Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is vital in shaping each individual’s future. It is widely assumed that

education is one of the pillars of a better life. It gives a person the ability to navigate life

by equipping them with knowledge and appropriate skill sets. Thus, one of the main

objectives of the government is to serve society by providing relevant education that

enables students to become prolific learners and globally competitive professionals.

Before the enforcement of Republic Act No. 10533 or the “Enhanced Basic

Education Act of 2013”, the Philippines had a basic education consisting only of 10 years,

with six years of primary education and four years of secondary education. With its full

implementation in 2016, an additional two years of senior high school (SHS) was mandated

as part of the country’s basic education, along with four years of junior high school, six

years of elementary, and a mandatory Kindergarten. This major educational reform, also

known as the “K to 12 Program”, was launched to give students enough time to master

concepts and skills, foster lifelong learners, and catch up with global standards in secondary

education (Official Gazette of the Republic of the Philippines, 2013). With this, the

curriculum was designed with four exits to ensure graduates have options after finishing

their last year of high school, including tertiary education, middle-level skill development,

employment, and entrepreneurship. By providing different pathways, students can be better

prepared for future success in their fields or courses. With the available options, graduates

will have more opportunities and choices than under the previous curriculum.
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Four different tracks, namely: Academic track, Technical Vocational Livelihood

(TVL) track, Sports track, and Arts and Design track were offered in senior high school as

a preparation for students’ tertiary education or employment, each including different

strands or fields of specialization. The following strands, including Accountancy Business

and Management (ABM), General Academic Strand (GAS), Humanities and Social

Sciences (HUMSS), and Science Technology Engineering and Mathematics (STEM) were

under the Academic track, while Agri-Fishery Arts (AFA), Home Economics (HE),

Information and Communication Technology (ICT), and Industrial Arts (IA) strands were

under the Technical Vocational Livelihood (TVL) track.

Camiling Catholic School, Inc., a private catholic school in the province of Tarlac,

offered the SHS program as mandated by the Department of Education (DepEd). The

institution then offered two strands under the academic track in the school year 2018-2019,

namely: Science, Technology, Engineering, and Mathematics (STEM) and Accountancy,

Business, and Management (ABM).

Since its implementation in 2016, the K to 12 curriculum had always been in

question by parents, industries, and stakeholders in terms of its effectiveness in preparing

students for higher education and employment. However, despite DepEd’s call for studies

regarding the graduates of the curriculum through regional memoranda across the country

in 2018, there have been only few works of literature that have attempted to study the status

of the program’s graduates.

Thus, this study adds to the body of knowledge by highlighting the strengths and

weaknesses of the new basic education system to help examine its impact in the country.

Specifically, this study focused on tracing the Senior High School Graduates of Camiling
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Catholic School, Inc. of the school year 2018-2019 in terms of their SHS exit and its

alignment to their SHS strands. Moreover, it intended to evaluate CamCS with regards to

the graduates’ perceived educational gain and ways for program implementation

improvement to increase the competitive edge of students.

Statement of the Problem

The main goal of this study was to trace the Senior High School graduates of

Camiling Catholic School, Inc., S.Y. 2018-2019. In order to get all the information

required, this study aimed to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 civil status;

1.4 SHS strand;

1.5 SHS academic rating;

1.6 socio-economic status; and

1.7. SHS exit taken?

2. How may the SHS exit taken by the respondents be described in terms of:

2.1 tertiary education;

2.1.1 year level; and

2.1.2 specific course?

2.2 vocational courses;

2.2.1 course duration;

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2.2.2 specific course; and

2.2.3 certificates acquired?

2.3 employment; and

2.3.1 employment status;

2.3.2 reasons for employment;

2.3.3 nature of work;

2.3.4 length of employment;

2.3.5 nature of business the company is engaged in;

2.3.6 present position; and

2.3.7 skills acquired in SHS in relation to your job?

2.4 entrepreneurship?

2.4.1 nature of business;

2.4.2 reasons in starting a business; and

2.4.3 skills acquired in SHS in relation to your business?

3. What are the reasons of the respondents in pursuing their SHS exit?

4. How aligned is the SHS strand of the respondents to their SHS exit?

5. What are the advantages of their SHS strand that is aligned to their SHS exit?

6. What are the disadvantages of their SHS strand that is not aligned to their SHS

exit?

7. What are the effects of SHS academic rating to college performance?

8. How much did the respondents feel they gained as a result of their education at

CamCS?
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9. What are ways to improve the competitive edge of CamCS graduates in terms of

program implementation?

10. What is the relationship between the respondents' SHS academic rating to the

advantages of an aligned SHS strand to SHS exit, effects SHS academic rating on college

performance, and perceived educational gain at CamCS?

Objectives of the Study

The primary objective of this study was to trace the Senior High School graduates

of Camiling Catholic School, Inc. S.Y. 2018–2019.

The particular objectives were as of follows:

1. To determine the demographic profile of the respondents in terms age, gender,

civil status, SHS strand, SHS academic rating, socio-economic status, and SHS exit taken;

2. To describe the SHS exit take in terms of tertiary education (year level and

specific course); vocational courses (course duration, specific course, and certificates

acquired); employment (employment status, nature of work, length of employment, nature

of business the company is engaged in, present position, and skills acquired in SHS in

relation to your job); and entrepreneurship (nature of business, reasons in starting a

business, and skills acquired in SHS in relation to your business);

3. To determine the reasons of the respondents in pursuing the SHS exit;

4. To determine the alignment of the SHS strand taken by the respondents to their

SHS exit;

5. To determine the advantages of the aligned SHS strand taken to their SHS exit;
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6. To determine the disadvantages of the chosen SHS strand that is not aligned to

their SHS exit;

7. To identify the effects of SHS academic rating on college performance;

8. To determine how much the respondents feel they gained as a result of their

education at CamCS;

9. To identify ways to improve the competitive edge of CamCS graduates in terms

of program implementation; and

10. To determine the relationship between respondents' SHS academic ratings, the

advantages of an aligned SHS strand to SHS exit, SHS academic rating effects on college

performance, and perceived educational gain at CamCS.

Significance of the Study

This study aimed to trace the Senior High School Graduates of Camiling Catholic

School, Inc. S.Y. 2018-2019 in terms of their SHS exit and its alignment to their SHS

strands. Moreover, it intended to evaluate CamCS with regards to the graduates’ perceived

educational gain and ways for program implementation improvement. The research

findings would be valuable and useful to the following:

To the Department of Education (DepEd). This study provides information about

the SHS graduates' present status, which may be used in the evaluation of the current K to

12 curriculum in order to maintain the program’s strengths while focusing on improving

its weaknesses.
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To Camiling Catholic School, Inc. (CamCS). The outcome of this study would

help the school improve their program implementation as well as their learning systems in

order to increase the competitive edge of graduates.

To the Teachers of CamCS. This study's findings would serve as a guide to help

teachers improve their instructional approach and methods to boost student learning and

academic performance.

To the SHS Graduates. The results of this study would enable the senior high

school graduates to compare their experiences and present status to the experiences and

status of CamCS SHS graduates of S.Y. 2018 - 2019.

To the Students of CamCS. The findings of this study would give them insights

about SHS strands as well as the different SHS exits, helping them in planning their careers.

To the Future Researchers. Through this study, researchers who are intending to

conduct a similar topic would help them complete their study by offering thorough

knowledge and relevant data.

Definition of Terms

These were the following terms for a better understanding of the concepts and ideas

that revolved around this research.

Advantage. This is a factor or circumstance of benefit to its possessor. In this study,

it referred to the benefits of SHS students for the alignment of their SHS strand to their

SHS exit. In technical terms, it was a factor or circumstance of benefit to its possessor.
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Academic Rating. This term refers to the student’s performance during his/her

Senior High School time in CamCS. In technical terms, this referred to the growth and

development of education through time

Camiling Catholic School, Inc. (CamCS). In this study, Camiling Catholic

School, Inc. (CamCS) was the institution where the respondents have graduated. This

research aimed to identify the whereabouts and current status of Camiling Catholic School,

Inc.’s graduates for the batch 2018-2019.

Certificates Acquired. This refers to when a student receives a paper stating that

a person had finished a course of study.

College Course. It refers to the class provided by a college or university. These

classes were commonly a part of a curriculum leading to a bachelor's, master's, or

specialist's degree, or a certificate.

Competitive Edge. This term pertains to the advantages of students against other

students globally. In technical terms, it referred to the factor that offers a person or

company that has an advantage over opponents or rivals.

Course Duration. This term refers to the to the span of time needed to complete a

course. In this study, this referred to the duration of vocational courses taken by the

respondents.

Disadvantages. This shows the drawbacks of conditions that make it more difficult

for SHS students to continue their studies. In technical terms, this was a quality or

circumstance that makes achievement unusually difficult.

Employment. It refers to the actions taken when one was hired or employed by a

company or employer.
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Employment Status. This is the status of a worker in a company based on the terms

of their employment or the amount of time they have worked there. A worker could be

employed full-time, part-time, or on a temporary basis.

Likert Scale. A scale used in research to gauge how much a respondent agrees or

disagrees with a specific statement. In this study, it was composed of 4 points ranging from

Strongly Agree with a mean of 3.51-4.00, Agree with a mean of 2.51-3.50, Disagree with

a mean of 1.51-2.50, and Strongly Disagree with a mean of 1.0-1.50.

Program Implementation. In this study, these were implementations of possible

programs that could improve the school’s educational system. Technically speaking, it

refers to how well a proposed program or intervention is put into practice. It was critical

for determining the internal, external, construct, and statistical validity of outcome

evaluations.

Reasons. It refers to the causes or justifications of why the respondents decided to

pursue their respective SHS exits. In technical terms, this word referred to the cause of an

event or situation or something that provides an excuse or explanation.

Senior High School (SHS). This term referred to the academic level comprising

Grades 11 and 12 that the respondents attended in Camiling Catholic School, Inc. In

technical terms, it is a two-year specialized upper secondary education.

Senior High School Strand. This word referred to the particular subjects that

senior high school students pursue during Grades 11 and 12. STEM (Science, Technology,

Engineering, and Mathematics) and ABM were the two study options available

(Accountancy and Business Management).

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SHS Academic Rating. This term is used to describe the level of academic

excellence each student attained within the specified school year. This was classified into

Excellent (90-100), Very Satisfactory (85-89), and Satisfactory (75-84).

SHS Exit. This term describes the decision made by each student regarding the

path they took after graduating senior high school. There were mainly four exits namely

higher education, middle level skills development, entrepreneurship, and employment.

Skills. In this study, this term refers to the abilities that Senior High School students

develop during their stay at CamCS. In technical terms, it was the ability to use one's

knowledge effectively and readily in execution or performance.

Strand Misalignment. It refers to the disconnection of the student's SHS strand to

their college course. In this study, it was when the student's courses in college are not

related to their SHS strand which hinder the students highly proficient in their field.

Socio-economic Status. It refers to an individual's social standing or class. It was

frequently determined as a composite of education, income, and occupation.

Tertiary Education. In this study, it referred to the level of education following

completion of secondary school.

Vocational Courses. Students who enroll in these programs are getting ready for

careers that require hands-on experience rather than academic concepts and were not

generally associated with higher education.

