DEGREE OF STRAND SATISFACTORY IN TAKING A RELATED

COLLEGE COURSE OF GRADE 12 STEM STUDENTS

IN TOMAS DEL ROSARIO COLLEGE

A Thesis Proposal Presented to the

Faculty of Senior High School
Tomas del Rosario College
Balanga City, Bataan

In Partial Fulfillment to the

Subject Requirements
In Practical Research II
12 STEM A – Capricorn
S.Y. 2021-2022

The Researchers

Dimalanta, Charles Martell M.

Diuco, Francine Charissa D.
Dela Rosa, Jeraleen Jane M.
Parubrub, Marc Steeven B.
Reyes, Raphael Karlos M.
Manzon, Jeia Sianelle C.
Ampuan, Johaiber M.

October 25, 2021

 CHAPTER II

THEORETICAL FRAMEWORK

Relevant Theories

From an article entitled “Life Satisfaction Theory and 4 Contributing Factors”

states that Researcher Jussi Suikkanen’s theory of life satisfaction is an intriguing one: a

person is satisfied with her life when “a more informed and rational hypothetical version

of her” would judge that her life fulfills her ideal life-plan (2011). This theory avoids one

of the main issues that plagues the simpler version of this theory—that a person is happy

when she judges that her life fulfills her ideal life-plan (Ackerman, 2021). Life

satisfaction is the degree which adults (typically) find the lives they lead rich,

meaningful, full or of a generally high quality. Improving this is a goal often seen with

elderly populations (Sam, 2013). Therefore, life satisfaction is a never-ending process,

since just because you're satisfied and happy right now doesn't mean you've attained life

satisfaction; there's more into it. Life satisfaction needs an extremely deep understanding

about one's ‘true’ happiness that will last for a lifetime.

According to a blog published at LSU Online & Continuing Education entitled

“What Is Student Development Theory? Understanding How College Affects Students”

states that student development theories provide frameworks that give educators different
ways to look at and understand college students’ growth and development. It can fall into

five different categories which is (1) Psychosocial (2) Cognitive-structural (3) Person-

environment (4) Humanistic existential (5) Student developmental process models. A

great example of a student development theory is Perry’s Theory which falls into

Cognitive-structural. This theory explains how students organize and make sense of

information. It outlines different sequential developmental stages, describing the

“relativistic” stage as most prevalent among college students. During this stage, students

commit to an ideology and use its value system to inform their worldview. Perry’s theory

can help guide higher education administrators in their development of freshman

experience programs and in their efforts to improve college teaching practices (Bencaz,

2020). Therefore, theories of student development are developed in order to improve the

educational system. It is a theory that is divided into five categories since there is no

formula for finding the best technique to teach students because each individual is

unique.

According to Professor Louis Menand’s study published in August 2011, there are

3 theories of college. (1) The Meritocratic Theory of College, it believes that college is a

4-year intelligence test. (2) The Democratic Theory of College, it defines that college as a

means of cultural and intellectual literacy, which should be provided to all. (3) The

Vocational Theory of College, where it sees college as a vocational credential, much like

an MBA seems to be a necessary credential for management consultants. The problem

with modern college education is that the three different theories conflict with each other.

Theory 1 seeks to rank students by ability and achievement, selectivity, and rigor critical.
In contrast, Theory 2 would prefer that all Americans attend and complete college, and

Theory 3 practitioners may actively suppress differentiation. In conclusion, there are 3

things that can be achieved in college depending on the 3 theories. (1) Being the best can

be achieved in Theory 1. (2) Literacy with a diploma can be achieved in Theory 2. (3) A

certain want or requirement in credentials can be achieved in Theory 3.

According to the article published by the Indeed Editorial Team at Indeed.com

entitled “Career Development Theory: Definition and Introduction”, career development

theory studies paths toward improving professional growth, career trajectory and overall

job satisfaction. An excellent example of this is Super’s Developmental Self-Concept

Theory, it states that time and experience help shape the way a person values their career

and the goals they set. This theory defines a “career” as the entire lifetime of a person and

is divided into 5 stages. (1) Growth, this stage starts at birth and continues through age

14. A person develops their sense of self and attitude toward work. (2) Exploration, this

stage starts at age 15 and continues through age 25. A person tries out different career

paths through classes, hobbies and actual work. (3) Establishment, this stage starts at age

25 and continues through age 44. A person develops entry-level job skills and develops

work experience. (4) Maintenance, this stage starts at 45 and continues through age 64. A

person changes elements of their career to improve their position. (5) Decline, this stage

begins at age 65. A person reduces the amount of work they do and prepares for

retirement. To put it simply, the relevance of this theory to the study is that students are

now establishing their careers every day without even realizing it that is why a student’s
satisfaction towards things must be fulfilled in order to bring out the student's full

potential.

