CHAPTER II

REVIEW OF RELATED LITERATURE

The chapter presents a review of literatures and studies related to the present study

from which the researchers gathered relevant issues and insights necessary for the

conceptualization of their study.

Related Literature

The K to 12 Program covers Kindergarten and 12 years of basic education (six years

of primary education, four years of Junior High School, and two years of Senior High

School (SHS) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship. This educational system for basic

and secondary education is widely adopted around the world.

It has been implemented because the Philippines is the last country in Asia and one

of only three countries worldwide with a 10-year pre-university cycle (Angola and

Djibouti are the other two). A 12-year program is found to be the best period for

learning under basic education. It is also the recognized standard for students and

professionals globally.

Senior High School covers eight learning areas as part of its core curriculum, and

adds specific tracks (similar to college courses) based on four disciplines, the Academic

(which includes Business, Science & Engineering, Humanities & Social Science, and a

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General Academic strand), Technical-Vocational-Livelihood (with highly specialized

subjects with TESDA qualifications), Sports, and Arts & Design. (www.gov.ph/k-12/)

SHS tracks are specific areas of study much like college courses and they fall under

four disciplines, namely, Academic, Technical-Vocational-Livelihood (TVL), Sports, and

Arts & Design. These are the subjects that will give you the competencies and

advanced skills required in college or tech-voc education, entrepreneurship,

employment and, most important, life.

The TVL track also has four strands: Home Economics (HE), Information and

Communication Technology (ICT), Agri-Fishery Arts and Industrial Arts.

Schools decide which tracks to o-er based on resources, population, or what the

local community needs. It is possible that your chosen track may not be offered in your

current high school. If this is the case, you can go to another public shool nearby. Or

you may use your voucher to go to a private or non-DepEd school that has your chosen

track.

According to DepEd, the College General Education curriculum will have fewer units

because of SHS. Subjects that have been taken up in Basic Education will be removed

from the College General Education curriculum.

Rouse (2015) also stated that The K-12 program offers a decongested 12-year

program that gives students sufficient time to master skills and absorb basic

competencies. Students of the new system will graduate at the age of 18 and will be

11
ready for employment, entrepreneurship, middle level skills development, and higher

education upon graduation.

The DepEd also noted that the last ten-year curriculum is congested wherein

students are forced to absorb all the knowledge and skills necessary in a short and

limited span of time. As a result, high school graduates are often unprepared for

employment, entrepreneurship, or even higher education. They do not yet possess the

basic competencies or even emotional maturity essential for the world outside the

school. High school graduates who do not pursue higher education are thus

unproductive or vulnerable to exploitative labor practices. In the same context, those

who may be interested to put up their own business cannot enter into legal contracts

yet. This partly explains why the number of unemployed Filipinos is increasing at an

alarming rate.

SHS equips you with more tools for future employment but does not guarantee that

you will get hired. It is important to remember that employment is just one of four exits

that SHS leads to. The others are Entrepreneurship, Higher Education, and Middle-Level

Skills Development. What SHS can provide are choices and opportunities for you.

Waugh 2013 cited, high standard of living, is an important part of culture and

values. The education system has a significant and direct impact on the quality of our

workforce our economic productivity and ultimately, our ability to prosper as

businesses, as people, and as a nation rely on our public schools to provide highly

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skilled and educated talent. K to 12 is a solution to create opportunities that will help all

children from the time they enter the classroom to when they join the workforce.

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a

National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track

in Grade 12, a student may obtain a National Certificate Level II (NC II), provided

he/she passes the competency-based assessment of the Technical Education and Skills

Development Authority (TESDA). NC I and NC II improves employability of graduates in

fields like Agriculture, Electronics, and Trade.

By examining the role of career education, K to 12 program is the answer as a

response to skills shortage and high youth unemployment, it is important to understand

the role public education can play in guiding students’ choices. In study of Cook (2013)

he cited that from an economic perspective, countries with a greater proportion of

students in vocational education at secondary school tend to have lower youth

unemployment.

While this connection should not be overstated, it is important to note that student

engagement is an important aspect of education. Their future plans and career matters

most. In order to facilitate engagement, education programs must be accessible to

students of varying abilities and aptitudes, particularly for those who do not see

themselves attending university.

These programs must be supported by clear pathways to work. In some provinces

and school boards, technical programs, specifically those delivering Technical Vocational

13
Education and training (TVET), are closely aligned with labor market demands and in

STEM (science, technology, engineering, mathematics) fields and high demand career

paths. This approach can create options for students that lead to entry-level jobs,

higher education degrees, and advanced career paths.

