CHAPTER I

Background of the Study

In 2000, the Basic Education Curriculum (BEC) was introduced in the Philippine

Educational System but just after a few years of implementation, it was abolished and

replaced in 2010 by the Secondary Education Curriculum (SEC), a curriculum based on

UBD or Understanding by Design. Just after two years of implementing the Secondary

Education Curriculum, a new one was introduced again – the K to 12 Curriculum which

stirred so many questions, controversies, doubts and confusions to parents and students

including teachers. (Retrieved from https://learning.knoji.com/a-better-understanding-of-

the-philippine-k-to-12-curriculum/.January 27, 2019.7:50 PM)

The Department of Education (commonly known as DepEd), an agency that tasked to

manage and govern the Philippine system of basic education, pronounces the two

additional years in the basic education of the Filipinos. According to them, this will not

only benefit the Filipino students, but as well as the whole country and its citizens. The

Department of Education asserts that with the implementation of such program, the

problem of the unemployment in the country will be resolved. The K-12 program is said

to enhance the quality of basic education in the Philippines. This program gives the Filipino

students a chance in the global competency. (Retrieved from https://studymoose.com/the-

advantages-and-disadvantages-of-the-enhanced-essay.January 27, 2019.7:59 PM)

1
 A recent change in the Philippines’ educational system was implemented starting

in 2011. The K-12 curriculum was signed into law back in 2013, adding three years to the

country’s basic education curriculum. The new K-12 curriculum guide requires all Filipino

students to have one year of kindergarten, six years of elementary schooling (grades 1 to

6), four years of junior high school (grades 7 to 10), and two years of senior high school

(grades 11 to 12). Prior to the implementation of the K-12 curriculum guide, the Philippines

was one of only three countries in the world and the only one in Asia that still had only 10

years in basic education. This has always been seen as a disadvantage for our students who

are competing in an increasingly global job market. The longer educational cycle of the K-

12 curriculum is seen as critical in giving Filipino students a higher quality of education.

The Southeast Asian Ministers of Education Organization – Innotech (SEAMEO-Innotech)

found the previous 10-year educational cycle to be congested, with a 12-year curriculum

squished into 10 years. As a result, Filipino students have trailed behind students around

the world in the areas of math, languages, and science. The new curriculum is aimed to fix

that. The K to 12 curriculum is designed to enable graduates to join the workforce right

after high school, and suitably prepare those who want to go on to higher education. The

new curriculum will also support college graduates seeking work abroad. Developed

countries, according to the Department of Education’s (DepEd) briefer, “view the 10-year

education cycle as insufficient.” All in all, the enhanced K to 12 curriculum is designed to

provide a holistic education for all. Now decongested, it will give students ample time to

master basic academic skills as well as to participate in co-curricular and community

activities. (Retrieved from https://ph.theasianparent.com/advantages-new-k-12-

2
curriculum?utm_source=in-article-card&utm_medium=copy&utm_campaign=article-

share.January 27, 2019.8:03 PM)

Through the years that K to 12 Program is being implemented, strand hierarchy is

slowly growing. It is the assumption that a particular academic strand is much better and

higher than the other strand. Meanwhile, it is really questionable why this kind of hierarchy

among different academic strands was built where in the first place it was not needed. It

seems like a competition of whose academic strand is more challenging and in what strand

do most likely smart and intelligent students belong. And this often leads to strand shaming.

(Paleza,2018)

The implementation of K to 12 curriculum last 2011 in our country played a crucial

role in decision-making skills of the students as to what tracks will they pursue in their

Grades 11 and 12 lives that will be a stepping stone towards their dream professions after

being a student. Academic track serves as the pathway for those who wanted to pursue

professional jobs such as becoming a teacher, doctor, engineer, lawyer, etc. Under this are

the 4 strands that divide those students who wanted to pursue Social Sciences-related

(HUMSS) professions, Sciences and Mathematics-related (STEM), Business-related

(ABM or BAM in other schools), and those who are undecided yet as to what specialization

will they take up (GAS or General Academic Strand). Each strands have their own

specialized subjects, while still having core subjects that are common to all. For example,

STEM have Pre and Basic Calculus as well as General Physics, Chemistry, and Biology as

their specialized subjects, while HUMSS have Creative Writing, Philippine Politics and

3
Governance, and Disciplines and Ideas in the Social Sciences. Due to the absence of

“hardcore” Math and Science subjects in their strand, some of the STEM students smart-

shame HUMSS students. This issue then caused a series of trashtalking between those who

belong on the given groups and even tried to tag other tracks that, they say, are

comparatively “weaker” than theirs which only added fuel to the fire. Of course, it is just

natural for them to defend their side and find weak spots on their opponents’. This war

didn’t even benefit any of the sides, but rather causing gap or wall dividing these 2 factions.

(Pow-Tey-Thoughts,2018)

The researchers aim to understand the perceptions of Grade 10 Trinitarian Students

regarding the K to 12 Senior High School Strands.

Research Objectives

The main objective of this study is to understand the perceptions of Grade 10

Trinitarian Students regarding the K to 12 Senior High School Strands under Academic

Track.

Likewise, this study aims at finding answer to the following specific and important

objectives:

1. To determine the positive insights of Grade 10 students about the four Senior High

School Strands under Academic Track - GAS, HUMSS, ABM, and STEM.

2. To figure out the reasons of these positive insights.

3. To determine the negative insights of Grade 10 students about the four Senior High

School Strands under Academic Track - GAS, HUMSS, ABM, and STEM.

4. To figure out the reasons of these negative insights.

5. To formulate possible solutions against strand shaming.

4
Theoretical Framework

The main theory used in the study is the Social Cognitive Career Theory that was

developed by Lent et al. (1994). This theory identifies the factors that interplay when a

student chooses a certain track and progresses on the chosen career path. Moreover, it

provides a framework on using social cognitive processes to explain success and failure,

academic outcomes, and career outcomes. According to Sharf (2006), this theory tries to

contextualize how individuals make career decisions considering individual (internal

factors) and environmental (external factors) factors that have an impact on individual’s

self-efficacy and career interests. It describes that one’s efficiency and effectiveness for

some particular task is related to choice is the career choices. It discusses the interaction of

“learning experiences, self-efficacy and outcome expectations” and the way in which these

affect career interest and choices.

