Chapter 1 3 Group6

Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
MABAYUAN SENIOR HIGH SCHOOL
Factors That Influence Humanities And Social Science

To Take HUMSS As Their Strand
Submitted by:
Mred F. Rivera
Angelo Manalo Jr.
Reineil Maguinto
Submitted to:
Mr. John Rhimon A. Gelacio
Research Adviser
A Quantitative Research Submitted in Partial Fulfillment of the Requirements

for the subject Inquiries, Investigation, and Immersion
Nov 30 2023
Chapter 1
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Introduction
The Humanities and Social Sciences (HUMSS) strand is one of the academic
tracks offered in Senior High School, focusing on subjects related to humanities,
social sciences, and arts. This chapter aims to explore the factors that influence
students to choose HUMSS as their preferred strand. Understanding these
factors can provide insights into the motivations and aspirations of students
pursuing humanities and social sciences education.
Background of the Study
I. Academic Interests and Personal Passion:
a. Many students who choose the HUMSS strand have a genuine interest
in subjects such as literature, history, philosophy, sociology, and psychology.
b. They may have a passion for understanding human behavior, society,
culture, and the arts, which drives their decision to pursue HUMSS.
II. Career Aspirations:
a. Some students choose HUMSS because they have specific career
aspirations that align with the skills and knowledge gained from this strand.
b. Careers in fields such as law, education, social work, journalism,
counseling, and the arts often require a strong foundation in humanities and
social sciences.
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III. Personal Skills and Strengths:
a. Students who possess strong communication, critical thinking,
analytical, and research skills may be drawn to the HUMSS strand.
b. They recognize that these skills are highly valued in various
professions and believe that HUMSS can provide a solid foundation for their
future endeavors.
IV. Influence of Family and Peers:
a. Family members who work in humanities and social sciences-related
fields may influence students to choose the HUMSS strand.
b. Peers who have similar interests or aspirations may also encourage
students to pursue HUMSS, creating a supportive environment.
V. Exposure to Humanities and Social Sciences:
a. Students who have been exposed to humanities and social sciences
subjects during their earlier education may develop a deeper appreciation for
these disciplines.
b. Engaging and inspiring teachers who make these subjects come
alive can also influence students to choose HUMSS.
VI. Personal Values and Social Awareness:
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a. Students who are passionate about social justice, equality, and
making a positive impact on society may be drawn to the HUMSS strand.
b. They believe that studying humanities and social sciences can
provide them with the knowledge and skills to address societal issues.
VII. College and University Requirements:
a. Some students choose HUMSS because they are aware that certain
college and university programs require a background in humanities and social
sciences.
b. They see HUMSS as a pathway to pursue their desired higher
education programs.
Statement of the Problem
following questions: The problem of factors that influence humanities and
social science (HUMSS) students to choose HUMSS as their strand can be
examined from various perspectives. Here are some key factors that may
influence students to select HUMSS:
1. Personal Interests: Many students who have a genuine interest in
subjects like history, literature, philosophy, sociology, psychology, and other
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social sciences are more likely to choose HUMSS. They may have a passion for
understanding human behavior, society, culture, and the arts.
2. Career Aspirations: Some students may choose HUMSS because they
have specific career goals in mind that align with the humanities and social
sciences. For example, they may aspire to become educators, social workers,
psychologists, journalists, lawyers, or researchers in these fields.
3. Academic Strengths: Students who excel in subjects like English, social
studies, and the arts may be inclined to choose HUMSS as it allows them to
focus on these areas and further develop their skills and knowledge.
4. Influence of Peers and Family: Peer and family influence can play a
significant role in a student's decision-making process. If a student's friends or
family members have chosen HUMSS or have positive experiences in the field, it
may influence their decision to pursue the same path.
5. College and University Requirements: Some students may choose
HUMSS because it aligns with the entrance requirements of the colleges or
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universities they wish to attend. Certain institutions may give preference to
students with a background in humanities and social sciences for specific
programs or majors.
6. Lack of Interest in Other Strands: Students who do not have a strong
inclination towards other available strands, such as STEM (Science, Technology,
Engineering, and Mathematics), may opt for HUMSS as it aligns better with their
interests and strengths.
7. Exposure to Humanities and Social Sciences: Students who have been
exposed to the humanities and social sciences through school curriculum,
extracurricular activities, or community involvement may develop a deeper
appreciation for these subjects, leading them to choose HUMSS.
It is important to note that these factors may vary from student to student,
and individual motivations for choosing HUMSS can be complex and
multifaceted. Understanding these factors can help educators and policymakers
provide appropriate guidance and support to students in making informed
decisions about their academic and career paths.
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Significance of the Study
The study of factors that influence humanities and social science (HUMSS)
students to choose HUMSS as their strand holds several significances:
1. Educational Planning: Understanding the factors that influence students to
choose HUMSS can help educational institutions and policymakers in planning
and designing curriculum and programs that cater to the needs and interests of
students. It allows for the development of effective strategies to attract and
retain students in the humanities and social sciences.
2. Career Guidance: Identifying the factors that influence students to select
HUMSS can aid in providing better career guidance and counseling services. It
enables educators and counselors to provide accurate information about the
potential career paths, opportunities, and challenges in the humanities and social
sciences. This information can help students make informed decisions about
their future academic and career choices.
3. Resource Allocation: Knowledge of the factors that influence students to
choose HUMSS can assist educational institutions in allocating resources
effectively. It helps in determining the demand for specific courses, subjects, and
faculty members in the humanities and social sciences. This information can
guide resource allocation decisions, such as hiring qualified teachers, providing
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necessary infrastructure, and acquiring relevant learning materials.
4. Policy Development: The study of factors influencing students to choose
HUMSS can contribute to the development of educational policies that promote
the humanities and social sciences. It can help policymakers recognize the
importance of these disciplines and design policies that support their growth,
funding, and integration into the broader educational system.
