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1. FACTORS AFFECTING THE STRAND PREFERENCE OF THE GRADE 10
STUDENTS OF LILOY NATIONAL HIGH SCHOOL





LEJ RACIR JIKHEA A. ANGUB
PATRICIA MAE J. BUGAHOD
MITCHIE BEA D. CABANAG
EVELYN B. CORONEL
SITTI AINA U. ARADJI
BJ D. CUNA
ALVIN MARCHA
12- HUMSS C

In Partial Fulfillment of the Requirements for the Academic Track
HUMANITIES AND SOCIAL SCIENCES (HUMSS)

JANUARY 2024

2. CHAPTER 1
THE PROBLEM AND ITS SCOPE
This chapter presents the background of the study, the statement of the problem,
the theoretical framework, the conceptual framework, the scope and delimitation of the
study.
Introduction
Senior High School is a critical stage in the educational journey of the students,
as it prepares them for their future academic and professional sideline. During this stage,
students are exposed to various subjects and activities that help them develop their skills
and interests. However, despite its importance there is a lack of understanding of the
factors that influence students' preference for senior high school, not all students have the
same preferences when it comes to the strand they want to pursue.
In taking a course of the life’s major decisions is being made. In choosing senior
high school strand, a student should take a risk, a student will choose a course which
he/she will be learning throughout his/her college years. The grade 10 students are now
having their own choice especially when they are becoming a senior high student, they
would choose their strand according to their personal interest. The researchers will
provide career guidance in choosing and handling certain decision making because when
they choose the right strand for them, it can lead the students to an easy path (Boyer,
1986).
Several studies have been conducted on the factors that influence students' track
preference, and they have identified several determinants of SHS track preference. For
instance, the academic performance, peer influence, parental guidance, and career
aspirations were significant predictors of students' track preference. Dela Cruz et al.,

3. (2020). The students' interest, career goals, and perceived benefits of the track were the
primary factors that influenced their track preference (Lorenz et al., 2020).
Understanding strand preferences refer to the way students perceive and choose
different academic programs or fields of study. These preferences can be influenced by a
variety of factors, including personal interest, career goals, learning styles, and cultural
background. These different tracks, strands, and specializations are intended for the
students to determine which paths fit their strengths, passions, and skills. Choosing the
right Senior High School strand will help motivate the students for their future career. Once
they choose a strand they like, studying becomes more enjoyable since the strands are
designed and specialized to match their interests. Moreover, it expands the knowledge and
skills of the students, while at the same time, exposing the students to their chosen field of
study in preparation for college.

Background of the Study
In choosing a career, the suitability of the student must be given importance. The
choice they make will determine their future academic and professional careers, and it is a
decision that cannot be taken lightly. Previous research has shown that the events and
experiences have a significant effect on how students evaluate their experiences.
Based on Republic Act No. 105333, otherwise known as the “Enhanced Basic
Education Act of 2013”, the RA No. 105333 seek to strengthen early education of the
learners. Build proficiency through language and provide upper secondary education. The
SHS program was introduced in the Philippines in 2012 as part of the K-12 program to
improve the country's educational system. The SHS program aims to provide students with
specialized education and training that will prepare them for their chosen career path after

4. graduation from senior high school. In Liloy National High School the SHS program is
divided into different tracks; Technical Vocational-Livelihood (TVL), Humanities and
Social Science (HUMSS), Accountancy, Business and Management (ABM), Science,
Technology, Engineering, and Mathematics (STEM), each of which has its unique
curriculum and learning outcomes.
With sample of 348 Singaporean youngsters between the age range of 14-18years
finds that parents have a greater influence than teachers on student’s career choice. Just
like a study sought to select the factors influencing the strand preferences of Bukidnon,
National High School. The study involved One Hundred Seventy-Nine respondents of
High School Students, based in the findings, interest is the most least factor affecting the
strand preferences of a student. In different outcome of past studies and research, the
researchers are more initiate to find the possible factor. The purpose of the study was also
to identify factors that influence student choices. For this persistence, the existing study
employed a case study to understand students strand preferences, by selecting the students
in the Upper Villages Christian Academy (Kniveton, 2004).
The new curriculum system aims to improve and allow them to have middle-level
skills and be successful after graduating. In different outcome of past studies and research,
the researchers are more open to find the possible factor. The purpose of this study was to
identify the factors that affects student choices. The study's objective is to identify the
factors that influence student’s track preference and provide insights into how educators,
and parents can support students in making informed decisions about their SHS tracks.
Theoretical Framework
Choosing the right SHS strand is a critical decision that every grade 10 student
has to make. The choice they make will determine their future careers, and it is a decision

