The Relationship between the Strand Selection and Future Career

Plans of Selected Grade 12 Students of NCBA Fairview: A Qualitative

Study

A Research Paper presented to the Senior High School

Faculty of National College of Business and Arts

Fairview, Quezon City, Metro Manila

In Partial Fulfilment of the Requirements

for the course Practical Research 1

By

Dignadice, Juan Anthony Mikhiel B.

Garcia, Leanne Ross S.

Gasino, Carmela S.

Gomez, Mary Goerge C.

Lungsod, Andrea Loreen A.

Tamera, Lloyd Railey D.

Vallena, Leomar Joshua B.

May 2023
 Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes
the background of the study, the statement of the problem, significance of the
study, and scope and delimitation of the study.

Background of the Study

The Department of Education (DepEd) recorded more than 27.1 million students
enrolled for the school year 2022–2023. Every senior high school student has the
opportunity to select strands that will provide individuals with the worldwide
knowledge, abilities, and skills necessary to pursue successful career pathways in
the future. It is important to choose the right senior high school strands since the
specializations are intended for students whose paths fit their strengths and
passions. Senior high school strands help prepare students for college by offering
specialized tracks that align with various college majors. These tracks offer a more
focused and in-depth curriculum that prepares students for the rigors of college-level
work. Senior high school strands are significant to the students, especially in terms
of holistic development, strands offer a well-rounded education that focuses not only
on academics but also on developing students' social, emotional, and physical well-
being.

Students are exposed to different subjects and activities that help them develop a
broad range of skills and interests. As well as the personal growth of individuals the
senior high school strands provide students with opportunities to explore their
interests and passions and to develop personal strengths and abilities. Scoonews
(2023) This helps students build self-confidence and a sense of purpose, which are
essential for success in college and beyond. Overall, senior high school strands are
important because they help students prepare for college and careers, develop a
well-rounded education, and promote personal growth and development.

According to Basavage (1996), one of the many crucial decisions that new senior
high school students will make in establishing their future plans is the choice of
their track.

Because the path they choose will affect them for the rest of their lives, it is important
to proceed with caution. Some students choose practicality over their preferred
courses; they may have financial difficulties pursuing their preferred courses, so they
may choose a more practical course that can lead to better job prospects and a
higher income. Students may feel pressure from their parents or other family
members to choose a practical course that can lead to a more stable care.

This pressure may come from a desire for financial stability or a lack of
understanding of the student's passions. Some students may also choose much
more practical courses because they fear that pursuing their preferred courses may
result in failure. They may believe that practical courses are easier and have a
higher chance of success. Schools with senior high schools provide students with
the opportunity to explore different career paths and gain a better understanding of
their interests and strengths. Through exposure to different subjects and work-
based learning programs, students can make informed decisions about their future
careers.

Career plans are essential since they identify career goals and create a roadmap
for achieving them Zplus (2023) They provide individuals with a sense of direction
and purpose in their professional lives. It helps them to focus their efforts on building
the necessary skills and experience to succeed in their chosen field. By creating a
plan for their career, individuals can feel more confident and in control of their
professional lives. They can identify potential obstacles and develop strategies to
overcome them, which can help reduce stress and increase motivation.
 Statement of the Problem
This study aims to examine the relationship between the strand selection and
future career plans of Grade 12 students in A.Y. 2022-2023 at the National College
of Business and Arts Fairview Campus. It also studies the prevailing factors in Grade
12 students' decision-making when choosing a strand with the need for practicality
or the motivation of personal preference as well as its effects on their professional
path.

The following questions were sought by the study as they are the leading
steps toward its fulfillment:

1. What are the demographic profiles of the respondents in terms of their:

a. Gender;

b. Strand they would like to take;

c. Strand they are enrolled in: and

d. College program they would like to take.

2. How do these factors affect the Grade 12 Senior High School Students in terms
of the decision they would like to take?

3. How does the factor above affect the respondents in choosing a strand?

Significance of the Study

This research will demonstrate the impact of choosing a Senior High-school strand
has on the ability of Grade 12 students to choose college courses they are suited to
and comfortable taking up in their tertiary education. This study will be beneficial to
the following:

Grade 10 Students. This study will refer Grade 10 students to the decision-making
that Grade 12 students of the A.Y. 2022-2023 have equipped themselves with and
how it has proved to lead some into desirable trajectories in tertiary education in the
midst of balancing the common dilemma of practicality over personal preference in
aligning the strands to the college courses of choice.

For Senior High School Students. This study will reinforce and inform Grade 12
students of the trajectories of their tertiary education predicted in their chosen
strands, measures they may take in college to redirect them to more preferred areas
of occupation upon graduation, and how to balance practicality and marketability in
academic decisions with personal preferences.

