by:Liezel Joy Valdez

FACTORS THAT INFLUENCE SENIOR HIGH SCHOOL STUDENTS OF SCC IN THEIR CHOICE OF STRAND

Allyssa Mae S. Anuada, Charlyn D. Barnachea, Leizel Joy T. Valdez, Vanessa C. Aldamar, Irish Yvonne Mae O. Ambong, Rodney B. Arroyo

 

Abstract. This study was aimed at finding out the factors that influenced Grade 11 Senior High School student of Southern Christian College, Midsayap,  Cotabato in their choice of strand for the 2nd semester of the school year 2016-2017.This study utilized descriptive statistics using percentage to analyze the data gathered. The respondents of the study were 80 Grade 11 Senior High School students with 37 male students and 43 female students .Result showed that the foremost factor that influenced Senior High School Students in their choice of strand was personality with a percentage of 95% while future opportunities was the least factor that influenced their choice of strand with a percentage of 46%.

 

Introduction. A career choice is important because it determines your success in the next stages of your life (PAMS, n.d). One of the tasks of high school students is to explore and plan for their postsecondary career options. High school students are at the exploration stage of career development. Many factors affect career choices of high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in career selection process (Super, 1990).

Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Accountancy, Business Management (ABM); Humanities and Social Sciences (HUMSS); and Science, Technology, Engineering, Agriculture, and Mathematics (STEAM). The choice of career track will define the content of the subjects a student will take in Grades 11 and 12 (Official Gazette, 2012).

On the first semester SHS students were divided by their chosen strand. However, for this second semester there are SHS students who opt to transfer to the other strand. It is in this context that the proponents of the study would like to determine the factors that influence SHS student of SCC in the choice of strand.

 

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This study is aimed at finding the factors that influence the senior high school students in their chosen strand. It seeks answers to the following questions:  What are the factors that influences senior high school students in choosing their strand and what is the demographic profile of senior high school students who choose their specialization in terms of: (a) Ideal Jobs, (b) Personality (c) Family and (d) Peer/Classmate.  The result of the study may provide them information on the most and least influential factors of Senior High School students in choosing their strand. The result will help the faculty members in their programs to guide students in choosing the strand for themselves. This study may give information on the factors that influence Senior High School students in choosing their strand. This study may serve as reference for other researchers who may be interested in the same problem and in others that are related to it. This study was focused on the factors that influence the senior high school students in choosing their strand. Only the Senior High School students enrolled in the 2nd semester at Southern Christian College (SCC) in the school year 2016-2017

 

 

 

Methods

Descriptive survey design was used in determining the factors that influence Senior High School track/strand. Two sections from the four track/strands specially for HUMSS sections B and C, for STEAM sections G and H, for ABM sections O and P, for TVL sections L and N. The researchers asked permission from the principal of senior high school to conduct the study. Upon approval, the questionnaire was administered by the researchers to the respondents in the school campus. The data gathered was tabulated by statistical analysis.

RESULTS AND DISCUSSION

 

This chapter deals with the results and discussion of the data collected from the respondents.

 

Demographic Profile of the Respondents

            Figure 1 shows  that out of 80 respondents, 37 (46%) were males and 43 (54%) were females. Hence, female respondents are more than male.

Figure 1. Demographic Profile of the Respondents according to Sex

Sex Frequency (f) Percentage (%)
Male 37 46
Female 43 54
Total 80 100

 

Figure 2 shows that out of 80 respondents, 20 (25%) were 16 years old, 56 (70%) were 17 years old and 4 (5%) were 18 years old. Hence, the 17 years old is the highest percentage than the 16 and 18 years old.

Figure 2. Demographic Profile of the Respondents according to Age

Age Frequency (f) Percentage (%)
16 20 25%
17 56 70%
18 4 5%
Total 80 100%

 

Factor that influence Senior High School Students in choosing their Strand according to Personality

Table 1 shows that out of 80 respondents under personality, 76 (95%) agreed that the strong desire for the strand is one of the factors that  influence them in choosing  their strand and 4 (5%) disagree, 61(76.25%) agreed that the self-image help them to choose their strand and 19 (23.75%) disagreed, 65 (81.25%)  agreed that the grades were one of the factors that influence them in choosing their strand and 15 (18.75%) disagreed, 51 (63.75%) agreed that gender is one of the factors that help them in choosing their strand and 29 (36.25%) disagreed. Students must take seriously the role grades play in limiting opportunities in the future. As Splaver went on to say “It is important for you to have a good understanding of yourself, your personality, if you are to make intelligent career plans”. (Splaver 2000, p. 12)

 

 

 

 

 

 

Table 1. The percentage distribution of the respondents according to their Personality.

