Factors Affecting The Selection of Track

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Cagayan National High School
Tuguegarao City
by
Guidance Coordinator III

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 0

TABLE OF CONTENTS
Abstract 2
Acknowledgment 3
Introduction and Rationale 4
Literature Review 6
Research Questions 20
Scope and Limitation 21
Research Methodology 21
Discussion of Results & Reflections 23
Dissemination & Advocacy Plans 30
References 31
Financial Report 32
Proposed Action Plan 34
Appendices (Annexes and Endorsements) 39
Photo Documentation 51
Survey Questionnaire 58

FACTORS AFFECTING THE SELECTION OF TRACK, STRAND AND

SPECIALIZATION OF GRADE 10 SUDENTS OF PUBLIC SCHOOLS OF
THE DIVISION OF TUGUEGARAO CITY SY 2019-2020: BASIS FOR
DESIGNING A FUNCTIONAL CAREER GUIDANCE PROGRAM
Neil R. Cumigad, RGC

Abstract
The study was conducted to identify the factors affecting the choice of tracks,
strands and specialization among the students of six public schools in the Division of
Tuguegarao City with the end goal of designing a functional career guidance program.
The respondents were Grade 10 students in the Division of Tuguegarao City who
were chosen through stratified random sampling. The following were the findings:
1. The most preferred public school in the Division of Tuguegarao City was
2. The most preferred private school was University of Cagayan Valley.
3. The most preferred track in the senior high school was Academic Track
3.1. The most preferred strand by the respondents was Humanities and Social
Sciences,
3.2 The most preferred specialization under the TVL strand was Cookery.
4. Choice of Parents was still the most significant factor affecting the choice of
Tracks, Strands and Specializations
5. Career Module Lessons helped the students in career planning
6. Interest is a major factor that affects the choice of tracks of the respondents.
7. There is a significant difference on the on the preferred tracks among Grade
10 students from the six public high schools in Tuguegarao City.
In the light of foregoing findings, the researcher recommends the following:
1. Each grade level must have a separate career guidance program.
2. Parents must not impose the career they want for their children.
3. Career guidance modules must be developed per grade level.
4. Empowerment programs like trainings, seminars, workshops must be
conducted.
5. Follow up study be conducted.
Key words: K-12 Program, Guidance Program, Career, NCAE

Acknowledgment
The researcher wishes to acknowledge the huge assistance extended

by the following:
To Ma’am Chelo Tangan, Education Program Supervisor and Officer In charge,
Office of the Secondary School Principal for the approval of the request to
conduct the study;
To. Mr. Elpidio Mabasa,Principal Tuguegarao City Science High
School, Mr. Marcy Madino Principal, Cataggaman National High School, Mrs.
Carmen Acain, Principal, Gosi High School, Mrs. Grace Macabbabad, Principal
Linao High School and Mrs. Gloria Luz, Principal, Tuguegarao City West High
School for allowing the researcher to float the questionnaires to their students;
To Sir Enrique Garcia, for his technical expertise and valuable
guidance extended in the formulation of the research;
To Sir Florencio Dayag and Mrs Juvis Gem Acain for endlessly
sacrificing their time and support in treating the data gathered;
To Ma’am Chastity A. Tungcul, for the words of wisdom, and selfless
effort in the completion of this research;
To the School Research Committee for their unceasing
encouragement and tireless support;
To the Guidance Counselors for their time and effort;
To the respondents for their quality time and honest responses in the
research;
To my family for their unconditional love and prayers; and
Most of all, to Almighty God, for His blessing and for providing me the
strength to complete this applied research.

I. Introduction and Rationale
High school students encounter difficulties in making career decisions even
after their four year junior high school. Students find difficulty on the tracks, strands
and specialization to choose when they enroll in the senior high school program.
After their moving up ceremonies, the adolescents are only beginning to contemplate
what they would like to do with their life. An important component in any career
choice is the extent to which individuals have a clear and consistent awareness of
their interests, values and their expectations in the future. In order to make more
informed decisions, it is important to be aware of their, interests, and skills that
influence decision-making.
Career decision-making is no longer a "one-time" event. Thus, learning a
system of career decision-making that can be used whenever needed may be the
most promising and practical skill in this ever-changing world. Career decision
making is a dynamic and ongoing process where knowledge of self, values, interests,
temperament, financial needs, physical work requirements or limitations, effects of
past experiences, new information, and changes in life situation and environment all
intertwine.
The ultimate aim of education is to develop in the learner the desirable
knowledge and skills, values and attitudes. In that way, he can effectively use to
alleviate poverty and improve the quality not only of his life, but also his family’s, the
community and the larger society. In Philippine educational institutions, success is
measured by the student’s academic performance or how well a student meets
standards set by the local government and the institution itself. As career

competitions grow even fiercer, the importance of students – specifically graduating
students – doing well in their studies has caught the attention of parents, legislators
and educational departments. A good academic performance, however, is not the
only determinant of triumph in the working world. Non-academic factors also matter.
The aptitude, inclination and skills of the student should be taken into consideration,
especially when they apply for college and choose their career paths. Thus,
Department of Education found it necessary to implement the National Career
Assessment Test. The National Career Assessment Examination or NCAE is a test
taken by junior high school students to determine their strengths in different career
fields. It was first given in January 2007 and replaces the former National College
Entrance Examination.
In the early implementation of the NCAE, the purpose is to help students
determine which courses they should study in college and what sort of career they
are best suited for, but now that the K-12 Program is in full swing it underwent
revision to adopt to the new curriculum. The purpose is to identify the best track,
strands and specialization and interest of students which is necessary during their
enrollment in the senior high school. Like many standardized tests, the NCAE
measures students' general scholastic knowledge. NCAE also tests vocational
aptitude, occupational preferences and entrepreneurial skills. One of the reasons the
NCAE was developed was to address the issue of unemployment due to workers
getting mismatched with the wrong careers. The hope is that by determining which
careers they are ideally suited for, students can plan a course of study that will give
them the skills and education they will need for their ideal careers and eventually
become productive citizens of our country. However, the results of the NCAE must

not only be the sole indicator in determining what tracks, strands and specialization
to enroll in the senior high school. Other factors must be considered. It is therefore
the researchers’ belief that all factors affecting the choice of career decision must
analyzed and from the results interventions be made by proposing a functional career
guidance.
II. Literature Review
Career Development
The life span theory of career development emphasizes the fact that
individuals grew and continually change over their entire life. It points out the
importance of timing career counseling goals and strategies according to the needs
of the individuals at a particular point in their development. It also emphasizes the
necessity of discovering the uniqueness of every client at different stages of
development.
Donald Super (1990), the chief proponent of life span theory gave the
following proposition underlying the paradigm:
1. People differ in their abilities and personalities, needs, values, interests, traits
and self-concepts
2. People are qualified by virtue of these characteristics, each for a number of
occupations
3. Each occupation requires a characteristic pattern of abilities and personality
traits, with tolerances wide enough to allow some variety of occupations for
each individual as well as some variety of individuals in each occupation.

