Introduction
The K to 12 Program of the Enhanced Basic Education was fully implemented last
2012. The major change brought about by the K-12 program which is the addition of two
years in high school was already launched with Grade 11 students last 2016 as the pioneers of
SHS program. In this program, students choose one from four career pathways also known as
career track. Choosing a career track is an important decision a learner must make for it is the
stepping stone for the learners to act upon their chosen career in the future. In making correct
decision in selecting an academic and career choices, student’s interest must be considered.
This statement is embedded in Social Cognitive Career Theory by Lent, Brown and Hackett,
1994.
According to the study of Josephine Nyamwange (2016), entitled “Influence of
Student’s Interest on Career Choice among First Year University Students in Public and
Private Universities in Kisii County, Kenya”, student interest is significant in determining
career choice decisions for an individual’s career. If interest is not considered, it might lead to
a mismatch between their choices and the most appropriate strand where they should belong.
In order to determine the degree of mismatch between students’ interest and choice of
strand, and the leading reason that affects the occurrence of mismatch; the researchers
decided to conduct a study entitled “Reasons of Mismatch between Student’s Interest and
Choice of Strand among Senior High School Students.”
This descriptive study specifically aims to answer the following questions:
Q1. How many percent of the students in each strand perceived a mismatch between
their interest and chosen strand?
Q2. Which of this four areas have greatly caused the mismatch between students’
interest and choice of strand?
A. Family influence,
B. Peer influence,
C. Job opportunities, and
D. School’s Structure
Q3. What are the perceived reason causing the mismatch between students’ interest
and choice of strand in each areas mentioned in question number 2?
This study was anchored on the Social Cognitive Career Theory (SCCT) of Lent, Brown
and Hacket, 1994, that encompasses the academic and career domains. There are three
interrelated variables that must be consider in career development. First variable is the
development of interest; second is the development of career choice and third is the
achievement of academic/career success.
According to Lent et. al. interest may be developed through a continued activity
exposure, practice, and feedback in which it can help refine the skills of a student and form
self-efficacy. As people refined their interest in an activity, they are likely to develop goals
for sustaining or increasing their involvement in it.
The SCCT’s Choice Model illustrates that a career choices was built upon one’s
interests. Arising largely from self-efficacy and outcome expectations, career related
interest contributes a particular educational and career goals. It also emphasizes that interests
greatest impact on academic and occupational career choice with the help and support of the
people around them. However, the decision making of these young people and adult is
affected by experiences such as economic need, family pressures, or educational limitations.
This theory also describes the extent of success a person to attain in educational and
occupational field they pursue, and second, the degree to which they endure the obstacles they
face.
Furthermore, the theory of Donald Super which emphasizes the growth and progress
of life roles over the life span with emphasis on inter-role congruence can support the
development of interest as stated in SCCT model. His vocational concept as a part of
self-concept is formed; it is the driving force that establishes a career pattern one will follow
through life (Super, 1990). Vocational developmental tasks are developed from vocational
stages which offer an outline for vocational behavior and attitudes. According to the first
stage of Super’s vocational development which is the Growth Stage(birth-age 14 or 15), the
development of capacity, attitudes, interests, and needs associated with self-concepts.
Considering the first variable in career development which is the interest formation as
illustrated on the SCCT Model and the first stage of Donald Super’s Vocational Development,
interest is best developed at age 14 to 15. this theory is found to be appropriate in this study
because it stresses the importance of developing students’ interest to make an academic and
career choices and to obtain success in their chosen field .
Methodology
This study involved variables relating to family or relatives, peer, job opportunities and
school’s structure were significant reasons of mismatch between student’s interest and choice
of strand. The respondents for this study were the randomly selected Grade 11 and 12
students of academic track taking STEM, ABM, HUMSS and GAS strand of a National
High School in the province of Iloilo, school year 2017-2018. The researchers set 400
sample size of students to be their respondents from 603 population using the stratified
random sampling technique to identify the number of respondents from each strand.
The instruments used in this study are the probing survey form and a 20-item 4-point
Likert Scale. Feedbacks were then given numerical value, processed using Microsoft Excel
and analyzed using frequency count, percentage and mean.
Results and Conclusion
Findings of the study showed that students under the GAS strand perceived to be the
most mismatched in terms of their interest and choice of strand having a percentage of 83%
while STEM strand perceived themselves to be the least mismatched with a percentage of
19%.
Senior High School students consider the prospect for job opportunities as the main
reason of mismatch between student’s interest and chosen of strand. This was followed by
family reason, peer reason and school structure.
Table 1. Reasons of Mismatch Per Area
I. Family Reasons MEAN Rank
1. My parents and/or relatives took the same career that I would
2.23 4
pursue.
2. Preferences are made by a relative since they will provide for the
2.10 5
expenses.
3. My family will support me on their chosen strand for me. 3.10 1
4. I believe that they are the one who are responsible to choose a strand
for me since they may know what is best for me and as a sign of 2.27 2.5
respect I follow their choice for me.
5. I have a relative that took the same career and would help me to get
2.27 2.5
a job after I graduate.
OVERALL MEAN: 2.40
II. Peer Reasons
6. My friends are taking up the same strand 2.47 1
7. We processed the enrollment together and I was forced to take the
same strand just like them. 1.91 5
8. I believe that they know what strand fits for me since we have been
friends for a long time. 2.09 2
9. I chose this strand in order for me to be together with my friends in one
school. 1.96 4
10. Majority of my batch mates chose this strand so I decided to follow
the trend and choose it too. 1.98 3
OVERALL MEAN: 2.08
III. Job Opportunities
11. There are abundant opportunities I can avail from the strand I am
3.15 2
enrolled in.
12. The strand that I would pursue could lead me to a high paying job. 2.97 4
13. The strand that I chose will help me find a suitable career easily. 3.26 1
14. The career that I would pursue is timely in demand. 3.01 3
15. I am fully aware of the opportunities that surround the career that I
seek, as compared to other strands. 2.94 5
OVERALL MEAN: 3.07
IV. School’s Structure
16. The school I am enrolled at right now is the nearest and most
accessible for me. 2.90 1
17. The school I chose offers this type of strand only. 1.79 4
18. I completed my junior high school in this school so I still enrolled
here for my senior high school. 2.69 2
19. My scholarship covers only this type of strand and/or school. 1.63 5
20. The strand I enrolled in this school has a good internship program/On
The Job Training (OJT) offered. 2.11 3
OVERALL MEAN: 2.23
References
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Reasons of Mismatch between Student’s Interest
and Choice of Strand among Senior
High School Students
Michelle Dianne S. Dela Cruz
Shenna Grace B. Glarino
Richel A. Hugos
Andrew P. Porras
Louise Meara C. Severo
Bachelor of Secondary Education
(Biology)
West Visayas State University
Keywords: K to 12 Program, Interest, Mismatch