Parents. This study will help parents who are concerned with their children's
education by providing them with a huge perspective from students regarding the
factors and the relationship between strand selection and future career plans in
today’s generation.

Future Researchers. This study will help future researchers further link good
decision-making over strand selection in relation to Grade 12 students' college
course choices to the success of their tertiary education. This will also instigate them
to hopefully uncover the cost of which having your personal preferences prevail in
your academic decisions may lead you to more desirable circumstances that
transcend the need for practicality and marketability and into a purpose-fulfilling
professional situation, but similarly respect individuals who prioritized a secure
 financial situation for themselves and for whom they fend for in sacrifice for their
more personally preferred occupations too.

Scope and Delimitation

This is a qualitative research conducted on the A.Y. 2022-2023 which will

only focus on Grade 12 students who are aligned, misaligned, practical, and
undecided with their strands. The researchers will be collecting the four types of
respondents by random in the only available strands of the National College of
Business and Arts which are the Accountancy, Business and Management (ABM),
General Academic Strand (GAS), and Humanities and Social Sciences (HUMSS).
The researchers will also be interviewing the respondents based on who is only
willing to participate in the study and identify themselves with the types of students
who are either aligned, misaligned, practical, or undecided with their strand.

Review of Related Literature

Local Literature

Factors Affecting High School Students’ Career Preference: A Basis for Career
Planning Program (Pascual, N. T. 2014)

In January 2013, the Philippines had a 7.1% unemployment rate, the highest
in the countries from Southeast Asian nations and from which, 16.9 % of which were
college graduates [1]. Misfit graduates are one of the considered reasons why the
country has high unemployment and underemployment rate. The reasons could be
either that the produced course of graduates misfit the demand of the present
economy, or the graduates do not possess the characteristics required by the
industries in need. This could be due to the wrong choice of course taken by most
college students brought about by unguided decision-making in choosing courses.
This is seen through reports that mentioned that the high percentage of unemployment
and underemployment in the country is attributed to the inadequacy of skills of some
of the graduates and not meeting the competencies needed by companies (Pascual,
N., 2014).

One of the objectives of the Department of Education’s K-12 program is to

produce graduates who are equipped with the knowledge and skills to be productive
citizens and an additional workforce to promote economic development even after
high school. There are many factors considered by school administrators aside from
the school curriculum or the academics to promote student educational success.
Another perspective that is characterized by a differentiated view of schooling that
promotes students’ success aside from student learning and academic engagement
is the students’ social engagement. Students’ social engagement may require different
resources such as the counselors (Pascual, N., 2014).

Foreign Literature

Vertically Aligned Curricular Framework Profile of Practice Brief (American

Institutes for Research, 2017)

Vertical alignment refers to a vertically aligned curriculum that describes what

students should know progressively from kindergarten through grade 12, linking
concepts from grade to grade. The benefits of a vertically aligned curricular framework
have led many states to revise their standards or adopt new challenging academic
content standards (American Institutes for Research, 2017). It is useful because
students, especially senior high school students, have a background on what should
be learned. It will be an advantage for them to think more about their education and
make decisions fast rather than waste time.
Review of Related Studies

Local Studies

Alignment of Senior High School Strand in College Course (Santos, J., et al.,
2019)

Through the implementation of Republic Act (RA) 10533 or the K-12 Program
during the Aquino III administration, an additional 2 years in High School, called Senior
High School, was added to the curriculum. The researchers used a Google form and
a structured questionnaire to distribute the questions effectively. The 119 pioneer SHS
graduates of Bulacan State University Laboratory High School had 80.67% of strands
linked to the current course, according to the data collected.

The three main reasons that influenced the decision to enroll in the current
course were (a) a strong desire for or interest in the course, (b) a potential financial
outcome, and (c) employment prospects. The researchers concluded that the
respondents decided on the path of study based on their interest in the future
profession and related future financial and employment issues from the Senior High
School electives. The Senior High School Strand and College both exhibit the
alignment and misalignment of the SHS graduates of BULSU-LHS. The majority
(80.67%) of the 119 respondents' SHS strands were found to be linked with the college
course, according to the researchers. The majority (56.30%) of the respondents are
now enrolled at Bulacan State University, according to the data gathered (Santos, J.,
et al, 2019).

Pursuing STEM Careers: Perspectives of Senior High School Students

(Rafanan, R.J., et al., 2020)
 The qualitative descriptive research explored the perspectives of STEM
(science, technology, engineering, and mathematics) senior high school students in a
public secondary school in Zambales, Philippines on the reasons why the student
enrolled in STEM and the intent to pursue relevant careers. A total of 20 Grade 12
students were purposively selected as participants in the research. The participants
were interviewed using a validated structured interview guide. The recorded interviews
were individually transcribed to arrive at an extended text.

