TABLE OF CONTENTS

Table of contents…………………………………………………………………..1

Table of contents…………………………………………………………………..2

Table of Contents…………………………………………………………………..3

Introduction…………………………………………………………………………4

Theoretical Freamwork…………………………………..…………………………5

Conceptual Framework……………………………………………………………6

Statement of the Problem……………………………………………………………7

Assumptions………………………………………………………………………….7.1

Significance of the Study……………………………………………………………..8

Scope and Limitations………………………………………………………………..8.1

Definition of Terms……………………………………………………………………9

Chapter 2 (Related Studies Local)……………………………………………………..10

Perceived Academic Stress of General Academic Strand

Students in Senior High School……………………………………………………….10.1

Does Senior High School Strand Matter in Nursing Students’

Academic Self-Regulated Learning and Academic Performance?.................................11

Reading Comprehension of General Academic Strand

Senior High School Students……………………………………………………………12

Moving Forward in STEM Education,

Challenges and Innovations in Senior High School in

the Philippines: The Case of Northern Iloilo Polytechnic State College………………..12.1

1
New Trends of Communication Arts

through Reflective Journals of Senior High School Students"…………………………..13

The Lived Linguistic Discrimination Experiences of Humanities and Social Sciences

(HUMSS) Students……………………………………………………………………….14

Related Literature (Local)………………………………………………………………15

Personality Types and Academic Strand

Choice among Senior High School Students……………………………………………….15.1

Financial Status, Parents Influence, Peer Influence and

Self-Choice of Students in Selection of Strand in The

Senior High School…………………………………………………………………………..16

Understanding How Senior High School Students

Choose a College Degree Program: A Phenomenological Study…………………………….17

Senior High School Strands: Factors Affecting the Students’ Preference…………………….18

Opportunities and Threats in Choosing the General Academic Strand

for the Senior High School…………………………………………………………………….18.1

Related Studies (Foreign)……………………………………………………………………..19

Senior High School Track and Course Preference of the Students………………………........19.1

Reading Comprehension of General Academic Strand Senior High School Students…………20

Factors Affecting on Students’ Preference on Choosing Academic Track for Higher Education in
Pokhara………………………………………………………………………………………….21

English Proficiency Level and Scholastic Performance of Grade 11 Students in a

Private Higher Education Institution: Basis for an Intervention Material………………………22

The Effects of School Choice on Academic

Achievement in the Netherlands………………………………………………………………22.1

2
Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects
Models of Causal Ordering…………………………………………………………………..23

Related Literature (Foreign)……………………………………………………………….23.1

Senior High School Strands: Factors Affecting the Students’ Preference…………………...23.2

High school track choice and financial constraints:……………………………………………………………………….24

Major strands in scientific inquiry through cluster analysis of research abstracts……………………………..24.1

Strands of knowledge: Weaving international student subjectivity and hybridity into

undergraduate curriculum…………………………………………………………………….25

Major strands in scientific inquiry through cluster analysis of research abstracts…………….25.1

Senior High School Track and Course Preference of the Students…………………………….26

Preferences in Senior High School Tracks of the Grade 10 Students…………………………..27

Senior High School (SHS) Program in the Alternative Learning System (ALS): Perceived
Learners’ Preferred SHS Tracks and Strands…………………………………………………27.1

The Relationship of the Senior High School Tracks and Strands, and the Curriculum Exits of the
Graduate ……………………………………………………………………………………….28

Chapter 3

Research Methodology…………………………………………………………………………29

Research Design……………………………………………………………………….….29.1

Sampling Technique………………………………………………………………….…..29.2

Respondents of the Study………………………………………………………………....29.3

Data- Gathering Instruments and Techniques………………………………………….….29.4

Treatment of data……………………………………………………………………………30

Questionnauires……………………………………………………………………………..31

………………………………………………………………………………………………32

3
Introduction

The General Academic Strand (GAS) is an educational pathway designed to provide students
with a versatile and comprehensive foundation across various disciplines. This strand caters to
learners who may be undecided about their specific career paths or who wish to explore a broad
range of subjects before specializing. By integrating elements of humanities, social sciences, and
basic sciences, the GAS equips students with critical thinking skills, effective communication
abilities, and a well-rounded knowledge base. This flexibility not only prepares students for
higher education in diverse fields but also fosters adaptability in an ever-evolving job market. As
education increasingly emphasizes interdisciplinary approaches, the General Academic Strand
serves as a vital stepping stone for students seeking to navigate their academic and professional
futures with confidence.

“The Positive Impact of Choosing General Academic Strand for Senior High School students”.

“Learning is never finished, it’s a lifelong journey.”

In today's rapidly evolving world, the choices students make during their educational journey can
significantly influence their future paths. The General Academic Strand (GAS) in senior high
school stands out as an empowering option that encourages exploration, critical thinking, and
personal growth. As the saying goes, “Learning is never finished; it’s a lifelong journey.” This
sentiment encapsulates the essence of the GAS, which equips students with a diverse skill set and
knowledge base that prepares them not just for further education, but for life itself.

-ARISTOTLE

“Don’t wait for the perfect moment, Take the moment and make it perfect.”

“Don’t wait for the perfect moment; take the moment and make it perfect.” This powerful
quote serves as a reminder that opportunities often arise in the most unexpected ways, and it is
up to us to seize them. Rather than holding out for ideal circumstances, we should embrace the
present and infuse it with our passion, creativity, and determination.

