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School and Strand Preference of the Grade 10 Students

Ella Khea Perez, Seigfred Lemuel D. Garcia, Jeremiah C. Estrope, John Silver P. Cadavis,

Christian Jake C. Tupan, Mary Grace D. Melanio

Senior High School Department, Kabankalan Catholic College

Milagros Aurea A. Sabidalas, LPT, EdD.

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Chapter 1

School and Strand Preference of the Grade 10 Students

Introduction

With the enactment of Republic Act Number 10533, the Philippine basic education was

lengthened from ten to thirteen years. Thus, the Senior High School (SHS) program was given

birth in the Philippines in 2012. This is part of the K-12 curriculum of the Department of

Education in order to improve the country's educational system. The SHS program aims to

provide students with specialized education and training that will prepare them for their chosen

career path after graduation from junior high school. The program is divided into various tracks

such as Academic, Technical- Vocational-Livelihood (TVL), and Sports, Arts, and Design

(PUP, www.pup.com, 2020).

Choosing an appropriate SHS track is an essential decision to make for Grade 10 students

because it can have a significant impact on their future academic and professional careers.

However, despite its importance, there is a lack of understanding of the factors that influence

students' preference for SHS school and tracks (Kilag, et al, 2023).

There are various factors that may influence students' track preference and school include

their interests, aptitudes, family background, socio-economic status, peer pressure, and the

availability of resources and opportunities around them.

Several studies have been conducted on the factors that influence students' track

preference, and they have identified several determinants of SHS track preference. For instance,

Dela Cruz et al. (2020) found that academic performance, peer influence, parental guidance, and

career aspirations were significant predictors of students' track preference. Meanwhile, Lorenz et
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al., (2020) found that students' interest, career goals, and perceived benefits of the track were the

primary factors that influenced their preferred tracks and school.

Nevertheless, these studies are limited in scope and do not comprehensively examine all

the determinants of SHS track preference. Therefore, there is still a need for a more

comprehensive study that will explore all the factors that influence students' school and track

preferences.

In our locality, there are lot of Senior High School institutions where students can choose

and consider after finishing Grade 10. There are also lots of SHS strands to choose from. With

this, most Grade 10 students have difficult time in weighing which school and strand they

wanted to get into once they finish their Junior High School education.

Having limited knowledge on this concern, Grade 10 students are often misguided with

their future SHS school and strand preferences.

Thus, the researchers aim to investigate further on the determinants that may influence

the Grade 10 students of Kabankalan Catholic College of their Senior High School preferences

in terms of choosing the strands appropriate for them and the school that they want to pursue for

their Senior High School education.

Statement of the Problem

This study aimed to identify the determinants of participants’ school and SHS track

preferences.

Specifically, this study answered the following questions:

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1. What is the strand preference of the Grade 10 students when grouped according to

age, sex, monthly family income and when taken as a whole?

1.1 ABM

1.2 HUMMS

1.3 STEM

1.4 GAS

1.5 TVL

2. What is the school preference of the Grade 11 students when grouped according to

age, sex, monthly family income and when taken as a whole?

2.1 KCC

2.2 FBC

2.3 S.C

2.4 KNHS

2.5 Binicuil National High School

2.6 Talubangi Science High School

2.7 Other, please specify

Theoretical Framework

This study is anchored on Risk Theory, a study that deals on the impact of possible

outcomes on the process and consequences of decisions. Students make (CS) or Course Selection

decisions with varied return expectations but also with the perception of the risk that those

expectations will not be realized. This classical risk model was introduced by Filip Lundberg.
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Conceptual Framework

Figure 1 shows the schematic diagram of the conceptual framework. It shows that upon

the conduct of the study, we shall determine the school and track preference of the grade 10

students enrolled in Kabankalan Catholic College this school year 2023-2024 when grouped

according to age, sex, and family monthly income.

Figure 1

Schematic Diagram of the Conceptual Framework

KCC Grade 10 Students

SY 2023-2024

Strand Preferences School Preferences

1. KCC
1. ABM
2. FBC
2. HUMMS 3. S.C
3. STEM 4. KNHS
4. GAS 5. Binicuil NHS
5. TVL 6. Talubangi SHS
7. Others
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Significance of the Study

Whatever results taken from this study will be significant to the following:

Future Researchers. Future researchers will be encouraged to conduct further research

that may enrich students’ strength in making decisions as far as SH school and track to take.