5. that cannot be taken easily. There are several factors that can influence students' track
preference, including their interests, aptitudes, family background, socio-economic
status, peer influence, and the availability of resources and opportunities.
Several studies have been conducted on the factors that influence students' track
preference, and they have identified several factors of SHS track preference. For instance,
Dela Cruz et al., (2020) found that academic performance, peer influence, parental
guidance, and career aspirations were significant predictors of students' track preference.
Lorenz et al., (2020) found that students' interest, career goals, and perceived benefits of
the track were the primary factors that influenced strand preference.
On the other hand, grade 10 students should also think about the practicality of
the chosen field. That this career will be able to give them enough money or the career
will last a lifetime. Living in real world is not easy. It takes a lot of persistence and
determination in order to survive. In this case, students should determine their type of
personality for them to stabilize whether they chose the right path or not (Holland, 1996).
In 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. It shows that the personality of each students can affect
their choice in their career. Everyone has unique talents that can be used in career of some
type. For many, these talents have been present since childhood, for others they are
learned overtime.

6. CONCEPTUAL FRAMEWORK
The focus of this study will be undertaken by the following conceptual framework
shown in Figure 1.
Figure 1.
Conceptual Paradigm
INDEPENDENT VARIABLE DEPENDENT VARIABLE








FACTORS THAT AFFECT
STRAND PREFERENCE
 Interest in Strand
 Peer Influence
 Parental Support
 Academic Performance
 Career goals
 Benefits of the track/strand



a) STEM
b) ABM
c) HUMSS
d) TVL (FBS, ICT, Cookery &
SMAW)

7. STATEMENT OF THE PROBLE M
The purpose of this study is to investigate the strand preference among the grade 10
students in Liloy National High School. Specifically, this study aims to answer the
following questions;
1. What are the strands preferred by the student-respondents?
a. Stem
b. Abm
c. Humss
d. Tvl
2. What are the factors affecting strand preference among the Grade 10 students
in Liloy National High School. In terms of?
a. Interest in Strand
b. Peer Influence
c. Parental Support
MODERATOR
VARIABLE
a) Gender
b) Section

8. d. Academic Performance
e. Career goals
f. Benefits of the track/strand
3. Do factors significantly affects the strand preference of Grade 10 students in
Liloy National High School?

Scope and Delimitation
Content Delimitation. This study focused on providing information regarding how
these strand preferences affect their decision making and the factors that influence
students' track preference and provide insights into how educators and parents can
support students in making informed decisions about their Senior High School tracks.
Respondents Delimitation. The study may focus and limited only on the Grade 10
Junior High School students, this may evolve a limited number of grade 10 students in
Liloy National High School.
Time delimitation. The research study conducted within the specific time frame. This
study will be conducted in the first semester of the school year 2023-2024.
Place Delimitation. This study will be conducted inside of the school campus in Liloy
National High School.