5. Social and Cultural Understanding: The humanities and social sciences play a
crucial role in fostering social and cultural understanding. By studying the factors
that influence students to choose HUMSS, we gain insights into the motivations,
interests, and values of individuals pursuing these fields. This understanding can
contribute to a more comprehensive appreciation of the diverse perspectives and
experiences that shape our society.
6. Academic and Professional Development: Understanding the factors that
influence students to choose HUMSS can aid in the development of academic
and professional support systems. It allows for the identification of specific
challenges and barriers that students may face in pursuing the humanities and
social sciences. This knowledge can help in designing interventions, mentorship
programs, and networking opportunities to enhance students' academic and
professional development in these fields.
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In summary, studying the factors that influence students to choose HUMSS as
their strand holds significance in educational planning, career guidance, resource
allocation, policy development, social and cultural understanding, and
academic/professional development. It provides valuable insights that can shape
educational practices, policies, and support systems to better serve students
interested in the humanities and social sciences.
Scope and Delimitations of the Study
1. Factors: The study focuses on identifying and analyzing the various
factors that influence students to choose HUMSS as their strand. These factors
can include personal interests, career aspirations, academic strengths, peer and
family influence, college/university requirements, exposure to humanities and
social sciences, among others.
2. HUMSS Strand: The study specifically examines the factors influencing
students to select the HUMSS strand. It may explore the reasons why students
are attracted to subjects like history, literature, philosophy, sociology, psychology,
and other social sciences within the HUMSS curriculum.
3. Student Perspective: The study primarily considers the perspective of
the students themselves. It aims to understand their motivations, interests, and
decision-making processes when choosing HUMSS as their strand.
Definition of Terms
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1. Factors: These are the different aspects or variables that have an impact on
students' decision to select the HUMSS strand. These factors can include
personal interests, career aspirations, academic strengths, peer and family
influence, college/university requirements, exposure to humanities and social
sciences, and other relevant considerations.
2. Influence: This refers to the effect or impact that these factors have on
students' decision-making process. The factors may shape or guide students'
choices, preferences, and motivations towards selecting the HUMSS strand over
other available options.
3.Humanities And Social Science (HUMSS): This refers to a specific academic
strand or specialization within the secondary education system. HUMSS typically
focuses on subjects such as history, literature, philosophy, sociology, psychology,
and other social sciences. It provides students with a foundation in these
disciplines and prepares them for further studies or careers in related fields.
4. Strand: In the context of secondary education, a strand refers to a specific
track or specialization that students choose to pursue. It determines the subjects
and courses they will study during their secondary education, providing a more
focused and specialized curriculum.
Therefore, the term "Factors That Influence Humanities And Social Science To
Take HUMSS As Their Strand" encompasses the various elements or variables
that influence students' decisions to choose the HUMSS strand, considering their
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interests, aspirations, influences, and other relevant factors.
Chapter 2
Review of Related Literature
The choice of a particular academic strand, such as HUMSS, is influenced by a
combination of personal, academic, and societal factors. Here are some key
factors that are often explored in the literature:
1. **Interest and Passion:**
2. - Many students are drawn to the HUMSS strand due to a genuine interest
and passion for subjects like literature, philosophy, sociology, and history. This
inclination often shapes their academic and career aspirations.
2. **Career Aspirations:**
3. - The perception that the HUMSS strand aligns with certain career paths,
such as journalism, social work, teaching, law, or the arts, influences students'
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choices. Literature often discusses how students perceive the relevance of
HUMSS subjects to their future professions.
3. **Academic Strengths:**
4. - Some students choose the HUMSS strand because they excel in subjects
like literature, history, and social sciences. Academic performance and
perceived competence in these areas can be significant factors.
4. **Influence of Parents and Peers:**
5. - Family and peer influences play a role in the decision-making process.
Literature reviews may delve into how parental expectations, advice from
teachers, and discussions with peers shape a student's decision to pursue
HUMSS.
5. **Perception of Versatility:**
6. - The belief that the HUMSS strand offers a versatile education that
develops critical thinking, communication, and analytical skills is another factor.
This versatility is often seen as beneficial for a wide range of future career
paths.
6. **Exposure to Humanities and Social Sciences:**
7. - Early exposure to engaging and inspiring teachers or experiences in
humanities and social science subjects can significantly impact a student's
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choice. This exposure may happen in formal classroom settings or through
extracurricular activities.
7. **Societal Influences:**
8. - Societal trends and perceptions of the value of a humanities and social
sciences education may also be explored in the literature. For instance, cultural
attitudes towards certain professions or the arts can shape students' decisions.
When reviewing the related literature, scholars may investigate how these
factors interact and vary across different cultural, socio-economic, and
educational contexts. Additionally, research might address the outcomes of
choosing the HUMSS strand in terms of academic and career success.
Life-Cycle Hypothesis
The Life-Cycle Hypothesis, primarily associated with economist Franco
Modigliani, focuses on how individuals make consumption and savings
decisions over their lifetime. When applied to the factors influencing students
in the humanities and social sciences to choose the Humanities and Social
Sciences (HUMSS) strand, the hypothesis can offer insights into the temporal
aspects of decision-making. Here's an exploration of the Life-Cycle Hypothesis
in this context:
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1. **Stage of Development:**
- According to the Life-Cycle Hypothesis, individuals make decisions based on
their life stages. In the context of education, students in their late teens may
consider the HUMSS strand as they envision their future careers. This decision
could be influenced by the perceived alignment of HUMSS subjects with certain
professions or personal interests.
2. **Income Expectations:**
- The Life-Cycle Hypothesis suggests that individuals consider their expected
lifetime income when making decisions. Students might choose the HUMSS
strand if they believe it will lead to fulfilling and financially stable careers in
fields like law, social work, or education.
3. **Educational Investment:**
- Modigliani's hypothesis emphasizes the role of investment over the life cycle.
