Factors Influencing Secondary Students Perception and Preferences in Choosing a Strand

in Senior High School

A Research
Presented to the
College of Education
University of Santo Tomas

In Partial Fulfilment
of the Requirements for English Subject Area
A.Y. 2015-2016

By
Cyruss Morning B. Co
John Jireh V. Penamora
Cyrene S. Rufo
Patricia Ysabel A. Tamayo
Ma. Jomelle Alexa C. Tanudra
Crisel Angelica C. Yao

May 11, 2016

1
 TABLE OF CONTENTS

ABSTRACT3

INTRODUCTION..3

Research Questions.6

Significance of the Study6

METHOD6

Research Design..6

Subjects of the Study...7

Research Instrument8

Research Procedure.8

Data Analysis...9

RESULTS AND DISCUSSION...9

CONCLUSION...13

REFERENCES14

APPENDICES.17

Appendix A (Survey Form).......17

Appendix B (Survey Frequency and Percentage)..21

Appendix C (Letter)......25

2
 Abstract

The purpose of this research is to know the different factors that affect a secondary

student in choosing a strand in Senior High School. Since the K-12 program was implemented in

2013, an additional two years in high school was added. The K-12 curriculum aims to further

develop the skills of young Filipinos.The first phase of our research was to see how well-

informed the Education High School students in choosing a Senior High School strand. In

addition, we created survey questions that are related to our research question. For our final

phase, we tallied and created charts for each question weve created and we conclude the things

that affect a students decision in choosing a strand. This research aims to help the students

determine the things they need to be able to choose a strand that best suits them.

Introduction

The Revised Basic Education Curriculum or K-12 is a necessity to align the Philippine

education to that of the global standards by adding one year for mandated kindergarten and an

additional two years for Senior High School to the current four-year secondary education

program (Rivera, 2011). According to Cuenco (2016), the implementation of the program

prepares the students to be globally competitive. Furthermore, it also develops the competencies

and qualifications for certain occupations through intensive trainings of mentors in order to equip

our students with standardized skills. Moreover, it aims to improve the knowledge and skills of

Filipino students so that they may contribute to a better society (Lacanilao, 2012). The on-going

program offers advanced education in various subject such as Sports, arts and entrepreneurship.

(Cuenco, 2016).

3
 The Senior High School is part of the said program designed by the Department of Education

wherestudents will study a certain related subject. Senior High School was also made in

cooperation with the Commission on Higher Education (CHED) which is the governing body for

tertiary level in the Philippines. (Cuenco, 2016). The additional two years in secondary

educationaims to better prepare the Filipino youth to proceed to higher education, employment,

entrepreneurship, or mid-level skills development, and to be at par with international standards

(Lagoon, 2014). The Academic Track consists of four Strands:General Academic Strand;

Science, Technology, Engineering, and Mathematics (STEM) Strand; Accountancy, Business,

and Management (ABM) Strand; and Humanities and Social Sciences (HumSS) Strand; while

the other tracks are mainly application-based tracks: Technical Vocational-Livelihood

(TechVoc), Sports and Arts (Cruz, 2014). Students choose their strand based on different factors

(Academic Exchange, 2016) and the chosen track and strand will help the student decide his/her

next step: higher education, employment, entrepreneurship, or middle level skills development

(Geronimo, 2014).

The Science, Technology, Engineering, and Mathematics (STEM) Strand tackles todays

challenges of transportation, global warming and environment-friendly machines, appliances and

systems, with related fields including, but not limited to accounting, computer science, electrical

engineering, mechanical engineering, information n sciences and systems, computer engineering,

civil engineering, and economics & finance (Science Pioneer, n.d.).

The Accountancy, Business, and Management (ABM) Strand is designed for students who

wants to develop their understanding of accounting and management in a business context and

develop skills that enhance their employability and help them achieve the following: develop an

appreciation of the role of accounting within the overall function of management, acquire

4
technical accounting skills and integrate theoretical and conceptual considerations with practice,

evaluate the principles and theories that underpin accounting and management, critically reflect

on the role of the main stakeholder and the influence of regulatory frameworks on accounting

and management, and develop analytical and problem solving abilities and apply them in making

management decisions (Brunel University, 2016).

