ALIGNMENT OF SENIOR HIGH SCHOOL STRAND IN COLLEGE COURSE

Joseline M. Santos, Ph.D.

Lloyd Cedrick A. Blas
Arian James V. Panganiban
KC Maey P. Reyes
Jewel Christine C. Sayo
Bulacan State University

February 2019
Abstract

Through the implementation of Republic Act (RA) 10533 or 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 structured questionnaire and Google form to
properly disseminate the questions. The result of the gathered data showed that 80.67% of the
strands of the 119 pioneer SHS graduates of Bulacan State University Laboratory High School
are aligned to their current course. The researchers also determined that (a) Strong
Desire/Interest in the Course, (b) Possible Financial Outcome, and (c) Employment Prospects
were the 3 major factors that contributed to their decision in enrolling in their current course. The
researchers concluded that the respondents chose their course according to their interest in their
future profession and future financial and employment matters in connection to their previous
Senior High School strands. The researchers recommend this research to be conducted with the
succeeding batch of Senior High School of Bulacan State University Laboratory High School to
determine if the administrators and coordinators continuously do the mandatory guides and
seminars for their students and to determine whether the students planned beforehand for their
future..

Keywords: Senior High School, SHS Strand, Course, Alignment, and Alignment

Introduction
An additional two years of High School, called Senior High School, is added to the
curriculum through the implementation of Republic Act (RA) 10533 or K-12 program. By
providing an additional two years in high school, the students are given mastery skills as
preparations for tasks in the actual workplace. Former President Benigno S. Aquino III (2013)
states that the implemented law will help the next generation of Filipinos to be empowered. In
addition, the Higher Education Act of 1994 and Commission on Higher Education stated that
students could apply in whichever college course regardless of their taken track. However, the
Department of Education recommends future students and SHS pioneers to align their track to
the future career path of their likeness, as it will provide them a sketch of their course and
amplify their skills and readiness for their future subjects, giving the students more practices and
knowledge, thus, making them productive and globally competitive.

Electronic copy available at: https://ssrn.com/abstract=3441109

 Bulacan State University offers three of the four strands provided in the Academic track;
the strands offered are Accounting and Business Management (ABM), Humanities and Social
Sciences and Science (HUMSS), Technology, Engineering and Mathematics (STEM). BULSU
allows the SHS graduates of various schools to enroll in a course even if their previous strands
are not aligned to the course. Students who failed the entrance exams for their first and second
choice, those who did not reach the cut-off and failed to secure their slots had no choice but to
enter a course that still have a lot of slots due to low number of enrollees. Students tend to enter
courses that do not have any alignment to their strands just to be able to continue their studies
and graduate with a degree.
As mentioned in the BULSU Mission, Bulacan State University aims to produce highly
competent and service-oriented professionals that are capable of contributing in the socio-
economic growth and progression of the Philippines. Through the alignment of the Senior High
School strands and college courses, the students are given necessary knowledge, background and
practice to be able to be productive in college and in the workplace. Without the essentials
provided during SHS, students may be clueless of the lessons needed in the course and there is a
possibility of incapability in engaging with the activities and tasks needed in the workplace. As
stated in the first goal written in the BULSU VMG, Bulacan State University aims to promote
quality and relevant educational programs to meet the international standards. Through the
implementation of K-12 program, students are expected to work efficiently in actual working
sites and be globally competitive in different aspects. The program also allows the Senior High
School students to work without degrees, making them an early contributor to the socio-
economic growth of the country.
Bulacan State University offers three of the four strands provided in the Academic track;
the strands offered are Accounting and Business Management (ABM), Humanities and Social
Sciences and Science (HUMSS), Technology, Engineering and Mathematics (STEM). BULSU
allows the SHS graduates of various schools to enroll in a course even if their previous strands
are not aligned to the course. Students who failed the entrance exams for their first and second
choice, those who did not reach the cut-off and failed to secure their slots had no choice but to
enter a course that still have a lot of slots due to low number of enrollees. Students tend to enter
courses that do not have any alignment to their strands just to be able to continue their studies
and graduate with a degree.
The researchers aim to pursue this descriptive study seeing that it will be beneficial to the
students for it will tackle the misunderstanding of the alignment of the SHS strands to the college
courses. K-12 was newly implemented in the Philippines, by this, the researchers want to
conduct this study for it to serve as a guide for the incoming students to be able to properly align
their strands to the college course that they want to pursue and for them to be productive for the
socio-economic growth and advancement of the Philippines.
This study sought for the rate of alignment between the Senior High School Strands (ABM,
STEM, HUMSS) taken by the pioneer Senior High School graduates of Bulacan State University
Laboratory High School and their current college courses which they are enrolled in.
The assumption in the study that there is prominent alignment in the Senior High School
strand of the pioneer graduates of BULSU-LHS and their current college courses, by which, their
academic skills and skills in the workplace can be improved so their capabilities can cope to the
activities needed to work efficiently.

