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Republic of the Philippines

CAMILING CATHOLIC SCHOOL, INC.
Arellano St., Pob. B, Camiling, Tarlac
Tel. No: (045) – 9340 – 151
camcs1964@yahoo.com

TRACER STUDY ON THE SENIOR HIGH SCHOOL GRADUATES OF

CAMILING CATHOLIC INC. S.Y. 2019-2020

In partial fulfillment of the requirements

in Practical Research 2

Abellera, Jerome
Aguilar, Chamica De Jesus
Apolonio, Natasha Nicole Manuel
Batac, Bhreant Angelo Duque
Bugayong, Jannah Eunice Verano
Colitoy, Kim Micca Calgao
Clemente, Ehvan Premarion
Dela Cruz, Hazel Anne Salas
Del Rosario, Kim Kennidy Dela Cruz
Esteban, Gielyn Faith Transfiguracion
Esteban, Sharie Leene Dela Cruz
Ico, Ianne Ashlee Pacunana
Julian, Trisha Mhae Lalu

December 2022
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In the Philippines, holding a diploma is a symbolism of a students’ hard work. It

holds sentimental values, good memories, and a representation of opening new

possibilities for the betterment of a student’s life. It is not used to be just a display in

honoring one’s accomplishment, but a ticket in being qualified in entering college in

pursuing one’s goal and to have the opportunity to be employed.

According to Estonanto (2017), the Philippine Department of Education

implemented the Enhanced Basic Education Curriculum in 2013, which resulted in the

creation of the Senior High School Program that transformed the Philippine education

curriculum into what is now known as the K to 12 curriculum. Former and late President

Benigno Aquino III implemented the education program approved by Republic Act

No.10533, also known as the Enhanced Basic Education Act of 2013 or K to 12 program,

which on May 15, 2013, was signed into law. The program aims to improve science

education and science instruction in the Philippines. It covers six years of primary

education, four years of junior high school, and two years of senior high school. In this

way, it can allow the students to develop important skills for the betterment of their

college life, for their career, and in order to have greater opportunities globally.

However, Senior High School (SHS) student graduates in the Philippines still face

difficulties when making the transition from SHS student life to their SHS exit, which

makes them acquire a challenge during college admissions, employment, and difficulties
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in creating a business. This is due to the fact that when SHS students graduate from their

department, their indecisive nature is initiated that holds them back from choosing the

right career. Hence, they may not end up pursuing college, end up taking certain courses,

and be misaligned on what job to pursue which might not be suitable for their mindset

which will cause them to suffer (Swayam, 2021).

With this, it has become the motivation of any Higher Educational Institution

(HEI), such as Camiling Catholic School, Inc., to function as a leverage in paving the

way for their students to be on the right path in fueling their passion or to have a clear

vision of what course to pursue. In this way, they could mold excellent SHS student

graduates who are prepared and are passionate to enter their SHS exit with confidence

that will help their students to be aligned which will catalyze them to have satisfaction

and devotion to their chosen courses, employment, or business. Villena (2017) stated that

it is now easier than ever to get the SHS children ready to start college or the workforce.

However, it is difficult to predict what exactly a student is going to be after completing

high school as they might experience difficulties in entering their SHS exit or some may

have no interest in pursuing it.

The Philippines has now produced a few graduated SHS batches following its

significant education reform, which paved a way for tracer studies to be implemented in

knowing their current status. There are a lot of tracer studies and numerous conclusions,

and recommendations have already been made, but not much has been studied yet on the

graduates of the Senior High School department, since the main focus of the tracer

studies' respondents is on the graduates in tertiary education. With this, it has become a

motivation for the researchers to conduct this study in order to keep track of Senior High
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School graduates of Camiling Catholic School Inc., specifically Senior High School

graduates batch 2019-2020. In this way, the researchers could see if the academic path

they have taken is aligned with the course and career they have today. It will also

determine their current status, conditions, the advantages, and disadvantages of their

chosen SHS track to their SHS exit. Moreover, it seeks to assess the school in terms of

the graduates' acquired academic advantages. It also aims to seek ways to enhance the

effectiveness of the program in improving the skills and knowledge of students to be

globally competitive. With this, it will contribute to the society by highlighting the

strengths and weaknesses of the new basic education system to help examine its impact in

the country.

With the researchers implementing a tracer study, it will be a great attempt to determine

whether the program is successful in meeting the needs of their lifelong learners. It can

also assist students in identifying issues regarding the program in order to provide

effective recommendations and solutions for the betterment of their future tertiary

education and career. This will be beneficial in making decisions for others who will

choose which strand to take for Senior High School, including SHS graduates who will

decide on which course or career to take and identify other issues (Padios, Jr. et al.,

2021).

Statement of the Problem

The main goal of this study is to trace the Senior High School graduates of

Camiling Catholic School Inc. S.Y. 2019-2020. In order to get all the information

required, the following questions will be specifically aimed in this study:

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

1.1 age;

1.2 gender;

1.3 civil status;

1.4 SHS strand;

1.5 SHS academic rating; and

1.6 socio-economic status?

2. What is the SHS exit take in terms of:

2.1 tertiary education;

2.1.1 year level; and

2.1.2 specific course?

2.2 vocational courses;

2.2.1 course duration;

2.2.2 specific course; and

2.2.3 3 certificates acquired?

2.3 employment; and

2.3.1 employment status;

2.3.2 reason for employment;

2.3.3 nature of work;

2.3.4 length of employment;

2.3.5 nature of business company is engaged in;

2.3.6 present position; and

2.3.7 skills acquired in SHS in relation to their job?

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2.4 entrepreneurship;

2.4.1 nature of business;

2.4.2 reasons in starting a business; and

2.4.3 skills acquired in SHS in relation to your business?

3. What are the reasons for the respondents in pursuing their SHS exit?

4. How aligned is the SHS exit of the respondents to their college courses?

5. What are the advantages of their SHS strand that is aligned to their SHS exit?

6. What are the disadvantages of the SHS strand that is not aligned to their SHS

exit?

7. What are the effects of SHS academic rating to college performance?

8. How much did the respondents feel they gained as a result of their education

at

CamCS?

9. What are ways to improve the competitive edge of CamCS graduates in terms

of program implementation?

10. What is the relationship between the SHS academic rating of the respondents

and the advantages of an aligned SHS strand to SHS exit, Effects of SHS academic rating

to college performance, and perceived educational gain at CamCS?

Objectives of the Study

The primary objective of this study is to trace the Senior High School graduates of

Camiling Catholic School, Inc. S.Y. 2019-2020. The following objectives were especially

targeted by this study:

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1. To determine the demographic profile of the respondents in terms age, gender,

civil status, SHS strand, and SHS academic rating.

2. To describe the SHS exit take in terms of: tertiary education (year level and

specific course), vocational courses (course duration, specific course, and certificates

acquired), employment (employment status, reason for employment, nature of work,

length of employment, nature of business the company is engaged in, present position,

and skills acquired in SHS in relation to their job), and entrepreneurship (nature of

business, reasons in starting a business, and skills acquired in SHS in relation to your

business).

3. To determine the reasons of the respondents in pursuing the SHS exit.

4. To determine the alignment of the SHS strand taken by the respondents to their

SHS exit.

5. To determine the advantages of the aligned SHS strand taken to their SHS exit.

6. To determine the disadvantages of the chosen SHS strand that is not aligned to

their SHS exit.

7. To identify the effects of SHS academic rating on college performance.

8. To determine how much the respondents feel they gained as a result of their

education at CamCS.

9. To identify ways to improve the competitive edge of CamCS graduates in terms

of program implementation.

Significance of the Study

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This study will be conducted with the intention of tracing the senior high school

graduates of Camiling Catholic School, Inc. batch 2019-2020 in order to track their

vocations and gain knowledge about their current status after graduating from Senior

High School. This study will also trace, identify, and describe what skills have they

acquired in SHS and to see if their strand is aligned with the course or career that they

have chosen.

To the School Administrators of CamCS. This study will provide significant

data to the CamCs School Administrators to make strong recommendations in improving

programs, curriculum, and campus organizations. This will also encourage them in

improving their school in implementing high quality education through hiring

professional and passionate teachers and giving them subjects that correspond to their

speciality in effectively teaching their students with passion. In this way, students of

Camiling Catholic School, Inc. can be more developed, acquiring advanced intelligence

and essential skills, and knowing their inner passions from their teachers’ influence. In

this way, their students will be more confident in choosing what SHS exists to pursue and

be globally competitive.

To the Teachers of CamCS. The study will result in feedback to further improve

their skills and strategies in teaching with passion that will increase the academic

performance of students and in releasing their full potential and passion in order to have

an aligned path for their future. It will also encourage them to be very observant of their

students on what subjects they are low at. In this way, they could know what to focus on

in order to enhance their skills that are essential for their SHS exit. This study will also
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encourage them to find time and make significance out of it in order to give wisdom and

knowledge for their students about the importance of career alignment.

To the Students of CamCS. This study will help them to comprehend and

understand their chosen strands in order to choose the right SHS exit. In this way, they

gain advantages that will help them in the long run. This study will also encourage them

in affiliating themselves to engage in extracurricular activities in CamCs which will help

them to develop their skills especially in communication and decision-making, and to

identify their passion, all of which is beneficial when they enter their SHS exit.

Moreover, this study will also help them to decide for themselves based on their passion

and interest in order to achieve satisfaction in their chosen SHS exit.

To the Supreme Students Council (SSC). This study will serve as their guide to

support their co-students in their decisions. This could help them to evaluate what factors

affect students’ decision-making and provide effective recommendations, such as

proposing new campus organizations or clubs in the school and improve its activeness. In

this way, it will effectively encourage them to fill up their passions and strengthen their

choices on what career path they should be taking. This study will also encourage them to

implement academic interventions in helping their co-students to develop and improve

their academic performances. In this way, they can know the things they are good at and

have the opportunity to focus on it. This will be the key for them to gain alignment for

their SHS exit.

To the Parents. This study will help them to realize the side and opinions of their

children when choosing their SHS exit. The data of this study will also allow them to

understand the decisions of their children, stay informed, and be aware of the goals and
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dreams of their children. The data of this study will also make them realize how

important factors they are as their parents when their children are in the area of choosing

their career path.

To the Local Government. This study will encourage them to use their funds,

projects, and positions in order to create significant actions in helping students in

communities who lack learning resources. It will also encourage them to implement a

general career path program in order to help students to avoid misalignment and to gain

knowledge about the importance of being passionate, all of which are essential for the

success of their SHS exit.

To the Future Researchers. This study will serve as the basis for future

researchers who are conducting the same study or topic. This will also serve as a guide

and source of information to improve their work or in improving this study that

researchers has

Definition of Terms

These are the following terms for a better understanding of the concepts and ideas that

revolve around this research.

2 year level. This is a term to a school that offers a two-year course that is

typically equivalent to the first two years of a four-year undergraduate program.

3 certificates acquired. This refers to when a student acquires a paper stating that

a person has finished a course of study. It includes NC I, NC II, and NC II.

Advantage. This is a factor or circumstance of benefit to its possessor. In this

study, it refers to the benefits of SHS students for the alignment of their SHS track to
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their SHS exit. In technical terms, it is a factor or circumstance of benefit to its possessor.

Academic rating. This term refers to the student’s performance during his/her

Senior High School time in CamCS.. In technical terms, this refers to the growth and

development of education through time

Camiling Catholic School Inc. (CamCS). In this study, Camiling Catholic

School Inc. (CamCS) is the institution where the respondents have graduated. This

research aims to identify the whereabouts and status of Camiling Catholic School Inc.’s

graduates for the batch 2019-2020.

College course. It refers to the class provided by a college or university. These

classes are commonly a part of a curriculum leading to a bachelor's, master's, or

specialist's degree, or a certificate.

Competitive edge. This term pertains to the advantages of students against other

students globally. In technical terms, it refers to the factor that offers a person or company

that has an advantage over opponents, rivals, etc.

Disadvantages. This shows the drawbacks of conditions that make it more

difficult for SHS students to continue their studies. In technical terms, this is a quality or

circumstance that makes achievement unusually difficult.

Employment. It refers to the actions taken when one is hired or employed by a

company or employer.
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Employment status. This is the status of a worker in a company based on the

terms of their employment or the amount of time they have worked there. A worker could

be employed full-time, part-time, or on a temporary basis.

Gained. This term refers to the knowledge and skills the SHS students acquired

after his/her education in CamCS. In technical terms, it is the act or process of acquiring

something.

Likert Scale Legend. This is the term used to calculate the mean result of a

five-point likert scale where 1.00-1.50 is strongly disagree, 1.51-2.50 is disagree,

2.51-3.50 is agree, and 3.51-4.50 is strongly agree

Program implementation. In this study, these are implementations of possible

programs that could improve the schools educational system. Technically speaking, it

refers to how well a proposed program or intervention is put into practice. It is critical for

determining the internal, external, construct, and statistical validity of outcome

evaluations.

Reasons. It refers to the causes or justifications of why SHS graduates decided to

pursue their respective SHS exits (or the causes or justifications to why the respondent/s

made these decisions). In technical terms, this word refers to the cause of an event or

situation or something that provides an excuse or explanation.

Senior High School (SHS). This term refers to the academic level comprising

Grades 11 and 12 that the respondents attended in Camiling Catholic School Inc. In

technical terms, it is a two-year specialized upper secondary education.

Senior High School Track. This word refers to the particular subjects that senior

high school students pursue during Grades 11 and 12. STEM (Science, Technology,
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Engineering, and Mathematics) and ABM are the two study options available

(Accountancy and Business Management).

SHS Academic rating. This term is used to describe the level of academic

excellence each student attained within the specified school year. This is classified into

Outstanding (90-100), Very Satisfactory (85-89), Satisfactory (80-84), and Fairly

Satisfactory (75-79).

SHS Exit. This term describes the decision made by each student regarding the

path they took after graduating senior high school. There are mainly four exits namely

higher education, middle level skills development, entrepreneurship, and employment.

Skills. In this study, this term refers to the abilities that Senior High School

students develop during their stay at CamCS. In technical terms, it is the ability to use

one's knowledge effectively and readily in execution or performance.

Tertiary Education. In this study, it refers to the level of education following

completion of secondary school.

Track Misalignment. It refers to the disconnection of the student's SHS track to

their college course. In this study, it is when the student's courses in college are not

related to their SHS track which hinder the students highly proficient in their field.

Vocational Courses. Students who enroll in these programs are getting ready for

careers that require hands-on experience rather than academic concepts and are not

generally associated with higher education.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The relevant literature and studies that the researchers carefully evaluated are

presented in this part of the study to provide a greater grasp and knowledge of the topic at

hand. This is made up of a compilation of readings, information, and articles that aid in

familiarizing the reader with material relevant to the current inquiry.

Related Literature

A. Foreign

Prior to its major educational reform, the Philippines was one of only three

countries in the world that provided only ten years of basic education. The Basic

Education Act of 2013 obligated two years of Senior High School (SHS), four years of

junior high school, six years of elementary school, and a required Kindergarten. This

program is intended to grant students of all learning abilities the opportunity to develop

and master theories, skills, and continuous discovery. The first two batches of Senior

High School graduates have already completed the K-12 curriculum, marking a

significant achievement for the Department of Education. The Philippine K to 12

curriculum is designed with four exits to ensure that graduates have alternatives after

finishing the final phase of high school. Graduates can select between higher education,

middle-level workers, entrepreneurship, and employment. These can provide different

frameworks for graduates to accomplish the curriculum's growth and efficiency goals in
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the country. With so many selections, graduates will have more advantages and options

than the previous curriculum.

Camiling Catholic School, Inc. (CamCS), a private catholic institution in

Camiling, Tarlac, has been implementing the SHS program for six years to assist their

students in broadening their knowledge of their chosen strands. It also gives them a clear

career path to prepare them for college applications and journeys. With the program still

freshly implemented in the Philippines, little is known about the educational reform

outcome as no literature has been written about the topic. Tracing the graduates’

statehood is an endeavor to ensure that the program has served its purpose in addressing

the need for producing lifelong learners since every academic institution’s goal is to

produce competent and highly qualified graduates that can eventually be competitive in a

local and global arena. A graduate tracer study is a potent tool that can provide valuable

information for evaluating the whereabouts and performance of graduates in the

workplace or their college journey (Cuadra et al., 2018).

Padillo (2022), emphasized that college is one of the defining moments of

adolescent life. The significance of selecting a major or degree to pursue will have

implications throughout the person’s career or life after school. Therefore, making such

decisions is difficult, especially for young adults, particularly senior high school

graduates. With the help of Higher Education, it has become an instrument and

motivation for each student to pursue a course to foster growth, reduce poverty and boost

shared prosperity. It benefits not simply the individual but the entire educational system.

This is evident in the narrative of Reddy (2020), he points out that he pursued his

course and chartered accountancy because he wanted to repay the hardship of his father.
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The latter was working as a security guard and both morning and night shifts for his

education and his sister. He also mentioned that he originally wanted to become a doctor,

but they could not afford it, so he is just working hard and making money to visit the best

doctor in the world for his father. The adversity of his father motivates him to pursue his

chosen path. Therefore, based on this narrative, parents and family status inspire some

students to choose the way they think is best for the betterment of their lives, such as

saving more money to support their families.

In addition, students have varying motivations for enrolling in a course. Some are

interested in the study, others think it is the only class option that fits their schedule, some

believe it will be easy, and some enroll as their friends are also taking the course. It offers

a chance to see and interact with each other. Not all students have the same level of

interest or motivation. Relevance is a crucial determinant of motivation when students

see how concepts and ideas apply in their domains. They can direct their attention and

efforts toward specific fields of interest (Eberly Center, 2022).

