THE FACTORS INFLUENCING GRADE 11 STUDENTS' ACADEMIC STRAND

PREFERENCES AT GREENFIELD MONTESSORI SCHOOL TANAY MAIN

CAMPUS S.Y.2022-2023

ICT 12 THOMPSON

RESEARCH PROPONENTS

Candidato, Benedict

Correa, Manisha

Durana, Jonh Raphael

Principe, BJ

Vichozo, Rannie

Zoleta, Jonajoy

RESEARCH ADVISER
 MINNIE RIVERA SANTOS

ACKNOWLEDGEMENT

This thesis would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study.

We would like to express the deepest appreciation to our research teacher,

Ma’am. Minnie Rivera Santos who did reviews, make several important revisions
and suggestions that really enhanced our study. We extend our utmost gratitude
to her guidance, patience, and steadfast encouragement to complete this study.

To our parents who have been a source of inspiration as we hurdle all the
obstacles in the completion of write-up. We dedicate all our hardships and effort
for their unselfish and unfailing moral support. Our completion of this research
could not be possible without the trust and understanding of our teamwork, thank
you for the cooperation, support and patience to each other.

Last but not least, our God, for answering our prayers and giving us all with
strength that we need so much to finish this study.

Thank you very much, Dear Lord.

 DEDICATION

This research paper is dedicated to the parents of researchers who give their

outmost support, and never-ending inspiration throughout the study. They are the one

who provide the resources that needed in the making of this study. It also dedicated the

teachers who are behind in making this research possible through guiding the

researcher to complete this study. The researchers would also like to dedicate this study

to the students that may need in help in battling their issues. Also, this study is also

dedicated to the school who gives opportunity the researchers to nurture, test their skills,

and cooperation to build this study. We look up and dedicated this whole study to our

Almighty God who gave the strength, knowledge, wisdom, protection, and will to

continue and keep positive to finish this research.

 ABSTRACT

Young students have their own dreams and interest in life. In choosing a

career a student's interest to their preferred strand is given importance. Students

must know on what degree to pursue in college so that, they will know the strand

that will fit to their capabilities after being completer from junior high school. It will

be easy for them to choose the right career path. The research is all about the "

THE FACTORS INFLUENCING GRADE 11 STUDENTS' ACADEMIC STRAND

PREFERENCES AT GREENFIELD MONTESSORI SCHOOL TANAY MAIN

CAMPUS S.Y. 2022-2023" Its purpose is to investigate the factors that affect

student's decision in choosing their SHS strand. This study also includes the

effect of these factors on youth. And finally, to craft a guide in choosing the right

decision in academic strand. Survey questionnaires was used in order to carry

out this study and by that we can determine the Factors influencing grade 11

students' academic strand preferences at Greenfield Montessori school Tanay

main campus.
INTRODUCTION

The Department of Education has made the historic decision to phase out

the 10-year basic education curriculum in favor of the Kinder to 12 Program (K-

12). The two-year Senior High Track is designed to provide you with knowledge

and skills that will help you better prepare for your chosen path, whether it is

higher education, employment, or entrepreneurship. (Rainier Allan Ronda, The

Philippines Star, April 26, 2011).

 [REPUBLIC ACT NO. 10533] An act enhancing the Philippine basic

education system by strengthening its curriculum and increasing the number of

years for basic education, appropriating funds therefor and for other purposes.

This Act shall be known as the “Enhanced Basic Education Act of 2013”. The

State shall establish, maintain and support a complete, adequate, and integrated

system of education relevant to the needs of the people, the country and society-

at-large.

Senior High School (SHS) is the final two years of the K to 12 curriculum,

consisting of Grades 11 and 12. The K to 12 Program 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 [SHS]) to provide sufficient

time for mastery of concepts and skills, develop lifelong learners, and prepare

graduates for tertiary education, middle-level skill development, employment, and

entrepreneurship.

Choosing the track indicates that you are excited to attend college. This

track will assist you in preparing for the topic specialty of your future college

course. This course offers three strands: HUMSS Humanities and Social

Science, STEM Science, Technology, Engineering, and Mathematics, and ABM

Accountancy, Business, and Management.

 The HUMSS strand is intended for folks who are curious about what is on

the other side of the wall. In other words, you are prepared to face the world and

interact with many people. This is for people thinking about majoring in

journalism, communication arts, liberal arts, education, or other social science-

related fields in college. If you use this strand, you will

Someday, you may be a teacher, a psychologist, a lawyer, a writer, a

social worker, or a reporter. This strand is concerned with enhancing your

communication abilities.

When implemented in the actual world, science, technology, engineering,

and mathematics are intertwined disciplines. The STEM curriculum differs from

the other strands and tracks in that it focuses on advanced ideas and themes.

You can study to become a pilot, an architect, an astronomer, a biologist, a

chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor, and many more

professions. Those interested in Marine Engineering should pursue this path.

The Accountancy, Business, and Management (ABM) strand would

concentrate on the fundamental ideas of financial management, business

management, corporate operations, and accounting. ABM can also lead to

management and accounting positions. Sales manager, human resources,

marketing director, project officer, bookkeeper, accounting clerk, internal auditor,

and many other positions are possible.

 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.

There are seven Learning Areas under the Core Curriculum. These are

Languages, Literature, Communication, Mathematics, Philosophy, Natural

Sciences, and Social Sciences. Current content from some General Education

subjects is embedded in the SHS curriculum.