Year-Level. This refers to the duration of the courses in years. In this study, it

referred to the duration of tertiary education courses in years.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the discussion of different related literature and studies that

acted as the foundation and reference of the current study. These previous researchers

conducted by scholars and members of the academe are essential in order to make sure that

the researchers would complete a study that was relevant to society’s needs and will be

useful for future researchers. This chapter would also be important for the researchers to

know the similarities and differences of the conclusions that they would form compared to

existing studies.

Related Literature

A. Foreign

There are senior high school curricula available in different places of the world. As

stated by Orale and Sarmiento (2016), as cited by Liwanag (2021), the senior high school

program was the final level in all basic education programs of different countries.

The basic education system in the United States varies by state, as does the SHS

curriculum. There was no definite path because it was up to individual states and school

districts to decide. There were academic, vocational, and other types of schools. The

majority of those who choose the academic track were college-bound students. Within the

United States, each individual state maintains the right to deliver standards of its choosing,

relevant to the state and region. Vocational schools were post-secondary schools that teach

the skills necessary to help students acquire jobs in specific industries. Programs for career
 12

and technical education help prepare teenagers for employment once they graduate from

high school (Pannoni, 2015).

Japan, as mentioned by ADEK (2021), divided its educational system into three

categories: "Elementary," which lasts for six years following kindergarten, "Lower

Secondary," which lasts for three years, and "Upper Secondary," which lasts for three years

to prepare the students in their academic and outside life and was composed of two tracks

in academics and tech-voc.

In the article of Siliman and Schleifer (2018), Americans feel that public education

should not just focus on academics and college preparation, but also assist kids in building

their career and interpersonal skills and prepare them for citizenship and the workforce.

Many national and provincial initiatives in the United States were aimed at encouraging

academic excellence. Although academic preparedness was the primary objective of public

education, the teaching of cooperation, respect, and problem-solving techniques, as well as

the availability of technology and engineering programs, are the elements of school quality

that are deemed to be most crucial.

On the other hand, Singapore, a global leader in education, had a higher rate of

students pursuing higher education after highschool (The AQi Team, 2021). In comparison

to other countries with K-12 curricula, most students in Singapore continue their education

after turning 18. This was accomplished via a centralized, controlled approach, a set

national curriculum, and reasonably consistent classroom instruction and practice.

There were various factors that influence high school graduates' decisions about

where to go following graduation, such as college, entrepreneurship, employment and

vocational courses. Vlasova (2020), suggested that most high school graduates enrolled in
 13

colleges directly. Furthermore, the majority of teenagers would prefer to launch their own

company in the future than to hold down a traditional job. This coincides with the article

of College Stats Org (2020), which stated that most college students anticipate promising

work opportunities following graduation and that attending college would most likely help.

In contrast to that, Ford (2018), mentioned that working immediately after high

school may help make better educational decisions in the future. As suggested by

Stefanakos (2022), if higher education was not the best option, going directly to work might

be a worthwhile path for young people. Moreover, some highschool graduates choose

entrepreneurship because they would inherit a family business and hope to strengthen and

extend the heritage (Marlborough, 2020). Many entrepreneurs walk out of college because

they believe colleges and institutions would not help them reach their goals, and they are

not interested in obtaining a degree that would prepare them to work for something else

(Entrepreneur Middle East, 2018).

The downsides of starting a job right out of high school, according to Avis & Tests

(2022), include feeling stuck in jobs that were identical to the previous one you had, which

prevents you from developing your talents or advancing your career. Additional barriers to

work for high school graduates include preparedness and insufficient exposure to the real

world. Chances of developing your talents or career are astronomically low. He discussed

that working after high school may possibly cause to not having saved up enough money,

because most graduates were not yet ready to face and have not sampled real world

problems.

Vocational education was merely seen as an alternate path for high school students

who did not intend to attend college (Kelly 2017). As reported by Studentcaffe (2017),
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vocational courses were taken by high school graduates since they do not require four-year

college degrees, and a typical college would not impart the skills required to perform these

occupations well. Moreover, more females than males were enrolled in post-secondary

non-tertiary education programs that were vocational in nature (Eurostat, 2022).

Alignment and collaboration, as per Education First (2015), can improve student

performance in terms of college and career readiness, as well as perseverance and

completion of college. Subsequently, Core Education (2015), indicated that alignment of

high school track and shared ownership of college preparedness and success can result in

increased college preparation and excelling in college, as well as acquiring post-secondary

qualifications that can lead to a brighter future. On the contrary, the misalignment of

secondary high school tracks and higher education can undermine the economy and the

nation's commitment to excellence and sustainability (Asghar et al., 2022).

This contradicts with the article by Ferenstein and Hershrein (2016), which

suggests that students who recall a few fundamental concepts may have an advantage that

quickly fades as college classes go toward more sophisticated subjects.

Deciding a career path after finishing high school was one of the difficult decisions

one must make as the future is at stake. Depending on an individual, there are various

factors to take into consideration before making a decision. As stated by Aduli et al. (2018),

family expectations were the most influential element influencing individuals from

collectivist cultures, with stronger professional congruence with parents increasing career

employment confidence and self-efficacy. Individual interest, on the other hand, was

highlighted as the major factor determining career choice in individualistic environments,

and individuals are more self-reliant in their career decision-making.

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Additionally, Venable (2021), in his article, it suggested that career decisions were

often decided in the context of society and the economy. Numerous career theories, such

as Social Cognitive Career Theory and Social Learning, take this context into account

along with other factors. Life events may also influence one's decisions and, to some extent,

dictate what one should do. Correspondingly, the status of the economy and the resulting

labor market may also alter how careers progress. Henceforth, career advice from friends

and family, as well as a desire to work for educational institutions, cannot influence a

person's career choice (Guraya and Almaramhy, 2018).

In connection with the competence and skills acquired from years of education, the

problem of graduate employment was widespread. In the article of Vinichenko et al.

(2015), it was stated that the effectiveness of college work is declining, wherein young

specialists' career trajectories typically follow a flat curve, and enterprises and public

authorities lack crucial resources that can handle dealing with both short-term problems

and long-term effects.

As claimed by Gamede (2022), the mental component that helped foster

entrepreneurial preparation has been identified as entrepreneurial self-efficacy (ESE).

There was a dearth of research on the readiness of Nigerian Technical and Vocational

Education and Training (TVET) graduates for future employment, particularly in the field

of entrepreneurship. The ESE marshaling skills training component of the TVET

institutions' entrepreneurship education curriculum content was not adequately covered in

these programs. The practical conclusion was that entrepreneurship education should

concentrate on developing economic resource capabilities for startup companies.

In relation to the article of Hedrick et al. (2015), students rated their self-report of
 16

skills based on SCANS competencies and fundamental foundation skills. Students gave

higher ratings for personal qualities than for basic skills or thinking skills. A number of

other categories, such as using resources, using information, using technology,

interpersonal skills and working in systems were also assessed.

B. Local

Prior to the implementation of the K-12 curriculum, the Philippines was the last

country in Asia and, along with Angola and Djibouti in Africa, one of only three countries

in the world with a 10-year pre-university or basic education cycle. The 10-year education

cycle has long been viewed as a disadvantage for students competing in an increasingly

global labor market, particularly as compared to children in neighboring nations and the

rest of the globe who have completed the K-12 curriculum (Vicente, 2016).

In accordance with Republic Act No. 10533, which was signed by Former President

Benigno S. Aquino III into law on May 15, 2013, the senior high school program was fully

implemented in the academic year 2016-2017. Also known as the “Enhanced Basic

Education Act”, the aforementioned law mandated twelve years of basic education in the

Philippines, which aimed to enable every Filipino learner to be competitive in their job

path or whatever discipline they desire to pursue after completing highschool (LPU, 2015).

The senior high school program offered four academic tracks with the purpose of

educating students for college by giving them the knowledge, abilities, and skills required

to pursue successful professional options in the future. Mocon-Ciriaco (2018), stated that

graduates were prepared for different career paths immediately after graduating from high

school. With four possible exits for SHS graduates—higher education, entrepreneurship,
 17

employment, or middle-level skill development—graduates of this program were set to

become full-fledged contributors to social progress and nation-building.

As mentioned by Enderun Colleges (2020), the program boosts students’ chances

of finding a stable career and finding opportunities. Students can have the chance to expand

their networks, learn new skills, and discover a career they truly appreciate.

This corresponds to the article of Philippine Business for Education (2020), which

suggests that students would have adequate time on each track to become experts on a

particular topic and develop their skills. Therefore, K-12 graduates would be globally

competitive and able to find work in a competitive job market.

However, Banal-Formoso (2015), stated that students from the K-12 generation

who do not complete Grade 12 would be disadvantaged since they will not be accepted into

a college degree or technical-vocational certificate program unless they have a SHS

diploma. They would also miss out on opportunities to master skills that would qualify

them for a job immediately following SHS or prepare them for entrepreneurship.

Selecting the right senior high school track becomes a crucial step for the students’

career planning. With the help of tracks in senior high school, students may decide which

career choices would suit their strengths, talents, and interests. It would help students to

broaden their knowledge and abilities as it would also introduce them to the chosen topic

of study to get ready for college (MCL, 2021).

Students, however, often make mistakes by choosing a different track that was not

related to their future course. Philippine Basic Education (2018), asserted that senior high

school graduates with mismatched SHS tracks enrolled in tertiary education were expected
 18

to take the “bridging program” which the National Union of Students of the Philippines

(NUSP) views as a significant concern for students.

Furthermore, Li (2020), stated that there were only limited choices for the shifters

or the students who took the strands that were mismatched to their college courses. Students

with mismatched SHS track barely understood lectures in their first year in college and

chose to take bridging programs. The students in this situation used their free time or

vacation time to study the subjects that were not taken during Senior high school to catch

up to their classes or lectures in college. Based on their experiences, their decisions in

taking a strand in Senior High School were influenced by their parents considering they

wanted to enroll in different courses (Bernal, 2021).

One of the importance of senior high school was to prepare students for college and

even for work. As stated by CIIT (2021), the K-12 program aimed to produce job-ready

SHS graduates. The new curriculum trained students to be proficient and job-market ready.

As cited by Garcia and Yazon (2020), senior high school graduates' habits, skills,

and social abilities meet the standards for jobs provided by the Work Immersion partner

institutions. It had been suggested that academic institutions should be encouraged to

continually search for sectors that would complement and improve the abilities of students

so they can be productively immersed and ready for the job market. This contradicts to the

study of Arcayera (2021), where he concluded that even when senior high school students

conducted their work immersion in the comfort of their school, home, or community due

to the health crisis brought about by the COVID-19 pandemic, they have given a high

evaluation of the school-based work immersion wherein the competencies of the students

relevant to their strands were developed.

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This contradicts the report of JobStreet in 2018, which indicated that employees

were hesitant to employ SHS graduates, and some of the employers expressed their

unwillingness to hire SHS graduates, and only a small percent of respondents stated they

were open to hire SHS graduates (Tomacruz, 2018). Moreover, more students prefer to

continue their studies. Graduates of senior high school also believed that they were not yet

ready to work and that they lack confidence in competing with college graduates

(BusinessWorld, 2021).

Wakefield Research (2022), as cited by Ranzetta (2022), indicated that about two

in five teenagers claim that celebrities and social media influencers were their main sources

of entrepreneurial motivation. A further finding of the poll was that teens would be

interested in programs at or after school that taught entrepreneurship and that few teenagers

want to learn the ropes from established business owners.

