Chapter I

THE PROBLEM

Background of the Study

K-12 is an education system under the Department of Education. K12 was implemented on 2012 to

provide a quality education for every student, covers kindergarten, six years of primary education, four years

of junior high school, and two years of senior high school to prepare graduates for a higher level of

education. K-12 needs to be implemented because it will help students for tertiary education, it can help

students to become technologically proficient, and students will be able to master basic skills.

Students can select a specialization based on their aptitude, interests, and the school's capacity

throughout their two years of specialized upper secondary education in senior high school. The subjects that

a student will take in Grades 11 and 12 will depend on the professional track they select. Subjects taught in

SHS are either part of the Core Curriculum or particular Tracks.

Choosing a major in senior high school is one of the things that students face. Some examples of

strands are the academic strands: STEM (Science, Technology, Engineering, and Mathematics) ABM

(Accountancy and Business Management), HUMSS (Humanities and Social Sciences) and GAS (General

Academic Strand). But many schools only offer selected strands for students, which is why they are forced

to take other strands. Students are confused or still have difficulty in choosing the strand to take, and

sometimes this leads to sudden or hasty decisions. It is important for a student to choose the desired strand

because through these two years they are also preparing for college.

This problem is still widespread today, one of the reasons is the lack of strands in schools.

According to Hana Bordey GMA Integrated News (2023), a student from the CARAGA region said during

DepEd's presentation that he selected the General Academic Strand (GAS) since it was the only track that

was offered at his school. Another student in Pangasinan was forced to enroll in GAS since it was the only

track offered at her school, despite her desire to pursue the STEM (science, technology, engineering, and

mathematics) strand. Gatchalian said that the lack of available strands in schools was also pointed out in a

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research conducted by the Philippine Institute for Development Studies (PIDS). PIDS President Aniceto

Orbeta Jr., who was present in the hearing, presented their study which showed the availability of SHS

strands at the municipal and city level. Orbeta said that 64 percent of the municipalities/cities have no

Accountancy, Business and Management (ABM) strand; 70 percent have no Humanities and Social Science

(HUMSS) strand; 74 percent have no STEM strand; 37 percent have no GAS; 99 percent have no maritime

academic strand; and 99 percent have no sports and arts strand.

This research topic is significant, especially in our society. This study discusses the factors

that can affect the students in selecting a strand, which is one of the hardships that students are

facing.

Statement of the Problem

This study aims to know the factors that influence the Grade 11 student on selecting a senior high

school strand in St. Adelaide School-Philippines. Specifically, this study seeks to answer the following

research question.

1. What is the demographic profile of students in terms of:

a. Age;

b. Sex;

c. Strand and Section;

d. Weekly Allowance

2. What are the factors that influenced the Grade 11 student in choosing their preferred strand for

senior high school in terms of:

I. External Factors

a. Parental Influence;

b. Peer Influence;

c. Job Opportunities;

II. Internal Factors

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a. Interest and Passions;

b. Academic Performance;

3. Is there any significant difference between the factors that affect the selection of senior high school

strand among Grade 11 students?

Conceptual Framework

Figure 1: Paradigm of the Study

PROCESS:
1. Data collection using survey 3
checklist/ questionnaire
2. Likert scale
INPUT:
1. What is the demographic profile of students in
terms of:
a. Age;
b. Sex;
c. Strand and Section;
d. Financial Status
2. What are the factors that influenced the
Grade 11 student in choosing their preferred
strand for senior high school in terms of:
I. External Factors
a. Parental Influence;
b. Peer Influence;
c. Job Opportunities;
II. Internal Factors OUTPUT:
a. Interest and Passions;
b. Academic Performance; Factors Affecting the Selection of
3. Is there any significant difference between the Senior High School Strand among
factors that affect the selection of senior high Grade 11 Students of St. Adelaide
school students? School Philippines A.Y. 2024-2025.

Research Hypotheses

Null Hypothesis 1: There is no factors affecting the selection of strand among senior high school students.

Null Hypothesis 2: There is no significance between the factors that affects the selection of strand and

senior high school students.

Significance of the Study

This study, Factors that Influenced Grade 11 Students on Selecting a Senior High School Strand in

St. Adelaide School Philippines shows the problem they encounter on choosing a strand for their senior high

school. The researchers conducted a survey checklist to selected students of this school regarding to this

research. This research aims to distinguish the importance of these influence on selecting a strand.

This study further aims:

 To prepare students for tertiary education.

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 To find out what are the circumstances of students in selecting a strand.

 To help not only the future of the student but also the future of the country.

 To identify what students are considering in selecting their strands for their Senior High School

year.

The focus of this study is to find out what aspects of the factors that can influence the Grade 11

student in enabling to grow and achieve. The researchers then use the gathered information to come up

with suggestions on how to lessen the pressure of the Grade 11 students on selecting a strand for their

senior high school year.

This study will be beneficial for the following:

1. Grade 10 and Grade 11 Students: By applying this research it might help the learners to consider some

factors that can influence them on selecting a strand so that they can prepare. This study will benefit

students throughout their senior high school to know the importance of a strand they choose.

2. Senior High School Teachers: Teachers will no longer be difficult for their students since they are

interested in what they are learning. This research will help the senior high school teacher to be less stress.

3. Parents: As parents, they want their children to be successful in the future; therefore, they dictate to them

what course they will take. In this study, parents will know the effect of letting their children make decisions

about their future.

Scope and Delimitations of the Study

This study aims to know the factors that influence the Grade 11 students on selecting a senior high

school strand in St. Adelaide School-Philippines. The researchers consider the demographic factors of the

study participants such as age, sex, and financial status, factors influencing students in choosing their

preferred strand such as parental influence, peer influence, interest, and job opportunities.

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The study was conducted at St. Adelaide School-Philippines, Junior High School Department. The

study involved Grade 11 students from St. Adelaide School in the Philippines for the academic year 2023–

2024. The study encompasses from the different strand of Grade 11.

Definition of Terms

o Academic Performance – the level of a student achievements in their studies and usually

measured by grades, test scores and behavior

o Academic Track – the academic track in senior high school aims to prepare students to more

advanced university courses. Under this umbrella are four strands.

o Department of Education – in charge of guaranteeing basic education access, advancing equity

in the field, and raising standards of instruction.

o Demographic Profile – the characteristics of a population that have been categorized by distinct

criteria as a means to study the attributes of a particular group.

o PIDS – the Philippine government's main socioeconomic think tank. It has been engaged in the

conduct of policy-oriented studies to assist policymakers and planners in crafting evidence-based

development policies, plans, and programs.

o Technologically proficient – the capacity to use technology to communicate effectively and

professionally, organize information, create excellent goods, and improve critical thinking skills.

o Weekly allowance – is a money given by the parents or guardian to provide the student daily

expenses, such as meals, transportation, or school supplies.

o Interest – a feeling of curiosity that often lead to the engagement and exploration.

o Job Opportunities – is the potential chances for individual to gain employment or to have a work.

o Passion – a compelling emotion for a particular activity or subject. It can be a source of inspiration

and drives to help individuals overcome challenges and achieve goals.

o Parental Influence – the impact of the parents on their children, this influence can shape a child’s

belief and choices.

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o Peer Influence – the effect of individual within a person’s social group have on their behaviors,

attitudes, or decisions.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the reviewed literature, which has a substantial impact on the current

investigation. The reviewed literature provided the researcher with the essential direction, insights, and

guidance to achieve the goals of this study.

RELATED LITERATURE

Local Literature

Some factors to considerate in selecting a strand

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Bautista et al., (2018) stated the several factors are taken into consideration for today's

implementation that could affect a senior high school student's preferred course selection. Among these are

the senior high school interests, family, passions, personality, and job opportunities. Family and relatives

both play a significant role in selecting the strand or path of their children. Students typically have an

inclination to emulate their parents, in order for them to follow the footsteps with their parents. Also every

single student has a unique passion and personality. The students choose the track that what they love to

do in a job in the future and match their characteristics on who they want to possess someday. This factor

affects the student in choosing their track because they will find gratitude and happiness on their chosen

career. Job Opportunity can also be a factor to affect the students in choosing their strand. In-demand jobs

and profession that offers high salary and good benefits makes a great attraction to the students that would

lead them to choose the track where this career/profession aligned.

Interest and intellectual base

Foster, (2013) stated that the decision-making, negative thinking, and professional issues all show

that a student is unsure. Before picking a decision, students should examine their interest and intellectual

aptitude, interest in the subject, relationships with peers, family members, and teachers, as well as

assessment and research on the internet and other sources. Many students want career counseling to help

them choose the right career path as a clinical researcher or practitioner. The strategy of promoting student

willingness has the ability to influence outcomes. In terms of personal attributes, low self-confidence in the

classroom leads to lower motivation and effort when adjusting aspirations. Confidence develops from events

in a student's life, and overconfidence is associated with a high earning potential. Change of specialization

is linked with attributes like optimism, sense of identity, work drive and career decidedness, along with

extraversion, openness, emotional stability, and conscientiousness.

Course they wish to pursue should match their stand in life

Layson (2017), said that the Department of Education (DepEd) recommended students graduating

from junior high school nowadays to carefully consider the path they want to take. According to DepEd,

students should ensure that the course they wish to pursue matches their talent, expertise, and interest.

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DepEd also urged parents to assist their children in selecting the appropriate course. This is supposed to

boost the students' foundation when they get a career in the future. Accountancy, Business and

Management (ABM), Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and

Mathematics (STEM), and General Academics are some of the SHS strands.

Choose a strand were capable for you

Peralta et.al, (2014) stated that the personal factors in choosing the right academic or technical-

vocational course, business or occupation according to your: Talent, Skills, Passion, Values, Financial

Status and Goals. Talent is a rare gift and natural ability that needs to be discovered because it will serve as

the basis for choosing the right academic or technical-vocational, business or vocational course after

finishing Junior High School (Grade 10). The Skills we refer to are the things at which a person is good or

good at. It is often associated with the word ability, competence or proficiency. Passion or hobbies are the

favorite activities that make a person happy because he wants and whole heart to give his best without

feeling tired or bored. One should measure oneself when it comes to the current financial status of the

parent's educational ability. Accompanying the achievement of a goal in life is having a strong personal

statement of life's mission.

Foreign Literature

The selected strand will serve as training ground for college

Deil-Amen, (2011) mentioned that choosing a senior high school strand is one of the most

challenging decisions that junior high school students will have to face. It is greatly important because the

strand they choose will serve as their training ground before entering college. This is following their diverse

dreams and interests in life that can still change over time.

The availability of opportunities and resources was a major factor influencing students' choice

According to a study by Lu et al. (2021), the accessibility of opportunities and resources was an

important component that affected students' choice of track. According to the survey, pupils with access to

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possibilities and resources specific to a given track, like infrastructure and equipment, were more inclined to

select it. Numerous investigations have also looked into how socioeconomic class and gender affect pupils'.

Some significant factor that influence strand choice

Focusing on students and their academic interests or career aspirations is one major driver

affecting strand choice. In the study of Yangtrail et al. According to Cheng et al. (2020), strands that are

more in line with their future careers and subject areas they are interested in will be chosen by students

during Grade 11 attending the Senior High School. While those who wanted engineering as a course in

college would usually choose the Science, Technology, Engineering and Mathematics (STEM) strand

students that are inclined to arts might take up Arts and Design Strand (Yang, C., Zhang L., & Chen X.

2020).

Students’ preferred course was predicted by their academic standing

According to the research of Lorenz et al. (2020), students' preferred course was significantly

predicted by their academic standing, peer pressure, parental supervision, and career goals. According to

the report, students. Academically accomplished people tended to select academic paths, whilst less

accomplished people favored TVL routes. The study also discovered that parents' and peers' advice were

very important in determining the pathway that pupils preferred. The likelihood of students choosing their

preferred track was higher when their parents and peers supported it. Furthermore, professional goals also

determined the tracks students preferred to take; those with specific job objectives were more likely to select

courses that matched those ambitions.

Post-secondary education expose student in college

School leaders and policymakers seek various pathways to help minority, low-income, and other

historically underrepresented populations matriculate to college after graduating high school. However,

many students are not fully prepared academically or non-academically to transition to college, making it

challenging to persist through completion and attain a degree. One innovative strategy to help students

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transition successfully is enrolling senior high school students in dual enrollment programs that expose them

to college while still in high school. Huie (2024)

Few particular preferences of the students

According to Jüttler et al. (2021), the main factors influencing students' preference for a particular

track were their interest, professional objectives, and perceptions of the track's benefits. According to the

survey, students were more likely to select a particular track if they truly had an interest in it. The survey

also discovered that students who recognized the possible advantages of a program, like job prospects and

financial potential, we would be more inclined to select it.

CHAPTER III

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METHODOLOGY

In this chapter shows the method and instrument used by researchers to collect data about the

factors that affect in selecting a strand of tenth graders in senior high school. Also found in this chapter is

the research design used to obtain information from the respondents.

Research Design

A quantitative descriptive research was conducted to collect data from 164 randomly selected girls

and boys who were part of the Grade 11 student population of Saint Adelaide School Philippines for the

school year 2024-2025. The data collection method was a quantitative survey checklist questionnaire.

Population and Sample

The population for this study is the Grade 11 students where the researchers take as their

respondents who possessed the characteristics essential to research inquiry. This required identifying and

targeting a population that precisely represent the larger population of interest. To achieve this, the

researchers employed a random sampling technique, utilizing Slovin’s statistical formula to determine the

optimal sample size. This approach ensured that the selected group accurately represented the general

population, establishing a strong basis for significant and perceptive findings.

A total number of 116 random sample respondents from the entire population of student were fairly

distributed from Grade 11 wherein the STEM students 64, HUMSS students 31, and the ABM students 21

per strand respectively. And fairly distributed per strands wherein the researches distributed it to those

respondents who are available.

Procedure on how the researcher compute and get the exact respondents of each strands.

n
Slovin’s Formula: n=1 +N ⅇ 2

n = Sample size

N = Population size

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e = Margin of error

11 STEM – 90

11 HUMSS – 44

11 ABM – 30

164
n= 2
1+164 ( 0.05 )
1+164 ( 0.0025 )
1+0.41
¿ 1.41
164
n=
1.41
n=116

PS 90
Stem - ( n) = ( 124 )=64
N 164

Ps 44
Humss - ( n) = ( 124 )=31
N 104

Ps 30
Abm - ( n) = ( 124 )=21
N 164

Data Gathering Instrument

The Data Gathering Instrument used in the study was the quantitative survey checklist

questionnaire which consist of two parts. First, the profile of respondents in terms of name, age, and

section. Second, the factors that affect the strand selection of tenth graders in senior high school.

Data Gathering Procedure

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The questionnaire that the researcher had created was authorized and noted by the researcher's

advisor. The researcher prepared and approved the letter before filling out the necessary sections of the

questionnaire. The nature of this research is quantitative. To gather information, a checklist questionnaire

was created. After receiving approval, the researcher printed 116 copies of the questionnaire, which was

then given to the participants. 116 randomly selected boys and girls in grade 11 at St. Adelaide School

Philippines in the academic year 2024–2025 made up the responders.

Statistical Treatment of Data

This section of the study presents the different statistical methods and treatments used to analyze

the gathered data and give a response to the stated research problem. Also, for easier analysis of the

results, tables were used for each specific research problems showing summary and figures. The following

statistical methods were used.

In order to answer the research problem number 1, where the researcher asked the demographic

profile of the respondents in terms of age, sex, section, financial status, Factors that influence the students

in choosing their preferred strand, and any significant difference between the selection of senior high school

strand. The frequency counts and percentage distribution were applied by the researcher.

Formula for frequency count and percentage distribution:

P=f/N=100

Where:

P=percentage equivalent

F=frequency

N=total no. of respondents

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Researchers used the liker scale to identify or whether strongly agree, agree, disagree, or strongly

disagree in the descriptive equivalent of table 2.1 to table 3.6 of the factors influencing the students in

choosing their strand for senior high school and also used it in table 4.1 and table 4.2 of the significant

difference between the selection of senior high school strand.

Quantitative Interpretation Qualitative Interpretation Limit of Index

4 Strongly Agree 3.26 - 4.00

3 Agree 2.51 – 3.24

2 Disagree 1.76 – 2.49

1 Strongly Disagree 1.00 – 1.74

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

For this chapter, we explore into the analysis and presentation of data collected from the preceding study.

The study aimed to know the factors affecting the grade 11 students in selecting their strand.

1. Profile of the Respondents

1.1 Age

Table 1

Frequency and Percentage Distribution of the Respondents According to their Age

Age Frequency Percentage Rank

15 years old 9 7.76% 3
16 years old 93 80.17% 1
17 years old 13 11.21% 2
18 and above 1 0.86% 4
TOTAL 116 100.00%

As it shows in this first table, 7.76% of the 116 respondents were 15 years old with a total of 9

frequencies, 80.17% of the 116 respondents were 16 years old with a total of 93 frequencies, 11.21% of the

116 respondents were 17 years old with a total of 13 frequencies. Lastly, 0.86% of the respondents were 18

years old and above with a total of 1 frequency.

1.2 Sex

Table 2

Frequency and Percentage Distribution of the Respondents According to their Sex

Sex Frequency Percentage Rank

Male 45 38.79% 2
Female 71 61.21% 1
TOTAL 116 100.00%

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In this second table, 38.79% of the 116 respondents were male, totaling 45 individuals, while 61.21% of the

116 respondents were female, with a total of 71 frequencies.

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1.3 Strand and Section

Table 3

Frequency and Percentage Distribution of the Respondents According to their Strand and Section

Strand & Section Frequency Percentage Rank

ABM – Taylor 21 18.10% 3
HUMSS– Aristotle 31 26.72% 2
STEM – Einstein 32 27.59% 1
STEM – Newton 32 27.59% 1
TOTAL 116 100.00%

The table above shows, 18.10% of the 116 respondents are from ABM-Taylor with the frequency of

21 individuals which has the lowest respondents. 26.72% are from HUMSS-Aristotle, with a total frequency

of 31. Additionally, both STEM– Einstein and Newton have the same percentage which is 27.59% with a

total of 32 individuals in each section.

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1.4 Weekly Allowance

Table 4

Frequency and Percentage Distribution of the Respondents According to their Weekly Allowance

Weekly Allowance Frequency Percentage Rank

250-400 pesos 53 45.69% 1
500-700 pesos 39 33.62% 2
800-1,000 pesos 6 5.17% 4
1,000 pesos 18 15.52% 3
TOTAL 116 100.00%

According to the 4th table, a weekly allowance of 250-400 pesos ranked first, with a percentage of

45.69% and a total frequency of 53. 33.62% of the 116 respondents receive 500-800 pesos as their weekly

allowance, with a total of 39 individuals. 5.17% selected 800-1000 pesos, with 6 individuals, which has the

lowest rank. 15.52% receive a weekly allowance of over 1000 pesos, with a total of 18 frequencies.

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2. Factors that influenced the Grade 11 student in choosing their preferred strand for senior high

school.

2.1 External factor: Parental influence (per Strand and Section)

Table 5

The Level of Agreement Based on How Parental Influences the Selection of Senior High School

Strand: ABM - Taylor

Statements Weighted Descriptive Rank

Mean Equivalent
My parents told me what course I should take so I picked 1.95 Disagree 4
the align strand for that course.
My parents have high expectations so I choose a strand 2.19 Disagree 3
that would make them proud.
My parents allow me to choose strand I would enjoy. 3.33 Strongly 1
Agree
My family advices me on what is the best strand to get. 2.43 Disagree 2
My family influence me so I would like to follow their step. 2.43 Disagree 2

Overall Weighted Mean : 2.31

The table above show that the parental influence on selecting a senior high school strand is

moderate to low among the surveyed students, particularly from ABM-Taylor. Respondents generally

disagree with the statements that suggest the parents dictate or strongly influence their choice of strand.

However, on the statement number 3, the respondents strongly agree it means their parents are supportive

on their chosen strand. The overall weighted mean 2.31 reflects that parental influence is not dominant

factors in selection of senior high school strand.

Table 6

The Level of Agreement Based on How Parental Influences the Selection of Senior High School

Strand: HUMSS – Aristotle

Statements Weighted Descriptive Rank

Mean Equivalent
My parents told me what course I should take so I picked 2.32 Disagree 4

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the align strand for that course.
My parents have high expectations so I choose a strand 2.58 Agree 2
that would make them proud.
My parents allow me to choose strand I would enjoy. 3.35 Strongly 1
Agree
My family advices me on what is the best strand to get. 2.52 Agree 3
My family influence me so I would like to follow their step. 2.52 Agree 3

Overall Weighted Mean : 2.66 Agree

The table represent the result on how parental influence the selection of strand among HUMSS

students. The result reveal the parental influence does have a key factor but it is not that dominant. The

respondents perceive their parents respect their individual choices and allow them to select their preferred

strand but some still feel the pressure to meet the parental expectation and choose the paths that are seen

as valuable in their family. The overall weighted mean is 2.66 meaning it’s a generally positive but balanced

view on parental influence.

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Table 7

The Level of Agreement Based on How Parental Influences the Selection of Senior High School

Strand: STEM – Einstein

Statements Weighted Descriptive Rank

Mean Equivalent
My parents told me what course I should take so I picked 2.78 Agree 3
the align strand for that course.
My parents have high expectations so I choose a strand 2.63 Agree 4
that would make them proud.
My parents allow me to choose strand I would enjoy. 3.28 Strongly 1
Agree
My family advices me on what is the best strand to get. 2.91 Agree 2
My family influence me so I would like to follow their step. 2.47 Agree 5

Overall Weighted Mean : 2.81

The table above shows that the parental influence on selecting a senior high school strand among

the respondents of STEM-Einstein is moderate. Respondents generally agree on each statement meaning

parental influence has a significant role on their selected strand. However, on the statement number three

respondents are strongly agree. Meaning even their parents influences them they still have a choice on

selecting their preferred strand and their parents would support the them. The overall weighted mean 2.81

reflect that respondents from STEM-Einstein are agreed on the statements where parents share an

influence in selecting their senior high school strand.

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Table 8

The Level of Agreement Based on How Parental Influences the Selection of Senior High School

Strand: STEM – Newton

Statements Weighted Descriptive Rank

Mean Equivalent
My parents told me what course I should take so I picked 2.34 Disagree 5
the align strand for that course.
My parents have high expectations so I choose a strand 2.56 Agree 3
that would make them proud.
My parents allow me to choose strand I would enjoy. 3.34 Strongly 1
Agree
My family advices me on what is the best strand to get. 2.88 Agree 2
My family influence me so I would like to follow their step. 2.38 Agree 4

Overall Weighted Mean : 2.70

According on the table above it show that parental influences has a significant role on decision

making of the respondents particularly in STEM-Newton in selecting their strand. The overall weighted

mean 2.70 equivalent of agreement. Some respondents generally disagree with the statement that shows

the parents dictating their choice of senior high school strand; while the respondents from STEM-Newton

agree with the statements that parents let them select their preferred strand, which also ranked first from all

the statement.

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2.2 External factor: Peer influence (per Strand and Section)

Table 9

The Level of Agreement Based on How Peer Influences the Selection of Senior High School Strand:

ABM – Taylor

Statement Weighted Descriptive Rank

Mean Equivalent
I don’t like to be alone so I choose a strand same to my 2.14 Disagree 2
friend(s).
My friend(s) and I decide what strand we should pick. 1.86 Disagree 4
My friend(s) help me in which strand I would fit. 1.90 Disagree 3
My friend(s) influenced me to take a strand same to them. 1.76 Disagree 5
My friend(s) and I have a same interest on strand we were 2.43 Disagree 1
taking.
Overall Weighted Mean : 2.02

Based on the table above that the most respondents from ABM-Taylor is disagree with the idea of

their peers having a significant influence on choosing a strand. The overall mean 2.02 indicates a general

disagreement with each statement, meaning peer pressure does not the major factor that influence their

decision on selecting a senior high school strand.

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Table 10

The Level of Agreement Based on How Peer Influences the Selection of Senior High School Strand:

HUMSS – Aristotle

Statement Weighted Descriptive Rank

Mean Equivalent
I don’t like to be alone so I choose a strand same to my 2.03 Disagree 4
friend(s).
My friend(s) and I decide what strand we should pick. 2.23 Disagree 2
My friend(s) help me in which strand I would fit. 2.16 Disagree 3
My friend(s) influenced me to take a strand same to them. 2.00 Disagree 5
My friend(s) and I have a same interest on strand we were 2.48 Disagree 1
taking.
Overall Weighted Mean : 2.18

This table shows that peer influence is not a major factor in the selection of senior high school

strand on HUMSS-Aristotle. Respondents generally disagree with the statements that imply their decision

guided by their friends. The rankings show that the highest form of disagreement is related on having the

same interest. The overall mean says that the respondents from HUMSS-Aristotle disagree with the

statement that related to peer influence in choosing their senior high school strand.

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Table 11

The Level of Agreement Based on How Peer Influences the Selection of Senior High School Strand:

STEM – Einstein

Statement Weighted Descriptive Rank

Mean Equivalent
I don’t like to be alone so I choose a strand same to my 2.25 Disagree 5
friend(s).
My friend(s) and I decide what strand we should pick. 2.50 Disagree 2
My friend(s) help me in which strand I would fit. 2.41 Disagree 3
My friend(s) influenced me to take a strand same to them. 2.31 Disagree 4
My friend(s) and I have a same interest on strand we were 2.78 Agree 1
taking.
Overall Weighted Mean : 2.45

The table above shows that the peer influences does not influence the selection of strand among

the respondents from STEM-Einstein. Respondents generally disagree with all the statements that shows

how friends influence but on the statement number five shares the result of agreement. The overall

weighted mean 2.45 is equivalent of disagreement meaning peer influence does not the major factor on

selecting a senior high school strand from the surveyed students in STEM-Einstein.

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Table 12

The Level of Agreement Based on How Peer Influences the Selection of Senior High School Strand:

STEM – Newton

Statement Weighted Descriptive Rank

Mean Equivalent
I don’t like to be alone so I choose a strand same to my 2.25 Disagree 5
friend(s).
My friend(s) and I decide what strand we should pick. 2.25 Disagree 2
My friend(s) help me in which strand I would fit. 2.31 Disagree 3
My friend(s) influenced me to take a strand same to them. 2.03 Disagree 4
My friend(s) and I have a same interest on strand we were 2.88 Agree 1
taking.
Overall Weighted Mean : 2.34

Based on the table above that peer influence does not have a significant influence on selection a

senior high school strand. The overall weighted mean 2.34

indicates a disagreement meaning peer pressure from STEM-Newton does not have any significant role on

their decision on selecting a strand for their senior high school.

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2.3 External factor: Job opportunities (per Strand and Section)

Table 13

The Level of Agreement Based on How Job Opportunities Influence the Selection of Senior High

School Strand: ABM – Taylor

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because it offers many job opportunities I 3.38 Strongly 1
would take in the future. Agree
I took this strand because this is aligned to my future job. 3.33 Strongly 2
Agree
I took this strand because this could help me in my future 3.38 Strongly 1
career. Agree
I took this strand because it will help me gain the skills I 3.29 Strongly 3
need for future career. Agree
This strand has many opportunities for me to take in the 3.29 Strongly 3
future. Agree
Overall Weighted Mean: 3.33

The table above show that the job opportunities has a dominant effect on selecting a strand from

the respondents of ABM-Taylor. It reflects the respondents as they are strongly agree with the various

statements about the influence of job opportunities. The overall weighted mean of 3.33 suggest that career

opportunities play a significant role in decision-making. Respondents from ABM-Taylor are primarily

influenced by the tangible career benefits this track offers.

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Table 14

The Level of Agreement Based on How Job Opportunities Influence the Selection of Senior High

School Strand: HUMSS – Aristotle

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because it offers many job opportunities I 3.13 Agree 3
would take in the future.
I took this strand because this is aligned to my future job. 3.16 Agree 4
I took this strand because this could help me in my future 3.42 Strongly 1
career. Agree
I took this strand because it will help me gain the skills I 3.19 Agree 2
need for future career.
This strand has many opportunities for me to take in the 3.16 Agree 3
future.
Overall Weighted Mean: 3.21

Based on the table above that the respondents from HUMSS-Aristotle are generally agree with the

statements about job opportunities influencing them to select their strand. They strongly believed that the

HUMSS strand would help them in their future career and will significantly benefit future careers particularly

in terms of skills and career alignment.

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Table 15

The Level of Agreement Based on How Job Opportunities Influence the Selection of Senior High

School Strand: STEM – Einstein

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because it offers many job opportunities I 3.31 Strongly 3
would take in the future. Agree
I took this strand because this is aligned to my future job. 3.38 Strongly 1
Agree
I took this strand because this could help me in my future 3.38 Strongly 1
career. Agree
I took this strand because it will help me gain the skills I 3.44 Strongly 2
need for future career. Agree
This strand has many opportunities for me to take in the 3.38 Strongly 1
future. Agree
Overall Weighted Mean: 3.38

The table above shows the survey results that indicate that the job opportunities are a major factor

of their decision in selecting a strand. 11 STEM- Einstein show a strong agreement that their strand is align

with their future career goals and provides essential skills for their chosen profession. The results show that

the respondents select the STEM strand primarily because they believe it will help them achieve their long

term career goals by giving them relevant skills and job opportunities. The overall weighted mean 3.38

reflects a strong consensus that career related factors heavily influenced their decision.

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Table 16

The Level of Agreement Based on How Job Opportunities Influence the Selection of Senior High

School Strand: STEM – Newton

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because it offers many job opportunities I 3.28 Strongly 3
would take in the future. Agree
I took this strand because this is aligned to my future job. 3.31 Strongly 1
Agree
I took this strand because this could help me in my future 3.44 Strongly 1
career. Agree
I took this strand because it will help me gain the skills I 3.34 Strongly 2
need for future career. Agree
This strand has many opportunities for me to take in the 3.31 Strongly 1
future. Agree
Overall Weighted Mean: 3.34

Based on the table above the result show that job opportunities play a significant role in students’

decision to choose the STEM strand for senior high school. The overall weighted mean 3.34 suggest that

respondents are strongly agree. These finding highlight that students view the STEM strand as a strategic

choice to build the skills and qualification necessary for future career success.

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2.4 Internal factor: Interest and Passion (per Strand and Section)

Table 17

The Level of Agreement Based on How Interest and Passion Influence the Selection of Senior High

School Strand: ABM – Taylor

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I’m interested in the topics. 2.71 Agree 2
I took this strand because I’m passionate about it. 2.62 Agree 3
I took this strand because I know I would enjoy here. 2.57 Agree 4
I took this strand because my passion is aligned to this 2.95 Agree 1
strand.
My confidence boost me to take this strand because I’m 2.52 Agree 5
really interested and passionate in this strand.
Overall Weighted Mean: 2.67

According on the table above the interest and passion are the primary factors influencing the ABM

respondents in choosing their strand. The ABM respondents suggest that personal interest and passion are

the key factor behind their choice in selecting their strand. The overall weighted mean 2.67 indicates the

agreement of all the statement.

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Table 18

The Level of Agreement Based on How Interest and Passion Influence the Selection of Senior High

School Strand: HUMSS – Aristotle

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I’m interested in the topics. 2.81 Agree 5
I took this strand because I’m passionate about it. 2.94 Agree 4
I took this strand because I know I would enjoy here. 3.00 Agree 3
I took this strand because my passion is aligned to this 3.10 Agree 1
strand.
My confidence boost me to take this strand because I’m 3.06 Agree 2
really interested and passionate in this strand.
Overall Weighted Mean: 2.98

According on the table above, the result indicate that passion and interest are a significant factor

that influence the respondents to select their strand. Statement number 3 ranked first as it indicates that

alignment between one’s passion and strand is the most important factor in their decision making. The

overall mean is 2.98 which is categorized as agree. HUMSS- Aristotle responses a positive association

between personal interest, passion and the choice of the strand.

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Table 19

The Level of Agreement Based on How Interest and Passion Influence the Selection of Senior High

School Strand: STEM – Einstein

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I’m interested in the topics. 2.75 Agree 2
I took this strand because I’m passionate about it. 2.69 Agree 3
I took this strand because I know I would enjoy here. 2.69 Agree 3
I took this strand because my passion is aligned to this 2.84 Agree 1
strand.
My confidence boost me to take this strand because I’m 2.84 Agree 1
really interested and passionate in this strand.
Overall Weighted Mean: 2.76

According on the table above respondents who chose the STEM strand in senior high school are

primarily influenced by their interest and passion on the subjects. With an overall weighted mean 2.76,

respondents are generally agreed that interest and passion played a key role in their decision. The most

significant reason was the statement that their confidence, boosted by their interest and passion that

encouraged them to take the strand.

34
Table 20

The Level of Agreement Based on How Interest and Passion Influence the Selection of Senior High

School Strand: STEM – Newton

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I’m interested in the topics. 2.72 Agree 3
I took this strand because I’m passionate about it. 2.84 Agree 2
I took this strand because I know I would enjoy here. 2.53 Agree 5
I took this strand because my passion is aligned to this 3.09 Agree 1
strand.
My confidence boost me to take this strand because I’m 2.69 Agree 4
really interested and passionate in this strand.
Overall Weighted Mean: 2.77

This table reflects how interest and passion influenced the selection of the STEM-Newton strand.

Its shows that the respondents from STEM-Newton decisions to choose a strand are primarily driven by

their passion and personal interest with an overall weighted mean 2.77 that indicates a general agreement

in all statement. The result shows the respondents were mainly motivated by the alignment between their

personal passion and confidence in their interest are also have a contribution on their decision.

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2.5 Internal factor: Academic performance (per Strand and Section)

Table 21

The Level of Agreement Based on How Academic Performance Influence the Selection of Senior

High School Strand: ABM – Taylor

Statements Weighted Descriptive

Mean Equivalent
I took this strand because I know I would exceed here. 2.86 Agree 2
I took this strand because I thought it was easy. 2.62 Agree 4
I took this strand because I believed my strength would 3.00 Agree 1
guide me to surpass the subjects here.
My strong performance in related subject encourage me to 2.81 Agree 3
pursue this strand.
My past academic achievement influenced me to take this 2.81 Agree 3
strand.
Overall Weighted Mean: 2.82

This table shows that academic performance both past achievement and perceived strengths has a

significant factor in the decision making process. The overall mean is 2.82 which represents as Agree

meaning the ABM respondents are generally agree that their academic performance influences their

decision in selecting their senior high school strand.

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Table 22

The Level of Agreement Based on How Academic Performance Influence the Selection of Senior

High School Strand: HUMSS - Aristotle

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I know I would exceed here. 2.84 Agree 3
I took this strand because I thought it was easy. 2.74 Agree 5
I took this strand because I believed my strength would 3.06 Agree 1
guide me to surpass the subjects here.
My strong performance in related subject encourage me to 3.03 Agree 2
pursue this strand.
My past academic achievement influenced me to take this 2.77 Agree 4
strand.
Overall Weighted Mean: 2.89

This table shows that respondents primarily chose the HUMSS strand because they

believed it aligns with their academic strengths particularly in their related subject. Their academic

performance plays a significant role in their selection of strand. The overall weighted mean is 2.89 which is

agree on all statements, this mean that they select the HUMSS is because they are motivated and based on

their academic history and personal strengths.

37
Table 23

The Level of Agreement Based on How Academic Performance Influence the Selection of Senior

High School Strand: STEM – Einstein

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I know I would exceed here. 2.88 Agree 1
I took this strand because I thought it was easy. 2.63 Agree 5
I took this strand because I believed my strength would 2.66 Agree 4
guide me to surpass the subjects here.
My strong performance in related subject encourage me to 2.78 Agree 3
pursue this strand.
My past academic achievement influenced me to take this 2.84 Agree 2
strand.
Overall Weighted Mean: 2.76

Based on the table above the responses illustrate that students chose STEM strand mostly

because they are confident in their ability to succeed. The reveals that students are motivated by both their

previous successes and their belief in their strengths than merely selecting a strand they believe is simple.

The average agreement across all statement and shows a generally positive attitude on the basis for their

strand.

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Table 24

The Level of Agreement Based on How Academic Performance Influence the Selection of Senior

High School Strand: STEM – Newton

Statements Weighted Descriptive Rank

Mean Equivalent
I took this strand because I know I would exceed here. 2.19 Disagree 1
I took this strand because I thought it was easy. 2.72 Agree 5
I took this strand because I believed my strength would 2.94 Agree 4
guide me to surpass the subjects here.
My strong performance in related subject encourage me to 2.97 Agree 3
pursue this strand.
My past academic achievement influenced me to take this 2.81 Agree 2
strand.
Overall Weighted Mean: 2.73

This table shows that the respondents from 11 STEM-Newton academic performance play a

significant role in their chosen strand. The overall weighted mean 2.73 shows an agreement. Most

respondents agree that their academic strengths and past achievements influenced their decision. The

strongest factors were related to past academic achievements and performance in related subjects, telling

that the respondents are more motivated on their capabilities than by the perceived ease of the strand.

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3. Significant Difference Between the Factors that Affect the Selection of Senior High School Strand

among Grade 11 Students.

3.1 Internal Factors: Parental Influence

Table 25

Significant Difference Between the Respondent’s Perception in Parental Influence of Grade 11

Students

Source of SS df MS F P-value Decision

Variance
Between 67.92 4.00 16.98 19.42 5.30 ERROR
Groups
Within Groups 502.78 575.00 0.87

Total 570.71 579.00

3.2 Internal Factor: Peer Influence

Table 26

Significant Difference Between the Respondent’s Perception in Peer Influence of Grade 11 Students

Source of SS df MS F P-value Decision

Variance
Between Groups 24.96 4.00 6.24 6.44 4.53 ERROR
Within Groups 557.54 575.00 0.97

Total 582.50 579.00

3.3 Internal Factor: Job Opportunities

Table 27

Significant Difference Between the Respondent’s Perception in Job Opportunities of Grade 11

Students

40
Source of SS df MS F P-value Decision
Variance
Between Groups 1.37 4.00 0.34 0.70 0.59 Fail to Reject Null
Hypothesis
Within Groups 281.52 575.00 0.49

Total 282.89 579.00

The table above shows the ANOVA result for the job opportunities with an obtained p-value of

0.59. Since this is greater that the predetermined alpha level of 0.05, it suggests that the job opportunities

has no statistically significant difference between the factors that affect the selection of senior high school

strand among Grade 11 Students.

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3.4 External Factor: Interest and Passion

Table 28

Significant Difference Between the Respondent’s Perception in Interest and Passion of Grade 11

Students

Source of SS df MS F P-value Decision

Variance
Between Groups 5.92 4.00 1.48 2.24 0.06 Fail to Reject Null
Hypothesis
Within Groups 379.84 575.00 0.66

Total 385.76 579.00

The table above shows the ANOVA result for the interest and passion with an obtained p-value of

0.06. Since this is greater than the predetermined alpha level of 0.05, it suggests that the interest and

passion does not have a statistically significant difference between the factors that affect the selection of

senior high school strand among Grade 11 students.

