MAPPING THE MAZE: EXAMINING THE HURDLES

IN SELECTING SENIOR HIGH SCHOOL TRACKS

A Qualitative Research Presented to the

SENIOR HIGH SCHOOL FACULTY
Sagayen National High School
Sagayen, Asuncion, Davao del Norte

In Partial Fulfilment
Of the Requirements for the Subject
PRACTICAL RESEARCH I

LOPEZ JAENA 2
Balla, Jhon Giangan, Patrick James
Bolonia, Vicente Langelis, Rosalie
Cantal, John Christopher Nidea, Louie Jay
Cercado, Lianne Quillope, Masaya
Dangcalan, Jhan Mark Regodon, James
Felix, Melva Romero, Charles Darian
Flores, Ernesto Silongan, Jasmin

May 2024
APPROVAL SHEET

This research entitled, “MAPPING THE MAZE: EXAMINING THE HURDLES

IN SELECTING SENIOR HIGH SCHOOL TRACKS”, prepared and submitted by
LOPEZ JAENA 2 S.Y. 2023-2024 in partial fulfillment for the subject, PRACTICAL
RESEARCH 1, has been examined and hereby recommended for acceptance and
approval.

SHIELA L. SUAREZ
Research Adviser

___________________________________________________________________

RESEARCH REVIEW PANEL

APPROVED by the Committee on Oral Examination with the grade of ________.

NIÑO P. DURDAS
Chairperson

SUNSHINE M. CAIGOY
Member

TRIXIA JEAN S. ABEDEJOS

Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the

subject, PRACTICAL RESEARCH 1.

Oral Examination: ____________

SIDNEY B. DARAY, EdD

School Research Coordinator
ABSTRACT

This study utilized qualitative research design employing phenomenological

approach. The goal of this phenomenological study is to understand the
struggles, coping mechanisms, and insights of the students who struggled in
selecting their SHS track in Sagayen National High School. Using purposive
sampling, fourteen (14) students Grade 10 students who are enrolled in school
year 2023-2024 joined the conduct of this study. Moreover, this study
conducted in-depth interviews and focus group discussion to gather
information needed and are significant for this study. Thematic analysis and
coding were employed to analyze the data gathered. Findings suggested that
the four (4) generated major themes for the struggles of students in selecting
their Senior High School track are academic and personal capabilities,
financial considerations, parental and external influences, and decision-
making challenges. The responses of the student-participants regarding their
coping mechanisms as they struggles in selecting their Senior high school
tracks revealed three (3) major themes which are seeking guidance and
information, understanding consequences and outcomes, and parental
support and decision making. Moreover, the insights that the student-
participants can share to the other students generated one (1) major theme
which is seeking help from professionals.

Keywords: selecting senior high school track, junior high school, qualitative
research
ACKNOWLEDGMENT

The success of this research would not have been possible without the

invaluable support and assistance from many individuals throughout this journey. I

would like to extend my deepest gratitude and appreciation to the following people

who contributed significantly to the success of this study.

To our research adviser, Ms. Shiela L. Suarez, for her patient guidance

throughout our research journey. Thank you, Ma’am, for sharing your knowledge,

techniques, and expertise in research writing, which were instrumental in completing

this study.

To the panel led by Mr. Niño P. Durdas, along with Ms. Sunshine M. Caigoy

and Ms. Trixia Jean S. Abedejos, who examined and reviewed the progress and

development of our study. Your significant comments during our Title and Final

defense have made this manuscript both substantial and worth reading.

To the Grade 10 students who were the respondents of this study, for their

support and effort in answering the survey questionnaires.

Chapter 1

INTRODUCTION

Rationale

The implementation of the Senior High School (SHS) program is a serious

event in the Philippine education system. Choosing the right SHS track is an

important decision for Grade 10 students because it can have a big effect on their

future academic and professional careers. It was found that academic performance,

peer influence, parental guidance, and dream career were really important in

student's wanted track. Moreover, it was found that interests of student, career goals,

and recognized benefits of the track were the primary factors that influenced their

track preference.. One needs to think carefully to avoid the consequences (Dela

Cruz et al., 2020; Lorenz et al., 2020; Nobleza, 2016).

According to the Universal Journal of Educational Research (2018), one of the

issues experienced by junior high school students in the Middle East, particularly in

Turkey, was choosing which strand to take in senior high school. Research has

identified many considerations on the careers that students choose and that it will

have an influence on their life. This issue is still existing at the moment. Moreover, in

Canada, parental background in terms of education was discovered as one of the

external factors that influence student's career choices. 56% of 2,015 interviews

reported that their career choice was influenced by their parents (Zawacki-Richter &

Naidu, 2016).

Meanwhile, a recent survey from all the schools in Toledo City, Philippines, a

person's professional success is best achieved when his or her course selection is
based on the ideal job for their talent, personality, background, and intelligence. It is

impossible to disregard the importance of career management for students. Findings

indicate that many students make judgments based more on personal preferences

than on what the job market requires (Magdadaro, 2020).

Additionally, in the University of Immaculate Concepcion, Bajada, Davao City,

it was found that in the contemporary times, the declining number of individuals

pursuing education can be attributed to various challenges they encounter as they

endeavor to advance in their personal and professional lives. According to a survey

conducted by the Department of Education (DepEd), out of 100 Elementary

students, only 80 are expected to graduate, and this number further diminished to

50-60 students transitioning to high school. Among them, only 30 may progress to

college, and a mere fraction ultimately complete their college or post graduate

studies (Verjom, 2011).

This focus of study has not been conducted research on all students to

determine their preferred strands. Because many students are confused about the

strands they want to pursue in Senior High School, this study needs to pay attention

to all students in choosing their strands carefully. It is urgently needed to conduct a

study to help students choose their strands before they enter Senior High School or

before they graduate from Senior High School, so that students can decide on the

strands they want to pursue in Senior High School.

This study will help the students to know the challenges of the Junior High

School students in Sagayen National High School in terms of selecting their SHS

track. This will serve as an instrument to help the students who will be turning into

the stage of being a Senior High School student to have a good choice in the future.
Moreover, it will help the teachers and administration to also know the challenges of

Grade 10 students and be able to come up with interventions about this issue.

Purpose of the Study

The purpose of this phenomenological study was to explore and understand

the challenges of the Junior High School students in selecting their Senior High

School strand in Sagayen National High School.

At this stage, the study aims to gather valuable information on coping

mechanisms and insights into the motivations and experiences on their

considerations of the Senior High School students.

Research Questions

1. What are the struggles of the Junior High School students in selecting their SHS

track?

2. How do the Junior High School students cope with the challenges in selecting

their SHS track?

3. What are the insights that the Junior High School students can share in selecting

SHS track?

Theoretical Lens

The study dispensed theoretical foundation on John Holland's Theory of

Career Choice (1950). The theory of career choice postulated that careers are

determined by an interaction between our personality and the environment which

want jobs where they can be around others who are like them. They search for

environments that will let them use their skill and abilities, and express their attitudes

and values, while taking on enjoyable problems and roles. Behavior is determined by

an interaction between personality and environment Holland's theory is centered on

the nation that most people fit into one of six personality types such as realistic,

investigative, artistic, social, enterprising and conventional (Leung, 2008).

It proposes that individuals possess distinct personality types and preferences

that influence their career decisions. These preferences can be categorized into six

main types: realistic, investigative, artistic, social, enterprising, and conventional.

According to Holland, individuals tend to gravitate towards environments and careers

that align with their dominant personality types. When applied to the challenges of

students in selecting their senior high school tracks, this theory sheds light on how

mismatched options can lead to confusion and dissatisfaction.

Realistic individuals, characterized by a preference for hands-on, practical

tasks, may encounter challenges if their school's available tracks lack vocational or

technical programs. Without opportunities to engage in activities like trades,

construction, or mechanics, these students may feel disconnected from their

academic environment. Similarly, Investigative types, who thrive on analytical and

problem-solving tasks, might struggle if the school's curriculum lacks strong STEM

programs or fails to emphasize scientific inquiry. Without suitable avenues to explore

their interests, these students may feel unfulfilled and disengaged.