4. Vocational preferences and competencies, the situations in which people live
and work hence, their self concept change with time and experience, although
self concept as products of social learning and increasingly stable from late
adolescence until late maturity, providing some continuity in choices and
adjustment.
5. The process of change may be summed up in a series of life stages of
Growth, Exploration, and characterized by developmental tasks.
6. The nature of career pattern is determined by the individuals parental socio-
economic level, mental ability, education, skills, personality characteristics
(needs, values, interests, traits and self concept) and career maturity to which
he or she is exposed.
7. Work occupations provide focus for personality organization for some
although for others, this focus is peripheral, incidental or even non existent.
The other foci such as leisure activities and home making may be central;
social traditions such as gender, stereotyping, modeling racial and ethnic
biases and opportunity structure as well as individual differences are
important determinants of preferences for such role as worker, students,
homemaker, citizens, etc.
According to Super’s (1990) Developmental Theory of Career Development,
high school students are at the exploration stage of career development, which
involves crystallizing and specifying their occupational preferences, while also
making preliminary decisions about their career choice. The review of the literature
showed the areas of a student’s life affect the plans, decisions, and career choice
they make: Gender, Parental Influence, and Peer Influence. The study attempted to

identify and differentiate to what extent these factors played varying roles in future
career choice.
The Constructivist Theory
The Constructivist theory offers alternative approaches to career development
and counseling. Based on a holistic approach, constructivism emphasizes the self
organizing principles underlying human experience. The decision to use a
constructivist framework for career guidance comes from the observation and
realization that individuals no matter how young they are, do not lack career
information or awareness of what they like to be however they are unable to use the
information and awareness for their benefit.
The Constructivist concept is intended to help clients understand their own
ideas particularly how this form their perspectives in career decision making. Within
this proactive constructive framework several core counseling approaches were
identified as important for counselors.
1. Meaning Making. The most basic principle of the constructivist approach is
that people make their meanings. It includes specific references on how
people interpret the events of their lives in pursuit of meaning
2. The narrative. Creating opportunities for meaning making requires that the
counselor listens to what the client narrates about the significant events in
their lives. Counselors need to be able to listen actively in order to enhance
their understanding of the clients’ life perspective and meanings. It is
imperative that it is the Clients meaning and not the counselors that prevail.
These current meanings may be related to future meanings and future selves.

Career Preferences
Career preferences as defined by Martinez and Fuller (1999) pertains to the
identification of one’s work schedules and activities in relation to individual’s abilities,
skills, competencies and with the assistance of management in order that he can
take greater job and personal responsibility for his future. In other words, this is a
preferred career choice of an individual that should be decided ahead of time. In an
article on ―What is Most Important to Students by Duffy and Sedlacek from 1995 to
2004 revealed that male preferred to select careers which will generate money and
female would like to select career which will concentrate on working with people and
those which can contribute to society. Association of the Career Track Choices and
Profile of the Respondents Witko, Bernes, Magnusson and Bardick (2006) studies on
senior high school students' occupational aspirations found out that interests, skill,
personal meaning, challenges and parental support are variables contributory to the
occupational aspirations of senior high school students. In like manner with the study
of La (2009) on factors influencing the educational and career choices of senior high
school students revealed that parent’ supports, school structure, gender and grade
point average have considerable influence on the Vietnamese Senior high school
students’ educational and career choice. In same year, Leonard (2009) study on high
school students' course selection decisions in South Carolina found out that parents
and teachers are highly O International Journal of Scientific and Research
Publications, Volume 6, Issue 6, June 2016 52 ISSN 2250-3153 www.ijsrp.org
influential in the course selection decision. In addition, Heilbronner (2011) claimed
that the greater number of the students manifested to proceed to STEM courses in
college. This is brought about with the quality, adequacy of preparations and

scholastic experiences of the students. Eremie, (2014) study on comparative analysis
of factors influencing career choices among senior secondary school students in
Rivers State, Nigeria. The result showed that there were significant differences in the
career preferences when grouped according to their sex, parity, and parental
influence. In addition, socio-economic background were influential in participants'
decisions to pursue a postsecondary degree. Cultural factors, especially English
fluency, were also relevant. Local communities and institutional factors had generally
a negative impacts on career choice of the students
Parental Influence
Parental influence has been implicated in the career choice of children (Roe
1987, Adigwe 1981, Okeke 1996, Gesinde 1986). Okeke for example also studied
the relationship between parental occupations and their children’s occupational
preferences. Okeke found that 60% of the children were willing to take after their
father’s occupations (medicine) while 23% were willing to follow their mother’s
occupations (nursing). Gesinde on the other hand posits that parents influence is
much more intricate and more pervasive than is shown. Students of secondary and
tertiary institutions are often not aware of these influences and may accept the choice
of their parents as theirs. The situation owes its origin to early childhood when the
child grabs his parent’s attitude towards different vocations. A conflict therefore
occurs when the child submits to his parent’s choice while at the same time deeply
resenting his submissions as he becomes aware of his loss of independence and
finds his area of interest.

Taylor and Harris (2004) stated that families, parents and guardians in
particular, play a significant role in the occupational aspirations and career goal
development of their children. Without parental approval or support, students and
young adults are often reluctant to pursue—or even explore—diverse career
possibilities. Although parents acknowledge their role and attempt to support the
career development of their children, parental messages contain an underlying
message of ―don’t make the same mistakes that I did.‖ These interactions may
influence adolescents and young adults to select specific collegiate majors or pursue
particular occupations. Numerous studies (Knowles, 1998; Marjoribanks, 1997; Mau
and Bikos, 2000; Smith, 1991; Wilson and Wilson, 1992) have found that college
students and young adults cite parents as an important influence on their choice of
career. Yet parents may be unaware of the influence they have on the career
development and vocational choice of their children. University career services of the
University of North Carolina at Chapel Hill (UNCChapel Hill) decided to survey
parents of incoming freshmen in order to learn more about parents’ beliefs regarding
their college-age children’s career choice and the influences on that choice.
Studies find that the family appears to play a critical role in a child’s career
development (Guerra and Braungart-Rieker, 1999; Lankard, 1995; Mickelson and
Valasco, 1998; Otto, 2000; Mau, Hitchcock and Calvert, 1998). Researchers have
attempted to understand the variables that influence students’ occupational goals
(e.g. family, level of parental education, school, peers, personality, and
socioeconomic status).
There have been varying opinions and findings, however, as to which specific
family characteristics influence career aspirations. For instance, conflicting data exist
regarding the influence of socioeconomic variables. Some research (Crockett and
Binghham, 2000; Mau and Bikos, 2000; Teachman and Paasch, 1998) suggests that
both parent education and income influence career aspirations, whereas other
research (Hossler and Stage, 1992; Sarigiani, Wilson, Peterson, and Vicary, 1990;
Wilson and Wilson, 1992) indicates only parent education is an influence. Other
family variables that have been shown to influence career aspirations include the
parents’ occupation (Trice, 1991) and family size (Downey, 1995; Marjoribanks,
1986; Schulenberg, Vondracek, and Croutter, 1984; Singh, et al., 1995). The father’s
occupational status is highly correlated with his son’s occupation (Blau, 1992; Blau
and Duncan, 1967; Conroy, 1997). Family size also appears to influence adolescent
career aspirations because parents with large families tend to have less money to aid
the older children in attending college, while younger children may receive more
financial assistance since the financial strain is less once the older children leave
home (Schulenberg, et al., 1984).
Yet, in other studies (Boatwright, Ching, and Parr, 1992; Mau and Bikos,
2000), each of these family variables has also been found to be insignificant in
influencing aspirations. Nevertheless, families appear to influence, at least to some
extent, career aspirations of adolescents and young adults. If these family factors are
influential in career decision making, then it becomes difficult to explain how an
impoverished student from a broken home can go on to become a wealthy,
financially successful worker. As the paradigm of research shifts, it becomes clear
that family interactions are just as important as physical descriptors.
Over the years, research has moved from examining family demographics
and their relationships to career development to examining the dynamics of family

