PERSONAL MOTIVATIONS OF INCOMING GRADE 11 SENIOR HIGH LEARNERS OPTING FOR

HUMSS STRAND AT DIVISORIA HIGH SCHOOL (2023-2024)

A Quantitative Research
Presented to the
Faculty of the Basic Education Department – Senior High School
Divisoria High School

In Partial Fulfillment of the Requirements for the Subject

PRACTICAL RESEARCH II

Pimentel, Reignhard C.
Malinao, Christian Jed M.
Aguilar, Angelica F.
Pableo, Precious G.
Ramos, Reynalyn B.
Francisco, Aira Grace D.
Reyes, Benhard C.
Ordanza, Arnold A.
Flores, Jhonloid C.
Marquez, Adrian G.
Guloy, Allen Mark D.
Olalan, Jomel O.

Acknowledgement
We express our heartfelt gratitude and utmost appreciation to the remarkable individuals who played a
pivotal role in making our research project a reality.
First and foremost, we extend our sincere thanks to Madam Evangeline D. Datumanong for her
invaluable guidance, profound knowledge, and exceptional skills that significantly contributed to the
successful completion of our research paper. Her unwavering support and mentorship have been
instrumental in shaping our academic journey.
We would also like to express our deep appreciation to Madam Audita W. Cambod EdD., the esteemed
Principal of Divisoria High School, for her commendation and approval to undertake this study within
the premises of our institution. Her encouragement and trust in our capabilities have been crucial in the
realization of our research objectives.
Furthermore, we extend our heartfelt gratitude to the Grade 10 Learners of Divisoria High School,
whose wholehearted participation as respondents has been indispensable in the gathering of vital data
for our research. Their cooperation and enthusiasm have immensely contributed to the validity and
reliability of our findings.
Last but not least, we are indebted to our beloved Alma Mater, Divisoria High School, which has served
as a nurturing ground for our intellectual and personal growth. We are grateful for the educational
opportunities it has provided, enabling us to become lifelong learners and responsible members of
society.

We acknowledge and honor the collective effort of these individuals and institutions, without whom our
research would not have been possible. Their contributions have significantly enriched our academic
journey, and for that, we extend our deepest gratitude.
 CHAPTER 1
Background Of The Study

Introduction:
Incoming senior high school students are currently at a pivotal point in their educational journey where
they must decide on their chosen strand or track, aligning it with their courses and future career
aspirations. It is crucial to be prudent in this decision, as the choice of strand not only impacts one
generation but also sets a path for future generations, echoing the words of Mark Strand, who said,
"The future is always beginning now." Therefore, this research aims to raise awareness not only about
selecting the appropriate strand but also about choosing the right path to guide them towards a
prosperous future. As William Morris wisely stated, "Not one strand, are all life's jewels strung." An
incorrect strand choice can make the educational journey arduous, leading to disadvantages that may
hinder their progress.

The HUMSS strand is designed for students and learners who aspire to pursue fields such as
psychology, sociology, education, journalism, economics, literature, philosophy, and communication
arts, among others. This strand contributes not only to the betterment of society but also to the global
community, shaping future generations and advancing various sectors to secure a brighter future for
students and enhance the education system. As Malcom X aptly put it, "Education is our passport to the
future, for tomorrow belongs to the people who prepare for it today."
 Research Questions

The problem addressed in this study is our desire to understand the motivation of incoming Grade 11
students who are choosing the HUMSS strand. Specifically, we aim to answer the following questions:

1. What motivates incoming Grade 11 Senior High School students to choose the HUMSS strand?

2. What factors influence the choice of the HUMSS strand among incoming Grade 11 Senior High
School students?

3. Is HUMSS perceived as an easier strand by some students because it has fewer math subjects?

4. Is the HUMSS strand considered a "last resort" for some students?

5. Do the advantages and potential of the HUMSS strand convince incoming Grade 11 students to
choose it?

Conceptual Framework
INPUT
OUTPUT
PROCESS
1. What motivates incoming Grade 11
Based on our
Senior High School students to choose Survey
SI analysis, we
the HUMSS strand? Questionnaire and
observed and found
Interview at the
that the
same time
motivations of
2. What factors influence the choice of
incoming Grade 11
the HUMSS strand among incoming
Senior High School
Grade 11 Senior High School
students? students who will
choose the HUMSS
strand are driven by
3. Is HUMSS perceived as an easier the alignment of
strand by some students because it their desired
has fewer math subjects? professions and
dream courses with

4. Is the HUMSS strand considered a

"last resort" for some students?

