STRAND PREFERENCE OF GRADE 10 STUDENTS OF TUBAO NATIONAL

HIGH SCHOOL: BASIS FOR CAREER GUIDANCE PROGRAM

LLOREN, JUDY ANN I.

NIDUAZA, FRIZA ANN MARIE C.

REFUGIA, SHANTYL KATE A.

SUGUITAN, ADRIAN CHARLES C.

TUBAO NATIONAL HIGH SCHOOL

TUBAO, LA UNION

HUMANITIES ANG SOCIAL SCIENCES

JU.LY, 2023

i
 APPROVAL SHEET

This research entitled “Strand Preference of Grade 10 Student of Tubao

National High School: Basis for Career Guidance Program”, prepared and submitted

by Judy Ann Lloren, Friza Ann Marie Niduaza, Shantyl Kate Refugia and Adrian

Charles Suguitan, in partial fulfillment of the Requirements in Research Project for the

Academic Track (Humanities and Social Sciences) was examined and passed on

December, 2022 by the Oral Examination Committee (OREC) composed of:

LOURDES J. SORIANO, ED.D. VERONICA F. VARGAS

Member Member

FRANKLIN L. PADILLA, MASE RAQUEL C. LAROYA MAGAC

Chairman Adviser

MANUEL J. DEGYAN RAQUEL D. DE GUZMAN

Member Member

RODERICK E. LLOREN

Expert Evaluator

ii
 Accepted and approved in partial fulfillment of the requirements of Academic

Strand (Humanities and Social Sciences)

FRANKLIN L. PADILLA, MASE LOURDES J. SORIANO, ED.D.

Master Teacher II/SHS Track Head Teacher III/FOCAL PERSON- Senior High School
___________________________ __________________________
Date Signed Date Signed

ROBERT G. ESTOESTA, ED. D.

Principal II
_____________________
Date Signed

iii
 ACKNOWLEDGEMENT

The researchers wish to express their genuine gratitude and appreciation to the

Following, who in one way or another, contributed in the completion of this research

Work:

Mrs. Raquel C. Laroya, their research project teacher, for the unending patience

and assistance in improving this research;

The members of the Oral Examination Committee: Mr. Roderick E. Lloren

the Expert evaluator, Mrs. Lourdes J. Soriano, Mr. Franklin L. Padilla, Mrs.

Veronica F. Vargas, Mr. Manuel J. Degyan, and Mrs. Raquel D. de Guzman for

their suggestions that led to the refinement of this Study;

Their principal, Mr. Robert G. Estoesta, Ed. D., for his unconditional and

Unwavering support;

Their classroom adviser, Ms. Mia Angeles, who approved the conducted

Research on their strand;

All the respondents who patiently participated in this study;

All the researchers’ friends and family, supportive siblings who extended in the

Completion of this study;

And finally, to Our Almighty God through our Lord Jesus Christ for

continuously giving wisdom and knowledge, courage, determination, and good health

despite the odds and trials.

iv
 DEDICATION

To the Almighty

For the abundant blessings in times

Of hardships, energy, and intelligence;

To our classmates, who supported hand-in-hand this study;

our ever supportive and loving parents,

Who are great source of inspiration, strength and hope,

Who instilled us to value education;

This simple piece of work is offered and humbly dedicated.

-The Researchers

v
 ABSTRACT

LLOREN, JUDY ANN I., NIDUAZA, FRIZA ANN MARIE C., REFUGIA,

SHANTYL KATE A., and SUGUITAN, ADRIAN CHARLES C… “Strand

Preference of Grade 10 Students in Tubao National High School Basis for Career

Guidance Program” Tubao National High School, Tubao, La Union, July 2023.

Adviser: Raquel C. Laroya

This research study was to know the problems encountered by the Grade 10 Students
students of Tubao National High School on their academic performance. The
questionnaire use had of two parts: 1) respondents’ profile and 2) problems encountered
by the respondents as to personal condition, study habits, home-related aspects,
school-related aspects and teacher-related aspects. The students’ responses were marked
then afterwards, analyzed using frequency counts and percentages, and average weighted
mean. The results of the study showed most of the respondents were 15-16 years old,
mostly males. The result showed that personal interest had a high impact of the
students’ problems. Along with socioeconomic status; parents factors; job opportunity;
academic performance; showed a high impact to contribute on the problems
encountered by the respondents. Based on the findings, recommendations were made.
Students must focus on their performance for them to be competent on various activities.
Teachers must know how to deal with their students. Furthermore, the must also apply
some learning styles like auditory, visual, kinesthetic, etc. in order for the students to
understand the lessons well.