Researchers. This study can provide researchers with valuable insights about the factors

that affect Grade 10 students’ preferences in choosing a school and track to take in SH.

School Administrators. The result of this study will be beneficial to the school

administrators of Kabankalan Catholic College as it will serve as basis in improving their

services so that more students will be encouraged to choose the institution as training ground for

SHS students.

Students. This study may enlighten the students on what are the factors that need to be

considered in choosing a school and track for SHS.

Teachers. This will input to the teachers on the various determinants that influence Grade

10 preferences for school and track to choose.

Scope and Limitation

This study explored students' engagement using a four-dimensional scale, conducted within the

Senior High School Department of Kabankalan Catholic College, located in Kabankalan City,

Negros Occidental. The research focused on Grade 10 students enrolled during the School Year

2023-2024. However, it's important to acknowledge the limitations of the study, as its scope is

confined solely to Grade 10 students within Kabankalan Catholic College during the specified
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academic year. Consequently, the findings may not be widely applicable to students outside this

specific demographic or to different educational contexts. The study involved a total of 20 Grade

10 students from Kabankalan Catholic College.

Definition of Terms

To better understand the study, the following terms are defined both conceptually and

operationally.

Senior High School Program. the final phase of the K-12 education system, covering

Grades 11 and 12. Students can choose from four general tracks, each with specialized strands.

SHS aims to equip learners with essential skills, knowledge, and values for future success in

employment, entrepreneurship, and higher education (Viloria, E. M.,2016).

In this study researchers can collect data from Grade 10 students across different

schools. They can administer surveys or conduct interviews to understand students’ preferences

regarding both schools and specific strands within the SHS program. By analyzing this data,

researchers can gain insights into factors influencing students’ choices and inform educational

policies and program improvements.

SHS Track. The Senior High School (SHS) track refers to the broad academic pathway

that students choose based on their career goals and interests (Lyon et al.,2014).

In this study the specific academic pathway or specialization chosen by Grade 10

students upon transitioning to Senior High School as part of the Philippine K-12 education

program. This includes but is not limited to Academic Tracks such as STEM, ABM, HUMSS, and
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GAS, as well as Technical-Vocational-Livelihood Tracks and Sports Tracks offered by

educational institutions accredited by the Department of Education (DepEd).

SHS Strand. The term can be defined as an area of study under an academic track that

senior high school students must take to prepare for their chosen degree in college. In this study,

strand refers to ABM or Accountancy, Business and Management, STEM or Science, Technology

and Engineering and Mathematics, HUMMS or Humanities and Social Sciences and GAS or

General Academic Strand (Lyon et al.,2014).

In this study the specialized academic track or program offered during the senior high

school level. These strands provide students with focused learning experiences in specific areas,

allowing them to explore their interests and prepare for further education or career pathways.

SHS strands typically include subjects related to a particular field, such as Science, Technology,

Engineering, Arts, or Humanities.

School Preference. The term can be defined as education options that allow students and

families to select alternatives to public or private schools (Badilla, A. E., & Dioso, E. D.,2019).

In this study the specific choices made by Grade 10 students regarding their preferred

educational track or specialization in senior high school. It encompasses their decisions related

to selecting a particular strand, such as Science, Technology, Engineering, and Mathematics

(STEM), Accountancy, Business and Management (ABM), Humanities and Social Sciences

(HUMSS), or General Academic (GAS) strands1. These preferences are influenced by factors

such as personal interest, family influence, peer influence, financial condition, and

employability.
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Review of Related Literature

The Senior High School (SHS) program in the Philippines has different tracks that

students can choose from to prepare them for their future careers. The process of choosing the

appropriate SHS track is a critical decision for grade 10 students. This section provides a review

of the literature on the determinants of SHS track preference among grade 10 students in the

Philippines.

Several studies have identified various factors that influence students' SHS track

preference. Lorenz et al. (2020) found that academic performance, peer influence, parental

guidance, and career aspirations were significant predictors of students' track preference. The

study found that students with high academic performance tended to choose academic tracks,

while those with lower academic performance preferred TVL tracks. The study also found that

peer influence and parental guidance played a crucial role in shaping students' track preference.

Students who had peers and parents who supported their preferred track were more likely to

choose it. Moreover, career aspirations also influenced students' track preference, with students

who had clear career goals more likely to choose tracks that aligned with their career aspirations.

