DECISIVE FACTORS OF SENIOR HIGH SCHOOL LEARNERS OF SAN

ALBERTO MAGNO ACADEMY IN CHOOSING THEIR STRANDS

San Alberto Magno Academy, Tubao, La Union

BOADO, PRINCESS NICOLE F.

BOTOR JUSTIN PATRICK T.
GABRILLO, CHRISTIAN
HUFEMIA, AARON JAMES O.
MAPILE, JOHANZER MANDREY P.
PALON, PRINCESS MARY H.
VALENZUELA, JOHN PAUL L.

SAN ALBERTO MAGNO ACADEMY, TUBAO, LA UNION

SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) AND

HUMANITIES AND SOCIAL SCIENCES (HUMSS)

January 2023
 Acknowledgements

The researchers wish to express their genuine gratitude and appreciation to the
following who in one way or another, contributed in the completion of this research
work:

Ms. Jennifer Lee Tambor, their Prectical Research Teacher of the researcher
that helped them to assist and guide them to accomplish their goal and made this research
possible.

Mr. Romeo Dumaguin; The Principal of San Alberto Magno Academy who also
guided the researchers in accomplishing their research.

The Respondents; Who agreed to be a part of this research, in responding and

participating on the procedure of the data collection to make this research possible.

All the researcher’s friends and families, who extended in the completion of this
study.

Last but not least, thanks to Our Amighty Savior, the only God through whom all
things are possible, for consistently bestowing wisdom and knowledge, courage, tenacity,
and good health.

ii
 Dedication

Who would have believed that the researchers are now in their final academic years
as Senior High School students, but time goes too quickly when one considers everything
that occurred during the course of this investigation. Since their graduation day is
drawing near, who wouldn't think they were going to say their final goodbyes. In
accordance with this, the researchers sincerely dedicate their study to everyone who
supported them as they carried out this research. They dedicate this research to:

To the researchers Family

To their Practical Research Adviser, Ms. Jennifer Lee S. Tambor

To their School Principal, Mr. Romeo Dumaguin

To their co-students and schoolmates

To the future researchers

And specially to our Almighty God.

This study is also dedicated to all of the students who are struggling, trying, and
fighting through each work. Never give up; those are the obstacles you must overcome to
grow stronger and wiser in the future.

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 TABLE OF CONTENT
Title page…………………………………………………………………………..i
Acknowledgements……………………………………………………………….ii
Dedications……………………………………………………………………….iii
Table of
Content…………………………………………………………………..iv
Abstract…………………………………………………………………………....v
CHAPTER 1
Introduction
Background of the Study…………………………………………………...…...1-7
Statement of the Problem…………………………………………………...…..7-8
Statement of Hypothesis…………………………………………………….…….8
Theoretical Framework……………………………………………………….8-11
Conceptual Framework……………………………………………………….11-12
Significance of the Study…………………………………………………..…12-13
Scope and Delimitations………………………………………………...……….13
Definitions of Terms……………………………………………………..……..13
CHAPTER 2
Review Related Literatures
Review Related Literatures……………………………………………...…...14-16
CHAPTER 3
Methodology
Research Design…………………………………………………………….……17
Respondents of the Study…………………………………………………..…….17
Research Locale and Population……………………………………………...17-18
Research Instrument………………………………………………………….18-24
Data Gathering Procedure…………………………………………………....24-25
Tools for Data Analysis……………………………………………………....25-26
Ethical Consideration………………………………………………………….....26

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CHAPTER 4
Findings and Discussions
Profile of the Respondents…………………………………………………..27-28
Results and Discussions……………………………………………………..28-54
CHAPTER 5
Summary of Findings, Conclusion and Recommendation
Summary of Findings………………………………………………………...55-57
Conclusion…………………………………………………………………….....58
Recommendations……………………………………………………………58-59
Appendix………………………………………………………………………………....60
References…………………………………………………………………………....61-62

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 ABSTRACT

BOADO, PRINCESS NICOLE F., MAPILE, JOHANZER MANDREY P.,

GABRILLO, CHRISTIAN E., PALON, PRINCESS MARY H., BOTOR, JUSTIN
PATRICK T., HUFEMIA, AARON JAMES O., VALENZUELA, JOHN PAUL L.,
(2023). Decisive Factors of Senior High School Learners of San Alberto Magno
Academy in Choosing their Strand. Science, Technology, Engineering, Mathematics
(STEM) and Humanities and Social Sciences (HUMSS) of San Alberto Magno Academy,
Tubao, La Union.

Adviser: Ms. Jennifer Lee S. Tambor

The researchers studied the research goals and produced new understanding of
the data collected using the descriptive research approach. The San Alberto Magno
Academy Senior High Learners were the respondents, and they were selected for the
study because the institution welcomes researchers to conduct studies on its pupils and
makes all essential data available.

The trouble the Senior High Learners had in selecting their strands was
ascertained using a survey questionnaire. Using a 5-point Likert scale for each
indication and evaluating sample responses, data will be gathered and summarized
according to the criteria.
According to the study's findings, families have the biggest impact on Senir High
learners, followed by one's own perspective, one's prospects for the future, one's peers,
one's teachers, and others.

Keywords: researchers, descriptive research approach, families, perspective, future,

peers’, teachers

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 CHAPTER 1
INTRODUCTION
Background of the Study
Young learners have their own life goals and interests. A learner's interest in
their preferred track is considered when choosing a career. Learners' must decide which
strand to pursue in Senior High School in order to choose the path that best suits their
abilities after graduating from junior high.
As claimed by Quinter (2011) A young man or woman's career path is critical in
their lives. The careers and strands that students choose will have an impact on the rest of
their lives. Students' choices were influenced by factors such as grades, age, personal
interests, experiences, and others, and it was through their learning experiences that these
students decided what they desired to accomplish in terms of their chosen paths.
Furthermore, the senior high school learners revealed that decision-making, motivation,
peer influences, institutional concerns, and future employment opportunities all
influenced their choices.
The adoption of the K-12 program by the government will help learners improve
their abilities, become more competent, and grasp and deal with new courses. The
curriculum has been enhanced to meet learners' needs on a local level, allowing them to
select a specialty that best suits their interests. A number of concerns are destroying one's
mind, but as an individual with his or her own thinking, one must consider his or her
personal factors, limitations, strengths, weaknesses, and personality traits before stating a
final strand. Making decisions, being responsible, being self-conscious, and being
realistic are all helpful in determining the best strand for them. The purpose of senior
high school is to prepare learners for college by giving them the knowledge, abilities, and
skills needed to pursue successful career paths in the future. The completion of Grade 10
entails starting a new academic journey. Finding the right track and strand that matches
their strengths and skills will undoubtedly help ease their nerves and get them started. It
might seem intimidating at first, especially as they decide which strand to take or which
school they tend to enroll in. As stated by the Official Gazette of the Philippines, the K to
12 Program covers Kindergarten and 12 years of basic education. It is a six-year primary
education, four-year junior high school, and two-year senior high school (SHS) to
provide sufficient time for concept and skill mastery, the development of active learners,
the development of middle-level skills, and employment. At the start of grade 11, they
will select the Strand they will study for the next two years before going to college. The
Philippine Senior High School offers four (4) academic tracks: Science, Technology,
Engineering, and Mathematics (STEM), Accountancy & Business Management (ABM),
General Academic Strand (GAS), and Humanities & Social Sciences (HUMSS). This is
the point at which they decide which path they will take. The Choice of a Strand is
important for young men and women. Learners' Strand choices will have an impact on
the rest of their lives. Learners' choices of Strands were influenced by factors such as
grades, age, personal interests , experiences, and others, and it was through their learning
experiences that these students decided what they wanted to accomplish in terms of their
future professions.
Choosing a senior high school strand is one of the most challenging decisions that
junior high school students will have to face. It is greatly important because the strand
they choose will serve as their training ground before entering college. This is following
their diverse dreams and interests in life that can still change over time (Deil-Amen,
2011).
Kniveton (2004) reports explored the influences or motivations of the students
with their choices. Hence many students are still unsure of which strands they want to
take; some might say they want the strands that do not include math or writing, and some
learners are unsure of their credentials because they frequently fail, especially when
attempting to meet the demands and specifications of their chosen academic strand.
Thinking about a strand can be difficult, but it is necessary for the sake of their future.
In relevance, knowing and exploring one’sfield of interest will nurture and help
one land on the right career track since these factors play a crucial role in determining a
future career that suits them. In career selection, students have to undergo an intricate
process, where they should consider factors that would affect their overall decision such
as the sociodemographic profile, socio-economic status, parents, job opportunities,
academic performance, personal interest, and many other aspects to forcefully be open-
minded of the things they will encounter in the not too distant future (Moneva & Malbas,
2019; Santric-Milicevic et al., 2014).
As seen by Dacumos (2013), the three major colonial influences on the Philippine
educational system were Spanish, American, and Japanese.
The Spanish Period
The native population of the Philippine Islands had a high literacy rate when the
Spaniards first arrived in the region in 1521; they could read and write using the
Baybayin script, a 17-symbol alphabet. However, education was not formal and was
primarily concerned with imparting practical knowledge as well as teaching respect for
laws and customs and the worship of the local deity Bathala. Spanish friars and
missionaries arrived in 1565, the year of the start of Spanish colonization. Every colony
that was established on an island had a church and a school. The first teachers were the
priests, who instructed the natives in order to convert them to Catholicism. Thus, the
formal education that the Spanish colonizers introduced was primarily based on religion
and governed by the Roman Catholic Church. Catholic missionary/religious orders
founded the oldest universities, colleges, and vocational schools in Asia during this time.
The first school in Cebu was established in 1565 by the Augustinians, the first religious
order to arrive. The Franciscans arrived in 1577, the Jesuits in 1581, and the Dominicans
in 1587. The Jesuits founded Colegio de Manila in 1590, which was renamed
Universidad de San Ignacio in 1621. The Dominicans established the University of Santo
Tomas on April 28, 1611, making it the oldest continuously operating university in the
Philippines and Asia.