Keywords: academic performance, career guidance strand preference

viii
 TABLE OF CONTENTS

Page

Title Page………………………………………………………………...........…………. i

Approval Sheet…………………………………………………………...........……..….. ii

Acknowledgement………………………………………………………...........……….. iv

Dedication………………………………………………………………................…….. v

Abstract………………………………………………………………...........……….….. vi

Table of Contents…………………………………………………….…………………..vii

List of Tables…………………………………………………………………...……….ix

List of Figures…………………………………………………………………...………ix

List of Appendices……………………………………………………………………….ix

CHAPTER

1 INTRODUCTION

Situation Analysis…………………………………………………..………….. 2

Framework of the Study………………………………….………..…..………..6

Theoretical Framework…………….…….……….…………….........…………6

Research Paradigm ...…………………………….……………………………. 8

Statement of the Problem…………………………………….………………... 9

viii
Definition of Terms…………………..……………………………….……….. 10

Importance of the Study…………………………………....…...…….……….. 11

2 METHODOLOGY

Research Design………………………………….…...…………..…………… 12

Sources of Data………………………………………………….…….………..12

Instrumentation and Data Collection………………………………....……..…. 13

Data Analysis…………………………………………………………………...13

Categorization of Data……………………………………….……….………... 13

3 RESULTS AND DISCUSSIONS

Respondents’ Personal Profile………………………………………………….15

Problems Encountered by the Respondents………………………………….…17

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary…………………………………………………………...…………...23

Salient Findings………………………………………………………..………. 23

Conclusions……………………………………………………...…………….. 24

Recommendations……….…………………………………………...…………24

Students’ Career Guidance Program………………………………..…………. 25

viii
LIST OF TABLES

Table 1 Profile of the Respondents…………………………………………… 12

Table 2 Problems Encountered by the Respondents………..………………… 17

Table 3 Summary of the Problems Encountered by the Respondents…………21

LIST OF FIGURES

Figure 1 Research Paradigm……………………………………………….. 6

LIST OF APPENDICES

Appendix A Letter to the Adviser to Conduct the Study in Grade 10……... 28

Appendix B Letter to the Respondents in Floating the Survey Questionnaire……. 29

Appendix C Survey Questionnaire………………..………………………………. 3

xi
 Chapter 1

INTRODUCTION

Situation Analysis

With the implementation of the K-12 program, two additional years of high school

are added that cater to specialized subjects that will help in improving the Competencies of

students. The program covers kindergarten and twelve years of basic education (preside). Ra

10533 was a new law that the Government of the Philippines implemented that changes the

basic education system, according to Wikipedia. Super’s Developmental Theory of Career

Development, published in 1990, states that high school students are at the exploration

stage, when they have made early decisions about their career choices. One significant

component of this new curriculum that offers new chances is senior high school. It provides

tracks that are relevant to the classes that the students would enroll in at the institution, such

as humanities and social sciences (HUMSS), accounting and business management (ABM),

information and communication technology (ICT), sciences, and technology. Engineering.

Home economics (HE) and mathematics (STEM) (Javarata 2016).

The study of human behavior, societal development, and analyses of art, culture,

literature, and politics are the main foci of the HUMSS strands. It focuses more on

communication abilities and public speaking. This strand aims to build the confidence of the

1
 students to step out of their comfort zones. It uses the interpersonal skills of every

student (Clemente, 1996). Possible careers under this strand Archaeologist, Teacher,

Consultant,

2
 Anthropologist, Journalist, Geologist, Historian, Lawyer, Biologist, Artist,

Sociologist, Language Translator and Politician.

ABM strand concentrates on the foundational concepts in corporate operations,

financial and business management. It suits for the students who wants to be an entrepreneur

someday. This strand boost the skills and competencies of the students. According to

DEPED, ABM was the third strand in having the most enrolled students. The possible

careers under it are Sales Management, Human Resources, Marketing Director, Bookkeeper,

Project Officer, Accountancy Clerk, Internal Auditor and many more.

Students can engage with the digital world thanks to the ICT strand. It imparts

technical know-how and tool usage understanding (Karl Nucum, 2019). This theme is

focused on technology. It discusses organizational requirements, software, and hardware

(Clemete, 1996). The available vocations under this strand are Data Encoder, Junior

Programmer, Customer Service Representative, Computer Technician, Radio Technician,

Web Designer, Software Developer, Web Developer, and it gives “National Certificates

which can allow the students to enhance possibilities for employment.”

Game designer, telecom engineer, and application developer, Architects,

Astronomers, Biologists, Chemists, Engineers, Doctors, Dentists, Nutritionists, Nurses, and

many more professions are included.

This strand helps the students to understand the basic human necessities and to study

the well-being of humans and societies. It can improve the students’ cooking skills while at

3
the same time it requires money. The possible careers under this strand are interior Designer,

Dietitian, Nutritionist, Chef, Head Cook, Childcare Worker, etc.

