Republic of the Philippines

Department of Education
Region VIII
Division of Samar
District of Basey 1
Basey National High School
Basey, Samar

CORRELATING THE FACTORS AFFECTING GRADE 10

STUDENTS IN CHOOSING THEIR TRACK FOR SENIOR HIGH

SCHOOL AT BASEY NATIONAL HIGH SCHOOL

A Research Proposal Presented to the Faculty of Basey National High School in

Partial Fulfillment of the Requirements for Practical Research 2

_______________________________________________________________________________________________________

By:
Bajen, Kian Mark P.
Cajefe, Rosalie O.
Ciata, Sofea Judie G.
Deloria, Mg Rose R.
Mansanade, Ruby B.
Mendova, Christina C.
Olfindo, Jade S.
Palermo, Janelle Mae D.
Rendiza, Mary Joy B.
Taganna, Norly Ivan L.
Tuscano, Rica Mae O.

1
CHAPTER I
INTRODUCTION

Background of the Study

Education is a fundamental aspect of an individual's life, serving as the key to

future success and providing various opportunities. It not only illuminates a person's

mind and enhances critical thinking but also helps in planning for careers or pursuing

higher education. The benefits of education extend beyond personal satisfaction,

contributing to community well-being and social development. Education shapes

human personality, thoughts, and social skills, preparing individuals for life

experiences and granting them a respected status in society. It is believed that

everyone is entitled to education "from cradle to grave," which leads to advantages

such as good career prospects, social status, and self-confidence (Al-Shuaibi, 2014).

Education is a broad term that is related to knowledge, experience, learning,

and teaching. It is a process of acquiring knowledge, skills, values, beliefs, and habits

that enable an individual to develop and grow throughout their life, for themselves or

for the betterment of society. Education encompasses various forms of learning, such

as basic education, humanistic education, technical education, vocational education,

financial education, social education, science and technology education, and more.

In the Philippines, the Senior High School (SHS) program was officially

implemented in 2016 as part of the K to 12 educational reforms initiated by the

Department of Education (DepEd) through Republic Act No. 10533. This reform

aimed to enhance the overall quality of education and better prepare students for the

demands of the 21st-century workforce by offering various specialized tracks,

2
including Academic, Technical-Vocational-Livelihood, and Arts and Design

(Gonzales, 2016).

According to Gonzales R. (2016), the SHS program emphasizes a holistic

approach to student development, fostering critical thinking, creativity, and lifelong

learning. Senior High School encompasses the last two years of the K to 12

educational system, specifically grades 11 and 12, and aims to equip students with the

knowledge and skills necessary for higher education, employment, or

entrepreneurship.

One of the primary roles of SHS is to provide specialized education aligned

with students' career aspirations. By offering different tracks—Academic, Technical-

Vocational-Livelihood, and Arts and Design—SHS allows students to focus on areas

of interest, fostering engagement and motivation. This targeted approach equips

learners with relevant skills that are increasingly valued in the job market (Banaag, A.

2018).

Moreover, SHS serves as a bridge between basic education and higher

education, ensuring that students are well-prepared for the academic challenges they

will face in college. The curriculum emphasizes critical thinking, problem-solving,

and advanced subject matter essential for success in higher education. This

preparation enhances academic performance and encourages students to develop a

lifelong learning mindset, which is crucial in a rapidly evolving world (Gonzales R.

2016).

Furthermore, SHS promotes personal development and social awareness among

students. The curriculum is designed not only to impart knowledge but also to

cultivate values such as resilience, adaptability, and social responsibility. These

3
attributes are essential as students navigate their futures, contributing positively to

both personal growth and community welfare (Banaag, 2018).

The Senior High School curriculum offers a variety of tracks and strands,

including the Academic Track (Humanities and Social Sciences, Accountancy,

Business, and Management) and the Technical-Vocational-Livelihood track

(Electricity, Computer Systems Servicing, Automotive, Electronics, and Tourism).

Students must carefully consider various factors, including their sociodemographic

background, parental influences, academic performance, personal interests, and future

career goals (Moneva & Malbas, 2019).

When choosing the right track and strand in Senior High School is a critical

decision that sets the foundation for students' future academic and career paths.