5. Do the advantages and potential of

the HUMSS strand convince incoming
Grade 11 students to choose it?
Scope And Delimitation

This study aims to explore the motivations of incoming Grade 11 Senior High School learners who will
choose the HUMSS strand. It seeks to understand and assist students interested in pursuing HUMSS-
related career paths by identifying the potentials and advantages aligned with their dream professions.
The study is limited to 40% of the total population of Grade 10 learners at Divisoria High School,
comprising 58 students who have chosen the HUMSS strand. Data will be collected through survey
questionnaires and interviews during the School Year 2023-2024.
Significance Of The Study

This study is crucial, not only in the education system but also for future generations, which will
contribute to shaping a better world for humanity. The importance of this study is as follows:

1. STUDENTS: The study's significance extends to learners, helping them make informed decisions
about the most suitable academic track/strand aligned with their career aspirations.

2. PARENTS: The results are valuable for parents, aiding them in understanding the advantages of
their children choosing the right educational track and guiding them effectively.

3. EDUCATORS:
The study benefits educators by providing insights into HUMSS academics, allowing them to guide
students in their academic journey and enhance their learning experiences.

4. RESEARCHERS: The outcome is crucial for researchers, helping them understand the motivations
of Grade 11 learners choosing the HUMSS strand and exploring associated potentials within their
academic track and professions.

5. FUTURE RESEARCHERS: The results serve as foundational research for future researchers
studying similar case studies, contributing to the ongoing exploration of the topic.
DEFENITION OF THE TERMS

Ardous - can make the educational journey ardous, leading them to disadvantages.

DHS - Incoming Grade 11 Senior High School at Divisoria High School.

HUMSS - Incoming Grade 11 students who'll choose "Humanities and Social Sciences" Strand.

Opt - especially if they plan to opt for the HUMSS Strand.

Pivotal - Currently at a pivotal point in their educational journey.

Prudent - it is crucial to be prudent on this decision.

Prosperous - To guide them towards a prosperous future.

Pursue - pursue field such as psychology, sociology, education, etc.

Hinder - leading to disadvantage that may hinder their progress.

 CHAPTER 2
Review Of Related Literature

Foreign Study
"Developing Future-Ready Students with an Inclusive and Inspiring Approach" (Rossmoyne, 2021)

The humanities and social sciences have a historical and contemporary focus, spanning from personal
to global contexts, and they consider challenges for the future. Through studying humanities and social
sciences, we develop the ability to question, think critically, solve problems, communicate effectively,
make decisions, and adapt to change. Thinking about and responding to issues requires an
understanding of the key historical, geographical, political, economic, and societal factors involved, and
how these different factors interrelate.

We included this study as it mentioned about how the HUMSS potentials and advantages will help the
incoming grade 11 Senior High School Learners that'll choose HUMSS strand like improving writing,
speaking, reading comprehension, and social skills. The humanities and social sciences (HUMSS)
strands provide us with a broad foundation in a variety of disciplines, allowing us to apply our
knowledge, expertise, and experiences to the investigation and inquiry of human situations by
examining social behavior and changes. We were able to thoroughly consider which courses to enroll in
when we start college because of the HUMSS strand. After we finish our education, there are
numerous work prospects in the HUMSS strand.

Local Study

According to the research presented by Orpiano et al. (2022) titled "Motivation in Choosing Humanities
and Social Science as a Senior High School Strand," this study aims to determine the reasons why
students choose Humanities and Social Science as a strand. This study is a quantitative type of
research that utilized a descriptive method. It was conducted at Divisoria High School, specifically
among HUMSS students. The study aimed to answer the following question: "What motivates students
to choose HUMSS as a strand at Divisoria High School?" The results of the survey showed that the
primary motivation for choosing HUMSS is the belief that it aligns with future career goals.