2
 Spanish education prioritized theology. The friars also taught Latin and Spanish
grammar in addition to catechism 1. (languages used in religious ceremonies). In essence,
the goal of the Spanish educational system was to maintain natives' religiosity in order to
maintain the power of the Church over the lives of the Indios (colonized Filipinos). This
system persisted until 1863, when the modern public education system was implemented.
The Education Decree, which Queen Isabella of Spain signed into law on
December 20, 1863, guaranteed both boys and girls in every town free access to primary
education. Ten years before Japan implemented a free and mandatory form of modern
education, the Philippines became the first nation in Asia to do so with the
implementation of this Royal Decree. A comprehensive and organized educational
system was also made available, with primary education leading to secondary and tertiary
education. Non-religious subjects like mathematics, history, geography, philosophy, and
psychology were among those taught. The reformed educational system finally gave
Filipinos the chance to pursue higher education, study liberal western ideas, and gain
essential leadership skills after 300 years of Spanish rule. As a result, a select group of
enlightened people who identify as Ilustrados3 were born. The Philippine uprising against
Spain was heavily influenced by the Ilustrados. Graciano Lopez Jaena, Mariano Ponce,
and Marcelo H. were notable Ilustrados. del Pilar, Antonio Luna, and Dr. Jose P. Rizal, a
national hero of the Philippines.
The American Period
Filipinos were among the most educated people in Asia at the time of American
occupation in 1898; some academics assert that the average Filipino at that time was even
more educated than the average American. In fact, Spain's public school system—one
school for boys and one school for girls in every town or municipality—was more
advanced than the American system, which had only 34 states that provided a formal,
mandatory education. However, the subsequent Philippine Revolution and Philippine-
American War had a negative impact on the public education system, with the majority
of school buildings being severely damaged or looted. Due to this, the American
colonizers decided to reform the entire system and included education in their
colonization strategy known as benevolent assimilation4. Thus, American troops
established educational institutions in territories they had conquered, with the troops
serving as the initial instructors.
Act No. 74, also known as the Education Act of 1901, marked the beginning of
educational reform. Beginning in June 1901, when a group of about 1000 volunteer
teachers arrived in the Philippines, soldiers were replaced by trained educators. They
were known as Thomasites because they arrived via the USS Thomas two months later
with another group of 600 teachers. The American-reformed educational system
encouraged more Filipinos to enter the teaching profession, reducing the need for
American teachers and increasing the number of Filipino teachers who taught the
following generations. Several universities, vocational schools, and normal schools were
founded across the nation during the American colonization era. The University of the
Philippines was founded in 1908 and is currently the top-ranked university in the nation.

3
More significantly, the law eliminated the bias against religion in the educational system.
Additionally, it promoted the teaching of democracy and the use of English as the official
language of instruction in all public schools. Due to the Filipinos' continued proficiency
in English and unwavering support for democracy, American educational reforms in the
Philippines have left a lasting legacy that is still felt today.
The Japanese Period
As war ravaged the islands, the brief Japanese occupation of the Philippines left
little room for the introduction of educational reforms. The following educational system
reforms were attempted to be implemented by Japanese forces in some conquered areas:
In order for the Philippines and Japan to have good relations, it is important to: (i) stop
relying on western nations like the United States and Great Britain; (ii) promote and
enrich Filipino culture; (iii) acknowledge that the Philippines is a member of the Greater
East Asia Co-Prosperity Sphere; (iv) be aware of materialism in order to raise Filipino
morality; (v) learn and adopt Nippongo and stop using the English language; and (vi)
spread elementary and vocational It is safe to say that after Japan was defeated at the end
of World War II, such reform attempts had little to almost no impact on the Philippine
educational system as it is today.
Present Period
In 2010, then-Senator Benigno Aquino III stated his desire to implement the K-12
basic education cycle in order to raise the number of years of compulsory education to
thirteen, according to K12academics.com (nd). As a result, he claims, "everyone will
have an equal chance to succeed" and "have access to quality education and well-paying
jobs." The K-6-4-2 basic education system—one year of kindergarten, six years of
elementary school, four years of junior high school, and two years of senior high school
—was officially adopted by the government of President Aquino after additional
discussions and research. The Kindergarten Education Act of 2012 made kindergarten
mandatory, and the Enhanced Basic Education Act of 2013 made the following twelve
years of education mandatory.
Preschool education lasts one year, elementary education is six years, and high
school education is four years under the previous basic education system in the
Philippines. The 1987 Philippine Constitution stipulates that only primary education is
required to be provided, despite the fact that public preschool, elementary, and high
school education are all provided free of charge. Children as young as five are served by
pre-primary education. When a child is six years old, they can either have completed pre-
primary education or not. In addition to four years of secondary education, which can
theoretically be further broken down into three years of lower secondary and one year of
upper secondary education, there are also two years of preschool. A child should ideally
start secondary school at age 12. Depending on the skill, students may continue on to
technical education and skill development after completing their secondary education to
earn a certificate or a diploma within one to three years. A baccalaureate degree can also
be obtained by enrolling in higher education programs.

4
 Senior high school is designed to prepare students for college by providing them
with the knowledge, abilities, and skills necessary to pursue successful career paths in the
future. It may appear intimidating at first, especially as they decide which strand to take
or which school to attend, but it will be simple if they have some decisive factors that
help them choose their strands.
Choosing a strand is critical because it holds the key to their future; it is here that
they will encounter and put to the test their decision-making abilities. There may be some
major factors influencing their choice of strands, such as their parents' and teachers'
opinions, peer influence, and their own choice. It may be more difficult for them to make
that decision because the consequences of doing so will be disastrous for their future.
Because of the developing brain of a teen, they are more likely to be reactive in their
decision-making and less able to consider the consequences of their choices. Emotions
influence both adolescents' and adults' decision-making abilities. Larson's research
discovered that adolescents experience more emotions than adults (Larson et al., 1980;
Larson and Richards, 1994). If they feel pressured by those around them to choose their
strands, this could be a major factor and influence on the teen's decision.
On the report, Understanding Entrepreneurship and its Processes Necessitates a
Strong Commitment by Magdadaro (2020) choices necessitate creativity, trial and error,
decision-making, and sound judgment. It is critical to have prior knowledge about a given
career in order to create and cultivate an interest in that career. Passion is powerfully
drawn to self-defining activities that are vital for one's soul, heart, and power.
Professional success is best achieved when a person chooses the right path for his talent,
personality, background, and intelligence. Many students base their decisions on personal
preferences rather than what the labor market requires.
Choosing a strand to stick will always cause problems. Having an ideal strand can be
beneficial and inspiring, but it cannot guarantee that one's chosen career will be available
in the future. It is difficult to choose a strand because some students base their decision
on their passion or on practicality. Making sensible and targeted decisions can assist one
in building the life they desire in the future. Senior High School Learners might discover
their own deficit in terms of choices due to the interdependence of several elements such
as age, gender, socioeconomic status of their family, influenced by their family/parents,
classmates' interest, and job opportunity.
A sensible decision can set someone on the correct track. By selecting a track that
corresponds to a person's interests. It will assist him/her in preparing for their future jobs
and situations.
(Gubalane, 2016) Former teacher turned blogger Daniel Gubalane claimed that
there are two main considerations when selecting a track for senior high school:
availability (since not all tracks are offered by schools in your area) and college plans
(i.e., whether the student plans to attend college after senior high or what courses they
want to take). These two elements may have a significant impact on a student's decision