Choosing the HUMSS strand can be viewed as an educational investment where
students anticipate future returns in terms of personal satisfaction and career
success. The perceived value of a humanities and social sciences education
may align with long-term goals.
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4. **Risk Aversion:**
- The Life-Cycle Hypothesis considers individuals' risk aversion. Students
opting for HUMSS may view it as a lower-risk choice if they feel a strong affinity
for humanities and social sciences subjects, perceiving them as areas where
they can excel academically and professionally.
5. **Retirement Planning:**
- In the broader life cycle, individuals often consider long-term plans, including
retirement. While this might not directly apply to students, the concept can be
extended to the idea that a fulfilling career in HUMSS could contribute to a
satisfying and purposeful life, even beyond formal retirement age.
6. **Intergenerational Transfers:**
- The Life-Cycle Hypothesis acknowledges the role of intergenerational
transfers, where resources are passed between generations. In the context of
education, the decision to pursue HUMSS might be influenced by family values,
traditions, or the expectations of the older generation.
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7. **Educational Capital Accumulation:**
- The hypothesis suggests that individuals accumulate human capital through
education. Students choosing the HUMSS strand may see it as a means of
accumulating specific skills and knowledge that contribute to their overall
human capital, enhancing their employability and adaptability.
In reviewing the literature on the life-cycle hypothesis and the choice of HUMSS,
scholars may explore how these economic concepts interact with
psychological, sociological, and cultural factors. The decision-making process
is likely to be multifaceted, involving a dynamic interplay between individual
aspirations, societal expectations, and economic considerations over the
course of a student's life cycle.
Hyperbolic Discounting
The hyperbolic discounting theory, a concept from behavioral economics,
focuses on how individuals tend to prioritize immediate rewards over future
benefits. While this theory may not directly apply to the factors influencing
students in choosing the Humanities and Social Sciences (HUMSS) strand, we
can explore its implications in understanding decision-making processes.
Here's an exploration of the hyperbolic discounting theory in this context:
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1. **Short-Term Gratification:**
- The hyperbolic discounting theory suggests that individuals tend to prioritize
immediate rewards or gratification over long-term benefits. In the context of
choosing an academic strand, some students may be more inclined towards
subjects that offer immediate enjoyment or satisfaction, rather than
considering the long-term career prospects associated with the HUMSS strand.
2. **Perceived Difficulty or Effort:**
- The theory suggests that individuals tend to discount future rewards if they
perceive the associated effort or difficulty to be high. Some students may
choose academic strands other than HUMSS because they perceive subjects
like mathematics or sciences to be more challenging, but they offer more
immediate and tangible rewards in terms of career prospects.
3. **Uncertainty about Future Outcomes:**
- Hyperbolic discounting theory also highlights how individuals tend to
discount future rewards due to uncertainty about future outcomes. Students
may choose academic strands other than HUMSS if they perceive them to have
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more predictable and secure career paths, even if the long-term benefits of
HUMSS subjects are potentially rewarding.
4. **Peer Influence and Social Pressure:**
- The theory suggests that individuals' decision-making can be influenced by
social pressure and the desire to conform to societal norms. If peers or social
circles prioritize academic strands other than HUMSS, students may be more
inclined to choose those strands to fit in or avoid potential social stigma.
5. **Lack of Future Orientation:**
- Hyperbolic discounting theory implies that individuals who have a weaker
future orientation may be more prone to discounting long-term benefits.
Students who have difficulty envisioning their future career paths or who
prioritize present enjoyment over future planning may be less likely to choose
the HUMSS strand.
It's important to note that while the hyperbolic discounting theory provides
insights into decision-making biases, it may not fully capture the complex array
of factors that influence students' choices. Other factors, such as personal
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interests, academic strengths, career aspirations, and parental influence, may
play significant roles in the decision to pursue the HUMSS strand. When
reviewing the literature, scholars may explore how the hyperbolic discounting
theory interacts with these factors and how it can be applied to understand
decision-making processes in the context of academic strand selection.
Consumption and Saving Decisions
When considering the factors that influence students to choose the Humanities
and Social Sciences (HUMSS) strand, the analysis through the lens of
consumption and saving decisions can offer insights into the educational
choices made by individuals.
1. **Consumption Preferences:**
- Students perceive education as a form of consumption—investing time and
effort in acquiring knowledge and skills that align with their interests and
preferences. Those inclined towards humanities and social sciences might see
the HUMSS strand as a means to 'consume' knowledge in these areas, satisfying
their intellectual curiosity and passion for these subjects.
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2. **Educational Investment:**
- Choosing the HUMSS strand can be seen as an investment in human capital,
akin to saving for future benefits. Students believe that dedicating their
educational pursuits to humanities and social sciences will yield future returns in
terms of personal fulfillment, career satisfaction, and potentially higher income in
fields associated with these subjects.
3. **Opportunity Costs:**
- Individuals making educational decisions often consider opportunity
costs—the benefits foregone by choosing one option over another. Students
opting for HUMSS weigh the potential benefits of a well-rounded education in
humanities and social sciences against the perceived advantages of other
strands. They consider the long-term gains over immediate benefits.
4. **Perceived Utility and Satisfaction:**
- Consumption and saving decisions are influenced by the perceived utility or
satisfaction derived from a particular choice. Students attracted to HUMSS
believe that studying subjects like literature, history, philosophy, or sociology will
offer intellectual stimulation and personal satisfaction, enhancing their overall
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educational experience.
5. **Financial Planning and Long-Term Goals:**
- Just as individuals save money for future goals, students choosing HUMSS
might view it as a strategic educational decision aligned with their long-term
career aspirations. They see these subjects as a foundation for professions in
fields like teaching, social work, law, or journalism, planning for a career that
aligns with their interests.
6. **Risk Management:**
- Education choices also involve risk management. Students weigh the
perceived risks and uncertainties associated with choosing HUMSS against
potential benefits. They assess the stability, job opportunities, and career paths
associated with humanities and social sciences against other academic strands.
