1 20 Morales Et Al. (2023) +v1

ISSN (Print): 2945-3372, ISSN (Online): 2984-956X
THE QUESTER 1
Lal-lo National High School Research Journal
Volume 1, Issue 1, July 2023
Journal Homepage: https://thequester.deped-lallonhs.com/
Factors Influencing the Senior High School

Track and Strand Preference of Students
in Lal-lo National High School
Brea Sherene C. Morales, Lei Mar R. Dayag, Mark Evan

P. Pascual, Jaycee B. Rigon, Divine R. Domingo, and
Jannah Jane Y. Medinaceli
Humanities and Social Sciences
Senior High School
Abstract
The K-12 curriculum was legalized under Republic Act 10533. This study
determined the factors influencing Lal-lo National High School students in choosing their
Senior High School Track and Strand. It used descriptive-comparative research design to
describe what factors among Parental Influence, Peer Influence, Interest, and Job
opportunities influence the students. A survey questionnaire was used to gather data from
the 149 calculated sample sizes from the Special Curricula at Lal-lo National High School.
After gathering the data, it was revealed that learners were greatly influenced by their
Interests, influenced by Job opportunities, and somewhat influenced by their Parents and
Peers. All factors do not significantly differ when grouped according to age and sex.
However, it was shown that Special Program in the Arts (SPA) has a greater significant
difference in Parental Influence than Special Science Class (SSC) when grouped according
to Special Curriculum. Peer influence among Grade 9 significantly differs when grouped
according to grade level. It is recommended that learners should start planning from an
earlier grade level and consider other factors too. Further studies can include lower grade
levels or research the factors affecting senior high school learners in choosing their
careers or course.
Keywords: interest, parental influence, peer influence, job opportunities, K-12 program,
special curriculum, track, and strand preference
To cite:
Morales, B., Dayag, L., Pascual, M., Rigon, J., Domingo, D., & Medinaceli, J. (2023). Factors Influencing
the Senior High School Track and Strand Preference of Students in Lal-Lo National High School.
THE QUESTER: Lal-lo National High School Research Journal, 1(1), 1-20.
Morales et al. (2023)

THE QUESTER 2
Introduction
The K–12 program was implemented in the Philippines during the school year
2012-2013. It shifted the education of learners from the Basic Education Curriculum to the
new curriculum, the K–12 program. This curriculum has been legalized under the Republic
Act 10533 or the Enhanced Basic Education Act of 2013. The program aims to give
students longer to acquire and learn the necessary concepts and skills. This would give
students enough knowledge that they would need for their future occupation and livelihood.
This program will ensure that every learner will be prepared for their future. The K–12
program includes kindergarten, six years in elementary school, four years in junior high
school, and two years in senior high school. After finishing all these levels, every learner
will exit the K–12 programs. There are four known exits from K–12: middle-level skill
development, entrepreneurship, employment, and higher education.
Higher education means that learners will continue their studies via tertiary
education. However, before entering tertiary education, students are required to finish the
senior high school level first. Senior high school is the last level of the K–12 programs.
This added two years to the curriculum, during which students must complete Grades 11
and 12. The additional two years were necessary so junior high school graduates are better
prepared for their chosen path. In this way, students will be at the legal age (18 years old)
to be lawfully employed after graduation. At this level, there are tracks and strands that
learners must choose to be in. There are four tracks that students can choose from: the
technical vocational livelihood track, the sports track, the arts and design track, and the
academic track.
Even so, Lal-lo National High School only offers three tracks: the technical
vocational livelihood track, or TVL; the art and design track; and the academic track. The
technical vocational livelihood track, or TVL track, provides students with subjects that
are made specially and focused on job-ready skills. The TVL track offers six
specializations or strands. These are Computer Systems Servicing (CSS), Electrical
Installation and Maintenance (EIM), Beauty and Nail Care (BNC), Dressmaking, Cookery,
and Carpentry. Computer Systems Servicing is a strand created to teach learners how to
install, configure, and maintain computer systems and networks (Computer System
Servicing (NC II) 3, 2022). Electrical Installation and Maintenance includes installing
wiring, repairing or replacing damaged equipment, and inspecting electrical systems
(Electrical Maintenance in Your Workplace, 2022). Beauty and Nail Care covers the
development of the learner's knowledge, skills, and attitude required in performing tasks
like hand spas, foot spas, manicures, and pedicures (Professor, 2022). The article authored
by a user, Dressmaking Joey (2018), states that dressmaking is a strand that teaches
techniques about sewing or designing outputs such as clothes, costumes, and others. The
cookery strand teaches learners basic culinary skills that will let them prepare food for one
person and large groups (Caparas, 2022). The carpentry strand means exactly as its name
suggests. It is about teaching learners the basics of carpentry.

