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FACTORS THAT AFFECT IN SELECTING SENIOR HIGH SCHOOL TRACKS OF
SELECTED G11 STUDENTS OF GUMACA NATIONAL HIGH SCHOOL
SCHOOL YEAR: 2021-2022
A Research Proposal
Presented to
THE FACULTY
Of Gumaca National High School
SENIOR HIGH SCHOOL PROGRAM
Gumaca, Quezon
In Partial Fulfillment
Of Requirements for
PRACTICAL RESEARCH 2
Academic Track
Humanities and Social Sciences Strand
By:
Rey John T. Inciong
FEBRUARY 2022

CHAPTER I
THE PROBLEM
Introduction
K to 12 (K-12) is a national education system that strives to improve students' basic
abilities, generate more competent citizens, and prepare them for lifetime learning and
employment. Kindergarten is denoted by the letter "K," and basic education is denoted by the
letter "12." The new curriculum allows students to choose from three tracks: Academic,
Technical Vocational-Livelihood, Sports, and Arts, and then immerse themselves in their chosen
track to get appropriate exposure and experience.
It's challenging enough to choose a career, but senior high school prepares you to make
major decisions that will affect your future.
In previous years, several students had difficulty deciding on the best course for them,
specifically a strand. The researchers conducted this study to assist new G11 students at Gumaca
National High School in selecting the appropriate track for them in the 2022-2023 school years.
Last year in junior high, I had trouble deciding on a strand. Only the academic track was
available at my institution, and I had four strands to pick from. It was a struggle—one day it was
STEM, the next ABM (Accountancy, Business, and Management), and then HUMSS
(Humanities and Social Sciences), or even GAS (Geography, Arts, and Sciences) (General
Academic Strand). (2017, Ongchoco)
Choosing a senior high school track is similar to deciding which college courses will help
you build a better future.
This K-12 program, which includes several tracks, will pave the path for young Filipinos
to have an even greater future. This research seeks to provide grade 11 students enough time to

develop or master abilities so that when the time comes, they will be ready for postsecondary
education.
During the 2021-2022 school years, the researcher will undertake this study with a group
of G1 students from Gumaca National High School.
This study will be conducted to determine the preferences of G11 students at Gumaca
National High School for the 2022-2023 school years when it comes to selecting a senior high
school track. The researchers chose this topic to help and guide students who are having
difficulty deciding which path is best for them.
Objectives of the Study
The objective of this study is to find out which senior high school track selected G11
students from Gumaca National High School Year 2022-2023 preferred.
It aims to answer the following questions:
1. To determine the demographic profile of the Grade 11 students in terms of:
a. Age; and
b. Sex
2. To determine the leading factors that affect the respondents’ preference among these
areas:
a. Personality
b. Family
c. School
d. Goals

Theoretical Framework
From the earliest colonists to the present, education has changed in the Philippines.
Education is extremely important in the country because it is the major path to social and
economic advancement. The Philippine educational system has a long and distinguished history,
having progressed through several stages of development to reach its current state.
Education from Pre-Spanish Period
In pre-Spanish times, education in the Philippines was informal and unstructured. Fathers
taught their sons how to find food and other sources of income. The parents fostered in their
children the habit of doing domestic duties. Their children were essentially prepared to be decent
husbands and spouses as a result of this instruction. Early Filipino forefathers placed a high
priority on education. Men and women in the Philippines can read and write in their native
alphabet, alibata. The alibata was made up of 17 symbols that represented the alphabet's letters.
Three vowels and fourteen consonants were among the seventeen symbols.
Educational System during Spanish Period
During the Spanish era, the Philippines had a structured educational system. Religious
communities opened the path for the establishment of schools at all levels of education, from
primary to postsecondary. The Christian doctrines were the focus of the schools. Males and
females attended separate schools. In the schools, the wealthy Filipinos or illustrators were
accommodated. The Filipinos were subjected to more negative impacts as a result of colonial
schooling.
Educational System during American Period
The Americans, like the Spaniards, brought many changes to the country during their 45-
year reign. These American influences can still be observed in our manner of life or lifestyle