7. **Socioeconomic Factors:**
- Consumption and saving decisions are influenced by socioeconomic factors.
Students from different economic backgrounds may prioritize HUMSS for
reasons such as cultural value placed on these subjects, family traditions, or the
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perceived alignment of these subjects with upward mobility and career success.
When examining the literature on consumption and saving decisions in the
context of choosing HUMSS, researchers explore how these economic concepts
intersect with personal motivations, societal influences, and educational
expectations. The decision-making process is multifaceted, involving a dynamic
evaluation of perceived benefits, future outcomes, and personal preferences in
choosing an academic strand like HUMSS.
Conceptual Framework
Saving
When considering the factors that influence students to choose the Humanities
and Social Sciences (HUMSS) strand, the concept of saving can be applied
metaphorically to understand the motivations behind their decision. While
saving typically refers to financial accumulation, we can explore it in the context
of personal and intellectual development. Here are some factors that may
influence students to take the HUMSS strand:
1. **Intellectual Curiosity and Personal Growth:**
- Students who choose the HUMSS strand may have a strong desire to explore
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and develop their intellectual capacities. They see this academic path as an
opportunity to save and invest in their personal growth, expanding their
knowledge and understanding of humanities and social sciences subjects.
2. **Passion for Humanities and Social Sciences:**
- Some students have a genuine passion for subjects like literature, history,
philosophy, sociology, or political science. They see the HUMSS strand as a way
to save and invest their time and energy in studying these disciplines, nurturing
their interests and deepening their understanding of human society and culture.
3. **Long-Term Career Goals:**
- Students who aspire to pursue careers in fields related to humanities and
social sciences, such as teaching, social work, law, journalism, or public
administration, may choose the HUMSS strand as a means of saving and
preparing for their future professional endeavors. They see it as an investment
in their career prospects.
4. **Holistic Education and Well-Roundedness:**
- The HUMSS strand offers a well-rounded education that encompasses
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various disciplines within humanities and social sciences. Students who value a
broad-based education may choose this strand to save and accumulate
knowledge and skills across different subjects, fostering a comprehensive
understanding of the human experience.
5. **Personal Values and Beliefs:**
- Some students may choose the HUMSS strand based on their personal
values and beliefs. They may be drawn to subjects that explore social justice,
ethics, cultural diversity, or human behavior. By selecting the HUMSS strand,
they save and invest in their alignment with these values and their desire to
make a positive impact on society.
6. **Creative and Critical Thinking Skills:**
- The HUMSS strand often emphasizes the development of critical thinking,
analytical skills, and creativity. Students who value these skills may choose this
strand as a way to save and enhance their cognitive abilities, preparing
themselves for future challenges and opportunities in various domains.
7. **Influence of Role Models and Mentors:**
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- Role models, mentors, or influential figures in students' lives can play a
significant role in their decision to take the HUMSS strand. If they have been
inspired by individuals who have pursued successful careers in humanities and
social sciences, they may choose this strand to save and follow in their
footsteps.
It's important to note that the concept of saving, as applied metaphorically to
the decision to take the HUMSS strand, focuses on the accumulation of
knowledge, skills, and personal growth rather than financial savings. Students
see the HUMSS strand as an opportunity to invest in their intellectual and
personal development, preparing themselves for future academic and
professional pursuits.
Saving and Demographic Variables
When examining the factors that influence students to choose the Humanities
and Social Sciences (HUMSS) strand, it's essential to consider how
demographic variables intersect with the concept of saving in the context of
their decision-making. Demographic variables encompass various
characteristics such as age, gender, socioeconomic status, cultural background,
and geographical location. Here's an exploration of how saving and
demographic variables may influence the decision to take the HUMSS strand:
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1. **Cultural Background and Values:**
- Students from diverse cultural backgrounds may have different perspectives
on education and career choices. Cultural values and traditions can influence
the perception of the humanities and social sciences. Some cultures may place
a higher value on subjects covered in the HUMSS strand, influencing students
to "save" by investing in an education aligned with their cultural values.
2. **Socioeconomic Status:**
- Socioeconomic status plays a crucial role in educational decisions. Students
from higher socioeconomic backgrounds may have the financial security to
pursue their passions and interests, including those in the humanities and
social sciences. For them, choosing the HUMSS strand can be a way of "saving"
by investing in a fulfilling education that aligns with their aspirations.
3. **Geographical Location:**
- The availability of educational resources and the influence of regional
cultures can vary based on geographical location. In some regions, there may
be a stronger emphasis on certain academic strands, impacting students'
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choices. Geographical factors can contribute to the decision to "save" by
investing in an education that reflects local values and opportunities.
4. **Gender Dynamics:**
- Gender stereotypes and societal expectations may influence the choice of
academic strands. While these dynamics are changing, certain subjects within
the HUMSS strand may still be associated with specific gender norms. Students
may challenge or conform to these norms based on their own perspectives and
aspirations, impacting their decision to "save" in the HUMSS strand.
5. **Educational Access and Opportunities:**
- The availability of educational resources and opportunities can vary across
different demographic groups. Students with limited access to certain
academic disciplines may choose the HUMSS strand as a way to "save" by
making the most of the available resources and aligning their educational
choices with the opportunities accessible to them.
6. **Parental Influence:**
- Parents and guardians often play a significant role in shaping students'
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educational decisions. The values and beliefs of parents regarding the
humanities and social sciences can impact students' perceptions. Students
may choose the HUMSS strand to "save" in terms of aligning with their family's
educational values and expectations.
7. **Educational System and Policies:**
- The structure of the educational system and prevailing policies can influence
students' choices. Certain demographic groups may be more or less affected
by specific policies related to academic strands. Students may see choosing
the HUMSS strand as a way to "save" by navigating and adapting to the existing
educational framework.
Understanding the interplay between saving and demographic variables
