From Academic Track To Tle: A Phenomenological Study On SHS To College Course Alignment

FROM ACADEMIC TRACK TO TLE: A PHENOMENOLOGICAL STUDY ON
SHS TO COLLEGE COURSE ALIGNMENT
MAY MONICA C. CORBO

ELSIE AGUYLO
PAULA I. CAPILI
Authors
Albert Mapalo. MAEd

Adviser
AN UNDERGRADUATE THESIS
Submitted to the College of Teacher Education of the

Kolehiyo ng Pantukan, Pantukan, Davao de Oro
In partial fulfillment of the requirements
for the degree of
BACHELOR OF TECHNOLOGY LIVELIHOOD EDUCATION

Major in Home Economics
February 2023
Disclaimer
This research is an official document of the College of Teacher Education

of the Kolehiyo ng Pantukan.
Quotations from contractions and reproductions of all or any of this
document are not authorized without specific written permission from the Dean of
the College of Teacher Education of the Kolehiyo ng Pantukan.
The opinions, ideas, and proposals expressed herein are those of the
student author(s) and do not necessarily express the official views of the College
of Teacher Education of the Kolehiyo ng Pantukan or any other government
agencies.
Reference to this work includes the foregoing statement.
KOLEHIYO NG PANTUKAN
College of Teacher Education
Juan A. Sarenas Campus
Kingking, Pantukan
Approval Sheet
This Undergraduate Thesis titled “FROM ACADEMIC TRACK TO TLE: A
PHENOMENOLOGICAL STUDY ON SHS TO COLLEGE COURSE
ALIGNMENT” is submitted by MAY MONICA CORBO, ELSIE AGUYLO, and
PAULA CAPILI in partial fulfillment of the requirements for the degree, Bachelor
of Technology and Livelihood Education Major in Home Economics, and is
hereby approved and accepted.
MR. ALBERT MAPALO, MAEd
Adviser
Date:
CELEDONIA C. COQUILLA, LPT,EdD EUFROSINA P. MINES, ChE.EdD
Member, Advisory Committee Member, Advisory Committee
Date: Date:
LYNARD BOBBY L. ASIRIT, PhD CESE
Chairperson, Advisory Committee
Date:
accepted as partial fulfillment of the requirements for the degree, Bachelor

of Technology and Livelihood Education Major in Home Economics.
FDR DR. JOCELYN H. HUA, DFRIEDR
College President
Date:
Study
Number:
Received by:
Date Received
Abstract
This phenomenological study explores the alignment of senior high school
and college courses in the Philippines, specifically between the Academic Track
and Technology and Livelihood Education (TLE) approaches. The study applied
a qualitative phenomenological research design exploring the participants' lived
experiences. This study anchored the theories of college selection,
happenstance theory, and social cognitive career theory. This research was
formulated as an interview guide question, in-depth interview, and focus group
study. Using purposive sampling, the researcher selects four participants from
the BTLED department. After analyzing this study, students who switch from the
academic track to TLE as a college course provide more favorable feedback
according to the themes. This demonstrates that the TLE program is a good
choice for students who may not have initially considered an academic future but
are now flourishing and enjoying it. This study emphasizes the need for a
student-centered educational strategy where educators and institutions work
together to provide students with the knowledge, abilities, and competencies
required to thrive in their chosen fields. By aligning senior high school and
college curricula, we can ensure that students are well-prepared for the
challenges of higher education and the workforce, improving outcomes for
individuals and society.
Keywords: Academic Track, Senior High School (SHS), College Course

Dedication
This research is the result of many hours of effort and significant
sacrifices. This study is a tribute to all educators, administrators, and officials
who are dedicated to giving our students the finest learning opportunities
available. We want to shed light on the opportunities and problems that students
face as they change their academic focus by examining the alignment between
senior high school (SHS) and college courses. May this research serve as a
catalyst for further work to enhance the alignment and coherence of our
educational institutions,
The Authors
Acknowledgement
First of all, let’s praise and thank God, the Almighty, for His numerous
favors that enabled us to successfully conclude our action research project.
Graciously accept our heartfelt and sincere thanks.
For allowing us to complete this undergraduate thesis and for his invaluable
advice during the research, we are grateful to Dr. Lynard Bobby Asirit.
For DFRIEDr. Jocelyn H. Hua's dynamism, knowledge, genuineness, and drive
have greatly influenced us and helped shape who we are today. To work and
learn under his direction was a wonderful honor and privilege. We are really
appreciative of what our advisor, Sir Albert Mapalo, MAEd,, has provided for us
to enable this research.
for Sir Mharfe M. Micaroz, MAEd, who coordinated our program and served as a
father figure who helped us in whatever way he could. Also, we appreciate his
friendship, understanding, and wonderful sense of humor. He has our sincere
gratitude for his acceptance and tolerance during the conversation and check.
We prepared and conducted research.
Finally, we would like to express our gratitude to everyone who helped us,
whether directly or indirectly, with the study project.

The Authors
TABLE OF CONTENTS
PAGE
Title Page ……………………………………………………….
Disclaimer ………………………………………………………
Approval Sheet ………………………………………………………
Abstract ………………………………………………………
Dedication ………………………………………………………
Acknowledgement ………………………………………………………
Table of Contents ………………………………………………………
CHAPTER
I. INTRODUCTION
Purpose of the Study ……………………………..
Research Questions ……………………………..
Importance of the Study ……………………………..
Definition of Terms ……………………………..
Scope and Limitation ……………………………..
Organization of the Study ……………………………..
Review of Related Literature ……………………………..
II. METHOD
Research Method ……………………………..
Research Participants ……………………………..

Role of the Researchers ……………………………..
Data Source and Research ……………………………..
Instrument
Data Collection Procedure ……………………………..
Data Analysis Procedure ……………………………..
Validity and Reliability ……………………………..
Ethical Considerations ……………………………..
PAGE
CHAPTER
III. RESULTS AND

DISCUSSION
Results ……………………………
Discussion ……………………………
Summary ……………………………
IV. IMPLICATIONS AND

CONCLUDING REMARKS
Implications ……………………………
Concluding Remarks ……………………………
References ……………………………
Appendices ……………………………
Curriculum Vitae ……………………………
CHAPTER 1
INTRODUCTION
Making a career choice is a defining phase in every student's life.
"Students have to consider several factors before arriving at a decision," says
Samson. The course is the field that students have chosen. Students often
decide on their college courses (Samson, 2020).
The college course preferences of students that will be graduating from
senior high school are greatly affected by a lot of factors, including what strand
they decided to take up during their eleventh and twelfth-grade levels, as it may
cause them to continue to pursue the academic track they decided to take up
before college or switch to a different academic field of study for their
undergraduate program. Among these factors that will affect the choice of
students on what college course they will take up aside from their senior high
school strand are their capabilities, future career path, their parents' choice, peer
pressure, and personal interests (Jacolbia, 2018).
A mismatch is a flawed or appropriate match, and it is driven more by the
decisions of students and families than by admissions offices. According to the
study by Morales (2020), Paul E. Barton stated in an interview that "if students
choose to be mismatched, that reflects either insufficient information that leads
them to believe that mismatching is a good idea."
Hence, this study focuses on students who, upon entering college,
changed their specialization (from the academic track to TLE) and faced
difficulties. This study aimed to determine why they chose to enroll in TLE as a
college course rather than continuing with their old high school academic track
and how they decided.
PURPOSE OF THE STUDY
This study aimed to explore and understand why they decided to enroll in
TLE as a college course rather than continuing with their senior high school
academic track and how they decided to switch from that track to taking TLE in
college.
RESEARCH QUESTIONS
To explore and understand the lived experiences of students who shifted
to TLE from the academic track. This research sought to answer the following
questions:
1. What are the lived experiences of students who have shifted courses from
the academic track to TLE?
a. Why do students shift from an academic track to a TLE course?
b. How does the shift from an academic track to a TLE course impact
a student's academic and social experience?
c. What steps can students take to successfully navigate and
overcome the challenges of switching from an academic track to a
TLE course?
2. How do TLE students address/cope with their challenges as college TLE
students?
a. What strategies do TLE students use to manage the academic and
personal challenges of being a college TLE student?
b. How do TLE students balance the demands of their coursework
with other responsibilities and commitments, such as work or family
obligations?
c. What support systems are available to TLE students to help them
cope with the stresses and pressures of college life, and how do
TLE students’ access and utilize these resources?
3. What are their insights about changing their academic track to TLE as a
college course?
a. What made them consider changing their academic track to TLE?
b. How did they go about making the change to TLE as a college
course?
c. What have they learned or experienced since changing to a TLE
track in college?
THEORETICAL LENS
Social Cognitive Career Theory
Social Cognitive Career Theory by Albert Bandura was developed by
Robert W. Lent, Steven D. Brown, and Gail Hackett in 1994. People choose the
activities they will engage in, and their effort and persistence in these activities
entail considering outcomes and self-efficacy beliefs. The theory suggests that
people's careers are influenced not only by their abilities and interests but also by
the expectations and norms of their social and cultural environment. The social
cognitive career theory emphasizes the importance of self-efficacy or the belief in
one's ability to succeed. It suggests that people's career choices are influenced
by their experiences and perceptions of success and failure.
Happenstance Theory
John Krumboltz’s Happenstance Theory (1999) focused less on having
specific plans for your future and more on finding opportunities in unplanned
events. The theory suggests that people's careers are not determined solely by
their interests, abilities, and experiences but also by the unexpected events and
opportunities they encounter. The happenstance theory emphasizes the
importance of being open to new experiences and being prepared to take
advantage of opportunities that come your way.