Each student in Senior High School can choose among two tracks: Academic;

Technical-Vocational-Livelihood;s. The Academic track includes three strands: 

Accountancy, business, Management (ABM); Humanities and Social Sciences

(HUMS); Science, Technology, Engineering, and Mathematics (STEM). And the

Technical-Vocational-Livelihood includes two strands: Home Economics (HE).

AND Information Communication and Technology (ICT).

Decision-making is the logical way of setting one's mind to choose amidst

the possibilities to satisfy man's ease This is true, as stated, as good decision-

making is an essential skill for career success generally and effective leadership

particularly. It is true that for an individual to be successful, they must possess

good decision-making skills. Every day we make decisions, whether big or small,

and these decisions can have huge impacts on our lives. As the person

progresses, his or her ability to make decisions improves, allowing the individual

to make better and wiser decisions in life. Failure to make the right decision often

leads to disaster. Methodologically speaking, decision-making is not all fun and

games; some deal with people, others with future careers.

Graduating high school students face one of the most crucial decisions in

their lives, and that is their future career decision. These students face the fact

that this certain adjudication will decide their future. Deciding which senior high

school to attend is not a "gut reaction". It requires mature and serious discussion

and may not, in the long run, lead to the initial choice. However, during this

crucial stage in each student's life, there are some factors that result

Some parents think that what they suggest to their children in what strand

pursue is better, yet they tend to ignore what their children desire. Other factors

include job opportunity, classmate and friend and of course, personal interest

opportunity, classmates and friends, and, of course, personal interest. And

because of this, some students graduate from strand they do not really like. On

the other hand, others pursued their desired course with no doubt, and they were

able to graduate in high spirits. One of the suggested elucidations is for the

parents to talk with their children. Then it is up to the child whether they will agree
or not. Another solution involves letting the child decide on their own. Deciding

for oneself helps the individual develop and progress in life.

The researchers conducted this study in order to know the factors that

affect student's decision in choosing their SHS strand. This study also includes

the effect of these factors on youth. And finally, to craft a guide in choosing the

right decision in academic strand.

SCOPE AND DELIMITATIONS

The study was conducted at Greenfield Montessori School. The said

school is selected based mainly on the proximity of its location to the researchers

and on the kind of education that it offers to the students. GMS is a private

school at E. Rodriguez Ave. Kat-Bayani Tanay, Rizal. It aims to provide and

promote quality education with a unique, modern, and researched-based

curriculum with a delivery system geared towards excellence.

This study is focused on the academic strand preferences of the grade 11

students of the academic year 2022-2023. It looked to their demographic profiles

in terms of gender, age, and chosen strand, the influence of personal interest,

family and relatives, classmates and friends, and job opportunities, and the
effects of their preferred strand in their behavior, intelligence and skills

development.

The study is limited only to thirty (30) selected grade 11 senior high

students at Greenfield Montessori School Tanay Main Campus

STATEMENT OF THE PROBLEM

The study aimed to determine the factors affecting the preferences of

grade 11 students in the academic strand at Greenfield Montessori School Tanay

Main Campus during the academic year 2022- 2023.

Specifically, it sought answers to the following questions:

1. How may the respondents be described in terms of:

1. gender;

2. age; and

3. Strand?

2. What are the factors that influence students' academic strand choices in

terms of:

2.1 personal interests;

2.2 family and relatives;

 2.3 classmates and friends; and

2.4 Job opportunities?

3. How do these chosen strands affect their:

3.1 behaviors,

3.2 Intelligence; and

3.3 Skills development?

4. How are the findings utilized in crafting a guide in choosing the right decision

in academic strand?

ASSUMPTION

1. The data gathered is valid and reliable.

2. The respondents are described in terms of gender, age, and strands.

3. There are factors that affect students in choosing their academic

strand as to personal interest, family and relatives, classmates and

friends, and job opportunities.

4. The chosen strand affects their behavior, intelligence, and skills

development.

5. The findings may be utilized in crafting a guide in choosing a guide

the right decision in academic strand.

SIGNIFICANCE OF STUDY

This study may be deemed significant to the following:

STUDENTS, for this may help them to assess themselves in choosing the strand

that is suitable for them. This may help them to decide accurately for the career

they want to pursue soon

PARENTS, this study may help them in guiding their children to identify the best

academic strand for them and this may let them understand the kind of support

needed by their children.

ADMINISTRATORS, by the findings which may serve as an eye opener for them

in creating a positive learning atmosphere within the school.

GUIDANCE COUNSELOR, this may help them in encouraging the students to

be good, responsible and conscious in choosing academic strands.

FUTURE RESEARCHERS, for this may be of help to them as reference data in

case they will option to conduct a research study similar to this.

CONCEPTUAL FRAMEWORK
` The validity of the study was undertaken by the following conceptual

framework shown in figure 1 which has three parts the input, process and output.

The paradigm of the study

1. Demographic profile of Distribution of Guide in choosing

the respondents. questionnaire the k to 12 strands
2. Factors affecting their Focus group for entry in the
academic performance. discussion senior high school
3.Effects of their chosen
strand in their behavior,
intelligence and skill
development.

     Input    Process output

Input- deals with the statement of the problem that aimed to answer

composed of different a question which is the foundation of a thesis and the most

important for the researchers.

