Right Choices: Salient Features Towards Senior High School Strand Preferences

of Grade 10 Students

A Research Paper Presented to the Faculty of the Senior High School Department

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

GENERAL ACADEMIC STRAND

JERWIN DAMLAYON
JONALYN INDA
NASHRIA LUMINA
DEXTER BRYL MANALASAL
NORODIN TADO
CLAUDIN TOBORO

2020

Chapter 1
 INTRODUCTION

The Philippines before the implementation of K to 12 was the only Asian country to have a 10-year

education program, and one of the three countries which still has it implemented along with Djibouti and

Angola in Africa (Geronimo, 2013). 10 years of education has always been a debate when it comes to

competitiveness with other countries which have 12 or more years of education and unable to master basic

competencies that they need. The mastery of basic competencies and the age of the youth who have undergone

the 10-year basic education were also things the Department of Education needs to contend to.

To battle the problem of unemployment and par up with the developing countries, The Department of

Education implements the K to 12 Basic Education Program because 10 years of education is insufficient and

is considered congested (SEAMEO, 2012). This initiative by the Department of Education aims to improve the

quality of education and offers an education system that provides ample time for students to master the needed

skills and the basic competencies that they will need. This program also prepares students in the future by

being eligible to work internationally because they completed the 12 year education which is the global

education standard for companies around the world.

One thing that everyone has noted of is adding two years in the K to 12 Curriculum. Senior High School

will cover the two years in K to 12 whilst Junior high school (JHS) will replace the 1st year up to 4th year in

the secondary education (Banal-Formoso, 2016). Upon completion, they will receive a high school diploma.

When a student cannot graduate Grade 12, he/she will miss out the benefits of SHS such as having a job after

they graduate SHS, etc. The adding of two years has been particularly criticized by parents for being “heavy on

the pocket” and for students as “two more years of misery”. Senior High School ensures its graduates that they

can be employed upon graduation depending on the path they choose.

Subjects in the K to 12 Program were taught by spiral progression. In a lesson, basic knowledge is

first taught and when eventually mastered, links to each lesson which “spirals upwards” to advanced lessons

which build up the study (Johnston, 2012). Through this, students can pick up knowledge more efficiently
because they will not be overwhelmed when an advanced topic is taught because they already have a good

grasp of the knowledge that is needed for the topic hence improving their skills.

Even before they arrive at SHS, Grade 10 students are into a dilemma in which strand to choose. This

study will be conducted in order to find out the preferences of Grade 10 students towards choosing a strand.

Furthermore, the researchers will pursue the study because they noticed the increased number of Grade 11

students shifting track and strand within the last semester.

Statement of the Problem

This study aims to identify the salient features affecting the strand preferences of Grade 10 students of

Cotabato Foundation College of Science and Technology – Secondary Laboratory School – Junior High

School. Specifically, it sought to answer the following questions:

1. What is the profile of the grade 10 students in terms of:

a) Sex;

b) Parent’s highest educational attainment;

c) Parent’s occupation?

2. What are the top 3 Strand preferences of the respondents?

3. What are the salient features affecting the strand preferences of the respondents in terms of:

a) Parental Influence;
b) Environment;
c) Interests and
d) Aptitude?
4. Is there a significant relationship between the respondent’s profile to their Strand preference?

Significance of the Study

The results of this study will be beneficial to the following:

 GRADE 10 STUDENTS. This study will serve as a guide to them in choosing their preferred strand

for their upcoming SHS.

TEACHERS.This will also be beneficial to them who play a big role in shaping students into

successful people, as this study helps them focus more in their mastery to deliver a better learning experience

to future Senior High School students.

CFCST ADMINISTRATION.The results of the study will serve them as a guide in improving

Senior High School strands for students to had choice in their preferred strand.

PARENTS.This study will a great help for them to guide their sons and daughters choosethe right

strand.

FUTURE RESEARCHERS.They can use this study as reference in helping them in their own

research study.

Operational Definition of Terms

Grade 10 Students – refers to the individuals who are currently enrolled in the last grade of Junior High

School in Cotabato Foundation College of Science and Technology.

Senior High School – refers to the two additional grade of high school

Strand Preferences – refers to the choice of program/specialization currently offered in CFCST Senior High

School Department, it includes General Acedemic Strand (GAS), Humanities and Social Sciences (HUMSS),

Accountancy, Business and Management (ABM), Science, Technology, Engineering, and Mathematics

(STEM), Argirculture, Fisheries and Arts (AFA), Information and Communication Technology (ICT), Home

Economics (HE), and Industrial Arts (IA).