Artistic individuals, who are creative and expressive, may face difficulties in

schools that prioritize traditional academic subjects over arts and humanities. If the

available tracks do not cater to their creative inclinations, these students may

struggle to find a sense of belonging and purpose within their educational

environment. Social individuals, who are people-oriented and enjoy helping others,

might find themselves at odds with tracks that lack opportunities for community

service or leadership roles. Without avenues to nurture their interpersonal skills and

make meaningful contributions, these students may feel isolated or undervalued.

Enterprising individuals, characterized by ambition and a preference for

leadership roles, may encounter challenges if their school's tracks do not offer

opportunities for entrepreneurship or business-related activities. Without outlets to

develop their entrepreneurial skills and pursue their career aspirations, these

students may feel stifled in their academic pursuits. Finally, conventional individuals,

who thrive in structured environments and excel in tasks that require organization

and attention to detail, may struggle if the available tracks do not cater to their

preferences for administrative or clerical roles. Without suitable options, these

students may feel overlooked or misunderstood in their educational journey.

The challenges of students in selecting their Senior High School tracks can be

attributed to a misalignment between their personality preferences and the available

options. Schools should strive to offer a diverse range of tracks that cater to different

interests and strengths, ensuring that all students have the opportunity to explore

pathways that resonate with their unique talents and aspirations. Additionally,

comprehensive career counseling and guidance can play a crucial role in helping

students understand their strengths and interests, empowering them to make

informed decisions about their educational and career paths.

Scope and Limitation of the Study

This research is confined to learning about the challenges of Grade 10

students in selecting their Senior High School tracks. This study's data is limited to

the narratives of fourteen (14) Grade 10 students who are having difficulty in

choosing their SHS tracks at Sagayen National High School.

As a result, this study is limited to the findings of in-depth interviews (IDIs) and

focus group discussions (FGDs).Since administrative superintendents were made

aware of the study's target.

Definition of Terms

Mapping the Maze. This refers to the process of navigating through the

complexities and difficulties encountered when choosing senior high school tracks.

Just like navigating through a maze, students often face various obstacles, dead

ends, and confusing pathways when making decisions about their educational paths.

The term mapping implies the act of exploring, analyzing, and understanding these

challenges.

Examining the Hurdles. This involves carefully analyzing or assessing the

obstacles or challenges present in a situation, project, or plan. It entails identifying

what obstacles might impede progress or success and determining strategies to

overcome them. It's about understanding the nature, complexity, and potential impact

of the hurdles to develop effective solutions or workaround plans.

Selecting a Senior High School Track. This refers to choosing a specific

academic program or focus area of study during the final two years of high school. In

many education systems, senior high school students are given the option to select a

specialized track or pathway based on their interests, career goals, or academic

strengths. These tracks often include various subjects and coursework tailored to

specific fields such as STEM (Science, Technology, Engineering, and Mathematics),

humanities, arts, or vocational training. The purpose is to provide students with a

more focused and relevant education that aligns with their future aspirations and

helps prepare them for further studies or entry into the workforce.

Importance of the Study

The findings of this study are significant for the following:

The study will benefit students by providing valuable insight into the common

and harmful effects of choosing Senior High School track that they may experience.
Understanding the prevalence and impact of these negative effects also help

students to advocate for themselves and seek support we needed.

Additionally, this study can help teachers comprehend the perspective of

students who have hesitation on their track preference. This knowledge can assist

teachers in developing solutions to address it.

Furthermore, this study can help parents become more aware of the issue

and advocate for their children's safety and well-being. Parents could assist schools

develop a safer environment for their children by acknowledging the incidence and

impact of their chosen track.

Moreover, school administration could implement the findings of this study

to establish regulations and policies to address their lived experiences. Students can

feel more comfortable and capable of learning if their educational atmosphere will be

safe and inclusive.

Similarly, the Department of Education can take advantage of these findings

to influence policy decisions aimed at enhancing inclusion and eliminating

discrimination in schools. The department of Education may establish policies that

effectively deal with the issue of choosing Senior High School track through the

implementation of evidence-based strategies.

Finally, other researchers may broaden on previously conducted research

and add to the growing body of information regarding the causes and consequences

of choosing Senior High School track. Researchers may obtain a more thorough

understanding of how to prevent this behavior and promote a more inclusive society

through involving more studies.

Organization of the Study

Chapter 1 is the portion where the problem of the study is introduced with a

focus on exploration and understanding. The research question is clearly stated

using appropriate language and is centered around the issue of selecting the Senior

High School tracks. Additionally, this section covers the scope and limitations of the

study, which helps to provide context and boundaries for the research. Overall, this

chapter is important for establishing a strong foundation for the research, setting the

stage for the analysis and discussion to come.

Chapter 2 provides a comprehensive overview of the related literature,

readings, studies, and concepts that are relevant to the present study. The

researcher will draw upon a variety of sources, including internet articles and other

publications, to identify and analyze the relevant literature. By examining the work of

other researchers and concerned individuals in the field, the present study aims to

build upon existing knowledge and contribute to a deeper understanding of the topic

at hand.

Chapter 3, the methodology employed in this study is expounded upon. This

includes the research design, research participants, the role of the researchers in the

study, data sources, data collection procedures, data analysis, the trustworthiness of

the study, and ethical considerations. Each of these components plays a crucial role

in ensuring the validity and reliability of the study’s results. The research design

outlines the overall plan for conducting the study, while the research participants are

those who will be involved in the research process. The role of the researchers in the

study will be clearly defined to maintain objectivity and minimize bias. Data sources

will be identified, and data collection procedures will be explained. Data analysis will

involve rigorous and systematic methods to ensure the accuracy of the results.
Chapter 4, the study’s results will be presented, revealing answers to the

research question that was formulated and conducted with the participants. These

findings will be presented in a tabular format, featuring the major themes and core

ideas that emerged from the data analysis process. This section will provide a

comprehensive overview of the research findings and their implications, offering

readers a deeper understanding of the topic and its significance.

Chapter 5 is an important part of a research paper or thesis, as it typically

summarizes the main findings and their implications. By identifying and discussing

the themes that emerge from the data, researchers can better understand the

significance of their results and how they might be applied in educational settings.

The supporting statements help to provide evidence for these themes, making the

argument more convincing. In terms of teaching practices, the implications of the

research might suggest new approaches, highlight areas where further research is

needed, or inform policy decisions. Finally, the conducting remarks provide an

opportunity for the researcher to reflect on the process of conducting the study,

noting any limitations or challenges they encountered and suggesting areas for

improvement in future research.

Chapter 3

METHODOLOGY

Research Design

This study used a phenomenological technique in a qualitative research

design. The method of obtaining a thorough grasp of social phenomena in their

natural environment through first-hand experiences with humans as meaning-making

agents was referred to as qualitative research. This approach allowed the researcher

to obtain a deep and detailed understanding of a particular issue (Creswell 2012).

Additionally, by allowing participants' voices and context to be heard, understood,

and created from their viewpoints rather than the researcher's, qualitative research

methods offer a deeper perspective on a small number of people (Parkinson &

Drislane, 2011).

The topic of this study was best explored using a qualitative research

approach because I was examining the experiences of the students who struggled in

selecting their SHS tracks. Through this qualitative investigation, we learned about

their experiences and gathered the stories of the students who were tormented by

the teachers. Additionally, this study aimed to learn more about the problems of

teachers abusing their students from the participants' perspectives.

However, the phenomenological technique was used since it enables me to

grasp the students’ perspectives, perceptions, and emotions around the occurrence.

We were able to fully understand and grasp the participants' perspectives as a result.

Additionally, the qualitative research design of this study utilized the

phenomenological approach. This led to the establishment of the whys and hows of

the phenomenon under study. It made it possible for us to learn about the
viewpoints, comprehensions, and emotions of every student-participant. In order to

better understand the students’ struggles in selecting their SHS track, we used a

phenomenological technique.

In this inquiry, we have taken into consideration qualitative studies to be

absolutely suitable due to the fact that we turned into searching into the stories of

students who struggle in selecting their SHS track. We collected their firsthand

stories of struggling and we exposed the narratives of the individuals via this

research. Furthermore, this qualitative research attempted to offer a higher know-

how of the ability demanding situations that students likely encountered, in addition

to the insights that they desired to share with other students. The phenomenological

method turned into use specifically as it allowed us to find the perspective,

understandings, and feeling of the students experiencing the phenomenon. This

allowed us to completely understand and interpret the viewpoints of the student-

individuals.

