THE COMPARISON OF SENIOR HIGH SCHOOL TRACK AND COLLEGE
PROGRAM PREFERENCES AND THE FACTORS AFFECTING
COLLEGE COURSE DECISION OF SELECTED SENIOR HIGH SCHOOL
STUDENTS OF SAN POLICARPO, EASTERN SAMAR
ABSTRACT
Senior High School strand and undergraduate program preference play a
huge role in the career path of the youth, therefore leading the researchers to make
a comparative study about College Course preference and Senior High School track
and the factors that mainly affect the college course preference of Senior High
School Student. The researchers formulated a survey questionnaire based on the
main objectives of the research— to identify the factors that influence their
undergraduate preference; to determine the number of students that will take up their
strand-related course.
The researchers conducted a survey among chosen senior high students.
After the tally and analyzing the results, the researchers found out that majority of
the respondents who chose the Accountancy, Business and Management Strand
has already focused their college program on ABM related courses in College such
as Accountancy and Business Administration, while others chose courses in
Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering,
and
Mathematics (STEM) mainly Psychology, Broadcast Communication and Information
Technology. Although, a big percent of respondents answered Business courses,
they also consider on choosing some Non-ABM related courses. Despite the idea
that majority chose a business course in college, they also try to consider some
courses that are not ABM-related. Choices are made because of the main factors,
Future
Career Path, Personal Interest, and Capabilities. Therefore, the respondents have
the idea of enhancing basic business skills due to their courses and also is opening
to new fields of ideas that includes their chosen Non-ABM related courses.
Keywords: Career alignment, Course preference, Curriculum
CHAPTER 1
THE PROBLEM AND ITS SETTING
INTRODUCTION
College course decision has become tougher for high school graduates as multiple
curricular reforms are being implemented. With the increasing trend of
internationalization in the field of Education in the Philippines, the Republic Act No.
10533 or Enhanced Basic Education Act of 2013 was implemented starting in 2012.
The law was passed by the Congress on January 30, 2013 and signed on May 15 of
the same year by President Benigno Simeon Aquino III. The Act, entitled “An Act
Enhancing the Philippine Basic Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic Education, Appropriating Funds
Therefore and for Other Purposes” encompasses kindergarten, primary, and
secondary education as well as alternative learning systems. The law mandates the
addition of two more years of High School education to the previous ten-year Basic
Education cycle. The curriculum revision was marketed as a national move to
international work preparedness that will make students “globally competitive.” On
2018, the first batch of graduates under the revised High School curriculum will
graduate. (GMA News, 2015)
The mandatory two years (Grade 11 and 12) added to the High School
curriculum is referred to as the “Senior High School”. Before entering Senior High
School, Junior High School students are required to choose a track and strand.
The Department of Education has offered four tracks which are divided into strands.
The four tracks are: Academic, Technical-Vocational Livelihood, Arts & Design, and
Sports. The Academic track has four strands: Accountancy, Business, and
Management (ABM), Humanities and Social Sciences (HUMSS), Science,
Technology, Engineering, and Mathematics (STEM), and General Academic Strand
(GAS).
During the Aquino administration, they have planned to require the students to
pursue an undergraduate course aligned with their strand. If students decided to take
up an undergraduate program not aligned with their strand, they must at least take a
bridging program to catch up with the subjects they have not taken during their
Senior High School. (Luistro, personal communication, 2015) With the change of the
leaders in the government, the Commission on Higher Education issued CHED
Memorandum No. 105 series of 2017 stating that:
“All Grade 12 graduates beginning Academic Year 2017-2018 are eligible to
enter college regardless of the track or strand taken in the Senior High School”. To
standardize qualification recognition in the country, President Benigno Simeon
Aquino III signed Executive Order No. 83 Series of 2012, entitled
“Institutionalization of the Philippine Qualifications Framework” on October 1, 2012.
Formulated by the multiple government agencies including the Department of
Education, the Commission on Higher Education, and the Technical Skills
Development Authority, the PQF is a rationalized system for development and
recognition of qualifications based on standards of knowledge, skills, and values.