The HUMSS strand influences me as a future professional because I see many opportunities for
continuing education. HUMSS helps boost self-confidence and fits my personality. It challenges me to
improve my reading, writing, and understanding skills. HUMSS students aspire to contribute positively
to society. I am influenced by the potential for good career prospects, my family's influence, the support
of friends, and inspirational role models, including teachers. HUMSS provides significant benefits for
one's chosen career. I also value the high social status associated with it, as well as the government's
high regard for education, which supports my chosen career. I appreciate the social environment and
find it a worthwhile endeavor. HUMSS allows me to socialize with others, explore open-mindedness,
expand my knowledge, and gain a deeper understanding of our culture, politics, society, and ourselves.
It trains students to recognize and appreciate the diversity of human life experiences. Enhancing my
speaking skills and learning to consider all sides of a situation are additional reasons for my choice.
While I agree with the motivation for choosing HUMSS as a strand, I have reservations about specific
aspects of it.

Foreign study

Humanities and Social Science (HUMSS) will help you grow and gain an understanding of culture,
politics, literature, arts, and society. Moreover, it immerses its students in various critical thinking and
understanding activities throughout the learning process. This strand provides them with an overview of
what they will be participating in during their higher education (System Plus College Foundation, 2022).

We included this study because we read and found out that the HUMSS strand helps students
socialize, speak in public, and develop social skills.

Local Study

Based on the research conducted by Dela Cruz et al. (2028) titled "Exploring the Influence of HUMSS
Strand on Critical Thinking and Social Skills Development: A Study Among Senior High School
Students at Bayani High School," this study delves into the impact of the Humanities and Social
Sciences (HUMSS) strand on the development of critical thinking and social skills among students at
Bayani High School. Employing a mixed-methods approach, this research aimed to gain
comprehensive insights into the academic and social aspects of HUMSS education.

The primary goal of this study is to answer the following research questions: "How does the HUMSS
strand influence the critical thinking skills of senior high school students at Bayani High School?" and
"In what ways does the HUMSS strand contribute to the development of social skills in the same
student population?"

The research combined quantitative analysis of students' academic performance and qualitative data
from focus group discussions. The findings indicated that students in the HUMSS strand displayed
substantial improvements in critical thinking skills, as evidenced by their ability to analyze complex
issues, engage in informed discussions, and make well-reasoned decisions. Moreover, the HUMSS
curriculum promoted an inclusive and social learning environment that enhanced students'
communication, collaboration, and conflict resolution skills.

In conclusion, this study provides evidence that the HUMSS strand at Bayani High School positively
influences students' critical thinking and social skills development. It highlights the importance of
offering diverse educational pathways, such as HUMSS, that foster holistic growth and equip students
with essential life skills. Future research could explore the long-term impact of HUMSS education on
students' academic and personal lives to gain a more comprehensive understanding of its benefits.
This study emphasizes the significance of the HUMSS strand in promoting not only academic growth
but also the cultivation of social skills among students at Bayani High School. The HUMSS strand's
inclusive and diverse curriculum plays a pivotal role in nurturing well-rounded and socially adept
individuals who are well-prepared for future challenges.
 CHAPTER 3
Methodology

RESEARCH DESIGN

The research design chosen for this study is a quantitative approach employing a descriptive method. A
descriptive method is a type of study that employs statistical methods to describe the characteristics of
a population or phenomenon under investigation. This descriptive study aims to investigate the
motivations of incoming Grade 11 Senior High Students in choosing the HUMSS strand. The study will
utilize survey questionnaires and interviews concurrently to gather the necessary data.

SAMPLING PROCEDURE AND SAMPLES

In this study, we employed purposive sampling. This sampling technique is also known as judgmental,
selective, or subjective sampling. It is a form of non-probability sampling in which researchers rely on
their judgment when selecting members of the population to participate in their surveys. The
respondents of this study comprise 53 incoming Grade 11 Senior High Students who have chosen the
HUMSS strand, representing 40% of the total population of Grade 10 learners currently enrolled in S.Y.
2023-2024.