Abueva (2015) affirm that with K-12 education, students will have sufficient

instructional time for subject-related tasks, making them more prepared in every

subject area. With the old system, Filipino students were consistently behind on

achievement scores.

In 2008, for instance, international test results revealed that Filipinos were behind

compared to other countries when they finished dead last in math.

In a discussion paper on the “Enhanced K to 12 Basic Education Program” prepared

by the DepEd in the last quarter of 2010, it was pointed out that K to 12 is an effective

cure to the deteriorating quality of the Philippine education system. The low

achievement score of Filipino students in the National Achievement Test (NAT) is one of

the indicators of a defective education system.

In addition, with K-12 education, Filipino graduates will be automatically recognized

as professionals abroad because it is following the international education standard as

practiced by all nations.

The short duration of the basic education system is indeed a disadvantage for the

overseas Filipino workers (OFWs), especially the professionals, and those who intend to

study abroad. DepEd further claims that the Filipino graduates are not automatically

14
recognized as professionals abroad because the ten-year curriculum is usually perceived

as insufficient.

Hence, the K-12 program accelerates mutual recognition of Filipino graduates and

professionals in other countries. The new curriculum gives students the chance to

choose among three tracks (i.e. Academic; Technical-Vocational-Livelihood; and Sports

and Arts) and undergo immersion, which provides relevant exposure and actual

experience in their chosen track. (http://k12philippines.com/)

There will also be no need to study again and spend more money in order to qualify

for international standards. With a K-12 education, Filipino professionals who aspire to

work abroad will not have a hard time getting jobs in their chosen field. Furthermore,

they will be able to help their families in the Philippines more with remittances, property

purchase, and small businesses.

In addition, K12 education institutions prepare educational plans for parents

depending on their personal circumstances. Many parents lack the right amount of

funds to send their kids to private education institutions, so these plans include options

for public institutions or scholarships opportunities. This give parents the opportunity of

choosing the K12 institution adequate for their personal situations.

Oteyza (2015) stated the objective of the program which is to be able to produce

more productive and responsible citizens equipped with the essential competencies and

skills for both life-long learning and employment.

15
The change is two-fold. It will give focus not only to the curriculum enhancement

but also to the transition management as well. The intention of K to 12 is not merely to

add two years of schooling but more importantly, to enhance the basic education

curriculum.

To prepare incoming senior high school (SHS) students for choosing a career, the

Department of Education (DepEd) has rolled out a Career Guidance Program that aims

to aid them in making informed choices regarding their SHS track.

Career selection is one of many imperative choices students will make in

determining future plans and success. This decision will shape them and serve as their

path walk throughout their lives. The essence of who the student is will revolve around

what the student wants to do with their life-long work and career. Basavage (1996) in

her thesis probed “What is it that influences children one way or another?” over the

school’s front door at Rindge School of Technical Arts is the saying, “Work is one of our

greatest blessings. Everyone should have an honest occupation” (Rosenstock &

Steinberg, 1996, p.3). Each individual has his own history that shapes out present and

future lives. That history created, in part by the student’s environment, personality, and

opportunity, it will determine how students make career choices. It then follows that

how the student perceives their environment, personality, and opportunity also will

determine the career choices students make.

Edwards (2011) cited that career choice is a complex decision for students since it

determines the kind of profession that they intend to pursue in life. Students should

16
make career choice while in secondary school, so they will be able to face problem of

matching their career choices with their abilities and school performance.

Since the career process is ever evolving, it is important for students to learn just

what their opportunities are, capitalize on them, and then move on. When it comes to

predicting costs versus benefits of education, this is where students can make a mistake

in either overestimating or under estimating their economic situations. Students should

not confine themselves to just one opportunity, nor should they stop trying if the one

possible opportunity dries up. If opportunity is not present they have to make their own

opportunities or move on.

The first factor in career choice is environment it influence the career students

choose. For example, students who have lived on an island may choose a career

dealing with the water, or they may choose to leave the island behind, never to have

anything to do with water again. Maybe someone in the student’s life has made a

significant impact or impression, leading to a definite career choice. Parents’ educational

background may influence student views on whether or not to continue their education.

Basavage (1996, p.1) someone they saw on television may have influenced the

students.

In the study of Perez regarding Factors Affecting Career Preferences indicated that

gender, area of residence, school attended, attitude, self-employment, prestige,

employment security, financial support, career specialization, career flexibility, personal

17
interests, availability of job, apply, advancement, knowledge and lastly learning

experiences are among the top reasons in choosing their career.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994)

emphasizes cognitive-person variables that enable people to influence their own career

development, as well as extra-person (e.g., contextual) variables that enhance or

constrain personal agency.

