TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL - SHS

Influence of the ABM Strand on College Course Selection Among ABM

Graduates
in School Year 2022-2023

A Research Paper presented to the

Accountancy and Business Management
Tanza National Comprehensive High School – Senior High School

In Partial Fulfillment of the requirements for the subject

Inquiries, Investigation and Immersion

12 – RAZON
CORPUZ, JANZEN O.
GIRAY, JAY-R L.
LERIO, APRIL JOHN D.
OFIAZA, GHIO D.
REYES, JOHN GABRIEL M.
VELUZ, JERRUZ MATHEW J.
ZABALA, JOHN MARK C.
ARTE, VALERIE A.
LOBATON, JAMAICA MIA T.
SILANG, KHAYCEE A.

MA. GRETCHEN M. MEDIANISTA

Research Adviser

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April 2024

APPROVAL SHEET

The Research Paper entitled “INFLUENCE OF ABM STRAND IN CHOOSING

COLLEGE COURSE OF ABM GRADUATES IN SCHOOL YEAR 2022-2023”
prepared and submitted by CORPUZ, JANZEN O., GIRAY, JAY-R L., LERIO, APRIL
JOHN D., OFIAZA, GHIO D., REYES, JOHN GABRIEL M., VELUZ, JERRUZ MATHEW
J., ZABALA, JOHN MARK C., ARTE, VALERIE A., LOBATON, JAMAICA MIA T.,
SILANG, KHAYCEE A. In partial fulfillment for the subject Practical Research II.
MA. GRETCHEN M. MEDIANISTA
Subject Teacher

Examined and reviewed by the committee on Research Paper Oral

Presentation and was given a grade of ___________.

RANDY P. ACOSTA ARVIN O. FLORES

Panel Member Panel
Member

ANACLETA R. DADIZON
Panel Chairman

As approved as a partial fulfillment of the requirements for SENIOR HIGH

SCHOOL –ACCOUNTANCY BUSINESS AND MANAGEMENT (ABM) strand.

RACHELLE M. NAZARENO NOREEN S. MALABANAN

SGH – STEM Mathematics Academic Coordinator

JODELYN L. TUSCANO
Research Coordinator

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ELIZABETH A. SORIANO
Assistant School Principal II
TABLE OF CONTENTS

Title Page …………………..…………………………………………….………...... 1

Approval Sheet …………………..…………………………………………….……. 2
List of Figures …………………………………...……………..………………...….. 5
List of Tables ……………………………………….……………………………..…. 5
Acknowledgement …………………………………………………………….….…. 6
Abstract …………………………………………………………………………........ 7
Chapter I. INTRODUCTION
Background of the Study …………………………………………………….. 6
Statement of the Problem ……………………………………………………. 7
Hypothesis …………………………………………………………………… 7
Significance of the Study ………………………………………….………… 8
Conceptual Framework ……………………………………………………… 9
Scope and Delimitation …………………………………………………...…. 9
Definition of Terms ………………………………………………………….10
Chapter II. REVIEW OF RELATED LITERATURE
Career Aspiration….………………………………………………………... 11
College Readiness…………………………………………………...……… 12
ABM Strand…………………………………………………………..……...14
Synthesis …………………………………………………………….………15
Chapter III. METHODOLOGY
Research Design ………………………………………….…………………16
Locale of the Study …………………………………………….….…....…...16
Population and Sampling …………………………………………………... 16
Data Gathering ………….…………………………………………………. 17
Research Instrument ………………………………………….….……….... 17
Data Analysis ………………………………………….…………………... 18
Chapter IV. RESULTS AND DISCUSSION
Discussion 1 ………………………………………….…………..………… 19
Discussion 2 ……………………………………………….….…….……… 20
Discussion 3 ……………………………………………….……………..... 21
Chapter V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary of Findings …………………………………….……….….…….. 22
Conclusion ………………………………………………….….…………. 23
Recommendations ………………………………………………...………... 24
REFERENCES ……………………………..………………………………..……... 25

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APPENDICES

Appendix 1. Gantt Chart ………………………………………….…..…………. 20

Appendix 2. Letters ………………………………………………………..………. 42
Appendix 3. Certification ………………………………….…………………..…... 43
Appendix 4. Research Instrument ………………………………………….……… 44
Appendix 5. Secondary Data (if any) ………………………………………….…... 44
Appendix 6. About the Researchers …………………………………………….…. 45
Appendix 7. Pictures (if any) …………………………………………………......... 46

LIST OF FIGURES
Figure 1. Title ………………………………………………………………...…….. 25
LIST OF TABLES
Table 1. Title ……………………………………..………………………….……... 20

ACKNOWLEDGEMENT

We would like to acknowledge and give our warmest thanks to our adviser,

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Mrs. Gretchen M. Medianista who made this work possible. Her guidance and

advice carried us through all the stages of writing our project. I would also like to

thank my members for letting me experience an enjoyable moment, and for their

brilliant comments and suggestions, thanks to you.

We would also like to give special thanks to our family as a whole for their

continuous support and understanding when undertaking our research and

writing our project. Your prayer for us was what sustained us this far. Finally, we

would like to thank God, for letting us through all the difficulties. We have

experienced your guidance day by day. You are the one who let us finish this

research. We will keep on trusting you for our future.

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ABSTRACT

This research paper delves into the influence of the Accountancy, Business, and

Management (ABM) strand on the college course selection of graduates from Tanza

National Comprehensive High School during the School Year 2022-2023 in Tanza, Cavite.