DATA GATHERING METHODS

The researchers will prepare a permission letter addressed to the advisers or principal to seek approval
to conduct the study at Divisoria High School. After conceptualizing the current research topic, the
researchers will conduct interviews among the respondents. Subsequently, the data will be analyzed
and interpreted using the most appropriate statistical procedures.
 CHAPTER IV
PRESENTATION , ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents analysis and interpret the findings of the study in the lights of its statement of the problem.
Table presentations are availed of to render more significant and informative findings

1. Profile of the respondents

Table 1.1
Frequency and Percentage Distribution of Respondents by Age

AGE FREQUENCY PERCENTAGE

15-16 Years Old 50 94.33%
17 Years Old 1 1.88%
19 Years Old 1 1.88%
21 Years Old 1 1.88%
TOTAL: 53 99.97%

Table 1.1 indicates that the majority of respondents fall within the 15-16 age bracket, with a frequency
of 50 and a total percentage of 94.33%, the highest among all age groups.Both 17, 19 and 21 years old
have a frequency of 1 each, with the lowest percentage of 1.88%. The data suggests that the majority
of students opting for the HUMSS Strand are in the 15-16 age group.

Table 1.2

Frequency and percentage distribution of respondents by Sex.

SEX FREQUENCY PERCENTAGE

FEMALE 31 52.54%
MALE 22 41.50%
TOTAL: 53 94.04%

The table presents that 31 or 52.54% of the Incoming grade 11 Students opting for HUMSS are Female
while the frequency of 22 and a percentage of 41.50% are male. This indicates that the most students
opting for HUMSS strand are female.

Table 1.3
 Frequency and Percentage Distribution of Respondents by Year Level.

YEAR LEVEL FREQUENCY PERCENTAGE

10 Del Pilar 20 33.8%
10 Mabini 9 15.2%
10 Bonifacio 10 18.8%
10 Jacinto 4 7.5%
10 Rizal 2 3.7%
10 Aguinaldo 6 11.3%
10 Luna 2 3.7%
TOTAL: 53 94.0%

This table displays the frequency and percentage of respondents by Year Level. The highest is 10 Del
Pilar with a frequency of 20 and a percentage of 33.8%. The lowest were 10 Rizal and Luna, each with
a frequency of 2 and a percentage of 3.7%. Overall, the total percentage across the seven year levels
is 94.0%.
Table 2
PERCENTAGE OF THE ANSWER RESPONDENTS

SA A SD D TOTAL
1. The challenges in reading, writing, and 49.05% 50.94% 99.99%
understanding in the Humss strand motivate me.
2. Family expectations significantly influence my 30.18% 56.60% 12.98% 99.73%
choice of the Humss strand.
3. I perceive the Humss strand as prestigious in terms 40.67% 47.45% 5.08% 93.25%
of academic and career opportunities.
4. My interest in the subjects offered by the Humss 38.98% 38.98% 5.08% 10.16% 93.5%
strand is a major factor in my decision
5. Friends who have chosen the Humss strand have 18.64% 40.67% 6.77% 23.72% 89.8%
influenced my decision positively.
6. The Humss strand aligns with my future career 35.59% 42.37% 3.38% 11.86% 93.2%
aspirations.
7. I believe the Humss strand is easier because it has 23.72% 47.45% 6.77% 11.86% 89.8%
fewer math subjects.
8. Choosing the Humss strand is a last resort for 23.72% 30.50% 20.33% 15.25% 89.8%
some students.
9. The advantages and potential of the Humss strand 18.64% 62.71% 1.69% 6.77% 89.81%
convince me to choose it.
10. My interest in humanities subjects motivates me 27.11% 50.84% 1.69% 8.47% 88.11%
to choose the Humss strand.
11. Positive influence from teachers encourages me 27.11% 42.37% 5.08% 11.86% 86.42%
to opt for the Humss strand.
12. Support from my parents plays a significant role in 30.50% 47.45% 3.38% 8.47% 89.8%
my decision to choose Humss
13. I believe the Humss strand provides better future 27.11% 38.98% 3.38% 16.94% 86.41%
opportunities compared to other strands.
14. My interest in social sciences motivates me to 20.33% 47.45% 5.08% 16.94% 89.8%
choose the Humss strand.
15. More time for activities in Humss influenced my 6.77% 49.15% 5.08% 3.38% 64.38%
choice.
 16. The subjects offered in the Humss strand align 15.25% 42.37% 1.69% 5.08% 61.00%
with my personal interests.
17. The subjects offered in the Humss strand align 33.89% 49.15% 6.77% 94.81%
with my personal interests.
18. Positive recommendations from senior students 30.50% 30.50% 6.77% 18.64% 86.41%
influenced my decision to choose Humss.
19. mproving creative writing drives my choice of the 30.50% 45.76% 11.86% 88.12%
Humss strand.
20. I consider the Humss strand as a prerequisite for 32.20% 45.76% 11.86% 89.82%
my desired college course.

