1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

The Department of Education has made the historic

implementation of shifting from the 10-year basic education curriculum to

the Kinder to 12 Program (K-12) in phases. The added two-year Senior

High Track aims to equip you with knowledge and skills that will help you

prepare better for your chosen path -- be it higher education, employment,

or entrepreneurship. (The Philippines Star April 26, 2011 by Rainier Allan

Ronda).

Senior High School (SHS) is the last two years of the K to 12

program that includes Grades 11 and 12. The K to 12 Program

covers Kindergarten and 12 years of basic education (six years of primary

education, four years of Junior High School, and two years of Senior High

School [SHS]) to provide sufficient time for mastery of concepts and

skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment, and

entrepreneurship.

Choosing track means you are looking forward to go to college.

This track will help you prepare yourself for the subject specialization of
 2

the college course you will take in the future. You have four strands in this

track to choose from: GAS General Academic Strand, HUMSS

Humanities and Social Science, STEM Science, Technology, Engineering

and Mathematics, ABM Accountancy, Business and Management.

The General Academic Strand is great for students who are still

undecided on which track to take. You can choose electives from the

different academic strands under this track. These subjects include

Humanities, Social Sciences, Applied Economics, Organization and

Management, and Disaster Preparedness.

The HUMMS strand is designed for those who wonder what is on

the other side of the wall. In other words, you are ready to take on the

world and talk to a lot of people. This is for those who are considering

taking up journalism, communication arts, liberal arts, education, and

other social science-related courses in college. If you take this strand, you

could be looking forward to becoming a teacher, a psychologist, a lawyer,

a writer, a social worker, or a reporter someday. This strand focuses on

improving your communication skills.

Science, Technology, Engineering, and Mathematics are

intertwining disciplines when applied in the real world. The difference of

the STEM curriculum with the other strands and tracks is the focus on
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advanced concepts and topics. Under the track, you can become a pilot, an

architect, an astrophysicist, a biologist, a chemist, an engineer, a dentist, a

nutritionist, a nurse, a doctor, and a lot more. Those who are also

interested in Marine Engineering should take this track.

The Accountancy, Business and Management (ABM) strand would

focus on the basic concepts of financial management, business

management, corporate operations, and all things that are accounted for.

ABM can also lead you to careers on management and accounting which

could be sales manager, human resources, marketing director, project

officer, bookkeeper, accounting clerk, internal auditor, and a lot more.

The career specializations offered by the K-12 curriculum serves

as a stepping stone for the students to plan up and act upon on their chosen

career. Thus, it is important to determine the specialization that they are

about to take and the factors as to why they chose the said track.

Student’s career success can be best attained if the right course

suited to their personality, ability, and intellect serves as their guide in the

course they are take in senior high school. Experiencing the career suited

to students by integrating career plan with the curriculum help students

good decisions in what course to take in senior high school.

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Bestlink College of the Philippines is a non-stock, non– profit and

non–secretarial institute founded in June 2001 in Quezon City. The

emergence of 4 year CHED laddered programs changed its name from an

institute with computer TESDA – accredited courses to Bestlink College

of the Philippines. It is because of its effort to provide an education, which

can be man’s tool to be liberated from all forms of ignorance and poverty.

(http://www.geocities.ws/khelo/history.html)

Senior High School is two years of specialized upper secondary

education; students may choose a specialization based on aptitude,

interests, and school capacity. The choice of career track will define the

content of the subjects a student will take in Grades 11 and 12. SHS

subjects fall under either the Core Curriculum or specific Tracks.

There are seven Learning Areas under the Core Curriculum. These

are Languages, Literature, Communication, Mathematics, Philosophy,

Natural Sciences, and Social Sciences. Current content from some General

Education subjects are embedded in the SHS curriculum.

Each student in Senior High School can choose among three

tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts.

The Academic track includes three strands: Business, Accountancy,

Management (ABM); Humanities, Education, Social Sciences (HUMS);

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and Science, Technology, Engineering, Mathematics (STEM). Students

undergo immersion, which may include earn-while-you-learn

opportunities, to provide them relevant exposure and actual experience in

their chosen track.

After finishing Grade 10, a student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I). After

finishing a Technical-Vocational-Livelihood track in Grade 12, a student

may obtain a National Certificate Level II (NC II), provided he/she passes

the competency-based assessment of the Technical Education and Skills

Development Authority (TESDA). NC I and NC II improves

employability of graduates in fields like Agriculture, Electronics, and

Trade. ( Julia Ongchoco 2014 )

In SY 2012-2013, there are 33 public high schools, public

technical-vocational high schools, and higher education institutions (HEIs)

that have implemented Grade 11. This is a Research and Design (R&D)

program to simulate different aspects of Senior High School in preparation

for full nationwide implementation in SY 2016-2017. Modeling programs

offered by these schools are based on students’ interests, community

needs, and their respective capacities.

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STATEMENT OF THE PROBLEM

The study aimed to determine the factors affecting the preference

of grade 11 students in academic strand at Bestlink College of the

Philippines during the academic year 2018- 2019.

Specifically, it sought answers to the following questions:

1. How may the respondents be described in terms of:

1.1 gender;

1.2 age; and

1.3 strand?

2. What are the factors that affect the students in choosing their academic

strands as to:

2.1 personal interests;

2.2 family and relatives;

2.3 classmates and friends; and

2.4 job opportunities?

3. How do these chosen strands affect their:

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3.1 behaviors,

3.2 Intelligence; and

3.3 skills development?

4. How do the findings be utilized in crafting a guide in choosing the

right decision in academic strand?

ASSUMPTION

1. The data gathered are valid and reliable.

2. The respondents are described in terms of gender, age, and strands.

3. There are factors that affect students in choosing their academic strand

as to personal interest, family and relatives, classmates and friends, and

job opportunities.

4. The chosen strand affects their behavior, intelligence, and skills

development.

5. The findings may be utilized in crafting a guide in choosing a guide the

right decision in academic strand.

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SIGNIFICANCE OF STUDY

This study may be deemed significant to the following:

STUDENTS, for this may help them to assess themselves in

choosing their strand that is suitable for them. This may help them to

decide accurately for the career they want to pursue in the near future.