Another theory used is the Holland’s theory. According to him, careers are

determined by an interaction between our personality and the environment. John Holland’s

Theory of Career Choice maintains that in choosing a career, people prefer jobs where the

can be around others who are like them. They search for environments that will let them

used their skills and abilities, and express their attitudes and values, while taking on

enjoyable problems and roles. Behavior is determine by an interaction between personality

and environment. Holland’s theory is centered on the notion that most people fit into one

of six personality types: realistic, investigative, artistic, social, enterprising and

conventional.

5
 Another theory to support this study is Gottfredson’s theory, occupational

aspirations are a reflection of one’s self-concept. People seek occupations that (a) arc

congruent with their self-image and (b) reflect their knowledge of different occupations.

This theory describes that students become attracted to certain specialization. According

to this theory, self-concept is the key to specialization selection. Students tend to choose

jobs that are compatible with their personality.

The three theories which will be used in the study are the following: Social

Cognitive Career Theory, John Holland’s Theory of Career Choice, and Gottfredson’s

Theory.

Conceptual Framework

Figure 1 Conceptual Framework on the Extent of Senior High School Strand Shaming

Personal Social
Factors Media
Extent of
Creating an advocacy
Senior High
page to stop strand
School Strand shaming and to
Family Shaming Peer INTERVIEW suggest an
Pressure informative Career
Guidance
SHS Orientation.
Curriculum

This conceptual framework exemplifies the procedures on how the researchers

conducted the study. It comprises the input, process, and output. Firstly, the researchers

asked questions through interview to determine the positive and negative insights of Grade

6
10 students regarding the K to 12 Senior High School Strands. Through questions still,

researchers identified the various factors which influenced the respondent's perception and

these are categorized into five: personal factors, family, Senior High School Curriculum

peer pressure, and posts on social media. The results are the basis of the researchers to

suggest possible ways to prevent the prevalent Senior High School Strand Shaming and it

will be done through creating an advocacy page in order to influence students to have at

par insights towards the four SHS strands and also through suggesting an informative

Career Guidance Orientation. The data gathered from the respondents are the input. The

questions in the interview is the process involved. The outputs are the assessment on the

extent of SHS strand shaming in school, determination of factors causing the problem, and

the propound solutions of the researchers.

Scope and Limitations

This research study is a qualitative research particularly phenomenological research.

It is all about the insights of students regarding the four Senior High School Strands under

Academic Track namely-GAS, HUMSS, ABM, and STEM. The respondents are the Grade

10 students of Trinidad National High School. The main objective of this study is to

understand the perceptions of Grade 10 Trinitarian Students towards the aforementioned

K to 12 Senior High School Strands. This study is very beneficial yet limited only because

of the two main reasons. First, is not all of Grade 10 students will be given a chance to be

interviewed. Second, the researchers can't force the respondents to share their opinions if

they don't want to. All of these limitations were considered by the researchers as their study

went on this month of February, 2019.

7
Significance of the Study

The results of the study will then be beneficial to the following persons and

institutions:

Grade 10 Students. As they are the persons engaged and affected of this issue, this study

will guide them to choose the right strand suitable for their skills and desires. Despite of

the factors which can heavily influence them and also to prevent regrets in the end.

Students. This research is very beneficial to all students because it will inform them about

the K-12 Senior High School Strands and in order for them to be prepared in their chosen

strands under Academic Track.

Teachers. Through this research, teachers are on better position to manage the issue of

strand shaming by educating the students to have at par insights towards the four senior

high school strands.

Researchers. They will broaden their knowledge about the struggles facing by the Grade

10 students in choosing their desired Senior High School Strand.

Parents. This study benefits the parents as they be aware of the four senior high school

strands and it gives a way for them to know about what their child will choose, so they can

help and give their child some advises.

Educational Administrators and School Staffs. Through this research, relevant information

will be provided. Education administrators and school staffs will realize the importance of

raising awareness to students. The information will lead them to improve the Career

Guidance Orientation.

8
Definition of Terms

The following are the terms used in this study.

Education - the wealth of knowledge acquired by an individual after studying particular

subject matters or experiencing life lessons that provide an understanding of something.

K- 12 Curriculum - in general education term, it typically refers to the content being

taught and the learning experiences students have in the school setting in grades

kindergarten through twelve.

K - 12 Program - covers 13 years of basic education with the following key stages:

Kindergarten to Grade 3, Grades 4 to 6, Grades 7 to 10 (Junior High School) and Grades

11 and 12 (Senior High School).

Perception - defined as our recognition and interpretation of sensory information.

Perception also includes how we respond to the information. We can think of perception

as a process where we take in sensory information from our environment and use that

information in order to interact with our environment. Perception allows us to take the

sensory information in and make it into something meaningful.

Self-efficacy - the belief we have in our own abilities, specifically our ability to meet the

challenges ahead of us and complete a task successfully.

9
Stereotype - an over-generalized belief about a particular category of people. Stereotypes

are generalized because one assumes that the stereotype is true for each individual person

in the category. While such generalizations may be useful when making quick decisions,

they may be erroneous when applied to particular individuals. Stereotypes encourage

prejudice and may arise for a number of reasons.

Strand Shaming - It is mostly experienced by senior high school students. It is where

students are making criticisms and degrade students from other strands. There are many

insulting words or phrases tossed around when discussing academic strands.

Trash Talking - disparaging, taunting, or boastful comments especially between

opponents trying to intimidate each other.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the review of related literature which the researchers have

scrutinized to further explain the topic being studied. Literature and related studies found

came from scholarly journals, articles and scholarly sites which support the study about the

perceptions of Grade-10 Trinitarian students regarding the K-12 Senior High School

Strands.

