AUTHORS: Christian Jade T. Carnecer, Mike Andrew B. Baquial, Beberose L. Dapal, Mary Grace Lemosnero, John Lenuel B. Lubon
https://orcid.org/0009-0004-9862-3595/christianjade101911@gmail.com, mikeandrewbaquial@gmail.com, https://orcid.org/0009-0009-9195-4339, dapalbeberose@gmail.com, limosneromarygrace@gmail.com, lenuellubon78@gmail.com
Philippine Electronics and Communication Institute of Technology, Inc.,
Butuan City, Philippines
College of Teacher Education
Co-Author: Rene Lyn M. Tapales, LPT
PECIT GenEd Instructor
https//orcid.org/009-0000-7363-3317
renelyntapales.21@gmail.com
KEYWORDS: Senior High School strands, Student Preferences, Descriptive-Correlational, Parental Influence, Career Guidance, Personalized Learning, Mean, Pearson-r, Frequency and Percentage, Philippines
ABSTRACT
The transition from junior high to senior high school marks a pivotal juncture in students’ academic journey, presenting them with a crucial decision regarding their chosen strand specialization. This descriptive-correlational study investigated the factors influencing senior high school students’ strand preferences in the Philippines. A survey (n=110) of Grade 11 students at Libertad National High School revealed personal interest as the most decisive influence, followed by parental support, autonomy, and career aspirations. These findings call for a deeper understanding from the faculty, as they highlight the need for personalized learning. The high participation rate indicates strong student interest in their educational paths, which the faculty can use as a basis for developing programs that cater to student needs and preferences. While students value open communication with parents and appreciate their support, they also prefer autonomy in decision-making. Peers provide a platform for discussion but have minimal influence. The identified gap between student needs and the curriculum highlights the potential benefits of incorporating personalized learning models, a task the faculty can take on to serve the students better.
