Final Thesis Paper

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 ABSTRACT…………………………………………………………………………3 INTRODUCTION…………………………………………………………………..3 Research Questions………………………………………………………….6 Significance of the Study……………………………………………………6 METHOD……………………………………………………………………………6 Research Design……………………………………………………………..6 Subjects of the Study………………………………………………………...7 Research Instrument…………………………………………………………8 Research Procedure………………………………………………………….8 Data Analysis………………………………………………………………...9 RESULTS AND DISCUSSION……………………………………………………...9 CONCLUSION……………………………………………………………………...13 REFERENCES………………………………………………………………………14 APPENDICES……………………………………………………………………….17 Appendix A (Survey Form)……….….….……………….……………...…17 Appendix B (Survey Frequency and Percentage)…………………………..21 Appendix C (Letter)……………….….….……………….….….…………25

Abstract 2

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 wellinformed 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 we’ve created and we conclude the things that affect a student’s 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).

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

education aims 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 today’s 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).

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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 program’s 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

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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 School’s 9 th 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, and one (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 the students 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.

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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.

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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.

Figure 1. Students' reasons on choosing a particular school to attend senior high

Advertisments

Media

Personal Choice

Peer Pressure

Parent's Decision Others

Results and Discussion

Results and Discussion

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

Yes No

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.

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 Office’s most recent labor force survey done in 10

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 Allied strand with 6 students at 13%. The STEM strand is most probably the most chosen strand because according to columnist Isagani Cruz, the most in demand and lucrative jobs nowadays are the ones that are in line with 11

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 Influence of other people Desire to learn more things Desire to develop skills for tertiary education Others

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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 3 rd 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 guilty because they didn't really do it, they just saw something. It seemed obvious to them after a while. That's because they were able to connect experiences they've had and synthesize new things.

Figure 5. Students' answer on who decided on which strand they will take.

Yes No

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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

Yes No

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 14

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 children’s ability to resource their own learning independently and successfully.

Conclusion Overall, the researchers have concluded that the major factors that influence a student’s 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. 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 15

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-to12/curriculum-guides/Academic-Track

Deped. (2013). Wwwdepedgovph. Retrieved 22 March, 2016, from http://www.deped.gov.ph/sites/default/files/Music%20Curriculum%20Guide%20Grades%20110%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 16

%20Century%20Literature%20from%20the%20Philippines%20and%20the%20World %20CG.pdf

Director’s 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)%7C®ion= %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-fitlocality

Gratz, G. (n.d.). The Impact of Parents’ Background on their Children’s 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-Programin-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

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

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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_ENewsletter_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-studentsenter-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

APPENDIX A (Survey Form)

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SENIOR HIGH SCHOOL SURVEY FORM

Name (Optional):____________________ School:___________________________

Age:______ 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 Parent’s 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 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 19

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 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

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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

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.) 21

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:_______________________________________

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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 Yes 23 No 25

Percentage 47.91667% 52.08333%

3) How many schools are you planning to apply to? Choices Frequency 1 17 2 10 3 18 4 3 5 or more 0

Percentage 35.41667% 20.83333% 37.5% 6.25% 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% Parent’s 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%

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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 Academic Track Sports Track Arts and Design Track Technical Vocational Track 9) What is your preferred strand? Choices Accountancy, Business and Management (ABM) Science, Technology, Engineering, Mathematics (STEM) Humanities and Social Sciences (HUMSS) Health Allied General Academic Strand Music and Arts Sports

Frequency 38 3 7 0

Percentage 79.16667% 6.25% 14.8333% 0%

Frequency 5

Percentage 10.41667%

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45.83333%

8

16.66667%

6 0 3 4

12.5% 0% 6.25% 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 0 Financial Status 0 Skills Matches 16 Influence of other people 3 Desire to learn more things 20 Desire to develop skills for 5 tertiary education Others : (Ambition, Personal 4 Choice, Sports, Opportunity)

Percentage 0% 0% 33.33333% 6.25% 41.66667% 10.41667% 8.333333%

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12) Is the strand and track you chose the same as the ones you chose in your first choice of 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 Yes 46 No 2

Percentage 95.83333% 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% 25

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% 26

Sciences/Physical Therapy Others (Psychology, Law)

2 APPENDIX C (Letter)

2.469136%

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 Researcher

PATRICIA YSABEL A. TAMAYO Researcher

JOHN JIREH V. PENAMORA Researcher

MA. JOMELLE ALEXA C. TANUDRA Researcher

CYRENE S. RUFO Researcher

CRISEL ANGELICA C. YAO Researcher

Noted by: JOHN CARLO BUNSAY Student-Teacher Research Adviser

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ASSOC. PROF. ANDRES JULIO V. SANTIAGO, Jr., Ph.D. Supervising Teacher in English

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