Related Studies

The following related studies provided the background information and salient facts

relevant to the present study

Crisol, Lourd Greggory D. et. al (2014) conducted a Comparative Study of the

Attitudes between the Students and Teachers of Two Public Elementary Schools in

Northern Mindanao toward the K to 12 Curriculum Shift.

The Philippines being the only country in Asia with a 10-year basic education cycle

has recently shifted to a 12-year cycle just this June of 2012. This curriculum shift is

called the K-12 educational policy. This study was thus conceived to determine the

attitudes of the major stakeholders of the two rural public elementary schools from

Northern Mindanao, Philippines toward this very novel curriculum. Moreover, this seeks

to answer the following questions: 1. What is the attitude of the students of Karaos

Elementary School and Rufino Santos Sr. Elementary School towards the

implementation of the K to 12 program? 2. What is the attitude of the teachers of the

18
two schools to the implementation of the said program? 3. What is the overall attitude

of the respondents to the implementation of the program? To answer the above

questions, the researchers used survey method as well as personal interviews. The

responses were consolidated, tallied and were analyzed. Results obtained revealed that

majority of the respondents are positive towards the implementation of the program for

they believed that the added years will provide them ample knowledge and skills and

enable them to become globally-competitive graduates.

Further, it was recommended that: (1) The students should continue to pursue their

studies despite the change in the curriculum, (2) orientations about the K - 12 program

should be given to the students for them to be motivated to continue their education,

(3) Teachers should find ways for professional growth, especially with the current

trends in education for them to be effective in their fields and (4) Future researchers

should consider looking into the other aspects of the K - 12 curriculum shift such as

cognitive preparedness, environmental conditions and others.

Patrick, Susan et. al (June 2009) conducted a Research on the Effectiveness of K-12

Learning. It examines the outcomes and descriptions of the existing studies on K-12

online learning effectiveness and provides a literature review. There are a number of

rigorous studies that have examined the question, “Is online learning effective?”

However, there is not a single, large-scale, national study comparing students taking

online courses with traditional students, using control groups in the instructional design.

The most in-depth, large-scale study to date is a meta-analysis and review of online

learning studies from the U.S. Department of Education. This memo contains three

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sections: 1) a summary of the major study by the U.S. Department of Education, 2) a

brief literature review of online learning research and studies, and 3) future research

recommendations. The conclusion of the meta-analysis of these studies is that online

learning offers promising, new models of education that are effective.

Masayoshi, Okabe (August 2013) focused on Where Does Philippine Education Go?

The “K to 12” Program and Reform of Philippine Basic Education. In 2012 the

Philippines launched its “K to 12” Program, a comprehensive reform of its basic

education. Through this reform, the Philippines are catching up with global standards in

secondary education and are attaching a high value to kindergarten. The structure,

curricula, and philosophy of the education system are undergoing reform and

improvement.

The key points of the new policy are “preparation” for higher education,

“eligibility” for entering domestic and overseas higher educational institutions, and

immediate “employability” on graduating, all leading toward a “holistically developed

Filipino”. This policy appears admirable and timely, but it faces some pedagogical and

socioeconomic problems. The author wants to point out in particular that the policy

needs to address gender problems and should be combined with demand-side

approaches in order to promote poverty alleviation and human development in the

Philippines.

Calderon, Teresa (October 2014) conducted a critique ok K – 12 Philippine

Education System. The Paper was presented on the 2nd Annual Conference of the

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Society for the Philosophical Study of Education-Philippines, March 1, 2014, held at

Paulino Cayco Hall, Arellano University, Philippines. The paper presents the fears and

loopholes of the K-12 system and its implementation in the context of the Philippines.

Drawing on the current discourse, studies and loud views, the author concludes that if

the goal is to improve the nation’s student achievement then the real solution is

improving the quality of teachers because “Students don't fail, teachers do.”

Sergio, Maria Rose (2012) conducted a research on K-12 Education Reform:

Problems and Prospects. It stated that the K-12 Basic Education Program proposed by

the Department of Education adds two years of secondary education to enable grad-

graduates to pursue one of three tracks: employment after graduation, higher

education, or entrepreneurship. The reform faces challenges in redesigning the

curriculum, in deploying and training teachers at the start of the program's

implementation, in ensuring the sustainability of the program, and in meeting the

required infrastructure. These issues should be addressed soon for the well-meant,

timely, and much needed program to not only the individual students, but also the

country, in general. The strength of a nation greatly depends on the strength of its

education system. The Philippine government ideally adheres to thisbelief. A revisiting

of the 1987 Philippine Constitution reminds us that the organized machinery of the

State gives primacy to education as a basic human right.