Personality Strong desire for the strand Self-image Grades Gender
  f % f % f % f %
Agree 76 95% 61 76.25% 65 81.25% 51 63.75%
Disagree 4 5% 19 23.75% 15 18.75% 29 36.25%
TOTAL 80 100% 80 100% 80 100% 80 100%

 

 

Factor that influence Senior High School Students in choosing their Strand according to Family

Table 2 shows that out of 80 respondents under family, 53 (66.25%) agreed that their choice of strand  is based on  the family decision  and 27 (33.75%) disagreed, 41 (51.25%) agreed that the financial status of the family is also one of their basis in choosing their strand and 39 (48.75%) disagreed. One consistent finding in research suggests that adolescents’ own aspirations are influenced by their parent’s aspirations or expectations. Parental support and encouragement are important factors that have been found to influence career choice. Children may choose what their parents desire simply to please them (Taylor et al, 2004)

 

Table 2. The percentage distribution of the respondents according to their family

Family Family decision Financial status of the family
  f % f %
Agree 53 66.25% 41 51.25%
Disagree 27 33.75% 39 48.75%
TOTAL 80 100% 80 100%

 

 

Factor that influence Senior High School Students in choosing their Strand according to Future Opportunities

Table 3 shows that out of 80 respondents under future opportunities, 66 (82.5%) agreed that job opportunities is one influence in their choice of strand and 14 (17.5%) disagreed, 46 (57.5%) agreed that employment demand is a basis that help them to choose their strand and 34 (42.5%) disagreed, 69 (86.25%) agreed that career goal is the one of the influences in choosing their strand and 11 (13.75%) disagreed. Opportunity may influence how students have perceived their future in terms of the reasonable probability of a future in particular career fields. The issue of poverty has played an important determining role in the opportunities available to all (McQuerrey, 2006)

 

 

Table 3. The percentage distribution of the respondents according to the future opportunities

Future Opportunities Job opportunities Employment demand Career goal
  f % F % f %
Agree 66 82.5% 46 57.5% 69 86.25%
Disagree 14 17.5% 34 42.5% 11 13.75%
TOTAL 80 100% 80 100% 80 100%

 

 

 

 

Factor that influence Senior High School Students in Choosing their Strand according to K-12 program

Table 4 shows that out of 80 respondents, 51 (63.75%) agreed that the teachers were one of the influences in choosing their strand, and 29 (36.25%) disagreed, 57 (72.25%) agreed that the subjects help them to choose their strand and 23 (28.75%) disagreed, 58 (72.5%) agreed that the topics/lessons are one of the influences that choosing their strand and 22 (27.55) disagreed. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. (Official Gazette, 2012).The K-12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb basic competencies. (K-12 Philippines, 2015) Teachers like parents are viewed as key players in the career paths that young people eventually pursue especially girls (Barnett 2007). Such constructs including curricular subjects, quality of teaching, student participation in school activities, school practices and policies and learning materials for the student were found to impact on career

choice among learners (Bojuwoye and Mbanjwa 2006).

 

 

Table 4. The percentage distribution of the respondents according to the K-12 program

K-12 Program Teachers Subjects Topics/lessons
  f % F % f %
Agree 51 63.75% 57 71.25% 58 72.5%
Disagree 29 36.25% 23 28.75% 22 27.5%
TOTAL 80 100% 80 100% 80 100%

 

 

Factor that influence Senior High School Students in Choosing their Strand according to Peer Influence

Table 5 shows that out of 80 respondents, 55 (68.75%) agreed that their classmates influenced them in choosing their strand and 25 (31.25%) disagreed, 54 (67.5%) agreed that their close friends were the ones who influenced them to choose their strand and 26 (32.5%) disagreed, 55 (68.75%) agreed that their special friends influenced them to choose their strand and 25 (31.25%) disagreed. Friends may influence an individual choice of career. Individual interest may be affected. Classmates also play an important role in the formation of student’s achievement, related beliefs and values, even if these classmates do not always correspond with the peer group of leisure-time friends (Frenzel, Goets, Pekrun & Watt, 2010)affected by peers for the reason that one wants to be with them in fulfilling dreams or a certain career .