provides a nuanced perspective on the factors influencing the decision to take
the HUMSS strand. Students navigate a complex web of cultural, economic, and
social factors as they make educational choices, viewing the HUMSS strand as
a form of "saving" that aligns with their individual circumstances and
aspirations.
Advantages of Saving Money
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Saving money is about financial management; it is the process of letting
your money grow instead of going and building wealth (Manulife, n.d.). It helps
steer individuals out of many hurdles and solve financial problems. Saving money
is crucial to every individual, regardless of their earnings, spending, and life
status. Students save money from the daily allowances given by their parents for
their transportation, food, living, school, and other expenses. They will be able to
use the savings for their education and other life goals (Kagan, 2022). According
to O’Neill, Ph.D. (2009), saving allows people to have a financial “backstop” for
unfortunate events or emergencies which increases the feeling of being
financially secure. It answers to a number of your goals such as purchasing a
house, or vehicle, or establishing a business.
Students especially benefit from saving money. Receiving an allowance
and saving some money from it allows them to buy school supplies and
essentials without the need their parents for extra money. Saving will allow them
to spend money when going out with friends or buying their wants in life. It is
also extremely beneficial for their future. Students saving money will provide
comfort and financial stability for their education and career goals.
HUMSS stands for Humanities and Social Sciences strand, which is one of the
academic tracks offered in the senior high school curriculum in some
educational systems. It is designed to provide students with a comprehensive
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understanding of various disciplines within the humanities and social sciences
fields. The HUMSS strand focuses on developing critical thinking,
communication skills, and a deeper understanding of human society, culture,
and behavior.
Students who choose the HUMSS strand typically have an interest in subjects
such as literature, history, philosophy, sociology, political science, economics,
and psychology. The curriculum includes a combination of core subjects,
specialized subjects, and elective courses that allow students to explore
different areas of study within the humanities and social sciences.
The core subjects in the HUMSS strand often include English, Filipino,
Mathematics, Science, and Social Sciences. These subjects provide a
foundation for students to develop essential skills in communication, problem-
solving, and research.
Specialized subjects in the HUMSS strand may include subjects like Creative
Writing, World Religions and Belief Systems, Introduction to Philosophy,
Philippine Politics and Governance, and Humanities. These subjects delve
deeper into specific disciplines, allowing students to gain a more
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comprehensive understanding of the subject matter.
Elective courses in the HUMSS strand provide students with the opportunity to
explore their interests further. These courses may include subjects like
Psychology, Economics, Anthropology, Literature, and Fine Arts. Students can
choose elective courses based on their personal preferences and career
aspirations.
The HUMSS strand aims to develop well-rounded individuals who possess
critical thinking skills, cultural awareness, and a deep understanding of human
behavior and society. It prepares students for various career paths, including
but not limited to teaching, social work, law, journalism, public administration,
research, and advocacy.
Overall, the HUMSS strand offers students a comprehensive education in the
humanities and social sciences, equipping them with the knowledge and skills
necessary for further studies in college or for entering the workforce in related
fields.
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Chapter 3
Methodology
This chapter looks at the strategy used for collecting and analyzing data
which form the basis of the study. This includes research design, respondents,
and location, instruments, data collection, and data analysis.
Research Design
Certainly! Here's a research design tailored for a Grade 12 level study at
Mabayuan Senior High School on the factors influencing students to choose the
Humanities and Social Sciences (HUMSS) strand:
1. **Objective and Hypotheses**:
- Objective: To investigate the factors influencing Grade 12 students at
Mabayuan Senior High School in choosing the HUMSS strand.
- Hypotheses: There are significant associations between students'
academic interests, career aspirations, and personal strengths with their decision
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to opt for the HUMSS strand.
2. **Participant Selection**:
- Target Population: Grade 12 students at Mabayuan Senior High School.
- Sample Selection: Employ stratified sampling based on gender,
academic performance, and socio-economic background to ensure a
representative sample.
3. **Data Collection Methods**:
- Surveys and Questionnaires: Develop a concise survey with Likert-scale
and open-ended questions exploring academic interests, career goals, and
personal strengths.
- Interviews and Focus Groups: Conduct semi-structured interviews and
focus group discussions with a subset of participants for in-depth qualitative
insights.
- Academic Records Analysis: Obtain consent to access academic
records for a performance analysis.
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4. **Ethical Considerations**:
- Informed Consent: Obtain informed consent from students and
guardians.
- Confidentiality: Ensure participant data is anonymized and confidential.
- Approval: Seek approval from the school administration and adhere to
ethical guidelines.
5. **Data Analysis**:
- Quantitative Analysis: Use statistical tools to analyze survey responses,
employing techniques like chi-square tests to identify associations.
- Qualitative Analysis: Employ thematic analysis for qualitative data,
identifying recurring themes in interviews and focus groups.
6. **Validity and Reliability**:
- Validity: Ensure survey questions align with research objectives and are
piloted for clarity.
- Reliability: Conduct reliability tests for consistency in survey responses.
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7. **Interdisciplinary Approach**:
- Involve teachers from various disciplines, career counselors, and
educational psychologists to provide diverse perspectives.
8. **Reporting and Presentation**:
- Prepare a research report with clear sections on methodology, key
findings, and implications.
- Presentation: Share findings with the school community through
presentations or workshops.
By tailoring the research design to the Grade 12 level at Mabayuan Senior
High School, this study aims to provide valuable insights into the factors
influencing students' decisions to choose the HUMSS strand, contributing to
informed educational and career guidance.
Respondents of the Study
The respondents of the study were 21 Grade 12-HUMDS (B) students of
Mabayuan Senior High School enrolled during 2nd Semester of S.Y 2022-2023
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under the face-to-face classes.
Table 1 summarizes the respondents’ profiles who participated in the
study. The table shows that in HUMSS-B, 3 out of 3 or 100% of the male students
responded while 18 out of 21 or 85.71% of the female students responded to the
survey questionnaire. The total number of the responses gathered is 21 out of 24
or 87.50% of the total number of Grade 12-HUMSS (B) students.
Table 1. Respondents of the Study

