Background of the study

The real goal of the K to 12 Curriculum is to provide 21st-century graduates equipped with the core
values and lifetime competencies they need to provide to societal development and nation-building. The
new curriculum allows students to choose among three tracks (i.e., Academic; Technical-Vocational-
Livelihood; and Sports and Arts) and undergo immersion, which provides relevant exposure and
experience in their selected track. The two extra years of Senior High School (SHS) will produce
graduates with four exits and life options, namely, employment, entrepreneurship, higher education,
and middle-level skills development (Berto, 2019).

Some students from secondary education may find it hard to make decisions on what course that they
will get in college and influence them to enter courses without completely understanding the
background of what they are pursuing (Ramirez & Dizon,2014; Aguado, Laguador, & Deligaro, 2015). The
curricular contributions of private colleges and universities, which are almost the same programs, make
diversification very difficult (Vaz & Mansori, 2013). Therefore, students must learn a high-quality
education that will help them identify their skills and will stand as a guide to their wanted career toward
significant accomplishments. Additionally, higher education institutions are under pressure in currently
educating students to be competent for them not to depend on their professional roles but also to
handle challenging workplace (Clegg, 2008; Monzó & SooHoo, 2014; Park, 2012).

In a form with a high-quality education, the implementation of the K-12 program in the Philippines
started in the year 2011- 2012 (DepEd Discussion paper 2010). In the K to 12 curriculum, it includes
kindergarten and 12 years of basic education (six years of primary education, four years of Junior High
School, and two years of Senior High School) to provide enough time for knowledge of concepts and
skills, develop life-long learners, prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship (Official Gazette of the Philippines, 2015). Thus, it
performed to prepare senior high school students in choosing their course and improve their
professional ambitions.

According to Gordon and Steele's 25-year longitudinal study of over 19,000 undecided students,
revealed that 22% were utterly undecided, 31% tentatively decided, and 43% had "several ideas but
were not ready to decide" (p. 23) (Wiley & Williams,2015). In their qualitative research of advanced
undecided college students, Hagstrom, Skovholt, and Rivers,1997 as cited from Wiley and Williams
(2015), observed that several undecided students showed hopelessness, anxiety, and frustration. These
passions can become more or less severe as students attempt precision on a major. Two main factors
determine the absent feelings: parents who ask about the process to a decision and peers who appear
to be confident about their career goals. (Wiley & Williams,2015).

Gordon (1998), as cited by the latest study of Ellis (2014), classified undecided students into four groups:
temporarily uncertain, developmentally undecided, seriously confused, and chronically doubtful.
Temporarily undecided students possess self-confidence and do not notice barriers to their goals, and
developmentally undecided students need to find relevant information and develop decision- making
skills; they may express interest in a variety of areas. Seriously undecided students usually present with
relatively low self-esteem and limited knowledge of educational and occupational choices. The
chronically indecisive students experience excessive anxiety that affects many parts of their lives. They
also may not fully know educational and professional opportunities and may seek approval from others
when making a decision (Ellis, 2014).

Studies on senior high school students' occupational aspirations found out that interests, skill, personal
meaning, challenges, and parental support are variables contributing to the occupational aspirations of
senior high school students. (Bardick et.al, 2006; Abarro,2016). Furthermore, in the manner of the study
on the factors influencing the educational and career choices of senior high school students revealed
that parent's support, school structure, gender, and grade point average have considerable influence
(La,2009; Abarro 2016).

This study, the objective is to focus on decisions and the process of how these factors influence grade 10
students. The researcher's goal is to explore and analyze how the participants choose their academic
track and condition themselves for senior high school. The study aims to find out the lacking knowledge
that leads the students of LPU-Laguna to confusion of choosing the right academic track to take in
Senior high school. Furthermore, to know how prepared they are in another path of their life. It aims to
develop the career path of the future readers. Thus, the purpose of this case study is to explore and
analyze the factors considered by Grade 10 undecided students in choosing their academic strand for
senior high at LPU-L. At this stage in research, the factors to consider in choosing their academic strand
will be generally defined as the vital point to discover and improve the educational system of the
students.