According to the Circumscription and Compromise Theory in an article published

in career.iresearch.net as cited by an anonymous author by 2021, the theory states that

vocational choice is a search for a life career that fits one’s concept of self, both socially

and psychologically. Therefore, this can explain why students are drawn to specific fields

of study. It is mainly because students choose careers that suits their own personality and

set of skills.

Related Literature

Gender

Men participated more in an active learning course in science, technology,

engineering and math, while women reported lower perceptions of their scientific

abilities, were more aware of gender identity and more likely to feel judged based on

gender. As stated by Musise Tessema & Kathryn Ready (2012). “Effect of Gender on

College Students’ Satisfaction and Achievement”. The notion of gender in higher

education has been viewed from the perspective of inequities faced by females and males

as they progress through the educational pipeline. Even today, the topic of gender
differences continues to receive significant attention at both the institutional and national

levels of universities.

In the literature “The Relationship between Gender and Academic Success

Online” stated by Jagger & Arbaugh (2013). based on gender due to both biological and

social constructs, studies examining the effects of gender on success in the online

classroom have been largely inconclusive. Gender identity, as defined by society and

culture, determines everything. Gender serves as the self-identification of oneself as male

or female.

Student satisfaction is a major concern for higher education institutions.

According to Sabrina Sobieraj & Nicole Kramer (2019). “The Impacts of Gender and

Subject on Experience of Competence and Autonomy in STEM”. Gender stereotypes are

probably one of the most intensively debated of the proposed reasons. Maybe individuals

adapt their behavior and/or change their self-related cognitions to fit into their gender

roles. Gender can affect actual perception and behavior.

Gender is sometimes a factor that influences a strand's satisfaction because

students tend to meet and develop friends with their peers. The researchers are interested

as to why gender matters when it comes to strand satisfaction. So as a result, students will

have no difficulty deciding which course to pursue.

Socioeconomic status
 Zebun Khan’s article (2017) entitled “Impact of Socio-economic Status on

Academic Achievement among the Senior Secondary School Students” stated, the term

Socio-economic Status is the combination of social status and economic status of an

individual or family on the basis of income, education, profession, and material possessed

etc. Socio-economic Status of student’s family or parents have great impact upon

academic success of the students. Their study concluded that students who are coming

from deprived and low socio-economic and educational background families performed

slightly better than the students having higher socio-economic and educational

background. The high achieving boys have been found impulsive, suspicious, shy,

conservative, and dominant while the high achieving girls have been found stable,

trusting, experimenting and submissive.

A study which aimed to examine the influence of family background factors in

terms of family wealth and parent education levels on students’ reading performance in

Indonesia concluded that students from a wealthy family tend to perform better in reading

achievement than children in poverty. Similar to the level of family wealth, parent

education level considerably affects the students’ reading achievement. Study stated that

factors in terms of family wealth and parent education levels can further affect the

different learning performance of children at school as claimed by the study entitled “The

Influence of Family Wealth and Parent Education Level on Students' Reading Literacy”

(Nawas, 2019).
 Though resources are present, if the support from the family is absent this will

still impact the student’s academic achievement according to “Study on the Impact of

Socioeconomic Status on Emergency Electronic Learning during the Coronavirus

Lockdown” from Marie Villanueva (2020). Another research done from England

reported that children from poorer families spend less time learning at home during the

lockdown due to the lack of resources. Students were asked if they received any kind of

support from their families regarding their e-Learning and if they understood all their

lessons online and a high-percentage responded negatively

As a consequence of COVID-19, schools worldwide resulted in shutting down,

home learning was suggested to close the educational gap that might occur. Many

countries admit that they will face many struggles in implementing distance learning, and

the most apparent among these issues will be access to technology. Socioeconomic status

of each student affects their urge to study, wealthy parents can usually provide learning

resources at home to support their children’s learning but that is not the case for the less

fortunate ones. Students may find themselves unsatisfied with their strand because of

their inability to cope up with needs financially or intellectually. Strand satisfactory of

students may be affected by their family’s ability to provide support, not only financial

for gadgets and other technology we use but also support from educational background of

parents.