The Department of Education (DepEd) may support the implementation of

different programs regarding students’ career preparation. The program will help the
students to be more aware of what career path to pursue, and to avoid pressures from
peers. Schools may advocate a collaborative, authentic, and goal-oriented learning
environment concerning the demand of Industrial Revolution 4.0.

Foreign Studies

The Misalignment of Schools and Society-Restructuring Education for Success

after High School (Berkson, W. & Schilig, W.B., 2023)

The misalignment between schools and adult society is a grave problem,

demanding transformational change. Nationally, 15% of high school students drop out,
while 60% of Community College and 40% of 4-year college students don’t finish
within six years. It has been a life-long witness of the dysfunction, and its victims. To
help all students, schools need to provide more diverse, specialized training for the
demands of hugely different adult careers. The authors proposed a Career-Education
Alignment Commission (CEAC, ‘seek’) to ascertain the changes needed to serve well
those who are now poorly served.
 Students will need to explore interests through project-based learning, from 2nd
grade on, to discover by age 15 a career path the students can have a passion for.
And students will need daily coaching, before they fall behind, in the mastery of the
academic skills needed for the diverse specialties. And the school day needs to be
expanded to include both activities). The CEAC commission would identify needed
changes and the funding and training to make them a success. The CEACs proposed
realigned standards, start pilots, beginning in early grades, of the expanded day and
project-based learning, and assess the pilots. In every indication, with adequate
funding and care, project-based learning and mastery learning can much better
prepare all students for success in life after high school (Berkson & Schilig, 2023).

Consequences of Academic Match between Students and Colleges (Dillon &

Smith, 2013)

The study examined the effects of college quality and student ability on
academic and labor market outcomes. The researchers used the rich data from the
NLSY-97 and adopt a “selection on observed variables” identification strategy. The
researchers examined a limited set of outcomes: degree completion, college dropout,
and transfer to a higher-quality college or a lower-quality college. The researchers
found strong evidence that college quality increases the probability of degree
completion and similarly strong evidence that student ability increases as well. The
researchers do not find any evidence of the interactive effects of college quality and
student ability predicted by the mismatch hypothesis on the outcomes they examined.

SYNTHESIS

Research on the influence of students mainly focused on the surroundings with

individuals. Especially with students’ peers inside and outside of the classroom. Peers
can shape an individual's perceptions, attitudes, and beliefs about various aspects of
life, including decision-making. When peers’ express opinions or preferences, it can
influence an individual's perception of what is desirable or acceptable. This can impact
decision-making, as individuals may feel the need to align with their peers' opinions to
gain social approval or avoid conflict. Some individuals may feel uncertain and lack
confidence in their decision-making abilities and may seek validation or guidance from
their peers.

Financial status can also affect a student's lifestyle during their educational journey.
Students may consider their financial status to determine if they can afford a certain
standard of living while studying, including housing, transportation, food, social
activities, and other expenses. It also includes that career choice involves deliberating
and using critical thinking to reflect on the skills and knowledge that students obtain.
Many students choose courses based on genuine interest and passion for a particular
field of study. They may have a strong inclination toward a specific subject or topic
and choose a course that aligns with their passions, talents, and career aspirations.
Students may have a clear idea of the profession they want to pursue in the future
and choose a course that provides the necessary knowledge and skills for that career
path.

CONCEPTUAL FRAMEWORK
THEORETICAL FRAMEWORK

Sociocultural Theory

According to Harris (1980), decision-making is the best way to get one’s satisfaction
and is considered the best thing to do to have a successful and very satisfying life.
Selecting a track is truly essential to every student; it is a fundamental step for
everyone before entering college. This phase is crucial since it serves as a preparatory
ground for students. Individuals undergo several stages of career development. In
one's career development process, several factors play a vital role in determining
one’s career path. Super (1990) introduced the archway model, recognizing social
learning experiences, personality development, needs, values, and abilities as factors
influencing career development. The sociocultural theory grew from the work of
psychologist Lev Vygotsky, who believed that parents, peers, and the culture at large
are responsible for developing higher-order functions.
Learning has its basis in interacting with other people. Once this has occurred, the
information is then integrated at the individual level. Essentially, it includes all of the
knowledge and skills that a person cannot yet understand or perform on their own but
is capable of learning with guidance. As children are allowed to stretch their skills and
knowledge, often by observing someone who is slightly more advanced than they are,
they can progressively extend this zone. Further supporting theories is that humanism,
as a theory of education, is an educational philosophy that emphasizes the
individuality, autonomy, and intrinsic worth of each student.