Overall, this study's use of a qualitative research design and

phenomenological approach helped to explore the difficulties encountered by the

students who struggle in selecting their SHS track, as well as how they overcame

those difficulties and the insights they provided. Students who were specifically

chosen for the purpose of the study provided the data required for this investigation.

In addition, themes that relate to the students' overall experiences, coping

mechanisms, and insights were found using material and thematic analysis.

Ultimately, the validity of this qualitative investigation was established, and all

necessary processes were carried out in accordance with the ethical guidelines

covered in this chapter's last part.

Role of the Researchers

The qualitative study focused on the experiences of students who struggle in

selecting their SHS track. As the interviewer, we conducted in-depth interviews and

focus group discussion with our participants. We were able to get the information we

required from the student-participants of our qualitative research study because we

established a good relationship with them and we were able to have nice interaction.

We made sure to follow the interview protocol by getting there early on the

scheduled date and time. The voice recorder and interview guide were well-

prepared, that we avoided asking questions unrelated to the issue being studied, and

that all information was correctly captured. The experiences of students who struggle

in selecting their SHS track were the main subject of the qualitative investigation.

In our capacity as the interviewers, we focused on in-depth interviews and

focus group discussions with our subjects. We developed a strong rapport with the

students who participated in our qualitative research study, which allowed us to have

pleasant interactions and enable us to obtain the information we needed from them.

We took care of the entire conduct of the study and adhered to the interview

guidelines.

Research Participants

This study included fourteen (14) student from Sagayen National High School

who had struggles in selecting their SHS track. These student-participants were

chosen based on their struggles in selecting their SHS track. This study was

conducted in the said school situated in Sagayen, Asuncion, Davao del Norte.

Fourteen (14) participants for qualitative-phenomenological were chosen to

represent the general population of students who had struggles in selecting their

SHS track. Seven (7) students engaged in the in-depth interviews or the IDI and the

other seven (7) students participated in the focus group discussion or the FGD.
Purposive sampling, as proposed by Padilla-Diaz (2015), was used to

equitably select and identify these participants, as it involved selecting participants

who could provide rich information about students who had struggles in selecting

their SHS track. We were able to produce a more comprehensive and detailed

output by using this technique of selecting participants who were qualified for the

study. Purposive sampling also entails identifying and selecting individuals or groups

of individuals who were particularly knowledgeable about or who have enough

experiences regarding the phenomenon of interest (Manen, 2017).

This qualitative study took into consideration a set of inclusion criteria. (a) the

participants were public high schools students who are struggling in selecting their

SHS track (b) they were high schools students aged ranges from 15 years old and

above (c) they were enrolled in school year 2023-2024.

Data Collection Procedure

In order to acquire correct data, a step-by-step approach were followed when

performing a research study. Identifying the participants who were qualified for this

study, obtaining permission to conduct the study, preparing resources for the stoutly,

such as an interview guide and recorders, and deciding on the venue that would be

utilized for the interviews were all crucial tasks.

The manuscript underwent a review by the panel of experts. After successfully

completing all of the prerequisites for Practical Research 1, we forwarded the

interview guide questionnaire to the three experts for validation and confirmation.

Our research teacher then granted us permission to do this qualitative research in

the place that we have chosen. The next step was for us to prepare a letter to the

school principal requesting permission to undertake this research in our school. We

then submitted a copy of the approved letter to the Grade Heads to request for
permission to conduct the study at their particular grade. After the study was

approved, we sought assistance from the class advisers who acted as our study

enumerator or gatekeeper of students who match our inclusion criteria after gaining

consent from the school principal, Grade Heads and teachers. After that, we asked

the participants to send back the consent forms before starting the interviews and

discussion. We made sure that the contents of these forms are explained to the

chosen participants and that they sign them willingly.

After doing so, I hosted an orientation for our participants in our chosen

venue, then described the research's objective and scope. When one of our study

participants was not able to make it to the scheduled orientation, we will choose

another participant who qualifies to the criteria.

When conducting a research project, a methodical procedure must be

adhered to in order to obtain consent data. This includes identifying the people who

were qualified for this study, getting approval to carry out the investigation, setting up

the tools for the study (such as recorders and interview guides), and selecting the

venue that would be used for the interviews were all essential tasks.

Data Analysis

Data analysis is critical for creating a picture of the tale about the subject we

have chosen. Data analysis necessitates easy public engagement as well as the

presentation of the data's most pertinent facts. The data that was collected during

the in-depth interviews was transcribed, organized, translated, and analyzed. We

stressed the need of using theme analysis and coding in these processes to

evaluate the data for the study.

The first step in the data analysis procedure in this study was to thoroughly

organize the data, which involved classifying and arranging the participant

responses. The data was then translated and transcribed into an English format.

The next and most crucial stage in this research portion was coding. The

method of getting and keeping these codes allowed the research to focus in on

specific areas. A code is a term or short phrase used in qualitative research to

symbolically assign a summative, salient, essence-capturing, and evocative feature

to a subset of language-based data.

Data Sources

It was believed that conducting interviews was the most efficient method of

obtaining qualitative data. These provided researchers with a rare chance to enter

the participants' reality and comment on a particular circumstance (Peter et al.,

2015). Primary sources, such as the student-participants, can also provide data.

Moreover, secondary sources can be useful in defining a phenomenon in general

(Fromuth et al., 2015).

We carried out extensive investigation to obtain the data required for this

study. Student-researchers facilitated the face-to-face IDI and FGD sessions. We

were able to compile the students’ experiences, including the difficulties they had

during the phenomenon, the coping strategies they employed to overcome those

difficulties, and the insights they gave. The participants were Sagayen National High

School students from either junior high school or senior high school departments.

We utilized our own questions or an interview guide to get the information we

needed. These queries were verified by three (3) professionals. Since it is the

outcome of the interviews, the transcript generated from the IDI and FGD conducted

served as the main source of data. This includes thorough answers from students to
the primary questions and follow-up questions, which are meant to extract significant

and pertinent data. As a kind of validation, the student-participants of Sagayen

National High School initially looked over the transcripts.

On the one hand, books and periodicals might be utilized as additional

sources of information. Finding pertinent information from these sources might be

very beneficial in drawing conclusions for the study (Lee,2015). The papers that

provide the information needed to support the study's findings are likewise beneficial

to this investigation (Modin et al.,2015). We sourced important secondary data for

my investigation from published papers and books that are accessible online. These

assisted me in identifying the motifs that surfaced later. Additionally, articles that

have been published online are thought to be important for the debate in the

following research chapters.

Trustworthiness of the Study

Researchers should develop the protocols and methods required in each

study in order for readers to think it worthwhile to investigate (Miles et al., 2020).

While the majority of experts concur that trustworthiness is essential, there has been

disagreement in the literature over the definition of trustworthiness (Miles et al.,

2020)

Credibility. To ensure the validity of the study, we made sure that

collaboration was appropriately seen during the data collection process, especially

during focus groups and in-depth interviews talks, in which findings from the

interviews were eschewed in favor of relying exclusively on information that was

obtained straight from the participants. The extent to which the results. Credibility is

defined as something that corresponded to reality. It has to do with how much one

believes the results precision (Cloutier & Ravasi, 2020). Make sure the research
article is credible, covering its internal One of the most important factors in

determining trustworthiness is validity. In order to ensure the integrity of my

subjects, we utilized reputable research methods include member verification,

repeated questioning, and triangulation. To employ tried-and-true research

techniques, a suitable research.

The study's approach was carefully chosen. We made sure that the study's

goals were suitably addressed by the design and phenomenological technique.

Furthermore, we employed triangulation to gather information on the topic under

study from the perspectives of the secondary school students. Triangulation

improves the overall credibility of the elicited responses in the research paper. It

goes with cross-verification of various sources as well as the use of multiple methods

to study the same phenomenon. With the use of triangulation, a research that is free

of bias can be expected. Regarding my seven (7) students took part in focus groups

and in-depth interviews for the study talk. The gathered information was triangulated

to bolster the main technique of this research. To further elaborate, we used a range

of techniques to make sure that the seven (7) students who took part in the in-depth

interviews gave truthful answers. we made careful notes in the full interview in order

to facilitate my analysis of the data acquired. While in the program of the study, every

participant had the choice to stop taking part, and it was up to them to do so. To their

consent to be involved in the study. It was explained to them that there can be no

wrong responses.

