FACTORS AFFECTING THE DECISION-MAKING OF GRADE 10 STUDENTS IN

CHOOSING THEIR SENIOR HIGH SCHOOL STRAND.

A THESIS PRESENTED TO THE SENIOR HIGH SCHOOL FACULTY OF TOP

ACHIEVERS PRIVATE SCHOOL, INC.

NAME OF MEMBERS:
PADILLA, CZEARINE KATE ANN
MAURICIO, SHANDY ANNE
MILAD, AMIRA CLAIRE
MILAD, AMIRA JANE
NORONIO, NEIL ISABELLE
ORTIZ, KYLA ASTODILLO
PALADAN, MARICAR MARCAIDA
PARAGUISON, ISAAC ARMEJOLA
PEDRO, HAZE JARGON
QUILANG, DAISY REE
ZAMORA, GIAN MANNY

JAYLORD L. DELA CRUZ, LPT

RESEARCH ADVISER

S.Y 2021-2022
I. ABSTRACT

A choice in one’s career is one of the highlights in a student’s life, every decision comes

after taking a careful consideration of the factors that will affect it. In this research, a qualitative

study was used to determine the Factors that affect the decision-making of Grade 10 students of

Top Achievers Private School, Inc. in choosing their Senior High School Strand. In order to obtain

a significant result, the researchers used a semi-structured questionnaire in gathering data to the

Five (5) chosen respondents of Grade 10 students using a purposive sampling. It was identified

that Parents, Skills, Preferences, and alignment of the track to future career choice are the factors

that affect their decisions as discussed on the research findings.

Keywords: Strand, decision-making, courses.

I. TABLE OF CONTENTS

Title Page ………………………………………………………………………………………… I

Abstract …………………………………………………………………………………………. II
Table of Contents ………………………………………………………………………………. III
Dedications …………………………………………………………………………………….. IV
Chapter 1- The Problem and its Background
Introduction ………………………………………………………………………..…….. 1
Statement of the Problem ………………………………………………………………... 3
Theoretical Framework ………………………………………………………………….. 4
Significance of the Study………………………………………………………………… 5
Definition of Terms ……………………………………………………………………… 6
Scope and Delimitation of the Study ……………………………………………………. 6
Chapter 2- Review of Related Literature ……………………………………………………..... 7
Studies on Passion-based …………………………………………………………………7
Studies on Practical-based……………………………………………………………… 11
Studies on Parental Influence ……………………………………………………………15
Studies on Peer Influence ………………………………………………………………. 21
Studies on Self-evaluation ………………………………………………………………26
Chapter 3- Methodology
Type of Research…………………………………………………...……………………32
Design …………………………………………………………………………………...33
Population ……………………………………………………………………………… 33
Sample and Sampling …………………………………………………………………...34
Data Gathering Procedure ……………………………………………………………… 34
Data Analysis Procedure ……………………………………………………………….. 35
Chapter 4- Presentation, Analysis, and Interpretation of Data
Presentation of Data …………………………………………………………………..... 36
Analysis and Interpretation of Data ………………………………………………….… 39
Chapter 5- Summary, Conclusion, and Recommendation
Summary……………………………………………………………………………….
Conclusion ……………………………………………………………………………...
Recommendation ……………………………………………………………………….
Profile of the Researchers ………………………………………………………………………
Bibliography ……………………………………………………………………………………

I. DEDICATION
 This paper is the fruit of the researchers’ hard work and sacrifices. Through their effort,

this research made it to its finality and is humbly dedicated to the people who helped them make

this paper possible. To the researchers’ family who were very supportive throughout, who provided

them with the means to pursue this study, and who patiently understood their situation while

working on this paper. To the staff of Top Achievers Private School, Inc. who were cooperative

and helped the researchers reach their respondents. To Sir Jaylord Dela Cruz, their research

adviser, who patiently guided them all throughout the process of making the study. To the

respondents of the study who worked well with the researchers. Above all, to God who brought

enlightenment to the researchers to pursue this study and showered them with courage, patience,

and guidance in finishing this work. The researchers are utterly grateful to have them by their side

from the start until the final chapters of the study.