Humanism Theory
Humanism as an educational theory is rooted in the broader philosophical and
psychological movement of humanism, which emerged during the Renaissance
period in Europe. Humanism emphasizes the value and potential of human beings
and promotes critical thinking, creativity, and the pursuit of knowledge as important
aspects of human development. In the context of education, humanism seeks to
create a positive and supportive learning environment that nurtures students' innate
curiosity, fosters their sense of self-worth, and encourages them to take ownership of
their learning. Humanism emphasizes the importance of recognizing and
accommodating the unique abilities, interests, and learning styles of each student. It
promotes individualized instruction and assessment and encourages students to set
and pursue their own learning goals. In every track, particular specializations will
provide students with overflowing knowledge and wisdom. Different strands may
provide students with specialized knowledge and skills that are relevant to specific
industries, professions, or fields of work. By choosing a path that aligns with their
career interests and goals, students can gain a competitive edge in the job market
and be better prepared for their future careers.

The first given theory which is Sociocultural states that shared customs, practices,
patterns, and beliefs among a population group affects and influences the decision-
making of an individual. The views and opinions on various topics shape children’s
beliefs, parents and peers may encourage them to make decisions that align with their
own values. Having positive and supportive peers and families can help an individual
make an informed decision. While the second theory talks about the belief that focuses
on the value and potential of human beings, emphasizing reason and the betterment
of humanity. Humanism also emphasizes the importance of ethical and moral
reasoning, which can help students make informed decisions in strand selection.
Students can reflect on how their chosen strand can contribute to the fulfillment of
their personal and collective goals, It also provides a valuable framework for guiding
students in stand selection, helping them choose a path that aligns with personal
values, interest, and potential, and contributes to the betterment of the society.

Definition of Terms

Career. This refers to a job or profession that someone does for a long time, often
with special training, and that allows for advancement and higher responsibility and
income.

College. This refers to an institution of higher learning, especially one providing a

general or liberal arts education rather than technical or professional training.

Course. An academic curriculum that is incorporated.

Curriculum. A school, college, or university's curriculum is the collection of courses

or subjects that are taught.

Decision-making. Making a choice or a judgment based on the facts or options at

hand.
Dropout. Anyone who quits school or a program before the end.

Employment. Refers to the condition of having a job or being employed.

Factors. The different components that influence or contribute to a specific result or

circumstance.

Financial stability. This refers to a condition or a property of a financial system that

does not fail to function or meet the needs of the economy. It involves the absence of
systemwide crises, the resilience to stress, and the ability to absorb and correct
imbalances and shock.

Holistic Development. This refers to the development of all the parts or abilities of a
person. This includes physical, mental, emotional, social, linguistic, and moral/spiritual
aspects.

Implementation. The act of carrying out a strategy or conclusion.

Instigate. To incite is to start something off, frequently with the intention of bringing
about a change or a specific action.

Misfit. Someone who does not fit in with a certain group or circumstance, typically
owing to personality, value, or interest differences.

Practicality. Being useful, efficient, and applicable in everyday circumstances.

Profession. A particular line of employment or occupation requires specialized

education, training, and abilities.
Project-based learning. Learning via practical projects and activities.

Senior High School. This refers to two years of specialized upper-secondary

education; students may choose a specialization based on aptitude, interests, and
school capacity. The choice of career track will define the content of the subjects a
student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.

Relationship. The relation connecting or binding participants in a relationship

Specialization. The process of concentrating on a specific subject, profession, or
area of study.

Students. This refers to people who are learning in any teaching environment,
especially those enrolled in a school or college. They may study, investigate, or
examine
various subjects
Tertiary education. Education at the college or university level.
Trajectories. The course or direction it travels in over time.
Unemployment. A state of not having a job or employment.

Underemployment. A work that does not fully utilize a person's skills, abilities, or
education.

Chapter 3
 Methodology

Research Design

In this study, researchers want to examine the SHS student's decision on choosing
their current strand that has a big impact on their future career. In order to determine
the impact of strand selection for SHS future career plans, the researcher will be
using a phenomenological method which will be held in one-on-one interviews with
Grade 12 students who are aligned, misaligned, undecided, and for choosing their
strand for practical reasons.

The purpose of this research design is to understand, determine, and find out the
reason for students in NCBA who choose their current strand. By using the
phenomenological method, the researcher can determine the reason students for
choosing their current strand.

Context and Participants

The researchers have conducted this study in the prior knowledge of fellow senior
high school friends not limited to NCBA Fairview predominantly having difficulties
with their strand. Many students are found to not be maximizing the purpose of the
K-12 program since there are still students who are uninterested in their strand
activities and plan to take college courses out of the coverage of their strand.

As a qualitative study, this research will conduct one-on-one interviews as its data
gathering procedure, with the initial notice for the respondents to categorize
themselves first as either having an aligned, unaligned, practical or undecided
relationship with their strand as requested of their demographic profile to be included
in the study. Places to conduct the interview will depend upon the convenience and
comfort of the participant and may transpire through a face-to-face setting or online
setting. A voice recording app, however, will accompany the face-to-face interview
for verifiable documentation in the thematic analysis of this study, and the duration of
the interviews will take no more than 3 hours. If the interviewee wishes to exclude
the voice recording, this will testify to a partial voluntary participation and thus not be
counted in our selection of interviewees for their own peace of mind, unless they
have reconsidered taking the online-setting approach instead.