The items described in Table 2 as "strongly agree" in our study are as follows: "The challenges in reading,
writing, and understanding in the Humss Strand motivate me," "Family expectations significantly influence my
choice of the Humss strand," "I perceive the Humss strand as prestigious in terms of academic and career
opportunities," "My interest in the subjects offered by the Humss strand is a major factor in my decision," "The
Humss strand aligns with my future career aspirations," "The advantages and potential of the Humss strand
convince me to choose it," "My interest in humanities subjects motivates me to choose the Humss strand,"
"Support from my parents plays a significant role in my decision to choose Humss," "More time for activities in
Humss influenced my choice," "The subjects offered in the Humss strand align with my personal interests,"
"Improving creative writing drives my choice of the Humss strand," and "I consider the Humss strand as a
prerequisite for my desired college course."
While the items marked "Agree" are as follows: Friends who have chosen the Humss strand have positively
influenced my decision, I believe the Humss strand is easier because it has fewer math subjects, choosing the
Humss strand is a last resort for some students, positive influence from teachers encourages me to opt for the
Humss strand, I believe the Humss strand provides better future opportunities compared to other strands, my
interest in social sciences motivates me to choose the Humss strand, and the subjects offered in the Humss
strand align with my personal interests.

SA A SD D Weighted Description
Mean
1. The challenges in reading, writing, and 26 27 3.49 Strongly Agree
understanding in the Humss strand motivate me.
2. Family expectations significantly influence my 16 30 9 3.24 Strongly agree
choice of the Humss strand.
3. I perceive the Humss strand as prestigious in 24 26 3 3.39 Strongly Agree
terms of academic and career opportunities.
4. My interest in the subjects offered by the Humss 25 23 3 4 3.39 Strongly Agree
strand is a major factor in my decision
5. Friends who have chosen the Humss strand have 11 24 4 14 2.79 Agree
influenced my decision positively.
6. The Humss strand aligns with my future career 20 25 2 3 3.07 Strongly Agree
aspirations.
7. I believe the Humss strand is easier because it 14 28 4 7 2.98 Agree
has fewer math subjects.
8. Choosing the Humss strand is a last resort for 14 18 12 9 2.64 Agree
some students.
9. The advantages and potential of the Humss 11 37 1 4 3.09 Strongly Agree
strand convince me to choose it.
10. My interest in humanities subjects motivates me 16 30 5 3.09 Strongly Agree
to choose the Humss strand.
11. Positive influence from teachers encourages me 16 25 3 7 2.94 Agree
to opt for the Humss strand.
12. Support from my parents plays a significant role 18 28 2 5 3.16 Strongly Agree
in my decision to choose Humss
13. I believe the Humss strand provides better 16 23 2 10 2.92 Agree
future opportunities compared to other strands.
14. My interest in social sciences motivates me to 12 28 3 10 2.92 Agree
choose the Humss strand.
15. More time for activities in Humss influenced my 30 14 3 6 3.33 Strongly Agree
choice.
16. The subjects offered in the Humss strand align 12 25 1 3 2.45 Agree
with my personal interests.
17. The subjects offered in the Humss strand align 18 29 4 3.15 Strongly Agree
with my personal interests.
18. Positive recommendations from senior students 19 20 4 10 3.01 Strongly Agree
influenced my decision to choose Humss.
19. mproving creative writing drives my choice of 18 27 1 7 3.16 Strongly Agree
the Humss strand.
20. I consider the Humss strand as a prerequisite 19 27 7 3.22 Strongly Agree
for my desired college course.

While “The challenges in reading, writing, and understanding in the Humss strand motivate me” has the highest
mean of 3.49, indicating a strong agreement across the 20 items answered by respondents, it suggests that a
significant personal factor influencing students opting for Humss in the desire to challenge themselves in reading,
writing, and understanding the Humss, which refers to comprehension and proficiency in the subjects offered,
encompassing humanities, social sciences, and the arts.

CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter finalizes the study through presentation of the summary of findings, conclusions and
recommendations based from the critical interpretation of the data in the previous chapter

Findings
The findings of the study are as follows:

1. Profile of Respondents
Age. It indicates that the majority of respondents fall within the 15-16 age bracket, with a frequency of
50 and a total percentage of 94.33%, the highest among all age groups.Both 17, 19 and 21 years old
have a frequency of 1 each, with the lowest percentage of 1.88%. The data suggests that the majority
of students opting for the HUMSS Strand are in the 15-16 age group.
Sex. It presents that 31 or 52.54% of the Incoming grade 11 Students opting for HUMSS are Female
while the frequency of 22 and a percentage of 41.50% are male. This indicates that the most students
opting for HUMSS strand are female.
Year Level. It shows the frequency and percentage of respondents by Year Level. The highest is 10
Del Pilar with a frequency of 20 and a percentage of 33.8%. The lowest were 10 Rizal and Luna, each
with a frequency of 2 and a percentage of 3.7%. Overall, the total percentage across the seven year
levels is 94.0%.

Conclusions

The main concern of this study was to determine the reasons why incoming Grade 11 Students are
opting for Humss. It also aimed to find out if variables like gender, sex, age and grade level produced
significant difference. In this respect, a number of results were obtained.

1.) In terms of Personal Motivations, "strongly agree" in our study are as follows: "The challenges in
reading, writing, and understanding in the Humss Strand motivate me," "Family expectations
significantly influence my choice of the Humss strand," "I perceive the Humss strand as prestigious in
terms of academic and career opportunities," "My interest in the subjects offered by the Humss strand
is a major factor in my decision," "The Humss strand aligns with my future career aspirations," "The
advantages and potential of the Humss strand convince me to choose it," "My interest in humanities
subjects motivates me to choose the Humss strand," "Support from my parents plays a significant role
in my decision to choose Humss," "More time for activities in Humss influenced my choice," "The
subjects offered in the Humss strand align with my personal interests," "Improving creative writing
drives my choice of the Humss strand," and "I consider the Humss strand as a prerequisite for my
desired college course."

2.) The items marked "Agree" are as follows: Friends who have chosen the Humss strand have
positively influenced my decision, I believe the Humss strand is easier because it has fewer math
subjects, choosing the Humss strand is a last resort for some students, positive influence from teachers
encourages me to opt for the Humss strand, I believe the Humss strand provides better future
opportunities compared to other strands, my interest in social sciences motivates me to choose the
Humss strand, and the subjects offered in the Humss strand align with my personal interests.

Recommendations
This study has contributed to a research study titled "Personal Motivations of Incoming Grade 11
Students Opting for Humss (Humanities and Social Sciences) Strand." As the study progressed, a few
areas surfaced as suggested areas for future studies. The recommendations are as follows:

A) The study finds out that the major personal factor for those incoming Grade 11 students opting for
Humss (Humanities and Social Sciences) is the desire to challenge themselves in reading, writing, and
understanding the Humss. Therefore, the researcher suggests that Grade 10 students at Divisoria High
School who are considering opting for Humss must maintain their eagerness to learn in reading, writing,
understanding, and knowing the Humss. This will help them prepare for the challenges and satisfy their
curiosity about what the Humss (Humanities and Social Sciences) strand truly entails.

b) The parents of the students are advised to observe and continue motivating their children to help
them attain better motivation and influence in choosing their strand. Therefore, if the students are
encouraged by their parents, they show more interest in their studies. Parents must positively enhance
students' emotions as a way of motivating them.

c) May the teachers help engage students in choosing a strand by tapping into motivations; the
teacher's personality sets the overall tone in the classroom, influencing students. The results of the
study will provide a new perspective on how teachers can assist students in pursuing and completing
their studies.

d) The faculty of the Senior High School Department, the advisers, and the school administration
should accept the task of maintaining a high social standing while keeping up with the growth of the
next generation.

e) It is recommended to conduct a similar study on the motivations identified in this study in a few other
institutions to see if these motivations still impact the same factors depicted in this study.
 Curriculum Vitae

PERSONAL PROFILE
2X2 PIC HERE:

PIMENTEL, REIGNHARD C.