Salient Features – refers to the most notable elements which affects the strand choice of respondents in terms

of: Parental Influence; Environment; Interest; and Attitudes.

Parental Influence- this is the effect of the parents to their students in choosing their preferred academic

tracks in senior high school.

Environment- the feeling of Grade 10 student in his/her surroundings which makes him/her think of the things

that he/she could help in the community.

Interest- these personality feature to be considered includes their mental abilities, special abilities and interest

if they are going to make intelligent career plans.

Aptitude- these are the factors which defines the choice of Grade student based on their own abilities, skills,

talents, and specialties.

Scope and Delimitation of the Study

This study will be an investigation on the salient features affecting the choices of the students under K-12

on which strand they would take for Senior High School. The study will only limit to the Grade 10 students of

the Cotabato Foundation College of Science and Technology – Secondary Laboratory School – Junior High

School. This study will mainly focus on the salient features such as the profile of the students, Parental

Influence, Peer Influence, Environment, Personality, Interests, and Aptitude. There may be more factors

however, those would not be within this study.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter indicates the ideas relevant to the present subject relating to the other studies and is

briefly discussed to provide the foundation of the proposed study. In order to develop a new method and

procedures, careful review of literature and studies must be done for the development of the study.

K-12 Program

Senior High School is 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 (Official Gazette, 2012). Senior High School (SHS) covers the last two years of

the K to 12 program and includes Grades 11 and 12. In SHS, students will go through a core curriculum and

subjects under a track of their choice.

The K to 12 Program covers 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 [SHS]) to provide sufficient
time for mastery of concepts and skills, developed life learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneur ship.  Each student in Senior High School can

choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic

track includes three strands: Accountancy, Business Management (ABM); Humanities and Social Sciences

(HUMSS); and Science, Technology, Engineering, Mathematics (STEM).  Students undergo immersion, which

may include earn-while-you-learn opportunities, to provide them relevant exposure and actual experience in

their chosen track.

The benefits of the K to 12 program far outweigh the additional costs that will be incurred by both

government and families as cited by Daquioag, J. (2012).

In the study of Manalo, K. (2011) entitled “Perception of parents of the parents of the students

affected by the additional two years in basic education conclude that the most important contribution of the

program to the students is to improve their abilities and revolutionized the Philippines in terms of educational

attainment.

The K-12 program offers a decongested 12-year program that gives students sufficient time to master

skills and absorb basic competencies. The K-12 program accelerates mutual recognition of Filipino graduates

and professionals in other countries (K-12 Philippines, 2015)

According to Daquioag, J. (2012), the enhanced K to 12 Basic Education System will contribute to the

development of emotionally and intellectually mature individuals capable of pursuing productive employment

and entrepreneurship or higher education disciplines.

In the near future, the smooth transition from the existing 10 - year education cycle to the K to 12

basic education cycle will produce holistically developed Filipino learners with 21 st century skills, which they

can use to become productive and responsible citizens of the country.

Super’s Developmental Theory of Career Development

According to Super’s (1990) Developmental Theory of Career Development, high school students are

at the exploration stage of career development, which involves crystallizing and specifying their occupational
preferences, while also making preliminary decisions about their career choice. The review of the literature

showed the areas of a student’s life affect the plans, decisions, and career choice they make: Gender, Parental

Influence, and Peer Influence. The study attempted to identify and differentiate to what extent these factors

played varying roles in future career choice.

PARENTAL INFLUENCE

Parental influence has been implicated in the career choice of children (Roe 1987, Adigwe 1981,

Okeke 1996, Gesinde 1986). Okeke for example also studied the relationship between parental occupations

and their children’s occupational preferences. Okeke found that 60% of the children were willing to take after

their father’s occupations (medicine) while 23% were willing to follow their mother’s occupations (nursing).

Gesinde on the other hand posits that parents influence is much more intricate and more pervasive than is

shown. Students of secondary and tertiary institutions are often not aware of these influences and may accept

the choice of their parents as theirs. The situation owes its origin to early childhood when the child grabs his

parent’s attitude towards different vocations. A conflict therefore occurs when the child submits to his parent’s

choice while at the same time deeply resenting his submissions as he becomes aware of his loss of

independence and finds his area of interest.

