FACTORS AFFECTING THE CHOICE OF STRAND OF OR TRACK OF GRADE 11

STEM STUDENTS

Submitted as Part of the Requirement in

English for Academic and Professional Purposes (EAPP)

February 2023

Introduction

Science, Technology, Engineering, and Mathematics (STEM) are fields that

drive innovation and progress in various industries. The demand for STEM
professionals continues to grow, making it an attractive career path for senior high
school Students. The career choice is significant to the profile of students’ in
selecting a strand (Abarro, 2016). With this, there is a consideration of the factors
that influence the choice of strand or track, as it plays a crucial role in preparing
Students for their career choice.
 Choosing the right track or strand will help guide Students, particularly those
who are interested in pursuing Science, Technology, Engineering, and Mathematics
(STEM) careers, through their academic journey and prepare them for future career
opportunities. Witko et al. (2006) studies on senior high school students'
occupational aspirations found that interests, skills, personal meaning, challenges,
and parental support are variables contributing to the occupational aspirations of
senior high school students. Therefore, it is crucial to understand the factors that
influence the choice of strand or track of STEM Students. 

Objectives

This study aimed to examine the factors affecting the choice of strand or track
of grade 11 STEM Students at

Specifically, the study aimed to:

1. Explore various personal and external factors that can affect the decision-
making process of STEM Students.

2. Determine the relationship between level of satisfaction, level of support and

guidance and other factors affecting the chosen track or strand of STEM
Students

3. Evaluate the factors affecting the choice of track or strand to assess students
in providing information and resources for their career choice

Instrument

The research instrument that was used in this study is a researcher-made sur
vey questionnaire which is composed of three (3) parts.

Part one (1) contains personal information of the respondent.

Part two (2) contains two (2) sections, with five (5) questions each. Section A
contains various factors that affect the choice of strand or track, satisfaction with the
chosen strand, and the likelihood of recommending the chosen strand to others.
Personal factors such as interests, skills, and values, as well as external factors such
as parental guidance, peer influence, socio-economic background, and school
recommendations and resources are examined.

Section B is focused specifically on the decision-making process for choosing

a specific strand in senior high school and other factors revolving around it. It
contains questions on factors such as the amount of information or understanding
about the strand or track, the amount of support the student received, the level of
assistance from their school or community, the extent to which the school or
community provided materials and assistance, and the extent to which the strand or
track helped Students develop skills and knowledge for their chosen career.

Part three (3) contains an open-ended essay question, which is composed of

two (2) questions. Additional information that the student feels is relevant or
important in explaining their choice of strand, as well as reasons why the student
chose a particular strand or track, which may include personal interests, future
career aspirations, perceived strengths or talents, and other individual factors are
examined.

Questionnaire

FACTORS AFFECTING THE CHOICE OF STRAND OR TRACK OF GRADE 11

STEM STUDENTS

The purpose of this survey is to gather information and insights on the various
factors that influence Grade 11 students' decisions on the strand or track they
choose in senior high school.

Part I. Personal Information.

Direction: Fill in the appropriate space/check the box that signify your answer.
Name (Optional): __________________________
Section: __________________

Part II. Questionnaire Proper

Direction: Check (/) the column corresponds to your answer.
A.
1. How likely do these factors Very Unlikely Neutral Likely Very
affect your choice of strand Unlikely Likely
or track
1.a Career aspirations
1.b Interests and talents
1.c Parent/guardian's
preference
1.d Teachers'
 recommendations
1.e Availability of resources
and facilities
1.f Peers' choices
1.g Socio-economic
background
1.h Access to scholarships or
financial aid
1.i College or university
requirements
1.j Lack of Choices or
Unavailability of Choices
2. I am satisfied with my choice
of strand or track
3. I have no plans to change
my choice of strand or track
4. My chosen strand is
connected to the course I
want to take in college.
5. How likely are you to
recommend your current
strand to other students?

B.
Not at All A little Som A lot
e
1. How much information did you have about
the different strands offered in senior high
school before making your choice?
2. How much guidance and counselling did
you receive before making your choice of
strand?
3. How much support do you feel you have
from your school or community in your
choice of strand?
4. How much do you feel that your school or
community is going to provide information
and resources about the different strands
offered in senior high school?
5. How much did your chosen strand helped
you in developing skills and enough
knowledge for your future career?

Part III. Interview Guide

Direction: Complete the following questions in the space provided.