To get more information, we asked iterative questions. It was important since

it enabled me to revisit subjects raised by participants and gather relevant

information using the questions restated. Rather of being a tedious task, repeated

questioning is a reflexive method. It was necessary to produce understanding and

meaning-building. In order to get more detailed and precise information from

participants, questioning was utilized by posing insightful queries on the study

questions. For this investigation, member verification was also done. Participant

verification ensured that the voices of the participants are appropriately represented

by giving them the opportunity to confirm or deny the data's interpretations and

correctness, enhancing the study's legitimacy (Candela, 2019). We distributed the

complete findings or a summary of the findings during this process with the

secondary school students who took part in our research. Here, the participants were

given transcribed copies to examine and confirm. This was carried out in order to

make sure the participants had time to consider what they had stated. Furthermore,

the participants had the chance to correct any mistakes in my analysis of the

information. They gave us access to their responses. All of the previously mentioned

guidelines were adhered to for this study in order to make sure you're credible. I

signed their certificate as verification of its authenticity.

Confirmability. To ensure the validity of the investigation, we have set aside

our individual opinions, biases, and judgments to prevent data misinterpretation. The

extent of impartiality, or how much the participants' opinions shape the study's

conclusions, than the incentive, bias, or interest of the researcher, is known as

confirmability (Moser & van der Bruggen, 2019). In order to guarantee confirmability,

Guba (2018) recommended the following clauses: rejection of the expectations and

views of researchers, triangulation to remove investigator bias, thorough

methodological justification to enable examination of the caliber of research findings,

and the establishing an audit trail. Further information about how a thorough analysis

of the method helps in determining if the knowledge and ideas that result from it are

acceptable. The audit trail provides a succinct summary of the research techniques
used in the production. and documentation of findings from the outset of a study. The

audit trail is an easy to understand a summary of the study procedures used to

produce and document the results from the beginning of a study undertaking (Guba,

2018).

Regarding our study, we depended on my advisor's the ability to conduct an

impartial audit of the research process in order to carefully examine, verify, evaluate

and examine everything necessary for the success of this investigation. As a guide,

we further sent the trail of audits to our research teacher. It included the audio,

articles, analysis, and original transcripts recordings. We kept all of the study's data

and materials up to date so that the panel and our research adviser is able to confirm

the accuracy of our interpretations and conclusions by looking up the sources

information. We preserved all the data and documents utilized in this investigation so

that the panel and our research adviser can verify that the sources we used to form

our interpretations and findings are reliable in the light of the information gathered.

Transferability. The degree to which qualitative research findings can be

applied in multiple situation with different respondents is referred to as transferability.

It is described as a method of obtaining a type of external validity.by providing

sufficient answer to the repeated question. We made sure thar the study is

conducted in accordance with acceptance principles and models derived from the

previously examined the ethical framework. Iterative questioning is reflexive process

rather than a mechanical chore. It was crucial for producing meaning and gaining

insight. By probing participants with questions that were relevant to the research

question, iterative questioning was used to elicit more detailed and in depth

information from them.

Furthermore, the study undertook member checking, which enhanced the

study's credibility by enabling participants to confirm or refute the accuracy and

interpretation of the data. Throughout this process, we provided our research-

participants with either the transcribed copies for review and verification. In addition

to giving the participants a chance to correct any errors in my interpretation of the

data they shared with me, this was done to ensure that they had time to consider

what they had said. All of the aforementioned provision were followed for this study

to ensure credibility, and signed their certification to confirm its validity and veracity

(Candela, 2019).

To make this research more transferable l made sure that all of the data was

recorded and stored. We also attached all of the documentation and data that were

used throughout the research for future research purposes the transcripts from the

in-depth interview as well as the informed consent validation sheets and letter were

kept and included to the appendices before during and after the interviews. We also

made sure to keep hard and soft copies of all of the papers and saved them on an

encrypted Google drive (Bales,2020).

Ethical Consideration

As the study’s researchers, we made sure that all ethical criteria were

followed. As this study involved the experiences of students who struggled in

selecting their SHS track, we followed the application of the three fundamentals of

humanities education. Throughout this study, we have adhered to the fundamental

ethical considerations of respect for persons, justice, and beneficence. Respect for

persons is a philosophy that permits everyone to fully exercise their autonomy while

still allowing them to interact with one another. It has to do with believing that
individuals are independent, self-sufficient, and capable of making their own

judgments given adequate information (Siddiqui, 2018).

Own judgments in responding to all of my questions if they are given the

benefit of the doubt. I gave the selected participants enough time to answer the

questions on any circumstances they wanted to, as long as it wouldn't be

detrimental. Prior to this participant-led study, a thorough evaluation of the research

participants' predictable risks, burdens, and rewards was conducted need research.

Own assessments in answering each of my inquiries, assuming they are

granted a second chance. We allowed adequate time for the chosen people to

respond to the questions on any situation they wished, provided it wouldn't be

harmful. An extensive assessment of the research participants' predictable risks,

obligations, and rewards was carried out before to this participant-led study require

investigation.

Informed consent was built on this foundational idea. The participants

received the Informed Consent Form (ICF) via face-to-face interview. The

participants completed the electronic document that serves as the ICF. They declare

on the forms that their participation in this research endeavor is entirely voluntary.

Their voluntary involvement shows that they were not forced to participate in this

study and that it was their choice to do so. In light of this, participants are able to end

their involvement at any point while the study is being conducted. These consent

forms provided them with reassurance that any information they provided would be

kept confidential in accordance with the Data Privacy Act, as well as detailed

information regarding the study and the extent of their involvement.

In addition, we made sure to get their consent before recording the full

interview on audio. They shared their experiences and additional knowledge about
the topic under study, which made it significant. After that, it was explained to the

instructor participants that they may review and edit the data they had shared. They

were free to review the transcript and make any necessary edits after compiling and

organizing the data.

In order to adhere to the second principle of justice in Belmont report ,

beneficence, study volunteers must be committed to reducing risks and maximizing

rewards that are rightfully theirs. Participants were safeguarded at all times, and no

recorded file was ever left unsupervised or unsecured. We gave the participant's

safety the top priority in this study by providing for and attentively observing them in

their respective settings or venues while the interviews were being conducted. We

promised to keep the benefits to research participants to a minimum and to minimize

research risks, such as social and psychological hazards. Goodness was

guaranteed by pointing up how my research participants might profit from the study's

findings. This shows that the study's conclusions would be helpful to a wide range of

individuals, especially elementary school teachers. The research can also be used to

develop programs that will provide these teachers the technical skills they need to

help them adjust to the new normal of education. Beneficence is closely associated

with doing good deeds and refraining from harming others.

It was necessary to consider the moral requirement of being cognizant of the

ramifications that come with divulging participants' identities. It was advised to use a

coding scheme to be sure of this. It was crucial that the identities of the individuals

remain secret. I made sure that all information is kept private as a result.

Participants in the study were junior and senior high school students in

Sagayen National High School, Sagayen, Asuncion, Davao del Norte, who struggled

in selecting their SHS track. As a result, the study provided them with a forum to
discuss their experiences, some of which may have involved challenges in

continuing their studies. Furthermore, this study may benefit parents, teachers,

students, future researchers, and other stakeholders in one way or another. Because

of their unique roles in the educational system, the study's findings can aid in raising

the standard of teachers’ behavior in the institution.

In addition, we made sure to look into any possible risks to the research

participants. Among the things stated were bodily harm, invasion of privacy,

discomfort, and embarrassment. When we conducted our research with junior and

senior high school students, we steered clear of all of these.

The final foundation of the Belmont Report is the notion of fairness. It is the

fair selection of research subjects. The ideal allocation of expenses and benefits is

what allows a researcher conducting a study subject to participate in the analysis. All

people, regardless of color, gender, ethnicity, age, or other characteristics, should be

exposed to the risks and advantages of this research in the same manner. People

should only be included or eliminated if they are pertinent to the research questions

or hypotheses (Cueto, 2022).