today. By the 1935 constitution, the Commonwealth provided free education in public schools
throughout the country. Education also placed a strong emphasis on patriotism, with students
learning about the lives of Filipino heroes. Vocational education, as well as some household
activities such as sewing, cooking, and farming, was prioritized. The students were also taught
good manners and discipline. The Private Education Institute was established to monitor private
schools. The total number of students enrolled in the country's 400 private schools reached
10,000 in 1941. "Adult Education" was also established to provide formal education to adults.
Changes in Education during the Japanese Occupation
In February 1942, the government announced certain changes to the educational system.
The following adjustments were done:
i. Stop relying on western countries like the United States and the United Kingdom.
Enhance and promote the Filipino culture.
ii. Recognize the Philippines as a member of the Greater East Asia Co-Prosperity Sphere to
foster excellent relations between the Philippines and Japan.
• To raise the morality of Filipinos by raising their awareness of materialism.
• To study and embrace Nippongo as a second language and to quit using English.
• To make primary and vocational education more widely available.
• To cultivate a passion for work.

Research Paradigm
)
Figure 1.
The Input-Process-Output (IPO) on the Preferences in Selecting Senior High School
Track of Selected G11 Students of Gumaca National High School School year 2021-2022.
Significance of the Study
This research study would be beneficial to the following:
To the Researchers, this study will be essential because it will allow them to determine the
preferences of G11 students at Gumaca National High School when it comes to selecting a
senior high school track.
To the Students, this research would aid them in selecting the best path for them. The
findings of this study may aid them in determining which path is best for them.
To the Parents, this study will help them understand their role in assisting their children
in choosing the best path for them.
INPUT
Demographic Profile
 Age
 Section
 Sex
 Parents salary
To determine the leading
factors that affect the
respondents’ preference
among these areas:
 Personality
 Family
 School
 Goals
Output
Process
Gathering a Data
 Distribution of
questionnaires
 Survey
Factors affecting in
choosing senior high
school track of selected
G10 students of Gumaca
National High School
PROCESS OUTPUT

To the Teachers, this study will enable them to concentrate more on their fields and, as a
result, provide a better learning environment for students, particularly for teachers who will
be teaching in Senior High School. To the School, this is where the results of the study shall
serve as a reference in the materialization of the K-12 Senior High School Curriculum.
To Future Researchers, this study would serve as a reference that would help in
conducting their research studies.
Scope and Delimitation of the Study
This study will be conducted to determine the preferences in choosing the senior high
school track of selected G11 students for School Year 2021-2022. This study is limited to the
selected G11 students. The researchers focused on the preferences in choosing the senior
high school track.
Definition of Terms
The following terms are operationally defined to enhance the understanding of the
readers of this study.
Senior High School. The second phase of secondary education under the K-12 program, in
which students study subjects related to their chosen career path.
Students. a person who is studying at a school or college.
Parents. a father or mother.
Personality. The set of features or qualities that define a person's unique personality.

Opportunities. This is a particularly advantageous time in terms of circumstances. In this study,
opportunities relate to good conditions for work or professional advancement, such as location,
trends, high pay, and so on.
Interests. These are the features or characteristics that draw a person's attention and make him
or her desire to learn more about or participate in something.
Dreams. A cherished aspiration, ambition, or ideal.
Salary. Is a fixed regular payment, typically paid on a monthly or biweekly basis but often
expressed as an annual sum, made by an employer to an employee.
Changes. Make (someone or something) different.
Education. Is the process of receiving or giving systematic instruction, especially at a school or
university?

