COMPARISON OF SENIOR HIGH SCHOOL STRAND AND COLLEGE PROGRAM

PREFERENCES AND THE FACTORS AFFECTING COLLEGE COURSE

DECISION OF GRADE 12 STUDENTS OF ASKI SKILLS AND KNOWLEDGE
INSTITUTE, INC.

A Research Project Presented to the Faculty of ASKI Skills

and Knowledge Institute, Inc, Talavera

By:
Alma R. Mercado
Danna B. Lovendino
Darwin Francisco
Jenald Roanne M. Reyes
Lean Carlo V. Clauren
Leila Marthy M. Vero
Maicka I. Clauren
Mariah Sophia C. Dela Cruz
Mary Rose Domingo
Stephanie Viernes

SY. 2021-2022
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introductions
Education has a purpose in shaping how a person
views the world. It idealizes many types of society as
well as various types of people. We change individuals
through instilling knowledge in them, as well as
assisting and leading them in the development of new
insights, values, and talents (Orimaco T. S., 2000).
It is the government's responsibility to initiate more
development in order for teachers to assist kids in
developing their capabilities, forming excellent
values that will aid them in day-to-day living, and
discovering new abilities through classroom activities.
With the changing educational trends, the installation
of the Senior High School curriculum gave an avenue
for our graduates to expand and develop more talents,
allowing them to become experts in their fields and
agents of change in society.
Kilpartrick et al. (2002) claim that youth's
persistent and long-term educational participation
enhances the economy's collection of skills and
talents. It has also been discovered to be a reliable
predictor of happiness among individuals, states, and
countries. As a result, youth participation in
education is critical to enhancing their future
prospects. Most governments have established as a goal
in favor of youth development and support helping them
recognize that their futures are dependent on their
completion of education and training (United Nations
Department of Economic and Social Affairs, 2005). In
reality, some countries have programs to encourage 16
and 17-year-old to attend school by providing
financial incentives for those who do as well as
education (McClelland, MacDonald, & Macdonald, 1998).
According to the Enhanced Basic Education Act
10533 of 2013, the Department of Education (DepEd)
inaugurated senior high school (SHS) nationwide in
June 2016, a new level of basic education that
includes grades 11 and 12. The ADB authorized the
SHSSP in December 2014, a 15 billion PHP Results-based
loan (RBL) program to support the establishment and
implementation of SHS, the government's K to 12
education reform programs, from 2014 to 2019. Loan
disbursements are coupled to the achievement of six
disbursement-linked metrics in the SHSSP, which
supports four outcomes’ areas (DLIs). The
establishment of a SHS voucher program for graduates
of public junior high schools (JHSs) and some private
JHSs to attend private SHSs is one of the results
areas supported by the SHSSP, assessing the
feasibility of using infrastructure of public-private
partnerships (PPPs) for the delivery of some SHS
facilities.
Choosing a college course is one of the most
important and difficult decisions a student will ever
face. The SHS strand is one of the elements that
influence students' decision-making, as it may lead
them to continue the academic path they chose before
college or move to a different field of study during
their undergraduate program.
Nonparticipation in secondary school has an
impact on young people's ability to anticipate and
plan for their future. In fact, the Organization for
Economic Co-operation and Development (OECD)
encourages governments to develop policies that can
have a significant impact on young training for
employment and meaningful economic involvement. Youth
who develop their ability to participate in social and
economic life are more likely to become self-
sufficient citizens who make important contributions
to society (UNESCO and the Focal Point on Youth UNDESA,
2013).
The establishment of Senior High School was
perhaps the most ambitious reform effort. This
demanded the creation of a new curriculum that would
double the length of secondary school from four to six
years. The substance of SHS programs was impacted by
the nature and goals of learners, parental and family
preferences, and youth development programs relevant
to their immediate socioeconomic communities. As a
result, the Academic Track, Technical Vocational Track,
Sports Track, and Arts and Design Track were created
(DepEd, 2014). Specializations exist for each of these
tracks, which learners can consider and select based
on their aptitudes, interests, and personal goals
(Mercado, 2013)
The creation of senior high school aimed to
provide students with critical knowledge and skills
that would aid them in preparation for their chosen
course in college. The addition of two years or two
grade levels, Grades 11 and 12, will better prepare
the students with required skills, knowledge, and
values for a successful future in their fields or
courses. The researchers prompted to identify the
 factors affecting the decision of students in choosing
a college program and to identify the significant
difference between Senior high school strand and the
college program preferences of the grade 12 students
of ASKI Skills and Knowledge Institute, Inc.