Scope

The study will focus on the factors considered by the Grade 10 students who decided to study and stay
at the LPU-L in senior high school. However, these students are still undecided in choosing their
academic track. The gathered information by the researchers will distinguish how to enhance the
understanding of the future senior high schools in choosing the applicable career path for each of them.
The hold inquiry will be held in the Lyceum of the Philippines University to ensure the safety of the
participants besides the researchers. Notably, 10 participants needed in the said interview. However,
the participants should have profound knowledge about the study.

Chap 2

This chapter presents a selection of various literature and studies related to the factors considered
by the Grade 10 students, along with the theories that support the study.

K to 12
           The former president, Benigno Aquino III, approved the program by signing the law of K
to 12, Republic Act (RA) 10533. The said program aims to give the students to be global-
competitive and be prepared for the future to have more opportunities. In this program, students
will be capable of learning fast, will be taught using their respective mother tongue. The students
will also have different subjects, and as early as elementary, they will teach biology, geometry,
earth science, chemistry, and algebra. The implemented subjects will prepare the students for
further learning (official gazette, n.d.). Compared to the old education system, graduates of K to
12 are 18 years old, ready for employment, entrepreneurship, skills development, or higher
education. At the same time, this program accelerates the mutual acknowledgment of Filipino in
other countries because they graduated K to 12 and will recognize as professionals
(K12Philippines, 2015).

Senior High School

The SHS program is the last level in all basic education programs of the countries reviewed. The
Philippines has a more precise model with at least four tracks, and these are the academics, tech-
VOC, sports, arts & design, and at least ten strands (Sarmiento & Orale, 2016). According to
Nicum, K. (2019), Academic Track is the Philippine K-12 Basic Education Curriculum, wherein
Senior Highschool program has a four-track offer for the students who want to pursue high-
quality education after completing junior high school. However, LPU- Laguna offers three
academic tracks, which are Accountancy, Business and Management (ABM) strand, Humanities
and Social Sciences (HUMSS) strand, and Science, Technology, Engineering, and Mathematics
(STEM) strand. Senior high school core curriculum of LPU-L focuses on eight learning areas
( Lyceum of the Philippine University-Laguna, n.d.).

   Career Choice 
The developmental theory by Eli Ginzberg professes that children and adolescents go through
three choices, which are the stage of fantasy, tentative and practical, or realistic (Ginzberg, 1972;
Ginzber et al.,1951; Osakinle, 2010). He argues that there is a fantasy stage of career choice for
children ages 11 years old. When they reach 11 to 17 years old, they are in an experimental stage
of career choice. Moreover, when they reach the period from 17 to 18 years of age through the
early twenties, the realistic stage of career choice occurs. According to Ginzberg,
 "one has to weigh the environmental factors likely to either enhance or inhibit achieving a
maximum degree of satisfaction in one's life and work," he claims that choosing a career in
which one individual can make maximum use of one's interests and capabilities in such a manner
that will satisfy his goals ( Igbinedion, 2011).

In line with the work of Ginzberg, Donald Super developed the theories and the work of
associate Eli Ginzberg – he held that Ginzberg's work had faults, which he needed to address.
Super spread Ginzberg's life and career development stages (career.govt.nz, 2019). The theory of
career self-concept, Donald Super's hypothesis stated that the self-concept of a person plays a
central role in his or her choice of career. The fundamental feature of Super's theory is the
assertion that career choice develops over time. The features explore the change in vocational
choice and ability as an individual matures through life stages (Strauser, 2014, p. 98-99). Super
claims that it is during puberty that people develop a career self-concept first (Super, 1967;
Osakinle, 2010).
Donald Super stated that a single pass through five life stages as his or her career processes.
These life stages are growth, exploration, establishment, maintenance, and decline. As an
individual grows, self-concept was forming, and by this growth, he can finally choose what
career he desires (Goodall, 2017). However, according to Krumboltz (1975; Career.govt.nz,
2016), it is okay to not always plan for your career because events that were not planned can lead
you to good careers. In his theory, it stated that people's career choices could change due to the
change in labor or the job market. If an individual manages his life transitions, it can lead him to
better career choices. Individuals may encounter unpredictable events and environmental factors
that change their perspective in life. Also, if they are curious about exploring and learning
opportunities, persistent in dealing with obstacles, flexible in different circumstances and events,
and optimistic in maximizing benefits from unplanned events, they are likely to overcome
unplanned events and turn serendipity to opportunity.