PARENTS, where this study may help them in guiding their

children to identify the best academic strand for them and this may let

them understand the kind of support needed by their children.

ADMINISTRATORS, by the findings which may serve as an eye

opener for them in creating a positive learning atmosphere within the

school.

GUIDANCE COUNSELOR, in encouraging the students to be

good, responsible and conscious in choosing academic strands.

FUTURE RESEARCHERS, for this may be of help to them as

reference data in case they will option to conduct a research study similar

to this.
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SCOPE AND DELIMITATIONS

The study was conducted at Bestlink College of the Philippines-

Senior High School. The said school is selected based mainly on the

proximity of its location to the researchers and on the kind of education

that they offer to the students. BCP is a private school at Barangay

Kaligayahan, Quirino Highway, Novaliches, Quezon City. It aims to

provide and promote quality education with unique, modern and

researched-based curriculum with delivery system geared towards

excellence.

This study is focused on the academic strand preferences of the

grade 11 students of the academic year 2018-2019. It looked to their

demographic profiles in terms of gender, age, and chosen strand, the

influence of personal interest, family and relatives, classmates and friends,

and job opportunities, and the effects of their preferred strand in their

behavior, intelligence and skills development.

The study is limited only to thirty (30) selected grade 11 senior

high students of Bestlink College of the Philippines.

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DEFINITION OF TERMS

The following operational definitions are intended to contribute to

a better understanding of some important terms that frequently occur in

this research.

ABM is one of the strands of academic track which means Accounting,

Business and Management.

Academic Strands is composed of four strands namely; ABM, HUMSS,

STEM and GAS.

Academic Track is one of the four tracks in Senior High School.

Awareness refers to the perception or knowledge.

Decision- making refers to the ability to make choices quickly and

confidently.

GAS is one of the academic strands which mean General Academic

Strand.

HUMSS is one of the academic strands which mean Humanities and

Social Sciences.

Intelligence refers to the ability to learn or understand things or to deal

with new or difficult situations.

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K to 12 Curriculum refers to the k to 12 Program that covers

Kindergarten and 12 years of Basic Education (six years of primary

education, four years of Junior High School, and two years of Senior High

School) to provide sufficient time for mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneurship.

Personal Interest is a quality that attracts your attention and makes you

want to learn more about something or to be involved in something.

Senior High School is the second part of secondary education under K-12

program, wherein the students would take up the subjects under their

career pathway specialization.

Skills Development pertains to the development of the ability to do

something that comes from training, experience, or practice.

STEM is one of the academic strands which means Science, Technology,

Engineering and Math.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the researchers reading on the topic under the

study. Relevant studies and findings from different books, journals, test

results, internets, dissertations and these were considered by the

researchers to deepen their understanding of the study in order to come up

with a quality solution/s to the problem. A list of related literature and

studies on the factors affecting the academic strand preference of grade 11

students are presented in this chapter.

Literature deals with the conceptual and theoretical excerpt from

different authors and writers of primary and secondary sources related to

the present study.

Local. Bautista (cited in Phillips, 2013), stated the greatest barrier

among students pursuing their own career and having command over their

life is the lack of in – depth knowledge of the said career. In addition,

knowledge is required to make valid career preferences.

Further he stated that elementary education provides a foundation for

formal education. It is when high school where students starts to feel

tangibly about career preferences. He cited Castillo (2015) who stressed

 13

the redirection and guidance of high school youth because; it is in that

stage where skill, capacities and decisions are developed. The youth

should get a thorough picture of their aspirations and expectations.

According to the theory of vocational development by Supeer, the student

should first become aware of the need for a career. So every graduating

student needs a wise choice in decision making. Bautista stated that at this

stage, a student must take important and vita decision in the selection of a

career which will determine his future success.

Foreign. An article posted by Adecco UK (2015), a part of a Swiss

multinational human resource consulting company of the same name,

states that is worth finding out what type of worker an individual is with

the increasing of employers utilizing personality and psychometric testing

procedures to analyze the employee’s attributes beyond qualifications. It is

also stated in the article that “choosing a job to which an individual is

inherently suited-rather than just able to convince the interviewer that

he/she is interested in the position – will him/her a happier, more

productive employee.”

Senior High School is two years of specialized upper secondary

education; students may choose a specialization based on aptitude,

interests, and school capacity. The choice of career track will define the
 14

content of the subjects a student will take in Grades 11 and 12. SHS

subjects fall under either the Core Curriculum or specific Tracks (Official

Gazette, 2014).

Studies are readings coming from thesis and dissertations which

strengthened the background of the study.

Local. Respect for family is one of the most influential factors that

impact Filipino students’ career decision. It is concurred that “Out of

respect and loyalty, it may not be appropriate to express personal desires;

rather, one may alter one’s interest to maintain harmony. “As a sign of

respect, Filipino children want to do well for the sake of family, follow

parent’s advice about choosing a job or major in college and lastly, make

sacrifices for the family (Finlayson, 2014).

For practicality reasons, it is also reported that parents usually

encourage careers that will not cost much money, but at the same time, are

stable sources of income. Careers for nursing, accounting and engineering

are highly popular for Filipino families (Saysay, 2016)

Foreign. Educational status is very bit essential to the progress of

one country’s economy. According to Martin Luther King (2014). “The

 15

function of education is to teach one to think intensively and to think

critically. Intelligent plus character, that is the goal of the education.” This

only means that attaining knowledge is not only about how easy or how

difficult the academic subjects are. It is about how they are taught. As

today’s reception to the curriculum in accordance with the K-12 program

implementation, many factors are affecting the senior high school

student’s course preference (Ronald Gantz 2016)

According to similar study entitled “The Factors that Affect

Students’ Decision in Choosing their College Courses, some of the factors

that affect students’ decisions are financial stability, university prestige

and practicality. According to the result of that study, the factor that

affects the most with regards to college course decision-making is the

financial stability of the family. The researchers concluded that with that

factor, the student finds it complicated to decide whether to go for a course

that he or she desires or to go for the course that his or her family can

afford (Martin et al,. 2013)