Although students have the freedom to choose, the consequences of their decisions

can have lasting impacts (Benson, 2015).

According to Penedilla & Rosaldo (2017), states that this decision is often

influenced by factors such as personal factors, family and parental influence, peer

influence, and school and internal factors, rather than personal passion and interest.

On making this research, the researchers aim to help everyone especially to

those upcoming senior high school students on what to consider and what are the

factors that will affect the Grade 10 students on choosing their track for senior high.

Moreover, all of the tracks are equally vivid. Knowing this, it will make the students

open their minds to suffer on the track that they really want and will help them on

their future courses and job. Thinking deeply on this, choosing a strand may look easy

but it will have a big effect on your chosen course or profession on college that may

affect also your future jobs.

4
Since the K-12 curriculum has been implemented, the department has offered

academic and technical- vocational track which involves; the Academic Track

(Humanities and Social Sciences, Accountancy, Business, and Management) and the

Technical-Vocational-Livelihood track (Electronics, Computer Systems Servicing,

Automotive, EPAS, and Tourism) and many more are all connected on the courses

that are offered in college.

The study about the factors affecting Grade 10 students in choosing their track

for Senior High School will focus on determining the factors and other certain

considerations. Affecting the students on selecting their strands for senior high.

Hypothetically, after knowing these factors and other aspects on choosing their track,

it may affect their future decisions and lead them to a right path and would make them

more capable of weighing certain thoughts and possibilities with regards decision-

making.

Conceptual Framework

This diagram outlines the key components of the conceptual framework for

Grade 10 students' track and strand selection in characteristics Senior High School at

Basey National High School, exploring the influence of personal interest, parental

influence, peer influence, financial status, school reputation, career aspiration on their

choices.

5
Correlating the Factors affecting Grade 10 students in
choosing their track for senior high school at Basey
National high school

Independent Variable Dependent Variable

(Factors)

Personal Interest

Parental Influence Track selection of Grade 10

Peer Influence students

Financial Status

School Prestige

Career Aspiration

Pressure and Misaligned Interest

Limited Information and Misinformation

Failure and Lack of Confidence

Socioeconomic Constraints

Figure 1: Conceptual Framework of Factors Affecting Track Selection: personal

interest, parental influence, peer influence, financial status, school prestige, and career

aspiration among Grade 10.

6
Theoretical Framework

This study will discuss the preferences of the students in choosing strands they

want to take in Senior High School. There a lot of factor in choosing strand. Maybe

by their interest and skills. Some base their choice in the school capacity and the peer

influence. They follow the decision of their friends.

The Choice Theory according to William Glasser as cited in Charles (2008)

states that fundamental premises of the varsity which explains that each one people

are allowed to develop. Their own creativeness that each one people are interested by

nature, that the foremost efficient and knowledgeable in learning is started and

pursued by the learner. It also claimed during this theory that freedom is important to

the event of their personal responsibility, consistent with this theory, development of

their knowledge, creativeness and skills will gives progress within the reason to settle

on and it'll give hint to what they need career in the future. The choice theory is vital

during this study since this study is explaining how people developed their talents,

creativity and in learning which provides their hint to the career tracks they need to

pursue. It’ll help them to understand their tracks and that they should take it seriously

when choosing their specialized tracks. In their learning's through their developing

talents and. skills, they're going to have a thought on which way to go.

Based on the theory stated, the students have their own preferences in

choosing the strands they want. They have the freedom to choose and base their

choices in their own understanding and decisions.

Statement of the Problem

7
This study determines the correlating the factors affecting the Grade 10

Students of Basey National High School on choosing their track for Senior High.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of

1.1. Age

1.2. Address

1.3. Monthly Income

1.4. Strand Preferences

1.5. School Prestige

1.6. Career Aspiration

Choice 1: ACADEMIC STRAND

- ABM
- HUMSS

Choice 2: TVL

- CSS
- EPAS
- AUTOMOTIVE
- EIM
- TOURISM

2. Which of the following factors greately affect/impact the SHS track selection of

Grade 10 students?

8
3. Is there a significant relationship between the factors that impact Grade 10 students

in choosing their track for SHS?

Hypothesis of the Study

Null Hypothesis (Ho): There is no significant relationship between the factors

affecting Grade 10 students' track choices at Basey National High School and their

actual track selections.

Alternative Hypothesis (Ha): There is a significant relationship between the

factors affecting Grade 10 students' track choices at Basey National High School and

their actual track selections.

Purpose of the Study

This study seeks to comprehensively examine the factors influencing Grade 10

students at Basey National High School in their track selection for Senior High

School, with the goal of identifying the specific factors that significantly influence

their choices, determining the relative importance of these factors in the decision-

making process, and ultimately providing valuable insights that can inform the

development of targeted interventions and support systems to guide students towards

making informed and fulfilling choices for their future academic and career paths.

Significance of the Study

9
The results of this study may prove to be beneficial to incoming Senior High

students, specifically, to those who are in doubt about their chosen track and strand.

This will serve as an enlightenment for upcoming senior high students and will serve

as a guide for them in their decision-making.

To Upcoming Senior High School Students. This will serve as an enlightenment

and guide for their decision-making.

To Parents. They will have a deeper understanding about Senior High School

education. They will play the biggest role for they will guide their child in decision

making.

To Teachers and Administrators. They will be more considerate and concerned of

the students' choice of strand. They can also help the students to be motivated and

dedicated on the strand they will be choosing.

To Researchers. The researcher will have an additional knowledge with regards on

the scope of the study.

To Future Researchers. The results of this research can help them to have more idea

and basis on their future study.

Scope and Delimitation of the Study

This research focuses on the factors influencing track selection among Grade

10 students at Basey National High School. This research focuses on Grade 10

students at Basey National High School and does not extend to other schools or grade

levels. However, while it explores various factors influencing track selection, it does

10
not explore broader societal or economic factors influencing career choices beyond

the school environment.

Definition of Terms

The following terms are operationally defined in order to facilitate the

understanding of the terms utilized in the study:

Career Aspiration: A student's long-term goal or vision for their professional life,

often influenced by interests, skills, and values. Students' career aspirations play a key

role in their track selection process.

Education: Is a process where you learn and gain knowledge.

Factors Influencing Track Selection: The various impacts, influences, or outcomes

resulting from the exposure to personal interest, parental influence, peer influence,

financial status, school reputation, and career aspiration on the track decision-making

process of Grade 10 students.

Financial Status: The economic condition of a student and their family, which can

affect access to resources, opportunities, and support for educational pathways and

track selection.

Grade 10 Students: Individuals enrolled in the tenth grade of secondary education,

typically aged 15 to 16 years, who are undergoing an important stage in academic and

career development.

11
Influence: The power or capacity of personal interest, parental influence, peer

influence, financial status, school reputation, and career aspiration to shape, modify,

or guide the track preferences and choices of Grade 10 students.

Junior High: First four years in high school

K-12 program: Covers 12 years of basic education.

Parental Influence: The guidance, support, and expectations of parents or guardians

regarding their children's track selection. This can involve direct advice,

encouragement, or even pressure to pursue a particular track.

Peer Influence: The impact of friends, classmates, and social groups on students'

track decisions. This can involve social pressure, shared interests, or the perception of

certain tracks as being more prestigious or desirable.

Personal Interest: Students' individual passions, hobbies, and areas of academic

strength that influence their track choices. This can include a strong interest in

science, a passion for writing, or a talent for music, which might lead them to choose

a specific track.

School Prestige: The perceived quality, prestige, or success rate of different tracks

within Basey National High School, as perceived by students. This can be based on

factors like the track's reputation for preparing students for competitive universities or

for successful careers in specific fields.

Senior High School: Additional two years in high school which is divided into

certain tracks which is related about what you are going to take up in college.

Strand: It is a set of possible courses in senior high.

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Track Selection: The decision-making process through which Grade 10 students

choose a specific academic pathway for their future educational journey.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

According to Freedman (2013) states that there are many challengers to

implementing a system in which students delay Major choice until the second year in

college, Funding would be needed to change advising structures, including updated

physical environments for institutions in which a total intake advising model is not

currently utilized, According to Freedman the students also considered the university

campus and the facilities of the school.