If a participant had found themselves in an unaligned situation in Grade 11, and to a

practical situation by Grade 12, they would be counted as a student who has a
practical relationship with their strand. The researchers will inquire about their strand
as a totality of its two years, from Grade 11 to Grade 12, so as to give a full extent of
their decision-making towards their strand selection for the researchers to evaluate,
yet only categorize them with the situation they find themselves in relation to their
strands by Grade 12. The study has not considered any participant of a certain age
as long as they are Grade 12 students of NCBA-Fairview, gender, family
background, financial or social status. It is an important consideration that since
there are only the GAS, ABM, and HUMSS strands for the senior high school
department of NCBA Fairview, the selection of participants will be limited to these
strands. Participants have been lastly selected by random, although this process has
been facilitated by the Grade 12 acquaintances of the researchers who have already
found themselves largely identified with the purpose of the study.

Purposive sampling

This study utilizes purposive sampling as a method of research to follow the

relationship between the strand selection and career plans of Grade 12 students in
NCBA Fairview. The researchers chose purposive sampling because the technique
relies on the researchers’ judgment when choosing the respondents of the research.
Purposive Sampling signifies that one sees sampling as a series of strategic
choices about with whom, where and how one does one's research. This
statement implies that the way that researchers sample must be tied to their
objectives. Purposive sampling is virtually synonymous with qualitative research.

Research Instruments

Questions:

I. Demographic profile of respondents

1. What is your age?
2. What is your gender?
3. Which strand did you originally plan on taking when you were in grade 11?
4. Which strand are you currently enrolled in?
5. Which college program would you like to take?
6. How can your parents’ preferred college course for you affect your decision-making
towards selecting your college course?
7. Does the strand you choose support the course you'll be taking in college?
8. What effect does your strand choice have on your gender?
9. Have you considered other strands before deciding on the one you are currently
studying? If yes, can you tell me more about them and why you did not choose them?
10. How does your financial situation influence your college course selection?
11. How do you think your chosen strand will help you achieve your future career
goals?
12. Do you think your current stand choice aligns with your interests and skills? Why
or why not?

Chapter 4

Result and Analysis

 This chapter of the paper presents the analysis and interpretation of data. This
includes the demographics of the respondents, research findings, and research
analysis.

Demographics of the Respondents

The respondents are from three different strands of the National College of Business
and Arts - Fairview. Humanities And Social Science (HUMSS), General Academic
Strand (GAS), and lastly Accountancy and Business Management (ABM). The
respondents are two chosen males and females that range from 17 to 19 years old.
Students are classified into four categories which describe their type of relation to
their strand; Undecided, Aligned, Misaligned, and Practical.

Research Findings

Our respondents are classified into four categories which describe the type of
relation to their strand; Undecided, Aligned, Misaligned, and Practical. The
undecided respondent will have selected their strand despite any clear intention for
pursuing it and would at least redeem their choice by choosing convenient course
options provided by their current strand instead. They may have chosen the General
Academic Strand in their SHS years or thought of taking it, or still be undecided
about their course options in their current strand.

The aligned respondent will have their course options aligned to the strand that they
originally planned to pursue since Grade 11. The misaligned respondent will have
chosen a strand that they do not prefer or aren't suitable to be in and have either
switched strands in Grade 12, and the practical respondent will have chosen their
strand despite the inclination of their skills and interests veering towards a different
strand for common financial advances that can be gained from the strand they've
currently chosen for their future employment.

Respondent 1
 Type of Relation to Strand: Undecided

1. Question: What is your age?

Answer: 18 years old.
2. Question: What is your gender?
Answer: Female.

3. Question: Which strand did you originally plan on taking when you were in
grade 11?
Answer: Originally, HUMSS was what I’d really take at first.

4. Question: Which strand are you currently enrolled in?

Answer: HUMSS.

5. Question: Which college program would you like to take?

Answer: I’m undecided between tourism and education, but I actually want to
pursue education. If we’re talking about practicality though, my choice would
still depend.

6. Question: How can your parents’ preferred college course for you affect your
decision-making towards selecting your college course?

Answer: They actually don’t affect me in the first place because they don’t pry
into my life choices.

7. Question: Does the strand you choose support the course you'll be taking in
college?

Answer: Yes.

8. Question: What effect does your strand choice have on your gender?
Answer: None that I can think of.
 9. Question: Have you considered other strands before deciding on the one you
are currently studying? If yes, can you tell me more about them and why you
did not choose them?