The SHS curriculum is made up of core subjects in eight learning areas that all SHS

students will have to take, as well as applied and specialized track subjects which will be

dictated by the track and the strand that a student chooses. These are Oral Communication,

Reading and Writing, Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino,

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik, 21st Century Literature

from the Philippines and the World, Contemporary Philippine Arts from the Regions,

Media and Information Literacy, General Mathematics, Statistics and Probability, Earth

and Life Science, Physical Science, Introduction to Philosophy of the Human Person,

Physical Education and Health, Personal Development, and Understanding Culture,

Society and Politics. For the students under the Science, Technology, Engineering and

Mathematics (STEM) strand, Earth Science replaces Earth and Life Science and Disaster

Readiness and Risk Reduction replaces Physical Science. (Formoso, 2016)

11
 Senior high school or SHS refers to the last two years of the K to 12 program that

has been implemented by the Department of Education here in the Philippines since 2012

– namely, grades 11 and 12. Students are now required to choose their preferred senior

high strands upon their entrance and to begin studying the subjects that are going to

introduce them to the career path that they want to take.

In the old system here in our county, high school education consisted of the first

year up to the fourth year. Today, those four years correspond to Grades 7 to 10, otherwise

known as junior high school or JHS. It should be noted that currently “senior high” no

longer just means the very last year of high school but rather, the two grade levels after it.

Likewise, “junior high” also does not just mean the year before the last of high school but

rather the four grade levels under senior high.

Under Republic Act No. 10533 or the Enhanced Basic Education Act of 2013,

students are now required to complete Kindergarten, Grades 1 to 6 or elementary school,

Grades 7 to 10 or junior high school, and Grades 11 to 12 or senior high school. All of this

must be completed in 13 years before a student can receive his or her high school diploma.

Upon enrollment in senior high school, students are also going to have to pick

among four senior high strands or tracks. Choosing the right strand is one of the biggest

decisions a student in the Philippines is going to have to make, so read on and find out how

you can best make this choice.

Generally, the senior high school curriculum is composed of 31 subjects in total,

15 of which are part of the core subjects that every student is going to have to take no

matter what the senior high strand they chose is. The exception to this is the Disaster

12
Readiness and Risk Reduction subject as well as the Earth Science Subject which are only

for students that are taking the STEM senior high strand.

For the rest of the subjects, seven are contextualized or applied subjects which

means that while these subjects are also taken by every student regardless of the senior

high track they chose, the subjects are slightly modified to suit the individual

specializations better.

Lastly, nine of the subjects are specialized which means that for the most part, these

are taken exclusively by the students who have chosen that particular career track and

senior high strand. The exception to this would be the subjects under the HUMSS strand

which can be taken by students as electives even if they are taking other career tracks and

learning strands.

According to Nucum (2018), the Academic Track is one of the four tracks offered

in the Senior High School program of the Philippine’s K-12 Basic Education Curriculum.

It is intended for students who want to pursue higher education after they graduate in senior

high. There are four different strands under the Academic Track namely: Accountancy

Business and Management (ABM), General Academic Strand (GAS), Humanities and

Social Sciences (HUMSS), and the Science Technology Engineering and Mathematics

(STEM) strands. Each strand has its own specializations and set of challenges.

The ABM strand is designed to train students in the basic concepts of business

management, financial management, and corporate operations. There are a number of

courses that you can take after ABM to help you land your dream job.

13
 If you haven’t made up your mind yet as to which degree you want to take in

college, the General Academic Strand or GAS can help you realize your passion. GAS

provides a flexible curriculum that allows students to learn and experience the electives of

all the other Academic Strands. Since GAS is not specialized compared to the other strands,

there’s a wide range of courses that you can pursue in college.

The Humanities and Social Sciences (HUMSS) is one of the Academic Track

strands that focuses on the study of human behavior, arts, culture, literature, politics, and

society. Students in the HUMSS strand can fit in various college degrees after they

graduate.

Lastly, the STEM strand is designed to provide students with the fundamental

concepts related to engineering, science, and math. Under this strand, you will encounter

interesting topics such as Biology, Physics, Calculus, and Chemistry which you will also

find useful when you take STEM-related courses in college.

Biliran (2018) cited that there are four academic strands namely, STEM (Science,

Technology, Engineering, and Mathematics), ABM (Accountancy, Business, and

Management), HUMSS (Humanities and Social Sciences), and GAS (General Academic

Strand). It is important to remember that no strand is above the other and one should not

look down on a certain strand because it seems easy. Students of each strand face different

challenges and it’s up to them to be prepared to face these challenges.

The STEM strand, as its name suggests, is science- and math-heavy. This means

that students who take this strand must be adept in computing numbers, memorizing terms

and formulas, and analyzing and solving problems. One of the challenges faced by students

14
under this strand is the heavy load of specialized subjects like Physics, Calculus, and Earth

Science. Students are also expected to conduct research and experiments to test if they can

apply the theories they learned in class discussions. One must be an analytical and critical

thinker if they want to succeed under the STEM strand.

Students under the HUMSS strand are expected to have communication and

interpersonal skills. One of the challenges faced by students under this strand is the reading

and writing requirements they have to finish. Teachers will give tons of reading materials,

writing and research topics, and other assignments that may include a creative output like

poems, paintings, and speeches. These activities require analytical, creative, and

communication skills.

The ABM strand readies students for the corporate world. They have subjects like

Business Math, Applied Economics, and Organization and Management. Students under

this strand are expected to have numerical, leadership, interpersonal, and communication

skills. These skills will help them become entrepreneurs or individuals who run or manage

a company. They will also need to know how to interpret financial statements and solve

for profitability. One of the many challenges in ABM is the decision-making that students

have to face. In order to become a successful entrepreneur one must know how to make

intelligent decisions.

GAS is perfect for students who are still unsure about what they will take in college.

Because GAS students are required to pick electives from other academic strands, they are

expected to be skilled in different subjects. Usually these students must be a “jack of all

trades” type of individual or simply those who can do virtually everything. This means that

15
they should possess the strengths of the STEM, HUMSS, and ABM students in their

respective areas of expertise.

Each of the four academic strands have its own set of challenges. So it is best to

pick the one that fits your strengths the most. Remember that there is no superior or inferior

academic strand. Such hierarchies are not needed in a learning environment. You should

just focus on the strand you chose and do your best to excel in it.

Through the years that K to 12 Program is being implemented, strand hierarchy is

slowly growing. It is the assumption that a particular academic strand is much better and

higher than the other strand. Meanwhile, it is really questionable why this kind of hierarchy

among different academic strands was built where in the first place it was not needed. It

seems like a competition of whose academic strand is more challenging and in what strand

do most likely smart and intelligent students belong. And this often leads to strand shaming.