According to the research, making the right choice is equivalent to selecting the

strand that will work best for each student because one option could have an impact on their

future. In the research of Cervera et al. (2016), there are numerous factors that can influence

students’ strand selection. This may affect the learners’ decision-making as they select the

strand that best suits them.

The most important aspect in determining decisions was family. Teenagers

appreciated parental involvement and advice in the areas of career choice and occupational

development, according to a study by Bregman and Killen (1999). They are the ones who

will encourage or order their kids to choose a style that meets their standards (Rue, 1987).

They occasionally have a tendency to decide what their children will take because of family

tradition. According to a study by Boatwright et al. (1992), family plays a significant role in

determining the decision and guiding the right path of their children will pursue.

The importance of the study Is to aid the students to become more knowledgeable

about their chosen strand. They would also know the benefits of their strand and how to

avoid the problems that may be encountered. Furthermore, this study will be a building

blocks for the students to pursue their careers and take a step on their future.

One of the choices that each person must make is their career. In order for students to

fully comprehend the K–12 Basic Education Curriculum and develop into internationally

competitive learners, they needed a deeper grasp of the programs within it. A difficult

4
decision that requires careful thought is which career will be best for each student. Students

need to get an awareness of their personality and areas of interest in order to make the

optimal choice. This study was conducted by the researchers to help students better grasp the

need of making plans immediately and to lessen any mistakes they may make while

selecting a strand with the aid of a career advice program.

5
Framework of the Study

Theoretical Framework

The framework was built and strengthened by 2 constructs:

1.) Developmental Theory of Career Development; 2.) Social Cognitive Career Theory.

This theories were taken to stand for choosing strand of the students of Grade 10 learners.

DEVELOPMENTAL THEORY OF CAREER DEVELOPMENT

High school students are in the exploration stage of career development, which

entails crystallizing and clarifying their occupational preferences as well as making tentative

decisions about their career choice, according to Super's (1990) Developmental Theory of

Career Development. The examination of the literature revealed three factors—gender,

parental influence, and peer influence—have an impact on a student's plans, decisions, and

job choice. The study made an effort to pinpoint and distinguish the various roles that these

influences might have played in the future job decision.

SOCIAL COGNITIVE CAREER THEORY

Social cognitive career theory (SCCT) is a relatively new theory that is aimed at

explaining three interrelated aspects of career development: (1) how basic academic and

career interests develop, (2) how educational and career choices are made, and (3) how

academic and career success is obtained. The theory incorporates a variety of concepts (e.g.,

interests, abilities, values, environmental factors) that appear in

6
earlier career theories and have been found to affect career development. Developed

by Robert W. Lent, Steven D. Brown, and Gail Hackett in 1994, SCCT is based on

Albert Bandura’s general social cognitive theory, an influential theory of cognitive

and motivational processes that has been extended to the study of many areas of

psychosocial functioning, such as academic performance, health behavior, and

organizational development.

The INPUT consisted the following: respondent”s profile as to; age, sex, section,

and factors influencing G-10 students in choosing strand in senior high school. The

PROCESS included the analysis of the variables given. The OUTPUT included the student

development program that should be proposed to overcome the problems of the respondents.

7
 Research Paradigm

INPUT PROCESS OUTPUT

Analysis of the
I. Respondent’s profile following variables:
as to; I. Respondent’s profile
a. Age as to;

b. Sex a. Age

c. Section b. Sex

d. Socio Economic c. Section

status of parents Career Guidance
d. Socio Economic
Program
e. Parents educational status of parents
attainment
e. Parents educational
attainment
II. Factors influencing II. Factors influencing
G-10 students in G-10 students in
choosing strand in choosing strand in
senior high school. senior high school.

Figure 1. Paradigm of the Study

8
STATEMENT OF THE PROBLEM

This study aims to determine the Factors Influencing the Grade 10 students in

choosing Strands in Senior High School specially, it will seek to causes the following

questions:

1. What are the respondent’s profile as to:

a. Age

b. Sex

c. Section

d. Socio Economic status of parents

e. Parents educational attainment

2. What are the factors influencing the respondents to choose their strand?

3. Based on the result of the study, what program can be proposed?

9
Definition of Terms

In order to understand the contents of the study, the following terms were operationally

defined:

Factors the study that we believe will influence the results.

Academic Performance shows how well a student meets standards set out by local both the

institution and the government

Job Opportunities refers to a particular employment that the student believes fits into their

preferred strand.

Parents educational attainment the highest level of education that a person has successfully

completed.

Personal Interest before choosing the right strand for them, considers a student's

preferences or choices.

Respondent’s profile is taken into account in the study as it covers gender and age. Age

refers to the stage of life that students are typically in between the ages of 15 and 16 years,

17–18 years old and older than the age of 19. The physical difference between genders is

referred to as the responses, whether they are men or women.