Theoretical and Conceptual Framework

This research was based on issued Memorandum No. 105
series of 2017 of the Commission on Higher Education, which
stated, “All Grade 12 graduates beginning Academic Year
2017-2018 are eligible to enter college regardless of the
track or strand taken in the Senior High School”. However
during the Aquino Administration, they planned to require
students to take an undergraduate course aligned with their
strand. If students choose an undergraduate program that is
not connected with their strand, they must at the very
least enroll in an abridging program to cope up on the
subjects they missed in Senior High School. (Luistro,
personal communication, 2015)
 INPUT PROCESS OUTPUT
 To evaluate the  To collect the  A useful resource
factors affecting necessary data, the determining the
the college course researchers will use comparison of the
decision of grade 12 questionnaires. Senior High School
students. Track and College
 Survey- the main Program Preferences
 To identify the instrument to be of Grade 12
significant used for data students.
difference between collecting.
SHS strand and  A useful resource
college course  Probability for educational
sampling-stratified instructors and
 To determine the random sampling to administrators who
number of grade 12 be used in are advising
students that will determining the students on career
take up courses respondents for the paths.
related to their aforementioned
strand. study.  The information
gathered will help
Respondents’ Demographic to determine if the
Profile selected students
will continue to
 Age bracket: 17-19
take a course linked
 Male and Female
to their strand or
 Grade 12 student in will alter their
different strand minds and take a
different course.

Figure 1: Paradigm of the study

The paradigm describes the processes that will be
carried out in this study. Using the system model, the
input includes the objectives and goals of the study, as
well as the respondents’ demographic profile. Whereas in
process, it contains the information about the collection
of the necessary data and the method that was used in
determining the respondents for the study. Meanwhile, the
output contains the information gathered that will help to
determine if the selected students will continue to take a
course linked to their strand or will alter their minds and
take a different course, also it served as a useful
resource determining the comparison of the Senior High
School Track and College Program Preferences of Grade 12
students and a useful resource for educational instructors
and administrators who are advising students on career
paths.

Statement of the Problem

Student's career choice is heavily influenced by
their senior high school strand and undergraduate
program preferences. There are variety of factors that
might influence senior high school students' decisions,
particularly the grade 12 students. This study was
conducted to investigate comparison of senior high
school strand and college program preferences and the
factors that affect college course decision of grade
12 students of ASKI Skills and Knowledge Institute,
Inc. Thus, the researcher formulated the following
research questions:

1. How may the profile of respondents be

described in terms of:
1.1. Gender; and
1.2. Strand?
2. What are the factors that affect grade 12
Senior High School Students to pick their
own college courses?
3. Is there any significant difference between
SHS strand and college course preference?
4. What percentage of grade 12 students will
take college courses related to their strand?
5. What Action plan may be developed based on
the findings of this study?
Hypothesis of the Study
This study tries to test the null hypothesis:
�0 : There is no significant difference between Senior High
School Strand and College Program Preferences.

Significance of the Study

The SHS students that will be graduating in 2022,
will choose what college degree to pursue. Thus, the
study is needed to identify the relationship between
the college program and the SHS strands, as well as
the factors that affect their decision.

The following people will benefit from this study:

1. Students. This study will mostly aid students when

they pick which college degree to pursue. Students
will learn which programs are connected with their
strand as a result of the study.

2. School Administrators. This research will also aid

school officials, as they will know what senior high
school strands to provide and how to connect these
strands to college programs. It might also be
beneficial if some kids need help with their
academic pursuits.

3. Curriculum Designers. Curriculum Designers will

benefit from this research as well, since it may aid
them in further building curricular that is suited
to different strands. They can use this study as a
guide for the students' decisions.
 4. Researchers. In this research, the researcher might
also get relevance. They would increase their
engagement skill, strategy, and knowledge. This
allows them to search for solid proof and comments
from respondents. It gradually increases their
research abilities.

5. Future Researchers. The knowledge obtained from this

study will also be useful to future researchers and
studies pertaining to the senior high curriculum.
This research will contribute to the advancement of
the senior high school curriculum.

Scope and Delimitations of the Study

This study focuses on the comparison of SHS

Strand and College Program Preferences and the Factors
Affecting College Course Decision of Grade 12 Students
in ASKI Skills knowledge and Institute, Inc. The data
will be gathered from grade 12 of ASKI Skills and
Knowledge Institute, Inc. throughout the school year
2021-2022.
The study will be carried out by administering a
questionnaire to the students as a survey and
reference instrument. The researchers' strategy will
able to know the comparison of SHS Strand and College
Program Preferences and the Factors Affecting College
Course Decision of Grade 12 Students.
Definition of Terms
For the purpose of clarification, the important
terms used in this study have been defined.
1. Career Choice- It is the process of choosing a career
path which can involve choices regarding education and
training for a given career

2. Critical Knowledge- Knowledge that is valuable and

durable enough to offer a sustainable, competitive
advantage that justifies the cost of retaining it and
transferring it from employee to employee.

3. Curriculum-It refers specifically to a planned sequence

of instruction, or to a view of the student's experiences
in terms of the educator's or school's instructional
goals.

