Factors Affecting Senior

High School Track

Preference

by: 11 - STEM (Group 4)

BACKGROUND OF THE STUDY

Senior High School

covers the last two
years in High School
and the final stage of
the basic education
 DECISION MAKING

Decision Making
becomes
complicated
especially when
it has a lasting
effect
 OBJECTIVES
1. What is the profile of the Grade 9 students in
terms of:

1.a Age;
1.b Sex;
1.c Parents’ Educational Attainment;
1.d Parents’ Occupation; and
1.e Socioeconomic Status
 2. What career/field do the respondents want to
pursue once they completed Junior High School?

3. What leading factors affect the Senior High

School track preferences of the respondents among
these areas:

3.a Family 3.c Peers; and

3.b Personality 3.d Bandwagon Effect
 4. To what extent do the factors mentioned in
Question 3 influence the students’ track preference?

5. Is there a significant difference between the

“Factors Affecting Senior High School Track
Preference” across the profile of the students?

6. What are the problems encountered by the

respondents on choosing the track to pursue in
Senior High School?
 HYPOTHESIS

• There is no significant difference between

the “Factors Affecting Senior High School
Track Preference” across the profile of the
students.
 SIGNIFICANCE OF THE STUDY
• Students
• Guidance Counsellor
• Parents
• Teachers
• School Administration
• Future Researchers
 Scope and Delimitations

This study was limited to the “Factors

Affecting Senior High School Track
Preference” of the Grade 9 students of Dr.
Ramon de Santos National High School
during the school year 2017-2018
Materials and
Methods
Descriptive Grade 9 Students Survey Rating Distribution of Frequencies and
Method in Dr Ramon de Questionnaire Questionnaires percentages
Santos National
High School Weighted mean

90 Randomly
Selected Students
Results and
Discussion
Profile of the Students
 Age
Age Frequency Percentage

13-14 13 14.44%

15-16 77 85.56%

17 and above 0 0%

TOTAL 90 100%
 Sex

Sex Frequency Percentage

Male 27 30%

Female 63 70%

TOTAL 90 100%
 Parents Educational Attainment
Educational Mother Father
Attainment Frequency Percentage Frequency Percentage
High School 16 17.78% 23 25.56%
Graduate
College Level 19 21.11% 14 15.56%

College 29
36 40%
Graduates 32.22%
Unknown 26 28.88% 17 18.89%
TOTAL 90 100% 90 100%
 Parents’ Occupation
Mother Father
Occupation
Frequency Percentage Frequency Percentage
Blue Collar 11 12.22% 48 53.33%
White Collar 18 20% 17 18.89%
None 47 52.22% 7 7.78%
Unknown 14 15.56% 18 20%
TOTAL 90 100% 90 100%
 Socioeconomic Status
Socioeconomic Frequency Percentage
Status
High 6 6.67%

Middle 17 18.89%

Low 0 0%

Unknown 67 74.44%

TOTAL 90 100%
 Field of Study
Field of Study Frequency Percentage
Medicine 13 14.44%
Engineering 16 17.78%
Business 8 8.89%
Languages 3 3.33%
Arts 11 12.22%
Sciences 7 7.78%
Social Sciences 5 5.56%
Education 3 3.33%
Management 9 10%
Others 15 16.67%
TOTAL 90 100%
 Track Preferences
Track Preferences Frequency Percentage
Academic 77 85.56%
 STEM 37 41.11%
 ABM 17 18.89%
 HUMSS 23 25.56%
TVL 13 14.44%
 Home Economics 2 2.22%
 Industrial Arts 2 2.22%
 ICT 9 10%
TOTAL 90 100%
Factors Affecting Senior High
School Track Preference
 Family
Family X R QD
1. My parents and/or relatives took the same career 2.74 3 Agree
that I would pursue.
2. Preferences are made by a relative since they 2.61 4 Agree
will provide for the expenses.
3. My family will give me support on the chosen 3.11 1 Agree
career for me.
4. I believe that they are the one who are 2.93 2 Agree
responsible to choose a career for me since they
may know what is best for me.
TOTAL 2.84 Agree
 Personality
Personality X R QD
5. My personality fits best in my chosen career 3.47 1 Agree
that I would take from this Track.
6. My traits and understanding will give me an 2.70 3 Agree
advantage on landing to my chosen career.

7. I am more productive in the career that I’ll 3.09 2 Agree

practice due to my traits.
8. My attributes should be ideal for the career 2.56 4 Agree
that I would focus on.
TOTAL 2.95 Agree
 Peers
Peers X R QD
9. My friends will take this track so I will also 2.12 1 Disagree
go with it.
10. I do believe on what my friends say. 2.03 3 Disagree

11. Peer influence will take me in a right path. 2.06 2 Disagree

12. Modern day friends can tell right things to 1.88 4 Disagree
do including the course I take.
TOTAL 2.02 Disagree
 Bandwagon Effect
Bandwagon Effect X R QD
13. Everyone says this track is easy 1.86 3 Disagree

14. Majority of our class will take this track 1.99 2 Disagree

15. They say that this track has the most 2.49 1 Disagree
opportunity in college admission
16. This track will make me look cool like our 1.69 4 Disagree
seniors.
TOTAL 2.00 Disagree
 Summary of Data
Factors X QD

Family 2.84 Agree

Personality 2.95 Agree

Peers 2.02 Disagree

Bandwagon Effect 2.00 Disagree

TOTAL 2.45 Disagree

 Problems Encountered
Yes No

Problems Encountered Frequency Percentage Frequency Percentage

• I’m not sure of the track that 72 80% 18 20%

I want to take

• I will not continue to Senior 0 0% 90 100%

High School
 Conclusion
• The Grade 9 students of Dr. Ramon de
Santos National High School are of 15-16
years of age, and majority of the respondents
are females.
• The parents of the respondents are mostly
college graduate and mothers who are default
as housewives and fathers in blue-collar jobs
dominate the list.
• Most of the students belong to families
with unknown socioeconomic status.
• Majority of the students will pursue
Engineering, followed by Medicine, Arts
and other fields.
• In the area of Personality factors, fitting the
personality to career is the leading factor. The
same goes for awareness of the family
support on the area of family factors, following
a friend’s track in peer influence and hearsays
about the most opportunity in college
admission in bandwagon effect.
• The students were influenced by Family and
Personality factors in choosing their track
preference. Peers and Bandwagon Effect have less
influence on the students in choosing their track
preference.
• All of the respondents will continue in Senior High
School but still unsure on what track to take.
 Recommendations
• A career guidance program which aims at the
student’s self-awareness of their personality,
interests, strength and weaknesses in choosing a
track.
• The guidance office should identify students who
have problems in choosing a track and offer to
counsel.
• Parents should support the passion, interests and
strength of their children.
• Students should base on their talent, skill
and ability in choosing a senior high
school track.
• Students should know what they wanted
to become.
• Listening to peers is not always right.
• Students should decide on their
own or get a help from the
guidance counsellor if they are
having a hard time choosing a
track. Don’t listen to hearsays.
THANK YOU FOR
LISTENING