Electronic copy available at: https://ssrn.com/abstract=3441109

 The gathered data shows that the assumption of the researchers is correct; majority
(80.67%) of the respondents have aligned courses and SHS strands. The researchers concluded
that the administrators and coordinators of Bulacan State University Laboratory High School
performed mandatory seminars ang guide for the students and that the respondents planned
according to their desired professions.
Methods and Materials
Descriptive design was used in this quantitative study; using this design, the researchers
were able to determine the rate of alignment present in the SHS strand taken by the pioneer SHS
graduates of BULSU-LHS and their current college course. The researchers used a sample from
the population of the pioneer SHS graduates of BULSU-LHS as the respondents for the
structured questionnaire. Using the gathered data, the researchers were able to determine and
generalize the rate of alignment in the SHS strand to the college courses. A structured
questionnaire method was utilized to gather the data regarding the alignment of SHS strand to
the college course of the SHS graduates of BULSU-LHS.
This study focused on the SHS strands of the SHS graduates of BULSU-LHS during the
academic year 2017-2018 and their current college courses.
Using Slovin’s formula, the researchers were able to solve for the sample size needed for
the study. The total number of the respondents from Accounting and Business Management
(ABM) is 33. The number of respondents from Science, Technology, Mathematics and
Engineering (STEM) has a total of 73. The 13 students from Humanities and Social Sciences
(HUMSS) are also part of the study. Overall, the researchers included 119 SHS graduates of
BULSU-LHS as the source of the information so the researchers were able to generalize and
determine the rate of alignment in the SHS strand to the college course.
The researchers provided a structured questionnaire that covered the information about the
SHS strand, college course and factors that contributed to their decision in choosing their current
course. The structured questionnaire aided the researchers in generalizing and determining the
rate of alignment in SHS strand and the college courses in which the respondents are currently
enrolled. An expert in the research and Senior High School field supplemented and validated the
instrument of the study.
The first phase of this study is choosing the respondents; The respondents took one of three
strands (ABM, HUMSS, STEM) under the Academic Track offered by the Bulacan State
University and the respondents were also graduates of Senior High School in BULSU-LHS. The
second phase of the study is the preparation of the questionnaires, the questions in the
questionnaire were all based in the statement of the problem and related literatures and studies.
The researchers gathered data through posting the structured survey via Google forms. The last
phase was the data analysis of the gathered data from the respondents. This was where the
researchers tend to search for data that would answer their research problem.

Electronic copy available at: https://ssrn.com/abstract=3441109

Results

Aligned Misaligned
0%

29%
34%
40%

71%

26%

STEM ABM HUMSS STEM ABM HUMSS

Figure 1. Rate of Alignment and Misalignment

The results of the study showed that the academic track HUMSS has the highest percentage
(100%) of pioneers who have aligned their strand to their college course. Overall, 80.67% of the
119 respondents have aligned their strands and courses. The data of the pioneers’ whose
academic track does not support their chosen college courses, 19.33% of the 119 respondents
have misaligned strand and courses, majority are in the Accounting and Business Management
(ABM) strand.
39.39% of the 33 respondents from ABM enrolled in Accountancy related courses. 43.48%
of 73 STEM respondents took Engineering related courses, and 30.77% of 13 respondents from
HUMSS took Education related courses.

Number of students
Don Honterioventura Technological…
Polythecnic University of the Philippines
University of the East
La Consolacion University of the…
MAPUA University Number of students
Far Eastern University
University of Santo Tomas
Bulacan State Univesity
0 10 20 30 40 50 60 70 80

Electronic copy available at: https://ssrn.com/abstract=3441109

 Figure 2. School of the Respondents
The results of the study showed that all 119 respondents (33 ABM, 73 STEM, and 13
HUMSS) have gone to college to build up their career path and none of the respondents have
gone to work after their Senior High School curriculum. Majority (56.30%) of the respondents
are currently enrolled in Bulacan State University. The researchers can conclude that better jobs
and employment rate are given to students who have graduated college.