interactions. One consistent finding in research suggests that adolescents’ own
aspirations are influenced by their parents’ aspirations or expectations for them.
When adolescents perceive their parents to have high educational expectations for
them, adolescents are likely to have higher aspirations for themselves. A 1998
Sylvan Learning Center report indicates that parents’ and childrens’ views about
career aspirations are more compatible than incompatible. Parents are influential
figures with whom, whether intentionally or unintentionally, children become aware of
and get exposed to occupations or career opportunities and implied expectations.
Other studies have separately examined the influences of each parent on the
career choices of their sons or daughters and have found that mothers tend to have
more influence on the career decisions/aspirations of their children than fathers. For
instance, Mickelson and Velasco (1998) cited their interviews conducted with 70
young adults in 1986. They found that mothers were the most influential and that
daughters’ occupational aspirations were often similar to their mothers’ chosen
professions (Mickelson and Velasco, 1998). In similar studies, students were asked
items such as, ―What do you want to do with your life?‖ and to indicate if they agree
or disagree with statements such as ―My mother (father) encouraged me to make my
own decisions.‖ The students’ responses were similar to those of their parents.
These studies also found that students wanted to discuss career planning primarily
with their mothers. Overall, research supports the influence of parental expectations
and aspirations on the career decisions and aspirations of their children. These
expectations lay a foundation for parents’ behaviors and interactions with their
children, which then indirectly or directly influence choices they make in the future.

Environment
Throughout a career, an individual seeks to accommodate the surroundings
with one’s goals, while at the same period of time being assimilated into the
environment, (Kroll, et al., 1970). Career development is stabilizing or recognizing
and meeting requirements of the individual while at the same time answering to the
outer forces and realities of life. Career decision factors involve to sets of input, the
self and the world of work. The individual in a career has permanently stabilized
one’s aspirations and how they have fitted into the reality of the workforce. ―Man’s
occupation determines the kind of persons he becomes since, through his working
hours, his cognitions about himself, his wants and goals, and his interpersonal
response traits are molded‖, (Kroll et al., 1970, p. 19). The author went on to say that
much of the informal and formal knowledge provided through the society and the
environment has focused on acquisition, retention, and utilization of information
pertaining to the world. The researcher observed that both of the self and world
emerge as important factors in the constructs, that it would have attained, that it
would have become the important features in the acquisition, retention, and
translation of information about one’s self (Kroll et al., 1970).
Environment play a significant role in the career position. The students attains
in many ways, the environment that is spoken about here is a factor that is to nurture
decisions in career choice. Availing a better environment for a student who wants to
cross gender lines while choosing a career, skills present in males and females alike
have been indicative of their vocational interests. Grace Lalerger, in her Ph. D
dissertation set out to ascertain the skill levels of girls as they applied to interest that
the girls had. The conclusion showed that there was a disappointingly low correlation
of skills to interest, (Lalerger, 1942). These kinds of studies have shown how difficult
it is to break the code of motivation that students may possess. The fact that
Lalerger’s study was done on 1942 shows that gender bias and the study of it is
nothing new, and may continue to be an always present part of the career choice
process. One means of prompting students to participate in the career choice
planning is a mandated to require Southern California’s San Fernando Valley, District
C’s students to submit a description of their plans for some post secondary education
or training to school officials; or at least explain their future career paths in detail.
Under this first year trail policy, the graduates need to spell out those goals,
which could include college, trade school, the military or other options, even if they
have not met the requirement to graduate, (Cavanagh, 2002). The intent of the
career explanation was to have students with low expectations talk with counselors
about option for advancing their careers in the future. However, it has been shown
that counselors cannot ―Do it All‖. In a chapter titled ―Career counseling realities‖ ,
discusses what counselors can and cannot do. Counselors can draw career
preferences to the forefront, in reflecting of student’s preferences clarifying career
preferences, summarizing and encouraging student’s career preferences.
Counselors should not be engaged with the evaluation for example, telling the
students what they are or are not capable of doing counselors should not moralize or
tell the students what they should do, what their motives should be, or persuade the
student to adopt a different point of view. Career counselors are ineffective if they try
to dictate, judge or decide the student’s values and finally, counselors should not
make predictions that go beyond tha capability of their training, (Weiler, 1977). For
students to provide themselves with answers to career choice questions, decision-

making has become a tool to form career choice, (Kroll et al., 1970). Cited Super’s
(1990) own research, which indicates that the decision making process concerning
one’s career is not so much a function of the information amend to the individuals,
but more the process of maturity and planning. Kroll cites Clarke, Gelatt and Levine
in which they stressed that good decision- making relied upon adequate information
and effective strategies for making choice. Students can help themselves in to decide
with from reality, communication, and learning to operate autonomously are
fundamental building blocks used in effective career planning. In order to succeed in
obtaining their goals, students must know what they want and instead concentrate on
meeting other people’s expectation. In doing this we end up spending most of our
time making to other people’s drums, (Weiler, 1077, p. 57).
Kroll has provided models of the decision making process, John Dewey’s
Model describes five noticeable steps: perfective state, suggestion,
intellectualization, hypothesis, and then reasoning, (Kroll et al., 1970). Another from
Poyla,( cited in Kroll et al., 1970) describes four basic areas in the decision making
process: First, Understanding the problem, second, seeing how various items of the
problem are linked in order to formulate a plan, third, carrying out the plan, and fourth
is reviewing and discussing the completed solution. Brim, Glass, Lavin, and
Goodman work from different point of view utilizing a exact scientific method
exploring how people make decisions. Their decision making model includes problem
identification, information acquisition, solution production, solution evaluation,
strategy selection, and actual performance with subsequent learning and revision
cited in, (Kroll et al., 1970). Tiedman and D’Haro have their process in phases:
Personal, Value, and Desires have seldom been realized without the active and

conscious efforts of the part of the students. The students must be motivated to the
outcome. If the student wants to work in the career choice, the student must know
and understand the realities of that process. Only when the student has developed
awareness, can they begin to avoid deciding the myths within the process as a
whole. It is at the point that the student develops a practical plan of action to get what
they want from the decisions of their career choice. Most students be rather on the
reality of what is so stated, ( Weiler, 1977).
Interests
It is important for students to have a good understanding of themselves, their
personality, if they are to make intelligent career plans. What they would like to be,
and what they are like, is determining factors in their career. The personality factors
to be considered include their mental abilities, special abilities and interest, (Slaver,
1977, p.13). Considered factors of mental abilities to be verbal comprehension, word
fluency ability, spatial ability, numerical ability, reasoning ability, and memory.
Splaver matched careers with abilities in backing up her reasoning. Students become
familiar with their personality in order to guide their career choice. A developed
career plan included evaluation of personality through self assessment, and
communication with others another trait that depended heavily on personality,
according to Harris and Jones (1997).
There have been numerous career clusters, as well as career clashers that
coincide with abilities. The students should become knowledgeable in these areas
while searching for career interests. Personality has been a tough quality for parents
and teachers to mold into the individual especially if the career in question is not in

agreement with student. In addition contacts are a major job seeking method. The
student’s personality must match the criteria for their chosen career. Personality is
defined as the collection or impressions in the appearance of the student’s body and
the impressions believed to have been made on others good.
Aptitude
When choosing a career you should also take your own abilities into
consideration. For example, if you do not perform well in an academic setting, it
would be best to avoid hierarchical occupations where continuing education is
essential to success. Seek a career that will maximize your strengths and minimize
your weaknesses.
Everyone has unique talents that can be used in a career of some type. For
many, these talents have been present since childhood; for others they are learned
over time. Skills can be broken down by types and matched up with specific career
paths. In order to determine what career you should choose, begin by looking at skills
that can be used on the job or look at career paths that compliment your current skills
and talents.
Considering your skills and abilities and how they may fit a particular
occupation comes out of one of the earliest career development fields, Trait-Factor
theories, and is still used today. These theories recommend creating occupational
profiles for specific jobs as well as identifying individual differences, matching
individuals to occupations based on these differences. You can identify activities you
enjoy and those in which you have a level of competency though a formal
assessment.