Tertiary education benefits not only the individual but the society as a whole.

Graduates of tertiary education are more environmentally conscious, have healthier

habits, and have higher civic participation. However, challenges remain even with the

larger pool of tertiary education graduates. Many do not have locally relevant skills

needed for successful integration into employment (Shrader-King, 2021).

Furthermore, students only select a college or a university based on their emotions

with a limited set of criteria which will be difficult to achieve academic success and the

feeling of accomplishment. This is why these kinds of decisions must undergo a higher

level of scrutiny (Loveless, 2018).

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Challenges are also prevalent for fresh high school graduates. Many still face

uncertainty on what course to pursue, experience the disadvantages of choosing a course

that is not aligned with their strand and have financial crises due to the course being

expensive. With this, they experience stress on application, be anxious about their future

selves and instead take the path of early employment rather than pursuing their passion

(Nucum, 2018).

With this, Hepgurn (2017), presented various factors that a student should

consider before entering or choosing a college course. He stated that students should

foster their interests and only follow their hearts because this will give them confidence

in their career path decisions that will align them to their goals. He also emphasized the

importance of exploring universities or colleges and their available programs and

opportunities to have a familiar background and a suitable learning environment for their

tertiary journey.

Additionally, the development of academic performance is also an essential factor

before going to any college since it plays a significant role in gaining admission to the

preferred subject and is regarded as extremely important in determining the future career

and education journey for the majority of students (Raqib Chowdhury et al., 2018).

At present, there is a larger pool of high school graduates; however, many do not

have the relevant skills or even the confidence in their decision-making needed to pursue

the next level of their tertiary journey.

One of the problems senior high school graduates encounter in the first place is

not choosing the appropriate strand for them, which is driven by many factors, including

undeveloped mindset, affordability, persuasion of parents and environment (Anuada,

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2017). Having a wrong decision in choosing what course to pursue will result in regret.

They will feel the effects of that action by being uneasy and thinking about what they

have done. Asking what will happen to their future? Hence, to prevent this situation, they

should be wise in choosing the path they will take because there will be the right

consequence for every decision (Stangor, 2019).

Parents are persuading a student to take a course they do not want to pursue. One

of the reasons why students are in the wrong course is the parents' perception that it will

provide their children with a huge salary. With this, students instead follow their parents

and set aside their dreams. This is evident in the article of Bodhe et al. (2022),where they

emphasized that parents had an impact on their children's career decisions. Parents only

desire for their children to be the best and afterwards choose to pursue prestigious

careers. Parents know how important it is for their children to study and receive a solid

academic education to succeed as adults. However, forcing students to study the strands

they are not interested in can have the opposite effect of what they want because it can

make them feel uncomfortable and make them think they will never get their parent's

approval. This proves that the parent's opinions and wishes significantly contribute to and

impact the student's decision-making process regarding their career path. However, their

insights and tests for our preparedness are essential, but they should only be viewed as

guiding voices for students to discover what they seek in their college courses (Padillo,

2022).

Aside from this, choosing the wrong strand plays another role in having

difficulties in pursuing a college course because some students become impulsive and

enter the wrong battlefield, which is very unfortunate. Capuno et al. (2019), highlights
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that choosing the wrong course can lead to a lack of focus and make it difficult for

students to cope with the environment and different factors. Wrong courses can also

result from peer pressure, dependency, a weak foundation, low self-esteem, fear, and poor

study habits. Confusion is one of the factors in choosing or taking the wrong track that is

not aligned with the chosen college course. This will put a person at a disadvantage

because it can delay the desired time that a person wants to aim, which can also result in

a person being left behind.

With this, some negative habits may transpire due to students choosing the course

that they are not passionate about in the first place. As presented by Josh Kloosterman

(2016), there are various signs that students should pay attention to because of not taking

the right path in tertiary education. The first sign is getting low grades. It is because they

cannot study a topic or lesson since it is not their interest. Their grades are getting worse

because they cannot focus and are unhappy with the course. The next one is that some

students do not like talking about school since they are not enthusiastic about it anymore.

The third one is that not enjoying studying their course can result in skipping classes.

Always skipping the classes will make the best class skipper on the campus, but if they

exert so much effort in class as they do in creating excuse letters full of lies to send to

their professors, they would perhaps be doing well enough to pass their course.

In connection, it will also align them with the wrong employment. At this point,

they will squander a large portion of their vitality in loathing the activity, which would do

nothing for their profession or life. They will be stuck in the wrong place, accomplishing

something exhausting, and it will not just influence their expert life toward the end.
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However, their own life will likewise be hampered because of this. In this way, they

should be shrewd when choosing their profession (Krishna Reddy, 2016).

All this information tells every student the importance of choosing the right path

to be confident in their tertiary education journey since it will make them acquire the

right skills that will fill up their passion for being devoted to their employment. This is

present in the article of Appleby, PhD (2017), where he pointed out that having the right

skills can be achieved from careful decisions starting with finding their interest or

passion. Moreover, developing it into platforms can expand one's knowledge and acquire

the skills they can implement for their purpose. With this, it will give them the leverage

to have the confidence to pursue the course they are passionate about and apply with

significance after they have graduated or have been employed with the alignment of their

course.

This conforms to the statement of Awe Traore from Unesco (2019), she was

featured as one of the pieces of evidence that gives importance to the power of education.

In this article, Traore stated that she was passionate about numbers and learned to love

them more as she grew. With this, she entered tutors and other platforms to develop

mathematical skills. In this way, she could use them with significance to teach her tribe

the beauty of mathematics.

With all of the presented information, all of them have a common denominator

which states that all students should be encouraged to be prepared on conquering tertiary

education by choosing the right track and strand, and also to decide on what career path

they should be taking. In fact, Vanatu (2017), pointed out that the quality of managerial

preparation for SHS graduates guarantees that they have adequate proficiency in core
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competencies, are willing for higher education, and are mentally developed, which is

necessary in the workplace. Learners' enthusiasm for advancing potential in their own

lives is one reason and an outcome of having reliable abilities in showing themselves.

SHS graduates, on the other hand, demonstrate that the right preparation for higher

education can lead to excellent competences, particularly in their chosen career in

college. As a result, having great capacities and skills for their career after graduating

from SHS plays a significant role in demonstrating their eagerness to enter tertiary

education and employment.

B. Local

Education is essential for shaping the destiny of each individual. It is commonly

believed that education is one of the cornerstones of a better life. The high school

students are introduced to Senior High School, which offers multiple tracks and strands.

Moreover, these tracks and strands help students to prepare for higher education. Students

in their senior year of high school are encouraged, though not mandatory, to align their

aptitude and abilities. They are also urged to choose a track or strand based on their

preferred college courses. Likewise, a choice of students in an academic track in Senior

High School may influence whether they stay on the academic path they picked before

college or switch to a new academic field of study as an undergraduate. Also, aside from

their senior high school strand, other factors that will affect students' decisions about

what college courses they will take include their skills, possible career route, their

parents' choices, peer pressure, and personal preferences (Quintos et al., 2020).

Aprille Roselle Vince Juanillo (2017), stated that school is a session of survival

consistency wherein no character is perpetual, not in any case; where there is no ensured
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power; where one confronts an alternate front line one room after another. It is out and

out tiring and devouring, yet the drive to have that degree will keep students battling

regardless of the expense. Fortunate are the individuals who are continued by their

assurance to seek after the degree that will set them up for this present reality while

enabling them to experience their enthusiasm. They are the ones who will get up each day

and face the taxing day ahead with hopefulness transmitting in their eyes.

Unfortunately, not every person has this extravagance. There are individuals who

enter the wrong war zone. The individuals who were intended to sing yet are in shut

entryways, explaining scientific conditions; the individuals who were destined to

compose however are gathering blood; the individuals who have a place with the stage

yet are in the field rather it is the hardest for these individuals. The ones who pick the

wrong course in school have it the most exceedingly terrible, consistently. The thing is,

students do not understand this blame in a moment. They are there, perhaps in their first

year or junior year, persuaded that they have got their life all together, until the point

when it hits them that their course is not the one for them. When they understand this,

they will be deeply shaken. They will bear a procedure that will either make or break

their future, and just those sufficient will win.

This statement proves that students will be uncomfortable and will suffer once

they enter the wrong course, because all the negative things that they may experience will

come in their way. On the other hand, taking the right path is the opposite of the feeling

when they are on the wrong course. That is why it is important to know oneself and

choose the strand that will suit be perfect for their betterment.
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Chelo Banal–Formoso (2017), mentioned that before entering Senior High

School, students will choose a track or a specific area of study that will help them to take

a set of courses related to their desired career. These will improve the student’s skills and

build up his or her confidence, which is required before entering college. These tracks fall

under four disciplines, namely, Academic, Technical- Vocational- Livelihood, Sports, and

Arts and Design. In entering college, you must first take 2 years which is the Senior

High School. In which students will choose a track that is based on their skills, interest,

and persona. Every skill of students will be under one of the 4 disciplines. These tracks

will improve and build up his or her confidence that they can use in college.

Students with aligned education to their chosen tracks help improve excellence in

college outcomes. A career choice is important to make during SHS to align it with their

corresponding strand; Science Technology Engineering Mathematics (STEM) and

Accountancy Business Management (ABM), in order to enhance and prepare them for

college performance. It significantly shows that students' academic ratings are based on

how they acquire knowledge, as well as how this knowledge is used to develop

themselves and to develop their career choice. This is why the SHS track is important for

college preparation. A journal by Vecaldo et al. (2020), states that the level of

preparedness varies depending on the type of Senior High School from which they

graduated as well as the track and strand they completed. Students under SHS in their

corresponding schools need to pay more attention to improving their academic profile

and standing. Furthermore, it only proves that academic profile variables such as type of

SHS graduated from, track and strand took in SHS, and involvement in curricular

activities significantly relate to college preparedness. High school students and those who
 23

guide them through the process must consider the complex interactions between

student-level and institution-level variables in order to achieve an optimal outcome for

college performance.

Arded, B. (2019), contends that in order to decrease the requirement for cognitive

development education in college and improve students' high school readiness for

college, students' current subjects should be related to the areas of study of their top

university or college courses. The significance of this alignment will be revealed by

investigating how it affects students' college success. Their performance in any subject in

senior high school may have an impact on their performance in college. Most college

subjects are related to what students learned in senior high school. Students who do not

fulfill well in senior high in order to improve their skills and development, they may not

perform well in the chosen course. In line with this, a student must select a strand that is

related to the desired course in order to improve and prepare better for the program's

primary objective.

Based on the article of Child Hope (2018), last 2016 there was a change in the

school system wherein the Philippines faced a lot of trials and struggles in adjusting with

this new system. With these changes, the students can build up their skills and learning

and also practice what they have learned. That can help them to be prepared for the real

world of reality. K to 12 has tracks and strands that can be choices of senior high school

students in choosing what they think are the right path for them. This article talks about

the tracks and strands that will be taken by the senior high school students. This also

proves that these strands can be helpful to students to improve their skills. They will not
 24

be complaining about having this new school system because they can have a lot of

benefits from it.

This verifies that choosing the right path is crucial, and in choosing, students are

not just choosing the strand that they think is easy, they must pick the strand that is fitting

for their passion, persona and interest. This information can be a guide for those students

who will be entering SHS so that they will be aligned to the course that is perfect for

them. The scholastic track comprises courses that will make school life less demanding

to change in accordance with as far as subject assortment, to a specific degree, and

trouble. This does not imply that, on the off chance that you take different tracks, they

cannot head off to college.

On the off chance that an understudy picked expressions of the human experience

and configuration track, for example, nothing is preventing him from taking up Fine Arts

or Interior Design in school as opposed to working immediately. It would, at present, rely

on the student. The scholarly track is just the track that gets ready for the most widely

recognized school courses, for example, business, the board, designing, and the sciences.

After picking the scholastic track, students can look over four changed strands: General

Academic; Science, Technology, Engineering, and Mathematics; Accountancy, Business,

and Management; and Humanities and Social Sciences. Students may pick their strand

similarly to how they choose a course in school. Beside the 15 center subjects, these

strands will include 16 subjects made out of various contextualized and particular

subjects dependent on the track and strand that will be spread out in the evaluations 11

and 12 (Quintos and Cabelles., 2022).

 25

This information contains all the choices that a student can have when they enter

SHS. These can be the foundation for students on researching the strand and course for

them so that they can consider all the things they have, like their interests, skills, and

persona, so that they will be comfortable with their strands. Students entering college

lacking arithmetic readiness for the courses they expect to ponder is an expanding issue.

They indicate proof of how withdrawal rates, disappointment rates, and last checks in a

first-year analytics unit are emphatically connected with the dimension of science learned

at school, the accepted information distributed for the degree and enrollment in a crossing

over course. Crossing over course students were, in general, ready to pass their first

semester of college analytics-based subject; notwithstanding, they did not accomplish at

the dimension of their scientifically very much arranged friends. The K to 12 educational

programs in the Philippines, with their tracks and strands, fundamentally empower

students to pick a lifelong path at an early age. The wrong decisions made tragically have

genuine results (Philippine Basic Education, 2018).

Students that take up unaligned strands in SHS have a corresponding consequence

that they will experience when they still push that course that is not aligned with their

strand. It is because they lack knowledge regarding that course because they did not take

up the strand that aligns with it. To stay aware of different nations regarding information

and skills in various fields, the Philippines has embraced the K to 12 learning program,

which has been the standard instruction framework in different nations for a long while

now. The said program intends to upgrade the nature of learning of students by including

2 years of auxiliary instruction level. The extra 2 years are called Senior High School

(SHS), in which students will be permitted to pick a specific track that is identified with
 26

the field or calling that they wish to seek later on. Picking a track is basic for making a

student very capable in the field where his or her picked track is identified, particularly if

the student wishes to work following moving on from SHS. As most teachers state, a

bungle in the track and the student's advantages, identity, and energy may prompt

inadequately proficient alumni who will think that it is difficult to contend in the activity

market or stay aware of different students when the individual in question heads off to

college (Development Asia, 2019).

Students should know why they are taking up Senior High School instead of

taking college after Junior High School. That is why this article explains the reason why

and discusses the changes that will be made in this new learning program. This is related

to the research topic because it talks about the new learning program, which is the K to

12, where students under this program should take and choose a strand that will help

them before entering college.

As stated by Villena (2017), getting their senior secondary school students

arranged to enter the work world or school is currently simpler than it was previously.

Because of the Department of Education for revealing its K to 12 Program, which

accompanies a Career Guidance Program (CGP) to help Senior High School students in

settling on educated decisions with respect to their future vocation. What precisely is

CGP, and how might it help our secondary school understudies pick a lifelong way? As

indicated by Education Secretary Leonor M. Briones, the CGP will help Grade 10

students settle on one of a kind decisions with respect to their favored SHS track. Each

Senior High School student must pick one track to ace and base his or her decision on

how the person in question needs to progress in the wake of finishing secondary school,
 27

or Grade 12. Vocation appraisal and fitness tests and a word related intrigue stock, then

again, will demonstrate the understudy's qualities and interests. Vocation backing projects

will likewise help and guide understudies in picking the correct track for themselves.

This statement helps to understand the students that having a K to 12 program or

an additional 2 years in high school is important and will help the students to make wise

decisions in life. In specific terms, it helps to decide on choosing his or her SHS track

that is aligned to the interests of the students. So this decision can probably help him or

her in the future to be successful in his or her desired passion.

With this, the students' motivation for their future job or passion will increase if

they choose the right senior high school strand. Studying is more pleasurable after

students select a strand they find interesting since it is tailored to their interests.

Additionally, senior high school "fulfills'' basic education by assuring that graduates are

ready for the workforce, independent living, or postsecondary education. This enhances

learning communities, allowing students adequate time to comprehend concepts and

skills, and gets graduates ready for middle-level skill development, employment, and

entrepreneurship, exemplifying how senior high education in the Philippines is the

motivating factor that encourages SHS students to learn vital employability skills. This

will mold pupils to be more capable and ready for life after high school (DepEd, 2016).

Furthermore, as stated on the website of Bukas Team (2021), SHS students pursue

college since they are interested, passionate about their chosen course, and willing to

learn about a particular subject. Also, they want to examine their capabilities and skills

since knowing their personal aptitudes allows them to decide on the best course to
 28

pursue. They also think about the earning possibilities. Considering financial objectives

and possible career prospects might aid in determining the best course to pursue.

Selecting the right senior high school (SHS) strand will be important and essential

in college life because it will provide a better idea of the field and interest that a person

will pursue. The author also stated that taking the appropriate strand for the course of a

person will be very beneficial because other schools exempt fundamental subjects such as

basic math and science. As a result, the benefits of aligning the aligned SHS track to the

chosen college course will significantly mean that students are one step ahead, not only in

knowledge but also in subjects (Sy, 2021).

In contrast, some students struggle with changes and making independent

decisions regarding what they should choose in different strands and tracks. Also, due to

trouble with the high school tracks or strands, mismatched academics in college, and

students enrolling in courses that do not fit their senior year requirements (Quintos et al.,

2020). This is also similar in the narrative written by Li (2020), wherein he stated that

pursuing SHS misaligned with what you wanted is indeed a struggle, a challenge, and a

confusion, especially when in the first place you did not agree with it. According to him,

he pursued Accountancy, Business and Management strand or ABM even though it was

not his option for both financial reasons and the resulting lack of options in choosing a

school. He also mentioned that he had a lot of struggles, including the entrance exams,

review center problems, and low self-esteem, which also affected him during his college

years because of SHS misalignment.