Utilizing a descriptive design, the study aims to investigate how the ABM program

impacts students' decisions regarding their college courses. With a sample size of sixty-

one (61) respondents, this research seeks to bridge knowledge gaps on how the ABM

program shapes students' academic and career paths.

Data collection involves the administration of a self-reported survey

questionnaire to gather information on students' demographic profiles, ABM program

experiences, interests, and the influence of ABM subjects on their college course

selections. The research findings indicate that a significant portion of ABM graduates

from Tanza National Comprehensive High School in the School Year 2022-2023 chose

Bachelor of Science in Business Administration (BSBA) Marketing Management as their

preferred college course. This decision was driven by the practical application of

business concepts covered in the ABM program, igniting students' enthusiasm for

exploring the field further. Moreover, exposure to business-related subjects within the

ABM strand positively impacted students' decision-making processes when selecting

their college courses.

Keywords: Accountancy, Business and Management Strand, course

selection, career path, Data collection, Demographic profile.

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Chapter I

Introduction

Background of the Study

Selecting a college course is a pivotal decision for students, setting the

course for their future career trajectories and professional opportunities (Xu,

2020). Often cited in this decision-making process are demographic factors such

as gender, socioeconomic status, and age. This study delves into the potential

influence of these demographic characteristics on college course selection, while

also exploring the limitations of existing research and the rationale for employing

a causal design in conducting the investigation.

The Accountancy, Business, and Management (ABM) program not only

sparks interest but also equips students with fundamental knowledge and skills

essential for pursuing business programs. Key courses like Principles of

Accounting, Introduction to Business Management, and Marketing Principles lay

a strong foundation for students, making them feel more prepared and confident

in pursuing business-related courses in college (Department of Education, DepEd

Philippines, 2016; Palaganas & Isip, 2018).

Collectively, these studies indicate that the ABM program's emphasis on

practical experience, interest development, and subject matter significantly

influences students' decisions regarding college courses. Students who are

drawn to the program's practical aspects, develop an interest in business fields,

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and find specific ABM subjects engaging are more inclined to pursue college

courses that build upon this foundation.

Despite the existing literature on the effectiveness of the ABM strand and

its impact on students' skills and knowledge development, there is a noticeable

gap concerning how these experiences translate into concrete decisions

regarding college course selections among ABM graduates. This study aims to

fill this gap by examining the influence of the ABM program on college course

choices, providing a deeper understanding of the program's long-term

implications for students' academic and career paths.

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Statement of the Problem

This study aims to know the influence of ABM strand in choosing college

course of ABM graduates in School Year 2022-2023

Specifically, it seeks to answer the following question;

1. What specific college courses did ABM graduates enroll in during the

school year2022-2023?

2. How does the Accountancy, Business and Management (ABM) strand

influence ABM graduates’ college course selection in terms of:

2.1 Experience
2.2 Interests
2.3 ABM Subjects

Hypotheses
Ho: There are no specific college courses ABM graduates enrolled in during the
school year 2022-2023.
Ha: There are specific college courses ABM graduates enrolled in during the
school year 2022-2023.
Ho: There is no influence between ABM strand and College course selection in
terms of Experience, Interest and ABM Subjects.
Ha: There is influence between ABM strand and College course selection in
terms of Experience, Interest and ABM Subjects.

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Significance of the Study

This study will be conducted to explore how the ABM strand influences

students' career aspirations and college preparation. This research will benefit

students, researchers, and future researchers.

The Students – was assisted in better understanding how their

academic decisions will affect their abilities for career aspirations and college

readiness. This study may offer insightful information about how well the ABM

Strand assists students in achieving their career aspirations and college

readiness.

The Researchers - were benefit from this study as it will give insights

into the relationship between the ABM strand and students' career aspirations

and college preparation. This research may lead to a better understanding of how

educational choices affect students' future goals, potentially leading to more

informed curriculum decisions and creating foundations for additional academic

discovery in the field of education and career development.

The Future Researchers - will gain insights into the impact of the ABM

strand on students' career aspirations and college readiness. It will help

researchers better understand the relationship between ABM education and

students' career goals and preparedness for college. This research can also

provide a foundation for future studies on the effectiveness of ABM education in

shaping students' career aspirations and college readiness.

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Conceptual Framework

MEDIATING VARIABLES

Interests in ABM Subjects : It reflects the

extent to which students' interests in
specific ABM subjects influence their
decision-making process regarding their
college course.

INDEPENDENT VARIABLES
DEPENDENT VARIABLES
ABM Strand Exposure : This variable
represents the level of engagement and Choice of College Course : The dependent
variable reflects the ultimate outcome
exposure of students to the ABM
influenced by students' exposure to the ABM
program during their senior high school strand, interests in ABM subjects, and
education. The extent to which practical experiences within the program.
students interact with the ABM Students' decisions on selecting business-
subjects, practical experiences, and related college courses are influenced by
curriculum components is crucial in their engagement with the ABM curriculum
shaping their perceptions and and their alignment with career aspirations

CONTROL VARIABLES
MODERATING VARIABLES
Demographic Profile : Factors such as
Experience in ABM Strand : The moderating age, gender, previous course
variable considers the impact of practical experiences, and engagement with other
experiences and hands-on activities Senior High School (SHS) strands may
encountered within the ABM program on serve as control variables in the study.
students' decision-making processes. The level Understanding how demographics
of engagement and depth of experience in the influence students' choices can provide
ABM strand may amplify or diminish the valuable insights into the decision-
influence of students' exposure on their college

The conceptual framework integrates these variables to explore the

complex interplay among ABM program exposure, student interests, practical

experiences, demographic profiles, and decision-making processes related to

college course selections.