The Humanities and Social Sciences (HumSS) Strand includes, but are not limited to, the

study of the following: language, both modern and classical; linguistics; literature; history;

jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and

theory of the arts; those aspects of social sciences which have humanistic content and employ

humanistic methods; and the study and application of the humanities to the human environment

with particular attention to reflecting our diverse heritage, traditions, and history and to the

relevance of the humanities to the current conditions of national life. In relation to that, the

social sciences involve the studies that deal with humans in their social relations, like economics,

anthropology, political science, psychology, and sociology. (American Academy of Arts and

Sciences, n.d.).

The Sports Track include subjects that prepare students for career in sports, fitness, and

recreation (Aquino, 2015) it also offers specialized subjects like Safety and First Aid,

Understanding Human Movement, General Coaching, Understanding Social, Psychological &

Cognitive Development, and Student-athlete Enhancement and Formation (Taguinayo, n.d.).

The Arts and Design strand will have subjects to prepare students for career in design and

creative industries (Aquino, 2015). This Strand also gives students the opportunity to train with

other artists and put on shows to exhibit their works in a subject (DepEd, 2013).

5
 The Technical-Vocational-Livelihood (TechVoc) strand teaches common competencies like

using hand tools, basic calculation, planning and drawing, performing shop maintenance, and

practicing occupational health safety to ensure that graduates will have employable skills after

senior high.

Students who are still unsure about what to do after senior high school may take the General

Academic Strand (GAS), which covers a wide array of subjects taken from the other academic

strands (Cruz, 2014).

The implementation of the Senior High School Program happening in June 2016 but there is

still speculations on the effectiveness and preparedness of the government, the schools, and the

students families for the programs implementation (Fabella, n.d.).

Research Question

What factors influence secondary students choice in strand for Senior High School?

Significance of the Study

This study aims to discover the different factors that affect secondary students choice of

strand in the Senior High and discuss how they affect students choice of strand.

Method

Research Design

For this study, the researchers used a checklist type of survey form to get the respondents

answers. The questionnaire has 20 multiple choice questions that tackle different aspects of their

6
reasons for choosing a specific strand/track for Senior High. The respondents shaded the answers

that were most appropriate and applicable to them.

Subjects of the Study

Data was collected from forty-eight (48) randomly picked students from both sections of the

University of Santo Tomas Education High Schools 9th Grade level. There were twenty-four

(24) male respondents comprising 50% of the total number of respondents, and twenty-four (24)

female respondents making up the other 50%.An equal number of male and female respondents

were randomly chosen from each section (12 boys and 12 girls each).

The age of the participants ranged from thirteen to fifteen (13-15) years old. Majority from

them were aged 15 years old during the survey period. 39 participants, comprising 81% of the

students, were of this age, while the others were fourteen (14) years old, with eight (8)

participants (17%) during the survey period, andone (1) participant rounding out the remaining

2% thirteen (13) years old at the time of the survey as the youngest.

Prior to the selection of the participants, a letter was sent to the supervising teacher of

English to request permission for the participation of thestudents and for the approval of the

survey questionnaires to be used. The researcher coded each student for confidentiality and

anonymity purposes. The students consent were also sought using the same letters attached to

the survey questionnaires.

7
Research Instrument

The researchers produced a survey questionnaire which is made up of twenty (20) multiple

choice questions. The survey questionnaire includes different factors that affect a students

choice of strand in Senior High School and which collected basic information such as name,

section, age, and sex was administered. It also gathered information about the participants. The

survey questions were about the different reasons they chose their strand. The survey

questionnaire was validated by an expert to ensure content validity.

Research Procedure

The process of data gathering was divided into two (2) parts: (1) accomplishing of the

demographic scale, and (2) answering a survey questionnaire form.