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies gathered from articles and online
resources about the preferences in choosing the senior high school track. The first part of the
review presents the enhanced basic education act of 2013 and the importance of education in life.
Related Literature
The Philippines was the last country in Asia to have 10-year basic education and pre-
university program (SEAMEO & INNOTECH, 2012). Worldwide, the Philippines were joined
by Djibouti and Angola of Africa having the shortest pre-university education system with other
countries having 13 or 14-year cycles (Senate of the Philippines, 2011). The 12 years or more is
by international practice as stipulated in the Washington Accord, Bologna Process as well as in
the ASEAN and APEC Mutual Recognition Projects and much more. Education makes the
national development process fast. Education develops good political ideology. The standard of
living of its citizens is largely dependent on the level of education the citizens can acquire.
The much-needed overhaul of the Philippines basic education system becomes a reality
through Republic Act 10533, also known as the Enhanced Basic Education Act which was
passed last May 2013 making the pre-university and basic education from 10 to 13 years
(Congress of the Philippines, 2011). The enhanced basic education program encompasses at least
one (1) year of kindergarten, six (6) years of elementary, and six (6) years in secondary
education; the secondary education has four (4) years of junior high school and two (2) years of
senior high school education (ibid). The Senior High School levels offer a wide range of subjects
from which students can choose a program leading to college or university entrance or a career in
business or industry (DepEd, ND). The Philippines together with Myanmar, Malaysia, and

Singapore have two years of Senior High while the rest of Southeast Asia has three years
(SEAMEO & INNOTECH, 2012)
In the year 2013, the K-12 Senior High School Program was implemented, adding two
years to the country’s existing basic education curriculum. This program was highly debated
whether it must be implemented or not. Possible drawbacks were argued in the process of
passing this law, but those times were almost over. Most complications that came with the
implementation of the said curriculum were already or being addressed by the Department of
Education. The first batch of Senior High School students have already graduated, but then new
issues arose
Related Studies
The K-12 program (sometimes called P-12) is a basic education program widely
practiced all thought the world is serving children for the 13 years from kindergarten to year 12
(Department of Education and Training, 2010, Philippine Senate, 2011). DepEd of the
Philippines believes that the 12-year program to be the best period for learning under basic
education. It is also the recognized standard for students and professionals globally; this is the
main reason why the Philippines were the last country to adopt more than 10-year pre-university
in Asia (ibid). Shown in Table 1 is the summary of the K-12 program of the three countries of
study. The Philippines has a total of 13 years from kindergarten to Grade 12, all of which are
mandatory and free, especially in public schools. It even subsidizes students who will take their
grade 10 to 12 classes in the private schools or universities/colleges through the voucher program
(DepEd, ND). The K to 12 education programs in the Philippines addresses the defects of the
country’s basic education curriculum. As claimed by the proponent of the K12 program, the
curriculum is seamless, ensuring the smooth transition between grade levels and continuum of