Strand shaming is not a new issue. It is mostly experienced by senior high school

students. It is where students are making criticisms and degrade students from other strand.

There are many insulting words or phrases tossed around when discussing academic

strands. Humanities and Social Science students usually experience this, some of the

insulting words thrown to them are “HUMSS are for those who are not good in math’’

“you have no future in that strand” “you cannot make money in that strand”. At some point,

excelling in mathematics and science subjects are highly praise in our society that is why

many people consider that being a HUMSS student is easy because it does not focus on

mathematics and science subjects.

16
 It is usually presumed that being a HUMSS student is easy since they did not deal

with science or math. However, Humanities and Social Science strand focuses on other

field. It covers Political Science, Literature, Anthropology, Philosophy, World Religion,

Linguistic, Psychology, Sociology, Economics History and many more which are mostly

in relation with society and interaction. Some might find it easy but only HUMSS students

knows how difficult it is to be a HUMSS student.

The diverseness in academic strand and differences of subjects among the senior

high school students, the assumptions that one strand is harder than another and the envy

and boastfulness between students are some of the primary causes of strand shaming among

HUMSS students. Furthermore, low self-esteem and poor academic performance would be

the prominent effects of strand shaming among senior high school students. However, in

terms of behavior, a student who experienced shaming or humiliation could have negative

behavior towards other people. Those offensive and degrading words, student are being

discourage in their studies which may eventually lead low self-esteem and poor academic

performance.

Likewise, those who have chosen HUMSS as their strand for senior high school

should not be degraded by those of other strands. HUMSS students equally worked hard

just like the students in other strands and probably they can also excel academically but in

their own fields. Every academic strand is not easy, each strand have their own subjects

that students should master during senior high school in order for them to survive in

college. That is why humiliation among Humanities and Social Science students must end

because somehow it could affect the behavior of a student. (Paleza, 2018)

17
 Tan (2017) asserted that there are few things more frustrating than having a

hierarchy built where it wasn’t needed in the first place. Many of those in senior high school

(SHS) under the K-12 program can attest to this—whether it be through the discussion of

whose academic strand is more challenging, or the discussion of what type of student

belongs where. This sort of social hierarchy is one that must be discussed, if not for the

sake of the current generation, then for the next.

The stigma that many receive after choosing which academic strand to spend their

final two years of high school in? Humanities and social studies (HUMSS) students may

know it best. There are many phrases tossed around when discussing strands, some more

insulting than others such as “walang kuwenta,” “for those who aren’t good at math,” or

“patapon.” However, despite their harshness, many of these sayings are still thrown around,

more so directed to those whose strands are not particularly known for their specialization

in mathematics or science.

Some examples of these rumors are that the General Academics Strand (GAS), is

for those who do not know what they want to take up in college yet, or whose academic

ability does not reach that of the other strands, and so they are ‘left’ or ‘tossed’ into GAS.

Another example is that HUMSS students are not necessarily the most academically

inclined students, and or are students who focus more on the arts than traditional academic

subjects. These, however, could not be further from the truth.

The reality that not many seem to realize, is that many GAS students simply have

too many interests, or simply see the strand as the most beneficial choice; seeing as they

are exposed to specialized subjects from all other strands (STEM, ABM, and HUMSS).

Those under the strand are not worked any less than those under the STEM, ABM, or

18
HUMSS strands, but are instead worked in a multitude of ways that broaden their

perspective on what college course or career they may wish to take in the future.

Likewise, those who have chosen HUMSS as their strand for senior high school

should not be looked down upon or degraded by those of other strands. While it is true that

excelling in mathematics and science is highly praised and rewarded in our society, those

under the HUMSS strand are equally worked as those under the STEM strand, but in a

different way. Instead of numbers on a board, the HUMSS students are made to think

creatively by submitting carefully worded outputs such as news articles, and creative

writing pieces. Such processes and activities allow the students to hone their skills as

creative and critical thinkers—a vital aspect of a person in the 21st century.

There are also more pressuring rumors directed towards the Science, Technology,

Engineering, and Mathematics (STEM) strand such as that all STEM students excel at math

and science; all STEM students will become successful, or that simply put, all STEM

students are smart. While these rumors may be true to a certain degree, they certainly imply

a pressure towards the current and future STEM students that they must all be smart, and

all excel in math and science; and that they must all become successful. Not only could

these words disturb, or even hinder, the current STEM students from doing their best by

shouldering this responsibility, it can also discourage future SHS students from picking the

strand, in fear of the pressure they will receive.

Not all rumors are so hurtful, though. Some rumors—such as those commonly

directed towards the Accounting, Business, and Management (ABM) strand—are more

encouraging to those who have yet to pick their strand. Many of these rumors include the

19
fact that the strand’s specialized subjects are relatively easy to grasp but are, at the same

time, useful for those who want to get involved in business-related affairs.

With the help of literature review, the researchers were able to prove specific and

imperative aspects in the study. First, students in every strand are all experiencing

difficulties but still discrimination among Senior High School strand is a prevalent issue

and do exists because students usually degrade and compare the strands from each other.

In addition, various factors are causing strand shaming. One of the root-causes is the

differences of subjects taught in every strand and that is the Senior High School

Curriculum.

20
 CHAPTER III

METHODOLOGY

This chapter presented the different methods and techniques used by the researchers

in developing and conducting the study. This part comprises of choice of subject, data

collection, and data analysis. In this chapter, the process and steps on how the researchers

conducted the study is shown-the process of how the data was gathered, materials

employed as the study further goes on or also known as research instruments, the subjects

engaged in the study, the natural setting and environment utilized by the researchers, the

research design of the study and the methods on how the researcher scrutinized the data

collected.

Research Design

The researchers used the phenomenological, qualitative design in the study since it

focused on the perceptions of Grade 10 Trinitarian students towards K to 12 Senior High

School Strands under Academic Track. It is concerned on how individuals make career

decisions. According to Super (1969,1980,1990), career choice and development is

essentially a process of developing and implementing a person’s self-concept. Self-concept

is a product of complex interactions among a number of factors.