In connection to what Sy (2021) stated, taking the appropriate strand in a course

of a person will be very beneficial for the reason that other schools exempt fundamental
 29

subjects such as basic math and science. As a result, the benefits of aligning the aligned

SHS track to the chosen college course will significantly mean that students are one step

ahead, not only in knowledge but also in subjects.

Moreover, some factors motivate a student in gaining skills to develop their

decision-making when they step into Senior High School and tertiary education.

According to Malmquist (2019), she highlights that with the help of the teachers in

schools and organizations, a skill can be unlocked by a student. This starts with the

encouragement and patience of teachers with their students by making them believe in

their capabilities because if they believe in their students, their confidence in themselves

will be ignited, and that will be the fuel to fill their passion. She also stated with the

encouragement of her teacher, she found herself on the right path and was inspired to also

become a teacher who can help other students to be redirected in finding themselves and

their passion in life. In addition, school organizations also play an important role in her

journey. This is because with the school organizations being active, it will also be the

bridge in developing their skills that they can implement when they reach higher

education.

This conforms to the article of STI (2020), which states that with the help of

school organizations, one’s skills can be honed in order to have an advantageous life in

higher education. This is because school organizations can help a student to discover

themselves since it encourages them to step out of their comfort zone and discover the

things that they are good at. Being completely aware of their strengths, weaknesses,

needs, desires, and habits as early as now will help them choose a career path that is

perfectly suited for them. In addition, it makes them responsible people to become well
 30

rounded which will be beneficial in organizing or managing their time and themselves

during college. Moreover, it also develops one’s people skills since it will expand their

network which will allow them to meet various people who can help them with job

opportunities and for their career growth. This tells the importance of building a good

reputation at an early age.

Related Studies

A. Foreign

College or higher level education is the student's chapter of life where they will

pursue their intended goals in the future, therefore they must be adequately prepared

before entering it. With this, knowing the right career choice for students before entering

professional education is crucial, as it has a massive impact on their careers and their

future. In order for this to be implemented, students should decide the right track and

strand since choosing these meticulously has a crucial effect on the future educational life

and employability of students. In this way, students could be organized for their chosen

courses in college.

The academic strand is responsible for improving academic performance in order

for them to evolve into students that meet the high standards or expectations of schools

since they seek and develop their advantages, aspirations, and expertise. In addition,

students’ alignment in their tracks for their courses allows them to release their full

passion and potential and to have a great time during their tertiary education. However,

some students who have graduated Senior High School may not have achieved these
 31

merits, since some students enter a college course or a career that is not aligned to their

chosen track and strand.

In order for this problem to be avoided, there are factors that students should

highly consider before entering tertiary level such as strong knowledge, comprehension,

having complete information from past learnings, and being appropriately guided, being

aligned, as well as matching individual personality types and other intrinsic and extrinsic

factors. In addition, students' career choices are also influenced by their social status,

financial resources, affordability, and future employability. It is also critical to consider

the student's personality type and intrinsic factors when advising them on their career

choice preferences because these factors have a direct impact on their future performance

and success, and a mismatch between the career choice and the personality can be hugely

damaging (Ahmed et al., 2017).

In addition, Bonquin et al. (2017), highlighted that they must initially examine

five aspects during preparation: family income, field of interest, chosen college course,

and grades or performance. All of which are factors that will affect the students

performance in college, thus, these may be prepared at Senior High School, which is the

pre-college level. Additionally, students in the Academic Strand are required to attend

college in order to continue the topics they studied in Senior High School, because every

subject generated at this level is connected to and extracted from college level courses

based on their strand. As a result, the study indicates that the Senior High School strands

prepare students for college, especially when their strand is aligned with their chosen

college course.
 32

This is in line with the study of Arded (2019), where he emphasized the alignment

of students in senior high school to subjects of their top chosen college courses. In this

study he emphasized the majority result which is that aligning the courses of students can

help them to get the most out of their time in school since they can focus on fewer topics

during their college journey. In addition, aligning their current classes with their preferred

college majors is essential since it ensures that they are not wasting time learning

information that will not be useful to them in their chosen fields of study. Since the

students already have some knowledge, the amount of courses they need to take in

college is reduced by this alignment. With this, the study has found that one major

advantage of aligned strand to a student’s course is the reduction of the subjects to take in

college with superior knowledge in making their college lives more convenient.

In fact, one study found that students majoring in health sciences who took

medical related courses as first-year students performed better in their first year of

college than their peers majoring in other SHS track. This indicates that the students

brought related information or knowledge from SHS, which is essential to their success

as they adapt to and excel in their new academic environment. The SHS aspect handles

the connection between academic adjustment and development. This has the potential to

greatly increase the variety of additional ideas regarding the academic achievements of

students enrolled in health science programs (Alipio, 2020).

With the alignment, students should also know or be familiarized on what career

path or passion they should be taking and know the purpose of taking tertiary education.

The researchers, Abe and Chikoko (2020), conducted a study that aims to investigate the

factors that influence career decision-making among the selected Science, Technology,
 33

Engineering, and Mathematics (STEM) students. According to the findings of the study,

three factors were the most influential, namely interpersonal factors, intrapersonal

factors, and career outcome expectancy. Furthermore, interpersonal factors are the

culture, beliefs, and language of an individual. The intrapersonal factors that resonated in

many students are their career interests, personality, and self-efficacy. Last but not least is

the career outcome expectancy, which is the expected number of career choices the

student will have after they successfully graduate.

With this, students should know the purpose of them entering tertiary education.

In fact, many studies have been found that encouraged and urged students to pursue

college. One of them is their institution’s influence. This is evident in the study of

Amoako (2020), where he found out that the majority of his respondents pursue college

courses, specifically in the medical field due to the reputation of their institution since

their institution is known for molding their students to be future workers in the medical

field. This is due to the fact that when they have finished their courses in medicine, they

are given the opportunity to teach or be speakers in giving inspiration to their students in

also taking courses in the medical field in order to practice and fulfill the mission of their

institution. This tells that the mission of schools, its quality, and the beliefs of people

regarding the institution influence or motivate students to pursue college and a specific

course depending on the mission or culture of the school.

Social influence is another factor which is highly emphasized by the study of

Jalaluddin et al. (2019), where they found that social influence is a huge factor that

encourages students to pursue college and to take a particular course depending on the

conformity of the people in a certain community or on what they perceive in the social
 34

media world. In their case, most of their respondents took engineering since the people of

their community are known for taking up engineering courses. According to their

respondents, they also took the mentioned course because they have highly observed that

the people who have taken that course have become successful where they have increased

their income and have supported themselves and their family. Furthermore, some of their

respondents took nursing due to the influence of social media endorsing that nursing is a

great course due to its adaptable nature and salary. With this information, it tells that the

success rate of a certain course is also a factor that influences students to pursue college

in order to also pursue the same course to achieve the same success that they have

observed in the community.

However, there is also an interesting data that shows the reason for students

pursuing college where they pursue a college course due to the influence of their friends

or the majority on what course their friends have taken. This is prevalent in the study of

Schmidt (2020), where he found that his respondents took courses in the medical field

due to the behaviors and interest of their friends regarding in the fields of medicine such

as talking about biology, anatomy, diets, and surgery. They are also influenced by their

backgrounds and also passion which is why they have become inspired to also pursue the

same kind of course. He also found that the majority of his respondents took the medicine

field, due to their friends also taking up the same field because they do not want to be

separated and to have a lifelong journey with them in order to grow and develop their

friendship.

However, according to Yikealo et al. (2018), this kind of choice may contribute to

their stress in college because it may not align with their passion which will make them
 35

be guilty for themselves due to not pursuing the right course for them. They will also end

up in a wrong vocation that may challenge their goal of being successful in life.

Another factor that influences students to pursue college to take and finish a

particular course is due to family financial support and their moral encouragement. Gao

et al. (2021), revealed that due to family engagement, it positively affects students

directly in order to be successful in their tertiary educational life. Also with their financial

and moral support, it urges or motivates students to fuel their passion and to have a

lifelong love of learning in college and pass each subject with flying colors. The study

also revealed that with their support, students in college could be more focused in

pursuing college that strengthens their connection in their college or university, student

connectedness, and confidence.

Khoo et al. (2015), also agrees with these findings. This is because their

respondents agreed that their parents are the most influential and important people when

choosing their college course because parents are perceived as their main source of

finance and they normally seek advice from them due to the perception that parents have

the relevant information or experience with regards to higher education.

The influence of learning motivation on students' interest in pursuing a degree

was the influence of parents' socioeconomic status on students' interest in continuing a

master's degree. Apart from a lack of learning motivation, the socioeconomic status of

students' parents influences their desire to continue their education. Inspiration always

determines the intensity of someone's effort in learning and motivation related to the goal.

The motivation was required during the learning process because people who lack

motivation find it difficult to engage in any type of learning activity. As well, it is critical
 36

to note that not everything that is interesting to the general public will have the same

effect on everyone (Muspawi and Anesa, 2020).

On the other hand, there are also factors that urge a student to not pursue a college

course or be misaligned in the path. According to Arslan (2016), one of the justifications

students misalign or do not receive the education they desire is due to family income or

financial status. As a result, their educational choice will influence their career choice and

class attendance. Students in Turkey who may be affected by this have the option of not

taking classes, attending a vocational school, or attending a general or scholarly institute.

As a result, they can continue to study the chosen path and attend university college.

Furthermore, it is stated in the study that students who select to pursue education in

vocational high school are concerned because they cannot and will not be able to attend

college because it is only practical in nature. One primary objective of Turkey's Ministry

of Education is to quantify students from vocational high school into general high school

so that students can choose their academic track and coincide with their chosen career.

Another one reason that challenges students to not pursue college is due to them

being still undecided on what course to take. In the study of Firmalino et al. (2020), they

found that the majority of their respondents are unsure on what course or career to follow

due to their institution’s lack of career orientation making their students to be lost and be

vulnerable to have problems during college applications. With this, it serves as a

representation in order to improve the educational life of students while it is still early

before they level up in tertiary level.

In one study, Career and Technical Education (CTE) is emphasized where it

revealed that it is being implemented to improve learning and student career decisions.
 37

CTE provides opportunities for high school students to prepare for college and careers for

high school graduates. Expertise, competence, and the ability to achieve success are all

part of preparatory work. The West Virginia Department of Education acquired to

improve education quality and the CTE program itself. Moreover, the enhancement

focuses on the synchronization of college courses and structures. Furthermore, the

institution prioritizes not only the integration of high school graduates with college core

subjects, but also with elevated and greater professions and skills. However, many

students drop out and pursue other avenues of learning. In fact, the study also revealed

that their respondents who took up courses in the field of mathematics currently took to

study English courses (Harris et al., 2020).

The strongest predictors of college degree attainment is the student’s academic

preparation in high school. Chingos (2018), highlights that those students who take

rigorous coursework as well those who have achieved higher grades are considered to

perform better on college entrance examinations and also more prepared in succeeding in

college. This is because being more advanced, active, and hardworking in studies are

likely to have disadvantages than others.

This tells that graduates applying to colleges with a higher grade point average

(GPA), more exposure to extracurricular activities, and higher educational objectives are

produced by high schools with comprehensive curricula. These intellectual qualities

could make students more capable of handling the challenges of college life than their

peers. Graduates from private schools typically had higher admission rates to prestigious

colleges and better college and career achievements than those from public schools.
 38

Private schools were more concentrated on measures promoting college readiness than

public schools.

Knowledge of an academic subject is no longer adequate for a fresh graduate in

the current economic climate. Students are expected to possess a greater range of

employability-enhancing skills, including those related to information processing,

communication, planning, and problem-solving, as well as social interaction and growth.

People who receive entrepreneurial education and training have the self-confidence,

knowledge, and abilities to seize business opportunities.

With this, it teaches students how to recognize opportunities, commercialize

ideas, manage resources, and start their own businesses. Additionally, standard business

topics like management, marketing, information systems, and finance are covered.

Entrepreneurs and the shift toward self-employment are becoming and will continue to be

a crucial component of economic growth. The infrastructure needed to support an

entrepreneurial mindset and promote self-employment must exist. A crucial component

of this infrastructure is having a culture that supports creating new businesses since it will

inspire students to take the risk of doing so. This study aims to discuss how the

entrepreneurial mindset is introduced to engineering students and how it is designed.

The promotion of education for sustainable development in higher education

institutions may come through entrepreneurship learning based on successful

entrepreneurial role models. According to theories like the self-determination theory, the

entrepreneurial self-efficacy theory, and the human capital theory, entrepreneurship

education is positively correlated with students' intentions to start their own businesses

because it gives them the necessary knowledge and skills and inspires them to do so.
 39

programs for entrepreneurship education, exposure to successful students' confidence in

their capacity to launch a firm, and their views toward entrepreneurship may be

significantly influenced by entrepreneurial models. Their study's objectives are to

determine what traits students believe are unique to successful entrepreneurs, to

determine the impact of exposure to successful entrepreneurs during entrepreneurship

education classes on students' entrepreneurial intentions, and to evaluate how such

exposure affects students' perceptions of entrepreneurship. Their research shows that

entrepreneurship instruction should be based on successful entrepreneurial role models

that may have a favorable impact on students' entrepreneurial attitudes and intents and

may cause students to perceive the social rewards of entrepreneurship more favorably

than the financial ones. However, their findings emphasize that graduate programs for

business and non-business students should be designed differently if educators want to

increase the effectiveness of education aimed at developing entrepreneurial skills because

studying successful entrepreneurial stories impacts these two groups differently

(Boldureanu et al., 2020).

With this, Nurpahmi (2017), revealed the influence of working part-time on

students' learning motivation. The findings showed that some students preferred working

part-time because they could gain more teaching experience and earn money for their

daily needs, and they claimed that working part-time had an impact on their study

motivation. Furthermore, it was demonstrated that the lists of students' GPAs increased

the most. Based on the findings, the study concluded that working part-time had certain

effects, mainly on enhancing students' learning motivation.

 40

In addition, working and studying have become common norms over the past

several decades. This is because students' ultimate goal was to be financially independent

with the biggest benefit that they had gotten from their work experience in a real-world

working environment. In regards to challenges, students were more likely to experience

weariness and stress than those who did not work. This tells that knowing the

motivations, benefits, and challenges of students is essential for learners to think really

hard when opting to work while studying, for educators to understand their difficulties,

and for families to appreciate their struggles (Chantrea et al., 2018).

Study International Staff (2019), claimed that graduates from private schools with

complete tracks and strands tend to have higher admission rates from leading universities

and better college and career outcomes than those from public schools. It also revealed

that strands that require higher analytical skills molded students to have better college

performance and had successful employment. This conforms to the study by Magbag and

Raga (2020), which claimed that the SHS strand proved to be a significant predictor of

academic performance in college. Since the study revealed that on college Mathematics

competency, graduates of STEM registered the highest performance among the strands,

which may be attributable to their curriculum.

B. Local

Education is the most essential tool for everyone to become successful in life. It

prompted everyone to move forward and excel in producing favorable impacts where

accomplishments and recognition are possible. It offered everyone the skills to think
 41

critically in both directions and to make better decisions in order to deal with various life

issues, and this inspired everyone to have better prospects needed to advance along their

own personal career paths. To enhance one's country's educational system and help

accelerate the common standards of Filipino graduates and professionals abroad, the

government put into place the K–12 programs. In order to satisfy the demands of the

global market, learners were able to acquire the skills and develop core competencies.

In the study of Dizon et al. (2019), it was revealed that K–12 programs prepared

their graduates to compete in their chosen fields of specialization by equipping them with

the necessary skills and competencies. This new curriculum must employ a variety of

interactive teaching strategies and techniques because it allows students to become

immersed in everyday life and gain a more comprehensive understanding of it.

However, its implementation has shown some various problems that hinders the

development of senior high school students in preparing them for higher education and

employability (Nacorda et al., 2019). With this, it states that curriculum should undergo

in-depth examination due to it revealing curriculum overload and insufficient time for

practical training learning activities because businesses are hesitant to employ senior high

school graduates who are fully ready for the working population.

With this information, it has become a motivation for the Higher Education

Institution to determine the satisfaction of each student with regard to the implemented

program. In the study of Rivera (2018), her research was done to determine how satisfied

Grade 12 students were with their chosen strand and academic path in terms of the

following factors: student satisfaction, learning environments, school administration,

curriculum, and teacher credibility. Another goal of this research is to ascertain whether
 42

the students will enroll in college courses that are matched with their chosen profession

dimensions. In addition, her research showed that CCP senior high school students are

generally satisfied across a range of criteria, and it also showed that senior high school

students' overall satisfaction. Additionally, it shows that students are motivated to

succeed in class and that they enjoy and desire to learn more. It also shows in her study

that they feel they have learned enough information to be successful in their favorite

tune.

Furthermore, Malaga and Oducado (2021), revealed that their study was

conducted to determine the difference in academic self-regulated learning and

performance of STEM (Science and Technology, Engineering, and Mathematics) and

non-STEM graduates in senior high school among freshmen students in a city-subsidized

college in the Philippines. In their study, academic subjects in tracks and strands are

geared towards the learning foundation aligned with science and nursing programs. The

study showed that non-STEM graduates who have taken science and nursing courses

have struggled and performed worse academically as compared to their peers who have

taken the corresponding strand. Also, in comparison to non-STEM graduates, STEM

graduates had significantly greater levels of academic self-regulation and academic

achievement.