A profiling of the participants was done at the beginning of the study wherein the participants

answered a preliminary survey to gather basic information which is vital to the study. The

participants were allowed to ask the researchers questions or clarifications as they read and

answer the instrument. The next step of the data collection process was carried out by the

researchers by distributing the survey questionnaires to the respondents and giving them an

ample amount of time to answer the checklist-type survey. The papers were then collected by the

class secretaries of the respective sections and were given back to the researchers after they were

answered. The researchers then tallied the data collected from the survey forms and used them to

interpret the respondents answers.

8
Data Analysis

The results of this study were analyzed using mathematical formulas to find the percentages

and of the data in order to answer the question introduced earlier on.

Results and Discussion

Figure 1. Students' reasons on choosing a

particular school to attend senior high

Results and Discussion

Advertisments Media Personal Choice

Peer Pressure Parent's Decision Others

Based on the chart, most of the respondents chose a senior high school to attend because of

their personal opinion. 34 respondents or 71% of them wanted to go to a senior high school that

they wanted based on their own decisions. 25% or 12 of the respondents chose a school because

of parental influence. The remaining 4% of the respondents chose varied reasons like

scholarships and school quality. According to Erikson (2010), the children need to develop a

sense of autonomy, the confidence to take initiative, and the motivation to industriously master

culturally valued tasks.

Figure 2. Students' families capability to
shoulder expenses for the duration of
senior high school

Yes No
 Based on this chart, 39 respondents make up the 81% that answered that they and their

families could shoulder the expenses that can be accumulated all throughout their stay in senior

high school. The remaining 9 (18%) answered that they cannot fully pay for the expenses that

cover the two years of senior high school. The greater amount of yes answers may be the result

of families greater capabilities in earning money to support schooling children for senior high

school. According to the Philippine Statistics Offices most recent labor force survey done in

January 2016, 94.2% of working-age Filipinos are employed, from which we can conclude that

since more people have jobs, they are more capable to send their children/wards to a senior high.

Figure 3. Students' preferred

strand in senior high

ABM STEM HumSS

HA GAS MUSIC/ARTS
Sports

The chart shows that 22 respondents comprising 46% chose the Science,

Technology, Engineering, and Mathematics strand. This is the strand with the greatest number of

students. The next most-chosen strand is the Humanities and Social Sciences strand with 8

students at 17%. The third most chosen strand is the Health Alliedstrand with 6 students at 13%.

The STEM strand is most probably the most chosen strand because according to columnist

10
Isagani Cruz, the most in demand and lucrative jobs nowadays are the ones that are in line with

the STEM strand. This claim is further supported by Courses.com.ph, wherein most of the jobs

listed as in-demand are those jobs that can be taken after taking up the STEM strand, such as

jobs in agriculture, cyberservices, electrics, power and utilities, and engineering. Cruz also states

that the country is also in need of more scientists and science teachers where students can help

the country. Figure 4. Student's personal reasons for choosing a

strand in senior high

Peer Pressure

Financial Status

Skills Match

Desire to learn more things

Desire to develop skills for tertiary

education

The chart shows that 20 respondents, comprising 42% chose a strand in senior high

school with the personal reason of having the desire to learn more things. This is the personal

reason with the highest results among the others. The 2nd highest personal reason is the matching

of skills of an individual person at 33%. The 3rd highest personal reason is having the desire to

develop skills for tertiary education which compromises the 10%. The desire to learn more

things is the most probably chosen personal reason because according to Steve Jobs, Creativity is

just connecting things. When you ask creative people how they did something, they feel a little

11
guilty because they didn't really do it, they just saw something. It seemed obvious to them after a
Figure 5. Students' answer on who decided
on which
while. That's because they were able strand they
to connect will take. they've had and synthesize new
experiences

things.

Yes No

Based on the chart, most of the respondents answered that they are the one who decided

on which strand they will take. 46 students out of 48, comprising 96% of the respondents agreed

that they are the ones who chose their strand. According to the National Quality Standard (2013),

Independence contributes to the development of self-esteem, identity and wellbeing. Doing

something for yourself produces a powerful sense of achievement and success. When children

have opportunities to make choices, to attempt tasks for themselves, and to take on increasing

responsibilities, their sense of themselves as competent members of society grows.