Llego (2022), in his article stated that the first batch of approximately 1.2 million

SHS students graduated in April 2018 during S.Y. 2017-2018. After seven years of

implementation, there was still a gap between K-12 graduates and employment. The

Philippines' rising jobs are being driven by the digital economy. Active participation of

stakeholders might be anticipated as an indication of improved employment chances and

realistic upskilling.

In terms of college readiness, the program was reported to be lacking in terms of

instructional quality in all learning areas, most especially Science and Mathematics

(Mamba et al. 2019). As studied by the Program for International Student Assessment

(PISA), the Philippines came in at rank 79, averaging 340 points in reading comprehension

compared to the Organization for Economic Cooperation and Development average

 20

(OECD) score of 487. Filipino students also achieved low marks in science and

mathematics with 353 points and 356 points compared to 489 points average for the OECD

(Paris, 2019 as cited by Awi et al., 2021).

Furthermore, the Philippine Institute for Development Studies (2020), reported that

some Filipino Students in senior high school did not master fundamental literacy skills and

numeracy, especially English language proficiency, making it challenging for students to

produce research outputs.

Filipinos are known to be competitive in the international community, but the

education system hinders students from becoming even more competitive. As stated by

Arias (2016), the implementation of the Senior High School program was the key to

national development. Though the government would face many challenges as it

implements the program over several years, it is a necessary improvement because

improving education quality is critical to the nation's success. The career-assessment and

aptitude tests and an occupational-interest inventory, meanwhile, would show the student’s

strengths and benefits. A career-advocacy program would help and guide students in

choosing the right track for them (Sun Star, 2018).

Related Studies

A. Foreign

Upon graduating high school, students are given the choice of selecting a career

path for their future, whether it be pursuing higher education or employment. Bromberg

and Theokas (2016), in their study on transcript outcomes of high school graduates in the

United States found that the majority of students in the United States were still meandering
 21

through lots of disconnected courses that get them to graduation but nowhere else. Most

students were not taking several courses in a career pathway, which suggests that career

readiness for high-school students was not accomplished with the curriculum.

This conformed to the study of Bissell (2017), on the college and career readiness

and description of postsecondary life of high school graduates in Pennsylvania, which

found that gaps in transitional skills and knowledge among graduates were indicated upon

high school graduation. Even with a career program in place, graduates described struggles

with postsecondary transitions with cultural, contextual, and personal struggles. Many

graduates were comfortable with their academic transition, but struggled with making

connections to their career identity.

According to the study conducted by Sharif et al. (2019), on factors influencing

career choices among students in Karachi, Pakistan, the most influential factors affecting

career choices include the influence of earning a reputable social status, income, making

difference in society, and fathers’ pressure to take a move in a particular direction.

Although factors varied with socioeconomic and demographic factors, they were

somewhat related to the financial outcome of the course and future employment chances.

Moreover, as concluded by Mtemeri (2017), in his study on factors influencing the

choice of career pathways among high school students in Midlands province, Zimbabwe,

parents' education and guidance as well as peer pressure were found to be important factors

in students' professional decisions. Schools were also found to be crucial in influencing

students' job decisions.

Pursuing higher education stands as the most popular decision of high school

graduates. Kurlaender et al. (2018), in their study stated that nearly two-thirds of
 22

California’s high school graduates enrolled in college within a year and a half upon

graduation, and nationally, only a small percentage of high school completers enrolled in

college by the October immediately following high school completion.

According to the study by Baum and Payea (2021), higher education students obtain

a wide range of rewards on a personal and economic level. Despite the improvements in

educational possibilities, their analysis demonstrates that family income, parent education

levels, and other demographic factors have a major impact on who enrolls in higher

education.

Stock and Stock (2019), while studying factors that influence a college student’s

choice of academic major or minor in Central Texas found that personal interest was the

most influential factor in choosing a major, followed by potential income and influence of

parents. This coincides with the study of Keck (2016), which revealed that interest in the

subject was the most dominant factor influencing student major selection, second to

potential salary and viewpoints of family, peer, and faculty members.

The findings of Lachowsky (2019), suggested that secondary high school graduates

encounter challenges transitioning to higher education despite having acquired skills and

performing well in high school. High-performance demands such as reading, writing, self-

learning, the need to study, and time management were regarded as the most difficult.

However, with support from family and friends, as well as college preparatory classes,

students are able to adjust better.

Moreover, the study of Hazaa et al. (2021), concluded that grades and a student's

standing in a class were important predictors of academic performance in higher education.

Furthermore, students' academic achievement at the conclusion of their first year of college
 23

was connected to their high school academic performance. Their findings complement that

high school academic performance serves as a foundation for success in higher education.

This coincides with the study of Elsner et al. (2021), which mentioned that a

student’s ordinal rank in a peer group affects performance and specialization choices in

college. Students who by chance had a higher rank have higher expectations about their

future grades.

In addition, Kendricksa et al. (2019), concluded that undergraduate STEM majors

can successfully use the lessons learned from K–12 best practices. In addition, combining

skills and talents that match employers' needs better prepares scholars for future jobs in a

STEM sector.

With the increasing fees for higher education institutes, students may opt to pursue

employment rather than college degrees. According to the findings of Skyler (2018),

working instead of attending college is a monetary decision. Some students were tired of

school or never really enjoyed it in the first place. Others may want a break before they

return to full-time education.

However, as concluded by Barrington (2021), if students take a job right after high

school, they may find themselves putting higher education off year after year. They could

miss out on some significant opportunities to grow and mature. The habits and opinions

they form as a young adult would stay with them for the rest of their life. This is why going

to college after graduation is a given for many high school students.

Aside from employment, entrepreneurship is another career pathway that other high

school graduates prefer. In reference to the study of Yohana (2020), one of the reasons for

high school graduates to become entrepreneurs was that they no longer expect to receive
 24

work in the formal sector, rather, they were self-sufficient, creative, imaginative, and take

initiatives to generate opportunities in the entrepreneurial sector.

According to the findings of the study of Ibrahim et al. (2015), entrepreneurship

was one of the reasons why high school graduates enroll in vocational courses. Most

students who participated in their survey showed a high degree of entrepreneurial ambition.

Vocational schools were institutions alternative to higher education that prepares

students for a career in a particular job or technical field. At this level of education, students

were braced with skills that enable them to enter the workforce upon graduation. Vokasi

(2019), while studying the employability skills of vocational school students in Palu City

found that students demonstrated high levels of employability skills including occupational

health and safety skills, teamwork, self-management, learning, using technology, planning

and organizing activities, solving problems, taking initiative, and communication.

Moreover, in accordance with the study of Abdilla and Tentama (2019) on the

employability of vocational school students in Yogyakarta, there was a positive

relationship between academic achievement and self-concept with employability among

students. That means the higher academic achievement and self-concept, the higher

employability among students and vice versa.

B. Local

The implementation of senior high school aimed to provide students with essential

knowledge and skills that would help them better prepare for their chosen path in higher

education, employment, or entrepreneurship. However, as a result of the curriculum’s

ongoing development, its implementation faces different problems that need to be

addressed. Nacorda et al. (2019), while analyzing the effective implementation of the
 25

senior high school curriculum observed that there was an existing lack of infrastructure

that can accommodate hands-on learning among Philippine high schools, resulting in

difficulty providing the required skills demanded by various working industries.

This coincides with the study of Cogal et al. (2019), which stated that the Senior

High School curriculum must be examined because it showed an overfull curriculum and

limited time for hands-on learning activities. Business sectors were reluctant to hire senior

high school graduates, thus producing graduates who are prepared for the workforce was

not achieved.

In connection to this, the study of Mamba et al. (2020), revealed that there was still

a significant room for improvement in DepEd's K-12 graduates, with a particular emphasis

on the teaching of science and mathematics. As such, Philippine higher education

institutions experience significant adjustments in providing effective student transition in

college.

In terms of student satisfaction, the study of Tondo (2021), concluded that the

senior high school students were satisfied in terms of content, pedagogy, analysis, and

alignment of tracks. This confirmed that the senior high school curriculums in the

Philippines are well planned and that the authorities made research collaborated with

experts of education. However, teaching quality, expertise of instructors, and academic

challenges and requirements were reported to have the lowest satisfaction level.

This conformed to the study conducted by Combalicer (2016), which stated that

teachers in the Division of Quezon, District of Infanta, showed good practices in improving

content and developing materials that would help students’ skills. However, the findings

stated that the teachers in public schools in the same division and district were not
 26

completely prepared and lack teaching strategies that were needed for the “Curriculum

Enhancement”.

The Philippine K-12 curriculum was designed with four exits to ensure that

graduates have options after finishing the final stage of high school. Graduates can choose

between higher education, middle-level labor, entrepreneurship, and employment.

Factors that affect senior high school graduates’ curriculum exits include socioeconomic

factors. The study by Padios et al. (2021), indicated that lower-income graduates were

more likely to pursue entrepreneurship than study after high school as compared to those

in the middle-income class, and males were more likely to be layabouts than females. In

terms of education, Filipino female students have consistently outperformed their male

counterparts. On the other hand, age and senior high school strand do not explain any

changes in their curriculum exits.The majority of senior high school graduates prefer higher

education to any other SHS exit. The findings of Padios et al. (2021), revealed that the

majority of SHS graduates pursue higher education courses, demonstrating that more

Filipinos preferred a college diploma over immediate employment. Only a small

percentage of graduates were employed and started their own businesses.

This coincides with the study of Orbeta and Postedad (2020), which examined the

employability of senior high school graduates using evidence from the labor force survey

and discovered that only a small number senior high school graduates were employed and

the majority of them continue their education.

Moreover, those from the Academic Track are more likely to pursue education.

STEM graduates were more inclined to pursue science-related fields such as Engineering,

Architecture, pre-med, and IT programs, while few pursue Social Sciences and Business
 27

programs. On the other hand, ABM graduates were more inclined, as expected, to pursue

business programs, while few pursue Social Sciences programs (Awi et al., 2021).

The findings of Ouano et al. (2019), suggested that interest, peer influence,

considerations of the school, and possible job opportunities greatly influence college and

career decisions. This coincides with the study of Tahil et al. (2021), which mentioned that

students' decision to pursue their preferred college degree has been heavily affected due to

professional opportunities and an individual personality or attribute that is perfect for their

selected career.

In terms of track alignment to college courses, Arcayera (2021), in his study

concluded that most SHS graduates have enrolled in courses related or aligned to their

strands. Moreover, the number of female graduates was almost leveled with the males

showing gender fairness.

This supports the study of Rin et al. (2021), which discovered that the majority of

SHS graduates enroll in courses related to their strands, and their chosen strands helped

them choose what course to take in college.

In addition, the study of Valdez et al. (2022), discovered that graduates of the

STEM strand have the highest levels of course alignment, followed by Arts and Design,

HUMSS, and ABM strand. The lowest strand alignment for college course enrollment was

the graduates from TVL strand.

However, educational mismatch in SHS track and college courses predispose

students to a whole range of disadvantages. Strand alignment was critical because academic

outcomes, later job market outcomes, and other life events can all be influenced. San

Andres et al. (2018), while examining the cases of students with mismatched SHS track,
 28

learned that mismatched students had a difficult time in college. When they discovered

their passion, it was too late to back down. Some of them regret enrolling in Accountancy,

Business, and Management (ABM) because having to study a subject they were not going

to use was a waste of time, money, and effort. The current researchers advised instructors

to adequately explain the ABM curriculum to Junior High School students.