competencies. It is also a relevant and responsive, enriched, and learner-centered curriculum
(SEAMEO INNOTECH, 2012). There was a total of more than a little more than 1M students in
grade 11, (first year in SHS). Around 60.6% were enrolled in the academic track while only 39%
were in the tech-vocational curriculum and less than 0.5% chose the sports, arts, and design
curriculum (DepEd).
Manasan (2020) is the only study found to have a done similar study by comparing the
labor market outcomes of SHS graduates and peers. She compared the labor market outcomes for
SHS graduates and JHS completers, second-year college completers, and post-secondary
graduates. She studied the labor market performance 6, 9, and 12 months after SHS graduates
left school corresponding to October 2018, January, and April 2019 rounds of the LFS. She
identified the cohort of interest using the 2017 APIS data. She looked at labor force participation,
employment by sector, by class of worker, and basic pay by sector and by class of worker. She
summarized her results as “cup half full.” She finds the quality of employment of SHS graduates
better than JHS completers but not as good as second-year college completers. The ADB
launched the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS) in
2017 (ADB and DepEd, 2019). Since it was done before the first batch on SHS graduated it
covered only career guidance, choice of SHS track, choice of college major, and occupational
preferences and expectations.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods and procedures used by the researchers to obtain the
facts of the study. It goes into the research design, research locale, respondents, research
instrument, data collection, and statistical treatment in detail.
Research Design
The descriptive method was utilized in this study to describe the effectiveness of
determining student preferences in selecting a senior high school track in Gumaca, Quezon.
Research Locale
The research was conducted in Gumaca National High School, Barangay Mabini
Gumaca, Quezon. The respondents were the selected Grade 11 students as stated in scope and
delimitation.
Research Sample and Population
The subjects of this study are the selected Grade 11 students in Gumaca National High
School.
Research Instrument
The researchers used a Focused group or case study to determine the effectiveness of
Preferences in Choosing Senior High School Track of G11 in Gumaca, Quezon.
The questionnaire consists of two parts. The first part of the demographic profile will be
the age and sex. The second part aims to find out the different categories and the Preferences in
Selecting Senior High School Track of selected G11 Students of Gumaca National High School
School Year: 2021-2022 in which used questions were collections of respondents’ stories in-
depth interviews which were thoroughly asked by the researcher.

Data Gathering Procedures
The researchers constructed their questions and then consulted their research adviser for
approval and made an open-ended questionnaire.
Statistical Treatment
The researchers used two different formulas. The first formula is the simple percentage and
the second is the Likert Scale Formula.
1. Percentage formula
At first, the researchers used a percentage formula that identified the frequency
distribution. The percentage formula is as follow:
𝑷 =
𝒇
𝒏
𝒙 𝟏𝟎𝟎
Where:
P= Percent
F= Frequency
N=Number of cases
2. Weighted Average Mean
To compute the weighted average the researchers used the formula:
𝑥 = ∑ 𝑓𝑥
𝑛
3. Likert- scale Formula
The researchers use the Likert -scale to answer the questions wherein:
Rating scale Verbal description Interval
5 Always 5.00 – 4.21
4 Often 4.20 – 3.41
3 Sometimes 3.40 – 2.61
2 Rarely 2.60 – 1.81
1 Never 1.80 – 1.00

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the analysis of data followed by a discussion of the research
findings. The findings related to the research question that guided the study. Specifically, this
chapter discussed the presentation of the information, the analysis, and the interpretation of the
data.
Demographic Profile of the Respondents
Table 1. Frequency distribution of respondents in terms of sex
Frequency Percentage
Male 12 30 %
Female 28 70 %
Total 40 100%
The table shows the frequency of the male and female respondents, the number of male
frequencies was 12 corresponding to 30% of the total percentage while, the number of female
frequencies was 28 corresponding to 70% of the total percentage, in a total of 100%.
Figure 2: Percentage of the demographic profile of the respondents according to sex.
30%
70%
Percentage of the demographic profile of the respondents
according to sex
male female

The figure above shows that most of the respondents are female with a percentage of 70%
then the remaining 30% are male.
Table 2: Frequency distribution of respondents in terms of age.
AGE FREQUENCY PERCENTAGE
15 years old 4 10%
16 years old 22 55%
17 years old 14 35%
Total 40 100%
The table above shows the frequency distribution in terms of age. The total frequency is
40, wherein, 4 out of 40 is 15 years old with a total percentage of 10%, 16 out of 40 is 16 years
old with a total percentage of 55 making it with the highest respondents, while on the other hand
17 years old have a frequency of 14 out of 5 with 35%, in the sum of 100 %.
Figure 2: Percentage of the demographic profile of the respondents according to age.
The figure above shows that most of the respondents are 16 years old with 55%, 10% was
15 years old, and the remaining 35% was 17 years old.
10%
55%
35%
Percentage of the demographic profile of the respondents
according to age
15 years old 16 years old 17 years old