5
regarding their senior high school strand. Gubalane based these variables on the
preferences of the students.
Decision making is critical in a person's life, especially for students in choosing
the Right Path. The requirement to discover the preferences of San Alberto Magno school
learners in selecting Senior high Stand must be prioritized. Some students follow their
parents' lead when it comes to selecting a strand.
As (Boado et al., 2022) stated they want to learn about the factors that influence
Senior High School Learners at San Alberto Magno Academy in choosing their strands.
The researchers want to know what factors influence learners' choices of current strands
and how does it affect the decision of the learners.
Statement of the Problem
This study's objectives include answering the following questions and learning what
factors Senior High Learners at San Alberto Magno Academy think are significant when
selecting their strands:
1. How much influence did the factors have on their choice of strands?
1.1 With their parents
1.2 With their friends/peers
1.3 With their teachers
1.4 With themselves
1.5 For their future opportunities
2. How are they doing with their current strands?
2.1 How are their experiences or school works?
2.2 Are they pleased with the strand they've chosen?
3. Is there a significant relationship between the decisive factors that influence
senior high students' and their decisions about which strands to pursue?
3.1 Their relationship with their parents
3.2 Their relationship with their friends/peers
3.3 Their relationship with their teachers
3.4 Their relationship with themselves
3.5 For their future opportunities

6
Statement of Hypothesis
If their chosen premise is what they have followed, there might be a big impact.
As well as, depending on whether the variables that affected their decision to chose that
strand were positive, they may be succeeding or failing. There might be a connection that
motivates pupils to choose their strand, possibly with the help of their parents, teachers,
friends, or independently.

Theoretical Framework
By extending basic education, this program develops and prepares every senior
high school student for the next stage of education.
Gottfredson's Theory
Gottfredson's Theory says that occupational aspirations reflect one's self-concept.
Students look for appropriate strands that are relevant to their future jobs. Self-image and
knowledge of various occupations in the near future According to this theory, students
are drawn to a particular specialization. Self-concept is the key to specialization selection,
according to this theory. Senior high school students tend to select the most appropriate
academic strand for their skills, abilities, and personality. According to the theory, the
key determinants are one's social class, level of intelligence, and experiences in dealing
with various tracks and strands.
Hollands’ Theory
Holland’s Theory says that people can function and develop best and find job
satisfaction in work environments that are compatible by first taking the fit strand for
each student. According to Holland, the closer the personality to the job, the greater the
satisfaction. Holland theory emphasizes the importance of accurate self-knowledge and
selecting the appropriate academic strand for decision making. The presence of efforts,
motivation, and self-efficacy in the life of a senior high school student can have a positive
effect on that individual, provided the chosen strand is correct. Holland's fundamental
premise states that people will be most satisfied at work in careers that fit their
personalities. "People can function and develop best and find job satisfaction in work
environments that are compatible with their personalities," said John Holland himself.
(ICDM, 1991, p.4-4)
The six personality types identified by John Holland are: REALISTIC: outdoor
type. These are the people who excel at and enjoy physical activities that call for strength
and coordination. They enjoy working with things like tools and machines but dislike
interacting with other people. INVESTIGATIVE: These are the individuals who enjoy
and excel at abstract thought. They are also interested in logic and concepts, and they
enjoy working with information. These types of individuals are more likely to work in

7
science. ARTISTIC: They enjoy using their imagination to create things and expressing
their feelings and ideas in this way. They also dislike rules and regulations and enjoy
music, drama, and other forms of art. SOCIAL: Because they enjoy other people's
company and especially when it comes to helping, they tend to be warm and caring
individuals. them. ENTREPRENEURSHIP: They enjoy interacting with others as well.
for such types of! More enjoyable than thoughts, influence, or other human behavior are
human actions! They want to convince others, and they are set up to rule.
CONVENTIONAL: These individuals are typically adept at planning events with little to
no artistic flair. They appreciate structure, order, and rules. These six character profiles
can be useful. Identifying a student's true characteristics will help them choose their
strand and ensure that they are on the right track.
The Decisional Conflict Model of Janis and Mann
Janis and Mann (1977) proposed a decision-making model that encompasses all
aspects of life decisions. Their model's premise is that conflicts arise when important life
decisions are made, and that these conflicts result in anxiety and stress. When trying to
make decisions under the stress of such conflicts, people use five different coping
patterns: unconflicted adherence, unconflicted change, defensive avoidance,
hypervigilance, and vigilance. When faced with eight alternatives, unconflicted
adherence and unconflicted change occur when decision makers do not experience any
form of conflict or experience very low levels of stress. Defensive avoidance refers to
situations in which decision makers delay or rationalize when confronted with
alternatives, or delegate decision-making authority to others. The goal of these decision
makers is to avoid conflict, and as a result, the least objectionable alternatives are
frequently used. In hypervigilant situations, decision makers face time constraints and
must choose an alternative that will provide immediate relief from the stress caused by
the decision-making process. Janis and Mann regard decisions made using unconflicted
adherence, unconflicted change, defensive avoidance, and hypervigilant coping patterns
as "defective" or non-rational. Janis and Mann describe vigilance as the only coping
pattern that results in rational decisions. Before making a final decision in a vigilant
situation, the decision maker carefully examines and weighs all possible alternatives
using a variety of strategies.
The use of a balance sheet to help make decisions is one aspect of Janis and
Mann's model that has received some attention (Janis & Mann, 1977). The authors
advocate using the balance sheet to help people weigh their options and the consequences
of those options.
When people are evaluating alternatives, the balance sheet contains four
categories of anticipations/consequences. Utilitarian gains and losses for self, utilitarian
gains and losses for significant others, self-approval or self-disapproval, and approval or
disapproval from significant others are the four categories. After considering all four
categories and providing a positive answer for each, the authors believe that the decision
maker is the least likely to make a "defective" decision. According to Janis and Mann
(1982), giving college seniors a balance sheet and having them complete it helped these

8
seniors broaden their range of possible alternative career options and provided an
increased awareness of potential consequences when making decisions.
Despite being cited in many decision making research studies and reviews on
decision making models, the Conflict Model has generated few research studies.
However, the majority of empirical studies that used Janis and Mann's model
concentrated on the use of balance sheets (Brown, 1990). Janis and Mann have also
conducted studies to provide evidence of validity for Harren's (1979) model, which was
partly derived from Janis and Mann's work (1977). However, no more recent studies
examining this model can be found. As a result, the applicability of this model to the
current population is unknown.

Conceptual Framework
The researchers chose this topic to investigate because they want to know what
factors influence senior high school learners at San Alberto Magno Academy's decision
to choose their strands. They want to know how those factors influence senior high
students' strand selection decisions.

9
 Figure 1 depicts the procedure that will be used in this study.

Figure 1

Significance of the Study

The following people will benefit from this study and its findings:
For Learners, they can use this research as it may serve as a guide for them to
choose their strands in Senior High School, leading them to the right path for their future
career.
For Parents, this will benefit from this study in the sense that they will gain
knowledge about their child's preferred strand, so that they can provide guidance and
support that they require in order for their children to be successful in any strands that
they may choose.
For Teachers, as one of the foundations of a school, can benefit from this study
by understanding how learners’ decision-making skills contribute or support students in

10
making choices that affect their students' academic track and, in the long run, might effect
their decisions in life, including their professions.
This study can benefit the Researchers by providing a larger and broader
understanding of inquiry as well as the study that involves a learner's way of making
decisions.
This study can be useful to future researchers since they can use it as a source or
reference to support their research, allowing it to be enhanced and improved.
Scope and Delimitations of the Study
This study will concentrate on the responses that respondents provide to the
researchers. The scope of this study includes all senior high learners from San Alberto
Magno Academy in grades 11, and 12. This study will include 25 Grade 11 learners, and
23 Grade 12 learners, totaling 48 Senior High Respondents. The study will be conducted
using research questionnaires and responses on likert scales. Since the school year has
begun in person for three days and online for two days per week, the researchers will give
the questionnaires to the respondents in person for a much easier process. The
researchers' strategy will enable them to gain a better understanding of the preferences of
Senior High learners when choosing their strands.

11
Definition of Term
Decision Making - Learners seek clarification based on the factors that influence
them.
Decisive- The students make quick and sure decisions when selecting their
strands.
Influence - The Impact of the Five factors that affects their Decisions in choosing
their strands.
Guide - To facilitate the respondents resolution on how they choose their strands.
K to 12 - Is the 2 years of Senior high school in secondary education where
learners can enhance and improve more of their skills by choosing which strand to take.
Motivation- students are strongly inspired to finish their schoolwork successfully.
Passion- the intense fondness students have for what they do and want to learn.
Senior High School- is a two-year upper secondary education program that
places a strong emphasis on specialization. At San Alberto Magno Academy, students
select a specialization based on their aptitude and interests in either STEM or HUMSS.
Strands- Are the offered strands that Grade 11 and 12 learners in San Alberto
Magno Academy which are Science, Technology, Engineering, Mathematics (STEM),
and Humanities and Social Sciences, (HUMSS).
Track- is a path where students go through in order to achieve their goal in life.