Socio Economic status of parents shows the amount of parents' income.

10
Importance of the Study

Selecting a strand to be taken in senior high is a crucial decision for students’, because their

futures inclined with it. With the help of their parents and peers also considering their

financial status and chosen careers, students come up a firm decision on what strand they

take should.

Teachers. The crucial information provided here can be used as a foundation for

modifications in teaching strategies, classroom management, and discipline depending on

the needs and characteristics of the students they are working with.

Students. As the study's intended audience, grade 12 students studying humanities and

social sciences will learn crucial details about the respondent's profile, including: age, sex,

section socioeconomic status of parents, parents' educational attainment, and will also

receive a that will give them advice and direction on selecting the strand they want to

pursue.

Administrator. They can use this study as a guide when developing educational policies

and initiatives for the students' advancement, and they can offer suggestions for teaching

methods to the teachers of the various subject areas to help the kids learn more.

Researchers. They will receive important programs or tactics that the respondents will

employ to deal with those issues, which they may utilize to enrich their future work on better

research studies. Additionally, this study will act as a repository of data for expert research.

11
Future Researchers. It serves as a background to their study and a basis in order for them

to make their own studies.

12
 Chapter 2

METHODOLOGY

Research Design

This research study used a descriptive survey. According to Calderon (20006),

descriptive research is describing the current condition or characteristics of the norms under

a study in a given time period. The respondents will be surveyed on their strand preferences

among Grade 10 learners of Tubao National High School.

Sources of Data

The researchers chose the Grade-10 students of Tubao National National High

School as their respondents. A total of 211 respondents are the source on this research. To

determine the respondents, a slovins formula was used and they were chosen through

random sampling.

Grade 10 Population Desired Sampling

CURIE 42 42

OHM 40 40

HERTZ 45 45

MAXWELL 42 42

EDISON 42 42

TOTAL 211 211

Table 1: Distribution of Respondents

13
Instrumentation and Data Collection

The researcher will used the survey questionnaire as their main instrument in

gathering the needed data.

The questionnaire consist of two (2) parts-Part I of the questionnaire showed the

respondents’ profile as to: the respondent’s profile as to: Age, Sex, Section, Socio Economic

status of parents, Parents educational attainment. Part II the factors influencing G-10

students in choosing their strand in senior high school.

The survey questionnaire used on this research was a Researcher’s made. And has

been checked to the panel members for the content validation.

The overall findings of this study will used as a basis in coming out with the

recommendations for a proposed career guidance program for the Grade 10 students of

Tubao National High School.

Data Analysis

The study used descriptive statistics tools such as frequency counts and percentage,

and average weighted mean to analyze the data gathered.

Frequencies caused and percentages to determine the respondents profile. Average

weighted mean for the factors influencing in choosing Senior High School Strand.

Categorization of Data

Giving the variables under study code numbers, data are grouped. The coding assisted the

researchers in categorizing and describing the study's variables.

14
 STRAND PREFERENCES OF GRADE 10 LEARNERS

Scale Range Descriptive rating

5 4.21-5.00 Very High Impact (VHI)

4 3.41-4.20 High Impact (HI)

3 2.61-3.40 Low Impact (LI)

2 1.81-2.60 Very Low Impact (VLI)

1 1.00-1.80 No Impact (NI)

15
 Chapter 3

RESULTS AND DISCUSSIONS

Profile of the Respondents

PERCENTAG
PROFILE FREQUENCY TOTAL
E
HERT
CURIE EDISON MAXWELL OHM
Z
AGE
13-14 years old 3 3 1 1 0 8 4%
15-16 years old 35 38 42 39 39 193 91%
17 years old and
4 1 2 2 1 10 5%
above
TOTAL 42 42 45 42 40 211 100%

GENDER
MALE 23 18 21 22 20 104 49%
FEMALE 19 24 24 20 20 107 51%
TOTAL 42 42 45 42 40 211 100%

Table 1 presents the personal profile of the respondents as to age, and gender.

TABLE 1. Personal Profile of the Respondents

Age. As reflected on the table, there were 193 or 91% of the respondents aged 15-16

years old, and 8 or 3% of the respondents was 13-14 years old. Therefore there were more

respondents who were on the age bracket of 15-16 years old.

16
 According to Hedges (1978) who studied student age and academic success, “No

matter what the entrance age limit may be, the children who enter earliest have more

problem and achieve less than those of equal IQ who enter later.”

Gender. One hundred seven or 50% of the total population were females, while 104

or 49% were males. This means that there are more women rather than men.