Figure 6. Students seeing themselves as

successful individuals in their chosen strand

12
 Based on the chart, most of the respondents agreed that they see themselves as successful

individuals if they chose that strand. 44 students out of 48, comprising of 92% approved that they

will be productive and prosperous in choosing their desired strand for Senior High School.

According to National Quality Standard (2013), allowing children to make choices for

themselves is an important yet relatively easy step towards encouraging independence and

agency. When we make materials and resources easily accessible, without the need for adult

assistance, we promote childrens ability to resource their own learning independently and

successfully.

Conclusion
Overall, the researchers have concluded that the major factors that influence a

students choice in strand in senior high school are their personal decisions, with focus on their

assumed level of success in a field related to that strand, their desire to acquire more skills and

knowledge about a certain field related to the strand they will take, and their thirst for

independence and autonomy in making decisions for themselves for their education. Based on

our research, students follow their personal opinions instead of solicited/unsolicited opinions

from other parties (family, peers, media, etc.) in choosing their preferred strand, school to take it

in and deciding on steps to take in the future because at this stage on life, the desire to become

independent and the itch to learn something new about something that interests them gets higher.

13
However, there are still a few who depend on different sources or people in order to make up a

decision on which schools, strand, college or future plans they will take.

The Science, Technology, Engineering, and Mathematics (STEM) strand got the highest

rate among the preferred strands of secondary students. Based on our findings, the fields of

profession related to STEM has a broad scope of possible careers with a lot of lucrative

opportunities in it. It is because it can be considered comprehensive because of the different

subjects that it offers that is easily applicable to our modern, tech-dependent world. Because of

this, more students choose to take this strand. In relation to this, the majority of respondents

chose a strand in senior high school in which they think they will be most successful in, which

leads to the fact that acquiring knowledge is beneficial to because this most likely lead to great

things in the future.

References
Cruz, I. (2016). Senior high school. Retrieved 22 March, 2016, from
http://www.philstar.com/education-and-home/2015/02/26/1427702/senior-high-school

Cruz, I. (2014, July 3). The STEM strand. Retrieved April 29, 2016, from
http://www.philstar.com/education-and-home/2014/07/03/1341906/stem-strand

Defining the Humanities and the Social Sciences. (n.d.). Retrieved April 29, 2016, from
http://www.humanitiescommission.org/AboutHumanitiesSocialSciences/FactSheet.aspx

Deped. (n.p.). Academic Track. Retrieved 22 March, 2016, from http://www.deped.gov.ph/k-to-

12/curriculum-guides/Academic-Track

14
Deped. (2013). Wwwdepedgovph. Retrieved 22 March, 2016, from
http://www.deped.gov.ph/sites/default/files/Music%20Curriculum%20Guide%20Grades%201-
10%20December%202013.pdf

Deped. (n.p.). SHS Core_21st Century Literature from the Philippines and the World CGpdf .
Retrieved 22 March, 2016, from
http://www.deped.gov.ph/sites/default/files/SHS%20Core_21st%20Century%20Literature%20fr
om%20the%20Philippines%20and%20the%20World%20CG.pdf

Directors Corner: Building Self-Esteem & Independence. (2010, November). Retrieved April
29, 2016, from http://www.psy.cmu.edu/cs/parents/Directors_Corner_2010_11.pdf

Edukasyonph. (n.p.). Edukasyonph. Retrieved 22 March, 2016, from

http://edukasyon.ph/en/institutions/senior-high-
schools?program_offering=%7CHumanities+and+Social+Sciences+(HUMSS)+Strand+-
+HUMMS+(Academic)%7Cion=%7CVIII%7C&search_type=senior_high

Geronimo, J.Y. (2014). What senior high school tracks fit your locality?. Retrieved 22 March,
2016, from http://www.rappler.com/nation/50974-senior-high-school-curriculum-tracks-fit-
locality