The Research Subjects

Four (4) Grade 10 students are purposively selected in Trinidad National High

School (TriNHS), Phase 6, Brgy. Trinidad Calbayog City, Samar as of School Year 2018-

21
2019.The subjects of this study are the upcoming Grade 11 students next School Year

2019-2020. The researchers decided to choose this particular grade level because generally,

they have the best responses which employed in the research since they have already ideas

and background about the four Senior High School Strands under Academic Track.

Research Environment

In Region VIII (Eastern Visayas) there are six (6) provinces (Biliran, Eastern

Samar, Northern Leyte, Leyte, Northern Samar, and Samar) and seven (7) cities (Baybay,

Borongan, Calbayog, Catbalogan, Maasin, Ormoc and Tacloban). Calbayog is one of the

cities between Catbalogan and Catarman. Trinidad National High School, Phase 6 Brgy.

Trinidad Calbayog City is purposively selected by the researchers. Four (4) Grade 10

Trinitarian students are purposively selected. Trinidad National High School has Senior

High School and as of School Year 2018-2019 it only offers one strand under Academic

Track which is General Academic Strand or known as GAS. The total number of

Trinitarian students is 1,205 but this phenomenological, qualitative study focused on the

Grade 10 students who are upcoming Grade 11 students next School Year 2019-2020.

Aside from school premises, the researchers also went to the residence to gather important

data.

The Instruments

The researchers utilized materials to serve as the basis of information for the said

study. The researchers used interview questions to gather data in this study and audio

recordings that might help in the study.

22
 There were 8 interview questions anchored on the research objectives. The first

four questions bracketed the specific objectives number one (1) and three (3) which focus

on the positive and negative insights of the students regarding the four Senior High School

Strands under Academic Track. The next questions covered the specific objectives number

two (2) and four (4). They tackle on the different reasons and factors affecting the positive

and negative perceptions of the students. The last three questions bracketed the specific

objective number five (5) and it answers the possible solutions to minimize and eradicate

the issue of strand shaming.

The said instruments served as the foundation or bridge that connect the questions

into the answers. Audio records are one of the great evidences for they cannot fake

information.

Data Collection

The researchers sought permission through communication letter noted by the

Practical Research 1 teacher for the conduct of the study. The researchers vividly defined

the research purpose in a friendly manner, so that respondents will not doubt the study.

Before the actual interview, the respondents were first oriented on the research main

objective which is to understand the perceptions of Grade 10 Trinitarian students regarding

the K to 12 Senior High School Strands under Academic Track. The responses of the

interviewees were jotted down by the researchers and at the same time audio recordings

were used to record the information.

23
Data Analysis

Using the research design which is the phenomenological approach, the researchers

interpreted the responses gathered to effectively understand the perceptions of the Grade

10 students regarding the four strands under Academic Track. The researchers used the

transcription method and thematic analysis in analyzing the data. Scrutinizing and

assimilating the implicit and explicit meaning. The researchers worked through the

information, assigned coding categories, identified meanings then categories are sorted.

Decided which categories are recurring and central and which are less significant or are

invalid.

24
 CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter is all about the analysis, interpretation, and presentation of the data

collected from various respondents. This part covers the (1) research objectives (2)

responses of the interviewees (3) emerging themes from the responses, and (4) summary

and description of themes in every objective tackled.

The first objective is to determine the positive insights of Grade 10 students about

the four Senior High School Strands under Academic Track - GAS, HUMSS, ABM, and

STEM.

"Maupay an GAS kay adto tanan tapos combination liwat san tulo na strands ngan

para liwat san mga undecided.”

Majority of the respondents said that General Academic Strand is good because it

is a combination of the three other strands and purposively designed for undecided

students.

"Feel ko ban masayon la an GAS."

Out of four respondents two of them said hesitately that General Academic Strand

is just easy.

"Maupay talaga an HUMSS, ABM and STEM kay may ada focus and

specializations."

Two respondents claimed that the three strands-HUMSS, ABM, and STEM are

quite good due to focus and specializations.”

25
 "Sa HUMSS maupay kay naeenhance an skills sa pag mememorized, pagsurat ngan

pakikipagcommunicate. Maupay liwat ura-ura an ABM and STEM. Sa ABM more on Math

and naeenhance an critical thinking. Maupay liwat an STEM kay more on Math and

Sciences ngan damo solutions asya nadedevelop an mga students."

Majority of the respondents praised a lot the three other strands-HUMSS, ABM,

and STEM because they believed that the said strands truly enhance the abilities of the

students.

"Maupay an upat na strands kay may pagpipilian based san karuyag san

students.Maupay sa GAS kun undecided pa. Sa HUMSS kun karuyag mag teacher, pulis

and etc.Sa ABM kun karuyag mag accountant tas businessmen/businesswomen. Tas sa

STEM kun karuyag mag doctor, engineer and other math-science related courses.Maupay

liwat ini na upat na strands kay ada an pinakamaincourse san trabaho."

All of the respondents claimed that the four strands under Academic Track are all

great. Based on the subject's responses students can choose their desired strand based on

their own preferences. It also suggests that Academic Strand is extremely good due to the

future occupations and professions it offers. It means that students are acquainted with the

roles of these strands.

The themes emerged on objective 1 are the ideas of positivism and dubiousness.

Students have positive point of view towards the four strands due to the advantages and

benefits it offers to them. Some of the respondents are hesitant in giving their perceptions

due to the word used "ban" which shows doubt.

26
 The second objective is to figure out the reasons of these positive insights.

" An nakakainfluence talaga san akon maupay na perception is an Career

Guidance Orientation na gin himo san amon mga teachers parehas kay Mrs. Nenita

Porlares."

All of the respondents claimed that the persons who influenced their positive

insights are their teachers because of the information they acquired during the Career

Guidance Orientation.

"Akon ate gud an nakakainfluence sa akon."

One of the respondents said that aside from their teachers the person who also

influenced her perception is her sister who had already experienced Senior High School.

"An nakakaimpluwensiya talaga sa akon is an akon family."

One of the respondents said that aside from their teachers the persons who also

influenced her perception and guide her in making career decision is her family.

The theme emerged on objective number 2 is the idea of potency in which the

positive insights of the students are heavily influenced by their teachers and families due

to the words used like "talaga" and "gud". It means that students are positively influenced

due to the proper guidance.