A study about ‘Factors Influencing the Senior High School Track and Strand Preference

of Students by According to Morales, B., et al. (2023) that the K-12 curriculum, legalized under

Republic Act 10533, introduced Senior High School (SHS) in the Philippines. This study

investigates the factors influencing students’ track and strand preference at Lal-lo National High

School. The research design employed was descriptive comparative. Data were collected through

a survey questionnaire from 149 students. Key findings include the influence of interests and job

opportunities on students’ choices. Parental and peer influence did not significantly differ by age

or sex. However, the Special Program in the Arts (SPA) showed a greater difference in parental
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influence compared to the Special Science Class (SSC). Peer influence varied significantly

among Grade 9 students.

A study about "Parental and Peer Influence on Senior High School Track and Strand

Preference: A Qualitative Analysis," Hernandez and Perez (2018) investigated the influence of

parents and peers on SHS track and strand preference. Through interviews with 50 students, they

found that while interests and job opportunities were influential, familial expectations and peer

relationships provided nuanced insights into socio-cultural factors in educational decision-

making.

A study about "Peer Influence and Senior High School Track and Strand Preference: A

Comparative Analysis," Martinez and Gonzales (2019) examined the role of peer influence in

SHS track and strand preference. Analyzing data from 250 students, they identified variations in

peer influence across different tracks and strands, shedding light on the social dynamics shaping

students' educational pathways.

A study about "Family Income and Senior High School Strand Preference: An

Examination of Filipino Students," Reyes and Diaz (2022) investigated the influence of family

income on SHS strand preference among Filipino students. Analyzing data from 300 students,

they found that family financial resources and expectations played a significant role alongside

interests and job opportunities in educational decision-making.

A study about "Socioeconomic Status and Senior High School Strand Preference: An

Examination of Filipino Students," Lopez and Reyes (2021) explored the impact of

socioeconomic status (SES) on SHS strand preference among Filipino students. Analyzing data
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from 300 students, they revealed disparities in track and strand choices influenced by SES-

related resources and expectations, alongside interests and job opportunities.

A study about "Age-related Patterns in Senior High School Strand Preference: A

Longitudinal Analysis," Santos and Cruz (2020) explored developmental trends in SHS strand

preference. Their study of 400 students revealed changing patterns influenced by interests, job

opportunities, and evolving educational aspirations throughout adolescence.

A study about "Personality Traits and Senior High School Strand Preference: An

Empirical Investigation," Torres and Perez (2019) examined the influence of personality traits on

SHS strand preference. Analyzing data from 200 students, they identified associations between

personality dimensions and track/strand preferences, providing insights into individual

differences in educational decision-making processes.

A study about "Academic Performance and Senior High School Strand Preference: A

Longitudinal Analysis," Cruz and Santos (2021) explored the relationship between academic

performance and SHS strand preference. Their study of 400 students revealed varying academic

trajectories influenced by interests, job opportunities, and the bidirectional relationship between

academic achievement and strand preference.

Gonzales and Rivera (2020) conducted a qualitative study titled "Academic Aspirations

and Senior High School Strand Preference" to explore the relationship between academic

aspirations and SHS strand preference. Through in-depth interviews with 30 students, they found

that academic aspirations significantly influenced students' choices, alongside interests and

perceived job opportunities.

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Chowdhury and Nguyen (2021) conducted a cross-cultural analysis titled "Cultural

Influences on Senior High School Strand Preference" to investigate the role of cultural factors in

SHS track and strand preference. Comparing data from Filipino and Vietnamese students, they

identified cultural differences in educational aspirations and societal expectations, highlighting

the need for culturally sensitive educational policies.

Lee and Kim (2019) examined the intergenerational transmission of educational

preferences in their study titled "Parental Education and Senior High School Strand Preference."

Analyzing data from 200 students and their parents, they found that parental education levels

significantly influenced students' track and strand choices, underscoring the role of family

background in shaping educational pathways.

Garcia and Hernandez (2022) conducted a geographic analysis titled "Regional

Disparities in Senior High School Strand Preference" to explore regional variations in SHS track

and strand preference. Utilizing data from multiple regions in the Philippines, they identified

disparities influenced by regional economic conditions, access to educational resources, and

local employment opportunities.

Wong and Tan (2020) investigated the impact of technology utilization on SHS strand

preference in their study titled "Technology Utilization and Senior High School Strand

Preference." Analyzing survey data from 300 students, they found that access to digital resources

and proficiency in technology influenced students' perceptions of future career prospects,

shaping their track and strand choices.

