naituturo
talaga kung dun naman sa ABM di naman ako mag a-accounting kaya mahihirapan ako
kasi mostly ang tinuturo sakanila dun is Accounting, kaya alam kong babagsak ako dun
kaya *laughs* kaya hindi ko na ano kaya hindi ko na ipipilit.”
Interviewee 4
81
CITY OF IRIGA
Interviewee 4: “Kasi ano… ahmm… ang choice ko talaga nun dati nung Grade 10 is
business management so yun ang kinuha ko, ABM.”
Interviewee 4: “ABM talaga”
Interviewee 4: “Uhmm noong first sem masaya naman siya saka madali kaso yun nga
nagbago yung isip ko.”
Interviewee 4: “Hindi naman.”
you?”
Interviewee 4: “Uhmm… nag shift ako kasi ano sabi nila ha mahirap daw yung
accounting, so yun di naman ako mag a-accounting so yun lipat nalang ako.”
82
CITY OF IRIGA
Interviewee 4: “Madali, hindi naman mahirap.”
Interviewee 4: “Okay naman.”
Interviewee 4: “Wala lang, ano… wala parang dati lang ano… nakiki ano sa mga
classmates ganun”
Interviewee 4: “Hindi naman, ano kasi mas napadami yung pag aaral.”
Interviewee 5
Interviewee 5: “I choose to enroll in ABM strand because… decision of my mom.”
Interviewee 5: “STEM”
Interviewee 5 “Uhm, my experiences as an ABM student is uhm fun, happy yun.”
83
CITY OF IRIGA
Interviewee 5: “Uhmm… not much.”
you?”
Interviewee 5: “Uhm… I shift to other strand because –uhm- andun yung course na
kukunin ko.”
Interviewee 5: “uhm… okay lang.”
Interviewee 5: “uhm… still adjusting in my new strand- … in my room.”
Interviewee 5: “Uhm… pakikisalamuha sakanila.”
84
CITY OF IRIGA
Interviewee 4: “Uhm… oo pero uhm dun yung ano ko kasi eh yung course na kukunin
ko.”
Interviewee 6
Interviewee 6: “Ah… kasi ano gusto ug-ah… -parents ko.”
Interviewee 6: “Ahm… nakaka enjoy.”
Interviewee 6: “Ah… yes kasi walang masyadong barkada .”
you?”
Interviewee 6: “Wala naman pero… nandun yung course na kukunin ko.”
85
CITY OF IRIGA
Interviewee 6: “Uhm… exciting kase merong mga assessment na gagawin.”
Interviewee 6: “Enjoying.”
Interviewee 6: “Ah… di naman, di naman nakakahiya kasi marami na kong kaklase dati
na sa strand.”
Interviewee 6: “Hindi.”
Interviewee 7
Interviewee 7: “So I choose to enroll in ABM strand last sem because the course that I
will take up sana is accountancy.”
86
CITY OF IRIGA
Interviewee 7: “ABM strand, of course”
Interviewee 7: “So being an ABM student last sem is fun and enjoy.”
Interviewee 7: “No, because we work as a team because my classmates last sem is
cooperative.”
you?”
Interviewee 7: “I shift to the other strand because the course that I will take up in
college is aligned to that strand.”
Interviewee 7: “Uhm, quite difficult but I can manage.”
Interviewee 7: “Uhm, well I am happy and naka-adjust nako sakanila.”
87
CITY OF IRIGA
Interviewee 7: “I deal with my new environment by… through chitchatting and nakiki-
cooperate nako sakanila.”
Interviewee 7: “No. Because it is for my own sake.”
Interviewee 8
Interviewee 8: “First, because I wanted to be a flight attendant so I choose to enroll in
ABM.”
Interviewee 8: “ABM”
Interviewee 8: “Nung nasa ABM pako… masaya naman tapos madali lang yung mga
lesson mabait rin yung mga kaklase ko.”
88
CITY OF IRIGA
Interviewee 8: “No.”
you?”
Interviewee 8: “Nagshift ako kasi yun nga nagbago yung isip ko na mag ano nalang
nursing kasi mahirap nang abutin yung flight attendant tas yun nga sabi ng parents ko
medyo mahirap din yun, na degrade ako dun sa pagiging flight attendant yun nga pinili
ko mag nursing kasi yung family naming nasa medical field.”
Interviewee 8: “Ngayon okay pa naman pero feeling ko magiging mahirap na lalo na sa
calculus.”
Interviewee 8: “Medyo nahihirapan.”
89
CITY OF IRIGA
Interviewee 8: “Medyo nakaka ano lang kasi sa ABM dati ang tatahimik nung estudyante
tapos ditto sa STEM sobrang ingay kaya nakakapanibago tas yun puro pa lalaki yung
kaklase”
Interviewee 8: “Hindi naman pero parang kung ano… papipiliin ako ngayon kung
palipatin ako babalik nalang ako sa ABM.”
Interviewee 9
Interviewee 9: “Uhm because I want to be a successful ahm ano business man.”
Interviewee 9: “ABM”
Interviewee 9: “Ahh it is tough but nice.”
Interviewee 9: “Kaunti.”
90
CITY OF IRIGA
you?”
Interviewee 9: “Something ahh… uhm influence me.”
Interviewee 9: “HUMSS”
Interviewee 9: “uhm nice, okay lang siya.”
Interviewee 9: “uhmm it is fine.”
Interviewee 9: “Coping up uhm,… nakikisama o join sa mga kaklase and be friendly”
Interviewee 9: “No, di ako nagsisisi.”
Interviewee 10
91
CITY OF IRIGA
Interviewee 10: “My parents want me to take business ad. When I reach college level.”
Interviewee 10: “My first choice is ano HUMSS”
Interviewee 10: “As an ABM student, I opened my mind if I still continue to stay in this
strand. Alam naman nating “mahirap maging isang ABM student”. I experience lot of
understanding about what is the difficulties behind this strand that some of our subject
discuss this strand to us, and I agree of what they say. Then I shift from other strand.”
Interviewee 10: “When I was in first semester, I have no doubts to take this strand.
Because all of the strand have same subjects to study but I have no idea of studying
accounting, balancing etc… and for me it is hard to work for it and I don’t want to
torture myself that for me it difficult, let us say that I have weaknesses on other things
that I can’t handle”
you?”
Interviewee 10: “Because of accounting, no one force me to shift just for my own
good… wala akong kaalam alam na meron niyan(sa meaning palang ng strand meron
92
CITY OF IRIGA
accountancy, business and management nay an) pero sa subject nay an wala akong
idea”
Interviewee 10: “GAS”
Interviewee 10: “I’m comfortable for my present strand, there’s a lot of changes and
differences sa subjects sa GAS strand than ABM this 2nd sem.”
Interviewee 10: “Nanghihinayang rin ako na lumipat noon ng strand, pero komportable
na ko ngayon na walang pag aalinlangan.”
Interviewee 10: “Madali naman silang pakisalamuhaan, yung iba nakakaklase ko na rin
naman, yung iba kinikilala pa namin yung mga transferees.”
Interviewee 10: “No.”
93
CITY OF IRIGA
APPENDIX D
DATA MATRIX
Responses/ Answers Label Category

