Examining the Factors Influencing Curriculum Exit among Grade 12 HUMSS Students

Background of the Study:

Curriculum Exits refer to higher education, employment, entrepreneurship, and middle-

level skills development, encapsulating the diverse pathways through which individuals embark

on their educational and professional journeys. The idea of Curriculum Exits highlights how

education today can lead to different opportunities. It's like a door to many paths, whether you

aim for a college degree, a good job, starting a business, or specialized training. Curriculum

Exits show the key points in education where you gain the knowledge and skills you need to

move forward in your personal life and help society advance.

Examining the intricate aspects that influence students' decisions to exit their curriculum

have various factors. These factors may include academic performance, career aspirations, socio-

economic background, family influences, teacher support, and peer pressure, among others. The

study aims to provide insights into the complex interplay of these factors and how they impact

students' educational choices. Specifically, this explores the experiences of the graduates in their

senior high school education to determine the quality of education that the school offers and the

impact of the new basic education system in the country.

In addition to the formal curriculum, there is often an unspoken "hidden curriculum" that

transmits values and norms, which can inadvertently perpetuate stereotypes and inequality.

Cultural bias in curriculum materials may make learning less relatable for diverse student

populations. Overemphasis on standardized testing can lead to a 'teaching to the test' approach,

hindering the development of critical thinking skills. Moreover, limited access to technology and

the omission of global perspectives can affect students' digital literacy and global preparedness.

Addressing these issues is crucial for creating a more equitable, holistic, and relevant educational

experience for all students.

 There are only a few works of literature that have attempted to study the status of the

graduates (Padios et al., 2021; Orbeta et al., 2018; Santos et al., 2019; Mamba et al., 2020; Baber

et al., 2019; Pajares et al., 2018). By shedding light on the reasons behind curriculum exit among

Grade 12 HUMSS students, this research can inform educators and educational policymakers on

potential interventions and support systems that can help retain students in the curriculum track

or guide them towards more suitable alternatives. Ultimately, the goal is to enhance the

educational experience and outcomes for these students while ensuring they make informed

decisions about their academic and career paths.

Statement of the Problem:

Evaluating the curriculum decisions made by high school students within the HUMSS strand is

of great importance as it significantly shapes their future academic and career paths. It is

essential for school administrators, teachers and students to understand the factors influencing

these choices to improve the educational experience, support students' aspirations, and assess the

strengths and weaknesses of the Philippine SHS curriculum in meeting labor market and

academic demands

This research has a primary objective of identifying the factors that have an impact on the

curriculum choices made by Grade 12 students, particularly focusing on their decision to exit a

specific curriculum. It also aims to address the following questions: Firstly, what are the central

factors that exert influence on the curriculum exit decisions of Grade 12 students? Additionally,

how does curriculum exit affect the college or university choices of students and does it affect

their future career prospects.

Scope and Delimitation of the Study:

The purpose of this study is to analyze different types of curriculum exits, including higher

education, employment, entrepreneurship, and middle-level skills development. We will examine

the pathways and transitions individuals take from education to their chosen exit points.

Additionally, we aim to identify the factors that influence individuals' choices of curriculum

exits and investigate the impact of these exits on personal and societal development.
However, it is important to note that this study will be limited in scope. Firstly, it will focus on

curriculum exits within a specific geographic region or educational system. Secondly, the study

will primarily explore the experiences and perspectives of individuals who have gone through

different curriculum exits. Lastly, the analysis will primarily consider the factors influencing

curriculum exits and their impact, rather than assessing the quality or effectiveness of specific

educational programs or institutions.

Significance of the Study

Students: Gain insights for informed decision-making, empowering them to choose educational

paths aligned with their goals, while receiving tailored support systems to navigate challenges

effectively.

School Administrators/Teachers: Improve teaching strategies and create a learning environment

by understanding the factors influencing curriculum exits, leading to enhanced support for

students.

Educational System: Continuously improve by identifying strengths and weaknesses, fostering

equity, and inclusivity through addressing biases, and creating a more effective and relevant

learning environment.

Future Researchers: The study can help future researchers to have a particular insights of the

curriculum exit to gain deeper understanding to gain i

https://www.researchgate.net/profile/Eric-Awi-2/publication/

359056798_WHAT_NOW_THE_SENIOR_HIGH_SCHOOL_GRADUATES'_CURRICULUM

_EXIT/links/6225e9fc84ce8e5b4d0de51a/WHAT-NOW-THE-SENIOR-HIGH-SCHOOL-

GRADUATES-CURRICULUM-EXIT.pdf