(Taylor, Harris, 2011) Families, parents and guardians in particular, play a significant role in the

occupational aspirations and career goal development of their children. Without parental approval or support,

students and young adults are often reluctant to pursue—or even explore—diverse career possibilities.

Although parents acknowledge their role and attempt to support the career development of their children,

parental messages contain an underlying message of “don’t make the same mistakes that I did.” These

interactions may influence adolescents and young adults to select specific collegiate majors or pursue

particular occupations. Numerous studies (Knowles, 1998; Marjoribanks, 1997; Mau and Bikos, 2000; Smith,

1991; Wilson and Wilson, 1992) have found that college students and young adults cite parents as an important

influence on their choice of career. Yet parents may be unaware of the influence they have on the career

development and vocational choice of their children. University career services of the University of North
Carolina at Chapel Hill (UNCChapel Hill) decided to survey parents of incoming freshmen in order to learn

more about parents’ beliefs regarding their college-age children’s career choice and the influences on that

choice.

Studies find that the family appears to play a critical role in a child’s career development (Guerra and

Braungart-Rieker, 1999; Lankard, 1995; Mickelson and Valasco, 1998; Otto, 2000; Mau, Hitchcock and

Calvert, 1998). Researchers have attempted to understand the variables that influence students’ occupational

goals (e.g. family, level of parental education, school, peers, personality, and socioeconomic status).

There have been varying opinions and findings, however, as to which specific family characteristics

influence career aspirations. For instance, conflicting data exist regarding the influence of socioeconomic

variables. Some research (Crockett and Binghham, 2012; Mau and Bikos, 2000; Teachman and Paasch, 1998)

suggests that both parent education and income influence career aspirations, whereas other research (Hossler

and Stage, 1992; Sarigiani, Wilson, Peterson, and Vicary, 1990; Wilson and Wilson, 1992) indicates only

parent education is an influence. Other family variables that have been shown to influence career aspirations

include the parents’ occupation (Trice, 1991) and family size (Downey, 1995; Marjoribanks, 1986;

Schulenberg, Vondracek, and Croutter, 1984; Singh, et al., 1995). The father’s occupational status is highly

correlated with his son’s occupation (Blau, 1992; Blau and Duncan, 1967; Conroy, 1997). Family size also

appears to influence adolescent career aspirations because parents with large families tend to have less money

to aid the older children in attending college, while younger children may receive more financial assistance

since the financial strain is less once the older children leave home (Schulenberg, et al., 1984).

Yet, in other studies (Boatwright, Ching, and Parr, 1992; Mau and Bikos, 2012), each of these family

variables has also been found to be insignificant in influencing aspirations. Nevertheless, families appear to

influence, at least to some extent, career aspirations of adolescents and young adults. If these family factors are

influential in career decision making, then it becomes difficult to explain how an impoverished student from a

broken home can go on to become a wealthy, financially successful worker. As the paradigm of research shifts,

it becomes clear that family interactions are just as important as physical descriptors.
 Over the years, research has moved from examining family demographics and their relationships to

career development to examining the dynamics of family interactions. One consistent finding in research

suggests that adolescents’ own aspirations are influenced by their parents’ aspirations or expectations for them.

When adolescents perceive their parents to have high educational expectations for them, adolescents are likely

to have higher aspirations for themselves. A 1998 Sylvan Learning Center report indicates that parents’ and

childrens’ views about career aspirations are more compatible than incompatible. Parents are influential figures

with whom, whether intentionally or unintentionally, children become aware of and get exposed to occupations

or career opportunities and implied expectations.

Other studies have separately examined the influences of each parent on the career choices of their

sons or daughters and have found that mothers tend to have more influence on the career decisions/aspirations

of their children than fathers. For instance, Mickelson and Velasco (1998) cited their interviews conducted

with 70 young adults in 1986. They found that mothers were the most influential and that daughters’

occupational aspirations were often similar to their mothers’ chosen professions (Mickelson and Velasco,

1998). In similar studies, students were asked items such as, “What do you want to do with your life?” and to

indicate if they agree or disagree with statements such as “My mother (father) encouraged me to make my own

decisions.” The students’ responses were similar to those of their parents. These studies also found that

students wanted to discuss career planning primarily with their mothers. Overall, research supports the

influence of parental expectations and aspirations on the career decisions and aspirations of their children.

These expectations lay a foundation for parents’ behaviors and interactions with their children, which then

indirectly or directly influence choices they make in the future.