Answer: Above all, I really had HUMSS as my first choice because the courses
I plan on taking are either Education or Tourism and since they’re more inclined
toward socialization and speaking skills, I should really take HUMSS because
that’s what the strand practices. I however have contemplated taking GAS
because like I said, I still am undecided on my course.

10. Question: How does your financial situation influence your college course
selection?

Answer: Since I presently live alone, my situation has led me into thinking of
taking a course that won’t make me struggle more financially.

11. Question: How do you think your chosen strand will help you achieve your
future career goals?

Answer: So like I said again, HUMSS practices socialization and speaking

skills, so if I take up a course like Education, the skills I’ve learned in Grade
11 and am still learning now in Grade 12 would be aligned to the college
course I would take.

12. Question: Do you think your current strand choice aligns with your interests and
skills? Why or why not?

Answer: Yes, because I believe I can speak in public and I'm good at writing
and speaking.

Respondent 2
Type of Relation to Strand: Aligned

1. Question: What is your age?

 Answer: 18 years old.

2. Question: What is your gender?

Answer: Male.

3. Question: Which strand did you originally plan on taking when you were in grade
11?

Answer: HUMSS.

4. Question: Which strand are you currently enrolled in?

Answer: HUMSS.

5. Question: Which college program would you like to take?

Answer: I first thought of PolSci (Political Science) but I’m more presently
focused on PE.

6. Question: How can your parents’ preferred college course for you affect your
decision-making towards selecting your college course?

Answer: They don’t affect this matter too much because they’re also prioritizing
what I really want for myself. (freedom to choose for themselves)

7. Question: Does the strand you choose support the course you'll be taking in
college?

Answer: Yes.

7. Question: What effect does your strand choice have on your gender?
Answer: None so far.

8. Question: Have you considered other strands before deciding on the one you
are currently studying? If yes, can you tell me more about them and why you
did not choose them?

Answer: No.
 9. Question: How does your financial situation influence your college course
selection?

Answer: I find that taking PolSci opens up multiple employment opportunities

and we’re really in need of financial improvement. I took into consideration our
financial status in choosing my college course.

10. Question: How do you think your chosen strand will help you achieve your
future career goals?

Answer: Your speaking skills would be really improved in HUMSS, that’s why I
also took PE because I also plan on teaching other people, so it’s all good.

11. Question: Do you think your current stand choice aligns with your interests and
skills? Why or why not?

Answer: Yes, because the concepts of Political Science have become easy for
me and the course itself is aligned with the strand.

Respondent 3

Type of Relation to Strand: Misaligned

1. Question: What is your age?

Answer: 17.

2. Question: What is your gender?

Answer: Male
3. Question: Which strand did you originally plan on taking when you were in
grade 11?

Answer: The first strand I originally chose was STEM. (Interviewer: So you
switched strands?) No, I originally planned to pursue STEM.

4. . Question: Which strand are you currently enrolled in?

Answer: I am currently enrolled in GAS [General Academic Strand].

5. Question: Which college program would you like to take?

Answer: Information Systems or IS.

6. Question: How can your parents’ preferred college course for you affect your
decision-making towards selecting your college course?

Answer: It's quite complicated... like my parents at this time, they're really the
ones who decide for me but it's like they currently can't decide on what they
really want for me. I was first thought into taking IT, then suddenly [it became]
Nursing, then they suddenly wanted me to become a teacher and then back
to Nursing, then now they just said that it's up to me whatever I choose. In the
end, I also didn't push through with STEM since GAS can be flexible in its
own merit.

7. Question: Does the strand you choose support the course you'll be taking in
college?

Answer: There is considerable agreement to that, since it [GAS] has a relation

with Business Management, and we're taking Entrepreneurship and
Economics.
8. Question: What effect does your strand choice have on your gender?
Answer: None that I can think of.
 9. Question: Have you considered other strands before deciding on the one you
are currently studying? If yes, can you tell me more about them and why you
did not choose them?

Answer: So, I said before right that it really was supposed to be STEM [?] There
were two reasons why I didn't push through with STEM and the first is the time.
I wasn't able to fill out application forms for other schools so I just ended up
here again in NCBA, then the decision-making of my parents, like I previously
said, since they can't decide for me [my college course.

10. Question: How does your financial situation influence your college course
selection?

Answer: I had the opportunity to broaden my horizons since my parents are

willing to spend money for my tuition and all that with whatever course I want,
but I have taken to account the fact that we're not that rich so that's why I keep
aiming to have higher grades so that in whichever way the financial sacrifices
they make for me are justified.

11. Question: How do you think your chosen strand will help you achieve your
future career plans?

Answer: Since it [Information Systems] is half, the other is focused on

technology, and they said that it was also combined with Business
Administration. It will help me in that aspect.