Gratz, G. (n.d.). The Impact of Parents Background on their Childrens Education. Retrieved
April 29, 2016, from
http://www.macalester.edu/educationreform/publicintellectualessay/Gratz.pdf

Hubpagescom. (2015). Why Does the Philippines Need the K-12 Education System?. Retrieved
22 March, 2016, from http://hubpages.com/education/The-Implementation-o-the-K-12-Program-
in-the-Philippine-Basic-Education-Curriculum

In Demand Jobs in the Philippines and Abroad. (n.d.). Retrieved April 29, 2016, from
http://www.courses.com.ph/in-demand-jobs-in-the-philippines-and-abroad/

Dewey, J. (1859-1952). (n.d.). Retrieved April 28, 2016, from

http://www.goodtherapy.org/famous-psychologists/john-dewey.html

15
Martin, F. (2015). The Factors that Affect Students Decision in Choosing their College Courses.
Retrieved 22 March, 2016, from
http://www.academia.edu/9627266/The_Factors_that_Affect_Students_Decision_in_Choosing_t
heir_College_Courses

Mateo, K. (2015). Useful Tips For Surviving Senior High. Retrieved 22 March, 2016, from
http://www.wheninmanila.com/8-useful-tips-for-surviving-senior-high/

Montebon, D. (2014, December 12). K12 Science Program in the Philippines: Student Perception
on its Implementation. Retrieved April 29, 2016, from
http://www.ijern.com/journal/2014/December-2014/15.pdf

New Things Quotes. (n.d.). Retrieved April 29, 2016, from

http://www.brainyquote.com/quotes/keywords/new_things.html

Promoting independence and agency. (n.d.). Retrieved April 29, 2016, from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/10/NQS_PLP_E-
Newsletter_No64.pdf

The Philippine star. (2016). DepEd: 13 million students to enter senior high. Retrieved 22 March,
2016, from http://www.philstar.com/headlines/2016/01/29/1547616/deped-1.3-million-students-
enter-senior-high

Rivera, R. (2011). The K-12 Program. Retrieved April 28, 2016, from Philippine Free Press vol.
102 no. 24 (June 2011). P. 16, 34

16
 APPENDIX A (Survey Form)

SENIOR HIGH SCHOOL SURVEY FORM

Name (Optional):____________________ Age:______

School:___________________________ Gender:______

Direction: Shade the answer that is most appropriate and applicable to you.
Questions:
1. Have you chosen a school where you will take your Senior High School?
o Yes
o No

2. Have you decided to apply to other schools?

o Yes
o No

3. How many schools are you planning to apply to?

o 1
o 2
o 3
o 4
o 5 or more

4. Why did you choose that or those school(s) for your Senior High School education?
o Advertisements
o Media
o Personal Choice
o Peer Pressure
o Parents Decision
o Others (Please Specify):________________________

5. Do you have siblings or other relatives who are enrolled in that or those schools?
o Yes
o No

17
6. Are your parents/guardians capable of shouldering the expenses for the entire duration
of Senior High School?
o Yes
o No

7. Are you well-oriented about the different tracks and strand available for senior high?
o Yes
o No

8. What is your preferred track?

o Academic Track
o Sports Track
o Arts and Design Track
o Technical Vocational Track

9. What is your preferred strand?

o Accountancy, Business and Management (ABM)
o Science, Technology, Engineering, Mathematics (STEM)
o Humanities and Social Sciences (HUMSS)
o Health Allied
o General Academic Strand (GAS)
o Music and Arts
o Sports

10. Do you think that your chosen strand is appropriate for you and matches your skills?
o Yes
o No

11. Why did you choose this strand?

o Peer Pressure
o Financial Status
o Skills Matches
o Influence of other people
o Desire to learn more things
o Desire to develop skills for tertiary education
o Others, please specify:____________________________________