ENVIRONMENT

Throughout a career, an individual seeks to accommodate the surroundings with one’s goals, while at

the same period of time being assimilated into the environment, (Kroll, et al., 1970). Career development is

stabilizing or recognizing and meeting requirements of the individual while at the same time answering to the

outer forces and realities of life. Career decision factors involve to sets of input, the self and the world of work.
The individual in a career has permanently stabilized one’s aspirations and how they have fitted into the reality

of the workforce. “Man’s occupation determines the kind of persons he becomes since, through his working

hours, his cognitions about himself, his wants and goals, and his interpersonal response traits are molded”,

(Kroll et al., 1970, p. 19). The author went on to say that much of the informal and formal knowledge

provided through the society and the environment has focused on acquisition, retention, and utilization of

information pertaining to the world. The researcher observed that both of the self and world emerge as

important factors in the constructs, that it would have attained, that it would have become the important

features in the acquisition, retention, and translation of information about one’s self, (Kroll et al., 1970).

Environmental play a significant role in the career position. The students attains in many ways, the

environment that is spoken about here is a factor that is to nurture decisions in career choice. Availing a better

environment for a student who wants to cross gender lines while choosing a career, skills present in males and

females alike have been indicative of their vocational interests. Grace Lalerger, in her Ph. D dissertation set out

to ascertain the skill levels of girls as they applied to interest that the girls had. The conclusion showed that

there was a disappointingly low correlation of skills to interest, (Lalerger, 1942). These kinds of studies have

shown how difficult it is to break the code of motivation that students may possess. The fact that Lalerger’s

study was done on 1942 shows that gender bias and the study of it is nothing new, and may continue to be an

always present part of the career choice process. One means of prompting students to participate in the career

choice planning is a mandated to require Southern California’s San Fernando Valley, District C’s students to

submit a description of their plans for some post secondary education or training to school officials; or atleast

explain their future career paths in detail.

Under this first year trail policy, the graduates need to spell out those goals, which could include

college, trade school, the military or other options, even if they have not met the requirement to graduate,

(Cavanagh, 2015). The intent of the career explanation was to have students with low expectations talk with

counselors about option for advancing their careers in the future. However, it has been shown that counselors

cannot “Do it All”. In a chapter titled “Career counseling realities”, discusses what counselors can and cannot
do. Counselors can draw career preferences to the forefront, in reflecting of student’s preferences clarifying

career preferences, summarizing and encouraging student’s career preferences. Counselors should not be

engaged with the evaluation for example, telling the students what they are or are not capable of doing

counselors should not moralize or tell the students what they should do, what their motives should be, or

persuade the student to adopt a different point of view. Career counselors are ineffective if they try to dictate,

judge or decide the student’s values and finally, counselors should not make predictions that go beyond tha

capability of their training, (Weiler, 1977). For students to provide themselves with answers to career choice

questions, decision- making has become a tool to form career choice, (Kroll et al., 1970). Cited Super’s (1990)

own research, which indicates that the decision making process concerning one’s career is not so much a

function of the information amend to the individuals, but more the process of maturity and planning. Kroll

cites Clarke, Gelatt and Levine in which they stressed that good decision- making relied upon adequate

information and effective strategies for making choice. Students can help themselves in to decide with from

reality, communication, and learning to operate autonomously are fundamental building blocks used in

effective career planning. In order to succeed in obtaining their goals, students must know what they want and

instead concentrate on meeting other people’s expectation. In doing this we end up spending most of our time

making to other people’s drums, (Weiler, 1077, p. 57).

Kroll has provided models of the decision making process, John Dewey’s Model describes five

noticeable steps: perfective state, suggestion, intellectualization, hypothesis, and then reasoning, (Kroll et al.,

1970). Another from Poyla,( cited in Kroll et al., 1970) describes four basic areas in the decision making

process: First, Understanding the problem, second, seeing how various items of the problem are linked in order

to formulate a plan, third, carrying out the plan, and fourth is reviewing and discussing the completed solution.

Brim, Glass, Lavin, and Goodman work from different point of view utilizing a exact scientific method

exploring how people make decisions. Their decision making model includes problem identification,

information acquisition, solution production, solution evaluation, strategy selection, and actual performance

with subsequent learning and revision cited in, (Kroll et al., 1970). Tiedman and D’Haro (2011) have their

process in phases: Personal, Value, and Desires have seldom been realized without the active and conscious
efforts of the part of the students. The students must be motivated to the outcome. If the student wants to work

in the career choice, the student must know and understand the realities of that process. Only when the student

has developed awareness, can they begin to avoid deciding with the myths within the process as a whole. It is

at the point that the student develops a practical plan of action to get what they want from the decisions of their

career choice. Most students be rather on the reality of what is so stated, ( Weiler, 1977).