12. Question: Do you think your current stand choice aligns with your interests
and skills? Why or why not?

Answer: Almost both. But it's also like, I'm really finding what I want to do in life
and I still can't decide. It's [GAS] really helpful because there's a very wide
scope in GAS, but at the same time, it's almost like I won't really be able to
apply [everything I'm studying] in my daily life.
Respondent 4
Type of Relation to Strand: Practicality

1. Question: What is your age?

Answer: 18
2. Question: What is your gender?
Answer: Male.

3. Question: Which strand did you originally plan on taking when you were in
grade 11?
Answer: ABM.
(Interviewer: Did you happen to switch strands in your previous year? [Grade
11])
No, I didn't.
4. Question: Which strand are you currently enrolled in?
Answer: Still Accountancy [ABM].

5. Question: Which college program would you like to take?

Answer: My first choice is BSA or Bachelor's Science in Accountancy, and my
second choice is BSBA or Bachelor of Science in Business Administrative
[Administration].

(Interviewer: But if you were to be asked what you'd really want in college,
one that might be more personally aligned despite its impracticality..)

If aligned? Hmm, I'd still choose BSA since I also really want to take
Accountancy.

(Interviewer: You're very sure about that?)

Yes.
 6. Question: How can your parents’ preferred college course for you affect
your decision-making towards selecting your college course?

Answer: Yes, they can really affect it [selection of college] since they will also
look into the tuition fee of each school, like, for example, I've already been
approved for Letran, FEU, [and] Lyceum, so with that, they would discuss on
what they think I could enroll in, so yes your parents' dislike [preference] can
affect your decision-making for your college course.

7. Question: Does the strand you choose support the course you'll be taking in
college?

Answer: Yes, it [strand] has already supported my course.

8. Question: What effect does your strand choice have on your gender?

Answer: Almost none, since Accountancy [ABM] is for all.

9. Question: Have you considered other strands before deciding on the one you
are currently studying? If yes, can you tell me more about them and why you
did not choose them?

Answer: Formerly when I was in Grade 10, I was considering Culinary, [and]
this is under HUMSS but since I was researching too, I knew of a HUMSS
strand option here in NCBA but since this school is more inclined on
Accountancy [Business as one of NCBA's specialization] I just decided to focus
more here in ABM since I was also inspired by my Grade 10 teacher in--what
subject was that again--Journalism.

10. Question: How does your financial situation influence your college course
selection?
 Answer: Really influential since if the tuition is expensive in a school for a
certain course, especially now that I've just realized that you'd still need to
pay for the first semester, it's a big fact you need to consider.

11. Question: How do you think your chosen strand will help you achieve your
future career plans?
Answer: Of course, since my future career is [inclined to increase] wealth, so I
can help my parents, I think yes it will help me in regard to my financial situation,
my course.

12. Question: Do you think your current stand choice aligns with your interests and
skills? Why or why not?
Answer: Yes the [strand] is aligned since like I said, in Grade 10 when I still
didn't really think of choosing Accountancy, I was inspired by my teacher on a
bookkeeping journal.

Research Analysis

From the interview, it was evident that practicality is an essential factor when
deciding on a college program. The interviewee's financial situation and potential
earnings were considered when selecting between education and tourism, even
though she had an interest in education. This aligns with previous research that
shows that economic and social factors have a significant impact on career choices.
Therefore, it is vital for schools and guidance counselors to provide students with
reliable and current information about various career paths and the job market to
 assist them in making well-informed decisions. Another crucial factor is the
alignment of the chosen strand with the student's career aspirations.

The interviewee selected the HUMSS strand because it matches the skills required
for her preferred career path. This suggests that students are strategic in their
decision-making process and are willing to choose a path that will enable them to
acquire skills that will be useful for their future careers. This underlines the
importance of curriculum alignment with career goals and emphasizes the need for
schools to offer relevant and timely information about the knowledge and
competencies necessary for various occupations. Lastly, the interviewee
emphasized the importance of personal interest and skills in selecting a strand. She
chose the HUMSS strand because it aligns with her interests and abilities. This
highlights the need for schools to provide students with a broad range of strands that
cater to their diverse interests and capabilities. It also underscores the importance
of self-awareness and self-assessment in the decision-making process, as students
who have a clear understanding of their interests and skills are more likely to make
informed decisions that align with their strengths and passions.

Chapter 5

Summary of Findings, Conclusions, Recommendations

This chapter presents the summary of findings, conclusions based on the findings,
and the recommendations that were drawn from the findings and conclusions of the
study.

Summary of Findings

The findings of the study were summarized according to the statement of the problem
stated in Chapter 1.
1.1. How can the demographics of the respondents be described in
terms of their age?

Based on the findings, the respondents’ ages range from 17-19 years old.

1.2. How can the demographics of the respondents be described in

terms of their gender?

