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INTRODUCTION

Background of the Study

Education status is very bit essential to the process of one country’s

economy. According to Martin Luther King (1964). “the function of education is to

teach one to think intensively and to think critically. Intelligent plus the character the

goal of the education.” This only means that attaining knowledge is not only about

how easy or how difficult the academic subjects are. It is about how they are taught.

As todays reception to the curriculum in accordance with the K-12 program

implementation, many factors affecting the Senior High School students track

preference. According to Innotech, (2012) Senior High School is two years of

specialized upper secondary education, students may choose a specialization based

on aptitude, interest and school capacity. Students will take in Grade-11 and 12.

Senior High School students fall under either core curriculum or special tracks, there

are several learning areas under the core curriculum.

According to Johnston (2012), subjects in the K to 12 Program will be taught

by spiral progression. In a lesson basic knowledge is first taught and when eventually

mastered, links to each lesson which “spirals upwards” to advanced lessons which

build up the study. Through this, students can pick up knowledge more efficiently

because they will not be overwhelmed when an advanced topic is taught because

they already have a good grasp of the knowledge that is needed for the topic hence

improving skills. Even before they arrive at SHS, Grade 10 students are into a

dilemma in which track to choose. This led the researchers to do a study on the track

preferences of Grade 10 students.

The 2 tracks which are the Academic and Technical- Vocational tracks are

further subdivided into strands. In the Academic track there are four (4) strands which

are the Science, Technology, Engineering, and Mathematics (STEM), Accountancy

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and Business Management (ABM), Humanities and Social Sciences (HUMSS), and

General Academic Strand (GAS) and the Technical-Vocational track there are four

(4) strands which are the Home Economics (HE), Information and Communication

Technology (ICT), Agri-Fishers Arts, and Industrial Arts. The other tracks are Sports

and Arts and Design.

According to Geronimo (2013) the tracks offered by Senior High is the first

step towards the chosen career of the student. The track that the student will choose

will provide necessary skills in preparation for their future job. So it is important that

students choose their right track and if not, can we have detrimental effects to their

future. How students choose their preferred track? There are many factors affecting

the student’s decision. These range from family choice to influence from friends. The

school also plays a big role in the student’s selection of a track. What if the track the

student wants isn’t accessible in the said school? They end up choosing the wrong

track. Influence can be a reason why students choose a track that is even not for

them. Even students in Grade 11 are still confused in their choice of track because of

the lack of guidance. If a student dislikes the track that he/she took, they can change

their track but with consequences. How can they prevent this from happening? How

can a student choose the right track for their future? That is why we conduct this

research to identify the track preferences of the students and guide them in choosing

the right track.

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Statement of the Problem

1. What are the factors affecting track preference of the Grade 10 students of Otucan-

Bila National High School?

2. What are the factors affecting track preference of the Grade 10 Students of Otucan-

Bila National High School when compared according to?

a. Gender

b. GWA

3. Is there a significant difference in the factors affecting track preference of the

Grade10 students of Otucan-Bila National High School when compared according

to?

a. Gender

b. GWA

Hypothesis

There is no significant difference in the factors affecting track preference of the

Grade 10 students of Otucan- Bila National High School.

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Significance of the study

This study will be beneficial to the following individuals:

To the students, it will help them to be guided in choosing their strand in Senior

High and field of study if they go to any colleges or universities.

To the parents or guardians, it will play a big role in the life/upbringing of their

child. In addition, parents will look forward in giving their child an assurance to

acquire quality education.

To the teachers, they will be given information about the track of the students

such that they can focus in the skills needed by the students if ever he/she would

pursue the strand they have chosen.

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Review of Related Literature

Gender influences individual’s career experiences. Men and women

differ considerably in their track, and many factors contribute to these differences.

Socialization experiences, which refer to the lifelong social learning experiences that

people have when interacting with others, play a major role here. Both adolescent

boys and adult men report greater interest in scientific, technical, and mechanical

pursuits. Adolescent girls and adult women indicate greater interest in social and

artistic endeavors. Thus it is surprising that men are generally encouraged to pursue

careers in social and helping occupations. (Barnett, R.C.et al. 2001) it is also

noteworthy that male-typed careers tend to offer higher status and pay than female-

typed careers, contributing to the observed gender inequities in pay. Another reason

for male- female differences in career choice relates to career- related self- efficacy

perceptions, or beliefs in one’s ability to be successful in a wide range of career

pursuits. Women have less access to the types of experiences necessary for

developing strong belief in their abilities to master career- related tasks, particularly

tasks in male- dominated occupations and majors (e.g., math, science). Individuals

develop career- related self- efficacy through vicarious experience (role models),

verbal persuasion (encouragement from others), and actual experience (having

opportunities to master tasks). (Hyde, J.S.et al. 2001)

According to Splayer (2000) as cited by Mcquid & Bond (2003) a

student’s personality plays an important role in choosing what track to take and a

student must be self- motivated type, as to investigate track possibilities from early

on their lives, and not to 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. He went to say that “it is important for you to have a good understanding

of yourself, your personality, if you are to make intelligent track plans”.

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McQuerrey (2006) parents have often influence on the track paths

their offspring pursue. A parents may urge a child into a vocation similar to their own,

or to one that has demonstrated high earning power. You may find yourself attracted

to a particular track because of your parent professional history, which likely has

given you a first- hand perspective on that type of track. Many children grow up

idealizing the professions of their parents. If you always looked up to your mother

and admired her teaching skills, that may influence you to pursue a track in

education. Parents may also intentionally or unintentionally push child towards a

particular track path, especially in the cases of family- owned businesses, where

parents expect their children to take over the company. Still other parents apply

pressure on their offspring to strive for high- profile tracks, feeling they are

encouraging their children to reach high.

