Factors Influencing the Preference in Selecting Senior High School Tracks of Grade 10

Students of Leyte National High School

A Research Study

Presented to

AMA Computer Learning Center

Tacloban City

In Partial Fulfilment

of the Requirements for the Course

PRACTICAL RESEARCH 2

by

Ang, Kinberly D. Ligutan, Ashley Q.

Capaycapay, Warren G. Mangalao, Ness B.

Dollete, Abegail T. Pedrosa, John Raphael M.

Estrabilla, Glenn E. Singco, Kathleen Charice D.

Jo, Bumsoo C. Vertudazo, Ralph Aurel J.

Joblo, John Kester P. Wareza, Jemimah

2023
 CHAPTER I

INTRODUCTION

This chapter serves as an introduction, providing information on the study's

background and presenting the problem statement, scope and delimitation, and overall

organizational structure. The chapter further explores the contextual background and driving

motivations for the present study.

Background of the Study

The introduction of the K-12 curriculum in the Philippines in 2012 marks a significant

shift in its educational system. Secondary education was extended by two years, known as

Senior High School. Under this new system, Grade 10 students are introduced to the Senior

High School Tracks: The Technical Vocational Livelihood Track, The Sports Track, The Arts

and Design Track, and the Academic Track. The additional two years are required for Junior

High School graduates to better prepare for their chosen path. However, the decision-making

process for Grade 10 students is a complex challenge, as their choice directly shapes their

interests, family expectations, academic performance, and career goals influence students'

choices.

The Department of Education implementation of the new K-12 Curriculum was

legalized under Republic Act 10533, it brings major reform in the schools nationwide.

Through this reform, the Philippines is catching up with global standards in secondary

education (Masayoshi, 2013). The additional 2 years allowed students to choose a particular

track that is related to the field that students want to pursue in the future (Bacarisas, 2015).

Rather than focusing only on post-secondary education preparedness, the SHS Curriculum

aims to prepare students for either higher education or work (Development Asia, 2019).
 Students in JHS Grade 10 will follow a shared curriculum and can choose from four

specialization options: Academics, Technical, Vocational and Livelihood (TVL), Sports, or

Arts and Design. Humanities and Social Sciences (HUMMS), Accountancy, Business and

Management (ABM), Science, Technology and Engineering (STEM), and General Academic

Strands are the four strands that make up the Academic Track. Then there is the Technical

Vocational Track, which includes Information and Communications Technology (ICT),

Home Economics, Agri -Fishery Arts, and Industrial Arts (Badilla et al., 2023). The Sports

Track is for students interested in sports-related fields such as athlete development, fitness

training, coaching, and others. The Arts and Design Track includes theater, music, dance,

creative writing, visual and media arts (Llego, n. d.).

According to Abusama et al. (2023), Choosing a senior high school strand is one of

the most challenging decisions that junior high students have to make. It is essential because

the strand they select will serve as their training ground before entering college. Choosing a

track is critical for a student to become highly proficient in the field to which his or her

chosen track is related, particularly if the student wishes to work immediately after

graduating from Senior High School (Virtudazo, 2023). Plamo (2015) said that all of these

can be learned at the senior high school level, equivalent to pre-college. However, despite its

importance, there needs to be more understanding of the factors influencing students'

preference for SHS tracks (Arcillo et al., 2023).

Several studies have identified various factors that influence students' SHS track

preference. In the study of Dayag et al. (2023), It was discovered that learners were greatly

influenced by their interests, somewhat influenced by job opportunities, and somewhat

influenced by their parents and peers. Another study of Arcillo et al. (2023) found that the

most significant factors influencing SHS track preference were academic performance, career
prospects, personal interests, and parental influence. Students who performed well

academically were more likely to choose the academic track, whereas students who

performed poorly academically were more likely to choose the technical vocational-

livelihood (TVL) track. The factors have a fair influence on senior high school preferences.

Regarding gender, male students consider their socioeconomic status and their parent's

occupation when selecting a Senior High School track. In contrast, female students consider

their peers when selecting a Senior High School track (Malbas & Moneva, 2019).

