Related Studies

In their study, "Development of a Senior High School Career Choice Tool Based on

Social Cognitive Career Theory," Gestadia and Nazareno (2017) developed a tool that can aid

junior high school students in selecting the best job path for senior high. Based on SCCT, the

researchers took into account a variety of variables that may influence job choices, including

self-efficacy, student and parent preferences, aptitude, the number of institutions offering the

desired career track, and the accessibility of financial aid or scholarships. The senior high school

career strands were compared and graded using AHP with these parameters as input.

The prior study and the current study are similar in that they both offer methods for

assisting students in deciding on the career path they want to follow after senior high school.

Besides personal inputs, external factors, parental support, and availability of resources for the

student were also considered. This could help students avoid being mismatched with the wrong

career track which may result in underemployment, unemployment, and low self-efficacy. The

prior study examined how junior high school students made career decisions, whereas the current

study examined senior high school students.

Additionally, Gu and Mei Tang's study from 2020, "Effects of a Career Course on

Chinese High School Students' Career Decision-Making Readiness," developed a career

intervention course that was given to 413 high school students who responded to demographic

questions, the Major Decision-Making Self-Efficacy Scale (Peng & Long, 2003), and the Career

Decision-Making Difficulties Questionnaire-Chinese Version (Shen, 2005) before and after the

intervention. According to the results, the intervention was successful in lowering students'

career decision-making challenges but had conflicting effects on career self-efficacy. Students
would certainly benefit from long-term, proactive, systematic, multilayered, and organized

interventions that would aid in the development of their ability to make career decisions.

According to its viewpoint, selecting a career is an important responsibility for high

school students, but little is known about how career interventions affect their ability to make

decisions and sense of self. The relevance of examining the effects of academic tracks on

students' career decision-making is still highlighted by the study, despite differences in responses

and study location.

In a subsequent study by De La Pena and Digamon (2021), titled "Attitudes of Senior

High School Students Towards Career Decision Making," the authors used a descriptive study to

examine the attitudes of 302 students at the Gingoog City Comprehensive National High School

in Gingoog City, Misamis Oriental, toward making career decisions. The findings show that the

most important influence on students' career decisions is their parents. The choice of a career is

another area where men and women differ from one another, with men being more definite in

their choices than women. Also, students from low-income households have a tendency to be

more committed to their career choice than those from wealthy families.

This is relevant to the current study since it additionally looked at factors that can

influence high school student's career decisions. The location of the present study is at

the College of San Benildo Rizal, whereas the above study was conducted at Gingoog City

Comprehensive National High School. Both studies, however, focused on senior high school

students.

In 2013, Jung conducted a study titled "Amotivation and Indecision in the Decision-

Making Processes Associated with University Entry," developed and tested two models, and
collected data from 349 senior high school students enrolled in three Sydney, Australia, high

schools. The study looked at how amotivated and undecided adolescents' decision-making

processes regarding entry into universities might be. The findings indicate that (a) family

influences negatively predict lack of motivation with university entry (b) lack of motivation with

university entry negatively predicts the value of interest/enjoyment and income due to university

study, a desire for a "good" occupation, and expectations for success, and (c) lack of motivation

with university entry positively predicts indecision with university entry.

Since both studies examined teenage decision-making processes in relation to entrance

into universities, they have commonalities with the current study. However, they differ in the

setting, respondents, and instrument used. In contrast to the abortive study, which focuses on the

extent to which students may be unmotivated and undecided, the proposed study will specifically

evaluate the factors influencing the students in choosing their preferred academic track,

perceived challenges that limit students' careers, and the effects of choosing a career misaligned

with the academic track.

According to Suryadi (2018)'s study, "Career orientation of senior secondary school

students," students in Senior High School (SMA) and Vocational High School (SMK) are more

likely to be interested in their careers than their academic studies, and school counselors should

play a key role in helping these students make career decisions. The study's findings show that

the majority of the 278 respondents from SMA and SMK students desired to continue their

education at the university level, with only a tiny percentage desiring to obtain employment or

launch their own business. The results also demonstrate the critical role that school counselors

play in helping senior secondary students find careers.

study, the aforementioned study is nevertheless significant and relevant because it showed a

career inclination, particularly for students who will enroll in a university. The factors that

influence students' job decisions, though, were not discussed.

An article published in 2019 by Development Asia, An Initiative of Asian Development

Bank, titled "Factors Affecting Senior High School Track Offerings in the Philippines," lists a

number of problems that could limit a school's overall operations. According to the survey

results, DepEd, schools, and other important stakeholders and partners may investigate and work

together on solutions to address the challenges associated with providing diverse SHS tracks and

strands. They also made suggestions for how to address the inadequate facilities in public

schools, including making sure that education budgets are wisely and effectively allocated for the

construction of classrooms, laboratories, workshops, and the tools and equipment required for

ICT, STEM, and TVL studies.

Despite the fact that the aforementioned article focuses on ICT, STEM, and TVL courses,

the current study, which concentrates on STEM, HUMSS, and ABM tracks, still understands and

identifies the variables that affect educational investment and career planning decisions of

incoming and current SHS students. In the same way that the above article surveyed students,

their families, and school administrators at a small number of public and private high schools in

four pilot regions—the National Capital Region (NCR), Ilocos Sur for Luzon, Eastern Samar for

Visayas, and Davao del Sur for Mindanao—the present study surveyed students at College of

San Benildo Rizal.

In a 2005 article for The Journal of Educational Inquiry, Witko, et al. investigated how

senior high school students saw the value of career planning, who they felt comfortable asking

for assistance with career planning, and what assistance they would like while career planning.

The findings showed that high school students value career preparation and that they are inclined
to turn to their parents for advice. Students also mentioned wanting better career guidance and

more work experience.

The above report focuses on the career planning requirements of students in Southern

Alberta, Canada, while the current study focuses on the elements that affected or influenced

senior high schools in their decision-making on their career at the College of San Benildo Rizal.

Despite this, it nevertheless supports the study's advice for what schools can do to address the

difficulties that students face due to misaligned courses.

Rei Li (2020) wrote another article titled "How a Misaligned SHS strand Affected Me,"

which detailed his struggles, particularly with entrance examinations, and significantly

constrained my possibilities. He was up against students who had completed the STEM strand

and could afford to attend [several] review centers, but he couldn't afford to go. Not to add, some

colleges and institutions would reject you before you could even complete your application

forms or would erroneously assign you to a major that was unrelated to what you had originally

chosen.

This is relevant since it examines the difficulties faced by freshmen students who are

taking college courses that are not aligned with those they took during their senior year of high

school. Given that the current study also focuses on the implications of misaligned courses, this

is significant.

The article, titled "Importance of Choosing the Right Senior High School Track or

Strands," was also posted on the website of Mapa Malayan Colleges Mindanao. It explains how

important it is to choose the right SHS tracks or strands because it will give students the global

skills, competencies, and knowledge they need to pursue successful career paths in the future.
You will be more motivated for your future job by selecting the right Senior High School strand.

Studying is more pleasurable once you select a strand you prefer because the strands are created

and tailored to fit your interests. Additionally, it broadens your knowledge and abilities while

also introducing you to your chosen topic of study in order to get ready for college.

This is relevant to the current study because there are still factors that can affect your

selections before you decide on your courses or tracks. The caliber of your education, where you

attended college or other educational facility, and how much a teacher or mentor encouraged you

to advance all have an impact on the jobs we choose. The exposure you receive in school has a

significant impact on your choice of employment (Dishakiran, 2021).