With this, taking courses that are not aligned with one's strand can be detrimental

because it creates a chasm that can result in a lack of knowledge and student struggle due

to a mismatch of education required in specific courses taken. Furthermore, STEM

graduates outperform non-STEM graduates due to the complexity of learning methods

and context that can be applied to other strands and courses. The study recommends that
 43

non-STEM students need to receive more attention and guidance despite the negative

effects that misaligned strands cause.

With the misalignment, it follows a huge disadvantage in their lives of tertiary

education. In the study of Batu et al. (2018), they have studied the St. Vincent's Academy

students with regards to the graduates of the Accounting, Business, and Management

courses who were not properly prepared for them. They found that 27.27% of the

students in their study took courses that did not fall under the Accounting, Business, and

Management strand, which caused them to struggle academically during their time in

college, even though they were aware of the path they had chosen. It revealed that once

they recognized their passion, it was too late for them to change their minds.

Additionally, several of them regret even enrolling in Accountancy, Business and

Management (ABM), as it was a waste of time, money, and effort to have to learn topics

they would not utilize. Moreover, several claimed that having to enroll in the

Accountancy, Business and Management (ABM) strand was a disadvantage to them

because they were unable to apply what they had learned in senior high school to the

courses they had chosen, which were completely unrelated to the ABM strand. Given

these drawbacks, it is imperative that future senior high school students be informed of

their options and that these courses be aligned with their college-level interests.

Additionally, Formaran et al. (2022), found that students with misaligned strands

experienced anxiety issues among classmates as a result of strand mismatch problems

that also went further than academic expectations. In order to resolve this problem, the

study emphasizes the most desirable solutions which include the support systems of the

government, and with the huge percentage seeking assistance from family members,
 44

faculty, and peers throughout their experience. With this their enthusiasm will remain as

their fuel to pursue their goals and to have perseverance.

However, Santos et al. (2020), demonstrate that, despite the alignment and

misalignment that is common in college courses, SHS strand students were found to be

linked with their college course. According to the study, the component that most

influenced the students was their deep desire for or curiosity in the course. This shows

that the students were determined to continue pursuing the college course that was

aligned with their senior high school track path. Furthermore, the senior high school track

seeks to prepare students for college by providing them with the expertise, competences,

and capabilities required to pursue successful future career paths.

Students are given the knowledge, background, and experience they need through

the Senior High School strands and college courses to be successful in school and at

work. Without the necessities taught during SHS, students may not understand the

teachings required in the class and may not be able to participate in the activities and

responsibilities required at work (Santos, Ph.D. et al. 2019).

With this, students gain knowledge and experience as they explore and discover

senior high school education, whether academic performance or extracurricular activities

are involved. These experiences will provide them with realizations and changes that will

shape them as they learn about their abilities before entering college. In addition,

according to the study of Awi et al. (2021), they found that most senior high school

students expressed gratitude for the happy memories and experiences they had, as they

would not be prepared for their future journeys, such as college life, without the lessons

and developments they encountered.

 45

Ouanoa et al. (2019), focused on identifying the underlying component that

influences students’ course selection in relation to the various aspects. The study

identified that the desire, abilities, skills, knowledge, feelings, preferences, potentials,

interest, and passion influences the decision-making of the graduating students for their

courses. Students want to explore and discover more in order to grow before entering

college, as developments will guide them in deciding what course they will pursue. In

addition, parental influences are high-likely to be more prominent in making career

decisions because of factors such as parents' being viewed as a trusted source of advice

and being a primary source of finance.

Additionally, the study of Blas et al. (2019), found out that a strong desire of

students to his or her career path greatly affects their decision on what courses they would

take in college. Students who have a strong desire in their career can lead a better

pathway in college as they have chosen strands that are aligned to their current college

courses. Additionally, the possible financial outcome is something some people or

students look to because they are looking for the future on how they can help their own

family and provide for their own needs. Employment prospects and possible financial

outcomes are some of the factors of strong desire because some students desire for better

employment prospects and want to be employed easily when they start applying for their

future job. The researchers concluded that the respondents decided on their path of study

based on their interest in their future profession and related future financial and

employment issues from their senior high school electives.

Moreover, the purpose of offering many academic tracks is to prepare students for

employment, business, or college. This study aims to determine how the misalignment
 46

affects students' college performance. The respondents' level of difficulty in college

subjects is strongly related to the strand they took in senior high school. The results show

that graduates of the STEM academic track tend to excel over others, as evident in their

college courses. According to the study's findings, misalignment is caused by personal

preference and career opportunity. The academic achievement of STEM and non-STEM

graduates in the subjects of math and science shows a clear difference in the degree of

difficulty (Lumboy, 2019).

This appeases the findings of Quintos et al. (2020), who found that the

synchronization of the high school strand and the college course required of graduates is

a good predictor of project achievement. Individuals enrolling in college classes

unconnected to their senior high school track are evident, according to their study. One of

the main reasons why some students feel dissatisfied in college is the separation between

their high school experiences and college perceptions.

According to the study of Dagang and de Mesa (2017), parents have a significant

impact on their children's decision to attend postsecondary education. The reverence for

elders is firmly established in Filipino culture, which explains why parents have such a

powerful influence over their children's decisions. Children in Filipino families are

financially dependent on their parents, which accounts for their deference to their

parental authority and the limited impact of outsiders like peers, friends, and family. The

cost of tuition was another consideration, then scholarships.

Furthermore, Tahil (2021), found that the factors that influenced the college

degree preference of the students of The College of Engineering and Technology of

Western Mindanao State University are opportunity and personality factors. This is
 47

because they have found that their respondents are in need of help in order to get out of a

low social status, which is a motivation for their passion that drives them to the fullest

where they become determined to finish their chosen courses in college. The influence of

friends, on the other hand, has less of an impact on deciding their college degree, with the

exception of the fact that they consult them only for college preference and assurance. In

contrast, family factors somehow influence them. In addition, students are also aware that

family support is one crucial factor that affects their decision. With the exception of

personality factors, there are no significant differences in the influence of family, interest,

opportunity, and peer factors among graduating SHS STEM students.

Moreover, senior high school graduates have the freedom to decide whether to

enter higher education, middle-level labor, entrepreneurship, or employment. However,

the choices of the students can be influenced by the graduates socioeconomic status

(Bellacico and Pavone, 2020).

In terms of employment, Padios et al. (2021), revealed that graduates who are part

of the lower-class were urged to implement immediate employability rather than entering

tertiary or higher education. This is due to the fact that their need for survival is more

important than to spend their money for their college tuition, and that they will take

advantage of the employment to earn money for their future studies. This is because the

findings also revealed that FIlipino culture plays an important role that urges students to

pursue college, and that is the culture of wanting a diploma because it will be the key

inorder to increase their socioeconomic status.

According to the study of Ramos (2019), he revealed the satisfaction and reliance

of SHS graduates on their professions. In the study, graduates are not optimistic about
 48

finding work after graduating from SHS. This is consistent with the findings of Orbeta et

al. (2019), who recognized that companies prefer college graduates over SHS graduates.

Despite the program's endeavours to encourage its employment goal, three-quarters of

Grade 12 students intend to continue their education, and most companies are not ready

to hire SHS graduates because they only accept college graduates due to their greater

experience.

However, Elen (2017), found that there are more non-senior high school students

and less students who are in tertiary education employed than senior high school

graduates. This is due to the fact that people are divided due to their social standing in the

society. For instance, if they are part of the upper-class, there is a tendency that students

who are affiliated with the class do not need to pursue early employability, while students

who are either part of the middle or lower classes are urged to find jobs in order to save

money for their college tuition.

With regards to the polishing of the program, the institutions should develop their

campus organizations that are specially constructed in knowing what career path should

students be taking in order to fill-up their passion. In this way, they students can be more

driven and would have a concrete vision on what their future would look like (Ebede,

2015).

In addition, in order to produce globally competitive students and prepare them

for higher education and employability, the program should also focus on teaching styles

of teachers by developing it more and by implementing effective strategies that would

help students to gain more knowledge and motivation. The study also suggests that

teachers should have more confidence and be more encouraging to the wants of their
 49

students. With this being implemented, it will lead to students having better performance

and advancement (Stabback, 2016).

 50

Conceptual Framework

Figure 1
Paradigm of the Study

Figure 1 shows the conceptual framework of the study that presents the effects

and relationship of variables that will be beneficial in tracing the current status of the

senior high school graduates of Camiling Catholic School, Inc. S.Y 2019-2020. It also

determines the SHS exit taken (entrepreneurship, employment, vocational courses, and

tertiary education) and their reason for pursuing it. In this way, the researchers can assess

whether their chosen SHS strand is aligned or misaligned where it presents that

misalignment leads respondents to experience disadvantages during their SHS exit while

alignment to their SHS strand leads them to to experience its advantages during their SHS

exit, all of which will be assessed and used in determining the advantages of the aligned
 51

SHS strand and disadvantages of misaligned SHS strand taken by the respondents to their

SHS exit. Moreover, it further shows the SHS academic performance which has a big

purpose to this study since this variable has a relationship with the advantages of the

aligned SHS strand taken by the respondents to their SHS exit, perceived effect of

academic rating, and the respondents’ educational gain which is depicted by a double

headed arrow. Furthermore, it is also shown that the respondents’ SHS academic

performance has an effect towards their tertiary education which is depicted by a single

headed arrow. With all of the connections of the presented variables, it paves a way in

order to identify the ways to improve the competitive edge of CamCS graduates in terms

of program implementation. In this way, the school could effectively mold their students

to be prepared for greater heights and be globally competitive.

 52

Chapter 3

METHODOLOGY

This chapter discusses the methods utilized in gathering data and their

explanations for the completion of the study. It presents the respondents, the tools used to

collect the necessary data, and the procedures followed to achieve the research objectives.

Research Design

The researchers will employ tracer study as their research design which is

descriptive-quantitative in nature. The purpose of this research design is to trackthe

respondents’ condition and status after graduating from Senior High School. With the

tracer study being descriptive-quantitative in nature, this study emphasizes collecting of

numerical data and analyzing them through statistical methods and describe the present

status of the respondents as well as the acquired skills of the respondents.

Respondents of the Study

The Senior High School Graduates of Camiling Catholic School, Inc., batch

2019-2020 will be the respondents of this study who have completed the SHS curriculum

program and are currently pursuing tertiary education, employment, vocational courses,

or entrepreneurship. Using the Yamane’s formula, the number of respondents required to

make this survey effective consist of a total 126 respondents, specifically 35 from STEM

1, 29 from STEM 2, 29 from STEM 3, and 33 from ABM.

Sampling Technique
 53

The researchers will mainly employ total population sampling with the use of the

Yamane formula in determining the appropriate sample size which will be the number of

respondents of this study where 5% margin of error was used. In this study, the sample

size is drawn to the whole population of Senior High School graduates of Camiling

Catholic School, Inc. S.Y 2019-2020.

Statistical Treatment

For the statistical treatment, the researchers will use two procedures for different

questions comprising the study’s statement of the problem.

For Objectives Number 1-3, the frequency and percentage of the results must be

determined by the researchers. Frequency pertains to how often something happens. The

percentage is then computed after the collection of the frequencies. The researchers will

add up all the frequencies on a frequency chart to determine the total in order to calculate

percentages. The percentage is then calculated by dividing the frequency of a particular

occurrence by the total frequency of events.

For Objective Number 4-9, the statistical technique that will be used by the

researchers is the mean. The means are used to determine the central tendency of the

pertinent data. It is calculated by adding up each data point for the population, then

dividing the result by the total number of points.

Scope and Delimitations

This study will focus on tracing the alignment of strand and current status of

Senior High School students at Camiling Catholic School, Inc S.Y 2019-2020. The
 54

researchers limited their respondents to only trace the Senior High School graduates of

Camiling Catholic School, Inc. batch 2019-2020 who are still reachable to contact either

online or face-to-face.

Data Gathering Instrument

The researchers will gather the necessary data by using survey questionnaires to

conduct the and to gather data with convenience. The survey was created by the

researchers using a 4-point Likert-scale ranging from strongly agree, agree, disagree, and

strongly disagree with checkboxes and multiple-choice questions to establish the

respondents' preferences and reasons.

Data Gathering Procedure

The data for this study will be collected through online survey questionnaires

using Google forms. Before sending the link of the survey questionnaire, the researchers

will send letters to their respondents in order for them to know the purpose of the study,

to know why the researchers are messaging them, and to give them a guarantee that the

data that will be obtained from them will be treated with utmost confidentiality. The

answers to the questions are already given as options, and so the respondents are only

required to check the boxes provided and mark the options with a choice to specify their

response.
 55

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter explains how the researchers interpreted and analyzed the data based

on their comprehension and observation of the interview they conducted with the

respondents guided by the survey questionnaires.

Findings of the Study

Table 1 a total of one hundred twenty-six (126) graduates were the total

respondents. According to the data obtained, (100%) of the former senior high school

graduates of Camiling Catholic School S.Y. 2019-2020, were between the ages of 18 to

24 years old.

In terms of the gender of the respondents, the table shows with all of the 126

respondents, it resulted in 48 male respondents with a percentage of (38.10%) and 78

female respondents with a percentage of (61.90%). Upon analyzing this data, the number

of female respondents is greater than male respondents.

In terms of civil status, the table reveals that all 126 respondents are single with a

percentage of (100%). This indicates that all of the respondents have not yet been

married.

As for the senior high school strands, the table reveals that 93 of the respondents

graduated under the academic strand STEM (Science, Technology, Engineering, and

Mathematics) with a percentage of (73.81%).

 56

Table 1
Demographic Profile of the Respondents
PROFILE FREQUENCY PERCENTAGE (%)

Age

18-24 years old 126 100.00

Total 126 100.00

Gender

Male 48 38.10

Female 78 61.90

Total 126 100.00

Civil Status

Single 126 100.00

Total 126 100.00

Strand

STEM 93 73.81

ABM 33 26.19

Total 126 100.00

Academic Performance

Outstanding (90-100) 75 59.52

Very Satisfactory (85-89) 38 30.16

Satisfactory (80-84) 11 8.73

Fairly Satisfactory (75-79) 2 1.59

Total 126 100.00

Socio-Economic Status

Poor 21 16.67

Low income but not poor 36 28.57

 57

Lower middle class 30 23.81

Middle Class 32 25.40

Upper middle class 4 3.17

Rich 3 2.38

Total 126 100.00

Senior High School Exit

Tertiary Education 120 91.60

Vocational Courses 1 0.76

Employment 5 3.82

Entrepreneurship 5 3.82

On the other hand, 33 of the respondents graduated under the academic strand

ABM (Accountancy, Business and Management) with a percentage of (26.19%). Upon

analyzing the gathered data, the results show that the majority of the respondents

graduated under the STEM strand.

As for the academic performance of the respondents, 75 respondents (59.52%)

show an outstanding performance with an average of 90-100, while 38 respondents

(30.16%) have averages between 85-90 which states that they had a very satisfactory

performance. Meanwhile, there were 11 respondents (8.73%) that had averages ranging

from 80-84 which indicates that their performance was satisfactory, while two (1.59%) of

them had an average ranging from 79-75 which indicates that these respondents had a

fairly satisfactory performance during SHS. This outcome demonstrates that the vast

majority of respondents surpass the number of respondents who showed satisfactory

levels in terms of their academic achievement. The respondents' college performance is

 58

influenced by these results since they were contributing factors in their school

applications.

In terms of the respondents’ socio-economic status. The table shows that a

majority of 36 respondents have a low income between ₱9,520 to ₱21,194 but not poor

with a percentage of (28.57%). Next, 32 respondents (25.40%) have an income between

₱43,828 to ₱76,669 which indicates that they are under the middle class. This is followed

by 30 respondents (23.81%) having an income between ₱21,194 to ₱43,828 which states

they fall under the lower middle class. In addition, the table also reveals that 21

respondents (16.67%) have an income of less than ₱10,957 which specifies that they are

poor. Furthermore, 4 respondents (3.17%) belong to the upper middle class with between

₱76,669 to ₱131,484 being their income. Lastly, there are 3 respondents (2.32%) who are

rich with an income of at least ₱219,140 and up. This shows that the majority of the

incomes of respondents are moderate with the least having more privilege due to their

high incomes.

In terms of the respondents’ SHS exit, a majority of 120 respondents (91.60%)

chose tertiary education as their exit. Meanwhile, five of the respondents (3.82%) entered

employment and entrepreneurship, respectively while there is only one respondent

(0.76%) who took a vocational course program.

Table 2.1.1
Year Level Taken by the Respondents in Tertiary Education
CATEGORIES FREQUENCY PERCENTAGE (%)

6-year level 3 2.50

5-year level 2 1.67

4-year level 111 92.50

 59

3-year level 1 0.83

2-year level 3 2.50

Total 120 100.00

Table 2.1.1 shows the year level taken by the respondents in tertiary education.

Majority of 111 respondents (92.50%), have taken a 4-year level of tertiary education.

Three of the respondents (2.50%) answered that they have taken 6-year level courses,

while the other three respondents (2.50%) have taken 2-year level courses. Moreover,

there are two respondents (1.67%) who have taken 5-year level courses, and only one

respondent (0.83%) has taken a 3-year level course. Overall total is 120 in year level

courses, which can be shown that most of the respondents have taken the 4-year level

tertiary education. The results will help the researchers to know why most of the

respondents have taken the 4-year level tertiary education rather than the longer or

shorter year level.

Taking tertiary education is influenced by the respondents’ SHS experience,

wants, demands, dreams, and issues. There are many possible reasons for this, but each

respondent has their own reasons as they are influenced by reality and engage in different

beliefs, opinions and perceptions, which has a massive effect on their decisions. This

agrees with Seipel (2019), where she stated that separation from parents or guardians to

attend a 4-year college will make someone to become more self-individual and

responsible, which also make them be attractive to the future employers. With this,

independence and maturity will help the students to be better and develop more skills.