In the context of education, particularly for students in the General Academic Strand, this
mindset is essential. The GAS provides a unique platform for exploration and growth,
encouraging students to engage actively with their learning experiences. By taking initiative and
making the most of every opportunity—whether it’s participating in discussions, collaborating
on projects, or pursuing personal interests—students can transform ordinary moments into
extraordinary experiences.
4
 This proactive approach not only enhances personal development but also cultivates
resilience and adaptability, traits that are invaluable in both academic and professional pursuits.
Ultimately, by embracing the present and striving to make each moment count, students can
create a fulfilling and impactful educational journey that sets the stage for future success.

-WILLAM SHAKESPEAR

Theoretical Framework

“The Positive Impact of Choosing

General Academic Strand of Senior High
School Students of the Gideon School of
Quezon City”

broad foundation develop a well-

allow students
across various rounded academic
to explore
subjects background
diverse fields
of study

These examples illustrate why many students choose the General Academic Strand (GAS).

First, the GAS strand is appealing because of its flexibility in course selection. Students love that it allows
them to explore different subjects, helping them tailor their education to their interests and future goals.

5
Second, this flexibility also benefits students on an individual level. The GAS curriculum introduces them
to essential topics across various disciplines, giving them a solid foundation. This broad knowledge
prepares them for specialized courses later on and helps them adapt to different academic settings.

Conceptual Framework

One way to understand this is through “Constructivist Learning Theory”, which suggests that people learn
best when they can connect new information to what they already know. The GAS strand supports this by
allowing students to dive into different subjects, making their learning more engaging and meaningful.

Another helpful perspective is “Multiple Intelligences Theory” by Howard Gardner. This theory points
out that everyone has unique strengths and ways of learning. The flexibility of the GAS strand lets
students discover what they’re passionate about, leading to a more personalized and fulfilling educational
experience.

In short, the GAS strand not only accommodates individual preferences but also aligns with theories that
promote a more holistic and student-centered approach to learning. It empowers students to take charge of
their education and prepares them for a bright future.Conceptual Framework

INPUT PROCESS OUTPUT

“The Positive Impact

1. Related Used some references, of Choosing General
Literature ideas, and opinions by Academic Strand of
2. Studies using questions. Senior High Students
3. Respondents of the Gideon School
4. Questions of Quezon City”

Listed in input are the example of researchers strategies used for gathering information for
researchers, research. And the process contains the happening inside the input. And last the researchers
output is the title of their research.

6
Statement of the Problem

The researcher’s main goal was to determine and identify the advantages of taking up General
Academic Strand among Senior High Schools in Gideon School of Quezon City, the study
sought to answer the following problems:

1. What is the profile of the respondents according to their?

a. Age;
b. Gender;
c. Academic Strand and Section;
2. What are the advantages of taking up General Academic Strand on students?
3. Why did the students take the General Academic Strand?

4. What is your preferred course in college?

Assumptions

a.Age; 16-20

b.Gender; Male or Female

c.Academic Strand and Section; G.A.S.(GENERAL ACADEMIC STRAND)

2. In choosing the General Academic Strand students will have more open choices for their
course in college.

3. Students took the General Academic Strand because there are still undecided students who
still cannot choose what they want to take on college.

4. Bachelor of Science in Multimedia Arts and Sciences.

Bachelor of Fine Arts in Digital Cinema.
Bachelor of Science in Interior Design.
Bachelor of Science in Physical Education.

Significance of the Study

7
School Administrators

Schools that have a G.A.S. Strand will have a high percentage of students who is undecided for
their course.

Parents

Parents will have more choices of good schools for their children.

Student

Student that still undecided for their course will have more time to think about the course that
they will take in college.

Future researchers

Future researchers can use this research for reference but cannot be copied by others.

Scope and Limitations

This study will be conducted through a survey questionnaire aimed at gathering insights from
students about how they use various resources for their advanced learning. We want to
understand their experiences, preferences, and any challenges they face along the way.

The findings from this research will be a valuable resource for students, providing them with
tools and information they can use for their own learning or as a reference. However, it’s
important to clarify that this material is meant solely for educational purposes. Future researchers
will not be able to replicate or directly copy any part of this study. This is to ensure that the work
remains original and encourages new contributions in the field.

8
By focusing on the voices and experiences of the participating students, we aim to create a richer
understanding of their educational journeys. Ultimately, we hope this study will empower
students to reflect on their learning and engage more deeply in their academic pursuits.

Definition Terms

 Acquiring- “To buy or obtain (an asset or object) for oneself.” by Oxford Languages
 Advantage- “A condition or circumstance that puts one in a favorable or superior
position.” by Oxford Languages
 College- “An educational institution or establishment, in particular one providing higher
education or specialized professional or vocational training.” by Oxford Languages
 Curriculum- “The subjects comprising a course of study in a school or college.” by
Oxford Languages
 Disadvantage- “An unfavorable circumstance or condition that reduces the chances of
success or effectiveness.” by Oxford Languages
 Input- “What is put in, taken in, or operated on by any process or system” by Oxford
Languages
 Knowledge- “Facts, information, and skills acquired by a person through experience or
education; the theoretical or practical understanding of a subject.” by Oxford Languages
 Output- “The amount of something produced by a person, machine, or industry.” by
Oxford Languages
 Reference- “The use of a source of information in order to ascertain something.” by
Oxford Languages
 Respondent- “A person who replies to something, especially one supplying information
for a survey or questionnaire or responding to an advertisement.” by Oxford Languages

9
“The Positive Impact of Choosing General Academic Strand of Senior High School Students of the
Gideon School of Quezon City”

Chapter 2

Related Studies (Local)

Perceived Academic Stress of General Academic Strand

Students in Senior High School

According to Etcor (2023), The main purpose of this study was to assess the perceived academic
stress among General Academic Strand

students at Dagohoy National High School for the School Year 2022-2023.