Sex No. of No. of Percentage
Students Responses
Male 3 3 100%
Female 21 18 85.71%
Total 24 21 87.50%
Locale of the Study
The researchers conducted the research in Mabayuan Senior High School
where the needs of the study are satisfied since the respondents of the research
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are addressed in the said locale. MSHS (School ID:345224) is a Stand-alone SHS
in the Schools Division Office of Olongapo City located at Otero Avenue,
Mabayuan, Olongapo City, beside the Mabayuan Elementary School. It is one of
the most densely populated schools in Olongapo City, Zambales in terms of SHS
student enrollees. Cognizant to the implementation of RA 10533 or otherwise
known as the Enhanced Basic Education Act of 2013, the inclusion of the Senior
High School (SHS) program in the curriculum becomes a requirement. This gave
birth to Mabayuan Senior High School. It is a learning institution that prepares
learners into the world of work, entrepreneurship, middle-level skills development,
and college education. Its existence is influenced by the Project SHARE (Soaring
High in Achieving Responsive Education). You sent Initially, MSHS has been
housed at Gordon Heights National High School (GHNHS), offering Academic
and Technical-Vocational-Livelihood (TVL) Tracks with an initial enrollment of
196 Grade 11 learners. The school leadership has been delegated to Mrs.
Gemma Flores alongside with GHNHS. On July 25, 2017, it was turned over to Dr.
Roderick A. Tadeo, EPS/OIC-School Administrator. It is now under the leadership
of Mrs. Mercedita S. Fernandez. Inspired by the vision and mission of the
Department, the strong, competent, and dynamic teaching and non-teaching
force are determined in realizing its goals and objectives. The school is
committed in transforming assets through determination towards achieving
excellent outcomes.
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Figure 2. Vicinity Map of Mabayuan Senior High School
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Sampling Technique
The study used a convenience sampling technique. The convenience
sampling technique is a non-probability method to gather data from the sample
which is most accessible and available to the researcher (Nikolopoulou, 2022).
The use of this sampling technique involves getting respondents wherever you
can find them and typically wherever is convenient (Dudovskiy,2022). The
respondents were asked for their permission to answer the survey and were not
be forced or offered incentives to complete the survey. Since the researchers
were given a limited time to conduct this survey, they chose convenience
sampling technique to help finish the collection of data faster and smoother.
Data Gathering Instrument
The study used a survey questionnaire in collecting data from the
respondents. It is a technique for gathering data about the attitudes, behavior, or
action of the respondents by a structured set of questions. Its aim is to obtain
information for data analysis and interpretation, hence attention is paid to how
the respondents are selected (Preston, 2009). Using a survey questionnaire is
more cost-effective, efficient, and flexible, and allows the collection of data from
a very large sample size or a population.
The researchers created a set of questions that the respondents are
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Region III
encouraged to answer according to the instructions. It consists of two (2) parts
as follows:
Part I of the survey is the 'Profile of the Respondents'. This asks for basic
details of the respondents such as their name, age, and gender. In addition to
these details, respondents are asked about their daily allowance and their
working status.
Part II of the survey contains questions about the students saving
practices. This part of the survey is answered through a 4-point Likert Scale.
Students-respondents are given options on how often they perform the saving
practices; Always, Sometimes, Seldom, and Never.
The table shown below is the result of the Reliability Test of the research
instrument after its pilot testing on Grade 12-HUMSS (B) students.
Table 2: Reliability Test for Research Instrument