Moreover, students typically enroll in a 4-year level degree course due to it being

the most common or standard plan which most colleges implement. In fact, many
 60

respondents are enrolled in a 4-year level course since universities and colleges in the

Philippines generally offer 4-year courses (Informatic, 2020). With this information, it

explains why the majority of the respondents are under 4-year level courses. In addition,

most of the respondents took a bachelor’s degree which typically takes 4 years to

complete.

Table 2.1.2 shows the respondents specific courses that they have chosen in their

tertiary education. In this way, the researchers could assess if their Senior High School

strand is aligned with the course that they have taken. As shown in the table, it reveals

that Bachelor of Science in Nursing is the most enrolled course with a total number of 15

respondents with a percentage of (12.50%). On the other hand (5.83%) took Bachelor of

Science in Information in Technology and Bachelor of Science in Civil Engineering

while there were (4.17%) who took Bachelor of Science in Criminology and

Management Accounting. There are also (3.33%) who enrolled in Psychology, and in

Pharmacy. The table also shows that (2.50%) of the respondents took Bachelor of Science

in Medical Technology, Entrepreneurship, Hospitality Management, Animal Science,

Electronics Engineering, Veterinary Medicine, and Agriculture. Moreover, the results

show that (1.67%) of the respondents took Bachelor of Science in Electrical Engineering,

Marine Transport, Radiologic Technology, Food Technology, Mechanical Engineering,

Hospitality Management with Specialization in Professional Culinary Arts, Biology,

Forestry, and Accountancy. Finally, the remaining respondents with a percentage of

(0.83%) chose to enroll Bachelor of Science, Business Administration in Marketing,

Industrial Technology major in Automotive Technology, Electronics and

Communications Engineering, Medical Laboratory Sciences, Business Administration,

 61

major in Human Resource Management, Tourism Management, Business Administration,

Architecture, Dental Medicine, Information Technology Specialized in Web and Mobile

Application, Agriculture and Biosystems Engineering, International Hotel and Tourism

Specification in Professional Culinary Arts, Chemistry, Animal Science and Dentistry,

Early Childhood Education, Elementary Education, Development Communication, Public

Administration, Business Administration major in Economics, Aeronautical Engineering,

Business Administration Major in Office Management, Geodetic Engineering, and

Bachelor of Arts in Economics, English Language Studies, and Psychology, all of which

are the most least takes courses by the respondents.

With the majority result of this table, it shows that senior high school graduates of

Camiling Catholic School batch 2019-2020 are mostly nursing students. The majority

chose nursing as their course in tertiary education probably due to its popularity and

opportunities. According to Urbi (2018), he revealed that Filipinos who took nursing and

migrated to other countries are a huge phenomenon due to the career’s financial

opportunity that could help them and their families to improve their way of living.
 62

Table 2.1.2
Specific Courses Taken by the Respondents in Tertiary Education
PERCENTAGE
CATEGORIES FREQUENCY
(%)

Bachelor of Science in Nursing 15 12.50

Bachelor of Science in Business Administration major in Financial Management 9 7.50

Bachelor of Science in Information Technology 7 5.83

Bachelor of Science in Civil Engineering 7 5.83

Bachelor of Science in Criminology 5 4.17

Bachelor of Science in Management Accounting 5 4.17

Bachelor of Science in Psychology 4 3.33

Bachelor of Science in Pharmacy 4 3.33

Bachelor of Science in Medical Technology 3 2.50

Bachelor of Science in Entrepreneurship 3 2.50

Bachelor of Science in Hospitality Management 3 2.50

Bachelor of Animal Science 3 2.50

Bachelor of Science in Electronics Engineering 3 2.50

Doctor of Veterinary Medicine 3 2.50

Bachelor of Science in Agriculture 3 2.50

Bachelor of in Electrical Engineering 2 1.67

Bachelor of Science in Marine Transportation 2 1.67

Bachelor of Science in Radiologic Technology 2 1.67

Bachelor of Science in Food Technology 2 1.67

Bachelor of Science in Mechanical Engineering 2 1.67

Bachelor of Science in Hospitality Management with Specialization in Professional 2 1.67

Culinary Arts

Bachelor of Science in Biology 2 1.67

Bachelor of Science in Forestry 2 1.67

Bachelor of Science in Accountancy 2 1.67

Bachelor of Science in Business Administration in Marketing 1 0.83

Bachelor of Science in industrial technology major in Automotive Technology 1 0.83

Bachelor of Science in Electronics and Communications Engineering 1 0.83

 63

Bachelor of Science in Medical Laboratory Sciences 1 0.83

Bachelor of Science in Business Administration, major in Human Resource 1 0.83

Management

Bachelor of Science in Tourism Management 1 0.83

Bachelor of Science in Business Administration 1 0.83

Bachelor of Science in Architecture 1 0.83

Bachelor of Arts in Economics 1 0.83

Doctor of Dental Medicine 1 0.83

Bachelor of Science in Information Technology Specialized in Web and Mobile 1 0.83

Application

Bachelor of Science in Agriculture and Biosystems Engineering 1 0.83

Bachelor of Arts in English Language Studies 1 0.83

Bachelor of Science in International Hotel and Tourism Specification in 1 0.83

Professional Culinary Arts

Bachelor of Science in Chemistry 1 0.83

Bachelor of Science in Animal Science and Dentistry 1 0.83

Bachelor of Early Childhood Education 1 0.83

Bachelor of Arts in Psychology 1 0.83

Bachelor of Elementary Education 1 0.83

Bachelor of Science in Development Communication 1 0.83

Bachelor of Science in Public Administration 1 0.83

Bachelor of Science in Business Administration major in Economics 1 0.83

Bachelor of Science in Aeronautical Engineering 1 0.83

Business Administration Major in Office Management 1 0.83

Bachelor of Science in Geodetic Engineering 1 0.83

Total 120 100.00

In fact, study also showed that many students use this as their number one

motivation to pursue nursing due to the Philippines being a poor country. Since there is

high demand for Filipino nurses abroad, there are many who view it as their key to

opening better career prospects and earning better pay. In the weak Philippine economy, a

Registered Nurse (RN) salary is about 5% of the earnings by an RN working in the

 64

United States. The US has a shortage of nurses, a factor that has led to more employment

opportunities for nurses from the Philippines. It is also not surprising that the main

destination for nurses from the Philippines is the US. Many Filipinos prefer to work

outside their country where they can earn higher salaries and get better job opportunities

(Nursing Services, 2021). This shows that nursing presents a better chance to leave the

country with a dismal economy hence inspires many individuals to enroll from nursing

programs as a ticket to move abroad.

Table 2.2.1-2.2.3
SHS exit Taken by the Respondents in terms of Vocational Course
CATEGORY FREQUENCY PERCENTAGE (%)

Year Level

1-Year level 1 100.00

Total 1 100.00

Courses

Computer System Servicing 1 100.00

Total 1 100.00

Certificate Acquired

NC II 1 100.00

Total 1 100.00

Table 2.2.1-2.2.3 shows that only one of the respondents decided to enroll in a

vocational course as a means of graduating from high school. The respondent completed

a year-long course in computer system services and received a certificate in NC II,

enhancing their employability, productivity, and ability to adapt to changes in their field.
 65

This finding indicates that only a small percentage of the respondents chose to pursue

vocational courses.

When it comes to finding a job and encouraging emerging professionals to excel

in their new career path, making sure that graduates have the skills they need for the

position plays an essential role. Students who do not have the necessary skills will

quickly find themselves struggling in their new position. They may start to lose

confidence and feel unsure about what to do. The businesses that hire them will also feel

frustrated as they lose money and time. They find themselves training new employees

who do not have the insight and practical knowledge they need to do what they were

hired to do (Peters, 2020). Which is why, some graduates consider taking on vocational

courses since vocational education and training, allows students to gain practical

experience in their chosen career path before they even graduate which is very

advantageous.

Table 2.3.1
Respondents’ Employment Status
Employment Status FREQUENCY PERCENTAGE (%)

Regular/Permanent 1 20.00

Part-Time/Contractual 1 20.00

Self-Employed 3 60.00

Total 5 100.00

Table 2.3.1 shows the employment status of the respondents who decided to be

employees after senior high school. A majority of three respondents (60%) are

self-employed while one respondent (20%) is taking regular or permanent employment

with another one respondent (20%) taking part-time employment. With the gathered data,
 66

the majority response conforms to the study of Visco (2022), where he points out that

fresh graduates decide to be self-employed rather than to be under someone because they

want to be their own boss to their own business. This is caused by factors such as full

fulfillment of the respondents' needs, full control over one's own business, the benefit of

having one's own schedule, the ability to decide when and where an individual will work,

and the satisfaction and joy it will give an individual as they earn money while doing

their passion, hobby, and strengths.

However, according to Jobs (2019), fresh graduates tend to lean over the idea of

being self-employed rather than going around their community looking for one in order

to be employed because of the problem of not getting accepted even though they are fresh

graduates of senior high school. Another reason is that slots of employment are getting

tighter due to employment competition of these graduates. However, another cause for

their self-employment is due to them lacking communication skills and confidence which

is why they had the motive of building their own business and being their own boss in

order to lessen their work that requires communication. By knowing that they are their

own boss, they also start to build confidence in running their own job or service.

Table 2.3.2
Reasons of the Respondents for Employment
Statements FREQUENCY PERCENTAGE (%)

Do not have the resources to pursue 1 20

tertiary education

Did not want to pursue tertiary 1 20

education

Breadwinner of the family 2 40

Wanted to earn immediately 3 60

 67

Table 2.3.2 presents the respondents’ reason for employment. There are five

respondents who have chosen employment as their SHS exit. Majority of them answered

that they pursued employment because they wanted to earn money immediately, which

got the highest percentage of (60%). In addition, the other reason for their employment is

due to them being the breadwinner of their family which got a percentage of (40%).

Meanwhile, other respondents pursued employment because of not having the resources

to pursue tertiary education and not wanting to enter tertiary education, all of which got a

percentage of (20%), respectively. With this, it reflects the result found in table 1

regarding their socio-economic status because only a few of them have high incomes that

benefit their needs. This becomes the reason why some of the respondents took

employment as their SHS exit in order to immediately earn money in sustaining their

needs especially for their family. This conforms to Padios et al. (2021), that graduates

who are part of the lower class were urged to implement immediate employability rather

than entering tertiary or higher education. This is due to the fact that their need for

survival is more important than spending their money on their college tuition, and they

will take advantage of the employment to earn money for their future studies. This is

because the findings also revealed that Filipino culture plays an important role in urging

students to pursue college, and that is the culture of wanting a diploma because it will be

the key in order to increase their socioeconomic status.

Table 2.3.3
Respondents’ Nature of Work in terms of Employment
Categories Frequency Percentage (%)

Restaurant 2 40

Service 2 40
 68

Financial 1 20

Total 5 100.00

Table 2.3.3 presents the nature of the respondents’ work in terms of employment.

In this table, there are two categories that became the majority response. Majority of two

respondents (40%) answered that the nature of their work is based primarily in a

restaurant while the other two respondents (40%) answered that service is the nature of

their work. On other hand, only one respondent (20%) answered that the nature of his

work is financial. This complies with the Department of Statistics Malaysia (2017),

where they reported that the majority of students in their schools took employment as a

restaurant. According to this study, the majority of respondents are happy and content

with this kind of occupation. Their school has trained them not only in customer service,

but also skills in cooking. In addition, salaries, work environment and promotion were

closely related to the intention of people to pursue their careers in the restaurant industry

(Zainol et al., 2020). Moreover, in the article of Barness et al. (2022), they showed that

out of five American workers in the private sector are employed in the service economy,

they do everything from ensuring products get from ports to store shelves and into

consumers' hands to providing care in hospitals and nursing homes. For decades the

service sector has driven the economy and the recent rebound in the service sector

continues to drive economic growth.

Table 2.3.4
Respondents’ Length of Employment
Length of Employment FREQUENCY PERCENTAGE (%)

Less than 6 months 2 40

 69

6-12 months 1 20

More than 12 months 1 20

4 years 1 20

Total 5 100.00

Table 2.3.4 shows the length of employment of the respondents who took

employment as their SHS exit. In the table, it shows that a majority of two respondents,

with a percentage of (40%) had mostly spent less than 6 months of being employed. On

the other hand, one respondent with a percentage of (20%) had their employment in the

span of 6 to 12 months, more than 12 months and four years, respectively. This means,

most of them are under probationary employment where in the Philippines, it is a

tentative employment for not more than 6 months to determine whether or not the

employee would qualify for regular or permanent employment in the Philippines on

reasonable standards to afford the employer an opportunity to observe the fitness of a

probationary employee while at work and to ascertain whether he or she will become an

efficient or productive employee Johnson (2019). With this, it will truly test them

whether they are a good fit for the business or not.

Table 2.3.5
Respondents’ Nature of Business in terms of Employment
CATEGORIES FREQUENCY PERCENTAGE (%)

Service 4 80.00

Manufacturing 1 20.00

Total 5 100.00
 70

Table 2.3.5 shows the employed respondents’ nature of business. Based on the

results, a majority of four respondents (80%) engage in a service business, while the other

one respondent (20%) engages in a manufacturing business. According to some of the

respondents, they chose service as the nature of their business because they want to use

their skills in order to earn. By using their skills in providing service, they will not be

tired of working since these skills make them feel happy in creating meaningful work.

This conforms to the study of Hansen (2021), that some people prefer to establish a

service-based business since it is simple for anyone with the necessary abilities in a field

they find enjoyable to launch their own service-based business without first having to

spend thousands of dollars on inventory. It is more honorable for businesses that provide

services to have clients return for additional service purchases, which may not be the case

for organizations that sell things. According to him, if they have abilities that they can

use to their advantage in order to make money, a service-based business is a good idea to

consider. Due to the fact that this industry can prosper in both good and bad economic

times, investing in a service-based firm may be a wise decision.

Table 2.3.6
Respondents’ Present Position in terms of Employment
CATEGORIES FREQUENCY PERCENTAGE (%)

Rank-and File 3 60.00

Supervisory level 1 20.00

Managerial level 1 20.00

Total 5 100.00

Table 2.3.6 shows the present position of the respondents who took employment

as their SHS exit. The table shows the frequency and the percentages of the present
 71

position: rank-and-file, supervisory level, and managerial level. In the table, it shows that

the majority of three respondents (60%) are under the position of rank-and-file

employees. On the other hand, one respondent (20%) is under the supervisory level and

managerial level, respectively. Therefore, it is shown that most of the respondents are

ordinary members or workers of a company, as opposed to its leaders or managers. This

confirms that students are not confident enough to find gainful employment after

graduation, limiting themselves to jobs that are not matched with the technical education

and training they have received in SHS, and employers still prefer to hire college

graduates or at least those with some years of a college education (Llego, 2022). With

this, it shows that in order to be in a higher position, they must work harder and have the

choice to enter tertiary education in order to obtain a diploma that will ultimately be the

key for them in getting employed immediately.

Table 2.3.7 shows the skills acquired of the employed respondents in relation to

their job. In this table, the researchers will be able to determine if the skills acquired in

school are relevant to their employment.

Table 2.3.7
Skills Acquired by the Respondents in SHS in Relation to their Job
Skills Acquired in SHS in Relation to their Job FREQUENCY PERCENTAGE
(%)

Broad general knowledge 2 40.00

Communication skills (oral and written) 4 80.00

ICT skills 2 40.00

Theoretical and practical knowledge 4 80.00

Problem-solving skills (creativity and initiative) 3 60.00

Work ethics (teamwork) 3 60.000

 72

Entrepreneurship skills (leadership, decision 4 80.00

making, time management)

As shown in the table, communication skills (oral and written), theoretical and

practical knowledge, and entrepreneurship skills (leadership, decision making, time

management) are the majority skills the respondents (80%) have acquired in relation to

their job, respectively. This is followed by the problem-solving skills (creativity and

initiative) and work ethics (teamwork) which got a percentage of (60%), respectively. In

addition, some of the respondents (40%) answered that they have acquired broad general

knowledge and ICT skills, respectively. This conforms to the study of Espallardo (2019),

where it aimed to determine the status, experiences, challenges and opportunities among

the graduates of Callejon NHS-SHS. Her study revealed that (49%) were employed,

(40%) went to college and the remaining pursued business. As to employment, (90%)

were working full time. As to those who were studying, half of them got scholarships and

(70%) went to public college or state university. However, only (18%) pursued courses

related to Home Economics. Meanwhile, her study revealed that communication skills

ranked first among the different skills acquired in school. Additionally, in relation to the

study by Abun et al. (2019), where they assess the entrepreneurial knowledge and goals

of ABM students. Their research revealed that the entrepreneurial knowledge and

entrepreneurial intentions of the students are high and also acquiring entrepreneurship

skills is one of the best skills. It is also found that there is a significant correlation

between entrepreneurial knowledge and entrepreneurial intentions of the students. With

this, the skills they acquired will help them prepare for living a better life outside of
 73

school and establish a strong foundation for a successful future especially for their future

jobs or occupation.

Table 2.4.1
Respondents’ Nature of Business in terms of Entrepreneurship
CATEGORIES FREQUENCY PERCENTAGE (%)

Service 3 60.00

Agriculture 1 20.00

Hotel 1 20.00

Total 5 100.00

Table 2.4.1 shows the respondents’ nature of business in terms of

entrepreneurship. In the table, it is evident that the respondents are involved in and pursue

various types of businesses. Either they formed their own businesses or they acquired

their family businesses. In the table, it shows that the majority of three respondents (60%)

answered that the nature of their business is based primarily on service. This is followed

by one respondent (20%) who answered that the nature of his business is agriculture,

while the remaining respondent (20%) answered that the nature of his business is based

on hotel management.