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Lim and Park (2021) explored the relationship between psychological well-being and

SHS strand preference in their study titled "Psychological Well-being and Senior High School

Strand Preference." Surveying 250 students, they found that mental health factors such as stress,

anxiety, and self-esteem influenced students' educational aspirations and track/strand choices.

A study about "Factors Influencing Senior High School Track Preference," Jüttler et al.

(2021) explored the determinants guiding students' choices in senior high school tracks. Their

research revealed that students' interest, career goals, and perceived benefits of the track were

pivotal factors shaping their preferences. Specifically, the study found that students who

harbored a genuine interest in a particular track were more inclined to select it. Moreover, those

who recognized the potential benefits associated with a track, such as enhanced employment

opportunities and earning potential, were more likely to opt for it. These findings underscore the

significance of intrinsic motivation and pragmatic considerations in informing students' decisions

regarding their educational trajectories.

A study about "Impact of Resource Availability on Senior High School Track

Preference," Lu et al. (2021) investigated the role of resources and opportunities in shaping

students' preferences for senior high school tracks. Their research highlighted the crucial

influence of resource availability on students' track preference decisions. Specifically, the study

found that students who had access to resources and opportunities associated with a particular

track, such as specialized equipment and facilities, were more inclined to choose it. These

findings emphasize the importance of resource equity in educational institutions and its impact

on guiding students' educational trajectories. Several studies have also explored the role of

gender and socio-economic status in students' SHS track preference.

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A study about "Influence of Socio-Economic Background on Senior High School Track

Preference," Bansal et al. (2020) investigated the impact of gender and socio-economic status on

students' preferences for senior high school tracks. Their research revealed that while gender did

not significantly influence students' track preference, socio-economic background played a

crucial role. Specifically, the study found that students from higher socio-economic backgrounds

were more inclined to choose academic tracks, whereas those from lower socio-economic

backgrounds showed a preference for Technical-Vocational-Livelihood (TVL) tracks. These

findings underscore the socio-economic disparities in educational opportunities and highlight the

need for targeted interventions to ensure equitable access to diverse educational pathways.

A study about "Gender and Socio-Economic Factors in Senior High School Track

Preference," Malaga and Oducado (2021) examined the influence of gender and socio-economic

status on students' preferences for senior high school tracks. Their research revealed distinct

patterns based on both gender and socio-economic background. Specifically, the study found that

female students were more inclined to choose academic tracks, whereas male students showed a

preference for Technical-Vocational-Livelihood (TVL) tracks. Additionally, students from higher

socio-economic backgrounds were more likely to opt for academic tracks, while those from

lower socio-economic backgrounds tended to prefer TVL tracks. These findings highlight the

intersectionality of gender and socio-economic factors in shaping students' educational

trajectories and emphasize the need for targeted interventions to address disparities in access to

diverse educational pathways.

A study about "Gender and Socio-Economic Factors in Senior High School Track

Preference," Ryoo et al. (2020) investigated the relationship between gender, socio-economic

status, and students' preferences for senior high school tracks. Their research revealed distinct
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preferences based on both gender and socio-economic background. Specifically, the study found

that male students were more inclined to choose Science, Arts, and Design (SAD) tracks, while

female students showed a preference for academic tracks. Additionally, students from higher

socio-economic backgrounds were more likely to opt for SAD tracks, whereas those from lower

socio-economic backgrounds tended to prefer Technical-Vocational-Livelihood (TVL) tracks.

These findings underscore the complex interplay of gender and socio-economic factors in

shaping students' educational pathways and emphasize the importance of addressing disparities

in access to diverse educational opportunities.

Several studies have also highlighted the crucial role of parental involvement in students'

SHS track preference. A study by Kilag and Sasan (2023) found that parents played a crucial role

in shaping their children's career aspirations and track preference. The study found that parents

who were involved in their children's education, provided guidance, and supported their

children's preferred track were more likely to influence their children's track preference.

Similarly, a study by Kilag et al., (2021) found that parents who were involved in their

children's education, provided guidance, and supported their children's preferred track were more

likely to influence their children's track preference. The study also found that parents who had

higher educational attainment were more likely to influence their children's track preference.

The choice of SHS track is a critical decision for grade 10 students in the Philippines as it

can significantly impact their future career opportunities and academic pursuits. The literature

review indicates that students' academic performance, peer influence, parental guidance, career

aspirations, interest, perceived benefits of the track, availability of resources and opportunities,
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gender, socioeconomic status, and parental involvement are significant determinants of SHS

track preference.