The purposive-universal technique was used in

which the sample was selected purposely as all students enrolled in the General Academic Strand
were being

considered. To determine the level of components of the perceived academic stress, the
computation of the weighted

mean and Parametric Test- Single Factor ANOVA (Analysis of Variance) was applied. To
determine the association

between the respondents’ profile and the perceived academic stress, the data were subjected to a
statistical formula

using the Non-Parametric Test- Chi-square Test of Independence. An adapted questionnaire was
used to measure

the components of perceived academic stress.

10
Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning
and Academic Performance?

According to Malaga, Xerxes and Oducado, Ryan Michael (2021) The Philippines recently
adopted the K to 12 program in basic education. Under this program, students can choose their
track and strand relative to their interests or career choices when they reach senior high school.
However, issues surfaced when the K to 12 graduates were admitted to the college courses not
aligned with the strand they have completed. This cross-sectional study was conducted to
determine the difference in the academic self-regulated learning and performance of the STEM
(Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior
high school among freshmen nursing students in a city-subsidized college in the Philippines. The
Academic Self-Regulation Learning Scale and grades of students in the first semester were used
and analyzed in this study. Results showed that there was a significant difference in the academic
self- regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing
students when grouped according to their senior high school strand. The STEM graduates had
significantly higher academic self- regulated learning and academic performance than the non-
STEM completers. Unfortunately, no significant relationship was established between academic
self-regulated learning and academic performance (p=0.559). Students who are graduates of the
STEM strand from senior high school appear to be better prepared to take up the nursing course.
Colleges of nursing may consider the academic strand of students in senior high school when
admitting students in the nursing program.

11
Reading Comprehension of General Academic Strand Senior High School Students

According to Maranga, Mary Kris and Maranga, Novie Jane and Tautu-an, Charlene Mae and
Bacatan, Jovenil (2023) Reading comprehension is one of the pillars of reading. Students
nowadays do not read for pleasure, but they read if they are required to do so. The main focus of
this study is to identify students' reading comprehension level and to determine if there is a
significant difference in the level of reading comprehension of students when categorized
according to gender. The respondents of this study are the 51 students of Grade 12 GAS,
composed of 29 males and 22 females from Samal Senior High School. This study utilized total
population sampling and a descriptive-comparative research design. In collecting the data, the
researchers used multiple-choice question tests based on the five levels of reading
comprehension: literal, interpretive, critical evaluation, integrative, and critical, which are
adopted from the published book of Castigador (2012). The result of this study showed that the
student's reading comprehension level is at a moderate level. The result also shows no significant
difference between males and females in their reading comprehension level because the resulting
p-value was greater than the 0.05 significance level; thus, the null hypothesis was accepted. It
was recommended in this study to develop a remedial reading program and conduct similar
research in a new setting and location to expand the study. Future researchers may also use other
research designs, increase the number of respondents, and include other factors not mentioned in
this study.

Moving Forward in STEM Education, Challenges and Innovations in Senior High School in the
Philippines: The Case of Northern Iloilo Polytechnic State College

According to Tupas and Matsuura (2019), This qualitative research focused on school
experiences of 20 females and 14 males senior high school (SHS) students majoring in science,
technology, engineering and mathematics (STEM) in Northern Iloilo Polytechnic State College
(NIPSC), the Philippines from Academic Year 2017-2018 and 2018-2019. This study aimed to
identify both the positive and negative points on Senior High School (SHS)- Science,
Technology, Engineering and Mathematics (STEM) track in terms of curriculum, instructional

12
materials, laboratory equipment, faculty educational qualification, research output and courses to
be taken in NIPSC of SHS-STEM students. Purposive sampling was used for the selection of the
informants. Interview, focus group discussion, and observation were employed in the study. The
students’ responses in the interview revealed teachers’ qualifications and their passion
for enhancing SHS-STEM curriculum. Besides, the availability of facilities was a strong point of
NIPSC as a model school in implementing STEM curriculum in the district. However, lack of
time management for teachers to hold classes, limited science textbooks and classroom, and
unavailability of the laboratory for hands-on activities need proper attention by concern
authorities. Around 46% of SHS-STEM graduates take civil engineering at NIPSC because of
the well-trained teachers, and the high rating in board examination. Also, the Commission on
Higher Education (CHED) allowed non-STEM to enroll in science-related courses, and the
Department of Science and Technology (DOST) allowed them to apply for the scholarship
program. However, the bridging program is a waste of time, effort, and money for both teachers
and students. NIPSC as a model school in SHS-STEM track has to enhance facilities as well as
the guidance office to correctly assist students in future endeavors and to take courses similar to
their tracks and interests.

New Trends of Communication Arts through Reflective Journals of Senior High School
Students"

According to Moral, Etac, Pieper (2023) In the current situation of the students of Don Sergio
Osmeňa Sr. Memorial National High School, no one has ever tried to explore the students' skills
in the field of communication arts using the scientific method of data collection. This has led to
blended learning which has become the weakness of senior high school students in developing
writings appropriate to the current Most Essential Learning Competencies. The researchers
aimed to explore the new trend of the respondents to develop their proficiency in the Filipino
language from their reflective journals. Using descriptive inferential statistics design and
stratified sampling among 511 students. The study revealed that more percentage of the
respondents enrolled regularly (78.86%), General Academic Strand (55.57%) also had the
highest percentage of performance in Accomplished Level with the numbers 212 and 148.
According to the Chi-Square Test of Independent Sample, their reflective journal has a
significant relationship (X2=32.1444 & p-value is .0000188 p<.05) between students'
performance and enrollment due to the rejection of Ho1. However, there is no significant

13
relationship (X25.9639 p-value is .11338 p<.05). between their performance level and the type of
strand/track they have chosen, which is the reason for receiving Ho2. This indicates that more
students from the general education curriculum possess proficiency in the field of journal writing
in response to the theory of Self-Regulated Learning. The current study suggests that there
should be an application of teaching at the Junior High School level and a thorough decision of
parallel studies to further cultivate the new trend K to12 curriculum in the subject of Filipino.