Preferences of Selecting Senior High School Track
Table 3: frequency distribution of respondents on determining the preferences of selecting senior
high school track in terms of personality.
In table 3, the researcher used the Likert scale to find out the preferences in selecting
senior high school track in terms of personality, where 5 corresponds to always, 4 for often, 3 for
sometimes, 2 for rarely, and 1 for never. Also, use the formula of average weighted mean, to
determine the descriptive analysis of each factor.
In statement 1, there’s a certain talent that is associated with tracks, in always it has a
frequency of 15 that corresponded in 37.5%, in often it has a frequency of 20 that correspond in
50%, for sometimes it has a frequency of 5 that correspond in 12.5% while for rarely it got zero,
as well as, in never.
In statement 2, wants to prove something to someone based on abilities, in always it has a
frequency of 10 that corresponded in 25%, in often it has a frequency of 22 that correspond to
55%, for sometimes it has a frequency of 8 that correspond in 20% while for rarely it got zero, as
well as, in never.
Figure 4: Average weighted mean in terms of Personality.
Personality 5
Always
4
Often
3
Sometimes
2
Rarely
1
Never Total
Average
Weighted
Mean
Descriptive
Analysis
F % f % f % f % F % f %
There’s a certain
talent that is
associated with
tracks.
15 37.5% 20 50% 5 12.5% 0 0% 0 0% 40 100% 4.25 Always
Want to prove
something to
someone based
on abilities.
10 25% 22 55% 8 20% 0 0% 0 0% 40 100% 4.05 Often
4.25
4.05
3.9
4
4.1
4.2
4.3
Statement 1 Statement 2
Average weighted mean in terms of Personality

The figure above shows the average mean in terms of personality. Statement number 1
has 4.25 weighted means that corresponded to always and statement number 2 has 4.05 weighted
means that corresponded to often.
high school track in terms of family.
In table 4, the researcher used the Likert scale to find out the preferences in selecting
In statement 1, parents desire what the track is for you, in always it has a frequency of 20
that corresponded in 50%, in often it has a frequency of 18 that correspond in 45%, for
sometimes it has a frequency of 2 that correspond in 5% while for rarely it got zero, as well as, in
never.
In statement 2, a family member is connected to the track, in always it has a frequency of
18 that corresponded in 45%, in often it has a frequency of 12 that corresponds to 30%, for
Family 5
Always
4
Often
3
Sometimes
2
Rarely
1
Never Total
Average
Weighted
Mean
Descriptive
Analysis
F % f % f % f % F % f %
Parents desire
what the track is
for you.
20 50% 18 45% 2 5% 0 0% 0 0% 40 100% 4.45 Always
A family
member is
connected to the
track.
18 45% 12 30% 10 25% 0 0% 0 0% 40 100% 4.20 Often
Parents can help
with the
financial costs of
their child's
chosen path.
25 62.5% 11 27.5% 4 10% 0 0% 0 0% 40 100% 4.53 Always

sometimes it has a frequency of 10 that correspond in 25% while for rarely it got zero, as well as,
in never.
In statement 3, parents can help with the financial costs of their child’s chosen path, in
always it has a frequency of 25 that corresponded in 62.5%, in often it has a frequency of 11 that
corresponds to 27.5%, for sometimes it has a frequency of 4 that correspond in 10% while for
rarely it got zero, as well as, in never.
Figure 5: Average weighted mean in terms of Family.
The figure above shows the average mean in terms of family. Statement number 1 has
4.45 weighted means that corresponded to always, statement number 2 has 4.2 weighted means
that corresponded to often, and statement 3 has weighted means of 4.53 that correspond to
always.
Table 5: frequency distribution of respondents on determining the preferences of selecting
senior high school track in terms of school.
School 5
Always
4
Often
3
Sometimes
2
Rarely
1
Never Total
Average
Weighted
Mean
Descriptive
Analysis
F % f % f % f % F % f %
No track offered at
school
15 37.5% 20 50% 5 12.5% 0 0% 0 0% 40 100% 4.25 Always
The schoolrequires
standard grades on
certain tracks.
25 62.5% 13 32.5% 2 5% 0 0% 0 0% 40 100% 4.625 Always
4.45
4.2
4.53
4
4.1
4.2
4.3
4.4
4.5
4.6
Statement 1 Statement 2 Statement 3
Average weighted mean in terms of Family