Parents often have an influence on the career paths their offspring

pursue. A parent may argue a child into a vocation similar to their own, or

to one that has demonstrated high earning power. You may find yourself

attracted to a particular line of work because of your parents’ professional

 16

history, which likely has given you a first-hand perspective on that type of

work. Many children grow up idealizing the professions of their parents. If

you are always looked up to your mother and admire her teaching skills

that may influence you to pursue a career in education. Parents may also

intentionally or unintentionally push a child toward a particular career

path, especially in the cases of family-owned businesses, where parents

expect their children to take over the company. Still other parents apply

pressure on their offspring to strive for particular high-profile careers,

feeling they are encouraging their children to reach high. (McQuerrey,

2014)

Pummel, Harwood and Lavallee (2008) that the external influences

that help to shape an individual’s career choice are also influenced by

significant others through social support from peers. People around

contribute a lot in one’s decision-making. Friends may influence an

individual choice of career. Individual interest may be affected by peers

for the reason that one wants to be with them in fulfilling dreams or a

certain career. Classmates also play an important role in the in the

information of student’s achievement, related beliefs and values, even if

these classmates do not always correspond with the peer group of leisure-

time friends (Frenzel, Goets, Perkun and Watt, 2016).

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Social cognitive career theory (SCCT) is grounded in Bandura’s

(2016) social cognitive theory, and explores how career and academic

interests mature, how career choices are developed, and how these choices

are turned into action. This is achieved through a focus of three primary

tenets: self-efficacy (believe people have about their ability to successfully

complete the steps required for a give task), outcome expectations (beliefs

related to the consequences of performing a specific behavior), and goals

(decisions to begin a particular activity or future plan) (Lent et al., 2013).

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PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

1. Demographic
profile of the
respondents. Distribution of
Questionnaire Guide in choosing
2. Factors that affect the K-12 strand for
their academic stand entry in the Senior
preferences. High School.
Focus group
discussion
3. Effects of their
chosen strand in
their behavior,
intelligence and skills
development.

Figure 1
 19

CONCEPTUAL FRAMEWORK

The validity of the study was undertaken by the following

conceptual framework shown in figure 1 which has three parts the input,

process and output.

Input- deals with the statement of the problem that aimed to answer

composed of different a question which is the foundation of a thesis and

the most important for the researchers.

Process-series and actions that concern to the focuses and capturing

interconnected ideas of input, which can help to identified the variations of

pattern and steps in the different sources of information that represent the

core of research.

Output- proposes suggestions or recommendations that serve as a guide

and a reminder to the students of what factors to be considered in choosing

the best strand for them.

THEORETICAL FRAMEWORK

The study is anchored on the theory of Donald Super which

focuses on the development of life roles over the life span with emphasis
 20

on inter-role congruence. His vocational concept as a part of self-concept

is formed; it is the driving force that establishes a career pattern one will

follow through life (Super, 1990). Vocational development task are

derived from vocational stages which provides framework for vocational

behavior and attitudes. The vocational developmental stages are as

follows:

a. Growth (birth-age 14 or 15), characterized by development

of capacity, attitudes, interests, and needs associated with

self- concepts;

b. Explanatory (ages 15-24), characterized by a tentative

phase in which choices are.

c. Establishment (ages 25-44), characterized by trial and

stabilization through work experiences;

d. Maintenance (ages 45-64), characterized by a continual

adjustment process to improve working position and

situation; and

e. Decline (ages 65+), characterized by preretirement

considerations, reduced work output, and eventual

retirement.
 21

The crystalization task (ages 14-18) is forming a preferred career plan

and considering how it might be implemented. Pertinent information is

studied with the goal of becoming more aware of the preferred choice and

the wisdom of preference. The specification task (ages 18-21) follows in

which the individual feels the need to specify the career plan through more

specific resources and explicit awareness of cogent variables of the

preferred choice. The implementation task (ages 21-24) is accomplished

by the completion of training and entry into the career and develops a

feeling of security in career position.

The stabilization (ages 24-35) is reached when the individual is firmly

established in a career and develops a feeling of security in career

position. Finally, the consolidation task (35+) follows with advancement

and seniority in a career. Super also identified six dimentions that were

thought to be relevant and appropriate for adolescents:

1. Orientation to Vocational Choice ( an attitude

dimension determining whether the individual is

concerned with the eventual vocational choice to be

made);

2. Information and planning;

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3. Consistency o Vocational Preferences (individuals’

consistency of preferences);

4. Crystalization of Traits (individual progress toward

forming a self-concept);

5. Vocational Independence ( independence of work

experience); and

6. Wisdom of Vocational Preference (dimension

concerned with individuals ability to make realistic

preferences consistent with personal tasks.)

This theory is found to be appropriate because of its stressfulness

in terms of developing a career plan that will guide the individual in

choosing his/her career pathway. Also, Super’s six-dimension is

appropriate for adolescent is truly applicable because high school students

fall under this category.

Another theory adopted for the research is David Tiedeman’s

“Self- Development Approaches to Career”. Tiedman believes that

involving ego-identity is of central importance in the career development

process. Tiedeman referred to the evolving self-in-situation from the

earliest awareness of self to point at which individual becomes capable of

evaluating experiences, anticipating, and imagining future goals, and

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storing experiences in memory for future reference with Tiedeman’s

context of Erik Erikson’s eight psychosocial crises. Self-in-situation, self-

in-world and the orientation of work evolve as one resolves the

psychosocial crises of life.

Super said that indecisiveness is a period in developmental process

when interests have not been fully crystallized. Individuals lead to

discriminate two or more choices of two or more occupational objectives

when uncertainty about future occurs. Tiedeman noted that as individual

become more aware of the developing character of the career profession

itself, they are more willing to make changes and to alter or redefine a

decision.
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Chapter 3

RESEARCH METHODS

This chapter contains the research design and the methods used in

the conduct of this study. It incorporates the sampling technique, sources

of data, the research subjects, population of the study, the instrument

utilized to gather data, as well as the statistical tools employed in

processing the data. This chapter is showing how the researchers came to

the necessary data for this study, and how these data were analyzed,

interpreted and presented in the easiest way possible.