Launching a service business is an excellent way to earn money. One of the nicest

things about service businesses is that they can be launched in any sector or specialty, so

there will never be a shortage of chances. Another significant advantage of service

organizations is that they are less vulnerable to economic downturns, which are all too

typical in retail and manufacturing. Service-based businesses get the opportunity to

achieve higher margins because their service providers do not need to pay employees as

much because they are themselves service entrepreneurs (Hansen, 2021). These factors
 74

may very well have had a substantial influence in encouraging respondents to launch a

service as the nature of their business. Furthermore, it's conceivable that they opt for a

service business because they prefer a method to earn money effectively, and it may be

the most convenient and easiest option for them to get started.

Table 2.4.2
Respondents’ Reasons for Starting a Business in terms of Entrepreneurship
STATEMENTS FREQUENCY PERCENTAGE (%)

To make more money 4 80.00

To achieve financial independence 4 80.00

To follow my passion 3 60.00

To support my family 4 80.00

To support a cause 1 20.00

Table 2.4.2 shows the reasons of the respondents for starting a business. Based on

the presented data, a majority of the respondents (80%) answered that their reasons for

starting a business were to make more money, achieve financial independence, and

support their families, respectively. In addition, some of the respondents (60%) have

answered that they started a business to pursue their passion, and a percentage of (20%)

have answered that supporting a cause is one of the reasons for them to start a business.

With the majority response, it conforms to the study of Mitchell (2019), where he

states that most fresh graduates tend to have ideas on creating a business in order to earn

immediately for the benefit of their lives and most especially in providing something for

their families. With this, it does not just make them have money but also gain the quality

of being financially independent where they can provide their own things for themselves.

This will also develop them into greater persons since operating a business provides the
 75

opportunity to gain knowledge in areas that schools alone cannot teach that can only be

taught concretely by experience. Starting a business enables them to set their own

schedules and manage their work in order to still pursue other goals in life. Additionally,

opening a business provides students with a propensity to recover quickly from failure, a

hunger for innovation, and the ambition to strive for their goals.

Table 2.4.3
Skills acquired of the Respondents in SHS in relation to their Business
STATEMENTS FREQUENCY PERCENTAGE (%)

Broad general knowledge 3 60.00

Communication skills (oral and written) 4 80.00

ICT skills 1 20.00

Theoretical and practical knowledge 3 60.00

Problem-solving skills, (creativity and 2 40.00

initiative)

Work ethics (team work) 2 40.00

Entrepreneurship skills (leadership, 2 40.00

decision making, time management)

Table 2.4.3 presents the skills of the respondents acquired in senior high school in

relation to their business. Communication skills (oral and written) is the most acquired

skill as chosen by the respondents (60%). Other respondents (60%) also answered that

they obtained a broad general knowledge, and some respondents (60%) answered that

they gained theoretical and practical knowledge. Aside from that, the respondents (40%)

also stated that they acquired problem-solving skills, while (40%) learned work ethics,

and while some (40%) learned entrepreneurship skills like leadership, decision-making,
 76

and time management. On the other hand, only one respondent (20%) answered that he

acquired ICT skills.

As stated, the majority of the respondents acquired communication skills during

their senior year of high school, which is one of the most important skills when doing

business (Fleming, 2021). According to his statement, excellent communication skills can

strengthen one’s office and work relationships, speed up processes, and facilitate

seamless differences of opinion. Poor communication skills, on the other hand, can lead

to misunderstandings, lost time, arguments, and sometimes even lost money or business

due to missed deadlines or misleading information. With this, it is very crucial that every

senior high school graduate has a good foundation and developed skills towards

communication since it is very beneficial in every SHS exit that they will take. With good

communication, everything will be under control towards success.

Table 3
Reasons of the Respondents in Pursuing SHS Exit
STATEMENTS FREQUENCY PERCENTAGE (%)

Good grades in school 35 27.78

For financial help in college 28 22.22

Influence of parents or relative 40 31.75

Peer influence 27 21.43

Passion for career or profession of choice 71 56.35

Inspired by a role model 43 34.13

Prospect of career development 52 41.27

Table 3 presents the reasons of the respondents in pursuing their SHS exit. As

shown in the table, a majority of 71 respondents (56.35%) answered that they pursued
 77

their SHS exit due to their passion for career or profession of choice. There were also 52

respondents (41.27%) who answered due to the prospect of career development, while 43

respondents (34.13%) answered that they pursued their SHS exit because they were

inspired by a role model. Moreover, 40 respondents (31.75%) answered that they pursued

their SHS exit due the influence of their parents or relatives. There were also 35

respondents (27.78%) who answered they pursued SHS exit due to good grades in school.

Furthermore 28 respondents (22.22%) took their SHS exit for financial help in college.

Finally, 27 respondents (21.43%) answered that they were influenced by their peers to

take their SHS exit.

With the majority response, by choosing their own choice of profession, they will

be more motivated for their future occupation and will make them stay interested.

Moreover, since their passion motivates them to pursue something, it makes them have a

clear vision about their future since this is the scenario that they have been longing hard

for. With their passion, it encourages them to pursue broadening their knowledge and in

improving their abilities in order to achieve the goal that is behind the exit that they will

choose (MAPUA, 2020). In addition, peer influence is the least response since their

friends have the least power to make a decision on what career to pursue (Moneya and

Legaspino, 2020). With this, deciding for oneself is more effective in order to achieve

one’s goal because if the decision was made by someone else, there will be no

satisfaction granted to their future.

Table 4
Alignment of the SHS Strand Taken by the Respondents to their SHS Exit
STATEMENTS FREQUENCY PERCENTAGE (%)

My SHS strand is aligned to the college 3.33 Agree

course that I took.
 78

A lot of job opportunities opened after 2.72 Agree

Senior High School.

My present work or college course is 3.17 Agree

related to my area of specialization

Overall Mean 3.07 Agree

Table 4 exhibits the collected data from respondents regarding the alignment of

their SHS taken to their SHS exit. With a mean of 3.33, respondents agreed that their

SHS strand is aligned to the college course that they took. Meanwhile, with a mean of

2.72, it states that they agree that there are a lot of job opportunities that opened after

Senior High school because of the alignment of their SHS strand to their SHS exit. In

addition, with a mean of 3.17, respondents agree that their present work or college course

is related to their area of specialization. Overall, a mean of 3.07 is computed which

indicates that respondents agree that their taken SHS strand is aligned with their SHS

exit. This is related with study of Arded (2019) regarding senior high school students'

alignment with their top college course choices. The study indicated that aligning

academic strands to a student's course reduces the number of subjects and gives a huge

opportunity in their future careers or exit, making their educational and future lives more

convenient, less stressful, and will provide them a great future.

Additionally, the majority of the students per strand have taken undergraduate

degrees that are aligned to their SHS strand. In terms of the employability of the

graduates, the current employment status of the Letran SHS graduates suggests that they

possess the necessary skills for the industries in which they are employed, or that they

have acquired the necessary skills during their employment, indicating that the SHS

graduates are trainable and competent enough to work (Awi et al., 2021). Thus, students
 79

will be aware of the advantages of aligning their SHS academic strand with their desired

SHS exit.

Table 5
Advantages of the Aligned SHS Strand to their SHS Exit
STATEMENTS FREQUENCY PERCENTAGE (%)

I developed public speaking skills. 3.15 Agree

I expanded my analysis skills. 3.38 Agree

I learned how to write cognitively. 3.34 Agree

I learned how to manage my time better. 3.26 Agree

My leadership skills became apparent. 3.16 Agree

I developed digital literacy. 3.23 Agree

I developed my ability to think 3.38 Agree

abstractly and make logical reasons.

The strand stimulated my enthusiasm for 3.34 Agree

further learning.

Overall Mean 3.28 Agree

Table 5 shows the advantages of aligned SHS strand taken to their SHS exit. In

the table, it shows that with a mean of 3.15, it indicates that the respondents agree that

they developed their public speaking skills. In addition, with a mean of 3.38, the

respondents agree that they expanded their analysis skills. With a mean of 3.34, the

respondents agree that they learned how to write cognitively. The respondents also agree

that they learned how to manage their time better which got a 3.26 mean score.

Furthermore, with a mean of 3.16, their leadership skills became apparent, while with a

mean of 3.23, it indicates that the respondents developed digital literacy. Moreover, with

a mean of 3.38, they agree that they developed their ability to think abstractly and make
 80

logical reasons, and they also agree that the strand stimulated their enthusiasm for further

learning which got a 3.34 mean score. With all of this gathered data, it states that the

overall mean resulted in 3.28 which indicates that they agree that their aligned SHS

strand taken to their SHS exit is advantageous.

This is supported by Juanillo (2017), where she states that students will endure

distress and hardship if they choose the incorrect path of study because of the potential

for a variety of unfavorable outcomes. Alternatively, they feel the complete opposite

when they are on the correct course. That is why it is crucial to take account of one's own

characteristics and preferences in order to pick the strand that would work best for

personal development. Students will take a set of classes that will prepare them for their

chosen profession. These will help the student acquire the knowledge, abilities, and

self-assurance necessary for success in college. The students will select a path according

to their own strengths, preferences, and needs that are designed to boost self-esteem and

prepare the student for success in higher education (Formoso, 2017). In accordance with

an article published by CIIT College of Arts and Technology (2018), students need to

take into account more than simply their own preferences and abilities when deciding

which academic strand to pursue. Incoming SHS students can use this information to be

set up with the right courses based on their individual strengths and interests. The

academic path includes classes that enable adjusting to new topic requirements and levels

of difficulty in school relatively straightforward.

Table 6
Disadvantages of the Chosen SHS Strand that is Not Aligned to their SHS Exit
STATEMENTS FREQUENCY PERCENTAGE (%)

My planned college course was not 3.03 Agree

pursued.
 81

I encountered financial problems. 2.80 Agree

I encountered difficulties in applying for 2.73 Agree

college

I lack the knowledge for the course I 2.67 Agree

was going to take.

I underwent bridging programs. 2.60 Agree

I encountered stress. 3.30 Agree

I felt pressured with my peers who had 2.90 Agree

aligned strands.

I spent most of my time studying to 2.90 Agree

catch up.

Overall Mean 2.87 Agree

Table 6 presents the data gathered about the disadvantages of the chosen strand

that is not aligned with their SHS exit. In the table, a mean of 3.03 which indicates that

respondents agree that their planned course was not pursued, and a mean of 2.80 which

states that respondents agree that they ran into financial troubles. Moreover, respondents

agreed, with a mean of 2.73, that they had struggled to apply to college because they had

taken the wrong strand or strand. Also, a mean of 2.67 which indicated that respondents

agreed that they lack knowledge for the course they intend to take. Furthermore, a mean

of 2.60, says that respondents agreed that they underwent bridging programs, while a

mean of 3.30 states that they agreed that they had experienced stress. Moreover, with a

mean of 2.90, respondents agreed that they felt pressured by their peers who had aligned

strands and, with a mean of 2.90, respondents agreed that they spent the bulk of their time

studying to catch up. Therefore, with the gathered overall mean of 2.87, it indicates that
 82

the respondents agree that they have experienced the disadvantages of their chosen SHS

strand that is not aligned to their SHS exit.

This is one of the problems senior high school graduates’ encounters in the first

place, which is not choosing the appropriate strand for them. These are driven by many

factors including undeveloped mindset, affordability, persuasion of parents and

environment (Anuada, 2017). With this, having a wrong decision in choosing what course

to pursue will result in regret. They will feel the effects of that action by being uneasy

and experiencing the negative effects of stress. With this, having the stress around during

their SHS exit will result in them losing their motivation in reaching their goals.

Therefore, it is crucial to help every student as early as possible especially for the ones

who are close to entering Senior High School to help them in knowing their interest. In

this way, they would have a clear career path.

Table 7 shows the effects of SHS academic rating on college performance are

shown. This is to assess whether the respondents’ senior high school rating impacts their

college performance. A mean of 3.02 indicates that respondents agreed that they were

accepted to the first-choice university based on their academic performance.

 83

Table 7
Effects of SHS Academic Rating on College Performance
STATEMENTS FREQUENCY PERCENTAGE (%)

I was accepted to my first university choice 3.02 Agree

due to my academic rating.

My academic rating affected my university 2.76 Agree

choices.

My academic rating has helped me gain a 2.63 Agree

scholarship in college.

Due to my academic rating, I am able to 2.34 Disagree

pursue college overseas.

My knowledge from my SHS years has 3.33 Agree

been useful for my course.

My academic rating has increased my 3.20 Agree

motivation to get higher grades in college.

My academic rating has allowed me to gain 2.98 Agree

confidence in engaging in extracurricular
activities.

My academic rating influenced my role in 2.89 Agree

the groups (clubs or other academic-related
groups) I am part of in college

Overall Mean 2.89 Agree

Furthermore, a mean 2.76 indicated that respondents agreed that the academic

rating influenced their university choices. The respondents also agree that their academic

rating helped them gain college scholarships, which got a 2.63 mean score. Another

factor that impacts their college performance is their knowledge from SHS years that are

useful for the courses they have taken, in which they agree, with a 3.33 mean score. They

also agree that their academic rating increased their motivation to get higher grades in

college, allowed them to gain confidence in engaging in extracurricular activities, and

 84

influenced their roles in the groups or other academic-related clubs in which they are part

in college, with mean scores of 3.20, 2.98 and 2.89, respectively. However, the

respondents disagree that their SHS academic rating has helped them to pursue college

overseas which got a mean score of 2.34. With all of these data, the overall mean resulted

in 2.89 which indicates that the respondents agree that their academic rating has a

significant effect on their college performance.

As stated by Elsner et al. (2021), the effects of academic performance in students,

especially on graduates, have a huge impact on their performances once they have

reached a higher level of education or other exit platforms. This is because the grades and

past performances that they have acquired and done respectively during their studies

catalyzed them to have the motivation to either do better, maintain or use it as an

advantage to have a well-executed performance in their chosen exit. However, according

to Lars (2019), even though a student may have good grades, it is still not a possible key

in order to study abroad due to the reasons of language barrier, lack of financial

assistance, and lack of the students’ facility to stay in. With this, in order to be qualified

in studying abroad, a lot of things should be considered not just with grades, but also

other factors such as the preparedness of the student to study abroad with full support.

Table 8
Perceived Educational Gain of the Respondents at CamCS
STATEMENTS FREQUENCY PERCENTAGE (%)

CamCS provided quality education that 3.48 Agree

I adopted to
college/employment/entrepreneurships

I excel in my college 3.18 Agree

courses/employment/entrepreneurship
 85

Participating in CamCS organizations 3.12 Agree

helped to strengthen my collaborative
skills.

The strand I took in CamCS made my 3.38 Agree

transition to
college/employment/entrepreneurship
easier.

CamCS provided me with a broad 3.32 Agree

overview of my
course/employment/entrepreneurship

Overall mean 3.30 Agree

Table 8 presents the perceived educational gain of the respondents at CamCS. As

shown in the table, the respondents agree, with a mean score of 3.48, that CamCS

provided quality education that they have adapted to their SHS exit. This is followed by a

mean of 3.18, which indicates that the respondents excel in their SHS exit. In addition,

with a mean of 3.12, the respondents also agree that participating in the organizations of

CamCS helped them to strengthen their collaborative skills. Moreover, with a mean of

3.38, the respondents agree that the strand they took in CamCS made their transition to

SHS exit easier. Finally, with a mean of 3.32, the respondents agree that CamCS provided

them with a broad overview of their chosen SHS exit. With the gathered data, the overall

mean resulted in 3.30 which indicates that the respondents agree that they perceived

educational gains at CamCS.

According to Brillantes et. al. (2019) the new SHS curriculum that is applied to

many schools in the Philippines is successful in supplying students with the skills they

need in order to do well in college, employment, or entrepreneurship, and SHS graduates

will either be employed or will start their own business engage in business ventures while
 86

carrying the lessons that they have acquired during their SHS years that is improved by

the new curriculum. With this, it states the effectiveness of the curriculum not just to its

institutions, but also for the betterment of the students in achieving greater height for

their future. This means that the K-12 program offers a decongested 12-year program for

the students which aims to give them sufficient time to master skills and acquire basic

competencies with the goal of being competitive on a global scale. Students of the new

system will be equipped with the skills required to be ready for employment,

entrepreneurship, middle-level skills development, and higher education even if they

intend to do so after graduation.

Table 9 presents the information that has been gathered regarding the ways to

improve the competitive edge of CamCS graduates. With this information, the

researchers could determine whether the school offers them enough organizations,

programs, and teaching techniques, as well as activities and a workforce that is aligned to

help them strengthen their competitive edge. With a mean of 3.47, it states that the

respondents agree that there should be a more aligned workforce wherein teachers handle

subjects that correspond to the course they finished. Also, with mean 3.49, it states that

respondents agree that teachers' loads must be assigned compatible with their

qualifications or field of specialties. In addition, with a mean of 3.56, they strongly agree

that excellent educators are an essential aspect in the implementation of high-quality SHS

programs and it would be better to scout and encourage skillful and passionate educators

to properly guide their students to the best of their intentions, Moreover, a mean of 3.41

indicates that respondents agree that it would be better to scout teachers enrolled in

graduate programs. It is also computed that a mean of 3.42 states that respondents agree
 87

that a homeroom guidance program that is responsive to varying needs of students must

be implemented. They also agree that improved intervention programs must be

implemented for students with learning difficulties with a mean of 3.50. Lastly, a mean of

3.47 indicates that respondents agree that a school facilities development plan that lays

out provisions for different learning processes and varied needs for student learning must

be implemented. Overall, the findings come out to an overall mean of 3.47 that generally

states that the respondents agree that the competitive edge of CamCs needs to be

improved.