Significance of the Study
The researchers considered the following in this study and it is beneficial to the
following;

9. Students. The students can benefit from this study in a way that this can serve as
their guide for them to choose their strands in Senior High School that would lead them
to the right path to their future career. With this information, students will come to terms
in choosing the right strand and to avoid having regrets at the end of the day.
Parents. Parents shall also benefit from this study in a way that they can obtain
knowledge about their child’s choice when it comes to their preferred strand, to increase
their children’s awareness and provide them guidance and support that they need.
Teachers. It can benefit the teachers since this will help them in assessing the
student’s skills and capabilities with regards to their chosen strands.
Researchers. This study can be helpful to the future researchers wherein they can
use this study as their source or reference that could support their study and can enable it
to be strengthened and will be improved. This study can also be beneficial to the
researcher through gaining a wider and broader knowledge about inquiry and also about
the study which involves a student’s way of making choices.
Definition of Terms
For the purpose of this study, the following terms are defined and explained.
ABM. Accountancy and business management, it focuses on the basic concepts of
financial management, business management, corporate operations, and all things that
are accounted for.
Academic Performance. these are the factors which defines the choice of the students
based on their own skills, abilities, talents, and specialities.
Benefits of tracks or strand. It helps in avoiding misalignment and ensures that students
enroll in courses that are suitable for their interests and abilities.

10. Career goals. is a clear statement that defines the ultimate job you aspire to throughout
the course of your career
Gender. A relationship between men and women as demonstrated by their respective
roles in power sharing and decision making.
HUMS. Humanities and Social Sciences, it is a program or course of study that focuses
on subjects such as literature, history, philosophy, sociology, and other social sciences.
ICT. Is a Senior High School strand that prepares you for a career in Information and
Communication Technology. It equips you with advanced skills in computer systems,
programming, creating web pages, and basic animation.
Interest in strand. These are the qualities or things that attract one’s attention and make
a person want to learn more about something or to be engaged on it.
Parental Support. Is the parental or guardian’s provision of life’s physical, educational,
psychological, emotional, and all materials needs by their children.
Peer Influence. The effect of an individual who influenced to follow their peers by
changing their attitudes, behaviors and values
Section. A Section is a group within a class, can use sections to further divide a class into
smaller groups or use it to identify intakes or levels.
Strand. A strand is an area of study under an academic track that senior high school
students must take to prepare for their chosen degree in college.
STEM. Is an approach to learning and development that integrates the areas of science,
technology, engineering and mathematics

11. SMAW. A type of welding used in a variety of applications, including maintenance and
repair, construction, industrial fabrication, and more.
TVL. Strand is designed to develop students' skills that is useful for livelihood and
technical projects. It provides a curriculum that is a combination of Core Courses and
specialized hands-on courses that meets the competency-based assessment of TESDA.








CHAPTER II
REVIEW OF RELATED LITERATURE
Choosing a strand that is related to your own preference is one of a student’s threat,
choosing a right strand is crucial for students that may affects the factors of their strand
preference. In this chapter presents a selection of literature and studies that has a bearing
on present study. Selecting a strand is a crucial phase to every student because of the
factors that needed to be considering before they arrive to a certain career. Lots of authors
have revealed many factors that can affect students’ decision making in selecting strand.
Some of those factors are environment, personality and opportunity factors.

12. Interest in strand
Deciding on what strand to take in senior high school is important for it is the
beginning of their chosen line of work in the future. Using an adapted questionnaire it
was found out that personal interest was the most influencing factor in choosing a strand
of senior high school students of New Bataan National High School; Camanlangan
National High School; and San Miguel National High School. Personal interest plays an
important role in choosing a course to study, however other factors should be considered
such as job prospects, job demands, academic prerequisites, and personal
circumstances. There should be a regular school career guidance program where the
senior high school tracks, strands and specializations are properly discussed so that
students can really decide and take the right strand which is in line with their future work
or career (Badilla, et al., 2023).