Date of Birth: April 25, 2006

Place of Birth: Divisoria Santiago City
Citizenship: Filipino
Sex: Male
Age: 17
Religion: Born Again
Father's Name: George G. Pimentel
Mother's Name: Liezel C. Pimentel

EDUCATIONAL ATTAINMENT
Senior High School:
Divisoria High School, Santiago City 2022-2024

Junior High School:

Divisoria High School, Santiago city 2018-2022

Elementary:
Divisoria Elementary School, Santiago City 2013-2018
MALINAO, CHRISTIAN JED M.
Date of birth NOV 09 2005

Place of Birth: QUEZON SAN ISIDRO ISABELA

Citizenship: Filipino

Sex:male
Age:18
Religion: Born Again
Father's name: WILLIAM MALINAO
Mother's name: CLARINYL MALINAO

EDUCATIONAL ATTAINMENT

Senior High School: Divisoria high School, Santiago City 2022-2024

Junior high School: Divisoria High School

Elementary:QUEZON SAN ISIDRO Isabela 2013-2018

RAMOS, REYNALYN R.
Date of birth: May 26, 2006

Place of Birth: Mauraro Guinobatan Albay

Citizenship: Filipino

Sex:Female
Age:17
Religion: Born Again
Father's name: Reynaldo A.Ramos
Mother's name: Joy B.Bil

EDUCATIONAL ATTAINMENT

Senior High School: Divisoria high School, Santiago City 2022-2024

Junior high School: Divisoria High School

Elementary: Batal Elementary School, Santiago City Isabela 2013-2018

AGUILAR, ANGELICA M.

Date of birth: August 06 2005

Place of Birth: Quezon San Isidro Isabela

Citizenship: Filipino

Sex:Female
Age:18
Religion: Born Again
Father's name: Noel Lagmay
Mother's name: Carmen F. Aguilar

EDUCATIONAL ATTAINMENT

Senior High School: Divisoria high School, Santiago City 2022-2024

Junior high School: Manuel Luis Quezon National Highschool

Elementary: Quezon Elementary school, Quezon san Isidro isabela 2013-2018

FRANCISCO, AIRA M.

Date of birth: January 26, 2005

Place of Birth: Quezon San Isidro Isabela

Citizenship: Filipino

Sex:Female
Age:18
Religion: Catholic
Father's name: Gregorio C. Francisco
Mother's name: Cristina D. Francisco

EDUCATIONAL ATTAINMENT

Senior High School: Divisoria high School, Santiago City 2022-2024

Junior high School: Divisoria High school, Santiago City 2018-2022

Elementary: Quezon Elementary school, Quezon san Isidro isabela 2013-2018

PABLEO, PRECIOUS G.

Date of birth: December 20, 2005

Place of Birth: Divisoria Santiago City Isabela

Citizenship: Filipino

Sex:Female
Age:18
Religion: Born Again
Father's name: Nick P. Pableo
Mother's name: Nenita G. Pableo

EDUCATIONAL ATTAINMENT

Senior High School: Divisoria high School, Santiago City 2022-2024

Junior high School: Divisoria High School

Elementary: Divisiria Elementary school, Santiago City Isabela 2013-2018

 References

Dela Cruz, et al. (2017). Exploring the Influence of HUMSS Strand on Critical Thinking and Social
Skills Development: A Study Among Senior High School Students at Bayani High School.

Orpiano, et al. (2022). *Motivation in Choosing Humanities and Social Science as a Senior High
School Strand.

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1E9m9Sk2Vca7zt3hlMn1TTbSHAF2o&h=AT3xIOBfITGAA4scD2qG3nRqEjQHPPF3pTA26uDM9J
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System Plus College Foundation. (2022). Humanities and Social Science (HUMSS). Retrieved
from https://l.facebook.com/l.php?u=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.spcf.edu.ph%2Fbasiceducation
%2Fseniorhigh%2Fhumss%3Ffbclid
%3DIwAR0wQI8WYLIXbsjtVwW093yz8SIq9iQxYJuvADCqsYTUJBSKFCQHYHSvlDk&h=AT2xLid7
2olSvax7ndO5AH6vDxZmJdnE-2MyT10fW4z29-
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YWDBZCdWEOo6FeOYSiWIWI
 ABSTRACT