This correlates to the research of Valdez et al. (2022), which revealed that students

with mismatched SHS tracks struggled during their collegiate years. Students at senior high

school who did not take the course aligned with their strand reported a variety of reasons

such as family pressure and the program's accessibility being the most influential factors.

Friends and peer pressure, uncertainty about the profession to be pursued, family status,

grades needed for the program, and limited career orientation during high school were other

factors. They also discussed that teachers should guide and aid their students in choosing

the best route for them, and they should keep their viewpoints and arms open to students

who want to seek their counsel in times of doubt and decision-making challenges. Career

counseling can be offered aggressively and enforced in school by the school's policy.

In addition, the findings of Formaran et al. (2022), suggested that students with

misaligned SHS tracks suffered social anxiety between classmates and old acquaintances

as a result of strand mismatch difficulties, which go beyond academic expectations. To

cope with the challenges brought by strand mismatch, social support is seen to be the most

seeked, with the majority turning to their family members, professors, and peers as their

pillars for support throughout their experience. Moreover, passion continues to serve as

their driving force that allows them to strive harder and keep going despite the difficulties.

Despite the fact that most Filipino SHS graduates pursue higher education, others
 29

prefer pursuing employment and entrepreneurship. Awi et al. (2021), in their study

concluded that the reasons behind the employment of senior high school graduates were

due to financial factors such as the capacity to support college education and family

orientations.

In addition, according to the study conducted by Lacap (2017), students’

entrepreneurial inclination was not affected whether they were enrolled in a private or

public school. Senior high school students that have a family business background were

said not to be influenced by entrepreneurship. Students having family businesses do not

assure that they show entrepreneurial inclination.

In terms of improving program implementation and teaching quality, Margot and

Kettler (2019), concluded that teachers would be more effective at educating students if

they had more confidence. According to the research, increasing confidence leads to better

performance during instruction, which leads to advances in student learning.

 30

Conceptual Framework

Figure 1
Paradigm of the Study

Figure 1 depicted the study's paradigm, which shows the SHS strand's connection

to the alignment advantages, misalignment disadvantages, and SHS exit. It also showed

that after SHS, graduates may pursue tertiary education, employment, entrepreneurship, or

vocational courses, as well as the reasons for doing so. Students' SHS academic

performance was also indicated to be linked to alignment advantages, the perceived effect

of academic rating, and educational gain from the school which were then used in

accordance to improve the school's competitive edge. The first box specified the SHS

strand, which served an important purpose in this study. It was linked to two boxes,
 31

misalignment disadvantages and alignment advantages, which described its linkage to the

SHS exit and how these can affect the students. Furthermore, the pursued exits were tertiary

education, employment, entrepreneurship, and vocational courses, which were listed under

the SHS exit box. Each reason for pursuing them in the box leading up to the four

potentially pursued exits was given. Moreover, the second box specified the SHS academic

performance, which was linked to three boxes using a double headed arrow. It reveals the

relationship and effects of the students’ academic performance to alignment advantages,

perceived effect of academic rating, and educational gain from the school. Lastly, the

overall variables were connected to the school’s competitive edge improvements to show

a connection to the ways for improvement, as all the reasons of students’ pursuing different

exits can be used to gain a clearer and deeper view on the program implementation to

develop strategies in improving the school’s learning system.

 32

Chapter 3

METHODS OF RESEARCH AND SOURCES OF DATA

This chapter outlined the methods that were utilized to collect the data needed to

complete the research. It contains information on the respondents, such as the inclusion

criteria for the research, who the participants were, and how they were sampled. It

presented the research design, the sampling techniques applied, respondents of the study,

scope and limitations, the statistical treatment, and the data gathering instrument and

procedures.

Research Design

This study was a quantitative tracer study that was correlational in nature, which

was used by researchers to observe conditions or events that influence people and generate

objective facts that can be expressed concisely using statistics and figures (Williams,

2021). Tracer studies involved identification and follow-up of graduates for the purpose of

evaluating education outcomes to be used as material for the improvement of the

institution.

This was a study that also possessed a correlational research design, which, as a

research design, seeks information to comprehensively characterize a phenomena,

scenario, or population, with the aim of describing the present status as well as the skills

acquired by the Senior High School Graduates of Camiling Catholic School, Inc. S.Y.

2018-2019.
 33

Sampling Technique

The researchers mainly used three methods to select the respondents for this study.

To calculate the sample size from a given population, the researchers employed stratified

random sampling integrated with Yamane’s Formula. The residual respondents were

therefore chosen at random using the fishbowl method, which involved drawing a piece of

paper at random from the bowl used for this purpose.

Respondents of the Study

This study consisted of 186 respondents from the Senior High School Graduates of

CamCS S.Y. 2018-2019. There were 133 respondents in STEM, specifically: 46 in STEM

1, 43 in STEM 2, 44 in STEM 3. In ABM, there were approximately 53 respondents in this

study. Using stratified random sampling integrated with the Yamane’s formula, the total

number of respondents resulted to 126, with 32 respondents from STEM 1, 29 respondents

from STEM 2, 29 respondents from STEM 3, and 36 respondents from ABM.

Scope and Delimitation

The general intent of this study was to track the SHS exit of the Senior High School

Graduates of CamCS S.Y. 2018–2019 and its alignment to their SHS strands, as well as

evaluate CamCS with regards to their perceived educational gain and ways for program

improvement. With the employed stratified random sampling integrated with Yamane’s

formula, which resulted in 90 STEM and 36 ABM respondents, for a total of 126

respondents. Moreover, by excluding the deceased graduates from the batch, the number

of responses were limited. These respondents completed two full years of the CamCS SHS
 34

curriculum program and were currently pursuing curriculum exits, including tertiary

education, employment, vocational courses, or entrepreneurship.

Statistical Treatment

For the statistical treatment, the researchers used two procedures for different

questions comprising the study’s statement of the problem.

For Objectives Number 1-3, the frequency and percentage of the results were

determined by the researchers. Frequency pertains to how often something happens. The

percentage was then computed after the collection of the frequencies. The researchers

added up all the frequencies on a frequency chart to determine the total in order to calculate

percentages. The percentage was then calculated by dividing the frequency of a particular

occurrence by the total frequency of events.

For Objectives Number 4-9, the statistical technique that was used by the

researchers was the mean. The means were used to determine the central tendency of the

pertinent data. It was used to determine the academic ratings, the benefits of an aligned

SHS strand to SHS exit, the impact of the SHS academic rating on college performance,

and the perceived educational gain at CamCS. It was calculated by adding up each data

point for the population, then dividing the result by the total number of points.

For Objective Number 10, the researchers used Multiple Linear Correlation

statistical treatment. This type of statistical treatment was used to explain the relationship

between one continuous dependent variable and two or more independent variables. The

independent variables can be continuous or categorical.

 35

Data Gathering Instrument

The researchers collected and analyzed data using a survey questionnaire.

Questionnaires were popular research methodologies because they provide a quick,

efficient, and low-cost way to collect huge quantities of information from big sample sizes

(Market Research, 2022). The surveys used were created by the researchers using a 4-point

Likert-scale ranging from strongly agree, agree, disagree, and strongly disagree;

checkboxes; and multiple-choice questions to establish the respondents' preferences and

reasons.

Data Gathering Procedure

The questionnaires used were distributed to the respondents who had been chosen

to participate in the study by the researchers using Google Forms. After gathering data

from respondents, the researchers then interpreted it using quantitative data analysis.

Quantitative analysis refered to the approaches used by academics to turn data into

numerical representations and then subject it to statistical analysis, which were studied and

presented further in the following chapters.

 36

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discussed the presentation, analysis, and interpretation of data in

tabular form. The evidence presented in this chapter was gathered through survey

questionnaires distributed and answered by respondents thoroughly. Before each table

were the explanations interpreted by the researchers so that the findings would be clearer

for the readers.

Table 1 presents the demographic profile of the respondents. It includes the age,

gender, civil status, senior high school strand, senior high school academic performance,

and the socio-economic status of the respondents calculated using frequency and

percentage. Succeeding were the interpretation and analysis of the data presented.

Age

There were 125 respondents (99.20%) ranging from 18 to 24 years old, and one

respondent that was 25-34 years old (0.80%). This data indicated that majority of the

graduates of CamCS S.Y. 2018-2019 were 18-24 years old.

Gender

As for the gender of the respondents, 67 were females (53.20%) and 59 were males

(46.80%). The data indicated that most of the graduates of CamCS S.Y. 2018-2019 were

female.
 37

Table 1
Demographic Profile of the Respondents
CATEGORIES FREQUENCY PERCENTAGE (%)
Age
18 – 24 years old 125 99.20
25 – 34 years old 1 0.80
Total 126 100.00
Gender
Female 67 53.20
Male 59 46.80
Total 126 100.00
Civil Status
Single 125 99.20
Married 1 0.80
Total 126 100.00
SHS Strand
STEM 90 71.40
ABM 36 28.60
Total 126 100.00
Academic Performance
Outstanding (90-100) 77 61.11
Very Satisfactory (85-89) 47 37.30
Satisfactory (80-84) 2 1.59
Total 126 100.00
Socio-Economic Status
Rich 1 0.80
High income but not rich 4 3.20
Upper middle class 11 8.70
Middle Class 13 11.10
Lower middle class 34 27.00
Low income but not poor 43 34.10
Poor 19 15.10
Total 126 100.00
SHS Exit Taken
Tertiary Education 119 82.64
Employment 12 8.33
Entrepreneurship 13 9.03
 38

Civil Status

Moreover, this table presents the civil status of the respondents. There were 125

(99.20%) respondents who were single, and one (0.80%) respondent who was married,

showing that most of the graduates of CamCS S.Y. 2018-2019 were single.

Strand

As for their senior high school strands, 90 (71.40%) graduated under the Science,

Technology, Engineering and Mathematics (STEM) strand and 36 (28.60%) graduated

under the Accountancy, Business and Management (ABM) strand. In conclusion, majority

of the graduates of CamCS S.Y. 2018-2019 were under the Science, Technology,

Engineering and Mathematics (STEM) strand.

Academic Performance

The succeeding data revealed the academic performance of the respondents.

Majority of the respondents amounting to 77 (61.11%) had an academic rating of

Outstanding (90-100), 47 (37.30%) of them had an academic rating of Very Satisfactory

(85-89), and two (1.59%) had an academic rating of Satisfactory (80-84).

Socio-Economic Status

The succeeding data revealed their socio-economic status, referring to the social

standing of the respondents. Majority of the respondents amounting to 43 (34.10%) have

low income but were not poor (Between ₱9,520 to ₱21,194), 34 (27.00%) of them belong

to the lower middle class (Between ₱9,520 to ₱21,194), 19 (15.10%) of the respondents’
 39

economic status were categorized as poor (Less than ₱10,957), 13 (11.10%) of them belong

to the middle class (Between ₱43,828 to ₱76,669), 11 (8.70%) of them belong to the upper

middle class (Between ₱76,669 to ₱131,484), four (3.20%) of them have high income but

were not rich (Between ₱131,484 to ₱219,140), and one (0.80%) of the respondents’

economic status was categorized as rich (At least ₱219,140 and up). This goes to show that

the average income of the graduates of CamCS S.Y. 2018-2019 ranges between ₱9,520 to

₱21,194 (low income but not poor).

SHS Exit Taken

Lastly, the succeeding data revealed their SHS Exit Taken. Majority of the

respondents amounting to 119 (77.78%) pursued tertiary education, nine (5.89%) of them

pursued vocational courses, 12 (7.84%) of them pursued employment, and 13 (8.50%) of

them pursued entrepreneurship.