The Lived Linguistic Discrimination Experiences of Humanities and Social Sciences

(HUMSS) Students

According to Gonzhalez, Gallardo, and Magdangal (2022) The phenomenological study

describes the linguistic discrimination experiences and their

effects on the academic lives of Senior High School (SHS) students, primarily those who are

enrolled in the Humanities and Social Sciences strand at Holy Angel University in Angeles

City, Pampanga. Semi-structured interviews were employed to achieve aforementioned

objectives. Four themes relating to the linguistic discrimination of participants emerged which

are: (1) Judging, Mocking, and Laughing; (2) Anxiety and Fear; (3) Exclusion; and, (4)

Negative Classroom Environment. The most obvious findings revealed that the participants

often experienced these due to low proficiency in the English language. As a result, the

negative impacts of linguistic discrimination were more dominant than its positive effect.

Specifically, participants reported having low self-confidence and increased anxiety in the

English language, and were often prone to exclusion. Meanwhile, its positive effect centers on

14
the participants’ increased motivation to learn English and improve their proficiency.

However, it was also shown that the negative impacts are enduring, and thus, this also led to

demotivation of the participants to use and practice English. In line with that, an action plan

was developed to combat and prevent linguistic discrimination in a school setup, primarily in

English classes.

Social-Emotional Learning Competencies and Its Relation to Reasoning Skills: Moderating

Effect of Academic Strand

According to Cuenca, Cacao, and Pasia (2023) Wanting attention to the facets of social and
emotional learning competencies (SELC) in an educational context along with the students’ poor
mathematical performance, which can be predicted through mathematical reasoning skills
(MRS), is an issue that has to be addressed in the Philippines. Despite the fact that it has been
shown to have an impact on mathematics achievement, associating SELC into the field of
mathematical reasoning has yet to be explored. Hence, the study attempted to shed attention on
the relationship between the perceived SELC of the respondents in terms of self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making and their
level of MRS as to analyzing, generalizing, and justifying, and if strand moderates this
relationship. A descriptive-correlational design with moderation analysis was used and stratified-
random sampling technique was utilized in choosing 117 grade 12 students from one state
university. Adapted self-report survey and mathematical reasoning tasks were used to gather
data. The results revealed that there is a significant relationship between the perceived SELC and
MRS, except in self-management and relationship skills. Findings have also suggested that
strand moderates the relationship of the two variables which implies that the interaction of SELC
and strands of the respondents poses a direct relationship with their reasoning abilities in
mathematics, when students are from STEM. Implementation of teaching strategies fostering
students’ social and emotional states is recommended.

Related Literature (Local)

Personality Types and Academic Strand Choice among Senior High School Students

15
This paper sought to establish the validity of the assertion that there is a correspondence between
personality types and career choice. Applied to the senior high school program, employing the
Theory of Career Choice of John Holland as the framework, and assuming the academic strand
chosen as a surrogate for career choice, a correspondence must exist between the personality of a
senior high school student and the academic strand chosen. This study was conducted in a higher
education institution in Southern Philippines that is focused on healthcare education to provide
the school with a basis for crafting its institutional plan as it metamorphoses from an institution
solely devoted to higher education into one that seamlessly integrates basic with higher
education. The study was based on a survey of 1,494 senior high school students using a
condensed version of Holland’s RIASEC survey instrument. The results of the study
indicated that the senior high school students of the participating institution exhibited a general
uncertainty in their choices. The researchers recommend the use of the Career Decision Making
Intervention (CDMI) framework as a tool to minimize the uncertainty observed and, thus,
facilitate the seamless progression of students from basic to higher education.

Financial Status, Parents Influence, Peer Influence and

Self-Choice of Students in Selection of Strand in The

Senior High School

Selecting a strand is a crucial act to every student in such way that they have to considered

their financial status, parents and peer suggestion, and also their self-choice in acting on it.

This study investigates whether financial status with self-choice; parents influence with

self-choice; and peer influence with self-choice are having an association with each other in

selecting a strand. 214 of students by complete enumeration answered the questionnaire on

financial status and likert-scale for parental influence, peer influence, and self-choice and the

data gathered been analyzed via weighted mean, frequency, chi-square and lambda in

determining their association. The result shows that the financial status of students in school.

16
Understanding How Senior High School Students

Choose a College Degree Program: A Phenomenological Study

The college programs that SHS students choose influence their lives as young adults. It defines

their future careers and significantly changes the course of their lives. With this in mind, many
factors

influence the decision-making process of incoming first-years. With the implementation of the
K-12 Program

in the Philippines, costs needed for education have further soared. Apart from this, parental and
familial

relationships could also influence most students’ education, as they serve as children’s pillars of
support,

meaning parents, finance, and many other elusive factors could potentially inhibit SHS students’
choices

when entering college. Therefore, to provide even more insight into the career decision-making
process of

incoming college students, it is necessary to solidify an understanding of how exactly different

factors affect

graduating STEM students’ choices. To explore this, semi-structured interviews were conducted
with five

participants using ten (10) general, parent-related, and finance-related questions. The thematic
analysis was

used to find the results. It had been divided into six (6) themes: parental and familial factors,
financial factors,

environmental factors, capabilities and interests, perspectives on the STEM strand, and
confidence/belief in

choosing the right field. The results highlighted that familial and financial influence were the
most prevalent

17
factors. Students’ environment, skills, and preferences also played a significant role.
Additionally, the

interviewees’ positive views on STEM and their confidence that they have thoroughly analyzed
all other factors have also played a role in their college program decision-making process.