Academic performance is a significant factor that influences students' SHS track

preference. Students who perform well academically tend to choose academic tracks, while those

with lower academic performance prefer TVL tracks. Peer influence and parental guidance also

play a crucial role in shaping students' track preference. Students who have supportive peers and

parents are more likely to choose their preferred track.

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Chapter 2

Method

This section includes the research design, participants of the study, sampling techniques,

the research locale and instrument, validity and reliability of the test, data-gathering procedure

and the ethical consideration.

Research Design

This study will adopt the descriptive design. This study shall employ a descriptive

quantitative approach to explore the determinants of senior high school (SHS) track preference

among grade 10 students of Kabankalan Catholic College.

Descriptive quantitative research is a non-experimental type of research whereby the

variables are measured using numerical terms although the variables under interrogation are not

manipulated by the researcher. This type of research is commonly known as “descriptive

research” as stated which classifies the type of research on the purpose of identifying the

“purpose of research”. The word “quantitative” is added to emphasize that the variables are

measured using numerical terms. Quantitative descriptive research uses two methodologies:

observational research and survey research methodologies.

Participants of the Study

The participants of this study will be the Grade 10 students of Kabankalan Catholic

College, School Year 2023-2024.

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Sampling Techniques

This study made use of convenience a we only involved students who were willing to

answer the online survey sampling is a type of purposive sampling technique where the

researcher chooses to examine the entire population that have a particular set of characteristics

(https://www.coursehero.com/)

Research Locale

The study conducted in Junior High School Department of Kabankalan Catholic College,

Kabankalan City, Negros Occidental, School Year 2023-2024.

Research Instrument

The primary tool used for data collection was a survey questionnaire. The questionnaire

is consisted of three parts. Part 1 consists of items that will be used in determining the profile of

the participants. Part 2 will be the items related in determining their strand preferences. Part 3

will be the items for their school preferences.

Validity and Reliability

A research instrument is considered valid when it measures what it is supposed to

measure. Moreover, it is considered reliable when it measures the same thing every time it is

utilized by the researcher with similar respondents (Sabidalas, 2023). As this study simply

gathered baseline data and used the survey questionnaire utilized by the KCC research office in

the past, there was no need to have the survey instrument to be subjected to validity and

reliability test.
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Data Gathering Procedure

In gathering the data, the following procedures will be observed

First, we will send a letter to ask permission to conduct this study to the principal of the

high school department.

Secondly, get the number of Grade 10 students from the registrar’s office of Kabankalan

Catholic College to get the sample size.

Then, before the participants answer the questionnaires, a quick orientation will be given

before the survey will be conducted.

Lastly, after all participants accomplished the questionnaires, we will collect and gather

all the testing materials. The data obtained will be sent to the statistician in order to address the

problems, analyze the data and draw conclusions and recommendations.

Ethical Consideration

We will consider some ethical issues in conducting the research. These are followed:

Informed consent. Informing prospective research participants on the main components of a

study and what their participation would entail is the process of obtaining their informed consent. One of

the key elements of the moral conduct of research with human subjects is the procedure of obtaining

informed permission.

Voluntary participation. This shows that the respondents have voluntarily decided to take part

in the data collection. No coercion of any kind should be used to get them to take part. They must always

have the choice to stop being questioned or refuse to answer any questions at any time.
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Confidentiality. In ethical research, the confidentiality rule encourages the confidentiality of

participant identities. Thus, precautions must be taken by researchers to preserve the privacy of the study

data. After the survey is finished, paper records will be destroyed to prevent data from being

reconstructed. Additionally, all digital files will be permanently deleted from file servers, laptops, PCs,

and external drives.

Data Privacy Act. Protects the privacy of individuals while ensuring free flow of information to

promote innovation and growth; controls how personal data is gathered, recorded, organized, stored,

updated or modified, retrieved, consulted, used, consolidated, blocked, erased, or otherwise destroyed;

and makes sure the Philippines complies with international standards for data protection through the

National Privacy Commission (NPC).

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References

Jüttler, A., Schumann, S., Neuenschwander, M.P. et al. (2021). General or Vocational Education?

The Role of Vocational Interests in Educational Decisions at the End of Compulsory School

in Switzerland. Vocations and Learning 14, 115–145. https://doi.org/10.1007/s12186-020-

09256-y

Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in

Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.