In table no. 5, the researcher used the Likert scale to find out the preferences in selecting
In statement 1, no track offered at school, in always it has a frequency of 15 that
corresponded in 37.5%, in often it has a frequency of 20 that correspond in 50%, for sometimes
it has a frequency of 5 that correspond in 12.5% while for rarely it got zero, as well as, in never.
In statement 2, the school requires standard grades on certain tracks, in always it has a
frequency of 25 that corresponded in 62.5%, in often it has a frequency of 13 that corresponds to
32.5%, for sometimes it has a frequency of 2 that correspond in 5% while for rarely it got zero,
as well as, in never.
Figure 6: Average weighted mean in terms of School
The figure above shows the average mean in terms of School. Statement number 1 has
4.25 weighted means that corresponded to always and statement number 2 has 4.625 weighted
means that corresponded to always.
4.25
4.625
4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Statement 1 Statement 2
Average weighted mean in terms of School

high school track in terms of goals.
In table no. 6, the researcher used the Likert scale to find out the preferences in selecting
In statement 1, there is a desire to achieve in life based on the chosen track, in always it
has a frequency of 30 that corresponded in 75%, in often it has a frequency of 7 that correspond
to 17.5%, for sometimes it has a frequency of 2 that correspond in 5% while for rarely it got
zero, as well as, in never.
In statement 2, high-profile and stand-up based on the chosen track, in always it has a
frequency of 28 that corresponded in 70%, in often it has a frequency of 12 that corresponds to
30%, while sometimes and rarely it got zero, as well as, in never.
Goals 5
Always
4
Often
3
Sometimes
2
Rarely
1
Never Total
Average
Weighted
Mean
Descriptive
Analysis
F % f % f % f % F % f %
There is a desire
to achieve in life
based on a chosen
track.
30 75% 7 17.5% 2 5% 0 0% 0 0% 40 100% 4.6 Always
High-profile and
stand-up based on
the chosen track.
28 70% 12 30% 0 0% 0 0% 0 0% 40 100% 4.7 Always

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION
This chapter summarizes the findings stated in chapter four. This chapter also includes
the recommendations of the researchers for the further development of the said survey.
Summary of Findings
The main purpose of this study was to determine the factors that affect selecting the
senior high school track of selected grade 11 students of Gumaca National High School.
Specifically sought to answer the following:
1. What was the demographic profile of the respondents in terms of?
a. Sex
b. Age
2. What were the factors that affect selecting the senior high school track of selected grade
11 in terms of?
a. Personality
b. Family
c. School
d. Goals
The study revealed the following:
1. The demographic profile of the respondents
a. Sex
The number of male frequencies was 12 while, the number of female frequencies
was 28, in a total of 40 respondents.
b. Age
The total frequency is 40, wherein, 4 out of 40 is 15 years old, 16 out of 40 is 16 years
old while on the other hand 17 years old have a frequency of 14 out of 40 with the sum of 40.