27
 The third objective is to determine the negative insights of Grade 10 students about

the four Senior High School Strands under Academic Track - GAS, HUMSS, ABM, and

STEM.

"An malain la sa GAS is waray focus syempre adto tanan ngan kadamo pirinsaron."

Majority of the respondents said negatively that General Academic Strand does not

have focus because it is a combination of the three other strands and there is a lot of stuff

to think of.

“An malain la liwat sa HUMSS, ABM, and STEM is mas mabutlaw ngan makuri

gud talaga like an HUMSS kay more on memorization. An ABM na kailangan san critical

thinking and STEM na pinakamakuri na strand kay utok gud an gamiton kay damo

solutions ngan more on Math and Sciences.”

Majority of the respondents claimed that the three other strands-HUMSS, ABM,

and STEM are quite hard because it required specific skills to completely overcome the

said strands and it supports the word used which is "makuri gud talaga". For instance,

HUMSS students should be good in memorizing, ABM students should have critical

thinking and STEM students should be excellent in Math and Sciences.

The theme emerged on objective number 3 is the idea of discrimination and

misconception in which students have negative point of view due to the difficulties of each

strand. The respondents also ranked and compared the strands from each other which

causes discrimination to arise.

28
 The fourth objective is figure out the reasons of these negative insights.

"Akon gud mga sangkay tapos inpupush ak liwat nira na mag HUMSS or ABM."

Majority of the respondents claimed that their friends influenced their negative

insights. One of the interviewees also said that her friends forced her to take HUMSS or

ABM.

“An rason gud sana an social media tungod san malalain na posts about sa iba na

strands.”

One of the respondents said that the reason are the posts in social media wherein

the posts are all about discrimination of the four senior high school strands.

“Tungod gud san iba-iba na subjects na intututdo san upat na strands. Parehas ba

san iba na STEM students tungod kay more on Math and Science ira subjects ban an ira

pagkita san iba strand is masayon la asya indidiscriminate na nira.”

Majority of the respondents said that the reason of their negative insights is the

different subjects taught in every strand. For example, some of the STEM students degrade

the other strands because their subjects are more on Math and Sciences which are quite

hard and considered by majority as difficult subjects.

The theme emerged on objective number 4 is also the idea of social factor on

potency in which the negative insights of the students are heavily influenced by social

factors such as social media and friends and this supported by the words used by the

respondents such as "gud". Based on the subject's responses the factors influenced the

positive perceptions of the students are their teachers and families while the factors

influenced their negative perceptions are the social media and their friends.

29
 The fifth objective is to formulate possible solutions against strand shaming.

“Maiiwasan an pag discriminate kun magcoconduct maupay na Career Guidance

Orientation ngan dapat adto tanan an mga students para mas maunawaan nira tas ig

informed sira na diri dapat gin didiscriminate an iba strands kay tanan man makauri.”

Two respondents asserted that the best solution to prevent strand shaming is an

informative Career Guidance Orientation wherein students are comply to attend so that

they will be completely aware of the different strands and to inform them that they

shouldn’t discriminate other strands because all are quite difficult.

The theme emerged on objective 8 is the idea of precluding in which possible

solutions are suggested in able for the problem to be solved.

Essential Themes

These are themes emerged in this study which come from the perspectives of the

subjects.

Positivism and Dubiousness

Despite of the negative perceptions, students still have positive insights towards the

four strands due to the advantages and benefits it offers to them but they are hesitants in

giving their perceptions.

Potency

30
 Because of the proper guidance of the teachers and families the respondents are

positively influenced.

Discrimination and Misconception

Based on the subjects’ statement the different subjects taught in every strand causes

discrimination to arise. Based on the testimonies, General Academic Strand is a good

because it is a combination of the three other strands but it doesn’t have focus while the

three other strands are great due to specializations but these strands are quite hard. In this

sense, the four strands are being compared from each other.

Social Factor on Potency

Because of the degrading posts about the Senior High School strands in social media

and their circle of friends, the respondents are negatively influenced and it affects their

perceptions.

Idea of Precluding

Due to the issue of strand shaming which is timely relevant to school, suggestions are

given to prevent and minimize the discrimination among Senior High School strands.

31
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATIONS

This chapter presented the findings, conclusion, implications, and

recommendations of the gathered data by the researchers. Related Literature and theories

used in this study are also being linked to the following themes and concepts.

Summary of Findings

Based on the data gathered, the four strands under Academic Track were all

advantageous because it opens great job opportunities and professions for the students.

These strands also have great features due to the benefits it offers like in GAS (a

combination of the three other strands) and in HUMSS, ABM, and STEM (enhancement

of skills, focus and specializations). The second and fourth objectives revealed about

positive and negative factors interplayed when a student chooses a certain track and

progresses on the chosen career path as previously stated by Lent et. Al (1994). On the

second objective, factors which influence the positive insights were revealed. The positive

perceptions were heavily influenced by the teachers and families. The third objective

tackled about negative insights towards the four strands and it was due to the disadvantages

and difficulties of these strands like in GAS (does not have focus) and in HUMSS, ABM,

and STEM strands (quite difficult due to the specializations). On the fourth objective, social

factors such as social media and friends were revealed as the factors influencing the

negative perceptions of the students. Lastly, the last objective suggested that the best

32
solution to prevent strand shaming is an informative Career Guidance Orientation wherein

students informed thoroughly, not only the features of the strand but also to inform them

that they should not degrade other strands because all are quite difficult.

The researchers identified six (6) themes emerged in the study namely: Positivism,

Dubiousness, Potency, Discrimination and Misconception, Social Factor on Potency, and

Idea of Precluding. From these themes, different perceptions were drawn out. Out of six

themes, there are three which cater on the positive side. First is positivism to which students

have positive point of view towards the four strands due to the advantages and benefits of

each. Second is potency in which students were positively influenced by their teachers and

families. Third is the idea of precluding whereas suggestions were given to solve the

problem of strand shaming. On the other hand, three out of six are themes relating on the

negative side. One of these is dubiousness in which students are confused in giving their

positive perceptions. Second is the discrimination and misconception in which students

degraded and compared strands from each other. Third is the social factor on potency to

which students were negatively influenced by social media and friends.

There was an equal number of themes emerged between the positive and negative

side but still it does not connote that negative should not be considered as problem. The

researchers only unveiled the perspectives of Grade 10 Trinitarian students and drawn

remarkable themes emerged from their responses.