Table 2.1.1
Year Level of Tertiary Education
CATEGORIES FREQUENCY PERCENTAGE (%)
6-year level 4 3.36
5-year level 1 0.84
4-year level 110 92.44
3-year level 2 1.68
2- year level 2 1.68
Total 119 100.00

Table 2.1.1 shows the year level of the college courses pursued by the respondents

under tertiary education. Majority of the 110 (92.44%) respondents pursued 4-year level

courses, four (3.36%) of them pursued 6-year level courses, two (1.68%) of them pursued
 40

3-year level courses, two (1.68%) of them pursued 2-year level courses, and one (0.84%)

of them pursued a 5-year level course.

This then coincides with the study of Montesi (2018), which stated that most

students enrolled directly from high school to college, hoping to finish a bachelor's degree

in four years. This method was widely used since it offers great benefits. Obtaining the

degree, in instance, allows students to begin their professions early or pursue advanced

degrees later, which can lead to a higher wage and more personal satisfaction.

Table 2.1.2 shows the specific courses taken by the respondents under tertiary

education. It further showed that 16 (13.45%) of the respondents pursued Bachelor of

Science in Nursing, six (5.04%) of them took Bachelor of Science in Accounting

Information System, five (4.20%) of them took Bachelor of Science in Accountancy, five

(4.20%) of them took Doctor of Veterinary Medicine, five (4.20%) of them took Bachelor

of Secondary of Civil Engineering, five (4.20%) of them took Bachelor of Science in

Information Technology, five (4.20%) of them took Bachelor of Science in Agriculture

Major in Animal Science, four (3.36%) of them took Bachelor of Science in

Entrepreneurship, four (3.36%) of them took Bachelor of Science in Geodetic Engineering,

three (2.52%) of them took Bachelor of Science in Marine Transportation, three (2.52%)

of them took Bachelor of Science in Aeronautical Engineering, three (2.52%) of them took

Bachelor of Science in Business Administration Major in Financial Management, three

(2.52%) of them took Bachelor of Science in Hospitality Management, three (2.52%) of

them took Bachelor of Science in Tourism Management, three (2.52%) of them took

Bachelor of Science in Agriculture.

 41

Table 2.1.2
SHS Exit Taken by the Respondents in terms of Tertiary Education
PERCENTAGE
CATEGORIES FREQUENCY
(%)
Bachelor of Science in Nursing 16 13.45
Bachelor of Science in Accounting Information System 6 5.04
Bachelor of Science in Accountancy 5 4.20
Doctor of Veterinary Medicine 5 4.20
Bachelor of Secondary of Civil Engineering 5 4.20
Bachelor of Science in Information Technology 5 4.20
Bachelor of Science in Agriculture Major in Animal Science 5 4.20
Bachelor of Science in Entrepreneurship 4 3.36
Bachelor of Science in Geodetic Engineering 4 3.36
Bachelor of Science in Marine Transportation 3 2.52
Bachelor of Science in Aeronautical Engineering 3 2.52
Bachelor of Science in Business Administration Major in Financial
3 2.52
Management
Bachelor of Science in Hospitality Management 3 2.52
Bachelor of Science in Tourism Management 3 2.52
Bachelor of Science in Agriculture 3 2.52
Bachelor of Science in Electronics Engineering 2 1.68
Bachelor of Animal Science 2 1.68
Bachelor of Science in Pharmacy 2 1.68
Bachelor of Science in Civil Engineering Major in Structural Engineering 2 1.68
Bachelor of Science in Medical Laboratory Science 2 1.68
Bachelor of Science in Business Administration Major in Marketing
2 1.68
Management
Bachelor of Science in Architecture 2 1.68
Bachelor of Science in Criminology 2 1.68
Bachelor of Science in Psychology 2 1.68
Bachelor of Science of Public Administration 2 1.68
Bachelor of Science in Radiologic Technology 2 1.68
Bachelor of Science in Marine Engineering 2 1.68
Bachelor of Science in Electrical Engineering 2 1.68
Bachelor of Science in Agricultural and Biosystems Engineering 2 1.68
Bachelor of Secondary Education Major in Science 1 0.84
Bachelor of Technology and Livelihood Education Major in Industrial Arts 1 0.84
Bachelor of Technology and Livelihood Education 1 0.84
Bachelor of Music in Music Education, Major in Piano 1 0.84
Bachelor of Science in Business Administration 1 0.84
Bachelor of Multimedia Arts 1 0.84
Bachelor of Science in Medical Technology 1 0.84
Bachelor of Fine Art Major in Visual Communication 1 0.84
Doctor of Dental Medicine 1 0.84
Bachelor of Science in Computer Science 1 0.84
Bachelor of Science in Chemical Engineering 1 0.84
Bachelor of Science in Electronics and Communication Engineering 1 0.84
Bachelor of Arts in Communication 1 0.84
Bachelor of Science in Business Administration, Major in Financial
1 0.84
Management
Bachelor of Science Major in Tourism Management with Specialization in
1 0.84
International Tourism
Bachelor of Science in Midwifery 1 0.84
Bachelor of Science in Aerospace Engineering 1 0.84
Bachelor of Science in Agriculture Major in Agricultural Economics 1 0.84
Total 119 100.00
 42

In addition, two (1.68%) of them took Bachelor of Science in Electronics

Engineering, two (1.68%) of them took Bachelor of Animal Science, two (1.68%) of them

took Bachelor of Science in Pharmacy, two (1.68%) of them took Bachelor of Science in

Civil Engineering Major in Structural Engineering, two (1.68%) of them took Bachelor of

Science in Medical Laboratory Science, two (1.68%) of them took Bachelor of Science in

Business Administration Major in Marketing Management, two (1.68%) of them took

Bachelor of Science in Architecture, two (1.68%) of them took Bachelor of Science in

Criminology, two (1.68%) of them took Bachelor of Science in Psychology, two (1.68%)

of them took Bachelor of Science of Public Administration, two (1.68%) of them took

Bachelor of Science in Radiologic Technology, two (1.68%) of them took Bachelor of

Science in Marine Engineering, two (1.68%) of them took Bachelor of Science in Electrical

Engineering, two (1.68%) of them took Bachelor of Science in Agricultural and

Biosystems Engineering, one (0.84%) of them took Bachelor of Secondary Education

Major in Science, one (0.84%) of them took Bachelor of Technology and Livelihood

Education Major in Industrial Arts, one (0.84%) of them took Bachelor of Music in Music

Education, Major in Piano, one (0.84%) of them took Bachelor of Science in Business

Administration, one (0.84%) of them took Bachelor of Multimedia Arts, one (0.84%) of

them took Bachelor of Science in Medical Technology, one (0.84%) of them took Bachelor

of Fine Art Major in Visual Communication, one (0.84%) of them took Doctor of Dental

Medicine, one (0.84%) of them took Bachelor of Science in Computer Science, one

(0.84%) of them took Bachelor of Science in Chemical Engineering, one (0.84%) of them

took Bachelor of Science in Electronics and Communication Engineering, one (0.84%) of

them took Bachelor of Arts in Communication, one (0.84%) of them took Bachelor of
 43

Science in Business Administration, one (0.84%) of them took Major in Financial

Management, one (0.84%) of them took Bachelor of Science Major in Tourism

Management with Specialization in International Tourism, one (0.84%) of them took

Bachelor of Science in Midwifery, one (0.84%) of them took Bachelor of Science in

Aerospace Engineering, and one (0.84%) of them took Bachelor of Science in Agriculture

Major in Agricultural Economics.

This goes to show that majority of the graduates pursued pre-med, business, and

engineering courses. This conformed to the study of Awi et al. (2021), which concludes

that STEM graduates were more inclined to pursue science-related fields such as

Engineering, Architecture, pre-med, and IT programs, while few pursue Social Sciences

and Business programs. On the other hand, ABM graduates were more inclined, as

expected, to pursue business programs, while few pursue Social Sciences programs. Most

of the respondents per strand have pursued undergraduate degrees related to their SHS

strand, but taking it as a whole, most of the respondents have taken up business degrees

regardless of their respective SHS strands. The study further suggested that some students

decide their major based on the college that they are willing to attend, and that the financial

aspect needs to be considered when entering tertiary education. In pursuing higher

education, the alignment of strands was significant not only to the readiness of the students

but also to the relevance of the curriculum of the K-12 program as part of educational

reform in the country.

Table 2.2 shows the SHS exit taken by the respondents who pursued vocational

courses in terms of course duration, specific course, and certificates acquired.

 44

In terms of course duration, majority of the five (55.56%) respondents pursued a

vocational course with a duration of one month, three (33.33%) of them took a vocational

course for 12 months, and one (11.11%) took a vocational course with a duration of 250

hours.

In terms of specific course, majority of the respondents amounting to two (25.00%)

took Housekeeping, another two (25.00%) took Food and Beverage Services, one

(12.50%) took Shielded Metal Arc Welding, one (12.50%) took Animal Production, one

(12.50%) took Bartending, one (12.50%) took Motorcycle/Small Engine Servicing, and

one (12.50%) took Computer Systems Servicing.

Table 2.2
SHS exit Taken by the Respondents in terms of Vocational Course
CATEGORIES FREQUENCY PERCENTAGE (%)
Course Duration
12 months 3 33.33
1 month 5 55.56
250 hours 1 11.11
Total 9 100.00
Specific Course
Shielded Metal Arc Welding 1 12.50
Animal Production 1 12.50
Bartending 1 12.50
Motorcycle/Small Engine
1 12.50
Servicing
Housekeeping 2 25.00
Food and Beverage Services 2 25.00
Computer Systems
Servicing
Total 9 100.00
Certificates Acquired
NC I 1 88.89
NC II 8 11.11
Total 9 100.00
 45

Moreover, in terms of certificates acquired, majority of the respondents amounting

to eight (88.89%) acquired a National Certificate II (NC II), while one (11.11%) acquired

a National Certificate I (NC I).

With the least amount of respondents among the four SHS exits, this conformed to

the study of Marces et al. (2020) on the comparative analysis of the curriculum exits of

the SHS graduates to formulate localized policy guidelines on senior high school program

and national certificate trainings, in which middle-level skills development were least

prioritized by the graduates. Moreover, the study revealed that graduates who pursue

higher education have aligned courses with their SHS strand while not aligned course

with their NC trainings.

Table 2.3.1
Employment Status
CATEGORIES FREQUENCY PERCENTAGE (%)
Regular/Permanent 6 50.00
Part-Time/Contractual 5 41.67
Self-Employed 1 8.33
Total 12 100.00

Table 2.3.1 shows the employment status of the respondents who pursued

employment. Majority of six (50%) respondents took on regular/permanent employment,

five (41.67%) took on part-time/contractual employment, and one (8.33%) was self-

employed.

This correlates to the study conducted by Ramirez et al., (2014) on the employment

conditions of the graduates of Rizal Technological University in which most of the

graduates were employed in regular or permanent positions. Furthermore, the study showed

that the graduates were mostly employed within their fields of specialization. Hence, it can
 46

be said that the graduates of the program were highly employable and secured in their

respective positions in either private or public institutions.