“Standardized achievement tests also shows that females are better at spelling and

perform better on tests of literacy, writing, and general knowledge.” (National Center for

Education Statistics, 2003)

17
 TABLE 2. Problems Encountered by the Respondents
Poblems WM Description
A. Personal Condition
1. My parents have stable income to support my studies 3.99 HI
2. I Have th freedom to choose my strand 4.52 VHI
3. Due to my socioeconomic status, I consider choosing a more practial stand 3.87 HI
4. My socioeconomic status matter when I decide on my future career path 4.17 HI
5. I consider my family's financial status when deciding on a future senior high strand 3.92 HI
AWM 4.09 HI
B.Parents Factor
1. My parents' opinions about my career decisions mattter 3.97 HI
2. I seek my parents' advice when deciding on something 4.15 HI
3. My parents give m a freedom to decide on my senior high school strand 4.15 HI
4. My parents support me in anything I do or choose 4.44 VHI
5. My final senior high strand decision depends on my parents 4.42 VHI
AWM 3.99 HI
C. Job Opportunities
1. Before deciding on a career path, I consider the available job opportunities 4.09 HI
2. I look for job opportunities that are aligned with each strand 4.01 HI
3. Job opportunities are important when deciding on future career path 4.42 VHI
4.My senior high strand decision most likely depends on the job opportunities aligned with them 4.04 HI
5. I incomporate my preference into my dream job 4.09 HI
AWM 4.13 HI
D. Academic Performances
1. I consider my grade as a basis for my future career path 4.04 HI
2. My grades are important in determining my future strand 4.16 HI
3. I go for something that acquires my academic strenghths 4.21 VHI
4. I challenge myself by choosing a strand I am not good at 3.47 HI
5. I relate my academic performance to anything I do 4.04 HI
AWM 3.98 HI
E. Personal Interest
1. My choices depends on my likes and interest 4.34 VHI
2. I have the freedom to choose my desire strand based on my interests 4.39 VHI
3. I do things willingly if I'm personslly interested in them 4.25 VHI
4. I'm at my best if I'm interested in what I'm doing 4.27 VHI
5. My interests matter when I'm making important choices 4.32 VHI
AWM 4.32 VHI
Legend:
4.21- 5.00 - Very High Impact (VHI) 1.81- 2.60 - Very Low Impact (VLI)
3.41- 4.20 - High Impact (HI) 1.00- 1.80 - No Impact (NI)
2.61- 3.40 - Low Impact (LI)

18
Table 2 showed the problems encountered by the respondents as to socioeconomic status,

parents factor, job opportunities, academic performances, and personal interest.

Socioeconomic Status

As reflected on the table, a weighted mean of 4.52 was in “I have the freedom to

choose my strand.” while a weighted mean of 3.92 was in “I consider my Family’s financial

status when deciding on a future senior high strand.” In the same light, an average weighted

mean of 4.098 indicated that the socioeconomic status showed a high impact as a factors that

influenced strand preferences.

According to American Psychological Association, Socioeconomic status (SES)

encompasses not just income but also educational attainment, financial security, and

subjective perceptions of social status and social class. Socioeconomic status can encompass

quality of life attributes as well as the opportunities and privileges afforded to people within

society.

Parents Factor

The weighted mean of 4.44 was an “My parents support me in anything I do or

choose.”, while a weighted mean of 3.97 was in “My parent’s opinion about my career

decisions matter”. In relation to this, an average weighted mean of 3.997 indicated that this

factors had a high impact on the strand preference of students.

According to Diana Lang and Marissa L. Diener, Parenting factors include

characteristics of the primary caregiver, such as gender identity and personality, as well as

characteristics of the child, such as age and temperament.

19
Job Opportunities

As reflected on the table, a weighted mean of 4.42 was in “Job opportunities are

important when deciding on a future career path.” while a weighted mean of 4.01 was in “I

look for job opportunities that are aligned with each strand.” In the same light,

an average weighted mean of 4.136 indicated that the job opportunities show a high

impact as a factors to contribute to the respondents strand preference.

Perna (2000) analyzed the National Education Longitudinal Study of 1988

(NELS:88) to assess the determinants of college entry and found that, controlling for a host

of student background characteristics, a 1% increase in unemployment was associated with a

2.6% increase in enrollment.

The result implied that the right strand they want to choose, the higher the job

opportunities they might chose. In general, job opportunities contribute a high impact as a

factors to contribute to the respondents strand preference.

Academic Performances

The weighted mean of 4.21 was in “I go for something that acquires my academic

strengths.”, while a weighted mean of 3.47 was in “I challenge myself by choosing a strand I

am not good at.”. In relation to this, an average weighted mean of 3.988 indicated that this

factors had a high impact on the students.