RESEARCH DESIGN

This study used descriptive method research design to investigate

the factors affecting the preference of grade 11 students in their academic

strands at Bestlink College of the Philippines. According to Gay, 1976,

descriptive method involves a collection of data in order to test the

hypothesis or to answer the questions concerning the current status of the

study.
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RESPONDENTS OF THE STUDY

The respondents of the study are thirty (30) Grade 11 students

under academic strand (HUMMS, STEM, ABM, & GAS) of Bestlink

College of the Philippines, Academic Year 2018-2019.

SAMPLING TECHNIQUE

The researchers used random sampling. This sampling method

includes respondents randomly to measure their academic performance. A

simple random sampling is a subset of statistical population in which each

member of the subset has an equal probability of being chosen.

INSTRUMENTS USED IN THE STUDY

The instrument used for this study was prepared by the researchers

based on their readings and related literature, professional subject books,

and internet access to gather more information about our topic. At the

same time, in order to get more accurate data, the researchers used

questionnaire and observation among its respondents.

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This study is specifically designed to assess the factors affecting

the preference of grade 11 students in their academic strand at Bestlink

College of the Philippines.

For this study, a questionnaire was used to gather the respondent’s

feedback.

Questionnaire

A questionnaire is regarded as the most widely used technique for

obtaining information from the subjects. The questionnaire was used in

this study to have information from the subjects. The questionnaire was

used in this study to have information from the respondents. Questionnaire

is a set of questions which when answered properly will supply the

necessary information to complete the study. The questionnaire consists of

parts. Part I, the demographic profile and part II is the factors affecting the

strand preference. Part III is the effects of their chosen strand.

CONSTRUCTION OF THE INSTRUMENT

The researchers first conducted a review of information, read

related literature and studies in student’s academic strand preference. It

provided an insight into particular themes and topics that are essential in
 27

understanding a study of this nature. The researchers transcribed them and

organized that leads them in making a questionnaire to conduct a survey.

THE VALIDATION OF THE INSTRUMENT

The draft of the questionnaire was presented to the adviser of this

study in order to check and to verify the content if the following questions

indicated in the questionnaire were valid or needs an improvement. The

questions were due in such a way that the respondents should be able to

answer the questions honestly and precisely.

The final draft was then pre-tested to some students who were not

part of the sampled respondents. The purpose of this is to determine if

there were still items in the questionnaire that were difficult to understand.

After the validation, the instrument was then reproduced for distribution

and administration.

DATA GATHERING PROCEDURE

The researchers asked permission to the school principal if they

can conduct a survey. The researchers personally administered the

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distribution of the questionnaire to explain fully to the respondents the

content of the questionnaire and the proper way of filling it out. There was

a hundred percent retrieval of the instrument. The survey questionnaires

were then retrieved within the day. The researchers patiently analyzed the

answers to each item for tabulation, analysis and interpretation.

STATISTICAL TREATMENT OF DATA

The data gathered were be tallied; computations and presentations

of data was facilitated through the use of table of percentage distribution.

The weighted mean values of the area of inquiry were likewise computed.

The following statistics were used:

1. Percentage Distribution - This was used to relate a part of a whole.

This numerical analysis especially on frequency distribution is

utilized in treating data.

𝑓
Formula; % = 𝑛 x100

Where:

%= percentage
 29

F= frequency

n= total number of respondents

2. Weighted Mean - This was utilized in computing the data revealed

by the questionnaire:

∑ 𝑓(𝑥)
Formula: WM= 𝑁

Where:

WM= Weighted Mean

∑ 𝑓(𝑥)= Summation of the product of frequency and weight

𝑁 =total number of respondents

3. Ranking - It was used as a method of analysis and interpretation. It

was used to categorize or arrange the gathered data into order.

4. Likert Scale – is method of ascribing quantitative value to

qualitative data, to make it amenable to statistical analysis. A

numerical value is assigned to each potential choice a mean figure

for all responses is computed at the end of the evaluation for

survey. The final average score represent over all level of

accomplishment or attitude toward the subject matter.

 30

SCALE WEIGHTED DESCRIPTION

MEAN

5 4.20-5.00 Very Much Influenced

4 3.40-4.19 Influenced

3 2.60-3.39 Somewhat Influenced

2 1.80-2.59 Less Influenced

1 1.00-1.79 Not Influenced

 31

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data

obtained in the study. Its findings were based on the data gathered through

the questionnaire retrieved from the respondents. Those data were then

analyzed to be presented, discussed and interpreted according to the

perimeters of the research to answer the problem sought for this study.

PART I. PROFILE OF THE RESPONDENTS

Table 1

Frequency of the Respondents by Gender

Gender Frequency Percentage

Male 18 60%

Female 12 40%

Total 30 100%

Table 2 shows the frequency of the respondents by gender.

Eighteen (18) of the students are males which are 60% of the total

respondents and twelve (12) of them are females which are 40% of the
 32

total respondents. It clearly indicates that there are more male than female

respondents grade 11 students who’s been part of the sample.

Table 2

Frequency of the Respondents by Age

Age Frequency Percentage

17 12 40%

18 13 43.33%

19 5 16.67%

Total 30 100%

Table 1 shows the frequency of the respondents by age. Most of

the respondents are eighteen (18) years old which has 43.33% followed by

nineteen (19) years old which has 16.67% and the least is seventeen (17)

years old which has 40%.

Based from the table, 18 years old respondents are the most

frequent age; therefore they are the one who mostly sustain the reliability

of the information gathered. Further, the variation in the frequencies of the

different age is a strong indicator that those ages were presented in the

sample.
 33

Table 3

Frequency of the Respondents by Strand

Strand Frequency Percentage

ABM 5 16.67%

GAS 3 10%

HUMSS 2 6.67%

STEM 20 66.67%

Total 30 100%

Table 3 shows the frequency of the respondents by strands. The

STEM students has the greatest percentage (66.67%) of the total

respondents, followed by the ABM (16.67%), GAS (10%), and the lowest

percentage is HUMS (6.67%). It means that most of the students who have

been part of the samples are under the strand of STEM.