Peer Influence
Peer group and students’ environment are strong predictors in affecting students’
decision making in selecting their strand that they aspire for (Obiyo & Eze, 2015).
Because family influence is essential factor on choosing their career (Fouad et al., 2016).
Additionally, stable family socio-economic status well provides comfort, positive
attitude, and healthy environment for the students that will lead them in attaining the high
academic achievements (Saifi & Mehmood, 2011).
It is generally observed that peer group has a lot of influence on students. This is
seen from the role played by the peer group in the life and learning of a child, evidence
abound that students feel more comfortable and relaxed among fellow students. A child

13. who is brilliant and surrounded by dull friends would lose interest in learning. On the
other hand, a peer group which is prone to study would have positive effect on a dull
member towards learning and stimulate his/her interest on learning. Katz in Olalekan
(2016) wrote that the nature of a peer group determines the impact on the motivation of
and achievements of its member. He further suggests that one group may have a negative
impact on its members while the other may have positive impact on its members as well
(Olalekan, 2016).
Income, occupation and level of educations of parents are directly associated to
academic performance of students (Kumar, 2016). Moreover, career success of students’
can be best attained if the strand selected is suited to the innate ability and intellect, and
personality of students with the proper guidance of school in choosing the right career in
senior high and college (Pascual, 2014). In addition, students seek to work at such
prestigious occupation while still in secondary school because of the opportunity and it
does affect the strand selection of the students’ but because of lack of financial support it
became impossible for them, due to lack of training required for the occupation (Olamide
& Olawaiye, 2013). Life satisfaction of students was highly associated with anxiety
which they experience while selecting a strand and it because of financial stress
(Bernardo & Resurreccion, 2018).
Parental Support
Parents support has much to do in influencing the strand selection of students
(Aguado et al., 2015). Parents have played a vital role in influencing their child what
strand to be choose in senior high school (Hellen & Kitainge, 2016). Family influence is
essential factor on choosing their career (Fouad et al., 2016). Stable family socio-
economic status well provides comfort, positive attitude, and healthy environment for the

14. students that will lead them in attaining the high academic achievements (Saifi &
Mehmood, 2011). Additionally, parents’ income does affect academic achievement of
students’ in selecting a strand (Dahie et al., 2016). Because they look up their parents in
choosing their future career (Braza & Guillo, 2015).
In comparison, socio-economic and educational background of parents shows that
these are not significant factors to affect the academic achievement of the students in their
selected strand (Ogunshola & Adewale, 2012). However, selecting a strand was inclined
with the security and motivation, which highly ranked factors such as exploration,
advancement, opportunities, exposure and knowledge which are responsible in selecting
a career.
This concludes that having background knowledge about the career is essential in
building an interest towards the career (Nyamwange, 2016). In addition, family income
is a significant predictor that boosts the dimensions of self-esteem (lovability, likability
and self-control) of students towards the strand they choose (Mandara & Murray, 2000).
Academic Performances and Strand Preference
Choosing a senior high school strand is one of the most challenging decisions that
junior high school students will have to face. The study aimed to help students decide on
their future senior high school strand by knowing the factors’ influence levels and their
relationship with their decision. The survey was conducted online (Grade 9 and Grade 10
students) using the total sampling method. We employed a self-made questionnaire that
went through content validation using Aiken’s V formula.
Descriptive statistics were then used to analyze and interpret the results of the study.
In the survey’s results, 2.3% of the students chose GAS as their senior high school strand,
15.9% chose HUMSS, and 73.9% chose STEM, leaving the ABM strand with 8%. The

15. personal interest factor had the highest level of influence among the factors, with a mean
of 4.21, followed by job opportunities with a mean of 4.17, socioeconomic status with a
mean of 3.89, parents with a mean of 3.63, and academic performance with a mean of
3.38.
However, in terms of the factors’ significant relationships with the senior high
school strands, socioeconomic status, parents, job opportunities, and personal interests
were found to have no significant influence when deciding, and academic performance is
the only factor that has a significant influence on the students’ preferred strand. As a
result, the null hypothesis of the study is accepted because only one out of five factors
were found to have a significant relationship when deciding on a senior high school
strand.
Career goals and Strand Preference
The purpose of this study was to examine the students’ track and strand preferences after the
SOAR (Student Orientation, Awareness, and Redirection) Intervention Program. This action research
employed the descriptive quantitative research design using a researcher-made survey questionnaire
that were administered to Grade 10 students from Santa Cruz National High School – Junior High
School (n=319) and Manuel Francisco C. Ramos Sr. National High School (n=64). Frequency,
percentage and ranking were utilized as statistical tool for this study.
Results revealed that the majority of respondents opted to enroll at Sta. Cruz National High
School – Senior High School. The Humanities and Social Science strand under the Academic Track
had the largest number of students who favoured it over the other strands. Furthermore, it was clear
that the majority of them chose the Technical Vocational Track over the Academic Track. The findings
can be used to improve Career Guidance in the school, especially parents' engagement in their
children's career decisions. Similarly, it is suggested that a standardized enrolment process be
developed in which students undergo career assessments in order to help direct them in deciding which
strand to pursue.