Dimension Cronbach’s Number of Internal
Alpha Items Consistency
Saving 0.712 10 Acceptable

Practices
In terms of the test of normality, it was assumed that the data are
normally distributed.
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Data Gathering Procedure
The researchers undertook the following steps in collecting data:
1. The researchers sent a request letter addressed to the principal of Mabayuan
Senior High School, Mrs. Mercedita S. Fernandez for her approval to administer
the survey-questionnaire to the respondents.
2. After getting the approval, an endorsement letter was provided to the class
adviser of the students-respondents. The researchers explained the purpose of
the study and gave an assurance of confidentiality, privacy and anonymity before
floating the survey questionnaire.
3. The researchers personally collected the completed survey questionnaire to
make sure that all questions have been answered by the respondents. The
gathered responses were organized and analyzed using appropriate statistical
tools.
Statistical Treatment
To analyze and interpret data efficiently, the researchers employed the
following statistical tools.
1. Frequency and Percentage. The researchers used this to calculate the
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Region III
percentage of male and female respondents. It was also used to help
determine how many of the participants gave a particular answer. This
statistical treatment was used in analyzing the data collected on how
many students perform the saving practices and on how often.
2. Weighted Mean. The weighted mean is a type of mean that is calculated
by multiplying the weight (or probability) with its associated quantitative
outcome and then summing all the products together. It was used in
analyzing where the weighted mean of each saving practices fall under the
4-point Likert scale. This helped determine what descriptive reading it
correspond to.
3. T-Test. It was used to compare the means of two groups and determine
its statistical significance. The researchers used this test to derive the
difference between the mean values from each data set, the standard
deviation of each group, and the number of data values. It was used to
compare the data between two groups, the male and female group in ABM
-B.
4. 4-point Likert Scale. It is an ordered scale from which respondents choose
one option that best aligns with their view. It was used to measure how
often student-respondents perform the saving practices stated in the
survey questionnaire.
The table shown below is the basis to determine which scale from the 4-
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point Likert Scale the gathered data fall in.
Mean Descriptive Rating