College course to be taken

 In the article of Nyamwange, J. at the year 2016 “Influence of Student’s Interest

on

Career Choice among First-Year University Students in Public and Private Universities in

Kisii County, Kenya” detailed that the study concludes that having prior knowledge

about a career is important to developing and nurturing an interest in the career. In fact,

prior knowledge prepares an individual on the conditions obtaining for a career and one

will decide to enter a career from a point of knowledge. Knowledge on a career can be

acquired through doing research and consultations, training, exposure as well as the

industrial attachment. Other avenues through which individuals receive prior knowledge

for their careers include mentorship, commitment, motivation, and socializing with

people in the career of interest.

As said in the article entitled “Alignment of Senior High School Strand in College

Course” by Santos, Blas, & Panganiban in the year 2019 that the alignment and

misalignment are present in the Senior High School Strand and college courses of the

SHS graduates of BULSU-LHS. The researchers determined that the majority (80.67%)

of the SHS strands of the 119 respondents are aligned to their college courses. According

to the gathered data, a majority (56.30%) of the respondents are currently enrolled in

Bulacan State University. The gathered data shows that the factor that affected the

majority of the respondents was their strong desire or interest in the course (68.9%); this

means that the respondents were really dedicated to their career path suggesting the idea

that the respondents’ taken academic track were aligned to their chosen college courses.
 The article of Meyer et al in 2020 entitled “College Choice: Considerations for

Academically Advanced High School Seniors” stated that when choosing a college, high

school students and those who guide them through the process must consider the complex

interactions between student-level and institution-level variables to achieve an optimal

person-environment fit. Ten academically advanced high school students who had chosen

and committed to attending a college participated in semi-structured interviews in which

they rank-ordered and discussed the college choice considerations they used in the

decision-making process. This qualitative study describes six themes that were identified

across participants. The college-going identity of these academically advanced students

was influenced by pressure to attend a highly selective school, social comparisons, and

early career exploration opportunities.

To summarize the articles by Nyamwange, J. (2016), Santos et al. (2019), and

Meyer et al. (2020) that in college, senior high school students consider different

characteristics between quality, cost, and prestige, appreciate flexible learning options

and seek opportunities for immersion in a domain. Students must have prior knowledge

in order to be admitted to and graduate from their desired college schools. Prior

knowledge will play an important role because it will be fundamental in boosting the rate

of learners’ success. Hence, the students choose what the students believe is the most

appropriate and aligned strand for developing and nurturing the learners’ capabilities.

General Average
 Graded Achievement, Tested Achievement, and Validity (Brookhart, 2015)

Graded achievement reflects students' broad accomplishment of classroom and school

learning goals, including goals about how to learn. Both high school and elementary

grades contain information about school achievement that includes being socialized into

the way learning happens in classrooms. Graded achievement reflects specific course

learning goals and therefore varies according to subject; academic course grades align

more closely with tested achievement than noncore course grades. Graded achievement

also reflects individual teachers' grading practices and emphases about what is important

to learn. Report card grades can be reliable and valid measures of graded achievement but

may not be depending on individual teachers' grading practices.

The importance of very high life satisfaction for students’ academic success

(Antaramian, 2017) This study investigated whether very high levels of life satisfaction

were associated with academic success at the college level. Results indicated that

although both groups were satisfied with life, the students with very high life satisfaction

were at a significant advantage over those with average life satisfaction in terms of

academic performance, including greater student engagement, academic self-efficacy,

and approach-oriented achievement goals and lower academic stress. The most satisfied

students also earned higher Grade Point Averages (GPAs) than their less satisfied peers.

These findings suggest that very high life satisfaction is associated with academic

advantages that are not present among students with average or low satisfaction levels
 Improving students’ satisfaction and learning performance using flipped

classroom (Jimenez & Jimenez, 2019) Flipped learning have emerged in the last decade

to make students' learning more active and to enhance learning performance and students’

motivation and engagement. These new approaches have been applied to different

subjects at different educational levels. Specifically, in higher education most studies

have focused on STEM subjects. Results show that students are very satisfied with the

experience and with the summative-formative assessment that has been used. In addition,

students consider that their learning process has been better with this new methodology.