Process-series and actions that concern the focuses and capturing

interconnected ideas of input, which can help to identify the variations of pattern

and steps in the different sources of information that represent the core of

research.
 Output- proposes suggestions or recommendations that serve as a guide

and a reminder to the students of what factors need to be considered in choosing

the best strand for them.

THEORETICAL FRAMEWORK

The study is anchored on the theory of Donald Super which focuses on

the development of life roles over the life span with emphasis on inter-role

congruence. His vocational concept as a part of self-concept is formed; it is the

driving force that establishes a career pattern one will follow through life (Super,

1990). Vocational development tasks are derived from vocational stages which

provide framework for vocational behavior and attitudes. The vocational

development is as follows.

1. Growth (birth-age 14 or 15), characterized by development of capacity,

attitudes, interests, and needs associated with self- concepts;

2. Explanatory (ages 15-24), characterized by a tentative phase in which

choices are.

3. Establishment (ages 25-44), characterized by trial and stabilization through

work experiences;
4. Maintenance (ages 45-64), characterized by a continual adjustment process

to improve working position and situation; and

5. Decline (ages 65+), characterized by preretirement considerations, reduced

work output, and eventual

This theory is found to be appropriate because of its stressfulness in terms of

developing a career plan that will guide the individual in choosing his/her career

pathway. Also, Super's six-dimension is appropriate for adolescents is truly

applicable because high school students fall under this category.

Another theory adopted for the research is David Tiedeman's

"Self- Development Approaches to Career".  Tiedman believes that involving

ego-identity is of central importance in the career development process.

Tiedeman referred to the evolving self-in-situation from the earliest awareness of

self to point at which individual becomes capable of evaluating experiences,

anticipating, and imagining future goals, and storing experiences in memory for

future reference in Tiedeman's context of Erik Erikson's eight psychosocial

crises. Self-in-situation, self-in world and the orientation of   work evolve   as  

one   resolves the psychosocial crises of life. Super said that indecisiveness is a

period in the developmental process when interests have not fully crystallized.

Individuals tend to discriminate between two or more choices of two or more

occupational objectives when uncertainty about the future occurs. Tiedeman

noted that as individuals become more aware of the developing character of the
career profession itself, they are more willing to make changes and to alter or

redefine a decision.

DEFINITION OF TERMS

The following operational definitions are intended to contribute to a better

understanding of some important terms that frequently occur in this research.

ABM is one of the strands of academic track which means Accounting, Business

and Management.

Academic Strands is composed of three strands namely; ABM, HUMSS and

STEM.

Academic Track is one of the four tracks in Senior High School.

Awareness refers to the perception or knowledge.

Decision- making refers to the ability to make choices quickly and confidently.

HUMSS is one of the academic strands which mean Humanities and Social

Sciences.
Intelligence refers to the ability to learn or understand things or to deal with new

or difficult situations.

K to 12    Curriculum refers to the k to 12 Program that 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) to provide sufficient time for mastery of concepts and skills,

Develop lifelong learners, and prepare graduates for tertiary education, middle-

level skills development, employment, and entrepreneurship.

Personal Interest is a quality that attracts your attention and makes you want to

learn more about something or to be involved in something.

Senior High School is the second part of secondary education under K-12

program, wherein the students would take up the subjects under their career

pathway specialization.

Skills Development pertains to the development of the ability to do something

that comes from training, experience, or practice.

STEM is one of the academic strands which means Science, Technology,

Engineering and Math.

 CHAPTER II

REVIEW RELATED LITERATURE

This chapter contains the researchers' reading on the topic of the study.

Relevant studies and findings from different books, journals, test results, the

internet, and dissertations were considered by the researchers to deepen their

understanding of the study to come up with a quality solution or solutions to the

problem. A list of related literature and studies on the factors affecting the

academic strand preference of grade 11 students is presented in this chapter.

Literature deals with conceptual and theoretical excerpts from different authors

and writers of primary and secondary sources related to the present study.

Local

Bautista (cited in Phillips, 2013), stated the greatest barrier among

students pursuing their own career and having command over their life is the lack

of in „ depth knowledge of the said career. In addition, knowledge is required to

make valid career preferences. Further he stated that elementary education

provides a foundation for formal education. It is when high school students start

to feel tangible about career preferences. He cited Castillo (2015) who stressed

the redirection and guidance of high school youth because; it is in that stage
where skill, capacities and decisions are developed. The youth should get a

thorough picture of their aspirations and expectations. According to the theory of

vocational development by Supeer, the student should first become aware of the

need for a career. So, every graduating student needs a wise choice in decision

making. Bautista stated that at this stage, a student must take important and vita

decision in the selection of a career which will determine his future success.

Foreign.

An article posted by Adecco UK (2015), a part of a Swiss multinational

human resource consulting company of the same name, states that is worth

finding out what type of worker an individual is with the increasing of employers

utilizing personality and psychometric testing procedures to analyze the

employee's attributes beyond qualifications. It is also stated in the article that

"choosing a job to which an individual is inherently suited-rather than just able to

convince the interviewer that he/she is interested in the position — will make

him/her a happier, more productive employee." 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,

2014).
 Studies are readings coming from thesis and dissertations that strengthen

the study.

Local.