Although several studies have looked into what influences students' selections for

senior high school tracks, there still needs to be more research on this specific context for

Leyte National High School Grade 10 students. There is still a need to understand how

factors such as students' ages and genders influence their selections at this institution.

Furthermore, there needs to be more knowledge about how parents, peers, and students'

desire for themselves influence their choices. This study addresses that gap by investigating

factors influencing Grade 10 students' choices for senior high school tracks at Leyte National

High School.

The researchers will conduct the study at Leyte National High School because the

findings could be more general and applicable to more students. Additionally, Leyte National

High School is the oldest and pioneering school in Leyte, also known for its academic

excellence and large student population, which allows for a large sample of data to be

collected from the research study to obtain statistically significant results. Leyte National

High School also offers a particular program called Science, Technology & Engineering

(STE) to prepare students for their careers and support them towards it. Grade 10 is a critical

stage where students must select senior high school tracks that align with their interests and

career goals. Grade 10 students, specifically at Leyte National High School, are likely to have
recently gone through the process of choosing senior high school tracks, making them more

knowledgeable about the factors that can influence their preferences.

This study aims to understand how factors such as students' ages and genders

influence their preference track choice.

Statement of the Problem

This paper's general goal is to find out the factors influencing the preference in

selecting senior high school tracks of grade 10 students. Specifically, this study aims to

answer the following questions:

1. What is the demographic profile of the Grade 10 students in terms of:

a. Age

b. Gender

2. What are the preferred senior high school track of the respondents?

3. What are the leading factors that affect the respondents’ preference among these areas:

a. Parents factors

b. Peers factors

c. Self-choice factors

Scope and Delimitation

This study aims to determine the factors influencing the preference for selecting

senior high school tracks among Grade 10 students of Leyte National High School. The study

mainly focuses on identifying the significant factors that influence the decision-making

process of students in selecting their senior high school tracks. This study will be limited to

Grade 10 students of Leyte National High School only. Students from other grade levels or
schools will not be involved, as this study concerns the context at Leyte National High

School to better understand the factors that influence their choice of senior high school track.

Significance of the Study

The result of this study, factors influencing the preference in selecting senior high

school tracks of Grade 10 students' of Leyte National High School, will be significance to the

following:

Students. The primary beneficiaries of this study are the Grade 10 students themselves. By

identifying the factors affecting their preferences, the study can help students make more

informed decisions about their future educational paths. This knowledge can lead to increase

satisfaction with their chosen tracks and potentially better academic performance and career

prospects.

Teachers. Teachers play an important role in guiding students through their academic

journey. Understanding the factors influencing track preferences can help teachers tailor their

guidance and support to align with students' aspirations and aptitudes. This information can

lead to more effective communication and teaching.

Community. The local community, which includes parents, guardians, and local leaders, is

directly affected by the study's outcomes. Understanding what factors influence students'

track choices can help parents and guardians make more informed decisions regarding their

children's education. Additionally, the community's economic and social development can be

influenced by the types of education and skills students acquire in their chosen tracks.

Community is essential in the context of the study because local community needs and

opportunities may influence students' preferences for senior high school tracks. For example,

if a community has a strong demand for specific skills or job opportunities in a particular

field, this can affect the choices students make.

School Administrators. The school administration, including principals and counselors will

benefit from the study's findings as it can help them understand the factors that influence

students' track preferences. This information can aid in the development of more effective

academic programs, resource allocation, and support services tailored to students' needs.

Future Researchers. The study's findings can serve as a foundation for future research in the

field of education. Researchers can build upon the insights and data generated in this study to

explore related questions, conduct further analysis, and refine educational policies and

practices.

Theoretical Framework

This study will be anchored on the Career Development Theory of Super by Donald

Super, which focuses on career development throughout the dynamic process of a person's

life. The Career Development Theory of Super also states that it is a self-concept that

believes that the identity and the career identity of a person are a product of how he/she sees

themselves. The self-constellation whether or not the individual considers these

characteristics to be vocationally relevant, they have been transformed into a career

preference. (Super, 1963). The career developmental stages are as follows:

1. Growth (birth age to 14), the period when capacities, attitudes, interests, socializing

needs, and a general understanding of the world of work develop.