4. Curriculum Designers-People who work in schools, offices,

universities and other organizations, and may require
specialized subject knowledge and skills.

5. Junior High School- A school intermediate between

elementary school and senior high school, which it
usually includes grades 7, 8, 9, and 10.

6. School Administrators-People who ensure that the

organization runs smoothly and they also manage
facilities and staff.

7. Senior High School- It refers to Grades 11 and 12, which

are the final two years of the K to 12 Basic Education
Program. Students in SHS must complete a basic curriculum
as well as subjects from a track of their choice.

8. Strand- In this study, a strand is a subset of a track

that specializes in a particular field.
9. Track- The subjects a student will take in Grades 11 and
12 will be determined by the career path he or she choose.

10.Undergraduate Program -academic programs that are geared

towards granting you a degree in exchange for completing a
specified number of courses or subjects.
 CHAPTER II
REVIEW OF RELATED LITERATURE

According to the study of Borchert (2002), which was

conducted in University of Wisconsin stout, personal
preference is the single most important factor high school
students consider when choosing their college course. It
was supported by the study of Su, Chang, Wu and Liao (2016)
that shows students’ career decision-making is most deeply
affected by “personal factor”, next are “group factor” and
“career exploration factor”, and “school factor” has the
lowest affecting level to them. Students choose their
course in college based on their perceived exits. Students
choose their courses in relation to how productive a course
is and if it is needed in the industry. High paying jobs
too are also considered as a factor in choosing courses. On
the contrary, students also have a misconception about the
professions due to lack of information – it prevents them
from choosing them.

On the same year, Fernando et al (2016) conducted a

research in Roosevelt College in San Mateo about this topic.
They stated that parents' influence, personal choice,
employment opportunity, and peer influence may all have an
impact on a student's college course selection which
yielded as same as Alba et al (2010) discovery that the
following main factors influence a student's college course
choice: (a.) financial stability of the family, which can
sometimes leave students unsure whether to take courses
they want or settle for something that their parents can
afford and (b.) parental interference in their college
course decision-making, which can occur for a variety of
reasons, including the first reason or the college they've
attended. According to the findings, students consider not
only their preferences, but also those of their parents,
friends, and the possibility of a job while deciding on an
undergraduate degree. And also findings show, students,
evaluate whether the course they chose would develop their
talents and place them in a high-paying career.
According to Pascual (2014), the availability of job
following graduation is limited. The course is mostly
considered by high school students, who then choose the
course as a personal option. The choice of peers for
courses and consideration of family business were rated as
the least important factors in deciding on a college course.
The majority of student respondents said they favored
scientific disciplines, such as engineering and statistics.
The above-mentioned study received funding.
According to a study conducted by Education Policy
Improvement Center (2018) in the state of Texas, United
States of America, existing major standards, performance,
expectations, and performance indicators are necessary for
college success in subjects areas, including languages,
mathematics, and social sciences. Therefore, the
researchers concluded that students who take college
courses that are aligned with their senior high school
strand develop detailed key cognitive skills and
foundational skills that prepare them for college.
With all of the related literature cited in various
studies, it is concluded that there are numerous factors
that influence students' college course preferences and
senior high school strand really affect their college
preferences. Many students are taking up their time in
choosing courses that are suitable for them but there are
still some of students that are already sure in the course
that they will take. However, there are still plenty of
students who are a high school graduate or undergraduate
who have problems in choosing one. Some chooses the courses
that their partner chooses, some chooses the course that
their parents want them to take and plenty of them chooses
the course that will be able to let them work immediately
or will be able to get them a high-paid job. Choosing
courses for college is extremely difficult for every
student, as to why, it is because the courses that they
take may decide their future of will just let them live
with it. Many factors are affecting the decision making for
choosing college courses but it financial problem and work
– related factor is on top as both of the factors are not a
joke and is a very serious situation for every students and
family out there that are experiencing a hard time.

Researchers believe that these related literatures and

studies prove that senior high school strand really affects
college course decisions of the students. Furthermore, they
also believe that when students choose an undergraduate
degree, they consider not only their own preferences, but
also those of their parents, friends, and the potential of
obtaining work. The study's greatest weighted mean is
claimed to be career opportunity, and the researchers
discovered that this factor significantly influences
students' college course selection decisions. Additionally,
the data indicate that students assess if the course they
selected will help them develop their talents and prepare
them for a high-paying future.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter describes the research design used as

data gathering tools, selection of participants and
sampling techniques and procedure of analysis.