 

 

Table 5. The percentage distribution of the respondents according to their peer influence

Peer Influence Classmates Close friends Special friends
  f % F % f %
Agree 55 68.75% 54 67.5% 55 68.75%
Disagree 25 31.25% 26 32.5% 25 31.25%
Total 80 100% 80 100% 80 100%

 

 

Factor that influence Senior High School Students in choosing their Strand according to Skills

Table 6 shows that out of 80 respondents, 67 (83.75%) agreed that communication skills is one of the factors that  influenced them to choose their strand and 13 (16.25%) disagreed, 62 (77.5%) said that manipulation is one of the skills they have that influenced them  in choosing their strand and 14 (22.5%) disagreed, 60 (75%) agreed that kinesthetic skill help them on choosing their strand and 20 (25%) disagreed, 44 (55%) agreed that retention is one of their skills that influenced in choosing their strand and 36 (45%) disagreed, 57 (71.25%) agreed that problem solving skills that help them to choose their strand and 23 (28.75%) disagreed, 64 (80%) agreed that critical thinking is one of their skills that influenced them to choose their strand and 16 (20%) disagreed. Perception of being suitable for particular jobs also has been found to be influenced by a number of factors including ethnic background, year in school, level of achievement, choice of science subjects, attitudes and differences in job characteristics (McQuaid and Bond, 2003). The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

 

 

Table 5. The percentage distribution of the respondents according to their skills

Skills Communication Manipulation Kinesthetic Retention Problem solving Critical thinking
  f % f % f % f % f % f %
Agree 67 83.75% 62 77.5% 60 75% 44 55% 57 71.25% 64 80%
Disagree 13 16.25% 14 22.5% 20 25% 36 45% 23 28.75% 16 20%
TOTAL 80 100% 80 100% 80 100% 80 100% 80 100% 80 100%
                         

Conclusion

Majority of the respondents were female and 17 years old in terms of the sex and age of the respondents according to their demographic profile. Personality is the foremost factors that influence Senior High School Students in choosing their track/strand with the highest percentage of 95% which may have attributed to the account that personality plays an important role in choosing the right career as stated in Splaver (2000). Future Opportunity is the least factor that influences them in choosing their strand with the lowest percentage of 46%. Opportunity may influence how student perceived their future in terms of the reasonable probability of a future in a particular field (McQuerrey, 2006).

References

HubPages Inc. 2016. Why Does the Philippines Need the K-12 Education System? Retrieved from https://soapboxie.com/social-issues/The-Implementation-o-the-K-12-Program-in-the-Philippine-Basic-Education-Curriculum on December 17, 2016

Iproject, 2016.             Factors affecting choice of career among senior secondary school students Retrieved from iproject.com.nj/education/factors-affecting-choice-of-career-among-senior-secondary-school-students on December 20, 2016

K12Philippines, 2015. What is K12? Retrieved from http://k12philippines.com/ on December 17,    2016

Official Gazette, 2016. The K to 12 Basic Education Program Retrieved  from http://www.gov.ph/k-12-old/#about on December 17, 2016

Pams, n.d. What is CAREER CHOICE? Retrieved from psychologydictionary.org/career-    choice/ on December 20, 2016

Tang, 2008. Factors Influencing High School Students’ Career Aspirations Retrieved from https://www.jstor.org/stable/42732837?seq=1#page_scan_tab_contents on December 20, 2016

What is senior high school? n.d.  Republic of the Philippines. Department of Education. Retrieved from    http://www.deped.gov.ph/k-to-12/faq/senior-high-school on December 17, 2016

McQuerrey, 2006. Influences Career Path Decisions. Retrieved from            http://work.chron.com/influences-            career-path-decisions-12307.html on January 27,       2017.

Splaver, 2000 and Taylor et al, 2004 as cited in SALAMI OLUFUNMILAYO OLAMIDE, 2013.      The      Factors Determining the Choice of Career Among SecondarySchool Students.           Retrieved from             http://www.theijes.com/papers/v2-i6/Part.2/E0262033044.pdf on       January 27, 2017.

 

McQuaid and Bond, 2003 as cited in Kochung Edwards, 2011. Factors Influencing Students            Career Choices among Secondary School students in Kisumu Municipality, Kenya.    Retrieved from https://pdfs.semanticscholar.org/62e6/25de57c8a8bd923eaab9b20728762a18cd12.pdf on   January  27, 2017.

 

 

Kroll,Dinklage, Lee, Morley, & Wilson, 1970 as cited in Borchert, 2002. CAREER CHOICE FACTORS OF HIGH SCHOOL STUDENTS The Graduate CollegeUniversity of      Wisconsin Stout. Retrieved from https://pdfs.semanticscholar.org/cc33/53c1f92d68d94da36ba41542b2c9e9793095.pdf on   January 27, 2017.

 

Weishew and Penk 1993, Garrahy2001 ,Bojuwoye and Mbanjwa 2006, Spade2001, Barnett             2007 As cited in Almon Shumba1 andMatsidiso Naong. Factors Influencing Students’            Career Choice andAspirations in South Africa. Retrieved from https://pdfs.semanticscholar.org/887a/332400facffd4663329391d8d15a2bb8c29c.pdf on    January  27, 2017

 

 

 

 

 

 

 

 

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