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3.5 External Factor: Academic Performance

Table 29

Significant Difference Between the Respondent’s Perception in Academic Performance of Grade 11

Students

Source of SS df MS F P-value Decision

Variance
Between Groups 4.11 4.00 1.03 1.46 0.21 Fail to Reject Null
Hypothesis
Within Groups 404.00 575.00 0.70

Total 408.11 579.00

The table above shows the ANOVA result for the academic performance with an obtained p-value

of 0.21. Since this is greater than the predetermined alpha level of 0.05, it suggests that the academic

performance does not have statistically significant difference between the factors that affect the selection of

senior high school strand.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter gives a synthesis of the important findings from the research investigation,

summarizing the investigative method. It presents a complete review of the findings, drawing conclusions

43
based on the analysis performed. Additionally, the chapter makes recommendations based on the findings,

which are intended to inform future practices and initiatives in resolving the identified research problem.

Summary of Findings

The study key conclusions are as follows, with the express goal of answering the following questions:

Problem No. 1: What is the demographic profile of students in terms of;

a. Age

b. Sex

c. Strand and Section

d. Weekly Allowance

The majority of the 116 respondents are aged 15-16, making up 91% of the sample population.

STEM Einstein and Newton represents the largest section with 27. 59% of the respondents. Female

participants make up 61.21% of the total participants. The highest rate with a weekly allowance of 250-400

pesos is 45.69%.

Problem No. 2: What are the factors that influenced the Grade 11 students in choosing their preferred

strand for senior high school in terms of;

I. External Factors:

a. Parental Influence

b. Peer Influence

c. Job Opportunities

II. Internal Factors

a. Interest and Passion

b. Academic Performance

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The study highlights several key findings regarding the effect of selecting a strand for senior high

school on students' parental influence, peer influence, job opportunities, interest and passion, and academic

performance. The study indicates on how parental influence the selection of senior high school strand, with

an overall mean weight of 2.68, signifying agreement. The peer influence as a factor that affect the selection

of senior high school strand, with an overall mean weight of 2.27 that signifies disagreement. The overall

strongly agreement level for the effect of job opportunities on selecting a strand in senior high school with a

mean weight of 3.31. The study indicates on how interest and passion effect in selecting a strand in senior

high school. Many of the students took their strand because their passion is aligned into their strand, this

supported with a mean weight of 2.81. Additionally, the study further reveals that academic performance

helps on selecting a strand in senior high school, as indicated with a mean weight of 2.83.

Problem No. 3: Is there any significant difference between the factors that affect the selection of senior high

school strand among Grade 11 students?

The ANOVA study demonstrated a substantial impact of factors influencing Grade 11 students'

choice of senior high school strand. The ANOVA results for the parental influence obtained a p-value of

5.30, suggesting no statistical significance. Likewise, the ANOVA findings indicated a no significant

difference in strand selection for the impact of peer influence, with a p-value of 4.53. Similarly, to the job

opportunities, the ANOVA result that obtained a p-value of 0.59 that indicates no statistically significant

difference. However, a p-value of 0.06 from the ANOVA study looking at the impact of passion and interest

suggests that factors do not statistically significantly affect senior high school strand selection. Furthermore,

the ANOVA result for the academic performance obtained a p-value of 0.21, suggesting a no statistical

significant different on factors that affect the selection of senior high school strand among Grade 11

students.

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Conclusion

A variety of inferences can be derived from the summary of findings. To begin, the vast majority of

responses were from STEM-Einstein and Newton and ranged in age from sixteen to seventeen years.

Additionally, 250-400 pesos as a weekly allowance get the most frequency among the other choices.

Moreover, regarding in job opportunities, the study revealed that the respondents are generally

strongly agree with the statements about job opportunities influencing them to select their strand. They

strongly believed that their strand would help them in their future career and will significantly benefit future

careers particularly in terms of skills and career alignment.

Furthermore, the study revealed that there is no significant effect of factors affecting the selection

of senior high school strand among Grade 11 students. This implies that there’s no factors affect the

selection of strand in senior high school.

However, regarding in parental and peer influence, the study revealed that the respondents

perceive their parents respect their individual choices and allow them to select their preferred strand but

some still feel the pressure to meet the parental expectation and choose the paths that are seen as valuable

in their family, on the other hand, respondents generally disagree with the statements that imply their

decision guided by their friends.

Overall, these conclusions highlight the factors affecting in selecting a strand in senior high school

among Grade 11 students. Additionally, they emphasize the importance of selecting the right strand for

senior high school and the advantages of selecting the appropriate strand for them.

RECOMMENDATIONS

Based on the conclusions drawn from the study’s finding, the following recommendations are

present to address the identified problems that were encountered by the Grade 11 student on selecting a

senior high school strand:

1. Choose the right path for you

46
Selecting the appropriate strand is essential for students as it enables them to align their

educational and career choices with their personal interest, strengths, and long-term goals. This alignment

can lead to success in their chosen fields, improved academic performance, and correct path enables

students to build a valuable and sustainable future for themselves.

2. Avoid Peer Pressure

Peer pressure should be avoided in this decision-making, this is essential for your personal growth

and long-term success. Doing your own interest, strengths, and goals, ensures your choices align on what

you truly like, excites and motivates you. This will lead to a greater self-confidence as you stand on your

own.

3. Familiarize yourself with different strands

You should do research while choosing your strand. It will help you to select what an informed

decision about your future. It also provides an information on what to expect in terms of academic

requirements and potential career that will help you make a choice that lead to a greater success and

personal satisfaction.

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