According to Mesfin Tadese, Alex Yeshaneh & Getaneh Baye Mulu, Education

plays a pivotal role in producing qualified human power that accelerates economic

development and solves the real problems of a community. Students are also expected to

spend much of their time on their education and need to graduate with good academic

20
results. However, the trend of graduating students is not proportional to the trend of enrolled

students and an increasing number of students commit readmission, suggesting that they did

not perform well in their academics.

The ambiance of the classrooms affects the respondents’ problems when it comes to

their performances. In relation, academic performances showed that this has a high impact

to contribute on the respondents’ strand preferences.

Personal Interest

As reflected on the table, a weighted mean of 4.39 was in “I have the freedom to

choose my desired strand based on my interest.” while a weighted mean of 4.32 was in “My

interest matters when I’m making important choices.” In the same light, an average

weighted mean of 4.320 indicated that the personal condition shows a very high impact in

choosing a strand.

According to Judith M. Harackiewicz, Jessi L. Smith, and Stacy J. Priniski, Interest

is a powerful motivational process that energizes learning, guides academic and career

trajectories, and is essential to academic success. Interest is both a psychological state of

attention and affect toward a particular object or topic, and an enduring predisposition to

reengage over time. Integrating these two definitions, the four-phase model of interest

development guides interventions that promote interest and capitalize on existing interests.

Four interest-enhancing interventions seem useful: attention-getting settings, contexts

evoking prior individual interest, problem-based learning, and enhancing utility value.

21
 Promoting interest can contribute to a more engaged, motivated, learning experience for

students.

Among the five aspects, Personal Interest had the highest average weighted mean

computed. This implied that the students interest highly affected the students in choosing

their desired strand. This implied that personal interest has a very high impact to contribute

to respondents strand preferences.

Table 3. Summary of the Problems Encountered by the Respondents

Strand Preference by the Respondents Weighted Mean Descriptive Rating

Socioeconomic Status 4.098 HI

Parents Factor 3.997 HI

Job Opportunities 4.136 HI

Academic Performances 3.988 HI

Personal Interest 4.32 VHI

Average Weighted Mean 4.1078 HI

22
 Table 3 showed the summary of the problems encountered by the respondents as to

socioeconomic status, parents factor, job opportunities, academic performances, and

personal interest. The result showed that the problems encountered by the respondents had

contributed a high impact on affecting respondents’ strand preferences.

23
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study determined the factors influences the strand preference of Grade 10.

Specifically, it looked into 1) personal profile of the

respondents in terms of age and gender; and, 2)factors influencing strand preferences by the

respondents as to socioeconomic status, parents factor, job opportunities, academic

performances, and personal interest.

The researchers made use of descriptive research design, and employed total

enumeration sampling to 211 students of Grade 10. The statistical tools used are frequency

counts and percentages to determine the respondents’ profile. Average weighted mean was

used to analyze the factors that influence the strand preferences by the respondents.

Salient Findings

Based on the analysis of the data collected, the following findings are presented:

1. Respondents’ profile showed that 91% of the respondents have the age bracket of 15-16

years old. There were 107 females and 104 males, 50% and 49%, respectively.

2. Strand Preferences by the respondents showed that socioeconomic has an average

weighted mean of 4.0985 with a descriptive rating of high impact; parents factor, has an

average weighted mean of 3.9971 with descriptive rating of high impact, likewise, job

opportunities had an average weighted mean of 4.1364 with descriptive rating of high,

24
academic performances had an average weighted mean of 3.9886 with descriptive rating of

high impact, and 4.3203 average weighted mean with a descriptive rating of very high

impact under personal interest. In general, choosing strand by the respondents showed high

impact to affect students’ strand preference.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. Majority of the respondents were 15-16 years old and there were more females than

males.

2. In terms of the choosing strand of the respondents on their strand preferences, it showed

that the academic performances greatly affects the academic success of the respondents,

moreover, socioeconomic status, parents factor, job opportunities and personal interest

aspects showed a high impact on their respondents’ strand preferences.

Recommendation

Based from the conclusions drawn, the following recommendations were proposed:

1. Students must focus on their academic performances for them to be competent on various

activities and more.

2. Teachers must know how to deal with their students. Also, they must also guide the

students what their strand preferences.