In John Holland’s Theory of Vocational Choice, he stated that people who
choose to work in an environment compatible to their personality type are more likely
to be satisfied and be successful in the future. He also identified that there are six
personality types: Realistic, Investigative, Artistic, Social, Enterprising, and
Conventional. Also, there are six basic types of work environments that come hand in
hand with each personality type. The theory is based from the phrase, "Birds of the
same feather flock together.", which means that people are more likely to choose a
career path in an environment which is suitable to their personalities and to work with
people who are more similar to them. (Holland, 1985) It shows that the personality of
each Grade 9 students can affect their choice in their career. Everyone has unique
talents that can be used in a career of some type. For many, these talents have been
present since childhood; for others they are learned over time. Skills can be broken
down by types and matched up with specific career paths. In order to determine what
career you should choose, begin by looking at skills that can be used on the job or
look at career paths that compliment your current skills and talents. Also, with the
theory of Lent, Brown and Hackett which is The Social Cognitive Career Theory. It
states that there are influences in an individual’s career choice which connects to
self-efficacy, outcome expectations and personal goals and on how these variables
interact with other aspects of the person and his or her environment (e.g., gender,
ethnicity, social supports, and barriers.). Also with Roe (1987), Adigwe (1981), Okeke
(1996), Gesinde (1986) they had said that Parental influence has been implicated in
the career choice of children. Adding up with Gesinde (1976) statement, that gender
can play a big part in their career choice. Therefore, the abovementioned factors
affect the career choice of grade 9 students.

In Lent, Brown, and Hackett’s Social Cognitive Career Theory (SCCT), they
stated that there are influences in an individual’s career choice which connects to
self-efficacy, outcome expectations and personal goals. SCCT focuses on several
cognitive-person variables (e.g. self efficacy, outcome expectations, and goals), and
on how these variables interact with other aspects of the person and his or her
environment (e.g., gender, ethnicity, social supports, and barriers.)
III. Research Questions
This study analyzed the factors affecting the choice of track, strand, and
specialization of enrolled Grade 10 public high school students of the Division of
Tuguegarao City of school year 2019-2020. It also identified the preferred tracks,
strands and specializations of the grade 10 students and activities useful in career
planning. The result of the study was the basis in designing a functional career
guidance program of the school.
1. What is the preferred public school in the Senior High School of the Grade
10 students enrolled in the Six (6) Public High Schools in the Division of
Tuguegarao City?
2. What is the preferred private school in the Senior High School of the
Grade 10 students enrolled in the Six (6) Public High Schools in the
Division of Tuguegarao City?
3. What are the preferences of the respondents in terms of:
3.1 Tracks
3.2 Strand
3.3. Specialization

4. What are the ranked factors affecting their choice of Tracks, Strands
and Specializations?
5. What school activities were perceived by the respondents as useful in
career planning?
6. What are the perceived factors affecting the choice of Tracks, Strands
and Specializations of the respondents?
7. Is there a dependence between the preferred track, strand, and
specialization of the respondents and their school of origin?
8. Based on the results of the study, what career guidance program could
be implemented to help students in career decision making?
IV. Scope and Limitation
The respondents of the study are grade 10 students enrolled in the public
high school year 2019-2020. The school includes, Cagayan National High School,
Tuguegarao City Science High School, Linao National High School, Cataggaman
National High School, and Tuguegarao City West High School. The study will not
include students enrolled in the private schools.
V. Research Methodology
A. Sampling
For this study, stratified proportional random sampling was used. A simple survey
questionnaire was administered to the respondents in order to identify their
preferred tracks, strands and specializations. The questionnaire likewise assessed
the factors affecting their choice. To get the final number of respondents, the

Slovin’s formula was used with 5% margin of error. The table below presents the
disaggregated respondents according to their school of origin:
TABLE 1
Student-Respondent per School
School of Origin Population Sample taken from
of Grade 10 the population of
students Grade 10 students
Cagayan National High School 1301 297
Tuguegarao City Science High School 129 97
Linao National High School 221 141
Cataggaman National High School 204 134
Tuguegarao City West High School 86 71
Gosi High School 127 96
TOTAL 2068 836
B. Data Collection
Permission to conduct the study was solicited by the researcher to the
authorities concerned. Upon approval, the researcher coordinated with the principals,
guidance counselors and career advocates of the different sampled schools.
Similarly, an interview was conducted to ensure more valid and reliable results.
C. Ethical Issues
In the conduct of this applied research, the proponent followed the standard
operating procedures in seeking of the approval of the research from concerned
authorities in the Department of Education. Guidelines and existing policies under
BERF in the conduct of the research were strictly followed.

V. Discussion of Results and Reflection
TABLE 2
Frequency and Rank on the Most Preferred Public School
Public Senior High Frequency Rank
School
CNHS 324 1
TCSHS 82 3
GNHS 65 5
LNHS 76 4
CatNHS 83 2
The data above reveals that CNHS is the most preferred school among the
six public schools by the respondents with a frequency count of 324, followed by
Cataggaman National High School, Tuguegarao City West High School, Linao
National High School and Gosi High School. Cagayan National High School was the
top priority among students because it offers complete tracks, strands and
specializations in the senior high school. The respondents likewise perceived it as an
institution offering quality education with competent faculty.
TABLE 3
Frequency and Rank on the Most Preferred Private School
Private Senior High Frequency Rank
School
USLT 37 2
SPUP 29 3
UCV 39 1
Vargas 0 -
AMA 16 4
STI 1 6
Maila 0 -
Others 3 5

As gleaned from the data above, the respondents ranked University of
Cagayan Valley as their school of choice among the private schools in the division
followed by University of Saint Louis, Saint Paul University, Philippines, AMA
University, other universities(universities outside of Division of Tuguegarao City) and
Systems Technology Institute. UCV was the top choice among the private schools
by the respondents due to the fact that the school offers a unique track for their
maritime and law enforcement. It can also be attributed to the low cost of tuition fee
that they charge. It is noted that UCV offers affordable fees and offers various
scholarships as compared to other private schools in the division.
TABLE 4
Frequency and Rank of Preferred Tracks in the Senior High School
Track Frequency Rank
Academic 680 1
TVL 76 2
Sports 4 4
Arts and Design 9 3
Others 1 5
Majority of the respondents preferred to enroll in the Academic Track
followed by Technical Vocational and Livelihood Track, Arts and Design Track and
Sports Track. Surprisingly, one respondent chose other track which might not have
not been captured in the study. The data reveal that four to five year degree is still
much preferred by the students. They perceived that enrolling in the Academic Track
will give them enough preparation when they enroll in college. The Technical
Vocational Livelihood Track though ranked second was still generally liked by the
respondents. They preferred this track because they want to be immediately
employed and help their parents financially.