Perceived Academic Stress of General Academic Strand

Students in Senior High School

The main purpose of this study was to assess the perceived academic stress among General
Academic Strand

students at Dagohoy National High School for the School Year 2022-2023.

Methodology: This research used a descriptive evaluative design. The purposive-universal

technique was used in

which the sample was selected purposely as all students enrolled in the General Academic Strand
were being

considered. To determine the level of components of the perceived academic stress, the
computation of the weighted

mean and Parametric Test- Single Factor ANOVA (Analysis of Variance) was applied. To
determine the association

between the respondents’ profile and the perceived academic stress, the data were subjected to a
statistical formula

using the Non-Parametric Test- Chi-square Test of Independence. An adapted questionnaire was
used to measure

the components of perceived academic stress.

Senior High School Strands: Factors Affecting the Students’ Preference

Choosing a senior high school strand is one of the most challenging decisions that junior high
school students will have to face. The study aimed to help students decide on their future senior

18
high school strand by knowing the factors’ influence levels and their relationship with their
decision.

Opportunities and Threats in Choosing the General Academic Strand for the Senior High School

the number one factor that influences them in choosing the General Academic Strand are peer
and family influence, job opportunities, and the availability of facilities. In terms of
opportunities, a wider scope of job opportunities ranked one for LCC and BINHS while LCNHS
agreed that having enough time to decide what course to take is first for them. The schools must
optimize their facilities as well as teaching resources that will cater to students' needs. A seminar
orientation for the incoming senior high school students together with their parents must be
conducted.

Related Studies (Foreign)

Senior High School Track and Course Preference of the Students

The main objective of the study was to determine the relationship between the senior high school
tracks and the course preferences of college students. The descriptive-correlational design was
employed using purposive and non-probability quota sampling in choosing the respondents for
the study. It can be concluded that most respondents were enrolled in the academic track and
preferred education and training courses in college. Additionally, the majority of respondents
concur that personality has a greater impact than environmental factors in terms of choosing their
tracks and course preferences. However, they disagreed in terms of opportunity and educational
factors. Both environmental and personality factors influenced the respondents in the fields of
architecture, business management and administration, education and training, finance,
government and administration, hospitality and tourism, information technology, marketing sales
and services, science, technology engineering, and mathematics. These factors play a significant
role in shaping attitudes and beliefs towards their chosen fields. However, only environmental
factors affect the respondents in the fields of arts, audio-visual technology and communication,
human services, law, public safety, and corrections. Environmental, opportunity, and personality
factors play a crucial role in determining the extent of agreement among the respondents in
health, science, manufacturing (mechanical and industrial), transportation, distribution, and
logistics. It is also shown that there is a significant relationship between students’ chosen track
and course preference. This implies that the correct selection of high school tracks may guide
them to fit their skills and interests to course selection in college.

19
Passion- based vs. Practical- based Preference of Strand in Senior High School

In choosing a strand it’s not easy because some students based their decision- making on their

passion or on practicality. Some students follow their parents to choose a strand for their
children.

The purpose of this study was to determine passion- based and practical- based preference a
senior

high school students. The researcher used a descriptive-correlation survey that consist of two

adapted questionnaire and used Likert scaling. The researcher conducted and gathered data at

Jagobiao National High School both grade 10 Junior high school department (JHS) and all grade
11

Senior high school students (SHS). The data have been analyzed using Guttmann’s lambda to

determine if there is significant association between Passion-based and practical-based

preference

of strand in among senior high school. The study revealed that there was a significant association

between the two variables the passion-based and practical-based. The result is failed to reject.
Based

on these findings that the students seek advices from teachers or parents as to what strand in
Senior

High School they will prefer to choose that could be advantageous and beneficial for them.

Reading Comprehension of General Academic Strand Senior High School Students

Reading comprehension is one of the pillars of reading. Students nowadays do not read for
pleasure, but they read if they are required to do so. The main focus of this study is to identify
students' reading comprehension level and to determine if there is a significant difference in the
level of reading comprehension of students when categorized according to gender. The
respondents of this study are the 51 students of Grade 12 GAS, composed of 29 males and 22

20
females from Samal Senior High School. This study utilized total population sampling and a
descriptive-comparative research design. In collecting the data, the researchers used multiple-
choice question tests based on the five levels of reading comprehension: literal, interpretive,
critical evaluation, integrative, and critical, which are adopted from the published book of
Castigador (2012). The result of this study showed that the student's reading comprehension
level is at a moderate level. The result also shows no significant difference between males and
females in their reading comprehension level because the resulting p-value was greater than the
0.05 significance level; thus, the null hypothesis was accepted. It was recommended in this study
to develop a remedial reading program and conduct similar research in a new setting and location
to expand the study. Future researchers may also use other research designs, increase the number
of respondents, and include other factors not mentioned in this study.

Factors Affecting on Students’ Preference on Choosing Academic Track for Higher

Education in Pokhara

The students joining higher education undergo various confusions while selecting academic track
for their further studies. Students who pass the tenth grade are supposed to join the subject of
their interest in grade eleven or intermediate level which will be the fundamental course for their
higher education ahead. Grade eleven is the main entry point for students to establish their future
in the higher education. Higher education in Nepal starts from bachelor level but students are
supposed to identify their major subject starting from grade eleven. It seems that SEE graduates
tend to select the major subject while joining higher education depending on various aspects like
intelligence of a person, the interest towards that subject, family, peer pressure, social inputs,
guidance from teachers , etc. Family (57.47%) is the major agent to assist students to take
decisions for choosing the academic track while joining grade eleven. 92.52% students were not
forced but 7.4% students were forced by the parents to choose the major subjects for higher
education. It is surprising that 59.19% students wish to go abroad for university level education.
The children joining senior high school need to be provided career guidance and counseling
before choosing and handling major academic track for their higher education.