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PART II - FACTORS AFFECTING THE STUDENT’S ACADEMIC

STRAND PREFERENCE

Table 4

Personal Interest as a Factor Influencing Student’s Strand Preference

Personal Interest Weighted Description Rank

mean

I am particularly interested in this 4.23 Very Much 1

career that I’ll pursue from this Influenced
strand.

I like doing things related to the 4.22 Very Much 2

career that I would specialize in this Influenced
strand.

I see myself as competent at this 4.17 Influenced 3

career that I’ll pursue from this
strand

My chosen strand is suitable to my 4.07 Influenced 4

capabilities and skills.

My chosen strand can fulfill my 3.93 Influenced 5

passion because this is what I love
to do in the future.

Average Weighted Mean 4.12 Influenced

 35

Table 4 shows personal interest as a factor influencing student’s

strand preference. Seeing themselves as competent in the career they are

pursuing (rank 3), being suitable of the strand to their capabilities and

skills (rank 4), and believing that it can fulfill their passion (rank 5)

influencedstudent’s strand choice under the personal interest factor.

The average weighted mean of 4.12 shows that personal interest

influenced the academic strand preference of the students. There are other

major factors that in one way or another, overshadow personal interest as

being very much influencing such as being particularly interested in the

career that they pursue from the strand they had chosen (rank 1) and like

doing things related to the career that they will specialize in their strand

(rank 2).
 36

Table 5

Family and Relatives as a Factor Influencing Student’s Strand

Preference

Family and Relatives Weighted Description Rank

mean
My parents and/or relatives 2.73 Somewhat 4
took the same career that I Influenced
would pursue.
Preferences are made by a 3.57 Influenced 2
relative since they will provide
for the expenses.
My family will give me 4.23 Very Much 1
support on the chosen career Influenced
for me.
I believe that they are the one 3.23 Somewhat 3
who are responsible to choose Influenced
a career for me since they
know what the best is for me.
I’m still not decided what 2.6 Somewhat 5
strand fits to me so I let my Influenced
parents to decide for me.
Average Weighted Mean 3.27 Somewhat
Influenced

Table 5 shows that family and relatives are one factor influencing

student’s strand preference. Believing that parents knows best for them

(rank 3), following the footsteps of their parents or relatives (rank 4), and

letting their parents decide for them (rank 5) somewhat influenced the

student’s strand choice. Relatives are the one to give financial support to

their studies (rank 2) influenced student’s strand choice.Knowing that

 37

their family will give all kinds of support such as moral, emotional and

especially financial support makes it very much influencing to the

student’s academic strand preference.

The average weighted mean of 3.27 means that family and

relatives somewhat influenced the student’s academic strand preference.

Table 6

Classmates and Friends as Factor Influencing Student’s Strand

Preference

Classmates and Friends Weighted Description Rank

mean

My classmates in junior high 3.37 Somewhat 3

school and I agreed to take the Influenced
same strand.
I don’t want to be apart from my 3.07 Somewhat 5
friends. Influenced
My classmates in junior high 3.70 Influenced 1
school help me with my
assignments.
I’m used to be with my old 3.36 Somewhat 4
classmates and friends. Influenced
I’m afraid that they will forget me 3.51 Influenced 2
if we’re not in the same strand
and school.
Average Weighted Mean 2.70 Somewhat
Influenced
 38

Table 6 shows that classmates and friends are factor influencing

student’s strand preference. Agreeing to take the same strand with

classmates and friends (rank 3), don’t want to be apart from their friends

(rank 5), and being used to be with old classmates and friends are

somewhat influenced student’s strand choice. Being afraid that they will

be forgotten by their friends if they are not on the same strand (rank 2) and

classmates in junior high school helps them with their assignments (rank

1) influenced student’s stand choice.

The average weighted mean of 2.70 shows that classmates and friends

somewhat influenced student’s strand preference.

 39

Table 7

Job Opportunities as a Factor Influencing Student’s Strand

Preference

Job Opportunities Weighted Description Rank

mean

There are abundant opportunities I 3.90 Influenced 4

can avail from the career I would
pursue.
The strand that I chose will help me 3.77 Influenced 5
to find a suitable career easily.
I am fully aware of the job 3.97 Influenced 3
description of my future career that
I seek because of my chosen strand.
The career that I would pursue is 4.10 Influence 2
timely in-demand.
My chosen strand will help me to 4.37 Very Much 1
find a job that makes me earn a high Influenced
salary.
Average Weighted Mean 4.02 Influenced

Table 7 shows that job opportunities are a factor influencing

student’s strand preference. Believing that their chosen strand will help

them to find suitable career easily (rank 5), that there are abundant

opportunities in that strand (rank 4), that their chosen strand makes them

fully aware of the job description for their future career and believing that
 40

their strand will help them find a job that is timely in-demand influenced

student’s strand choice under job opportunities factor. The very much

influenced under job opportunity factor is that their chosen strand will

help them to find a job which will let them earn a high salary.

The average weighted mean of 4.02 means that job opportunities

influenced student’s academic strand preference.

Table 8

Effects of Chosen Strand in Student’s Behavior

A. Behavior Frequency Percentage Rank

1. I participate in the class 28 93.33% 1

discussion.

2. I’m excited to go to 21 70% 2

school every day.

3. I always do my 18 60% 3

assignments and projects

and pass it on time.

Table 8 shows that out of the 30 respondents there are 28 students

who participate in the class discussion which is the rank 1(93.33%), 21

 41

students are excited to go to school every day which is rank 2 (70%), and

18 students are always doing their assignments and projects then pass it on

time which is rank 3 (60%).

Based on the data gathered, their chosen strand has a positive

effect on their behavior.

Table 9

Effects of Chosen Strand in Student’s Intelligence

B. Intelligence Frequency Percentage Rank

1. I got a perfect or at least 22 73.33% 1

passing score in every quiz

and exams in every subject.

2. I meet the expectations of 20 66.67% 2

my teachers in every lesson

we had.

