Rationale

Strand stereotyping can have a real impact on the academic

performance of ALS students, who often encounter societal biases based on

the educational track they've chosen, like technical-vocational or academic

strands. These stereotypes can shape how students see themselves,

affecting their confidence and motivation, which in turn can influence their

success in school. Yet, the connection between these stereotypes and

academic performance in ALS students hasn’t been fully explored. This study

seeks to understand how these perceptions impact students, aiming to

provide insights that can help create more supportive and inclusive learning

environments, where all students are given the chance to thrive.

In Canada, Alternative Learning System (ALS) students often

encounter stereotypes tied to their educational strands, whether they choose

technical-vocational or academic tracks. Research shows that such biases

can significantly impact students' self-esteem and motivation, leading to

decreased academic performance. Despite the growing diversity in Canada’s

educational landscape, the effects of strand stereotyping on the academic

success of ALS students remain underexplored. This study aims to

investigate how these stereotypes influence academic outcomes among ALS

students in Canada. By understanding these dynamics, the research seeks to

provide valuable insights that can help educators and policymakers create

more supportive and inclusive learning environments, ensuring all students

have equal opportunities to succeed, regardless of their educational pathway

(Gonzalez et al., 2019).

 In the Philippines, the K-12 curriculum categorizes students into

strands such as Humanities and Social Sciences (HUMSS), Accountancy,

Business and Management (ABM), Science, Technology, Engineering, and

Mathematics (STEAM), General Academic Strand (GAS), and Technical

Vocational and Livelihood (TVL). Societal perceptions often prioritize certain

strands, leading to stigma against non-academic tracks. Alternative Learning

System (ALS) students, facing socioeconomic challenges, are especially

vulnerable to intensified stereotyping, which negatively impacts their

educational success and self-perceptions. Despite the Department of

Education's efforts toward inclusive education, biases persist, highlighting the

need for targeted interventions to support ALS students (Garcia, 2023).

In local setting, specifically in Quezon Memorial Insitute of Technology

in Kapalong Davao del Norte, pertains to the perceptions and biases

associated with different academic tracts, potentially affecting students’ self-

esteem and academic performance. Students of ALS enrolled in TVL often

encounter stereotyping with the students in the academic tracts, facing stigma

impacting their engagement and learning outcomes.

This study is urgent because it addresses the harmful effects of strand

stereotyping on the academic performance and well-being of ALS students.

These biases can undermine students' confidence, motivation, and success,

making it essential to explore and understand the challenges they face. As

more students enroll in ALS programs, it's crucial to address how societal

perceptions of academic tracks shape their experiences and create barriers to

success. By tackling these stereotypes, we can foster a more equitable and

supportive educational environment, ensuring all students have an equal

chance to thrive. Insights from this research can also inform policies that help

educators and policymakers develop strategies to uplift and support ALS

students in reaching their full potential.

The research gap centers on the limited understanding of how strand

stereotyping impacts the academic performance and self-esteem of ALS

students in both Canada and the Philippines. While studies like Gonzalez et

al. (2019) have explored the effects of these biases in Canada, there's little

research in the Philippines on how societal perceptions of non-academic

tracks affect ALS students. Moreover, the broader issue of how these

stereotypes play out in different cultural contexts remains underexplored. This

study aims to bridge that gap by examining how these biases affect students

in both countries, offering insights to help create more inclusive and

supportive educational environments.

Research Objectives

The purpose of this study is to examine the relationship between

strand stereotyping and the academic performance among ALS students in

QMIS.

Specifically, this study aims to answer the following objectives.

1. To determine the level of Strand Stereotyping:

1.1 negative perception

1.2 peer influence

1.3 teacher expectation

1.4 social context

2. To determine the level of Academic Performance:

2.1 Subject proficiency

 2.2 academic achievements

2.3 engagement metrics

2.4 self-efficacy

3. To determine the effects of strand stereotyping in the academic

performance among ALS students in Quezon Memorial Institute of

Technology, Kapalong.

Hypothesis

There is a significant relationship of Strand Stereotyping in the

Academic Performance among Alternative Learning System (ALS) students in

Quezon Memorial Institute of Technology. Students who experience negative

Stereotyping will demonstrate lower levels of subjects' proficiency in core

academic areas. There will be a noticeable gap in knowledge in specific

subjects (e.g. Mathematics and Science). Teaching methods that promote

inclusivity will lead to improved knowledge acquisition among students facing

stereotyping.