TABLE 4.1
Frequency and Rank of Preferred Strands in the Senior High School
Academic Track Frequency Rank
STEM 274 2
GAS 14 4
ABM 61 3
HUMSS 334 1
Others 1 5
The table reveals that the respondents preferred to enroll in Humanities and
Social Science Strand meaning they intend to take a course in Psychology,
Economics, Geography, Anthropology and Teaching. This is followed by Sem
Science,Technology and Engineering Strand. Respondents who chose this strand
intends to become engineers and health practioners. Accountancy, Business and
Management was likewise ranked fourth by the respondents followed by the General
Academic Strand.
TABLE 4.2
Frequency and Rank of Preferred TVL Specializations in the Senior High
School
TVL Tracks: Frequency Rank
Cookery 39 1
Wellness Massage 1 8
Dressmaking/Tailoring 2 7
Food and Beverages Services 2 7
Bread & Pastry Production 5 5
Beauty Care/Nail Care Services 6
3
Programming 15 2
Animation 5 5
Automotive Servicing 3 6
Shielded Metal Arc Welding 7 3
Others 6 4
The table above reveals that the Technology and Livelihood Track, majority of
the respondents preferred Cookery as their specialization followed by Programming

this may be due to their early exposure in information and technology. Shielded Metal
Arc and Welding ranked fourth followed by Animation and Bread and Pastry.
Respondents also preferred Beauty and Nail Care Services, Food and Beverages
Services and Dressmaking because they perceived that they can immediately be
employed thus contribute to the economic uplift of the family.
TABLE 5
Average Rank on the Factors Affecting the Choice of Tracks, Strands and
Specializations
Factors affecting the choice of Average Rank Final Rank
tracks, strands and specialization
Choice of parent(s)/ guardian(s) 2.88 1
NCAE Results or Guidance
Counselors 3.97 2
Advice of Teachers 4.74 3
Influence of friends, barkadas,
classmates 5.68 6
Internet, TV, Movies, Newspapers.
Magazines 6.37 9
Chance to work abroad 6.08 7
How much my family can afford for
education 4.98 5
Demands of the labor market 6.28 8
Chance to become famous 8.42 10
Chance to serve mankind or 4.88
society 4
The table above presents the factors affecting the choice of tracks, strands and
specialization among the respondents. The data shows that parents/guardian still
greatly influence the career decision of their children. This can be attributed to the
fact that students are still dependent and obedient to their parents, though they still
communicate their desired career preference with them. The National Career
Assessment Examination results were also considered by the respondents in the
selection of their tracks. This can be attributed to the intensive interpretation done by

the guidance counselors to the students and parents. The advice of Teachers and
their Advisers were also contributory factor since they believe that information on
career guidance are better sourced out from the vast experience and knowledge of
the teacher.
TABLE 6
Average Rank on the School Activities that helped the Students in Career
Planning
School Activities Average Rank Final
Rank
Career Module Lessons by Advisers 2.98 1
NCAE Interpretation 3.39 3
Career symposium 3.64 4
Field Trip 5.53 7
Career Talk by professionals 3.26 2
Film Viewing 5.14 6
Career Counseling from the Guidance Counselors 4.00 5
The data show that lessons in the modules delivered every Homeroom
Guidance Classes have greatly helped the students in career planning. Respondents
perceived it as most useful since the lessons and activities improved their self
awareness and prepared them to make wise career decisions. Career Talk by
professionals was likewise perceived by the students to be useful because they gain
vast information on the kind of work, salary and the work experience being shared by
young professionals as they discuss it during career talks. The National Career
Assessment Examination was ranked third as useful in career planning by the
respondents since they view it as an important tool in assessing their skills and
interest.

TABLE 7
Extent of the Factors Affecting the Choice of Tracks, Strands and
Specializations
Factors Extent Verbal Description
Personality 3.786485 High

Family/relatives 2.866256 Moderate
Interests 3.818266 High
Job opportunities 3.599433 High
Academic qualifications 3.730341 High
Overall 3.560156 High
As shown in the table above, Interest is the major factor that affects the choice
of tracks of the respondents, maybe due to the fact that they want to do something
that really suits them. This is also aligned with their unique personality. They would
like to match their potentials weaknesses in the course they will take and their job in
the future. They also consider their grades as a factor in choosing their tracks strand
and specialization, they believe that grades in the subjects will determine the best
track and appropriate career for them in the future.
TABLE 8
Test on the Significant Dependence in the Preferred Tracks among the Six
Secondary Schools
Track
School ACAD TVL ARTS AND SPORTS OTHERS Total Sig
DESIGN
CNHS 188 71 24 18 0 301
CatNHS 56 41 3 12 0 112
LNHS 76 42 3 5 0 126
GNHS 53 32 4 7 0 96 0.000
TCSHS 81 0 2 0 1 84
TCWHS 24 19 3 8 0 54
Total 478 205 39 50 1 773
The table shows the dependence of the preferred tracks among Grade 10 students
to their school of origin. Since the computed p- value is 0.000 which is less than the
significance level, 0.05, therefore, the preferred tracks of Grade 10 students is dependent
upon their school of origin. This can be attributed to the fact that students in a given school
have different aptitude, interest, skills, and unique personality which affects their selection
of tracks.
RECOMMENDATIONS
In the light of foregoing findings, the researcher hereby presents, the following
recommendations:
1. Career programming does not take place overnight. It should start in
elementary and progresses in each grade level until they reach grade 10
and reinforced in the senior high school. Thus, each grade level must have a
separate career guidance program.
2. Parents serve as a major influence in their children’s career development
and career decision- making. Parents want their children to find happiness
and success in life and one factor which influences happiness and success
is career choice. However, parents must not impose the career they want for
their children.
3. Career guidance modules must be developed per grade level to be
delivered by the advisers during homeroom guidance classes.
4. Empowerment programs like trainings, seminars, workshops must be
conducted to equip class advisers, teachers and career advocates with
working knowledge and skills to assist students on best the tracks, strands
and specializations that is aligned to the future course they intend to enroll in
college and their job in the future.

5. Follow up study be conducted to find out whether students who participated
in the research would actually enroll in the course that jibes with the tracks
they took in the senior high school.
VI. Dissemination and Advocacy Plans
For the dissemination of the research findings, the researcher sought time
slot from the Department Heads with the approval of the Principal of the different
public schools during LAC Sessions and meetings of teachers to interpret the
research results.. For parents, the researcher will discuss the research results during
PTA Meetings. The researcher will also request time slot to present the study during
the orientation of school heads and guidance counselors and testing coordinators in
the NCAE briefing. The result will likewise be presented during career guidance
seminars where TESDA, CHED and DOLE will be invited.