21
English Proficiency Level and Scholastic Performance of Grade 11 Students in a

Private Higher Education Institution: Basis for an Intervention Material

The study determined the English proficiency level of the Grade 11 students and their scholastic
performance in Reading and Writing, an English course in the curriculum. We identified the
profile of the respondents in terms of age, gender, what type of school where they finished their
junior high school, their academic strand, their English proficiency level, and their scholastic
performance in the said course. After which, she investigated if there was a significant difference
in the English proficiency level of the respondents when grouped according to their profile and if
there was a significant relationship between the English proficiency level and the scholastic
performance. The findings revealed that out of 1,970 respondents (Mage = 16.7, SD = 0.702), the
majority of them were females (65.3%) who came from a public school in grade 10 (76.7%) and
primarily enrolled in STEM academic strand (48.9%). On the other hand, respondents reported
Approaching Proficiency scored on English proficiency exam ( M = 63.4%, SD = 13.4%, on a
scale of 0-100). Furthermore, the results depicted no significant differences in the students’
English proficiency level when the age and gender were considered, but there were differences
on the type of school where they finished Grade 10 and on the academic strand. It was likewise
revealed that there was a small, positive, and statistically significant relationship between the
English proficiency level and scholastic performance, r (N = 1970) = .252, p<.001. This means
that those who reported that higher English proficiency levels also reported higher scholastic
performance.

The Effects of School Choice on Academic

Achievement in the Netherlands

In the United States, a considerable percentage of the population relocates each year

and secondary education is traditionally funded to a considerable degree by means of local

property taxes. This makes educational policies and their effects on households’ locational

decisions a standard example of Tiebout’s (1956) idea of voting with the feet. A large part

of the literature on competition in education relies heavily on this idea which implies higher

school quality being capitalized in house prices. Indeed, there has been a whole strand

22
of literature that has shown that households do take school quality into account when

choosing their place of residence and are willing to pay a premium for it. Aside from the

empirical evidence, the fact that many realtors provide their customers with information

on local schools’ test scores confirms the importance of school quality.

Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects
Models of Causal Ordering

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause
and an effect of achievement. In this study this model was extended to juxtapose self-concept
with academic interest. Based on longitudinal data from 2 nationally representative samples of
German 7th-grade students (Study 1: N=5,649, M age=13.4; Study 2: N=2,264, M age=13.7
years), prior self-concept significantly affected subsequent math interest, school grades, and
standardized test scores, whereas prior math interest had only a small effect on subsequent math
self-concept. Despite stereotypic gender differences in means, linkages relating these constructs
were invariant over gender. These results demonstrate the positive effects of academic self-
concept on a variety of academic outcomes and integrate self-concept with the developmental
motivation literature.

Related Literature (Foreign)

Senior High School Strands: Factors Affecting the Students’ Preference

Choosing a senior high school strand is one of the most challenging decisions that junior high
school students will have to face. The study aimed to help students decide on their future senior
high school strand by knowing the factors’ influence levels and their relationship with their
decision. The survey was conducted online (Grade 9 and Grade 10 students) using the total
sampling method. We employed a self-made questionnaire that went through content validation
using Aiken’s V formula. Descriptive statistics were then used to analyze and interpret the
results of the study. In the survey’s results, 2.3% of the students chose GAS as their senior high
school strand, 15.9% chose HUMSS, and 73.9% chose STEM, leaving the ABM strand with 8%.

23
The personal interest factor had the highest level of influence among the factors, with a mean of
4.21, followed by job opportunities with a mean of 4.17, socioeconomic status with a mean of
3.89, parents with a mean of 3.63, and academic performance with a mean of 3.38. However, in
terms of the factors’ significant relationships with the senior high school strands, socioeconomic
status, parents, job opportunities, and personal interests were found to have no significant
influence when deciding, and academic performance is the only factor that has a significant
influence on the students’ preferred strand. As a result, the null hypothesis of the study is
accepted because only one out of five factors were found to have a significant relationship when
deciding on a senior high school strand.

High school track choice and financial constraints:

Evidence from

Parents and students from different socioeconomic backgrounds value differently school
characteristics, but the reasons behind this preference heterogeneity are not well understood. In
the context of the centralized school assignment system in Mexico City, this study analyzes how
a large household income shock affects choices over high school tracks exploiting the
discontinuity in the assignment of the welfare program Oportunidades. The income shock
significantly increases the probability of choosing the vocational track vis-a-vis the other more
academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints
that prevent relatively low-ability students from choosing the schooling option with higher labor
market returns.

Major strands in scientific inquiry through cluster analysis of research abstracts

Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In
order to develop students' scientific inquiry, researchers and educators have developed different
curricula and a variety of instructional resources, which make features and descriptors of
scientific inquiry in teaching and learning even more diverse and complex. For revealing how the
multi-facets of scientific inquiry are inherently correlated, this study identified descriptors
representing features of scientific inquiry and automatically reviewed the research abstracts
where these descriptors were used. A cluster analysis was used to analyze 171 relevant article
abstracts published in Web of Science from 1986 to 2010, by using the data mining software

24
WordStat v6.1. Networks of descriptors and of research strands showed the inter-relationships
among descriptors and the research strands. Through triangulating the categorization results from
automatic data-mining and expert researchers' qualitative reviewing, this study identified seven
clusters of high-frequency descriptors and nine major strands of current research studies. The
nine strands can further be grouped into five research themes: NOS, Knowledge Construction,
Inquiry Ability, Explanatory-driven Inquiry, and Professional Development. With different
levels of cohesiveness in network, these themes demonstrated that scientific inquiry was
composed of different levels of abilities students need to achieve as well as the endeavors of
teachers. Through exploring the network shared among most researchers, this study is expected
to provide novice researchers information about elements that expert researchers usually
consider and further, it is expected to give expert researchers some new directions to explore in
research designs.