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Scope and Delimitation

This study have focused on the graduate students of Accountancy,

Business and Management (ABM) school year 2022-2023 in Tanza National

Comprehensive High School (TNCHS), with a total of 61 respondents. Specific

elements which could have an impact on their educational success and job

choices will be examined in the study. In order to obtain a more detailed

understanding of ABM's effectiveness and its impact on students' career paths,

this study will be conducted only at the selected school or grade level.

The 61 respondents is given the same questionnaire to answer. This study

considers every aspect of students' personal information that has an impact on

their academic performance such as their name, age, gender, status and of

course their chosen course after they graduated in Senior High School which is

located in Tanza National Comprehensive School.

Many studies employ correlational designs, which cannot establish

causation. It's possible that students with a natural inclination towards business

choose the ABM program and are more likely to pursue related college courses,

not necessarily due to the program itself. Research findings might not be

generalizable to all regions due to variations in program implementation and

student demographics.

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Definition of Terms

 Accounting, Business and Management (ABM) Strand – “A strand in senior high

school that focuses on the basic concepts of financial management business

management corporate operations and all things that are counted for.”

(Engadin,2019)

 Business – “A business is defined as an organization or enterprising entity

engaged in commercial, industrial, or professional activities.” (Hayes, 2019)

 Choosing – It is used to refer to something that you have personally chosen from

a selection of options.

 Experience – Refers to conscious events in general, more specifically to

conscious events in general, more specifically to perceptions, or to the practical

knowledge and familiarity that is produced by these process.

 Graduate – a person who has received a degree or diploma on completing a

course of study, as in a university , college or school.

 Influence – “To affect or change how someone or something develops, behaves

or thinks.

 Respondents – “Respondents are those persons who have been invited to

participate in a particular study and have actually taken part in the study. This

definition applies to both qualitative and quantitative studies.” (Given, 2008)

 Student - A person formally engage in learning, especially one enrolled in a

school or college.

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Chapter II

Review of Related Literature

This chapter includes the review of related literature and studies used by

the researchers to shed light on the topic.

ABM Curriculum

Acosta and Acosta (2016) stated that the K12 was the enhancement of

the basic education program that is also known as the Republic Act No. 10533 or

"An Act of Enhancing the Basic Education in the Philippines" that was signed by

the former Philippine president Benigno Aquino on May 15, 2013 because the

Philippines is the last country in Asia with a 10-year pre-university cycle. The law

proposed a new program that covers 12 years of basic education which includes

the additional two years in the Furthermore, the additional two years in Senior

High School was targeted to prepare students for tertiary education, middle level

skills development, entrepreneurship, and global employment (Acosta& Acosta,

2016).

Factors Affecting the Choice of Senior High School (SHS) Strand/Track of

Students in a Public Secondary School (2020) by Hernandez, Dayag, & Literal:

This study explores the factors influencing students' choices of SHS strands,

including the ABM strand. While not directly focused on college course selection,

it provides insights into student motivations and decision-making processes. The

Effectiveness of the Senior High School (SHS) Accountancy, Business and

Management (ABM) Strand Curriculum in Developing Entrepreneurial Skills of the

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Students in a Public Secondary School (2018) by Serrano & Isip: This research

examines the effectiveness of the ABM program in developing entrepreneurial

skills.

Several studies have highlighted the impact of the ABM curriculum on

students' college course choices. According to Santos (2020), the ABM

curriculum plays a crucial role in shaping students' preferences for business-

related courses in college. The emphasis on foundational concepts in accounting,

business management, and corporate operations within the ABM curriculum

provides students with a solid understanding of these subjects, leading them to

pursue further studies in related fields.

ABM Related Courses

This program delves into fundamental business concepts, preparing you

for careers in accounting, finance, marketing, human resource management, and

entrepreneurship. Through a combination of theoretical and practical approaches,

ABM courses nurture critical thinking, problem-solving, communication, and

analytical skills. [Republic Act No. 10679] AN ACT PROMOTING

ENTREPRENEURSHIP AND FINANCIAL EDUCATION AMONG FILIPINO YOUTH. It

is hereby declared the policy of the State to promote the sustained development

of young Filipinos whose aptitude and skill in the field of finance and

entrepreneurship shall be encouraged and honed through education and

specialized training programs.

1. Bachelor Science Accountancy

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Several studies, including those by Tindowen et al. (2020) and Tenedero

(2017), emphasize the role of accounting educators in preparing students for the

accounting profession. These studies highlight the importance of instructional

strategies, employer perceptions, and faculty contributions in shaping students'

perceptions of the accounting field. The study by Rufino (2016) underscores the

crucial role of faculty and administration in innovating teaching methods and

motivating students to excel in the accounting profession.

2. BSBA major in Marketing Management

The Accountancy, Business, and Management (ABM) program not only

sparks interest but also equips students with fundamental knowledge and skills

essential for pursuing business programs. Key courses like Principles of

Accounting, Introduction to Business Management, and Marketing Principles lay

a strong foundation for students, making them feel more prepared and confident

in pursuing marketing-related courses in college (Department of Education,

DepEd Philippines, 2016; Palaganas & Isip, 2018). Studies have shown that

students exposed to practical experiences and industry connections through the

ABM program are more likely to enroll in marketing management courses due to

their interest and expertise in the field (Cruz, 2017).