Review of Related Literature

In this section the research has shown that strand stereotyping

can significantly affect students’ academic performance. Stereotypes often

create a negative perception, leading to decreased motivation and lower

achievement (Smith et.al.,2019).

Strand Stereotyping
 Strand stereotyping refers to the preconceived notions and

biases associated with specific academic tracks or strands in education. This

phenomenon occurs when students, teachers and society attribute certain

characteristics, abilities or potential outcomes to individuals based solely on

the educational path they choose or placed in. Such stereotypes can

negatively impact the students' self-perception, aspiration, and overall

academic performance, often leading to a self-fulfilling prophecy where

students conform to the lower expectations associated with their strand.

Negative Perception often arises to a specific academic track. The

researcher highlights how societal beliefs can lead to diminished self-efficacy

among students in less prestigious strands, adversely affecting their

motivation and academic identity (Buchmann and Dalton 2021).

On the other hand, students internalize societal views, leading to

decreased self-efficacy and motivation in less prestigious strands. This

internalization can result in students developing a fixed mindset about their

abilities, impacting their academic identity and future aspirations (Bandura

2015).

Peer Influence is a crucial factor in shaping students’ attitudes towards

different academic strands. It is found that adolescents are significantly

impacted by their peers’ perceptions, often conforming to group norms that

can devalue certain educational paths. This can lead students to abandon

their interest in favor of fitting in with their peers, reinforcing existing

stereotypes (Kumar et al.2022).

In addition, adolescents are particularly susceptible to the norms

and expectations of their peer groups, which can reinforce existing

stereotypes. If peers devalue specific academic paths, students may shy

away from those options, even if they possess the interest or capability to

excel (Dekker and Fisher 2015).

Teachers’ Expectations can influence student's outcomes and attitudes.

Elevated expectations from teachers can lead to improved performance, while

low expectations may result in a self-fulfilling prophecy. This phenomenon can

be particularly pronounced in lower academic tracks, where students may

receive less support and encouragement, further entrenching negative

stereotypes (Jacobson 2016).

Likewise, high teachers’ expectations can lead to improved

student’s outcomes, while low expectation can perpetuate stereotypes

resulting in self-fulfilling prophecy. Students placed in lower academic tracks

often receive less encouragement, which can adversely affect their self-

concept and motivation.

Social Context. this includes the cultural norms and socioeconomic factors,

plays a significant role in strand stereotyping. The systematic inequalities can

funnel students from disadvantaged backgrounds into vocational programs,

reinforcing stereotypes about their capabilities. (Reay 2022)

Moreover, the societal attitudes towards certain professions shape

students’ aspirations and interests, highlighting the need for equitable access

to diverse educational pathways (Duncan et al 2019).

Furthermore, this review underscores the complex interplay

between strand stereotyping, academic performance and knowledge

acquisition highlighting the necessity for further research to develop effective

intervention.
 By acknowledging these factors, educators and policymakers can

foster a more inclusive environment that empowers all students to pursue

their academic interests without the constraints of stereotypes.

Academic performance

Academic Performance refers to the extent to which students

achieve their educational goals, typically measured by grades, test scores,

and overall academic accomplishments. It reflects a student’s understanding

of the curriculum, as well as their ability to apply knowledge in various

contexts. Academic performance can be influenced by numerous factors,

including motivation, study habits, socioeconomic background, and support

systems.

Subject Proficiency is crucial to academic performance, as it reflects a

student’s understanding and mastery of specific content areas. Better

understanding of subjects leads to a prominent level of performance (Hattie

2019).

In addition, research found that students who demonstrate

proficiency in foundational subjects tend to perform better in advance courses,

highlighting the importance of early mastery in shaping academic trajectories

(Wang et al. 2021).

Academic Achievements, often measured through grades and standardized

test scores, are key indicators of overall educational success. Higher

academic achievements are associated with better future opportunities,

including college admissions and career prospects (Gonzales et al. 2019).

 Moreover, sustained academic achievements contribute to

students’ long-term engagement in learning and personal development (Finn

2019).

Engagement Metrics, such as attendance, class participation, and

involvement in extracurricular activities, significantly influence academic

performance. Students who are more engaged academically tend to perform

better, as engagement fosters a deeper connection to the material (Fredricks

et al 2019).

Also, the high levels of students' engagement correlate with

improved academic outcomes and retention rates (Carini et al. 2021).