25
 CAREER GUIDANCE PROGRAM

PROGRAM ACTIVITIES TIME PERSONNEL PARTICIPANTS EXP

OBJECTIVES FRAME INVOLVED OU

Students are Composing August- Class Advisers All Grade 10 Stud

expected to writing on: September Subject Teachers learners beco
become aware of Guidance the
the importance of Relate your study Counselor thei
their study habits, habits, work School Head wor
work values/ethics ethics/values, and valu
and time time management time
management as to your future job as p
part of their or career (relate at prep
preparation for least 3 jobs of thei
their future career. your interest). care
They will also they
realize the need to enh
enhance and corr
correct habits and hab
behavior to meet beh
this career goals. orde
thei

Students are Career October- Class Advisers All Grade 10 Stud

expected to draw a orientation: November Subject Teachers learners beco
picture themselves Guidance thei
in the workplace Students will Counselor job
and know the individually draw School Head able
nature of work of a picture of a man fam
this job. at work in relation natu
to their he/s
occupational with
interest and will job
explain in class
what they
understand the
nature of work
with the person at
work in their
picture

26
 Career
orientation:
Benefits from
Senior High
School- lecture
(invite speaker)
Students are Career Decision December- Class Advisers All Grade 10 Stud
expected to come Making: January Subject Teachers learners mor
up with a decision Guidance stre
for their senior -Interpretation of Counselor wea
high school course NCAE results School Head rela
offerings in -Correlational of NCA
relation to their NCAE Occ
NCAE results. Occupational Inte
Interest choice com
and the Track and wise
Strands in Senior deci
High. seni
-Come up with a scho
decision
considering their
families economic
status, scholarship
offered in schools
and other
academic aid
scholarship.

This will be done

room to room by
section by group
with parents.

27
 Literature Cited

Bregman, G., & Killen, M. (1999). Adolescents’ and young adults’ reasoning about

career choice and the role of parental influence. Journal of Research on Adolescence,

9(3), 253–275. https://doi.org/10.1207/s15327795jra0903_2

Cervera, M.A.T., Divino, D.F., &Verjom, S.J. (2016, March). Factors Affecting Grade

10 Students in Choosing Their Preffered Tracks for Senior High School. Academia.

https://www.academia.edu/35074962/Factors_Affecting_Grade_10_Students_in_Choos

ing_Their_Preferred_Tracks_for_Senior_High_School

Boatwright MA, Ching M, Parr A 1992. Factors that influence students’ decisions to

attend college. "(3) Mary T. Boatwright | Duke University - Academia.edu"

https://duke.academia.edu/MaryTBoatwright

Javarata, https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Clemente, N.

(n.d.).https://www.researchgate.net/publication/321965285_Why_I_Want_to_Teach_E

xploring_Factors_Affecting_Students'_Career_Choice_to_Become_Teachers

Nucum, Karl Nicole. (2018 October 5). Your Complete Guide to the Academic Track

in Senior High School.Retrieved from https://blog.edukasyon.ph/senior-high/senior-

high- school-academic-track/.

American Psychological Association ( Education and Socioeconomic Status)

www.apa.org

28
Diana Lang and Marissa L. Diener ( Influences on Parenting)
https;//iastate.pressbooks.pub/parenting…

Determinants of good academic performance among university students in Ethiopia:

across sectional study

Pubmed.nccbi.nlm.gov>

29
APPENDICES

30
 APPENDIX A

Letter to the Adviser to Conduct the Study in Grade 10

Republic of the Philippines
Department of Education
Region I
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

Ms. Mia R. Angeles

12- HUMSS C Adviser
Madam:
We have the owner to request permission to conduct a study entitled "Strand
Preference of Grade 10 students of Tubao National High School: Basis for Career Guidance
Program" wherein in the Grade 10 students of Tubao National High School will be our
respondents. At this juncture, it is further requested that we will be allowed to float
questionnaire on the students of Grade 10.
Your kind approval in this request will be highly appreciated.
Very truly yours,

LLOREN, JUDY ANN I.

NIDUAZA, FRIZA ANN MARIE C.
REFUGIA, SHANTYL KATE
A.
SUGUITAN ADRIAN CHARLES
C.
Noted by:
Researchers
Mrs. Raquel C. Laroya
Research Project Teacher

31
32
 APPENDIX B
Survey Questionnaire

Republic of the Philippines

Department of Education
Region I
Division of La Union
Tubao 2509
TUBAO NATIONAL HIGH SCHOOL

Dear Respondents,

We are grade 12-HUMSS C students and we are presently conducting a study

entitled "Strand Preference of Grade 10 students of Tubao National High School: Basis for

career Guidance Program"

In connection with this, maybe wrestler corporation by accomplishing the survey

questionnaire. Rest assured that all data gathered will be treated with utmost confidentiality

and anonymity and will be used solely for this study.

Respectfully yours,

LLOREN, JUDY ANN I.