3. Bachelor of Science in Hospitality Management

Research by Patiar et al. (2017) emphasizes the importance of practical

skills, including hospitality knowledge and social skills, in hospitality graduates'

success in the industry. Universities that prioritize practical courses provide

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students with real-world experiences in hotel management, enhancing their

readiness for the workforce. Studies by Pol & Patil (2015) also highlight the

impact of industrial training on hospitality management students' career

attitudes, with some choosing to continue in the industry while others explore

alternative fields.

4. Bachelor of Science in Tourism Management

Research by Baladeo et al. (2014) and the Tourism Industry Association of

Canada (2014) underscores the significant economic impact of the tourism

industry worldwide and in specific regions like Canada. The hospitality industry

within the tourism sector seeks skilled manpower to provide quality services to

tourists, leading to a demand for graduates with expertise in tourism

management. The influx of tourists has driven the establishment of tourism-

related businesses, making programs in tourism management attractive to

college students seeking employment in the hospitality sector.

Students Experience

Research suggests that the hands-on experience gained through the ABM

program can influence college course selection. The curriculum often includes

subjects like Business Simulations and Practicum, which expose students to real

-world business scenarios and decision-making processes (Almeda, 2019). This

practical experience can cultivate a stronger interest in business fields and

provide a foundation for success in related college courses (Serrano & Isip, 2018).

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Students Interest

The ABM program delves into subjects like accounting, marketing, and

business management. Exposure to these subjects can spark students' interest

in these fields, potentially leading them to pursue related college courses

(Hernandez et al., 2020). The program may also cater to students with a pre-

existing interest in business, attracting them to the strand and further solidifying

their desire to pursue business-related courses in college (Talavera & Pornillos,

2018).

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Synthesis
The influence of the Accountancy, Business, and Management (ABM) strand on

college course selection of graduates from Tanza National Comprehensive High School

is a multifaceted phenomenon influenced by various factors. Research by Hernandez

and Dayag (2020) highlights the factors shaping students' choices of Senior High School

(SHS) strands, including the ABM strand. Additionally, studies by Serrano and Isip (2018)

underscore the effectiveness of the ABM program in developing entrepreneurial skills

among students. Although not directly focused on college course selection, these

studies suggest that the ABM program's practical exposure to subjects like accounting,

marketing, and business management sparks students' interest in business-related

fields, potentially leading them to pursue related college courses. This interest alignment

is further reinforced by the foundational knowledge and skills imparted by ABM subjects

such as Principles of Accounting, Introduction to Business Management, and Marketing

Principles, as outlined by the Department of Education (DepEd Philippines, 2016). The

ABM program not only equips students with essential skills but also solidifies their

interest in business, making them more confident and prepared to pursue business-

related courses in college (Palaganas & Isip, 2018). This collective body of literature

suggests that the ABM program, through its emphasis on practical experience, interest

development, and subject matter, significantly influences students' decisions regarding

their college course pursuits. As students engage with the program's content, develop

interest, and acquire relevant skills, they are more likely to pursue college courses that

build upon their experiences in the ABM strand, ultimately shaping their academic and

career trajectories.

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Chapter III
Methodology
Research Design

A descriptive research design was used in this study. Sirisilla (2023) stated that

descriptive research design involves observing and collecting data on a given topic

without attempting to infer cause-and-effect relationships. This study will utilize and

examine how the Accountancy, Business, and Management (ABM) strand influences the

college course selection of ABM graduates in the school year 2022-2023 at Tanza

National Comprehensive High School. Descriptive research will allow for the

comprehensive exploration of the relationships between the ABM strand and students'

course choices without inferring causation, as per the study's objectives. This design is

well-suited for providing a detailed and accurate depiction of the population under study,

including their backgrounds, experiences, and course preferences. Data will be collected

through a self-administered survey distributed to Grade 12 ABM graduates, focusing on

their chosen college courses, experiences in the ABM program, and interests in various

subjects related to the ABM strand. The survey will capture information that is crucial for

understanding how the ABM program influences students' decisions regarding their

college courses. The collected data will be analyzed using descriptive statistics to

summarize the distribution of chosen courses and other relevant variables. This

comprehensive analysis will help in uncovering trends and potential influences of the

ABM strand on students' college course selections.

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Locale of the Study

The study was conducted at Tanza National Comprehensive High School a

public school located at Daang Amaya II, Tanza, Cavite and was established in

the year 1949. 5 years ago, Senior High School in TNCHS was founded and has a

3 Academic Strands such as Accountancy Business and Management (ABM),

Humanities and Social Sciences (HUMSS), and Science, Technology, Engineering

and Mathematics (STEM).

This study was conducted on February 2024 during the 2nd semester of

the school year 2023-2024.

Population and Sampling

The population for this study consists of all students enrolled in the

Accounting, Business, and Management (ABM) strand in Tanza National

Comprehensive High School in Tanza, Cavite, during the academic year 2022-

2023. This includes only in Grade 12 students who are taking ABM subjects such

as Accounting, Business Management, and Entrepreneurship. Target Population:

ABM graduates from School Year 2022-2023 in a specific region/district or a

selection of representative schools. This study will use Stratified random

sampling can be used to ensure proportional representation from different

schools within the target region/district. Alternatively, purposive sampling can be

used to select schools with established ABM programs. Moreover, since this

sampling technique has a predetermined interval, it takes the least amount of

time. The study's participants can be chosen from the master list, preventing bias.

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Data Gathering
In this study on the influence of the Accountancy, Business, and

Management (ABM) strand on the college course selection of ABM graduates,

data will be collected through a detailed and structured survey administered to

Grade 12 students enrolled in the ABM strand at Tanza National Comprehensive

High School during the academic year 2022-2023.

Survey Design

Developed a self-administered questionnaire using Google Forms to

collect relevant data from participants.