THE QUESTER 3
On the other hand, the Arts and Design track, or A&D track, prepares students as
they wander around the design, performance, and creativity industries. At the same time,
the academic track aims to prepare students for more advanced university courses. The
academic track has three strands. The Humanities and Social Sciences Strand (HUMSS),
Science, Technology, Engineering, and Mathematics (STEM), and the Accountancy,
Business, and Management Strand (ABM.) HUMSS circles various disciplines that explore
the human condition through analytical, critical, and empirical means, allowing for
studying social and behavioral changes (HUMSS Strand Courses, 2022). STEM is a
method of learning and development. Students gain essential abilities through STEM, such
as problem-solving (Mandirigstem, 2017). In contrast, ABM gives learners a better
understanding of all topics relating to business finance, economics, and marketing
(Antonio, 2018).
Before undergoing any track or strand, learners must face the challenge of choosing
their track and strand. According to Malaguial et al. (2023), choosing a senior high school
stream is one of the most challenging decisions junior high school students must make. It
is important because their chosen track will be their training ground before adulthood.
Some factors may affect learners' decisions about their chosen track and strand. It is stated
in the study of Benitez et al. (2018) that three significant factors affect the choice of track
and strand: interpersonal factors, personal characteristics factors, and environmental
factors. The interpersonal factors include family, peers, and classmates. The personal
factors include the person's interest. At the same time, the environmental factor includes
job opportunities.
In conclusion, in this curriculum, students must undergo a deep thought process to
decide. Furthermore, while in this stage, students' decision-making might be influenced by
such factors. This study aims to determine the factors influencing the students' choosing
their Senior High School Track and Strand.
Literature review
This part of the study was completed after an in-depth search conducted by the
researchers. This part contains related literature that is an essential piece of the study. The
information added to this part was included to help familiarize readers with relevant topics
related to the current study.
Philippine's K-12 Curriculum

Education is essential to a human's life. It was stated in the study of Abulencia
(2015) that education is a social investment for the basic unit of society and the whole
nation. Education enhances knowledge and skills while fostering personality and attitude

THE QUESTER 4
growth. One advantage of education is acquiring and developing critical and logical
thinking and the capacity to make independent decisions (Abragan et al., 2022).
The "K to 12" initiative, the Philippines' comprehensive reform of its basic
education, was introduced in 2012. Through this reform, the Philippines is bringing
secondary education up to par with international standards and placing a high importance
on kindergarten (Masayoshi, 2013). As stated in Abueva (2019), this implementation was
the key to the growth of our country. Meanwhile, the study by Dizon et al. (2019) said this
implementation aims to produce highly educated learners with foundational skills for
career and lifetime learning. Because of the program, Filipino learners are already seen and
viewed as equals in terms of abilities with international learners.
In the implemented curriculum, some changes gave learners more time to focus and
master what they needed to live. Two years were added to secondary education, which they
labeled senior high school. It has two grade levels, which are Grades 11 and 12. These
different grades have their specializations or tracks that students can freely choose from.
However, choosing a track is a difficult challenge, and it tests one's decision-making skills.
Certain factors influence a student's decision when deciding which track to be on.
Personal interest, academic aptitude, familiarity with the subject, and peer influence
are the most frequently mentioned characteristics among learners, according to a study by
Fizer (2013). Other elements mentioned in Manapsal's study (2018) that are seen as helpful
when adolescents ask for assistance include their parents, professors, friends, and
classmates. Given the various criteria mentioned, it is clear that making a decision is
essential since students must consider various things. However, some kids continue to
believe that the senior high school track they select will not matter in the future. Thus, they
make no considerations. (Cabanias, 2021).
Parental Influence and Career Choice

The family is the fundamental unit of society. Families are the ones who provide
for the material and non-material needs of every child; in fact, it is in families that every
child grows and learns the necessary information to live. The study by the International
Federation for Family Development (2017) said that the family is the environment where
ethical and cultural values are naturally achieved. The common values adopted are the
ability to survive and thrive, multilingualism, and education. In the same unit, the children
learn to write and read, starting with writing their names. The same study in the previous
citation said that each family is responsible for their child's education and socialization. In
addition, it was presented in the study of Sapungan (2014) that family involvement in
education has many benefits for a child's growth.
The involvement of parents in a child's education is inevitable. The article Parental
Involvement in Education (2023) shows that parental involvement in a child's education is

THE QUESTER 5
consistent and has caused a positive relationship between parents and their child. However,
the article published by Gaunt (2013) contradicted the previous citation by stating that
being overly involved can be a problem or issue for a child. It was even added that students
get too distracted by the presence of their parents.
The influence of a parent's involvement in a child's education is also inevitable. In
some movements or anything that needs to be decided on, parents would intervene or get
themselves involved, and these interventions have influenced their children. This situation
is evident, especially when students decide on their careers. The results of the study by
Kumar (2016) reveal that parents significantly influence career choice among students. It
was learned that parents have an important influence on students' career choices. It was
even stated that fathers influence students' career choices more than their mothers. In
contrast, the study of Olaosebikan et al. (2014) states that students in secondary schools in
their government have some independence in making career choices.
The influence of parents on their child's choice of track and strand is as evident as
their influence on career choice. The survey results in the study of Cervera et al. (2016)
show that the interpretation of parental influence was high. This result means that parental
influence on learners plays a big role in choosing their preferred track and strand in senior
high school. Meanwhile, the results of the study by Tortor et al. (2020) show that the
parents' influence has more influence than the learner's personal interests. In contrast with
the two studies, Abarro (2016) presents the results of their study, which show no
association between parental influence and track choices. These findings mean that even if
parents get involved in their child's education a lot, their influence still differs.
Influence of Peers in the Career Choice of the Students

Peers that surround us are necessary, especially in social life. Peer relationships
provide effects that might be positive, such as learning social-emotional skills like empathy
and cooperation, or negative, such as poor social-emotional development that resulted from
deviant peer processes. Likewise, learners are also influenced in their decision-making, and
choosing a career is not exempted. According to the study of Kazi and Akhlaq (2017), peer
influence is the second most significant factor next to parental influence when it comes to
career choice. The study analyzed their semi-structured interview and found that learners
are more comfortable and confident making career choices with their friends. This result
shows that the mere presence of their friends can significantly affect their decisions. The
study by Koech et al. (2016) discussed how peers greatly influence a student's career
choice, especially when their friends are mentoring or advising them and when they
approve of whatever choice they make. Peer influence is evident in the choice of course in
college, too, along with parents' decisions and students' abilities. However, among the three
factors, peer influence has the lowest influence on college course choice (Dupan et al.,
2019).

THE QUESTER 6
There is a greater challenge in a student's life before struggling with choosing their
college course, and that is the decision they need to make in choosing their senior high
school track and strand. Moneva and Malbas (2019) conducted a study that showed that
peer influence significantly influences choosing the senior high school track. They noticed
that peers influence students' preferred tracks, which makes choosing a senior high school
track more difficult. It makes decisions more difficult to the point that they described it as
"one of the biggest challenges" to a student's decision-making.
Students' Interest in Career Choice

Personal interests significantly influence career decisions because they are crucial
to the type of employment someone wants. People will work extremely hard and dedicate
themselves to achieving their career goals. Also, the student's interest will encourage them
to participate more in what they are passionate about (Abdo & Majid, 2016).
According to the study of Nyamwange (2016), student interest plays a vital role in
a person's professional choice. Many studies support interest as one of the fundamental
factors influencing career choice. Ahmed (2014) stated in his study that students know their
interests are the main force when selecting their major. According to the study by Bubic
(2014), students' natural or initial interest in a particular area of future study frequently
influenced their choice.
In addition, the study by Sierra (2020) concluded that the most essential thing that
students consider when choosing their senior high school track is what they are interested
in. Because of this, students became more motivated to achieve good academic
performance. The same findings were found in the study of Anuada (2017), where she
revealed that personality or interest is the factor having the most influence in choosing their
track and strand, and therefore concluded that it plays an essential role in choosing the right
career.
Contrary to the previous citation, the study by Rio et al. (2022) did not find any
significant influence when deciding what senior high school track and strand they should
choose. Similar studies show the same result, proving that the learner's interest affects their
decision differently.
Job Opportunities Affect Career Choice
Job opportunity is one of the factors that learners take most into consideration.
Alongside their interest in a particular profession, it was discovered that students are
motivated to take their courses because of employment opportunities (Kunnen, 2013).
However, interest and the high chance of getting employed are not the only reasons learners
choose a particular career.

THE QUESTER 7
The study of Bakar et al. (2014) states that learners choose their careers depending
on what benefits are included in a job, such as financial remuneration, job security, and
satisfaction. A similar study was conducted in Switzerland, which shows that youth
learners consider accessibility when choosing jobs, choosing jobs near them instead of
those they prefer (Atitsogbe et al., 2018). The study by Choi and Kim (2013) shows the
same result, where Korean students focus on the accessibility of their job.
Students must go through a complicated process while choosing a career in which
they need to consider various factors, including job opportunities (Santric-Milicevic et al.,
2014). The study of Princes et al. (2023) showed that job opportunity is the second-most
influential factor in choosing a senior high school stream. The study by Japitan et al. (2015)
showed that learners know the job opportunities surrounding them. However, learners were
found to be only somewhat influenced by the said factor, and they only consider job
opportunities less when making track preferences but do not disregard it.
Statement of the Problem

This research aimed to determine what factors influence Lal-lo National High
School students to choose their Senior High School Track and Strand. Specifically, it
answers the following questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex
c. Special Curriculum Classification
d. Grade Level
2. What are the factors affecting learners in track and strand choosing their preferred
track and strand for senior high school along:
a. Parental Influence
b. Peer Influence
c. Interest
d. Job Opportunities
3. Is there a significant difference between the following variables when grouped
according to profile?
a. Parental Influence
b. Peer Influence
c. Interest
d. Job Opportunities

THE QUESTER 8
Conceptual Framework
This research study used the Independent Variable and Dependent Variable models.
The model serves as the structure and guide for the whole course of this research.
Substituting the variables of this study in the IV-DV mode, the researchers came up with
the following:
Independent Variables Dependent Variables
Profile Variables • Parental Influence

• Age • Peer Influence
• Sex • Interest
• Special Curriculum • Job Opportunities
Classification
• Grade Level
Figure 1. The Framework of the Study
Limitations of the Study

The general scope of this study is to determine the factors affecting learners' track
and strand choices under the special curriculum at Lal-lo National High School. The
respondents for this study are the learners under the Special Curriculum at Lal-lo National
High School. There are three special curricula at Lal-lo National High School: The Special
Science Class (SSC), the Special Program in the Arts (SPA), and the Special Program in
Journalism (SPJ). The study includes learners in Grades 9 and 10, which have a total of
237 learners. This study was conducted from February 2023 to June 2023 and did not
extend the allotted time.
Methods
Research Design
This study is quantitative in nature. The researchers employed a descriptive-
comparative research design. It was used to determine the factors affecting learners under
the Special Curriculum in choosing their Senior High School track and strand in Lal-lo
National High School. A survey questionnaire tool was employed to gather relevant data.
Thus, the descriptive-quantitative research method collected quantitative information for
statistical analysis of the responses from the population sample.

THE QUESTER 9
Participants and Sampling of the Study

Lal-lo National High School has special programs where students can be under.
There are three programs in the school: Special Science Class (SSC), Special Program in
Journalism (SPJ), and Special Program in Arts (SPA). The researchers studied the three
specialized programs' Grades 9 and 10 students. 467 learners are currently enrolled in these
programs, and there are 237 learners belonging to both Grade 9 and 10. The researchers
employed stratified random sampling. The calculated total sample size was 149. This
sample size was calculated using Slovin's Formula. The researchers then selected 149
stratified random willing respondents in the three curriculums.
Program Total Population Sample
Special Science Class (SSC) 80 71
Special Program in the Arts (SPA) 90 40
Special Program in Journalism (SPJ) 67 38
Total 237 149
Table 1. Distribution of Respondents
Instrumentation
The researchers based their survey questionnaire on the questionnaires of previous
studies: Tortor et al. (2020), Rio et al. (2022), Cervera et al. (2016), and Japitan et al.
(2015). The researchers created a questionnaire with two (2) parts to get the appropriate
data. Part I of the questionnaire contains items that gather the respondent's profile, such as
their age, sex, specialized curriculum classification, and their grade level. Part II contains
the survey with twenty (20) statement situations which have five (5) choices to pick. The
Likert scale was used to assess the answers. The respondents are given a scale from 5 to 1
corresponding to a certain description: 5 - Very Much Influenced, 4 - Influenced, 3 -
Somewhat Influenced, 2 - Less Influenced, and 1 - Not Influenced. This survey
questionnaire determined what factors really affect learners under the Special Curriculum
in choosing their Senior High School track and strand in Lal-lo National High School.

THE QUESTER 10
Analysis of Data
The data gathered were analyzed using the following statistical tools:
Frequency Distribution and Percentage. These statistical tools are used to
determine the profile of the respondents in terms of age, sex, special curriculum
classification, and grade level.
Mean and Standard Deviation. It was used for the second part, which contains
the survey for the factors affecting learners in choosing their preferred senior high school
strand.
T-test and One Way ANOVA test. The data from comparing Parental and Peer
Influence, Interest, and Job Opportunities according to Profile Variables were analyzed
using these statistical tools.
Result and Discussion

Profile of the Students
Table 2 contains the respondents' profiles regarding Age, Sex, Special Curriculum,
and Grade Level. The table shows that the percentage of respondents aged 14 to 15 is 94
or 63.1 percent and the total of respondents aged 16 and 55 or 36.9 percent. The age of the
respondents has a mean of 15.2 years old which means that the age of the respondents is
not too young nor old from the age range. The table also shows 56 or 37.6 percent males
and 93 or 62.4 percent females. 71 or 47.7 percent of the respondents were from the Special
Science Curriculum (SSC), 40 or 26.8 percent of the respondents were learners under the
Special Program in the Arts (SPA), and 38 or 25.5 percent of the respondents came from
the Special Program in Journalism (SPJ.) Lastly, it shows the total of respondents in Grade
9, 61 or 40.9 percent learners, and the total of respondents in Grade 10, 88 or 59.1 percent.
Table 2. Profile of the Students

Age Frequency Percentage
14 to 15 94 63.1
16 and above 55 36.9
Mean =15.2 years old
Sex
Male 56 37.6
Female 93 62.4
Special Curriculum
Special Science Class (SSC) 71 47.7
Special Program in the Arts (SPA) 40 26.8
Special Program in Journalism (SPJ) 38 25.5
Grade Level
Grade 9 61 40.9