2. The following summary shows how the respondent, respond with the questions to
determine the factors that affect selecting senior high school track.
a. Personality
In statement 1, there’s a certain talent that is associated with tracks, in always it
has a frequency of 15 that corresponded in 37.5%, in often it has a frequency of 20 that
correspond in 50%, for sometimes it has a frequency of 5 that correspond in 12.5% while
for rarely it got zero, as well as, in never.
In statement 2, wants to prove something to someone based on abilities, in always
it has a frequency of 10 that corresponded in 25%, in often it has a frequency of 22 that
correspond to 55%, for sometimes it has a frequency of 8 that correspond in 20% while
b. Family
In statement 1, parents desire what the track is for you, in always it has a
frequency of 20 that corresponded in 50%, in often it has a frequency of 18 that
correspond in 45%, for sometimes it has a frequency of 2 that correspond in 5% while for
rarely it got zero, as well as, in never.
In statement 2, a family member is connected to the track, in always it has a
frequency of 18 that corresponded in 45%, in often it has a frequency of 12 that
corresponds to 30%, for sometimes it has a frequency of 10 that correspond in 25% while
c. School
In statement 1, no track offered at school, in always it has a frequency of 15 that
corresponded in 37.5%, in often it has a frequency of 20 that correspond in 50%, for
sometimes it has a frequency of 5 that correspond in 12.5% while for rarely it got zero, as
well as, in never.

In statement 2, the school requires standard grades on certain tracks, in always it has a
frequency of 25 that corresponded in 62.5%, in often it has a frequency of 13 that
corresponds to 32.5%, for sometimes it has a frequency of 2 that correspond in 5% while
d. Goals
In statement 1, there is a desire to achieve in life based on the chosen track, in always
it has a frequency of 30 that corresponded in 75%, in often it has a frequency of 7 that
correspond to 17.5%, for sometimes it has a frequency of 2 that correspond in 5% while
In statement 2, high-profile and stand-up based on the chosen track, in always it
has a frequency of 28 that corresponded in 70%, in often it has a frequency of 12 that
corresponds to 30%, while sometimes and rarely it got zero, as well as, in never.
Conclusion
Based on the findings, the following conclusions are derived:
1. In terms of sex, most of the respondents were female.
2. In terms of age, the majority is 16 years old.
3. Most respondents’ preferred track was Academic Track.
4. Most respondents’ preferred strands were Science, Technology, Engineering and
Mathematics (STEM) and Accountancy Business and Management (ABM).
5. The most factor that affects the preferences in choosing the senior high school strand is the
personality while the least factor was the family.

Recommendation
Respondents must be fully aware that personality is one of the most important things to
consider in choosing a career or strand. They also should ask their parents, teachers, advisers, or
guidance counselor to help them choose the right strand for them.

Questionnaire
FACTORS THAT AFFECT IN SELECTING SENIOR HIGH SCHOOL TRACKS OF SELECTED
G10 STUDENTS OF GUMACA NATIONAL HIGH SCHOOL
SCHOOL YEAR: 2021-2022
I. Demographic Profile
a. Age: ______
b. Gender: ______
II. Preferences in Selecting Senior High School Track.
The following statement refers to the factors that influence senior high school track choices.
Check (/) the responses that match your perspective and required by the following statements:
5- Always 4- Often 3-Sometimes 2-Rarely 1-Never
Preferences in Selecting Senior High School Track.
Factors that affect based on: Personality 5 4 3 2 1
There’s a certain talent that is associated with tracks.
Want to prove to someone based on my abilities.
Factors that affect based on: Family 5 4 3 2 1
Parents desire what the track is for you.
A family member is connected to the track.
Parents can help with the financial costs of their child's chosen
path.
Factors that affect based on: School 5 4 3 2 1
No track offered at school
The schoolrequires standard grades on certain tracks.
Factors that affect based on: Goals 5 4 3 2 1
There is a desire to achieve in life based on a chosen track.
High-profile and stand-up based on the chosen track.

References
Senior High School Curriculum in the Philippines, USA, and Japan (Sarmiento & Orale, 2016).
https://www.researchgate.net/publication/318494693_Senior_High_School_Curriculum_in_the_
Philippines_USA_and_Japan
On the Employability of the Senior High School Graduates: Evidence from the Labor Force
Survey.(Orbeta&Potestad,2020).https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps20
40.pdf

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