The questionnaire was structured into two key sections:

Section 1: Participant’s Personal Information - This section captured details such

as name (optional), age, gender, and the college course taken by the respondents.

Section 2: Closed-Ended Questions - These questions focused on gauging the

participants' experiences in the ABM program, their interests, and how ABM
subjects influenced their decision-making process when selecting their college
courses post-graduation.

Data Collection Items

College Course: Participants were asked to identify and specify their chosen college
course to understand the range of courses pursued by ABM graduates.

ABM Program Experience: Questions on the perceived benefits, challenges, and overall
experience within the ABM program were included to delve into how the program
influenced students.

Demographics: Data on age, gender, and specific courses taken were collected to
control for potential confounding variables and analyze the socio-demographic profile of
the respondents thoroughly.

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Weighted Mean Interpretation

A weighted mean analysis was employed to interpret the responses gathered

through the survey questionnaire. The weighted mean calculation will provide insights

into the significance levels of students’ perceptions and experiences related to the ABM

program's influence on their college course choices.

Research Instrument

The primary research instrument utilized in this study was a self-administered

questionnaire developed using Google Forms. The questionnaire is divided into two

sections to gather comprehensive data from participants in Grade 12 enrolled in the

Accountancy, Business, and Management (ABM) strand at Tanza National

Comprehensive High School during the academic year 2022-2023. Section 1:

Participant's Personal Information. Name (Optional), Age, Gender, College Course Taken.

Section 2: Closed-Ended Questions. This section of the questionnaire includes closed-

ended questions aimed at exploring the experiences, interests, and the influence of ABM

subjects on the selection of college courses by the respondents.

The survey responses was interpreted based on the following Weighted Mean

Interpretation:

WEIGHTED MEAN INTERPRETATION

4.00 – 3.00 Strongly Agree
2.99 – 2.00 Agree
1.99 – 1.00 Disagree
0.99 – 0.01 Strongly Disagree

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Data Analysis

In this study, the data collected through the self-administered survey will be

analyzed to compare college course selection patterns among Accountancy, Business,

and Management (ABM) graduates from Tanza National Comprehensive High School.

The data analysis process will involve several key steps to derive meaningful insights

and address the research questions effectively.

Demographic Profile Analysis: The socio-demographic profile of the respondents will be

examined to provide a comprehensive overview of the sample population. This analysis

will include variables such as gender distribution, age groups, and specific college

courses chosen by ABM graduates for the school year 2022-2023. Frequency

distribution and percentages will be utilized to present the demographic characteristics

of the respondents accurately.

Weighted Mean Interpretation: The second part of the research questionnaire,

addressing challenges encountered by students in choosing their college courses based

on experience, interest, and ABM subjects, will be analyzed using the Weighted Mean

method. This analysis will provide insights into students' perceptions and experiences

related to the ABM strand and its influence on course choices.

where: Formula: WM = 4f + 3f + 2f + 1f / N,
WM: Weighted Mean
f: Number of responses for each rating level
N: Total number of respondents

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Descriptive Statistics Analysis: Descriptive statistics was used to summarize the

distribution of chosen college courses among ABM graduates. Simple

percentages will be calculated to determine the frequency of specific course

selections and provide insights into the factors influencing students' choices.

where: Formula: P = (f / N) x 100,

P: Percentage
f: Number of responses for a specific category
N: Total number of respondents

By employing these analytical methods, the study seeks to provide a

robust analysis of the data collected from ABM graduates and shed light on how

the ABM strand influences college course choices among students from Tanza

National Comprehensive High School.

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Chapter IV

Results and Discussion

This chapter shows the result of the study as well as the presentation in

tabular form analysis and interpretation of the data. This helps understand the

influence of ABM Strand in choosing college course of ABM graduates.

I. Demographic Profile Of The Respondents.

What specific college courses did ABM graduates enroll in during the school year 2022

-2023?

Gender Frequency
Percentage
Male 15 24.6%
Female 46 75.4%
Below 17 years old 2 3.3%
18-20 years old 54 88.5%
Above 21 years old 5 8.2%
Course Taken
BSBA MM 20 32.79%
BSTM 13
21.31%
BSA 12
19.68%
BSHM 8 13.11%
Others 8
13.11%
The table shows a clear preference for females to enroll in the courses offered.
There are 46 females (75.4%) compared to only 15 males (24.6%) enrolled in the
courses. This could be due to a number of reasons, but it is important to note that this
data only reflects a small sample and may not be generalizable to a larger population.

A study by Smith et al., 2015 investigated gender differences in course selection

among business students. The study found that females were more likely to enroll in
courses perceived to be high in social value, such as marketing and human resources,
while males were more likely to enroll in courses perceived to be high in economic
value, such as finance and accounting.

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II. What is the influence of ABM Strand in choosing college course in terms of:
Experience
TABLE 2.1

WEIGHTED PERCENTAGE RANK

QUESTIONS MEAN
1. The practical exposure and activities in the ABM
strand helped me to shape my understanding of 3.41 20.46% 1
potential college course.
2. The practical projects and simulations I did in ABM
helped me understand which college courses would 3.38 20.28% 2
be relevant to my future career goals.
3. Internships or job shadowing opportunities offered
through the ABM program helped me determine what 3.18 19.07% 5
type of college course I wanted to pursue.