NIDUAZA, FRIZA ANN MARIE C.
REFUGIA, SHANTYL KATE A.
SUGUITAN ADRIAN CHARLES C.
Researchers

33
 APPENDIX C
Letter to the Respondents in Floating the Survey Questionnaire
Republic of the Philippines
Department of Education
Region I
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

STRAND PREFERENCE OF GRADE 10 STUDENTS OF TUBAO NATIONAL

HIGH SCHOOL: BASIS FOR CAREER GUIDANCE PROGRAM

Direction: Please answer honestly and sincerely to the best of your knowledge all the

questions in this questionnaire. Put a check mark on the box provided for

Name(optional):____________________________________________

I. PERSONAL PROFILE

A. AGE

13-14 15-16 17+

B. SEX

Male Female

34
C. SECTION

Hertz Curie Edison Maxwell Ohm

D. Socio Economic Status of Parent ___High Class ___Middle Class ___Low Class

E. Parent Educational Attainment ___Elementary Level ___Elementary Grad.

___High School Level ___High School Grad.
___College Level ___College Grad.

II. FACTORS INFLUENCING THE GRADE 10 STUDENTS ON CHOOSING

STRAND IN SENIOR HIGH SCHOOL

Direction: Respondents to each statement as honestly as you can. Put a check mark on

the number that corresponds to your answer.

LEGEND:

5- Very High Impact

4- High Impact

3- Low Impact

2- Very Low Impact

1- No Impact

35
A. SOCIOECONOMIC STATUS
ITEMS 5 4 3 2 1

1. My parents have stable income to support my

studies.

2. I have the freedom to choose my strand

3. Due to my socioeconomic status, I consider

choosing a more practical strand.

4. My socioeconomic status matters when I decide

on my future career path.

5. I consider my Family’s financial status when

deciding on a future senior high strand.

B. PARENTS FACTOR
ITEMS 5 4 3 2 1

1. My parents’ opinions about my career decisions

matter.

2. I seek my parents’ advice when deciding on

something

36
3. My parents give me freedom to decide on my

senior high school strand.

4. My parents support me in anything I do or

choose.

5. Mt final senior high strand decision depends on

my parents.

C. JOB OPPORTUNITIES
ITEMS 5 4 3 2 1

1. Before deciding on a career path, I consider the

available job opportunities.

2. I look for job opportunities that are aligned

with each strand.

3. Job opportunities are important when deciding

on a future career path.

4. My senior high strand decision most likely

depends on the job opportunities aligned with

them.

37
5. I incorporate my preferences into my dream

job.

D. ACADEMIC PERFORMANCES
ITEMS 5 4 3 2 1

1. I consider my grade as a basis for my future

career path.

2. My grades are important in determining my future

strand.

3. I go for something that acquires my academic

strengths.

4. I challenge myself by choosing a strand I am not

good at.

5. I relate my academic performance to anything I

do.

38
E. PERSONAL INTEREST
ITEMS 5 4 3 2 1

1. My choices depend on my likes and interest.

2. I have the freedom to choose my desired strand

based on my interests.

3. I do things willingly if I’m personally interested

in them.

4. I’m at my best if I’m interested in what I’m

doing.

5. My interests matter when I’m making important

choices.

39
Friza Ann Marie C. Niduaza

Address: Gonzales, Tubao, La Union

Contact Number: +639454923172

Email Address: [email protected]

Place of Birth: Gonzales, Tubao, La Union

Educational Background

I. Secondary Level

Senior High School

Tubao National High School

Tubao, La Union

2021-2023

Junior High School

Tubao National High School

2017-2021

II. Primary Level

Gonzales Elementary School

Gonzales, Tubao, La Union

2010-2017

Special Skills:

Portrait Artist

40
Judy Ann Lloren I.

Address: Pideg, Tubao, La Union

Contact Number: 09267276124

Email Address: [email protected]

Place of Birth: Pideg, Tubao La Union

Educational Background

III. Secondary Level

Senior High School

Tubao National High School

Tubao, La Union

2021-2023

Junior High School

Tubao National High School

2017-2021

IV. Primary Level

Caoigue, Elementary Schoool

Caoigue, Tubao, La Union

2011-2017

Special Skills:

Singing and Cooking

41
Adrian Charles C. Suguitan\

Address: Caoigue , Tubao, La Union

Contact Number: 09100944248

Email Address: [email protected]

Place of Birth: Caoigue, Tubao, La Union

Educational Background

V. Secondary Level

Senior High School

Tubao National High School

Tubao, La Union

2021-2023

Junior High School

Tubao National High School

2017-2021

VI. Primary Level

Caoigue, Elementary School

Caoigue, Tubao, La Union

2011-2017

Special Skills:

Dancing

42
Shantyl Kate A. Refugia

Address: Amallapay, Tubao, La Union

Contact Number:09309541360

Email Address:[email protected]

Place of Birth: Agoo, La Union

Educational Background

VII. Secondary Level

Senior High School

Tubao National High School

Tubao, La Union

2021-2023

Junior High School

Tubao National High School

2017-2021

VIII. Primary Level

Agoo Montessori Learning Center and High School Inc.

San Antonio, Agoo, La Union

Special Skills:

Singing and Cooking

43
44