Mean (x̄ ) Scale Descriptive Rating
3.26 – 4.00 4 Always
2.51 – 3.25 3 Sometimes
1.76 – 2.50 2 Seldom
1.00 – 1.75 1 Never
5. Analysis of Variance. ANOVA is a statistical test used to analyze the
difference between the means of more than two groups. The researchers
used this test to derive the difference between the mean values from each
data set, the standard deviation of each group, and the number of data
values. It will be used to know whether the saving practices have a
significant relation to the profile of the student-respondents.
42

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Republic of the Philippines

Factors That Influence Humanities And Social Science

A Quantitative Research Submitted in Partial Fulfillment of the Requirements

tracks offered in Senior High School, focusing on subjects related to humanities,

students to choose HUMSS as their preferred strand. Understanding these

pursuing humanities and social sciences education.

Background of the Study

I. Academic Interests and Personal Passion:

in subjects such as literature, history, philosophy, sociology, and psychology.

b. They may have a passion for understanding human behavior, society,

II. Career Aspirations:

a. Some students choose HUMSS because they have specific career

b. Careers in fields such as law, education, social work, journalism,

III. Personal Skills and Strengths:

a. Students who possess strong communication, critical thinking,

analytical, and research skills may be drawn to the HUMSS strand.

b. They recognize that these skills are highly valued in various

IV. Influence of Family and Peers:

a. Family members who work in humanities and social sciences-related

fields may influence students to choose the HUMSS strand.

b. Peers who have similar interests or aspirations may also encourage

students to pursue HUMSS, creating a supportive environment.

V. Exposure to Humanities and Social Sciences:

a. Students who have been exposed to humanities and social sciences

b. Engaging and inspiring teachers who make these subjects come

alive can also influence students to choose HUMSS.

VI. Personal Values and Social Awareness:

a. Students who are passionate about social justice, equality, and

making a positive impact on society may be drawn to the HUMSS strand.

b. They believe that studying humanities and social sciences can

VII. College and University Requirements:

college and university programs require a background in humanities and social

b. They see HUMSS as a pathway to pursue their desired higher

Statement of the Problem

following questions: The problem of factors that influence humanities and

social science (HUMSS) students to choose HUMSS as their strand can be

influence students to select HUMSS:

1. Personal Interests: Many students who have a genuine interest in

subjects like history, literature, philosophy, sociology, psychology, and other

understanding human behavior, society, culture, and the arts.

2. Career Aspirations: Some students may choose HUMSS because they

psychologists, journalists, lawyers, or researchers in these fields.

3. Academic Strengths: Students who excel in subjects like English, social

significant role in a student's decision-making process. If a student's friends or

may influence their decision to pursue the same path.

5. College and University Requirements: Some students may choose

HUMSS because it aligns with the entrance requirements of the colleges or

universities they wish to attend. Certain institutions may give preference to

students with a background in humanities and social sciences for specific

6. Lack of Interest in Other Strands: Students who do not have a strong

inclination towards other available strands, such as STEM (Science, Technology,

interests and strengths.

7. Exposure to Humanities and Social Sciences: Students who have been

exposed to the humanities and social sciences through school curriculum,

extracurricular activities, or community involvement may develop a deeper

appreciation for these subjects, leading them to choose HUMSS.

and individual motivations for choosing HUMSS can be complex and

multifaceted. Understanding these factors can help educators and policymakers

provide appropriate guidance and support to students in making informed

decisions about their academic and career paths.

Significance of the Study

students to choose HUMSS as their strand holds several significances:

1. Educational Planning: Understanding the factors that influence students to

1. Interest and Passion:

4. Influence of Parents and Peers:

6. Exposure to Humanities and Social Sciences: