Title: Factors Affecting the Decision-making of Grade 10 Students in Choosing their Senior High

School Strand.

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?
• 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?
• Did the student choose the strand they think is hard? Or did they choose an easier
strand?
• Does the student think they have the Skills needed in the strand they chose?
 II. 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) define 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.

IV. 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.

V. Definition of Terms

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.
VI. Scope and Delimitation of the Study

This study focuses on 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 Ten (10) Grade 10 (10) Students of Top-Achievers Private School from Alicia
Campus.

Taking the Present situation into consideration, the Researchers of this Study conducted the
said Research through sending out forms online with a set of questions about the said topic to the Grade
10 (10) Students of Top-Achievers Private School from Alicia Campus.