To guarantee justice, the participants were chosen fairly. We looked over the

fair selection procedure used to choose the participants, who were students. In

addition, we confirmed that our research teacher and us are authorized to carry out

this study. Before starting the study, it was made sure that we had completed the

submission of all necessary documentation and that we met the requirements of the

educational system. The participants were appropriately accommodated during the

research. The study provided just compensation for any harm that participants may

have suffered. We also made sure that we had adequate and reliable internet access

and that the senior high school students we were interviewing had working gadgets
during the virtual and in-person interviews. For the interviews to go smoothly, the

interview guide needs to be ready in advance. Therefore, making sure that the

interview guide needs to be ready in advance.

Every student from Sagayen National High School who took part in the study

did not spend a specific amount of money. But we made sure they received snacks

for them during the in-person interviews. We also like to thank them for making a

significant contribution to my research's result. At the study's completion, we made

sure that every discovery was communicated to the participants. In addition, we gave

them appropriate recognition for all of their work by providing refreshments.

In addition, the proper APA 7th Edition format was used to respect and give

recognition to the authors referenced in this study for their contributions. This

simplified the process of giving credit to the writers whose words and concepts we

used in this research. Citations help me navigate through the realm of the issue we

have selected to investigate by providing evidence to back up the assertions and

claims made in this research. The proper citation style allows readers to easily

identify the original source of any information they have read.

Furthermore, we complied with the terms of the Data Privacy Act of 2012,

often referred to as Republic Act No. 10173, which stipulates that any individual,

entity, or other body that handles a data subject's personal information, location, or

preferences must respect and abide by the data subject's right to privacy. The

transcripts of the interviews as well as the audio and video recordings that make up

the data in this study were kept on an encrypted flash drive that was password-

protected. Those data that are shared online were also included in this set. Its

security and privacy were guaranteed. For a minimum of three (3) years, the disk

holding the study's private data was stored in a safe place that was only accessible
by the researcher. This was carried out in case it became necessary to retain data.

We will employ a method of destruction in addition to the measure we just outlined.

After three (3) years, we will make sure the information is deleted totally and

irrevocably. Reformatting and wiping the disk clean are the steps involved in

destroying it. We will also think about crushing the hard drive because it might be the

best way to remove data from the hard drive. Maintaining the confidentiality of all

information and data collected about the participants is of utmost importance. All

personally identifiable data, including their name and workstation, that the study

collected was kept private. All of these were kept confidential. The aforementioned

protocols comply with the guidelines set forth in the Data Privacy Act of 2012.

Lastly, I'm thinking about setting up specific channels for disseminating the

data

collected in order to best fulfill the objectives of this research. The data will be

accessible for download as files that we plan to use for journal publication or

personal usage. We think that by using official repositories, we are increasing the

possibility that this academic data will be shared. This is a useful platform for

exchanging data and guaranteeing its enduring preservation.

Chapter 4

RESULT

The study’s findings and discussion are presented in this chapter. The

experiences of the participants, their insight, and sentiments as well as the concept

that emerged from the information gleaned from the in-depth interview, and focus

group discussion are presented in this chapter which focuses on the struggles of

students about choosing Senior High School track.

Following the completion of the interviews, the recorded responses of the

participants were transcribed, speech or previously written text in another writing

system can be used as the source. The recorder was listened to several times to

ensure that all responses were written down. This lengthy procedure was followed by
idea and theme organization. As the result, the primary source of data has interview

transcript.

Furthermore, this study sought to learn about the struggles of Junior High

school students and intends to go beyond, focusing on the heart of the issue and

magnifying the lens of their thoughts, point of view, perceptions, insights, and

feelings. The participants have been assured that the information about them

gathered will be kept completely confidential. This chapter also featured the

presentation, analysis, and interpretation of the gathered data.

Struggles of Junior High School Students in Selecting

Their Senior High School Tracks

After the thorough analysis of the experiences of the Junior High school

students who were selecting their senior high school tracks, four (4) major themes

emerged: 1) Academic capabilities; 2) Financial consideration; and 3)

Table 1

Major Themes and Core Ideas of The Struggles of Students

in Selecting Senior High School Track

Themes Core Ideas

• Considering the difficulty in each Senior

High School track.
• Considering one’s capabilities if it suits the
Academic Capabilities skills required in each Senior High School
track.
• Inability to perform well in terms of
schoolwork.

• Considering the level of financial support.

Financial Considerations
• Choosing a strand that is costly.
• Discrepancy between personal choice and
parents’ choice.
Parental and External
• Respecting the advice of your parents and
Influences
the need to be prepared in the challenges
in life.

• Being torn among multiple choices.

• Difficulty in choosing the right track due to
Decision-Making Challenges multiple considerations such as relevance
to future College course and if it fulfills
one’s ambition.

Parental and External Influences; and 4) Decision-making challenges.

Academic Capabilities

The student-participants of this research narrated how their academic

capabilities contributed to the difficulty of choosing their Senior High School track.

FGD 2 said:

“Actually, akong mga challenges is that kanang

if I been wondering If kaya bani sa akong mga
parents as well as Kong kanang, kaya bani sa
akong capabilities.”
(“Actually, my challenges are that right if I’ve
been wondering If it’s because of my parents as
well as Kong right, because of my capabilities.”)

FGD 3 said:

“Mostly man gud ang mga kalisod sa mga

students kanang talawan man gud Sila og
essay kanang more on mathematics mahadlok
gyud ang mga students pero para sa akoa Kay
Kuan nag lisod kog pili.”

(“Mostly, the difficulties are good for the

students, even if they are cowards. They have
an essay, but more on Mathematics, the
students are afraid, but for me, I had a hard
time choosing.”)

FGD-01 added:

“Kay daghan daghan man gud ni ingon nga

HUMSS man gud lisod.”
("So many people are saying that HUMSS is
hard.")

Financial Considerations

Financial considerations significantly impact students' decisions when

selecting their Senior High School track. Many students come from families with

limited financial resources, which constrains their ability to choose tracks that may

require additional expenses for materials, uniforms, or specialized equipment. These

financial constraints often force students to prioritize affordability over interest or

aptitude, potentially leading to a mismatch between their skills and the chosen track.

Consequently, this economic burden can result in decreased motivation, lower

academic performance, and ultimately, a struggle to thrive in their selected SHS

track. FGD 1 said:

“Nagkuan man gud sila basin ang bayrunon dili

makaya unya pero paningkamutan lang
gihapon nila.”

(“Even if they go to they may not be able to

afford the bill, but they are still trying.”)

FGD 5 said:

“Ayy naka impluence akong parents kay naga

wonder kung ma afford ba ang pagpa eskwela
sa akoa mahatag ba nila akong
panginahanglan saakoang curse nga akoang
nakuha.”
(“My parents are influential because I wonder if
they can afford to send me to school, will they
give me what I need because of the curse I
got.”)

FGD 6 said:

“Nag-ingon man gud si Papa ug si Ate nga dili

nalang nako ipadayon ang HUMSS kay basig
daghan ug amutan nga unya dili nila ma afford,
dili pod nako kaya.”

(“Dad and sister said the same thing, I just don’t

want to continue hums. Because maybe there
will be a lot of people and they won’t be able to
afford it, I can’t afford it.”)

Parental and External Influences

Parental and external influences play a crucial role in students' struggles

when selecting their Senior High School track. Often, parents and guardians exert

pressure on students to choose tracks they believe are more prestigious or

promising for future employment, regardless of the students' interests or strengths.

Additionally, societal expectations and peer pressure can further complicate this

decision-making process, as students might feel compelled to conform to popular

choices rather than pursuing their genuine passions. These external pressures can

lead to a lack of alignment between students' abilities and their selected tracks,

resulting in disengagement and academic difficulties. FGD 2 said:

“Actually akong papa kay kanang it’s my

parents decision kay ingon siya mag sundalo
tapos sempre kong i-connect nako na sa
pagkasundalo gusto ko mag bali muadto ko sa
HUMSS and murag nag lisod ko because it’s
not my choice kanang dili idea nga ni sulod sa
ako utok, actually, STEM, pero mao gyud to
ako pang gi balance balance kong mo kuan
bato siya sa akong capability uhm actually
baba jud ko sa akong knowledge about sa
Math.”