Factors
Unavailability of the Course 1.68
Serve as Prelaw 0.84
Scholarship Offerred 0.84
Entrance Exam 0.84
Peer Pressure 4.2
Gender 0.84
Cost of Education 17.65
Parent's Choice 29.41
Contemplation of Self-Image 5.88
Possible Financial Outcome 43.7
Employment Prospect 47.06
Ease of Subject 5.88
Strong Desire 68.91
0 10 20 30 40 50 60 70 80

Percetage of the factors

Figure 3. Contributing Factors

The graph above shows that the highest factor that contributed to the respondents’
decision making regarding their college courses is their strong desire or interest on the course.
In relation on the graph above, a student’s strong desire to his/her career path greatly
affect their decision on what courses they would take in college. In addition, students who have
strong desire on their career can lead them a better pathway in college as they have chosen
strands that aligned to their current college courses. It is recommended for the future Senior High
School students to pick strands according to their career path of their likeness, as it will help
them polish the skills that they will gain. Students tend to enroll in a strand that serves as bridge
towards the college courses, future profession and career that they are interested in. The interest
of students play an essential role in strands and courses; students enter a curriculum which they
have an interest, students tend to work and study better when they are a part of something that
they want, it is also mentioned that the ease of subjects offered by a course is also a factor of
choosing their potential courses.
Secondly, employment prospect and possible financial outcome are some of the factor of
strong desire because some student desiring for the better employment prospect and wanting to

Electronic copy available at: https://ssrn.com/abstract=3441109

be employed easier when they start applying for their future job. The possible financial outcome
some people or student looked to this factor because they looking for the future on how they can
help to their own family and to provide their own needs.

Discussion
Philippines used to be one of the remaining countries in Asia that follows the 10-year basic
education program alongside with two other countries namely, Angola and Djibouti (Bermudez,
2018). In 2013, Former President Benigno Aquino III passed Republic Act No. 10533; this
implements the K-12 curriculum, which will add two more years to the K-10 program in the
Philippines. The 15th Philippine President states that with the old curriculum, Filipinos were in a
disadvantage globally due to lack of hands on tasks. The program aims to prepare and ensure
that the Senior High School graduates would be equipped in handling college work,
entrepreneurship and future employment.
According to Coles (2010), desire defines the reason of someone who act or behaves in a
certain thing. A student’s strong desire to his/her career path determines what courses they would
take in college. In addition, students who have strong desire on their career can lead them a
better pathway in college as they have chosen strands that aligned to their current college
courses. In addition, as stated by the College of Arts and Technology (2017) and the Department
of Education (2017), it is recommended for the future Senior High School students to pick
strands according to their career path of their likeness, as it will help them polish the skills that
they will gain. Furthermore, according to Anuada (2017), junior high school students were
driven into a track or strand by their strong desire for the track or strand, contemplation for self-
image and gender. Students tend to enroll in a strand that serves as bridge towards the college
courses, future profession and career that they are interested in. Ahmed, Sharif and Ahmad
(2017) added that the interest of students plays an essential role in strands and courses; students
enter a curriculum which they have an interest, students tend to work an study better when they
are a part of something that they want, it is also mentioned that the ease of subjects offered by a
course is also a factor of choosing their potential courses.
National Science Foundation (2016) stated “In the 21st century, scientific and
technological innovations have become increasingly important as we face the benefits and
challenges of both globalization and a knowledge-based economy. To succeed in this new
information-based and highly technological society, students need to develop their capabilities in
STEM to levels much beyond what was considered acceptable in the past.”, this purely supports
the reason as to why a lot of the pioneers who have taken STEM as their academic track have
chosen engineering as their college course. In addition, Engineering for kids (2016) stated that
STEM education helps bridge the ethnic and gender gaps sometimes found in math and science
fields. STEM education in school is important to spark an interest in pursuing a STEM career in
students. Parents also must encourage their children to pursue STEM activities and increase
awareness and interest at home and in extracurricular activities of the merits of STEM education.
Children can see that what they are learning now is pertinent to their future and the future of the
whole world, creating an interest often lacking when learning new concepts that do not seem to
carry real-world application. Engineering For Kids, for example, offers a suite of STEM
enrichment programs for children ages 4 to 14.