16. Decades of research have examined what motivates students to pursue careers in
science, technology, engineering, and mathematics (STEM) fields, but STEM careers are
a broad category encompassing hundreds of distinct vocations. The present study
examined high school students' relative preferences for pursuing some types of STEM
careers over others and explored what motivational beliefs (defined in accordance with
situated expectancy value theory) most influenced students' relative career preferences.
A secondary goal was to examine whether there were differences in any patterns as
a function of students' intersecting gender and racial/ethnic identities. A large sample of
high school students (N = 526) completed an online survey during class time about their
beliefs regarding fifteen different STEM career categories. Results: Students' career
preferences could be classified into four groups: appealing, unappealing, polarizing, or
overlooked. The last category was the most common. Students primarily selected reasons
related to utility and attainment value in influencing their choices of most- and least-
preferred careers.
However, within this category, beliefs about helping others were stronger influences
on choosing most-preferred careers, whereas concerns about fitting in were more
influential for choosing least-preferred careers. Gender and racial/ethnic comparisons
suggest differentiation in how students think about the appeal of various career paths as
early as high school. Implications: Findings shed light on how students come to perceive
some STEM career paths as relatively more appealing than others, with attention to
gender and racial/ethnic differences in these processes. Findings also point to specific and
actionable ideas for how teachers, counselors, and administrators can target career
education to cultivate students' interest in STEM career paths, where there are particular
needs.

17. Benefits of the selected track or strand
This study was about the benefits of Junior High School Math and Science
(AGHAMON) Enrichment in the Senior High School 4STEM (Science, Technology,
Engineering, and Mathematics) Strand. This was conducted to determine the advantages
of Junior High School Enrichment Programs in relation to the student development and
behavior in the STEM Strand of Senior High School.
The development of students was measured by percentage on personal response to
different situations encountered in Senior High School with the guidance of previous
courses taken in Junior High School. This was done through the measurement of Google
Forms. This study showed that the effects of Math Enrichment and AGHAMON has no
significant benefits on the experience of students taking the STEM Strand in Grades 11
and 12.
From the transition from Junior High School to Senior High School, the Math and
Science Enrichment programs provided the students with background knowledge in
preparation to the concepts discussed in Senior High School, though there was a given
difference in the level of difficulty in new topics introduced in the STEM curriculum.
However, the students were still able to apply and relate what they had previously learned
to the intermediate subjects of the strand and obtain an open mindset to the willingness
to learn and collaborate in a new working environment.

CHAPTER III
RESEARCH METHODOLOGY

18. This chapter contains the research methodology used in the study. This includes the
research design, research settings, subjects of the study, research instrument, validation
of the instrument, data gathering procedure and statistical treatment of data.
Research Design
This study will utilize the descriptive survey method. It will be conducted simply to
describe individual variables. A Descriptive-Survey design is an appropriate choice for
this study since the researchers will identify the factors of the study of and how does it
affect the student’s choice of strand.
Checklists are going to be used as primary data gathering tools and will be used to
help the researcher in obtaining and analyzing the data may gathered to be used in the
study.
Research Setting
This study will be conducted in Liloy National High School, a Public High School
located in National Highway at barangay Fatima, Liloy, Zamboanga del Norte, about 19
min (11.0 km) riding a tricycle and 2 h 10 min (10.5 km) hiking, illustrates the distance
between the School and the Municipality of Approximately.