THE QUESTER 11
Grade 10 88 59.1
Factors Affecting Learners' in Choosing Their Preferred Track and Strand for
Senior High School
Parental Influence
The 3rd table shows the results of the first factor, parental influence. The 5
statements under the first indicator have a total average weighted mean of 3.19, revealing
that students are only somewhat influenced by their parents. "I always try to make my
parents proud of me" has the highest weighted mean of 4.54, while "I would pursue the
same career that my parents took" has the lowest weighted mean of 2.23. This implies that
the parents of the learners only somewhat influence their child in choosing their preferred
track and strand for senior high school. The study of Hashim and Embong (2015) reveals
that parents influence their child's career choices. However, the study of Abarro (2016)
presented a result that shows no relationship between parental influence and track choices.
In association to these studies, it proves that Parents may or may not influence a student's
track and strand choice.
Table 3. Level of parental influence on the students in choosing their preferred track and
strand for senior high school
Descriptive
Parental Influence Mean SD
Interpretation
1. I would pursue the same career that my
2.23 1.21 Less Influenced
parents took.
2. I'll choose depending on the preference
made by my parents since they will 2.57 1.221 Less Influenced
provide for my expenses.
3. I always try to make my parents proud Greatly
4.54 0.842
of me. Influenced
4. I rely on my parents who are the ones
responsible for choosing a career for Somewhat
2.62 1.183
me since they may know what is the Influenced
best for me.
5. I receive advice from my parents on
3.97 1.078 Influenced
every decision I make.
Overall Mean and Somewhat
3.19 1.11
Standard Deviation Influenced
Descriptive Value:
4.20-5.00 >> Greatly Influence 1.80-2.59 >> Less Influenced
3.40-4.19 >> Influenced 1.00-1.79 >> Not Influenced
2.60-3.39 >> Somewhat Influenced

THE QUESTER 12
Peer Influence
The 4th table shows the results of the second factor, peer influence. The statement
"I share thoughts and opinions with my friends in choosing strands" has the highest
weighted mean of 3.55, and "I'll take my friends' recommended track and strand that they
think suits me" has the lowest weighted mean of 2.29. The 5 statements under the second
indicator have a total weighted mean of 2.89 which is the factor that influences the students
the least. It means that learners somewhat consider their peers in making their decision in
choosing their preferred senior high school track and strand. This indicator was revealed
as the lowest factor that influences a preference. Similar to the said results, the study of
Dupan et al. (2019) found that among the three factors, which are parents' decision, peer
influence, and student's abilities, peers have the least influence on the learners.
Table 4. Level of peer influence of the students in choosing their preferred track and strand
for senior high school
Descriptive
Peer Influence Mean SD
Interpretation
1. I'm depending on peer decision Somewhat
2.72 0.979
making. Influenced
2. I'm afraid to be left out by my Somewhat
2.90 1.339
friends. Influenced
3. I'll take my friends' recommended
track and strand that they think suits 2.29 1.035 Less Influenced
me.
4. I share thoughts and opinions with
my friends in choosing strands.
5. I'm hoping that my friends will
Somewhat
acknowledge me if I choose the same 2.97 1.317
Influenced
strand with them.
Overall Mean and Somewhat
2.89 1.14
Descriptive Value:
4.20-5.00 >> Greatly Influenced 1.80-2.59 >> Less Influenced
Interest
The 5th table shows the average weighted mean of the students' level of interest in
choosing their preferred track and strand for senior high school. The statement "I will
choose a strand that is based on my dream career." ranked first with a mean of 4.52 and

THE QUESTER 13
"I'll choose a strand that is related to the hobbies I like" ranked the least with a mean of
4.31. The five statements under this factor garnered an average weighted mean of 4.41
which is equivalent to the value of Greatly Influenced.
The results mean that the learners' interest has greatly influenced their choosing
their Senior High School Track and Strand. According to the study of Nyamwange (2016),
student interest plays a vital role in a person's choice. In addition, the study by Sierra (2020)
concluded that the essential thing that students consider when choosing their senior high
school track is what they are interested in.
Table 5. Level of personal interest of the students in choosing their preferred track and
Descriptive
Interest Mean SD
Interpretation
1. I based my strand with my skills and Greatly
4.35 0.877
abilities. Influenced
2. I will pick a strand that will give me Greatly
4.44 0.809
the most satisfaction. Influenced
3. I'll choose a strand that is related to the Greatly
4.31 0.892
hobbies I like. Influenced
4. I know I will be challenged in the Greatly
4.44 0.833
strand that I will choose. Influenced
5. I will choose a strand that is based on Greatly
my dream career 4.52 0.827 Influenced
Overall Mean and Greatly