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 According to Glen Pantalone (2015) some students decide their major based on the college
that they are or will be attending, while other students decide the college based on the major that
they would like to major in. And some wanted to major in accounting and both accreditations.
Furthermore, Pantalone (2015) also stated that when deciding which college to go to each
prospective college student has to balance financial, social, and education aspects of the school.
Some students wanted a major that could help them find a job that has a great deal of
responsibility. Accountants have a great deal of financial responsibility. They relied upon to
record the sales, purchases, other transactions accurately and liked the idea of not being stuck at
a company that they did not enjoy working for.
According to Teocson and Cruz (2017), HUMSS graduates excel on literature, politics,
religion and social sciences and have improved on reading, writing, speaking and social skills. In
addition, the academic track HUMSS also focuses on developing skills that are critically needed
for students who want to take up education, as it give lots of paper works and reporting which
will be a great way to practice skills in teaching.
Employment prospect and possible financial outcome are some of the factor of strong
desire because some student desiring for the better employment prospect and wanting to be
employed easier when they start applying for their future job. Rudhumbu (2017) stated that
students consider the employment prospects and possible financial outcomes when they enroll
into a course. Lastly, the possible financial outcome some people or student looked to this factor
because they looking for the future on how they can help to their own family and to provide their
own needs.

Conclusions
The alignment and misalignment are present in the Senior High School Strand and college
courses of the SHS graduates of BULSU-LHS. The researchers determined that majority
(80.67%) of the SHS strands of the 119 respondents are aligned to their college course.
According to the gathered data, majority (56.30%) of the respondents are currently enrolled in
Bulacan State University. The gathered data shows that the factor that affected the majority of
the respondents was their strong desire or interest in the course (68.9%); this means that the
respondents were really dedicated to their career path suggesting to the idea that the respondents’
taken academic track were aligned to their chosen college courses.

Alignment of SHS Strand to College Course

Alignment is present in the majority of the SHS strand and college course of the
respondents; however, misalignment was also present. After the data gathering, the researchers
identified that some of students were able to align their SHS strands to their college courses
while some strands and courses are misaligned. The researchers found out that alignment and
misalignment is present in the Senior High School Strand and college courses of the SHS
graduates of BULSU-LHS. The researchers determined that majority (80.67%) of the SHS
strands of the 119 respondents are aligned to their college course. Therefore, in every student
who enrolled in a university there is a possibility that they are not aligned on what course they
wanted.

Electronic copy available at: https://ssrn.com/abstract=3441109

Profile of the Respondents
The researchers were able to determine the whether the Senior High School strand of the
pioneer graduates of Bulacan State University Laboratory High School are aligned to their
current course. 33 respondents were from Accounting and Business Management (ABM), 13
Humanities and Social Sciences (HUMSS) and 73 students are from Science, Technology,
Engineering and Mathematics (STEM). The 119 respondents are currently enrolled in 17
different schools across the Philippines. Majority (56.30%) of the respondents are studying in
Bulacan State University.

Factors that Contributed to the Decision of SHS graduates

The researchers found out that some factors affected the students in choosing their college
courses. The following are factors that contributed to their decision in choosing college course:
strong desire; ease of subject; employment prospect; possible financial outcomes; contemplation
of self-image; parent’s choice; cost of education; gender; peer pressure; entrance exam;
scholarship offered; serves as prelaw and; unavailability of the course. The said factors help the
researchers to the reason out why the student took their current course. The researchers wanted to
know the most factor that can affect in terms of decision making in choosing college course, they
solve the percentage and frequency of those factors.
Through the gathered data, the researchers concluded that the factor that affected the
majority of the respondents was their strong desire or interest in the course (68.9%); the
researchers concluded that the respondents already have plans in their mind about their future
profession that led them to chose their SHS strands.
The researchers propose for the Senior High School students to take college courses
according to their SHS strands propose it. During Senior High School, the students will gain the
mandatory skills needed for their future professions that will help them do their work in a better
way. The researchers also suggest for the Senior High School students to enroll in a course
which they are interested in and enroll in a school that specializes in the course that they want.
The researchers believe that a student may perform better and be more motivated to be able to
perform better in college when he is in a course that he likes.

Electronic copy available at: https://ssrn.com/abstract=3441109

 References
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Electronic copy available at: https://ssrn.com/abstract=3441109