Based on the findings from 4 respondents, 3 respondents are male; 1 from

HUMSS, 1 from GAS; and the other 1 is from ABM; While there is 1 female
from HUMSS.

1.3. How can the demographics of the respondents be described in terms

of the strand they would like to take?

Based on the findings from 4 respondents, 2 of the respondents preferred

HUMSS as the strand they would like to take, 1 is male and the other 1 is
female. 1 preferred GAS,a male; and the other 1 preferred ABM; a male.

1.4. How can the demographics of the respondents be described in terms

of the strand they are enrolled in?

Based on the findings from 4 respondents, 2 of the respondents are enrolled in

HUMSS; 1 in GAS; and the other 1 is enrolled in ABM.

1.5. How can the demographics of the respondents be described in terms

of the college program they would like to take?
 Based on the findings from the 4 respondents, 1 would like to take Tourism or
Education; 1 would like to take Political Science; 1 would like to take
Information Systems; and the other 1 would like to take Accountancy.

2. How these factors affect the Grade 12 Senior High School Students in
terms of the decision they would like to take?

Based on the findings from the 4 respondents, 2 of the respondents answered

that their decision affects what they would like to take because of other people's
preferences. However, the other 2 of the respondents answered that other
people’s preferences do not affect the decision they would like to take. All the
respondents answered that gender does not affect or a factor that affects the
decision they would like to take.

3. Is there a significant relationship between choosing strands and the

effects above-mentioned?

Based on the findings from the 4 respondents, there is a significant relationship

between choosing strands and the effects above-mentioned. First is about the
hobbies and interests of the students; followed by who makes the decision to
choose for the course to take (i.e. parents or the students); the employability
where the respondents can easily have a more secure job; skillset improvement
where students can hone their skills based on the strand and course they would
like to take; flexibility of strands; the strands that will connect the course in
college and; restriction such as time and financial constraints

Conclusions

The purpose of this study is to determine The Relationship between the Strand
Selection and Future Career Plans of Selected Grade 12 Students of NCBA
Fairview. The researchers were to find out the answers by identifying the
respondents’ demographic profile, strands preferred to take, enrolled in, and the
college program they would like to take. From the data gathered, the researchers
found that there is a relationship between choosing a related strand in Senior High
School that will equip them to their preferred course in college. In addition, there
are factors that affected the decision of the respondents in terms of choosing their
current strand and how they relate it to their desired course of study in college.
These are the following:
• inclination of hobbies and interests
• who makes the decision to choose for the course to take (i.e. parents or the
students)
• employability
• skillset improvement
• flexibility of the strand that will bridge the course in college
• restrictions such as time and financial constraints

Recommendations

The researchers have examined the impact of the relationship between the strand
selection and future career plans of selected grade 12 students. The study
presented in this paper, combined with careful observations made within the NCBA
- Fairview premises, can asset the future researcher in reaching a different
conclusion. However, after conducting this study the researchers have made the
following suggestions.
For Grade 10 Students - It is recommended for grade 10 students to read this
study to inform them what can be the factors that they might consider when
choosing the strand for their senior high school.

For Senior High School Students - The researchers recommended this study to
let them know what are the possible effects on their strand that they might
encounter while planning their career plans.

Parents - It is recommended for parents to read this study. Parents can lead them
for their bright future, because it can help them to guide and support their children
in making their college career plans.

School - After the study we recommended for school to have a better curriculum
for students. This research can serve as an eye opener to them. School can help
by upgrading their programs to let students have a wider choices for their strand
selections.

For future researchers: To serve as reference for future studies regarding the
relationship of choosing a strand and preference in choosing a college degree.
Due to time constraints, this study is recommended to be conducted in a longer
time frame to ensure wider reach and gathering of data.
 APPROVAL SHEET

This research paper entitled The Relationship between the Strand Selection
and Future Career Plans of Selected Grade 12 Students of NCBA Fairview: A
Qualitative Study prepared and submitted by

Dignadice, Juan Anthony Mikhiel B.

Garcia, Leanne Ross S.
Gasino, Carmela S.
Gomez, Mary Goerge C.
 Lungsod, Andrea Loreen A.
Tamera, Lloyd Railey D.
Vallena, Leomar Joshua B.

In partial fulfillment of the requirements for Practical Research 1 has been examined
and is hereby recommended for oral examination.

MS. HAZEL V. ABAGAO

Research Adviser
__________________________________________________________________

Approved by the Committee on Oral Examination on May 11,2023

PANEL OF EVALUATORS

NAME
Chairman

NAME NAME
Member Member

Accepted in partial fulfillment of the requirements for the course Practical Research 1

MS. DENISE I. MAHABAGUE, LPT

SHS Academic Coordinator

MR. MELVIN D. SORIANO

Principal
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