Adolescents are expected to have made a tentative career choice, and a body

of literature has emerged to explore the correlates of decidedness and indecision

related to career choice, Career indecision refers to "the individual decisional or

behavioral actions pertaining to difficulty in forming decisions and commitments"

(Cheng, Cheung, and Wu, 2014).

According to Ministry of pacific Island affairs (2014) reports they professional

community of personal service careers were preferred more than trade careers,

13
structured career planning was seen to be absent students reported of relying on

family of advice regaling careers

In contrast, Olaosebikan and Olosakin (2016) cited that parental influence has

no significant effect on adolescents' choice of track. However, most of the researches

underscore that parents' influence is significant to most of the adolescent although

extent may vary form one person to another. Since parental support and

encouragement are important factors in children's education, parents should be extra

careful in exerting their influence over their children as it may affect their career

decision making.

Parental influence exists career decision making amongst student and also

there is an inter-relationship between Father Preference and Mother Preference:

Father Preference and Mother Occupation; Father's occupation and career. Autonomy

in making career decision making amongst students is restricted to parent's

preference, further this finding is limited to the present study area (Kumar, 2016).

According to Taylor, et. al, (2017) states that there are instances that children

may. Choose a career that their parents want them to take just to please them. Other

researches also suggest that adolescents are influenced by their parent’s aspirations

and expectations.

Ahmed, et. al. (2017) that future job opportunities had minor impact on

students' career choice. From these findings, it can de deduced that incoming senior

high school students would likely choose a track in relation to the likelihood of

landing a job after graduation.

14
According to Angel Cruz (2018) knowing the subjects which you find easy

and challenging can be really helpful it isn't only a good indicator of when strand will

fit for you. The participants need to know on what skills or field they excel, so they

can easily choose strands wisely. Sometimes the school structure, gender and grade

point average that supported by the parents affect their child to choose strand. There's

a case that the students are against in the rules or structure or they don't like the

strands offer in the particular school. The second is friends sometimes friends

influence the participant to choose what their friends’ suggestion.

According to Dodhe-rurally kancez & Kristo Meetha (2018) the decision is

depended on the student not on the person around them. The study recommends

career education to enable students makes inform decision, because sometimes

recommendations help the students to choose what strand that they excel. Take

advantage of every learning opportunity ask your family, friends, colleagues even

your past teachers which strand they deem fit for them.

According to Karl Nicole Nucum (2018) that the Technical-Vocational-

Livelihood track deals primarily with technical-vocational skills or tech-voc. These

skills are requirements for the Certificate of Competency (COC) and National

Certifications (NC) that need especially if they are looking for a career in electronics,

agriculture, or trading. If the participant takes this track, he will get the NC and after

they get this strand they will get a Job because of these skills. This is the reason why

the other student chooses this track rather than Academic. The first theme is TVL and

Academic tracks as a most choice track in SHS because most of the participants

respond that they planning to take in Senior High School are: GAS, ICT, ABM and

STEM.

15
According to Mon Nerval (2019), the academic track consists of courses that

will make college life easier to adjust to in terms of subject variety and, to a certain

degree, difficulty. This track will make the participants Academic performance will

be useful in college and the participants feel easy and enjoy. The academic track is the

most celebrated one because students usually apply to colleges upon graduation from

high school. This are the reason why the participants Choose Academic and TVL

tracks.

In an article written by Moneva & Malbas in 2019, "Preferences in Senior

High School Tracks of the Grade 10 Students" explained that students who think

critically and choose the correct track are prepared for their future, and choosing the

right track will help them improve their skills and capabilities in the track they

choose. Teachers should assist their students in selecting the appropriate track for

them and they should keep their thoughts and arms open for students who wish to

reach to them in times of uncertainty and doubt in decision-making. Parents should

also support and keep an eye on their children, as they will be taking a significant step

forward in their lives. They must be willing to talk with their child about issues such

as schools and the future that awaits.