In the line to career choices, the learning theory by Sockolov (2017) stated that an individual's
career choice emerge if they are willing and agrees to change or improve their skills and interest.
She also stated that the learning theory has four factors that tells how someone choose a career.
The theory indicates that an individual should be open to the fact that one career is not the best
for a person. A person should be open of a new career path. This theory includes the person's
learning experiences, special abilities, or genetic environments, skills, and the capability of doing
the task. This theory also indicates that an environment is also a factor of a career choice.

According to Ingrid Robeyns (2016), who holds the Chair Ethics of Institutions at the University
of Utrecht, the Faculty of Humanities and the corresponding Institute of Ethics, in this theory, it
is a person's freedom to choose a specific strand of choice. The Human Development and
Capability Approach (HDCA) aims to develop studies that have received further support from
scholars, practitioners, and politics. Martha Nussbaum (2011) defined the general approach to
ability (not her specific theory) as composed of two clusters, one focusing on the comparative
quality of life and the other on justice theory. The two clusters should share an importance on
what people can do and be, and share a responsibility to five principles: treating each person as
an end; concentrating on choice and freedom rather than achievement; pluralism of values; being
deeply concerned with enshrined social injustices; ascribing an essential role to government and
ascribing an urgent task to government. 

    Factors Influence Students 

           Most people believe that passion plays a vital role in choosing an individual's career path
to be successful. However, there are a lot of recent studies presents that understanding the
personalities of individual own-traits and aspect rather than passion, this is the key to have a
successful and fulfilling career (Bacaricas et al., 2015). The article posted by Adecco UK (2015)
stated that choosing a job to which an individual in inherently suited is more effective rather than
just able to convince the interviewer that the person is interested in the position and will make
the individual happier and more productive. According to Splaver (1977, p.13), "students to have
a good knowledge of themselves, their character, if they are to obtain reasonable career plans"
this means that if students become familiar with their personality, it will guide them to their
career choice. (Raveenther, 2017).
      
In John Holland's Theory of Career Development, he envisions a structure wherein an individual
will become compatible with a specific environment base on his or her personality. It is also
stated in his theory that when the environment and the personality match, an individual will feel
fulfillment and triumph (healthresearchfunding.org, 2011). As cited by the Health Research
Funding (2011), John Holland's (1959) theory also stated that when an individuals' personalities
match each other, they will improve their works and can lead to a positive outcome. Also, they
can influence each other positively, and each of them can absorb new personality traits because
of their environment.

The personality and trait theory was supported by the study of Dr. Katy Jordan (2019). Frank
Parsons' trait and factor theory is the fourth calling information to take the spotlight. Parsons
developed the likelihood that an ideal job relies upon organizing singular characteristics like
aptitudes, characteristics with work factors, and working environment. The better the fit, the
higher an individual's action satisfaction and accomplishment. Parsons' theory introduced a
systematic methodology with vocation coordinating. Vocation counselors started to utilize
organized sessions both to share their insight into the activity market and assist customers with
understanding themselves better. What's more, individuals' inclinations and conditions may
change all through their job as well.