1. Why did you choose this strand or track? (Maximum of 3 sentences)

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Is there any other information you would like to share about your choice of
strand in senior high school? (Maximum of 3 sentences)

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

_______________________

Signature over Printed Name

Thank you for your participation and sincere cooperation. God Bless.

Results and Analysis

 Figure 1. Different types of factors affecting the choice of strand
or track of STEM Students

0.00%(0)
Lack of Choices or Unavailability of 19.40%(7)
27.80%(10)
Choices 27.80%(10)
25.00%(9)

25.00%(9)
41.70%(15)
College or university requirements 25.00%(9)
5.60%(2)
2.80%(1)

19.40%(7)
30.60%(11)
Access to scholarships or financial aid 38.90%(14)
8.30%(3)
2.80%(1)

11.10%(4)
22.20%(8)
Socio-economic background 41.70%(15)
22.20%(8)
2.80%(1)
Very Likely
5.60%(2)
11.10%(4) Likely
Peers' choices 55.60%(20)
19.40%(7) Neutral
8.30%(3)
Unlikely
19.40%(7)
33.30%(12) Very Unlikely
Availability of resources and facilities 41.70%(15)
5.60%(2)
0.00% (0)

11.10% (4)
19.40%(7)
Teachers' recommendations 33.30%(12)
30.60% (11)
5.60%(2)

13.90% (5)
30.60% (11)
Parent/guardian's preference 38.90% (14)
8.30% (3)
8.30% (3)

22.20% (8)
50.00% (18)
Interests and talents 25.00%(9)
2.80% (1)
0.00% (0)

44.44% (16)
33.33% (12)
Career aspirations 19.40% (7)
2.80% (1)
0.00% (0)

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Figure 1 shows the different types of factors affecting the choice of strand or
track. In the results shown above, interests and talents seem to have the highest
influence on the chosen strand or track, followed by career aspirations, both ranging
from 40–50% likely and very likely influence. Lack of choices or unavailability of
choices may not be an influence on the choice of strand or track of students as well
as the teacher’s recommendations, both ranging from 20-30% Unlikely and Very
Unlikely influence. Meanwhile, Peer’s choices appeared neutral and may or may not
affect the students in their choice of strand.
 Figure 2. Satisfaction of Students on
their chosen strand or track

5.56% (2) 11.1

1%
(4)
22.22% Very Unlikely
(8) Unlikely
Neutral
Likely
Very Likely
61.11%
(22)

Figure 2 shows the results of the satisfaction of Students on their chosen strand or
track. It shows that out of 36 STEM Students, 8 said that they are satisfied, 22 said
that they are very satisfied, 4 said that they are neutral, and 2 are not satisfied with
their chosen strand or track. This means that the majority of the students expressed
some level of satisfaction with their chosen track or strand, with 30 out of 36
Students being either very satisfied or satisfied.  However, only two Students were
not satisfied with their choice.

Figure 3. Plans to change their chosen

strand or track

17% (6) Very Unlikely

Unlikely
Neutral
19% (7) Likely
64% (23) Very Likely

Figure 3 shows the results of Students planning to change their chosen strand
or track. It shows that out of 36 STEM Students, 23 Students have no plans at all
change their chosen strand or track, 7 said that they rarely consider and have no
plans to change their strand or track, and 6 said that they are neutral. This means
that the majority of the Students are contented with their chosen track or strand, and
none of the Students had plans on changing their chosen track or strand.
 Figure 4. Chosen strand or track is
connected to the course in college

6% (2)
8%
(3)
Very Unlikely
Unlikely
Neutral
19% (7) Likely
67% (24) Very Likely

Figure 4 shows the results of the connection of chosen strand or track to the
course Students will take in college It shows that out of 36 STEM Students, 24 said
that their chosen strand or track is very much connected, 7 said that it is connected,
3 said that they are neutral, and 2 said that it is not very much connected to the
course they will take in collage. Majority suggests that they chose a particular strand
or track because it aligns with the course they plan to pursue in college, while only
few are not.