According to Tortor, Ohayas & Moneva's (2020) Financial Status, and Parents

Influence. Peer Influence and Self-choice of Students in Selection of Strand in Senior

High School, Cebu, Philippines, however, they stated that in selecting a strand, there

must be a match between these criteria and students' financial circumstances in order

to have a successful career. If the student is aware of the aspects that influence the

student's strand selections, he or she can ensure a successful outcome. In this article, it

is also discussed that parents play an important role in their child's decision in

16
choosing a strand for two reasons: the first is because they are the ones who give the

service; the second is that they are the ones who provide the financial for their child's

tuition and other fees, and because parents have control over the situation to persuade

their child to pursue a particular strand.

Also, students agreed that parents influence is significant in choosing a career.

Another study that supports these findings is that of Dagang and de Mesa (2017) who

cited that typical Filipino families' concept of respect for elders and financial

dependence on parents contribute to strong influence of parents on children's decision.

Similarly, students are influenced by the careers that their parents' favor.

In addition, Pascual (2014), stated that the family is one of the most influential factors

that the Filipino students in choosing the strands, Considering the involvement of

family, School administrators and guidance counselor to help students make good

career choice in the future.

Moreover, the Academic Track, the core subject take care of the CRS (college

Readiness Standard) and the strand Subject prepare students for the particular college

course that they and to take, This is different from the other Tracks, In the other

Tracks (Technical-Vocational-Livelihood, Sports, Arts and Design), the Strand

subjects are really terminal subject, in the sense that they are not preparations for

future studies but are meant to give students the tools to immediately enter the

workplace (Cruz, 2014).

Furthermore, the Grade 10 student nowadays experiencing difficulties because

of the influence of the factors that they encountered in environment or even their

personality. The first factor is friends as the most influencing factor. Friend’s opinions

influence your decisions because you care about what they think. Friends can
17
influence one’s decision because He wants to take a strand that the same with their

friends and to go to same school. This is because of acceptance, we want to feel

accepted by our friends, and therefore we comply with their standards (Selena Liu,

2017).

The students are the ones who experienced their daily life and they know what

they need to improve their knowledge and skills. Whatever means necessary for their

advancement and excellence must be expressed by themselves or detected by

teachers. Teachers must not dictate but make the means accessible and make their

environment conducive to them and help them innovate things. It results 10 a culture

under collective leadership. Professional culnire involves every member, not by the

teachers alone (Agustin, in personal communication, 2017).

CHAPTER III

METHODOLOGY

Research Design

This research will employ a descriptive correlational design to investigate the

relationship between personal interest, parental influence, peer influence, financial

status, school prestige, and career aspiration and track selection among Grade 10

students at Basey National High School. This non-experimental approach aims to

identify the strength and direction of the association between these factors and

students' chosen academic tracks.

Research Respondents

18
The respondents of this research will be Grade 10 students from Basey

National High School. These students, who are currently graduating, will be randomly

selected from each section: Grade 10 Diamond, Aesthetics, Amber, Amethyst,

Aquamarine, Emerald, Jade, Opal, Pearl, Sapphire, Topaz, and Ruby. The research

focuses on these students because they are about to make their track choices for

Senior High School in School Year 2024-2025.

For this research, we used a probability sampling technique. This means that

every Grade 10 student at Basey National High School had a chance of being selected

for the study. We used a method called stratified random sampling, where we divided

the students into their respective sections (like Grade 10 Diamond, Aesthetics, etc.)

and then randomly chose participants from each section. This approach helps ensure

that our sample accurately reflects the diversity of the student population at Basey

National High School.

Research Instrument

To investigate the factors influencing track selection among Grade 10 students

at Basey National High School, the researchers used survey questionnaire as their

primary research instrument, which will consist of a structured set of questions

designed to gather insights into the various factors that influence students' academic

track choices, including their personal interest, parental influence, peer influence,

financial status, school prestige, and career aspiration. The researchers will ensure that

the questions are clear, concise, and easy to understand, aiming to gain a

comprehensive understanding of how these factors contribute to students' decision-

making process regarding their academic pathways. This survey will be instrumental
19
in providing a clear picture of the complex interplay of factors that shape track

selection among Grade 10 students at Basey National High School.