12. Is the strand and track you chose the same as the ones you chose in your first choice of
school?
o Yes
o No

18
13. Are you aware of the consequences if you decided to shift to another strand during the
school year?
o Yes
o No
14. What if your desired strand is offered only to limited schools? Will you decide to
change your strand?
o Yes
o No

15. Are you the one who decided on which strand you will take?
o Yes
o No
16. If you answered no in #15, who inspired you to choose your preferred strand, and why?
o Parents
o Relatives
o Peers
o Personal Choice
o Media
o Advertisements
o Teacher
Because_________________________________________________

17. Do you have a sibling older than you? If yes, what is his or her program or course in
college?
o None
o Yes (Please Specify):___________________

18. Do you have any other relatives who chose a college program related to the strand you
chose? If yes, please specify.
o Yes (Please Specify): _______________________
o No

19. Do you see yourself as a successful individual if you take this strand?
o Yes
o No

19
20. What do you think are the possible degree programs you can take after your Senior
High School?
o Education (Special Education, Preschool. Elementary and/or Secondary)
o Arts and Letters (Journalism, Writing, Communication Arts, Mass
Communication, Behavioural Science, Economics, English, and/or Humanities )
o Science (Biology, Chemistry, Pharmacy, Microbiology, Geology, Mathematics,
and/or Medical Technology)
o Engineering (Chemical, Civil, Electrical, Mechanical, etc.)
o Commerce and Business Management
o Accountancy
o Fine Arts and Design (Painting, Advertising, Interior Design, and/or Fashion
Design)
o Architecture
o Tourism
o Hotel and Restaurant Management
o Medicine
o Sports (Coaching and/or Sport Science)
o Information Technology and Computer Science
o Multimedia Arts (Animation and Filmmaking)
o Rehabilitation Sciences/Physical Therapy
o Others, please specify:_______________________________________

20
21
 APPENDIX B (Survey Frequency and Percentage)
1) Have you chosen a school where you will take your Senior High School?
Choices Frequency Percentage
Yes 30 62.5%
No 18 37.5%

2) Have you tried to apply to other schools?

Choices Frequency Percentage
Yes 23 47.91667%
No 25 52.08333%

3) How many schools are you planning to apply to?

Choices Frequency Percentage
1 17 35.41667%
2 10 20.83333%
3 18 37.5%
4 3 6.25%
5 or more 0 0%

4) Why did you choose that or those school(s) for your Senior High School education?
Choices Frequency Percentage
Advertisements 0 0%
Media 0 0%
Personal Choice 34 70.83333%
Peer Pressure 0 0%
Parents Decision 12 25%
Others: (Good Standards, 2 4.166667%
Scholarship)

5) Do you have siblings or other relatives who are enrolled in that or those schools?
Choices Frequency Percentage
Yes 16 33.33333%
No 32 66.66667%

6) Are your parents/guardian capable of shouldering the expenses for the entire education
of Senior High School?
Choices Frequency Percentage
Yes 39 81.25%
No 9 18.75%

22
 7) Are you well-oriented about the different tracks and strand available for senior high?
Choices Frequency Percentage
Yes 36 75%
No 12 25%

8) What is your preferred track?

Choices Frequency Percentage
Academic Track 38 79.16667%
Sports Track 3 6.25%
Arts and Design Track 7 14.8333%
Technical Vocational Track 0 0%

9) What is your preferred strand?

Choices Frequency Percentage
Accountancy, Business and 5 10.41667%
Management (ABM)
Science, Technology, 22 45.83333%
Engineering, Mathematics
(STEM)
Humanities and Social 8 16.66667%
Sciences (HUMSS)
Health Allied 6 12.5%
General Academic Strand 0 0%
Music and Arts 3 6.25%
Sports 4 8.333333%

10) Do you think that your chosen strand is appropriate for you and matches your skills?
Choices Frequency Percentage
Yes 42 87.5%
No 6 12.5%

11) Why did you choose this strand?