Table 2.3.2
Reason for Employment
CATEGORIES FREQUENCY PERCENTAGE (%)
Did not have the resources to
2 14.29
pursue tertiary education
Breadwinner of the family 4 28.57
Wanted to earn immediately 8 57.14

Table 2.3.2 indicates the reasons for employment of the respondents who pursued

employment. Majority of eight (57.14%) respondents wanted to earn immediately, four

(28.57%) of them were the breadwinner of their family, while two (14.29%) of them did

not have the resources to pursue tertiary education.

This data affirmed the study of Awi et al. (2021), which sought to examine the

curriculum exit of the three batches of SHS graduates in the Philippines of the K-to-12

curriculum and found that pursuing employment after graduating from high school was

motivated by the need to earn money due to financial factors such as the capacity to support

college education and family orientations. In place of education, graduates were

encouraged to help their respective household’s financial needs. However, some graduates

were adamant about their living conditions and still pursue higher education and apply for

scholarships or enroll in a state university and get a part-time job.

Table 2.3.3 shows the nature of work of the respondents who pursued employment.

Majority of three (25%) of the respondents were under service, two (16.67%) of them were
 47

under retailing, two (16.67%) of them were under agriculture, two (16.67%) of them were

under restaurant, two (16.67%) of them were under medical, and one (8.33%) of them were

under construction.

This coincides with the tracer study of Ramirez et al. (2014) on the graduates of

Rizal Technology University in which it can be gleaned that most of the graduates’

occupations are in the Services. Furthermore, the study also proved that there was a

significant relationship between the graduates’ fields of specialization and their

occupations after graduation. Likewise, the academic-acquired skills and competencies of

the graduates were relevant to their chosen occupations. This means that most of the

respondents had the skills that were required for service. With this reason, most of them

underwent an occupation that relates to service.

Table 2.3.3
Nature of Work
CATEGORIES FREQUENCY PERCENTAGE (%)
Service 3 25.00
Retailing 2 16.67
Agriculture 2 16.67
Restaurant 2 16.67
Medical 2 16.67
Construction 1 8.33
Total 12 100.00

Table 2.3.4 represents the length of employment of the respondents who pursued

employment. Majority of five (41.67%) of the respondents had been in employment for 6-

12 months, four (33.33%) of them had been in employment for less than 6 months, two

(16.67%) had been in employment for more than 12 months, and one (8.33%) had been in

employment for three years.

 48

Table 2.3.4
Length of Employment
CATEGORIES FREQUENCY PERCENTAGE (%)
Less than 6 months 4 33.33
6-12 months 5 41.67
More than 12 months 2 16.67
3 years 1 8.33
Total 12 100.00

This is in line with the findings of Caingcoy et al. (2021) study, which found that

2019 graduates were employable both in the first and second six months after their

completion. If these two six months were combined, respectively, it represents that the

graduates pursuing employment have been employed for 6-12 months. Generally, it

appears that they were often hired because of their technical skills and the adequacy of

competencies acquired by graduates in their respective program. Moreover, these results

show that despite the obstacle of no eligibility at that time, they still sought employment

opportunities. Using the findings of this study as a foundation, the faculty and

administration of the Education Department should assess their curriculum, how they offer

education, and how they support students for both academic and non-academic goals.

Table 2.3.5
Nature of Business the Company is Engaged in
CATEGORIES FREQUENCY PERCENTAGE (%)
Service 7 58.33
Manufacturing 1 8.33
Agriculture 1 8.33
Medical 2 16.67
Construction 1 8.33
Total 12 100.00
 49

Table 2.3.5 shows the nature of business of the company of the respondents who

pursued employment. Majority of the respondents; seven (58.33%) were under service

companies, two (16.67%) of them were under medical companies, one of them (8.33%)

were under manufacturing companies, one of them (8.33%) were under agricultural

companies, and one of them (8.33%) were under construction companies.

This affirms the study of Ramirez et al. (2014) on Rizal Technology University

graduates which revealed that majority of graduates work for companies in the Services

sector. Furthermore, the study demonstrated that there was a substantial association

between the fields of expertise of graduates and their professions following graduation.

Similarly, the graduates' academic skills and competencies were applicable to their chosen

employment. This suggested that majority of respondents possess the necessary abilities

for service. As a result, majority of them worked for a company that provides services.

Table 2.3.6
Present Position
CATEGORIES FREQUENCY PERCENTAGE (%)
Rank-and File 10 83.33
Supervisory level 1 8.33
Managerial level 1 8.33
Total 12 100.00

Table 2.3.6 shows the present position of the respondents who pursued

employment. Majority of ten (83.33%) respondents were in a rank-and file level, one

(8.33%) of them is in a supervisory level, and one (8.33%) of them was in a managerial

level.

This correlates to the study of Ramirez et al. (2014) where it was stated that

majority of the job levels held by employed graduates were rank-in-file or clerical, less
 50

were accounted for managerial or executive while the others were self-employed.

Moreover, graduates' fields of expertise and school-acquired skills and competences were

related to their chosen positions, and they considerably assist them in doing their

employment.

Table 2.3.7
Skills Acquired in SHS in Relation to your Job
CATEGORIES FREQUENCY PERCENTAGE (%)
Broad general knowledge 5 16.13
Communication skills (oral
7 22.58
and written)
ICT skills 1 3.23
Theoretical and practical
2 6.45
knowledge
Problem-solving skills
5 16.13
(creativity and initiative)
Work ethics (teamwork) 6 19.35
Entrepreneurship skills
(leadership, decision making, 5 16.13
time management)

Table 2.3.7 shows the skills acquired in SHS of the respondents who pursued

employment in their relation to their job. Majority of seven (22.58%) respondents acquired

communication skills (oral and written), six (19.35%) of them acquired work ethics

(teamwork), five (16.13%) of them acquired broad general knowledge, five (16.13%) of

them acquired problem-solving skills (creativity and initiative), five (16.13%) of them

acquired entrepreneurship skills (leadership, decision making, time management), two

(6.45%) of them acquired theoretical and practical knowledge, and one (3.23%) of them

acquired ICT skills.

 51

This conformed to the tracer study of Ramirez et al. (2014) on the graduates of

Rizal Technology University in which the skill acquired in their education that was most

utilized by the graduates as well as perceived as the most relevant to current jobs was

communication skills. The aim of their study was to determine if the RTU graduates' areas

of specialty in their various colleges and their academically acquired skills and

competences were connected to their current jobs. Graduates found these skills relevant

due to the up-to-date level of job performance in the market. Other skills were also relevant

but were classified the least related since they could be acquired as they went along in their

job.

Table 2.4.1
Nature of Business
CATEGORIES FREQUENCY PERCENTAGE (%)
Manufacturing 1 7.69
Service 1 7.69
Retailing 5 38.46
Public Office 1 7.69
Agriculture 2 15.38
Restaurant 2 15.38
Multimedia 1 7.69
Total 13 100.00

Table 2.4.1 shows the nature of work of the respondents who pursued

entrepreneurship. Majority of five (38.46%) respondents had a retailing business, two

(15.38%) of them had a business under agriculture, two (15.38%) of them had a restaurant

business, one (7.69%) of them had a manufacturing business, one (7.69%) of them had a

service-oriented business, one (7.69%) of them had a public office business, and one

(7.69%) of them had a multimedia business.

 52

This supports the study by Padios et al. (2021) on the SHS graduates of Aurora

State College of Technology Senior High School (ASCOT-SHS) in which they found that

majority of enterprising graduates work as microsale merchandisers. Two-thirds own their

company solely, while one-third has partners. All of them were low-income entrepreneurs,

which was to be anticipated for merchandisers under micro sale. Moreover, three-quarters

of the 21 enterprising respondents work in sales or service.

Table 2.4.2
Reasons in Starting a Business
STATEMENTS FREQUENCY PERCENTAGE (%)
To make more money 10 45.45
To achieve financial
3 13.64
independence
To follow my passion 4 18.18
To support my family 4 18.18
To support for a cause 1 4.54

Table 2.4.2 shows the reasons of the respondents who pursued entrepreneurship in

starting a business. Majority of ten (45.45%) respondents engaged in entrepreneurship

chose to make more money as their reason, four (18.18%) of them started a business to

follow their passion, four (18.18%) of them started a business in order to support their

family, three (13.64%) of them chose to achieve financial independence while one (4.54%)

chose to support a cause as their reason for starting a business.

This conflicts with the study of Orbeta and Potestad (2020), where it was indicated

that some high school graduates choose to work rather than further their education due to

financial concerns. A little over 20% of them enter the labor force, while majority (more

than 70%) continue their education, according to the data, which support the findings of

their earlier study. In terms of labor market outcomes, the estimations also produce a mixed
 53

picture, with SHS graduates occasionally outperforming and occasionally underperforming

their peers. This suggested that, given SHS graduates expressed and actual propensity to

pursue further education rather than finding employment, employment and entrepreneurial

objectives need to be reexamined.

Table 2.4.3
Skills Acquired in SHS in Relation to their Business
CATEGORIES FREQUENCY PERCENTAGE (%)
Broad general knowledge 5 12.82
Communication skills (oral
9 23.08
and written)
ICT skills 2 5.13
Theoretical and practical
4 10.26
knowledge
Problem-solving skills,
6 15.38
(creativity and initiative)
Work ethics (teamwork) 6 15.38
Entrepreneurship skills
(leadership, decision making, 7 17.95
time management)

Table 2.4.3 shows the skills acquired by the respondents who pursued

entrepreneurship in SHS in relation to their business. Majority of nine (23.08%)

respondents acquired communication skills (oral and written), seven (17.95%) of the them

acquired entrepreneurship skills (leadership, decision making, time management), six

(15.38%) of them acquired problem-solving skills, (creativity and initiative), six (15.38%)

of them acquired work ethics (team work), five (12.82%) of them acquired broad general

knowledge; four (10.26%) of them acquired theoretical and practical knowledge, and two

(5.13%) of them acquired ICT skills.

 54

This corresponds to the study of Palafox et al. (2018) on Malacampa National High

School graduates which revealed that most of the graduates acquired communication skills

in their employment. Moreover, it was found that they were generally competent in the

categories of employability skills and place a high value on these skills. Employability

skills were necessary for students and were important for career placement and educational

opportunities.

Table 3
Reasons of the Respondents in Pursuing SHS Exit
STATEMENTS FREQUENCY PERCENTAGE
Good grades in school 47 37.30
For financial help in college 15 11.90
Influence of parents or relative 42 33.33
Peer influence 18 14.29
Passion for career or profession of
79 62.70
choice
Inspired by a role model 24 19.05
Prospect of career development 61 48.41

Table 3 shows the reasons of the respondents in pursuing their SHS exit. Majority

of 79 (62.70%) respondents pursued their SHS exit due to their passion for a career or

profession of choice, 61 (48.41%) of them due to prospects of career development, 47

(37.30%) of them due to their good grades in school, 42 (33.33%) of them due to influence

for career or profession of choice, 24 (19.05%) of them due to inspiration by a role model,

18 (14.29%) of them due to peer influence, and 15 (11.90%) of them due to financial help

in college.

This conformed with the study of Tahil et al. (2021), in which the pioneering batch

of graduating SHS STEM students from the College of Engineering and Technology of
 55

Western Mindanao State University agreed that personal interest was one leading factor

affecting their college degree preference significantly. The study further revealed that

programs that integrate actual work experiences, have abundant career opportunities, and

individual personality ideals to their chosen career significantly impacts students, thereby

boosting their interest in pursuing it. In contrast, family factors somehow influenced them,

while peer factors have less influence on determining their college degree.