Connelly (2013) cited that schools have always played a vital role in ensuring

that students have the skills needed for the job or career they have chosen. The key

function of education is to fully prepare students for life after schooling preparation for

21
the world of work is a necessary and vital part of that equation. As our society and

economy continues to evolve, it may be time to rethink how public education aids

students in choosing career and education pathways. Additionally, due to the present

economic and social changes our government is dealing with, it is imperative that we

think more deeply about the future of those students who will enter the workforce

immediately after high school.

“How can we ensure that education is the right one for the times? “ Different skill

sets will be required for the future. The next generation will need to be

entrepreneurial, willing to take risks and be multicultural. Lynch (2013)

Witko, Kim et. al (2005) explored about senior high school career planning: what

students want. The study used the Comprehensive Career Needs Survey to assess the

career planning needs of 2360 senior high school students in Southern Alberta, Canada.

This article examines how senior high school students perceive the relevance of career

planning, who they feel comfortable approaching for help with career planning, and

what help they would like during their career planning. Results indicated that career

planning is important to high school students and they are likely to approach their

parents first for help with career planning. Students in grades 10 through 12 indicated

that specific information regarding courses, post-secondary information and careers

would be helpful. Grade 12 students also expressed a desire for improved career

counselling and increased work experience. Implications for teachers, school

counsellors, parents and community services are discussed.

22
Moreover, Abarro, Juan (June 2016) conducted a research about the Factors

Affecting Career Track and Strand Choices of Grade 9 Students in the Division of

Antipolo and Rizal, Philippines. The main purpose of the study was to craft Senior High

School program offerings of University of Rizal System. It made use of the Descriptive

Survey Method. Findings showed that most of the Grade 9 students selected Career

Tracks and Strands are Accountancy, Business and Management (ABM), and Technical

Vocational Livelihood (TVL) track. Moreover, there is a significant association between

the career track choices and profile of the students in terms of sex, average family

income, occupation of the head of the family, school preference and average scholastic

rating in Grade 8 and no significant association between the career track choices and

the highest educational attainment of the head of the family and person influential in

the choice of career track.

Japitan, Joshua et. al (March 2015) also conducted a research on Factors

Affecting Senior High School Track Preferences of Grade 9 Students of Don Bosco

Technology Center, Inc. Academic Year 2014-2015: A Basis for Career Guidance

Program. The study aims to determine the factors that affect the senior high school

track preferences of the Grade 9 students of Don Bosco Technology Center of academic

year 2014-2014. This study utilizes descriptive method of research to determine the

factors. It would see if dependent variables relating to personality, family/relatives,

interests and job opportunities were significant factors influencing the track preferences

of the respondents. The descriptive research used quantitative methods to assess the

feedback from the respondents. Scale/questionnaire is given to the respondents to

23
conduct the study personally and is collected after to gather all the results. Most of the

literature gathered talks about the factors that affect career preferences/choices,

namely personality, family, interests and job opportunities, which would specialized in

senior high school of the k-12 curriculum.

Pascual, Nancy (2014) conducted a research about Factors Affecting High School

Students’ Career Preference: A Basis for Career Planning Program. It stated that

unemployment rate in the country is commonly associated with the misfit graduates

produced by universities and colleges and the workforce needed by different

companies. The wrong choice of course taken by most of high school students adds to

the unemployment and underemployment rate of newly graduate students. With this

the study determined the factors affecting the fourth year high school students’ career

preference of University of Rizal System’ Laboratory School in Morong Rizal. The

relationship of the factors affecting students’ preference of course to their career

preference, Brainard’s Occupational Preference Inventory (BOPI) results, academic

achievement and their elective grades were considered. Frequency, percentage and

chi-square were used as statistical treatments. The findings revealed that the

availability of work after college is the first consideration of students in choosing a

course in college. Most of the students prefer to take scientific related field courses, or

the “popular courses” for Filipinos. The least preferred course are in the Agricultural

field. The BOPI results showed that most of the student-respondents are suited to take

professional courses. Students’ preferred course is related to their BOPI result as well

as to their father’s occupation. Other factors such as mother’s occupation, monthly

24
family income, students’ sibling position and students’ third year general average

grades are not related to the students’ preferred course in college to their BOPI results.

BOPI results are significantly related to the students’ elective course grades.

Students’ career success can be best attained if proper guidance is given in

choosing the right course in college, suited to students’ personality, ability and intellect.