VII. References
Department of Education Order No. 55. (2016). Policy Guidelines on the National
Assessment of Learner Learning for the K to 12 Basic Education Program.
Retrieved September 22, 2019 from
https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_55-3.pdf
Department of Education. (2016). K to 12 Curriculum Guide ENGLISH (Grade 1 to

Grade 10). Retrieved September 24, 2019 from
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Escudero, F. G. (2016). An Act Creating a National Career Assessment Examination

to Institutionalize a Career Direction Program for Secondary Graduates,
Defining, Its Scope and Functions and for Other Purposes. Seventeenth
Congress of the Republic of the Philippines, First Regular Session, Senate S.
B. No. 790. Retrieved on September 22, 2019 from
https://www.senate.gov.ph/lis/bill_res.aspx?congress=17&q=SBN-790
Ferrer, F. P., & Cruz, R. J. D. (2017). Correlation of stem students’ performance in

the national career assessment examination and academic subjects. People:
International Journal of Social Sciences, 3(1). Retrieved on September 18,
2019 from https://grdspublishing.org/index.php/people/article/view/432
Fried, M.N., Amit, M. A. (2005). Spiral Task as a Model for In-service Teacher
Education. J Math Teacher Educ 8, 419–436. Retrieved on September 18,
2019 from https://doi.org/10.1007/s10857-005-3850-9

Tuguegarao City
VIII. Financial Report
ITEM DESCRIPTION/
ACTIVITY QUANTITY UNIT UNIT COST TOTAL AMOUNT
PARTICULARS
Research Proposal -Bond Papers 1 Ream 120.00 120.00
-Printer Ink
(black refill) 1 Bottle 100.00 100.00
(Colored) 1 Bottle 175.00 525.00
-Folder 3 Piece 2.00 6.00
-Fastener 3 Piece 1.00 3.00
Research -Bond Papers 1 Ream 120.00 120.00

Finalization & -Folders 3 Pieces 2.00 6.00
Approval -Fasteners 3 Pieces 1.00 3.00
Data Gathering -Photocopy of Pages .50 2,140.00

-Questionnaires
Research Analysis, -Bond Papers 1 Ream 120.00 120.00

Completion and -Photocopy 250 Copies 1.00 250.00
Submission Book Bind 5 Pieces 250.00 750.00

ITEM DESCRIPTION/
ACTIVITY QUANTITY UNIT UNIT COST TOTAL AMOUNT
PARTICULARS
Research Result Pax 20 2,000.00

Presentation Snacks 100
A. Grade 10 Advisers
of Tug City
Internal
Stakeholders
B. Ext.Stakeholder
GRAND TOTAL P 5,670.00

PROPOSED CAREER GUIDANCE PROGRAM FOR JUNIOR HIGH SCHOOL

CAGAYAN NATIONAL HIGH SCHOOL
Tuguegarao City
OBJECTIVE ACTIVITIES TIME FRAME MATERIALS PERSONS INVOLVED SUCCESS

NEEDED INDICATOR
To select incoming Placement Test April 2020 Test Booklets Guidance Counselor, Selected students to
grade 7 students for Interview and skills Arts materials for skills Teachers, comprise the classes
the different test for SPA test Department Heads, in the different
curriculum students curriculum
Agility and
performance test
for SPS
To familiarize Assigning of grade June to March Schedule Teachers TLE Department Heads Students were able to
students on the 7 and 8 in the School Program Grade 7 and 8 students select the
different different List of students specializations to take
specializations when exploratory when they will be
they reach Grade 9 subjects in TLE grade 9
To conduct Career Career Talk Show Every 3rd week of Human Resources Grade 10 students Gained valuable
guidance Week by alumni July Sound system insights on the
Celebration Tarpauline different career as
Parade of Tokens explained by the
Professions Invitations professionals
Career Guidance
symposium focus
on the different
tracks and


NEEDED INDICATOR
specializations
Career Booth
Display
To identify aptitudes Conduct of NCAE Every August as Test Materials Grade 9 students All grade 9 students
and interests of specified in the Proctors took the examination
Grade 9 students DepEd calendar
To roll out the Orientation on the 1st week of October Modules Grade 10 advisers All modules have
Career Guidance use of the Modules Activity sheets Department Heads, been successfully
Modules for grade Crayons, pentel pens, Guidance Counselors rolled out
10 students scissors, pencils
To interpret the NCAE September onwards Certificate of rating Guidance Counselors Appreciate one’s
NCAE results to interpretation Sound system, Laptop Advisers, Grade 10 capacity and interest
grade 10 students students based on the results
together with their Parents of the test
parents
To identify the Early Registration November onwards Registration folders Guidance Counselors Registered students
preferred tracks, Ball pen Advisers based on their
strands and Teachers preferred tracks,
specializations of Parents strands and
grade 10 students Grade 10 students specializations
Barangay Officials
To assist walk in Career Counseling August onwards Counseling folder, Guidance Counselor, Enhance decision
students who are Vis a vis NCAE Cumulative/Profile Students making skills of the


NEEDED INDICATOR
undecided on the result Sheets students based on
tracks they will enroll Report Card their skills and interest
Individual NCAE NCAE Results
Interpretation

PROPOSED CAREER GUIDANCE PROGRAM FOR SENIOR HIGH SCHOOL

S.Y. 2019-2020
OBJECTIVE ACTIVITIES TIME FRAME PERSONS INVOLVED SUCCESS INDICATORS
 To help students to - Homeroom Career - Year Round - Advisers - Career Guidance

plan and take control Guidance Program - Guidance Output
of their future making for Grade 11 and 12 Counselors (Monitor - Documentation
informed choices at the process of the - Monitoring Tool
key points in their activity)
education.
 To identify students’ - Career Tracking - September 2019 - Advisers - Tracking form

preferred courses - Guidance
and schools they Counselors
would like to enroll
during their college
 To facilitate students - College and - Year Round - Guidance - Attendance /
in their application for Scholarship Counselors Registration
different college and Application on:
scholarship programs - DOST/OWWA
- PMA,PMMA,
PNPA,MAAP
- BFAR, DA, CHED,
- SM SCHOLARSHIP
and other Private


scholarship grants
-
-
- To prepare students Career Fair Year Round - Principal - Pamphlets

holistically on their *DOST - July - Assistant Principals - Documentation
chosen field of *UP - July - Guidance - Posters
specialization *PNPA - July Coordinator
through partnership PMA - August - Guidance
to other College *ATENEO - August Counselors
Universities *UST March - Teachers
- Other nearby
Universities
- To assist students in Career Counseling Year Round - Guidance - Logbook
their chosen tracks Counselors
leading to their future
courses in college
- To select, collect and Career Talk September - Principal - Attendance
disseminate “Follow the Guide; Tag a - Assistant Principals - Documentation
vocational and Career, Like the Future”. - Guidance - Evaluation tool
occupational Coordinator
information, - Guidance
- To seek occupational Counselors


facts through media, - Teachers
other agencies and
some successful
individuals
- To anchor students
with appropriate
decisions and
choices
To assist grade 12 students Career Guidance Expo cum February - Guidance Counselor - Attendance Sheets
in their preferred curriculum Job Fair - Career Advocates - MOA
exits - Department of Labor - Contracts
- TESDA
- Students
- Deans of colleges
-
and universities
- Human Resource
Managers of
companies
Prepared by:
NEIL R. CUMIGAD, RGC


Tuguegarao City

CERTIFICATION
This is to certify that the undersigned members of the Division

Research Training Team (DRT²) reviewed the completed action/applied
research of NEIL R. CUMIGAD, RGC, Guidance Coordinator IIIof
Cagayan National High School, Tuguegarao City, with the title “Factors
Affecting the Selection Of Track, Strand and Specialization of
Grade 10 Students of Public Schools of the Division of Tuguegarao
City SY 2019-2020: Basis for Designing a Functional Career
Guidance Program”.
Issued this 16nd day of June 2020 for Schools Division Research
Committee (SDRC) reference.
ENRIQUE M. GARCIA FLORENCIO B. DAYAG

Content & Stat. Editor Statistician
CHASTITY EILLEN A. TUNGCUL

Content Editor

ANNEX 1: Research Proposal Application Form and Endorsement of Immediate
Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE:
FACTORS AFFECTING THE SELECTION OF TRACK, STRAND AND SPECIALIZATION OF GRADE