Respect for family is one of the most influential factors that impact Filipino

students' career decision. It is concurred that "Out of respect and loyalty, it may

not be appropriate to express personal desires; rather, one may alter one's

interest to maintain harmony. "As a sign of respect, Filipino children want to do

well for the sake of family, follow parent's advice about choosing a job or major in

college and lastly, make sacrifices for the family (Finlayson, 2014). For practical

reasons, it is also reported that parents usually encourage careers that will not

cost much money, but at the same time, are stable sources of income. Careers

for nursing, accounting and engineering are highly popular for Filipino families

(Saysay, 2016)

Foreign.

Educational status is essential to the progress of a country's economy.

According to Martin Luther King (2014). "The function of education is to teach

one to think intensively and to think critically. Intelligent plus character, that is the

goal of the education." This only means that attaining knowledge is not only

about how easy or how difficult academic subjects are. It is about how they are

taught. As today's reception to the curriculum in accordance with the K-12

program implementation, many factors are affecting the senior high school

student's course preference (Ronald Gantz 2016)

According to a similar study entitled "The Factors that Affect Students'

Decision in Choosing their College Courses", some of the factors that affect

students' decisions are financial stability, university prestige and practicality.

According to the result of that study, the factor that affects the most with regards

to college course decision-making is the financial stability of the family. The

researchers concluded that with that factor, the student finds it complicated to

decide whether to go for a course that he or she desires or to go for the course

that his or her family can afford (Martin et al. 2013) Parents often have an

influence on the career paths their offspring pursue. A parent may argue a child

into a vocation like their own, or to one that has demonstrated high earning

power. You may find yourself attracted to a particular line of work because of

your parents' professional history, which likely has given you a first-hand

perspective on that type of work. Many children grow up idealizing the

professions of their parents. If you always look up to your mother and admire her

teaching skills that may influence, you to pursue a career in education. Parents

may also intentionally or unintentionally push a child toward a particular career

path, especially in the cases of family-owned businesses, where parents expect

their children to take over the company. Still other parents apply pressure on
their offspring to strive for particularly high-profile careers, feeling they are

encouraging their children to reach high. (McQuerrey, 2014)

Pummel, Harwood and Lavallee (2008) that the external influences that

help to shape an individual's career choice are also influenced by significant

others through social support from peers. People around contribute a lot in one's

decision-making. Friends may influence an individual choice of career. Individual

interest may be affected by peers since one wants to be with them in fulfilling

dreams or a certain career. Classmates also play an important role in the in the

information of student's achievement, related beliefs and values, even if these

classmates do not always correspond with the peer group of leisure- time friends

(Frenzel, Goets, Perkun and Watt, 2016).

Social cognitive career theory (SCCT) is grounded in Bandura's (2016)

social cognitive theory, and explores how career and academic interests mature,

how career choices are developed, and how these choices are turned into action.

This is achieved through a focus of three primary tenets: self-efficacy (believe

people have about their ability to successfully complete the steps required for a

give task), outcome expectations (beliefs related to the consequences of

performing a specific behavior), and goals (decisions to begin a particular activity

or future) (Lent et al., 2013).

 CHAPTER III

RESEARCH METHODS

This chapter contains the research design and the methods used in the

conduct of this study. It incorporates the sampling technique, sources of data,

research subjects, population of the study, the instrument utilized to gather data,

as well as the statistical tools employed in processing the data. This chapter

shows how the researchers came to the necessary data for this study, and how

these data were analyzed, interpreted, and presented in the easiest way

possible.

RESEARCH DESIGN

This study used a descriptive research design to investigate the factors

affecting the preferences of grade 11 students in their academic strands at

Greenfield Montessori School Tanay Main Campus. According to Gay, 1976, the

descriptive method involves the collection of data to test the hypothesis or

answer questions concerning the status of the study.

SETTING OF THE STUDY

 This study was conducted at Greenfield Montessori School-Tanay Main

Campus. Which was located at E. Rodriguez Avenue Barangay Katipunan

Bayani Tanay, Rizal. This school has two other satellite campuses established at

Masanting Barangay Sampaloc Tanay, Rizal and in 219 M. Bellin Str. Special

Dist. Jala-jala, Rizal. This educational institution is offering childhood education,

elementary education, junior high school program and lastly senior high school

program which enhances and improves student’s competencies and capabilities

to look forward on the importance of having knowledge about education.

Vicinity Map of Greenfield Montessori School-Tanay Main Campus

RESPONDENTS OF THE STUDY

 The respondents of the study are thirty (30) Grade 11 students under

academic strand (HUMMS, STEM, and ABM) of Greenfield Montessori School

Tanay Main Campus, Academic Year 2022-2023.

SAMPLING TECHNIQUE

The researchers used random sampling. This sampling method includes

respondents randomly to measure their academic performance. A simple random

sampling is a subset of a statistical population in which each member of the

subset has an equal probability of being chosen.

INSTRUMENTS USED IN THE STUDY

The instrument used for this study was prepared by the researchers based

on their readings and related literature, professional subject books, and internet

access to gather more information about our topic. At the same time, in order to

get more accurate data, the researchers used a questionnaire and observed their

respondents. This study is specifically designed to assess the factors affecting

the preferences of grade 11 students in their academic strand at Greenfield

Montessori School Tanay Main Campus. In this study, a questionnaire was used

to gather the respondent's feedback.