Table 4
Alignment of the SHS Strand Taken by the Respondents to their SHS Exit
VERBAL
STATEMENTS MEAN
DESCRIPTION
My SHS strand is aligned to the college
3.25 Agree
course that I took.
A lot of job opportunities opened after
2.59 Agree
Senior High School.
My present work or college course is
3.25 Agree
related to my area of specialization.
Overall Mean 3.03 Agree

Table 4 shows the alignment of the SHS strand taken by the respondents to their

SHS exit. The respondents resulted to a mean of 3.25 (Agree), stating that their SHS strand

was aligned to the college course that they took, 2.59 (Agree) that a lot of job opportunities

opened after Senior High School, and 3.25 (Agree) that their present work or college course

was related to their area of specialization.

The data indicated that majority of the respondents agreed that their SHS strands

are aligned to their SHS exit, with the lowest mean on job opportunities. This correlates

with the findings of Padios et al. (2021) in which their study concluded that the alignment

of the SHS exit taken by the SHS graduates of Aurora State College of Technology Senior
 56

High School (ASCOT-SHS) varied depending on the SHS exit taken. Though one out of

five (19.05%) enterprising respondents claimed that his/her business was not aligned to

his/her strand, four-fifths (80.95%) of all employed ASCOT-SHS graduates claimed that

their work was not related to their strands. On the other hand, one-half (49.9%) of the

graduates took an undergraduate degree that was not aligned to the strand they took in

senior high school. Moreover, the study suggested that posing more difficulty in achieving

a higher SHS strand and college course alignment was the lack of career guidance programs

in place for both private and public institutions considering the newly implemented K-12

curriculum, as well as the availability of strands to choose from. While there was little

constraint in the school’s division level on the availability of SHS strands, great difficulty

exists when looking at schools where practically none of them offer all SHS

specializations. A data from Philippine Institute of Development Studies for instance cited

that 64% to 74% of schools do not offer ABM, HUMSS and STEM. Traveling to other

municipalities or even barangays for the choice of SHS strand was highly unlikely due to

additional cost. Hence, students who prefer other strands settle on the available ones then

enroll in a college course of choice afterwards which is likely not aligned.

Table 5 shows the advantages of the respondents’ aligned SHS strand taken to their

SHS exit. The respondents resulted to a mean of 3.14 (Agree), stating that they developed

public speaking skills, 3.31 (Agree) that the respondents expanded their analysis skills,

3.26 (Agree) that they learned how to write cognitively, 3.20 (Agree) that they learned how

to manage their time better, the respondents' leadership skills became apparent with a mean

of 3.15 (Agree), 3.28 (Agree) developed their digital literacy, 3.37 (Agree) developed their
 57

ability to think abstractly and make logical reasons, and 3.38 (Agree) that the strand

stimulated their enthusiasm for future learning.

Table 5
Advantages of the Aligned SHS Strand Taken to their SHS Exit
VERBAL
STATEMENTS MEAN
DESCRIPTION
I developed public speaking skills. 3.14 Agree
I expanded my analysis skills. 3.31 Agree
I learned how to write cognitively. 3.26 Agree
I learned how to manage my time better. 3.20 Agree
My leadership skills became apparent. 3.15 Agree
I developed digital literacy. 3.28 Agree
I developed my ability to think abstractly and make
3.37 Agree
logical reasons.
The strand stimulated my enthusiasm for further
3.38 Agree
learning.
Overall Mean 3.26 Agree

The data indicated that majority of the respondents agree that they experience

various advantages of having their SHS strand aligned to their SHS exit. This coincides

with the study of Rin et al. (2021) on the career paths taken by the SHS graduates of

University of Northern Philippines, which discovered that majority of SHS graduates

pursue SHS exits related to their strands, and the alignment of their chosen strands helped

them to choose what course to take in college, gaining an advantage over their peers who

had misaligned strands. When picking a career, pupils were likely to take their personality

into account. Parents, who were crucial in guiding their children, also had an impact on

profession choice. They concurred that a senior high school student's decision about a

vocation and a college degree was primarily a personal one. Graduates of senior high

school made their course selection based on their interest in the future profession in relation

to their prior senior high school strands. The alignment of SHS strand to their exit gives
 58

the students the knowledge, skills, and competencies they would need to pursue successful

job pathways in the future or before they reach college.

Table 6
Disadvantages of the Chosen SHS Strand that is Not Aligned to their SHS Exit
VERBAL
STATEMENTS MEAN
DESCRIPTION
My planned college course was not pursued. 2.20 Disagree
I encountered financial problems. 2.37 Disagree
I encountered difficulties in applying for college 2.30 Disagree
I lack the knowledge for the course I was going to
2.56 Agree
take.
I underwent bridging programs. 2.29 Disagree
I encountered stress. 3.06 Agree
I felt pressured with my peers who had aligned
2.94 Agree
strands.
I spent most of my time studying to catch up. 2.90 Agree
Overall Mean 2.58 Agree

Table 6 presents the disadvantages of the respondents’ chosen SHS strand that was

not aligned to their SHS Exit. The respondents resulted to a mean of 2.20 (Disagree),

stating that their planned college course was not pursued, 2.37 (Disagree) that the

respondents had encountered financial problems, 2.30 (Disgaree) that they had encountered

difficulties in applying for college, 2.56 (Agree) that they lack knowledge on the course

that they were going to take, 2.29 (Disagree) that they had undergone bridging programs,

3.06 (Agree) that they had encountered stress, 2.94 (Agree) that they felt pressured with

their peers who had aligned strands, 2.09 (Agree) that they spent most of their time studying

to catch up.

This data indicated that majority of the respondents agreed that they experienced

various disadvantages of having their SHS strand misaligned to their SHS exit. This
 59

concurs with the study of Formaran et al. (2022) on the effects of strand mismatch on

students at Philippine School Doha which found that students with misaligned SHS strands

faced various struggles during their collegiate years. Lagging because they did not take the

same classes as others was the most common problem found by the study. Strand mismatch

has put students in a situation where they might feel academically left behind or socially

alienated, making this a setback for some. The participants in the study, being aware that

they have chosen a course that was not aligned to their strand, had to exert extra effort

through ways such as making compromises and sacrifices for them to surmount the barriers

caused by strand mismatch. Strand mismatch has brought up challenges that were not only

limited to academic pressures; students have also faced social apprehension between

classmates and old friends.

Table 7
Effects of SHS Academic Rating on College Performance
VERBAL
STATEMENTS MEAN
DESCRIPTION
I was accepted to my first university choice due to
2.98 Agree
my academic rating.
My academic rating affected my university choices. 2.65 Agree
My academic rating has helped me gain a scholarship
2.72 Agree
in college.
Due to my academic rating, I am able to pursue
2.24 Disagree
college overseas.
My knowledge from my SHS years has been useful
3.18 Agree
for my course.
My academic rating has increased my motivation to
3.11 Agree
get higher grades in college.
My academic rating has allowed me to gain
2.97 Agree
confidence in engaging in extracurricular activities.
My academic rating influenced my role in the groups
2.86 Agree
I am part of in college.
Overall Mean 2.84 Agree
 60

Table 7 shows the effects of the respondents’ SHS academic rating on their college

performance. The respondents resulted to a mean of 3.18 (Agree), stating that their SHS

academic rating effect resulted that the knowledge from their SHS years had been useful

for their course, 3.11 (Agree) that acquired knowledge from their SHS years had been

useful for their course, 2.98 (Agree) that they were accepted to their first university choice

due to their academic rating, 2.97 (Agree) that their academic rating allowed them to gain

confidence in engaging in extracurricular activities, 2.86 (Agree) that their academic rating

influenced their role in the groups (clubs or other academic-related groups) that she/he part

of in college, 2.72 (Agree) that their academic rating had helped them gain a scholarship

in college, 2.65 (Agree) that in academic rating affected their university choices, 2.24

(Disagree) that due to their academic rating, he/she was able to pursue college overseas.

The data indicated that majority of the respondents agree that their knowledge from

SHS years had been useful for their course. This conformed to the findings of Tus (2019),

which sought to understand how academic success affected the students' personalities and

sense of self-efficacy while also guiding the development of academically prepared pupils

in their performance in college. Its findings highlight that it was highly indicative that prior

knowledge of students from SHS in the STEM strand was essential in their adjustment

process and performance in the college academic milieu. The respondents who experienced

high levels of academic adjustment and belonged to the STEM strand achieved higher

levels of academic performance than those who experienced low levels of academic

adjustment and belonged to other SHS strands. Furthermore, continue evolving, as

evidenced by the findings of their personality and self-efficacy tests. Additionally, the SHS
 61

students' academic performance was generally satisfactory, which shows that they require

tutoring to do better in class.

Table 8
Perceived Educational Gain of the Respondents at CamCS
VERBAL
STATEMENTS MEAN
DESCRIPTION
CamCS provided quality education that I adopted to
3.41 Agree
college/employment/entrepreneurships.
I excel in my college
3.24 Agree
courses/employment/entrepreneurship.
Participating in CamCS organizations helped to
3.15 Agree
strengthen my collaborative skills.
The strand I took in CamCS made my transition to
3.21 Agree
college/employment/entrepreneurship easier.
CamCS provided me with a broad overview of my
3.21 Agree
course/employment/entrepreneurship.
Overall Mean 3.24 Agree

Table 8 shows the perceived educational gain of the respondents at CamCS. The

respondents resulted to a mean of 3.41 (Agree), stating that CamCS provided quality

education that they adopted to college/employment/entrepreneurships, 3.24 (Agree) that

the respondents excel in their college courses/employment/entrepreneurship, 3.15 (Agree)

that participating in CamCS organizations helped to strengthen their collaborative skills,

3.21 (Agree) that the respondents' CamCS strand made their transition to college, job, or

entrepreneurship easier, and 3.21 (Agree) that CamCS provided them with a broad

overview of their course/employment/entrepreneurship.

The data indicated that majority of the respondents agreed that they were satisfied

with the educational gain they gain at CamCS. This corresponded to a study by Tondo

(2021), wherein senior high school graduates were satisfied and well pleased on the
 62

curriculum's contents such as the method and practice of teaching, opportunities, and

alignment of senior high school strands. In terms of student's educational gain, this proves

that graduates of CamCS and Philippine high school curriculum earned important

educational advances that were relevant and applicable to their college, employment, and

entrepreneurship.

Table 9
Ways to Improve the Competitive Edge of CamCS Graduates in terms of
Program Implementation
VERBAL
STATEMENTS MEAN
DESCRIPTION
There should be a more aligned workforce wherein
teachers handle subjects that correspond to the 3.34 Agree
course they finished.
Teachers’ loads must be assigned compliant with
3.33 Agree
their qualifications or area of specializations.
Excellent educators are an essential aspect in the
implementation of high-quality SHS programs; it
would be better to scout and encourage skillful and 3.45 Agree
passionate educators to properly guide their students
to the best of their intentions.
It would be better to scout teachers enrolled in
3.28 Agree
graduate programs.
A homeroom guidance program that is responsive to
3.36 Agree
varying needs of students must be implemented.
Improved intervention programs must be
3.45 Agree
implemented for students with learning difficulties.
A school facilities development plan that lays out
provisions for different learning processes and
3.43 Agree
varied needs for student learning must be
implemented.
Overall Mean 3.38 Agree

Table 9 showed the perspective of the respondents on ways to improve the

competitive edge of CamCS graduates in terms of program implementation. The

 63

respondents resulted to a mean of 3.34 (Agree), stating that there should be a more aligned

workforce wherein teachers handle subjects that correspond to the course they finished,

3.33 (Agree) that teachers’ loads must be assigned compliant with their qualifications or

area of specializations, 3.45 (Agree) that excellent educators were an essential aspect in the

implementation of high-quality SHS programs and its verbal description as agreed, 3.28

(Agree) that it would be better to scout teachers enrolled in graduate programs, 3.36

(Agree) that the implementation of a homeroom guidance program that was responsive to

varying needs of students, 3.45 (Agree) that improving intervention programs must be

implemented for students with learning difficulties, and 3.43 (Agree) that school facilities

must implement a development plan that lays out provisions for different learning

processes and varied needs for student learning.