4. The skill and knowledge I gained from ABM strand

guided my college course selection. 3.36 20.16% 3

5. My college course decision was primarily driven by

factors like career opportunities and job security. 3.34 20.03% 4
4.00 3.00 -Strongly Agree (S.A) , 2.99 - 2.00 –Agree (A) , 1.99 - 1.00 –Disagree (D) , 0.99 - 0.01– Strongly Disagree

(S.D)

Table 2.1 shows the influence of ABM Strand in choosing college course in terms
of experience. The survey results show that students found that the practical exposure
and activities in the ABM strand had the most influence on their understanding of
potential college courses (Rank = 1, Mean = 3.41). This was followed by the skills and
knowledge gained from the ABM strand (Rank = 3, Mean = 3.36) and the practical
projects and simulations done in the strand (Rank = 2, Mean = 3.38).

The study by Fraser et al. (2018) did not look specifically at the influence of
practical experience on course selection in business fields, but the finding that problem-
based learning can help students understand the nature of science and engineering
fields is relevant to the results of the survey. This is because problem-based learning
often involves practical activities and simulations, similar to the practical exposure and
activities mentioned in the survey.

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What is the influence of ABM Strand in choosing college course in terms of:
Students Interest
TABLE 2.2

WEIGHTED PERCENTAGE RANK

QUESTIONS MEAN
1. Studying during senior high school helps me to better
understand my academic interest and career goals. 3.46 20.89% 1

2. The practical applications of business concept

covered in ABM made me realize I enjoy and want to 3.18 19.20% 5
further explore this field.
3. I feel the confident of choosing a business-related
course due to the strong foundation and understanding 3.31 19.99% 3
I gained in ABM.
4. The exposure to business-related subject in the ABM
strand positively influenced my decision-making 3.23 19.51% 4
process when choosing a college course.
5. I consider the ABM strand more as general
preparation for various paths, and it did have a major 3.38 20.41% 2
role in shaping my specific college course preference.
4.00 - 3.00 -Strongly Agree (S.A) , 2.99 - 2.00 –Agree (A) , 1.99 - 1.00 –Disagree (D) , 0.99 - 0.01– Strongly Disagree

(S.D)

Table 2.2 shows the influence of ABM Strand in choosing college course
in terms of interest. The survey results show that students who are enrolled in
the ABM strand believe that the program helped them better understand their
academic interests and career goals (Rank = 1, Mean = 3.46). This was followed
by students feeling confident about choosing a business-related course (Rank =
3, Mean = 3.31) due to the strong foundation and understanding they gained in
ABM.

A study by Maltese and Ceci (2009) found that students who took calculus in
high school were more likely to major in a STEM field in college than those who
did not. The authors note that taking calculus can give students a deeper
understanding of the subject and expose them to real-world applications of
calculus, which can then influence their course selection in college.
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What is the influence of ABM Strand in choosing college course in terms of:
ABM Subjects

TABLE 2.3

WEIGHTED PERCENTAGE RANK

QUESTIONS MEAN

1. Taking accounting classes in ABM ignited my

passion for financial analysis, leading me to consider 3.13 19.02% 5
majoring in finance in college.
2. The ABM curriculum provided a clear advantage
when choosing a business-related college course. 3.41 20.72% 1

3. I believe the skills and knowledge gained from ABM

subjects are highly transferable to my chosen college 3.33 20.23% 3
course.
4. The specific subjects covered in ABM significantly
influence my current academic interest. 3.21 19.50% 4

5. I believe the skills and knowledge gained from ABM

subjects are more applicable to a broader rage of career 3.38 20.53% 2
paths.
4.00 - 3.00 -Strongly Agree (S.A) , 2.99 - 2.00 –Agree (A) , 1.99 - 1.00 –Disagree (D) , 0.99 - 0.01– Strongly Disagree (S.D)

Table 2.3: Shows the influence of ABM Strand in choosing college course in terms
of ABM subject. Students who took Accountancy, Business and Management (ABM) in
the Philippines believe that the strand gave them a strong foundation and increased their
confidence in choosing a business-related course in college (Rank = 1, Mean = 3.41).
This was followed by their perception that the ABM curriculum provided them with skills
and knowledge that are transferable to a broad range of career paths (Rank = 2, Mean =
3.38).

A study by Jones et al. (2013) which investigated the effect of career-focused

programs on student outcomes, found that students who participated in such programs
were more likely to be employed in a career related to their field of study after graduation.
The authors note that career-focused programs can provide students with the
opportunity to develop industry-specific skills and knowledge, as well as build
professional networks, which can all increase their chances of success in their chosen
field.

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Chapter V

Summary of Findings, Conclusion and Recommendations

Summary of Findings

The research study on the "Influence of ABM Strand in Choosing College

Course of ABM Graduates in School Year 2022-2023" presents insightful data

and analysis on the college course selections made by graduates from Tanza

National Comprehensive High School. The study reveals a strong preference

among ABM graduates for business-related courses, with the most popular

choices including Business Administration, Accountancy, Marketing, and

Entrepreneurship. The demographic profile of the respondents indicates a

majority of females (75.4%) and students aged 18-20 years old (88.5%), reflecting

typical Grade 12 students' characteristics.

Moreover, the results highlight the influential role of the ABM program in

guiding students towards pursuing college courses aligned with their interests

and skills. The study demonstrates the significant impact of practical

experiences, interest development, and subject matter familiarity in shaping

students' decisions regarding their college course selections. Overall, the

findings emphasize the effectiveness of the ABM strand in preparing students

for successful academic and professional pursuits in the field of business,

showcasing the program's role in shaping students' academic paths and career

aspirations.