QUESTIONNAIRE
 A questionnaire is regarded as the most widely used technique for

obtaining information from subjects. The questionnaire was used in this study to

get information from the subjects. The questionnaire was used in this study to get

information from the respondents. A questionnaire is a set of questions which

when answered properly will supply the necessary information to complete the

study. The questionnaire consists of parts. Part I is the demographic profile, and

Part II is the list of factors affecting strand preference. Part III is the effect of their

chosen strand.

CONSTRUCTION OF THE INSTRUMENT

The researchers first conducted a review of information, read related

literature and studies in student's academic strand preference. It provided an

insight into themes and topics that are essential to understanding a study of this

nature. The researchers transcribed them and organized them, which led them to

make a questionnaire to conduct a survey.

THE TALIDATION OF THE INSTRUMENT

The draft of the questionnaire was presented to the adviser of this study to

check and verify the content to see if the following questions indicated in the

questionnaire were valid or needed improvement. The questions were designed

in such a way that the respondents should be able to answer the questions

honestly and precisely.

The final draft was then pre-tested with some students who were not part

of the sampled respondents. The purpose of this is to determine if there were still

items in the questionnaire that were difficult to understand. After the validation,

the instrument was then reproduced for distribution and administration.

DATA GATHERING PROCEDURE

The researchers asked permission to the school principal if they can

conduct a survey. The researchers personally administered the distribution of the

questionnaire to explain fully to the respondents the content of the questionnaire

and the proper way of filling it out. There was a hundred percent retrieval of the

instrument. The survey questionnaires were then retrieved within the day. The

researchers patiently analyzed the answers to each item for tabulation, analysis,

and interpretation.

STATISTICAL TREATMENT OF DATA

 The data gathered were tallied; computations and presentations of data

were facilitated using the table of percentage distribution. The weighted mean

values of the area of inquiry were likewise computed.

The following statistics were used:

1. Percentage Distribution - This was used to relate a part of a numerical

analysis especially on frequency distribution is utilized in treating data.

Formula; %=
=

Where:

P= percentage

F= Frequency

n = total number of respondents

2. Weighted Mean – This was utilized in computing the data reeled by the

questionnaire:
  

Where:

WM= Weighted Mean

∑f(x)= Summation of the product of frequency and weight

N; total number of respondents

3. Ranking - It was used as a method of analysis, and it was used to categorize

or arrange the gathered data into order.

4. Likert Scale „ is method of ascribing quantitative value to qualitative data, to

make it amenable to statistical analysis. A numerical value is assigned to

each potential choice and a mean figure for all responses is computed at the

end of the evaluation for survey. The final average score represents overall

level of accomplishment or attitude toward the subject

Very much influence 4.30 - 5.00

Influence 3.50 – 4.20

Somewhat influence 2.70 – 3.40

Less influence 1.90 – 2.60

Not influence 1.00 – 1.80

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter presents the analysis and interpretation of the data obtained in the

study. Its findings were based on the data gathered through the questionnaire

retrieved from the respondents. Those data were then analyzed to be presented,

discussed, and interpreted according to the perimeters of the research to answer

the problem sought for this study.

PART I. PROFILE OF THE RESPONDENTS

TABLE 1
 FREQUENCY OF THE RESPONDENTS BY GENDER

GENDER FREQUENCY PERCENTAGE

MALE 14 47%

FEMALE 16 53%

TOTAL 30 100%

Table 1 shows the frequency of the respondents by gender. Sixteen (16)

of the students are female, which is 53% of the total respondents, and fourteen

(14) of them are male, which is 47% of the total respondents. It clearly indicates

that there are more females than males. Participants in the sample were grade

11 students.

TABLE 2

FREQUENCY OF THE STUDENTS BY AGE

AGE FREQUENCY PERCENTAGE

16 17 57%

17 13 43.3%

TOTAL 30
 Table 2 shows the frequency of the respondents by age. Most of the

respondents are sixteen (16) years old which has 57% and the least is

seventeen (17) years old which has 43%.

According to the table, respondents who are 16 years old are the most

prevalent age, making them the group most responsible for maintaining the

accuracy of the data acquired. Additional evidence that those ages were

represented in the sample is provided by the change in the frequencies of the

various ages.

TABLE 3
FREQUENCY OF THE RESPONDENTS BY STRAND

STRAND FREQUENCY PERCENTAGE

ABM 10 33.3%

STEM 10 33.3%

HUMSS 10 33.3%

TOTAL 30 100%

Table 3 shows the three strands have the same number of respondents

(10), which is 33.3%; therefore, the three strands sustain the reliability of the

information gathered.
 PART II THE CALCULATED WEIGHTED MEAN OF FACTORS

AFFECTING GRADE 11 STUDENTS’ STRAND PREFERENCES

TABLE 4

computed weighted mean on selected grade 11 students in terms of:

FAMILY AND RELATIVES

STATEMENT Wx̅ V.I RANK

1. My parents and/or relatives took the 2.90 Somewhat 4

same career that I would pursue. influenced
2. Preferences are made by a relative 2.93 Somewhat 3
since they will provide for the expenses. influenced
3. My family will give me support on the 4.30 Very much 1
chosen career for me Influenced
4. I believe that they are the ones who are 2.60 Less Influenced 5
responsible for choosing a career for me
since they know what the best is for me.
5. I'm still not decided what strand fits 3.20 Somewhat 2
to me, so I let my parents to decide for me. Influenced

WEIGHTED MEAN: 3.20 (Somewhat Influenced)

The table 4 shows that family and relatives are the one factor influencing a

student's strand preference because the family will give support for the chosen

career (rank 1). Some of the students still have not decided what strand fits

them, so they let their parents decide for them (rank 2). somewhat influences

strand choice. Relatives are the ones to give financial support to (rank 3).
following in the footsteps of their parents and relatives (rank 4) and believing that

parents know what's best for them (rank 5).