The PQF set levels of education with vertically aligned curricula, with coherent
degree programs allotted for each level.
Senior High School strand and undergraduate program preference play a
huge role in the career path of the youth.
The college course preferences of students that will be graduating from Senior High
School are greatly affected by a lot of factors, including what strand they decided to
take up during their eleventh and twelfth grade level, as it may cause them to
continue to pursue the academic track they decided to take up before college or
switch to a different academic field of study for their undergraduate program. Among
these factors that will affect the choice of students on what college course they will
take up aside from their Senior High School strand are their capabilities, future
career path, their parents’ choice, peer pressure, and personal interests.
Given that the Department of Education and the Commission of Higher
Education has not set clear rules and regulation on the process of college course
decisions of senior high school students, the researchers prompted to identify the
factors that affect the college course preference of Accountancy, Business, and
Management (ABM) students in the Polytechnic University of the Philippines.
SIGNIFICANCE OF THE STUDY
The study is important to know what relationship the college program and senior
high school strand have and to know how the students’ chosen SHS strand affect
their decision in choosing college program.
This research will benefit the following:
Students
This research will mainly benefit the students as they choose what college
program they will take. The research will provide information for the students on what
program are aligned to their strand.
School Administrators
School administrators can also benefit in this research as they will know what
senior high school strand they will offer and how they will bridge these strands to
college programs.
Curriculum Designers
This research will also benefit the Curriculum Designers because this could
help them in further developing curricula that are tailored for different strands.
The information provided by this research will also be helpful to the future
studies that will be made related to the senior high program. This study will help in
the further development of the senior high school program.
STATEMENT OF THE PROBLEM
Because choosing a college program to be taken is an essential part of the
career path of an individual. There are factors that can affect the decisions of Senior
High School students. Hence, the research problem and the objectives of the study
are the following:
Research Problem
Will Senior High School students take college program aligned to their strand?
Objectives
The study aims to:
• To identify the factors that influence their undergraduate program preference,
and,
• To determine the number of ABM students that will take up an ABM-related
course.
SCOPE AND LIMITATIONS
This study is conducted on July and August 2021 at San Policarpo, Eastern
Samar. Thirty (30) respondents from the number of students at San Policarpo,
Eastern Samar
DEFINITION OF TERMS
1. Junior High School – In this research, junior high school covers four years
of basic education from grades 7 to 10.
2. Senior High School – Senior high school covers the last two years of the K
to 12 program and includes Grades 11 and 12. In SHS, students will go
through a core curriculum and subjects under a track of their choice
(Department of Education, n.d.)
3. Track – In this research, tracks are fields of education that students will
choose upon entering senior high school. These tracks are the Academic,
Technical-vocational-livelihood and sports and arts.
4. Strand – In this research, a strand is a division of a track that specializes
in a certain field.
5. Vertical Alignment – In this research, vertical alignment is a curriculum
wherein what students learn in one lesson, course or grade level prepares
them for the next lesson, course, or grade level.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
Introduction
A curriculum is vertically aligned and coherent when students learn in one lesson,
course, or grade level at a time that progresses to a next lesson, course, or grade
level. A vertically-aligned curriculum is logically-sequence structure that enhances
the learning and skills development of students for higher level work. (Edglossary,
2014)
Horizontal coherent curriculum, on the other hand, is when students are
learning the same lesson in a different course, in the same grade level.
Examinations and other forms of assessment that evaluate learning progress are
based on what was thought and on the learning standards set in a particular course,
subject area, or grade level. (Edglossary, 2014)
Foreign Study
Decision about their college courses is one of the biggest problems of a particular
graduating high school students. There are lots of factors affecting their choices.
One of these factors is the curriculum.
A study by Education Policy Improvement Center (2015) in the State of Texas,
United States of America found out that existing major standards, performance
expectations, and performance indicators are necessary for college success in
subjects areas, including languages, mathematics, and social sciences. The
researchers concluded that students taking college courses aligned to pre-college
courses they took develop detailed key cognitive skills and foundational skills that
make them ready for college.
