CHAPTER I

INTRODUCTION
Education is a systematic process through which a child or an adult acquires knowledge,
experience, skill and sound attitude. It makes an individual civilized, refined, cultured and
educated. Choosing a career path is a crucial decision that students face as they approach the
end of their secondary education. In many educational systems, such as in the Philippines,
students are required to select a specific strand or track that aligns with their interests, abilities,
and future career goals. The choice of strand in Grade 11 sets the foundation for the students'
specialized learning and career trajectory in the senior high school (SHS) program. Understanding
the factors that influence Grade 10 students in choosing their strand is essential for educators,
policymakers, and stakeholders to provide appropriate guidance and support during this critical
decision-making process.
In the previous years, student who finish the fourth year high school level could be accepted into
college and choose the course they want to take but when the government of the Philippines
implemented RA 10533, the additional years in high school with specialized subject courses,
which refer as the K-12 program, the students will need to take the additional two years with
specialized subjects similar to colleges, on which they would choose a strand from Accountancy,
Business and Management (ABM), science, technology, engineering, and mathematics (STEM),
humanities and social sciences (HUMSS), and the general academic strand.

STATEMENT OF THE PROBLEM

The purpose of this study is to investigate and analyze the factors that influence Grade 10
students in choosing their strand. By identifying and understanding these factors, educators and
policymakers can develop strategies and interventions to assist students in making informed
decisions and enhance their overall educational experience. Therefore the following addressed
the following questions;
1. What are the strands preferred by the student respondents?
(i) GAS
(ii) HUMSS
(iii) STEM
(iv) ABM
2. What are the Profile of the respondents? In terms of;
2.1 Age
2.2 Gender
3. To what extent is the factor’s level of influence in senior high strand preference in terms
of
3.1 Personal Interest
3.2 Socio – economic status
3.3 Parental Influence
3.4 Academic Performance
3.5 Career Aspirations
3.6 Peer Influence
HYPOTHESIS
Personal interests and aptitudes significantly influence Grade 10 students in choosing their
strand. Students are more likely to select a strand that aligns with their individual passions and
skills.
Parental influence plays a significant role in the decision-making process of Grade 10 students
when selecting their strand. Parental guidance, expectations, and perceptions of different strands
can heavily influence students' choices.
Academic performance in Grade 10 has a positive correlation with the choice of preferred strand.
Students with higher academic performance are more likely to opt for academically rigorous or
specialized strands.
Socio-economic factors, such as the financial resources available to students and their families,
can impact the choice of strand. Students from lower socio-economic backgrounds may be limited
in their options due to financial constraints.
Career aspirations have a significant influence on Grade 10 students' choices of their preferred
strand. Students often choose a strand that aligns with their envisioned career path or future
goals.
Peer influence, including the opinions and choices of friends and classmates, can influence Grade
10 students' decision-making process when choosing their strand.

THEORETICAL FRAMEWORK
The theoretical framework for the study on factors affecting Grade 10 students in choosing their
strand is based on social cognitive career theory (SCCT) and the theory of planned behavior
(TPB).
Social Cognitive Career Theory (SCCT) suggests that individuals' career decisions are
influenced by their personal characteristics, their environment, and their own cognitive processes.
According to SCCT, three primary factors influence career decision-making: self-efficacy,
outcome expectations, and personal goals. Self-efficacy refers to an individual's belief in their
ability to perform a particular task or pursue a particular career path successfully. Outcome
expectations refer to an individual's beliefs about the outcomes or consequences of their career
choices, such as job satisfaction, financial rewards, or social status. Personal goals refer to the
values and priorities that guide individuals in their career choices, such as work-life balance or
job security.

The Theory of Planned Behavior (TPB) posits that behavior is influenced by an individual's
attitudes, subjective norms, and perceived behavioral control. Attitudes refer to the individual's
positive or negative evaluation of the behavior. Subjective norms refer to the social pressure to
perform the behavior or not, while perceived behavioral control refers to the individual's belief
about their ability to perform the behavior.
These two theories provide a foundation for understanding the various factors that influence
Grade 10 students in choosing their strand. Personal interests, academic performance, and
career aspirations align with the self-efficacy, outcome expectations, and personal goals
components of SCCT, while parental influence, peer influence, and socio-economic background
align with the subjective norms component of TPB. The TPB also offers a useful framework for
understanding the role of personal attitudes and perceived behavioral control in the decision-
making process.
By utilizing these two theories, the study aims to explore the interplay of individual, environmental,
and cognitive factors in shaping Grade 10 students' decisions in choosing their strand.