Table 9
Ways to Improve the Competitive Edge of CamCS Graduates
STATEMENTS FREQUENCY PERCENTAGE (%)

There should be a more aligned workforce 3.47 Agree

wherein teachers handle subjects that
correspond to the course they finished

Teachers’ loads must be assigned compliant 3.49 Agree

with their qualifications or area of
specializations.

Excellent educators are an essential aspect 3.56 Strongly Agree

in the implementation of high-quality SHS
programs; it would be better to scout and
encourage skillful and passionate educators
to properly guide their students to the best
of their intentions.

It would be better to scout teachers enrolled 3.41 Agree

in graduate programs.

A homeroom guidance program that is 3.42 Agree

responsive to varying needs of students
must be implemented.

Improved intervention programs must be 3.50 Agree

implemented for students with learning
difficulties.
 88

A school facilities development plan that 3.47 Agree

lays out provisions for different learning
processes and varied needs for student
learning must be implemented.

Overall Mean 3.47 Agree

With the results of this table, it conforms to the study by Serin (2017), where he

focuses on the distinctions that enthusiastic teachers make and highlights the impact of

passion on successful teaching and learning. He found that motivation is a critical

element that can influence academic success. Student achievement can be positively

impacted by passionate educators who are dedicated to their work. Passion may

positively affect learning and teaching by inspiring excitement and action in addition to

acting as a motivator.

Moreover, a competitive edge allows an institution to outperform its competitors.

It refers to variables that enable them to produce high quality education and effective

programs that could help their students to be developed and be globally competitive not

just with intelligence, but also with values. Having a competitive edge may increase the

school’s admiration (INDEED, 2021). With this, it can help the school to be well-known

and that can be an advantage in increasing their students that could help the school to

increase its income that can be used in improving their facilities and programs for their

students’ development that will make them acquire many skills that will be beneficial for

their exit.

Table 10
Relationship of Senior High School Academic Rating to Advantages of the Aligned
SHS Track Taken to their SHS Exit, Effects of SHS Academic Rating on College
Performance, and Perceived Educational Gain of the Respondents at CamCS
 89

INDICATORS COEFFICIENT PROBABILITY LEVEL OF

OF SIGNIFICANCE
CORRELATION

Advantages of the
Aligned SHS Strand 0.304 0.003 Highly Significant
Taken to their SHS Exit

Effects of SHS
Academic Rating on 0.149 0.098 Not Significant
College Performance

Perceived Educational
Gain of the 0.204 0.020 Significant
Respondents at CamCS

Table 10 shows the relationship or the level of significance of Senior High School

academic rating to the advantages of aligned SHS strand taken by the respondents to their

SHS exit, effects of SHS academic rating on the respondents’ college performance, and

the perceived education gain of the respondents at CamCs.

Advantages of the Aligned SHS Strand Taken to their SHS Exit

The result revealed that the relationship between Senior High School academic

rating and advantages of aligned SHS strand is highly significant because the probability

of 0.003 is less than 0.01. This implies that the higher the academic rating, the greater

the advantages experienced by the respondent in college when their SHS strand is aligned

to their SHS exit.

Effects of SHS Academic Rating on College Performance

The table shows that there is no significant relationship between Senior High

School academic rating and the effects of SHS academic rating on college performance

since the probability 0.098 is greater than 0.05 this implies that regardless of their Senior
 90

High School academic rating, their perception on the effects of SHS academic rating on

their college performance will be the same.

Perceived Educational Gain of the Respondents at CamCS

The table reveals that there is a significant relationship between Senior High

School academic performance and the perceived educational gain of the respondents at

CamCS since the probability 0.020 is less than 0.05. This means, the higher the academic

performance, the greater they will perceive the educational benefits that CamCS will

provide to them.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter provides the summary of the findings, all of the derived conclusions

from the significant data and findings, and the recommendations for the study.

Summary Of Findings

The study was conducted to determine the present condition of the senior high

school students of Camiling Catholic School, inc. S.Y 2019-2020 in order to determine

whether the K–12 program has achieved its goals in addressing the necessity to produce
 91

competent and highly qualified graduates who can ultimately compete in a local and

global arena.

The researchers first asked the respondents available time in answering the survey

questionnaire and explained their motives, the nature and scope of the study they were

conducting. Thus, data were gathered and critically interpreted in order to know their

current statehood in completing the study.

The demographic profile of the respondents is classified into their age, gender,

civil status, strand, academic performance, socio-economic status, and senior high school

exit. Overall, the result of the survey for the demographic profile shows that all of the

respondents’ age ranges from 18-24 years old with all of them being single. Majority of

them are female, are under the STEM (Science, Technology, Engineering, and

Mathematics) strand, have an outstanding SHS academic rating and have a low income

between ₱9,520 to ₱21,194 but not poor.

In terms of describing their SHS exit, a majority of 120 respondents pursue

tertiary education with a four-year degree. The researchers also found that the majority of

the respondents who are in tertiary education are pursuing Bachelor of Science in

Nursing. In terms of vocational courses, only one respondent is under this exit who took a

one-year level course of Computer System Servicing and acquired an NC II certificate.

In addition, there are five respondents who chose employment as their SHS exit.

The majority of them are employed because they want to earn money immediately.

Besides that, the majority of them are self-employed. In addition, the majority length of

employment of the respondents is less than six months with restaurant and service being

the nature of their work. Moreover, the majority of them are under rank-and-file positions
 92

with the nature of business of their company being engaged in services. In terms of skills

acquired in SHS in relation to their job as employees, the majority of them learned oral

and written communication skills, as well as theoretical and practical knowledge, and

entrepreneurship skills. In terms of entrepreneurship, the majority of the respondents’

business is under services in order to make more money and achieve financial

independence. Furthermore, the majority of those who started a business have acquired

oral and written communication skills during their SHS.

Also, the majority of the respondents chose their SHS exit due to their passion for

their career or profession of choice. With this, the alignment of their SHS strand taken to

their SHS exit showed that the majority of the respondents agreed that their SHS strand is

aligned with the college course that they took.

The advantages of the aligned SHS strand taken by the targeted respondents to

their chosen SHS exit are also acquired from the collected data. As seen from the result

of the survey, the respondents who are aligned agreed that their SHS track and strand is

advantageous to their chosen SHS exit since they all agree that they have acquired the

skills needed in their chosen SHS exit with the majority stated that it expanded their

analytic skills, developed abstract thinking, and to make logical reasons. On the other

hand, respondents who are misaligned agreed that they have experienced the

disadvantages of their chosen SHS strand that is not aligned to their SHS exit with stress

being the majority response.

Furthermore, the researchers found that the majority of their respondents agreed

that the effects of their academic rating have a positive impact on their college

performance. It is also revealed that the majority of the respondents agreed that CamCS
 93

provided them significant educational gains. However, with this merit, most of the

respondents agree that the competitive edge of CamCS needs to be improved and in order

to achieve this quality, they strongly suggest that CamCS should have excellent educators

by scouting and encouraging skillful and passionate teachers who can properly guide

their students to the best of their intentions.

The researchers have also found that the relationship between their Senior High

School academic rating and the advantages of aligned SHS strand is highly significant

which means the greater the advantages experienced by the respondent in college when

their SHS strand is aligned to their SHS exit. In addition, there is no significant

relationship between their Senior High School academic rating and the effects of SHS

academic rating on their college performance. However, regardless of their Senior High

School academic rating, their perception on the effects of SHS academic rating on their

college performance will be the same. Finally, there is a significant relationship between

their Senior High School academic performance and the perceived educational gain of the

respondents at CamCS. This means, the higher the academic performance, the greater

they will notice the educational gains that they have achieved at CamCS.

Conclusions

Based on the findings of this study, the following conclusion were constructed;

1. There are 126 total respondents; the majority of them are female, between the

ages of 18 and 24, and single. All of them are under the academic strand and mostly are

under Science, Technology, Engineering, and Mathematics strand during their SHS.

Additionally, the majority of respondents had a SHS academic rating between 90 and
 94

100, which means the majority of the respondents have an outstanding performance

during their SHS. In terms of socio-economic status, the majority of them have a low

income between ₱9,520 to ₱21,194 but are not poor. In terms of SHS exit, the majority of

the 120 respondents have pursued tertiary education, with five being employed, five

engaging in entrepreneurship, and one participating in a vocational course program.

2. Most of the respondents have taken 4-year level courses in tertiary education and

most of them took Bachelor of Science in Nursing. In terms of vocational courses, only

one respondent is under this program who took a one-year level course of Computer

System Servicing and acquired an NC II certificate. In terms of employment, the majority

of them stated that the reason for their employment is to earn money immediately. Most

of them are self-employed. Majority of them have been employed for less than 6 months

with restaurant and service being the nature of their work. Also, majority of them are

under rank-and-file positions with the nature of business of their company being engaged

in services. Most of them also learned oral and written communication skills, as well as

theoretical and practical knowledge, and entrepreneurship skills during their SHS. In

terms of entrepreneurship, the majority of the respondents’ business is under services.

Also, the majority reason on why they want to start a business is to make more money

and achieve financial independence. Furthermore, the majority of those who started a

business have acquired oral and written communication skills during their SHS.

3. In terms of the reasons of the respondents in pursuing the SHS exit, most of them

chose their SHS exit due to their passion for their career or profession of choice.
 95

4. In terms of the alignment of the SHS strand taken by the respondents to their SHS

exit, the majority of the respondents’ SHS strand is aligned to their chosen college

course.

5. In terms of respondents’ advantages of aligned SHS strand taken to their SHS

exit, the majority of respondents who are aligned to their SHS exit agreed that their

chosen SHS strand is aligned to their SHS exit. The majority also states that the benefits

that they have acquired is that they expanded their analytic skills, developed abstract

thinking, and to make logical reasons.

6. In terms of the disadvantages of the chosen SHS strand that is not aligned to the

respondents’ SHS exit, most of them agree that they have experienced the disadvantages

of their chosen SHS strand that is not aligned to their SHS exit with stress being the

majority disadvantage that they have encountered as a result of their misalignment.

7. In terms of the effects of SHS academic rating on college performance, the

majority of the respondents agree that their academic rating had a positive effect on their

college performance with a majority stating that the knowledge from their SHS years has

been useful for their course.

8. In terms of perceived educational gains of the respondents at CamCS, majority of

them agreed that CamCS provided them significant educational gains where most of them

agreed that CamCs provided quality education that they have adapted to their chosen

SHS exit.

9. In terms of the ways to improve the competitive edge of CamCS graduates in

terms of program implementation, majority of the respondents agreed that the

competitive edge of CamCS needs to be improved where they strongly suggest that
 96

CamCS should have excellent educators by scouting and encouraging skillful and

passionate teachers who can properly guide their students to the best of their intentions.

10. In terms of correlation, the researchers found that the relationship between

Senior High School academic rating and advantages of aligned SHS strand is highly

significant. However, there is no significant relationship between Senior High School

academic rating and the effects of SHS academic rating on college performance. Finally,

there is a significant relationship between Senior High School academic performance and

the perceived educational gain of the respondents at CamCS.

Recommendations

Based on the results of the study and the conclusion formulated, the following

recommendations are hereby suggested.

1. To the School Administrators of CamCS, they should conduct more seminars or

conferences that will help clarify the minds of students on what path they will take after

their senior high school years. They should also motivate and assist the students so that

they will be more persistent in completing their studies and be prepared in the future.

They should also hire teachers and make them handle subjects that correspond to the

course they have finished. In this way, they can be passionate educators in teaching their

specialization to their students. Through their passion, it can influence their students to

also have an aligned path. Moreover, they should also implement an effective homeroom

guidance that will provide students with their advice or other needs that help them to their

future.
 97

2. To the Students of CamCS, they should engage in extracurricular activities at

school that can help them develop their skills, so they can identify their passions and

what they desire and use those things to have an aligned and clear path that will lead

them to be successful in their chosen careers. In this way, they will not experience the

disadvantages of misalignment. They should also expose and engage themselves more in

business-related skills such as in ICT, problem solving, work ethics, and entrepreneurship

through seminars, programs, or using learning materials that social networking platforms

can provide as early as possible as an early involvement and preparation for them to be

active and advanced if ever they want to build their own business. They should also train

themselves to decide for themselves on what they want and to remove their habits of

letting other people decide for themselves.

3. To the Teachers of CamCS, they should acquire the quality of being excellent

and passionate educators for the betterment of the SHS programs. They should also

maintain or improve their skills, teaching styles, and ways of encouragement to their

students in order to properly guide their students to the best of their intentions. They

should focus on enhancing their students’ problem-solving skills, strengthen their

foundation regarding information and communication technologies, learn the importance

of work ethics, and to master leadership, time management, and decision-making skills.

In this way, it will be advantageous for their students to become effective college

students, employees, and entrepreneurs. They should also focus on making homeroom an

opportunity in having intimate communication to their students more deeply rather than

using it in order to give wisdom and knowledge in helping them to find their career.
 98

4. To the Supreme Student Council (SSC), they should guide, encourage, support,

provide recommendations, and help students in making decisions to pursue their

co-students’ passions, and goals. They should also implement or conduct an effective

academic intervention for the students who are struggling with their studies. In this way,

they will be equipped with more knowledge in strengthening the subjects that are

essential for the strand they want to pursue in the future. In addition, the academic

intervention should also include the importance of having a clear career path. In this way,

they will be encouraged to fuel their passions that will be the key for their alignment.

They should maintain the activeness and implement significant activities to the school's

organization in order for their co-students to have more collaboration in strengthening

their communication skills and in providing them more knowledge.

5. To the Parents, they should learn to listen to what courses or strands their

children want to choose. They should also open their minds and learn to respect the

opinions and dreams of their children because students’ perspective matters a lot when it

comes to decision-making and to their future career paths. Letting them decide on what

they want to pursue and supporting it will be beneficial for them since it will increase

them to experience the advantages during their SHS exit. However, if they are unsure on

what path to take, that will be the time for them to take a step for them to encourage their

children.

6. To the Local Government, they should create a fundraising program in order to

provide education funds that will be used by schools in order to give resources for

students who lack essential learning materials. In this way, students who are struggling

could achieve their rights to education in order to gain knowledge and clear visions on
 99

what they want in making their dreams into a reality. they should also provide a

generalized career path program that is open for all students in the municipality. In this

way, it will be assured that all students can have this kind of merit in developing their

minds for the betterment of their future.

7. To the Entrepreneurs, aside from creating a business in order to gain more

money for their wealth, should also use their ability to create a business that supports a

cause for the community such as supporting students who lack the resources for learning

or in giving donations for a program that could help students find their passion. In this

way, business owners are not the only ones who will gain wealth, but also to the local

community in providing education to children in making them receive light and

knowledge because education is a right.

8. To the Future Researchers, they should use this study as a guide or basis when

conducting a tracer study. Moreover, they can gather information not only for their

studies, but also for their personal understanding of specific topics to make improvements

for their works. They should also consider conducting this study again using the total

population.
 100

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APPENDICES
 114

APPENDIX A
Letter for Content Adviser

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Assistant Principal
Camiling Catholic School, Inc.

Sir,

We, the undersigned researchers are currently conducting a study entitled “TRACER
STUDY ON THE SENIOR HIGH SCHOOL GRADUATES OF CAMILING
CATHOLIC SCHOOL, INC. S.Y. 2019-2020” and it is advisable that each group must
have an adviser to ensure excellent and great quality output. In view thereof, may we
knock to your generous heart to have you as our Content Adviser.

We believe that your knowledge, experience, and insights will be crucially significant and
will have a great impact on the outcome of our work.

We are looking forward to your approval.

Thank you for being a blessing to us.

Respectfully yours,
The Researchers:

Jerome Abellera Chamica D. Aguilar Natasha Nicole M. Apolonio

Bhreant Angelo D. Batac Jannah Eunice V. Bugayong Ehvan P. Clemente

Kim Micca C. Colitoy Hazel Anne S. Dela Cruz Kim Kennidy D.C Del Rosario

Gielyn Faith T. Esteban Sharie Leene D.C Esteban Ianne Ashlee P. Ico

Trisha Mhae L. Julian

Noted and Approved:

 115

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Content Adviser

APPENDIX B
Letter for Statistician

MS. KRISTELLE JOY L. SALAZAR, LPT

SHS Focal Person
Camiling Catholic School Inc.

Ma’am,

The undersigned researchers are currently conducting a study entitled “TRACER

STUDY ON THE SENIOR HIGH SCHOOL GRADUATES OF CAMILING
CATHOLIC SCHOOL, INC. S.Y. 2019-2020” and it is advised that each group have a
statistician to ensure the quality of the output.

We respectfully request your service and expertise to serve as our statistician for our
tracer study. We highly appreciate that the success of this study will be significantly
contributed by your knowledge, suggestions, and recommendations.

We look forward to receiving your response on this matter.

Thank you and God bless.