Previous studies show that when there is a specific educational outcome, the
curriculum specially designed for it will be successful. A study by Porter (n.d.) found
out that students improved their information and scientific literacy skills after
undergoing specific exercises related to those skills. Another study by CBE-Life
Sciences Education proven this theory, by having a curricula design that focuses on
scientific literacy skills in introductory courses of biology majors can increase
scientific literacy. It shows the effectiveness of the curricula aligned to the
competencies to improve the scientific literacy. Such improvements can be achieved
through activelearning exercises that mainly focuses on scientific terms or literature.
Increasing laboratory experience is not that necessary to increase scientific literacy.
To sum it up, a curricula designed to enhance a specific skill can make different
outcomes on an introductory biology student. (Senerath, Patabendige, 2014)
Vertical alignment is best known as one of the successful techniques to use
when it comes to students performance, according to Center for Comprehensive
School Reform and Investment. It has its main advantage to the students since it
figures out the uniformed pattern of the topics to be taught to the students. Thus, it
diminishes the repetition of the topics per course or year level and reduces the
reviewing of the subject matters anew. However, it takes a lot of preparation to
perfect this kind of standardized strategy because it needs a collective effort from the
school, the parents, and the students. (The Holmes Educational Post, 2012)
There are also a lot of other factors that affect college program preference.
A thesis from the University of Winsconsin-stout (Borchert, 2002) found out
that personal preference is the biggest factor considered by high school students
when choosing their college course. Environmental and economic /financial factors
comes after the students' personal interest. There are also students who consider
the opportunities that they may encounter with the given course.
A case study of UNLV Hotel College students by revealed that there are
indeed a lot of factors that influences students’ choices of a college degree program,
whether it be in-state, out-of-state, and international students. With regards to the
current economic downturn and an increasing unemployment rate, there has been a
sudden boom in college enrollments in the United States. As the college population
becomes more diverse and the higher education system continues to grow, the
college choice process will become even more complex, thus requiring closer
attention to the specification of plausible choice sets (Lee and Chatfield, 2011).
Furthermore, the study identified 11 factors of college choice, and the results
extended previous research to find more factors such as degree benefit, career
preparation and media impact.
Local Study
Pascual (2014) presented that the availability of work after finishing college is
mainly considered by the high school students and then followed by choosing the
course as a personal choice. The peer’s preference of course and consideration of
family business was considered the least factor that affects the decision in choosing
college course. Most of the student-respondents preferred scientific courses which
includes engineering and statistics courses. The aforementioned study was
supported by a study in Our Lady of Peace in Antipolo (Martin et. al, 2010) which
have the same result as to Pascual’s study that relies the decision-making of
students in work viability. However, it displays the exclusion of the majority's
personal ability in order to get the "in-demand" job of the generation. This kind of
factor may have a misfit for the job and a low level of competency since it is not the
job in which they match their abilities. The problem is that if a large amount of
graduates come only on a few courses that has fulfilled the amount given for job
vacancies, there could be a problem for the remaining number of unemployed fresh
graduates of the same courses.
Alba, et. al (2010) determined that the main factors that are affecting a
student's choice for their college course are the following: (a.) the financial stability of
the family that sometimes make students' confused whether to take courses they
want or to settle with something that their parents can afford, and (b.) interference of
parents in their college course decision-making because sometimes it is because of
the first reason or because of the college they've been to and the path that they want
their children to take. They somehow control the student’s path and sometimes what
is worse is that they are too controlling that their assessment for their children is
becoming incorrect.
A study from Roosevelt College, San Mateo (Fernando et. al, 2016) found out
that the parents’ influence, personal choice, job opportunity and peer influence can
affect the student’s decision on their choice of college course. The researchers
concluded that the students look not only at their personal choice, but also at the
decision of their parents, peers, and the availability of the job as their guide in
choosing their undergraduate program. Job opportunity is the said highest weighted
mean in the study and the researchers concluded that this factor greatly affects the
students’ choice in choosing what college course they will take up. The study has
shown that the students tend to analyze if the course they will choose can improve
their skills and if it can put them in a highly paid profession.