12
 CHAPTER 2
RRL

Reviewing Related Literature

One of the things learners do before graduating from high school is choose a
career. But how about we prepare ourselves to achieve that goal? A Strand choice is a
significant issue in the developmental lives of youths because it has been linked to both
positive and negative psychological, physical, and socioeconomic inequalities that persist
well beyond adolescence into adulthood.
Factors that Influence Career Choice of Hospitality Students in Moi University,
Kenya
As claimed by the study conducted by Korir and Wafula (2018) A Career choice
is a complex decision for students since it determines the kind of profession that they
intend to pursue in life. As students try to make career choices, they face problems
matching their career choices with their abilities and academic performance.
Decision-making in social work
Ebsen (2017) stated in his study revealed that Decision-making represents an
essential and continual part of the career development experience, one that influences a
variety of outcomes and dictates how successful and satisfying the overall career
experience will be for the individual. Given the importance of decision-making, it is
necessary for search and staffing professionals to possess a reasonable understanding of
how it will affect candidate behavior.
The Factors that Affect Students’ Decision in Choosing their College Courses
Martin F. (2010) claimed in their study on Factors that affect a students- decision
in choosing their Course. According to their research, decision making is very important
in daily lives because people make decisions in everything they do. Adolescents are one
of the most important people to decide because they are unsteady and easily believe in
what they want rather than what they should do. According to the study, after high
school, some students struggle to decide what career path to pursue in college, while
others take it easy, as if they were just deciding what candy to buy. A student's choice of
strand is influenced by a variety of factors, including financial stability, university
prestige or practicality, peer pressure, school location, and parental preferences.
Senior high school career planning: What students want
Witko, Bernes, Magnusson and Bardick (2009) According to their studies on
senior high school students' occupational aspirations, interest, skill, personal meaning,
challenges, and parental support are variables that contribute to senior high school
students' occupational aspirations.
 Factors Influencing the Educational and Career Choices of Senior High School
Students: A Case Study in Vietnam.
Similarly, La's (2009) study on factors influencing the educational and career
choices of senior high school students revealed that parental support, school structure,
gender, and grade point average all have a significant influence on the educational and
career choices of Vietnamese senior high school students. During the same year, Leonard
(2009) discovered that parents and teachers have a significant influence on high school
students' course selection decisions in South Carolina.
Your Goals and You: A Guidance Handbook
Students may have solved all of their school problems, but questions about their
future plans may be perplexing them. Maybe they haven't decided what career they want
to pursue yet. They may be unsure of their educational goals in the future. Getting along
with others is related to the previous one in some ways, because how people feel about
themselves influences how others feel. If they appear friendly and self-assured, others are
likely to do the same. Most young people want to be liked and to be included in activities
of groups that they are interested in. That is according to Seashore (1962) in his book
Your Goals and You: A Guidance Handbook. According to Seashore, "the way you feel
about yourself influences the way others feel about you," which explains why most
young people today are forced to follow their parents' chosen strands, to continue what
they chose, and to do well with it.
Students' abilities in relating the given definitions to the researchers' subject
matter have a significant impact on their decision regarding which Strand they will
pursue.

14
 CHAPTER 3
METHODOLOGY

Research Design
The researcher used quantitative approaches to conduct this investigation. The
researcher attempted to find solutions to the aforementioned difficulty as well as to
justify and satisfy the study's aims. Similarly, it aimed to learn about the various effects
on their way of life. According to Sis International Research (n.d.), “quantitative research
is an organized method of collecting and analyzing data from many sources.”
Quantitative research entails the use of computational, statistical, and mathematical tools
to derive results. It is definitive in its objective since it attempts to quantify the problem
and understand how prevalent it is by looking for outcomes that can be projected to a
broader population.
On the other hand Descriptive Research is what the researchers used to conduct
and express their study. According to McCombes (2022) “The goal of descriptive
research is to correctly and thoroughly describe a population, situation, or phenomena. To
explore one or more variables, a descriptive research design might employ a wide range
of research methods.”
Respondents of the Study
The respondent of the study is composed of Senior High Learners in the school of
San Alberto Magno Academy. One of the vital processes to keep this study successful.
All of these participants were selected through Convenient Sampling. This sampling
method entails selecting a sample from a subset of the population that is near to hand.
The chosen respondents consist of 25 Grade 11 learners, and 23 Grade 12
learners, totaling 48 Senior High Respondents of San Alberto Margo Academy.

Research Locale and Population

The researchers chose the San Alberto Magno Academy as the study site. Where
their Senior High School Learners are now enrolled. The researchers only studied 97.9%
of San Alberto Magno Academy's Senior High Learners, or 48 out of 49 students.
Because the pandemic has only been reduced, researchers have been able to perform
face-to-face studies.
 Figure 1

Sebior High Population Of The Population of the Total Population

Grade levels Respondents Remaining Students
Left

11 25 0 25

12 23 1 24

Figure 1.1

The population of the research that has been undertaken, as shown above, is in
San Alberto Magno Academy. Because the researchers utilized convenient sampling in
their research, they only questioned students who were in the classroom at the time the
questionnaire was administered. Those who were absent or not present at the time did not
qualify as respondents.
Research instrument
The questionnaire was used as the main data-gathering instrument. The
instrument to be prepared focused on answering the statement of the problem. The factors
that affect senior high learners in choosing their strands. The questionnaire contains of
twenty (20) questions. The questionnaires will be distributed through papers to the
respondents.

16
 The data gathering tool was created on a scale of 1 to 5. Where (1) indicates
strongly disagree, (2) indicates disagree, (3) indicates neutral, (4) indicates disagree,
and (5) indicates strongly agree. This legend will aid researchers in analyzing data
collection results.
Data Gathering Procedure
After determining the validity and reliability of how data is collected, questions
relevant for the study are developed, and any necessary changes are made to the chosen
respondent. Forty (40) copies of disseminated questionnaires will be successfully
completed and returned. As a result, their related answer to the question is retained in
accordance with the respondents' and researchers' agreement.
The data gathered was categorized and tallied based on the statistical treatment
performed. At this point, the assistance of a statistical expert was required.

17
Tools For Data Analysis
The proof that there were meaningful links between the San Alberto Magno Academy
senior high school students' deciding factors while selecting their strands was measured
by the researchers. The data were tabulated and calculated using Microsoft Excel.
Additionally, descriptive statistical tests like frequency, percentage, weighted mean, and
standard deviation were evaluated and interpreted to significantly characterize and
demonstrate the variables influencing senior high school learners' decisions regarding
which strand to study in.

Ethical Considerations
Conveniently chosen respondents from the Senior High Learner population of
SAMA were informed that the research would be done in their room. The researcher's
speaker also emphasized that all participants had the choice to abandon the survey at any
point without feeling forced to do so. The goal, advantages, and funding of the study will
be explained to them before they decide whether or not to join. Personal information or
the identities of the participants in this study will not be disclosed. Researchers will
protect participants' personal information for as long as it is maintained or used because
everyone has the right to privacy. The responders won't suffer any bodily, social, or
psychological harm, and the researchers will accept responsibility if any harm does come
about. Research misconduct and plagiarism are not permitted in this study. The
researchers will be open and reliable with the responses. The study's conclusions will
accurately reflect the respondents' responses, the researchers will make sure of that.

18
 CHAPTER 4

FINDINGS AND DISCUSSION

The data that the researchers have gathered from their study into the factors that
influence the Senior High Learners' choice of strand are presented and discussed in this
chapter. The respondents' profiles are determined by the researchers based on the factors
they prioritize while selecting their strands.
The data are presented in a graphical format that can be used as a model or
starting point for drawing conclusions and making recommendations on what elements
were most important in influencing the Senior High School Learners at San Alberto
Magno Academy in selecting their Strands.

PROFILE OF THE RESPONDENTS

Senior Grade Population Percentage (%) Rank

Level

Grade 11 25 52.08% 1

Grade 12 23 47.92% 2

TOTAL 48 100%

Table 1.1 Grade Level of the Respondents

In Table 1.1, the student population from each of the two Senior High grade levels at San
Alberto Magno Academy is shown.