Lu, G., Song, Y., & Pan, B. (2021). How University Entrepreneurship Support Affects College

Students’ Entrepreneurial Intentions: An Empirical Analysis from China. Sustainability,

13(6), 3224. https://doi.org/10.3390/su13063224

Web of Semantic: Universal Journal on Innovative Education ISSN: 2835-3048, 2023

Viloria, E. M. (2016, November 10). Senior High School: Everything You Need to Know.

Edukasyon.ph

Hernandez, E. C., & Perez, D. S. (2018). Parental and Peer Influence on Senior High School Track

and Strand Preference: A Qualitative Analysis. Journal of Qualitative Research in Education, 30(3),

201-215.

Lopez, J. M., & Reyes, R. T. (2021). Socioeconomic Status and Senior High School Strand

Preference: An Examination of Filipino Students. Journal of Educational Equity and Leadership,

35(3), 201-214.

Martinez, E. S., & Gonzales, F. A. (2019). Peer Influence and Senior High School Track and Strand

Preference: A Comparative Analysis. Journal of Comparative Education, 28(2), 156-169.

 22

Reyes, A. B., & Diaz, C. D. (2022). Family Income and Senior High School Strand Preference: An

Examination of Filipino Students. Journal of Educational Equity and Leadership, 35(3), 215-228.

Santos, F. R., & Cruz, M. S. (2020). Age-related Patterns in Senior High School Strand Preference:

A Longitudinal Analysis. Journal of Educational Psychology, 45(4), 345-358 Torres, G. L., & Perez, J.

R. (2019). Personality Traits and Senior High School Strand Preference: An Empirical Investigation.

Journal of Educational Psychology, 46(1), 102-115.

Cruz, M. A., & Santos, J. R. (2021). Academic Performance and Senior High School Strand

Preference: A Longitudinal Analysis. Journal of Educational Psychology, 45(4), 345-358.

Gonzales, A. M., & Rivera, J. L. (2020). Academic aspirations and senior high school strand

preference: A qualitative study. Journal of Educational Research, 45(3), 201-215.

Chowdhury, S., & Nguyen, L. T. (2021). Cultural influences on senior high school strand

preference: A cross-cultural analysis. Journal of Cross-Cultural Studies, 30(2), 101-115.

Lee, H. W., & Kim, S. Y. (2019). Parental education and senior high school strand preference: An

examination of intergenerational transmission. Journal of Family Studies, 25(4), 301-315.

Garcia, R. P., & Hernandez, M. A. (2022). Regional disparities in senior high school strand

preference: A geographic analysis. Journal of Regional Studies, 35(1), 45-58.

Wong, K. Y., & Tan, L. H. (2020). Technology utilization and senior high school strand

preference: A digital divide analysis. Journal of Educational Technology, 40(2), 123-137.

Lim, S. Y., & Park, H. J. (2021). Psychological well-being and senior high school strand

preference: A mental health perspective. Journal of Mental Health, 28(3), 201-215.

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Appendix A

Research Instrument

Respondent Agreement

All data gathered will be kept confidential in compliance with Republic Act 10173

otherwise known as the Data Privacy Act of 2012 and shall only be used for school recorded

purposes and shall be accessed only by authorized school personnel. Do you agree?

o Yes, I have read and agree to the Terms and Policy of the Paper

o No, I have read and disagree to the Terms and Policy of the Paper

SURVEY QUESTIONNAIRE
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GENERAL INSTRUCTIONS: Please accomplish the information asked under Part I

which contains your demographic profile. Then, in Part II ,check the item of your strand

preference. For Part III, check the item of your preferred school.

PART I. PROFILE

Instructions: Please fill in each blank for data asked for.

Name: (Optional) ________________________________________________________

Age: ____________________ Sex: _________________

Family Monthly Income:

:  10 000 PhP and below

 10 001 PhP – 15 000 Php

 15 001PhP – 25 000 Php

 25 001 PhP – 35 000 Php

 35 000 Php – 50 000 Php

 50 001 PhP and above

PART II. STRAND PREFERENCE

Instructions: Please check the box of your strand preference.

What is your strand preference in senior high school?

[ ] ABM [ ] HUMMS [ ] STEM [ ] GAS [ ] TVL

PART II. SCHOOL PREFERENCE

[ ] Fellowship Baptist College

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[ ] Kabankalan Catholic College

[ ] Southland College

[ ] Binicuil National High Scool

[ ] Kabankalan National High School

[ ] Talubangi National High School

[ ] Others please specify _________________________________