Strands of knowledge: Weaving international student subjectivity and hybridity into

undergraduate curriculum.

Margaret Kamla Kumar

Critical Studies in Education 44 (1), 63-85, 2003

The focus of this article is to outline an inclusive methodology that caters tor the construction
and representation of international students. It suggests the implementation of a ‘strands of
knowledge’ approach that enables the creation of a dialogic space that foregrounds the
subjectivity and hybridity of individuals who are categorized as Other and as outside of the core
group. The approach has been suggested from data taken from a detailed study exploring the
discursive representation of undergraduate students from the region of Southeast Asia who are
studying in Australia. The author focuses particularly on the way students are discursively
constructed to give them a representation that is binding and exclusionary and belies the
subjectivities they bring from hybrid postcolonial backgrounds. The methodology is devised
from postcolonial theory and applied linguistics to bring about an inclusivity of those who are
relegated to the periphery. In this way, the article provides a methodological revisionism and
critique of discourse that is informed by the strands of ‘race’, ‘culture’ and ‘identification’ to
enable one to move into the arena of multiplicity and subjectivity and the constituting and
reconstituting of Self.

Major strands in scientific inquiry through cluster analysis of research abstracts

Yi-Fen Yeh, Tsung-Hau Jen, Ying-Shao Hsu

International Journal of Science Education 34 (18), 2811-2842, 2012

25
Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In
order to develop students' scientific inquiry, researchers and educators have developed different
curricula and a variety of instructional resources, which make features and descriptors of
scientific inquiry in teaching and learning even more diverse and complex. For revealing how the
multi-facets of scientific inquiry are inherently correlated, this study identified descriptors
representing features of scientific inquiry and automatically reviewed the research abstracts
where these descriptors were used. A cluster analysis was used to analyze 171 relevant article
abstracts published in Web of Science from 1986 to 2010, by using the data mining software
WordStat v6.1. Networks of descriptors and of research strands showed the inter-relationships
among descriptors and the research strands. Through triangulating the categorization results from
automatic data-mining and expert researchers' qualitative reviewing, this study identified seven
clusters of high-frequency descriptors and nine major strands of current research studies.

Senior High School Track and Course Preference of the Students

The main objective of the study was to determine the relationship between the senior high school
tracks and the course preferences of college students. The descriptive-correlational design was
employed using purposive and non-probability quota sampling in choosing the respondents for
the study. It can be concluded that most respondents were enrolled in the academic track and
preferred education and training courses in college. Additionally, the majority of respondents
concur that personality has a greater impact than environmental factors in terms of choosing their
tracks and course preferences. However, they disagreed in terms of opportunity and educational
factors. Both environmental and personality factors influenced the respondents in the fields of
architecture, business management and administration, education and training, finance,
government and administration, hospitality and tourism, information technology, marketing sales
and services, science, technology engineering, and mathematics. These factors play a significant
role in shaping attitudes and beliefs towards their chosen fields. However, only environmental
factors affect the respondents in the fields of arts, audio-visual technology and communication,
human services, law, public safety, and corrections. Environmental, opportunity, and personality
factors play a crucial role in determining the extent of agreement among the respondents in
health, sciences, manufacturing (mechanical and industrial), transportation, distribution, and
logistics. It is also shown that there is a significant relationship between the students’ chosen
track and course preference. This implies that the correct selection of high school tracks may
guide them to fit their skills and interests to course selection in college.

26
Preferences in Senior High School Tracks of the Grade 10 Students

There are many influences that affect the preferences of grade 10 students in choosing a track to
proceed to senior high school. Likewise, this study aims to identify influence of preference of a
Senior High School track that is commonly encountered by the Grade 10 students in terms of
Gender, Socio-Economic Status, Average academic grades, nature of parent’s occupation; and,
strand and the level of influence of the respondent to be associated with preferences in choosing
a track in senior high school in terms of family influence-decision; peer influence; financial
condition; and employability. The research tool was a survey questionnaire. The questionnaire is
composed of respondent’s profile and 10 statements to be rated. The factors fairly influence
preferences of the senior high school. In terms of gender, male students consider their socio-
economic status and their parent’s occupation as factors in choosing their track in Senior High
School while female students consider their peers as a factor in choosing a track in Senior High
School.

Senior High School (SHS) Program in the Alternative Learning System (ALS): Perceived
Learners’ Preferred SHS Tracks and Strands

The Department of Education imposed a requirement that the SHS level be included in the ALS
program through DepEd Order 13, Series 2019. The study examined the Alternative Learning
System (ALS) Junior High School (JHS) students preferred SHS tracks and strands and
association with their demographics. This study applied a convergent parallel mixed-method
design. The seventy (70) ALS JHS completers of El Salvador City Division were the respondents
to this study, selected using random sampling. Results showed that the academic track is the
most chosen track among the SHS tracks, and the general academic strand (GAS) is the most
preferred stand. Furthermore, no association was found between the demographics in terms of
age, sex, marital status, socio-economic status, and preferred SHS tracks. However, there is a
significant association between the working status of the respondents and their preferred SHS
tracks. Moreover, different perceptions as perceived by the ALS JHS completers in selecting
their preferred SHS tracks were consolidated, which include (1) accessibility,(2) interest and
capability,(3) curiosity,(4) self-development, and (5) indecisiveness. As suggested in the action
plan proposed in this study, the plan highlights the training of ALS teachers on career coaching
and mentoring, knowledge of SHS, and identification of learners’ strengths and weaknesses as a

27
basis for career needs and gaps. This study concludes that the selection of the preferred SHS
tracks is associated with their working status, considering that there are working students in
ALS. Further, JHS ALS completers did not receive any expert guidance when it comes to career
paths.