Synthesis
College program curriculum is an important factor in a student’s learning
development. The structures, standards, and performance indicators of the
secondary and tertiary curriculum influence success in college. The usage of
vertically-aligned curriculum is beneficial to the students, although it needs
systematical effort. Specialized pre-college courses gear students with advanced
knowledge and make them excellent in their chosen fields. Other factors such as
work viability, personal interests, and the preference and financial status of the family
are also determined as influential factors to college course preference.
CONCEPTUAL FRAMEWORK
•To determine the number •The researchers will be A useful resource
of students that will using questionnaires in
take up an related
- determining the
gathering the needed comparison of the Senior
INPUT
course data
•To determine what High School Track and
•Survey- the main College Program
programs ABM students
seek instrument to be used in Prefence of Selected
•To identify the factors that
collecting the data Students
influence their •Non- Probability A valuable input for
undergraduate program Sampling- Quota educational instructors
preference Sampling to be used in and administrators in
determining the advising career path
Respondents’ respondents for the
demographic profile aforementioned study
•Age bracket: 17 -19
•Male and Female
OUTPUT
•Chosen SHS students
PROCESS
Table 2. CONCEPTUAL FRAMEWORK
CHAPTER III
METHODOLOGY
Method of Research
Given the statement of the problem in the first chapter of the research, a
descriptive/quantitative research method will be employed as the main objective of
this research is to identify the factors of college-course preference of selected
students. Thus, in this research as stated in the statement of the problem will focus
more on the student’s way of thinking of what undergraduate programs are vertically
aligned with their strand for them to have an appropriate bridge when it comes to
their college course.
Method of Collecting Data
The study will use survey questionnaires to gather data from the respondents.
The formulated questions will tackle multiple topics that will enable the researchers
to answer the questions from the study’s Statement of the Problem section.
The questions that form part of the survey questionnaire will allow the
researchers to gather the following information from the respondents:
• The undergraduate program that the student will pursue in college in regards
to strand that they choose.
• Factors that influenced the students on the undergraduate program.
Sampling Design
The researchers will be using the quota sampling under non-probability
sampling. It will employ an uncontrolled quota sampling in a way that researcher is
free to choose sample group members according to his/her will.
From the population of Senior High School students, the researchers will work
on 30 students from various barangays.
Statistical Treatment of Data
The data collected from survey questionnaires answered by the respondents will be
analyzed by using Frequency distribution.
Frequency distribution is defined as the counting of the number of responses to a
question, or to the occurrence of a phenomenon of interest. It allows the researchers
to see the dispersion, as well as the maximum and minimum response to a certain
choice in a certain question.
In finding the distribution, the occurrences will be divided by n, which is the total
number of the responses from the sample. The quotient will then be multiplied to 100
to know the percentage of the occurrences in comparison to the respondent’s total
answers.
Synthesis
The research will be categorized as a comparative study since the aim of the study
is to know the comparison of the chosen Senior High School track in pertinence to
the decision making of the students in their undergraduate program. The
respondents are chosen through uncontrolled quota sampling and have covered 30
students specifically.
The method to collect the data will be through questionnaires as it will be the most
effective way to know the responses of the students. After the collection of data, the
answers will then be analyzed with the help of frequency distribution.
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the data gathered from the respondents, which were
grouped, statistically treated, and presented in forms of tables. Analyzed through the
statistical treatment provided in Chapter III, these data will be used to compare
Senior High School and College Track preferences of the respondents and the
factors affecting the decision.
Table 3. ABM AS RESPONDENT’S CHOICE FOR SENIOR HIGH SCHOOL
TRACK
Choice Number of Respondents Who Percentage (Over
Answered 100%)
YES (First choice) 27 90.00%
NO (Not first choice) 3 10.00%
Total 30 100.00%
Most of the respondents (90%) stated that Accountancy Business and
Management (ABM) is their first choice as Senior High School strand while the few
remaining (10%) stated that it isn’t their first choice.