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Conclusion

Through the exploration of the influence of the Accountancy, Business,

and Management (ABM) strand on the college course selection of ABM

graduates in the School Year 2022-2023, this study has provided valuable

insights into the factors shaping students' academic and career trajectories. The

specific college courses that ABM graduates enrolled in during the study period

have been identified, highlighting the strong preference for business-related

courses such as Business Administration, Accountancy, Marketing, and

Entrepreneurship.

Furthermore, the analysis of how the ABM strand influences students'

college course selection in terms of experience and interests has revealed the

key role played by practical exposure, interest development, and subject matter

familiarity in guiding students towards their chosen paths. The study has

confirmed that the ABM program effectively influences students' decisions

regarding their college courses, demonstrating the program's impact on

students' academic and career choices based on their experiences and interests.

In conclusion, the research findings indicate a significant relationship

between the ABM strand and students' college course selections, emphasizing

the importance of educational programs in preparing students for their future

academic and professional endeavors in the field of business.

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Recommendations

Future researchers should consider conducting a comparative study

between ABM graduates and non-ABM graduates to evaluate the differential

impact of the ABM program on college course selection. By comparing the

course preferences and career aspirations of ABM graduates with those from

other academic strands, researchers can gain a deeper understanding of the

unique influence of the ABM curriculum. This comparative analysis will reveal the

specific advantages and outcomes associated with completing the ABM

program, providing valuable insights for educational institutions and

policymakers.

Additionally, future research endeavors could include longitudinal studies

that track the academic and career trajectories of ABM graduates over an

extended period. By following students beyond high school and into their early

careers, researchers can assess the long-term effects of the ABM program on

job placements, career advancements, and overall professional success. This

longitudinal approach will offer a comprehensive view of how the ABM program

shapes students' career paths and prepares them for the challenges of the

evolving business landscape, guiding future educational practices and policies.

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REFERENCES

Almeida, P. C. (2019). The Effectiveness of the Senior High School (SHS)

Curriculum in Preparing Students for College: A Basis for Curriculum
Improvement. International Journal of Advanced Research, 7(11), 313-320.
Department of Education (DepEd) Philippines. (2016). "Senior High School
Curriculum K to 12 Program Guide." Retrieved from
officialgazette.gov.ph/k-12
Hernandez, M. T. R., Dayag, V. B., & Literal, L. L. (2020). Factors Affecting the
Choice of Senior High School (SHS) Strand/Track of Students in a Public
Secondary School. International Journal of Advanced Research, 8(11), 208
-215.
Leslie, L. M., Casser, A. B., Stelmack, J. E., & Markman, E. M. (2015). Gender
Differences in College Major Choice: The Role of Socialization Settings
and Personal Preferences. Psychology of Women Quarterly, 39(1), 109-
122. doi: 10.1177/0361684314550020
Palaganas, R. P., & Isip, J. M. (2018). The Effectiveness of the Senior High School
(SHS) Accountancy, Business, and Management (ABM) Strand Curriculum
in Developing Entrepreneurial Skills of the Students in a Public Secondary
School. International Journal of Multidisciplinary Sciences and
Engineering, 7(3), 42-49.
Serrano, M. C. A., & Isip, J. M. (2018). The Effectiveness of the Senior High
School (SHS) Accountancy, Business, and Management (ABM) Strand
Curriculum in Developing Entrepreneurial Skills of the Students in a Public
Secondary School. International Journal of Multidisciplinary Sciences and
Engineering, 7(3), 42-49.
Talavera, J. R. A., & Pornillos, M. C. S. (2018). Factors Affecting the Senior High
School Students' Choice of Specialization Tracks. International Journal of
Asia Pacific Studies, 12(3).

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Appendix I
Gantt Chart

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Appendix II
Letters

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Appendix III
About the Researchers

His name is Janzen O. Corpuz, he is seventeen years

old and was born on October 05, 2006. He graduated
from elementary school at Julugan Elementary
School. He completed his junior high school at
Tanza National Comprehensive High School. He is
currently taking the Accountancy, Business, and
Management (ABM) strand and under the section of
grade twelve Razon in the prominent school of
Tanza National Comprehensive High School. Janzen is the first child of Jonah
Corpuz and John Corpuz, at Julugan 7, Tanza, Cavite. He is a friendly person and
interested in biking and playing basketball. Janzen also likes listening to music,
especially Post Malone. In addition, he also watches movies. He plans to take a
Bachelor of Science in Hotel Management in college.

His name is Jay-R L.Giray, he is eighteen years old

and was born on November 1 2005. He is
currently taking the Accountancy, Business, and
Management (ABM) strand and under the section
of grade twelve Razon in the prominent school of
Tanza National Comprehensive High School. Jay-
R is the third child of Henry Giray, at Santol, Tanza, Cavite. He is a shy person and
interested in playing basketball. Jay-R also like in listening to music and watching
movies and anime. He wants to finish his study and help his family.

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April John D. Lerio was born on April 26, 1994

in Quezon City, Metro Manila. He is the
second son among the 3 children of Mrs. Ruth
D. Lerio and Mr. Danny Lito M. Lerio.
He currently resides at Barangay Tejeros
Convention, Rosario, Cavite. He took his
elementary education at Perez Elementary
School in Meycauayan City, Bulacan and
graduated in 2006 with some awards while being a 3rd honorable mention in his
class. In the same year, he took his secondary education at Meycauayan National
High School. Unfortunately, he had to stopped his studies due to personal
reasons.
Before going to Cavite in 2019, he had worked many jobs in Bulacan like
Factory Worker, Station Crew and many more. He continued his studies when he
was in Rosario, Cavite during the Covid-19 Pandemic via Alternative Learning
System (ALS) and graduated in 2021 at Rosario Elementary School. He took his
Senior High Year at Salinas Westpoint College Inc. taking the Accountancy,
Business and Management (ABM) strand.
During that time, he had showed his academic skills by joining multiple
school activities and even winning some of the competition like Tagisan ng
Talino, Declamation, Math and Science Quiz Bee he even completed his Grade 11
with Honor. While in second semester of his Grade 12 Senior High year, he
transferred to Tanza National Comprehensive High School.