-The researchers
I. CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the Introduction, Statement of the Problem, Theoretical Framework,
Significance of the Study, Definition of terms, and Scope and Delimitation.

I. Introduction

Making decisions is one of the most challenging things each student faces that more often
than not, will lead into a dilemma and confusion. And every decision follows certain Factors that
affect it. Everyone has an ability to choose, and choosing their own track to take on Senior High
School is not an exception.
The Researchers of this Study centered on the decision-making of Grade 10 students with
the goal of identifying the factors they weighed while selecting their Senior High School strand.
The Senior High School is a two-year specialized upper secondary education program under the
Republic Act (RA) 10533 or K-12 Program that was implemented during the Aquino III
administration. This entails about how the students can specialize based on their ability, hobbies,
and school competence. Former President Benigno S. Aquino III (2013) states that the
implemented law will help the next generation of Filipinos to be empowered. Furthermore, the
Commission on Higher Education said that students might apply to whichever college course they
wanted, regardless of their track. The Department of Education, on the other hand, advises future
students and SHS pioneers to align their course to the future career path of their choice, as this will
provide them with a sketch of their course and amplify their skills and readiness for their future
subjects, giving them more practices and knowledge, making them more productive and globally
competitive.
According to Development Asia (2019), the K-12 curriculum changes the years for basic
education from 10 to 12 and the added 2 years in high school makes a student more prepared for
college and work. A graduating grade 10 student has to decide the strand they will take once they
start senior high school. Their choice is crucial and will have an influence on the rest of their lives.
Quinter (2011) said that grades, age, personal interests, experiences, and other factors affect
students' career choices, and learning experiences makes a student find their goals in their future
professions. Some students choose the strand they will be taking due to influence by family and
friends while others choose the strand they wanted. And right now, withstanding the Pandemic
while striving to enter Senior High School became an additional denominator in choosing a track.
Apart from the core curriculum, which contains eight components in the new K to 12
program, SHS students must master one study area and base their decision on how they wish to
progress after completing grade 12. Academic, Arts and Design, Sports, and Technical-
Vocational Livelihood are the four major programs from which they can choose. However, Top
Achievers Private School offers three of the four strands provided in the Academic track; the
strands offered are Accounting and Business Management (ABM), Humanities and Social
Sciences (HUMSS), and Sciences, Technology, Engineering and Mathematics (STEM). The
following strands are being taught in an exclusive Learning Management System with a blended
learning of recorded lessons and live classes. Activities, Lectures, and Projects all took place
inside the said Management System.
The Researchers aim to pursue this study seeing that it will be beneficial since choosing a
track involves making an honest self-evaluation of one’s interests, talents, and skills. By
identifying these key factors, it would be a great help for incoming SHS students because they'll
have a guide in choosing their strand. As a result, students will feel more at ease and competent in
the strand they choose, which is especially important for students who are beginning their senior
year in the midst of the pandemic (Manuba, Morales, et al., 2018). Future researchers will also
benefit significantly from recognizing these aspects since they will be able to learn more about the
topic if it is one that they choose to investigate further, this will also act as a guide for them if they
want to make a point on the subject.
By this time now, Grade 10 students are starting to choose their strands in their upcoming
senior high school. Vallejo (2019) states that the right track is a very vital consideration in pursuing
a future career during college. With this motivation, this research was pursued. When learners
enroll in senior high school, they have to choose a strand and track they like to pursue for the next
two years. Students can choose from various strands and tracks which can also assist them to
choose a course they may want to take in college. This is a large choice that a lot of considerations
need to be made when making decisions. According to Kniveton (2004), who explored the
influences or motivations of the students with their career choice. Hence their career aspirations
may refer to their passion-based view of choosing a strand and academic capacity or previous
educational achievement by being concerned about what they want to achieve in a practical way.
According to Natalie (2006), young adults learn about and explore occupations through
interactions with their family, school, and community, which ultimately leads to their career
choice. Adolescents' own ambitions are influenced by their parents' objectives or expectations,
according to one consistent conclusion in study. Parental support and encouragement have been
demonstrated to have a significant impact on profession choice. To satisfy their parents, children
may pick what their parents want (Taylor et al, 2004). On the other hand, Macleod and
Chamberlain (2012), revealed the determinants of the students in wanting their particular degree
or strand. These include their knowledge, their personal confidence, and knowing their purpose in
life. These themes being presented may probably help or have helped the senior high school
students choose their strands. Hence, this study focuses on the preference of strand in Senior High
School decision- making in choosing a particular strand to proceed in college. It intends to assess
the senior high school students with regards to their preferences in taking up a strand in which they
can grab an advantageous opportunity to meet their expectations towards the future.
The Purpose of this Qualitative Study is to determine the view of grade 10 students in
entering senior high-school, and to understand their certain reason that they consider in choosing
their strand. In addition, this paper will discuss how grade 10 students decide on a strand that is
compatible with their skills and would be applied while dealing with a pandemic. Moreover, this
study aims to assess some factors associated with preferences of senior high school track that are
commonly adopted by the Grade 10 students of the school year and to help track the importance
of decision-making for the incoming senior high students.