10 SUDENTS OF PUBLIC SCHOOLS OF THE DIVISION OF TUGUEGARAO CITY SY 2019-2020:
BASIS FOR DESIGNING A FUNCTIONAL CAREER GUIDANCE PROGRAM
SHORT DESCRIPTION OF THE RESEARCH:
This study analyzed the factors affecting the choice of track, strand, and specialization of enrolled Grade
10 public high school students of the Division of Tuguegarao City of school year 2019-2020. It also
identified the preferred tracks, strands and specializations of the grade 10 students and activities useful
in career planning. The result of the study was the basis in designing a functional career guidance
program of the school.
RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY

(check only one main research theme)
Ο National Ο Region Ο Schools Division Ο Teaching and Learning Ο Child Protection
Ο District Ο School Ο Human Resource Development Ο Governance
(check only one)

(check up to one cross-cutting theme, if applicable)
Ο Action Research Ο Basic Research Ο DRRM Ο Gender and Development
Ο Inclusive Education
Ο Others (please specify): __________________
FUND SOURCE (e.g. BERF, SEF, others) AMOUNT
BERF PhP 5,670.00
TOTAL AMOUNT PhP 5,670.00
B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:
CUMIGAD NEIL REYES
BIRTHDATE: SEX: POSITION/DESIGNATION:
JULY 19, 1969 MALE GUIDANCE COORDINATOR III
REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1 CONTACT NUMBER 2: EMAIL ADDRESS:
+63 917 511 9930 (078) 844 -1232 neil.cumigad@deped.gov.ph
EDUCATIONAL ATTAINMENT (DEGREE TITLE OF THESIS / RELATED RESEARCH

TITLE) Enumerate from bachelor’s degree up to PROJECT
doctorate degree
BS PSYCHOLOGY W/ UNITS IN The status of the Guidance Program of the
EDUCATION Cagayan National High School
MAED major in Guidance
SIGNATURE OF PROPONENT:
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent has the
implemented the research study without compromising his office functions.
CHELO C. TANGAN, EdD

Education Program Supervisor
Officer In-Charge
Office of the Secondary School Principal IV

APPROVAL SHEET
This applied research proposal titled “FACTORS AFFECTING THE SELECTION

OF TRACK, STRAND AND SPECIALIZATION OF GRADE 10 SUDENTS OF
PUBLIC SCHOOLS OF THE DIVISION OF TUGUEAGRAO CITY SY 2019-
2020”: Basis for Designing a Functional Career Guidance Program”
prepared and submitted by Neil R. Cumigad, RGC, Guidance Coordinator III of
Cagayan National High School has been examined and is recommended for the
acceptance and approval of school authorities.
ENRIQUE M. GARCIA, JR.

Chairman, School Research Committee
PANEL OF EVALUATORS:
JESUSA C. MACABABBAD
SRC Member
CHASTITY EILLEN A. TUNGCUL

SRC Member
FLORENCIO B. DAYAG
SRC Member
Approved:
CHELO C. TANGAN, Ed.D

Officer In-Charge

DECLARATION OF ANTI-PLAGIARISM
1. I, NEIL R. CUMIGAD, understand that plagiarism is the act of taking and

using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using
some parts of their work without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I further commit that all deliverables and
the final research study emanating from this proposal shall be of original
content. I shall use appropriate citations in referencing other works from
various sources.
3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the
Department of Education and (insert grant mechanism).
NEIL R. CUMIGAD
Date: Oct. 1, 2019

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, NEIL R. CUMIGAD, understand that conflict of interest refers to

situations in which financial or other personal considerations may
compromise my judgment in evaluating, conducting, or reporting
research.1
2. I hereby declare that I do not have any personal conflict of interest that
may arise from my application and submission of my research proposal. I
understand that my research proposal may be returned to me if found out
that there is conflict of interest during the initial screening as per RMG.
3. Further, in case of any form of conflict of interest (possible or actual) which

may inadvertently emerge during the conduct of my research, I will duly
report it to the research committee for immediate action.
4. I understand that I may be held accountable by the Department of

Education f6r any conflict of interest which I have intentionally concealed.
NEIL R. CUMIGAD
Date: Oct. 1, 2019
1
Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://coi.uscf.edu/

October 1, 2019
CHELO C. TANGAN
Officer- In-Charge
Cagayan National high school
Tuguegarao City
Madam:
GREETINGS IN CHRIST!
May I respectfully request for your kind approval to conduct a study entitled: FACTORS
AFFECTING THE SELECTION OF TRACK, STRAND AND SPECIALIZATION OF
GRADE 10 STUDENTS OF PUBLIC SCHOOLS OF THE DIVISION OF
TUGUEAGRAO CITY SY 2019-2020: Basis for Designing a Functional Career
Guidance Program.
The findings of this applied research will help school administrators in planning and will
benefit the Teachers, Parents, Advisers, Career Advocates and Guidance Counselors
and in guiding students in the correct career path.
May I likewise request that said research be endorsed to the Research Committee for
appropriate action.
Anticipating your approval on the said request.
Thank you and more power!
NEIL R. CUMIGAD, RGC

Coordinator III
Researcher

1st Endorsement
October 7, 2019
Respectfully forwarded to CHELO C. TANGAN, EdD, Education Program

Supervisor and Officer-In-Charge, Office of the Secondary School Principal IV,
my herein Applied Research Proposal entitled, ―FACTORS AFFECTING THE
SELECTION OF TRACK, STRAND AND SPECIALIZATION OF GRADE 10 SUDENTS
OF PUBLIC SCHOOLS OF THE DIVISION OF TUGUEGARAO CITY S.Y. 2019-2020”:
Basis for Designing a Functional Career Guidance Program.
Please endorse the same to the Schools Division Research Committee.
NEIL R. CUMIGAD. RGC

Researcher

2nd Endorsement
October 10, 2019
Respectfully forwarded to the SCHOOLS DIVISION RESEARCH

COMMITTEE, through the Research Focal Person, Mrs. Grace B. Abana, SEPS,
the applied research proposal of MR. NEIL R. CUMIGAD, Guidance Coordinator
III, Cagayan National High School, Tuguegarao City, entitled, ―FACTORS
AFFECTING THE SELECTION OF TRACK, STRAND AND SPECIALIZATION OF
GRADE 10 SUDENTS OF PUBLIC SCHOOLS OF THE DIVISION OF TUGUEGARAO
CITY S.Y. 2019-2020”: Basis for Designing a Functional Career Guidance Program
for your endorsement for Basic Education Research Fund (Batch 5).
CHELO C. TANGAN, D.Ed.

Officer-in-Charge



Tuguegarao City
TUGUEGARAO CITY SCIENCE HIGH

SCHOOL
With the permission of the Tuguegarao
City Science High School’s school head,
Mr. Elpidio D. Mabasa, Jr. and the
assistance of their Guidance Counselor,
questionnaires were floated to selected
Grade 10 student respondents.

TUGUEGARAO CITY WEST HIGH SCHOOL

With the permission of the Tuguegarao
City West High School’s school head, Mrs.
Gloria Luz and the assistance of the
classroom advisers, questionnaires were
floated to selected Grade 10 student-
respondents.