(“Actually, my father, right, it’s my parents’

decision, because he says he’s going to be a
soldier, and then I’m always connected to being
a soldier. Actually, STEM ,but yes I’m still going
to balance my ability, uhm, actually I’m going to
balance my knowledge about math.”)

FGD-04 said:

“So, sa akoang parents giignan nako nila unsa

akoang gusto nga strand para ready for my
college course support man sila as long as
kaya nako na akong gipili.”

(“So to my parents, I asked them what they

wanted me to do to be ready for my college
course. They supported me as long as I could.
They chose me.”)

FGD-06 also said:

“Actually, ang kasagaran nga gina kalisdan sa

mga estudyante kay report then essay actually
sa STEM kay mag lisod silag answer then nga
kong sa HUMSS mag lisod silag kanang report
mahadlok sila essay para saakoa kay kuha ko
like stem magkuha kay like basig daghan og
gasto ana dili pud nako kaya sa akong utok.”

(“Actually, the most common problem for

students is the report then the essay, the
STEM, because they find it difficult to answer,
then it is difficult for them to report, they are
afraid of the essay for me. I don’t have a cost
so in my brain.”)

FGD-07 mentioned:

“So, sa akong parents sege silag ingon pilion

daw nako ang makaya sakong utok dili tong
makaya dili makaya sakong utok maka
impluence para dali ra sa mga subject.”
(“So, to my parents, they say that I should
choose what my brain can do, not what my
brain can do.”)

Decision-Making Challenges

Decision-making challenges significantly contribute to students' difficulties in

selecting their Senior High School track. At this critical juncture, many students face

uncertainty about their future career paths and personal interests, compounded by a

lack of comprehensive guidance and information about the available tracks. This

indecisiveness can stem from limited self-awareness, inadequate career counseling,

and the overwhelming pressure to make a choice that will impact their long-term

educational and professional trajectories. As a result, students may struggle to make

informed decisions, leading to anxiety, second-guessing, and potential misalignment

with their chosen SHS track.

FGD-03:

“Naa syay ano kay ang ilahang gi ingon which

is gusto silag NC2 pero nag hunahuna ko para
pod sa future pod nga just in case nga dili nako
makuha ang akong gusto magHUMSS ko kay
mag FA pero dili nako makuha may man gud
nang naay NC2 Just in case dili nako makuha
akong gusto naa to syay para Bali para murag
mag abroad para kuan makahelp ko ug sayo
sakong parents nga maano sila para
matabangan nako sila sa mga ano.”

(“The source is that they want NC2, but I

thought it would be a pod in the future just in
case I can’t get what I want. I can’t get it I want
to have it like going abroad so that I can help
you, my parents, what are they like so that I can
help them with things.”)

FGD-07 mentioned:

“Para sa ako gusto nako mag stem pagka

senior high kaso dili ko sure nga afford sa
akong parents ang mga gastos ana nga strand
tapos kanang base pod sa akong mga
experience mas nindot pod ang CSS nga
strand sa grade 9 og grade 10 Kay ICT akoang
TLE so murag comfortable ko gamay sa CSS
pero ang una jud nakong gusto na strand Kay
kanang Dili man kaayu bright og math pero
Maka Kuan Kuan man kog Math.”

(“For me, I want to study at the senior high

school, but I’m not sure that my parents can
afford the costs of that strand, then the right
base pod, in my experience, the CSS strand is
better in Grade 9 and Grade 10. I’m from ICT-
TLE so, I seem to be comfortable a bit with
CSS but in the first place, I’m not good at
math.”)

Coping Mechanisms of Students in Selecting Their Senior High School Track

After the thorough analysis of the coping mechanisms of the Junior High

school students in selecting their Senior High School tracks, three (3) major themes

emerged: 1) Seeking Guidance and information; 2) Understanding Consequences

and Outcomes; and 3) Parental Support and Decision-Making.

Seeking Guidance and Information

Seeking guidance and information serves as a vital coping mechanism for

students grappling with the challenge of selecting their Senior High School track. By

Table 2

Major Themes and Core Ideas of the Coping Mechanism of Students in

Selecting Senior High School Track

Themes Core Ideas

 Seeking help through the

perspectives of Senior High School
Seeking Guidance and
students as to what strand matches
Information
future College course.
 Gathering information about the SHS
tracks to come up with a good
choice.

 Knowing the possible consequences

of the chosen SHS tracks ahead of
Understanding Consequences time.
And Outcomes  Pursuing the chosen track to land to
a job easily.

 Knowing that parents are ready to

sacrifice just so one can pursue the
chosen strand.
Parental Support and Decision
Making  Considering the decision of parents
to ensure stability of financial
support.

actively seeking advice from teachers, career counselors, and experienced peers,

students can gain valuable insights into their strengths, interests, and the

opportunities each track offers.

FGD-01 said:

“Mangutana ko sa mga Grade 11 og Grade 12

nga strand nga tugma sa kohaon nakong
course.”
(“I will ask grade 11 and grade 12 students that
the strand is compatible with my course.”)

FGD-02 claimed:

“Kanang akong ginagamit is like kanang sa

akoh ate man gd is kanang Anu sya kanang
Humana syag skwela sya akong Gina
pangutanahan kung ate kung ano bani sya kub
suit bani sya sa akoa og ok bani sya kung mag
little naba jud ko dria nga anu for my college
year tapos oum tapos dili lang wla lang ko nag
ano sa iyahag opinions pero nag talk ko ato
nga kanang idea tapos nag Anu pud ko like
kanang sa mga I gathered sa data sa mga
information sa TikTok kung unsa diay ni sya
kanang courses and etc.”
(“I’m using right is like right to me sister man gd
is right What is she right She’s Humana she
goes to school I’m Gina asks if she’s like what
kind of suit is she with me and if she’s ok if
she’s little I’m fine dria nga anu for my college
year then oum then just noI didn’t do anything
about his opinions, but I talked about that idea
and then I did what I liked about the data I
gathered from the information on TikTok. What
kind of curses etc.”)

Accessing reliable information and engaging in thoughtful discussions can

help clarify their choices, reduce anxiety, and build confidence in their decision-

making process.

FGD-03 mentioned:
“Sa ano, sa akong ate is naka ano siya Senior
High School tapos first year college so ga
pangayo ko sa iyaha og anu mga suggestion
about strands ABM man god sya kay about
business daw tapos dill sya suit sa akong
kohaon sa akong gusto nga strand which is
HUMSS akong gusto mao to nga ay ga anu ga
ask lang pod ko nga mga suggestion sa akoa
ba onsa para ma koan sa akong knowledge
para makaya ra pod nako mga strand nga
akong kuhaon.”

(“She is in senior high school and then first year

college, so I asked her for suggestions about
strands. ABM, she said she is about business,
then she told me to suit my hair with the strand I
want. which is HUMS I want that’s what it’s all
about. I’m just asking for suggestions from me
so that I can use my knowledge so that I can
take the strands.”)

FGD-04 added:
“Gibana-bana nako sa pag pangutana sa mga
tao nga naa nay karanasan ana nga strand ug
kanang naga pangutana ko kung unsa man
ang ilahang na agihan ana ug unsa man ang
ilahang na feel or unsa ba ang ilahang mga
topic nga na lesson unya kanang ilahang mga
experience nila unya gina apply nako sa akong
self kung makaya ba nako or kayahon ba
nako.”
(“I think that when I ask people who have
experience in that strand, I ask them what they
want to go through and what they feel or what
their topics are for lessons. Then I apply their
experiences to them wonder if I can handle it or
not.”)

FDG-06 said:

“Nagapangutana sa mga opinion sa uban unya

gina compare nako sa akoa if makaya ba nako
to.”
(“I ask other people’s opinions and then I
compare them to mine if I can handle it.”)

This proactive approach enables students to make more informed and

satisfying decisions, aligning their educational paths with their future aspirations and

personal aptitudes.

Understanding Consequences and Outcomes

Another major theme for the coping mechanisms of the students who struggle

in selecting their SHs tracks is understanding the consequences and outcomes.

Understanding this aspect of their decisions is a crucial coping mechanism for

students struggling to select their Senior High School track. By comprehensively

evaluating the potential impacts of each track on their future education and career

opportunities, students can make more informed choices.