Certainly, academic results have been improved with flipping courses, compared with

traditional lectures

Grades, as stated by Brookhart (2015), reflects a student’s performance in class. It

specifies how much a student learned and if they are doing well and keeping up with

classes. Higher attained grades or GPAs can also be a huge advantage to achieve greater

satisfaction in life compared to only having lesser GPA, according to Antaramian (2017).

In addition, with the help of the flipped classroom, as claimed by Jimenez & Jimenez

(2019), students’ satisfaction and performance both improved while using this method.

Achievements

For instance, Usher and Pajares (2013), argued that self-efficacy “predicts

students' academic achievement across academic areas and levels.” Despite there being

considerable evidence to support the direct effects of self-efficacy beliefs on academic

achievement, studies that have explored the motivational mechanism which mediates

self-efficacy–achievement relationship are scarce and are necessary to understand how

and why self-efficacy affects students' academic achievement and will allow instructional

actions and programs to improve academic achievement to be designed. All these blocks

of variables act directly or indirectly as predictors of students' achievement behavior,

persistence, and choice. Centered on motivational beliefs, this model assumes that; first,

expectancies for success (achievement expectancy is considered a component of

expectancy for success) and subjective task values are directly related to achievement.

In the literature entitled “Students' Satisfaction and Achievement and Absorption

Capacity in Higher Education” published by Nabil El-Hilali in 2014 states that

Achievement and absorption capacity are the outcomes that students accomplish, as a

result, of their academic experience. Achievement and absorption capacity was

influenced by students’ participation, satisfaction, teaching methods and programs.

Zeinabadi (2013) found that the interrelation structure between students in high schools

and their teachers is similar to that of an organization where there are employees and

leaders. The author argued that the more this relation is strong and provides quality

exchanges, the more positive students’ achievements will be. These attainments could be

in the students’ skills and knowledge

According to Fernando Betoret’s study published in 2017 entitled “Self-Efficacy,

Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy

Value Beliefs” states that on a socio-cognitive perspective of motivation, this study

examines the relationships among academic self-efficacy, students' expectancy-value

beliefs, teaching process satisfaction, and academic achievement. Its main aim is to

identify some motivational-underlying processes through which students' academic self-

efficacy affects student achievement and satisfaction. Student achievement and

satisfaction are two of the most important learning outcomes and are considered key

indicators of education quality. These results provided empirical evidence to better

understand the mechanism that mediates self-efficacy–achievement and efficacy–course

satisfaction relationships.

This research supports the impact of achievements on student satisfaction by

providing students with positivity when they achieve in school. Achievements are the

building blocks that allow someone to develop a sense of accomplishment within

themselves. The most important accomplishments combine to produce a version of

success that has meaning and substance for the individual. It can also serve as a reward

for students, motivating them to study hard for the subject they want to pursue in college.

Achievements may boost one's self-esteem and self-efficacy

Participation in extra-curricular activities

Positive effects of Extra Curricular Activities on Students by Massoni, E. (2011)

stated that higher grades and positive attitudes towards school is the second effect that

extracurricular activities have on students. Self-esteem can be a predictor of academic

performance. Students that don’t like school won’t do as well as the students that do like
school because they are not motivated to succeed. If students don’t like school, it is

usually because they do not feel as though they are succeeding or that they can succeed.

As a result, extracurricular activities may have an impact on your decisions in choosing a

suitable college course in the future. The lower a student's self-esteem, the more

uncertainty they will have about what they truly want out of their profession. They will

be dissatisfied with the course they chose since there will be no engagement with other

activities that they might desire.

Claudette, C. (2013) states in her study that group activities provide opportunities

for students to build connections with others who have similar interests and goals, which

will increase their motivation to commit long term to an activity that also increases

enjoyment. Also, extracurricular activities provide opportunities for students to connect

with positive social groups that influence students to avoid negative life choices (Veltz &

Shakib, 2013). In addition, extracurricular activities are not just for a single person only,

it can be a group or pair. Communicating and engaging with others may assist the

students in determining what they truly want to do as a profession. Having a community

of acquaintances with diverse personalities and aspirations, may assist students in

determining what they truly want in taking the college course.

The students might be involved with cleaning up, recycling and planting.

Experiments and problem-solving activities regarding environmental problems are also

great. In Japan, students are responsible to clean their classroom or cook their meals at

school as a group activity. As part of extra-curricular activities, the students can be

encouraged to participate in international projects and conferences to share their

knowledge with other audiences as stated in the study of (Yanus, Y., & Tylan, B. 2019).