Research Design

The study utilized a quantitative descriptive –

comparative research design. This type of design is used to
describe variables and examine differences in variables in
two or more groups that occur naturally in a setting. This
type of research design is used to compare and contrast two
different variables based on the knowledge, importance and
most importantly, responses from the respondents that was
chosen to answer the given survey. The main purpose of this
research design is to determine the relationship among the
variables which is why the researchers have chosen
descriptive – comparative design. This type of research
design will help the researchers a lot in continuing the
study and the main goal of our study using this type of
design is to find the comparison of Senior High School
Strand and College Program Preferences and the factors
affecting college course decision of Grade 12 Students of
ASKI Skills and Knowledge Institute, Inc.
Research Locale

The study was conducted at ASKI Skills and Knowledge

Institute Inc., a school that provides high-quality
education. It is located at Brgy. Sampaloc, Talavera, Nueva
Ecija. This institution consists of a junior and senior
high school and offers grade 7 to 12 and two tracks:
Academic and Technical. General Academic Strand (GAS),
Humanities and Social Sciences (HUMMS), Science Technology
Engineering and Mathematics (STEM), and Accountancy
Business and Management (ABM)are the strands under academic
track. While the strands under technical track are
Information and Communications Technology (ICT), and Home
Economics (HE). And this make them suitable for this study
for comparison of senior high school strand and college
program preferences and the factors that affect college
course decision of grade 12 students.

Locator Map
Sampling and Participants

The researchers employed the stratified sampling under

probability sampling. Stratified sampling divides the
population into smaller groups or strata to complete the
sample process. The strata are created using some of the
population's common traits. After stratifying the
population, the researchers proportionally select a sample
at random. It will help the researchers to determine how
the SHS track influences students’ college course choices.

Strand Population (N) Sample size (n)

STEM 38 26
GAS 15 10
HE 27 18
ICT 12 8
ABM 43 29
HUMMS A 26 18
HUMMS B 27 18
Table 1.0 Distribution of the Respondents

Table 1 shows the total population of the Grade 12

students of ASKI Skills Knowledge and Institute, Inc. and
the total respondents drawn from the given population.

The qualified participants in this study are the

students in ASKI Skills Knowledge and Institute, Inc.
between ages 17-19 years’ old who are a candidate in
graduation or a Senior High School student. The minimum
sample size for the study is 127 respondents. The sample
size was calculated using Slovin’s formula with a margin of
error of 0.05 because the population size was uncertain.
 However, the actual sample size that was gathered by
the researchers is 188. According to Roscoe (1975),
Sekaran [2006], Wachyuni, S. S., & Kusumaningrum, D. A.
(2020), the sample size of more than 30 and less than 500
is appropriate for most studies.

�
� = (1+ ��2)

Where:

n – sample size

N – total population

e – margin of error

Data Gathering Procedure

After the validation of the instrument, the

researchers secured a hand written permit to the
administrator of ASKI SKILLS AND KNOWLEDGE INSTITUTE INC.
After the given permission, the researchers explained the
purpose of the study to the selected Senior High School
Students of ASKI Skills and Knowledge Institute, Inc. The
researchers made sure each respondents/participants
corresponds to the researchers predefined criteria. The
researchers collected the data by means of survey
questionnaire using Google Form that comprises their
gender,and strand.

The problems encountered by the respondents will be

identified through the second part of the survey
questionnaire that was given to them. After the respondents
have taken the questionnaires, their answers were checked,
tallied, interpreted and analyzed.
Data Gathering Instrument

The researchers used a survey questionnaire as a main

data-gathering instrument. It is formulated and distributed
to the respondents, which will enable the researchers to
answer the statement of the problem.

The first part of the survey questionnaires the

demographic profile of the respondents such as name, strand,
and gender.

The second part contains questions that will determine

the percentage of grade 12 students that will take college
courses related to their strand as well as the factors
affecting their decisions. And they must respond to certain
questions depending on their current circumstances and the
variables that may influence their decisions.

The third part will be in a checklist form. It

contains ten(10)statements that will assess if there is a
significant difference between senior high school strands
and college program preferences, where the respondents rate
the following questions based on the scale below:

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly Disagree

This approach of data collection was also utilized by

the researcher since it is recognized to be less biased and
to be the most cost-effective. It also encourages
respondents to relate more by placing them in a life-like
environment.
Data Analysis

The data gathered from the survey questionnaires will

be analyze using Frequency distribution, Mean, and
Independent Group T-test.

The researchers will use a frequency distribution to

find the factors affecting the college course decisions of
grade 12 students,to describe the profile of the
respondents, as well as to know the percentage of students
that will take college course related to their strand. It
is computed following the formula below:

Frequency
× 100%
n

Where:

n=number of respondents

The researchers used mean in evaluating the second

part of the questionnaire that will be computed using the
formula below:

wf
WM =
N

Where:

w=the weight

f=the frequency

N=number of the respondents

After that they used Dependent group t-test to find

out if there is a significant difference between the SHS
track and college course. The following formula is used to
calculate it:

Where:

wf
WM =
N
Where:

w=the weight

f=the frequency

N=number of the respondents