3. I join competition inside or 17 56.67% 3

outside of our school which

are related to my strand.

 42

Table 9 shows that out of 30 respondents, 22 got a perfect or at least

passing score in every quiz and exams in every subject which is rank 1

(73.33%), 20 meet the expectations of their teachers in every lesson they

had which is rank 2 (66.67%), and 17 students join competition inside or

outside of their school related to their strand which is rank 3 (56.67%).

Based on the data gathered, their chosen strand has a positive

effect in their intelligence.

Table 10

Effects of Chosen Stand in Student’s Skills

C. Skills Frequency Percentage Rank

I can perform the task given 26 86.67% 2

by my teachers.

My skills are developed 27 90% 1

progressively.

I can say that I am now more 23 76.67% 3

competent in my chosen
strand.
 43

Table 10 shows that out of 30 respondents, 26 can perform the task

given by teachers which is rank 2 (86.67%), 27 students developed their

skills progressively which is rank 1 (76.67%), and 23 students can say that

they are now more competent in their chosen strand which is rank 3

(76.67%)

Based on the data gathered, their chosen strand has a positive

effect in their skills development.

 44

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations derived from the analysis and interpretation of the data.

SUMMARY OF FINDINGS

This study was conducted to determine the factors that affect

strand preferences of the grade 11 students at Bestlink College of the

Philippines academic year 2018-2019.

1. Profile of the Respondents

1.1 As to Gender

Most of the respondents are male.

1.2 As to Age

The respondents belong to age bracket 17 to 19. However

most of them are 18 years of age.

2. Factors that Affects in Choosing Academic Strands.

2.1 As to Personal Interest, the ranking are:

1. I am particularly interested in this career that I’ll pursue

from this strand.

 45

2. I like doing things related to the career that I would

specialize in this strand.

3. I see myself as competent at this career that I’ll pursue

from this strand.

4. My chosen strand is suitable to my capabilities and skill.

5. My chosen strand can fulfill my passion because this is

what I love to do in the future.

2.2. As to Family and Relatives, the ranking are:

1. My family will give me support on the chosen career for

me.

2. Preferences are made by a relative since they will provide

for the expenses.

3. I believe that they are the one who are responsible to choose

a career for me since they know the best for me.

4. My parents and / or relatives took the same career that I

would pursue.

5. I’m not still decided what strand fits to me, so I let my

parents to decide for me.

 46

2.3 As to Classmate and Friends, the ranking are.

1. My classmates in my junior high school helped me with

my assignments.

2. I’m afraid that they will forget me if we’re not in the same

strand and school.

3. My classmates in junior high school and I agreed to take

the same strand.

4. I’m used to be with my old classmates and friends.

5. I don’t want to be apart from my friends.

2.4 As to Job Opportunities

1. My chosen strand will help me to find a job that makes

me earn a high salary.

2. The career that I would pursue is timely in-demand.

3. I am fully aware of the job description of my future career

that I seek because of my chosen strand.

4. There are abundant opportunities I can avail from the career I

would pursue.
 47

5. The strand that I choose will help me to find a suitable career

easily.

3. Effects of their Chosen Strands

3.1 As to Student’s Behavior, the ranking are:

1. I participate in the class discussion.

2. I’m excited to go to school every day.

3. I always do my assignments and projects and passed it on

time.

3.2 As to Student’s Intelligence, the ranking are:

1. I got a perfect or at least passing score in every quiz and

exams in every subject.

2. I meet the expectations of my teachers in every lesson we

had.

3. I join completion inside or outside school of our school which

are related to my strand.

3.3 As to Chosen Strand in Student’s Skills

1. My skills developed progressively.

 48

2. I can perform the task given by my teachers.

3. I can say that I am now competent in my chosen strand.

4. Crafted a Guide in Choosing an Academic Strand

The researchers crafted a guide in choosing an academic strand.

They are as follows:

Guide in Choosing the Right Academic Strand

1. Read about different academic strands offered in senior high to gain

knowledge.

2.Talk to People Who already taken the strands that on your academic

strand list.

3. You may attend an orientation about academic strand before you

choose.

4. Knowing your strengths and weaknesses.

6. Think about the job opportunities in that field.

7 Have time to talk with your parents to get some advices.

8. Check schools nearby that offer senior high school.

9. Pray before making final decision in choosing strand.

 49

10. Decide for your preferred strand.

CONCLUSION

Based on the findings of this study, the following conclusions were

formulated:

1. The respondents are male, 17 to 19 years of age and mostly taking

STEM strand.

2. The respondents are influenced by personal interest and job

opportunities, while family/relatives and classmates/friends

somewhat influence in choosing their strand.

3. The chosen strand of the respondents has positive effects in their

behavior, intelligence and skills.

4. Based on the findings the researchers crafted a guide to be utilized

by senior high students in their preferred strand.

RECOMMENDATION

Based on the summary of findings and conclusions drawn, the

researchers recommend the following:

 50

1. Career and Strand options are to be provided to the students as

early as possible so that they will not be misled with information

that they will acquire in choosing their future career.

2. A career guidance program is to be developed with the goal of

student’s self-awareness of their personality, interests, strengths

and weaknesses among others. So, the guidance counselor can

provide guidance towards orientation and choice of strand, a

precursor towards pursuing chosen careers.

3. Family, especially the parents should be supportive to their child’s

preferred career. Guide them to choose the best strand or career for

them and support them not only financially but also morally.

4. Consider job opportunities in choosing the career you want to

pursue. It is because; you have the assurance to fulfill your goals in

life.

5. The guide prepared by the researchers should be considered in

schools in choosing a strand before enrollment.

6. Other studies should be conducted to verify the results of this

study.
 51

BIBLIOGRAPHY
 52

BIBLIOGRAPHY

A. Books

Bilbao, Purita P., Dayagbil, Filomina T., Corpuz, Brenda B.

(2015). Curriculum Development for Teachers. Cubao, Quezon

City: Lorimar Publishing.

Morse, John M. et. al. 2004. The Merriam- Webster Dictionary.

United States of America.

Kelly – Plate, Joan (2000). Exploring Career.