Furthermore, certain simple daily actions can have a significant influence on someone's

life. With these extracurricular activities, other students may be able to enlighten their

minds and selecting the appropriate course for them. If there are no basic extracurricular

activities, the students will be unsatisfied with their future choices, and it might lead them

to failure.

Having an extra-curricular activity in every school shape and enrich other student’s talent

and skills. Students who are uninterested in studying may be persuaded to attend school

because of extracurricular activities, which allow them to show what else they are

capable of and lead them on what they truly desire for their college course. Participating

in extracurricular activities, individuals can get to meet others who have similar goals

with them and get to help each other. It is also crucial for the students to engage in these

types of events since they may learn something that they may apply in the future if they

already have job. Extracurricular activities are not only used to improve students' grades,

but also to allow them to exercise their skills and abilities.

Virtual engagement during classes

In the literature entitled “The Importance of Timely Feedback to Interactivity in

Online Education” published by Barboza & da Silva in 2017 states that the literature

points out that time to feedback in education is one of the factors which affect
communication among people. To summarize, communication is widely known to be

important but there is much more to it. The time it takes to obtain feedback is critical in

becoming more productive and improving efficiency to save time.

According to Hu & Li's study published in 2017 entitled "Student Engagement in

Online Learning: A Review", The essence of online learning is the continuous

development of students' cognitive level, and to acquire effective learning, students need

to participate actively in learning. However, due to lack of communication between

teachers and students, the performance of students who participating in online learning is

not satisfactory, and their persistence and efficiency are also poor. Therefore, poor

student engagement is one of the factors that may cause a student’s poor academic

achievement. This might cause a student to become depressed, a reason to worry for the

parents and create a negative reputation for the school if a number of pupils show poor

academic achievement.

In the study entitled “Engagement Matters: Student Perceptions on the Importance

of Engagement Strategies in the Online Learning Environment” published by Martin &

Bolliger in 2018 states that student engagement increases student satisfaction, enhances

student motivation to learn, reduces the sense of isolation, and improves student

performance in online courses. As a result, the curriculum and the strands must include

elements that will draw students' attention so that they will show interest and participate

in online classes. Topics connected to a student's chosen college course and experiments

that need a student's virtual involvement are examples of this.

 Communication is well acknowledged for its importance in understanding what is

being stated. Virtual engagement, or communicating in online classes, is an important

aspect of online learning. Having strong virtual engagement during classes makes a

student more productive and efficient to save time but having poor virtual engagement

during classes can lead up into a variety of difficulties, not only for the student but also

for others around them.

Related Studies

In the study conducted by John Lee et al (2017). The Importance of Life

Satisfaction for Students’ Academic Success. Based on these research findings, life

satisfaction is not just a desirable outcome itself but also an important factor in

facilitating optimal functioning. Life satisfaction has been linked to many advantageous

outcomes that have an impact in the student satisfactory. For example, research

consistently shows that individuals with high life satisfaction tend to have more positive

social relationships, receive more social support, and experience greater marital

satisfaction compared to those with lower life satisfaction.

Assessment of Students' Satisfaction: A Case Study of Dire Dawa University,

Ethiopia (Daniel et. Al., 2017) The general objective of the study is to investigate the

satisfaction level of undergraduate level students enrolled in regular program of Dire-

Dawa University and there by understand Dire-Dawa University's level of service quality

perceived by the students. Results revealed that the satisfaction level of students in the

overall service of the university is 65.4%. Additionally, there is significant variation in

students' satisfaction across sex regarding student-instructor interaction, administrative

student support service and facility supervision whereas no significant variation was seen

regarding satisfaction due to undergraduate and post-graduate programs. Therefore, it

could be possible to conclude that majority of the students are satisfied with the service

that the university offers. However, it was also found that the number of the dissatisfied

group was not insignificant, and therefore more effort should be made to make the

satisfaction level of the students much better than the current level.