4.41 0.85
Descriptive Value:
Job Opportunities
The 6th table shows the level of job opportunities of the students in choosing their
preferred track and strand for senior high school. The statement "I am fully aware of the
opportunities that surround the career I seek." ranked first with an average weighted mean
of 4.03, while "I'll choose a strand that is related to an in-demand job," "I'll choose a strand
based on salary expectation," and "I'll choose a strand that offers job upon graduation" has
the same average weighted mean of 3.56. Furthermore, all five statements have a total
average weighted mean of 4.04. It means learners are influenced by the Job Opportunities
available in a specific track and strand when choosing their Senior High School Track and
Strand. The study of Princes et al. (2023) showed that job opportunity is the second-most

THE QUESTER 14
influential factor in choosing a senior high school stream, which is the same as the results
in this study.
Table 6. Level of job opportunities of the students in choosing their preferred track and
Descriptive
Job Opportunities Mean SD
Interpretation
1. I'll choose a strand that is related to
an in-demand job.
2. I prefer a strand based on its
employability and stability.
3. I'll choose a strand based on salary
expectation.
4. I am fully aware of the opportunities
that surround the career I seek.
5. I'll choose a strand that offers jobs
upon graduation.
Overall Mean and Standard
Deviation
Descriptive Value:
Comparison of Parental and Peer Influence, Interest, and Job Opportunities

according to Profile Variables
Age
Table 7 compares Parental and Peer Influence, Interest, and Job Opportunities
according to age. It reveals no significant difference in Parental and Peer Influence,
Interest, and Job Opportunities when grouped according to age. These findings suggest that
the age of the respondents does not affect the factors influencing their selection of their
Senior High School Track and Strand. The study of Van der Heijden et al. (2021) revealed
no relationship between an individual's age and what they consider necessary in their
decision-making. Therefore, similar to the study's findings, an individual's age does not
have a significant relationship with the factors that may influence them when they complete
their decision.

THE QUESTER 15
Table 7. Differences in Parental and Peer Influence, Interest, and Job Opportunities
according to age
Variables t-value df p-value Statistical Inference
Parental Influence 0.00214 147 0.998 Not Significant
Peer Influence 1.07008 147 0.286 Not Significant
Interest 1.19206 147 0.235 Not Significant
Job Opportunities 0.74272 147 0.459 Not Significant
Sex
Table 8 shows the differences in Parental and Peer Influence, Interest, and Job
Opportunities according to sex. It found no significant difference in Parental and Peer
Influence, Interest, and Job Opportunities when grouped according to sex. The findings
mean that the respondents' sex has no relationship with the factors affecting learners in
choosing their preferred Senior High School Track and Strand. In contrast, the study of
Villanueva‐Moya and Expósito (2021) reveals that there is a relationship between one's sex
their decision-making. The study also revealed that females make more disadvantageous
decisions than males.
according to sex
Peer Influence -1.468 147 0.144 Not Significant
Job Opportunities -0.409 147 0.683 Not Significant
Special Curriculum Classification

Opportunities according to special curriculum classification. The table shows no
significant difference in Peer Influence, Interest, and Job Opportunities when grouped
according to special curriculum classification. Additionally, the analysis revealed that the
Special Program in the Arts has a higher parental influence than the Special Science Class.
In contrast, Special Program in Journalism does not have a significant difference compared
to parental influence.
This implies that the learners under SPA consider their parents more when deciding
on their preferred senior high school track and strand than those under SSC. In comparison,
the learners under SPJ do not consider their parents that much when they create their
decision. The study by Kumar (2016) also revealed that parents significantly influence
career choices among students.