Self-Efficacy, a student’s belief in their ability to succeed, plays a vital role in

academic performance. Higher self- efficacy is linked to greater academic

motivation and resilience, leading to improved performance (Bandura 2015).

In addition, students with strong self-efficacy are more likely to

set challenging goals and persist through difficulties, enhancing their

academic outcomes (Zimmerman 2022).

Theoretical Framework

This study is built upon several interrelated theories that explain

the dynamics of strand stereotyping and its impact on academic performance

among students, particularly those with ALS.

Moreover, the social Identity Theory posits that individuals derive

part of their identity from the groups to which they belong. In the context of

this study, students may identify with their academic strand, leading to in-

group or out-group dynamics. Negative stereotypes associated with certain

strands can affect students' self-esteem and motivation, influencing their

academic performance (Tajfel and Turner 1979).

Furthermore, Self-efficacy Theory suggests that an individuals’

belief in their ability to success affects their performance. Students who

experience stereotyping may develop lower self-efficacy, believing they are

less capable in their studies. This reduced belief in their abilities can lead to

poorer academic outcomes (Bandura 1997).

In addition, Constructivist Learning Theory emphasizes the

importance of active engagement in learning. In an environment affected by

stereotyping, students may be less engaged, limiting their knowledge

acquisition. Effective teaching strategies that promote active learning can help

mitigate these effects.

In conclusion this Theoretical Framework provides a

comprehensive lens through which analyze the effects of strand stereotyping

on academic performance, by integrating these theories the study aims to

explore how social perceptions, self-belief and engagement levels interact to

shape the educational experiences of students in Quezon Memorial Institute

of Technology in Kapalong Davao del Norte.

Conceptual Framework

The conceptual paradigm that is presented in Figure 1, the

Independent Variable which is the Strand Stereotyping with the following

indicators: Negative Perception is the preconceived notions or biases about

certain academic strands, often leading to stigma. Peer Influence the impact

of peers’ attitudes and behaviors on individual perceptions and choice

regarding academic strands. Teachers Expectations, educators’ beliefs about

students’ abilities and potential which can shape student identity and

aspirations. Social Context, the broader environment surrounding students,

including family, community and socioeconomic status, shapes attitudes

towards academic standards.

On the other hand, the Dependent Variable of the study is the

Academic Performance of ALS students with the indicators: Subject

Proficiency the mastery of specific subjects, typically measured through

assessments and standardized tests. Academic achievements are the overall

success in academic pursuits, often quantified by grade, GPA, and completion

rates. Engagement Metrics is the level of student's involvement in academic

activities, including attendance, participation in class and extracurricular

activities. Self-Efficacy, belief in one’s ability to succeed in academic tasks.

INDEPENDENT DEPENDENT
VARIABLE VARIABLE
Strand Stereotyping Academic
Performance
negative perception
Subject proficiency
peer influence
academic achievement
teacher expectation engagement metrics

social context self-efficacy

Figure 1. Paradigm of the Study

Significance of the Study

 In conducting this quantitative research of The Effects of Strand

Stereotyping in the Academic Performance among ALS students in Quezon

Memorial Institute and Technology. This study will provide insights that can

help identify the stereotyping in some schools in our community. It also

promotes inclusivity and addresses biases within academic tracks.

Firstly, this study enhances teaching strategies and helps

educators understand the impact of Strand Stereotyping, allowing them to

adopt more equitable teaching strategies that foster positive learning

environment for all students.

Secondly, it gives support to the students by iddentifying the

effects of stereotyping on self-perception and academic performance. The

study can guide the development of targeted interventions to support

student’s facing stigma, enhancing their educational experience.

Thirdly, the research will raise awareness among stakeholders,

including educators, parents, and the communities about the detrimental

effects of stereotyping and the importance of fostering a supportive

atmosphere in schools.

Fourthly, this study will add to the existing body of research on

educational equity and students' performance, particularly within the

Philippine context, providing a basis for further studies in this area.

Lastly, the study aims to empower ALS students by highlighting

their capabilities and promoting and understanding the importance of their

academic paths, thereby improving their self-esteem and academic outcomes.

Definition of Terms
 Technical terms were used to define the idea and concept of the

study. However, the term below were the essential words that purposely

define to be used for the clear visualization and picture of the investigation.

Strand Stereotyping refers to the preconceived notions and biases

associated with specific academic tracks or strands in education.

Academic Performance refers to the extent to which a student achieves

their goals, typically measured by grades, test scores, and overall academic

accomplishments.