Practical Research 2 GROUP 4

PRACTICAL RESEARCH 2
GROUP – 4
"Investigating the Quantitative Relationship Between Strand Compatibility and

Academic Performance in Senior High School Students."
This research addresses the importance of choosing the right academic strand in senior
high school, which is a critical decision for students and policymakers alike.
Understanding the relationship between strand compatibility and academic performance
can help students make more informed choices, potentially leading to better educational
outcomes. The results of this study can inform educational policies and interventions to
improve the alignment between students' interests and chosen strands. This research
can facilitate comparisons between different academic strands, shedding light on the
strengths and weaknesses of each. Through considering both academic and personal
factors particularly strand compatibility, this research promotes a more holistic approach
to educational decision-making.
VARIABLES
Independent Variable: Strand Compatibility

Indicators:
 Interest Assessment - Students' self-reported interests in the subjects and
activities related to their chosen academic strand.
Moneva, J. C., and Malbas, M. H. (2019). Preferences in senior high school tracks
of the grade 10 students. IRA International Journal of Education and
Multidisciplinary Studies, 15(5), 167-174
 Satisfaction and Engagement - Students' reported satisfaction and engagement

with the chosen strand.
Skinner, E. 2016. “Engagement and Disaffection as Central to Processes of

Motivational Resilience and Development.” In Handbook of Motivation at School,
edited by K. R. Wentzel and D. B. Miele. Routledge Handbooks Online. Accessed
11 April 2019. [Google Scholar]
Wigfield, A., J. S. Eccles, J. A. Fredricks, S. Simpkins, R. W. Roeser, and U.

Schiefele. 2015. “Handbook of Child Psychology and Developmental Science.” In
Development of Achievement Motivation and Engagement, edited by R. M. Lerner.
doi:https://doi.org/10.1002/9781118963418.childpsy316. [Google Scholar]
 Motivation - Students' motivation to excel in their chosen strand.
Atta, M.A. & Jamil, A. (20120. Effects of motivation and parental influence on the
educational attainments of students at secondary level. Academic Research
International. 2(3). 4-5. https://www.savap.org.pk
Silay, A. M, Valdez, D.., Malvas, S. G.., Quiroz, R.., Leocadio, K.., & Mirasol, M.
(2020). Motivation of Students: Its Implication to Academic Performance of Grade
11 HUMSS Strand Students at Bestlink College of the Philippines. Ascendens Asia
Singapore – Bestlink College of the Philippines Journal of Multidisciplinary
Research, 2(1). Retrieved from
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1590
 Skill and Aptitude Assessment - Evaluations of students' perceived or actual

skills and aptitudes related to the chosen strand.
Kirmizi, Ozkan. (2015). The Interplay Among Academic Self-Concept, Self

Efficacy, Self-Regulation and Academic Achievement of Higher Education
L2 Learners. Retrieved May 2016 at
http://higheredusci.beun.edu.tr/pdf/pdf_HIG_1659.pdf
 Choice and Decision-Making Process - Insights into how students arrived at

their decision to select a particular strand.
Kaneez, B. S., & Medha, K. (2018). Factors influencing grade 10 students’ career
choice in Mauritius. International Journal of Academic Research in Progressive
Education and Development, 7(2), 30-44. [Online] Available:
http://hrmars.com/hrmars_papers/Factors_Influencing_Grade_10_Students%E2
%80%99_Career_Choice_in_Mauritius.pdf
Dependent Variable: Academic Performance

Indicators:
 GPA - Grades obtained in specific subjects or courses within the chosen strand.
Becker, Stephen P and Robert K. Gable. (2009). The relationship of Self Efficacy
and GPA, Attendance and College Student Retention. Retrieved
May 2016 at http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article
 Retention and Promotion - Progression from one grade level to the next, which
is often tied to academic performance.
Becker, Stephen P and Robert K. Gable. (2009). The relationship of Self Efficacy
and GPA, Attendance and College Student Retention. Retrieved
May 2016 at http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article
 Attendance and Participation - Attendance and active participation in strand-

related classes and activities.
Shakory, S., Kim, A. S. N., Azad, A., Popovic, C., & Park, L. (2020). Class
participation and student performance: A follow-up study. Information Systems
Education Journal, 28(2), 1-13. https://doi.org/10.1037/stl0000151
 Teacher Evaluations - Evaluations and feedback provided by teachers for strand-

specific coursework.
Gayani. T.C., 1998, Effect of classroom climate. Teacher’s leadership behavior

and expectations on student-teachers scholastic achievement. Psycholingua, 28
:66-69
SAMPLE SURVEY QUESTIONNAIRE
 Strand Compatibility
Bukidnon State University