FGD-02 said:
“The first step that you need to do when you
are searching for that specific strand is that you
need to have your meditation tapos i-broad mo
yung utak mo na ano yung posibilidad pag ito
yung Kukunin mo.Kung kaya ba ng capabilities,
skills o knowledge mo.”
(“The first step that you need to do when you
are searching for that specific strand is that you
need to have your meditation then expand your
brain what are the possibilities if this is what
you will get. Your skills or knowledge.”)

FGD-05 added:

“Gina bana bana nako nga kana dapat

nahandle nako then makaya nako.”

This awareness helps them weigh the pros and cons of different tracks,

anticipate challenges, and set realistic goals. Recognizing the long-term implications

of their decisions fosters a sense of responsibility and empowerment, enabling

students to align their choices with their aspirations and capabilities, thereby

reducing uncertainty and enhancing their commitment to their selected path.

Parental Support and Decision-Making

Parental support plays a critical role in helping students navigate the

challenges of selecting their Senior High School track. When parents actively

engage in their children's decision-making process, offering encouragement,

understanding, and practical advice, it can significantly alleviate the stress and

uncertainty associated with

this crucial choice. FGD-01 said:

“Nagabase ko sa akong mga ginikanan kay

basin ang bayrunon dili makaya unya pero
paningkamutan lang gihapon nila.”

(“I rely on my parents because maybe I won’t

be able to afford the bill, but they are still
trying.”)
FGD-04 mentioned:

“So, sa akong parents ginaignan nako nila kung

unsa ang akoang gusto nga strand para ready
for my college course. Support man sila basta
kaya nako akong gipili.”

(“So, with my parents, I ask them what I want to

do to prepare for my college course. They also
support me as long as I can choose me.”)

By fostering open communication and providing a supportive environment,

parents can help students explore their interests and strengths, consider various

options, and make informed decisions that align with their aspirations.

FGD-05 said:

“Nakainfluence akong parents kay naga

wonder kong ma afford ba nila ang pag pa
eskwela saakoa mahatag ba nila akong
panginahanglan na akong sa akoang course
nga akoang nakuha.”

(“My parents are influential because I wonder if

they can afford me to go to school.”)

FGD-06:

“Nag-ingon man gud sila papa ug ate nga dili

nalang nako ipadayon ang humss kay basig
daghan og amutan ug unya dili nila ma afford
dili pod nako kaya.”

(“They said the same thing, father and sister, I

just don’t want to continue HUMSS because
there might be a lot of trouble and then they
can’t afford it, I can’t afford it.”)

FGD-07:
“So, sa akong parents sige silag ingon pilion
daw nako ang makaya sa akong utok dili tong
dili makaya, dili lang.”

(“So, to my parents, they said that I should

choose what can be done in my brain, not what
can’t be done.”)

This collaborative approach not only boosts students' confidence but also

ensures that they feel supported and understood, making the transition to SHS

smoother and more positive.

Insights of Students in Selecting Senior High School Track

After the thorough analysis of the insight that the of the Junior High school

students can share to other students about selecting their Senior High School tracks,

only one (1) major theme emerged: 1) Seeking help form professionals.

Seeking Help from Professionals

Seeking help from professionals emerged as a major theme in the insights of

students struggling to select their Senior High School track. Many students find that

consulting with career counselors, educational consultants, and psychologists

provides them with the structured guidance and expert advice they need to make

well-informed decisions. These professionals offer personalized assessments, clarify

uncertainties, and present realistic perspectives on various career paths and

academic options.

FGD-02 said:

Table 3

Major Themes and Core Ideas of the Insight sof Students in Selecting
Senior High School Track

Themes Core Ideas

• They will help to strengthen our
Seeking Help from Professionals knowledge.
• Having no regrets in the future.

“Seek some advice sa kanang professional like

mga ate nga nakahuman na or like nakahuman
na sa journey sa pagpili and as well as dili sila
mag-stress, ilahang palawakon ang hunahuna
para mas makapili sa strand,kanang gusto sila
ug capable.”

(“Seek some advice from the right professional

like sisters who have already finished or like
who have finished the journey in choosing and
as well as not stressing them out, tell them to
broaden their mind so that they can choose
better in the strand, they want to be capable.”)

IDI-01 said:

“Pilion gyud nila ilahang gusto kay basig kung

dili nila pilion ang ilang gusto kay basig
magmahay sa sila pag abot sa panahon. Kay
future na man gyud na noh. Ang pagpili so
dapat hunahunaon ug tarong.”

(“They really choose the ones they want

because they don’t choose the ones they want
because they want to live with them when the
time comes. Because it’s the future. The choice
must be thought of correctly.”)

IDI-02 said:

“Maglibog man ka og asa imong pilion og ang

imong pilion og ang consequences pod,tapos
ang sa future. What if ang akong gikuha nga
track tapos wala diay na connect sa akong
pagka college or wala kaangay or wala
giganahan.”
(“Even if you are confused about where you
choose and your choice and the consequences,
then the future. What if the track I took is not
connected to my college life or it is not suitable
or not liked.”)

IDI-05 said:

“Akong mashare sa ilaha kay dapat

hunahunaon gyud nila ug tarong ang ilang SHS
track kay para dili sila magkalisod kung moabot
na sila diraa nga stage.”

(“I can share with them because they should

really think about some SHS tracks so that they
don’t get into trouble when they reach the next
stage.”)

By leveraging professional expertise, students gain a deeper understanding

of their strengths and interests, which helps mitigate anxiety and builds confidence in

their chosen SHS track, ultimately leading to better alignment with their future goals.

Chapter 5

DISCUSSION
The goal of this phenomenological study was to understand and discover the

struggles of choosing their track, and how they coped with it. This research could

also help teachers learn how to manage their experiences and become better what

they do, particularly in tending to the needs of their students.

The face-to-face interview from the individual in-depth interviews and focus

group discussion conducted to the participants served as face-to-face interview are

used to come up with answers to the questions for this study.

Struggles of Students in Selecting Their Senior High School Track

After the thorough analysis of the struggles of the students in selecting their

SHS tracks four (4) major themes emerged : 1) Academic & personal capabilities; 2)

Financial considerations; 3) Parental and external influences; and (4) Decision-

making challenges.

Academic Capabilities

There are (3) core ideas: 1) Considering the difficulty in each Senior High

School track; 2) Considering way one’s capabilities if it suits the skills required in

each trac; and 3) Inability to perform well in terms of school work.

When a student wants to pursue Senior High School he/she needs to prepare

has/herself to select Senior High School track that is suitable according to it’s

academic capabilities. One must consider the difficulty in each Senior High School

track because selecting SHS track play a crucial role as it will be a preparation for

future career of an individual. If serves as a big decision for students and an through

analysis is applicable for them to decide well (Dela Cruz et Al.2020).

An Individual should also be aware of his/her capabilities if it suits the skills

required. It became a struggle for one as not everyone know their capabilities and

not everyone has the courage to be free and discover their selves to find their hidden
skills. Thinking being in able to perform well in school works impact also their

decisions for this contributes their shame on selecting their wanted tracks . They

may feel that they are not belong to tracks because of their thoughts being in able to

perform well or to accomplish school works (Lorenz et Al,2020).

Financial Considerations

There are two (2) core ideas involved financial considerations: 1) Considering

the level of financial support and (2) choosing a strand that is costly.

Previous research found that students interest, career goals and perceived

benefits of the track were the primary factors that influenced their track preference.

When analyzing the factors that influenced students’ academic track preferences in

our study , it was found that academic performance and interest in the subject were

still significant factors. However, our study also found that social and cultural factors,

such as parental expectations and Peer influence, were also significant factors that

influenced students’ academic track preferences (Dones et al., 2019; Lorenz et al.,

2020).

While studying there are times that s student needs to pay for amounts that

sometimes mandatory for everyone as are school needed to pay or sometimes small

amounts for classroom dues or expenses. This kind of theme,the financial

Consideration, is still a struggle for the upcoming Senior High School Students

because not everyone has enough money to support some school expenses so that

students need to consider level of financial support before selecting their Senior High

School (Kilag et al 2020).