Agreeing in the study of Ridzuan et al. (2018) in Malaysia entitled “The

Relationship between Students Satisfaction and their Academic Performance among

Public Relations Degree Students in UiTM Alor Gajah Melaka” stated that there are three

independent variables which are placement, facilities, and relationship while academic

performance acts as a dependent variable. Based on the findings, it was found that all the

variables proposed are related to the academic performance of PR students. Based on the

findings, the most students’ satisfaction factor that contributes to academic performance

is a relationship among UiTM staff. Hence, from the finding, it was said that PR degree

students are more satisfied with the relationship among the academic and non-academic

staff in UiTM Melaka. Cho (2008) agreed that students are easy to get guidance from

their lecturers to complete the course work, projects, and assignments given. The second

factor that impacts the students’ satisfaction factor with academic performance is
facilities. UiTM Alor Gajah, Melaka has to provide or maintain good facilities for the

students to make sure that they can increase their academic performance. The last factor

that gives an impact on academic performance is the right placement. The findings

indicated that the right placement of students is important to increase the students’

academic performance

Satisfaction is a state of enjoyment that occurs when a person's wants and desires

are met. It is a state of mind experienced by someone who has had a performance or

result that exceeded his or her expectations. Students Satisfaction in terms of a short-term

mindset arising from an assessment of a student's educational experiences. In the study of

Daniel et. Al., (2017) it could be possible to conclude that majority of the students are

satisfied with the service that the university offers. However, there are also a number of

students was not negligible, and so greater effort should be made to improve student

satisfaction much above the existing level. Furthermore, Satisfaction is not only a good

end in and of itself, but it is also a crucial aspect in promoting optimal functioning. Life

happiness has been connected to a variety of positive outcomes, including increased

student satisfaction.

The K to 12 Senior High School is believed to be the solution of the elongated

dilemma of the Philippine educational system because this prepares the students in their

entry to college and equips them with relevant and globally competitive skills which will

foster employability. With this being said, a study aimed to ascertain the awareness,

preparedness and needs of the K to 12 senior high school modeling implementations in

Eastern Visayas. However, it is observed that the program implementers have reasonably

felt concerns on the preparedness and needs. They concluded that there is a need to come

up with enhancement measures particularly on the advocacy, curriculum development

and skills enhancement. The stated information was based on a study entitled

“Awareness, Preparedness and Needs of the K to 12 Senior High School Modeling

Implementation” (Canezo,2016)

As cited by Gallego et al. entitled “LEVEL OF SATISFACTION: THE CHOSEN

STRAND OF SENIOR HIGH SCHOOL STUDENTS OF ST. SEBASTIAN

INTERNATIONAL SCHOOL, NEGROS OCC, INC. S.Y. 2019 – 2020” published in

2019 states that Choosing a strand you would like to take for the next two years of your

high school life is the biggest and the most important decision to make in entering Senior

High School. Philippine F. Yates, Veinott, & Patalano (2003) define a decision as “…a

commitment to a course of action that is intended to produce a satisfying state of affairs.”

Decisions are normally considered deliberatively or quickly or impulsively or even

subconsciously in the context of a risk/return tradeoff.

The abstract in a related study published by Baloran et. al in 2021, entitled

“COURSE SATISFACTION AND STUDENT ENGAGEMENT IN ONLINE

LEARNING AMID COVID-19 PANDEMIC: A STRUCTURAL EQUATION MODEL”

states that the adoption of online learning modality among Higher Education Institutions

(HEIs) increased exponentially amid the COVID-19 pandemic and the results of an

online survey with 529 respondents have shown (1) The study revealed that online course
satisfaction was significantly correlated with online student engagement. (2) Online

course satisfaction is significantly related to students’ skills engagement, emotion

engagement, participation engagement, and performance engagement as constructs of

student engagement in online learning. Lastly, the goal of the study is to improve online

learning delivery quality in the new normal setting amid the COVID-19 pandemic by

conducting an online survey.

The findings are divided into 3 parts, (1) the K to 12 program is what prepares the

students for their upcoming college life. It equips them with knowledge that is needed in

a course related to their strand (Canezo, 2016). (2) Choosing a strand is the most

important decision made before attending Senior High School (Gallego et al., 2019) since

it will act as a steppingstone to achieving a student's dream. (3) Online course satisfaction

is connected to a student's overall engagement (Baloran et al., 2021); the less satisfied a

student is with his selected course, the worse his academic achievement will be, which

can lead to a variety of issues.

Similar to the researchers’ study, another research study aimed to determine the

senior high school students’ level of aspiration and level of readiness in pursuing college

degree. It probed into whether there is a difference in the level of aspiration and level of

readiness in pursuing college degree when grouped according to average monthly family

income, age, gender, and academic track. The study involved 198 senior high school

students of the University of Perpetual Help System Laguna, Biñan Campus. Generally,

the study’s goal is to determine how does the respondents’ level of aspirations and level
of readiness in pursuing college degree differ when grouped according to various profile

aspects (Salinas, 2019).