Table 4. RESPONDENTS’ FIRST THREE CHOICES FOR COLLEGE
PROGRAMS
Number of Percentage
Respondents (Item Over
Who
100%)
College Program Answered
ACCOUNTANCY 21 70.00%
AGRICULTURE 1 3.333333333%
ANTHROPOLOGY 0 0.00%
MATHEMATICS 0 0.00%
STATISTICS 0 0.00%
ARCHAEOLOGY 0 0.00%
ARCHITECTURE 3 10.00%
ART STUDIES 0 0.00%
ASIAN STUDIES 0 0.00%
BANKING AND FINANCE 0 0.00%
GENERAL SCIENCE 0 0.00%
BIOCHEMISTRY 0 0.00%
BIOLOGY 1 3.333333333%
MASS COMMUNICATION 5 16.66666667%
BUSINESS ADMINISTRATION 9 30.00%
EDUCATION 1 3.333333333%
CHEMISTRY 0 0.00%
CIVIL ENGINEERING 2 6.666666667%
COMMUNICATION RESEARCH 0 0.00%
COMPUTER ENGINEERING 2 6.666666667%
COMPUTER SCIENCE 3 10.00%
COOPERATIVES/SOCIAL WORK 0 0.00%
CREATIVE WRITING 0 0.00%
CULTURAL STUDIES 0 0.00%
DENTAL MEDICINE 1 3.333333333%
DEVELOPMENT STUDIES 0 0.00%
ECONOMICS 4 13.33333333%
ELECTRONICS AND COMMUNICATION 0 0.00%
ENGINEERING
ENGLISH AND COMPARATIVE LITERATURE 1 3.333333333%
ENTREPRENEURSHIP 0 0.00%
ENVIRONMENTAL STUDIES 2 6.666666667%
FILIPINO 0 0.00%
FILM 0 0.00%
FINE ARTS 0 0.00%
FOOD TECHNOLOGY 0 0.00%
FOREIGN LANGUAGE 2 6.666666667%
FORESTRY 0 0.00%
HISTORY 0 0.00%
HOTEL, RESTAURANT, AND
TRANSPORTATION
MANAGEMENT 1 3.333333333%
HUMAN KINETICS 1 3.333333333%
HUMAN RESOURCES DEVELOPMENT 2 6.666666667%
MANAGEMENT
INDUSTRIAL ENGINEERING 0 0.00%
INFORMATION TECHNOLOGY 5 16.66666667%
JOURNALISM 0 0.00%
LAW 1 3.333333333%
LIBRARY AND INFORMATION SCIENCES 0 0.00%
LINGUISTICS 2 6.666666667%
MARINE SCIENCES 0 0.00%
MARKETING MANAGEMENT 5 16.66666667%
MECHANICAL ENGINEERING 0 0.00%
MULTIMEDIA ARTS 0 0.00%
MUSIC 0 0.00%
NURSING 0 0.00%
NUTRITION AND DIETETICS 1 3.333333333%
OCCUPATIONAL THERAPY 0 0.00%
OFFICE ADMINISTRATION 0 0.00%
PHARMACY 1 3.333333333%
PHILOSOPHY 0 0.00%
PHYSICAL THERAPY 0 0.00%
PHYSICS 0 0.00%
POLITICAL SCIENCE 0 0.00%
PSYCHOLOGY 6 20.00%
PUBLIC ADMINISTRATION 0 0.00%
PUBLIC HEALTH 0 0.00%
SOCIOLOGY 0 0.00%
SPEECH COMMUNICATION 1 3.333333333%
SPEECH PATHOLOGY 0 0.00%
SPORTS SCIENCE 1 3.333333333%
STATISTICS 0 0.00%
TEACHER EDUCATION 1 3.333333333%
TOURISM 4 13.33333333%
VETERINARY MEDICINE 0 0.00%
ZOOLOGY 0 0.00%
The respondents’ top three college degree programs of choice are
Accountancy (21 respondents answered), Business Administration (9 respondents
answered), and Psychology (6 respondents answered). Moreover, the tally
presented that respondents prefer courses in the Business Administration and
Accountancy such Broadcast Communication aside from the aligned undergraduate
programs of ABM
Strand.