The average weighted mean of 3.20 means that family and

relatives somewhat influenced the student's academic strand preference.

TABLE 5

computed weighted mean on selected grade 11 students in terms of:

PERSONAL INTEREST

STATEMENT Wx̅ V.I RANK

1. My chosen strand is suitable to my 3.91 INFLUENCED 3

capabilities and skills.
2. My chosen strand can fulfill my passion 4.13 INFLUENCED 1
because this is what I love to do in the
future.
3. I am particularly interested in this career 4.0 INFLUENCED 2
that I'll pursue from this strand.
4. I like doing things related to the career that 3.80 INFLUENCED 4
I would specialize in this strand.
5. I see myself as competent at this career 3.70 INFLUENCED 5
that I'll pursue from this strand.

WEIGHTED MEAN: 3.91 (INFLUENCED)

Table 5 shows personal interest as a factor influencing a student's strand

preference. Seeing themselves as competent in the career they are pursuing

(rank 5), being suitable for the strand according to their capabilities and skills
(rank 3) and believing that it can fulfill their passion (rank 1) influenced the

student’s strand choice under the personal interest factor.

The average weighted mean of 3.91 shows that personal interest influenced the

academic strand preference of the students. There are other major factors that,

in one way or another, overshadow personal interest as being very influential,

such as being particularly interested in the career that they pursue from the

strand they have chosen (rank 2) and liking doing things related to the career

that they will specialize in (rank 4).

The average weighted mean of 3.91 means that personal interest

influenced the student's academic strand preference.

TABLE 6

computed weighted mean on selected grade 11 students in terms of:

CLASSMATES AND FRIENDS

STATEMENT Wx̅ V.I. RANK

1. My classmates in junior high school and I 3.10 Somewhat 1

agreed to take the same strand. Influenced
2. I don’t want to be apart from my friends 2.40 Less Influenced 5

3. My classmates in junior high school helped 2.43 Less Influenced 4

me with my assignments.
4. I’m used to being with my old classmates and 3.0 Somewhat 2
friends. Influenced
5. I'm afraid that they will forget me if we're 2.60 Less Influenced 3
not in the same strand and school.

WEIGHTED MEAN: 2.70 (SOMEWHAT INFLUENCED)

Table 6 shows that classmates and friends are factors influencing a

student's strand preference. Agreeing to take the same strand with classmates

and friends (rank 1), don't want to be apart from their friends (rank 5), and being

used to be with old classmates and friends are factors that somewhat influence a

student's strand choice (rank 2). Being afraid that they will be forgotten by their

friends if they are not on the same strand (rank 3) and having classmates in

junior high school help them with their assignments (rank 4) influenced students'

choices.

The average weighted mean of 2.70 shows that classmates and friends

somewhat influenced the student's strand preference.

TABLE 7

computed weighted mean on selected grade 11 students in terms of:

JOB OPPORTUNITIES

STATEMENT Wx̅ V.I. RANK

1. There are abundant opportunities I 3.73 Influenced 4

can avail myself from the career I
would pursue.
2. The strand that I chose will help me 4.10 Influenced 1
to find a suitable career easily

3. I am fully aware of the job 3.80 Influenced 3

description of my future career that I
seek because of my chosen strand.

4. The career that I would pursue is 3.70 Influenced 5

timely in-demand.

5. My chosen strand will help me to find 3.90 Influenced 2

a job that makes me earn a high
salary.

WEIGHTED MEAN: 3.84 (INFLUENCED)

Table 7 shows that job opportunities are a factor influencing students'

strand preference. Believing that their chosen strand will help them find a suitable

career easily (rank 1), that there are abundant opportunities in that strand (rank

4), that their chosen strand makes them fully aware of the job description for their

future career (rank 3), and believing that their strand will help them find a job that

is timely in demand influenced the student's strand choice under the job

opportunities factor (rank 5). The very important factor under the job opportunity

factor is that their chosen strand will help them find a job that will let them earn a

high salary (rank 2).

The average weighted mean of 3.84 means that job opportunities

influenced students’ academic preferences.

 TABLE 8

PART III THE EFFECT OF CHOSEN STRAND TO STUDENTS’ BEHAVIOR

STATEMENT FREQUENCY PERCENTAGE RANK

1. I participated in the class 28 93.3% 1

discussion.

2. I'm excited to go to school 25 83.3% 3

every day.

3. I always do my assignments and 27 90% 2

projects and pass them on time.

Table 8 shows that out of the 30 respondents, there are 28 students who

participate in the class discussion, which is rank 1 (93.3%), 25 students are

excited to go to school every day, which is rank 3 (83.3%), and 27 students are

always doing their assignments and projects, then passing them on time, which

is rank 2 (90%).

Based on the data gathered, their chosen strand has a positive effect on

their behavior.

TABLE 9

THE EFFECT OF CHOSEN STRAND TO STUDENTS’ INTELLIGENCE

 STATEMENT FREQUENCY PERCENTAGE RANK

1. I got a perfect or at least 26 87% 1

passing score in every I got a
perfect or at least passing
score in every
2. I meet the expectations of my 24 80% 2
teachers in every lesson we
had.
3. I join activities inside or outside 20 67% 3
of our school which are related
to my strand.