Interest is one of the personality factors playing a significant role in career

decision-making. Individuals who choose a career that matches his/her interests are likely

to feel more satisfied and motivated. Interests promote career choice goals, such as

having career intentions, developing career plans, and choosing a career direction to

engage in (Lent et al. 1994). On the contrary, students who are forced to take a specific

career showed low self-esteem and poor performance. Appropriate career choice does not

only impact a person’s life but society in general. Recognizing the factors that may affect

students’ career decisions is essential in developing strategies that may help them make

intelligent career choices. Identifying these factors was beneficial in developing a career

decision-making tool (Gestiada et al. 2017) and predicting the career strand of incoming

SHS students (Nazareno et al. 2019)

In this literature published by Jose Noel Fabia in 2021 entitled “Students’

Satisfaction, Efficacy, and Achievement on Learning Science, Technology, and Society

(STS) Online Course” stated that the global pandemic has brought an unforeseen change

in the field of education. Different schools have to shift to online teaching to continue the

students' education to cope with the adversity. This study explores the students’

satisfaction, self-efficacy, and academic achievement using online learning materials in

the Science, Technology, and Society course. Most students are satisfied with the teacher

and the students' interaction, the teacher’s performance, and the course content.
Simultaneously, the student has commendable self-directed skills in performing the

online tasks that made them efficient in the course. The teachers should emphasize the

lesson design, develop technological skills, promote proper communication with the

students, provide meaningful learning activities, consider students’ mental health, and use

asynchronous online teaching strategies.

There are factors affecting career choice for instance, interest, since it can boost

one’s motivation and satisfaction. It can also help with having goals and clear intentions

towards the chosen career, according to Nazareno (2020). In addition, characteristics such

as average monthly family income, age, gender, and academic track may influence a

student's level of aspiration and readiness of a student pursuing a certain college course,

since variances in profile may reduce or raise both aspiration and readiness, as stated by

Salinas (2019). Moreover, Satisfaction of the students remained despite the sudden

change in education. Interactions, performances and lessons were all still satisfactory, as

specified in a study by Fabia (2021).

Conceptual Framework

IV DV

DEGREE OF STRAND
1. The profile of the students
SATISFACTORY IN TAKING
1.1 Gender
A RELATED COLLEGE
1.2 Socioeconomic
COURSE OF GRADE 12 STEM
status
STUDENTS IN TOMAS
1.3 College course to be taken
DEL ROSARIO COLLEGE
2. The degree of strand

satisfactory of the students

\

Figure 1

Conceptual Paradigm

The first frame expresses the independent variable in the study, wherein the

statement of the problem is included which is divided into three: (1) The profile of the

students which will be described into 3 variables: (1.1) Gender; (1.2) Socioeconomic

status and; (1.3) College course to be taken; (2) Degree of strand satisfactory of the

students identified through 4 variables: (2.1) General average; (2.2) Achievements; (2.3)

Participation in extra-curricular activities and; (2.4) Virtual engagement during classes;

And (3) What can the study contribute to the current education system.
 The second frame expresses the dependent variables, which is the title of the

study. It is entitled as “Degree of Strand Satisfactory in Taking a Related College Course

of Grade 12 STEM Students in Tomas Del Rosario College”.

Hypothesis of the Study

Definition of Terms

1-20

NOTES IN CHAPTER II

Baloran, E., & Hernan, J. (2021, 1 10). COURSE SATISFACTION AND STUDENT

ENGAGEMENT IN ONLINE LEARNING AMID COVID-19 PANDEMIC: A

STRUCTURAL EQUATION MODEL. Retrieved from

https://dergipark.org.tr/en/pub/tojde/issue/65206/1002721

Barboza, E. (2017, March 17). The Importance of Timely Feedback to Interactivity in

Online Education. Retrieved from https://link.springer.com/chapter/10.1007/978-

3-319-51133-7_37

Hu, M., & Li, H. (2017, June). Student Engagement in Online Learning: A Review.

Retrieved from https://ieeexplore.ieee.org/abstract/document/8005384

Martin, F., & Bolliger, D. (2018, March). Engagement Matters: Student Perceptions on

the Importance of Engagement Strategies in the Online Learning Environment.

Retrieved from https://eric.ed.gov/?id=EJ1179659

RATING