The Relationship of the Senior High School Tracks and Strands, and the Curriculum Exits
of the Graduate

The Philippines is one of the three countries in the world and the only country in Asia that only
offered 10 years of basic education until the young Enhanced Basic Education Act of 2013 was
signed and enacted. Aiming to equip the learners to be globally competitive future professionals,
the said law was designed to offer graduates four expected curriculum exits-employment,
entrepreneurship, tertiary education, and middle skills development (www. officialgazette. gov.
ph, 2017). With this, the researcher conducted a Descriptive Correlation Research that examined
the learners chosen track and strand and its relationship to their taken curriculum exits after
graduating in Senior High School. The said research used a researcher-made questionnaire,
where 564 SHS graduates from a private institution in Plaridel, Bulacan participated. The
research revealed that more than three-fourth of the SHS graduates pursued Tertiary Education
after the program, where high percentage are enrolled in teacher education and tourism
management courses. Whereas, the others opted to ventured employment and entrepreneurship,
10.11% and 7.09%. Using Pearson-r Correlation, the research discovered that Senior High
School Track and Strands and the pursued curriculum exits of the graduates has a significant
relationship and demonstrate a positive correlation. Thus, this, concluded that implemented
Career Guidance and Counseling Program implemented on the institutions were effective on
helping the graduates on arriving to right career decision. On the other hand, it also suggested
that additional activities should be added aiming to strengthen and help the graduates.

“The Positive Impact of Choosing General Academic Strand for Senior High School Students of
Gideon School of Quezon City”

Chapter 3

Research Methodology

28
Research Design

The research study is quantitative research method that attempts to collect quantifiable
information to be used for statistical analysis of the population sample. These research projects
are designed to provide systematic information about the phenomenon. A research strategy that
focuses on quantifying the collection and analysis of data. It is formed from a deductive
approach where emphasis is placed on the testing of theory, The research is associated with
numerical values in terms getting the analysis of the study.

Sampling Technique

Sampling is a statistical process of selecting a subset of individuals from a larger

population. This subset is then studied to draw conclusions about the entire population. There are
various sampling techniques, each with its own advantages and disadvantages.

Sampling methods involve randomly selecting individuals from the population, ensuring that
each member has an equal chance of being included in the sample. This allows for generalization
of the findings to the larger population. Common probability sampling techniques include simple
random sampling, stratified sampling, and cluster sampling.

Respondents of the Study

The respondents of the study target the Grade - 12 St. Louis Students from the Gideon
School of Quezon City. The researchers randomly selecting 20 respondents for the distribution of
the questionnaires.

Data- Gathering Instruments and Techniques

The research instrument employed in this study is a survey questionnaire, specifically

designed to gather quantitative data through close-ended questions. This approach is instrumental
in drawing concrete conclusions about the respondents' behaviors, traits, and patterns. By
utilizing a structured format, the questionnaire allows for the collection of clear and concise
responses, facilitating the identification of trends and commonalities among the participants.

The primary aim of the research is not only to uncover the respondents' behaviors but also to
gain insight into their attitudes and opinions regarding the phenomenon in question. Close-ended

29
questions are particularly effective in this regard, as they limit the responses to specific options,
thereby simplifying the analysis and interpretation of the data. This method enables the
researchers to quantify respondents’ sentiments, making it easier to identify prevailing attitudes
within the group.

To ensure the integrity and relevance of the data gathered, the researchers emphasized that this
information serves as the foundation for the study. The responses collected through the survey
will undergo a rigorous analysis, focusing on statistical techniques that can reveal significant
patterns and relationships among the variables studied.

Once the data is collected, it will be meticulously analyzed and presented in tabular formats. This
presentation method not only aids in visualizing the quantitative results but also enhances the
clarity of the findings. By organizing the data in tables, the researchers can effectively
summarize key insights, making it easier for stakeholders to understand the implications of the
research.

Ultimately, this systematic approach to data collection and analysis is designed to provide a
comprehensive understanding of the respondents' perspectives, enriching the overall findings of
the study. Through careful interpretation of the results, the researchers aim to contribute valuable
insights that can inform future research and practice in the relevant field.

Treatment of data

The following statistical tool are used: For “Yes and No” questions,

Percentage and rating are used

Percentage Formula

% = f/N x (Total of The Students In GSQC Having General Academic Strand)

Where f = frequently

% = percentage

N = total number of respondents

30
Profile of the Student

Name(Optional):__________________________________________________

Sex: Male Female Prefer not to say

Age: 16-18 18-20

1. I chose the general academic strand primarily to prepare for college.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

2. I am satisfied with the curriculum offered in the general academic strand.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

3. I find the subjects offered in the general academic strand to be beneficial for my
academic growth.
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

4. I frequently engage in collaborative projects or group work in my classes.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

5. I feel that adequate resources are available to support my academic experience in the
general academic strand.
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

6.What do you consider the most valuable aspect of the general academic strand? (Optional)

31
a) Diverse subject offerings

b) Preparation for college

c) Development of critical thinking skills

7.Which subject do you find most engaging in the general academic strand? (Optional)

a) Language and Literature

b) Social Sciences

c) Mathematics

8. How do you feel about the workload in the general academic strand? (Optional)

a) Very manageable

b) Manageable

c) Neutral

9. In your opinion, how well does the general academic strand prepare students for the
challenges of higher education?

10 . What improvements do you believe could be made to enhance the learning

experience in the general academic strand?

32