Theory of College Selection
The theory of College Selection by Randall G. Chapman (1986) is a
behavioral theory of how students select a college is posited in this paper. This
theory integrates aspects of search and choice into a comprehensive college
selection theory. The theory of college selection is a theoretical lens used to
explain the factors that influence a student's decision to attend a particular
college or university. The theory suggests that students' college choices are
influenced by several factors, including their academic and career goals, financial
resources, and the availability of colleges and universities in their area. The
theory of college selection also emphasizes the importance of social and
environmental factors, such as the influence of family and friends, in shaping
students' college choices.
IMPORTANCE OF THE STUDY
Understanding why the students enrolled in TLE as a college course
rather than continuing with their senior high school academic track. Moreover,
how they came to that decision to take TLE in college is crucial to understand
how their choice of SHS strand affects their choice of a college program. The
results of this study will be helpful to students, school administrators, curriculum
designers, and future researchers.
Students will primarily benefit from this research as they select their
college programs. Students will learn from the study what programs are
connected to their strands. The school administrator will benefit from this
research, as they will know what senior high school strands they offer and how
they will bridge them to college programs.
Curricula designers will also gain from this research because it may help
them continue to create curricula specific to various strands of study. Future
studies that will be done about the senior high program will benefit from the data
that this research has provided. This study will aid the ongoing development of
the senior high school program.
DEFINITION OF TERMS
This lens is defined conceptually and operationally.
Academic Track. The academic track consists of classes that, in terms of
subject variety and, to some extent, difficulty, will ease the transition to college
life (Rll. 2015). In this style of educational organization, students are divided into
several classes or programs following their individual needs and aptitudes. It

underlines that assigning students to groups for educational purposes can affect
their learning and academic performance in both positive and negative ways.
Senior High School (SHS). Refers to the K–12 Basic Education Program's final
two years, Grades 11 and 12. (DepEd). Senior high school programs frequently
provide various academic and optional courses, extracurricular activities, and
opportunities for students to develop essential life skills. It includes
comprehending its objectives, organizational structure, and the opportunities it
provides pupils as they enter adulthood and beyond.
College Course. A course is a collection of lectures or lessons on a single topic
(Collins English Dictionary). A "college course" is a class offered by a college or
university. A college course is a structured program of study offered by a college
or university and designed to provide students with a particular set of knowledge
and skills in a specific field of study. Understanding the course's objectives,
structure, and goals, as well as the intended learning outcomes, is required.
Alignment. The alignment process or condition of alignment (Merriam-Webster,
2022). Alignment is a notion that defines how important course components work
together to help students achieve the stated learning outcomes. Alignment in a
college course refers to the coherence and consistency of the course's
objectives, content, assessments, and learning outcomes. It underlines how

essential it is to provide seamless educational experiences that enhance student
learning.
SCOPE AND LIMITATIONS
The study's weakness relates to how academic track and TLE courses are
aligned from SHS to college. The experience and problems of SHS-to-college
course alignment are the main topics of this study. Additionally, this study will
conclude SHS students who registered in TLE through Kolehiyo ng Pantukan's
academic stream. The interview will aim to speak with students who can explain
and justify their experiences switching from an academic track to TLE course
alignment.
ORGANIZATION OF THE STUDY
The organization and arrangement of this study will enable readers to
quickly recognize and comprehend it. The whole presentation and explanation of
how the study was organized may be seen below.
The study's introduction is presented in Chapter 1 of the book. The study's
purpose, which outlined the intent behind its conduct, was then mentioned.
Research questions that included interview guide questions were created and
evaluated to collect responses from the informants and achieve the study's
objectives. The theoretical framework upon which this study was built was then
presented. The study's significance was covered next, explaining how its
advantages were operationally defined to allow for thorough and detailed
interpretations. The study's constraints and scope were then presented to
illustrate its parameters. The review focused on related literature and studies that
supported the present study in various ways.
Chapter 2 provided an overview of the study's methodology, including the
research design, participants, data sources, research instrument, and data
collection techniques. This chapter covers the study's validity, reliability, and the
researcher's involvement in data collection. Also covered in this chapter were
concerns about participant confidentiality and data analysis.
The results and discussion in Chapter 3 will illustrate the real-world
experiences that were had by the characters.
The implications and final thoughts from this study will be covered
in Chapter 4.
REVIEW OF THE RELATED LITERATURE
One of the four tracks available in the senior high school curriculum of the
Philippine K-12 Basic Education Curriculum is the Academic Track. It is designed
for kids who plan to continue their studies following high school graduation.
Accountancy, Business, and Management (ABM), General Academic Strand
(GAS), Humanities and Social Sciences (HUMSS), and Science, Technology,
Engineering, and Mathematics (STEM) are the four academic track strands. For
more information on the specializations and difficulties associated with each
strand, keep reading this track guide (Nucum, 2018).
Course alignment is a design process that ensures learning goals,
assessments, and course learning activities are all well-linked (Scott, 2022).
Many college students who have completed high school select courses that
complement the particular strands they enrolled in, but many students also end
up in degree programs with no connection to whatever they choose to study in
high school (Bernal, 2021). Because it shapes a student's interests, objectives,
and decision-making processes, the academic path they choose in high school
can have an impact on how their college courses complement one another.
College course alignment may also be influenced by some other things.
Parent and Peer Influence
An adolescent's capacity to seek other vocations that are more suited to
him or she may be hampered by the pressure to do well in school or
encouragement for only a small number of occupations. For instance, if parents
explicitly inform their children that they will only pay for their college expenses if
they choose specific majors, if a parent quietly reinforces the value of some
careers while downplaying others, or if they expect their child to graduate with a
particular degree and work for a bank or law firm, these are just examples of how
parents may adversely restrict their children's career prospects. The financial
interests and aspirations of parents can have a direct or indirect impact on their
children's career decisions by introducing their own biases and attitudes into
particular vocational domains. Parents' actions and demeanor have a
considerably bigger influence on their children than their words when it comes to
career preparation. Additionally, a teen's impression of their parent's
expectations may influence their professional preferences, depending on whether
they feel compelled to accept or reject their parents' viewpoint (Kazi & Akhlaq,
2017).
This is a simple method of avoiding making independent decisions. The
majority of students like to travel by following the crowd. The practice that is most
in vogue when choosing a university or college is "Follow your friends." The
majority decision is regarded as the best decision. The number of students who
fail to excel in their careers and simply continue with an average performance
has increased due to this thinking. The most frequent early decision that students
make, and one that they typically come to regret, is choosing a career solely to
live up to their parent's expectations. The majority of students from business
families are predisposed to select commerce as their preferred field of study.
Some people who struggle to give in to family pressure, which passes for
guardianship, are thought to be detrimental to the student's long-term success
(Manav, 2020).
Personal Interest
Happiness is an emotion, but it's a significant one because practically
every man aspires to obtain it and engages in actions that are motivated by it.
Therefore, every student needs to choose a job path that would make them
happy and fulfilled so that whatever they do, they enjoy it. Knowing your reasons
for choosing a course is crucial, but you shouldn't ignore the fact that most of
your decisions have been and will be motivated by a variety of factors. Whether
it's to advance a passion or meet an anticipated long-term career goal, you
should be certain of your reasons before applying to that tertiary institution
(Aboje, 2022).
The first step in reviewing your keen interests and abilities is to look at
how well you perform academically. Your academic achievement must have a
solid foundation to provide you with the motivation you need to follow your
aspirations. For instance, a student who wants to pursue a career in medicine
should already be an expert in chemistry, biology, and physics, as these topics
serve as a solid foundation. Therefore, you should be aware that high academic
performance in line with the chosen profession or industry, interest, and abilities
are the main factors to consider when deciding whether to pursue a
postsecondary institution. Additionally, giving you a benefit will also make you
joyful because everything (Aboje, 2022)
In addition, the place you live is one aspect that may have an impact on
why you choose a particular course. Other possible reasons are events or
encounters, and parents or your peer group may have a larger impact (friends).
Students frequently select a certain course of study because they believe it will
lead to a career in the field to which the course is related. It is entirely up to you
to decide why you would choose a course, but it is advantageous if you study a
course because both your interest and abilities are involved in that course. If your
interest is in a field in which you know you could make a career, then it is
established that a profession in that field makes you happy and gives you a
sense of value in contributing to society (Aboje, 2022).
The majority of people choose their hobbies based on their personality
and character. When a person chooses a career based on their personality, it
can also work the other way around. Here, a student's personality encompasses
not only how they appear on the outside but also how they see the world. A
competent communicator who is fluent in more than one language is more likely
to gravitate toward the mass media. Similarly to this, a good leader who can
sway large groups of people chooses a career in management. Personality traits
are usually helpful in choosing a good career because they make it simple to
develop the skills we currently possess (Manav, 2020).
Financial Considerations
Financial considerations aren't taken into account by many families early
enough in the college application process. This frequently occurs when parents
find it difficult or uncomfortable to talk to their children about the realities of family
finances (Byun, 2022). Education can be expensive, and students and their
families may not be able to afford the cost of tuition and other fees associated
with a particular course or program. This can lead students to choose courses
that are less expensive or more financially viable, even if they are not their top
choices or do not align with their interests and goals.
According to reports, among several nations, the Philippines has the
greatest percentage of families taking out loans to pay for their children's
education. In Unesco's 2021 Global Education Monitoring Report, at least 36% of
Filipino households must take out loans or accrue debt to pay for their children's
education (Baclig, 2021). Particularly at the postsecondary level, tuition and other
expenses can be exceedingly pricey, especially if a family is trying to send
several kids to school at once. “We have underestimated just how much families
are still paying for education when, according to governments, it should be free,”
said Manos Antoninis, director of the Global Education Monitoring Report (Baclig,
2021). Even with the assistance of free education, families, particularly parents,
still struggle to cover their children's costs and fees, such as transportation and
others.
The desire for colleges to be more open about what students and their
families will need to pay goes hand in hand with the push to lower costs. In
America, the Department of Education released recommendations earlier this
year telling universities to refrain from referring to student loans and work-study
programs as "awards." It also suggested dissecting the price of attendance into
separate costs for things like lodging, meals, supplies, transportation, and health
insurance (Busta, 2019). However, the institutions sometimes struggle to explain
to students how much it will cost them to attend college.
Students who are taking college courses that do not correspond to their
senior high school strands have expressed skepticism about their initial strand
decision. Due to rising higher education expenses, experts believe that students
may be prioritizing financial concerns and future employment prospects over
other aspects when choosing a college (Kerr, 2020). According to the data from
the study by Lao, Villamayor, Campos, Dasmarinas, Dechavez, and Toledo
(2022), the student's decision-making was influenced by the cost and practicality
of the preset college courses they selected. In other words, college students
decided to enroll in a course with minimal costs even when it did not fit with their
area of interest or specialty since it would not have a great impact on their
finances.
The academic path a student takes in high school can affect how their
college courses align since it can mold their interests and ambitions and affect
how they make decisions. The alignment of college courses might also depend
on several factors, such as parent and peer influence, personal interest, and
financial consideration.
Based on Expediency
Picking on a course and college is a crucial decision. Although it is
impossible to anticipate the future, the decisions you make can influence the
experiences you have in the years to come (Bukas Team, 2021). The decision to
enroll in a course and attend a particular college is important since it lays the
groundwork for one's future experiences in both academics and the workforce.
Picking a course that was centered on expediency would make one of the
elements in leading course mismatch. It can lead to a course mismatch that not
only wastes time and money but also fails to give the knowledge and skills
necessary for future success if course selection decisions are made solely on
expediency rather than alignment with personal interests and professional
aspirations.
Having a positive Mindset about Challenges
The negative correlation between stress and school adjustment is
moderated by positive thinking, as is the positive correlation between life
happiness and school adjustment (Chui & Chan, 2020). A student's adjustment to
school can be greatly aided by positive thinking, especially when dealing with
stress. It shows the positive relationship between life satisfaction and academic
success can be moderated by positive thinking. This suggests that having an
optimistic outlook can improve a student's life satisfaction, which improves their
ability to acclimatize to school. Students can cultivate a higher feeling of well-
being and improve their academic performance by developing a positive attitude
and concentrating on the positive elements of their school experience.
According to Vaughn College of Aeronautic Engineering, Aviation, and
Technology (2021), you might be underestimating the power of positive thought.
You'll be able to stay focused, motivated, and organized with its aid. Thinking
positively has a ripple effect on others around you. Your happiness and
confidence can spread if you are joyful and upbeat. You'll start to watch things
fall into place. When switching college courses, having a positive view is crucial
since it can help you manage the hurdles and keep a good outlook. You can
consider hurdles to your goals as chances for growth and development by
maintaining an optimistic outlook. You can keep your goals in mind and retain
perspective with its assistance. You may strengthen your resilience and improve
your capacity to deal with obstacles you face by maintaining an optimistic
mindset. While switching college courses, a good approach, the ability to handle
challenges, and motivation are all made possible. It might help you see the
problems as opportunities and boost your chances of success in your academic
and career path.
Being Adaptive to Changes and New Circumstances
An adaptive person accepts these new opportunities and changing
circumstances without fear or anxiety. Those that are adaptable create
specialized skill sets, procedures, and frameworks that enable them to handle
various situations as they arise rapidly and effectively (Raeburn, 2022). The
capacity to adapt is a crucial trait that enables people to take advantage of new
possibilities and deal effectively with changing situations. It emphasizes how
crucial adaptation is as a necessary quality for success in the modern world.
Adaptable people embrace change with a positive attitude and develop the
abilities required to manage varied situations effectively, which increases their
likelihood of success in the face of changing circumstances and new chances.
Adaptability is considered to be a kind of personal resource that helps
individuals to accommodate changing conditions (Zhou & Lin, 2016). Those that
are flexible may pick up new skills, deal with difficulties in novel ways, and swiftly
adapt to changing circumstances. A key personal quality that enables people to
adapt and prosper in changing situations is adaptation. The value of adaptability
is a human trait that helps people to adapt to changing circumstances and
succeed. The ability to adapt is a valuable trait that can be cultivated and
improved, and it is essential for success in the quickly evolving world of today.
Staying On-Course
Upskilling or continuing education, according to the National American
University (2021), can improve your knowledge in a particular subject or give you
the credentials you need to start a new job in a completely unrelated field.
Maintaining a course of study might be made easier by obtaining extra education
or training. The multiple advantages of continuing one's chosen path of study
while obtaining extra education or training. Individuals can get fresh perspectives
and abilities that they can use in their future employment as well as a deeper
understanding of the subject they have chosen, thanks to the education or
training they receive.
According to Top 7 Reasons Why College Is Important (2022), college is
important for many reasons, including increased career stability and satisfaction
and the ability to make an impact on your community. With more and more
careers requiring advanced education, a college degree can be critical to your

success in today's workforce. Research indicates that earning a degree can have
a significant and expansive impact on your life. It also has the potential to help
you positively impact your family—and the world. Understanding the long-term
advantages of a college education might help people maintain their motivation
and academic focus. The numerous long-term advantages of a college education
in terms of continuing one's academic goals. Understanding the potential results
of a college education might help people maintain their motivation and academic
concentration in the face of difficulties or failures.
Difficult but worth it
According to Team Leverage Edu (2022), choosing the right courses can
help students fit in their hobbies and learn more about a field they're genuinely
interested in pursuing. Students can pursue their hobbies and passions while
learning important knowledge and abilities in their chosen fields by choosing the
right courses, according to research. The value of picking the appropriate
courses to follow one's interests and passions while simultaneously learning
important information and skills in one's sector of choice. That is by enrolling in
classes that reflect their passions and interests. Students may be more inclined
to interact with the subject, have a deeper comprehension of their field of study,
and eventually achieve higher career success and pleasure.

Rubin (2017) asserts that following a passion can result in genuine
satisfaction and have a long-lasting impact on others. The only way to genuinely
achieve in life is to accomplish the objectives that one has set for oneself, not
those that others have set. Following one's passion can result in personal
fulfillment and achievement as well as positive social effects. The significance of
following one's passions and establishing personal goals is to find fulfillment and
success in oneself, as well as to positively influence others. These people may
inspire others, bring about a wave of good change, and eventually find more
success and joy by setting personal goals and pursuing their hobbies.
In conclusion, it can be tough to follow a challenging but worthwhile
academic path when your college courses don't align with your chosen
professional path. Yet, you may overcome the challenges in your way and
succeed in your academic and professional activities by keeping committed to
your goals, looking for more help and resources, and maintaining openness to
new possibilities. Keep in mind that learning is a journey, and sometimes the
most important lessons are discovered via tenacity and grit in the face of
difficulty.
Adopt a growth mindset.

Bowman (2020) defines the phrase "growth attitude" as the belief that
successful strategies and endeavors can improve performance. A growth
mindset can result in increased success and accomplishment. A growth mindset
encourages people to concentrate on the process of learning and improvement
rather than merely the result, which can result in greater success and
performance. Those with a growth mindset are more inclined to take risks, try out
novel strategies, and ultimately succeed more because they view obstacles and
mistakes as opportunities for learning and progress.
Students with growth mindsets tend to have better academic outcomes
than those with fixed mindsets (7 Strategies to Help Students Adopt a Growth
Mindset in Your Writing, 2022). Academic success can be significantly impacted
by a student's perspective. Whereas students with fixed mindsets think that
intelligence and talents are mostly fixed and cannot be changed, students with
growth mindsets believe that intelligence and abilities can be developed through
diligence, commitment, and successful techniques. Students that adopt a growth
mindset are more likely to accept difficulties, persevere in the face of obstacles,
and use failures as opportunities for growth.
In conclusion, having a growth mindset might be a useful strategy for
overcoming a mismatch in your college courses and succeeding in your
academic endeavors. You can acquire the abilities and understanding required to
succeed in any academic or professional context by accepting challenges as
chances for progress, persevering in the face of failure, looking for new learning
tactics, and utilizing the resources available to you. A growth mindset is about
building the mindset and behaviors that will benefit you throughout your life, not
only about getting good marks or passing tests. You can accomplish your
objectives and realize your full potential if you have a growth mentality.
Muster all possible resources.
The appropriate professional decision is one of the most crucial ones you
will make in life, claims Glassdoor (2021). By taking into account several criteria,
you may make the selection easier. Choosing the appropriate job choice is
crucial for a person's professional and personal development. The significance of
choosing the appropriate professional path is emphasized, and it is suggested
that people might simplify the process of choosing a job by taking into account a
variety of factors. More career happiness, personal fulfillment, and professional
development may result from this.
A crucial tactic for success in the academic area is to marshal all of your
resources in the face of a college course mismatch. There are a variety of
resources available to students to assist them in overcoming academic
challenges and excelling in their coursework, including joining study groups,
looking for additional tutoring or mentorship, looking to online resources and
educational tools, or using online resources and tools. Also, students can learn
how to maximize their learning capacity and customize their education to fit their
preferred job route by obtaining advice from academic advisers or instructors.
Students can gain the abilities and knowledge required to thrive in any academic
environment and accomplish their long-term academic and professional goals by
making the most of all the resources at their disposal.
In conclusion, it's critical to mobilize all available resources to overcome
academic problems and succeed when faced with a mismatch in college
courses. There are several options available to help students maximize their
learning capacity and customize their education to their preferred career path,
whether it be by seeking out additional support, using internet resources, or
getting advice from academic advisers. By utilizing these tools, students can gain
the abilities and understanding required to succeed in any academic environment
and realize their long-term academic and career objectives.
All things considered, it is critical for students to carefully weigh each of
these aspects and ensure that the program or major they select is in line with
their interests, objectives, and values. Their motivation and engagement in their
academics may increase as a result, and their readiness for their future
employment may also improve.

CHAPTER II
METHOD
RESEARCH METHOD
The study applied to a qualitative research design employing a
phenomenological study that explores the lived experiences of the participants.
According to Creswell (2013), qualitative research is an approach to exploring
and understanding the meaning of individuals or groups ascribed to a social or
human problem. In addition, qualitative research involves collecting and
analyzing non-numerical data (e.g., text, video, or audio) to understand concepts,
opinions, or experiences (Bhandari 2020).

We employed the phenomenological approach, which, according to
Creswell (2013) as cited by Alase (2017)., focuses on the intentionality of
consciousness and emphasizes the search for essentials, invariant structure (or
essence), or the central underlying meaning of the experience. Experiences are
constrained by both their outward appearance and their internal consciousness,
which is based on memory, image, and meaning. The primary goal of this case
study was to obtain a greater understanding of the experiences and challenges
of the students who have changed from their academic track to TLE as a college
course. We used in-depth interviews to understand the opinions or experiences
of the students who have changed their academic track to take TLE as a college
course.
RESEARCH PARTICIPANTS
The participants are four selected BTLED students in Kolehiyo ng
Pantukan who have changed their academic track to take TLE as a college
course. We used purposive sampling in this study. Purposive sampling, also
known as judgmental, selective, or subjective sampling, is a form of non-
probability sampling in which researchers rely on t own judgment when choosing
members of the population to participate in their surveys (Blog, 2021). The
reason for purposeful sampling is the better matching of the sample to the aims
and objectives of the research, thus improving the rigor of the study and the
trustworthiness of the data and results (Campbell, 2020).

Creswell's (2013) concept, which Guetterman (2015) stated that three (3) to
ten (10) examples are sufficient as long as saturation is obtained, supported the
number of participants. There were four participants in this study. They were all
subjected to in-depth interviews.
In choosing the participants of this study, they must be BTLED students
studying in Kolehiyo ng Pantukan who have changed their academic track to take
TLE as a college course.
ROLE OF THE RESEARCHERS
In qualitative research, the researcher’s job is to make an effort to
understand the participants’ thoughts and feelings. The researchers’ main
responsibility is to safeguard the participants and their data while it is being
collected. Mechanisms for such safeguarding must be clearly articulated to
participants and approved by a relevant research ethics review board before the
research begins (Sutton & Austin, 2015).
We, researchers, acted as the human instruments in our study,
interviewing the students who have switched their academic track to take TLE as
a college course. To qualify a person's case for inclusion in our research, we
interpreted it to reflect the person’s hard work, obstacles, and problems.
We are accountable for the welfare of the participants as our research is
conducted. We must maintain the anonymity or confidentiality of our participants'
identities, and we made sure to avoid using any information or utterances that
could be used to identify the chosen participants. We respected the wish for
anonymity of our chosen participants, and they determined whether or not their
identities could be used in the study to give them credit for their responses.
As a translator, we make great efforts to ensure that the written language
is changed accurately and impartially.
As an encoder, we appropriately encode the given data into a document,
taking care to encode accurate data to prevent mistakes in our research.
As an observer, to evaluate the reality of each participant's answer or
perspective, we pay great attention to how they move and feel.
As analysts, we pay special attention to evaluating both the data we
collected and the replies of the participants we have chosen for our study.
As a transcriber, after carefully listening to audio or video recordings, we
turn them into a written language without altering the concepts being conveyed.
DATA SOURCE AND RESEARCH INSTRUMENT
Interviews with the BTLED students who have changed their academic
track to enroll in TLE as a college course allow us to get the research material
from the students that we will be using in our research. The researchers
purposefully gathered the data for this study. The interviews are voice- and
video-recorded, and then we transcript and analyze them using an in-depth
interview. Only BTLED students who have changed their academic track to enroll
in TLE as a college course will be chosen for this study. The scene that we use
takes place at Kolehiyo ng Pantukan, Davao de Oro.
In this study, the researchers used interview guide questions. An interview
guide is simply a list of the high-level topics that you plan on covering in the
interview and the high-level questions that you want to answer under each topic
(Bird 2016).
The questions are written and asked in English, but they also use the
language in which they feel most at ease so that they may express themselves
clearly.
DATA COLLECTION PROCEDURE

Before ending the research, the researchers followed the proper and
accurate processes. During the data-gathering process, we pose several
questions.
We seek permission from the advisers and parents of our target
participants as well as the research director at Kolehiyo ng Pantukan, where our
study will be carried out.
We pick BTLED students to interview for our study after obtaining
permission to do so at a particular school. We make sure that our participants’
identities are kept private for their safety.
In the study, the interviews are recorded. While doing the interview, one of
us keeps an eye out for the interviewees’ facial expressions and emotions.
The documentation is saved on a computer or other suitable disk for
transcription when the information has been gathered. After transcription, the
research discourse analysis will be finished. Our advisor will work with us to
make sure that each participant is carefully inspected.
DATA ANALYSIS PROCEDURE

Data analysis was done following data collection. The in-depth interview
collected data were all carefully examined, examined, summarized, transcribed,
and synthesized.
These are the steps for conducting data analysis that Creswell (2007)
suggests. Data organization and preparation come first. Second, the information
is carefully read. Lastly, the researcher performs a thematic analysis to find
themes, such as fascinating or significant patterns in the data. This entails
categorizing linked data segments into different groups. The researcher then
creates a description of the scene or participants and extracts themes from the
coding. Lastly, the data are presented in the research report by the researcher.
The researcher then assesses the data's broader significance.
The researcher used Creswell's suggested steps for data analysis. The
researcher first prepared and organized the data. In this step, the researcher
translated, categorized, and organized the data into several types based on the
information's sources. Second, the data were thoroughly read by the researcher.
We considered the overall significance of the participants' responses. To
accurately extract the ideas of the participants, we painstakingly reread the data.
Lastly, a thematic analysis was done by a professional data analyst. The
data were coded during this step. Important responses were called out and
emphasized by the researcher. After coding, the data analyst developed central
concepts and grouped them according to common themes. Theme creation was
accomplished. The themes and accompanying fundamental ideas were then
given by the researcher in a tabular format.
Finally, the researcher evaluated and clarified the data's overall meaning,
using pertinent sources to support each topic.
VALIDITY AND RELIABILITY
Reliability and validity are concepts that will be used to evaluate the
quality of research. They indicate how well a method, technique, or test
measures something. Reliability is about the consistency of a measure, and
validity is about the accuracy of a measure (Middleton, 2022). The consistency
with which a method measures something is referred to as reliability. The
measurement is regarded as reliable if the same outcome can be consistently
obtained by applying the same techniques under the same conditions. Validity
describes how well a method measures what it is supposed to measure.
When a study's findings are highly valid, it means that they accurately
reflect genuine properties and traits. In establishing trustworthiness, Lincoln and
Guba created stringent criteria in qualitative research, known as credibility,
confirmability, transferability, and dependability, CCTD (Lincoln & Guba 1985, as
cited by Forero, Nahidi, et al. 2018).

Credibility is to establish confidence that the results (from the perspective
of the participants) are true, credible, and believable (Lincoln & Guba, 1985, as
cited by Forero, Nahidi, et al., 2018).
Being believed or regarded as true, real, or honest is the attribute of
having credibility. Credibility in a research study refers to the assessment of
whether the research findings indicate a "credible" conceptual interpretation of
the data derived from the participant's original data. Several strategies can be
utilized to build credibility. In this study, extended engagement, iterative
questioning, and member checking were used.
There was a prolonged engagement in the study. Spending enough time
in the field to learn about or comprehend the culture, social environment, or
phenomenon of interest is referred to as prolonged engagement. The researcher
chatted with a variety of people, spent enough time studying different parts of the
environment, and built rapport with the participants by getting to know them.
To address credibility in this study, iterative questioning was used. It is a
method of questioning in which the researcher revisits a subject that had
previously been brought up by an informant and gathers pertinent information
using rephrased questions. Falsehood was identified and eliminated in this way.
The researcher asked the subjects identical questions throughout the in-depth
interview, but she framed them differently each time. This will guarantee that
participants' responses are consistent.

Furthermore, the researcher used member checking. It is the single most
crucial change that can be made to increase the study's credibility. The veracity
of the data can be verified immediately, throughout the chat, or at the conclusion.
The participants also had the chance to read the discussion, interpretation, and
conclusion transcripts. The participants had the opportunity to make their
intentions clear and amend any misconstrued statements in this way.
Confirmability is to increase the likelihood that the findings will be
confirmed or corroborated by other researchers (Lincoln & Guba, 1985, as cited
by Forero, Nahidi, et al., 2018). Confirmability was included to ensure that
participants would have a larger influence on the results than qualitative
researchers. To prevent data from being misrepresented, we won't incorporate
our own opinions, theories, or judgments. Bracketing was one of our approaches
because we decided not to introduce our own biases. To ensure that the study's
findings are free of prejudice and chauvinism, we also use triangulation and
debriefing. We retain the audiotaped interviews, our flexibility journal or diary,
transcripts, and note-taking to address the confirmability or suitability of our
study.
A thorough methodological description enables the reader to understand
the potential acceptability of the data and the constructs that result from it.
Contrarily, an audit trail enables any observer to track the progress of a study by
referring to the choices made and the steps taken.

We employed an audit trail in this study to address confirmability. From
the beginning of a research endeavor until the development and publication of
findings, the research steps were transparently described.
Transferability is the degree to which the results can be generalized or
transferred to other contexts or settings (Lincoln & Guba 1985, as cited by
Forero, Nahidi, et al. 2018). We go into as much detail as we can on the study
context and assumptions we made. For any interested party that transferred the
findings of this study to another context to be held accountable for the making of
the transfer, we ensured that the data were dense and rich in descriptions.
We provide a comprehensive description of the method and phenomenon
to express the real settings under examination to assure the study's
transferability.
Dependability is to ensure the findings of this qualitative inquiry are
repeatable if the inquiry occurred within the same cohort of participants, coders,
and context (Lincoln & Guba, 1985, as cited by Forero, Nahidi, et al., 2018).
Throughout the investigation, we generate full drafts of the study protocol and
develop a detailed history of the data-gathering procedure. It gives other
researchers or an audience proof that identical results would be obtained if the
study were to be repeated with similar subjects and a similar venue. Although
qualitative research makes it challenging to meet the dependability requirement,
researchers should at least make an effort to make it possible for a subsequent
researcher to replicate the study.

We have a thorough description of the research procedures to guarantee
the study's dependability. This would make it possible for other researchers in the
future to conduct the same study, if not necessarily with the same outcomes.
ETHICAL CONSIDERATION
Ethical considerations in research are a set of principles that guide your
research designs and practices. Scientists and researchers must always adhere
to a certain code of conduct when collecting data from people. The goals of
human research often include understanding real-life phenomena, studying
effective treatments, investigating behaviors, and improving lives in other ways.
What you decide to research and how you conduct that research involves key
ethical considerations (Bhandari, 2022).
Voluntary involvement. At any moment, participants have the option to
join or leave the research. The willingness of the participants to participate in the
inquiry after they are informed of its objective.
Confidentiality. The participants' identities should be known only to the
researchers; others should not be made aware of them. Personal information will
be made anonymous by the researchers so that it cannot be connected to any
other data by anyone else. The suitability of the safeguards put in place to
protect the confidentiality, privacy, and safety of the participants.

Informed approval. Before they decide whether or not to participate,
participants are aware of the study's goals, advantages, risks, and funding. The
application of the principle of respect for persons, including who may do so, how
to do it, and when to do it, should be reviewed by the researchers.
Possibility of danger. Any harm—physical, social, psychological, or
otherwise—is kept to a bare minimum. The number of risks, the measures used
to mitigate them (physical, psychological, social, and economic), and the
methods for dealing with bad outcomes should all be reviewed by the researcher.
CHAPTER III
RESULT AND DISCUSSION

This chapter presented the data gathered from in-depth interviews,
narration, and the implication of the key participants. The lived experiences,
coping mechanisms, and hopes and aspirations of BTLED students. Thoughtful
analysis was carried out, which assisted in identifying the themes from the
concept extracted from each participant's experiences as students who enrolled
in TLE that did not align with their academic track in senior high.
Table I. Experiences of Students Who Shifted from

Academic Track to TLE
Major Themes Core Ideas
Change is based on the family's financial

capability.
Financial
consideration
The family has no financial means to support the
course preferred
The family's situation influenced the decision to

change track.
Influenced by parents
Influence of Family
and Friends Parents preferred the TLE course; to become a
teacher.
Persuaded by classmates and friends

Preferred a course one is comfortable with
Based on Expediency
Took a course based on what is offered at KNP
Noticed that there were lesser enrollees
Wanted a course that could enhance inherent

skills
Based on Personal
interest
Got interested in the areas of study under TLE
Realized passion for teaching
Financial Consideration
Tuition and other costs linked to a particular course or program
might be expensive, and students and their families might not be able to pay
them. As a result, even if those courses are not their top choices or do not fit with
their interests and ambitions, students may opt for them because they are less
expensive or more financially feasible. Participant one, coded as Elona, was one
of the students who shifted from the academic track to TLE because of the
financial struggle Elona was experiencing with her family. And the reason that
Elona didn't enroll in the course that the participant wanted to take.
" Gipili nako ang akong kolehiyo base sa what financial stability ang naa
sa akong pamilya. Dili namo makaya ang dako na tuition like what are the
students’ needs." (Elona)

When choosing a college, participant Elona put her family's financial
position above her preferences. Instead of choosing the course that Elona
wanted, Elona decided to enroll in TLE as a college course.
" I choose my college kay sa kalisud nga akong giatubang tungod kay ang
akong pamilya walay kwarta para masuportahan ang kurso nga akong gusto.
And nag decide ko nga mo-enrol og laing kurso ug kana mao ang edukasyon
major TLE home economics." (John)
Participant three, coded as John, also added that his family was unable to
afford the course they had originally wanted, so he was forced to enroll in a
different course. It means that selecting a college course can include making
important decisions based on financial constraints.
The college has increasingly become a means to an end. More than ever,
prospective students making their college choice may be prioritizing financial
considerations and future career prospects over other factors (Kerr, 2020). When
selecting a college, students give more weight to financial factors and potential
future employment. This can be a result of increased college expenses and the
growing need to find a job after graduating. With the help of the free education,
Elona's family decided to enroll in Kolehiyo ng Pantukan to lessen their expenses
in sending her to college and enroll in TLE as a college course.
Influence of Family and Friends

The most frequent early decision that students make—and one that they
typically come to regret—is choosing a career solely to live up to their parent's
expectations. Some people who struggle give in to family pressure, which might
result in a poor professional trajectory. Such pressures, which are presented as
following parental wishes, are thought to be detrimental to pupils' long-term
success. Yet, the majority of students prefer to travel in groups to reach their
objectives. The practice that is most in vogue when choosing a university or
college is "follow your friends." The majority decision is regarded as the best
decision.
One of the students who switched from the academic route to TLE as a
college course was participant number four, coded as Cherry. Cheery was
inspired by her parents, which is one of the causes.
“Actually, at first, I'm having second thought kung unsa nga course akong
kuhaon pero nainfluence ko sa akong parents nga mukuha ani nga kurso ug
mao nay reason nganong nag enroll ko ani nga course.” (Cherry)
The participants debated between a few different courses at first and
ultimately opted to enroll in the one that their parents had encouraged them to
do. Cherry was currently enrolled in TLE as a college course after being
persuaded to do so by her parents.
“Sa pagpili ani nga kurso, ang akong mga friends nag-influence sa ako
nga ma-enrol ani tungod kay maayo pud nga magtuon uban.” (Elona)
The participant was persuaded to join the chosen course by their friends
because it was thought to be beneficial to study alongside them. Aside from the
financial issue with her family, Elona's friends persuaded her to enroll in TLE as a
college course.
Parents are the primary influencers of a student's choice of college or
university and course of study since the former is their primary source of the
latter's financial support (India Today, 2022). It means that parents'
responsibilities for their children's education go beyond only financial support and
also involve practical and emotional help. According to Ouano, Dela, Japitan, et
al. (2019), graduating students believed that they were supported in their
decisions in their courses by their peers because their peers assisted, offered
advice, or encouraged them to complete their courses. When pursuing higher
education, students frequently run into difficulties and roadblocks that might be
challenging to overcome on their own. Peer support can be helpful in this
situation. Students might benefit from the advice, ideas, and methods of peers
who share their academic interests and objectives.
Based on Expediency
Choosing a course and college is a significant decision. While there's no
way to predict what will happen in the future, the choices you make can
determine the experiences you'll undertake in the coming years (Bukas Team,
2021). The decision to enroll in a college course is unquestionably important and
can influence a student's future. To make an informed decision that is in line with
the student's aims and desires, it is essential to get support during this process.
Participant two, coded as Royce, was one of the students who were taking TLE
as a college course.
"The factors that came on my mind when I was about to enroll is that if kung
komportable ba ko sa kurso.” (Royce)
Royce chose to take a course that he was comfortable with. When
selecting a college subject, one aspect to take into account is the student's
comfort level. The participant may find it difficult to stay motivated and engaged if
he feels uneasy about the material or the learning environment.
“Pero kalit lang, nausab akong huna-huna ug nikuha kog TLE nga kurso kay
among naobserve na ang mga students nga nagkuha ug course na TLE gamay
ra ug population.” (Elona)
Making judgments on which courses to take based on expediency rather
than consideration of one's interests and career goals can lead to a course
mismatch that may not only waste time and money but also fall short of offering
the knowledge and skills required for success in the future. The participants
choose to select a course because of the availability, the course that will make
them comfortable and convenient to them.

Based on Personal interest
Every student should select a career path that will make them happy and
pleased so that they will like whatever they do (Aboje, 2022). Students should
consider what they like, what interests them, and what might be a turn-off.
Looking at your favorite and least favorite subjects can be a useful guide.
Students should also consider what, outside of school, motivates and interests
them – and why (McGuire, 2019).
“Sa dihang nabasa na nako ang mga areas or fields sa TLE I was interested ug
ang tanan bag-o sa ako, the reason I want to know more and be one."(Royce)
After reading through all the components of TLE, Royce became intrigued
about enrolling in the program because everything was new to him. The
participants considered some topics or fields covered in TLE (Technology and
Livelihood Education) to be intriguing and interesting. The participant has been
inspired by this to find out more about these fields.
“magamit ba nako, ma enhanced ug ma develop ba ang akong capabilities and
talents in this course, makatabang ba kining course to be an efficient and be a
skilled teacher in the future.” (Royce)
If Royce could become a capable teacher someday, he wanted to improve
and increase his skills and abilities in this course. It suggests that by picking a
course that allows the student to make the most of and develop their skills and
abilities, they may be able to hasten the process of academic success and career
fulfillment.
“Sa tinuud, ganahan ko sa akong course karon tungod kay daghang mga bag-
ong experiences and opportunities sa kini nga kurso."(Cherry)
“Tungod ana, gusto ko nga mahimong usa ka aspiring teacher someday.”
(Cheery)
Cherry decided to enroll in TLE as a college course after learning about
the variety of chances it offers. It means that it's critical to take the possibility of
new possibilities and experiences into account when selecting a college course.
Because of the domains of TLE, Cherry also sees potential and enthusiasm to
become an aspiring teacher in the future.
Chances are, when you learn more about your inclinations, you will
become more motivated to overcome the hardships along the way. Rather than
seeing your studies as a burden that keeps you from enjoying life, it becomes a
great opportunity to expound your knowledge on your chosen career path
(Person, 2021). It's crucial to take one's preferences and interests into account.
Individuals may become more motivated and pushed to overcome the difficulties
and challenges associated with academic pursuits by choosing a course that is in
line with their interests.
Table II. Coping Mechanism of Students Who Shifted

from Academic Track to TLE
Considered challenges as new opportunities;

lessons
Having a positive Took the challenges as a chance for a new

Mindset about beginning
challenges
Accepted that challenges are part of self-
development
Remained to be positive about the challenges
Took challenges as blessings.
Challenges make one stronger and wiser as a

person.
Prepared for the unexpected
Got help from my mentor and people around
Being always ready for the tasks and the challenges

Being Adaptive to
changes and new
circumstances Being aware that college is not just for grades but
learning how to survive
Just going with the flow.
Maintained good and friendly relationships with

classmates
Accept the fact that life is not always what one

wants.
Staying focused on dreams
Failing is better than surrendering.

Staying On-Course
Accepting failures and staying humble
Just believe in yourself.
Working hard and always doing the best
Having a positive Mindset about Challenges
Positive thinking moderates the negative association between school
adjustment and stress and the association between school adjustment and life
satisfaction (Chui & Chan, 2020). And having a positive attitude about the subject
they're studying puts your child's brain in a mode that's best for understanding
and remembering knowledge, even though improved learning inevitably results in

increased achievement (Hess, 2022). One can handle the difficulties of switching
from an academic track to a college course that doesn't fit with your initial goal
with optimism, resilience, and a feeling of purpose if you have a positive mindset.
“As a student, kinahanglan nga andam ka sa unexpected things nga
mahimong mahitabo and start having a positive mind nga ang tanan usa ka
challenge para sa imo.”
“Nagpabilin ko nga positive to cope every challenge and stay focus on my
dreams.” (Elona)
Elona is aware that being a student requires being ready for the
unexpected and that having a positive outlook will enable her to overcome the
difficulties that every student faces. And being positive can help us to cope with
every challenge in life. One should approach unforeseen circumstances that may
occur during their academic career with positivity and an open mind. The
participant sees these circumstances as chances to challenge themselves and
advance as students rather than as setbacks.
" I truly believe that chance events have played a vital role in my college
experience as a TLE student because it boasts and develop my self-esteem as
well as my skills in order to overcome my fears to trying out another thing.”
“Nagtuo ko nga kini usa ka blessing in disguise and I know that it will help
in the future." (John)

One of the students, John, thinks that serendipitous happenings will help
him boast and build his self-esteem. He also thinks that difficulties are blessings
in disguise. The participant's college experience as a TLE student has been
significantly influenced by chance events. Particularly, the participant has
benefited from these activities in that they have improved their skills, overcome
phobias, and developed self-esteem—all of which have been important for their
academic and personal development. The fact that the participant views these
unexpected occurrences as a blessing in disguise shows that they consider all
circumstances, no matter how challenging or unexpected, as chances for
personal development. Even when faced with difficulties or losses, students who
maintain a positive view of life are more likely to be motivated and invested in
their academic endeavors.
Being Adaptive to Changes and New Circumstances
Adapting to change requires being flexible and ready when new situations
and challenges arise (MasterClass, 2022). An adaptable person welcomes these
new possibilities and shifting circumstances without trepidation or dread.
Adaptable people develop targeted skill sets, processes, and frameworks that
allow them to quickly and efficiently deal with different situations as they arise
(Raeburn, 2022). Success in college and beyond depends on one's ability to
adjust to new situations and conditions when switching from an academic track to
a college course mismatch. Individuals are capable of realizing their full potential
and achieving their objectives through learning new skills and adjusting to novel
demands and surroundings.
“I always do my very best aron masiguro nga andam ko mo accept new tasks
and challenge in order to survive and pass the subjects. Bisag lisod pero ang
pagdawat ug new things in an unexpected event will give you opportunities you
never know.” (Royce)
To survive and complete the course, Participant 2 coded as Royce always
tries his best to make sure that embracing new tasks and difficulties is one of his
coping mechanisms. Royce thought that by being open to new experiences,
possibilities would present themselves. Royce thinks that being open to new
experiences will give him a chance to excel and complete the course. By
displaying a commitment to learning and growing, Royce is set for success
despite any difficulties that may come.
“I know that they are many possibilities that we may encounter different
challenges that we are not expected to come. Pero as a student, kinahanglan
nga andam ka sa unexpected things nga mahimong mahitabo and start having a
positive mind nga ang tanan usa ka challenge para sa imo.” (Elona)
Elona believed that there are many possibilities or challenges that we may
encounter, but, being students, we must have to be ready for unexpected things
and overcome them by having a positive mind. Elona thinks that, as students, we
need to be ready for any difficulties and problems that may arise. Elona
acknowledges that challenges could occur in a variety of ways but promotes

adopting a positive outlook to deal with them. Even when things don't go as
planned, kids can acquire resilience and problem-solving skills by keeping a
positive attitude. Elona stresses the value of developing a resilient attitude that
can adjust to any circumstance and taking a proactive approach to problems.
Staying On-Course
The National American University (2021) states that upskilling or
continuing education can increase your expertise in a particular subject or
provide you with the qualifications you need to begin a new career in an
unrelated field. According also to South University (2016) that continuing the
course might be vital for career satisfaction. Staying on the course can increase
self-assurance and open doors for career advancement. The National American
University and South University place a strong emphasis on the value of
continuing education as a way to find professional fulfillment, boost self-
confidence, and provide opportunities for career advancement. Pursuing further
education can pick up fresh skills and knowledge that will help them stand out in
the job market and open doors for career advancement. Also, continuing
education can assist people in keeping abreast of the most recent developments
in their industry, ensuring that they are useful to their employers and relevant to
their business. Ultimately, the statement underscores the value of continual

learning and growth as a means of achieving job success and personal
contentment.
“Nagpabilin ko nga positive to cope every challenge and stay focus on my
dreams.” (Elona)
Participant 1 was coded as Elona, demonstrating that by being focused
and positive, one can successfully navigate life's obstacles and realize one's
aspirations. Elona is a prime illustration of how staying determined and upbeat
may support people in overcoming challenges and achieving their objectives.
Elona's optimistic outlook and capacity for maintaining her focus on her goals are
credited with her ability to successfully traverse life's difficulties. The remark
implies that people can overcome challenges that could otherwise impede their
progress by keeping an optimistic outlook and remaining committed to their
goals. It also suggests that a positive mindset can assist people in maintaining
their drive and dedication to their objectives. Elona emphasizes the significance
of maintaining a positive outlook and keeping committed to one's goals to
succeed and get beyond challenges in life.
“I believe myself. Kon masayop ko, gidawat nako ni as a lesson and accept it
and stay humble at all times.” (Cherry)
Participant 4 was coded as Cherry, who had faith in herself and
maintained her modesty despite obstacles; we must embrace this and use it as a
lesson in life.
Cherry is a wonderful example of a person who believed in herself and
maintained her humility in the face of adversity. The statement says that we
might learn from Cherry's example and adapt her virtues to our own lives. We
can overcome challenges and accomplish our objectives by believing in
ourselves, and by maintaining modesty, we may keep our sense of humility and
embrace the chances we have. The phrase emphasizes that we should seek to
embody these qualities in our own lives because they are crucial for personal
development and life success. Ultimately, the statement stresses the need for
humility and self-assurance and uses these traits as teachings to direct us in our
life.
Table III.
Major Themes and Core Ideas on Insights of Participants
Who Shifted from Academic Track to
TLE as a College Course
The family was right in advice to change track.

Expectations with this course were met,
Found the course to be not easy but worth it
Happy with the change, happy with the choice
A positive mindset can help one through

difficulties & challenges.
Be practical in facing life situations.
Adopt a growth
Look positively forward to the possibilities the
mindset.
future will bring
It can be done if you believe in yourself.
Challenges are not hindrances.
Study well and look forward to surviving.

Envision what you can be in the future.
Previous experiences played a big role.
Muster all possible

resources. Learn from experiences
Trust in God’s will
Match prayers with hard work.
Trust in your capabilities.
Right course selection can assist students in fitting into their hobbies and
learning more about a sector they're interested in studying, according to Team
Leverage Edu (2022). It is crucial for students to be aware of their passions and
to be certain of the educational path they want to take. According to Rubin
(2017), having a passion and pursuing it can lead to real satisfaction and leave a
lasting influence on others. Achieving life goals that one has established for
oneself, not ones that others have set, is the only way to succeed. Choosing the
right course to study is to allow students to explore their interests and ambitions.
It implies that picking a course that fits with a student's interests and hobbies will
help them succeed academically and find fulfillment in their lives. It also
emphasizes the necessity for students to be conscious of their passions and

interests and to choose an educational path that fits them. Following your
passion can make you feel truly satisfied and have a significant impact on others'
life. The statement supports the belief that students should be encouraged to
follow their passions and interests since doing so will increase their chances of
succeeding in life and finding lasting happiness.
"Ang mga field sa TLE, nahimong challenge para nako kay honestly wala
koy idea kung unsa ang course. Pero gusto nako nga expand ang akong
knowledge ug madiscover more about myself and enhanced my skills” (Royce)
Participant 2 coded as Royce doesn't have an idea of the course Royce
takes, but Royce wants to expand her knowledge and discover more about the
course taken and enhance her skills. The participant's passion for achieving and
readiness to make the required sacrifices to do so are indicated by their desire to
broaden their knowledge and improve their skills despite having little prior
knowledge of the subject. Royce exhibits a growth attitude and a dedication to
their academic and personal development by actively searching out opportunities
to learn and better.
“Sa una, medyo lisod kay tungod kay ang akong academic track dili align
sa akong kurso nga akong gi-enrol karon. Pero misalig ko sa akong kaugalingon
ug sa kabubut-on sa Diyos, nakalahutay ko sa pipila ka mga challenges ug
makalahutay ko sa sunod nga mga challenges ug nalipay ko ani nga course."
(Elona)
Participant 1, identified as Elona, explained that in the past, it had been
challenging to pursue the course since it was out of alignment with the path
Elona had taken in high school. But Elona believes that in God's plan, Elona can
complete her degree and be happy doing it. Elona faced obstacles in pursuing
the course in the past because it was not aligned with the path Elona had taken
in high school. However, Elona has faith that completing the degree is part of
God's plan, and Elona will be happy doing it. Furthermore, Elona has a strong
sense of faith and believes that life is guided by a higher power. Despite facing
challenges in the past, Elona remains optimistic and determined to complete the
degree. This attitude can serve as a source of inspiration and motivation for
others who may be facing similar challenges in their pursuit of higher education
or other goals.
Adopt a growth mindset.
Positive thinking might have a bigger impact than you think, according to
Vaughn College (2017). Positivity has several advantages. You'll be able to stay
focused, motivated, and organized with its aid. Thinking positively has a ripple
effect on others around you. According to Bowman (2020), the term "growth
mentality" describes the perspective that effective tactics and efforts can boost
performance. A fixed mindset, however, contends that intelligence is generally
constant across time and cannot be significantly altered (Dweck, 2006). This
attitudes-and whether educators and professionals encourage or disapprove of
them, their actions and words have the power to influence how students
approach their education and, consequently, their academic achievement. The
concept of a growth mindset emphasizes the belief that intelligence and abilities
can be developed and improved through effort and effective strategies. In
contrast, a fixed mindset assumes that intelligence and abilities are innate and
unchangeable. The statement suggests that educators and professionals play a
crucial role in shaping students' attitudes and mindsets, which can significantly
impact their academic achievement. Moreover, the statement highlights the
importance of fostering a positive mindset and growth mentality, both for
personal growth and success and for creating a positive impact on those around
us.
“Ang mga challenges in life maybe a hindrance to your life as a student, but with
motivation and positive mindset you can pass through it.” (Cherry)
Participant 4, coded as Cherry, illustrates how obstacles abound in life, yet
a good outlook may enable one to overcome them. Cherry believes obstacles are
a common part of life, but having a positive outlook can help individuals
overcome them. Even when faced with difficult situations or obstacles, having a
positive attitude can provide individuals with the necessary strength and
determination to persevere and succeed. Cherry serves as an inspiring example
of how individuals can overcome seemingly insurmountable obstacles with the
right mindset.
“In order to be a successful in life, is to believe yourself and that's why I believe
my capabilities and experience to be a successful one someday.” (John)
Participant 3 coded as John; the secret to success is having confidence in
oneself, as well as skills and experience. John provides an example of how
having confidence in oneself, as well as skills and experience, can be the secret
to success. Moreover, having skills and experience is also crucial for success. It
suggests that individuals who possess the necessary knowledge, expertise, and
experience in their field or area of interest are better equipped to overcome
obstacles and achieve their goals.
Muster all possible resources.
According to McKay (2022), Knowing oneself better will help you find the
ideal career. Your personality type, along with your beliefs, interests, soft skills,
and aptitudes, determine which jobs are a good fit for you. Glassdoor (2021)
states that choosing the right career is one of the more important life decisions
you will make. You can make the decision easier by considering several factors.
Understanding your personality, skills, and strengths will make it easier to zero in
on a career that will suit you in the long term. Handling all aspects of your career,
dealing with business uncertainties, and taking responsibility if things go wrong.

“Pero misalig ko sa akong kaugalingon ug sa kabubut-on sa Diyos, nakalahutay
ko sa pipila ka mga challenges ug makalahutay ko sa sunod nga mga challenges
ug nalipay ko ani nga course.” (Elona)
Participant 1 coded as Elona, who held the view that you can overcome
obstacles without fear if you trust in yourself and God. Elona believes that trust in
oneself and a higher power can help overcome obstacles without fear. Elona has
a strong belief in her abilities and the power of faith. She likely sees obstacles not
as insurmountable barriers but as challenges to be faced with confidence and
determination. This attitude can be inspiring to others who may struggle with self-
doubt or fear when faced with difficult situations. Also, by cultivating trust in
oneself and something greater than oneself, it is possible to achieve success and
overcome adversity.
“I believe that my previous experiences and my personality traits will play a big
part in the process” (Royce)
Participant 2 coded as Royce, having experiences and personality
qualities will be a guide in the process of becoming a professional teacher.
Royce's experiences and personality qualities will play a crucial role in shaping
their life as a professional teacher. Royce's encountered challenges or obstacles
in the past that have helped Royce develop resilience or problem-solving skills.
Similarly, Royce's personality traits will be well-suited for certain aspects of
teaching, such as being patient, empathetic, or enthusiastic. Becoming a
professional teacher is not just about acquiring knowledge or skills but also about
drawing on one's personal experiences and qualities to become an effective
educator.
SUMMARY
When a student's academic interests, skills, or career objectives do not
match the courses they are enrolled in, this is referred to as a course mismatch.
This can occur when students choose courses without getting the right advice or
having a clear understanding of the requirements or course material. Poor
academic performance, disinterest, and a lack of enthusiasm might be brought
on by a mismatch in the courses. Students should carefully assess their
educational and professional objectives and seek academic advisor advice when
choosing courses to make sure they are a good fit.
One of the most important issues in the educational system is the issue of
course mismatch among pupils. Despite the availability of academic counselors,
students frequently find it difficult to choose courses that suit their academic
interests, skills, and career objectives. This causes a disconnect between the
courses they are taking and their personal goals, which harms their academic
performance and results in disengagement and a lack of enthusiasm. The effects
of course mismatch can persist for a long time on students' academic and
professional careers, which highlights the need for efficient solutions to this
issue.
Students are more likely to be engaged in their academic endeavors and
obtain higher academic results when course mismatch is addressed, which is a
benefit. Students can establish a feeling of purpose and motivation in their
studies by carefully choosing courses that are in line with their interests and
aspirations. This will boost academic performance and increase students'
pleasure with their education. Also, correcting course mismatches can assist
students in making educated judgments about their future jobs, allowing them to
pick careers that are both financially and personally gratifying. In the end,
decreasing course mismatch can benefit students' general well-being and
performance in their academic and professional careers.
CHAPTER III
IMPLICATIONS AND CONCLUDING REMARKS
CONCLUDING REMARKS
This chapter is represented in four sections. The first section
contributes to an overall summary of the study, followed by a summary of the
findings and their conclusions; after this are the implications of the study and
followed by suggestions for future research.

IMPLICATIONS OF THE STUDY
The study's implications reveal the outcomes of students who switch from
the academic track to TLE as a college course. It demonstrates significant results
that would alter the viewpoint of those who believe that enrolling in college
courses that are not in line with their academic path will have negative effects.
Parents, peers, personal interests, financial considerations, and other
things influence this. Those are the reasons why students didn't correlate their
academic path while they were senior high school students with enrolling in
college courses, according to a previous study. A few aspects are addressed in
the participants' lived experiences, and this is because these are the things they
need to take into account. The idea of college selection was connected since the
participants selected a college that met their requirements.
According to happenstance theory, unexpected circumstances could
influence a participant's decision to enroll in TLE even if their academic path is
not compatible. The participants decided to stay on track despite the unexpected
outcome, choosing to be optimistic about difficulties and adaptable to new
situations. The participants were fully aware of their circumstances before
enrolling in TLE as a college course. They are prepared and equipped to handle
any problems that may arise and view them as chances to pick up new skills and
expand their expertise and knowledge. Their practical and positive resolve to
continue taking this course till they graduated served as their coping technique.
Overall, the information we have gathered shows that participants
responded favorably. The participants are interested in taking TLE courses in
college and as potential careers. They did not consider their academic history to
be a barrier to taking this course. They view the TLE as an engaging course due
to the variety of topics covered in it. Through this course, some students
discovered their passion, which they then embraced to become what they
desired to be in the future. Some of them view TLE as a chance to learn, and
they believe that the knowledge they gain will be useful to them in the real world.
The researchers advise conducting quantitative research on students who
switched from academic to college courses mismatched. As it helps in the
perspective of students, parents, school administrators, curriculum designers,
and others who might benefit from this study, this would aid in future research.
CONCLUDING REMARKS
This study on senior high school to college-course alignment highlights the
significance of carefully taking senior high school student's academic paths into
account when developing college courses. The results indicate that academic
track students are more prepared for college courses than Technology and
Livelihood Education (TLE) track students. This emphasizes how important it is

for senior high schools to offer top-notch instruction in both tracks so that
students can select the one that best suits their skills and interests.
The study also emphasizes the value of senior high school and college
cooperation in creating course alignments that bridge the gap between high
school and college education. Curriculum alignment, collaboration, professional
development for both high school and college educators, and communication are
all ways to do this.
In conclusion, this study highlights the necessity of a student-centered
approach to education, where educators and institutions collaborate to give
students the information, skills, and competencies necessary to succeed in their
chosen industries. We can ensure that students are adequately equipped for the
difficulties of higher education and the workforce by matching senior high school
and college curricula, which will improve outcomes for both individuals and
society as a whole.
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Anthony, A., Ellison, F., Garraway, E., & Hardie, W. (2019, December 4).
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Appendices
Validation Sheets
RESEARCH INSTRUMENT
(Interview Guide)
Grand Tour Interview Probing Questions Theoretical Lens

Question Questions
1. What are the 1. How did you 1. What specific criteria Theory of College Selection by
lived experiences choose your college, did you use to evaluate Randall G. Chapman (1986).
of students who and what factors colleges and TLE The theory suggests that
have shifted influenced your courses? students' college choices are
courses from decision to enroll in 2. What specific criteria influenced by a number of
academic track to a TLE course? did you use to evaluate factors, including their
TLE? colleges and TLE academic and career goals,
courses? their financial resources, and
3. Did you seek advice or the availability of colleges and
guidance from anyone, universities in their area.
such as family, friends,
or school counselors,
when making your d
2. What prompted 1. Can you elaborate on

you to change your the reasons why you
original plan and think that switching to a
enroll in a TLE TLE course was the right
program instead? decision for you?
2. In what ways has
being a TLE college
student helped you to
achieve your academic
and professional goals?
3. Are there any
challenges or drawbacks
to being a TLE college
student that you did not
anticipate before making
the switch from an
academic track? How do
you manage these
challenges?
3. How has your 1. Can you describe how

experience as a your experience as a TLE
TLE college college student has
student fit with helped you to gain the
your goals and skills and knowledge
ambitions for your that you need to
succeed in your chosen
education and career field?
future career? 2.What aspects of your
TLE coursework and
college experience have
been the most beneficial
for your personal and
professional
development?
3. How have your
experiences as a TLE
college student affected
your perception of the
factors that led you to
choose this program?
2. How do TLE 1. What extent do 1. Can you describe a Happenstance Theory by John
students you believe that specific instance in Krumboltz (1999). The theory
address/cope chance events have which a chance event suggests that people's careers
with their played a role in your had a significant impact are not determined solely by
challenges as college experience on your college their interests, abilities, and
college TLE as a TLE student? experience as a TLE experiences, but also by the
students? student? unexpected events and
2. How did you respond opportunities that they
to or adjust to this encounter throughout their
chance event, and did it lives.
ultimately have a
positive or negative
effect on your college
journey?
3. To what extent do you
believe that being open
to new experiences or
opportunities has
influenced the role of
chance events in your
college experience as a
TLE student?
2. How have you 1. Can you provide an

navigated and example of an
adapted to unexpected event that
unexpected or occurred in your college
unplanned events in journey as a TLE student,
your college journey and how you responded
as a TLE student? to it?
2. To what extent have
you found it necessary
to adjust your plans or
expectations in response
to unplanned events in
your college experience
as a TLE student?
3. How do you typically
handle situations where
you are faced with
unexpected challenges
or changes in your
college journey as a TLE
student?
3. How have you 1. Can you describe a

been open to new specific challenge you
experiences or faced as a TLE student in
opportunities has college and how being
helped you address open to new
and cope with experiences or
challenges as a TLE opportunities helped
student in college? you address it?
2. How has being open
to trying new things and
taking advantage of
opportunities improved
your overall experience
as a TLE student in
college?
3. How do you think
being closed-minded
and resistant to new
experiences or
opportunities may have
affected your ability to
address challenges as a
TLE student in college?
3. What are their 1. What motivated 1. Can you elaborate Social Cognitive Career Theory
insights about you to consider more on what by Albert Bandura, developed
changing their changing your specifically caught your by Robert W. Lent, Steven D.
academic track to academic track to interest in TLE as a field Brown, and Gail Hackett in
TLE as a college TLE? of study? 1994. This theory emphasizes
course? 2. Have you considered the importanceof self-efficacy,
any other academic or the belief in one's ability to
tracks before deciding succeed, and it suggests that
on TLE? If so, what led people's career choices are
you to ultimately choose influenced by their experiences
TLE? and perceptions of success and
3. How do you think failure.
your prior academic and
professional experiences
have influenced your
decision to switch to
TLE?
2. How do you 1. Can you provide

believe your specific examples of
previous your past experiences
experiences and that you believe would
personality traits be relevant to the TLE
would contribute to program?
your success in a 2. How do you see your
TLE program? personality traits, such
as your work ethic,
communication skills,
and problem-solving
abilities, playing a role in
your success in TLE?
3. How do you plan to
utilize these previous
experiences and
personality traits to
overcome any potential
challenges in the TLE
program?
3. How do you 1.Can you describe a

envision yourself specific career goal or
applying the objective that you hope
knowledge and skills to achieve by applying
learned in TLE in your TLE knowledge and
your future career? skills?
2. How do you see the
TLE program preparing
you to pursue this career
goal or objective?
3. Can you provide an
example of how you
plan to use the
knowledge and skills
learned in TLE to make a
positive impact in your
future career?
Reliability Test
Raw Data
Inform Consent
Intent Letter
CURRICULUM VITAE
Elsie Aguylo
Email Add: [email protected]
Contact #: 09500199061
Personal Information
Age: 22
Birthdate: September 18, 2000
Sex: Female
Status: Single
Address: Purok San Juan 2, Bundas, Bagumbayan, Lupon, Davao Oriental
Religion: Roman Catholic
Hobby: Sewing
Family Background
Father’s Name: Rolito Merced
Mother’s Name: Elnarin Aguylo Gayangan
Educational Background
Elementary: Alberto Recano Elementary School
Secondary: Lupon Vocational High School
Tertiary: Kolehiyo ng Pantukan
CURRICULUM VITAE
Paula I. Capili
Contact #: 0912388587868
Age: 22
Birthdate: May 12, 2000
Sex: Female
Status: Single
Address: Caganganan, Banaybanay, Davao Oriental
Hobby: Dancing
Family Background
Father’s Name: Noel S. Capili
Mother’s Name: Sherly Icoy
Elementary: Caganganan Elementary School
Secondary: Lupon Vocational High School
CURRICULUM VITAE
May Monica C. Corbo

Contact #: 09465150990
Age: 21
Birthdate: May 14, 2001
Sex: Female
Status: Single
Address: Pintatagan, Banaybanay, Davao Oriental
Hobby: Dancing
Family Background
Father’s Name: Noel T. Corbo
Mother’s Name: Rowena C. Corbo
Elementary: Pintatagan Elementary School
Secondary: Puntalinao National High School

From Academic Track To Tle: A Phenomenological Study On SHS To College Course Alignment

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What is the purpose of this study?

What is the purpose of this study?

What academic tracks does this study focus on?

What academic tracks does this study focus on?

FROM ACADEMIC TRACK TO TLE: A PHENOMENOLOGICAL STUDY ON

SHS TO COLLEGE COURSE ALIGNMENT

MAY MONICA C. CORBO

Albert Mapalo. MAEd

Submitted to the College of Teacher Education of the

BACHELOR OF TECHNOLOGY LIVELIHOOD EDUCATION

This research is an official document of the College of Teacher Education

MR. ALBERT MAPALO, MAEd

CELEDONIA C. COQUILLA, LPT,EdD EUFROSINA P. MINES, ChE.EdD

Member, Advisory Committee Member, Advisory Committee

LYNARD BOBBY L. ASIRIT, PhD CESE

Chairperson, Advisory Committee

accepted as partial fulfillment of the requirements for the degree, Bachelor

FDR DR. JOCELYN H. HUA, DFRIEDR

This phenomenological study explores the alignment of senior high school

a qualitative phenomenological research design exploring the participants' lived

experiences. This study anchored the theories of college selection,

formulated as an interview guide question, in-depth interview, and focus group

academic track to TLE as a college course provide more favorable feedback

student-centered educational strategy where educators and institutions work

together to provide students with the knowledge, abilities, and competencies

challenges of higher education and the workforce, improving outcomes for

individuals and society.

Keywords: Academic Track, Senior High School (SHS), College Course

This research is the result of many hours of effort and significant

sacrifices. This study is a tribute to all educators, administrators, and officials

favors that enabled us to successfully conclude our action research project.

Graciously accept our heartfelt and sincere thanks.

For DFRIEDr. Jocelyn H. Hua's dynamism, knowledge, genuineness, and drive

to enable this research.

friendship, understanding, and wonderful sense of humor. He has our sincere

We prepared and conducted research.

whether directly or indirectly, with the study project.

Title Page ……………………………………………………….

Approval Sheet ………………………………………………………

Table of Contents ………………………………………………………

Purpose of the Study ……………………………..

Research Questions ……………………………..

Importance of the Study ……………………………..

Definition of Terms ……………………………..

Scope and Limitation ……………………………..

Organization of the Study ……………………………..

Review of Related Literature ……………………………..

Research Method ……………………………..

Research Participants ……………………………..

Data Source and Research ……………………………..

Data Collection Procedure ……………………………..

Data Analysis Procedure ……………………………..

Validity and Reliability ……………………………..

Ethical Considerations ……………………………..

III. RESULTS AND

IV. IMPLICATIONS AND

Concluding Remarks ……………………………

Curriculum Vitae ……………………………

Making a career choice is a defining phase in every student's life.