Table 9 shows that out of 30 respondents, 26 got a perfect or at least

passing score in every quiz and exam in every subject, which is rank 1 (87%), 24

met the expectations of their teachers in every lesson they had, which is rank 2

(80%), and 20 students joined competitions inside or outside of their school

related to their strand, which is rank 3 (67%).

Based on the data gathered, their chosen strand has a positive effect on

their intelligence.

TABLE 10

THE EFFECT OF CHOSEN STRAND TO STUDENTS’ SKILLS

STATEMENT FREQUENCY PERCENTAGE RANK

1. I can perform the task 28 93.3% 1

given by my teachers.
2. My skills are developed 25 83.3% 3
progressively.
3. I can say that I am now 27 90% 2
more competent in my chosen
strand

Table 10 shows that out of 30 respondents, 28 can perform the task given

by teachers, which is rank 1 (93.3%), 25 students developed their skills

progressively, which is rank 3 (83.3%), and 27 students can say that they are

now more competent in their chosen strand, which is rank 3 (90%).

Based on the data gathered, their chosen strand has a positive effect on

their skill development.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations

derived from the analysis and interpretation of the data.

SUMMARY OF FINDINGS
The study aimed to determine the factors affecting the preferences of

grade 11 students in the academic strand at Greenfield Montessori School Tanay

Main Campus during the academic year 2022- 2023.

Specifically, it sought answers to the following questions:

1. Profile of the respondents:

 1.1 gender

Most of the respondents are female.

1.2 Age

The respondents belong to the age bracket 16 to 17.

However, most of them are 16 years of age.

1.3 Strand

Researchers get an equal number of respondents for each strand to

get a more accurate result.

2. the factors that influence students' academic strand choices in terms of:

2.1 personal interests

Rank 1. My chosen strand can fulfill my passion because this is what I

love to do in the future.

Rank 2. I am particularly interested in this career that I'll pursue from

this strand.

Rank 3. My chosen strand is suitable to my capabilities and skills.

Rank 4. I like doing things related to the career that I would specialize

in this strand.

Rank 5. I see myself as competent at this career that I'll pursue from this

strand.
2.2 family and relatives

Rank 1. My family will give me support on the chosen career for me

Rank 2. I'm still not decided what strand fits me, so I let my parents

decide for me.

Rank 3. Preferences are made by a relative since they will provide for

the expenses.

Rank 4. My parents and/or relatives took the same career that I would

pursue.

Rank 5. I believe that they are the ones who are responsible for

choosing a career for me since they know what the best is for me.

2.3 classmates and friends

Rank 1. My classmates in junior high school and I agreed to take the

same strand.

Rank 2. I’m used to being with my old classmates and friends.

Rank 3. I'm afraid that they will forget me if we're not in the same

strand and school.

Rank 4. My classmates in junior high school help me with my

assignments.

Rank 5. I don’t want to be apart from my friends.

2.4 Job opportunities

Rank 1. The strand that I chose will help me to find a suitable career

easily
 Rank 2. My chosen strand will help me to find a job that makes me

earn a high salary.

Rank 3. I am fully aware of the job description of my future career that

I seek because of my chosen strand.

Rank 4. There are abundant opportunities I can avail myself from the

career I would pursue.

Rank 5. The career that I would pursue is timely in-demand.

3 Effect of their chosen strand in terms of behavior, intelligence, and skills.

3.1 Based on the data gathered, their chosen strand has a positive

effect on their behavior.

Rank 1. I participate in the class discussion

Rank 2. I always do my assignments and projects and pass it on time.

Rank 3. I'm excited to go to school every day.

3.2 Based on the data gathered, their chosen strand has a positive

effect on their intelligence.

Rank 1. I got a perfect or at least passing score in every I got a

perfect or at least passing score in every.

Rank 2. I met the expectations of my teachers in every lesson we

had.

Rank 3. I join activities inside or outside of our school which are

related to my strand.
 3.3 Based on the data gathered, their chosen strand has a positive

effect on their skill development.

Rank 1. I can perform the task given by my teachers.

Rank 2. I can say that I am now more competent in my chosen

strand.

Rank 3. My skills are developed progressively

4. Crafted a Guide in Choosing an Academic Strand

The researchers crafted a guide for choosing an academic strand. They are as

follows: Guide to Choosing the Right Academic Strand

1. Read about the different academic strands offered in senior high school to

gain knowledge.

2. Talk to people who have already taken the strands that are on your

academic strand list.

3. You may attend an orientation about the academic strand before you

choose.

4. Knowing your strengths and weaknesses

5. Think about the job opportunities in that field.

6. Have time to talk with your parents to get some advice.

7. Check out schools nearby that offer senior high

8. Pray before making a final decision about choosing

 9. Decide on your preferred

CONCLUSION

Based on the findings of this study, the following conclusions were formulated:

1. Most of the respondents are female; their age range is 16–17. They are all

from the academic strands STEM, ABM, and HUMSS.

2. The respondents are influenced by personal interest and job opportunities,

while family, relatives, and classmates or friends somewhat influence their

choice of strand.

3. The chosen strand of the respondents has positive effects on their

behaviour, intelligence, and skills.

