The Numbers of Decided and Undecided Students of Grade 10 ICT in

Choosing their Strand for Senior High School in

Mamatid National High School

A Mini – Research Paper

Presented to the Faculty of

Mamatid National High School

Mamatid, City of Cabuyao

In partial fulfillment

of the requirements for Grade 10

Birjuega, Rian Dazel C.

 CHAPTER I

INTRODUCTION

Background of the Study

Deciding a strand to take for the next two years in senior high school is a crucial
decision for grade 10 ICT students as their future depends on it. The implementation of
Republic Act No. 10533 contains a K to 12 system that adds two more years in high
school (i.e., senior high). The article by Malonda (2017) discusses how the Department
of Education (DepEd) aims to improve student learning, prepare students for future
employment, and produce competitive students. This is achieved through specialized
disciplines within the Tracks of the Academic Track: STEM, ABM, HUMSS, and GAS,
which are the most popular choices for students entering Grade 11. Students now have
the freedom to choose which track and strand to pursue. The DepEd’s vision is to
strengthen the learners and prepare them before college. The decision-making process
in choosing a strand for SHS is a greatly important part of a student’s education and
personal development. Students actively participating in the decision-making process
are more likely to be satisfied with their selection and perform better academically (The
International Journal of Education Planning). According to a study conducted by the
National Council of Teachers of English (NCTE) (2015), students in their senior year of
high school were more likely to have made a decision about their college major than
those in earlier grades. This suggests that as students progress through high school,
they become more focused and deliberate in their academic and career planning.
Similarly, it is possible that reaching grade 10 could be a significant milestone in the
decision-making process for students in choosing their SHS strand, as this is when they
would need to start thinking seriously about their academic and career goals.
The researcher observes that students of ICT who stepped into Grade 10— classmates,
schoolmates, friends, or family, are more likely to ask and talk about what strand they
are going to take for senior year. The researcher wants to gain information on how
many grade 10 ICT students are prepared for senior high school with their chosen
strand and understand their decision-making process. It is a challenging decision for
students but giving them great opportunities to explore their various interests, and
goals, providing more information, and resources, and providing support, and guidance
with collaboration and mentorship can greatly help students make their own final choice.

Conceptual Framework

Being decided refers to having a final decision on which strand they are planning to take
and being undecided are the ones who have not yet made their final decision and are
still weighing their options. This can be due to various factors that affect the students’
decision-making process. Namely, financial status, family influence, peer influence,
academic performance, and course-related. When students consider their financial
status, they also consider the financial capability that they have, they choose a strand
that suits the range of their financial capability. Financial status has three classes: low
class, middle class, and upper class. Since the financial status of most in public schools
is low and middle class. Those who come from the middle to upper class have greater
sources of availability in terms of funds for miscellaneous fees and tuition fees. Peers
display a positive attitude, encouragement, and a large influence on students' decisions.
Students may also choose a strand based on the skills they excel most, in terms of,
skills in writing that’s why they choose HUMSS or because they are good at math and
science that’s why they choose STEM. Family influence plays a significant role as
parents tend to choose careers for their children based on employment opportunities or
because the parents are the ones who provide tuition fees and other expenses. And
students are more likely to choose a strand based on the course that they will take in
college. According to Marie S. Calilag et al. (2018), found that students' decision-
making process is influenced by personal, family, and social factors such as interests
and values, academic performance, peer pressure, and parental expectations. They
also highlighted the role of school resources, support systems, and school culture in
students' decisions to choose a particular strand. This study contributes to a growing
body of literature on student decision-making in the context of SHS education and has
important implications for policymakers and educators working to improve the quality of
SHS education in the Philippines. In another study by Edwards, K. and Quinter, M in
2011, personal interests, sex, learning experiences, family influence, and result
expectancies lead to confusion, doubts, and undecidedness in students.

Statement of the Problem

Guide

For introductory paragraph state the main objective of the research (MAIN OBJECTIVE
DUN SA PAPER NYO NG TITLE DEFENSE)

Specifically, this paper sought to answer the following specific questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age
1.2 Sex
1.3 Location – if important, kung may kinalaman sa location ang study
1.4 Economic background? – if important, kung may kinalaman sa pera ung
study
2. What is the profile of the respondents in terms of VARIABLE 1, specifically in
terms of:
2.1 parameter 1
2.2 parameter 2
2.3 parameter 3
2.4 parameter 4
2.5 parameter 5?
 3. What is the profile of the respondents in terms of VARIABLE 2?
4. Is there a significant effect on VARIABLE 2 in terms of VARIABLE 1?

Significance of the Study

The success of the study would primarily give an insight on _________________.

Cite the stakeholders and the importance / impact of the research to them.

(Students, school, teacher, parents, community, etc.)

Scope and Delimitation

The study focuses on the (copy the concise title na nasa statement of the problem). Cite
the limitations of the study, like ilan lang ang respondents and bakit sila lang. one
paragraph only.

Definition of Terms

HINTAYIN ANG LECTURE SA ENGLISH PARA SA PART NA ITO

 CHAPTER II

READINGS

For this part naman, let’s make this easy

Variable 1

 (Cite at least 5 definitions of variable 1)

 Lima ang parameters ni variable 1, kaya you must cite at least 5 literatures of
each, maunti na un, wag na magreklamo.
 Ichecheck ko to at reference, kaya dapat each statement dapat may reference,
pag wala ipapaulit ko un

Variable 2

 Cite at least 5 definitions ni variable 2

Variable 3

 Cite at least 10 citations na may effect si variable 1 kay variable 2

Synthesis

Make two to three paragraphs na mag summarize ng tatlong variables mo.

(oh di ba Madali lang, tapos na agad)

 APPENDIX B

Questionnaire

Do not forget to write (OPTIONAL) sa name

Age

Sex

And lahat ng importante sa demographics

Lahat ng tanong sa questionnaire ay dapat may reference sa CHAPTER II, bawal

mag imbento ng questions. Wag maglalagay ng mga bagay na di naman needed,.

Wala naman ako limitations dito, pero sana mabilis maintindihan ng sasagot ung
mga tanong, tsaka sana 1sang papel lang para di magastos.

If tapos na, isend sakin para macheck ko na, at para makapag survey na agad
kayo sa susunod nyong pasok.