One consistent finding in research suggests that adolescents own aspirations

are influenced by their parent’s aspirations or expectations. Parental support and

encouragement are important factors that have been found to influence track/ strand.

Children may choose what their parents desire simply to please them (Taylor et al.

2004).

Friends may influence an individual choice of track. Individual interest may be

affected by peers for the reason that one wants to be with them in fulfilling dreams.

Classmates also play an important role in the formation of student’s achievement,

related beliefs and values, even if these classmates do not always correspond with

the peer group of leisure-time friends (Frenzel, Goets, Pekrun & Watt, 2010).

According to Frenzel, Goets, Pekrun & Watt (2007) the class aggregated student’s

perceptions of classroom values were significantly and positively related to student’s

enjoyment. Developments of student’s interest were really affected by their peers and

classmates. Pummel, Hardwood & Lavallee (2008) report that the external influences
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that help to shape an individual’s track are also influenced by significant others

through social support from peers. People around contribute a lot in one’s decision-

making.

According to Isabel Vieira (2015), distance also plays a major role influencing

the students track. Students study at the nearer place even though their track in not

in that school. The transition from secondary to higher education may be a

challenging time for students. Adjustment to new environment, different pedagogical

and learning approaches, more autonomy but also more responsibility, are dealt with

differently by each individual. One study concluded that the distance between the

university and the family residence has, on average, a negative effect on academic

performance, particularly noted on male students. However, the empirical evidence

on the cause for such effect is mostly indirect.

Furthermore, Tuckaman (1974) sees career development as “ a process with

enhances a person’s ability to develop and became aware of concepts about himself,

develop and become aware of his environment, including make career track.” It is

noteworthy that Tucksman’s definition of career development addressed three

primary areas which included self-awareness, and track decision- making.

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Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Factors Affecting Track

a. Parental
Preference of Grade 10
influence
Students of Otucan-
b. Personality
Bila National High
c. environment
School

INTERVENING VARIABLE

A. Gender
B. GWA

Figure 1: The conceptual framework represents the variables on the factors affecting

track preference of Grade-10 students.

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METHODOLOGY

This chapter presents the research design used and procedures in gathering

data. It also describes the scope and delimitation, tools and instruments for gathering

data and the treatment of data.

Research Design

This study will use a non- experimental descriptive research design to

determine the factors affecting the track preference of Grade 10 students of Otucan-

Bila National High School. According to Dr. Y.P Aggarwal (2008) descriptive research

is devoted to the gathering of information about prevailing conditions or situations for

the purpose of description and interpretation. The researchers will use a survey

questionnaire in gathering data and interpreting data.

Scope and Delimitation

This study focuses on the factors affecting track preference of Grade 10

students at Otucan- Sur, Bauko Mountain Province.

The respondents will be chosen in Grade 10 Junior High School students

who are presently studying at Otucan- Bila National High School with 10 females and

10 males with a total of 20 respondents.

Sampling Procedure

The study will be using a convenience sampling which is a type of

nonprobability or non-random sampling where members of a target population that

meet certain practical criteria, such as easy accessibility, geographical proximity,

availability at a given time, or the willingness to participate are included for the

purpose of the study, Dornyei (2007). There will be respondents that are chosen
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Grade 10 students. Through this, accuracy and appropriateness of data will be

obtained.

Data Gathering Instrument

This research will use a survey questionnaire to identify the factors affecting

track preference of Grade10 Junior High School students. Survey is the collection of

information from a sample of individuals through their responses to question.

Data Gathering Procedure

First of all, the researchers will design an instrument to be use which is the

survey questionnaire. After the questionnaires were made, the researchers will also

provide letters for the School Head and to the Practical Research 1 teacher asking

permission to conduct this study in the school. If the researchers were given the

permission to conduct the study in the school, the researchers will start providing the

questionnaires to the respondents to answer the questionnaire. If the respondents

were done answering, the researcher will collect all the questionnaires for the

treatment of data.

Treatment of Data

The researchers made use of the four point Likert scale to find out the

weighted mean for each factors affecting career track and strand choice of Grade 10

students. The quantitative description of the mean varies on the range of the

weighted mean where 1- 1.75 signifies strongly disagree of the factors affecting track

preference of the grade 10 students, 1.76- 2.25 means disagree, 2.26- 3.25 means

agree to the factors affecting track preference of the grade 10 students and 3.26- 4

means strongly agree to the factors affecting track preference of grade 10 students.
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As for the statistical significance between the factors affecting track preference of

grade 10 students according to gender and GWA.

Likert Scale

Statistics Limit Numerical Descriptive

Equivalent Equivalent
3.51- 4 4 Strongly

Agree
2.51- 3.5 3 Agree

1.76- 2.5 2 Disagree

1- 1.75 1 Strongly

Disagree

LITERATURE CITED

GERONIMO, J., & LAZARO, J (2013, June 04). INFOGRAPHIC:10 Things

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http://www.rappler.com//nation//30207infographic-ten-things K 12
JOHNSTON, RJ., & PATTIE, C.J (2013). Do Canvassing and Campaigning
Work? Evidence from the 2001 General Election in England. In C.
Railings R. Scully, J.Tonge & P. Webb (Eds), British Election and
Parties review. London UK: Frank Cass Publishers. Retrieved on
March 03, 2020
SEAMEO INNOTECH (2012). K to 12 Tookit. SEAMEO INNOTECH copyright
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