United States of America. Publishing by Glencoe/McGraw

B.Thesis

Galano et.al Effectiveness of the Implementation of the K-12

Curriculum on the academic performance of grade 10 students

 53

c. Electronic Reference

https://prezi.com/mybc_ph97jmp/factors-affecting-the-course-

preferences-of-senior-highschool-students-at-teodoro-m-luansing-

college-of-rosario/

https://rimmia.wrodpress.com/2017/03/10/review-of-related-

literature/amp/

http://www.academia.edu/24519450/Factors_Affecting_Senior_Hi

gh_School_Track_Preferences_of_Grade_9_Students_of_Don_Bo

sco_Technology_Center_Inc._Academic_Year_2014-

2015_A_Basis_for_Career_Guidance_Program

http://www.academia.edu/9567811/FACTORS_AFFECTINGTHE

_CAREER_CHOICES_OF_GRADUATING_STUDENTS
 54

APPENDICES

APPENDIX A

SURVEY LETTER

BESTLINK COLLEGE OF THE PHILIPPINES

Millionaires Village, Brgy. San Agustine

Novaliches, Quezon City

 55

COLLEGE OF TEACHER EDUCATION

July 19, 2018

Dr. Charlie Carino

Principal

Bestlink College of the Philippines SHS

Novaliches, Quezon City

Sir,

The researchers have the honor to request permission to distribute

questionnaires to 30 sampled Grade 11 students of Bestlink College of the

Philippines SHS. This is relation to our thesis entitled “FACTORS

AFFECTING THE PREFERENCE OF GRADE 11 STUDENTS IN

THEIR ACADEMIC STRANDS AT BESTLINK COLLEGE OF THE

PHILIPPINES”, in partial fulfillment of the requirements to the degree of

Bachelor Secondary Education.

Rest assured that the information obtained will treated with

outmost confidentiality. Hoping this request merits your favorable

approval.
 56

Thank you very much and God bless.

Very truly yours,

Julie Ann M. Abelar

Siena Marie M. Cruz

Erwin L. Garganza

Christine Joy C. Miana

Bryan V. Pepito

Geralden B. Quinzon

Noted by:

Dr. AMELIA S. ABLEN, PhD.

Dean, College of the Teacher Education

APPENDIX B

LETTER FOR THE RESPONDENTS

BESTLINK COLLEGE OF THE PHILIPPINES

 57

Millionaires Village, Brgy. San Agustine

Novaliches, Quezon City

COLLEGE OF TEACHER EDUCATION

July 19, 2018

Dear Respondents,

The undersigned researchers are graduating students of Bachelor of

Secondary Education and currently undertaking a research entitled

“FACTORS AFFECTING THE PREFERENCE OF GRADE 11

STUDENTS IN THEIR ACADEMIC STRAND AT BESTLINK

COLLEGE OF THE PHILIPPINES”. The researchers are seeking your

assistance by answering the questions.

In this connection, they are requesting permission to distribute

questionnaires to 30 sample Grade 11 students in this school. Rest assured

that the results will be used for academic purposes only.

Thank you and God bless.

 58

Very truly yours,

Julie Ann M. Abelar

Siena Marie M. Cruz

Erwin L. Garganza

Christine Joy C. Miana

Bryan V. Pepito

Geralden B. Quinzon

Noted by:

AMELIA S. ABLEN, PhD.

Dean, College of the Teacher Education

APPENDIX C
 59

QUESTIONNAIRE

Part I: Demographic Profile of the Students

Name: Age: Date:

(Optional)

Gender: Strand:

Part II: Factors Affecting the Student’s Strand Preference

Direction: On a scale from 1 to 5, rate the following that would best

describe the extent of each factor (as expressed in each of the statements)

had influenced you in choosing your strand.

Scale Description

5 Very Much Influenced

4 Influenced

3 Somewhat Influenced

2 Less Influenced

1 Not Influenced
 60

Personal Interest 5 4 3 2 1

1, I am particularly interested in this career that

I’ll pursue from this strand.

2. I like doing things related to the career that I

would specialize in this strand.

3. I see myself as competent at this career that

I’ll pursue from this strand

4. My chosen strand is suitable to my capabilities

and skills.

5. My chosen strand can fulfill my passion

because this is what I love to do in the future.

Family and Relatives 5 4 3 2 1

1. My parents and/or relatives took the same

 61

career that I would pursue.

2. Preferences are made by a relative since they

will provide for the expenses.

3. My family will give me support on the chosen

career for me.

4. I believe that they are the one who are

responsible to choose a career for me since they

know what the best is for me.

5. I’m still not decided what strand fits to me so I

let my parents to decide for me.

Classmates and Friends 5 4 3 2 1

1. My classmates in junior high school and I

agreed to take the same strand.

2. I don’t want to be apart from my friends.

3. My classmates in junior high school help me

with my assignments.

4. I’m used to be with my old classmates and

 62

friends.

5. I’m afraid that they will forget me if we’re not

in the same strand and school.

Job Opportunities 5 4 3 2 1

1. There are abundant opportunities I can avail

from the career I would pursue.

2. The strand that I chose will help me to find a

suitable career easily.

3. I am fully aware of the job description of my

future career that I seek because of my chosen

strand.

4. The career that I would pursue is timely in-

demand.

5. My chosen strand will help me to find a job

that makes me earn a high salary.

Part III: Effects of their chosen strands

 63

Direction: Answer the following by YES or NO. Put a check in the yes

column if it is true for you and put a check under no if it is not.

A. Behavior YES NO

1. I participate in the class discussion.

2. I’m excited to go to school every day.

3. I always do my assignments and projects and

pass it on time.

B. Intelligence

1. I got a perfect or at least passing score in every

quiz and exams in every subject.

2. I meet the expectations of my teachers in every

lesson we had.

3. I join competition inside or outside of our school

which are related to my strand.