33
Conclusions

Based on the findings, the researchers concluded that respondents have both

positive and negative perceptions towards the four strands under Academic Track.

Considering the positive perceptions, students have positive insights towards the

four strands namely: GAS, HUMSS, ABM, and STEM due to the benefits and great

features it possesses such as GAS which is a product of the three other strands and HUMSS,

ABM, and STEM strands which have enhancement of skills, focus, and specializations.

These positive insights were heavily influenced by the guidance of the teachers and

families. On the other hand, negative insights were also revealed in which the four strands

were being compared from each other because of the different subjects taught in every

strand. As a result, comparison exists due to the negative influence of social factors such

as social media and friends which triggered students to degrade other strands based on the

level of difficulty and features the strands have.

In support to these factors, Sharf (2006) the Social Cognitive Career Theory tried

to contextualize how individuals make career decisions considering individual (internal

factors) and environmental (external factors) factors that have an impact on individual’s

self-efficacy and career interests. It describes that one’s efficiency and effectiveness for

some particular task is related to choice is the career choices. It discusses the interaction of

“learning experiences, self-efficacy and outcome expectations” and the way in which these

affect career interest and choices.

In support of the presence of strand shaming as previously stated by Paleza (2018),

strand shaming is not a new issue. It is mostly experienced by senior high school students.

It is where students are making criticisms and degrade students from other strand. There

34
are many insulting words or phrases tossed around when discussing academic strands.

Humanities and Social Science students usually experience this, some of the insulting

words thrown to them are “HUMSS are for those who are not good in math’’ “you have no

future in that strand” “you cannot make money in that strand”. At some point, excelling in

mathematics and science subjects are highly praise in our society that is why many people

consider that being a HUMSS student is easy because it does not focus on mathematics and

science subjects.

Therefore, this study revealed about the presence of strand shaming and the various

factors which influence the perceptions of students towards the four strands. The positive

insights are influenced by the teachers and families and the negative insights are heavily

influenced by the social factors such as social media and friends. This are the unraveling

of thoughts coming from Grade 10 Trinitarian students SY: 2018-2019.

Implications

It is implied that Grade 10 Trinitarian students SY:2018-2019 have two distinct

perceptions. They have both positive and negative perceptions towards the four strands

under Academic Track. Testimonies implied that discrimination among Senior High

School strands really occurs due to the different subjects taught in every strand and truly it

is a serious problem that needs immediate actions. Due to the negative influence of social

factors, comparison among four strands ensued then discrimination starts to arise and the

positive perceptions are being ignored and affected. It is also implied that strand shaming

will cause a dramatic decrease of the total number of Senior High School students in

Trinidad National High School.

35
 In connection, it is implied that the influence of social factors such as social media

and friends are unstoppable and powerful enough to affect the positive insights of the

students.

Recommendations

Based from the conclusions and implications presented, the researchers formulated

the following recommendations.

1. The researchers recommend to the future researchers to tackle the behavioral effects

of strand shaming to the Senior High School students.

2. The researchers recommend the future researchers to conduct a study about the

most discriminated strand and the reasons behind it, not only under Academic Track

but also the other Tracks in Senior High School.

3. It is highly recommended that educational administrators and school staffs should

conduct an informative Career Guidance Orientation wherein students are

thoroughly informed to minimize or even eradicate the issue of strand shaming and

also the negative influence of social factors.

36
 CHAPTER VI

REFERENCES AND APPENDICES

References

Biliran, P. (2018, September 10). Challenges Faced By Students Under Each Academic

Strand. Retrieved February 15, 2019 from https://blog.edukasyon.ph.12:23 PM

Breaking Down Curriculum . A Brief Overview of Senior High Strands In The Philippines.

Retrieved February 15, 2019 from https://www.enderuncolleges.com.12:50 PM

Formoso, C. (2016, May 2). SHS Tracks Offer Career Paths To Students. Retrieved

February 15, 2019 from https://www.inquirer.net.12:30 PM

Nucum, K.N. (2018, October 5). Your Complete Guide To The Academic Track In Senior

High School. Retrieved February 15, 2019 from https://blog.edukasyon.ph.2:42

PM

Paleza, A. (2018, November). Strand Shaming Among HUMSS Students. Retrieved

February 15, 2019 from https://marygracecalendatas.wordpress.com.2:50 PM

Tan, K. (2017, September 3). My Thoughts On The Academic Track Hierarchy. Retrieved

February 15, 2019 from https://www.whereinmanila.com.3:00 PM

37
 Appendix A

Communication Letter

Republic of the Philippines

Department of Education
Region VIII
Division of Calbayog
TRINIDAD NATIONAL HIGH SCHOOL
Trinidad, Calbayog City

February 23, 2019

To whom may it concern:

Good day!

We are the Grade 11 Senior High School of Trinidad National High School
conducting our research study entitled, “Perceptions of Grade 10 Trinitarian Students
Towards K to 12 Senior High School Strands Under Academic Track” as one of the major
requirements in Practical Research 1.

In connection with this, we would like to us your permission to be our respondents

here in Trinidad National High School, to gather some information in our research topic.

Thank you so much for your kind consideration. God Bless!

Sincerely Yours,
Charline M. Prudenciado
Anrose N. Soliva
Monica Jelou L. Tagadtad
Rose Marie E. Ballon
Melannie R. Cano
Ronnel M. Pausanos
Jonar A. Bersalona
Jaymer Dosado
Researchers

Noted by:
Ms. Ofelia Nuñez
Practical Research 1 Teacher

38
 Appendix B

Interview Questions

Objectives:

1. To determine the positive insights of Grade 10 students about the four Senior High

School Strands under Academic Track - GAS, HUMSS, ABM, and STEM.

2. To figure out the reasons of these positive insights.

3. To determine negative insights of Grade 10 students about the four Senior High School

Strands under Academic Track - GAS, HUMSS, ABM, and STEM.

4. To figure out the reasons of these negative insights.

5. To formulate possible solutions against strand shaming.

Interview Questions:

1. Do you have already a background of the K-12 Senior High School Curriculum?

How about the Strands under Academic Track? What are those?