CONCEPTUAL FRAMEWORK

 Interest
INDIVIDUAL  Skills
FACTORS  Traits

FACTORS
AFFECTING ENVIRONMENTAL
Family, Peers,
SENIOR HIGH FACTORS
School
STRAND

COGNITIVE
Academic Tracks,
FACTORS
Career Paths

SCOPE AND LIMITATIONS

The research study focuses on Grade 10 students and their decision-making process in choosing
their strand within the context of the senior high school curriculum. The study considers a diverse
range of factors, including personal interests, parental influence, academic performance, socio-
economic factors, career aspirations, and peer influence. Both quantitative and qualitative
research methods are utilized to gather data and provide a comprehensive understanding of the
factors affecting students' choices. The research study is limited to a specific geographic area or
a selected group of schools, which may limit the generalizability of the findings to other
educational contexts. The study relies on self-reported data from surveys and interviews, which
may be subject to response bias or recall bias. The research study may not capture all possible
factors that influence Grade 10 students' choices of their preferred strand, as there could be other
unexplored variables. The study does not consider external factors such as government policies,
school resources, or cultural influences, which could also impact students' decisions. The
research study does not assess the long-term outcomes or the effectiveness of the chosen
strands on students' academic and career paths.
DEFINITION OF TERMS
Strand - Refers to the academic track or specialization that Grade 10 students in the Philippines
choose to pursue in senior high school. There are four main strands available: Science,
Technology, Engineering, and Mathematics (STEM), Accountancy, Business, and Management
(ABM), Humanities and Social Sciences (HUMSS), and Arts and Design (AD).
Personal goals - refer to the individual's aspirations or objectives that guide their decisions and
actions.
Attitudes - refer to an individual's evaluation or emotional response towards a specific object,
person, or situation.
Academic performance - refers to the individual's level of achievement or success in their
academic pursuits, including grades, test scores, and other measures of academic ability.
Socio-economic background - refers to the individual's social and economic status, including their
family's income, occupation, education level, and other factors that may affect their access to
resources and opportunities.
Decision-making process - refers to the steps and strategies that individuals use to make a choice
or decision, which may include gathering information, weighing options, considering values and
preferences, and evaluating the potential outcomes of different choices.
Personal interests - refer to the individual's hobbies, passions, and areas of curiosity that may
influence their career aspirations and decisions.

SIGNIFICANCE OF THE STUDY

The findings of this study can inform the development of effective career guidance programs for
Grade 10 students. By identifying the factors that influence their decision-making process,
educators and policymakers can design interventions that address the needs and interests of
individual students. The choice of strand in Grade 11 sets the foundation for the students'
specialized learning and career trajectory in the senior high school program. A better
understanding of the factors that influence this decision can lead to improved academic outcomes
and increased student engagement in their chosen strand. The role of parental expectations and
influence is an important factor in the decision-making process of Grade 10 students. The findings
of this study can help educators and policymakers understand the ways in which parents can
support their children in making informed decisions about their future education and career. The
study can explore potential gender differences in the factors influencing the choice of strand
among Grade 10 students. This can lead to a better understanding of how to address potential
gender biases in career decision-making and ensure equal access to opportunities for all
students. The study's findings can have significant policy implications, particularly in the design
and implementation of senior high school programs. Understanding the factors that influence
students' choice of strand can inform decisions regarding the availability and alignment of strands
with the students' interests, abilities, and future career goals.
Overall, the study of factors affecting Grade 10 students in choosing their strand is crucial for
promoting student engagement, improving academic outcomes, and ensuring career readiness.
By identifying and addressing the factors that influence this decision-making process, educators
and policymakers can provide more effective support for students in their journey towards a
successful future.