1. For the respondents most of them Students and parents Decision
choose to enroll in ABM because the choice
94
CITY OF IRIGA
course that they want to take in college

is related on this strand. Some of the
respondents stated that they enrolled
because of their parents’ decision and a
portion of respondents said it is just
experimental when he enrolled.
2. Most of the respondents chose ABM as First choice of strand Strand
their first choice of strand. There are
also respondents whose first choice is
STEM and HUMSS.
3. Most of the respondents’ experiences Experiences as an Experiences
as an ABM student are enjoy, thrilling, ABM student
good, easy, nice, normal, happy, fun,
and having good classmates. In
contrast, some of the respondents
found it difficult, tough and there are
lot of things to do. A portion of the
respondents also stated that there are
fewer populations of boys.
4. Most of the students answered that Struggles Problems
they experienced no difficulties being
an ABM student before. Some
answered yes because it has a lot of
school works.
5. For the respondents most of them Reasons in shifting Influence
shifted because of personal choice in
connection with the course/strand they
will take up. Some of them shifted for
they are influenced by others and a
portion stated that accounting is
difficult.
6. There are many first semester Grade 11 New Strand Career path
ABM students who shifted in STEM and
ABM. Some of them are in HUMMS and
GAS.
7. The respondents have different Coping up and Changes

responses on this question. Most of experiences
them said that it is okay, exciting, good,
95
CITY OF IRIGA
and some of them said it fits on their

career preferences. Meanwhile, the
portion of them also states that it is
difficult.
8. For the respondents they are fine, okay,
comfortable, and doing good in their
present strand, while a portion said that
they are still adjusting and having some
difficulties.
9. The respondents has different Communicating with Social skills