Table 5. RESPONDENT’S PERCEPTION ON WHETHER THEIR FIRST CHOICE
PROGRAMS ARE
ALIGNED WITH THEIR STRAND
Choice Number of Respondents Who Percentage (Over
Answered 100%)
YES (Aligned) 21 70.00%
NO (Unaligned) 7 23.33333333%
MAYBE (Unsure) 2 6.666666667%
Total 30 100.00%
The information in question number 1 manifested on the respondents’
answers as majority think that their first choice for their undergraduate programs is
aligned with their strand. On the other hand, the 23% or 7 out of 30 respondents
answered that the undergraduate program they will take will not be aligned with ABM
while the 2 respondents are unsure if their first choice college program is aligned
with the strand they are currently enrolled which is Accountancy, Business and
Management.
Table 6. FACTORS INFLUENCING COLLEGE COURSE PREFERENCES AS
DETERMINED BY
RESPONDENTS
Choice Number of Respondents Who Percentage (Over
Answered 100%)
CAPABILITIES 7 23.33333333%
FINANCIAL STATUS 0 0.00%
FUTURE CAREER 10 33.33333333%
PATH
PARENTS 3 10.00%
PEER PRESSURE 1 3.333333333%
PERSONAL 9 30.00%
INTEREST
OTHERS 0 0.00%
Total 30 100.00%
One-third of the respondents considered the career path and the availability of jobs
in the future as the main factor in choosing their undergraduate program. Not far
behind of what influenced the respondents’ decision on their undergraduate
programs is their personal interest with 30% or 9 respondents. Also, students give
emphasis as well on their capabilities, if they can endure the tasks and overcome the
obstacles with the aforementioned having 7 answers from the respondents.
Table 7. ALIGNMENT COMPARISON OF SENIOR HIGH SCHOOL TRACK AND
COLLEGE
PROGAM PREFERENCES
Comparison Number of Percentage (Over
Respondents Who 100%)
Answered
ALL FIRST CHOICE COLLEGE
PROGRAMS 2 6.666666667
ALIGNED WITH ABM
FIRST CHOICE COLLEGE
PROGRAMS ARE
27 90.00%
A MIX OF ABM AND NON-ABM
COURSES
ALL FIRST CHOICE COLLEGE 1 3.333333333
PROGRAMS
NOT ALIGNED WITH ABM
Total 30 100.00%
With regards to the relation of the top 3 college program preference and the
ABM strand the respondents are currently taking up, majority of the answers agreed
on having a mix-up of aligned and not aligned undergraduate program. While 2 out
of the 30 respondents are determined to pursue an ABM-aligned undergraduate
program and 1 source answered that taking an ABM-aligned undergraduate degree
is not in the respondent’s plan.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The researchers found out that majority of the respondents who chose the
Accountancy, Business and Management Strand has already focused their college
program on ABM-related courses such as Accountancy and Business Administration
while others chose mainly courses in Humanities and Social Sciences (HUMSS) and
Science, Technology, Engineering, and Mathematics (STEM), the top being
Psychology, Broadcast Communication and Information Technology. Although, a big
percent of respondents answered Business courses, they also consider on choosing
some Non-ABM related courses. Despite the idea that majority chose a business
course in college, they also try to consider some courses that are not ABM-related.
Choices are made because of the main factor, Future Career Path, Personal Interest
and Capabilities.
Therefore, the respondents have the idea of enhancing basic business skills
due to their courses and also is opening to new fields of ideas that includes their
chosen non-ABM related courses.
Recommendations
Based on the analysis concluding the gathered data, the researchers would
like to recommend the following:
1. This research encourages students to consider different factors in choosing a
strand deemed fit that will help them in the future college undergraduate
program that they will choose.
2. This research recommends the school admins to further study about the
nature and behavior of the students in senior high school that will help in the
proper implementation of school regulations.
3. This research recommends the curriculum designers to be more aware of the
issues circulating in school communities with regards to how the current
curriculum affects the performance of the students.
4. This research encourages the future researchers to further investigate on the
said topics such as changing the variables like the strands, and the
respondents.
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