C. Skills

1. I can perform the task given by my teachers.

2. My skills are developed progressively.

3. I can say that I am now more competent in my

chosen strand.
 64

APPENDIX D

BESTLINK COLLEGE OF THE PHILIPPINES

Millionaires Village, Brgy. San Agustine

Novaliches, Quezon City

COLLEGE OF TEACHER EDUCATION

CERTIFICATE of ENGLISH EDITTING

This is to certify that the THESIS PAPER entitled FACTORS

AFFECTING THE PREFERENCE OF GRADE 11 STUDENTS IN

THEIR ACADEMIC STRAND AT BESTLINK COLLEGE OF THE

PHILIPPINES
 65

Submitted by its authors:

JULIE ANN M. ABELAR

SIENA MARIE M. CRUZ

ERWIN L. GARGANZA

CHRISTINE JOY C. MIANA

BRYAN V. PEPITO

GERALDEN B. QUINZON

Has been edited for the proper English Language grammar, punctuation,

spelling and overall style. Neither, the research contents nor the author’s

ideas were altered during the editing process,

Signed:

Dr. AMELIA S.ABLEN

Dean, College of Teacher Education

Noted:
 66

Dr. AMELIA S.ABLEN

Dean, College of Teacher Education

APPENDIX E

Documentation

Group picture after pre-oral defense

 67

Final Defense together with the panel last september 17,2018

 68

Survey time in Senior High School Students

 69

CURRICULUM

VITAE

QUINZON, GERALDEN B.

Address: Sitio Cugon Regalado Ave.

Fairview, Quezon City

Contact No.09507347735

Email Add:[email protected]
 70

PERSONAL INFORMATION

AGE : 24

GENDER : Female

BIRTHDAY : July 12, 1994

BIRTH PLACE : Muntinlupa City

CIVIL STATUS : Single

RELIGION : Roman Catholic

CITIZENSHIP : Filipino

EDUCATIONAL ATTAINMENT

TERTIARY : Bestlink College of the Philippines

COURSE : Bachelor of Secondary Education

Major in Mathematics (present)

SECONDARY : Tabaco National High School (2013)

 71

ELEMENTARY : San Roque Elementary School (2009)

SEMINAR/ TRAINING

Research Seminar – August 29, 2018

CRUZ,SIENA MARIE M.

Address: #78 Bayabas St. Cabuyao

Brgy. Sauyo Novaliches, Quezon CIty

Contact No. 0950-1634-740/

Email Add:[email protected]
 72

PERSONAL INFORMATION

AGE : 23

GENDER : Female

BIRTHDAY : May 21, 1995

BIRTH PLACE : Quezon City

CIVIL STATUS : Single

RELIGION : Apostolic pentecostal ones

CITIZENSHIP : Filipino

EDUCATIONAL ATTAINMENT

TERTIARY : Bestlink College of the Philippines

COURSE : Bachelor of Secondary Education

SECONDARY : Sauyo High school (2014)

ELEMENTARY : Sauyo Elementary (2008)

SEMINAR/ TRAINING
 73

Research Seminar – August 29, 2018

GARGANZA, ERWIN L.

Address: C-8 Road 3 Bagbag,

Novaliches, Quezon City

Contact No.09107017621

Email Add: [email protected]

PERSONAL INFORMATION

AGE : 19

GENDER : Male
 74

BIRTHDAY : November 18, 1998

BIRTH PLACE : Quezon City

CIVIL STATUS : Single

RELIGION : Roman Catholic

CITIZENSHIP : Filipino

EDUCATIONAL ATTAINMENT

TERTIARY : Bestlink College of the Philippines

COURSE : Bachelor of Elementary Education

SECONDARY : Super Child Academy (2015)

ELEMENTARY : Bagbag Elementary (2010)

SEMINAR/ TRAINING

 Research Seminar – August 29, 2018

 75

MIANA, CHRISTINE JOY C.

Address: #27 Sto. Nino st. Payatas A.

Quezon City

Contact No. 09656844416

Email Address: [email protected]

PERSONAL INFORMATION

AGE : 22

GENDER : Female

BIRTHDAY : July 4, 1996

BIRTH PLACE : Quezon City

CIVIL STATUS : Single

RELIGION : Roman Catholic

CITIZENSHIP : Filipino

EDUCATIONAL ATTAINMENT
 76

TERTIARY: Bestlink College of the Philippines

COURSE : Bachelor of Secondary Education

SECONDARY : Siloam Christian Academy (2013)

ELEMENTARY : Sauyo Elementary (2009)

SEMINAR/ TRAINING

 Research Seminar – August 29, 2018

PEPITO, BRYAN V.

Address: PH9C Pkg2 Blk12 L13 Bagong Silang

Caloocan City

Contact No.09098601350

Email Address: [email protected]

PERSONAL INFORMATION
 77

AGE : 20

GENDER : Male

BIRTHDAY : January 18, 1998

BIRTH PLACE : Caloocan City

CIVIL STATUS : Single

RELIGION : Born Again Christian

CITIZENSHIP : Filipino

EDUCATIONAL ATTAINMENT

TERTIARY : Bestlink College of the Philippines

COURSE : Bachelor of Secondary Education

SECONDARY : Kalayaan National High School (2014)

ELEMENTARY : Sto Nino Elementary School (2010)

SEMINAR/ TRAINING

 Research Seminar – August 29, 2018

 78

ABELAR, JULIE ANN M.

Address: # 45 Zapote St. Area D.Brgy. 178 Camarin, Caloocan CIty

Contact No: 09302091648

Email Address:[email protected]

PERSONAL INFORMATION

AGE : 24

GENDER : Female

BIRTHDAY : January 5, 1994

BIRTH PLACE : Sulat Eastern Samar

CIVIL STATUS : Single

RELIGION : Born Again

CITIZENSHIP : Filipino
 79

EDUCATIONAL ATTAINMENT

TERTIARY : Bestlink College of the Philippines

COURSE : Bachelor of Elementary Education

SECONDARY : Camarin High School (2010)

ELEMENTARY : Camarin Elementary (2006)

SEMINAR/ TRAINING

DEPED CHILD PROTECTION POLICY, AND THE FOUNDATION

OF VALUES EDUCATION

Annual Hearts on Fire Program – Values Education Program

BCP MV Campus

March 9-10, 2017