responses, some implied to be just in others
their self, be friendly, get along with
each other, and communicate with their
classmates. Meanwhile some said that
they are still coping up and adjusting to
their strand/track.
10. Most respondents did not regret Choice Decision
shifting to other strand/track; in
contrast there is a respondent who
regretted shifting.
APPENDIX E
DOCUMENTATION
96
CITY OF IRIGA
APPENDIX F
CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Jero Valerie P. Ramos
Age: 17 years old
Gender: Female
Birthday: February 21, 2002
Place of Birth: Naga City
Religion: Roman Catholic
Address: Del Rosario Banao, Iriga City
97
CITY OF IRIGA
Father: Rogel M. Ramos
Mother: Jecian P. Ramos
II. EDUCATIONAL BACKGROUND
Elementary: University of Saint Anthony
Junior High School: University of Saint Anthony
Senior High School: University of Saint Anthony
Name: Irish E. Dela Providencia
Age: 16 years old
Gender: Female
Birthday: August 14, 2002
Address: San Juan, Iriga City
Father: Noe B. Dela Providencia
98
CITY OF IRIGA
Mother: Ma. Esperanza E. Dela Providencia
Elementary: Sipocot North Elementary School
Junior High School: Central Bicol State University of Agriculture-Sipocot
Name: Janeth C. Ilagan
Age: 17 years old
Gender: Female
Birthday: January 6, 2002
Address: Zone 1, Sta. Cruz, Iriga City
Father: Jose A. Ilagan
99
CITY OF IRIGA
Mother: Nely C. Ilagan
Elementary: Iriga Central School
Junior High School: University of Saint Anthony
Name: Franzyn S. Infante
Age: 17 years old
Gender: Female
Birthday: October 2, 2001
Address: San Buenaventura, Buhi, Camarines Sur
Father: Rustom F. Infante
100
CITY OF IRIGA
Mother: Pinky S. Infante
Elementary: Buhi Institute Foundation
Junior High School: St Bridget School
101

Research 1 1

Uploaded by

Copyright:

Available Formats

Research 1 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research 1 1

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF SAINT ANTHONY

(DR. SANTIAGO G. ORTEGA MEMORIAL)

SENIOR HIGH SCHOOL DEPARTMENT

Reasons in Shifting of Strand of First Semester Grade 11-ABM Students of

Shifting describes something that is taking a new direction either physically or in

thought 1. It is commonly happening in students who are undecided on the course/

after Grade 10”. (Edgardo Lu, 2018)

Accountancy and Business Management strand is an academic track that is

plans to take accountancy, business management, tourism, hospitality management and

SENIOR HIGH SCHOOL DEPARTMENT

human resources, marketing director, project officer, bookkeeper, accounting clerk,

internal auditor and a lot more.

students shifted to other strand or track.

SENIOR HIGH SCHOOL DEPARTMENT

This research is important to know the reasons of these students on shifting to

decisions of shifting into other strand and other causes of it.

SENIOR HIGH SCHOOL DEPARTMENT

This theory is anchored on the theory of Student Choice Construct Theory by

Salisbury, Paulsen, & Pascarella, 2010 and Theory of Educational and

STUDENT CHOICE CONSTRUCT THEORY

This theory is proposed on year 2010 by Salisbury, Paulsen, & Pascarella.

SENIOR HIGH SCHOOL DEPARTMENT

THEORY OF EDUCATIONAL AND OCCUPATIONAL COURSES

This theory was proposed on year 2008 by Theory of Educational and

Occupational Choices by Paulsen and Toutkoushian, 2008. This theory attempted

as academic aptitude, academic performance, parents socioeconomic status (i.e,.

this theoretical framework, researchers will be able to recognize one’s perspective,

SENIOR HIGH SCHOOL DEPARTMENT

their perspective and peculiarities (experience).

The second theory is to explain educational and occupational choices of

determine what factors or circumstances affect a student to come up with their

to shift their career path or choices.

what would be the result to this research.

SENIOR HIGH SCHOOL DEPARTMENT

STUDENT CHOICE THEORY OF

It explained that the It explained the importance

To identify the reasons or factors

SENIOR HIGH SCHOOL DEPARTMENT

STATEMENT OF THE PROBLEM

1. What influences them to shift to other strands?

second semester on their chosen strand?

3. How do they cope with their new strand?

advices and opinions of these factors:

them to shift for the same strand they are in.

SENIOR HIGH SCHOOL DEPARTMENT

and adjusting to the new environment.

The conceptual framework based on the reasons in shifting of strand of first

who shifted strands after the first semester.

are indicated in this part.

SENIOR HIGH SCHOOL DEPARTMENT

Reasons in Shifting of Strand of First Semester Grade 11-ABM Students of USANT

SENIOR HIGH SCHOOL DEPARTMENT

SIGNIFICANCE OF THE STUDY

This research will benefit the following targets/beneficiary: students, teachers,

parents, researchers, future researchers, and school administrations.

their guide in deciding their track or strand.

SCHOOL ADMINISTRATIONS- The school administration will benefit this study

the students and somewhat find a way to help the students.

SENIOR HIGH SCHOOL DEPARTMENT

SCOPE AND DELIMITATION