Barrera Isaga Manalo
Barrera Isaga Manalo
Barrera Isaga Manalo
as Final Requirement on
Mathematics in the Modern World
Members:
Manalo, Jersie M.
December 2020
BACKGROUND AND STATEMENT OF THE PROBLEM
Republic Act (R.A.) 10533 was signed by former president Benigno Aquino III in
2013, legalizing the new curriculum to be implemented in the education system of the
Philippines. The Republic Act implemented two more years after the traditional high school
curriculum which consists of only four years. The high school department was then divided
into two segments. The Junior High School department consists of the traditional four years
of High school while the Senior High School department consists of those two more years
implemented by the K-12 program (“What is the K-12 Program”, n.d.).
Before enrolling to Senior High School, the student must first decide what strand
they may take. Most schools in the Philippines, however, can only establish two Tracks.
The Academic Track consists of 4 strands, namely, STEM (Science, Technology,
Engineering and Mathematics), ABM (Accountancy and Business Management), GAS
(General Academic), and HUMSS (Humanities and Social Sciences), and the Technical
Vocational Tracks, which mainly consists of two strands, namely Home Economics (HE)
and Information and Communications Technology (ICT).
In line with this, the researchers are identifying the importance of the Senior High
School Tracks by measuring its effectiveness to the students’ selected college courses. In
this light, the purpose of this study is to determine whether the Senior High School Tracks
are effective regarding their current situation in their selected college course.
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Hypothesis
The chosen Senior High School Academic Tracks are not effective in the selected
College courses of Freshman students.
LITERATURE REVIEW
This chapter presents the literature reviews relevant to the concept of the present
study. It also analyzes some studies and materials from the Internet to provide sufficient
background and information essential for the accomplishment of this study. It sought to
collect claims of previous studies about Effectiveness of Senior Highschool Academic
Track to Students’ Selected Courses in College.
There are several variables that affect the choices of students from high school
seniors in what course they should take. From the phases that have been proposed by
Jackson, which could affect a student’s decision in finding a decent course, there are still
relevant factors that must be considered.
Career selection is one of many significant choices the students will make in
determining their plans, according to the investigation. Throughout their lives, this decision
will teach them. The student’s life will revolve around the essence of what they want to do
for a long time. Among secondary school students in Nigeria, the choice of career has been
a serious problem. No matter what one's age is, everyone's choice of career is an important
issue. A lot of high school students think their future is a special adventure in which they
are bound to succeed. Many of them have the idea that as soon as they complete
secondary school education, they will be able to work in public or private institutions.
Personality is another determining factor that may influence a chosen course. Some
courses require having the personality to match the occupation's qualities. Salespeople
must be outgoing, for instance. In the selection of the right course, Splaver (2000) said that
"personality" plays an important role. The personality of a student must be a self-motivated
type, not the procrastinating type that waits until they are forced to decide, to investigate
course possibilities from early on in their lives. It is vital for people to know and understand
themselves and their personality if they are making intelligent plans in the future (Splaver
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2000, p. 12). Also, opportunity could shape the career choices of the students as it may
influence how they perceive their future in terms of knowing what the future will bring to
their field of study.
Issues regarding poverty are also determiners of the opportunities that are available
for all. One factor that could influence the decision of college students when choosing a
college degree is socioeconomic status (Cabrera & Nasa, 2000). From the National Center
for Education Statistics' Descriptive summary of 2003-2004, Beginning Post-Secondary
Students: 30% of dependent start postsecondary students at 4-year organizations comes
from people with annual incomes of 92,000 or more, matched with 17% of those with 2-
year foundations and 4% of those with less than 2 year association. Paulsen (1990)
observed that when tuition fees, dormitory costs, and distance of the school from their
homes increases college becomes less of a choice for students. However, these effects
were significantly bigger for students with lower income levels than those with lower
abilities. At higher levels of student incomes and amplitude, these effects become less
important. (Paulsen, 1990, p. 27).
Parents are also a factor that influences the predisposition of the students in the
selection process because of the career experiences of their parents and parental decisions
(Cabrera & Nasa, 2000). Bers and Galowtch (2002) stated that different studies show that
the parents of college students play essential roles when their child is deciding the course
that they will take in college because they set expectations, discuss their college plans and
to make most out of their expenses in college.
