The research was conducted in Colegio San Agustin Makati by research students of 10-I
Augustinian Year 2017-2018. Having 24 students per section as the population, this research
aims to establish a connection between senior high school strands and college program
preference. The research in turn will benefit the school’s outlook on the senior high school
strands. Lastly, the participants of this research are the grade 12 students of all four academic
strands, namely STEM, HUMSS, ABM, and GAS, Augustinian Year 2017-2018.
For this question, a tabular would be best fit to understand the given data for question
number 1 which is a semantic differential type of question.
TABLE 1:
STRAND GAS ABM STEM HUMSS
STRONGLY AGREE 3 (12.5%) 16 (16.67%) 15 (15.63%) 4 (8.33%)
AGREE 9 (37.5%) 42 (43.75%) 20 (20.83%) 24 (50%)
NEUTRAL 11 (45.83%) 25 (26.04%) 26 (27.08%) 17 (35.41%)
DISAGREE 1 (4.17%) 8 (8.33%) 21 (21.88%) 2 (4.17%)
STRONGLY DISAGREE 0 (0%) 5 (5.21%) 14 (14.58%) 1 (2.08%)
TOTAL NUMBER OF RESPONDENTS 24 96 96 48
For this question, a tabular would be best fit to understand the given data for question
number 1 which is a semantic differential type of question.
TABLE 2:
STRAND NO. OF RESPONDENTS
STEM 96
GAS 24
ABM 96
HUMSS 48
TOTAL 264
For this question, a bar graph would be best fit to understand the given data for question
number 3 which is an ordinal type of question.
GRAPH 3.1: GAS
40
35
30
25
1st Choice
20 2nd Choice
3rd Choice
15 4th Choice
10
0
Family Friends Academic Performance Financial Status
GRAPH 3.2: ABM
60
50
40
1st Choice
30 2nd Choice
3rd Choice
4th Choice
20
10
0
Family Friends Academic Performance Financial Status GRAPH 3.3: HUMSS
40
35
30
25
20 1st Choice
15 2nd Choice
3rd Choice
10 4th Choice
0
Family Friends Academic PerformanceFinancial Status
GRAPH 3.4: STEM
60
50
40
1st Choice
30 2nd Choice
3rd Choice
4th Choice
20
10
0
Family Friends Academic Performance Financial Status
For this question, a pie chart would be best fit to understand the given data for question number 4
which is a dichotomous type of question.
GRAPH 4.1: STEM
28
YES
NO
68
GRAPH 4.2: HUMSS
YES
NO
40
GRAPH 4.3: ABM
16
YES
NO
80
GRAPH 4.4: GAS
YES
NO
21
For this question, a pie chart would be best fit to understand the given data for question number 5
which is a dichotomous type of question.
GRAPH 5.1: STEM GRAPH 5.2: HUMSS
8
YES
NO
YES
NO
40
96
GRAPH 5.3: ABM GRAPH 5.4: GAS
YES YES
NO NO
24
91
For this question, a pie chart would be best fit to understand the given data for question number 6
which is a dichotomous type of question.
GRAPH 6.1: STEM GRAPH 6.2: ABM
17
5
YES
NO
YES NO
91
79
GRAPH 6.3: GAS GRAPH 6.4: HUMSS
YES YES
NO NO
43
23
For this question, a pie chart would be best fit to understand the given data for question number 7
which is a dichotomous type of question.
GRAPH 7.1: GAS GRAPH 7.2: ABM
21
6
YES YES
NO NO
18 75
GRAPH 7.3: STEM GRAPH 7.4: HUMSS
39
19
YES YES
NO NO
57 29
For this question type, a bar graph would be best fit to understand the given data as question 8 is
a cumulative type of question.
GRAPH 8:
60.00%
50.00%
40.00%
GAS
30.00% ABM
STEM
HUMSS
20.00%
10.00%
0.00%
GRADES FAMILY FRIENDS LACK OF CHOICES
For this question, a pie chart would be best fit to understand the given data for question number 9
which is a dichotomous type of question.
GRAPH 9.1: GAS GRAPH 9.2: ABM
YES YES
NO NO
24 96
GRAPH 9.3: STEM GRAPH 9.4: HUMSS
1 5
For this
YES YES
NO NO
95 43
question, a pie chart would be best fit to understand the given data for question number 10 which
is a dichotomous type of question.
GRAPH 10.1: GAS GRAPH 10.2: ABM
20
7
YES YES
NO NO
17
76
GRAPH
10.3: STEM GRAPH 10.4: HUMSS
17
14
YES
YES NO
NO
34
79
DATA ANALYSIS:
1. Given the data, we can say that majority of GAS, STEM and HUMSS students are
neutral when asked if they agree with the K-12 Program. In addition to this, most of the
ABM students agree with the K-12 program. A reason for this is that K-12 aids them in
choosing their college program. Another reason could be that the strand they are in now
is related to their preferred college course.
2. Given the data, we can see the different number of respondents per strand. The main and
only reason for this is the number of students who chose that certain as strand.
3. . Given the data from GRAPH 2.1, 2.2, 2.3, and 2.4 we can say that most of the students
do not consider their financial status as a factor affecting their chosen strand. Moreover,
we can also see in GRAPH 2.4 that majority of the students consider family as their first
choice in their chosen strand.
4. Given the data from graphs 4.1, 4.2, 4.3, and 4.4, we can say that majority of students are
performing well in their chosen strand. In contrast to this, a number of students said that
they are not performing well in their chosen strand, especially those in STEM (GRAPH
4.1). A factor could be that these students are having difficulty coping up with the
lessons. Another could be that pressure imposed on them as they are going into college
next year.
5. Given the data from graphs 5.1, 5.2, 5.3, and 5.4 we can say that majority of grade 12
students will go to college. A factor could be their need of conformity to society. Another
could be crave for success
6. Given the data, we can say that most of the SHS students have a preferred college course.
7. Given the data, we can say that most of the students’ choice for their college program
was not affected by their SHS strand
8. Given the data from table 8 we can say that most of the students in HUMSS chose their
college program due to lack of choice. In addition to this, family and grades were also big
factors to a STEM or ABM student’s decision in their college course. Lastly, grades
family and friends greatly affected a student’s decision for a college course.
9. Given the data from graphs 9.1, 9.2, 9.3, and 9.4, we can say that almost all of the SHS
students are aware that they are going to college next year.
10. Given the data from graphs 10.1, 10.2, 10.3, and 10.4, we can say that most of the SHS
students’ strands are related to their preferred college course.