GOSI NATIONAL HIGH SCHOOL

Courtesy call to Mrs. Carmen Acain,
Principal, Gosi High, and Mrs.
Maida Troyo, Guidance Counselor
before floating of questionnaires to
the respondents of the study

CATAGGAMAN NATIONAL
HIGH SCHOOL
The School head of
Cataggaman NHS, Mr.
Marcelino Madino, gave his
permission to float
questionnaires to the Grade
10 student-respondents.

LINAO NATIONAL HIGH SCHOOL

The School head of Linao NHS, Mrs. Grace Macababbad, Principal and Mrs. Fely Ann Palattao, Guidance
Counselor of Linao National High School before the floating of questionnaires to the respondents.


With the permission of the CNHS school head, Mrs. Chelo C. Tangan, and the proponent administer the questionnaires
to selected Grade 10 student-respondents.

Tuguegarao City
QUESTIONNAIRES
Direction: Please fill-up and answer the data needed on the blanks provided.
Name_____________________________________________________
Yr. & Sec_________________________
Age:________ Sex: (check) __ Male______ Female________
1.School you intend to enroll for Sr High School in Tuguegarao

Public school: Private High School within Tug:
1. ( ) CNHS ( ) 1. University of St Louis
2. ( ) Tug. City Science Hs. ( ) 2. St. Paul University
3. ( ) Gosi High School ( ) 3 Univ. of Cag. Valley
4. ( ) Linao National Hs. ( ) 4. Vargas College
5. ( ) Catag. Nhs ( ) 5.AMA College
( ) 6. STI College
( ) 7. Maila Rosario College
( )School Outside Tuguegarao: Please indicate the name and address of the school:
____________________________________________________________________
2.Tracks/Strands/ Specialization to enroll:

A. ( )ACADEMIC B. ( )TECH VOC.
STRAND: HOME ECONOMICS:

( )STEM ( )Cookery
( )GAS ( ) Wellness Massage
( )ABM ( ) Hair Dressing
( )HUMMS ( ) Dressmaking/Tailoring
( ) Food and Beverages Services
( )Bread & Pastry Production
( ) Beauty Care/Nail Care Services
ICT
( ) Programming
( ) Animation
INDUSTRIAL ARTS
( ) Automotive Servicing
( ) Electrical Installation & Maintenance
( ) Shielded Metal Arc Welding
C. ( ) SPORTS TRACK D.( ) ARTS & DESIGN TRACK
0THER TRACKS: (pls.

indicate)_______________________________________________
3. Rank the factors in your choice of tracks/strands in the Senior High School.
Please rank them accordingly
_______Choice of parent(s)/ guardian(s)
_______NCAE Results or Guidance Counselors
_______Advice of Teachers
_______ Influence of friends,barkadas, classmates
_______Internet, TV, Movies, Newspapers. Magazines
_______Chance to work abroad
_______How much my family can afford for education
_______Demands of the labor market
_______Chance to become famous
_______Chance to serve mankind or society
4. Which of the following school activities would you consider as useful in career
planning? (Please rank,
________ Career Module Lessons by Advisers
________NCAE Interpretation
________Career symposium
________ Field Trip
________ Career Talk by professionals
________ Film Viewing
Career Counseling from the Guidance Counselors
PART C. Below are statements to identify the factors you consider in the
selection of your Track, Strand and Specialization. After each statement, please
check the extent in considering the different factors.
PERSONALITY Not at To a To a To a great To a very
all small moderate extent great
extent extent extent
1 My personality fits best in
my chosen career that I
would take from this
Track.
2 My traits and
understanding of them
will give me an
advantage on landing to
my pursued career.
3 I am more productive in
the career that I’ll practice
due to my traits.
4 My attitudes should be
ideal for the career that I
would focus on.
FAMILY/RELATIVES
5 My parents and/or
relatives took the same
career that I would
pursue
6 Preferences are made by
a relative since they will
provide for the expenses.
7 My family will give me
support on the chosen
career for me.
8 I believe that they are the
one who are responsible
to choose a career for me
since they may know
what is best for me.
The track I will choose
will depend on the
preferred track of my
friends
INTERESTS
9 I am particularly
interested in this career
that I’ll pursue from this
Track.
10 I like doing things related
to the career that I would
specialize in
11 An experience pick my
interest for this career.
12 I see myself as
competent at this career
that I’ll pursue from this
Track.
JOB OPPORTUNITIES
13 There are abundant
opportunities I can avail
from the career I would
pursue.
14 The Track that I chose
will help me to find a
suitable career easily.
15 The career that I would
pursue is timely in-
demand.
16 I am fully aware of the
opportunities that
surround the career that I
seek.
17 The track I chose will
surely employ me abroad

ACADEMIC
QUALIFICATIONS
18 I consider my grades in
choosing my track,
strand and
specialization
19 I Consider the results

of NCAE in my
selection of track,
strand and
specialization
20 I consider my preferred
track based on my
skills
21 I consider my future
course in college in
selecting my preferred
track, strand and
specialization

Factors Affecting The Selection of Track

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Factors Affecting The Selection of Track

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Republic of the Philippines

Guidance Coordinator III

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 0

Introduction and Rationale 4

Scope and Limitation 21

Discussion of Results & Reflections 23

Dissemination & Advocacy Plans 30

Proposed Action Plan 34

Appendices (Annexes and Endorsements) 39

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 1

FACTORS AFFECTING THE SELECTION OF TRACK, STRAND AND

Neil R. Cumigad, RGC

Key words: K-12 Program, Guidance Program, Career, NCAE

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 2

The researcher wishes to acknowledge the huge assistance extended

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 3

I. Introduction and Rationale

High school students encounter difficulties in making career decisions even

informed decisions, it is important to be aware of their, interests, and skills that

Career decision-making is no longer a "one-time" event. Thus, learning a

temperament, financial needs, physical work requirements or limitations, effects of

The ultimate aim of education is to develop in the learner the desirable

community and the larger society. In Philippine educational institutions, success is

measured by the student’s academic performance or how well a student meets

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 4

competitions grow even fiercer, the importance of students – specifically graduating

and educational departments. A good academic performance, however, is not the

Department of Education found it necessary to implement the National Career

Assessment Test. The National Career Assessment Examination or NCAE is a test

In the early implementation of the NCAE, the purpose is to help students

measures students' general scholastic knowledge. NCAE also tests vocational

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 5

II. Literature Review

of the individuals at a particular point in their development. It also emphasizes the

necessity of discovering the uniqueness of every client at different stages of

following proposition underlying the paradigm:

2. People are qualified by virtue of these characteristics, each for a number of

3. Each occupation requires a characteristic pattern of abilities and personality

each individual as well as some variety of individuals in each occupation.

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 6

4. Vocational preferences and competencies, the situations in which people live

adolescence until late maturity, providing some continuity in choices and

5. The process of change may be summed up in a series of life stages of

Growth, Exploration, and characterized by developmental tasks.

6. The nature of career pattern is determined by the individuals parental socio-

economic level, mental ability, education, skills, personality characteristics

7. Work occupations provide focus for personality organization for some

social traditions such as gender, stereotyping, modeling racial and ethnic

biases and opportunity structure as well as individual differences are

important determinants of preferences for such role as worker, students,

homemaker, citizens, etc.

According to Super’s (1990) Developmental Theory of Career Development,

involves crystallizing and specifying their occupational preferences, while also

FM-SGO-RES-010 Rev. 00 Completed Basic Research Template | 7

The Constructivist Theory

The Constructivist theory offers alternative approaches to career development

and counseling. Based on a holistic approach, constructivism emphasizes the self

organizing principles underlying human experience. The decision to use a