Age Population Percentage Rank

16 (15) 23 47.92% 1

17 (15-16) 23 47.92% 2

18 (16-17) 2 4.16% 3
 Total 48 100%

Table 1.2 Age of the Respondents

Table 1.2 shows the respondents' ages as of the completion of the research,
however as you can see, there are figures in parentheses that show the respondents' ages
previous to their strand selection. This is one of the variables that can help us determine
which variables are most likely to influence how they choose their strands.
Results And Discussions
The findings of the study will be presented in a graph for visual aids and as a
foundation for the discussion portion of the research in this section. In this research there
are six different sections of questionnaires that can be considered as a decisive factors of
the Senior High Learners in choosing their strands.

1. OWN
1.1 I have an idea for the strand I've chosen.

Figure 1 Responses of Statement No. 1

Likert Scale Responses Percentage

1 (Strongly Agree) 27 56.3%

20
 2 (Agree) 14 29.2%

3 (Neutral) 7 14.6%

4 (Disagree) 0 0%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 1

Figure 1 depicts a dialogue that can help us comprehend how or what the
researchers have obtained. In Table 1, we can see the statistical analysis of the research
where in the statement "I have an idea for the strand I've chosen," 56.3% or 27 out of 48
respondents have strongly agreed in this statement considering either Stem or Humss,
29.2% or 14 of the 48 respondents have chosen agreed meaning they had an idea but they
are not that fully sure on that strand that they have chosen, and 14.6% or only 7 have
chosen neutral, meaning they have either no idea on what strand they would choose.

1.2 I chose this strand because I am interested in a particular subject.

21
 Figure 2 Responses of Statement No. 2

Likert Scale Responses Percentage

1 (Strongly Agree) 12 25%

2 (Agree) 29 60.4%

3 (Neutral) 6 12.5%

4 (Disagree) 1 2.1%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 2

Statement number two states that they choose that strand because they enjoy a
specific subject in its curriculum. 25%, or 12 of the 48 respondents, answered Strongly
Agreed, indicating that they are interested in a specific subject in that strand, such as
politics, literature, problem solving, or science. 60.4% or 29 of the 48 respondents
agreed, indicating that they like a particular subject but not very much or that they

22
favored only one subject out of all. 6 or 12.5% of respondents remained neutral,
indicating that they either favor or dislike subjects in their chosen strand. And 1 or 2.1%
of respondents disagreed, indicating that they did not consider a subject's preference
when selecting their strand.

1.3 This strand was chosen to help me improve my skills and knowledge.

Figure 3 Responses of Statement No. 3

Likert Scale Responses Percentage

1 (Strongly Agree) 31 64.6%

2 (Agree) 15 31.3%

3 (Neutral) 2 4.2%

4 (Disagree) 0 0%

5 (Strongly Disagree) 0 0%

Total 48 100%

23
 Table 3

In the Third Statement the respondents or 31 or 64.6% of the respondents strongly

agreed meaning that they did choose that strand because they want to improve in writing
or solving statistical equations and problems. 15 or 31.3% of the respondents also agreed
in the statement and 2 or 4.2% stayed neutral.

1.4 In this line of work, which I intend to pursue, I consider myself to be

competent.

Figure 4 Responses of Statement No. 4

Likert Scale Responses Percentage

1 (Strongly Agree) 14 29.2%

2 (Agree) 23 47.9%

3 (Neutral) 9 18.8%

4 (Disagree) 2 4.2%

24
 5 (Strongly Disagree) 0 0%

Total 48 100%

Table 4

Statement number four stated that they are competent or capable of performing
their work effectively in the field they choose to pursue. 14 or 29.2% of the 48
respondents chose Strongly Agreed in their ability to accomplish their task efficiently. 23
or 47.9% of those respondents agreed that their work was done competently. In this
statement, 9 or 18.85 of the respondents remained Neutral, indicating that they were
neither competent nor incompetent in their line of work. And 2 or 4.2% of respondents
chose Disagree when asked if they would perform well in their field of work or if they
are struggling a lot at work.
1.5 This strand appealed to me because I want to continue pursuing my dream job.

Figure 5 Responses of Statement No. 5

Likert Scale Responses Percentage

1 (Strongly Agree) 30 62.5%

25
 2 (Agree) 14 29.2%

3 (Neutral) 4 8.3%

4 (Disagree) 0 0%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 5

According to the fifth statement, they chose their strand because they want to
continue pursuing their desired careers. 30 respondents, or 62.5%, strongly agreed in the
stamen, indicating that they chose their strands because they intend to work on a field that
is covered by that strand. 14 or 29.2% agreed with the statement, while 4 or 8.3% stayed
neutral.

1.6 I researched which strand would be best suited for my future career, which is
why I chose this strand.

26
 Figure 6 Responses of Statement No. 6

Likert Scale Responses Percentage

1 (Strongly Agree) 23 47.9%

2 (Agree) 19 39.6%

3 (Neutral) 2 4.2%

4 (Disagree) 4 8.3%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 6

47.9% of respondents (or 23) strongly agreed on this statement, stating that they
had conducted research on which strand can be linked to their future employment. 19 or
39.6% agreed that they performed some research on which strand they would chose. 2 or
4.2% of respondents were neutral on this statement, while 4 or the remaining 8.3%
disagreed, indicating that they had not conducted any research on which strand they
would choose in order to tie it to their desired future employment.

2. PEERS

2.1 My friends persuaded me to pick this strand.

27
 Figure 7 Responses of Statement No. 7

Likert Scale Responses Percentage

1 (Strongly Agree) 3 6.4%

2 (Agree) 8 17%

3 (Neutral) 7 14.9%

4 (Disagree) 12 25.5%

5 (Strongly Disagree) 17 36.2%

Total 48 100%

Table 7

The peers factor is presented in this section. This section's initial statement read,
"My friends persuaded me to pick this strand." 3 or 6.4% choose Strongly agree. 8 or
17% chose Agree, implying that their peers influence which strand they choose. In this
statement, 7 or 14.9% opt to be Neutral. 12 or 25.5% chose Disagree, while 17 or the

28
remaining 36.2% chose Strongly Disagree, indicating that their peers' persuasion had
little effect on their strand selection.

2.2 This strand was chosen by majority of my peers and classmates.

Figure 8 Responses of Statement No. 8

Likert Scale Responses Percentage

1 (Strongly Agree) 2 4.2%

2 (Agree) 12 25%

3 (Neutral) 11 22.9%

4 (Disagree) 14 29.2%

5 (Strongly Disagree) 9 18.8%

Total 48 100%

Table 8

29
 This statement states that because the majority of his/her classmates picked this
viewpoint, they have chosen it as well. 2 or 4.2% of respondents strongly agreed, while
12 or 25% opted Agreed. While 11 people, or 22.9%, were undecided or neutral about
this statement. Now, 14 or 29.2% disagreed, and 9 or the remaining 18.8% chose
Strongly Disagree, indicating that they did not base their choice on the choices of their
peers.
2.3 This strand was previously popular, which is why me and my Peers chose it.

Figure 9 Responses of Statement No. 9

Likert Scale Responses Percentage

1 (Strongly Agree) 2 4.1%

2 (Agree) 7 14.3%

3 (Neutral) 9 18.4%

30
 4 (Disagree) 11 22.4%

5 (Strongly Disagree) 20 40.8%

Total 48 100%

Table 9

There are 2 or 4.1% of respondents who strongly agreed with this statement, as
well as 7 or 14.3% who agreed, implying that because that particular strand was popular,
they chose it or used it as a reason for choosing their strand. This remark elicited a
neutral response from 9 people (18.4%). 11 or 22.4% of respondents disagree, and the
rest 20 or 40.8% strongly disagree, indicating that they did not choose a strand based on
its popularity.

3. FAMILY

3.1 My family supported me when I chose this stand.

Figure 10.1 Responses of Statement No. 10

Likert Scale Responses Percentage

1 (Strongly Agree) 31 64.6%

31
 2 (Agree) 14 29.2%

3 (Neutral) 2 4.2%

4 (Disagree) 1 2.1%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 10

According to the pie chart in this statement, 31 of the 48 respondents (64.6% of

them) Strongly Agree in the statement above because their family supported them in
choosing their path. The other 14 respondents, or 29.2%, agreed with the statement,
implying that it plays a role in the selection of some Senior High Learners' strands. 2 or
4.2% remained Neutral, whereas 1 or 2.1% disagreed with the assertion, implying that
he/she was not fully supported by his/her family in picking his/her strand.

3.2 My family helped me decide which strand I choose.

Figure 11 Responses of Statement No. 11

32
 Likert Scale Responses Percentage

1 (Strongly Agree) 10 21.3%

2 (Agree) 16 34%

3 (Neutral) 7 14.9%

4 (Disagree) 12 25.5%

5 (Strongly Disagree) 2 4.3%

Total 48 100%

Table 11

It was said in this remark that their relatives assisted or led them in choosing their
strands. In this strament, 10 or 21.3% chose Strongly Agreed, with the remaining 34% or
16 respondents also agreeing. 7 people, or 14.9%, remained neutral. 12 or 25.5%
disagree with the assertion, as do the remaining 2 or 4.3% who chose Strongly Disagree,
implying that their family allowed them to choose which strand they would like to take.