As incoming senior high school students stand at a pivotal juncture in their educational journey,
choosing the right strand becomes crucial for shaping not only their future but also influencing
subsequent generations. This research focuses on the HUMSS strand, emphasizing its significance in
societal betterment and global advancement. Aligned with the words of Mark Strand and William Morris,
the study aims to guide students toward a prosperous future. The research design utilizes a quantitative
approach, employing a descriptive method, and the sampling procedure involves purposive sampling.
Data gathering methods include survey questionnaires and interviews conducted among 53 incoming
Grade 11 students opting for the HUMSS strand. The study's importance extends to researchers,
educators, parents, and students, aiding in informed decision-making. The findings highlight the profile
of respondents, with a majority in the 15-16 age bracket and a higher percentage of females choosing
the HUMSS strand. Personal motivations, including challenges, family expectations, and career
alignment, strongly influence the choice of HUMSS. The study concludes with recommendations for
students, parents, teachers, and institutions, emphasizing the need for continuous support, motivation,
and exploration of motivations to enhance the educational experience.
 TABLE OF CONTENTS

TITLE PAGE i.

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

CHAPTERS

BACKGROUND OF THE STUDY i

Introduction 1

Research Questions 2

Conceptual Framework 2

Scope And Delimitation 2

Significance Of The Study 3

Definition Of Terms 4

REVIEW OF RELATED LITERATURE ii

Local Literature 5-6

Foreign Literature 6-7

Local Literature 6-7

Foreign Literature 7

METHODOLOGY iii

Research Design 8

Sampling Procedure And Samples 8

Data Gathering Methods 8

PRESENTATION, ANALYSIS AND

INTERPRETATION DATA iv

Profile Of Respondents 9

Percentage Of Data 10-11

Rating Scale 11-12

SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS v

Summary Of Findings 13

Conclusion 13

Recommendations 14

Appendices 14

References 15
 APPENDIX A. Research questionnaire

DEAR RESPONDENTS

The purpose of this study is to examine “PERSONAL MOTIVATIONS OF INCOMING

GRADE 11 STUDENTS OPTING FOR HUMSS STRAND”. Please read carefully and tick (/)
the appropriate column for each statement promptly as possible. All information
gathered shall be use purely for research and shall be treated with confidentiality.
Thank you.

DEMORGRAPIC DATA

NAME (OPTIONAL)

SEX:

AGE:

YEAR LEVEL:

Instructions: We kindly request your honest responses for the purpose of our research. Please indicate
your choices by placing a checkmark in the corresponding boxes for Strongly Agree (SA), Agree (A),
Strongly Disagree (SD), and Disagree (D). Your cooperation is greatly appreciated.
Name (Optional):
Age:
Sex:
Grade&Section:

SA A SD D
1. The challenges in reading, writing, and understanding
in the Humss strand motivate me.
2. Family expectations significantly influence my choice
of the Humss strand.
3. I perceive the Humss strand as prestigious in terms of
academic and career opportunities.
4. My interest in the subjects offered by the Humss
strand is a major factor in my decision
5. Friends who have chosen the Humss strand have
influenced my decision positively.
6. The Humss strand aligns with my future career
aspirations.
7. I believe the Humss strand is easier because it has
fewer math subjects.
8. Choosing the Humss strand is a last resort for some
students.
9. The advantages and potential of the Humss strand
convince me to choose it.
10. My interest in humanities subjects motivates me to
choose the Humss strand.
11. Positive influence from teachers encourages me to
opt for the Humss strand.
12. Support from my parents plays a significant role in my
decision to choose Humss
13. I believe the Humss strand provides better future
opportunities compared to other strands.
14. My interest in social sciences motivates me to choose
the Humss strand.
15. More time for activities in Humss influenced my
choice.
16. The subjects offered in the Humss strand align with
my personal interests.
17. The subjects offered in the Humss strand align with
my personal interests.
18. Positive recommendations from senior students
influenced my decision to choose Humss.
19. mproving creative writing drives my choice of the
Humss strand.
20. I consider the Humss strand as a prerequisite for my
desired college course.