INTERESTS

It is important for students to have a good understanding of themselves, their personality, if they are to

make intelligent career plans. What they would like to be, and what they are like, is determining factors in their

career. The personality factors to be considered include their mental abilities, special abilities and interest,

(Slaver, 1977, p.13). Considered factors of mental abilities to be verbal comprehension, word fluency ability,

spatial ability, numerical ability, reasoning ability, and memory. Splaver matched careers with abilities in

backing up her reasoning. Students become familiar with their personality in order to guide their career choice.

A developed career plan included evaluation of personality through self assessment, and communication with

others another trait that depended heavily on personality, according to Harris and Jones (1997).

There have been numerous career clusters, as well as career clashers that coincide with abilities. The

students should become knowledgeable in these areas while searching for career interests. Personality has been

a tough quality for parents and teachers to mold into the individual especially if the career in question is not in

agreement with student. In addition contacts are a major job seeking method. The student’s personality must

match the criteria for their chosen career. Personality is defined as the collection or impressions in the

appearance of the student’s body and the impressions believed to have been made on others good.

APTITUDE

When choosing a career, you should also take your own abilities into consideration. For example, if

you do not perform well in an academic setting, it would be best to avoid hierarchical occupations where
continuing education is essential to success. Seek a career that will maximize your strengths and minimize

your weaknesses.

Everyone has unique talents that can be used in a career of some type. For many, these talents have

been present since childhood; for others they are learned over time. Skills can be broken down by types and

matched up with specific career paths. In order to determine what career you should choose, begin by looking

at skills that can be used on the job or look at career paths that compliment your current skills and talents.

Considering your skills and abilities and how they may fit a particular occupation comes out of one of

the earliest career development fields, Trait-Factor theories, and is still used today. These theories recommend

creating occupational profiles for specific jobs as well as identifying individual differences, matching

individuals to occupations based on these differences. You can identify activities you enjoy and those in which

you have a level of competency though a formal assessment. 

In John Holland’s Theory of Vocational Choice, he stated that people who choose to work in an

environment compatible to their personality type are more likely to be satisfied and be successful in the future.

He also identified that there are six personality types: Realistic, Investigative, Artistic, Social, Enterprising,

and Conventional. Also, there are six basic types of work environments that come hand in hand with each

personality type. The theory is based from the phrase, "Birds of the same feather flock together.", which means

that people are more likely to choose a career path in an environment which is suitable to their personalities

and to work with people who are more similar to them. (Holland, 1985) It shows that the personality of each

Grade 9 students can affect their choice in their career. Everyone has unique talents that can be used in a career

of some type. For many, these talents have been present since childhood; for others they are learned over time.

Skills can be broken down by types and matched up with specific career paths. In order to determine what

career you should choose, begin by looking at skills that can be used on the job or look at career paths that

compliment your current skills and talents. Also, with the theory of Lent, Brown and Hackett which is The

Social Cognitive Career Theory. It states that there are influences in an individual’s career choice which
connects to self-efficacy, outcome expectations and personal goals and on how these variables interact with

other aspects of the person and his or her environment (e.g., gender, ethnicity, social supports, and barriers.).

Lent, Brown, and Hackett’s Social Cognitive Career Theory (SCCT)

Social Cognitive Career Theory states that there are influences in an individual’s career choice which

connects to self-efficacy, outcome expectations and personal goals. SCCT focuses on several cognitive-person

variables (e.g. self-efficacy, outcome expectations, and goals), and on how these variables interact with other

aspects of the person and his or her environment (e.g., gender, ethnicity, social supports, and barriers.)
Conceptual Framework

Independent Variable Dependent Variable

 Socio-demographic profile
o Sex
Senior High School Strand
o Parent’s highest educational
attainment  GAS
o Parent’s occupation  HUMSS
 ABM
 Salient features towards strand  STEM
preference
 AFA
o Parental Influence
 ICT
o Environment  HE
o Interests  IA

o Aptitude

Figure 1.Schematic Representation of the variables in the study.

 Chapter 3

METHODOLOGY

In this chapter, discussions of the methods of the study are presented which include research design,

research instrument, and data gathering procedure.