3.3 My parents and I have a future plan for me

33
 Figure 12 Responses of Statement No. 12

Likert Scale Responses Percentage

1 (Strongly Agree) 22 45.8%

2 (Agree) 18 37.5%

3 (Neutral) 4 8.3%

4 (Disagree) 4 8.3%

5 (Strongly Disagree) 0 0%

Total 48 100%

Table 12

According to this remark, the parents and responders have a future goal, which is
why they chose this strand. 22 or 45.8% of respondents strongly agreed to it, as did 18 or
37.5% who agreed, implying that their parents and themselves feel confident about the
future they are facing, which is why they chose that particular strand. 4 were unconvinced
about it or in neutral in the 8.3%. And the remaining 8.3% disagree with the statement.

34
 3.4 I was following the footsteps of my parents.

Figure 13 Responses of Statement No. 13

Likert Scale Responses Percentage

1 (Strongly Agree) 8 16.7%

2 (Agree) 6 12.5%

3 (Neutral) 13 27.1%

4 (Disagree) 15 31.3%

5 (Strongly Disagree) 6 12.5%

Total 48 100%

Table 13

16.7% or 8 of the respondents strongly agree on this statement, while 6 or 12.5%

agree, implying that they are following in the footsteps of one of their family members in
that specific sector, which is why they chose their specific route. 13 respondents, or

35
27.1%, stayed neutral. 15 of the 31.3% of respondents disagree, as do the 6 or 12.5%
who chose the strongly disagree option, implying that they are the first in their family to
aspire to be a politician or a doctor.

3.5 My parents are the one responsible for the strand I am pursuing at the present.

Figure 14 Responses of Statement No. 14

Likert Scale Responses Percentage

1 (Strongly Agree) 7 14.6%

2 (Agree) 8 16.7%

3 (Neutral) 11 22.9%

4 (Disagree) 10 20.8%

5 (Strongly Disagree) 12 25%

Total 48 100%

Table 14

36
 According to this statement, the parents are the ones who are responsible for the
strant that the respondents have chosen. 7 or 14.6% of them strongly agree, as do the 8 or
16.7% who chose Agree that their parent is one among the factors influencing their
choice of strands. On this statement, 11 people, or 22.9%, remained neutral. The
remaining 10 or 20.8% chose Disagree, as did the remaining 12 or 25% who chose
Strongly Disagree, maybe because their parents allowed them to choose any strand they
wanted independently.

4. TEACHERS

4.1 It is important to get my teachers opinions on the strand I take.

Figure 15 Responses of Statement No. 15

Likert Scale Responses Percentage

1 (Strongly Agree) 7 14.6%

2 (Agree) 9 18.8%

3 (Neutral) 18 37.5%

37
 4 (Disagree) 10 20.8%

5 (Strongly Disagree) 4 8.3%

Total 48 100%

Table 15

Figure 15 shows how the responses are divided throughout the various Likert
Scales. This remark is strongly agreed upon by 7 respondents or 14.6% of its people, as
well as by 9 respondents or 18.8%. This suggests that they all agree that having their
teacher's perspective on whatever strand they choose is crucial, possibly because their
professors know them well in academics and what their strong points are in a certain
subject. Neutrality was maintained by 18 people, or 37.5% of the population. In statement
15, people either agree or disagree. 10 or 20.8% of the remaining population disagrees,
with the remaining 4 or 8.3% strongly disagreeing. That is, they did not involve or
perhaps did not seek the opinion of their teachers, or they did but did not consider it as a
basis or factor influencing their decision in picking their strands.
4.2 My teacher gave me an advice that can helped me chose this strand.

Figure 16 Responses of Statement No. 16

Likert Scale Responses Percentage

38
 1 (Strongly Agree) 5 10.4%

2 (Agree) 11 22.9%

3 (Neutral) 13 27.1%

4 (Disagree) 12 25%

5 (Strongly Disagree) 7 14.6%

Total 48 100%

Table 16

Statement no.16 states that their teacher gave them advice, which they may have
used to help them choose their strands. 5 or 10.4% of the respondents strongly agree with
this statement, and 11 or 22.9% agree with it, indicating that they followed the advice of
their teachers when selecting their strands. 13 or 27.1% of them were Neutral about the
assertion, 12 or 25% disagreed, and 7 or 14.6% strongly disagreed, indicating that they
did not seek advice from their teachers when determining which strand to pursue.

5. FUTURE OPPORTUNITIES

5.1 I chose this strand because the career I intend to pursue is in high demand at
the moment.

39
 Figure 17 Responses of Statement No. 17

Likert Scale Responses Percentage

1 (Strongly Agree) 15 31.3%

2 (Agree) 19 29.6%

3 (Neutral) 12 25%

4 (Disagree) 1 2.1%

5 (Strongly Disagree) 1 2.1%

Total 48 100%

Table 17

Statement no.17 states that their intended career is currently in high demand,
which is why they chose their specific strands. 15 or 31.35 % strongly agree with the
statement, as do 19 or 29.6% of respondents who agree. Meaning that their intended
career is in high demand at the time, such as nurses and doctors in the Philippines due to
the pandemic that has devastated the country. The remaining 12 respondents, or 25%,

40
stayed Neutral. And 1 or 2.1% disagree, as do the remaining 1 or 2.1% of respondents
who strongly disagree.
5.2 I chose this strand because there is a economic stability due to high salary
when employed.

Figure 18 Responses of Statement No. 18

Likert Scale Responses Percentage

1 (Strongly Agree) 12 25%

2 (Agree) 18 37.5%

3 (Neutral) 12 25%

4 (Disagree) 5 10.4%

5 (Strongly Disagree) 1 2.1%

Total 48 100%

Table 18

41
 Learners may have selected their strand based on the economic stability and high
salary of their desired profession. This assertion is supported by 12 or 25% of
respondents who Strongly Agree, as well as 18 or 37.5% who agree. That is, they made a
decision based on the income of whatever career they will pursue and in what strand it is
most likely connected. 12 of the respondents, or 25%, are neutral to this statement. And 5
or 10.4% disagree with this statement, with the remaining 1 or 2.1% strongly
disagreeing, indicating that they did not consider the high wage of the career that they
would pick in the future when deciding which strand to choose.
6. OTHERS
6.1 I chose this strand because I idolize someone in the career I will pursue.

Figure 19 Responses of Statement No. 19

Likert Scale Responses Percentage

1 (Strongly Agree) 8 16.7%

2 (Agree) 9 18.8%

3 (Neutral) 13 27.1%

4 (Disagree) 10 20.8%

42
 5 (Strongly Disagree) 8 16.7%

Total 48 100%

Table 19

There are 8 or 16.7% of respondents who Strongly Agree to this statement, as well
as 9 or 18.8% who Agree, indicating that they idolize someone or some people in the
field that they want to pursue, whether it is someone from their family or a well-known
person in their industry. 13 of the respondents, or 27.1%, remained Neutral to this
statement.Then there are 10 or 20.8% of the respondents who disagree with this
statement, as well as the remaining 8 or 16.7% who chose Strongly Disagree, implying
that they did not choose any of their idols or do not have any idols in the field that they
wish to follow. And if they have one, they may not have chosen it as a consideration in
deciding which strand to choose.
6.2 I just randomly chose what strand I chose.

Figure 20 Responses of Statement No. 20

43
 Likert Scale Responses Percentage

1 (Strongly Agree) 4 8.3%

2 (Agree) 6 12.5%

3 (Neutral) 7 14.6%

4 (Disagree) 10 20.8%

5 (Strongly Disagree) 21 43.8%

Total 48 100%

Table 20

In this final remark, it is said that the respondents just chose the course at random.
4 or 8.3% of respondents strongly agree, as do 6 or 12.5% of respondents who choose
Agree, implying that they chose a strand at random, may have some understanding of that
strand, but did not conduct a proper research. On this statement, 7 or 14.6% remained
Neutral. And 10 or 20.8% of the remaining respondents disagree, as do the last 21 or
43.8% of the remaining respondents who chose Strongly Disagree, indicating that they
did not pick a strand at random. But they researched it and understood it properly for
their decision in choosing their strands.