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Ghio D. Ofiaza is his name. He was born on March

8, 2005, and is currently nineteen years old. He is
studying in the prestigious Tanza National
Comprehensive High School's grade twelve Razon
department, where he is enrolled in the Accounting,
Business, and Management (ABM) track. Arnel and
Matet Ofiaza's second son, Ghio, resides in Sanja
Mayor Tanza, Cavite. He is a gifted individual who
enjoys acting, singing, and dancing. Saywer
Integrated School was where he completed his elementary education. At Tanza
National Comprehensive High School, he completed his junior year of high school.
And in Tanza National Comprehensive High School, he is almost done with his
senior year. Ghio intends to pursue a Bachelor of Science in Hospitality
Management as part of his academic pursuits.

His name is John Gabriel M. Reyes. He is twenty

years old and was born on March 24, 2004 in
Pandacan, Manila. He is taking the Accountancy,
Business, and Management (ABM) strand and
under the section of grade twelve Razon in the
prominent school of Tanza National
Comprehensive High School. Gabriel is the second
son of Vincent and Maureen Reyes and lives at
Sanja Mayor Tanza, Cavite. He is a shy person that loves sports and playing
guitar. He finished his elementary school at Fernando Maria Guerrero Elementary
School. He finished his junior high school at Mariano Marcos Memorial High
School. And he is near finishing his senior year at Tanza National Comprehensive

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High School. Gabriel plans to continue his study and will take a Bachelor of
Science in Accountancy.

He is Jerruz Mathew J. Veluz, a 17 years old. He was

born on August 26, 2006, in Tanza, Cavite. He is a
student in the Grade 12 academic strand specializing in
ABM at Tanza National Comprehensive High School. He
was the youngest of two. He started going to school at
the age of four. He finished his elementary school at
Punta Elementary School located in Barangay Punta II.
After that, he enrolled at Tanza National Comprehensive
High School (TNCHS) to begin a high school level as a junior and senior high
student. He likes to listen to music, but he's not good at singing, so he just listens,
and he likes sports, but sports don't like him.

His name is John Mark C. Zabala. He was born on

September 18, 2004 at Mercedes Camarines Norte
and is currently nineteen years old. He is studying
in the prestigious Tanza National Comprehensive
High School's grade twelve Razon department,
where he is enrolled in the Accounting, Business,
and Management (ABM) track. He is the eldest of
the five children of Joseph and Maricris and
resides in Halayhay Tanza, Cavite. He likes bonding with his churchmate friends.
Halayhay Elementary School was where he completed his elementary education.
and at Amaya School of Home Industries, he completed his junior year of high
school. And at Tanza National Comprehensive High School, he is almost done

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with his senior year. John Mark has many goals in his life, that's why he is
studying well for his future.

She is Valerie A. Arte. She is seventeen years old.

She currently lives in Julugan 1, Tanza, Cavite.
She graduated from Day Care at Peter Pan Day
Care Center with a medal. She also graduated
from elementary school at Julugan Elementary
School. She graduated junior high school at
Tanza National Comprehensive High School and
is currently taking the Accountancy, Business, and Management (ABM) strand at
Tanza National Comprehensive High School, under the section of Razon. She
plans to take a Bachelor of Science in Hotel Management in college.

Jamaica Mia T. Lobaton was born on the 9th of

October in the year 2005 at Pandacan, Manila.
She is the eldest daughter of John B. Lobaton
who is deceased and Jovelyn T. Lobaton, an OFW
at HongKong.

She finished her primary education at Fernando

Guerrero Elementary School at Pedro Gil, Manila on the year 2017 and her
secondary education at Amaya School of Home Industries at Tanza, Cavite on
the year 2022.

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Currently, she is continuing her studies at Tanza National Comprehensive High

School at Tanza, Cavite as a senior high school student under the Accountancy,
Business and Management (ABM) strand, and is expecting to finish her studies in
the year 2024.

Khaycee A. Silang was born on November 13,

2005, and she lives in Santol Tanza, Cavite.
Khaycee, the second child of Jackielyn and
Raffy Silang, enjoys listening to Taylor Swift
songs and hopes to be a chef one day. She
graduated from Santol Elementary School and
finished junior high at Tanza National
Comprehensive High School. And I am
currently pursuing the Accountancy, Business,
and Management (ABM) track at Tanza
National Comprehensive High School-Senior High as a grade 12 Razon. She
intends to study a Bachelor of Science with a major in hospitality management
(HM) in college.

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Appendix IV
Research Instrument

Survey Questionnaire Validation

Research Title:

Influence of the ABM Strand on College Course Selection Among ABM Graduates in
School Year 2022-2023

Research Purpose:

The research investigates the impact of the Accountancy, Business, and Management

(ABM) strand on college course selection among ABM graduates from Tanza National

Comprehensive High School. It explores how experiences, interests, and practical

exposure influence students' choices in business-related fields, providing insights into

the program's effectiveness and guiding educational institutions and policymakers.

Group # and Section: Group 5 ABM-RAZON

Subject: 3i’s

For each of the questions below, circle the response that best characterize how you feel

about the statement.

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