College of Teacher Education
Malaybalay City, Bukidnon
Factors Affecting Students’ Decision in Choosing a College Degree
General Instuction: Read each item carefully and answer the following questions provided
below. (Please be assured that all of the answers provided herein shall be kept confidential.
Please indicate (✓) mark on the appropriate box.
Name: ______________________________ Grade and Section: ___________

Age: ______
Chapter I
Please read each item carefully. Use the scale below to guide you in checking the appropriate
column that best describes your factors greatest influence on choosing a degree.
Score Limits Qualitative Description Qualitative Statement

5 4.21-5.00 Strongly agree Very influencing
4 3.41-4.20 Agree Moderately influencing
3 2.61-3.40 Neither Neither influencing
2 1.81-2.60 Dis-agree Less influencing
1 1.00-1.80 Strongly dis-agree Not influencing
Academic experience 5 4 3 2 1
Passion affects your decision to what course to take.
Your interest in a certain subject
High school grades can be a factor that influence the most
Talent, skill and ability based.
Valedictorian or a salutatorian factor.
Educational aspiration/expectation 5 4 3 2 1
Grades can affect your decision in choosing a course.
Based on you wanted to become
To be engaged in an activity that will enhance your skill and talent can give
a big impact in making decisions.
When you have the numeracy skill, it should be necessary to take a course
which are related to your skill.
When you are good in literacy, it is required that you should take a course
related to your skill.
Advice of others 5 4 3 2 1
People offer advice just because of the simple reason that they think they
can help you.
People who offer unsolicited advice from this motivation may have a lot of
knowledge in a certain area that pertains to your situation.
Some people need to be in the role of ‘teacher’ all the time, or perhaps just
like to hear they pontificate.
Some advice-givers would like to take the role of ‘more knowledgeable
person’ in the relationship dynamic, and giving advice puts them in that
position.
Advises can be good and relevant to your situation.
Friends/peer influence 5 4 3 2 1
1. Friends in this new generation can be a tool in taking the right thing
included the course that you will take.
2. Friend’s course can be a factor on taking a course.
3. Peer influence will take you in a right path.
4. The friends statement can influence career choice.
5. I do believe on what my friends said.
Family background 5 4 3 2 1
Rich parents can be one of the factors on choosing your course.
Poor parents will be the reason on the course that I will take.
Having degree holder parents can be a factor on deciding what course to
take.
Single parent.
Extended parents.
 Academic Performance

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PRACTICAL RESEARCH 2

"Investigating the Quantitative Relationship Between Strand Compatibility and

Independent Variable: Strand Compatibility

 Satisfaction and Engagement - Students' reported satisfaction and engagement

Skinner, E. 2016. “Engagement and Disaffection as Central to Processes of

Wigfield, A., J. S. Eccles, J. A. Fredricks, S. Simpkins, R. W. Roeser, and U.

 Skill and Aptitude Assessment - Evaluations of students' perceived or actual

Kirmizi, Ozkan. (2015). The Interplay Among Academic Self-Concept, Self

 Choice and Decision-Making Process - Insights into how students arrived at

Dependent Variable: Academic Performance

 Attendance and Participation - Attendance and active participation in strand-

 Teacher Evaluations - Evaluations and feedback provided by teachers for strand-

Gayani. T.C., 1998, Effect of classroom climate. Teacher’s leadership behavior

Bukidnon State University

Factors Affecting Students’ Decision in Choosing a College Degree

Name: ____________________ Grade and Section: _

Score Limits Qualitative Description Qualitative Statement

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