4. Based on the findings, the researchers crafted a guide to be utilized by

senior high school students in their preferred strand.

RECOMMENDATION

Based on the summary of findings and conclusions drawn, the researchers

recommend the following:

1. Career and strand options are to be provided to the students as early as

possible so that they will not be misled by the information that they will

acquire in choosing their future career.

2. A career guidance program is to be developed with the goal of increasing

students' self-awareness of their personalities, interests, strengths, and

weaknesses, among others. So, the guidance counsellor can provide

guidance towards orientation and choice of strand, a precursor to pursuing

the chosen

3. Families, especially the parents, should be supportive of their child's

preferred Guide them to choose the best path or career for them and

support them not only financially but also morally.

4. Consider job opportunities when choosing the career, you want to pursue.

It is because you have the assurance to fulfil your goals in

5. The guide prepared by the researchers should be considered by schools

when choosing a strand before enrolment.

6. Other studies should be conducted to verify the results of this

BIBLIOGRAPHY
 Citation

1. A. Books Bilbao, Purita P., Dayagbil, Filomina T., Corpuz, Brenda B.

(2015). Curriculum Development for Teachers. Cubao, Quezon City:

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2. Morse, John M. et. al. 2004. The Merriam- Webster Dictionary. United

States of America.

3. Kelly – Plate, Joan (2000). Exploring Career. United States of America.

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Thesis

1. Factors affecting the preference of grade 11 students in their academic strand

at best link college of the Philippines

2. Galano et.al Effectiveness of the Implementation of the K-12 Curriculum on the

academic performance of grade 10 students

Factors Affecting the Strand Preference of the Senior High School Students of

Juan R. Liwag Memorial High School Senior School

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2015_A_Basis_for_Career_Guidance_Program

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2015_A_Basis_for_Career_Guidance_Program
APPENDICES
 Appendix A Letter of

Request to Conduct the

Study

Dear Ma’am/Sir.

Greetings of peace and blessing in the name of our Lord Jesus Christ!
 We humbly request permission to conduct a one-on-one in-depth survey with

senior high school students in our school for the completion of the case study titled "

THE FACTORS INFLUENCING GRADE 11 STUDENTS' ACADEMIC STRAND

PREFERENCES AT GREENFIELD MONTESSORI SCHOOL TANAY MAIN

CAMPUS S.Y.2022-2023." The survey will begin depending on the available time of

the intended research participants. Rest assured that the information obtained will

treated with outmost confidentiality. Hoping this request merits your favorable approval.

hank you very much and God bless

Very truly yours:

Researcher

Candidato, Benedict
Correa, Manisha
Durana, Jonh Raphael
Principe, BJ
Vichozo, Rannie
Zoleta, Jonajoy
Recommending Approval

Mr. Angel A. Reyes

SHS COORDINATOR Approved by:
Dr. DANILO C.
TONGOHAN II
SCHOOL PRINCIPAL
Appendix B Letter to the
Thesis Adviser
MINNIE REVERA SANTOS
Thesis Adviser
Greenfield Montessori School Tanay, Rizal

Greeting of Peace!
The undersigned are conducting a study entitled “ THE FACTORS

INFLUENCING GRADE 11 STUDENTS' ACADEMIC STRAND PREFERENCES

AT GREENFIELD MONTESSORI SCHOOL TANAY MAIN CAMPUS S.Y.2022-

2023.”, as part of our requirements in the Subject Practical Research II Senior High

School Students K-12, ICT. Regarding this matter, we humbly ask for your assistance as

our thesis adviser. We believe that your knowledge and expertise in this field will greatly

enhance our study. We are hoping that this request will be given favorable

consideration.

Thank you very much.

Very respectfully yours,

Candidato, Benedict
Correa, Manisha
Durana, Jonh Raphael
Principe, BJ
Vichozo, Rannie
Zoleta, Jonajoy

Approved:
Minnie Revera Santos
Thesis Adviser
Appendix C Letter to the
Thesis respondents
Dear Respondents,

The undersigned researchers are graduating students of ICT THONSON

and currently undertaking research entitled “THE FACTORS INFLUENCING

GRADE 11 STUDENTS' ACADEMIC STRAND PREFERENCES AT

GREENFIELD MONTESSORI SCHOOL TANAY MAIN CAMPUS S.Y.2022-

2023”. The researchers are seeking your assistance by answering the questions.

In this connection, they are requesting permission to distribute questionnaires to

30 sample Grade 11 students in this school. Rest assured that the results will be

used for academic purposes only.

Thank you and God bless.

very respectfully yours,

Candidato, Benedict
Correa, Manisha
Durana, Jonh Raphael
Principe, BJ
Vichozo, Rannie
Zoleta, Jonajoy
Appendix D Letter to the
Questionnaire Checklist
Appendix E Formula
Percentage Distribution - This was used to relate a part of a numerical analysis

especially on frequency distribution is utilized in treating data.

Where:

P= percentage

F= Frequency

n = total number of respondents

5. Weighted Mean – This was utilized in computing the data reeled by the

questionnaire:

Where:

WM= Weighted Mean

∑ f(x)= Summation of the product of frequency and weight

N; total number of respondents

Appendix F Sample
Computation

STRAND

HUMSS=10
 ABM=10

STEM=10

10÷ 30X100=33.3%

10÷ 30X100=33.3%

10÷ 30X100=33.3%

TOTAL 100%