In part of the financial considerations of the students , choosing strand that is

costly is identified also as their struggle. There are many tracks that are enjoyable

yet not everyone can afford because of its expenses that is root of the students ‘
hesitation and act of being struggled in selecting their Senior High School tracks

(Bansal et al., 2020).

Parental and External Influences

Another major theme is parental and external influences with two (2) core

ideas: 1) Discrepancy between personal choice and parents’ choice; and 2) core

ideas is respecting the advice of your parents and the need to be prepared in the

challenges in life.

Discrepancy or the opposite decisions between student and parents’ choice is

one of the considered Struggle of the students. Many students are dependent on

their parents decision yet some are not so that some of them are struggling if what

will be their decision. It maybe because of being afraid to be scolded by their parents

once they decide to disobey their parents (Gagnon & Recklitis, 2003).

The number as the student starts to select on their own tracks , some are not

able to respect their parents decision for them and it made them struggle for they

cannot accept advices from their parents sometimes. They also need to be prepared

in the challenges in life. Just like being an independent one to accomplish every bit

of challenges they may face (Luce, 2002).

Decision–Making Challenges

This major theme has 2 core ideas: 1) Being turn among multiple choices; and

2) Difficulty in choosing the right track due to multiple considerations such as

relevance to future college course and if it fulfils one’s ambition.

Everyone makes decisions that some are successful yet some failed and with

this, students who were their Senior High School tracks were afraid to decide

carefully as they have multiple choices that made them feel it’s uneasy. They are
also obliged to make the right decision to avoid or to lessen their regrets someday

(Kilag & Sasan 2023).

Another idea is that the difficulty in choosing the right track due to multiple

considerations such as relevance to future college course and if it’s fulfills one’s

ambition. Many students prefer to consider many things before making a final

decision and the students considerations involves the relevance of the tracks to their

future college so that they will not feel that their time open to their track is not a

wasted one, (Zhang et al., 2021).

Coping Mechanism of Students in Selecting

their Senior High School Tracks

There are three major themes in student’s. Coping Mechanism; 1) Seeking

guidance and information; 2) Understanding consequences and outcomes; and 3)

Parental Support and Decision-Making

In seeking guidance and information there are (2) core ideas: 1) Seeking help

through the perspective of senior high school students as to what strand matches

future college; and 2) Gathering information about the SHS track to come up with a

good choice.

Everyone needs help especially students who were selecting their Senior

High School track. Seeking help through the perspective of senior high students as

to what strand matches for their future college became their coping Mechanism with

that, those students will be more able to cope with their challenge (Zing, 2007).

Gathering information about the senior high school tracks to come up with a

good choice is also the coping Mechanism of the students. Information they gathered

about their tracks serves as their guide to their probability to be successful in their

decision. As to the information’s will help them to be more knowledgeable of what

will be their prospect tracks and those information’s will be get from the experienced

people and those are from the senior high school students (Ahad, 2017).

Understanding Consequences and Outcomes

After the student seek guidance and information, another major theme is

understanding consequences and outcomes . It has two core ideas which involved:

1) Knowing the possible consequence of the chosen SHS track ahead of time; and

2) Pursuing the chosen track to a job easily.

Better knowledge about the possible consequences about the chosen track

ahead will be helpful. When having an argument or debate with someone, one needs

to consider of what will be the result of their debate to better understand their both

sides. And it is just like knowing the consequences of your tracks ahead of time. It

does play a big role for the better understanding of what field do you want to enter

(Bochert, 2002).

Another part of it is pursuing the chosen track to land to a job easily. Some

students are assuming that they can get a job easily specially for other tracks or

strands that it will help them to jump in a job easily as it also (someone tracks) have

a good standard just like complicated one. In this way , the student cope with their

struggle well.

Parental Support

The last major theme is parental support and decision making. It has (2) core

ideas: 1) knowing that parents are ready to sacrifice just so one can pursue the

strands; and 2) considering the decision of parents to ensure stability of financial

support.

An Individual can cope with the struggles well with the help of their parental

support. Knowing that their parents are ready to sacrifice for them to pursue their
strand, it will lead to their courage to take such risk even if they face obstacles.

Having their parents sacrifice will motivate the students to be eager to learn more at

school and to let their selves cope with every struggles that they will encounter.

Considering the decision of parents to ensure stability of financial support. For

some people when you got a good choice on selecting your path now by your

chosen career from senior high school tracks, you can give your family a good and

stable life. For some reason, it is wrong because it is not obliged for children to make

their family financially stable. Yet it is the coping mechanism of students who still

confused on their selecting of tracks. It became their coping mechanism to choose

wisely for them to be stable in terms of financial (Alexander et al., 2011).

Insights of Students with Struggles in Selecting

their Senior High School Tracks

There is only one (1) major theme that emerged in the insights of the students

in selecting SHS track: 1) Seeking help from professionals.

Seeking Help from Professionals

This major theme has (2) core ideas: 1) They will help to strengthen our

knowledge; and 2) Having no regrets in the future.

When you are selecting your Senior High School track, it is really important for

everyone to have a background check on the tracks. It can be done when you are

seeking help from professional because they will help to straighten our knowledge.

As they start to share their experiences on their tracks, you can learn from them and

you can also put you self to their situations. With the help of those professionals, you

can be knowledge able on what track you wanted to pursue (Carrico et al., 2019).

Another reason is that when you are seeking help from those professionals,

you will not have any regrets in the future. With those help that you may gain from

those people in different tracks, you will learn how their studies went by applying
things they taught one can benefit and apply those to aim for a good future. And it

will be done when you choose your Senior High School tracks carefully.

Last major themes is treat your Senior High School track as an important

matter. It has two (2) core ideas: 1) Think of it as a preparation for college; and (2)

Think carefully so that no bridging will happen.

When an individual gets older, he /she know important matter for his/herself

and one must think that selecting senior high school tracks is also an important

matter in life . It will be a preparation for college. The track that a senior high school

student will choose should have a connection for college for its effectiveness and

benefits for the student so that one should think of it with big importance (Chalayini,

2020).

When you already select a track for Senior High School, everybody will think

of it as your training ground This means that they expected that your track has a

connection in your future college course. If an individual can pick or choose wisely

his/her track, there will not be any complications in college course as this called as

you training ground or you preparation. No bridging of courses will happen when you

are sure of what track you are prefer that is why you should think carefully. These

are the insights for the future Senior High School Students (Garcia et al., 2012).

Concluding Remarks

As student researchers, we have gained a profound understanding of the

struggles faced by upcoming Senior High School students in selecting their tracks.

Through our qualitative research, we delved into their lives and encountered their

fears, hesitations, and moments of confusion regarding their future educational

paths.
This journey has not only motivated us to pursue our chosen tracks with

determination but also enlightened and broadened our perspectives on making

informed decisions about our education.

Our research has highlighted that selecting a Senior High School track

involves numerous considerations across various aspects. Students must evaluate

their academic capabilities, financial situations, parental and external influences, and

decision-making challenges, among other factors. These elements play a crucial role

in ensuring that students make well-informed choices that align with their

preferences and aspirations.

The purpose of Senior High School is to prepare students for college and

future careers by equipping them with global skills, competencies, and knowledge.

For Grade 10 completers, this transition marks the beginning of a new academic

journey. While the process of deciding on a track or strand can be intimidating,

finding the right match for one's strengths and skills can alleviate anxiety and set a

solid foundation for future success.

To make an informed decision, it is essential for students to conduct thorough

research on potential tracks and strands. This includes exploring possible career

paths, job opportunities, and average salary offers, which can help students visualize

their future and choose the right track to kickstart their careers. Additionally, self-

assessment of strengths, weaknesses, interests, and skills is crucial in leading to a

fruitful academic journey and a successful career.

Seeking advice from school guidance counselors, seniors, or loved ones who

have navigated this path before can provide valuable insights. These individuals can

help weigh the pros and cons of different tracks and strands, aiding students in

making well-rounded decisions.

Our research has not only shared knowledge and experiences from Junior

and Senior High School students but has also provided us with the courage and

wisdom to make informed decisions about our educational journeys. The insights

gained from this study will undoubtedly serve as a guide for future students facing

similar challenges, helping them navigate the complexities of choosing the right

Senior High School track.

REFERENCES