Regarding the method of analyses, according to Ngodigha (2016), the data had
numerical values, and they gave a range from 1 to 5, 1 as strongly disagree and 5 as
strongly agree, then the responses per scale were multiplied by these values. After that,
the sum of the products was divided by the total number of responses. Then, they
concluded that the respondents somehow agree to the item because it falls within its given
range. This could be incorporated in the study using the range of 1 to 4, 1 being the lowest
or strongly disagree and 4 being the highest or strongly agree and then doing the same
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method of computing for the mean. In finding the mean range of the Likert scale,
suggestions were made that it will be determined by subtracting the lowest point in the
Likert scale from the highest point and then dividing the difference by the number of the
levels used (Nguli, 2017). This range will give the weight of the responses, so this method
was recommended as an analysis for data from the Likert scale.
RESEARCH METHODOLOGY
Data Collected
The data collected were freshman students’ perceptions and experiences on how
they can utilize their academic strand during their college education. The researchers used
purposive sampling design since they needed five respondents in each Academic Strand
for a total of 20 first-year college students. The data were collected in the Luzon area, in
which most respondents took their Senior High School in Region IV-A (CALABARZON).
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For STEM, ABM, GAS, and HUMSS Students 4 3 2 1
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DISCUSSION AND RESULTS
The respondents of the study came from different universities and colleges to have
a variety of results. According to the results, more students came from Batangas State
University than other universities and colleges. The researchers also got the General
Weighted Average of the students to serve as a basis for the students’ academic
performance in Senior Highschool with most of them having ninety to ninety-four percent
(90-94%) of the average grade. The researchers chose the academic track to test their
hypothesis since most college courses are associated with such a track. An equal number
of students were acquired under the said track which are Science, Technology, Engineering,
and Mathematics (STEM), Accountancy and Business Management (ABM), Humanities and
Social Sciences (HUMSS), and General Academic (GAS), respectively.
Respondents in each strand answered the same set of questions given by the
researchers. Based on the 4-point Likert Scale table, the results show that the responses
between respondents fall under the range where the level of effectiveness is average. With
the STEM responses having a total mean of 3.12, ABM with 3.02, GAS with 2.90, and
HUMSS with 2.82. With these responses, the researchers got a 2.97 overall mean which
falls under the range of 2.50 - 3.25 with an average level of effectiveness. This shows that
the effectiveness of Senior High School in preparing the students when they choose their
college courses is sufficient, but it could be improved by incorporating subjects or courses
that could help the students decide what they want to take in college. The curriculum should
have subjects that can help the students decide their college course and can introduce them
to the professions in that field and what they could look forward to doing in that job.
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BIBLIOGRAPHY
Dayao, R., & Almario, O. (2017, November 29). Career and school preferences of Senior
High School students academic year 2017-2018. International Journal of Advanced
Research (IJAR). Retrieved November 29, 2020, from https://doi.org/10.21474/
IJAR01/5887
Limjuco, R. P., Diamante, R. D. T., Laya, M. L., Canda, D. M., Dayon, C. A., Hontiveros,
L. C., Pioc, Z. C. L., & Fabro, M. T. (2018, September). Career choice of students:
Basis for curricular offering of Senior High schools in Region XI. ResearchGate.
Retrieved November 29, 2020, from https://www.researchgate.net/publication/
327746059_CAREER_CHOICE_OF_STUDENTS_BASIS_FOR_CURRICULAR_O
FFERING_OF_SENIOR_HIGH_SCHOOLS_IN_REGION_XI
Ngodigha, S. (2016). Re: How to score a likert Scale? Retrieved December 10, 2020
from, https://www.researchgate.net/post/How-to-score-a-likert-Scale/
56d83bb4b0366deda5252531/citation/download
Nguli, J. (2017). Re: How to score a likert Scale? Retrieved December 10, 2020, from
https://www.researchgate.net/post/How-to-score-a-likertScale/
59efe557eeae39563907ec80/citation/download
Official Gazette. (n.d.). About the K-12 program. What is the K-12 Program? Retrieved
November 29, 2020, from https://www.officialgazette.gov.ph/k-12/
Vallente, C. B. M., Albia, a. J. G., Gayosa, J. M. V., Dollaga, K. V., & Marcho, N. (n.d.).
Factors influencing student’s choice for a Senior High School academic track.
Academia. Retrieved November 29, 2020, from https://www.academia.edu/
24592420/Factors_Influencing_Students_Choice_for_a_Senior_High_School_Aca
demic_Track
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