Choices Frequency
Peer Pressure
Financial Status
Skills Matches
Influence of other people
Desire to learn more things
Desire to develop skills for
tertiary education
Others : (Ambition, Personal
Choice, Sports, Opportunity)
Percentage
0 0%
0 0%
16 33.33333%
3 6.25%
20 41.66667%
5 10.41667%
4 8.333333%

12) Is the strand and track you chose the same as the ones you chose in your first choice of

23
school?
Choices Frequency Percentage
Yes 33 68.75%
No 15 31.25%

13) Are you aware of the consequences if you decided to shift to another strand during the
school year?
Choices Frequency Percentage
Yes 29 60.41667%
No 19 39.5333%

14) What if your desired strand is offered only to limited schools? Will you decide to
change your strand?
Choices Frequency Percentage
Yes 12 25%
No 36 75%

15) Are you the one who decided on which strand you will take?
Choices Frequency Percentage
Yes 46 95.83333%
No 2 4.166667%

16) If you answered no in number 15 who inspired you to choose your preferred strand,
and why?
Choices Frequency Percentage
Parents 0 0%
Relatives 0 0%
Peers 0 0%
Personal Choice 1 2.083333%
Media 1 2.083333%
Advertisements 0 0%
Teacher 0 0%

17) Do you have a sibling older than you? If yes what is his or her program or course in
college?
Choices Frequency Percentage
None 28 58.33333%
Yes 20 41.66667%

18) Do you have any other relatives who chose a college program related to the strand you
chose? If yes please specify.
Choices Frequency Percentage
Yes 13 27.08333%
No 35 72.91667%

24
 19) Do you see yourself as a successful individual if you take this strand?
Choices Frequency Percentage
Yes 44 91.66667%
No 4 8.333333%

20) What do you think are the possible degree programs you can take after your Senior
High School?
Choices Frequency Percentage
Education (Special 3 3.703704%
Education, Preschool,
Elementary and/or
Secondary)
Arts and letters ( Journalism, 9 11.11111%
Writing, Communication
Arts, Mass communication,
Behavioural Science,
Economics, English, and/or
Humanities)
Science ( Biology, Chemistry, 13 16.04938%
Pharmacy, Microbiology,
Geology, Mathematics,
and/or Medical Technology)
Engineering (Chemical, Civil, 16 19.75309%
Electrical, Mechanical, etc.)
Commerce and Business 4 4.938272%
Management
Accountancy 3 3.703704%
Fine Arts and Design 5 6.17284%
(Painting, Advertising,
Interior Design, and/or
Fashion Design)
Architecture 6 7.407407%
Tourism 2 2.469136%
Hotel and Restaurant 1 1.234568%
Management
Medicine 2 2.469136%
Sports (Coaching and/or 2 2.469136%
Sports Science)
Information Technology and 9 11.11111%
Computer Science
Multimedia Arts ( Animation 2 2.469136%
and Filmmaking)
Rehabilitation 2 2.469136%
Sciences/Physical Therapy
Others (Psychology, Law) 2 2.469136%
APPENDIX C (Letter)
25
 UNIVERSITY OF SANTO TOMAS
EDUCATION HIGH SCHOOL

Dear Respondents:

The undersigned are conducting a research study titled The Factors Influencing Secondary
Students Perception and Preferences in Choosing a Strand in Senior High School, in partial
fulfillment of the requirements for their English Class.

In this regard, may we request your utmost cooperation to answer each item of this questionnaire
to the best of your ability upon consideration of truth and honesty. Be rest assured that your
responses will be treated with utmost confidentiality.

Thank you very much.

Respectfully yours,

CYRUSS MORNING B. CO PATRICIA YSABEL A. TAMAYO

Researcher Researcher

JOHN JIREH V. PENAMORA MA. JOMELLE ALEXA C. TANUDRA

Researcher Researcher

CYRENE S. RUFO CRISEL ANGELICA C. YAO

Researcher Researcher

Noted by:

JOHN CARLO BUNSAY

Student-Teacher
Research Adviser

ASSOC. PROF. ANDRES JULIO V. SANTIAGO, Jr., Ph.D.

Supervising Teacher in English

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