44
 Overall Frequency Distribution

Likert Own Peers Family Teach Future Others Summat Mean

Scale ers opportu ion of (x)
Values nity all
Frequen
cy of the
Researc
h

(1) 137 7 78 27 27 12 288 14.4

Strongly
Agree

(2) Agree 144 27 62 39 37 15 345 17.25

(3) 30 77 37 43 24 20 231 11.55

Neutral

(4) 7 37 42 23 6 20 135 6.75

Disagree

(5) 0 46 20 12 2 29 109 5.45

45
 Strongly
Disagree

Total 1108 55.1

318 152 239 144 96 96 1045
Table 21

Table 21 Shows the frequency distribution of the research. To obtain the mean all
of the values of the individual factors are summed. The researcher created questionnaires
that are not equal on every factor there is so the totals are both different. In Strongly
Agree(1) thas a summation frequency of 288, Agree(2) has 345, Neutral(3) has 231,
Disagree(4) has 135 and Strongly Disagree(5) has a 109 summation of frequency. And to
obtain the mean the summation of frequency is divided in 20 because of the 20
questionnaires given.

46
 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter includes a summary of the findings acquired by the researchers, as

well as the research's conclusion and recommendations for future research on the
Decisive Factors that Influence Senior High School Learners in Choosing Their Strands.
Summary of Findings
The research was carried out at the San Alberto MAgno Academy in Population,
Tubao, La Union. Senior high school students (grades 11 and 12) were among those who
responded. The researchers chose their respondents using convenient sampling, which
means that individuals who are only present while the researcher conducts the study and
distributes the questionnaires are considered respondents, while those who are not there
are not considered respondents.
1. How much influence did the factors have on their choice of strands?
The Influences are between family members, peers, teachers themselves and
future opportunities.
1.1 With their parents
Almost majority of the responses in the Family are on the Strongly Agree or
Agree side of the Likert scale, unless the statement was more on the negative side, in
which case they would mostly ponder it and Disagree or Strongly Disagree with it.
1.2 With their friends/peers
In Peers, the results were split 50/50, with nearly half of the respondents agreeing
that there was a specific variable that influenced their selection, as well as those who
disagreed with the claims regarding what factors can influence the Senior High Learners'
choice of strand.
1.3 With their teachers
The Teachers are a variable in which only a small number of respondents agree
with some of the statements. In most cases, respondents do not consider the opinions or
suggestions of their own teachers while making their decisions.
 1.4 With themselves
They have a lot of impact on their own because it is up to them what they want. If
they rely on their other chosen aspect more, it will gradually help them decide
what they truly desire.
1.5 For their future opportunities
When these learners choose a degree or a career path, they look for higher-paying
professions or majors with the most job security. In addition to career security, some
learners may look forward to retirement. Learners may consider working to assure their
financial security for the rest of their lives.
2. How are they doing with their current strands?
In this sentence, we may see or imagine how they are doing in their present strand
in terms of being competent with their classwork.
2.1 How are their experiences?
Their employment experiences are based on how they have improved their talents,
as stated in the questionnaires. And how they can learn new things that they can apply to
what they want to do.
2.2 Are they pleased with the strand they've chosen?
The majority of responders were delighted with the strand they chose and are
working hard to complete their assignments correctly. However, some responders are
dissatisfied and lack confidence in the strand they have picked.
3. Is there a significant relationship between the factors that influence senior
high students' decisions about which strands to pursue?
This researcher conducted thorough research. The links are between family
members, peers, teachers, on their own and for their future opportunities. These factors
showed that some Senior High Learners make a decision based on which factor they will
rely on the most.
3.1 Their relationship with their parents
Because of the high frequency of 1 (Strongly Agree) on the statements that can be
linked to this characteristic, some of the learners may have an excellent relationship with
their parent/parents.
3.2 Their relationship with their friends
Most or all learners believe their peers to be one of the reasons why theory picked
that particular strand, therefore their relationships with their peers are positive. Perhaps
because they still want to be together or to fulfill their goals together. And some students

48
do not consider classmates to be an influence, perhaps not because their relationships
with their peers are bad, but because their goals are fundamentally opposed.

3.3 Their relationship with their teachers

Their professors' relationships are highly complicated. Some Senior High
Learners feel that the opinion of their teacher/s should be considered while picking their
strands, however their numbers are limited. Within those statements, the majority or
majority of respondents remained neutral.
3.4 Their relationship with Themselves
The researchers have found that if the learners have a good relationship with
themselves and know what they want to be in the future, they may easily choose a strand
that is suited for themselves.
3.5 For their future opportunities
According to the researchers , future opportunities are a key aspect that can give
individuals a steady financial future and a smooth living in the future. Since Senior High
Learners would choose either an opportunity that can readily offer them a job with a high
income check or their love for their future.
Conclusion
Based on the findings, the following conclusion was reached regarding the factors
that influence senior high school students at San Alberto Magno Academy in choosing
their strands.
1. The factors mentioned had a significant impact on how the students made
decisions, particularly when selecting their strands. The majority of students were
mostly influenced by their family and the potential employment possibilities
associated with the courses they chose.
2. Some of the students struggle academically as well as in their studies. While peers
have a significant impact on people, they may be a cause of another element.
They can find it difficult to concentrate in class as a result of their classmates' lack
of attention to their school work.
3. The learners in Senior High School and the components do have substantial
relationships. There is a good chance that the influence of peers on that particular
learner will also be quite strong if their association with a given component, like
peers, is really strong.
Recommendations
The Recommendations are given as a result of the study.

49
 Each student should have the freedom to select the strand and course that they
want to pursue. They must either enroll in seminars where they can and may be informed
about some specific facts on that ascertain strand or perform a little investigation into the
strand selection they may make. They might also get the chance to learn about the
possible courses they could pursue with that particular strand. The learners can easily
decide which strand to choose by using those elements as a basis for their decision and
following information and guidance from persons in their immediate environment. But
ultimately, it is up to them to choose whose side they will support.

50
APPENDICES
 APPENDIX A
Diosesan School of San Alberto Magno Academy
Tubao, La Union

November 10,2022

Mr. Romeo Dumaguin

San Alberto Magno Academy
Poblacion, Tubao, la Union

Dear Mr. Dumaguin,

Greetings!

We, the students of Grade 12 Humanities and Social Sciences (HUMSS) and
Science, Technology, Engineering, and Mathematics (STEM) of San Alberto Magno
Academy, are conducting a study titled Decisive Factors of Senior High School
Learners of San Alberto Magno Academy in Choosing Their Strands.

Regarding this matter, we would like to ask the permission from your good office
to allow us to conduct a survey on both grade 11 and 12 students of San Alberto Magno
Academy starting from November 16 onwards on the vacant time available for both the
researchers and the respondents.

We are hoping for your favorable response upon this request. Thank you very much.

Sincerely yours,

Princess Nicole Boado Johanzer Mandrey Mapile Christian Gabrillo

Researcher Researcher Researcher

Princess Mary Palon Aaron James Hufemia John Paul

Valenzuela
Researcher Researcher Researcher

Justin Patrick Botor

Researcher

Noted by, Approved by:

Ms. Jennifer Lee Tambor ROMEO D. DUMAGUIN
 APPENDIX A
Diosesan School of San Alberto Magno Academy
Tubao, La Union

Practical Research II Adiser School Principal

53
 APPENDIX B
Letter to the Respondents to Conduct the Study
San Alberto Magno Academy Tubao, La Union

Dear Respondents,

We are students of Grade 12 Stem and HUMSS of San Alberto Magno Academy, Tubao,
La Union and we are currently conducting the research entitled “Decisive Factors of
Senior High Learners of San Alberto Magno Academy in Choosing Their Strands”.

We'd like to know what criteria influenced your Senior High School strand choice. Please
be honest in your replies and opinions based on your personal experience. To safeguard
your anonymity, you may or may not include your name in the respondent's profile.

All personal and/or sensitive information sought and submitted through this questionnaire
shall be used strictly for the purposes of the study, in compliance with RA 10173 of the
Data Privacy Act of 2012. You may rest assured that the information you enter into this
instrument will be kept confidential. Thank you for taking the time to complete this
survey.

Yours sincerely,
Boado, Princess Nicole F.
Botor, Justin Patrick T.
Gabrillo, Christian
Hufemia, Aaron James O.
Mapile, Johanzer Mandrey P.
Palon, Princess Mary H.
Valenzuela, John Paul L.

Noted:
MS. JENNIFER LEE S. TAMBOR
Adviser

54
 APPENDIX C

Survey Questionnaires
Do you agree to become a respondent of this study?
☐ Yes
☐ No
Name (Optional):___________________________
Age:_____
Grade:____
Date:________

Questionnaires: 1.Strongl 2. Agree 3 Neutral 4 Disagree 5 Strongly

y Agree Disagree

OWN

1. I have an idea for the strand

I've chosen.

2. I chose this strand because I

am interested in a particular
subject.

3.This strand was chosen to help

me improve my skills and
knowledge.

4. In this line of work, which I

intend to pursue, I consider
myself to be competent.

5.This strand appealed to me

because I want to continue
pursuing my dream job.