THE QUESTER 16
according to special curriculum classification
Statistical
Variables F df1 df2 p
Inference
Parental Influence 4.223 2 146 0.016 Significant
Peer Influence 1.881 2 146 0.156 Not Significant
Interest 0.997 2 146 0.372 Not Significant
Job Opportunities 0.359 2 146 0.699 Not Significant
Post-Hoc Test – Parental Influence SSC SPA SPJ
SSC Mean difference — -0.418* -0.137
SPA Mean difference — 0.281
SPJ Mean difference —
Note. * p < .05, ** p < .01, *** p < .001
Grade Level
Opportunities according to grade level. The table shows that there is no significant
difference when it comes to Parental Influence, Interest, and Job Opportunities when
grouped according to grade level. The analysis also revealed a significant difference in the
peer influence of the students when grouped according to grade level. The post hoc test
showed that peers had a more significant influence on the Grade 9 learners than on the
Grade 10 learners. This implies that some learners consider their peers in choosing their
preferred senior high school track and strand. Kazi and Akhlaq (2017) found that some
learners are comfortable and confident making career choices when they are with their
friends, and the mere presence of their friends can influence their decision.
according to grade level
Peer Influence 3.981 147 < .001 Significant
Job Opportunities 1.48 147 0.141 Not Significant
Conclusions and Recommendations

This presents the researchers' conclusion about the study and some
recommendations for those who would like to conduct a similar study.

THE QUESTER 17
The following conclusions were drawn from the initial findings:

1. The factor Interest had a descriptive equivalent of greatly influenced. On the other
hand, the factor of Job Opportunities had a descriptive equivalent of Influenced.
While Parental and Peer Influence had a descriptive equivalent of Somewhat
Influenced.
2. Interest was revealed as the most influential factor for Lal-lo National High School
learners. Job Opportunities, Parental Influence and Peer Influence then followed it.
3. Students were found to have the same level of Parental Influence, Peer Influence,
Interest, and Job Opportunities when grouped according to age and sex.
4. The factor of Parental Influence has a significant difference according to special
curriculum classification.
5. Finally, the factor of Peer Influence significantly differs according to grade level.
Based on the finding and conclusions drawn from this study, the following
recommendations are offered:
1. It is recommended that learners do not just actually consider the factors indicated
in this study because there are more factors to consider.
2. Learners must think thoroughly before coming up with a decision. Learners must
plan this for a long time, so starting from an earlier level is recommended so rushed
decisions are avoided.
3. Parents should be aware of the importance of choosing a Senior High School Track
and Strand to guide their children properly when they enter secondary education.
4. Teachers may guide the learners when choosing their senior high school track and
strand.
5. The school may start conducting other actions to face this topic, such as track and
strand guidance before exiting tenth grade.
6. DepEd may implement programs supporting career guidance for learners under the
lower year levels.
7. Conducting a similar study while including the lower grade levels and learners from
the regular section is highly recommended.
8. It is also recommended to conduct a study wherein the respondents are from the
Senior High School department while researching the factors that affect their
decision in choosing their future course or career.
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THE QUESTER 18
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THE QUESTER 19
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THE QUESTER 20
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ISSN (Print): 2945-3372, ISSN (Online): 2984-956X

Factors Influencing the Senior High School

Brea Sherene C. Morales, Lei Mar R. Dayag, Mark Evan

Morales et al. (2023)

Morales et al. (2023)

Philippine's K-12 Curriculum

Morales et al. (2023)

Parental Influence and Career Choice

Morales et al. (2023)

Influence of Peers in the Career Choice of the Students

Morales et al. (2023)

Students' Interest in Career Choice

Job Opportunities Affect Career Choice

Morales et al. (2023)

Statement of the Problem

Morales et al. (2023)

Independent Variables Dependent Variables

Profile Variables • Parental Influence

Figure 1. The Framework of the Study

Limitations of the Study

Morales et al. (2023)

Participants and Sampling of the Study

Program Total Population Sample

Special Science Class (SSC) 80 71

Special Program in the Arts (SPA) 90 40

Special Program in Journalism (SPJ) 67 38

Total 237 149

Table 1. Distribution of Respondents

Morales et al. (2023)

Result and Discussion

Table 2. Profile of the Students

Morales et al. (2023)

Morales et al. (2023)

Morales et al. (2023)

Overall Mean and Greatly

Morales et al. (2023)

Comparison of Parental and Peer Influence, Interest, and Job Opportunities

Morales et al. (2023)

Special Curriculum Classification

Morales et al. (2023)

Conclusions and Recommendations

Morales et al. (2023)

The following conclusions were drawn from the initial findings:

Morales et al. (2023)

Morales et al. (2023)

Morales et al. (2023)

Morales et al. (2023)

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