The data indicated that majority of the respondents agreed that there were ways to

improve the competetive edge of CamCS graduates in terms of program implementation.

This conformed to the result of the study of Tondo (2021) on the Satisfaction of Senior

High School Graduates on Senior High School Tracks: Opportunities and Challenges,

wherein the SHS students were satisfied in terms of alignment of strands and education

content, however, teaching quality, expertise of instructors, and academic challenges and

requirements were reported to have the lowest satisfaction level, which needs more focus

in improving the competitive edge of the SHS graduates. Subsequently, this also coincided

with the findings of Margot and Kettler (2019), that understanding instructors' attitudes

toward the development of STEM talent was crucial. Teachers, who play a crucial role in

a student's talent development, have prior perspectives and experiences that would affect

how they teach STEM subjects. By reviewing current research, this study makes an effort
 64

to grasp what is known about teachers' opinions of STEM education. This concluded that

teachers would be more effective at educating students if they had more confidence.

According to the research, increasing confidence leads to better performance during

instruction, which leads to advances in student learning. Furthermore, teachers believed

that peer collaboration, high-quality curricula, district support, prior experiences, and

efficient professional development would all help them in their efforts to adopt STEM

education.

Table 10 showed the relationship between the SHS academic rating of the

respondents to the advantages of an aligned SHS strand to their SHS exit taken, effects of

SHS academic rating to college performance, and perceived educational gain at CamCS.

Table 10
Relationship between the SHS Academic Rating of the Respondents and the
Advantages of an Aligned SHS Strand to SHS Exit, Effects
of SHS Academic Rating to College Performance,
and Perceived Educational Gain at CamCS
COEFFICIENT OF LEVEL OF
INDICATORS PROBABILITY
CORRELATION SIGNIFICANCE
Advantages of Aligned
SHS Strand to SHS 0.149 0.096 Not significant
Exit
Effects of SHS
Academic Rating to 0.113 0.207 Not significant
College Performance
Perceived Educational
0.155 0.083 Not significant
Gain at CamCS

Legend: 0 – 0.009 Highly Significant

0.01 – 0.049 Significant
0.05 and above Not Significant
 65

Advantages of Aligned SHS Strand to SHS Exit

The result revealed that there was no significant relationship between the SHS

academic rating of the respondents to the advantages of an aligned SHS strand to their SHS

exit since the probability of 0.096 was greater than 0.05, which implied that regardless of

their SHS academic rating, the graduates may or may not experience advantages from

having their SHS strand aligned to their exit. This affirmed the findings of Lachowsky

(2019), which suggested that secondary high school graduates encounter challenges

transitioning to higher education despite having acquired skills aligned to their college

courses and performing well in high school.

Effects of SHS Academic Rating to College Performance

The result revealed that there was no significant relationship between the SHS

academic rating of the respondents to its effects on their college performance since the

probability of 0.207 was greater than 0.05, which implied that regardless of their SHS

academic rating, the graduates may or may not perform well in college. This contradicts

the study of Hazaa et al. (2021) on the effects of the high school GPA of the students of

Qatar University on their college performance, which concluded that grades and a student's

standing in a class are important predictors of academic performance and serves as a

foundation for success in higher education. This may be attributed to the differences in

curriculum of both countries, particularly on the strand misalignment that occurs as a result

of the K-12 program, which can hinder the college performance of a graduate despite

performing well in SHS. Moreover, individual, or personal factors and the differences in
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the level of difficulty of secondary high school and tertiary education must also be taken

into account.

Perceived Educational Gain at CamCS

The result revealed that there was no significant relationship between the SHS

academic rating of the respondents to their perceived educational gain at CamCS since the

probability of 0.083 was greater than 0.05, this implied that regardless of their SHS

academic rating, the graduates still perceive an educational gain as a result of their

education at CamCS, which can be attributed to extracurricular activities and participation

in organizations. This conformed to the findings of Mamolo and Sugano (2020), which

revealed that students’ perceived competence had no relationship to their actual

competency. Statistically, there was no correlation between the two variables. Moreover,

data revealed that factors affecting students’ competence level revolved around the teacher,

environment, low self-perception, and personal factors.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the summary of findings, conclusions from gathering the

relevant information and the recommendations of the researchers for this study.

Summary of the Findings

The purpose of this study was to trace the Senior High School graduates of

Camiling Catholic School, Inc. S.Y. 2018–2019. With the help of survey questionnaires

that the researchers had formulated and distributed through Google Forms, 126 graduates

determined using stratified random sampling integrated with Yamane’s Formula were

surveyed.

After tabulating the results of the gathered data which the researchers had collected,

they had come up with the finding that majority of the graduates were female, are 18-24

years old, had a low income but were not poor, were under the STEM strand, and had an

outstanding SHS academic rating.

As for their SHS exit, most graduates pursued tertiary education and were under 4-

year level pre-med, business, and engineering degrees. The respondents who took

vocational courses did so in the areas of housekeeping and food and beverage services with

a course duration of 1 month, and acquired a National Certificate II (NC II) in

Housekeeping and Food and Beverage Services. Other graduates sought employment to

achieve financial independence, were regular/permanent service workers in a rank-and-file

position, and had been with a service company for six to twelve months. In terms of skills
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acquired in SHS, they utilized their communication skills the most in their work. Lastly,

graduates who pursued entrepreneurship started retailing businesses to make more money

in which they utilized their communication skills acquired in SHS the most. Graduates

pursued such exits due to their passion for their career or profession followed by the

prospect of career development.

Most of the students agreed about the benefits of having an aligned SHS strand to

the SHS exit taken include the stimulation of enthusiasm for further learning and

development of skills essential to the required competencies of pursuing specific college

courses as well as undertaking jobs or businesses, including public speaking, analytical

skills, critical writing, time management, leadership, digital literacy, and abstract and

logical reasoning. On the other hand, they also agreed about the drawbacks of having a

SHS strand that is misaligned to the SHS exit taken including stress, pressure due to peers

with aligned strands, and spending most of the time studying to catch up for the lack of

knowledge for the pursued course.

The graduates agreed that their SHS academic rating had an impact on their college

performance, particularly in having an increased drive to get high grades using the

knowledge they gained in SHS, admission to universities and obtaining scholarships, and

being self-assured in participating in extracurricular activities or organizations.

Furthermore, the graduates agreed that they perceived a significant educational gain at

CamCS, which provided an overview of pursuing tertiary education, employment, and

entrepreneurship - making their transition to their SHS exit easier and subsequently leading

to excellence developed through quality education and collaborative skill enhancement.

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From the graduates’ perspectives, ways to improve the program implementation of

CamCS include intervention and guidance programs, a learning facilities development

plan, and a more aligned and passionate school faculty enrolled in graduate programs,

wherein teachers handle subjects and workloads compliant to their credentials.

Lastly, the respondents' SHS academic ranking had no significant association with

the perceived benefits of having a strand-exit alignment, its influence on their college

achievement, or their reported educational gain at CamCS.

Conclusions

Based from the findings of the study, the following conclusions were drawn:

1. Majority of the graduates were 18-24 years old, female, had a socioeconomic

status of low income but not poor, took up STEM as their SHS strand, and had an

outstanding SHS academic performance. Most of them took tertiary education as their SHS

exit.

2. In terms of their SHS Exit, graduates who pursued tertiary education took a 4-

year level course under pre-med, business, and engineering. Majority of the graduates who

pursued vocational courses took housekeeping and food and beverage services with a

course duration of 1 month, and acquired a National Certificate II (NC II) in Housekeeping

and Food and Beverage Services. Most of the graduates that pursued employment wanted

to earn immediately, were regular/permanent workers under service work, were working

for six to twelve months under a service company, were in a rank-and-file position, and

have acquired the skill of communication in SHS in relation to their job. Majority of the

graduates who pursued entrepreneurship had a retailing business, started their business to
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earn more money, and had acquired the skill of communication in SHS in relation to their

business.

3. Most of the graduates pursued their SHS exit due to their passion for career or

profession of choice, followed by prospect of career development and good grades in

school.

4. Majority of the graduates' SHS strand were aligned to their SHS exit wherein

their present work or college course was related to their specialization.

5. In terms of the advantages of having an aligned SHS strand to their SHS exit,

most of the graduates developed public speaking skills, expanded their analysis skills,

learned how to write cognitively, learned how to manage their time better, developed

leadership skills, developed digital literacy, developed their ability to think abstractly and

make logical reasons, and their enthusiasm for further learning was stimulated.

6. In terms of the disadvantages of having a SHS strand that was misaligned to their

SHS exit, most of the graduates experienced stress and pressure from their peers who had

aligned strands, and that they spent most of their time studying to catch up because of the

lack of knowledge for the course they planned to enroll in.

7. Most graduates agreed that their SHS academic rating affects their college

performance, particularly in having an increased drive to get high grades using the

knowledge they had acquired in SHS, admission to universities and gaining scholarships,

and in being self-assured in participating in extracurricular activities or organizations.

8. Majority of the graduates perceived a significant educational gain at CamCS,

which provided an overview of pursuing tertiary education, employment, and

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entrepreneurship making their transition to their SHS exit easier and subsequently leading

to excellence developed through quality education and enhancement of collaborative skills.

9. Most graduates perceive that intervention and guidance programs, a learning

facilities development plan, and a more aligned and passionate school faculty enrolled in

graduate programs, wherein teachers handle subjects and workloads compliant to their

credentials should be executed to improve the competitive edge of CamCS graduates in

terms of program implementation.

10. The SHS academic rating of the respondents had no significant relationship to

the experienced advantages of having a strand-exit alignment, to its effects on their college

performance, and to their perceived educational gain at CamCS.

Recommendations

In light of the findings and conclusions, the following recommendations were

offered:

1. Department of Education (DepEd) must maintain the strengths and improve the

weaknesses of the K-12 curriculum by enhancing policies regarding the appropriate

qualifications and workload of SHS educators and evaluating the program’s success in

terms of the employability of graduates.

2. Camiling Catholic School Inc. (CamCS) should further improve their program

implementation by assigning subjects and workloads that were compliant to teachers’

credentials as well as scouting skilled school faculty. Moreover, they should focus on

enhancing the leadership, collaborative, and public speaking skills of the students by

conducting seminars and programs as well as establishing more student organizations.

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3. Teachers of CamCS should develop their skills and employ more passion during

instruction for better performance and advances in student learning.

4. Students of CamCS should plan their career ahead of time to prevent difficulties

associated with strand-exit mismatch and participate in the institution’s organizations to

enhance their leadership and collaborative skills.

5. Employers should consider giving SHS graduates greater chances to seek

employment by lessening the requirements in applying for entry-level jobs to carry out one

of the objectives of the K-12 curriculum in producing job-ready graduates.