Figure 5. Recommendation of chosen

strand or track
14 to other Students
%
(5)

Very Unlikely
Unlikely
25% (18)
11% (4) Neutral
Likely
Very Likely

50% (9)

Figure 5 shows the results of Students recommending their current strand to

other Students. It shows that out of 36 STEM Students, 18 said that they would very
much recommend their strand, 9 said that they would recommend it, 4 said that they
are neutral, and 5 said that they would not recommend their strand to other
Students. This means that most Students are much satisfied and would also prefer
to suggest their chosen strand or track. On the other hand, some Students do not
prefer to recommend their chosen track or strand to other Students considering other
factors.
 Figure 6. Information received about
the different strands offered in senior
high school
6%(2)

Not at all
17%(6) A little
31%(11)
Some
A lot

47%(17)

Figure 6 shows how much information STEM Students have before choosing
between the several strands or tracks available in senior high school. It shows that
out of 36 STEM Students, 17 said it helped them in some ways, 11 said it helped
them lot, 6 said it helped them a little, and 2 said it didn't help them at all. This
indicates that the majority of Students' understanding of the different strands during
senior high school helped them in selecting their preferred strand. The 2 remaining
Students, on the other hand, claimed that it made no difference in their decision
regarding their strand.

Figure 7. Guidance and Counselling received

before chosing strand or track
11%(4)

Not at all
19%(7)
A little
Some
19%(7) A lot
50%(18)

Figure 7 shows how much guidance and counseling the students receive
before making their choice of strand. It shows that out of 36 STEM Students, 4 said
that they received a lot of guidance and counseling, 18 said that they received some,
7 said that they received a little, and 7 said they did not receive any guidance and
counseling at all, and. This indicates that some students responded had somewhat
received some or little to no guidance at all before choosing their track and strand.
On the other hand, most Students received guidance and counseling which helped
them with their decision regarding their choice of track and strand.
 Figure 8. Support received from the
school or community in chosen track or
strand
11%(4)
Not at all
14%(5) A little
33%(12) Some
A lot

42%(15)

The chart shows how much support the STEM Students feels their school or
community to be providing them with regarding their chosen strand. It shows that out
36 STEM Students, 15 said that they received “somewhat” of support from their
school or community, 12 said that they received a lot of support, 5 said that they
received a little and 4 said that they did not receive any support from the school or
community at all. This suggests that the most of Students responded that they did
not receive adequate support from their school or community in their chosen strand
or track. While only a few claimed that they have been provided with support from
their school or community.

Figure 9
Figure 9. Extent of support received from the
shows the school or community in chosen track or strand extent of
support from the
11%(4) 3%(1)
school or community
in providing information
and Not at all resources
17%(6) A little
about the different
Some
strands offered in
A lot
senior high school. It
shows that out of 36
69%(25)
STEM Students,
25 Students
said that the school or community is doing some, 6 said that the school or
community is doing a little, 4 said that they are doing a lot, and only 1 said they are
not at all providing information and resources about the different strands. This
indicates there is somewhat far of an extent on how the school of community
provides information and resources to Students.
 Figure 10. Extent of track or strand in developing
the skills and knowledge of Students for their
chosen career
8%(3)
Not at All
A little
Some Figure 10
shows A lot how much
the 56%(20) 36%(13) student’s
chosen strand
helped them
develop skills and
enough knowledge
for their future career. It shows that out of 36 STEM Students, 20 said that it helped
them a lot, 13 said that it helped them some, and 3 said that it helped them a little.
This means that most of the students said that their chosen strand helped them a lot
in terms of developing skills and enough knowledge for their future careers. On the
other hand, only few Students said that it helped them a little in terms of developing
skills and enough knowledge for their future careers.

In conclusion, the factors affecting the choice of strand vary from personal to
external factors has shown an influence on the chosen course of track or stand they
chose. Our findings suggested that Career Aspirations having the highest influence
on and Lack of choice or Unavailability of choice having the lowest influence on the
choice of strand or track of STEM students.

Moreover, other factors that affect the decision-making of STEM students

have shown an influence on the chosen track or stand they chose. Our findings
suggest that some of these factors, such as the amount of information received
about the different strands, the support received to an extent from the school or
community, and the extent to which the strand helped in developing the skills and
knowledge of students for their chosen career, have a great influence, while factors
such as the guidance and counselling received before choosing a strand or track
showed little or no influence at all on the decision-making of STEM students on their
chosen strand or track.

References
Abarro, J. (2016). Factors affecting career track and strand choices of grade 9
students in the division of Antipolo and Rizal, Philippines. International Journal
of Scientific and Research Publications, 6(6), 51-53.
http://www.ijsrp.org/research-paper-0616/ijsrp-p5409.pdf

Witko, K. D., Bernes, K. B., Magnusson, K. C., & Bardick, A. D. (2006). Senior high
students' career plans for the future: Outcomes of the comprehensive career
needs survey in Southern Alberta, Canada. International Journal for
Educational and Vocational Guidance, 6(2), 77–
94. https://doi.org/10.1007/s10775-006-9103-3