2. Exploration (ages 15-24), the attempting period involves three career tasks

(crystallization of a career preference, specification of a career preference, and

implementation of a career preference).

3. Establishment (ages 25-44), the period which involves three developmental tasks

(stabilizing or securing one place in the organization by adapting to the organization’s

requirements and performing job duties satisfactorily, consolidation of one’s position

 by manifesting positive work attitudes and productive habits along with building

favorable coworker relations and obtain advancement to new levels of responsibility).

4. Maintenance (ages 45-65), the period of continual adjustment, which includes the

career development tasks of holding on, keeping up, and innovating.

5. Disengagement (ages 65 and above), the period of transition out of the workforce and

when a person encounters developmental tasks of deceleration, retirement planning,

and retirement living.

This theory is found appropriate to this study because of the focus on creating a career

guide that will lead an individual in evaluating their career path. Also, it is appropriate

because high school students are in the exploration stage, and according to Super (1957),

individuals apply what they learn through the exploratory process by matching their interests

and abilities to occupations and applying their self-concepts to work and life roles.

Conceptual Framework

The conceptual framework depicts the key elements influencing the Grade 10

students' preferences in selecting senior high school tracks at Leyte National High School.

The "Demographic Profile" segment represents the students' age and gender distributions,

contributing to the understanding of how these demographic factors relate to their track

preferences. "Preferred Senior High School Track" highlights the specific track choices

among the students. The section on "Factors Affecting Preference" delves into the pivotal

roles of "Parental Factors," "Peer Factors," and "Self-Choice Factors" in shaping the students'

preferences. The framework aims to illustrate the interconnectedness between these elements,

providing insights into the dynamics guiding the students' decision-making process in

selecting their senior high school tracks.

 PROFILE

AGE

GENDER

Preferred SHS Track Factors Track Choice for Grade 10

Students'
Academic Track Parents factors
Peers factors
- Humanities and Social Sciences (HUMSS)
Self-choice factors
- Accountancy, Business and Management (ABM)

- Science, Technology, Engineering and

Mathematics (STEM)

Technical-Vocational-Livelihood (TVL)

- Home Economics

- Agriculture-Fishery

- Industrial Arts

- Information and Communications Technology

(ICT)

Sports Track
Arts and Design Track

Definition of Terms

The following terms are derived operationally to assist the reader to comprehend the

terminologies used in the study.

Parents factors. These are some of the factors that contribute to the decision making of the

students. It is the influence of their parents in terms of their decisions in life.

Peer factors. In this study, this term refers to the contribution of a student’s circle of

influence to their decision-making in whatever aspect.

Self-choice factors. In this study, this term refers to a student’s ability to decide on what is

good for them, allowing themselves to weigh the pros and cons of every decision they make.

Track preference. In this study, this term refers to the preferred track of the students,

whether it is Academic, Arts and Design, Sports, or Technical-Vocational-Livelihood. In the

academic track, there are Four strands: Science, Technology, Engineering, and Mathematics

(STEM), Accountancy, Business and Management (ABM), Humanity and Social Science

(HUMSS), and General Academic Strand (GAS).

BACKGROUND OF THE STUDY

 Kimberly Ang

 Kathleen Singco

STATEMENT OF THE PROBLEM

SIGNIFICANCE OF THE STUDY

 Ralph Aurel Vertudazo

 Ness Mangalao

SCOPE AND DELIMITATION

 Ashley Ligutan

 Warren Capaycapay

THEORETICAL FRAMEWORK

 Glenn Estrabilla

 Bumsoo Jo

CONCEPTUAL FRAMEWORK

 Abegail T. Dollete

 Jemimah Wareza

DEFINITION OF TERMS

 John Kester Joblo

 John Raphael Pedrosa

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