Research Design

The descriptive method will be used in this study. Descriptive research involves gathering of data and

describes it by analyzing, interpreting, comparing, etc. (Aggarwal, 2008).

Respondents of the Study

The respondents of the study will be all Grade 10 graduating students of Cotabato Foundation College

of Science and Technology – Secondary Laboratory School – Junior High School.

Locale of the Study

This study will be conducted at Cotabato Foundation College of Science and Technology – Secondary

Laboratory School – Junior High School Department.

Research Instrumentation

The researchers will utilize a survey questionnaire employing Checklist and Likert Scale which will

be evaluated and validated by the adviser and the research panel before administering to the respondents. The
comments and suggestions of the members of the panel will be the basis of modifying and improving their

survey questionnaire.

The requirements in the designing good collections of data will be considered in the preparation of the

instrument.

Data Gathering Procedure

The researchers will write a letter of consent to the Chairperson of CFCST SLS-JHS to allow them

conduct the study. After the approval, the researchers will administer the questionnaires on the respondents.

Once the respondents will finish answering the questionnaires provided, the researchers will collect it

eventually for analysis and interpretation of data.

Data Analysis Procedure

The researchers will use frequency and the mean scores of the results of the questionnaires, answered by
the grade 10 students, to identify the factors being researched. They will also use t-Test in order to track
whether there is a significant relationship between the respondent’s profile and Senior High School strand
preference.

Research Sampling

This study will use Complete Enumeration

Survey Questionnaire

RIGHT CHOICES: SALIENT FEATURES TOWARDS SENIOR HIGH SCHOOL STRAND

PREFERENCES
OF GRADE 10 STUDENTS

Dear respondent,

We are currently conducting a study entitled “RIGHT CHOICES: SALIENT FEATURES

TOWARDS SENIOR HIGH SCHOOL STRAND PREFERENCESOF GRADE 10 STUDENTS”. This
survey ensures your full confidentiality so it is optional to put your name in the given space. The purpose of
this survey is to identify your strand preferences and your demographic profile. Please answer
TRUTHFULLY as the data gathered in this survey will be important for our research.
Part I. Demographic Profile of the Students
Name (optional): Section:

Sex:

Part II. Senior High School Track Preferences

Directions: Place a check mark on the space before your preferred answer.

1. What Senior HS track and strand do you want to enroll next School year?
(Choose one only.)

A. ACADEMIC TRACK (if selected, proceed to 1a.)

B. TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK (if selected, proceed to 1b.)
C. ARTS AND DESIGN TRACK
D. SPORTS TRACK

1a. What specific Academic strand do you want to pursue? (Choose one only.)
Science, Technology, Engineering and Mathematics (STEM)
Humanities and Social Sciences (HUMSS)
Accountancy and Business Management (ABM)
General Academic Strand (GAS)

1b. What is the specific Tech-Voc strand do you want to pursue? (Choose one only.)
Agriculture-Fisheries and Arts
Information and Communications Technology (ICT)
Industrial Arts
Home Economics
2. Is the track you’re going to take in Senior HS final? (if it’s no, please specify the problem on the

allotted space. Do not skip.)

Yes

No,
 PART III. This part will be about the salient features affecting strand preferences. Please check (/)
the column below based on the following legend.

Legend:

4 - highly agree 3 - agree 2 - disagree 1 - highly disagree

PARENTAL INFLUENCE 4 3 2 1

1. My parents expect me to succeed in a business.

2. My parents chose my track.

3. My parents want me to take up a certain course.

4. My parents always give an advice in decisions I make.

5. I always try to make my parents proud of me.

6. I want to follow my parents work.

APTITUDE 4 3 2 1

1. I based my choice on my NCAE result.

2. I based my choice in alignment on my skills.

3. I chose my track based on the subject in which I excel most.

4. I am good in the track I chose.

5. The track i chose is easy for me.

6. I based my choice on how high my IQ/creativity is.

INTERESTS 4 3 2 1

1. I want to excel on the track I chose.

2. I like the track I chose.

3. I enjoy my track.
4. I think my track is good for me.

5. I chose my track because I idolize this kind of work.

6. My habits were somehow related to my track.

ENVIRONMENTAL FACTORS 4 3 2 1

1. The career I want can help the community.

2. I want to help someone in his/her job.

3. The career I chose can help in solving some environmental

problems.

4. I think someone will benefit on the track I want.

5. The career i want can improve our economy.

6. My career has a great contribution in the society.