6. I researched which strand

would be best suited for my
future career, which is why I
chose this strand.

PEERS

7. My friends persuaded me to
pick this strand.

8. This strand was chosen by the

majority of my peers and
classmates.

9. This strand was previously

popular, which is why me and
my Peers chose it.

FAMILY

10. My family supported me

when I chose this stand.

11. My family helped me decide

which strand I chose.

12. My parents and I have a

future plan for me.

13. I was following the footsteps

of my parents.

14. My parents are the one

responsible for the strand I am
pursuing at the present.

TEACHERS

56
15.It is important to get my
teachers opinions on the strand I
take.

16. My teacher gave me an

advice that can helped me chose
this strand.

FUTURE OPPORTUNITIES

17. I chose this strand because

the career I intend to pursue is in
high demand at the moment.

18. I chose this strand because

there is economic stability due to
the high salary when employed.

OTHERS

19. I chose this strand because I

idolize someone in the career I
will pursue.

20. I just randomly chose what

strand I chose.

57
 APPENDIX D

ACTION PLAN

Goal: To address the difficulties encountered by Senior High Learners in Making

Decisions in Choosing Their Strands, as well as the factors that can influence their
decisive decision making. This action plan can help learners improve and grow their
decision making skills.
Strategy/Activity Objectives Time Frame Persons Involved

-Advocacy To implement
Campaign efficiently the January after the Teachers,
- Intensive informations to the 2nd Grading Period Upcoming Senior
Senior High School High Learners, and
information drive Learners Researchers

Brainstorming and To inform and to

intensive share more
information drive information to the
upcoming Senior
High Learners March to April Teachers,
about the strands Upcoming Senior
that they can take High Learners, and
and what course Researchers
they can connect
with that certain
strand

58
 REFERENCES

Deil-Amen, R. (2011). Socio-academic integrative moments: Rethinking academic and

social integration among two-year college students in career-related programs. Journal of
Higher Education
Retrieved from: https://cahsi.utep.edu/resource/socio-academic-integrative-moments-
rethinking-academic-and-social-integration-among-two-year-college-students-in-career-
related-programs/

Moneva, J. C., and Malbas, M. H. (2019). Preferences in senior high school tracks of the
grade 10 students. IRA International Journal of Education and Multidisciplinary Studies
Retrieved from:
https://www.researchgate.net/publication/336989525_Preferences_in_Senior_High_Scho
ol_Tracks_of_the_Grade_10_Students

Shumba, A., & Naong, M. (2012). Factors influencing students’ career choice and
aspirations in South Africa
Retrieved from:
https://www.researchgate.net/publication/281220229_Factors_Influencing_Students'_Car
eer_Choice_and_Aspirations_in_South_Africa

Tabula (2019) Effects in Choosing Right Academic Strand That Influence on Student ’s
Efforts, Motivation and Self-Efficacy of Senior High School Students in Mount Carmel
School of Maria Aurora Inc.
Retrieved from:
https://www.academia.edu/40727619/Evaluation_in_Choosing_Right_Academic_Strand
_That_Influence_on_Student_s_Efforts_Motivation_and_Self_Efficacy_of_Senior_High
_School_Students_in_Mount_Carmel_School_of_Maria_Aurora_Inc

Tesol (2019) Strands

Retrieved from: https://www.tesol.org/docs/default-source/tesol-convention/tesol-2019-
strand-descriptions.pdf?sfvrsn=0

Navaro, A., Enoza, P., Gamboa, A., Gonzales, C., Sebastian, J. (nd) FACTORS
AFFECTING THE STRAND PREFERENCE OF THE SENIOR HIGH
SCHOOL STUDENTS OF JUAN R. LIWAG MEMORIAL HIGH SCHOOL SENIOR

59
HIGH SCHOOL
Retrieved from: https://www.scribd.com/document/439721738/FACTORS-
AFFECTING-THE-STRAND-PREFERENCE-OF-THE-SENIOR-HIGH-SCHOOL-
STUDENTS-OF-JUAN-R-docx

Ebsen, F., (2018) Decision-making in social work, Nordic Social Work

Research
Retrieved from: https://www.researchgate.net/publication/323397127_Decision-
making_in_social_work

Martin, F. (2010) The Factors that Affect Students’ Decision in Choosing their College
Courses
Retrieved from:
https://www.academia.edu/9627266/The_Factors_that_Affect_Students_Decision_in_Ch
oosing_their_College_Courses

Witiko, K., Bernes, K., Magnuson, K., Badick, A. (2009) Senior high school career
planning: What students want
Retrieved from: https://ojs.unisa.edu.au/index.php/EDEQ/article/view/500

Sierra, A. (nd) An Inquiry to the Influence of Choosing the Strands among the Students
Retrieved from:
https://www.academia.edu/31785389/An_Inquiry_to_the_Influence_of_Choosing_the_St
rands_among_the_Students

Magdadaro, L. (2020) Passion- based vs. Practical- based Preference of Strand in Senior
High School
Retrieved from: https://hrmars.com/papers_submitted/7031/Passion-
_based_vs__Practical-_based_Preference_of_Strand_in_Senior_High_School.pdf

Rio, K., Quilario S., Torno, M., Adlawan, L., Pando, J., Cabalan, J., Sasan, J. (nd) Factors
Influencing the Preferences of Grade 10 Students in Choosing their Preferred Senior High
School Track
Retrieved from: https://ijrpr.com/uploads/V3ISSUE1/IJRPR2506.pdf

60
La, T. T. (2009). Factors Influencing the Educational and Career Choices of Senior
High School Students: A Case Study in Vietnam
Retrieved from: https://www.proquest.com/docview/304894212

61
 Curriculum Vitae

Name: Boado, Princess Nicole F.

Address: Gonzales Tubao, La Union
Gender: Female
Date of Birth: May, 29, 2006
Place of Birth: Agoo, La Union
Nationality: Filipino
Parent(s) /Guardian: Diana Dy Boado/Jan Caro Boado
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09664399537
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary Education
Gonzales, Elementary School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

62
 Curriculum Vitae

Name: Botor, Justin Patrick, T.

Address: Gonzales, Tubao, La Union
Gender: Male
Date of Birth: March 30 2004
Place of Birth: Agoo, La Union
Nationality: Filipino
Parent(s) /Guardian(s): Vanessa Botor/Joselito Botor
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09669273405
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary Education
Gonzales, Elementary School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

63
 Curriculum Vitae

Name: Gabrillo, Christian

Address: Francia Sur, Tubao, La Union
Gender: Male
Date of Birth: November 1, 2005
Place of Birth: Agoo, La Union
Nationality: Filipino
Parent(s) /Guardian(s): Antonette Gabrillo
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09669273405
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary Education
Francia Sur, Elementary School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

64
 Curriculum Vitae

Name: Hufemia, Aaron James O. Hufemia

Address: Francia Sur, Tubao, La Union
Gender: Male
Date of Birth: March 9, 2005
Place of Birth: Agoo, La Union
Parent(s) /Guardian(s): Angelica Kaye O. Borjal
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09458215709
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary Education
Saint Isidore School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

65
 Curriculum Vitae

Name:Mapile, Johanzer Mandrey, P.

Address: Gonzales, Tubao La Union
Gender: Male
Date of Birth: May 28, 2005
Place of Birth: Agoo, La Union
Nationality: Filipino
Parent(s) /Guardian: Joan P. Mapile/Enrique Victor M. Mapile
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09054654543
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary School
Gonzales, Elementary School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

66
 Curriculum Vitae

Name: Palon, Princess Mary H.

Address: Gonzales, Tubao La Union
Gender: Female
Date of Birth: May 22, 2005
Place of Birth: Agoo, La Union
Nationality: Filipino
Parent(s) /Guardian: Maria cristina H. Palon/Leo T. Palon
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09392349886
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Tubao Central School (1,2, 3),
Faith Christian Academy of Rodriguez Rizal (4,5,6)
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

67
 Curriculum Vitae

Name: Valenzuela, John Paul, L.

Address: Garcia, Tubao, La Union
Gender: Male
Date of Birth: January 21,2005
Place of Birth: Agoo, La Union
Parent(s) /Guardian: Shirley Valenzuela/ Ronaldo Valenzuela
Civil Status: Single
Institutional Affiliation: San Alberto Magno Academy Tubao La Union
School Address: Poblacion, Tubao La Union
Contact Number: 09953657840
E-mail Address: [email protected]
EDUCATIONAL BACKGROUND

2017-Present Secondary Education

San Alberto Magno Academy
Tubao,La Union
2010-2017 Elementary Education
Tubao Central School
Tubao, La Union
TRAININGS/SEMINARS ATTENDED

2019 - Present Parish Youth Ministry (PYM)

68