Research Respondent

19. The respondents of the study will obtain using simple random sampling to select
sample of the students who are currently enrolled in grade 10 level at Liloy National High
School S.Y. 2023-2024. The researchers will only select random students as for the
sample in this research study.
For the given data, in section Newton got 25% represent as the male and also 25%
as for the female. In section Zircon and Amethyst, the male and female category has come
up to 25%. In Grade 10 Amber it also has 25% in the male and female group as long as
10.53% is for the female group.
Table 1.0
Distribution of the Sample Respondents of the Study
Section Male Female Total


f % f % f %

Newton
5 25% 5 25% 10 25%
Zircon 5 25% 5 25% 10 25%
Amethyst 5 25% 5 25% 10 25%
Amber 5 25% 5 25% 10 25%
Total 25 50% 20 50% 50 100

Sampling Technique
The study employed a random sampling. The researchers get the valid result of
the respondent through random sampling. Random sampling is a subset of individually
chosen from a larger set (a population) (Yates, Moore and Starnes, 2008).

20. It is an unbiased surveying technique and basic type of sampling, since it can be
a component of other more complex sampling methods. The principle of random
sampling, is that very object has the same probability of being chosen.
Research Instrument
For this study, the Likert Scale was used to achieve the core objective of the revision.
A self-administered question was distributed to the Grade 10 students. The questionnaire
given to the students aimed to assess their knowledge about the factors that affect in
choosing their track for Senior High School. This focus of the assessment based on the
principles introduced by various author. The study used a checklist from the study to
gather the primary information and to attain the objectives of the study and determined
the factors affecting strand Preference of the Senior High School.
Validity and Reliability of the Instrument
To assess the validity of the proposed instruments, the researchers will utilize
content validity, wherein they will seek the assistance of three professionals who were
knowledgeable in the field.
The evaluators will examine and rate the instruments in order to find out the
appropriateness and relevance of the questionnaire to the research questions. All the items
will be reviewed by all evaluators and the comments given will be heeded.
The instrument will be finalized upon the approval of all evaluators. To determine
the reliability of the instrument, the researchers will use test-retest reliability.
Survey-questionnaire will be administered twice and correlation between the two
sets of scores will be computed.

21. Data Gathering Procedure
We first formulated the survey questions based on the study’s statement of the
problem. The survey questionnaire was expected to consist of personal questions that
evolve from the students’ experiences for us to assess and answer the questions that
concern this study. The student respondents’ current preferred senior high strand was also
asked in the survey questionnaire for us to determine the extent of influence of the
specified factors: (1) interest in strand (2) peer influence; (3) parental support; (4)
academic performance; (5) career goals. After writing the first draft of the questionnaire,
we sought validation from their adviser and committee for additional suggestions and
comments that could help them improve the draft. Then, the comments and suggestions
were all edited thoroughly for the survey questionnaire.

Statistical Treatment
The following statistical tool will be used to measure and analyze the given data.
1. To answer problem no. 1, in determining the profile of the students, Frequency count
and simple percentage will be utilized.
2. To describe how the identified factors affects the strand preferences of the students in
Liloy NHS, the following continuum will be used.
Scale Code Description Qualification
5 SA Strongly Agree Very much Effective
4 A Agree Much Effective
3 N Neutral Moderately Effective

22. 2 DA Disagree Less Effective
1 SDA Strongly Disagree Least Effective
3.To determine the significant factors affecting the strand preference of the students of
Liloy National High School, Chi-Square test will be used.
Ethical Consideration
The research team adhered to rigorous ethical standards throughout the study. The
following ethical criteria were strictly implemented to ensure the protection of the
participants' rights and welfare:
1. Informed consent was obtained from all respondents, and they were informed of their
right to opt-out of the study at any point.
2. The research team upheld the dignity and well-being of the students and took measures
to minimize any potential harm or discomfort.
3. Confidentiality and anonymity of the participants' data were maintained throughout
the study. The research team sought permission from the respondents to use their real
identities for data analysis purposes.

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