2. What are your positive thoughts and negative thoughts about the four senior high

school strands-GAS, HUMSS, ABM, and STEM?

3. What are the factors which influenced your positive and negative responses?

Enumerate.

4. Do you think discrimination among Senior High School strands occurs? Why do

you think discrimination occurs? For you, what are the possible solutions to stop

and prevent this problem?

39
 Appendix C

Transcribed Interview

First Respondent:

1. Yes.

Yes.

GAS, HUMSS, ABM and STEM

2. Maupay an upat na strands kay may pagpipilian based san karuyag san students.

Maupay an GAS kay kun undecided pa pwede didto. Maupay liwat an HUMSS kay adto

an mga karuyag mag teacher,pulis,etc. Sa ABM naman maupay kay all about business and

finance,adto an mga future businessmen and businesswomen.Sa STEM an more on Math

and Science tapos adto an mga karuyag mag doctor,engineer and etc.An mayayakan ko

liwat sa GAS is maupay kay ada na ngatanan tas combination san tulo na strands. Tas an

sa maupay sa HUMSS, ABM tas STEM is may ada sira specializations tas may focus ba.

An negative thoughts ko la sa GAS is mabutlaw kay wara ba focus syempre kay

adto tanan. Sa iba naman na strand,waray ak iba na mayayakan na malain maliban la san

mabutlaw ngan mauri gud talaga.

3. An nakainluence talaga san akon maupay na perception is an akon mga teachers

tungod san mga Career Guidance orientation na ira gin hihimo.

An nakainfluence san akon malain na perception kuan an akon mga talaga sangkay

tas nababasahan ko la na articles sa google ngan mga posts gud sa social media.

4. Yes.

Para sa akon, nagkakamay ada discrimination tungod san mga malain na yakan san

mga students ngan tungod lat san iba-iba na subjects na intututdo sa upat na strands.Ban

40
parehas ba san iba na STEM students tungod kay more on Math and Science ira subjects

ban an ira pagkita san iba strand is masayon la asya indidiscriminate na nira.

Para sa akon, an maupay na solusyon is maghatag awareness like san orientation

para mahibaro an mga students san mga strands ngan matagaan sira knowledge na tanan

na strand is makuri.

Second Respondent:

1. Yes.

Yes.

STEM, GAS, ABM and HUMSS.

2. Para sa akon maupay an upat na strand kay ada sa ira an pinakamain course sa trabaho.

Sa GAS feel ko masayon. Sa ABM all about business and finance.Sa HUMSS about

memorizing. Sa STEM more on Math and Sciences.

An malain la na mayayakan ko is makuri pag-aralan.

3. Nakuha ko iton based san pag attend ko orientation ngan san ginhahatag na information

san amon teachers.

An negative thoughts nakuha ko la sa mga nababasahan sa social media.

4. Oo.

An rason sana an social media tungod san malalain na posts about sa iba na strands.

Kailangan aramun anay san mga tawo kun nano ba iton, about san strand, maupay ba

iton o diri.

Third Respondent:

1. Yes.

Yes.

41
 GAS,STEM,ABM HUMSS.Sa GAS akon mayayakan, based san experience san

akon ate, masayon man kuno pero may a little bit makuri,then sa STEM for me makuri siya

pero challenging siya tapos sa ABM all about analytical kailangan an critical thinking ada

an mga future accountant then sa HUMSS naman about san memorizing.

2. An akon mayayakan sa GAS is ban maupay kay ada na tanan sa iya na subjects kay

halo halo man san tulo na strands ban masayon la ngan para liwat san mga undecided.Sa

HUMMS naman is mas maeenhance an cerebrum kay about memorization man so pirme

ikmat sa tanan tapos nakakadevelop siya maupay ura ura sa kalugaringon kay mas

masasanay liwat pagpara memorize sana dire na makukurian kapag may exam kay madali

na makatigaman sa ABM and STEM kaupay ura-ura kay nadedevelop an aton mga

kalugaringon kay more on Math and Sciences.Maupay liwat an tulo na strands

HUMSS,ABM and STEM kay may ada specializations.

An malain la sa GAS is waray focus ngan sa iba na strands makuri gud talaga kay

syempre sa HUMSS pala an pag para memorized tapos labi na sa ABM and STEM

pinkamakuri na strand kay utok gud an gamiton kay damo solutions na gamit.

3. An nakainluence gud san akon maupay na perception is an akon mga teachers ngan

akon ate.

An nakainfluence san akon malain na perception is an akon gud mga sangkay kay

inpupush ak nira na mga HUMSS or ABM.

4. Yes. Nangyayari talaga.

Siguro ano, tungod san iba-iba na subjects. For example, sa HUMSS, diri man gud

nakaka thrill ngan diri challenging ira mga subjects while sa STEM is makuri gud talaga.

42
 Dapat mas intindihon ngan mas mag aram sira about san upat na strand para diri nira

madiscriminate.

Fourth Respondent:

1. Oo.

Oo.

HUMSS, GAS, STEM and ABM.

2. Sa GAS ban maupay man liwat kay ada na tanan na course para liwat san mga

undecided.Sa HUMSS naman para sa mga karuyag magteacher,pulis tas about san pag

pabout san pag enhance san pakikipagcommunicate tas pagsurat.Sa ABM about san

business.Sa STEM an karuyag mag engineer tas more on Math and Science.

Sa GAS ban kadamo pirinsaron syempre ada na tanan na subjects san iba na strand.Sa

HUMSS naman makuri kay more on sa pagsurat ngan communicate. SA ABM makuri

liwat and sa STEM makuri gud kay kailangan dati kay more on Math and Science.

3. An nakakaimpluwensiya talaga san akon perception is an Career Guidance

Orientation pareho kay Ma'am Nenita Porlares na nag raraise awareness ,akon family tas

akon kalugaringon liwat.

An sa negative naman an akon nababasahan la sa social media ngan akon gud mga

sangkay.

4. May ada.

Tungod san mga iba-iba na subjects na intututdo sa kada strands.

Para sa akon,maiiwasan an pag discriminate kun magcoconduct maupay na

Orientation ngan dapat adto tanan an mga students para mas maunawaan nira ta sig inform

sira na diri dapat gin didiscriminate an iba na strands kay tanan man makuri.

43