Research Locale

The research was conducted at the main campus of Basey National High

School, located in Cago-orom Islet, Barangay Buscada, Basey, Samar. This location

was chosen because it has a diverse student population and a large enough number of

Grade 10 students to participate in the study.

Data Gathering Procedure

During data gathering process for our research on Correlating the Factors

Affecting Grade 10 Students in Choosing Their Track for Senior High School Basey

National High School first, we obtained permission from the school principal to

conduct the study, emphasizing the importance of understanding the factors that

influence students' academic track choices. Next, our research adviser reviewed and

validated the survey questionnaire we created, ensuring it effectively gathered data on

20
students' personal interest, parental influence, peer influence, financial status, school

prestige, and career aspiration and their chosen track. Then, we contacted the class

advisers of each Grade 10 class to seek their consent for their students to participate in

the study, explaining the purpose of the research and the importance of their students'

perspectives. Finally, we administered the survey to the selected Grade 10 students,

ensuring they understood the purpose of the study and the confidentiality of their

responses. And we used Likert scale to gathered the data.

Statistical Treatment of Data

The data gathered were analyzed statistically using frequency distributions,

percentages, means, and standard deviations to describe the relationship between the

factors and track selection of Grade 10 students at Basey National High School. Then

we used Pearson's correlation to assess the strength of relationships between

continuous variables like perceived importance of factors and track choice.

Below are the formulas:

Frequency and Percentage Distribution

Formula:

% = Percentage

21
f = Frequency

N = Number of Cases

Mean (Average)

Formula:

X = mean

Σx = the sum of all the values (like adding up all the scores on a test)

N = the total number of values (how many students took the test)

Pearson's Correlation (r):

Formula:

r = Pearson correlation coefficient

n = number of pairs of scores

X = independent variable (e.g., parental influence)

Y = dependent variable (chosen track).

22
CHAPTER IV

RESULT AND DISCUSSIONS

This study investigated the distribution of students across Academic and TVL (Technical
Vocational Livelihood) tracks and strands. The findings are presented in Figures 1 to 10.

Figure 1.

23
TRACK

89
127

Academic
Track
TVL Track

Figure 2.

STRAND
90
80
70
60
50
40
30
20
10
0
Academic Track TVL Track
ABM HUMSS EIM CSS
EPAS Automotive Tourism

24
Figure 3.

STUDENT'S CONFIDENCE ON THE TRACK

CHOSEN
20 4

74

72

46
Not at all confident Slightly confident Somewhat condifent Confident Very confident

Figure 4.

STUDENT'S SKILLS CONNECTION ON THE

TRACK CHOSEN

17
71
54

60

Not at all connected Slightly connected Somewhat connected Connected

Very connected

25
Figure 5.

STUDENT'S CONNECTION ON THEIR CHOSEN

TRACK ON THE COURSE THEY WILL TAKE
ON COLLEGE

28 90
65
65

49

Not at all connected Slightly connected Somewhat connected Connected

Very connected

Figure 6.

HOW MUCH DID THE PARENT'S OPINION IN-

FLUENCED THE STUDENT'S TRACK CHOICE

31 19
32

70
64

Not at all influential Slightly influential Somewhat influential Influential Very influential

26
Figure 7.

HOW MUCH DID THE FRIEND'S DECISIONS

INFLUENCED THE STUDENT'S TRACK
CHOICE

8 38
56

56
58

Not at all influential Slightly influential Somewhat influential Influential Very influential

Figure 8.

HOW MUCH DID THE FINANCIAL SUPPORT

INFLUENCED THE STUDENT'S TRACK
CHOICE

21 11
37

72

75

Not at all influential Slightly influential Somewhat influential Influential Very influential

27
Figure 9.

HOW IMPORTANT IS THE PRESTIGE OF THE SCHOOL

OFFERING THE TRACK THAT THE STUDENT'S ARE
CONSIDERING
14 3
35

99
65

Not at all important Slightly impotant Moderately important very important

extremely important

Figure 10.

HOW IS THE IMPORTANT OF LEARNING ENVI-

RONMENT FOR THE STUDENT'S CHOSEN TRACK
1 16
43

58

Not at all important 98impotant

Slightly Moderately important very important
extremely important

28
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