Respectfully yours,
The Researchers:

Jerome Abellera Chamica D. Aguilar Natasha Nicole M. Apolonio

Bhreant Angelo D. Batac Jannah Eunice V. Bugayong Ehvan P. Clemente

Kim Micca C. Colitoy Hazel Anne S. Dela Cruz Kim Kennidy D.C Del Rosario

Gielyn Faith T. Esteban Sharie Leene D.C Esteban Ianne Ashlee P. Ico

Trisha Mhae L. Julian

Recommending Approval:
 116

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher

Noted and Approved:

MS. KRISTELLE JOY L. SALAZAR, LPT

Statistician
APPENDIX C
Letter for Language Critique

MS. JESSELE FAYE P. BAES, LPT

English Coordinator
Camiling Catholic School, Inc.

Ma’am,

The undersigned researchers are currently conducting a study entitled “TRACER

STUDY ON THE SENIOR HIGH SCHOOL GRADUATES OF CAMILING
CATHOLIC SCHOOL, INC. S.Y. 2019-2020” and to guarantee the quality output, it is
advisable that each group must have a language critique.

In view of thereof, may we knock your generous heart to serve as our Language Critique.
We believe that your knowledge, experience, and expertise will significantly contribute to
the success of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,
The Researchers:

Jerome Abellera Chamica D. Aguilar Natasha Nicole M. Apolonio

Bhreant Angelo D. Batac Jannah Eunice V. Bugayong Ehvan P. Clemente

Kim Micca C. Colitoy Hazel Anne S. Dela Cruz Kim Kennidy D.C Del Rosario

Gielyn Faith T. Esteban Sharie Leene D.C Esteban Ianne Ashlee P. Ico

Trisha Mhae L. Julian

 117

Recommending Approval:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher

Noted and Approved:

MS. JESELLE FAYE P. BAES, LPT

Language Critique

APPENDIX D
Letter for Registrar
MS. MARY JILL D. GELACIO
School Registrar
Camiling Catholic School, Inc.

Ma’am,

The undersigned researchers are currently conducting a study entitled “TRACER

STUDY ON THE SENIOR HIGH SCHOOL GRADUATES OF CAMILING
CATHOLIC SCHOOL, INC. S.Y. 2019-2020” and in order to carry out its objectives, it
is required that each group must have the complete list of graduates of its designated
batch.

Tracer studies involve identification and follow-up of graduates for the purpose of
evaluating education outcomes to be used as material for the improvement of the
institution.

In view of thereof, may we humbly request for a copy of the List of Senior High School
Graduates of Camiling Catholic School, Inc. S.Y. 2019-2020 with their General
Average.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,
The Researchers
Jerome Abellera Chamica D. Aguilar Natasha Nicole M. Apolonio

Bhreant Angelo D. Batac Jannah Eunice V. Bugayong Ehvan P. Clemente

 118

Kim Micca C. Colitoy Hazel Anne S. Dela Cruz Kim Kennidy D.C Del Rosario

Gielyn Faith T. Esteban Sharie Leene D.C Esteban Ianne Ashlee P. Ico

Trisha Mhae L. Julian

Recommending Approval:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher

Noted and Approved:

MS. MARY JILL D. GELACIO

School Registrar
 119

APPENDIX E
Survey Questionnaires
Note to Respondent: This survey aims to track down the SHS graduates of
Camiling Catholic School Inc. in the school year 2020-2021. We will assess how well the
course options of Camiling Catholic School Inc. respond to the needs of institutions and
the job market. Your frank response to this survey will go a long way toward achieving
our objective of making Camiling Catholic School Inc.'s education relevant to the
demands of our society in these eras of accelerating social change.

I. DEMOGRAPHIC PROFILE

1. What is your age?

● 18-24 years old ● 25-34 years old ● 35-44 years old

2. What is your gender?

● Male ● Female ● Others, please
specify:_______

3. What is your civil status?

● Single ● Married ● Divorced

● Widowed

4. What is your SHS strand?

● STEM (Science, Technology, ● ABM (Accountancy, Business and
Engineering and Mathematics) Management)

5. What is your SHS Academic Rating? (General Average During Grade 12)
● Outstanding ● Very Satisfactory ● Satisfactory (80-84)
(98-100) (85-89)

● Did Not Meet ● Average:_____

Expectations
(Below 75)

6. How can you describe the socio-economic status of your family in terms of
your monthly average income (including other people helping for your
household’s upkeep)?
 120

● Poor (Less than ● Low income but not ● Lower middle class
₱10,957) poor (Between (Between ₱21,194
₱9,520 to ₱21,194) to ₱43,828)

● Middle class ● Upper middle class ● High income but

(Between ₱43,828 (Between ₱76,669 not rich (Between
to ₱76,669) to ₱131,484) ₱131,484 to
₱219,140

● Rich (At least

₱219,140 and up)

II. SHS EXIT TAKEN

Your SHS exit is the decision you made regarding the path you took after
graduating senior high school. There are mainly four exits namely tertiary education,
employment, and entrepreneurship. Please only answer the section that applies to your
SHS exit.

A. Tertiary Education

B. Vocational Courses

C. Employment

D. Entrepreneurship

Please only answer the section that applies to your SHS exit.

A. Tertiary Education
1. College Course:____________________
● 4-year level ● 2-year level

1.1 What specific course did you take?

B. Vocational Courses
1. Vocational Course:___________________
● 4-year level ● 2-year level
●
1.1 What specific vocational course did you take?

2. Certificates Acquired: (Check all that applies.)

 121

● NC I ● NC III

● NC II
C. Employment
1. Are you currently employed? (If not, answer NO and please proceed
to the other sections.)
● Yes
● No

1.1 What are the reasons for your employment? (Please check all that
applies.)
● Did not have the resources to ● Breadwinner of the family
pursue tertiary education

● Did not want to pursue tertiary ● Wanted to earn immediately

education

2. If yes, what is the status of your employment?

● Regular/Permanent ● Part-Time/Contractual

● Others, please specify: ● Self-Employed

____________

3. What is the nature of your work?

● Manufacturing ● Academic ● Hotel

● Service ● Public Office ● Restaurant

● Retailing ● Auditing ● Political

● Financial ● Agriculture ● General

Management

● Planning ● IT ● Others, please

specify:
____________
 122

4. How long have you been employed?

● Less than 6 ● 6-12 months ● More than 12

months months

● Others, please
specify:______

5. What nature of business does your company engage in? (Check all that
applies.)
● Service ● Manufacturing ● Commercial

● Financial ● Agriculture ● Others, please

specify:_________
6. What is your present position in your current job?

● Rank-and File ● Managerial level

● Supervisory ● Others, please specify: ____________

7. Which of the following skills you have acquired during senior high
school helped you in performing your present job? (Please check all that
applies.)

● Broad general ● Knowledge ● Entrepreneurship

knowledge (theoretical and skills (leadership,
practical) decision making,
time management)

● Communication ● Problem-solving
skills (oral and skills, (creativity
written) and initiative)

● ICT skills ● Work ethics

(team work)

D. Entrepreneurship

1. What is the nature of your business?

 123

● Manufacturing ● Service ● Retailing

● Financial ● Planning ● Academic

● Public Office ● Auditing ● Agriculture

● IT ● Hotel ● Restaurant

● Political ● General Management ● Others, please

specify:__________

2. What are your reasons for starting a business? (Please check all
that applies.)

● To make more ● To achieve financial ● To follow my

money independence passion

● To support my ● To support for a cause ● To create a

family legacy

● Others, please
specify:_________

3. What are the skills that you have acquired in SHS in relation to
your business? (Please check all that applies.)

● Broad general ● Communication ● ICT skills

knowledge skills (oral and
written)

● Knowledge ● Work ethics (team ● Entrepreneurship

(theoretical and work) skills (leadership,
practical) decision making,
time management)

● Others, please
specify:_________

III. REASONS IN PURSUING SHS EXIT

 124

SHS Exit is the term describing the decision made by each student regarding the
path they took after graduating senior high school. There are mainly four exits namely
higher education, middle level skills development, entrepreneurship, and employment.

Please check all that applies to you.

1. What is your reason for pursuing the SHS exit? (Please check all that applies.)
● Good grades in ● For financial help in ● Peer influence
school collegeInfluence of
parents or relative

● Passion for ● Inspired by a role ● Prospect of

career or model career
profession of advancement
choice
● Others (please
specify):______
_

IV. ALIGNMENT OF THE SHS TRACK TO SHS EXIT

From Sections IV to VIII, you can skip a question if it does not apply to your
circumstances.

1. How would you describe the alignment of your SHS track to your SHS exit?
(Answer only those that apply.)

Statements Strongly Agree Disagree Strongly

Agree Disagree

My SHS track is aligned to the college course

that I took.

A lot of job opportunities opened after Senior

High School.

My present work or college course is related

to my area of specialization.

V. ADVANTAGES OF SHS TRACK ALIGNMENT TO EXIT

 125

Please answer this section if your SHS strand is aligned to your SHS exit. If not,
please proceed to Section VI.

1. What are the advantages in choosing the right SHS strand for your SHS exit?
(Answer only those that apply.)

Statements Strongly Agree Disagree Strongly

Agree Disagree

I developed public speaking skills.

I expanded my analysis skills.

I learned how to write cognitively.

I learned how to manage my time better.

My leadership skills became apparent.

I developed digital literacy.

I developed my ability to think abstractly and

make logical reasons.

The strand stimulated my enthusiasm for

further learning.

VI. DISADVANTAGES OF SHS TRACK ALIGNMENT TO EXIT

Please answer this section if your SHS strand is misaligned to your SHS exit. If
not, please proceed to Section VII.

1. What are the disadvantages in choosing the incorrect SHS strand for your SHS
exit? (Answer only those that apply.)

Statements Strongly Agree Disagree Strongly

Agree Disagree

My planned college course was not pursued.

I encountered financial problems.

I encountered difficulties in applying for

college
 126

I lack the knowledge for the course I was going

to take.

I underwent bridging programs.

I encountered stress.

I felt pressured with my peers who had aligned

strands.

I spent most of my time studying to catch up.

VII. EFFECTS OF SHS ACADEMIC RATING ON COLLEGE PERFORMANCE

Please answer this section if you are currently under or went through tertiary
education or vocational courses. If not, please proceed to Section VIII.

1. From your perspective, how does your SHS academic rating affect your college
performance? (Answer only those that apply.)

Statements Strongly Agree Disagree Strongly

Agree Disagree

I was accepted to my first university choice due

to my academic rating.

My academic rating affected my university

choices.

My academic rating has helped me gain a

scholarship in college.

Due to my academic rating, I am able to pursue

college overseas.

My knowledge from my SHS years has been

useful for my course.

My academic rating has increased my

motivation to get higher grades in college.

My academic rating has allowed me to gain

confidence in engaging in extracurricular
activities.
 127

My academic rating influenced my role in the

groups (clubs or other academic-related
groups) I am part of in college.

VIII. EDUCATIONAL GAIN AT CAMCS

1. From your perspective, how much have you gained as a result of your
education at CamCS?

Statements Strongly Agree Disagree Strongly

Agree Disagree

CamCS provided quality education that I

adopted in college/
employment/entrepreneurship.

I excel in my college
courses/employment/entrepreneurship.

Participating in CamCS organizations helped to

strengthen my collaborative skills.

The strand I took in CamCS made my

transition to
college/employment/entrepreneurship easier.

CamCS provided me with a broad overview of

my course/employment/entrepreneurship.

IX. WAYS TO IMPROVE THE COMPETITIVE EDGE OF CAMCS

GRADUATES IN TERMS OF PROGRAM IMPLEMENTATION

For this section, you are required to answer all the given questions.

1. From your perspective, what are the ways to improve the competitive edge of
CamCS graduates in terms of program implementation?

Statement Strongly Agree Disagree Strongly

Agree Disagree
 128

There should be a more aligned workforce

wherein teachers handle subjects that
correspond to the course they finished.

Teachers’ loads must be assigned compliant

with their qualifications or area of
specializations.

Excellent educators are an essential aspect in

the implementation of high-quality SHS
programs; it would be better to scout and
encourage skillful and passionate educators to
properly guide their students to the best of their
intentions.

It would be better to scout teachers enrolled in

graduate programs.

A homeroom guidance program that is

responsive to varying needs of students must
be implemented.

Improved intervention programs must be

implemented for students with learning
difficulties.

A school facilities development plan that lays

out provisions for different learning processes
and varied needs for student learning must be
implemented.
 129

Curriculum Vitae
 130

ABELLERA, JEROME

165-166 Osmeña Highway Pob. J, Camiling, Tarlac

jeromesyotiabellera25@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: April 25, 2004

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Mr. Manuel Joel P. Abellera

NAME OF MOTHER: None

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Catholic School, Inc.

March 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 131

BATAC, BHREANT ANGELO DUQUE

49 Romulo St. Brgy Cayaoan, Camiling, Tarlac

batacbhreantangelo@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: March 12, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Fred C. Batac

NAME OF MOTHER: Mrs. Sheina Y. Duque

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Catholic School, Inc.

March 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 132

CLEMENTE, EHVAN PREMARION

342 Brgy. Surgui 2nd, Camiling, Tarlac

cehvan@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: March 26, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Enrile P. Clemente

NAME OF MOTHER: Mrs. Ma. Myrna P. Clemente

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Central Elementary School

March 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 133

DEL ROSARIO, KIM KENNIDY DELA CRUZ

0334 Rosal St. Brgy. Palimbo Caarosipan, Camiling, Tarlac

delrosariokimkennidy@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: August 2, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Nazarene

GENDER: Male

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Kim O. Del Rosario

NAME OF MOTHER: Mrs. Irene D. Del Rosario

EDUCATIONAL BACKGROUND

Elementary School:

Camiling West Central Elementary School

April 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 134

AGUILAR, CHAMICA DE JESUS

290 Purok 7 Palimbo Proper Camiling, Tarlac

chamicadejesus01@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: April 28, 2006

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 16 years old

NAME OF FATHER: Mr. Eduardo A. Aguilar

NAME OF MOTHER: Mrs. Merlie N. De Jesus

EDUCATIONAL BACKGROUND

Elementary School:

Camiling West Central Elementary School

April 2017

Junior High School:

Camiling Colleges, Inc.

July 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 135

APOLONIO, NATASHA NICOLE MANUEL

Purok 7 Brgy. Matubog, Camiling, Tarlac

natashanicoleapolonio@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: April 26, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Sherwin A. Apolonio

NAME OF MOTHER: Mrs. Gerlie M. Apolonio

EDUCATIONAL BACKGROUND

Elementary School:

Matubog Elementary School

April 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 136

BUGAYONG, JANNAH EUNICE V.

Purok 6 Brgy. Matubog, Camiling, Tarlac

jannah1136@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: January 13, 2006

PLACE OF BIRTH: Tarlac City, Tarlac

RELIGION: Born Again Christian

GENDER: Female

CIVIL STATUS: Single

AGE: 16 years old

NAME OF FATHER: Mr. Allan DC. Bugayong

NAME OF MOTHER: Mrs. Bleselda V. Bugayong

EDUCATIONAL BACKGROUND

Elementary School:

Philippine International School-Qatar

April 2017

Junior High School:

Asian Lexcon School

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 137

COLITOY, KIM MICCA CALGAO

001 Purok 1 Brgy. Sinilian 1st, Camiling, Tarlac

kcolitoy7@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: January 7, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Cresencio U. Colitoy Jr.

NAME OF MOTHER: Mrs. Jacqueline C. Colitoy

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Catholic School, Inc.

March 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 138

DELA CRUZ, HAZEL ANNE SALAS

074 Linglingay 2 Brgy. Birbira, Camiling, Tarlac

delacruzhazelanne660@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: October 6, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 16 years old

NAME OF FATHER: Mr. Ronaldo G. Dela Cruz

NAME OF MOTHER: Mrs. Carolina S. Dela Cruz

EDUCATIONAL BACKGROUND

Elementary School:

Birbira Elementary School

April 2017

Junior High School:

Birbira High School

July 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 139

ESTEBAN, GIELYN FAITH TRANSFIGURACION

Sitio Tapao Brgy. Nagsabaran, San Clemente, Tarlac

gielynfaithesteban@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: November 19, 2004

PLACE OF BIRTH: CLDH, Brgy. San Vicente, Tarlac City

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Giovanni M. Esteban

NAME OF MOTHER: Mrs. Annalyn T. Esteban

EDUCATIONAL BACKGROUND

Elementary School:

Camiling West Central Elementary School

April 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 140

ESTEBAN, SHARIE LEENE DELA CRUZ

Purok 2 Brgy. Libueg, Camiling, Tarlac

sharieleeneesteban@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: July 14, 2005

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Iglesia Ni Cristo

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Ronaldo R. Esteban

NAME OF MOTHER: Mrs. Analyn DC. Esteban

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Central Elementary School

March 2017

Junior High School:

Camiling Colleges, Inc.

July 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 141

ICO, IANNE ASHLEE PACUNANA

133 Purok Surgui Brgy. Bobon 1st, Camiling Tarlac

Ashleeico29@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: September 3, 2004

PLACE OF BIRTH: Concepcion, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Mr. Bermin V. Ico

NAME OF MOTHER: Mrs. Pia P. Ico

EDUCATIONAL BACKGROUND

Elementary School:

Camiling Catholic School, Inc.

March 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

 142

JULIAN, TRISHA MHAE LALU

Purok Gumamela Brgy. Bobon 2nd, Camiling Tarlac

juliantrishaa@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: December 7, 2004

PLACE OF BIRTH: Tarlac City, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Mr. Nelson C. Julian

NAME OF MOTHER: Mrs. Divine L. Julian

EDUCATIONAL BACKGROUND

Elementary School:

Bobon 2nd Elementary School

April 2017

Junior High School:

Camiling Catholic School, Inc.

May 2021

Senior High School:

Camiling Catholic School, Inc.

Strand: Science, Technology, Engineering and Mathematics

0