II. Statement of the Problem

The Study focused on the Factors that affect the Decision-making of Grade 10 Students in choosing
their Senior High School Strand. Specifically, it aims to answer the following questions:
• What was the first thing that a student thought when choosing a Senior High School Strand?
• What are the roles of the Student’s Parents in choosing a SHS Strand?
• Do their friends influence their decision of choosing the Strand they want to take? How so?
• Do the students believe that the Strand they chose will be able to prepare and enhance the skills
they have for the future?
• Is the strand a student wants to take aligned with the College course they want to take in the
future?
• Is the student fully convinced of their choice of strand? Or were they forced?
• Does the student think they have the Skills needed in the strand they chose?

III. Theoretical Framework\

This study is founded on the theory of Social Cognitive Career Theory. Lent et al. (1994)
developed Social Cognitive Career Theory to facilitate understanding of career choice, interest,
and performance processes. This theory identifies the factors that interplay when a student
chooses a certain track and progresses on the chosen career path. Moreover, it provides a
framework for using social cognitive processes to explain success and failure, academic
outcomes, and career outcomes. Social Cognitive Career Theory is divided into two levels of
theoretical analysis: the presentation of cognitive-person variables and the analysis of the
additional sets of variables that may influence career-related interests and choice behavior (Lent
et al. 1994). The first level includes the core variables that affect career choice: self-efficacy,
outcome expectations, and goals. Self-efficacy involves the student’s perception of whether he or
she can succeed at a particular career choice. Outcome expectations include the student’s
perceived tangible rewards for successful performance. Goals, according to Bandura (1989), are
the student’s determination to accomplish a particular outcome. On the other hand, the second
level includes personal inputs, learning experiences, and contextual influences. Personal inputs
comprise the student’s physical attributes. Contextual factors take into account the conditions of
the different environments.

Social Cognitive Career Theory helps in exposing areas that may aid researchers to
understand more about career decision-making and career-related personal variables.
Researchers have used this model as the basis for a number of studies in different settings. Some
researchers used Social Cognitive Career Theory to observe vocational interests in different
tracks or fields of study. In 2002, Smith demonstrated how the social cognitive variables can
predict information technology interests. Cunningham and co-workers (2005) used Social Career
Theory in studying students’ intention in pursuing a career in sports and leisure. Academic
achievement in mathematics was also partially described by Social Cognitive Career Theory
(Cupani et al. 2010). This study proposed that successful academic performance is related to
mathematical ability, beliefs on this ability, and performance targets. Blanco (2011) applied
Social Cognitive Theory to identify Spanish psychology students' interest and choice goals in
participating in statistics related academic or professional activities. Aside from predicting career
interests, researchers were also able to find links between social cognitive variables. Conklin and
co-workers (2012) demonstrated the predictive nature of affective commitment in relation to
career decision self-efficacy and outcome expectations. Social Cognitive Career Theory also
allows researchers to learn more about factors that may negatively affect individuals in pursuing
a career track. In 2013, Dahling and co-workers showed that financial strains are inversely
related to job search self-efficacy, outcome expectations, and goals.

Irvin et al. (2012) tested educational barriers in rural youth to identify variables that can
help in intervention programs and policy making. Tools were also developed in line with Social
Cognitive Career Theory to measure social cognitive variables related to career decision-making.
Rogers and co-workers (2009) developed instruments that can measure the choice of medical
specialty and practice location.