           One of the most influential factors that Filipino students consider in career decisions is
respect for the family. As a sign of respect, they want to do well for the sake of the family. They
follow parent's advice about major in college and lastly make sacrifices for the family
(Finlayson, 2009; Bacaricas et al., 2015). For practical reasons, parents usually encourage
careers that will not cost much money, but, at the same time, are a stable source of income
(Saysay, 2011; Bacaricas et al., 2015). In line with the source as cited by Pafili and Mylonakis
(2012), in choosing the level of education, the critical role is played by the family, because this is
the central forum through which the individual has his first contact with the social environment.
The individual, through the family, derives his first impulses, aspirations, ambitions and grows
as a personality. These will affect the individual, sometimes directly and sometimes indirectly, in
his professional choices (Psacharopoulos & Kazamias, 1985; Pafili & Mylonakis 2012). 

According to McQuerry (2006), as cited by Emilio Aguinaldo College (2016), people's ideal
profession can probably influence their career path. These chosen careers can be found by an
individual as financially satisfying due to their socio-economic statuses. The other factor that he
said that can likely affect the choice of students is opportunity. May have a significant impact on
their career path because they can be aware of what they are aiming for in their future. Many
chances hold back for every career that one wants to pursue. Following some steps and
techniques, some people may stumble to a better occupation opportunity (mind tools, 2014;
Bacaricas et.al, 2015).In these circumstances, one can locate opportunities that are perfectly
matched to an individual's interest or skills, identity about promotions, and career openings
before anyone else. The person can identify ways of expanding the knowledge and skills needed
for that career (Bacaricas et al., 2015).

Chap 3 Methodology

Research Design
           This study is a qualitative research conducted to analyze what, why, and how factors
influence Grade 10 junior high school students in choosing their academic track for senior high
school. The researchers used the case study as a research design to gain insights and collect
background information regarding the factors that influence students. This kind of research
design aims to gather data that is suitable to obtain concise and relevant answers from the
participants that can answer the research questions.

 Sampling 
           A total of 10 students from Lyceum of the Philippines University- Laguna, who are in
Grade 10, will be accepted to participate in this study. The researchers will use purposive
sampling as they selected participants according to a set of criteria. First, the participants must be
Grade 10 junior high school students who decide to study in Lyceum of the Philippines
University- Laguna for senior high school; however, they are undecided on their academic track. 
Also, the participants must have a profound knowledge about the academic track offered by
LPU-L and prior knowledge about factors that influence them. The set criteria for the sampling
were arrange since the study is dealing with the academic track, and the factors influence these
students and individually Grade 10 junior high school students are more appropriate for
providing the data for this study.

 Gathering Tools 
           An in-depth interview will be using a tool for gathering data, information, and gain
insights for this study. The researchers will conduct a pre-survey first to identify the respondents
who are qualified to give the necessary data. The qualified ten respondents will give a
questionnaire sheet to answer the following survey questions. The flow of answering the
questionnaire sheet will be guided accordingly by the research objectives of the study. These
objectives focused on the factors to consider by the grade 10 undecided students in choosing
their academic track as well as how these factors influence the grade, ten students, in choosing
their academic track. The researchers will take down notes of the significant key-points during
the survey and, at the same time, giving follow up questions for the precision of the data.

   Data Analysis
           After the researchers gathered data, the recorded data transcribed in a verbatim manner, as
soon as transcripts finished, the researchers will proceed to the coding process wherein the
answers of the respondents will be analyzed to generate the codes and an open coding will be
applied. After the data has analyzed, the codes which have similar concepts have grouped into
categories. From these categories, the themes were then well-established. Interpret data, a
thematic framework used. 

           Ethical Consideration
                       The researchers will inform the participants about the study that will conduct in
order for the participants to know the information they need to give during the interview. They
will also inform that the purpose of this study is to know the factors influencing the Grade 10
undecided students in choosing their academic track. To assure the participants about
confidentiality and anonymity, the researchers will distribute an Informed Consent Form to the
participants before conducting an interview. For the participants, they have the power to set the
time and place for the interview. They are also free to withdraw or say no for the interview.
Lastly, the researchers will ensure the given data from the participants. The given data will
remain 
between the researchers and the participants for a privacy purpose.