Helping student choose the career that suits them can be done by integrating career

plan with the curriculum so that students can make good decisions in what course to

take in college. Collaborative effort of the school administrations, guidance counselor

and parents should also be made to come-up with better career plan for every

individual students.

Braza, Maria Ramona et. al. (September 2015) studied about the socio-

demographic characteristics and career choice of private secondary school students.

The study determined the career choice of the high school students of the different

private institutions in San Jose, Batangas as a basis for developing a career program

guide to help the students in choosing their career. The descriptive method was used

the study with the questionnaire and standardized test as the main data gathering

instruments. Parents, students and teachers served as respondents of the study. The

study revealed that most preferred career of the respondents is the academic track

particularly the Science Technology Engineering and Mathematics (STEM) strand.

The proposed program guide formulated focused on how to help the students

decide on their future career. When properly given, it will benefit the students. The

25
researchers recommended that the proposed career program guide that has been

formulated may be shown to school heads for their suggestions; the students should be

provided with effective orientation on what career is really all about.

This could be done by the school guidance counselor or by the teachers and

parents as well and there must be a close–up tie among the guidance personnel,

teachers, students, and parents to promote a better understanding of the factors which

influence the career choice of the students.

On the other hand, Lopez, Chito et. al (March 2015) studied about specialization

track preferences of BSIT Students in HCDC. They stated that every individual has his

own strength and weaknesses. The BSIT program of Holy Cross of Davao College

recognizes the unique potentials of each student. Thus, its curriculum does not focus on

only one field in IT but to two other specializations. This study was conducted to know

the most preferred track by BSIT Students. Specifically, the tracks involved are

Multimedia, Software Development and Networking. The researchers used a

descriptive-exploratory method. A questionnaire was developed and was administered

to a group of respondents from the BSIT program. Results from this study showed that

each of the tracks is moderately preferred by the students. Among the three tracks, the

BSIT students are more directed towards Software Development. Furthermore, both

male and female students have the same level of preference on Multimedia, Software

Development and Networking Specialization Tracks. Also, students from first year to

fifth year BSIT students have the same level of preference in the specialization tracks.

26
Giducos, Rodrigo (March 2012) made an analysis on factors affecting choice of

college: a case study of UNLV hotel college students. It stated that the growth in the

tourism and hospitality industry caused a tremendous increase in the number and type

of tourism and hospitality programs at two and four year colleges in the United States.

This study identified factors that influence students’ choices among in-state, out-of-

state, and international students. The study utilized exploratory factor analysis to

identify appropriate factors and multivariate analysis of variance to determine

differences in college choices among the three groups. The results of this research will

be beneficial to colleges in the development of appropriate promotions to differentiate

themselves in and meaningful way to potential students, not just in the United States

but also over the world.

Pascual Nancy (2014) conducted a research on Factors Affecting High School

Students’ Career Preference: A Basis for Career Planning Program. It stated that

unemployment rate in the country is commonly associated with the misfit graduates

produced by universities and colleges and the workforce needed by different

companies. The wrong choice of course taken by most of high school students adds to

the unemployment and underemployment rate of newly graduate students. With this,

the study determined the factors affecting the fourth year high school students’ career

preference of University of Rizal System’ Laboratory School in Morong Rizal. The

relationship of the factors affecting students’ preference of course to their career

preference, Brainard’s Occupational Preference Inventory (BOPI) results, academic

achievement and their elective grades were considered. Frequency, percentage and chi-

27
square were used as statistical treatments. The findings revealed that the availability of

work after college is the first consideration of students in choosing a course in college.

Most of the students prefer to take scientific related field courses, or the “popular

courses” for Filipinos. The least preferred course are in the Agricultural field. The BOPI

results showed that most of the student-respondents are suited to take professional

courses. Students’ preferred course is related to their BOPI result as well as to their

father’s occupation. Other factors such as mother’s occupation, monthly family income,

students’ sibling position and students’ third year general average grades are not

related to the students’ preferred course in college to their BOPI results. BOPI results

are significantly related to the students’ elective course grades. Students’ career

success can be best attained if proper guidance is given in choosing the right course in

college, suited to students’ personality, ability and intellect. Helping student choose the

career that suits them can be done by integrating career plan with the curriculum so

that students can make good decisions in what course to take in college. Collaborative

effort of the school administrations, guidance counselor and parents should also be

made to come-up with better career plan for every individual students.

All the aforementioned literatures and studies served as springboard to the

current study since they contributed adequate background information about the

research work in terms of the variables involved. The present study focused on the

factors related to the SHS Strand Preference of 10 th graders in San Jose National High

School, Tacloban City.

28