In this study, the researchers utilized Social Cognitive Career Theory to identify the
criteria to be used in the career decision-making tool that was developed. The Social Cognitive
Career Theory factors used are self-efficacy, interests or preference of the student, aptitude, and
the contextual supports such as number of schools available, number of financial assistances, and
preference of parents. According to Lent et al. (1994), self-efficacy helps determine the choice of
activities, environment, effort expenditure, persistence, thought patterns, and emotional reactions
once a problem is encountered. Also, Hackett and Betz (1981) figured that self-efficacy can
predict career-related choices. Lent et al. (1994) defines vocational interests as patterns of likes,
dislikes, and indifference that involve career-relevant activities. One’s interests may develop
goals and involvement in a certain career track. Preference of the students may be part of the
predisposition of the students, which makes it one of the contextual factors that may affect the
career decision-making. One’s aptitude is attributed to the learning experiences (Lent et al.
1994). Learning experiences may affect one’s interests and self-efficacy and may also be
mediated by self-efficacy beliefs. Gastardo Conaco and colleagues (2003) found that parents
have the strongest influence on the Filipino adolescents’ career targets as cited by Mattison
 (2011). The number of schools and financial assistance is also relevant, since choosing a career
track also depends on the resources available to the students. This may fall under contextual
factors.

I. Significance of the Study

The Study focused on the Factors that affect the decision-making of Grade 10 students in
choosing their Senior High School Strand. In addition, the study is also seen to be beneficial to the
following:
• Respondents. The Respondents will benefit from this Study for they will be able to
recognize and reflect on their choice of Strand. Being able to identify its factors would
avoid confusion, promote self-awareness, and will avoid having regrets in the near future.
• Students. The students will benefit from this Study because it Identifies the Factors that
students consider in choosing a strand, with this information, this will serve as a guide in
choosing the strand they want to take in Senior High School.
• Parents. The Parents will benefit from this Study in a way that they will gain knowledge
about their child's preferred strand, raise their children's awareness, and provide them
with the guidance and support that they require in order for their children to be successful
in any strand that they may choose that will serve as a stepping stone for their future careers.
• Teachers. The Teachers will benefit from this Study as this will provide them knowledge
about the students’ decision-making skills and capacities in relation to their selected strands
that would affect their student’s academic strand and in the longer run, can affect their
decisions in life including their careers.
• Future Researchers. The Future Researchers will benefit from this Study because this study
can provide them an overview of the Topic and can be a reference that will strengthen and
support their Future Researches.
I.Definition of Terms
Conceptual Definition:
Factor – Refers to a circumstance, fact, or influence that contributes to a result or outcome.
Decision-making – Refers to the action or process of making choices by identifying a decision,
gathering information, and assessing alternative resolutions.
Senior High School – Refers to a secondary school comprising Grades 11 and 12, the last two
years of the K to 12 Basic Education Program.
Students – Refers to a person who is studying at a school or college.
Strands- used to indicate: (a) the disciplines within a learning area, e.g. history, geography,
economics and civics under ‘social studies’, each with its own associated goals for learning; (b)
domains that group the related general and specific learning outcomes or achievement aims and
objectives within a particular learning area or discipline.

I.Scope and Delimitation of the Study

This Study aims to Identify the Factors that affect the Decision-making of Grade 10
students of Top-Achievers Private School Inc. in choosing their senior high school strand. This
study will identify the things taken into consideration upon choosing a Senior High School track.
The Respondents of the Study composed of Five (5) chosen Grade 10 Students of Top-Achievers
Private School from Alicia Campus.
Taking the Present situation into consideration, the Researchers of this Study will
conduct the said Research through sending out forms online with a set of same questionnaires to
the Five (5) chosen Grade 10 Students of Top-Achievers Private School from Alicia Campus
about the things they are considering in choosing their senior high school strand. The
questionnaire revolves around the Student’s Skills, Preference, Surroundings, Role of the Parents
and Peers, and the Alignment of their track to their Future Courses. The Findings of this
Research will be based on the answers by the chosen Respondents.